At Child Learning and Enrichment Medical Center, our innovative day classroom serves children with a range of special needs from the ages of three to ten. We work with children who have various complex needs and who require specialized treatment approaches to help them adapt and function in everyday life. Our program is built around an understanding that children with special needs can learn meaningful and functional skills while being active, contributing members of our society. Each child has an Individualized Education Plan (I.E.P.) that outlines goals and objectives for each child’s learning.
The preparatory classrooms are modeled after a typical preschool, KG, and Year 1 classroom where students learn in a small group setting and through structured play sessions. Group lessons focus on imitation skills, compliance, group participation, turn taking, and the development of pre-academic or academic skills. Such skills include math, phonics, reading, handwriting, and spelling, amongst other academic skills of appropriate rigor. The students also participate in morning meeting/circle time, art, gym, group activities, and snack times. Academic and behavior data are recorded daily to document progress on each IEP goal, and parents are notified of their child’s progress through the use of parent communication logs.
At Child Learning and Enrichment Medical Center, our staff works to develop new skills and behaviors which will support the child’s inclusion into the home, school and community. We use a variety of specialized techniques and approaches to address independence, self-help skills, functional academics, maladaptive behaviors, motor skills, communication and social skills. An emphasis on learning these skills to support each individual’s generalization and use in the “real world” or community settings is key. Our staff receives rigorous, ongoing training and development to ensure that they use the most up-to-date and accepted best practices. We practice a “least intrusive approach” in all aspects of our programming and all of our staff is certified in Basic Life Support.
Children are assigned to classrooms based on age and development levels. Teachers work with children individually and in groups in order to implement their individualized goals and carefully monitor achievement. Parents regularly attend parent-teacher meetings in order to review or modify their child’s I.E.P. Active involvement and participation in the child’s treatment plan is welcomed and encouraged.
The Learning Day Program runs from Sunday-Thursday from 8:00 am to 1:00 pm. The school calendar year runs from September thru August. CLEMC offers a monthly payment facility or term payments.
Amanda Smith is dedicated to improving the lives of children with disabilities by fostering a positive environment for learning and development. She has spent the last 6 years working with children in a variety of settings including hospitals, homes, and schools and has experience working with children of all ages and development levels.
Amanda began focusing her career on children with autism in 2006, working as a 1:1 Applied Behavior Analysis therapist where her passion for children with ASD began to develop.
In 2008, Amanda graduated from the University of California with honors degrees in Human Development and Psychology. During university, she spent time studying abroad and was able to receive a broader, international perspective on global education issues.
Following graduation, Amanda spent four years working for an international and renowned autism agency based in California, USA working with children aged 2-18 as both a 1:1 therapist, a school shadow in a variety of placements, and eventually, a case manager. During this time, Amanda gained valuable insight into the Autism Spectrum Disorder which she has incorporated into her classroom at CLEMC.
As a head teacher for the Learning Day Program, Amanda focuses on creating functional programs for the students and their families and believes parental involvement is crucial for a positive academic experience. She is passionate about working with children with special needs and it is clearly visible in her work and interactions with the students.
Kariman Hamami has been working with children with special needs for over 10 years. She is continuously learning and seeking growth within her profession. She took upon several roles within the years including a classroom teacher, ABA therapist, and ABA program supervisor.
Kariman had the opportunity to develop and implement programs for children between the age of 24 months and 15 years. She enjoys forming and developing successful early childhood programs to ensure the advancement of all children. She has attended various workshops and lectures herself and also lectured at professional development workshops attended by a large group of parents and professionals. She is a dedicated, resourceful, and goal driven professional educator with a solid commitment to the social and academic growth and development of every student. She has an excellent rapport with the children, continuously bringing out the best in them.
Kariman has attained a Bachelors of Psychology degree, has completed a BCABA course from Florida Institute of Technology, and 2 intensive Applied Behavior Analysis courses. In addition, Kariman holds a teacher training college certificate.
Kariman’s professional experience includes previous experience includes working at Dubai Autism Center for 6 years as a Special Educator and Behavior Therapist. In 2009 she began supervising the ABA afternoon program that provided intervention resources and various therapies and services for children with autism. She has also worked as a main-stream school teacher for two years in Amman, Jordan.
Currently at the Child Learning and Enrichment Medical Center, Kariman is a Head teacher for our Learning Day Program and is also in charge of the “After School Learning support Program”. This program has been specifically developed for children with learning difficulties providing them with the necessary tools they need to work through challenges. In the long run, facing and overcoming a challenge such as a learning disability can advance the child’s strength and capability.
“Let your good be better and your better be best!”
The most important knowledge I continuously attain is from my students. They are the true educators and they molded me into the teacher that I am.