Little More About Us

Located in a serene environment, LBC boosts of inclusive settings, fully equipped, warm and flexible units.  With a comprehensive and individualized curriculum, the Little Beginnings has been empowering children with learning disabilities and differences to recognize and optimize their potential. Designed around the way each child learns best, an Individualized Holistic Education Plan (IHEP) integrates cognitive, academic, social, and behavioural strategies into a comprehensive program designed to educate the whole child.

The Little Beginnings Centre  strives to advance each child’s learning challenges where other resources have failed, our industry-leading expertise and uniquely holistic approach have resulted in a long history of successful outcomes that set us apart.

All developmental tiers are strongly supported by the additional therapy and instruction provided in pull-out sessions with our team of experts.

Our individualized and holistic approach provides our children with the tools, skills, and confidence to become effective self-advocates and independent learners. This in the long run, enables each child to succeed in school, find fulfilling careers, and lead balanced multi-faceted lives.

Our Journey So Far

Little Beginnings Centre is an educational outfit committed to raising standards, bridging gaps and promoting excellence in the delivery of Special Education in Nigeria. Borne out of a desire to meet the needs of children with learning differences, we started in 2011 with a Saturday Activity Club to provide play and social skills to children while also meeting other needs in a play-based setting. With hearts full of passion, commitment and the zeal to transform each life that comes into our care, we have blossomed into a unique family of therapeutic professionals.

We offer a rich blend of individually tailored therapeutic programmes to meet the unique needs of each child.

At LBC we not only specialize in bridging gaps by formulating individualized education programs, interventions and training workshops, we also render varied educational services and resources geared towards raising standards and promoting excellence in the delivery of Special Education in Nigeria.

With a comprehensive and individualized curriculum, we pride ourselves with a holistic education plan which integrates academic, cognitive, social and behavioural strategies into a comprehensive program designed to educate the whole child.


With daily planning, a working IEP (Individualized Education Plan), a prepared environment, hand-picked therapists, detailed independent assessments and a great doze of love, our success rate has been greatly impressive. Working tirelessly, and as each child progresses, we proudly ‘main stream’ and integrate one child-at-a-time fully into their community.

Outdoor Activities
Math Lessons
Loving Teachers
Fun Experiments

Frequently Asked Questions


Neurodevelopmental disorders are disabilities associated primarily with the functioning of the neurological system and brain. Examples of neurodevelopmental disorders in children include attention-deficit/hyperactivity disorder (ADHD), autism, learning disabilities, intellectual disability (also known as mental retardation), conduct disorders, cerebral palsy, and impairments in vision and hearing. Children with neurodevelopmental disorders can experience difficulties with language and speech, motor skills, behaviour, memory, learning, or other neurological functions. While the symptoms and behaviours of neurodevelopmental disabilities often change or evolve as a child grows older, some disabilities are permanent. Diagnosis and treatment of these disorders can be difficult; treatment often involves a combination of professional therapy, pharmaceuticals, and home- and school-based programs.


Many researchers have found genetics to play an important role in many neurodevelopmental disorders, and some cases of certain conditions such as intellectual disability are associated with specific genes. However, most neurodevelopmental disorders have complex and multiple contributors rather than any one clear cause. These disorders likely result from a combination of genetic, biological, psychosocial and environmental risk factors. A broad range of environmental risk factors may affect neurodevelopment, including (but not limited to) maternal use of alcohol, tobacco, or illicit drugs during pregnancy; lower socioeconomic status; preterm birth; low birthweight; the physical environment; and prenatal or childhood exposure to certain environmental contaminants.


Autism spectrum disorders (ASDs) are a group of developmental disabilities defined by significant social, communication, and behavioural impairments. The term “spectrum disorders” refers to the fact that although people with ASD share some common symptoms, ASD affect different people in different ways, with some experiencing very mild symptoms and others experiencing severe symptoms. Children with ASD may lack interest in other people, have trouble showing or talking about feelings, and avoid or resist physical contact. A range of communication problems are seen in children with ASD: some speak very well, while many children with an ASD do not speak at all. Another hallmark characteristic of ASDs is the demonstration of restrictive or repetitive interests or behaviours, such as lining up toys, flapping hands, rocking his or her body, or spinning in circles.


Symptoms/behaviours of ASDs can range from mild to severe, and may seem to appear gradually or suddenly. Atypical development may be observed from birth, or more commonly, become noticeable during the 12- to 36-month period. Symptoms include:

  • Social Deficits– Children with autism have difficulty in social interactions. They may avoid eye contact and interactions with people and resist or passively accept attention. They are often unable to read social cues or exhibit emotional reciprocity. Thus, they are unable to predict or understand other peoples’ behaviour. They may also have difficulty controlling emotion, may be disruptive or aggressive at times, or may lose control, especially when frustrated or presented with a new situation or environment. Head-banging, hair-pulling and arm-biting may occur.
  • Communication Difficulties– Communication skills are affected in children with autism, but difficulties vary. Some children may have good basic language skills, but exhibit difficulty initiating or sustaining conversations, such as not giving others the opportunity to respond. Others may experience delays or regression in language development; still others remain mute or may use language in unusual ways, such as repeating a phrase, or parroting what they hear (echolalia). Body language is also often hard to read in children with autism. Facial expressions, tone of voice and gestures often do not match verbal content and emotions. They have difficulty expressing what they want or need. They may also appear deaf, not responding to their names or attempts at conversation.
  • Repetitive Behaviours– Patterns of behaviour, interests and activities may be restricted, repetitive or stereotyped. For example, a child may spend long periods of time arranging specific toys in a particular manner, rather than playing with the toys. Intense preoccupation with certain topics, such as obsessively studying maps, may also be seen. Odd repetitive motions, either extreme or subtle, such as arm-flapping, freezing, rocking back and forth or walking on their toes may also occur. Often, people with autism demand consistency in their environment. A minor change in routine may be tremendously upsetting.
  • Sensory Difficulties– In children with autism, the brain seems unable to balance the senses appropriately. Many autistic children are highly attuned or even painfully sensitive to certain sounds, textures, tastes or smells. Some seem oblivious to cold or pain, but react hysterically to things that wouldn’t bother other children. In some people, the senses are even scrambled. For example, touching a certain texture may induce a gagging response.
  • Unusual Abilities– In rare cases, some children with ASDs display remarkable abilities, such as drawing detailed, realistic pictures at a young age or playing an instrument without training. Some can memorize difficult lists of items, such as statistics or names (this is called islets of intelligence or savant skills).


There is no one treatment for ASDs; however, it is widely accepted that the earliest interventions allow the best outcomes.  Treatments generally address both cognitive and behavioural functioning. They may include a combination of medications (for challenging behaviours), behavioural therapy, psycho-education, family support groups, educational interventions, speech and language therapy, occupational therapy and specialized training to develop and improve acquisition of necessary skills.Research has found that a newer class of atypical antipsychotic medications may better treat the serious behavioural disturbances in children with autism who are between 5 and 17 years old. Applied behavioural analysis (ABA) may be an effective adjunctive treatment in reinforcing desirable and reducing undesirable behaviours. Other work focuses on improving social communication in children with autism. Some have found that structured multidisciplinary programs with different professionals such as occupational therapists, speech and language therapists and behaviour therapists programs are more successful. Parental involvement, a predictable schedule, regular behaviour reinforcement and active engagement of attention in highly structured activities to enhance a strength or ability may all contribute to creating an effective treatment program.


Attention-deficit/hyperactivity disorder (ADHD) is a disruptive and developmental behavior disorder characterized by symptoms of inattention and/or hyperactivity-impulsivity, occurring in several settings and more frequently and severely than is typical for other individuals in the same stage of development. ADHD can make family and peer relationships difficult, diminish academic performance, and reduce vocational achievement. As the medical profession has developed a greater understanding of ADHD through the years, the name of this condition has changed. The American Psychiatric Association adopted the name “attention deficit disorder” in the early 1980s and revised it to “attention deficit/hyperactivity disorder” in 1987. Many children with ADHD have a mix of inattention and hyperactivity/impulsivity behaviours, while some may display primarily hyperactive behaviour traits, and others display primarily inattentive traits. It is possible for an individual’s primary symptoms of ADHD to change over time. Children with ADHD frequently have other disorders, with parents reporting that about half of children with ADHD have a learning disability and about one in four have a conduct disorder.


Learning Disability (or learning disorder) is a general term for a neurological disorder that affects the way in which a child’s brain can receive, process, retain and respond to information. A child with a learning disability may have trouble learning and using certain skills, including reading, writing, listening, speaking, reasoning, and doing math, although learning disabilities vary from child to child. Children with learning disabilities usually have average or above average intelligence, but there are differences in the way their brains process information. As with many other neuro-developmental disorders, the causes of learning disabilities are not well understood. Often learning disabilities run in the family, suggesting that heredity may play a role in their development. Problems during pregnancy and birth, such as drug or alcohol use during pregnancy, low birth weight, lack of oxygen, or premature or prolonged labour, may also lead to learning disabilities.