Abstract
The chapter highlights the importance of a school readiness program for children with disabilities (preferably mild category of developmental disabilities) in achieving successful inclusive education. A practical model of school readiness program for children with mild intellectual disability which is practiced at Government Rehabilitation Institute for Intellectual Disabilities (GRIID), Chandigarh, India has been highlighted in this chapter. The school readiness program for children with mild developmental disabilities is offered at primary lower (age 5-7 years) and primary upper (age 7-9 years) levels. Several age-appropriate functional and social skills are being taught to young children admitted under the school readiness program of GRIID. This chapter provides a comprehensive overview of the school readiness program that can be replicated at different places to achieve a successful and meaningful transition from a special school to an inclusive school.
TopBackground
School readiness is the basis of quality education for every single child. Across the globe, it is considered a feasible approach to assist young children to attain their fullest potentials and enjoy equity learning. As envisioned by the United Nations Children's Fund (UNICEF) school readiness is a human rights-based focus resulting in the benefits of education of children, thus building human capital to contribute to economic development. School readiness is an investment to produce an educated and skilled workforce and social outcomes with significant economic value. It is also a crucial stage for young children (Chase & Diaz, 2011).
In the present era, school readiness is a major concern within academia that has a massive impact on the growing child. The Government, policymakers, school administrators, and other related stakeholders pay much attention to this. This concept has to be realized in the true sense for children with special needs also for success in school. The Government is keen to ensure accountability and the outcome of the school readiness program. The philosophy of school readiness programs is more than merely preparing children only for formal schooling. The school readiness program must be viewed in a broader sense involving children, families, school, and close community (Maxwell & Clifford, 2004). Even the typical children are not born with preparedness for education in the sophisticated classroom setting. Children with special needs need to be given proper attention preparing them for formal school education. This is a fact that parents particularly mothers are said to be the primary teacher and family is the first school for the children.
School readiness is an approach that promotes continuous learning for the all-round development of young children. School readiness encompasses three dimensions i.e. readiness of children, school, and family. According to UNICEF (2012) school readiness is a comprehensive strategy that consists of five interrelated aspects with later school performance and behavior: physical well-being and motor development; social and emotional development; approaches to learning; language development; and cognition and general knowledge, including mathematics.
Key Terms in this Chapter
Resource Room: It is a remedial classroom placed at school where students with special needs receive specialised and individualised instruction and academic assistance by qualified and trained special educators.
Universal Design for Learning (UDL): A way of teaching and learning which provides an equal opportunity to all the students to succeed. It also offers flexibility in terms of multiple means of presentation, engagement, and expression.
Inclusive Education: Inclusive education means that all children irrespective of their individual differences study under one roof without any discrimination.
Early Childhood Care and Education: It is a preparatory program for young children focusing all round development of a child’s physical, intellectual, communication, social, and emotional aspects.
Assistive Technology: It refers to the adaptive devices and services that are meant to improve the functioning of the individuals with disabilities and enable their independence and participation. Examples of assistive devices include screen magnifier, hearing aids, wheelchair, etc.
Curriculum Adaptation: It means to make necessary changes in the existing curriculum to meet the learning requirements of children with disabilities so that they can also access the general curriculum.
School Readiness: School readiness is a set of prerequisite skills and knowledge that prepares children for education. In another way, it is a phase of transition for beginners from preschool to schooling.
Multidisciplinary Team: Group of professionals including special educators, clinical psychologist, speech therapist, occupational therapist, physiotherapist and assistive technology consultant who work as a team to provide support services to the individuals with special needs.
Barrier-Free Environment: It means an environment which facilitates the free and safe movement of persons with disabilities without any hurdles.