The Early Intervention Center is the first gate of SCHS that receives children from birth to five years with disabilities or those with developmental delays, children at risk of developmental delays or disabilities, in addition to families in particular and society in general. The Early Intervention Center was established as one of SCHS affiliated centers As the first center of its kind in the region, in 1992, as the first center of its kind in the region. Work was actually launched in it in October 1993, and it was officially opened on November 26, 1994, to provide its services through an organized set of programs and services individually designed to suit the needs and priorities of the child and his family.
Early intervention services work to provide support and enhance confidence and efficiency for families and caregivers to provide the desired benefit to empower children by developing their abilities, and to enhance opportunities for their effective inclusion in society.
The Assessments, evaluation and programming system for infant and children is used as a basic curriculum in the center, in addition to the following curricula:
- The Visa curriculum is used for children with visual impairments.
- TEACCH program for children with autism spectrum disorder.
- Other approaches may be used depending on individual needs and in line with the centers general policy
Paths for children enrolled in the program
There are a number of possibilities for the path of children receiving early intervention services, depending on the chronological age, the extent of the abilities and skills that the child has acquired, and the surrounding circumstances. The possibilities are as follows:
| Chronological age | Expected path | Notes |
| 3 years "first transitional phase" | Transition to the inclusive education program in nurseries | Family counseling and support services may continue in the natural environment based on the needs and priorities of the family and the child. . |
| Continuing the family counseling program "Extended individual Family Services plan." | These services are mostly for families of children with severe and multiple disabilities | |
| Transition to the Early Childhood/Pre-School Special Education Program | Kindergarten IEP | The child may move to the ranks of the Early Intervention Center, depending on the absorptive capacity, and the supportive therapeutic services continue. Only in the event of a hearing disability can the child move to Al-Amal Kindergarten for the Deaf. . | |
| 5 years "second transition Phase" | Transition to the inclusive education program in kindergartens and schools IEP | Support services may continue, and follow-up by the work team to ensure a smooth transition and maintain the quality of outputs |
| Moving to the Special Education Program - Special Education Centers IEP | The child can move to the city’s centers and schools (Sharjah Autism Center, Al-Wafa School for Capacity Development, Kindergarten and Al-Amal School) depending on the absorptive capacity of these centers and follow-up by the work team to ensure a smooth transition and maintain the quality of outputs |
- Children with disabilities of all shapes and types, according to chronological age"
- Children with developmental delays
- Children at risk of disability or at risk of developmental delay
The center currently provides the main services, and each service includes a set of services as follows:
- First: Survey, early detection, developmental diagnosis, and educational psychological evaluation
- Second: family counseling and home training
- Third: Training and education (services for children enrolled in services)
- Fourth: Supportive therapeutic services (speech and language, educational and social psychology, physical and occupational therapy, audiological and Assisstive techniques, and nursing).
- Fifth: Visual impairment programs
- Sixth: Consultations and follow-up, which includes (individual or group consultations, follow-up of children, and transitional plans).
- Seventh: Training and community awareness (training, development and awareness for employees, specialists and cadres in the field, university students, community awareness).
- Eighth: The inclusive education program [academic and social].
- Ninth: Supportive activities and services (music therapy, sports and recreational activities, and artistic activities).
In general, these services are: - Developmental (developmental), individually designed to meet the needs of the child and the family
Determined in cooperation with the family, and provided by an employee specialized in the field.
The provision of the services is also subject to the standards of the center and the city and is available to all children depending on the capacity.
In response to the recent developments in the field, services have been developed to provide beneficiaries based on virtual home visits using direct video communication.
The measurement, evaluation and programming system for children under the age of six is used as a basic curriculum in the center, in addition to the following curricula:
- The Visa curriculum is used for children with visual impairments.
- TEACCH program for children with autism spectrum disorder.
- Other approaches may be used depending on individual needs and in line with the centers general policy
The most important achievements and awards
- Educational Excellence Award in Child Service 1997"
- Sharjah Award for Educational Excellence in the year 2004
- Arab Child Award 2011
- Short Stories Award Sharjah Reading Festival 2015
- Her Highness Sheikha Fatima Bint Mubarak Award "Mother of the Nation" 2018
Mechanism of registration
The registration process is carried out in the center by an arranged mechanism.
- In the beginning, the initial registration process is done by phone or by visiting the center in coordination with the receptionist or social service employee.
- After that, the center contacts the family, schedules an appointment for the initial survey, and brings the medical report and identification papers.
- Then the family is contacted for the second time for official registration and interviews with specialists for evaluation according to the child's need.
- After that, the center contacts the family to hand over the child’s report after completing the comprehensive assessment process, and they are informed of the services that will be provided to the child (family counseling, classes, communication, physical therapy), taking into account the date of the child’s registration and waiting lists.