Health & Wellness

The Health and Wellness department of Delhi Public School, Nacharam, comprising of Counselors, Special Educators & Career counselor as a team ensures that the children are provided with counseling, workshops & group sessions in order to cater to their needs, keeping in view the emotional and physical changes that they experience. School takes pride in having four counsellors, three special educators, one career-counsellor and one counsellor for the hostel.

COUNSELLING:
⦁ Individual counseling and Group counseling sessions for behavioral, personal & adjustment issues. (For Students, Parents & Teachers)
⦁ Behavior modification
⦁ Improving Relationships
⦁ Single parent concerns
⦁ Promoting Decision making
⦁ Emotional wellness
⦁ Improving personal effectiveness
⦁ Unblock the inner potential
⦁ Coping skills for Low self-esteem, Confidence, Interest
⦁ Academic Counselling
⦁ Identifying learning difficulties
⦁ Improving Life style
⦁ Coping with Grief
⦁ Supporting hostel students

LIFE SKILLS CLASSES:
CLASSES 1 & 2:
⦁ Social/ emotional development-
⦁ Ability to form and maintain relationships
⦁ Build confidence & self esteem
⦁ Time management
⦁ Good touch & bad touch
⦁ Teaching different emotions & anger Management
⦁ Anxiety & fear
⦁ Instill moral values – right from wrong
⦁ Adjusting to new environment
⦁ Counseling and supportive intervention to parents and students

CLASSES 3 TO 5:
⦁ Sessions on communication skills, personal Hygiene, Bullying, Peer pressure & getting along with the peer group.
⦁ Character formation and developing values.

CLASSES 6 TO 8:
⦁ Awareness of one self and social development
⦁ Handling Physical and emotional changes
⦁ Anger Management
⦁ Examination stress
⦁ Effective study skills
⦁ Accepting one’s role in family, Society and Nation.

CLASSES 9 TO 12:
⦁ Self-Analysis
⦁ Critical thinking
⦁ Problem solving and Decision making
⦁ Emotional Development (EQ)
⦁ Stress management
⦁ Time management
⦁ Understanding priorities and Goal Setting
⦁ Empathy and Inter personal relationships
⦁ Conflict Management
⦁ Making a good career choice

WORKSHOPS:
FOR TEACHERS:
⦁ Sensitizing them in handling different types of children
⦁ Stress management
⦁ Work-life balance
FOR PARENTS:
⦁ Sensitizing them in creating a supportive environment
⦁ Addressing single parents
⦁ Orienting the parents

FOR STUDENTS
⦁ Adapting to the challenges

SPECIAL FEATURES

  •  CLUBS: To bring in the change in oneself.
  •  I PROMISE CLUB for CLASSES 3 to 5
  •  I AM A LEADER CLUB for CLASSES 6 to 8
  • I DECIDE CLUB for CLASSES 9 & 10
  • ACP PROGRAM THROUGH VIHE
  •  ACP (Awakened Citizen Program) for classes 7 & 8

SPECIAL EDUCATION
“Every student can learn just not on the same day, or the same way” -George Evans

Special education is a form of learning provided to students with exceptional needs, such as students with learning disabilities, ADHD and ADD.Inclusion is a term used to describe one option for the placement of special education students in public schools. These inclusive programs are sometimes referred to as mainstreaming, which is the selective placement of students with disabilities in regular education classrooms.

Special Education: Overview of structure at DPS- Nacharam
Special Educators Work towards:
⦁ Creating Awareness about various learning difficulties
⦁ Early Intervention
⦁ Identification
⦁ Sensitization
⦁ Remedial Teaching
⦁ Evaluation
⦁ Main streaming

Special Education- process chart
⦁ Referral
⦁ Initial Screening
⦁ Eligibility Criteria
⦁ Parent Consent
⦁ Intake from Parents
⦁ IEP Development
⦁ TLM’s ( Teaching learning material )
⦁ Remedial Teaching
⦁ Evaluation of Intervention
⦁ CBSE Exemptions& Concessions

Our main stakeholders are
Working with Teachers:
Conducting awareness workshops on at regular intervals on
⦁ Identification of children with Special Needs
⦁ Sensitizing them in “Handling Children with Special Needs”
⦁ Support System in the classrooms
⦁ Developing milestones in ‘Early Childhood “

Working with Parents:
Conducting awareness workshops on at regular intervals on
⦁ Identification of specific needs of their children-indicators
⦁ Awareness and acceptance of their child’s needs
⦁ Telephonic conversations to keep them posted on the child’s progress
Providing Home based Intervention plans to cope with academics

Working with Students:
⦁ Skill building to help the child cope along with their class level
⦁ Sensitization and peer acceptance

Level Wise Work Process:
As per regulations in the resource room curriculum, Academic skill building is compulsory till grade V. Those attending sixth grade and upwards need to work on learning strategies and study skills. Only this can benefit the higher grades, thus enabling the students to face the board exams.
Areas developed–
⦁ Listening skills (receptive language)
⦁ Speaking skills (expressive language)
⦁ Reading skills
⦁ Reading Comprehension
⦁ Writing Comprehension
⦁ Creative writing
⦁ Math
⦁ Cognitive Skills
⦁ Spelling Skill

PRE PRIMARY (CLASS 1, 2)

• Motor development
⦁ Fine motor (handwriting & manipulation of small objects with the hands in order to eat, draw & play) &
⦁ Gross motor (balancing , walking & use of large muscle group)

• Language development 
⦁ Development of receptive (i.e. understanding what is spoken) and
⦁ expressive language skills (i.e. communicating either through words or actions)

• Cognitive development 
⦁ Ability to solve problems through intuition (i.e. Common sense)
⦁ Comprehension
⦁ Perception
⦁ Reasoning
⦁ Span of attention & concentration
⦁ Learn, understand & retain information.

Academics support
⦁ Building Fundamentals – Alphabets, numbers, phonics, blends, and simple math concepts.

⦁ PRIMARY (CLASSES 3,4,5)
Listening skills (SLANT Learning Strategy is taught)
⦁ Story is read and given to the each group and children are assessed for their understanding.
⦁ Students are given short stories to read to their peer and questions are solicited.

Speaking skills
⦁ Children are given on the spot interesting topics to speak two minutes.
⦁ Dumb charades are played with the students to make speaking skills interesting.
⦁ A Tongue Twister

Reading
⦁ Sight words recognition/ high frequency words/nonsensical word reading
⦁ Phrase reading/sentence reading
⦁ Dictionary skills are taught to improve vocabulary/identify words and their meaning.
⦁ Gather information and learn
⦁ To learn sounds of language and language patterns.
⦁ While reading they use different voices for different characters in the story.

Reading Comprehension
⦁ Through reading they understand and experience the knowledge and the meaning of the passage.
⦁ They predict the cause and effect in the given text.
⦁ Children are made to feel happy while reading.
⦁ Encourage children to read slowly so that the student gets a mental picture of what is happening in the story.
⦁ Sequencing and understanding to make sense of what they have read.
⦁ Find the main idea of the passage or the crux of what they read.

Cognitive Skills
⦁ Wide range of Memory exercises
⦁ To enhance Memory, Acronyms (Mnemonics) for Science, Social science and English Spelling rules (SLANT –Listening skills SQ3RReading comprehension/CAPS ERROR MONITERING/TOWER for Written Expression/RIDDES for Math calculation).
⦁ Help students to organize and create categories and cluster which will aid in long term memory.
⦁ Chunking information for memory aid/ Rehearsing and repeating/linking new information/Visualization.

Spellings skills
⦁ Spelling rules – Vowel teams (Diphtongs) i;e ai /oi /oa/ ie/ ei/ou
⦁ Three letter consonant clusters
⦁ Homophones/contractions/double consonant words/Compound words/Prefixes/Sufixes/root words
⦁ Hard and soft sounds of ‘g’ and ‘c’
⦁ ‘Y’ rule
⦁ Plural nouns- s/es/ies/
⦁ Silent letters – ‘w’/ ‘k’/ ‘b’
⦁ Rules for syllabication

Mathematical Concepts
⦁ understanding
⦁ Vocabulary of Math concepts
⦁ Value of zero
⦁ Problem solving /story sums

Test taking Skills
Time Management
⦁ Time Management (finishing the task on time ,completion of work in time , coming to class on time
⦁ Time table for the SA’s / FA’s

Social skills
⦁ Asking questions
⦁ Asking for clarification or verification
⦁ Asking for correction
⦁ Co-operating with others
⦁ Co-operating with peers
⦁ Co-operating with proficient users of the new language
⦁ Empathizing with others
⦁ Developing cultural

⦁ MIDDLE SCHOOL (CLASSES 6,7,8)
Conceptual understanding of the basics in all the subjects are checked.
Children will be supported to
⦁ Build reading skills
⦁ Increase fluency
⦁ Vocabulary to the context
⦁ Listening comprehension
⦁ Reading comprehension as per individual needs

⦁ SECONDARY (CLASSES 9,10)
At secondary level the standard operating procedures prescribed by the CBSE will be implemented to avail the concessions /exemptions as per the learning difficulties of the child. Such as:
⦁ Option of availing subject concessions (max up to 2 subjects)
⦁ Compensatory time
⦁ Choosing alternate subject( presently PAINTING)
⦁ Regular academic support will be given in the exempted periods.
⦁ Study plans and strategies for time management to compete in final board exams.

What is Learning Disability?
In simple terms, a learning disability results from a difference in the way a person’s brain is “wired.” Children with learning disabilities are as smart as or smarter than their peers. But they may have difficulty reading, writing, spelling, and reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways.

A learning disability can’t be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.

Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Common learning disabilities
Dyslexia It may also be referred to as reading disability or reading disorder.
Dyscalculia – Otherwise called as mathematical disability.
Dysgraphia – Writing disability
Auditory and Visual Processing Disorders – Sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.
Nonverbal Learning Disabilities – Causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.
ADHD
Attention Deficit Hyperactive Disorder
Disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
⦁ Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.
⦁ Hyperactivity means a person seems to move about constantly, including in situations in which it is not appropriate; or excessively fidgets, taps, or talks. In adults, it may be extreme restlessness or wearing others out with constant activity.
⦁ Impulsivity means a person makes hasty actions that occur in the moment without first thinking about them and that may have high potential for harm; or a desire for immediate rewards or inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.
⦁ sustaining attention long enough, especially to boring, tedious, or repetitious tasks;
⦁ resisting distractions, especially to things that are more interesting or that fill in the gaps when sustained attention quits; and
⦁ not paying sufficient attention, especially to details and organization.