• Children from infancy to 10 years old

• Neurodivergent children (e.g., autistic children, children with Down Syndrome, Genetic Conditions, Cerebral Palsy, ADHD, DLD)

• Children with speech, language, and communication needs (SLCN)

• Children with complex communication needs, including those requiring Augmentative and Alternative Communication (AAC)

• Children with social, emotional, and behavioural communication challenges

Early communication development

• Supporting pre-verbal and emerging communicators to develop intentional communication

• Enhancing parent-child interaction (PCI) through evidence-based coaching.

• Promoting joint attention, gesture use, and early social engagement

• Facilitating early word learning and first word combinations

• Adapting communication strategies for neurodivergent children

Speech and Phonological Development

• Assessment and intervention for speech sound disorders, including:

  Phonological disorders (e.g., fronting, stopping)

  Articulation difficulties (e.g., lateralisation, interdental productions)

  Motor speech disorders (e.g., childhood apraxia of speech, dysarthria)

• Use of multisensory and evidence-based approaches to support accurate sound production

• Development of phonological awareness skills to support speech clarity and literacy

Language Development

• Identification and intervention for Developmental Language Disorder (DLD) and other language delays

• Strengthening receptive and expressive language skills, including:

  Understanding and processing spoken language

  Expanding vocabulary and sentence structure

  Improving storytelling and narrative skills

  Enhancing comprehension and use of complex language

• Supporting bilingual and multilingual language development

Social communication and Pragmatics

• Assessment and intervention for social communication challenges, including in autistic children

• Supporting functional communication and meaningful interactions

• Developing play and conversation skills, including:

• Understanding social cues and non-verbal communication

  Taking turns and maintaining conversations

  Perspective-taking and flexible thinking

  Integration of frameworks such as Social Thinking and Zones of Regulation

Augmentative and Alternative Communication (AAC)

• Assessment and implementation of AAC for children with complex communication needs

• Supporting the use of AAC systems such as:

  Low-tech solutions (e.g., visual schedules, communication boards, PECS)

  High-tech solutions (e.g., TD Snap)

• Training families, educators, and caregivers in AAC use for everyday communication

• Development of social narratives and visual supports to enhance understanding

Literacy and phonological awareness

• Supporting emergent literacy skills in children with language difficulties

• Strengthening phonological awareness, including:

  Rhyming, syllable segmentation, and phoneme awareness

  Sound-letter correspondence to support reading and spelling

• Using evidence-based literacy interventions

• Collaborating with educators to embed language-rich literacy practices

Attention, listening, and auditory Processing

• Supporting the development of sustained attention and listening skills

• Strategies to enhance joint attention in early years

• Adaptations to improve focus and engagement in communication tasks

• Consideration of auditory processing difficulties within speech and language assessment

Speech, Language and Communication Needs (SLCN) in Schools

• Supporting children with SLCN across mainstream and SEN school settings

• Collaborating with educators to embed universal, targeted, and specialist support within the classroom

• Identifying and addressing the impact of SLCN on learning, social participation, and emotional wellbeing

• Implementing whole-school approaches to language-rich environments and inclusive communication

• Training teachers, SENCOs, and learning support staff to adapt classroom strategies for children with SLCN

• Supporting the use of visual supports, scaffolding techniques, and alternative communication systems

• Advocacy for early identification and appropriate adjustments to the curriculum for children with SLCN

Sensory and emotional regulation in communication

• Recognising the link between sensory processing and communication development

• Providing communication strategies that support self-regulation

• Embedding co-regulation approaches in therapy to facilitate meaningful interactions

• Collaborating with occupational therapists for sensory-informed intervention

• Clinic-based therapy (Bright Interactions Speech and Language Therapy, in Saint Pierre)

• School-based intervention

• Home-based parent coaching and early intervention

• Multidisciplinary team collaboration with Up Together https://www.facebook.com/uptogethermauritius

• Individual and group therapy sessions

• Training and workshops for parents, educators, and professionals