The Trumpet SEN November 2018

Contents The Trumpet

Edition November 2018

The Trumpet

By Department SEN Sen@dpssrinagar.com

THE EDITORIAL TEAM 1. Ms. Erum Hameed 2. Ms. Salma

TEAM IT/CS DESIGNED

BY

Mr. Imran Farooq Beigh

PHOTOGRAPHY STUDENTS

Ibrahim Vikar

BY

CONTENTS 

SQUARE BOX.



PROCESS OF SILK



PARENTS TEACHER INTERACTION



MY QUESTION CLOUD:



COOKING UP DIGRAPHS



WEAVING



DIFFERENT TYPES OF POLLUTION WITH ONE CAUSE:



BLOCK PRINTING’



‘MODEL OF SOIL PROFILE’



AGRICULTURE



I-CARD



FULL BODY COMPRESSION



KNEELING POSITION



PRONE ON GYM BALL

PROCESS OF SILK The objective of the activity was to enhance critical thinking among the students. Before asking why, how, questions, such activities can help the students to search the answers themselves. They will be more likely to remember a learning experience too. The students were reinforced with an activity of “Process of Making Silk Cloth�.

They were exposed to the topic as: Some material was given to them which was needed for an activity. As soon as they came to know about the science activity, it enhanced their enthusiasm and interest of learning things. While explaining, how does the process works actually - silkworm > cocoon>thread>silk cloth, the students were involved to follow the steps properly. As it was a group activity of two students, they helped one another in order to get it done successfully. Apart from this, it provided them a chance of correcting one another’s mistakes.

It also let them experience the real texture of silk. This will help them in future to identify the fabric more cautiously when comparing it with other fabrics. Also, it built an awareness of Natural Fibres in them too.

Every child put forth his effort to take part in the activity. More such simple science activities can be beneficial to the students.

What was found at the end was more surprising, as one of the average student who cannot retain the things so easily was so quick when asked to repeat the lesson.

Thus, it proved more productive to them. It is well said if all the senses are involved in the learning; it can do miracles to any child.

PARENTS TEACHER INTERACTION SEN department recently held a Parents Teacher Interaction (PTI). Parents and staff look forward to this event as it strengthens the bond & trust between parents and staff. It was heartening to see parents turn up in good numbers. They were enthusiastic about sharing their experiences and feedback.

SEN department values the feedback provided by parents as it helps us to improve service delivery to children with special needs. The primary objective of PTI was to provide a platform to parents where they could exchange their experiences and knowledge. Considering the feedback provided by parents in last PTI, a presentation was arranged to address the behavioural issues of children.

Our chief guest was a consultant clinical psychologist, Dr. Muzaffar Khan. Dr. Muzaffar encouraged parents to share difficulties they face in raising special needs children , which is one most frequent issues raised was about behavior management. In response, Dr. Muzaffar delivered an exceptionally interactive and insightful presentation on behavioural management. He shared several helpful techniques for parents to address behavioural issues of children in home environment.

The event concluded with DR Khan's question answer session. We are confident the event was well received and helpful

in providing

a platform for communication with parents and understanding and addressing their needs. We look forward to holding similar events in future.

MY QUESTION CLOUD:

The objective of this activity was: 

To enhance the reading/comprehension skills of

the child.  The student learnt how to frame the questions.

At the beginning of this activity, the student was given a sheet of chart paper and was instructed to cut it in any desired shape. After this, the student was supposed to read the text on his own and this was done in several parts. After reading each part of the story, the student had to frame two or three questions based on his understanding of the text using the ‘wh’ question words. The student wrote these questions on a set of coloured flash cards and pasted it on the cloud. The same was done with the whole chapter.

After writing the questions on the flash cards and pasting them on cloud, the student was supposed to answer the questions orally.

This activity helped the student comprehend the text and at the same time it enhanced his speaking skills.

the

COOKING UP DIGRAPHS Objective: 

Student will learn how to recognise and pronounce consonant digraphs Sh, Ch and Th. 

Student will identify and use digraphs to complete

words. 

Student will be able to read and spell simple

words with consonant digraphs.

A consonant digraph consists of two adjacent consonants that produce one sound. The digraphs Sh, Ch and Th represent unique sounds that are not usually associated with any individual letters of the alphabet.

Learning to recognise the consonant digraphs is helpful to beginning readers and writers because many early reading words contain these special two- letter combinations.

A mixing bowl was introduced to the student which contained mixed letter cards (alphabets) as the ingredient for the digraph. The student one by one took out the letters ‘T’ and ‘H’ from the bowl. The student was asked to tell the sounds that each letter made. The two letters were connected together with the tape on the ice cream sticks and placed together on the board. The student was explained that the two letters made one sound called a digraph. The new sound that ‘T’, ‘H’ made was /TH/. Soon after, the student was asked to make words with the letters like umb, under, ree, ursday, ief ,etc in the bowl to connect with the digraph ‘Th’ and make complete words (thumb, thunder, three, Thursday, thief). The digraph words were then pasted on the board for display. The same procedure was repeated with the other consonant digraphs Sh and Ch. Thus this activity helped the student to read and spell the words with consonant digraphs.

WEAVING Weaving is one of the ancient forms of human creativity.

Baskets and textiles would not have been possible without weaving. As it is the oldest art forms of the world and while it is generally done with yarn it can be done with other materials as well. So keeping this in mind we have introduced this activity to the students where they made paper mats out of construction paper by weaving with paper strips. The objectives of this activity were to make students familiar with the basic principles of weaving and artistic design. Since there is a lot of work with both the hands and the brain, it is a very good activity for building visual motor skills, bilateral and eye hand coordination. First and foremost, the coloured construction papers were folded into half. From the fold we measured and made cuts at one-inch intervals, and left two-inch border. As slits were already made by the teachers on the construction paper, students were supposed to weave only. Then the construction paper was distributed among the students. Multiple coloured stacks of strips were also provided to the students. Next the students weaved those construction paper strips through these slits.

They weaved the paper under the first slit, over the next slit, under the next slit . . . and so on. The students can use it as placemats after lamination. This activity was chosen to provide students with basic knowledge about the weaving and can gain experience with weaving.

They

can

create

several

paper

weaving

compositions by gaining and practicing this skill. The student can make a lantern, a designer bag, some children, often boys, can make arm guards, a hat, a chessboard and many more out of construction paper and stacks of strings will be used.

Different Types Of Pollution with One Cause: The objective of the activity was to break down a concept into simpler terms with a visual component. As children learn better with simplified versions of the real situation or concept. It was reciprocative session where the teacher and students both were engaged in a lot of fine motor activities. The activity proved to be constructive as the student was augmented with the intellect of different types of Pollution. The model was divided into four types of pollution. The student was very happy while making the model. The student pasted 3D based factories and made smoke with cotton and labelled that as "Air Pollution", later on pasted the pictures of speakers stamped that as "Noise Pollution". The child labeled the mucilaged paper bits as "Land Pollution" and displayed polluted water by pasting model of human bathing animal and tagged that as "Water Pollution". Student eagerly showed his model to everyone and started giving a brief description about the different types of pollution along with their cause and effects.

Learning different types of pollution is more effective when we make the learning process fun.

BLOCK PRINTING’

The objective of the activity was to change abstract learning to concrete learning. The student was taught the

process of Block Printing through concrete approach of learning. This helps them to grasp the topic clearly.

The student was given Poster colours and Potato to make the shape of different things. It helped the student to understand how the block printing was similar to a

stamp that was pressed onto an ink pad and then on the letter or parcel. Block printing is an extremely creative activity and involves all the use of child’s cognitive senses. Apart from helping children acquire a sense of colour, it also taught them cultivate an appreciation for the arts. It helped student to distinguish patterns and colours. A block print involved applying colour to one surface and pressed the colour on to another surface. Sarees and household linen are traditionally printed with carved wooden blocks. The best part of the activity was that the child himself made designs out of fruits and vegetables given for the block printing.

Further the importance and functioning of each domain was explained to the student. This helped him/her to comprehend the concept clearly and quickly. The activity proved to be beneficial as the student was reinforced with the concept that it involved carving the desired pattern onto a large block, covering that design in ink or dye, and stamping it onto the fabric.

‘MODEL OF SOIL PROFILE’ The

student was made able to understand different layers of soil with the concrete approach of learning. By doing this activity he was able to understand the complex nature of soil. He was given different things such a Small Rocks, Sand, Coal, Clay to differentiate the layers of soil. By making the model, he wasable to

understand that

when one digs into the soil, there are different layers of soil called Soil

Profile or Soil Horizons and each layer has a specific name and characteristics. For –example, the top layer of soil is made up of living and decomposed materials like leaves, plants and bugs( organic material). This layer is thin and is usually pretty dark. Under the top layer of soil is the layer made up of minerals and decomposed organic matter and it is also very dark in colour, this is the layer that many plants grow in. Below the top layers is a layer that has clay and mineral deposits and less organic materials than the layers above it, this layer is also lighter in colour. Lastly,the bottom layer of soil is made up of slightly unbroken rock and only a little bit of organic materials is found here, plant roots are not found in this layer.

This activity allowed the student to share their prior understanding or composition of soil by engaging in observation and argumentation. The student was given ample of opportunities to explore and explain their ideas.

Agriculture About 605 of India's population are dependent on agriculture. We all are directly or indirectly dependent on

it.

We all should have the knowledge of the same. So an activity on Agriculture was done with the students. The main objective of the activity was to give the student real experience of agriculture and its process.

The and

student was asked to get clay, cardboard, water seeds

the necessary requirements for the agriculture. Then the

children broke the clay into smaller pieces. They made the soil prepared for sowing the seeds. They sowed the seeds into the prepared soil and added water to it. This activity made them quite familiar with the real experience of the agricultural process like ploughing, sowing and irrigation. The students got the concrete learning of agriculture through this activity.

Designing I-CARD Objectives: 1.

To use all the graphical options i.e. Picture, Word

Art, Shapes, and Textbox.

2.

To give the student a concept of how you can use

Microsoft word as graphics software/application.

3.

In order to teach a student, the concept of how to use

Microsoft word as graphic designing application/software we used our school I.D card as a source, and create a front replica of the same.

Procedure:

In order to teach the concept of Graphic designing in Microsoft word, this

month the IT

department decided to do an activity related to this. Activity was done with the student to give him the concept of graphic designing in the Microsoft word which can also be used to design Invitation cards, Business cards, I.D cards and much more. In this activity, the student was asked to use a Textbox and word art to decorate the name of School, the

web

address of the school and some shapes were used like a circle, rectangles. Moreover, he grouped all the items i.e. shapes, word art, and text box gave a final touch to the replica of his School I.D card.

FULL BODY COMPRESSION Many kids (and adults) find deep pressure input to be calming and relaxing. We see many kids who have difficulty with selfregulation and sensory processing respond positively to tools and activities that involve deep pressure (e.g. weighted blankets, squishes with a cushion, bear hugs).

Deep pressure has been found to impact the autonomic nervous system (ANS), the part of the nervous system that regulates

breathing,

heart rate, and many other functions of the body. There are two divisions of the ANS – the sympathetic and parasympathetic nervous systems (SNS and PSNS). The SNS is commonly characterized by the fight-or-flight response, and is the quick-responding part of the ANS. The PSNS is thought of as a dampening or inhibitory system.

Deep

pressure is believed to provide tactile and proprioceptive input to the

body

that can modulate the activity of the PSNS and SNS, bringing the systems into more of a balanced response and state of arousal. Light touch is often perceived as alerting and even agitating to some people, while deep pressure touch is typically calming and organizing to the sensory systems.

Deep pressure touch has been found to be an effective strategy

for

individuals

with

autism,

anxiety,

hyperactivity,

developmental disabilities, and other special needs.

KNEELING POSITION Kneeling is a great position to help progress developmental milestones, as well as a way to work on strengthening way

hips and core. Depending on the activity it can also be a great to work on arm strength.

Getting into kneeling allows kids to work on transitional movements, provides a new way for sitting, lets them explore balance and balance reactions, is a precursor for activities like climbing

and

pulling to stand, and it lets them see what is on the level

above the floor providing them a different way to engage with their environment and toys.

Here are some ideas for kneeling:

As shown in this picture



Use something that isn’t stable such as a cylindrical toy, a foam roller, a ball, or even a push toy. All of these will vary in their instability and you can also create some stability by holding it still while they get used to it. This allows them to play with flexing and extending their hips, weight bearing through their arms, activating their core for balance reactions as they try to find midline or a place of stability by moving the object forward and backwards.



At a higher surface – You can find a surface that

is not

too high and not too low. It can provide stability to allow them to play with their toys or even bang on the surface. With this they are learning balance also. Every time they lift their hand or engage with their toy they need to find a way to stay stable or they run the risk

of

toppling over and not being able to play. Once they start to learn that toys and fun are up off the floor this can lead to exploring and figuring out how to get into kneeling!

PRONE ON GYM BALL

Here the child lies on his tummy on the therapy ball, wheelbarrow walks out using his hands and reaches for objects in front of him. This position helps to provide maximum vestibular input for a sensory seeker, and good postural control and proximal stability of the joints. It also helps the child to focus on a task for a period

of time, thus working on their endurance level. As they bear their own

weight through their arms and shoulders, it increases the strength and stability at the shoulder girdle which is very important for developing their fine motor skills like writing.