This is the Part 2 of my PPT presentation with respect to 'Assessment and Teaching Learning Strategies for Disabled Children'.I have prepared this presentation to be used by anyone for academic purpose, after due citation. -'Your perception of me is a reflection of you; my reaction to you is an awareness of me.'

1. Assessment and Teaching Learning Strategies
for the Disabled
[Part-2]
Dr Kaustuv Bhattacharyya
E-mail: amikaustuv@gmail.com
M.Ed. Course 2.2.4
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

2. Inclusive school practices begin with the development of “restorative relationships”
[with a fundamental shift: from frames of exclusion to a new frame of inclusion]
b/w Teachers and Students
b/w Teachers and Administrators
b/w Schools and Families
among Teachers
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

3. • For Teachers
Core knowledge (theory and pedagogy) and skills
The curriculum should attempt
at striking a balance between – Cross disability knowledge and skills
Disability specific knowledge and skills
• For Children with disabilities
They may be taught Inclusive School + Special School + Open School
in various settings + Home Based Education
In the context of Inclusive Education of Disabled Children …
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

4. Concepts of Special-, Integrated- and Inclusive Education
Special Education
üA separate system of education
üCaters outside the mainstream education
üHas an individual-based approach
üFocuses on giving students the
resources they need to make progress in
education
Integrated Education & Inclusive Education
Occur within a setting where
students with disabilities learn alongside
peers without disabilities.
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

5. Inclusive Classroom
Adapts itself to cater to the
unique and individual need
of each student
22/01/22 © Dr Kaustuv Bhattacharyya, WBES
Integrated Classroom
Extra support required is given
to facilitate the student to adapt
to the regular curriculum
vs.
Resource rooms
providing extra support
Regular classroom

6. In comparison to special and integrated systems of education for
Disabled children, inclusion is far more progressive as it rejects barriers
that hinder the students and encourages all-inclusive participation.
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

7. Dimensions to be considered while discussing the differences among
Special Education, Integrated Education and Inclusive Education
üDefinitions
üApproaches
üLevel of Challenges
üSettings
üDifferences in the potentials to boost Confidence of the disabled children
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

8. Need for early Identification of Disabled children
Timely identification of impairments (a secondary prevention), can reduce the
impact of the impairments on the functional levels of the affected individuals
and also can check the impairments from turning into disabling conditions.
3rd December: The International Day of Persons with Disabilities
The Rights of Persons with Disabilities (RPWD) Act, 2016
[enacted on 28.12.2016 and came into force from 19.04.2017]
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

9. Process of early Assessment and Identification
of Disabled children
vAt Home by the Parents
vOutside
Tools: Sample Screening Questions and Tasks may be used to assess
different Risk Factors of disability.
22/01/22 © Dr Kaustuv Bhattacharyya, WBES

10. Basic Types of Disability
Physical Disabilities
Locomotor Disabilities
• Leprosy Cured Person
• Cerebral Palsy
• Dwarfism
• Muscular Dystrophy
Acid Attack Victims
Visual Impairments
• Blindness
• Low Vision
Hearing Impairments
• Deaf
• Hard of Hearing
Speech and Language Disabilities
Intellectual Disabilities
Specific Learning Disabilities
Autism Spectrum Disorder
Mental Illness
Disabilities caused due to-
Chronic Neurological Conditions such as
Multiple Sclerosis
Parkinson’s Disease
Blood Disorders
Haemophilia
Thalassemia
Sickle Cell Disease
Multiple Disabilities
22/01/22
© Dr Kaustuv Bhattacharyya, WBES