Special Education
For :
• Children who have any academic or behavioural learning gap
• Age - ranging from as young as 2 years up to 18 years and beyond
Purpose:
• Individualized classes maximize the child’s skill set
• To train reading and writing
• Help the child perform daily living activities
• Provide remediationfor the development of fine motor, gross motor, sensory, cognitive and communication skills
• Counselling for emotional and social support
Resources and Techniques used :
• Three basic R’s through the “Chaos to Clarity” programme developed by Ms.VeenaBasu, a special educator for the past 30 years from Mumbai.
• Visual and kinesthetic techniques, for alphabets and numbering
• Videos to understand daily living skills
Assessments :
All the sessions are based on individualized education plan created solely for the child after an assessment, specific for that service.
• WISC –IV
• Vineland Adaptive Behaviour Scale –II
• Woodcock Johnson Test of Achievement Test
• Comprehensive Test of Phonological Processing
• Beery
• Seguin Form Board Test
• BinetKamat Intelligence Test
• The Childhood Autism Rating Scale
• CONNERS 3 – Parents, Teachers and Self –Report Short
• Indian Scale of Autism
• Vineland Social Maturity Scale
• The Carolina Curriculum Assessment
• Language Assessment Tool
• Reading Comprehension – Informal assessment
How Will It Benefit A Child:
• Improves child’s logical, cognitive, fine and gross motor skills
• Develops oral and augmentative communication skills
• Enhances the personality
• Empowers both the Parents and the child to confidently move ahead in society
Occupational therapy :
For :
Occupational therapy is used for someone who has difficulty with everyday tasks
• physical disability
• learning disability
• mental health condition
• medical condition
Purpose:
• Prevent or minimize disability
• To help increase functional independence in daily life
• Focuses on physical, sensory or cognitive disability
• Control their ‘energy’ levels and hyperactivity
• Work on time management
• Come up with analogy that help your child understand hyperactivity how to keep it in check
Techniques :
Occupational therapists identify the activities that are causing difficulties and help the child through exercises/activities/strategies like,
• Physical activities
• Play activities
• Developmental activities
• Adaptive strategies to cope with transitions
• Adapting the environment
• Sensory Integration activities
• Neuro Developmental Techniques
Assessments :
• Observational assessment
• AMPs is comprised of 16 motor and 20 process skill items
• Sensory activity
o SPM –Sensory Processing Measure
o Adolescent/ Adult sensory profile
• Bayley Scale of infant Development (BSID)
o Berry –Buktenica Developmental
• Test of visual-Motor integration (Beery VMI)
o Development test of visual Perception
o Infant –Toddler Sensory Profile
o Peabody Development Motor
• Scale (PDMS-2)
o Sensory Integration & praxis test (SIPT)
o Comprehensive Occupational Therapy Evaluation
o Bay Area Function
o Childhood Autism Rating Scale
How Will It Benefit A Child:
• OT will help in various part and improve their cognitive physical sensory and motor skills and enhance their self-esteem and sense of accomplishment
• Develops Social skills
Speech and language Therapy :
For :
• Birth to adult (nonverbal, autism, ADHD, CP, Down syndrome, etc) for communication
Purpose:
• To prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults
Techniques :
• Sensory feedback
• Articulation speech therapy activities
• Oral motor therapy techniques
• Play therapy
Assessments :
• An assessment to diagnose the prenatal, perinatal and postnatal condition/situation and accordingly providing them the appropriate recommendation/therapy plan
• For Child:
• British Picture Vocabulary Scale (BPVS)
• Preverbal Communication Schedule (PVCS)
• Clinical Evaluation of Language Fundamental (CELF-4)
• Peabody Picture Vocabulary Test (PPVT)
How Will It Benefit A Child:
• Articulation of words
• Verbally and nonverbal communication
• Initiate communication without the need of prompting
• Knowing appropriate time and place to communicate
• Develop conversational skills
Learning Support :
For :
• Students with learning disabilities, physical disabilities, or developmental disabilities
• Students who are learning English or cannot speak English
• Students who are performing academically or developing intellectually well below or above the expectations for their age or grade level.
Purpose:
• After-hours strategies: we provide after-school or before-school programs that provide students with tutoring or mentoring, or that help students prepare for class or acquire study skills required in their everyday academic syllabus.
• Vacation-break strategies: Strategies such as summer school may be created to help students catch up (if they fell behind during the previous year) or prepare for the next grade. Similar support programs and learning opportunities may be provided during vacation breaks.
Techniques :
• Broad array of educational strategies, including tutoring sessions, summer learning experiences, after-school programs, teacher advisors as well as alternative ways of counselling, and instructing students.
• While the term academic support typically refers to the services provided to underperforming students, it may be used in reference to “enrichment” programs and more advanced learning opportunities provided to higher-achieving students.
• Special remediation classes to improve spelling, reading and handwriting issues.
Assessments :
• Specific educational focus or goal
• Based on identified learning needs, and providing supplemental or intensive instruction, practice, and guidance to students who are struggling academically or who have specialized needs
How Will It Benefit A Child:
Academic support is considered a fundamental component of an effective education that should be provided to every student. We believe in bridging the learning gap that each child faces at one stage or another in their academic career.
Life skills Trainings:
For :
Life Skills training is aimed at adolescents and young people aged 12 to 20 with intellectual developmental disability, autism spectrum disorder or other disabilities.
Techniques and benefits :
Living independently requires life skills. Any skill that is useful in your life can be considered a life skill. It is usually used for any of the skills needed to deal well and effectively with the challenges of life.
Certain skills may be more or less relevant to you depending on your life circumstances, your culture, beliefs, age, geographic location, etc. However, in 1999, the World Health Organization identified six key areas of life skills:
• Communication and interpersonal skills. This broadly describes the skills needed to get on and work with other people, and particularly to transfer and receive messages either in writing or verbally.
• Decision-making and problem-solving. This describes the skills required to understand problems, find solutions to them, alone or with others, and then take action to address them.
• Creative thinking and critical thinking. This describes the ability to think in different and unusual ways about problems, and find new solutions, or generate new ideas, coupled with the ability to assess information carefully and understand its relevance.
• Self-awareness and empathy, which are two key parts of emotional intelligence. They describe understanding yourself and being able to feel for other people as if their experiences were happening to you.
• Assertiveness and equanimity, or self-control. These describe the skills needed to stand up for yourself and other people, and remain calm even in the face of considerable provocation.
• Resilience and ability to cope with problems, which describes the ability to recover from setbacks, and treat them as opportunities to learn, or simply experiences.
Life skills also include basic academic skills which are:
• Math Skills
A) The functional math skills include
1) Telling time
2) Counting and using money
3) Balancing a checkbook
4) Measurement, and
5) Understanding volume.
B) For higher functioning students, math skills will expand to include vocationally oriented skills, such as making change or following a schedule
• Language Arts
A) Reading begins as recognizing symbols, progressing to reading signs (stop, push), and moves on to reading directions.
B) For many students with disabilities, they may need to have reading texts supported with audio recordings or adults reading.
C) By learning to read a bus schedule, a sign in a bathroom, or directions, a student with disabilities gains independence
How Will It Benefit A Child:
• Greater potential for Independent living • Capability to obtain and maintain employment • Potential for more satisfying relationships • Acumen to manage a home, finances • Ability to live a healthier life • Proficiency to look after one’s personals needs without assistance.
Pre- Vocational Training :
For :
Pre-vocational training is aimed at adolescents and young people aged 14 to 20 with intellectual developmental disability, autism spectrum disorder or other disabilities.
Purpose:
A program designed to prepare a young adult for the performance of useful paid work in shelteredsetting or community. It involves training in basic work skills and counselling as required for a typical employment setting. It will result in overall improvement of functionality and social adaptation, with the ultimate goal of equal social inclusion.
Techniques :
Prevocational training for young people is structured on the basis of their experiences, interests and concerns, which are the subject of teaching and action. Each module is approached in a way that combines the experiential-communicative teaching and the appropriate educational material used.
Assessments :
• Pre Vocational Assessment and Training Tool (PVAT)
• Prevocational Assessment Screen (PAS)
How Will It Benefit A Child:
• Developing Skills that are necessary to complete the complex tasks of most jobs.
• They need to develop skills to find the job.
• Matching job requirement to the person’s abilities.
• Understanding work place etiquettes.
Programs :
1. AIMS-Media
For :
Any child between 7 to 21 years of age can join this course after a free of cost assessment
AEMP (Ability enhancement multimedia program) of AIMS Media is a comprehensive program which includes
Art,
Craft,
Photography,
Computer Learning,
Editing,
Designing,
Marketing and much more
Duration:
18 months, 9 hours a week (2 hours in 3 alternate days and 1 hour in 2 alternate days)
2. Prayas :
Prayas aims to reinforce and harness the potentials of individuals with Autism Spectrum Disorders through the indigenous technology based solutions in their early years of life and give them a chance to become productive citizens of the society. Prayas-Daksh is an add-on module of technology based training which follows a process curriculum.
Counselling:
Counselling helps one to deal with and overcome issues that cause emotional pain. It provides a regular and safe space for one to talk and explore about difficult feelings.
It can be a great relief to share your worries and fears with someone who acknowledges your feelings and is able to help you reach a positive solution.
Psychological Therapies:
include
• Psychotherapy,
• Narrative therapy,
• Relationship therapy,
Which could be between members of a family, a couple, or work colleagues.
Role of a Counsellor?
• The counsellor is trained to listen with empathy
• The counsellorsupportsand respects your views.
• Helps you to look through, understand and overcome your problems
Counselling can help you
• cope with bereavement or relationship breakdown
• cope with redundancy or work-related stress
• explore issues such as sexual identity
• deal with issues preventing you achieving your ambitions
• deal with feelings of depression or sadness, and have a more positive outlook on life
• deal with feelings of anxiety, helping you worry less about things
• understand yourself and your problems better
• feel more confident
• develop a better understanding of other people's points of view
Counselling can take place via,
• face to face
• individually or in a group
• over the phone
• by email
How long does counselling take?
Ideally, counselling is terminated when the problem that you pursued counselling for becomes more manageable or is resolved.