Accredited Courses

We offer SACE and HPCSA accredited courses for professionals. Our courses are valuable for parents and carers too, providing tips, strategies, knowledge and support to all those involved in caring for a person with complex needs.

Customised Training

We offer customised courses to meet the needs of your team. We are experienced at hosting small and large events and can manage the catering, venue and logistics too. Chat to us to find out more!

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OUR SERVICES

I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. Feel free to drag and drop me anywhere you like on your page. I’m a great place for you to tell a story and let your users know a little more about you.

OUR SERVICES

I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. Feel free to drag and drop me anywhere you like on your page. I’m a great place for you to tell a story and let your users know a little more about you.

OUR SERVICES

I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. Feel free to drag and drop me anywhere you like on your page. I’m a great place for you to tell a story and let your users know a little more about you.

Snoezelen Rooms: Benefits & How to Use One

Sensory or “Snoezelen” Rooms are spaces within which people can experience calming, enjoyment, targeted stimulation & therapy and communication opportunities.  

 

The dark space, sometimes combined with glowing objects, is also a way to reach children with CVI or profound learning difficulties, as it removes visual distractions and heightens focus.  

 

Presented by a Sensory Integration trained Occupational Therapist, you'll learn about the multiple benefits and applications of sensory rooms, as we show you examples of this beautiful technology.

 

For any centre or school considering installing a Snoezelen Room, this course provides valuable information about what to consider.

Details: Full day. Light Lunch included. Includes printed notes. Agenda available on request.

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Relevant for: Educators, Therapists, Parents

Details: 1 day course,  light lunch included. 

Cost: Dependant on location, venue & number of participants

What people said...

Excellent course, well researched with relevant information.

– G.E.

Very valuable regarding the need for a Snoezelen room, and how to equip it. I loved the assessment tools included. Thanks!

– S.K. 

I would like to make use of this opportunity to say thank you for the amazing course, one of the best and most informative I have attended in a long time. 

– S.D.T

0860 888 121 
info@inclusivesolutions.co.za

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    Casey Bieldt
    Jun 01

    The need to communicate

    in Professional Perspectives

    G is a teenager that attends a school that I visit weekly for AAC consultations. He has a history of AAC device abandonment and a mother who gave up on AAC a long time ago due to a medical professional telling her that she was wasting her time.


    G is autistic and is non speaking, yet his eyes would light up every time I entered his classroom where he would lead me to the wall mounted core word board to say something. One day, I took my PODD book along when I joined him at his usual Occupational Therapy session and modelled along with his therapist. G enjoyed the session very much, he loved pointing to different symbols to get a response from me. When the session was over and G had returned to his class, I left my PODD book in the therapy office with the intent of joining another session with G before getting him a book of his own to use at school.



    Upon my arrival at the school the following week, I was unable to find the PODD book anywhere! I asked around but nobody was able to tell me what had happened to my book. When I got to G’s class, I asked his teacher if she had perhaps seen the PODD book and to my surprise she knew exactly where it was, in G’s school bag! G had decided that he needed that book and watching him walk around the school with his book and using it to accost anyone in his path fills me with so much pride!


    I continue to model for G at school and hope that he will convince any sceptical adult that not only is he capable of communication, but he enjoys it!


    When the correct AAC recommendation has been made, usually all that is required is perseverance, patience and plenty of modelling across different contexts. There is no need for device abandonment when we presume that any person is able to communicate!


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