Cues for Special Educators

1. IMPAIRMENTS AND DISABILITIES

2. DISABILITIES
Total absence of sight
Visual acuity not exceeding 6/60 or
20/200(snellen) in the better eye
with correcting lenses
Low Vision

3. CHECKLIST
VISUAL YES NO
Difficulty in counting the fingers of an outstretched hand at 1 mtr. distance
Abnormal bulging/too big/too small eyes
Eyes get red frequently
Eyes water frequently
Moves hands towards the source of light
Faces difficulty in recognizing distant object
Rubs eyes frequently
Exhibits difficulty in doing work requiring close use of eyes
Holds book too close or too fa from eyes
Frequently asks others while taking down the notes from the board
Exhibits difficulty in reading from the board
Stumbles over objects , bumps into people
Hit against objects on the side
May complain of headache

4. EVALUATION TECHNIQUES
FOR VISUALLY CHALLENGED
• Use Braille/Large print or a scribe
• Use Computers/Digital Board
• Audio – Recorder
• Voice synthesizer
• Allow rest time
• Use ‘Felt pen’
• Separate seating arrangement
• Clear instructions
• Marking on key points
• Build on confidence

5. • Loss of 60 decibels or
more in a better ear in
the conversational
range of frequencies

6. HEARING YES NO
Problem in paying attention
Favour one ear for listening
Problem in hearing when spoken from behind
Speaks too loudly or too softly
Exhibits voice problems and mispronunciation
Turns TV / Radio/Mobile too loud
Answers irrelevantly
Keeps away from age mates
Unable to respond when called from other room
Understands only few repetitions

7. FOR HEARING IMPAIRED
• Simple Language with objective type questions
• No deduction for punctuation, spelling and grammatical errors
• Extra Time
• Substitute Oral with Written expression
• During Exams, write instructions on Board as well
• Use other senses as mediums of learning. (Use gestures, body language,
expressions, lip reading etc.)
• Use adapted material such as visual or sight vocabulary to provide first
hand experience.
• Use assistive devices such as hearing aid, loop system etc.
• Teach how to access sound-based information.
• Just focus on Visual , Listening, Language and Reading, Manipulative , Self
Help , social and emotional development, Time , Position and directions,
Texture and colour

8. Disability of the bones , joints or muscles leading
to substantial restriction of the movement of the
limbs or any form of Cerebral palsy(abnormal
motor control posture resulting from brain insult
or injuries occuring in the pre-natal , peri-natal or
infant period of development

9. LOCOMOTOR YES NO
Difficulty in moving /using any part of the body
Part amputated
Child limps/has a difficulty in moving hands
Walks with jerks
Uses a stick to walk
Lacks bodily coordination
Child has tremors

10. FOR LOCOMOTOR DISABILITY
• Ensure Physical Access to the Evaluation Hall
• Provide more time
• Less number of Questions
• Provide a scribe

11. FOR CEREBRAL PALSY
(spastic/Athetosis/Ataxia/Rigidity and
Tremor)• Ensure Physical Access to the Evaluation Hall
• Separate Room
• Provide scribe
• Voice synthesizer
• Use Computers
• Communication Boards
• Avoid Testing through drawings/geometry
• Suitable seating/chair
• Adaptive devices (pencil grips , wedges)
• Thick paper for writing as such children put a lot of
pressure while writing

12. MENTAL RETARDATION
• Simple language
• Question language as per child’s understanding
• Extend writing/responding time
• Use concrete material, flash cards , visual aids ,
pictorial illustrations
• No penalty for grammatical errors
• Less questions
• Objective/MCQ/Pictorial Questions

13. MENTAL RETARDATION YES NO
Child started sitting at the age of 12-15 months
Started walking after 2.6 years or later
Started taking after 2.6 years or later
had severe illness before the age of 5
After six 6 years of age he has problems with toilet independently
After six 6 years of age he has problems eating independently
After six 6 years of age he has problems dressing independently
Problem in holding pencil/ cut with a scissors
Unable to play with a ball
Throws temper tantrums too often while playing with peers
Inattentive to what is said
Requires too many repetitions to remember simple things
Problem in naming five fruits, vegetables or plants
Problem in naming days of the week

14. MENTAL RETARDATION YES NO
Copies patterns such as round,straight or slanting lines
Buttons his clothes
Combs without help
Washes face without assistance
Associates time of the day with an activity(eg. Timetable period)
Counts upto 10 by rote
Names colours of objects when shown
Can follow unrelated instructions
Can read simple words

15. AUTISM SPECTRUM DISORDER
• Structured day
• They are VISUAL/PICTURE THINKERS
• Pictures is their first language and words are their second language
• Avoid long string of words
• Use fixations to evaluate
• Let him type on computer
• Keep them protected from sounds which hurt them
• Avoid fluorescent lights
• They are ‘mono - channeled’ , so they cannot see and hear at the same time .
Hence ,they should be assigned either visual or auditory task at one point of time
• As Touch is their most reliable sense, evaluate accordingly
• Use light tan, light blue, grey or light green paper as they find it easy to read black
print on coloured paper to reduce contrast. NO BRIGHT YELLOW.
• Use large and colour print
• Include use of PLAY to evaluate

16. MULTIPLE DISABILITY
• Extra Time
• Special furniture
• Adequate space
• Physical comfort assistance by the teacher
• Easy access to washrooms
• Scribe
• Provide additional cues for evaluation

17. LEARNING DISABILITY
• Additional Time
• Scribe
• Read out the question paper
• Oral Exam
• Exemption from Drawing
figures,diagrams,chart,maps and craft
• Use of Amanuensis(one who takes dictation)
• Use of calculator

18. Learning disability YES NO
Destructively restless that he is unable complete his work in time given
Easily distracted
Reverses letters or symbols too frequently
Loses place,repeat,insert,substitute,omit words too frequently while reading
Excessively poor in calculations
Problem in copying from the sources correctly
Writes letters too close/too far
Seems to be understanding everything but cannot respond when questioned

19. EFFECTIVE PEDAGOGIES
• Peer Tutoring
• Group Tutoring
• Pairing
• Cooperative Learning
• Systematic scheduling
• Teacher aids
• Learning Corners

20. MATERIAL
• Abacus
• Braille slate
• Brailler 96 keys and a spacer typewriter type machine)
• Taylor Frame(rectangular plate with octagonal holes)
• Adjustable desks
• Communication Board
• Cards
• Harmonium and other musical instruments
• Adapted chess
• Slant Board
• Pencil Grip
• Computers
• Audio Recorder
• Voice Synthesizer
• Sign Language
• 3D Images
• Toys
• Maps and globes
• Sandpaper letters
• Finger paint
• Sand trays
• Sunken letters
• Graphics
• Raised maps
• Talk software
• Reading machines
• Mobiles
• Stylus (blunt needle with plastic/wooden handle with which each dot is embossed manually)

21. The most beautiful things on Earth are
neither seen nor touched , they are felt
within.KUDOS TO :
• CONSTITUTION OF INDIA
• NCF
• Blind Relief Association
• NCERT
• CBSE
• TEACHERS
• PARENTS
• KVS &
• DEAREST STUDENTS