1

Coordinated by Jayshree Ranchod

Compiled and edited by Emma Boshoff

2

Table of Contents

Therapy ..…………………………………………………………………………….….3

Play Therapy……………………………………………………………….…….3-5

Music Therapy …………………………………………………….………….....6

Speech and Language Therapy ……………………………….……………...7-9

Occupational Therapy ………….………………………………………….......10-11

Paediatric Physiotherapy ……………………………………………………....12-13

Assessment ..........................................................................................................14

Psycho-Educational Assessments ……………………………………….……14-16

Learning Support ..………………………………………………………………….….17

English Learning Support ………………………………………………………17-18

Mathematics Learning Support ………………………………………………..18-19

3

Play Therapy

Play is the fundamental experience of childhood. Children do not need to be taught how

to play, as play is a spontaneous, enjoyable, voluntary and undirected activity.

Play is the primary way that children…

Learn about the world

Understand how different things work

Develop physical and mental skills

Develop social skills

And, most importantly for our purposes… express their thoughts and feelings!

The Psychology Team works from the premise that children are persons in

their own right, each with a unique personality and an inherent tendency

towards growth and maturity. We believe that children are resilient by nature and

capable of positive self-direction. However, in the process of growing up, children face

many challenges and may require emotional support in the form of play therapy. Play

therapy utilises the child’s natural language – play - to learn about the child’s internal

world. Our child-centered, non-directive approach allows children to take the therapeutic

experience to where they need to be and the therapist therefore does not attempt to

determine when or how the child should play.

In play therapy, children are provided with a safe, containing, and consistent space in

which to express their thoughts and feelings and develop appropriate coping

Birds fly, fish swim, and children play.

~ Gary Landreth

4

mechanisms. We provide toys for children to use to say with the toys what they have

difficulty saying with words. The therapist’s objective is to relate to the child in ways that

will release the child’s inner-directional, constructive, forward-moving, self-healing

power. When this is lived out in the playroom, children are empowered and their

capabilities for self-exploration and self-discovery can result in constructive change.

The play therapy process includes the following steps:

1. The child is referred for therapy by his or her teacher, in consultation with you,

the parent.

2. One of the educational psychologists or intern educational psychologists will

contact you to schedule an appointment.

3. During this appointment, which we also refer to as an “intake interview”, the

psychologist or intern will explain the assessment procedure and ask for

background information in order to gain a better understanding of your child’s

previous and current functioning.

4. You will be asked to sign a consent form for therapy. Both parents of children

with divorced or separated parents are required to sign consent for

therapy.

5. The psychologist or intern will see your child once a week for half an

hour during school hours – at a time arranged with your child’s

teacher.

6. Feedback is given to parents approximately every six sessions. After the first six

sessions, the required nature of the therapy will be discussed (for example,

whether the therapy should be short-, medium-, or long-term therapy). This will

depend on your child’s response to therapy and the reason for referral to therapy.

The Psychology Team works from a systemic perspective and, as such, regular

feedback to parents and parent guidance form an integral part of the therapy

process.

5

At Cedarwood, the following additional types of therapy are offered:

Adolescent Therapy

Adolescents are provided with a space in which to understand and work through any

psychological and emotional challenges that they may be facing during this transitional

period.

Group Therapy

Small groups of approximately four children with similar psychological, social, or

emotional challenges (for example, self-esteem, anxiety, social skills) are

identified by their teachers and treated together as a group.

This enables children to learn about themselves and their

interactions with others in order to extend their self-

awareness and interpersonal skills outside the therapy setting. The group

therapy process does not involve an intake interview or face-to-face parent feedbacks.

Parents sign a consent form to agree to the commencement of the group and are

provided with general written feedback when the group terminates. Groups are usually

conducted for approximately 10 sessions.

Parent Therapy

Therapy can be as important for parents as it is for their children, as the

progress that children make in therapy also depends on commitment from

their parents to working through emotional issues. Parents are therefore

strongly encouraged to attend therapy with one of the psychologists or

interns at the same time as the child in order to address the broader framework in which

the child’s emotional, behavioural or social difficulties may be occurring.

6

Music Therapy

Music and movement therapy differs widely from mainstream music, which includes

teaching specific instruments and studying music as a subject.

Children benefit from active engagement in music-making and even the most withdrawn

child can become caught up in the excitement generated through movement and dance.

Emotions that are not always easy to express verbally are often realised in melodies

and harmonies in song.

At Cedarwood, music therapy is offered both individually and in group

settings. Music is used as a medium through which children work through

emotional and/or physical issues. For example, beating a drum helps to

expel energy within a controlled environment. Music therapy also benefits

other faculties, such as occupational and speech-language functioning.

For example, gross- and fine-motor control, bilateral movement, and

spatial awareness can be benefitted from beating a drum or playing percussion

instruments. A child’s speech may be improved by the ease with which words and

articulation are learned when set in rhythm.

Furthermore, in crucial phases of transition, music can help to establish a child’s

identity, as music is powerfully linked to cultural diversity and tradition.

In music therapy, we, as individuals, walk to our own drums!

7

Speech and Language Therapy

Speech and language therapy is a vital

service that improves an individual’s

language and communication skills and

benefits their personal development. It

provides life-changing treatment,

support, and care for children and adults

who have difficulties with communication,

or with eating, drinking, and swallowing.

Speech and language therapists are allied health professionals. They work closely with

parents, caregivers, and other professionals, such as occupational therapists,

physiotherapists, doctors, and teachers.

In order to better understand the nature of speech and language therapy, distinctions

must be drawn between speech, language, and communication:

Speech is the spoken production of language and the

process through which sounds are produced. Several parts

of the body work together to produce sound waves and this

motor production of speech is called articulation. The parts of

the vocal tract involved in speech include the lips, tongue,

teeth, throat, vocal folds, and lungs. Speech disorders affect

the physical mechanisms of communication and cause

difficulties with speech production. Examples of speech disorders include articulation

disorders, fluency disorders, and voice disorders.

Language is a system used to represent thoughts and ideas. It is made up of several

rules that explain what words mean, how to make new words, and how to put words

together to form sentences. A community must share the same language in order to

attach meaning to utterances. Language disorders can be developmental (for example,

8

specific language impairment) or acquired (for example, aphasia). Furthermore,

difficulties with language can involve receptive language (difficulties understanding or

processing language), expressive language (difficulty putting words together or having

limited vocabulary), or aspects of both.

Communication is the exchange of information and ideas

through the use of speech and language. The transfer of

information is often spoken but may also be implied

through body language or contextual clues such as

intonation or hesitation. It is a basic component of human

nature and communication skills therefore play an

important role in a child’s experiences. In primary school, children are developing

language and learning to read and write. In order for a child to learn, he or she has to

communicate and interact with peers and adults.

Spoken language is the basis for written language. Therefore, as a child grows the two

types of language interact and build upon each

other to improve literacy and language. This

process continues throughout an individual’s life.

Thus, if a child has a communication disorder, this

may impact on other areas, such as reading or

mathematics. Speech therapy can help children

learn to communicate effectively with others, solve

problems, and make decisions independently.

At Cedarwood, parents, therapists, and teachers work together to ensure that children

receive the speech-language help that they need. The speech therapists collaborate

with the School-Based Support Team to provide comprehensive language and speech

assessments. Therapy may be provided in individual or small group sessions, in

classrooms when teaching with teachers, or in a consultative model with teachers and

parents. Speech therapists integrate learners’ speech-language goals with academic

outcomes and functional performance.

9

The primary focus of Cedarwood’s in-house speech therapy service delivery has been

the junior primary phase (Grades R and 1), in order to provide intensive intervention

during this critical developmental period. This intervention is embedded in the

curriculum and ensures that each and every child has the opportunity to develop all

aspects of their communication and language-learning areas. All intervention is based

on current best practice and is targeted at being interesting, motivating, and beneficial

to grow each child to be the best that they can be!

10

Occupational Therapy

What is Occupational Therapy?

Occupational Therapy (OT) is a health profession that

helps people to engage in their occupations (or

everyday activities) as optimally as possible.

Occupational therapists can evaluate children’s skills

for playing, school performance, and daily activities,

and compare them with what is developmentally appropriate. OT can also help children

to improve their sensory and motor skills, build self-esteem, and make adaptions to the

child’s environment to enhance their function.

What is Sensory Integration?

Children need to process and integrate sensory information to play and learn

appropriately. Streams of information from our senses of sight, hearing, touch, taste,

and smell, but also from our senses of movement and body position, enter our brains at

every moment. The process of the brain organising and interpreting this information is

called sensory integration. If there is a

breakdown in the processing of sensory

information, a breakdown in functioning and

behaviour occurs and this is called Sensory

Processing Disorder. A child with Sensory

Processing Disorder may be under- or over-

reactive to sensory information or have poor

coordination, planning skills or postural control.

A treatment approach known as Sensory Integration therapy is used to treat Sensory

Processing Disorder. This is done in a playroom with equipment that enables a child to

experience many different types of sensations. Organising these sensations and

responding to them appropriately is the goal of therapy. The child’s motivation is crucial

11

in the selection of activities. This self-directed, active exploration enables the child to

become a more efficient organizer of sensory information. This can be seen in improved

motor skills, learning, social interactions, and self-confidence.

12

Paediatric Physiotherapy

Paediatric physiotherapy is usually based on the Neurodevelopmental

Therapy (NDT) method. This is a hands-on, problem-solving approach

which involves analysing the child’s physical challenges that are impacting

on his or her posture and movement. It emphasises the importance of

understanding typical development and normal components of

movement, with active play being an important part of therapy. This results in better

function in everyday activities. Children are assessed at the start of treatment and

therapy is individualised to address their specific areas of weakness or difficulty.

Physiotherapy in children helps with many conditions, including:

- Developmental Coordination Disorder (DCD): This is an umbrella term for many

difficulties, including coordination and planning difficulties, lowered muscle tone

and ADHD

- Hyperflexibility (children with very flexible joints)

- Developmental delay

- Children on the autistic spectrum, many of whom also have

physical challenges

- Neurological conditions such as cerebral palsy and brain injuries

- Genetic conditions and chromosome abnormalities

- Orthopaedic conditions, such as sprains, Sever’s disease and post-fracture

treatment

Classroom difficulties that can benefit from physiotherapy intervention include:

- Difficulties when sitting on the floor or at the desk:

o Lying down instead of sitting and leaning against objects

o Constantly moving or ‘squirming’

o Poor posture

13

- Slow writing speed or poor fine motor skills which are caused by decreased

shoulder stability or poor posture

- Rushing to finish and making careless mistakes

- Concentration difficulties as a result of getting tired when seated at the floor or

desk

Other difficulties which can be addressed in NDT physiotherapy include:

- Delayed gross motor development

- Clumsy or awkward movements

- Difficulties climbing jungle gyms with the other children

- Not being able to keep up with peers on the playground

- Difficulties participating in school sports

More normal sensory-motor experiences become possible through facilitating functional

postures and movement, and addressing incorrect movement patterns. Therapy also

involves stretching and strengthening of specific muscles, and mobilising specific joints.

14

Psycho-Educational Assessments

Cedarwood School has a team of educational psychologists and intern educational

psychologists who offer various assessments in order to inform the support

requirements of learners within the school. An updated understanding of a learner’s

functioning is often required in order to provide information for decision making, for

example:

- A re-evaluation to gain a more updated understanding of your child’s cognitive,

scholastic and/or emotional functioning.

- To determine any progress your child has made and to assess the effectiveness

of interventions your child has been receiving.

- To inform your child’s readiness for a mainstream or alternate school

environment.

- In support of the concessions application and/or to decide accommodations most

suitable for your child’s individual needs.

- To assist decision-making in terms of subject choices and whether your child

would benefit from the academic or vocational stream after Grade 9.

- To determine any social or emotional factors that may be barriers to learning.

The assessment tools selected by the educational psychologists depend on the child’s

individual circumstances and three general categories of functioning are usually

assessed:

15

- Cognitive assessment: These assessments assess intellectual functioning and

the different components thereof, such as verbal comprehension, perceptual

reasoning, working memory and processing speed.

- Educational assessment: These assessments give us

important data regarding the progress your child is making

in the skills underlying learning and development. Literacy

and mathematics are the core areas of assessment.

Some examples include word reading, reading

comprehension, spelling, writing skills and mathematical

skills. More specialised tools screen for barriers to

learning such as dyslexia, phonological processing, or performance under time

constraints.

- Emotional assessment: These assessments comprise a number of projective

techniques which involve drawings, sentence completion, observations during

the assessment procedure, and informal enquiries. They endeavour to give us

better insight into the child’s emotional and social development, from the child’s

perspective at the time of the assessment.

The assessment process includes the following steps:

1. A teacher, in consultation with relevant therapists, will refer your child to the

School-Based Support Team, requesting an assessment.

2. One of the psychologists or interns will contact you to schedule an appointment.

3. During this appointment, which we also refer to as an “intake interview”, the

intern psychologist will explain the assessment procedure and ask for

background information. Information can be disclosed in person during your

appointment or in written format.

4. You will be asked to sign consent for the assessment. Both parents of children

with divorced or separated parents are required to sign consent for the

assessment. Informed and written consent is essential for the ethical validity of

the assessment. Confidentiality plays a vital role, as the information shared by

parents and children during the process is often of a sensitive nature. The

16

psychologists adhere to ethical requirements of the profession, and the intern

psychologists work under the supervision of experienced psychologists.

5. The psychologist or intern will assess your child at a time arranged with the class

teacher as most suitable within the school day.

6. Once the assessment has been completed, the psychologist or intern will

compile a report under the supervision of an experienced educational

psychologist. A feedback appointment will be scheduled in order to discuss the

results of the assessment and answer any questions you may have regarding the

results. The full report will be issued once finalised, as report writing in this

structure can take a number of weeks.

Assessment results can provide you with a great deal of information about your child’s

strengths and weaknesses and it is important that you understand the results pertaining

to your child’s functioning in specific areas and follow up with the recommendations.

17

Learning Support

The aim of learning support is to bridge the gap between present and desired future

learning. Children receive appropriate support in order to access the curriculum more

successfully and efficiently.

Remedial therapy supports a range of learning difficulties and is a

multi-dimensional and multi-sensory approach to intervention,

focusing on the individual needs of the child.

English Learning Support

English learning support at Cedarwood offers several areas of

language reinforcement, which include reading groups, specific

barriers to learning intervention, academic curriculum support,

and academic extension support. Support is provided for both individuals and groups

and the child’s reading difficulties and learning style are matched to a programme most

suited to his or her needs.

Individual and small group intervention

Individual and small group intervention is offered for children who experience specific

barriers to learning, such as dyslexia, dysgraphia, and dyspraxia. Spelling, grammar,

comprehension, and writing skills are developed through tools such as the Nessy

Spelling, Reading, and Writing Programme. These small groups allow the remedial

therapist to give each child individual attention and assist with word recognition,

reading, vocabulary, and content, which are introduced through various games and fun

activities.

Guided reading groups

Guided reading groups for children from Grades 3 to 6 take place for 30 minutes each

day and aim to help children read at an appropriate level. Children are allocated to

18

groups based on their reading and comprehension levels and the groups address

grammar, punctuation, spelling, fluency, writing, and research skills.

Extension groups

Small extension groups are offered to children who cope with the CAPS curriculum

without additional support. They either need to extend their academic interests to

prevent classroom frustration or are preparing for their return to a mainstream schooling

environment. Children work at a faster pace than in class and each student is equipped

with specific comprehension techniques, oral presentation, creative, and academic

writing and reading skills. These groups are more skills-based than curriculum-focused

and encourage critical thinking.

Mathematics Learning Support

Children may have difficulty learning the language of mathematics.

Mathematics is a particularly difficult subject as it relies on many different skills such as:

- Number awareness

- Language skills

- Working memory

- Factual knowledge

- Mental flexibility

- Conceptual understanding

- Spatial awareness

Therefore, mathematics learning support addresses the problem areas in foundation

mathematics, as well as supports children as the curriculum becomes more abstract to

ensure success in the future. There is a strong focus on problem solving and the

thought process behind each calculation and activity.

19

It is vital to have the foundational skills in mathematics in place as the subject is

cumulative and future success relies on a solid understanding of the skills taught in the

formative years. Mathematics also requires substantial reiteration of concepts to

reinforce what has been taught. Revision increases confidence and reduces the anxiety

so often associated with mathematics. Support classes work at a slower pace than in

the classroom and include a greater number of practical activities and repetition.

Support in mathematics includes the following:

- Using a multi-sensory intervention which allows the learner to interact and

manipulate numbers

- Building confidence

- Reducing mathematics anxiety

- Increasing automaticity

- Increasing numerosity (the ability to use numbers in the world)

- Teaching resilience (not to give up but work out the problem)

- Problem solving and thinking skill development

Mathematics support is primarily focused on practical, hands-on activities which benefit

the child in several ways, by:

- Creating a positive and fun way to interact with the child, who therefore becomes

more comfortable with the educator and subject

- Allowing the educator to role model the approach to problem solving

- Using mathematical language in a fun way

- Removing the stress associated with the subject

- Increasing retention through oral, written, and visual input

- Having fun!

20

For further information, please contact Cedarwood School on 011 465 9830.