Who we are

of Early Intervention for Children with Disability

The Association of Early Intervention is a non-profit charitable organization established in May 29, 2000 and relies on donations from the private sector, individuals, schools, government, Charity boxes, and small contributions from families of children. It is aimed at children with disabilities from birth until the age of nine, and addresses their rehabilitation, social and psychological needs, daily life skills and training. The aim being to enroll children in regular schools if possible or develop their skills, and help them adapt to their disabilities in various fields. As a result, ensuring a better quality of life for themselves and their families and integrate them into society. The Association of Early Intervention is the only association in the Sultanate of Oman that provides such services to children with disabilities from birth.

Vision of the Association:
Board of Directors:
What is early Intervention:

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Services & Programs

The Association for Early Intervention accepts all types of disorders and disabilities

  • 1. Family registration and guidance
    1. Family registration and guidance

    Children are registered to provide services for them.

  • 2. Assessment
    2. Assessment

    The Association provides comprehensive services for children with disabilities, which include an overall assessment of the child by a multidisciplinary team

  • 3. Rehabilitation
    3. Rehabilitation

    The rehabilitation unit provides therapeutic services for children with disabilities through a multidisciplinary team.

  • 4. Portage home visits
    4. Portage home visits

    This program is designed to provide family and child services by the special education visitors, in accordance with the social conditions of families living in remote areas.

  • 5. Day care unit
    5. Day care unit

    The day care unit contains a set of educational classes designed in a way mimic the functional and home life for children.

  • 6. Other Services
    6. Rehabilitation Paid Services (Evening Program)

    This program is under assessment and rehabilitation Unit, the services are provided in the evening from 2 pm to 7 pm"

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  • Adress
    Building 3215, Road 4852
    From 18th of November Street
    Behinde Sultan Hyper Market, Athibah

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  • Email

Vision of the Association:

Provision of various rehabilitation, educational, social and psychological services for children with disabilities, allowing them to enjoy their life. Thereby helping them attain the highest possible degree of independence and integration into society and to achieve quality of life for them and their families.

Mission of the Association:

Upholding the right of children with disabilities to live in dignity and from the principle of equality, we seek to provide programs that will help them achieve the highest degree of independence, self-reliance and integration into society.

Founders of Association of Early Intervention

  • 1. His Highness Sayyid Shihab bin Tariq Al Said
  • 2. Shokur bint Mohammed Al-Ghammari
  • 3. Sabah bint Mohammed Al-Bahlani
  • 4. Baraka Bint Saleh Al Bakri
  • 5. Hassan bin Mohamed Al-Moosa
  • 6. Dr. Sultan bin Yarub Al-Busaidi
  • 7. Dr. Samira bint Mohamed Al-Moosa
  • 8. Dr. Thuwayba bint Ahmed Al-Barwani
  • 9. Dr. Saleh bin Mohammed Al-Khusaibi
  • 10. Dr. Mazen bin Jawad Al-Khabouri
  • 11. Dr. Fawzia bint Nasser Al Farsi
  • 12. Dr. Yasmin bint Ahmed Jaafar
  • 13. Dr. Suad bint Mohammed bin Suleiman
  • 14. Dr. Ana Rajab
  • 15. Khadija bint Nasser Al-Saati
  • 16. Raya bint Saif Al Riyami
  • 17. Buthaina bint Haroon of Al Kindi
  • 18. Manal Bint Mohammed Al-Abboudani
  • 19. Siham bint Qais Al-Zawawi
  • 20. Samira bint Mohammed Amin
  • 21. Rajha bint Abdulamir
  • 22. Tariq bin Jawad Al-Khabouri
  • 23. Nadia bint Mohammed Al-Wardi
  • 24. Ohood Bint Abdullah Al Busaidi

Board of Director

  • 1. Engineer Rahma bint Hamad Al Mashrafi - Chairperson
  • 2. Mrs. Barka bint Saleh Shahbal Al Bakry
  • 3. Mr. Anees Redha Sultan - Treasurer
  • 4. Mrs. Husna Bint Mohamed Al-Mughairy - Secretary
  • 5. Mr. Muamir Ali Salim Al- Hasny - Board Member

Chief Executive Officer

Ms. Sabah Bint Mohammed Al Bahlani

What is early Intervention:

Early Intervention is an integrated system of programs, procedures and policies for children with disabilities and their families, designed for the early detection of disabilities. It provides appropriate rehabilitation and improvement of the quality of life for the children and their families through support and education on how to best handle their children's disabilities. Early Intervention therefore ensures that families are supported step by step and continuously.

Early intervention is based on a number of assumptions. The most important include:

  • 1. All children can develop regardless of their disability, especially when they have the appropriate support during their early years.
  • 2. The first years of a child's life are the most important, in which his/her personality and growth are at the formative stage . An early intervention program is therefore important because of the immense positive impact it can deliver towards the development and growth of the child and making the most of his/her strengths.
  • 3. For children to reach their potential, they need to have appropriate opportunities.
  • 4. A delay in the detection of a child’s disability will have a detrimental effect on future development.. Therefore the lack of accurate assessment of the child and the failure to provide early intervention programs for him/her and family at this stage will exacerbate the problem later.
  • 5. Family is the main pillar of support for a child with disability.
  • 6. Families are not prepared to have a child with disability and lack sufficient knowledge on how to deal with disability. The existence of early intervention programs is therefore critical to their guidance and support on both psychological and therapeutic levels.
  • 7. The effectiveness of the use of medical aids as an early medical intervention to reduce the impact of disability in the early stages of life.
  • 8. Early intervention can prevent secondary complications such as joint deformities often associated with some disabilities.
  • 9. Early intervention programs are considered economically viable, especially if the programs are implemented in the right way.
  • 10. Disability affects various aspects of the child's growth as it progresses through childhood. It affects the growth (social, cognitive, psychological, etc.). The presence of a multidisciplinary team within early intervention programs is very important at this critical stage of the child's age to provide comprehensive specialized services.

1. Family registration and guidance

Children are registered to provide services for them. The psychologist interviews the families and conducts a detailed case study to find out the history situation and give them the necessary guidance. Family counseling is the process of helping family members (parents, children, and relatives) to understand family life and to achieve family stability and happiness. We are aware that when a child with a disability is born to a family, this event requires parents and family members to make a much greater effort than the birth of a child without disability, so the counseling process is important for dealing with children with disabilities within the family

2. Assessment

The Association provides comprehensive services for children with disabilities, which include an overall assessment of the child by a multidisciplinary team (special education specialist, physiotherapist, occupational therapist, speech therapist, behavioral therapist, modified sports specialist and other specialists if necessary). Early assessment identifies all efforts made by specialists in order to detect and identify deficiencies in the child or the environment that may lead to difficulties or problems that limit the ability of the child to perform a task or more than basic daily life skills, without which it is difficult to plan for the provision of appropriate services. Children with disabilities are subjected to special tests to identify the strengths and weaknesses of each child in all areas of natural development. These tests determine the type and intensity of disability and then provide early intervention program according to the needs of the child. The assessments aim to identify individual educational and rehabilitation plans. This plan is then applied to the child to reach the maximum degree of Self dependence, and integration as much as possible.

3. Rehabilitation

The rehabilitation unit provides therapeutic services for children with disabilities through a multidisciplinary team, where they form a single crucible with tasks overlapping in a coherent and integrated way to draw a clear picture of the child's situation and needs, and then plan together how to meet these needs and reduce their aggravation to provide children with the utmost degree of self-reliance in their various daily activities. The Association provides comprehensive rehabilitation programs for children with disabilities in addition to ongoing training and awareness programs for families.

The Association offers the following rehabilitation programs:

First: Physiotherapy

Physiotherapy stimulates the normal development of children in the field of locomotion, to improve the performance of physical motor skills. This includes the follow-up stages of normal development in:

● The motor field (head control, sitting, walking, etc.)

● Improve balance

● Improve the motor range of the joints and strengthen the muscles

● Improve strength and walking.

● The physiotherapist also describes equipment for the child and encourages and trains families to use the equipment.

Therasuit (space suit):

Is a comprehensive treatment and rehabilitation program commonly used in cases of cerebral palsy, Stroke, brain injury, spinal cord, motor and musculoskeletal diseases. It lasts for 3-4 weeks, 3-4 hours per week (5-6) days. Often the child needs several courses determined by his condition. The program contains many therapeutic exercises with equipment and tools for the program of Therasuit, such as space suit consisting of cap, jacket, shorts, knee facilities and special shoes in addition to rubber ropes installed on the suit by the processor. This program trains the central nervous system to improving the motor pattern, improving the integrity of the body, improving balance, strengthening muscles, relieving involuntary movements.

Second: Occupational Therapy

Occupational therapy improves the child's performance in the areas of self-care, personal responsibility, fine motor skills, motor cognitive skills, improving motor kinetic synergy, writing skills and cognitive skills, developing motor visual skills, improving attention and concentration of different stimuli, improving muscle strength and functionally. To provide tools needed to help make adjustments to the home or school and the means of sitting and mobility as needed to facilitate the functional performance. The occupational therapist looks at the child with a holistic view, which aims to restore the child's functional abilities in all aspects.

sensory integration:

Sensory processing disorder (also known as sensory integration dysfunction) is a disorder that arises when multi-sensory integration is not adequately addressed to provide responses that are appropriate to the requirements of the environment. The senses provide information through various means such as vision, hearing, touch, smell, taste, deep sense, and vestibular system which people need for function. The sensory processing disorder causes significant problems in regulating the senses coming from the body and the environment, which causes a range of problems for the child that affect their ability to process data coming from different senses and many of their daily life activities such as (the feeling of itching when wearing industrial fabrics and difficult to wear) or coming through the vestibular system (for example feeling dizzy while riding a car) or when receiving a deep sense (having trouble holding the pen for writing). The specialist performs sensory integration, which is seen as a neurological process that regulates the sensation coming from our bodies and the environment, which will make it possible to use our bodies effectively within the environment. It is possible to take advantage of sensory integration programs for children with different sensory disorders, It could be useful in minimizing disorders caused by children with Attention deficit hyperactivity disorder (ADHD)

Third: Speech and language therapy

Human communication expresses the ability to form and use the language and the ability to speak clearly and comprehensively by others, it also includes the ability to hear and understand what is being said. When communication is interrupted, the results are harmful and negative and are results language diseases and speech defects. Often it due to neurological disorders (Diseases of the central and peripheral nervous system) or due to physiological disorders (swallowing, chewing, nasal twang, cleft palate, respiratory problems, etc.) or developmental problems (autism, hyperactivity, attention deficit disorders, etc.) other sensory (Loss of hearing loss - visual problems) or psychological problems (selective mutism resulting from psychological problems, stuttering speech, childish voices). We conclude that there is a close connection to the language in the areas of mental, cognitive, sensory, neurological, psychological, and even child-stimulating environments.

Therapeutic intervention includes:

• Detection (standard measures are used here for full diagnosis of the case).

• Diagnosis and evaluation: Individuals who showed symptoms of communication disorders in screening tests, the nature and extent of the disorder and suggestion on therapeutic steps.

• Treatment: Therapeutic services aim to help the child to achieve the closest connection to the normal situation and to provide compensatory strategies for untreated obstruction and reduce the determinants and obstacles that prevent the establishment of effective communication.

• Guidance: The guiding role is to help families and people who are important and familiar in the child's life, play a prominent role in communicating with him/her and applying the therapeutic goals. It also helps the child by increasing his/her awareness of other aspects that need help such as the need for psychological treatment, vocational rehabilitation, and Special educational services.

• Collaboration of the speech specialist within the team in order to help him/her to serve the children through explaining the problems of communication and ways to deal with them and explain the role of the team of multiple specialists (audiologist, rehabilitation specialists and ENT doctors) and importance follow-up a child and promote their level of communication and Speech

Fourth: Psychological / Behavioral Therapy

Psycho-behavioral therapy helps children with disabilities adapt, grow and become independent within their environment. It also helps family members understand disabilities and their potential impact, develop coping strategies with problems and stress, and achieve family stability. Through behavioral modification of children, development of mental abilities, treatment of introversion and shyness in children, treatment of hyperactivity and the development of social interaction skills in children. Behavioral therapy is based on the foundations of scientific theories that have proved effectiveness. Psychologist and behavioral therapist conduct case specific studies to identify before and after stimuli that elicit undesirable behavior from children and thus design a child-friendly behavior modification plan that the specialist shares with the family with the aim of reducing unwanted behaviors.

Fifth: Adequate sports activities

The origin of sports for persons with disabilities go back to the late 19th century when there were clubs in Germany where deaf people were active. These types of appropriate and modified sports for people with disabilities acquired great importance after the First World War, but sports for persons with disabilities started only after the Second World War. The appropriate sports activities were known as programs of improvised and prevention, these included sports which were adjusted to suit the types of disability according to their type and intensity. The aim of these appropriated sports activities was to develop the physical fitness and mobility of the disabled individual, to help them achieve mental and physical development. They also develop the basic skills to meet the requirements of life such as walking, running, changing direction, maintaining balance, developing muscular and neurological compatibility, knowing the sense and place, size and area in which the body moves and the possibility of movement in the environment surrounding it, increasing the capacity of recreational practice and leisure time. They also help acquire cooperative behavior and develop the love of the community; increasing attention, good behavior, self-confidence and other, self-reliance in the pursuit of different needs and not relying on others with the possibility of living independent and self-reliant.

Portage home visits

The Home Visits Program provides services for children with disabilities until the age of nine years through a team of special education visitors, who have undergone intensive and high-level training programs in the implementation of the Portage Program. The program is based mainly on the idea that the mother is the foundation of child care, where the service is provided in the child's natural environment at home. The home visit program provides a thoughtful and flexible system to help mothers become real teachers of their children, and explores ways to develop the abilities of the child; teaching him/her the necessary life skills. The mother receives regular weekly visits for one hour and fifteen minutes, where the child's development is monitored through six areas (child stimulation and social development - communication in speech and language, self-help for self-reliance, cognitive development, knowledge development, and motor development). The goals and skills to be learned by the child are then developed. Each visit is planned for specific activities to promote the development of the child and the progress of the child's behavior and skills are discussed during the visit. The Portage program is used as an educational platform for children, where exercises and activities are conducted to develop skills and abilities within the framework of play. This is an opportunity to discover, learn and participate to help create positive interactions between the mother and child. Educational tools and aids are also provided to the family as a loan to be returned to benefit other families.

(Portage) at the association:

This program is designed to provide family and child services by the special education visitors, in accordance with the social conditions of families living in remote areas, families whose home conditions are not suitable for the visit, as well as families whose children need training prior to their admission to the association. This program is implemented at the Early Intervention center once a week from 8 am to 1 pm, where an individual plan is prepared for each child according to his/her situation and the children and families are trained according to this plan. The rehabilitation services are provided to each child according to their needs (occupational therapy, Physiotherapy, behavioral modification, sensory integration).

Day care unit

The day care unit contains a set of educational classes designed in a way mimic the functional and home life for children. Admission procedures are carried out in this unit after a comprehensive and detailed assessment of the child by specialists to determine the possibility of introducing them to this unit. This program serves children up to the age of nine years, in which children with disabilities are educated and trained through groups in the special education classes according to their abilities and needs. They are equipped with all materials and tools that will develop their skills and broaden their imagination, most of the special education curricula classify educational activities according to the abilities of the child to facilitate their integration into kindergartens and regular schools whenever possible. The child is seen in the classroom with an integrated view through the attention at gross and fine motor skills, expressive and receptive language skills, cognitive skills, social and emotional skills, self-help skills, academic skills, sensory skills, technical skills and recreational skills. The association believes in developing the abilities and skills of people with special needs, and in view of the fact that autistic children have difficulty of all kind of communication, the Association has provided all the opportunities for child with autism to adapt to the environment and find the appropriate alternative means of communication. Such as TEACH, PECS, ABLLS-R, VB-MAPP and other programs.

Nutrition services

The center pays special attention to the nutrition of children with disabilities through attention to healthy meals, which contribute to their growth and development. Healthy meals are very important for children in general and for children with disabilities in particular. Children with disabilities have the same nutritional elements as a child without disability, but some children with disabilities have a different movement from their normal peers, either excessive movement or slow movement, as well as the conditions associated with some disabilities, for example, children with disabilities of needs of energy (calories generated by the metabolism of carbohydrates, fats, proteins, vitamins and other elements) may look different. It is worth mentioning that an individual dietary plan is required for these children based on the different manifestations of disease and disorders associated with disability. There are a variety of nutritional problems for children: slow growth, weight loss, increase in weight compared to height, obesity, anemia, chaotic behavior, poor appetite, hypersensitivity to certain foods, constipation, vomiting. Problems chewing and swallowing etc.…. The success of implementing of a proper nutrition program for children with disabilities depends on the following factors: selecting the right food, the right situation for people with disabilities when feeding them, using appropriate tools and devices to feed children with disabilities, feeding methods for some people with disabilities, the psychological state of the child with disabilities. The nutritionist works to educate families about the need to provide healthy food for their children with disabilities at home and have an impact on the growth and development of their children, especially in the early stages of their lives, with the need to feed children with disabilities safe and soft foods, especially in cases of disabled children with problems in swallowing such as cerebral palsy.

Rehabilitation Paid Services (Evening Program)

This program is under assessment and rehabilitation Unit, the services are provided in the evening from 2 pm to 7 pm" The services include:

• Assessment of children with disabilities.

• Treatment services (occupational therapy, physiotherapy, speech therapy, behavior modification and sensory integration).

• Intelligence screening (IQ)

• Providing educational, psychological and rehabilitation counseling

• Sports and entertainment programs

• Educational, behavioral, psychological programs

Note: These services are offered by the association for a nominal fee

Other additional services

First: Workshop of splints and tools

The workshop of splints and aids is one of the concerns of the Association of Early Intervention since its inception. The workshop offers a range of services, including the provision of assistive devices and appropriate splints, modifications to overcome the various functions challenges of the child. Changing or modifying tools and devices including chairs, wheelchairs, special seats and tools used in everyday activities. These modifications help to provide comfort and adaptation for children with disabilities; providing appropriate gaiters, to correct medical deformities, medical shoes, stands, and using newly developed technology to assess and provide appropriate equipment to improve their quality of life.

Second: Training services

The Center offers a range of training services

• Training the families of children with disabilities and those concerned with disability issues from the local community in order to develop their abilities and raise awareness in the community how to deal with people with disabilities

• Training of the students of the colleges and universities from the field of health, education and rehabilitation

• Training school students in different fields of disability