Early Intervention Center

Comprehensive assessment, rehabilitation and educational services
for beneficiaries with disabilities

About Early Intervention Center


The Early Intervention Center is the first city gate of SCHS that receives children from the age of one daybirth 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 the city’s SCHS affiliated centers as the first center of its kind in the region, in 1992. In October 1993, construction began, 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 support and enhance confidence and efficiency for parents 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.

Type of Disability

  • Children with all types of disabilities, according to chronological age.
  • Children with developmental delays.
  • Children with a risk of disability or at risk of developmental delay.

Curricula and assessment tools

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

The program offers children the following paths

There are several 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 SCHS 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


The center currently provides the main services, and each service includes a set of supportive services

  • 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).
  • Tenth: on line platform services (live video calling)

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.

For more details about the list of services provided at Sharjah City for Humanitarian Services, click here

Achievements and Awards

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.
To view the list of awards received by Sharjah City for Humanitarian Services, click here -

Contact us

Admission to SCHS

Registration and Admission at Sharjah City for Humanitarian Services Procedures for registering new students:

  • First:
    • Attend in person to register at the Social Service Department, in the administration building during official working hours.
    • Register using a valid original ID.
    • Provide a recent medical report from an accredited entity / Provide a psychological educational report (if available).
    • The center is determined based on age group and type of disability.
  • Second:
    • The school or center's social worker will contact to schedule a personal interview.
    • Communicate with the family and inform them of the beneficiary's file acceptance if conditions are met.
    • The social worker completes registration data, including filling out the social case study.
    • The social worker receives the required documents and health reports as mandatory attachments for the admission process.
  • Third:
  • Fourth:
    • The beneficiary joins the services of the SCHS
  • Fifth: