Ability Therapy Place

Ability Therapy Place Ability Therapy Place is an innovative health care company with its core business rooted in rehabilitative medicine, mitigation and management of disability.
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An integrated rehabilitative healthcare facility of professionals dedicated to Restoring Health & Function to allow affected individuals to live independent lifestyles and maintain a healthy living. We bring together a Multidisciplinary Rehabilitation team of Physiotherapists, Occupational Therapists, Speech Therapists, Orthotic Prosthetists, Psychologists, Doctors and Nurses. It is a one-stop-sho

p for solutions that lead to independent lifestyles especially for performance challenges associated with acquired and developmental disabilities. Our services cut across various forms of disability including; Physical, Cognitive and Developmental Disabilities, as well as disabilities associated with Mental Health, Old Age and Social Spectrum Disorders. Our services Incorporate a series of specialized clinics in rehabilitation. These include; Child Neurodevelopment Clinic; Hand and Upper Limb Clinic; Neuro Rehab Clinic; Sports Injury Clinic; and, Back Care and Spine Clinic. We are passionate about empowering people living with disabilities and enabling them to exploit their full potential in life. Our expertise, experience and facility allow us to facilitate your journey back to health and function with minimum fuss. OUR MISSION
To be recognized as a world-class health and rehabilitation institution that compassionately enhances the quality of life and productivity for people experiencing disabilities. OUR VISION
To shape the future of rehabilitative medicine in the region and beyond

"If advocating for your students makes you too much, be too much."Every meaningful change in education started with some...
05/06/2026

"If advocating for your students makes you too much, be too much."

Every meaningful change in education started with someone who refused to stay quiet.

The teacher who kept asking for assessments when everyone else said, "Let's wait."
The educator who challenged policies that excluded learners.
The professional who insisted that a child deserved support, accommodations, and a fair opportunity to succeed.

Advocacy is often uncomfortable because it challenges systems, assumptions, and the status quo. It means speaking up when a learner is being overlooked. It means asking difficult questions. It means refusing to accept barriers as normal.

Some will call it being demanding.

Others will call it being difficult.

But for the child whose needs are finally recognised, whose support plan is implemented, or whose voice is finally heard, it can make all the difference.

So if advocating for your students makes you seem like "too much," keep going.

Every learner deserves someone who is willing to be exactly that.

Teachers, if it's not in writing, it did not happen.One of the most overlooked aspects of implementing an Individualized...
04/06/2026

Teachers, if it's not in writing, it did not happen.

One of the most overlooked aspects of implementing an Individualized Education Plan (IEP) is documentation.

A conversation in the corridor is not documentation.
A verbal update during pick-up is not documentation.
A promise to provide support is not documentation.

When accommodations, interventions, concerns, progress updates, or parent communications are not recorded, important information can be lost, misunderstood, or forgotten. More importantly, learners may miss out on the support they are entitled to receive.

Keeping clear written records helps:
✔ Track progress over time
✔ Ensure continuity between teachers and support staff
✔ Strengthen collaboration with parents
✔ Demonstrate accountability
✔ Protect the rights of learners

Documentation is not about paperwork for the sake of paperwork. It is about ensuring that every support strategy, adjustment, and intervention translates into meaningful action for the learner.

An effective IEP is more than a document on a shelf. It is a living plan that should be reflected in daily practice and documented every step of the way.

Because when it comes to learner support, memory is not evidence.

"Mimi ni suspect?"In inclusive education, the answer is not about labelling a child. It is about paying attention.When a...
03/06/2026

"Mimi ni suspect?"

In inclusive education, the answer is not about labelling a child. It is about paying attention.

When a learner consistently struggles with communication, attention, learning, behaviour, social interaction, motor skills, or sensory processing, the standard should be suspicion of disability, not in a negative sense, but as a trigger for further investigation and support.

Too often, children are told to "try harder" or are expected to "outgrow it." By the time concerns are taken seriously, they may have already experienced years of frustration, low confidence, and missed opportunities.

Early identification matters.

It allows schools, families, and professionals to understand what a child needs and put the right supports in place before challenges become barriers to learning.

Children should not have to fail before they qualify for help.

Inclusive education starts when we notice, investigate, and support—not when we wait for a crisis.

Let us know what you think.
02/06/2026

Let us know what you think.

Happy Madaraka Day!
01/06/2026

Happy Madaraka Day!

Potential has no certificate.A child does not become capable because they earned a certificate. A learner does not becom...
01/06/2026

Potential has no certificate.

A child does not become capable because they earned a certificate. A learner does not become valuable because they passed an exam. And a person does not gain potential because someone else recognised it.

Potential exists long before it is measured.

Yet many children with disabilities, learning differences, and developmental challenges are often defined by what they cannot do rather than what they can become. When education focuses only on grades, labels, and outcomes, we risk overlooking talents, strengths, creativity, resilience, and unique ways of thinking.

Inclusive education challenges us to look beyond certificates and test scores. It asks us to see the whole person and create opportunities for every learner to participate, grow, and succeed in their own way.

Every child deserves the chance to discover their abilities, develop their confidence, and pursue their goals, regardless of how they learn or whether their achievements fit traditional measures of success.

Because potential is not something that is awarded.

It is something that is nurtured.

31/05/2026

More play....less TV

Shaming a child who is struggling with reading does not motivate them. It teaches them that their difficulty is somethin...
29/05/2026

Shaming a child who is struggling with reading does not motivate them. It teaches them that their difficulty is something to be ashamed of.
For children with dyslexia, the experience of learning to read is already significantly harder than it is for their peers. They are working harder, not less hard. The challenge is neurological,not a reflection of intelligence, effort, or character.
When shame is added to that struggle, children stop trying. They disengage. They begin to define themselves by their difficulty.
Early identification, proper assessment, and the right therapeutic intervention change that story completely.
If you are concerned that your child may have dyslexia or a reading-related learning difference, speak to one of our occupational therapists. Assessment is the first step.
📞 0780 999 705
🌐 abilitytherapyplace.co.ke
For children with dyslexia, the experience of learning to read is already significantly harder than it is for their peers. They are working harder, not less hard. The challenge is neurological, not a reflection of intelligence, effort, or character.

29/05/2026

We delayed release of the first edition for good reason. Stay tuned

When a child is in distress, responding with anger does not correct the behaviour. It ends the possibility of learning.T...
29/05/2026

When a child is in distress, responding with anger does not correct the behaviour. It ends the possibility of learning.
This is not a matter of opinion; it is how the brain works. Anger, threats, and punitive discipline activate the brain's threat response and disengage the prefrontal cortex, the part of the brain responsible for reasoning, regulation, and learning.
A child who is shouted at, threatened, or punished harshly is not absorbing a lesson. They are surviving the moment.
For children with autism, sensory processing differences, ADHD, or trauma histories, this effect is even more pronounced.
Understanding this is not about removing accountability. It is about choosing responses that actually work.
Our team provides training for parents, caregivers, and educators in trauma-informed approaches that create safety and open the door to genuine growth.
📞 0780 999 705
🌐 abilitytherapyplace.co.ke

Address

Muchai Drive
Nairobi

Opening Hours

Monday 08:00 - 18:00
Tuesday 08:00 - 18:00
Wednesday 08:00 - 18:00
Thursday 08:00 - 18:00
Friday 08:00 - 18:00
Saturday 08:00 - 13:00

Telephone

+254780999709

Website

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