Curriculum Guide for ASHA Special Schoolsawesindia.com/pdf/Curriculum ASHA school.pdfThe term curriculum has been defined by Hilda Taba (1962) as: "All curricula, no matter what their

Curriculum Guide

For

ASHA Special Schools

Dedicated to all the Special Educators, Parents and administrators

Believe in the individuality and diversity of souls

Expert Committee

S.

No.

Name Designation

1. Dr. Usha Grover Director,

Ananth Centre for Learning and Development (A

Unit of National Trust for the Handicapped,

Delhi) & Former Officer In-charge, NIEPID

Regional Centre, Delhi/Noida

2. Mr. Ravi Prakash

Singh

Lecturer in Special Education,

NIEPID Regional Centre, Navi Mumbai

3. Ms. Kanika

Manral

Lecturer in Special Education,

National Trust for the Handicapped, New Delhi

Note to Readers

This curriculum guide has been framed for children with intellectual and

developmental disabilities (IDD) studying in ASHA Special Schools. It enlists

the functional skills that are required by children with IDD in the areas of

social, conceptual and practical skills with the ultimate aim of making them

independent in daily life. Also, important teaching considerations to be kept

in mind for commonly found associated conditions with IDD, like locomotor

disability, hearing impairment, visual impairment and autism, have been

listed. The skills in this prescribed curriculum do not claim to be

standardized and have not undergone any research analysis. All the skills

have been identified by the experts involved in this curriculum project

through their own experiences, mutual discussions and the study of available

functional assessment tools, keeping in mind the needs of the students that

Asha special schools caters to. It is suggested that a field trial of this

curriculum must be conducted for the purpose of standardization and

generalized applicability.

This guide is to be used by Rehabilitation Council of India (RCI) certified

rehabilitation professionals only holding a valid Central Rehabilitation

Register (CRR) number. It is to be used by practicing licensed special

educators who have knowledge of conducting functional assessments of

children with IDD followed by program planning (Individualized Education

Plan) and evaluation.

Table of Contents

1. List of abbreviations I

2. Chapter1 : Introduction 1

3. Chapter 2: Conceptual Framework of the Curriculum

Guide

5

4. Chapter 3: Administration and Scoring of this

Curriculum Guide

14

5. Chapter 4:Teaching Guidelines for IDD students with

Associated Conditions

22

6. Chapter 5:Parental involvement in teaching of children

with IDD

31

7. Chapter 6-: Curricular Domains 33

8. Chapter 7-:Assessment and Recording 84

9. Progress report 119

10. References 123

List of abbreviations

Intellectual and Developmental Disabilities – IDD

Rehabilitation Council of India – RCI

Cental Rehabilitation Register- CRR

Children with Autism- CwA

Individualized Education Plan- IEP

Gestural Prompt- GP

Verbal prompt- VP

Physical Prompt- PP

Individuals with Disabilities Education Act – IDEA

National Education Policy 2020– NEP

Madras Developmental Programming System- MDPS

Behavioral Assessment Scales for Indian Children with Mental Retardation

BASIC-MR

Functional Assessment Checklist for Programming – FACP

Free Appropriate Public Education- FAPE

National Institute of Open Schooling- NIOS

Open Basic Education- OBE

1

Introduction

Education today has gone through a paradigm shift. There is a lot more

focus on teaching of life skills and practical skills to each and every child in

order to equip them with dynamic needs of our society. Thus, the course of

action required for imparting such skills needs to be well taught and

intensively planned. This educational plan is composed in the form of

curriculum to be transacted by the teachers and the school for the overall

development of all learners. The term curriculum has been defined by Hilda

Taba (1962) as: "All curricula, no matter what their particular design, are

composed of certain elements. A curriculum usually contains a statement of

aims and of specific objectives; it indicates some selection and organization

of content; it either implies or manifests certain patterns of learning and

teaching, whether because the objectives demand them or because the

content organization requires them. Finally, it includes a program of

evaluation of the outcomes."

Be it general education or special education, the three key factors in any

curriculum are:

1. The learners

2. The teachers

3. The content.

The transaction of the content between the teacher and the learner is the

instruction of the educational process. The content and process together

require very careful planning if the students have to achieve their fullest

potential in the specific area. The underlying principles of general education

are applicable to children with special needs with the teacher having a clear

2

understanding of characteristics and potentials of the special needs of the

student.

Curriculum includes all the planned experiences provided by the school to

assist the pupils in attaining the designated learning outcomes to the best of

their abilities.

The key words here are planned experience and designated learning

outcome. The provider is the special school and special educator in this

context and the receiver is child with special education needs.Simply put,

curriculum is the content to be taught and instruction is the process of

teaching. In other words, curriculum is ‘what to teach’ and instruction is

‘how to teach’.

There is difference in the curriculum of children with sensory (visual/hearing)

impairment and those with Intellectual & Developmental Disabilities (IDD).

Those with sensory impairments have their intellectual capacity intact and

therefore can cope with regular education curriculum to a great extent with

adaptations and plus curriculum. But those with intellectual disability need

specialized curriculum allowing for their individual differences. They have

challenges to qualify X or XII class like- child with visual impairment of

hearing impairment after receiving educational and assistive devices

support. Children with IDD need functional curriculum leading to

1. Personal adequacy

2. Social competency and

3. Economic independence.

A functional curriculum focuses on functional skill development necessary for

enhanced participation in society as adults. It is a curriculum that starts

early in the student's schooling, focuses on skills that are demanded in

everyday life and incorporates the student's present and future strengths

3

and needs (Goodyear, D. (Ed.),2008). Depending on the degree

ofintellectual disability, they will achieve part or whole of the above three

areas. The teachers of children with sensory impairment have an already

designed content and the process alone is planned by them. Education of

children with hearing impairment, visual impairment or locomotor disabilities

have the prescribed school curriculum with certain modifications, deletion of

certain content (such as- second language children with hearing impairment)

and addition of disability specific educational requirement called the plus

curriculum (such as- Braille skills for visually impaired children). The special

teachers of children with IDD have the additional responsibility of developing

content and the process.

The curricular content of children with IDD requires a different focus. Due to

the intellectual impairment, they are hardly able to study like the other

children with disability up to high school or beyond as their mental age does

not develop as they age chronologically. Hence, the curricular focus here

should be function oriented. This demand content as well as the process

planned differently, considering each child with unique characteristics,

individualized educational programming (IEP) is required for each child with

IDD with the objective to achieve independence in his/her functioning in the

age appropriate activities.

For developing this curriculum guide, the objectives model of curriculum

design was taken as the base for framing the curriculum goals. The model

contains content that is based on specific objectives. These objectives should

specify expected learning outcomes in terms of specific measurable

behaviors.

4

The Objectives Model

Following this model is crucial when it comes to planning curriculum for

children with IDD. Due to the limitations in intellectual and adaptive skills, it

is important that specific functional goals are selected for the child. This will

reflect more on his/her strengths and less on limitations as the curriculum

will strongly focus on social, practical and conceptual skills related to day to

day life functioning. This design will also provide for planning an

Individualized Education Plan (IEP) for each child with disability.

This curriculum guide is an attempt to synchronize the best aspects of

different functional assessment tools for children with IDD, our teaching

experience as special educators and the new skills needed to function

independently in this dynamic society.

5

Conceptual Framework of the Curriculum Guide

To frame this curriculum guide, utmost importance was given to chalk out

skills generic for children with IDD functioning that they need to learn in

comparison to children studying the regular prescribed curriculum.Literature

review was done and existing functional assessment tools in the field of

Intellectual Disability were referenced like- Madras Developmental

Programming System (MDPS), Behavioral Assessment Scales for Indian

Children with Mental Retardation (BASIC-MR) and Functional Assessment

Checklist for Programming (FACP). Also, for children with Intellectual &

Developmental Disabilities (IDD) following points were taken into

consideration:

Children with IDD learn at a slower pace than their peers in

mainstream schools. They experience difficulties in academic subjects

requiring abstract thinking & complicated learning strategies. They

have difficulties in language development & motor coordination which

may in turn affect their personal & social development. These areas

should be addressed in designing a curriculum.

They need educational programmes specially designed to prepare

them for living & functioning in their homes, the neighborhood & the

community. It is also to equip them with good work skills, habits & a

positive work attitude in preparation for future vocational training.

Children have difficulty in generalizing, acquiring information &

concepts for use in new situation. They need to be taught how to apply

what they have learnt to real life situation.

Children with IDD have short attention span; therefore, these children

require more structured programmes with tangible targets,

6

interestingly presented to them and related to their daily life

experiences. Learning tasks have to be broken down into components

so that each component can be learnt in sequence.

Practice has to be provided to consolidate knowledge, skills & attitudes

that they have acquired.

Curriculum Approach

The aims of education are basically the same for all children irrespective of

their abilities & learning needs. Therefore, in designing a curriculum for

children with IDD, while their learning characteristics have been taken into

consideration, the general framework of the mainstream curriculum has also

been kept in view. There are different approaches to Curriculum

development, which are presented according to ones focus on the elements

of curriculum development and the level of operation of the curriculum. The

scope needed to develop a functional curriculum is well covered by Taylor’s

model of curriculum development. It is often termed as Taylor’s Model and

Objective Model. The model emphasizes on consistency among objectives,

learning experiences and the outcomes. Curriculum objectives indicate both

behavior to be developed and the content to be applied.

The four principles of teaching in this are:

1. Defining appropriate learning objectives.

2. Establishing useful learning experiences.

3. Organizing learning experiences to have maximum cumulative effect.

4. Evaluating the curriculum and revising those aspects that did not prove to

be effective.

It is imperative that instructional strategies use real-life materials that are

likely to be found in the home, school, work and community environments.

7

If a natural setting is not available or not feasible, then classroom

simulations may be required.

Broadly speaking, a teacher follows a curriculum which she/he thinks is an

appropriate for a particular child but this may purely be a hit & trial method.

What is undertaken with child is often not recorded appropriately. It is

seen teachers maintain their diary in which they record the

assessment & goal & other parameters which may vary from teacher

to teacher. Repost writing to parents another major problem in special

school.

Poor performance by the child is implied/blamed on his inability to

learn, whereas it may be because of teacher’s inability to assess the

progress made by a child due to lack of suitable criteria for progress

measurement that leads to child’s poor performance.

Teachers are following the curriculum guidelines developed 3 to 4

decades ago which do not match with today’s technology driven

society.

Discontinuity in learning as the child goes from one class to another or

one school to another.

No scope of interacting with other teachers as no common syllabus

/curriculum is being followed.

Unplanned teaching could yield to child’s failure or no learning

outcomes.

The teaching material used for the education of children without

disability may not be utilized directly with children with IDD because of

the high complexity and abstraction level

8

Need for the structured curriculum

In view of the forgoing, a structured curriculum becomes necessary to

overcome the shortcomings of the unplanned teaching. Adopting a planned

curriculum is advantageous to the student as well as the teacher as

explained below:

The experience of a number of teachers could be combined instead of

every teacher using her own experience to train the children. Besides

experience from other sources can also be incorporated. It is sad to

note that classes in most of the special schools appear to be totally

independent with apparent system for formally relating the work going

on in one class with that of going on in other classes. So as the child

moves from one teacher to the next the process of education seems to

come to a halt and then restart, often without any attention being paid

to what has gone before. The advantage of getting teachers to share

their expertise within the special schools is lost when no formal or

semiformal procedure is available for discussion and comparison of

ideas and experience.

The teacher could use a standard yardstick for monitoring the progress

of any child, rather than using random assessment for every child. The

record sheet (the vital part of the approach) of each child will depict

the overall picture of the child. Hence this will serve the dual purpose

of assessing each child and assessing the success of the curriculum as

well.

The planned curriculum will leave more free time to the teacher for

useful work since she saves time on writing lengthy and separate

reports on evert child’s progress.

The parents could also contribute to their child’s progress since they

could be made aware of the curriculum as well. (Warnock, 1978

emphasized the involvement of the parents)

9

One of the most consistent and educationally significant characteristics

of children with learning difficulties is their reduced capacity for

unplanned and incidental learning, so a carefully planned interaction is

needed by the teachers if the child is to learn successfully (Ainscow.

M,2000)

Steps in designing this Curriculum as per Objectives’ Approach

Step-I-Broad goal Identification

As a first step it was decided upon the goals required to be achieved. A

goal could be defined as a broad subject area or skill to be taught. The goals

have to be carefully selected keeping in view the requirement of children

enrolled in the school.

A goal could fall into the category of essential curricular or co-

curricular activity. All children must be compulsorily imparted essential

curriculum activities necessary for child’s everyday needs, success and

independence. Co-curricular areas chosen such as- music, dance, yoga,

sports etc. are important for holistic development of a child.

Step-II Framing Objectives

Every goal of the essential curriculum being a broad statement is then

translated into finer fragments of ‘Specific Objectives’. The objectives must

be observable behavior of child so that it can be used for assessment and

record keeping. The term behavior has been used here as an action such as

writing, pointing, talking and not in the usual context of conduct of the child.

Two essential characteristics of an objective are:

1. It must be an action.

2. It must be observable.

10

Thus, thinking and appreciating cannot be termed as objectives and thus the

statement ‘knows the meaning of up and down’ is not a correctly laid

objective. On the other hand, ‘Drawing the picture of a model kept on the

table’ is a correct objective under the broad teaching goal of Motor Skills.

The concluded goals describe what teacher intends to teach and objectives

describe what a child should be able to do after teaching.

Example: Under the ‘EVS’ Domain, the goal is

E 12: Tells uses of water (Minimum2)

E 30: Name/ Points to living and non-living things.

Here the teacher, in order to mark a student independent in the skill needs

to ask the child to tell her the uses of water or present flashcards of living

and non-living material. If the child is verbal, meaning independent for

him/her would be answering it orally and if he/she is non-verbal, pointing

can be observed by the teacher. In selection of objectives under each

domain, initially many were listed and then filtered out on the basis of

measurability, functionality and relevance. Eg: in the Social Domain, 90

skills were identified but then on the basis of the filtering criteria it was

narrowed down to 74 generic relevant skills.

The statement of objectives is as precise and unambiguous as possible to

get most appropriate level of child’s performance. The step size, sequence of

objectives, inclusion & exclusion of certain objectives was decided jointly by

the team involved. Well defined objectives have the following advantages.

These will set as the direction finders for achieving the ultimate goal.

The teacher is more likely to determine a suitable system of achieving

the objectives and hence the goals.

It will be easier for the teacher to get the feedback whether whatever

has been taught has been learnt. Teaching does not necessarily

11

guarantee that the child is learning. Only by writing objectives it is

possible to know that what was set out to teach has actually been

learnt.

This kind of specific, advanced planning will have positive implications

for teaching method & materials as well as adding clarity of the

purpose to the whole teaching process.

Step-III Teaching Method

Teaching method is a matter of detail which varies from teacher to

teacher. The teacher may select suitable material and this may be followed

by carefully applied ‘reinforcing technique’ for ensuring that objective has

‘reached home’. It must be underlined here that the teacher must ensure

that the objective has been mastered as achieved by the child before moving

on to the next one. While using a blackboard may be as effective in

achieving an objective but teacher is encouraged to use teaching aids,

projects, drama, art, music or an outdoor visit to make learning more

interesting and creative.

Step -IV Record Keeping

This is an essential component of an effective teaching programme.

Some teachers may be in opinion that there is no need to record children’s

progress since they can keep the relevant information in their hands but it

may not be as realistic as ‘well maintained records’ can offer. Improper

records may not fulfil the aims of an objectives approach. Records must

indicate the child’s competence in each objective. They should be easy to fill

in. There are three columns to be filled as the child progresses-

1. Working on- The date when the work was started on the particular

objective.

12

2. Mastered on – The column is dated when the child has mastered

the objective.

3. Checked on– As we wish that mastery of an objective be achieved,

it is suggested that after sometime, the teacher checks that the

child can still performs the objective.

Peripheral Curriculum

The teaching of wider aspects of the curriculum is as important as that

of essential curriculum. The children in special schools should be provided

with same facilities as those in normal schools. As Gulliford (1975) stated,

‘One of the problems in the education of handicapped children is how to

provide them with normal education’. The children should be provided with

rich educational diet. Apart from Essential Curriculum subjects where skills

are taught right from the entry level, children must be given experience of

other subjects like- Music, drama, physical education, Home Science, Art

etc. This is termed as peripheral curriculum.

The National Education Policy (2020) has given equal weightage to the

curricular as well as peripheral curricular components i.e. co-curricular and

extra-curricular activities. For the peripheral curriculum, the teacher may

not write behavioral objectives but goals may be written & lessons to be

planned. These enrichment experiences through peripheral curriculum not

only make learning interesting but also long lasting. Many skills from

essential curriculum may be taught through these areas in order to avoid

boredom and monotony. For example, if the child is learning the meaning of

word ‘up & down’, P.E. lesson provides as appropriate setting for practically

learning these words. Also, development of appropriate attitudes, interests &

values can be taken in projects known from peripheral curriculum.

Objectives were framed for each component under each domain, taking into

account the needs of the school’s population i.e. mild, moderate learning

13

difficulties. The Objectives framed are open for careful scrutiny and changes

as we go implementing. The coding system was used to identify the various

areas and the objectives within those areas. For example, code for area

language is (L) and the first objective under it is termed as ‘L1’ and second

as ‘L2’, so on and so forth.

Record sheet for each child was prepared for all the domains and the

progress is maintained by stating the date of commencement and mastering

of that particular objective.

Keeping in view the present time, a balanced curriculum is formulated and

provided in this guide giving directions for implementation. Within this

framework, the curriculum in subject to adaptation to meet the specific

learning needs of an individual child. Curriculum development is a

continuous process, what is taught & how it is to be taught are subject to

ongoing review. In view of ever changing needs of the society, it is

necessary that curriculum for children with ID which includes the aims of

special education curriculum and the curriculum goals, curriculum context

should be reviewed & revised from time to time. The skills in this prescribed

curriculum do not claim to be standardized and have not undergone any

research analysis. All the skills have been identified by the experts involved

in this curriculum project through their own experiences, mutual discussions

and the study of available tools, keeping in mind the needs of the students

that Asha special schools caters to. Hence, it is a customized curriculum

structured and delivered in the stipulated time given for this project. It is

also suggested that a field trial of this curriculum must be conducted for the

purpose of standardization and generalized applicability.

14

Administration and Scoring

of this Curriculum Guide The curriculum has been designed keeping in mind the ease of using it in

assessment, selection and evaluation of listed skills. All the skills are generic

in nature which has been identified as essential functional skills in life of

children with IDD and other developmental disabilities. This chapter aims to

explain the usability of this curriculum in the classroom for the purpose of

conducting assessments and selecting goals for framing Individualized

Education Plan (IEP).

This curriculum has been divided under 8 main domains, namely:

1. Motor

2. Personal

3. Social

4. Language

5. Number, Time, Money and Measurement

6. Environmental Science and Awareness (EVS)

7. Occupational and Vocational

8. Co-curricular

Under each domain a number of skills are listed. There is a scope of adding

skills in each domain as per the unique needs of the child and teacher’s

perspective. Eg: In ‘Social’ domain there are 74 skills, the teacher can then

add more skills in the list, if she/he feels that due to cultural reasons or any

situational change reasons such a skill might be added. Like times before

COVID 19, wearing masks and using sanitizers were not skills that were

needed. But now, this skill is highly important when it comes to maintaining

hygiene and safety. In this curriculum, however, the skills needed due to

advent of COVID 19 have been included.

15

Using the Curriculum for Assessment

The teacher will first use this curriculum to assess the child to ascertain the

present level of functioning/current level. This is called ‘baseline

assessment’. Here the teacher will observe and check the abilities of the

child against each skill mentioned. She/he can ask the child to perform the

skill or can observe the child in the natural surrounding or can present the

child with a situation requiring performance of the skill. ‘Responds to his/her

name’ is a skill that the teacher can just easily observe. ‘Writes his or her

name’-the teacher can simply ask the child to write his/her name. Here it

has to be kept in mind that when assessment is being done, no teaching

takes place. This implies that many a times, teachers tend to teach the

concept while they are trying to assess the present level of the learner. Even

if the teacher feels that with few prompts the child could do the said activity,

then also the skill has to be marked in a way which represents that the child

was given clues to perform and is not completely independent. Only when

assessments are done in the most natural surroundings and skills are

presented in a logical manner, only then can we understand the correct

present level of the child. It is important to make sure that enough trials

were given to the child to perform the skill, in the right environment. Eg:

Assessing the child in the last period of the day when he/she is eagerly

waiting to pack bags for home might not be the right time as the child would

not be in the frame of mind to solve questions. The scores obtained by the

child for each activity has to written in the Recording sheet of that domain

against the corresponding item number (as represented in Picture 1 with

in the column)

16

Image 1

Scoring in the Record sheet

The scoring here has been done in quantitative terms in order to help the

teachers understand the exact performance level of the child. The scoring is

5- Independent

This score will be given when the child performs the skill completely on his

own. Here no help or prompt is given.

17

4- Clueing/Gestural prompt (GP)

When the child does answer correctly but few clues have to be given to

make him think and get the answer. Eg; On being asked about modes of

transport, the child answers for train but need flying hand gesture or ‘what

goes in the sky’ hint to answer airplane. Here the child is aware of the

answer but needs few clues to make connections in order to answer

correctly.

3- Verbal prompt

When the child is able to answer when prompts like ‘it starts with aero…’ are

given. The child is provided with verbal assistance to perform the activity.

2-Physical prompt (PP)

When the child cannot perform the skill and the teacher has to give physical

prompt to get the task completed. Like for coloring within the boundary, the

child is not able to restrict the coloring within the figure and the teacher

needs to physically hold the child’s hand to make him color in it.

1-Totally Dependent

This is given when the child cannot perform the activity at all even when

support or prompts are provided. It means that the child needs to learn the

skill.

0-Not applicable /No exposure

It is given when the child does not have the ability to perform the skill due

to a condition which cannot be corrected. Like ‘jumps a distance of 2 feet

above the ground’, this skill cannot be applied to a child who is a wheelchair

user. No exposure implies that the child was never given an opportunity to

do something so he/she never acquired the skill. Eg; if the child was never

given a bicycle to ride then it is obvious that he/she will not be able to ride

18

it. In the case of a skill being non-applicable or no exposure, that skill will be

deleted from the total skill counted for knowing the score.

To get the score of the child in a domain at a particular level, following

formula has to be used:

Percentage of success=Score obtained /Maximum Score *100

Let’s us assume ‘Motor domain’ the child scored 0 in one skill out of 81 skills.

So, the total number of skills will be 80. The maximum score that can be

attained for an item is 5 which mean maximum score for motor domain is

80X5 =400. Here, let’s assume the score obtained by the child in 80 skills

comes to a total of 280.

Therefore, the Percentage of success = 280/400X100

= 70%

Like this the success of the child can be calculated for each domain.

For ‘Co-curricular’ domain, there is grading system as these skills are

qualitative in nature and the teacher can use her expertise to conclude on

the grades which are as follows;

A- Takes initiative and participates effectively

B- Participates effectively when someone else initiates

C- Involves self but is not aware of rules/does not cooperate

D- Observes with interest

E- Not Interested

NE- No exposure

Grade repeated maximum times will be the final grade. If two or more

grades repeated maximum times equally then the higher grade will be the

final grade.

19

Conducting the assessment

There is a list of materials that teachers can use for assessing the child. For

each skill, the material needed has been mentioned. For example: ‘Matches

number symbol with quantity’-it is mentioned that the teacher can use

flashcards of number symbols and present objects like blocks, cubes, sticks

to represent the quantity. This has been provided to avoid any confusion and

create ease in choosing the right material.

Selecting goals after assessment

Once the baseline assessment is complete, the teacher can then plan for

child’s IEP. Based on the criteria of selecting IEP goals, the teacher can

select skills wherever she/he feels that the child can either better the

performance level like from a score of 4 the child can reach 5 (independent

level) or the teacher feels that the child can be taught a new skill then she

can take a skill where the child has performed totally dependent /PP.

After selection of the goals, the teacher will prepare the IEP with teaching

procedure and implement it. The record sheets provided for writing the date

on when the teacher started working on the goal. The column is represented

as ‘Working on’ (shown in the Image 1- ). Once the child learns the skill,

the teacher can write the date in the column of ‘Mastered on’ (shown in

Image 1- ). Special care has been given to the fact that more often

children with special needs forget the concepts taught or are not able to

retain it well, it becomes important that the teacher checks the skill taught

after a certain time duration to make sure that there is retention. This

marking will come in the column ‘Checked on’ (shown as )

The recording sheet also provides for a ‘remarks’ column in case the teacher

wants to mention something peculiar or essential observation about the child

regarding the particular skill.

20

On completion of IEP timeline, the teacher will assess the child again and

this will be presented in the column ‘1st Quarter’ as highlighted in Image 1

with . Like this the assessment will be done ‘for learning’ and ‘of

learning’.

Points to remember:

-Low scores are not indicative of ‘bad performance’. They just highlight the

functioning abilities of the child and the support needed.

-the scores are not for comparison with scores of other students. These

scores will provide for a comparative analysis by the teacher across the year

indicating child’s need for support and prompts.

-teacher’s competence and observation skills are highly crucial in gauging

the correct performance of the child

-Selecting skills as IEP goals will depend on the need, abilities, age, level of

disability and skill’s relevance for the child. Teacher’s and parents’ discretion

needed.

-writing of dates under ‘worked on’ and ‘mastered on’ will help teachers in

analyzing the time taken by the child to learn a concept. On this basis,

teacher can plan lessons and activities.

Grouping and promotion of children with Disabilities:

The existing grouping system followed with children with Intellectual and

Developmental disability is given as follows:

Pre-primary- Children with IDD with mental age upto 3 years and

chronological age 3 to 6 years

Primary- Children with IDD with mental age from 3 to 5 years and


21

Secondary- Children with IDD with mental age from 5 to 8 years and


Pre-vocational- Children with IDD with mental age from 8 to 14 years

and chronological age 14 to 17 years

After achieving 80% success at any level the child with IDD may be

promoted to the next level.

Children with disability who are able to perform more than the functional

skills, who have a scope of appearing for standardized grade examination

can be considered for Open Basic Education (OBE) Programme implemented

by National Institute of Open Schooling (NIOS) and other several

programmes under NIOS. For more information following sites can be

referred:

https://www.nios.ac.in/

https://www.nios.ac.in/departmentsunits/academic/open-basic-education-

(obe).aspx

https://www.nios.ac.in/departmentsunits/evaluation/general-and-specific-

relaxations-(disability-wise)-during-nios-examination.aspx

https://www.nios.ac.in/https://www.nios.ac.in/departmentsunits/academic/open-basic-education-(obe).aspxhttps://www.nios.ac.in/departmentsunits/academic/open-basic-education-(obe).aspxhttps://www.nios.ac.in/departmentsunits/evaluation/general-and-specific-relaxations-(disability-wise)-during-nios-examination.aspxhttps://www.nios.ac.in/departmentsunits/evaluation/general-and-specific-relaxations-(disability-wise)-during-nios-examination.aspx

22

Teaching Guidelines for IDD students with Associated

Conditions This chapter will highlight the additional areas of care that a teacher needs

to invest in, in order to make learning more effective for children having

associated conditions apart from having solely IDD. Associated conditions or

comorbidity refers to the presence of more than one disorder/disability in

the same person. In such a case, the associated condition, if not taken care

of, hampers the process of learning and teachers find it difficult to teach. It

is essential for all teachers to have at least basic knowledge of other

conditions like- Autism, VI, HI, etc. The points mentioned for each condition

does not claim to make a teacher expert of that disability, they are meant to

give a basic understanding from the teaching point of view to facilitate

teaching-learning process. There are some considerations that are important

even while teaching children with IDD. First, teaching information has been

shared about IDD and then about other commonly found conditions with

IDD.

Important considerations for teaching children with Intellectual &

Developmental Disabilities (IDD)

Present everything to the child in a concrete manner like- pictures,

drawings.

Use pictorial illustrations to explain new vocabulary concepts.

Use material that matches the developmental level of the child.

Present the tasks in small steps.

To begin with, introduce few elements of a concept.

Make frequent repetitions.

Provide an outline of important steps.

23

Give the child very concrete experiences. These include taking the

child to field visits, organizing role playing social situations etc. for

example when teaching the child 3+3, it would be better of it the

teacher says one basket has 3 apples and another has 3, how many

apples are there in all.

Use principles of joyful learning like the play-way method.

Teach easy tasks first and then go to the difficult tasks.

Give the child training to do things in a proper sequence. These

increase critical thinking and problem-solving skills. For example, you

can provide the child with a few flash cards that make a meaningful

story (like making tea) in a wrong order. The child can then be asked

to arrange the cards in a logical sequence to develop the story.

Structure is the key word for working with this group of students.

Do not change a daily schedule abruptly or move furniture without

preparing the student for the change.

Daily schedules written down and attached to a notebook, desk or

clipboard hanging at the side of the student’s desk are helpful

reminders of what the student is to do and when.

Give assignments that are relevant you real life. For example, when

teaching the child money concept, many examples can be quoted from

real home life situations. To illustrate, a teacher can ask the child – if

you go to buy 3 apples and each apple costs Rs.1, then what will be

the cost of the 3 apples? If you give the shopkeeper Rs.10, how much

will you get back? It would be even better to show the picture of

apples and put 3 apples together to make learning easier for the child.

Persuade the peers to help the child in learning.

Teacher should follow the following principles of teaching.

The appropriate rewards to strengthen the behavior.

24

Important teaching considerations for educating a child IDD and

Visual Impairment (VI)

If possible, take the child around and get him/her oriented to the

surroundings by letting him/her touching the objects.

If the child has low vision, seat him/her in front, close to the

blackboard and if possible, close to window.

Size of the print is another important factor. Usually larger the written

material, the better. The material should be written large enough and

clearly for the pupils to be able to read it.

For safety purposes, keep all doors and cabinets in the classroom fully

closed.

Avoid checking the child constantly, but keep a watch to avoid

accidents.

Please say orally whatever you are writing on the blackboard. When

teaching from a textbook, you or one of the students should be asked

to read the book.

Give plenty of verbal instructions while introducing a new concept in

the class.

Use concrete experiences. Provide opportunities wherein students can

associate words with tactile experience.

Plan activities where children can learn by doing. A visit to a post office

nearby will be more beneficial than its description.

Give the low vision child a felt pen or a reed pen to write with.

Always name the child when you address him or her as the child may

not know that you are looking at him.

Persuade other students to give him/her a copy of their notes or

dictate them to him/her in Braille.

Persuade other children to interact socially with the visually disabled

child.

25

Persuade other children to accept the visually disabled child as a

friend.

Encourage the visually impaired child to participate in as many

physical activities as possible.

Simple modifications may make this possible. For example, put a bell

or a whistle in a football and the visually disabled child can play with

the other children.

Ask the classmates to help organize work and other such material for

the child.

Important teaching considerations for educating a child with IDD

and Hearing Impairment (HI)

Speak in front and slowly to the child.

Seat him as close to you as possible, but away from playground or fan.

The extra noises can be distracting.

Let the child see your face comfortably when you speak. Let there be

adequate light on your face.

Seat him where he/she can see the blackboard very clearly.

Please don’t cover your face with your hands or turn back while talking

or reading.

Do not talk to the class with your back to the window. The outside

light creates a shadow on the lips.

Repeat oral material.

Please do not move your face excessively while talking to the child.

Do not cover your face with a book while reading aloud to the class.

Encourage him/her to always use the hearing aid.

26

Teach him/her simple vocabulary and simple rules of grammar.

Use simple words and sentences.

Give the child simple sentences to read.

Remember to write new words on the blackboard before you

pronounce it.

By careful not to talk while facing the blackboard.

Try to give more written assignments to students with hearing

impaired to make sure that the child has understood everything.

Encourage the child to ask questions by asking questions.

Teach him/her only one language.

Try to concretize mathematical concepts. For example, when teaching

the concept of addition, show the child with hearing problems the

number of objects before and after addition.

When you introduce new objects to the class, hold it (or the picture of

that object) just beside you face & name it.

Establish the connection between the word and object by showing him

the object named. For example, if talking about apple, illustrate the

concept by showing an apple to the child.

Students with hearing impairments may have difficulty in

understanding oral instructions when noise is present. The noise can

be cut down by spreading hay on the floor, by handing jute sacks

along the walls. This proves helpful as they absorb noise.

Use as many illustrations as possible (maps, globes, flash cards,

charts)

Class members can be used to illustrate vocabulary or concepts.

27

Illustrative cards can be used for reference. These are helpful in

understanding antonyms synonyms and words with multiple meanings.

Wait till the child expresses himself.

If you find some kind of fluid discharge from the child’s ear, refer to

child to the doctor.

Persuade the other children to be friendly with the child.

Persuade the other children to choose the child as their friend.

Encourage the child to participate in vigorous games, drama, prayer

and music.

Important teaching considerations for educating a child with IDD

and Locomotor Disability

All that is necessary is to remove architectural barriers and ensure that

he/she has a comfortable seat. If he/she is using a wheel chair, the

desk should be at such a height so as to enable the child to reach it

without experiencing any kind of discomfort. This also applies to in

reaching the blackboard. All the materials should be within easy reach

of the child.

If the child’s hands are affected, you may have to give him/her a thick

pen or provide a writer (i.e. some other child can take down notes for

this particular child). This may be necessary at the examination time

i.e. special writing material may be needed if the hand, arm, shoulder

or joints are affected.

Appoint a friend or a peer to carry or bring material to the student’s

desk.

28

Allow the child more time to complete his/her assignments.

Give less homework to a child whose hands are affected.

If one hand is affected, teach the child to write with other.

Persuade his/her classmates not to push him/her in order to prevent

any possible injury. For example, don’t push the wheel chair too fast

down the slope.

Persuade the other children not to make faces at the child if he/she

walks in a different manner.

Important teaching considerations for educating a child IDD and

Autism

A child with autism may focus on the part and not the whole & fail to

get the picture. Do not present a broken wheel or missing puzzle as

they may cause alarm. (Over and under attention)

When presenting a task, place various parts on a tray so that visually

the child considers the whole piece in one go. Visual stimuli should be

carefully checked for unwanted extra inputs e.g. a glass of water with

a flower.

Use visual clues e.g. stacking the chairs before leaving the school.

While teaching, place the child’s table facing the wall and you seat

behind her/him.

Arrange two flat trays for work. You may write to do on one &

FINISHED on the other NOT FINISHED. Train the child to start from

the left side and when done put it in the right side. (Independent work

habits)

29

Teach “FINISH” as the bell rings by showing a closed fist or even fold

your hands or have annual planner where pictures are posted and you

may flip the one that is over. Vary the setting so that a word like

“FINISHED” can be taught in various contexts.

Give signal to tell time will be over in 5 minutes either by the finger

palm signal.

Show what the next activity in child’s time table.

Keep talking to very minimum.

Keep voice even.

Children with autism have difficulty processing. Simultaneous input

from audio and visual channels. That is why they have trouble

integrating simultaneous information form their eyes and their ears. It

is like watching a foreign film which is badly dubbed. The auditory and

visual signals do not match in their brains.

Show two choices of preferred activities from where the child can

choose.

Contrary to what is being advised by speech therapists it is best adopt

the minimal speech approach. While giving commands make it one

word or at the most a two word phrases. Focus should be on the key

word.

Teach words with context.

All family members should understand the goals help the child transfer

the goals hence generalize from person to person.

You may watch cartoons with the child and see if any phrases can be

used from dialogues ‘Are you ok? Am Tired’. Provide visual support to

help him understand your commands.

30

Motoric gesture precedes speech: e.g. he can wave a bye-bye. You can

teach him to fold hands in a Namaste, Clap etc. if pointing finger can

be taught then it can serve for both labeling and point.

Attitude of tolerance & compassion.

Teach children to express that they are tired.

31

Parental involvement in teaching of children with IDD Parents play the most crucial role in the overall development of the child. In

case of a child with intellectual disability, this role becomes manifolds more

important. Parents, in most cases, are the immediate care givers, providers

and sort of the first teacher for the child. Their role in the life and learnings

of their child can never come to an end, especially in the case of children

with disabilities. Due to slow developmental rate, parents need to spend

more time with the child since the beginning to ensure achievement of

developmental milestones. They become involved in the therapies and

educational sessions of their child in order to continue the same practice at

home. Raising a child with special needs require a lot of time, energy,

money and dedication from the parents.

The role of parents and its significance has been well highlighted by

Education for the Handicapped Act (Public Law 94-142) and the Individuals

with Disabilities Education Act (IDEA) (Public Law 101-476). IDEA Act is a

four-part (A-D) piece of American legislation that ensures students with a

disability are provided with Free Appropriate Public Education (FAPE) that is

tailored to their individual needs.A fundamental provision of these special

education laws is the right of parents to participate in the educational

decision-making process. It emphasizes on the need of parents being

involved in the process of educational as well as transitional planning for the

child.

As the parents in Asha schools are serving defense personnel, it becomes all

the more important that systematic ways are followed to ensure that parents

are well involved in the whole process. As transfers and relocating to new

32

places is a part of life for defense personnel, being aware about child’s

growth and needs becomes all the more important. Only if the parents are

involved they can support the teachers who will work with the child. Also, a

child spends more hours at home than in school, it is essential that the same

is being practiced at home to ensure retention and enhancement. For this,

following ways must be incorporated to involve parents in transacting the

curriculum effectively:

Maintain easy and frequent communication with the parents from the

beginning

Give them assurance that you understand their situation and

difficulties that they must be facing

Conduct workshops for them to communicate how things are taught in

school. Eg: conduct a workshop on teaching letter sounds to parents

as well so there is no confusion.

Have workshops on making easy and simple teaching aids from the

material available at home.

Involve them in the planning of IEPs for the child and listen to their

areas of concern

Teach them teaching strategies so that they teach in the same manner

Send regular home assignments but less time consuming and more

enriching

Give easy to follow home assignments to strengthen skills

Make them realize the value of quality in teaching rather than quantity

Share behavior management techniques so that any undesirable

behavior is not promoted by them

Form parent associations/groups of like-minded parents where they

can share their experiences and learnings with each other

33

Curricular Domains

34

1. Motor GROSS MOTOR SKILLS

S.No. Curriculum Goals Material Required

M1 Turns head to follow a moving object Sound & light toy

M2 Lifting head upward while lying on stomach Observation and /or

instruction by

parent/teacher

M3 Holding head steady while body supported by other persons Observation and /or

instruction by

parent/teacher

M4 Sitting with support Sound & light toy

M5 Rolling body both ways on a flat surface Observation and /or

instruction by

parent/teacher

M6 Sitting without support Observation and /or

instruction by

parent/teacher

M7 Moves body from lying on a stomach to a sitting position Observation and /or

instruction by

parent/teacher

M8 Claps hand when asked/indicated Observation and /or

instruction by

parent/teacher

M9 Crawls a distance of 5 feet or more Observation and /or

instruction by

parent/teacher

M10 Stand with support Observation and /or

instruction by

parent/teacher

35

M11 Pulls self from sitting to standing position by taking support of

person/object

Observation and /or

instruction by

parent/teacher

M12 Stand without support for minimum of 2 minutes Observation and /or

instruction by

parent/teacher

M13 From standing position bends knees to squat Observation and /or

instruction by

parent/teacher

M14 Walks with support for minimum of 5-10 steps Observation and /or

instruction by

parent/teacher

M15 Walks with support along the beam or the parallel bar Parallel bar

M16 Walks along the wall on the border. Observation

M17 Walks without support for minimum of 5-10 steps Observation

M18 Walks on the line drawn on the floor Line drawn

M19 Walks on circle by taking alternate steps Draw big circle on the

ground

M20 Walks in two lines without falling over Draw parallel lines at

one feet distance

M21 Climbs up the stairs by putting both feet at a time. Observation

M22 Climbs up chair independently Chair

36

M23 Pulls or pushes furniture Observation

M24 Runs for minimum of 2 meters distance Observation

M25 Stands on one foot for 30 seconds Observation

M26 Climbs up the stairs by using alternate feet at a time. Observation

M27 Jumps to cross obstacle Observation

M28 Stands on tip toe to reach objects Toys

M29 Jumps off the ground upto 2 feet Hanging toys

M30 Does simple exercise like- stretching, bending, etc. Observation in PE class

or instruction can be

given

M31 Hops on one feet for minimum 30 seconds Can play a game and

instruct the child to do

so

M32 Plays games such as swings for 2-3 minutes Play area

M33 Rides a bicycle with supported wheels Bicycle with supported

wheels

M34 Skips for 2-3 minutes Skipping rope

37

M35 Can catch a large ball with arms and body Big ball

M36 Kicks a rolling ball Big to medium sized

ball

M37 Can catch a cricket ball with arms and body Cricket ball (soft)

M38 Carries school bag School bag

M39

M40

Fine Motor Skills

S.No. Curriculum Goals Material Required

M41 Holds one inch object in hand for 30 seconds One in cubes, beads, etc.

M42 Reaches the object Light & sound toys

M43 Uses both hands for holding/grasping the object Toys, cubes, etc.

M44 Uses one hand for holding/grasping the object Toys, cubes, etc.

M45 Transfers the object from one hand to the another Toys, cubes, etc.

38

M46 Releases the object Toys, cubes, etc.

M47 Puts small objects into a container (with palmer grasp or any other) Marbles, cubes, etc

M48 Uses thumb & index finger to pick up objects Small beads, grains, etc.

M49 Make tower by using 3 or more blocks Blocks

M50 Use spoon to stir sugar/salt in water Transparent glass, spoon

sugar/salt, water

M51 Strings one inch beads of same color Same color one inch

beads, thread & needle

or wire

M52 Opens the door knob/latches/handle Observation and

instructions

M53 Screws/unscrews a bottle cap Bottle with cap

M54 Carries water in paper cup without spilling Paper cup, water

M55 Tears off a perforated sheet Perforated sheet

M56 Closes the door knob/latches/handle Observation/instructions

or as needed

M57 Throws ball to another person or into a basket Ball & basket

39

M58 Throws ball to minimum 5 meter distance Ball

M59 Catches ball from another person Ball

M60 Opens the lock with key Lock & key

M61 Transfer liquid from one glass to the another without spilling Glass & water

M62 Turning pages from a book one at a time Book

M63 Strings one inch beads of different colors in patterns Different colors one

inch beads, thread &

needle or wire

M64 Uses clips/safety pins Clips/safety pins

M65 Cuts picture from magazine with a scissors on straight line Magazine with straight

line picture & scissors

M66 Cuts pictures with zig-zag borders using scissors Magazine with circular


M67 Cuts picture from magazine with a scissors on circular line Magazine with circular


M68 Folds paper and insert in an envelope Paper & envelope

M69 Makes different shapes with clay Therapeutic/ normal

Clay

40

M70 Cuts sachets/wrappers and empties into a container. Sachets/wrappers,

scissors & containers

M71 Plays ring games Rings & toys

M72 Threads the sewing needle Thread, sewing needle

M73 Strikes & lights a match stick with in two attempts Match stick

M74 Turn off the switch of a gas burner Gas stove

M75 Strikes a gas lighter and turn on the switch of a gas burner Gas lighter and gas

stove

M76

M77

M78

M79

M80

41

2. Personal EATING

S.No Curriculum Goals Material Required

P1 Indicates the need of hunger/thirst through meaningful

gesture/verbal demand

Flash cards

P2 Swallows semi-liquid food Semi-liquid food

P3 Bites right amount of food & chews properly Solid food

P4 Drinks liquid like- water/milk through glass/cup

independently

Liquids like- water/milk &

glass/cup

P5 Differentiate between edible & non-edible items Edible & non-edible items

P6 Picks the dry food and takes it to the mouth Dry food items like biscuit

P7 Uses spoon/hand to eat mixed food. Mixed food

P8 Mixes food like- rice & dal & eats with spoon/hand Rice & dal & spoon

P9 Washes hands before eating and dries them Observation

P10 Eats food with side dishes like- salad, pickle, etc. Side dishes like- salad, pickle,

etc.

P11 After eating puts the used plates in sink/closes his lunch

box upon finishing meal

Observation

P12 Washes hands after finishing the meal Observation

P13 Takes appropriate quantity of food when offered Observation

P14 Follows table manners at home Observation and parent

information

P15 Follows table manners at public places/functions Flash cards and observation

P16 Orders food at restaurant/can tell his/her choice Menu card

P17 Orders food through mobile apps Smartphone with required

Apps

P18

42

TOILETING


P19 Stays dry for two hours Observation or information

received from parents

P20 Tolerates nappy/diaper changes Observation or information


P21 Indicates the need of toilet (verbal/gestural) Flash cards

P22 Has bowel control i.e. gives enough time to reach

the toilet after indicating

Information received from

parents

P23 Closes door when in use Flash cards & information


P24 Removes underpants before toileting independently Flash cards & information


P25 Sits on toilet seat/squat during defecation Flash cards & information


P26 Cleans self after defecation Flash cards & information


P27 Flushes after each use of toileting Flash cards & information


P28 Washes hands after the use of toilet Observation

P29 Has bladder control at night Information received from

parents

P30 Toileting Independently at home Information received from

parents

P31 Chooses correct toilet Men/Women in public areas Information received from

parents

P32 Uses toilet independently at school/public places Observation

P33

43

DRESSING


P34 Tolerates while being dressed or undressed Observation or information


P35 Extends and withdraws arm and legs while being

dressed or undressed

Observation or information


P36 Remove unbuttoned clothes when asked like- T-

shirt, elastic or unfasten pants, unbuttoned shirt, etc.

Unbuttoned clothes

P37 Wear unbuttoned clothes when asked like- T-shirt,

elastic or unfasten pants, unbuttoned shirt, etc.

Unbuttoned clothes

P38 Unbuttons shirt/pant Shirt/pant with buttons

P39 Buttons shirt/pant Shirt/pant with buttons

P40 Zips & unzips trousers/skirt Trousers/skirt with zip

P41 Remove mask, gloves, tie, scarves, belt or other

accessories

Mask, gloves, tie, scarves, belt

etc.

P42 Wear mask, gloves, tie, scarves, belt or other

accessories

Mask, gloves, tie, scarves, belt

etc.

P43 Remove shoes, socks, slippers Shoes, socks, slippers

P44 Wear shoes, socks, slippers Shoes, socks, slippers

P45 Tie shoe laces Shoes with laces

P46 Wears proper uniform (school dress) Observation

P47 Adjusts/ Pulls up skirt/pants in case they are loose Observation

P48 Wear traditional/appropriate dresses as per social

events (tells her/his choice)

Traditional/functions dresses

P49 Select dress for self during shopping Dress catalog

P50 Select and order dress for self & others during

online shopping

Smartphone with required

Apps

P51

44

BRUSHING & BATHING


P52 Indicates the need of brushing teeth Flash cards

P53 Brush teeth under supervision when paste applied

on brush given and asked

Brush & paste, mirror

P54 Spits when asked Wash basin

P55 Opens/closes tap or take water in mug Water tap or water in mug

P56 Cleans mouth and face with water and wipe face

after brushing

Water tap or water in mug;

hand towel

P57 Applies toothpaste and brush teeth independently Brush & paste, mirror

P58 Keeps the brush and tooth paste at appropriate place Information received from

parents

P59 Takes cloth to the bathroom while going to take

bath

Flash cards

P60 Places the cloths in order in the bathroom Hanger

P61 Checks the temperature of water and mix hot or cold

water if required

Bucket, water

P62 Closes door while undressing & dressing for bathing

P63 Put water on body appropriately Mug, water or shower

P64 Applies soap on whole body & rubs Soap and/or body rub

P65 Applies shampoo and cleans hair Shampoo, water, mug

P66 Wipes whole body with towel Towel

P67

GROOMING


P68 Maintains clean/neat appearance Mirror

P69 Covers mouth while coughing, sneezing, yawning Face mask/handkerchief/tissue

45

paper

P70 Wash hand with soap properly for minimum 20

seconds

Soap & water

P71 Clean hands by using hand sanitizer properly, if

needed

Hand sanitizer

P72 Applies soap/face wash and rinses face Soap/face wash, water, hand

towel, mirror

P73 Dries face with towel Hand towel

P74 Cleans face with handkerchief/tissue paper if

drooling/sneezing

Handkerchief/tissue paper

P75 Combs hair, detangling completely Comb, mirror

P76 Applies oil in the hair Hair oil, mirror

P77 Applies cream/oil/powder/bindi etc. properly on

face

Cream/oil/powder/bindi,

mirror

P78 Uses safety pin, hair clip, hair band, etc. (for girls) Safety pin, hair clip, hair band

P79 Plait hair (long hair of girls)/puts hair ties/ Hair clip, hair band, ribbon

P80 Uses deodorant/perfume Deodorant/perfume

P81 Cleans ear with cotton buds Cotton buds

P82 Cleans and clip finger nails by nail clipper Nail clipper

P83 Shaves (for boys)/ Maintains menstrual hygiene

(female)

Parent information

Shaving kit/sanitary napkin/

Flashcards

P84

46

3. Social S.No Curriculum Goals Material Required

S1 Notices persons moving around Observation

S2 Makes eye contact Light & sound toys

S3 Gives social smile Observation

S4 Tracks persons moving around through eye movements Observation

S5 Looks when name is called. Observation

S6 Imitates action/word/sound such as waving goodbye Observation

S7 Identifies family members, friends, etc. by pointing/naming Observation/Photos of

family members

S8 Says/Gestures-Please, Thank you, May I Observation

S9 Differentiate strangers from familiar people Flash cards with

photographs of known

people

S10 Tells his/her name when asked Observation

S11 Receives family members, guests etc. with appropriates gestures Observation

47

S12 Tells his/her teacher’s name when asked. Observation

S13 Identifies self and others as boy/girl or male/female Flash cards of Male &

Female or Boy & Girl

S14 Stands in a queue at safe distance (minimum 1 hand distance) Observation

S15 Attends general instructions given by class teacher Observation

S16 Engages self with peers in group work for 20 minutes Observation

S17 Seeks permission to go out or use a toy or to enter the room Toys & other materials

S18 Seeks permission use a toy or other material which does not belong

to him.

Toys & other materials

S19 Waits for own turn in a group of two or more children. Observation

S20 Tells his/her friend’s name when asked (at least 2) Observation

S21 Greeting with appropriate gesture spontaneously or being prompted. Observation

S22 Sharing his/her belongings (pencil, toy, scale) with classmates. Stationary materials

S23 Realizes & admit his/her mistake and apologize by saying Sorry Observation

48

S24 Getting back his/her belongings after use Observation

S25 Show empathy to other persons Social stories and

Observation

S26 Offers help to peers/teachers in classroom. Observation

S27 Plays with 4-5 children following the game rules Observation

S28 Knocks before entering other closed room Observation

S29 Seeks help/inform when bullied Observation

S30 Stands at an appropriate distance from other people when conversing. Observation

S31 Taking care of his/her belongings Stationary materials,

lunch box, etc.

S32 Responds/ tell/ point when feeling uncomfortable, pain or fever Observation

S33 Can tell the duties of our community helpers e.g. doctor, policeman,

food delivery persons, etc.

Flash cards of

community helpers

S34 Identify emotions of people around him/her like- happy, sad, angry,

etc.

Flash cards of different

emotions, role play

S35 Visits neighbors house Information by parents

49

S36 Can tell/introduce himself to others e.g. his name, school name, age,

address, contact no., father’s/mother’s name?

Flash cards

S37 Initiates conversation with others by asking questions like- what is

your name? How are you?

Observation

S38 Responds appropriately during conversation, asks relevant question.

Observation/Flash cards

if needed

S39 Indicate/knows his/her private body parts Stories and pictures

S40 Aware about covering private body parts properly when in public Stories and pictures

S41 Identifies unwanted sexual advances Stories and pictures

S42 Rejects/reports unwanted sexual advances Stories and pictures

S43 Follows social norms of relationship if needs to hug, kiss or shake

hands with same or opposite gender

Observation

S44 Expresses likes and dislikes in food items, clothes, person Observation and

Flashcards

S45 Identifies and uses drinking water facility/appropriate toilet at public

places

Observation and

Flashcard

S46 Can cross road. Simulated setting

followed by actual

experience

S47 Identifies and follows traffic signals Simulated setting

followed by actual

experience

S48 Travelling in a bus/metro/local train on own Simulated setting

followed by actual

50

experience

S49 Speaks 2-3 sentences in a short play Annual functions,

Festivals

S50 Use post offices/courier offices for mailing letters Simulated setting

followed by actual

experience

S51 Reads signs boards, directions Flashcards

S52 Receives calls on telephone/mobile phone/Smartphone. Telephone/mobile

phone/Smartphone

S53 Responds to calls through meaningful conversation on

telephone/mobile phone/Smartphone

Telephone/mobile

phone/Smartphone

S54 Passes message taken on a phone or in person to the concerned

person.

Telephone/mobile

phone/Smartphone

S55 Identifies emoji in Smartphone message Smartphone

S56 Sends emoji in Smartphone messages as per his/her emotions Smartphone

S57 Reads text messages on mobile phone/Smartphone. Smartphone

S58 Sends text messages through mobile phone/Smartphone. Smartphone

S59 Engages self in video calling on Smartphone Smartphone

S60 Use social media platforms like WhatsApp,facebook etc. to stay

connected with his/her friends and familiar people.

Smartphone

51

S61 Buys items written on a chit/ or sent on phone List of items

S62 Narrating incidents in a sequence Observation

S63 Goes for shopping with precautionary measures (if required) such as-

mask on, taking sanitizer and wear slippers

Mask, sanitizer, flash

cards

S64 Act/respond according to the mood/emotion of people around

him/her

Observation

S65 Tell/Narrate/Discuss important news, story or jokes. Observation

S66 Attending/participating in functions, festivals (age appropriately) Observation

S67 Follows social norms at public places like- not to spit everywhere,

cooperate with security checks, etc.

Flashcard

S68 Performs his/her duties during the functions organized at

home/school

Observation

S69 Gives compliments such as ‘Well done! Looking good! Wow!’ etc. Observation

S70 Selects, buys, signs & send cards to significant person Observation

S71 States and follows the safety issues of using Smartphone and/or

social media platform

Discussion

S72 Identifies/enquires exit plan at public places for evacuation in

emergency situations.

Flashcards and stories

S73 Uses App like-Google map, Location sharing, etc. for travelling Smartphone with

required App

52

S74 Book App based taxi/cabs and travel Smartphone with

required App

S 75

S 76

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4. Language S.No Curriculum Goals Material Required

BODY PARTS

L1

Points to his/her body parts when asked- eyes, ears,

head, hands, legs, mouth, nose, cheeks, tongue, teeth,

and chin.

Child’s doll, pictures of body parts.

L2 Points to his/her body parts when asked- arm, foot,

neck, finger, knee, toes, stomach, back and chest.


L3

Points to his/her body parts when asked- shoulders,

elbow, knee, wrist, palm, ankle, nails, forehead,

eyebrows, hips and waist.


L4 Name the body parts when asked- arm, foot, neck,

finger, knee, toes, stomach, back and chest.

Doll, pictures of body parts.

L5 Name the body parts when asked- eyes, ears, head,

hands, legs, mouth, nose, cheeks, tongue, teeth and

chin.


L6 Name the body parts when asked- shoulders, elbow,

knee, wrist, palm, ankle, nails, forehead, eyebrows,

hips,and waist.


L7 Join the body parts to make a body (puzzle)/ places the

body parts at the right place

Pictures of body parts in pieces,

software

L8 Point to the different clothes/accessories used for body

parts e.g. frock, ribbon, underwear, shoes, socks, belt,

cap etc.

Cards or real dresses/accessories

items

L9 Name the different items of clothing/accessories when

asked

Cards or real dresses/accessories

items

54

COMMON OBJECTS

L10 Points out the common objects found at home like-

lamp, clock, utensils, bed, sofa, etc.

Flash cards

L11 Name common objects found at home like- lamp, clock,

utensils, bed, sofa, etc.

Flash cards

L12 Tell the use of common objects found at home like-

lamp, clock, utensils, bed, sofa, etc.

Flash cards

L13 Points out the objects in the classroom like- chairs,

table, cupboard, fan, wooden rack, Whiteboard, clock,

pigeon hole, cupboard etc.

Real objects in the class and cards

L14 Name the objects in the classroom. Real objects in the class and cards

L15 Points out the objects in the classoom like- book,

Notebook, duster, White board marker, crayons,

brushes, pen, etc.

Real items & cards

L16 Name the objects in the classroom like- book,

Notebook, duster, White board marker, crayons,

brushes, pen etc.

Real items & cards

COMMON FRUITS, VEGETABLES,ANIMALS, BIRDS, FLOWERS, TRANSPORT

L17 Points to the pictures of common fruits like- Mango,

banana, apple, papaya, orange, etc. (5 at a time)

Real fruits, pictures or cards

L18 Name the common fruits like- Mango, banana, apple,

papaya, orange, etc. (5 at a time)

Real fruits, pictures or cards

L19 Points to the pictures of common vegetableslike-Potato,

tomato, brinjal, onion, lady finger, etc. (5 at a time)

Real vegetables, pictures or cards

L20 Name the commonvegetableslike- Potato, tomato,

brinjal, onion, lady finger, etc. (5 at a time)

Real vegetables, pictures or cards

L21 Points to the pictures of domestic animalslike-Cow, Pictures or cards

55

goat, buffalo, dog, cat, etc. (5 at a time)

L22 Name the domestic animalslike-Cow, goat, buffalo,

dog, cat, etc. (5 at a time)

Pictures or cards

L23 Points to the pictures of common vehicleslike- bicycle,

auto rickshaw, bus, train, truck, etc. (5 at a time)

Pictures or cards

L24 Name the common vehicleslike- bicycle, auto rickshaw,

bus, train, truck, etc. (5 at a time)

Pictures or cards

L25 Points to the pictures of common birdslike- Pigeon, hen,

duck, crow, sparrow, etc. (5 at a time)

Pictures or cards

L26 Name the commonbirdslike-Pigeon, hen, duck, crow,

sparrow, etc. (5 at a time)

Pictures or cards

L27 Points to the pictures of common flowerslike- rose,

lotus, marigold, lily, hibiscus, etc. (5 at a time)

Real flowers, Pictures or cards

L28 Name the commonflowerslike-rose, lotus, marigold,

lily, hibiscus, etc. (5 at a time)

Real flowers, Pictures or cards

ACTION ACTIVITY

L29 Points out to the activity when asked- bathing, brushing,

jumping, playing, reading, writing and so on (5

activities at a time)

Pictures cards

L30 Name the activity shown on the card- bathing, brushing,

jumping, playing, reading, writing and so on (5

activities at a time)

Pictures cards

COLOURS &SHAPES

L31 Point out to the primary colors on the flannel board-

Red, Green, Yellow, Blue, etc.

Flash cards of different colors

L32 Names the primary colors displayed on the flannel

board- Red, Green, Yellow, Blue, etc.


L33 Point out to the secondary colors on the flannel board-

Purple, Orange, Pink, Brown, etc. (5 colors)


56

L34 Names the primary colors displayed on the flannel

board- Purple, Orange, Pink, Brown, etc. (5 colors)


L35 Point out to the shape on the flannel board-

Circle, rectangle, square & triangle

Flash cards of different shapes

L36 Names the shape displayed on the flannel board Flash cards of different shapes,

drawing on board

L37 Points to the shape when asked color.Eg: What is the

shape of yellow colored card?

Colored shape cards

L38 Name the shape& color of the displayed item. Colored shape cards

CATEGORIZATION

L39 Makes categories e.g. objects of study, objects of eating

and objects of classroom & so on

Cards of clothing, fruits,

vegetables, classroom objects.

L40 Identify and name odd-one-out Cards of clothing, fruits,

vegetables, classroom objects

L41 Associate/pair common objects such as- lock & key;

pen & cap; bat & ball; spoon & bowl; etc.

Real objects and worksheets

RECEPTIVE & EXPRESSIVE LANGUAGE

L42 Responds to action words ‘Sit down’, ‘Stand up’,

‘Run’, ‘Jump’ etc.

Teacher’s command

L43 Responds when teacher gives instructions using

personal pronouns e.g. ‘give it to her’, ‘give it to me’

Teacher’s command

L44 Express his/her needs with picture/word cards picture/word cards

L45 The child expresses/tells/describes the picture shown Cards of simple pictures

L46 Child tells the story in simple sentences after teacher

describes the story.

Story on cards

57

READING

L47 Name the items by looking at their packets/rappers like-

chips, biscuit, chocolate, etc. (5 items)

Packets/rappers like- chips, biscuit,

chocolate, etc.

L48 Child arranges/puts the story cards in sequence Story cards

L49 Says the sound of alphabet shown by teachers (Not

more than 5 at a time)

Alphabet cards with pictures

L50 Name objects shown in picture card and also the

alphabet with which it starts

Picture card

L51 Describes the pictures shown after teachers describe it. Cards showing different scenes e.g.

rising sun, sea trees & huts in

village

L52 Matches the pictures with the words of classroom

objects, fruits, transport & so on.

Picture cards of various objects &

words written on strips

L53 Reads the words after the teachers reads the words to

him (5 words at a time)

Flash cards of words from the book

L54 Says the word that rhymes with the word spoken by the

teacher.

Cards of rhyming words

L55 Tells the non-rhyming word on a set of rhyming word

spoken by teacher. E.g. cat, bat, dog, rat

Rhyming words’ card or written by

teacher on board

L56 Tell what is happening in the picture when asked by the

teacher & gives the corresponding card of sentences.

Cards with pictures and sentences

58

L57 Joins the letter sound with the visuals in the worksheet.

(*)

Worksheet

L58 Tell the words which starts with the asked sound e.g. ‘c’

sound

Teacher will say words

L59 Clap if the word starts with the sound asked e.g. clap

when a word starts with ‘P’ sound

e.g. egg, green, pillow, door, purple & so on

(child will clap only on when pillow and purple said)

Teacher will say words

L60 Answer in one-word to a simple question asked after a

Grade level 1 paragraph is read to him.

Worksheet

L61 Reads two letter words

HE, ME, WE,UP, etc

कल, नल, कर, etc

Book/worksheet/On blackboard

L62 Reads three letter words.

Cat, rat, car, etc

कमल , चमन, सफल, etc

Book/worksheet/On blackboard

L63 Reads words with matras in Hindi Book/worksheet/On blackboard

L64 Reads his/her name Flashcard

L65 Reads his/her parent’s name Flashcard

L66 Reads his/her address and contact number

Flashcard

apple

ant

‘a’

59

L67 Reads Grade level 2 paragraph in Hindi/English

Book/worksheet

L68 Answer in a sentence after reading a Grade level 2

paragraph

Book/worksheet

L69 Fill in the blanks given after reading the paragraph

Worksheet

L70 Tell synonyms of words given

Worksheet

L71 Tell antonyms of words given

Worksheet

L72 Read a story and answer the asked question

Book

L73 Answer the question after reading the poem

Book

L74 Use ‘proverbs’ in sentences

Worksheet

L75 Fill in the blanks when jumbled words are given

Worksheet

L76 Tell different gender of the words e.g. boy-girl

(ललिंग बदल कर ललखें।) (*)

Worksheet

L77 Uses/ understands idioms used in daily conversation

Worksheet

L78 Read information in application forms, bank passbook,

etc.

Worksheet

L79 Read news papers/magazines

60

L80 Reads and comprehends content given on a mobile

application

L81 Reads information by finding it on internet search

engines (Google, etc.)

WRITING

L82 Finger tracing straight line, Circles or zig-zag lines

when instructed.

Sand, tactile lines

L83 Holds a pencil or a jumbo crayon with pincer/tripod

grip

Pencil color, crayons

L84 Traces on straight line, Circles or zig-zag lines when

instructed.

Worksheet

L85 Draws vertical, horizontal lines by joining dots

Notebook, Workbook, Worksheets

L86 Draws circles, rectangles after instruction

(zig-zag or other pattern)

Notebook, Workbook, Worksheets

L87 Draw a round templates & draw inside of stencils.

Templates, stencils

L88 Traces

Documents

Curriculum Guide for ASHA Special Schoolsawesindia.com/pdf/Curriculum ASHA school.pdfThe term curriculum has been defined by Hilda Taba (1962) as: "All curricula, no matter what their