Technology is used here as a tool for integrating those - of all ages - with special needs into society. SCHR's strategy involves implementing specialised computer programmes and models to enhance the capacity of those who are blind or visually impaired, deaf/mute, or affected by motor disabilities, Down's syndrome, cerebral palsy, and/or autism.

Interpersonal interactions figure prominently in the Centre's in-person courses, which aim to promote the knowledge base of individuals with special needs to help them be able to work independently in society by rehabilitating them psychologically, socially, professionally, and culturally (Further details about "universal design", the approach that informs this initiative, are offered within the "resource catalogue" and "articles" sections of the SCHR website). This website also shares teaching and learning skills generated from, and shares successes (and challenges) gleaned from, fellow educators working with students with special needs. For instance, tips offer here include:

• Design a learning profile of each student....By being aware of the learning styles, work level, reasoning ability, classroom participation, comprehension and progress of a student with Special needs, you can effectively build on his or her existing strengths and weaknesses."
• Develop effective teaching techniques....Develop or modify curricula and testing to ensure that students obtain the information and skills they need and that they are evaluated accordingly. Some examples: Always gain a student's attention before giving directions or initiating class instruction....Call the student by name....Use visual aids to capitalize on a student's visual processing, and to provide the auditory/visual association needed to learn new concepts and language....Write assignments on the board so the student can copy them in a notebook, or provide the student with the list of assignments....[and] [m]ake sure that students with special needs have enough time to answer test questions. If necessary, change testing procedures..."
• Provide individualised instruction...To be effective, teachers should modify their instruction to meet the various learning styles and abilities of students with special needs.
• Provide a structure for learning...Many students with special needs have difficulty organizing information, developing work habits, and coping with change. Teach them to monitor their own progress and regulate the time and effort they spend on each assignment. Maintain consistent teaching routines and methods.
• Build self-esteem of students with special needs...[D]eliver...information in a gradually more progressive manner, allowing them time to master a topic at one level before moving on to more difficult material. Recognize and help them appreciate the value of their creativity.
• Meet with parents to discuss their child's problems at school...[D]iscuss the situation in an open and supportive manner. Ask their permission to administer an educational evaluation of the student when such an evaluation seems warranted.
• Collaborate with parents and guardians on their child's educational efforts...Work with parents and guardians to provide the student with a comprehensive approach to coping with his or her learning disability. Maintain consistencies in the student's instruction and self-discipline by sharing strategies with parents/guardians that can be used during weekends or vacations.
• Understand the laws and procedures that regulate special education programmes....Help ensure that your school meets legal standards and requirements when conducting educational evaluations, parental advisory meetings, program development and placement of students with special needs."
• Advocate on behalf of your students...Teachers can work to ensure that school authorities offer these students equal opportunity. Teachers can also oppose any discriminatory or exclusionary act that would further stigmatize students with special needs."

Similarly, amongst the guidance provided within the hearing disability section of the SCHR website is a note that "some teachers use multimedia presentations to teach lesson plans. While multimedia presentations can be dynamic they are certainly not fully accessible to most hearing impaired people. For instance, some WWW sites have incorporated short movie or audio clips to their sites. Obviously, without captions or audio descriptions a hearing impaired student is certain to miss the majority of information presented. It is important to realize that captioning has many additional benefits. For instance, some computers are not equipped to produce sound. Therefore when a multimedia presentation is given, the viewer may miss important information that is given auditorally. If captions are present, the viewer is still able to follow the presentation without missing any content....[I]t is also imperative that educators provide captioned videos, movies, or filmstrips when a hearing impaired student is in the classroom..."

The organisation is managed by a committee drawn from the local community. All the staff of the have a range of personal and professional experiences with disability in connection with training and development.

Technology.

SCHR explains that "[a] web-based special education infrastructure holds promise for opening up new windows of opportunity for students with special needs. For example, because web page content usually consists of electronic text, a blind student can use a screen reader to audibly present and navigate the information. The font of most web browsers can also be easily increased for persons with low vision....The phrase client-service, instead of client-server, is emphasized because providing education is a service, and all services should accommodate persons with disabilities. On the client side, many types of adaptive technology exist, including alternative mouse systems, alternative keyboards, voice recognition systems, refreshable Braille displays, and screen readers. These systems make it easier for persons with disabilities to access their computer and the Internet....Browsers can have keyboard equivalents for hypertext links, frame navigation and built-in alternative display modes....Recently developments in text to speech applications also allow Graphical User Interface to be accessible by the visually impaired."

SCHR was a finalist in the 2008 Stockolm Challenge.