special needs

A principal of an alternative school writes about the challenges she faces especially in special education and her interaction with families and parents.

English

Inclusive practice in  the early years classroom is about collaborative partnership between mainstream teachers and special needs teachers. A flexible, creative problem solving approach helps to foster a dialogue that leads to innovation and fun for all involved.

The article makes a case for including children with special needs in the regular school system highlighting the multiple interpretations of inclusive education in India and how these impact its interpretations for policy. The author urges individual effort on part of schools to adopt teaching and learning practices that support the learning needs of children with special needs and in effect improve learning for all the children in the classroom. 

Early Intervention in the childhood years caters to children in the 0-6 year age range. During this period, three big opportunities for early identification of developmental disabilities arise. The first instance arises at the hospital when infants with birth defects are detected and intervention started right away. The second instance is when children show delays in speech and language development usually emerging in the second year of life and the third arises in preschool when children’s play behaviours are expanding to include playmates.

This is a first hand account of the introduction of inclusion of children with mild and moderate disbilities in a preschool which was attached to a post graduate department in at the Lady Irwin College in New Delhi.. The space was also used as a mixed age Day care facility in the afternoons.These have been in operation for over 30 years. An update of the current staus and added activities, which include early testing, is also presented by the person now in charge

What steps can teachers take to have a truly inclusive classroom? Saravanan P., an Inclusive Education Coordinator, gives us the answers, in this article published in Thisaimani (Journey 2) - an APF-Puducherry District Institute publication.

Written by Sujatha Padmanabhan and illustrated by Madhuvanti Anantharajan, this book looks at inclusive schooling and children with special needs, and is inspired by true instances in villages of Ladakh.

‘Inclusion’ is a much talked about word these days. While a lot of people are at least coming to terms with the fact that the disabled are also human beings like us with emotions and feelings, there is still a long way to go if we are to see true inclusion of the disabled into our society. We have made a beginning by declaring that ‘special’ children should not be denied education in regular schools, but have we thought about how a teacher who is ill equipped to handle such children will manage?

We have all grown up knowing that there are normal schools and schools for children with special needs. Children with different needs went to different schools. But today it is widely believed that special children will benefit more by going to regular schools. So how can a teacher manage and care for a special child along with 40 or 50 normal children?

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