About the store
I run So-Hum Special School in India, where I work daily with children with autism and developmental disabilities. I am also the parent of a young adult with autism — which means I understand this journey from both sides of the classroom.
I founded Able Marga after being unable to find structured, age-appropriate curriculum materials for my own son. Everything I create is developed and tested in my own school, built on ABA principles — task analysis, prompt fading, errorless learning, and real-world generalisation — with an Indian cultural context throughout.
I am currently pursuing my B.Ed in Special Education. My resources are designed to be practical and immediately usable, with no adaptation needed.
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Life Skills Curriculum for Special Education |Full Year| Indian Context |Level 1
⭐ A complete, structured life skills curriculum built for special educators who are tired of piecing things together.This is a full-year Level 1 Life Skills curriculum designed for students with autism and developmental disabilities — built on ABA principles, tested in a real special school classroom, and grounded in Indian cultural context throughout.Whether you're a special education teacher, a therapist running a life skills program, or a resource room educator looking for a structured, ready
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About the store
Experience
I run So-Hum Special School in India, where I work daily with children with autism and developmental disabilities. I am also the parent of a young adult with autism — which means I understand this journey from both sides of the classroom.
I founded Able Marga after being unable to find structured, age-appropriate curriculum materials for my own son. Everything I create is developed and tested in my own school, built on ABA principles — task analysis, prompt fading, errorless learning, and real-world generalisation — with an Indian cultural context throughout.
I am currently pursuing my B.Ed in Special Education. My resources are designed to be practical and immediately usable, with no adaptation needed.
Teaching style
My teaching style is structured, systematic, and rooted in Applied Behaviour Analysis (ABA). I break every skill into small, manageable steps using task analysis, and teach through repetition, errorless learning, and gradual prompt fading — moving from full physical guidance to independence at the child's own pace.
I believe in making learning predictable and safe for children who need consistency. Every activity is designed to build confidence first, then competence — with generalisation built in so skills transfer to real life, not just the classroom.
My resources are visual, hands-on, and adapted for diverse learners including non-verbal children and AAC users.
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