The learning environment is organized by Treatment and Education of Autistic and Related Communication Handicapped Children )TEACCH( program is an academic program based on scientific evidence and depends on the idea that individuals with autism and developmental disabilities learn more visually than any other style (visual learners) and this method has been used in organizing the rest of the center's classes, this method depends on five basic principles: physical structure, scheduling, work system, routine structure, and visual.

Shafallah Center for Persons with Disabilities adopts the notion that language is a behavior that can be learned and can be replaced in the absence of other reinforcement behaviors, or alternatives such as picture (PECS), descriptive signs or speech generating devices, Augmentative and alternative communication (AAC) describes multiple ways to communicate that can supplement or compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders.

Shafallah Center for Persons with Disabilities relies on Verbal Behavior Milestones Assessment &Placement Program - (VB.MAPP ) which is an assessment tool used for evaluating language and related skills by tracking the normal development stages and identifying barriers that may limit the learning process, and then leads to designing the appropriate educational program and the appropriate educational environment for the affiliates, VB.MAPP includes three levels ranging from birth to 48 months.
The center also uses the Help methodology: HELP Program: is an early intervention program used to assess the abilities of children with ID and Autism in all areas compared to their typical peers. HELP includes a range of different aspects, such as communication, cognitive skills, self-care skills etc. and it covers children from birth to 6 years. HELP has an advanced level that covers those children whose abilities qualify them to be integrated into less restrictive educational environments,
POP Program: for Developmental Disorders: is a comprehensive program for the rehabilitation of people with intellectual disabilities of all categories, in addition to children with learning disabilities, and in this curriculum the skills that the teacher will teach are determined according to the affiliates IQ.

Shafallah Center for Persons with Disabilities relies on applied behavior analysis as an evidence-based methodology, which confirms its effectiveness in intervening and achieving positive results with people with various developmental disabilities (Intellectual Disabilities, Autism Spectrum Disorder), ABA refers to a set of principles that focus on how behaviors change, or are affected by the environment, as well as how learning takes place. The term behavior refers to skills and actions needed to talk, play, and live.

Based on the results of the evaluation process, a comprehensive Individual Educational Program IEP is designed for each affiliate that includes all the services that the affiliates will receive
This IEP includes various aspects such as language and communication, social skills, cognitive skills, activities of daily living, adaptive skills, academic skills, vocational skills, or other aspects.

• is an umbrella term covering the systems and services related to the delivery of assistive products and services.
• Assistive products maintain or improve an individual’s functioning and independence, thereby promoting their well-being.
• Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.
• Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.

Shafallah Center for Persons with Disabilities uses several strategies:

• POSITIVE REINFORCEMENT:
involves consequences that strengthen behavior. To strengthen a behavior means to increase the likelihood that it will occur again in the future.
• SHAPING:
a way to reinforce improvement in behavior. Shaping is used to gradually teach the learner how to do something better.
• PROMPTS:
defined as extra cues or hints that help the learner to know what to do in a particular situation or time.
• MODELING:
A model is a stimulus that the learner imitates.
• DISCRETE TRIAL TRAINING (DTT):
based on Applied Behavior Analysis (ABA) theory and is often used as part of a broad, ABA-based approach. It involves breaking down skills to their most basic parts and teaching those skills to children step by step. Children get rewards for all their achievements, which encourages them to learn.
• VERBAL BEHAVIOR:
therapy uses similar concepts to Applied Behavioral Analysis. It is a method of teaching communication to people who have not yet acquired language using operant conditioning. It consists of four “contingencies”: Motivational Operation, Discriminating Stimulus, Response and Reinforcement. These four factors ensure that affiliates are motivated to acquire language to meet their needs.
• The Picture Exchange Communication System (PECS):
a picture-based system that was developed for learners with social communication deficits.
• Task Analysis:
A task analysis involves breaking a complex skill into smaller, teachable units. In creating a task analysis, an instructor creates a road map for how to teach a skill, step by step. There is ample benefit for the learner; access to reinforcement is much greater when the task is taught in this manner.
• Individual training (instructor with one of affiliates).
• Group training (instructors with a group of affiliates).