Breaking Barriers: Esasa’s Story of Early Intervention

When Siyakwazi fieldworker Nokwe first stepped into Esasa’s Grade R classroom at Dlukulwane Primary School in 2024, her eyes were drawn to a petite girl sitting quietly among her peers. There was something about Esasa that made her stand out – not just her smaller-than-average appearance but the way she held back from participating in class activities.

“I noticed this tiny girl and I immediately wondered what was going on,” recalls Nokwe. “Esasa failed the red-flag screening, and her teacher told me she doesn’t participate in class activities and is always quiet. But when I started our catch-up groups, everything changed. She loved the sessions so much that she would cry if she wasn’t included! From then on, I took her in every group.”

The catch-up groups became a turning point for Esasa. Slowly, she began to open up. Though her speech was unclear, she started trying to communicate more. “Sometimes she doesn’t know how to respond, so you have to tell her what to say, and she’ll repeat it after you,” Nokwe explains.

Esasa’s mother, Thandi, was already aware of her daughter’s struggles. “I noticed that Esasa cannot speak properly; it was concerning for her age,” she shares. “I also think she has hearing problems because if I call her from a distance, she doesn’t respond.”

With this concern in mind, Siyakwazi facilitated a referral for Esasa to be seen by an audiologist at Gcilima Clinic. However, real-life barriers to accessing services soon became clear. The audiologist couldn’t complete the hearing test due to a middle-ear infection. Medication was prescribed, but Esasa had an allergic reaction, meaning she now needs to see a doctor before any further assessments can continue. This long timeline is a stark reminder of the delays many children face when trying to access healthcare and support services in under-resourced, rural South Africa.

Despite these challenges, Esasa’s world is filled with warmth, play, and music. “Esasa likes music, she loves to dance with her father,” says her mother with a smile. “She is a child that’s open and loves playing. She’s very active at home.” Her favourite playmate is her little sister, and the two spend hours pretending to cook, using soil and leaves as ingredients.

Esasa’s playful energy extends into her home life, where she insists on helping with chores. “If you’re washing dishes or doing laundry, Esasa will assist you,” her mother laughs. “She’s very stubborn. If you tell her to stop, she won’t! You have to raise your voice for her to listen.”

But there is one thing Esasa doesn’t love – eating. “We have to beg her to eat,” her mother says. “She won’t do it without a lot of encouragement.”

At school, her teacher has noticed that while Esasa is capable of writing, she often refuses to do so. “At home, she writes just fine. She doesn’t need hand-over-hand support, and she even makes the letter sounds while writing,” her mother explains. This highlights the importance of the small-group catch-up activities that Nokwe does with Esasa during school, in a more focused environment with more attention to help her overcome the barriers that may be slowing her progress in the classroom. Nokwe also makes herself available as a resource for Esasa’s teacher, offering guidance and practical strategies on how to draw children out of themselves when they are hesitant, using interactive activities and games that build trust and skills at the same time.

Nokwe saw first-hand just how much Esasa enjoyed Siyakwazi’s sessions. “Esasa had a blast participating in almost every activity I did. She was included in almost every session, and she took part in a variety of learning experiences. Her favourite activities included shape sorting and identifying colours, counting with fruit counters, and forming letters using elastic bands on Geoboards and playdough. She also loved the fun icebreaker games, especially frog jumps and bear walks; they always made her laugh.”

At the end of the 2024 school year, when Siyakwazi rescreened the class using its Red Flag screening tool, Esasa remained at risk of falling behind despite continuous intervention throughout the year. This reaffirmed the likelihood of long-term learning delays, indicative of an invisible disability. 

Through Siyakwazi’s involvement, Esasa will now receive therapy services both at home and at the Resource Centre, having already completed a referral assessment with Siyakwazi’s occupational therapist. Her mother has noticed encouraging progress: “There is a difference in her speaking. Before, she was very slow, but now she’s getting better. Even though some words aren’t clear, you can hear what she’s trying to say.” The transition from Siyakwazi’s School Readiness Programme to the Inclusion Programme ensures that Esasa and her family will continue to receive specialised support, setting her on a positive trajectory for learning and development.

Beyond therapy, one of the most valuable aspects of Siyakwazi’s support is the relationship built between the family and the organisation. “My relationship with Nokwe is great,” says Thandi. “Even when Esasa doesn’t have an appointment, she calls to check on her. She told me I can call her anytime if I’m worried about something. We work well together. Nokwe is very patient and caring.”

Esasa’s journey highlights the importance of early identification and intervention. In 2024, Siyakwazi saw a 166% increase in the number of children with disabilities identified through the School Readiness Programme referred for additional support via the Inclusion Programme. Many of these children, like Esasa, have invisible disabilities – challenges that may go unnoticed without further assessment. For example, Esasa’s small size could be a clue to underlying developmental difficulties, yet many educators may not recognise this as a potential indicator for further support, or her possible hearing loss may be misunderstood or confused with her quiet nature in the classroom.

Invisible disabilities can make it harder for children to focus, keep up with schoolwork, or interact socially, even though the difficulties aren’t apparent to others. Supporting children with barriers to learning ensures they receive the help they need to succeed, creates an inclusive environment, and enables them to reach their academic potential. By identifying barriers early, Siyakwazi promotes inclusion, reduces the risk of academic struggles, and ensures children like Esasa have the best chance to reach their full potential. As for Thandi, her greatest hope for her daughter is simple yet profound: “I wish Esasa can study and be able to complete her studies.”

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