Using a combination of the SCERTS model (by Prizant, Wetherby, Rubin, and Laurent) and our very own RECESS model, we aim to uncover challenges in the child's environment and try to solve them to make school life easier for them. We also work with the teachers to trial different support strategies and identify skill gaps if any for the child to build for effective classroom learning.
As the needs of each child and the school are different, here are some reasons why we may recommend in-class support listed below.
The RECESS team enters the school environment with the aims of (non-exhaustive list):
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Identifying potential triggers (e.g., environmental/ sensory, social, emotional)
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Consider the learning environment and recommend adjustments if needed to suit the child's needs
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Providing opportunities for agency and self-advocacy
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Utilising real-life/ real-time opportunities for support
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Obtaining more context when designing follow-up support and reflection
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Put in place and modify when necessary, strategies to address concerns
Parents often worry that the child might feel singled out or mocked for having an adult supporting them in the room. Do not worry, as our sessions are carried out very respectfully and the child being supported is informed of the need for our presence before we go into their classes. They are also given choices regarding how involved the therapist will be in the classroom, how they would like to introduce the therapist to their peers (if necessary), and a mutual discussion will be held between parents, child, and therapist regarding when we will all know that the therapist's presence is no longer needed (e.g., when certain behavioural goals are achieved).
Note that you will need your school's permission before engaging RECESS to enter the class for support. Our staff have completed Safeguarding courses and will comply with the school's guidelines of professional conduct.
