School Readiness Program in Dubai
Building Confidence, Independence, and Skills for a Smooth Transition to School
The transition from a therapy-driven environment to a structured school setting is a pivotal milestone for children with diverse developmental profiles including Autism Spectrum Disorder (ASD), ADHD, Global Developmental Delay (GDD), speech and language delays, and sensory processing challenges.
Research consistently shows that early, targeted intervention during this stage improves classroom participation, peer integration, and long-term academic success (Duncan et al., 2007; Guralnick, 2011). That’s why SHINE CDC developed the School Readiness Program, ensuring every child develops the neurocognitive, behavioral, and adaptive skills needed to thrive in a group learning environment.
Program Snapshot:
- Ages Served: Pre-school and early primary school entry
- Domains Targeted: Sensory-motor, communication, social-emotional, cognitive, adaptive, and play skills
- Session Model: Multidisciplinary, small-group intervention with individualized scaffolding
- Team: Occupational therapists, speech-language therapists, behavioral specialists, and special educators
- Location: Office 1604, Donna Office Tower, Dubai Silicon Oasis, Dubai
Program Framework: The Pyramid of Learning
Our program is structured on the Pyramid of Learning model, which shows that higher-order cognitive and academic skills depend on strong foundational systems. Intervention targets six key domains:
Optimize sensory modulation and discrimination for better attention and self-regulation (Ayres, 2005)
Build gross and fine motor skills including bilateral coordination, visual-motor integration, and dexterity for pre-writing, self-care, and play
Strengthen receptive and expressive language through evidence-based speech-language therapy
Teach pragmatic language for group learning and peer interaction
Implement functional communication systems (including AAC if required) to reduce barriers to participation
Develop emotional literacy and regulation skills for resilience (Gross, 2013)
Shape classroom-compatible behaviors: turn-taking, multi-step compliance, and cooperative engagement
Build phonological awareness, number sense, and visual-spatial skills
Strengthen problem-solving, working memory, and reasoning
Train school independence skills (toileting, feeding, dressing)
Build executive functions: sustained attention, inhibitory control, set-shifting, and organization
Expand symbolic and constructive play for peer learning
Develop imitation as a foundation for classroom learning and participation
Delivery Model
The program is multidisciplinary and team-led, integrating:
Occupational Therapy for sensory-motor readiness and self-regulation
Speech and Language Therapy for communication and comprehension
Behavioral Intervention (ABA/PBS) for adaptive learning and group participation
Special Education Frameworks for structured pre-academic skill-building
Group sizes are deliberately small, maximizing therapist-to-child interaction and peer modeling while ensuring individualized support.
Evidence of Efficacy
Early intervention meta-analyses show long-term benefits in literacy, numeracy, and social skills (Sylva et al., 2004; Reynolds et al., 2011)
Sensory-integration OT improves classroom attention and reduces maladaptive behaviors (Pfeiffer et al., 2011)
Pragmatic language interventions improve peer acceptance and reduce withdrawal in ASD (Adams et al., 2012)
Transition and Continuity
A hallmark of SHINE CDC’s program is continuity of care. Each child’s customized transition plan (with environmental adaptations, instructional strategies, and behavioral supports) is shared with the receiving school team.
We collaborate with teachers to ensure consistency across home, therapy, and school, reducing regression risk and supporting skill generalization.
School Observations and Screeners
We conduct observations in natural school settings to understand how your child interacts, learns, and adapts day-to-day. These observations help:
- Identify real-time strengths and challenges
- Understand environmental influences on behavior and learning
- Evaluate the effectiveness of current supports and accommodations
- Guide classroom modifications and targeted strategies
- Foster collaboration between families, schools, and therapists
- Develop personalized, practical care plans for home and school
This holistic approach ensures interventions are effective across all environments, supporting your child’s growth and success.
Each assessment is administered and interpreted by trained professionals under the supervision of our developmental pediatrician. Results are shared in comprehensive feedback sessions, along with personalized recommendations to support your child’s growth and development.
Program Outcomes
Children completing the School Readiness Program typically demonstrate:
Improved classroom participation readiness
Greater emotional regulation and peer interaction skills
Longer attention span and stronger task endurance
Age-appropriate pre-academic development
Increased adaptability and confidence in new environments
Why Parents Trust SHINE CDC in Dubai
Proven, Evidence-Based Approach
Our programs use trusted child development methods, delivering progress that parents notice both at school and at home.
Personalized Small-Group Learning
Children benefit from tailored attention and engaging peer practice, gaining skills, confidence, and real social growth.
Clear, Measurable Results
Each age group has defined goals, with visible progress tracking and open updates so parents always understand their child’s journey.
Accessible & Flexible for Families
Based in Dubai Silicon Oasis, with family-friendly schedules designed to make consistent learning easy and stress-free.
Next Steps
Start Your Child’s Growth Journey
Where confidence grows, resilience strengthens and friendships begin.
How big are the groups and how long is each session?
A multidisciplinary program helping children develop the skills needed for school, including sensory-motor, communication, behavior, pre-academics, and self-care.
Who is the program for?
Children with ASD, ADHD, GDD, speech and language delays, sensory challenges, or any child needing structured support for school entry.
How big are the groups?
Small groups for high therapist-to-child support and peer learning.
Does SHINE CDC support the child after school starts?
Yes. We provide a customized transition plan and collaborate with schools for continuity.