Form Constancy- a very significant Visual perception skill

A video blog by Heena Sahi on Form Constancy- a very significant Visual perception skill. View it now

Author Heena Sahi


Teaching color concept- Best techniques and strategies

A video blog by Pinki Kumar on teaching color concept to our children with Best techniques and strategies.

Author Pinki Kumar

Pinki is a special educator, play therapist and a mother of a neurodivergent kid. She has a YouTube channel Play and learn to teach different methods and strategies. These videos are a great resource for the parents to help their child learn various skills.


Why do children with disabilities need special education?

Children with disabilities must have certain special needs depending on the degree and type of disability (blind, colored, mute, mentally retarded). We have specific material needs for daily living. Children with disabilities are still not easily accepted in our society. Does not get due importance even from own family. As a result, they lack both security and adaptation to others. But they have problems. Therefore, there is a need for special education for disabled children.

The salient reasons for this special education are-
Special education needs of children with disabilities

(1) Help to meet the overall needs of the student: Physical, mental, emotional needs of children with disabilities can be observed like abnormal children. Children with disabilities require special education to address these needs.

(2) Removal of inferiority and help in building self-confidence : Children with disabilities always suffer from inferiority because of their handicap. So they need to be made confident by proper education. So special education is needed to bring them back to the mainstream of society.

(3) Building self-confidence: Children with disabilities suffer from inferiority because they cannot do normal activities like other normal children and have to be dependent. Constricts itself. As a result, they lose the ability to do what they could do. Therefore, the purpose of their education is to increase self-confidence. Instilling the feeling of ‘she can do it’.

(4) Help in the use of special abilities: If children with disabilities are identified as having more abilities in one aspect, special education is needed for the development of that special aspect for earning a living in future life.

(5) Assistance in daily life: The special purpose of this education is to teach useful learning techniques to do the work by oneself so that one does not depend on others for the special tasks of daily life. If taught this technique from a very young age, they can become normal in daily life almost like normal people.

(6) Forming Appropriate Attitudes : A special objective of this education is to help children with disabilities develop appropriate attitudes. Creating an attitude that they are an integral part of society, they can overcome all obstacles if they try. This education will help the child to develop into a proper dignified person.

(7) Vocational Training: This education will teach the child to become financially independent. Being financially independent will make him mentally confident.

(8) Help in acquiring knowledge : This education will help the children to acquire knowledge and experience. It will develop their advanced thinking power.

(9) Development of different motor skills: The special purpose of this education is to develop different motor skills according to the type of disability of disabled students. Apart from this, appropriate measures should be taken to ensure that physical development, physical development, mental development, language development etc. take place properly. As a result he will be able to overcome his obstacles easily.

(10) Satisfaction of emotional needs: Every child has emotional needs. Disabled children are no exception. So education is necessary for healthy mental development.

(11) Projective Development : They show normal projective behavior for physical defects. Such children are very emotional. Education is necessary for the proper development of their emotions and feelings.

(12) Assistance in adaptation: Teaching such strategies so that disabled children can adapt to the environment, to adapt to everyone in the environment, is a major objective of education.

In view of the above discussion, it can be said that disabled children need special education. If they are deprived of education, the country as well as the society will lag behind. Various problems will arise. The development of the country will be disrupted. Therefore, they should be carefully made interested in education.

Author Sradhanjali Dasgupta

Consultant Psychologist, Speaker , Learning Developmental Coach, Teacher and trainer Miss. Sradhanjali Dasgupta has been extensively working in the field of Counselling and education for the past few years in several Clinics, Hospitals, NGOs and educational sectors. She also contributes her writings and blogs in various newspapers, magazines and e- magazines Her training and workshops are both for the corporate as well as for the educational sector and are geared up for learning and development,upgradation and capacity building. She have actively taken part in many debates

Creative representation for this blog is done by our extremely talented CreativeSaathi associate Morpheus Nag


Role of Visualization in Reading Comprehension

Triveni Goswami Vernal
Registered Special Educator (A64010)

While reading involves the processes of Decoding and Encoding, the ability to identify letters, letter sounds, blend the letter sounds etc, Comprehension is the ability to not only read the text, but also to process it and understand what is being read. It is the meaning being assigned to the words.
Reading Comprehension involves several strategies wherein the individual reading the text has to scan the text, establish connections with previous knowledge, visualize what has been written and infer its meaning. The strategies are activated before the individual begins to read the text (scan and predict, activate background knowledge, ask questions), during the process of reading (make connections, paraphrase, re-read, visualize, ask questions) and after the reading activity is over (main idea and summarize, text structure, review and re-read).


For children with Autism, who might not be able to express what they have read, through words, reading comprehension can be a challenging activity. Visualization especially, plays a very important role in comprehension. How do we imagine something while reading about it? How do we form a mental image of what we have read?

According to the Orton Gillingham approach, “Visualizing for comprehension means to formulate pictures in our minds based on the activities in a story. Begin with short passages, or you can stop frequently during a colorfully illustrated story to ask visualizing questions. As visualizing becomes more automatic for the reader, begin using text with less pictures & ask higher order thinking questions that will prompt deeper levels of visualizations” (taken from the website
Some sample questions mentioned on the Orton Gillingham Online Tutor website for Visualizing for Comprehension include:

1. What did you see when you read the passage?
2. What colors did you see as you read?
3. What did you see for where the events happened?
4. What shapes did you see?
The idea is to allow the reader to consciously think of the mental image they may have formed while reading the passage, by asking prompting questions.

One can focus on the Wh questions (When, What, Why, Who, Where etc), Action (what is happening /what is the character/s doing), Emotion (What is the feeling emoted by the character/s), Visual details (description of the characters/landscape etc., in terms of size, colour, shape, number etc), Sensory details (does it smell/taste a particular way from the description given) etc.

One way of doing that is to make a portable Mind Map with the requisite questions for each story/ part of the story.


An editable Mind Map template can also be found on

For my son, I have also found using the Avaz app quite helpful. Within a few days of introducing the app to him, he learned to navigate the Menu and various folders and edit words. So, for some of his most widely read stories, he and I have created folders of the summarized versions of the stories visually (through photos found on the internet/from the image folder on the device). And also used the Advanced folder in the app, to ask questions regarding the Description of things /Emotions in the story etc.

According to the Pride Reading Program (, an activity that can be done is to ask the child to draw what is being described in the text: What is the picture in your mind? The focus here is not on the drawing ability /skills of the child, but just to see whether they can represent what they have read, visually. Initially, one can do this activity with very simple words and if one feels that the child is able to express themselves more, one can move on to more complex descriptions.

Another strategy suggested by them is Modelling the Visualization. One can take a story with good descriptive text and no pictures. And then read aloud the text, pause and describe the picture created in one’s mind regarding the text. For example, if the story talks about ‘a snow capped mountain overlooking a green meadow’, you can read that out aloud and then describe what picture formed in your mind– “I can see a tall mountain covered with snow. It is towering over a green meadow, with grass and some wildflowers etc etc” and you can also ask the child what picture formed in their mind/ if they could draw what they saw in their mind. One can do the Modelling with simple text also, like a description of a flower or a house etc. and then move on to more complex text, depending on the level of the child.

Other than these, one can also make Flash Cards that contain information about important characters, key words and events. And use audio-visual resources such as an animated version /audiobook of the book being read.

The idea is to create enough support /scaffolding via external props to help the child create an imagery of what is being read.

Visualization is just one, amongst many strategies for Reading Comprehension but a very critical one. Without developing this core strategy, the child will have a tough time comprehending the text being read. Hence, as an educator we must work on this skill by providing all kinds of scaffolding initially to help the child develop it automatically, over a period of time.
Author Triveni Goswami Vernal

Triveni Goswami Vernal is an Autism advocate, registered Special Educator (CRR A64010) and an Independent Researcher. Her areas of interest include Autism, Disability Rights, Gender, Art and Northeast studies. She is a mum to an 11 year old on the Autism Spectrum.

Creative representation for this blog is done by our extremely talented CreativeSaathi associate and Triveni’s son Kabir Vernal.

Acrylic painting on Ivory Paper
Size: A3

Kabir named this abstract piece “Dragonfly“. He perhaps visualized /imagined the Dragonfly’s path, as it moved around in the air.


Desensitization for loud sounds and noises

A video blog by Ramya @simpleathomeclub on desensitization of kids for loud sounds and noises with the help of recorded drilling machine sound.

Author Ramya

I am named Ramya, would love to be called mom from my 13 year old son.  Certified in various streams and last year remedial too.
@simplyathome YouTube channel was created to have my sanity and to support other caregivers of kids in spectrum who are aware of what needs to be done, but stagnant like I have been on the “how to’s”  break down the process.
This is my small way to give back to community by sharing all that I attempt at home. Home is where values embed and home is the first school for each of us.