CHILDREN WITH SPECIAL NEED
Prarambhika follows an inclusive, integrated approach for children with special needs. Our greatest strength is our non-judgmental environment and the spaces available for children to move from individual to group needs. This allows children to learn and progress at individual paces. It also implies that facilitation and assessment processes are complex and challenging. Nevertheless, they address children’s needs to a large extent.
Prarambhika does not have a special learning centre for children with special needs at present. We believe that every child is unique and it is equally true for children with special needs. We consider it unfair to club children with special needs as one kind because their needs are usually very different and they seek individualized support.
We have consciously worked on enabling an inclusive, integrated model of special education. Children with special needs are in the same classroom with all children. They go through the same daily curriculum. Class facilitators give special attention through short interactions during group and individual time.
Where felt necessary, the school counselor may sit with a child with special needs separately for short periods of time either in the class or near the class (the library, the resource room). The primary goal of the guiding team is to enable the class facilitators to build enduring bonds with all children, including children with special needs. The need for skills development is assessed as per the capacity, interests, age level and developmental concerns of the child. We do not lay ‘extra’ emphasis on helping a special needs child “catch up” with other children of their class. On the contrary, our purpose is to identify the child’s present set of strengths and build on them as per a range of developmental norms, keeping the individual child’s needs in mind. All special needs work is child-focused and guided by observing the child carefully; incorporating a range of insights from people who spend the maximum time with the child at home and in school; consulting the child; providing time for individual change; and by developing a formative understanding of the plan.