Introduction:
The landscape of special educational needs (SEN) in India is intricate, marked by diverse
definitions across various documents. While the District Primary Education Programme
(DPEP) identifies specific disabilities like visual, hearing, locomotor, and intellectual
impairments, the National Council of Educational Research and Training (NCERT) UNESCO
regional workshop report emphasizes a broader understanding of SEN that transcends
physical disabilities, capturing a spectrum of challenges hindering a child's optimal progress.
Understanding Special Educational Needs:
The term "children with SEN" extends beyond traditional handicapped categories,
encompassing those facing scholastic challenges for various reasons. This inclusive definition
underscores the imperative for schools to adapt their approaches, be it curricula, teaching
methodologies, or organizational structures. The goal is to provide tailored support, whether
in the form of human or material resources, to facilitate efficient and effective learning for
every student.
A Case Study: Mandakini Dravid Development Centre (MDDC):
Sudhir's narrative stands as a testament to the transformative power of inclusive education. At
the age of six, Sudhir, whose name has been changed for privacy, became a resident at
TARA, a home for destitute and children with special needs deprived of a family. Struggling
with communication and lacking a sense of self, Sudhir, despite recognizing his friends by
name, couldn't identify himself as 'Sudhir.'
At TARA, Sudhir was not alone; the centre housed children facing diverse challenges, such
as difficulty gripping a pencil or understanding the pressure needed for scribbling. Over
approximately one and a half years, these children, including Sudhir, underwent a remarkable
transformation. They learned to draw houses, paint within lines, use a variety of colours, and
create different shapes from a single line.
This transformative journey was facilitated by the Individual Educational Plan (IEP)
implemented at the Mandakini Dravid Development Centre (MDDC). Sudhir's case
exemplifies how tailored plans, designed for each child based on their unique needs, can
unlock their potential, and foster multi-dimensional development.
The Emergence of MDDC:
In response to the diverse needs of children with special requirements, Sachin Abhyankar
founded the Mandakini Dravid Development Centre (MDDC) in 2022. The onset of the
COVID-19 pandemic prompted Abhyankar to recognize the need to address developmental
gaps beyond basic facilities. Inaugurated on the International Day of Persons with
Disabilities, MDDC serves as a dedicated platform for the holistic development of special
children.
Sachin Abhyankar's involvement went beyond the establishment of MDDC. During the
pandemic, he increased his visits to TARA, realizing that, despite the basic facilities at the
center, there were still unmet developmental needs. His commitment extended to exploring
different schools for children with special needs, recognizing that each child had unique
requirements. Consequently, MDDC was established as an in-house center for the multi-
dimensional development of special children.
Individual Educational Plan at MDDC:
At MDDC, the journey commences with a meticulous need-based assessment, expertly
facilitated by special educators Shweta Sathe and Vaidehi Kulkari. Through a combination of
IQ tests and pre-skill assessments, educators ascertain each child's academic readiness. The
ensuing Individual Educational Plan becomes a dynamic blueprint, precisely tailored to
address specific developmental needs, fostering an immersive and holistic learning
experience.
This personalized approach goes beyond the conventional understanding of special education,
recognizing that every child is unique, and their potential can be unlocked through tailored
strategies. Whether it's adapting teaching methods or providing additional resources, MDDC
exemplifies how a personalized plan can be a game-changer in the educational journey of
children with special needs.
A Call for Inclusive Curriculum:
The paper posits that, beyond aids and appliances, a flexible, broad, and balanced curriculum
is the need of the hour. Advocating for inclusivity, it proposes a curriculum that
acknowledges and accommodates the diverse needs of all children. Embracing such an
inclusive framework necessitates sweeping changes in teaching practices, curriculum content,
evaluation procedures, and available resources at the school level.
An inclusive curriculum recognizes the importance of organizing schools with individual
differences in mind, fostering flexibility to enable all students to achieve their goals. The
implementation of such a curriculum requires not just policy changes but a cultural shift in
the education system, emphasizing the value of diversity and the unique strengths that each
child brings to the learning environment.
Conclusion:
The ongoing journey towards inclusive education for children with special needs is
epitomized by initiatives like MDDC. As the paper underscores, embracing inclusive
education requires a comprehensive overhaul of pedagogical approaches, curricula, and the
active participation of every child in the learning experiences offered in classrooms.
By mobilizing support from parents, communities, and special schools, the paper's
recommendations aspire to guide the effective planning and implementation of policies and
programs for the education of children with special needs. In essence, breaking barriers in
education is not just about accommodating differences; it's about celebrating them and
ensuring that every child, regardless of their abilities or disabilities, has an equal opportunity
to learn, grow, and contribute to society.
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