WHO IS ELIGIBLE FOR THERAPY SERVICES?

GBSS - for kids of all ages

GBSS - for kids of all ages

You can contact us if you have any concerns about your child’s development. We offer Early Intervention programmes for children who may have developmental delays such as slow to crawl/walk, eating issues, slow to talk, toilet train etc.

  • We work with children from birth to 18 years who have a disability such as – Autism Spectrum Disorder, Intellectual Disability, Hearing Impairment, Vision Impairment, Physical Impairment and Speech-Language Impairment

  • School, Family or other funded Programmes - Eligibility for this programme includes children (5 to 18 years) who have an OT, Physio or SLP need that affects their functional skills. Therapy programmes include children who have not been diagnosed as having a disability. These Therapy programmes are short term and limited to 6 months unless specially negotiated with the Therapy Manager.

Helping Children with Autism Programme (HCWA) and Better Start Programme

·         Our therapy team is an approved service provider for these programmes -

Helping Children with Autism:

  • Any child who has been diagnosed as having an Autistic Spectrum Disorder before their sixth birthday by a Paediatrician, Neurologist or Psychiatrist. NB The child is eligible for this programme up until their seventh birthday.

Better Start Program

Eligible children who are aged under six years and have been diagnosed with:

  •   Down syndrome, cerebral palsy, Fragile X syndrome, a moderate or greater vision or hearing impairment, including deaf/blindness, Prader Willi syndrome, Williams syndrome, Angelman syndrome, Kabuki syndrome, Smith-Magenis syndrome, CHARGE syndrome, Cornelia de Lange syndrom, ‘Cri du Chat syndrome, Microcephaly or Rett’s Disorder.

REASONS FOR REFERRING TO OCCUPATIONAL THERAPY AND/OR PHYSIOTHERAPY:

Occupational Therapy class programs

Occupational Therapy class programs

  • Diagnosed with a disability which affects functioning at school and home
  • Developmental Delays in reaching milestones
  • Difficulties with mobility and postural control
  • Slow to develop hand preference
  • Poor pencil grip
  • Immature or unusual drawings
  • Cutting difficulties
  • Difficulties with art/craft activities
  • Difficulties manipulating small objects
  • Difficulties with or avoids age appropriate puzzles
  • Difficulty identifying and matching colours, shapes (preschool)
  • Trouble setting out work
  • Difficulty accurately copying from the board
  • Slow to develop letter/number awareness
  • Letter/number reversals beyond 7 ½ years of age, mirror writing or difficulties with the order of letters eg was for saw 21 for 12
  • Trouble remembering sight words
  • Fear of heights or playground equipment
  • Takes excessive risks
  • Wriggly always on the go, can’t sit in seat
  • Clumsy, trips over frequently
  • Difficulty participating in physical activities eg ball games, hopping, jumping, skipping, and balancing.
  • Slow or difficulty carrying out self care tasks such as fastening buttons, clothes on back to front, unable to tie shoelaces (in grade 2).
  • Excessive touching of others or fear of being touched
  • Difficulties regulating behaviour expected for age.

REASONS FOR REFERRING TO SPEECH LANGUAGE PATHOLOGY:

Speech therapy for school aged children

Speech therapy for school aged children

  • Diagnosed with a disability which affects functioning at school and home
  • Developmental Delays in reaching milestones
  • Difficulties understanding, production and use of spoken language
  • Difficulties with Speech i.e. the sounds and patterns of sounds that we make to form spoken words.
  • Dysfluent speaking i.e. stuttering.
  • Damage or misuse of the vocal cords and the voice tract can lead to voice problems.
  • Communication problems that affect a child's interpersonal relationships and behaviour.
  • Some children with disabilities may need assistance to develop eating, drinking and swallowing skills.
  • Some children require augmentative and alternative communication systems, e.g. signs, symbols and/or the use of communication displays and devices.