Our mission is to support the Lusito School in equipping each learner as best possible for their passage through life.
Address: 60 South Road, Regents Park, Johannesburg South
The Lusito School, which was originally situated in Judith’s Paarl on a small piece of land, offered no room for expansion, limiting the number of children who could be accommodated.
Years of planning and extensive fund-raising enabled the school to purchase premises for this purpose. Today the Lusito School is situated in Regents Park on 18,300 square metres of land. Extensive renovations and additions to existing buildings have been completed, resulting in more classrooms.
An exciting new development is the implementation of an alternative communication program based on visual learning. The use of tablets enables the learners to participate and communicate in all functional activities. Learners enjoy active days and are encouraged to participate in various activities including basic tasks and games- all which form part of their occupational therapy.
The approach is to provide the use of different apps within the classroom daily program, focusing on individual functional goals as well as proving more individualised attention where necessary.
As part of the life skills programme, learners are taught to grow and look after the existing veggie patch. Currently we have butternut, tomatoes, mealies, spinach and lettuce—these are used in our kitchen for lunch and we also sell the surplus to buy more seedlings.
To maximise our Go Green Garden, we have the following wish list:
Making movement easy and enjoyable for the learners is an important aim of Lusito. We do exercises to music and play games with different sized balls, cushions and rollers to improve balance, posture, co-ordination and sensory awareness. Group or individual therapy is given, depending on the learner’s needs.
Exercises to improve neural functions, the basis of scholastic development are also performed. All therapists are aimed at improving the learner’s hand-eye co-ordination; postural mechanics; speech and concentration; social and emotional development and spatial awareness.
Active hydrotherapy is treatment in water where movement is taking place. This active form of hydrotherapy can either be assisted which means that the therapist helps the learner to bring out the movement (passive movement) or unassisted which means that the therapist helps the learner bring out the movement him/herself (active movement).
The benefits include:
- Reduces gravity creating effortless muscle performance and ease of movement
- Reduced and measurable weight bearing through joints, spine and extremities
- Movement can be buoyancy assisted, resisted or supported with or without floating equipment.
- Circulation is improved by hydrostatic pressure and water warmth.
Today, hydrotherapy is an accepted and popular form of treating various conditions thanks to an upsurge in research. Treatment in water is often an integral part of the total physical and psychological care of many conditions and a very important part of the rehabilitation process.
The approach uses non-invasive and holistic techniques, which include a combination of reflexology, stretching & positioning and aromatherapy.
The primary outcome is to alleviate stiffness in joints and muscles, which is beneficial to our learners. The learners experience a release of ‘feel-good’ hormones through the positive touch therapy, which may encourage them to be calmer and brings on relaxation.
We learn about the world constantly through our senses and by interacting with it. Learners are encouraged to explore and play in different environments and in doing so they find out what burns or hurts, what can be eaten, which things smell nice and what different sounds signify. This process of exploration and learning continues throughout our lives.
Because of physical, sensory or intellectual disabilities many people have not had the same opportunities to explore and interact with their environment. Sensory stimulation programmes are designed to provide environments in which people with disabilities can have the opportunity to use their senses to learn about and interact more meaningfully with the world.
The sensory room has been created specifically to concentrate on sensory stimulation. The goal of treatment must be either the creation of function where none exists, or improvement of function where it is delayed or inhibited. Stimulation “excites” the brain which produces functional activity.
Transport is offered to learners but is limited to 24 learners and within a 20km radius of the school. The vehicle is equipped with the correct safety seating and belting and an assistant accompanies the driver in the morning and afternoon trips.
Junior and intermediate phase
To equip each learner for their passage through life.
How to achieve our mission
Our team approach consists of qualified, competent, dedicated and caring people:
The Lusito Association Committee
The school follows the curriculum that has been developed within the context of the Revised National Curriculum Statement. It consists of an adapted learning programme.
Our curriculum includes the following:
Getting the learner ready for formal learning is a joint responsibility between home and school.
Language: (English home language)
Reading & viewing
Thinking and reasoning
Language structure and use
Mathematics: (Numbers, operations and relationships)
Patterns, functions and algebra
Space and shape (geometry)
Life Orientation: (Health promotion)
Physical development and movement
Our Life Orientation Programme also includes a variety of basic daily living skills such as:
Adjustment to classroom routine
Personal, community and environmental health
A functional programme sets goals for each individual learner and caters for the needs of each learner. A functional programme is designed and followed for a period of six months. It is then reviewed, enhanced and reset to accommodate new goals. The full academic team is involved in this process together with the parents.
Assessments are based and continuously linked to the functional programme.
Other Curricular Activities:
Baking and other out-of-class activities once a week
Our children are supported by well equipped, highly skilled personnel consisting of:
The Lusito School believes that it is important to give their learners as much independence as possible and a place in society outside of the school. The school therefore built the Workshop. The Workshop is aimed at providing learners with basic skills to assist them in becoming employable.
Life skills are the most important fundamental skills required by developing people in order to meet the challenges of life.
Developing learners’ potential is an essential task carried at improving the quality of life for the majority of people. The activities that have been developed for the Workshop have been adapted from varied sources and are tried and tested as good practice models.
Social Skills Training
Survival and Safety Skills Training
Independent Living Skills
Work skills Training