Transcript Document

IMPLEMENTATION OF PROVISIONS AND
ACCOMODATIONS FOR THE PRIMARY
SCHOOL CHILD DETECTED WITH LD
BY
VIJAYA VAITHILINGAM
VICE PRINCIPAL
FR.AGNEL MULTIPURPOSE SCHOOL&JR.COLLEGE
VASHI, NAVI MUMBAI
There are two
primary choices in
life; to accept
conditions as they
exist, or accept the
responsibility for
changing them.
ACCOMODATIONS
The term ‘accommodations’ refers to
practices seen as supporting students
with disabilities in learning content
material.
They are usually formulated by school
educational authorities to enable
students with disabilities to crack board
examinations ie. Level X and XII
NATURE OF ACCOMODATIONS.
MAHRASHTRA STATE BOARD
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Extra time- 30 min for SSC & 60 min for HSC
III language exemption for SSC. A vocational subject to be taken
instead. For HSC, vocational subject may be taken in place of
II language.
Std. VII level Arithmetic or lower Maths in place of Maths I and a
vocational subject instead of Maths II for SSC.
Physiology & Hygiene or Home Science in place of Sciences for SSC
Use of a writer as per rules with permission.
Spelling mistakes will not be counted for LD students.
20 grace marks will be provided.
Teacher in examination hall may read out questions, not explain.
Typing the answers fully or partly may be allowed.
Application through school, with certificate from LTMG hospital or Nair
hospital.
Similar provisions may be given at school level with relevant
permissions.
NATURE OF ACCOMODATIONS
CBSE BOARD
• Exemption from 3rd language.
• 1 compulsory language as against 2. Besides one
language, any 4 of the following subjects may be
chosen: Maths, Science, Social Science, another
language, Music, Painting, Home science.
• Additional 60 min for each examination
• Permission to use a writer as per rules.
• Head of institution needs to issue a certificate of
school based evaluation covering past 10 years’
academic record.
NATURE OF MODIFICATIONS
ICSE BOARD
• Extra time- 15 min per hr. or 25% of total time.
• Exemption from 2nd language- student need not take
another subject in lieu.
• Question paper will be read out.
• Writer may be allowed as per rules, if required.
• School principal to forward a detailed Psycho
educational assessment report by a recognized
professional or institution to the ICSE board,
specifying areas of difficulty and type of support
required for candidate to satisfactorily complete
examination papers.
WHOM DO THEY HELP?
• PARENTS
• CHILDREN WITH LD
• SCHOOL MANAGEMENT
• TEACHERS
BENEFITS OF ACCOMMODATIONS
They give some definite direction to the
school and the teachers, to modify
• Curriculum
• Teaching methodology and
• Evaluation patterns.
They serve as guidelines for ‘what is
to come’ in the primary level.
In the secondary level they provide
solutions to overcome obstacles.
2 IMPORTANT QUESTIONS
• Is education only about answering
examinations?
• Is providing accommodations and
concessions to the child detected with
LD the be-all and end-all of his/her
education?
GENERAL EDUCATION & REMEDIATION
For students with LD to be able to benefit and
learn from the whole educational experience,
instructional
appropriately
interventions
balanced
must
between
be
general
education and remediation as soon as the
disability becomes apparent, whether in
kindergarten, primary school or secondary
school.
A COLLABORATIVE EFFORT
• Interventions involve the family, the
school, the community and the work
place , depending on the needs of the
individual child.
• In an inclusive school set up, the
integration of special educators with the
general classroom teachers is a model
used to address the balance of
remediation and general education.
THERE IS NO THUMB RULE
Learning disabilities in children may range
from mild to severe and the needs of
every child need not be the same!!!
Therefore, instead of looking for a single
package, multimodal, learner centric,
eclectic approaches need to be adopted
to address specific skill deficits along with
curricular material modifications.
AREAS TO WORK ON
Learning
Disabilities
results
from
impairments in one or more processes
related
to
perceiving,
remembering and learning.
thinking,
MANIFESTATIONS SEEN
Difficulties in the acquisition and use of one or more
of the following:
• Oral language (Listening, speaking,
understanding)
• Reading (decoding, phonics, word recognition,
comprehension)
• Written language ( spelling &written expression)
• Mathematics (computation, problem solving,
multiple operations)
• Visual spatial processing
• Memory & Attention
• Planning & decision making
WHAT CAN BE TRIED OUT?
Since most of the learning in school happens
through hearing and seeing,
 Use direct instructions, cloze technique,
multisensory techniques to improve visual
perception & auditory perception.
Use highlighter pens to accentuate
instructions and keywords in textbooks,
to facilitate reading.
Audio tape pages of Language, Science
& Social studies text books to allow child
to listen with headphones while following
the text visually.
 Remediate
text
to
improve
comprehending
skills.
Break
information into smaller chunks.
poor
down
 Provide written summaries of lessons.
Instead of expecting the child to copy all the
notes from the blackboard, provide some of
them in print.
 Replace monotonous rows of Math problems
with fewer, more manageable sets of sums on
each page.
 Use innovative ways to help the child use
his/her strengths.
 Teach the child to visualize concepts
(imagery training) and have him verbalize
what is visualized.
 Use AV resources whenever possible.
 Develop strategies or step by step check lists
to guide children to complete assignments.
 Use buddy system in the classroom. This
goes a long way in improving social
interaction too!
 Allow additional time to complete tasks.
 For evaluations, use a teacher’s service to
write for the child if writing is a severe
problem.
 Use a positive approach of giving praise
for realistic achievements including partial
success. This is very important.
 Empower mothers to learn remediation
techniques. This helps the school to a
great extent.
IT IS WORTH TRYING
Thus, given both remediation and a solid general
education, the primary school children with LD
can learn to almost the same levels as their
peers and make a relatively smooth transition
to the middle school.
While formally providing accommodations for
poor reading, writing and mathematical skills,
secondary schools must maintain remedial
services too.
We must not, in trying to think about how
we can make a big difference, ignore the
small daily differences we can make which,
over time, add up to big differences that we
often cannot foresee.
- Marian Wright Edelman
THANK YOU