The programs help children learn to read the basic foundation of learning in a different way. The solid theoretical background of the programs (PASS) make each of them unique and highly effective for children stepping into the school and beginning to learn.
Over the last couple of decades, the incidence of developmental disorders such as the autism spectrum disorder has risen alarmingly. As of now, intensive early intervention is the most promising approach for the alleviation of these. disorders. School Readiness Programme Art Sanjeevani is an early intervention program for children with developmental language. Disorders such as. > Parvez hit developmental disorders. PD. >Autism spectrum disorders. ASD. >Specific language impairment. >Developmental Verbal dyspraxia
School Readiness Program at Sanjeevani. Is self financed program managed by a multidisciplinary team of Speech Language Pathologist special educators. Psychologist. With a ratio of. One is to 2. Of staff to children. The school readiness programme provides intensive stimulation. Which is 3 to 4 hours a day, 5 days a week over an academic year. And training 2 small groups of children. Aath Sanjeevani. At Divine Sanjeevani. We aim to integrate this children in regular schools subsequent to our intensive pre school intervention. The training for each child is based on the profile of the child and covers several developmental domains such as motor. Communication, social and cognitive development.
It also addresses other related issues such as eye-contact, attention and sitting tolerance, compliance and behaviour. Ideally, enrollment to the school readiness program should take place by the age of. 223 years. This gives the child the maximum opportunity to attain age appropriate skills and behaviour by school entry age. Children who achieved the request skills by the end of the first or second year are encouraged to integrate in regular schools at such time.
This enables the child to attend school during morning hours if possible.
The intervention programmes run by Divine Sanjeevani are conducted in small, mid sized or large group settings. At the time of enrollment, a child’s potential is evaluated. It becomes essential that the group setting is beneficial to him or her. Capabilities to benefit from a group are reviewed by therapist during the screening procedure.
Ideally, the group size should be 10 children or less; however, it can be used to supplement the curriculum in regular classrooms up to a size of 30, provided there are Teacher’s Aides.
