Romasis Within Schools

Romasis within Schools is a recent venture undertaken wherein comprehensive services of ROMASIS are made available within school premises. The Objective of this project is to ensure that the school is equipped to cater to all children with special needs within school premises.
Romasis helps in screening and identifying developmental delay in any domain, pervasive developmental disorder, communication disorders, attention deficit-hyperactivity disorder, intellectual disability and any signs of learning disability.

A systematic procedure is followed for assessing children with special needs in the school. A child goes through a step by step procedure before the child is given the intervention program.

In resource rooms our special education teacher instructs and assists students identified with a disability. The classrooms are staffed by special education teachers and sometimes paraprofessionals. Mainstreaming in education typically includes this service to students with special needs. The students receive special instruction in an individualized or group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the student's Individualized Education Program (IEP). 

The student getting this type of support will receive some time in the resource room, which is referred to as a "removal from the regular education environment" portion of the day and sometime in the regular classroom with modifications and/or accommodations which may include specialized instruction with their peers. Special education support within the regular education setting is part of the "inclusion model."

Special education instructors in a resource room focus on particular goals as mandated by an IEP and remedial general education curriculum. Some programs emphasize the development of executive skills, including homework completion and behavior.

Students often benefit from "reteaching" of core concepts taught initially general education classroom and reinforced in resource rooms via the small-group instructional model, which has been shown to lead to achievement in students with a multitude of educational disabilities.

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