Our Early Intervention Programmes (EIP)

Early intervention is to identify and provide effective early support to children who are at risk of developmental delays. Effective early intervention works to equip them with improved motor, communication, social, self-help and cognitive skills. Every Bright Path child has an individualised curriculum tailored to their needs. We use TEACCH: a structured, yet flexible teaching program. It is a visual teaching method suitable for children of all ages and developmental levels. The highly visual approach help make the environment more comprehensible and can be replicated beyond the school environment. Even in a group class setting, your child will receive individualised learning based on their specific needs.

At Bright Path, we have these specialists that work closely with our educators to provide the ideal teaching techniques to help all our child learn and develop.

Our Specialist Team

Head, Inclusive Education

Tricia has 16 years of experience in early childhood education, including 8 years in special education (children aged 7-18). She has worked with children with a range of developmental challenges, developing individual education plans that bring positive outcomes.

As a Head, Inclusive Education, Tricia crafts and refines the school’s curriculum based on the 6 learning domains. She plans, designs and educate staff on literacy curriculum and lesson plans. She works closely with the specialist team and educators to ensure learning materials and environment for children are maximised. Tricia also documents, reviews and reports on the progress of the intervention such as writing school testimonials, Personalised Education Plans (PEP) goals and report. She conducts Class Placement Exercise (CPE) for Bright Path to ensure children are placed in classrooms based on their functional level.

Lastly, Tricia developed Bright Path Specialised Care (BPSC), and is currently leading the team of early intervention specialists. BPSC takes a collaborative approach towards innovating and inculcating evidence based inclusive education practices in all Busy Bees Singapore preschools so that every child has an equal opportunity to learn and benefit from a well-rounded education.

Tricia’s qualifications

• Masters in Inclusion and Special Education (Monash University)
• Post Graduate Certificate in Education (Monash University)
• Bachelors in Psychology (Hons) – (James Cook University)
• Diploma in Early Childhood Education – (SEED Institute)
• Certificate and Higher Certificate in Autism (Autism Resource Centre)
• Trained in TEACCH program

Occupational Therapist

Guo Hua is a self-motivated and confident medical graduate with extensive knowledge on assessment of children with special needs. He advocates for home-school partnership so his clients can achieve their best.

As an Occupational Therapist, Guo Hua performs informal and formal assessments in the components of gross motor, fine motor and sensory. He formulates appropriate individualized intervention goals in the area of activities of daily living, classroom learning and play. He will also suggest and carry out activities to improve on the strength, balance and coordination of the children. He will utilise sensory integration technique to reduce sensory seeking and avoiding behaviours. Lastly, he will document, review and report on the progress of the intervention and share strategies with educators and parents on occupational therapy techniques to improve attention of children during lessons.

Guo Hua’s qualifications

  • Master in Science (Occupational Therapy) (Queen Margaret University)
  • Diploma in Occupational Therapy (Nanyang Polytechnic)
  • Credentials in: Sensory Integration Praxis Test, Reality Therapy (Basic), Choice Theory (William Glasser Institute), Social Thinking (Michelle Garcia Winner), Interactive Metronome, Therapeutic Listening (Vital Sounds), Cognitive Orientation for Daily Occupational Performance (CO-OP), and Greenspan Floortime Approach
  • Registered Allied Health Professions Council (AHPC) Professional

Speech Therapist

Jackie has 11 years of experience working as a paediatric speech language therapist ​in clinical and classroom settings. Jackie believes that children learn best in a fun and meaningful setting. She adopts a functional approach in her therapy so that the speech and language skills mastered can be easily generalized to the child’s everyday life. In her free time, she enjoys learning and reflecting upon the teachings of RIE, Pikler, Montessori, and Waldorf.

She has experience in working with children ages 0 to 7 of varying learning needs, including autism spectrum disorder, global development delays, speech sound disorders, oral-motor weakness, apraxia, language disorders, picky eaters, swallowing disorders, as well as children who require alternative modes of communication.

As an advocate of respectful discipline, she strives to influence parents and educators to treat children with love and respect.

Jackie’s qualifications

  • Bachelor of Sciences in Speech and Hearing Services (University of Hong Kong, First Class Honours, Dean’s list recipient)
  • Trained in: Hanen It Takes Two to Talk, Picture Exchange Communication System (PECS) Basic and Advanced, Talk Tools Level 1 & 2, Social Thinking (Michelle Garcia Winner), Sensory Oral Sequential Approach, Routine-Based Intervention
  • Registered Allied Health Professions Council (AHPC) Professional

Bright Path Specialised Care (BPSC)

BPSC leverages on the expertise of our in-house Inclusive Education Specialist Team to equip teachers, carefully selected from the Busy Bees network of preschools in Singapore, with the appropriate knowledge and skills to create an inclusive learning environment for all children – including those with added needs.

Bright Path Specialised Care (BPSC)

BPSC leverages on the expertise of our in-house Inclusive Education Specialist Team to equip teachers, carefully selected from the Busy Bees network of preschools in Singapore, with the appropriate knowledge and skills to create an inclusive learning environment for all children – including those with added needs.

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