Dr. Smita Desai Founder-Director Drishti on Learning in Action Special Education Needs

1. Learning in Action

2. Dr. Smita Desai
Founder-Director
Drishti

3. INCLUSION:
Possibility in Disability

4. • 早上好
• おはよう
• ସୁପ୍ରଭାତ
• ਨਮਸਕਾਰ

5. RAMPS STEPS

6. Have you faced this?
SOCIAL EXCLUSION…

7. Disability & Social Exclusion
• Disabilities-the other Untouchables? Are they
being SEGREGATED too? Kept SEPARATE?
• How many of you have personally had social
experiences with Persons with Disabilities?

8. Segregation, Integration, Inclusion
• Segregated education occurs when
students with disabilities learn
completely separate from their peers.
• Integrated education is similar to
inclusive education, but without any
ideological commitment to equity.
Integration places students in a
mainstream classroom with some
‘adaptations and resources’; students
are expected to ‘fit in with pre-existing
structures’.
• Inclusive education is a process of
strengthening the capacity of the
education system to reach out to all
learners. It involves restructuring the
culture, policies and practices in
schools.

9. Research on Inclusion: Vanderbilt study
• Why do we continue to segregate in spite of Research proving the
contrary? What needs to perhaps go across is that academic
benefits of Inclusion are greater for the other kids.

10. 1869-1887
• Special Schools (HI &
VI)
1918:
First school for
Intellectual Disability
1949-50
• Constitution
Framework
1909
• Gopal Krishna Gokhale
(Indian Council Act)
1944
• Sargent Report
1983-92
UN decade for
Disability, UN
General assembly,
Convention

11. 2009
• RTE Act
• 1974
Integrated Education of
Disabled Children (IEDC)
1994
• The Salamanca
Conference
1987:
Project for Integrated
Education of Disabled
(PIED)
1995:
• Persons with
Disability Act (PWD)
2000-2001
• Sarva Shiksha
Abhiyan (SSA)

12. Inclusion as per RTE, 2009 (2010)
RTE Act, 2009 was finally passed by the parliament on the 26th
August, 2009 (notified on February 16, 2010 to come into effect from
April 1, 2010). This act puts the responsibility of ensuring enrolment,
attendance and completion on the government.
1. The RTE Act tries to safeguard the rights of the children belonging to
the disadvantaged groups and the weaker sections, protect them from
any kind of discrimination and ensure their completion of elementary
education.
2. As per Amendment in the RTE Act (2010), children with disabilities
have been included in the definition of child belonging to
disadvantaged group in the Section 2(d) of the RTE Act.
3. The landmark step mentioned in this Act that Section 12(1/C)
mandates for private unaided and specified category schools to admit
at least 25% of its entry level class from children belonging to weaker
and disadvantaged groups.

13. Inclusion…a Mindset
Presence of so many International and National legislations;
why are we still not succeeding with Inclusion?
1. Medical/Social model. What is your Mental Model?
2. Our Mindset: Stereotypes, pity, presumption of poor
quality of life, low expectations
3. Affinity bias-we feel an affinity to those who are like us:
language, culture, race, SES, ability

14. What is SEN?
• Children have SPECIAL EDUCATION NEEDS if they have a difficulty in
learning/learning difficulty that calls for special educational provision to be
made for them.
• Children have a learning difficulty if they:
I. Have a significantly greater difficulty in learning than the majority of children
of the same age.
II. Have a disability that prevents or hinders them from making use of
educational facilities generally provided for children of the same age in school.
III. Are under compulsory school age and fall within the definitions above or
would so do if special educational provision was not made for them.
IV. Are facing a learning difficulty solely because the language or form of language
of their home is different from the language in which they will be taught.
Around one in six children has SEN at some point during their school years.

15. What constitutes an SEN policy?
The SEN policy details how a school will do its best
to ensure that the necessary provision is made for
any pupil who has SEN and those needs are made
known to all who are likely to teach them.
1. Teachers are trained to identify and provide for those pupils
who have SEN
2. Training & practice of Integration
3. Practical & Beneficial for all students
4. Partnership with parents

16. DELIVERY OF SEN
AWARENESS
IDENTIFICATION
INTERVENTION

17. AWARENESS

18. SEN IN THE CLASSROOM
Autistic
Spectrum
Disorders
Slow Learners
AD/HD

19. IDENTIFICATION

20. CASE STUDY
Neeta is a 14 year old girl whose academic grades
have consistently dropped over the past 2 years.
She seems to know the answers when asked a
question orally, but when written on paper, her
answers make little sense. The class teacher has
also often noticed that she is more interested in
knowing what happens outside the class than
inside. The teacher also often sees Neeta playing
with her hair or with a pencil during the lecture.
While correcting her notebooks, the teacher has
observed that she often gets her objective
questions right, but leaves her long answers
incomplete. The class teacher has also discussed
with Neeta’s parents her tendency to daydream in
the class.
• What do you
perceive as problem
behaviors here?
• Classify these under
a probable
Diagnostic label.

21. Screener for Identification
SCREENING FOR LD
Please tick ( ) mark the characteristics that best
describe the behaviour of the child.
 Has difficulty discriminating between speech
sounds (e.g.: p/b, g/d)
 Misunderstand spoken sentences / questions
/ directions.
 Has trouble understanding sentences spoken
at a fast rate.
 Requires a lot of time finding the right words
while talking.
 Uses short or incomplete sentences
 Has difficulty in saying words with common
blends (e.g.: bl, sp, etc.)
 Use of immature grammar while speaking
SCREENING FOR AD/HD
Please tick ( ) mark the characteristics that best
describe the behaviour of the child.
 Physically restless (overactive in behaviour)
 Running, jumping up and down most of the
time at home
 Facing difficulties working quietly or
cooperatively within a group
 Facing difficulty remaining seated in one place
(especially while studying) / waiting in a line /
difficulty awaiting his turn.
 Interrupts others’ conversations
 Blurts out answers before the question is
completed
 Forgets to do assigned tasks

22. Identification to Intervention

23. IMPACT OF ASSESSMENT ON INCLUSIVE
EDUCATION
Assessments helps to:
• Figure out strengths and deficits students have and the
intensity of support students may need.
• Gauge whether best practices are being followed and the
extent to which they are "effective".
• Efficiently address the increasingly diverse needs of students.
• Address modifications to the curriculum and efficient
methods of teaching to ensure that students with SEN can
fully participate in class.
• Realistic and effective educational/classroom planning.

24. INTERVENTION

25. Response to Intervention (RTI) Model

26. Response to Intervention (RTI) Model

27. Response to Intervention (RTI) Model

28. SEN COMPLIANCE CHECKLIST

29. Required SEN Programs & Services in
School
• Identification & Assessment
• Remedial Education
• Counselling
• Tutorial Service
• Rehabilitation Services (Occupational Therapy, Speech
Therapy)
• Career Guidance
Managed by the SEN team through the Resource Room.

30. FAQ’s of SEN
• Where? (Place)
• Who? (People)
• What? (Things)

31. PLACE & People
Resource Room & SENCO

32. Things: Records & Documentation
• Teacher Nomination, Observations, Screeners, Work sample
analysis
• Parent/Teacher meetings log
• Parent Consent form for Assessment
• Assessment Report-Diagnosis, recommendations,
provisions/accommodations; letter to the Education Board,
etc.
• Intervention: IEP/ICP, Examination accommodations
Case docket for each SEN student encompassing the above

33. IEP Process

34. SMIP
System for Management of
Individualized Programs.
@ Drishti

35. IEP

36. MONTHLY PLANNER

37. DAILY PLANNER

38. PROGRESS REPORT

39. Challenges
• Disability associated with Poverty
• Attitudinal Barriers/Mindset
• Lack of adequate Awareness about the
provisions among key stakeholders
• Lack of Adequate levels of training to key
stakeholders

40. STEPS FOR INCLUSION

41. Desegregation-An attitude
• Disability is natural; all of us have one or another;
we will all face it at some time or another….
• Normal expectations is very important for Inclusion
• Avoid language labels: ‘This is an LD child’ , ‘He is
an Autistic’. They are demeaning.

42. “Disability is an idea, Exclusion is a habit”:
Jennie Fenton
You cannot teach INCLUSION-
you have to advocate it,
practice it.
LIVE IT!

43. Contact Us:
DRISHTI
Mumbai: Phone:+91-22-26732496-97
Bangalore: Phone:+91-080-42192727;
+919632444216
E-mail: drishti@drishtionline.com
Website: www.drishtionline.com
Facebook page: www.facebook.com/drishtionline

44. Thank you