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C. Advance
School for AUTISM |
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Introduction:
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Autism is a disorder characterized
by severe pervasive such as social interaction skills, communication
skills, presence of stereotyped behaviour and lack of flexible
imaginations. Onset is within first 3 years of life.
School caters to children suffering from autism spectrum disorder.
Foundation skillfully integrates holistic research based homoeopathy,
sensory integration, applied behavioural analysis and special
educational inputs. |
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Concept: |
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It is based on strong philosophical
foundation of HOLISTIC-PSYCHOEDUCATIONAL APPROACH: SYMPHONY.
This is an innovative approach based on integration of holistic
concept propounded by Dr. Samuel Hahnemann, founder of Homoeopathy
& JEAN PIAGET'S concept of CHILD DEVELOPMENT.
Click
here for Conceptual Framework
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Activities: |
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The curriculum includes sensory integrated
therapy, group therapy, music therapy, pre-academic skills related
activities & arts & crafts (collage, finger painting, vegetable
printing, etc). We have also stinted water therapy for our kids
during group therapy session.
Specialized one to one and group teaching
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Classification : |
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Diagnosis and classification is arrived
at by the team of clinicians and
Psychologist. Following tests are utilized:-
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1)DSM IV CRITERIA
2)CHILDHOOD AUTISM RATING SCALE (CARS)
3)AUTISM TREATMENT EVALUATION CHECKLIST (ATEC) |
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The autistic children are classified
in to 3 groups as follow : |
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a)Early Intervention Group |
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Caters to children who are diagnosed
very young or those who have not received appropriate intervention.
Lot of focus is given on intensive therapy and training
Duration: - 1 ½ Hr |
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b)Low functioning : |
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An integrated curriculum & IEP
is designed with main thrust on sensory perception skills, communication,
motor skills, behavior modification plans. This session concentrates
more on ADL skills & body awareness.
Duration: - 1 ½ Hrs |
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c)High functioning : |
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An integrated curriculum & IEP
is designed with main trust on sensory perception skills, motor
communication skills, behavior modification plans. This session
also concentrates on high academic skills. Tailor made programme
is given for each child.
Duration: - 2 Hrs |
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Students who respond well are given
additional remedial sessions and are also given exposure in
the Slow Learner School.
Five of our high functioning children has shown improvement
to such an extent that they have been integrated in regular
mainstream school & is doing quite well. |
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Therapies |
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a) Sensory integration Therapy
b) Behaviour Modification
c) Communication and social skills development
d) Emotional Expression Training
e) AIT. (Auditory Integration Therapy) |
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IEP CURRICULUM PLANNING :
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IEP curriculum planning is done
taking each individuals child capabilities & difficulties
into account. |
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IEP are classified into
4 major areas : |
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1. ADL skill.
2. Imitation skill.
3. Language & communication skill.
4. Writing skill.
5. Behavior modification. |
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Portage checklist is followed for
each child, on a daily regular basis. |
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At the end of the academic year,
a home bound programme is given by the team. |
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Synchronization : |
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Periodic meetings are conducted with
parents, teachers. Evaluation reports are discussed periodically.
One to one interaction with parents is also done on a regular
basis. Detailed case reports are also discussed. |
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Eligibility: |
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We cater to children diagnosed as
Autism through standard protocol. We also cater to children
with other pervasive developmental disorders like Rett’s
disorder and Asperger’s disorder.
Age Limit:
-Up to 10 years. |
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Contact Us |
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M.B.Barvalia Foundation’s Spandan
Holistic Institute
Opp. Bldg. 161, Near Jain Temple, Naidu Colony, Pant Nagar,
Ghatkopar (E) Mumbai - 400 075
Tel. No. (022) 2513 44 67
E-mail Id: praful@bom3.vsnl.net.in
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D. Special
programs for children with mental retardation |
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Introduction |
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Caters to children with mental retardation
We focus on early diagnosis and early intervention through multidisciplinary
team
Training to improve ADL – activities of daily living and
self help skills
Guidance for handling, rehabilitation and pre-vocational and
vocational training |
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Concept |
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It is based on strong philosophical
foundation of HOLISTIC-PSYCHOEDUCATIONAL APPROACH: SYMPHONY.
This is an innovative approach based on integration of holistic
concept propounded by Dr. Samuel Hahnemann, founder of Homoeopathy
& JEAN PIAGET’S concept of CHILD DEVELOPMENT.
Conceptual Framework |
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Activities |
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1. Mental Retardation is not a disease,
but is comprised of symptoms of various characteristics of disorders.
Accidental abnormalities, which develop during the prenatal
period, birth injuries, defects of genes, childhood illness
and environmental deprivations all leads to damage which is
not really reparable.
2. SPANDAN, Holistic Child Care Centre of Barvalia Foundation
takes the challenges of MR with other associated features like
Autism, Slow Learning, Dyslexia, and Cerebral Palsy with its
varied range of complexities. It is greatly emphasized to establish
in-depth and considerable information on the child’s abilities,
achievements, disabilities, personality, family dynamism and
environments in which he lives.
3. All the conservative scales/methods of testing (Clinical
Psychological, Spl. Educator)
are
used including medical test to provide an helpful insight into
the child’s strengths
and
past attempts made to help him.
With such as information as a baseline, an effective training
programme for
the children
with MR is charted out classification is made as ‘trainable’,
non
trainable, educable
and non-educable.
A wider
perspective is visualized when an structured IEP is made after
a very
detailed discussion
with his teacher and therapists (OT/speech if required).
The deficit areas that are
identified include physical/mental abilities,
behaviour,
perceptual, medical (if under medication) and academic abilities
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are considered
collectively.
The curriculum,
although is highly structured, teaching methods focuses on flexibility.
Practical and attainable
goals are set and care is taken not to cause any frustration
to the child achieving
those goals.
4. The curriculum at ‘SPANDAN’ for MR group has
basically two categories –
Academic, non-academic.
Academic curriculum contains
normal syllabus prescribed by the Maharashtra Govt.
Non-academic syllabus comprised
functional requirement of everyday use,
focusing developing, and
skills for vocations & it’s training later on.
Progression is recorded through
regular tests, exams and evaluation.
A Checklist based on Portage
technique is used for daily evaluation.
5. Once a child reaches its saturation points, school recommends
for pre vocational or vocational activities.
6. NOS, syllabus is also taught to educable MR students.
7. Since teaching on MR Child is full of challenges, it requires
a very specialized skill on part of teacher to meet them.
Therefore Teacher’s dynamism is given due consideration.
8. Regular in service lectures are conducted to keep them
updated with latest development in the field of MR Children’s
education.
9. Teaching process follows all the conventional methods of
special school teaching techniques at par with interventional
methods.
10. Field visits, charts, science particles are integral part
of teaching.
11. Water therapy, music therapy, and audio-visuals are some
of the innovative methods that are included in teaching the
MR group.
12. School also integrates deserving students to the mainstream
schools.
13. Extracurricular activities are encouraged – sports,
yoga and dramatics.
14. Parental education gets priority and regular orientation
programme and workshop are organized for them.
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Eligibility |
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Age limit: - Upto 14 years |
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Contact Us |
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M.B.Barvalia Foundation’s Spandan
Holistic Institute
Opp. Bldg. 161, Near Jain Temple, Naidu Colony, Pant Nagar,
Ghatkopar (E) Mumbai 400 075
Tel. No. (022) 2513 44 67
E-mail Id: praful@bom3.vsnl.net.in
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