{"id":6381,"date":"2023-10-31T12:50:16","date_gmt":"2023-10-31T12:50:16","guid":{"rendered":"https:\/\/sriaurobindoschools.org\/tffs\/?page_id=6381"},"modified":"2026-06-12T09:03:58","modified_gmt":"2026-06-12T09:03:58","slug":"inclusive-education","status":"publish","type":"page","link":"https:\/\/sriaurobindoschools.org\/tffs\/inclusive-education","title":{"rendered":"INCLUSIVE EDUCATION"},"content":{"rendered":"

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RTE<\/span><\/strong><\/p>\n


\n<\/span>In our school, children from diverse backgrounds get the opportunity to study together. This eliminates discrimination, encourages social cohesion and provides equal opportunities for them. This encourages and enhances understanding and empathy among children.<\/span><\/p>\n

We ensure that children from economically weaker sections get access to the same quality of education as the others. The children of the workers in our institution eg. those who work in the garden, canteen, dining room as well as those who work as security personnel and drivers come into the fold.<\/span><\/p>\n

It is difficult to fathom the deficit that these children face. They hardly have anybody to guide them at home but they have the ability to pick up once they are given proper guidance. The guidance provided to them is carefully planned to facilitate their studies. They are provided care and attention individually.\u00a0<\/span><\/p>\n

As they have to go through the ICSE curriculum a lot of stress has to be put on developing and improving their English vocabulary, helping them to translate sentences into English, building their skills and self confidence, encouraging them to answer on their own, enhancing their numerical abilities and scientific thinking.<\/span><\/p>\n


\n<\/span>So, although there are challenges like language gaps, different learning levels, lack of support at home, we strive hard to make education fair and accessible for all children. An educated population contributes more effectively to the economy and society.\u00a0<\/span><\/p>\n

\u00a0<\/span>Scholarship and Financial Aid\u00a0<\/span><\/strong><\/p>\n

No admission or tuition fees are charged from RTE students. They have access to free CSA<\/span><\/p>\n

classes. One set of uniforms is provided free of charge, both P.T. and regular. Thereafter, they pay 50% of the charges. Books and stationery are charged 25% less and Id cards, Annual program fees,20% less.<\/span><\/p>\n

Bus fare is 40% less and children from classes 1 and 2 in Sweet Home are charged only Rs. 700 per month.<\/span><\/p>\n

\u201cAll<\/span> inclusion begins with acceptance from the heart \u201c<\/span><\/p>\n

And The Future Foundation School has been working towards reaching out to children irrespective of their academic, intellectual and physical differences to the best of their capacities. So that,<\/span>\u00a0<\/span><\/p>\n

No Child is left behind.<\/span><\/strong><\/p>\n

Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. Inclusive education means all children in the same classrooms, in the same schools.<\/span><\/p>\n

Inclusive education provides the least restrictive environment for challenged learners where they can easily share their views with other children and can participate in all activities. As a result, it aids in the development of confidence in such students.<\/span><\/p>\n

The NEP also recognizes the importance of creating enabling mechanisms for providing Children With Special Needs (CWSN) or Divyang, the same opportunities of obtaining quality education as any other child.<\/span><\/p>\n

Promoting inclusive education and diversity in schools can help to foster empathy and understanding among students, which is critical for creating a more inclusive and tolerant society.<\/span><\/p>\n

The Future Foundation School has come forward to enrich the lives and learnings of children with individual differences in the following ways-<\/span><\/p>\n

1. <\/span>Classroom Observation-<\/span><\/strong><\/p>\n

The Special Educator observes children in classroom situations in the presence of mainstream teachers. Hence, Special Educators and mainstream <\/span>teachers work in collaboration to identify the needs and challenges of children with differences in classroom situations.<\/span><\/p>\n

2. <\/span>Physical infrastructure \u2013<\/span><\/strong><\/p>\n

The school provides a barrier free environment to the students (like lifts). It is not only restricted to physical structure but also goes beyond, like, instruction, content and attitude.<\/span><\/p>\n

3. <\/span>Sensitisation workshops \u2013<\/span><\/strong>
\n<\/span>Awareness programmes and workshops for mainstream teachers are conducted in school. These workshops help teachers to identify the difficulties of these children and intervene accordingly.<\/span><\/p>\n

4. <\/span>Provisions in the curriculum\u2013<\/span><\/strong><\/p>\n

These are made to raise and inculcate awareness and respect for differences. Differentiating and modifying teaching-learning materials are also done (instructions, assignments and assessments) to suit learners\u2019 individual needs. Lessons are designed keeping in mind that \u2018every child learns differently\u2019. Hence provisions to cater to different kinds of \u2018intelligences\u2019 are made so that each child learns according to his \/ her special area of strength. Assessments are designed so that there is a scope to accommodate children with special needs who require additional support.<\/span><\/p>\n

5. <\/span>Sensitisation of parents-<\/span><\/strong><\/p>\n

Parents are sensitised by psychological counsellor and Special Educator on the particular issues or difficulties faced by their children in school as well as classroom situations.<\/span><\/p>\n

6. <\/span>Skill Building Classes-<\/span><\/strong><\/p>\n

These classes are conducted for children having individual differences. The classes are designed to cater to the specific difficulties of the children. Based on the ability of the children they are provided intervention either in groups or following an Individualised Educational plan. Long term and short term goals are set according to their deficient skills.<\/span><\/p>\n

7. <\/span>SpEd classes \u2013<\/span><\/strong><\/p>\n

The Future Foundation School has also teamed up with SpEd@School, an organisation with special interventions for students having differential needs. SpEd@school\u2019s Learning Management System (LMS) has been curated specifically to meet the requirements of children aged 6-13, while helping the children achieve foundational literacy and numeracy. The learning management system provides a scalable solution, personalised approach, and content delivery mechanism through artificial intelligence for effective results in every child. A detailed study of the child\u2019s needs and deficiencies are made to create intuitive worksheets to help the child meet the Learning Outcomes<\/span><\/p>\n

Psychological Counselling Unit\u00a0<\/span><\/strong><\/h3>\n

Nurturing Minds, Shaping Lives<\/span><\/strong><\/h4>\n

At The Future Foundation School, we recognise that true education extends well beyond the classroom. The emotional, social, and psychological well-being of every student is central to our vision of holistic development. Our Counselling Unit is a dedicated, professionally managed support system serving every student from Class 1 to Class 12 \u2014 a safe, inclusive space where each child is valued, heard, and understood.<\/span><\/p>\n

Psychological Counsellors<\/span><\/strong><\/h3>\n

The Counselling Unit is led by trained Psychologists embedded across all school sections. Qualified in child and adolescent psychology and social-emotional learning, they are actively present in classrooms and daily school routines, building trust, conducting structured observations, and ensuring early identification of emotional, social, or behavioural concerns before they escalate.<\/span><\/p>\n

Individual Counselling<\/span><\/strong><\/h3>\n

Every student’s needs are unique. Our confidential one-on-one sessions are suited to each child’s age, temperament, and circumstance to address academic stress, peer relationships, self-confidence, family transitions, or any concern affecting their well-being. Sessions are conducted with complete sensitivity and professional care, with referrals accepted from teachers, parents, or the student directly.<\/span><\/p>\n

Group Counselling, Emotional Intelligence and Vital Education Programmes<\/span><\/strong><\/h3>\n

Our school regularly conducts structured group sessions and Emotional Intelligence programmes run across all grade levels, drawing from both contemporary social-emotional learning and the timeless <\/span>Integral Education philosophy of Sri Aurobindo and The Mother<\/span><\/strong>. Together, these form a unified framework that nurtures the whole child to address the mind, <\/a><\/span>emotions, relationships, and inner life in equal measure.<\/span><\/p>\n

As The Mother reminds us:<\/span><\/p>\n

“The aim of education is not to prepare a man to succeed in life and society, but to increase his perfectibility to its utmost.”<\/span><\/em> \u2014 <\/span>The Mother<\/span><\/strong> (Mirra Alfassa)<\/span><\/p>\n

Guided by this vision, our programmes cover themes carefully sequenced by age and developmental need:<\/span><\/p>\n

\u2022 <\/span>Safe and Unsafe Touch, Personal Space and Respect<\/span><\/strong><\/p>\n

\u2022 <\/span>Setting Boundaries and Managing Emotions<\/span><\/strong><\/p>\n

\u2022 <\/span>Anger, Anxiety and Stress Management<\/span><\/strong><\/p>\n

\u2022 <\/span>Acceptance, Belongingness, Empathy and Compassion<\/span><\/strong><\/p>\n

\u2022 <\/span>Resilience and Mindfulness<\/span><\/strong><\/p>\n

\u2022 <\/span>Self-Study Skills and Time Management<\/span><\/strong><\/p>\n

\u2022 <\/span>Digital Literacy<\/span><\/strong><\/p>\n

\u2022 <\/span>SEL and Communication Skills<\/span><\/strong><\/p>\n

Facilitated through circle time, reflective activities, role-play, and collaborative exercises, these programmes ensure that learning is experiential, inclusive, and enduring. Students are not only equipped with practical emotional tools but also, they are invited to aspire toward their highest human potential.<\/span><\/p>\n

Parent Management and Guidance Sessions<\/span><\/strong><\/h3>\n

The Counselling Unit extends its support to families through structured <\/span>Parent Management and Guidance Sessions<\/span><\/strong> \u2014 <\/span>equipping parents with practical insights into child development, positive communication, healthy discipline, technology management, and early recognition of emotional and behavioural difficulty. Parents are essential partners in every child’s journey, and these sessions are designed to strengthen that partnership meaningfully.<\/span><\/p>\n

The Whole Child Approach<\/span><\/strong><\/h3>\n

The Future Foundation School is guided by a <\/span>Whole Child philosophy<\/span><\/strong> centred on the collaborative triad of <\/span>teacher, student, and parent<\/span><\/strong>. Our Counsellors work in close coordination\u00a0<\/span><\/p>\n

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[vc_row][vc_column width=”2\/3″][vc_column_text css=””] RTE In our school, children from diverse backgrounds get the opportunity to study together. This eliminates discrimination, encourages social cohesion and provides equal opportunities for them. This encourages and enhances understanding and empathy among children. We ensure that children from economically weaker sections get access to the same quality of education as […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"pmpro_default_level":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-6381","page","type-page","status-publish","hentry","pmpro-has-access"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t