Sections We Provide

The curriculum we offer consists of the Brigance Inventory of Early Development and the Brigance Comprehensive Inventory of Basic Skills that lay emphasis on the development of exceptional students’ Physical, Communication, Independence and Socialization skills and help develop measurable goals and objectives and monitor progress.

Early Intervention

Children learn most of their early concepts through play and ‘trial and error’. Designed to cater for the needs of young children between the ages of four and seven years old, our Nursery section is primarily geared towards play-based learning.

The focus of this stage is to determine present level of performance, develop measurable goals and objectives, target instruction, and monitor progress. This easy-to-use tool also includes Comprehensive Skill Sequences, which break down skills into incremental steps, allowing educators to show growth for lower-functioning students.The criterion-referenced contains more than 100 assessments and covers a broad range of skills to help educators identify each student’s specific strengths and needs. Key skill areas include:

Academic Rehabilitation

The Academic section is a curriculum-based program. This program mostly for the students with learning difficulties “Dyslexia”, slow learning, speech and language disorders within the age group (6 -16) years, its cover basic skills such as reading, writing, and math are learned, and how to learn high-level skills such as organization, time planning, abstract thinking, long memory development or Short-term .

We focus on academic learning with emphasis on all developmental skill areas such as self-help, social skills and safety , with their simple and medium degrees Of responding, problem solving and generalization are the keys to success and this program. This program offers a wide range of opportunities to harness these abilities depending upon the curriculum which is developed specially for Basma Center for Special Education.

During morning or afternoon sessions, each student is assigned to a class that is suitable for his/her functioning level and follows a weekly schedule that incorporates all activities of the school day, such as circle time, academic activities, therapy sessions, personal care and social skills sessions in addition

  • Physical Development
  • Language Development
  • Math
  • Arts & crafts
  • Science
  • Religion
  • Computer
  • Social Interaction Skills
  • Communication Skills
  • Assistive Technology
  • Self-Help Skills
  • Edu devlopment game (Robotics,Lego)

Vocational section

As our students approach the end of their academic studies, they begin pre-vocational training. Students in this section are actively involved in work placements that promote social interaction and work skills, facilitating independence and integration into society.

This program Involves visits to various organizations within the community, students experience professional settings and have the opportunity to exercise their vocational skills preparing themselves for the life outside. Through the placements, our pre-vocational students concentrate on sharpening skills that will prove valuable to them when they look for work, which is critical to achieving their ultimate goal of independence.

Special Education learning
(Dyslexia and Other Specific Learning Difficulties)

Our specialist teachers understand that each student is different. So, they create an individual learning support program for each student, taking into account ; student’s strengths and learning preferences to support areas of needs.

Basma Centre specialist teachers have been trained in teaching students with specific learning difficulties, the curriculum being used was developed by specialists for Dyslexia and Other Specific Learning Difficulties. Parents are given a report at the end of each term, which gives a valuable insight into the student’s progress

Play and learn

Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.

Assistive technology (AT) helps to enhance students’ learning and development. Basma Centre had various AT equipment, both low such as picture exchange symbol cards, and high-tech such as touch screen computers, smart boards, augmentative and alternative communication devices, adaptive keyboards, switch devices, smart boards and iPads to help with learning and attention issues.

Speech Therapy

We offer assessment, diagnosis and treatment for speech and language disorders for children and adolescents who may have delayed or disordered speech and/or language, phonological difficulties, oral‐motor difficulties and other communication difficulties. We use standardized assessments to evaluate speech and language skills and prepare goals for each child’s program

Mental disability

Everyone works on an individual plan, where each student’s strengths are identified and employed to improve their abilities to be an active person in the community

The student is assessed through a specialized team and developed an individual plan for each student. The rehabilitation process is carried out using various methods of learning that take into consideration individual differences. Which is required for persons with disabilities at the age of 16 years and above. In the first stage of the process of professional training, we have been opened to the other stages of the vocational rehabilitation process, in partnership with the public and private sectors according to our vision.

Our interest in technology is put in our eyes through the opening of a computer lab for our dear students where they receive education and training on a number of programs (Alfotoshob, Flash, computer basics … etc).


With onset in the first years of life, autism presents as a disorder of profound social disconnect rooted in early brain development. A child with autism may appear unaware of his surroundings. He may also fail to respond to the sights and sounds of a social world. Often, with limited speech and language skills, the child follows a different development pattern compared to other children in the same age group. He has difficulty playing with other children and making friends. Alone, the child engages in restricted, repetitive behavior that is hard to understand.

Autism symptoms range in presentation and severity. Children with autism frequently have an intellectual disability, but some children with autism will have normal intelligence. 

Children with autism may also have seizures, motor abnormalities, anxiety, sleep cycle disturbances, gastrointestinal problems, immune dysfunction and sensory disturbances. Not all the features are present in every child. Instead, a subset of features underlies autism in each individual

Mechanism of action: Training the child to engage in society through the following scientific programs and methods:

  • Pre-knowledge skills program.
  • Knowledge Field Program.
  • Occupational Therapy.
  • Social domain.
  • The independent sphere.
  • Communicate.
  • Physiotherapy program.

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