Child Special Education Program

Special Education

Child Education is the basic necessity of Every Child, Just like every adult individual have a constitutional rights for vote and others neccessary commodities to live. In year 2001-2002 it is mandatory by constitutional of india to make Education as the basic rights of Every Child.
In Rural India, the scenario is different due to many factors but introduction of many programs from government like food security to school children have really made the difference, but the problem is that such programs are beyond the reach of internal rural indian villages, thus our foundation have got this mission in our hand to fight from the government bodies to get this plan implemented in rural school and villages as well as at the same time to get the fund from various donors and corporates to get the education going in our school for normal and special childs.
We need volunteers for educating autustic child teacher and we need volunteers to teach language for blind child and we also need volunteers who can teach our normal child. To help us kindly get in touch with us.
Information on Sarv Siksha Abhiyaan

Sarva Shiksha Abhiyan

SSA has been operational since 2000-2001 to provide for a variety of interventions for universal access and retention, bridging of gender and social category gaps in elementary education and improving the quality of learning. SSA interventions include inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, regular teacher in service training and academic resource support, free textbooks& uniforms and support for improving learning achievement levels / outcome. With the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies and norms. The changes encompass the vision and approach to elementary education, guided by the following principles :

  • Holistic view of education, as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management.

  • Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. – can avail of the opportunity.

  • Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories – the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs.

  • Gender concern, implying not only an effort to enable girls to keep pace with boys but to view education in the perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive intervention to bring about a basic change in the status of women.

  • Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds.

  • Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes.

  • Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law. All states must move in that direction as speedily as feasible.

Reference

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