NAME : L. SHANMUGAM,M.A.,M.Ed., DESIGNATION : SECRETARY ORGANIZATION : UPAHARMADURAI SUB THEME : Development of Sustainable service for deafblind people TITLE OF PAPER : Inclusive Education for Children with Deafblind
Mar 31, 2015
NAME : L. SHANMUGAM,M.A.,M.Ed.,
DESIGNATION : SECRETARY
ORGANIZATION : UPAHARMADURAI
SUB THEME : Development of Sustainable
service for deafblind people
TITLE OF PAPER : Inclusive Education for Children with Deafblind
Inclusive Education for Children
WithDeafblind
INCLUSION
Inclusive Education aims at “ Normalizing the
life and education of impaired children in the least
restrictive environment”.
Not dumping of deafblind
children in regular schools
Get equal opportunity with
other children
Interact with their families
neighbours and community.
Inclusive education emerges out as a positive alternative to increase the coverage
It provides equal opportunities to Deafblind children in their own locations
Inclusive education is inevitable for Deafblind children from rural remote areas
Mild and moderate cases are involved more in IEDC programme.
WHY INCLUSION
WHY THIS SHIFT TOWARDS INCLUSIVE EDUCATION
This now a human rights and disability rights issue. Every child has the right to equal participation, under the convention of the rights of the child
“Every child has a right to be educated in a regular school”. Education is a right not a “Privilege”.
WHAT DO YOU NEED IN ORDER TO START IE
• Whole school approach
• Regular teachers support
• Friendly environment
• Flexible curriculum
• Close involvement of families
IMPLEMENTATION OF IE
• Awareness at all levels
• Training to care givers
• Planned use of resources
• Specialist support
• Capacity building to key people
• Shared ownership
PRIMARY NEEDS OF YOUNG DEAFBLIND
Early identification and Assessment
Home based services delivered by special teachers
Parents counseling and family Network
Medical and therapeutic services to enhance healthcare and motor development.
PRE SCHOOL DEAFBLIND CHILDREN
Opportunity to participate in a day programme
Specialized education and medical interventions as per the needs of children
Availability of plus curriculum skills & functional curriculum
Co-operation between special teachers and the care givers
SCHOOL AGE CHILDREN
The primary needs of school-age children
include educational opportunities and services offered
in a variety of models viz.
Resource model
SSA- IED block model (SERVA SIXHA ABIYAN)
Preparatory centre model (attached in the standard school)
Standard School
1 Resource Room1 Resource Teacher10 VI / HI + One Deafblind
VI / HI – Staying in VI / HI Staying in Relatives or Db / VI / HI – Staying with Integrated Hostels Friends Home Parents
RESOURCE MODEL
The Resource plan is the most prevalent model followed in the majority of schools
Under this IEDC model, minimum 10 visually impaired or hearing impaired are enrolled in the regular schools
Resource room is located inside the school
Resource Teacher is trained in the methodology of teaching Deafblind children (or) Multi-skilled in special education
1 or 2 Deafblind students in the Resource Room
Not more than 2 deafblind children in one Resource centre under IEDC
Deafblind students attend the regular class room for some activities
The resource teachers provide direct & indirect services to deafblind in the Resource Room
Technical support to deafblind will be provided by the Itinerant specialist teachers frequently
RESOURCE MODEL
SSA –IED BLOCK MODEL
Resource centre for IED
BRC
NGO is a partner / IEDC resource teachers are supporters
SSA- IED project is supported by Education Department / state & central Govt.
NGO is an implementing agency in block level
2 special teachers in block level / One Itinerant Resource Teacher for Db/MD
Block IED resource centre with essential special equipments
SSA –IED BLOCK MODEL
Supportive services – Spl. teachers \ Itinerant Teachers Identification & Enrolment
Home based training
Special care in school impaired children
Individual support
Facilitating services
Direct and Indirect services
Maintain no dropouts
Help to Day care centre
Curriculam & plus curriculam skills.
SSA –IED BLOCK MODEL
Supportive services – NGO’s
Medical Assessment
Supply of aids & equipment
Training to regular teachers
Training to parent of Deafblind
Training to VEC, SHG, volunteers etc.,
Organizing Awareness programme
Linkage with all Government departments.
SSA –IED BLOCK MODEL
PREPARATORY CENTRE - MODEL
Standard school
♦ Self contained class room♦ Specially qualified teacher♦ Preparatory services at a
central place♦ One or two years of services♦ Day centre or residential centre♦ Training in skills development♦ Pre – Braille, O&M, DLS &
Social skills♦ Sensory Training♦ Sign Language♦ Communication skills♦ Partial integration.
Preparatory Resource Centre (Attached in schools)
INCLUSIVE EDUCATION CONCLUDING VIEWS
ACHIEVE MORE
GROW SLOWLY
START LITTLE
FOLLOW 3 R’S
INCLUSIVE EDUCATION IS
POSSIBLE AND SUCCESSFUL
RIGHT METHOD
RIGHT MATERIAL
RIGHT TIME
THANK YOU
UPAHARMADURAI
MULTI REHABIITATION CENTRE37, Teachers Colony,
Alagappannagar, Muthupatty,Madurai – 625 003
Tamilnadu, South India.
Phone : 0452 / 693666