Can mild autism go to normal school?

Autism has a wide spectrum and not every individual with autism can find a place in mainstream schools. However, I have had a few success stories where the right support and timely intervention helped. Several students from my schools were able to successfully complete their education from mainstream schools.

timesofindia.indiatimes.com - Regular schools are not ready to accept autistic students

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Q: There are not many schools catering to the needs of autistic children. Are we failing them?

Q: Do you think we must have a special curriculum for autistic children or a regular conventional mode of education is sufficient for them.

Q. How can we help students from lower income group particularly living in rural areas where awareness level is low and opportunity to go to school is limited?

Q: Can autistic students find a place in mainstream schools?

Q: What inspired you to start school? How many students and teachers do you have now?

Q: The biggest challenge to run a special school for autistic students is to have compassionate teachers and other staff. How did you build a dedicated team?

Q: What are the school’s admission requirements?

Regular schools are not ready to accept autistic students, says educationist Shayama Chona. On World Autism Awareness Day celebrated on April 2, we find out of if mainstream schools are ready to enrol autistic students. Shayama Chona, President-Tamana- School for differently-abled talks to Priyanka Srivastava about the need for customised curriculum for the autistic students and making effective use of special Apps.The autistic individuals require one-to-one attention and special therapy labs as they have unique behavioural issues which need to be looked after. These facilities are not available in most of the schools or regular setups. Moreover, in most regular schools, the students and their parents are not ready to accept these children in the general setting, which discourages them. Therefore, they need special centres.Ans: Yes, we must have a special individualised Education Program for each differently abled individual including the autistic children. These are surely unconventional - as we computerise the development of each child through graphs in terms of their intellectual quotient(IQ), physical quotient (PQ), emotional quotient (EQ) and social quotient (SQ). There is a need to have special Information and Communication Technology (ICT) application for the individuals. In our in-house research centre, we have made many ICT applications for them. For instance, most students are hesitant to sit in front of the computer, but we ensure that they operate a PC because it is customised and poses no fear to them. They need to be in command of technical gadgets, as they are afraid of human contact and avoid one to one conversation.Ans: We need to create awareness backed by government support, aids and interventions. In today’s day and age when smartphones are commonly available, the easiest way is to introduce the masses to special tools and Apps that are helpful for differently-abled people. Applications designed specifically for the differently abled can reach the rural areas.Autism has a wide spectrum and not every individual with autism can find a place in mainstream schools. However, I have had a few success stories where the right support and timely intervention helped. Several students from my schools were able to successfully complete their education from mainstream schools. It all depends on how mainstream schools look at autism. We need a whole army of staff, students and parents to be ready and willing.My daughter Tamana was born with cerebral palsy, she could not talk or walk till the age of 9. Today she is a national awardee, a spokesperson for the disabled, a marathon runner and is teaching at DPS. I sincerely believe that if Tamana could do it, so can everyone in the world. Her rigorous routine of academic education, therapy, multifarious activities and most importantly love and care enabled her. Today, we have over 300 students in three centres where the student-teacher ratio of 1:3.Ans: At Tamana we have a teacher training cell providing courses in special education that are accredited by the Rehabilitation Council of India (RCI). Majority of our staff is absorbed from those studying at our training cell as along with education they can gain first-hand experience and understanding of the needs of the differently abled.Ans: Set up in 1984 with the sole purpose of providing the best professional help to individuals with developmental, multiple disabilities, minimal brain damage and autism to effect optimum adult habitation, the school was started in a shed with just three students. Today, it caters to more than 300 individuals through its three centres in New Delhi namely, Tamana Nai Disha: the skill development centre, Tamana Special School and Tamana School of Hope: Centre for Autism. We are first to start specialized intervention programs for autism spectrum disorders in India.National Institute of Open Schooling (NIOS) has accredited our skill training programs and Classes 10th and 12th.We have two powerful programs one is reverse integration where regular students are coming forward to integrate with the autistic and the disabled. Second is the early intervention program where we train mothers of kids as old as 6-month onwards for therapeutic intervention and basics of special education before the kids are ready for schooling.We serve those with multiple disabilities with special reference to autism, the severely affected and differently abled. Most of these individuals are only trainable but with special education, skill training, therapeutic intervention, socialisation and counselling we have succeeded in taking them from trainable to the educable level.

timesofindia.indiatimes.com - Regular schools are not ready to accept autistic students

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