Transcript CASE DETAILS: - ZIET MYSORE LIBRARY

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]
1
“Ignorance … is a
guarantee of
marginalisation.”
Lewin (2000)
When every child is welcomed and
valued regardless of ability or
disability.

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 psychomedical 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’.
HEALTH CONDITION
(disorder or disease)
Body functions
and structures
Environmental
factors
Activity
Participation
Personal
factors
INTERNATIONAL CLASSIFICATION OF FUNCTIONING DISABILITY AND HEALTH
(WHO,2001)
15
Visible
Invisible
• Blindness, Paralysis (Loco-motor)
• LD- Invisible.
These children are with Average or
above average intelligence
• Speech and Hearing disorders
• Disadvantaged , Marginalized
• Destitute
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.
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 year
the services and supports the student will receive
accommodations for the student (different ways of learning or
responding)
if and to what extent the general curriculum will be modified for
the student
if and why the student will be out of the general education
classroom and away from non-disabled students.
95% of what we
teach someone else
70% of what is
discussed
50% of what we
both see and hear
30% of what
we see
20% of what
we hear
10% of
what
we read
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.
PWD act
Consumer
act
RTIConsumer
act
Act
UNCRPD
Rights as per
Indian
constitution
National
policy for
persons with
disabilities
(PWD)
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
discriminated on the basis of disability
any
manner

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
Awareness
PWD &
Family
Attitudinal
Change
Civil Society
Govt.
Systemic Change
in mainstream
program
in favor of
Inclusion
Special Services
where necessary
Broaden Grievance
Redressal
Mechanism
Children with
caregivers
disabilities
and
their
Be 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.
Professional: Think beyond the box!
Sensitive to needs of the person at every level
Look for the strengths of the acts , and use your wisdom to
fit these for CWD thereby improving the life as a whole
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
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8
9
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26
2
5
S
K
I
L
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19
11
9
12
12
19
=
82
=
96
K
N
O
W
L
E
D
G
E
11
14
15
23
12
5
4
7
5
H
A
R
D
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O
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K
8
1
18
4
23
15
18
11
=
98
A
T
T
I
T
U
D
E
=
100
1
20
20
9
20
21
4
5