PRABAHS SIR PPT 8.pptx bed notes of 1st year

Bed notes

1. GROUP 8 WELCOME

2. MENTAL ILLNESS AND MULTIPLE DISABILITIES

3. A mental health disorder characterised by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life. Possible causes include a combination of biological, psychological and social sources of distress. Increasingly, research suggests that these factors may cause changes in brain function, including altered activity of certain neural circuits in the brain.

4. Characteristics Mental health refers not only to emotional well-being but also to how people think and behave. There are a number of different factors that have been found to influence mental health. Life Satisfaction A person's ability to enjoy life is frequently used as an indicator of mental health and wellness.

5. It is often defined as the degree to which a person enjoys the most important aspects of their life. Some factors that have been found to play an important role in life satisfaction include the absence of feeling ill, good relationships, a sense of belonging, being active in work and leisure, a sense of achievement and pride, positive self-perceptions, a sense of autonomy, and feelings of hope.

6. Resilience The ability to bounce back from adversity has been referred to as resilience. People who are resilient also tend to have a positive view of their ability to cope with challenges and seek out social support when they need it. Those who are more resilient are better able to not only cope with stress but to thrive even in the face of it .

7. Support Social support is important for positive mental health. Loneliness is linked with both physical and mental health issues including cardiovascular disease, depression, memory problems, drug misuse, alcohol misuse, and altered brain function. Decreases in social support caused by life changes such as going to college, facing social adversity, changing jobs, or getting divorced can have a negative impact on mental health .

8. Flexibility Having rigid expectations can sometimes create added stress. Emotional flexibility may be just as important as cognitive flexibility. Mentally healthy people experience a range of emotions and allow themselves to express these feelings. Some people shut off certain feelings, finding them to be unacceptable.

9. List characteristics of mental illness: Impairment of ability to think Impairment of ability to feel Impairment of ability to make sound judgments Difficulty or inability to cope with reality Difficulty or inability to form strong personal relationships

10. Famous personalities suffering from mental illeness

11. Educational needs for students suffering from multiple illness

12. Supporting students with various illnesses in education needs a personalized touch. It's not just about school help; we also need a caring atmosphere that considers their physical and emotional health. This approach ensures a fair and inclusive learning environment, helping students with different health challenges grow and thrive.

13. Customized Learning Plans: Make a plan that suits each student with their unique health challenges. Easy-to-Use Classrooms: Arrange classrooms so everyone can easily get around, and provide a comfortable space for learning. Flexible Teaching: Teachers should be able to change how they teach based on what each student needs, especially if someone is not feeling well.

14. Good Communication: Teachers, doctors, and parents should talk to each other about a student's health to make sure everyone is on the same page. Help from Friends: Teach students about their classmates' health conditions so they can be supportive and understanding. Trained Helpers: Make sure that teachers and helpers know how to assist students with different health needs.

15. Regular Health Checkups: Keep an eye on how students are doing health-wise and change plans if needed. Stay Healthy Programs: Include lessons about staying healthy in the class to help all students.

16. Therefore , tailoring education to the unique needs of students facing multiple illnesses fosters an inclusive and nurturing environment. By addressing both academic and holistic well-being, we create a space where these students can flourish, breaking barriers and ensuring equal opportunities for growth and success in their educational journey.

17. Multiple Disabilities MULTIPLE DISABILITIES Multiple Disabilities refers to more than one of the specified disabilities including deaf blindness described in the Rights of Persons with Disabilities Act, 2016. The combination of disabilities and degree of severity is different in each child. The time at which the disability occurs in the child, what is known as the ‘age of onset’, may also range from birth through the developmental period. Sometimes children are born with one disability but acquire the second or third disabling conditions during childhood. The characteristics and the needs of the children depend on the nature of combination of the disabilities, the age of onset and the opportunities that have been available to a child in his environment.

18. Multiple Disabilities As per the census of India, 2011 data, 7.9 percent of the total disabled population is individuals with multiple disabilities. The percentage of children having severe multiple disabilities is very low. Approximately 0.1 to 1 percent of the general school age population and approximately 2 percent of the total population of school age children have severe and multiple disabilities.

19. Types of Multiple Disabilities Multiple Disabilities vary in nature and hence the needs of such children too will vary. Children with multiple disabilities will have a combination of various disabilities that may include speech, physical mobility, intellectual, visual, hearing, brain injury and possibly others. There are many educational implications for these children. We will discuss some of the commonly found multiple disabilities among children and their educational implications.

20. Various Types Of Multiple Disabilities Intellectual Disability and Hearing Impairment Cerebral palsy and Visual Impairment Autism Spectrum Disorder and Speech-Language Impairment Traumatic Brain Injury and Paralysis Down syndrome and Heart defects Intellectual disability and Visual Impairment Cerebral palsy and Hearing Impairment Autism and Intellectual disability Muscular Dystrophy and Learning Disability

21. Characterstics of Mental disabilities

22. Individuals with severe or multiple disabilities may exhibit a wide range of characteristics ,depending on the combination and severity of disabilities, and the person’s age. There are however some trades the maybe share including Limited speech or communication Difficulty in basic physical mobility Tendency to forget skills through disuse Trouble generalizing skills from one situation to another A need for support in measure life (activities example domestic laser community use vocational)

23. Multiple disabilities in an infant or young student require the coordinated efforts of multiple experts “( one from every identified disability area). Because of the interactive, multiplicative effects of multiple disabilities ,it is essential that intervention and or programming efforts be focused cooperatively on functional task whenever possible, intervention should be aimed toward minimizing or preventing developmental delays to be and ever increasing number of infants and young students with multiple disabilities,

24. The cooperative approach to early intervention seems to have the best potential for enhancing the potential of these student (Texas school for blind and visually impaired) a variety of medical problems may accompany severe disabilities.

25. examples include Seizures ,Sensory loss, Hydrocephalus and Scoliosis. This conditions should be considered when establishing School services.

26. Challenges faced by learners with Multiple Disabilities 1. Inaccessible facilities, a lack of appropriate accommodations, and a shortage of trained educators 2.The multiple disabilities most in child may have a difficulty in learning, along with controlling their movements, hearing and vision. 3.More serious effect on multiple disabilities damaging the confidence and ability to come out of their comfort zone and they are affected with more personal and social life.

27. EDUCATIONAL PROVISIONS 1.Curriculum -) Curriculum should be modified as per needs of special child to increase learning outcomes. 2. A sensory - friendly classroom -) There are a number of disabilities that can impact students' abilities to integrate sensory information. Creating a classroom environment that keeps those disabilities in mind is a good way to support students with a range of sensory needs. When possible, teachers should include large print books and texts for visually impaired students, or even braille books if possible and applicable.

28. 3.Organisation of Teaching materials, Learning facilities and Learning aids -) . Most of the time they teached in special schools If problem are not severe than they can be teached in regular school with modification . . Multiple learning aids can be used to enhance learning by multiple sense of children. . Availability of audio - visual aids to enhance learning. . Proper use of reinforcement to get desired behaviour . . Bigger fonts book for visual impared children ,adjustable furniture classroom should be on ground floor for children with severe disabilities.

29. 5. Occupational training -) Occupational training is also given on the basis of their skills and their disabilities to make them self reliable. 6.Counselling and Guidance -) We should give them proper Psychological therapies and guidance techniques time to time by teachers , psycologist ,psychiatrist or by any experts.

30. 32 Assistive Teaching Aids and Adaptations Other Adaptations Grip handles. Modify writing material using paperclips etc. To hold the paper while writing. Broaden space between lines, for writing. Large felt-tip pen or modified pens/ pencils/ colour pencils. Weighted bracelets. Broad spaces between lines. Reading stand. Adapt text book to help turn pages Raised edges of the tray or the table Carbon paper. Communication boards. Audio tapes, adapted computer technology. Assistive Technology Proper positioning and seating arrangement. Leveling of all areas of school with ramps. Classrooms library, labs etc. on the ground floor. Physical Disabilities

31. Community based approach Advance sensitisation and awareness raising with practical exercises for members of the community (parents, neighbours , community leaders) Involvement of the community and reduction of discrimination through participation of people with disabilities at all levels of programmes Inclusion begins immediately after birth: early detection, early intervention and a system for further support (in alliance with state and non-state stakeholders in and outside the community) allows the best start for learning

32. Creation of an environment of diversity and inclusion through age-appropriate classrooms, neighbourhood schools, accessibility (with local resources), community support and teacher training Implementing inclusive education programmes is particularly successful in small local schools Cooperation with schools that are ready to integrate children into inclusive education on the basis of their own resources and culture .

33. CONCLUSION To conclude it we can say that Multiple Disabilities can be acquired at birth, be present congenitally, or occur due to accidents and traumas during the course of the life span. Its early diagnosis is thus necessary and important to check its further progress. It requires a team of different professionals to work towards intervention and rehabilitation of the affected person. The case becomes more complicated when the condition of multiple disabilities occurs that leads to complex issues in prevention, complications, intervention and rehabilitation. A single disabling condition is much easier to check and control than a case of multiple disabilities as each limiting condition plays a role in compounding the disability in itself and also limits the development and use of other faculties for the growth and development of the affected individual.