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Amina Shazib

Supervising Lead educator

MSc. SLCN-C, SCERTS, TEACCH, ADOS-2

Amina graduated with an MSc in Applied Psychology from Middlesex University, Dubai in 2012 with a focus on child psychology and early education. She went on to complete several workshops and certified courses focusing on supporting children with additional needs including a Postgraduate Certificate in Speech, Language and Communication Needs in Children (SLCN-C), and the training in SCERTS model for Autism by the Autism Independent UK from Kettering, United Kingdom. She is also trained in DIR Floortime 101 and Makaton along with a certification in Colourful Semantics and in TEACCH through which she can assess the different learning styles and teach individuals with ASD by capitalizing on their individual strengths in the areas of academics, communication, independence, social skills and coping strategies respectively.

Amina has also completed Autism Diagnostic Observation Schedule (ADOS)-2nd edition to the level of clinical reliability which accredits her to accurately assess and diagnose autism spectrum disorders across age, developmental level, and language skills.

Amina has worked in Dubai and in the UK. Before joining TDCC she was a class teacher in the Early Intervention Program at a children’s centre in Dubai. In her role, she taught children with a wide range of needs and disorders including Autism Spectrum Disorder, language and communication difficulties, Sensory Processing Disorders, and Attention Deficit or Hyperactivity Disorder. Prior to that, she worked briefly at Dubai Autism Centre. Amina also gained experience at a preschool/ nursery in the UK, developing a deep understanding of different phases of development of young children and helping them develop the skills needed to transition to a classroom setting.

Amina is passionate about helping young children with additional needs reach their full potential by utilizing multidisciplinary, child-focused/child-led approaches and strategies to support their social communication, language development, socio-emotional competence and to facilitate school readiness.

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