1.

Teaching Learning Materials unit (TLM)

'Ample supply of didactic aids for efficient teaching/training of young children
with communication disorders'
Teaching Learning Materials are used by teachers for
their individual/group sessions, to make teaching
more interesting. Teaching Learning Materials play a
vital role in a classroom for children with
communication disorders. Pre-school curriculum
focuses on development of skills like linguistic,
cognitive, pre-academic, story rhymes and self help
skills. To achieve these skills, appropriate teaching learning materials can be utilized.

2. Video Library Unit (VLU)

The Video Library Unit is aimed at developing a library of short video clippings that can
be used to disseminate various teaching strategies that are tested and used by qualified
special educators to the teacher trainees, public and regular school teachers. It is a unit
aimed at developing educational videos for anytime anywhere learning.

3. Development of resource material for children

Zoo - 'Spectacularly mounted zoological park with small, soft and supple animals'
Zoo is one of the important public places. Children are more connected psychologically
with animals. It is easy to teach the concept of animals, birds, reptiles, water animals, and
insects to children with communication disorder with more fascinating way using
models. Zoo model helps children to concept of forest, different animals habit and
habitat. Zoo model helped children in understating the food habit, place, type of
environment in which they grow like desert, snow, mountain and grass regions in which
they grow and country these animals are originated. The zoo concept also develops
vocabulary and aesthetic value in children with Communication disorder.
Traffic Signal -'Sheltered cross roads with simulated signals to inculcate a sense of road
safety in the tiny tots before they cross into the real world'

The Preschool Training Centre at the Department of Special Education uses concept
based teaching model using real objects to help children learn better. It is depoleved to
teach the concept of traffic signal and about road safety to our children with
communication disorders.
 Kalikeya Bandi - 'Train for joyful learning with special coaches for sensory, motor,
cognitive and academic learning'

Materials used: Name board of Bank of Baroda and old furniture of guest house
Learning Train is a teaching model made from the old name board of Bank of Baroda.
It’s an activity train wherein children can do and learn. The train is used for learning
different concepts like counting, prepositions, opposites etc. Boogie 1 is count and
crack wherein children can learn the concept of counting. They can count and place
the number card adjacent to the number of balls counted. Boogie 2 is for developing
fine motor skills in children with special needs. It has lacing frames, wooden writing
patterns, clock and number peg boards, path finder, etc. Boogie 3 is a brain booster
boogie wherein children can learn the concept of opposites by matching. Boogie 4 is
for learning the concept of prepositions and Boogie 5 is for developing their fine
motor skill with different kinds of locks and keys, bolts, etc. AIISH preschool station
platform is painted on the wall at the back of the learning train. Provision is also
made in such a way that children can sit inside the engine of the train and can rotate
the steering. A railway track was made below the train using old aluminium rods,
cement and stones so that children can learn the concept that the train moves on tracks.
Paper plate Panorama -'Vivid and vibrant world of fauna and flora brought to
life with easily available paper plates'
Colourful, eco-friendly creation of creatures like aquatic and terrestrial animals,
birds, insects, fruits and flowers. These are made from recycled paper plates
adorned with colours, scrap papers, cloth pieces and other throw-away material.
They adorn the ceiling beams of the preschool prayer-hall where special tiny-tots
assemble daily for group activities and which is commonly used as thoroughfare.
With the aim of creating awareness in children about their living environment,
and stabilise their learning through persistent visual presence. And also to create
an appealing ambience with their colourful, caricatured presence.

Models of Public places - 'Multiple, miniature, models making a magical realm of the
entire gamut of public facilities'
Materials Used: No cost and low cost materials Purpose: All public places models are
transportable models. Teachers take them to the classes for teaching the concept. Some
public places like the Harbour etc child might not have seen. The model gives an idea to
the child. Children vocalize on their own looking at the models. Children learn
enthusiastically when thought using these models.

Court Hotel
 Bank Park

Religious places Hospital

School Post office

Fire station Police station

Bus stand Harbour

Railway station
Variety of occupations/professionals -'Manikins of conventional and contemporary
community service providers'

Farmer, Doctor, nurse, tailor, dry cleaner, weaver, cloth vendor, teacher, mechanic, sheaf,
Pooji,police, carpenter, potter, black magician, pilot, post man, cobbler, instrument maker,
singers ,dancers, bangle sellers, fish seller , beautician, milk man, painter , plumber , engineer,
coolie,brick maker, mason, lorry driver, blacksmith, vegetable fruit vendors, snake charmer,
washerman, umbrella maker, broom maker, bed maker, house hold works. No cost and low
cost materials like Professionals as it is were purchased, Miniature plastic dolls , sun board ,
old refills, centrifugation bottles from genetic lab, old cloths, thread, fish wire, satin cloth ,
card boards, waste white papers, small waste transparent bottles, thermocol sheets of packing,
plaster of Paris, silver foil sheets cotton, sponge, craft paper, matcloth, old beads , old x ray
sheets, old sketch pens, waste invitation cards, sticker sheets ,fevicol, metal string, GunGlue,
models of professionals, vehicles small, string etc were used for making the backgrounds.
Looking at the models children vocalize the professions. Teachers also take children to the
cupboards teach the concepts of professionals.
Bombe Mane - 'Mesmerizing, multistoried doll house furnished with every conceivable comfort
(within the confines of a disposed wooden cupboard)'

A visual aid helps children with communication disorders to learn in a better way.
way In this
regard, to teach a concept of house and its different room in the house and material used in
i
each room is depicted in the Bombe mane model.
model. Bombe mane consists of rooms like
Leaving room, kitchen, Poojaroom, Bedroom,, dining hall, bathroom, toilet room, lobby,
Garden area, terrace etc. Models
Model kept inside each room of Bombe mane is manipulative
children
ildren can touch and feel each model. This also helps children develop the concept of
discipline, cleanliness, keeping thing in order. And safety measures to be taken while using
different electrical item. They also have awareness activities to be done in each room. This
model also helps children to increase their vocabulary in different objects. This also enhances
the self help skill in children with communication disorder through a multisensory approach.
approach
Market -Magical mini-market with wide range of wares, providing for head (flowers) to heels
(footwear), food & fashion, textiles & technology, and what not?'

The market is one of the major public places. Our basic

daily requirement is fulfilled by market. Once in a day,
we do visit a market for our fruits, vegetable and other
domestic requirements. The money concept, purchase and
selling of goods, etc., sub themes can be taught to children
with communication disorder by simulated market model.
Children with special needs may require repetition. So after
a visit to a market for reemphasizing the concept models
like this will help. In this regard market theme model is
developed which is having a positive impact on the
development of language, speech, cognition and social skill
in children with communication disorder.

Festivals -'Colourful showcase of nationalistic fervor unifying diversified cultural celebrations of

our country'

Festivals models were developed to teach the concept of

different festivals celebrated in our country since we have
a multicultural, multilingual and multi religious people in
our institute. These models will help to develop unity,
brotherhood and sharing among children with
communication disorders. The festivals like Christmas,
GaneshChathurthi, Holi, MahaveerJayanthi, Onam,
Independence Day, Deepavali, MakaraSankaranti,
RakshaBandan and Eid Milad were depicted in the
department. These models were developed with the low
cost materials.
Forest -'Dream
'Dream forest of dense foliage and dreadful animals'

The Preschool Training centre at the Department of Special Education uses concept based
teaching model using real objects to help children learn better. Forest model was developed to
teach the concept of wild animals, birds, tribes and also nature like rain, rainbow and
waterfalls. These models help to feel the forest through different sounds like animals, birds
and waterfalls. Children with communication disorders will develop the awareness ab
about the
forest through visual and auditory mode. Low cost materials were used to develop these
models.

Modes of Transportation -'Every

'Every possible mode of transport to reach anywhere anytime'

The model is developed to teach the concept of different mode of transportation like air,
water, road and rail. It also helps to teach vehicles for children with communication disorder.
This model helps to seek the visual attention of children, children will learn the concept of
vehicle by making sounds.
s. The vehicles were depicted based on its mode. Low cost materials
were used to develop this model.
Resource Materials -'Teacher-developed,
developed, technically-designed,
technically designed, illustrated instructional guides for
children with communication disorders'
Several books in various languages to teach various curriculum based concepts were developed.

Wall painting in classroom -'Classroom

'Classroom springing to life with paintings on a wide range of
conceptual/contextual themes'

Painting helps children to enhance imagination, creativity and abstract thinking. Painting also
develops generalization skill in children. In this regard, paintings on daily routine activities
were done in one of the room. These paintings depicted the concept of sequence of activities
we doo in everyday basis like bathing, praying, cooking, going to school, sleeping etc. and also
materials required for these activities. Through these children can be taught the action verb
concept, self-help
help skill, good and bad habits etc.
Floor paintings -'Scintillating
'Scintillating surroundings stimulating learning at every step the children take...'
Malayalam and Hindi letters on the worm ‘Creeping over caterpillar of Hindi and Malayalam
letters'

Helps the children identify & learn Malayalam and Hindi alphabets through play way
method. This improves their gross motor skill moving on it in order, visual skill concentrating
on the letters, which in turn
rn improves reading skill and helps in independent learning too.

Months in a year / Days in a Week - ‘Blossoming every day of the week'

Helps the children to learn the names of months in a year and week through colorful pictures
in play way method in Kannada and Malayalam languages. Which in turn improves gross
motor skill (moving around it), reading skill & cognitive skill?

Directions and basic colours - ‘Taking the right direction with the pointed arrows'

Helps children to understand, identify and

learn directions and basic colours through play
way method. This in turn helps the child to
adapt in their daily living.
Frog Jump positions - 'Crawling and toddling along foot and hand prints'

Helps the children to imitate frog

og jump putting their foot and fingers on the impression painted in the
corridor and hoping through that which in turn develops motor and improves eye - hand co-ordination.

Kannada swara akshar on Snake picture in rotating position - 'Craving for the Kannada
aksharas cloistered in the coiled up snake'

Helps the children to learn knannada swara akshar

through play method. This improves their gross
motor skill moving on it in order, visual skill
concentrating on the letters, which in turn improves
reading skill and helps in independent learning

Start
tart and End colourful circles with English Alphabets - 'Bumping over cobbled
cobbled-clusters of
English alphabets'

Helps children to learn English Alphabets A-

A Z by
walking through the colourful circles
ci in sequencing
order through play way method. Which in turn
develops gross motor skill, reading skill, colour
concepts, start and end point.
Colourful Shoe foot prints with different directions, stars, cloud & ladder'Moving
ladde by foot,
waterways, or railways'

Helps the child to follow the footprints and its directions to reach the stars in the clouds/sky.
On the other way helps the child to follow the steps on the ladder climbing up and down in a
curved path and, getting down from the cloud watching parrot beside the cloud. All together
helps the child to develop motor skill, cognitive and eye leg co-ordination.
co

Walking through the pathway - 'Racing across roads and rivulets'

Helps the child to follow the pathway and walk through

th
the path observing the frogs hopping on the lotus leaves.

Matching animals with their food - 'To provide food for learning according to each child's need'

Helps the child to think and follow the path from face/ head
of the animal and match the food which it eats. Helps the
child to develop cognitive skill and motor skill.

Dice - 'With small but definite steps turning the dice to success'

Helps the child to develop the counting skill. Child from first foot
step it walks on the colourfull dice counting the dots on it in
sequencing order.