Occupational Therapy for Olim & Bilingual Children
Your child is learning Hebrew. But is Hebrew the reason they're struggling?
Moving into a new language and school system places new demands on a child. When difficulties appear, it isn't always easy to know whether they're part of learning Hebrew, adjusting to a new environment, or a sign that a particular developmental skill needs support.
Shira provides occupational therapy in both English and Hebrew for children ages 2–9 in Ra'anana.
Aliyah changes more than language
- New language.
- New alphabet.
- New writing direction.
- New classroom routines.
- New social environment.
- New expectations.
For most children, adaptation takes time. But sometimes a new environment can also make an existing difficulty more noticeable — or place much greater demands on a skill that previously wasn't causing problems.
That's why understanding what your child is actually finding difficult matters.
Two possible explanations
Is it the Hebrew — or the task?
Familiar moments parents describe, and the question worth asking about each one.
“They don't follow the teacher's instructions.”
Could be the language
Did they not fully understand the Hebrew…
Could be the skill
…or is remembering and completing several steps difficult?
“Their Hebrew handwriting is really messy.”
Could be the language
Are they simply learning unfamiliar letters…
Could be the skill
…or are handwriting and fine-motor skills difficult more generally?
“They can't copy from the board.”
Could be the language
Is reading the Hebrew slowing them down…
Could be the skill
…or is visual-motor copying itself difficult?
“They need help with everything since we moved.”
Could be the language
Are unfamiliar routines temporarily reducing their independence…
Could be the skill
…or are planning and organization particularly difficult?
These questions aren't a diagnosis. They're the starting point of a conversation.
Where occupational therapy can help
The areas that belong to occupational therapy
Language is considered as part of the picture — the work itself stays focused on developmental and functional skills.
Writing & handwriting
Hebrew letter formation, writing fluency, page organization, copying and transitioning between Hebrew and English writing systems.
School participation
Working independently, managing classroom materials, completing tasks and keeping pace with classroom demands.
Executive skills & organization
Routines, sequencing, working memory, task initiation and managing belongings.
Fine motor & independence
Pencils, scissors, clothing, lunchboxes, school equipment and everyday tasks.
Regulation
Managing transitions, busy environments and the demands of the school day.
Gross motor & play
Coordination, motor planning and physical confidence when these affect participation with other children.
English, Hebrew — or both?
Sometimes English helps us understand the difficulty. Sometimes Hebrew helps us understand the demands.
For an Oleh or bilingual child, the language used during occupational therapy can matter.
If a child struggles with a task after receiving instructions in Hebrew, one question is whether the difficulty was understanding the instruction or carrying out the task itself.
Being able to work in both languages allows Shira, where appropriate, to reduce the language demand and observe what changes — while still working toward successful participation in the Hebrew-speaking environment the child encounters every day.
For children who already write in English and are learning to write in Hebrew, looking at both languages can also provide useful information. Is handwriting difficult generally, or is the child primarily still developing automaticity with a new writing system?
The goal isn't necessarily to conduct therapy in English or in Hebrew. It's to use the right language for what we're trying to understand and achieve.
Knowing where to start
Sometimes, occupational therapy isn't the right address.
Difficulties with Hebrew vocabulary, expressive language, speech sounds, grammar, language comprehension and other primarily language-based concerns may be better addressed by another professional, such as a speech-language therapist.
Part of the initial conversation is understanding what you're seeing and whether occupational therapy is the right place to start.
How it works
Four steps, the same clear process
Initial parent call
Tell Shira what your child was like before and after Aliyah, what you're seeing at home and what their educational team is reporting.
Meeting with your child
Shira looks at the relevant developmental and functional skills, using English and/or Hebrew as appropriate.
Understanding the picture
Together, we look at what may be making everyday tasks difficult and where support could help.
Strategy & treatment
Shira meets with the parents to build a strategy and, where appropriate, treatment begins with practical goals connected to the child's everyday life.
Common questions
Occupational therapy, speech therapy and bilingual children
The questions parents ask most often in the first year or two after Aliyah.
Still unsure who to speak to first?
Not sure whether what you're seeing is about Hebrew, adjustment, or something more?
You don't need to work that out before getting in touch. Tell Shira a little about what you're seeing, or book an introductory call to discuss whether occupational therapy might be relevant.
Pediatric occupational therapy for ages 2–9 in Ra'anana