- To develop a hands on flexible curricular package for STD VI based on the regular curriculum as recomended by the National Curriculum Framework 2005 including a Language Development Model.
- To initiate Resource Rooms in mainstream schools all over the state of Goa and get community support our significant achievements.
- To make all children welcome in schools irrespective of their academic ability
- Ensure real learning for all children in mainstream schools
- Ensure all children experience achievement
Prevent school drop out
The project funded by Sir Dorabji Tata Trust, Mumbai, was started in April 2006.
The aim of LEL project was to develop an inclusive curriculum based on minimum level of learning for subjects of Science, English, History, Geography and Civics. The flexibility of the curriculum would facilitate the learning of all children in mainstream classrooms including those who may be slow learners, Specific Learning Disabled (i.e. SLD involves a difficulty in learning, generally in the areas of reading , writing, spelling and arithmetic) first generation learners or those with a language problems. This package would also be made relevant for those children who have severe difficulties and would need remedial inputs in a resource room.
In the third and final year of the project was continued with documentation of work with more of a focus on final documentation and compilation of all subjects of the curriculum. This curriculum will be produced on Compact Discs. There will be more of focus on the 6th Std curriculum.
Presently we are working in five schools in Goa with a total created 11 resource rooms during three years in different parts of Goa. In the 3rd year we had given inputs directly to the teachers, where initially we had training programmes of Language development.
We are also presently working with the mainstream teachers in the classroom. We conduct workshops regularly on Understanding Learning Difficulties and Working with the curriculum
We also encourage vocational and work experience activities and are presently pushing for a choice of subjects in these areas at SSC level.
The scope of our work is enormous but we are working toward a sustainable policy for Inclusive Education in our state. If successful, this path breaking model will bring new hope to further the learning and education of all children, including children with learning difficulties, and all other marginalised children. It will demonstrate a way to go forward.