ASSIGNMENT

ON
PAPER: 203: INCLUSIVE EDUCATION
TOPIC : EDUCATIONAL PROGRAMMES
FOR
LEARNING DISABLED AND SLOW LEARNER

SUBMITTED TO
Ma’am Dr. Duggirala Sesi
BY
Ripamchi R. Marak
ROLL NO: ESS-19-42
2nd SEMESTER
DBCTE , TURA
How would you as a teacher of Inclusive classroom
plan Educational Programmes for the following
Categories of Children a) Learning Disabled b) Slow
Learner.
INTRODUCTION

Every teacher regardless of where they teach what

they teach ,needs to be effective .Especially in this era
of increased accountability .Teachers must
demonstrate depth of knowledge the content area or
area that they will be expected to teach .The common
denominator that is closely linked with effective
teaching beyond academic content preparation is
strong classroom management .Most classroom of
today are inclusive classrooms which have a blend of
students with special needs at general education
students .Teachers are crucial in providing quality
education to all children .
Learning Disabled
Learning disabilities are neurologically based
processing problems can interfere with learning basic
skills such as reading , writing and math . They can
interfere with high level skills such as organizing , time
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planning, abstract reasoning, long or short term
memory and attention . It is important to realise that
learning disabilities can affect an individual’s life
beyond academics and can impact relationships with
family, friends and in the workplace.
DEFINITION:
National Joint Committee on Learning Disabilities
‘Learning Disability is a genetic term that refers to
heterogeneous group of disorders manifested by the
significant difficulties in the acquisition and use of
listening , speaking , reading , writing , reasoning OR
mathematical abilities or of social skills . These
disorders are intrinsic to the individual and presumed
to be due to Central Nervous System Dysfunction. Even
though learning disabled may occur concomitantly
with other handicapping conditions or social-
environmental influences and especially with attention
deficit disorders , all of which may cause learning
problems , learning disability is not a result of those
conditions or influences’. (1985).
Strategies for teaching learning disabled classroom
1.Visual Communication Aids- Is a visual
communication toolkit designed to help people with a
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learning disability to express emotions and
preferences, share news and take part in community
decisions. It can be used both individually and groups
of people with limited verbal skills.
2. Exercise- Teacher should encourage exercise for
children with learning disabilities so that they can
focus, concentrate and work hard. Exercise isn’t just
good for the body, it’s good for the mind. Regular
physical activity makes a huge difference in mood,
energy and mental clarity. Motivate children with
learning disabled to get outside move and play.
Exercise is also a great antidote to stress and
frustration.
3. Modelling- Through modelling observation and then
imitation , children develop new behaviour. Modelling
can be as simple as having a child watch another child
sharpen a pencil. By watching the model, a child can
learn a new behaviour or strengthen previously
learned behaviour.
4.Shaping- Watching for the appropriate behaviour or
something close to that behaviour to occur before
reinforcing the behaviour is referred to as shaping.
Shaping can be used to establish behaviours that are

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not routinely exhibited. Walker and Shea (1991)
describe the steps to effective shaping.
1 .Select a target behaviour and define it.
2. Observe how often the behaviour is exhibited.
5. Communication - In such a scenario, the teacher may
divide students into two line with students facing each
other, each given a question to ask the person across
from them. This encourages communication between
students in a unique educational setting that promotes
interaction with others.
CONCLUSION
The teacher proximity is the most significant
predictor of learning disabled compared to other
variables observed under this study. Relationship
building had a moderate relationship with learning
disabilities .It had a moderate significant effect with
learning disabled which is attributed to the fact that
children share their thought and feelings with the
teachers. Sitting arrangement in a classroom had a low
statistically significant relationship with the learning
disabled child in a classroom.

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Slow Learner
INTRODUCTION
Slow learning children are not special education
students but they represent a group of educationally
retarded. Identification of slow learning children is not
obvious except for educational backwardness. These
children display weakness in thinking, finding out
relationships, similarities, familiarity, reasoning, poor
development of concept, language and number
concept memory.
MEANING OF SLOW LEARNER
Slow learning children represent a group who
underachieve in the classroom. While no special
educational provisions are required for them, special
instructional techniques are a must.
The term slow learner is frequently used to
cover various groups of children who are otherwise
referred as ‘dull’, ‘retarded’ ‘educationally subnormal’
or ‘slow itself’.
DEFINITION
Good’s Dictionary of Education- Defines the slow
learning child as one “who though capable of achieving
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a moderate degree of academic success, will do so at a
slower rate with less than average efficiency”.
Strategies for teaching disabled classroom for slow
learner
1 .Language Teaching- In classroom teacher should
help slow learner with instruction and explanation.
Many of the slow learners have retarded speech,
articulation, vocabulary, brief sentence, grammatical
errors. They need a great deal of speech stimulation
through play and through talking to teachers listening
to them. The teachers should guide and stimulate the
child’s thinking about his experiences example what
they notice while concerning to school, climbing trees
etc.
2. Teaching Reading- Reading similarity is not an
isolated skills. It is an aspect of the integrated language
development programme which includes speaking,
writing and spelling. The teacher gives written
sentence and words and asks the child to draw a
picture on the opposite page about what he/she has
read.
3. Teaching Creative Arts- Plan and creative work offer
conditions for the development of concentration and

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persistence. The teacher can provide variety of
material and suitable conditions and secondly help and
advice regarding their use. The child should be allowed
to work more freely and spontaneously.
4. Audio-Visual Aids – Slow learners may struggle with
basic skills such as reading, movies, pictures and audio
can help them learn things that would not pick up from
reading alone. Audio visual aids can be useful for
making learning easy , effective and permanent.
5. Teaching Arithmetic – Arithmetic is a way of
thinking about number. Arithmetic teaching therefore
is concerned with application of number system to the
arrangement, manipulation and measurement of
verities and the development of the ability to deal with
member relationship symbolically and by abstraction in
the absence of concrete objects.
6. Social development – This can be looked from two
points of view a)Personal qualities –The personal
qualities of the slow learning children ensure
development of personal hygiene capacity to organise
leisure time activities and capable of understanding.
b) Social qualities- must be viewed as an integrated
part of the whole educational process in play, in school

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work at home .The in the classroom must be sensitive
to these needs and provide directions.
CONCLUSION
A competent teacher should be alert to general
characteristics of the associated classroom behaviour
related to learner difficulties of a child. The slow
learner needs more time to acquire the skills then his
average poor the slow learner will reply on concrete
learning rather than abstract learning. Slow learners
are usually benefitted from carefully guided instruction

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REFERENCE
1. Jhonson GD. - Educational for slow learners
Englewood Cliffs NJ:
Prentice Hall, 1963
2. Neena Dash M. – Essentials of exceptionality and
Special education, Atlantic
Publishers, New Delhi, 1983.