ISSN: 2277 - 7490 - Special Edition - Samwaad e-Journal

ISSN: 2277 - 7490

Special Edition

April, 2018

Editors: Dr. M. Prabavathy

Dr. Anshu Mathur

mailto: [email protected]

Samwaad Promoting Dialogue in Education

Samwaad: e-Journal

International Refereed & Indexed Journal of Education & Social Sciences

http://samwaad.in

ISSN: 2277 – 7490 (Online) Special Edition Vol II, Jan 2018

Chief Editor

Dr. (Ms) Anshu Mathur

Editorial Board

Prof. Arbind K Jha

Dr. Namarata Sharma

Dr. Kishore Chavan

Dr. Umesh Chandra Pandey

Dr. Anupama Saxena

Dr. Jyoti Shrivastava

Dr. Raees Unnisa

Dr. Seema Kumari

Dr. Parth Sarthi Pandey

Dr. Verlaxmi Indrakanti

Dr. Chitra Sharma

Dr. M.Prabavathy

7490 (Online) 8

Samwaad: e -

Samwaad Educational Society registered under

MP society act, is happy to launch

Edition Vol II for International Conference on

“Achievement of and/or Innovations for

Specially Abled – ICAISA2017

hosted on the “Samwaad” website

http://samwaad.in

On this occasion, the entire

thanks Conference Organizing Secretary,

Professors & Researchers for their valuable

suggestions, input & guidance.

With all the very best wishes,

- Team

Journal

Samwaad Educational Society registered under

is happy to launch Special

for International Conference on

Achievement of and/or Innovations for

ICAISA2017”. This journal is

hosted on the “Samwaad” website

the entire team of Samwaad

Conference Organizing Secretary,

Researchers for their valuable

nput & guidance.

Team “Samwaad”

ICAISA2017

S a m w a a d : e - J o u r n a l I S S N :

International Conference on Achievements of and/or Innovations for the Specially

Abled (ICAISA) 2017 was designed to exhibit the talents, achievements and creativity

of the specialy abled in various fields and to bring out the innovations

their upliftment and suggest measures that can be taken for the prevention of

disabilities at various stages. It also aimed to create awaremess about the Laws,

conventions, education, employment and entreprenureship opportunities, scholarships

and to bring out a compendium on works done by / for the differently abled all over the

world. This compilation of research is dedicated to the conference.

The author(s) of each article appearing in this

responsible for the content thereof; the publication of an article shall not constitute or

be deemed to constitute any representation by the Editors, the

the Samwaad educational

sufficient to support the conclusions reached or that the experiment design or

methodology is adequate.

We are happy to present this

enhance the knowledge about recent researches in

We welcome ongoing di

[email protected]

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

From the Desk of Editors



of the specialy abled in various fields and to bring out the innovations




out a compendium on works done by / for the differently abled all over the

This compilation of research is dedicated to the conference.

The author(s) of each article appearing in this special edition of

tent thereof; the publication of an article shall not constitute or

be deemed to constitute any representation by the Editors, the Samwaad e Journal and

educational society that the data presented therein are correct or

e conclusions reached or that the experiment design or

happy to present this special edission of Samwaad to facilitate learning and

enhance the knowledge about recent researches in inclusive education

welcome ongoing dialogue with you and can be contacted at

[email protected]

Dr. M. Prabavathy Dr. Anshu Mathur

Page 3 of 236 h t t p : / / s a m w a a d . i n

7 4 9 0 Apr 2018: Sp. Ed.



of the specialy abled in various fields and to bring out the innovations available for




out a compendium on works done by / for the differently abled all over the

This compilation of research is dedicated to the conference.

special edition of Journal is/are solely

tent thereof; the publication of an article shall not constitute or

Samwaad e Journal and

the data presented therein are correct or

e conclusions reached or that the experiment design or

of Samwaad to facilitate learning and

inclusive education.

alogue with you and can be contacted at

Dr. M. Prabavathy Anshu Mathur

ICAISA2017 Page 4 of 236 h t t p : / / s a m w a a d . i n

S a m w a a d : e - J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

Apr 2018: Sp. Ed.

Index

S.No. Content Page No.

1 A Study Of Failure Tolerance And Test Anxiety Of Poliomyelitis Students In Chennai,

J.C.Cyril Antony

Ph.D,

10-17

2 A Study On Community Based Physiotherapy To Improve Activities Of Daily Living Among Adults With Locomotor

Disabilites.

Dr. S. Senthilkumar M.P.T, PhD, Associate Professor, Saveetha college of Physiotherapy,

Saveetha University Chennai.

18-28

3

Acadamic Skill Development of Children with Intellectual Disability at Primary Level Through Art and Craft

Ms. S. Uma Maheswari, Ph.D Scholar, Department of Education, Mother Teresa Women's University,

Kodaikanal - 624 101 Dr.C.Renuga Devi

, Assistant Professor, Department of Education, Mother Teresa Women's University,

Kodaikanal - 624 101

29-33

4

An Analytical Study On The Rights Of Persons With Disabilities Act, 2016

Dr. J Vijaya Lakshmi

LLM., PhD.,Assistant Professor , Dr.Ambedkar Govt Law College, Chennai

34-37

5

Muniba Mazari –Theiron Woman For Positivism

C. Sri Supriya, M.Ed, Department of Educational Technology,

Bharathidasan University

38-41



Apr 2018: Sp. Ed.

6

Attitude towards Inclusive Education of Mainstream High School Students

K. Jagadeesh

Ph.D. Research scholar, Department of Education, University of Madras, Chennai -05.

Dr. A. Subramanian, Assistant Professor, Department of Education,

University of Madras, Chennai -05.

42-48

7

Challenges Faced By Differently Abled Persons At Workplace

R.Nagomi Ruth, Asst. Professor,Department of Special Education, Avinashilingam Institute for

Home Science and Higher Education for Women, Coimbatore

49-57

8

Challenges Faced By the Specially Abled Learners

A.Simon M.Ed Scholar,Department of Education, Manonmaniam Sundaranar University,

Tirunelveli, Tamilnadu.

58-62

9 Comparative Study On The Use Of Desktop And Ipod As A Learning Tool For Enhancing Basic Arithmetic Among Students

With Mild Intellectual Disability

Dr.M.Prabavathy, Assistant Professor and Head, Centre for Differently Abled Persons,

Bharathidasan University, Tiruchirappalli-620023 Sivaranjani.R,

Research Scholar, Centre for Differently Abled Persons, Bharathidasan University, Tiruchirappalli-620023

Nandhakumar Ramasamy ,Guest Lecturer, Centre for Differently Abled Persons, Bharathidasan University,

Tiruchirappalli-620023

63-74

10 Developing An Adapted Computer Assisted Instruction For Enhancing Self Learning Of Children With Hearing Impairment

Dr. K. Sambath Rani,

Assistant Professor,Department of Special Education, Avinashilingam Institute for Home Science And Higher Education for Women,

Coimbatore S.Anushiya,

M.ED scholar ,Department of Special Education, Avinashilingam Institute for Home Science And Higher Education for Women, Coimbatore

75-81



Apr 2018: Sp. Ed.

11 Developmental Profile Of Children Under 6 Years In The Rural Area Of Tenkasi

Mr. Bala Murugan.P,

VBRI - FIELD TEAM LEADER, Special Educator,Tamilnadu

82-88

12

Educating the Children At The Risk Of Dyslexia

Mr. K. Kannadasan, Research Scholar, Dept.of Educational Technology, Bharathidasan University,

Tiruchirappalli – 620023 Dr. I. Muthuchamy,

Professor,Dept.of Educational Technology, Bharathidasan University, Tiruchirappalli – 620023

89-95

13 Educational Provisions for Children with Mild Metal Retardation

Dr. K .K. Murugan, Assistant Professor, Department of Education,

Gandhigram Rural Institute Gandhigram – 624 302.

96-100

14 Effect Of Strength And Balance Training In Children With Down’s Syndrome: A Randomized Controlled Trial

Dr.Pavithra, BPT,Physiotherapist,Amar Seva Sangam Ayikudy

101-110

15

Effectiveness Of Tamil Finger Spelling In Developing Tamil Writing Skills Among Primary School Children With Hearing

Impairment

Mrs.R.Shanthi Asst Professor (SG), Department of Special Education, Avinashilingam Institute

for Home Science and Higher Education for Women, Coimbatore - 641043 Prof.T.G.Amuthavalli ,

Professor ,Department of Education, Sri Padmavathi Mahila Visvavidyalayam, Tirupati - 517502

111-120

16

Empowering Specially-Abled Communities With Technology

Dr.K.Saileela, Assistant Professor,Department of Education,Annamalai University

Mr. Krishna Kumar Srivastava, Associate Professor, Tapovan College of special education, Rajasthan.

121-126



Apr 2018: Sp. Ed.

17 Enhancing Learning Styles of Visually Impaired Students by Creative Methods of Teaching

S. Muthulakshmi,

Ph.D. Scholar (Full time), Department of Education, Alagappa University, Karaikudi.

127-131

18 ICT Learning Acquisition Of Students With Vision Impairment Using NVDA

Dr. M. Prabavathy,

Assistant Professor,Centre for Differently Abled Persons, Bharthidasan University, Trichy,

Ms. V. Vijayalakshmi, Guest Lecturer, Centre for Differently Abled Persons,Bharthidasan

University,Trichy, Dr. P. Kannan,

Guest Lecturer, Centre for Differently Abled Persons,Bharthidasan University,Trichy

132-144

19 Impact Of Visual Perception Skill Training On Handwriting Skills Of Children With Special Needs At Primary Level

Mrs.S.Santhana Rajam,

M.Ed. (Special Education) 2nd year student, NIEPMD, Muttukadu, Chennai.

Mr. V.R. Mathivanan, Assistant Professor, NIEPMD, Muttukadu, Chennai.

145-151

20 Implementation of Welfare Schemes for Differently Abled Persons under the Pwd Act in Union Territory of Puducherry

Dr. Annamalai Jegan,

Research Officer, DWCD, Pondicherry

152-160

21 Importance of Multidiscplinary Teamwork for the Betterment of Children with Intellectual and Developmental Disabilites

S. Parameswari,

Ph.D Scholar, Department of Social Work, Bharathidasan University, India, Dr.J.O.Jeryda

Gnanajane Eljo Assistant Professor, Department of Social Work, Bharathidasan University, India.

161-168



Apr 2018: Sp. Ed.

22 Innovative Devices Used To Promote Learning Among Specially Abled Children

S. Sripriya M.Ed Scholar,Manonmaniam Sundaranar University,Tirunelveli.

169-173

23 Learning Disabilities (LD): An Introduction

R. Sivannatham, (Ph.D. Research Scholar), Guest Teacher Educator, Department of Mathematics,

Government College of Education, Orathanad- 614 625 Dr. K. Govindarajan,

Assistant Professor, Department of Education,Alagappa University,Karaikudi,Tamil Nadu, India

174-177

24 Life Skills As Catalyst In Inclusive Education For Special Students

Sindhu K.K,

Research scholar, Life Skills Education, RGNIYD Dr.T.Gopinath,

Assistant Professor and Head i/c, Department of Gender Studies, RGNIYD,Tamilnadu

178-188

25 Nethrodaya- An Institution For Visually Challenged

J.Jayapriya, Asst. Professor,Sri Chandrasekhendra Saraswathi Viswa Mahavidyalaya,

Kanchipuram.

189-193

26 Overcoming Mathematical Dysgraphia For Children With

Special Needs Through Cognitive Alignment Strategies U.K.Ulaganathan,

Research Scholar, Education (part time), Alagappa University, Karaikudi. Dr.Mrs.M Parimala Fathima,

Assistant.Professor, Alagappa University College of Education, Karaikudi.

194-199

27 Rates of Early Intervention Services in Very Preterm Children with Developmental Disabilities at Age 2 Years

Ms.K.Kalaiyarasi,

Physiotherapist, Amar Seva Sangam Ayikudy.

200-209



Apr 2018: Sp. Ed.

28 Rights of the Disabled

Dr.S.Sampath Kumar,

Assistant Professor Of Education, Government College Of Education For Women, Coimbatore-1

210-213

29 ROLE OF ICTs IN PROMOTING EDUCATION AND JOB TRAINING FOR SPECIALLY ABLED PERSONS

P. Bhavani,

Ph. D Research Scholar, Department of Education, Sri Padmavati Mahila Visvavidyalayam, Tirupati, A.P.

Prof. T. G. Amuthavally, Head of the Department, Department of Education,

Sri Padmavati Mahila Visvavidyalayam, Tirupati, A.P.

214-223

30 Sign Language for the Children with Hearing Impairment

C. Mona Chandrika, Ph. D Scholar, Department of Education,

Manonmaniam Sundaranar University, Tirunelveli–627012

B. William Dharma Raja, Professor& Head Department of Education,

Manonmaniam Sundaranar University, Tirunelveli–627012.

224-229

31 Access and Inclusion of Women with Disability in Higher Education

Rajendra. N , Research Scholar,Centre for Women’s Studies,University of Bangalore

Jnana Bharathi Campus,Bangalore-560056, Karnataka, India. Dr. Sudeshna Mukherjee,

Assistant Professor,Centre for Women’s Studies,University of Bangalore,Jnana Bharathi Campus, Bangalore-560056, Karnataka, India.

230-235



Apr 2018: Sp. Ed.

A Study of Failure Tolerance and Test Anxiety of Poliomyelitis Students in

Chennai

J.C.Cyril Antony Ph.D,

Abstract

The present study was conducted in different Government, Aided and Self Financed Colleges

in Chennai. The polio epidemics not only altered the lives of those who survived them, but also

brought profound cultural changes, spurring grassroots fund-raising campaigns that would

revolutionize medical philanthropy, and giving rise to the modern field of rehabilitation therapy. As

one of the largest disabled groups in the world, polio survivors also helped to advance the modern

disability rights movement through campaigns for the social and civil rights of the disabled. The

World Health Organization estimates that there are 10 to 20 million-polio survivors worldwide.

Moreover, there is no cure for Polio. The purpose of the study is focused on Failure Tolerance and

Test Anxiety of Poliomyelitis students (80) who pursue their higher education. Purposive Sampling

technique was adopted and the investigator has used personal date sheet and questionnaire for

analysis and interpretation of data. Statistical methods such as ANOVA and T-Test were used with

the help of SPSS. It was found that, in the male (poliomyelitis) sample there is found to be no

difference in their level of failure tolerance. The female students studying in government colleges are

found to have greater level of failure tolerance than the students in private or aided sectors do. The

male students from various setups have equal level of test anxiety. This indicates that the different

kinds of institutional setups do not influence the test anxiety level of male students.

Introduction

There is no cure for Polio. It (poliomyelitis) mainly affects children under 5 years of age.One in 200

infections leads to irreversible paralysis. Among those paralyzed, 5% to 10% die when their

breathing muscles become immobilized.Polio cases have decreased by over 99% since 1988, from an

estimated 350 000 cases then, to 37 reported cases in 2016. Because of the global effort to eradicate

the disease, more than 16 million people have been saved from paralysis.As long as a single child

remains infected, children in all countries are at risk of contracting polio. Failure to eradicate polio



Apr 2018: Sp. Ed.

from these last remaining strongholds could result in as many as 200 000 new cases every year,

within 10 years, all over the world. In most countries, the global effort has expanded capacities to

tackle other infectious diseases by building effective surveillance and immunization systems.

In general, the managements of self-finance colleges are very keen on getting successful results.

Moreover, the parents of the students also expect better results from private than government sectors.

Therefore, it is generally expected that the students of self-finance colleges should work harder and

bring out best results. This pressure probably would have an influence on poliomyelitis students’

personality and emotional characteristics.

Many research studies have revealed that cognitive abilities were more characteristics of individuals

with internal rather than external control orientation (Leffcourt, 1996). This suggests that the

attribution variables play a vital role in the determination of success in academic achievement

activities. In other words, the kind of attribution in students will reinforce their ability to strive for

success.

While students strive for their success in achieving their intellectual pursuits, they may face many

obstacles and failures. Such failures produce certain amount of stress in them and how much they

bother about these failures will indicate the degree of failure tolerance in them. Thus, the degree of

failure tolerance in students will influence their educational success.

When the students strive to attain their goals, they should possess a fair degree of failure tolerance, as

it will help them endure different obstacles they would face while attaining these goals. If the person

lacks failure tolerance, he is bound to suffer from depression or other kind of psychological problems,

which would deter his mental health.

Further, the level of anxiety in students will either nor their educational success or help in

attaining their intellectual pursuits. Students are faced with a variety of anxiety provoking situations.

Anxiety faced by the students could be due to the teachers and with their classmates. Anxiety from

students as well, they are constantly evaluated by the teachers in the classroom situation. They are

also questioned and examined by the teachers. The ability of the students will be determined by the

teachers’ questions on attentiveness and receptiveness.

Statement of The Program:

The present study is “A study of Failure Tolerance and Test Anxiety of Poliomyelitis students

in Chennai.”



Apr 2018: Sp. Ed.

Failure Tolerance:

Here failure tolerance relates to the endurance of failure in their academic performances.

Failure represents non-performance of what is normally expected or required in the academic

context. The non-performance causes a tension in individuals. Some individuals may face boldly the

failure or the non-performance of the required behavior. Some may be depressed about the non-

performance of what is required. It can be said that the behavior of bothering much about the failure

constitutes fear of failure. The act of not bothering about the failure can be termed as failure

tolerance.Fear of failure and failure tolerance are the two ends of the spectrum of failure. As the ‘fear

of failure’ increases, the ‘failure of tolerance’ decreases and vice versa.Atkinson (1969) conceived

fear of failure as a disposition to inhibit one’s achievements striving on penalty of pain, the avoidance

motive inhabiting achievement motivation in order to avoid possible failures is multiplicative

function of the motive to avoid failure, the possibility of failure and the disincentive value of failure.

Objectives Of The Study

1. To study the Failure Tolerance of Poliomyelitis students.

2. To study the Test Anxiety of Poliomyelitis students.

3. To study whether there is any significant difference in the overall Failure Tolerance among

Poliomyelitis students based on Gender, Course, Type of Management, Type of College, and

Locality.

4. To study whether there is any significant difference in the overall Test Anxiety among

Poliomyelitis students based on Gender, Course, Type of Management, Type of College, and

Locality.

5. To study the relationship between Failure Tolerance and Test Anxiety

Hypotheses:

1. In the Overall Failure Tolerance, there is no significant difference between the Poliomyelitis

students who pursue higher education belonging to different groups based on (i) Gender (ii)

Course (iii) Type of Management (iv) Type of college (v) Locality.



Apr 2018: Sp. Ed.

2. In the Overall Test Anxiety, there is no significant difference between the Poliomyelitis

students who pursue higher education belonging to different groups based on (i) Gender (ii)

Course (iii) Type of Management (iv) Type of college (v) Locality.

3. There is no significant relationship between Poliomyelitis students’ Failure Tolerance and

Test Anxiety.

Method of Study

In the present study, Survey method is adopted. The study has focused on the data collected

through Rating Scales.

Study Area and Sample

Research area for this study was Chennai. For this study, the investigator selected colleges

providing higher education under various management and locality, in which 80 students (50 boys,

30 girls) were the sample. Since it is purposive sampling, students were selected irrespective of their

caste, creed, religion, status, and community.

Selection of Tools

(i) Failure Tolerance

To assess the failure tolerance of the students, failure tolerance scale developed and

standardized by Marget Mc. Clifford (1989) was modified and used in this study. There are 50

statements of which 25 are positive and 25 are negative. While answering, the respondents have to

position themselves in the place of the students. If they agree with the ideas expressed in each

statement, they have to underline ‘Yes’ and if they have disagreement, they have to indicate the

response ‘No’.

(ii) Test Anxiety

“Test Anxiety Scale” was developed in such a way that 10 items from TASC and 35 out of 37

items of TAS ( Sarason 1972 et al) were included in the present test anxiety questionnaire. There are

45 items in this questionnaire. 10 Lie scale items developed by S.B.Sarason have been included in the

present questionnaires. Therefore, there are 55 items in the test anxiety questionnaires, of which 35

are positive items and 10 are negative items. The purpose of the tool is to measure the anxiety related

tension in terms of anxiety aroused during the evaluation situations.



Apr 2018: Sp. Ed.

Limitations of the Study:

Geographically, sample area selected was Chennai.

1. Due to time limit, the investigator could not survey all differently abled students.

2. The investigator restricted his study only to higher education students.

Reliability and Validity:

In order to establish reliability for the tool Failure Tolerance Rating Scale, Cronbache Alpha

Coefficient was calculated. It was calculated to be 0.97 The intrinsic Validity Coefficient was

established by taking square root of reliability coefficient, which is equal to 0.98. Thus, from the two

coefficients, it may be inferred that his tool is highly reliable and valid.

In order to establish reliability for the tool Test Anxiety Rating Scale, Cronbache Alpha

Coefficient was calculated. It was calculated to be 0.71 The intrinsic Validity Coefficient was

established by taking square root of reliability coefficient, which is equal to 0.84. Thus, from the two

coefficients, it may be inferred that his tool is highly reliable and valid.

Analysis And Interpretation

Failure Tolerance

In the male (poliomyelitis) students there is found to be no difference in their level of failure

tolerance. In other words, the difference in the college environment does not seem to affect the male

students whereas, the female students studying in government colleges are found to have greater level

of failure tolerance than the students in private or aided sectors.

It is expected that high level of achievement motivation tendency will develop with the high

level of fear of failure within the individual. This study indicates that all the groups of students have

similar level of failure tolerance. More or less it might have been due to their high level of

achievement motivation. This result is line with the conceptual idea of Gould (1939) that is, the

individual with strong need to achieve may also have an intense fear of failure.

Test Anxiety

The male students from various setups have equal level of test anxiety. This indicates that the

different kinds of institutional setups do not influence the test anxiety level of male students even

poliomyelitis. But in general, the both male and female students do not have test anxiety.



Apr 2018: Sp. Ed.

In addition, the personality development of the students, their self-concept, fear of failure,

attention and concentration, Social development, commitment to their studies are some of the other

factors which are bound to influence the test anxiety level of students. The above mentioned factors

probably play a greater role in determining the level of test anxiety than the institutions in which they

study.

Regarding the overall test anxiety level of male and female (Poliomyelitis) students, the

female are found to have greater test anxiety. This might be due to the stigma attached to educating

female (poliomyelitis) students and also their personality development.

Conclusion:

In the male (poliomyelitis) students there is found to be no difference in their level of failure

tolerance. The female students studying in government colleges are found to have greater level of

failure tolerance than the students in private or aided sectors. The male students from various setups

have equal level of test anxiety. This indicates that the different kinds of institutional setups do not

influence the test anxiety level of male poliomyelitis students.

Educational Implications

The above findings reveal that first of all, all groups of students have equal level of failure

tolerance. The failure tolerance results indicate both male and female poliomyelitis students are able

to tolerate in the situation and try to overcome the obstacles to reach the academic pursuits.

The findings of test anxiety from female reveal that it is at a higher level, which may retard

their academic performance. So, in order to overcome this problem, it is suggested that counseling

and behavior modification techniques should be adopted in the classroom situations.

The differently abled people are a normal part of today’s society and do not exist as a group

apart, with separate lives. Their needs and rights are same as those of any other persons; their

problems are the problems are the problems of all people and should be considered as a part of the

whole society.

These challenged persons should be regarded as a whole person, physically, mentally, socially

and emotionally, rather than within the narrow confines of his handicap. Plans should be made with

and for the handicapped person on the basis of abilities, not disabilities, and of capabilities, not

limitations, to most fully develop his assets.



Apr 2018: Sp. Ed.

When an individual suffers from disability or impairment, whether mental or physical, he or

she is labeled in terms of that quality and label carries with it an assumption of dependence and

limited worth. This seems to be the contention of society, perception. In fact, this is not the case of

orthopedically handicapped.

The present study implies that the society should change their negative attitude towards the

differently abled. In addition to this, they need more recognition in terms of capability and

responsibility to enable them to utilize their potentialities productively. The Government and

voluntary agencies should also provide more opportunities in various hierarchical positions, which

may prove their self worth thereby they can gain a better status in the society.

Suggestions for further study

1. The handicapped individuals from varying backgrounds, for eg. Rural and Urban could be

compared to throw great light on the effect of geographical location on personality and

vocational factors.

2. A comparison between the acquired handicap and congenital handicap could be made and see

whether any differences exist any differences exist between the two groups.

3. Parent’s educational qualification, Socio-economic status and social support could also be

included, to study the influence of locus of control, failure tolerance and test anxiety.

Bibilography

1) Atkinson, JF.W. An Introduction to motivation. New Jersy. D Van Nostrand 1964.

2) Birney. The Reliability of Achievement motive: Journal of Abnormal social Psychology.

3) Beer Singh and Promod Kumar., Anxiety and Educational achievement. Journal of

psychology researchers. 1955.

4) Clifford Margaret M. University of Iowa, U.S.A., Failure tolerance and Academic Risk

Taking. British Journal of Educational Psychology 1988.

5) Chatterjee S. (1976) in Managing vocational Information, Printwell, Publishers India.

6) Clifford Margaret. M., Chou, Fen-chang, Mao, Kuo-han, lan – William –et al. University

of Iowa, Academic risk taking, development and external constraints, Journal of

experiemental education, 1990. Fal, Vol.59 (1): 45 – 64



Apr 2018: Sp. Ed.

7) Gokulnathan.P.P., Achievement relaxed motivation among the tribal adolescents pupils.

Bombay Himalaya Publishers, 1979.

8) Mechanic, D. Students under stress, New York. The free press 1962.

9) Mc clelland D.C., The achieving society New York, The free press 1961.



Apr 2018: Sp. Ed.

A Study On Community Based Physiotherapy To Improve Activities Of Daily

Living Among Adults With Locomotor Disabilites.

Dr. S. Senthilkumar M.P.T,

PhD, Associate Professor, Saveetha college of Physiotherapy,

Saveetha University Chennai.

Abstract

Locomotor disability is the most prevalent type of disability affecting the population of all ages in

India. The proportion of adults with disabilities which have mobility impairments is uncertain, but

the number is undoubtedly high in Tamilnadu. Mobility impairments are defined as significant

problems in body function and structure which result in difficulty in mobility, such as paralyzed legs.

Individuals’ mobility impairments in association with their contextual factors personal, social,

political and physical environmental features may limit their activities and restrict their participation

in real life situations.

Objective of the Study is to determine to prove the effectiveness of community based physiotherapy to

improve functional independence among adults with Locomotor disabilities. A convenience sample of

30 Subjects for the study was selected using Locomotor disability scale identify individuals with

locomotor disability. The persons with co-morbid psychiatric illness except depression were

excluded. In total 6 conditions leading to physical disability were selected. The age group taken was

18 years and above. The physical therapy intervention includes muscle strengthening, stretching

exercises, relaxation exercise, bladder and bowel training, transfer training was demonstrated in

patients at camps. The results indicate a highly significant difference between pre and post

intervention. The data obtained was tabulated and statistically analyzed. Pre and post intervention

parametric statistical tests dependent t sample test and the unpaired t test were used. The two-tailed

P value is less than 0.0001 by conventional criteria; this difference is considered to be extremely

statistically significant of Post intervention.

Community based physiotherapy plays a highly significant role in improving the activities of daily

living among adults with Locomotor disabilities. The study discusses various issues and challenges

related to disability and rehabilitation services in India and emphasize strengthening health care and

service delivery to Locomotor disabled in the community.



Apr 2018: Sp. Ed.

Key Words: Community physiotherapy, ADL, Locomotor disability.

Introduction:

Disability is an important public health problem, especially in developing countries like India. .

Disability is an umbrella term of impairments, activity limitations and participation restrictions. The

World Health Survey 2002–2004 estimated that 18% of adults aged 18 years and over in low-income

countries experience disabilities. Based on this estimate developing country with a population over

152 million of whom 61.6% is aged between 15 and 64 years, is estimated to have approximately 17

million adults with disabilities. In India, a majority of the disabled resides in rural areas where

accessibility, availability, and utilization of rehabilitation services and its cost-effectiveness are the

major issues to be considered. Research on disability burden, appropriate intervention strategies and

their implementation in the present context in India is a big challenge. Locomotor disability is the

most prevalent type of disability affecting the population of all ages in India. A person's inability to

execute distinctive activities associated with moving, both personally and objects, from place to

place, and such inability resulting from afflictions of musculoskeletal and, or nervous system, has

been defined as the Locomotor Disability Locomotor disability can be classified as: congenital and

acquired. The common causes of these two forms of affliction can be classified as: congenital and

developmental. Common examples are:cerebral palsy, CTEV, meningocele, meningo myelocele,

phocomelias, congenital dislocation of hip. Causes of the acquired disability can be put within the

following jackets:Infective and Traumatic. The infective ones are: tuberculosis of the spine or other

joints, chronic osteomyelitis, septic arthritis, acute poliomyelitis, G.B. Syndrome, leprosy,

encephalitis, AIDS etc. Traumatic ones are: traffic accidents (air, water, road), domestic accidents,

industrial accidents, agricultural accidents, fall from height, bullet injuries, explosions, violence,

sports injuries, natural catastrophes like earthquakes, floods etc. Then there can be other causes as

well, such as vascular. Common examples are: cerebro vascular disease, peripheral vascular disease,

perthe's disease.Neoplastic conditions are yet another cause of locomotor disability. The proportion

of adults with disabilities which have mobility impairments is uncertain, but the number is

undoubtedly high in Tamilnadu. Mobility impairments are defined as significant problems in body

function and structure which result in difficulty in mobility, such as paralyzed legs. Individuals’

mobility impairments in association with their contextual factors personal, social, political and

physical environmental features may limit their activities and restrict their participation in real life



Apr 2018: Sp. Ed.

situations. Locomotor disability is not life threatening, but greatly affects the quality of life led by the

disabled people. Timely interventions go a long way in disability limitation. The treatment seeking

behavior of disabled persons reflects a wider differential according to different background

characteristics. Thus, this study was conducted with the aim of identifying the factors affecting

treatment seeking behavior of individuals with locomotor disability to help to formulate and design

intervention programs. Lastly develops sustainable services and creating awareness regarding them,

will lead to greater utilization of rehabilitative services and thus early diagnosis and disability

limitation.

Objective Of The Study:

To determine to prove the effectiveness of community based physiotherapy to improve

functional independence among adults with Locomotor disabilities.

Methodology:

The study was carried out in an urban slum which is the field practice area of a teaching hospital in

Chennai. The study was a descriptive cum experimental design. This study was conducted which

showed a prevalence of 10% of loco motor disability among randomly screened population. Based on

this minimum sample of 30 was estimated. A household was taken as a single unit by stratified

systematic random sampling in two demarcated areas of the slum. All members of the household

were included in the study.

A sample of 30 individuals age group of 18 to 30 years, both male and females was taken.

Participants were screened for the detection of loco motor disabilities by a trained health professional.

Locomotor disability scale (LDS) was used to identify individuals with Locomotor disability. Persons

having Locomotor disability included in the study were those with loss or absence or inactivity of

whole or part of hand or leg or both due to amputation, paralysis, deformity or dysfunction of joints

which affected his/her “normal ability to move self or objects” and those with physical deformities in

the body (other than limbs) such as, hunch back, deformed spine, etc. The study was conducted over

a period of 3 months.

Physical Rehabilitation intervention was mainly emphasized on health education, hygiene and

ergonomic advises besides life style modification for every patient. Interventions in physiotherapy

including muscle strengthening / stretching exercises, relaxation exercise, bladder and bowel training,



Apr 2018: Sp. Ed.

transfer training with planning and specific instructions demonstrated to patients at home visits. The

exercises were selected according to the subject’s baseline assessment and on-site observation

supplemented with physical activities and ergonomics advices. Simple home modifications with low

cost materials were also implemented as additional measures. Approximately after 3 months

following initial therapy program at camp, we conducted a follow up visit at the same places in

Chennai Dist. Physiotherapists again distributed Questionnaire, termed as post treatment

questionnaire. Some patients who attended the initial first camp missed the second follow up camp

and thus questionnaire. The data were calculated by SPSS Version 16.0. Total of certified 30 patients

from rural areas of the Chennai district had availed an advantage of the home visits. The large

number of patients with physical and functional disability (FD) from musculoskeletal (mainly

degenerative joint disorders) and neuromuscular disease & disorders were participated in the camp

and availed the free physiotherapy consultation, diagnosis, and treatment. Patients with moderate to

severe disability were provided free orthosis to improve activities of daily livings. (ADLs).

Research Population:

The study encompasses all locomotor disabled patients, whom age is 18 to 30 years of age both males

and females who received Community Based Physiotherapy Services.

Research Design: Descriptive cum Experimental study

Setting: Saveetha Medical college hospital, Department of Physiotherapy, Chennai

Outcome Measures: Locomotor Disability scale. Katz ADL Index.

Eligibility Criteria:

Inclusion Criteria:

All locomotor disabled patients Above 18 years.

Exclusion Criteria:

1. People with Co-morbid psychiatric conditions

2. Depression.

3. Not less than 18years.

4. No General patients with musculoskeletal

5. Chronic Neurological disorders.

6. Presence of unstable angina, arrhythmia,

7. Severe hypertension. Evidence of exercise-induced ischemia



Apr 2018: Sp. Ed.

8. Evidence of exercise-induced arrhythmias.

9. Multiple disabilities such as visual, hearing or mental along with locomotor disability

10. Severe deformity and medically ill patients.

Results:

The purpose of this study has been to draw the attention of WHO to the existing situation of

Physiotherapy in developing countries in general. Along with this, it attempted to highlight the

innovations in community physiotherapy in enhancing easy and equitable access.

Table.1 Demographic Data:

GENDER FREQUENCY PERCENTAGE

Male 11 36.6

Female 19 63.4

Total 30 100

FIG.1 DEMOGRAPHIC DATA

0

20

40

60

80

100

120

140

Male Female Total

PERCENTAGE

FREQUENCY



Apr 2018: Sp. Ed.

Table: 2 Types of Locomotor Disability:

TYPES FREQUENCY PERCENTAGE

Cerebral palsy 12 40

Fracture/contracture/deformity 4 13.3

Amputee 3 10

Stroke 4 13.3

Paralysis (SCI, Head injury) 2 6.6

Congenital Deformities 5 16.6

Total 30 100

FIG.2 TYPES OF LOCOMOTOR DISABILITY

0

20

40

60

80

100

120

140

Axis Title

PERCENTAGE

FREQUENCY



Apr 2018: Sp. Ed.

Table.3 Pre and Post intervention for FIM score.

s.n

o

Types of Disability Pre

intervention

Post

intervention

t score P value

Mean SD Mean SD

Cerebral palsy 7.18 0.75 3.0 5.9 2.43 0.023

Fracture/contracture/deformity 7.5 0.57 1.25 0.50 16.4 0.0001

Amputee 7.3 0.57 1.3 0.57 12.8 0.0002

Stroke 7.5 0.57 1.2 0.5 16.4 0.0001

.5. Paralysis (SCI, Head injury) 8 0.50 1.25 0.5 13.5 0.0054

Congenital Deformities 7.8 0.44 1.20 0.44 23.7 0.0001

The ADL activities like bathing, dressing, toileting, transferring, continence, feeding, ability to use

cell phones, shopping, food preparation, and housekeeping. Those are all measured by the Katz ADL

scale. The activity of daily living measurement was calculated from pre and post intervention.

The data were analyzed using SPSS software (Version 17). 95 % confidence limits for prevalence

were calculated to estimate the prevalence in the general population and T test was applied to identify

the association between pre and post intervention.

0

20

40

60

80

100

120

12 4 3 4 2 5 30

Cerebral palsyFracture/contracture/deformityAmputee StrokeParalysis (SCI, Head injury)Congenital DeformitiesTotal

PERCENTAGE



Apr 2018: Sp. Ed.

Discussion:

This study presents the demographic details of various types of disability, 40% of people

affected cerebral palsy, 13.3% of people affected post fracture and contracture and deformity,

amputee patients10%, then 13.3% of people affected stroke, paralysis of spinal cord and head injuries

are 6.6%, congenital deformities patients16. 6%.

In pre intervention phase measured by Katz index Activities of daily living, there is mean

and SD cerebral palsy (7.18+0.75), fracture and contracture (7.5+0.57), the amputee (7.3+0.57),

stroke (7.5+0.57) paralysis (8.0+0.50), congenital deformities (7.8+0.44). In post intervention phase

measured the results of the mean change in Katz ADL score in all the conditions. The mean change

in score of Activities of daily living in case of cerebral palsy (3.0+ 5.9), fracture and contracture

(1.25+0.50), the amputee (0.57+12.8), stroke (1.2+0.5) paralysis (1.25+0.5), congenital deformities

(0.44+23.7)

The results of paired t –test for Katz ADL score in all conditions. The data obtained was tabulated

and statistically analyzed. Due to the nature of outcome measures Katz Score in pre and post

intervention, parametric statistical tests, dependent t sample test and the unpaired t test were used.

The two-tailed P value equals 0.0001 by conventional criteria; this difference is considered to be very

statistically significant. The results indicatea highly significant difference between pre and post

readings of Katz score indicating that community based physiotherapy has produced significant

effects in patients with various conditions.

This study demonstrated that majority of the disabled, especially SCI, Stroke and C.P Patients were

able to do their ADL and around one-fourth of the disabled required special care with aids &

appliances. Availability and awareness of physiotherapy services/ facilities in the community will go

a long way in improving the quality of life of individuals with locomotor disabilities. Accordingly,

the prevalence of disability in basic, self-care activities of daily living is also rising, posing a great

challenge to the health care and social systems that are already experiencing financial constraints.

We need to absorb people with disability in the mainstream socially as well economically.

Physiotherapists should be made aware of the growing need for physiotherapy in rural areas for

locomotor disabled. Also quite a number of the health workers completely had no knowledge of

Physiotherapy therefore may not refer patients appropriately.



Apr 2018: Sp. Ed.

Recomondations

1. Invest in specific programs and services for people with disabilities. In addition to mainstream

services, some people with disabilities may require access to specific measures, support

services, or training. In this process, involvement of persons with disability is of paramount

importance as they give insight into their problems and suggest possible solution.

2. Focus on educating disabled children as close to the mainstream as possible.

3. Increase public awareness and understanding of disability. Governments, voluntary

organizations, and professional associations should consider running social marketing

campaigns that change attitudes on stigmatized issues such as HIV, mental illness, and

leprosy. Involving the media is vital to the success of these campaigns and to ensuring the

dissemination of positive stories about persons with disabilities and their families.

4. Generating representative community-based data will help to plan and execute appropriate

measures to address the problems of persons living with disability.

5. Strengthen and support research on disability. A large sample study needed.

Conclusion:

Low literacy rates have always been a cause of concern in India. Low literacy rates among disabled

individuals have been specially found to be associated with low awareness and poor utilization of

rehabilitative services in the current study. The poor treatment seeking in an urban set up such as

Chennai is a cause of concern. More studies need to be conducted related to this aspect. Also similar

studies need to be conducted in rural areas to understand the complete scenario. In a situation where

specialty rehabilitative services are unable to reach the beneficiaries, strategies like Community

Based Rehabilitation (CBR) Lastly, developing sustainable services and creating awareness regarding

them, will lead to greater utilization of rehabilitative services and thus early diagnosis and disability

limitation. This study proves community based physiotherapy to improve activities of daily living in

persons with locomotor disabilities.



Apr 2018: Sp. Ed.

References:

1) Barbotte E, Guellimin F, Chan N Lorhandicap Group. Prevalence of impairments, disabilities,

handicaps and quality of life in the general population: A review of recent literature. Bull

World Health Organ. 2001;79:1047–55. [PMC free article] [PubMed]

2) World Health Organization. International Classification of Functioning, Disability and Health

2001. [Last accessed on 2011 Oct 30]. Available

from http://www.who.int/classifications/icf/en .

3) World Health Organization. WHO Multi-country survey study on health and responsiveness

2000-01. [Last accessed on 2011 Oct 30]. Available

from http://www.who.int/healthinfo/survey/whspaper37.pdf.

4) World Report on Disability. Geneva: WHO; 2011. World Health Organization.

5) Geneva: WHO; 1989. The World Health Organization. Training in the community for people

with disabilities.

6) A report on disabled persons. New Delhi: Department of Statistics, Government of India;

2003. National Sample Survey Organization.

7) Ganesh KS, Das A, Shashi JS. Epidemiology of disability in a rural community of

Karnataka. Indian J Public Health. 2008;52:125–9. [PubMed]

8) Joshi K, Kumar R, Avasthi A. Morbidity profile and its relationship with disability and

psychological distress among elderly people in Northern India. Int J Epidemiol. 2003;32:978–

87. [PubMed]

9) Khan JA, Khan Z. A study on the leading causes of illness and physical disability in an urban

aged population. Indian J PrevSoc Med. 2001;32:121–7.

10) Goyal SC. Childhood disability. A study from a tribal block of South Rajastan, India. J Trop

Pediatr. 1998;34:94. [PubMed]

11) Mathur GP, Mathur S, Singh YD, Kushwaha KP, Lele SN. Detection and prevention of

childhood disability with the help of anganawadi workers. Indian Pediatr. 1995;32:773–

7. [PubMed]

12) Murray CJ, Lopez AD. Global mortality, disability, and the contribution of risk factors:

Global Burden of Disease Study. Lancet. 1997;349:1436–42. [PubMed]



Apr 2018: Sp. Ed.

13) Murray CJL, Lopez AD. Quantifying disability: Data, methods and results. Bull World Health

Organ. 1994;72:481–94. [PMC free article] [PubMed]

14) The World Health Report. Geneva: WHO; 1999. The World Health Organization.

15) Murray CJ, Lopez AD. Quantifying disability: Data, methods and results. Bull World Health

Organ. 1994;72:481–94. [PMC free article] [PubMed]



Apr 2018: Sp. Ed.

Acadamic Skill Development of Children with Intellectual Disability at Primary Level Through Art and Craft

Ms. S. Uma Maheswari, Ph.D Scholar, Department of Education, Mother Teresa Women's University,

Kodaikanal - 624 101 Dr.C.Renuga Devi

, Assistant Professor, Department of Education, Mother Teresa Women's University, Kodaikanal - 624 101

Abstract

The present study is designed to find out the effect of art and craft activities on teaching academic

skills among children with intellectual disability. The sample for the study was selected from the

students with intellectual disability. Age group 7 to 10 years. Attending primary classes at special

school. After selecting ten students they were randomly divided into two homogenous groups, i.e., con

two groups and experimental group the tool used for the study was checklist prepared by the

investigator. Pre and post test designed with control group has been used for the present study. The

intervention group was intervened for 30 sessions for ten days. Statistical analysis revealed

significant difference among students for pre and post test scores (p< 0.01) Hence, the finding of the

study show a positive and highly significant effect of art and craft activities on learning academic

skills among children with intellectual disability.

Key terms: Intellectual Disability, Art and Craft, Academic skill.

Introduction

The major part of the curriculum for children with intellectual disability should include functional

academic skills, which emphasize the application of those skills in various real life

situations.Activity such as art and craft can be one of the most effective teaching strategies. Uses

of senses like vision, hearing, and touch stimulate cognitive development.

� Thaper (1986) published an article on how creative art can be used as an aid in education for

children with intellectual disability. His article briefly discussed how creative arts help in

learning lists out items required in creative art, successful demonstration and problems in

carrying out creative arts.

� Annual conventions for the National Art Education Association, Eisner told the crowd, “In the

arts, imagination is a primary virtue. So it should be in the teaching of mathematics, in all of

the sciences, in history, and indeed, in virtually all that humans create.”



Apr 2018: Sp. Ed.

Objectives of the Study

To find out the difference between pre and post tests mean scores of academic skills among the

experimental group of children taught through art and craft and the control group of children taught

through conventional way.

Methodology

o Two group (Experimental and Control group) pre and post test experimental research design was

used to measure the effect of art and craft on developing academic skills among children with

intellectual disability.

o Ten children with intellectual disability both boys and girls studying in special school were

selected as per the requirements of the art and craft activity on developing academic skills for the

study.

Procedure and Data collection

Ten students from two sections of primary class were selected on the basis of performance on

prerequisite skills for selection of sample.

Before the intervention, a pre-test was conducted and scoring was recorded in a pre-prepared

record sheets.

The experimental group students were taught academic skills through art and craft activities.

Colour concept was taught during 6 sessions through 3 activities (Making birthday cap, Puppet

making and Garland making). Four activities 1. Circle doll, 2. Making train, 3. Making fish,4.

Making Home was introduced to teach shapes during 8sessions each 45 minutes.

o For writing skills 3 activities (circle doll, tracing as well as colouring train (square) and fish

tracing colouring (triangle shapes) and home tracing and colouring (square and triangle)

o For arithmetic skills 4 activities (Wrist band making, Making birdies, Making butterfly and

Making flowers)were conducted during 8 sessions each 45 minutes.

o The control group was taught using conventional method following group instruction lesson

plan. Pre and post tests were conducted and scores were recorded.

o Pre and post tests were conducted and scores were recorded.



Apr 2018: Sp. Ed.

Analysis based on the calculated mean scores of pre-test for academic skills of

experimental (E) and control (C) group

Group n Mean SD t-value Df Sig level

Exp group 5

3.00 2.12

.343 8 NS Con group 5

2.60 1.52

Total 10

2.80 1.75

Comparisons of Pre- test mean scores of academic skills of E and C groups

o The above table and figure indicate pre-test mean scores of the control and experimental

group 2.60 and 3.00 respectively. The above figures reveal that there is no significant

difference in the pretest scores of academic skills between the groups at base line level. In

this, it is evident that there is no significant difference between the pre-test mean scores of

pre- academic skills of control and experimental groups. Hence, these groups can be treated as

a homogenous group for the study of the effect of art and craft activities on teaching pre-

academic skills.

2.4

2.5

2.6

2.7

2.8

2.9

3

3.1

Exp group Cntrl group

Mean

Mean



Apr 2018: Sp. Ed.

Analysis based on the calculated mean scores of pre and post tests of pre-academic skills of

Experimental group

Figure Comparison of pre and posts test mean scores of pre-academic skills

of Experimental group

Above table and figure represent mean scores and standard deviation of the experimental group.

The pre-test mean score of –an academic skill of the experimental group was calculated as 3.0000

with a standard deviation of 2.1213. In the post test score, gain in the score of-academic skills

taught through art and craft activities has increased from 3.0000 to 14.4000 with a standard

deviation varying from 2.1213 to 1.8166. The t-value is 22.357, DF = 4 which is highly

significant, as per the data analysis.

Hence, with the above observation can be concluded that learning academic skills

through art and craft activities has highly (1% level) significant impact on children with

intellectual disability.

Findings

• From the above analysis, it is observed that there is a significant difference in the performance of

students belonging to the experimental group in pre reading skills.

• An increase in post test mean scores of Control & Experimental group was also observed.

Mean

0

5

10

15

20

pre test post test



Apr 2018: Sp. Ed.

• However the increase in post test meanscores of the experimental group is significantly higher

than the control group.

• The result showed that teaching reading concept (colours and shapes) through art and craft

activities is more effective than teaching through conventional methods among children with

mild intellectual disability.

Conclusion

• The study shows the effect of teaching children with intellectual disability through art and craft

activities is more effective than the conventional method

• Art and craft is a stimulating activity that gives positive attitude and enhances self esteem

• As indicated in the results both the group improved in learning pre- academic skills, but

improvement was noticed among the subjects of the experimental group.

• Hence, it is clear from the study that art and craft activities can be considered as an important

activity for imparting the development of pre-academic skills basic concepts (skills) among the

children with mild intellectual disability

References

1) Bala., J.M. & Rao, D.B. (2004). Methods of Teaching Exceptional Children. Discovery

Publishing House, New Delhi.

2) Bhawna, M. (2004). “Art, craft and physical Education” Pgs: 8- 9 Muhit Publications,Delhi.

3) Gazzaniga, M.( 2005) Learning, Arts, and the Brain, The Dana Consortium Report on Arts and

Cognition

4) Grover, U. (2009).Curricular strategies DSE MR Manual, Pg. 37., Kanishka Publishers

Distributors, New Delhi

5) Malone, T.W. & Lepper, M.R. (1987). Making Learning Fun: Taxonomy of Intrinsic

Motivations for Learning. In R.E. Snow & M.J. Farr (Eds). Aptitude, Learning and Instruction.

Volume 3: Conative and Affective process Analysis (pp. 223-253) HJillsdale, NJ: Erlbaum.

6) Martin,T., Lukong,, A., & Reaves, R. (2007). The Role of Manipulative in Arithmetic and

Geometry Tasks, Journal of Education & Human Development, Volume 1, Issue 1

7) Narayan J.et,al., (2001). Educating Children with Learning Problems In Primary School, NIMH

Publication, Secunderabad.



Apr 2018: Sp. Ed.

An Analytical Study On The Rights Of Persons With Disabilities Act, 2016

Dr. J Vijaya Lakshmi

LLM., PhD.,Assistant Professor , Dr.Ambedkar Govt Law College, Chennai

Abstract

The Rights of Persons with disabilities Act, 2016 is a comprehensive legislation enacted to protect

the disabled person from different hardships. It ensures social, economic and politicaljustice by its

provisions. Proper implementation of the Act will help the disabled persons toovercome from the

suffering because of various factors. It gives awareness about their social,economic, legal rights and

their rectifications. It gives accessibility to all their right. New initiatives like right to live in

community, Reproductive rights, Right to accessible to educational, polling stations, micro credits,

loans, constitution of special courts are help them toimprove without any more hurdles. This paper

focuses on the study of The Rights of personswith Disabilities Act, 2016.

Introduction

In India the citizens are ensured with social, economic and political justice. All these three

justices are assured through the policies and plans of executive, Laws enacted by the Legislature and

Judgments delivered by the judiciary. Not only the ordinary person but also the Special persons like

the differently abled persons are protected by these three organs. Last year enacted” The Rights of

Persons with Disabilities Act, 2016” is giving so many rights to the differently abled persons. This

paper focuses on the study of Rights of persons with disabilities Act, 2016.

Background Of This Act

United Nations General Assembly adopted its Convention on the Rights of Persons with

Disabilities on 13, December, 2006. India is one of the signatory and ratified this Convention. If a

country ratified any Convention it is binding on the particular country to enact local laws in the

particular subject that will lead to the implementation of the provisions of that Convention. India

ratified the Convention on 1st October, 2007. After nine years of adoption India enacted this Act, by

that it repealed the “The Persons with Disabilities (Equal Opportunity Protection of Rights and Full

Participation) Act, 1995 “. Existing Act contains XVII Chapters with 102 Sections and one

Schedule. By these vast provisions, the legislature tried to implement the international principles

such as respect for inner dignity, individual autonomy, non-discrimination, full and effective

participation, and inclusion in society, equality of opportunity, accessibility, equality, respect for the



Apr 2018: Sp. Ed.

evolving capacities of Children with disabilities, and respect for the right of the Children with

disabilities to preserve their identities.

Rights And Entitlements

The Third chapter of this Act talks about the Rights and Entitlements of the differently abled

persons. This Chapter contains Sections 3-15 with various rights and gives remedy if they are

violated. The following are important new rights included in the Act.

Right To Live In Community

The persons with disabilities have their right to live with community, that is they should not

be secluded and not to be forced to live any particular living arrangements. They should be given

access to residential and other community support services and including personal assistance.

Protection From Abuse, Violence, And Exploitation

If any persons with disability is affected by any abuse, violence and exploitation that has to be

reported to the Executive Magistrate who has to rescue the victim and ensure rehabilitation of such

person. A police complaint may also be given to protect the victims. Right to free legal aid will be

given to the affected person and by giving such assistance they can be legally protected by the

advocates with free of cost.

Right To Be Protected During Emergencies And Natural Disasters

In the Disaster Management Act, 2005, Section 2 clause (e) talks about the safety and

protection of persons with disabilities. The National Disaster Management Authority and State

Disaster Management Authority should include the Persons with Disabilities in its Disaster

Management Activities. The District Disaster Management Authority shall maintain the record of

details persons with disabilities in the District and take suitable measures to inform such persons of

any situations of risks to enhance disaster preparedness. The accessibility requirements of the

differently abled person during any situation of risk, armed conflict, or natural disaster should be

fulfilled by the State Commissioners Consultation.

Right Against Separation

The Child with disability cannot be separated from his or her parent except the court order in

the best of that child. If the parents are unable to take care, the Court can order to place the child with

his relations. In exceptional cases or failing that within the community in a family setting, the Child

can be sent to Shelter homes and N.G.O.

Right Against Unwilling Family Planning



Apr 2018: Sp. Ed.

The Persons with disability should not be subjected to any medical procedures which lead to

infertility without his or her free and informed consent. The Persons with disabilities should be

informed regarding reproduction and family planning.

Right Of Accessibility In Voting

Right to vote was given to everyone as Universal Adult Franchise in India without any

discrimination. Now this Act insists the Election Commission of India and the State Election

Commission that all the polling stations should accessible for the Persons With disabilities and the

Election Process should be understandable by them.

Right To Access Any Court

They have the right to access any courts, tribunal, commission or any other adjudicating

bodies. The legal service authorities should also help the disabled person to access any scheme,

program, facility or service offered. All the public documents should be in accessible formats.

Necessary facilities should be provided for testimonies, arguments, or opinion in their preferred

languages.

Right To Finance, Property, And Other Economic Transactions

They have the right to own or inherit movable or immovable properties and they can access to

bank loans, mortgage, and other form of financial credit.

Duty Of Educational Institution And Government To Provide Inclusive Education

The disabled students are admitted into the government funded and recognized educational

institutions to provide inclusive education. Reasonable requirement should be provided according to

the individual needs. Suitable pedagogical methods should be provided for the children with specific

learning disabilities. They should provide transportation facilities to the children with disabilities and

also special care should be taken for Children with disabilities having high support needs. It is the

duty of the appropriate government to establish sufficient number of teacher training institutions and

to train and employ teachers including teachers who are trained in who qualified in sign language and

Braille. Students with benchmark disabilities should be provided books, assistive devices and

materials up to the age of eighteen years. Modifications of curriculum and examination system should

change according to the need of the disabled persons. Promotion of research to improve the learning

of disabled persons. Adult education and continuing education program among PWD should be

encouraged by the government.



Apr 2018: Sp. Ed.

Skill Development And Employment

Vocational training and self-development among the disabled persons should be promoted by

the government by facilitating them with loans at concessional rates. Inclusion of these persons with

formal and non-formal vocational training program and schemes. Microcredit, marketing the product,

maintenance of data on the progress made in the skill training and self-employment including the

persons with disability. No discrimination on the basis of disability in relating to employment,

promotion and reduction in rank. If the person acquiring disability after employment, because of the

disability he was not suitable for the post he was holding. He will be shifted to some post with same

cadre and same pay. Separate policies should be formulated for the posting and transfer of the

employees with disabilities. Grievance Redresses Officer should be appointed by the appropriate

government to hear the complaints received from disabled persons and inquired within two weeks of

its registration. If the aggrieved person regarding employment is not satisfied, he can approach

District-Level Committee on Disability.

Conclusion

The Rights of Persons With Disabilities Act, 2016 is a comprehensive legislation contains the rights ,

duties and responsibilities of governments , skill development , employment opportunities, social

security, health, rehabilitation, recreation, registration of institutions and grants to such institutions ,

certification , Constitution and functions of Advisory boards, Special Courts, National and State

funds, Offences and Penalties and Miscellaneous. Its proper implementation will make its true

success

Reference:

1) The Rights of Persons with Disabilities Act, 2016, Gazette of India (Extra-Ordinary); 28

December.2016. [Last accessed on 2017 Jan 27]. Available

from:http://www.disabilityaffairs.gov.in/uploaad/uploadfiles/files/RPWD/ACT/2016.pdf

2) The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full

Participation) Act.1995. [Last accessed on 2017 Jan 27]. Available

from:http://www.disabilityaffairs.gov.in/upload/uploadfiles/files/PWD_Act.pdf .

3) Kala A. Time to face new realities; mental health care bill-2013. Indian J

Psychiatry. 2013;55:216–9.[PMC free article] [PubMed]



Apr 2018: Sp. Ed.

Muniba Mazari –Theiron Woman For Positivism

C. Sri Supriya,

M.Ed, Department of Educational Technology,Bharathidasan University

Abstract:

‘Woman’- when we utter this word it mesmerizes everyone’s mind. Woman is born with power,

potentials, traits, talents and creativity but most of the time the situations around her kept her

crippled and she fails to recognize the amazing power within her. Here is an iron woman from

Pakistan whose life was toppled her by an accident but she resurrects herself like a phoenix and has

become a source of inspiration for the entire human being and a living testimony especially for the

people of differently abled. She is Muniba Mazari, a Pakistani artist, model, activist, motivational

speaker, singer and television host. This is a case study which brings motivation to the people who

thinks life is miserable instead it says that life is full of surprises the drive within our self alone can

bring us to reach the destination.

Keywords: inspiring person with disability, living testimony

Introduction:

Muniba Mazari, a Pakistani born in the month of March on 3rd, 1987 had an aspiration to become an

artist but her father wanted her to get married. She agreed as it brings happiness to her father. But

unfortunately it was not a successful marriage life. She met with an accident and she ended up with

multiple injuries which results that she will not be able to walk all the days of her life. But she never

gave up and she started pursuing her life with hope and faith and she became a great inspiration for

all the people of the world.

Inner Strength:

Maya Angelou quotes that “One isn’t necessarily born with courage but one is born with potential.

Without courage we cannot practice any other virtue. With consistency we can’t be kind, true,

merciful, generous or honest.” Accordingly Muniba Mazari was not born with courage but at the time

of turmoil she kept herself courageous to pursue her life. She met with an accident. She was taken out

of the ditch and found that she lost her legs and became paralysed. The accident put her in the



Apr 2018: Sp. Ed.

wheelchair and she is not going to walk rest of her life. The scene in her words: Seven years back, I

met with an accident. After taking me out of the ditch, I was put in a Potohar jeep as there weren’t

any ambulances in Baluchistan. I asked people where my legs were, and that I couldn’t feel them.

They said, “They are right here.” I was very composed, I didn’t cry. At the hospital, I told the

doctors, “I am half paralyzed, I can’t feel anything” I was in severe physical and psychological pain,

but I didn’t cry. Where did I get the courage to stay calm? I don’t know, all I know is when you have

lost something, you cannot cry. [Muniba Mazari, Unbroken.]By Rabia Mughni And Farah Haq.

Besides, her father left her mother and herself. It was a crucial time she decided to cope up with her

life and she started changing herself and she found her inner strength and started painting which

made her alive.

Superhero:

People who have to be with her started leaving her in this tragic situation. She realized that searching

for super hero outside is not fascinating and not the solution for her problems so she started to find

out the hidden superhero within herself. She became the superhero for her life. So, she designed her

life story with confidence and never give up attitude. She didn’t wait miracles to happen instead she

became a miracle to others. In all her turmoil her smile never fades from her face.

Mazari’s Mother:

Mazari’s mother is a strong pillar of her strength. Her mother quotes,“When I see you growing, I feel

like days of my life are growing.” ( Muniba Mazari’s Mother). Mazari’s mother never cries before

her and she always hugs and motivates her to do the next. Her mother is a reason for her painting

work.

Paintings:

Her paintings depicts her life and her heart. She celebrates her work and enjoy doing painting. First,

she coloured the walls of the hospitals and gradually started canvas acrylic and oil paintings which

express all the emotions like sad, grief, sorrow, pain and inner turmoil but all her images shows an

extreme peace in her portrait.



Apr 2018: Sp. Ed.

Inspiration:

Besides her mother, another eminent person who stood with her and became an aspirant role model

for Muniba is Zeba Hussain. Who has taught her of ‘being human’. When she started her life nothing

was there except of one lakh rupees. She was in a situation to work. So, she was in a circumstance to

do something. That was a time she was offered a job as a content writer by Salman Taseer – the first

website of Pakistan. He purchased around 20 -25 of Muniba’s paintings. She was surprised when he

bought all those paintings as her paintings were gloomy and sad. He replied that it was a painting and

a source of inspiration. Also advised her not to give up painting at any circumstance.

She worked hard and she started to come up life. Gradually praise, fame and money too followed

after her. She got an opportunity to speak at Ted talk she realized the power of words and the change

brought in other people’s life. she spoke the words that only brings positivity and bring colours in

their life. That day made her as a motivational speaker.

She narrates the following incident,

The day I gave the Ted talk, I realized that words have the power to change people. After the talk, a

girl came to me, held my hand and cried. She said, “Your 15-minute talk has solved 15 of my

problems. I asked how, and she said “Because you have made me realize that those 15 problems

never existed.” The standing ovation, people coming to me, saying thank you for making them realize

if we are healthy we are lucky – that was when I decided that if my life can change someone’s life or

their thought process, then that is what I want to do.

Present Scenerio:

Muniba Mazari, who currently serves as the National Ambassador for UN Women Pakistan and has

participated as a motivational speaker at various conferences and forums, her first break being TEDx

Islamabad. She was one of the two Pakistanis to be named BBCs 100 most inspirational women in

2015, and works as an occasional anchor at PTV, being their first wheelchair-using anchor.

Additionally, Muniba is the first wheelchair-using model for the Toni&Guy in Pakistan, featured in

Forbes 30 under 30 in 2016, and head of CSR for Chughtai Labs.

Motivational Speaker:



Apr 2018: Sp. Ed.

Muniba has given motivational talks on various platforms like TEDx, Entrepreneurs' Organization

(EO), Young presidents' Organization (YPO), Youth Entrepreneur Organization (YEO), Global

Leadership Conference (GLC) 2016, VCon Malaysia 2017, Vcon Dubai 2017 Leadership Summit

Pakistan, etc. She is Pakistan's first Goodwill Ambassador for UN Women. Muniba is one of the

Forbes 30 under 30 for 2016 in Media and Marketing Category and is also the anchor person of

Pakistan's National Television.

Conclusion:

Life is not always bed of roses. It brings lot of surprises. Some may be the person’s expectation

which is the same level. Some may be beyond the expectation. Some may be below the expectation.

But, accept life as it comes. The message Muniba Mazari conveys from her life is

• Never ever give up! Don’t die before your death!

• Celebrate every moment with gratitude.

Finally, I conclude by quoting Muniba Mazari,” They called me disabled but I called differently

abled.”

Reference:

1) Muniba Mazari, Unbroken. By Rabia Mughni And Farah Haq (FACHSIA) Retrieved 24

October 2015.

2) Times of Youth – International Magazine

3) Muniba Mazari – Courageous and hopeful in the face of disability (posted on August

20th,2015)

4) www.munibamazari.com

5) https://www.goalcast.com

6) www.sapphyr.net/women/women-quotes-mayaangelou.htm



Apr 2018: Sp. Ed.

Attitude towards Inclusive Education of Mainstream High School Students

K. Jagadeesh,

Ph.D. Research scholar, Department of Education, University of Madras, Chennai -05.

Dr. A. Subramanian,

Assistant Professor, Department of Education, University of Madras, Chennai -05.

Abstract

Inclusion, in the context of education, is the practice of placing students with special

educational needs with the help of the individualized education program in a general education

classroom based on their ability and skills. This means regular education classes are combined

with special education classes. This study is an attempt to explore the Attitude of High School

Students towards Inclusive Education. Theobjective of the study is to assess the overall Attitude

towards Inclusive Education of the respondents. The researcher adopted the descriptive survey

research design. The questionnaire was constructed and validated by the researcher. The size of the

universe of the study is 250 mainstream high school students. A simple random sample method using

lottery was adopted in this study. The sampling size was 216 mainstream high school students. The

result indicates that, the Attitude towards Inclusive Education of Mainstream Stream high school

students is moderate in nature.

Index Terms: Mainstream, Inclusion, Peer relations, Academic Support, Guidance.

Introduction

The concept of inclusion takes various forms and based on a range of assumptions. At the

broadcast level, it may be defined as the process of educating children with special educational needs

in settings where they have the maximum association, consistent with their interest with other

children. In some countries, for example, the USA, Canada and Australia a distinction is made

between the terms integration and inclusion. The former term usually refers to the broad practice of

locating children with special educational needs in mainstream schools, while the latter refers to such

children spending a substantial proportion of their time in mainstream classes and receiving specialist

assistant either in that setting or through a block resource centre.



Apr 2018: Sp. Ed.

Facilitating Inclusive Education

While Inclusive education is now widely recognized as being a good idea that can be made to

work, in most countries where it is accepted in principle there are wide variations in its practice.

These variations reflect a complex amalgam of factors, including community attitudes, political

forces, judicial processes, parent advocacy, administrative leadership, resource allocation and

teachers’ attitudes and skills. What follows is an attempt to crystallize the essential components for

the successful inclusive education of children with special educational needs. The focus will be on

inclusionof special children into regular schools. For the purposes of clarity and brevity, criteria will

be expressed in the form of a proposition. Space limitations preclude acknowledging the sources of

all of the criteria, but in general they have been developed from the writer’s observations on inclusive

education in several countries and from sources such as those indicated in the references.

The overriding assumption is that the success of inclusive education depends upon it being

viewed as part of a system which extends from the classroom to the broader society. Accordingly, the

criteria are arranged in the following order: teaching strategies and classroom management,

curriculum, school policy and management, teacher education, polices of the broad education system

and community attitude towards persons with disabilities.

Need of the Study

Inclusive education involves educating children with special educational needs in settings

where they have the maximum association, consistent with their needs with other children. Inclusive

education must be seen, too, as existing within a broad social and political framework; the principles

that underpin it do not stop at the school gate. Ultimately, it reflects what should be a societal concern

for opening rather than closing doors to persons with disabilities.

Aims and Objectives

• To assess the overall attitude towards Inclusive Education of the respondents.

• To find out any significant difference of mainstream high school students Attitude towards

Inclusive Education with respect to (i) Gender (ii) Medium of Instruction.

Hypotheses

• There is no significant difference between boys and girls mainstream high school students in

their Attitude towards Inclusive Education.



Apr 2018: Sp. Ed.

• There is no significant difference between Tamil and English medium mainstream high

school students in their Attitude towards Inclusive Education.

Research Design

In this study, the researcher has described details related to Attitude towards Inclusive

Education along with social Gender, Medium of Instruction etc,.The researcher has made an attempt

to describe a characteristic of the mainstream high school students. Hence,the researcher adopted

descriptive survey Research design

Universe & Sampling Method

The size of the universe of the study is 250 mainstream high school students. A simple

random sampling method using the lottery method is being adopted. The sample size was 216 among

them 122 were boys and 94 were girls of IX and X standards in Chennai schools (Corporation) from

Chennai district.

Tools of Data Collection

The researcher prepared self interview schedule consists of self prepared questions for

collecting personal data apart from data of Attitude towards Inclusive Education constructed and

validated by the researcher was applied to all the respondents to measure the Attitude towards

Inclusive Education.

Table – 1 Reliability and Validity of the Tool

Reliability Validity

Cronbach's

Alpha 0.933

0.93

Split-Half 0.865

The reliability of Attitude towards the Inclusive Education tool was worked out by using

Cronbach’s Alpha and split half method. The reliability co-efficient is. 933 and. 865 respectively,

and which is fairly high and indicates the questionnaire is suitable. The validity for Attitude towards

the Inclusive Education tool was found to be (. 93) which indicates that it possess high validity.



Apr 2018: Sp. Ed.

Analysis and Interpretations

Table – 1 Level of Attitude towards Inclusive Education of Mainstream High School Students

Personal

Variable Category

Low Moderate High

N % N % N %

Gender Boys 22 18 98 80.3 2 1.6

Girls 7 7.4 69 73.4 18 19.1

Medium Tamil 6 6.8 72 81.8 10 11.4

English 23 17.96 95 74.21 10 7.81

It is inferred from the above table that 18% of the Boys have lowlevels of Attitude, 80.3% of

them have moderate and 1.6% of them have high levels of Attitude towards Inclusive Education.

7.4% of the Girls have lowlevels of Attitude, 73.4% of them have moderate and 19.1% of them have

high levels of Attitude towards Inclusive Education.

It is inferred from the above table that 6.8% of the Tamil medium students have lowlevels of

Attitude, 81.8% of them have moderate and 11.4% of them have high levels of Attitude towards

Inclusive Education. 17.96% of the English medium students have lowlevels of Attitude, 74.21% of

them have moderate and 7.81% of them have high levels of Attitude towards Inclusive Education.

Table – 2 Mainstream High School Students Attitude towards Inclusive Education with respect to Gender

Attitude Gender N Mean Std.Deviation t Value P Value

Awareness Boys 122 33.06 3.279

5.11 0.000** Girls 94 35.39 3.399

Peer Relations Boys 122 31.98 5.206

3.239 0.001** Girls 94 34.18 4.579

Academic

Support

Boys 122 49.94 5.966 2.576 0.011**

Girls 94 52.2 6.904

Motivation Boys 122 33.52 4.351

4.167 0.000** Girls 94 36.01 4.376

Guidance Boys 122 20.61 2.729

3.982 0.000** Girls 94 22.21 3.192

Overall Boys 122 169.11 17.481

4.326 0.000** Girls 94 180 19.418

** - indicate that 0.01 level significant.



Apr 2018: Sp. Ed.

It is found that mainstream high school students Overall Attitude towards Inclusive Education

and its all dimensions such as Awareness, Peer relations, Academic Support, Motivation and

Guidance calculated ‘t’ values is greater than the table value and it is statistically significant at 0.01

level. Hence the null hypothesis is not accepted. Based on the mean value girls have more attitude

towards Inclusive Education compared to the boys.

Table - 3 Mainstream High School Students Attitude towards Inclusive Education with respect to

Medium of Instruction

Attitude Medium N Mean Std.

Deviation t Value

P

Value

Awareness Tamil 88 35.11 3.171

3.703 0.000** English 128 33.36 3.582

Peer

Relations

Tamil 88 33.76 4.278 1.996 0.047*

English 128 32.38 5.466

Academic

Support

Tamil 88 52.43 4.78 2.882 0.004**

English 128 49.89 7.256

Motivation Tamil 88 35.6 3.765

2.735 0.007** English 128 33.91 4.876

Guidance Tamil 88 22.18 2.21

3.611 0.000** English 128 20.7 3.375

Overall Tamil 88 179.09 14.056

3.43 0.001** English 128 170.24 21.199

*- indicate that 0.05 level significant, ** - indicate that 0.01 level Significant

It is found that mainstream high school students overall Attitude towards Inclusive Education

and its dimensions such as Awareness, Academic Support, Motivation and Guidance calculated ‘t’

values is greater than the table value and it is statistically significant at 0.01 level. For the dimension

Peer relations the calculated ‘t’ value is greater than the table value and it is statistically significant at

0.05 level. Hence the null hypothesis is not accepted. Based on the mean value Tamil medium

students have more attitude towards Inclusive Education compared to the English medium students.



Apr 2018: Sp. Ed.

Findings of the Study

• The Attitude towards Inclusive Education of Mainstream High School Students is Moderate

in nature.

• There is a significant difference between boys and girls mainstream high school students in

their Attitude towards Inclusive Education.

• There is a significant difference between Tamil and English medium mainstream high school

students in their Attitude towards Inclusive Education.

Educational Implication

The teacher educators should see the placement of children with special educational needs in

mainstream schools as being but one component of an appropriate educational programme. The term

has the connotation that the distinctions at present made between special and general education

should eventually disappear. Inclusive education carries with it the obligation of all schools to accept

their responsibility for providing an appropriate education for all children.

Conclusion

Many researchers have studied the Teachers’ Attitude towards inclusive education. Here the

investigator analysed Attitude towards Inclusive Education of Mainstream High School Students.

From the above study, the investigator concluded that the level of Attitude towards Inclusive

Education of Mainstream High school students is moderate in nature. I used data from one district,

but exploring mainstream High School Students' attitudes toward Inclusive Education in other

district can lead to school district administrators to provide students with the necessary training,

support, and resources for the implementation of the Inclusive Education.

References

1) Arun Kumar and Punam Midha (2017). Attitudes toward Inclusive Education among School

Teachers: A Comparitive Study, The International Journal of Indian Psychology, V 4, I 2, N

95, ISSN 2348-5396, ISBN: 978-1-365-84231-3. http://www.ijip.in.

2) Brenda Lyons Greene (2017). Teachers' Attitudes toward Inclusive Classrooms, Walden

University ScholarWorks, Walden University. Walden Dissertations and Doctoral Studies

Collection, http://scholarworks.waldenu.edu/dissertations.

3) Handbook of Educational Ideas and Practice, General editor Noel Entwistile, Routledge,

London & New York, ISBN: 0-415-02061-I.



Apr 2018: Sp. Ed.

4) Huong Thi Mai (2008). Attitudes towards Inclusion Education of Students with Disabilities in

Vietnam- A survey of Regular Lower Secondary school teachers, M.Phil dissertation,

University of Oslo-Norway.

5) Inclusive Education Framework A guide for schools on the inclusion of pupils with special

educational need (2011). National Council for Special Education. www.ncse.ie.

6) JD Singh (2016). Inclusive Education In India – Concept, Need and Challenges, An

International Peer Reviewed & Referred Scholarly Research Journal for Humanity Science &

English Language, Vol.3/13. www.srjis.com

7) Jeremy Monsen, Donna Ewing and James Boyle (2014). Psychometric properties of the

revised Teachers' Attitude towards Inclusion Scale (TAIS), Donna Ewing, University of

Sussex, School of Psychology, Pevensey Building, Falmer, Brighton, England, BN1 9QH.

8) Ka-Lam Sam, Fuk-Chuen Ho and Sze-Ching Lam (2015). Perception of Teachers towards

Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration,

International Journal of Culture and History, Vol. 1, No 1.doi: 10.18178/ijch.2015.1.1.010.

9) Perles., K (2010).Inclusion and Inclusion: How Are They Different published at

www.brighthub.com/ education/ special/ articles/66813.

10) Policy Guidelines on Inclusion in Education (2009). Published by the United Nations

Educational, Scientific and Cultural Organization. ED-2009/WS/31.



Apr 2018: Sp. Ed.

Challenges Faced By Differently Abled Persons At Workplace

R.Nagomi Ruth,

Asst. Professor,Department of Special Education, Avinashilingam Institute for Home Science and

Higher Education for Women, Coimbatore

Abstract

Almost all jobs can be performed productively by someone with a disability, and given the

right environment, most people with disabilities can be productive. Reducing barriers to work is an

integral part of helping persons with disabilities live up to their full potential. In recent years, a

different range of strategies has been introduced to help disabled people find and retain employment.

However, despite this activity, disabled people still face many barriers in employment. People with

disabilities face many challenges when integrating into the workforce, overcoming co-workers and

employers’ negative attitudes, perceptions, job satisfaction work stress, transportation etc., are the

major challenges. This paper provides an overview about the employment situation of people with

disabilities, challenges in workplace. It also discusses the needs and concerns of people with

disabilities in the workplace, factors responsible for their low employment rates and the practical

solutions to eliminate and overcoming such barriers by providing reasonable accommodation. Also,

this paper aims to share the experiences of people with disabilities in the workplace. It hopes to

provoke a more informed discussion about creating inclusive workplaces, and in turn making our

society one where people are accepted, valued and respected, regardless of their disability.

Keywords: Challenges, employment, workplace, obstacles, discrimination, negative attitude,

reasonable accommodation, accessibility, universal design, equal opportunity

Introduction

Employment plays a significant part in everyone's life. Regardless of one’s abilities and

disabilities, having a job does much more than allow one to earn a living. It provides opportunities for

social integration, develops self-confidence and fosters independence. Although more persons with

disabilities are in employment today, there remain significant barriers to participating in the

workplace. Thus, there is a need to set clearer targets for the employment of persons with disabilities

and to establish projects with goals, including a structured developmental strategy for eliminating



Apr 2018: Sp. Ed.

barriers. Also, there is a need to increase public awareness about the potentials of the persons with

disabilities to improve the employment opportunities of the disabled.

Employment for Persons with Disabilities

Although there have been a number of legislative measures aimed at helping persons with

disability to participate in the employment, challenges are still continuously being faced because of

gaps between policy and practice. In addition, persons with disability still find it harder to get a job or

rather experience discrimination during their job-search. Employers still need to understand that if,

for example, someone has a physical disability; it does not mean s/he cannot function like the rest of

their colleagues in the team. Also, if a person with disability is employed, continuous support and

access to training and development opportunities need to be targeted for employers and employees to

be able to deal with their stereotyped ideas. The person with disability is there to be respected like the

other employees and s/he is not there to do the dirty work for the other members of staff. However,

persons with disability tend to do the lowly jobs. They remain at a disadvantage, as reflected in the

lack of promotions and appointments in managerial and decision making positions assigned to them.

Therefore, even though they might acquire the necessary skills needed, they are still not on an equal

level like others. Moreover, if the person finds him/herself in a difficult situation at the place of work,

like for example being unfairly treated, the person may find it hard to speak up, as fear of dismissal is

very real.

Challenges faced Persons with Disabilities at Workplace:

Nearly everyone faces hardships and difficulties at one time or another. But for people with

disabilities, Challenges can be more frequent and have greater impact. These challenges as being

more than just physical obstacles. These include aspects such as:

• a physical environment that is not accessible,

• lack of relevant assistive technology (assistive, adaptive, and rehabilitative devices),

• negative attitudes of people towards disability, services, systems that hamper the involvement of

all people with a health condition in all areas of life

• Discriminatory attitudes and behaviors during recruitment, and in the workplace, from employers

and others

• Low levels of awareness of rights at work

• Lack of availability of jobs

• Lack of assistance in finding, securing and maintaining employment



Apr 2018: Sp. Ed.

• Difficulty in accessing skills training and education

• Difficulty experienced in accessing flexible work arrangements

• Health issues

• Difficulty in negotiating reasonable adjustments/accommodation in the workplace

Some possible barriers with a disability may experience in gaining and keeping employment

includes:

Physical Challenges:

The disabled have difficulties in accessing various facilities. They cannot easily maneuver

due to the discriminatory manner buildings were built. Even where some buildings have provisions

for wheel chairs, disabled persons may require additional assistance to maneuver. They also suffer

challenges when using public transport which is the most affordable transport for them. Some

operators shun the disabled as they do not cater for the space to accommodate the wheelchair even

where it is foldable.

Socio / Emotional Challenges

Disabled persons also suffer from Socio / Emotional Challenges due to the society view the

disabled. People usually pass comments, false opinion and remarks that are insensitive. Generally

people even use insulting words when referring to the persons with disabilities.

Negative attitude and social stigmatization:

Some people including employers are still prejudiced against people with disabilities who are

often stereotyped as incapable or dependent and without any potential. Persons with disabilities are

also viewed by some employers as an economic liability. Physical barriers Persons with disabilities

continue to face problems accessing public facilities and buildings. Generally, workplaces have not

been designed with accessibility in mind and this is a deterring factor for employers who wish to hire

persons with disabilities. However, it is encouraging to note that more inclusive employers have

taken active steps to make their workplaces barrier-free.

Transportation hurdles:

The transportation problem is one of the major issue persons with disabilities are facing all

over the world and, therefore, they are confined to their places rather becoming a productive member

of the society. Transportation is an extremely important policy issue for those with disabilities.

People with disabilities have consistently described how transportation barriers affect their lives in

important ways. Some people are not able to use public transport due to the nature and severity of



Apr 2018: Sp. Ed.

their impairment. They have to use other means of transport like taxis, autos which are expensive to

use on a regular basis to get to work.

Job Satisfaction

Most of the employees with disabilities were not satisfied with their present jobs. All hearing

impaired, more than half of physically handicapped and some visually impaired employees were

getting salaries same or similar to their normal colleagues, majority mentally retarded employees said

that their salary was less than their colleagues. Almost more than half of all the employees with

disability said that regarding promotion and incentives, their employer treat them equally as their

normal colleagues

Speed and Productivity

Disabilities sometimes mean that an employer is not able to work at a pace comparable to

other employees. For example, it may take longer for someone with a physical disability to move

equipment, while someone with a mental disability may take longer to read and interpret documents.

This sometimes makes a difference in jobs where the ability to keep pace affects other functions of

the company, such as in a factory with an assembly line.

Disability Management Services in Workplace

Employer policy and procedure, as well as disability management strategies and interventions,

should be designed to accomplish realistic and attainable objectives. Disability management

programmes at the worksite should enable the employer to:

· facilitate control of disability issues

· improve corporate competitiveness

· reduce work disruptions and unacceptable lost time

· decrease incidence of accidents and magnitude of disability

· reduce illness and disability duration (and costs)

· promote early involvement and preventive interventions

· maximize use of internal (employer) resources

· improve coordination and accountability, with respect to external service providers

· enhance morale by valuing employee physical and cultural diversity

· protect the employability of the worker

· ensure legislation and policies related to rights and equal opportunities



Apr 2018: Sp. Ed.

· reduce attacks nature of disability and legal action

· improve employers relations

· promote joint management collaboration

· facilitate all level employees involvement in planning

Reasonable workplace accommodation to overcome challenges at workplace

Equal Opportunity means that attempts should be made to reasonably accommodate the

individual needs of differently abled persons at the workplace. Reasonable accommodation can be

understood as the removal of all types of barriers which prevent persons with disabilities from

enjoying equal opportunity in vocational training and employment. Some of the accommodations are

as follows:

Transportation

Enabling and encouraging access to transport for disabled people delivers widespread benefits

across government, through widening employment opportunities; through access to healthcare and

education; and by enabling disabled people to participate more in society.

Facilities

Braille signs are a relatively small adaptation you can make to the work place to assist the

visually impaired. These can be used to help direct staff around the work place, help them use lifts,

make phone calls and use digital technology and computers. Small changes like these can

dramatically change the working experience for disabled employees, breaking down the barriers. In

some cases, something as simple as providing an employee with an alternative chair or desk can

make a huge difference in making them comfortable in the workplace and helping them reach their

potential. Even as non-disabled employees must be aware of the barriers their disabled

colleagues face every day, it’s important to reverse this too so that everyone can behave sensitively

around the workplace with awareness of those around them.

Universal Design in Employment

Universal Design makes things safer, easier and more convenient for all people, including

those with disabilities. Universal Design takes into account the full range of human diversity,

including physical, perceptual and cognitive abilities. By taking into account this diversity, we can

create things that are more functional and user-friendly for everyone. Once a work environment is set

up to be universally accessible, few, if any, modifications will be needed. The application of



Apr 2018: Sp. Ed.

universal access eliminates many environmental obstacles that prevent persons with disabilities from

working. In short, Universal Design makes things

Positive changes can be made through collaborative efforts

But many employers are not fully aware of the accommodations needed for them to be

productive in the workplace. Thus, there is a need for greater awareness on job accommodations

among employers to build capability to train and integrate persons with disabilities. Without

awareness and accommodation, job seekers with disabilities cannot be placed in many job vacancies

successfully.

Accessibility

Nowadays, the majority of job roles require engagement with some kind of technology and

assistive technologies can help break the challenges that differently abled employees face on a daily

basis. In order to enhance the skill set of the workforce, the work environment must be physically,

technologically and attitudinally accessible, including accessibility in structure, system and services

provided. An accessible workplace will maximise productivity as it eliminates barriers, allowing

people with disabilities to reach their full potential at work.

Inclusive workplace and culture

An inclusive and harmonious work environment will help to facilitate positive interaction and

understanding between colleagues with and without disabilities. This will increase the productivity

among employees with disabilities as their talents are recognized and utilized at work. Reasonable

accommodations, such as flexible scheduling and tele-commuting, are helpful to all employees, not

just persons with disabilities. Equal employment opportunity with fair and respectful treatment is an

integral part of any inclusive practice and work culture. In order to achieve these, it is best to

nominate a incharge person to deal with any issues that arise after employing a person with a

disability.

Employee’s wish for confidentiality

As with any personal staff information, an employee’s disability should be kept confidential

by the employer unless the employee has made it clear they are happy for the information to be

shared.



Apr 2018: Sp. Ed.

Making Adjustments to Premises

This could include structural changes such as installing ramps for wheelchair access, or

something as simple as rearranging office furniture to allow more room for a physically disabled

person to reach their desk.

Allocating some of the Disabled Person’s Duties to another Person

There may be aspects of work that a disabled person is no longer able to carry out, and it may

be a reasonable adjustment to have these duties allocated to another member of staff. An example

could be a person with a mobility issue having a colleague, by agreement, carry their heavy textbooks

between classrooms. An employee may also simply need a reduction in their workload.

Altering a Person’s working Hours

A phased return to work may be suitable in some cases. A permanent change to working

hours may also be suitable, for example flexible working hours to allow time to overcome fatigue due

to a disability. A change to part time working may also be appropriate in some cases.

Arranging or Giving Extra Training or Mentoring

An example is a disabled employee needing extra or specialized training in using newly

installed equipment at work. Other staff members may need training in modifying the way they work

so that a disabled person can continue to fulfill their work duties, for example how to structure

meetings so that somebody with a hearing impairment can continue to participate. In addition, a

person who has been diagnosed with dyslexia may require a workplace assessment to ascertain how it

impacts on their work and what adjustments will be required.

Modifying Instructions

Modifying instructions or reference manuals may mean providing materials in accessible

formats, such as large print, Braille or audio. Another example would be changing the way that

instructions are relayed to an employee with learning disabilities. It may be more appropriate to relay

instructions face to face rather than in textbook or email form.

Modifying Procedures for Testing or Assessment

If a disability means that a person is put at a disadvantage compared to somebody else when

being assessed for capability or promotion, the employer should find a way to modify the procedure.

Example may include taking an oral test instead of a written one, or allowing extra time to complete a

written appraisal.



Apr 2018: Sp. Ed.

Providing a Reader or Interpreter

Providing a reader or interpreter service is an arrangement for a colleague to read out

documents to a visually impaired person but such arrangements must be negotiated carefully so not

an additional recognized duty for the reader.

Providing Supervision or a Support Worker

An employer may provide a support worker or arrange help from a colleague in appropriate

challenging circumstances, such as travel outside of the usual working environment for work, to

accomplish their physical work or training engagements.

Disability Leave

Disability leave constitutes time off work that a differently abled person may be granted as a

reasonable adjustment for assessment, treatment or rehabilitation related to their disability.

Conclusion

Employment is the most effective means of escaping the vicious circle of marginalization,

poverty and social exclusion. Some persons with disabilities may be trapped in this vicious circle. To

break it, positive action is required. This includes removing the barriers faced by people with

disabilities through a variety of policy measures, regulations, programmes, and services. Working

with employers who are willing to make reasonable accommodations will increase the confidence

and independence of their employees with disabilities. This will in turn enable the employee with a

disability to enjoy his or her work and personal life like everybody else. It is important that persons

with disabilities are valued and recognised for the talents they bring to the workplace and society.

There is need for educational awareness via different forms whether print and electronic media so

that the society treat the disabled as normal human beings. Such education should change the

mindset of people.

References

1) Vox Nostra (2015), Achieving Inclusion in the Workplace, Disabled People’s

Association, Singapore

2) Aiden, H.S., & McCarthy,A (2014), Current attitudes towards disabled people, University of

Bristol, London



Apr 2018: Sp. Ed.

3) Barbra,M & Mutswanga, P (2014), The Attitudes of Employers and Co-Workers towards

the Employment of Persons with Disabilities in Zimbabwe, Marondera, Zimbabwe

4) Ingstad, B. (2001). Disability in the developing world, Handbook of disability studies,

5) London: Sage Publications Inc Ltd.



Apr 2018: Sp. Ed.

Challenges Faced by the Specially Abled Learners

A.Simon,

M.Ed Scholar,Department of Education, Manonmaniam Sundaranar University,

Tirunelveli, Tamilnadu.

Abstract

Special Education is the practice of educating students with special educational needs in a way

that addresses their individual differences and needs. It is a very good concept where disabled and

non disabled children are allowed to perceive education in a general school without any

differentiation on their disability. It has achieved to a greater extend in enrolment of disabled

children. Students with special needs are assessed to determine their specific strengths and

weaknesses. The choices of the best method depends on the level of extent of disabilities exhibited

by the classrooms teacher and the students. The development of a more inclusive education system

requires training and retraining of all education personnel. These interventions are designed to

help individuals with special needs achieve a higher level of personal self- sufficiency and success

in school and in their community that may not be available if the students were only given access to

a typical classroomeducation.

Keywords: Special Education, Students, School, Disability

Introduction

Special Education is the practice of educating students with special educational needs in a way that

addresses their individual differences and needs. Ideally, this process involves the individually

planned and systematically monitored arrangement of teaching procedures, adapted equipment and

materials, and accessible settings. These interventions are designed to help individuals with special

needs achieve a higher level of personal self-sufficiency and success in school and in their

community that may not be available if the students were only given access to a typical

classroomeducation.



Apr 2018: Sp. Ed.

Special Education

Special Education is a very good concept where disabled and non disabled children are

allowed to perceive education in a general school without any differentiation on their disability. It

has achieved to a greater extend in enrolment of disabledchildren.

Objectives of Special Education

• To provide appropriate related services to the students with disabilities according to theirneeds

• To encourage parental involvement and understanding of special education programs

• To provide appropriate vocational services to the students withdisabilities

• To provide healthy and friendly environment in and outside the school for each student with

disability

• To provide opportunity to participate in an approved preschool program within a reasonable

distance from the child's home

• To provide activities that foster social development and, adjustment into the regular school and

communityactivities

Individual Needs

A special education program should be customized to address each individual student's

unique needs. Special educators provide a continuum of services, in which students with special

needs receives varying degrees of support based on their individual needs. Special education

programs needs to be individualized of needs in a givenstudent.

Students with special needs are assessed to determine their specific strengths and weaknesses. The

placement, resources and goals are determined on the basis of the student's needs. Accommodations

and Modifications to the regular program may include changes in the curriculum, supplementary

aides or equipments and the provision of specialized physical adaptations that allow students to

participate in the educational environment as much as possible. Students may need this help to

access subject matter, physically gain access to the school, or meet their emotional needs.

Identifying Learners with Special Needs

Some children are easily identified as candidates for special needs due to their medical

history. They may have been diagnosed with a genetic condition that is associated with intellectual



Apr 2018: Sp. Ed.

disability, may have various forms of brain damage, may have visual or hearing disabilities, or other

disabilities.

Effective Instructions for Students with Disabilities

Goal Directed: Each child must have an Individualized Education Program (IEP) that

distinguishes his particular needs. The child must get the services that are designed and these

services will allow him to reach his annual goals, which will be assessed at the end of each term

along with short-term goals that will be assessed every few months.

Research-Based Methods: There has been a lot of research done about students with

disabilities and the best way to teach them. Testing, IQs, Interviews, the discrepancy model, etc.

should all be used to determine where to place the child. Once that is determined, the next step is the

best way for the child to learn. There are plenty of different programs such as the Wilson Reading

Program and Direct Instruction.

Guided by Student performance: While the IEP goals may be assessed every few months to a

year, constant informal assessments must take place. These assessments will guide instruction for

the teacher. The teacher will be able to determine if the material is too difficult or to easy.

Challenges faced by Disabled Persons

Disability is viewed different by different people based on their socio economic positions. It

is viewed as spiritual a curse despite medical explanationsproffered.

Economic Challenges: Disabled persons face a myriad of economic challenges. Mostly they

arise out of the discrimination that they face at family, institutional and central government level.

They are less or not educated at all. Their level of participation in the economic arena is thus

limited. They are unlikely to be accorded equal access to programs that empower the

generalpopulace.

Physical Challenges

The disabled have difficulties in accessing various facilities. They cannot easily maneuver

due to the discriminatory manner buildings were built. Even wheresomebuildings have provisions

for wheel chairs, disabled persons may require additional assistance. They also suffer challenges

when using public transport for them. The ways the vehicles are designed also make it difficult for

the disabled to board the vehicles.



Apr 2018: Sp. Ed.

Socio or Psychological Challenges

Disabled persons also suffer from emotional and psychological challenges due to the way society

view the disabled. People usually pass comments and remarks thar are insensitive. This shows how

difficult it is for disabled to integrate with the rest of the society.

Strategies of Implementing Special Education

As we think of the strategies to implement special education in schools, the following doubts mat

arise in our mind; are the children with disabilities to be kept in normal classes for all the periods of

the day or to be sent to special classes for half a day in the morning or to be taught in the special

classes for the whole day. The choices of the best method depend on the level of extent of

disabilities exhibited by the classrooms teacher and thestudents.

• Regular class assignments is the most integrated level and exceptional children attend the

regular classes with other youngsters of the sameage

• A trained specialist or resource teacher handles or provides instruction to the individual child

or group of children.

• When the individual child needs special instruction in a specific setting and when the teacher

in the resource room, the child may be considered as a candidate for a part-time specialneeds

• Special schools for certain types of functional disorders are required for specific children

• Home bound instruction is a very expensive type of instruction since the highly resourceful and

skilled teachers are to bring the instructional programme to the child athome

• Institutional or residential assignment is the continuity of possible special education assignment

which is the mostsegregated

Ways to Overcome the Barriers

• Creating a more inclusive requires a new approach in attitude and to gain support from

communities, people must be made aware of thebenefits

• To monitor easy physical access and better learning environment for the specially abledchildren

• Curriculum needs to be relevant to the children and flexible enough to respond to all

children'sneeds

• Teaching methods should focus on child-centered education and not an subject

centerededucation

• The assessment of children needs to be related to the aims of the curriculum, the culture of the



Apr 2018: Sp. Ed.

child and the way in which the curriculum is designed anddelivered

• To achieve changes within the education system towards inclusion, those within the education

system must understand theconcept

• The development of a more inclusive education system requires training and retraining of all

educationpersonnel

• Strong political will and government commitment is critical to achieve inclusive education

Conclusion

It could be concluded that the barriers to implement the special education could be

successfully won over only with the active participation of all the stakeholders in the education

system. These endeavors aim to better promote improvement and implementation of education

policies and practices on special education.

References

1) Austin, V. L. & Julian (2001). Education of Children with Special Needs. New Delhi:

NCERT.

2) Nagarajan., k (2015). Creating an inclusive education Chennai. Sriram publishers.

3) Marsh & Hamilton, J.R. (2010) Teaching children with disabilities in Inclusive setting. New

York Oxfordpublication.

4) Parmer, R., & Desimon, J .(2006) Special Schools. Encyclopedia of the Social and cultural

Foundation of Education. New Delhi: SAGE Publications



Apr 2018: Sp. Ed.

Comparative Study on the use of Desktop and Ipod as A Learning Tool for

Enhancing Basic Arithmetic Among Students with Mild Intellectual Disability

Dr.M.Prabavathy,

Assistant Professor and Head, Centre for Differently Abled Persons, Bharathidasan University,

Tiruchirappalli-620023

Sivaranjani.R,

Research Scholar, Centre for Differently Abled Persons, Bharathidasan University, Tiruchirappalli-

620023

Nandhakumar Ramasamy

,Guest Lecturer, Centre for Differently Abled Persons, Bharathidasan University, Tiruchirappalli-

620023

Abstract Children with Intellectual Disabilities (IDs) have the same human rights as other children and are

entitled to their basic education. Yet, in developing countries like India, they face many barriers to

accessing these rights. Children with Mild Intellectual Disabilities (MID) have difficulty in making

academic progress in the classroom in par with their peers. Depending on their learning need, these

children need modifications and adaptations to complete their academic tasks.In this technological

era, electronic devices have become a part of our daily life. In this, present study, a comparative

evaluation of the use of IPOD and desktop computers for students with mild intellectual disability has

been studied and their efficiency has been evolved. Effectiveness of IPOD as a convenient and easily

accessible learning tool to increase the sensory learning and basic arithmetical concept among

children with mild intellectual disability has been evaluated. The visual model of learning basic

arithmetic’s and easy accessibility of IPOD has decreased the learning difficulty of children.

Computer Assisted Instruction (CAI) using IPOD creates an interactive learning environment and

promotes self-learning for children with Mild Intellectual Disability studying at Primary Level. Use

of interactive visual technology enables a dynamic learning of basic arithmetic. The sample consists

of children with Mild Intellectual disability studying in primary schools. Purposive sampling design

was adopted and the children were randomly grouped as experimental and control group based on

pretest scores. Experimental group received CAI using iPod; whereas the control group received

CAI using desktop computers for learning of Basic arithmetic’s for a period of four months. The post

test scores revealed the significant difference between two groups. The findings of the study showed

positive effect of CAI using iPod over desktop computer on the learning of basic arithmetic among

students with mild intellectual disability at primary level. The qualitative data also showed that use of

iPod enhanced the motivation of the children and created joy-full learning environment.

Keywords: IPod as a learning tool, Mild Intellectual Disability, CAI



Apr 2018: Sp. Ed.

Introduction

The term intellectual disability is defined by Individuals with Disabilities Education Act

(IDEA) as having “significantly sub average general intellectual functioning, existing concurrently

with deficits in adaptive behavior and manifested during the developmental period, which adversely

affects a child’s educational performance.”Children with Intellectual Disabilities (ID) have an IQ at

least one standard deviation below the mean. This definition has been in existence since the

Implementation of IDEA in the 1970’s under the former label of Mental Retardation (MR) (Douglas,

Wojclk, & Thompson, 2012).However, with the changing notion of disability and the move towards

inclusion whenever possible, the constitutive definitions of education on MID has changed from

special education to inclusive education for the child to become more included in school and society

as a whole. In order for this inclusion to occur, areas where the student may need assistance to fully

participate in school and to help transition into higher education has to be evaluated by the teachers

and school (Douglas, Wojclk, & Thompson, 2012).

Teachers need to find ways to promote the use of technology in the classroom, especially in an age

where technology is easily accessible to students, it has become mandatory that teachers need to

teach students how to use it effectively for learning. Technology benefits all types of learners

including learners with special needs. Every disability, however mild, imposes on the individual

certain functional limitations.

Technology helps to reduce these limitations and makes learning meaningful and independent

for students with disabilities. For an Inclusive classroom, it is vital that the teacher should understand

specific needs of every child with disability. Most of the research related to students using iPods in

the classroom has focused on intellectual disability, autism and emotionally and behavioral disorders.

Students with mild intellectual disabilities typically show lower academic performance and or often

ignored by the teachers and peer mates. This is mostly due to lack of understanding instruction and

engagement in school related tasks. Research has shown that students with mild intellectual

disabilities benefit from tasks that provide immediate feedback. If students can receive reinforcement,

they are more likely to continue the task found that students with emotional and behavioral disorders

are more likely to respond to academic tasks with the help of an iPod. Use of iPod based instruction

enables the student to get actively engagement because of the immediate feedback they receive.

Students were more likely to complete the assigned task when they knew they were doing it correctly.



Apr 2018: Sp. Ed.

Positive reinforcement with curative learning through different modalities enhances the learning

ability of children with mild intellectual disability (Hayden, Hawkins, Denune, Kimener, & McCoy,

2012).

Computer-Assisted basic arithmetic instructional programs simplifies concepts to be

instructed, and helps to remediate students’ errors in learning various basic arithmetic concepts.

McManis & Gunnewig, (2012) reported that Computer-Assisted Instruction (CAI) is effective to

teach a variety of academic skills and subjects including basic arithematics to teach students with

intellectual disabilities.

Review of related literature

Research has shown that using iPods in the classroom does increase motivation. Part of this is

due to the fact that iPods shift the control to the students. By providing students with iPods they can

use for school and home, they can pick their own apps. When children have the choice, they are more

engaged in academics (Shah, 2011). For example, a teacher of a 6th grader with an emotional

disturbance reported that a particular student would not complete math problems using paper and

pencil, but was happy to spend time completing math problems on an iPod (Shah, 2011). Meaningful

integration of technology can transform literacy instruction (Hutchison, 2011). Although iPods and

other similar tablets have not been extensively studied as a literacy-teaching tool in the early

childhood classroom, Dobler’s (2012) work with first-graders using iPods provides anecdotal

evidence that slightly older children can work together to use many different apps for differentiated

literacy practice with limited teacher assistance. Similarly, fourth grade students easily navigated the

iPod while reading and responding to text independently and in small groups (Hutchison, Beschorner,

& Crawford-Schmidt, 2012).

Previous research supports the developmentally appropriate use of other forms of technology

with young children supporting both cognitive and social learning (Haugland, 1992; Haugland, 1999;

Clements, 2002; Clements & Nastasi, 1988). VanderScoter, Ellis, & Railsback (2001) explain that

how the technology is used, especially with young children, is vitally important. They recommend

selecting technology applications that allow children opportunities to discover, make choices and

realize the impact of those choices, as well as to explore, imagine, and problem-solve. Programs

should support the child’s thoughts, emotions, and physical well-being (Hillman & Marshall, 2010).

Historically, however, these recommendations have been difficult to follow, because older forms of



Apr 2018: Sp. Ed.

technology have been ill-suited for use by young children (Plowman & Stephen, 2003). The

development of newer, more interactive touchable interfaces may be more suitable for children,

because they allow for physical manipulation that encourages curiosity, creativity, self-expression,

and discovery (Plowman & Stephen, 2003). The touchable interface is one feature of the iPod, and

similar tablets, which makes the tool potentially suitable for young children.

However, relatively little research has been conducted to explore the viability of such tools

with young children. Couse and Chen (2010) found that the stylus-interfaced technology in tablet

computers could be used with young children to implement preschool curriculum, but focused on the

ability of children to write using the tablet. Although this study provides valuable information

pertaining to the students’ ability to write, the iPod, and similar tablets, can be used in multiple ways

for reading, writing, speaking, and listening.

Tablets for Emergent Literacy

Goodman (1986) described the roots of literacy as the process of making meaning through reading,

writing, and communicating. Interestingly, children can use communicative processes of reading,

writing, listening, and speaking, with an iPod. The features of the iPod, which can provide platforms

for children’s emerging understanding of literacy, allow for multiple contexts for the use of

communicative processes. In fact, some applications (apps) provide opportunities for children to use

multiple communicative processes simultaneously. Using iPod apps to read, write, or communicate

may facilitate the emergence of the roots of literacy in digital environments, similar to those that

adults frequently use, and within which children will be expected to be able to use more

conventionally as they become older. The question guiding this study is: How can iPods are used in a

pre-school setting to facilitate the development of the roots of literacy (Goodman, 1986) for digital

text.

The results of the present study are in consonance with reports of Scruggs and Mastropieri (2007)

that different instructional interventions effectively employed and a variety of validated practices

could promote all aspects of basic arithmetic learning of students with disabilities. Foshay and

Ludlow (2005), Wehmeyer and Agran (2005), and Stock, Davies, Davies and Wehmeyer (2006)

recommended that the best option could very well be to use touch screen computers, which represent

a valuable tool for individuals with intellectual disability. Touch screen computers reintroduce the

hand-eye coordination and allow these individuals to select information directly with their fingers or



Apr 2018: Sp. Ed.

with pointers. They have to be less precise than with traditional computers where they have to be

very careful with manipulating the mouse.

Rationale of the Study

Researchers disclosed and learning theories suggest that we can expect faster

learning and greater knowledge transfer from learning using touch screen computer compared to one

equipped with a keyboard and mouse. For children with intellectual disabilities using a keyboard and

mouse requires learning a new skill as well as it is demanding than the learning task. Research

reports reveal that Touch screen helps children for fine kinesthetic and increases their possibility of

participation in the learning activities both inside and outside the classroom.

Few studies teach Basic arithmetic’s through iPod to students with mild intellectual disability

when compared using desktop. In addition, there is a lack of empirical data on the effects of using an

IPod but their impact on student learning is higher, which lead to determine the comparative effects

of CAI using iPod and CAI using desktop. Keeping this in mind it was decided to carry out the

present study.

The results of this study will provide important insight towards the use of iPod with

intellectually disabled learners. This research base can be an aid to module developers and educators

in designing individualized Primary Basic arithmetic’s by using iPod in an effective ways.

In the present study, Basic arithmetic’s refers to the achievement score (dependent variable)

obtained in the concepts of: identification of numbers, number sequence, identifies the shapes, place

value, difference between numbers, and comparison of numbers.

Objectives:

1. To assess the educational needs of children with MID studying in primary class.

2. To analyze the present teaching learning methods using desktop

3. To study the comparative effects of Computer-Assisted Instruction using desktop and iPod in

enhancing basic arithmetic’s for children with mild intellectual disabilities.

Hypothesis

There is no significance difference between effect of CAI using IPod and desktop computer in

enhancing basic arithmetic’s among children with mild intellectual disabilities.



Apr 2018: Sp. Ed.

Method:

Research Design

Purposive sampling design was adopted. Out of the selected sample, using randomized

matched design subjects were divided as control group and experimental group. Pretest-treatment-

posttest design was employed in the present study.

Sample

The selected samples are children with mild intellectual disability studying in first Standard in

an inclusive school of Tiruchirappalli of Tamil Nadu State. The sample consists of 30 students with

mild intellectual disability. Two matched groups were formed based on pre-intervention assessment

of student’s cognitive ability and arithmetic ability (using Behavioral Assessment Scale for Indian

Children with Mental Retardation (BASIC-MR) Part-A for skill behavior). No prompt or corrective

feedback was given. Reinforces were identified by interviewing teachers and by observing children

with MID.

The pre-requisites skills of the selected children with MI were screened: visual ability to see

pictures and words displayed on the iPod, the ability to hear directions; the ability to operate the iPod

independently by touching the screen with index finger; the ability to attend to a teacher-directed task

for at least 10minutes.Each group comprised of 15 subjects, randomly assigned as experimental, and

control group.

Variables of the Study

Independent Variables: Modes of teaching the basic arithmetic instruction i.e.

1. Computer-Assisted Instruction using iPod

2. Computer-Assisted Instruction using traditional computer with mouse

Dependent Variable: Achievement scores of students with mild intellectual disability in Learning

Basic arithmetic is obtained through two different modes of instruction.



Apr 2018: Sp. Ed.

Tools

The investigator employed the following tools for data collection in the present study:

• BASIC-MR (Part A) adapted and validated.

• Computer-Assisted Instructional Package using iPod and desktop (on the content for

instruction)

• Achievement Test in Basic arithmetic’s (criterion-referenced) developed and validated.

Statistical Techniques

Statistical Techniques used in the study were: Mean, SD, ‘t’-test and Graphical presentations.

Procedure and Collection of Data

Operational Procedures

The following procedures were followed by the researchers for data collection:

• Approaching the Inclusive school to obtaining permission for instruction and Data collection-

Fixing schedule.

• Approaching Parents of children with MI to obtain their consent.

• Formulating Computer-Assisted Instructional Frameworks that can be used both in desktop

and iPod

• Administration of BASIC-MR (Part-A) to students with mild intellectual disability

ascertaining their current level of cognitive ability, reading, writing and basic arithmetic skill.

• Instructional implementation of CAI using iPod and Desktop computer with mouse.

• Administration of Post-Test (Achievement Test in Basic arithmetic).

• Statistical Analysis of the responses.

Results and Discussion

Achievement scores were obtained by conducting an achievement test after providing

Computer-Assisted instruction using iPod to experimental group and Computer-Assisted Instruction

using traditional computer with mouse to control group. The following table and graph furnishes the



Apr 2018: Sp. Ed.

data of the Post-test (achievement test) performance of control and experimental groups, it also

furnishes the significance of difference between the achievement scores of subjects in two groups

Table: Analysis of Achievement Mean Scores of the Control and ExperimentalGroup.

GROUP N Mean SD t-value Sig

Identify the numbers

CAI - Desktop 15 88.46 5.41 2.48 P 0.05

CAI- iPod 15 93.85 6.46

Number sequence

CAI - Desktop 15 77.69 5.28 4.58 P 0.01

CAI - iPod 15 86.62 5.65

Identify the shapes

CAI - Desktop 15 79.69 5.39 3.53 P 0.01

CAI - iPod 15 87.38 6.51

Place value

CAI - Desktop 15 86.15 5.55 0.72 NS

CAI - iPod 15 87.69 6.14

Difference between number

CAI - Desktop 15 73.08 5.99 5.13 P 0.01

CAI - iPod 15 82.77 4.19

Comparison between numbers

CAI - Desktop 15 82.00 6.34 2.16 P 0.05

CAI - iPod 15 87.69 4.87

For testing the hypothesis ‘t’ test was used. It is inferred that there is significant difference in

the Mean Scores of students with mild intellectual disability using desktop and iPod on Learning

Basic arithmetic concepts namely, Number sequence, Identify the shapes, Difference between

numbers at 0.01 level and there is significant difference in the Mean Scores of Identify the numbers,

Comparison of numbers at 0.05 level. Moreover, it is inferred that there is no significant difference

in the Mean Scores of students with Mild intellectual disability in the concept of Place value at any

level. Hence, the null hypothesis is not tenable in report of the concepts namely identify the Number.

Identify the shapes, Difference between numbers and Comparison of numbers and is rejected.

ICAISA2017


Whereas the null hypothesis related to the Basic arithmetic concept, namely Place value is tenable

and is accepted. This implies that the difference in the achievement of the control group and

experimental is significant in five

that Computer-Assisted Instruction using iPod helps in enhancing the achievement of students with

mild intellectual disability on Learning Basic arithmetic in comparison to the Computer

Instruction using desktop.

Figure: Difference between Achievements Mean Scores of the Control and ExperimentalGroup.

Interpretation

The performance of students with mild intellectual disability is low in the basic arithmetic concept of

Place value may be due the nature of particular basic arithmetic concept and with addition of some

materials of life use, the example provided demanded

of cognition and understanding. Yet the difficulty level has a step up and challenging a few for

discrimination.It is understood from the study that when the student learn basic arithmetic using iPod

their achievement is greater.

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0



experimental is significant in five out of six Basic arithmetic concepts. It may therefore be concluded

Assisted Instruction using iPod helps in enhancing the achievement of students with

mild intellectual disability on Learning Basic arithmetic in comparison to the Computer




materials of life use, the example provided demanded extension of imagination, but within their level




7 4 9 0 Apr 2018: Sp. Ed.



It may therefore be concluded

Assisted Instruction using iPod helps in enhancing the achievement of students with

mild intellectual disability on Learning Basic arithmetic in comparison to the Computer-Assisted




extension of imagination, but within their level





Apr 2018: Sp. Ed.

Conclusion

Conclusions drawn from the study:

• In learning facilitated by using iPod with individual access points helps children with

intellectual disability in learning and show higher achievement when taught through iPod...

• It is the compatibility of learning method with the ability and interest of the learner that

counts for better performance.

• There is variation in learning and achievement according to the nature of basic arithmetic

content (Basic arithmetic concepts/units).

• Subjects who underwent instruction through iPod enjoyed the learning experience compared

to the other group.

• Novelty of learning through iPod kept the learners self-motivated.

Briefly, iPod provides greater opportunities for the intellectually disabled learner to learn by

serving individual differences with personalized accessibility. IPod proved to be better than the

desktop on learning basic arithmetic among students with intellectual disability at Primary level. It

brings an efficacy and enhancement in achievement, provides novel touch-driven learning

experiences, and has much scope in Basic arithmetic learning.

References

1) Aronin, S., & Floyd, K. (2013). Using an iPod in inclusive preschool classrooms to introduce

STEM concepts. Teaching Exceptional Children, 45 (4), 34 - 39.

2) Baker, J., Moyer-Packenham, P., Tucker, S., Shumway, J., Jordan, K. & Gillam, R. (2018).

The Brain’s Response to Digital Math Apps: A Pilot Study Examining Children’s Cortical

Responses during Touch-Screen Interactions. Journal of Computers in Mathematics and

Science Teaching, 37(1), 69-86.

3) Children Now (2007) The effects of interactive media on preschooler’s learning: A review of

research and recommendations for the future. Oakland, CA: Author.

4) Clements D H & Nastasi, B (1988) Social and cognitive interactions in educational computer

environments. American Educational Research Journal, 25(1), 87-106.



Apr 2018: Sp. Ed.

5) Clements D H & Sarama, J (2002) The role of technology in early childhood learning.

Teaching Children Mathematics, 8, 340-343.

6) Clements D H & Sarama, J (2003) Young children and technology: What does the research

say? Young Children, 58(6), 34-40.

7) Clements D H (2002) Computers in early childhood mathematics. Contemporary Issues in

Early Childhood, 3(2), 160-181.

8) Couse L & Chen D (2010) A tablet computer for young children? Exploring viability for early

childhood education. Journals of Research on Technology Education, 43(1), 75-98.

9) Douglas, K., Wojclk, B., & Thompson, J. (2012). Is there an app for that? Journal of Special

Education Technology , 27 (2), 59-70

10) Hayden, T., Hawkins, R., Denune, H., Kimener, L., & McCoy, D.(2012). A comparison of

IPods and worksheets on math skills of high school students with emotional disturbances.

Behavioral Disorders , 37(4), 232-243.

11) Heroman C, Dodge, D, Berke K, & Bickart T (2010) Creative curriculum (5th ed.). Bethesda,

MD: Teaching Strategies.

12) McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics

instruction for students with learning disabilities: A synthesis of observation research.

Learning Disability Quarterly, 22(January), 1-13.

13) McManis, L. D., & Gunnewig, S. B. (2012, May). Finding the Education in Educational

Technology with Early Learners. Technology and Young Children, 14-22.

14) Plowman, L & Stephen, C (2003) A ‘benign addition’? Research on ICT and pre-school

children. Journal of Computer Assisted Learning, 19, 149-164.

15) Price, A. (2011). Making a difference with smart tablets: are IPods really beneficial for

students with autism. Teacher Librarian , 31 - 34.

16) Shah, N. (2011). Special ed. pupils find learning tools in IPod applications. Education Week ,

30 (22).

17) Simon, R., & Hanrahan, J. (2004). An evaluation of the Touch Math method for teaching

addition to students with learning disabilities in mathematics. European Journal of Special

Needs Education,19(2), 191–209.



Apr 2018: Sp. Ed.

18) Thornton, C., Jones, G., & Toohey, M. (1983). A multisensory approach to thinking strategies

for remedial instruction in basic addition facts, Journal for Research in Mathematics

Education, 14, 198–203.

19) Wehmeyer, M.L, & Agran, M. (2005). Mental retardation and intellectual disabilities:

Teaching students using innovative and research-based strategies. Boston, MA: Pearson

Custom Publishing

20) Waynesville, NC USA: Association for the Advancement of Computing in Education

(AACE).Retrieved February 23, 2017 from https://www.learntechlib.org/p/180516/.



Apr 2018: Sp. Ed.

Developing an Adapted Computer Assisted Instruction for Enhancing Self

Learning of Children with Hearing Impairment

Dr. K. Sambath Rani,

Assistant Professor,Department of Special Education,

Avinashilingam Institute for Home Science And Higher Education for Women, Coimbatore

S.Anushiya,

M.ED scholar ,Department of Special Education, Avinashilingam Institute for Home Science And

Higher Education for Women, Coimbatore

Abstract

Today we are in the era of technology.The evolution of computer had made a tremendous change in

the life of each and every individual in the world. Hence an attempt was made in this direction to

teach digestive system through adapted computer assisted instruction to seventy three children with

hearing impairment. The samples were selected using purposive sampling method, from special and

inclusive schools in and around Coimbatore. Quasi experimental method was followed for the

conduct of the study. The main independent variables are the age, gender, type of hearing loss,

degree of hearing loss. The dependent variables includes in the study is promoting self learning

through adapted Computer assisted Instruction for the children with hearing impairment. A

Computer Assisted Instructional package was developed on Digestive system.The result reaveld that

the adapted CAI made a significant influence on learning about Digestive system with respect to age

group

Keywords: Adapted Computer Assisted Instruction, Hearing Impairment

Introduction

India has made progress in terms of increasing primary education attendance rate and expanding

literacy to approximately three- fourths of the population. India’s improved education system is often

cited as one of the main contributors to the economic rise of India. Much of the progress, especially

in higher education and scientific research, has been credited to various public institutions. The

private education market in India is merely 5% although in terms of value was estimated to be worth

$40 billion in 2008 and had increased to $68-70 billion by 2012



Apr 2018: Sp. Ed.

Technology In Education

The evolution of computer – assisted instruction (CAI) shows that CAI has existed for

more than 50 years. The first CAI, a flight simulator for pilots, was designed at the Massachusetts

Institute of Technology (MIT) in 1950 ( Lockard, Abrams,& Many, 1997). One of the first

applications of CAI for educational purposes, known as PLATO (Programmed Logic for Automatic

Teaching), was developed in the 1960s at the University of Illinois (Hammond, 1972). This program

was designed to teach a variety of subjects such as nursing, geometry, and in education.

Computer Assisted Instruction

Definition of CAI

Although a wide variety of microcomputers and CAI software are available in the market, the

ideas driving the instructional takes in CAI programs are not new. Some of the features of CAI have

originated from the learning theories of B.F Skinner and E. L Thorndike. The effect of these

psychologists research on stimulus-response relationship, negative and positive reinforcement and the

role of immediate feedback in a teaching and learning environment have promoted the development

of programmed instruction (Volker, 1987). Programmed instruction helps the teachers to organize

lessons in a linear or branching model that allows sequential steps and provides immediate feedback

during the leaning process. This type of programmed instruction is followed exactly in the majority

of CAI programs.

Computer Assisted Instruction And Education Of The Deaf

In the recent years has been increased emphasis on individualized instructions and computers

technology to facilitate learning at all level of education and training. Use of technology has proven

to be an effective means to provide a barrier free environment to children with disabilities. Children

with hearing impairment is a heterogeneous group due to differences in hearing loss, age of

intervention, and a range of other factors. Hence individualized instruction, programmed learning is

the various options which can well be utilized through the use of technology, especially in the form

of computer assisted instructions.

Need Of The Study

In western countries, a great deal of research has been conducted regarding the effects of the

use of computers as a teaching tool on student achievement, attitudes, learning rate, retention, etc. In

India however, not much research or meta-analysis has been conducted in the field of special

Education. It would indeed be worthwhile to find out if Computer Assisted Instruction (CAI) has the



Apr 2018: Sp. Ed.

potential to bring about increased achievement in the Indian context especially for children with

Hearing Impairment.

It is believed that computers can not only to help to over-come these problems, but the vastly

greater potential of this technology as an effective teaching aid will cause a quantum leap in the

quality of science teaching and learning for children with Hearing Impairment.

However, in the past, new technology in teaching learning has not always proved effective for the

Hearing Impaired. Most science teaching material available for use by teachers was not able to

accommodate the individual with special needs. For example, educational films produced abroad,

did not match the local curriculum and were hard to understand due to different accents. More over

English language is an exception for Hearing Impaired students and there is only less availability of

educational films in our regional language. This demands the need for insight into the inclusion of

technology in equipping the hearing impaired with comprehensive knowledge of functions of

digestive system through adapted CAI

Objectives:

The objectives of the study are to,

• Identify the Hearing Impaired children belonging to secondary level.

• Develop Computer Assisted instruction to teach the functions of digestive system.

• Assess the current knowledge on the functions of digestive system.

• Teaching the function of digestive system through Computer Assisted Instruction .

• Endure the post test for assessing the impact of CAI in the comprehensive ability on the

functions of digestive system.

• Find out the impact of the adapted computer assisted instruction in enhancing self learning

with respect to variables such as Age, Gender, Locality, Degree of Hearing loss, Type of

Hearing loss and Type of schooling.

Methodology

The study was carried out with 73 samples. The samples were selected using purposive

sampling method, from special and inclusive schools in and around Coimbatore. Quasi experimental

method was followed for the conduct of the study. The main independent variables are the age,

gender, type of hearing loss, degree of hearing loss. The dependent variables includes in the study is

promoting self learning through adapted Computer assisted Instruction for the children with hearing

impairment. A Computer Assisted Instructional package was developed on Digestive system. The



Apr 2018: Sp. Ed.

adapted CAI package consists of personal data schedule, evaluation tool and adapted computer

assisted instruction the personal schedule is use to collect the case history of the sample, previous

experience on CAI on computers, mode of communication and learning. The evaluation tool consist

of few set of questions in the form of matching, labeling, word identification, choose the best answer,

jumbled words, fill in the blanks, logical reasoning questions, true or false, picture description and

question answer. These segments were evaluated after giving intervention on digestive system. The

adapted CAI programme was developed which will enhance both oral and manual mode of

communication. A self evaluation study material is also programmed which was placed at the end of

tutorial. The adapted CAI programme contains a master video accompanying with oral and sign mode

of teaching videos on the digestive system with the five word games.

Results And Discussion

Pre and post mean score on digestive system with respect to age

Table 1 presents pre and post mean score on Digestive-system with respect to age

TABLE 1

Variables Levelstesting N df Mean S.D T value

Age 12-13

Years

Pretest 27 26 24.52 5.62 23.25*

Posttest 27 26 40.70 4.81

14-15

years

Pretest 37 36 25.05 4.82 24.92*

Posttest 37 36 41.14 4.39

16-17

Years

Pretest 9 8 25.33 7.35 11.29*

Posttest 9 8 40.44 6.41

*Significant 0.05 level

The table 1 reveals that the t-value of the children at the three age group namely 12-13 years

(t=23.45), 14-15 years (t=24.92), 16-17 years (t=11.29) was significantly different between pre and

post mean scores on Digestive System at 0.05 level. Therefore the null hypothesis stated as There is

no significant difference between students at different age levels in the enhancement of self

learning on the Digestive system through adapted computer assisted instruction ” is rejected

stating that the adapted CAI made a significant influence on learning about Digestive system with

respect to age group. This may be due to the realistic view the Digestive system.



Apr 2018: Sp. Ed.

Pre and post mean score on Digestive system with respect to Gender

Table 2

Pre and post mean score on Digestive system with respect to Gender

Variables Levels Testing N df Mean S.D t-value

Gender Boys Pretest 39 38 24.36 5.59 30.89*

Posttest 39 38 40.95 4.99

Girls Pretest 34 33 25.50 5.18 21.39*

Posttest 34 33 40.82 4.54

*Significant 0.05 level.

While considering the pre and post mean scores of boys (t=30.89) and Girls (t=21.40) the t-value

differs significantly at 0.05 Level. Therefore, the null hypothesis stated as “There is no significant

difference between boys and girls in the enhancement of self Learning on the Digestive System

through adapted Computer assisted instruction” is rejected stating that the adapted CAI made a

significant influence on learning about Digestive system with respect to Gender. This may be due to

the introduction of recent technological advancement in teaching learning process.

Pre and post mean score on Digestive system with respect to type of Hearing Loss

Table 3

Variables Levels Testing N df mean S.D t-value

Type of

Hearing Loss

Conductive Pretest 25 24 26.40 3.98 23.30*

Posttest 25 24 42.20 3.61

Sensory-

neural

Pretest 31 30 23.42 5.68 30.96*

Posttest 31 30 39.65 5.19

Mixed Pretest 17 16 25.35 6.23 11.74*

Posttest 17 16 41.24 5.08

*Significant 0.05 level.

It is clear that there was significant difference in the pre and post t-values of children with

Conductive Hearing Loss (t=23.30), sensory-neural Hearing Loss (t=30.96) and Mixed Hearing Loss

(t=11.74) at 0.05 level. Therefore, the null hypothesis stated as “there is no significant difference in

the enhancement of self learning on the Digestive system through adapted computer assisted

instruction of the students belonging to various types of Hearing loss” is rejected stating that the



Apr 2018: Sp. Ed.

adapted CAI made a significant influence on learning about Digestive system with respect to Type of

Hearing Loss. This may be due to visual mode of instruction accompanied by sign and oral methods

that paved the way for meaningful comprehensive of digestive system.

Pre and post mean score on Digestive system with respect to Degree of Hearing loss

Table 4

variableslevels testing N df mean

S.D t-value

Degree of

hearing

loss

mild pretest 42 41 26.02 5.65 28.94*

posttest 42 41 42.71 4.58

moderate pretest 22 21 24.00 4.87 18.15*

posttest 22 21 39.36 3.82

severe pretest 9 8 21.78 4.09 14.14*

posttest 9 8 36.11 2.85

*Significant 0.05 level

There was a significant difference in the pre and post means scores with respect to Degree of hearing

loss i.e.., Mild (t=28.94) Moderate(t=18.15) and Severe (t=14.14) at 0.05 level. Therefore, the null

hypothesis stated as “There is no significant difference in students with different level or degree

of hearing loss in the enhancement of self learning on the Digestive system through adapted

computer assisted instruction” is rejected, stating that the adapted CAI made a significant influence

on learning about digestive system with respect to Degree of Hearing loss. This may be due to the

drill and practices that is given in the form of interactive games.

Conclusion

Computer assisted instruction paved a way for the acquisition of knowledge on new concepts which

is intended to mastery during the teaching learning process. Incorporating computerized instruction in

the conventional teaching method sought the attention of the students and increased the speed of

teaching learning process. Especially with related to the complicated science concepts which is very

vital for the individual to comprehend and remember throughout the life. Thus it is inferred that use

of multimedia and animation promoted interactive and informative comprehension of complex

concepts.



Apr 2018: Sp. Ed.

Reference

1) Sahu,Mohan Sachindra.,(2005)Education of Children with Special Needs.,

2) Armol Publication Pvt.Ltd,new delhi,Pp.42-62

3) Kotwal,Parijith.,(2008),Special Education,Authors Press,New delhi,Pp167-168

4) Anderson,C.L& Petch-Hogan,B.(2001).The impact of technology use in special education

field experienceon preservice teachers perceived technology expertise.Journal of Special

Education,16(3),27-44

Online Reference:

1) http://www.ethnologue.com/show_language.asp?code=INS 2002

2) http://nichcy.org/research/summaries/abstract46

3) http://www.eric.ed.gov

4) http://en.wikipedia.org/wiki/Education_in_India



Apr 2018: Sp. Ed.

Developmental Profile Of Children Under 6 Years In The Rural Area Of Tenkasi

Mr. Bala Murugan.P,

VBRI - Field Team Leader, Special Educator,Tamilnadu

Abstract

The aim of the study was to find out developmental profile of children under the age of six

years.The study was conducted at Primary Health Centre and Anganwadi around the Tenkasi

Village (7 Blocks).The screening program was done every Wednesday at PHC and Anganwadi

from March 2017 to July 2017. Trivandrum Developmental Screening Chart (TDSC) was used as

analytic tool for the present study. From the review of literature it was found that intellectual

disability can have multiple causes and the more the number of risk factors, the greater the chance

of significant developmental delay. In the present study,63 children with developmental delay were

diagnosed based on screening method at various PHC and Anganwadi around the Tenkasi village

by the use of Trivandrum Developmental screening chart from March to July.

Keywords: Diagnosis of developmental delay

Background of the Study:

• The health and well being in adult life, for that matter, is influenced or programmed by factors

operating during fetal period and infancy (Fewtrell et al., 2007).

• An unshackled childhood is the foundation of a stable adulthood, as any child’s later years is

determined by his/her own experiences during the childhood.

• Child development is therefore rightly revered as the foundation for human development.

• Child development encompasses the ways in which children acquire skills in a range of

domains, including memory, cognition, language, gross and fine motor ability, social

interaction and behaviour.

• Screening tests are used for many conditions to identify children who might benefit from

early intervention. Ideally, screening involves a relatively brief procedure whose results can



Apr 2018: Sp. Ed.

be used to select for further investigation those children who are at serious risk of developing

the relevant condition.

• The monitoring of growth and development of under – 6 children is one of the basic requisites

of paediatric care.

Trivandrum Developmental Screening Chart (TDSC):

• The Trivandrum Developmental Screening Chart (TDSC) was designed at the Child

Development Center in India (Nair et al., 1991).

• Seventeen test items were chosen to include mental and motor development milestones over

the first 2 years of age. The range for each test item was taken from the norms given in the

Bayley Scales of Infant Development (Baroda norms).

• A vertical line is drawn, or a pencil kept vertically, at the level of the chronological age of the

child being tested.

• If the child fails to achieve any item on the left side of the line they are considered to have

developmental delay.

• TDSC was validated against the DDST in a two stage study in India. The TDSC showed

clinically acceptable sensitivity of 66.7% and specificity of 78.8% against DDST as gold

standard.

• The chart is recommended as a mass screening test for detection of developmental delay in

children under 2 years of age. It can be done in 5 minutes by a health worker.

• It was noted by the authors that the screening chart was being field tested for use by AWWs

in a major community study, but it has not been possible to locate further substantive articles

in relation to this.

Need of the Study:

• Observation of the development of infants and pre‐school children can enable the

identification of children who have or at risk of developmental disabilities so that early

intervention can be targeted to these children.



Apr 2018: Sp. Ed.

• The need of early intervention is to intervene early in children’s lives to promote early child

development and consequently avoid or reduce future risks to the child’s health, well‐being

and social inclusion.

Aim of the Study:

The aim of the study was to find out the developmental profile of children under six years.

Objectives of the Study:

The objective of the study was to find out the developmental profile of children under six

years.

Methodology:

Study Setting:

The study was conducted at Primary Health Centre and Anganwadi around the Tenkasi

Village (7 Blocks).

Study Duration:

The screening program was done every Wednesday at PHC and Anganwadi from march

2017 to July 2017.

Procedure:

• A TDSC (Trivandrum Developmental Screening chart) is a simplified form of Bayley scale of

infant development Screening Test was used to screen the children.

• This detailed screening test comprised of five major developmental areas, namely (i) gross

motor, (ii) vision and fine motor, (iii) hearing, language and concept development, (iv) self

help skills v) social skills.

• The age of attainment of skills in each of these developmental areas was compared with the

average age of attainment of a milestone and any lag from this reference was deemed as a

delayed milestone.



Apr 2018: Sp. Ed.

• As per the assessment protocol any child showing a developmental delay in any one of

the72items studied in the TDSC instrument, is considered as a child with developmental

delay.

• Accordingly, the sample was classified as “normal” and “delay in development”.

• About 3753 children were screened by our (Community Rehabilitation Worker) CRW and

specialist team (Physiotherapist, Special Educator, Speech Trainer) in every Wednesday from

March month of July around the Tenkasi village (in 7 blocks).

• The screening reports were forwarded to the research team by the end of the screening

program.

Data Presentation:

Demographical Characteristic:

PARTICULARS FREQUENCY PERCENTAGE

NUMBER OF CHILDREN

One 1410 36.7

Two 2010 52.3

Three 340 8.9

Four and above 80 2.1

BIRTH ORDER

First 1730 45.1

Second 1860 48.4

Third 160 4.2

Fourth 90 2.3



Apr 2018: Sp. Ed.

• The two - child norm (52.3%) was found to be very popular among the sample, followed by

single child (36.7%) and 8.9 percent had 3 children and 2.1 percent had four. With regard to

the birth order of children, the majority (48.4%) were second born, followed by first born

(45.1%) The number of children were comparatively few in the birth order of third (4.2%) and

fourth (2.3%).

• As per the assessment protocol any child showing a developmental delay in any one of the 17

items studied in the TDSC instrument, is considered as a child with developmental delay.

Accordingly, the sample was classified as “normal” and “delay in development”.

• The results revealed that 96.1 percent of the sample had normal development. The delay in

development was observed among 3.9 percent. Age wise analysis indicated absence of

developmental delay up to three months for girls and up to six months for boys.

GENDER TDSC

Classification

0-12 months 13 – 24 months More than 24

months Number Number Number

BOYS

Normal 250 1010 490

Delay 10 12 12

Total 260 1022 502

GIRLS

Normal 350 1100 490

Delay 9 8 12

Total 359 1108 502

TOTAL

Normal 600 2110 980

Delay 19 20 24

Total 619 2130 1004



Apr 2018: Sp. Ed.

Discussion:

• The present results are agreeable with the observations by Nair and Pejaver (2000) at

Kudapanakunnu and Vattiyoorkavu Panchayat, Trivandrum District, where the prevalence

rate of developmental delay was 3.9 percent. The prevalence of developmental delay reported

by various authors in different studies conducted in Kerala ranged from 3.5 to 10 percent

(Rydz et al., 2005; Nair and Radhakrishnan, 2004; Louise et al., 2002; Lewis and Judith,

1994).

• Whereas using the same instrument, TDSC, Meenai and Longia (2009) in Bhopal identified

19 children out of 200 (9.5%) to have a developmental delay of which seven children

(36.84%) were less than 6 months of age, equal number of children were of age between 6 to

12 months, three children (15.78%) were between 12 months to 18 months of age and two

children (10.52%) were between 18 to 24 months.

• The risk of developmental delay depends on the interaction between biological and

psychosocial variables (Persha and Rao, 2003). Therefore, it is difficult to identify specific

aetiology (Matthew, 2002). From the review of the literature, it appears that intellectual

disability can have multiple causes and the more the number of risk factors, the greater the

chance of significant developmental delay.

Conclusion:

We diagnosed about 63 children with developmental delay based on the screening method at

various PHC and Anganwadi around the Tenkasi village by the use of the Trivandrum

Developmental Screening chart from March to July.

References:

1) Fewtrell, M.S. Morgan, J.B. Duggan, C. Et al. 2007. Optimal duration of exclusive Breast

feeding: What is the evidence to support the current recommendation?. American Journal of

Clinical Nutrition. 85,2:639S-645S

2) Illingworth, R.S.1999. The Development of the Infant and Young Child- Normal, and

Abnormal..Edinburgh and London; E and S Livingstone Ltd., 9th edn.



Apr 2018: Sp. Ed.

3) Lewis, R. F. Judith, S. P. 1994. Infant or young child with developmental delay. The New

England Journal of Medicine. 330,7:478-483.

4) Louise, H. Alison, S. Jon, D. et al. 2002. Evidence based case Reviews: Investigation of

children with “Developmental Delay”. Western Journal of Medicine. 176,1:29- 33.

5) Malik, M. Pradhan, S.K Prasuna, J.G. 2007. Screening for psychosocial development among

infants in an urban slum of Delhi. Indian Journal of Pediatrics. 74:841–845.

6) Mathew, A. 2002. Prenatal psychological stress: a significant factor in mental retardation.

Disabilities and Impairments. 16:42-46.

7) Meenai, Z. Longia, S. 2009. A study on Prevalence & Antecedents of Developmental delay

among Children less than 2 years attending Well Baby Clinic Department of Pediatrics,

People’s College of Medical Sciences and Research Centre, People’s Campus Bhanpur,

Bhopal-462037(M.P.) People’s Journal of Scientific Research. 2,1:9-12.

8) Nair, M. Radhakrishnan, S. 2004. Early childhood development in deprived urban

settlements. Indian Pediatrics. 41:227-237.

9) Nair, M.K.C. Pejaver, R.K. 2000. Child development 2000 and beyond. Prism Books,

Bangalore. 99-107.

10) Persha, A.J. Rao, V. R. P. S. 2003. Early intervention-A service model: early intervention to

IUGR children at risk for developmental delays. Secunderabad: National Institute for the

Mentally Handicapped.



Apr 2018: Sp. Ed.

Educating the Children At The Risk Of Dyslexia Mr. K. Kannadasan,

Research Scholar, Dept.of Educational Technology, Bharathidasan University, Tiruchirappalli – 620023

Dr. I. Muthuchamy, Professor, Dept.of Educational Technology, Bharathidasan University,

Tiruchirappalli – 620023

Abstract

This paper explains about learning disabilities which refer to a number of disorders that may

affect the attainment, organization, retention, sympathetic or use of verbal and non-verbal

information. These disorders affect learning for every person who then exhibit average abilities

important for thinking and reasoning. Learning disabilities are due to genetic or neurobiological

factors are injury that alters brain operation in a way which affects one or more processes associated

to learning. These disorders are not due primarily to hearing and vision problems, socio-economic

factors, cultural or linguistic differences, lack of motivation or ineffective teaching, while these

factors may confuse the challenges faced by every person. Educators have been mindful of the gain of

proclaiming children to enhanced learning environments that reinforce a primary learning style are

visual, auditory, or kinesthetic learner. Hence, if a child has a specific learning disability like

dyslexia. The trained teacher/special teacher educator will identify what to expect and what not to

expect from them by conducting educational program and for encouraging their best possible

outcome of learning.

Keywords:DYSLEXIA, Learning disability, Visual problems

Introduction

Dyslexia is one of the Specific Learning Disabilities are problems that affect brain’s ability to

gain, store information, evaluate, practice in reading ability for every individuals. In India, 10-14% of

school going students is suffering from specific learning disabilities has estimated at least 5 students

in an average sized classroom with Dyslexia. It found to be one of the most common with affecting

80% of all those identified as their learning disabilities which some research studies documented that

was a lack of awareness about dyslexia in our country. The individual’s IQ fall within the normal

range academic ability of children falls substantially below age and education level, that significantly

interferes with academic achievement as the source of the difficulty is in the brain. Children and



Apr 2018: Sp. Ed.

adults with a learning disorder have trouble in dispensation and physical information which inhibits

in their daily activities at school and work.

Dyslexia

The term ‘dyslexia’ is derived from Greek words “dys” which means difficulty and “lexis” it

means language. Hence, the term dyslexia refers to “difficulty with words and language” (Doyle,

2002). The origin of dyslexia emerged from a German ophthalmologist; Rudolf Berlin made the first

reference to identified dyslexia because it is a hidden disability as a result identification of dyslexia

requires keen thought, transmission, valuation and analysis. The understanding of symptoms of

dyslexia helps teachers to identify the students with dyslexia in the early stages of education.

Risk Of Dyslexia

The trust areas are to be considered when carrying out an evaluation on at risk of dyslexics;

• Word recognition

• Decoding

• Spelling

• Phonological processing

• Automaticity / Fluency skills

• Reading Comprehension

• Vocabulary Knowledge

Learning Disabilities

“Learning Disabilities” refer to a number of disorders which may affect the acquisition,

organization, retention, understanding or use of verbal and nonverbal information. These disorders

affect learning in individuals who otherwise demonstrate average abilities essential for thinking

and/or reasoning. The Federal Register (1977) uses the term “learning disability” as a disorder in one

or more of the basic psychological processes involve in understanding or using languages, spoken or

written which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell and

work mathematical calculations. This term includes perpetual handicaps, brain injury, minimal

dysfunction, dyslexia and developmental aphasia.



Apr 2018: Sp. Ed.

a) What and How?

Learning disabilities result from impairments in one or more processes related to observing,

thinking, remembering or learning. Language processing, phonological processing, visual spatial

processing, processing speed, memory and attention and executive functions.

b) Severity

Learning disabilities range in severity and may interfere with the acquisition and use of one or

more of the following:

• Oral language (listening, speaking, understanding)

• Reading (decoding, phonetic knowledge, word recognition, comprehension)

• Written language (spelling and written expression)

• Mathematics (computation, problem solving).

Learning disabilities also involve difficulties with organizational skills, social perception,

social interaction and perspective talking.

c) Factors and Conditions

Learning disabilities are due to genetic and/ or neurobiological factors or injury that alters

brain functioning in a manner which affects one or more processes related to learning. These

disorders are not due primarily to hearing and/or vision problems, socio-economic factors, cultural or

linguistic differences, lack of motivation or ineffective teaching, although these factors may further

complicate the challenges faced by individuals with learning disabilities. Learning disabilities may

co-exist with various conditions includes attentional,behavioural and emotional disorders, sensory

impairments or other medical conditions.

For success, individuals with learning disabilities require early identification and timely

specialized assessments and interventions involving home, school, community and workplace setting.

The intervention needs to be appropriate for each individual’s learning disability subtype and at a

minimum, include the provision of;

• Specific skill instruction

• Accommodations

• Compensatory strategies

• Self-advocacy skills



Apr 2018: Sp. Ed.

Frequent Signals Of Learning Disabilities

• Delay in understanding or using spoken language

• Difficulty understanding simple instructions

• Lengthy pause before naming objects and colours

• Limited awareness or interest in books and other materials

• Difficulty coloring or drawing

• Problems with motor coordination

• Short attention span (won’t sit through one story book)

School-Age Children Learning Difficulties

• Difficulty in understanding and following instructions

• Trouble in remembering what someone just told them

• Failing to master reading, spelling, writing and/or math skills and therefore fails

schoolwork

• Difficulty in telling the difference between “right” and “left”, problems identifying words

or a tendency to reverse letters, numbers or words (e.g., confusing “b” with “d”, 18 with

81, or “on” with “no”)

• Lacking motor coordination when walking, playing games, holding a pencil or trying to tie

a shoelace

• Frequently loses or misplaces homework, schoolbooks or other items

• Unable to understand the concept of time, confused by the difference between yesterday,

today and tomorrow.

Conditions Affecting Concentration

Concentration difficulty is a decreased ability to focus your thoughts on something.

Concentration difficulties can be related to difficulty staying awake, impulsiveness, intrusive

thoughts or concerns, over activity or inattention. They can be caused by medical, cognitive or

psychological problems or may be related to sleep disorders or medications.

• Anxiety

• Depression

• Stressful events

• Emotional trauma



Apr 2018: Sp. Ed.

• Other conditions affecting concentration make learning more of a challenge

• Difficulty in mastering certain academic skills can also stem purely from neurological

conditions.

Signs Of A Learning Disability

While there is no one “sign” that a person has a learning disability, there are certain clues.

We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend

to be identified in elementary school. The schools focus on the very things that may be difficult for

the child reading, writing and math, listening, speaking and reasoning. A child probably won’t show

all of these signs, or even most of them. However, if a child shows a number of these problems, then

parents and the teacher should consider the possibility that the child has a learning disability.

Students are at risk of learning disability have these problems they are as follows;

• May have trouble learning the alphabet, rhyming words, or connecting letters to their sounds

• Make many mistakes when reading aloud, and repeat and pause often

• Have real trouble with spelling

• Have very messy handwriting or hold a pencil awkwardly

• To struggle to express ideas in writing, vocabulary understanding and remembering sounds of

letters etc.

• Trouble in understanding jokes, comic strips, sarcasm and confuse math symbols and misread

numbers

Learning Disabilities Of Dyslexia Idea For Children For the children, some common interventions and accommodations that can be used with their

regular classroom activity to assess their learning difficulties.

Visual Problems

• For problems with reading – try enlarged print for books, papers, worksheets or other

materials which make tasks more manageable

• Improving tracking and focus – using colored construction paper, cut a window out of a

rectangle to create a frame that is placed on the top worksheet, it helps keep the relevant

numbers, words, or sentences, in clear focus while blocking out much of the peripheral

material which can be distracting. As the child’s tracking improves, the prompt can be

reduced. For example, after a period of time, you can replace the “window” with a ruler which



Apr 2018: Sp. Ed.

still provides additional structure. This can be reduced further by having the child point to the

word they are reading with their finger or pencil

Auditory Problems

• When giving verbal instructions – try to supplement with written materials or other visual

clues

• Simplify verbal directions – give two commands instead of three, slow the rate of speech

and minimize distractions

• Help build auditory processing skills – rhyming games build phonics awareness and

improve discrimination skills between similar and different sounds; sorting games involving

verbal commands help to improve memory

Primary Learning Style

For years educators have been aware of the advantages of introducing children to enriched

learning environments that reinforce a primary learning style whether they are visual, auditory, or

kinesthetic learner.

• A visual learner often thinks in pictures and can more easily comprehend a lesson if provides

with visual aids. They understand the teacher’s intended communications by paying close

attention to the teacher’s facial expressions, eye contact, hand gestures and body language. If

a visual learner is only presented with verbal information he/she will absorb and retain less

information than if the verbal instructions were combined with visual materials.

• An auditory learner interprets the under laying meaning of speech through tone, pitch and

voice speed.

• Kinesthetic learners absorb information more easily by physically interacting with their

environment through movement, drawing or talking notes

• Knowing what a child’s primary learning style is and it to maximum their ability to

understand information: can help a child reach their optimal potential.

• Learning disabilities can be very worrying for kids and adults. If one have a learning

disability it does not mean that he/she is dumb. It only means that some parts of the brain do

not deal with information as well as others do.

• Often children with learning disabilities are really good in areas like art and science. There are

some known people whose learning disabilities did not stop them from becoming famous and

doing wonderful things in their lives.



Apr 2018: Sp. Ed.

If a child has a specific learning disability as dyslexia, teacher will identify what to expect and

what not to expect from them by conducting educational program.

Conclusion

Once parents and teachers notice that an individual is having problems with certain

developmental milestones like speaking, reading, writing it is best to seek help from trained

personnel’s. Learning disability is a life-long disability but the effects of learning disabilities can be

controlled with appropriate support, guidance and interventions at home and school. School and

home vigilance are needed to identify and help children with learning disabilities and early

interventions promises handsome dividends. Parents and Teachers need to listen to these children,

instead of accusing them as being de-motivated. Parents and Teachers need to observe the children

more closely at home and school and have them evaluated by trained personnel for the presence of

any type of learning disability.

References

1) ASER. (2014) Annual status of Education Report. Retrieved on December 23, 2014 from

http://www.asercentre.org/education/level/india/media/p/74.html/509

2) Biney Jayesh (2008) Learning Disabilities, Adarsh Trust, Kureekkad.

3) National Institute of Child Health and Human Development. Prevalence of Dyslexia in

India. Retrieved from National Institute of Child Health and Human Development, 2012.

4) Sheila Saravanabhavan (2008) What we need to know about Learning disabilities, Journal

of Research and Reflections on Education, vol.7, No. 1, Palayamkkottai.

5) Sharma. R.A (2006) Psychology of Teaching-Learning Process, Lall Book Depot, Meerut.



Apr 2018: Sp. Ed.

Educational Provisions for Children with Mild Metal Retardation

Dr. K .K. Murugan,

Assistant Professor, Department of Education,

Gandhigram Rural Institute Gandhigram – 624 302.

Abstract

Children with Mild mental retardation are often neglected in the regular schools and they constitute

nearly 5-6 percent. These children face lot of difficulties, as their special needs are not met with by

regular teaching. In addition, even, parents are not ready to accept the fact that these children need

special education with adapted curriculum and instructional methods; they continue to be placed in

regular schools. As the result, these children are expected to learn the syllabus meant for normal

children in all academic areas, which becomes obviously difficult for them. Children with mild

mental retardation are capable of studying and they can learn curriculum meant for these grades

provided remedial instruction is supplemented to general education.

Keywords: EMR- Educable Mentally Retarded; AAMR- American Association of Mental

Retardation; IED- Integrated Education for Disabled

Introduction

Special education refers to the system of educational programmes and services, which provide

assistance to handicapped or disabled persons to develop their potential. These children may be

mentally retarded, learning disabled, emotionally disturbed, deaf or hard of hearing impaired or

visually impaired or physically handicapped. It has been estimated that 10 to 15 percent of all

children worldwide have a mental or physical handicap or disability and may thus have difficulty in

maximizing their potential and learning in educational programmes and systems established for the

non-handicapped or non-disabled (United Nations Children’s Fund, 1980).

As a discipline, Special Education is relatively young and most programmes have evolved

during the twentieth century. Many current practices in the field have been developed since the early

1960s, a period marked by dramatic shifts about appropriate treatment of disabled persons and by



Apr 2018: Sp. Ed.

rapid increases in the quantity and quality of available educational services. Special Education

continues in a state of transition. Issues concerning financial commitment, adequacy, and

appropriateness of practice have been proposed; their efficacy has not yet been fully established.

Educational Provisions and Policy Initiatives

The provisions for children with special needs in India have followed the global trends

(Bowley and Garder, 1980). The needs of children with physical impairment, the blind, the deaf and

the orthopaedically handicapped were served earlier than those of the mentally retarded or learning

disabled. It has been documented that a very small percentage of children with special needs get any

services. Although a large majority of children with special needs live in rural areas. The children in

urban areas get more services.

The National Policy on Education (NPE Government of India, 1986) marked a turning point

in the planning for the quantity and quality of special education programmes and policies. The

Government of India had adopted a centrally sponsored scheme of integrated education for the

disabled in 1975. In view of the NPE (1986) the scheme was revised and demonstration projects

(Projects for Integrated Education for Disabled PIED) were started in 1987 in several states by the

NCERT, New Delhi with financial assistance from UNICEF.

In addition, to promote research, training, documentation and consultancy, National Institute

for major categories of disabilities were established in the late 70s and early 80s. Thus the National

Institute of Visually Handicapped at Dehradun came to be established 1979, National Institute for the

Orthopedically handicapped at Calcutta and National Institute of Hearing Handicapped at Mumbai

both in 1982, and the National Institute for the Mentally Handicapped at Secundarabad in 1984. The

National Institute of Mental Health and Neurosciences (NIMHANS) at Bangalore, Indian Council for

Child Welfare and National Institute for public Cooperation and Child Development (NIPCCD) both

at New Delhi, are also rendering valuable services.

Special Education And Intervention Services In India:

Studies in this area have tended to be descriptive. Experimental studies undertaken to

investigate the comparative effectiveness of various intervention strategies are conspicuous by their

absence. Quite a few papers were presented at the third all India conference on educational research

(NCERT, 1981). A few recent studies have investigated the effectiveness of scheme of Integrated

Education of Disabled (IED). Jangira and Mukhopadhyaya (1991) were worked on this IED

programme.



Apr 2018: Sp. Ed.

Some investigators have initiated attempts to develop and field test alternative strategies of

educating children with special needs and stimulating the risk infants. Ramaa, S following her

doctoral work on dyslexia (Ramaa, 1985) had developed to teach reading and writing of Kannada to

children with learning disabilities and mild mental retardation (Ramaa, 1989, 1992)

Two recent longitudinal studies at the infant testing center, M.S. University of Baroda

documented the effectiveness of specially designed intervention based on infants functioning

implemented by the mothers of CBMR and mild to moderate MR infants (Nandurbarkar, 1991,

Vashist, 1990).

In spite of all these initiatives, the situation does not warrant complacency. Though there are

special education programmers for mentally retarded children, the mild mental retarded children are

somehow neglected. The regular schools have nearly 5-6 percent for mild mentally retarded children

they face lot of difficulties as their special needs is not met with by regular teaching. As parents are

not ready to accept the fact that these children need special education and have to be taught in special

class with special curriculum and instructional methods, they continued to be in regular schools only.

As the result these children are expected to learn the syllabus meant for normal children in all

academic areas, which is obviously difficult for them. Since mild mentally retarded children are

capable of studying up to 3-6 grades level and they can also learn curriculum meant for these grades

provided remedial instruction is supplemented to general education. In India, studies to develop

remedial instructional programmers for mild mentally retarded children particularly in Environmental

Studies-II (Science) are limited. Hence, the investigator has taken up this study.

Concept And Nature Of Mental Retardation

Mental Retardation is a powerful term used to describe a level of functioning significantly,

below what is considered’average’. The mental retardation has been known for centuries and

different terms have been used to explain it. Early in the Twentieth century, the terms moron,

imbecile and idiot explained the three levels of retardation. During 1940 the term feeble-minded was

used. The recent years terms like 'mental sub normality and developmental disability ' are being used.

Mental Retardation has been most often characterized by two dimensions limited intellectual

ability and difficulty in coping with social demands of the environment. Thus, all individuals with

mental retardation must, by definition, demonstrate some degree of impaired mental abilities, most

often reflected in an Intellectual Quotient (IQ) significantly below average, which necessarily related



Apr 2018: Sp. Ed.

to a mental age (MA) appreciably lower than the individuals chronological age (CA). Assessment of

mental retardation is done using standardized IQ tests behaviour tests and functional assessment kits.

Levels Of Mental Retardation:

Mental retardation exists at different levels of severity that is, while some individuals possess

mental retardation at mild level (i.e., possess mild intellectual and adaptive behaviour deficits), others

possess mental retardation at more severe level. The AAMD has identified four levels of mental

retardation ranging from mild to profound [Grossman, 1983].

Table-1.Levels of Retardation as a measure of IQ range as obtained from the AAMD classification

scale [1983].

Retardation Level Suggested I.Q.Range

Mild 50-55 to 75

Moderate 35-40 to 50-55

Severe 20-25 to 35-40

Profound Below 20 or 25

Terms such as educable and trainable reflect alternative system that has been used in School

environments. These terms in use today in many places, it is common to hear students referred to as

EMR (Educable Mentally Retarded) and TMR (Trainable Mentally Retarded). The terms correspond

somewhat to the 1983 AAMR system’s terms mild and moderate/severe retardation respectively.

Characteristics Of E M R Children

a) Physical Characteristics: In Physical status and motor coordination most EMR children

approximate to normal children. Many retarded children come from substandard homes,

which generally inferior sanitation and attention to health matters.

b) Intellectual Characteristics: These children show low performance on verbal and non-verbal

intelligence tests. The IQ will be in the range of 50 to 75. They have low memory language

conceptual and perceptual abilities.

c) Academic Characteristics: The EMR children are not ready for reading, writing, spelling

and counting, when enters school at the age of 6. They do not begin to acquire these skills

until about 8 to 11 years.

d) Personal and Social Characteristics: Short attention, span, or lack of concentration and

participation in a regular classroom. Low frustration tolerance has been seen in Children with

Mental Retardation. Behaviour problems are also found in these children.



Apr 2018: Sp. Ed.

e) Occupation: They can learn to do skilled and semi skilled work at the adult level.

Conclusion:

Traditionally, it was believed that mentally retarded are incapable of benefiting from class

room instructions but Davies and Ball (1978) have found in an experiment that mild mentally

retarded children can be challenged by natural phenomena in the environment and can be

benefited from the experience of observation, exploration investigation and problem solving. The

programme like remedial instructional will be effective in improving understanding and skills of

science and applications to them in day to day life situations as these children can be made

intellectually possible some extend.

References:

1) Agarwal, Y.P. (1973). New Dimension in Education, Dept. of Education, Kurushektra

University, Kurushetra.

2) Bhatnagar,, Asha and Guptsa, Nirmala (1999). Guidance and Counselling- Vol-II: Vikas

Publishing House pvt. Ltd. New Delhi

3) Dattilo, John et al. (1999). Effects of Leisure educational programme on youth with MR,

journal of education and training in mental retardation and developmental disabilities, 34(1),

pp. 20-34

4) Dunn, Lloyed, M. (1963) Exceptional children in the schools (2nd ed.) Holt. Rineart and

winston, inc, London

5) Garton, Malinda Dean (1970) Teaching the educable mentally retarded. 3rd ed. Charless c

Thomas, USA.

6) Geur Heart, Bill, R. et.al (1986). Teaching mild and Mentally Handicapped Students Prenctice

Hall of India, New Delhi

7) Government of India, Ministry of Human Resource Development (1991). Minimum Levels of

Learning at Primary Stage NCERT, New Delhi.

8) Murugan, K. K. (2010). Remedial Instructional Programme for EMR Children, Ph.D Thesis,

University of Mysore



Apr 2018: Sp. Ed.

Effect Of Strength And Balance Training In Children With Down’s Syndrome:

A Randomized Controlled Trial

Dr.Pavithra,

BPT, Physiotherapist,Amar Seva Sangam Ayikudy

Abstract

Down's syndrome is a genetic disorder that accounts for the largest single sub-grouping of children

with severe learning disabilities. Down's syndrome is the most easily recognizable of the many

childhood disorders. The aim of this study was to determine the effect of a strength and balance

training programme in these children. The study setting is in Achamputhur, Shenckottai and

kadayanallur PMRC centers and Randomized controlled trialdesignis adopted. Totally 23 Children

with down’s syndrome constituted the sample .Tools used were Handheld dynamometer, Bruininks

Oseretsky Test of Motor Proficiency(BOTMP).The results showed that a total of 28 children were

screened, of which 23 met the inclusion criteria Twelve children were randomly allocated to the

experimental group and 11 were in the control group. This study suggests that a specific exercise

training programme may improve the strength and balance in children with Down’s syndrome thus

the alternative hypothesis is accepted in this study.

Keywords: Intervention programme, down’s syndrome

Introduction:

. Down's syndrome is the result of a random accident at the very earliest stage in development, at the

point before sperm and egg first come together. Down's syndrome can occur in any pregnancy at any

maternal age, Although for reasons not yet understood older mothers arc more at risk, higher fertility

rates in younger women result in the majority of Down's syndrome babies being born to mothers in

the normal child bearing age range. Down's syndrome results from the presence of an extra copy, in

whole or part, of chromosome 21; in many publications, especially medical ones, the term 'trisomy

21' is also used. Chromosome 21 is one of the smallest human chromosomes. This was previously

believed to have around 1500 genes but was estimated in the Human Genome Project to have 225

genes, now revised to 329 (Rolzen &: Patterson, 2003). Whatever their number, the resulting extra

copies of these genes - ill themselves all perfectly normal - lead to harmful 'gene dosage' effects from

conception onwards. The extra copy disrupts physical and mental development throughout childhood

and into adult life. Inherited genetic characteristics, environmental factors, upbringing and



Apr 2018: Sp. Ed.

educational opportunities also play an important role in determining developmental outcomes,

however, just as they do for other children (Buckley and Bird 2001; DSA 2003).

• Down’s syndrome is a genetic disorder attributed to chromosomal abnormality (Trisomy 21).

• Global estimation of the incidence of the condition is 1 in 1,000 to 1 in 1,200 live births.

• Down’s syndrome is characterized by several clinical symptoms which include: orthopedic,

cardiovascular, neuromuscular, visual, cognitive and perceptual impairments.

• It is the most common genetic cause of developmental disability and affects both the gross

motor and fine motor skills of children.

• Several studies have demonstrated that individuals with Down’s syndrome have deficits in

eye–hand coordination, laterality, visual motor control, reaction time, strength and balance.

• Children with Down’s syndrome have been noted to have reduced strength of the hip abductor

and knee extensors as compared to children without Down’s syndrome.

• Children and adolescents with the condition have reduced quadriceps strength when compared

to children without mental retardation and with mental retardation without Down’s syndrome.

• They also reported that adolescents did not demonstrate the physiological increase in muscle

strength that typically occurs by 14 years of age.

• Muscle strength, especially the lower-extremity strength of individuals with mental

retardation, including Down’s syndrome, is of fundamental importance to their overall health

and their ability to perform daily activities.

• Thus the preservation of muscle strength at a satisfactory level is necessary for the activities

of daily living.

• Additionally, postural deficits have been identified in children with Down’s syndrome.

• Postural responses to loss of balance were slow in young children with Down’s syndrome,

and they concluded that these responses were inefficient for maintaining stability.

• And also suggested that balance problems in these children occur not due to hypotonia but

from defects within higher level postural mechanisms.

Need for this study:

• To identify the effect and how beneficial the balance training and strengthening in children

with down’s syndrome.



Apr 2018: Sp. Ed.

Aim of the study:

• The aim of this study was to determine the effect of strength and balance training programme

in these children.

• Objective of the study:

• Objective of this study suggests that a specific exercise training programme may improve the

strength and balance in children with Down’s syndrome.

Hypothesis:

Null hypothesis:

• The null hypothesis states that strengthening program and balance trainings are not give

beneficial effect on children with down’s syndrome.

Alternative Hypothesis:

• The alternative hypothesis states that strengthening program and balance training are give

beneficial effect on children with Down ’s syndrome.

Methodology

Study Setting:

• Achamputhur, Shenckottai and kadayanallur PMRC centers

Study Design:

• Randomized controlled trial

Study Population:

• Down’s syndrome

Sample Size:

• Totally 23 Children with down’s syndrome

• Experimental group 12

• Control group 11

Duration:

• 6 Weeks, three times a week

Selection Criteria:

Inclusion criteria:

o Children between the age of 7 to 15 years



Apr 2018: Sp. Ed.

o Ability to understand simple commands

o Ability to stand and walk independently

Exclusion criteria:

o Associated cardiovascular problems

o loss of Hearing and vision

o

Analytic Tools :

o Handheld dynamometer, Bruininks Oseretsky Test of Motor Proficiency(BOTMP).

Procedure:

• The children were randomly divided into the experimental and control group using stratified

random sampling.

• Stratification was done based on the average lower limb extension strength (average of hip

extensor, knee extensor and ankle plantar flexor strength).

• This was done to ensure homogeneity in both the groups.

• Within each strata, random sampling was done using chit method.

• Experimental or control group was written on a sheet of paper, placed inside an envelope and

sealed.

• The children within each strata were asked to pick a envelope to randomize them into two

groups.

• Participants in the intervention group underwent a specific exercise training programme

which included progressive resistance exercises for the lower limb and exercises for balance

training over a period of six weeks, three times a week.

• Strength training was started at 50% of 1RM.

Resistance exercises using sandbags were given for hip flexors, abductors, extensors, knee

flexors and extensors and ankle plantar flexors.

For each muscle group two sets of 10 repetitions were given, the resistance was increased by

half a kilogram (1.1lbs) when the child was able to complete the sets with ease and without

undue stress.

• Balance training:

The following activities were selected for balance training:



Apr 2018: Sp. Ed.

o Horizontal jumps

o Vertical jumps

o One leg stance with eye open

o Tandem stance

o Walking on line

o Walking on balance beam

o jumping on a trampoline.

Each activity was given initially for 10 repetitions; it was increased by five repetitions when

the child was able to do it with ease

Results:

• A total of 28 children were screened, of which 23 met the inclusion criteria and were included

in the study.

• Twelve children were randomly allocated to the experimental group and 11 were in the

control group.

• All the participants in the intervention group completed the exercise protocol successfully.

Strength:

• Table 1 and Chart 1 demonstrates the strength values of the muscles in the experimental and

control groups at baseline (pre) and following the six week intervention (post) and also the

change in the values following the intervention.

• Analysis between the groups revealed that following the intervention, the experimental and

the control group were statistically different (P50.05) in terms of the strength in all the muscle

groups.

ICAISA2017


Pre-post values and change in the strength of lower limb muscles i

Muscle group Pre test

Hip flexors 15.31

Hip extensors 10.57

Hip abductors 11.09

Knee flexors 13.44

Knee extensors 13.77

Ankle plantar

flexors

11.13

Balance:

• Similarly, for the scores of BOTMP, the total score of the balance subset increased from 10.50

(8.00–15.50) to 19.50 (16.25

• When analyzing the scores of the control and the experimental

period, they were statistically different except in three components:

0

5

10

15

20

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

post values and change in the strength of lower limb muscles in the experimental

Post test change

16.66 1.74

13.66 2.37

14.39 0.95

15.74 1.39

18.41 2.54

13.94 0.38

Similarly, for the scores of BOTMP, the total score of the balance subset increased from 10.50

15.50) to 19.50 (16.25–24.00) in the experimental group as documented chart 2.

When analyzing the scores of the control and the experimental group following the intervention

period, they were statistically different except in three components:

pre test

Column1

pre test post test


7 4 9 0 Apr 2018: Sp. Ed.

n the experimental

change

Similarly, for the scores of BOTMP, the total score of the balance subset increased from 10.50

24.00) in the experimental group as documented chart 2.

group following the intervention

pre test



Apr 2018: Sp. Ed.

• walking on a line, standing on a balance beam with eyes closed and stepping over a response stick

on the balance beam. Overall, there was a statistically significant difference (P¼0.007) in the

overall scores between the two groups.

pre-post values and change in the balance subset of BOTMP in the experimental group:

Balance subscale Pre test Post test change

One leg stance 2.0 4.0 1.0

One leg stance on

a balance beam

1.0 3.5 2.0

one leg stance on a

balance beam eye

closed

0.0 1.0 0

Walking forward

on a line

3.0 3.0 0

Walking forward

on a balance beam

1.0 3.5 1.0

Walking heel toe 2.0 3.0 1.0

Walking heel toe

on a balance beam

1.0 2.0 1.5

Stepping stick on a

balance beam

0.0 1.0 0

Total score 10.5 19.5 9.5

ICAISA2017


• Following the training, the children in the intervention group showed a statistically significant

improvement (P50.05) in the lower limb strength of all the muscle groups assessed.

• The strength of knee extensors was 12.12lbs in the control group versus 18.4lbs in the

experimental group; in hip flexors it was 12.34lbs in the control group versus 16.66lbs in the

experimental group post

• The balance of the children also i

balance subscale of BOTMP (19.50 in the experimental group versus 9.00 in the control

group, P¼0.001).

Conclusion:

• This study suggests that a specific exercise training programme may improve the

balance in children with Down’s syndrome thus the alternative hypothesis is accepted in this

study.

Limitations And Suggestions:

• One of the limitations of the study was that blinding was not done as the assessor knew which

group the patient was in.

• Also, the control group was not given any intervention; hence no attention was given to them.

• The improvement in the experimental group could have arisen from attention.

• Lastly, the sample size was small.

0

1

2

3

4

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

Following the training, the children in the intervention group showed a statistically significant


The strength of knee extensors was 12.12lbs in the control group versus 18.4lbs in the


experimental group post-intervention.

The balance of the children also improved significantly with an improvement in scores of the


This study suggests that a specific exercise training programme may improve the


Limitations And Suggestions:

One of the limitations of the study was that blinding was not done as the assessor knew which

s in.

Also, the control group was not given any intervention; hence no attention was given to them.

The improvement in the experimental group could have arisen from attention.

Lastly, the sample size was small.

pre test post test


7 4 9 0 Apr 2018: Sp. Ed.

Following the training, the children in the intervention group showed a statistically significant


The strength of knee extensors was 12.12lbs in the control group versus 18.4lbs in the


mproved significantly with an improvement in scores of the


This study suggests that a specific exercise training programme may improve the strength and


One of the limitations of the study was that blinding was not done as the assessor knew which

Also, the control group was not given any intervention; hence no attention was given to them.

The improvement in the experimental group could have arisen from attention.

pre test

Column1



Apr 2018: Sp. Ed.

• Future studies can be done with a larger sample size to enhance the applicability of the

results.

• Also, studies can be done using a more objective measure of balance like force platform and

the balance exercises which include components that occlude vision can be added.

• The long-term effect of such training programmes can be documented by doing follow-up

studies. It would also be interesting to see the effect of such interventions on activity levels

and physical function.

References:

1) Bertoti DB. Mental retardation: focus on Down’s syndromes syndrome. In Tecklin Jan S. ed.

Pediatric physical therapy. London: Lippincott Williams & Wilkins, 2008, 283.

2) Frith U, Frith CD. Specific motor disabilities in Down’s syndrome’s syndrome. J Child

Psychol Psychiatry 1974; 15: 292–301.

3) Mercer VS, Stemmons V, Cynthia L. Hip abductor and knee extensor muscle strength of

children with and without Down’s syndrome’s syndrome. Physical Therapy 2001; 13: 18–26.

4) Cioni M, Cocilovo A, Di Pasquale F. Strength deficit of knee extensor muscles of individuals

with Down’s syndrome syndrome from childhood to adolescence. Am J Mental Retard 1994;

99: 166–74.

5) Croce RV, Pitetti KH, Horvat M. Peak torque, average power, and hamstrings/quadriceps

ratios in nondisabled adults and adults with mental retardation. Arch Phys Med Rehabil 1996;

77: 369–72.

6) Pitetti KH. A reliable isokinetic strength test for arm and leg musculature for mildly mentally

retarded adults. Arch Phys Med Rehabil 1990; 71: 669–72.

7) Shumway-Cook A, Woollacott MH. Dynamics of postural control in the child with Down’s

syndrome syndrome. Physical Therapy 1985; 65: 1315–32.

8) Galli M, Rigoldi C, Mainardi L et al. Postural control in patients with Down’s syndrome

syndrome. Dis Rehabil 2008; 30: 1274–8.

9) Connolly H, Michael BT. Performance of retarded children, with and without Down’s

syndrome syndrome, on the Bruininks Oseretsky Test of Motor Proficiency. Physical Therapy

1986; 66: 344–8.

10) Tsimaras VK, Fotiadou EG. Effect of training on the muscle strength and dynamic balance

ability of adults with Down’s syndrome syndrome. J Strength Cond Res 2004; 18: 343–7.



Apr 2018: Sp. Ed.

11) Shields N, Taylor NF, Dodd KY. Effects of a community-based progressive resistance

training program on muscle performance and physical function in adults with Down’s

syndrome syndrome: a randomized controlled trial. Arch Phys Med Rehabil 2008; 89: 1215–

20.

12) Lewis C, Fragala M. Effects of aerobic conditioning and strength training on a child with

Down’s syndrome’s syndrome: A case study. Paediatric Physical Therapy 2005; 17: 30–6.

13) McBurney H, Taylor NF, Dodd KJ. A qualitative analysis of the benefits of strength training

for young people with cerebral palsy. Dev Med Child Neurol 2007; 45: 658–63.

14) Dodd KJ, Taylor NF, Graham HK. A randomized clinical trial of strength training in

youngEffect of strength and balance training in children with Down’s syndrome 431people

with cerebral palsy. Dev Med Child Neurol 2007; 45: 652–7.

15) Damiano DL, Abel MF. Functional outcomes of strength training in spastic cerebral palsy.

Arch Phys Med Rehabil 1998; 79: 119–25.

16) Eagleton M, Iams A, McDowell J, Morrison R, Evans CL. The effect of strength training on

gait in adolescents with cerebral palsy. Paediatric Physical Therapy 2004; 16: 22–30.

17) Wang WY, Chang JJ. Effects of jumping skill training on walking balance for children with

mental retardation and Down’s syndrome. Kaohsiung J Med Sci 1997; 13: 487–95.

18) Kamath VV. Hindi mulanche budhiman. Pune: Purohit and Purohit Co, 1962.

19) 1Parkih Arpana P, Goyel Neelam A. Mental performance in Down syndrome. Indian J

Pediatrics 1990; 57: 261–3.

20) Zwiron L. Exercise prescription for children. ACSMs resource manual for guideline for

exercise testing and prescription, 4th edn. London: Lippincott Williams & Wilkins, 2005.

21) Shields N, Dodd K. A systematic review on the effects of exercise programmes designed to

improve strength for people with Down’s syndrome syndrome. Physical Therapy Reviews

2004; 9: 109–11.

22) Wilmore JH, Cstill DL. Neuromuscular adaptations to resistance training. Physiology of sport

and exercise, 1st edn. Human Kinetics, 2005.

23) Kramer WJ. Strength training for sports. Olympic handbook of sports medicine. Oxford:

Blackwell



Apr 2018: Sp. Ed.

Effectiveness Of Tamil Finger Spelling In Developing Tamil Writing Skills

Among Primary School Children With Hearing Impairment

Mrs.R.Shanthi

Asst Professor (SG), Department of Special Education, Avinashilingam Institute for Home Science

and Higher Education for Women, Coimbatore - 641043

Prof.T.G.Amuthavalli ,

Professor ,Department of Education, Sri Padmavathi Mahila Visvavidyalayam,

Tirupati - 517502

Abstract

A study was conducted on“Effectiveness of Tamil Finger Spelling in Developing Tamil Writing Skills

among Primary School Children with Hearing Impairment” was conducted special schools in

Coimbatore district. The present study was quasi-experimental nature. That is pretest; post test with

one experimental group was employed. Performance of children with hearing impairment in writing

skills especially in spelling level was the dependent variable and independent variable were pretest

and post test. The study was designed on the basis of levels of students. The study was planned to

conduct in four phases.Basic Writing Skill for Primary Level (BWSPL) and Tool for developing Basic

Writing Skill. Tool for developing Basic Writing Skill consists of Tamil Finger spelling Package for

203 Tamil Alphabets based on Tamil Finger spelling Package for 30 Tamil Alphabets prepared by

the investigator in2015. Instructional package on usage of Tamil Alphabtestool to find the level of

writing. The result revealed that the simplified activity based method was the best method for

assessing children with special needs

Key words: Writing skill, Hearing impairment, Tamil Finger spelling, usage of Tamil Alphabtes

Introduction

Writing is the most essential form of communication, but in the hierarchy of language

abilities, it is usually the last to be learned. Written language allows one to communicate with others,

to express ideas and feelings, and share knowledge. In school, the quality of written expression

demonstrates that the child has mastered concepts and measures of academic learning in test.

Unfortunately what is often overlooked is the fact that writing is a complex skill that needs

coordination of several abilities. As Hughes noted (1955) Writing also requires the acquisition of



Apr 2018: Sp. Ed.

skills in a certain, logical sequence. When a child enters school, there is a distinct hierarchy of

writing tasks he is likely to encounter.

Due to hearing loss, Children with hearing impairment are unable to take part in literate

society hence they develop their reading skill without knowing, understanding and comprehending

the alphabet and they develop their writing skill without understanding of sound, graphical

representation of letters and word. At the end they are very poor in language development with

limited vocabulary. The effect of hearing loss creates impact in the development of receptive and

expressive communication skills, academic achievement and Vocabulary development

Statement of the Problem

The present study aims to collect the data about the effectiveness of Tamil sign alphabets as

a strategy for developing writing skills in children with hearing impairment. So the study is entitled

as “Effectiveness of Tamil Finger Spelling in Developing Tamil Writing Skills among Primary

School Children with Hearing Impairment”

Review of Literature

The present study is conducted mainly to develop the writing skills using instructional

package on Tamil Finger spelling, package for Tamil letters. In addition the following studies also

stress the problems in writing skills among Hearing impaired specially

Children with hearing impairment do not acquire language naturally. When they learn to read,

they are confronted with two main problems. Initially most of them are severely deficit in their

knowledge of verbal language followed by perception of written words which reflects as language

code. Stated by Varsha Gathoo (2006)

A study by Gormley & Sarchan Deily, (1987)statedthat severely and profoundly deaf

children produce grammatical errors in their writing. Because the child with hearing impaired is

retarded in reading and writing. Due to unawareness of the graphic representation of each alphabets

and knowing, understanding and comprehension of each alphabet, this will enhance the problem in

abstract writing \ independent writing and memory writing.



Apr 2018: Sp. Ed.

Paul (1998).Overall, it can be summarized that hearing impaired students struggle with the

mechanical and organizational skills of writing

Kelly, L. (1993) & Leybaert, (1993), When children who are deaf or hard of hearing begin

to read, learning the sounds of the letters is more important than learning the names of the letters. The

ability to manipulate the sound-symbol relationships is called phonics. The literature on the subject is

very clear: children with hearing losses are better readers if they are able to apply the phonics system

to reading.

Need for the study

Early identification and systematic intervention play important role in developing writing skill

of children with hearing impairment. In early learning period, the child needs curriculum adaptation

for acquiring reading and writing skills. Finger spelling is very important mode for aware of

alphabets and their difference and usage. Finger spelling is helpful in writing the words / sentences

without error. Writing skills is basically based on phonemics awareness, letter and sound association,

hand writing, spelling, punctuation and content, language. But children with hearing impairment are

very poor in above said aspects and they are only good in copy writing. When the children with

hearing impairment get awareness on finger spelling they can occur writing skills very easily.

Objectives of the Study

The major objectives of the study are to:

• To develop Basic writing skill inventory for Primary level children.

• To explore the writing skills of Hearing impaired students at primary level

• To develop Tamil finger spelling intervention package to enhance the writing skills

among children with hearing impairment at primary level

• To develop the instructional package on usage of Tamil Alphabets for developing

Tamil writing skill



Apr 2018: Sp. Ed.

Hypothesis of the Study

• There is no significant difference in writing skills of children with hearing impairment at

primary level before and after intervention of Tamil finger spellingpackage and package on

usage of Tamil Alphabets

Methodology

The present study was quasi-experimental nature. That is pretest; post test with one experimental

group was employed. Performance of children with hearing impairment in writing skills especially in

spelling level was the dependent variable and independent variable were pretest and post test. The

study was designed on the basis of levels of students. The study was planned to conduct in four

phases.

Tools

To attain this objective the investigator constructed the following tool to find the level of writing

i) Basic Writing Skill for Primary Level (BWSPL)

To analyze the basic writing skill at primary level, the researcher used the Tamil language test for

writing skill available in the (Tamil Nadu Syllabus) text book. Based on the factors explained by the

special educators and normal school teachers, the researcher designed and developed a tool namely

Basic writing skill for primary level. Initially the tool consisted of 115 items. Among 115 items

102 items were grouped, The remaining 102 items were subjected to jury opinion that is, teachers and

special educators which was reduced to 87 items The selected 87 items for to assessing the basic

writing skill for primary level children were administered on a representative sample of 100 students

(50 Normal (Age group of 7 - 8 years) + 50 Hearing impaired (Age group of 8 - 9 years)) studying in

corporation and Inclusive school in and around Coimbatore District. After undergo item analysis

process 27 items were retained out of 87 for the final form to assess the basic writing skill at primary

level, The 13 items were considered compulsory as referred by Centre for Testing and Evaluation,

Central Institute of Indian language. Mysore



Apr 2018: Sp. Ed.

Table - 3

The number of Area wise Items of the Basic Writing Skill for Primary Level

S.No Name of the Area No. of Items

1. Alphabets

• Vowel

• Consonants

3

2. Order of vowel based alphabets 6

3. Order of consonants based alphabets 8

4. Singular / Plural variation 6

5. Short / long vowels 4

6. Name of the word

• Colours

• Days of the week

13

Total 40

2. Tool for developing Basic Writing Skill

• To provide intervention to children with hearing impairment the investigator designed

and developed the following packages.Tamil Finger spelling Package for 203 Tamil

Alphabets based on Tamil Finger spelling Package for 30 Tamil Alphabets prepared

by the investigator in2015.

• Instructional package on usage of Tamil Alphabtes

Administration of the Tool

• The tool was administered to all the children with hearing impairment ranging from 7 to 9

years at primary level in three special schools at Coimbatore district.

• Basic writing skill test for primary level was administered to identify the writing skill level on

awareness of Tamil alphabets and usage of Tamil alphabet.



Apr 2018: Sp. Ed.

• This basic writing skill questionnaire tool consisted of 40 items. It consists of fill up the

answer type question for which the children with hearing impaired were asked to write the

answer on the option prescribed on the sheet. The investigator administered the tool to the

selected sample; it was shocking to note that the childrenwith hearing impairment at the age

of 9 years were not aware of the Tamil alphabets and usage of Tamil alphabets.After that, the

problem in writing skill was found. The Instructional package on Tamil finger spelling and

instructional package on usage of Tamil alphabets was implemented to the children with

hearing impaired to rectify their problems in writing skill especially under the criteria of

correcting their error in spelling. The above said type of intervention process was used in

developing writing skill especially in the aspects of knowing the spelling.

Scoring Procedure

The tool for basic writing skill had two points namely Responding and Not Responding. The

scoring for the tool is only, if the sample answer all the five items in each question, then a

score of one was given. If the children do not answer a score of zero was given.

Result and Discussion:

The basic writing skills inventory for primary level and was prepared administered to the50 hearing

impaired children by the researcher. The main objective of the study is to find out the Effectiveness

of Tamil Finger Spelling in Developing Tamil Writing Skills among Primary School Children with

Hearing Impairment. The data pertaining to the identification of writing problems of selected sample

were processed and analyzed with the use of quantitative and qualitative techniques. The result of the

study was discussed systematically.

Once the pretest was completed, an effective intervention was implemented with the help of package

on Tamil Finger spelling, package on usage of Tamil Alphabets to teach the experimental group of

children with hearing impairment for developing writing skills. The package consists of finger

spelling on vowels and consonants on a pictorial form accompanied with explanation

Writing skills of Hearing Impaired Children before and after Intervention of Tamil Finger

spelling package and package on usage of Tamil Alphabets

ICAISA2017


Writing skills of the selected sample of children with hearin

result is presented as percentage scores under the table

Table -

Comparison of writing skillsin children with hearing impairment

of Tamil Finger spelling package and package on usage of Tamil Alphabets

Significant at 0.05 level

It is clear from the table that there is a significant difference in the pre and post test mean scores of

the children with hearing impairment. From the above table it is indicated that the calculated t

(t=72.76) is greater than table value. Therefor

difference in writing skills of children with hearing impairment at primary level before and

after intervention”, is rejected Which proves the impact of the utilization of Instructional Package

on Tamil finger spelling and package on usage of Tamil Alphabets

Figure -

Comparison of writing skillsin children with hearing impairment in pre and post test

N Testing

Over all

(50)

Pretest

Posttest

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

Writing skills of the selected sample of children with hearing impairment were assessed. The

result is presented as percentage scores under the table

in children with hearing impairment before and after Intervention

Tamil Finger spelling package and package on usage of Tamil Alphabets


the children with hearing impairment. From the above table it is indicated that the calculated t

(t=72.76) is greater than table value. Therefore, the stated null hypothesis


is rejected Which proves the impact of the utilization of Instructional Package

l finger spelling and package on usage of Tamil Alphabets

in children with hearing impairment in pre and post test

Raw Score Mean SD t-value

311 6.22 2.80

72.76

1855 37.10 2.61

pre test post test

6.22

37.1


7 4 9 0 Apr 2018: Sp. Ed.

g impairment were assessed. The

before and after Intervention

Tamil Finger spelling package and package on usage of Tamil Alphabets


the children with hearing impairment. From the above table it is indicated that the calculated t-value

e, the stated null hypothesis “There is no significant


is rejected Which proves the impact of the utilization of Instructional Package

in children with hearing impairment in pre and post test

value P value

72.76 0.000

ICAISA2017


Writing skillsin children with hearing impairment

To observe the writing skills of children withhearing impairment before and after intervention,

data was collected, tabulated and analyzed as follows.

Table -

Correlation co-efficient ofwriting skills

intervention

Significant at 0.05 level

It is clear that there is a significant difference in the Correlation Co

children with hearing impairment. From the above table it is indicated that the calculated p

0.387) is significant at 0.05 level. Therefore


after intervention of Tamil finger spelling”

in the utilization of Instructional Package on Tamil finger spelling.

Figure -

Correlation co-efficient ofwriting skills

Before and after intervention

PretestPosttest

0.387 0.387

0.005

r value

Sample Size

50

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

in children with hearing impairment before and after Intervention

of children withhearing impairment before and after intervention,

data was collected, tabulated and analyzed as follows.

efficient ofwriting skillsin children with hearing impairment

It is clear that there is a significant difference in the Correlation Co-Efficientof pre and post test in

children with hearing impairment. From the above table it is indicated that the calculated p

0.387) is significant at 0.05 level. Therefore, the null hypothesis stated as


after intervention of Tamil finger spelling”, is rejected. So it is proved that there is a greater impact

in the utilization of Instructional Package on Tamil finger spelling.

efficient ofwriting skillsin children with hearing impairment

r value

P value

Posttest

0.387

0.005

Fi g ur e 8

Co r re la tio n c o- ef fic ie n t o f wri tin g sk i lls in c h ild r en wit h he a ri ng i mpa ir men t

b e fo re a nd a ft er i nt er ve n tio n P value

Testing r value

Pretest 0.387

Posttest


7 4 9 0 Apr 2018: Sp. Ed.

before and after Intervention

of children withhearing impairment before and after intervention, the

in children with hearing impairment before and after

Efficientof pre and post test in

children with hearing impairment. From the above table it is indicated that the calculated p-value (r =

, the null hypothesis stated as “There is no significant


is rejected. So it is proved that there is a greater impact

in children with hearing impairment

P value

0.005



Apr 2018: Sp. Ed.

Conclusion

Hence it is concluded that children with hearing impairment performed better in post test than pretest.

It is noted that gradual improvement was happened only because of implementation of intervention

package on Tamil Finger spelling and package on usage of Tamil Alphabets.Asmita huddar &

Varsha Gathoo (2006) the learning process is very important than academic performance of the

child. For the learning process and development of language, the Tamil finger spelling plays a

crucial role in the acquisition of Tamil language. Study proves that writing skill will be developed

through with help of Instructional Package. Hence, the instructional package may be helpful for the

teachers and the parents of the hearing impaired children, to give proper training in the area of basic

writing skill development. When the child gets proper training and intervention through instructional

package at right time, definitely they may develop their writing skill.

Bibliography:

1) Asmita.H, Rekha .M, Prabha. G, Varsha.G, (2006). Language and Communication. New

Delhi: Kanishka Publishers.

2) Gathoo. V., (Ed.) (2006). Curricular strategies and Adaptations for Children with Hearing

Impairment. New Delhi: Kanishka Publishers

3) Harris, M. & Beech, J.R. (1998). Implicit phonological awareness and early reading

development in prelingually deaf children. Journal of Deaf Studies and Deaf Education, 3,

Pp.205-216.

4) IGNOU study material - M .Ed Special Education

5) Johnson, D., Toms-Bronowski, S., & Pittelman, S. (1982). Vocabulary development. Volta

Review, 84 (5), (Pp. 11-24).

6) Paul P. , (1998)Literacy and deafness: The development of reading, writing and literate

thought , Boston, Maallyn and Bacon

7) Padden C.A (1991). The acquisition of fingerspelling by deaf children In: Siple P, Fischer S,

editors. Theoretical issues in sign language research. Chicago IL: University of Chicago

Press; (Pp. 193–210).



Apr 2018: Sp. Ed.

Web links

1) http://muse.jhu.edu/journals/sign_language_studies/summary/v001/1.3ramsey.html

2) www.babies-and-sign-language.com

3) www.mcneillandstone.co.uk/pauline-mcneill.html



Apr 2018: Sp. Ed.

Empowering Specially-Abled Communities with Technology

Dr.K.Saileela,

Assistant Professor,Department of Education,Annamalai University

Mr. Krishna Kumar Srivastava,

Associate Professor, Tapovan College of special education,Rajasthan.

Abstract

For years, differently-abled students have struggled in educational and non-educational society

because schools and society had some instructional problems. The result has been that disabled

students have long been subject to inadequate and lack of the educational opportunities. But the

rapid development and application of computer-based technology, however, has created a

remarkable change in the lives of disabled persons, ending the isolation and limited opportunities

disabled students have long faced. Technology has changed the way learning is created and

consumed in the 21st century. It has also brought in different possibilities to create ‘inclusive’

education learning that make into consideration the special needs learners as well – in educational

institutes as well as corporate organizations. This paper deals with different technologies that are

meant for persons with disabilities.

Introduction

Assistive technology (AT) is any item, piece of equipment, software program, or product

system that is used to increase, maintain, or improve the functional capabilities of persons with

disabilities. A person who has difficulty in moving can use a walking stick, crutch, walking frame,

wheelchair or tricycle; a person with visual impairments could take advantage of eyeglasses,

magnifier, magnifying software or a screen reader on a computer, a white cane, GPS-based

navigation device, read and write with Braille script, etc. all in an attempt to make life better. While

there is no dearth of assistive technologies available in India, they tend to be expensive and

unaffordable to most. One billion people in the world are differently abled, 21 million of which are in

India alone. Significantly, there are several organizations and students who are working on

technology-driven products that can empower the specially abled.



Apr 2018: Sp. Ed.

Some Of The Technology-Driven Products For The Specially Abled Are:

1. 3-D Printed Prosthetics – People who lose a limbs can go through a whole world of

unimaginable trauma. From ghost pains to being unable to do your regular activities like

even walking can take a physical as well as mental toll on anybody. Prosthetic limbs can be

extremely expensive and is not a feasible option for most people. However, with the advent

of technology, 3-D printed prosthetics are now a reality. Costing a fraction of regular

prosthetics, these 3-D printed prosthetics are far more accessible for amputees. From children

to individual and even pets have been fitted with 3-D printed prosthetics and it allows its

wearer the independence and ability to move at free will.

2. Artificial Intelligence Hearing Aids – Hearing aids have been around for a long time;

however, technology has taken it a couple of notches higher. Artificial Intelligence

technology in hearing aids provides its user with far better and environmental sensitive

hearing. For instance, some of these aids come with sound cancelling features where it

cancels whistling or wind so that the wearer can have undisturbed hearing and allowing the

wearer to hear soft sounds in loud environments. These new hearing aids have changed the

way a deaf person can hear and function with almost better than before hearing capabilities.

3. Voice Control on Smartphones – The above two technologies are far advanced technologies

that help the differently abled. However, there are plenty of things within our reach that are

extremely helpful to the differently abled. Cellphones for example are now extremely user

friendly for the differently abled. The Voice Control feature that most smartphones built

today come with is one such helpful feature. It allows users to voice in commands – from

making a call to someone to typing out text messages, the voice control feature gives the

visually impaired a level playing ground when it comes to using the most basic gadget in

today’s day and age – the cellphone.

4. DynaVoXEyeMax System – Another great high-tech development that enables people with

paralysis, cerebral palsy, stroke victims and other individuals with speech impediment to

communicate using just their eyes. The EyeMax system tracks the movement of the eyes and

allows the users to enter words which then get translated in speech. The System even comes

with predictive and pre-defined phrases that help children and the mentally disabled to easily

communicate.



Apr 2018: Sp. Ed.

5. Braille Technology and Finger Readers – Braille tech has advanced tremendously to help

the visually disabled. From smartwatches to computed keyboards, Braille has made it

possible for the visually challenged to access computers, internet, social media etc. Finger

Reader is another breakthrough technology that helps the visually impaired to read. The

Finger Reader is a small device that the user has to wear on their finger and simply point at a

book or even devices like kindle. The inbuilt camera recognizes the text and provides speech

output to the wearer. This device can also be used to translate books to other languages and

is a great way for the visually impaired to read independently.

Below Are Some Of The Upcoming Innovations For The Specially-Abled People:

• Outdoor mobility device- to enable wheelchairs to travel long distances, including narrow

alleys and even forest areas. A quick and easy add-on mobility device which can be attached

externally to a manual wheelchair. This converts it to an outdoor mobility device.

• Empowering cerebral palsy low-cost, prefabricated twin device to help correct the posture

for children with cerebral palsy. With adjustable features the product too grows with the

child’s age. The USP of the device is that the same product can be used as a sitting chair and

as a standing frame.

• Assistive cars is a a mechanism that can be easily installed under a car’s driving seat, making

it disabled-friendly. Turn Plus seats are designed to make car travel easy for a disabled

person, using an easily installable swivel seat mechanism. The original seat, along with its

track and reclining motion, remains intact. The seat is removed, the mechanism is installed,

and the seat is put back. So, there is no modification made in the car’s structure or core

functioning, except that it now becomes disabled-friendly,

• Mobile app for the deaf: the Q+ app harnesses the processing power of a smartphone to

enable it to be used as a complete and fully-functional hearing machine. It is designed to

maximise the listening experience based on the results of a simple interactive hearing test.

The app also gives the user an ability to control and customise sound quality by intelligently

enhancing hearing sounds and speech.

• Encyclopedia for the hearing impaired, the users can ask questions through a mobile app

(either in sign language or English), where they receive answers to their queries in Indian sign

language.



Apr 2018: Sp. Ed.

• Accessible videos: A mobile app service that instantly connects the user to a live interpreter.

Further, it also enables deaf people to make and receive calls.

• Real-time text to braille converter

• Letter-to-letter braille converter that prints the recognized letter in the Braille cell. The

product consists of a small cuboid which can be held with three fingers (thumb, index, and

middle) and get placed on a printed text. The user has to slide the cuboid on the text to read it.

Through this device, any ordinary hard copy of a book or newspaper can be instantly read by

the person. The device usage can also be expanded and enhanced based on user needs

and employability.

• Brain-controlled mobile application:Specially-abled people are incapable of using

technology as others do, because recent technologies such as mobile phones are supposed to

be used with our fingers. An individual who has lost his hand due to some reason might not be

able to use the technology to fulfill his/her needs. The device works on an

electroencephalogram using electrodes for reading brain waves.

• Gaming for the specially abled enables the specially-abled people to play video games. It

has in-built gesture-recognition-based control software.

• Smoothtalker, a device that helps those with speech defects communicate better and an eye

tracking device that empowers those with disabilities to communicate and interact with the

world are among a host of assistive technologies on offer for the differently-abled.

Some Of The Softwares For The Specially-Abled People

• JAWS (Job Access With Speech).

• After installation of JAWS, the user can listen to the commands via use of headset and

navigate the computer without any assistance. Another interactive program for Windows

called Talking Typing Teacher helps the child to learn typing skills on the keyboard. Screen

reader like NVDA (Non-Visual Desktop Access) reads the screen for MS office. For low vision

computer users, MAGic screen magnification software with speech offers big fonts and

magnification from 1x to 36x.

• Optical character recognition



Apr 2018: Sp. Ed.

o With the use of optical character recognition, now it’s possible to convert text to speech and

read a book via installation of Optical Open Book Software. Low vision users can enlarge the

font’s size and read it on the screen while others can hear the book.

• Text-to-speech software: With the help of this assistive technology, visually impaired

learners can automatically ‘hear’ the text that appears on the computer screen. Once the software

is installed on the learner’s computer, it can automatically ‘read’ anything onscreen – irrespective

of the format. So be it learning material in Word or PDF, discussions on a forum or even emails

or IMs – with text-to-speech converters, learners can access it all.

• Speech recognition software: For learners with physical challenges who cannot type, or for

learners with visual impairments, typing on the computer keyboard can be a tedious job – and

these learners may often require help from fellow learners. But with speech recognition software,

learners can independently type out their notes or assignments. With increasing technological

finesse, this software recognizes enunciations and modulations of the voice to include punctuation

in text as well. This produces high quality text that is a fair reflection of the learners’

understanding and puts the differently abled learners at par with other learners in the peer group.

• Visual aids: Visual aids are of different kinds and can be utilized by learners with varied

visual impairments. They include tools that convert on-screen text into Braille, magnify certain

portions of the screen text, or even convert certain portions of the text into audio.

• Audio aids: This category of assistive technology includes different tools for the hearing

impaired learners. Sound amplification tools heighten the audio element of the learning content.

Other alerting tools use flashing lights or icons to signal users instead of the usual sounds – to

catch the focus of the hearing impaired learners. Transcripts of learning videos are made available

with close-captioning to make sure that all learners can utilize them well.

• Physical aids: For learners with difficulties of motor co-ordination, stability or other physical

challenges, there are various assistive aids that can help them learn independently. These include

audio books and adaptive keyboards that prevent mistypes from hand tremors.

Conclusion

Assistive technology is playing an important role for the Specially-abled people. It is evidence

that the industries dedicate to help Specially-abled people as much as possible. The standard and

quality of the technology can have a very significant impact on the quality of life of a disabled



Apr 2018: Sp. Ed.

person. Awareness about various assistive technologies that are available for people with disabilities

must be informed. As this technologies explore the Specially-abled people in to a new life with their

right choices for their own lives. The disability is not the problem, but the accessibility is the problem

and hence awareness about assistive devices for the Specially-abled people must be informed to

improve their quality of life thus empowering them to contribute effectively for a life of dignity and

self sufficiency.

References

1) YourStory.com

2) https://www.gc-solutions.net/.../assistive-technology-creating-new-possibilities-for-diff.

3) https://researchmatters.in/.../science-and-technology-specially-abled-person’s-perspect..



Apr 2018: Sp. Ed.

Enhancing Learning Styles of Visually Impaired Students by Creative Methods of

Teaching

S. Muthulakshmi,

Ph.D. Scholar (Full time), Department of Education, Alagappa University, Karaikudi.

Abstract

Non-visual ideas help children with visual impairment (VI) to learn better. Any abstract concept

when taught to the child with VI supported by relevant non-visual teaching learning material will

certainly arouse the interest of the learner and contribute to the learning of the ideas in a better way.

Any visual idea can be converted into a non-visual experience in a number of ways. Appropriate

teaching learning materials which are tactile in nature, will transform the visual ideas to non-visual

experiences, which will enable the child with visual impairment to understand the concepts

effectively. Use of appropriate language in teaching of the concept enables the child with visual

impairment to use his auditory sense to learn the concepts.

Keywords: Visual Impairment, learning styles, teaching, blind

Introduction

Students who are blind or visually impaired, require adaptations to the environment,

materials, and instruction in order to have access to the curriculum. Each student with a visual

impairment will have his or her own unique visual needs. These needs will depend on the students’

visual impairment as well as other disabilities.

Definition of Visual Impairment

The definition of vision impairment by the Centers for Disease Control and Prevention (CDC)

says a visually impaired person’s eyesight cannot be corrected to a “normal level”. It may be said that

visual impairment is the functional limitation of the eye or eyes or the vision system.

Education for Visually Impaired

10 to 20 percent of all school age visually impaired pupils are educated in residential settings,

this option is vital. Historically, almost all blind students were educated in this setting. Placement in

a residential school for the blind has a highly beneficial effect on many students' growth and

achievement. We should not lose this educational option for blind and low-vision students who need



Apr 2018: Sp. Ed.

it because of family situation, lack of local resources or because of individual academic, intellectual,

vocational, or career needs.

There is a growing awareness among parents, teachers, blind youth, and the adult blind

community that the education which blind children are receiving is failing them. They are not

receiving a quality education which can prepare them to compete in the demanding high tech

economy and society of the 21st Century. They are not learning to use and trust the alternative

techniques which blind persons must have if they are to be successful. They are not developing the

positive attitudes toward their blindness, which are so essential to them, if they are to become mature,

responsible, productive adults.

Factors affecting students with Vision Impairment

All students have to manage their work load as effectively as they can, but for visually

impaired students this can be much more time consuming and requires good organizational skills.

The learning processes of students with visual impairment may be affected in the following ways:

Reading

• Extra time is needed for reading materials, and the student must wait for the material to be produced

for them. Skim reading may be very difficult or impossible and reading may need to be carefully

paced to avoid fatigue or eye strain. Headaches often result from eyestrain. This may reduce

considerably the study time available to these students.

• Finding books in the library may be impossible without assistance.

• Many will be unable to read examination questions and handouts in standard print or read their own

handwriting when answering examination questions. They may also be unable to take their own

notes. Extra time is needed to carry out some tasks, such as locating words in a text when shifting

from one reading medium to another.

Lectures

• It may take longer for students to write down lecture notes and they may be unable to see

PowerPoint slides or board work.

• Diagrams and new vocabulary can be problematic unless an oral description or additional

clarification is given.

• Documentation given out in the lecture may not be accessible to the student.



Apr 2018: Sp. Ed.

Written work

• There may be delays in starting writing because of the extra time needed for reading. It may take

longer to proof-read written work and to put a bibliography together. Presentation requirements may

not be met unless the student has support in doing this.

The Needs of Visually Impaired

For so many teachers visually impaired student sees nothing at all and as a result they may not

make the effort to make the teaching environment visually interesting for these learners. But in the

United Kingdom (UK) only around 5% of the Visually Impaired population have no sight at all and

the rest have some sight remaining which varies from one individual to another. Variations also exist

in the causes of visual impairment, its severity and the way it effects what the individual can see.

Therefore, Visually Impaired people might be able to see things in different ways to one another even

if they have the same eye condition.

There is no doubt that visual impairment enhances the difficulties that arise when Visually

Impaired people try to understand the world around them. As the teaching and learning environment

relies heavily on visual cues, things might become more complicated if educationalists do not look

for possible ways to meet the educational needs of their Visually Impaired learners.

Creative Methods for Learning the Subjects

The following are the creative methods of learning subjects for visually impaired Students

I) The Tiger Braille Formatter software application was developed so that users of embossers

could easily convert text in MS Office documents to Braille before embossing. Most MS Word and

Excel documents can be translated to Braille and reformatted automatically with no special editing by

the user. Formatter permits many user options including language. Presently more than 20 literary

Braille languages are supported, and the list is growing. Formatter is currently being expanded to

provide translation of math, in the form of MathML, to various Braille math codes as well as to

DotsPlus Braille.

II) Visually impaired students can now learn to read Braille on their own to a new educational

tool. Developed by T. Var EdTech a startup accepted to Harvard Innovation Lab’s



Apr 2018: Sp. Ed.

incubation program. The Read Read uses a combination of tactile and audio feedback to teach

the Braille alphabet to people who don’t have access to teachers.

Over the last half century, the use of braille has seen a decrease due in part to limited

resources, to the point that most blind students in the United States are illiterate. In fact, only about

8.5 percent of blind students get enough focused instruction to learn Braille, according to experts.

Realizing this, master’s student Alex Tavares looked for a new method and tool for teaching Braille

that would allow students to do so autonomously.

The Read Read is relatively simple and easy to use, featuring large tiles with Braille letters,

which students can arrange in slots to form words. When a student places a tile in a slot, an audio file

plays the phonetic sound of the letter. When a word is formed, the audio files sound out the word. A

twelve-week trial was recently held at the Perkins School for the Blind where students were given

the opportunity to test the device.

III) Schools need to invest in assistive technology and teacher training, and encourage

teachers to infuse creative ways of making material accessible to blind students. Schools require is

fresh and non-visual thinking. They need to incorporate experiential and immersive learning with

planned visits to the field, museum, factories, etc. into the curriculum. Adapting lessons for blind

students also gives sighted students the opportunity to learn beyond sight. Current trends in pedagogy

encourage practices that are student-centric. Teachers can no longer expect students to constantly

adjust to classrooms. They too will have to make concerted efforts to understand and integrate the

child’s needs and modes of learning.

Conclusion

The Sarva Shiksha Abhiyaan attempts to uphold the Right to Education Act. It promises to

supply accessible textbooks and teaching-learning resources to blind and low-vision students enrolled

in schools. This could prove to be excessively cost-heavy, with foreseeable administrative

bottlenecks preventing effective implementation.

The Right of Persons with Disabilities Act, 2016 guarantees blind persons reservations in educational

institutions as well as work places. Institutions need to gear themselves to not only admit, but also

adapt to the varying needs of diverse student bodies. Institutions must stimulate intellectual growth

among all students equally. Education has the power to empower. It has the ability to create level



Apr 2018: Sp. Ed.

playing fields for all kinds of students. Students must not have to rely on their personal initiatives and

support from civil society in order to pursue science.

References

1) Gardner, J., (2002) Access by Blind Students and Professionals to Mainstream Math and

Science, Proceedings of the 2002 International Conference on Computers Helping People

with Special Needs, Linz, Austria, July 15-20, 2002

2) Gardner, J. (2003) DOTSPLUS Braille Tutorial, Simplifying Communication Between

Sighted And Blind People, Proceedings of the 2003 CSUN International Conference on

Technology and Persons with Disabilities, Los Angeles, CA, March 19-22, 2003

3) Gardner, J., Soiffer, N., and Suzuki, M. Emerging Computer Technologies For Accessible

Math, Proceedings of the 2006 CSUN International Conference on Technology and Persons

with Disabilities, Los Angeles, March 21-25, 2006

4) Francioni, J., and Smith, A., (2002) Computer Science Accessibility for Students with Visual

Disabilities, Paper published in proceedings of 33rd SIGCSE Technical Symposium on

Computer Science Education, Northern Kentucky, February 2002, pp. 91-95

5) http://acb.org/content/issues-education-blind-and-low-vision-students-update



Apr 2018: Sp. Ed.

ICT Learning Acquisition Of Students With Vision Impairment Using NVDA

Dr. M. Prabavathy,

Assistant Professor,Centre for Differently Abled Persons, Bharthidasan University, Trichy,

Ms. V. Vijayalakshmi,

Guest Lecturer, Centre for Differently Abled Persons,Bharthidasan University,Trichy,

Dr. P. Kannan,

Guest Lecturer, Centre for Differently Abled Persons,Bharthidasan University,Trichy

Abstract:

Swift progress in information technology has transformed the whole World in the past few

decades into a global village where knowledge transform is being done in micro-seconds. Due to this

the structure of education and employment has changed dramatically. The acquisition of skill of

operating computers has become the most critical resource for education and economic development.

Technology development has ensured the independence of learning to all persons with or without

disability. Persons with vision impairment often lag behind in the acquisition of this skill of

computing due to scarcity of proper training centers and a result they become dependent on others to

get information and become a member of the global village The aim of this study is to explore the

training process undertaken at the Centre for Differently Abled Persons, Bharathidasan University,

Tiruchirappalli, Tamilnadu for students with vision impairment in teaching office automation course

through the open source software Non Visual Desktop Access. This paper gives the description of the

process of teaching and also suggestions for policy making based on their experience in teaching

Students with Vision impairment for the past seven years..

Keywords: Differently Abled, Vision Impaired, Computer Training Courses, NVDA

Introduction

In recent years, there has been a revolutionary change in approach, globally, to close the gap and

ensure that persons with disabilities enjoy the same standards of equality, rights and dignity as

everyone else. The United Nations Convention on the Rights of Persons with Disabilities, which was

adopted in 2006 and entered into force in 2008, signaled a ‘paradigm shift’ from traditional charity-



Apr 2018: Sp. Ed.

oriented, medical-based approaches to disability to one based on human rights. Former UN High

Commissioner for Human Rights, Louise Arbour, said, “The celebration of diversity and the

empowerment of the individual are essential human rights messages. The Convention embodies and

clearly conveys these messages by envisaging a fully active role in society for person with

disabilities.”The Convention on the Rights of Persons with Disabilities offers sufficient standards of

protection for the civil, cultural, economic, political and social rights of persons with disabilities on

the basis of inclusion, equality and non-discrimination. It makes clear that persons with disabilities

are entitled to live independently in their communities, to make their own choices and to play an

active role in society.

Students who are visually impaired face a number of challenges in accessing the computers as a

result of their disability. As per UNCRPD act, “Without special adaptive tools and techniques, they

do not receive the educational benefit of the “hands on” science experience, nor are they on equal

footing”. Traditionally, learning methodologies was carried out using top-down approach which

means from theory perspective to Logical. Now days, it has been done by data centric which means

practical to product development.

Swift progress in information technology has transformed the whole World in the past few

decades and the basic requirements of education for the future have changed dramatically.

Acquisition of Knowledge has become the most critical resource for social and economic

development (Prabavathyet al., 2018). Being able to use computer and Internet effectively has

become a prerequisite for acquisition of qualified education, getting a job and communication skills

for enhanced human life quality. Thus, access to computers and the World Wide Web is increasingly

required for education and employment, and for daily activities in this digital World. While these

changes have improved society in many respects, they present an obstacle for persons with vision

impairment who may have significant difficulty processing the visual cues presented by modern

graphical user interfaces (Yep,2004). Besides, people with vision impairment face special barriers in

using the Internet, aside from those related to material access and computer-related trainings (Murray,

2009).Learning is a continuous process for all kind of people including people with differently abled.

Persons with Vision impairment has to depend on others for learning anything that is not available in

Braille or as audio books.



Apr 2018: Sp. Ed.

Advent of Assistive technologies

In the last decades, there has been a tremendous increase in demand for new technological solutions

allowing an improvement of the quality of life, e.g., for elderly people or people with different

abilities, as well as for people without disease but willing to increase their comfort. Many

researchers, working in different fields, have applied their knowledge to build advanced technologies

in order to meet the needs of diverse AT’ application contexts (Bishop, 2014; Bourbakis et al., 2015;

Dakopoulos and Bourbakis, 2010; Jutai et al., 2005; Lancioni and Singh, 2014; Murphy and Darrah,

2015; Pawluk et al., 2015b; Prabavathy et al.,,2018 Velázquez, 2010; Vichitvanichphong et al., 2014;

Vuong et al., 2015).

Screen reading software and OCR are mainly involved to support people with vision impairment or

people with reduced sight persons to access computers and printed text. The past few years have

witnessed an exponential growth in the computing capabilities making them ideal for building

powerful and diverse applications in this context. Robust and efficient object detection and

recognition (that include also text detection and recognition for text-to-speech) can help people with

severe vision impairment to independently access information. The great advancements on text

recognition (Epstein et al., 2010; Jaderberg et al., 2014) have allowed bringing the classic OCR to the

commercialized level. Nowadays the text can be recognized by the systems which are able to read for

the user in uncontrolled settings (i.e., there is no need to perform a scan of the document with an

external hardware and calibrate set tings). A commercial example of device for this task is lexcam.

These technologies have the potential to assist persons with vision impairment to independently

access, understand, and explore the environments (Tian et al., 2013).

Screen reading software

Screen readers are perhaps the most important domain of Assistive Technology for people with

vision impairments, as it is a prerequisite for a non-visual computing interface. Screen readers are

software programs that through a speech synthesizer or Braille translator allow a user to interact with

a computer screen. A screen reader is the necessary interface between the computer’s operating

system, its applications, and a vision-impaired user. The most widely used screen readers are open

source software NVDA, narrator of Windows and commercial software’s like JAWS from Freedom

Scientific, Window-Eyes from GW Micro, System Access from Serotek, and ZoomText

Magnifier/Reader from Ai Squared.



Apr 2018: Sp. Ed.

Screen readers are frequently confused with text to speech (TTS) engines; screen readers

operate at a level of abstraction above the TTS, interpret the entire output mechanism, and all the

applications running. a. Logistical Issues JAWS (Job Access With Speech) and Window-Eyes are the

screen readers which rank highest in functionality, and support the range number of applications, and

both cost roughly 60 thousand.. In general, JAWS and Window Eyes control something of a

monopoly comparable to the Windows leadership of the OS market, and wherever possible, users

tend to prefer trial or pirated versions of these rather than the available open source alternatives. Even

the major agencies working with people with vision impairments tend to donate copies of these rather

than promote free or open source technologies. This has the debilitating effect of not adequately

promoting a broad-based community of open source screen reader users, which in turn could be

critical in helping develop the overall quality of these tools and their compatibility with various

existing computing applications. This in turn means that these applications have limited impetus to

adequately support the smooth functioning of such open source tools given their low customer

footprint. b. Future Scope For screen readers, the issue of language support is critical, given that for a

large proportion of vision-impaired populations are not speakers of the languages dominant on the

net.

NVDA (Non Visual Desktop Access)

NVDA is open source free screen reading software for windows developed by software professionals

around the World, majority being visually challenged. The organization behind its primary

development and distribution is the company NV access, Australia, founded by James Teh, a person

with vision impairment and Michael Curran. Thanks to all of them, Persons with Vision Impairment

have NVDA as open source software to use now and constantly get updated. It supports English as

well as regional languages with command interface and help menu.

Keyboard shortcuts for NVDA

The following list of keyboard shortcuts serve as a quick reference guide while using NVDA to work

on computers and windows applications. Now let us have a quick look at the basic commands of

NVDA.

For getting and setting up NVDA, a copy can be downloaded from www.nvaccess.org



Apr 2018: Sp. Ed.

Meaning Shortcuts

Date/ Time Insert + F12

Help to NVDA Insert + 1

Currently active objects Insert + Tab

Currently active window Insert + B

How is cursor to identify Insert +F

NVDA Quit Insert + Q

My computer Windows key + E

Desktop Items Windows key + M

Reads the Current Line Insert + Up arrow

Cursors reads continuously Insert + Down arrow

Read previous word Control key + Left arrow

Read next word Control key + Right arrow

Current Battery Level Insert + shift +B

Title Bar Insert+ T

Tools and help NVDA Insert + N

Font Style Shift+ Ctrl+ F

Home Alt+ H

All document select Ctrl+ A

Paragraph only Shift+ up (or) down key

Table create Alt+ N

Create Mail Merge Alt+ M

Insert Menu Alt+ N

Paragraph Alignments

Left Align

Right Align

Center Align

Justify Align

Ctrl+ L

Ctrl+ R

Ctrl + E

Ctrl+ J

Bold Text Ctrl + B

Italic Text Ctrl+ I

Underline Text Ctrl+ U

Undo the word Ctrl+ Z

Figure 1: Shortcut keys



Apr 2018: Sp. Ed.

Domicile of the study

The study was carried out at Tiruchirappalli district, the geographic centre of the state of

Tamilnadu. The city is an educational hub next to Chennai. Even though Holy Cross college,

Department of rehabilitation science and many NGO’s were working for the education and vocational

training of students with disabilities, very little emphasis was given on providing computer training to

persons with vision impairment.The Centre for Differently Abled persons of Bharathidasan

University, Tamilnadu, a pioneer institute that works for the up liftment of person with disabilities

has taken up the initiative of providing Certificate in office automation program exclusively for the

vision impairment.

The centre has been established in the academic year 2011. The main motto of the centre is to

“Enable, Encourage and Empower” in Education, Employment and Entrepreneurship. The centre

offers various academic and vocational training programs to meet the individual need of persons with

special needs. It also conducts awareness campaigns on prevention of disabilities, rights of persons

with disabled, vocational rehabilitation of PWD, child health, Parent counseling, etc. It collaborates

with institution that works for Persons with Disabilitiesat various levels.

This article explores the case study of two batches of students with vision impairment and

their performance in acquiring the specified skill with the help on NVDA.

The purpose of this study is to investigate the process undertaken to teach students with vision

impairment to learn and acquaint computer operation and the difficulties faced by the students in

developing ICT skills and to suggest solutions for these problems. The problem statement of the

research is; what are the problems encountered by students with Vision Impairment in learning basic

computer skills?

Objective of the study

• To assess the computer learning ability of students with vision impairment

• To assess the effectiveness of NVDA in enabling students with VI to learn computers

• To assess the procedure undertaken by Centre for Differently Abled Person in teaching

students with VI



Apr 2018: Sp. Ed.

Procedure

Initial Level:

• Assessment of Students learning ability and motivation

• Identify the students Listening Capacity for Keyboard Mapping

• The Teachers will understand the memory capacity of visually impaired people

intensively.

• Allocate the works based on their memory capacity.

• Identify the Letter keys (a to z), Function keys (f1 to f12), Number keys (1 to 0).

• Then Letter Typing, Special Symbol typing for our initial stage duration.

Language Level:

• Language fluency level check

• Evaluate basic English spelling to students capacity

• If their level is moderate then, we teach to type the words, Sentences,

Paragraphs, in any Text Editors like (Notepad, Word, etc).

• Otherwise the teacher gives additional language Training.

• More over the teacher should ensure whether the Visual Impairment student’s

having fundamental Mathematical Skills via to use (EXCEL).



Apr 2018: Sp. Ed.

Flowchart of learning

Motivating the students the necessity to learn

Theoretical introduction to computers via audio book in regional

Introducing the parts of a computer with tactile image and hands on

Instigate the process of keyboard mapping step by step with the help of

audio content in human voice

Provide practice in keyboard mapping till the student get well versed

Make the students to listen and understand the pronunciation of NVDA by exercise

Make the students to repeat what is heard from the screen

Evaluate their listening ability

Introduce the key board short cuts to the students with VI in the form of

Braille, Large print and audio book

Make the students to practice the shortcuts of NVDA and Windows

Teach them the concepts of notepad, WordPad, Msword, Msexcel,

MsPowerPoint and Internet

Evaluate

Identification of

students with VI

R

E

M

E

DI

A

L

T

E

A

C

HI

N

G



Apr 2018: Sp. Ed.

Technical Level:

• Open a file using Shortcut key (or) ribbon menu

• First teach the open Text Editor (WORD) using shortcut method with the support of

NVDA voice.

• Teach the menus (File, Home, Insert, Review, View, References, Page Layout) which

are supported for paragraph formatting, Mail Merge, Table Create…etc.

• Assist how to save (Ctrl+ s) a file in a particular Location.

Evaluation Level:

• Initially, test the student’s knowledge with manual support by giving the instruction.

Figure 2: Various Training Level for Computer Course

0

1

2

3

4

5

6

1 2 3 4 5 6

Evaluation Level

Technical Level

Language Level

Initial Level



Apr 2018: Sp. Ed.

Interpretation

From the experience of teaching eighteen students with Vision Impairment, it was evident that

• They understand the concept of computers easily when they hear the audio content again and

again.

• They get a clarity of the concept of physical parts of the computer with the help of tactile

images and by physically touching the computer

• Mastery of keyboard was possible only when small word games and group activity was given.

• Braille books and audio content on human voice enabled them to rehear and reread the

content independently.

• Students from English medium programs find it a bit easier to understand the voice of NVDA

compared to students from Tamil medium.

• Students with Vision Impairment has difficulty in understanding the accent of NVDA

• The self-esteem of students has raised to a considerable level after the training

• The students were able to access and operate computer, send and receive email and also do

online shopping

The open source software NVDA is an asset to the persons with vision impairment. Its portability and

user friendly nature enable the persons with vision impairment to become independent learners and

access knowledge from all over the world.

Suggestion

The only problem faced by students with vision impairment in accessing computers with NVDA is

the accent of speech that is a bit tough for the non-native English speakers. If the developers work

more eloquence in par with the regional accent, students with vision impairment can learn and excel

in computers in par with their normal counter parts.

Conclusion

The United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD) is an

important starting point in the agenda on low-cost technology and open source software’s for the



Apr 2018: Sp. Ed.

developing world, since it explicitly ties a number of signatory nations to providing adequately

accessible conditions for their citizens, in an environment where such cost is not a constraint. As

discussed, open source screen reader like NVDA and windows inbuilt “ease of access” option breaks

the barriers of technology inclusion. If more research and development is involved in developing

regional eloquences, it will be of great help for the students to become independent learners and get

employment opportunities in par with their counterparts

This paper presents the various levels on difficult faced by the students with vision impairment and

the strategy adopted for overcoming them in acquiring basic computer skills. Moreover, it also

provides what are the shortcut keys available for Non- Visual Desktop Access (NVDA) Software and

what are the Technology materials available for vision impairment students.

References:

1) Bishop, J., 2014. Supporting communication between people with social orientation

impairments using affective computing technologies. In: Assistive Technologies for Physical

and Cognitive Disabilities, p. 42.

2) Canal, G., Escalera, S., Angulo, C., 2016. A real-time human-robot interaction system based

on gestures for assistive scenarios. Comput. Vision Image Understand. 149, 65–77.

3) Epshtein, B., Ofek, E., Wexler, Y., 2010. Detecting text in natural scenes with stroke width

transform. In: IEEE Conference on Computer Vision and Pattern Recognition, pp. 2963–

2970.

4) Isa, A.M., Khalifa, A, & Waleed, ES. (2008). Computer and visually impaired (blind) theory

and practice. Alexandria: Dar El-wafaa.

5) Jaderberg, M., Simonyan, K., Vedaldi, A., Zisserman, A., 2014. Reading text in the wild with

convolutional neural networks. arXiv preprint arXiv:1412.1842 .

6) Jutai, J.W., Fuhrer, M.J., Demers, L., Scherer, M.J., DeRuyter, F., 2005. Toward a taxonomy

of assistive technology device outcomes. Am. J. Phys. Med. Rehab. 84 (4), 294–302.

7) Khater, S. A., Mobarez, M., Abdel’al, H., & Safaa, G. (2010).The technology and teaching

the people of special needs. Jeddah: Scientific Khoarezm.



Apr 2018: Sp. Ed.

8) Lancioni, G.E., Sigafoos, J., O’Reilly, M.F., Singh, N.N., 2012. Assistive Technology:

Interventions for Individuals with Severe/Profound and Multiple Disabilities. Springer

Science & Business Media.

9) Lancioni, G.E., Singh, N.N., 2014. Assistive Technologies for People with Diverse Abilities.

Springer.

10) Prabavathy M, Kannan P, Nandhakumar R, "A Study on Assistive Technology Devices for

Differently Abled Persons", Samwaad e-journal, 2018, Special edition, pp.211-220.

11) Murphy, K. , Darrah, M. , 2015. Haptics-based apps for middle school students with visual

impairments. IEEE Trans. Haptics 8 (3), 318–326 .

12) Murray, I. Instructional e-learning technologies for the vision impaired. Ph.D. Thesis, Curtin

University of Technology. Retrieved October 24, 2009, from Curtin University of Technology

Digital Theses

13) N.Alex, M. Prabavathy, “The effect of TAB on the social behavior of a child with ASD”,

Samwaad e-journal, 2018, Special edition.

14) Online: http://www.bdu.ac.in/centers/differently_abled_persons/ [Accessed march 2018]

15) Pawluk, D. , Adams, R. , Kitada, R. , 2015. Designing haptic assistive technology for in-

dividuals who are blind or visually impaired. IEEE Trans. Haptics 8 (3), 245–257 .

16) Pawluk, D. , Bourbakis, N. , Giudice, N. , Hayward, V. , Heller, M. , 2015. Guest editorial:

Haptic assistive technology for individuals who are visually impaired. IEEE Trans. Haptics 8

(3), 245–257 .

17) Sanchez, J. A model to design interactive learning environments for children with visual

disabilities. Education and Information Technologies, 12, 2007, pp. 149-163.

18) Thompson, T., Burgstahler, S., & Comden, D. Research on Web accessibility in higher

education. Journal of Information Technology and Disabilities, 9(2). Retrieved July 13, 2009

from http://people.rit.edu/easi/itd/itdv09n2/thompson.html

19) Tian, Y. , Yang, X. , Yi, C. , Arditi, A. , 2013. Toward a computer vision-based wayfinding

aid for blind persons to access unfamiliar indoor environments. Mach. Vision Appl. 24 (3),

521–535 .

20) Velázquez, R. , 2010. Wearable assistive devices for the blind. In: Wearable and Autonomous

Biomedical Devices and Systems for Smart Environment. Springer, pp. 331–349 .



Apr 2018: Sp. Ed.

21) Vichitvanichphong, S. , Talaei-Khoei, A. , Kerr, D. , Ghapanchi, A.H. , 2014. Adoption of

assistive technologies for aged care: arealist review of recent studies. In: System Sciences

(HICSS), 2014 47th Hawaii International Conference on. IEEE, pp. 2706–2715 . Villamizar,

M. , Garrell,

22) Vuong, N.K. , Chan, S. , Lau, C.T. , 2015. mhealth sensors, techniques, and applications for

managing wandering behavior of people with dementia: a review. In: Mobile Health.

Springer, pp. 11–42 .

23) Wilhelmsen, Gunvor Birkeland; Aanstad, Monica L.; Leirvik, Eva Iren B,"Implementing

Vision Research in Special Needs Education",Support for Learning, Volume 30, Issue 2,

2015, pp. 86–171.

24) Yip, M. (2004). Using Web-CT to teach courses online. British Journal of Educational

Technology, Vol. 35, No, 4, pp. 497-501.



Apr 2018: Sp. Ed.

Impact Of Visual Perception Skill Training On Handwriting Skills Of Children

With Special Needs At Primary Level

Mrs.S.Santhana Rajam,

M.Ed. (Special Education) 2nd year student, NIEPMD,

Muttukadu, Chennai.

Mr. V.R. Mathivanan,

Assistant Professor, NIEPMD, Muttukadu, Chennai.

Abstract

Research found that deficits in visual perception could be remediated and, in turn, lead to improved

Handwriting performance has resulted in a variety of training procedures and techniques.

Objectives of the research are to identify effectiveness of visual perception skill training for children

with special needs to improve their Handwriting performance at primary level.

Method used in present research iswith Twenty children who were recruited in the study and Motor

Free Visual Perception test (MVPT) and Evaluation Tool for Children Handwriting-Manuscript

(ETCH-M) were administered. Visual perceptual training was given for 8 weeks. Results: There was

a Statistical Significance difference between Handwriting performance of Pre and Post Test at 95%

(P < 0.05).Conclusion was, Visual Perceptual training is effective to improve Handwriting

performance of children. This visual perception training is helpful to improve children Handwriting

performance in school setting. Hence, all teachers are recommended to learn visual perception

training program to improve children Handwriting performance in school setting.

Key words: Visual perception, Handwriting, Motor free visual perception, Manuscript

Introduction

Good academic performance is a key indicator to monitor children`s education (Karande &

Kulkarni, 2005). A child is expected to have quality performance in academics as it is mandatory to

be competent in this competitive world (Rathore &Sangwan, 2014). If a child`s performance in

school is found to be below par, he/she is considered to be poor in academic performance. Poor

performance at an elementary school level may lead to consequences such as repetition in grades,

poor self-esteem, and impaired relationships with peers, parents, teachers, etc. In later life, these



Apr 2018: Sp. Ed.

consequences may lead to juvenile delinquency and behavioral problems resulting in dropouts

(Huffman, Mehlinger, & Kerivan, 2000; Karande & Kulkarni, 2005).

Scholastically backward‟ is a term used to refer to children who perform insufficiently in

academics without having any obvious limitations (Karande & Kulkarni,2005). This scholastic

backwardness is identified as one of the causes for dropouts, exclusively among primary school

children (Sukumaran, 2011; Pratinidhi, Kurulkar,Garad, & Dalal, 1992). It was observed that

approximately 14% of children perform poorly in their academics especially after a year of

elementary school (Ong, Chandran, Lim, Chen, & Poh, 2010). In India, it is estimated that

approximately 20% of children perform poorly in their academics in a classroom (Karande &

Kulkarni, 2005).Understanding the reasons for poor academic performance at the earliest in

elementary school children would be beneficial to enhance the quality of performance and to achieve

their potential.

Significance of the study

Visual perceptual skills include visual discrimination, visual memory, visual spatial relation,

visual spatial orientation, visual form constancy, visual closure, and visual figure ground perception.

In reading, children must be able to recognize individual letter symbols. This requires visual

attention, visual memory and visual discrimination. Problems with visual perception might be

suspected in a child who appears to be better at understanding what was read that at actually decoding

the words. Children with impaired processing of simultaneous visual stimuli may have difficulty with

spelling. These children exhibit spelling inaccuracies that reflect good phonetic approximation but are

inaccurate. Visual sequential memory is necessary for remembering the sequence of letter in a word.

Children, with problems in visual attention may have difficulty with correct letter formation, spelling

and mechanics of grammar, punctuation, and capitalization and the formulation of a sequential flow

of ideas necessary for written communication. Children with poor visual memory, he or she may

difficulty recalling the shape and formation of letters and words, mixing small letters and capital

letters within a sentence, the same letter written many ways on the same page, and inability to print

the alphabet from memory Visual spatial problems can affect the child's handwriting in many ways.

The child may show reversals of letters, over spacing and under spacing and have trouble keeping

within the margins, unable to relate one part of letter to another part of letter and therefore show

inconsistency in letter size. Children with poor visual discrimination skills may show poor



Apr 2018: Sp. Ed.

recognition of numbers, symbols in different environment position or sizes. This affects his / her

mathematical activity.

Research found that deficits in visual perception could be remediated and, in turn, lead to

improved Handwriting performance has resulted in a variety of training procedures and techniques

(Bryan, 1964). A number of studies have shown that improvement in visual perception will lead to

improvement in academic performance. Seaton (1977) found that visual perception training was

effective to improve reading achievement. There is no study to identify impact of visual perception

skill training to improve Handwriting performance in children with special needs. Hence the current

study is carried out to identify of impact of Visual Perception skill training on Handwriting of

children with special needs at primary level. This evidence based educational research will be helpful

for schoolteacher to improve children Handwriting performance.

Research Questions:

• Weather visual perception skill training is effective for children with special needs to improve

their Handwriting performance at primary level?

Aim:

• To identify effectiveness of visual perception skill training for children with special needs to

improve their Handwriting performance at primary level.

Objectives:

• To identify children with poor Handwriting performance at primary level

• To identify effectiveness of visual perception skill training for children with special needs to

improve their Handwriting performance at primary level.

Methods

Research Design: Quantitative experimental design

Subjects:

Twenty children with special needs in poor Handwriting performance are selected form

school at Kattupkkam in Chennai through convenient sampling procedure.

Variables:

Independent variable : Visual perception skill training;

Dependent variable : Handwriting Performance



Apr 2018: Sp. Ed.

Confounding variable : Age , IQ

Inclusive criteria:

• Children with special needs having poor handwriting performance.

• Age 6-9 years

• Both genders

Exclusion criteria:

• Subjects with motor problems like cerebral palsy, infantile hemiplegia etc.

• Subjects with poor visual foundation skills

• Subjects with intellectual disabilities (IQ<70)

Instrument Used:

(1)Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) :

The Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) is a criterion-referenced

tool designed to evaluate Manuscript handwriting skills of children in grades 1 to 6. Its focus is to

assess a student's legibility and speed of handwriting tasks similar to those required of students in the

classroom. The administration time is 20-30 minutes.

Psychometric properties of ETCH –M:

Test-retest and interpreter reliability was good. Construct validity has been reported. ETCH -

M legibility scores were correlated with handwriting grades from teachers to establish concurrent

validity, the results indicated that there is significantly moderate correlation existed between cursive

legibility percentage scores & teacher assigned handwriting grade and moderate correlation between

legibility percentage scores of ETCH-M and classroom worksheets.

(2) Motor Free Visual Perception Test (MVPT):

The Motor Free Visual Perception Test was developed by colarusso R.P and Hammill D.D.

The test consists of 36 items, two-dimensional; multiple choice format in a horizontal manner

designed to evaluate visual perception as a whole. It measures spatial relationship (1-8 items), figure-

ground perception (9-13 items), visual memory (14-21 items), visual closure (22-32 items) and,

visual discrimination (33-36 items). It is easy to administer and takes 10-15 minutes. The test was

standardized with 881 normal children aged four through eight.

Psychometric properties of MVPT:Test-retest reliability was 0.81.Split-half reliability was

0.88 and interrater reliability was 0.86.Content validity, construct validity has been reported.

Procedure



Apr 2018: Sp. Ed.

The purpose of the study was explained to the head of the institution to obtain consent to carry

out this research in the school. Informed consent form was obtained from concerned parents. Two

children with poor Handwriting problems are selected with help of school teacher and general

information about the child academic performance has been collected from the respective class in

charges. For each subject MVPT and ETCH-M was administered by primary investigator to identify

children visual perception skills during pre and posttest. This test was conducted in a separate room

with the distraction free environment, good lighting and ventilation.

Individual education program:

Visual perception skill training activities is tailored to individual needs. Visual attention,

visual discrimination, figure ground perception, spatial relationship, visual memory and visual

closure activities are given based visual perception frame of reference. Experimental group is

received visual perception skill training for 8 weeks. Intervention session was given for 3 days per

week. Each session duration will be one hour.

Data Analysis:

Data is analyzed with SPSS 26 version. Paired ‘t’ test is used to identify significant

difference within the groups. Independent‘t’ test is used to identify significant difference between the

groups.

Results and discussion:

Table 1: Table 2: The impact of visual perception skill training on Handwriting legibility

N =2

Paired Samples Statistics

Variables Mean SD Paired t

Test

P Value

Hand writing Pre Test Letter Legibility 75.50 0.707 17.00

0.037

* Hand writing Post Test Letter Legibility 84.00 1.414

Hand writing Pre Test Near Point Copying 16.50 0.707 15.00

0.042

* Hand writing Post Test Near Point Copying 24.00 1.414

Hand writing Pre Test Far Point Copying 18.50 0.707 8.00

0.039

* Hand writing Post Test Far Point Copying 26.50 0.707



Apr 2018: Sp. Ed.

*- There is a Statistical Significance difference between hand Writing legibility in Letter & Near

Point Copying and Far point copying of Pre and Post Test at 95% (P < 0.05)

The present study found that visual perception training improves children Handwriting

performance. This result consistent with previous research done by Berry etal (1996), Pereira et al

(2011). This conclude that there was strong relationship was exist between visual perception and

Handwriting performance.

Small sample size and convenience sampling procedure was limitation of the study. Further

research is recommended with large sample size with control group and randamized control trail to

generalize the results. This visual perception training is helpful to improve children Handwriting

performance in school setting. Hence, all teachers are recommended to learn visual perception

training program to improve children Handwriting performance in school setting.

Conclusion:

The present study results concluded that Visual perceptual skills training are effective

to improve children Handwriting performance. This visual perception training is helpful to improve

children Handwriting performance in school setting. Hence, all teachers are recommended to learn

visual perception training program to improve children Handwriting performance in school setting.

References:

1) Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and

Attention-deficit/hyperactivity disorder: The negative impact of symptom severity on school

performance. Journal of school psychology, 40(3), 259-283.

2) Beery, K. E., & Beery, N. A. (2010). Beery VMI.: The Beery-Buktenica Developmental Test

of Visual-motor Integration with Supplemental Developmental Tests of Visual Perception and

Motor Coordination: And, Stepping Stones Age Norms from Birth to Age Six.

Administration, Scoring, and Teaching Manual. PsychCorp.

3) Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. (2000). Risk Factors for Academic and

Behavioral Problems at the Beginning of School. CE-CREDIT.com“Your Continuing

Education Resource.

4) Karande, S., & Kulkarni, M. (2005). Poor school performance. Indian Journal of Pediatrics,

72(11), 961-967. https://doi.org/10.1007/BF02731673



Apr 2018: Sp. Ed.

5) Karande, S., & Kulkarni, M. (2005). Poor school performance. Indian Journal of Pediatrics,

72(11), 961-967. https://doi.org/10.1007/BF02731673

6) Kavale, K. A., & Forness, S. R. (2000). Auditory and visual perception processes and reading

ability: A quantitative reanalysis and historical reinterpretation. Learning Disability Quarterly,

23(4), 253-270.

7) Ong, L. C., Chandran, V., Lim, Y. Y., Chen, A. H., & Poh, B. K. (2010). Factors associated

with poor academic achievement among urban primary school children in Malaysia.

Singapore Medical Journal, 51(3), 247-252.

8) Pereira, D. M., Araújo, R. D. C. T., & Braccialli, L. M. P. (2011). Relationship analysis

between visual-motor integration ability and academic performance. Journal of Human

Growth and Development, 21(3), 808-817.

9) Rathore, M. K., & Sangwan, S. (2014). Academic performance of adolescents: An outcome of

parental encouragement. Asian Journal of Home Science, 9(2), 484- 490.

https://doi.org/10.15740/HAS/AJHS/9.2/484-490

10) Sukumaran, T. U. (2011). Poor scholastic performance in children and adolescents. Indian

Pediatrics, 48(8), 597-598. https://doi.org/10.1007/s13312-011-0101-2



Apr 2018: Sp. Ed.

Implementation of Welfare Schemes for Differently Abled Persons under the Pwd

Act in Union Territory of Puducherry

Dr. Annamalai Jegan,

Research Officer, DWCD, Pondicherry

Abstract

Disability is a social concern that has obtained mounting public attention at the highest levels of

Government and policy-making. Accordingly, both Central and State Government has taken positive

policy measures for the betterment of Differently Abled persons due to intervention of various Acts

for their rehabilitation and welfare benefits. This paper is an attempt to evaluate the various

programs and schemes initiated by Government of Puducherry through Directorate of Social Welfare

for rehabilitating the disability and socio-economic conditions of the Persons with Disabilities in the

Union Territory of Pondicherry.

Keywords: Laws for disabilities, welfare measures, polices and programs

Introduction

Disability is the long term impairment leading to social and economic disadvantages, denial and

limited opportunities’ to play an equal part in the life of the community. Disability is a social concern

that that has gained increasing public attention at the highest levels of Government and policy-

making. After announcement of National Policy for Person with Disabilities, there are some efforts at

state level to develop the state level. Disability policies have remained neglected also slow in

progress. Some states have announced and formulated disability policy viz. Bihar, Chhattisgarh, Goa,

Gujarat, Karnataka, Madhya Pradesh and Tamil Nadu. In this sequence, the Government of Union

Territory of Puducherry has taken policy initiatives under the Persons with Disabilities (Equal

Opportunities, Protection of Rights and Full Participation) Act, 1995. This paper is made an attempt

to evaluate the various programs and schemes initiated by Government of Puducherry through

Directorate of Social Welfare.



Apr 2018: Sp. Ed.

This research paper is divided into six sections. The first section concentrates on special laws of

disabilities including this introduction part. The second section concentrates on welfare schemes and

programs, specifically supportive assistance for basic livelihood of Persons with Disabilities. The

third sections deals with education, training and employment. For accessing rehabilitation services

and sustained mobility of DAPs are discussed in the fourth section. The fifth section examined the

social protection, social security, social participation and social recognition. Sixth section has given

summary, conclusion and future policy suggestions.

Special Laws for Disabilities

The Constitution of India applies uniformly to equality of opportunity for all citizens. Under the

Constitution, the Persons with Disabilities have been guaranteed all fundamental rights equally on par

with others. Article 15, 15(1), 15(2), 17, 21, 23, and 24 of our constitution ensures these rights.

Besides these general articles, there are specific laws Supreme Court of India has enforced to

promote and propagate rights of persons with disabilities, which are explained below.

Rights of Persons with Disabilities Act, 2016

The Act replaces the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full

Participation) Act, 1995. It fulfills the obligations to the United National Convention on the Rights of

Persons with Disabilities (UNCRPD), to which India is a signatory. The Government of Puducherry

is yet to be formulating the policies under this Act for the welfare of disabled in the Puducherry.

Page 20

PWD Act 1995 The Person with disabilities (Equal opportunities, Protection of Rights, and Full

participation) Act, 1995, had come into enforcement on February 7, 1996. It is a significant step that

ensured equal opportunities for the person with disabilities for entering into mainstream society.

National Trust Act, 1999 The National Trust Act for Welfare of Persons with Autism, Cerebral

Palsy, Mental Retardation and Multiple Disabilities Act, 1999 describe that “persons with disability”

means a person suffering from any of the conditions relating to autism, cerebral palsy, mental

retardation or a combination of any two or more of such conditions and includes a person suffering

from severe multiple disability.



Apr 2018: Sp. Ed.

RCI Act, 1992 The Government of India in 1986 set up a statutory body- Rehabilitation Council of

India to ensures quality of teacher preparation programmes and services rendered by various

rehabilitation personnel. In order to give statutory powers to the Council for carrying out its duties

effectively in the education and training in the field of Rehabilitation, Special Act was passed by the

Parliament in 1992, which came into force with effect from 22 June 1993.

Mental Health Act, 1987 TheMental Health Act was passed in on 22 May 1987. The law was

described in its opening paragraph as "An Act to consolidate and amend the law relating to the

treatment and care of mentally ill persons, to make better provision with respect to their property and

affairs and for matters connected therewith or incidental

thereto."https://en.wikipedia.org/wiki/Mental_Health_Act,_1987 - cite_note-Act-1The Government of

Puducherry has been taken positive policy measures for the welfare of Persons with Disabilities

under the protection of disabled Acts over the period. It has an effective implementation various

schemes to promote the Persons with Disabilities various department/Corporation under the

Government of Puducherry.

Implementation of Welfare Schemes for Persons with Disabilities

For overall development and rehabilitation of the Persons with Disabilities, various welfare schemes

are being implemented under the PWD Acts by Directorate of Social Welfare of Government of

Puducherry. The schemes are being implemented by the Department of Women and Child

Development Departments through Anganwadi workers. Apart from this, special schools and homes

are functioning under the control of this Department. Under the schemes, all categories of Persons

with Disabilities are provided with welfare measure for betterment of their living conditions.

The Government of Puducherry is giving various welfare schemes as follows:

Schemes For Basic Livelihood Of Differently Abled Persons (DAPs)

Grant of Financial Assistance to DAPs

This scheme plays an important role to determine the basic livelihood of Differently Abled persons.

There are two main objectives behind the scheme. One is to reduce the burden of disability and to

fulfill the economic needs through financial assistance. The pre-requisites to receive the benefits are:

The annual income of the family/parents shall not exceed Rs. 75000/-; There is no age limit for



Apr 2018: Sp. Ed.

getting financial assistance ; and percentage of deformity like Ortho, Deaf and Dumb, blind is to be

above 40 percent and for Mental retardation IQ has to be below 69 point. The candidate should be a

native of the Union Territory of Puducherry by birth or by continuous residence of five years. If the

above norms are fulfilled, the Persons with Disabilities are eligible to get financial assistance based

on the percentage of range of disability like disability range 40 per cent to 65 per cent are getting Rs.

1500/-pm, range of 66 per cent to 85 percent and 86 per cent to 100 per cent are receiving Rs 2000/-

pm and Rs. 3000/-pm respectively.

Grant of Incentive for Marriage between Differently Abled Person and Normal Person

Marriage life is an important basic physical need of all human beings. It is not exceptional for

Persons with Disabilities. Dedicated people’ willing to marry Persons with Disabilities has to be

recognized and appreciated by the society. According to this, the Government of Puducherry is

providing incentives to motivate the normal persons who married the Differently Abled Persons.

Grant of Incentive for Marriage between Differently Abled Persons

In the same manner, the Government is providing incentives for marriage between differently abled

people in Puducherry. This scheme intends to give moral support and to reduce financial burden of

the Persons with Disabilities when they got married equally on par with others. Grant of incentive of

marriage scheme to receive the benefits is the following: the annual income of the candidate shall not

Rs. 75,000/-. PA. Bride shall have been attained the age of 18 years and the bridegroom 21 years on

the date of marriage. Like the previous schemes, all the necessary certificate – birth, residence,

income, age proof, marriage registration and marriage invitation is required. If the above formalities

are fulfilled the couple of person with disability and non-disabled are eligible to get an amount

Rs.25, 000/-. Out of these, Rs. 5000/- in cash form and Rs. 20,000/- in the form of National Saving

Certificate (NSC). The scheme of marriage between Differently Abled Person are eligible to get an

amount of Rs. 50,000/- Out of these, Rs. 20, 000/- in cash form and Rs. 30,000/- in the form of NSC.

Schemes For Education, Trianing, And Employment Oppurtunities

Award of Scholarship to Differently Abled Students



Apr 2018: Sp. Ed.

Education is the most important factor in the Human resource development. Education is very

crucial to guide any individual to reach their goals. Persons with Disabilities have all the rights to

access and acquire quality education as their non-disabled peers. The scheme intends to facilitate the

student with disabilities to acquire education by giving scholarship at all level of education from

primary to higher secondary and from UG courses to Ph.D. level. The total number of scholarships is

available based on number of student with disabilities enrolled at each level of education.

Economic and Educational Activities

Puducherry Corporation for Development of Women and Differently Abled Persons Ltd., is

functioning as the channelizing agency of the National Handicapped Finance and Development and

Development Corporation (NHFDC) in Puducherry, to implement the economic and educational

development schemes of the NHFDC in Puducherry. PCDW & DAP was established on 11-11-1993

to promote entrepreneurship among Women and Differently Abled Persons for their up-liftment in

the society. To achieve this object, Training and Loan are provided for Persons with Disabilities who

are willingness to start self-employment activities like Glossary shop, Sound service, Mechanic and

Electrical appliances etc. It also gives opportunity to persons with Mental retardation/mental illness

person to get loans in the name of their parents/guardians who will be taking responsibility of

repayment of loan. Through this Corporation, training is provided with a stipend of Rs. 150/- to the

educated unemployed women and Differently Abled persons. The training is given in the field of

Computer, Typewriting, Tailoring & Embroidery, Terracotta and Paper Making, Toys making, Sea

Shell article making, Palm Leaf article making, Fishnet, Weaving, Silk Weaving, Nylon Mat

Weaving etc.

Reservation policy

There is a 3 % reservation of Persons with Disabilities in the matters of education and employment

in the state, as per the order of Government of India. Accordingly, in Grade ‘C’ and ‘D’ posts

reservation are provided in direct recruitment for physically handicapped persons. The categories

benefited are given below:

Visually handicapped - 1%

Hearing handicapped - 1 %

Orthopedically handicapped -1%



Apr 2018: Sp. Ed.

The Enforcement Cell of the Chief Secretariat, Government of Puducherry is entrusted with the

responsibility of monitoring the implementation of the reservation for the Persons with Disabilities.

Scheme For Accessing Rehabilitation Services And Sustained Mobility Of DAPs

Supply of Prosthetic Appliances to Differently Abled Persons

The Government is providing prosthetic aid and appliance for different type of disabilities such as

calipers, tricycles, low vision aids etc on the advice of the specialist concerned attached to the

Government General Hospitals in U.T. of Puducherry. It is supplied at free of cost to the needy

Persons with Disabilities whose income does not exceed Rs75,000/- per annum.

Reimbursement: The scheme is intend to reduce burden of maintenance cost of Tricycle.

Free Bus Pass: Free bus pass to all DAPS within the U. T. of Puducherry.

Tax Exemption: DAPs are exempted from paying road tax and sales tax.

Supply of invalid Carriages: Supply of invalid carriages (Moterized Tri-cylces at free of cost).

Fuel Subsidy Grant of fuel subsidy to DAPs who own Motorized Vehicles with 50% of fuel cost

subject to a maximum of 25 liters.

National Programmes for Rehabilitation of DAPs: This is a centrally sponsored scheme through

which intensive rehabilitation services would be provided at Village Block, District and State Level.

The Government of India has already released 12.4 lakhs for implementing the Scheme.

District Disabled Rehabilitation Centre: This Centre is functioning under the Control of

Directorate of Social Welfare under Centrally Sponsored Scheme. Benefits available to Differently

abled person though this centre are: (i) To provide medical Certificates to eligible Differently

abled persons. (ii) To provide, supply, fitment and repair of assistive devices and to

extend rehabilitation services to the needy Differently Abled Persons.

Schemes For Social Protection, Security, Participation And Recognition Of DAPS



Apr 2018: Sp. Ed.

Social Protection: (i) Special School for Visually handicapped and hearing impairment (ii) Home for

Mentally Retarded Children, (ii)Home for the Blind (iii) incentive for Eye Donors.(iv) Group

insurance for DAP Government employees (v) Insurance scheme for DAP other than the employees

of Govt. of Puducherry.

Social Security: (i) to issue the Disability certificate and identify card to access all welfare measures

(i) to provide disability pension of all Persons with Disabilities.(iii) The perunthalaivar karmaveerar

kamraj Scheme for financial assistance towards funeral expenses of the DAPs.

Social participation: (i) Supply of free Dhoties and Saris once a year during local festivals. (ii)

Supply of Musical instruments and sports articles to the recognized disabled welfare organisations

(iii) Annual tour for DAPs

Social Recognition: (i) Celebrating of International Day on 3rd December every year.(ii) On the

occasion of the celebration of ‘International Day for the Persons with Disabilities' every year State

awards consisting of a certificate and cash are distributing the persons like

(a) Outstanding differently abled person Govt/ Private Employee and Self- employed persons

Rs.10,000/-

(b) Individual serving for the cause of the Differently abled person Rs.15,000/-

(c) Institutions serving for the cause of the differently abled person isRs. 25,000/-

The overall analysis on welfare measures of Differently Abled Persons in Puducherry reveals that

there is commendable performance and achievement by the Disabilities welfare by the Government

of Puducherry. It works on the basis of various Acts of Persons with Disabilities such as Rights of

PWD Act, 2016, PWD Act, 1995, RCI Act, 1992, National Trust Act, 1999 and Mental Health Act,

1987 and other special laws for Persons with Disabilities. The State Executive Committee constituted

under the Persons with Disabilities Act, 1995 is functioning under the Chairmanship of the Secretary

to Government (Welfare) who is the ex-officio Commissioner for Persons with Disabilities. In

addition, State Co-ordination Committee must review and coordinate the activities of all Government

departments and NGOs and advised the respective Government on formulation of disability related

policies, programs, legislation and projects. It must also monitor and evaluate the impact of policies

and programs designed for achieving equality and full participation of Persons with Disabilities

people in the society.



Apr 2018: Sp. Ed.

Policy Suggestions: (i) The Government can enhance the benefits of old age and young age persons

with disability. There is need for certain policy for young Persons with Disabilities to survive in the

society. (ii)There is a need to concentrates on ever-increasing old age Persons with Disabilities

population due to availability of benefits from the government. (iii) To provide nutrition food for

children and old-age Persons with Disabilities both rural and urban area through Anganwadi

centres.(iv) The problems of DAPs varies between rural and urban areas. Therefore, there is a needed

policy based on locality of Persons with Disabilities.(v) The Government of Puducherry has to take

necessary action and formulate the committees for implementation of Rights of PWD Act, 2016 as

like the PWD Act, 1995.

Reference:

1) Statistical Hand Book (1997-98), Directorate of Economic and Statistics, Government of

Pondicherry.

2) Abstract of Statistics (2015-16), Directorate of Economic and Statistics, Government of

Pondicherry.

3) Abstract of Statistics (2002-2003), Directorate of Economic and Statistics, Government of

Pondicherry.

4) Directorate of Census Operation, Census of India (2011), Pondicherry.

5) Economy in Figures, (1997-98), Directorate of Economic and Statistics, Government of

Pondicherry.

6) Report on census of disabled in Pondicherry 1998 Published by Department of Social

Welfare, Government of Pondicherry.

7) “Scheme to promote voluntary action for person with disabilities”, Published by Ministry

of Social Justice and Empowerment, Government of India, ShashtriBavan, New Delhi.

8) Report of the Steering Committee on Social Welfare for the Tenth Five Year Plan (2002-

2007) published by Government of India planning Commission, New Delhi, November –

2001.

9) A Report in the implementation of the person with disabilities (Equal opportunities,

protection of rights and full participation) Act, 1995 in the Union Territory of

Pondicherry” published by Government of Pondicherry, Social Welfare Department.



Apr 2018: Sp. Ed.

10) The person with disabilities (Equal opportunities protection of Rights and full

participation) Act 1995, Published by the Gazette of India, Ministry of law, Justice and

company affairs, New Delhi Monday January 1st, 1996.

11) Health information of India, 1997 – 98 Ministry of health and family welfare, Government

of India.

12) State Plan of Action, Pondicherry U.T. action plan for person with disabilities 2002 –

2007 prepared by D. Venkanna P.C.S., Deputy Director, Directorate of Social Welfare,

Pondicherry.

13) Details of Schemes in the Disability Division by Directorate of Social Welfare,

Government of Pondicherry.

14) All India conference in celebration of international year of disabled held at Chandigarh on

5th and 6th December, 1981, Organised by Precheen Kala Kendra Chandigarh.

15) National centre for promotion employment for disabled people, (NCPEDP)25, green park

extension, Yusuf Sarai, Delhi.

16) Sujata Manohar (Member, National, Human Right Commision) Empowerment and main

streaming of women with disabilities.

Website Reference

1) Policies and Schemes of Central and State Governments for Persons with Disabilities,

Sightstavers(2011) www.sightsaversindia.in.

2) http://socialwelfare.pondicherry.gov.in

3) http://wcd.puducherry.gov.in/

4) http://schooledn.puducherry.gov.in/



Apr 2018: Sp. Ed.

Importance of Multidiscplinary Teamwork for the Betterment of Children with

Intellectual and Developmental Disabilites

S. Parameswari,

Ph.D Scholar, Department of Social Work, Bharathidasan University, India,

Dr.J.O.Jeryda

Gnanajane Eljo Assistant Professor, Department of Social Work, Bharathidasan University, India.

Abstract

All children with IDD have a number of needs and often require the understanding and

involvement of several professionals from diverse fields, such as psychology, special education,

pediatrics, speech therapy, physiotherapy, social work, psychiatry etc., it may be difficult if not

impossible for a single person to achieve expertise in all these related fields. Under such

circumstance, a team approach is the best way to work, wherein professionals from various

disciplines work together to provide inputs and guide the training and rehabilitation programmers of

intellectually disabled children and their families. The team should involve the participation of

parents for identification, programming and management the varied problems of children with IDD

If possible the team can involve the children them self in the team. The exact nature or number of

persons or professionals included in a team within any given setting may vary according to the local

needs. However in all the special schools must have the ideal team apart from the regular special

teachers for the batter development of the children with IDD? It’s depending on the rescue of the

school and the need of the child the professionals could be appointed in the full time or part time

basis. This team work approaches can also include a system of working in group in order to solve

the day to day problems in the management of children with IDD in. The members of a multi –

disciplinary team can mutually contributes and develop better plans and strategies of working with

intellectually disabled children. A team work can also minimize the possibility of errors and

omissions in the planning or programming for children with IDD. In the multidisciplinary team, all



Apr 2018: Sp. Ed.

members can play complementary roles by different professions in the care and management of

children with IDD.

In this paper, the researcher wants to emphasize the importance of multidisciplinary team work for

the betterment of children with IDD. The outcome of the study will be discussed in full-length paper.

Keywords: Multidisciplinary Teamwork, Children with Intellectual and Developmental Disabilities

I/DD, Parents of children with I/DD, Special School.

Introduction

Special educational services for children with intellectual disabilities in India are mostly provided by

both governmental and non-governmental organizations and there has been a transformation in the

care of people with Intellectual and Developmental Disabilities I/DD since the late 1960s. One of the

most important changes has been the movement towards integration, participation and choice for

people with I/DD. A multidisciplinary team is a group of health care workers who are members of

different disciplines (professions e.g. Psychiatrists, Social Workers, etc.), each providing specific

services to the patient. The team members independently treat various issues a patient may have,

focusing on the issues in which they specialize. The purpose of a multidisciplinary team is a group of

individuals from multiple disciplines who meet to pursue a common goal, such as evaluating a

student for placement in special education or creating an individualized education program (IEP)

for a student. According to Indian census 2011 it reviles that

Disabled Population by Sex and Residence, India, 2011

Residence Persons Males Females

Total 26,810,557 14,986,202 11,824,355

Rural 18,631,921 10,408,168 8,223,753

Urban 8,178,636 4,578,034 3,600,602

Percentage of Disabled to total population India, 2011

Residence Persons Males Females

Total 2.21 2.41 2.01

Rural 2.24 2.43 2.03

Urban 2.17 2.34 1.98

Disabled Population by Type of Disability India : 2011

Type of Disability Persons Males Females

Total 26,810,557 14,986,202 11,824,355



Apr 2018: Sp. Ed.

In Seeing 5,032,463 2,638,516 2,393,947

In Hearing 5,071,007 2,677,544 2,393,463

In Speech 1,998,535 1,122,896 875,639

In Movement 5,436,604 3,370,374 2,066,230

Mental Retardation 1,505,624 870,708 634,916

Mental Illness 722,826 415,732 307,094

Any Other 4,927,011 2,727,828 2,199,183

Multiple Disability 2,116,487 1,162,604 953,883

Source of Information: http://censusindia.gov.in/

All children with IDD have a number of needs and often required the understanding and

involvement of several professional from various fields such as, psychology, special education,

paediatrics, speech therapy, psychotherapy social work , psychiatry etc., it may be difficult if not ,

impossible for a single person to achieve expertise in all these related fields. Under such

circumstances, a team approach is the best way to work, where in professionals from various

disciplines work together to provide inputs and guide the training and rehabilitation programmes of

children with IDD and their families. The team should also involve the participation of parents in the

identification, programming and management of the varied problems of children with IDD. If

possible the team can involve the children them self in the team. The exact nature or number of

persons or professionals included in a team within any given setting may vary according to the local

needs. However, in all the special schools they must have the ideal team apart from the regular

special teachers for the better development of the children with IDD. This team work approaches can

also include a system of working in group in order to solve the day to day problems in the

management of children with IDD. This may help the teachers to worker with all cadres of school

staff including ayahs, drivers, cooks; craft, music are dance teachers. It’s very important in the

process of development among the children with IDD.



Apr 2018: Sp. Ed.

Advantages Of Team Work

• The members of a multi – disciplinary team can mutually contribute and develop better plans

and strategies of working with intellectually disabled children. When they work alone on

these problems.

• A team work can also minimize the possibility of errors and omissions in the planning or

programming for children with IDD.

• All the multidisciplinary team the members can play complementary roles by different

professions in the care and management of children with IDD.

• One of the important features in the use of behavioral techniques is consistency. A team

approach alone can enable achieving this consistency in the use of behavioral techniques with

mentally handicapped children in the school or classroom settings and by inviting the

involvement of all the concerned staff members in the school, the gains achieved can be better

generalized across various individuals.



Apr 2018: Sp. Ed.

Guidelines For The Formation Of A Team

• Establish the structure and number of members to be included in a team. Try and include only

those members who have the direct contact with the child. Be sure to involve as many or all

related professionals in the field of mental retardation.

• Select a convener for the team, who can act as a coordinator, rather than as a head over other

members in the team.

• Plan a schedule or timetable of regular meeting for the team members.

• The agenda for discussion in the meeting of the team must include all aspects concerning

planning, programming, and implementation of teaching or training programmes for the

children with I/DD.

• Evaluate the plans and programmes that have been implemented on a periodic basis.

• Discuss any relevant ethical issues that may arise in the context of planning, programming, or

implementation of the various behavioral programmes for children with IDD.

Qualities That Facilitate Better Team Work

Working in teams is not always easy. When a variety of professionals have to come together

to work in the care or training of children with IDD. There are certain areas or issues which are

bound to elicit different opinion from different persons. Therefore, it is important for the individual

members in the group to develop flexibility a sense of mutual respect tolerance and willingness to

share and accept differences in fellow professionals. All these qualities will go a long way in

achieving our ultimate goal, the training, and rehabilitation of children with IDD.



Apr 2018: Sp. Ed.

COVERAGE OF NATIONAL INSTITUTES FOR PWD BY TYPE OF SERVICES Institution Special

Educators Trained

Rehabilitation Services

Extension Services

Clinical Services

Total PWD served

National Institute of Hearing Handicapped

2,536 23,452 11,077 175,893 212,958

National Institute of Mentally Handicapped

31,804 14,445 54,071 18,923 119,243

NI of Orthopedically Handicapped

− 23,487 65,083 221,804 310,374

National Institute of Visually Handicapped

5,972 325,771 83,463 24,128 439,514

Institute for the Physically Handicapped

619 22,090 47,201 65,652 135,562

NI of Rehabilitation Training and Research

415 26,369 1,863 330,437 359,089

DDRC/Regional Rehab Training Centers

− 26,614 149,583 204,286 380,483

Total 41,346 462,228 412,526 1,041,123 1,957,223

Source: Asia Pacific Development Center on Disability India Country Profile.

Importance Of Social Worker In Multidisciplinary Team For Children With Idd

The social work profession is committed to maximize the wellbeing of individuals, families,

groups, communities and society. We consider that individual and societal wellbeing is underpinned

by socially inclusive communities that emphasize principles of social justice and respect for human

dignity and human rights. These values are in complete accord with the disability advocacy

movement and the United Nations Convention on the Rights of Persons with Disabilities, which both

inform the NDIS. The social work profession operates at the interface between people and their

social, cultural, physical and natural environments. Through casework, assessments, counseling,

family work, advocacy, research, policy and community work, social workers operate from a person-

in-environment perspective providing interventions that address issues at both the personal and social

level. The major Role of social work in the disability field that the Social workers focus on



Apr 2018: Sp. Ed.

maintaining and enhancing quality of life among the parents and children with IDD. We contribute

knowledge and skills to assist people with intellectual disability, and their families, communities

through their work in a range of settings. Social Work includes all levels of management and program

design, individual planning, counseling, coordination and case management, as well as policy

development, research and advocacy. Social workers develop evidence-informed assessments,

planning and interventions within a client empowerment framework. Social work interventions take

into account the impact of health, psychosocial or other needs of the individual and their support

systems. Social workers can regularly be involved in multidisciplinary teams, especially when

interventions occur within social, psychological, family and institutional dynamics. In this respect,

social workers can inform the decision-making capacities of other professionals and the

multidisciplinary team. Above all, social workers respect the primacy of the individual’s rights and

work towards people with disability choosing how to live their life.

Professional social workers have much to contribute to the disability field in both government and

non-government organizations and the emerging private sector. With the focus on self-determination

and holistic analysis, social workers offer a unique and valuable contribution to providing appropriate

and targeted services to meet the complex needs of individuals, their families and communities, in

both disability and mainstream services

Conclusion

This multidisciplinary team work is very important for every child with IDD. It has its own

advantage and disadvantage but it’s only for the betterment of the children IDD and for their family.

In this team all the professions work to gather and help the child in all the aspect at the same time

more peoples mean more time taken to reach a conclusion. There exist the risk that is someone

disagree the methods and techniques of the rehabilitation process of persons with disabilities it has its

own limitations also that are in this multidisciplinary team everything can’t be decided as a team.

Each professional must be able to take decisions not only about his practice the team became

dependent to one another at the end in the field of special education this multidisciplinary team place

a major role in all the aspects of child’s development.



Apr 2018: Sp. Ed.

Reference

1) Bigby, C. & Frawley, P. (2010). Social work and intellectual disability: Working for change.

Palgrave MacMillan, London

2) Bigby, C., Fyffe, C., & Ozanne, E. (2007). Planning and support for people with intellectual

disability. Issues for case managers and other practitioners. Jessica Kingsley, London

3) Chenoweth, L. (2006). Chapter 6: Disability, in Hong Chui, W. & Wilson, J. (Eds), Social

work and human services best practice, 104-127

4) Fawcett, B., & Plath, D. (2014). A national disability insurance scheme: What social work

has to offer? British Journal of Social Work, 44(3), 747-762

5) Robinson, S. (2015). Preventing abuse of children and young people with disability under

the National Disability Insurance Scheme: A brave new world? Australian Social Work,

68(4), 469-482

6) http://www.ibe.unesco.org/sites/default/files/Teamwork_Special_Needs.pdf

7) http://docplayer.net/40589528-Scope-of-social-work-practice-social-work-in-disability.html



Apr 2018: Sp. Ed.

Innovative Devices Used To Promote Learning among Specially Abled Children

S. Sripriya

M.Ed Scholar,Manonmaniam Sundaranar University,Tirunelveli.

Abstract

This study evaluates and illustrates innovative devices used in schools to teach Specially

abled children.Often physically and mentally challenged children are made subjects of sympathy. We

should remember that a physically or mentally challenged child has rights too and more than

sympathy, the child requires our empathy.Persons with Disabilities Act, 1995 ensures equal

opportunities for people with disabilities and provides education, employment and vocational

training for them. Almost all these schools were making effective use of innovative devices to ensure

effective learning. Most of the teachers felt confident in encouraging pupils to be creative. This

creativity makes the students as part of learning, skill, working model, creativity model, confidence,

awareness and at last for the future life also.

Keywords: Innovative devices, learning, specially abled children, disability.

Introduction

The term differently abled is occasionally used as a substitute for disabled or handicapped. The term

Differently abled emphasizes the fact that many people with disabilities are relatively capable of

accomplishing a particular task or performing a particular function only in a manner that is different

from or takes more time than that of people without the disability. Persons with disabilities are often

criticized as an uncomfortable euphemism and in some cases may be taken as unpleasantly

patronizing by disabled people themselves. Like changed it is used most frequently is academic

government and social service governments its use outside those contexts may be problematic.

According to the definition of world health organization disability is described as 3 distinct folds.

1. Impairment

Any loss or Abnormality of psychological physiological or anatomical structure of a function.

2. Handicap

A Disadvantage for a given individual resulting from impairment or a disability that prevents

the fulfillment of a role considered normal depending upon age ethics and cultural and social factor

for an individual



Apr 2018: Sp. Ed.

3. Disability

Resulting from impairment and restriction on lack of ability to perform an activity in the

manner or within the range considered normal for a human being.

Types of Disability

Autism. It means a developmental disability appreciably affecting verbal and nonverbal

communication and social interaction in general evident before age three that harmfully affects

education. The term autism does not apply if the childish educational performance is adversely

affected primarily because the child has badly affected primarily because the child has emotional

disturbance.

Deaf- blindness.It refers to child with both hearing and visual disabilities the individual with

disabilities educational act (IDEA) officially defines the term as associated (simultaneous) hearing

and visual impairments the combination of which causes such severe communication and other

developmental and educational needs that they cannot be accommodated in special education

programs exclusively. Deafness means a hearing impairment so sense that a child is impaired in

dealing out linguistic information through hearing with or without strengthening that harmfully

affects a child educational performance.

Emotional disturbance. It means a condition exhibiting one or more of the following distinctive

over period of time and to a marked degree that adversely affects a child educational act.

Hearing impairment. It means impairment in hearing whether permanent or unpredictable. That

adversely affects a child’s educational performance but it not included under the definition of

“deafness”

Mental Relation. It means extensively” sub average general intellectual functioning existing along

with that the same time with deficits in developmental period that adversely affects a child’s

educational performance.

Orthopedic Impairment. It means a severe orthopedic impairment that harmfully affects a child’s

educational performance the term includes impairments causes by a congenital anomaly (E.g.



Apr 2018: Sp. Ed.

Poliomyelitis, bone tuberculosis, etc). And impairments from other causes (e.g.:- cerebral palsy,

amputation, and fractures or burns that causes contractures).

Speech (or) Language impairment. It means a communication disorder such as sufferings, impaired

articulation language impairment, or a voice impairment that adversely affects a child’s educational

performance.

Traumatic brain injury. It means an acquired injury to the brain caused by an peripheral physical

force, resulting in total or partial functional disability or psychological impairment, or both, that

adversely affects a child’s educational performance. The term applies to open or closed head injuries

resulting in impairments in one or more areas, Such as cognition, language memory attention

reasoning, abstract thinking, judgment, problem- solving, sensory. Physical function, information

processing, and speeds the term does not include brain injuries that are congenital or degenerative or

brain injuries by birth trauma.

Visual impairment including blindness. It means impairment in vision that even with correction,

badly affects a child educational performance; the term includes both partial sight and blindness.

Innovative Devices used to promote learning

Most of the practice of creative methods is being done outside the conventional educational

institutions by consulting firms and by persons in companies who have been trained in creative

problem solving methods. In universities not much has changed since 1950, when the distinguished

psychologist J. P. Guilford in his inaugural address as president of the American Psychological

Association stated that education’s disregard of the subject of creativity was unspeakable.

Adding to this series of events is the fact that textbooks are at least three years out of date

when they are published and educational systems were the slowest adopters of innovation. Thus, we

see that educational institutions need a strong dose of creative problem solving.

Promotion of Creativity in the Classroom

Embrace creativity as part of learning. Create a classroom that recognizes creativity. You may

want to design awards or bulletin boards to showcase different ways of solving a problem, or creative

solutions to a real world situation.



Apr 2018: Sp. Ed.

Think of creativity as a skill. Much like imagination and originality it is less a trait and more a

proficiency that can be taught. If we see it this way, our job as educators becomes to find ways to

give confidence its use and break it down into smaller skill sets. Psychologists tend to think of

creativity as Big-C and Little C. Big C drives big societal ideas, like the Civil Rights movement or a

new literary style. Little C is more of a working model of creativity that solves everyday problems.

Both concepts can be included in our classrooms to promote creativity in common.

Participate in or create a program to develop creative skills. Programs like Mind and Think

pursuit bring together students from around the world to promote creativity, design creative solutions,

and bring them to antagonism.

Use a creativity model. The Osborne-Panes model is oldest, widely accepted model. It is often used

in education and business improvement to promote creativity. Each step involves a divergent thinking

guide to challenge ideas, and then convergent thinking to narrow down investigation.

Creativity accompaniments in a “congenial environment”. Creative thinking needs to be shared

and validated by others in a socially supportive atmosphere. Researcher Csikszentmihalyi (1996)

coined this term, to clarify the importance of reception from others. Others think about how to

create communities that promote creativity to solve problems.

Be aware during discussions. You know that student who often asks the question that goes a bit

outside the lecture? Well, engage him. Once a week deliberately address those questions. Write them

down on an assigned space in the board to go back to later. Encourage creativity by validating

students’ creative thinking.

Establish expressive freedom. The classroom environment must be a place where students feel

secure to share novel ideas. Allow for elasticity and create norms that promote creativity.

Give students time to ask questions. Organizations such as CCE (Creativity, Culture, and

Education) suggest teachers include opportunities for students to ask questions. Intentionally suggest

lessons that allow for wondering and investigation.

Creativity builds confidence. Students take ownership of their own learning. Think of ways where

student’s capacity designs a project. For example, for the history requirement, I recommended

students of both fifth grade classes create an exhibition of their final projects. The students were so

proud of their final work and learned from others presentations.

Observe a working model of creativity. To get a better idea of how others endorse creativity, visit a

creative classroom or watch a video about how a creative classroom works. The “Case for Creativity



Apr 2018: Sp. Ed.

in School” is an outstanding video that educators can watch to see how creativity might play out in a

classroom. This school adopted a school-wide approach to distinguish students.

Explore different cultures. Culture is an excellent vehicle for stimulating creative thinking.

In Thinking Hats & Coloured Turbans Dr. Kirpal Singh discusses how cultural contexts are central to

creative endeavors. You can discuss how collaboration between cultures, such as in the space

program, produces unique, novel ideas.

Understand that creativity is important to students’ future in the job market. Paul Collard for

Creative Partnerships discusses how 60% of English students will work in jobs that are not yet

created. In today’s market, students must largely be innovative and create their own jobs. Collard

suggests teacher’s center of attention on teaching particular skills or set of behaviors, rather than

preparing students for specific careers.

Conclusion

The learning with creativity recognizes the learners as its core participants, encourages their

active commitment and develops in them an understanding of their own doings as learners. The

learning with creativity is founded on the social environment of learning and actively encourages

disciplined co-operative learning. The learning professionals within the learning with creativity are

highly used to the learners’ motivations and the key role of emotions in achievement. The learning

with creativity is exactly sensitive to the individual differences among the learners in it, including

their prior knowledge.

References

1) Creativity: find it; promote it (QCA/05/1596), Qualifications and Curriculum Authority,

2005.www.qcda.gov.uk

2) Banaji, S. (2008), ‘Creativity: Exploring the Rhetorics and the Realities’ In J. Marsh, M.

Robinson and R. Willett, Play, Creativities and Digital Cultures. London and New York:

Routledge.

3) Singal, N. 2006. Inclusive education in India: international concept, national interpretation.

International Journal of Disability, Development and Education, Vol. 53, No. 3, pp. 351-369.



Apr 2018: Sp. Ed.

Learning Disabilities (LD): An Introduction

R. Sivannatham,

(Ph.D. Research Scholar), Guest Teacher Educator, Department of Mathematics, Government

College of Education, Orathanad- 614 625

Dr. K. Govindarajan,

Assistant Professor, Department of Education,Alagappa University,Karaikudi,Tamil Nadu, India

Abstract

The term learning disabilities (LDs) has become the most acceptable for educational purpose

since it emphasizes on the educational characteristics of such disorders. A field that did not exist

officially about 40 years ago has now become the most important and largest category of special

education. LD has experienced unprecedented growth and has significant impact on inclusive

education in particular and education in general. A learning disability cannot be cured or fixed; it is

a lifelong issue. With teacher and parental support and intervention, children with learning

disabilities can succeed in school and become successful in their careers. Teachers can help children

with learning disabilities achieve such success by encouraging their strengths, knowing their

weaknesses, understanding the educational system, working with professionals, and learning about

strategies for dealing with specific difficulties.

Keyword: Learning Disability

Introduction

A learning disability is a neurological disorder. In simple terms, a learning disability results

from a difference in the way a person’s brain is ‘wired’. Children with learning disabilities are as

smart as or even smarter than their peers. However, they may have difficulty reading, writing, and

spelling, reasoning and organizing information if left to figure things out by them or if taught in

conventional ways.

Although true definition in federal law of governs the identification of and services to

children with learning disabilities (LD) there are variations between states and among school

systems. In an attempt to clarify the identification, some states specify an intelligence range. Others

add a concept of a discrepancy between potential and achievement, sometimes quantifying the

discrepancy using test scores. These slightly different ‘Yardsticks’ are indicative of a lack of clear

consensus about exactly what learning disabilities are.



Apr 2018: Sp. Ed.

Viewpoints about identifying learning Disabilities

Individuals with learning difficulties may appear to possess the characteristics of a person

with LD. However, it is only when those learning difficulties are so pervasive or server that they

markedly interfere with learning or day – to – day living that a learning disability is suspected.

Careful assessment by a multidisciplinary team that utilizes a variety of standardized instruments,

informal tasks, and observation is an important part of verifying the existence of LD’s. There are

some other characteristics of LDs, which are as follows.

Cognitive

Some children with LDs exhibit cognitive, thinking or psychological processing problems.

These include problems in remembering things, discriminating or differentiating visual or auditory

perceptions and using cognitive strategies. The perceptual problems include problems in left right

orientation, figure- ground differentiation, pattern discrimination, body image, symbol recognition,

associating sounds with symbols children with LDs fare difficulty in organizing learning tasks and

learning how to learn.

Academic

Children with LDs perform poorly in one or more school subjects. They are after behind their

classmate in developing reading, writing or arithmetic skills. The diagnoses in this category include.

- Developmental reading disorder (Dyslexia)

- Developmental writing disorder (Dysgraphia)

- Developmental arithmetic disorder (Dyscalculia)

Physical

Physically children with LDs look like children who do not have LDs. Some children with

LDs may demonstrate poor physical coordination and motor abilities. There children (LD) may have

good gross motor coordination, but difficulties in fine-motor coordination.

Behavioural

The following behavioural characteristics are commonly associated with LDs. Inattentiveness,

hyperactivity, impulsiveness, distractibility and day dreaming, Problems with social behaviours are

low self-concept, lack of judgment in social situations, lack of social competence in school etc.,



Apr 2018: Sp. Ed.

Communication

Children with LDs may have difficulty in listening, speaking, defining words, and formulating

linguistic constructions.

Education professionals have the task of distinguishing students with LDs from the students

who are nondisabled low achievers and students with low intellectual functioning, students who have

normal range IQ and fails in their grade leavels are likely to called as learning disabled.

Treatment of Children with Learning Disability

1. Process Training

In the process training the underlying processes involved in learning academic subjects are

specified. A student believed to have reading problems because of difficulties in visual perception

would receive visual perception training before any reading instruction.

2. Multisensory approaches

The programmes classified as multi sensory are more likely to emphasize working with

academic material directly. In the multisensory method a combination a student’s sensory system in

the training process are used.

3. Medication

There are some drugs, which are used in reducing the learning disabilities among students.

Some of the studies have put a question mark about the effectiveness of drugs on changing the

behavior of many learning disabilities. It is claimed that drug usage in child hood will automatically

lead to drug abuse in the teenage years. Some drugs such as Ritalin is offer successful in reducing

hyperactivity and increasing attending skills.

4. Cognitive Training

This approach has gained wide spread popularity as an intervention approach for LDs. The

main focus of cognitive training is an changing convert thoughts. Four techniques that are useful

with LD Students are self-monitoring, mnemonic methods, Self- instruction, and Reciprocal

Teaching.

5. Behavioural Modification

For years practitioners have used behavior modification techniques successfully to work

which inattention and hyperactivity of LD students. It is also used to improve arithmetic performance

and linguistic skills of LD students.



Apr 2018: Sp. Ed.

Reference

1) Lerner J.W. (1993) Learning Disabilities – Theories & Strategies, Houghton Mifflin, Boston.

2) Hammill D.D. and Bartel N.R (1986) Teaching students with learning and behavioural

problems 4th edition, Allyn Balon, Boston.

3) Manju Gupta, (2007) Special Education KSK Publishers and Distributors, New Delhi.

4) Progress of Dr. Ladislav Kosc’s work on Dyscalculia. Focus on Learning problems in

Mathematics. Volume 8:3 & 4.

5) Sharma, Mahesh 1990. Dyslexia, Dyscalculia and Some Remedial perspectives for

Mathematics Learning problems. From Theory into Practice. No. 7, 8, 9 & 10.



Apr 2018: Sp. Ed.

Life Skills As Catalyst In Inclusive Education For Special Students

Sindhu K.K,

Research scholar, Life Skills Education, RGNIYD

Dr.T.Gopinath,

Assistant Professor and Head i/c, Department of Gender Studies, RGNIYD,Tamilnadu

Abstract

Inclusive education is gaining mounting interest recently as the country musters the efforts in

attaining sustainable goals towards development. This means that all students have equal opportunity

to get educated and are supported by schools and society and are encouraged towards holistic

development irrespective of their gender, age, economic status and also disability. This paper urges

to discuss on the educational system and approaches towards assisting disabled students in order to

prepare them to take charge of their life.Drawing the statistics from the World Bank, it is pathetic to

state that,15 % of the total world’s population falls under the labeling of marginalized group-

“Disabled”suffering from physical, mental, and other sensory disabilities.Amongst these, about one

million of young individuals of age 10-24 years with their own, unique characteristics, issues ,

challenges and concerns, and are usually deprived from participating in the society as they have

limited exposure and access to educational, economic and cultural opportunities. Thus, in addition to

support from family, schooling acts immediate neighborhood and both share key responsibility in

ensuring their development and progress.

The need for special attention in mode of instruction and curriculum are often bypassed and most

often routine academic approach is followed up; whereas the emphasis for functional Life Skills

which assists them in carrying out minimal basic tasks of everyday life, are often overlooked and left

to the parents tohead by.This paper dwells on the significance of Life skills instruction, and concludes

that approaches in educational system in context of disabled students need to be revisited thus,

enabling them to live independent and fruitful life.

Key Words: Adolescents, Disabled, Inclusive Education, Life Skills.

Introduction

Inclusive Education

Globally, it is widely putative that, social-economic level, caste, creed, occupational level,

educational levels make marked difference in overall quality of life. (Ingstad and White: 1995;

ICIDH: 2002) and the greatest hindrance for adolescents who are differently abled is prejudice, social



Apr 2018: Sp. Ed.

isolation, discrimination and dependence. While majority of this special yet neglected population are

affected lifelong by stigma in society, there is a pressing need for bringing out measures acting as

pushing factors to support the needy. These may include efforts from family, neighborhood,

educational system, healthcare centers and advocacy.

The base line data of available literature reveals that, throughout the developing countries, there are

barriers existing in terms of gender difference, fulfilling basic needs, educational and livelihood

opportunities, rehabilitation centers and in providing and executing rights and safety aspects of this

marginalized population.

This paper gives an snapshot of schools supportive system in helping out the unreached to improve

their lie through innovative and intervention approach of Life Skills. It also discusses about the need

of Inclusive education, by putting forth the depth of the psychosocial problems, challenges, concerns

of differently abled adolescents. In addition to this it also lists out possible strategies and suggestions

with special reference to special educators.

Adolescents and Differently abled:

I) Psychosocial Demographics:

All individual are unique and have wide range of characteristics. Most of the growth and maturation

in terms of physical and mental health happens during adolescent period-a strikingly significant

period of transition. They too face many issues and challenges like other adolescents during this

transition period. However, Looking through the lens of the society, young individuals who are

differently abled are generally assumed that they can never attain the adulthood or function with

typically expected characteristics. They are perceived as being “Childlike”. The general public and

in some cases, parents as well are conceived with a pre-notion that, such adolescents cannot strive

towards adulthood. They do not understand the need for supporting them to empower themselves by

educating them, providing right recreation, or participation in public sphere.

Several research studies indicate that, disability affects more males than females which are more

prominent in rural areas than in urban areas.(UN Compendium:1990; Harriss-White and

Subramama:1999). However females are more prone to risk and are even referred as being “Doubly

disabled”. In country where there is a difference in gender equity,girls who are differently abled, are

given least preference in providing them with education, health services, vocational skills and in jobs.

(Boylan:1991)



Apr 2018: Sp. Ed.

An indication of this situation can be lifted from evidence seen in the survival figures of post-polio

individuals from Nepal where survival rate is 12% for males compared to 5.9% for females. The

gender imbalance reflects higher mortality rates in female survivors, not higherprevalence rates of

polio in males (Helander, 1993).

Programs meant for adolescents rarely include disabled young audience. Adolescents belonging to

minority are even more at greater risk because of their cultural and traditional differences. The power

execution for their rights is limited and thus they have minimal exposure in utilizing supportive

services.In-case where inclusive programs are provided, the special focus towards disabled

adolescents is rarely addressed. Most often it is for the children or adults and focuses on domestic

problems, employment etc.

The dropout rate is mushrooming in among this population as a result of problems of viscous circle

linked with poverty and discrimination. Adolescents with such background hardly attend schools and

many do not complete schooling. In-fact, majority of the disabled adolescents are no more at schools

because of societal discrimination, frustration, stress, depression, lack of coping skills and other

psychosocial problems. The regular school setup is not suitable or friendly as many of the schools

have stairs and rarely have wheel chairs or other supporting equipments- hearing aids, scribes,

exclusive study materials, special tutors and translators.

Safety aspects particularly adolescent girls are very important. Fearing to this, parents hesitate to send

their differently abled wards to school or little vocational training centers. Existing evidences where

girls have been sexually harassed in schools, workplaces and even at religious places. Further

complicating this, there are prone to pregnancies and sexually transmitted diseases.

Compounding this issue, unfortunately, such adolescents end up in streets and indulge in antisocial

activities such as drug consumption, brothel houses, and crimes; thusbeing exploited. According to

UNICEF 1999, there is a rising toll of such population among street children who are disabled.

Denial of providing them schooling opportunity is the grounding reason for above issues. Many a

times, differently abled children are viewed as distraction and disturbance to other students in regular

school setting.

Although, few differently abled adolescents crack through the barriers and get educated, another

biggest challenge for them is finding the right job. Many recruiters refuse to hire though special

reservations have been made for differently abled in some countries. The employers fail to realize the



Apr 2018: Sp. Ed.

potentials of such individuals. If at all they are employed, they are exploited with cheap wages. About

80% of disabled population face unemployment problem in developing countries. (ILO:2003). They

fall as prey at workplace with no second option and targeted easily when there is a need to fire the

employs. The unemployment rate among disabled women is double than that of the disabled men.

Young women who have any kind of disability are married off at early age seeking safety and

security; however they end up complicating their lives as second mistress facing domestic

harassments and violence later. They do not even have access to own their property or assets making

them forcibly dependable and suffer for rest for their life.

Access to and availability of rehabilitation centers is not much visible especially in urban areas.

Females have even more restrictions because of their difficulty in travelling to far places and most

often depend on escorts. (ILO:1989).

There is an immediate urge to pay attention of host of issue- “risk of being prey of violence” in the

form of being physically, sexually and psychologically abused. They do not have sufficient and

immediate help for legal protection services and thus such cases continue to prevail unnoticed further

complicating the social issues.

II) Myths and misconceptions about differently abled adolescents:

1) In some countries, being born as differently abled is a sign of “bad blood” or divine

displeasure. (Helander:1993). Many consider disability as a result of sin by parents or the

differently abled new born.

2) It is a common societal misconception that, differently abled do not understand or have

knowledge about sex nor they involve in relationships. These constrains make them unlikely

to get married. There is often no knowledge about sex education but this does not mean that

they do no experience such emotions. (Wallace:1990; Cheng and Udry:2002)

3) Many believe that, since differently abled adolescents hardly attend schools, they cannot or

incapable of learning.

4) Wrong notion that, they cannot become adults and remain child like forever. It is this

hindrance that limits differently abled individuals to explore their potentials. They are either

neglected or considered as burden or extremely cared making them even more dependable at

later stages of life.

5) Those who use wheelchairs are often seen as paralyzed and assumed that they cannot walk.



Apr 2018: Sp. Ed.

6) It is predominant assumption that, deaf people cannot speak.

7) It is a false belief that people with hearing impairments can read lips.

8) Globally, many employers think that, differently abled are not talented and thus not fit for the

job.

9) Seldom, do the employers realize that, disabled individuals have equal chances of accidents at

job.

10) Very little attention is paid by the stakeholders, educational systems, policy makers and even

parents to invest towards the betterment of disabled as they feel it is unnecessary or least

important.

11) It is a serious misconception that, differently abled individuals have different legal laws and

procedures.

12) It is a kind of spiraling false belief that, employers can claim insurances by employing

differently abled individual.

III) Why is life skills intervention so important?

Adolescence is the period when the individuals explore themselves by tapping their inner potentials

and define themselves in achieving their aspirations in career. However, they are most often

unemployable because they lack certain psychosocial skills. Million of adolescents who are

differently abled are unable to defend themselves at workplaces as they are not encouraged to hope

and plan for better future leaving them behind, unprepared.

It is open to question whether schools need to take the responsibility in preparing differently abled

adolescents in improving their psychosocial skills or do they need to limit themselves only in

teaching from academic perspective. It is a sobering reminder that, it is high time school system need

to function strictly in state of concentration towards inclusive development by attending to the needs

and concerns of differently abled adolescents. Innovative teaching aids, strategies, interventions can

bring about significant changes in life of such adolescents if right action is taken at right time.

Intervention of Life Skills for special students, their parents and teachers is one such attempt and

possible way through which above addressed issues can be resolved.



Apr 2018: Sp. Ed.

Guided by World Health organization’s definition, Life skills are set of capacities that enable an

individual to manage the demands and challenges of day today situations effectively with positive

approach. Addressing the issues of special students, they are among the poorest and most

marginalized of all young people. They are looked down as the last citizens of the country. In the

context of persons with disability, Life skills program assists to live independently at home, to carry

out daily chores, to be able to earn and live independently, to take care of one health and hygiene, to

have sufficient knowledge and skills to use public facilities on their own.

In a broader perspective, Life Skills is a continuous and life long process that enhances individual’s

potential to live quality life. Thus, these kind of psychosocial competency or skills in the form of

functional life skills instructions are need of an hour especially in special education. Regular practice

and exposure to such psychosocial skills assist the students to manage and cope up with challenging

situations independently.

Additionally, there is a hopeful bright future seeded by UNESCO and UNICEF by promoting

inclusive schooling practices by integrating differently abled students in regular classroom setting.

There are countries which had inspired as role models for others by adopting specific rehabilitation

approaches. In countries like Australia, New Zealand, North America, Japan and Western

Europethere are several noble initiatives adopted in extensive educational systems with rigorous

training techniques, counseling, engaging qualified special educators, and maintaining documentation

of observations and progress.

Incorporating Life skills’ training is of great significance as a part of a special education classroom.

Teachers need to take extra efforts and responsibility to see to it that Life skills are mainstreamed

along with the regular curriculum.

In context of adolescents, Life skills are appropriate in carrying out daily simple tasks like buttoning

their shirt to travelling alone; which may seem very easy for other adolescents yet challenging ones

for differently abled adolescents. They need to strive through physical difficulties, overcome mental

confusions, and maintain quality and productive life. There are several grounded reasons and

advantages to succeed in mastering Life skills. Following are few to state:

1) Dependency is one of the biggest burdens for both differently abled adolescents and also

parents or care takers. Being as self-reliant is most challenging issue for differently abled

individuals. Life skills assist in building potential to live independently.

2) It empowers them in decision making and to solve problems of their level effectively.



Apr 2018: Sp. Ed.

3) To make better and healthy choices and maintain good lifestyle.

4) Enables them to handle oneself without the need for someone to escort.

5) Empowers them to fit themselves into suitable jobs by exposing them to repetitive training.

6) Cultivating Interpersonal relationship skills help them to understand, recognize and make

friends by controlling their emotions. This encourages them to slowly participate in public

sphere.

7) Making them exploring oneself (Self-awareness) triggers their confidence levels and self

esteem. This act as pushing factor for them to realize and take responsibility towards

adulthood.

8) According to Mihaly Csikszentmihalyi flow theory, people are happy when they are deeply

engaged in doing some activity with interest. Encouraging differently abled adolescents by

identifying and pooling their talents and helping them to get absorbed into activities of their

choice and interest, gives them sense of self-worth, satisfaction and happiness.

9) Disability is a fact but continuous foisting about the difficulties on the differently abled

person makes them double disabled. Many fail to understand that, they are perfect when

carrying out skills by training and can even create wonders.

10) Identifying their talents and providing a helping hand to overcome their barriers help them to

cope up and control their frustration and emotions.

11) Use of calendar, simple calculations, understanding direction and symbols helps them to think

critically.

12) By extending our courtesy in implementing Life skills in special education, such adolescents

may feel comfortable in public places and at home. In helps them to master in understanding

seasons, days, months, fill up forms, know to check time and in shopping. This helps them in

task completion independently.

13) Home is life a refuge place where they can be helped out for carrying out daily routine tasks

such as bathing, dressing up, eating, sleeping and maintaining personal hygiene to prepare for

the day. These kinds of skills are very much essential and they cannot depend on others all the

time. Thus life skills proliferate to manage themselves.



Apr 2018: Sp. Ed.

IV) Life skills at work place:

Combinations of concrete flux of specific skills at work place include Self awareness, Interpersonal

relationship skills and coping skills to succeed and sustain in career. This helps them attain capability

to:

1) Use technology

2) Understand form filling

3) Follow instructions and to communicate with others effectively.

4) To listen and respond appropriately.

5) Cope up with sudden changes and diversity.

6) To work independently in accordance to time and schedule.

V) Where can we implement Life Skills?

As discussed earlier, there is a vital importance of implementing Life skills as skills to live. The

combination of skills varies across different settings, say home, school, and workplace or at public

sphere. Not only is Life skills meant for differently abled but also, it is relevant for the immediate

persons associated with them. Parents, teachers, service providers, stakeholders also share equal

responsibility to take a big move in practicing it. The overall community as such needs to integrate in

building better place for differently abled.

Non-government organizations, schools, rehabilitation centers play special roles as components of

life skills are being exercised by experts in the field such as special educators, counselors, program

managers etc.

However schooling is the place where most of the adolescents are expected to be confined to for

major portion of the time. The child’s maturity is nurtured at schools. Thus, different techniques,

strategies, therapies which are exclusive for this special population need to be applied.

Transition centers also provide the adolescents in training them aptly according to their capability and

interests. Their strengths and weakness are analyzed and are directed accordingly. Successful case

studies of differently abled entrepreneurs cannot be ignored in this context which has been inspiring

and ray of hope for many parents and such adolescents.



Apr 2018: Sp. Ed.

VI) Life skills: Know where to start

To help aid during this transition period, it is essential to improve their standard of living by breaking

in smaller goals and schedules. Continuous and regular monitoring helps identifying their capabilities

and thus in tapping the potentials. This begins by helping them to build healthy and positive image.

Life skills can be implemented in terms of instructional mode, role plays, playing visuals, singing

action songs. Individual learning plans, long term caring and follow up can be exercised to help them

achieve personal aspirations.

Life skills can be taught to parents as well by giving the counseling, supplemental training to handle

their wards positively, build faith and hope in parents by motivating them with successful stories and

case studies, taking them to successful field settings meant for differently abled, conducting adult day

programs, educating them about various strategies. Disability can be meant as bad or good depending

on the person’s perception. Service providers at local community level setting can remove the myths

and misconceptions conceived by the society. This helps them to identify the needs of the differently

abled.

One to one individual attention is insisted while handling differently abled adolescents. The student

teacher ratio should be appropriate and effective in classroom setting with learner centered

approach.Need based analysis is encouraged to understand the exact concern and demands of the

adolescents to give them the best and opportunity to develop and make progress.

Fun and creative learning attracts many adolescents and helps them to cope up with their stress. It

boosts their confidence level.The teaching aids can be via usage of technology operations which are

simple and automatic thus enabling the adolescents to be updated with latest pace of the world.

Exposure to recreational activities helps them to improve their motor skills leading to overall physical

growth and development. Differently abled adolescents are often multitalented as they strive to

overcome by converting their weakness into strengths. Music, dance, painting, swimming, can be an

opportunity to let go their inferiority complex and bloom as talented adults in later stage of life.

Major tasks can be completed by assisting them to carry out by breaking into smaller tasks and goals.

Understanding series and sequence can help them to coordinate well with their physical and

intellectual capabilities. Positive reinforcements encourage students to learn faster and better.

Exposure to field visits or public sphere to exercise what has been taught builds confidence and keeps

them away from fear of being ignorant and isolated. This helps them to handle real life situations

without assistance.



Apr 2018: Sp. Ed.

Dramatic performance and mono acts helps them to learn to respond and behave in right manner.

This builds social skills and they can defend themselves in safe manner in public. It creates sense of

empathy towards their peers. It is pressing need to teach them about safety and being assertive in-

order to keep themselves away from being exploited.

The best approach to teach Life skills is to work in groups. By seeing peers with similar problems

they tend to connect with them faster and build better rapport.

The main objective of Life skills training is that adolescents need to live independently and safe. Life

skills combination can be applied to every child having different difficulties, unique abilities.

Different approaches and strategies can be applied in accordance to the need. They can be customized

and adopted in different life situations to face the challenges with positive behavior.This promotes

them to be socially involved and build better lifestyle.

Taking a closer look: Summary

Being isolated, humiliated and all time dependable, is the biggest stress for majority of the disabled

adolescents. Regular programs are usually conducted keeping in mind general adolescents.

Differently abled adolescents are largest segment among adolescents yet smallest group served. Life

skills intervention approach will serve promising and better future with supportive environment by

educating them with adoptable skills. These may include generic and survival skills too. Safety,

rehabilitation services, awareness about myths and misconception in community settings were

outlined by the researchers in detail. The need for active transition services, experiences counselors

and special educators, innovative teaching approaches are highlighted. The roles and responsibility of

parents, caretakers, teachers, employers, policymakers and other service providers can be carried out

in better manner by training them in life skills and creating awareness and motivating sense of hope

to help pave better future for special students. All individuals whether are not differently abled need

Life skills to live. These are the basic skills and need to be mastered as part and parcel of life. The

levels of disability vary among individuals and thus continuous efforts in practicing appropriate skills

can influence a positive change in behavior. This begins by developing learning sense as we get

knowledge from right resources which in turn influence our attitude. Positive behavioral change is the

final outcome of Life skills intervention. Life skills approach is of immense benefit to help remove

social issues and strive towards inclusive development.

Bibliography:

1) Boylan E.(ed.) 1991. Women and Disability. London: Zed Books.



Apr 2018: Sp. Ed.

2) Harriss-White B, Subramanian S. 1999. Illfare in India. New Delhi: Sage

3) Helander E. 1993. Prejudice and Dignity: An Introduction to Community-Based

Rehabilitation. NY: United Nations Development Program.

4) Ingstad B, Whyte S. (eds). 1995. Disability and Culture. Berkeley: University of California

Press.

5) International Labour Organization. 2002. Regional Office for Asian and the Pacific. 2002.

"ILO turns spotlight on Asiapacific Dimensions of Stark Global Youth Employment Crisis."

Bangkok: February 27, 2002).

6) UNICEF. 2002. It is Our World Too!: A Report on the Lives of Disabled Children. London:

Disability Awareness in Action.

7) Nora Ellen Groce, 2003, Adolescent and youth with disability: Issues and challenges.

8) www.champlainhealthline.ca/listServices.aspx?id=10120&region=Champlain

9) www.norwood.org.uk/Page/Lifeskills-and-Learning

10) www.brighthubeducation.com/special-ed-inclusion-strategies/69472-special-education-life-

skills-curriculum-what-does-it-include/

11) www.brighthubeducation.com/special-ed-neurological-disorders/89373-teaching-life-skills-

to-students-with-an-intellectual-disability/

12) www.endeavour.com.au/media-news/blog/guide-developing-life-skills-adults-disability

13) www.stanfield.com/blog/2016/05/developmentally-disabled-activities-2/

14) www.arcinc.org.au/programs/life-skills

15) http://onlinelibrary.wiley.com/doi/10.1111/j.1399-5618.2007.00328.x/full

16) https://eric.ed.gov/?id=ED396487

17) www.special-learning.com/article/world_health_organization_explanation_of_life_skills



Apr 2018: Sp. Ed.

Nethrodaya- An Institution For Visually Challenged

J.Jayapriya,

Asst. Professor,Sri Chandrasekhendra Saraswathi Viswa Mahavidyalaya, Kanchipuram.

Abstract

Vision is fundamental to the learning process and is the primary basis upon which most

traditional education strategies are based. Students with visual impairments have unique educational

needs which are most effectively met using a team approach of professionals, parents and students. In

order to meet their unique needs, students must have specialized institutions. Visual impairment is a

term experts use to describe any kind of vision loss, whether it's someone who cannot see at all or

someone who has partial vision loss.People with visual impairment have a number of issues to face in

their day to day life in a society. In order to put forward these issues before the government and the

general public to find some lasting solution. The need for organizations dedicated to the people with

visual impairment is far more important than the past. Life has become more convenient than the past

but at the same time it has become more complex. In order to benefit from the conveniences of life

and tackle the complexities of life the best platform for the persons with visual impairment is their

own organizations. For the purpose of giving education to the visually impaired many organizations

are contributing. In this paper would like to address such institute Nethrodaya and how it could

contribute and provide a platform to visually challenge for learning. It is considered to be the only

residential special school for the visually challenged and physically challenged run by a visually

challenged person.

Keywords: Visual impairment, Nethrodhaya.

Introduction

Visual impairment refers to abnormality of the eyes, the optic nerve or the visual center for

the brain resulting in decreased visual acuity. It is important to remember that education goals for

students with visual impairments are essentially the same as those for all students. The goals are:

effective communication, social competence, employability, and personal independence. In order to

accomplish these goals, however, students with visual impairments require specific interventions and



Apr 2018: Sp. Ed.

modifications of their educational programs. Visually impaired and blind persons should have the

right to access to pre-school, primary and secondary education, general tertiary education, vocational

training, adult education and lifelong learning. An appropriate assessment of these unique

educational needs in all areas related to the disability and instruction adapted to meet these needs is

essential to ensure appropriate educational programming.

Origin of Nethrodhaya

Nethrodaya is founded by Mr.C.Govindakrishnan a visually impaired person. It has been

successfully rendering its services since its inception on 2nd October 2002.Nethrodaya started B.Ed.

Special Education (Visual Impairment) programme. It was inaugurated in August 2015 by Justice

Raja of Madras High Court and Selvi. Apoorva IAS, Secretary of Higher Education Department. The

course is which is affiliated to Tamilnadu Teachers Education University and also recognized by

Rehabilitation Council of India. Visually impaired persons should be given an equal opportunity and

right to access to the educational opportunity at all level especially in the adult-hood stage. To

achieve these goals, all government agencies, society and NGOs should take a lead to enable them to

overcome such obstacles.

Education Facilities at Nethrodaya

Free College of Special Education

Nethrodaya is offering B.Ed. in special education course completely free of cost for 30

students.Visually impaired boys and girls can join this prestigious professional course. There is a

false assumption that teachers with B.Ed. in Special Education are eligible to teach in only special

schools. But it is not true. Teachers with B.Ed. in Special Education are eligible to work as faculty in

both regular schools as well as special schools.

Free Residential Special Higher Secondary School

Nethrodaya runs a free special higher secondary school exclusively for the visually

challenged and orthopedically challenged boys and girls, recognized by Government of Tamil Nadu.

The school has user friendly facilities and admits students from 6th standard to 12th standard offering

them free education with separate boarding and lodging facilities for girls and boys within the

premises completely free of cost.



Apr 2018: Sp. Ed.

Free Residential Resource center for the differently abled

Differently abled students ,especially those who hail from remotes villages who complete their

higher secondary education and who wish to pursue higher education look for user friendly facilities

in the heart of the city free of cost. In order to address these felt needs Nethrodaya, took the initiative

to provide quality accommodation and food to college going underprivileged differently abled

students hailing from remote villages in our free residential resource center. This Resource center

provides the following facilities completely free of cost.

• Differently abled students are given part time computer training which qualify them for

diploma in computer and these classes are arranged after the college hours.

• Differently abled students are given training in music to play various musical instruments

which will enable them to get employment in music field.

• The resource center provides reading service for the benefit of the visually impaired students

with the help of committed volunteers.

• Differently abled Student residents of the center are given fitness training at the fully

equipped gym.

• The resource center provides free internet facility for the students with special screen reading

software with broad band connection which is available 24 hours a day.

• Resource center has a well-stocked audio digital library and Braille books library.

• The resource center has a Braille printer and embosser for printing Braille books.

Free education for children of visually impaired parents

Visually Impaired families give birth to sightChildren. Nethrodaya provides free financial

support to the visually impaired parents who find it difficult to meet the cost of school fees, books

and uniform of their school going children. Hundreds of such children are being supported by

Nethrodaya under this scheme every year.

Sports and culture

Nethrodaya conducts various sporting events and cultural events for the visually impaired on

an annual basis which are held at the State level and South Indian level .Players across the southern

states who participate in these events are encouraged by Nethrodaya by reimbursing the too and fro

transportation charges and by providing all hospitality such as food accommodation and high value

cash awards for the winners.Many visually impaired singers and musicians show lot of interest in



Apr 2018: Sp. Ed.

participating in our cultural events and over the years this cultural event has got a brand name among

the music lovers.

Awards & Recognitions

Nethrodhaya got many awards for their tremendous support for giving free education to the

visually impaired persons.

• The Australian Consulate General and the Australian Alumni Association (India) have jointly bestowed the“Citizen of the Year 2015” Award for outstanding Community Service on Mr. C. Govindakrishnan, Founder - Nethrodaya

• "Sabetha’s Best Entrepreneur Award 2015" by Saveetha Engineering College

• "I Care Award" by Lions Club of Madras Central

• "Best Institution Award 2012" awarded by Government of Tamil Nadu

• “Big FM Chennaiite Award 2011” by Big Fm

• Velammal Best Entrepreneurship Award 2011 by Velammal Engineering College

• “Vocational Excellence Award” by Rotary Club of Pallava

• “SevaiSemmal” award by Hon’ble Speaker of Tamil Nadu State Assembly Mr. D.Jayakumar in 2011

• “The Best Social Worker Award 2010” awarded by Government of Tamil Nadu

• Cultural Academy and State Human Rights vigilance Organisation.

• Best Social worker award jointly from National Integrity

• National Integrity Cultural Academy – ‘Master of Achievement’

• Indian Association for the Blind – State Award for Eminence

• Blind Welfare Foundation – Best Social Entrepreneur

• Tanker Foundation – Spirit of Courage & Forbearance (Tamilnadu Kidney Research Foundation)

• Radio One-FM Award of 1 Lakh in their Programme

• Best Social Worker Award from MOP Vaishnav College for Women.



Apr 2018: Sp. Ed.

• Lotus Temple Award (Delhi) for best Social Worker.

• Best Social Worker Award from Nazareth Group of Institutions.

• Ashoka Fellow – International award.

• ManithaneyaMamani Award- MahaKaviBharathi Welfare Association.

� Service Excellence Award-2012- Confederation of Tamil Nadu Malayalee Associations.

• KarunaiKarangalSevaSangam – The Best Social Worker

Conclusion

In today’s world it is far more important to have some organization to forge a collective voice

to raise an issue pertaining to visually impaired persons. As a matter of basic and essential human

rights, people with disabilities should not be excluded or isolated from the society at large and

institutions or segregated on the basis of their disability. Nethrodhaya can be acting as an important

role in connecting the community, society and the disabled hence facilitates social participation and

eventually empowerment. It meets the individual needs of students, fosters independence, and is

measured by the success of each individual in the school and community. It is also offering

appropriate instruction and services provided in a full array of program options by qualified staff to

address each student's unique educational needs.Educational aids and audio study materials are given

to the students at free of cost. It has a regular program of identifying visually impaired persons in

need of seed capital for this business.It provides excellent support to the parents by educating them to

accept their child's disability and providing them with counseling and information on how to act and

the correct way to support their children. Nethrodhaya brings a positive change in life of a person

with visually impaired and feel them as specially talented and worthy.

Reference

1) Retrieved from https://disabilityawareness4you.wordpress.com/how-you-can-help/

2) Bernardino,Vitaliano (1963). Special Education of the Blind in Relation to Programmes of

General Education, A Paper Presented at the Second Asian Conference on Work for the

Blind, 20-30 May.

3) Retrieved from http://www.nethrodaya.org/education.



Apr 2018: Sp. Ed.

Overcoming Mathematical Dysgraphia For Children With Special Needs

Through Cognitive Alignment Strategies U.K.Ulaganathan,

Research Scholar, Education (part time), Alagappa University, Karaikudi.

Dr.Mrs.M Parimala Fathima,

Assistant.Professor, Alagappa University College of Education, Karaikudi.

Abstract

Dysgraphia is a neuro-logical disorder that becomes evident when children are learning to write.

Dysgraphia is distinct from dyslexia and dyscalculia, but often is concurrent. The theory of cognitive

alignment (Biggs, 1996) represents a merging of constructivism and instructional design. The

purpose of this research is to overcome the dysgraphia for students with special needs through

strategies of cognitive alignment. In this study, 30high school children diagnosed to have

mathematics dysgraphia through psychiatric interview, according to DSM -V criteria, as well as

school records. The sample consists of 30 students from high school at Karur district in Tamilnadu.T-

test showed that means difference between the two groups in pre-mathematic test was not significant

(t=1.234, p=0.245). The differences between the two groups in IQ test (F=2.032, P=0.795), and age

(t=- 0.564, p=0.735) according to t-test and sex (p=0.656) and education (p=0.598) according to

Chi-square test were not significant as well. Therefore the two groups were similar in terms of IQ,

age, education, sex and severity of dysgraphia. One-way analysis of covariance was used to compare

the control and experimental groups.Strategies of cognitive alignment improve mathematical

performance in boys and it shows that efficacy of treatment remains high even one month after

treatment. Many teachers don’t know the signs. They may attribute problems in math to laziness or to

not being math-minded. Children with any of the attention problems discussed can have math

difficulties. Math procedures must be done in order, and we can’t approach them with a wandering,

flickering, or halfhearted focus. That’s why the Spotlight function of selective, sustained, and

stimulated attention is important. Children with math challenges often have fluctuating attention

during math class, because it’s hard to stay focused on things we don’t understand or that make you

anxious. The key is whether they show signs of attention problems in subjects other than math or

whether these seem specific to math class.



Apr 2018: Sp. Ed.

Key words: Cognitive alignment, Mathematical Dysgraphia.

Introduction

Dysgraphiais a specific learning disability that affects organization, motor skills, and information

processing skills. Dysgraphia is a neuro-logical disorder that becomes evident when children are

learning to write. Writing examples will show inconsistent spacing, poor spatial planning, poor

spelling, and the child will experience difficulty in thinking and writing at the same time. Dysgraphia

is distinct from dyslexia and dyscalculia, but often is concurrent. The theory of cognitive alignment

(Biggs, 1996) represents a merging of constructivism and instructional design. Constructivism

provides a framework for thinking about how people learn and how teachers can meet the challenge

of finding ways to design instruction that puts constructivist principles into practice. The construction

of this knowledge is therefore based not only on the types of teaching and learning activities, but on

what a student brings to the learning environment, such as prior knowledge, experience, attitudes, and

assumptions (Biggs, 2003).

Methodology

The purpose of this research is to overcome the dysgraphia for students with special needs through

strategies of cognitive alignment. In this study, 30high school children diagnosed to have

mathematics dysgraphia through psychiatric interview, according to DSM -V criteria, as well as

school records. They had IQ scores of at least 70 based on Wechsler test. For all the kids,

mathematics disorder diagnosis test were done and then randomly assigned in two groups. They did

not differ according to the variables such as age, sex, IQ scores and severity of mathematics disorder.

The subjects were randomly enrolled into two groups. One group (N=15) have undergone

cognitive alignment strategies and the other group (N=15) not undergone using strategies. The

subjects were taken for mathematic test immediately after 5 sessions of treatment, as well as 1 month

after the completion of strategies by using cognitive alignment. Data was analyzed by covariance and

t-test using SPSS software.

Methodology for Cognitive alignment strategies

1 Construct measurable learning outcomes, 2 Construct a knowledge table, 3 Create the

appropriate methodologies, 4 Identify a set of activities, 5 Identify a set of specific learning skills

(Overcoming Mathematical Dysgraphia) for the course.

Procedures

Dysgraphia (difficulty writing) often hinders performance:



Apr 2018: Sp. Ed.

• Dysgraphia can cause working memory overload, resulting in errors and omissions. Children

may focus so much on the mechanical aspects of writing that they have few working memory

resources left for thinking about math.

• Children with dysgraphia sometimes struggle because they misread their own poor

handwriting. If a child doing division writes 5 but mistakes it for a 6 when he returns at the

next stage, he may arrive at the wrong answer. Additionally, difficulty keeping numbers in

neat columns is another common source of problems.

• Children with dysgraphia often lose points on tests and papers because their teachers cannot

read their writing. Number reversals, spacing problems, and general messiness are common

problems.

• Dysgraphia can also cause children to fail timed tests or in-class assignments, because they

can’t complete their work on time.

• Finally, children with dysgraphia and finger confusion are at special risk for spatially related

quantitative-reasoning problems. Make sure their number-quantity skills are okay before

attributing their math problems to dysgraphia.

Sample

The sample consists of 30 students from high school at Karur District in Tamilnadu.

Stratified sampling method used for the present study.

Results

T-test showed that means difference between the two groups in pre-mathematic test was not

significant (t=1.234, p=0.245). The differences between the two groups in IQ test (F=2.032,

P=0.795), and age (t=- 0.564, p=0.735) according to t-test and sex (p=0.656) and education (p=0.598)

according to Chi-square test were not significant as well. Therefore the two groups were similar in

terms of IQ, age, education, sex and severity of dysgraphia. One-way analysis of covariance was used

to compare the control and experimental groups.

The results (Table 1) showed that the effect of intervention (F=8.765, sig=0.056) was

statistically significant in the experimental group (P<0.05). The difference (F=4.654, sig=0.045) in

the effect of intervention between the two groups was also statistically significant (P<0.05). To

evaluate the efficacy of three times measurements (pre-test, post-test, and follow-up) analysis of

variance was used (Table 2). The result shows that intervention in experimental group (F=8.650,



Apr 2018: Sp. Ed.

sig=0.003) was statistically significant in three times measurement and their effect (F=7.276,

sig=0.019) was linear (P<0.05). The effect in males and females were separately compared between

the two groups by using t-test. The result shows that the effect was significant just in boys (t=4.543,

sig=0.016) and not in girls (t=2.455, sig=0.464).

Discussion

This study investigated the efficacy of cognitive alignment strategies on mathematic

dysgraphia and showed significant differences between the two groups: those who had undergone

strategies of cognitive alignment and those who had not undergone using this strategies (P<0.05).

Table 1: Comparison of intervention effect within and between the 2 groups

Effect of Intervention F Sig

In experimental group 8.765 0.056

Difference between the two

groups

4.654 0.045

Table 2: Comparison of intervention effect among pre-test, post-test and follow-up test.

Intervention effect F Sig

Among three times

measurement

8.650 0.003

Cognitive alignment strategies improves mathematic performance in experimental group and

it shows that efficacy of treatment remains high even one month after treatment (P<0.01). The

effectiveness is significant in boys but not significant in girls. Follow-up study which is performed on

children with special needs showed that this strategies is an effective treatment for learning disorders

and have beneficial effects not only immediately after this strategies session, but in a longer period

overall.



Apr 2018: Sp. Ed.

Conclusion

Strategies of cognitive alignment improves mathematic performance in boys and it shows that

efficacy of treatment remains high even one month after treatment. Many teachers don’t know the

signs. They may attribute problems in math to laziness or to not being math-minded. Children with

any of the attention problems discussed can have math difficulties. Math procedures must be done in

order, and we can’t approach them with a wandering, flickering, or halfhearted focus. That’s why the

Spotlight function of selective, sustained, and stimulated attention are important. Math requires

multitasking and constant attention to where we are at and where we are going. That’s why the

Juggler’s working memory functions are important. Finally, math requires all the Creative Corporate

functions. The Operations Officer has to plan and implement strategy, control pacing and check

errors, and the Creativity Officer has to suggest creative approaches. Problems suggesting inattention

to detail, like performing addition when subtraction is asked for, forgetting to carry over or borrow

numbers, dropping digits during copying, or making simple computational mistakes. Problems

switching from one strategy to another, like difficulty switching from addition to subtraction or from

the division to the subtraction steps in long division. Problems checking errors, with many “careless

errors” left that the child easily sees later. It’s important not to assume that a child who appears

inattentive or wiggly during math has a primary attention problem. Children with math challenges

often have fluctuating attention during math class, because it’s hard to stay focused on things we

don’t understand or that make us anxious. The key is whether they show signs of attention problems

in subjects other than math or whether these seem specific to math class.

References

1) Geary, D.C., Hoard, M.K. and Hamson, C.O. (1999) Numerical and Arithmetical Cognition:

Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability. Journal of

Experimental Child Psychology, 74, 213-239.http://dx.doi.org/10.1006/jecp.1999.2515

2) Gottfried B (2010) How Reorganizing Brain Wave Activity Can Improve Attention Deficits

Associated with ADD, ADHD and LD. ldao. (Learning Disabilities,Association of

Ontario):communiqué the publication of the learning disabilities association of Ontario 41: 9.



Apr 2018: Sp. Ed.

3) Hanich, L.B., Jordan, N.C., Kaplan, D. and Dick, J. (2001) Performance across Different Areas of

Mathematical Cognition in Children with Learning Difficulties. Journal of Educational

Psychology, 93, 615. http://dx.doi.org/10.1037/0022-0663.93.3.615

4) Jacobs EH (2006) Neurofeedback Treatment of Two Children with Learning, Attention, Mood,

Social, and Developmental Deficits. Journal of Neurotherapy 9: 55-70.



Apr 2018: Sp. Ed.

Rates of Early Intervention Services in Very Preterm Children with

Developmental Disabilities at Age 2 Years

Ms.K.Kalaiyarasi,

Physiotherapist, Amar Seva Sangam Ayikudy.

Abstract

Developmental disabilities include a complex group of disorders that cause physical impairments,

intellectual disabilities, speech disorders, and medical conditions. Developmental disabilities are

usually present and diagnosed at birth. Some developmental disorders, however, may not be easily

identified until the age of three to six. The aim of this study was to investigate the association

between the presence of developmental disability (DD) and the provision of Early Intervention

services in a large cohort of very preterm children. Cohortstudy design was adopted. The study was

carried out in Tenkasi district of Tamilnadu for a period of 2 years. The sample constituted 236

participants. The tools used were Bayley Scales of Infant Development (BSID- II).Results from the

logistic regression confirmed that the mild disability and moderate-to-severe disability groups were

significantly more likely to receive EI services than very preterm children without disability. There

was also a significant relationship between social risk and EI services, after adjustment for level of

disability.More specifically, very preterm children from higher social risk families were less likely to

have received EI services than children from lower social risk families, even after adjusting for

disability status (OR 0.25; 95% CI 0.11–0.56; P = 0.001).The Conclusion of the current study reveal

that existing early detection and intervention resources under serve the most vulnerable children in

our community: those with both biological and social risks for adverse developmental outcomes.

Keywords: Neuro behavioural, Developmental Disabilities

Introduction:

Preterm birth is associated with many adverse outcomes, with the risk increasing in inverse

proportion to gestational age (GA). In a regional cohort of preterm children (<28 weeks of gestation

or weighing <1000 g at birth), 55% had some form of neuro behavioral impairment at the age of 8

years. Behavioral characteristics of young children with developmental disabilities can be broadly

attributed to three primary sources: (1) inherent behaviors; (2) behaviors that are learned, reflecting

the child's interactive experience and the characteristics of the developing child's caregiving



Apr 2018: Sp. Ed.

environment; and (3) behavioral patterns that reflect the dynamic transaction between inherent and

learned behaviors.

These Impairments ranged from behavioral difficulties to severe intellectual impairment and

cerebral palsy (CP). On standardized tests of development and cognition, children born with very low

birthweight (VLBW, i.e. <1500 g) are reported to have scores half to one standard deviation (SD)

below their peers, with a high proportion of VLBW children (15–20%) failing a grade or requiring

remedial assistance in school.In addition, they have higher rates of inattention, internalizing

behaviors and poor adaptive skills than their full-term peers.

Motor problems in preterm children are also common,7 and are related to the degree of prematurity,

with up to 75% of infants born at GA < 25 weeks having a motor impairment.EI is an umbrella term

for interventions that commence early in life and can include developmental education, speech and

language, and occupational, physical and behavioral therapy.

For at-risk children, intervention in the preschool period has demonstrated many benefits, including

improved academic outcomes, higher employment and income levels, and reduced

criminality.Overall, these interventions show short-term benefits which are not consistently sustained

into the school years. Infants born preterm are a heterogeneous group, with neuro developmental

outcomes influenced by medical, social and environmental factors.

The children at highest risk of adverse long-term outcomes, those with both biological and social

risks, may be the most likely to benefit from EI; however, they may also be the least likely to receive

these services in a timely manner. The earlier these interventions commence, the more beneficial they

will be, possibly because of the plasticity of the infant’s brain and the potential for remodeling.

Aim Of The Study:

• The aim of this study was to investigate the association between the presence of

developmental disability (DD) and the provision of EI services in a large cohort of very

preterm children.

Need Of The Study:

• Preterm birth is increasing in prevalence and long-term follow-up studies have documented

high rates of neuro sensory, intellectual, academic and behavioral disabilities.



Apr 2018: Sp. Ed.

Hypothesis:

Null Hypothesis:

EI services would be inversely related to individual social-economic risk.

Alternative Hypothesis:

The proportion of children with who had received EI services by 2 years corrected age would be

significantly greater in children with a moderate to severe DD compared with children with nil or

only mild DD.

Methods & Materiology:

• STUDY DESIGN: COHORT study.

• STUDY SETTINGS: Tenkasi.

• STUDY DURATION: 2 years.

• SAMPLING SIZE: 236 participants.

• TOOLS USED :

– Bayley Scales of Infant Development (BSID- II).

Outcome Measure:

The primary outcome variable was participation in EI services. A questionnaire completed by parents

at 2 years of age asked if children had ever received, or were receiving, EI services.

Criterias:

Inclusion Criterias:

• Child with the age of 2 years

• Child with LBW

• Birth of a baby at fewer than 37 weeks of gestational age.

Exclusion Criterias:

• Child above 2 years of age

• Normal and energetic child

• Children with genetic or congenital abnormalities that were likely to interfere with

development were excluded in this study.

Procedures:

• At 2 years’ corrected age, the children were followed up with medical and developmental

assessments, including the Bayley Scales of Infant Development – Second Edition (BSID-II).



Apr 2018: Sp. Ed.

• It comprises a Mental Development Index (MDI), representing cognitive and language

development, and a Psychomotor Development Index representing motor development.

Predictors:

In this study, we used the criteria for mild, moderate and severe DD as used by the Victorian Infant

Collaborative Study Group.

Severe disability consisted of severe CP (not likely ever to walk), blindness (visual acuity <6/60 in

the better eye) or severe intellectual impairment (MDI: <55).

Moderate disability consisted of moderate CP (not walking but considered likely to walk with

considerable difficulty, with or without appliances), deafness (requiring hearing aids or worse) or a

moderate intellectual impairment (MDI: 55–69).

Mild disability consisted of mild CP (walking with some limitation) or a mild intellectual impairment

(MDI: 70–84).

Moderate and severe disability groups were combined because of the relatively small number in each

category. Social risk was assessed using a composite measure comprised of six aspects of social

status;

– Family structure

– Education of primary caregiver

– Occupation of primary income earner

– Employment status of primary income earner

– Language spoken at home.

– Maternal age of birth

Statistical Analysis:

• Data were analyzed by SPSS for Windows (version 15.0, SPSS Inc., Chicago, IL, USA).

• Frequency tables were used to illustrate the types of disability in the cohort, rates of EI

services and social risk within each category of disability.

• To test the 1st hypothesis, x2 analysis was used to compare the proportions of children in each

category of DD receiving EI services.

• To test the 2nd hypothesis, a logistic regressions analysis was performed. With EI as a

dependent variable, social risk and levels of disability.

• Odds ratio (ORs) and 95% confidence intervals (CIs) were calculated from the logistic

regression co-efficiencies.



Apr 2018: Sp. Ed.

Proportion of very preterm children in the disability groups receiving EI and classified as high

social risk

Sl. No.: LEVEL OF

DISABILITY n (%) Receiving EI

Higher social

risk

1 No disability 112 (49.3%) 10 (8.9%) 53 (47.3%)

2 Mild disability 68 (30.0%) 19 (27.9%) 45 (66.27%)

2.1 Mild CP 7 5 (71%) 1 (14.3%)

2.2 MDI: 1-2 SD below

mean 65 16 (25%) 45(69.2%)

3 Moderate to severe

disability 47 (20.7%) 24 (51.1%) 39 (83.0%)

3.1 Moderate to severe CP 10 9(90%) 8 (80%)

3.2 Blind 2 2 (100%) 2 (100%)

3.3 Deaf 5 5 (100%) 2 (40%)

3.4 MDI: <2 below mean 43 21 (49%) 38 (88.4%)s



Apr 2018: Sp. Ed.

Odds ratio for receiving EI from logistic regression analysis

level Odds ratio 95% CI P- value

Higher Vs lower social risk 0.25 0.11-0.56 0.001

Mild Vs no disability 5.7 2.3-14.0 <0.001

Moderate/severe Vs no

disability 21.5 7.7-60.3 <0.001

Result:

• Results from the logistic regression confirmed that the mild disability and moderate-to-severe

disability groups were significantly more likely to receive EI services than very preterm

children without disability.

• There was also a significant relationship between social risk and EI services, after

adjustment for level of disability

• More specifically, very preterm children from higher social risk families were less likely to

have received EI services than children from lower social risk families, even after adjusting

for disability status (OR 0.25; 95% CI 0.11–0.56; P = 0.001)

• DISSCUSSION:

• Both hypotheses of this study were confirmed. Children with increasing severity of disability

were more likely to receive intervention.

• The reasons for the greater uptake of services in more severely delayed children were not

examined in this study. However, other studies have reported that pediatricians are more

likely to recognize the presence of moderate to severe delays than mild delays at an early age.

• In a previous study of very preterm children born in Victoriain 1991–1992, Callanan et al.

found that families who were difficult to follow up were significantly more likely to have

worse outcomes than families who regularly attended follow up assessments.



Apr 2018: Sp. Ed.

• A possible reason for this imbalance is the over-representation of children with delayed

cognitive development in the high social risk subgroup.

• This reduced access for high social risk families may be due to a lack of knowledge regarding

developmental norms, lack of co-ordination among EI agencies and referral sources, lack of

screening and follow-up services, and pediatrician reluctance to refer very young children

with uncertain diagnoses for EI.

• There is often a long lag time between parents first becoming concerned about their children’s

development, raising these concerns with health-care providers and then being referred for EI

assessment and services

• However, this lag time is quite variable, and may be directly related to social risk, as families

with higher education and income may be better able to recognize delays, advocate for

services and afford private therapy while on waiting lists for public services.

• Membership in a minority ethnic group, low income and low caregiver education levels are

associated with having more difficulty in accessing EI services

Conclusion:

• The Conclusion of the current study reveals that existing early detection and intervention

resources under serve the most vulnerable children in our community: those with both

biological and social risks for adverse developmental outcomes.

Limitations:

• We did not seek data on the amount of intervention received.

• The study design makes it impossible t assign cause and effect relationship

• Retrospective nature with reliance n a parental questionnaire to collect EI data

Recommendations:

• Incorporating developmental screening into a broad programme of preventive services for

children and families was recommended.

References:

1) The Consultative Council on Obstetric and Paediatric Mortality and Morbidity. Annual

Report for the Year 2004, Incorporating the43rd Survey of Perinatal Deaths in Victoria.

Melbourne: October,2005.

2) Doyle LW, Victorian Infant Collaborative Study Group. Outcome at 5 years of age of

children 23 to 27 weeks’ gestation: refining theprognosis. Pediatrics 2001; 108: 134–41.3



Apr 2018: Sp. Ed.

3) Marlow N. Neurocognitive outcome after very preterm birth. Arch.Dis. Child. Fetal Neonatal

Ed. 2004; 89: F224–8.

4) Anderson PJ, Doyle LW. Neurobehavioral outcomes of school-agechildren born extremely

low birth weight or very preterm in the1990s. JAMA 2003; 289: 264–72.

5) Saigal S. Follow-up of very low birth weight babies to adolescence. Semin. Neonatol. 2000;

5: 107–18.

6) Anderson PJ, Doyle LW. Executive functioning in school-aged children who were born very

preterm or with extremely low birth weight in the 1990s. Pediatrics 2004; 114: 50–7.

7) Bracewell M, Marlow N. Patterns of motor disability in very preterm children. Ment. Retard.

Dev. Disabil. Res. Rev. 2002; 8: 241–8.

8) Hintz SR, Kendrick DE, Vohr BR, Poole WK, Higgins RD. Changes in neurodevelopmental

outcomes at 18 to 22 months’ corrected ageamong infants of less than 25 weeks’ gestational

age born in 1993–1999. Pediatrics 2005; 115: 1645–51.

9) Vohr BR, Wright LL, Poole WK, McDonald SA. Neurodevelopmental outcomes of extremely

low birth weight infants <32 weeks’ gestation between 1993 and 1998. Pediatrics 2005; 116:

635–43. G Roberts et al. Prematurity and early intervention Journal of Paediatrics and Child

Health 44 (2008) 276–280M© 2007 The Authors

10) Vohr BR, Msall ME, Wilson D, Wright LL, McDonald S, Poole WK. Spectrum of gross

motor function in extremely low birth weight children with cerebral palsy at 18 months of

age. Pediatrics 2005; 116: 123–9.

11) Anonymous. Prevalence and characteristics of children with cerebral palsy in Europe. Dev.

Med. Child. Neurol. 2002; 44: 633–40.

12) Ancel P, Livinec F, Larroque B et al. Cerebral palsy among very preterm children in relation

to gestational age and neonatal ultrasound abnormalities: the EPIPAGE Cohort Study.

Pediatrics 2006; 117: 828–35.

13) Powls A, Botting N, Cooke RW, Marlow N. Motor impairment in children 12–13 years old

with a birthweight of less than 1250 g. Arch. Dis. Child. Fetal Neonatal Ed. 1995; 73: F62–6.

14) Saigal S, Feeny D, Rosenbaum P, Furlong W, Burrows E, Stoskopf B.Self-perceived health

status and health-related quality of life of extremely low-birth-weight infants at adolescence.

[see comment]. JAMA 1996; 276: 453–9.



Apr 2018: Sp. Ed.

15) Wang CJ, McGlynn EA, Brook RH et al. Quality-of-care indicatorsfor the

neurodevelopmental follow-up of very low birth weight children: results an expert panel

process. Pediatrics 2006; 117: 2080–92.

16) Hadders-Algra M. General movements: a window for early identification of children at high

risk for developmental disorders. J. Pediatr. 2004; 145: S12–8.

17) Kruskal MO, Thomasgard MC, Shonkoff JP. Early intervention for vulnerable infants and

their families: an emerging agenda. Semin. Perinatol. 1989; 13: 506–12.

18) Schweinhart LJ, Montie J, Xiang Z, Barnett WS, Belfield CR, Nores M. Lifetime Effects: The

High/Scope Perry Preschool Study Through Age 40. Ypsilanti, MI: High/Scope Press, 2005.

19) Brooks-Gunn J, McCarton CM, Casey PH et al. Early intervention in low-birth-weight

premature infants. Results through age 5 years from the Infant Health and Development

Program. JAMA 1994; 272: 1257–62.

20) McCormick MC, McCarton C, Brooks-Gunn J, Belt P, Gross RT. The infant health and

development program: interim summary. Dev. Behav. Pediatr. 1998; 19: 359–70.

21) Johnson S, Ring W, Anderson P, Marlow N. Randomised trial of parental support for

families with very preterm children: outcome at 5 years. Arch. Dis. Child. 2005; 90: 909–15.

22) Achenbach TM, Howell CT, Aoki MF, Rauh VA. Nine-year outcome of the Vermont

intervention program for low birth weight infants.Pediatrics 1993; 91: 45–55.

23) Lawrence FR, Blair C. Factorial invariance in preventive intervention: modeling the

development of intelligence in low birth weight, preterm infants. Prev. Sci. 2003; 4: 249–61.

24) McCormick MC, McCarton C, Brooks-Gunn J, Belt P, Gross RT. The infant health and

development program: interim summary. J. Dev. Behav. Pediatr. 1998; 19: 359–70.

25) Woodward LJ, Anderson PJ, Austin NC, Howard K, Inder TE. Neonatal MRI to predict

neurodevelopmental outcomes in preterm infants. [see comment]. N. Engl. J. Med. 2006; 355:

685–94.

26) Perlman JM. Neurobehavioral deficits in premature graduates of intensive care – potential

medical and neonatal environmental risk factors. Pediatrics 2001; 108: 1339–48.

27) Largo RH, Graf S, Kundu S, Hunziker U, Molinari L. Predicting developmental outcome at

school age from infant tests of normal, at-risk and retarded infants. Dev. Med. Child Neurol.

1990; 32: 30–45.



Apr 2018: Sp. Ed.

28) McCormick MC, Brooks-Gunn J, Buka SL et al. Early intervention in low birth weight

premature infants: results at 18 years of age for theInfant Health and Development Program.

Pediatrics 2006; 117:771–80

29) Epps S, Kroeker R. Physician early intervention referral as a function of child age and level of

developmental delay. Ment. Retard. 1995; 33: 104–10.

30) Bailey DB Jr, Hebbeler K, Scarborough A, Spiker D, Mallik S. First experiences with early

intervention: a national perspective. Pediatrics 2004; 113 (4 Part 1): 887–96.

31) Callanan C, Doyle LW, Rickards AL. Children followed with difficulty: how do they differ?

J. Paediatr. Child Health 2001; 37: 152–6.

32) Oberklaid F, Wake M, Harris C. Child Health Surveillance and Screening: A Critical Review

of the Evidence. Melbourne: National Health and Medical Research Council, 2002.

33) Wright M, Oberklaid F. Child Development – Issues in Early Detection. Melbourne: Center

for Community Child Health, Royal Children’s Hospital, 2003. Prematurity and early

intervention G Roberts et al.

34) https://www.verywellfamily.com/what-are-developmental-disabilities-2162827



Apr 2018: Sp. Ed.

Rights of the Disabled

Dr.S.Sampath Kumar,

Assistant Professor Of Education,

Government College Of Education For Women, Coimbatore-1

Abstract

There was a sea changer in attitude and global iruitiatives on equalization of opportunity and

education for all in the recent years. this change was mainl because of a growth in the understanding

of children with disability, resulting in a change inattitude towards children with disabilities and

stressing the paramount importance of integrating them in appropriate enviornments, suited to their

special needs. this was folllowed by vaious acts of Parliament wich were later strengthened by fiscl

support ensuring implementation. today the new approach recommends access to a common

schooling for all children, with access to a curriculum appropriate for all pupil.

Keywords: Special education, disabilites, human right)

The persons with disabilites

The landmark legistation of the persons with disabilities equal opportunities, protection of rights and

full participation act, 1995 was brought to ensure equal opportunities for persons with disabilities and

to prevent all sorts of discrimaintion ad deprivation against them and to promote their participation in

education, training and employment. the act provides that the government will endeavour to promote

the integration of students with disabilities in normal schools,

set up special schools for children with disabilites who need speciall education and to equip special

schools for children with disabilites with vocational training facilites conducting part time classes in

respect of children with disabilites who having completed education up to class fifth but could not

continue their studies on a full time basis and imparting education through open schools or open

univesities are useful services for making education accessible to all and specially to children with

multiple disabilities. special books and equipment are to be provided to every child wiht disability.

teacher tranining for making requisite trained manpower available for special schools and integrated

schools for children with dsabilites, deelopment of comprehensive like trtansport facilities alternative

finacial incentives, removal of architectural barries from educatinal institutions supply of books,

uniforms and other materials, grant of scholarship, setting up of appropriate form for the redressal of

grievances of partents regarding their schildren’s palcement, suitable modificationa in the



Apr 2018: Sp. Ed.

examination system, restructuring of curriculum and provision of amanuensis to blind students and

students with low vision are bound to promote education of children with low one or multiple

disabilties under section 57(1) of this act, a chief commissioner for the persons with disabilites has

been appointed by the persons with disabilites has been appointed by the government of india with

quasijudicial powers. The main functions of the chief commisssioner include coordination of the

work of commissioners, monitor the utilization of funds disbursed by the cental gocernment, take

steps to safeguard the right and facilities made availble to person with disabilties and submit report to

the central government on the implementation of the act.

The 1995 meeting of the india development forum focused on elementary education. it was

evident that education was the common thread in all development activites in the country. education

of children with special needs is an area of concern in india, only a million out of 12 million disabled

children attend school. universal edlementary education can be established only when all disabled

children are brought to attend school.

Scheme of Assistance to Disabled Persons

The objective of the scheme is to assist the needy disabled persons in proceurring standard aids

and application that can promote their physcial and social rehabilitation and enhance their economic

potential. The scheme is implementad through implementing agencies like voluntary organisation

national instituties under the ministry of socal justices and empowerment, Artifical limb

Manufacturing corporation and other NGOs.

The implementing agencies are provided garnt in aid for purchase, facrication and distribution of

aids and applicaes. the scheme also includes under its ambit, medical/surgical correction and

intervention, which is essential prior to fitment of aids and applkicances. The scheme has assisted

nearly 180 NGOs Central government provides for 100% assisatnace to the implementing agencies

for meeting the expenditure4 under scheme.

Schme of employment of the Handicapped.

this scheme aims to help the persons with disabilites in getting gainful employment eityher throught

its 41 special cells in regular employment exchanges or. 47 special employment exchanges for the

persons with disabilities.

Scheme for Home Based Care Givers

This is a progrmme of the national trust with a specific objective to build up a pool of trained

caregivers who may be hiref on temporary /permanent basis by families needing it, it also provides



Apr 2018: Sp. Ed.

empolments opportunities to deserving people. it involves selection, orientation and training of

eligible persons for professeional care givimng, maintaining an agency for registration, palcement,

replacement of professional caregivers, maintaining close liaison with user families to determine their

needs and suggest appropriate technologies and disbursement of financial assisatance to the

beneficiaries.

Constitutional and legal obligations and polices at the international level.

The Un Convention on the Rights of the child. Adopted in 1989 and ratified by over 190 countires

including india, stresses non-discrimination and universal access to basis education to alll children.

UN Declartion on Education for All,1990

The World Declaration oon Education for all (1990) states to provide equal access to eeducation

every categoruy of dsacbled people. Disacled children were specificallt included in the jomtien

decalaration as one of the many groups. of children to be included in EFA Because the disabilites

movement is no longer alone, it now needs in active partnership with this wider alliance white

ensuring that disabled children are not overlooked.

Distinguishing Learning Disabilities and Other Conditions

Differential diagnosis is necessary to distinguish among disorders, syndromes, and factors that can

interfere with academic performance. Teams including the child’s parents need to determine the

nature of the presenting problem and factors contributing to academic or behavioral difficulties. The

following factors need to be considered to make an accurate differential diagnosis:

The students’ learning needs are not due primarily to intellectual disabilities, sensory impairments,

emotional/social difficulties, cultural and linguistic factors, or adverse environmental conditions.

Documentation of underachievement in one or more areas is a necessary, but not a sufficient

criterion, for the diagnosis of learning disabilities.Cultural and linguistic differences do not preclude

the possibility that an individual also has learning disabilities. Continued learning problems following

high-quality, research-based instruction can be an indication of learning disabilities; however,

inadequate instruction does not preclude the possibility that a student has learning disabilities.

Factors such as poor self-regulatory behaviors (e.g., inattention, lack of motivation, and impulsivity),

poor social perception (e.g., inappropriate social judgment), and inappropriate social interaction (e.g.,



Apr 2018: Sp. Ed.

problems relating to peers) are not in themselves considered learning disabilities, but they may be

concomitant with learning disabilities. A comprehensive assessment must address all areas of

suspected disability, so if these conditions exist it is presumed that they would have been considered

and addressed during the assessment.

Conclusion

In view of the global current context, it would be appropriate to conclude with the words of World

Bank President James Wolfensohu “In fact, if we are to achieve the millennium development goals

of halving poverty by 2015, dealing with education for all, haiving the rate of birth and child

mortality, it is simply impossible to conceive doing that without the inclusion of the disabled

community,

Reference

1) Anita(2001), Inclusive Education, National Councile of Education Research

&Traning(NCERT) NewDelhi.,

2) Ministry of Human Resource Development, Develoipment of Education, Government of india

(1986), National Policy on Education.

3) Ministry of Human Resource Development, Department of Education, Government of India

(1991) Programme of Action.

4) UN Convention on the Rights of the child 1980,

5) UNESCO (2000) the Dakar Framework for Action Education for all Meeting our Collective

Commitments Paris. UNESCO,

6) NCERT(2000) National curriculum Framework for school Educator, NCERT New delhi,

7) http;//www.thehindu.com/2004/08/16/stories.



Apr 2018: Sp. Ed.

ROLE OF ICTs IN PROMOTING EDUCATION AND JOB TRAINING FOR SPECIALLY

ABLED PERSONS

P. Bhavani, Ph. D Research Scholar, Department of Education,

Sri Padmavati Mahila Visvavidyalayam, Tirupati, A.P. Prof. T. G. Amuthavally,

Head of the Department, Department of Education, Sri Padmavati Mahila Visvavidyalayam, Tirupati, A.P.

Abstract

Persons with disabilities in developing countries face particular difficulties in accessing the most

basic forms of education. They experience the lowest level of educational access among other group

of students. Information and communication technologies (ICTs), and in particular assistive

technologies (ATs), can provide persons with disabilities access to traditionally inaccessible

educational content through electronic and online learning channels. Connected schools, with the

right mix of ATs, can provide children and other persons with disabilities unprecedented access to

education. Linked school with the community can also be leveraged to create accessible community

ICT centres, facilitating job-skills training and in providing employment opportunities for youth and

adults with disabilities in a wider context. The aim of the present paper is to highlight the role of

Information and Communication Technologies (ICTs) in promoting education and job training for

persons with Disabilities.

Key Words: Information and Communication Technologies (ICTs), Assistive Technologies (ATs),

Specially Abled Persons, Virtual Learning Environments (VLEs).

Introduction

ICT stands for “Information and communication technology”. It denotes technologies that offer

access to information via telecommunication. It is like Information Technology (IT) but emphasizes

mainly on communication technology. This also comprises of the internet, wireless networks, cell

phones and supplementary communication mediums. It means we have more opportunities to use

ICTs in promoting education and job training for persons with disabilities. Information handling tools

which are used to produce, store, process, distribute and exchange information are Information

communication technologies (ICTs). These different tools are now capable of working together, and

combining to form networked world - which reaches every nook and corner of the world. ICT is

evolving and with the developing new technologies, it aids in bridging the gap for persons with

disabilities.



Apr 2018: Sp. Ed.

Objective of the study

The objective of the present study is:-

• To find out the role of ICTs in promoting Education and Job Training for Specially Abled

Persons.

Methodology

This study is rooted with secondary sources like books, Articles, Journals, Thesis, University News,

Expert opinion and websites etc. The technique used is the Descriptive Analytic method.

Educational Needs of Children with Disabilities

The special educational requirements of children with disabilities caused by a functional limitation

are often called special educational needs (SENs), and they are both diverse and varied. UNESCO

has classified the roles that ICTs can play in the three main categories:-

• Compensation uses: Technical assistance that enables active participation in traditional

educational activities, such as reading or writing.

• Didactic uses: The general process of using ICTs to transform approaches to education. Many

ICTs can be used as didactic tools to enable a more inclusive learning environment.

• Communication uses: Technologies that can enable communication – often referred to as

alternative and augmentative communication devices and strategies.

ICT as a learning tool

Any adaptive device or service that increases participation, achievement or independence for a

student or an adult with a disability may be considered as an assistive technology (AT). Assistive

technology assists persons who are visually disabled by increasing their access to the general

curriculum and improving their academic performance. Most people with vision impairment gain

from vision rehabilitation, environmental modifications, and assistive devices which maximize their

residual vision and help them in maintaining an independent, productive life. ICT can come to the

rescue of people affected with all conditions.

What are Accessible ICTs?

An accessible ICT product or service is one that can be used by all of its intended users, taking into

account their differing capabilities. Accessible ICTs have the impending to supply persons with

disabilities with extraordinary levels of access to education, skills training and employment, as well

as the chance to participate in the economic, cultural and social life of their society.



Apr 2018: Sp. Ed.

Two examples to demonstrate how all these elements work together to make an accessible

understanding for a person with a disability is:-

Making a call on a mobile phone: A person with a hearing impairment wishes to make a call on a

mobile phone. This person uses a piece of assistive technology (AT) called a hearing aid, which helps

amplify sounds from the person’s surroundings. An accessible experience is only possible in this

instance if the hearing aid and the mobile phone are compatible with one another. If they are not, it is

likely that the person will hear a loud whining noise, known as feedback, when the phone is placed

near the hearing aid. Once the hearing aid and the phone are compatible, the person can then make

and receive a phone call in the same way as would a person without a hearing impairment.

Browsing a website: Consider a blind person who wishes to browse a website using a personal

computer. The person uses a sophisticated piece of AT called a "screen reader," which is capable of

converting text on the computer screen into synthesized speech. The person can also navigate around

a website and input text into an online Web form by using this screen reader in conjunction with a

standard keyboard. In this scenario, several things must happen for the person to have an accessible

experience.

Role of Accessible ICTs

An extensive study of research into the use of accessible ICTs showed that they fetch the following

advantages to all stakeholders caught up in education, including students, teachers, parents and care-

givers:-

General benefits:

• Enable greater learner autonomy.

• Release the concealed potential for those with communication complications.

• Permit students to exhibit achievements in procedures that might not be possible with

traditional methods.

• Facilitate tasks to be customized to suit individual skills and capabilities.

Advantages for students:

• Computers can upgrade students' independent access to education.

• Students with particular educational requirements are able to accomplish tasks, working at

their own pace.

• Visually impaired students using the Internet can access information alongside their sighted

peers.



Apr 2018: Sp. Ed.

• Students with profound and multiple learning difficulties can communicate more easily.

• Students using voice communication aids are able to gain confidence and social credibility at

school and in their communities.

• Improved ICT confidence amongst students encourages them to use the Internet at home for

schoolwork and leisure interests.

Advantages for teachers and non-teaching staff:

• Condensed isolation of teachers working in remarkable educational circumstances, enabling

them to communicate electronically with colleagues...

• To aid for reflection on professional practice through online communication.

• Improved skills for staff and a greater understanding of access technology used by students.

• Enhanced professional development and improved effectiveness in using ICTs with students,

through collaboration with peers.

• Provisions which are already in electronic form are more comfortably adapted into accessible

resources such as large print or Braille materials.

Advantages for parents and care-givers:

• Utilization of voice communication aids motivation for parents and care-givers to have higher

expectations of children’s sociability and potential level of participation.

• Usually, accessible ICTs should facilitate the enjoyment of several other rights, including

access to education and job employment.

• Access to ICTs is to be given the same importance as access to buildings and transportation.

• The global design of mainstream products and ICTs that are accessible to persons with

disabilities are to be upgraded through research and the development of suitable guidelines

and standards.

• Exploration and development and up gradation of new accessible ICTs, including assistive

technologies, are to be undertaken with a special focus on affordable solutions.

• Professionals and staff working with persons with disabilities should receive training on these

rights and how they can be realized. This includes training as appropriate for teachers,

educators, care workers and job trainers on how accessible ICTs can be used to provide access

to education and job training.

Supporting teachers and students



Apr 2018: Sp. Ed.

While it is not necessary for teachers to have in-depth knowledge of assistive technologies and

devices, it is important that they receive support in developing educational material and resources that

are accessible for all students. One of the first things teachers should learn is about the accessibility

features in technologies they already know and use. The Microsoft guide provides information about

accessibility and accessible technology to aid educators worldwide makes sure that all students have

an equal chance for learning with technology. The guide provides:

• Comprehensive guidance on utilizing the accessibility features in Microsoft products

• Consideration of accessibility and how it affects the classroom.

• Explanations of disability types and technology solutions for each type of impairment

• Supervision on selecting accessible technology solutions and Resources for extra information.

Available ICTs can aid to transform static curriculum resources into flexible digital media that

students with various abilities can access once they have the suitable AT. For example, class notes

developed in electronic text can be converted into a variety of formats such as audio, Braille,

accessible HTML, DAISY audio book etc. Assessment methods need to be flexible and adaptable to

students’ needs.

The introduction of any new ICT or AT should be complemented by sufficient technical support in

order to reduce the risk of abandonment. The most likely source of this ongoing support is through

centuries of specialized knowledge located within local or regional school networks. It is important to

differentiate between (a) the specialized support and training required by both students and teachers

in the use of specific ATs in classroom settings, and (b) the use of accessible ICTs generally to

improve access to curriculum.

Trends in Technology Development

Cloud Computing: Cloud computing is a current technological paradigm shift in which computing

resources such as software are distributed over the Internet and made available for computers and

other devices on-demand. The implication here is that AT software applications do not have to be

installed on a particular machine, but rather can be accessed through the Internet from any computer.

Preliminary approaches, such as online screen-readers, have “yielded promising results towards an

inclusive Web by removing both economical and accessibility barriers.”

Mobile Learning: Lack of access to a computer in developing countries restricts many people’s

access to the Internet. Mobile phone ownership is far greater in developing countries than PC

ownership. Mobile learning, or m-learning, is an array of e-learning over mobile devices such as



Apr 2018: Sp. Ed.

mobile phones, which is of potential benefit to users in developing countries, especially those living

in remote rural locations. The challenges of providing content on a mobile phone include "how to

efficiently render visual Internet content into short, precise, easily navigable, meaningful and

pleasant-to-listen-to audio content." Still, the penetration of mobile phones in developing countries

does present a potential opportunity for reaching more people than the current provision of content to

desktop computers. Any country developing policy or initiatives to promote the provision of services

over mobile phone networks should consider the implications for persons with disabilities, for

example, using accessible books stored on mobile phones.

Broadband Connectivity: Connecting all primary, secondary and post-secondary schools to ICTs by

2015 was one of the targets set by world leaders at the World Summit on the Information Society

(WSIS). The lack of fixed-line telecommunication infrastructure has been an obstacle to accessing

the Internet in many under-served and remote parts of the developing world. The increasing levels of

connectivity to the Internet through wireless broadband -- a growing trend in developing countries --

promises to improve Internet connectivity in developing countries, including in schools. For students

with disabilities, the possibility of accessing educational content online will significantly improve

their ability to participate in mainstream education.

Learning Platforms: Learning platform is a generic term used to describe a broad range of ICT

systems that are used to deliver and support learning. These include Virtual Learning Environments

(VLEs), which combine several functions such as delivering course work over the Web or an intranet

for students or allowing students and teachers to interact. VLEs are regularly used for ‘blended

learning’ that supplements traditional, face-to-face classroom activities. VLEs are most often used in

higher (second or third level) education. Some VLEs are capable of producing content that conforms

with the Web Content Accessibility Guidelines from the Web Accessibility Initiative. One such open-

source VLE is called “Moodle.”

Open Educational Resources: Open Educational Resources (OERs) are learning materials that are

freely available for use, repurposing and redistribution. The term was first adopted at UNESCO's

2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries.

While many OERs are available over the Web, many are not accessible to persons with disabilities.

Policy considerations in this area could include international cooperation with other countries,

establishing projects to develop OERs that are accessible to persons with disabilities, or developing

strategies to systematically provide existing OERs in accessible formats.



Apr 2018: Sp. Ed.

Leveraging Accessible ICT-Enabled Schools as Community Hubs : While equipping connected

schools with assistive technology (AT) is a worthy goal in and of itself, the benefits can be multiplied

by taking advantage of ATs and computer equipment, as well as the administrative and management

structures of the school, to provide services to the broader community, in particular to provide job

training in school-based multi-purpose community centers (MCTs).One of the primary aims of the

UN Convention on the Rights of Persons with Disabilities is for persons with disabilities to become

active members of the workforce at all levels of industry, commerce, administration, governance and

education. . Reachable ICTs hold the capability to enable persons with disabilities to get job skills

that would otherwise be unavailable to them. For example, assistive technologies can enable access to

mainstream office applications generally used for business management and administration.

Traditionally, persons with a disability such as blindness, were often given specific and somewhat

limiting roles within an organization, such as answering telephones as a receptionist. However, when

sufficient and appropriate training is provided, persons with disabilities can reach their own personal

potential once they have support and the required accommodations.

Multipurpose Community Tele-centers (MCTs):Multipurpose Community Tele-centers (MCTs)

are upgraded and bared by the International Telecommunication Union (ITU) as a means to smoothen

global ingress to telecommunication services.

MCTs can reduce access costs for larger numbers of people than the provision of individual solutions

such as laptops. MCTs also promote awareness of the potential benefits of the Information Society

and “connectedness.” One of the advantages of using schools to house MCTs is that much of the

infrastructure, such as the school building and computer room, can be made available at no cost to the

community. Schools equipped with AT for persons with disabilities may already have made the

necessary accessibility investments required for persons with disabilities, for example, where there is

an accessible computer room that can be used after school hours as an MCT open to the public. Of

course, careful planning will still be required for funding ongoing ancillary services such as hiring

trainers and providing job skills training in the MCT.

In order to enable the use of school-based MCTs for the social and economic development of adult

persons with disabilities, many of the same requirements as those identified above for schools will be

necessary. This includes the need for:-

• Adaptive equipment, such as input devices or workstation adaptations, to help overcome

common accessibility barriers



Apr 2018: Sp. Ed.

• The development of screen readers in local languages

• The operators of the MCT will need training in the use of AT and accessible web design (just

as teachers require training in the use of AT for their students)

• Tele - centre staff could also be encouraged to develop low-cost AT solutions, which could

include developing screen readers in the local language to reduce operating costs. Any locally

developed solutions could also benefit the related school and its students.

Best Practices - TVET Programmes: One of the key roles an MCT can play is to provide job

training for persons with disabilities. This can be accomplished via Technical and Vocational

Education and Training (TVET), which enhances productivity and sustains competitiveness in the

global economy. TVET is not just a means of preparing young people for the world of work; it is also

a “means of reaching out to the marginalized and excluded groups to engage them in income-

generating livelihoods.” TVET for poverty alleviation has become a priority for many governments

in developing countries. The success and future expansion of TVET programmes in developing

countries depends on the continued expansion of existing training programmes and continued

cooperation among national and international bodies. TVET best practices for persons with

disabilities include:-

• Providing qualifications that are part of the educational qualifications frame work of the

country

• Providing certification that is valued by employers

In addition, MCTs providing training for persons with disabilities should foster strong relationships

with local employers, and could provide some level of support in placing graduates in jobs. They

could also support employers by identifying workplace accommodations and helping find appropriate

ATs. Job-placement support enables prospective employers to overcome negative perceptions about

employing a person with a disability. Employers can also receive advice and practical support in

making workplace adjustments, which can include procuring and installing ATs required to enable

the person to work. This is the key to facilitating the transition from education and training to

employment.

Conclusion

Persons with disabilities remain one of the most excluded groups in society. Equitable access to

education is a vital part of enabling people to reach their full potential, and this has been emphasized

as a human right for persons with disabilities in the UN Convention on the Rights of persons with



Apr 2018: Sp. Ed.

Disabilities. ICTs helps to make devices as per the user’s need and customize it further to make the

life of the user easier. Modern machines can learn on their own using Artificial Intelligence (AI) and

same can be used to train them for better assessment of context and provide higher vantage point in a

given context. Accessible ICTs hold the potential to facilitate access to education, job training and

employment opportunities for all persons with disabilities and enable them to become productive,

visible and integrated members of society.

References

1) Alhaji, Ibrahim Hamra. Revitalizing Technical and Vocational Education Training for

Poverty Eradication and Sustainable through Agricultural Education.

http://www.afrrevjo.com/print/sites/default/files/Volume_2_Number_1_art_9.pdf

2) Anne-Rivers Forcke, IBM, in ITU/G3ict “e-Accessibility Policy Toolkit for Persons with

Disabilities”

3) BECTA ICT Research (2003) What the research says about ICT supporting special

educational needs (SEN) and inclusion.http://research.becta.org.uk/upload-

dir/downloads/page_documents/research/wtrs_motivation.pdf

4) Bharat, The Role Open and Distance Learning in Vocational Education and Training in India

5) ITU http://www.itu.int/ITU-D/univ_access/telecentres/

6) Johan Ernberg ITU/BDT Universal Access - by means of Multipurpose Community

Telecentres. Available at http://www.itu.int/ITU-

D/univ_access/telecentres/papers/mctbrief.pdf

7) Lynch, P. (2007) External Trends on Education. (Sightsavers international (internal

document). Cited in GeSCI page 6.

8) Multipurpose community telecentres: Lessons Learnt

http://www.itu.int/net/itunews/issues/2010/05/30.aspx

9) National Disability Authority, “Building for Everyone - Inclusion, Access and Use”

http://www.nda.ie/cntmgmtnew.nsf/0/EBD4FB92816E8BB480256C830060F761?Open

Document http://www.un.org/esa/socdev/enable/designm/AD5-02.htm

10) UNESCO 2003 “Overcoming Exclusion through Inclusive Approaches in

EducationConceptualPaper”

11) UNESCO IITE ICTs in Education for People with Special Needs.

http://www.iite.ru/pics/publications/files/3214644.pdf



Apr 2018: Sp. Ed.

12) Waddell, Cynthia. Meeting information and communications technology access and service

needs for people with disabilities: Major issues for development and implementation of

successful policies and strategies.



Apr 2018: Sp. Ed.

Sign Language for the Children with Hearing Impairment

C. Mona Chandrika,

Ph. D Scholar, Department of Education,

Manonmaniam Sundaranar University, Tirunelveli–627012

B. William Dharma Raja,

Professor& Head Department of Education,

Manonmaniam Sundaranar University, Tirunelveli–627012.

Abstract

The term ‘Special Education’ is the main focus in Educational policies of India for the past few

decades. Different steps are taken for the upliftment of ‘Differently Abled’ children during these

years. Earlier special schools, then Integrated Education, and very recently their educational needs

are put forth as Inclusive Education. Even though integrated education and Inclusive education are

similar in many ways, the practical feasibility and their outcomes faces too many issues in many

attributes of Indian Educational system. This paper highlights the importance of studying the sign

language as the second language by all the children in an Inclusive type of school to collaborate well

with the exceptional peers especially in case of hearing impairment difficulties. The special

educational needs are being taken seriously by everyone in the world. Being good citizens of the

universe it is our duty to pave the way for them to lead a normal life along with us.

Keywords: Differently Abled, Inclusive Education, Integrated Education, Sign language, Hearing

Impairment

Prelude

As per the Census report of 2011, India consists of 2.21% of physically and mentally challenged

people. Out of the 121 crore population, 2.68 crore persons are disabled. Considering their

educational needs, our country didn’t reach the benchmark yet. However, all the statutory bodies of

the Indian Government started implementing the steps formulated in the long way of our educational

system. Overcoming all the hurdles of applicability and accomplishments, specially challenged

children are educated to have self-confidence and to live for their bread. This goal is reached by the

services of teachers associated with the efforts of State and central Governments, NGO’s and parents

eliminating the barriers, improving the communication and encouraging them to be independent. The



Apr 2018: Sp. Ed.

physically disabled people face various problems in life but they can cope up with others in most of

their cognitive capabilities (Moores, 1987).

Hearing Impairment

One of the main sensory pathways for both speech and verbal communication is the hearing. The

pupils with hearing disabilities are called as hearing impairment. The hearing impairments are

termed as either deaf (complete hearing loss) or hard of hearing (hearing defects).They may arise

either from birth, congenitally deaf or by accidental means, adventiously deaf. The important

variables responsible for these difficulties are the degree of hearing loss, age of the onset and type

of hearing loss. On the basis of auditory acuity, the conversational speech will have the frequency

between 500 and 2000 Hertz. Hereby the deaf person exhibit the hearing loss of 70 dB or greater

while the hard of hearing person face the hearing loss of 35 to 69 dB.

Special Education Needs (SEN)

Education helps to bridge the gap between different individuals and between different sections of

the society. It is the fundamental right of everyone irrespective of caste, creed, religion and also

disabilities. The hamstrung children’s education is a lifelong process. Education shapes them and

moulds them to get adjusted in the society. The National Council of Educational Research and

Training (NCERT) and the Department of Education of States initiated enormous programmes for

meeting the demands of the disabled population. The first priority was to probe into identifying

disability at the starting age and treating them properly. The models of shifting from charity model

to bio-centric, then to functional model and finally human rights model were done to make these

special children access the school. In all the ways, they were made to participate in all the school

activities. Two primary approaches, disability as a social pathology and as an individual pathology

were reflected in every law, policy and programmes.

The needs of girls with disability have to be addressed in all the spheres of education with

utmost care and concern. The existing human rights model positions disability as a universal

feature and can be obscured equality and defeat the discrimination by breaking down the barriers.

They were accommodated reasonably, provided accessibility and enjoyed private and public

freedom.



Apr 2018: Sp. Ed.

Inclusive Education

In 1970’s ‘Integrated Education for Disabled children’ was the sponsored scheme launched by the

Government of India aimed at the achievement of special children. They were given opportunities in

regular schools. Following the National council of educational Research and Training NCERT and

United Nations Children’s’ Fund, UNICEF introduced the project ‘Integrated Education’ in 1987

strengthening their association into the usual schools. In 1997, Integrated Education for the Disabled

Children IEDC was amalgamated with other projects like DPEP (Chadha, 2002) and the Sarva

Shiksha Abhiyan (Department of Elementary Education, 2000). Accordingly, one special teacher for

every eight children with disabilities was allotted besides the availability of a resource room. To

facilitate the learners with special needs, even the State Governments has introduced reservations,

scholarships and allowances.

Inclusive Education has the potential to lay the foundation of a more inclusive society where

being “different” is accepted, respected and valued (Baquer & Sharma, 1997). Sure all these

integration and inclusion into ordinary schools bring about an impetus for ample number of

innovations in special education needs SEN or in special need education SNE. More radical changes

were required which later led to the re-conceptualization of the special needs. All these helped in an

orientation towards Inclusive Education. Here the children with special needs are prompted just like

the other children. Even the teachers accepted them with greater care and concern. Salamanca

statement (1994) has a major role in the above said education type and it has made the differently

abled children to enjoy their fundamental rights.

Educating such pupils part time in special schools and part time I regular schools doesn’t

mean inclusion (Loreman & Deppeler, 2001). Since learning is an enthusiastic activity, it should be

carried out in such a way to overwhelm their disabilities. A few attractive instructional strategies are

to be followed. Even the curriculum is designed to impart vocational education, thereby developing

their self-confidence and assisting those students to be normal in their life. Provided, Information and

Communication Technology (ICT) is useful in subduing the obstacle faced by them.

In short, inclusive education is really a tremendous task to attain. Nothing is impossible; its

practicability lies in the hands of many stakeholders like parents, policymakers and teachers. All

educational institutions should have a heart to do so, like the upcoming ‘Akshara’ and The Heritage’

kind of educational institutions. They implement the inclusive educational system proving the

dynamism.



Apr 2018: Sp. Ed.

Mutual understanding

The success of inclusive education lies on the collaboration and cooperation. It means not only the

understanding between parents, school communities and society but also the rendering hands of the

children without special needs. The students, both hearing impaired and the normal ones comply at

all the educational activities. Both categories have to compete with each other with a healthy

competition. Not the sympathy, equal par in consideration is the requirement of such pupils. The

attitudinal change of the common mass enriches the lives of such pupils, facilitating their bright

future.

Differently Abled, especially hearing deficit members of the educational system feel

comfortable and will be able to communicate via sign language. Every country has their own style of

sign language. A very well rapport is extended through this sign language. Though the hearing

problems children observe everything in and around their school campus with sharpness, they lag

behind due to their communication hindrance.

Importance of sign language

In general, the active teachers wish the hard of hearing as well as the deaf children get the ample

school experiences with enough benefits. To foster the balance between dependency and over-

dependency, they are the wide variety of social skills and listening skills. Communication barriers

influence the interpersonal relationships, many folds. Actually this inability to communicate delays

the usual pace of language development. Communication hazards can be overcome by way of sign

language. It helps a teacher to identify the physical and mental state of them in order to establish a

harmonious milieu. As signing involves the physical movement, it adds the kinesthetic element to

learning. When it is included in the curriculum as a part and parcel, these special students will be

befitted a lot and their active participation will be improved. Researches show that their confidence is

raised making them to feel secured. Like other countries such as USA and UK, India too can

introduce sign language as the second language for safeguarding the upliftment of differently abled

ones.

In spite of the controversies between American Sign Language (ASL) and British Sign

Language (BSL), both represent the living testament of being human. Therefore sign languages

interpret their own spoken languages and also display the structural differences in them. This sign

language discovery led to the literary culture as well. These well said facts about sign language can



Apr 2018: Sp. Ed.

be appreciated by making it as the second language in the educational system of India, where the

inclusive education has started finding its avenue.

Endorsement for policy makers

According to the latest census, India has five million deaf and hearing impaired people. Modes of

instruction and therefore the learning materials for them are given due consideration in national

education policy and curricular vision. The outcomes of learning rely on curriculum where the special

needs are to be tallied. One way of obliging the hearing impairment is the introduction of sign

language as the second language. This is one of the compensatory instructions designed to subdue the

effects of disabilities in case of aural defects also. Due to these factors the paper recommends the

urgent need of formulating the sign language as the second language in the syllabus of Indian

inclusive type of education as it reinforces the other classroom actions. Not only the communication

but also the whole environment becomes conducive for an enjoyable learning process. Sure it will

have the broad educational implications of the mute children in particular.

References

1) Baquer,A.,Sharma,A.(1997).Disability: Challenges vs Responses. New Delhi:CAN.

2) Chadha,A.(2002).”Inclusive Education in DPEP. Journal of Indian Education.Special Issue on

Education of Learners with special needs.

3) Department of Education(2000).Sarva Shiksha Abhiyan.A programme for Universal

Elementary Education. New Delhi: MHRD,GOI.

4) Doi:10.7877/jasl.25.31

5) Loreman,T.,Deppeler,J.M.(2000).Inclusive Education in Victoria: The UNESCO Education

For All 2000 assessment. Interaction, 14(3), 13 – 17.

6) Marschark,M., & Spencer,E.P.(Eds.).(2016). The Oxford handbook of deaf studies in

language. New York, NY: Oxford University Press Inc.

7) Mayberry,R.I.(2006).Learning sign language as a Second Language. In B.Woll(Ed.). Sign

Language, Vol.6, Encyclopedia of Language and Linguistics and Edition, Ed.Keith Brown,

pp. 739 – 743.Oxford: Elsevier.

8) Moeller,M.P.,Ertmer,D.J., & Gammon.C.S. (2016). Promoting language & literacy in

9) children who are deaf or hard of hearing. Baltimore, BC: Brookes Publishers.

10) Oshika,A.(2016). Report on deaf or hard-of-hearing children with developmental disorders

and sign language. Japanese journal of sign language studies, 25, 31 – 38



Apr 2018: Sp. Ed.

11) Schamroth,K., & Lawlor,E.(2017). Smile therapy: Functional communication & social skills

12) for deaf students and students with special needs. London, UK: Taylor & Francis Ltd.

13) UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs

Education. Paris: UNESCO.

14) Yeseldyke,J.E.,Algozzine,B.(2003).Special Education: A practical Approach for teachers.

New Delhi: Kanishka Publishers.



Apr 2018: Sp. Ed.

Access and Inclusion of Women with Disability in Higher Education

Rajendra. N ,

Research Scholar,Centre for Women’s Studies,University of Bangalore

Jnana Bharathi Campus,Bangalore-560056, Karnataka, India.

Dr. Sudeshna Mukherjee,

Assistant Professor, Centre for Women’s Studies, University of Bangalore,Jnana Bharathi Campus,

Bangalore-560056, Karnataka, India.

Abstract

This study investigated, how women with disabilities access and inclusion in higher education. As per

Census 2011, the All India disability population is 2, 68, 14,504 out of which 1, 18, 26,401 are

female. There is no proper data on student with disabilities. As we seen 2011 census, male disability

proportion is more than female disability, hence accessibility of women with disability is less than

men in higher education. While the number of women with disabilities in higher education remains

low. This paper highlights the barriers of women with disabilities to participate in higher education,

the factors such as poverty, limited learning resources, lack of physical access for the individuals,

discrimination. These reasons provide reasons for lack of participation among the women with

disability in higher education.

Key Words: Access, Inclusion, Women with Disability, Higher Education

Introduction:

Disability is a condition caused by an accident, trauma, genetics or disease that may limit a person’s

mobility, hearing, vision, speech or mental functioning. Disability exists as it is situated in the larger

context, while impairment is a biological condition . Handicap is a physical and attitudinal constraint

that is imposed upon a person regardless of whether the person has a disability. For example, some

people with disabilities use wheel chairs. Stairs, narrow doorways and curbs are handicaps imposed

upon people with disabilities who use wheel chairs .

In India Disability is mainly taken as is defined in the Persons with Disability Act (Equal

Opportunities, Protection of Rights and Full Participation) of India (1995) where Disability includes;

• Blindness

• Hearing Impairment

• Low Vision

• Loco motor disability

• Leprosy-Cured



Apr 2018: Sp. Ed.

• Mental retardation

Around the world approximately one billion people live with some forms ofdisabilities. Many of

them are experiencing inequalities intheir daily lives and have fewer opportunities to access quality

education thattakes place in an inclusive environment. According to the Convention onthe Rights of

Persons with Disabilities (CRPD) Article 24, 2(a), person’s withdisabilities should not be excluded

from general education systems on the basis of disability.

Millennium Development Goals (MDG) andEducation for All (EFA) insists on gender equity,

equality and quality educationfor all. For example, the fifth and sixth Millennium Development

Goalsemphasize the promotion of gender equality along with women’sempowerment and

environmental sustainability in education, respectively.Moreover, the goal five emphasizes on

education for all and the achievementof gender equality and improvement in the quality of education.

Meanwhile,the Sustainable Development Goals 2016-2030 goal 4 calls for inclusive andequitable

education and promotion of lifelong learning opportunities to all. Goal five also insists on the

achievement of gender equality andempowerment of all women and girls. Global efforts to assist

people withdisabilities in education have a long history.

Even the preamble of Indian constitution does not discriminate among able and disable. But the

attitude of society towards persons with disabilities has been changing with time. Most countries in

the world, people with disabilities are the largest minority group. They are subject to a long history of

neglect, segregation, isolation, deprivation, charity, welfare and even pity.

According to 2011Census, All India disability population is 2, 68, 14,504 out of which 1,18,26,401

are female . Women with disability are assumed to have less of human needs at all level- physical,

biological & psychological. Women with disability are more marginalized and discriminated in the

society which has been taken in the present study.

There is no such special reservation for women with disabilities. Everyone can realize very well the

real condition of helplessness of a women and being marginalized in the society. Being disabled is

not their fault. There are several factors responsible for causing disability like genetic disorders,

Congenital disturbances, injury at pre-natal, natal of Post-natal stage, traffic accidents, occupational

accidents, malnutrition of expectant and nursing mothers and children, infectious diseases,

environmental pollution, natural and man-made catastrophes are the apparent factors responsible for



Apr 2018: Sp. Ed.

different types of disabilities varying in degrees and dimensions. But they are the largest minority in

the world. So they should be brought into mainstream for our inclusive growth.

Objectives

1. To analysis of status of women with disability in higher education;

2. To find out the government Facilities for the disabled persons;

3. To find out the barriers of women with disability to participation in higher education;

Disabled women Accessibility and participation in higher education

According to the UN Convention, Article No 24 (2006), accessibility implies full and effective

participation and inclusion in society with equality of opportunity between men and women. Negash.

Z has defined access to education in terms of successful participation in the institutional curriculum,

physical environment and communication of the school. Universal access to education means that all

people have equal opportunity in education, regardless of their social class, gender, ethnicity

background or physical and mental disabilities.

National Centre for Promotion of Employment for Disabled People (NCPEDP 2005) conducted a

survey on a large scale where it had selected 119 Universities, where 52 universities were able to

provide data on the total number of students enrolled with them. Only about 0.1% of the students

were found to be those with different disabilities as per the data from 52 respondent universities. 3%

seats are reserved for the students with disabilities, this shows that these students are not able to reach

the higher levels of education.

Inclusion of women with disability in higher education and there are very few explicit signs of

progress. But, there is dearth of research focused on this area. We have a long way to go to

mainstream issues of disability within and outside the institutions of higher learning. Higher

educational institutions are the places where students with disability enter at a crucial age from which

the outer world demands a change. Here they are out of their cocoons, ready to mingle in a different

atmosphere of living (which includes teaching and learning, making new friends, self-assertion, etc).

women with disabilities have equal rights; right against discrimination, right to self-respect and

dignity, right to self-assertion and right to freedom (to choose from a variety of options) being basic

to them. Education increases the capabilities of an individual and thereby leads to development of the

individual. There has to be rights underpinnings in all the policies and provisions for women with

disabilities in higher education. The needs of women with disability in higher education require to be



Apr 2018: Sp. Ed.

addressed. There is insignificant number of documentation of the issues of women with disability at

higher education in the Indian context.

Government facilities for persons with disability

1. Disability certificate and identity card

2. Education programmes for children with special needs

3. Children's Education Allowance and Scholarships.

4. Assistance to disabled persons for purchase/fitting of aids and appliances.

5. Preference in allotment of STD/PCO to handicapped persons.

6. Employment of the handicapped.

7. National awards for people with disabilities.

8. Incentives to private sector employers for providing employment to persons with disabilities.

9. Reservation of jobs and other facilities for disabled persons.

10. Economic assistance.

11. Grant-in-aid schemes of the Ministry of Social Justice & Empowerment.

12. Other concession and schemes.

Barriers of women with disability to participation in higher education

Poverty: Women with disabilities experience higher levels of poverty mainly because of structural

inequalities in resource distribution. Consequently, girls and women with disabilities have limited

access to education, especially in low income countries . Participants explained that poverty

prevented most female students with disabilities from participating in higher education. Many of the

women with disabilities in the university came from low socio-economic backgrounds and were self-

sponsored students, meaning that they paid higher tuition fee, compared to students admitted directly

through the universities’ joint admissions’ board.

Risks of Sexual Abuse and Harassment: The women remarked that the problem of sexual abuse and

harassment affected the transition of girls with disabilities from high school to postsecondary

education. As such, a majority of the women interviewed identified “dealing with men” as one of

their biggest challenges in the university.

Discrimination: Discriminatory experiences in student associations, leadership, in the classroom, and

in familial contexts. Some of these discriminations are based on gender and disability.



Apr 2018: Sp. Ed.

Insufficient Learning Resources: Lack of resources such as consistent readers (for blind students),

enough books, Braille materials, and sign interpreters for deaf students. For visually impaired

students, the absence of reliable readers affected their successful participation in the learning process.

Physical Access, Accommodation, & Transportation: Some of University studies described how their

halls of residence were completely inaccessible and had no accessible washrooms. The same applies

to the library, administrative buildings, and lecture halls. In the college and hostels have nothing like

ramps or elevators and there is no proper transportation between home and college.

Conclusion

This paper has examined access and inclusion of women with disability in higher education and also

focus on barriers of women with disability in higher education in India. In this Paper identified few

categories of factors that limited their participation in university which included poverty,

discrimination, lack of sufficient learning resources, and a constraining physical environment. In spite

of these challenges, the women with disabilities in this study persisted. Many demonstrated that

disability is not inability. Such a positive attitude and resilience is worth emulating especially by

those thinking of furthering their education.

Suggestions

1. Creating greater accessibility and a barrier-free environment to the disabled women in higher

education.

2. Initiating schemes and providing support services for women with disabilities in order that

their personal care is taken care of while in educational institutions.

3. Providing special allowance for student to meet the educational expenses.

4. Establishing separate government schemes and programmes for women with disabilities to

accessing higher education.

References

1) Census of India (2011), (cghr.org/wordpress/wp-content/uploads/2011/06/Sex-ratios-

Supplementary-data.xls)

2) UNESCO. (2009), Global Education Digest 2009; Comparing Education Statistics across the

World, Montreal: UNESCO Institute for Statistics.



Apr 2018: Sp. Ed.

3) United Nations. (2011), Disability and the Millennium Development Goals: A Review of the

MDGs and Strategies for Inclusion of Disability Issues in Millennium Development Goals

Efforts. New York: United Nations.

4) Magreth Matonya, (2016), Accessibility and Participation in Tanzanian Higher Education

from the Perspectives of Women with Disabilities, Jyyaskyla University Printing House,

Jyyaskyla, p-15

5) India social development report (2016), Disability rights and perspectives.

6) Negash. Z, Olusola. O, & Colucci. E, (2010), Access, participation and retention in Africa:

Evidence from a survey on tertiary institutions. Access to Success, Fostering Trust and

Exchange between European and African Universities, Project Compendium. Brussels:

European University Association.

7) Kouroupetrogoou. G, Pino. A, & Kaconi. H, (2011), A model of accessibility services

provision for students with disabilities in higher education. Proceedings of the International

Conference Universal Learning Design, Brno.

8) UGC (2008), Summary of UGC XI Plan Guidelines for Colleges, Pattern of Financial

Assistance available.

9) Ministry of social justice and empowerment Govt of India, (2012), Policies and schemes of

central and state governments for people with disabilities.

10) Barnes. C, & Mercer. G, (2003), Disability Cambridge Polity.

11) Braddock D.L. and Parish S.L. (2001), An Institutional History of Disability in Albrecht.

12) Salman K.D and Bury M. (2001), Handbook of Disability Studies

13) Reynolds C.R. and Janzen E. L. (2007), Encyclopaedia of Special Education: A Reference for

the Education of Children, Adolescents with Disabilities and Other Exceptional Individuals,

Volume I,John Willey and Sons: New Jersey, p-735.

14) (http://www.unc.edu/depts/ddti/pdf/Braddock_2001.pdfAccessed on 11 August 2009)

15) (http://www.ugc.ac.in/notices/patternofXIplan.pdf.)

16) (https://www.g3ict.org/download/p/fileId_940/productId_250)

ICAISA2017


Our website :

Page:

FB Group:

Email : [email protected]

The contents in the ejournal are protected & all the rights are with “SAMWAAD”. Any reproduction/

republication of the same not permitted, without prior written

h t t p : / / s a m w a a d . i n

J o u r n a l I S S N : 2 2 7 7 - 7 4 9 0

Our website : http://samwaad.in

Page: www.facebook.com/samwaadwelcome

FB Group: Samwaad_FB_GRP

Email : [email protected]

|| Copyright © 2018 ||


republication of the same not permitted, without prior written premission/consent of the Chief editor.


7 4 9 0 Apr 2018: Sp. Ed.

http://samwaad.in

www.facebook.com/samwaadwelcome

Samwaad_FB_GRP


premission/consent of the Chief editor.

ISSN: 2277 - 7490 - Special Edition - Samwaad e-Journal

Documents