Special needs teacher training, and a curriculum that works for every student
We train teachers to support students who have developmental and special educational needs, and hand over a ready-to-use special-needs curriculum they can teach from straight away. Live online for schools anywhere in the world, or in person for schools in and around Multan.
Delivered your way: live online for schools anywhere in the world, or in person for schools in and around Multan. Materials come to you digitally, in English.
How can we support your school?
Inclusive Developmental & Therapy Centre supports schools in three ways: practical training for teachers and support staff, a ready-to-use special educational needs curriculum spanning five age groups and seven developmental domains, and custom curriculum design after we assess your students. Training runs live online for schools anywhere, or in person for schools in and around Multan.
Teacher & faculty training
Practical, hands-on training for your teachers and support staff on working with students who have developmental and special educational needs: communication, behaviour, sensory needs, inclusive classroom strategies and plenty more besides.
Ready-to-use standard curriculum
A complete, structured special-needs curriculum that runs across every developmental domain and five age groups, with clear goals, classroom activities and progress measures your teachers can use from day one.
Custom curriculum & consultancy
Different students, a different setting, requirements all your own? We assess your students and then build or adapt the curriculum and training to fit them properly, as a tailored consultancy engagement.
What is inside the special-needs curriculum?
The special-needs curriculum covers five age bands — 2–4, 4–5, 5–7, 7–9 and 9–11 years — and seven developmental domains in each: communication and language, social and emotional development, play and social interaction, cognitive and academic readiness, gross and fine motor skills, self-help and independence, and behaviour, attention and self-regulation. Every domain sets out goals, classroom activities and a way to measure progress.
Use it as it comes, or treat it as a strong starting point we then shape around your students. It pairs naturally with our special education and remedial teaching programme for students who also need one-to-one work outside the classroom.
Every age group covers all seven developmental domains:
- Communication & Language
- Social & Emotional Development
- Play & Social Interaction
- Cognitive & Academic Readiness
- Gross & Fine Motor Skills
- Self-Help & Independence
- Behaviour, Attention & Self-Regulation
Early Foundations
Laying the very first bridges to connection — holding attention, first words or signs, trust, and the simple joy of learning side by side.
Emerging Learners
Moving on from single words and playing alone into short sentences, games shared with others, and the first building blocks of learning.
Foundation Stage
Stepping into proper school learning — early reading, writing and number, side by side with friendships, group routines and self-regulation.
Primary
Bedding in core reading, writing and maths while building independence, friendships and confident self-management.
Upper Primary
Deepening academic skills and independence while preparing socially and emotionally for the move toward secondary and beyond.
How does working with us actually work?
Four steps, and no long wait at the start of any of them.
Talk to us
Tell us about your school, your students and what you’re after, online or in person.
Assess & plan
Where it helps, we assess your students so the training and curriculum actually fit them.
Train & deliver
We train your staff and hand over the curriculum, the materials and the progress tools.
Support & adapt
We stay in reach to look at how it’s going and adjust as your students grow.
What should a teacher do before referring a child?
Before referring a child, write down what you actually see over two or three weeks — dates, examples, which lessons. Adjust the classroom first: seating, visual instructions, shorter tasks. Ask the family whether hearing and vision have been checked. Then talk to the parents early, and if the difficulty stays, refer for a developmental assessment.
Two things we press hardest in training. Record behaviour, not a label. “Left his seat eleven times in a forty-minute lesson, mostly after written work started” is useful to a clinician; “he is hyperactive” is not, and it frightens a family before anyone has assessed anything. And change the classroom before you change the child. A surprising number of referrals settle once a student is moved away from the door, given instructions one at a time, and shown the day on a visual timetable.
When the difficulty does not settle, a developmental assessment gives you something a school can act on — a profile of what the student can and cannot yet do, and targets written in classroom language. That report is usually what an Individualised Education Plan (IEP) is built from.
What can you hand to the family?
Teachers are usually the first to notice, and the first person a worried parent asks. These are the pages we point families to — free, plainly written, and safe to send home.
- Could this be my child? Common situations — for the parent who has noticed something but cannot name it.
- My child just got a diagnosis — what now? — the first-week guide for a family still absorbing the news.
- Answers to the questions parents ask us most — assessment, therapy, waiting, and what actually helps.
- Little reminders for the hard days — for the parent who is coping, but only just.
If a family wants to talk to someone, they can book a free first consultation directly. No school referral letter is needed.
Is there an assessment form our staff can use?
Yes. A complete, printable child developmental assessment form for professionals: clinical intake and history, speech and language, a DSM-based ADHD screen and an autism observation checklist, all in one document with clear scoring guidance. It is a structured record, not a diagnosis, and must be completed by a qualified professional.
Let’s build something that works for your students
Whether you’d like to train your teachers, use our ready-made curriculum, or design a custom one with us, we’d love to help, wherever in the world your school happens to be.
Tell us how many staff you have, the ages you teach, and whether you want this online or in person. We’ll come back with a plan and a proposal for your school — there’s no charge for the conversation.
In person in Multan · Online for schools worldwide
Questions schools ask us
Do you work with schools outside Pakistan?
Yes. We train teachers and support schools and institutions around the world over online sessions, and in person for schools in and around Multan. All the curriculum and training materials are shared digitally, so distance is no barrier.
Is the standard curriculum ready to use as-is?
It is. It’s a complete, structured framework that covers every developmental domain across five age groups, so a school can pick it up and start straight away. Most schools then ask us to shape it around their own students, which we do after a proper assessment and a bit of consultancy.
Can you design a fully custom curriculum for our students?
Yes. If your students have particular needs, or your setting comes with its own requirements, we assess the children and then build or adapt both the curriculum and the teacher training to fit, as a consultancy engagement.
Who delivers the training?
Our qualified multidisciplinary team, led by speech & language therapist Mahnoor Baloch, covering speech & language, motor-skills, behavioural (ABA) and special-education practice.
Do our teachers need a special-education background?
No. The training is written for mainstream class teachers and support staff who have had no special-education training at all. We start from what a teacher can change on Monday morning — how instructions are given, how the room is set up, how a child is helped to ask for a break — and build from there. Existing special educators get the more detailed planning and assessment work.
Do you give us a written report after assessing our students?
Yes. Where we assess students as part of a curriculum or consultancy engagement, the school receives a written summary in plain language: what we observed, the strengths to build on, the priority targets for each domain, and the classroom adjustments we would suggest. It is written so a teacher can plan from it, not just file it.
What is an IEP, and does your curriculum work alongside one?
An Individualised Education Plan is a short written plan setting out a single student’s targets, the support they get, and how progress will be checked. Our curriculum sits underneath it: the domain goals give you the target wording, and the measures give you the review evidence. If your school has never written an IEP, we walk staff through their first few.
Can a child with special educational needs stay in a mainstream class?
Very often, yes — with the right adjustments and a teacher who knows what to do. Some students need a resource room or small-group teaching for part of the week and their mainstream class for the rest. The honest answer depends on the individual child, which is why we assess before advising a school either way.