CEIMC and CLEMC are committed to provide the best behavioral, academic, social and communication programs that support the inclusion of children in mainstream education by delivering outstanding quality programs and supporting the child throughout his/her school years. The Inclusion Unit has been developed to support inclusion of CEIMC and CLEMC students. Our inclusion team is trained and encouraged to build strong partnerships with schools and nurseries, support children with academic, behavioral, and social skills development inside a school setting, and train and develop school teachers, learning support specialists, and shadow teachers.
Inclusion gives students with disabilities skills they can use in and out of the classroom. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Inclusive education differs from previously held notions of integration and mainstreaming, which tended to be concerned principally with disability and ‘special educational needs’ and implied learners changing or becoming ‘ready for’ or deserving of accommodation by the mainstream. By contrast, inclusion is about the child’s right to participate and the school’s duty to accept the child. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights.
School Inclusion and Support Program
Once a child is ready to attend school, the CEIMC may provide the family, the student’s shadow (1:1 aide), and the school with the appropriate training and support to ensure that the learning objectives of the child are met. The Center’s ABA clinicians strive to make certain that all parties have the necessary tools they need to ensure that the child obtains the most he or she can from the inclusive educational environment.
Our Inclusion Unit provides the following
School Inclusion Trainings
a. School Shadow Training.
b. Individualized Educational Plans (IEPs) – Preparation & Implementation.
c. Creating a Comfortable Classroom.
d. Academic Accommodations and Modifications.
School Support Program
a. SLP, OT, Vision and Learning Difficulty Screenings to students.
b. School Consultations with our Developmental Pediatrician, Psychologist, Occupational therapist, Speech and Language Therapist.
c. In House Training on school premises.
d. ASDs Awareness presentation to parents and teachers.
e. SLP, OT, Dyslexia and Learning difficulty group and individual support for students at the school.
Parent Support Program
a. School placement search and coordination for children with ASDs and developmental delays.
b. Provides 1:1 Shadow teacher and learning support training specific to the child`s needs.
c. Co-planning and participation in the finalization of the Individualized Educational Plan.
d. Assist classroom teacher with behavioral support and functional behavioral intervention.
e. After school enrichment program in Math, Arabic, English and Social Studies.
f. Functional Behavior Assessment (FBAs) and Behavior Support Plans (BSPs)
When a student’s behavior disrupts classroom instruction, teachers often address the problem by manipulating events that follow the misbehavior (e.g., verbal reprimands, isolation, detention, suspension). Experience has shown that this approach fails to teach the student acceptable replacement behaviors (i.e., behaviors that are expected and appropriate for the circumstances). The student may respond to the consequences for the moment, but in many instances, what has been absent is a method for determining “why” the student misbehaved in the first place. Today, there is good reason to believe that the success of classroom behavior interventions hinges on identifying the likely causes and purposes of problem behavior, as well as finding ways to teach and promote appropriate replacement behaviors that serve the same “functions” as the inappropriate behaviors.
Packages include Assessment, Reports, Training and follow up school visits.