Early Intervention and preschool education

1- Executive Summary:

The program of early intervention and preschool education for children with disabilities provides these children with the necessary support and resources to maximize their developmental potential, improve their quality of life, and promote their inclusion in society.


2- Program goals:

Identifying and intervening early for children with special needs as they enter school, facilitating their integration into the community.


3- Key Achievements:

  • Enhanced Communication Skills: Providing speech and language therapy in early intervention settings to improve their communication abilities, including speech, language, and non-verbal communication skills.
  • Increased Socialization: Giving children with disabilities who participate in preschool programs opportunities to interact with their peers. This promotes socialization, helps them build friendships, and reduces feelings of isolation.
  • Better Academic Preparedness: Equipping children with the foundational skills needed for academic success.
  • 90% children with disabilities become more independent in their daily lives through early intervention. They learn essential life skills, self-care routines, and mobility skills that contribute to their independence.
  • Reduce stigma and fosters a more inclusive and accepting community.
  • This program actively engages families in the process, equipping them with the knowledge, skills, and resources necessary to effectively support their child’s development.


Everyone is an Achiever


4- Challenges :

  • While involving parents is essential, it can be challenging to engage parents effectively in their child’s education due to various factors such as work commitments, language barriers, and the emotional toll of caring for a child with disabilities.
  • Stigmatization and discrimination against children with disabilities continue to linger in specific communities and within certain educational settings, casting a looming shadow of social and emotional challenges over both the children and their families. In some instances, parents may opt for mainstream education, bypassing the crucial need for early intervention. When they eventually decide to enroll their children in our school, it often occurs at a point when valuable time for early intervention has unfortunately passed.
  • Transitioning from early intervention programs to preschool and later to elementary school can be challenging for children with disabilities. Changes in environments and support systems can disrupt their progress.

5- Areas of Growth:

  • Parent Training and Support: Expanding opportunities for parent training and support groups can empower parents to better understand their child’s needs and advocate for appropriate services.
  • Community Partnerships: Collaborations with healthcare providers, community organizations, and local agencies can enhance the support network for children with disabilities and their families.
  • Promote awareness and education campaigns to inform the public about different disabilities, their challenges, and the importance of inclusion. This can help reduce stereotypes and misconceptions.
  • Foster collaboration among key stakeholders, including early intervention specialists, preschool teachers, elementary school teachers, therapists, parents, and the child (if age-appropriate). Regular communication and coordination are crucial.