Ellycia Sasha


Our Specialist




Ellycia Sasha
Therapist


Sasha graduated from University of Northampton with a Bachelor of Science in Psychology attaining a Second Uppers. Sasha worked at AWWA (Asian Women’s Welfare Association) a center for caregivers as well as a special needs school, which provides care giving for families of the elderly, the disabled, the mentally, chronically, and the terminally-ill through the provision of information, training and support programs. Sasha was placed to a high functioning class with Autism Spectrum Disorder (ASD) kids. Her main role was to help assist the teachers in handling the kids in their daily routine. Their daily routine mainly consists of programs both academically and non-academically. Academic programs include language, numeracy, and information communication technology (ICT), while non-academic programs consists of AWWart, life skills, and physical education (PE). Through these academic programs, Sasha has learned that with structured teaching approach, kids with Autism Spectrum Disorder develop socially appropriate behaviors to enhance learning, self-organization and independent living. Utilizing the child’s strength in visual skills (cue cards) to help them better focus on relevant and meaningful information in their environment.

During her time with AWWA, Sasha also managed to (1) Participate in the school’s kidsRead program where the school and the National Library Board (NLB) worked together telling interesting stories during the session. (2) Assist with the CCA teachers of hand-bells, in creating beautiful melodies with the students. (3) Join the school’s swimming program co joined by AquaFins (external vendor) in hydrotherapy, used mainly for students with severe physical disabilities, allowing the release of tension and offers relaxation from pain and a brief escape from the ailments that stops students from moving freely the rest of the time. She also had the opportunity to work closely with the teachers and caregivers to put in place strategies to ensure that the lesson is matched to the students’ needs. All in all, she has contributed to the academic progress of individual students needing behavioral, emotional and social support.

A specific case that Sasha has worked on was as a full time shadow support teacher to one of the student with both ASD and Attention Deficit Hyperactivity Disorder (ADHD). That particular student was highly active, had difficulty focusing, concentrating, and frequently switching his attention from one thing to another. Repetitive movement, withdrawn behaviors, lack of eye contact, and impaired social interaction were also seen in the student. In the beginning, it was hard to get his attention and for about a week he showed no signs of wanting to interact with her, however hard she tried. Every other day that she was there she slowly got to know him better, Sasha figured how she could gain his attention and trust; with a standard routine that he does on a daily basis. Words of encouragement and affirmation were given whenever he completes a task given by her. Ultimately, he began to be more responsive and receptive, improvements in his grades and behavior were also observed.

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