It is obvious for us to respond when called, mention our name, isn't it? Though this fact sounds shocking for world outside but we really need to work hard to train Tejinder to respond when his name is called. Since it was observed that he suffers from Attention Deficit Hyperactive Disorder with moderate retardation, his family history also shows same developmental problem. Tejinder is very challenging student enrolled in our Skills and Ability, Nerul School. When the panel of experts from our School examined his status they design a special curriculum for him. He was suggested therapies like Occupation Therapy and Art Becomes Therapy along with the Special Education to reduce symptoms like hyperactivity, anti-social behavior, difficulties in motor activities and visual contact. Here we are happy to note that the problems mentioned before are cured in some extent; however, there are many things pending for Tejinder's development. But, we are happy to note that, when we call Tejinder's name! He simply says yes!

Shoaib is difficult child to handle, as his diagnosis indicated severe mental retardation with Pervasive Developmental Disorder Spectrum. Though he was enrolled in boarding school at Delhi for special children, there was no sign for improvement. He was unhappy there and was not willing to continue to be there. After shifting to Mumbai his parents approached Skills and Ability School, Nerul. The expert team suggested him Occupational Therapy, Art Becomes Therapy and Special Education and we are blessed with the good results. Shoaib's hyperactivity has now reduced and his socializing skills are groomed positively. Shoaib has shown many good signs of learning that we have decided to encourage him for Pre-vocational activity, which we call as foundation of settlement of the developmentally challenged person in the mainstream society.

The first step of a child is memorable moment of parents life however it was not so in case of Vithal. When it was declared that Vithal has Cerebral Palsy with moderate mental retardation his parents immediately enrolled him at Skills and Ability School, Nerul. It was noticed that he was unable to maintain balance while walking and also unable to express his emotions. His social skills were also very weak. No doubt our special team was set to put hard work and make Vithal walk. As we always do, our specialist team suggested Occupational Therapy and Special Education. Now his parents are glad that he initiates most of the self help activity with minimum help and this is what we feel is our real achievement.

Tej Shah is a cerebral palsy who had his lower limbs affected since his childhood. He also had lost his mother at the same time. He could not stand independently. His father's remarriage proved to be a blessing in this child's life. His step mother enrolled him in our school in the begging of 2007, when he was 6 years old. His proper assessment was done and an individualized curriculum was designed for him. After a series of planned occupational therapy sessions backed by our team of professionals and special educators he could finally stand on his feet.

Siddarth had low quality of attention with noticeable hyperactivity and restlessness. He was unable to react well when called or touched and was not tolerant enough with other persons. And, have poor concentration. Just imagine absence of such qualities in your child's life! With the right treatment and special care by our special team of educators, Siddarth can cooperative with group activity which led him to gain more friends. Now he concentrates well while reading or painting that now has became more passionate. His parents are happy to see Siddhartha improving.

Silence was the only friend of Aditya because he has profound hearing loss. The problem of hearing had influenced his communication and learning capacity. Being very hyperactive he was rejected from his previous school. His mathematics was so week that he always used to find excuses to get rid of that subject. After the admission in our School, we prepared a tailor made course to teach language, auditory and speech. Especially for mathematics entertaining methods by teachers increased his interest for the subject, now he loves doing mathematics and scoring well.

Harshali Mansekar was a very shy girl with her eight years old with moderate mental retardation. She just could repeat some questions and before the therapy she was not able to tell her wants. She was so quiet that her speech development was around 10%. With the right treatment which includes playing materials, games and painting, her speech developed to a miraculous level. She could give instructions to other group members, answer and asked questions.

Amit was a very hyper active child. He has ADHD with a very poor speech too. Before be enrolled in our school he was not at all able to sit in one place for more than five minutes. Also he uses to disturbs other children, bitten them and using verbal abuse to get attention. At our school we made him participate in drumming, stories, drama, painting and games. There, he starts to express his feeling through puppets.

Kunal Thakur has moderate mental retardation and is currently 20 years old. He comes from a very middle class family where his father is a rickshaw driver. He is their only son. When he joined school he was totally independent in performing self help activities and often helped his mother in house hold work. He could do simple shopping but couldn't calculate. To further improve on his skills he has been placed in the vocational class so that that in future he could at least earn his own livelihood. At the vocational centre he is taught to make paper bags, agarbattis, phenyl, other seasonal products and also other small activities. Very often he expresses his desire of working and earning money. His desire would soon be fulfilled with the expansion of our vocational centre as in independent workshop which we envisage would soon come through.

Born with Down's Syndrome, Mary was forced to drop out of regular school aged 9 years old. There was no place for Mary in the mainstream system as she struggled to keep up with the pace of learning. Her family was in severe financial difficulty whilst her father was searching for work, so Mary's future appeared extremely bleak indeed. Hearing about ICMH Skills and Ability School, Mary arrived for assessment. Based on the inputs of our team of Special Educators and Therapists Mary's individual curriculum was devised, tailored to her needs and capabilities. Now, at the age of 18, Mary is preparing for the National Insitute of Open Schooling Exams. In November 2005 Mary was also selected to represent Maharashtra State at the Bharat Special Olympics in New Delhi, and returned home triumphant with a gold medal for shot put and a silver medal in relay.

When Mr. Ovalekar's son Rohit first joined Nerul Skills and Ability School the odds were stacked against him as he embarked on the biggest challenge of his young life; learning to communicate with the world. Having a deaf son was a burden to Rohit's father Mr. Ovalekar, as it is for many parents of the hearing impaired who have other "normal" children to consider and an extremely tight family budget. To make matters worse it was an affliction Mr. Ovalekar did not understand, as no one had taken the time to explain hearing impairment and explore his son's situation with him.

Shreelu Santosh was a student of the hearing impaired division of our Skills and Ability School, Nerul. Shreelu has a bilateral profound hearing loss which was identified by her parents when she was only five months old. She was also identified to have speech and auditory problems. Shreelu was admitted in the Pre-Primary section in our school. This section covers the aural and the verbal therapy along with lip reading. After continuous effort put in by her parents and teachers collectively shreelu's grasping skills started showing a steady growth .She participates in various activities with full enthusiasm. Her intelligence is above average. Lots of efforts backed with patience through out the year shreelu was finally integrated in a regular school.

Sabrish Skandan, 6 year old with autism joined Skills and Ability School, Mulund in June 2006. At the age of six this was his very first experience of being in a School. When he joined the school he had no sitting tolerance and had poor eye contact. He was extremely hyperactive and very moody by nature. After his observation period of 3 months his intervention program was designed which included a combination of therapies like occupational therapy, sensory integration with a special focus on the Individualized Education Program (one to one session). Currently we see considerable improvement in Sabrish. He can follow 2-3 simple commands. The one to one sessions have enabled Sabrish to adapt himself gradually in the classroom environment and his hyperactive nature has reduced to some extent. He now loves to come to school and his peers are happy to see him smile and play with them.