Skills - Language
3 Stages Story
R 928
J-Language
abc Handwriting Alphabet Board - Lower Case - Nelson Script
R 129
J-Language
abc Handwriting Alphabet Board - Lower Case - Print
R 129
CH - Practical Life
Allen Key & Bolt Set
R 249
P-Mathematics
Apple Tree Counting Set
R 895
CH - Practical Life
Balance Board for Hands
R 399
Skills - Mathematics
Beetle Counting Game
R 379
T-Practical Life
Infant Dressing Frame:  Buckling Closure
R 1,064
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SPECIAL NEEDS

Special Needs material assit the facilitator in the practice of educating students with an Individualised Education Program to address their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education. We focus on material that assists these educational needs.

SKILL DEVELOPMENT

Basic Concepts
Fine Motor Skills
Gross Motor Skills
Language
Mathematics
Organisation

LEARNING STYLE

Auditory
Kinesthetic
Tactile
Visual

AUTISM SPECTRUM

Motor Development
Self Help
Sensory Integration
Social & Behaviourial
Time Management

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Black Fortnight!!

Instead of the day, Black Friday, which is a one-day sale; we’re introducing Black Fortnight.  A 2-week sale beginning Monday, 25th November.  Each day, 2 or 3 new products will be featured at Black Friday prices.

“Transferring” – all in a Day’s Work

"Transferring" - All in a Day's Work - a young child scooping pumpkin seeds out of a pumpkin, the child then washed the seeds, dried them, baked them and served them to friends for snack,

Following the Child

In a Montessori school, the Child does not follow a strict curriculum, where every child learns the same things every day. In a classroom of 20, there could be 20 differing levels of work taking place and monitored by the Guide every day. Why? Because the Montessori Guide believes that the Child instinctively knows what (s)he needs to do. The Child may struggle with an activity, attempting to master it. Instinctively returning to it over time; until they have mastered it and can feel that inner “glow” of personal satisfaction in accomplishing a task well.

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