Teaching Philosophy

When a student is referred to our school, at times the diagnosis is clearly defined. Other times the diagnosis is yet to be determined. At Shine Intervention Center, we focus on the symptoms displayed by the individual rather than place emphasis on "labeling" what the student has been or may be diagnosed with. The symptoms displayed are targeted in order to receive the earliest possible intervention.

We work with medical professionals as part of our protocol to assure that there be a working diagnosis, specially in circumstances wherein physiological factors are concerned. We work hand-in-hand with the referring developmental pediatricians, neuropsychologists, neurologists, psychiatrists and other allied medical professionals when designing and implementing our programs.

We have learned through years of practice that what works for some do not work for others. We have observed remarkable progress in our students by utilizing a combination of approaches; thus, we believe it is more effective than choosing an absolute one. What will work for one may not work for another student. The challenge lies in finding the best combination of techniques and determine how to approach each case in the most suitable manner possible.

One of the fundamental teaching philosophies of Shine IC is anchored on behaviorist theories that work on the premise that all behavior is learned through reinforcement. It is known that B.F. Skinner's research and studies have been used to develop "programmed learning" and are employed in educational practice. It is also known that there is such a "Culture of Autism" based on TEACCH research. Utilizing aspects of both theories, we are able to understand both the possible underlying reason the behavior and learn to choose suitable strategies.

Over the decades of training and practice, we have employed behavioral strategies derived from the research studies of B.F. Skinner's in order to analyze the underlying factors affecting our students' performance in different areas of their development. We have based much of our teaching strategies on the principles of TEACCH (Treatment and Education of Autism and Communication Handicapped Children). Our general intervention is guided by principles of Applied Behavior Analysis being a branch of the science of behaviorism in combination with "structured teaching" as researched and clinically practiced by TEACCH. We have seen how a combination of different studies and utilization of different learning approaches have been more effective than a singular one.

Emphasis of our treatment is made on identifying the possible underlying causes of our students' behavior based on their manifestations. Both sciences look into finding out the behavioral reasons for the individuals' behavior. Once we are able to identify the underlying functions of their inappropriate behavior and what motivates them, we then define and target their specific behavioral performance. Strategies will vary per student's individualized programs which are designed to directly address what may be hampering their ability to learn new skills and behave in a socially acceptable norms.

We believe that behavior and language are interlinked and so our program at Shine IC is quite language-based; Thus our curriculum is behavioral language-based, wherein the development of functional communication skills is the utmost priority (for both verbal and non-verbal students).

We utilize both visual and auditory teaching techniques for teaching communication through either alternative or facilitated means of communication for more appropriate expression of self and enhanced understanding when interacting with others. The utmost goal is teach our students to learn how to communicate with others and to behave in a manner that is socially acceptable.

Aside from working on language and communication skills, our programs specifically work on improving skills in the developmental areas that interfere or hinder learning of new tasks or concepts.

One of the approaches to address this was to add sensory intervention as part of our programs. Sensory integration therapy has been incorporated into our behavior therapy sessions and special education classes by adding specific sensory exercises into our program in consultation with our experts on board our team.

In addition of Skinner's work with reinforcement, another teaching philosophy at Shine IC includes the practice of constructivist theories that work on the premise that leaning is intrinsically motivated. Thus, we work on stimulating children in all possible areas of development. The corresponding strategies implemented are based on the analysis of the underlying functions of their behavior.

We utilize different teaching methods such as but not limited to natural environment teaching, discrete trial teaching, verbal operant teaching, behavior chaining, and structured teaching. "Structured Teaching" is standard practice in our programs. We utilise a lot of visual aids such as photos, signs and objects to guide our students to go about the activities they are tasked to do and to help them understand "our world" by structuring their environment and providing them with means of knowing what, where, when, how and why in order to being to perform assigned tasks through a customized work system as we work towards building independence. The teaching methods are selected based on several factors such as the student's learning style, pace of learning, response to stimuli and most importantly skills levels.

Over the course of treatment, we gradually train our students to reach independent levels of functioning in preparation for inclusion. Intervention shifts from individualized instruction and moves towards generalization of behavioral performance and skills development for mainstreaming into regular education classes, vocational classes or transition for employment.

Our curriculum is developmentally sequenced and targets objectives that are selected to suit each of our students' current priority needs and unique developmental and learning patterns. With the added information from the 5th edition of the Diagnostic Statistical Manual, we take into account the levels of support needed by our students when considering their intervention placement.

Our students are often grouped according to their chronological ages taking into consideration their levels functioning and overall behavioral performance. Placement maybe be in a one-on-one session or group sessions with a ratio ranging from one teacher to two students to a maximum of two teachers to ten students in one class.

Having incorporated into our program principles from the works of several experts in the field of autism and communication handicaps, we have seen how our teaching philosophy and approach to learning have been effective for a vast variety of individuals with developmental needs and behavioral management concerns who are not necessarily on the spectrum of autism.

Our intervention has successfully been able to address the needs of individuals with varying conditions such as but not limited to Autism Spectrum Disorder and  Asperger’s Syndrome.  We also provide intervention for persons with Attention-Deficit/Hyperactivity Disorder, Global Developmental Delay, Down Syndrome, Communication Handicaps, Language and Speech Disorder, Learning Disability, Cerabral Palsy other related neuro-developmental conditions.

We continue to study and discover new ways to treat the symptoms displayed by our students and continue to develop better and more effective means of implementing what will work for them given their changing needs as they get older. We have design specific courses for our adult students to equip them for gainful employment.