VISION – Every child is unique and has different strengths and weaknesses. Every child adopts a different   method of learning at their own different pace. We work to empower all children to learn by their unique methods and we work to empower inclusion of all children with all types of abilities. 

All Children have varying abilities in terms of academic skills, social skills, emotional skills, performance in school and experience different types of challenges in doing so. The aim of a our Remedial Program is to enable all children to cope up with these day to day challenges in school environment and learning new skills and subjects. This is aimed to be achieved by adapting school curriculum for each individual child and through use of different teaching strategies by preparing an Individualized Educational Program. While doing so, we also train the child and their family to help adapt the child for personal social development, adaptive skills, communication proficiencies and development of better dexterities. By this method, aim is to help each child build confidence in school environment and consolidate his / her basics of syllabus and subjects, understand his/ her learning methods and enhance the performance.



  1. Providing additional help to the child to function age appropriately and as per peers in the classroom environment
  2. To address psychological needs of the child
  3. To eliminate barriers of time and space in learning
  4. Making child recognize his / her basic learning techniques
  5.  Designing meaningful learning environment  for the child
  6. Enhancing active participation in class activities, learning interests and motivation
  7. Teaching Use of Peer Support   



Remedial Programs are designed with the aim to bridge the gap between a child’s performance and his / her capability. It makes use of empirically proven teaching methods. The unique feature of this program is recognition of a child’s problem and challenges faced by him / her and working with the child at his / her pace.

Behavior Strategies are used along with teaching methods keeping in mind the child’s social and emotional needs, which helps reinforce learning by applying new knowledge. Individualized attention is provided to the child in a small group setting. The aim is not to segregate children from main stream schooling but to provide support to overcome difficulties which prevent them from attending mainstream education. 

Remedial Programs are most successful when Parents are involved, they provide quality time to the child’s activities; the home environment is congenial and parenting style and disciplining methods at home is provided in a loving and assertive manner.

The following Structure is recommended for DAILY LESSONS in our Remedial Program

  • Age Group – YEARS 6 – 16
  • Duration – 45 – 60 minutes ( Timings are approximate and depend on the nature of teaching input and activities for pupils that teacher has planned)
  • Sessions divided into Main Teaching Activity – Subjects like English, Hindi, Mathematics and Social Sciences are covered.
  • Oral Work – including mental calculations, other class work and home work as provided.
  • Debate and Open Ended Discussion – To build child’s confidence to speak and answer in the classroom at school.
  • Plenary Session – to help sort out misconceptions, to identify progress, to summarize ideas, to discuss plans and time scheduling and home work.



All children are born ready to learn in their environment. Brain generates new cells each day and helps the child acquire new skills. But a good stimulating environment is needed for learning new skills. Inactivity kills the brain – “If you don’t use it, you Lose it”. A child starts learning from the Home environment and understands basic concepts of speech language communication and cognition at home.  This learning starts occurring prior to entering school and extends beyond the walls of a classroom to daily life.

School Readiness is a program defined by two distinctive features; ‘transition’ and ‘gaining competencies’.  A child being made to sit in a new environment to learn may appear as a great challenge to him/ her and may take time to adjust to the new educational setting. Physical and emotional health as well as readiness to learn new skills has the most direct link to child development, child’s mental health and performance in school.

School Readiness Programs are most successful when Parents provide quality time and understand & pursue the program consistently; the home environment is congenial and parenting style and disciplining methods at home is provided in a loving and assertive manner.

The five dimensions of Early Development and Learning considered critical to a child’s readiness for school.

  • Health And Physical Development
  • Emotional Well-Being And Social Competence
  • Approaches To Learning
  • Language Development
  • Cognition And General Knowledge

A child who is ready for school should have the basic minimum skills and knowledge in a variety of domains that will enable the child to be successful in school. These minimum standards of what child knows and is able to do, makes the child eager to learn when he/she enters school. If these minimum basic skills are absent or deficit the child feels lost and doesn’t understand the purpose of being in the school environment and learning does not take place.

The three dimensions of school readiness are: [UNICEF, 2016]

  • Ready children, focusing on children’s learning and development.
  • Ready schools, focusing on school environment that supports a smooth transition for and promotes the learning of all children.
  • Ready families, focusing on parental attitudes and involvement in their children’s early learning and development and transition to school.

The three supporting conditions that contribute to preparing a child to enter school are:

  • Having access to quality preschool programs.
  • Parents as children’s first teachers. Parent’s with the Right Assertive Parenting Skills. 
  • Appropriate home environment, appropriate nutrition and emotional & health care.

For a Good Approach towards learning to develop, skills such as following are essential and allow a professional to understand the child’s preparedness for school:

  • Listening Skills
  • Attention Span
  • Body Awareness
  • Creativity
  • Task Persistence
  • Task Completion
  • Problem solving
  • Building Curiosity to know about new things
  • Cognitive Functioning
  • Personal Social Skills
  • Communication Skills
  • Adaptive Skills
  • Motor Skills
  • Home Environment
  • Parental Knowledge and Skills
  • Parenting Style and Disciplining Methods

A transition into mainstream school can be an emotional and stressful time for children and parents alike, but even more so for a child with autism or any other intellectual developmental disorder. The School Readiness program draws on extensive research to provide children with the practical and social skills necessary in a classroom environment.

This is the first of its kind of a School Readiness Program as a targeted, comprehensive and accessible program for improving school readiness in children with autism, speech language and communication disorders, and other intellectual developmental disorders.

The program sees parents and a multi disciplinary team working together to ensure that each child has the skills to achieve a smooth transition into schooling.



Numerous rationales exist for assessing young children for school readiness and remedial programs; that it supports learning and instruction taking; it helps identify children for additional special services;  it helps evaluate ongoing programs and to monitor the progress in development.


Personal-Social Domain – Those abilities and characteristics that facilitate children engaging in positive and meaningful social interactions.  The behaviors measured include adult interaction, expression of feelings/affect, self-concept, peer interaction, coping, and social role.


Adaptive Domain

a) Self-help skills – Those skills and behaviors that enable the child to become increasingly more independent in daily living skills such as feeding, dressing, and personal toileting needs.

b) Task-related skills – Those skills which involve the child’s ability to pay attention to specific stimuli for increasingly longer periods of time, to initiate purposeful activity and follow through appropriately for task completion. Behaviors measured include attention, eating, dressing, personal responsibility, and toileting.


Motor Domain – Gross motor development (large muscle movement and control) and fine motor development (hand and finger skills; and hand-eye coordination).  Behaviors measured include muscle control, body coordination, locomotion, fine muscle, and perceptual motor skills.


Communication Domain – Understanding and using language to communicate for various purposes. Behaviors measured include a child’s reception and expression of information, thoughts, and ideas through verbal and nonverbal means.


Cognitive Domain – Skills and abilities that are conceptual in nature. Abilities measured include perceptual discrimination, memory, and reasoning.  Tasks include comparison among objects based on physical features (color, shape, size) and properties (weight); sequencing events; putting together parts of a whole; grouping and sorting similar objects and identifying similarities and differences among objects based on common characteristics


Parenting Skills – Unconditional love for the child combined with Assertive disciplining is essential.


Home Environment –

  1. Physical Home Environment
  2. Cognitive Home Environment
  3. Social Home Environment
  4. Supportive Home Environment