Another teaching philosophy at shine is anchored on constructivist theories that work on the premise that leaning is intrinsically motivated. Thus, we work on stimulating children in all possible areas of development.

Gradually, we train our students to reach independent levels of functioning and be prepared for mainstreaming. Intervention shifts from individualized instruction and moves towards generalization of behavioral performance and skills development in preparation for inclusion into regular education classes or vocational transition classes. They are often grouped according to their chronological ages taking into consideration levels of cognitive skills, communication skills (verbal or non-verbal) and nature of behavioral management.  

We utilize different sensory therapeutic techniques to help develop the need to modulate  sensory responses, improve organization and increase attention. 

As a whole, our curriculum is quite language- based, wherein the development of functional communication skills is the utmost priority (for both verbal and non-verbal students) to achieve independence.

In this light, we utilize visual over auditory teaching techniques for teaching communication through either alternative or facilitated means for more appropriate expression of self and enhanced understanding when interacting with others.