Educating children with special needs since 2005

Educational Therapy

Educational Therapy

What do Leapfrogs’ Educational Therapists do?

More than you think!

When most people think about Educational Therapists, they probably think of someone who tutors children towards academic success. Whilst it is true that they do help with improving overall academic results, our scope of practice at Leapfrogs is much broader. Our educational therapists are qualified to provide group and individualized interventions to narrow the attainment gaps for academic and social emotional growth.

At Leapfrogs, our Educational Therapists work with individuals and with groups to:

  • Address the underlying issues that affect children’s ability to perform academically and socially.
  • Provide intensive educational intervention beyond what the school and tutors can provide
  • Apply different approaches and activities to strengthen core learning skills such as visual and auditory processing, attention, focusing, and memory which are important for day to day functioning in school.
  • Assess, monitor, and communicate with relevant professionals and parents about the child’s progress.
  • Advise parents on educational and transition planning.
Educational Therapy is for children who:

  • find it significantly more difficult to learn than most children of the same age.
  • struggle in literacy and comprehension.
  • have slow processing of information.
  • have short attention span.
  • are disorganized, unable to plan and follow through due to poor executive functional skills.
  • have poor critical thinking skills.
  • struggle to fulfill the school’s expectations of behavior and performance on a daily basis.
  • have trouble with social skills including difficulty understanding non-verbal communication..
  • have a recognised disability including Autism Spectrum Disorder, Dyslexia, Attention-Deficit Disorder, Global Developmental Delay, Down Syndrome.
Educational Therapy services offered for individuals and groups to address the following areas:
  • Literacy Support including processing for reading, spelling, and comprehension.
  • Cognitive Skills Training involves the progressive building of learning skills, such as attention, memory and thinking needed virtually for all future learning.
  • Social Skills Development including interaction with peers, recognizing emotions in self and others, picking up non-verbal social cues, using language for functional and social purposes, developing self-control, social reasoning and perspective taking.
  • Early Intervention Programme which is a bridging programme for children who need additional support to cope in mainstream preschools.

Specialized Approaches

Approaches used are world-renown and research proven:

The Feuerstein Institute Enrichment Program (FIE): IE Basic, IE Standard and IE Tactile

The FIE Mediated Learning Experience are cognitive intervention tools for correcting the deficiencies in fundamental thinking skills. It provides students with the concepts, skills, strategies, operations and techniques necessary to function independently by increasing their motivation while developing metacognition.

Lindamood-Bell Programmes

Lindamood-Bell programmes focus on the processing necessary for reading and comprehension.

  • Lindamood-Bell Phonemic Sequencing Program for Reading, Spelling and Speech® (LiPS®)
  • Lindamood-Bell Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®)
  • Lindamood-Bell Talkies: Visualizing and Verbalizing for Oral Language Comprehension and Expression (Talkies®)
  • Lindamood-Bell Seeing Stars® : Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (SI)


SEARCH is a tool to assess young children 5 and 6 years of age. It is a tool to assess the deficits in perceptual skills that are necessary for reading, writing and spelling. TEACH, on the other hand, is an instructional tool to develop basic skills in learning to read, write and spell. It uses a perceptual stimulation approach targeting the following five clusters: visual, visual-motor, auditory, body image and intermodal.

The Orton-Gillingham Approach

The Orton-Gillingham Approach is an intensive, sequential phonic-based system intended primarily for addressing difficulty with reading, spelling, and writing. The method teaches the basics of word formation using three learning modalities through which people learn: visual, auditory and kinesthetic (a learning style in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations.)

Social Thinking by Michelle Garcia Winner

Social Thinking is a social skills curriculum developed by Michelle Garcia Winner in the late 1990s. She believes that the ability to think socially is required prior to the use of appropriate social skills and that it is an intuitive process for people to consider the points of view, emotions, thoughts, beliefs, prior knowledge and intentions of others (i.e. perspective taking). The curriculum focuses on utilizing cognitive behavioral strategies to teach children how to think socially, determine the meaning behind the social situation, respond to it by using appropriate social skills and understand why specific social skills are important in different contexts. By changing the individual's perceptions, self-understanding and beliefs, the person can be empowered to generalize their social thinking to outside of the therapy room.