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# BIERT Meeting - 9.2.23 (Shivanna and Roopa) : • Individual education plans (IEPs) for students are useful for tracking them. • In South 3 Block, 50 students from HS and HPS are experiencing ID and LD challenges. • There are some government hospitals to diagnose students' difficulties, such as Victoria, Sanjay Ghandhi, Nimhans, and others (Day wise availabilty of hospitals are attached in photo to meet doctors in respective hospital but doctors details and their specialization we need to check before visit to hospital.) • Dr. Girish rural psychiatrist (Phone number- 9964161331) is available to diagnose LD challenges in Jayanagar government hospital near the bus depot on Monday and Saturday. • Shree Ramakrishna samagra kendra (SRSK) in Gottigere is one of the special school near to some government schools which they located in Gottigere and Konanakunte clusters. • They organised trainings for teachers related to LD but not specific to the subject in different locations for almost a month prior to the start of the covid, where different experts were invited and brainstorming sessions for teachers on LD were held. • A long time ago, a KIT for LD students was distributed that included TLMs, foundational skills, colours, shapes, body parts, and numbers.
# BIERT Meeting - 9.2.23 (Shivanna and Roopa) : • Individual education plans (IEPs) for students are useful for tracking them. • In South 3 Block, 50 students from HS and HPS are experiencing ID and LD challenges. • There are some government hospitals to diagnose students' difficulties, such as Victoria, Sanjay Ghandhi, Nimhans, and others (Day wise availabilty of hospitals are attached in photo to meet doctors in respective hospital but doctors details and their specialization we need to check before visit to hospital.) • Dr. Girish rural psychiatrist (Phone number- 9964161331) is available to diagnose LD challenges in Jayanagar government hospital near the bus depot on Monday and Saturday. • Shree Ramakrishna samagra kendra (SRSK) in Gottigere is one of the special school near to some government schools which they located in Gottigere and Konanakunte clusters. • They organised trainings for teachers related to LD but not specific to the subject in different locations for almost a month prior to the start of the covid, where different experts were invited and brainstorming sessions for teachers on LD were held. • A long time ago, a KIT for LD students was distributed that included TLMs, foundational skills, colours, shapes, body parts, and numbers.
# a)Focused on severe disabilities and tracking with a few schools that updated in SATS. They are only concerned with children to learn basic self-care skills such as brushing, bathing, and eating. b)Shivanna tracking some students other than LD for getting UDID card to them. c)Not particularly concerned about LD children, and knowledge on the LD is limited. d)As he mentioned he is very sincere in his work to take care of these children, he is not taking any action despite the fact that we informed him about some students who are facing challenges due to LD. e)They were not trained on IE after CORONA, and some mechanical functions were implemented based on their experiences. It appears to be data collection and showcasing work done. f)Lack of knowledge about subject-specific pedagogy and teaching strategies for children with moderate or mild LD and ID. Seem to be no BIERT professional development trainings on IE.
# a)Focused on severe disabilities and tracking with a few schools that updated in SATS. They are only concerned with children to learn basic self-care skills such as brushing, bathing, and eating. b)Shivanna tracking some students other than LD for getting UDID card to them. c)Not particularly concerned about LD children, and knowledge on the LD is limited. d)As he mentioned he is very sincere in his work to take care of these children, he is not taking any action despite the fact that we informed him about some students who are facing challenges due to LD. e)They were not trained on IE after CORONA, and some mechanical functions were implemented based on their experiences. It appears to be data collection and showcasing work done. f)Lack of knowledge about subject-specific pedagogy and teaching strategies for children with moderate or mild LD and ID. Seem to be no BIERT professional development trainings on IE.
During the interaction with one of the four BIERTs in the block, aspects related to their roles and responsibilities, facilities, aids and schemes available to CWSN, efforts taken and underway from the department to sensitize teachers, parents and other stakeholders were discussed.
When asked about the trainings/ awareness sessions by the department, we were informed that it has been conducted for all teachers and that the sessions were held over the course of a month which included different experts being invited to interact with the teachers and brainstorming sessions. However, on further probing of what was covered in the training and whether it also included aspects like signs and symptoms that teachers should look out for to identify learning disabilities, strategies that they can use to teach students with LDs, etc., it was revealed that the training did not delve into these aspects and was more a generic sensitization training about types of disabilities of CWSN and the need and importance of ensuring they are not excluded from the education system. Also, the training sessions were done pre-Covid in 2019 and not in recent times where it would’ve been much more useful and relevant to teachers given the severe impact that the lockdowns and school closures have had on children.
=== Administrative Support System ===
=== Administrative Support System ===
School physical infrastructure
School physical infrastructure
