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Autism Spectrum Disorders (ASD) are complex neurological disorders that have a lifelong effect on the development of various abilities and skills. ASD is characterized by impairments in communication and social interaction, as well as unusual patterns of behaviours, interests and activities.
Attention deficit hyperactivity disorder affects children and teens and can continue into adulthood. ADHD is the most commonly diagnosed mental disorder of children. Children with ADHD may be hyperactive and unable to control their impulses. Or they may have trouble paying attention. These behaviors interfere with school and home life.
Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling and writing.
Children with Childhood Apraxia of Speech (CAS) may have many speech symptoms or characteristics that vary depending on their age and the severity of their speech problems. CAS can be associated with delayed onset of first words, a limited number of spoken words or the ability to form only a few consonant or vowel sounds. We use talk tools to train and transition muscle movements for speech production.
Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior. Applied Behavior Analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive change in behavior.
Direct instruction has typically been implemented in special education program for students with disabilities in separate special education setting. Reading, language, arts and math are the building blocks of knowledge. With direct instruction programs, every student can master them. Direct instruction purposeful instructional planning provides extensive support as students practice and apply what they have learned.
Inclusive education is integrating a child with special needs with the mainstream. Inclusive education is that students with special needs will be placed in a classroom environment with neurotypical students. Inclusion is about providing the help to special needs children to learn and participate in a meaningful way in the classroom. Inclusive education is aimed at helping all children learn at their own pace and style within a nurturing learning environment. Every child in the class benefits to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes. Studies found that children with special needs can learn a lot of things both academically and socially in regular classroom environments.
Shadow teaching is a sort of teaching support to monitor and support a specific child’s progress in the classroom. Shadow teachers assess and confirm that the child with special needs is provided educational, social and physical support in the classroom. Shadow teaching bridges the gap between regular teaching methods and learning techniques for the child with special needs. Role of shadow teacher is to assist the child in developing appropriate behaviours in school, establish an environment that helps to strengthen academic ability, and also help your child to build up on his/her social interaction skills with the goal of independence.
Learning disability comes under a wide range of learning problems - lack of fluency in speech, difficulty in pronouncing words, finding the right word and understanding the alphabet, numbers, colors, shapes, days of the week and key concepts of any subject. However, it is based on how your brain receives, expresses and processes information. There are different types of learning disabilities such as:
  • ADHD
  • Auditory Processing Disorders
  • Dyscalculia
  • Dysgraphia
  • Dyslexia
  • Dyspraxia
  • Nonverbal Learning Disorders
  • Visual Processing Disorders
It is an impairment that makes a child hard to find appropriate words and create meaningful logical sentences when speaking. Also, DLD makes a child very difficult to understand what everyone speaks. If you notice your child, you can find that both speaking and listening vocabulary of your child are very limited with very short, incomplete, illogical and ungrammatical sentences.
Types of language disorders
  • Receptive language disorders involve difficulty in understanding what others speak..
  • Expressive language disorders involve difficulty in expressing ideas, feelings and thoughts..
  • Combined expressive-receptive language disorders involve difficulty in speaking and listening..
  • Once your child is identified as a slow language learner:.
  • Understand more about the problems of your child’s trouble with receptive and expressive language.
Social skills are the customs, rules, and abilities that guide interactions with other people living around us. Because of autism, students lose their social skills. Social skill deficits include several aspects from playing with friends to learning behaviors related to social customs. Generally, the students that have lost social skills:
  • Are unable to face teasing and failure
  • Are unable to make an appropriate body language according to the situation
  • Are unable to make a proper eye contact
  • Are unable to make questions and answers
  • Are unable to start and finish conversations appropriately
  • Are unable to understand different voices
  • Are unable to understand the problems of others when they speak
  • Fail to read facial expressions
  • Fail to understand jokes, sarcasm, idioms and irony
  • Fail to understand the consequences of their actions
  • Fail to understand the strategies of particular task
  • Fail to use polite forms of communication
  • Make irrelevant replies and comments during a conversation
  • Repeat information in conversation
Generally, it may be very difficult to identify that your child is affected with learning disabilities. A mild learning disability such as dyslexia or dysgraphia is harder to detect. If you suspect that your child may have a special need, you have to confirm it with an expert or a special education centre as soon as possible. Common problems and symptoms that children with special needs may have:
  • Clumsiness
  • Difficulty in following directions
  • Difficulty in telling time
  • Poor memory
  • Problems associated with learning math
  • Problems in paying attention
  • Problems in staying organized
  • Problems in understanding concepts and words
  • Problems in writing and/or reading
These symptoms are not enough to conclude that a child has a learning disability. Only a professional can identify and confirm a learning disability.
For the past 40 years, the theory of ABA has been the subject of many studies. Each study has already proven that this learning approach can support children with autism to learn new behaviors. From essential social skills to improved intellectual abilities, ABA supports children adjust to normal life. With the techniques of ABA, therapists can alter the social and emotional behaviors of children. Empirical studies found that ABA can enhance the intellectual aptitude of child. With this most useful approach, children can develop emotional and social skills that match their peers. Children are more likely to remain in school when they are trained with the techniques of ABA. Moreover, they perform better in the classroom. Eventually, parents can also learn the similar techniques to teach them at home. Once treatment begins, many parents can notice a positive impact on their child. They will notice better communication and less frustration.
The VB-MAPP offers a representative sample of all sorts of skills of a child with special needs, which includes labeling, requesting, answering, echoing, listening, visual perception, motor imitation, linguistic structuring, social play, independent play, classroom skills and early academics.
The VB-MAPP enables us to evaluate the learning abilities of a child with special needs in some key areas such as social, language, pre-academics and group skills. With this assessment, we can identify whether the child has touched a developmental level of normal child. When we are able to determine whether the child has touched the developmental benchmark, we can train the child to be ready for more advanced learning environments. Shortly, the VB-MAPP makes a child with special needs to go in the right direction toward learning and development. The skills include mand, tact, echoic, intraverbal, listener, motor imitation, independent play, social and social play, visual perceptual and matching-to-sample, linguistic structure, group and classroom skills and early academics.
Cerebral palsy, a disorder of muscle tone, posture or movement, is caused by brain damage which happens to the immature, developing brain, sometimes before birth. Movement and coordination issues related to cerebral palsy may include:
  • Delays in speech fluency or difficulty in speaking with correct words
  • Difficulty with eating or sucking
  • Excessive drooling or problems with swallowing
  • Involuntary movements or tremors
  • Lack of muscle coordination
  • Slow, writhing movements
  • Stiff muscles and exaggerated reflexes
  • Stiff muscles with normal reflexes
Down syndrome, a genetic disorder with an extra genetic material, causes changes in the development of embryo and fetus causing mental and physical abnormalities. Every patient is unique with great variability.  General down syndrome learning difficulties include:
  • Fine motor skill impairment due to low muscle tone
  • Hearing and vision weakness
  • Sequencing difficulties
  • Short attention span and distractibility
  • Weak auditory memory
Following instructions If a child gets trained to follow instructions from students or teachers, a child’s learning capability gets started with instructions such as, “Come sit down”, “Go get your book”, “Get a pencil” and more. Sitting for short periods of time Children are trained to sit for very short periods of time in a place. Without this basic skill of being able to sit in a place, autistic children may struggle to focus on anything. Basic play skills Children in preschool require to be able to select a toy, engage with it correctly, and then clean up and go to the next task. Pre-academic reading skills In our centre we teach children the following pre-academic reading skills. Some of the skills are based on receptive and expressive language.
  • Children are trained to identify first and last names (receptive and expressive).
  • Identification of letters and sounds are focused on training on reading skills (receptive and expressive).
  • Children are instructed to match shapes and colors.
  • Children are trained for sight word reading and matching to picture.
Pre-academic math skills In our centre we teach children the following pre-academic math skills. Some of the skills are based on receptive and expressive language.
  • Adding one digit numbers
  • Counting 1 to 10 objects
  • Counting objects using numbers
  • Counting sets of objects
  • Identification of money and use of money
  • Identification of numbers 11 to 30 (receptive and expressive)
  • Identification of numbers 1 to 10 (receptive and expressive)
  • Matching sets of objects with numbers 1 to 10
  • Rote counting to 10 (First phase)
  • Rote counting to 30 (Second phase)
  • Subtracting one digit numbers
  • Time telling
  • Use of a token board
Pre-academic writing skills In our centre we teach children the following pre-academic writing skills.
  • Coloring, cutting and pasting
  • Coloring and scribbling
  • Coloring within lines and attention to task
  • Cutting and pasting
  • Tracing and copying words
  • Tracing name, letters, and numbers
  • Writing from dictation and memory

What Our Clients Say

  • Madeha
    My son mohammed sehel 8 years old special child having down syndrome he has having difficulty in speech , trouble in making sounds.. Finally I met with meena she is aba profressional ... She helped him in practicing many words with the help of talk tools which I actually bought in singapore . Its a bit expensive but worth the price ... And I am surprised in less than 6 months he started calling me mom and also started to interact with people by calling names ...He learned many basic words ...I suggest others to get help from meena . Thanks to her for the effort she did to make them learn and understand the language.
  • Vani
    Your centre is been doing a really great job ma’am , that is also shown on my son adithya . Ma’am your centre has got a very big impact on my son in many ways, like before he joined school he would not read / write but joining him to your centre he reads and learnt a lot of discipline like he has learnt a lot of discipline like he has learnt how to feed himself etc . And moreover your centre has thought my son how to independent and to do his small works on his own without anybody's help. Especially you cooperate a lot and help me in bringing up my son which is one of the best part of your centre . Totally your centre has bought a very big change in my life and in my sons life . And ma’am I am very sure that if I put little more effort on my son, He can be successfully integrated into the Mainstream school.
  • Shanthi
    He was diagnosed with autism spectrum disorder pervasive development disorder on august 7, 2013. He was 3 years 1 month old. He had poor eye contact, lack of concentration, limited speech, sensory processing and lack of communication with no peer interaction hence he was referred for occupational therapy and applied behavioural therapy. He was admitted in lourdes english school in 2014. We found that his normal school admits kids with minimal behavioural issues and slow learners, here manish began his schooling. Mrs. Meena helped him in picking up academics, language and math. Hence he started improving in fine motor skills. He was not able to hold the pencil in the beginning and now he is good at writing
  • Ashvitha
    He has improved by following the commands and sitting tolerance has improved. His speech has improved. He now voices the sounds and words. Thanks for helping us and move my child to the next level of his readiness to go to school.
  • Jeevitha
    Prasanna my son was completely non verbal, after starting class in Jey Special Needs Centre. He started saying few sounds to express his needs, tacting & picture to object matching has improved. In identical matching scanning and matching has improved thanks to your support
  • Rupashi Ghosh.
    In Ronny's case I have noticed some improvement in speech like by using talk tools, He has achieved some vowels in speech area. He has now started to say vowels like a e o using talk tools, But speech is at the moment limited to this. He has also improved in understanding instructions and commands.
    Rupashi Ghosh.
  • Brindha
    “Meena ma'am has been a fantastic teacher for my son Prithivi. He was always happy to go to her class and has grown much in confidence. Meena ma'am is an enthusiastic and hardworking teacher.I find her easy to reach and she is quite understanding.Her genuine care for each child is beyond words.Must mention about the talk tools which she cleverly incorporated into his daily schedule and brought back his vocal sounds.