Every student has individual learning abilities. While in many cases, one of the goals of a comprehensive education is inclusion of all students of a particular age or grade level into the same classroom, at times some students’ needs are better served in a more focused setting. From early intervention through high school, teachers and parents may decide that a student would benefit from a learning experience which combines smaller classrooms and purposeful activities with trained faculty who are educated to understand a student’s particular abilities. Our school acknowledges that it is not always productive or accurate to combine a range of learning styles and needs under a single category. A child with a hearing loss does not have the same needs as a student who has been diagnosed with autism. In the future, we would like to compile separate lists to evaluate the myriad students which exist for specific needs. But with the acknowledgment of the imperfect terms, we will begin with the umbrella term used basically to designate any student who has difficulty with success in an academic environment, whether because of the need for a physical accommodation, a cognitive challenge, or an emotional obstacle.
“A child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature or degree of those needs of the child is such that to do so would be inconsistent with:
In general, educational provision for children with special needs is made:
In our school, selections were made based on the following:
Some activities are offered as follow:
Students of grade 1-3 will be focused on Handicraft and Art Draw. Besides, Students of grade 4-7 will be focused on ICT, Cooking, Handicraft and Art Draw. And students of grade 8-9 will be focused on only one major program from those 4 available programs.