The Early Intervention and Special Education always go hand in hand with the rehabilitation intervention provided by a team consisting of Physiotherapist, Speech & Language Therapist, Occupational Therapists, and Sensory Integration Therapists, Social worker etc. Children with Cerebral Palsy, Multiple Disabilities, Autism, Intellectual Disability and Deafblindness need intensive therapy to enable Readiness to Learn.

Our therapy goes beyond therapy rooms to Classrooms and homes by empowering parents to carry out the training in natural settings.

Strategy we adopt:

SPASTN believes in nurturing Communities of Practice where Special Teachers, Parents and Therapists work together by the VALUE of Interdisciplinary work in PRACTICE.

Therapies @ a GLANCE in SPASTN

Department of Physiotherapy – Range of services

  • Assessment of Motor Functions
  • Direct Service Delivery with hands-on sessions
  • Documentation and Charting Progress of every client
  • Training of Parents and other professionals
  • New Born Screening
  • Conducting Research
  • Suggest adaptive devices to enhance function
  • Recommend special furniture and orthosis for better positioning of limbs
  • Develop Fitness programmes for adolescents and young adults with disabilities
  • Ergonomics
  • Train children for various sports events within and outside SPASTN.
  • Referral and Consultations to appropriate professionals for medical and /or surgical intervention

Sensory integration/processing helps people to “make sense” / “fine tune” the world around them. A number of senses are experienced in our natural environment when carrying day to day routines like walking to bathing, walking to school, dressing, or sitting on a chair or climbing. We at SPASTN provide Sensory Integration.

This boy is able to skate after he has managed to integrate his movement/gravity(vestibular), has know his body position (Proprioceptive) in space, use vision to avoid touching any one, ignore any environmental sounds/smell as he skates.

We usually think of five senses: sight, sound, taste, touch (tactile), and smell. We also receive information from our body position sense (proprioception), and balance and movement sense (vestibular).

Communication and Speech Language therapy

Communication is the essence of human life. It is this communication that we are concerned about and take on as our primary goal.

Speech Therapists at the department aim at making all children proactive communicators.

Terms:

Speech, Language Pathology – Study of disorders of speech and language.

Audiology: Study of hearing sciences.

Activities in the Department

  • Speech and Language, assessment and therapy. The common disorders encountered include children with disorders of voice, fluency and articulation, delayed or deviant speech and language development
  • Feeding and drooling management
  • Promote Augmentative and Alternative Communication
  • Workshops conducted by therapists and trainees for parents on various therapeutic measures

Group and individual sessions on Speech Therapy are conducted depending on the needs of children with disability.

Audiology

There is also an Audiology Lab with an audiometer and sound treated room to cater to the needs of children with hearing loss.

Songs, rhymes, stories, objects, picture cards, Alternative & Augmentative Communication (AAC) devices etc. are used during therapy. Oromotor exercises are done when appropriate.

Hydrotherapy

Hydrotherapy is a form of intervention in which exercises are taught to the children with disabilities inside the Swimming Pool. The unique qualities of water provide exceptional benefits to the child with cerebral palsy and other motor difficulties. Water helps children with cerebral palsy to move in ways they may not be able to do on land. As we know, Gravity is an all pervading force which acts on each and every body on land. This gravity pulls objects towards the earth. The effect of gravity is also felt by the human body. When the muscles are weak, these movements become difficult or even impossible. For a child with Cerebral Palsy, anti-gravity movements such as sitting upright or standing becomes difficult due to weak muscles.

The initial classes are devoted to water safety and orientation in which the child learns how to deal with the water like how to control breath, float and use the forces in water. Activities or exercises are started later that focuses on balance, strength and movement training.

SPASTN’s Hydrotherapy Programme is based on the principles of Halliwick Concept of Aquatic Therapy. The Halliwick concept was originally designed to teach swimming for children with disabilities.