Nilanjana Rambothu

03/06/2026

*Structured Series – 5*

Parent Empowerment Workshop: Teaching Mathematics Through Structured Teaching

This hands-on workshop is designed to empower parents with practical strategies to teach mathematics using structured teaching methods. Participants will learn - ●How to build foundational mathematical concepts ●Step by step and create individualized learning materials for their children.

*Enrollment us on last date is 15th June Monday* .

Topics Covered - Prerequisite ABLLS Skills and Concepts
●Big and Small
●More and Less
●Blocks
●Greater Than and Less Than
●Sequencing and Seriation
●Teaching Number Values
●Count and Match
●Single-Digit Addition
●Understanding the Concept of Zero
●Digital Literacy
~How to create customized worksheets
~Developing teaching materials using digital tools
Workshop Features
Interactive, hands-on training.
Parent-friendly teaching strategies
Recording of the session will be provided for future reference

📅 Dates: Please refer to the poster for the workshop schedule.
Mode: Online via Zoom
Fees and Registration: Kindly WhatsApp on the number provided in the poster for details regarding fees and registration.

Join us in building confidence and practical teaching skills to support your child's mathematical learning journey.

27/05/2026

Today 8 pm join ooen discussion by clicking on the link given below.
There will be no recording. Anybody can join.

Nilanjana Rambothu is inviting you to a scheduled Zoom meeting.
Join Zoom Meeting
https://us02web.zoom.us/j/86908198374?pwd=O1c14j7GbSjbapB4kX00ivC2nnWlqr.1

Meeting chat link
https://us02web.zoom.us/launch/jc/86908198374

Meeting ID: 869 0819 8374
Passcode: 006845

Zoom is the leader in modern enterprise cloud communications.

26/05/2026

Most of the delivery boys and even i saw 2 girls doing delivery by riding cycle. I asked them why no bike, answer was simple, they are saving the money. Let us be kind to them. Offer water, dont give them bad rating just because they are late.

19/05/2026

My favourite teaching module. Another batch has started. Special education class really helps parents learn skills and behaviour accommodations. Importantly i get to interact with parents and teaching hands on is my passion.

08/05/2026

Talking about difficulties faced by parents whose children have profoundness

08/05/2026

Why don’t we hear the same kind of desperation and confusion from many other parents in the disability sector as we hear in Autism?

The biggest difference is often acceptance.

Many parents of individuals with physical or visible disabilities gradually understand the support their child needs and focus on adaptation, accessibility and skill-building. But in Autism, parents are constantly told that the child can be “fixed,” “recovered,” or made “normal.” This creates endless pressure, guilt and vulnerability.

I strongly believe our children do not need endless therapies aimed at normalization. They need:

Yoga and physical exercise
Life skills
Functional communication
Sensory regulation
Structured academics suited to their learning style
School readiness

These are the real developmental needs.

The tragedy is that much of this understanding is missing in practice. Even where the subject matter exists in professional training systems, practical knowledge and implementation are often poor.

In Autism, progress becomes very difficult if parents are not actively involved. No therapist, special educator or doctor can replace daily functional learning at home. Yet parents are made to believe that professionals alone will “cure” the child.

This has created a dangerous environment.

Doctors, therapists and even unqualified people are entering the Autism field promising unrealistic outcomes. We now see everyone claiming expertise. Physiotherapists present themselves as occupational therapists. People with minimal understanding start selling “recovery packages.” Fake cure culture is growing because parental fear is being exploited.

And why does this happen?

Because society keeps pushing parents toward normalcy instead of support.

Children are denied school admissions. Parents are blamed for behaviours. Medicines are pushed aggressively. Fear and social pressure increase desperation, and desperation fuels unethical businesses.

Very few people talk about school readiness, functional communication, emotional regulation or independent living skills. The focus remains on “making the child normal.”

That is why parent empowerment is essential.

When parents understand Autism, developmental stages, sensory needs and functional learning, they become harder to manipulate. They begin to ask the right questions:

Is this helping my child communicate?
Is this improving independence?
Is my child learning functional skills?
Is this intervention evidence-based and ethical?

Knowledge protects families.

Autistic children do not need to be “corrected into normalcy.” They need understanding, communication support, skill development, dignity and acceptance.

Ironically, most of these topics already exist in the RCI syllabus, but they are rarely taught properly in practice. Skill development curriculum is not given importance, while laws, Acts and theoretical paperwork dominate the training process.

But honestly, what will special educators and caregivers achieve if practical implementation is missing?

These functional skills should be the foundation of training.

Sometimes I ask myself — why do we even separate “special education” from mainstream education?

All teachers should know special education.
If every teacher understood developmental differences, sensory needs, communication styles and inclusive teaching methods, then schools would no longer have excuses for rejecting children or failing inclusion.

Inclusion cannot happen only through policies and paperwork. Inclusion happens when every teacher is trained to understand diverse learners.

The problem today is not lack of Acts or laws. The problem is lack of functional knowledge, practical training and human understanding.

07/05/2026

05/05/2026

Program details and the syllabus
Overview
This program will be conducted through an online platform which parents/students will be comfortable with. On completion of
the program, there will be a written and a viva test and you need to obtain at least 50% in order to pass. You will prepare
teaching and learning material and also adaptive devices. Learning materials will be provided by us. Certificate will be provided at
the end of the course on this basis.
For additional hands-on training, you can later visit my institute and engage yourself for 1 month to experience practical aspects
of your learning. This will be complementary with no additional charges.

Syllabus
1. Issues in functional adaptabilities – core deficits (triad of impairment), sensory issues and motor abilities.
2. Psychology
* Physical and Motor Development
* Social Development
* Emotional Development
* Personality Development
* Language Development
* Cognitive Development: Concept, Piaget's stages of cognitive development
3. Teaching methods
* Principles of Learning
* Teaching Strategies – task analysis, prompting, fading, shaping, and chaining
* Lesson plan and demonstration.
* ABA & VBA Skills
4. Approaches to Teaching
* Behavioural Approach: - LOVAAS - Applied Behavioral Analysis - Discrete Trial Teaching - Verbal Behavior Analysis
* Developmental Approach Floor time Montessori
* Structure and visual Supports – TEACCH
* Theories of Learning: Behaviorist (Classical & Operant), Social Learning (Bandura), Cognitive Learning
(Information Processing). 5. School Readiness BASIC ABLLS
* Development of pre-learning skills: Attention, eye-contact, sitting tolerance, imitation, compliance, cooperation,
turn-taking skills, on-task behavior
* Development of pre-academic skills: matching, sorting, grouping, classification, pattern making, sequencing,
labeling and other skills
* Development of Pre-reading concepts: picture reading, alphabet identification
* Development of Pre writing concepts: controlled use of writing implements (column, written lines), scribbling,
tracing, copying
* Development of Pre-math concepts: such as big – small, far - near, more –less, counting and identification of
numeral.
6. Behaviour Problems and Management
* Common behaviour problems in children
* Assessment of problem behaviour
* Functional assessment
* Behaviour management techniques
* Planning, Implementation and Evaluation of Behavioural Management Programme
Faculty
* Nilanjana Rambothu (Consultant and RCI holder in special education (ASD), Founder director of Sunshine Autism Care
Society)
DISCLAIMER: This is customized course for parents not affiliated with any board. The syllabus is authentic can be checked on RCI website

02/05/2026

Talking about toilet and potty training

11/04/2026

Good Morning, Everyone
A lot of parents of high-functioning children feel that I am against inclusion, and some doctors believe I am against them. They are wrong. The criticism and attacks I am facing are driven more by malice, especially after the Kolkata Dialogues and Autism Convention took place. I clearly remember the immense pressure both Dr. Rudrajit Sinha and I had to face. Kolkata dialogues and Autism Convention did not happen overnight but well thought and researched needs for our community of families with individuals with Autism Spectrum Disorder. I think Integration and inclusion is confusing most of us. Yesterday's conversation with Dr. Parimal Bera Sir made few things pretty clear.

Let us ask ourselves—what does inclusion really mean?
Parents are giving their children medication just so they can cope in school. Would parents of neurotypical children ever do that? Is that inclusion?
What about all the special treatment given in schools—is that inclusion?
When parents do not focus on teaching social skills and daily living skills, is that inclusion?
When they hire a scribe, is that inclusion?
And more importantly—is inclusion separate from the “What after us?” concern?
A child going to school is good—but what happens after Class 10?
From 2020 to 2023, I know that around 200 children passed Class 10. Where are they today?
Many children still struggle with reading and writing. Many cannot manage independent daily activities. Then how can inclusion truly happen?
Our children often do not know how to socialize. They may become aggressive due to severe emotional dysregulation or regression. Many isolate themselves because families, fearing stigma and judgment, never encouraged social exposure. Does that support inclusion?

I believe inclusion means something deeper.
It is when society builds infrastructure that ensures safety and dignity.

It is when there is real acceptance and willingness to accommodate.
Support and security are far greater concerns than simply pushing for mainstreaming and assuming it will solve everything.
School alone is not where true socialization happens.
Real inclusion happens when relatives accept, when neighbours include, and when society as a whole holds the hand of our children.

Let’s be honest—
School does NOT create inclusion.
Society does.
Inclusion begins when:
• Families stop hiding
• Neighbours start accepting
• Communities start supporting