Riesa Ramsahai-Herdé’s passion to make a difference was shaped in her early years, where her late uncle’s Down Syndrome highlighted her family’s strength and the limits of local support. Schools then focused mainly on academics and failed to equip him with the basic skills needed to live independently. He remained reliant on loved ones throughout his life until he died in 2021. It was only while travelling abroad that Riesa saw a different reality. She witnessed people with Down Syndrome actively working and contributing to society.
In 2022, Riesa’s own daughter was diagnosed with severe anxiety at just four years old. Having already worked in the mental health field, Riesa understood the importance of early intervention. She put structured routines in place and even got her a therapy Yorkie named Sugarplum to help with emotional regulation and comfort. Within two years, her daughter’s diagnosis significantly improved.
These combined experiences led her to establish The Floortime Academy in 2024 for children with autism, Down Syndrome, ADHD and other developmental challenges. Since opening, nearly 30 students have passed through her classrooms, with many progressing into higher learning. As a DIR/Floortime practitioner with over 15 years of experience, she ensures personalised care with class sizes capped at six children per teacher to allow for consistent one-on-one support. For children aged two-and-a-half to nine, a typical day does not involve sitting at desks with pens and paper. The environment is high-energy and movement-based, with children rotating between play stations, sensory activities, and guided interaction.
At its core, DIR/Floortime is the foundation before other forms of learning can begin. When a child is first diagnosed with autism or developmental delays, there are often underlying difficulties that affect how they connect with others, express themselves, and engage socially. The approach focuses on early milestones such as eye contact, sitting and focus, engagement with peers, and communication with adults. It also supports problem-solving, emotional expression, and more complex thinking and reasoning.
Riesa recommends a high level of intervention—often around 20 to 25 hours per week. “In our classrooms, we meet children where they are,” she tells WE. “For example, if a child is six but is nonverbal and functioning more like a one-year-old developmentally, we tailor the programme to match that level. The goal is never to overwhelm or frustrate the child, but to connect and engage them meaningfully while gradually building their communication and interaction skills.”
Riesa’s team at the Woodbrook-based academy teaches through play-based intervention. For those who are non-verbal, the Picture Exchange Communication System (PECS) supports expression through visual cues. Children select cards representing their daily activities, helping them express choices and build understanding. Sensory-motor tasks, including art therapy, where different textures and materials are explored in a hands-on environment, are a hit with students. “Play is how children naturally learn. In DIR/Floortime, play is not just free time—it is intentional and guided,” she says. “When children feel safe and enjoy the process, they are far more open to learning.”
Because many of the young people she works with are trying to communicate in the only way they know how, Riesa and her team do not use harsh discipline or punishment. Instead, they focus on each child’s individual needs while providing a calm, nurturing environment. This includes a holistic approach, from working with international neurologists to addressing diet, medication, and overall health. “All of this information allows us to create a well-rounded, individualised treatment plan,” she says.
Success looks different for every child. Some go on to excel academically, even passing SEA and entering secondary school. Others build independence through trades or entrepreneurship. Riesa recalls children who were once non-verbal and can now communicate their needs, and others who once struggled with social interaction and now form relationships. “We always encourage families to keep an open mind because every child has their own potential and purpose.”
Riesa’s work also involves addressing social hurdles. She has worked with families in rural areas who often do not know how to support loved ones with developmental challenges. Then, there is the stigma attached to these conditions. “As Trinbagonians, we know how easy it is to feel self-conscious or worried about being talked about. Nobody likes to feel embarrassed or singled out. But your child’s needs matter more than public opinion, and getting support early can make such a difference.”
Riesa’s advocacy is changing lives, but she believes more can be done. She is calling on both the government and private sector to work together to make Trinidad and Tobago a country that creates real opportunities for all citizens. “One of the biggest needs is financial support. Accessing quality therapy is expensive, and with the current cost of living, it places a heavy burden on families,” she says. “We talk a lot about autism awareness and inclusion, but we need to think beyond the present and look toward the future. In many countries, individuals with different abilities are being included in the workforce. We need to move in that direction as well.”
