Anubhuti Special School & Therapy Centre

Completion of summer camp Navodaya Educational Foundation -NGO Anubhuti Special School & Therapy Centre

The International Day of Yoga or World Yoga Day is observed on June 21, every year, to raise awareness about the numerous benefits of practicing Yoga and encourage people around the world to adopt a healthier lifestyle. It serves as a reminder of the importance of physical and mental well-being and highlights the role of Yoga in achieving that balance.

Navodaya Educational Foundation -NGO Faridabad sector 31,30,29,28, spring field, ip colony Faridabad SEC-14,15,16,16A,17

International Day of Yoga on 21 June 2024 @ sector 8, Faridabad Haryana

||सर्वे भवन्तु सुखिनः||
The camp is organised with the Raksha Labs at sector 3, Faridabad.The camp aimed to promote Mental & Physical health awareness and provide basic medical assistance to local community members. Various screening tests were conducted, including M-CHAT, GLAD, Adaptive Behaviour Scale,blood pressure measurement, blood sugar level testing, and eye checkups. All the staff & Interns participated in this event with their full enthusiasm.

Attention-Deficit/Hyperactivity Disorder
What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

*Source: https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd

The Therapeutic Benefits of Colouring for Children with Special Needs

1.Strengthening Fine Motor Skills:
Holding and manipulating crayons, pencils, or markers helps develop the finger and hand muscles needed for precise movements, such as writing and buttoning.

2.Enhancing Hand-Eye Coordination:
Colouring within lines requires children to coordinate their hand movements with their sight, building hand-eye coordination and control.

3.Improving Visual-Motor Integration:
Transferring a mental image onto paper by controlling hand and arm movements is integral to visual-motor integration. Colouring helps hone this skill by requiring children to visualise the desired outcome and manipulate the crayon or pencil accordingly.

Source:https://colouryourstreets.co.uk/blogs/blog/the-therapeutic-benefits-of-colouring-for-children-with-special-needs

ADHD:
ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.

Signs and Symptoms
It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends.

A child with ADHD might:

daydream a lot
forget or lose things a lot
squirm or fidget
talk too much
make careless mistakes or take unnecessary risks
have a hard time resisting temptation
have trouble taking turns
have difficulty getting along with others

Source: https://www.cdc.gov/ncbddd/adhd/facts.html

Signs of autism in children:

Autism in young children:-

Signs of autism in young children include:

not responding to their name
avoiding eye contact
not smiling when you smile at them
getting very upset if they do not like a certain taste, smell or sound
repetitive movements, such as flapping their hands, flicking their fingers or rocking their body
not talking as much as other children
not doing as much pretend play
repeating the same phrases
Autism in older children

Signs of autism in older children include:

not seeming to understand what others are thinking or feeling
unusual speech, such as repeating phrases and talking ‘at’ others
liking a strict daily routine and getting very upset if it changes
having a very keen interest in certain subjects or activities
getting very upset if you ask them to do something
finding it hard to make friends or preferring to be on their own
taking things very literally – for example, they may not understand phrases like "break a leg"
finding it hard to say how they feel.

*Source: https://www.nhs.uk/conditions/autism/signs/children/

Issues of Concern:

Common Terms Used in Special Education:

General education: Standard curriculum without any special arrangements or modifications

Mainstreaming: The environment in which students typically receive their education; the same as general education. Teachers accommodate the curriculum for group instruction.

Response To Intervention (RTI): Initial interventions used by general education teachers in a regular classroom to help struggling students, those who are falling behind. This process is put in place and monitored to see how much the student benefits from it before more formal evaluations that may lead to an Individual Education Plan (IEP).

Individualized Education Program (IEP): Legally binding document by which the public school system, after an interprofessional evaluation, identifies the educational needs of a student the intervention that will help achieve this goal and the method for monitoring of progress.

Individuals with Disabilities Education Act (IDEA): Federal law that requires public schools to provide special education services for children ages 3 to 21 who meet specific eligibility criteria

Free Appropriate Public Education (FAPE): The educational right of students with disabilities to be educated at public expense, and make adequate progress.
Remediation: Interventions given to help the student who has fallen behind academically for whatever reason, to catch up. The student may or may not have special needs, or their special needs may not have been identified.
Accommodations: Include all the adaptations that will improve the student's academic success, like extra time for assignments or exams, use of technology, or adaptive equipment.
504 modifications/accommodations: Adaptations, modifications, or accommodations to the curriculum based on a medical diagnosis. It is usually used when the student doesn't qualify for an IEP. It will provide many similar interventions and support.
Related services: Interventions that are not strictly educational but will help the student benefit from the overall educational support that he/she is receiving. May include counseling, occupational therapy, physical therapy, speech and language therapy, transportation, among others.

EIP (Early Intervention Program): Educational services provided to children from birth to 3 years old who either have a significant developmental delay or who are at risk for a delay.

CPSE (Committee for Preschool Special Education): Educational services provided to children 3 to 5 years old with educational needs.

CSE (Committee for Special Education): Educational services for children 5 to 18 or 21 who have academic needs. *

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Special Education Special education is the process by which students with special needs are educated by the process of addressing their differences while integrating them as much as possible in the typical environment where their peers are educated. Success, measured as self-sufficiency, academic achievement, and fut...

Special Education :

Special education is the process by which students with special needs receive education via the process of addressing their differences while integrating them as much as possible in the typical educational environment of their peers. Success, measured as self-sufficiency, academic achievement, and future contributions to the community, may not be achieved if students with special needs do not receive this additional help. In the United States and many other countries, children who have special educational needs are entitled by law to receive services and accommodations that will help them perform to the best of their abilities and reach their academic potential.

Special needs can include learning disabilities, speech and language impairments, autism spectrum disorders, cognitive impairments, emotional and behavioral disorders, physical disabilities like cerebral palsy, muscular dystrophies, sensory impairments like vision or hearing, chronic medical illnesses, and any condition that affects optimal education. Whenever possible, the needs of these students should be met in the same environment where other peers learn. Only when progress is lacking in this mainstream setting, then a different classroom placement can be selected for their education. This new setting may include fewer students in the classroom, more teachers, or a higher level of support. The process of moving a child from the typical classroom or educational setting to a specially structured one is gradual. Emphasis should focus on finding the balance of meeting the students' educational needs in the least restrictive environment.*

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Special Education Special education is the process by which students with special needs are educated by the process of addressing their differences while integrating them as much as possible in the typical environment where their peers are educated. Success, measured as self-sufficiency, academic achievement, and fut...