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SHANTINIKETAN is a non-profit, non-commercial voluntary organization rendering services to children with special needs in rural India, Nirmal, Adilabad, where the need is yet to be uncovered and the needy are underserved and regretfully undervalued. For past 4 years SHANTINIKETAN has been providing the special education and vocational training to those young hearts challenged with visual, hearing, or speech impairment or cursed by autism, cerebral palsy, and various other debilitating conditions. Currently we are operating in a rented building with limited resources and inadequate physical space.
The aim of the Vocational Training is to shape up the residual abilities of young persons with students with disabilities to enable them to participate in meaningful productive work, keeping inview their strengths, Special Needs, and environmental factors.
The part of the curriculum we are trying to develop various vocational activities for students with disabilities such as envelopmaking,Candle making, Book binding, Commercial Cookery, Domestic Skills, Leaf plate making, Bakery, Printing, Horticulture, Tailoring and embroidary, and focusing on more agro based vocational activities in rural part of ADILABAD.
Due to limited resources and infrastructure we do not have many vocational units, currently Shantiniketan is looking for donors help to set up the vocational units at SHANTINIKETAN.
The vision and aim of the organization is conducting diploma/certificate courses related to students with disabilities, by conducting the courses we are trying to uplift and making more rehabiliation professionals in Adilabad dist.
Types of special needs children and teaching strategies:
There are many types of special needs such as,
- Intellectual disability
- Hearing impairment
- Visual impairment
- Orthopedically Handicapped
- Cerebral palsy
- Emotional behavior disorder (EBD)
- Attention deficit hyper active disorder (ADHD )
Like all children, they differ from one another in ability, age, learning style, and personality, so as a special education teacher/Parent, based on student strength/Weakness they have to select the proper teaching strategy for the student with handicapped, so that he can able to learn academics and adequate behavior.
Currently under shantiniketan umbrella we are providing Special education services by trained Special education teachers. Our main goal is providing opportunity to utilize their skills and knowledge, so that they can be independent on certain skill.
Community-based rehabilitation (CBR) focuses on enhancing the quality of life for people with disabilities and their families, meeting basic needs and ensuring inclusion and participation. CBR empowers persons with disabilities to access and benefit from education, employment, health and social services. CBR is implemented through the combined efforts of people with disabilities, their families, organizations and communities, relevant government and non-government health, education, vocational, social and other services.Every week SRCDC children’s visit various community centers to aquire the knowledge about each community.
The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows:
“Partially sighted” indicates some type of visual problem has resulted in a need for special education;
“Low vision” generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille;
“Legally blind” indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point)
Totally blind: students learn via braille or other non-visual media. Part of our educational services,
In soon we are going to start educational interventions to students with visual impairment
Early intervention applies to children of school age or younger who are discovered to have or be at risk of developing a handicapping condition or other special need that may affect their development. Early intervention consists in the provision of services such children and their families for the purpose of lessening the effects of the condition. Early intervention can be remedial or preventive in nature–remediating existing developmental problems or preventing their occurrence.
Why Intervene Early:
Child development research has established that the rate of human learning and development is most rapid in the preschool years. Timing of intervention becomes particularly important when a child runs the risk of missing an opportunity to learn during a state of maximum readiness. If the most teachable moments or stages of greatest readiness are not taken advantage of, a child may have difficulty learning a particular skill at a later time. Karnes and Lee (1978) have noted that “only through early identification and appropriate programming can children develop their potential”. Under pediatrc care we are going to start providing the services to students with developmental disabilities.
According to individuals with disability act (IDEA) defines the term “speech or language impairment as follows:
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child’s educational performance. Part of the our life, Speech is one of the main important component in our life, and due to limited intellectual abilities (Below normal IQ), students with intellectual disable children has speech/Language deficits, so if we develop speech and language skills, students can effectively communicate their wants and desires. In soon we will start this service with a trained Speech therapist.