Vision & Mission
To retain the smile in the faces of these children, bring hope to their future, and equip them with vocational skills. By doing so, BNLS aims plans to extend its activities beyond Vellore District once it attains financial stability to its present in Arcot town and its surroundings.
Want to highlight here some of the important activities of the school.
We provide Physiotherapy, Special Education and Pre – Vocational training to the children, according to their needs and disability with highly qualified and trained Teachers.
We are engaging TATA SKOOL Bus to pick-up the children and send them back to home in the evening.
We provide Medicines and Medical Care.
We provide parential training and counselling in order to take care of their children at the home.
We collect Rs. 100/- (Rupees One Hundred Only) from the parents as school fees, and all other expenses are met by us self contributions, and local donations. Citadinanza, Onlus Rimini Italy is supporting us to meet the salary, food & fuel expenses.
M/S Logos Welfare Trust , Chennai supporting us for annual increment to staff and vocational unit to some extent.
Mr. Laxminath, Hindu Mandir and Cultural Center, 2555 Berkley Hills DR, Tuscaloosa, AL35404, USA, is supporting personally and through his friends and well wishers, since 2006 and sofar an amount of Rs. 5,31,000/- was received as donation through him.
Period of observation
The children admitted in our school are heterogeneous, each differing from the other in their chronological age, mental age, level of dependency and disability. Though all our children share the common attribute of low intelligence, there is a marked variation in the degree of the deficit and other associated conditions. So immediately after admission they are kept under observation for a weeks’ time. During this period they are carefully observed for any problem of behavior, cognition, communication, adjustability with peers, medical conditions that interfere with their stay in school etc. Our trained teachers could identify the areas of deficit and come to an overall understanding about the child from these observations.
Our methodology of teaching is based on the principle that assessment of the children is the first and foremost step in setting the syllabus. We study the medical and psychological assessments of the children done by hospitals. If not available we refer them to Nambikkai Nilayam, the Psychiatry wing of C.M.C Hospital,Vellore for a detailed psychological assessment. The assessment gives us an authentic categorization of the students on the basis of their mental development as mild, moderate, severe, or profound categories of mental retardation. This genuine study helps us to frame a curriculum based on their intellectual level.
Input from an Interdisciplilnary Team
Our special students need the services of an interdisciplinary team only through which we can provide a comprehensive curriculum depending on their requirements related to the various disciplines. Our team has special educators, psychologist, and physiotherapist. Apart from this, parents are consulted to identify problem behavior if any, to present complaints, to know the goals which they want the school to set to handle the child without much difficulty at home, and for suggestions.
Documentation Of History
We document the demographic details of the children from a detailed discussion with the parents. Their home environment, family details, economic status, living conditions, previous consultations and schooling are recorded. A complete medical record is also maintained which gives full information on the prenatal, post natal history, developmental history, age at which the problem was identified and treatments given etc.
Classification By Educational Categories
Based on the information collected, we next categorize the students for education. We have three groups in our school and three classes respectively. a) Class for profound and severe MR children. b) For moderate MR children and c) For mild MR children. Each group is handled by a trained teacher. Students who could be trained vocationally are grouped together and training imparted.
Individualized Educational Programme
Framing of curriculum is entirely different from that of a normal school. As there are individual differences among the students in their understanding and ability, we frame separate syllabus for each student that meets their unique needs. This is the individualized educational programme. The first step here is, we identify the skills the child has already learnt and the level of functioning. As the second step we set goals that the person has to achieve in a period of three months. Third, we work and frame the methodology of teaching, the specific methods to be followed to help our students.
Priority Goal Setting
It is our practice to divide the goals into ADL (Activities of Daily Living), and Functional Academics. We have framed our own Behavioral Scale which comprises of goals pertaining to various functional areas. They are arranged in the order of increasing difficulty and are important to their normal, independent, day–to–living. Goals are set in the order of priority and are real and practical within the level of the children. For example, what the student will learn in the area of Socialization, Food Activities, Dressing, Toileting, Recreational and Language. Under academics, goals introduce them to numbers, writing, reading, money and time concepts. We document the goals set for a period of three months. The teaching methods and aids are also planned individually.
Class Room Teaching
We are blessed with a band of best teachers who toil to systematically implement and achieve the goals. A time table is also followed like a normal school and the children are taught accordingly. The teaching strategies are structured along scientific, tested, and psychological angle that suit our special children and help us in achieving the target. Techniques like provision of physical assistance, demonstration, instruction, reinforcement, prompting, fading and rewarding are followed. Yoga classes, games, coloring activities and music are also part of our daily schedule.
Once in three months the planned programmes are evaluated, we look whether the behavioural objective is achieved by our child. The children and special educators are swapped and evaluated for an authentic assessment. If the objectives are achieved with more than 80% of accuracy, then they are considered to be achieved. Also they have to be continuously incorporated in their activities to maintain what they have achieved. If there is a marked low level of achievement, then the goal is repeated in the next trimester also.
Hope our effort to concisely present you a picture of our curriculum reached you as expected. We will be always happy to clarify your doubts if any in this regard.