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We are a special needs school for students aged 3.5 – 21 years old, that is orthopedically handicapped and or have cognitive disabilities, including Down’s Syndrome and Autistic Spectrum Disorders, mental retardation, speech and language impairments, hard of hearing, cerebral palsy, challenging behaviors and those with multiple disabilities. The academic program taught at CESK is based on the American curriculum known as Functional Academic Curriculum for Exceptional Students, or F.A.C.E.S. We are also using the Behavioral Characteristics Progression or BCP. In addition to our curriculum, we have a wide variety of activities to help your student grow and learn in all areas of life. Many things set us apart from the other schools in Kuwait. We have a diverse staff that includes special needs teachers with assistants in each classroom we also are proud to have as part of our staff: head special needs teacher, lead conductor, speech therapists, physiotherapists, occupational therapists, conductors trained in Hungry, Arabic, and Islamic teachers, music teacher, art teacher, PE teachers, psychologist, social worker, nurse and nursing assistants in most classrooms. In the real world, it is crucially important that children with special needs have the right to the best possible education which will enable them to find their rightful places in society. It makes a real difference to the lives of children. The school prides itself in providing high-quality combined educational and rehabilitation services for students with Special Educational Needs in a supportive, lively, and stimulating environment where students can develop into successful learners today as well as in the future. To set up a special needs school of excellence which is to provide complete educational/rehabilitation packages for children and adults with neurological and other disabilities through the use of Conductive System of Education and depending on the use of English National Curriculum for educational purposes. Develop and establish innovative strategies to identify and meet the needs of individuals with different disabilities. Provide individualized, flexible, consistent services to cater to those who are not yet accessing any kind of interventions/services. To provide the highest quality services for individuals with special needs through the use of Conductive Education and the English National Curriculum to support the individual’s multi-dimensional needs in a rounded, dignified, and humane manner, utilizing and nurturing each individual’s potential, gifts and qualities. View full school

To set up a special needs school of excellence which is to provide complete educational/rehabilitation packages for children and adults with neurological and other disabilities through the use of Conductive System of Education and depending on the use of English National Curriculum for educational purposes. Develop and establish innovative strategies to identify and meet the needs of individuals with different disabilities. Provide individualized, flexible, consistent services to cater to those who are not yet accessing any kind of interventions/services. To provide the highest quality services for individuals with special needs through the use of Conductive Education and the English National Curriculum to support the individual’s multi-dimensional needs in a rounded, dignified, and humane manner, utilizing and nurturing each individual’s potential, gifts and qualities. The following set of aims is an interpretation of the preceding School Mission Statement and Philosophy. These aims are seen as one link in the chain, which connects the School Philosophy to daily practice, and are to be used as guidelines for educational planning and professional evaluation. In partnership with students, parents, teachers, and administrators, Conductive Education School-Kuwait intends to: Deliver the highest quality of educational services to each student who chooses our services, regardless of their gender, race, ethnic background, creed, and disability. Guide the students to reach their highest potential by incorporating emotional, social, psychological, physical, and academic aspects into our daily curriculum and by working constructively with the families of our students to guide them towards a successful future. Engage our pupil’s bodies, minds, and spirits to enable them to become active members of their society, to express themselves, to contribute to their environment, and to live a more dignified, independent lifestyle. Maintain a safe, healthy, and orderly environment. Employ technology in ways that enhance learning, teaching, and non-instructional operations. Maintain positive relations with parents/guardians and the community, emphasizing communications and inviting participation in the school. Maintain and develop the essential qualities of Conductive Education. View full school

Having been the first Business School in Portugal to embrace executive education, with formal, established links to a University institution, INDEG has since its inception in 1988, built a reputation for excellence, in delivering top-notch executive education. We owe much to many, but Eduardo Gomes Cardoso, our founder stands tall amongst those who envisioned what became a Top Business School. We were the new kids on the block, back in 1988, but that only raises the bar for us. That said, with age, comes experience. We have a history and we are savvy. Equipped with both, we look an unfathomable future, straight in the eye. We are not leaders in everything, we are not the first in all things. No School ever is. But we lead in our approach to knowledge creation and diffusion, the way we do things around here. We co-create programs with our stakeholders, we are interwoven with our client organizations and our participants and we deliver practical real-business solutions. We are leaders in our embeddedness with what is a massive entrepreneurial base. We are certainly unique in our approach to learning by doing. What is implied here is a clear focus on the provision of practical, applied solutions to real business problems. This needs to be the overriding purpose of our organization, a collective imperative that unites all of us in a common goal. We are required to pay more than lip service to the “provision of real business solutions”. It is our motto. We live and die by it!!! We take people in raw and we choreograph that which facilitates their personal development and brings out the very best in them. We do this in full alignment with business and societal goals. We equip individuals with cutting-edge, customized, and applied knowledge that leads to systematic improvement of a wide array of business indicators. We believe “the person” to be at the core of the organization and thus the crux of the matter and the purpose of the exercise is to make people happy and fulfilled. View full university

When deciding on a career, Egas Moniz – Cooperativa de Ensino Superior, CRL offers you a variety of Undergraduate (1st cycle), Integrated Masters (1st + 2nd cycles), Masters (2nd cycle), and other Postgraduate courses, in the Health and Forensic Sciences areas. These are educational options that match stimulating and prestigious professions with good professional outputs and employability, combining technical quality with human factors and interpersonal relationships. Egas Moniz – Cooperativa de Ensino Superior and its two schools – Instituto Superior de Ciencias da Saude Egas Moniz and Escola Superior de Saude Egas Moniz. Egas Moniz, CRL is a reference in Health education in Portugal. Our mission: “dedicated to the advancement of knowledge, learning, and education of students, at the service of the health improvement of global society in the 21st century”. Our two institutions currently have about 2 500 students and over 400 faculty members and they offer you undergraduate and master’s degrees and other postgraduate courses in the health area. The commitment to quality and the qualification of the teaching staff, as well as facilities, equipment, and scientific research, are undoubtedly reflected in the level of competence of our graduates. Also, internationalization plays an important role, in particular, the Erasmus and Erasmus Mundus programs, in addition to collaboration agreements with European universities and the attraction of foreign students. It is a constant concern and direct responsibility of our Cooperative to provide all the necessary means to achieve a good performance of teaching staff and students and, thereby, to enhance academic success. Apart from academic life, the very essence of the institution, in which all students are co-operators and actively involved in decisions, promotes an open mind and a way of being and living in a society that corresponds to an added value in their formation. It is highly rewarding and a source of pride for all those studying or working here the fact that, over the past years, hundreds of highly skilled professionals were trained in our two institutions and, nowadays, they are perfectly integrated into the labor market, performing their duties with quality and accuracy. The life of this Cooperative is not limited to academic offers, training of students, and research. We understand that it is our responsibility to serve our community. Therefore, our clinics and the Egas Moniz Senior Residence develop an important action of social support. With approximately 5 ha, the Campus is located in a quiet area near Lisbon, offering good accessibility. On the other hand, the students away from home may be accommodated at our on-campus Residence (211 rooms). View full university

The first phase (the willing phase) from birth to age 7, sees the formation of the child’s physical body and the development of the will are paramount. This is the stage at which children live through their hands and the Kindergarten child learns by doing. The children learn about themselves, each other, and the world around them by engaging in creative play, music, dance, art craft, and domestic crafts such as baking and cleaning. The routine and repetition help the children to develop self-discipline in a nurturing environment. Soft colors and natural materials surround the children with beauty and inspire their creativity.The second phase (the feeling phase) 7-14 years is when the heart and lungs harmonize. The rhythmic system is developing in conjunction with the feeling of life. Subjects are delivered in a creative and integrated way through the teacher's imaginative life. The children develop a sense of everything being connected to the whole. A belief in truth, beauty, and goodness, and a connection to the world is paramount. The third phase (the thinking phase) from adolescence to adulthood, sees the young person developing their intellect. The emphasis is now on developing powers of reasoning and judgment. The focus lies with developing their abstract thinking and artistic sensitivity. At the core of Steiner’s principles is the belief that true education must encompass the whole child within the context of human development. It is aimed at their spiritual, emotional, intellectual, and physical development in a harmonious and balanced way. View full school

EMLM works in collaboration with local education authorities, The Virtual School, local schools, and specialist institutions to change the mindset of learners and ensure that they receive individually tailored learning to address their specific needs to enable re-engagement to mainstream learning. EMLM aims to facilitate the reintegration of learners into full-time school and or further education. The development of learners' integrity, self-esteem, and citizenship are central to the organization's work. To develop learners' educational and personal potential in a safe, stimulating, and supportive learning environment. To make good progress in learning To prepare learners for successful reintegration with school and or Further Education. To identify and change aspects of behavior that are contributory to difficult experiences in school and other learning institutions. Given the focus of the Provision and the transient nature of our intake, we offer a bespoke program to our learners. We are aware that some of the behavioral problems these young people demonstrate are a direct result of them being unable to access the curriculum, therefore we offer intensive work in Numeracy and Literacy. This should ensure that they can better access the curriculum on their return to mainstream education because of the foundation received at EMLM. We offer a range of core Key Stage 3 and Key Stage 4 subjects as well as a rich blend of pastoral activities that are tailored to the individual learner's needs. A typical day at EMLM is divided into AM and PM. In the morning we focus on delivering the Key Stage 3 and Key Stage 4 curriculum, and in the afternoon we engage our learners in pastoral and therapeutic activities as well as in workshops that cater to the personal, social, and emotional well-being of our learners. The curriculum at EMLM is very dynamic and we aim for learners to learn through the engagement of practical activities in all lessons. We try to make sure lessons are not just about listening to the teacher but also listening to each other and developing skills in verbal communication. There is a focus on literacy in all our subject areas and we work tirelessly with our learners to improve their reading and writing. View full school

The early days of the University School of Physical Education in Krakow were connected with a 2-year course organized at the Jagiellonian University in 1893. It was intended for candidates for gymnastics teachers, who would later work at secondary schools and teachers’ training colleges. That course, conducted at the Medical Department of the Jagiellonian University, gave rise to a 2-year School of Physical Education in 1913. Apart from the schooling of teachers, the School organized lectures and practical classes for the entire community of the University students. The course and then the School of Physical Education were pioneering institutions that educated PE teachers at a university level in Poland. Furthermore, the introduction of mandatory physical education for the community of students placed the Jagiellonian University third among the European universities, following those in Ghent (1908) and Copenhagen (1909). The University of Physical Education in Krakow (commonly known as AWF — say Ah Voo Eff— from the initial of its Polish name) originated in 1893, as a department of the Jagiellonian University. In 1951, it became an independent institution of higher education, and now it occupies Its campus. There are ample classroom and laboratory space, and an enormous sports hall — 4,026 square meters. AWF also boasts its stadium, three dormitories housing 900 students and teachers' quarters. There is also a cafeteria, as well as several snack bars, coffee shops, etc. View full university

The Wrocław University School of Physical Education was established in 1946 as the Institute of Physical Education with the Faculty of Medicine at the University of Wrocław. Its co-founder and the first rector was prof. dr hab. Andrzej Klisiecki. In 1950 the institute became a separate three-year school, the Wrocław School of Physical Education, which was granted the right to confer master’s degrees in 1956 and adapted a four-year learning cycle. In 1960 the Unit of Therapeutic Rehabilitation was created, which was the beginning of today’s Faculty of Physiotherapy. In 1967 the University implemented the first extramural programs and was renamed the University School of Physical Education in 1972. The University School of Physical Education in Wrocław has three faculties: the Faculty of Physical Education, the Faculty of Physiotherapy, and the Faculty of Sports Science. The University offers six programs, in the form of full-time, extramural, postgraduate, and doctoral studies. The Faculties of Physical Education and Physiotherapy are fully authorized to grant bachelor’s and master’s degrees as well as confer academic degrees of doctor and habilitated doctor of physical culture sciences. The Wrocław University School of Physical Education was established in 1946 as the Institute of Physical Education with the Faculty of Medicine at the University of Wrocław. Its co-founder and the first rector was prof. dr hab. Andrzej Klisiecki. In 1950 the Institute became a separate unit, the Wrocław School of Physical Education, which was granted the right to confer master’s degrees in 1956 and was renamed the University School of Physical Education in 1972. The University is authorized to confer the degrees of the doctor as of 1966 and habilitated doctor as of 1990. Graduates and employees of the University are members of numerous scientific associations, social and political organizations, Sejm deputies, members of opinion-forming groups in higher education and physical culture. So far, in the history of the University, 17,000 graduates have been awarded a master’s degree. The Wrocław University School of Physical Education has also considerably contributed to the education of scientific personnel in the field of physical culture. More than 450 doctors, 26 habilitated doctors, and 20 professors of physical culture sciences have been promoted here. The history of famous Polish coaches and sportspeople, Olympic, World and European Championship medallists is linked with the University. Kazimierz Górski, Bogdan Cybulski, Zbigniew Pietrzykowski, Józef Zapędzki, Ryszard Szurkowski, Ryszard Witke, Urszula Włodarczyk, Leszek Antonowicz, Mieczysław Łopatka, Jerzy Światek, Czesław Ptak, Wacław Skarul, Wiesław Błach, Rafał Kubacki, Renata Mauer-Różańska, Tomasz Motyka, Andrzej Piątek, Andrzej Kijowski and many more have graduated from the University. The mission of the University is to contribute to the improvement of the health of Polish people and the quality of their lives by spreading and extending knowledge in the field of physical culture and by increasing the skills of professional specialists to apply knowledge in various fields of physical education, motor recreation, sports and physiotherapy for the benefit of individual citizens and the whole society by developing a physical culture in Poland. The mission of the University is also to cultivate and develop academic traditions, strengthen the ethos of knowledge, freedom, and respect for the European principles of democracy. At present, the University meets the European education requirements, according to the ECTS (European Credit Transfer System). Therefore, students of all European Union countries can study at the university without any hindrance. View full university

The Academy of Physical Education in Katowice is one of six such academies in Poland and the only one in the Silesia region. It specializes in educating teachers of physical education, coaches, specialists in physical rehabilitation, and specialists in recreation and tourism. International students may be offered individual consultation in English. The teaching staff of the academy is composed of lecturers with established research and teaching qualifications, who in many cases are also active athletes or coaches. As a result, the staff of the academy provides not only theoretical knowledge but also develops the spirit of sportsmanship in students. The academy can be proud of its modern and well-developed infrastructure which includes a multifunctional sports hall with two swimming pools, a squash court, a sports shooting range, a dance and fitness hall, a judo hall, three beach volleyball and handball fields, a 12-meter-high and 25-meter-wide artificial climbing wall, a team sports hall with a full-size handball field, volleyball, football and basketball training fields and two weight lifting and fitness halls. It also has sports halls fully adapted for the needs of disabled people. The latest investments of the Academy are a new track and field stadium and modern library. View full university

The State School of Higher Education in Chełm was established based on the Prime-Ministerial Decree of July 24th, 2001. In its first academic year, 210 students were enrolled in The Institute of Mathematics and Computer Science, offering two specializations: Teaching of Mathematics, and Mathematics with Computer Science. In October 2002, the number of students reached 600 people, and at present, the School comprises approximately 3000 students. Every year has witnessed a consecutive growth in student numbers and programs offered. As a result, in 2002, The Institute of Modern Languages was established with two departments: English and German Language Studies. In 2008, The Institute was expanded to Slavic Language Studies. In October 2003, The Institute of Technical Sciences was inaugurated, having initially The Department of Civil Engineering and Mechanics and the Mechanical Engineering, and in 2005, The Department of Electrical Engineering came into being. In 2011, the mentioned institute changed its name to The Institute of Technical Sciences and Aviation The School authorities have aimed to create in Chełm an academic institution for all, those who are linguistically gifted and humanities minded as well as for those with technical skills and scientific orientation. Hence, in October 2004, a newly created Institute of Humanities launched studies in two specializations: Polish Language Studies and History. Two years later, in 2006, The Institute of Agricultural Sciences came into being offering a specialization in Agriculture. Further, on July 31st, 2007, The State School of Higher Education was granted entitlements to conduct studies in Pedagogy. In 2010 range of studies was extended to International Relations. Additionally, the School has now expanded its offer to post-graduate studies. In 2014 the Institute of Medical Sciences was established with a faculty of Nursing. The PWSZ offer is also enriched with postgraduates studies. The educational process would not be possible without proper teaching facilities. In the academic year of 2001/2002, the School faculty began their work teaching in rooms rented from the Technical High School in Chełm, Rector’s Office was in Chełm Public Library. In the following year, The Institute of Modern Languages started its work in a rented part of the Relax Hotel. One year later, the Institute moved to a newly refurbished building in 8b Wojsławicka Street, which was handed over to the School by the town authorities. The general renovation has also been undertaken to the building at 54 Pocztowa Street, where the Rector’s Office now is. Also, following the renovation, the State School has been enriched with a modern gym and a library. In subsequent years, The State School of Higher Education in Chelm acquired from the Chełm commune and the Agricultural Property Agency facilities in Depułtycze Nowe, which at present houses the Academic Centre of Cross-Border Cooperation, and in Depułtycze Królewskie, where the University training airfield is situated. In 2004, the School also became the owner of a building in 3 Nowy Świat Street, where The Institute of Humanities and The Institute of Agricultural Sciences started to operate. As early as 2002, The State School of Higher Education in Chełm procured state funds for the installation of a new computer room. The next step was the installation of a language laboratory and a further three computer rooms were then opened, one with 64 workstations. Technical laboratories were also newly equipped. Apart from the funds obtained from the Ministry of Science and Higher Education, the School also received grants from the EU. Construction and equipping of The Institute of Mathematics and Computer Science were undertaken. Other investments, which the State School authorities put a great emphasis on are: the Center of Engineering Studies, the University training airfield, Academic Centre of Cross-Border Cooperation, and the dormitory. View full university

Poznan University of Physical Education is the oldest sports university in Poland and the third oldest in Europe. It is the only university in the region offering courses with coaches of world sport stars, lecturers with many years of academic experience, and young academic teachers. A modern sport and education center is located in the very heart of the city. The University has modernized facilities, including a sports center with a gym, an indoor cycling and aerobics room, a swimming pool with a sports recovery facility, a multifunctional stadium with a field hockey field, tennis courts, and fencing halls. Almost 4,500 students study at the University of Physical Education. They are people who combine their passions with professional development. Here they develop their talents and pursue their dreams. Currently, the University of Physical Education is one of the most often chosen sports universities in Poland which educates physical education teachers, coaches, physiotherapists, managers, sport club instructors, rehabilitators, dieticians, personal coaches, and professional dancers. View full university

The history of the Józef Piłsudski University of Physical Education in Warsaw dates as far back as to the beginning of the 20th century. Today the University is a modern and integral part of the Polish and European system of education and is a well-recognized prestigious institution. It educates students and conducts numerous researches. Highly qualified teaching staff comprising of 365 academic teachers ensures the highest level of education. Studies on the AWF Warsaw are a guarantee of achieving the best qualifications necessary in a future professional career and give opportunities for personal development and social advancement. Creative, imaginative graduates who are well equipped with interpersonal and communication skills leave the walls of this unique University every year. A high level of education is confirmed by high positions of the University in national ranks, which positions have been maintained by the University for many years. The research activity of AWF Warsaw is conducted within the framework of research projects in the fields of physical culture (theory and methodology of physical culture, sports, biochemistry, physiology, anthropology, biomechanics, anatomy, psychology, pedagogy, philosophy and sociology, organization, and management, physiotherapy, tourism, and recreation). Conducted researches are aimed at assessing the health and biological condition of Polish people. They are also to define the role of physical culture in the maintenance of proper health conditions of the society – physical and mental condition. Academic teachers realize Grants are obtained thanks to participation in competitions organized by the Ministry of Science and Higher Education, the National Centre for Science, and the National Centre for Research and Development. Partners of AWF Warsaw in established research consortia are the leading scientific and educational institutions: the Military Institute of Aviation Medicine, the Institute of Sport, the Institute of Food and Nutrition, Polish Academy of Sciences Institute of Experimental Biology of Marceli Nencki, the Main School of Fire Service, Scientific and Research Centre for Fire Protection of Józef Tuliszkowski – the National Research Institute, the Institute of Industrial Design and Medicover. The University has been carrying out statutory projects, including projects of young scientists funded by grants from the Ministry of Science and Higher Education. The campus of AWF Warsaw with its area of 58 627 ha is one of the most beautiful campuses in Poland and Europe mainly thanks to its unique location within a nature reserve. It has been entered into the register of monuments because of exceptional examples of Polish architecture of the interwar period. A courtyard surrounded by a complex of buildings with an open passage under a portal of the main building which lets the visitor see the forest in the background creates an unforgettable atmosphere. The University has complete didactic and sports infrastructure at its premises. The area surrounded by beautiful recreational terrains actively allows spending free time. In the proximity of the campus, there is an underground station – Stare Bielany – that makes it possible to quickly get to the city center. Thanks to this transport link students, staff, and visitors may use and enjoy the rich cultural and educational offer of the capital city to the fullest. The Main Library of AWF Warsaw has been open since November 1929. It performs service and didactic functions. It also operates as a center of scientific information in the field of physical culture, sports, rehabilitation, tourism, and related sciences. Its resources are used mainly by students and academic staff, however, the library is open to users from outside who are interested in the subjects taught at AWF Warsaw. When it comes to resources of the library, there are more than 90 thousand books and 16 thousand volumes of periodicals. There are many sports facilities on the premises of AWF Warsaw and its total area amounts to 113 040 m2. Among the facilities, there is an athletics stadium suitable for hosting premium events, halls: athletics, games hall, gymnastics, team sports, indoor swimming pool with trampolines for jumping, specialized pavilions for martial arts and weight training classes, pitches for team sports: rugby, soccer, beach volleyball, and forest training areas. Sports facilities of the University are open to clubs and sports organizations. Moreover, they are a place of preparation for the Polish Olympians. View full university

AGH University of Science and Technology is one of the best and most renowned modern Polish universities. For many years it has been ranked at the top of the list of institutions of higher education. AGH UST is a leading Polish university in modern technologies and belongs to a group of prestigious international educational centers. The AGH University of Science and Technology, established on 20th October 1919, until 1949 known as the Academy of Mining, founded after long-lasting endeavors which had started in 1782, the date when the Ore Commission was established, has been continuing the traditions of the Academy of Mining in Kielce (1816-1827), inaugurated by Stanisław Staszic. The university, being a technical school, serves science and industry through educating students, the developing of academic staff, as well as research and development. The university cherishes its traditions and educates students, to be honest, responsible people both at work and as members of the society, according to its motto: “Labore creates, labori et scientiae servio”. The history of the AGH University of Science and Technology in Krakow dates back to 1912, when a group of outstanding engineers and mining activists, led by Jan Zarański, initiated the process of applying for consent to establish a school of higher education that would educate mining engineers in Krakow. The endeavors were successful, and in 1913 the Ministry of Public Work in Vienna appointed the Organizing Committee of the Mining Academy, chaired by Professor Józef Morozewicz. By force of a Supreme Order issued by Emperor Francis Joseph on 31st May 1913, the establishment of the Mining Academy in Krakow was approved. The outbreak of World War I prevented the Academy from beginning its activity in 1914. View full university

Adam Mickiewicz University in Poznań is the major academic institution in Poznań and one of the top Polish universities. Its reputation is founded on tradition, the outstanding achievements of the faculty, and the attractive curriculum offered to students. In addition to its facilities in Poznań, it has campuses in Gniezno, Kalisz, Piła and Słubice/Franfurt-Oder. The University currently employs nearly 3,000 teaching staff, including 371 tenured professors and other professors with title, 1407 assistant professors, 369 senior lecturers and lecturers, and over 2200 nonacademic employees. The University was founded in 1919 and currently, its student population is nearly 40 000 students (over 1000 are international students). Students may choose between 180 possible professional specializations. In recent years the educational offer has become increasingly diverse. New educational projects include integrated studies in humanities, natural sciences, social sciences, and programs carried out in cooperation with other institutions both in Poland and abroad. The mission of the University is to advance knowledge through high-quality research and teaching in partnership with business, the professions, public services, and other research and learning providers. In 2002-2013 our professors coordinated or were partners in over 40 research projects funded by the European Union Framework Program for Research and Technological Development. AMU is a member of EUA - European University Association, EUCEN - European University Continuing Education Network, The Compostela Group of Universities, The Santander Group - European University Network, European Chemistry Thematic Network, and other European Research Networks. The University is a center of academic excellence, where research and teaching are mutually sustaining, and where the context within which research is conducted and knowledge is sought and applied is international as much as regional and national. The University continuously extends and updates research programs and contents of study curricula, with special emphasis on their interdisciplinary and international nature. View full university