To facilitate a barrier free environment; to empower families of persons with autism, and to act as a catalyst for change that will enable persons with autism to live as fully participating members of the community.
"The woods are lovely dark and deep But I have promises to keep and miles to go before I sleep"
The journey began in January 2010 when a group of experts discussed and deliberated upon a need based programme for autistic children with the management and the regular school heads. As the ground work a study was done to identify the number of children in the spectrum as compared to the population of Madurai. Of the total population of 30, 00,000 in Madurai, 100 families were interviewed, out of which, most of the children were below 5 years of age and not attending any special school for autism with proper and qualified staff. Efforts were on to offer support to empower under the autism spectrum disorders.
" Bala Siksha Sahayata " Governed by the Lakshmi Vidya Sangham trust .
1. To ensure the overall holistic development of the children with autism
2. To empower their families to the maximum.
3. A catalyst for change enabling individuals for fully participating as members in the society.
Causes: Presently there is no known cause for autism. Most experts say that autism is probably caused by a combination of genetic and environment factors.
Intervention: Children with Autism can make significant progress if the intervention is appropriate and consistent.
Methodology Adopted in BSS
methodology is implemented, which is Treatment and Education of Autistic and Communication Handicapped Children. It is one of the globally recognized methods employed to teach children with ASD.
TEACCH is based on the "Culture of autism", which means to understand the characteristics and pattern of thinking of the individuals with autism using the intervention of structured teaching. It is highly dependent on structure, organization, visual information, and routines.
The key elements of "Structured Teaching" include:
Applied Behaviour Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviours to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behaviour. It focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When behaviour is followed by some sort of reward, the behaviour is more likely to be repeated. Through decades of research, the field of behaviour analysis has developed many techniques for increasing useful behaviours and reducing those that may cause harm or interfere with learning. Applied behaviour analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive change in behaviour.
Individuals with ASD have unique needs with respect to learning independence and self-advocacy due to their core challenges in social interaction and verbal and nonverbal communication. SLPs can contribute to the independence and self-advocacy of individuals with ASD by ensuring each individual has a functional communication system (including AAC) and by supporting communication in different social settings with a variety of partners to promote generalization of skills.
Focus is more on communication therapy, Picture Exchange Communication system is followed as 99.99% of students are not able to communicate through conventional ways.
Initially Students were trained in Envelope making skills; Packing Sprouts in 5 Gms packets; painting small mud lamps... Activities have moved on to Thoram making; Jewellery sets assembling; and is getting ready for candle making.
Tuck Shop – concept building and generalization skill training
In 2014, TUCK Shop concept was introduced where transfer of skills to generalization occurs and students learn to employ their skills of producing and marketing in the real world;
Along with Lakshmi School BSS children participated in the market by manning a small stall, selling small items and learning to Bill.
OT and sensory integration therapy are ongoing therapies at BSS Occupational therapy (OT) is the use of assessment and treatment to develop, recover, or maintain the daily living and work skills of people with a physical, mental, or cognitive disorder. Occupational therapists also focus much of their work on identifying and eliminating environmental barriers to independence and participation in daily activities.
The sensory system serves as a compass for one’s body and guides children through development. Individuals with ASD do not have difficulties with perceiving sensory information, rather they have hard times processing the information, causing them to react abnormally that children with ASD are known to often rely on their visual processing skills in order to cope with the symptoms of ASD. Although it is likely for these visual processing skills to be intact, most children with ASD have a deficiency integrating details of a figure into a whole. Children with ASD frequently struggle with auditory processing. Children tend to be over responsive to some common noises, while they may not respond to other common noises. These children also have mixed responses to vestibular sensations. This is tackled in the OT room by the Therapist and later generalized into ADL Activities out of the OT Room.
Art is an expression of creative skill and imagination and can take many forms. Participating in art projects often opens the door for communication that may otherwise be difficult for an individual on the autism spectrum to express. For children on the autism spectrum with sensory processing challenges, finding the right art projects to take on can be a challenge.
An intervention group therapy is critical in making significant changes in communication for children with regulatory disorders involving attention, language learning and behaviour problems. It helps them to socialize as well as turn taking and sharing relationships development.
An early intervention group therapy and individual treatment program for preschoolers that is critical to making significant changes in communication for children with regulatory disorders involving attention, language learning and behaviour problems.
Early intervention refers to doing things as early as possible to work on your child's autism spectrum disorder (ASD) . Early intervention for children with ASD is made up of therapies and services. Young children with autism who receive the recommended early intervention have a much greater chance, later in life, of living independently, securing employment and developing meaningful and lasting friendships and relationships. There is no known cause and no cure, but research shows early intervention makes a big difference to a child’s development leading to improved outcomes for children with ASD, including higher intelligence (IQ), and increased social and daily living skills. Therapies (also called interventions) are the programs or sessions aimed at helping your child’s development. Starting intervention as young as possible is most effective in helping the development of children with ASD. You can even get things started before your child has a formal diagnosis. For example, problems with communication are a big cause of tantrums and other difficult behaviour for children with ASD. If children can’t communicate their needs or understand others, they express themselves or get attention with difficult behaviour. But if they learn to communicate effectively as early as possible, they won’t need to behave like this quite so much. Another reason for starting early is that it can help children with early brain development (Age for admission 2yrs to 4yrs).
HT is the use of plants by a trained professional as a medium through which certain clinical defined goals may be met. Therapeutic horticulture is the process by which individuals may develop well being using plants and horticulture. This is achieved by active or passive involvement: To prepare the child to a work readiness level, to promote pride of productivity by focusing on personal and work adjustment behaviours. This flows towards the goal of integrating an individual into the everyday community life stream; to improve concentration, attention, sitting tolerance and to relieve stress and anxiety.
Socialization; Mind, body& speech coordination; Functional skills; Effective communication;
Develops creativity, fine motor skills and discover splinter skills. The balancing of the creative and the logical side of the brain
Activities of Daily Living are given priority along with PECS Communication. Requesting to go to toilet, asking for water/food, asking for a break are the main ADL components
All round into schools and into society; facilities like a resource room and resource Educator is provided; Students are capable to train towards NIOS Exams and certificate for getting appropriate jobs or self employment.
All children benefit from inclusive education. It allows them to:
It commenced with the Fish tank with big fish and later to small ones; fish breeding as a hobby and a vocational activity. Taking care of the fish by feeding it, found useful in cognitive development and stress buster.
A therapeutic need for the children; behaviour reduction, swimming skills observed, relaxation skill introduced, redirection of extra energy. Helps in Fine motor gross motor and ADL skills; Emotional development.
BSS has the following purpose:
children included in individual sessions until they have improved the attention, the concentration, impulse control, capacity to follow instructions and ability to control
aimed at social inclusion specific skills and interaction with others, objects and interactions in challenging and competitive games.
June – September
October – December
January – March
The sessions will be continuous unlike the normal stream which is interspersed with exams. However assessments are done at the end of every month.
Timings are as follows and strictly adhered to:
09.30 AM – 03.00 PM (Monday – Friday)
1st and 3rd Saturday regular school timing for students
2nd Saturday - Holiday for all
4th Saturday Working day only for staffs
For new admission prior appointment needs to be taken.
Children who come under the Autism Spectrum Disorders only.
Reports from a clinical Psychologist and a Pediatrician have to be produced along with the admission forms. Young children falling in the age group 2-4 yrs will be given first preference.
Assessment is done on a continuous basis.
Admissions are made throughout the year depending on the availability of seats.
For details contact BSS Office Phone no: 9578065999
Generalizations of skills and public awareness ,field trips, outings, Public place like Restaurants to build a strong rapport between the parents and teachers, and build skills in handling children in different environments.
Academics/ Peer group Interaction: At 3 schools for those students who are ready.
Our Management encourages the BSS staff by exposing them to various seminars, workshops field trips in and around the country and there by updating their learning experience.
In this year BSS has started Vocational Training unit for our Grown-up Students who are above 12 years…Jewel making, Fireless cooking, Tote bags, Sprouting, Envelope making, Thoram and Candle making.
Younger the students, success ensured!!!
Bala Siksha Sahayata - Special School
Madurai - 625 020.
Phone no: 9578065999
Email : firstname.lastname@example.org
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