This is a group-based intervention programme where children with moderate to severe special needs attend class Monday to Friday, from 9:00AM to 1:00PM.

Our teachers teach up to three students at a time. The small student-teacher ratio allows us to better learn and understand more about the student’s profile.

Bimal, our Educational Psychologist, developed the programme and provides on-site support to teachers and students. Guidance is provided to our students to help them better manage their behaviours and develop self-regulation through guided-participation.

The curriculum is customised according to ability rather than by age. Each student is first evaluated to determine their ability across certain domains such as literacy, numeracy,  social-communication, adaptive, fine/gross motor skills, before an Individual Education Plan is created to guide the student’s learning, behavioural and self-regulation goals.

We take pride and joy in the students’ achievements because collectively these accomplishments lead to overall improved competency, higher self-confidence in the students and better outcomes in terms of performance.

Developed to provide children with moderate to severe special needs with an environment that will foster their academic and learning goals while working on self-regulation, teaching acceptable behaviour and strengthening self-help skills.

The children we support have Autism or display challenging behaviours. Challenging behaviours include biting, hitting, stimming, outbursts, screaming, noisy, dysregulated states, rigidity and can be in a state of constant movement. Most times such behaviours can hinder learning, detract them from achieving their full potential and have an impact on family life.

The poor ability to regulate affects our students the most in terms of their quality of life and their capacity to function in different environments, i.e. social settings, home, school, therapy settings, etc. It is important for children to learn how to self-regulate so that it becomes second nature when they are adults.

Rigidity and resistance to transitions are very common issues for our students.  It is vital that we develop our students’ ability to be flexible and accept the unexpected dynamic changes that will occur in the environment.

Building on the student’s ability to accept changes helps to develop their resilience to overcome transitions. For example, a student who expects to sit on the same chair will be seated on different chairs to break their inflexible thinking.  Additionally, being able to work at different workstations in the classroom encourages students to embrace change and uncertainty.

Students who are hyperactive and in a constant state of motion and activity, are taught to slow down to manage their impulsivity. When they can manage their hyperactivity and impulsivity, they can undertake tasks which require patience and mindfulness.

For more information on our Educational Intervention Programme please WhatsApp +65 8321 4234.