The Learning Resource Center clinically runs the ADVANCE Program (AP), at the ADVANCE Center, which offers an educational and therapeutic program for children with Autism and other related developmental delays.

The program started in March 1997 as a diagnostic nursery under the Learning Resource Center (LRC) offering an educational program for children 2 - 6 years old, in addition to specialized therapies according to each child's needs.

In 1998, and with the increase in demand, the parents’ united together and developed the unit into a center, the ADVANCE Center, now owned by the Egyptian Society for Developing Skills of Children with Special Needs, "ADVANCE". Parents were joined and supported by a group of professionals, as founders, to help provide for the needs of these children.The LRC continues to clinically supervise the program.

The ADVANCE Center

Tel: (+202) 519-3721,

(+202) 519-3723

Fax: (+202) 5203110

34 Al-Nadi Al-Gadeed St., New Maadi,

Opposite the New Maadi Telephones Central Office,

Cairo 11434,Egypt.

http://www.advance-society.org/Introducution.html

The ADVANCE Program caters services to children, 2 years to 21 years old, with autism and other related disorders that impact on their communication, physical, mental or social development. Students are grouped according to both age and skill level.

The Program offers a multidisciplinary therapeutic program managed by a Clinical Committee, chaired by the Clinical Director (Verbal Behaviorist), and includes a speech & language specialist, a sensorimotor specialist, and an educational psychologist or a special ed. senior teacher.

Our approach is based upon the science of Applied Behavior Analysis (ABA), with special emphasis on the verbal behavior principles researched by B. F. Skinner. We have added a strong sensorimotor component to the program by adding occupational therapy and adaptive physical education to the curriculum.

Students are grouped according to both age and skill level. Instruction is conducted in one-to-one, two-to-one and small group sessions, incorporating the student's IEP objectives.  In the classroom, children are taught through activities that promote Cognitive Development, Language, Motor Skills as well as Academic Skills.

The class activities are further supported by specialized therapeutic services to students, such as speech & language therapy and psychomotor therapy designed to meet the unique needs of each student as well as psycho-motor, art and music.

The children also receive Social Skills Training, for appropriate social skills useful for functioning within the community. Emphasis is also placed on Self-Help Training to develop the student as skills and ability to independently engage in daily living skills, such as: dressing; grooming; toileting, etc. The aim is for assist the students to reach the highest level of independence possible.

Adaptive Physical Education is taught to enhance the children's sensorimotor integration through controlled sensory input and motor planning activities.

The general criteria for selection of children

Parental Support: Parental support to the program is required and considered essential to successful placement.

Age: The child should be between the ages of 2 to 4 for the Early Intervention Section; 6 to 12 years for the Junior and Middle Sections; 13+ for the Senior Section.  Special consideration will be given to those children between the ages of 2 and 7 due to the focus on early intervention. The age criterion is not rigidly applied and exceptions may be made in certain cases.

Needs:  Children applying should have primary needs in the area of language development that require intensive educational intervention.  Parents with children who have additional needs in the areas of seating, classroom or self-help equipment and/or mobility aids will be required to provide the necessary items to enable the child to fully participate in the program.(Parents of non-ambulant children will be asked to provide a shadow to assist with lifting and carrying)

Health: Lack of a continuing medical-care needs (i.e., not requiring continuous nursing care).

Behaviour: Lack of severe behavioural disorders (i.e., severe assaulting or aggressive behaviours, significant property damage, or severe self-injurious behaviour).

Group Compatibility: Students’ needs must be compatible with and similar to the needs of the other students currently enrolled.

Probation: Acceptance is on a probationary basis and the probation period is determined on a case-by-case basis.