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Dr. S.P. Goswami Head, Dept. of Speech Language Pathology, AIISH Mysore & - PowerPoint PPT Presentation
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Dr. S.P. Goswami Head, Dept. of Speech Language Pathology, AIISH Mysore & Honorary Editor Journal of the Indian Speech and Hearing Association (JISHA) E-mail: [email protected]
When every child is welcomed and valued regardless of
ability or disability.
“Ignorance … is a guarantee of
marginalisation.”
Lewin (2000)
In the World approximately 113 million children are not
enrolled in primary school (DFID, 2001),
Lewin (2000) highlights the potential for education to
reverse the negative effects of social exclusion.
Estimated 25 million children out of school in India (MHRD
2003 statistics, cited in World Bank, 2004)
Department for International Development of the United
Kingdom ( DFID)
Many of whom are marginalised by dimensions
such as poverty, disadvantaged gender, disability,
and caste. While many educational programmes
have attempted to reach out to these previously
excluded children, those with disabilities are often
forgotten, emphasising their invisible status in a
rigidly categorised society.
A focus on disability in global development not
only raises questions of diverse local
interpretations of the same issue, but also the
need to accept the diversity of needs within this
‘group’ depending on both the nature of
impairment and cultural context.
The medical model defines disability
scientifically, as a physical, medically-diagnosed
deficit which handicaps. It is impairment-focused,
isolating the experience of disability from
external influences such as societal attitudes.
In the UK, the medical model is reflected in the
psycho-medical dominance of segregated
education for children with disabilities in the
1950’s (Clough & Corbett, 2000) which was
transported to developing contexts by
colonialists and development agencies
This model can be seen, however, as being
dominant long before the 1950’s, with
philanthropic, charitable institutions being set up
from the mid 1800s in both north and south,
particularly for blind or deaf children, by Christian
missionaries.
In India today, the Ministry of Social Justice and
Empowerment, which is responsible for people
with disabilities, has a medically-inspired
classification system whereby one’s disability
either falls into the category of locomotor, visual,
hearing, speech or mental (GOI, 2005).
These broad categorizations cannot demonstrate
the extent or exact type of impairment, which
could assist in assessment of medical, and in
some cases educational, need, and have no
bearing on the social aspects of disablement,
perhaps reflecting cultural perceptions of what
‘disability’ means in India.
In most northern discourses the social model
has overtaken the medical model, whereby
cultural environment and attitudes which
influence disabled people’s societal participation
and citizenship status are seen as the handicap,
rather than the physical impairment.
Hence it has a more human rights, as well as
contextual, dimension. While the social model is
salient in all contexts, it ignores the significance
of the type and extent of impairment at the
expense of highlighting the socio-political
aspects.
DFID (2000: 2) appears to neatly combine both the
medical and social models in its definition of
disability as:
“…long term impairment leading to social
and economic disadvantages, denial of
rights, and limited opportunities to play
an equal part in the life of the
community.”
This definition both combines health and social
implications, and includes human rights and
social exclusion dimensions in this complex,
supposedly catchall word ‘disability’.
15
HEALTH CONDITION(disorder or disease)
Body functions and structures
Activity Participation
Environmental factors
Personal factors
INTERNATIONAL CLASSIFICATION OF FUNCTIONING DISABILITY AND HEALTH (WHO,2001)
It means the doors to schools, classrooms and
school activities are open to every child and they
are afforded every opportunity to be included
with their non-disabled peers.
It means the doors to schools, classrooms and
school activities are open to every child and they
are afforded every opportunity to be included
with their non-disabled peers.
The focus is on giving every child the help s/he needs to learn.
• Dumping kids with disabilities into general
classrooms without the supports and services
they need to be successful.
• Cutting back special education services as a
“trade off” for being in the general education
classroom.
• Sacrificing the education of kids without
disabilities so kids with disabilities can be
included.
Special Education. . .
is NOT a place
Special Education IS. . .
…individualized supports that give
kids with disabilities the extra help
they need to learn from general
curriculum.
…individualized supports that give
kids with disabilities the extra help
they need to learn from general
curriculum.
Physical therapy
Curriculum adaptations
Communication board
Speech therapy
Language therapy
Behavior plan
Environmental accommodations
Physical therapy
Curriculum adaptations
Communication board
Speech therapy
Language therapy
Behavior plan
Environmental accommodations
Each special education student should have an IEP learning goals and objectives for the coming yearlearning goals and objectives for the coming year
the services and supports the student will receivethe services and supports the student will receive
accommodations for the student (different ways of accommodations for the student (different ways of
learning or responding)learning or responding)
if and to what extent the general curriculum will be if and to what extent the general curriculum will be
modified for the studentmodified for the student
if and why the student will be out of the general if and why the student will be out of the general
education classroom and away from non-disabled education classroom and away from non-disabled
students.students.
Students can’t learn
general curriculum unless
they are in the room
where it is being taught.
IEPs must have:
“ A statement of measurable annual goals, including
benchmarks or short-term objectives, related to
meeting the child’s needs that result from the child’s
disability to enable the child to be involved in and
progress in the general curriculum (i.e., the same
curriculum as for non-disabled children), or for
preschool children, as appropriate, to participate in
appropriate activities.”
There must be a connection between the general
curriculum objectives and this student’s IEP goals
and objectives.
The Team must decide what the student will learn
about each subject the class is studying.
The Team must decide which and how many general
curriculum objectives are to be taught.
The Team must make general curriculum objectives
functional and meaningful for this student.
How do the IEP goals fit into the general curriculum?
Goals may be different but need to be related (like
learning to recognize a triangle when others are
learning the angles in a triangle)
Student may need to be taught in a different way (like
doing hands on activities instead of listening to a
lecture)
Student may need to work in a different way (like using
a computer instead of pencil and paper)
All students must have access to general
curriculum.
This is true no matter what class they are in.
Even students in the most segregated classes
MUST have access to the general curriculum for
their age and grade.
Describes where a child will get services
It should put the fewest possible restrictions on
how much time is spent with kids without
disabilities.
Each public agency shall ensure that to the
maximum extent appropriate, children with
disabilities…are educated with children who are non-
disabled and that special classes, separate schooling
or other removal of children with disabilities from the
regular educational environment occurs only if the
nature or severity of the disability is such that
education in the regular classes with the use of
supplementary aids and services cannot be achieved
satisfactorily.
Starts with the assumption the student will be in
the general classroom, with supports as needed.
If that won’t work full time, pull the child out of
the general classroom for part of the day for
therapies or resources. This should be done as
seldom as possible.
Only if all other options fail should the child be
separated from the general classroom.
Preferential seat- front seat
Involve other kids – let them know what
assistive devices kid/s uses
Teach students some sign language or Braille.
Not able to understand - give students a paragraph
in their mother tongue and then test them on it.
Not able to communicate – give students a puzzle
to do together but don’t allow them to talk.
Have students use a wheelchair or crutches for a day.
Have students communicate using only body
language or gestures.
Dyslexia – give students a paragraph to read with
the letters switched around.
Sensitivity to noise – have students take a test while
there is a lot of unexpected noise in the background.
Accommodations are used when the student is
expected to learn the same curricular content. But
the student may be taught in a different way or
need changes in the environment.
Modification are used when the student is expected
to learn less or different curricular content. This
could require the modification of assignments, tests,
worksheets and other materials in the classroom.
Accommodations are changes in teaching
methods. It can include changes in:
where you teach,
who teaches
how you teach
how the student can respond
materials you use.
You have to know what you are trying to teach
(curriculum) before you can change how you
teach it.
If you make the wrong changes, you can end up
teaching a different concept than the one you
wanted the student to learn.
Special chairs or cushions, lower or high table or
chair, titled desk top
Different or additional lighting (not fluorescent),
sitting by a window for natural light
Sitting close to the blackboard or teacher, sitting
away from others
Stand instead of sitting or sitting instead of standing
Picture schedules, visual cues or visual timer
Quiet times or places to help concentration
Color coding
Visual organization of the room and supplies
Keeping materials for student and handing out as
needed
Have at least part of the room bare with nothing
on walls, ceilings or floors
Don’t use strong cologne- such as fragrance ,
perfumes (hard on allergies)
Don’t wear a lot of jewelry (distracts kids with ADHD
Count to 10 before letting anyone answer questions
(processing time)
Vary teaching methods
Projects for extra credit or in place of timed tests
Giving instructions one step at a time instead of all at
once
Fewer problems on a page, large print or dark print
Read things to students and give verbal tests
Use a tape recorder (taking notes and giving reports)
Sensory breaks
Communication device or sign language
Use a touch screen, voice activated computer, switch
controls or adapted keyboard, mouse, calculator
Peer tutoring or peer taking notes
Small group work instead or individual assignments
Assistance with organizing
More time to transition to next activity
Change the materials (counting actual objects,
tape recorder)
Change how much or what kind of personal
assistance a student gets (prompts, verbal cues,
gestures, physical assistance
Use a grading system to show the combination of
what they learned and how hard they tried.
Give extra credit for consistent effort and
completing assignments.
Give extra points for positive behaviors or extra
assignments.
Base assignments and grades on meeting IEP goals
Reduce the amount of writing by using T/F, multiple
choice or fill in the blanks, or oral tests
Give child less to learn at a time
Allow students to take classes as pass/fail
Schools often add an adult educational assistant to
work with the student 1-to-1
Or they may take a student out of class (called pull
out ) for pre-teaching, skill building or one-on-one
instruction.
Use of education assistants and pull out instruction
should be carefully planned. Is it too much
isolation from other students? Does it make the
student miss too much class time?
“Pull out” means removing the student from
class for a small group of 1-to-1 instruction. Ask:
Why can’t the skill be taught in the general
classroom? Are there ways to change it so it
could be taught there?
While the student is in pull out, s/he misses
what is going on in the general classroom.
How do you help the student catch up on what
s/he missed?
How will skills learned in pull out time help the
student spend MORE time in the general
classroom?
Is having an adult with him/her all day making the
students MORE dependent?
Does the educational assistant take away the
student’s need to communicate and make choices?
Does having an educational assistant there make
peers less likely to interact with the student? Is the
student ever alone with peers?
Is the student at least arm’s length away from
the educational assistant when possible?
Would the student be better off having help from
several different people rather than always the
same assistant?
Don’t glue an adult to the student every minute.
ACTS SALIENT FEATURES
PWD Motor, vision and multiple
CONSUMER ACT
Right to avail services
RTI Right to avail information
UNCRPD Activity and participation
RIGHT AS PER INDIAN
CONSTITUTION
Equal opportunities for
all citizens
NATIONAL POLICY FOR
PWD
Availing rehabilitative
services
RTE Education for all till X
All PWDs have a right to education to enable the
full development of their human potential, sense
of dignity and self-worth; to develop their
personality, talents and creativity, mental and
physical abilities to their fullest potential; and to
enable their effective participation in an inclusive
society
No persons with disabilities shall be excluded
from the education system on the basis of
disability, and the appropriate government shall
ensure that all persons with disabilities,
especially girls and women with disabilities, have
access to education, without discrimination and
on an equal basis with others, at all levels.
Every child below the age of six years has a right to
free childhood care and pre -school education.
No child shall be liable to pay any kind of fee,
charge or expenses towards any support or
otherwise which may prevent him or her from
pursuing for completing both elementary and
secondary education
If a child has not been admitted to a school at the
stipulated age or was admitted but was unable to
complete his education due to his or her disability
then such child shall be admitted to a class suitable
to his or her age.
Provided that, where a child is directly admitted to
an age appropriate class such child has a right to
suitable training in order to enable effective
participation
No child, who is admitted in a school, shall be
held back in a class or expelled from school
prior to the completion of secondary education.
Impermissible Disciplinary Measures
No child shall be subjected to physical
punishment or mental harassment or in any
manner discriminated on the basis of disability
Reservation in Higher Educational
Institutions
Higher education shall reserve not less
than six percent of total seats in each
course for persons with disabilities.
Disability Audit
Disability
Certificates
Disability Cell
Disability Rights
Tribunal
PWD & Family
PWD & Family
Govt.Govt.
Civil SocietyCivil Society
AwarenessAwareness Attitudinal Change
Attitudinal Change
Systemic Changein mainstream
programin favor of Inclusion
Systemic Changein mainstream
programin favor of Inclusion
Special Services where necessarySpecial Services where necessary
Broaden Grievance Redressal Mechanism
Broaden Grievance Redressal Mechanism
Children with disabilities and their caregiversBe sensitive and sensitize to people around you and their
rights Awareness of how this can help them at various situation: Familial crisis, Work place and at society at
large.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
S K I L L S
19 11 9 12 12 19 = 82
K N O W L E D G E
11 14 15 23 12 5 4 7 596=
H A R D W O R K
8 1 18 4 23 15 18 11 = 98
A T T I T U D E
1 20 20 9 20 21 4 5
100=