SENS - Special Educational Needs Society

Teaching Method

• Individual Education Programme (IEP): Each child receives a personalised education plan tailored to their specific needs and learning styles.
• Child-centred approach: Education is adapted to the child’s learning modalities, ensuring a focus on their individual strengths.
• Multi-sensory learning: Engaging multiple senses to enhance the learning experience.
• Structured learning: Lessons are organised from easy to difficult, ensuring the child never faces failure.
• Phonetic and global approach to reading: Using both phonetic and whole-language techniques for teaching reading.
• Positive and fun learning: Encouraging learning through play and games to make it enjoyable.
• Single medium (English): Instruction is provided primarily in English.
• Real-life situations: Lessons are based on practical and real-life scenarios.
• Individualised attention and small group teaching: Ensuring focused and personalised instruction.
• Continuous assessment and non-competitive approach: Ongoing assessment with a focus on individual progress rather than competition.
• Self-evaluation for pupils and teachers: Encouraging self-assessment to foster growth and development.
• Self-corrective method: Promoting independent learning through self-correction.

Assessment

Assessment is available for all children experiencing difficulties at school. SENS primarily supports children with learning disabilities or behavioural problems, including:

• Dyslexia
• Hyperactivity
• Attention Deficit Disorder (ADD)
• Emotional problems
• Slow learners
• Gifted children
• Epilepsy

Formal assessments are conducted for children aged 4-12, evaluating:

• Non-verbal activity
• Verbal activity in Creole, French, and English
• Mental age
• Reading and spelling ages
• Fine motor development
• Sound discrimination
• Visio-spatial sequential skills
• Knowledge of common sequences and shapes
• Laterality and gross motor skills
• Socialisation and behaviour

Concentration, relaxation skills, eye contact, and body language are observed. A comprehensive report is created following medical and therapeutic assessments, with recommendations provided to parents. Referrals to professionals or other appropriate institutions are often made.

Computer Literacy

• Computer lessons follow the English programme. All children learn to touch type and use software specifically designed for users with learning disabilities.

Holistic Development of the Child

SENS’ programme aims for the holistic development of the child through:

• Creativity
• Yoga
• Sports and games
• Drama/Storytelling
• Dance and music

In 1992, S.E.N.S. (Special Educational Needs Society) was established informally through the initiative of Drs François Ip and Charles Yip Tong, Rev. Jacques Harel, Sister Visitation, Mr. Abdul Rahim Imbrahimsah, Mr. and Mrs. Dev Virahsawmy, Mr. and Mrs. Philippe Forget, and the late Miss Ina Mestry.

School Programme

S.E.N.S. began by offering part-time support to 25 pupils with special needs. In January 1996, full-time special needs classes were introduced in government and RCA mainstream schools in partnership with S.E.N.S. However, due to a lack of qualified teachers and funds, these classes were suspended. Remedial and therapeutic assistance continued to be provided outside school hours at S.E.N.S. centres. Since September 2001, full-time classes have been operational at Ruth School in Rose-Hill. By 2014, the number of pupils had increased to 112, with students attending for varying periods based on their needs. Termly evaluations determine whether admission is renewed or if the pupil is prepared for mainstreaming. Since its inception, S.E.N.S. has trained hundreds of teachers who now provide appropriate support to pupils within the society and across Mauritius.

Therapeutic Activities

Starting in 1992, multidisciplinary group therapy was organised. Initially, S.E.N.S. had no dedicated centres and operated on various premises generously lent to them. In 1996, the group therapy sessions were held at the Rose-Hill Special Needs Centre in Evershine Gallery. In 1997, a second centre was provided to the organisation at Albion Docks, Port Louis, and in 1998, the Rose-Hill centre moved to a rent-free location at 200, Royal Road, Beau-Bassin. Currently, all activities are held at Ruth School, Rose-Hill.

Group therapy also welcomes:

• Children attending mainstream schools for one full day a week and on Saturday mornings.
• Other children attending mainstream schools after school hours.

Rodrigues Special Need Centre

A Special Needs centre was operational in Rodrigues from 1999, offering services within the school premises on a part-time basis. An office was graciously provided by the Rodrigues administration, similar to how both centres in Mauritius were made available by generous private sponsors. However, due to a lack of teachers and volunteers, the Rodrigues centre ceased operations in 2004.

Assessment

Regular workshops organised by S.E.N.S. facilitate fruitful cooperation between the society and parents, aiding in the rehabilitation process. Methods used for physical and psychological rehabilitation include art, dance, music, yoga, swimming, and sports. Professional therapists and semi-volunteers in these fields organise activities, with group and individual therapy sessions run regularly by professionals at Ruth School.

Initially, S.E.N.S. teachers trained in various seminars participated in the holistic assessment of children with learning disabilities and behavioural problems under the supervision of professional therapists. They conducted both initial and continuous assessments, devising individual and group remedial programmes for most pupils while referring others to appropriate institutions. S.E.N.S. also welcomes a percentage of pupils with multiple handicaps.

The objective of S.E.N.S. (Special Educational Needs Society) is to help children with learning difficulties develop independent living and learning skills. S.E.N.S. offers services in the following fields:

• Assessment
• Information and referrals
• Educational and therapeutic activities
• Family therapy and parents’ workshops
• Teacher training

The pre-alpha full-time class is designed for children who have not yet acquired pre-primary skills, while the alpha classes are for children ready to read and write. Children may then progress to the omega class. Part-time remedial classes and therapeutic activities are available for children attending ordinary schools. Full-time classes are conducted at "Ruth School" in Rose-Hill. Special living skills programmes are also set up on a short-term basis for children from underprivileged families.

S.E.N.S. focuses on the holistic well-being of the child and does not emphasise exam-oriented learning. Academic achievement is considered only one aspect of a child's development. S.E.N.S.' project needs:

• Parents as partners to achieve objectives:
  • Parents' workshops with guest speakers and empowerment activities.
  • Individual and family counselling.
• Good communication with mainstream schools:
  • Letters to school head teachers requesting a report on the child.
  • Letters to school head teachers requesting regular early release for part-time help.
  • Letters to school head teachers requesting temporary transfer to a full-time class.
  • Telephone calls, correspondence, or visits to the child's mainstream school for admission to Ruth School or reintegration.
• Cooperation of sponsors and Ministry of Education:
  • A child-centred attitude is appreciated from all partners.

The objective of S.E.N.S. in the coming years is to continue advocating for the rights of children with special educational needs. A memorandum of requests was submitted to the Ministry of Education on May 17, 1994, concerning the rights of exceptional children. This was followed by further requests for action in the following areas:

• Early screening
• Regionalisation of services
• Per capita Grant-in-Aid
• Training for therapists and teachers
• Tax rebates and Corporate Social Responsibility (CSR) facilities
• Legislation

S.E.N.S. has consistently campaigned to obtain equal opportunities for special needs pupils and their teachers. The aim is to establish the necessary facilities for the inclusion of every exceptional child. S.E.N.S. will continue advocating for easy access to special needs services in all schools in Mauritius and Rodrigues, whether public, confessional, or private. Regionalisation of such services would reduce transportation costs for parents and their wards. For S.E.N.S. and other NGOs to open new integrated schools district-wise, based on the model of Amar Jyoti, effective and sustained government cooperation is essential.

In addition to parent contributions, individual and corporate sponsorship is still needed to supplement the insufficient Ministry of Education per capita grant-in-aid. A firm state commitment to enshrine the sacred rights of every Mauritian child to appropriate education according to their needs and capabilities is long overdue. Meanwhile, S.E.N.S. will persevere in modestly serving these exceptional children with the help of generous sponsors.

Teacher-Training Seminars

• 1992: Seminar conducted by Dr Beve Hornsby in collaboration with the Hornsby Centre.
• 1994: Seminar conducted by Mrs. Hazel Mackay in collaboration with the Hornsby Centre.
• 1995: Seminars led by local resource persons.
• 1996: Two seminars with Mrs. Susan Skehan, Special Needs Tutor at MIE, and local resource persons.
• 1997: First French medium remedial programme seminar in collaboration with tutors from France, Reunion Island, and local resource persons.
• 1998: Video seminar featuring the 1997 conferences.
• 1999: Seminar in Rodrigues in collaboration with Mrs. Thembelike Mutloatse of Witwatersrand University, South Africa.

Since 2001, ongoing in-house training for all S.E.N.S teachers has been conducted with local guest speakers, therapists, and senior special needs teachers.

Information

• Talks in schools conducted for teachers and parents to raise awareness and provide guidance.
• Participation in educational and informational programmes on radio and Mauritius College of the Air.
• Regular press releases and conferences to inform the public.
• Members of S.E.N.S have been interviewed on internet platforms, radio, TV, and in newspapers.
• Engagement in activities under the aegis of United Way, MACOSS, and the Ministry of Social Security.
• Active participation in NGO networks such as Inclusion Mauritius and the Mauritius Mental Health Association.

S.E.N.S. (Special Educational Needs Society) relies on various sources of funding to support its operations and initiatives. Members pay a monthly contribution based on their financial means, but this is not sufficient to cover all recurrent expenses. The society receives a partial grant-in-aid from the Ministry of Education and a subsidy for capital expenses from the Ministry of Social Security.

To bridge the funding gap, S.E.N.S. organises several fundraising events, including charity dinners, flag days, lotteries, and hampers. Additionally, several generous individuals help needy children cover their membership fees. Contributions also come from service clubs, corporate sponsors, foreign embassies, and government entities, which assist in financing the society's capital expenses.