This issue is dedicated to Inclusive Education

Inclusive Education for children with special needs:

Inclusive education means that all students in a school, regardless of the strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff Inclusive education for students with special needs is providing more options for children as ways to learn. Its structuring schools as community where all children can learn. Inclusion will be effective with good resources, proper support, adequate teacher preparation time and commitment, proper restructuring and staff development. an Inclusive Education system must provide a conducive and relevant learning environmentby accepting the diversity of its client group and adapting to their individual needs. It implies all learners, young people - with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. This is possible only in a flexible education system that assimilates the needs of a diverse range of learners and adapts itself to meet these needs. It aims at all stakeholders in the system (learners, parents, community, teachers, administrators, policy makers) to be comfortable with diversity and see it as a challenge rather than a problem. Educational programs for persons with Intellectual and developmental disabilities must not only focus on formal education, literacy and numeracy but also on daily life skills such as mobility, communication, and sometimes even simple skills like cooking, dressing and eating. While requiring some additional resources and expertise, addressing disability issues is not as expensive or as unsustainable as it is commonly perceived. Building the capacity of parents, teachers and communities to work effectively with people with disabilities has been shown to improve the skills of the society as a whole.

Methods : 1. Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities. 2. Support higher and vocational education through proper implementation in all educational institutions and creation of barrier free learning environment. Strategic Intervention : Reviewing the implementation of existing programmes, provisions to identify factors leading to success or failure of the programme of the students in mainstream educational settings. Addressing administrative issues arising out of review. Generating awareness in the general community, persons in the education field and more specifically among parents and children with disability that the disabled have full rights to appropriate education in mainstream schools and that it is the duty of those involved in administration at every level including schools to ensure that they have access to education. Ensuring physical access for children and youth with disabilities in schools and educational institutions by enforcing the requirement for provisions of universal design in buildings and provide support in transportation of the students with ID. Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities is extremely important for the programme to be successful. Providing inputs in all pre service and in service training for mainstream and special education teachers to enable them to work with children with disability in an inclusive education system is important. Appropriate Resource services would include support through appointment of special educators, rehabilitation professionals, provision of resource room, etc to support mainstream schoolteachers in the classrooms. - Putting in place an effective communication and delivery system for specific delivery of teaching/ learning material, aids and appliances, hardware/ software. - Participation in sports, co-curricular activities, to promote all round ability development - Support higher and vocational education through proper implementation of the existing reservation quota in all educational institutions and creation of barrier free learning environments.

Tips for Dealing with Hyperactivity in Kids

Its a full-time job dealing with hyperactivity in kids. First of all, it can be difficult distinguishing hyperactivity in children from normal active behavior. Is the child who is darting around the hyperactivityinkidshouse and never stopping a hyperactive child or just a normal child? To distinguish hyperactivity in kids one must understand and differentiate what is normal active behavior and what is hyperactivity. When observing the child, are the movements of the child purposeful or random? Hyperactive children tend to be restless, fidget a great deal, run into things, over objects and/or people, and climb up anything they can. The hyperactive child never seems to stop and appears they are moving strictly to move and let loose. As a parent of a hyperactive child, this can be utterly exhausting! Youll find you are chasing your child in order to save your home or to save your child from injury. As a parent, you want to help your hyperactive child direct their energy in constructive ways and at appropriate times. It certainly can be a challenge dealing with hyperactivity in kids but there are some methods that can help you and your child in this journey. Below are some tips that can help you as you work on disciplining your hyperactive child.

Hyperactivity in Kids Tip #1: Teach Relaxation Techniques

While hyperactive children love to be active, it is healthy that they learn how to relax. Relaxation is good for both the mind and the body and can teach your child self-control. Work on sitting still with your child, teaching them to breathe deeply, close his or her eyes, and imagine a peaceful setting. It can sometimes help to massage their shoulders and hands in order to encourage relaxation, as well as play peaceful music.

Tip #2: Structure

Hyperactive children require structure in their environment. Make sure to stick to a schedule and provide boundaries for your child.

Tip #3: Throw out the phrase, Time Out

The concept is the same, but the name has changed. Use terms such as quiet time or reflective time that encourages stillness and thought.

Tip #4: Body Awareness

Teaching your child to be aware of their body and their space will help them to not impose on others' space or person.

Tip #5: Listening

Hyperactivity in children can also show up verbally! If your child talks non-stop, teach them the importance of listening to other people and taking turns in the dialogue. Tip #6: Supervision Hyperactive children require a great deal of parental supervision and connectedness. When dealing with hyperactivity in kids, a large portion of the day is spent redirecting your childs behavior and telling them to stop. Make sure to block out some time each and every day where you and your child can spend some quality time together enjoying each others' company. This is a great time to demonstrate stillness and model positive behavior while enjoying your childs company

My Experience working at AIKYA

A group of starry-eyed eleven year olds huddle in a circle and listen attentively while I bring to life a story about The Busy Ant and the Lazy Grasshopper. As our lively session comes to an end, the class breaks into squeals of laughter.Soon, we try to capture the scurrying movement of the ant, the glint of the sun and the green hues of the grasshopper on paper. I watch in awe as their imagination takes flight. The funny doodles they create never fail to bring a smile on my face.This is a typical school day at AIKYA where Ive joined recently as a full-time volunteer. Teaching children with special needs is a real revelation. Over a weeks span, I learnt that a simple scribble by a student can be the most meaningful motion. It is not just a random hand-movement, but a sign that the child is learning patterns and picking up hand-eye coordination. I learnt that coaxing them to come out of their shell, or guiding them to open up with their peers can be quiet a rewarding experience. And the simple joy of witnessing a child engage in a conversation with another student during lunch time is priceless. At AIKYA, dance therapy is a major hit among the students.The excitement written on their faces when they express themselves freely- and work together-to adapt from awkward gestures to graceful movements-is delightful, to say the least. Volunteering at AIKYA has made me realize that little joys in life matter the most. I celebrated my students first tryst with creative writing this month. I look forward to more such milestones in the coming months. Shalini

Kids of AIKYA engaged in Arts at PWH

Appreciation for my work.

Kids with volunteers of PWH

Do you want to volunteer with AIKYA? Please call 9444960643 or mail to aikyafoundation1989@gmail.com

Where are we located? 2/9, Karpagambal Nagar Main Road, Luz, Mylapore, Chennai - 600 004 ; Mobile: Visit our Website: www.aikya.org Please Donate: http://www.aikya.org/payment.asp 9444960643