Basic Information and Professional Approach

General Information

The Roizman Early Intervention Center was established in 1993. Its multidisciplinary professional team includes educational, therapeutic and medical staff members. The center was created to provide support services for children with disabilities from the ages of 6 months-3 years.

In the current academic year (2019-20), 40 children attend the Early Intervention Center, which operates .from 7:30 a.m. to 3:30 p.m. on Sundays through Thursdays and from 7:30 a.m. to 12:00 noon on Fridays.

Central Goals

  • To enable the child to progress in all fields of functioning: motor, communication, cognitive, social, emotional and behavioral
  • To help the child and his or her family understand, accept and cope with the child’s disabilities
  • To improve the quality of life of the child and his or her family

Our Professional Approach

The children in the Center are divided into classes according to age and learning ability. Each class has its own educational program determined by the teacher in consultation with the educational counselor. The program relates to all fields of development of very young children: cognitive, linguistic, communication, motor, social, behavioral and emotional. Most of the program is carried out in group settings through experiencing hands-on learning and social situations; the goals are to enable the children to learn in a complex and varied manner and to gain suitable proficiency and functioning, thus helping to acquire the skills required later in school. The class teacher relates to the special needs of each and every child during the group activities. This personal approach reflects each child’s own individual program, as designed by the staff, together with the parents, based on a questionnaire and an interview regarding the parents’ view of the child’s needs.

The classroom work is carried out in close cooperation with the physical, occupational and speech therapy staff. The rehabilitative goals are integrated into the child’s daily routine and implemented by the educational staff within the natural and familiar setting of the child’s class.

The team strives to maintain the atmosphere of a normative day program by encouraging play with friends, outdoor activities in the playground, birthday and holiday celebrations, field trips and so on.

Working Methods

  • Staff meetings – The classroom staff meets once a week to share updates, to bring up questions and to plan each child’s next steps in the ongoing program.
  • Medical clinics – Once or twice a year, each child is examined by a pediatric neurologist in the presence of the parents and relevant staff members, which reinforces the goal of understanding the child and exchanging information between the staff and the parents. This enables a broader and deeper professional understanding of the child’s current situation and the fine-tuning of his or her individualized educational plan. In addition, once or twice a year children with cerebral palsy are examined by an orthopedist specializing in cerebral palsy, in the presence of his or her parents and a physical therapist.
  • Partnering with the parents – The partnership between the parents and the staff is reflected in each child’s individual educational program and in joint monitoring of changes in the child’s functioning. Parents also meet with members of the staff for ongoing counseling and guidance. Additionally, staff members make home visits to familiarize themselves with the child’s needs at home and to suggest suitable equipment and games. Great attention is paid to fostering enjoyable activities that can be shared by parents and their children, such as trips, events related to holidays, a parent-child soccer team and more.
  • The expertise of the therapy team – Therapy (physical, occupational, speech, etc.) staff members are experts in treating children with cerebral palsy and language impairments and other disabilities. The team specializes in assistive technology such as powered mobility for children who cannot walk, adaptations for play activities and for the use of a computer, as well as augmentative and alternative means of communication for those who cannot speak.
  • Emotional support for the children – Emotional support for children and their parents is provided by the therapeutic staff, which specializes mainly in coping with the feelings that arise in the children and their parents as a result of their special situation. The teachers also work with the children by using stories and games according to the special programs created by the Center for this purpose.

Special Programs

  • Preparing for preschool – This joint program of the teachers, occupational and speech and language therapists aims to prepare the children for preschool from the standpoint of phonologic awareness, as well as readiness to learn other relevant fields. Special emphasis is placed on emotional and social readiness.
  • Support groups for new parents as well as more veteran parents
  • Support groups for siblings
  • Support groups for grandparents