Kwa-Thema – Two health professionals are stepping beyond clinical rooms to champion the rights and needs of children with disabilities.

Speech therapist Amamukele Lukhozi and occupational therapist (OT) Nthabiseng Molotywa have dedicated their expertise not only to treating children, but educating families, teachers and communities about the challenges these learners face.

They believe that meaningful support starts with awareness and that by equipping those closest to the child with knowledge and understanding, barriers to development and participation can be reduced.

Molotywa explained that children with special needs encounter many difficulties in their development and daily functioning, many of which are invisible to the untrained eye and often overlooked in everyday environments.

She said the barriers include mobility impairments, such as walking, standing or using the hands, because of conditions like cerebral palsy, muscular dystrophy or injury.

“Some face sensory impairments, such as visual and hearing impairments, or chronic health conditions like epilepsy. Environmental inaccessibility, such as lack of ramps, elevators, accessible toilets and adaptive furniture, is a hindrance,” she said.

She further explained that cognitive and psychological barriers include learning difficulties such as dyslexia, ADHD and processing disorders.

“Low self–esteem or a lack of confidence, mental health challenges like anxiety or depression. Environmental and socio-economic barriers include poverty, financial instability, limited access to resources and unsafe or unstable home environments,” she added.

Barriers to learning can be identified by observation, screening and referring the child to professionals, such as OTs, psychologists and social workers.

Collaboration between OTs, parents and educators helps build a conducive and co-operative environment for everyone.

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“OTs bring knowledge of sensory processing, motor development and functional skills. Teachers understand curriculum demands, classroom dynamics and academic expectations. Parents offer insight into the child’s personality, daily routine and challenges at home,” added Molotywa.

“Together we create a comprehensive support plan that addresses all the identified barriers to learning.”

She urged community members to create an environment that can accommodate physical barriers. This includes accessible infrastructure, such as installing ramps, wide doorways, adjustable desks and accessible transport.

Teachers are often the first professionals to notice when a learner is struggling with communication.

“Early signs of speech or language difficulties can appear subtly in everyday classroom activities. A learner may have trouble following verbal instructions or routines, appear to have a limited vocabulary compared to classmates or speak in a way that is unclear or difficult to understand.

“Some may find it hard to form sentences or combine words, relying heavily on pointing or gestures instead of speech,” explained Lukhozi.

“Others may show frustration during communication tasks, withdraw from interactions or avoid speaking altogether.

“Teachers might also notice social challenges, such as difficulty taking turns, joining group conversations or interacting with peers.”

She said persistent speech sound errors that continue longer than is developmentally expected could also be a key indicator.

Lukhozi explained that recognising these signs early allows schools to provide timely support and intervention, which is essential for a child’s academic and social development.

“Teachers play a crucial role in identifying communication challenges. When a learner consistently struggles to understand instructions, express themselves or interact socially, it is not just a behavioural issue, it could be a sign of an underlying speech or language difficulty. Early support makes a world of difference,” she said.

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Speech therapy plays a pivotal role in equipping the child to access learning, participate in the classroom and during play, and further facilitates generalisation of communication skills across the learning environment and home.

Speech therapy interventions help children express their ideas using their individualised form of communication, whether it is speech, sign and/or Augmentative and Alternative Communication.

“Communication skills are supported within the child’s daily routine, engaging and training the child and their communication partners (teachers, family and peers) to ensure functional communication,” she said.

Lukhozi mentioned the following as benefits of collaboration between a speech therapist, a teacher and the family:
• Shared understanding – Therapists explain and train teachers and parents on communication strategies, teachers adapt lessons, and parents reinforce at home;

• Consistency across environments – Same strategies used at school and home help learners generalise skills;

• Integrated therapy goals – Targets are embedded into classroom routines and family activities;

• Early identification – Combined observations catch difficulties quickly and allow timely intervention;

• Social inclusion – Co-ordinated support fosters peer acceptance and participation;

• Feedback loop – Teachers, parents and therapists share progress and challenges, refining strategies together.