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Inclusive education & rehabilitation

160+ Therapies & Support

Explore plain-language explanations and practical examples for 180 approaches in therapy, education, rehabilitation and family support.

Early learning and care

Early Childhood Care and Education (ECCE/ECE)

Nurturing care and inclusive, play-based early learning that support communication, confidence, everyday skills and school readiness.

Definition, learning areas and getting started ↗
160+ Therapies · Explore the research catalogue

180 names.
Find the approach you want to understand.

Every name below includes a plain-language explanation and a practical example. Explore 9 illustrated categories covering communication, rehabilitation, learning, emotional wellbeing and family support.

This catalogue explains approaches used internationally. It does not mean that ETKO currently provides every named programme or specialist device.

Har naam ke neeche us ka matlab aur ek misaal di gayi hai. Category khol kar tasveer aur tafseel parhein; search mein naam ya apni dilchaspi ka lafz likhein.

180 of 180 approaches across 9 categories. Open a category to read the explanations.

Speech, Language & Communication20 names
Illustrative speech therapist and child using a picture communication board with a caregiver
AI-generated educational illustration

Communication can include understanding words, expressing needs, conversation, gestures and AAC. These approaches create more accessible ways to communicate in play, learning and daily life.

Baat samajhna, apni zaroorat batana aur ishare ya picture se communicate karna is category ka maqsad hai.

Read each approach and its practical example below.

  1. Receptive Language Intervention

    Builds understanding of spoken words, questions and instructions using meaningful activities and suitable visual support.

    In practice

    Following “put the cup on the table” during play.

  2. Expressive Language Intervention

    Supports sharing ideas, needs and feelings through words, sentences or other effective communication methods.

    In practice

    Moving from a single word to a useful short request.

  3. Vocabulary Intervention

    Teaches word meanings, categories and relationships, with repeated use in everyday situations.

    In practice

    Learning names for clothes while sorting and dressing.

  4. Morphosyntax Intervention

    Targets grammar and sentence structure, adapted to the language the person uses.

    In practice

    Practising pronouns, plurals or verb forms in short conversations.

  5. Narrative Language Intervention

    Develops the ability to understand and tell organised stories with characters, events and a clear sequence.

    In practice

    Retelling a picture story with a beginning, middle and ending.

  6. Social Communication Intervention

    Builds useful communication in social situations, including taking turns, understanding context and repairing misunderstandings.

    In practice

    Practising how to join a game or ask for clarification.

  7. Augmentative and Alternative Communication (AAC) Intervention

    Uses gestures, signs, picture boards or speech-generating devices to support or replace spoken communication.

    In practice

    Selecting a “drink” symbol to communicate a need.

  8. Picture Exchange Communication System (PECS)

    A structured communication programme that teaches exchanging pictures with a partner, progressing towards more complex messages.

    In practice

    Handing a picture of a ball to request the ball.

  9. Aided Language Stimulation

    Adults point to symbols while speaking, showing how an AAC system can be used naturally.

    In practice

    Pointing to “more” on a board while offering more blocks.

  10. Communication Partner Training

    Teaches family members, teachers and others to recognise communication attempts and respond accessibly.

    In practice

    Giving enough response time and recognising a person's gesture.

  11. Milieu Therapy

    Creates communication opportunities within ordinary play and daily routines, guided by the child's interests.

    In practice

    Talking about toy animals while the child plays with them.

  12. Enhanced Milieu Teaching (EMT)

    Combines responsive interaction, language models and carefully timed prompts during natural activities.

    In practice

    Modelling a short request during a shared toy activity.

  13. Focused Stimulation

    Repeatedly models selected words or sentence patterns in meaningful play, without requiring the child to repeat them.

    In practice

    Using “under” several times while hiding toys.

  14. Conversational Recasting

    Restates a child's message in a clearer or different grammatical form while keeping its meaning.

    In practice

    Responding to “dog run” with “Yes, the dog is running.”

  15. Language Expansion

    Adds words or grammatical detail to a child's message while keeping the original idea.

    In practice

    Expanding “car” into “The red car is going.”

  16. Vertical Structuring

    Combines separate short answers into a fuller sentence that the adult then models.

    In practice

    Combining “girl” and “eating” into “The girl is eating.”

  17. Mand–Model Procedure

    Uses an inviting question or a model to help a child communicate during an everyday activity.

    In practice

    Asking “What would you like?” and modelling a suitable request.

  18. Time-Delay Language Teaching

    Introduces a brief pause before help or prompting, creating space for a more independent communication attempt.

    In practice

    Waiting during a familiar song for the child to contribute.

  19. Prelinguistic Milieu Teaching (PMT)

    Supports communication before words, including gestures, shared attention and meaningful vocalisations during play.

    In practice

    Responding when a toddler reaches, points or makes a sound.

  20. Dialogic Reading

    Turns shared book reading into a conversation, with prompts and responses suited to the child's communication level.

    In practice

    Talking together about what a character is doing.

Research references
Speech Sounds, Apraxia, Stuttering & Voice20 names
Illustrative speech therapist and child practising speech with a small mirror and picture cards
AI-generated educational illustration

These approaches focus on speech sounds, speech-movement planning, stuttering and voice. Similar names describe different methods, so each entry explains what makes that approach distinct.

Alfaaz ki awaz, bolne ki harkat, ruk ruk kar bolna aur voice se mutaliq tareeqay yahan samjhaye gaye hain.

Read each approach and its practical example below.

  1. Articulation Therapy

    Practises how to make particular speech sounds, then use them in words and conversation.

    In practice

    Learning a sound in syllables before practising everyday words.

  2. Minimal Pairs Approach

    Uses words differing by one sound to show how a speech sound changes meaning.

    In practice

    Contrasting “tea” and “key” through picture-based activities.

  3. Maximal Oppositions Approach

    Contrasts sounds that differ strongly in how they are produced, helping establish missing sound distinctions.

    In practice

    Practising a selected pair of contrasting sounds in words.

  4. Multiple Oppositions Approach

    Works on several sound contrasts when one sound is being used in place of many others.

    In practice

    Distinguishing several words that previously sounded the same.

  5. Cycles Approach

    Rotates practice across selected speech-sound patterns rather than waiting for one pattern to be fully mastered.

    In practice

    Practising one pattern, then moving to another planned pattern.

  6. Core Vocabulary Approach

    Focuses on consistent production of a personally useful set of words when word pronunciation varies.

    In practice

    Practising names and daily requests with a consistent word form.

  7. Complexity Approach

    Selects more complex sound targets with the aim of supporting broader changes in the child's sound system.

    In practice

    Using a selected sound cluster as a speech-practice target.

  8. Integrated Phonological Awareness Intervention

    Links speech-sound practice with noticing sounds in words and connecting sounds to letters.

    In practice

    Practising a sound while identifying its letter and word position.

  9. Speech Perception Training

    Develops the ability to hear differences between speech sounds and judge correct and incorrect productions.

    In practice

    Listening to two words and deciding whether they differ.

  10. Ultrasound Visual Biofeedback for Speech

    Uses real-time ultrasound images of tongue movement as feedback for selected speech targets; specialist equipment is required.

    In practice

    Viewing tongue movement while practising a difficult speech sound.

  11. Dynamic Temporal and Tactile Cueing (DTTC)

    A motor-speech approach for childhood apraxia that changes the amount of cueing as the child practises speech movements.

    In practice

    Moving from speaking together to independent word production.

  12. Rapid Syllable Transition Treatment (ReST)

    Practises made-up multisyllable words to work on speech movement transitions and stress in childhood apraxia.

    In practice

    Producing a practice word with its planned syllable stress.

  13. Nuffield Dyspraxia Programme (NDP3)

    A structured motor-speech programme that builds from speech sounds and simple syllables towards longer spoken sequences.

    In practice

    Progressing from a sound to a syllable and short word.

  14. PROMPT Approach

    Uses carefully selected tactile cues alongside other support for speech movements; delivery requires specific professional training.

    In practice

    A trained clinician cues a speech movement during word practice.

  15. Lidcombe Program

    A parent-delivered stuttering programme for young children, taught and monitored by a speech-language clinician.

    In practice

    Using clinician-guided feedback during a short everyday conversation.

  16. Palin Parent–Child Interaction Therapy for Stuttering

    Supports parents to adapt interactions and communication routines around their child's stuttering.

    In practice

    Giving the child relaxed opportunities to take a speaking turn.

  17. Stuttering Modification

    Helps a person manage moments of stuttering with less struggle and greater communication confidence.

    In practice

    Practising a less tense way through a difficult speaking moment.

  18. Speech Modification / Fluency Shaping

    Teaches changes to speech production, such as rate or gentle starts, to support fluency and ease.

    In practice

    Practising a selected speech pattern during meaningful conversation.

  19. Resonant Voice Therapy

    Develops comfortable, efficient voice production using a sensation of easy resonance rather than vocal strain.

    In practice

    Progressing from an easy humming sound to short phrases.

  20. Semi-Occluded Vocal Tract (SOVT) Exercises

    Uses partially narrowed vocal-tract exercises to support efficient voicing, under suitable voice-clinician guidance.

    In practice

    A clinician selects a straw-phonation or lip-trill activity.

Research references
Autism, Behaviour & Development30 names
Illustrative therapist and child sharing a block-building activity with visual routine cards
AI-generated educational illustration

Support focuses on useful communication, enjoyable engagement, learning and everyday participation. The approaches below include structured teaching, natural play, visual support and ways to understand behaviour.

Communication, khel, seekhne aur rozmarrah ke kaamon mein hissa lene ko asaan banane wale tareeqay yahan hain.

Read each approach and its practical example below.

  1. Applied Behavior Analysis (ABA)

    Uses learning principles and observation to teach useful skills and understand behaviour, with individual goals and progress review.

    In practice

    Teaching an accessible way to request help and practising it across settings.

  2. Discrete Trial Training (DTT)

    Breaks teaching into short, structured learning opportunities with a clear cue, response, feedback and pause.

    In practice

    Practising a matching skill across several brief opportunities.

  3. Functional Communication Training (FCT)

    Identifies what a behaviour communicates and teaches an effective alternative way to meet that need.

    In practice

    Using a “break” request when an activity becomes overwhelming.

  4. Positive Behavior Support (PBS)

    Combines understanding a person's needs, adapting their environment and teaching skills that improve everyday quality of life.

    In practice

    Making a difficult transition predictable and teaching a help request.

  5. Naturalistic Developmental Behavioral Interventions (NDBI)

    Combines developmental and behavioural teaching within enjoyable, natural interactions and child-interest activities.

    In practice

    Practising communication during a game the child chooses.

  6. Early Start Denver Model (ESDM)

    A play-based early autism intervention combining relationship-focused developmental work with behavioural teaching; specific training is needed.

    In practice

    Embedding a communication goal in a familiar play routine.

  7. Pivotal Response Treatment (PRT)

    Targets areas such as motivation and initiation through child-led activities and natural consequences.

    In practice

    A meaningful request leads to the toy being requested.

  8. Joint Attention, Symbolic Play, Engagement and Regulation (JASPER)

    A naturalistic programme targeting shared attention, play, engagement and regulation in social communication.

    In practice

    Building a shared pretend-play activity with a responsive adult.

  9. Social Communication, Emotional Regulation and Transactional Support (SCERTS)

    A multidisciplinary framework organising support around social communication, emotional regulation and helpful support from partners and environments.

    In practice

    Coordinating communication supports and a calmer classroom routine.

  10. TEACCH Structured Teaching

    Uses organised spaces, visual schedules and clear work systems to make activities understandable and support independence.

    In practice

    A visual work system shows what to do and when it is finished.

  11. Direct Instruction

    Uses explicit, carefully sequenced teaching with clear demonstrations, practice and feedback.

    In practice

    Showing a new academic skill before guided practice.

  12. Incidental Teaching

    Uses a naturally arising opportunity based on the learner's interests to teach a skill.

    In practice

    Supporting a request when the child notices a favourite toy.

  13. Antecedent-Based Intervention

    Changes what happens before a difficult situation, such as task demands, predictability or sensory conditions.

    In practice

    Adding a visual warning before changing activities.

  14. Behavioral Momentum Intervention

    Places easier, familiar responses before a harder task to support engagement and persistence.

    In practice

    Starting with familiar actions before introducing a new learning step.

  15. Differential Reinforcement

    Provides positive consequences for a selected helpful skill or alternative behaviour, based on an individual plan.

    In practice

    Acknowledging an appropriate request for help.

  16. Peer-Based Instruction and Intervention

    Supports peers to create inclusive opportunities for interaction, communication and learning.

    In practice

    A classmate helps include a child in a shared activity.

  17. Social Skills Training

    Teaches practical interaction skills through explanation, modelling and supported practice.

    In practice

    Practising how to greet someone or join a group.

  18. Social Narratives

    Uses a short personalised account to explain a situation, its expectations and helpful responses.

    In practice

    Reading a story about what happens at a first classroom visit.

  19. Visual Supports

    Uses pictures, objects or written cues to make information, routines and choices easier to understand.

    In practice

    Following a picture schedule for the morning routine.

  20. Video Modeling

    Shows a recorded example of a skill before supported practice.

    In practice

    Watching a brief handwashing demonstration, then practising the routine.

  21. Live Modeling

    Demonstrates a skill in person so the learner can observe and try it.

    In practice

    An adult shows how to take a turn in a game.

  22. Self-Management Intervention

    Teaches a person to notice, record or check their own actions towards an agreed goal.

    In practice

    Using a checklist to monitor completion of classroom tasks.

  23. Task-Analysis-Based Instruction

    Breaks a useful activity into smaller steps that can be taught and practised in sequence.

    In practice

    Learning each step of packing a school bag.

  24. Prompting

    Provides temporary support, such as a gesture, picture or demonstration, to help a learner perform a skill.

    In practice

    Pointing to the next item on a visual routine.

  25. Prompt Fading

    Gradually reduces help as the learner becomes more independent, avoiding dependence on the prompt.

    In practice

    Moving from a demonstration to a smaller visual cue.

  26. Technology-Aided Instruction and Intervention

    Uses a suitable digital tool or device to deliver instruction or support a functional skill.

    In practice

    Using a visual reminder app for an everyday routine.

  27. Exercise and Movement Intervention

    Uses planned physical activity or movement to support individual skills, engagement and participation.

    In practice

    Joining an adapted movement game with suitable support.

  28. Reciprocal Imitation Training

    An adult imitates a child's actions and models new actions within shared play to encourage reciprocal imitation.

    In practice

    Copying a child's block action, then offering a new play action.

  29. Joint Attention Intervention

    Builds ways of sharing interest in an object or event with another person, without requiring forced eye contact.

    In practice

    Pointing out a toy and sharing the moment with a partner.

  30. Scripting and Script-Fading

    Provides a spoken or written model for an interaction, then reduces the script as independent communication develops.

    In practice

    Practising a greeting and gradually removing the written cue.

Research references
Occupational Therapy, Sensory Support & Daily Living25 names
Illustrative occupational therapist and child working with large beads and a practice button board
AI-generated educational illustration

Occupational therapy works on the activities that matter in daily life. These approaches include hand skills, sensory accessibility, self-care, play and adaptations that support greater participation.

Haathon ke kaam, sensory zaroorat, kapray pehnna, safai aur rozmarrah ki skills is category mein hain.

Read each approach and its practical example below.

  1. Pediatric Occupational Therapy

    Supports children's participation in play, learning and everyday self-care by practising skills and adapting tasks or environments.

    In practice

    Making a classroom tool easier to use independently.

  2. Ayres Sensory Integration (ASI)

    An individually assessed, active sensory-motor intervention using appropriately challenging play; specific training, equipment and fidelity standards matter.

    In practice

    A trained therapist chooses movement-and-touch activities around participation goals.

  3. Sensory Modulation Intervention

    Supports a person's response to sensory input through individually chosen strategies linked to everyday participation.

    In practice

    Offering a quieter space when a busy setting is overwhelming.

  4. Sensory Environmental Adaptations

    Adjusts surroundings to make an activity more accessible to someone with sensory differences.

    In practice

    Reducing glare or noise in a learning space.

  5. Fine Motor Skills Training

    Practises controlled hand and finger use for practical tasks.

    In practice

    Using pegs or handling small classroom materials.

  6. Visual–Motor Integration Training

    Develops coordination between visual information and hand movements.

    In practice

    Copying a simple shape or completing a picture puzzle.

  7. Bilateral Coordination Training

    Practises using both sides of the body together for functional activities.

    In practice

    Holding paper steady with one hand while drawing with the other.

  8. Motor Planning Intervention

    Supports planning and carrying out unfamiliar movement sequences through meaningful practice.

    In practice

    Working out how to complete a new playground activity.

  9. Therapeutic Handwriting Practice

    Practises the actual handwriting task with suitable adaptations to grip, posture, paper or tools.

    In practice

    Writing short useful words with an appropriate pencil support.

  10. Activities of Daily Living (ADL) Training

    Builds practical self-care skills through task practice, adaptation and suitable assistance.

    In practice

    Practising one part of a dressing or washing routine.

  11. Dressing Skills Training

    Teaches dressing tasks step by step using accessible clothes and fastenings.

    In practice

    Learning to manage a zip or put on a shirt.

  12. Toileting Skills Training

    Supports an individually planned toileting routine using accessible facilities, communication and practical skills.

    In practice

    Using a picture sequence for the bathroom routine.

  13. Cutlery / Utensil-Use Training

    Develops safe, functional use of suitable eating utensils; swallowing difficulties require separate clinical assessment.

    In practice

    Practising scooping with a spoon and an adapted handle.

  14. Personal Hygiene Skills Training

    Supports everyday hygiene tasks with accessible tools, routines and communication.

    In practice

    Learning the steps of handwashing using a visual sequence.

  15. Instrumental Activities of Daily Living (IADL) Training

    Teaches more complex daily activities needed for greater independence, especially for older learners.

    In practice

    Planning shopping or sorting items for a simple household task.

  16. Assistive Technology Training

    Helps a person use adapted equipment or digital tools that support meaningful participation.

    In practice

    Learning to use an adapted computer access device.

  17. Upper-Limb Splinting Intervention

    Uses an individually fitted support for the hand or arm, with professional checks of comfort, skin and functional goals.

    In practice

    A clinician reviews a splint's fit during a practical task.

  18. Cognitive Orientation to daily Occupational Performance (CO-OP)

    A problem-solving approach in which the learner identifies a goal, plans, tries the task and reviews the result.

    In practice

    Using “Goal–Plan–Do–Check” to work on a chosen daily skill.

  19. Bimanual Therapy

    Practises meaningful activities requiring both hands together, with tasks adapted to the person's abilities.

    In practice

    Holding a container with one hand while opening it with the other.

  20. Constraint-Induced Movement Therapy (CIMT)

    An individually supervised programme limiting use of the less-affected arm temporarily to practise the more-affected arm; unsuitable for unsupervised restraint.

    In practice

    Practising a selected hand task within a clinician-planned programme.

  21. Hand–Arm Bimanual Intensive Therapy (HABIT)

    An intensive, structured programme practising two-handed activities to develop functional hand and arm use.

    In practice

    Completing varied two-handed play and self-care tasks.

  22. Hand–Arm Bimanual Intensive Therapy Including Lower Extremities (HABIT-ILE)

    An intensive approach combining two-handed activities with trunk and lower-limb involvement, often studied in cerebral palsy.

    In practice

    A supported activity combines hand use, standing and stepping.

  23. Occupational Performance Coaching (OPC)

    Coaches caregivers to identify participation goals, explore barriers and trial practical changes in everyday routines.

    In practice

    Finding a workable way for a child to join family mealtimes.

  24. Sensory Discrimination Intervention

    Practises recognising differences in sensory information, connected to useful activities and individual assessment.

    In practice

    Distinguishing familiar objects by touch during a guided task.

  25. Play-Based Occupational Therapy

    Uses enjoyable play as the setting for occupational goals and practical skill development.

    In practice

    Practising grasp and turn-taking through a shared construction game.

Research references
Physiotherapy & Motor Rehabilitation25 names
Illustrative physiotherapist supervising a child walking between parallel bars in an accessible room
AI-generated educational illustration

Physiotherapy supports movement and meaningful mobility goals. Approaches range from practising real tasks to using individually assessed exercise, positioning, mobility aids or specialist rehabilitation equipment.

Bethna, kharay hona, chalna, balance aur movement ke liye mukhtalif support yahan samjhaya gaya hai.

Read each approach and its practical example below.

  1. Pediatric Physiotherapy

    Supports children's movement and participation through assessment, functional practice, exercise and suitable equipment or adaptations.

    In practice

    Working on a comfortable way to move around the classroom.

  2. Goal-Directed Motor Training

    Practises movement towards a goal chosen with the child and family.

    In practice

    Working towards getting onto a classroom chair.

  3. Task-Oriented Functional Training

    Practises the functional task itself rather than only isolated component movements.

    In practice

    Repeatedly practising a useful step or transfer in context.

  4. Gross Motor Skills Training

    Develops large-body movement skills such as sitting, crawling, stepping or jumping, according to individual ability.

    In practice

    Practising a supported transition from sitting to standing.

  5. Balance Training

    Practises controlling body position during stillness and movement with appropriate support.

    In practice

    Reaching for a toy while maintaining a stable position.

  6. Coordination Training

    Works on timing and combining movements to perform useful actions.

    In practice

    Practising an adapted ball activity or movement sequence.

  7. Gait Training

    Practises walking patterns and mobility using suitable assistance, equipment and individual goals.

    In practice

    Working on comfortable steps along a safe indoor route.

  8. Overground Walking Practice

    Practises walking on ordinary surfaces in environments relevant to daily life.

    In practice

    Using a suitable walking aid along a classroom route.

  9. Treadmill Training

    Uses a moving treadmill surface for individually supervised walking practice; equipment and suitability checks are required.

    In practice

    Practising supported steps at a clinician-selected speed.

  10. Body-Weight-Supported Treadmill Training

    Uses a harness or support system to reduce the weight borne during supervised treadmill walking.

    In practice

    A specialist team adjusts support for a walking-practice session.

  11. Progressive Resistance Training

    Builds muscle strength by gradually adjusting resistance and task difficulty within an individual exercise plan.

    In practice

    Practising a suitable resisted movement with monitored technique.

  12. Aerobic Exercise Training

    Uses sustained movement to build fitness and activity tolerance at an individually appropriate level.

    In practice

    An adapted cycling or walking activity with planned breaks.

  13. Therapeutic Stretching Programme

    Uses individually selected stretching or sustained positioning for specific movement goals, without forcing joints.

    In practice

    A therapist demonstrates a comfortable, assessed positioning activity.

  14. Joint Range-of-Motion Exercises

    Moves a joint through its available comfortable range, actively or with assessed assistance.

    In practice

    Practising a selected arm movement during a functional activity.

  15. 24-Hour Postural Management

    Plans supportive positioning across lying, sitting and standing throughout daily routines; it does not mean continuous exercise.

    In practice

    Reviewing seating, sleep positioning and standing equipment together.

  16. Supported Standing Programme

    Uses appropriate support or standing equipment to work towards individually agreed posture and participation goals.

    In practice

    Using an assessed standing frame with planned supervision.

  17. Sit-to-Stand Training

    Practises getting from sitting to standing, with suitable seating height and support.

    In practice

    Standing from a chair to begin a chosen activity.

  18. Transfer Training

    Teaches safe movement between positions or surfaces and the assistance or equipment needed.

    In practice

    Practising a transfer between a chair and another surface.

  19. Wheelchair Skills Training

    Builds safe wheelchair use, manoeuvring and participation, adapted to the person's chair and environment.

    In practice

    Practising turning through a doorway with appropriate supervision.

  20. Hydrotherapy / Aquatic Physiotherapy

    Uses the support and resistance of water for supervised physiotherapy; an accessible pool and trained staff are required.

    In practice

    Practising supported movement in a suitable therapy pool.

  21. Lower-Limb Orthotic Management

    Uses individually prescribed braces or supports to work towards posture, comfort or movement goals, with fit review.

    In practice

    Checking an ankle–foot orthosis during walking practice.

  22. Walking-Aid Training

    Teaches safe use of a suitable walker, crutches or other assessed mobility aid.

    In practice

    Practising turns with a correctly adjusted walking aid.

  23. Goal-Directed Home Programmes

    Fits agreed movement practice into everyday home routines, with clear guidance and progress review.

    In practice

    Practising a chosen mobility goal in a familiar home setting.

  24. Context-Focused Therapy

    Changes the task or environment to make a functional activity easier, rather than focusing only on the child's body.

    In practice

    Adjusting a chair or route to support independent participation.

  25. Participation-Focused Therapy

    Starts with a meaningful life activity and addresses the practical barriers to taking part.

    In practice

    Adapting support so a child can join a playground activity.

Research references
Psychological & Emotional Health30 names
Illustrative psychologist listening to a child and caregiver in a comfortable counselling room
AI-generated educational illustration

Psychological approaches differ in how they explore feelings, thinking, relationships and distress. This category includes child, family and adult approaches, with brief explanations of their main focus.

Jazbaat, soch, pareshani, rishton aur family support ke tareeqay yahan hain; har approach ka focus alag hai.

Read each approach and its practical example below.

This category includes approaches for children, adolescents and adults. Selection depends on age, assessment and clinical needs.

  1. Cognitive Behavioral Therapy (CBT)

    Explores links between thoughts, feelings and actions, then practises ways of responding to difficulties.

    In practice

    Noticing an unhelpful thought and testing a more useful response.

  2. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)

    Combines trauma-focused coping work with appropriate caregiver involvement for children and young people; specialist training is required.

    In practice

    Practising emotional coping before carefully paced trauma-related work.

  3. Acceptance and Commitment Therapy (ACT)

    Builds flexibility in responding to difficult thoughts and feelings while taking actions guided by personal values.

    In practice

    Choosing a small meaningful action despite an uncomfortable feeling.

  4. Dialectical Behavior Therapy (DBT)

    Combines acceptance and change strategies with skills for emotions, distress, attention and relationships.

    In practice

    Practising an agreed coping skill during emotional stress.

  5. Mindfulness-Based Cognitive Therapy (MBCT)

    Combines mindfulness practice and cognitive methods, commonly used in preventing recurrent depression.

    In practice

    Learning to notice a thought without automatically following it.

  6. Behavioral Activation

    Supports gradually reconnecting with manageable, meaningful activities when low mood leads to withdrawal.

    In practice

    Planning a small activity and reviewing its effect on daily life.

  7. Exposure Therapy

    Uses planned, gradual contact with feared situations to address avoidance, with consent and appropriate clinical support.

    In practice

    Working through an agreed sequence of increasingly challenging situations.

  8. Exposure and Response Prevention (ERP)

    A specialised approach for OCD involving exposure to triggers while learning not to carry out compulsive responses.

    In practice

    Practising an agreed task without repeating the usual checking ritual.

  9. Cognitive Processing Therapy (CPT)

    A trauma-focused therapy examining beliefs that developed around traumatic experiences.

    In practice

    Exploring an unhelpful trauma-related belief with a trained therapist.

  10. Prolonged Exposure (PE)

    A structured trauma-focused therapy using carefully planned revisiting of memories and safe situations previously avoided.

    In practice

    Working through an agreed trauma-treatment plan with a trained clinician.

  11. Eye Movement Desensitization and Reprocessing (EMDR)

    A structured trauma therapy combining attention to memories with bilateral stimulation; professional assessment and training are required.

    In practice

    A clinician guides one part of an agreed trauma-processing session.

  12. Interpersonal Therapy (IPT)

    Focuses on current relationships and life changes that affect mood and emotional wellbeing.

    In practice

    Exploring a difficult relationship change and improving communication.

  13. Dynamic Interpersonal Therapy (DIT)

    Explores recurring relationship patterns and links between earlier experiences and current emotional difficulties.

    In practice

    Noticing how an established relationship pattern appears in present interactions.

  14. Psychodynamic Psychotherapy

    Explores emotional patterns, earlier experiences and aspects of experience outside immediate awareness.

    In practice

    Recognising a repeated emotional response within a trusting therapeutic relationship.

  15. Person-Centred Therapy

    Offers an empathic, accepting relationship in which a person can explore their experience and make their own choices.

    In practice

    Talking through a concern while the therapist listens without judgement.

  16. Solution-Focused Brief Therapy (SFBT)

    Focuses on preferred changes, existing strengths and small workable steps rather than lengthy analysis of the problem.

    In practice

    Identifying a recent exception to a difficulty and building on it.

  17. Systemic Family Therapy

    Works with family relationships, communication and shared patterns rather than locating every difficulty in one person.

    In practice

    Helping family members listen and agree a more workable routine.

  18. Couples Therapy

    Supports partners to understand relationship difficulties and improve communication, within appropriate consent and safety assessment.

    In practice

    Practising expressing a concern and listening to the partner's response.

  19. Compassion-Focused Therapy (CFT)

    Develops a more compassionate response to distress, shame and self-criticism.

    In practice

    Recognising self-criticism and practising a kinder, supportive response.

  20. Schema Therapy

    Explores longstanding beliefs and emotional patterns linked to unmet needs, using several psychological methods.

    In practice

    Recognising a recurring pattern and practising a healthier response.

  21. Mentalization-Based Therapy (MBT)

    Builds the ability to understand one's own and other people's mental states, especially during relationship stress.

    In practice

    Considering different possible meanings behind another person's reaction.

  22. Cognitive Analytic Therapy (CAT)

    Maps repeated emotional and relationship patterns collaboratively, then develops ways to change them.

    In practice

    Drawing a shared pattern map and identifying a possible exit.

  23. Narrative Therapy

    Explores the stories people tell about themselves and helps separate the person from the problem.

    In practice

    Identifying strengths that a problem-focused story has overlooked.

  24. Counselling for Depression

    Provides focused emotional exploration and support for people experiencing depression, using appropriately trained counselling practice.

    In practice

    Understanding difficult feelings within an accepting therapeutic conversation.

  25. Cognitive Behavioral Therapy for Insomnia (CBT-I)

    A structured approach to insomnia addressing sleep-related habits, thoughts and patterns; sleep scheduling requires individual clinical guidance.

    In practice

    Keeping a sleep diary and reviewing patterns with a clinician.

  26. Habit Reversal Training (HRT)

    Builds awareness of a repetitive behaviour and practises a suitable competing response.

    In practice

    Recognising an urge and using a therapist-selected alternative action.

  27. Comprehensive Behavioral Intervention for Tics (CBIT)

    Combines habit reversal with understanding tic triggers and practical changes to daily situations.

    In practice

    Practising a competing response and adjusting a situation that worsens tics.

  28. Play Therapy

    Uses a therapeutic play relationship to help children express and explore feelings and experiences.

    In practice

    A child uses toys or stories to communicate a difficult feeling.

  29. Child–Parent Psychotherapy (CPP)

    Works with a young child and caregiver together, often after trauma, to support their relationship and emotional safety.

    In practice

    Using shared play to understand and respond to the child's distress.

  30. Parent–Child Interaction Therapy (PCIT)

    Uses live coaching of parent–child interactions to strengthen positive relationships and develop consistent parenting skills.

    In practice

    A trained therapist coaches a parent during a play interaction.

Research references
Learning & Special Education15 names
Illustrative special-education teacher reading a picture book with two children
AI-generated educational illustration

These are teaching approaches for literacy, writing and organisation. They make learning goals explicit and provide structured practice, adapted materials or strategies for understanding and using information.

Parhna, likhna, spelling aur school ke kaam organise karna seekhne ke tareeqay yahan hain.

Read each approach and its practical example below.

These are educational interventions. Evidence varies; ASHA reports limited outcome evidence for Orton–Gillingham-based interventions.

  1. Phonological Awareness Instruction

    Teaches noticing and manipulating spoken sound units such as syllables, rhymes and individual sounds.

    In practice

    Clapping syllables or identifying the first sound in a word.

  2. Systematic Phonics Instruction

    Explicitly teaches links between letters and sounds in a planned sequence, including blending and segmenting.

    In practice

    Blending taught sounds to read a short word.

  3. Reading Apprenticeship

    Supports older students to notice and discuss their reading processes when working with subject-area texts.

    In practice

    A teacher models how to resolve confusion in a passage.

  4. Orton–Gillingham-Based Intervention

    Uses structured, sequential, multisensory phonics instruction for reading and spelling; evidence for branded OG programmes varies.

    In practice

    Linking a sound, its letter and a practical spelling activity.

  5. Lindamood Phoneme Sequencing (LiPS)

    Uses speech-sound awareness and articulatory, auditory and visual feedback to develop reading and spelling skills.

    In practice

    Noticing how a sound is produced, then linking it to a letter.

  6. Repeated Reading

    Uses repeated practice with an appropriate text to build reading fluency and accuracy.

    In practice

    Rereading a short passage with supportive feedback.

  7. Road to the Code

    A sequenced early-reading programme linking phoneme awareness, letter knowledge and sound–letter correspondence.

    In practice

    Moving counters for spoken sounds before connecting them to letters.

  8. Reading Comprehension Strategy Instruction

    Teaches explicit ways to understand text, including predicting, questioning, summarising and checking understanding.

    In practice

    Identifying a paragraph's main idea and explaining it in one's own words.

  9. Spelling Intervention

    Teaches sound–letter relationships, spelling patterns and meaningful word parts through structured practice.

    In practice

    Sorting words by a taught spelling pattern.

  10. Written Expression Intervention

    Develops planning, sentence construction, organisation and revision for meaningful writing.

    In practice

    Using a simple organiser to plan a short written account.

  11. Self-Regulated Strategy Development (SRSD)

    Teaches writing strategies together with goal-setting, self-monitoring and review.

    In practice

    Planning a paragraph, writing it and checking it against an agreed goal.

  12. Cooperative Integrated Reading and Composition (CIRC)

    Integrates reading and writing activities with supported pair and small-group learning.

    In practice

    Reading a story together and discussing a written response.

  13. Writing Lab Approach

    Uses computer-supported, meaningful writing projects and a repeated planning-to-publishing process, with coordinated teaching support.

    In practice

    Drafting, revising and sharing a short classroom text.

  14. Dyslexia Training Program

    A named structured programme teaching phonemic awareness, reading and spelling through explicit multisensory lessons.

    In practice

    Practising an introduced sound–letter pattern within a sequenced lesson.

  15. Organizational Skills Training

    Teaches systems for managing materials, tasks and time to support learning and daily functioning.

    In practice

    Using a planner and checklist to prepare a school bag.

Research references
Creative Therapies5 names
Illustrative creative therapist and child exploring paints and a small hand drum
AI-generated educational illustration

Creative therapies use expression within a therapeutic relationship. Art, music, movement, drama and sand can offer ways to explore experiences beyond ordinary conversation.

Art, music, movement, drama aur sand ke zariye jazbaat aur tajurbaat ko samajhne ke tareeqay yahan hain.

Read each approach and its practical example below.

Professional creative therapies require relevant training. Evidence and suitability depend on the condition and goals.

  1. Art Therapy

    Uses art-making within a therapeutic relationship to explore feelings and experiences; artistic ability is not required.

    In practice

    Expressing an experience through drawing and discussing it if comfortable.

  2. Music Therapy

    Uses music within a therapeutic relationship towards agreed goals; it differs from simply playing background music.

    In practice

    Sharing a rhythm or musical turn-taking activity with a trained therapist.

  3. Dance Movement Therapy

    Uses movement and bodily expression within a therapeutic relationship to explore experiences and connection.

    In practice

    Trying an accessible movement activity that expresses a chosen feeling.

  4. Dramatherapy

    Uses stories, roles and dramatic expression therapeutically, adapted to individual needs.

    In practice

    Exploring a situation through a story or supported role-play.

  5. Sandplay Therapy

    Uses sand and miniature objects to explore experiences symbolically within a therapeutic relationship.

    In practice

    Arranging figures in a sand tray without pressure to explain immediately.

Research references
Parents & Caregivers10 names
Illustrative caregiver coach supporting parents during their preschool child’s play activity
AI-generated educational illustration

Caregiver programmes support responsive relationships and practical strategies in daily routines. Named programmes have their own training and delivery requirements; the entries describe the focus of each.

Parents aur caregivers ko bachay ke signals samajhne, behtar interaction aur ghar ke routines mein support dene ki training milti hai.

Read each approach and its practical example below.

  1. Parent Training in Behavior Management

    Teaches caregivers practical behaviour-support skills, positive interactions and consistent routines.

    In practice

    Using a clear routine and recognising a helpful action.

  2. Parent-Implemented Intervention

    Coaches caregivers to use agreed learning or communication strategies within everyday family activities.

    In practice

    Embedding a communication opportunity during play or a daily routine.

  3. WHO Caregiver Skills Training (CST)

    A WHO programme helping caregivers support engagement, communication, behaviour and daily-living skills in children with developmental difficulties.

    In practice

    Practising a coached strategy during an ordinary home activity.

  4. Paediatric Autism Communication Therapy (PACT)

    Uses video-supported coaching to improve responsive parent–child communication in autism; it is a specific trained programme.

    In practice

    Reviewing a recorded interaction to notice and follow the child's signals.

  5. Triple P — Positive Parenting Program

    A family of positive-parenting programmes teaching practical strategies for relationships, routines and behavioural difficulties.

    In practice

    Planning a workable response to a recurring family challenge.

  6. The Incredible Years Parenting Programme

    A structured parenting programme using discussion, modelling and practice to strengthen relationships and support children's behaviour.

    In practice

    Practising child-led play and positive attention with coaching.

  7. RUBI Parent Training

    An autism-focused parent-training programme teaching practical strategies to understand and address behaviour that interferes with daily life.

    In practice

    Identifying triggers and practising a planned preventive strategy.

  8. Video-Feedback Intervention to Promote Positive Parenting — Foster Care (VIPP-FC)

    A foster-care adaptation of video-feedback parenting work, focusing on sensitive responses and the child's emotional needs.

    In practice

    Reviewing a short interaction to recognise a foster child's cues.

  9. Attachment and Biobehavioral Catch-up (ABC)

    A caregiver-coaching programme supporting nurturing, responsive interaction and regulation after early adversity or disruption in care.

    In practice

    A coach notices and reinforces a caregiver's sensitive response in the moment.

  10. Empowering Parents, Empowering Communities (EPEC)

    A community-based parenting programme delivered by trained parent facilitators to strengthen family relationships and practical parenting skills.

    In practice

    Parents share a challenge, practise a strategy and review it together.

Research references
Download all 180 explanations & sources ↗Explore service details ↗

Examples are illustrative explanations of the approach, not individual treatment plans. Research reviewed: 12 October 2026. Source publication dates vary; inclusion is not a claim of equal effectiveness.

160 services & support pathways

Explore service details & support pathways

Explore 160 entries covering assessments, therapies, education, family support, rehabilitation and wider service pathways.

The directory expands ETKO’s existing services overview and institutional profile. Two work-preparation entries come from the profile. A service name is a starting point for discussion; your plan is individualized and current delivery is confirmed by management.

160 entries across 16 categories. Open a service to read its details.

001–015

Assessment & Diagnostic Services

Understand strengths, needs and next steps.

001Developmental Assessment

Looks at communication, play, movement, learning and daily routines to understand strengths and areas needing support.

Possible focus areas

  • Developmental history
  • caregiver observations
  • next-step priorities

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Developmental Assessment
002Autism Assessment

A qualified clinician considers development, communication, interaction and relevant history. Screening alone cannot establish a diagnosis.

Possible focus areas

  • Developmental information
  • professional evaluation
  • individualized support

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Autism Assessment
003ADHD Assessment

Professional evaluation considers attention and activity patterns across settings, with family and school information where appropriate.

Possible focus areas

  • Attention in routines
  • learning context
  • referral needs

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about ADHD Assessment
004IQ Testing

Standardized testing by a qualified psychologist may contribute to understanding cognitive abilities. Results must be interpreted with language and context.

Possible focus areas

  • Appropriate tools
  • accessible assessment
  • explanation of results

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about IQ Testing
005Cognitive Assessment

Explores areas such as memory, problem-solving and understanding to inform practical learning support.

Possible focus areas

  • Strengths
  • task demands
  • learning adaptations

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Cognitive Assessment
006Learning Disability Assessment

Examines persistent learning difficulties alongside educational history, instruction and other relevant needs.

Possible focus areas

  • Reading and writing
  • mathematics
  • education planning

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Learning Disability Assessment
007Dyslexia Screening

Identifies reading-related concerns that may need a fuller assessment; a screening result is a starting point for discussion.

Possible focus areas

  • Reading observations
  • language context
  • further evaluation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Dyslexia Screening
008Speech & Language Assessment

Reviews understanding, expression, speech and everyday communication, including the languages and communication methods used at home.

Possible focus areas

  • Communication strengths
  • family priorities
  • suitable supports

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Speech & Language Assessment
009Occupational Therapy Assessment

Considers participation in play, learning and self-care, including motor, sensory and environmental needs.

Possible focus areas

  • Daily activities
  • hand skills
  • participation barriers

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Occupational Therapy Assessment
010Physiotherapy Assessment

Examines movement and functional mobility to discuss appropriate physical support with a physiotherapist.

Possible focus areas

  • Posture
  • balance
  • mobility goals

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Physiotherapy Assessment
011Sensory Profile Assessment

Explores sensory responses in everyday settings and how they affect participation, rather than choosing equipment without assessment.

Possible focus areas

  • Preferences
  • difficult situations
  • environmental adjustments

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Sensory Profile Assessment
012Functional Behavior Assessment (FBA)

Examines what happens before and after a behaviour, communication needs and context to guide positive support.

Possible focus areas

  • Patterns
  • possible functions
  • safer replacement skills

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Functional Behavior Assessment (FBA)
013Adaptive Behavior Assessment

Explores practical skills used at home and in the community, including communication and self-care.

Possible focus areas

  • Everyday functioning
  • needed assistance
  • independence goals

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Adaptive Behavior Assessment
014School Readiness Assessment

Reviews early learning and classroom participation needs before discussing suitable educational support.

Possible focus areas

  • Play and interaction
  • routines
  • learning access

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about School Readiness Assessment
015Vocational Assessment

Discusses interests, strengths, practical abilities and support needs in relation to future work and training.

Possible focus areas

  • Preferred tasks
  • work routines
  • realistic pathways

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Vocational Assessment
016–035

Therapy Services

Individualized therapeutic and developmental support.

016Speech Therapy

Supports understanding and expression, speech clarity and meaningful communication using methods matched to the individual.

Possible focus areas

  • Language
  • speech sounds
  • functional communication

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Speech Therapy Read the full pathway
017Occupational Therapy

Builds participation in play, learning and self-care through individualized activities, adaptations and family guidance.

Possible focus areas

  • Fine motor skills
  • daily routines
  • independence

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Occupational Therapy Read the full pathway
018Physiotherapy

Supports functional movement through an individualized plan developed with a physiotherapist.

Possible focus areas

  • Mobility
  • balance and coordination
  • posture and strength

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Physiotherapy Read the full pathway
019ABA Therapy

Uses structured learning and behaviour principles around meaningful, agreed goals, with respect for communication, choice and comfort.

Possible focus areas

  • Communication
  • useful skills
  • everyday participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about ABA Therapy Read the full pathway
020Behavior Therapy

Considers needs behind behaviour and teaches positive alternatives while adapting routines and environments.

Possible focus areas

  • Emotional regulation
  • communication
  • predictable routines

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Behavior Therapy Read the full pathway
021Sensory Integration Therapy

Professionally selected sensory activities and adaptations aim to support participation after documented assessment of sensory needs.

Possible focus areas

  • Regulation
  • play and learning
  • environmental fit

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Sensory Integration Therapy Read the full pathway
022Play Therapy

A suitably trained professional uses developmentally appropriate play to explore expression, interaction and emotional needs.

Possible focus areas

  • Emotional expression
  • interaction
  • supportive play

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Play Therapy
023Feeding Therapy

Feeding concerns require appropriately trained professionals and medical coordination where needed; swallowing safety must be assessed separately.

Possible focus areas

  • Mealtime participation
  • feeding history
  • specialist assessment

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Feeding Therapy

Further reading

ETKO’s profile describes organizational scope. External guidance explains the field and does not certify or endorse the center.

024Oral Motor Therapy

The clinician first identifies the actual speech or feeding need. Nonspeech mouth exercises are not an established substitute for speech treatment.

Possible focus areas

  • Purpose of intervention
  • relevant assessment
  • evidence discussion

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Oral Motor Therapy

Further reading

ETKO’s profile describes organizational scope. External guidance explains the field and does not certify or endorse the center.

025Hand Therapy

Specialist rehabilitation considers hand function following an identified condition or injury and sets activity-based goals.

Possible focus areas

  • Grip and dexterity
  • task participation
  • clinical suitability

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Hand Therapy
026Hydrotherapy

Water-based rehabilitation needs a suitable facility, trained supervision and individual safety assessment. Ask about specialist referral or future arrangements.

Possible focus areas

  • Clinical suitability
  • water safety
  • functional movement goals

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Hydrotherapy
027Music Therapy

A qualified music therapist may use musical interaction within an individualized therapeutic plan; recreational music is a different activity.

Possible focus areas

  • Expression
  • shared engagement
  • individualized goals

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Music Therapy
028Art Therapy

A trained art therapist may use creative processes for emotional expression; classroom art activities are educational enrichment.

Possible focus areas

  • Expression
  • choice
  • supported reflection

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Art Therapy
029Dance & Movement Therapy

Specialist movement-based support considers physical access, comfort and personal therapeutic goals.

Possible focus areas

  • Movement access
  • expression
  • participation

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Dance & Movement Therapy
030Cognitive Behavioral Therapy (CBT)

A qualified mental-health professional explores links between thoughts, feelings and actions, adapting discussion to communication and developmental needs.

Possible focus areas

  • Coping skills
  • emotional understanding
  • collaborative goals

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Cognitive Behavioral Therapy (CBT) Read the full pathway
031Social Skills Therapy

Supports personally meaningful interactions without requiring a person to hide their identity or discomfort.

Possible focus areas

  • Turn-taking
  • boundaries
  • asking for help

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Social Skills Therapy
032Group Therapy

A professional plans an appropriate group around shared goals, accessibility, consent and individual suitability.

Possible focus areas

  • Supported interaction
  • shared practice
  • group fit

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Group Therapy
033Individual Therapy

One-to-one support focuses on the person's agreed priorities and is reviewed using session observations and family feedback.

Possible focus areas

  • Personal goals
  • paced practice
  • progress review

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Individual Therapy
034Parent-Child Therapy

A qualified professional supports parent-child interaction and relationship needs through collaborative, age-appropriate work.

Possible focus areas

  • Connection
  • communication
  • shared understanding

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Parent-Child Therapy
035Early Intervention Therapy

Early developmental support connects learning and therapy with play, communication and familiar family routines.

Possible focus areas

  • Engagement
  • early skills
  • caregiver participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Early Intervention Therapy Read the full pathway
036–050

Educational Programs

Learning access, readiness and functional education.

036Early Intervention Program

A coordinated early-learning pathway considers communication, attention, movement, play and family priorities after assessment.

Possible focus areas

  • Play and interaction
  • daily routines
  • readiness to learn

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Early Intervention Program Read the full pathway
037Playgroup

Supported play and early group experiences can introduce shared activities and classroom routines. Confirm current group arrangements with the center.

Possible focus areas

  • Play interests
  • peer participation
  • early concepts

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Playgroup
038Preschool

The catalogue includes early education with adapted materials and routines. Discuss staffing, placement and current availability before enrolling.

Possible focus areas

  • Early learning
  • communication access
  • group readiness

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Preschool
039Kindergarten

An educational pathway considers each learner's starting point, appropriate teaching supports and transition needs.

Possible focus areas

  • Early literacy
  • early numeracy
  • classroom participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Kindergarten
040Inclusive Schooling

Learning access is supported through adaptations and collaboration with families and schools; placement arrangements require individual discussion.

Possible focus areas

  • Accommodations
  • peer participation
  • school collaboration

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Inclusive Schooling
041Special Education

Teaching is adapted to current abilities, communication access, interests and meaningful educational goals.

Possible focus areas

  • Individual learning
  • functional academics
  • independence

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Special Education Read the full pathway
042Functional Academics

Connects reading, writing and number concepts to activities that matter in everyday life.

Possible focus areas

  • Names and signs
  • time and money concepts
  • problem-solving

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Functional Academics
043Individualized Education Plan (IEP)

Records a learner's baseline, goals, teaching supports, responsibilities and review arrangements in a shared plan.

Possible focus areas

  • Measurable goals
  • accommodations
  • review evidence

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Individualized Education Plan (IEP) Read the full pathway
044School Readiness

Builds supported participation in learning routines, play and early concepts at the individual's pace.

Possible focus areas

  • Transitions
  • classroom communication
  • pre-literacy and numeracy

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about School Readiness
045Home School Support

Discusses how center goals and home learning can work together with caregivers and the learner's school.

Possible focus areas

  • Adapted materials
  • realistic routines
  • shared priorities

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Home School Support
046Shadow Teacher Program

Individual classroom support requires agreement on school access, responsibilities, supervision and how assistance will be reviewed.

Possible focus areas

  • Classroom access
  • learner independence
  • school coordination

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Shadow Teacher Program
047Homework Support

Adapts task instructions and study routines to help learners participate while considering fatigue and learning needs.

Possible focus areas

  • Task breakdown
  • accessible instructions
  • study routines

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Homework Support
048Literacy Program

Supports reading and writing through instruction matched to language, current skills and learning goals.

Possible focus areas

  • Letter and sound knowledge
  • reading access
  • practical writing

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Literacy Program
049Numeracy Program

Builds number understanding and useful mathematical concepts with accessible activities and materials.

Possible focus areas

  • Counting
  • quantities
  • everyday maths

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Numeracy Program
050Computer Education

Introduces accessible digital learning and basic computer tasks, with supervision and privacy awareness.

Possible focus areas

  • Device access
  • basic navigation
  • useful digital tasks

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Computer Education
051–060

Autism-Specific Programs

Communication, participation and transition support.

051Communication Training

Develops ways to express needs, preferences and ideas through speech, gestures, pictures or suitable AAC.

Possible focus areas

  • Choices
  • requests and refusals
  • shared communication

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Communication Training
052PECS Program

This named picture-exchange approach requires trained delivery and assessment of fit; picture supports may also be used more broadly.

Possible focus areas

  • Picture exchange
  • meaningful messages
  • partner training

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about PECS Program
053AAC Communication

Augmentative and alternative communication can include gestures, boards and devices chosen around individual communication and access needs.

Possible focus areas

  • Accessible messages
  • partner modeling
  • everyday use

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about AAC Communication
054Joint Attention Training

Supports comfortable shared attention during meaningful play, respecting the child's communication style and interests.

Possible focus areas

  • Shared activities
  • responding and initiating
  • enjoyable interaction

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Joint Attention Training
055Emotional Regulation

Explores feelings, communication and environmental needs to build supportive regulation strategies.

Possible focus areas

  • Identifying feelings
  • asking for breaks
  • co-regulation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Emotional Regulation
056Executive Function Training

Supports practical planning and task-management strategies in learning and everyday routines.

Possible focus areas

  • Starting tasks
  • sequencing
  • flexible problem-solving

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Executive Function Training
057Daily Routine Training

Makes everyday sequences understandable through suitable prompts and practice, with assistance reduced when appropriate.

Possible focus areas

  • Visual routines
  • transitions
  • task completion

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Daily Routine Training
058Community Integration

Plans accessible participation outside the center around personal interests, support needs and safety.

Possible focus areas

  • Community access
  • social participation
  • practical preparation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Community Integration
059Autism Parent Coaching

Helps caregivers understand agreed goals and use realistic communication, play and routine strategies at home.

Possible focus areas

  • Family priorities
  • coached practice
  • feedback

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Autism Parent Coaching
060Transition Planning

Prepares for changes in education, services or adult life with the individual and family involved.

Possible focus areas

  • Next setting
  • continuity of support
  • shared decisions

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Transition Planning
061–067

ADHD Programs

Practical support for attention, routines and organization.

061Attention Training

Uses meaningful tasks and environmental adjustments to support engagement, with breaks and demands matched to the learner.

Possible focus areas

  • Task engagement
  • manageable steps
  • helpful surroundings

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Attention Training
062Impulse Control

Builds supported pause-and-choice strategies and predictable routines without shaming the individual.

Possible focus areas

  • Waiting with support
  • choices
  • regulation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Impulse Control
063Executive Skills

Supports planning, remembering steps and organizing everyday activities with practical tools.

Possible focus areas

  • Checklists
  • sequencing
  • task initiation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Executive Skills
064Classroom Behavior Support

Coordinates positive classroom strategies that address communication, accessibility and learning needs.

Possible focus areas

  • Predictable expectations
  • accessible tasks
  • teacher-family collaboration

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Classroom Behavior Support
065Organization Skills

Uses simple systems for belongings, materials and routines matched to the person's abilities.

Possible focus areas

  • Sorting materials
  • visual checklists
  • daily preparation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Organization Skills
066Study Skills

Explores ways to approach learning tasks, plan breaks and use accessible study materials.

Possible focus areas

  • Task planning
  • understanding instructions
  • learning routines

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Study Skills
067Time Management

Introduces appropriate concepts and tools for planning activities and understanding sequences.

Possible focus areas

  • Schedules
  • timers where useful
  • pacing tasks

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Time Management
068–077

Physical Rehabilitation

Movement, participation and suitable equipment.

068Gross Motor Training

Practises larger movements relevant to participation, selected after professional assessment.

Possible focus areas

  • Position changes
  • play movement
  • functional activity

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Gross Motor Training
069Fine Motor Training

Supports hand use and coordination for meaningful activities, with suitable materials and adaptations.

Possible focus areas

  • Grasp and release
  • manipulating objects
  • classroom tasks

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Fine Motor Training
070Balance Training

A physiotherapist selects safe balance activities related to the individual's movement goals.

Possible focus areas

  • Stable positioning
  • supported standing
  • movement control

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Balance Training
071Gait Training

Walking practice is planned by a physiotherapist according to physical needs, safety and appropriate support.

Possible focus areas

  • Walking pattern
  • suitable aids
  • functional distances

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Gait Training
072Posture Correction

Professionals assess comfortable positioning and functional alignment rather than promising a universal corrective result.

Possible focus areas

  • Seating
  • task positioning
  • caregiver guidance

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Posture Correction
073Strength Training

A physiotherapist plans activity and loading appropriate to the individual's condition and functional goals.

Possible focus areas

  • Relevant muscle use
  • safe progression
  • activity participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Strength Training
074Mobility Training

Builds ways to move through daily settings using individual abilities and suitable assistance or equipment.

Possible focus areas

  • Transfers
  • movement access
  • daily participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Mobility Training
075Wheelchair Training

Specialist support considers wheelchair fit, positioning and use in the person's actual environment.

Possible focus areas

  • Access
  • safe handling
  • user and caregiver skills

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Wheelchair Training
076Orthotics Guidance

A qualified professional discusses whether orthotic assessment is appropriate and refers for prescription, fitting and review.

Possible focus areas

  • Specialist assessment
  • fit and comfort
  • functional review

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Orthotics Guidance
077Assistive Devices

Equipment is selected around assessed needs, access, fit and the environment in which it will be used.

Possible focus areas

  • Device suitability
  • safe use
  • follow-up

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Assistive Devices
078–087

Daily Living Skills (ADL)

Skills and adaptations for everyday independence.

078Eating Skills

Daily living support can address utensils, positioning and participation; swallowing concerns need a separate specialist assessment.

Possible focus areas

  • Mealtime routines
  • adapted utensils
  • suitable assistance

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Eating Skills
079Dressing Skills

Breaks dressing tasks into manageable steps with adaptations matched to movement and understanding.

Possible focus areas

  • Fastenings
  • clothing choices
  • sequence practice

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Dressing Skills
080Grooming Skills

Builds personal-care routines that respect privacy, sensory preferences and individual choice.

Possible focus areas

  • Hair care
  • washing routines
  • accessible tools

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Grooming Skills
081Toileting Training

Plans respectful toileting support with family input, privacy and consideration of medical or access needs.

Possible focus areas

  • Recognizing routines
  • accessible bathroom use
  • communication

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Toileting Training
082Bathing Skills

Supports safe, private bathing routines and appropriate caregiver assistance after considering physical access.

Possible focus areas

  • Task sequence
  • privacy
  • environmental adaptations

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Bathing Skills
083Personal Hygiene

Teaches understandable self-care steps using communication and materials suited to the individual.

Possible focus areas

  • Hand washing
  • tooth-care routines
  • daily habits

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Personal Hygiene
084Kitchen Skills

Introduces suitable food-preparation tasks with close attention to tools, heat and supervision needs.

Possible focus areas

  • Task sequencing
  • simple preparation
  • kitchen safety

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Kitchen Skills
085Money Handling

Builds practical understanding of money and choices using examples relevant to everyday life.

Possible focus areas

  • Recognizing amounts
  • purchasing practice
  • budgeting concepts

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Money Handling
086Shopping Skills

Supports planning and participation in purchases with communication, access and safety considerations.

Possible focus areas

  • Lists
  • making choices
  • community practice

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Shopping Skills
087Travel Skills

Introduces travel awareness and preparation with individualized supervision and safety planning.

Possible focus areas

  • Routes
  • asking for help
  • supported community access

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Travel Skills
088–102

Vocational Training

Interests, practical tasks and work preparation.

088Computer Skills

Develops accessible practical computer use according to interests, abilities and available training resources.

Possible focus areas

  • Typing or alternative access
  • basic applications
  • digital safety

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Computer Skills
089Graphic Designing

The vocational catalogue includes introductory design tasks, with accessible tools and training arrangements to be confirmed.

Possible focus areas

  • Visual choices
  • basic design tools
  • sample projects

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Graphic Designing
090Digital Marketing

A vocational pathway may introduce responsible online communication and basic marketing tasks where training is arranged.

Possible focus areas

  • Content planning
  • digital skills
  • privacy awareness

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Digital Marketing
091Office Assistant Training

Practises manageable administrative tasks and workplace routines with suitable support.

Possible focus areas

  • Sorting documents
  • following steps
  • work communication

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Office Assistant Training
092Tailoring

The catalogue includes supported garment-related learning; tools, supervision and trainer availability must be discussed.

Possible focus areas

  • Measuring
  • sequencing
  • safe equipment use

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Tailoring
093Embroidery

Structured craft tasks can develop practical work routines, with materials adapted to hand skills and safety needs.

Possible focus areas

  • Patterns
  • hand coordination
  • task completion

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Embroidery
094Candle Making

A planned craft-training option requires appropriate supervision and controls around heat and materials.

Possible focus areas

  • Process steps
  • materials safety
  • packaging tasks

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Candle Making
095Soap Making

A vocational craft option requires trained supervision and safe handling arrangements before any practical activity.

Possible focus areas

  • Process awareness
  • safe materials
  • supported production

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Soap Making
096Bakery Training

Food-related vocational learning requires appropriate facilities, hygiene and supervision for tools and heat.

Possible focus areas

  • Preparation routines
  • hygiene
  • task sequence

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Bakery Training
097Cooking

Practical food-preparation learning is adapted to abilities, nutrition needs and supervision requirements.

Possible focus areas

  • Simple tasks
  • hygiene
  • safe kitchen participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Cooking
098Packaging

Supports repeated work tasks through accessible instructions, suitable tools and paced practice.

Possible focus areas

  • Sorting
  • assembling
  • checking finished tasks

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Packaging
099Retail Skills

Practises basic customer interaction and shop tasks around communication and individual support needs.

Possible focus areas

  • Stock organization
  • customer communication
  • money concepts

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Retail Skills
100Entrepreneurship

Explores interests, manageable tasks and practical planning for a small activity or enterprise with appropriate support.

Possible focus areas

  • Planning
  • basic costs
  • supported decisions

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Entrepreneurship
101Work Routine Practice

A directory extension discusses preparation for regular tasks and work participation. Confirm current vocational arrangements with management.

Possible focus areas

  • Task sequence
  • punctuality
  • asking for support

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Profile-based pathway: this title is drawn from ETKO’s work-routine and pre-vocational scope, rather than a printed service title on the overview poster.

Ask about Work Routine Practice
102Pre-Vocational Task Preparation

A directory extension discusses skills that precede specific job training, selected around the individual's abilities and interests.

Possible focus areas

  • Following steps
  • completing tasks
  • safe work habits

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Profile-based pathway: this title is drawn from ETKO’s work-routine and pre-vocational scope, rather than a printed service title on the overview poster.

Ask about Pre-Vocational Task Preparation
103–110

Employment Services

Preparation and external opportunity coordination.

103Job Coaching

Supported work practice requires an agreed role, appropriate supervision and individual goals; current arrangements need confirmation.

Possible focus areas

  • Task support
  • workplace communication
  • review

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Job Coaching
104Internship Placement

Placement requires a host agreement, supervision, accessibility and safeguarding arrangements. No placement is guaranteed.

Possible focus areas

  • Learning goals
  • host suitability
  • supervision

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Internship Placement
105Supported Employment

Explores work participation with accommodations and suitable ongoing support where arrangements are available.

Possible focus areas

  • Job fit
  • reasonable support
  • employer coordination

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Supported Employment
106Career Counseling

Discusses strengths, interests, learning pathways and realistic options with the individual.

Possible focus areas

  • Interests
  • training choices
  • supported decision-making

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Career Counseling Read the full pathway
107Resume Writing

Helps present relevant skills and experience accurately in a clear, accessible application.

Possible focus areas

  • Skills summary
  • truthful experience
  • application format

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Resume Writing
108Interview Preparation

Practises communication and accessible interview arrangements around the person's preferences and support needs.

Possible focus areas

  • Answer preparation
  • requesting accommodations
  • confidence

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Interview Preparation
109Workplace Assessment

Considers task demands, physical and communication access, environment and appropriate supports.

Possible focus areas

  • Access barriers
  • job tasks
  • adjustments

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Workplace Assessment
110Employer Liaison

Collaboration with employers requires consent and agreed information-sharing to discuss support and participation.

Possible focus areas

  • Role expectations
  • accommodations
  • feedback

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Employer Liaison
111–120

Psychological Services

Assessment, emotional wellbeing and counseling.

111Clinical Psychology

A qualified psychologist considers emotional, behavioural and psychological concerns within professional competence.

Possible focus areas

  • Assessment
  • therapeutic discussion
  • referral

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Clinical Psychology Read the full pathway
112Child Psychology

Child-focused psychological support uses developmental history and age-appropriate communication, involving caregivers appropriately.

Possible focus areas

  • Emotional needs
  • development
  • family collaboration

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Child Psychology
113Family Counseling

Provides a professional space to discuss family stress, communication and shared concerns.

Possible focus areas

  • Listening
  • relationships
  • agreed next steps

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Family Counseling Read the full pathway
114Parent Counseling

Supports caregivers with adjustment, stress and decisions while recognizing their knowledge and priorities.

Possible focus areas

  • Well-being
  • concerns
  • referral options

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Parent Counseling
115Marriage Counseling

A suitably qualified professional can discuss relationship concerns; suitability and consent are considered for each person.

Possible focus areas

  • Communication
  • shared concerns
  • professional support

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Marriage Counseling
116Stress Management

Explores stressors and realistic coping supports with an appropriately qualified professional.

Possible focus areas

  • Recognizing pressure
  • coping routines
  • seeking support

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Stress Management
117Anxiety Management

A qualified professional assesses concerns and discusses appropriate psychological support and referral where needed.

Possible focus areas

  • Triggers
  • coping goals
  • participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Anxiety Management
118Depression Support

Professional assessment considers mood, functioning and support needs; urgent or specialist care may require external referral.

Possible focus areas

  • Listening
  • functional impact
  • appropriate care

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Depression Support
119Trauma Counseling

Trauma-related support requires a suitably trained professional, choice, consent and careful pacing.

Possible focus areas

  • Safety
  • emotional support
  • specialist suitability

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Trauma Counseling
120Crisis Intervention

Urgent mental-health or medical danger needs immediate appropriate emergency care. ETKO's website is not an emergency response service.

Possible focus areas

  • Immediate safety
  • emergency services
  • follow-on referral

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Crisis Intervention
121–128

Medical Support

Appropriate clinical consultation and referral pathways.

121Pediatric Consultation

Medical assessment and treatment belong with a qualified pediatrician. Discuss appropriate external coordination or referral with management.

Possible focus areas

  • Medical history
  • health questions
  • medical authority

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Pediatric Consultation
122Neurology Referral

Referral to a qualified neurologist may be discussed when specialist medical evaluation is indicated.

Possible focus areas

  • Relevant history
  • referral questions
  • coordinated records

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Neurology Referral
123Psychiatry

Psychiatric diagnosis and prescribing require a qualified psychiatrist; this catalogue entry is a specialist referral pathway.

Possible focus areas

  • Specialist evaluation
  • medical decisions
  • coordination

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Psychiatry
124Nutrition & Dietetics

Individual dietary concerns require a qualified dietitian or appropriate medical professional, especially with feeding or growth issues.

Possible focus areas

  • Dietary assessment
  • medical context
  • specialist planning

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Nutrition & Dietetics
125Dental Screening

Dental assessment requires an appropriately qualified dental provider; discuss accessible referral arrangements.

Possible focus areas

  • Oral health
  • accessible visits
  • dental follow-up

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Dental Screening
126Vision Screening

Vision concerns require suitable screening and referral to qualified eye-care professionals.

Possible focus areas

  • Visual access
  • eye-care referral
  • learning adaptations

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Vision Screening
127Hearing Screening

Hearing concerns require appropriate testing and audiology referral, especially when communication needs are being assessed.

Possible focus areas

  • Hearing evaluation
  • communication access
  • follow-up

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Hearing Screening
128Medication Monitoring

Prescribing, changing or stopping medication is the treating medical professional's responsibility. The center may share relevant observations with consent.

Possible focus areas

  • Prescriber guidance
  • accurate records
  • coordinated observations

Clinical or referral pathway: medical evaluation, prescribing and specialist decisions remain with the relevant licensed clinician. Confirm referral arrangements with management.

Ask about Medication Monitoring
129–133

Parent Support Programs

Guidance that fits families and home routines.

129Parent Training Workshops

Practical family learning can address communication, routines, play and self-care in line with agreed goals.

Possible focus areas

  • Demonstration
  • coached practice
  • questions

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Parent Training Workshops Read the full pathway
130Home Program Planning

Develops manageable activities around family routines, resources and priorities rather than a fixed package for everyone.

Possible focus areas

  • Agreed goals
  • realistic practice
  • feedback

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Home Program Planning
131Parent Support Groups

Peer discussion can share experiences and useful support while protecting privacy; confirm current group arrangements.

Possible focus areas

  • Family connection
  • confidentiality
  • facilitated discussion

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Parent Support Groups
132Caregiver Training

Helps authorized caregivers understand relevant communication, daily-care and safety strategies within their role.

Possible focus areas

  • Practical routines
  • consistent support
  • scope of responsibility

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Caregiver Training
133Family Education

Explains support goals and roles in clear language so families can make informed decisions.

Possible focus areas

  • Understanding plans
  • questions
  • collaboration

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Family Education
134–140

Community Programs

Inclusive participation, awareness and connection.

134Disability Awareness

Community education can promote dignity, access and respectful understanding of different abilities.

Possible focus areas

  • Inclusive language
  • participation barriers
  • community dialogue

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Disability Awareness
135Inclusive Sports

Accessible recreation requires suitable coaching, equipment, safety planning and participation choices.

Possible focus areas

  • Adapted activities
  • enjoyment
  • shared participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Inclusive Sports
136Summer Camp

Seasonal activities are part of the wider programme catalogue; dates, staff, access and arrangements must be confirmed before booking.

Possible focus areas

  • Accessible activities
  • supervision
  • routine planning

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Summer Camp
137Winter Camp

A planned seasonal pathway needs confirmed scheduling, safe supervision and activities matched to participants.

Possible focus areas

  • Learning and play
  • access
  • individual support

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Winter Camp
138Recreation Program

Leisure participation can be adapted around interests and access needs, with current activities confirmed by the center.

Possible focus areas

  • Choice
  • enjoyment
  • community participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Recreation Program
139Community-Based Rehabilitation (CBR)

A community approach considers everyday participation and coordination across education, health and family support.

Possible focus areas

  • Local access
  • coordinated support
  • community barriers

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Community-Based Rehabilitation (CBR)
140Inclusive Events

Events require accessible communication, practical access and thoughtful participation arrangements; confirm upcoming events with management.

Possible focus areas

  • Access planning
  • community connection
  • respectful participation

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Inclusive Events
141–147

Technology & Innovation

Assistive tools and digital development direction.

141Assistive Technology

Tools and technology are considered according to the user's goals, access needs and environment.

Possible focus areas

  • Individual selection
  • training
  • ongoing review

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Assistive Technology
142AAC Devices

Communication devices need individualized selection and partner training; a device alone does not provide a complete communication plan.

Possible focus areas

  • Access method
  • vocabulary
  • everyday communication

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about AAC Devices
143Smart Classroom

Technology-supported classrooms form part of the development direction; equipment and accessibility must match teaching goals.

Possible focus areas

  • Accessible materials
  • teacher preparation
  • useful technology

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Smart Classroom
144Therapy Software

Software tools require professional review of suitability, privacy and how their use fits individual goals.

Possible focus areas

  • Purpose
  • data protection
  • progress review

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Therapy Software
145Teletherapy

Remote support requires professional suitability, privacy and practical access; confirm whether the requested service can be arranged.

Possible focus areas

  • Connectivity
  • safe delivery
  • family participation

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Teletherapy
146Online Parent Portal

A private family-information portal is a development concept; no current secure client portal is promised by this catalogue.

Possible focus areas

  • Authorized access
  • privacy
  • useful progress information

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Online Parent Portal
147Student Progress App

A progress app is part of the technology direction and would require secure records and clear permissions before use.

Possible focus areas

  • Documented goals
  • secure access
  • shared review

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Student Progress App
148–153

Research & Professional Development

Research, learning and professional development direction.

148Research Department

A research function is an institutional development goal; the current source-linked Research page shares external publications.

Possible focus areas

  • Evidence literacy
  • ethical research
  • practical context

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Research Department
149Therapist Training Institute

Formal training provision requires suitable governance, faculty and any necessary recognition; this is a development goal.

Possible focus areas

  • Supervised learning
  • professional scope
  • quality assurance

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Therapist Training Institute
150Teacher Training

Professional learning can address inclusive teaching and accessible routines; confirm current workshop arrangements.

Possible focus areas

  • Adaptations
  • classroom access
  • learner participation

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Teacher Training
151Internship Program

Learning placements require defined tasks, supervision and safeguarding; students do not replace qualified independent practitioners.

Possible focus areas

  • Supervised practice
  • learning objectives
  • professional boundaries

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about Internship Program
152CPD Workshops

Continuing professional development workshops require confirmed content and qualified facilitators; ask about current opportunities.

Possible focus areas

  • Professional learning
  • practical skills
  • reflective review

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about CPD Workshops
153International Certifications

The catalogue names a long-term development ambition. ETKO does not claim an international accreditation or award from this listing.

Possible focus areas

  • Verified awarding body
  • recognized requirements
  • transparent status

Technology or professional development pathway: confirm current facilities and arrangements. This directory does not announce an active portal, institute, certification or accreditation.

Ask about International Certifications
154–160

Additional Premium Services

Extended support models and transition pathways.

154Home Therapy

Home-based service arrangements require professional suitability, consent, access and safety checks; ask management about availability.

Possible focus areas

  • Home context
  • shared goals
  • safe professional visits

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Home Therapy
155School-Based Therapy

School delivery depends on consent, provider availability and an agreed arrangement with the school.

Possible focus areas

  • Classroom participation
  • shared goals
  • school coordination

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about School-Based Therapy
156Corporate Disability Inclusion

Potential collaborations can address accessible environments, awareness and participation with organizations.

Possible focus areas

  • Access review
  • staff awareness
  • practical inclusion

Discuss suitability, qualified staff and current availability with the center before planning sessions.

Ask about Corporate Disability Inclusion
157Inclusive Day Care

Day-care provision requires appropriate staffing, safeguarding and facilities; this is a wider programme direction pending confirmation.

Possible focus areas

  • Safe care
  • accessible routines
  • suitable capacity

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Inclusive Day Care
158Respite Care

Respite arrangements require appropriately trained staff and individualized safety planning; current provision is not established by this listing.

Possible focus areas

  • Care continuity
  • family needs
  • safe arrangements

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Respite Care
159Adult Independent Living Program

Functional adult learning considers personal care, home tasks, communication and supported choices, subject to available capacity.

Possible focus areas

  • Daily routines
  • practical decisions
  • participation

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Adult Independent Living Program
160Transition to Employment Program

Work-transition planning combines strengths, training needs and appropriate support; it does not guarantee a job or placement.

Possible focus areas

  • Work readiness
  • accessible pathways
  • coordinated support

Specialist or extended support pathway: the team must confirm suitability, supervision and available arrangements; external placements and outcomes are not guaranteed.

Ask about Transition to Employment Program
A clearer next step

A plan built around the individual

Assessment, professional recommendations and family priorities determine which pathways are appropriate. The directory does not mean that each person needs every service, or that all specialist, medical and future development pathways are available on site.

Book an Assessment Explore our core services

Further reading

ETKO’s profile describes organizational scope. External guidance explains the field and does not certify or endorse the center.

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Elite Assistant

I’m Elite’s information assistant. Ask about the center, admissions or support options. A professional assessment is needed for individual advice.

Chat text is sent to the AI provider only when AI mode is available and you send a message. Voice uses your microphone only after you start a call. Privacy details ↗