SPECIAL EDUCATION PROGRAM - WHAT IT MEANS:
The primary objective of this program is
to maximize the potential of the children.
The program covers two spheres of education,
functional training, physical and occupational
therapy, vocational training, socialization
and extracurricular activities. Functional
academics Functional training Therapeutics
Co-curricular activities.
1.FUNCTIONAL ACADEMICS
In the recent years new trends have emerged
in the field of special education. The skills
taught to children are absolutely function
oriented. Today’s curriculum ideology is
based on activity oriented instructional
programmes. In this approach the emphasis
is on utility of learning skills, which
are age appropriate. The instructional plan
includes activities, which lead to generalization
of learnt skills in various situations.
This approach helps in preparing persons
with mental retardation to integrate smoothly
into their own communities. The ability
to retain learnt skills is poor in persons
with mental retardation unless they are
put to use frequently. It is very important
that items selected for teaching should
be those required for the day-to-day living
requirements of the person. A single answer
to these problems is development of functional
literacy and numeracy, i.e; the individuals
with retardation are taught reading, writing,
and mathematical concepts involving time,
money and measurements, which will be used
in daily living.
2.FUNCTIONAL TRAINING
It is based on the daily life activities,
which the child has to perform everyday
from morning to night at home or at school.
The aim of such a program is to make the
child competent in performing day-to-day
functions as well as to develop an independent
level of functioning.
3.THERAPEUTICS Mental
retardation is a condition requiring intervention
condition professionals of various disciplines.
Occupational therapist and physiotherapist
play a big role in helping children in developing
motor skills. In working with infants there
is considerable overlap in the roles of
physiotherapist is usually concerned and
gross motor activities, while the occupational
therapist is more involved in evaluation
and treatment of fine motor functions and
activities of daily living Speech and communication
are characteristic features of the human
race. Ability to communicate effectively
requires the integration of abilities a
person has to understand what when and how
to communicate; skillfully handle different
people in their environment; and the ability
to learn from experience. Hence it may not
be surprising that children with mental
retardation present varying degree of deficits
in communication. It is necessary to provide
help to these children in learning to communicate
well. In other words, understanding communication
problems in children with mental retardation
requires a thorough understanding of the
child and its environment. Problems in sensory
integration can be reflected in over or
under sensitivity to in coming sensation.
When there is over arousal, the child may
manifest defensiveness to sensations of
touch, taste, vision, hearing and smells
as well as hypersensitivity to movement
and sometimes-gravitational insecurity.
When there is under sensitivity, the child
may lack appropriate arousal to sensation,
showing a lack of registration. In both
cases, the problem can cause behavioral
and emotional difficulties, and when severe
can interfere with sensory discrimination
and skill development. SOME CHILDREN FLUCTUATE
FROM OVER TO UNDER AROUSAL AND IN TURN,
THEIR BEHAVIOR VARIES AND THEIR RESPONSE
REQUIRE SENSORY INTEGRATION.
4.CO-CURRICULUM ACTIVITIES
The need to take part in social activities
is universal. All children like to play
and engage themselves in recreational, leisure
time activities. In the past, the curriculum
in various school systems focused mainly
on the teaching of academics reading, writing
and arithmetic (3Rs). All other non-academic
activities were considered extra-curricular.
In recent years however the trend is changing
and the activities other than the 3Rs are
finding place in the curriculum of schools.
It is not called EXTRA CURRICULAR any more,
now they are called CO CURRICULUM activities,
which include visual arts, performing arts,
craft, sports and games, yoga and physical
education. They form part of the curriculum
with trained teachers to teach, involving
evaluation and accountability. In the field
of mental retardation the co curricular
activities play a significant role.
VOCATIONAL TRANSITION FROM SCHOOL
TO WORK Vocational transition is
a carefully planned process, which may be
initiated by school personnel or adult service
providers to establish and implement a plan
for either employment or additional vocational
training of a student with a handicap who
will graduate or leave school in three to
five years: such a process may involve special
educators, vocational educators, parents,
the students, adult service system representative
and possibly an employer.
VOCATIONAL REHABILITATION
The ultimate aim of special education is
employability and independent living. Vocational
rehabilitation means that part of the continuous
and coordinated process of rehabilitation,
which involves the guidance, vocational
training and selective placement designed
to enable a disabled person to secure and
retain suitable employment. Typical facilities
at a special school/satellite day care centre
Objective: To provide special education
through day care training centres for children
with mental retardation, Cerebral palsy,
Autism and multiple disabilities. Beneficiaries:
Optimally around 50 children of all age
groups right from birth onwards. No upper
age limit. The ability level of the special
child will determine the scope of training.
Educational Modules:
1. Early intervention program ”UPANAYAN”.
The scientific and Systematic Training /
education program developed for children
in the age group of Birth to six years.
2. Madras Developmental Program and System
(MDPS) the time-tested program which enables
the special child to learn daily living
skills as well as enhance his/her potential.
3. Therapy: Physiotherapy and Occupational
3 (a) Music and recreational activities
3 (b) Sports
4. Academics under National open School
syllabus for the children of appropriate
functioning level.
5. A vocational lab to introduce and include
a work culture for the special children
at an appropriate age and developmental
level. A Pre Vocational Checklist developed
in house has been of immense help in standardizing
the programme. All the above modules are
guidelines and an individualized programme
planning is developed for each child and
the educations/training is imparted with
suitable teaching aids and methods exclusively
developed for these children.
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