Bal Bharati Public School, Noida established its own Special Education Department called CENTRE FOR SCHOLASTIC INTEGRATION(CFSI) in the year 2008. CFSI, presently comprises one school counselor and 2 special educators who work with students having special educational needs. Students with special needs are smoothly accommodated in the mainstream.
The centre is currently catering to 25 students including 3 with autism, 2 with borderline intelligence, 2 with visual impairment and 18 with Learning Disability.
The Centre believes in Play Based Learning and hence, interesting activities like ‘A day at bank’, ‘Diya Painting activity’, ‘Card Making’ etc. are conducted frequently. The special educators conducts one to one and group sessions with students. The school also provides various modifications for students registered with CFSI which involves modification in question papers involving questions with options, fill-ups, increased font size question papers along with usage of laptop for students with Visual Impairment. The school also provides reduced curriculum facility upto class V for students with extreme difficulty in academics.
Policy for Students with Dyslexia
Instructions/Exemptions/concessions extended by the Board during Secondary (Class X) & Senior School Certificate (Class XII) Examinations for Differently Abled Candidates - View Details - Session 2019
|Medical Certificate||The medical certificate issued by the following agencies/organizations will be considered for granting concessions to Differently abled candidates:|
|i) Disability Certificate(s) issued by Government hospitals controlled by either the Central or State Governments;|
|ii)Disability Certificate(s) issued by Recognized institutes of national level viz National Association for the Blind, SpasticSociety of India etc; and|
|iii)Disability Certificate(s) issued by Non-governmental Organizations/practitioners registered with Rehabilitation Council of India/Central Government/State Government of the Respective State.|
|Scribe and compensatory time||i)Spastic, Visually Impaired, Physically Handicapped, Dyslexic, Autistic and candidates with disabilities as defined in the Persons with Disabilities Act, 1995 are permitted to use a Scribe or allowed Compensatory time as given below or both:|
|For paper of 3 hours duration 60 minutes|
|For paper of 2½ hours duration 50 minutes|
|For paper of 2 hours duration 40 minutes|
|For paper of 1½ hours duration 30 minutes|
|ii)Autistic candidate is permitted to use the services of a scribe or an Adult prompter.|
|Appointment of Scribe and related instructions||i) 0A person to be appointed as scribe should not have obtained his/her qualifications in the same subject (s) in which the candidate shall be appearing for the examination|
|ii) candidate shall have the discretion of opting for his own scribe and shall have the flexibility in accommodating change in scribe in case of emergency.|
|iii) Candidate shall also have the option of meeting the scribe a day before the examination.|
|iv) Centre Superintendent of the examination centre concerned shall forward to the concerned Regional Officer of the Board, a report giving full particulars of the candidate and of the scribe.|
|v) Suitable room shall be arranged for the candidate for whom a scribe is allowed and a separate Assistant Superintendent shall be appointed by the Centre Superintendent to supervise his/her examination.|
|vi) Services of Scribe shall be provided free of cost|
|vii) The Scribe shall be paid by the Board remuneration as prescribed from time to time.|
|Other General instructions/ facilities||i) To facilitate easy access, a few selected schools are made examination centers for special students.|
|ii) Teachers from schools for visually impaired are appointed as Assistant Superintendent(s) (Invigilators) at the special examination centers. However, precaution is taken to appoint different subject teachers on different days.|
|iii) Answer books of differently abled candidates are sent separately by the Centre Superintendents|
|iv) A separate column is provided on the title page of the answerfor indicating the category of differently abled candidates.|
|v) Visually Impaired candidates are permitted use of screen reading software( like JAWS- Job Access with Speech) with prior approval of theThey also have the facility of using a computer or a typewriter for writing answers .|
|vi) Use of calculator is not permitted in any of the examinations conducted by the|
|Exemption from third language||Exemption from examination in the third language from Classes VI to VIII is granted to|
|• Visually impaired candidates|
|• Candidates suffering from speech / hearing defects|
|• Dyslexic candidates|
|• Candidates with disabilities as defined in the Persons with Disabilities Act, 1995.|
|Flexibility in choosing subjects||i) Candidates with visual and hearing impairment, Spastic, Dyslexic, Autistic and candidates with disabilities as defined in the Persons with Disabilities Act, 1995 have the option of studying one compulsory language as against two. This language should be in consonance with the overall spirit of the Three|
|Language Formula prescribed by the Board. Besides one language any four of the following subjects can be offered:
Mathematics, Science, Social Science, another language,
Music, Painting, Home Science, Foundation of Information Technology, Commerce (Elements of Business) & Commerce (Elements of Book Keeping and Accountancy), E –Typewriting (English), E-Typewriting(Hindi), Introduction to Computer Technology, Retail (NSQF) and Information Technology(NSQF)
|ii)Bonafide residents of Delhi appearing as Private candidate as per provisions of Examination Byelaws cannot take subjects having Practical Component at Secondary level. However, candidates with disabilities as defined in the Examination Bye-laws have the option of taking up Music, Painting, Home Science as the subjects of study.|
|iii)Physio-therapic exercises are considered as equivalent to Physical and Health Education course of the Board.|
|Alternate questions/ Separate Question Paper||i)Alternative type questions are provided in lieu of questions having visual inputs for Visually Impaired candidates in the subjects of English Communicative and Social Science.|
|ii)Separate question papers in enlarged print are provided in the subjects of Mathematics and Science.|
|Flexibility in Choosing subjects.||Bonafide residents of Delhi appearing as Private candidate as per provisions of Examination Byelaws cannot take subjects having Practical Component. However, candidates with disabilities as defined in the Examination Bye-laws have the option of taking Music, Painting, Home Science as the subjects of study.|
|Separate question paper and questions in lieu of practical
|Visually Impaired candidates are -|
|i) given separate question papers containing Multiple choice questions based on Practical component in lieu of practicals in the subjects of Physics, Chemistry and Biology|
|ii) Question papers administered in the subjects of Physics, Chemistry, Mathematics and Biology are without any visual input|
|iii) Alternative type questions are provided in lieu of questions having visual inputs in the subjects of History, Geography and Economics|
Students studying in schools affiliated to the Board and desirous of availing the exemptions/concessions should approach the concerned Regional Office of CBSE through the Head of their Institution preferably while in Class IX and/or XI. The request should be supported by relevant medical certificate and recommendation from the Head of the School/Institution. Only those students would be considered for grant of exemption/concession in whose respect relevant category has been entered during registration in Class IX and/or XI.
Our students take active part in all school programs like Annual days, class assemblies etc. Few of our students with proper training and guidance have also represented the school in The National Level Swimming Competition organized by CBSE at Bhopal. We ensure that our students participate in all inter-school and intra-school competitions and hence, proper training is provided to them by our art and dance/music teachers.
- CBSE Inclusive Swimming Competition was held in Bhopal on 19th November 2016 wherein ;
Chirag of class VIII-A bagged the silver medal in 25mt. freestyle
Saral of class V-A bagged the silver medal in 25mt. freestyle
Chirag & Saral bagged silver medal – Relay Race
- Meenal and Neelam secured 2nd position in Drawing and Coloring Competition held in Kothari International School on 8th December 2016.
- Tearing and Pasting Competition organized in The Khaitan School, Noida wherein ;
- Meenal of class V secured 2nd position
- Aadya – of class V secured 3rd position
- RANBOW- Interschool event for students with special needs was held on 8th December at Kothari International School wherein;
- Chetan Kumar and Ridhi Dutta of class V secured first position in designing Elmer
- Meenal Luthra and Harshit of class VI secured first position in Designing a photo-frame
- Srija, Sarthak and Neelam along with other neuro-typical students secured first position in folk dance competition
To enable these children to function independently and to perform better scholastically, following strategies are used;-
ABA– Applied Behavior Analysis (ABA) is a scientific method to increase and decrease a target behavior using specific techniques. Several ABA techniques have been developed for creating useful skills in individuals with autism of all ages. The techniques are used in structured situations such as formal instruction in classrooms, in addition to everyday situations such as during play. They are also used to develop not only basic skills — such as looking, listening, and imitating — but also complex skills — such as reading, carrying on a conversation, and adopting the attitude of other children.
Some of the techniques used are-
- Reinforcements- Positive and Negative
When a behavior is followed by some sort of reward and the behavior is more likely to be repeated then it is termed as positive reinforcement. If the removal of an event serves as a reinforcer, this is termed negative reinforcement.
- Punishment Punishment refers to a consequence which is followed immediately by a behavior (undesired) which decreases the future frequency of that behavior.
- Chaining The skill to be learned is broken down into small units for easy learning.
- Shaping Shaping involves gradually modifying the existing behavior into the desired behavior. This is done by visual demonstration.
- Prompting A promptis a cue or assistance to encourage the desired response from a child. Prompts are given in a most-to-least sequence and faded systematically to ensure that children experiences a high level of success.
- Visual Cues including flash cards, Date and Day chart, picture cards etc.
- De-briefing and Summarizing chapters – Chapters are summarized and de-briefed in order to eliminate complex topics and learn and understand the most useful one’s.
PRETEND PLAY - Pretend play helps in enhancing child’s capacity for cognitive flexibility and, ultimately, creativity. It helps in learning social skills, ways of communication etc. When children are playing pretend they are playing ‘as if’ something or someone is real. They are creating a situation where there is more going on that what is literally happening.
SOCIAL STORIES- Social Stories are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. It helps to develop self-care skills (eg, wash hands or get dressed), social skills (eg sharing, asking for help, saying thank you) and academic abilities. It helps a person to cope with changes to routine and unexpected or distressing events and is also used as a behavioural strategy (eg what to do when angry).
Teaching is divided in such a way that special abilities like artistic abilities, good verbal skills etc. are praised and encouraged and more time is spent in those areas that are the most difficult.
WORKSHOPS TO BE CONDUCTED
Workshops are important within school environments to promote well being and happiness for its pupils, and for raising awareness within the community in general. They provide the right guidance and advice to support everyone involved without taking away the ‘protective’ role, which parents and the community are responsible for – they just provide the helping hand when needed. Workshops are very important as it promotes pupils’ well being and increase awareness of topics. Every child deserves to be happy, safe and successful at school. This is the tone that permeates at Bal Bharati Public School, Noida and deliberate efforts are made to conduct and organize workshops which are preventative and/or proactive nature in order to ensure that effective interventions take place early on. This is aimed at helping students, parents or teachers identify any issues and equally prevent or minimize the effects from escalating. Listed below are some of the workshops that would be conducted during the academic sessions for students, teachers and parents in an attempt to continue to learn and expand our knowledge towards creating safe havens for our children and for our own selves.
STUDENT WORKSHOP (APRIL-DECEMBER)
|S.NO||NAME OF THE WORKSHOP||TARGET AUDIENCE||MONTH||RESOURCE PERSON||Teacher In-charges|
|1.||Motivational Lecture on essential values and belief system||Class XI students||April||Sh. Shanti Narainrecommended byMr. N.K. Ambasht||Ms. A. Gaur|
|2.||Workshop on Intellectual Property Rights||Class XI students||April||Ministry of commerce and Industry||Ms. A. Gaur|
|3.||Prevention from Sexual Abuse||Class IV-V students||May||Project CACA||Ms. A. Gaur and Ms. Radhika K.|
|5.||Maintaining Healthy Friendships||Class VI students||May||Ms Saba Naaz||Ms. A. Gaur|
|4.||Workshop on Adolescent Reproductive health (Separate sessions for boys and girls)||Class VI &XII students||July||Dr. Rima Sehgal||Ms. A. Gaur and Ms. Saba N.|
|5.||Brain Gym||Class II &III students||July||Ms Radhika Kaim||Ms. A. Gaur|
|6.||Building Self Awareness and Self Confidence||Class XI-XII students||August||Dr. Rima Sehgal||Ms. A. Gaur|
|7.||Cyber Safety||Class VIII & IX students||August||Mr Rakshit Tondon||Ms. Saba N.Ms. A. Gaur|
|8.||Workshop on Study Habits||Class XI & XII students||October||Dr. Rima Sehgal||Ms. A. Gaur|
|9.||Peer Pressure & Bullying||Class VI-VIII students||November||Fortis Hospital, Department of Mental Health||Ms. Saba N.Ms. A. Gaur|
|10.||Anger Management||Class IV-V students||December||Fortis Hospital, Department of Mental Health||Ms. Radhika K.Ms. A. Gaur|
WORKSHOP FOR PARENTS (APRIL-DECEMBER)
|S.NO||NAME OF THE WORKSHOP||TARGET AUDIENCE||MONTH||RESOURCE PERSON||Teacher In-Charges|
|1.||Preventing Child Sexual Abuse||Parents of primary wing Class III||On 1st or 3rd Saturday||Dr Rima Sehgal||Ms. A. GaurMs. Radhika K.|
|2.||Kids Have Stress||Parents of Pre Primary||On 1st or 3rd Saturday||Dr Rima Sehgal||Ms. A. GaurMs. Radhika K.|
WORKSHOP FOR TEACHERS (APRIL-DECEMBER)
|S.No||NAME OF THE WORKSHOP||TARGET AUDIENCE||MO||RESOURCE PERSON||Teacher In-Charges|
|1.||Understanding ADD,ADHD and Learning Disabilities||Teachers of classes Pre Primary to Grade 12||On 1st or 3rd Saturday||Dr Rima Sehgal||Ms. A. GaurMs. Saba N.Ms. Radhika K.|
|2.||Stress Management||All Teachers||On 1st or 3rd Saturday||Dr Rima Sehgal||Ms. A. GaurMs. Saba N.Ms. Radhika K.|
|3.||Academic Poor Performance reasons and solutions||All Teachers||On 1st or 3rd Saturday||Dr Rima Sehgal||Ms. A. GaurMs. Saba N.Ms. Radhika K.|
Workshops are means to provide an environment that is encouraging and positive for one and all. Thus, there are many things that we as educators and future administrators can do to further our education. We must immerse ourselves in what is new and current to better the lives and education, and increase the reach of education. The school hopes to provide the skills and tools necessary for success and foster the talents of each individual through interactions with experts.