Pinnacle Blooms
@ Pragathi Nagar

Empowering children with everything child needs, to-be self-sufficient for becoming natural part of the mainstream society, schools & be accepted as what they are, so that children can earn bright future.

Our soul purpose of existence is: enriching families with effective skills & intervention strategies for overall development of the children through hand crafted programs by industry experts leading to overall development of the child thus happy families.

Testimonials

Team

Pakalapati shoban kumar

Partner Chief Therapist, National Care Center, Pragathi Nagar

G Ravali Yadav

Speech Therapist, Pragathi Nagar

Kaveri

Speech Therapist, Pragathi Nagar

Daya Devi Bondugula

Admin Manager, Pragathi Nagar

pragathi nagar admin

Admin Manager, Pragathi Nagar

CH.DIVYA REDDY

Occupational Therapist, Pragathi Nagar

Mulla.Rasool bee

Occupational Therapist, Pragathi Nagar

Devalraju Sai Sujitha

Behavioural Therapist, Pragathi Nagar

Harika morey

Occupational Therapist, Pragathi Nagar

Shreya Sathia

Behavioural Therapist, Pragathi Nagar

Shaik. Musthafa Ali

Admin Manager, Pragathi Nagar

Lokesh kuchipudi

Admin Manager, Pragathi Nagar

Yamuna Nandivada

Behavioural Therapist, Pragathi Nagar

Updates

Collaboration

6/5/2023 10:57:35 AM

Respected sir/mam

Good morning sir/mam

Today's collab topic **Miller Fisher Syndrome*(OT)*

By: Harika garu(OT)

*LinkedIn* -

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*Facebook*

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*Google maps:*

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/uNgyRqcimqRUZdX4A

Thank youRespected sir/mam

Good morning sir/mam

Today's collab topic **Miller Fisher Syndrome*(OT)*

By: Harika garu(OT)

*LinkedIn* -

https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_miller-fisher-syndrome-miller-fisher-syndrome-activity-7071326978997436416-Uqv1?utm_source=share&utm_medium=member_android

*Facebook*

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*Google maps:*

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/uNgyRqcimqRUZdX4A

Thank you

Froala Editor

Collaboration

6/2/2023 9:20:01 AM

ADAPTATION FOR CWLD:
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology
Part 2: Different Types of Supports

Special education
Adapting instruction
Related services
Supplementary aids and services
Program modifications and supports for school staff
Accommodations in large assessments

Part 1: A Quick Look at Terminology
Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports
Special Education
By definition, special education is “

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—To address the unique needs of the child that result from the child’s disability; and To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now.
Adapting Instruction
Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:
what a child is taught, and/or
how a child works at school.
Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests
breaking up testing over several days
Setting. For example,

working in a small group
working one-on-one with the teacher
Materials. For example,

providing audiotaped lectures or books
giving copies of teacher’s lecture notes
using large print books, Braille, or books on CD (digital text)
Instruction. For example,ADAPTATION FOR CWLD:
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology
Part 2: Different Types of Supports

Special education
Adapting instruction
Related services
Supplementary aids and services
Program modifications and supports for school staff
Accommodations in large assessments

Part 1: A Quick Look at Terminology
Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports
Special Education
By definition, special education is “

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—To address the unique needs of the child that result from the child’s disability; and To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now.
Adapting Instruction
Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:
what a child is taught, and/or
how a child works at school.
Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests
breaking up testing over several days
Setting. For example,

working in a small group
working one-on-one with the teacher
Materials. For example,

providing audiotaped lectures or books
giving copies of teacher’s lecture notes
using large print books, Braille, or books on CD (digital text)
Instruction. For example,

Froala Editor

Collaboration

5/26/2023 9:41:06 AM

TOPIC :- TROUBLE SWALLOWING
Dysphagia is merely referred to as a condition of swallowing. Any of the three steps of swallowing can experience it:

Oral
Pharyngeal
Esophageal
Dysphagia is often noted in stroke survivors and can affect the oral and/or pharyngeal phase of swallowing. While attempting to swallow saliva, beverages, or food, the patient may cough or choke. A speech-language pathologist will frequently evaluate a patient's capacity for swallowing in order to assess the risk of aspiration, which is when food or liquid enters the lungs and may result in pneumonia or a lung infection.

Silent ambition is a risk for stroke survivors. When food and fluids enter the lungs without coughing or choking, it is known as silent aspiration. There are no visible symptoms or signs of a swallowing disorder in these patients.

academic medical centre, Cleveland Clinic. Our mission is aided by the advertising on our website. We don't suggest Cleveland Clinic-exclusive goods or services. Policy

What exactly does it mean to have trouble swallowing imply?
To move food or liquid from our mouths into our stomachs during swallowing, several muscles and nerves collaborate. Swallowing issues can come from anywhere in the mouth, throat, or oesophagus. A muscular tube in your neck called the oesophagus delivers food and liquids from your mouth to your stomach.

Swallowing issues can range from minor to serious. The method of treatment differs according on the problem's root cause. To assist you swallow, doctors will occasionally prescribe medicine. You might require a feeding tube if you can't swallow anything at all.TOPIC :- TROUBLE SWALLOWING
Dysphagia is merely referred to as a condition of swallowing. Any of the three steps of swallowing can experience it:

Oral
Pharyngeal
Esophageal
Dysphagia is often noted in stroke survivors and can affect the oral and/or pharyngeal phase of swallowing. While attempting to swallow saliva, beverages, or food, the patient may cough or choke. A speech-language pathologist will frequently evaluate a patient's capacity for swallowing in order to assess the risk of aspiration, which is when food or liquid enters the lungs and may result in pneumonia or a lung infection.

Silent ambition is a risk for stroke survivors. When food and fluids enter the lungs without coughing or choking, it is known as silent aspiration. There are no visible symptoms or signs of a swallowing disorder in these patients.

academic medical centre, Cleveland Clinic. Our mission is aided by the advertising on our website. We don't suggest Cleveland Clinic-exclusive goods or services. Policy

What exactly does it mean to have trouble swallowing imply?
To move food or liquid from our mouths into our stomachs during swallowing, several muscles and nerves collaborate. Swallowing issues can come from anywhere in the mouth, throat, or oesophagus. A muscular tube in your neck called the oesophagus delivers food and liquids from your mouth to your stomach.

Swallowing issues can range from minor to serious. The method of treatment differs according on the problem's root cause. To assist you swallow, doctors will occasionally prescribe medicine. You might require a feeding tube if you can't swallow anything at all.

Froala Editor

Collaboration

5/24/2023 12:50:25 PM

Respected sir/mam

Good afternoon sir/mam

Today's collab topic*Heberdens nodule*(OT)

By: Rasool garu

Facebook

https://www.facebook.com/105628399022811/posts/pfbid02hmnc8Ee8a3PSepffR7tRR4jaozxQTYif7UQrDcYLPeammJS7DpU1qPB3trui9tyl/?mibextid=Nif5oz

Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/LAsEmWfWMY7C6apR9

https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_heberdens-nodule-definition-heberden-activity-7066987177326374912-KZ3F?utm_source=share&utm_medium=member_android

Thank youRespected sir/mam

Good afternoon sir/mam

Today's collab topic*Heberdens nodule*(OT)

By: Rasool garu

Facebook

https://www.facebook.com/105628399022811/posts/pfbid02hmnc8Ee8a3PSepffR7tRR4jaozxQTYif7UQrDcYLPeammJS7DpU1qPB3trui9tyl/?mibextid=Nif5oz

Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/LAsEmWfWMY7C6apR9

https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_heberdens-nodule-definition-heberden-activity-7066987177326374912-KZ3F?utm_source=share&utm_medium=member_android

Thank you

Froala Editor

Collaboration

5/22/2023 10:11:27 AM

Respected sir/mam

Good morning sir/mam

Today's collab topic*Games for preschoolers*(ST)

By: Ravali garu

Facebook

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Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/GFH57oQtdw4HXNux5

https://www.linkedin.com/posts/daya-devi-08b724262_kids-who-dont-pay-attention-quickly-discover-activity-7066267334398660608--J0G?utm_source=share&utm_medium=member_android

Thank youRespected sir/mam

Good morning sir/mam

Today's collab topic*Games for preschoolers*(ST)

By: Ravali garu

Facebook

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Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/GFH57oQtdw4HXNux5

https://www.linkedin.com/posts/daya-devi-08b724262_kids-who-dont-pay-attention-quickly-discover-activity-7066267334398660608--J0G?utm_source=share&utm_medium=member_android

Thank you

Froala Editor

Collaboration

5/19/2023 8:48:24 AM

Self Beating and Harming:
Self-Beating or Self injurious behaviour is where a person physically harms themselves. This might be head banging on floors, walls or other surfaces, hand or arm biting, hair pulling, eye gouging, face or head slapping, skin picking, scratching or pinching, forceful head shaking. 
half of autistic people engage in self-injurious behaviour at some point in their life, and it can affect people of all ages.
Causes of self-beating behaviour:
1.They feel they are not listened to 
2.They have been told off
they have little or no choice about things
3.They have been bullied 
4.They are involved in arguments, or hear other people arguing 
5.They are feeling unwell.
Some self-injurious behaviour might indicate mental health issues such as depression or anxiety.
1.Repetitive behaviour
Some forms of self-injury might be part of a repetitive behaviour, an obsession or a routine.
2.Developmental stages
The person might still do some things that most people stop doing as young children, such as hand mouthing - putting their fingers or hand into their mouth - causing injury.
3.Learned behaviour
The person might learn that self-injurious behaviour can be a very powerful way of controlling the environment. A behaviour, eg head slapping, which they did at first because of physical pain, could eventually become a way of avoiding or ending a situation they don't like, eg turning the television off, or interrupting an argument taking place nearby.
Self harm:
Self-harm is when somebody intentionally damages or injures their body. Self-harm is most often described as a way to express or cope with emotional distress.
Different ways people may self harm:
People may use one or more ways to self-harm. They may do it once or twice, or more regularly. There may be many different reasons why people self-harm and some people may not know why they self-harm. Reasons may include:
1.dealing with intense feelings or distress
2.trying to feel in control
self-punishment
3.wanting to feel something when emotionally numb.
Signs of self-harm:
1.keeping fully covered around others
2.unexplained injuries, usually on the wrists, arms, thighs and chest  
3.unexplained blood stains on clothing or tissues
signs of pulling out hair
4.signs of low self-esteem and becoming very withdrawn  
5.avoiding activities where they have to change clothing, such as swimming
expressing feelings of failure, uselessness, or hopelessness  
6.signs of depression - low mood, tearfulness or a lack of motivation or interest.
Causes:
1.Sensory differences – trying to regulate/manage 2.Sensitivity to sound, light, texture and touch
difficulties recognising, 3.Managing and regulating emotions (alexithymia)
4.Difficulties with transition, for example, changes at school, home or work
increased likelihood of co-occurring mental health conditions.
Treatment:
1.Cognitive behavioral therapy
2.Mindfulness-based cognitive therapy (MBCT) 
3.Dialectical behaviour therapy (DBT)
4.Psychodynamic therapy. Self Beating and Harming:
Self-Beating or Self injurious behaviour is where a person physically harms themselves. This might be head banging on floors, walls or other surfaces, hand or arm biting, hair pulling, eye gouging, face or head slapping, skin picking, scratching or pinching, forceful head shaking. 
half of autistic people engage in self-injurious behaviour at some point in their life, and it can affect people of all ages.
Causes of self-beating behaviour:
1.They feel they are not listened to 
2.They have been told off
they have little or no choice about things
3.They have been bullied 
4.They are involved in arguments, or hear other people arguing 
5.They are feeling unwell.
Some self-injurious behaviour might indicate mental health issues such as depression or anxiety.
1.Repetitive behaviour
Some forms of self-injury might be part of a repetitive behaviour, an obsession or a routine.
2.Developmental stages
The person might still do some things that most people stop doing as young children, such as hand mouthing - putting their fingers or hand into their mouth - causing injury.
3.Learned behaviour
The person might learn that self-injurious behaviour can be a very powerful way of controlling the environment. A behaviour, eg head slapping, which they did at first because of physical pain, could eventually become a way of avoiding or ending a situation they don't like, eg turning the television off, or interrupting an argument taking place nearby.
Self harm:
Self-harm is when somebody intentionally damages or injures their body. Self-harm is most often described as a way to express or cope with emotional distress.
Different ways people may self harm:
People may use one or more ways to self-harm. They may do it once or twice, or more regularly. There may be many different reasons why people self-harm and some people may not know why they self-harm. Reasons may include:
1.dealing with intense feelings or distress
2.trying to feel in control
self-punishment
3.wanting to feel something when emotionally numb.
Signs of self-harm:
1.keeping fully covered around others
2.unexplained injuries, usually on the wrists, arms, thighs and chest  
3.unexplained blood stains on clothing or tissues
signs of pulling out hair
4.signs of low self-esteem and becoming very withdrawn  
5.avoiding activities where they have to change clothing, such as swimming
expressing feelings of failure, uselessness, or hopelessness  
6.signs of depression - low mood, tearfulness or a lack of motivation or interest.
Causes:
1.Sensory differences – trying to regulate/manage 2.Sensitivity to sound, light, texture and touch
difficulties recognising, 3.Managing and regulating emotions (alexithymia)
4.Difficulties with transition, for example, changes at school, home or work
increased likelihood of co-occurring mental health conditions.
Treatment:
1.Cognitive behavioral therapy
2.Mindfulness-based cognitive therapy (MBCT) 
3.Dialectical behaviour therapy (DBT)
4.Psychodynamic therapy. 

Froala Editor

Collaboration

5/18/2023 9:15:03 AM

Respected sir/mam

Good morning sir/mam

Today's collab topic*TFCC injury *(OT)

By: Divya garu

Facebook

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Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
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https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_good-morning-tfcc-injury-the-triangular-activity-7064802734524280832-bmMz?utm_source=share&utm_medium=member_android

Thank youRespected sir/mam

Good morning sir/mam

Today's collab topic*TFCC injury *(OT)

By: Divya garu

Facebook

https://www.facebook.com/105628399022811/posts/pfbid0nH7KzPCFk4Whp82DCEqUZm6qwvoCPJyXhEbAck6hWNTy6TiKKsFxWKmAPMgd1CRil/?mibextid=Nif5oz

Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/F7r8MeRRx61pwgNH6

https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_good-morning-tfcc-injury-the-triangular-activity-7064802734524280832-bmMz?utm_source=share&utm_medium=member_android

Thank you

Froala Editor

Collaboration

5/16/2023 10:02:56 AM

TODAY'S COLLAB TOPIC: PERCEPTION EXERCISES:

This activity highlights individual's ability to recognise objects by hearing their visual characteristics and illustrates the importance of perception and attention to detail in gathering information.

Training Programs for Improving Speech Perception in Noise:

Understanding speech in the presence of noise is difficult and challenging, even for people with normal hearing. Accurate pitch perception, coding and decoding of temporal and intensity cues, and cognitive factors are involved in speech perception in noise (SPIN); disruption in any of these can be a barrier to SPIN. Because the physiological representations of sounds can be corrected by exercises, training methods for any impairment can be used to improve speech perception. This study describes the various types of bottom-up training methods: pitch training based on fundamental frequency (F0) and harmonics; spatial, temporal, and phoneme training; and top-down training methods, such as cognitive training of functional memory. This study also discusses music training that affects both bottom-up and top-down components and speech training in noise. Given the effectiveness of all these training methods, we recommend identifying the defects underlying SPIN disorders and selecting the best training approach.TODAY'S COLLAB TOPIC: PERCEPTION EXERCISES:

This activity highlights individual's ability to recognise objects by hearing their visual characteristics and illustrates the importance of perception and attention to detail in gathering information.

Training Programs for Improving Speech Perception in Noise:

Understanding speech in the presence of noise is difficult and challenging, even for people with normal hearing. Accurate pitch perception, coding and decoding of temporal and intensity cues, and cognitive factors are involved in speech perception in noise (SPIN); disruption in any of these can be a barrier to SPIN. Because the physiological representations of sounds can be corrected by exercises, training methods for any impairment can be used to improve speech perception. This study describes the various types of bottom-up training methods: pitch training based on fundamental frequency (F0) and harmonics; spatial, temporal, and phoneme training; and top-down training methods, such as cognitive training of functional memory. This study also discusses music training that affects both bottom-up and top-down components and speech training in noise. Given the effectiveness of all these training methods, we recommend identifying the defects underlying SPIN disorders and selecting the best training approach.

Froala Editor

Collaboration

5/15/2023 1:45:11 PM

Respected sir/mam

Good afternoon sir/mam

Today's collab topic*Self talk*(BT)

By:Shreya garu

Facebook

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Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/HdrcfP2gZ7M3C3zh8

https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_todays-collab-topic-selftalk-most-people-activity-7063768486300307456-B0gL?utm_source=share&utm_medium=member_android

Thank youRespected sir/mam

Good afternoon sir/mam

Today's collab topic*Self talk*(BT)

By:Shreya garu

Facebook

https://www.facebook.com/105628399022811/posts/pfbid03824oYE1ypQ8hTBJXBfKVBFZoPeGeGKMJpUFkZhhq9FJhSDFu8rdnBYxGrEUH4rKKl/?mibextid=Nif5oz

Google maps:

Pinnacle Blooms Network - #1 Autism Therapy Centres Network on Google
https://posts.gle/HdrcfP2gZ7M3C3zh8

https://www.linkedin.com/posts/pinnacle-blooms-network-pragathinagar_todays-collab-topic-selftalk-most-people-activity-7063768486300307456-B0gL?utm_source=share&utm_medium=member_android

Thank you