Creating an Inclusive School - Identification and Functional Assessment of Special Child - Shalini Naicker.pptx

This document describes "Special Needs" and what are the various types of "Special Needs" and how we can identify them along with their functional assessment.

1. CREATING AN INCLUSIVE SCHOOL BY - SHALINI NAICKER B.Ed IV SEM St. Aloysius College (Autonomous), Jabalpur.

2. TOPIC IDENTIFICATION AND FUNCTIONAL ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS

3. SPECIAL NEEDS Special need is defined as an individual with a mental, emotional, or physical disability. An individual with special needs may need help in one or more of the following areas: Communication, Movement, Self-care, and Decision-making. The term “special needs” is a short form of special education needs and is a way to refer to students with disabilities.

4. TYPES OF CHILDREN WITH SPECIAL NEEDS Children with special needs can be categorised into following types: Physically Impaired Locomotor impairment Hearing impairment Visual impairment Gifted children Mental retardation Learning disability Slow learners

5. Physically Impaired Physically impaired children are those who have so much abnormality in body organ due to which they face specific problem in receiving education and adjustment with others. If any part of our body became inactivated, it is called physically challenged.

6. IDENTIFICATION OF PHYSICALLY IMPAIRED CHILDREN Deformity in neck, hand, finger, waist, legs, Difficulty in sitting, standing, walking, Difficulty in lifting, holding, keeping things on floor, Difficulty in moving or using any part of the body, Difficulty in holding pen, Using a stick to walk, Jerks in walking, Lack bodily coordination, Epileptic behaviour/have tremors, Joint pains, Any part of the body is amputated.

7. LOCOMOTOR IMPAIRMENT Locomotor impairment means disability of the bones, joint or muscles leading in a substantial restriction of the movement of the limbs or a usual form of cerebral palsy. Cerebral Palsy (CP) refers to a group of disorders that affect muscle movement and coordination. In many cases, vision, hearing and sensation is also affected.

8. IDENTIFICATION OF LOCOMOTOR IMPAIRMENT Delays in reaching motor skills milestones, such as rolling over, sitting up alone, or crawling. Delays in speech development and difficulty in speaking. Abnormal muscle tone. A lack of muscle coordination. Tremors or involuntary movements. Difficulty in walking. Favouring one side of the body, such as reaching with one hand. Neurological problems, such as seizures, intellectual disabilities, and blindness.

9. HEARING IMPAIRMENT A hearing impairment is also called a hearing loss that prevents a person from totally receiving sounds through the ear. According to IDEA, hearing impairment is “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of ‘deafness’.” A hearing loss above 90 decibels is generally considered deafness, which means that a hearing loss below 90 decibels is classified as a hearing impairment.

10. IDENTIFICATION OF HEARING IMPAIRMENT Non response (shock) of the child for loud clapping within 3 feet. Unable to turn towards the direction of the sound. Delay in understanding. Insist the teacher to repeat the taught units. Keen observation of the facial expressions of teacher, while talking. Very low-level skills in Learning and Understanding. More stammering while speaking. Very poor in reading. Bend head to listen to the speakers. Differences in voice, sound, and pronunciation.

11. VISUAL IMPAIRMENT According to IDEA, “Visual impairment including blindness means impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”

12. IDENTIFICATION OF VISUALLY IMPAIRED CHILDREN The child does not follow an object moving before his eyes by 1 month’s age. The child can not reach for toys and things held in front of him/her by 3 month’s age. One eyes moves differently from the other, including squint. Eyes are either red or have a yellow discharge or the tears flow continuously. The child has tendency to bring pictures or books very near the eyes.

13. GIFTED CHILDREN Gifted or exceptionally talented are individuals of superior cognitive ability or high general intelligence. They exhibit high levels of performance in comparison to their peers living in the same socio-cultural background. They show: High ability High creativity High commitment, and Early signs of Intellectual superiority.

14. IDENTIFICATION OF GIFTED CHILDREN Following techniques can be used: Anecdotal records Achievement tests Aptitude tests Opinion of parents and friends Interviews Intelligence tests, and Creativity tests

15. MENTAL RETARDATION Mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound. A person is considered intellectually disabled if they have an IQ of less than 70 to 75.

16. IDENTIFICATION OF MENTALLY RETARDED CHILD Delay in all growth and development. Not able to sit even within 12-15 months. Not able to walk even after 2 years. Not able to speak even after 2 years. Not able to eat and dress independently. Dependence on answering nature calls. Difficulty in playing with their peers. Inability to communicate personal needs. Difficulty in understanding two or more orders. No progress in studies. Inattentive and excess loss of memory Not able to participate in classroom activities. Inability to sit in the same place for a long time.

17. LEARNING DISABILITY The term “Learning Disability: is used to describe the seemingly unexplained and unexpected difficulty faced by a person while acquiring basic academic skills. These skills are essential for success at school and work, and for coping with life in general. Types: Dyslexia Dyscalculia Dysgrahia

18. IDENTIFICATION OF LEARNING DISABLED CHILDREN Difficulty in counting. Lack of concentration or easily distracted by the surroundings, either at home or school. Difficulty in sitting quietly in the classroom. Does not write down the spoken words correctly. Poor in mathematical calculations. Always confused between right and left. General difficulty in memorising the things. Unreasonable difficulty in remembering the verbal instrucyions .

19. SLOW LEARNERS According to Mercer, “Slow learners are children who are doing poorly in school, yet are not eligible for special education, their intelligence test scored are too high for consideration as a child with mental retardation.” Slow learners are those children who fail in school because of their low intellectual abilities. Their IQ ranges from 55/60 to 85/90.

20. IDENTIFICATION OF SLOW LEARNERS Delayed progress Limited Retention Difficulty with Abstract Concepts Varied Learning Paces Struggles with Reading and Writing

21. FUNCTIONAL ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS Some individuals with disabilities have complex and challenging behaviours . These behaviours are likely preventing the individual from having a quality of life that they desire. The behaviours may also result in risk to the individual, others, and/or the environment. A functional assessment process is necessary to help understand an individual’s behaviour of concern.

22. ROLE & RESPONSIBILITIES IN FUNCTIONAL ASSESSMENT Teachers Parents Peers Child

23. CONDUCTING FUNCTIONAL ASSESSMENT Generating Hypothesis about the Purpose of a Child’s Misbehaviour Testing the Hypothesis

24. THANK YOU