Program Basis

TLC‘s Early Intervention Programme (EIP) provides therapy and educational support services for infants and children with special needs.  It is the only EIP in Singapore with special focus on Speech, Language and Feeding Therapy. There is a strong body of research pointing to the importance of early, intensive language and literacy instruction in a language-rich environment that spans developmental domains and that focuses on both expressive and receptive vocabulary, literacy and numeracy*. The program works to enhance your child’s development of cognitive, behavioral, social, and self-regulatory capacities. It develops their potential, thereby overcoming developmental delays as far as possible.

At TLC, our EIP is helmed by highly skilled early intervention teachers. The program, which also includes School Readiness, is designed to improve outcomes, and ensure  your child receive a wholistic and integrated early childhood therapy and curriculum. The program is of high quality and focused on didactic learning activities, such as teaching children letters and numbers, while encouraging play-oriented and discovery-learning activities in a language-rich and emotionally-supportive environment. 

Tools and Techniques Used

• Parent training e.g., Hanen, coaching and guided practice
• Activities, games, facilitated play
• Video feedback
• Visual supports, e.g., PECS
• Music and songs
• Sensory strategies and support
• Positive reinforcement
• Carryover activities/parent tips/education and support

What The Program Offers?

• Initial consultation and screen
• Individualised education plan (IEP)
• 3 to 5 days x 3 hrs weekly sessions
• Small student : teacher / therapist ratio
• Consultations with parents and stakeholders involved
• Home or school visits (as necessary)
• Parent Teacher Meeting via zoom 

Who Can Benefit?

• Infants who are at risk of developmental delays
• Young children with suspected/diagnosed disabilities / delay
• Children who require preparation to transition to maintream school  
• Parents who are at a loss of how to deal with their children
• Carers who are new to children with disabilities

*Whitehurst GJ, Lonigan CJ. Child development and emergent literacy. Child Development 1998;69(3):848-872.