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Conditions

Paediatric therapy services in Surrey are provided to children based on their needs, which may or may not be linked to a diagnosis or physical condition. Not all children who come to us will have a specific condition. Below are some examples of how we could support a child with a specific condition as a multidisciplinary team. Every child is different and requires an individually tailored package of care; the information provided below gives an overview of the some of the aims for our children’s input.

Learning Difficulties

e.g. global developmental delay

Occupational Therapy Input

  • To support effective posture when sitting for table top activities and develop hand skills so that the child uses their hands together in a co-ordinated manner for tasks such as cutting, handwriting and using a ruler.
  • To encourage skill development in relation to self care activities such as doing up buttons, shoe laces and using a knife and fork.
  • To break tasks down into smaller achievable steps, which in turn encourages increased focus and participation in activities.
  • To recommend specialist equipment such as crockery, cutlery, furniture, postural and handwriting equipment.
  • To further promote independence using adaptive technology in conjunction with other professionals.

Physiotherapy Input

  • To promote gross motor skill development e.g sitting or walking

Speech and Language Therapy Input (Early Years)

  • To develop functional communication skills such as forming friendships, sharing information about themselves or knowing how to buy something in a shop.
  • To train those working with the student in order to promote knowledge of how to help the student understand language and express themselves.

Please be aware that services provided are based on the severity of need, not diagnoses

Neurological Conditions

e.g. Cerebral Palsy

Occupational Therapy Input

  • To maximise independence and develop practical daily living skills in the home and classroom environment.
  • To support effective posture when sitting for table top activities
  • To develop hand skills for tasks such as cutting, handwriting and using a ruler.
  • To recommend specialist equipment such as cutlery and handwriting equipment.

Physiotherapy Input

  • To improve gross motor skill function.
  • To manage muscle tone, protect posture and reduce need for surgery. Treatment levels vary dependent on the type, level, age and severity of Cerebral Palsy.
  • To recommend equipment to help maximise function and protect posture e.g standing frames, supportive walkers and sleep systems.

Speech and Language Therapy Input

  • To improve/maintain speech intelligibility.
  • To develop an alternative communication method such as signing or use of a communication aid.
  • To support language development.
  • To support safe swallowing.

Please be aware that services provided are based on the severity of need, not diagnoses
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Neuromuscular Conditions

e.g. Muscular Dystrophy

Occupational therapy Input

  • To support the maintenance of independence in everyday living skills in the home and classroom environment.
  • To maximise hand skills to maintain their independence in activities such as handwriting, cutting or typing on the computer.
  • To recommend specialist equipment to promote maximum levels independence in self care skills such as feeding, dressing and toileting.
  • To support effective posture for sitting for table top activities, conserving energy levels, and increasing or maintaining levels of focus and participation.
  • To further promote independence using adaptive technology in conjunction with other professionals at each stage of the child’s condition.

Physiotherapy Input

  • To maximise function and to minimise the development of contractures and deformities through a programme of stretches and where appropriate, exercises.
  • To recommend equipment such as standing frames to prevent the development of joint contractures.

Speech and Language Therapy Input (Early Years)

  • To develop communication skills and maximise ability.
  • To support early development of understanding and using language.
  • To work collaboratively with pre school settings and family to use signing, symbols and sometimes a communication device to help get messages across.
  • To support safe swallowing.

Please be aware that services provided are based on the severity of need, not diagnoses
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Sensory Impairment

e.g. Deafness or visual impairment

Occupational therapy Input

  • To support the development of self-help skills such, eating, drinking, dressing or playing.
  • To support access to table top activities and in developing hand skills so that the child learns to use their hands together in a co-ordinated manner for tasks such as cutting, handwriting and using a ruler.
  • To develop planning and sequencing skills in order to organise themselves within the environment.
  • To help the child process sensory information more effectively.
  • To recommend specialist equipment such as crockery, cups, cutlery, postural, handwriting equipment and adapted toys.

Physiotherapy Input

  • To promote gross motor skill development e.g sitting, walking and running.

Speech and Language Therapy Input (Early Years)

  • To advise on holistic approaches to communication e.g. communication aids.
  • To work closely with others to develop their knowledge of strategies to promote communication and work alongside other professionals  and early years settings.

Please be aware that services provided are based on the severity of need, not diagnoses
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Social Communication Difficulties

e.g. Autistic Spectrum Disorder (ASD)

Occupational Therapy Input

  • To support the development of activities of daily living skills in the home and classroom environment.
  • To provide advice to parents and professionals on supporting the child’s levels of attention, concentration and participation in tasks.
  • To help the child process sensory information more effectively.
  • To build hand skills to use tools and equipment to complete activities such as handwriting, cutting and using a ruler.
  • To develop self care skills such as feeding, toileting and dressing.

Physiotherapy Input

  • To support muscle tightness in calves due to tiptoe walking if the condition becomes chronic.

Speech and Language Therapy Input (Early Years)

  • To support parents and early years settings to develop the child’s overall communication skills, both in terms of their language and social communication skills.
  • To support the child to understand things out of context and interpret non-literal language.
  • To develop alternative ways for the child to communicate for example through the use of symbols.
  • To develop social language for interacting e.g. taking turns in conversation and using non-verbal communication such as eye contact and gesture.

Please be aware that services provided are based on the severity of need, not diagnoses
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Syndromes

e.g. Down Syndrome

Occupational Therapy Input

  • To achieve or maintain maximum level of independence and develop practical activities of daily living skills in the home and classroom environment.
  • To make recommendations to support effective posture when sitting for table-top activities.
  • To encourage greater hand skill development for self care activities such as doing up buttons, shoe laces and using a knife and fork, cutting, handwriting and using a ruler.
  • To break tasks down into smaller achievable steps, which in turn encourages increased focus and participation in activities.
  • To recommend the purchase of specialist equipment such as crockery, cutlery, furniture, postural and handwriting equipment.

Physiotherapy Input

  • To promote gross motor skill development e.g sitting, walking young children.
  • To advise on supportive footwear like boots, to help to increase foot stability and improve foot posture.

Speech and Language Therapy Input (Early Years)

  • To working closely with early years settings and parents in order to maximise their language and communication skills in all environments
  • To promote inclusion and social situations.
  • To support the development of vocabulary and their ability to join words together to form sentences.
  • To develop speech intelligibility.

Please be aware that services provided are based on the severity of need, not diagnoses
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in association with Frank Health