WE help prepare your child for regular school, who otherwise find it difficult to adjust.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.
Special Education programs are designed for those students who are mentally, physically, socially and/or emotionally delayed. This aspect of “delay,” broadly categorized as a developmental delay, signify an aspect of the child's overall development (physical, cognitive, scholastic skills) which place them behind their peers. Due to these special requirements, students’ needs cannot be met within the traditional classroom environment.
At Speranza we provide Special Education for children, from well trained teachers who believe in preparing children to face the future with confidence. We believe in a educational approach that nurtures a child’s intrinsic desire to learn. At speranza we focus on the whole child—his cognitive, social, emotional, and physical development.
At Speranza we provide the following services:
The Montessori method
The Montessori method respects the innate drive in each child that guides him/her to instinctively take hold of what he/she needs most to learn at that given moment. Maria Montessori discovered that if allowed to indulge this sensitive period, the child learns with greater enthusiasm and thoroughness. This unique feature of the Montessori school cannot be overstated – where by each child is given the freedom to choose his activities as best benefits his or her natural curiosity and corresponding to the special needs of his or her sensitive period of inner growth.
The special art of the adults is to respect each child’s unique path of learning and growth, at the same time inspiring them to take in hand enough materials and activities that will provide the rich experiences necessary to form a balanced individual.
The child is introduced initially with practical life as he/she is familiar with most of the materials at home but has not laid his hands over them. This attracts them to these activities that give them independence and control of their own life. This basically helps him to take care of himself, take care of his environment, helps him with his/her eye-hand co-ordination, and with his/her social behavior. The most important need of the young child is to develop his muscles and co-ordinate his movement through such practical life exercises as sweeping, polishing, carrying water, pouring and wiping a table. Special Montessori materials enable him to tie, button, snap and use many other fastening devices.
The purpose of these exercises is to develop concentration, and to pay attention to detail as the child follows a regular sequence of actions and to learn good working habits. These activities provide the very foundation on which the child approaches more intricate academic exercises.
One aspect of the Montessori Method taught at all Montessori schools is the Sensorial exercises. Sensorial Materials in the Montessori environment are designed to sharpen the senses of the young child and enable the child to understand the many impressions he receives through them. Each of the Sensorial Materials isolates one defining quality such as color, weight, shape, texture, size, sound or smell. The Montessori Sensorial Materials help the child to distinguish, to categorize, and to relate new information to what he already knows.
The child learns oral language naturally. He automatically absorbs it from his environment. When the child enters a Montessori environment he/she learns that the words are made of sounds and each sound has a symbol. By absorbing the sounds and the symbols, the Montessori child begins reading when he is ready and proceeds at his own pace. His experiences in practical life and sensorial education serve as a preparation for his writing.
The sandpaper letters provide a phonetic basis for reading. With cut -out letters (moveable alphabet), the child builds the words with relation to the pictures by phonetically listening to the sounds in succession and placing the right symbol for each sound. This material frees him from the fatigue of his still developing writing skills, and yet gives him the opportunity to pursue his interest in words. These activities serve as a preparation for the time when the child assimilates what he knows and then he explodes into writing.
The materials for Arithmetic introduce the child to associate quantity and its symbols i.e., the numbers 0 through 9. The quantities are introduced by a series of rods, which the child can count. Then he/she matches the sets of symbol cards with the rods. Using a wide range of beads and symbol cards, the child becomes familiar with the numbers as a decimal system, including concrete experiences with the operations of addition, subtraction, multiplication and division. These exercises not only teach the child to calculate, but they provide a deep understanding how numbers function and the relation between the quantity and symbol.
Culture plays a very active role in the Pre-primary Montessori Environment. Children are offered culture in the form of festivals and celebrations conducted through-out the year. Geography and Botany too, as being part of our outer environment, become integral in our process to offer culture to the children. Geography starts with introduction to water and land bodies, progressing to the study of the earth in the form of a globe/map. Children get to learn more about different continents and explore India in general through photographs, moulds and geography puzzles.
Botany introduces the child to parts of a plant by practically experiencing the lifecycle of a plant and through field trips to help them appreciate nature's diversity. Children get to learn more about shapes of leaves and also get to understand the inter dependency between plant life and mankind.
Children through zoology are able to satiate their fascination and curiosity for animals by learning more about their classification, lifecycles and their habitats.
What is Special Education?
Special Education programs are designed for those students who are mentally, physically, socially and/or emotionally delayed. This aspect of “delay,” broadly categorized as a developmental delay, signify an aspect of the child's overall development (physical, cognitive, scholastic skills) which place them behind their peers. Due to these special requirements, students’ needs cannot be met within the traditional classroom environment. Special Education programs and services adapt content, teaching methodology and delivery instruction to meet the appropriate needs of each child. These services are of no cost to the family and are available to children until they reach 21 years of age. (States have services set in place for adults who are in need of specialized services after age 21.)
The Individuals with Disabilities Act (IDEA) defines Special Education as “specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability,” but still, what exactly is Special Education? Often met with an ambiguous definition, the umbrella term of Special Education broadly identifies the academic, physical, cognitive and social-emotional instruction offered to children who are faced with one or more disabilities.
Under the IDEA, these disabilities are categorized into the following areas:
Autism Spectrum Disorder refers to a developmental disability that significantly affects communication (both verbal and nonverbal) and social interaction. These symptoms are typically evident before the age of three and adversely affect a child’s educational performance. Other identifying characteristics of those with ASD are engagement in repetitive activities/stereotyped movements, resistance to change in environment and daily routine and unusual responses to sensory stimuli.
Children with multiple disabilities are those with concomitant impairments such as intellectual disability + blindness or intellectual disability + orthopedic impairment(s). This combination causes severe educational needs that cannot be met through programs designed for children with a single impairment. (Deaf-blindness is not identified as a multiple disability and is outlined separately by IDEA.)
Traumatic brain injury refers to an acquired injury to the brain caused by external physical forces. This injury is one that results in a partial or complete functional disability and/or psychosocial impairment and must adversely affect the child’s educational performance. TBI does not include congenital or degenerative conditions or those caused by birth-related trauma.
Speech or language impairments refer to communications disorders such as stuttering, impaired articulation or language/voice impairments that have an adverse affect on a child’s educational performance.
Intellectual disability is defined as a significantly below average functioning of overall intelligence that exists alongside deficits in adaptive behavior and is manifested during the child’s developmental period causing adverse affects on the child’s educational performance.
Visual impairment, which includes blindness, refers to impairment in one’s vision that, even after correction, adversely affects a child’s educational performance. The term “visual impairment” is inclusive of those with partial sight and blindness.
Deafness means a child’s hearing impairment is so severe that it impacts the processing of linguistic information with or without amplification and adversely affects a child’s educational performance. Hearing impairment refers to an impairment (fluctuating or permanent) that adversely affects a child’s educational performance.
Deaf-blindness refers to concomitant visual and hearing impairments. This combination causes severe communication, developmental and educational needs that cannot be accommodated through special education programs solely for those children with blindness or deafness.
Developmental delay is a term designated for children birth to age nine, and is defined as a delay in one or more of the following areas: cognitive development, physical development, socio-emotional development, behavioral development or communication.
Emotional disturbance refers to a condition that exhibits one or more of the following characteristics both over an extended period of time and to an exceptional degree that adversely affects a child’s educational performance:
An inability to learn that cannot be explained by intellectual, sensory or health factors
An inability to build and/or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness/depression
A tendency to develop physical symptoms or fears associated with personal or school problems
Emotional disturbance does not apply to children who are socially maladjusted unless they are determined to have an emotional disturbance as per IDEA’s regulations.
Specific learning disability refers to a range of disorders in which one or more basic psychological processes involved in the comprehensive/usage of language — both spoken or written — establishes an impairment in one’s ability to listen, think, read, write, spell and/or complete mathematical calculations. Included are conditions such as perceptual disabilities, dyslexia (also dyscalculia, dysgraphia), brain injury, minimal brain dysfunction and developmental aphasia. Specific learning disabilities do not include learning problems that are the result of visual, auditory or motor disabilities, intellectual disability, emotional disturbance or those who are placed at an environmental/economic disadvantage.
Orthopedic impairment(s) refer to severe orthopedic impairments that adversely affect a child’s academic performance. Orthopedic impairment(s) include those caused by congenital anomalies and diseases, as well impairments by other causes (i.e. Cerebral Palsy).
Other health impairments refer to a limitation in strength, vitality or alertness, resulting in limited alertness to one’s educational environment. These impairments are often due to chronic or acute health problems — including ADD/ADHD, epilepsy, and Tourette’s syndrome — and adversely affect the child’s educational performance.