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It talks about visual impairment, definition, types, CATEGORIES OF VISUAL IMPAIRMENT, Identification of Visually Impaired Children, Causes of Visual Impairment, TEACHER’S APPROACHES TO ELIMINATE THE VISUAL DEFECTS, INSTRUMENTS FOR VISUALLY IMPAIRED, Prevention of Visual Impairment, Plus Curriculum
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The Department of Empowerment of Persons with Disabilities has been Introduced an Universal Identity Card for Divyangjan.
This project very helpful to all Indian citizens those who have suffering from inability. Persons with disabilities will not need to make multiple copies of documents, maintain, and carry multiple documents as the card will capture all the necessary details which can be decoded with the help of a reader
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I really thankful to our Prime Minister Shree Narendra Modi Ji, MSJ&E Shree Thawar Chand Gehlot ji,
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A ppt which clears all your doubts related to blinds, their reading systems etc. A short introduction to Louis Braille and how to learn math to music to art to Capitalization and some fun exercises.
The Department of Empowerment of Persons with Disabilities has been Introduced an Universal Identity Card for Divyangjan.
This project very helpful to all Indian citizens those who have suffering from inability. Persons with disabilities will not need to make multiple copies of documents, maintain, and carry multiple documents as the card will capture all the necessary details which can be decoded with the help of a reader
The UDID card will be the single document of identification, verification of the disabled for availing various benefits in future.
I really thankful to our Prime Minister Shree Narendra Modi Ji, MSJ&E Shree Thawar Chand Gehlot ji,
Aalto University School of Arts, Design and Architecture course Dynamic Visualization Design 1 group work presentation "Visual Impairments" 2012-11-08.
This scale could be used for individualized educational programming and in classroom teaching. There are 18 domains are sequentially arranged in most of the domains.
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Am Papri Das, M. Sc (N) Community Health Nursing faculty with more than 23 yrs of experience working as Vice-Principal at Peerless College of Nursing. Power point presentation on topic "Community Based Rehabilitation" It will be of great help to Nursing student in graduate and post graduate level. as possible in the interest of the students. Hope the topic will be beneficial to the students folk.
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
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For more information, visit-www.vavaclasses.com
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. C R E PROGRAMME
Dated: 2nd July to 6th July 2013
Subject: Teaching of Daily Living Skills
Rasthriya Drushtihin Shikshan &
Punarvasan Sanstha
Teacher Training Centre, Nagpur
5. Introduction
• Daily Living Activities (DLA) comprise
everything entailed in human life and
relationships.
• These are the basic activities necessary
during an ordinary day.
• There are hundreds of activities which a
person performs from the moment s/he
wakes up in the morning till s/he goes to
sleep at night.
6. Please Pay Attention
• Daily Living Activities and Daily
Living Skills are having the same
meaning.
• Here after Daily Living Activities
will be used as Daily Living Skills.
• Daily Living Skills usually termed
as DLS.
7. Relevance of the DLS
• The sighted persons normally learn to
perform these activities by themselves by
observing other persons.
• A large part of daily living activities are learnt
by observation and imitation.
• The environmental deprivation and lack of
opportunities also block the development of
these daily living activities in the persons
with visual impairment.
8. Cont.
• Medical experts and specials educationists
agree with that about 85 per cent of the
information are received through our eyes and
remaining 15 per cent of the information are
form other senses.
• Through her/his other senses, s/he may get an
idea of what is going on but s/he cannot learn
the exact procedure.
• As visual discrimination is involved in these
activities, a visually impaired person cannot
learn the same on his own.
9. Definition of DLS
• The activities a person does
daily from the moment he
wakes up in the morning and
till she/he goes to bed are
considered as DLS or DAILY
LIVING SKILLS.
10. Cont.
• In other words: The basic activities that
a person employs daily to maintain and
keep himself and herself on par with the
other and certain activities that are
must for a person to live and does on a
day to day basis are called “DAILY
LIVING SKILLS/ ACTVITIES OF DAILY
LIVING or quite recently they are known
as SURVIVAL SKILLS” .
11. Objectives of Teaching DLS
• To carry out day to day activities on his/her
or with minimal assistance and safety;
• To be independent or to be self sufficient in
all functional activities;
• To develop self – confidence;
• To be socially integrated;
• To develop healthy personal and family
relationships;
12. Cont.
• To learn scientific management of self and
home;
• To become aware of safety precautions to be
taken inside/ outside the home;
• To become a well groomed person;
• To reduce dependence upon the care-takers as
well as family members;
• To expedite comprehensive rehabilitation
including economic independence; and
• To develop a positive self image.
13. Pre – Requisites for Training of DLS
• Adaptation
• Assistive Devices
• Identifying the difficulties faced by
the individual
• As per need, age, occupation and
other personal issues
14. Procedure for Designing the DLS
• Observe daily living skills of sighted persons
of same age groups.
• Identify the difficulties faced by individual
with visual impairment in performing such
activities and learning the skills.
• Develop specific procedures for each skill
with suitable modification.
• Provide appropriate devices and adaptations
15. Cont.
• Explain the procedure orally followed by
sighted persons in performing a particular
activity to person with visual impairment.
• Impart essential training in orientation and
mobility associated with the effective
performing of a particular activity.
• Must develop a system of monitoring and
evaluation of the training program.
• Follow up for sustaining the abilities to perform
the activities.
16. Specific Rules for Teaching the DLS
• Gather the relevant and needed following
things before initiating the training
• Orient of the person
• Ensure appropriate use & safety of the
individual
• Supervise & Provide Instruction
• Follow-up, evaluate and appreciate good
performance
17. Precaution During Teaching DLS
• Should be age appropriate .
• Work closely with the family of person
with visual impairment.
• Remember
person
with
visual
impairment will master these activities
by practice and not by lectures.
• Don’t try to teach more than one skill at
a time.
18. Cont.
• Must divide a skill into a number of
sub skills; it will be helpful in teaching.
• After the activity is completed; be
sure that one who is your pupil cleans
itself.
• Equipments if used must be cleaned
and return for the correct storage
space.
19. List of DLS
•
•
•
•
It is very difficult to list out all the DLS.
Here is some broad group given for
understanding:
Self-help skills
Home skills
Cooking skills
Other Skills
20. Task Analysis
It is nothing but listing out the sub
skills in an activity.
To exemplify let me take a skill:
Combing hair for girl
21. Combing Hair for Girl
•
•
•
•
•
•
•
•
Indentifying Comb
Identifying Oil
Applying Oil
Holding the Comb
Brushing the Hair/ Combing
Making Plaits
Using Ribbons/ Back-Pin
Different Styles of Plaits
22. Bibliography
Books
• Drishitibadha-Sikshan; All India Confederation
of the Blind, Delhi
• Learning through Doing; Blind People
Association, Ahmadabad
• Sikshak Prashikshak Lekhmala;
• Training Module on Visual Impairment; Sarva
Siksha Abhiyan, Delhi
• Visual Impairment Handbook; Blind People
Association, Ahmadabad
23. Cont.
Websites
• American Foundation for the Blind: Living with
Vision Loss
• Royal National Institute of Blind People: Daily
Living Skills Teaching Activities
• Texas Department of Assistive and
Rehabilitative Services: Organizing Items
• World Health Organization: Visual Impairment
and Blindness
24. Performa of Lesson Plan for DLS
1.General Information
a. Name of the Pupil ………………………………………………..…………………
b. Age…………………………………. c. Gender ……………………………………….
d. School …………………………………………………………………d. Class ………
e. Date …………………………………………………………………… f. Time………….
g. Skill to be Developed……………………………………………………………..
h. Assistive Devices……………………………………………………………………..
2. Objectives
a. …………………………………………………………………………………………………
b. ………………………………………………………………………………………………….
c. ………………………………………………………………………………………………….
d. ………………………………………………………………………………………………….
3. Skill Development
a. Explanation ……………………………………………………………………………
b. Demonstration ……………………………………………………………………..
c. Practice ………………………………………………………………………………………
25. S. No.
Performance
Skills / Sub Skills
Good
Average
Bad
Difficulties Faced by the Pupil
Things to be Focused in the Further
Practice Session
5. Remarks of the Teacher/ Spl. Educator/ Int. Teacher
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Name of Teacher/ Spl. Educator/ Int. Teacher …………………………………………
Signature ………………………
26. For any further query may
contact:
rajnish.spledu_bhu@yahoo.
com