Training at Progress Trust


Early Intervention – 0 to 6 years

0 to 6 age group is the fastest growth and developmental period in human life. So whatever loss has happened needs to be recovered in this period. Mainly visual, auditory, tactile, olfactory and taste senses which is sensory development period.

This is sensory stimulation and intervention program.
Professionals involved in this program are:-
i. Neuro Pediatricians
ii. Psychologists
iii. Physiotherapists
iv. Occupational Therapists
v. Speech Therapist and Audiologist
vi. Special Educator
vii. Social Worker
viii. Physician, Dentist and other doctors as per need and
ix. Parents as Co-teachers


Special Education – 6 to 14 years

When all senses get ready to take inputs, children need the training to become self dependant in following areas:-

A. Self Help Needs – as toilet training, brushing, bathing, etc.

B. Motor Development – Gross motor and fine motor skills.

C. Speech and Communication – Receptive and Expressive

D. Social Skills – Family, immediate society as relatives and
neighbors and further society interaction for survival and
accepting behavior skills.

E. Academics – Pre-reading, pre-writing(eye and hand co-ordination), pre-arithmetic, reading, writing and maths. Time sense, money transactions, functional academics. (survival skills)


Prevocational Training – 14 to 18 years

Prevocational Training involves the following:-
i. Personal Hygiene

ii. Independent Survival

iii. Personal presentation skills in communication

iv. Acceptable social behavior

v. Learning readiness of new skills

vi. Work Readiness

vii. Money Transactions

viii. Helping in household chores


Vocational Training 18 to 25 years

Each individual has a right to work and earn likewise a normal person. When child is ready now to learn new work and work for earning, he/she needs to learn vocational training task which gives him/her skills for earning. (It depends on the quality vocational training an individual training one has gone through) Which is called as Vocational Training.

Each brain affected child also needs to learn to earn so the training needs to be given to

i. Develop work behavior towards earning money.

ii. Learn to use the time in productive manner or keep engaged to utilize the time (each person may not be able to earn to the expectations).

Autism intervention is focused on working with children and families to address challenges posed by autism.

Children with autism generally experience difficulties with:

  • Attention
  • Limitation
  • Receptive and expressive communication
  • Social interaction
  • Play
  • Unusual sensory responses
  • Behavioral control

Autism intervention

Mental Health

I Progress  Mental Health team uses the Narrative approach: a respectful, non-blaming approach to counselling with children, young people and families.

The team provides support in a diverse range of situations, including:

  • Dealing with the effects of initial diagnosis and subsequent stressors
  • Being included in the school and community after diagnosis
  • Planning for an uncertain future
  • Responding to behavioral difficulties, school refusal and mental illness
  • Addressing the effects of physical or sexual abuse or family violence
  • Navigating stressful life transitions (e.g., death of a family member, divorce, loss of a job, moving cities, etc.)

Ensuring that each child is well-equipped to achieve his or her academic potential.

An assessment in special education, or psycho-educational assessment, is designed to determine a child’s learning strengths and challenges. It is generally used to screen for specific learning disabilities:

  • IQ Assessment
  • Educational Assessment
  • Functional Assessment

Diagnosis and Plan of Action :

  • Scoring
  • Discussion with family
  • Further recommendations

Special Education


Occupational therapy is designed for sensory stimulation and well-being by enabling children to participate in the activities of daily living.

For children, occupations relate to activities that enable them to:

  • Learn and develop life skills (e.g., preschool and school activities)
  • Be creative or derive enjoyment (e.g., play)
  • Thrive (e.g., self-care and relationships with others)

Therapy Details

  • Sensory Integration
  • Neuro-developmental Treatment

Speech therapy is designed to help children speak and communicate more effectively.

A speech and language assessment will determine the presence of any difficulties or disorders related to:

  • Understanding and production of language
  • Articulation (clarity of speech)
  • Phonology (sound system of a language)
  • Fluency
  • Vocal flexibility
  • Swallowing, feeding, and chewing

Speech therapy

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