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- 3. ICIDH(1980) IMPAIRMENT HANDICAPDISABILITY Loss or abnormality of psychological, physiological or anatomical structure or function Limits or prevents the fulfillment of a role that is normal Restriction or lack of ability to perform an activity in the manner or within the normal range BODY ACTIVITY SOCIETY
- 5. Impairment Disability Handicap Cataract Inability to read or move around Exclusion from school Delayed Speech Inability to speak clearly Defective communication Motor deficits Inability to perform daily activities Dependence, Immobility 30-08-2020 5
- 6. (ICIDH-2:) ICF Functioning and Disability Contextual Factors Body Functions and Structures Activities and Participation Environmental Factors Personal Factors PerformanceCapacity 30-08-2020 6
- 7. Children withdiverse needs Any child or children who might need extra help due to medical, emotional or learning problems. (have the difference due to physical, cognitive, sensory behavioural, environmental, disadvantages, socio economical conditions or personal factors.)
- 8. School’s readinessfor inclusion (UNICEF2012) 30-08-2020 8
- 10. 2. schools' readinessfor children
- 12. Elements
- 13. 1. SEAT S: Student • Preparedness of CWD E: Environment • LER A: Activities • inside and outside the classroom T: Tools • Braille kits/printed material and media, audio books for the blind, therapeutic activities and physical therapy, and speech therapy Models of inclusion Benja Cholthanont
- 14. 2.CIM Collaborative Inclusion Model: Nongluck Virajchai 1999 Focus is on occupational training. Educating on the prevention, treatment, and rehabilitation for disable individuals, in collaboration with concerned organizations. Community-based and home-based rehabilitation, functional approach, individualized approach, teamwork, collaboration and counseling.
- 15. 3. APACP Model Supaporn Chinchai 1) Identifying problems and need about school inclusive management 2) Defining ways and plan for solution; 3) Implementing the plan with formative evaluation and consistent adjustment; 4) Sharing the outcome of either positive or negative brought about by project implementation.
- 16. 3.Inclusion on need and suitability Full Inclusion No more than 1 child with less learning disability is accommodated to learn with in Formal children in each regular classroom. Partial Inclusion • Children with special need are scheduled to learn in academic assisting classroom so called Pull-Out Program only. Full Inclusion is aided by so called Teachers • Assistant Program with teacher assistants to help • children with significant disabilities.
- 17. 4. Multilevel Inclusive Education Developed by Kingphet Songserm Co-learning in regular classes of students with different classes, ages, and abilities, to serve the diverse characteristics of students. Broaden their learning range, development stage, aptitude, interest, personality, and experience
- 18. MERITS Self learning capacity. Consistent and progressive step without any pressure. Flexible learning Learning plan responsive to individual differences. Instructional approach suitable for each student’s learning nature.
- 19. MERITS Learn together - peer tutoring, cooperative learning, and group projects Assessed on their potential not grade Curriculum planning, evaluation, and teaching on the real situation Parents, students and teachers in the teaching and learning 30-08-2020 19
- 20. Classification of children with diverse NEEDS 1) Physically challenged (Locomotor, CP, Sensory: VI, HI,) 2) Intellectual (LD, Slow learners, Mentally challenged) 3) Developmental disabilities (Autism) 4) Socio emotional and behavioural problems 5) Special health problems 6) Socio economically disadvantaged and marginalized groups 7) Giftedness and Talents 30-08-2020 20
- 21. Disability Category (RPD Act 2016) Physical Disability Locomotor Disability Visual Impairment Hearing Impairment Speech Language Disability Intellectual Disability Learning Disability Autism Spectrum Disorder Mental Behaviour Mental Illness Chronic Neurological Disorder Multiple Sclerosis Parkinson’s Disorder Blood Disorder Haemophilia Thalassemia Sickle Cell Anaemia Multiple Disabilities 30-08-2020 21
- 22. Locomotor Disability Leprosy cured person Cerebral Palsy Dwarfism Muscular Dystrophy Acid attack victims Visual Impairment Blindness Low vision Hearing Impairment Deaf Hard of Hearing 30-08-2020 22
- 24. Club foot Absence of limbs Amputations Locomotor Disability Cerebral palsy Poliomyelitis Bone fractures 30-08-2020 24
- 25. Brain damage Brain fever Brain anoxia Rh in compatibility Intoxication Viral infection Causes Lead poisoning Central nerve disorders Polio Burns Injuries 30-08-2020 25
- 26. Amputed limbs Jerking movements Joint pains Poor motor control Shaky movements Difficulty in sitting and standing Deformity in fingers, legs, hands, spine, neck Identification 30-08-2020 26
- 27. No furniture Least restrictive environment Foot rests 30-08-2020 27
- 28. 30-08-2020 28
- 29. Opportunity to crawl Playing in grass Personal development Programmes Preschoolreadiness Taking off chappals Buttoning jacket Gross motor and fine Muscular coordination programmes Squeezing mud, objects, water running through fingers 30-08-2020 29
- 30. No special teaching methods Self reliance Initiativeness Decision making ability Use of different parts of the body Creative talents Educational provisions 30-08-2020 30
- 31. Cerebral palsy Brain paralysis Affects movements and body position Spasticity Athetosis Ataxia Rigidity Tremors Types 30-08-2020 31 Spasticity Athetosis Ataxia Rigidity Tremors
- 32. Identification Difficulty in eating May not use hands Slow hold up and head move around 30-08-2020 32
- 34. Page turner Recorders Calculator with printout tap Pencil grips Tactile writing paper Lap trays Storage for crutches Adjustable table Provisions Break tasks Provide copies of notes Provide clear expectations Give clear, brief directions 30-08-2020 34
- 35. Visual Impairment Visual Impairment Blindness Low vision Myopia Hyperopia Astigmatism 30-08-2020 35 • Visual acuity, visual field and visual efficiency • 20/200 legally blind • Visual field not greater than 20degrees width
- 36. Prevalence • Vision impairment • Globally, 2.2 billion people • 1 billion yet to be addressed. • India 1.99%. (rural (2.14%) & urban (1.8%) • leading causes are uncorrected refractive errors and cataracts • https://www.jatinverma.org/the-national-blindness-visual-impairment-survey-india-2015-2019 • https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment 30-08-2020 36
- 37. Glaucoma, corneal opacity Malnutrition,VA,VB,VB2 VC uncorrected refractive errors Trachoma Anamoly in optic nerve, diabetic retinopathy Rubella Causes 30-08-2020 37
- 38. Squints or blinks Watery eyes Reddishness Rubs eyes Covers one eye Tilts head Close look Crossed eyes Blurred vision Identification 30-08-2020 38
- 39. Braille Sensory training Assistive devices • Magnifiers • Talking calculators • Audio books • Talking keyboards Educational provisions 30-08-2020 39
- 40. Hearing Impairment Hearing Impairment Deaf Hard of Hearing 30-08-2020 40
- 41. Hearing loss • *Disabling hearing loss refers to hearing loss greater than 40 dB in the better hearing ear in adults (15 years or older) and greater than 30 dB in the better hearing ear in children (0 to 14 years). 30-08-2020 41
- 42. • 466 million persons in the world live with disabling hearing loss* -> 6.1% of the world's population • 432 million (93%) of these are adults -> 242 million males, 190 million females • 34 million (7%) of these are children • One-third of persons 65+ are affected by disabling hearing loss • In India is around 6.3% (63 million people suffering from significant auditory loss). • adult-onset deafness is 7.6% • childhood-onset deafness is 2%. (The number of people with disabling hearing loss will grow over the years -> up to 630 million by 2030 and over 900 million in 2050**) 30-08-2020 42
- 45. Causes • Maternal diseases • Rubella • Diabetics • Kidney diseases • Liver diseases • Malnutrition • Drugs • Anoxa • Instrumental delivery • Premature delivery • Jaundice • Influeunza • Brain fever • Measles • Mumps • Whooping cough • Menigits • Typhoid • Fever • Infection in nasal cavities • Ear infection Before Birth / Heredity During Birth After Birth 30-08-2020 45
- 46. Home based schools Special schools Inclusive class rooms Educational Provisions 30-08-2020 46
- 51. Intellectual Disability Learning Diability Disability due to Mental Behaviour/Illness
- 52. Definition (IDEA) provides that “specific learning disability” means “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.” Such term “includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” DSM-V includes difficulties in reading, written expression, and mathematics. Such term does not include “a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage. 30-08-2020 52
- 53. Disability with readingDyslexia • Problems reading, writing, spelling, speaking Disability with mathematicsDyscalculia • Problems doing maths problems, understanding time, using money Disability with writingDysgraphia • Problems with handwriting, spelling, organizing ideas Disability with fine motor skillsDyspraxia • Also known as Sensory Integration Disorder • Problems with hand-eye coordination, balance, manual dexterity CommonTypes of Learning Disabilities 30-08-2020 53
- 54. Disability with language Dysphasia / Aphasia • Problems understanding spoken language, poor reading comprehension Disability with hearing differences between sounds Auditory Processing Disorder • Problems with reading comprehension, language Disability with interpreting visual information Visual Processing Disorder • Problems with reading, math, maps, charts, symbols, pictures CommonTypes of Learning Disabilities 30-08-2020 54
- 55. Select and highlight most important errors Break tasks into small steps and allow adequate time for completion Loud readingMultisensory Learning Strategies - Dyslexia 30-08-2020 55
- 56. • Reading activity could be • Words familiar and decodable • Frequently used sight words • Words short and do they have closed syllables • Sentences short and direct • Font size 12 or higher Strategies - Dyslexia 30-08-2020 56
- 57. Use large-print text for worksheets Use audiobooks like those available through services like Bookshare, a free online library for students with disabilities Allow the student to use a text reader like a Reading Pen or text-to-speech software Use speech-to-text software to help with writing Provide extra time for reading and writing Give the student multiple opportunities to read the same text Use reading buddies during worktime (as appropriate) Partner up for studying — one student writes while the other speaks, or they share the writing Strategies - Dyslexia 30-08-2020 57
- 58. Strategies - Dyscalculia 30-08-2020 58 • Use concrete materials, objects, images and models • Concentrate on one concept at a time • display maths terms and symbols • extra time & Expect less work • Focus on accuracy and understanding • Use memory cards with the vocabulary maths dictionary • Enlarge graphs, tables and drawings.
- 59. Strategies - Dyscalculia 30-08-2020 59 • Encourage students to visualise mathematical problems. • try to relate problems to real-life situations. • Make use of mnemonics and visual prompting cards to assist students in memorising rules, formulae and tables. • Use coloured paper • read questions for the student. • Highlight maths signs
- 61. Playing with clay to strengthen hand muscles Keeping lines within mazes to develop motor control Connecting dots or dashes to create complete letter forms Tracing letters with index finger or eraser end of pencil Imitating the teacher modelling sequential strokes in letter formation Copying letters from models Strategies - Dysgraphia 30-08-2020 61
- 63. Developmental model • Experience rich environment • Story telling, field trip &creative works Cognitive model Memory Thinking Language Concept formation problemsolving Behavioural model Set measureable goals Reinforcement Effective inclusive process 30-08-2020 63
- 64. INTELLECTUAL DIABILITY A disability characterized by significant limitations in both intellectual functioning and in adaptive behaviour, which covers many everyday social and practical skills. This disability originates before the age of 18. 30-08-2020 64
- 65. Deficits in Intellectual functions Reasoning Problem solving Planning Abstract thinking Judgement Academic learning 30-08-2020 65
- 66. • Language • Reading • Writing • Math • Reasoning • Knowledge • Memory Conceptual • Empathy • Social judgment • Interpersonal communication • Friendship Social • Self-Management • Personal care • Job Responsibilities • Money Management • Recreation • Organizing school and work tasks Practical 30-08-2020 66
- 67. 30-08-2020 67
- 69. Small or large head Small eyes Straight hair Fissured tongue Low set of ears Deformities Paralysis Lack of coordination like sucking chewing ,eating, eye hand coordination Behavioural signs Physical Signs 30-08-2020 69
- 70. Slow rate of learning Poor problem solving skills Poor retention Poor concept formation Difficulty in generalisation skills No imagination and creative thinking Lack of concentration Academic 30-08-2020 70
- 71. Down syndrome Trisomy 21, Fragile X syndrome-IQ below 55 Turner’s syndrome absence of X chromosome in females , in males Kinefelter XXY Congenital • Microcephaly • Hydrocephaly Causes Genetic 30-08-2020 71
- 72. Alcohol or drug use Malnutrition Infections Metabolic and nutritional disorders Lead poisoning Maternal diseases Blood group incompatibility RH incompatibility X-ray Beforebirth 30-08-2020 72
- 73. Birth injuries Anoxia Brain diseases During birth 30-08-2020 73
- 74. Illness or injury Meningitis Whooping cough Measles Head injury Near-drowning Extreme malnutrition Infections in the brain Exposure to toxic substances such as lead Severe neglect or abuse After birth 30-08-2020 74
- 75. • Regular School with “Resource / Itinerant / Special Teacher & Room” for mild and moderate categories Educational provisions 30-08-2020 75
- 76. Break down / task – analyze skills into steps Model targeted skills, then provide practice opportunities Use visual schedules with pictures / icons to demonstrate each step Systematically fade prompts to promote independence Teach occupational awareness and exploration, as appropriate Teach material in relevant contexts Reinforce students for generalizing information across material or settings Provide many opportunities for students to apply information they have learned Explicitly teach life skills related to daily living and self-care Plan experiences that are relevant to the student's world Find ways to apply skills to other settings (field trips) Minimize distractions and the possibility for over Educational provisions 30-08-2020 76
- 77. Home based schools severe and profound Hospital schools severe and multiple disabilities Educational provisions 30-08-2020 77
- 78. Model personal hygiene habits •Washing hands, covering mouth and nose when sneezing or coughing, and dental care Personal care and self-help skills Rules and practices for bus safety, safety outside, staying with the group, and safety in the classroom Teach students to provide personal identification information Teach and model procedures for dealing with potentially dangerous situations, including fire, severe weather, and strangers Dailyliving skills 30-08-2020 78
- 79. Use short and simple sentences to ensure understanding Repeat instructions or directions frequently Avoid distractions Use mnemonics (words, sentences, pictures, devices, or techniques for improving or strengthening memory) Use concrete examples to explain new concepts Avoid long, complex words, technical words, or jargon Teaching and learning 30-08-2020 79
- 80. Provide direct instruction in reading skills Offer "standard" print and electronic texts Provide specific and immediate corrective feedback Use visual supports when relating new information verbally Provide the student with hands-on materials and experiences. Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to promote understanding Teaching and learning 30-08-2020 80
- 81. Encourage students to use relaxation and other stress reducing techniques during exams Allow more time for examinations, tests, and quizzes Ask one question at a time and provide adequate time for student to reply Teaching and learning 30-08-2020 81
- 82. Through play activities Group activities and clubs Provide daily social skills instruction Directly teach social skills such as turn-taking, social distance, reciprocal conversations, etc Social skills 30-08-2020 82
- 84. Neurological developmental disability Communic ation Social interaction Cognition Behaviour Developmental Disability Autism Umbrella terms ASD Aspenger Rett disintegrative disorder PDD 30-08-2020 84
- 85. prevalence • 0.15% to 1.01% in India • 1 in 125 in children 3-6 years &1 in 85 in children 6-9 years of age ASDs begin in childhood and tend to persist into adolescence and adulthood. While some people with ASD can live independently, others have severe disabilities and require life-long care and support. 30-08-2020 85
- 86. Impairment in social interaction Impairment in communication Stereotyped and repetitive motor mannerisms Restricted pattern of interest Delays in normal functioning Characteristics 30-08-2020 86
- 87. Immediate family member with autism Genetic mutations Fragile X syndrome and other genetic disorders Born to older parents Low birth weight Metabolic imbalances Exposure to heavy metals and environmental toxins A history of viral infections Fetal exposure to the medications Causes 30-08-2020 87
- 88. Inability to relate with others Lack of functional knowledge Sensory processing deficits Cognitive deficits Self stimulation Resistance to change Self injurious behaviours Behavioural pattern by Identification Suheuerman and webber (2002) 30-08-2020 88
- 89. Letter-word identifications Passage comprehension Calculation Applied problems Academic Problems in 30-08-2020 89
- 90. Individualised services Systematic instruction of meaningful skills Comprehensive and structured learning environments Specific curriculum content Functional approach to problem behaviour Instructional adaptations 30-08-2020 90
- 92. Deficits in attention and behaviours, characterised by impulsivity and hyperactivity AttentionDeficitHyperactivityDisorder (ADHD) 30-08-2020 92
- 93. Inattentive type – six (or five for people over 17 years) of the following symptoms occur frequently: Identification Inattention to classroom learning Don’t focus on reading Poor listening Incomplete school work Loses things needed for tasks or daily life such as school papers, books, keys, wallet, cell phone and eyeglasses Easily distracted Forgets daily tasks, such as doing chores etc 30-08-2020 93
- 94. Hyperactive/impulsive type Fidgets with or taps hands or feet, or squirms in seat Not stay seated (in classroom & home) Runs about or climbs where it is inappropriate Unable to play or do leisure activities quietly Always “on the go,” as if driven by a motor Talks too much Blurts out an answer before a question Difficulty in waiting his or her turn, such as while waiting in line Interrupts or intrudes on others Identification 30-08-2020 94
- 95. Premature birth Brain injury Drugs usage during pregnancy Extreme stress during pregnancy Causes 30-08-2020 95
- 96. Educational Provision • Managing distractibility – Seat away from doors and windows. – Content – small steps – incorporate physical movement into lessons. – Write important information while reading • Managing impulsivity – Recognize good behavior out loud. – Write the schedule for the day on the board 30-08-2020 96
- 97. • Managing fidgeting and hyperactivity – Encourage a child with ADHD to play a sport – Provide a stress ball, • Play games. • Read to children • Act out the story. • Encourage exercise. 30-08-2020 97
- 98. Chronic neurological conditions Multiple sclerosis Parkinson’s diseases Blood disorder Haemophilia Thalassemia Sickle cell anemia Disabilities due to Health problems Chronic Neurological Disorder & BloodDisorder 30-08-2020 98
- 99. Concomitant impairments such as intellectual disability-blindness, intellectual disability-orthopaedic impairment, etc The combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments The term does not include deaf-blindness (IDEA [34 c.F.R., Sec. 300 [b][6]]) MultipleDisabilities 30-08-2020 99
- 100. Limited speech or communication Difficulty in basic physical mobility Forget skills Trouble generalizing skills from one situation to another A need for support in major life activities e.g. Domestic, leisure, community use, vocational Characteristics 30-08-2020 100
- 101. Parents, educational specialists and medical specialists should work together Speech/language therapy Daily living skills School and home easily accessible Buddy system Extra time Assistive devices Strategies 30-08-2020 101
- 102. Socio emotional and behavioural problems • Students who lack the skills to cope with personal relationships and common social situation. Eg. Juvenile delinquents • Conduct disorders • Socially aggressive • Withdrawal 30-08-2020 102
- 103. Gifted students • I Q above 140 • high performance capability in – intellectual, – creative, – artistic, – leadership capacity, – or specific academic fields, – and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities 30-08-2020 103
- 104. Identification • IQ test • Originality • Fluency • Problem-solving • Memory • Good vocabulary • Visual and performing arts 30-08-2020 104
- 105. 30-08-2020 105
- 106. Effective inclusive practices • Differentiating programming • Acceleration • Enrichment programme • Special grouping 30-08-2020 106
- 107. prevalence Prevalence of persons with disability India : 2.2 % Rural Areas : 2.3 % Urban Areas : 2% Males : 2.4 % Females : 1.9 %
- 108. Pre Natal Causes Germinal stage (10-14 days) Embryonic stage (3rd - 8th week) Fetal stage (9th week to termination of pregnancy) Period between Conception to Birth Causes 30-08-2020 108
- 109. Infections Maternal Drugs, Maternal Radiation Maternal Nutrition, Maternal Stress Low birth weight Chromosomal disorders Developmental disorders of brain formation Environmental influences Pre Natal Causes Over 3,000 different genetic causes of disability 30-08-2020 109
- 110. Anoxia Premature births Low birth weight Haemorrhages Metabolic problems Seizures Birth problems (prolonged, forceps, instrumental) Multiple births Abnormal presentation prolapsed umbilical cord Respiratory distress syndrome lack of surfactant (coats the alveoli) Causes – During Birth 30-08-2020 110
- 111. • Thalidomide legal drugs (alcohol, nicotine, caffeine) • Prescription drugs (some antibiotics, hormones, steroids, anticoagulants, anticonvulsants, tranquilizers, methadone) • Illegal drugs (cocaine, heroin, marijuana) • Environmental pollutants (including lead, arsenic, methyl mercury, and polychlorinated biphenyls or pcbs) • Encephalitis • Meningitis • Poisoning • Malnutrition • Head injuries Postnatal causes 30-08-2020 111
- 112. Social correlates Low SES Nutrition Poverty Family size Low maternal intelligence Low maternal educational level Absence of parents Language environment Psychological correlates Child rearing practices Abuse and neglect Fetal Alcohol Syndrome Psychosocial factors 30-08-2020 112
- 113. prevention Primary Prevention Action taken prior to the onset of the disease/disability Secondary Prevention Early diagnosis and adequate treatment Tertiary Prevention All measures available to reduce or limit impairments and disabilities, and minimize suffering caused by existing disability
- 114. General Preventive Measures Marriage between very close blood relations Pregnancies before the age of 18 years &after the age of 35 yrs Consultation before planning the pregnancy Birth defects in family Difficulty in conceiving or have had a series of miscarriages, still births, twins, delivery by operation (Caesarean), obstructed labour/prolonged labour and/or severe bleeding in previous pregnancy RH - negative blood type Diabetes
- 115. Care During Pregnancy AVOID • Hard physical work • Unnecessary drugs and medications • Smoking, chewing tobacco, consuming alcohol • Exposure to radiation • Diseases (measles, mumps ) • Lead poisoning
- 116. Do’s - Eat a well-balanced and nourishing diet - Folic acid - Weight gain - Regular medical check ups. - Tetanus injection.
- 117. Care at the time of birth •- Delivery must be in a hospital •- Birth cry •- Weight of the baby •- Consultation of a pediatrician. •- Protection from infections, •- Breast - feeding.
- 118. Early Childhood Care Do not exposure to • high temperature . • Toxic elements • a noisy environment Avoid • use hairpins, matchsticks and pencils to ears • slap a child over the face • head injury, and other accidents. Fits Immunization a well- balanced diet and clean drinking water. Vitamin A supplementation. a hygienic environment
- 119. Identification for inclusion Screening Tests. ... Intelligence Quotient (IQ) Tests. ... Academic Achievement Tests. ... Adaptive Behaviour Scales. ... Behaviour Rating Scales. ... Curriculum-Based Assessment. ... End-of-Grade Alternate Assessments.
- 120. Assessment Acquisition and mastery of knowledge, skills and competencies Make informed decisions about the next steps in an educational process. Students’ aptitudes, attitudes, learning styles, progressions and outcomes.
- 121. Evaluation methods written tests, • Diagnostic • Formative • Summative • Norm referenced • Criterion referenced oral questioning, Portfolio assessment computer- adaptive testing models, etc