1. An Inclusive Model that has improved outcomes in learning, behaviour and health for many children

2. Presentation Outline Overview of statistics Overview of the organization Why Early Intervention Challenges faced by parents The Early Intervention Model Conclusion

3. Statistics One third of the population is aged younger than 15 years 19,3% of this age group (2,99million) live in Gauteng The 0-9 years category account for 20% of the population 43% of children under 5 years of age are exposed to an ECD program

4. Statistics Continued 10% (7-15 year olds) of children with disabilities do not attend school. There is no mention of children under the age of 7 (0-7years). To have optimally functioning adults, this is where the intervention should be effected. 1 in 10 children are underweight. 1 in 5 children are stunted a consequence of chronic nutritional deprivation Source: STATS SA, 2011

5. Sunshine Centre Association Our mission: We are committed to the development and inclusion of children with disabilities and developmental delays in partnership with families and communities Caters for children between 0- 7 years We have 180 children in all our Early Interventions Centers

6. Why Early Intervention Sunshine Centre Association believes that Early Intervention programs should be aimed at the development of children and support for families These programs should be of high quality, holistic and developmental They should be integrated with community functioning, family life, health, nutrition, and local educational systems.

7. Challenges The birth of a disabled child is often seen as a negative event. Few people expect children with disabilities to need stimulation of any kind. The Sunshine Centre Early Intervention and Inclusion program changes such perceptions and improves the quality of life for disabled children

8. SCA Model Our Early Intervention programme includes both educational and therapeutic components. The programme comprises of the following:

9. Admission Functional Assessment Child allocated in the relevant classroom Psycho- social support Child progress to other programs Supporting programs Child receiving stimulation and education SCA Model

10. Children are referred from surrounding clinics and hospitals that have specialist clinics, e.g. Chris Hani Baragwanath Hospital Most of our referrals are from parents that have had children in our Early Intervention Centers Admission

11. Assessment Therapists conduct a Functional Assessment To collect useful information about the child Address family concerns and questions Paint an accurate picture of the child’s needs, strengths and resources 3 functional goals are created with the family and these goals are evaluated every 6 months

12. Stimulation and Education ClassSpecial Feature Stimulation classes: varied levels of severe, profound disabilities: 10 children per class. Staff ratio 1:3 Main focus is a sensory-motor program, some level of independence may be achieved in certain areas Intermediate: levels of moderate intellectual impairment or delays: 10 children per class. Staff ratio 1:3 The focus is on achieving a level of independence in certain functional, communicative and/or academic areas Bridging: varied levels of none to mild delays, 75% able bodied and 25% disabled : up to 15 children per class Main focus is developing competency in communication. We follow the curriculum and Inclusion guidelines Preschool: 75% able bodied and 25% disabled : up to 20 children per class Curriculum is based on GDE NCS and inclusion guidelines

13. Daily programme Lunch time Reception/health inspection Breakfast Ring time/Theme discussions Cognitive development/Sensory stimulation Snack time Communication/Story time Physical development/Outdo or play Free play/Fantasy Tidy up/Prep for tomorrow Aftercare activities

14. Supporting Programs Nutrition: We offer 3 nutritious meals daily. Different textures and consistencies are prepared and we use appropriate feeding methods Toy Library: We have in-house toy libraries at all our centres The main aim of the toy library is to augment development interventions with a toy exchange program

15. Supporting Programs cont Activity groups focus on the importance of play and themes relating to the daily program Parents are also taught how to make toys from waste. This encourages parents to play and bond with their children Special Olympics: Young athletes program and Active Education

16. Psychosocial Support Our Social Workers and Social Auxiliary Workers offer psychosocial support to families Home based program Youth and siblings program Parents are capacitated with training to better understand their children with disabilities Community awareness

17. Progressions Children progress to high functioning programs and primary schools Our Social Work component assist parents to find suitable placements

18. Conclusion Our inclusive Early Intervention Model has proven that: It impacts positively on the development and educational gains of our children It improves family functioning Provides long term benefits to society ; the earlier the intervention, the need for specialized services later on is substantially lowered

19. Conclusion cont. Children need fewer special education and rehabilitative services later in life Children can sometimes be indistinguishable from able bodied class mates after the intervention With early diagnosis, effective intervention and adequate support, the life time cost saving can range between 50 to 75%

20. Conclusion cont. This model has been proven that is scalable. Currently capacitating 22 ECD sites in the Johannesburg Inner-city