School Activities

During admission we follow the below procedure

1. SPECIAL EDUCATION:
Collect detailed information from parents when each beneficiary is admitted.

Assess each student individually using the Madras Developmental Programming System (MDPS).

Identify the child’s strengths, needs, abilities, and areas requiring support.

Develop individualized annual goals across different developmental and functional domains.

Break annual goals into smaller, achievable steps and prepare an appropriate functional education programme.

Conduct monthly assessments to monitor individual progress.

Conduct quarterly evaluations to review achievements and revise goals and learning plans when required.

Focus on communication, self-care, social skills, functional academics, motor skills, and independence according to each child’s abilities.

Aim to reduce dependence on others and develop maximum personal, social, and occupational competency.

Provide vocational exposure and training in cover making, handwork materials, labon stem making, utensil-cleaning powder, and medical cover making.

Conduct parents’ meetings every three months to discuss each child’s progress, challenges, and future needs.

Guide and empower parents to continue appropriate learning, care, and rehabilitation activities at home.

Maintain regular documentation of student progress to help parents, teachers, and therapists understand each child’s development over time.
2. Activities of Daily Living (ADL):

At Ritham Special School, we give special importance to developing Activities of Daily Living (ADL) skills that help our students become more independent, confident, and self-reliant in their daily lives.

Personal Care: Training in essential skills such as toileting, brushing, eating, grooming, and dressing.
Toileting Skills: Use of a urine chart to help students follow regular toileting routines and reduce accidents.
Dressing Skills: Step-by-step training in dressing, including buttoning and unbuttoning, to develop self-care and hand coordination.
Grooming Skills: Practical training such as applying oil to the hair through modelling, demonstration, and guided practice.
Learning Through Practice: Repeated demonstrations and hands-on practice help students gradually perform daily activities with less assistance.
Independence & Dignity: Our ADL programme focuses on personal hygiene, self-reliance, confidence, and the ability to manage everyday needs with greater independence.

Through consistent training, guidance, and encouragement, we help every child develop practical life skills according to their individual abilities and progress towards greater independence in their daily lives.
3. Therapy Services:

At Ritham Special School, therapy is an integral part of our holistic approach to education and rehabilitation. We provide Physiotherapy, Occupational Therapy, Speech Therapy, and Psychological Counselling according to the individual needs of our students.

a) Physiotherapy:

Provide regular physiotherapy to support students’ physical fitness and functional abilities.
Improve balance, coordination, mobility, and motor skills.
Build strength and support children in performing daily activities with greater independence.
Help manage muscle stiffness and joint discomfort.
Support proper physical development and help prevent deformities.
Encourage greater participation in classroom, sports, and school activities.
Promote physical confidence, comfort, and overall quality of life.

b) Occupational Therapy:

An occupational therapist visits the school twice a month to observe students and develop suitable therapy plans based on their individual needs.
Activities are designed to improve attention span, concentration, and classroom participation.
Support students in managing sensory difficulties and hyperactivity.
Help reduce restlessness and improve the ability to remain seated and follow teachers’ instructions.
Develop skills required for Activities of Daily Living (ADL) and greater independence.
Strengthen functional abilities through individualized activities and guided practice.

C) Speech Therapy:

A speech therapist visits the school twice a month to support students with communication difficulties.
Improve speech sounds, pronunciation, and functional communication.
Help students express their needs and communicate more effectively.
Support attention, memory, and the ability to understand and follow instructions.
Encourage eye contact, social interaction, and communication with others.
Provide exercises for the lips, tongue, and jaw to support oral-motor skills and help manage drooling.
Enable students to communicate more confidently and participate more meaningfully in school and community life.

D) Psychological Counselling:

Provide psychological support according to the individual needs of students.
Help children manage behavioural, emotional, and social challenges.
Support positive behaviour, confidence, and participation in learning.
Guide parents and teachers in understanding and responding to individual student needs.
Promote the overall emotional and social well-being of our students.

4. Sports:

Sports and physical activities are an important part of our holistic approach to the development of children with intellectual and developmental disabilities. Since our school began with just four students in 2004, sports have grown into an important area of achievement, confidence-building, and social inclusion for our students.

In the early years, we had limited space and limited knowledge of adapted sports for children with disabilities. We began participating in district-level competitions and achieved prizes even with limited training facilities and without a dedicated Physical Education Trainer (PET).
Our students later participated in Special Olympics competitions, winning numerous Gold, Silver, and Bronze medals in different sporting events.
We continuously learn from every competition, identify areas for improvement, and strengthen our coaching and training methods.
Our students regularly participate in district- and state-level competitions conducted by sports authorities and other organizations.
Our students have represented higher-level teams, including Floorball in Himachal Pradesh and Volleyball in Gujarat and Puducherry.
One of our students was selected for national-level competition and coaching opportunities, demonstrating the potential of children with disabilities when they receive appropriate encouragement and training.
One of our students achieved Second Prize at the National-Level CP Games.
In recognition of this outstanding achievement, the Government of Tamil Nadu awarded the student ₹3,00,000 as a sports incentive.
The achievement was personally appreciated by the Honourable Chief Minister of Tamil Nadu, bringing great pride to the student, family, and Ritham Special School.
Sports training is planned according to each child’s age, ability, physical capacity, and individual needs.
Modified games, adapted activities, and appropriate equipment are used to encourage safe and meaningful participation.
Students with severe cerebral palsy and intellectual disabilities are introduced to suitable adapted games based on their physical abilities.
During Physical Training (PT) periods, students receive focused coaching and regular practice for specific sporting events.
We encourage participation in school-level, inter-school, district, state, and national-level competitions.
Regular sports participation helps improve gross motor skills, balance, coordination, strength, endurance, physical fitness, and overall health.
Sports also develop self-confidence, discipline, teamwork, communication, social interaction, and a sense of achievement.
Our students have won numerous prizes and awards in district and state competitions, including recognition and cash awards in competitions such as CP Federation events and the Chief Minister’s Trophy.
These achievements inspire our students and parents, strengthen their confidence, and encourage greater participation in sports.
We are continuing to seek a qualified Physical Education Trainer (PET) to strengthen systematic sports coaching and help our students reach higher levels of competition.
We also aim to develop a safe and inclusive playground with appropriate sports facilities and equipment so that every child can practise regularly and discover their sporting potential.

5. Co-Curricular Activities:

At Ritham Special School, co-curricular activities are an important part of our students’ overall development. Through regular participation in creative, cultural, sporting, and life-skills activities, students develop their abilities, creativity, confidence, and social skills.

Improve attention span, concentration, and sitting tolerance through regular practice.
Develop hand–eye coordination, fine and gross motor skills, creativity, and imagination.
Encourage self-expression through dance, drama, singing, yoga, drawing, art and craft, and fancy dress.
Develop practical skills through basic life-skills and college-work activities.
Participate in inter-school, state-level, and national-level co-curricular competitions.
Participate in Abilympics (Olympics of Abilities) and showcase their vocational and practical skills.
Our students have won medals, prizes, and awards in various co-curricular and Abilympic competitions.
During 2025–2026, our students secured Second Prize in a State-Level Cultural Competition.
Participation in competitions helps build self-confidence, independence, teamwork, communication, and social interaction.
These activities bring joy, motivation, and a sense of achievement, contributing to the overall personality development of our students.

6. EARLY INTERVENTION:
Movement and play experiences provide the foundation for the development of motor, sensory, perceptual, cognitive, language and social skills for infant and young children. For the infant and young child with physical or other developmental delays, these experiences are compromised. This means that parents and professionals need to work together as a team to create opportunities for movement and learning.
Early intervention is useful between 0 – 6 years children. In our centre we follow “Portage Basic Training Principle” to improve cognitive, social, motor and speech activities. Children in and around Rajapalayam are getting benefit from this technique.

7. Learning Centre:

At Ritham Special School, our Learning Centre provides additional academic support for students with mild intellectual disabilities who have the potential to progress towards mainstream education.

Identify students with mild intellectual disabilities who are able to follow an adapted mainstream curriculum.
Provide special education along with age-appropriate academic learning based on each student’s abilities and needs.
Focus on developing academic skills, communication, confidence, independence, and readiness for mainstream education.
Provide systematic preparation and support for students who have the potential to appear for formal examinations.
Our initial efforts faced challenges because some students’ government disability certificates affected their eligibility to appear for the State Board examinations.
In 2012, we renewed our efforts with six students and successfully supported them to complete the 8th Standard examination.
After successfully completing the 8th Standard, students were provided with structured training based on the 10th Standard State Board syllabus.
Our students demonstrated good academic performance and successfully progressed through the examinations.
To date, 21 students have successfully passed the ESLC examination and 22 students have successfully passed the SSLC examination.
Our Learning Centre demonstrates that, with appropriate support, individualized teaching, and consistent encouragement, students with disabilities can achieve meaningful academic milestones and move towards greater inclusion in mainstream education.

8. Vocational Training & Employment:

At Ritham Special School, vocational training is an important part of our rehabilitation and empowerment programme. Our aim is to develop practical skills that enable young people with disabilities to work, earn an income, become more independent, and lead a dignified life.

i) Work Placement Training:

Provide practical training in cleaning, mopping, bed-sheet folding, hospitality, and housekeeping-related activities.
Provide supermarket-related training, including grouping products, organizing materials, and packing.
Work with technical partners to provide practical workplace exposure.
During 2025–2026, three of our students were successfully placed in a 3-star hotel in Chennai, earning a salary of ₹18,000 per month.

ii) Tailoring:

Provide free tailoring training in collaboration with the Vocational Rehabilitation Centre (VRC), Chennai.
Train students in basic tailoring and straight-stitching skills.
Develop skills relevant to the garment and tailoring opportunities available in and around Rajapalayam.

iii) Data Entry:

Provide functional computer training using adaptive teaching methods and supervised peer learning.
Focus on practical and visual data-entry activities rather than conventional computer literacy.
Help students develop concentration, computer-handling skills, and functional work abilities.
Conduct training in collaboration with AMBA, Bengaluru, under their guidance.

iv) Commercial Paper Cover Making:

Provide paper-cover-making training in collaboration with a nearby Government-aided Polytechnic.
Train students in pasting, drying, checking, weighing, and bundling the covers.
Prepare bundles of 100 covers for sale.
Market the products to local fancy stores, sweet shops, parents, donors, and well-wishers.
Use the activity to develop teamwork, accuracy, patience, and work habits.

v) Cleaning Powder Making:

Train students to prepare cleaning powder using appropriate raw materials and prescribed combinations.
Provide practical experience in mixing, packing, and handling products.
Sell the finished products to parents, donors, and well-wishers.

vi) Candle Making:

Provide candle-making training, particularly during the festival season.
Encourage students to develop creative and practical production skills.
We have received encouraging responses from parents for this activity.

vii) Labon Stick Making:

Train students to prepare and pack labon sticks using the appropriate materials.
Develop skills in production, packing, and basic product handling.
Sell the finished products to parents, donors, and well-wishers.

viii) Phenyl Making:

Provide practical training in preparing and packing phenyl.
Develop students’ skills in product preparation, packaging, and basic sales.
Market the products through parents, donors, and well-wishers.

ix) Agarbathi Packing:

Purchase agarbathis from nearby suppliers and provide students with training in packing and handling.
Develop concentration, hand coordination, and work discipline through repetitive practical tasks.

x) Soap Oil:

Train students in preparing and packing soap oil used for washing clothes.
Provide opportunities to practise production, packaging, and basic selling skills.
Sell the products to parents, donors, and well-wishers.

9. Autism Centre:

At Ritham Special School, our Autism Centre provides comprehensive support to children with Autism through an integrated education and therapy approach.

Provide free special education to support each child’s individual learning and developmental needs.
Provide Occupational Therapy to develop attention, sensory regulation, functional skills, and independence.
Provide Speech Therapy to improve communication, language, speech, and social interaction skills.
Provide Psychological Counselling to support emotional, behavioural, and social development.
Provide Physiotherapy to improve motor skills, physical fitness, coordination, and functional abilities.
These services are provided to eligible children under the Honourable Chief Minister’s Health Insurance Scheme, as applicable.
Our multidisciplinary approach aims to help children develop their abilities, improve independence, and participate more confidently in family, school, and community life.

10. Outpatient Therapy Department:

Ritham Special School runs an Outpatient Therapy Department for children with intellectual disabilities and other developmental delays. The department provides early support to children who visit the centre with their parents and helps families understand their child’s developmental needs.

Provide early identification and assessment of developmental disabilities and delays.
Create awareness among parents about their child’s disability, developmental needs, and available support.
Provide appropriate therapy and guidance through our professional team.
Focus on early intervention to support children’s overall development.
Help prevent or reduce physical complications such as contractures through timely intervention and appropriate therapy.
Develop pre-academic skills to prepare young children for future educational activities.
Provide movement and play experiences that support the development of motor, sensory, perceptual, cognitive, language, and social skills.
Encourage activities that improve cognitive, social, motor, and speech abilities.
Work closely with parents so that they can continue appropriate activities and learning opportunities at home.
Follow a family-centred approach, encouraging parents and professionals to work together to support each child’s development.
Provide individualized support according to the child’s developmental level, abilities, and specific needs.

11. GROUPING:

Our education and therapy programmes work together to support the physical, communication, cognitive, emotional, social, and functional development of each child.

In view of the gravity and seriousness of Intellectual Disability and the intricacies involved in the methods aimed at dealing with it, a great care and caution has to be exercised while forming the groups of children depending upon their level of I.Q. for the purpose of their education and training. With the active involvement of parents and trained teachers, we plan lessons to be taught to them every week and keep on revising these lessons off and on depending upon the progress of the children and, if necessary, to keep on shifting a child from one group to the other so that he finds the group congenial and education and training meaningful.

Pre-primary Level: Skills imparted at this level are eye-hand co-ordination activities, Motor, self help, language, social skills and pre-academics.

Primary Level: The curriculum at this level which includes personal adequacy skills, functional academics and social competence.

Secondary Level: In this level, the skills developed at primary level are further strengthened and emphasis is on functional academics. Vocational skills and social competence necessary for daily living such as time and Money concept, readings sign boards and survival words and signing and independent travel skills will form important components of the curriculum.

Pre-vocational Level:
Here the emphasis should be on work skills and social competence. Work routine, discipline, good manners and personal skills such as appropriate grooming, shaving, and menstrual hygiene and recreation skills form part of this group’s curriculum. The skills such as money and time will be strengthened at this stage.