Matribedi Shamayita Monodeep wants a world in which the nature of autism and associated conditions , mental retardation are fully understood and people with these challenges have their needs recognized and supported, so that they can live their lives to their potential and enjoy the same rights and opportunities as everyone else, within a well informed and tolerant society. Inclusion into mainstream of the society through an access to a carefully done integration programme appropriate to their individual needs is the ultimate goal.

Special emphasis is given to the children with Autistic Spectrum Disorders as the need in the society is more in this category.

• To provide and develop a range of services for children and adults with autism, mental retardation, appropriate to their needs which are specialized, innovative, high quality and well resourced.

• To continually seek to improve and provide model of good practice which are internationally recognized.

It is achieved by:

• Directly providing education, care and support to children with autism and associated conditions, mental retardation in a fully integrated day care/ residential set up and advice, support and information to their families and carers.

• Raising professional and public awareness of the needs of people with autism and associated conditions, mental retardation and their families and carers.

At the time of admission a detail application form is required to be completed by the parents with the help of our staff. A proper assessment generally takes few days to weeks.

It is to be achieved by:

An IEP (Individual Educational Programme) is prepared for each student where the goal statement, technique or key strategies, name of IEP contributors, date introduced, date mastered are mentioned. An IEP is usually valid for three months. IEP contributors meet at regular interval, discuss the various developmental aspects on the child and decide on the next course of action. It is mandatory for every parent to participate in an IEP meeting.

• To provide a broad and balanced curriculum so that these children too can develop their inherent potentialities and be included into the main stream of the society.

• To provide a quality 24-hours curriculum that supports the individuals in developing their optimum potential.

• To provide for each student a service based upon an individual education programme (IEP) that acknowledges and challenges the triad of impairment through a carefully done 24 hour curriculum.

• To provide an education that promotes and supports the development of independence, choice and self advocacy for the students.

• To arrange and organize debates, discussions, lectures and seminars to create an awareness on autism, mental retardation.

• To publish useful literatures, papers, magazines, books etc related to autism and associated conditions, mental retardation.

• To extend various types of help to persons with autism and associated conditions, mental retardation and their parents.

• To construct, maintain, develop any building, house or other works necessary for functioning of the organisation.

• To create confidence and hope among the families of differently-abled children and local population.

• To provide a total Communication environment that supports each students communication needs.

• To develop a centre of excellence through implementation of autism specific practice, research and adopting a multi-disciplinary approach that is informed by the principles of SPELL, TEACCH and PECS.

• To deliver a high quality service through a planned professional development programme, which utilizes both in-house and external training resources.

• To empower and encourage parental / guardian involvement in decision making processes that affect the child’s service provision.

• To monitor and strive for continuous improvement in Quality through regular self audit and service development planning.

Our approach is based on an understanding that our students are children first. They need to learn and should have the same opportunities and be provided with age-appropriate activities which are more motivating for the children, they need to be actively involved with their learning and tasks must match the individual child’s level of ability and be achievable.

• 3 class rooms well equipped

• 1 room for occupational therapy

• Sensory integration

• Yoga

• Music

• Teaching Kitchen

• Dining room

• Outdoor play area

• Pre Vocational / Vocational training

• A range of computers and electronic aid

In planning and responding to lifetime needs of individuals with Autistic Spectrum Disorders and Mental Retardation, the following aspects are taken into consideration:

The world of a child with autism can be a confusing, perplexing and frightening place. One ‘golden rule’ is therefore to provide each student a regular, predictable, and structured learning environment. Helping the student to interpret their environment in ways that are meaningful to them, reduce levels of stress and anxiety therefore optimizing learning opportunities.

The following approach is undertaken as teaching aid for the child:

• Significantly reduce the level of language used in the classroom and rely on the visual cues to help them understand what is required of them.

• All teaching areas are organized with clearly designated areas for group work, independent work, play, and individual teaching.

• Some tasks are presented in a visual sequence e.g. brushing teeth, dressing etc. in order to promote independence rather than over reliance on constant verbal instruction.

• Our approach is based on an understanding that our students are children at the very onset. They need to learn and should have the same opportunities and be provided with age-appropriate activities which are more motivating for the children, they need to be actively involved with their learning and tasks must match the individual child’s level of ability and be achievable.

• Developing a service which fulfils the framework as defined in SPELL (Structure, Positive, Empathy, Low arousal, Links).

• Provide a Total Communication environment that supports each student’s communication needs.

Growth – physical changes
Hygiene
Body awareness
Emotional awareness
If questions/issues on sexual matter arise, teachers will answer them in a straight forward way, and parents will be informed.