CLASS PROGRAMS

Each student is provided an Individualized Educational Program based on his present skills, behaviors and functional needs. Children are grouped together based on their commonality of needs, their overall manageability in the class, and the physical size of the kids. Class size is from 5 to 7 children per class with one teacher and one teacher aide. 

The school provides a highly structured environment conducive to learning. It adapts the strategies and techniques of behavior modification, augmentative and alternative communication (AAC) & structured teaching varying according to each child's needs and skill level. 

• For young children ages 2-8 who have marked lags in performing self-help skills, whose priority needs include self-direction and basic learning skills.

• Executive Functioning is the ability to determine, plan and execute daily activities to satisfy their needs i.e. to "self-help". The EFC program targets basic learning skills e.g. sitting, attending, imitating, waiting, ability to follow routines with minimal supervision, ability to wash, dress, eat, brush independently, tolerate hair cutting, nail cutting, dental probing, medical check-up. 

• Another program thrust is the training of caregivers. In order for them to develop independence rather than dependence from caregivers. Caregivers are required to assist in the classroom and are given instructions on how to train the children to do things for themselves. They are also given an orientation on structuring the environment, implementing the daily routines and the tasks so that they could apply the same in the home. 

Toddler's Class Program

• For older children ages 10 and above. 

• The program aims to develop functional self-help, communication and work skills based on the present capabilities and potentials of the child; to address behavior and desensitization problems which are detrimental to learning and/or social integration.

 

Executive Functioning Class-Adolescents

• For children whose priority needs include behavior modification, development of self-direction, basic communication, self-help, self• hygiene, grooming and functional daily living skills. 

• Focuses on developing functional self-help, hygiene and grooming practices; building communication and work skills based on the present capabilities and potentials of the child; addresses behavior and desensitization problems that are detrimental to learning and/or social integration. The program also aims to maximize independence of the students from their caregivers in routine and rote activities.

Activities of Daily Living Program

• For children ages 3-12 of varying special needs who have basic self-help and learning skills. The children of different diagnosis are heterogeneously grouped to provide complimentary modeling of skills in the various aspects of development. 

• The program aims to further develop cognitive, communication, daily living and social skills through a highly individualized curriculum based on the presenting skills and behaviors of the child.

Regular Primary CLass Program

•For children who are in the pre school age, who have emerging socialization and pre academic skills and are being prepared either in a full inclusion program or partial mainstreaming program and who have adequate self-help, basic learning skills, and communication skills. 

• The program prepares special children for eventual mainstreaming in a regular pre-school or grade school. This entails prioritizing social skills and academics i.e. basic reading, writing, math and language comprehension. 

Academics Program

• For trainable children at least 10 years of age and up. 

• Focus is on developing self-direction, work skills and behaviors, independence in performing activities for daily living, recreational interests and skills, functional communication, functional academics and community integration skills. 

• Routine activities include cooking, simple house chores, self-help and grooming tasks and work period. Other activities injected within the program are buying from the supermarket, recreational activities e.g. going to movies, movement exercises & dancing, musical therapy, arts & crafts, social games and functional academics. For those who can maintain focus and compliance, a six-hour program is offered. The extra two hours is spent for eating and cleaning, more arts and crafts and vocational skills training. 

Pre-Vocational Program

• For trainable children at least 12 years of age and up. 

• Focus is on developing self-direction, work skills and behaviors, independence in performing activities for daily living, recreational interests and skills, functional communication, functional academics and community integration skills. 

• Routine activities include cooking, simple house chores, self-help and grooming tasks and work period. Other activities injected within the program are buying from the supermarket, recreational activities e.g. going to movies, movement exercises & dancing, musical therapy, arts & crafts, social games and functional academics. For those who can maintain focus and compliance, a six-hour program is offered. The extra two hours is spent for eating and cleaning, more arts and crafts and vocational skills training. 

Program Thrust - focus is on developing self-direction, work skills and behaviors, independence in performing activities for daily living, recreational interests and skills, functional communication, functional academics and community integration skills. 

Class composition - 6-7 trainable children at least 12 years of age

Vocational Transition Program

Home Program

BFI hopes to reach out to as many children with special needs as possible. The BFI Home Program aims to provide quality Individualized Educational Programs with focus on functional living skills development for special needs individuals in the most relevant venue of their daily lives - the home. It also intends to educate and empower relevant household members to play significant roles of their involvement in the progress of our special clients. This program will actively involve the family and household members in achieving set goals for the special child. The outcome of the program will therefore, largely depend on the cooperation of the household members.

Mainstream Program

Class Composition: Links Learning Center groups their preschool children ages 1 1/2 TO 5 1/2 into 3 groups by age: Toddlers (ages 1 1/2 - 3 y.o), Juniors (3 to 4 1/2 y.o) and Seniors (4 1/2 - 6 y.o.). Each class accepts 1-3 mainstream children, depending on the age group and class manageability. 

Thrust: The Mainstreaming Program integrates children who despite their special needs are assessed to have the capacity to cope with the demands of the regular school. It hopes to further answer the children's individual special needs through close coordination with the parents, special teachers and paraprofessionals involved with the child. For phasing in, the learning support teacher assists the mainstreamed child for a specific period. 

Computer Class

Upon meeting the criteria to undergo computer classes, students are taught basic computer skills. Some of the skills taught are; holding, controlling and pressing the mouse, mastering correct finger placement on keyboard, to eventually teach them basic typing, and integration of pre academic lessons through interactive computer programs. Some of the children are also oriented and exposed to using Power Point, Word and Excel.

Feeding and Nutrition Program

The Nutrition Program not only aims to teach the children to be taught the proper way of feeding themselves independently but also exposes them to a variety of food, which their families may not have the time to do so. 

Exposing them to eating a well balanced (vegetables,fish, meat) mixture of viand, enalbes the picky eater to widen his food preference.