What does TEACCH stand for?

TEACCH originally stood for Treatment and Education of Autistic and Related\nCommunication-Handicapped Children. It began as a program at the University of\nNorth Carolina and has developed into the UNC TEACCH Autism Program.

TEACCH is primarily an educational approach rather than a therapy. Structured\nTEACCHing provides ways of organizing environments, information, activities, and\nTEACCH and structured teaching have a substantial history of research and clinical\nuse, particularly in autism education. However, evidence varies depending on the\nspecific intervention and outcome being studied. It is more accurate to describe\nTEACCH as an evidence-informed educational approach with research supporting\naspects of its use, rather than suggesting that every TEACCH strategy has the same\nlevel of research evidence.

Does TEACCH replace other therapies?

No. A child may benefit from structured teaching alongside speech and language\ntherapy, occupational therapy, physiotherapy, behavioral or ABA services, and other\neducational supports.

Will my child always need visual schedules?

Not necessarily. Visual supports should be individualized and can be changed as a\nchild's understanding and independence develop. The goal is to increase\nindependence, not create permanent dependence on adult or visual prompts.

How is my child's progress measured?

Progress should be monitored against individualized goals and observable skills.\nTeachers and therapists can collect information about how independently a child\nperforms a task, how much prompting they require, and whether they can use the skill\nacross different people and environments.

What is the difference between special education and traditional education?

Special education provides individualized instruction and adaptations for children who\nrequire additional support to access and participate in learning. It may adapt the\ncurriculum, teaching methods, environment, communication, materials, pace, and level\nof support.\nNot necessarily. A child may have educational or developmental support needs even\nwithout a formal diagnosis. An assessment can help identify the child's strengths,\nneeds, and appropriate educational support.

What age group does the Special Education Program support?

The appropriate educational program depends on the child's developmental level,\nlearning needs, and goals. Programs should be matched to the individual child rather\nthan determined by age alone.

Can special education help children with autism?

Yes. Many autistic children benefit from individualized educational approaches that\nadapt communication, learning environments, teaching strategies, routines, and\nexpectations to their individual needs.

Does special education replace therapy?

No. Education and therapy have different but complementary roles. A child may benefit\nfrom special education alongside speech and language therapy, occupational therapy,\nphysiotherapy, behavioral or ABA services, or other supports.

Can parents participate in their child's education?

Yes. Parent collaboration can help children use and generalize skills across different\nenvironments. Families can share priorities, participate in goal setting and progress\ndiscussions, and learn strategies that can be incorporated into everyday routines.

Applied Behavior Analysis (ABA) is an approach based on principles of learning and\nbehavior. It can be used to teach new skills, strengthen functional behaviors, support\ncommunication and independence, and address behaviors that interfere with learning,\nparticipation, or safety.

Is ABA only for autistic children?

No. ABA is commonly used with autistic children, but behavior-analytic approaches can\nalso be applied to other developmental and learning needs. The appropriateness of\nABA should be considered based on the individual child's needs and goals.

At what age should ABA begin?

There is no single age at which ABA must begin. Early identification and intervention\ncan provide children with opportunities to develop important skills, but children of\ndifferent ages may benefit from individualized behavioral support.

How long does ABA therapy take?

The amount and duration of ABA vary considerably. They should depend on the child's\ngoals, needs, progress, family circumstances, and response to intervention rather\nthan following a fixed number of hours for every child.

Does ABA involve punishment?

ABA programs should prioritize skill teaching, positive reinforcement,\nsupport. Parents should ask providers what strategies they use, how they respond to\ndistress, and how they protect children's dignity, safety, and wellbeing.

Can ABA work with speech therapy and occupational therapy?

Yes. ABA can be coordinated with speech and language therapy, occupational\ntherapy, physiotherapy, special education, and other appropriate services. A\nmultidisciplinary approach can help different professionals work toward complementary\ngoals.

How do I know if ABA is helping my child?

Look for meaningful, observable progress in the goals that matter to your child and\nfamily. This may include improved communication, greater independence, increased\nparticipation, improved learning, or more successful ways of coping and responding.\nProgress should be monitored regularly, and the program should be adjusted if the child\nis not making meaningful progress.

Why Choose ABA at Hope Kids?

At Hope Kids Special Education School in Cambodia, we aim to provide ABA\nservices that are individualized, measurable, functional, and integrated with the\nchild's broader educational and developmental program.\nOur focus is on helping children develop skills that have practical value in everyday life,\nincluding communication, learning, social participation, adaptive skills, emotional\nregulation, and independence.\nABA is not used as a one-size-fits-all program. Goals, teaching strategies,\nreinforcement systems, and levels of support are adapted to the individual child and\nreviewed as their skills develop.\nWhere appropriate, ABA is coordinated with our wider services, including special\neducation, Structured TEACCHing, speech and language therapy, occupational\ntherapy, physiotherapy, and early intervention.\nOur goal is to help children develop meaningful skills that increase participation,\nindependence, and quality of life at home, at school, and in the community.\nIf you would like to learn more about ABA services in Phnom Penh, Cambodia,\ncontact Hope Kids Special Education School to discuss your child's individual needs.\nOur team can help you understand whether ABA or another combination of educational

At What Age Can a Child Begin Occupational Therapy?

Children of different ages can benefit from occupational therapy. Early intervention may\nbe appropriate when developmental or functional difficulties are affecting participation,\nbut OT can also support older children and adolescents.

Does My Child Need a Diagnosis to Receive OT?

Not necessarily. An occupational therapy assessment can identify functional difficulties\nand determine whether OT may be appropriate based on the child's individual needs.

Is Occupational Therapy Only for Fine-Motor Skills?

No. Fine-motor development is one area of OT, but pediatric occupational therapy can\nalso address self-care, sensory processing, motor planning, play, school\nparticipation, regulation, and independence.

Does OT Include Sensory Integration?

It can. Sensory integration and sensory processing approaches are one area of\npediatric occupational therapy. The specific approach should be selected based on\nassessment findings and the child's functional needs rather than used automatically for

Is Sensory Integration Therapy only for children with autism?

No. Sensory integration and processing difficulties can occur across a range of\ndevelopmental profiles. Therapy should be considered based on the child's individual\nsensory and functional needs rather than diagnosis alone.

Does every autistic child need Sensory Integration Therapy?

No. Autism does not automatically mean that a child requires sensory integration\ntherapy. An assessment should determine whether sensory processing or integration\ndifficulties are affecting the child's participation and whether intervention is appropriate.

Is Sensory Integration Therapy the same as Occupational Therapy?

Sensory integration is an area within occupational therapy. Occupational therapists may\nuse sensory integration approaches alongside other interventions addressing self-care,\nfine-motor skills, school participation, motor planning, play, and daily living\nactivities.

What qualifications does Hope Kids have in Sensory Integration?

Hope Kids' Program Director, Ranjani Poobalan, has completed the USC Chan\nSensory Integration Continuing Education (CE) Certificate Program through the\nUSC Chan Division of Occupational Science and Occupational Therapy at the\nUniversity of Southern California, USA. The program provides training in sensory\nintegration theory, assessment, and intervention principles based on the work of A. Jean\nAyres.

Can Sensory Integration Therapy help with behavior?

Sensory processing difficulties may sometimes contribute to difficulties with participation\nbehavior-reduction treatment. Functional assessment should be used to understand\nwhat is contributing to a child's difficulties and determine the most appropriate support.

Can parents use sensory strategies at home?

Yes. When appropriate, therapists can recommend individualized strategies that fit\nnaturally into family routines. These should be based on the child's assessment and\nfunctional needs rather than using generic sensory activities.\nSensory Integration Therapy in Phnom\nPenh, Cambodia\nIf your child experiences sensory processing or sensory integration difficulties that affect\nlearning, self-care, movement, play, regulation, or everyday participation, an\noccupational therapy assessment can help determine what support may be appropriate.\nHope Kids Special Education School provides individualized sensory integration\nand occupational therapy services for children in Phnom Penh, Cambodia.

What age is considered early intervention?

Early intervention generally refers to services for babies and young children with\ndevelopmental delays or disabilities, although the exact age range varies between\nprograms and countries.\nAt Hope Kids, the appropriate program is determined according to the child's\ndevelopmental needs and goals rather than age alone.

Why is early intervention important?

Early identification can help families understand their child's developmental needs and\nopportunities for learning through relationships, play, communication, movement, and\neveryday routines.

Does my child need a diagnosis to receive early intervention?

Not necessarily. A child may have developmental or functional concerns before\nreceiving a formal diagnosis. An assessment can help identify areas of need and\ndetermine what support may be appropriate.

How do I know if my child needs early intervention?

If you have ongoing concerns about your child's speech and language,\ncommunication, social interaction, learning, motor development, behavior,\nself-care, or developmental milestones, speak with a qualified healthcare,\ndevelopmental, educational, or therapy professional.\nDevelopmental screening can help determine whether further assessment or support\nmay be appropriate.

How often will my child attend therapy?

There is no single schedule that is appropriate for every child. Frequency depends on\nthe child's needs, goals, developmental profile, response to intervention, and\nfamily circumstances.

Can parents participate in early intervention?

Yes. Parent and caregiver involvement is an important part of early intervention.\nFamilies can help children practice communication, play, self-care, and learning skills\nnaturally within everyday routines. WHO specifically emphasizes caregiver support and\nresponsive caregiving in early childhood development.

Is it too late to start intervention if my child is older?

No. Early identification and support are valuable, but developmental, educational, and\ntherapeutic support can benefit children at different ages. The CDC specifically notes\nthat intervention can be helpful at any age.\nEarly Intervention in Phnom Penh,\nIf you have concerns about your child's speech and language, communication,\nsocial interaction, learning, behavior, motor development, sensory processing, or\nindependence, an early developmental assessment can help you understand what\nsupport may be appropriate.\nHope Kids Special Education School provides individualized early intervention\nservices in Phnom Penh, Cambodia, with access to a multidisciplinary range of\neducational and therapy programs.\nDepending on the child's needs, services may include:\nSpecial Education • Speech & Language Therapy • Occupational Therapy •\nPhysiotherapy • ABA & Behavioral Support • Structured Teaching (TEACCH) •\nSensory Integration Therapy • Parent Training

What is Play Therapy?

Play Therapy is a therapeutic approach that uses play as a primary medium for\ncommunication and intervention with children. Trained professionals use play\nintentionally to help children work toward emotional, social, developmental, or\nbehavioral goals.

Is Play Therapy the same as playing with a child?

No. Play Therapy involves intentional therapeutic use of play within a professional\ntherapeutic relationship. Simply giving a child toys or playing games during a therapy\nsession does not automatically make it Play Therapy.

Is Play Therapy only for children with autism?

No. Play Therapy may be used with children experiencing emotional, social, behavioral,\ndevelopmental, or communication difficulties. The appropriate intervention depends on\nthe child's individual needs.

Can Play Therapy help children with autism develop social skills?

Play can provide opportunities to practice communication, joint attention,\nturn-taking, cooperation, social interaction, and flexible participation. Goals\nshould be meaningful to the individual child rather than focused on making their play\nPlay can provide children with developmentally appropriate opportunities to explore\nemotions, communicate experiences, and practice coping strategies. The specific\ntherapeutic approach should be matched to the child's needs.

What age can children benefit from Play Therapy?

Play-based approaches can be adapted for different ages and developmental levels.\nFormal Play Therapy is primarily used with children, while play-based approaches can\nalso be incorporated into developmental and educational programs for older children\nwhere appropriate.

Can parents participate in Play Therapy?

Yes. Parent involvement can help children use communication, social, emotional, and\ndevelopmental skills outside therapy sessions.

How long does Play Therapy take?

There is no fixed number of sessions. Duration depends on the child's goals, needs,\nresponse to intervention, and the type of therapeutic approach being used.\nPlay Therapy in Phnom Penh, Cambodia\nIf your child is experiencing difficulties with communication, social interaction,\nemotional regulation, play, behavior, learning, or developmental skills, Play\nTherapy may provide a meaningful way to support their development.\nHope Kids Special Education School provides individualized Play Therapy and\ndevelopmental support for children in Phnom Penh, Cambodia.\nDepending on the child's needs, Play Therapy may be coordinated with Early\nIntervention, Special Education, Speech and Language Therapy, Occupational\nTherapy, ABA and Behavioral Support, Structured Teaching (TEACCH), and other\ndevelopmental services.

How do I know if my child needs Speech & Language Therapy?

Consider an assessment if your child has ongoing difficulty with speaking,\nunderstanding language, expressing needs, communicating with others,\nfollowing instructions, or participating in communication-based activities.\nA speech-language professional can assess your child's communication skills and\ndetermine whether therapy may be appropriate.

Is Speech Therapy only about teaching children to talk?

No. Speech is only one part of communication. Speech and language therapy can\nsupport understanding language, expressing ideas, social communication, speech\nclarity, functional communication, and AAC.

Can Speech Therapy help children who are not speaking?

Yes. Speech-language professionals can support children who use few or no spoken\nwords. Intervention may include gestures, signs, pictures, AAC, or other\ncommunication systems, while also supporting speech development where\nappropriate.

Will using AAC stop my child from learning to speak?

There is no reason to withhold functional communication while waiting for speech to\ndevelop. AAC can provide children with a reliable way to communicate and may support\noverall communication development. ASHA recognizes AAC as an important\ncommunication option for children and adults who have difficulty communicating through\nspeech.\nYes. Speech and language therapy can support autistic children with functional\ncommunication, language, social communication, speech, play, conversation, and\nAAC, depending on their individual needs.

At what age should my child start Speech Therapy?

Children can benefit from speech and language support at different ages. If you have\nconcerns about your child's communication development, you do not need to wait for\nthem to “grow out of it” before seeking professional advice.

Can parents participate in Speech Therapy?

Yes. Parent involvement can help children practice communication skills throughout\neveryday routines and can support generalization beyond therapy sessions.

How long does Speech Therapy take?

There is no fixed number of sessions. The duration depends on the child's\ncommunication needs, goals, progress, and response to intervention.\nSpeech & Language Therapy in Phnom\nPenh, Cambodia\nIf your child is experiencing difficulties with speech, language, communication, social\ncommunication, or understanding and expressing language, a professional speech\nand language assessment can help identify their strengths and support needs.\nHope Kids Special Education School provides individualized Speech & Language\nTherapy in Phnom Penh, Cambodia, supporting children with developmental delays,\nAutism Spectrum Condition, communication difficulties, and other developmental needs.\nOur services may include support for speech development, language, functional\ncommunication, social communication, and AAC, depending on each child's\nindividual profile.

Does my child need to be artistic?

Art Therapy is a therapeutic approach that intentionally uses art-making within a\ntherapeutic relationship to support emotional, psychological, social, or developmental\ngoals.\nNo. Artistic ability is not required. The focus is on participation, exploration,\ncommunication, and the therapeutic process rather than producing technically skilled\nartwork.

Is Art Therapy the same as an art class?

No. An art class generally focuses on learning artistic skills or creating artwork. Art\nTherapy uses creative processes as part of a therapeutic intervention.

Speech Therapy & Speech Therapists in Cambodia

Our dedicated team of educators, therapists and support specialists work together to provide individualized care, expert guidance and a nurturing environment where every child can learn, grow and thrive.

ក្រុមអ្នកជំនាញ

ក្រុមអ្នកជំនាញអប់រំ អ្នកជំនាញព្យាបាល និងអ្នកឯកទេសតែងតែគាំទ្រដល់ការខិតខំប្រឹងប្រែងរួមគ្នាដើម្បីផ្តល់ការថែទាំល្អ ការណែនាំពីអ្នកជំនាញ និងបរិយាកាសក្នុងការចិញ្ចឹមបីបាច់ដ៏ប្រសើរ និងធ្វើឲ្យកុមារគ្រប់រូបអាចចូលរៀន លូតលាស់ និងរីកចម្រើន។

សារពីស្ថាបនិក

Mrs. Mam Lay | Founder & Executive Director

Physiotherapy services for children in Phnom Penh

ការអប់រំប្រកបដោយគុណភាព និងការផ្តល់សេវាកម្មដល់កុមារដែលមានតម្រូវការពិសេសនៅកម្ពុជា។ យើង! ក្នុងនាមជាអ្នកអប់រំពិសេសបានប្តេជ្ញាចិត្តខ្ពស់ក្នុងការផ្តល់ការគាំទ្រយ៉ាងទូលំទូលាយដល់កុមារកម្ពុជាដែលមានតម្រូវការពិសេស។ ក្តីស្រមៃរបស់ខ្ញុំគឺចង់ពង្រីកសាខាសាលាអប់រំពិសេសក្ដីសង្ឃឹមកុមារនៅទូទាំងប្រទេសកម្ពុជា ដោយធានាបាននូវលទ្ធភាពអប់រំប្រកបដោយគុណភាព និងសេវាកម្មសម្រាប់កុមារនៅតាមជនបទ តាមបណ្តាខេត្ត និងទីក្រុង។ យើងខ្ញុំក៏ខិតខំបម្រើសេវាកម្មសម្រាប់ក្រុមគ្រួសារដែលមានបញ្ហាសេដ្ឋកិច្ចគ្រួសារផងដែរ។

យើងខ្ញុំមានបំណងបង្កើតបរិយាកាសសាលាឱ្យមានបរិយាបន្នរួមបញ្ចូលគ្នាធ្វើយ៉ាងណាជួយកុមារដែលមានតម្រូវការពិសេសអាចរីកចម្រើន និងជួយកុមារអាចចូលរៀននៅសាលាធម្មតា និងមានសមត្ថភាពក្នុងការរស់នៅដោយឯករាជ្យខ្លួនឯងបាន។ ក្តីសង្ឃឹម និងការតស៊ូនៅក្នុងចិត្តរបស់ឪពុកម្តាយគ្រប់រូប កុមារដែលមានតម្រូវការពិសេសតែងតែមានលក្ខណៈពិសេស និងអំណោយទានរបស់ពួកគេ។

Physiotherapy services for children with special needs in Cambodia

អ្នកស្រី ម៉ម ឡៃ

ស្ថាបនិក & នាយិកាប្រតិបត្តិសាលាក្តីសង្ឃឹមកុមារ

ក្រុមអ្នកជំនាញ

អ្នកស្រី ម៉ម ឡៃ

ស្ថាបនិក & នាយិកាប្រតិបត្តិសាលាក្តីសង្ឃឹមកុមារ

ប្រវត្តិសិក្សា

បរិញ្ញាបត្រជំនាញចិត្តវិទ្យា (សាកលវិទ្យាល័យភូមិន្ទភ្នំពេញ ប្រទេសកម្ពុជា)
ឯកទេសវិទ្យាសាស្ត្រអប់រំ (វិទ្យាស្ថានជាតិអប់រំ ប្រទេសកម្ពុជា)
វិញ្ញាបនបត្រ អប់រំពិសេស (សាកលវិទ្យាល័យម៉ាឌ្រាស ប្រទេសឥណ្ឌា)

វិញ្ញាបនបត្រផ្សេងៗ

ការទំនាក់ទំនងតាមរយៈការផ្លាស់ប្តូររូបភាព (ប្រទេស អូស្រ្តាលី)
ការបង្រៀនតាមបែបរចនាសម្ព័ន្ធសម្រាប់មូលដ្ឋានសិក្សាដំបូង (ការបង្រៀនតាមបែបរចនាសម្ព័ន្ធ សហរដ្ឋអាមេរិក)
អ្នកជំនាញ ការវិភាគ និងការអនុវត្តន៍វិធីសាស្រ្តគ្រប់គ្រងអាកប្បកិរិយា (ប្រទេស ម៉ាឡេស៊ី)
មូលដ្ឋានគ្រឹះនៃការកំណត់សម្គាល់ឱ្យទាន់ពេលវេលា សម្រាប់កុមារដែលអាចមានបញ្ហាលើការរៀនជាក់លាក់ (ប្រទេសឥណ្ឌា)
ការបណ្ដុះបណ្ដាលលើបច្ចេកទេសក្នុងការព្យាបាលនៅតាមផ្ទះ (ម៉ាឡេស៊ី)
ជំនាញដ៏មានប្រសិទ្ធភាពសម្រាប់ការបង្រៀនជាក្រុម៖ យុទ្ធសាស្ត្រដើម្បីលើកកម្ពស់ភាពឯករាជ្យ ការចូលរួមជាក្រុម និងលក្ខខណ្ឌជាក្រុម (ម៉ាឡេស៊ី)

បទពិសោធន៍ការងារ

មានបទពិសោធន៍ជាង ១៧ ឆ្នាំក្នុងការធ្វើការជាមួយកុមារ និងយុវវ័យដែលមានតម្រូវការពិសេស នៅស្ថាប័ន Caritas
បម្រើការនៅស្ថាប័ន CCAMH និងសាលាអប់រំពិសេសក្តីសង្ឃឹមកុមារ

លោក សាន់ ម៉ែន

នាយកប្រត្តិបត្តិ & ប្រធានប្រឹក្សាភិបាល

ប្រវត្តិសិក្សា

បរិញ្ញាបត្រ ជំនាញគណនេយ្យ និងហិរញ្ញវត្ថុ (សាកលវិទ្យាល័យជាតិគ្រប់គ្រង ប្រទេសកម្ពុជា)
បរិញ្ញាបត្រជាន់ខ្ពស់ជំនាញគ្រប់គ្រងអាជីវកម្ម (សាកលវិទ្យាល័យជាតិគ្រប់គ្រង ប្រទេសកម្ពុជា)

បទពិសោធន៍ការងារ

២០២៤-បច្ចុប្បន្ន: ប្រធានក្រុមប្រឹក្សាភិបាល និងជាអគ្គនាយក សាលាអប់រំពិសេសក្ដីសង្ឃឹមកុមារ
២០០៩-២០២៤: ប្រធានផ្នែកគណនេយ្យ និងហិរញ្ញវត្ថុ ធនាគារជាតិពាណិជ្ជកម្មប្រទេសកម្ពុជា
២០០៣-២០០៩: អនុប្រធានផ្នែកគណនេយ្យ និងហិរញ្ញវត្ថុ ធនាគារជាតិពាណិជ្ជកម្មកម្ពុជា
២០០១-២០០៣: អ្នកគណនេយ្យជាន់ខ្ពស់ ធនាគារ ក្រុងថៃ
១៩៩៩-២០០១: មន្រ្តីត្រួតពិនិត្យ ធនាគារជាតិកម្ពុជា (NBC) ធនាគារកណ្ដាល

Ms. Ranjani Poobalan | Program Director/Pediatric Physiotherapist

អ្នកស្រី Ranjini Poobalan

នាយកគ្រប់គ្រងកម្មវិធីសិក្សា/អ្នកព្យាបាលផ្នែកចលនាកុមារ

ប្រវត្តិសិក្សា

បរិញ្ញាបត្រជំនាញផ្នែកព្យាបាលដោយចលនា (សាកលវិទ្យាល័យ Physiotherapy ប្រទេសឥណ្ឌា)
Gold medalist for Master's degree ថ្នាក់អនុបណ្ឌិតក្នុងការព្យាបាលដោយចលនា (សាកលវិទ្យាល័យSRM ប្រទេសឥណ្ឌា)
កម្មវិធីវិញ្ញាបនបត្រអប់រំបន្តសមាហរណកម្មញ្ញាណ USC Chan (ផ្នែកវិទ្យាសាស្ត្រការងារ និងព្យាបាលដោយចលនា USC Chan សាកលវិទ្យាល័យ Southern California សហរដ្ឋអាមេរិក)
វគ្គសិក្សាអ្នកវិភាគអាកប្បកិរិយាដែលមានលក្ខណៈសម្បត្តិគ្រប់គ្រាន់ (QBA) (សេវាកម្ម Seed ប្រទេសម៉ាឡេស៊ី)
PECS កម្រិត 1 និងកម្រិត 2 (អ្នកប្រឹក្សាអប់រំ Pyramid (PECS) PECS អូស្ត្រាលី។

វិញ្ញាណបណ្ណបត្រផ្សេងៗ

ការព្យាបាលតាមការបញ្ចូលគ្នានៃញាណដឹង
ការព្យាបាលតាមការលេង
ការព្យាបាលក្នុងអាងហែលទឹក
ការវាយតម្លៃទូទៅ និងការជួយជំរុញឱ្យទាន់ពេលវេលា
ការទំនាក់ទំនងតាមរយៈការផ្លាស់ប្តូររូបភាព (អូស្រ្តាលី)
ការបង្រៀនតាមបែបរចនាសម្ព័ន្ធសម្រាប់មូលដ្ឋានគ្រឹះដំបូងនៃការបង្រៀន (សហរដ្ឋអាមេរិក)
អ្នកជំនាញ ការវិភាគ និងការអនុវត្តន៍វិធីសាស្រ្តគ្រប់គ្រងអាកប្បកិរិយា (ម៉ាឡេស៊ី)
មូលដ្ឋានគ្រឹះនៃការកំណត់សម្គាល់ឱ្យទាន់ពេលវេលា សម្រាប់កុមារដែលអាចមានបញ្ហាលើការរៀនជាក់លាក់ (ប្រទេសឥណ្ឌា)
ការបណ្ដុះបណ្ដាលលើបច្ចេកទេសក្នុងការព្យាបាលនៅតាមផ្ទះ (ម៉ាឡេស៊ី)
ជំនាញដ៏មានប្រសិទ្ធភាពសម្រាប់ការបង្រៀនជាក្រុម៖ យុទ្ធសាស្ត្រដើម្បីលើកកម្ពស់ភាពឯករាជ្យ ការចូលរួមជាក្រុម និងលក្ខខណ្ឌជាក្រុម (ម៉ាឡេស៊ី)

បទពិសោធន៍ការងារ

មានបទពិសោធន៍ជាង ១៣ ឆ្នាំក្នុងការធ្វើការជាមួយពិការភាពអភិវឌ្ឍន៍នៅទូទាំងប្រទេសស្រីលង្កា និងកម្ពុជា

Ms. Um Sonita | Program Manager/Clinical Psychologist

អុំ សុនិតា

ប្រធានគ្រប់គ្រងកម្មវិធីសិក្សា/ជំនាញផ្នែកចិត្តវិទ្យា

ប្រវត្តិសិក្សា

បរិញ្ញាបត្រជំនាញចិត្តវិទ្យា (សាកលវិទ្យាល័យភូមិន្ទភ្នំពេញ ប្រទេសកម្ពុជា)
បរិញ្ញាបត្រជំនាញបង្រៀនភាសាអង់គ្លេសជាភាសាបរទេស (សាកលវិទ្យាល័យប៊ែលធី អន្តរជាតិ ប្រទេសកម្ពុជា)
កំពុងបន្តបរិញ្ញាបត្រជាន់ខ្ពស់ជំនាញចិត្តវិទ្យាគ្លីនិក និងប្រឹក្សាផ្លូវចិត្ត (សាកលវិទ្យាល័យភូមិន្ទភ្នំពេញ ប្រទេសកម្ពុជា)

វិញ្ញាណបណ្ណបត្រផ្សេងៗ

ការទំនាក់ទំនងតាមរយៈការផ្លាស់ប្តូររូបភាព (អូស្រ្តាលី)
បណ្ដុះបណ្ដាលបច្ចេកទេសការវិភាគ និងការអនុវត្តន៍វិធីសាស្រ្តគ្រប់គ្រងអាកប្បកិរិយា (ម៉ាឡេស៊ី)
ចូលរួមសន្និសីទ តើកូនរបស់ខ្ញុំបានរួមបញ្ចូលពិតឬទេ? (បាងកក ថៃ)
មូលដ្ឋានគ្រឹះនៃការកំណត់សម្គាល់ឱ្យទាន់ពេលវេលា សម្រាប់កុមារដែលអាចមានបញ្ហាលើការរៀនជាក់លាក់ (ប្រទេសឥណ្ឌា)
ការបណ្ដុះបណ្ដាលលើបច្ចេកទេសក្នុងការព្យាបាលនៅតាមផ្ទះ (ម៉ាឡេស៊ី)
ជំនាញដ៏មានប្រសិទ្ធភាពសម្រាប់ការបង្រៀនជាក្រុម៖ យុទ្ធសាស្ត្រដើម្បីលើកកម្ពស់ភាពឯករាជ្យ ការចូលរួមជាក្រុម និងលក្ខខណ្ឌជាក្រុម (ម៉ាឡេស៊ី)

បទពិសោធន៍ការងារ

មានបទពិសោធន៍ជាង ៦ ឆ្នាំក្នុងការធ្វើការជាមួយកុមារដែលមានតម្រូវការពិសេស
ធ្លាប់បានចូលរួមក្នុងកម្មវិធីបណ្ដុះបណ្ដាលជាច្រើននៅក្នុងប្រទេសកម្ពុជា និងដំណើរទស្សនកិច្ចនៅប្រទេសថៃ ម៉ាឡេស៊ី និងសិង្ហបុរី។

កញ្ញា លី យ៉ាង

ប្រធានសម្របសម្រួលកម្មវិធីសិក្សា

ប្រវត្តិសិក្សា

បរិញ្ញាបត្រជំនាញចិត្តវិទ្យា (សាកលវិទ្យាល័យភូមិន្ទភ្នំពេញ ប្រទេសកម្ពុជា)
បរិញ្ញាបត្រជំនាញការអភិវឌ្ឍកុមារ និងវិធីសាស្ត្របង្រៀននៅ វិទ្យាស្ថានគរុកោសល្យរាជធានីភ្នំពេញ
កម្មវិធីការជួយជំរុញឱ្យទាន់ពេលវេលា (ប្រទេសថៃ)

វិញ្ញាណបណ្ណបត្រផ្សេងៗ

កម្មវិធីការជួយជំរុញឱ្យទាន់ពេលវេលា (ប្រទេសថៃ)
អ្នកជំនាញ ការវិភាគ និងការអនុវត្តន៍វិធីសាស្រ្តគ្រប់គ្រងអាកប្បកិរិយា (ម៉ាឡេស៊ី)
មូលដ្ឋានគ្រឹះនៃការកំណត់សម្គាល់ឱ្យទាន់ពេលវេលា សម្រាប់កុមារដែលអាចមានបញ្ហាលើការរៀនជាក់លាក់ (ប្រទេសឥណ្ឌា)
ការបណ្ដុះបណ្ដាលលើបច្ចេកទេសក្នុងការព្យាបាលនៅតាមផ្ទះ (ម៉ាឡេស៊ី)
ជំនាញដ៏មានប្រសិទ្ធភាពសម្រាប់ការបង្រៀនជាក្រុម៖ យុទ្ធសាស្ត្រដើម្បីលើកកម្ពស់ភាពឯករាជ្យ ការចូលរួមជាក្រុម និងលក្ខខណ្ឌជាក្រុម (ម៉ាឡេស៊ី)

បទពិសោធន៍ការងារ

មានបទពិសោធន៍ជាង ៦ ឆ្នាំ ក្នុងការធ្វើការជាមួយកុមារដែលមានតម្រូវការពិសេស

សាលាអប់រំពិសេសក្តីសង្ឃឹមកុមារផ្តល់ការអប់រំពិសេស និងសេវាកម្មចម្រុះសម្រាប់កុមារអូទីស្សឹម កុមារដោនស៊ីនដ្រូម កុមារយឺតយ៉ាវភាសា/ការនិយាយ កុមារខ្សោយសតិបញ្ញា កុមារខ្សោយក្នុងការរៀនសូត្រ និងកុមារពិការចលករខួរក្បាល

Counseling Services in Cambodia

Special Education Support

Counseling for Autism

Down Syndrome Support

ADHD Counseling