Explore, Experience, and Excel at Your Own Pace
Malaika House is a welcoming space where individuals with Autism Spectrum Condition (ASC) and related neurodivergent profiles can truly flourish. We understand that every learner is unique, and that traditional pathways do not always fit. Here, we celebrate individuality, nurture potential, and support every student on their own journey.
Acceptance and trust form the foundation of everything we do. Our environment is designed for students to feel seen, understood, and valued. We help them explore their passions, recognise their strengths, and embrace their individuality, building confidence and self-awareness along the way. Every learner has their own aspirations, and we guide students to actively engage in setting and pursuing personal goals, equipping them with the tools to make meaningful progress at their own pace.
Our holistic approach combines hands-on projects, personalised learning experiences, and real-world skills. Students gain practical life skills, from self-regulation and social-emotional understanding to independence and problem-solving, helping them navigate the world with confidence. We work closely with families and caregivers to ensure that learning and growth continue both at Malaika House and at home, providing compassionate, evidence-informed support tailored to each individual.
Malaika House is about transforming potential into reality. Through patience, understanding, and dedication, we create an environment where every individual can thrive.
HEART Programme
At Malaika House, we are proud to support the HEART Programme, an initiative launched in collaboration with Autism Resources South Africa. The programme is designed to empower children, teens, young adults, and the people who support them to flourish. Flourishing means growing and developing in a healthy, confident, and meaningful way.
Malaika House – The Dream
Malaika’s Stories: The Inside Scoop
“My son is feeling really happy with learning, which is wonderful to hear! His positive experience can be attributed to various factors such as his enjoyment of the facilitators, feeling motivated to do the work, and having a supportive environment. When my son wants to go to a learning centre, likes the educators, and does his work; it generally indicates a good fit between the student and the learning environment. Thank you for making my life easier.”
“We have finally found a space where our daughter feels supported and safe enough to be herself. Our daughter is thriving!”