Indira Gandhi National Open University National Centre for Disability Studies

Foundation Course on Education of Children with Disabilities

FCED

5
Block

PRACTICAL TRAINING IN INCLUSIVE EDUCATION

Unit 1

Case Work on Identification and Assessment

Unit 2

5 14 23 33 44

Observation of Inclusive School

Unit 3

Practical Traning on Assistive and Augmentative Devices

Unit 4

Community Work
Unit 5

Practice Teaching

UNIT 1 Case work on identification and assessmeNT

Structure
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 Introduction Objectives Components of Case Work Required Material for Case Work Procedure Example Points to Remember for Taking Case Work Record of Observations Develop Instruments

1.10 Format for Case Work 1.11 Submission of Case Work at the Study Centre 1.12 Unit Summary 1.13 Check Your Progress 1.14 Assignment/Activity 1.15 Points for Discussions and Clarification 1.16 References

1.1 INTRODUCTION
Human development is a continuous and natural process. In this developmental process there are many stages like childhood, adolescence, adulthood and old stage. According to the psychologists in these stages childhood is the most critical and important one. In this stage child grows rapidly and their psycho-physical development need more attention. So that by doing a better intervention we can asses their needs. To provide a better intervention we must know the child. For understanding the ability, inability, attitude, aptitude and other aspects related with the child and their development case work is an effective method. Case work may be defined as a systematic, scientific, and empirical inquiry that investigates a phenomenon within its real-life context. It is a detailed analysis of persons or group especially as a model of medical, psychiatric, psychological or social phenomena. It is the reconstruction of the past life of an individual in order to determine the underlying causes for his/her present physical and mental condition. It refers to the detailed information regarding

the child, right from conception. It is an important source of information and is collected by interviewing the parents, family members, teachers, and peers, academic and medical reports of the child. - T. Boone Pickens, Jr. The case work method is based on real-life (realistic) practical problems and as such seeks to make the issue come alive for the student. Case work method incorporates the idea that students can learn from one another by engaging with each other and with each others ideas, by asserting something and then having it questioned, challenged and thrown back at them so that they can reflect on what they hear, and then refine what they say (Boehner 1990). In summary, students can direct their own learning by formulating questions and taking responsibility for the study.

1.2 OBJECTIVES
After going through this unit, you will be able to; Diagnose the problem of children with disabilities; Develop an appropriate procedure of interviewing and recording observations; Design suitable remedial strategies for these children; and Guide their parents about referral services.

1.3 Components of Case Work

A case work is very important for planning the remedial strategies for children with disabilities. It always do the intensive, detailed description and analysis of a person with disabilities in context to their past conditions and present status. It has the following components: 1) Family Record- details regarding the blood relationships between parents, if any, if anyone else in the family is affected/suffering from epilepsy/mental illness/ mental retardation/ hearing loss/ blindness etc. 2) Birth Record details about the health of the mother during pregnancy, illnesses or complications during pregnancy or birth and the actual birth process, delayed birth cry etc. 3) Medical Record- details of health - after birth, during early childhood, immunizations etc. form part of this record. 4) Developmental Record- details of age when various milestones were achieved by the child. This is a good indicator of developmental delay.

5) School Record- record of the performance made by the child in school is recorded. 6) Occupational Record- relevant in the case of adults this is a record of vocational skills, work attitude acquired during the growing years. You should also consult the previous records available in the schools record.

1.4 Required Material for Case Work

Demographic Data Sheet Case History Format

1.5 Procedure
The case work is an important tool for getting all the relevant and important information about the child. It should always be done in very informal way and in a friendly environment. It includes interviewing the parents/ siblings who accompany the child to the school/ child guidance clinic/ training centre. In most of the cases social workers are the first one to come in contact with the parents of the child with disability. In Indian context it is often seen that they identify the child, collect specific information about them and guide the concerned persons for remedial measures. These processes come under informal case work. For formal case work certain specific procedure need to be followed. The following illustration will explain how correct diagnosis is important in providing appropriate guidance. This is only a guideline and there may be variations, depending upon your field/case situations

1.6 EXAMPLE
Here we are giving you an example of case work of Mina, a10 years old girl with Mental retardation. As mentioned Mina, is having mental retardation and was accompanied by both her parents to the Training Centre for Intellectually Impaired just in time for their appointment. They reached the school and found the social worker waiting for them. She welcomed them with a smile and asked them to be comfortable. The parents informed that they came seeking admission to the centre. After exchanging pleasantries the social worker requested their permission for taking notes of the session and made records in the case history form. She requested the parents to show her all previous records of Minas psychological, educational and medical assessment that were available with them. Record of the significant information was taken in the case format sheet. Mina was a full term, normal delivery and cried after birth. She had no significant medical history other than the usual cold and cough. During the interview Mina preferred to keep looking shyly downwards refusing to look up despite coaxing. The social worker then proceeded to seek information about the daily routine of each family member including Mina. The father is a businessman and mother is a housewife. Mina being their only child. she had already been diagnosed as a case of moderate mental retardation. All her developmental milestones were delayed. The parents reported that they had a tough time with her in toilet training. She was now independent (fairly) in her self help skills but required help with combing hair. Communicating through limited speech she combined it with gestures which the family members could understand. Fond of younger children she liked to visit her immediate next door neighbour to play with their three year old daughter. Attempts had been made to send Mina to a nearby nursery school but she could not learn much and made no progress. After trying for about three years the parents were advised by the school to seek Special Education services. The parents informed that they have come to the centre with much hope as she has been staying at home,

getting bigger and needs to learn some skill to engage herself fruitfully. On the basis of discussions with the parents it emerged that they were aware about the child, but because of lack of knowledge they could not understand Minas daily life shortcomings. But instead of these they created a good relationship with the child. Whenever possible they actively participated in all family and religious functions, go traveling and visit their extended family with their child. Mina simply loved to go visiting her grandparents who were very fond of her. Mina was in the habit of collecting cartons of empty match boxes and clutch them tightly in her fist, although it was not bothering for the parents. Only difficulty they found to get her to throw them even when they were dirty or had broken into pieces.

1.6.1 Parents Expectations

The parents expected their daughter to be self sufficient and become normal. They were very keen to get Speech therapy for her so that she could speak like others. Presently they wanted to resume her education and training in vocational skills. Being the only child the parents have lot of hopes with her.

1.6.2 Difficulties and Concerns

The family initially found it difficult to deal and understand the delayed growth of their child. They were never told of developmental delays and had been to several doctors consulting on her condition and seeking treatment to cure. Finally they seem to have accepted her and now seek an answer in the management of her condition.

1.6.3 Rounding Up
The Social worker rounded up the interview by advising the parents to Provide opportunity to Mina to involve in simple household tasks. To reward her with her favorites (clean empty matchboxes also) whenever she executed the task entrusted. To become members of the parents support group. That they will be called again for admission. The process will start after about four months and till then they can visit the centre with prior appointment for further consultations.

1.7 Points to remember for taking the Case Work

Identify stakeholders, if possible, who will be involved. Brainstorm the topic of discussion, considering questions, flow of interview etc. Identify what information is needed and from whom (What are Potential Sources of Information? and What are the Elements of the Case Work?). Identify the documents needed for review. List stakeholders to be interviewed

Ensure to follow ethical standards Attain permission in advance for interviewing parents Organize specific formats Speak to parent at a time, if possible Stick to the topic in hand

1.8 Record of Observations

Despite conscious effort made during interview to talk to Mina she did not respond but only shyly lowered her head occasionally mumbling into her mothers ear. She is a shy child and appears closer to her mother than her father? Her habit of storing matchboxes is an indication of emotional insecurity? The parents are indulgent in allowing her to be free to visit neighbours and do not shy away from taking her out to give her varied experiences. They seem to have adjusted well to her handicap after initial struggles.

1.9 Develop Instrument

Develop interview protocolsrules that guide the administration and implementation of the interview. Put simply, these are the instructions that are followed to ensure consistency across interviews, and thus increase the reliability of the findings. The following instructions should be included in the protocol: What to say to interviewees when setting up the interview; What to say to interviewees when beginning the interview, including ensuring informed consent of the respondent; What to say to respondent in concluding the interview; What to do during the interview (Example: Take notes? Audiotape? Both?); and What to do following the interview (Example: Fill in notes? Check audiotape for clarity? Summarize key information for each? Submit written findings?). Develop an interview guideline that lists the questions or issues to be explored and includes an informed consent form. Please note that you may likely to require interview guidelines for each group of stakeholders, as questions may be different. Wherever necessary, translate guidelines into local languages and test translation.

1.10 FORMAT FOR CASE WORK

You may use this format for taking the Case Records of Children with Visual Impairment, Hearing Impairment, Mental Retardation, Multiple

Disabilities and other disabilities. Name : ......................................................................Date:............................. Age/D.O.B.: ............................................................Sex : M/F . ................. Address: Permanent:........................................................................................ ......................................................................................................................... ......................................................................................................................... Temporary :...................................................................................................... ......................................................................................................................... ......................................................................................................................... Religion:. .......................................................................................................... Aid User: Yes/No, if yes, Model: . ................................................................. Nature and type of disability:.......................................................................... Degree of disability :....................................................................................... Fathers/Guardians Name ......................................Age:. ............................. Education: ....................................................................................................... Occupation: . ................................................................................................... Income: ......................................................................Religion: ..................... Mothers Name ..........................................................Age:. ............................. Education: ....................................................................................................... Occupation: . ................................................................................................... Income: ......................................................................Religion: ..................... Mother Tongue. ................................................................................................ Childs Educational History: Attends school:................................................................................................ Regular/Special, Studies in class:. ................................................................... Age of Admission . ......................................................................................... Medium of Instruction:.................................................................................... Mode of Communication: .............................................................................. Failure, if any, Indicate level: ........................................................................ Prenatal History: Problems during pregnancy, if any: Viral infection/Drug taken/Physical and emotional Trauma/

Rh incompatibility/Any other : Perinatal History: Delivery at : Home/Hospital, Full time/Premature/Post mature Birth cry : Normal/Delayed/Feeble Birth weight : .......................................................... Blueness : Yes/No Postnatal History : (Indicate the age of onset and duration of illness ) Viral infection/Drugs taken/Respiratory infection/Neurological Problems/Head Injury / Convulsions ( with or without fever )/Exposure to noise/Any other : ...... Family History: a. Nuclear family/Joint Family:.................. b. Consanguinity......Yes/No b) History of disability in the family:.......................................................... If yes, Please specify.. .................................................................. c) Relation of the disabled person to the child.......................... .. Social and behaviourial history: Gross motor activity :...................................................................................... Fine motor activity : . .................................................................................... Social interaction status : ............................................................................... Receptive language : ...................................................................................... Expressive language : . ................................................................................... Reading: . ........................................................................................................ Writing: . ........................................................................................................ Numbers: ........................................................................................................ Time:................................................................................................................ Money: . .......................................................................................................... Domestic activity: . ......................................................................................... Recreation/leisure time activity: .................................................................... Additional information of child if any: (You may add more information if relevant to your case-work and the general report.) Name of Interviewer: Date: / / Signature

1.11

Submission of Case Work at the Study Centre

After completing the case work format, analysis of details in consultation with the supervising faculty, must be submitted to the study centre.

1.12 unit summary

Case Work is the reconstruction of the past life of an individual in order to determine the underlying causes for his/her present physical and mental condition. The Case Work method is based on real life (realistic) practical problems and as such seeks to make the issue come alive for the students. The major component of case work are family record, birth record, school record, medical record, developmental record, and occupational record etc. Case work can also help students prepare for real-world problems, situations and crises by providing an approximation of various professional environments. Case work provides the nuances of dealing with the persons with disabilities and their families so as to understand their interpersonal relations and the factors that influence their lives.

1.13 Check Your Progress

1. Describe the meaning and importance of a case work. 2. Explain the procedures of case work. 3. What are the major components of a case work? Explain with an example. 4. What are the common basic observations of the case works of VI/MR/HI individuals?

1.14 Assignment/Activity
Prepare three case works of each disability (VI/HI/MR).

1.15

Points for Discussion and Clarification

.................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. ..................................................................................................................

1.16

References

1. Advani, Lal. and Chaddha, Anupriya.,(1993),You and Your Special Child, Delhi: UBS Publishers and Distributors Pvt. Ltd. 2. Chowdhary, D. Paul.,(1976), Introduction to Social Work, Delhi: Atma Ram and Sons.

3. Saren, Dr.Ramesh.,(2009),Policy perspectives for the visually impaired post-apartheid South Africa and India, Delhi: academic excellence 42 Ekta Appt., Gita colony-110031 4. Diversity and Equal Opportunity Centre (DEOC).,(2009),A Values Route to Business Success: The Why and How of Employing Persons with Disability, Mumbai: Confederation of Indian Industries. 5. Epstein, David and Febiger.,(2001),Bulletin of the World Health Organisation,2001,79(3) Chandler and Grants Glaucoma, Philadelphia USA: Leas Publication. 6. Malkelprang, Romel W. and Richard O. Salsgiver; People with disabilities and social work, Social Work Vol. 41, (1996). 7. M, Oiver., (1996),Understanding Disability: From Theory to Practice, Basingstoke: McMillan Publications. 8. http://www.answers.com/topics/case.study 9. http://www.thefreedictionary.com/case+study

UNIT 2 Observation of Inclusive School

Structure
2.1 2.2 2.3

Introduction Objectives Barrier free environment

2.3.1 Physical and Structural Aspects 2.3.2 Attitudinal and Social Aspects 2.3.3 Technological Barriers 2.3.4 Breaking Down Barriers

2.4

Curriculum Adaptation
2.4.1 What are the Curriculum Adaptations? 2.4.2 Why are Curriculum Adaptations Necessary?

2.5 2.6

Co-curriculum Activities. Teaching Style and Method

2.6.1 Questioning 2.6.2 Explaining 2.6.3 Demonstrating 2.6.4 Collaborating 2.6.5 Multisensory Approach

2.7 2.8 2.9

Unit Summary Check Your Progress Assignment/Activity

2.10 Points for Discussion and Clarification 2.11 References

2.1 INTRODUCTION
Inclusive Education makes provision for learning of all children in the classroom. The general teacher becomes the facilitator. The general school adapts the need of every child in the classroom. The concept of inclusive school also refers to such teaching-learning setting in which the learners are facilitated according to their individual needs. The inclusive environment in the school requires physical and structural barriers free environment and inclusive attitudes among the stake holders of general schools. Inclusive settings requires modification in the curriculum, strategies, and methods of transaction of teaching-learning. The strategies should be inclusive i.e. according to the appropriateness to each learner. The paces of learning and individual difference are the two important considerations during the activities of learning facilitation in inclusive set-up. The co-curricular activities were was previously known as extra activities are helpful in developing inclusive environment, provide opportunities to all learners (disabled and non- disabled) to develop intra- personal relations, leadership quality and mutual cooperation.

Article 24 of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) advocates that State Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, State Parties shall ensure an inclusive education system at all levels and lifelong learning. The right to education bill says that every child has a right to free and compulsory education upto the age of 14 including children with disabilities. It means all the schools will be accepting all the children including children with disabilities and now all the schools will have to equip them with the trained teachers and accessible environment.

2.2 OBJECTIVES
After going through this Unit, you will be able to: acquaint with the physical and structural barriers; identify the attitudes which hinder the development of inclusive environment of learning; understand the principles and application of inclusive approaches; indentify the need and importance of co-curricular activities in developing the inclusive attitudes among learners; and understand the meaning of curriculum adaptation to enhance and enrich the learning process.

2.3Barrier free environment

A barrier-free environment is a space that allows free and safe movement, function and access for all, regardless of age, sex or condition, a space or a set of services that can be accessed by all, without obstacles, with dignity and with as much independence as possible. The environment means buildings, roads, parks, gardens and other places, service, modes of transportation, products of daily use, etc. There is a popular belief that a ramp and an elevator/ lift is all that is needed to make a built space barrier-free. It must be clearly understood that barrier-free goes far beyond just a ramp and has many other necessary aspects. These range from door and passage widths to flooring surface, from counter heights to door handles and railings, from signage and auditory signal to tactile guides. The Parliament of India enacted the Persons With Disabilities (Equal Opportunities, Protection of Right and Full Participation) Act, 1995 which cast obligations on appropriate governments and local authorities for creating barrier free facilities. Article 9 of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) has also made provision for creating barrier free environment. In Inclusive setup the children with disabilities have various learning experiences along with normal children. This is the setup where they study the same curricular content and participate in all (almost) co-curricular activities. For making equal competitions in all learning and non learning areas children with disabilities need Barrier Free Environment. Term barrier

free environment covers not only physical and structural aspects but it also covers attitudinal aspects, social aspects, Technological aspects, psychological and educational aspects. Barrier free environment helps in better and independent mobility, removing mental frustration, effective social participation, educational rehabilitation and in overall mainstreaming of persons with disabilities.

2.3.1 Physical and Structural Aspects

The physical barriers are visible to all, every one can see them, and this may be one of the reasons that most of us feels barriers as physical only. The physical barriers restrict mobility, starting from the house to external environment including transportation, public places, educational buildings etc. In an inclusive setup following points must be observed in respect to barrier free environment: Ramp - In inclusive setup ramp should be there on the entrance part so that person with locomotor disability can enter into the setup by using their assistive mobility devises. Stairs - Stairs should also be equipped with railings so that a person with vision or mild locomotor disability can enter into the setup independently. Doors - Doors of the entrance portion should be wide and equipped with braille information stickers, so that a wheelchair user can enter into the classroom and a vision impaired can also identify their destination. Other places like toilets, corridors, classroom furniture, should be made barrier free for better access for children with disabilities.

2.3.2 Attitudinal and Social Aspects

In an inclusive setup it is very important that children with disabilities are being treated equally or not. Word equal is very important here because neither they should get over protection nor less than a normal child. Attitude of teachers, peers and other staff of the school play a key role in educational rehabilitation of children with disabilities. The attitudinal barriers towards children with disabilities can be either removed or reduced by the following efforts of the teacher Making them as a part of class Encourage them for equal and better participation Make them a essential and important class member Take care of their individual needs Encourage peer teaching Orient other students about disability Enhancing their skills and capabilities for better empowerment Working towards their independent living as a productive citizen.

2.3.3 Technological Barriers

Better access for the available technology in the given environment helps person with disabilities in realizing their dreams. Poor access certainly puts them in the back benches and thus deprives them to gets the benefits of the technology. The technological barriers include the use of supportive devices, computers, educational system, hinderence in equipment & machinery, sports & games, recreation and employment etc by person with disabilities. The extent of the impact varies from one to another depending upon the category and severity of the disability. The technological barriers which normally encountered by the PWDs can be altered suiting to their skills and limitation. The technology can be made accessible by Making the systems/equipments accessible with suitable adaptations Softwares and its working with display according to the needs like: low vision, poor hearing, blind etc. Creating technology friendly environment by providing orientation and training to the stakeholders.

2.3.4Breaking Down the Barriers

All type of barriers be it physical, structural, attitudinal or technological give rise to discrimination which can not be eliminated only by the laws and policies The best remedy is familiarity - getting people with and without disabilities to mingle as co-workers, associates and social acquaintances. In time, most of the attitudes will give way to comfort, respect and friendship. The physical aspects and technological aspects of barrier free environment must be minimized or removed because it hinders the accesibility that leads to the paralysed development of person with disabilities up to potential level. The Government, parents, society, peers, siblings, teachers and other components of the social environment must have to change in their stereotype attitudes towards disability. Most important is that the disabled persons themselves change their attitude so that they lead a dignified life.

2.4Curriculum Adaptation
Lack of senses or any other body organ can severely limit a persons experience because the primary means for obtaining the information from the environment is not available. Educational experiences in the classroom are frequently made for the non disabled users. Most of the experts agree that we should educate children with disability in the same general way as normal. But in practical it is not possible to teach them without making some modifications. They may need extra assistance from resource teachers and other specialist particularly in the area of basic skills. Students whose functional use of senses like vision and hearing is extremely limited require specialised instruction on additional topics such as orientation & mobility and auditory training. Favorable learning experiences and a good attitude towards people with disabilities can be developed into independent and strong healthy personalities.

2.4.1 What are Curriculum Adaptations?

Curriculum adaptations are modifications that relate specifically to instruction or content of a curriculum. Further, these could be adjustments or modifications to: i) teaching and learning environment,

ii) teaching and learning techniques, iii) teaching and learning support material that enhances a learners performance or allows at least partial participation in a learning activity iv) learning programmes, and v) assessment.

2.4.2 Why are Curriculum Adaptations Necessary?

Curriculum is adapted to make education first and foremost accessible and secondly, to see to it that learner in the broad sense of the word is not unfairly prejudiced and disadvantaged. Learning Programmes, Work Schedules and Lesson Plans can be modified and adapted to cater the individual needs of learners.

2.4.3 When are Curriculum Adaptations Necessary?

The extent of curriculum adaptations and modifications will only be determined after a thorough assessment of an individual learner. An individualized learning programme and Work Schedule with its related Lesson Plans should be devised on the basis of the needs of learners. Adaptation at Lesson Plan level will be required for all learners in a class who need specific additional support because of their disability/s. Those involved in this process must include the teachers, parents, school based and district based support teams (where they exist). Other relevant professionals from the community can also be consulted.

2.5Co-curricular Activities
Co-Curricular activities (CCAs), previously known as Extracurricular Activities (ECAs) are activities that educational organisations in some parts of the world create for school students. They serve to promote a variety of activities which all school students must attend alongside the standard study cirruculum. Co-curricular activities for school students are a means to instill active social interaction. The original initiative was subsequently expanded to include important qualities, such as leadership, healthy recreation, self-discipline and self-confidence. At higher levels of education, CCA participation may even translate into precious academic points. In inclusive education where children with disabilities are taught together co-curricular activities acts as instrument to create inclusive environment. All learners get chance to participate in different co-curricular activities and perform according to their potential. The inclusive environment provides opportunities to participate in those activities which were not present in the exclusive environment.

1. Sports and Games Cricket, Football, Golf, Gymanastics, Hockey, Basketball etc. NCC, NSS, Scouts etc. Piono, Violin, Drama, Dance etc. Art club, Debate club, Computer club, Green club etc. 2. Uniformed Groups 3. Performing Arts 4. Clubs and Societies

2.6 Teaching style and method

Teaching style and methods are peculiar ways including gestures, postures and skills in which the facilitator facilitates the learning, called teaching style. The teaching style varies from person to person. The defined way in which a facilitator facilitates learning like demonstration, explaining, questioning, modeling etc. called teaching method. For effective teaching to take place a good method must be adopted by a teacher. A teacher has many options when choosing a style to teach. The teacher may write lesson plans of their own, borrow plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher will need to consider students background knowledge, environment, and learning goals. Teachers know that students learn in different ways but almost all children will respond well to praise. Students have different ways of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. Particularly in inclusive setup, style and methods of teaching can go beyond the conventional system. Various practical and live methods can be used for creating child centered environment. It is very important for a teacher to make balance between other children and children with disabilities regarding education delivery system. Teaching methods are very much important in setting the learning objectives. While teaching a lesson in inclusive set up several methods can be adopted i.e. Questioning, explaining, modeling, collaborating, and demonstrating.

2.6.1 Questioning
A teaching method that includes questioning is similar to testing. A teacher may ask a series of questions to assets what students have learnt and what needs to be taught. A teacher tests the student on what was previously taught in order to identify whether the student has learnt the content. For example if the teacher has taught the methods of soil conservation in the previous class he will ask some questions to the students to test their learning. Points to remember: In the classroom teachers should encourage the children with disabilities to give the answers. Because in the presence of children they can fell shy or negative towards themselves. But it should not be in the form of over protection or special treatment. If they are not giving the answers properly or feeling any difficulty then teacher should ask about their problems and

try to remove either in the classroom or outside the classroom by the help of special teacher. These all process should be done before starting any new lesson.

2.6.2Explaining
Explanation is another teaching method. This form is similar to lecturing. Lecturing is teaching, giving a speech, giving a discourse on a specific subject. This can also be associated with demonstrating and modeling. A teacher may use experimentation to demonstrate in a science class. A demonstration is the circumstance of proving conclusively, as by reasoning or showing evidence. Modeling is used as a visual aid to learning. Students can visualize an object by this method.

2.6.3 Demonstrating
Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. Here Teacher will also be a participant. He will do the work with his/her Student for their help. Points to remember: Explanation is a method which requires various examples and teaching-learning materials related with content. Demonstration is only a part of explanation. While teaching in a inclusive class TLMs should be available for children with disabilities according to their nature of disability. For example while teaching visually impaired and hearing impaired students about mountains in the geography subject class; teacher should prepare the 3 dimensional tactile teaching model and 2 dimensional visual teaching model for clearing the concept of mountain and their structure to the visually impaired students and hearing impaired students respectively. By doing this normal students also enjoy learning and overall teaching-learning process are very interesting and understandable.

2.6.4Collaborating
Students working in groups is another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills, or presenting with roles. Points to remember: In inclusive setup collaboration between normal and children with disabilities is very important to breaking the social and attitudinal barriers. Many researches shows that inclusive collaboration increase the learning skill of a disabled children as well as other also. So teacher should give some small projects to the students by breaking them into small groups. Children with disabilities must be included in these groups.

2.6.5Multisensory Approach
It refers to that activity in which the use of two or more sensory modalities simultaneously to take in or expressing information.Many children cannot learn to read, write, and spell unless information comes in through many sensory channels simultaneously. What seems to work is the coordination of input from all the senses, having the hands, eyes, ears, and voices working together to help them organize and retain their learning. So it means that teachers have to ensure that their students are seeing, saying, hearing, and manipulating materials during learning time.

To facilitate the learning in the children with disabilities the other methods of teaching are also used which includes play-way and various activity based methods etc.

2.7 Unit Summary

A barrier-free environment is a space that allows free and safe movement, function and access for all, regardless of age, sex or condition, a space or a set of services that can be accessed by all, without obstacles, with dignity and with as much independence as possible. Physical and Structural aspects of barriers refers to the all concrete infrastructures like door, stairs, campus of schools, class-rooms furniture, playgrounds structure and materials. Curriculum adaptations are modifications that relate specifically to instruction or content of a curriculum. Co-curricular activities for school students are a means to instill active social interaction. The original initiative was subsequently expanded to include important qualities, such as leadership, healthy recreation, selfdiscipline and self-confidence Teaching style is the Peculier ways including gestures, postures and skills in which the facilitator facilitates the learning. The teaching style varies from person to person.

2.8Check Your Progress

1. What do you understand by barrier free environment? 2. Explain the different methods of teaching. 3. What do you understand by curriculum adaptation? 4. How Co-curricular activities enhance inclusion?

2.9 Assignment/Activities
Visit two inclusive schools, and prepare reports on the on the basis of your observations. Prepare a check list of observation points and give your recommendations for future development.

2.10

Points for Discussion and Clarification

........................................................................................................................ ......................................................................................................................... .........................................................................................................................

2.11REFERENCES

Anderson, J. 1993. Is a communicative approach practical for teaching English in China? Pros and cons. System, 21/4, 471-480. Bailey, K.M., 1990. The use of diary studies in teacher education programs. In Richards, J.C., Nunan, D. (Eds.), Second Language Teacher Education. Cambridge University Press, Cambridge, 215-226. Breen, M.P. 1998. Navigating the discourse: on what is learnt in the language classroom. In Freeman, D., Richards, R. (Eds.), Learners and Language Learning. SEAMEO Regional Language Center, Singapore, 115-143. Brown, H. 1994. Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents. Charkins, R.J., OToole, D.M., &Wetzel, J.N. 1985. Linking teacher and student learning styles with student achievement and attitudes. Economic Education, Spring, 111-120. Doyle, W., & Rutherford, B. 1984. Classroom research on matching learning and teaching styles. Theory Into Practice, 23, 20-25. Griggs, S.A., and Dunn. R.S. 1984. Selected case studies of the learning style preferences of gifted students. Gifted Child Quarterly, 28/3, 115119. Harshbarger, B., Ross, T., Tafoya, S & Via, J. 1986. Dealing with multiple learning styles in the ESL classroom. Symposium presented at the Annual Meeting of Teachers of English to Speakers of Other Languages, San Francisco, CA.

UNIT 3 Practical Training on Assistive and Augmentative Devices

Structure
3.1 Introduction 3.2 Objectives 3.3 Practical Training on Assistive and Augmentative Devices for Children with Hearing Impairment. 3.4 Practical Training on Assistive and Augmentative Devices for Children with Visual Impairment. 3.5 Practical Training on Assistive and Augmentative Devices for Children with Mental Retardation. 3.6 Practical Training on Assistive and Augmentative Devices for Children with Locomotor Impairment, Cerebral Plasy, Spinal Injury and other Disabilities 3.7 Unit Summary 3.8 Points for Discussion and Clarification 3.9 References/Further Reading

3.1 INTRODUCTION
Practical training is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts and rules concerned with actual use or practice. Persons with disabilities need many devices to fulfil their extra-needs. An assistive device is a tool that makes a particular function easier or possible to perform. An assistive device may be as simple as an electric toothbrush, or as elaborate as an environmental control system that can be operated with a mouth switch by persons who have lost the use of their limbs. Assistive devices are usually prescribed by a physiatrist, or by an occupational, physical, or speech/language pathologist, following referral by a physician. There are many catalogues and surgical supply stores that are excellent sources for assistive devices. Augmentative devices are tools that help individuals with limited or absent speech to communicate, such as communication boards, pictographs (symbols that look like the things they represent), or ideographs (symbols representing ideas). In inclusive setting of teaching-learning assistive and augmentative devices helps the children with disabilities to minimize the effects of impairment on their functioning. The nature and types of devices vary in different disabilities.

3.2OBJECTIVES
After going through this unit, students will be able to: develop adapted skills in the children with disabilities; be familiar with the assistive devices for various categories of disabilities and their use; be acquainted with the need for using special appliances; and impart daily living skills to the children with disabilities.

3.3 Practical Training on Assistive and Augmentative Devices for Children

with Hearing Impairment.

Prior Learning- Students are expected to read unit 1 of block 4 before coming to the contact class for this activity. Inclusive education refers to equality in education means all kind of children can learn together irrespective of their disability. The teacher needs to know the need of the children and do necessary adaptations accordingly. Teaching of children with hearing impairment students in general classroom is possible by the use of some adaptive devices and methodologies. For this every teacher has to know the different aspects of teaching-learning process of children with hearing impaired and the basic use of assistive and augmentative devices. You have already read about the adaptive skills and assistive devices and special therapies for children with hearing impairment in unit 1 of block 4. Here we will discuss about the basic functional use of some commonly used devices. You will be provided hands on practice on these devices at your study centre. You are advised to do proper practice of these devises during the contact classes, so that when you are in contact with the children with hearing impairment you will be able to provide them necessary support. The following devices are mostly used by children with hearing impairment. 1. Hearing Aids- Hearing Aid is the device mostly used by the every child with hearing impairment. The use of this devise depends upon the nature of impairment of children (for details please refer point 1.4 of unit 1 of block 4). In market numbers of hearing aids are available. Group hearing aids are used in special schools for deaf children or in resource rooms in the integrated/ inclusive setup. Teacher should know about all type of hearing aids before helping or advising the students. The following type of hearing aids mostly used by children with hearing impairment Body Warn Hearing Aids (pocket-model) Post-aural Hearing Aids In-the-ear Hearing Instrument Spectacle Hearing Aids Programmable Hearing Aids Digital Hearing Aids etc.

2. Speech Trainer - Speech trainer is a device which can be used for an individual student. It also can be used for different type of hearing losses (for detail please refer unit 1 of block 4). There are different types of digital and manual speech trainers available in the market. Points to Remember Teacher should always advise the students to use hearing aids according to their hearing loss. Before taking the class teachers must check the status of hearing aids like battery position, cord position etc.

 While using speech trainer teacher should take care of classroom acoustics. Use of hearing aids and speech trainer depends upon their manufacturing structure, because in market there are various types of speech trainers and hearing aids available. Teachers should advise the parents to read the instructions before using.

3.4 Practical Training on Assistive and Augmentative Devices for Children with Visual Impairment
Prior Learning- Students are expected to read unit 2 of block 4 before coming to the contact class for this activity. The concept of inclusion refers to equality in all aspects of society. Education is a very important part of it. In inclusive education setup we have to teach each and every student according to their needs. For teaching children with visual impairment students in general classroom every teacher should know the different aspects of teaching-learning process. Teachers must know about the various devices which are to be used by children with visual impairment in their different aspects of life like education, mobility, daily living skill etc. You have already read about the adaptive skills and assistive technologies for person with visual impairment in unit 2 of block 4. Here we will discuss about the basic functional use of some commonly used devices. You will be provided hands on practice on these devices at your study centre. You are advised to do proper practise of these devices during the contact classes, so that when you are in contact with the children with visual impairment you will be able to provide them necessary support. The following devices are mostly used by children with visual impairment. 1.Reading and Writing Devices Reading and writing devices are those which persons with visual impairment use for writing Braille, arithmetic sums and reading the same. You have already read in block-4, unit-2 about different methodologies of reading and writing the Braille. Here we are discussing about some devices which are mostly used by the persons with visual impairment. i. Interline Braille Frame

ii. Pocket Braille Frame iii. Taylor Arithmetic Frame iv. Abacus v. Talking Calculator

2. Mobility Devices As you have learnt in block 4, unit 2, that mobility is very important aspect for visually impaired persons. Persons with visual impairment are capable for moving without anyones help. For this skill they need some specific training, techniques and devices. For details of training and techniques you can refer block 4, unit 2.

Here we are discussing about mobility devices. i. Cane (Rigid, Four Piece and Two Piece)

ii. Mobility show card iii. Other Devices Laser cane Ultrasonic torch Sonic guide Guide dog etc.

3. Daily Living Devices Daily living activities are most important part of our life. Person with visual impairment need some supportive devices for being independent in their daily living skills. Techniques for teaching daily living skills have already been discussed in block 4, unit2. Here we are focusing only on some devices related with daily living skills. Clocks and Watches Games: Playing Cards Chess Audible Ball Football, Basket Ball and Soccer Ball etc Kitchen Equipments Egg Poaching Ring Measuring Jug Bread Cutting Box Liquid Level Indicator etc

Points to Remember: While using interline Braille frame teacher should take care of page setting Pocket size Braille frame is only for occasional use. It cannot be used on regular basis. Teacher should always advise the students for cleaning their hands by soap after using metal types on taylor frame, because it can be harmful for health. Teacher should tell the students about limitation of abacus because abacus has certain disadvantages also. Teacher should advise the students for not using talking calculator on permanent basis, because it is not allowed in examination.

Teacher should suggest the students for using their other senses along with various mobility techniques. Uses of the daily living devices depend upon their manufacturing structure. Teacher should understand their function before instructing the students.

3.5

Practical Training on Assistive and Augmentative Devices for Children with Mental Retardation.

Prior Learning- Students are expected to read unit 3 of block 4 before coming to the contact class for this activity. As you all have learnt earlier that education of children with disabilities are moving towards inclusion. Education of children with mental retardation is possible to some extent. With the use of various adaptive techniques, the children with mental retardation are also doing their activity of daily living by themselves. They are also learning various vocational skills and functional academics so that they are able to live an independent life to the extent possible. Various devices and technologies help them in their daily life. You have already learnt about the adaptive skills, assistive devices and special therapies for children with mental retardation in unit 3 of block 4. Here we will discuss about the practical aspects of daily living activities, vocational skills and functional skills of children with mental retardation. You will be provided hands on practice on these skills at your study centre. You are advised to do proper practice of these skills during the contact classes so that when you are in contact with the children with mental retardation you will be able to provide them necessary help and support. The following activities and skills are necessary to teach the children with mental retardation. 1.Training of daily living skills Training of daily living skills is very important for person with mental retardation. The teachers of inclusive education setup need to teach each and every skill to children with mental retardation as per their intelligent quotient (I.Q.) and nature of disability. The following daily living activities are to be taught to the children with mental retardation in a pleased manner with the help of Individualised Educational Plan (IEP). i. Eating and Drinking Skills

ii. Toileting Skills iii. Brushing Skills iv. Bathing Skills v. Dressing Skills

vi. Grooming Skills vii. Menstrual hygiene viii. Shaving etc.

2. Functional Academic skills i. Functional reading

ii. Functional writing iii. Functional arithmetic

3. Other skills i. Money Management Skills

ii. Travel Skills iii. Home Management Skills iv. Computer handling skills etc.

For details please refer unit 3 of block 4, for teaching above skills/activities to children with mental retardation the points that should be kept in the mind while teaching has been described in detail. There are many Computer Assisted Instruction (CAI) available in market for children with mental retardation in learning the above mentioned skills, for this you can refer point 3.6 of unit 3 of block 4, from page 135 to 140. Points to remember: Teachers should asses mental capability of the child before teaching the various skills. While teaching in the classroom teacher should behave equally to children with mental retardation. Various adaptive teaching-learning methods can be used during the classroom. Children with mental retardation will take more time in learning any concept or activity; the teacher should not get irritated. Teacher should encourage peer tutoring or budy teaching.

3.6 Practical Training on Assistive and Augmentative Devices for Children with Locomotor Impairment, Cerebral Plasy and Spinal InjurY AND OTHER DISABILITIES
Prior Learning- Students are expected to read unit 4 of block 4 before coming to the contact class for this activity. Education and its delivery process differ from person to person. Assistive devices, adaptive skills and special therapies are very important for education as well as medical rehabilitation of the children with locomotor impairment, cerebral palsy and spinal injury. Various orthotic and prosthetic devices, and therapies like psycho, occupational and speech therapies are very important for their mainstreaming in education and society.

You have already learnt about the adaptive skills, assistive devices and special therapies for children with locomotor impairments, cerebral palsy and spinal injury in unit 4 of block 4. Here we will discuss about the practical aspects of daily living activities, adapted/assistive devices and therapies for children with locomotor impairment, cerebral palsy and spinal injury. You will be provided hands on practice on these devices and therapies at your study centre. You are advised to do proper practice of these devices and therapies during the contact classes, so that when you are in contact with the children with locomotor impairment, cerebral palsy and spinal injury you will be able to provide them necessary help and support. The following therapies and devices are mostly used in the exercise of children with locomotor impairment, cerebral palsy and spinal injury. 1. Therapies and Exercises Therapies and exercises are very much important for strengthening the physical as well as mental capabilities of children with cerebral palsy, locomotor impairment and spinal injury. Teacher should make sure that the children gets the proper therapy Therapies and exercises should be considered as an essential part of school activities. It must be organised with the help of necessary infrastructure. The name of some therapies and exercises for person with cerebral palsy, spinal injury and locomotor impairment is as under Occupational Therapy Physio Therapy Psycho Therapy Speech Therapy Exercises for doing stretching and range of motion Exercises for improving positions Exercises for improving balance and control etc.

Please refer unit 4 of block 4 from page number 115 to 122 for detail information about exercises and therapies. 2. Assistive devices Assistive devices are those, which directly help the children with locomotor impairment, spinal injury and cerebral palsy in mobility, activities of daily living, education, social integration, improving physical compatibilities, and in fulfilling their aspirations and making them self dependent. Devices for these persons are very simple in use, but while using it needs some precautions. Teachers should advice the children with disabilities about using techniques. Name of some assistive devices according to the disability are as underAssistive Devices for Person with Locomotor Impairment Wheelchair Tricycles Callipers

Braces Crutches Walkers Artificial Limbs Standing frames Trolleys etc.

Assistive Devices for Person with Cerebral Palsy Adapted crockery and cutlery Communication board Hearing aids Splints and Special chairs Adapted teaching aids Balancing balls Adapted toys etc.

Assistive Devices for Person with Spinal Injury Standing frames Catheter Wheelchairs and wheelchair cushions Special chairs Tricycle Bladder control devices etc.

Please refer unit 4 & 5 of block 4 for detail information about assistive devices of children with locomotor impairment, spinal injury and cerebral palsy. Points to Remember: These devices may be used according to the need, nature and physical and other conditions of person with locomotor impairment, spinal injury and cerebral palsy Teachers should do proper assessment of child with disabilities with the help of experts before providing them assistive devices or any other services. Teacher should make the time table flexible so that children with locomotor impairment can get some time for physical exercises and therapies Children with cerebral palsy needs proper training in learning their daily living skills. Teachers of inclusive education setup can take help from the special teachers in adopting various techniques for teaching these children. Classrooms should be made accessible.

The school should also equip with ramps, wide doors, railings and other necessary things of barrier free environment. Teachers should make aware other students aware about the needs of children with locomotor impairment, spinal injury and cerebral palsy and encourage them for supporting these children. Teachers should prepare adapted teaching aids and it should be used in the teaching-learning process of these children.

Students are advised to make practice of above mentioned devices during the contact classes with the help of their instructors.

3.7 UNIT SUMMARY

Teaching of children with hearing impairment in general classroom is possible by the use of some adaptive devices and methodologies. For this every teacher has to know the different aspects of teaching-learning process of children with hearing impairment. Teachers should know the use of different hearing aids and speech trainers. For teaching visually impaired students in general classroom the teacher should know the different aspects of teaching-learning process. Teachers must know about the various devices which are to be used by children with visual impairment in their different aspects of life like education, mobility, daily living skill etc. Now education of children with mental retardation is possible to some extent, with the use of various adaptive techniques the children with mental retardation are also doing their activity of daily living by themselves. They are also learning various vocational skills and functional academics so that they are able to live an independent life to the extent possible. The aims of training the children with mental retardation is to make them capable of looking after their personal needs i.e. eating, drinking, attend to toilet needs, brushing, bathing, dressing and combing hair, doing some numeric problems etc. Assistive devices, adaptive skills and special therapies are very important for education as well as medical rehabilitation of the children with locomotor impairment, cerebral palsy and spinal injury. Various orthotic and prosthetic devices, various therapies like psycho, occupational and speech therapies are very important for their mainstreaming in education and society. Barrier Free Environment is necessary for these children to make them fully participative in the routine activities at the school.

3.8

Points for Discussion and Clarification

........................................................................................................................ ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... .........................................................................................................................

3.9 REFERENCES/FURTHER READINGS

Howell, W.K. and Morehead, M. (1987) Curriculum-based evaluation for special and remedial education. Columbus: Merrill Publishing Company. Walace, G., Larsen, S.C. and Elksnin, L.K. (1992) Educational assessment of learning problems. Testing for teaching. Boston: Allyn and Bacon Jayachandran, P. and Vimala, V. (1992) Madras Developmental Programming System (MDPS). Chennai: Vijay Human Services. Kohli, T. (1987) Portage Basic Training Course for Early Stimulation of pre-school children in India. New Delhi: UNICEF. Krishnaswamy, J. and Jayachandran, P. (1989) Upanayan A programme of development training for children with mental retardation. Chennai: Maduram Narayanan Centre. Narayan, J., Myreddi, V., Reddy, S. and Rajgopal, P. (1995) Functional Assessment Checklist for Programming (FACP). Secunderabad: NIMH. Towards Independent Series (1990), Secunderabad, NIMH. Werner. D (1994) Disabled Village Children, New Delhi, Voluntary Health Association of India. Polloway, E.A. and Patton, J.R. (1993) Strategies for teaching learners with special needs. New York: McMillan Publishing Company. Brown, H. 1994. Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents.

UNIT 4 COMMUNITY WORK

Structure
4.1 4.2 4.3 4.4

Introduction Objectives Awareness Campaign Orientation Program for Grass-root Workers

4.4.1 Anganwadi Workers 4.4.2 Health Workers 4.4.3 Panchayat Members 4.4.4 Parents

4.5 4.6 4.7 4.8 4.9

Facilitation Support Services Format for Collection of Data on Selected Community/ Village/Slum Area Unit Summary Check Your Progress Assignment

4.10 Point for Discussion and Clarification 4.11 References

4.1 INTRODUCTION
Community has been defined as a group of interacting people living in a common location. The word is often used to refer to a group that is organized around common values and social cohesion within a shared geographical location, generally in social units larger than a household. All human beings belong to a certain community. The members of the community are dependent on each other in direct or indirect ways. In each community diversities exist on the basis of economic diversities, on the basis of nature of works, and on the basis of physical or intellectual functioning etc. Persons with disabilities are the integral part of the community. To fulfill the needs and provide full opportunities to disabled person is the responsibility of every community. Community based rehabilitation is one of the example of it. Lets see how it has been defined. Community based rehabilitation involves measures taken at the community level to use and build on the resources of the community, including the impaired, disabled and the handicapped persons themselves, their families and their community as a whole. World Health Organisation Community based rehabilitation is a strategy within community development for the rehabilitation, equalization of opportunities and social integration of all people with disabilities. CBR is implemented through the combined efforts of disabled people themselves, their families and communities, and the appropriate health, education, vocational and social services. - Joint Position Paper, 1994 of I.L.O., UNESCO and WHO

At the community level, CBR is seen as a component of an integrated community development programme. It should be based on decisions taken by its members. It will rely as much as possible on the mobilization of local resources. The family of the disabled person is the most important resource. Its skills and knowledge should be promoted by adequate training and supervision, using a technology closely related to local experience. The community should support the basic necessities of life and help the families who carry out rehabilitation at home. It should further open up all local opportunities for education, functional and vocational training, jobs, etc. The community needs to protect its disabled members to ensure that they are not deprived of their human rights. Disabled community members and their families should be involved in all discussions and decisions regarding services and opportunities provided for them. As a teacher you should know that the community work includes the use of various methods to work within the community. It helps the community members to gain knowledge on a particular aspect. The awareness campaigns provide the knowledge and motivation in them. The orientation programmes for various levels of community members help them in gaining specific knowledge and information. The facilitation support services equips the community members in having access to the specific services available for persons with disabilities.

4.2 OBJECTIVES
After going through this unit; you will be able to: understand the role of community among persons with disabilities; integrate the disabled persons into their community; know the importance of awareness campaigns; understand the duties and responsibilities of community workers; and organise awareness campaigns in the rural/slum areas regarding specialist and referral services.

4.3 Awareness Campaign

The persons with disabilities have some basic limitations due to physical or intellectual impairment or both in their functioning. Members of the community need to gain knowledge about the rehabilitation related initiatives and also cooperate in the activities for the effective rehabilitation of persons with disabilities. Many times it is even difficult for the members in the community to afford basic health care, which is essential for prevention of further worsening of the situation. It is very important to make people aware about the various aspects of disabilities. We can say that a campaign refers to a series of actions advancing a principle or tending towards a particular end. The awareness campaign has a series of actions in the community for enriching information for removing traditional attitudes towards the persons with disabilities. The goal of the awareness campaign is to provide information to the disabled and non-disabled individuals about prevention, early identification, intervention, referral, rehabilitation of disability. It also helps in breaking the myths in the community and make people aware about their rights, duties and responsibility in the community.

The aims of a public awareness campaign include: 1. 2. 3. 4. 5. 6. building a positive attitude about disabled knowledge about disabled peoples lives and about disability issues showing the potentials of persons with disabilities mainstreaming persons with disabilities disability and the law breaking the misconceptions and myths.

Steps for Awareness Campaign: While planning the awareness campaign the following steps can be followed Stage One: Bringing all stakeholders together and telling them about disability. Stage Two: Select an issue for a particular target group and work within a certain time frame. Stage Three: Draw an action plan for taking forward the campaign Stage Four: Look at the available resources in terms of money and People. Asses the motivation and momentum of people and work accordingly Stage Five: Work with other groups within the community and involve them, take their support for your campaign. For example if the health department is having some campaigns make parternership with them and include your issues in their programmes. Stage Six: At this stage you need to publicise the issues by organizing an event. You are organizing the event to promote disability issues therefore accessibility should be an important part of this. You may invite some persons with disabilities to speak about themselves and show their difficulties and challenges. Give wide publicity to this event with the help of media so that others can also benefit from it. Stage Seven: At this stage you need to assess the activities and if needed make necessary changes in the plan. Monitoring and evaluation are very important features at this stage.

4.4

Orientation Program for Grass-root workers

Orientation programme for grass root workers is very important. Anganwadi workers, health workers, panchayat members and parents play a very important role in the lives of person with disability. We need to orient them on various aspect of disabilities so that they can take appropriate action at the right time.

4.4.1 Anganwadi Workers

For effective implementation of the programmes the Aanganwadi Worker (AWW), who has to be a local woman belonging to the same village/ward can play a key role in better

intervention, assessment and inclusion of children with disabilities. Orientation of grass-root level workers such as Aanganwadi workers about disability issues always give positive and result. These workers are always in touch with the family members of children with disabilities, therefore they can give a positive reinforcement to family members. Training about daily living activities, basic skills, primary handling techniques of assistive devices, pre-learning techniques, sensory development, knowledge about available schemes etc will be very beneficial for them. As they are responsible for teaching at pre-primary level and their skills are required at this level.

4.4.2 Health Workers

Services for person with disabilities in India are very short in supply and do not cover more than even one percent of the entire disabled population. In order to face the challenges of increased population and lack of proper services to match the needs and expectations of the person with disability. we need to take help from the existing infrastructure already available in the country. The primary health Centre (PHC) network in India assumes great importance in this context as a PHC is the only existing minimum necessary infrastructure to provide disability prevention and rehabilitation services. By orienting the health teams in PHCs on some of the important aspects of disability prevention, early identification, referral and other valuable services related with rehabilitation, we can help the community in the rural areas and sub urban areas to a great extent.

4.4.3Panchayat Members
Panchayat members are those members who are elected for helping state Government for the implementation of principles of democracy at village level. They help in many ways like collecting the data related to disability, providing opportunities to disabled persons in all activities at Panchayat level. The Panchayat members should have awareness about the disability related issues and to be oriented about rights, limitations, needs of persons with disabilities. Panchayat members are important persons and play a key role in many ways. As we know that these members are elected by local people so they have a say in the village and people respect them and listen to them. With help of Panchayat Members awareness campaigns can be organized very easily as these campaigns are very useful in creating awareness. If the panchayat members are well oriented on disability issue they can influence the others also.

4.4.4Parents
The parents are the first one who gets affected with the disability of the child. They need to be oriented so that they are well aware of the needs of their children and their potentials. If the parents are aware and motivated then they encourage the child to learn the daily living skills, academic skills etc in accordance with the potentials of the child and make the child a part of the household instead of treating him/her a burden on the family. Many parents have taken initiative to mainstream their children in the society. Parivar is an organization formed by the parents. These parents take active part in various policy level programmes. The National Trust has been involving parents in various programmes. These parents groups provide support for the parents of disabled children.

Orientation of the parents is the most important part of a community work as the parents are aware about the various difficulties and needs of their children and can make a suitable intervention which can motivate other parents also.

4.5 Facilitation Support Services

The persons with disabilities need extra support services to full-fill their extra needs. The support services like escorting, transport, reading, recorder, and maintenance of assistive devices can be provided by community members. In inclusive setting the peer tutoring is the most important method through which inclusive philosophy would be successful. The slow learners have need remedial method of learning which is also a kind of facilitation support service. A disabled child needs various kind of services which can be available within the community or at other places. In community work we need to focus on the provision of various kind of services to persons with disabilities. It is possible that a health centre is available in the country but child may require other services like assistive devices, crutches, hearing aid etc which will be available at a distant place. The community workers needs to facilitate the children with disabilities, they can accompany the parents to the centre. In other case the person with disability may require to go to a library, the community worker may facilitate them in going to library.

4.6

FORMAT FOR COLLECTION OF DATA FROM THE COMMUNITY/VILLAGE/SLUM AREA

To collect the data from a selected community the following format can be used by the community workersi. Name and address of the Community.................................................... . .............................................................................................................. ................................................................................................................. District........................................................Block................................... Total Cropland ...................................................................................... Forest....................................................................................................... Grassland ............................................................................................. Others...................................................................................................... . .............................................................................................................. Male Female Children Total.........................................................................................................

ii. Location.......................................................State..................................... iii. Land Area (in Hectares)

iv. Population

Disabled................................................................................................... 1. (a) Owner(Capital)......................................................................... (b) Employee(Labour):.................................................................. (b) SkilledManpower :................................................................... (c) Unskilled Labour....................................................................... . .............................................................................................................. Graduate & 12th 10th Primary .............................................................................. ................................................................................... 2. (a) Professional..............................................................................

v. Occupational Profile: Agriculture Industry Service

vi. Economic Profile: HIG MIG LIG BPL vii. Educational Profile

Illiterate................................................................................................... . .............................................................................................................. ................................................................................................................. (a) Safe water ................................................................................................................. (b) Disposal of Waste ................................................................................................................. ................................................................................................................. ................................................................................................................. ................................................................................................................. ................................................................................................................. .................................................................................................................

viii. Housing conditions ix. Sanitation:

x. Health Facilities xi. Educational Facilities xii. Awareness about Disability xiii. General attitude towards disability, xiv. Rehabilitation facilities xv. Name of the Contact person in the slum/village .................................................................................................................

xvi. Agency, if any, which work for the disabled .................................................................................................................

(You may add more information if relevant to your case-study and the general report.)

4.7 UNIT SUMMARY

Community has been defined as a group of interacting people living in a common location. Services for persons with disabilities in India are very short and cover very less number of people. In order to face the challenges of increased population and lack of proper services to match the needs and expectations of the persons with disabilities we may orient the anganwadi workers, health workers, panchayat members, parents and other guardians on some of the important aspect of disability prevention, early identification and referral and valuable services related with rehabilitation. The awareness campaign has a series of actions in the community for enriching information for removing traditional attitudes towards the persons with disabilities by scientific interpretation. The facilitation support services help the person with disabilities to have better access to various services available in the society with the help of community workers and social workers.

4.8 Check your Progress

1. What is the general concept of Community Based Rehabilitation? 2. Describe the role of various community workers in sensitizing the community members. 3. Do you think awareness campaigns on disability should be organized in rural areas? Give your opinion in brief.

4.9 Assignment/Activity
Visit 2 village/slum areas and collect the data along with other logistic information about facilities available for persons with disabilities. Make separate report of each area.

4.10 Point for Discussion and Clarification

.................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. ..................................................................................................................

4.11 REFERENCES
1. Prejudice and Dignity An introduction to Community based Rehabilitation, By Einar Helander, II edition, 1999. 2. Building Abilities: A hand book to work with Persons with Disability. By ADD India, I edition 2001.

3. Disability: Development & Statistics: Paper by Mr.Javed Abidi in Oct. 2001. 4. Chowdhary, D. Paul.,(1976), Introduction to Social Work, Delhi: Atma Ram and Sons. 5. Pandey, R.S. and Advani, Lal, (1997), Perspectives in Disability and Rehabilitation, New Delhi: Vikas Publishing House Pvt. Ltd. 6. Priestley, Mark, (2003), Disability: A Life Course Approach, Polity Press, England. in Association with Blackwell Publishing Ltd.

UNIT 5 PRACTICE TEACHING

Structure
5.1 5.2 5.3 5.4 5.5

Introduction Objectives Principles of Good Teaching Practice Phases of Teaching Lesson-Plan

5.5.1 Developing an Instructional Lesson Plan 5.5.2 Setting an Objective 5.5.3 Selecting Lesson Plan Material

5.6 5.7 5.8

Classroom Structure Evaluation Lesson Plan Formats for Teaching Children with Disabilities
5.8.1 Sample Lesson Plan Format for Group Teaching of Mentally Retarded Children with Mental Retardation 5.8.2 Sample Lesson Plan Format for Teaching of Children with Hearing Impairment 5.8.3 Sample Lesson Plan Format for Teaching of Children with Visual Impairment 5.8.4 Sample Lesson Plan Format for Teaching of Children with Location Impairment

5.9

Unit Summary

5.10 Check Your Progress 5.11 Assignment/Activity 5.12 Points of Discussion and Clarification 5.13 References

5.1 INTRODUCTION
Practice teaching is one of the most and essential component of teachinglearning process. It refers to a situation in which a student is facilitating learning under the supervision of a certified supervisor in order to qualify for a degree in education. Learning facilitation is a practical aspect of teachinglearning process in which teacher uses the theoretical understanding to solve the problems in class-room situations. Each and every teacher has to go through this practical component of teacher- preparation programme before starting teaching as a profession. Teaching practice provides learning facilitator many such experiences which help him/her in solving current class room problems as well as futuristic also . When teaching a lesson, it is important that students are actively thinking in order to learn the material and connect it to their lives. Therefore, it is also important that teachers teach students how to think. Evaluation, synthesis, analysis and application these four levels of thought in a lesson plan will help every lesson to be successful. Teachers should ensure that each lesson they

teach includes a basic focus on each of four different levels of thought. Starting with an introduction, students will be required to utilize evaluation thought. Next, students should be encouraged to connect new knowledge to previous knowledge through synthesis. Deepening understanding comes through analysis and finally, students apply new knowledge to future experiences through application. Now days Inclusive Education System is in focus. In this system disabled children and a normal children share their formal and informal learning experiences with each other. In this setup teaching is like a challenge in itself. Here for teaching any lesson teacher has to use lot of special approaches like Adapted Presentation Style, Content Adaptation, Special TLMs, Special Teaching Methodologies and so many other things without changing the basic instructional objectives, because it would be required for providing optimal learning experiences to the normal children as well as children with special educational need.

5.2 OBJECTIVES
After going through this unit, you will be able to: understand the need and importance of practice teaching; assimilate the various modalities of practice teaching; develop a model lesson plan for teaching children with disabilities; solve current classroom problems of children with disabilities; and analyze the steps in the facilitation of learning.

5.3 Principles of Good Teaching Practice

Teaching Practice is a presence of mind and person and body in relation to another mind and person and body, a complex array of mental, spiritual, and physical acts affecting others. Teaching in Inclusive setup is undergoing constant changes time to time. It has been largely admitted by the teachers in the field of special education that the methods adopted in instructing normal children can be applied to the teaching of children with disabilities with some accurate and precise modifications. This approach can make the disabled children not to loose any necessary information while learning along with normal children. Following teaching principles would help the teachers of inclusive schools in classroom teaching1. Good practice encourages interaction between Teacher and Learner Frequent student-teacher contact in and out of class is a most important factor in student motivation and involvement. Teachers concern helps students get through rough times and keep on working. In inclusive class teacher should interact equally with disabled and normal children both. He should motivate the child for participating in all classroom activities. It enhances disabled students intellectual commitment and encourages them to think about their own values and plans.

2. Good practice encourages interaction and collaboration between students. Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. In teaching practice teacher should always encourage the normal students to working with disabled students. Because working with disabled child often increases their involvement in learning. Sharing ones ideas and responding to others improves thinking and deepens understanding between all children. Learning is not a spectator sport. In inclusive setup students with disabilities do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn a part of themselves. while planning a lesson teacher should also take care of these points. Knowing what you know and dont know focuses your learning. In inclusive classes, disabled students need help in assessing their existing knowledge and competence. These students also need frequent opportunities to perform and receive feedback on their performance. At various points during school, and at its end, students need chances to reflect on what they have learned, what they still need to know, and how they might assess themselves. Expect more and you will get it. High expectations are important for everyone - for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy.

3. Good practice uses active learning techniques.

4. Good practice gives prompt feedback.

5. Good practice communicates high expectations.

5.4 Phases of Teaching

Teaching in the classroom is formal form of teaching. While teaching, teachers should adopt certain phases for providing need based education. In inclusive classes where disabled children learn all the activities along with their normal friends teachers have to follow some phases of teaching. Following phases can be adopt by a teacher while teaching in inclusive setupA) Pre-active Phase: Pre-active phase consists of all the activities before classroom interaction with learners like reading of unit, preparation of lesson plan and learning materials etc. B) Interactive Phase: In interactive phase of teaching, all the activities which are done during the class-room interaction like using of learning materials, teaching strategies, reinforcement etc are included. C) Post-active Phase: In Post-active phase of teaching, the facilitator does the assessment of all activities and makes inferences from the previous class for effective learning in the next class-room interaction.

5.5LESSON-PLAN
Lesson plan is a part of highly arranged Teaching-Learning process. When the teachers go in a classroom they decide the content for teaching from concerned subject. They also set some objectives related with subject and specific content. They adopt methodology for teaching, use examples and TLM, and in the end they ask some question or give some home assignments to the students for getting feedback. If these processes are arranged in written or theoretical for, that is known as Lesson Plan. Teaching in the classroom is the practical implementation of lesson plans. While making lesson plan for inclusive classes following characteristics must be included in this Adopted teaching method should help the disabled and non disabled students to think for himself and stimulate further action; Teaching should develop the capacity for clear thinking; Plan should be made according to the need of all the students; It should help the students in acquiring the knowledge; It should sustain the interest of the learners in their work; It should help the students to become an active independent discovery of knowledge.

5.5.1 Developing an Instructional Lesson Plan

While there are many formats of a lesson plan, but most of the lesson plans contain some or all of these elements, typically in this order: Title of the lesson Time required to complete the lesson List of required materials List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) The set (or lead-in, or bridge-in) that focuses students on the lessons skills or concepts. These include showing pictures or models, asking leading questions, or reviewing previously lessons An instructional component that describes the sequence of events that make up the lesson, including the teachers instructional input and guided practice the students use to try new skills or work with new ideas. Independent practice that allows students to extend skills or knowledge

on their own A summary, where the teacher wraps up the discussion and answers questions An evaluation component, a test for mastery of the instructed skills or concepts, such as a set of questions to answer or a instructions to follow. Analysis component the teacher uses to reflect on the lesson itself, such as what worked, what needs improving A continuity component reviews and reflects on content from the previous lesson.

5.5.3 Setting an Objective

The first thing a teacher must do is decide on the lesson plans focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the students with disabilities also in establishing idea or question. This includes individual and group activities. Having established these activities, the teacher identifies what language and skills the lesson plan must cover and what should be added for reaching to the need of a disabled child. After the teacher completes these activities, they must ensure that the lesson plan adheres to the best practices used in language arts. This includes conducting research on what teaching methods result in a high success rate for students. The teacher must ensure that the lesson plan goals are compatible with the developmental level of the disabled students as well as other children also. The teacher must also ensure their student achievement is fulfilling their learning expectations or not.

5.5.4 Selecting Lesson Plan Material

A lesson plan should be related with the text book of the class. While selecting the material for the lesson plan some of following ideas should be kept in the mind: It should be related with previously teaching lesson Content should be very limited Content should be made easy with the help of TLM and appropriate examples It must be interesting and related with daily life

5.6 ClassROOM Structure

Arranging the classes is an essential part of teaching. Inclusive Classes could be arranged in following methods: Whole-Class - the teacher lectures to the class as a whole and has the class collectively participated in classroom discussions. Here a teacher should be more attentive on the participation of a disabled student. During lectures it is mandatory to check that a disabled child is getting their lecture or not.

Small Groups - students work on assignments in groups of three or four. Teacher should try to keep disabled student along with normal students. This process always bridges the attitudinal gaps between a normal and disabled student. Workshops - students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan. Independent Work - students complete assignments individually. Disabled children should also be encouraged for completing their work individually. Peer Learning - students work together, face to face, so they can learn from one another. So that normal children can remove his/her current educational and other learning problems by discussing with normal students. It also removes the hesitation from a disabled student and makes them an interactive one in their class and school.

5.7 EVALUATION
Evaluation is a continuous and important part of Teaching-Learning Process. Evaluation gives the feedback that the objectives which had been set, are fulfilling or not. It also provides a concrete knowledge about the performance level, knowledge and progress of the child. So every teacher must decide how to evaluate each students performance. In Indian context two type of evaluation method are mostly used: I) Summative Evaluation: Summative evaluation, evaluates the learning needs. It usually consists of tests, semester exams, end of unit or end of chapter tests that evaluate students progress, performance, and level of knowledge. The teacher calculates final grades based upon performance in these exams. These assessments may help the teachers to adjust future curriculum, teaching strategies and other learning activities. II) Formative Evaluation: Formative evaluation evaluates the process of learning in its process, and is a part of the teaching process. Teachers use formative assessment to discover holes and modify their teaching and the learning of their students. In contrast to end-of-unit adjustments in a summative assessment program, formative assessment recognizes student needs in the course of learning. This approach lets educators adjust learning standards right away. By knowing each students current needs, including those with lower abilities, a teacher can address them immediately. Teachers use formative assessment information to modify teaching and learning activities to improve learning results.

5.8 LESSON PLAN FORMATS FOR TEACHING PRACTICE

The Example Lesson Plan Formats presented below are suggestive and for providing guidelines to the trainee-teachers to frame their lesson plans. These are neither imposed on them nor obligatory to be followed. The trainee-teachers are free to add, delete or modify the format or even create a completely new format relevant to a

specific situation confronted by them.

1.8.1 Sample Format for Lesson Plan for Group Teaching of Children with M.r.
Note: If possible select three different age group (6-8; 9-11; 11-15 years) of children. Name of the School: . ..................................................................................... Class:................................................................................................................ Date: . .............................................................................................................. Name of the Teacher Trainee :........................................................................ Age Range: ..................................................................................................... Time: . ............................................................................................................. No. of Children :. ............................................................................................. General Objective : ........................................................................................ Skill : .............................................................................................................. Current level : . ...............................................................................................
..................................................................................................................................................

SPECIFIC OBJECTIVE : Person Affected................................................................................................ Condition ........................................................................................................ Behaviour......................................................................................................... Levels of Performance. .................................................................................... Duration........................................................................................................... Motivation: ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... Classroom Arrangement ......................................................................................................................... .........................................................................................................................

......................................................................................................................... ......................................................................................................................... Material Used Self-Evaluation:

.................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. ..................................................................................................................................................

Teachers Activity

Learners Activity

. ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . ..................................................................................... . .....................................................................................

Signature of the Student Trainee

Observers Remarks

Signature of the Observer

ExampleAs per format developed by National Institute for the Mentally Handicapped, Secunderabad Lesson Plan for Group Teaching Name of the School: Miriam School for the M.R. 14-7-2001 Class: Primary Date:

Name of the Teacher Trainee: ______ Age Range: 6 to 8, Time: 10:30 to 11:15 No. of Children: 06 General Objective: Developing Personal Hygienic Skill Skill: Washing hands using soap. Current level: Student can identify the soap, wash basin, functioning of tap. They have adequate motor ability like, grasp, eye-hand coordination Know concept of hear or see Aware of tactile sensation. Duration 30 to 40 minutes

SPECIFIC OBJECTIVE: Develop the skill how to wash hands with soap Persons Condition Behaviour Levels of Affected Performance Provision: students will wash basin wash their with tap, soap, hands Students are asked to wash there hands with soap with the help of physical and verbal prompting

Motivation: Friends, every one should wash their hands before & after every meal & after elimination. We must wash our hands using soap. Soap kills the germs from the hands. Classroom Arrangement: Half circle around a wash basin.

5.8.2 Sample Lesson Plan Format for Writing a Lesson Plan for Teaching of Children with Hearing Impaired
The Format is given in 2 Parts Part 1, and Part 2. Part 1 is the first page of a lesson plan. It gives in brief the important points covered in the lesson plan. The idea is that just by reading the first page the tutor /supervisor should get an idea of the layout of the entire lesson. Part 2 is the detailed description of the way the lesson will be conducted, and what and how the teacher will be teaching.

Sample Format For Writing A Lesson Plan : PART 1 Name of Trainee: ........................................ Date:........................................... Name of School: . ....................................... Time allotted: . .......................... Class: .......................................................... Number of children: ................. Medium of Instruction: .............................. Mode of communication:. .......... Subject: ....................................................... Average age:.............................. Topic: .......................................................... School age:. ................................ CURRENT LEVEL OF FUNCTIONING (relevant to the topic of the lesson) a) Knowledge :............................................................................................. b) Language: . .............................................................................................. SPECIFIC OBJECTIVES OF THE LESSON: a) Knowledge goals :. ............................... b) Language goals: .................................. INSTRUCTIONAL OBJECTIVES / ASSESSMENT: TEACHING AIDS: Signature of Supervisor (1) 1 (2) 2 (3) 1 Date: (4) 4 (5) 2 Signature of trainee (6) (columns) 2-(size)

Sample Format For Writing A Lesson Plan : PART 2

Rows Subject Language Teacher Students Black Board Matter Points Activity Response Work and Teaching Aids (Use double full space papers for part2) Introduction Presentation Recapitulation Evaluation Remarks and Signature

ExampleLesson no.: Name of the Trainees:. ................. Name of the School:..................... Class: II class............................... Medium: English. .......................... Subject: Science............................ Topic: Animals in Danger Previous Knowledge: - - - - - - - - - - - Children can say wild animals and domestic animals Children can say forest if shown a picture of forest Children can name some big animals and some small animals Children generally give response in words and phrases Children have seen and know animals Children know big and small animals Children have some idea about carnivorous and herbivorous animals Some animals can live only if they kill and eat other animals Large animals kill small animals Strong animals kill small animals Some small animals hide in holes to save themselves Date:................................................ Time allocated: 45 minutes No. of Children: 8 Average age: 8 years School Age: 6 yrs

Previous Language:

Specific knowledge:

Specific Language: Teacher will stress following words and phrases meat, large, small, strong, weak, kill afraid, find, safe, danger, hide in holes etc. Teacher will expose them to the language which is relevant to the specific knowledge Instructional Objective: Given the questions of the chart, children will be able to read and answer orally Given the questions on the chart, children will be able to answer in one word orally Teaching aids: - - Written chart Picture flash card Signature

1.8.4 Sample Lesson Plan Format for Teaching Children with Visual Impairment
Name of the School: Standard: Model Lesson Plan Subject Language Matter points Animals in Danger In The forests, lion kills zebras and eat them. Tiger kills deer and other small animals. Some animals eat only meat. They cant live only if they kill and eat other animals. Large animals kill small animals. Strong animals kill weak ones. Some small animals like squirrel or the mouse are always afraid of the big animals. They hide in holes in trees or in the ground. The big animals cannot easily find them. So they aresafe. Teachers Activity Teacher will check the hearing aids. Introduction: Teacher will cover her mouth and say bowbow, meow one by one and ask the children to identify them. Teacher will ask, Who says bowbow? and Who says meow? Teacher will write dog and cat on the blackboard and ask them what are they? If they dont say teacher will give some clue names of fruits and birds etc. and will again ask what is a dog? Teacher will now ask the children to name few animals that they know. Children will identify them correctly by imitating. Children will say dog and cat. Children are expected to say animal. Children will listen They will say animal. Children will say the names of animals like cow, lion, elephant, etc. Children will look at the black board and read. Students Response Teaching Aids

Blackboard

Blackboard

As the children give the names of animals teacher will write all the forest animals in oneside and the domestic animals in another side. Presentation:

Children

Subject Lang- Teachers Matter uage Activity points Forest Now teacher will point to the names of animal that live in forest on the blackboard and ask them, Where do these animals live? If they dont say then teacher will ask them, Where do you live? or Where do we live? Now tell me where do lions and tigers live? If they dont say teacher will show them the picture of a forest and tell lions and tigers live in a forest and ask the children to repeat the sentence. Now tell me what do these animals eat? If the children dont say teacher will ask what do we eat? What do you eat? or what do you have in your lunchbox? Now what do lions and tigers eat? Teachers will say auditorily lions and tigers eat meat and tell the children to repeat. What is meat? Teacher will write the

Students Response may or may not say. Children are expected to say at home. Children will look at the picture and repeat the sentence. Children may say animals. Children are expected to answer

Teaching Aids

Meat

Picture of a forest

Blackboard Meat = Part of animal body used as food

Flash card 1. lion killing zebra 2. tiger killing deer

Subject Lang- Teachers Matter uage Activity points

Students Response

Teaching Aids

meaning of the meat appropriately. on the blackboard and ask them to read it. Teacher will say Tigers and lions eat other animals. Teacher will ask Which animals do they eat? If they dont say teacher will give auditorily the names of animals like zebra, deer, etc. and tell them to repeat. Teacher will show them the flashcards 1. lion killing zebra and 2.tiger killing deer and discuss them with the children. Teacher will ask what do you see in the picture? What happened to zebra? Teacher will say yes lion killed zebra. Teacher will discuss the other picture also in the same manner. Now teacher will show any one picture and ask are these animals friends? Teacher will say yes they are not friends.

Enemy

Children may say animals. Picture flash card Children will lion killing repeat. zebra

Strong

They may or may not say. Children will listen. They may or may not say. Children will repeat zebra, deer. Children will look at the pictures and answer to teachers question. Children may say lion zebra

Blackboard Friend x enemy

Weak

Large

Picture flash card tiger killing deer

Blackboard Strong x weak Picture

Subject Lang- Teachers Matter uage Activity points Afraid They are enemies and ask children to repeat. Teacher will write on the blackboard. Teacher will reinforce the word enemy again with the other picture. Now again teacher will show the same flashcard and ask children who is strong? Lion or zebra? Teacher will say yes lion is strong and zebra is weak (auditorily). Teacher will write on the blackboard and ask children to repeat.

Students Response

Teaching Aids flash card

Hole Hide

They may say Black died board Large = big Children will Pictures listen. of squirrel and mouse Children will say yes Picture flash They will card cat repeat and read from the chasing blackboard. mouse Children are expected to say tiger and deer are enemies. Children will repeat and read from the blackboard. Picture flash card cat chasing mouse which is running towards a hole Black board Picture flash card squirrel and a hole in the tree Black board

Safe

If they dont understand teacher Danger will give example from the class. Now teacher will ask who is big or large? and who is small? Teacher will write the word large on the blackboard and give meaning. Now teacher will show them the pictures of squirrel and mouse and tell them to name them. Teacher will show picture of a cat

Children will understand. Children are expected to answer correctly. They will look at the blackboard and read. Children will look at the pictures and name them.

Subject Lang- Teachers Matter uage Activity points chasing the mouse. And ask what is happening here? Why is the mouse running away? Teacher will say yes the mouse is afraid of the cat, so it is running away. Do you know what will the mouse do?

Students Response

Teaching Aids

They will say small

They may or Teacher will show the may not say picture of a hole and say it will go and hide in the hole. Children may Teacher will show the say or gesture cat is chasing. picture of a squirrel going towards a hole in the tree and discuss it in the same manner. They may gesture If they dont afraid understand the word hide teacher will ask some child to hide in They will the class and explain. listen Teacher will say when they go and hide inside a hole the big They may not animals cannot find answer. them. They cannot go inside the hole. So They may they are safe inside. look at the picture and Teacher will explain danger by showing a say hole. picture of lion chasing a deer and say the deer is in danger. Children will look at the Recapitulation: picture and Teacher will put up

Subject Lang- Teachers Matter uage Activity points the content chart and ask the children to read it. Wherever necessary teacher will make the matter clear by asking questions or showing the pictures or explaining. Assesment: I. Answer following 1. Name animals. the two

Students Response answer

Teaching Aids

2. What does a lion eat? 3. Who hides in a hole when in danger? 4. Who is afraid of big animals? II. Fill in the blanks 1. ______ kills zebra for the food. 2. When in danger, __________ hides in a hole. 3. _________ kills weak animals. 4. Wild animals live in the _________. Home work: Teacher will give the same above questions for home work.

Period: No. of students: Subject: Sub-subject: General Objectives: Teaching Aids. S.No. Teaching Teachers Activities Point 1 2 3 4 5 6 7 8 1 Average Age:

Time: Medium of communication:

Pupils Activities

Teaching Materials

Questions based on previous knowledge Presentation Statement Statement Statement Capitulation Evaluation Assignment

Example: Name of the school: Sharp Memorial School for the Blind, Dehradun. Standard: Fourth Period: 2nd No. of students. 10 Subject: Time. : 40 mnts. Average Age: 11 yrs. Properties of different leaves. To impart knowledge about leaves used in vegetables on the basis of taste, smell and shape.

Medium of communication: Hindi Sub-subject.:

General Objectives.: 1. To acquaint students with various leaves which are used as vegetables and medicine. 2. To enhance touch and smell sense in students. Special Objectives: 1. To give knowledge about Mint, Coriander, Basil and fenugreek leaves. Teaching Aids: 2. Let the students to identify shape, smell and taste of all the above mentioned leaves. Mint, Coriander, Fenugreek & Basil leaves.

5.8.3 Sample Lesson Plan Format for Teaching of Children with Locomotor Impairment
Name of the student(s):

S. Teaching Teachers Activities No. Point 1. Questions based on previous knowledge 1. In preparation of sauces generally what are the materials we use ? 2. To which plant do we offer water on the name of God after taking bath in the morning? 3. Generally at the time of cold and cough which leaves do we use in tea? 4. Which leaves are used in curing diseases of skin? 2. Presentation Today I shall tell you about leaves often used in daily life. 3. Statement-1 The teacher will tell the students about the qualities of all four types of leaves after handing over the leaves to them.

Pupils Teaching Activities Materials Tomato, mint, Tamarind, Coriander Tulsi (Basil) Tulsi (Basil) Neem leaves Pupil will listen carefully. Pupil will try to know the shape by touch and know the odour after smelling them.. Pupil will try to know the shape by touch and know the odour after smelling them..

Leaves of Mint, Coriander, Fenugreek, & Basil leaves.

Statement-2

1. First the teacher will ask the students to smell and to notice the structure of the leaves of coriander by touch. 2. Now the teacher will explain regarding the qualities of the same that it works as a digestive and the powder of its seeds are generally used in different dishes. Similarly the teacher will provide the leaves of mint and ask the students to feel the difference in shape and smell of the mint .and will explain

Statement-3

Pupil will again try to know the shape by touch and know the

S. Teaching Teachers Activities No. Point Recapitulation

Pupils Teaching Activities Materials

the qualities of mint leaves odour after smelling -that it is often used them. in summer. Grinded mint leaves are used in vomiting and loose motions. In case of indigestion mint juice is very effective. It is also given with curd or as jaljeera in case of heat stricken. Now a days mint tablets are available in the market since fresh mint is not available. Mint tablets will be provided to the students.

Some tablets of mint

Evaluation

The teacher will acquaint Students the students with the shape will listen carefully and smell of basil leaf. Teacher will explain the qualities of basil leaf. Every Hindu family pay due regard to the plant of Basil. The leaves are used as medicine generally in cold and cough and fever too. According to the resent researches it is also helpful in curing diseases like Cancer. Now the teacher will tell them to taste those leaves separately and ask 1. Is there any difference Yes Sir in the shape of leaves of Mint, Coriander, Basil and fenugreek? 2. Is there any difference in the odour of leaves Yes Sir of Mint, Coriander, Basil and fenugreek? 3. Is there any difference in the taste of leaves of

S. Teaching Teachers Activities No. Point Mint, Coriander, Basil and fenugreek? Today you learnt about those leaves which are generally used in our daily life i.e. leaves of Mint, Coriander, Basil and fenugreek 1. The teacher will give basil leaf to the students and ask them to identify the leaf by smell, taste and shape. 2. The teacher will give Mint leaf to the students and ask them to identify the leaf by smell, taste and shape. 3. The teacher will give fenugreek leaf to the students and ask them to identify the leaf by smell, taste and shape. The teacher will assign the students to collect information from the community about the use of the leaves of Mint, Coriander, Basil and Fenugreek in different aliments.

Pupils Teaching Activities Materials Yes Sir

Assignment

Yes Sir

Pupil may reply regarding Basil leaf Pupil may reply regarding mint leaf Pupil may reply regarding fenugreek leaf.

Date Time Subject Topic Behavioural objective: Materials needed Procedure Teacher behaviour : :

: : :

: Student response Teacher feedback

Introduce the topic in relevance to the students base level in the topic you have chosen. (e.g. if you are teaching Addition introduce the topic by asking the students to say the numbers.) Teach the topic with selection of appropriate method of teaching depending upon the students learning style and rate of learning. Recap: After teaching the topic completely, plan either questions or activities to help the children to recall the learnt topic. This involves re-teaching if in case the child is not able to recall. Evaluation: This is to examine the learnt topic. This can be done either verbally (questions) or by performance (activity). Follow up activities: Example:

Active participation of the students throughout the lesson is needed. Asking them questions during the lesson can promote this.

Immediate feedback from the teacher for the students response is very essential.

Name of the students: Mary, Joseph, Surya, Mathan and Pushpa. Date Time Subject Topic : 11.9.2000 : 10.30 a.m. to 11.15 a.m. : General Knowledge : Directions (East, West, North, South)

Behavioural objective: when asked questions on directions, the children will be able to answer correctly with minimum verbal prompt with an accuracy of 80% at the end of the session.

Materials needed Procedure Teacher behaviour Follow Activity:

: pictures showing directions and a magnetic needle : Student response Teacher feedback

The teacher will give homework to find out in which direction is their school Good morning children. Good morning situated from their houses. teacher. The teacher will ask Mary, where are you sitting? Surya where are you sitting? The teacher will ask, who is sitting in front of you? Who is sitting at the back of you Madhan? Surya, can you say who is sitting at the sides of you? She points out the chair. (non-verbal Child) on the chair miss you miss the children will answer in chorus Durga Miss and Anusuya Miss are at my back. The child will look at the sides and will say the correct names. The children will listen to the teacher carefully. The children may or may not answer. Okay. Ill explain. Very good, Mary

good Surya very children good

very good

very good

As a conclusion the teacher will say the front, back, right and left are the four sides. The teacher will continue saying there are four main directions: east, west, north and south. Children can you name the four directions? You know Sun always rising in the morning. Wont you? Mathan, do you know in which direction the sun rises. The teacher will explain

Yes miss.

Good.

I dont know miss.

Teacher behaviour every day the sun rises in the east and sets in the west. The teacher will show a picture of a child facing the rising sun, with hands stretched on sides and will explain as follows, when we face the rising sun in the morning with extended hands in a horizontal position the direction we are facing is east and the direction at the back is west. The direction of our right hand is south and the direction at the left hand is north.

Student response

Teacher feedback

The children will keenly observe the teacher. Good children. The children will be interestingly participating in the activities.

The teacher will make the children imitate her as demonstrated above (facing east with stretched hands). The teacher will show a flash The children card with east written on will be actively it. Then she will touch the participating. forehead of the child and show the card to the child and ask the child to repeat the word east. Then a flash card with west touched on back and shown to the child. Again flash cards with south and north will be touched by right and left hand respectively and the child will repeat them. Now can you tell me The direction we face is The direction at our back The direction at our left The direction at our right East Very good.

West, Then the teacher will show the magnetic needle to the North children and will explain that South the magnetic needle always points towards north and south and the front and back

Very good, Pushpa. Excellent.

Teacher behaviour

Student response

Teacher feedback

directions can be known as The children look east and west. This needle is carefully at the magnetic needle. used in mariners compass. RECAP: The teacher will ask, what are the 4 main sides? What are four main directions Front, back, right and left, says ?-Pushpa Mathan. When we face the rising Sun East, west, north in the morning what direction and south. are we facing Mary? Mary points to the What will be our back side, word east in the Joseph? flash card. What will be the direction in the right side while facing West, Miss. Sun, Mathan? Our left hand is showing The right side what direction while facing shows south. the Sun, Surya? The teacher will show the magnetic needle to the North Miss. children and ask them to name it and tell the uses of magnetic needle. The children Evaluation : The teacher will ask questions about the 4 main directions and how to find directions. For this purpose they are required to plan each and every lesson as per specific need of each lesson at specific level as per format of lesson plan. Besides they are required to learn about the other aspects of school activities.

Very good.

Good.

Very good.

The teacher will explain the whole procedure again showing the flash cards and will help the children to recall.

5.11 UNIT SUMMARY

Practice teaching is one of the most and essential component of teachinglearning process. It refers to a situation in which a student is facilitating learning under the supervision of a certified supervisor in order to qualify

a degree in education. Teaching practice provides learning facilitator many such experiences which help him/her in solving current class room problems as well as futuristic also. When teaching a lesson, it is important that students be actively thinking in order to learn the material and connect it to their lives. Therefore, it is also important that teachers teach students how to think. Evaluation, synthesis, analysis and application these four levels of thought in a lesson plan will help every lesson to be successful. For good teaching practice it is mandatory to encourage interaction and collaboration between students and teachers, use active learning techniques, give prompt feedback, and emphasize time on task. Now days Inclusive Education System is in focus. In this system disabled children and a normal children share their formal and informal learning experiences with each other. Here for teaching any lesson teacher has to use lot of special approaches like Adapted Presentation Style, Content Adaptation, Special TLMs, Special Teaching Methodologies and so many other things without changing the basic instructional objectives, because it would be required for provide optimal learning experiences to the normal children as well as children with special educational need. Teaching activities can be grouped into 3 groups, these are Pre-active, Interactive and Post Active. These phases of teaching help in the analysis of the steps of facilitation of learning of children with disabilities. Lesson plan is a part of highly arranged Teaching-Learning process. Teaching in the classroom is the practical implementation of lesson plans.

5.11 Check your Progress

1. Describe the need and importance of teaching practice. 2. What are the principles of good teaching practices? 3. What is Lesson plan? How is it important in teaching-learning process? 4. What are the important elements for developing a lesson plan? Explain in brief.

5.12 Assignment/Activity
Prepare the model lesson-plan of teaching children with disabilities (VI/MR/ HI).

5.13 Point for Discussion and Clarification

.................................................................................................................. .................................................................................................................. .................................................................................................................. ..................................................................................................................

5.14 REFERENCES

Carey, Lou, and Walter Dick. The Systematic Design of Instruction. Tampa: Harper Collins, 1990. Gagne, Robert M., Leslie J. Briggs, and Walter W. Wagner. Principles of Instructional Design. New York: Harcourt Brace Jovanovich College,

1992.

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