Sneham Curriculum for Children with Special Needs

Abstract

This experimental study examined the effect of an organized, multi-level curriculum on the development of social, physical, cognitive, and vocational abilities in four autistic children during a set intervention period. Each curriculum level focused on a single skill domain and eventually directed students from basic interaction and motor exercises to more complicated self-expression and vocational tasks. Systematic monitoring before and after the intervention indicated that all participants improved in social engagement, bodily flexibility, fine and gross motor coordination, daily living abilities, and functional independence. Notably, substantial increases were evident across areas, but development in speech and deeper peer integration was delayed, highlighting the need for ongoing specific intervention. The findings highlight the efficacy of focused, thorough educational practices for autistic students, highlight the need for developmental scaffolding, and advocate for regular curriculum adaptation to deal with specific communication and social inclusion issues. This study’s findings contribute to best practices in autism education by showing quantitative advantages and showing areas that require more instructional effort.