Autism, Aspergerís Syndrome, Attention Deficit Disorder, Sensory Integration and/or Modulation Disorder, Williamís Syndrome, congenital, muscular, orthopedic, neuro-developmental, and other pediatric conditions.
- Sensory Integration treatment
- Innovative building projects
- Gross and fine motor play
- Task and environmental modifications
- Practice in the community
- Assistive technology
- Therapeutic Listening
SCHOOL-READY THERAPY, open since 2003, is part of a residential community adjacent to Lake Zurich. Its warm home-like setting differs from that of the usual medical-center style clinic. Instead School-Ready combines a sensory integrative play and tabletop work area that flows into a construction studio where children have an opportunity to build projects and use various building equipment. A screen porch leads to an outside child-created vegetable garden and woods to explore and build in. We go kayaking on the small private lake to build coordination, strengthen handgrip, and address motor planning. In the winter, we snowshoe (if there is enough snow).
School-Ready therapy's program is designed for pre-kindergarten through middle school aged children. Occasionally assessments and time-limited therapy is offered to high-school students who may have learning problems involving attention, focus, motivation, problem solving, visual, fine, and gross motor skills as well as modulation and motor planning abilities. Children with autism, Asperger's syndrome, attention deficits, sensory integration disorders, and neurological, as well as those who have orthopedic-based challenges, find their skills enhanced so that they can more successfully meet everyday demands.
I believe there is an unfilled niche between pure school and clinical services. School-Ready emphasizes a holistic approach which considers each child's ability to meet self-care, home, school, and community expectations as well as their participation in play and social activities. Unique assessments combine with the consideration of school-based evaluation, should any exist, to support planning with parents to lead to the development of individualized plans that include and go beyond enhancing basic skills and school therapy programs to make daily life easier. Safety and personal privacy are core components because a child who does not feel safe is a child who does not experiment and grow. I maintain confidentiality through generously spaced appointments.