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SEVAI ARIVU SUDAR - Special School (An Institute for differentlyabled and Rehabilitation)
Brief History It is estimated that at least 3% of the world's population are specially challenged children. This could be various types of disabilities ranging from single disability to multiple disabilities. India has a large undetermined population of persons with disabilities.
Joyful learning atmosphere/barrier free
Arivu Sudar (A lamp of knowledge), an Institute for differentlyabled and Rehabilitation has 50 children those are mentally challenged is run by SEVAI as residential School with the following objectives.
Moderately Challenged
DAY CARE CENTRES
Other Services
Support to
parents, motivation of parents for greater involvement, counselling/guidance
Screening of Newborns
The first
and best step in Disability Management is the "early detection"! "Early
detection" goes a long way in minimizing the level of disability in the child.
This has to be done soon after any baby is born.
Inclusive Education In line with SEVAI ARIVUSUDAR's Mission, and to augment the implementation of the PWD Act, SEVAI ARIVUSUDAR has a networking with regular schools to integrate children with disabilities. SEVAI ARIVUSUDAR coordinates the Inclusive Education programmes of the State Government known as the d Sarva Siksha Abhiyan [SSA] in Trichy district. Children from the CBR programme have also been enrolled in regular schools. Integration and Inclusion commences right from the Balwadis in the CBR programmes.To effectively reach rehabilitation to children in far away rural areas, where no rehabilitation services are available, SEVAI ARIVUSUDAR focuses on a self-help model called 'Community Based Rehabilitation' or CBR. These CBR centres are located at remote rural locations. This began as a Mobile Rural Extension programme, in which a Mobile Rehabilitation van reaches disabled persons through Government Hospitals and Primary Health Centre as a fully fledged CBR programme with community participation.
SEVAI ARIVUSUDAR's CBR teams provide the initial impetus, the benefits of therapies, special education, social interaction, and vocational training, and then support and encourage the parents to run the Rehabilitation Centre on their own, under the monitoring of SEVAI ARIVUSUDAR's CBR team. Some of the programmes have been taken over by the local hospitals, especially the early identification and early intervention programmes with the active support from the staff of SEVAI ARIVUSUDAR.Today, CBR Self Help Groups are functioning effectively, because, united in their crisis, they come forward and create their own solutions.
Special Education Center
SEVAI ARIVUSUDAR strives to train children so as to include them in mainstream schools in an integrated and inclusive setting. In keeping with our policy that parents are partners in the progress of the child with disability, several parents are involved in the center in various capacities from minor support staff to executive level staff according to their training and experience. In addition, several parent self help groups have been formed under the Tamilnadu Women's Development Corporation for the planning of the future of their children with disabilities.
Ideally, SEVAI ARIVUSUDAR would like to see children with disabilities brought here as early as possible so as to start the Early Intervention programme, along with the requisite Parent Training. This enables and ensures that families accept their special children with disabilities and provide them an adaptive home environment. In cases of severe disability, the parents are trained in specific areas so as to adapt accordingly. Children with disabilities are taught to perform domestic skills, simple monetary transactions, as well as academic subjects. Pre-vocational skills are also imparted to bring them up to the minimum requirements of Vocational Training Courses. They also get familiarised with the use of computers. Students with disabilities from SEVAI ARIVUSUDAR's Special Education programme, have been included in regular schools, have passed Public exams, and have even gone to University. In recent years, SEVAI ARIVUSUDAR has facilitated the inclusion of over 5,463 children into regular mainstream schools. Children at SEVAI ARIVUSUDAR now trained regularly for their sports events. Training is rendered by professional sportspersons.
SEVAI ARIVUSUDAR's special educators have two roles to play in an inclusive classroom — permanent or temporary co-teaching. In a permanent co-teaching arrangement, there is a content teacher, someone who specializes in a specific subject like history, and a special education teacher. The teachers share in the planning, implementing, and grading of lessons. This is great for all the students, not just those that fall under the special education umbrella. The one-on-one teacher to student time is increased because there is literally an extra teacher in the classroom. With an average classroom size of 20 to 30, each teacher could focus her attention on only 10 to 15 students. For a special needs student, this additional individualized contact is invaluable. Here at SEVAI ARIVUSUDAR's Special Education Centre, special children with special needs, get that precious opportunity to enjoy their childhood and growing up as much as everybody else.
Sensory Integration Sensory integration, simply put, is the ability to take in information through senses (touch, movement, smell, taste, vision, and hearing), to put it together with prior information, memories, and knowledge stored in the brain, and to make a meaningful response. "Good sensory processing enables all the impulses to flow easily and reach their destination quickly. Sensory integrative dysfunction is a sort of `traffic jam' in the brain. Some bits of sensory information get `tied up in traffic,' and certain parts of the brain do not get the sensory information they need to do their jobs."
We shall overcome
Common classifications of sensory integrative disorders are:
This is an overview of some of the ways sensory integrative problems manifest themselves. Any particular child may show only a few of the characteristics described and some characteristics could be caused by something other than sensory integrative dysfunction. Parents and professionals are advised to look at the pattern of behaviors and the "big picture" of how the problems interfere with the child's function in his or her play, physical and emotional development, and ability to develop independence. Any child who is suspected of having a sensory integrative disorder should be evaluated by a professional (usually an occupational or a physical therapist).
The Sensory Integration Unit at SEVAI ARIVUSUDAR It is a well equipped state-of-the-art facility for treating children with sensory integration problems. An Occupational therapist provides therapy to the child on a one-to-one basis as well as in a group. Testing tools required for assessment of hand function, perceptual ability, bilateral integration, vestibular function, praxis and tactile function are available. Measures have been taken to provide stimuli to various senses based on need, like modifying textures of the floor and wall, a controlled lighting arrangement for modified visual input, swings of different shapes and surfaces without a compromise on safety. Other services offered include early identification and early intervention, sensory diet, training programmes for physio / occupational therapists.
Multiple Disability Unit There being an increasing need for Rehabilitation – education for children with cerebral palsy and multiple disability, including visual and hearing impairment, the following objectives are included:
The mentally retarded children have to be trained and educated right from their early age. This unit concentrates on developing the skills of mentally retarded children using the play way method of learning. The children through play therapy learn daily living skills, concept development, social interaction, behavioural modification, reading, writing, play activities with peer groups, and speech training. These efforts are concentrated to prepare the child to get into the general education stream. This unit also gives orientation training to the parents of mentally retarded children.The play therapy unit provided services to mentally retarded children and children with multiple disorders. This unit is well equipped with various models and toys for teaching and training mentally retarded and learning disabled children. Besides toys, pictures, flash cards and charts are also used. This unit also uses visual stimulants such as TV for the education of the mentally retarded children.
Awareness building on differentlyabled: SEVAI ARIVUSUDAR often initiates and promotes media campaigns in the movement for Management of Disability. The rights of the disabled are effectively communicated to the rural populace, with awareness programmes through Puppet Shows, Street Plays and Villupattu, which is singing of popular folk tunes with disability issues as lyrics.
Occupational Therapy is a mode of treatment provided with the use of purposeful activity for individuals who are disabled due to physical injuries or psychological and neurological deficits. Occupational Therapy is a goal-directed activity to promote persons with disabilities into independence in day-to-day functioning. Physiotherapy deals with treating patients with physical modalities like heat, cold and electricity; and various types of Exercise Therapy for accelerating the patient’s recovery from injuries and diseases which have altered his normal way of living. The different electrical modalities used in the unit are Short-Wave Diathermy (SWD), Interferential Therapy (IFT), Electrical Muscle Stimulation (EMS) and Ultra Sound Therapy. Clients with various disorders like musculo-skeletal disorders, nerve disorders, developmental and sensory disorders, cognition and psychomotor disorders, skin disorders and other injuries, mental health disorders, cerebral palsy, polio, arthritis, hemiplegic patients and amputees can make use of the facility.
Every year, generally, weekly twice medical consultation was made available from the Dept of OT & PT. This consultation included patients suffering with Cerebral Palsy, Mental Retardation, Paralysis, Arthritis, Congenital deformities, and also all kinds of Skeletal and Ligament injuries. Total benefited patients varied from year to year, including the adults, children, and aged people.
Future Plans
Workshops of SEVAI ARIVUSUDAR:
Orthotic and Prosthetic Unit Case studies Case studies of Disabled children corrective measures undertaken
Medical Check Up, Counseling Process
Surgery done in GVN Hospital – Ortho Surgery Equinus deformity surgery
HOPE FOR NORMALCY AND JOYFUL LEARNING. Some of the students that have had the most gains in behavioral and academic achievements have been those with autism and attention deficit disorder or other related conditions. Others, including students who have emotional problems and even some learning disabilities, seem to thrive in an arts environment.These children are often withdrawn, and many do not want to participate in group activities in an academic class because they fear giving the wrong answer and being ridiculed, or perhaps they aren’t able to contribute to the conversation as quickly as other students and simply give up trying to become engaged in the daily activities. Arts classes give students the time they need to express themselves in a less competitive environment.
SEVAI ARIVUSUDAR towards mainstreaming with normals,Welcoming
SEVAI ARIVU SUDAR-SAS.
Committed to:
Joy of Inclusion of Differentlyabled. |
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