Services

[vc_row full_width=”stretch_row_content_no_spaces”][vc_column css=”.vc_custom_1567927353068{padding-bottom: 120px !important;}” klb_responsive=”.vc_custom_1567927353070{padding-bottom: 40px !important;}”]

Services

[/vc_column][/vc_row][vc_row][vc_column][vc_tta_tour][vc_tta_section title=”In-House Occupational Therapy” tab_id=”1608052547272-b724ce53-b981″][vc_column_text]

In-House Occupational Therapy

  • Ms Jewel Yi (Bachelor of Occupational Therapy, Curtin University, Australia)
  • Charmaine Ooi  is a Registered Occupational Therapist (AHPC)
  • Ms Lee Pei Ning  Bachelors of Science (Hons) in Occupational Therapy, Singapore Institute of Technology
  • Ms Breanna Chan Bachelor of Science (2nd class Hons) in Occupational Therapy, Trinity College, Dublin 

[/vc_column_text][/vc_tta_section][vc_tta_section title=”In-House Speech Therapy” tab_id=”1608052605714-175e8a97-4e41″][vc_column_text]

In-House Speech Therapy

  • Ms. Michelle Boo (Bachelor of Speech Pathology, La Trobe University, Australia)
  • Ms Charmaine Ong (Master of Science, Speech and Language Pathology, National University of Singapore)

[/vc_column_text][/vc_tta_section][vc_tta_section title=”Core Programs” tab_id=”1608052655665-2fe75c04-5546″][vc_column_text]

Core Program

Our programs specifically develop:

• Reading
• Spelling
• Math
• Writing
• Phonemic Awareness
• Imagery
• Critical Thinking
• Study Skills
• Reading Comprehension
• Listening Comprehension
• Following Directions
• Academic Performance

 

Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®)

Symptoms …
Individuals of all ages may experience the symptoms of an undiagnosed and untreated concept imagery dysfunction.

This causes:

  • Reading Comprehension They have to reread material several times and often remember only a few details, rather than the “whole”.
  • Oral Language Expression They may seem shy and have difficulty organizing their language…or they may be talkative but scattered, relating information out of sequence.
  • Oral Language Comprehension They connect to only part of a conversation and have difficulty responding relevantly and thinking logically.  They may ask and re-ask the same question and are labeled “poor listener.”
  • Written Language Skills Their writing is often described as unorganized and nonspecific.

Cause …
A primary cause of language comprehension problems is difficulty creating an imaged gestalt-a whole.  This is called weak concept imagery.  This weakness causes individuals to only get “part” such as a few facts or details rather than the whole picture.

Solution …
The Nancibell® Visualizing and Verbalizing for Language Comprehension and Thinking®(V/V®) successfully stimulates concept imagery.  Individuals become able to image gestalts which include color, and even movement.

 

Seeing Stars®

Symptoms …

  • Weak word recognition
  • Weak contextual fluency
  • Weak spelling
  • Weak reading comprehension
  • Weak visual memory
  • Symptoms of dyslexia

Cause …
A cause of difficulty in establishing slight words and contextual fluency is difficulty in visualize letter in words.  This is called weak symbol imagery.  Symbol imagery can be defined as the ability to visualize the identify, number, and sequence of sounds and letters within words.  A significant number of students-even those who have well-developed phonemic awareness-have difficulty with rapidly perceiving sounds in words, and thus are slow self-correct their reading errors.  Their spelling is often phonetically accurate, but they can’t remember the visual patterns of words.

Solution …
The Nancibell® Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words and Spelling Program successfully develops symbol imagery and directly applies that sensory-cognitive function to sight word development, contextual fluency, spelling and increasing the speed and stability of phonemic awareness.  The program begins by visualizing the identify, number, the sequence of letters for the sounds within words, and extends into multisyllable and contextual reading and spelling.

This new program may be a missing link in literacy development.  Developing symbol imagery directly stimulates dual-coding (the integration of imagery and language) for the reading and spelling task.  Long overlooked, this important function can now be assessed and developed.

 

Talkies®

The Talkies® program aligns with a theory of cognition, Dual Coding Theory, and through sequential steps brings the nonverbal code of imagery to consciousness.  The goal is to engage the individual to consciously create and access mental representations and stimulate his or her awareness of the imagery-language connection. Talkies® is not intended to diagnose or be an exclusive treatment for speech-language pathology and audiology disorders.

Talkies® is a primer to the Visualizing and Verbalizing® (V/V®) program, and the goal of Talkies® instruction is to develop mental imagery as a base for language comprehension and expression. Talkies® is especially helpful for students who need simple, smaller steps of instruction to establish the imagery-language connection.  Talkies® instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders.

The goals of Talkies®, primer to the Visualizing and Verbalizing® (V/V®) program, are to…

Bring nonverbal imagery to consciousness
Establish the imagery-language connection
Increase oral vocabulary
Improve language comprehension and expression

Talkies® is suitable for developmental or remedial instruction

 

The On Cloud Nine®

Program, by Nanci Bell and Kimberly Tuley, stimulates the ability to image and verbalize the concepts and processes of math.  Concept imagery – the ability to create an imaged gestalt from language and numeral imagery – the ability to visually hold and retain numbers and math facts – are integrated with language to improve math computation and problem solving.

On Cloud Nine® Helps Children With:

Weak math facts:
They may have difficulty learning and retaining math facts such as basic addition, substraction, multiplication.

Weak mathematical concepts:
They may have difficulty grasping mathematical relationships such as carrying borrowing, multiplying and dividing.

Weakness in applying much:
They may have difficulty generalizing and applying math concepts in different aspects of math and even real life situations.

Weakness in word problems:
They may have great difficulty understanding and solving word problems.

Weakness in higher math:
They may have learned some basic math, but experience difficulty with higher math such as fractions, decimals percents and algebra.

 

[/vc_column_text][/vc_tta_section][vc_tta_section title=”Academic Courses” tab_id=”1608052671648-07034b30-c799″][vc_column_text][/vc_column_text][/vc_tta_section][vc_tta_section title=”Transitional-Vocational” tab_id=”1608052067896-33804a5d-2ee7″][vc_column_text]

Transitional-Vocational Program

The Transitional-Vocational Program provides placement for teenagers aged sixteen years of age through adulthood in preparation for working and interacting in adult environments with as great a degree of independence as possible. A continuum of training and placement opportunities are available in order to accommodate individual interests, strengths, abilities and cognitive levels.

 

 

 

 

 

 

 

Components of the Transitional-Vocational Program include:

Social-Skills

  • Social-interaction skills at school, home, at work and in the community
  • Stress management
  • Self-control
  • Understanding and responding appropriately to criticism, sarcasm and teasing
  • Practicing flexibility in response to changes

Pre-Vocational

  • Development of positive work attitudes
  • Development of attention to task through completion
  • Following multi-step oral and written directions
  • Appropriate hygiene, grooming and attire
  • Responsibility
  • Real life problem solving skills

Activities of Daily Living

  • Money skills and management
  • Transportation skills
  • Food preparation
  • Laundry
  • Shopping
  • Recreation and leisure skills
  • Health education
  • Communication skills

Vocational Skill

  • Training and practice of theory, vocabulary and skills needed for specific job placements.

Services

  • Vocational skills and interests assessment
  • Job sampling
  • Supported Employment
  • Consultation to Employees

[/vc_column_text][/vc_tta_section][vc_tta_section title=”Enrinchment Program Serivices” tab_id=”1608052753201-eba03b42-a0c4″][/vc_tta_section][vc_tta_section title=”Training Program” tab_id=”1608052379212-3a1ae9b0-8282″][vc_column_text]

Certificate In Teaching Children With Special Needs

Conducted by: Genesis School for Special Education

Details of Course

  • Defining the Role of the ParaEducator
  • Celebrating Similarities: Students with Disabilities
  • The IEP Process: The Role of the ParaEducator
  • Supporting the Instruction Process
  • Behaviour Improvement Strategies
  • Least Restrictive Environment

Click here for course pre-requisities and fee schedule

Venue

  • 9/11 West Coast Road Singapore 127296

For enquiries please call: 6733 1172 or email to info@genesisschool.com.sg[/vc_column_text][/vc_tta_section][vc_tta_section title=”Support Services” tab_id=”1608052403153-e5fabfb9-6529″][vc_column_text]

Support Services

All support service providers work together with the Principal, teachers and parents as an integral part of the child’s educational TEAM. TEAM meetings are held on a biannual basis to review and monitor each child’s progress in all areas of the Individual Education Plan.

Therapy Services include:

  • Speech and Language Therapy
  • Discrete Trial
  • Floor Time
  • Functional Positive Behavior Analysis
  • Occupational Therapy
  • Picture Exchange Communication System (PECS)
  • TEACCH
  • Visual Schedules
  • Supported Inclusion Activities
  • Lindamood – Bell Talkies/Visualizing and Verbalizing Programs

Student / Family Support Services Include:

  • Individual parent support for parents of newly diagnosed children
  • Individual parent support and students who have recently relocated to Singapore
  • Parent support groups
  • Sibling support groups
  • Supported Social Activities Inclusion Program at United World College, Tanglin Trust School, Hwa Chong Instituition and International Community School
  • Riding for the Disable – Therapeutic Horseback riding lessons
  • Student overnight camps
  • Supported Work Experience Programs for Senior Students
  • Psychological counseling for students and family members
  • Scheduled home visits to support family members in generalizing Learning Objects and Behavioral Objects
  • Supported Transition to Mainstream
  • Parent Resource Library
  • Caretaker Training

[/vc_column_text][/vc_tta_section][vc_tta_section title=”Extra Curricular Activities” tab_id=”1608052067884-2bfc6f9a-5087″][vc_column_text]

  • Art Education
  • Bowling
  • Field Trips
  • Multi-Cultural Holiday Celebrations (See School Calendar)
  • Music Education
  • Choir
  • Sports Day
  • Swimming
  • Therapeutic Horseback Riding
  • Supported Inclusion
  • Horticulture

[/vc_column_text][/vc_tta_section][vc_tta_section title=”Physical Facilities & Infrastracture” tab_id=”1608052787048-3db3633f-4cb7″][vc_column_text]

Physical Facilities & Infrastructure

Genesis School has a number of facilities to promote language acquisition, fine motor, gross motor, proprioceptive and vestibular acquisition. These include Occupational Therapy Room, a Speech and Language Therapy Room, a playground designed by a group of Occupational Therapists, a children’s library, a symbolic playroom and an IT room. The gross floor area is 320.84 sq. meter.

[/vc_column_text][/vc_tta_section][vc_tta_section title=”Integration Services” tab_id=”1608052828330-5622a6a3-b901″][/vc_tta_section][/vc_tta_tour][/vc_column][/vc_row]