Education psychology social and moral development according to various schools of tthought

1. Students with special
education needs
Group 6

2. Table of contents
Behavioral
disorders
Physical
Disabilities
Sensory
Impairments
Value of including
students with
special needs

3. Group
Members!
Muhammad Ahmed
Namra Javed
Noor Riaz
Mawra Masood

4. Behavioural
disorders

5. ● “Behavioral disorders are a diverse group of
conditions in which a student chronically
performs highly
● Persistent or
● inappropriate behaviors.
● For example

6. “Behavioral disorder
Vs
Behavioral problem
Behavioral disorder Problematic behavior
● consistent and severe patterns of
behavior
● actions that may cause issues or
difficulties
● More ingrained ● Occasional or situational
● For example ● For example

7. they tend to be extreme
• they persist for extended periods of time
• they tend to be socially unacceptable
• they affect school work
• they have no other obvious explanation
General features in
common

8. Causes
● Harsh or inconsistent parenting
● Genetics
● Bullying
● Abuse or family conflict
Sex or gender
● Male children are more likely to have behavioral
disorders than female children

9. Frequency and classification of behavioral
disorders
● Variability across states , cities and provinces
● Overlapping with other condition
● Adhh , CD , ODD , learning disabilities
● Estimated prevalence
● About one to two % of students have true behavioral disorders
● one half or one third of the frequency for intellectual disabilities

10. ● Disruptive effect on the entire
class
● Importance of addressing these
disorders
● Due to potential interface with
learning
Challenges for teachers

11. ● Identifying circumstances that
trigger inappropriate behaviors
● Factors
● physiological effects
● physical features of the classroom
Strategies for teaching students with
behavioral disorders

12. ● instructional choices or strategies that
frustrate learning
● restricting students’ choices unduly
● giving instructions that are unclear
● preventing
● students from asking questions when they need
help
Continued…….

13. ● appropriate social skills.
● reading or assigning books and
stories
● behaviorist theory
● contingency contracts
● Advantages
Teaching interpersonal
skills explicitly

14. Fairness in disciplining
● Fairness in disciplining is crucial for maintaining a
positive and equitable environment.
● individual educational plan
● Positive Reinforcement
● keep careful records of thestudent’s behavior
● Consistency

15. Physical disabilities and
sensory impairments
Namra Javed

16. Challenges faced with physical
disability and sensory impaired
● Accessibility barriers
● Communication difficulties
● Limited Mobility
● Social isolation
● Adaptation of learning materials
● Assistive technology availability
● Educators awareness and training
● Lack of social support

17. Prevalence of physical disabled and
sensory impairment in school childrens
in Pakistan
● Approximately Statistics suggest that 6.2 percent of Pakistan's
population suffers from the disability.
● There are 371,833 children with disabilities in Pakistan.
● Across disability areas such as blindness (19,643), deafness and
speech impairment (25,183).
● 0.29% of the students enrolled at schools have some kind of
disability. This proportion is the highest in Khyber Pakhtunkhwa at
0.53% and the lowest in Sindh at 0.11%.

18. Prevalence in Pakistan

19. Effects on Behaviors
● Individuals facing these challenges may experience frustration
● Communication difficulties limitations in participating in activities
● Sensory impairments, such as hearing or vision loss, can affect
communication and social interactions. Difficulties in perceiving and
understanding
● Also include hyperactivity, attention difficulties, oppositional
behavior, conduct problems, social and peer problems

20. Importance of special education
systems
● Promote inclusivity with diverse learning
● Tailored support and addressing challenges
● Accessible learning through techniques
● Empowerment
● Social development and interpersonal skills
● Diversity and awareness
● Long- term benefits
● Parental involvement

21. Role of educational psychologist
● Conduct assessments to understand the specific needs and strengths
and evaluate impact
● Individualized education plans ( IEPs ) and collaborate professionals
● Inclusive environment and adaptive technologies
● Emotional support and implement strategies to enhance self-esteem
● Collaboration and consultation with teachers
● Professional development and stay updated on research and practices
● Data analysis for academic and behavioral improvement
● Crisis intervention for coping

22. Role of Parents and Teachers
● Adapted instructions and
modifying
● Inclusive classroom
● Communication with parents
to address progress
● Professional development
with methodologies
● Individualized support on
equipments and strategies
● Emotional support
● Advocacy
● Collaboration with
teachers
● Home environment
Teachers Parents

24. Hearing
Loss
Muhammad Ahmad

25. Hearing Loss
● Hearing loss is a partial or total inability to hear.
● Hearing loss may be present at birth or acquired at any time
afterwards.
● Hearing loss may occur in one or both ears.

26. Prevalence of Hearing Loss
● There are 34 million people living with some degree of hearing loss
in Pakistan.
● Including approximately 6.5 million children.
● As noted in the GBD study these numbers are expected to grow by
56% in the year 2050.
● Reference: Global Burden of Disease (GBD)

27. Causes of Hearing Loss
● Prolonged exposure to loud
environments (e.g. concerts,
machinery).
● Age-Related Hearing Loss
(Presbycusis)
● Ototoxic Medications:
Certain drugs (e.g.,
antibiotics, chemotherapy)
can damage the inner ear.
● Malformation of the Ear:
Structural abnormalities
present from birth.
● Genetics: Inherited factors may
predispose individuals to
hearing loss.
● Infections: Ear infections,
especially in childhood, can lead
to hearing loss.
● Trauma: Head injuries or ear
trauma can result in hearing
impairment.

28. ● Struggles to hear
normal conversation.
1- Mild Hearing Loss
2- Moderate Hearing
Loss:
Extent of Hearing Loss
● Difficulty hearing faint or
distant sounds.
● Might miss some classroom
instructions
3- Mild Hearing Loss
● Limited ability to hear
speech without
amplification.
4- Profound Hearing Loss:
● Very limited or no hearing
without significant
amplification.

29. Delayed Language or Literacy Skills:
Observation: Notice if a student exhibits delays in language
development or struggles with literacy skills.
Indicators: Difficulty in articulating words, forming sentences, or
challenges in reading and writing.
Lip-Reading Abilities:
Observation: Observe if a student relies heavily on lip-reading to
comprehend spoken communication.
Signs: Constantly watching speakers' lips, especially in noisy
environments.
Recognizing Signs of Hearing Loss

30. Limited Worldly Knowledge:
Observation: Identify if a student's knowledge about the world seems
limited.
Clues: Lack of understanding or awareness of common sounds,
events, or environmental cues.
Social Isolation Tendencies:
Observation: Watch for signs of social isolation due to communication
difficulties.
Behaviors: Avoidance of group conversations, reluctance to participate
in social activities.
Recognizing Signs of Hearing Loss

31. Recognizing Signs of Hearing Loss (Continued)
Frequent Requests for Clarification:
Observation: Identify if a student frequently asks for repetition or clarification.
Communication: Expressing difficulty in understanding instructions, questions,
or discussions.
Mismatch Between Speech and Responses:
Observation: Pay attention to any inconsistencies between a student's spoken
language and their responses.
Indicators: Responses that don't align with the context or questions asked.
Impact on Academic Performance:
Observation: Evaluate if hearing loss is impacting academic achievements.
Warning Signs: Decline in grades, struggles in subjects requiring strong
auditory skills.

32. Screening Programs:
Regular Routine Hearing Screenings
Early Intervention: Prompt identification allows for early intervention and
support.
Teacher and Parental Collaboration:
Encourage open communication between teachers and parents.
Noticing Changes: Teachers and parents can share observations and
collaborate on potential concerns.
Professional Assessment:
Audiological Evaluation Qualified Professional.
Speech and Language Evaluation: Assess speech and language
development.
Steps for Identifying Hearing Loss

33. Teaching
Students with
Hearing Loss

34. Captioning:
Provide captions for videos and multimedia presentations to aid
students in understanding content.
Visual Aids:
Utilize diagrams, charts, and graphs to supplement verbal
explanations for improved comprehension.
Written Instructions:
Share written instructions and key points to reinforce learning
through visual cues.
Visual Learning Support

35. Minimize Background Noise:
Reduce unnecessary noise to enhance the clarity of verbal
communication.
Seating Arrangement:
Allow students with hearing loss to sit in a location that
minimizes distractions and maximizes their ability to hear the
instructor.
Use of Microphones:
Encourage instructors to use microphones for amplification,
ensuring that their voice is clear and audible.
Classroom Acoustic Solutions

36. Encourage Peer Support: Foster a supportive environment
where peers are aware of the needs of students with hearing
loss.
Communication Devices: Introduce the use of communication
devices or assistive technology to facilitate interaction.
Regular Check-Ins: Establish open communication with students
to understand their needs and address any challenges they may
face.
Collaboration and Communication

37. Visual
Impairments
Mawra Masood

38. Prevalence of Visual Impairment in
School Children in Pakistan
● Approximately 1.5% of school-age children in Pakistan
are affected by visual impairment.
● Estimations suggest around 200,000 visually impaired
children.
● Limited access to eye care services contributes to
undiagnosed cases.
● Socioeconomic factors play a role in the prevalence, with
disparities in urban and rural areas.

39. Visual Impairment
Most
commonly the
difficulty has
to do with
refraction
(the ability to
focus),
limited field
of view (called
tunnel vision)
or be overly
sensitive to
light in
general.
Legal
blindness
defined as
significant
tunnel vision
or visual
acuity of
20/200 or
less.
Low Vision
indicates
some usable
vision, often
requiring
special optical
devices.

43. Signs of Visual
Impairment
● Eye rubbing, excessive
blinking, holding books
close, complaints of
itchiness, headaches,
dizziness, or nausea.
● Serious cases may involve
crossed eyes or swollen
eyelids.

44. Utilize Residual Vision:
● Place students where
they can see important
elements of the
classroom.
● Ensure well-lit
classrooms to aid
reading with low vision.
● Provide materials with
good contrast for better
visibility.
Teaching
Strategies

45. Incorporate Non-Visual
Information
Explain visual information
using verbal descriptions.
● Use hands-on materials
like maps with relief or
different textures.
● Encourage Braille reading
if the student is proficient.

46. Promote Inclusion:
● Foster social integration
by involving students in
the class community.
● Recruit classmates to
assist in explaining visual
content.
● Learn basic Braille and
encourage classmates to
do the same.

47. Value of Inclusion
● Inclusive education benefits students with
disabilities socially and academically.
● Classmates gain exposure to diverse
perspectives, fostering a richer educational
environment.
● Teachers benefit from implementing
strategies that benefit all students, such as
careful planning, addressing individual
differences, and promoting positive social
atmospheres.

48. ROLE OF AN EDUCATIONAL PSYCHOLOGIST
● Conduct assessments to determine the specific needs and
challenges of visually impaired students.
● Develop personalized educational plans to address
cognitive, emotional, and social aspects.
● Collaborate with teachers, parents, and support staff to
implement effective strategies.
● Provide counseling to enhance coping mechanisms and
foster a positive learning environment.

49. ROLE OF AN EDUCATION SYSTEM
● Inclusive Curriculum:Develop and implement curriculum
modifications to accommodate diverse learning needs.
● Teacher Training:Conduct training for teachers on strategies
for teaching visually impaired students To Promote awareness
.
● Accessible Resources:Create a conducive environment for
visually impaired students in classrooms.
● Collaboration and Support:Establish support networks
involving parents, educational psychologists, and community
resources.

51. CREDITS: This presentation template was created by
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