Chetana Vikas Mandir

We at Chetana Vikas Mandir follow Government of Maharashtra's DISHA curriculum, which is designed for every-level of students in special schools (for girls and boys with intellectual disabilities): 

Our unique approach covers multiple following core aspects for all the Chetana Vikas Mandir Special students:

• Individualized Approach: Tailored programs based on each child's ability and needs.

• Therapeutic Integration: Speech therapy, occupational therapy, and physical therapy.

• Parental Involvement: Collaboration with families to reinforce learning at home.

• Holistic Development: Addressing physical, emotional, intellectual, and social growth.

Our special education is customized based on three large approaches as educable, trainable and Care Group. 

Based on intellectually disabled child's intellectual ability and learning capacity, we have further categorized them in Nursery, Primary, Prevocational and Vocational groups. Our special teachers and caregivers have designed group appropriate programs, aligned to the State Government's Educational policy, which we implement.

1. Educable (Mild Intellectual Disability)

Definition: Refers to children with mild intellectual disabilities who can acquire academic skills up to an elementary level and can function independently to a significant degree in society.

Focus Areas:

• • Basic academic skills: Reading, writing, simple arithmetic.

  • Social skills: Understanding social norms and interacting appropriately.

  • Vocational skills: Simple job training for semi-independent or independent work.

Goal: To help the child live independently or semi-independently, with the potential for integration into mainstream society.

Example: A child might learn to read simple texts, perform basic math (e.g., addition, subtraction), and hold a job with minimal supervision.

2. Trainable (Moderate Intellectual Disability)

Definition: Refers to children with moderate intellectual disabilities who may not acquire academic skills but can learn basic self-care, social behaviors, and practical life skills through repeated training and assistance.

Focus Areas:

• • Daily living skills: Eating, dressing, toileting, and personal hygiene.

  • Social adaptation: Following basic instructions and routines.

  • Simple tasks: Engaging in sheltered or supported work environments with supervision.

Goal: To enable the child to manage basic needs and contribute meaningfully in a supervised or structured setting.

Example: A child might learn to perform repetitive tasks (e.g., sorting objects), dress themselves with assistance, or follow a simple daily routine.

3. Care Group

Care Group acts like the backbone of a special school — blending care, education, and emotional support so that children with intellectual disabilities can learn and grow in a nurturing environment. 

Importance of These Classifications

These distinctions are not rigid but serve as general guidelines. Children may display abilities across these categories, and individualized plans (like IEPs) ensure their specific needs are met. 

Modern approaches tend to avoid labeling and focus on ability-based and inclusive learning models instead.