Every student has individual learning abilities. One of the goals of a comprehensive education is inclusion of all students of a particular age or grade level into the same classroom. The school has a low student-teacher ratio, which is important as it helps to serve all types of learning abilities. The school also has a balanced curriculum that is appropriate for all categories of children, teachers who have the ability to handle the individual needs within the classroom and thereby promote an environment where personal development, social skills and student participation are strongly encouraged. But at times, some students’ needs are better served in a more focused setting for example; a child with a hearing loss does not have the same needs as a student who has been diagnosed with autism. When students struggle in more than one area, the student’s learning experience is enhanced by specialized attention from a trained teacher.
The school has created a need-based learning support programme with its educators to focus on its special students to allow them to discover their own skills and work on them to catch up with their peers. The learning support programme includes the procedures for identifying and selecting children who might have difficulty with reading or mathematics, learning difficulties or special educational needs and who need supplemental teaching. It is the learning support or remedial teacher who provides this extra teaching.
Every student has individual learning abilities. One of the goals of a comprehensive education is inclusion of all students of a particular age or grade level into the same classroom. The school has a low student-teacher ratio, which is important as it helps to serve all types of learning abilities. The school also has a balanced curriculum that is appropriate for all categories of children, teachers who have the ability to handle the individual needs within the classroom and thereby promote an environment where personal development, social skills and student participation are strongly encouraged. But at times, some students’ needs are better served in a more focused setting for example; a child with a hearing loss does not have the same needs as a student who has been diagnosed with autism. When students struggle in more than one area, the student’s learning experience is enhanced by specialized attention from a trained teacher.
A child, who continues to have difficulty coping with the curriculum even after learning support and intervention of the class teacher in addressing the child’s problems, is then recommended to counselors for further psychological assessment at VIMHANS, Delhi or Moolchand MedCity Hospital, Delhi. Clinical Psychologists and Psychotherapists from Delhi are also invited to the school to provide counselling facilities to students with special needs. An Individualized Education Programme (IEP) is followed for students with learning disabilities in the Primary Classes, as recommended by experts.
Another critical aspect of inclusive education for a special needs child is in having the acceptance and friendship of classmates. This kind of support also aids in the progress of special children and helps them gain confidence within the school environment.
Further, parents have a vital role as partners to make inclusive education successful within the classroom. Parents are also involved with the teachers at the school to coordinate school activities and learning materials for their special child.