1. Learning Centre
The learning centre environment allow creative expressions nurtured by questions ,tasks ,
exploration and play. Create flexible working space so that child has greater freedom to move
around to different areas of the room depending on task he/she is completing. Area for independent
work and small group work . carpet or mats so child can work comfortably while sitting on the floor
or working on groups. In learning centre we ensure that there is variety in the way child is working .
Encourage him/her to work independently at times in small groups with older children or as peer
tutors.
Strive to the balance between structured and unstructured task and convergent and divergent tasks.
Encourage child to use technique that change for hands –on ,to visual, aural or written, so variety of
learning styles are used. At different times and different tasks we discuss, dramatize or work from
contracts. The variety will help with active involvement , thinking skills motivation and longer
periods.
Learning centre can contain games and puzzles , relevant books and a computers set up with the a
specificskillsprogram.Foldersof worksheets,Case studies,relevantdataof children.
Each child’s individual file is maintained in which a detailed account/history of the child is recorded
alongwiththe samplesof the child’sworks.Thisisevaluatedafterevery six months.
Ongoing Support:
Some student find it more difficult than other to cope their academics or to change their behavior
for these studentswe provide ongoingsupportsuchas:
 An individual support plan which identifies what behavior support will be offered how and
by whom.
 Peer support with the use of classmates to support them in coping their academics or their
behavior.
 An individual behaviorcontractbetweenstudentandteacherwithfollow uprewards.
 Re teaching of some specificskillsinsmall groups.
Educational Assessment
Identification and screening of special needs, Informal Psycho educational assessment

2. Designingand ImplementingIndividualisedEducational Plans
Developing Individualized Educational Program, One-to-one sessions with the respective
child in their area of special needs, Coordinating services of classroom support staff -
professionals such as class teacher, counsellors. Developing remedial worksheets and
Developing teaching learning material, Helping children learn to use various tools, Meeting
with parents to review the IEP and record progress and problems.
Establishreward programs for appropriate behavior/achievingAcademicsgoal :
Use strategies , games and activities whichencourage good behavior , such as finishing work , paying
attention , not disrupting others and cooperating in work groups. Set up reward systems which are
not expensive , do not attract envy from classmates , and are relevant to what is happening in the
educational lifeof the classroom(where possible).
Progress of each child is recorded and is displayed in the form of star system so that child himself
can evaluate hisperformance.
Special Cupboard:
Keep one cupboard as learning centre’s ‘specials cupboards ‘. Keep card game, board game, Jigsaws,
puzzles and toys here which are used only for special rewards for student with whom we have
negotiated contracts regarding work and behavior improvements . we can allow students rewards
such as playing for twenty minutes with a friend , using any equipment of choice from the ‘Special
cupboard’
Behavior Assessment:
Do an ABC analysis:
Identify clearly the classroom behavior of a specific student who we are worried about .observe and
keep notes carefully for at least a week , in many different circumstances, until we are eventually
able to identifythe AS ,BS andCS of the situation.
AS : the antecedents. What happen just before he/she misbehaves? Is there a certain student usually
present? Does the behavior occur in a particular part of the room? can these preceding
circumstancesbe altered?
BS: the specificbehaviorwhichconcern.
CS : the consequences, that is the rewards a student may be receiving which are keeping the
misbehavior going. Is there extra attention from you when she/he misbehaves? Is there approval
from the peer group ? or is there an opportunity to miss work ? If so, can these consequences be
removed?
Draw an ABC chart to put the picture together.
For example:

3. A B C
In a small group Make animal noises Otherslaugh
In this example you could ask the other student s to help him/her by turning away and breaking eye
contact whenhe/she makesanimal noises.
Teach Personal skills:
We also teach students personal skills which contribute to cooperation and self discipline, such as
anger management , understanding and handling feelings , being independent and setting and
achieving goals.
Time out:
Remove the student from socializing and working with others on enjoyable task when necessary .
Make sure that this period is boring and allows no communication with other students. Be specific
about exactly how long it is for and what rule he has broken (for example ‘You have broken the rule
aboutnot disruptingothers.Please gototime outfor five minutes’).
Parent Involvement:
An interview with a parent about their child is necessary. Use good listening skills and allow them to
tell their concerns. make sure that parents understand that we can see their child’s good points as
well.Askfortheirsupportathome .
Diary:
When a student has a particular difficulty, consider using a diary to communicate with parents about
what happens at school. It also lets parent know how effectively their child is attempting that has
causedconcernat school.
CounsellingParents
Teaching parents the principles and skills of behaviour management, Balance Caretaking- so
that instead of simply reacting to situations, you can proactively address challenging
problems,
To make parents aware of the condition of the child-cause and prognosis and its
implications, To
make the parents aware of the development characteristics of their child, To help them
have realistic expectations, To make them aware of their role and responsibility towards
child.

4. CounsellingChildren
Help special children to tolerate and accept the disability/difficulty, Help child to set his own
goals and motivate to achieve them, Developing independent or self-directed skills, Dealing
with factors which may hinder adequate performance.
Hence, Learning Centre is a small but an affective way of DAV to reach out to each and every
child present within its walls.
For any future reference contact:
Richa Nigam
DAV.Public School , Sector-14
Room no.135, IIIrd floor
Gurgaon