The fundamental principle of inclusive education is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have. Inclusive schools must recognise and respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through appropriate curriculum, organizational arrangements, teaching strategies, resource use and partnership with their communities. Children with disabilities constitute one of the largest groups that are still outside the folds of general education system. The National Curriculum Frame work on school education (NCF 2005) recommends making the curriculum flexible and appropriate to accommodate the diversity of school children including those with disability in cognitive and non cognitive areas. Inclusive education for disabled at secondary stage has been launched from 2009-10 onwards.
Samagra Shiksha conducted a survey on bedridden children. This revealed that these children were isolated from their peers in order to socialize children a group of friends went into the bed ridden children and engage in the creational activities. This made remarkable changes in the children and became more positive towards education. This program was uphold by the school authorities under great social change has been success. This success the district and all BRCs where conducted this programme.
The physical fitness of Children With Special Needs are not up to the mark in almost all cases to make mentally and physically fit. During last year, the state have initiated to conduct sports among Children With Special Needs.
Eventhough many softwares are available for Children With Special Needs. Most of the schools are not using these facilities. In order to facilitate the ICT facilities state have initiated awareness programme for the development and purchase of instructional materials for Children With Special Needs. This create an interest in learning to the Children With Special Needs. Moreover teaching learning process become more interesting and inter active.
In order to enhance the mobility of children, Therapies were conducted all BRCs. It includes Physiotherapy, Speech Therapy, Occupational Therapy, Music Therapy, Behaviour Therapy. It is a great relief to parents and children .This is regularly conducted in all BRCs. Parents from distant areas came over to BRcs for Therapies. For this purpose, BRcs have equipped with all kinds of equipments. For elementary and secondary sections therapies are conducted separatelyActivities
Music plays a soothing effect on our mind. Music therapy is most often used for children with special needs.It capacitates them to upgrade their highest caliber by polishing their creative abilities. All district spearheaded with the highly accolade music therapy programme to lead the CWSN students to the mainstream of society. In addition to develop the creativity of children it turned out to be a panacea to all the issues they faced such as hyper activity, eye hand discordination etc.Objectives
In the beginning of every academic year, Medical camps were conducted regularly. For this purpose preliminary Screenings were conducted at school level. Screening tests are conducted by general teachers and a preliminary list is consolidated. The consolidated list is scrutinized in convergence with Health Dept. and LSGDs. Medical Camps were conducted with the help of Medical professionals and para professionals in the assessment camps the children who need assistive aids were finalized. After the medical camp list is consolidated and necessary arrangements were done for distribution. The major areas of disabilities require aids and appliances are Hearing Impairment, Visual Impairment and Orthopedically Handicapped. State have distributed the assistive devices at the earliest.Objectives
Since the education system follows Inclusive Education, there are many students having different types of disabilities do their education in general schools. For providing academic support and behavioral modification training to these students, the Special Educators should have to acquire sufficient skills in different disability areas. But they usually gets training in a single discipline as part of their qualifying education. This programme envisages to strengthen the Special Educators to manage and educate all CWSN belongs to different categories. Hence all Special Educators in elementary and secondary sections need in-service training in all relevant areas of disabilities.
The parental orientation programme will be conducted every month. The parents will be given academic support for helping their children in learning. If the parents are given academic support of different levels, they can help their children in learning process. The parents are able to identify the short comings of their children.Objectives
Changathikoottam (friends group) was a unique project implemented during the year 2018-19 for the improvement of studies and socialization of bed ridden children. Changathikoottam project was widely accepted when the classmates and teachers of the bedridden child visited them and indulged together in learning and recreational activities. There was a notable change in the bedridden children when friends started visiting on holidays and festive days. As an extension of Changathikoottam, the concepts of Resource bedroom and virtual classrooms were formed considering the demand of the children and their parents. Resource bedroom aims at providing facilities for the classmates and resource teachers to engage the bedridden child. There are children who wish to attend school but are unable to because of the physical challenges they have. Virtual classroom enables them to participate in classroom activities from their own bedroom.
The importance of Autism Centresgrow in proportion with the increasing number of children affected with Autism. At present there are 50 Autism Centres across Kerala under SSK with teachers who were specially trained in the area connected with Autism. Over 2435 students acquire training in 50 different centres. Advanced learning materials, renovation of buildings, setting up of library and reading room, internet facility, modern technical devices etc. are to be made available in these centres. In order to establish Autism Centres in all BRCs, 118 new Autism Centreshave to be opened newly.Objectives