ONE SCHOOL FOR ALL
CASE STUDY ON ANKUR VIDYAMANDIR, PUNE - AN INCLUSIVE SCHOOL
Mrs. Madhuri Deshpande – Managing Director, COER
Centre For Opportunities in Education and Rehabilitation (COER) is a charitable trust registered with the charity commissioner Pune under the Bombay Public Trust Act, 1950.
Ours is a story of a successful challenge… in 1988, we took upon ourselves a seemingly impossible task of running an integrated preschool. The operative world here is "Inclusion." We strongly believe in giving equal opportunities to the able bodied children as well as the special ones. We invite normal children to attend our school, interact with those who are affected. Inclusion at the early childhood level is the only means of mainstreaming the special child first into his immediate neighbourhood and eventually into the society. The inclusion of children with special needs in the society through the protection of their rights, social, psychological and medical rehabilitation, vocational training has been the primary aim of COER.
1. OUR VISION
To offer equal and uninhibited opportunities for education and rehabilitation and make children independent so as to enmesh them into the main fabric of the society as contributing members.
2. OUR
Our mission is to provide the diverse student population at Ankur Vidyamandir the best possible education in an atmosphere that aims at their all round development and learning for life.
3. HISTORY IN BRIEF
ANKUR BALMANDIR was founded in the year 1988 with the primary purpose of providing facilities of INCLUSIVE EDUCATION (IE) for the children between the ages of three and six, i.e. to promote equal opportunities to all children irrespective of their individual differences in abilities.
ANKUR BALMANDIR further expanded into CENTRE FOR OPPORTUNITIES IN EDUCATION AND REHABILITATION, (termed as COER) which came into being in the year 1998. The primary objective of expansion was to provide the facilities of INTEGRATED EDUCATION to a larger section of the society and challenged individuals within the precincts of the organisation. Therapy services are also provided to children not registered as students with Ankur Vidyamandir. Concept of Integrated Education is being practiced by COER successfully, in Pune, for the past 16 years. Presently, under the aegis of COER, a pre-primary school, a primary and secondary school, a therapy centre and a Vocational training Centre are being run. Till date Ankur has had in its fold children with Cerebral Palsy, moderate and mild mental handicap, personality disorders, emotional disturbances, severe, moderate and mild physical handicaps and today it caters to as many as 16 types of challenged children.
In the concept of Integrated Development, the ‘special’ children are not only offered a formal education, but also therapy facilities and vocational training under the same roof. This ultimately results in a child attaining a great degree of independence and reduction of dependence on the family and others. Both the categories of children are introduced to vocational training. This offers flexibility to every child to develop academic and vocational skills and keeps all options of selection of their profession open. It has been observed that many a children who develop only academic skills feel frustrated if they fail to find an appropriate opening in a professional environment.
COER now operates
§ ANKUR VIDYAMANDIR – INCLUSIVE SCHOOL, (AVM)
§ PRE-PRIMARY SECTION
§ PRIMARY SECTION
§ SECONDARY SECTION
§ UTKARSH THERAPY CENTRE (UTC)
§ FUNCTIONAL ACADEMICS UNIT
§ ANUGRAHA REHABILITATION CENTRE
§ NIRMITEE VOCATIONAL TRAINING CENTRE (NVTC)
§ Kalakruti
§ DRISHTI TRAINING CENTRE (DTC)
COER caters to the needs of the society and offers development opportunities to ALL the children. The spirit of the organisation revolves around offering equal and uninhibited opportunities to the children and making them independent to enmesh well in the weave of the society as professionals. This is the uniqueness of the experiment being undertaken.
4. PHILOSOPHY:
If you run a school like a business or with a factory model, you automatically exclude about one-third of the people because they don’t fit that model. Under the factory model, schools set standards for grade levels; this emphasizes producing a standard product with a focus on mentality. If students are not up to the standards, then you have to put them aside. But inclusion is not just about ‘where’ children are educated; it’s a philosophy that includes the whole school and the society; it’s everyone’s responsibility.
Inclusion is based on the beliefs that just as people work in communities with people of different races, religions, aspirations and disabilities, in the same vein, children of all ages should learn and grow in environments that resemble the environments that they will eventually work in. When good inclusion is in place, the child who needs the inclusion does not stand out. The inclusive curriculum includes strong parental involvement, students making choices, and a lot of hands-on and heads-on involvement.
Inclusive education at Ankur Vidyamandir and its supporting units operates from the assumption that almost all students should start in a general classroom, and then, depending on their needs, move into more restrictive and specialised environments, whenever required. Research shows that IE helps the development of all children in different ways. Students with specific challenges make gains in cognitive and social development and physical motor skills. They do well when the general environment is adjusted to meet their needs. Children with more typical development gain higher levels of tolerance for people with differences. They learn to make the most of whomever they’re playing with. When we exclude people, it ultimately costs more than the original effort to include them.
We strongly believe that the millions of non-disabled students currently enrolled in today’s schools are future firefighters, porters, nurses, storekeepers, clerks, teachers, legislators, secretaries, physicians, employers, voters, doctors, lawyers, policy analysts, co-workers, police officers, and taxpayers. Approximately 15% of them will become parents of children with disabilities. A larger proportion will have a friend, neighbour, or relative who is the parent of a child with a disability and many others will be paid to provide services to people with disabilities.
If you view schools as inclusive catering to the needs of many children and are looking for ways to educate that benefit all students, then, that’s inclusive Education. The philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools.
5. WHAT MAKES IE ACHIEVABLE
a. A Zero rejection policy
Ankur Vidyamandir follows a ‘zero rejection policy’. When announced as an ‘
b. Placement and Grouping: Inclusion involves all kinds of practices that are ultimately practices of good teaching. What good teachers do, is to think thoughtfully about children and develop ways to reach all of them. Ultimately good teaching is a relationship between two people; teachers get good results because they enter into such a relationship. Inclusion is providing more options for children as ways to learn. It’s structuring schools as community where all children can learn.
Inclusive education means teachers working with students in a context that is suitable to a diverse population of students. It also means the teacher may need alternative expectations and goals for students. Children seeking admission are administered a Developmental assessment. This gives us the base line for judgment essential for placement and grouping. Assessments give us the data for 8 development domains as well as the academic performance. Simultaneously children also undergo an ability test that gives us a picture of the abilities on which his education plan can be based. The case history of the special children, Medical records, Physical assessment speech assessment LD. With this information along with the observation for 3 days the child is placed in the appropriate class in Ankur Vidyamandir, Functional Academics group, Vocational training group, Anugraha Rehabilitation Centre.
c. Need based programmes –
On placing special children in various groups they are offered variety of need-based activities. They are as follows:
I. Ankur Vidyamandir : - Remedial teaching for those who have been identified with specific academic deficits. [e.g. child with a perceptual disorder of visual sequencing, has problems in spellings in language. He is given special inputs for visual sequencing during remedial class.] Speech corrections, speech therapy is also given during the school hours as per the need of the children.
II. Functional Academics:- Some children during the learning process reach an academic plateau due to various reasons. Regular classroom transactions do not provide the matching inputs and children fail to sustain interest in the class. But having learnt the basic language and computational skills they want to continue with the class albeit at a different level. At such times they are provided with academic inputs that are functionally appropriate in their daily life. Individual curriculum is chalked out and credentialing is done at every term end. Parents are reported on the improved skills of the child.
III. Vocational Training :- All the children, irrespective of their varying abilities are introduced to vocational activities at an early age. Children from std. one are engaged in ‘activities of daily living, work experience, prevocational and vocational. Ankur Vidyamandir has selected five vocational subjects for high school. i.e.
§ Carpentry
§ Tailoring
§ Gardening
§ Cooking
§ Laundry
The syllabi of these subjects are age appropriately spread over form higher primary to secondary school. Therefore children develop a liking for these subjects and a hand on experience helps them to gain mastery in skills over a long period. Experimenting and enjoying the activities has made these subjects extremely popular in school.
IV. Anugraha Rehabilitation Centre : - Since Ankur Vidyamandir follows a no rejection policy, we do have some children who are enable to accommodate in the mainstream. Especially in the growing years their adjustment with other non-disabled children becomes unmanageable. They are therefore moved to the centre that caters to their needs on one to one basis.
V. Enrichment and enhancement Programmes: - All children who show an extraordinary pace in the learning process sometimes experience boredom in the class. Teachers keep vigilance over such matters. Such children are given enrichment activities that are aimed at skill building through various activities that builds children’s’ confidence. Similarly some children show exceptional talent in certain areas of learning. To give them a boost and a higher proficiency level enhancement activities are planned at all levels in the school.
VI. Therapeutic inputs: -Physio, speech and occupational therapeutic inputs are given to all children as per their requirement along with counseling sessions. This in-house facility has brought about tremendous relief in the lives of the parents of the children. Provision of these facilities within the precincts of the organisation helps the teachers to get ample support in the classrooms and the teaching processes.
d. Assessment/Observation: -
Complete assessment of the child is a crucial step in assisting the child to achieve the developmental goal. Formal tests, observations and informal tests give us the clues on which our annual and short-term goals can be based.
6. THE ENVIRONMENT
Feeling of oneness, least discriminatory attitude, Barrier free environment create an environment conducive to Inclusive Education.
1) At the school: Ankur Vidyamandir follows the state Government curriculum for all children. Modifications and alternations are made in every class as per the child’s individual requirement, but the content or competencies to be developed remain un-changed.
Eg. At times the content of a lesson in history may be divided into four parts as the child’s capacity to understand and master it may be low. But extracts from the textbook are used to avoid discrimination and confusion for parents and children.
A) Inclusion: At AVM the focus is on the inclusion of the student within the existing classroom. Special education is a support, help and service provided to the student in the regular classroom and not viewed as a main department.
B) Individualization: Needs and educational goals are determined individually for each student. Each student is unique and the goals are individualized to meet their unique learning needs.
C) Teamwork: It is essential that educators, parents and peers share the responsibility to develop ways to include students with disabilities. The team approach provides multiple perspectives and provides the best way to develop a program to include the student.
D) Dynamism: The IEP (Individual Education Plan) is a fluid document and not a rigid one. It is updated and changed through out the school year as the team gets to know the student and the student demonstrates his or her own rate of learning. It is important to maintain contact with the team members so that as changes are made and the members are made aware. The plan is made only after the child is placed in the class. Once the student is in the regular classroom it is easier to determine the actual needs and supports required and what is appropriate to expect of the student to learn in a set period of time. It is important that the team does not get caught in a "developmental model" such that the student is limited in being exposed to curriculum assumed to be at a "higher level". One must believe that everyone does not learn in the same pre-determined linear sequence and at the same rate.
2) Small classroom size: - Every class has strength not more than 15 students. Percentage of special children is never more than 30%. Types of disabilities varies in each class. Levels of cognition may be two or three. One teacher for 15 students is allotted the basic literacy subjects and for subjects such as social studies, Arts, music, sports, special languages are allotted to experts. Small classrooms are appreciated both by teachers and children as it offers more scope for interaction, close knit sharing of experiences and a better understanding of each other. Repetition of activities, multi-level teaching and individualized instruction is easily achieved in a small group. Buddy teaching, assistance to each other are some advantages for the special children. Non-special children experience thorough understanding of concepts, extra information and more practice for achieving higher proficiency levels.
3) Competition: Many times parents are apprehensive about their children’s capability regarding facing competitions. More often than not they feel small groups may reduce the competitive spirit to some extent. At Ankur Vidyamandir children are taught to compete with themselves. They are to move along the continuum in their own achievements. This helps them to be better achievers of their own targets. Children also learn not to be judgmental about the achievement of their peers. Criteria and parameters for achievement are therefore multifarious. This sort of environment in educational institution helps children imbibe healthy and wise values of co-existence.
4) Freedom to develop at one’s own pace: Every aspect of education at Ankur Vidyamandir, from philosophy to structure, is based on the premise of freedom. Freedom for children is their birthright.
5) A right to education: All children have a right to education irrespective of their abilities. This attitude promotes the all round development of each child at his own pace. There is least pressure for children to achieve the goals. The only pressure or force applied is towards the task completion and that encourages excellent motivation for meeting desired goals. Free uninhibited interaction of children of all ages develops in them a feeling of brotherhood and equality. Gender discrimination is avoided and everyone stands an equal chance. Individualized instruction brings about awareness in children regarding their own capacities and a confidence to the maximum of their inherent potential.
6) Attitude towards inclusion: The philosophy of Inclusive Education at Ankur Vidyamandir is based on:
· AWARENESS
· ACCEPTANCE
· ASSISTANCE
All efforts are made towards making the children, parents and teachers aware about various disabilities and problems that exist around them. Teachers get a thorough orientation about the special children at Ankur Vidyamandir and their case study, educational goals, methodologies that would work etc. in the pre-service training.
7) Parents understanding of IE
Parents of non-special children are also given a clear understanding about the presence of special children in school. All their queries and fears are sorted out before they admit their child to Ankur Vidyamandir. Most of the inhibitions generally arise out of ignorance about the IE system. Assurance of care, knowledge and capability of handling the situation with confidence from teachers has brought us a long way in enrolling non-special children at Ankur Vidyamandir. Similarly the parents of the special children also expect the caregivers to have a special concern for their child. In an Inclusive set-up these parents need to understand that their child must learn the process of normalization and not segregation. The child needs opportunities to interact with every type of children to be capable of living in the world of ‘normal’ people.
8) Teachers’ understanding of IE
Orientation of teachers gives teachers an insight about all the children in their class and they in-turn help the non-special children understand the situation. Children become more sensitized towards the special ones, extend a helping hand without a feeling of patronisation. Tolerance, empathy, care-share, communication with special children are the values that children learn by living with each other. No textbook or classroom efforts can make this possible. However there is exception to every rule. Some children are averse to accepting special children in their group. Such children are counseled and made to understand the reason. 95% of the times the counselor succeeds in achieving the acceptance level expected. Never is IE imposed on those who need more time to accept. Children need this space to understand and except the diversity the way it is.
9) Multi-level instruction
The rationale of multi-level learning and participation is based on:
§ While all students learn, not all students learn at the same rate.
§ While all students learn, not all students learn in the same way.
§ All students have the same right to inclusion - to be contributing, participating, learning members of the group.
§ Teachers have a responsibility to teach all members of the class.
§ Instruction and participation expectations must be adapted and/or adjusted to meet the needs of the individual members of a class
7. THE SUPPORT SYSTEM
A Multi disciplinary team supports inclusive education at AVM.
§ Clinical Psychologists
§ Remedial educator
§ Counselor
§ Physio therapist
§ Speech and language pathologist
§ Occupational Therapists
§ Child Development expert
This team assists the General education teachers and the parents to overcome the difficulties the organisation may face while doing IE.
8. FACILITATORS:
Teachers at Ankur Vidyamandir are referred to as facilitators of IE. The process of IE is eased due to the informed, committed and dedicated teachers who create ambience of equality at Ankur Vidyamandir. General education teachers with D.Ed and B.Ed qualifications sometimes need a thorough training of special needs education, methodologies. Inputs for studies in child development, ECCE and special needs education all assist the teachers in their daily planning. Teachers with a background of child development, psychology, ECCE along with regular education degrees are considered for recruitment in the primary section. Similarly Therapist, Special educators, remedial teachers also need inputs for IE practices.
Inclusion is a philosophy; certain practices have to be modified in order to make them suitable for IE. Flexibility in teaching practices is merely a question of attitude. If transfer of knowledge is to be the business of schools, many children will go through this stage with mere information. We do not believe in manufacturing students year after year. Our teachers would like their students to be informed as well as self-actualized individuals.
9. ATTITUDE TOWARDS INCLUSION
Diverse student needs are accommodated within general class activities while maintaining high quality for all students. Educators have to embrace the daily challenge they face to meet the educational and socio-emotional needs of learners with diverse abilities. Skilled and educated teachers are meeting the challenge with enthusiasm and creativity through thoughtfully and collaboratively planning and implementing instruction that meets the individual needs of each student.
Inclusion of students with disabilities cannot be achieved alone. We know that a team of like-minded people has the power to make many things possible. We know, too, that it will never be free of all conflict. It will always be dynamic, ever changing, ever in process. The multiple perspectives brought together by different people, will not only give energy and vitality to the process, but will back you up when you need release time, new information, a shoulder to cry on, a friend to remind you of the focus of your efforts and someone to give you constructive feedback. A team is built on the principle that each voice is valued and necessary for effective inclusion. But our experience tells us that teams are not born, they must be constructed through the relationships that you have with each other. Everyone will have a unique understanding of what constitutes a team and sharing such views will be the foundation of what a team can become.
In present times it has become popular to speak about collaboration. Sharing ideas, co-operating in activities, assisting in one another's growth, changing from the bottom up, and advice giving between fluid, active networks of teachers sharing their own experiences are all descriptors that educational leaders use to describe the concept of collaboration. It is believed that by collaborating, each individual is able to contribute what he or she knows best. Some researchers have reported that students benefit academically when teachers collaborate.
At AVM our vision of
The four principles (guidelines) that were articulated right from the beginning are clearly the foundations of an inclusive school. They are necessary conditions or parameters. They are:
1. Within the limits of allocations of staff time, maximal inclusion shall take place.
2. All students have the right to participate in all aspects of school life.
3. All students will be participating members of a regular classroom with the support to meet their individual needs being provided through support system. This support may include modification of the curriculum within the regular classroom or outside of the regular classroom when specific skills CANNOT be accommodated in that setting.
4. Placement will be age appropriate and within the student's own attendance area.
This requires the building of a community -- a community that goes beyond such simple things as school concerts or picnics; your school must become a place of bonding. If you don't succeed in becoming such a community of staff, students and parents, then you will always be a community that depends on such things as mutual compatibility, acceptable moods, acceptable ability, etc. Your survival as a community cannot depend on such simple things as mutual compatibility or homogeneous grouping. The "glue" that unites or combines you must be more than a caretaker attitude - it must be a professional attitude.
Students, too, need a sense of belonging, because many of them feel today that they don't belong in school any more. This is even truer for Special Needs students. We must come to value Special Needs students as a gift to our schools because they bring out the best in the other students. Their presence allows values to come to surface and students take ownership of these values. We need to create environments in which values surface so that students take ownership of these values.
The more programmes we introduce in our schools, the more we threaten our community. It is well documented that the categorization of special education has contributed to the disjointedness of education and our inability to meet the new morbidities: Inclusion, effective inclusion, demands building effective communities that provide a secure environment for its members and in which we feel we are all together.
We can no longer accept the view or the popular attitude among some teachers that separate special education programmes be developed that serve the needs of students with a particular disability. If we accept the massive research and even our own observations, then it is clear that the goal of educational inclusion can be achieved. What is required is a shift to an attitude that recognises the necessity of modifying, expanding, and/or adjusting regular education to meet the needs of ALL students. We know that program modification is inherent in good teaching.
It is quite clear then, that for Ankur Vidyamandir to become an inclusive school that embraces educational inclusion, a number of things needed to happen.
§ We begin with the assumption that educational inclusion is the mission of Ankur Vidyamandir and that all underlying principles of INCLUSIVE EDUCATION apply.
§ We developed a clear strong educational policy and philosophical vision (position) that all children belong in your school community.
§ We developed a strong educational community within your school that allows ALL students, staff and parents to be equal members.
§ We accept the statement that no child in our schools is too difficult or unworthy to deal with if a professional team with common vision comes together for planning.
§ We provide each student with the sense that they have gifts to offer to your school community.
§ We strongly believe that parents' involvement, input and understanding are vital.
§ We make a conscious effort to ensure that each member of staff has the confidence, conviction and commitment in what he/she is doing.
§ We accept that risks must be taken and mistakes will be made.
§ We have a belief in the dignity and potential of all, including teachers and parents.
10. TRAINING FOR INCLUSIVE EDUCATION
(TRAINING MODULES FOR THE STAFF IS ATTACHED AS ANNEXURE)
11. SUPPORT ACTIVITIES
TEAM, INDIVIDUAL SPORTS AND ADVENTURE SPORTS
FIELD TRIPS
DRAMATICS
MUSIC AND DANCE
VOCATIONAL ACTIVITIES
SOCIO CULTURAL EXPOSURE
GUESTS AND VISITORS
12. CURRICULAR AND OTHER ADAPTATIONS FOR IE
1. NEED BASED CURRICULUM
2. MODIFIED SYLLABUS
3. MODIFIED LESSON PLANS
4. ADAPTING GOALS
§ Smaller amounts of work:
§ Simplify
§ Condense
§ Combine/group
§ Emphasize functional
§ Easier questions
§ Same work different concepts:
§ Addition instead of multiplication
§ Number concept
§ Use transparencies
§ Reading sight words (highlighted)
5. ADAPTIVE ASSISTANCE
Peer Assistance:
§ As model
§ As helper
§ Organizational assistance
§ Answering questions
§ Reader
§ Team members in a cooperative lesson
§ Peer Assistance (Student with challenging needs):
§ Help younger children
§
§ Look at student's strengths
§ Helps in the school
§ Office
§ Library
§ Plants
§ Score keeper
§ Hands out books
Teacher Assistant:
§ Assigned to school, works with the whole class
§ Facilitates ownership by classroom teacher
§ Support teacher to teach each child well
§ Work primarily in classroom with the teacher
§ Problem solve with teacher
6. ADAPTING MATERIAL
§ Use alternate mode of student materials:
§ Dictating to scribe
§ Tape recording
§ Drawing pictures
§ Cutting pictures from magazines
§ Building models
§ Using computers
§ Enlarge/shrink material
§ Use overlays/acetate on textbook pages
§ Cut and paste
§ Use manipulative material
§ Use calculators
§ Use an outline for student to follow what is taught in class
7. MULTI LEVEL INSTRUCTION
To provide for multi-level instruction it is necessary to adapt and modify the regular curriculum. Adapted/modified curriculum refers to changing the regular classroom curriculum slightly, making it more suitable for the student by making partial changes.
Adapted/modified curriculum is:
§ Done in regular classrooms with typical students.
§ With "real" material as similar as possible to other students.
§ Only limited by an individual's creativity.
§ Facilitated by problem solving with others.
§ Encouraged interaction and acceptance.
§ Exercised with caution to ensure that students are successful and challenged.
§ Based on the view of one curriculum for all with students participating in the part of the lesson that is challenging for them.
§ Making the fewest modifications to the lesson as possible for any particular student
§ Maintaining original concept or intent of the lesson.
13. EVALUATION SYSTEM
Test modifications
§ Variety in testing modules
§ Individualized testing
§ Continuous evaluation
§ Cumulative reporting
§ Adaptive Evaluation
§ Evaluation Strategies should be simple:
§ Set small goals
§ Keep work samples
§ Do spot checks
§ Use video (IF POSSIBLE)
Student, Peer, Teacher Evaluation:
§ Self evaluation
§ What have you learned
§ Demonstrate knowledge
§ Use different criteria
§ Evaluate progress on IEP
§ Peer evaluation
§ Observe - to determine if there has been improvement
Tests:
§ Have someone scribe
§ Oral test
§ Use calculator
§ Draw pictures
§ Demonstrate knowledge (verbal or pictorial or finger pointing)
§ Curriculum based assessment
§ Take home activities
§ Open book exams
§ Concept map
§ No time limit
§ Take test in quiet room
§ Provide more space
§ Multiple choice format
Report Cards:
§ Use same as other students
§ Grade, if not below c
§ Write comments if d or e (for the parent to reconcile with the improvements suggested)
§ Attach anecdotal comments (of observations made during the year)
§ Update specific goals IEP
14. WORKING WITH PARENTS
§ Building awareness regarding IE
§ Workshops, talks and seminars
§ Weekly meetings and small conferences
15 ADMINISTRATION
§ Maintenance of students’ records
§ Clerical assistance for typing modified lesson plans
§ Preparing teaching aids
§ Preparing multiple question papers per class
FOOD FOR THOUGHT
A father's dream for his child to be part of the circle is a hope for that safe place that is created when children get to know each other as friends not as them and us; 'normal' and 'handicapped'. If the circle is opened, children and their teachers will see spaces developed for different relationships (playmates, acquaintances, classmates) to flourish.
VALUE ADDITION AT ANKUR VIDYAMANDIR
§ At Ankur Vidyamandir the curriculum used is the one prescribed by the Govt. of Maharashtra.
§ Children who require a curriculum modification are given some concessions within the state prescribed curriculum, with the advice of the Educational psychologist.
§ When some children are unable to cope with the modified curriculum, they are put on functional academics (functional academics curriculum has been designed by experts in Child development and psychologists of COER and divided into five stages to suit children with learning difficulties for the sake of credentialing).
§ All the children, normal or otherwise, undertake training of pre-vocational and vocational subjects from class V onwards.
§ Ankur has chosen six vocational courses for their students from the subjects offered by the Secondary board viz. Carpentry, home science (bakery, tailoring, laundry, ECCE), screen printing, gardening and landscaping and typing & shorthand along with computers.
§ The ‘special’ children are not only offered a formal education, but a facility of therapeutic assistance is also made available under the same roof. The child’s needs of acquiring knowledge, strengthening the emotional platform along with enhancements in physical as well as intellectual capacities, is ensured in an inclusive environment.
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