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Addressing The Needs Of Children With Learning Difficulties, Impairment CTET CDP 15 हिन्दी

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Addressing The Needs Of Children With Learning Difficulties, Impairment CTET CDP 15 हिन्दी

Chapter – 00:00 Addressing The Needs Of Children With Learning Difficulties, Impairment Etc.

Chapter – 00:22 Important Topics

Impairment, Disability & Handicap
Types of Impairments & Disabilities
Importance of Inclusion
Concept of Inclusion
Visual impairment
Hearing impairment
Physical disability – e.g. Locomotor
Cognitive & Intellectual Disabilities
Sample Questions

Chapter – 01:01 Impairment, Disability & Handicap

Impairment – loss or abnormality of psychological, physiological or anatomical structure or function. E.g. A child with ear problems may have ‘Hearing Impairment’.

Disability – restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human being. E.g. A child with ear problems, which cannot be corrected, may be unable to hear – i.e. he has a ‘Hearing Disability’.

Handicap – the result when an individual with an impairment & disability cannot fulfil a normal life role. E.g. A child with ear problems, who is unable to hear normally, may not be able to go to a school. This can be considered a Handicap.

Impairment if not Corrected becomes a Disability, which if not addressed, results in a Handicap.

Chapter – 02:38 Types of Impairments & Disabilities

Visual Impairment
Hearing Impairment
Physical Disabilities e.g. Locomotor level
Cognitive & Intellectual Disabilities

The CBSE & NCERT Handbooks talk about accessibility at a subject – e.g. Mathematics, Science, EVS.

Resources for studying about Inclusion in detail :
CBSE – Handbook of Inclusive Education
NCERT – Including Children With Special Needs – Primary Stage & Upper Primary Stage

Chapter – 03:42 Importance of Inclusion

As per the RTE (Right to Education) act; and the Rights of Persons with Disabilities Act – Inclusion is a Basic Human Right & not a privilege

Chapter – 04:50 Concept of Inclusion
– All Students learn together
– Teachers get regular training to develop skills for inclusive classroom
– Focus on abilities rather disabilities
– Cater to individual learning styles
– Honour the needs of all students equitably
– Celebrate diversity and individuality
– Nurture shared respect and empathy

Chapter – 07:19 Visual Impairment
– Partial Loss of Vision – Low Vision
– Complete Loss of Vision – Blindness

Learning through Non Visual modes
– Touch: Use real, concrete materials
– Listening: Include greater use of detailed and descriptive instructions
– Smell & Taste: Use smell & taste associated with real, concrete materials

Making the Classroom More Inclusive
– Reserving a seat in the front row
– Proper lighting arrangements
– Reading material with larger fonts and contrasting colours
– Providing magnifying glass when required
– Braille based reading material where required
– Maximising usage of tactile & audio teaching aids

Chapter – 11:11 Hearing Impairment
– Partial Hearing Loss – Low Hearing
– Total Hearing Loss – Deafness

Use other senses as mediums of learning
– Use gestures, body language, expressions, lip reading etc.
– Use adapted material such as visual or sight vocabulary to provide first-hand experience
– Use assistive devices & modes such as hearing aid, video captioning
– Teach how to access sound-based information & consider sign language training

Making the Classroom More Inclusive
– Awareness of the learners’ language abilities & learning style to ensure inclusion
– HI students who can lip read should sit near the front
– Face the HI student when speaking and use clear speech
– Well lit room to allow the student with to see facial expressions, signing and/or lip read

Chapter – 15:02 Physical disability – e.g. Locomotor – Partial or full loss of bodily functions like walking, speech, fine motor skills, bladder control, hand movements etc.

Using Need Specific Approaches
– Appropriate/suitable seating if not in a wheelchair
– Adequate space and height of desk if the student is in a wheelchair;
– Consider alternative to activities involving writing, drawing and other fine motor activities

Making the Classroom More Inclusive
– Alternative modes to support note taking if required
– Computers may be used for better interaction
– Provide accessible seating and a table in the classroom
– Make writers available for written work and for tests and exams
– Give additional time for completing assignments / exams

Chapter – 18:37 Cognitive & Intellectual Disabilities

Dyslexia – Difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words
Dyscalculia – Weaknesses in understanding the meaning of numbers, and difficulty applying mathematical principles
Dysgraphia – Difficulties with writing, spelling, poor handwriting and trouble putting thoughts on paper
Dyspraxia – Affecting fine and gross motor skills, difficulty in motor planning and coordination
Aphasia – Complete loss of speech and comprehension abilities
Dysphasia – Deficiency in the generation of speech, Language and sometimes also in comprehension

Chapter – 22:49 Cognitive & Intellectual Disabilities

Auditory processing disorder – Deficit in a person’s ability to internally process and/or comprehend sounds
Visual Processing Disorder – Hindered ability to process and make sense of information taken in through the eyes
Non-Verbal Learning Disabilities – Difficulty with motor, visual-spatial, and social skills
Attention Deficit Hyperactivity Disorder – ADHD – Difficulty in paying attention, sitting still, and controlling behaviour
Autism Spectrum Disorder – ASD – Developmental disorder that impairs the ability to communicate and interact
Hyperlexia – Fast readers, ahead of their age, recognize the words but struggle to comprehend the meaning of the text

Chapter – 26:31 ‘Dyslexia’ is associated with

mental disorder
mathematical disorder
reading disorder
behavioural disorder

Chapter – 27:05 The best way, especially at primary level, to address the learning difficulties of students is to use

a variety of teaching methods suited to the disability
expensive and glossy support material
easy and interesting textbooks
story-telling method

Chapter – 28:33 Orthopedically impaired children are likely to have

Dyscalculia
Dyslexia
Dysgraphia
Dysthymia

Chapter – 29:58 A child’s notebook shows errors in writing like reverse images, mirror imaging etc. Such a child is showing signs of

learning disadvantage
learning disability
learning difficulty
learning problem

Chapter – 30:39 A child who can see partially

should be put in a ‘regular’ school with no special provisions
should not be given education, since it is not of any use to him
needs to be put in a separate institution
should be put in a ‘regular’ school while making special provisions


Click on the YouTube video link in the article above, to watch the entire video on YouTube. You can also click on the 'Chapter' link time-stamps to go directly to the specific question or part of the video.

Subscribe to MagicExam YouTube channel for free videos on CTET 2022 and 2023, KVS, TET, REET, DSSSB, UPTET, MPTET, MahaTET, APTET, TSTET, RTET, HTET, PSTET, KARTET, TNTET and other teaching exam preparation, solved question papers, syllabus analysis, result related news and other information videos.

If you have any questions, comments or feedback - please post them as YouTube comments under the specific videos and we will clarify or reply as soon as possible.
Addressing The Needs Of Children With Learning Difficulties Impairment CTET CDP Hindi MagicExam