Shradhanjali Integrated School (SIS)

Shradhanjali Integrated
School (SIS)

Contribute To This Initiative

Shradhanjali Integrated School, founded in 1973, is a recognized primary school up to Class VII under the SSLC Board, with a capacity to educate up to 200 children. The school maintains an 80:20 ratio of children with disabilities and the non-disabled to promote inclusion.

SIS focuses on activity-oriented learning, promoting sports, arts and crafts to ensure all-round development. We also have three interactive classrooms powered by TATA ClassEdge. These classrooms are equipped with audio- visual devices through which the standard course curriculum is taught. Teachers are trained to use this equipment and the children show more enthusiasm and grasp lessons better through this new technology. It has truly brought about a revolution in the quality of teaching at Shradhanjali Integrated School.

As most children at SIS come from financially backward families, facilities like mid-day meals, books, uniforms, healthcare, rehabilitation, transportation and adapted learning techniques supplement their academic inputs. This model has ensured 90% mainstreaming, with most children moving on to regular or special schools.

Our Objective

Make inclusion for children with disabilities prevalent at three levels: physical, social and educational.

The APD road map

  • Early intervention to identify nature and degree of disability
  • Prepare, plan and execute a learning schedule/methodology for each child depending on their ability
  • Adaptive techniques and alternate methods of teaching children with special needs
  • Each child with locomotor disability is assessed. If required, children undergo surgeries based on the assessment or are provided appropriate mobility aids
  • The children undergo physiotherapy and mobility aids training regularly during school hours
  • Professional counselors help children develop self-esteem and self-confidence and motivate them through counseling activities
  • SIS conducts extra-curricular and co-curricular activities for all-round development
  • Capacity building for parents on disability management and sign language communication skills to facilitate communication with speech & hearing impaired children
  • Sensitize and train mainstream school teachers so that they are sufficiently equipped and motivated to teach disabled children
  • Network with mainstream schools so that SIS children can be easily absorbed after class VII

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