Educational Program

At Speranza, we provide Special Education for children, from well-trained teachers who believe in preparing children to face the future confidently. We believe in an educational approach that nurtures a child’s intrinsic desire to learn. At Speranza, we focus on the child’s cognitive, social, emotional, and physical development.

Montessori training Program

This program is specifically for children before 8 years who have difficulty in speaking, socializing, sitting appropriately in school, paying attention and adequate concentration in regular classroom. The main aim of this program is to train children to perform at their best so they can perform like their age mates at the earliest.

Language is the foundation of all communication. It affects how we express ourselves, experience the world around us, and analyze, process, decode, and understand information. This is precisely why a strong command of language is essential to a child’s classroom and academic success. Language itself is not just another school subject; it’s the cornerstone of how all subjects are learned. It impacts how children communicate ideas, retain and recall information, remain active and participatory at school, and interact with peers and teachers in an educational setting. Many studies have shown that a young child’s ability to verbally communicate is highly correlated to their literary skills. In fact, there is a high correlation between communication problems and reading and writing.

This is largely because reading and writing are language-based activities. Learning to read requires two main skills: recognizing words and comprehension. Children must be able to isolate, pronounce, and manipulate the sounds and letters that comprise words in written text, and then derive meaning from those words to understand what they read.

Let’s start with sounds. The ability to recognize and differentiate speech sounds is called phonological awareness. For example, the word “mall” is comprised of three different sounds: “m-aw-l.” Phonological awareness is so important because as children learn to master speech sounds, they begin to map these onto printed letters of books. This forms the basis for the emerging reading and writing skills.

Additionally, children must be able to interpret the meaning of the printed text. One misperception is that kids that are proficient readers are also master comprehenders. To the contrary, it’s very common for children to read fluently but struggle when it comes to recalling what happened in a story, applying critical thinking, understanding fact vs. fiction, or making predictions about what will happen next.

This is because language comprehension isn’t necessarily just one skill, but a backset of several skills that must be collectively improved in order for children to demonstrate progress. They include a child’s language abilities, working memory and cognitive abilities, their attention and ability to focus, and the speed at which they process information. While phonological awareness and comprehension are technically different skills, their development is highly bidirectional.

At Speranza, we understand this co-relation between language and literacy. Hence, we believe in training children right at the early stage of development in order to prevent further delay in academics, behavioral and emotional areas. This is specifically done in Montessori style. Montessori is a scientific method of education that is focused on the key developmental stages that all children move through on their way to adulthood. In each of these stages, children are in a sensitive period for learning different skills and activities that will help them reach their next developmental milestone. Doctor Maria Montessori believed that if children were provided with the opportunities to explore and practice these skills, they would make extraordinary progress. This is why the Montessori method of education has been designed around the unique development needs of the child. The Montessori curriculum, classroom structure, and learning materials have been tested, refined, evaluated, and proven across age groups, countries, and cultures to support and nurture the full developmental potential of the child.

How to recognize if your child needs this program?

Sometimes children that have trouble interpreting verbal information or following instructions are seen as less intelligent than their peers. This is not the case. In most instances, these children simply aren’t able to process information the same way as other children their age. All children develop at their own timeline, and there is a wide range of communication development across age groups and grades. Comparing a child’s speech and language abilities to their peers doesn’t necessarily mean they have a problem – but it can.

There are many signs that you may notice at home or hear from your child’s teacher or school administrator, that could signal they have a speech or language disorder. These include:

• Not reading at the skill level expected for their grade
• Learning or remembering the names of letters or new vocabulary words
• Difficulty understanding what their teacher is saying
• Trouble expressing their thoughts, ideas, and feelings through both verbal and written language
• Difficulty with speech production at the sound, syllable, word, phrase, sentence, or conversational level
• Not being able to interpret or correctly respond to social cues
• Difficulty with problem solving, time management, and organization
• Lack of attention and focus at school
• Inability to perform at school despite numerous efforts

Adolescent training Program

This program is specifically designed to train children with neurodevelopmental problems who are above 8 years of age. The main areas focused in this program are:

1. National Open School Examination
2. Literacy skills which include skills like reading google maps, grocery labels, and so on
3. Practical Life skills like marketing, banking, buying, and selling
4. Body awareness and training on pubertal skills (includes sexual health education)
5. Job-related community skills
6. Vocational skills like typing, use of the Internet, home science-based skills
7. Learning safety skills like first aid, road safety, and so on
8. Skill development in specific areas of art, craft, and painting

Various products made by students of this program are displayed in the website, Do encourage us by buying these products to extend your support towards these special children and adolescents

Training Courses

Every child is different. Each child has his/her own uniqueness. But some children have difficulties in reading, listening, reasoning, writing, and behavioural difficulties or may have ADHD, Autism, etc. Such children need special support to cope with the mainstream course of learning. Speranza provides various courses to people who volunteer to work with these individuals in order to make them successful in their lives.

Speranza believes “Every student can learn, just not on the same day, or in the same way”.

We train people to be our educational assistants who work directly with individuals with special needs especially during his/her early school years. Training provides you to understand a variety of disabilities and how to handle them accordingly. We offer separate training for professionals, teachers, parents and other volunteers.

Parental Training Programs

Despite the dizzying number of parenting books out there, sometimes parents need more support and coaching than a manual can provide. In part that’s because some kids are just more prone to challenging behaviors, and tougher to manage, than others.

Even the most charming of children can get out of control, with parents stuck in ineffectual ruts and the level of frustration and conflict mounting in the family. Sometimes, says Matthew Rouse, PhD, a clinical psychologist, behavior problems are associated with ADHD and otherdevelopmental or emotional challenges.

Kids can be noncompliant, ignoring instructions (and even direct orders) no matter how many times they’re reminded. They can be impulsive, oblivious to warnings and the rules they’re breaking. They can beoppositional and may argue back regularly. They may melt down or tantrum when asked to do something they aren’t keen on doing. All of this hurts the parent-child relationship and adds to stress on both sides.

But harried parents don’t have to go it alone. There are a number of evidence-based parent training programs that can help bolster the skills needed to manage children’s behavior calmly and improve the quality of family life.

These programs are offered by psychologists and social workers, and they’ve been tested to determine exactly what techniques are most effective.

The basics of parent training programs

What all the programs have in common is that they teach parents how to use praise, or positive reinforcement, more effectively, to encourage the behaviors they want to encourage. And they teach parents how to deploy consistent consequences when kids don’t comply. The result is that kids learn to modulate their behavior to meet expectations and enjoy much more positive interactions with their parents.

Where the programs differ is in how instruction is delivered, how parents practice the skills they’re learning, and the pace at which they’re expected to master these new skills. The programs involve 10 or more sessions, and they target different age groups of children.

These programs include:

• Parent-Child Interaction Therapy (PCIT): PCIT works with parents and children together, teaching them skills to interact in a positive, productive way. It is effective for kids between the ages of 2 and 7, and usually requires 14 to 17 weekly sessions.
• Parent Management Training (PMT): In PMT, which is for children ages 3 to 13, parents are usually seen without the child present, although children may be asked to participate in some sessions. Skills to deal more effectively with challenging behaviors are taught and modeled by the therapist and then role-played with parents. After each session, parents are expected to practice the skills at home. Families usually participate in at least 10 sessions.
• Defiant Teens: This training for parents of teenagers 13-18 years. The first half of this program involves only parents, and focuses on teaching more effective tools for interacting with their teenager, specifically for handling noncompliance or defiant behavior. But since teenagers are more autonomous than younger children and less influenced by their parents’ guidance, the program also includes training for the adolescent to help them become a participant in changing the family dynamic. In the second half, parents and teenagers are both trained in problem-solving communication. The aim is to provide family behavioral resources to help each family member develop more effective problem-solving, negotiation and communication skills and to correct any unreasonable beliefs that might be impeding their interactions.
• Positive Parenting Program (Triple P): Triple P’s focus is on equipping parents with information and skills to increase confidence and self-sufficiency in managing child behavior. It can be utilized with a wide age range of children from toddlerhood throughadolescence.
• The Incredible Years: The Incredible Years offers small-group-based training for parents of kids from infants through age 12. The programs are broken into four age groups (baby, toddler, preschool and school age) and they range from 12 to 20 weeks. There is also specialized training designed for high-risk socioeconomically disadvantaged families, and for families with children diagnosed with ADHD and oppositional defiance disorder (ODD).
• Behavioral and Emotional Skills Training (BEST): Designed to introduce effective behavior management techniques in a single session, Behavioral and Emotional Skills Training (BEST) offers interactive training especially for parents who are Intern students as well as shadow teachers to help manage problem behaviors. Attendees of BEST learn the basics of behavior management and how to apply those skills consistently and effectively to increase their confidence in managing challenging behaviors. They also develop a behaviorally-minded network of other caregivers for continued support following training completion.