Marginalisation and inclusive education for physically disabled children

Focuses on Needs of physically disabled children in school.

1. “Marginalisation And Physically Disabled Children with Their Needs ” Presented by- YASHASWINEE SAHOO

2. Introduction Marginalisation and its types Disabled Children Inclusive education Physically Disabled Children Types Needs Conclusion Content

3. Introduction

4. Marginalisation It is a process of making a group or class of people less important or relegated to a secondary position. It is the process with which something is pushed to edge of group and assigned lesser important. Marginalisation also called social exclusion

5. Types of Marginalization

6. Inclusive Education Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together . Including the disabled instead of exclusion, separation and segregation. Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. Students participate in the education program in a common learning environment with support to diminish and remove barriers and obstacles that may lead to exclusion. Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all.

7. Disabled Children A child who have long term physical, mental, intellectual or sensory impairment which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with other. Visually Impaired Hearing Impaired Speech Impaired Neuro Developmental Disability Locomotor Disability Anxiety Disorder Bipolar Disorder Depression

8. The educational needs of each children are different for each other so proper aid should be given according to their level of vision impairment.

9. TLM Methods Totally Blind Children Tape Recorder, Braille, Software, Typewriters, maps, Relif maps, Clay modelling, Geographical patterns, CD Player, Headphones , Abacus Tactile learners Partially Blind/Low Vision Bigger Font Books (more than 12pt.) CD player, magnifying glass, Software which can convert text to speech KurzWeil Personal Reader (Device converting printed word to speech) They should be made to sit in front benches. Teacher should write in bigger fonts Teacher should speak what they are writing Relief Maps

10. Hearing Impairment A person either totally or partially not able to receive sound through the ear.

11. Needs of Partially Hearing Impaired Child Reduce the background sound Let them sit in front (as they can lip read and understand/speech reading) Use clear speech Non-verbal Communication Curricular Adaptation for Hearing Impaired Child Diagram, Figures Speech Training Visual aids Audiometer, Speech Trainer, Hearing Aid, hearing aid test box

12. Speech Impairment Speech disorder or speech impairment are types of communication disorder where normal speech is disrupted. Needs of Children with Speech Impairment Tactile prompts Audio-Visual aids

13. Locomotor Disability Locomotor disability means problem in moving from one place to another, that is disability in legs. But in general disability is related to bones, joints and muscles. It causes problem in child/Person’s movement (like walking, picking, or holding things in hand etc.)

14. Conclusion The children in class have individual difference, thus an effective teacher addresses the class with equity and equality. No student should be deprived of quality education. Every learner needs to be encouraged to build self esteem apart from their disability, as education is core of equality and empowerment.