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Admission Procedure

At DARB, we work within a framework of sincere efforts, thorough knowledge, and specialized expertise, constantly cooperating with parents so that, together, we can be your child’s guiding torch.
From the minute parents step through our door, they will feel utmost reassurance and comfort given the center’s customized interior and rooms, a carefully setup recreational outdoor space based on the highest safety standards, and a welcoming, professional team. It is simply the perfect environment for your child.
Our admission procedure involves simple steps that bridge the distance with the child and his or her parents, helping us to determine the child’s specific case and needs.

 

The procedure is set out as follows:

1

  • Parents take a meeting appointment by calling us or sending us an email. We ask for basic information such as your child’s name, age, provisional diagnosis, school history,.. etc.
  • 2

  • Or, the parents can visit our website contact page, and fill up the form in order to get contacted by the school administration.
  • 3

  • We then meet with the parents and their child for conducting a case study. This includes receiving comprehensive background information concerning your child’s case, and we also get the chance to observe the child’s behavior.
  • 4

  • A case study report is prepared, based on which we determine your child’s specific requirements and the program that’s best suited for his or her case.
  • 5

  • In line with the program, suitable assessment is determined. This includes OT, Sped, and SLT.
  • 6

  • We use international research based assessments at our school.
  • 7

  • A consolidated report is prepared based on the child’s assessment.
  • 8

  • We then set an Individualized Educational Plan (IEP) with specific objectives, short-term and long-term goals.
  • 9

  • A group staff meeting is held to discuss the set IEP.
  • 10

  • The IEP is formulated for parents to target tangible progress.
  • OT Assessment

    Occupational Therapy Assessment

    Occupational therapy assessment includes sensory and motor development. Such well-validated therapeutic instruments can be used to determine and develop insights that support evaluations and help devise your child’s most suitable treatment plan.

    1

  • Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI):
    This is a standardized assessment designed to identify any problems in visual perception, motor coordintion, and visual motor integration.
  • 2

  • Bruininks-Oseretsky Test of Motor Proficiency (BOT-2):
    The scale is designed to assess motor skills, including differentiated measures of gross and fine motor proficiency. It helps in diagnosing motor impairments and developing motor training programs.
  • 3

  • Sensory Profile:
    This is a caregiver questionnaire that measures a child’s response to sensory events in everyday life. It evaluates a variety of sensory patterns affecting a child and provides guidance in intervention planning.
  • 4

  • School Function Assessment (SFA):
    The scale is used to measure the student’s performance of non-academic functional tasks, and includes a comprehensive set of activities.
  • ST Assessment

    Speech Therapy Assessment

    Our speech and language assessment tools are designed to understand the child’s individual speech therapy needs, helping us identify strengths and weaknesses in his or her expressive and receptive vocabulary. They include a wide variety of standardized formal and informal assessments.

    1

  • The Assessment, Evaluation, and Programming System (AEPS)
    The Assessment, Evaluation, and Programming System (AEPS- for Infants and Children) is a comprehensive system that provides procedures for assessing and intervening with young children who may be experiencing developmental problems or delays. A critical component of the system is the AEPS Test, which permits authentic assessment of children’s social communication domain. The ideal method for assessment is through observing children at play and while they carry out their daily routines.
  • 2

  • The Receptive-Expressive Emergent Language Scale (REELS)
    The Receptive-Expressive Emergent Language Scale (REELS) is designed to help you identify language impairments or other disabilities that affect language development in infants and toddlers. It is especially useful as an assessment and planning instrument in Early Childhood Intervention programs.
  • 3

  • CELF (Clinical Evaluation of Language fundamentals)
    This test basically assesses and diagnoses language disorders in children and young adults, and can be used for follow-up evaluation. It addresses the language concerns of students between the age of 5 to 21.
  • 4

  • CARS -2 (Childhood Autism Rating scale- Second edition)
    The Childhood Autism Rating Scale is a diagnostic assessment method that rates children on a scale from one to four for various criteria, ranging from normal to severe, and yields a composite score ranging from non-autistic to mildly autistic, moderately autistic, or severely autistic.
  • SPED Assessment

    Special Education Assessment

     

    Our SPED assessment involves a complete evaluation of your child’s future school potential and ability. This includes an overall intellectual performance, verbal and non-verbal problem solving, analysis in learning processes.

  • 1 The Assessment, Evaluation, and Programming System ( AEPS )
  • The Assessment, Evaluation, and Programming System (AEPS- for Infants and Children) is a comprehensive system that provides procedures and content for assessing and intervening with young children who may be experiencing developmental problems or delays. A critical component of the system is the AEPS Test, which permits authentic assessment of children’s social communication domain. The ideal method for assessment is through observing children at play and while they carry out their daily routines.

  • 2A Scale for Detecting Academic Deficits Among Children
  • A Scale for Detecting Academic Deficits Among Children (Dizon, 2002. Individualization of Educational Contents and Strategies, Trends and Application in Varied Placement Programs for Children with Special Needs) is used to evaluate children with special needs objectively based from observation and interaction.

  • 3Omnibus Developmental Scale
  • Omnibus Developmental Scale (Dizon, 2002. Individualization of Educational Contents and Strategies, Trends and Application in Varied Placement Programs for Children with Special Needs) is designed to measure the child’s current level from five ( 5 ) developmental areas: Physical Health Gross-Motor, Fine Motor, Psychosocial, Communication and Cognitive Area and Self-Help.

  • 4School Function Assessment (SFA):
  • This assesment is used to measure the student’s performance of non-academic functional tasks, and includes a comprehensive set of activities.

  • 5Developmental Milestone Checklist on Practical Skills
  • Developmental Milestone Checklist on Practical Skills ( Esmalde, 2009. “ Homebased Instructional Program for Preschooler with Developmental Delays ” ) is used to rank practical skills, specifically in the area of dressing, eating and toileting.

    Special Education Program

    We provide Educational American Based Curriculum Programs for Children with Special Needs (CWSN). Our services are specifically designed to provide individual needs of Children with Special Needs. We believe these children are capable of general education but find it hard to adapt to regular education.
    We are also equipped with Facilitators of Special Education Teacher and other paraprofessionals that will work together to come up with personalized programs that will contribute to the progress of each individual.

    The Major Contents of SPED Curriculum:

  • Personal and Socialization Growth
  • Assist children in establishing self-confidence, good relationships with others through respect and social development skills.

  • Physical Growth
  • Assist children in becoming physically active, participative, and in developing their body co-ordination, self-control, fine motor and gross motor movement.

  • Language and Verbal Communication Growth
  • Assists children by giving access to equal language environment for non-verbal and verbal children

  • Literacy Growth
  • Assists children in learning sounds and letters from the Alphabet and in learning reading and writing composition.

  • Mathematics
  • Assists children with increasing and inhancing their counting skills by learning the numbers, calculating simple addition and subtraction problems.

  • Outside World Environment Growth
  • Assists and supervise children in learning the importance and value of their physical world and their present community through observation and exploration.

  • Arts and Crafts Expressive Growth
  • Empower children to perform, manipulate and discover with the use of different recyclable to non-recyclable materials.