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School readiness is a state at which all healthy young children arrive when they can respond appropriately to the environment of the school and the classroom (e.g., rules and regulations, curriculum activities, positive behavior in group settings, and directions and instructions from teachers and other adults in the school). They begin to perform tasks such as reciting the alphabet and counting; these tasks are required for learning more complex tasks such as reading and arithmetic. Classrooms often are divided into different learning centers and are equipped with developmentally appropriate materials for young children to play with and manipulate. Teachers and adults are trained to have direct conversations with children and make daily activities meaningful through the incorporation of children's experiences into the curriculum.

The classroom environment should be nurturing, supportive and successful for all students. To help make this true for students, teachers may need to make various adaptations to the classroom environment. Setting up small groups where learning activities are focused on specific skills may also be an option for providing greater challenges and expansion of content for students who are high-performers .

Teachers today are expected to prepare an ever more diverse group of students for much more challenging work such as framing problems; finding, integrating and synthesizing information; creating new solutions; learning on their own; and working cooperatively. You are also expected to possess substantially more knowledge and radically different skills than most now have and most schools of education now develop.

As a teacher, when you look back at your class and try to recall your group of children you are bound to recognize a percentage of students who are restless in class, take more time to learn new concepts, disturb the class, are noisy, shy away from participating, withdrawn, not talking, answer verbally but refuse to write, poor with spellings, have poor handwriting, show inappropriate behaviour, present reduced motivation to study, tend to get into fights frequently etc.

Some children may need more time to acquire the knowledge and skills needed to perform at the level of his or her peers. When young children are unable to respond appropriately to the classroom and school environment, they often are labeled as having some form of learning disabilities and are tracked in classrooms with curriculum designed to control their behaviors and responses. These children will require some individualized attention and customization of the classroom curriculum to help address their difficulties. 'FIVE' offers professional support in the learning environment of the child, such as the classroom and more broadly the school.

Our professionals work with teachers in the following ways in order to incorporate a more global enhancement approach to the learning process in children:

  1. Helping teachers identify the different learning needs in children.
  2. Making the classroom an enriched learning environment.
  3. Assessing school readiness in kindergarten children.
  4. Assisting school management in designing school curriculum, especially in younger years, keeping in mind the developmental and learning processes in children.
  5. Setting up groups, focusing on specific areas, which will inculcate interactive and cooperative learning among children.
  6. Helping teachers in planning transition for children from one academic setting to another.
  7. Whole school screening in the areas of child development
    1. Learning styles of children
    2. Cognitive skills
    3. Hearing
    4. Speech-Language development
    5. Physical development
  8. Individual assessment of children who have some difficulty in settling into the school system, in areas as reported by school or family.
  9. Formulating processes that can be incorporated within the school setting and improve academic as well as overall performance of the children.

At FIVE, we provide support to teachers by raising awareness of how the developmental and learning processes in children affect their performance and how we can together with each other's expertise tackle the pitfalls that are faced in the classroom or within the school setting. Training can be in the form of workshops, seminars, discussion groups etc.

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Assessments in schools have changed definition over the last couple of decades. Changes in the world around us and the skills and knowledge essential to succeed in this world have consequently changed the learning design and teaching methodologies in schools. This has in turn necessitated assessment strategies that keep in mind the relationship between assessment of functional skills of children and its implementation in academic instruction. The new world today expects more out of children than just the basic skills of reading, writing and arithmetic. They are expected to acquire skills to access, interpret, think critically, analyze, and use information for making decisions, make inferences and be prepared to take on the challenges of "real-life".

FIVE offers schools a range of culturally appropriate assessment tools.


An efficient Assessment Design must:

  • Involve teachers, parents, and students at each stage of the process.
  • Match assessments to the purposes for assessment.
  • Match assessments to instructional content and student performance goals.
  • Review and revise specific outcomes that are grade-level and subject-specific and are important for students to learn.
  • Help develop realistic and individualized learning goals and standards for students.
  • Keep in mind that the primary goal is to study how children acquire grade-level skills and what strategies best enhance that process rather than measure performance for accountability purposes.

Develop a Curriculum design that incorporates instructional strategies focusing on the developmental process of children and its effect on their learning process.

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Our Model of Integrated Service Delivery will be especially effective in schools ensuring an intervention program that is provided within the context of any educational environment. Modification of the professional's roles as diagnostician, facilitator, and team member enhances their involvement with the school personnel while maintaining their role as a health care provider where clinical strengths and liabilities are evaluated within the context of the student's natural environment and support systems.


We believe a resource center should be an integral part to any educational institution. Children with special needs should be given the opportunity to participate within their classroom with out feeling left out. Inclusion, by definition, refers not merely to the setting but to specially designed instruction and support for students with special needs in regular classrooms. We also recommend the pull out method which is used to teach new techniques and practice new skills with the goal of performance with in context for generalization. We can help you set up a resource center within the school premises.

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