About Us

INTRODUCTION

The TCV Centre for Special Education, Chauntra was established in March 2005 with the aim of providing holistic care, tailored education, and therapeutic support to children facing academic, physical, emotional, and developmental challenges. The centre began with just twelve children, carefully selected from various TCV branch schools, and has since grown into a nurturing and inclusive educational environment.
From the beginning, the Centre has prioritized integration with the mainstream TCV school Chauntra. Our students actively participate in school-wide programs, cultural events, library usage, art and drawing classes, as well as music and dance activities, ensuring they are part of the larger school community. This inclusive approach not only promotes confidence and social development but also helps break down stigma and fosters empathy and unity among all students

AIMS

The centre is guided by a set of meaningful aims that focus on the growth, inclusion, and empowerment of every child. Each year, we carefully screen students across all TCV schools to identify those who may benefit from specialized educational support. This ensures that no child with additional needs is overlooked and that timely intervention is provided.
Our programs are designed specifically for Tibetan children in India who face physical, mental, or emotional challenges. Through structured support, therapeutic services, and individualized teaching methods, we strive to create an environment where every learner can thrive. Inclusion is at the heart of our mission. We work to ensure that our students are not separated from their peers but are welcomed as valuable members of the wider school community. This approach promotes understanding, empathy, and equal opportunity for all.
Ultimately, our aim is to nurture each child into a confident, capable, and independent individual. By helping them build essential life skills and self-belief, we prepare them to contribute meaningfully to society. Every child deserves dignity, support, and the chance to realise their fullest potential and our centre is committed to making that a reality.

FACILITIES

RESIDENTIAL SCHOOL:
Safe and comfortable homes and hostels for students
Internet access and dedicated study areas
Caring matrons and Ama Las who provide structured routines and guidance
MEALS:
Hygienic and nutritious vegetarian meals provided daily
Fresh cow milk served every day
Strong emphasis on health, nutrition, and a balanced diet
STATIONERY:
Availability of textbooks, notebooks, and essential stationery items
Convenient access through the school’s Stationery Centre
SCHOOL UNIFORMS:
Neat and climate-appropriate uniforms
Includes trousers, shirts, sweaters, and slippers
HEALTH & HYGIENE:
Well-equipped Health Centre
Regular medical and dental check-ups twice a year
Ongoing hygiene awareness programs for students
STUDENT SERVICES:
On-campus Canteen and Tuck Shop for daily necessities
“Energy Hub” Fruit Shop encouraging healthy snacking habits
ACADEMIC DEVELOPMENT:
Highly dedicated and qualified teaching staff
Digital classrooms equipped with projectors
ICT and Computer Labs for practical technology learning
A well-furnished library with a wide range of books
Tablets, laptops, and internet access for enhanced digital learning

During my internship from 4 July to 4 October, I had the privilege of teaching and supporting students across all classes of the Special School. This experience gave me direct exposure to learners with a wide range of developmental, intellectual, and psychological conditions. By working closely with them, I not only refined my teaching and therapeutic approaches but also deepened my understanding of the unique challenges and strengths each child brings to the classroom.
In the category of Autism Spectrum Disorder (ASD), I worked with Tenzin Namgyal, Tenzin Wangchen, Tenzin Namchoe, Tenzin Lekshey, and Ngawang Paljor. Each of these students required individualized strategies to support communication, sensory regulation, and social interaction. Through activities rooted in Applied Behavior Analysis and speech therapy, I observed gradual improvements in engagement and responsiveness.
Students diagnosed with Down Syndrome (Trisomy 21) Tenzin Noryang, Karma Tenzin Jigme, and Tenzin Karsel benefited from structured academic routines and hands on learning. With patience and repetition, they were able to achieve small but meaningful milestones in literacy and numeracy.
I also had the opportunity to work with Tenzin Minky, a student with Dravet Syndrome, whose learning journey required careful coordination between medical considerations and classroom participation. Similarly, Ngawang Tsedzom, who lives with Cerebral Palsy, engaged in both academic and physical therapy sessions, reminding me of the importance of integrating mobility support into education.
Several students, including Tenzin Losel, Karma Sonam, Jigme Dorjee, Jimpa Lhundup, Sonam Dolma, Tenzin Tsokey, Tenzin Tsundue, and Tenzin Choekeyi, were diagnosed with Peter Pan Syndrome and Intellectual Disability. Teaching this group highlighted the value of individualized instruction, simplified lesson plans, and creative classroom activities that foster independence and social skills alongside academic learning.
In addition, I worked with Chemi Dolkar, who was diagnosed with mental illness, and Sonam Yangzom, who experienced bipolar disorder. Their unique circumstances required not only sensitivity but also consistent emotional support. By incorporating mindfulness and SEE Learning techniques, I was able to create a calm and supportive environment that encouraged self-expression and stability.
Altogether, these three months of teaching in the Special School provided me with invaluable insight into the diverse spectrum of student needs ranging from autism and intellectual disabilities to mental health challenges. Each child I worked with reaffirmed my belief that inclusive education must go beyond academics, focusing equally on compassion, therapy, and life skills.

Tenzin Lhawang — M.A. in English (Honors)

TCV Centre for Special Education Chauntra

Special Children

Special Educator

Physical Therapist

Foster Parent

Engagement in Mainstream Classes

” Alongside my work in the Special School, I also taught English in mainstream classes from Grade 3 to Grade 9, gradually moving from the lower to the higher levels. I prepared a two-month structured lesson plan that focused on grammar, pronunciation, listening, reading, and speaking. Special attention was given to verb tenses (Simple, Continuous, Perfect, and Perfect Continuous), the practical use of reported speech, and phonetic awareness through an introduction to the International Phonetic Alphabet (IPA). Beyond language learning, I also engaged students in discussions about careers, institutions, and universities, providing guidance in areas they were eager to learn. This combination of academic and career-oriented learning enriched their classroom experience and encouraged them to think beyond the syllabus.”

SEE Learning Program

” A cornerstone of my internship was my participation in SEE Learning, a program developed under the vision of His Holiness the 14th Dalai Lama. Conducted twice a week, these sessions nurtured compassion, mindfulness, and ethical responsibility. By integrating SEE Learning principles into my classes, I encouraged empathy through meaningful stories, supported self-awareness through simple mindfulness practices, and connected academic lessons with ethical reflection to strengthen holistic development. These experiences allowed my students to understand themselves better and relate to others with kindness. The program deeply shaped my teaching philosophy, reminding me that true education must support both intellectual growth and emotional well-being. This approach enriched my experience.”

Thank You

” My three month teaching internship at TCV Chauntra School has been an inspiring journey of learning, service, and growth. I am deeply grateful to Principal Mr. Passang Tsering, Head of Special Education Mr. Chemi, Mr. Thaye, and Mr. Migmar, whose mentorship and support guided my progress. Through this internship, I gained hands on experience in inclusive classrooms, therapy sessions, and values based education, all of which have strengthened my commitment to becoming an educator who upholds both academic excellence and compassionate teaching. This experience has left me with a firm conviction that education, at its best, is not just about teaching lessons it is about transforming lives.”