a Goally Publication
a Goally Publication
Get
Goally
A service support administrator is like a helper who ensures kids with special needs get the proper support and tools they need in school and life. They’re the ones who connect these kids with services and people who can assist them best.
How can a Service Support Administrator help my child at school?
They coordinate with educators, introducing tailored programs and resources, ensuring your child thrives in the educational environment.
Are Service Support Administrators only for school settings?
No, they assist in various settings, ensuring kids get the right support in school, home, and other social environments.
How does a Service Support Administrator differ from a regular teacher or therapist?
While teachers and therapists focus on specific education or therapy, a Service Support Administrator oversees and coordinates a wide range of support services tailored to a child’s needs.
A service support administrator is a trained professional who facilitates, manages, and oversees support services and resources tailored for individuals with developmental and special needs. Their primary role is to ensure that these individuals receive appropriate assistance, enabling them to thrive in various life settings, whether educational, social, or day-to-day activities.
A service support administrator wears many hats, always aiming to support kids with special needs in the best way possible.
To paint a picture, it’s as if they’re the maestro of an orchestra, ensuring each instrument (or service) plays its part just right, creating harmony for the child’s growth.
On the topic of great tools, our product, Goally, could be a real game-changer. Imagine having a handy tablet loaded with fun apps that help kids develop essential life skills and even teach them routines like brushing their teeth. Plus, Goally offers videos that sharpen social skills. It’s like having a mini service support administrator right in your hands!
| This post was originally published on August 14, 2023. |
