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Here, children with ‘learning differences’ await a taara — Aamir Khan

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Anuradha Mascarenhas

Posted: Jan 09, 2008 at 0000 hrs IST

Pune, January 8 Labelled ‘dull’ and ‘lazy,’ these children with ‘learning differences’ are often punished by parents and teachers for no fault of theirs. It is only with time that parents realise their mistake and admit them to schools for slow learners. And then, Ishaan Awasthis — like the child in the critically acclaimed film Taare Zameen Par — bloom under their discerning teachers like Ram Shankar Nikumbh essayed by Aamir Khan in the film.

In Pune, it is the guiding hands of Dr Anjali Morris and her team that have given a ray of hope to 330 children identified with problems of learning differences (LD) in 15 schools in Pune.

What’s more, Aamir Khan has been invited to visit the Morris Centre and meet the children. “We have received a positive response from Aamir Khan,” smiles Morris who is based in the United States but is in Pune every year to check on her ‘kids’.

“Yes the film has definitely created a great deal of awareness about the problem of learning differences,’’ says Morris who has planned a workshop at the KEM hospital’s Morris Child Development Centre on autism on January 25.

Globally, there are 10-12 per cent children who have difficulty in learning — also known as dyslexia. Explains Morris, “their brains are wired differently so they have difficulty learning in ways that come naturally to most individuals. LDs affect their ability to read, write, spell, problem-solve, organise, and comprehend and retain information. Hence, children with LDs may have difficulties in the traditional educational system. With proper identification, evaluation and remedial teaching, they can succeed in school.”

The Morris Centre, which was set up five years ago, introduced its ‘Bridging Over Learning Differences (BOLD)’ — an outreach programme to help children with LDs in Pune area schools. It is structured and provides services similar to programmes in the USA. At BOLD, specialists screen and assess children with LDs and develop individualised education plans (IEPs) for each child. They also educate and provide support to teachers to assist children with LDs in the classroom. “We help them fit in mainstream schools,’’ says Morris who recounts instances when parents cannot identify the problem.

“We had this doctor couple who failed to understand why their child was not learning at school. A chance interaction with other parents led them to the Morris Centre where the clinicians helped in identifying the source of the child’s difficulty in concentrating,” says Morris, who apart from plans on writing a book for parents on autism, is now also involved in tracking the problem of LD at the pre-school level.

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