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ADHD
ADHD
Children with Attention Deficit Hyperactivity Disorder (ADHD) have problems with attention, controlling their impulses, trouble completing tasks and may be hyperactive. They often have other problems, such as learning difficulties, making friends, oppositional behaviour, anxiety and ill-health that may need to be looked into. It is hard for these children to control their behavior and/or pay attention. ADHD symptoms can be caused by a number of other problems, including learning difficulties, social issues, ill-health and other mental health issues.
Signs and Symptoms
Symptoms of Inattention
- Fails to give close attention to details
- Makes careless mistakes in schoolwork, work, or other activities
- Has difficulty sustaining attention in tasks or play activities
- Does not seem to listen when spoken to directly
- Does not follow through on instructions
- Fails to finish schoolwork, chores, or duties at home.
- Has difficulty organizing tasks and activities
- Avoids engaging in tasks that require sustained mental effort (such as homework)
- Loses things necessary for tasks or activities (toys, school assignments, pencils or books)
- Is easily distracted by outside stimuli
- Is forgetful in daily activities
Symptoms of Hyperactivity
- Fidgets with hands or feet or squirms in seat
- Leaves seat in classroom or in other situations in which remaining seated is expected (e.g. to watch a drama performance)
- Runs about or climbs too much which is often inappropriate to the situation
- Has difficulty playing quietly
- Is 'on the go' or acts as if 'driven by a motor'
- Talks too much, will ask many questions that are often silly and repetitive.
Symptoms of Impulsivity
- Will shout out answers before questions have been completed
- Has difficulty waiting his or her turn
- Interrupts or intrudes on others (such as butting into conversations or games)
Types
According to the DSM-IV (Diagnostic Statistical Manual - IV), there are three sub-types of ADHD.
1. ADHD, Predominantly Inattentive Subtype.
This subtype is diagnosed if symptoms of inattention have persisted for at least 6 months and are age inappropriate. The inattentive ADHD child may fail to give close attention to details or may make careless mistakes. The child may have difficulty sustaining attention in tasks or play activities, and may not seem to listen when spoken to directly. Often the child may not follow through on instructions and may fail to finish schoolwork and chores, and may have difficulties organizing tasks and activities. The child may be forgetful and often lose things necessary for school assignments, pencils, books and school jumpers. There may be a reluctance to engage in tasks that require sustained mental effort. Hence there may be considerable arguments and excuses to avoid schoolwork or homework.
2. ADHD, Predominantly Hyperactive-Impulsive Subtype.
This subtype is diagnosed if there are some symptoms of hyperactivity-impulsivity along with fewer symptoms of inattention.
Hyperactivity symptoms: These include frequent fidgetiness with hands or feet or squirming particularly when required to sit still. There is likely to be difficulties playing or engaging in leisure activities quietly, and the child may seem to be constantly on the go, or may talk excessively. Often the child will leave his/her seat in the classroom or in other situations in which remaining seated is expected. There may be excessive inappropriate running and climbing. As the child grows into adolescence or adulthood, this may subside and feelings of restlessness may remain.
Impulsivity symptoms: The impulsive child often blurts out answers before questions have been completed, and has difficulties awaiting his/her turn. Consequently there may be frequent inappropriate interruptions, intrusions into games or butting into conversations.
3. ADHD Combined Subtype.
When both symptom of inattention and hyperactivity-impulsivity are present, the child may be diagnosed as having the Combined Type of ADHD
1. ADHD, Predominantly Inattentive Subtype.
This subtype is diagnosed if symptoms of inattention have persisted for at least 6 months and are age inappropriate. The inattentive ADHD child may fail to give close attention to details or may make careless mistakes. The child may have difficulty sustaining attention in tasks or play activities, and may not seem to listen when spoken to directly. Often the child may not follow through on instructions and may fail to finish schoolwork and chores, and may have difficulties organizing tasks and activities. The child may be forgetful and often lose things necessary for school assignments, pencils, books and school jumpers. There may be a reluctance to engage in tasks that require sustained mental effort. Hence there may be considerable arguments and excuses to avoid schoolwork or homework.
2. ADHD, Predominantly Hyperactive-Impulsive Subtype.
This subtype is diagnosed if there are some symptoms of hyperactivity-impulsivity along with fewer symptoms of inattention.
Hyperactivity symptoms: These include frequent fidgetiness with hands or feet or squirming particularly when required to sit still. There is likely to be difficulties playing or engaging in leisure activities quietly, and the child may seem to be constantly on the go, or may talk excessively. Often the child will leave his/her seat in the classroom or in other situations in which remaining seated is expected. There may be excessive inappropriate running and climbing. As the child grows into adolescence or adulthood, this may subside and feelings of restlessness may remain.
Impulsivity symptoms: The impulsive child often blurts out answers before questions have been completed, and has difficulties awaiting his/her turn. Consequently there may be frequent inappropriate interruptions, intrusions into games or butting into conversations.
3. ADHD Combined Subtype.
When both symptom of inattention and hyperactivity-impulsivity are present, the child may be diagnosed as having the Combined Type of ADHD
Conditions co-existing with ADHD
Learning disabilities
Many children with ADHD, approximately 20 to 30 percent, also have a specific learning disability (LD). In preschool years, these disabilities include difficulty in understanding certain sounds or words and/or difficulty in expressing oneself in words. In school age children, reading or spelling disabilities (Dyslexia), writing disorders (Dysgraphia) and arithmetic disorders (Dyscalculia) may appear.
Tourette syndrome
A very small proportion of people with ADHD have a neurological disorder called Tourette syndrome. People with Tourette syndrome have various kinds of nervous tics and repetitive mannerisms, such as eye blinks, facial twitches, or grimacing. Others may clear their throats frequently, snort, sniff, or bark out words. These behaviors can be controlled with medication. While very few children have this syndrome, many of the cases of Tourette syndrome have associated ADHD. In such cases, both disorders often require treatment that may include medications.
Oppositional defiant disorder
As many as one-third to one-half of all children with ADHD (mostly boys), have another condition, known as oppositional defiant disorder (ODD). These children are often defiant, stubborn, non-compliant, have outbursts of temper, or become belligerent. They argue with adults and refuse to obey.
Conduct disorder
About 20 to 40 percent of ADHD children may eventually develop conduct disorder (CD), a more serious pattern of antisocial behavior. These children frequently lie or steal, fight with or bully others, and are at a real risk of getting into trouble at school. They need immediate help.
Anxiety and depression
Some children with ADHD often have co-occurring anxiety or depression. If the anxiety or depression is recognized and treated, the child will be better able to handle the problems that accompany ADHD. Conversely, effective treatment of ADHD can have a positive impact on anxiety as the child is better able to master academic tasks.
Bipolar disorder
There are no accurate statistics on how many children with ADHD also have bipolar disorder. Differentiating between ADHD and bipolar disorder in childhood can be difficult. In its classic form, bipolar disorder is characterized by mood cycling between periods of intense highs and lows. But in children, bipolar disorder often seems to be a rather chronic mood dysregulation with a mixture of elation, depression, and irritability. Furthermore, there are some symptoms that can be present both in ADHD and bipolar disorder, such as a high level of energy and a reduced need for sleep. To differentiate children with ADHD from those with bipolar disorder, symptoms like elated mood and larger than life feeling of superiority of the bipolar child are distinguishing characteristics.
Assessment
Diagnosing ADHD is difficult, since most children, are impulsive or inattentive some of the time. Because ADHD is a lifelong condition and may require medication, careful and thorough assessment is essential. Ruling out other disorders and assessing for possible co-existing disorders enhances proper diagnosis and most effective intervention program for e.g. Learning disabilities experienced by many children with ADHD may further complicate the task of identifying the scope of the difficulty and in providing the most effective treatment.
A thorough assessment should include gathering information from individuals familiar with the child (parents/care-giver, teacher) and should include consideration of other diagnostic possibilities. Often included in the assessment procedure is an intelligence test (IQ), test of achievement, along with evaluating their emotional functioning.
Conditions for a diagnosis of ADHD:
- A child must display behaviors from one of the three subtypes (refer types) before age 7.
- These behaviours must be more severe than in other kids the same age.
- The behaviours must last for at least 6 months.
- The behaviours must occur in and negatively affect at least two areas of a child's life.
(such as school, home, day-care settings, or friendships).
To avoid misdiagnosis it is very important to consider factors that may affect a child's behaviour such as home environment, general health, emotional stability, school experiences etc. Children who have experienced an illness, a divorce, stress at home, change in living conditions, a change in school, or other significant event may also suddenly begin to exhibit unacceptable behaviour or show signs similar to children with ADHD such as being disorganized, forgetful etc.
A correct diagnosis often resolves confusion about the reasons for the child's problems and helps the parents and the child move forward in their lives with more accurate information on what is wrong and what can be done to help. Once the disorder is diagnosed, the child and family can begin to receive whatever combination of educational, medical, therapeutic and emotional help they need.
Who can diagnose?
Psychiatrists - Child psychiatrists are doctors who specialize in diagnosing and treating childhood mental and behavioral disorders. A psychiatrist can provide therapy and prescribe any needed medications.
Psychologists Child psychologists are also qualified to diagnose and treat ADHD. They can provide therapy for the child and help the family develop ways to deal with the disorder. But psychologists are not medical doctors and must rely on the child's physician to do medical exams and prescribe medication.
Paediatricians - Paediatricians are doctors who work with children and their health in general. It is recommended that every child should have one fixed paediatrician so that it becomes easy to follow up on any treatment program.
Neurologists - Neurologists are doctors who work with disorders of the brain and nervous system. They can also diagnose ADHD and prescribe medicines. But unlike psychiatrists and psychologists, neurologists usually do not provide therapy for the emotional aspects of the disorder.
In selecting a specialist, it's important to find someone with specific training and experience in diagnosing and treating the disorder. Whatever the specialist's expertise, his or her first task is to gather information that will rule out other possible reasons for the child's behavior. Ideally, in ruling out other causes, the specialist checks the child's school and medical records. The child's teachers, past and present, are asked to rate their observations of the child's behavior on standardized evaluation forms, known as behavior rating scales, to compare the child's behavior to that of other children the same age. In looking at the results of these various sources of information, the specialist pays special attention to the child's behaviour during situations that demand a lot of self-control, as well as noisy or unstructured situations such as parties, or during tasks that require sustained attention, like reading, working math problems, or playing a board game. Behaviour during free play or when the child is getting individual attention is given less importance in the evaluation. In such situations, most children with ADHD are able to control their behavior and perform better than in more restrictive situations. The specialist then pieces together a profile of the child's behaviour.
Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. Since everyone shows some of these behaviours at times, for a proper diagnosis, such behavior should be demonstrated to a degree that is inappropriate for the person's age and effects his/her normal functional skills.
Early Intervention
ADHD is a condition that becomes apparent in some children in the preschool and early school years.
If parents, teachers, and other professionals discover a child's disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. It begins from birth or first diagnosis. It involves specialized therapy services for the child, as well as support for the whole family through information, assisstance, and emotional support. Early Childhood Intervention has several goals. Firstly, it is provided to support families to support their children's development. Secondly, it is to promote children's development in key areas such as learning, communication or mobility. Thirdly, it is to promote children's confidence to cope with the condition, and finally it is to prevent the development of greater future problems.
Inter-disciplinary Approach
An all-inclusive or a comprehensive intervention plan includes psychological, educational and social measures. It involves advice and support to parents and teachers, and could also possibly include specific psychological treatment (such as behavioural therapy). Doctors often recommend that children with ADHD or ADD be treated asymptomatically with stimulant medication, special education and counseling. Although these approaches often yield positive benefits, they do not target the underlying causes of the condition.
The child should be provided services in an interdisciplinary setting. Look for a centre which has a team comprising people with varied expertise. A key feature of "interdisciplinary model" is where members discuss together and work on goals as a team. This approach would be more beneficial to the child as well as the family. A good intervention plan must be feasible and manageable over a long period of time as it is likely that treatments for the child with ADHD will continue throughout the childhood.
Professionals involved:
A good program should involve the following consultants (along with medical practitioners) who will work as a team to enhance overall development and facilitate independence in the mainstream society. Parents play an integral role and hence should be actively involved in the whole process.
- Psychologists
- Occupational Therapists
- Speech-Language Therapists
- Special Educators
Psychologists: Psychologists work with the child and the family to cope with the emotional demands the disorder may have on both. They often plan a Behaviour Therapy program, which helps parents/teachers to reorganize the child's home and school environment to sort out issues that could possibly be affecting the child's behaviour. This is done by setting up a system of consistent rewards for appropriate behaviours and negative consequences for inappropriate ones, giving clear directions and commands, and making life simple. Some of the strategies that help modify behaviour are Positive reinforcement, Reward systems, Creating a routine, Avoiding distractions, Changing the style of interaction with the child, Limiting choices, Discovering a talent, Helping the child organize his/her life.
Occupational Therapists Occupational therapists evaluate the motor and other functional skills of the child which can provide information on the developmental age of a child and this may or may not agree with the psychological results. Profiling the child's sensory history (for example parents or care-givers are asked about the child's reaction to loud noises, unexpected touch, certain types of clothing etc) can also provide crucial evidence in the determination of ADHD. It is often difficult to distinguish behaviours that are often found in Sensory Integration Dysfunction (a neurological disorder causing difficulties with processing information from the five senses, the sense of movement and/or the positional sense) and ADHD. However there are some broad patterns that could be helpful. It is important to remember that not all children with ADHD have sensory processing issues but most children with sensory integrative problems may present with symptoms of ADHD.
Occupational therapy for children with ADHD enhances their ability to process lower level senses related to alertness, body movement and position, and touch. This allows them to pay more attention to the higher level senses of hearing and vision. For example, skills related to vision include tracking the object, fixing on the object, changing focus, merging what both eyes are seeing and finally forming a mental image. When all of these are well developed, children can sustain attention, make less errors while reading/writing, give meaning to what they hear and see, and rely less on movement to stay alert. The therapy focuses mainly on reducing hyperactivity, impulsivity, wrong adaptive behaviours and enhances attention and concentration to improve social skills like, co-operative play, sharing skills, develop self-concept / self-esteem, attention, listening skills, taking turns, following directions, cognitive perceptual skills, and produce expected adaptive behaviour. The other main areas that are targeted include self-care and school performance. In self care the occupational therapist provide orientation to the child about the dress materials, eating, bathing and grooming equipments and provide simulation activities that improves the independent performance of the child in various contexts. Therapists also focus on developing pre-handwriting skills, writing, colouring, alphabet and numeral learning and recognition, which helps improve the school performance of the child.
Speech-Language Therapist: Children with ADHD need to learn how to use language socially to communicate. That includes knowing how to hold a conversation, thinking about what the other person in a conversation understands and believes, and tuning in to the meta-linguistic signals of the other person, such as facial expression, tone of voice and body language. It is important to remember that communication is as much nonverbal as it is verbal, and people with autism have great difficulty understanding nonverbal language.
Special Education: They might need special inputs to perceive and comprehend the vast information presented to them using special instructional methodology and instructional material, learning aids and equipment specific to each individual's learning needs.
Parent training
Children with ADHD require a stable, consistent environment. It is important that the child is exposed to a positive family environment and that any family issues and problems be attended to as priority. It has been repeatedly demonstrated that even the best of ADHD treatments fail when placed within chaotic or unsupportive homes and educational settings. Parents have to be encouraged to use positive reinforcements and reward systems to enhance good behaviour. Parents need to understand what drives their child's behaviour and how to adjust the way they interact accordingly.
It is important not only to work towards shaping your child's behaviour, but also to help them feel good about themselves in the process. Parent training does not mean that there is something wrong in your current style of parenting, it is just a guidance to help parents gain better understanding into the problems you face with your child and the most suited way to handle it. It is essential to address any behaviour that might hinder the child's development into a physically and mentally healthy individual.
Support groups
Parents and professional support groups can increase awareness of the issue, dispel misconceptions, help establish educational systems that provide for the needs of children with learning disabilities, and get support for each other considering that the condition itself is very mentally demanding.
The other areas that require very careful planning, keeping in mind the individual needs of the child are:
- Choosing the right school.
- Choosing an appropriate educational plan.
- A good behaviour management program.
- Individual cognitive approach.
- Parental Counselling.
- Comfortable and stimulating home environment.
Tips for parents
Do not stop behaviour; it will help for the moment,
Change behaviour; it will help for a lifetime.
- Be very clear, about what behaviour is expected of your child and stay consistent with your response.
- Rules must be laid down at the beginning and adhered by everyone, adults, and children alike. It is important to play good role models.
- Make sure your expectations are reasonable. Accept your child's weaknesses and help him/her cope with it.
- Keep a simple schedule as multi-tasking or remembering too many instructions may be hard on your child
- Design the program so that your child get positive experiences right at the start, then gradually increase the complexity.
- Provide more feedbacks, visual and verbal.
- Set short term rather than long term goals
We proudly Thanks to m/s: childsupport.in
To give this useful articles to know about the ADHD
To give this useful articles to know about the ADHD
lavanya rajadhanasekar
16 August 2023
Best place for the special children to get all kinds of therapies.I strongly recommend this school in madurai.
renuka devi
16 August 2023
Dedicated staff and professionals.Really love and care.Excellent and innovative service.keep it up.
Sathis Babu
16 August 2023
Excellent school tamil nadu especially at madurai.They took full efforts to our gifted children get adimmision in normal school.innovative effect and good job with baba blessing
Thamarai Selven
25 July 2023
Fantastic school for special for special student.I have personally mer the principle and staff and they are absolutely fantastic and have very good knowledge.Recommend any one to send their kids to this bright school as it is a fantastic and brilliant special school.
Shalini Shanmugam
11 July 2023
Right place to see improvements in ASD kids
ARAFA HEALTH CARE
11 July 2023
Excellent center in madurai
Vaani Vaani
11 July 2023
அருமையான அர்பணிப்புடன் செயல்படும் ஒரு உன்னதமான சென்டர்
USHA RANI
10 July 2023
Good👍
ABDUL KHAN S
10 July 2023
It is the best school for special needed kids..we got lot of good things from this school..the staffs in bright school treat our kids as a family..thank you for everything...hope our children get well soon..
leka bhavani
10 July 2023
Specially cares the children who need more attention and develop their mental abilities and make them feel independent.
Suresh Purushothaman
9 July 2023
Very nice place and kind staff
SIVAKUMAR N
9 July 2023
Best place for special kids....
s karthik
9 July 2023
Got a good experience here. Thanks to Mr. Sathish sir who deserve take care of kids. Thanks once again.
Dr. KCh. Rajachenguttuvenn K. Chandrasekaran
9 July 2023
A great effort for cause of autistic children. Great dedication and effort truly blessed are the challenged children.
Rajamanikandan RSM
9 July 2023
Excellent school in Madurai.
Pandiya Rajan
9 July 2023
Very good service ...
Rathakrishnan R
9 July 2023
Prompt and hygienic school
VDK love VDK love
9 July 2023
Very good school I strongly recommend this school not a money mind organisation very very nominal monthly contribution.
Padmanaban S
9 July 2023
One of the best special schools in Madurai..Filled with caring staff members and helpers.Parents need not worry about their children once they are up here..
Ambika Ramanathan
9 July 2023
Good services are provided here in Madurai.
Ihshana Ismail
9 July 2023
Personally got benefitted from this school and especially from the care and love they show towards the children.
Vairavel Prakash
9 July 2023
Dedicated centre...affordable fees, Hygienic environment
Pujukku Pujukku
8 July 2023
Best School in Madurai. They give all the necessary training to the children and make the students excel in it.
Deepak Vicky
8 July 2023
Service is excellent. Staff members are caring and committed to the well-being and growth of their students. Their passion for education was evident, and it created an encouraging and nurturing environment. The facilities are specifically designed to serve unique needs of the students. The classrooms are well-equipped, and thoughtfully arranged to ensure an optimal learning experience. It was evident that they took the time to know each student individually, tailoring their teaching methods to accommodate their specific strengths and challenges.
K M
8 July 2023
Wonderful place for kids who is affected by Autism spectrum disorder. Well trained therapist and strict management which is what we needed to achieve our goal in developing kids from ASD.
I have a 4 year old son diagnosed with ASD, I joined him at Bright children special school about an year ago, I could see him with lot of improvements over the past year and I have a hope that he will be at mainstream school in an year or so. Bright children school has US based 1 on 1 therapy session which will help to understand kids specific needs and area of improvement. They have a process of set up monthly goal and working towards that.
I strongly recommend Bright children school to parents who is looking for good therapy center for their autistic kids.
I have a 4 year old son diagnosed with ASD, I joined him at Bright children special school about an year ago, I could see him with lot of improvements over the past year and I have a hope that he will be at mainstream school in an year or so. Bright children school has US based 1 on 1 therapy session which will help to understand kids specific needs and area of improvement. They have a process of set up monthly goal and working towards that.
I strongly recommend Bright children school to parents who is looking for good therapy center for their autistic kids.
Guide Muthu
8 July 2023
Best school for children Mr.sateesh is dedicated and helping mind.
ARAFA Health Care
7 July 2023
Really super center
Ramarethinam .k
25 June 2023
Children are supported by dedicated staffs,who enable children to reach their full potential.commitment from the staffs are superb.probably one of the best special needs school in madurai
Abinaya2006
24 June 2023
I was a parent at bright children special school.I thought the support was absolutely brilliant fantastic atmosphere It just made me feel welcome thank you so much bright you are ever number one.
Durgadevi Ravichandran S.R
24 June 2023
A amazing school out standing every way. My daughter was supported by the dedicated staff to enable him to teach his full potential .I would recommend bright school to any one. A top class special school
Bhuvana Ramanathan
24 June 2023
Lovely school and lovely staff who seek to provide endless possibilities for all ensure that the pupils flourish and develop the best that they possibly can!
Shalini Sinagravel
24 June 2023
Not just a special school but a family the care and attention given to the children.Hard working honest and friendly bright school really is a special place.
Padi Selvi
24 June 2023
My son has just finished bright special school and this year joined normal school they have done an amazing job giving him the best start possible I cannot thank then enough. The teaching staff are fantastic both loving and truly talented. Keep up the good work and a massive thank.
vairavel mahilan
22 June 2023
Non profit organisation....with almost dedication and caring...Excellent training centre.🙏
Mohammed Farook
8 June 2023
The best
Mohamed Ali
8 June 2023
Good coaching. Appreciate all the teachers for giving individual care
Nagendran Ganeshan
3 June 2023
This is one of the best therapy Center in Madurai and seen good improvement for my daughter.. appreciating all their staffs for taking care our daughter
Karthika R
30 May 2023
Completely satisfied with their service....
Music World
30 May 2023
Feeling positivity in this place . God bless these children always
Karthigai Selvan
29 May 2023
Good job. Keeping Rocking. Thank you.
MS Madhavan
29 May 2023
super therapy centre , nice staffes
meenaelangovan 2019
29 May 2023
They set individual goal for each therapy very good class arrangements
Bala murugesh
29 May 2023
Mulaikada vidayum mulaika vaikirargal
KKV VI A Harini.R
7 April 2023
The best school for special children. They are treating well the student. Good improvement in the child condition
MR Rengaraju
19 January 2023
Best place ever for special childrens
MARGARET FATIMA RANI AUGUSTIN
8 February 2022
A place where children are treated with dignity. Motherly care is given. Therapies are effective and helps the child's progress. Highly recommended.
gautham balaji
3 August 2021
A good community with professional instructors and caretakers.Much suitable place for blessed specials.
Sayee Sri
3 August 2021
Special care is given for each and every kid individually
Srividya Dachepalli
2 August 2021
Good school for overall development of the kids with special needs and schooling.
Thilaga Pandis
2 August 2021
Very good care and therapy
Rengaraju RajaDhanaSekar
2 August 2021
Good Service For Special Childrens
digambar mane
2 August 2021
Best school autism children treatment
Ajith Kumar
2 August 2021
Great Team Excellent Service Needed For Children. 😀😀😀😀😀 Carry on Your Great Service Good Care of Special Children 👍
Jeba Shanthi
19 September 2020
Excellent
Baby coder T
9 September 2020
The best.
Mahadass Saisanjay
5 September 2020
Just as their name suggests, they work together in helping the special children shine bright in day-to-day activities. They have a specialised skilled team giving good attention to each and every kid, working towards the progress of that kid.
SRC - The Source
4 September 2020
Centre is putting sincere efforts in the development of the special kids.
Keerthana Ashok
3 September 2020
A dedicated team of people taking good care of special children
Veerameena R
25 November 2019
Good Service For Autism Children
vibu gokul
26 September 2019
Good Service And Special Care for autism child
kalai chelvi
26 September 2019
Good Service
nava meena
26 September 2019
Good Service And Special Care For Special Kids
Deepak
26 September 2019
Good Service and Special Care for Special Child
esther antony
26 September 2019
Good For Special Kids
Shalini Muthiah
4 May 2019
Good
Sureshbabu Srinivasan
4 May 2019
I knew Mr Satish since 2004. Visited the school on few occasions. Could sense the dedicated efforts of the team there. Wishing all of them the very best and thanking for thier services
Bala Murugan
9 November 2018
Good . . .