A Father’s Journey with Autism- Chapter 17
In this blog, I’ll detail my journey searching for schools in Delhi and NCR after relocating due to a job transfer from the North East. It’s been a challenging yet enlightening experience navigating the education landscape in a new region. From exploring specialized schools to grappling with mainstream options, I’ll share the highs and lows of finding the right fit for my neurodivergent child. Join me as I recount the hurdles faced, the triumphs celebrated, and the invaluable lessons learned along the way in this quest for educational excellence in Delhi and NCR
When I arrived in Delhi NCR in November 2008, I discovered that schools followed an academic session from April to March, unlike the January to December setup Simi was accustomed to in her previous school. This adjustment added to the transition challenges we faced during our relocation.
Parents of neurodivergent children in Delhi NCR often encounter challenges navigating the education system. Limited availability of specialized schools or programs tailored to their child’s needs can be a major hurdle. Even when such options exist, they may be expensive or located far from their residence, posing logistical and financial difficulties. Additionally, many mainstream schools lack adequate resources or trained staff to support neurodivergent students effectively. Consequently, parents may face resistance or discrimination when seeking accommodations or support for their child. The stigma surrounding neurodiversity in some communities further exacerbates these issues, leading to isolation and a lack of understanding from peers and educators. Navigating the complex bureaucracy of the education system to secure appropriate services and accommodations can also be overwhelming for parents, adding to their stress and frustration.
My primary task was to find a school in Delhi NCR that would be understanding and accepting of autistic children like Simi. Despite visiting numerous schools, including special education centers, none were willing to accommodate mid-session admissions. I explained Simi’s nature, behavioral challenges, and shortcomings to school authorities, but it seemed to be the main barrier to her acceptance. This rejection added to the difficulty of finding a suitable educational environment for her.
Finding Hope: A Journey to Secure Education for Simi in Noida
My office in Noida prompted my search for a school nearby. Despite exploring options in Indirapuram, I faced rejections and uncertainty about mid-session admissions. Determined, I finally discovered a welcoming school in Sector 33, Noida. Both the Principal and Director recognized Simi’s savant skills and agreed to enroll her in Class 5 from November, with the condition of paying fees for the entire academic session. Money wasn’t a concern; my priority was providing Simi with a supportive academic environment.
As per routine, her mother (Padmaja) visited the school daily to gather feedback from Simi’s teachers, especially since Simi wasn’t communicative. However, we encountered a problem when it became apparent that Simi’s teachers struggled to understand her behavior and manage her tantrums, often triggered by her classmates’ erratic behavior. Simi’s disability hindered her ability to make friends, leaving her isolated despite some classmates’ fondness for her. Unfortunately, they lacked the skills to support her effectively. This dilemma added to the challenges of ensuring Simi’s integration and acceptance within her school community.
Simi’s difficulties had a profound impact on her academic performance, with teachers frequently informing her mother about her tantrums. Her exam scores dropped drastically from 90-95% to 60-65%. Despite her musical talents, including singing and keyboard playing, she was barred from participating in school events. This exclusion deeply affected her motivation. These setbacks not only undermined Simi’s confidence but also highlighted the pressing need for a supportive environment that acknowledges her strengths while addressing her challenges. It’s imperative to create an inclusive space where Simi can thrive and feel valued for her unique abilities.
A ray of Hope: Simi’s Journey to Inclusive Education
After discussing Simi’s situation with colleagues and seniors, I received a glimmer of hope when my boss recommended an inclusive school in Greater Kailash II, New Delhi. With his reference, I managed to secure admission for Simi in the middle of her 7th grade. This school not only caters to typical students but also offers inclusive education, with specialized setups for three categories of students: a section for speech and hearing-impaired, one for slow learners including those with dyslexia and autism, and a setup for mentally challenged children. Simi was placed in the special section for autistic students, benefiting from a teacher-student ratio of 1:10-15, providing tailored support for her needs.
Initially, some teachers suggested continuing Simi in a traditional school setup, which caused us to doubt our decision. However, factors such as inclusive education, specialized support, and tailored learning environments convinced us that enrolling Simi in this setup was the right choice. Following some of the factors that we considered for taking such a decision for Simi:
1. Social Integration: Inclusive schools provide opportunities for autistic children to interact and build relationships with neurotypical peers, fostering social skills and acceptance.
2. Diverse Learning Environment: Autistic children benefit from exposure to diverse teaching methods and approaches tailored to their individual needs, enhancing their learning experiences.
3. Improved Self-Esteem: Inclusive environments promote a sense of belonging and acceptance, boosting the self-esteem and confidence of autistic students.
4. Enhanced Communication Skills: Interacting with peers and teachers in inclusive settings encourages autistic children to develop and practice communication skills, both verbal and non-verbal
5. Increased Independence: Inclusive schools emphasize independence and autonomy, empowering autistic children to develop essential life skills and self-reliance.
6. Peer Role Models: Autistic children can observe and learn from neurotypical peers, gaining insight into social norms, behaviors, and communication patterns
7. Supportive Community: Inclusive schools foster a supportive community where students, teachers, and parents collaborate to address the unique needs of autistic children
8. Access to Resources: Autistic children in inclusive schools have access to a wide range of resources, including specialized support services, therapies, and assistive technologies.
9. Promotion of Diversity and Inclusion: Inclusive schools promote a culture of diversity and inclusion, encouraging acceptance and celebration of differences among students.
10. Preparation for Real World: By learning alongside neurotypical peers, autistic children develop skills necessary for navigating real-world social and professional environments, promoting long-term success and inclusion
Conclusion
Enrolling Simi in an inclusive school with specialized support and tailored learning environments proved to be the right decision. Despite initial doubts, witnessing her growth and development in this setting reaffirmed our belief in the power of inclusive education for children like Simi.
TO BE CONTINUED………
Author
Srinibash Mishra