Early Intervention ( Infant to 6 years )

Early Intervention Programme at Vidya Sagar caters to infants with cerebral palsy, mental retardation, autism, learning disabilities and multiple disabilities up to the age of 6. The children are assessed for developmental delays or disabilities in the skill areas namely: physical, cognitive, communication, social /emotional and self help.  Following the assessment, children are given an integrated program keeping in mind, the needs and priorities of the family.  Family-directed services are meant to help family members understand the special needs of their child and how to enhance his or her development. The customized integrated programme includes special education, physiotherapy, occupation therapy, communication and vision training. At Vidya Sagar, children understand the concepts through experiential learning and play way method. Outings and field trips help in enhancing social skills. 

The programme also includes home visits and workshops for the parents.  Home visits enhance the support systems for parents from the extended family.  Workshops help the parents to work with their child more effectively.

Services are rendered to two batches of children. There are also guest students who come for a short duration programs. The aim is to cater to the students who do not have adequate services in their neighbourhood area.

Early Intervention Program - October to December 2014

• Number of children (3-6 years) – 13 (morning session – 9.30pm to 1.30pm)
• Number of children  (0-3 years) – 8 (afternoon session– 2pm to 3.30pm)
• Number of guest children – 2 (morning session)

Assessment and program planning:

With parental consent, in-depth assessment was conducted to determine the child’s unique needs and the early intervention services appropriate to address those needs. Initial assessment will include reviewing the results of the evaluation, personal observation of the child, and identifying his or her needs in each developmental area. All students were assessed and individualized programs and goals were set for them.

Special education and rehabilitation:

As part of the educational learning process, priority concept was “Science in Play”, this term, which was also the topic for our “School Project Day”.  The concepts were taught to the children through experiential learning, creative movement, story-telling, hands on experience and functional use of the concepts.

Physiotherapy, vision training and augmentative and alternative communication were a part of the timetable for all children on a regular basis.

Co-curricular activities:

Co-curricular activities included art, music and movement therapy sessions. Outings, like visit to nursery shop gave way for the children to see the various coloured flowers and different shaped leaves; visit to the children’s park gave an opportunity to the children to spent time swinging on the swing, playing on the see-saw and merry-go-round.

Empowerment of parents:

Workshop was conducted for parents/caregivers on using free time in a productive manner by the counselor and individual counseling sessions was given to two of the parents.

The dietician, on her regular school visits saw and recommended diet tips for 2 children. 2 home visits were done by the staff and recommendations given to improve daily living skills of child at home. Activities and toys have also been recommended and given to the parents after the home visits.

Providing assistive devices:

Orthotic aids -Gaiters and ankle foot orthotics have been recommended, made and are being used regularly for 4 children.

Home furniture has been recommended for 2 children.

New voice output device – Partner Plus (for alternative and augmentative communication) was introduced and are being used by the children. This has proved significant for children who have communication difficulties.

One child was recommended to get a clinical assessment for vision done and glasses were prescribed.

Research has shown that the time between birth and age 36 months is a critical developmental period in every child’s life. These months offer a window of opportunity that will not be available later. Early intervention programs minimize and in some cases prevent delays in development of infants and toddlers with disabilities. They can decrease the need for special education and related services when a child enters school, and increase independence. Children whose special needs are identified and addressed during these crucial early years have a greater chance of reaching their full potential. And every donation that we have received through Global Giving towards this project has been best utilized to render these services.