Ameerah's Bayside Shopping Centre
237 Western Main Rd, Cocorite
sensorysafaritt@gmail.com
1 (868) 252-0007
Welcome to the Gym for All Kids!
Frequently Asked Questions
Below is a list to common questions we receive and the answers we can provide.
If you would like to provide resources for us to share, please call or email us at: sensorysafariTT@gmail.com
What is Special Education?
Special education is a type of teaching and support designed to meet the unique learning needs of children—whether they learn differently, move differently, or just need a little extra help in certain areas. It’s not only for children with diagnosed conditions like autism or ADHD. Special education also supports children who may be behind in reading, struggle to hold a pencil, have difficulty paying attention, or need help managing big emotions. A special educator is trained to identify the best way each child learns and can adjust the lessons so the material feels fun, achievable, and rewarding. Whether the child is neurodivergent or neurotypical, special education uses creative, individualized strategies to help them meet learning goals—without pressure or comparison. Special educators are not just for “special needs” classrooms. In fact, many children in typical schools benefit from having a special educator involved, even for short-term support. They help bridge the gap, boost confidence, and ensure no child feels left behind. At its heart, special education is about building a path that fits your child—not forcing your child to fit a path.
What therapies are available?
Occupational therapy helps children gain independence by teaching them everyday skills like getting dressed, feeding themselves, writing, playing, and focusing. It also supports emotional regulation and sensory challenges—like being overly sensitive to sound, touch, or movement. OT is often associated with children who have special needs, but it’s also incredibly helpful for children who may simply have a weak pencil grip, low muscle tone, or struggle with focus or coordination. Sometimes, children only need OT for a short time to catch up on age-appropriate skills. Others may benefit from longer-term support. Why start early? Early occupational therapy can give your child a boost in confidence, help them succeed in school and play, and make everyday routines smoother for both child and parent.
Speech therapy supports children who have difficulty speaking clearly, understanding language, expressing thoughts, or even swallowing and feeding. A speech therapist helps build vocabulary, improve pronunciation, strengthen social communication, and support language comprehension. While speech therapy is important for children with developmental delays or conditions like autism or hearing loss, it is equally useful for children who simply have trouble with certain sounds, mild speech delays, or need help building communication skills. Why start early? Strong communication is key to learning, making friends, and feeling confident. Early support in speech can make a big difference—even if only needed for a short while.
Physiotherapy helps children strengthen their muscles, improve coordination, and master motor skills like walking, sitting, running, or jumping. It's essential for children with physical challenges, but also for those who may have a slight delay in gross motor development or appear clumsier than their peers. You don’t need a medical diagnosis to benefit from physiotherapy. If your child struggles to climb stairs, ride a bike, or play confidently, a physiotherapist can create a fun, goal-focused plan to help. Why start early? Early physical therapy supports healthy movement, builds independence, and helps children feel more confident in their own bodies.
Music therapy uses rhythm, sound, and instruments to help children express themselves, develop communication, regulate emotions, and even improve memory or movement. It’s fun, engaging, and deeply therapeutic. Music therapy is beneficial for a wide range of children—from those with autism or speech delays to those who are anxious, shy, or simply thrive through creative outlets. Why start early? Music connects with the brain in powerful ways. Early music therapy can spark joy, build emotional intelligence, and support overall development—especially when traditional methods aren’t working.
Behavioral therapy helps children understand their emotions, improve their actions, and build social and life skills. It’s not about punishing bad behavior—it’s about teaching better ways to cope, communicate, and succeed. Often used with children who have autism, ADHD, or emotional regulation challenges, behavioral therapy is also useful for kids who are struggling with routines, aggression, anxiety, or meltdowns—even without a diagnosis. Why start early? Early behavioral support can help create structure, build confidence, and prevent small problems from becoming bigger challenges later on.
What is Early Intervention?
Early intervention means recognizing when a child may be falling behind on typical developmental milestones—and offering support as early as possible. This could be speech therapy for a child who isn’t talking yet, OT for one who struggles with fine motor skills, or a behavioral coach for a child having frequent meltdowns. But early intervention isn’t only about therapy services—it’s also about guidance, coaching, and advocacy from trained professionals. What is an Early Intervention Specialist? An early intervention specialist is a professional who works with families and young children (usually ages 0–5) to support developmental growth. They are trained in child development and help assess, plan, and coordinate services based on a child’s unique needs. It’s important to note that an early intervention specialist is not an occupational therapist, physiotherapist, or speech-language pathologist. They work with those professionals as part of a collaborative team but play a different role—focusing on goal-setting, developmental support in natural environments (like home or preschool), and empowering parents to understand and support their child’s development. Why is early intervention important? The earlier we offer support, the greater the chance of catching up and thriving. You don’t need to “wait and see” if something feels off—early intervention helps children reach their potential faster and gives parents tools and confidence along the way. It’s not about labeling your child—it’s about giving them a head start.
A Note to Parents
In Trinidad and Tobago, there is still a lot of misunderstanding around therapies and special education. Many parents fear that enrolling their child in therapy will lead to stigma or judgment. But the truth is—every child develops at their own pace, and needing support doesn’t mean something is wrong. In fact, many neurotypical children benefit from short-term therapies to meet age-appropriate goals. Therapy isn’t a life sentence—it’s a boost. Some children need only a few sessions to strengthen skills, while others may need ongoing support. Either way, it’s about helping your child grow, feel confident, and succeed. At the end of the day, therapy and special education aren’t about labels. They’re about possibility.
What is an IEP?
An Individualized Education Plan (IEP) is a special learning plan for children who need extra support at school. It’s designed to help your child succeed by focusing on their unique learning needs. What does an IEP do? • Personalized: It’s made just for your child, based on their strengths and areas where they need help. • Team Effort: Teachers, specialists, and you (the parent) work together to create it. • Goal-Driven: It sets clear learning goals for your child and explains what support, tools, or services the school will provide. • Legally Protected: In many countries, schools are required to follow the IEP to make sure your child gets the help they need.
How do I know if my child needs an IEP?
You may want to explore an IEP if you notice that your child: • Struggles to keep up with schoolwork despite extra effort • Has a diagnosed learning difference, developmental delay, or disability • Needs special support like speech therapy, occupational therapy, or vision/hearing support • Is easily overwhelmed or needs a different way of learning than other kids If any of these sound familiar, an IEP might be the right step.
How do I get an IEP started?
Ask for an evaluation: Speak to your child’s teacher or school principal. You can request an assessment to see what your child needs. Meet with the team: If the school agrees, you’ll meet with teachers, special education staff, and sometimes therapists to talk about your child’s strengths and challenges. Create the plan: Together, you’ll set learning goals and agree on what support your child will receive. Review & update: An IEP is reviewed every year (or sooner if needed) to make sure your child is progressing and getting the right help.
Why is this important?
An IEP is about giving your child the best chance to thrive at school—building confidence, reducing stress, and helping them reach their full potential.
What is Autism?
Autism is a neurological disorder most recently renamed as a single umbrella disorder known as Autism Spectrum Disorder (ASD). Each individual has a range of characteristics, differing levels of severity, and various delays. Therefore, each individual requires different levels of assistance and intervention. Autism Spectrum Disorder is characterized by symptoms that cause functional impairment, in two main areas: Social communication/interaction Behavior (repetitive and restricted) In May 2013, the fifth edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was released, presenting a revised diagnosis to Autism Spectrum Disorders (ASD). This manual is the main reference used to determine the diagnostic criteria. Some of the key changes in DSM-5 include: The elimination of the sub-diagnoses of Autistic Disorder, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified, and Disintegrative Disorder. The diagnosis will be called Autism Spectrum Disorder (ASD). The diagnostic criteria have been rearranged into two areas: 1) social communication/interaction, and 2) restricted and repetitive behaviors. Symptoms must begin in early childhood, although they may not be recognized fully until social demands exceed capacity. Symptom severity for each of the two areas of the diagnostic criteria is now defined. There is a new diagnostic category of social communication disorder. For more details regarding the changes to the criteria, visit the American Academy of Pediatrics News website at http://aapnews.aappublications.org/content/early/2013/06/04/aapnews.20130604-1 Visit the DSM-5 website for the American Psychiatric Association’s Autism Spectrum Disorder Fact Sheet: http://www.dsm5.org/Documents/Autism%20Spectrum%20Disorder%20Fact%20Sheet.pdf To see the full text of the diagnostic criteria for Autism Spectrum Disorder (ASD) and the related diagnosis of Social Communication Disorder as they appear in the DSM-5, visit Autism Speaks’ website: http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria For a side-by-side look at the diagnostic criteria for Autism Spectrum Disorder under both DSM-IV and DSM-5, visit Talk About Curing Autism’s (TACA) website: http://www.tacanow.org/family-resources/diagnostic-criteria-for-autism-spectrum-disorder/
What is Down syndrome?
Down syndrome is an intellectual disability caused by an extra chromosome at the 21st position. Children (and adults) with Down syndrome often have: Distinct physical characteristics (almond shaped eyes and decreased muscle tone) Cognitive and physical developmental delays Additional problems such as delayed speech, hearing impairments (60-80% of infants), congenital heart disease (50% of infants), thyroid dysfunction, seizures, sleep apnea. For more information on Down syndrome, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/downsyndrome
What is Intellectual Disability?
An individual is considered to have an intellectual disability based on the following three criteria: Intellectual functioning level (IQ) is below 70-75 Significant limitations exist in two or more adaptive skill areas Condition is present from childhood (defined as age 18 or less) In addition, you will also often observe: Delays in speech and language Delays in fine and gross motor skills Social and play skills are significantly impacted For more information on Intellectual Disabilities, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/intellectual
What is a Learning Disability?
It is a permanent disorder. For people with learning disabilities, incoming and outgoing information that is processed by the brain often becomes fuzzy or scrambled, making learning difficult. It is commonly recognized with significant deficits in: Reading comprehension, spelling, written expression, math computation, problem solving, organizational skills, time management, or social skills. It is often inconsistent, causing problems one day but not the next, or in only one area, or in many areas. Can be very frustrating, to themselves and to others (especially if not properly diagnosed or if the student does not receive appropriate interventions). It is a permanent disorder. For people with learning disabilities, incoming and outgoing information that is processed by the brain often becomes fuzzy or scrambled, making learning difficult. It is commonly recognized with significant deficits in: Reading comprehension, spelling, written expression, math computation, problem solving, organizational skills, time management, or social skills. It is often inconsistent, causing problems one day but not the next, or in only one area, or in many areas. Can be very frustrating, to themselves and to others (especially if not properly diagnosed or if the student does not receive appropriate interventions). For more information on Learning Disabilities, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/ld
What is a Speech and Language Impairment?
Children who are delayed in speech have difficulties with their pronunciation or with stuttering. Children who are delayed in language have difficulties understanding what is said to them, or have difficulties expressing themselves. Areas of Speech and Language: Expressive language is expressing ideas verbally using appropriate vocabulary, grammar, and sentence structures. Receptive language is the comprehension of language; understanding grammar, vocabulary, directions and questions. Articulation is how well the child is able to produce sounds in words and sentences. Fluency is age appropriate flow of speech. Voice is age appropriate pitch, volume, or nasality of the child’s speech. For more information on Speech and Language impairments, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/speechlanguage
What is Visual Impairment?
Visual impairment is when eyesight is reduced or absent, even with corrective lenses. It ranges from low vision to complete blindness. Key Principles Across All Ages: 1. Communicate Clearly - Identify yourself and describe surroundings. 2. Consistency - Keep environments predictable and uncluttered. 3. Accessible Formats - Provide braille, audio, large print, or digital accessible formats. 4. Peer/Colleague Training - Teach others inclusive interaction (introducing themselves, offering help appropriately). 5. Encourage Independence - Support mobility aids, tactile markers, and assistive technology. 1. Early Childhood Settings (Preschool & Play) - Learning Materials: Tactile books, textured puzzles, large print/braille storybooks, toys with sounds & textures. - Interaction: Use children s names; describe objects & actions clearly. - Environment Setup: Keep play areas consistent, avoid moving furniture unexpectedly. - Social Inclusion: Teach peers to introduce themselves; use games with sound cues. - Safety: Keep walkways clear; mark edges of steps with contrasting tape or textured strips. 2. Primary & Secondary School (Structured Learning) - Curriculum Access: Provide braille/large print, tactile maps & manipulatives. - Technology: Screen readers (JAWS, NVDA), braille displays, audio lessons. - Teaching Style: Verbalize written content and visuals; give extra time for tasks. - Classroom Setup: Consistent seating, clear walkways, tactile markers. - Social Interaction: Encourage peer assistance; teach sighted guide techniques. - Mobility & Orientation: O&M training for safe navigation. 3. Adult Learning / Workplace Training - Learning Materials: Accessible documents, tactile diagrams, 3D models. - Digital Access: Screen reader-compatible software, alt text for images. - Interaction: Identify yourself; offer verbal cues for navigation or materials. Visual Impairment Support Guide - Environment: Tactile floor markers, clear braille signage. - Independence & Inclusion: Disability awareness training for colleagues. - Assessment: Offer oral or electronic response options instead of handwritten tests. Public Spaces (Playgrounds, Shops, Hospitals) - Provide tactile ground markers and clear signage. - Offer verbal guidance and describe key features (entrances, exits, counters). - Ensure clutter-free paths and safe navigation routes. - Include audio/tactile features in kiosks and elevators.
What do I do if I think my child has a disability?
Talk to your child’s doctor or pediatrician Talk to your child’s teacher Contact your local Regional Center: http://www.dds.ca.gov/RC/RCList.cfm Talk to the school nurse, speech therapist, or other education specialists Contact your local school district (the school psychologist, school principal, and/or director of special education) Contact your local SELPA (Special Education Local Plan Area), Community Advisory Committee (CAC), and/or Family Resource Center (FRC): http://www.cde.ca.gov/sp/se/as/caselpas.asp
What are my parents right?
State and federal law under the Individuals with Disabilities Act (IDEA) guarantees parental rights Notice: Before a child is tested or placed in a special education program, you have the right to be notified of what the school plans to do. Consent: You must give your consent before special tests are given and before your child is placed in a special education program. Evaluation: You have the right to a full evaluation of your child to determine individual educational needs. Records: You have the right to know what records are kept on your child. Confidentiality: With the exception of school personnel with legitimate educational interests, no one may see your child’s records without your permission. Least Restrictive Environment: You have the right to have your child educated with children without disabilities tto the maximum extent appropriate. Due process: If at any point along the way you do not agree with how the school is dealing with your child, you have the right to request a hearing. At this hearing, you and the school will reach an agreement concerning the identification, evaluation, placement or educational program of your child. Each school district across the country is required to present to parents, in more detailed format, the Parents Rights and Procedural Safeguards document.
IEP Meeting Tips/Resources
“A Parent’s Guide to Developing your Child’s IEP” from the National Dissemination Center of Children with Disabilities (NICHCY): http://nichcy.org/wp-content/uploads/docs/pa12.pdf “IEP Meeting Tips” from the Mental Health Advocacy Services, Inc. www.mhas-la.org/assets/Ed013.pdf
Additional Resources
“Ten Things Every Child with Autism Wishes You Knew” by Ellen Notbohm http://www.ellennotbohm.com/article-archive/ten-things-every-child-with-autism-wishes-you-knew/ Developmental Milestones Checklists, by Age – 2 months through 5 years (English and Spanish) http://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdf Autism Spectrum Disorders from A to Z by Barbara Doyle and Emily Iland http://www.asdatoz.com/ To ensure INCLUSION, FREEDOM, and RESPECT for people with disabilities, we must use People First Language by Kathie Snow http://www.disabilityisnatural.com/images/PDF/pfl09.pdf Mental Health Advocacy Services, A non-profit organization protecting and advancing the legal rights of people with mental disabilities, Los Angeles, California: http://www.mhas-la.org/