Already communicating. Already learning. Already telling us what their body needs. Our first job is to notice it before we decide anything.
Many parents come to us with the same sentence. My child is three and has not started speaking. My child was speaking and has stopped. My child understands everything and cannot tell me what he wants. Speaking is one way of communicating. It is not the only way, and it is not always the first one.
Talk to usNo one who is honest with you will. What we will do is work out where your child actually is, start there, and show you what changes.
The base everything else is built on.
Many pathways, one individual learner.
Every child's plan at JAMI is set and reviewed by a senior therapist, and every therapist works inside a supervised, multi-disciplinary team. No one works alone here.
Shivangi has stood in a competition ring and known, before the bout began, exactly what her body could and could not do that day. She teaches children the same literacy. Where you are in space. What your feet are doing. Whether you are ready.
She works on movement, strength, coordination and sensory regulation with children from the toddler years to the teens, and with adults living with neurological conditions. She reads balance and posture the way a coach reads them, and raises the demand in increments small enough that a child does not notice they are being asked for more.
A national and state level medallist in Wushu, Taekwondo and Kalaripayattu, and a black belt in kickboxing. What that gives her in a therapy room is patience with slow physical progress, and no embarrassment at all about celebrating a small one.
“I wanted to find out whether I could connect with neurodivergent children and make a real difference in their lives.”
Harshita works at the base of the pyramid, where everything else is built. Balance. Posture. Strength. The ability to sit upright without spending all of your attention on staying upright. A child who arrives at learning without that is being asked to climb a staircase while holding the wall.
She supports children with developmental delays, cerebral palsy, neurological conditions, hypotonia and hypertonia, and delayed motor milestones, working on gross motor development, coordination, gait training, positioning and functional mobility.
The physical work is buried inside play so that it does not feel like work, and the plan does not stop at the door. She teaches families the home exercises and expects them to be done. She measures progress in small concrete things: steadier balance, a new milestone, a child managing on their own this month what needed a hand last month.
“I love building trust through fun activities and celebrating every small achievement.”
Pankhuri begins from an assumption that costs nothing and changes everything: this child understands more than they can currently show. Presuming competence is not a kindness. It is a working method. It changes what she offers a child, how long she waits, and what she counts as an answer.
She works with children from the toddler years through to the teens across communication, learning and emotional regulation, and carries out assessments. Outside sessions she has run parent support groups, taught neurodiversity to a school staff room in Lucknow, and delivered a webinar series on gestalt language processors.
Progress, in her account, is rarely a headline. A child returning to something they walked away from last week. An interest offered rather than guarded. She keeps a record of those, because a family who can see the small movements stops waiting for the large one.
“Every child deserves to be understood, accepted and supported for who they are.”
Saman keeps a question at the centre of her work rather than an answer. How do we build spaces where every mind gets to communicate on its own terms? She has followed it through psychology, counselling, trauma work and language, and it has not resolved yet. Which is why she is still training.
She works with children, teens and adults in Hindi, English and Urdu. Her practice draws on gestalt language processing and Natural Language Acquisition, AAC and RPM, alongside music mediated work, creative arts approaches, and interoception, the sense of what is happening inside your own body. That last one matters more than it sounds. A child cannot participate in a room until their body has told them they are safe in it.
“Difference isn't something to fix. It's something to understand.”
Connection before correction. Tanzeefa says it as a sequence rather than a slogan, and the order is the entire point. Nothing gets taught in a room where a child is still working out whether they are safe in it.
She works with children and teens in Hindi, English and Urdu on communication, learning and emotional regulation. Alongside autistic children and children with ADHD, Down syndrome and cerebral palsy, she has supported people through anxiety and low mood, which has left her attentive to what a child is feeling underneath what a child is doing.
She treats a child's own way of communicating as valid rather than as a draft to be replaced. What she builds towards is a space a child can be themselves in, and from there, confidence and a real say in their own day.
“Children don't need to fit into a mould. They need someone willing to meet them where they are.”
Varsha spends the first sessions doing something that can look, to a parent watching, like very little. She is watching. What the child reaches for. What they move away from. Which sounds land badly. Where their attention goes when nobody is directing it.
The plan comes out of that, and not before it. She works with children and teens from the early years upwards on communication, emotional regulation, social interaction, learning and everyday functional skills.
Her stated aim for the early weeks sounds modest and, on inspection, is not modest at all: that a child feels understood and accepted. Very little useful happens before that.
“Every child has a unique way of communicating, learning and connecting.”
Anushka came to this work through something she is unembarrassed about calling fondness. She likes children's company. She is curious about how each one thinks. She has not lost either of those in the time since.
She works with neurodivergent children from the toddler years to the teens on communication, learning and emotional regulation, trained in Natural Language Acquisition, AAC, RPM and sensory integration. Her sessions run on play and on the child's lead.
She is direct about her method and does not dress it up. Notice the strength. Start there. Do not spend the session mourning the gap.
“A natural feeling of curiosity, fondness and connection with children.”
Sofiya's main instruments are her voice and her face. She tells stories to children who are not always looking at her, in an intonation that rises and drops and waits, and she has found that attention arrives more reliably when it is earned than when it is asked for.
She works with children aged six to twelve in Hindi, English and Urdu on communication and emotional regulation, using natural language models, AAC and RPM. Play follows whatever the child is already interested in, including on the days when that is not what was planned.
She keeps parents inside the session rather than reporting on it afterwards, and works closely with the senior therapists on each child's plan.
“I follow the child's natural interests through play, making sure they feel safe, heard and supported every step of the way.”
Sidra is early in her career and does not pretend otherwise. What she has is the part that is hardest to train into someone later. She is curious about the child in front of her, and she does not arrive holding a plan she is attached to.
She works with children from the toddler years to the teens on communication, emotional regulation and learning, using natural language models and AAC, and supports autistic children and children with ADHD and Down syndrome. Her sessions follow the child's interests rather than steering them somewhere more convenient.
She works closely with the senior therapists on each child's plan. The warmth she builds early is not a preliminary to the work. In this approach it is the work.
“I honour each child's individual way of being, and help them feel safe, accepted and understood.”
A lot of what makes therapy work is not the session. It is the person who is there again on Thursday, who remembers what happened on Monday, and who does not hurry a child who has nearly finished a thought.
Aliya supports communication sessions for children in the early years and up to twelve, working in Hindi, English and Urdu alongside the therapy team on communication, attention, social interaction and daily living skills. She works under the direction of the therapist leading each child's plan.
What she brings is patience, consistency, and the kind of familiarity a child who needs the same face in the same room at the same time can settle into.
“Children respond well when they feel listened to, respected and accepted.”
Tell us a little about them and we'll help you find the therapist who fits.
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