Sections

Sections We Provide!!

The curriculum we offer consists of the Brigance Inventory of Early Development and the Brigance Comprehensive Inventory of Basic Skills that lay emphasis on the development of exceptional students’ Physical, Communication, Independence and Socialization skills and help develop measurable goals and objectives and monitor progress.

Early Years Stage

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Children learn most of their early concepts through play and ‘trial and error’. Designed to cater for the needs of young children between the ages of four and seven years old, our Nursery section is primarily geared towards play-based learning.

The focus of this stage is to determine present level of performance, develop measurable goals and objectives, target instruction, and monitor progress. This easy-to-use tool also includes Comprehensive Skill Sequences, which break down skills into incremental steps, allowing educators to show growth for lower-functioning students.The criterion-referenced contains more than 100 assessments and covers a broad range of skills to help educators identify each student’s specific strengths and needs. Key skill areas include:

Early-Years-Stage
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Academic

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Academic

The Academic section is a curriculum-based program. This program mostly for the students with learning difficulties "Dyslexia", slow learning, speech and language disorders within the age group (6 -16) years, its cover basic skills such as reading, writing, and math are learned, and how to learn high-level skills such as organization, time planning, abstract thinking, long memory development or Short-term .

We focus on academic learning with emphasis on all developmental skill areas such as self-help, social skills and safety , with their simple and medium degrees Of responding, problem solving and generalization are the keys to success and this program. This program offers a wide range of opportunities to harness these abilities depending upon the curriculum which is developed specially for Basma Center for Special Education.

During morning or afternoon sessions, each student is assigned to a class that is suitable for his/her functioning level and follows a weekly schedule that incorporates all activities of the school day, such as circle time, academic activities, therapy sessions, personal care and social skills sessions in addition to special events like,

  • Physical Development
  • Language Development
  • Math
  • Arts & crafts
  • Science
  • Computer
  • Religion
  • Edu development game (Robotics, Lego)
  • Social Interaction Skills
  • Communication Skills
  • Self-Help Skills
  • Assistive Technology

Pre-Vocational section

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As our students approach the end of their academic studies, they begin pre-vocational training. Students in this section are actively involved in work placements that promote social interaction and work skills, facilitating independence and integration into society.

This program Involves visits to various organizations within the community, students experience professional settings and have the opportunity to exercise their vocational skills preparing themselves for the life outside. Through the placements, our pre-vocational students concentrate on sharpening skills that will prove valuable to them when they look for work, which is critical to achieving their ultimate goal of independence.

Prevocational

Specialist Tuition

(Dyslexia and Other Specific Learning Difficulties)

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Specialist-Tuition

Our specialist teachers understand that each student is different. So, they create an individual learning support program for each student, taking into account ; student’s strengths and learning preferences to support areas of needs.

Basma Centre specialist teachers have been trained in teaching students with specific learning difficulties, the curriculum being used was developed by specialists for Dyslexia and Other Specific Learning Difficulties. Parents are given a report at the end of each term, which gives a valuable insight into the student’s progress

Play and learn

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Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.

Assistive technology (AT) helps to enhance students’ learning and development. Basma Centre had various AT equipment, both low such as picture exchange symbol cards, and high-tech such as touch screen computers, smart boards, augmentative and alternative communication devices, adaptive keyboards, switch devices, smart boards and iPads to help with learning and attention issues.

Play-and-learn

Speech & Language

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Speach-Language

Speech and Language Therapy service includes an assessment, program development and treatment of your child's communication needs. Areas for development may include basic communication skills (awareness, attention, motivation), verbalization (E.g. words, phrases, specific sounds), augmentative and alternative systems (E.g. gesture, signs, PECS, communication books) or high-tech devices (such as iPads).

At Basma centre we promote a total communication approach that values all modes of communication of equal importance. The speech and language therapist liaise with the other team member on any issues that may affect a student's ability to attend and engage in learning activities.

Blind/ Vision Impaired

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This program is designed with the needs of children and adults with severe physical and cognitive challenges in mind, the program is primarily management-based. Offering structured interventions to stimulate visual, auditory and tactile senses, the syllabus maintains and improves gross and fine motor skills Through the repetition of the exercises the goal is to increase the student’s participation in self-help skills.

At Basma We will help them in building their sensory skills, students benefit from specially designed instruction that caters to their need for stimulation. The focus is the same as for students in other sections, which is to become as independent as possible

Blind

Autism

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Autism

With onset in the first years of life, autism presents as a disorder of profound social disconnect rooted in early brain development. A child with autism may appear unaware of his surroundings. He may also fail to respond to the sights and sounds of a social world. Often, with limited speech and language skills, the child follows a different development pattern compared to other children in the same age group. He has difficulty playing with other children and making friends. Alone, the child engages in restricted, repetitive behavior that is hard to understand.

Autism symptoms range in presentation and severity. Children with autism frequently have an intellectual disability, but some children with autism will have normal intelligence. Children with autism may also have seizures, motor abnormalities, anxiety, sleep cycle disturbances, gastrointestinal problems, immune dysfunction and sensory disturbances. Not all the features are present in every child. Instead, a subset of features underlies autism in each individual

Mechanism of action: Training the child to engage in society through the following scientific programs and methods:

1) Pre-knowledge skills program.
2) Knowledge Field Program.
3) Social domain.
4) The independent sphere.
5) Communicate.
6) Physiotherapy program.
7) Occupational Therapy.

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The greatest gifts you can give your children are the roots of responsibility and the wings of independence.

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