National Curricular & 

Academic Study Areas 

The first attention and focus goes to the propriety areas of development. 

We set according to strong and weaker areas of a child’s development with the intent to use naturally strong areas to address the strengthening of weaker areas for the child's development. 

The choices and priorities will be decided by the education team and parents according to the current needs of the child.

It is important to consider the individual needs of students when planning and delivering lessons. 

This includes their learning styles abilities, and setting priorities to behaviour, self-care, learning focus, communication, following routines, flexibility, accepting change, and relating to the world around us

Center Educational - Overall Priorities (EBP & Holistic) 

The first attention and focus goes to the priority areas of development. We set according to strong and weaker areas of a child’s development with the intent to use naturally strong areas to address the strengthening of weaker areas for the child's development. The choices and priorities will be decided by the education team and parents according to the current needs of the child.

Without "judging" the child's disability: Limited exposure can restrict abilities to grow.

For many children, it is unknown from the beginning how much and what they can attract in life. We do not set limitations on "believing" what the child can do or not. We focus on providing and supporting all areas equal from the beginning observe over time, and make adjustments along the way to fit the child's growth.

Without "patching" instead of educating: Only focusing on what you see now will fail you in addressing many areas of development.

Do not priorities only one area where we see an issue or comparison to other children. Some parents believe in focusing on language only, with the plan in life that once the language has improved, their child will rejoin mainstream school to continue to study. 

Language Accession: 

Can take 5-10 years, as it does for all children. In that time, the child’s mind will not stop growing and continuing to develop, and we wish to give the children this learning as soon as possible. Studies show That 50% of ASD children may never apply to speak verbally. So, should they have access to education areas of learning? Yes, we think so. There is a chance the language focus will improve when talking/learning about children’s interests. Because children cannot tell us yet what they are interested in, it is important to offer a variety of topics from early on. 

Considering / Developmental Risk: 

50% of children who did not develop verbal language show good abilities for learning and other ways of communicating. However, some children have missed out on that kind of education because the focus was on "verbal" language only. Nowadays, we understand that applying education is important across ALL areas for the best possible outcome.

Strategies (Adaptation & Regulation)

For children to adopt the provided knowledge and make use of it in their lives, teachers have to use specialised “strategies” to direct children’s attention, focus, self-regulation, socialization, and adaptation. 

• The set of strategies must be individually planned/built for each child and built into the lessons of the child.

• Teachers require a deep understanding of strategies and training to use and execute the strategy correctly.

• The outcomes and impacts of those strategists have to be regularly monitored and measured to recognise changes in detail as early as possible.  

• The strategist must be reviewed, updated, and optimized continuously and usually updated as soon as the target behaviour/level has been accomplished.

• Another important aspect is to build strategies that build skills for the future of the child and not only for today. once strategies have created a set outcome, it is very difficult to change this again without causing more confusion and distress to a child.

Learning for Life: Academic Skills & Extra Curriculum, Life Skills (Relating & Growing)

Your child learns in a full curriculum set within an additional specialised intervention program, specially balanced over the entire day.

Reaching quality of life is achieved when 

A person is able to relate/understand (keep calm) to their surroundings, at home, with others, within a group, and in public while travelling. When a person is able to request what they need, express their feelings, talk about their interests and be able to build more details into their communicational exchanges. Being able to reach independence, for their expression of interests/hobbies artistically, and able to facilitate their basic living needs, hygiene, sleep, food, clothing, and friends. 

Personalised Intervention: 

Teachers use their specialised training to implement a variety of Evidence-based Practice techniques in their lessons, supporting the adoption of knowledge and skills. Teachers reinforce safe environments throughout all situations and emotional distress. Teachers keep an exact daily record (Evidence & Data) to aid the analysis of emotional distress and emotional changes that occur naturally with the disability and ageing. Teachers are continuously evaluating the current developmental level of the child and adjusting learning supports to the current new level to keep learning continues.

Topic Study: (rotated every two weeks) 

Core skills such as colour, shapes, numbers, and letters are always practised on a daily basis throughout the year. -> Learning Topics: Letters, Numbers, Shapes, Colors, Transportation, Family, Emotions, Body parts, Clothing, Nature, Drinks, Face and more … for the preparation of school subjects. Your child’s planned topic will be available on your Parent Portal (ONLINE) in the SENBOX APP

Levels are adjusted as soon as the student completes the stage.

Social / Play Activities: Water play, Sand play, Exercise room, Trampoline, Garden, Access to a park, Riding push scooter, Wooden blogs and toys, Relaxation room with changing colours and music, chalkboard, Gardening Session and Sensory play. 

Cognitive flexibility: Teachers and classrooms may change to help your child adjust to new environments. One to three teachers may work with your child during one term.

Life Skills: social skills, toileting, gross and fine motor skills, and independence.

Learning Activities: 1:1 Study, Group study sessions, Individual Learning, Physical Education class, Music class, Clay work, Interactive Whiteboard Sessions, Art Therapy, 

Up to grade 3 Levels: Drawing Skills, Reading Skills, Writing Skills, Math, Meeting Developmental Milestones.

1. Individual Education Plan (IEP)

• Teachers propose the following goals to focus on the next 3-6 months. With the following steps to track the progress

• Parent preference: Parents can choose the priority areas they would like SENBOX to focus on by selecting a ratio or scale. 

• This allows parents to indicate which developmental domains are most important for their child. For example, a parent may prefer that the child works more on socialization skills rather than self-management tasks. This input helps SENBOX tailor the program to align with the family’s goals and the child’s individual needs.

2. Academic Skills & Extra Curriculum, Life Skills (Relating & Growing)

Children need full access to all areas right from the beginning for the best outcome.

• Step 1. SENBOX implements a variety of 45 topics for the child to be able to relate to and understand the world around them and to be able to build awareness, and recognition skills to believe to interact with their surroundings.

• Step 2. A student will focus on a topic for 2 weeks: Teacher will select tools according to the IEP and Academic Lesson plan.

• (Skill acquisition skills are matched with time of the natural development milestones.)

• Step 3. Daily Lessons follow time-bases routines (time-table) within the day for development areas such as: exercise, study, play, sensory, physical activities, (Some activities are planed tearily).

• Step 4. Session “Focus/Target-Area” is set prior to lesson: items and objects, vocabulary, math, reading, writing, and communication; all of those lessons are planned to match the attention span of a child and provide access to the specified support structures the child needs in this lesson. 

• Step 5. Lessons outcomes and evidence is recorded quantitative and qualitative. Lessons are weekly adjusted based on progress. 

Students will work other ongoing “general education” 

• of topic study to understanding their environment/surroundings in form of pictures and written language. Students learn to flow set routines and guidance of learning form others (teachers, parents). 

• Students learn to communicate personal choices and use new vocabularies in their expression (visually & verbally). Students learn to regulate when feeling distressed and express/requests their needs. 

• Build positive relationships with others and stay safe in their surroundings. Take part in groups settings, in and outside. Take part in a ongoing educational setting.