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Khalifa School aims at improving the lives of children with special needs by imparting professional expertise, therapy, and education, so they can unfold their potentials and be active members of the community. Our vision is to be a school for children with special needs wherein the staff, parents, and members of the community share a commitment to provide education that will enable each child to develop his/her full potential. Our mission is to provide functional educational programs and support services for students with mental and physical challenges, based on their strengths, abilities, and needs which will enable them to lead an independent life in a caring and secure environment. The school believes that: Every child has a fundamental right to be educated. All students can and will learn irrespective of their disability. Education is a cooperative effort between the school, home, and community. To provide students with a safe and secure environment. To assess the abilities and potentials of each student by using appropriate assessment tools. To develop and enhance the cognitive, social, and physical abilities of the students. To provide developmentally appropriate programs and support services. To enhance learning by the use of teaching strategies and communication systems suitable to the needs of the students. To maintain and improve the students’ functional capabilities by using assistive technology. To provide opportunities for national, international, and intercultural exposure in promoting global citizenship. To evaluate students’ progress through periodic reviews. Khalifa School, founded in 1988, is recognized as the first private educational institution for special needs students in Kuwait. Motivated by her grandson, Mrs. Lulwa Khalifa Alghanim established the School. Khalifa School began its journey in 1988 with 5 enrolled students in the annex of the owner. The School had to close down for a year during the invasion from 1991 – 1992. After the war, the school shifted to a bigger premise in Salwa with enrollment reaching up to 100 students. In 1993 the school shifted to a more established setup in Dasman to fulfill the needs of the growing enrollment. The School shifted to its new campus in Salmiya in 2008. The present school campus is built keeping in mind the unique needs of the students with more updated facilities and advanced services. The school's curriculum is FACES which is adapted and modified to meet the unique needs of the students and the cultural requirements of the country, objectives of ASDAN are also incorporated in it. Khalifa School curriculum reflects the school’s mission learning objectives and policies. At the start of each year, the present functioning level of students is assessed by the teacher using formal and informal assessment tools. An individualized educational program (IEP) is developed for each student stating the annual goals and short-term objectives. A parent meeting is held to finalize the IEP goals. The multi-disciplinary team participates in IEP development. The long-term goals are broken down further into short-term objectives and are implemented in the daily and weekly lessons. Teachers employ various educational .methods such as TEACCH, PECS, etc. The objectives are evaluated and are recorded in the IEP bank document. Conferences are held quarterly to inform parents of their child’s progress. View full school

T'mimei Lev, now in its 12th year, was established to provide for children who, because of their special educational needs, are unable to attend a mainstream Jewish school. We aim to provide them with the facilities not available to them in mainstream schooling, by working together with local health and education authorities. What makes our school unique is the children's curriculum, which caters to their religious and cultural needs by combining the highest levels of academic excellence in the National Curriculum with Jewish Studies, in a warm Jewish atmosphere. We aim to develop a center of excellence in the provision of special education. We plan to extend the scope of our activities to reach a larger number of children, which will of course require more facilities, staffing, and resources. Indeed, we are being pressed to provide creche facilities for even younger children of mothers who need a break or who are returning to work. Our activities are funded almost exclusively by private donations, which severely limits our ability to move forward. As with all projects of this sort we are constantly looking for sources of funding and assistance to enable us to continue our vital work. Jewish parents in Manchester now have plenty of options regarding the education of their children that is provided their child does not have special educational needs. Local special needs schools provide a valuable service but make no provision for the religious and cultural needs of the Jewish special child. The local Jewish mainstream schools, and indeed the community at large, do not have the resources or expertise to care for these children. T'mimei Lev was formed in March '97 to provide support for parents in coping with all aspects of raising their special child. Our aims are threefold: To provide support for parents in educating their child with special needs. To maintain an educational facility with the expertise and resources to provide a first-class education incorporating the National Curriculum, as well as opportunities for integration with mainstream schools. To provide general support and counseling for parents in coping with all aspects of raising their special child. Our activities are open to all Jewish children with special needs, regardless of background or level of religious observance. Although of necessity the school is independent and fee-paying, no child in need will be refused admission on financial grounds. We work closely with and have the support of the leading community Rabbonim. Jewish parents in Manchester now have plenty of options regarding the education of their children that is provided their child does not have special educational needs. Local special needs schools provide a valuable service but make no provision for the religious and cultural needs of the Jewish special child. The local Jewish mainstream schools, and indeed the community at large, do not have the resources or expertise to care for these children. Parents have the option of sending their special child to a local authority to run the school. There are some of quality in the area, but they cannot adequately provide for the Jewish child. Imagine the problems caused at home when the child comes out with carols instead of zemiros at the shabbos table, or the inappropriate and sometimes explicit language they pick up in what for them is an alien environment. Not only do they suffer these very real problems but miss out on learning the language and customs of our rich heritage. Some parents try to keep their children in mainstream schools, often with extra support. However this only stores up problems for later on in life. While the child is young he or she may be able to cope, but as they get older, the academic and social gap widens, putting pressures on the child which can cause problems that only compound the difficulties the child (and family) faces. Providing for a community as diverse as ours means that to set up a unit as part of one of our mainstream schools would only alienate and exclude some sections of the community. Setting up several units at several schools would lose all the advantages of being able to pool resources and expertise, and is unlikely to be viable considering the relatively small number of children involved. Time Lev provides a day school, an after school club, and our integrated nursery 'Torah Tots', providing care for those special children of preschool age, in an integrated, stimulating, and caring environment, as well as Sunday morning cheder when we are joined by children who are not able to be with us during the week. We are housed in the Jewish Cultural Centre, but have outgrown the space available and are looking for our premises. View full school

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