About Connect and Communicate LLP
We are a team of passionate speech therapists who go beyond conventional speech therapy. We don't merely teach kids to understand, talk, read, write, play and have conversations. We go deeper and support kids to attend, engage, think, create, problem solve and learn.
We are a centre dedicated to supporting individuals to become effective ‘social communicators’. Our effectiveness as communicators does not depend merely on the acquisition of speech and language. Many individuals are able to talk but not able to relate. Relating requires one to ‘tune in’ to another. It requires self awareness and awareness of others.
Hence social communication includes:
- Attending to other people
- Sustaining engagement
- Thinking about others thinking about you
- Relating (through play and conversation)
- Problem solving and adapting one’s ideas
- Elaborating on shared ideas
- Reflective thinking
Social communication impacts one’s ability to integrate effectively into a classroom or workplace. It also impacts one’s ability to interpret the academic curriculum, organizational skills, self-management and emotional coping.
We see children as young as in the first year of life. Children may or may not have a diagnosis. But the may struggle with speech, language, feeding, fluency (stuttering) or being able to ask questions or have conversations. We also see much older students as well as young adults. These individuals may have any of the difficulties above or challenges working in groups and understanding hidden social rules.
Relating and thinking begins at birth and develops across a lifetime. 'Relating and thinking' fuels speech and language development. Frequently development is derailed in early childhood for different reasons. Any sensory processing or emotional challenge can affect one’s ability to attend to another and the moment, thus impeding development. Labels include but are not limited to Autism, Aspergers, PDD-NOS, ADD/ADHD, Gifted, Sensory Integration disorders and Anxiety Disorders. Many times the individual may not have a diagnosis but may have a hard time 'fitting-in'.