As a preparatory program, The Early Intervention Centre provides both academic instruction and behavioural plans in a group setting. Students with learning needs and unique learning styles will benefit from a full curriculum designed to address each student’s needs based on learning strengths and gaps, rather than by chronological age. The programme aims to provide children with an experience of whole class instruction, that requires them to follow classroom routines, take turns,respond to teacher's questions, staying in their own space. These essential school readiness skills and associated behaviors will help children make a smooth transition from preschool to the more demanding educational environment as they continue to develop and grow.
With small classroom groups of no more than eight children and a low children to teacher ratio, we ensure that each student is taught according to the best way he/she learns. Children’s development will be observed and monitored regularly so that we continue to build upon acquired knowledge and broadening the repertoire of skills.
Preschool-aged children between the ages of four and eight who have been identified with autism, intellectual disabilities, behavioural challenges and/or other developmental delays that impact their ability to communicate, develop social relationships, learn, and interact with their families and community.
Preschool-aged children, who are unable to access the mainstream preschool curriculum and will benefit learning in a small, individualized group with highly specialized instruction.
We apply the scientific principles of Applied Behavioural Analysis to deliver the curriculum to our children in class. The basic premise of ABA is simple: that reinforcing good behaviors will encourage the repetition similiar behaviors. Learners receive abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The main emphasis is on positive social interactions and enjoyable learning.
We believe that structure is important. Children should understand where to be, what to do, and how to do it, all as independently as possible. Thereafore, our classrooms are set up based on the TEACCH method whereby students follow a daily schedule which includes many purposeful activities based on the IEP goals and structured environment designed to foster creativity, imagination, problem-solving, communication, meta-cognition, and the expansion of core understandings and skills. As we do not practise general teaching, one child’s daily schedule may appear to be different from another child’s schedule on the board. These daily routines and activities promote self-regulation, curiosity, problem solving, and language development.
An Individualised Education Plan
Six weeks after admission to The Early Intervention Centre, an individualized education plan is provided to set the standard for your child’s education. The IEP guides the delivery of our special education programmes that are individualized and developed for children based on their existing skill levels and current needs. Each part of the IEP addresses an important part of educational planning and it covers the essential domains of:
Language and communication skills
Motor skills/Health and Fitness
Play and hobbies/leisure skills
Listening and attention skills
Behavioural Plan (if applicable)
Setting the IEP is a crucial component of the whole programme. The IEP is the cornerstone of a quality education for each child and the plan focuses on the unique educational needs of an individual child. IEP goals describe what we hope the child will achieve, or the intended outcome of intervention.