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ASSI GNMENT No. 0 2
Handicapped Persons in the Com munity ( 67 3) M.A Special education
Autum n, 2 0 1 9
Q.1 Fam ily variables predict the child/ s behavior developm ent. Discuss the conceptual
m odels of fam ily influence in developing behavior disorders. ( 2 0 )
A wide spectrum of factors has been associated with the development and persistence of aggressive
behaviour. Some basic concept of support goes on to recent research field, and to consider future
directions for research and implications for social policy. Traditionally the study of problem behaviour
focused on the individual child, or on the mother-child relationship. Today developmental
psychopathology has emerged as a key perspective on both developmental processes and the causes
and course of psychopathology. Theoretical models of developmental psychopathology, including the
development of aggressive behaviour, are multi-factorial: child, parenting, familial and extra-familial
variables are related to conduct problems. The number of factors implicated, and the potential
developmental trajectories or pathways which may be followed, increase as the child’s ecological
contexts expand after the preschool period.
Clearly important are infant temperament, socio-demographic factors, and the moderation or
exacerbation of the effect of these factors by parental discipline styles and attachment relationships,
within the context of overall family functioning.
I n the period of tim e
Several large longitudinal studies from the US, England and Australia have found consistent
correlations between infant temperament, parenting styles and later behaviour problems. Infants with
difficult temperaments, that is, infants who are irritable, have strong negative emotional reactions, lack
persistence, are overactive and difficult to soothe, may be at greater risk for conduct disorder and anti-
social behaviour in early and middle childhood. Whether these difficult infants do, in fact, become
distressed is assumed to relate to the quality of parenting. Insecure parent-child relationships and/ or
parenting styles that are harsh, inconsistent and coercive are related to poor outcomes in children.
A ‘vicious cycle’ begins as difficult infant temperament attracts harsher parenting, with mothers
becoming more coercive than other mothers by the time their children are two years old. Belsky,
suggest that this process may be further compounded by the hypersensitivity and therefore greater
susceptibility of children with difficult temperaments to the effects of coercive parenting style. There is
some debate about the direction of effects. Evidence is accumulating that preschool children are more
likely to show overactive, noncompliant, aggressive and impulsive behavior in the context of
uninvolved, rejecting or harsh parenting. But it is not always clear whether harsh disciplinary practices
were used from the beginning or were evoked by the child’s high level of aggression or transgressions.
Balance of com plex system in fam ilies
Balance is a complex system maintained by proprioceptors in the body that tell you where you are in
space, along with your ears and eyes. Children and adults alike are affected by compromised balance.
The results can be falls, accidents and low self-esteem. It might be clumsiness, trouble in school, lack
of interest in activities and even vision problems that alert you to a potential balance problem in a
child.
Divorce or separation can bring about uncharacteristic emotions and behaviors---this is especially true
for children. Divorce-related stress is common in children. There is a grieving process, and children find
it difficult to cope with their emotions. Verbal expression is difficult; feelings can come out through
behaviors that can be difficult and challenging.
Fam ily factors and fam ily functioning
The literature provides convincing evidence that physical aggression runs in families Tremblay. Physical
aggression of boys at two years of age was found by Keenan and Shaw (1995) to be predicted by a

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history of familial criminality. Youths who engage in high levels of antisocial behaviour are much more
likely than other youths to have a biological parent who also engages in chronic antisocial behaviour.
Farrington, Barnes and Lambert (1996) followed 411 males from 397 London families from eight to 40
years of age. They found that half of the criminal convictions recorded in the sample were accounted
for by only 6% of the families. Fifty-three percent of males with a convicted family member were
themselves convicted, compared with only 24% of those without a convicted family member. Robins et
al (1975) found similar results in the US.
Variance in physically aggressive behaviour
Family effects explained 38% of total variance in physically aggressive behaviour after controlling for
age, sex, socioeconomic status and family structure. Siblings are more similar to each other than to
children of other families. The odds of a second child being highly physically aggressive if the first child
was aggressive were found to be three or four times higher than if the first child was non-aggressive.
Twin studies have been conducted to identify the extent to which genetic and environmental naming
effects are involved. A recent US twin study found that there were no genetic effects of social traits
during adolescence, but important genetic effects on anti-social traits during adulthood, Goldberg,
Meyer. The authors concluded that the similarity of antisocial behaviour during adolescence was mainly
due to family environments, while the similarity during adulthood, when siblings have left the common
family environment, was due to genetic similarity.
Birth to Tw o Years of Age
Infant distress is recognizable through moods of fussiness and disturbed eating and sleeping patterns.
Toddlers can revert to separation anxiety and become clingy, fearful or withdrawn.
Tw o to Four Years of Age
Distress signs in this age group are marked by verbal outbursts of anger, power struggles and
tantrums. Children may also regress to earlier behaviors such as bed wetting, thumb sucking and
needing to be held.
Five to 1 2 Years of Age
School age children may show signs of withdrawal and have a difficult time concentrating in school.
Emotions can range from sadness to anger. Difficulty with friendships and aggressive behaviors are not
uncommon. There is a tendency for children to develop physical symptoms of stress, such as
stomachaches and headaches.
1 2 to 1 5 Years of Age
Preteens and early adolescents have a difficult time with parent loyalty and can often pit one parent
against the other in an attempt to control the situation. They may refuse to live with one parent or
another. Children in this age group may become defiant with moodiness and depression setting in.
Escapism through drinking, drugs and sexual activity may arise.
1 6 to 1 8 Years of Age
An unstable home may derail the normal steps toward independence in this age group. Children may
experience depression and loss of interest in school, social activities and life in general. They may get
into problems with the law, drop out of school and attach themselves to the wrong peer groups.
Helping a Child through the Stress of Divorce
Talk to your child, invite questions and help him to express his thoughts and feelings. Be supportive
and acknowledge his right to grieve. Seek help from a family or child therapist should emotions and
negative behaviors become a real concern. Stay positive. Most behavior issues are temporary; 80
percent of children of divorce go on to lead successful, well-adjusted lives.
Placing a child with a learning disability into the appropriate classroom is an important step in the
Individuals with Disabilities Education Act. There are several steps that must happen for a child to step

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into the proper classroom, and coordination between the parent, teachers and other professionals at
the school is essential.
Q.2 Discuss the need of rehabilitation professional during education and training of
handicapped children. ( 2 0 )
It cannot be denied that a significant part of the world's population is living with either a mental or
physical disability. While many individuals cannot function on their own without constant care provided
by either family or a special facility, there are others who have the ability to be productive, self-
determined members of society. Vocational rehabilitation programs are one of the main ways of
teaching life and work skills to these disabled, but functioning, individuals.
Definition
Vocational rehabilitation, at its core, is a set of services provided to individuals who suffer from mental
or physical disorders, but who still have the ability and desire to learn and function productively. These
services include education, job training and skills that will be needed to get and keep a job. Vocational
rehabilitation services are sometimes offered to those who have undergone an injury, or who have
endured a mental disorder to try and retrain them for work again.
Participation Requirem ents
There are certain standards that a person must meet in order to be enrolled into a vocational
rehabilitation program. Requirements can include a participant's age (usually 16 years old and up),
having a disability that is a significant barrier to employment (like a psychotic disorder, learning
disorders, etc.), being unemployed or under employed, among others.
Regulations
Vocational rehabilitation services are most often provided by the state, but oftentimes private
organizations wish to provide them as well. To make sure that an organization is offering legitimate
vocational rehabilitation services, the government issues operating permits. The organization must
show that its facilities, staff, training and services are all on par with the requirements of the local and
state governments. Additionally, government officials make regular visits, checking up on the progress
and standards of vocational rehabilitation services.
Services
The services offered are tailored to each individual who needs them. For instance, a person who suffers
from a learning disability may be assigned a job coach to help them locate a job, and then stay with
them until they're comfortable in their position. An individual who suffers from a physical disorder, like
a blind person, may need other services, such as technology that reads a computer screen to them so
that they have the ability to type.
Difficulties
As with any system, vocational rehabilitation has its share of problems. The programs tend to gear
those who are rehabilitated for low-end, low-paying jobs, such as food service or janitorial work.
Additionally, it is the decision of the counselor as to whether a person's disorder is too severe to allow
them to gain any benefit from rehabilitative services. For those who believe they can do more, or who
feel that they're being patronized by the slow pace of vocational rehabilitative services, the system is
also likely to discourage them from continuing training.
I dentification
Vocational rehabilitation is a service that helps people with physical or mental disabilities find
employment and retain it. It usually is offered through state government agencies. There also is a
federal program for disabled veterans.

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Considerations
Each state has its own criteria for identifying who is eligible to participate in vocational rehabilitation,
but typically eligibility is based on a medically diagnosed disability or a demonstrated inability to find or
keep a job without rehabilitation.
Stages
Vocational rehabilitation often begins with the training and counseling of disabled individuals to help
them develop skills related to finding and keeping a job. Once a person is ready for employment, the
vocational rehabilitation agency assists with job placement.
Features of training
Individuals in vocational rehabilitation learn skills such as how to fill out a job application and how to
prepare for and behave in an interview. Vocational rehabilitation also assists capable individuals with
obtaining higher education at a technical vocational school, community or junior college, or even a
traditional four-year college or university.
Types of job assistance
In some cases, vocational rehabilitation involves job placement, in which the rehabilitation agency
locates an employer who agrees to hire the disabled person. At other times, individuals are given a job
and go to work with an agency job coach who provides guidance throughout the individual's work day.
Stretch children’s joints
Children with CP have difficulty holding onto a range of motion in the various joints in the body.
Growth spurts will cause the muscles to become a little tighter, whether they have high tone or low
tone. A reduction in their range of motion will impact their ability to move and do everyday tasks.
Pediatric therapists recommend starting to stretch muscles from an early age and to make a habit of
stretching and moving the body into a various positions. Hot packs can help the muscles to be more
flexible. Children with CP can benefit from intense pediatric therapy programs to stretch, build muscle
strength, and increase flexibility, balance, and endurance.
Tim e Fram e
Certificate programs or associate's degree programs that allow you to work with developmentally
disabled individuals, as an aide or assistant, take one or two years to complete. A four-year bachelor's
degree from a college or university opens more career opportunities, allowing for greater advancement
in the field. Graduate degree programs take an additional two to seven years beyond a bachelor's
degree, and lead to specialized work as a developmental disabilities professional.
Considerations
Supplement your education and training by working with developmentally disabled people in a
volunteer or employment setting. Gain as much experience as possible with different groups of
disabled individuals, to demonstrate your ability to succeed in the field. Academic education is not
enough to work well with the developmentally disabled. According to the Bureau of Labor Statistics,
working with developmentally disabled individuals requires patience, compassion and strong
communication skills.
Evaluation and Capabilities
The first step to deciding on a school for a mentally disabled child is a diagnosis by a health care
professional. The term "learning disabled" has many levels. Special education programs aim to help
mentally handicapped students perform at their greatest potential, so a child with a high functioning
mental disability, such as Asperger syndrome, has more options than another child with a lower

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functioning disability. In other cases, home schooling or a tutoring facility for special education children
is necessary.
Learning Disabled Program s
The public school system has programs for the learning disabled. A child who falls behind and shows
symptoms of a learning disorder takes tests to determine placement into these programs, if the
disability is not already known. All public schools must adhere to a federal standard and provide special
education programs. These classes teach children basic skills and meet their special needs, but parents
should always be communicative with teachers to make sure that the child receives the right type of
care and tutelage in public school. State departments of education provide information to the public on
specific regulations.
People with developmental disabilities have impairments in physical or mental functioning. These
disabilities are chronic, life-long problems for the individual. Many career paths lead to work with the
developmentally disabled. Education and training toward working with this population is essential for
succeeding in this field.
The 66th World Health Assembly adopted a resolution calling for better health care for people with
disabilities. Member States are encouraged to ensure that all mainstream health services are inclusive
of people with disabilities; provide more support to informal caregivers; and ensure that people with
disabilities have access to services that help them acquire or restore skills and functional abilities as
early as possible. The resolution calls on WHO to support the United Nations General Assembly's High-
level Meeting on Disability and Development (23 September 2013) and prepare a comprehensive WHO
action plan with measurable outcomes for next year's World Health Assembly.
Career Options
Those who want to work with the developmentally disabled can choose from a variety of career
options. An interest in interacting with children could lead you to special education, pediatric nursing or
school psychology. If you wish to work with developmentally disabled adults, consider occupational
therapy, physical therapy or rehabilitation management positions. Social work is another field to
consider, as social services professionals working with the developmentally disabled can find their work
highly rewarding.
Technological accom m odations
Some adaptive technological accommodations may include but are not limited to: Adaptive computer
technology (including voice activated and speech output), Assistive listening devices, Films/ videotapes
about disabilities, Kurzweil personal reader, Large print software, Print enlargers (CCTV), Raised-line
drawing kit, Tactile map of campus, Talking calculators, Tape recorders/ APH Talking Book Machine,
TDD for hearing impaired, Wheelchair, Wheelchair access maps. Students who have documentation
proving their disability status and the staff are trained to access or have knowledge of the necessary
services according the students' unique need. As the college level is different from the primary school
system, the same services that a student may have received within a special education program in
high school may not be required at the collegiate level. A wide variety of students with disabilities can
be served, some examples are individuals with: learning disabilities, sensorial disabilities (hearing loss,
vision loss, etc.), physical disabilities (cerebral palsy, etc.) and psychological disabilities.
Social relevancy
Community service to a culturally and ethnically diverse population, professional functions, critical
thinking, advocacy, applied research activities, and ethical standards are integrated throughout
rehabilitation counselor preparation and development. Though rehabilitation counselors are adept at
understanding medical issues surrounding the disability (as proven by certification/ licensure), they are
trained in the social model of disability, which identifies systemic barriers, negative attitudes and
exclusion by society (purposely or inadvertently) that mean society is the main contributory factor in
disabling people. Rehabilitation Counselors are often advocates in the community for people with
disabilities outside of the workplace, with most doing some form of community engagement. As a good
portion of counselors have disabilities themselves, the counseling process often emphasizes self-
advocacy skills. Rehabilitation counselors can be found in the leadership of many prominent

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organizations that support human rights and civil rights for people with disabilities such as American
Coalition of Citizens with Disabilities, National Black Deaf Advocates, etc
Academ ic Training
Training varies, depending on the chosen career path. Becoming a special education teacher's aide or a
certified nursing assistant requires completion of a certificate program. Many people who work with
developmentally disabled populations hold bachelor's degrees in special education or developmental
psychology. Graduate degrees are required for positions as a physical therapist, doctor or school
psychologist.
Determine classroom placement. There are often two main classroom placement options for students
with disabilities. The first is a mainstream classroom, often referred to as "inclusion." In this
placement, the child is in the class he would normally be in, with his peers, but receives additional
support services for his disability. In an inclusion setting, the student can be pulled out of class for
individual attention in the area of his disability at various times throughout the day.
The second placement option is in a separate classroom. This option is less and less common as
students are included in the general classroom as a part of the law requiring students be placed in the
"least restrictive environment." In most cases where a child is placed in a separate classroom, there is
a severe or extremely limiting disability that makes it not possible to educate the child with his regular
peers.
Provide support services necessary for the child. Once the child is placed in a classroom, it is vital that
her teacher receives the necessary support to educate that child alongside the other students in the
classroom. In an inclusion setting, this may mean having the special educator team -teach with the
general educator. Other support options include training in the child's particular area of disability, and
parent meetings to discuss the child's needs.
Certification and Licensing
Licensing requirements for working with developmentally disabled individuals vary by state. For
professional programs, such as physical therapy or occupational therapy, educational requirements
must be met and a state-administered exam must be passed. Check with the state board that governs
your profession to determine the appropriate licensing regulations for developmental disabilities work.
Tim e Fram e
Certificate programs or associate's degree programs that allow you to work with developmentally
disabled individuals, as an aide or assistant, take one or two years to complete. A four-year bachelor's
degree from a college or university opens more career opportunities, allowing for greater advancement
in the field. Graduate degree programs take an additional two to seven years beyond a bachelor's
degree, and lead to specialized work as a developmental disabilities professional.
Considerations
Supplement your education and training by working with developmentally disabled people in a
volunteer or employment setting. Gain as much experience as possible with different groups of
disabled individuals, to demonstrate your ability to succeed in the field. Academic education is not
enough to work well with the developmentally disabled. According to the Bureau of Labor Statistics,
working with developmentally disabled individuals requires patience, compassion and strong
communication skills.
Evaluation and Capabilities
The first step to deciding on a school for a mentally disabled child is a diagnosis by a health care
professional. The term "learning disabled" has many levels. Special education programs aim to help
mentally handicapped students perform at their greatest potential, so a child with a high functioning
mental disability, such as Asperger syndrome, has more options than another child with a lower
functioning disability. In other cases, home schooling or a tutoring facility for special education children
is necessary.

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Learning Disabled Program s
The public school system has programs for the learning disabled. A child who falls behind and shows
symptoms of a learning disorder takes tests to determine placement into these programs, if the
disability is not already known. All public schools must adhere to a federal standard and provide special
education programs. These classes teach children basic skills and meet their special needs, but parents
should always be communicative with teachers to make sure that the child receives the right type of
care and tutelage in public school. State departments of education provide information to the public on
specific regulations.
Q.3 a) Describe the problem s of accessibility. ( 1 0 )
Accessibility is the degree to which a product, device, service, or environment is available to as m any
people as possible. Accessibility can be viewed as the "ability to access" and benefit from some system
or entity. The concept often focuses on people with disabilities or special needs (such as the
Convention on the Rights of Persons with Disabilities) and their right of access, enabling the use of
assistive technology. Accessibility is not to be confused with usability, which is the extent to which a
product (such as a device, service, or environment) can be used by specified users to achieve specified
goals with effectiveness, efficiency and satisfaction in a specified context of use.
Major problem s of accessibility
The major problems of accessibility are focus the main ideas and basic problems of special children in
the whole world. There are clear guidelines for schools, set out by the Department for Education, about
school exclusions. A child can only be legally excluded for disciplinary reasons and head teachers must
tell parents and careers formally, in writing, why their child has been excluded and for how long.
Contact A Family suggests that some schools are regularly making unlawful exclusions. The charity's
survey of over 400 families of children with disabilities or additional needs found that 22% are illegally
excluded once a week and 15% every day (for part of the day). More than 60% of the parents have
been told that their child has been put on a part-time timetable – something that can be appropriate
for short periods of time (for instance, when a child is returning to school after an illness) but should
not continue indefinitely. While the majority of children experiencing illegal exclusions are in
mainstream schools, around 20% are in special schools. The most common reasons given for exclusion
are that the school doesn't have enough support staff or that the child is "having a bad day".
Specialist support services
Contact a Family is calling for schools to have better access to specialist support services, including
amendments to the children and families bill that would help young people with disabilities and
additional needs to access educational support more easily; and more guidance on when it is
appropriate to agree a part-time timetable for children with disabilities and special needs. The charity
also wants schools found to be illegally excluding children to automatically receive a grading of
"inadequate".
Basic need of behavior: The key issue here is not trying to unpick difficult behaviour as a symptom
of the motivation or as a disciplinary issue but in the face of the increasing pressure on schools during
inspections and with arbitrary floor standards to continue to see the whole child. Many students with
learning can present behavioral difficulties. This may be because they are frustrated with the work,
have low expectations/ esteem and act out or because the school environment is unsettling for them.
Who is at fault here the child, the school or an environment where arbitrary targets must be met or the
whole school will be penalized? In truth mainstream schools (where even as a special school teacher in
all kids should ideally be taught) are not geared up to teach kids with this gets worse higher up the age
range.
b) Discus the role of voluntary organization in providing special services. ( 1 0 )
Volunteer organizations provide a valuable community service for those in need. Types of services
include soup kitchens, homeless shelters, youth mentoring services, child advocacy services and many
more. Not only do volunteer organizations play an important role in the lives of those less fortunate, it
also plays a significant role in the lives of volunteers.

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Doing volunteer work can be a rewarding experience. Working for a cause that you are passionate
about and seeing progress as a result of your work can make you feel accomplished. There are a
variety of organizations that need the assistance of volunteers, and for a person who is looking for
volunteer work to take up some of their spare time, it may be hard to choose what type of organization
to volunteer for. By looking at different organization types and their causes, it may be easier to
choose.
Com m unity Volunteer Organizations
Cities, towns, and villages, often need volunteers for causes that do not have enough funding to pay
workers, for their own communities. Things such as fundraisers, local festivals, and neighborhood
watch and neighborhood trustees are just a few examples of community volunteer opportunities within
community volunteer organizations. Not only is volunteering for a community organization satisfying
because of serving your own community, but it also has the benefit of introducing you to new people
within your community that you may have a lot in common with.
School Volunteer Organizations
Because of the fact that public schools in the United States are so underfunded, these schools are
always looking for parents and teachers who wish to take on volunteer opportunities for a variety of
different causes. For someone who is looking for a volunteer opportunity, what better cause to fill your
spare time than to volunteer for your own child or students' school? Some volunteer opportunities
involved in schools include fundraiser volunteers who raise money to fund projects, events, field trips
and equipment for students, family nights for the families of the students to get together and enjoy
each other's company while getting to know one another, choir performances, plays, Boy Scout
leaders, Girl Scout leaders, and committee members and leaders.
Political Volunteer Organizations
Political organizations are quite often in need of volunteers. During election campaigns, volunteers are
needed for canvassing and informing the public about important issues and about candidates who are
running for public office and the belief systems that they represent. Opportunities include presidential
elections, mid-term elections, local elections, issue awareness such as healthcare issues,
environmental issues, employment issues and more.
Volunteer Abroad Organizations
For people who enjoy traveling around the world, there are multiple volunteer organizations for
volunteering overseas. This includes volunteering on tasks such as visiting an underdeveloped country
and teaching the English language to its residents, helping to build shelters and dwellings, delivering
food, clean water, clothing and medical supplies and helping to establish schools and education
systems.
W ork of volunteer
If you are looking for a chance to give back to the community, volunteer opportunities are available for
teenagers, adults and senior citizens to make a difference. Young volunteers, such as teenagers and
20-somethings, contribute their time to visiting and assisting senior citizens in nursing homes or
building houses for impoverished neighborhoods. Meanwhile, senior citizens join docent programs at
museums and art galleries to impart their knowledge of current exhibits.
Elderly Care
Elderly care volunteer work consists of donating your time at nursing homes to entertain or attend to
elderly people. A statistic from the National Center for Health Statistics reveals approximately 50
percent of nursing home residents do not have immediate family members and more than 60 percent
of elderly people in nursing homes never receive visitors. Volunteer activities in nursing homes include
dining with homes' residents, exercise and playing board games. Also, volunteers are able to help
coordinate events for nursing home residents, such as picnics, field trips and music entertainment
nights.

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Libraries
Nearly all public -- city or county -- libraries offers volunteer opportunities for teenagers, adults and
senior citizens. Possible volunteer activities at a library include assisting with craft projects in the
children's library, developing bulletin boards and aiding customers with searches on the Internet and
library catalog. Some libraries offer reading programs throughout the year for children and adults;
volunteers help coordinate and publicize these events.
Docents
Docent volunteers usually work at museums, zoos and art galleries. These type of volunteers are
educators who offer their insight in order to further the public's knowledge about the exhibits. Docents
can work as guides and they teach classes and workshops. Each docent must go through a training
program, conducted by the museum for which they are volunteering, to learn about the individual
pieces throughout the museum. Docents have access to resources via the National Docent Symposium;
this organization is split into various regions and have local offices throughout the country .
Public Access Television
Public Access Television's headquarters is based in Iowa City, Iowa, but it offers local branches
throughout the country. This type of work caters to volunteers who are interested in pursuing a career
in the field of television production or communications. Volunteer work at Public Access Television
includes camera work, marketing, organization of tape or DVD materials and assisting in the audio and
editing processes. Depending on the location, training for volunteers is free of charge, but some public
access stations require volunteers to pay a fee for training.
Q.4 Explain the educational activities for handicapped children at elem entary level.( 20 )
Experience from Save the Children and partners globally demonstrates that improvements in education
In elementary level quality go hand-in-hand with inclusion and access, Flexible, quality, responsive
learning environments will benefit all children and are fundamental to including marginalized groups
like disabled children in education. These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, In elementary level focusing on including disabled children in
schools. While focuses on disabled children, we hope it will be useful for developing general inclusive
education practices. Community groups and non-governmental organizations, as well as people
working in community-based rehabilitation(CBR) and the wider disability context, could also use these
guidelines to provide input into inclusive education work. While the guidelines focus primarily on
schools, much of the information is still relevant to readers working in out-of-school situations In
elementary level.
Convenient place for folks w ith disabilities
The world hasn't always been such a convenient place for folks with disabilities In elementary level.
Historically educational programs were often designed not necessarily in the best interest of
handicapped students, and in 1975, Congress was made aware of this and enacted the Education for
All Handicapped Children Act. This act was later given the new title, Individuals with Disabilities
Education Act.
Principles
Six specific principles are part of the Individuals with Disabilities Education Act. In elementary level In
regards to children, these principles state that all disabled children will receive free public education,
be thoroughly and properly evaluated, be placed on an individualized educational track and be
educated within nonrestrictive facilities. In regards to parents, the act states that parents will be able
to collaborate with educators and help make decisions about their child's education, and that specific
procedures will be outlined for resolving issues between parents and the institution.
Developm ents and Effects
Many changes have taken place since the law was enacted. In 1986, the law changed from only
applying to children from the age of 3 to applying to children from the time of birth. In 1997, when the
Education for All Handicapped Children Act became the Individuals with Disabilities Education Act,

10. 10
amendments were put in place to further help disabled children transition out of high school. Also,
according to the U.S. Office of Special Education Programs, high school graduation rates among
disabled students were 14 percent higher in 1997 than they were in 1984.
Monitoring
The Office of Special Education Programs In elementary level has put in place a system for monitoring
the program. State Departments of Education are required to enforce the program and to collect data
regarding the scholastic performance levels of children with disabilities. This data is submitted to the
Office of Special Education Programs annually for review. If the Office of Special Education Programs
deems it necessary, they can visit and inspect state educational departments and institutions.
Job and placem ent for handicap children
Working with handicapped children can be a rich and fulfilling experience In elementary level and there
are many wonderful careers that can make a difference in a child's life. It's important for anyone
entering a career in this field to be aware that handicapped children need be treated like any other
child as much as possible. Working with handicapped children means helping them grow, gain
independence and develop confidence in themselves and the world around them.
Special Education Teacher
Special education teachers In elementary level work with all types of children In elementary level who
have a variety of disabilities. While some students need class time to develop common life skills and
basic literary abilities, most students require the aid of special education teacher to help them
understand the general education curriculum. It may take a bit longer for some students to grasp the
material In elementary level, and special education teachers teach the material in a way they can
understand. Most special education teachers can find em ployment opportunities in elementary, junior
high and secondary schools.
Q.5 W rite notes on follow ing:
a) Em ploym ent and job placem ent of handicapped people. ( 1 0 )
According to the United States Department of Labor, disability employment statistics released on
August 2010 showed that the percentage of people with disabilities in the labor force was 22 percent
while that of people without disability was 70.2 percent. The unemployment rate for persons with
disability was 15.6 percent compared to 9.3 percent for persons with no disability. Disability job
placement testing is designed to correct the statistics and ensure people with disability enjoy equal
benefits and privileges of employment.
For people with disabilities, finding a job can be a daunting prospect. They must not only confront any
uncertainties about their own abilities, but they face a world full of prejudice. Whether you have a
disability and are looking for a job or you are an employer considering hiring someone with a disability,
learn the facts on jobs for people with physical handicaps.
I ntroduction
Disability can occur from birth or during a person's lifetime. Disability comes in forms such as physical
impairment, intellectual or cognitive impairment, mental disorder, chronic disease or sensory
impairment. It is a condition where a person's function is considered significantly impaired relative to
usual standards of individuals or groups.
Rights
The rights of persons with disability in job placement testing include right to safe and healthy working
conditions and right for redress of grievances. According to the Americans with Disabilities
Amendments Act of 2008, it is prohibited by U.S state laws for employers to discriminate against
qualified applicants or employees on the basis of a disability in any aspect of employment.

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Testing Guide
Employers perform disability-related job placement tests or selection criteria only after giving a
conditional job offer to a disabled person. Disability-related questions should be asked only if the
employer can demonstrate that the questions are related to and consistent with the job in question.
This is aimed at protecting people with disability from being sidelined from a job application on the
basis of their disability before their ability to perform the job is evaluated.
Testing
Employers perform job placement tests prior to offering a job to determine the applicant's ability to
perform. Routine tests include asking the applicant if he can meet the physical demands of the job like
lifting heavy loads and evaluating the technical and educational skills of the applicant. Common
disability-related tests and examinations include confidential medical examinations and psychological
evaluations. An applicant may be screened out for safety reasons if the employer determines the job
poses a valid safety risk to the applicant or other employees.
Benefits
Disability job placement testing ensures that reasonable accommodation or adjustment to the job
environment enables persons with disability to do their job. Accommodations include work station
placements that are dependent on the needs of the employee. An employee with intellectual disability
or attention deficit disorder, for example, may be moved from an open work station where employees
work side by side and placed at a quiet section of the office to accommodate their limitations in
concentration.
Expert I nsight
People with physical disabilities who are looking for employment can find expert help through their
state vocational rehabilitation office. These agencies provide help with training, job searches and
necessary equipment.
W arning
According to Section 504 of the 1973 Rehabilitation Act, employers aren't allowed to discriminate
against employees with disabilities. People with disabilities are entitled to a fair opportunity during the
job application procedure, hiring, advancement, training, compensation and firing. It is discrimination if
an employer doesn't provide reasonable accommodation. An employer may not ask a potential
employee if she has a disability prior to hiring her, and upon hire he may only require her to take a
medical examination if all employees take one.
b) Social characteristics of handicapped children. ( 1 0 )
Research and observation clearly demonstrates that individuals with learning disabilities tend to be less
accepted by peers, interact awkwardly and inappropriately in social situations and are socially
imperceptive. The goal for these children is to achieve an appropriate degree of social competence.
Social skills are a collection of isolated and discrete learned behaviors. Social competence refers to the
smooth sequential use of these skills in an effort to establish an ongoing social interaction.
There are two schools of thought related to the nature and causes of social incompetence. Proponents
of the first hypothesis argue that social skill deficits are the result of the same neurological
dysfunctions that cause academic problems. The second hypothesis holds that the social disabilities are
caused by the child's chronic school failure and the rejection that often results. These researchers feel
that the child has been unable to practice these social skills because of this isolation.
Psychological and behavioral characteristics
It's important to know that statements about psychological and behavioral characteristics of the
intellectually disabled are based on the research studies, comparing group of persons with and without
intellectual disability. Each individual must be considered as a unique and separate person.

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Learning and m em ory
The most obvious characteristic of the disabled is their reduced ability to learn, compared to their
normal peers of the same chronological age. The ID individuals have difficulty in a tending to a variety
of stimuli, they are characterized as being easily distracted and possessing very short attention spans.
The important of attention for learning in general is obvious. A child must be able to attend to the task
at hand before can be expected to learn. Disabled children usually take longer to learn the task. The ID
individual is considered to have defects in short-term memory but not in long-term memory.
School-aged children
The cause of social incompetence is far less important than its effect. School-aged children and
adolescents need to be accepted and supported by their peers. Their social incompetence often
prevents them from establishing and maintaining such relationships. Consider the comments of Doreen
Kronick, noted expert in learning disabilities and related social deficits. To become a friend means to
become interested in, and somewhat knowledgeable about the other person's interests, be sensitive to
their needs and feelings, compromise on activities, laugh off differences, be supportive, allow the other
person freedom to interact with others and spend time with themselves, be elated by their successes,
share their sorrows sensitively, be able to communicate your pleasure, displeasure and anger without
such communication being destructive to either party, and change and grow as your friend changes
and grows. Many learning disabled adolescents possess the sensitivity, empathy, flexibility, maturity,
and generate sufficient interest and excitement to maintain such friendships.
Assessed and evaluated of child developm ent
Before a skill can be effectively remediated, it must first be assessed and evaluated. Currently, there is
no widely-accepted assessment tool that can provide the parent or professional with this critical
information. There are, however, a number of techniques and strategies that can be utilized to secure
a valuable "snapshot" of the individual's social capabilities and deficiencies.
Sociometric devices
These instruments are designed to evaluate an individual's relative popularity within a peer group.
They generally consist of a survey wherein all members of a group are required to place the names of
their colleagues in rank order based upon traits such as popularity and cooperation. In effect,
sociometric devices use a polling procedure to determine the social acceptability of individuals within
the group.
Behavior-rating scales
These checklists are completed by parents, teachers or peers and are used to measure a specific child's
social behavior. They are valuable in determining the specific social skill deficits that require attention
and remediation. They also provide data for a comparison of a child's social skills in a variety of
disparate settings, for example, the home, the classroom, and the playground.
Students w ith learning disabilities
This strategy is often quite effective for students with learning disabilities as it does not require
extensive reading or writing skills. It also allows for a more intimate look at a child's social competence
because it encourages anecdotes and the citing of specific situations and incidents. Observation code
strategies consist of highly-formalized observation measures. The examiner observes the child in a
structured, social setting such as a reading group, scout troop meeting, or cafeteria, and objectively
records the specific social behaviors of the child. The codes focus upon a small cluster of observable
behaviors, for example cooperation, self-talk, and sharing they can be quite valuable in diagnosis of
skill deficits as well as evaluation of training effectiveness. Observation checklists are conducted in a
similar manner and, again, focus upon a small cluster of observable behaviors.
Perspective of inclusive education
From the perspective of inclusive education, the need becomes evident, on the part of the educator, to
seek specific knowledge and resources that help his/ her practice, as well as his/ her professional
education. Thus, it is necessary for teachers to be able to teach with the same pedagogical goals,

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regardless of whether students have special educational needs or not. During the option of teaching
strategies, there may be a need for curricular adaptations, in order to guarantee a service adjusted to
the specificities of each student. However, alternatives directed to the resources of access to the
curriculum precede the change of the curricular content. In this perspective, when understanding that
incapacity emerges from the relation between the functional capacity of the person and the demand of
the environment, there is, in the Assistive Technology (AT), the fundamentals that guide practices to
modify the inability to perform everyday tasks.
Researchers warn that when initiating the process of implementation of AT, it is necessary to know the
users, their history, their needs and their desires, as well as identify the real needs considering all their
social context and the possible barriers that limit their independence.
Choice of resources and strategies appropriate
However, the option or choice of resources and strategies appropriate to each student is closely linked
to the teacher’s perception of the characteristics of the student, being the central question investigated
in this research, of which the objectives are: a) to identify how teachers characterize the physical
disability of their students; and b) to discuss possible implications of the perceptual tendencies
involved in this characterization.
The content analysis began with the complete transcription of verbal statements with orthographic
adjustments. Subsequent to the transcripts, the excerpts of interviews corresponding to the previously
defined categories were identified, covering the answers to the questions of the axes: characterization
of the student with disability under general aspects and characterization of the student with disability
under aspects of the functionality in specific school activities. In the content analysis of the interviews,
the objective of the research was taken into consideration, seeking the interpretation of the data
obtained through verbal statements that were classified into the categories established for analysis.
Considering the representativeness rule described by Bardin (2011), according to which the analysis
can be carried out on a sample drawn from a totality, as long as the material to that is useful, the most
part of the material collected and transcribed in this study was used when the researcher elaborated
the categorization. The information that was disregarded for the categorization did not concern the
pre-established objectives for the collection and analysis of the data obtained through the interviews.