Each child is assessed for individual needs and a Learning Profile is prepared. Based on this an exclusive IEP is designed, delivered and monitored by a team of Special Educators & trained personnel.
Functional academics is primarily utilized to teach autistic children who are moderately to low-functioning or at the mental retardation stage. It has also been beneficial in teaching a certain concept or skill to a high functioning who may be struggling in that one area. For example, a high functioning autistic student may be a genius in mathematics but may struggle with reading and require an aid to scribe for him or her.
Functional Academics are exactly that academics made functional
Each autistic child will also have a different curriculum set out by the teacher who is shadowed by a special education Program; they help the teacher create a program that fits each child’s individual needs. This curriculum would be reflecting on the child’s/student’s Individual Education Plan or report. The teacher in implementing and documenting the functional academics and curriculum.
Each autistic child has their own individual strengths and weakness like typical kid so they may have a curriculum created that will include May not all of the following:
Fine and gross motor coordination Skills:
(That may or may not include): -Shoe tying, stinging beads, using crayons/pencil crayons in art, cutting scissors, etc.
Food recognition and comprehension and sign identification(like-stop, go, walk, exit)
Food, emotions, sign recognition, and comprehension are taught by utilizing picture cards.
How to convey thoughts and feelings in a concise way by using words and not by violence, giving verbal solutions to problems, be consists regarding utilizing age appropriate vocabulary, teaching children how to think before they verbally say something, etc.
Practicing eye-contact, greetings, manners, turn-taking, how to hold a conversation, conflict resolution/management, how to control sensory impulse difficulties and overload, how to focus on themselves and not others when necessary, role playing various scenarios in class and playing board games with staff and other students in the class room, etc.
Fun that “sneaks” in many learning opportunities for the student/child such as; turn taking, sharing, exercise/gross and fine motor skills, social/ communication opportunities’, how to wait, take turns and more.
Reading and comprehension, writing, spelling and mathematics’, social studies, science, money identification values, telling time, learning how to use a calculator to add up purchases, allow opportunities’ for silent reading.
Functional academics is merely academics made functional designed to teach skills which allow each student to succeed in real-life situations at home, school, work and in the community. The functional academics curriculum includes a range of areas namely:
Given these areas the teachers tailor the academic programs to the age, gender, needs and functioning of the student. Each of the subcomponent is divided into skill level and task analyzed to sequential steps which ranges from early childhood to transitional skills. Such skills are not taught in isolation but as part of multi-sensorial approach. Key outcome of functional skills is for the students to exercise maximum sense of control, engage in self-directed behavior and autonomy over his/her environment.
- Pre-requisite concepts
Meaningful Counting (Learning about Time)
Teaching a concept usually follows the steps given below:-
Sight-word reading is important in special education i.e., reading the word at sight even though the letters are unknown. Important words like their name, address, pull, push, danger, poison etc.
Writing can be trained with picture and Letter with words initially, then with the words only. Pencil grip is assessed and adaptations are made if necessary; coloring within the boundary is a helpful precursor for writing within the lines.
Time concept includes learning the concept of now, then, today, yesterday, weekdays, morning, Noon, evening, night.
Please Note: The pre-requisite skill for Time concept is number concept
Money concept is taught through many different ways such as using calculator, dummy currencies etc.
VikasThe Learning Centre admits children in the following groups:
- Early Intervention (Age : 2 - 5 yrs)
- Pre Primary (Age : 4 - 6 yrs)
- Primary (Age : 6 - 9 yrs)
- Intermediate (Age : 8 - 12 yr)
- High level (Age : 12 – 14 yrs)
- NIOS (Age : 14 – above 14 yrs)
The Centre is well equipped with play and educational material with comfortable seating, hygienic facilities and a cheerful ambience. You can fix an appointment through the telephone or through e-mail to meet the Director/Principal who will guide you through the admission process.