"If I am slow, I simply have to start earlier"- Robert La Fon

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The Remedial Education Unit started in June 2005 with the generous help of Chokshi Ambalal Ranchchoddas Charitable Trust and has gained its own momentum. Children are settled and so is the team. In all, there are 17 children in the age group of 7 to 10 years attending the remedial classes in addition to regular schools.

We have three batches at present, two from 9 to 1 and the third from 4 to 6 in the evening. The evening class is divided into two sub groups due to the age factor.

Assessment: We have realized that the assessment for the remedial class children is a very difficult process as curricular focus needs to be maintained in addition to the developmental needs each child has. The earlier tool we were using is not helping us pinpoint the exact areas of needs as it is a screening tool. We have been discussing a change of tool and may start implementing a different tool soon. At present, the assessment is a combination of observation of the child, interaction with parents and the school curriculum in addition to the readiness level of the child. This is because of the need to keep the child with the class.

Management/ Evaluation Plans: As a direct consequence of our discomfort with the assessment tool, we have had to revise the way we write management plans. As a habit, we are used to work on the basis of the developmental level of the child and initiate intervention from the next point onwards. In the remedial class, we have to constantly remind ourselves that in addition to the developmental age, the child’s curricular goals also need our attention. When this is accepted, it opens another set of difficulties. Children attend different schools and hence follow different curricula! At present, we use checklists and detailed plans for different children, but very soon a standardized feedback format will be developed. At present, the team is working on defining the skills they want included in the standard format. 

We have struggled in the past 20 months with a variety of permutations and combinations as far as planning and evaluation of achievement is concerned. We tried setting goals ourselves and writing detailed monthly reports, following the school curriculum exactly and giving a checklist of skills learnt, writing individual reports and so on. Finally, the evaluation schedule is a bit clearer and it is as follows:

1. Using quarterly school curriculum as guideline and dividing all skills and concepts in sequential steps. Providing monthly checklist/ reports with comments for feedback on work done.

2. Monthly plans in consultation with the school and monthly follow ups as in the early intervention unit.

Though the comfort level with this division is a bit better, we are sure that the whole process of determining the exact and the most effective manner of planning and evaluation is far from over.