TAMANA AUTISM CENTRE
FIELD VISIT
Tamana Autism Centre is a non-profit voluntary organisation following the National
Open School Programme (NIOS). It is the first institution to recognise autism as a
disability distinct from others and is India’s first rehabilitation and research centre for
autistic individuals. Tamana Autism Centre – School of Hope, New Delhi was
established with the purpose of helping the cause of the cognitively impaired, the
intellectually challenged, and the autistic individual.Tamana was established in 1984 by
Dr. Shayama Chona. Tamana has three centres in Vasant Vihar, New Delhi.
Tamana Special School enables overall development of the individual through
Individualised Education Programs (IEPs). These are an appropriate mix of functional
academics, therapies and special interventions. At Tamana Special School, the program
focuses on overall development of the child depending on needs as well as potential.
Functional academics is imparted with parallel interventions and allied therapies
depending on the needs of the child. The academic curriculum is derived from the
regular school curriculum to ensure seamless integration of students in the regular
classroom or through NIOS if feasible.
After detailed assessment by a special educator, psychologist, occupational therapist
and speech therapist students are divided into groups according to their chronological
age, mental age and functional level. Each group consists of 6 students with one special
educator, one assistant teacher or volunteers. The individualised program is made for
each child with the help of a multidisciplinary team. Parents are equally involved in this
process.
The school embraced a flexible admission policy, welcoming students of varying ages
based on their intellectual readiness rather than strict grade levels. This approach
allowed for a diverse range of educational experiences, supported by inventive and
engaging teaching methods tailored to each child's needs. The dedicated teachers, all
highly specialised and trained in child development, ensured that each student received
personalised attention. The centre also featured an ADL (Activities of Daily Living) room
where children learned essential self-care skills such as making their beds and dressing
themselves, promoting independence and productivity. Students were given the
opportunity to use computers as a reward for maintaining focus and calm, integrating
technology into their learning experience in a balanced and meaningful way.The
teaching techniques at the school were particularly fascinating, with innovative methods
such as having children wear weighted cuffs to address hand-flapping behaviours. This
creative approach not only captured my interest but also demonstrated the school's
commitment to personalised learning strategies. Additionally, the school provided
comprehensive support through on-site psychologists who were available to assist
teachers, students, and parents with any challenges they might face. This holistic
support system ensured that everyone involved in the educational process had access
to professional guidance and consultancy when needed.
