The document discusses the importance of inclusive education and the need to identify and support specially-abled students, focusing on early childhood development and intervention strategies for developmental delays and disabilities. It outlines steps teachers can take to monitor children's progress, engage families, and collaborate with medical professionals for timely interventions. The document emphasizes the role of teachers in creating an inclusive classroom environment and providing appropriate strategies to facilitate learning for all students.

1. Department of Inclusive and Special Education
SCERT-KD

2.  To understand the need and importance of
Inclusive Education
 To identify specially-abled students in the
class
 To develop an inclusive classroom Setting

3.  Child development involves the
biological, psychological and emotional changes
that occur in human beings between birth and the
conclusion of adolescence.
 Childhood is divided into 3 stages of life which
include early childhood ,middle childhood and late
childhood, (preadolescence).
 Early childhood typically ranges from infancy to the
age of 6 years old. During this period, development
is significant, as many of life’s milestones happen
during this time period.

4. Developmental milestones are a set of functional skills or age-specific
tasks that most children can do at a certain age range.
Physical Development
Bodily Development, Motor function (Gross
& Fine),
Cognitive Development
Thinking, Reasoning and Remembering
Emotional Development
Happiness, Sadness, Anger, Fear &
Curiosity
Social Development
Smiling, making friends, playing, sharing
Speech and language development
. Reception and expression of language

5.  Although all children develop a little
differently yet there is a definitive pattern of
development and there is a normal range in
which a child may reach each milestone. Any
delay observed in achieving any of these
milestones indicates that the child has a
developmental issue and it is here that an
intervention is required for taking corrective/
preventive measures. It is imperative that
such measures are taken as early as possible
to achieve best results in reinforcing the
developmental process in the child.

6. The Delay could be in any Developmental
Domain-
 Physical
 Language
 Socio-emotional
 Cognitive or
 A combination of Domains

7.  Developmental disability - e.g., autism
spectrum disorder, cerebral palsy, intellectual
disability, visual impairment, hearing
impairment - usually becomes apparent
during infancy or childhood and is marked by
delayed development and functional
limitations in learning, language,
communication, cognition, behaviour,
socialization, or mobility.

8.  The terms delay and disability are occasionally
used interchangeably. Children often catch up or
outgrow developmental delays with continuous
support and stimulation. Developmental
disabilities are long-lasting though children can
make a lot of progress in managing them as well
with similar support.
 Early identification of children who are ‘at risk’
for developmental delays and disabilities is very
crucial for timely intervention. Timely
intervention can help address both
developmental delays and disabilities.

9.  The sooner we recognize and address any
challenges to learning and development, the
better the chance for redressal and success.
Optimal nutrition, and a caring and
stimulating environment are crucial to
learning and development at this stage.

10.  Teachers play a crucial role in identifying children at risk for
developmental delay and disability. This is critical for children to
receive the right kind of support as early as possible so that
future difficulties are mitigated as much as possible.
 a. Teachers must start with the assumption that each child
learns at their own pace.
 b. But if they do see a noticeable concern or persistent issue, the
first step is to observe the child carefully to understand the
child’s functioning in all developmental domains.
 c. The second step would be to keep a record of daily or weekly
observations of the child based on some basic questions.

11.  Compared with other children, did the child have any serious delay
in sitting, standing, or walking?
 Compared with other children does the child have difficulty seeing,
either in the daytime or at night?
 Does the child appear to have difficulty hearing?
 When you tell the child to do something, does she seem to not
understand what you are saying?
 Does the child have difficulty in walking or moving her arms or does
she have weakness and/or stiffness in the arms or legs?

12.  Does the child sometimes have fits, become rigid, or
lose consciousness?
 Does the child learn to do things like other children
of her age?
 Does the child speak at all (can she make herself
understood in words; can she say any recognizable
words)? Eg-can a 2 year old name at least one object
like an animal, a toy, a cup etc.
 Compared with other children of her age, does the
child appear in any way dull or slow?

13.  Sometimes, children need something small -
extra attention or adjustment in the daily
schedule or some time alone or a change of diet
- for things to settle.
 d. If the concern is persistent and does not get
corrected by everyday actions, the third step
would be to share this concern with parents and
family. Conversations must be as gentle as
possible, with no judgement or final conclusions
on the child’s situation - it should just be a
shared concern.

14.  e. If the family is in agreement, the fourth step would be to refer
the child to an appropriate medical professional to check
whether the concern is valid and whether the child is indeed at
risk for delay or disability. The institution should have a list of
local institutions/organizations and professionals for such
references, so that the Teacher can guide the family accordingly.
 f. If the medical professional confirms the risk, the family, the
Teacher, and the medical professional should together plan for
the next steps. This could include consulting a disability
rehabilitation professional (e.g., physiotherapist, speech
therapist, special educator), starting medicines, using aids (e.g.,
hearing aid or crutches), simple speech and language activities
or therapy, simple physical activities or therapy, cognitive
exercises, and instructions for the classroom, or anything else
that is necessary for the child.

15.  g. The fifth step would be to begin focused work with the child in
school.
 i. The Teacher should start a documented profile of the child that
is regularly updated.
 ii. Regular assessment will have to be done based on an
appropriate checklist or tool suggested by the medical or
rehabilitation professional
 iii. The Teacher needs to prepare an Individualized Education
Plan in consultation with parents and Special educator.
 iv. If the child has a severe disability for which the school and
Resource Center does not have adequate resources, it would be
important to discuss this in detail with the family, relevant
education functionaries and the medical/rehabilitation
professional to find an alternative solution.

16.  NCERT’s PRASHAST is a checklist that enables
identification of children at risk. It comprises
two parts - for use by regular teachers for
first level screening, and for use by special
educators and others for second level
screening. It is a safeguard against
unscientific diagnosis, and needless labelling
of children. It is aligned with the Rights of
Persons with Disabilities Act (RPWD) Act 2016

17.  All children learn by listening, by watching, and by
connecting with the Teacher in different ways.
Irrespective of whether the child at risk receives
support from other professionals, Teachers can help
children by using the following simple strategies:
a. Learn as much as possible about the child.
i. For example, what the child can and cannot do, what
the child likes and do not like to do.
ii. What are the different ways in which the child learns
best; what is the child’s home environment, family,
and the community like.

18. b. Make for success by setting goals for the
child that are realistic and achievable.
c. Seat the child as close to you as possible.

19. d. Use simple, familiar language, speak clearly and
slowly.
e. Praise and encourage generously.
f. Use a multisensory approach.
i. For example, use action rhymes, speaking and
doing at the same time; teach a concept by
simultaneously showing pictures, talking about
them, and doing a related craft activity.

20. g. Make information as concrete as possible.
i. For example, to teach patterns, use available objects like sticks
and stones, toys, blocks, and then move on to paper-pencil
tasks.
h. Allow for plenty of practice, and plenty of time to complete a
task.
i. Give breaks from tasks whenever needed.
j. Show, demonstrate, and model - repeat this cycle as often as
possible.
k. Encourage interactions with other children.

21. l. Sensitize other children to the situation.
i. Hold a question-and-answer session on the
subject, (IE)
ii. Explain when children (non-disabled) get
impatient,
m. Use stories, role plays that highlight different
abilities.
n. Teach and encourage other children to
communicate and play with the child.

22. o. Choose a mentor/buddy for this child from
among the rest of the class (make it a great
honour to be chosen!).
p. Actively discourage the use of hurtful language
or behaviour towards the child.
q. Have a list of clear do’s and don’ts to ensure the
safety of the child and communicate this to all
the other children.
r. Always encourage,support and honour the child.