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Chapter – 00:00 Addressing The Needs Of Children With Learning Difficulties, Impairment Etc.
Chapter – 00:21 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 – 00:59 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 – 02:34 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 – 03:39 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 – 04:52 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 – 06:52 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 – 09:43 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 – 13:12 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 – 16:34 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 – 19:56 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 – 23:00 ‘Dyslexia’ is associated with
mental disorder
mathematical disorder
reading disorder
behavioural disorder
Chapter – 23:31 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 – 24:35 Orthopedically impaired children are likely to have
Dyscalculia
Dyslexia
Dysgraphia
Dysthymia
Chapter – 25:50 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 – 26:28 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
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