EMPOWERING CHILDREN WITH SPECIAL NEEDS

At GPS Phola Basa in Phek district, the School Management Committee (SMC) took significant
steps to address a delicate issue affecting two children with special needs (CWSN) in the village.
The parents of these children initially felt reluctant to send their children to school due to concerns about their ability to integrate into the traditional school system and societal stigma.

Recognising the importance of inclusive education, the SMC members reached out to the families with compassion and understanding. They visited the homes to offer encouragement and to educate the parents on the importance of proper medical evaluation and the opportunities available for CWSN once they are enrolled at school. These efforts led to a positive change. The
parents, feeling more informed and supported, agreed to enrol their children in the school. Both students have since shown remarkable improvement. Additionally, the sub-division health centre has provided the necessary support and treatment, which has significantly contributed to the
children’s progress.

Through their considerate and proactive approach, the SMC members of GPS Phola Basa have fostered a more inclusive and accepting environment. They have empowered both the parents and the children, creating a supportive learning atmosphere that helps the students reach their full potential. By addressing stigma and providing essential support, the SMC has made a meaningful difference in the lives of these children.

ENRICHING KNOWLEDGE WITH EXPERIENTIAL LEARNING

Ms Kenei, a teacher from GMS T Khel, Kohima introduced a creative and engaging approach
to teach Hindi, a subject that many students in the region find challenging. She involved her
students in a role-play based on the story Haar Ki Jeet, allowing them to perform and learn
simultaneously. This interactive method not only made learning more enjoyable but also helped
the students understand the story more deeply.

In another instance, students of Class 6 had the opportunity to connect their learning with real-life
experiences. After studying the poem Varsha, which celebrates the arrival of rain, the students
enjoyed the rain outside. This activity, conducted while it was raining, gave them a tangible
experience that reinforced their understanding of the poem, making the lesson both memorable
and meaningful.

Teachers experienced a positive shift in professional growth after the introduction of Professional
Learning Communities (PLC) which encouraged them to improve the teaching and learning
process through peer learning. The regular method may have led to a feeling of stagnation, but
the PLC approach provided new motivation and opportunities for continuous learning, which
benefitted both the teacher and the students.