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DBI World Conference 2019 - Enhancing accessibility to education through curriculum adaptation for students with deafblindness

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DBI World Conference 2019
Accessibility stream: Concurrent session 1A
Presenter: Srinivasan Prasannan
Topic: Enhancing accessibility to education through curriculum adaptation for students with deafblindness

Published in: Healthcare
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DBI World Conference 2019 - Enhancing accessibility to education through curriculum adaptation for students with deafblindness

  1. 1. Enhancing Accessibility to Education through Curriculum Adaptation for Students with Deafblindness 17th Deafblind International World Conference 2019 Australia Author: Mr. Sachin Rizal, Senior Manager – Training Co- Author: Mr. Srinivasan Prasannan, Assistant Manager- Training Sense International India
  2. 2. Introduction India implementing a new law- Rights of Persons with Disabilities Act- 2016 An Act to give effect to the United Nations Convention on the Rights of Persons with Disabilities Earlier to this, Persons with Disabilities act covered only 7 categories of disabilities Now, Rights of Persons with Disabilities Act 2016 covers 21 disabilities Deafblindness recognized as a disability under multiple disabilities
  3. 3. Sense International India The only national organization exclusively catering to persons with Deafblindness across the country since 1997 About ½ million persons with Deafblindness in the country So far Sense India has reached out to more than 78,000 persons with Deafblindness Working with 59 partner organizations in 22 out of 36 states
  4. 4. Educational Boards in India India primarily has 5 educational boards namely, CBSE – Central Board of Secondary Education ICSE – Indian Certificate of Secondary Education IB – International Baccalaureate State Board – Each state across India has its own board of education that sets curriculum for the schools (Though there are 36 states but 52 state sanctioned boards in India) NIOS – National Institute of Open Schooling is most welcoming to students with special needs
  5. 5. Need of Curriculum Adaptation Enrolment of children with Deafblindness in regular schools has been increased Limited opportunity for children with Deafblindness to learn and acquire concepts from the existing regular curriculum Curriculum adaptation is vital to facilitate education of students with Deafblindness Increased willingness and positive attitude among the teachers
  6. 6. Background Sense India has come out with a “Handbook on curriculum adaptation for inclusive education of students with Deafblindness”. 2015 Sense India formed a national core group of senior professionals in the field of Deafblindness The core group adapted first & last units of National Council of Educational Research and Training (NCERT) books from class I to V The subjects chosen for adaptation were English, Mathematics, Hindi and Environmental Studies
  7. 7. Purpose of Curriculum Adaptation To develop adaptation in- learning content, learning approach, learning aids and evaluation process To develop and design an inclusive classroom with an adaptive environment To develop teaching approaches and use of teaching learning materials (TLMs) required in a class room To develop a tool to understand the level of a child and provide appropriate need based adaptations and educational intervention
  8. 8. Method of Curriculum Adaptation Nine Point Adaptation and Rationale: Used in National Curriculum Framework Most suitable in context of Deafblindness Input Size Output Degree of Participation Time Alternative goals Difficulty Substitute curriculum Level of Support Substantially altered by Diana Browning Wright with permission from Jeff Sprague, Ph.D. from an original by DeSchenes, C., Ebeling, D., & Sprague, J. (1994). Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers Desk Reference. ISDDCSCI Publication. Diana Browning Wright, Teaching & Learning 2005
  9. 9. A photograph of the handbook on curriculum adaptation. There are four students, one girl is with deafblindness, a boy with low vision and two other students with non-disability attending the class happily.
  10. 10. A photograph of the curriculum adaptation handbook explains how the lesson/poem can be taught to students with deafblindness. Teacher can teach as per the instructions given in the bubbles and no need to teach the entire sentence of the lesson.
  11. 11. The photograph of the adapted lesson of the poem from the curriculum adaptation handbook
  12. 12. The photograph explains how the evaluation can be executed for the lesson.
  13. 13. Photograph of adapted mathematics lesson about the concept of Inside-Outside is given. The concept is explained with the story of An Arab and the camel. A big camel sitting outside the tent, Arab sitting inside the tent in the desert in the picture.
  14. 14. Photograph gives the details of the adapted mathematic lesson of Inside- Outside
  15. 15. The photograph is the evaluation page of the lesson Inside-Outside
  16. 16. Suggested Strategies to Teach Best- 1:1 Tailor made adaptation Maximum use of residual senses Large print/Braille Use the communication which is known to the student Activity based with maximum use of real objects Direct and realistic experience for better understanding of concepts
  17. 17. Recommended adaptation for evaluation Continuous and ongoing evaluation Evaluation after each topic Activity based evaluation Equal or more weightage for knowledge than giving answers in writing More of the objective type questions Provision for extra time
  18. 18. Challenges in Curriculum Adaptation Lack of awareness among policy makers and teachers Inability to understand various learning styles No or very little awareness about different modes of communication Absence of Teacher Assistants in schools Very high Teacher : Student ratio Enrolled at various ages and only few of them may have some sort of intervention prior to admission
  19. 19. Chances for having children with various disabilities in one class room is high Majority of boards follow rote method Both the students with Deafblindness and the teachers of class nine face difficulty because of “All pass system” till class eight Challenges- continued……
  20. 20. Training on Curriculum Adaptation Trained more than 450 regular school teachers on using the handbook on curriculum adaptation They were also taught to specifically choose a particular lesson from different subjects and make adaptation Opportunities were given to create teaching learning materials for the lesson chosen to adapt The training also focused on various methods of adapted evaluation
  21. 21. Strategies to assess the efficacy of curriculum adaptation for inclusive education of students with Deafblindness Sense India is undertaking a research project wherein, the objectives of the research are as follows: To understand the status of classroom inclusion under Samagra Shiksha for Children with Deafblindness (CwDb) To train school teachers including resource teachers under Samagra Shiksha on Curriculum Adaptation (CA) To validate the efficacy of curriculum adaptation as a strategy for facilitating classroom inclusion for CwDb in mainstream schools To evaluate the academic performance of children with Deafblindness, before and after the training on curriculum adaptation
  22. 22. Sample Size 200 participants 50 Students with Deafblindness (SwDb) (6-18 years) under Samagra Shiksha 100 teachers, resource teachers and peers 50 families of students with deafblindness School Management Committee (SMC) members who are parents of non-disabled children
  23. 23. Tools Checklist on Infrastructure and resources Observational checklist on pedagogy practices used by teacher Observation of curriculum content Focus group interviews of functional SM Structured tool on checking awareness of teachers on training requirements Pre- post training questionnaire Classroom observation tool for child Formative assessment of child
  24. 24. Thank you Srinivasan Prasannan Assistant Manager-Training srinivasan@senseintindia.org www.senseindia.org.in
  25. 25. Reference • The Education for All Handicapped Children Act (P.L. 94-142) of 1975 and the Individuals with Disabilities Education Act (IDEA) (P. L.101-476) • Amitha, V., & Ahm, V. (2017). Multiple intelligence approach in the school curriculum : A review article, 3(3), 324–327. https://doi.org/10.1021/nl050384x • Browning Wright, D. (2005). Nine types of curriculum adaptations. Teaching & Learning, (1994), 2005. Retrieved from http://www.snipsf.org/wp-content/uploads/2011/08/NineTypes.pdf • Lane, C. (2001). Gardner’s Multiple Intelligences. Retrieved from http://www.tecweb.org/styles/gardner.html • Minsitry of Law and Justice. (2016). The Rights of Persons with disability Act. Government of India, (Dl), 1–35. Retrieved from http://www.tezu.ernet.in/notice/2017/April/RPWD-ACT-2016.pdf • NCERT. (2014). Including children with special needs- primary stage. Forum American Bar Association. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/specialneeds.pdf • Sense International India. (2017). Handbook on Curriculum Adaptation for Inclusive Education of Students with Deafblindness (1st ed.). Ahmedabad: Sense International India.

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