Persons with disabilities are an integral part of our society. Their rights, entitlements and opportunities, as well as services for their specific needs, have to be made available and assured, in the same way that they are made available for other persons in our rich social fabric. Inclusion of persons with disabilities into the mainstream of society needs to be accelerated.
This module series on D.Ed.Spl.Ed. Intellectual and Developmental Disabilities (IDD) is formulated to prepare special teachers for children with the disabilities specializing in Intellectual and Developmental Disabilities (IDD) which includes, besides Intellectual Disability (ID), Specific Learning Disability (SLD), Autism Spectrum Disorders (ASD). It also contains updated information and recent developments in the disability sector and will become an important source of information for all the stakeholders working for the rehabilitation of PwDs.
This module is an outcome of the combined efforts of group of eminent rehabilitation experts. This training module is a compilation of information sourced from various materials/literature, researches, internet etc. I also gratefully acknowledge and recognize their contributions. I hope that this material is utilised as a Reference Guide for Government functionaries, teachers, students and other stakeholders across the country.
This book defines Education, describe functions of Education and aims of Education. It describes the relationship between Education and Philosophy and the role of various agencies in educational development of children-both non-disabled and disabled; It also narrates various education commissions and policies of education and describes the importance of School administration and documentation.
Shikha Pokhriyal
EDUCATION IN EMERGING INDIAN SOCIETY AND SCHOOL ADMINISTRATION
This book defines Education, describe functions of Education and aims of Education. It describes the relationship between Education and Philosophy and the role of various agencies in educational development of children-both non-disabled and disabled; It also narrates various education commissions and policies of education and describes the importance of School administration and documentation .
Shikha Pokhriyal is RCI licensed Special Education Teacher currently working with the Directorate of Education, Government of the NCT of Delhi. A teacher by day and a reader-writer by night, she is BA, B.Ed, MA, CTET and DSSSB qualified and has been working with diverse learners since 2018. Visit her website specialeducationnotes.co.in for more insights.
Contents
Unit-1 – Nature of Education
1.1 Meaning and Definition of Education
1.2 Aims of Education: Character Building, Education as Means of Livelihood, for Social Efficiency Social Aim, Cultural Development and Transmission
1.3 Education in 21st Century in India
1.4 Formal, Informal and Non-Formal Education
1.5 Functions of Education-Nation Building, National
Integration, Social Integration Bringing about Peace and
Harmony in the Society and Inculcating Values and Ethos
Unit-2 – Philosophical Foundations of Education
2.1 Meaning and Definition of Philosophy, Relationship of Philosophy with Educational Practice
2.2 Different Educational Philosophies-Idealism, Naturalism, Pragmatism and Humanism-An Overview
2.3 Prominent Educational Philosophers-John Dewey, Kilpatrick, Rousseau-Their Principles and Aims of Education
2.4 Indian Educational Philosophers-Gandhi, Aurobindo, Rabindra Nath Tagore and Vivekanand-Their Principles and Aims of Education
2.5 Teacher and the Learner: Ancient Ideals of a Teacher, Teacher in Modern Education; Roles, Functions and Traits of a Teacher
Unit-3 – Agencies of Education
3.1 Different Agencies of Education: Formal, Informal and Non-formal
3.2 Modes of Education: Regular, Open, Distance and Online, Blended Learning
3.3 Regular School, Inclusive School and Special School, Home Education, Home-based Programme, Family Community and Mass Media
3.4 Roles of Governmental Organizations-NCERT, SCERT, NCTE, UGC, Ministry of Education
3.5 Roles of Various National and International Non-Governmental Organizations (NGOs) in Promoting of Educational Opportunities for Children with Disabilities
Unit-4 – Educational Provisions in India
4.1 Indian Constitutional and Education: Directive Principles, Fundamental Rights and Duties, Constitutional Provisions on Education
4.2 Acts and Provisions: Free and Compulsory Education as Fundamental Rights (Article 21A of 2002) and RTE Act 2009 and Amendments; Educational Provisions Enshrined in RPWD Act, 2016
4.3 Various Education Commissions Since Independence: The University Education Commission (1948-49), the Secondary Education Commission 1952-53, Kothari Commission Report 1964-66
4.4 National Education Policy 1986, Plan of Action 1992 and National Education Policy 2020
4.5. Equality of Opportunity in Educational Institution and
Inclusive Education at Different Levels: Elementary, Secondary and Higher Education
Unit-5 – School Administration
5.1 Meaning, Definition and Principles of School Administration and School Organization
5.2 Organization of Special School and Inclusive School
5.3 Code and Conduct of Teacher, Duties and Responsibilities of the Head of School
5.4 Annual School Plan and Preparation of Time-Table, Continuous and Comprehensive Evaluation (CCE)
5.5 Maintenance of School-record-Progress Report, Cumulative Record, Case Histories
Bibliography
FAMILY AND COMMUNITY
This book explains the basic nature and role of family in development of ns of involving and empowering a child and describes the ways and families of children with disabilities. It focuses on the role of family in education of children with disabilities. It discusses the role of community in disability rehabilitation and enumerates the community role in education of children with disabilities .
Contents
Unit-1 Understanding Family
1.1 Family; Meaning, Definition and Characteristics- Families in the Indian Context
1.2 Structure, Types of Families and its Impact on Children’s Development
1.3 Family Culture and Practices and its Influence on Children’s Mental and Physical Well-being
1.4 Parenting and its Types and its Impact on Children’s Education
1.5 Challenges of Parents of 21st Century Modern Day Learners
Unit-2 – Family and Disability
2.1 Stages of Reaction and Impact and Coping of Having a Child with Disability
2.2 Involving Parents in Diagnosis, Fitment of Aids and Acceptance of Disability by Family
2.3 Importance of Family Involvement and Advocacy in Interventional Practices
2.4 Concept, Components and Strategies of Family Empowerment
2.5 Partnering for Interventional Practices
Unit – 3 Role of Family in Early Childhood Care and Education (ECCE)
3.1 Parents as First Teachers and Family as First School
3.2 Role of Family in Developing and Executing IFSP and IEPs
3.3 Family’s Role in Developing Foundational Literacy in Young Children
3.4 Supporting Learning at Home, School and in after School Activities
3.5 Role of Family in Facilitating Inclusive Education
Unit-4 – Community for Disability Rehabilitation
4.1 Concept and Types of Communities
4.2 Role of Community in Prevention Early Identification, and Intervention of Disability
4.3 Community Based Inclusive Development- Need, Importance and Strategies
4.4 Creating Enabling Environments-Mobilising Local Community Resources towards the Rehabilitation of Persons with Disabilities
4.5 Issues and Challenges in Rehabilitation of Child with Disability in the Community
Unit – 5 Role of Community in Education of Children with Disabilities
5.1 Community Awareness about Disabilities- Early Identification, Intervention and Education
5.2 Community Support for Home Based Education and in Times of Disasters
5.3 Collaboration with Aganwadis and other Governmental Agencies for Education of Children with Disabilities
5.4 Community as a Stakeholder in Special and Inclusive Education
5.5 Safe Guarding Children with Disabilities and their Families in the Communities
Bibliography
Index
INCLUSIVE EDUCATION
This book describes the importance of diversity and explains the concept of inclusive education. It explicates various supports needed and curricular strategies for inclusive education. It also enumerates the role of agencies for collaborating for inclusion.
Contents
Unit-1 Diversity and Inclusivity
1.1 Meaning and Concept of Diversity
1.2 Learner Diversity
1.3 Disability as a Human Diversity
1.4 Diversity for Sustainability
1.5 Strength of Diversity for Inclusivity
Unit-2 Concept and Meaning of Inclusive Education
2.1 Meaning and Defining Inclusion
2.2 Principles of Inclusion
2.3 Integration vs Inclusive Education
2.4 Barriers and Facilitators of Inclusive Education
2.5 Framework, Acts, Policy Provisions for Inclusive Education
Unit-3 – Creating Supports for Inclusive Education
3.1 Early Identification and Intervention for Inclusion
3.2 Foundational Literacy for Inclusive Education
3.3 Empowering Families for Inclusion
3.4 Sensitizing Stakeholders and Schools for Inclusive Education
3.5 Teacher Preparation for Inclusive Education
Unit-4 Curricular Strategies for Inclusive Education
4.1 Curricular Challenges for Students with Disabilities and Twice Exceptional Children
4.2 Need for Curricular Adaptations
4.3 Inclusive Practices; Adaptations, Accommodations and Modifications
4.4 Types of Curricular Adaptations
4.5 Differentiated Instructions and Universal Design of Learning
Unit-5 Collaborations for Inclusive Education
5.1 Special Schools and Inclusive Schools
5.2 Special Educators and General Teachers
5.3 Social Welfare Department and Department of Education
5.4 Special and General Teacher Education Programmes
5.5 Voluntary Organizations and Government Agencies
Bibliography
MANAGEMENT OF GROUPS WITH HIGH SUPPORT NEEDS
This book defines those who have high support needs and explains the assessment procedures for individuals who have high support needs. It also focuses on various methods for planning and management of individuals with high support needs and demonstrates understanding of working with individuals in need of high support in home and school/ organisations.
Contents
Unit-1 Understanding Groups with High Support Needs
1.1 Definition, Description and Understanding of High Support Needs, Severe/Profound Disabilities
1.2 Working with Individuals Having High Support Needs-Strength, Issues and Challenges
1.3 Concept of Assistance and Support at Various Stages for Persons with High Support Needs-Childhood, Adolescence, Adulthood
1.4 Levels of Support (IASSIDD)-Limited, Intermittent, Extensive, Pervasive
1.5 Service Avenues for Groups with High Support Needs
Unit-2 Assessment of High Support Needs
2.1 Formal and Informal Assessments-Medical, Therapeutic, Psychological Assessments
2.2 Assessment of Family Resources and Family Support System
2.3 Assessment of Current Level of Functioning- Personal Care, Communication and Social Skills, Mobility
2.4 Assessment of Need for Assistive Devices
2.5 Interpreting Assessment Results to Plan the Support Programme
Unit-3 Management of Individuals with High Support Needs
3.1 Steps Involved in Planning Assessment
3.2 Coordination of Multidisciplinary Team Members in Management of High Support Needs
3.3 Working with Family
3.4 Optimal Utilization of Government Supports
3.5 Documentation, Progress Monitoring and Evaluation
Unit-4 Competencies of the Caregiver
4.1 Knowledge and Insight about the Condition and Acceptance
4.2 Intervention Development-Programme Planning for Individuals with High Support Needs
4.3 Addressing Common Medical Issues and Health Related Resources
4.4 Making Reasonable Adjustments Including, Physical Comforts and Positioning, Communication, Environment, Meeting Personal Needs, Maintaining Privacy, Prevention from Exploitation, Caring for Emotional Health, Meeting Leisure and Recreation Needs
4.5 Exercising Fundamental Rights of People with Disabilities
Unit-5 Use of Technology in Management of High Support Needs
5.1 Definition, Use and Optimum Support in Management Programme through Technology
5.2 Assistive Technology for Communication-Use of AAC and other Devices
5.3 Assistive Technology for Recognition of Emotions and Improvement of Social and Cognitive Skills
5.4 Application of Technology in Lesson Planning, Report Writing and Evaluation
5.5 Advantages and Disadvantages of Assistive Technology
Bibliography
Index
METHODS OF TEACHING IN ELEMENTARY SCHOOL
This book demonstrates competencies teaching different subjects in regular elementary schools. It explains the role of Science, Mathematics, Social Science and Language in day-to-day life, relevance to modern society and importance of teaching materials and technology in teaching- learning process of different subjects. It also focuses on the aims, methods and teaching techniques that can be used to facilitate learning for children with ASD, ID, SLD in regular schools and the various aspects of planning and evaluation in the teaching of subjects and language.
Contents
Unit -1 Teaching Methods
1.1 Managing Content and Selecting Instructional Techniques and TLM
1.2 Managing the Classroom Environment
1.3 Establishing and Maintaining a Positive Communication Climate in the Classroom
1.4 Micro Teaching
1.5 Macro Teaching
Unit-2 Teaching of Mathematics and Science
2.1 Role of Mathematics and Science in Day-to-Day Living
2.2 Objectives of Teaching Mathematics and Science
2.3 Different Approaches and Techniques of Teaching Mathematics and Science
2.4 Number Concept: Teaching of Basic Concepts Like Quantity, Shape, Size, Money and Measurement
2.5 Number System and basic Mathematics Calculations, Addition, Subtraction, Place Value, Multiplication, Divisions and Fractions
2.6 Teaching Environment, Health, Nutrition, Living and Non-living
Unit-3 Teaching of Social Science
3.1 Role of Social Science in Day to Day Living
3.2 Objective of Teaching Social Science
3.3 Different Approaches and Techniques of Teaching Social Science
3.4 India’s Physical Features, Natural Resources, National Symbols, Festivals, States and their Capitals, Languages
3.5 India’s Constitution, Fundamental Rights and Duties of Citizens and National Integration
Unit-4 Teaching of English
4.1 Role of English in Day-to-Day Life
4.2 Objectives of Teaching English
4.3 Different Approaches and Techniques of Teaching English
4.4 Basic Skills for Learning English: Listening, Speaking, Reading and Writing Skills
4.5 Teaching Vocabulary and Grammar
Unit-5 Teaching of Regional Language
5.1 Role and Importance of Teaching Regional Language in Daily Life
5.2 Approaches and Techniques of Teaching Regional Language Based on the Prescribed Curriculum of Elementary Classes
5.3 Study Skills and Reference Skills
5.4 Language Games in Teaching Language Especially with Vocabulary and Grammar, Appropriate use of TLM and Technology
5.5 Facilitating Learning Regional Language for Children with ASD, SLD and ID
Bibliography
THERAPEUTICS
This book demonstrates basic understanding of the therapies required for students with ASD, ID and SLD and competencies in working in coordination with the therapists. On the completion of this course, student-teachers will be able to design and incorporate therapeutic activities wherever appropriate in classroom activities and incorporate recreational therapy in classroom activity and co-curricular activity.
Contents
Unit-1 Concept and Understanding of Clinical Therapies
1.1 Definition, Need and Importance of Therapies for Children with Developmental Disabilities
1.2 Behavioural Therapy-Management of Problem Behaviours, Cognitive Behavioural Therapy, (CBT), Positive Behavioural Intervention Supports (PBIS)
1.3 Occupational Therapy-Definition, Aim, Scope and Techniques in Classroom Setting
1.4 Physiotherapy-Definition, Aim, Scope and Techniques in Classroom Setting
1.5 Speech Therapy-Definition, Aim, Scope and Techniques in Classroom Setting
Unit-2 Concept and Understanding of Recreational Therapies
2.1 Need and Importance of Recreational Therapies for Children with Developmental Disabilities
2.2 Types of Recreational Therapies and their Importance from the Teacher’s Perspective
2.3 Yoga Therapy-Aim, Scope and Role in Education of Children with Developmental Disabilities, Therapeutic Yoga
2.4 Play Therapy-Aim, Scope and Importance for Children with Developmental Disabilities, Special Olympics, International and Indian Scenario
2.5 Music and Performing Arts-Aim, Scope and Importance for Children with Developmental Disabilities
Unit-3 Therapies for Individuals with ASD Spectrum Disorders
3.1 Development of Speech, Language and Communication: Implications for Across the Spectrum of ASD
3.2 Alternative and Augmentative Communication (AAC) Systems, Communication Aids and Devices
3.3 Sensory Processing and Development of Motor Skills in ASD
3.4 Developing Interpersonal Skills, Behaviour Regulation and Role of Counselling for Persons with ASD
3.5 Therapeutic Recreation for Students with ASD
Unit-4 Therapeutic Intervention for Children with ID
4.1 Management of Problem Behaviours in Students with Intellectual Disabilities
4.2 Relevance, Role and Techniques of Physiotherapy for Students with ID
4.3 Role and Techniques of Occupational Therapy and Sensory Integration for Students with ID
4.4 Techniques and Strategies for Speech and Language Intervention to Students with Intellectual Disability
4.5 Recreational Therapy for Students with Intellectual Disability: Yoga, Music, Play and Movement Therapy
Unit-5 Therapies for Students with Specific Learning Disabilities
5.1 Occupational Therapy: Need, Assessment, Scope, Nature of Intervention
5.2 Behaviour Therapy: Need, Assessment, Scope, Nature of Intervention
5.3 Language Therapy: Need, Assessment, Scope, Nature of Intervention
5.4 Behavioural Interventions: Positive Behavioural Intervention Support (PBIS)
5.5 Therapeutic Recreation: Need, Assessment, Scope, Nature of Intervention
