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In G. D. Goenka, we make sure that no child is left behind. To achieve the goal of inclusive education, we the Goenkans, keep the children with special needs and their mainstreaming in focus. With true Goenkan spirit, we respect different abilities of children and accept them as they are, and preserve their respective identities. As educators we accept diversity in our classrooms. We never judge them or compare them with others. We motivate parents to love these children for their individualism.

The team of Goenkan professionals follow the progress of each child in every aspect of school learning. We identify children with learning disabilities on the basis of direct classroom observation, use checklists of learning disabilities and conduct detailed curriculum based assessment to evaluate students’ performance in academic skills, language skills and cognitive and motor skills. Once the child is evaluated, remedial services are initiated at the resource room with the simplification/modification of the content. We provide remedial intervention on one to one basis or in small group sessions.

The bottom line is to attempt to make each child with special needs a self sufficient and productive member of the society. In this way, Goenkans are achieving the twin goals of inclusion and quality education.

Children with Special Needs  Accept them as they are

There is a growing realization on the part of teachers, parents and the society at large that the primary function of the school is to prepare the children for their future life. That is why inclusion of children with special needs, has become a new buzzword in education today.

Children with special needs are receiving national attention nowadays. The emphasis is slowly shifting from universal education to quality education at all levels. To achieve the goal of quality education, we have to keep the children with special needs and their mainstreaming in focus. In this context, educators must give priority to the following suggestions.

1. In our school, we respect different abilities of children with special needs and “accept them as they are”.
2. We give these children the right to preserve their respective identities.
3. Our educators, redefine their roles and accept diversity in the classrooms.
4. Parents should also love them for their individuality.
5. We never judge them or compare them with others.

Needless to say, in our school planning effective programmes according to the individual needs, proper modification of curriculum, employing different teaching techniques of special education, constant monitoring and regular evaluation of academic progress, assessing behavioral changes in learners, using peer group support techniques, providing proper physical arrangements and ensuring positive inputs from parents are other important pre-requisites which help a child with special needs to achieve his/her optimum potential. The bottom line is to attempt to make each child with special needs a self-sufficient and productive member of the society.