PRE-PRIMARY-A
As per Guidelines 15 children placed in this class MILD to MODERATE. They are being assessed and goals are set. Academic goals are prepared in this class. Writing flash cards, names, addresses and short words will teach me to remember them. We will prepare a progress report based on the goals taken in the 1st, 2nd, and 3rd terms. Accordingly we will send in the above class.
PRE-PRIMARY – ‘B’
A Dedicated teacher working as a pre-primary B class teacher. In this class, she trains 13 students . Like normal children, they cannot do their work by themselves. There are multi-disabled students are here. What one student can do, another student cannot do. They are taught to do it by telling them clearly about what they do not know. They have 1, 2, Term 3 Their development is documented through the IEP.
PRIMARY – ‘C’
There are 14 children in this class to train them a Devoted teacher is appointed according to their level. He or She teaches and trains them to be able to use the TOILET in 5 months, to ask for water when they are thirsty, to bathe, to be able to eat with rice and to water the trees. teaching them to write their name and address,numbers and remember colors. 1st, 2nd, 3rd term report will be given. They are promoted from primary to secondary depending on their level.
PRE-PRIMARY – ‘D’
In this Class 18 children in primary . According to their level in the classroom, a dedicated teacher teach es them to train appropriate skills to see and identify the names of vegetables by looking at the chart and say the numbers by looking at the 1 to 10 digit number chart. He/She teaches how to pour water the plants,then will take term wise skills test and prepare an annual report based on their over all development. Children will be promoted from primary class to secondary class.
SECONDARY
There are 18 students in this class. In the class a special teacher dedicated for them to enhance personal skills such as address, phone, receiving, counting money concept, names of weeks, names of months.They are taught to remember essential items and also to express their needs. Students are encouraged to socialize with fellow students. Further takes them to set goals according to the ability of the students and take the term wise percentage according to the goal reached and prepare an annual report. Depending on the age and development, we can send it to the upper class.
PRE – VOCATIONAL
In this Pre- Vocational Class 13 children are allocated. They are taught according to their level. In particular teach personal skills such as remembering essential items, making friends with peers to do their work by reading as well as writing on the boards when they go outside for the purpose of deposits, withdrawals, money concept and time concept. We prepare report cards based on their ability based on the goals scored. We can send them to the upper class depending on their age and development.
HEALTH PROVIDER Dr.RAJKUMAR MBBS
Healthcare providers play a vital role in supporting the physical and mental health needs of mentally challenged children. Health Promotion and Prevention, Management of Medical Conditions, Mental Health Support, Collaboration and Communication, Advocacy and Education, Health Education and Counseling,
Family Support and Guidance, Hygiene and self-care, Nutrition and meal planning, Exercise and physical activity Sleep and relaxation techniques Mental health and wellness.
By fulfilling these roles, healthcare providers can significantly improve the physical and mental health outcomes of mentally challenged children, promoting their overall well-being and quality of life.
INTERVENTIONAL PSYCHOLOGIST
Nageswar Galipelly MSc in Psychology is a well known Counselling Psychologist
As a Psychologist he plays a vital role in supporting mentally challenged children, promoting their overall well-being, and enhancing their quality of life. Here are some key roles of psychologists in this context:
Assessment and Diagnosis
Conduct comprehensive assessments to identify cognitive, emotional, and behavioral strengths and challenges.Diagnose mental health conditions, such as ADHD, autism, or anxiety disorders.
Intervention and Therapy
Develop and implement individualized intervention plans, incorporating evidence-based therapies (e.g., CBT, ABA).Provide therapy sessions, either one-on-one or in group settings, to address specific challenges.Collaborate with other professionals (e.g., occupational therapists, speech therapists) to ensure comprehensive support.
Support and Guidance
Offer guidance and support to parents, caregivers, and educators on strategies to promote the child’s development. Provide counseling to family members to address their concerns, stress, and emotional needs. Facilitate support groups for children and their families.
SPEECH THERAPIST Mrs.INDIRA
Speech therapists, also known as speech-language pathologists (SLPs), play a vital role in supporting mentally challenged children with communication and swallowing disorders. Here are some key roles of speech therapists in this context:
Assessment and Evolutation
Conduct comprehensive assessments to identify communication strengths and challenges Diagnose communication disorders, such as articulation disorders, language impairments, or fluency disorders.
Augmentive Therapy
Develop and implement individualized treatment plans to address specific communication goals. Provide therapy sessions, either one-on-one or in group settings, to improve communication skills.Use evidence-based techniques, such as Augmentative and Alternative Communication (AAC), Picture Communication Symbols (PCS), or sign language.
Communication Strategies
Teach alternative communication methods, such as gestures, pictures, or electronic devices.Develop and implement communication boards or devices.Train caregivers and educators on communication strategies and techniques.
PHYSIO THERAPIST Dr.K.VINAY KUMAR,BPT
Physiotherapists play a vital role in supporting the physical and developmental needs of children with intellectual disabilities (previously referred to as mentally retarded). Here are some key roles of physiotherapists in this context:
Assessment and Diagnosis Conduct comprehensive physical assessments to identify strengths, challenges, and developmental delays.Diagnose physical disabilities, such as cerebral palsy, spina bifida, or muscular dystrophy.
Intervention and Therapy
Develop and implement individualized treatment plans to address specific physical goals.Provide therapy sessions, either one-on-one or in group settings, to improve:
– Gross motor skills (e.g., walking, running, balance)
– Fine motor skills (e.g., hand function, dexterity)
– Mobility and transfer skills
– Posture and alignment
– Pain management
Mobility and Accessibility
Assess and address mobility and accessibility needs.
Recommend and provide mobility aids, such as wheelchairs, walkers, or orthotics.
Sensory Integration and Processing
Assess and address sensory integration and processing needs.
Provide sensory-based interventions to improve regulation, integration, and processing.
Family Support and Education
Educate caregivers on physical management techniques and strategies.
Provide support and guidance on promoting physical development and independence.
Collaboration and Consultation
Collaborate with other professionals, such as occupational therapists, speech therapists, and psychologists.Consult with caregivers, educators, and healthcare professionals to ensure comprehensive care.
Health Promotion and Prevention
Promote healthy lifestyles and habits.Provide education on injury prevention and management.
Advocacy
Advocate for the physical and developmental needs of children with intellectual disabilities.
Support policy development and implementation that promotes inclusion, accessibility, and equal opportunities.
By fulfilling these roles, physiotherapists can significantly improve the physical and developmental outcomes of children with intellectual disabilities, promoting their independence, participation, and overall well-being
VOCATIONAL TRAINING PROGRAM By RAMESH VALASA
Vocational training programs for intellectually disabled individuals aim to enhance their employability, independence, and quality of life. Here’s a comprehensive outline for a vocational training program:
Program Objectives
Develop skills and abilities for employment or entrepreneurship. Enhance independence, self-esteem, and confidence. Foster social skills, communication, and teamwork.Provide opportunities for community integration and participation.
Program Structure
Assessment and Goal Setting: Evaluate individual strengths, needs, and interests to create personalized goals and objectives.Vocational Skills Training: Offer training in various vocational areas, such as:
– Hospitality (e.g., food service, housekeeping)
– Retail and sales
– Horticulture and gardening
– Animal care
– Arts and crafts
– Basic computer skills
Life Skills Training: Focus on essential life skills, including:
– Time management and organization
– Money management and budgeting
– Personal care and hygiene
– Nutrition and meal preparation
– Safety and emergency procedures
Training: Prepare individuals for employment, covering topics such as:
– Paper Plates Manufacturing
– Candles Making
– Camphor Making
Job Placement and Support: Assist individuals in finding and maintaining employment, providing ongoing support and mentoring.
Program Methods
Hands-on Training: Provide practical, experiential learning opportunities.
Mentorship and Coaching: Offer one-on-one guidance and support.
Group Instruction: Facilitate group learning and socialization.
Community-Based Instruction: Incorporate community-based learning experiences.
Technology Integration: Utilize technology, such as virtual reality or simulations, to enhance learning.
Program Evaluation
Regular Progress Monitoring: Track individual progress and adjust the program as needed.
Outcome-Based Evaluation: Assess program effectiveness in achieving desired outcomes, such as employment or increased independence.
Participant Feedback: Solicit feedback from participants to inform program improvements.
Program Staffing
Vocational Trainers: Experts in specific vocational areas.
Job Coaches: Provide support and guidance in job placement and maintenance.
Life Skills Instructors: Teach essential life skills.
Program Coordinators: Oversee program operations and administration.
Program Partnerships
Community Organizations: Collaborate with local organizations to provide job training and placement opportunities.Employers: Partner with employers to provide job opportunities and support.Government Agencies: Work with government agencies to access funding, resources, and support.
By providing a comprehensive vocational training program, intellectually disabled individuals can acquire the skills and confidence needed to lead fulfilling and productive lives.
