In Education
The ultimate goal of education is concerned with an individual’s effective participation in society and of reaching his/ her full potential. Inclusion in education is an essential prerequisite to enable this.
“Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone.” — George Dei
We are working directly with children in special schools, mainstream schools, government schools and inclusive schools across the country. Our aim is to create spaces for children that would allow them to bring up questions, share feelings, reflect on thoughts, and discuss self-image, events in the world, relationships and biases in a non-threatening creative manner. It is important to be deliberate about fostering in the young a sense of self-worth, a sense of possibility, a sense of community, a sense of empowerment, a sense of self directed learning, and above all a sense of self wonder and aspirations.
This is essential if we hope to create leaders who take forward learning and change to the world, with the freedom, skills, discipline and accountability that it entails.
Our Engagements
Mainstream Schools
Our work with mainstream schools has two key focus areas: first, engaging children through creative interventions to prepare them for inclusion, and second, supporting the learning of children who learn differently by addressing their unique needs.
By integrating arts-based creative interventions into classroom settings, we aim to foster inclusive mindsets and create meaningful learning opportunities for all students. This approach leverages existing resources and infrastructure within schools to build readiness for inclusion, ensuring that every child feels valued, supported, and empowered in their learning journey.
APL Global
APL Global is an accredited centre for the Cambridge International Diploma in Teaching and Learning (CIDTL), a professional development qualification offered by Cambridge Assessment International Education.
The Artistry in Learning programme by Snehadhara Foundation at APL Global, Chennai works with a three session module with 80 UKG students and 20 of their teachers to inculcate arts into classroom settings to bring about inclusive and creative learning practices to them.
The Brigade Schools
The Artistry in Learning programme by Snehadhara Foundation at the Brigade Schools at Whitefield, Malleshwaram and JP Nagar was designed as an engagement aimed at creating creative, learner-led spaces where young students can thrive through arts-based practices. The program, which focused on integrating the arts into the UKG curriculum, sought to foster creativity, collaboration, and self-expression among students. The aim was to create an enriching educational experience that went beyond traditional learning, encouraging both teachers and students to explore new ways of engaging with content and each other. The programme was from August-November 2024.
Insight Academy
Over 200 children became a part of a unique session by Snehadhara at Insight Academy. The session focused on voice, rhythm, play and story.
School of India
We conducted a session on creative expressions using the body with the 4th-7th graders at the School of India. It was interesting to see how the children responded to group games and movement based learning.
Sherwood High
The language of art event was at Sherwood High, an educational institution in Bannerghatta road. Facilitators from Snehadhara conducted interactive sessions with storytelling, drumming and voice and movement for about 200 children.
Special Needs Schools and Centres
We actively engage in direct interventions within classrooms, working closely with special needs populations in schools and learning centers. Through these interventions, we create inclusive and nurturing learning environments that support diverse needs and abilities.
Below are some organizations that highlight the impact of our work in these spaces. By sharing these experiences, we aim to showcase best practices in learning and facilitation, fostering a broader understanding of inclusive education and its transformative potential.
Diya Foundation
Project PIPAL with Headstreams
Headstreams has been working on improving lives of marginalised and under-privileged communities since 2008 using the Human Development approach. One of the focus of Headstreams’ work has been to provide exploratory, experimental and experiential learning opportunities for children and youth to help them become life-long learners. Project PIPAL is headed by Headstreams at the Government Observation Home in Madivala market, Bengaluru.
One of our key engagements this year is the project PIPAL -Programmes in ‘Play and learning’. The learning and the free play space that has been set in the Madiwala Observation Home is a platform that meaningfully engages the inmates through directive and non-directive sessions using Multi-Arts and Play. This project is led by S Sarangan, Parvathi G, Gitanjali Sarangan of the impART team. Sessions in the Observation home are facilitated through the week with the Sunday sessions being a space for Drumming , Theatre and Play.
The inauguration of PIPAL Open Learning and Free Play Space at the Observation Home for Boys, Madiwala on May 7, 2018 brought together dignitaries and the inmates experienced the Arts. The members of the Committee for Welfare of Juveniles and implementation of the Provisions of the Juvenile Justice in Karnataka – Hon’ble Mrs. Justice B.V.Nagarathna, Hon’ble Mr. Justice B.Veerappa and Smt. Uma M. G., Member Secretary (Karnataka State Legal Services Authority accompanied by Smt. Kalpana Purushothaman, Juvenile Justice Board (JJB) Member graced the evening. They participated in an inclusive session with the boys and the Observation Home staff. Arts and Play indeed see no boundaries.
Sharanya Children’s Home
Sharanya Children’s Home, R. T. Nagar houses 25 girls between the age of 6 and 16 years.
They are provided with secure and spacious accommodation, schooling, nutritious food, medical assistance and recreation. This home for Destitute Children was started in the year 1991, with funds from Government of Karnataka, Department of Women and Child Development and individual donors. Presently these children go to primary and middle schools.
Our Wisdom First project facilitated by Sumathi Ramjee involves bi-weekly sessions with a group of ten children from the home of 6 to 12 years of age. The ABT sessions are primarily focussed on therapeutic goals like Conflict resolution, Coping with stress and emotions, Creative expression and Group interaction.
The speciality of the case study being done is in effectively weaving in key concepts like generosity, sharing, conflict resolution, emotional expression, compassion, patience, discipline and cooperative play into the sessions using multi art forms of drama, play, movement, music and visual art.
Apoorva Centre for Autism (ACA)
The Society for the Autistics in India (SAI) is a non-profit charitable trust, registered under National trust and DNA registered (Disability NGO alliance), founded by a group of parents of autistic children with an objective of educating/training individuals with autism. Apoorva Centre for Autism (ACA) is an educational and training centre started in 1996 by SAI, registered under National Trust. There are about 70 children at the centre across their Early Intervention, Communication Development Program and Vocational Training.
Our Wisdom First Project titled SamAsana – Togetherness (2017-2018) , facilitated by Gitanjali Sarangan is with a functional academic group of children between 9-12 years of age at ACA.
The stated aim of the ABT sessions with this group is to mindfully integrate into the therapeutic work key concepts of interdependence, nature of feelings, sense of responsibility and harmony. The loving presence of each one in the group should help them with self-awareness and allow them to experience small successes and build confidence. The focus of the ABT sessions is to complement the interventions to achieve the IEP set for each child. Through the key concept lens the sessions along with achieving the TGs also allow the group to look at sharing and generosity, discipline, interdependence and happiness of being together.
Brindavan Education Trust
Art in Education Program at Addressing Social Skills through Arts at Brindavan Education Trust (2013-2015)
Facilitators from Snehadhara Foundation designed, conducted theatre sessions for the senior school students of Brindavan Education Trust for the academic year 2013-2014.
The sessions had the following focus areas:
- Body, Voice and Movement– Loosen inhibitions, increasing agility and flexibility
- Expression – Social dynamics and bonding with large and small groups
- Theatre – Basic understanding of stage, storytelling and ensemble theatre
Between 2014 and 2015 , we had a engagement with 40 senior school students at the Brindavan Educational Trust. Our work with this group focussed on the various aspects in the social domain of adolescents.
Enable India
EnAble India is a non-profit organization working since its inception from 1999 towards the economic independence and dignity of persons with disabilities.
It has started an employability training programme with the candidates under Autism spectrum disorder and other related disorders. The programme aims at making the selected candidates employable so that they are placed with the employers.
The central thrust of Snehadhara’s work with EnAble was to use Arts based interventions to create an interdisciplinary approach that integrates practical, artistic and conceptual elements in the existing learning protocols in order to empower adults with disabilities. The pilot project was designed keeping in mind the possibility of using ABT to address areas of development that include Speech, Sensory Integration, Motor Skills, Cognition and Social Dynamics. In doing so, the attempt was to implement, execute and measure qualitative outcomes of these various processes.
Keeping in mind the post placement needs of the participants, the Buddy system approach was attempted in order to accelerate learning between identified pairs of buddies, thereby, creating a platform for peer to peer and socio cognitive learning.
Inclusive Schools
We actively engage in direct interventions within inclusive schools, creating learning environments where children of all abilities can thrive together. Our approach focuses on fostering meaningful participation, ensuring that every child—regardless of their needs or background—feels valued, heard, and empowered in the classroom.
Below are some organizations that highlight the impact of our work in inclusive education. By sharing these experiences, we aim to showcase best practices in teaching and facilitation, inspiring more spaces where every child has the opportunity to learn and grow together.
HLC International
In a time when humans are trying to numerically quantify all the things children know, we must remember that there is more to life than intellect. It is widely held that there are at least 7 dimensions of human greatness required to develop wholly:
Integrity, Intuition, Interaction, Initiative, Inquiry, Imagination and Identity.
Arts in education is an expanding field of educational research and HLC International, Chennai has always been about learning without limits. An Ashoka Change Maker School, not only has HLC been demonstrating a convincing model for inclusion within a private school ecosystem, they are also committed to building strong value for inclusion across the education sector at large.
2022-23
- Conducted a two-day engagement for 50 HLC International members, focusing on “Caring for We While Caring for Others” through creative expression.
- Emphasized self-reflection and emotional well-being, reinforcing the need to befriend and invest in oneself.
2017-18
- Trained teachers in observation, feedback, and facilitation using the Arts, integrating self-experience with curriculum planning.
- Introduced effective feedback mechanisms through teacher-led sessions and creative engagement.
2016-17
- Strengthened classroom dynamics, fostering student self-expression and critical thinking.
- Enabled teachers to extend the program to other classes and mentor peers in inclusive education.
2015-16
- Introduced arts-based interventions to build social connections and foster deeper inclusion.
- Created a safe, non-judgmental space where students transitioned from tentative exploration to active participation.
Kids Corner
The intent of the programme is to study what it takes for a school to get ready to practice inclusion. How buddy systems created with the children serve as the shadow support the children need. What are the sets of tools and techniques needed for both set of educators ?
We are set out to achieve social cohesion that we refer to as elements that bring and hold people together in society. In a socially cohesive society all individuals and groups have a sense of belonging, participation, inclusion, recognition and legitimacy.
Keeping the dialogue with this effort on, we intend to thread this journey with all children using the arts as a catalyst for growth that emerges from a collective past and towards a shared future. Using the Arts as the momentum, the children will drive this endeavour towards a community, a society that celebrates diversity.
In pursuit of this, we co-located with a mainstream school Kids’ Corner School at JP Nagar to see how children can engage with each other and build an organic platform of learning and social interaction.
2018-19
- Empowered children to lead sessions, guiding warm-ups, games, and creative activities through dance, music, and movement.
- Demonstrated that when hearts are open, inclusive spaces naturally emerge, fostering deeper interactions.
2017-18
- Continued the buddy system, enabling children from both groups to learn from and support one another.
- Strengthened community learning by encouraging shared experiences in play, communication, and celebration.
2016-17
- Fostered respect and understanding by creating opportunities for children of differing abilities to play and learn together.
- Built a foundation for inclusive communities where participation, empathy, and acceptance thrive.
