Curriculum Guide
For
ASHA Special Schools
Dedicated to all the Special Educators, Parents and administrators
Believe in the individuality and diversity of souls
Expert Committee
S.
No.
Name Designation
1. Dr. Usha Grover Director,
Ananth Centre for Learning and Development (A
Unit of National Trust for the Handicapped,
Delhi) & Former Officer In-charge, NIEPID
Regional Centre, Delhi/Noida
2. Mr. Ravi Prakash
Singh
Lecturer in Special Education,
NIEPID Regional Centre, Navi Mumbai
3. Ms. Kanika
Manral
Lecturer in Special Education,
National Trust for the Handicapped, New Delhi
Note to Readers
This curriculum guide has been framed for children with intellectual and
developmental disabilities (IDD) studying in ASHA Special Schools. It enlists
the functional skills that are required by children with IDD in the areas of
social, conceptual and practical skills with the ultimate aim of making them
independent in daily life. Also, important teaching considerations to be kept
in mind for commonly found associated conditions with IDD, like locomotor
disability, hearing impairment, visual impairment and autism, have been
listed. The skills in this prescribed curriculum do not claim to be
standardized and have not undergone any research analysis. All the skills
have been identified by the experts involved in this curriculum project
through their own experiences, mutual discussions and the study of available
functional assessment tools, keeping in mind the needs of the students that
Asha special schools caters to. It is suggested that a field trial of this
curriculum must be conducted for the purpose of standardization and
generalized applicability.
This guide is to be used by Rehabilitation Council of India (RCI) certified
rehabilitation professionals only holding a valid Central Rehabilitation
Register (CRR) number. It is to be used by practicing licensed special
educators who have knowledge of conducting functional assessments of
children with IDD followed by program planning (Individualized Education
Plan) and evaluation.
Table of Contents
1. List of abbreviations I
2. Chapter1 : Introduction 1
3. Chapter 2: Conceptual Framework of the Curriculum
Guide
5
4. Chapter 3: Administration and Scoring of this
Curriculum Guide
14
5. Chapter 4:Teaching Guidelines for IDD students with
Associated Conditions
22
6. Chapter 5:Parental involvement in teaching of children
with IDD
31
7. Chapter 6-: Curricular Domains 33
8. Chapter 7-:Assessment and Recording 84
9. Progress report 119
10. References 123
List of abbreviations
Intellectual and Developmental Disabilities – IDD
Rehabilitation Council of India – RCI
Cental Rehabilitation Register- CRR
Children with Autism- CwA
Individualized Education Plan- IEP
Gestural Prompt- GP
Verbal prompt- VP
Physical Prompt- PP
Individuals with Disabilities Education Act – IDEA
National Education Policy 2020– NEP
Madras Developmental Programming System- MDPS
Behavioral Assessment Scales for Indian Children with Mental Retardation
BASIC-MR
Functional Assessment Checklist for Programming – FACP
Free Appropriate Public Education- FAPE
National Institute of Open Schooling- NIOS
Open Basic Education- OBE
1
Introduction
Education today has gone through a paradigm shift. There is a lot more
focus on teaching of life skills and practical skills to each and every child in
order to equip them with dynamic needs of our society. Thus, the course of
action required for imparting such skills needs to be well taught and
intensively planned. This educational plan is composed in the form of
curriculum to be transacted by the teachers and the school for the overall
development of all learners. The term curriculum has been defined by Hilda
Taba (1962) as: "All curricula, no matter what their particular design, are
composed of certain elements. A curriculum usually contains a statement of
aims and of specific objectives; it indicates some selection and organization
of content; it either implies or manifests certain patterns of learning and
teaching, whether because the objectives demand them or because the
content organization requires them. Finally, it includes a program of
evaluation of the outcomes."
Be it general education or special education, the three key factors in any
curriculum are:
1. The learners
2. The teachers
3. The content.
The transaction of the content between the teacher and the learner is the
instruction of the educational process. The content and process together
require very careful planning if the students have to achieve their fullest
potential in the specific area. The underlying principles of general education
are applicable to children with special needs with the teacher having a clear
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understanding of characteristics and potentials of the special needs of the
student.
Curriculum includes all the planned experiences provided by the school to
assist the pupils in attaining the designated learning outcomes to the best of
their abilities.
The key words here are planned experience and designated learning
outcome. The provider is the special school and special educator in this
context and the receiver is child with special education needs.Simply put,
curriculum is the content to be taught and instruction is the process of
teaching. In other words, curriculum is ‘what to teach’ and instruction is
‘how to teach’.
There is difference in the curriculum of children with sensory (visual/hearing)
impairment and those with Intellectual & Developmental Disabilities (IDD).
Those with sensory impairments have their intellectual capacity intact and
therefore can cope with regular education curriculum to a great extent with
adaptations and plus curriculum. But those with intellectual disability need
specialized curriculum allowing for their individual differences. They have
challenges to qualify X or XII class like- child with visual impairment of
hearing impairment after receiving educational and assistive devices
support. Children with IDD need functional curriculum leading to
1. Personal adequacy
2. Social competency and
3. Economic independence.
A functional curriculum focuses on functional skill development necessary for
enhanced participation in society as adults. It is a curriculum that starts
early in the student's schooling, focuses on skills that are demanded in
everyday life and incorporates the student's present and future strengths
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and needs (Goodyear, D. (Ed.),2008). Depending on the degree
ofintellectual disability, they will achieve part or whole of the above three
areas. The teachers of children with sensory impairment have an already
designed content and the process alone is planned by them. Education of
children with hearing impairment, visual impairment or locomotor disabilities
have the prescribed school curriculum with certain modifications, deletion of
certain content (such as- second language children with hearing impairment)
and addition of disability specific educational requirement called the plus
curriculum (such as- Braille skills for visually impaired children). The special
teachers of children with IDD have the additional responsibility of developing
content and the process.
The curricular content of children with IDD requires a different focus. Due to
the intellectual impairment, they are hardly able to study like the other
children with disability up to high school or beyond as their mental age does
not develop as they age chronologically. Hence, the curricular focus here
should be function oriented. This demand content as well as the process
planned differently, considering each child with unique characteristics,
individualized educational programming (IEP) is required for each child with
IDD with the objective to achieve independence in his/her functioning in the
age appropriate activities.
For developing this curriculum guide, the objectives model of curriculum
design was taken as the base for framing the curriculum goals. The model
contains content that is based on specific objectives. These objectives should
specify expected learning outcomes in terms of specific measurable
behaviors.
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The Objectives Model
Following this model is crucial when it comes to planning curriculum for
children with IDD. Due to the limitations in intellectual and adaptive skills, it
is important that specific functional goals are selected for the child. This will
reflect more on his/her strengths and less on limitations as the curriculum
will strongly focus on social, practical and conceptual skills related to day to
day life functioning. This design will also provide for planning an
Individualized Education Plan (IEP) for each child with disability.
This curriculum guide is an attempt to synchronize the best aspects of
different functional assessment tools for children with IDD, our teaching
experience as special educators and the new skills needed to function
independently in this dynamic society.
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Conceptual Framework of the Curriculum Guide
To frame this curriculum guide, utmost importance was given to chalk out
skills generic for children with IDD functioning that they need to learn in
comparison to children studying the regular prescribed curriculum.Literature
review was done and existing functional assessment tools in the field of
Intellectual Disability were referenced like- Madras Developmental
Programming System (MDPS), Behavioral Assessment Scales for Indian
Children with Mental Retardation (BASIC-MR) and Functional Assessment
Checklist for Programming (FACP). Also, for children with Intellectual &
Developmental Disabilities (IDD) following points were taken into
consideration:
Children with IDD learn at a slower pace than their peers in
mainstream schools. They experience difficulties in academic subjects
requiring abstract thinking & complicated learning strategies. They
have difficulties in language development & motor coordination which
may in turn affect their personal & social development. These areas
should be addressed in designing a curriculum.
They need educational programmes specially designed to prepare
them for living & functioning in their homes, the neighborhood & the
community. It is also to equip them with good work skills, habits & a
positive work attitude in preparation for future vocational training.
Children have difficulty in generalizing, acquiring information &
concepts for use in new situation. They need to be taught how to apply
what they have learnt to real life situation.
Children with IDD have short attention span; therefore, these children
require more structured programmes with tangible targets,
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interestingly presented to them and related to their daily life
experiences. Learning tasks have to be broken down into components
so that each component can be learnt in sequence.
Practice has to be provided to consolidate knowledge, skills & attitudes
that they have acquired.
Curriculum Approach
The aims of education are basically the same for all children irrespective of
their abilities & learning needs. Therefore, in designing a curriculum for
children with IDD, while their learning characteristics have been taken into
consideration, the general framework of the mainstream curriculum has also
been kept in view. There are different approaches to Curriculum
development, which are presented according to ones focus on the elements
of curriculum development and the level of operation of the curriculum. The
scope needed to develop a functional curriculum is well covered by Taylor’s
model of curriculum development. It is often termed as Taylor’s Model and
Objective Model. The model emphasizes on consistency among objectives,
learning experiences and the outcomes. Curriculum objectives indicate both
behavior to be developed and the content to be applied.
The four principles of teaching in this are:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have maximum cumulative effect.
4. Evaluating the curriculum and revising those aspects that did not prove to
be effective.
It is imperative that instructional strategies use real-life materials that are
likely to be found in the home, school, work and community environments.
7
If a natural setting is not available or not feasible, then classroom
simulations may be required.
Broadly speaking, a teacher follows a curriculum which she/he thinks is an
appropriate for a particular child but this may purely be a hit & trial method.
What is undertaken with child is often not recorded appropriately. It is
seen teachers maintain their diary in which they record the
assessment & goal & other parameters which may vary from teacher
to teacher. Repost writing to parents another major problem in special
school.
Poor performance by the child is implied/blamed on his inability to
learn, whereas it may be because of teacher’s inability to assess the
progress made by a child due to lack of suitable criteria for progress
measurement that leads to child’s poor performance.
Teachers are following the curriculum guidelines developed 3 to 4
decades ago which do not match with today’s technology driven
society.
Discontinuity in learning as the child goes from one class to another or
one school to another.
No scope of interacting with other teachers as no common syllabus
/curriculum is being followed.
Unplanned teaching could yield to child’s failure or no learning
outcomes.
The teaching material used for the education of children without
disability may not be utilized directly with children with IDD because of
the high complexity and abstraction level
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Need for the structured curriculum
In view of the forgoing, a structured curriculum becomes necessary to
overcome the shortcomings of the unplanned teaching. Adopting a planned
curriculum is advantageous to the student as well as the teacher as
explained below:
The experience of a number of teachers could be combined instead of
every teacher using her own experience to train the children. Besides
experience from other sources can also be incorporated. It is sad to
note that classes in most of the special schools appear to be totally
independent with apparent system for formally relating the work going
on in one class with that of going on in other classes. So as the child
moves from one teacher to the next the process of education seems to
come to a halt and then restart, often without any attention being paid
to what has gone before. The advantage of getting teachers to share
their expertise within the special schools is lost when no formal or
semiformal procedure is available for discussion and comparison of
ideas and experience.
The teacher could use a standard yardstick for monitoring the progress
of any child, rather than using random assessment for every child. The
record sheet (the vital part of the approach) of each child will depict
the overall picture of the child. Hence this will serve the dual purpose
of assessing each child and assessing the success of the curriculum as
well.
The planned curriculum will leave more free time to the teacher for
useful work since she saves time on writing lengthy and separate
reports on evert child’s progress.
The parents could also contribute to their child’s progress since they
could be made aware of the curriculum as well. (Warnock, 1978
emphasized the involvement of the parents)
9
One of the most consistent and educationally significant characteristics
of children with learning difficulties is their reduced capacity for
unplanned and incidental learning, so a carefully planned interaction is
needed by the teachers if the child is to learn successfully (Ainscow.
M,2000)
Steps in designing this Curriculum as per Objectives’ Approach
Step-I-Broad goal Identification
As a first step it was decided upon the goals required to be achieved. A
goal could be defined as a broad subject area or skill to be taught. The goals
have to be carefully selected keeping in view the requirement of children
enrolled in the school.
A goal could fall into the category of essential curricular or co-
curricular activity. All children must be compulsorily imparted essential
curriculum activities necessary for child’s everyday needs, success and
independence. Co-curricular areas chosen such as- music, dance, yoga,
sports etc. are important for holistic development of a child.
Step-II Framing Objectives
Every goal of the essential curriculum being a broad statement is then
translated into finer fragments of ‘Specific Objectives’. The objectives must
be observable behavior of child so that it can be used for assessment and
record keeping. The term behavior has been used here as an action such as
writing, pointing, talking and not in the usual context of conduct of the child.
Two essential characteristics of an objective are:
1. It must be an action.
2. It must be observable.
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Thus, thinking and appreciating cannot be termed as objectives and thus the
statement ‘knows the meaning of up and down’ is not a correctly laid
objective. On the other hand, ‘Drawing the picture of a model kept on the
table’ is a correct objective under the broad teaching goal of Motor Skills.
The concluded goals describe what teacher intends to teach and objectives
describe what a child should be able to do after teaching.
Example: Under the ‘EVS’ Domain, the goal is
E 12: Tells uses of water (Minimum2)
E 30: Name/ Points to living and non-living things.
Here the teacher, in order to mark a student independent in the skill needs
to ask the child to tell her the uses of water or present flashcards of living
and non-living material. If the child is verbal, meaning independent for
him/her would be answering it orally and if he/she is non-verbal, pointing
can be observed by the teacher. In selection of objectives under each
domain, initially many were listed and then filtered out on the basis of
measurability, functionality and relevance. Eg: in the Social Domain, 90
skills were identified but then on the basis of the filtering criteria it was
narrowed down to 74 generic relevant skills.
The statement of objectives is as precise and unambiguous as possible to
get most appropriate level of child’s performance. The step size, sequence of
objectives, inclusion & exclusion of certain objectives was decided jointly by
the team involved. Well defined objectives have the following advantages.
These will set as the direction finders for achieving the ultimate goal.
The teacher is more likely to determine a suitable system of achieving
the objectives and hence the goals.
It will be easier for the teacher to get the feedback whether whatever
has been taught has been learnt. Teaching does not necessarily
11
guarantee that the child is learning. Only by writing objectives it is
possible to know that what was set out to teach has actually been
learnt.
This kind of specific, advanced planning will have positive implications
for teaching method & materials as well as adding clarity of the
purpose to the whole teaching process.
Step-III Teaching Method
Teaching method is a matter of detail which varies from teacher to
teacher. The teacher may select suitable material and this may be followed
by carefully applied ‘reinforcing technique’ for ensuring that objective has
‘reached home’. It must be underlined here that the teacher must ensure
that the objective has been mastered as achieved by the child before moving
on to the next one. While using a blackboard may be as effective in
achieving an objective but teacher is encouraged to use teaching aids,
projects, drama, art, music or an outdoor visit to make learning more
interesting and creative.
Step -IV Record Keeping
This is an essential component of an effective teaching programme.
Some teachers may be in opinion that there is no need to record children’s
progress since they can keep the relevant information in their hands but it
may not be as realistic as ‘well maintained records’ can offer. Improper
records may not fulfil the aims of an objectives approach. Records must
indicate the child’s competence in each objective. They should be easy to fill
in. There are three columns to be filled as the child progresses-
1. Working on- The date when the work was started on the particular
objective.
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2. Mastered on – The column is dated when the child has mastered
the objective.
3. Checked on– As we wish that mastery of an objective be achieved,
it is suggested that after sometime, the teacher checks that the
child can still performs the objective.
Peripheral Curriculum
The teaching of wider aspects of the curriculum is as important as that
of essential curriculum. The children in special schools should be provided
with same facilities as those in normal schools. As Gulliford (1975) stated,
‘One of the problems in the education of handicapped children is how to
provide them with normal education’. The children should be provided with
rich educational diet. Apart from Essential Curriculum subjects where skills
are taught right from the entry level, children must be given experience of
other subjects like- Music, drama, physical education, Home Science, Art
etc. This is termed as peripheral curriculum.
The National Education Policy (2020) has given equal weightage to the
curricular as well as peripheral curricular components i.e. co-curricular and
extra-curricular activities. For the peripheral curriculum, the teacher may
not write behavioral objectives but goals may be written & lessons to be
planned. These enrichment experiences through peripheral curriculum not
only make learning interesting but also long lasting. Many skills from
essential curriculum may be taught through these areas in order to avoid
boredom and monotony. For example, if the child is learning the meaning of
word ‘up & down’, P.E. lesson provides as appropriate setting for practically
learning these words. Also, development of appropriate attitudes, interests &
values can be taken in projects known from peripheral curriculum.
Objectives were framed for each component under each domain, taking into
account the needs of the school’s population i.e. mild, moderate learning
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difficulties. The Objectives framed are open for careful scrutiny and changes
as we go implementing. The coding system was used to identify the various
areas and the objectives within those areas. For example, code for area
language is (L) and the first objective under it is termed as ‘L1’ and second
as ‘L2’, so on and so forth.
Record sheet for each child was prepared for all the domains and the
progress is maintained by stating the date of commencement and mastering
of that particular objective.
Keeping in view the present time, a balanced curriculum is formulated and
provided in this guide giving directions for implementation. Within this
framework, the curriculum in subject to adaptation to meet the specific
learning needs of an individual child. Curriculum development is a
continuous process, what is taught & how it is to be taught are subject to
ongoing review. In view of ever changing needs of the society, it is
necessary that curriculum for children with ID which includes the aims of
special education curriculum and the curriculum goals, curriculum context
should be reviewed & revised from time to time. The skills in this prescribed
curriculum do not claim to be standardized and have not undergone any
research analysis. All the skills have been identified by the experts involved
in this curriculum project through their own experiences, mutual discussions
and the study of available tools, keeping in mind the needs of the students
that Asha special schools caters to. Hence, it is a customized curriculum
structured and delivered in the stipulated time given for this project. It is
also suggested that a field trial of this curriculum must be conducted for the
purpose of standardization and generalized applicability.
14
Administration and Scoring
of this Curriculum Guide The curriculum has been designed keeping in mind the ease of using it in
assessment, selection and evaluation of listed skills. All the skills are generic
in nature which has been identified as essential functional skills in life of
children with IDD and other developmental disabilities. This chapter aims to
explain the usability of this curriculum in the classroom for the purpose of
conducting assessments and selecting goals for framing Individualized
Education Plan (IEP).
This curriculum has been divided under 8 main domains, namely:
1. Motor
2. Personal
3. Social
4. Language
5. Number, Time, Money and Measurement
6. Environmental Science and Awareness (EVS)
7. Occupational and Vocational
8. Co-curricular
Under each domain a number of skills are listed. There is a scope of adding
skills in each domain as per the unique needs of the child and teacher’s
perspective. Eg: In ‘Social’ domain there are 74 skills, the teacher can then
add more skills in the list, if she/he feels that due to cultural reasons or any
situational change reasons such a skill might be added. Like times before
COVID 19, wearing masks and using sanitizers were not skills that were
needed. But now, this skill is highly important when it comes to maintaining
hygiene and safety. In this curriculum, however, the skills needed due to
advent of COVID 19 have been included.
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Using the Curriculum for Assessment
The teacher will first use this curriculum to assess the child to ascertain the
present level of functioning/current level. This is called ‘baseline
assessment’. Here the teacher will observe and check the abilities of the
child against each skill mentioned. She/he can ask the child to perform the
skill or can observe the child in the natural surrounding or can present the
child with a situation requiring performance of the skill. ‘Responds to his/her
name’ is a skill that the teacher can just easily observe. ‘Writes his or her
name’-the teacher can simply ask the child to write his/her name. Here it
has to be kept in mind that when assessment is being done, no teaching
takes place. This implies that many a times, teachers tend to teach the
concept while they are trying to assess the present level of the learner. Even
if the teacher feels that with few prompts the child could do the said activity,
then also the skill has to be marked in a way which represents that the child
was given clues to perform and is not completely independent. Only when
assessments are done in the most natural surroundings and skills are
presented in a logical manner, only then can we understand the correct
present level of the child. It is important to make sure that enough trials
were given to the child to perform the skill, in the right environment. Eg:
Assessing the child in the last period of the day when he/she is eagerly
waiting to pack bags for home might not be the right time as the child would
not be in the frame of mind to solve questions. The scores obtained by the
child for each activity has to written in the Recording sheet of that domain
against the corresponding item number (as represented in Picture 1 with
in the column)
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Image 1
Scoring in the Record sheet
The scoring here has been done in quantitative terms in order to help the
teachers understand the exact performance level of the child. The scoring is
5- Independent
This score will be given when the child performs the skill completely on his
own. Here no help or prompt is given.
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4- Clueing/Gestural prompt (GP)
When the child does answer correctly but few clues have to be given to
make him think and get the answer. Eg; On being asked about modes of
transport, the child answers for train but need flying hand gesture or ‘what
goes in the sky’ hint to answer airplane. Here the child is aware of the
answer but needs few clues to make connections in order to answer
correctly.
3- Verbal prompt
When the child is able to answer when prompts like ‘it starts with aero…’ are
given. The child is provided with verbal assistance to perform the activity.
2-Physical prompt (PP)
When the child cannot perform the skill and the teacher has to give physical
prompt to get the task completed. Like for coloring within the boundary, the
child is not able to restrict the coloring within the figure and the teacher
needs to physically hold the child’s hand to make him color in it.
1-Totally Dependent
This is given when the child cannot perform the activity at all even when
support or prompts are provided. It means that the child needs to learn the
skill.
0-Not applicable /No exposure
It is given when the child does not have the ability to perform the skill due
to a condition which cannot be corrected. Like ‘jumps a distance of 2 feet
above the ground’, this skill cannot be applied to a child who is a wheelchair
user. No exposure implies that the child was never given an opportunity to
do something so he/she never acquired the skill. Eg; if the child was never
given a bicycle to ride then it is obvious that he/she will not be able to ride
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it. In the case of a skill being non-applicable or no exposure, that skill will be
deleted from the total skill counted for knowing the score.
To get the score of the child in a domain at a particular level, following
formula has to be used:
Percentage of success=Score obtained /Maximum Score *100
Let’s us assume ‘Motor domain’ the child scored 0 in one skill out of 81 skills.
So, the total number of skills will be 80. The maximum score that can be
attained for an item is 5 which mean maximum score for motor domain is
80X5 =400. Here, let’s assume the score obtained by the child in 80 skills
comes to a total of 280.
Therefore, the Percentage of success = 280/400X100
= 70%
Like this the success of the child can be calculated for each domain.
For ‘Co-curricular’ domain, there is grading system as these skills are
qualitative in nature and the teacher can use her expertise to conclude on
the grades which are as follows;
A- Takes initiative and participates effectively
B- Participates effectively when someone else initiates
C- Involves self but is not aware of rules/does not cooperate
D- Observes with interest
E- Not Interested
NE- No exposure
Grade repeated maximum times will be the final grade. If two or more
grades repeated maximum times equally then the higher grade will be the
final grade.
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Conducting the assessment
There is a list of materials that teachers can use for assessing the child. For
each skill, the material needed has been mentioned. For example: ‘Matches
number symbol with quantity’-it is mentioned that the teacher can use
flashcards of number symbols and present objects like blocks, cubes, sticks
to represent the quantity. This has been provided to avoid any confusion and
create ease in choosing the right material.
Selecting goals after assessment
Once the baseline assessment is complete, the teacher can then plan for
child’s IEP. Based on the criteria of selecting IEP goals, the teacher can
select skills wherever she/he feels that the child can either better the
performance level like from a score of 4 the child can reach 5 (independent
level) or the teacher feels that the child can be taught a new skill then she
can take a skill where the child has performed totally dependent /PP.
After selection of the goals, the teacher will prepare the IEP with teaching
procedure and implement it. The record sheets provided for writing the date
on when the teacher started working on the goal. The column is represented
as ‘Working on’ (shown in the Image 1- ). Once the child learns the skill,
the teacher can write the date in the column of ‘Mastered on’ (shown in
Image 1- ). Special care has been given to the fact that more often
children with special needs forget the concepts taught or are not able to
retain it well, it becomes important that the teacher checks the skill taught
after a certain time duration to make sure that there is retention. This
marking will come in the column ‘Checked on’ (shown as )
The recording sheet also provides for a ‘remarks’ column in case the teacher
wants to mention something peculiar or essential observation about the child
regarding the particular skill.
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On completion of IEP timeline, the teacher will assess the child again and
this will be presented in the column ‘1st Quarter’ as highlighted in Image 1
with . Like this the assessment will be done ‘for learning’ and ‘of
learning’.
Points to remember:
-Low scores are not indicative of ‘bad performance’. They just highlight the
functioning abilities of the child and the support needed.
-the scores are not for comparison with scores of other students. These
scores will provide for a comparative analysis by the teacher across the year
indicating child’s need for support and prompts.
-teacher’s competence and observation skills are highly crucial in gauging
the correct performance of the child
-Selecting skills as IEP goals will depend on the need, abilities, age, level of
disability and skill’s relevance for the child. Teacher’s and parents’ discretion
needed.
-writing of dates under ‘worked on’ and ‘mastered on’ will help teachers in
analyzing the time taken by the child to learn a concept. On this basis,
teacher can plan lessons and activities.
Grouping and promotion of children with Disabilities:
The existing grouping system followed with children with Intellectual and
Developmental disability is given as follows:
Pre-primary- Children with IDD with mental age upto 3 years and
chronological age 3 to 6 years
Primary- Children with IDD with mental age from 3 to 5 years and
chronological age 7 to 9 years
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Secondary- Children with IDD with mental age from 5 to 8 years and
chronological age 10 to 13 years
Pre-vocational- Children with IDD with mental age from 8 to 14 years
and chronological age 14 to 17 years
After achieving 80% success at any level the child with IDD may be
promoted to the next level.
Children with disability who are able to perform more than the functional
skills, who have a scope of appearing for standardized grade examination
can be considered for Open Basic Education (OBE) Programme implemented
by National Institute of Open Schooling (NIOS) and other several
programmes under NIOS. For more information following sites can be
referred:
https://www.nios.ac.in/
https://www.nios.ac.in/departmentsunits/academic/open-basic-education-
(obe).aspx
https://www.nios.ac.in/departmentsunits/evaluation/general-and-specific-
relaxations-(disability-wise)-during-nios-examination.aspx
https://www.nios.ac.in/https://www.nios.ac.in/departmentsunits/academic/open-basic-education-(obe).aspxhttps://www.nios.ac.in/departmentsunits/academic/open-basic-education-(obe).aspxhttps://www.nios.ac.in/departmentsunits/evaluation/general-and-specific-relaxations-(disability-wise)-during-nios-examination.aspxhttps://www.nios.ac.in/departmentsunits/evaluation/general-and-specific-relaxations-(disability-wise)-during-nios-examination.aspx
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Teaching Guidelines for IDD students with Associated
Conditions This chapter will highlight the additional areas of care that a teacher needs
to invest in, in order to make learning more effective for children having
associated conditions apart from having solely IDD. Associated conditions or
comorbidity refers to the presence of more than one disorder/disability in
the same person. In such a case, the associated condition, if not taken care
of, hampers the process of learning and teachers find it difficult to teach. It
is essential for all teachers to have at least basic knowledge of other
conditions like- Autism, VI, HI, etc. The points mentioned for each condition
does not claim to make a teacher expert of that disability, they are meant to
give a basic understanding from the teaching point of view to facilitate
teaching-learning process. There are some considerations that are important
even while teaching children with IDD. First, teaching information has been
shared about IDD and then about other commonly found conditions with
IDD.
Important considerations for teaching children with Intellectual &
Developmental Disabilities (IDD)
Present everything to the child in a concrete manner like- pictures,
drawings.
Use pictorial illustrations to explain new vocabulary concepts.
Use material that matches the developmental level of the child.
Present the tasks in small steps.
To begin with, introduce few elements of a concept.
Make frequent repetitions.
Provide an outline of important steps.
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Give the child very concrete experiences. These include taking the
child to field visits, organizing role playing social situations etc. for
example when teaching the child 3+3, it would be better of it the
teacher says one basket has 3 apples and another has 3, how many
apples are there in all.
Use principles of joyful learning like the play-way method.
Teach easy tasks first and then go to the difficult tasks.
Give the child training to do things in a proper sequence. These
increase critical thinking and problem-solving skills. For example, you
can provide the child with a few flash cards that make a meaningful
story (like making tea) in a wrong order. The child can then be asked
to arrange the cards in a logical sequence to develop the story.
Structure is the key word for working with this group of students.
Do not change a daily schedule abruptly or move furniture without
preparing the student for the change.
Daily schedules written down and attached to a notebook, desk or
clipboard hanging at the side of the student’s desk are helpful
reminders of what the student is to do and when.
Give assignments that are relevant you real life. For example, when
teaching the child money concept, many examples can be quoted from
real home life situations. To illustrate, a teacher can ask the child – if
you go to buy 3 apples and each apple costs Rs.1, then what will be
the cost of the 3 apples? If you give the shopkeeper Rs.10, how much
will you get back? It would be even better to show the picture of
apples and put 3 apples together to make learning easier for the child.
Persuade the peers to help the child in learning.
Teacher should follow the following principles of teaching.
The appropriate rewards to strengthen the behavior.
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Important teaching considerations for educating a child IDD and
Visual Impairment (VI)
If possible, take the child around and get him/her oriented to the
surroundings by letting him/her touching the objects.
If the child has low vision, seat him/her in front, close to the
blackboard and if possible, close to window.
Size of the print is another important factor. Usually larger the written
material, the better. The material should be written large enough and
clearly for the pupils to be able to read it.
For safety purposes, keep all doors and cabinets in the classroom fully
closed.
Avoid checking the child constantly, but keep a watch to avoid
accidents.
Please say orally whatever you are writing on the blackboard. When
teaching from a textbook, you or one of the students should be asked
to read the book.
Give plenty of verbal instructions while introducing a new concept in
the class.
Use concrete experiences. Provide opportunities wherein students can
associate words with tactile experience.
Plan activities where children can learn by doing. A visit to a post office
nearby will be more beneficial than its description.
Give the low vision child a felt pen or a reed pen to write with.
Always name the child when you address him or her as the child may
not know that you are looking at him.
Persuade other students to give him/her a copy of their notes or
dictate them to him/her in Braille.
Persuade other children to interact socially with the visually disabled
child.
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Persuade other children to accept the visually disabled child as a
friend.
Encourage the visually impaired child to participate in as many
physical activities as possible.
Simple modifications may make this possible. For example, put a bell
or a whistle in a football and the visually disabled child can play with
the other children.
Ask the classmates to help organize work and other such material for
the child.
Important teaching considerations for educating a child with IDD
and Hearing Impairment (HI)
Speak in front and slowly to the child.
Seat him as close to you as possible, but away from playground or fan.
The extra noises can be distracting.
Let the child see your face comfortably when you speak. Let there be
adequate light on your face.
Seat him where he/she can see the blackboard very clearly.
Please don’t cover your face with your hands or turn back while talking
or reading.
Do not talk to the class with your back to the window. The outside
light creates a shadow on the lips.
Repeat oral material.
Please do not move your face excessively while talking to the child.
Do not cover your face with a book while reading aloud to the class.
Encourage him/her to always use the hearing aid.
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Teach him/her simple vocabulary and simple rules of grammar.
Use simple words and sentences.
Give the child simple sentences to read.
Remember to write new words on the blackboard before you
pronounce it.
By careful not to talk while facing the blackboard.
Try to give more written assignments to students with hearing
impaired to make sure that the child has understood everything.
Encourage the child to ask questions by asking questions.
Teach him/her only one language.
Try to concretize mathematical concepts. For example, when teaching
the concept of addition, show the child with hearing problems the
number of objects before and after addition.
When you introduce new objects to the class, hold it (or the picture of
that object) just beside you face & name it.
Establish the connection between the word and object by showing him
the object named. For example, if talking about apple, illustrate the
concept by showing an apple to the child.
Students with hearing impairments may have difficulty in
understanding oral instructions when noise is present. The noise can
be cut down by spreading hay on the floor, by handing jute sacks
along the walls. This proves helpful as they absorb noise.
Use as many illustrations as possible (maps, globes, flash cards,
charts)
Class members can be used to illustrate vocabulary or concepts.
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Illustrative cards can be used for reference. These are helpful in
understanding antonyms synonyms and words with multiple meanings.
Wait till the child expresses himself.
If you find some kind of fluid discharge from the child’s ear, refer to
child to the doctor.
Persuade the other children to be friendly with the child.
Persuade the other children to choose the child as their friend.
Encourage the child to participate in vigorous games, drama, prayer
and music.
Important teaching considerations for educating a child with IDD
and Locomotor Disability
All that is necessary is to remove architectural barriers and ensure that
he/she has a comfortable seat. If he/she is using a wheel chair, the
desk should be at such a height so as to enable the child to reach it
without experiencing any kind of discomfort. This also applies to in
reaching the blackboard. All the materials should be within easy reach
of the child.
If the child’s hands are affected, you may have to give him/her a thick
pen or provide a writer (i.e. some other child can take down notes for
this particular child). This may be necessary at the examination time
i.e. special writing material may be needed if the hand, arm, shoulder
or joints are affected.
Appoint a friend or a peer to carry or bring material to the student’s
desk.
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Allow the child more time to complete his/her assignments.
Give less homework to a child whose hands are affected.
If one hand is affected, teach the child to write with other.
Persuade his/her classmates not to push him/her in order to prevent
any possible injury. For example, don’t push the wheel chair too fast
down the slope.
Persuade the other children not to make faces at the child if he/she
walks in a different manner.
Important teaching considerations for educating a child IDD and
Autism
A child with autism may focus on the part and not the whole & fail to
get the picture. Do not present a broken wheel or missing puzzle as
they may cause alarm. (Over and under attention)
When presenting a task, place various parts on a tray so that visually
the child considers the whole piece in one go. Visual stimuli should be
carefully checked for unwanted extra inputs e.g. a glass of water with
a flower.
Use visual clues e.g. stacking the chairs before leaving the school.
While teaching, place the child’s table facing the wall and you seat
behind her/him.
Arrange two flat trays for work. You may write to do on one &
FINISHED on the other NOT FINISHED. Train the child to start from
the left side and when done put it in the right side. (Independent work
habits)
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Teach “FINISH” as the bell rings by showing a closed fist or even fold
your hands or have annual planner where pictures are posted and you
may flip the one that is over. Vary the setting so that a word like
“FINISHED” can be taught in various contexts.
Give signal to tell time will be over in 5 minutes either by the finger
palm signal.
Show what the next activity in child’s time table.
Keep talking to very minimum.
Keep voice even.
Children with autism have difficulty processing. Simultaneous input
from audio and visual channels. That is why they have trouble
integrating simultaneous information form their eyes and their ears. It
is like watching a foreign film which is badly dubbed. The auditory and
visual signals do not match in their brains.
Show two choices of preferred activities from where the child can
choose.
Contrary to what is being advised by speech therapists it is best adopt
the minimal speech approach. While giving commands make it one
word or at the most a two word phrases. Focus should be on the key
word.
Teach words with context.
All family members should understand the goals help the child transfer
the goals hence generalize from person to person.
You may watch cartoons with the child and see if any phrases can be
used from dialogues ‘Are you ok? Am Tired’. Provide visual support to
help him understand your commands.
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Motoric gesture precedes speech: e.g. he can wave a bye-bye. You can
teach him to fold hands in a Namaste, Clap etc. if pointing finger can
be taught then it can serve for both labeling and point.
Attitude of tolerance & compassion.
Teach children to express that they are tired.
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Parental involvement in teaching of children with IDD Parents play the most crucial role in the overall development of the child. In
case of a child with intellectual disability, this role becomes manifolds more
important. Parents, in most cases, are the immediate care givers, providers
and sort of the first teacher for the child. Their role in the life and learnings
of their child can never come to an end, especially in the case of children
with disabilities. Due to slow developmental rate, parents need to spend
more time with the child since the beginning to ensure achievement of
developmental milestones. They become involved in the therapies and
educational sessions of their child in order to continue the same practice at
home. Raising a child with special needs require a lot of time, energy,
money and dedication from the parents.
The role of parents and its significance has been well highlighted by
Education for the Handicapped Act (Public Law 94-142) and the Individuals
with Disabilities Education Act (IDEA) (Public Law 101-476). IDEA Act is a
four-part (A-D) piece of American legislation that ensures students with a
disability are provided with Free Appropriate Public Education (FAPE) that is
tailored to their individual needs.A fundamental provision of these special
education laws is the right of parents to participate in the educational
decision-making process. It emphasizes on the need of parents being
involved in the process of educational as well as transitional planning for the
child.
As the parents in Asha schools are serving defense personnel, it becomes all
the more important that systematic ways are followed to ensure that parents
are well involved in the whole process. As transfers and relocating to new
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places is a part of life for defense personnel, being aware about child’s
growth and needs becomes all the more important. Only if the parents are
involved they can support the teachers who will work with the child. Also, a
child spends more hours at home than in school, it is essential that the same
is being practiced at home to ensure retention and enhancement. For this,
following ways must be incorporated to involve parents in transacting the
curriculum effectively:
Maintain easy and frequent communication with the parents from the
beginning
Give them assurance that you understand their situation and
difficulties that they must be facing
Conduct workshops for them to communicate how things are taught in
school. Eg: conduct a workshop on teaching letter sounds to parents
as well so there is no confusion.
Have workshops on making easy and simple teaching aids from the
material available at home.
Involve them in the planning of IEPs for the child and listen to their
areas of concern
Teach them teaching strategies so that they teach in the same manner
Send regular home assignments but less time consuming and more
enriching
Give easy to follow home assignments to strengthen skills
Make them realize the value of quality in teaching rather than quantity
Share behavior management techniques so that any undesirable
behavior is not promoted by them
Form parent associations/groups of like-minded parents where they
can share their experiences and learnings with each other
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Curricular Domains
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1. Motor GROSS MOTOR SKILLS
S.No. Curriculum Goals Material Required
M1 Turns head to follow a moving object Sound & light toy
M2 Lifting head upward while lying on stomach Observation and /or
instruction by
parent/teacher
M3 Holding head steady while body supported by other persons Observation and /or
instruction by
parent/teacher
M4 Sitting with support Sound & light toy
M5 Rolling body both ways on a flat surface Observation and /or
instruction by
parent/teacher
M6 Sitting without support Observation and /or
instruction by
parent/teacher
M7 Moves body from lying on a stomach to a sitting position Observation and /or
instruction by
parent/teacher
M8 Claps hand when asked/indicated Observation and /or
instruction by
parent/teacher
M9 Crawls a distance of 5 feet or more Observation and /or
instruction by
parent/teacher
M10 Stand with support Observation and /or
instruction by
parent/teacher
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M11 Pulls self from sitting to standing position by taking support of
person/object
Observation and /or
instruction by
parent/teacher
M12 Stand without support for minimum of 2 minutes Observation and /or
instruction by
parent/teacher
M13 From standing position bends knees to squat Observation and /or
instruction by
parent/teacher
M14 Walks with support for minimum of 5-10 steps Observation and /or
instruction by
parent/teacher
M15 Walks with support along the beam or the parallel bar Parallel bar
M16 Walks along the wall on the border. Observation
M17 Walks without support for minimum of 5-10 steps Observation
M18 Walks on the line drawn on the floor Line drawn
M19 Walks on circle by taking alternate steps Draw big circle on the
ground
M20 Walks in two lines without falling over Draw parallel lines at
one feet distance
M21 Climbs up the stairs by putting both feet at a time. Observation
M22 Climbs up chair independently Chair
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M23 Pulls or pushes furniture Observation
M24 Runs for minimum of 2 meters distance Observation
M25 Stands on one foot for 30 seconds Observation
M26 Climbs up the stairs by using alternate feet at a time. Observation
M27 Jumps to cross obstacle Observation
M28 Stands on tip toe to reach objects Toys
M29 Jumps off the ground upto 2 feet Hanging toys
M30 Does simple exercise like- stretching, bending, etc. Observation in PE class
or instruction can be
given
M31 Hops on one feet for minimum 30 seconds Can play a game and
instruct the child to do
so
M32 Plays games such as swings for 2-3 minutes Play area
M33 Rides a bicycle with supported wheels Bicycle with supported
wheels
M34 Skips for 2-3 minutes Skipping rope
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M35 Can catch a large ball with arms and body Big ball
M36 Kicks a rolling ball Big to medium sized
ball
M37 Can catch a cricket ball with arms and body Cricket ball (soft)
M38 Carries school bag School bag
M39
M40
Fine Motor Skills
S.No. Curriculum Goals Material Required
M41 Holds one inch object in hand for 30 seconds One in cubes, beads, etc.
M42 Reaches the object Light & sound toys
M43 Uses both hands for holding/grasping the object Toys, cubes, etc.
M44 Uses one hand for holding/grasping the object Toys, cubes, etc.
M45 Transfers the object from one hand to the another Toys, cubes, etc.
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M46 Releases the object Toys, cubes, etc.
M47 Puts small objects into a container (with palmer grasp or any other) Marbles, cubes, etc
M48 Uses thumb & index finger to pick up objects Small beads, grains, etc.
M49 Make tower by using 3 or more blocks Blocks
M50 Use spoon to stir sugar/salt in water Transparent glass, spoon
sugar/salt, water
M51 Strings one inch beads of same color Same color one inch
beads, thread & needle
or wire
M52 Opens the door knob/latches/handle Observation and
instructions
M53 Screws/unscrews a bottle cap Bottle with cap
M54 Carries water in paper cup without spilling Paper cup, water
M55 Tears off a perforated sheet Perforated sheet
M56 Closes the door knob/latches/handle Observation/instructions
or as needed
M57 Throws ball to another person or into a basket Ball & basket
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M58 Throws ball to minimum 5 meter distance Ball
M59 Catches ball from another person Ball
M60 Opens the lock with key Lock & key
M61 Transfer liquid from one glass to the another without spilling Glass & water
M62 Turning pages from a book one at a time Book
M63 Strings one inch beads of different colors in patterns Different colors one
inch beads, thread &
needle or wire
M64 Uses clips/safety pins Clips/safety pins
M65 Cuts picture from magazine with a scissors on straight line Magazine with straight
line picture & scissors
M66 Cuts pictures with zig-zag borders using scissors Magazine with circular
line picture & scissors
M67 Cuts picture from magazine with a scissors on circular line Magazine with circular
line picture & scissors
M68 Folds paper and insert in an envelope Paper & envelope
M69 Makes different shapes with clay Therapeutic/ normal
Clay
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M70 Cuts sachets/wrappers and empties into a container. Sachets/wrappers,
scissors & containers
M71 Plays ring games Rings & toys
M72 Threads the sewing needle Thread, sewing needle
M73 Strikes & lights a match stick with in two attempts Match stick
M74 Turn off the switch of a gas burner Gas stove
M75 Strikes a gas lighter and turn on the switch of a gas burner Gas lighter and gas
stove
M76
M77
M78
M79
M80
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2. Personal EATING
S.No Curriculum Goals Material Required
P1 Indicates the need of hunger/thirst through meaningful
gesture/verbal demand
Flash cards
P2 Swallows semi-liquid food Semi-liquid food
P3 Bites right amount of food & chews properly Solid food
P4 Drinks liquid like- water/milk through glass/cup
independently
Liquids like- water/milk &
glass/cup
P5 Differentiate between edible & non-edible items Edible & non-edible items
P6 Picks the dry food and takes it to the mouth Dry food items like biscuit
P7 Uses spoon/hand to eat mixed food. Mixed food
P8 Mixes food like- rice & dal & eats with spoon/hand Rice & dal & spoon
P9 Washes hands before eating and dries them Observation
P10 Eats food with side dishes like- salad, pickle, etc. Side dishes like- salad, pickle,
etc.
P11 After eating puts the used plates in sink/closes his lunch
box upon finishing meal
Observation
P12 Washes hands after finishing the meal Observation
P13 Takes appropriate quantity of food when offered Observation
P14 Follows table manners at home Observation and parent
information
P15 Follows table manners at public places/functions Flash cards and observation
P16 Orders food at restaurant/can tell his/her choice Menu card
P17 Orders food through mobile apps Smartphone with required
Apps
P18
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TOILETING
S.No Curriculum Goals Material Required
P19 Stays dry for two hours Observation or information
received from parents
P20 Tolerates nappy/diaper changes Observation or information
received from parents
P21 Indicates the need of toilet (verbal/gestural) Flash cards
P22 Has bowel control i.e. gives enough time to reach
the toilet after indicating
Information received from
parents
P23 Closes door when in use Flash cards & information
received from parents
P24 Removes underpants before toileting independently Flash cards & information
received from parents
P25 Sits on toilet seat/squat during defecation Flash cards & information
received from parents
P26 Cleans self after defecation Flash cards & information
received from parents
P27 Flushes after each use of toileting Flash cards & information
received from parents
P28 Washes hands after the use of toilet Observation
P29 Has bladder control at night Information received from
parents
P30 Toileting Independently at home Information received from
parents
P31 Chooses correct toilet Men/Women in public areas Information received from
parents
P32 Uses toilet independently at school/public places Observation
P33
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DRESSING
S.No Curriculum Goals Material Required
P34 Tolerates while being dressed or undressed Observation or information
received from parents
P35 Extends and withdraws arm and legs while being
dressed or undressed
Observation or information
received from parents
P36 Remove unbuttoned clothes when asked like- T-
shirt, elastic or unfasten pants, unbuttoned shirt, etc.
Unbuttoned clothes
P37 Wear unbuttoned clothes when asked like- T-shirt,
elastic or unfasten pants, unbuttoned shirt, etc.
Unbuttoned clothes
P38 Unbuttons shirt/pant Shirt/pant with buttons
P39 Buttons shirt/pant Shirt/pant with buttons
P40 Zips & unzips trousers/skirt Trousers/skirt with zip
P41 Remove mask, gloves, tie, scarves, belt or other
accessories
Mask, gloves, tie, scarves, belt
etc.
P42 Wear mask, gloves, tie, scarves, belt or other
accessories
Mask, gloves, tie, scarves, belt
etc.
P43 Remove shoes, socks, slippers Shoes, socks, slippers
P44 Wear shoes, socks, slippers Shoes, socks, slippers
P45 Tie shoe laces Shoes with laces
P46 Wears proper uniform (school dress) Observation
P47 Adjusts/ Pulls up skirt/pants in case they are loose Observation
P48 Wear traditional/appropriate dresses as per social
events (tells her/his choice)
Traditional/functions dresses
P49 Select dress for self during shopping Dress catalog
P50 Select and order dress for self & others during
online shopping
Smartphone with required
Apps
P51
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BRUSHING & BATHING
S.No Curriculum Goals Material Required
P52 Indicates the need of brushing teeth Flash cards
P53 Brush teeth under supervision when paste applied
on brush given and asked
Brush & paste, mirror
P54 Spits when asked Wash basin
P55 Opens/closes tap or take water in mug Water tap or water in mug
P56 Cleans mouth and face with water and wipe face
after brushing
Water tap or water in mug;
hand towel
P57 Applies toothpaste and brush teeth independently Brush & paste, mirror
P58 Keeps the brush and tooth paste at appropriate place Information received from
parents
P59 Takes cloth to the bathroom while going to take
bath
Flash cards
P60 Places the cloths in order in the bathroom Hanger
P61 Checks the temperature of water and mix hot or cold
water if required
Bucket, water
P62 Closes door while undressing & dressing for bathing
P63 Put water on body appropriately Mug, water or shower
P64 Applies soap on whole body & rubs Soap and/or body rub
P65 Applies shampoo and cleans hair Shampoo, water, mug
P66 Wipes whole body with towel Towel
P67
GROOMING
S.No Curriculum Goals Material Required
P68 Maintains clean/neat appearance Mirror
P69 Covers mouth while coughing, sneezing, yawning Face mask/handkerchief/tissue
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paper
P70 Wash hand with soap properly for minimum 20
seconds
Soap & water
P71 Clean hands by using hand sanitizer properly, if
needed
Hand sanitizer
P72 Applies soap/face wash and rinses face Soap/face wash, water, hand
towel, mirror
P73 Dries face with towel Hand towel
P74 Cleans face with handkerchief/tissue paper if
drooling/sneezing
Handkerchief/tissue paper
P75 Combs hair, detangling completely Comb, mirror
P76 Applies oil in the hair Hair oil, mirror
P77 Applies cream/oil/powder/bindi etc. properly on
face
Cream/oil/powder/bindi,
mirror
P78 Uses safety pin, hair clip, hair band, etc. (for girls) Safety pin, hair clip, hair band
P79 Plait hair (long hair of girls)/puts hair ties/ Hair clip, hair band, ribbon
P80 Uses deodorant/perfume Deodorant/perfume
P81 Cleans ear with cotton buds Cotton buds
P82 Cleans and clip finger nails by nail clipper Nail clipper
P83 Shaves (for boys)/ Maintains menstrual hygiene
(female)
Parent information
Shaving kit/sanitary napkin/
Flashcards
P84
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3. Social S.No Curriculum Goals Material Required
S1 Notices persons moving around Observation
S2 Makes eye contact Light & sound toys
S3 Gives social smile Observation
S4 Tracks persons moving around through eye movements Observation
S5 Looks when name is called. Observation
S6 Imitates action/word/sound such as waving goodbye Observation
S7 Identifies family members, friends, etc. by pointing/naming Observation/Photos of
family members
S8 Says/Gestures-Please, Thank you, May I Observation
S9 Differentiate strangers from familiar people Flash cards with
photographs of known
people
S10 Tells his/her name when asked Observation
S11 Receives family members, guests etc. with appropriates gestures Observation
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S12 Tells his/her teacher’s name when asked. Observation
S13 Identifies self and others as boy/girl or male/female Flash cards of Male &
Female or Boy & Girl
S14 Stands in a queue at safe distance (minimum 1 hand distance) Observation
S15 Attends general instructions given by class teacher Observation
S16 Engages self with peers in group work for 20 minutes Observation
S17 Seeks permission to go out or use a toy or to enter the room Toys & other materials
S18 Seeks permission use a toy or other material which does not belong
to him.
Toys & other materials
S19 Waits for own turn in a group of two or more children. Observation
S20 Tells his/her friend’s name when asked (at least 2) Observation
S21 Greeting with appropriate gesture spontaneously or being prompted. Observation
S22 Sharing his/her belongings (pencil, toy, scale) with classmates. Stationary materials
S23 Realizes & admit his/her mistake and apologize by saying Sorry Observation
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S24 Getting back his/her belongings after use Observation
S25 Show empathy to other persons Social stories and
Observation
S26 Offers help to peers/teachers in classroom. Observation
S27 Plays with 4-5 children following the game rules Observation
S28 Knocks before entering other closed room Observation
S29 Seeks help/inform when bullied Observation
S30 Stands at an appropriate distance from other people when conversing. Observation
S31 Taking care of his/her belongings Stationary materials,
lunch box, etc.
S32 Responds/ tell/ point when feeling uncomfortable, pain or fever Observation
S33 Can tell the duties of our community helpers e.g. doctor, policeman,
food delivery persons, etc.
Flash cards of
community helpers
S34 Identify emotions of people around him/her like- happy, sad, angry,
etc.
Flash cards of different
emotions, role play
S35 Visits neighbors house Information by parents
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S36 Can tell/introduce himself to others e.g. his name, school name, age,
address, contact no., father’s/mother’s name?
Flash cards
S37 Initiates conversation with others by asking questions like- what is
your name? How are you?
Observation
S38 Responds appropriately during conversation, asks relevant question.
Observation/Flash cards
if needed
S39 Indicate/knows his/her private body parts Stories and pictures
S40 Aware about covering private body parts properly when in public Stories and pictures
S41 Identifies unwanted sexual advances Stories and pictures
S42 Rejects/reports unwanted sexual advances Stories and pictures
S43 Follows social norms of relationship if needs to hug, kiss or shake
hands with same or opposite gender
Observation
S44 Expresses likes and dislikes in food items, clothes, person Observation and
Flashcards
S45 Identifies and uses drinking water facility/appropriate toilet at public
places
Observation and
Flashcard
S46 Can cross road. Simulated setting
followed by actual
experience
S47 Identifies and follows traffic signals Simulated setting
followed by actual
experience
S48 Travelling in a bus/metro/local train on own Simulated setting
followed by actual
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experience
S49 Speaks 2-3 sentences in a short play Annual functions,
Festivals
S50 Use post offices/courier offices for mailing letters Simulated setting
followed by actual
experience
S51 Reads signs boards, directions Flashcards
S52 Receives calls on telephone/mobile phone/Smartphone. Telephone/mobile
phone/Smartphone
S53 Responds to calls through meaningful conversation on
telephone/mobile phone/Smartphone
Telephone/mobile
phone/Smartphone
S54 Passes message taken on a phone or in person to the concerned
person.
Telephone/mobile
phone/Smartphone
S55 Identifies emoji in Smartphone message Smartphone
S56 Sends emoji in Smartphone messages as per his/her emotions Smartphone
S57 Reads text messages on mobile phone/Smartphone. Smartphone
S58 Sends text messages through mobile phone/Smartphone. Smartphone
S59 Engages self in video calling on Smartphone Smartphone
S60 Use social media platforms like WhatsApp,facebook etc. to stay
connected with his/her friends and familiar people.
Smartphone
51
S61 Buys items written on a chit/ or sent on phone List of items
S62 Narrating incidents in a sequence Observation
S63 Goes for shopping with precautionary measures (if required) such as-
mask on, taking sanitizer and wear slippers
Mask, sanitizer, flash
cards
S64 Act/respond according to the mood/emotion of people around
him/her
Observation
S65 Tell/Narrate/Discuss important news, story or jokes. Observation
S66 Attending/participating in functions, festivals (age appropriately) Observation
S67 Follows social norms at public places like- not to spit everywhere,
cooperate with security checks, etc.
Flashcard
S68 Performs his/her duties during the functions organized at
home/school
Observation
S69 Gives compliments such as ‘Well done! Looking good! Wow!’ etc. Observation
S70 Selects, buys, signs & send cards to significant person Observation
S71 States and follows the safety issues of using Smartphone and/or
social media platform
Discussion
S72 Identifies/enquires exit plan at public places for evacuation in
emergency situations.
Flashcards and stories
S73 Uses App like-Google map, Location sharing, etc. for travelling Smartphone with
required App
52
S74 Book App based taxi/cabs and travel Smartphone with
required App
S 75
S 76
53
4. Language S.No Curriculum Goals Material Required
BODY PARTS
L1
Points to his/her body parts when asked- eyes, ears,
head, hands, legs, mouth, nose, cheeks, tongue, teeth,
and chin.
Child’s doll, pictures of body parts.
L2 Points to his/her body parts when asked- arm, foot,
neck, finger, knee, toes, stomach, back and chest.
Child’s doll, pictures of body parts.
L3
Points to his/her body parts when asked- shoulders,
elbow, knee, wrist, palm, ankle, nails, forehead,
eyebrows, hips and waist.
Child’s doll, pictures of body parts.
L4 Name the body parts when asked- arm, foot, neck,
finger, knee, toes, stomach, back and chest.
Doll, pictures of body parts.
L5 Name the body parts when asked- eyes, ears, head,
hands, legs, mouth, nose, cheeks, tongue, teeth and
chin.
Doll, pictures of body parts.
L6 Name the body parts when asked- shoulders, elbow,
knee, wrist, palm, ankle, nails, forehead, eyebrows,
hips,and waist.
Doll, pictures of body parts.
L7 Join the body parts to make a body (puzzle)/ places the
body parts at the right place
Pictures of body parts in pieces,
software
L8 Point to the different clothes/accessories used for body
parts e.g. frock, ribbon, underwear, shoes, socks, belt,
cap etc.
Cards or real dresses/accessories
items
L9 Name the different items of clothing/accessories when
asked
Cards or real dresses/accessories
items
54
COMMON OBJECTS
L10 Points out the common objects found at home like-
lamp, clock, utensils, bed, sofa, etc.
Flash cards
L11 Name common objects found at home like- lamp, clock,
utensils, bed, sofa, etc.
Flash cards
L12 Tell the use of common objects found at home like-
lamp, clock, utensils, bed, sofa, etc.
Flash cards
L13 Points out the objects in the classroom like- chairs,
table, cupboard, fan, wooden rack, Whiteboard, clock,
pigeon hole, cupboard etc.
Real objects in the class and cards
L14 Name the objects in the classroom. Real objects in the class and cards
L15 Points out the objects in the classoom like- book,
Notebook, duster, White board marker, crayons,
brushes, pen, etc.
Real items & cards
L16 Name the objects in the classroom like- book,
Notebook, duster, White board marker, crayons,
brushes, pen etc.
Real items & cards
COMMON FRUITS, VEGETABLES,ANIMALS, BIRDS, FLOWERS, TRANSPORT
L17 Points to the pictures of common fruits like- Mango,
banana, apple, papaya, orange, etc. (5 at a time)
Real fruits, pictures or cards
L18 Name the common fruits like- Mango, banana, apple,
papaya, orange, etc. (5 at a time)
Real fruits, pictures or cards
L19 Points to the pictures of common vegetableslike-Potato,
tomato, brinjal, onion, lady finger, etc. (5 at a time)
Real vegetables, pictures or cards
L20 Name the commonvegetableslike- Potato, tomato,
brinjal, onion, lady finger, etc. (5 at a time)
Real vegetables, pictures or cards
L21 Points to the pictures of domestic animalslike-Cow, Pictures or cards
55
goat, buffalo, dog, cat, etc. (5 at a time)
L22 Name the domestic animalslike-Cow, goat, buffalo,
dog, cat, etc. (5 at a time)
Pictures or cards
L23 Points to the pictures of common vehicleslike- bicycle,
auto rickshaw, bus, train, truck, etc. (5 at a time)
Pictures or cards
L24 Name the common vehicleslike- bicycle, auto rickshaw,
bus, train, truck, etc. (5 at a time)
Pictures or cards
L25 Points to the pictures of common birdslike- Pigeon, hen,
duck, crow, sparrow, etc. (5 at a time)
Pictures or cards
L26 Name the commonbirdslike-Pigeon, hen, duck, crow,
sparrow, etc. (5 at a time)
Pictures or cards
L27 Points to the pictures of common flowerslike- rose,
lotus, marigold, lily, hibiscus, etc. (5 at a time)
Real flowers, Pictures or cards
L28 Name the commonflowerslike-rose, lotus, marigold,
lily, hibiscus, etc. (5 at a time)
Real flowers, Pictures or cards
ACTION ACTIVITY
L29 Points out to the activity when asked- bathing, brushing,
jumping, playing, reading, writing and so on (5
activities at a time)
Pictures cards
L30 Name the activity shown on the card- bathing, brushing,
jumping, playing, reading, writing and so on (5
activities at a time)
Pictures cards
COLOURS &SHAPES
L31 Point out to the primary colors on the flannel board-
Red, Green, Yellow, Blue, etc.
Flash cards of different colors
L32 Names the primary colors displayed on the flannel
board- Red, Green, Yellow, Blue, etc.
Flash cards of different colors
L33 Point out to the secondary colors on the flannel board-
Purple, Orange, Pink, Brown, etc. (5 colors)
Flash cards of different colors
56
L34 Names the primary colors displayed on the flannel
board- Purple, Orange, Pink, Brown, etc. (5 colors)
Flash cards of different colors
L35 Point out to the shape on the flannel board-
Circle, rectangle, square & triangle
Flash cards of different shapes
L36 Names the shape displayed on the flannel board Flash cards of different shapes,
drawing on board
L37 Points to the shape when asked color.Eg: What is the
shape of yellow colored card?
Colored shape cards
L38 Name the shape& color of the displayed item. Colored shape cards
CATEGORIZATION
L39 Makes categories e.g. objects of study, objects of eating
and objects of classroom & so on
Cards of clothing, fruits,
vegetables, classroom objects.
L40 Identify and name odd-one-out Cards of clothing, fruits,
vegetables, classroom objects
L41 Associate/pair common objects such as- lock & key;
pen & cap; bat & ball; spoon & bowl; etc.
Real objects and worksheets
RECEPTIVE & EXPRESSIVE LANGUAGE
L42 Responds to action words ‘Sit down’, ‘Stand up’,
‘Run’, ‘Jump’ etc.
Teacher’s command
L43 Responds when teacher gives instructions using
personal pronouns e.g. ‘give it to her’, ‘give it to me’
Teacher’s command
L44 Express his/her needs with picture/word cards picture/word cards
L45 The child expresses/tells/describes the picture shown Cards of simple pictures
L46 Child tells the story in simple sentences after teacher
describes the story.
Story on cards
57
READING
L47 Name the items by looking at their packets/rappers like-
chips, biscuit, chocolate, etc. (5 items)
Packets/rappers like- chips, biscuit,
chocolate, etc.
L48 Child arranges/puts the story cards in sequence Story cards
L49 Says the sound of alphabet shown by teachers (Not
more than 5 at a time)
Alphabet cards with pictures
L50 Name objects shown in picture card and also the
alphabet with which it starts
Picture card
L51 Describes the pictures shown after teachers describe it. Cards showing different scenes e.g.
rising sun, sea trees & huts in
village
L52 Matches the pictures with the words of classroom
objects, fruits, transport & so on.
Picture cards of various objects &
words written on strips
L53 Reads the words after the teachers reads the words to
him (5 words at a time)
Flash cards of words from the book
L54 Says the word that rhymes with the word spoken by the
teacher.
Cards of rhyming words
L55 Tells the non-rhyming word on a set of rhyming word
spoken by teacher. E.g. cat, bat, dog, rat
Rhyming words’ card or written by
teacher on board
L56 Tell what is happening in the picture when asked by the
teacher & gives the corresponding card of sentences.
Cards with pictures and sentences
58
L57 Joins the letter sound with the visuals in the worksheet.
(*)
Worksheet
L58 Tell the words which starts with the asked sound e.g. ‘c’
sound
Teacher will say words
L59 Clap if the word starts with the sound asked e.g. clap
when a word starts with ‘P’ sound
e.g. egg, green, pillow, door, purple & so on
(child will clap only on when pillow and purple said)
Teacher will say words
L60 Answer in one-word to a simple question asked after a
Grade level 1 paragraph is read to him.
Worksheet
L61 Reads two letter words
HE, ME, WE,UP, etc
कल, नल, कर, etc
Book/worksheet/On blackboard
L62 Reads three letter words.
Cat, rat, car, etc
कमल , चमन, सफल, etc
Book/worksheet/On blackboard
L63 Reads words with matras in Hindi Book/worksheet/On blackboard
L64 Reads his/her name Flashcard
L65 Reads his/her parent’s name Flashcard
L66 Reads his/her address and contact number
Flashcard
apple
ant
‘a’
59
L67 Reads Grade level 2 paragraph in Hindi/English
Book/worksheet
L68 Answer in a sentence after reading a Grade level 2
paragraph
Book/worksheet
L69 Fill in the blanks given after reading the paragraph
Worksheet
L70 Tell synonyms of words given
Worksheet
L71 Tell antonyms of words given
Worksheet
L72 Read a story and answer the asked question
Book
L73 Answer the question after reading the poem
Book
L74 Use ‘proverbs’ in sentences
Worksheet
L75 Fill in the blanks when jumbled words are given
Worksheet
L76 Tell different gender of the words e.g. boy-girl
(ललिंग बदल कर ललखें।) (*)
Worksheet
L77 Uses/ understands idioms used in daily conversation
Worksheet
L78 Read information in application forms, bank passbook,
etc.
Worksheet
L79 Read news papers/magazines
60
L80 Reads and comprehends content given on a mobile
application
L81 Reads information by finding it on internet search
engines (Google, etc.)
WRITING
L82 Finger tracing straight line, Circles or zig-zag lines
when instructed.
Sand, tactile lines
L83 Holds a pencil or a jumbo crayon with pincer/tripod
grip
Pencil color, crayons
L84 Traces on straight line, Circles or zig-zag lines when
instructed.
Worksheet
L85 Draws vertical, horizontal lines by joining dots
Notebook, Workbook, Worksheets
L86 Draws circles, rectangles after instruction
(zig-zag or other pattern)
Notebook, Workbook, Worksheets
L87 Draw a round templates & draw inside of stencils.
Templates, stencils
L88 Traces
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