The school has the capacity to accommodate a maximum of 250 children in the main school and 25 children in the Brach School at Ramalinga Nagar. Based on the turn – over of children every years and availability of vacancies, admission is conducted for inducting n new students every year. The following procedure is adopted for admission of children in the school. Every year applications are issued in the month of March and April at the school. The filled in applications are to be submitted on or before the end of April to the Principal. The Birth Certificate and Medical Reports are to be enclosed with the application. Children in the age group of 5 to 18 years are eligible to apply.
They will be placed suitably in the Academics or Vocational Training Sections depending on their age and IQ levels. During the month of May, a call letter is sent to the applicants and the selection is conducted. The selection Committee normally consists, Physiotherapists, General physicians, Principal / Vice Principal of the school and Trust Members.
The fitness of the children especially medical is tested during the selection interview. Children with mild, moderate and severe retardation are selected, where is scope for training and improving the condition of the children. Children below the age of 3 yrs are admitted to the early intervention programmed while those aged 15 and above, are eligible for admission to the vocational training programmed.
The children with the age of 5 – 15 years and who lack skills in memory, concentration, attention span, speech impairments, fine and gross motor skills, dyslexic , autistic children with behaviors problem are give admission in our school without any caste, creed or socio economic status.
The inter – disciplinary team which consist of the Special teacher, Psychologist, Physiotherapist, Parents, Occupational therapist, Vocational instructor and Doctors assess the abilities and disabilities, likes and dislikes of the children and the I..Q (Intelligence Quotient). According to that, we divide the children into mild, moderate, severe and profoundly retarded.
Each child is unique and different from other MDPS (Madras Developmental Programming System) is a syllabus which consists of 18 domains (main areas) each one consists of 20 skills ( 20 x 18 = 360) All these are based on the developmental milestones of a normal child. The Special Teacher selects 5 skills which are very needed at the situation for the quarter (3 months). TEACHING AIDS AND TIME TABLES are prepared for each child.
In the special school, there are 150 children. Amongst them, 130 are in the hostel and 20 are day scholars. The children are allocated to special educational classes Standard I to Standard V. They are taught and trained in functional academic skills, which include reading, writing, numbering, time and money concepts, communication and social skills. They also receive physiotherapy and speech therapy. They are trained in extracurricular activities, which include sports, singing, dancing, acting, drawing, and painting, clay modeling, yoga and music.
Following assessment, and irrespective of disability, all the children admitted are trained methodically to look after their daily personal needs. This would include skills such as grooming, washing, bathing, dressing, toileting, and eating. When grown up they should be self- dependant and not rely on their parents or others for such personal needs.
These children usually have poor communication skills. They need to be taught how to communicate within their capabilities to express themselves with less difficulty. By giving them suitable exercises, they are carefully trained to use their lips, mouth, tongue, cheek and throat. Mirror methodology is also used to assist in self – correction. Following this training there is a noticeable improvement in speech and language.
Delayed motor development is a problem with all the children. With constant and persistent practice using their fingers and hands, they may become more able to attend to their personal needs. This includes eating, grooming, bathing, bathing, dressing, and playing with toys etc. This enables them to become more independent and helps them to carry out tasks such as painting,drawing,making crafts and household works etc.
After achieving all the daily living skills, the children are introduced functional academic skills such as reading, writing, number, counting, coloring, time and money concepts etc. This helps them to become more independent in their day to day life.
Children who are above the age of 14 years are provided with vocational skills. They are taught to make phenyl, cleaning powder and other cosmetics, and also trained to work as laborers in construction and other activities, emboss painting, muffler knitting, basket making, preparing greeting cards, making areca leaf sheath plates & bowls, garden work, using craft materials, cutting vegetables, washing, and training, washing, and training in house decorating. This gives an opportunity for these children to become more independent and self- sustainable in the future.
Unfortunately, some of the parents of these Special Children wrongly think they are a curse from God for their past sing, they are good for nothing and are therefore neglected. They do not provide opportunities for them to go out and see the environment, or socialize with others. They are ignored and always kept isolated.To help remedy this situation, the children are taken to parks, exhibitions, religious places, market, Railway Station, Bus stand, temples, churches, mosques, Airport, post office and other public places to develop their communication and other social skills.
Yoga therapy is taught daily for half an hour to regulate their breathing and to help them exercise control over their hyperactivity. It helps to improve their concentration and attention on a particular activity without distraction.
Physiotherapy is given to children with Physical disabilities and cerebral Palsy. Intended to, strengthen the muscle power, improve mobility in the joints, and helps to reduce pain. From continuous exercise, currently 12 children are able to walk and 5 are able to stand without support.
To help the children develop hidden talents, We have introduced an opportunity for them to be involved in Sports and Games. It has been found that this improves their communication skills, socialization, leadership, teamwork and respecting others. The children participate in indoor games such as Carom, Floor Hockey and Chess and outdoor games such as Athletic events, Cycling, Roller Skating and Swinging.
“ Prevention is better than cure” Keep this is mind, we started Early Intervention Centre in our school. In this centre, We identify the Mentally Challenged Children in the early age and admit them. Below 6 years of children which includes mentally challenged, cerebral palsy children, multiple challenged children, etc are admitted. Parents bring their children and under the guidance of the special teachers, they train their children. They are given training in self help skills ( eating, dressing, toileting, grooming)., motor skills, physiotherapy, speech therapy, play therapy etc. Under the hard work of the teachers & parents most of the children improved much. Parents are very happy about the development of their children. We also much satisfied and rededicate ourselves to do the ministry.
To train the children, we are developing sensory integration unit, developmental therapy unit, speech therapy unit and physiotherapy unit.