Smile Project
Assessment of Learning Disabilities students by Special Education Teacher and Counselors
"Every Child can Read" campaign, launched by Delhi Education Department.it has decided to provide special assistance to children with learning disabilities through "Project Smile".
Procedure to find out non reader students in class - Non reader students find out in Mission Buniyaad in all Delhi Government Schools.In mission Buniyaad most of the language teacher and other subject teachers assessment on ground basis of student’s in different categories.Mission Buniyaad implemented for the target group- (i) Students of Classes3 to 5 and (ii) Students of Classes6 to 9 who are below Advance Story level in first language and Division in Maths.
Students assessed on following tools, manual and materials:
Classes 3 to 5:
(a) Kahaniyan hi Kahaniyan and (b) Number Card- For ~LL students studying in classes3 to 5.
Classes 6 to 8:
(a) Kahaniyon ka Khazana (b) Hamara Ganit-For students of classes 6 to 8 who are below Advance reading in Hindi/Urdu and/or below division level in Maths.
Class 9:
Learning Enrichment Material Advance reading in Hindi/Urdu and below division level in Maths i.e. Nishtha and Neo Nishtha sections.
Following assessment in mission buniyaad in phase I
For classes 3 to 5:
- Daily activities to strengthen reading and writing proficiency in Hindi/Urdu for at least one hour using the pedagogy shared with the teachers during the training and material being provided for the same.
- Daily activities to strengthen basic maths competency for at least one hour using the pedagogy shared with the teachers during the training and material being provided for the same with students of Classes4 and 5 (42 schools implementing the project in collaboration with Jodo Gyan are exempted from these activities).
- Separate groups may be created for Hindi/urdu and Maths on the basis of their level reported in the baseline for each target class or otherwise combined. For example children at beginner, letter and words may be in one group and those at Paragraph and Story level in other. Similarly, children at beginner and number recognition level may be in one group and those at subtraction and division be in the other group.
- Apart from one hour each for Hindi/Urdu and Maths, there should be one hour of library activities so that children are encouraged further to read.
- Children who are already at Story level in Hindi/Urdu or can solve numericals of 2 digits by 1 digit, should also be involved in "Mission Buniyaad" to further improve their reading fluency and writing skills.
- In the remaining time, teachers may take up interesting activities of English or EVS subject.
For Classes 6 to 8:
- Daily activities to strengthen reading and writing proficiency in Hindi/Urdu for at least 90 minutes using the pedagogy shared with the teachers during the training and material being provided for the same.
- Daily activities to strengthen basic Maths competency for at least 90 minutes using the pedagogy shared with the teachers during the training and material being provided for the same.
- Separate groups may be created for Hindi/Urdu and Maths on the basis of their level reported in the baseline for each target class. For example children at beginner, letter and words may be in one group and those at Paragraph and Story level in other. Similarly, children at beginner and number recognition level may be in one group and those at subtraction and division be in the other group.
- Apart from 90 minutes each for Hindi/urdu and Maths, there should be one hour of library activities so that children are encouraged further to read.
- In the remaining time, i.e. beyond four hours, teachers may take up interesting activities on English, using "Let's learn English" booklet 'having listening, speaking, reading and writing activities alongwith Grammar Books. This will help children acquire English reading, writing and speaking skills though it is not specifically being included under "Mission Buniyaad".
- No regular syllabus of any subject shall, be introduced for students covered under "Mission Buniyaad" during this period. For the target group of "Mission Buniyaad", only Hindi/Urdu reading writing, Maths activities and foundational English activities using "Let's learn English"
- Children who are already at Advance Story level in Hindi/Urdu and can solve numerical of 3 digits by 1 digit, may participate in daily library activities. Apart from that, since this is Pratibha group, regular syllabus may be initiated with light topics from the first term of syllabus. Thus, regular syllabus should be conducted with Pratibha group only.
For Class9:
- For students promoted from Class8 to 9 and are below Advance Story, Division and Story level in the three domains respectively and those detained in Class 9, one period each of Hindi, Maths and English should be conducted using the LEM Material.
- In the remaining period, subjects other than Hindi, Maths and English may be taken with light topics from the first term syllabus.
- For rest of the students, teaching learning activities as per the prescribed syllabus for first term
In the final assessment , it has emerged that about 75,000 more students have learnt to read their-textbooks fluently and 90,000 more learnt to do basic maths operations during the current academic year. However, there are still about 2.5 lacs students of classes 6 to 8 who need support to develop fluency in reading grade level text and about 2.2 lacs students need more focussed practice to solve basic rnaths operations
In this regard, the action plan of the Directorate of Education for all its schools, aligned with its earlier goal of "No Neo Nishtha group under Chunauti.
Target Group
- All 76,000 students of classes 3 to 5 in Sarvodaya Schools of DoE.
- All Students of classes 6 to 9 of DoE schools, who on the basis of final learning
- Solving Basic Maths Operations in DoE Schools' assessment are below Advance Story level in first language and Division in Maths.
Goal of the campaign For classes 3 to 5:
- All students can fluently read short story with comprehension in Hindi/Urdu.
- All students can write short sentences in Hindi/Urdu.
- All students can solve.operations involving subtractions with borrowing and simple 2 digits by 1 division iri numerical and word problem form. For Classes 6 to 9 (promoted from class 8):
- All students can read advance text (a paragraph from the textbook) in Hindi/Urdu. • All students can write response in one or more sentences in Hindi/urdu.
Classes 3 to 5:
- A Hindi Story books containing 25 stories and 50 paragraphs with Barahkhadi card • Number Card and Number chart.
Classes 6-9:
Neo Nishtha group:
- A Hindi Story books containing 25 stories and 50 paragraphs with Barahkhadi card
- Number Card and Number chart.
- 45 texts (narrative and informative) with worksheets.
- Maths booklet (Visual card - word problem card r visual card - word problem card - visual card - worksheet) ~ Nishtha Group
- 45 texts (narrative and informative) with worksheets.
- Maths booklet (Visual card - word problem card - visual card - word problem card - visual card - worksheet)
After completed Mission Buniyaad assessment many students find out on learning disabilities who can’t read anything.
Schools principal send students details to District office for IQ assessment by counselors and another assessment ,implementation by special education teachers and language teachers.
Counselors EVGC start IQ assessment to the non reader students by psychological assessments tools like DALLY test etc. and after testing EVGC make plan and handover students to special education teacher and language teacher for starting process of reading Hindi ,English and Urdu with the help of language teachers in Schools.
EVGC observed students improvement of reading process and make another plans to better reading process of students.
‘Every Child Can Read’ campaign across classes VI to IX more than one lakh children were able to progress to a level where they could read their grade-level textbooks.
I think most of the state in India also start this type of the project in education department.it’s beneficial for learning disabilities students.
Written By :
Rippu Yadav (Professor, Michigan Institutions' ,S. America), Researcher (Inclusive Education, Faculty of Medicine, Colombia University, S.America) MASHAV Graduate in Special and Inclusive Education, Jerusalem, Israel.