Our Projects

Everyone deserves a chance


The DSS Special education centre is a place where we believe in the uniqueness and ‘ableness’ of every child. We believe that every child has the right to fullness of life irrespective of all the challenges he/she needs to face.

We aim at providing every child with an environment that enhances their abilities as we choose to agree with C. S. Lewis who says “Every disability conceals a vocation, if only we can find it, which will ‘turn the necessity to glorious gain”.

We work together as educators, therapists, parents and community to be a change that we want to see. We thrive on love, patience and perseverance.

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Parenting is often referred to as the hardest job in the world. “Parenting is a very challenging endeavor,” says Polanchek, who worked for 12 years as a parent educator and counsellor.   In addition, she says, the society expects that parents should be able to figure everything out on their own; if they seek any help, society seems to suggest they are failures as parents. Everyone I know needs some parental guidance. That’s why there are so much materials out there for parents.   Last when I checked, there were 107,000 parenting books available on Amazon. But who has time and patience to read all of them and understand, especially in a place like Manali, where most people are busy or not well educated? Just how hard is it, then, to counsel someone who is struggling in that role? That is the challenge of a counsellor.  The first and best thing counselors can do to encourage parents to lower those walls to provide an accepting space, free of judgment and criticism. The counsellor’s job is to listen and be supportive rather than to offer well-meaning advice straight off the bat.  To put it in a nutshell, we want to Empathize, accept, and collaborate.

Offering empathic understanding means seeing through any negativity the parent presents and understanding that, underneath it all, parents really just want to love their children. The idea behind radical acceptance is that counsellors should receive and accept anything and everything a parent says in session without judgement. Collaboration involves encouraging them to lead the process of better parenting with a little nudging and help.

Counseling 1
Counseling 2

Some of our Do’s and don’ts

Working with parents can be a challenge, but

  • We do trust in the process of collaboration, empathy and radical acceptance.
  • We do notice and appreciate the strengths that parents possess, even when those strengths aren’t readily apparent at first.
  • We do respect parents, much like teenagers, they can sense disrespect a mile away.
  • We don’t offer information or advice before we have listened.
  • We don’t give too much advice.
  • We do give individual attention to our parents because their personalities and circumstances are different from one another
  • We do comment on some of the strengths we hear in parents’ descriptions of their children. Too often, parents hear very little that is positive about their kids.
  • We do keep the confidentiality of the information shared with us.

As part of our parent counseling program, we offer the following seminars in order to better equip our parents:

Parenting Adolescent Children: Understanding the Changes in Your Children and Supporting Them.

  • How to Have a Wonderful Family? Opportunities and Challenges in the Modern Context.
  • Disciplining Your Children:  Some Do’s and Don’ts.
  • How to Motivate My Child?
  • Five Love Languages of Parenting

These and many more interesting seminars will be conducted with the help of in-house experts and experienced guest speakers. Parents are urged to make use of these quality programs specially made available for you.

Day to day skills make a difference


Recommending education through craft, Mahatma Gandhi said, “..The core of my suggestion is that handicrafts are taught not merely for production work but for developing intellect of the pupils”. This idea was taken forward by the ‘Kothari Commission’ (1964–66), which suggested introduction of ‘work experience’ in education. Subsequently, after the recommendations of ‘Ishwarbhai Patel Committee’ (July, 1977), which first coined the term ‘Socially Useful Productive Work’ or SUPW, the subject was first introduced to the school curriculum in 1978, by Ministry of EducationGovernment of India

 Socially Useful Productive Work (SUPW) is a subject in Indian schools where students can choose from a number of vocational education activities –embroidery and knittinggardeningcookingpainting, carpentry and other crafts and hobbies, and clubbed community service for senior students (class IX on wards). Students learn to work as a team and to work with skill and deftness. It was introduced in 1978, by the Ministry of Education to promoteGandhian values and educational ideas of Mahatma Gandhi.

While most private schools barring a few have dispensed with the subject, it remains an ancillary, but mandatory part of course curriculum in schools affiliated to the Council for the Indian School Certificate Examinations (CISCE), which conducts two examinations in India: the Indian Certificate of Secondary Education (ICSE) and the Indian School Certificate (ISC). It is also taught in some Central Board of Secondary Education (CBSE) schools, which includes all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.

In addition to developing individual skills, SUPW aims to help develop among the students the habit to work as a community, encourage community thinking, increase awareness of scientific advancements and develop a scientific outlook. The training acquired in the classroom is expected to help students to solve day-to-day problems of the community.!

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