GOVT. RESIDENTIAL SCHOOL FOR HEARING HANDICAPPED ASMANGADH, 2

GOVT. RESIDENTIAL SCHOOL FOR HEARING HANDICAPPED ASMANGADH, 2 was established in 1969 and it is managed by the Department of Education. It is located in Urban area. It is located in SAIDABAD block of HYDERABAD district of Telangana. The school consists of Grades from 1 to 10. The school is Boys and it doesn’t have an attached pre-primary section. The school is Ashram (Govt.) in nature and is not using school building as a shift-school. Telugu is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Rented building. It has got 8 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 3 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 8 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Govt. Residential School for Hearing Handicapped Asmangadh: A Comprehensive Overview

The Govt. Residential School for Hearing Handicapped Asmangadh, established in 1969, is a boys-only institution managed by the Department of Education in Telangana, India. Located in the urban area of Saidabad, Hyderabad, this school provides education from Class 1 to Class 10, following the State Board curriculum for Class 10. Telugu serves as the primary language of instruction. The school operates within a rented building, equipped with eight classrooms in good condition and additional rooms for administrative and non-teaching purposes. A dedicated space is also allocated for the headmaster/teacher.

The school’s infrastructure includes a pucca boundary wall, ensuring security and a defined school perimeter. Reliable electricity supply is available, and the school provides tap water as a source of drinking water. Sanitary facilities include three functional boys’ toilets and one functional girls’ toilet. Accessibility for students with disabilities is supported by the presence of ramps. Importantly, the school possesses eight functional computers, though it does not currently offer computer-aided learning.

While the school does not have a playground or a library, it prioritizes accessible education. The school’s residential aspect is a key feature, operating as a government-run Ashram. This residential nature enhances support for the students. It is crucial to note that the school does not currently offer a midday meal program.

The school’s faculty consists of seven male teachers and eight female teachers, totaling fifteen educators, ensuring comprehensive coverage across subjects and classes. The school’s leadership is headed by one head teacher. The dedicated and experienced teachers are committed to providing quality education.

The school’s commitment to providing accessible education for hearing-impaired boys is evident in its infrastructure and staffing. The provision of ramps, functional toilets, and sufficient classrooms all contribute to a supportive learning environment. The school’s focus on inclusive education makes it a valuable asset to the community.

Despite the lack of certain amenities like a playground and library, the school’s fundamental focus remains on providing quality education to hearing-impaired boys. The dedicated staff and suitable infrastructure ensure a functional and supportive learning environment.

The school’s location in an urban area provides accessibility for students and families. The management’s commitment to maintaining the school and providing necessary resources is crucial to its continued success. The school’s establishment in 1969 reflects a long-standing dedication to supporting hearing-impaired students.

Further development and expansion of facilities like a library and playground would undoubtedly enhance the overall learning experience for the students. This would supplement the already provided educational resources. The school’s successful operation highlights the importance of specialized education for students with specific needs.

The school’s adherence to the State Board curriculum ensures the students receive a standardized and nationally recognized education. This prepares them for future academic pursuits and opportunities. The school’s continued success relies on the ongoing support of the Department of Education and the community.

The provision of eight computers, although lacking a dedicated computer lab, demonstrates a commitment to incorporating technology into the curriculum. Further investment in computer-aided learning could significantly enhance the educational experience. The school’s focus on providing a safe, functional, and supportive learning environment is commendable.