Lakshmi’s Role in Early Learning at NIEPID
In Preparatory Classroom 1, Ms. Lakshmi, a dedicated special educator at NIEPID, pioneers early intervention for children with developmental delays. Handling 25-30 cases daily, she focuses on enhancing motor skills, speech, and managing hyperactivity in young learners.
Ms. Lakshmi, can you tell us about the role and function of Preparatory Classroom 1 here at NIEPID?
I work as a special educator in Preparatory Classroom 1, which is designed for children with developmental delays aged between 0 to 3 years. This is part of our early intervention wing, where we primarily see children experiencing motor delays, speech delays, and increasingly, hyperactivity. On average, we handle about 25 to 30 cases daily.
What specific challenges do these children face, and how does the preparatory class help address them?
Our class focuses on children who are delayed in acquiring school readiness skills. While the primary focus is on readiness, we often find that motor and speech difficulties can also impede a child’s readiness for school. Therefore, my approach is comprehensive: I work on motor skills, speech, socialization, and even writing skills to cover all bases that affect school readiness.
How do you assess and track the progress of the children in your class?
When parents first come to me, I assess the current level of the child—what the parents expect and the actual capabilities of the child. Based on this assessment, I develop a home-based training program. We then schedule reviews every 15 days to monitor progress, address any issues the parents might be facing, and adjust the program as necessary based on the child’s development and feedback.
What happens if a child does not show expected improvements?
If we notice that a child isn’t progressing as anticipated, we analyze the reasons why. Sometimes, it might be due to unrealistic goals or other external factors affecting the child’s learning. We reassess and adjust our goals and the home-based program to ensure they are appropriate and achievable, always aiming to support both the child and the parents effectively.
What has been the response from the parents regarding this programme?
The feedback has been overwhelmingly positive. Parents are very happy with the progress their children are making. Many express that they haven’t found this level of support and effective intervention anywhere else. They really appreciate the tailored approach we take, and it’s gratifying to hear that many of our children go on to succeed in normal school settings despite their initial challenges.
– Rashmi Kumari
