3-6 Holistic Child Development

Inclusive
Education
Cognitive Self Help
Motor Skills
Development Language & Socialization
Communication Infant stimulation
Portage to Every Village -a firm foundation
for Inclusive education
Udisha CBR Portage Early Childhood Holistic

development-3-6 years(part-II)
(Please see part one for 0-3 holistic child development & Part III for 6-8 holistic child
development)
For training to use udisha CBR Portage early childhood holistic child development and
mobile app please contact
CBR NETWORK
https://www.inclusionbharat.org/
Consultative Status to UN ECOSOC - Associate Member Rehabilitation

International-Member,Global Partnership for Disability and Development
134,1st Block,6th Main,BSK III Stage
Bangalore-560085
Karnataka India
0091-80-26724221 ,26724273
Ideasianetwork2013@gmail.com
mobile 7483870649
Facilitating People to People talks to build an inclusive world

Every child
is UNIQUE
inherent Pace of
potential learning
Instructions to the users of CBR Portage holistic

early childhood development resources
1.Every child is precious and unique in terms of pace of learning and

inherent potential. Every child has a right to develop in all areas of
development irrespective of individual differences and diverse needs. The
CBR-Portage checklist is based on international Portage programme which
is built on well-established child development theories and research and
implemented in over 121 countries across the globe.
2.The CBR -Portage is precision based model with S.O.M.A

features(Specific ,Observable, Measurable and Achievable)
3.The CBR -Portage is simplified for use by parents ,anganwadi

workers/Asha workers/CBR workers and other grassroot level personnel.
4.The criterion referenced data is in five child development domains -

1.Motor (fine and gross) 2.Socialization 3.Self help skills 4.Cognitive
5.Language and communication.
5.Infant stimulation refers to the 1st year of development.
2
6.CBR Portage checklist is based on the development age. Please note it is
common to see the gaps between chronological age and development
age.But there is no need to panic as the CBR portage cards helps parents to
help the child to move on the path of holistic child development.
7.Children with malnutrition, low birth weight, impairments/development

delays/disabilities may show gaps in the holistic child development which
needs to be plugged in during early childhood years to prevent secondary
disabling conditions.
8.Most of the stimulation materials suggested in the how to do it cards is

available in Asia/Indian kitchen and is available free of cost for training .
9.Do not change the activity as the activities are planned from simple to
complex and follows the child development sequence in the core areas of
development. However, you need to help a child to learn 5-6 generalization
activities for each activity for the consolidation of learning. If any activity is
not culturally appropriate you can choose a culturally appropriate
activities in the same domain of development with the same difficulty level.
Always remember a child fails to learn when the pre-requisite learning is
absent and teaching methods are inappropriate.
10.Remember a stich in time saves not only nine but a thousand gaps if you
help the child in the 0-3 years of development as this is the highest sensitive
period with greatest absorption of mind in the life of a child. Every moment
of the child’s life in 0-3 years is precious. CBR Portage is available in all
Indian languages and a mobile app is available for easier use of the
materials.
13.Please note the CRD number is the continuation from 0-3

development and do not change CRD number.
14.Be a facilitator for learning as children learn most of the
activities from the environment they live in .
15.Allow the child to remain in the driver seat and follow the
child
3
16.Help the child to learn only activities which the child cannot do
by setting up a baseline for each child at the beginning.
17.Do not forget to give atleast 5-6 generalization-consolidation of
learning of activities for each core activity listed in the CBR
portage checklist. This helps the child to become a good conserver
to build new learning.
18.Gaps during early child development is common. No one is perfect.A
professor who shines in a faculty party can be stupid in dinner party.
Remember the story of boatman and pundit in which pundit had learning
but had no skills to swim and got drowned when there was a flood during
his boat ride. Remember there is no need to panic if there are gaps in the
development between chorological age and development age. Parents and
teachers can facilitate holistic develop by helping the child to move on the
path of holistic development by planning simple activities using materials
available at home and in the community. Most of the learning materials
can be made using locally available materials.Never label based on the gaps
in development because labels hurt and takes off the joy of growing up.
Contact CBR NETWORK for training to use CBR Portage holistic child
development.
Dr Indumathi rao
CBR NETWORK
Bangalore
05-06-2022
4
1.Cognitive Development
CRD#As DA Activity Can Do Can do Can do Cannot

per CBR well with help do
Portage
41 3 to 4 Names big and little
objects
42 3 to 4 Points to 10 body
parts on verbal
43 3 to 4 Points to boy and
girl on verbal
command
44 3 to 4 Tells if objects is
heavy or light
45 3 to 4 Puts together 2 parts
of shape to make
whole
46 3 to 4 Describes two
events or characters
from familiar story
or T.V. program
47 3 to 4 Repeats finger plays
with words and
actions
48 3 to 4 Matches 1 to 1 (3 or
more objects)
49 3 to 4 Points to long and
short objects
50 3 to 4 Tells which objects
go together
51 3 to 4 Counts to 3 in
imitation
52 3 to 4 Arranges objects
into categories
53 3 to 4 Draws a V stroke in
imitation
54 3 to 4 Draws a diagonal
line from corner to
corner of 4 inch
square of paper
55 3 to 4 Counts to 10 objects
in imitation
5
56 3 to 4 Builds a bridge with
3 blocks in
imitation
57 3 to 4 Matches sequence
or pattern of blocks
or beads
58 3 to 4 Copies series of
connected V strokes
WWWWW
59 3 to 4 Adds leg and/or arm
to incomplete man
60 3 to 4 Completes 6 piece
puzzle without trial
and error
61 3 to 4 Names objects as
same and different
62 3 to 4 Draws a square in
imitation
63 3 to 4 Names three colors
on request
64 3 to 4 Names three shapes,
65 4 to 5 Picks up specified
number of objects
on request (1-5)
66 4 to 5 Names five textures
67 4 to 5 Copies triangle on
request
68 4 to 5 Recalls 4 objects
seen in a picture
69 4 to 5 Names time of day
associated with
activities
70 4 to 5 Repeats familiar
rhymes
71 4 to 5 Tells whether
objects is heavier or
light-
72 4 to 5 Tells what's missing
when one objects is
removed from a
group of three
73 4 to 5 Names eight colors
74 4 to 5 Names penny,
nickel and dime
75 4 to 5 Matches symbols
(letters and
numerals)
6
76 4 to 5 Tells color of
named objects
77 4 to 5 Retells five main
facts from story
heard 3 times
78 4 to 5 Draws a man (head,
trunks, 4 limbs)
79 4 to 5 Sings five lines of
song
80 4 to 5 Builds pyramid of
10 blocks in
imitation
81 4 to 5 Names long and
short
82 4 to 5 Places objects
behind, besides,
next to
83 4 to 5 Matches equal sets
to sample of 1 to 10
objects
84 4 to 5 Names or points to
missing part of
pictured object
85 4 to 5 Counts by rote 1 to
20
86 4 to 5 Names first, middle,
and last position
87 5 to 6 Counts up to 20
items and tells how
many
88 5 to 6 Names 10 numerals
89 5 to 6 Names left and right
on self
90 5 to 6 Says letters of
alphabet in order
91 5 to 6 Prints own first
name
92 5 to 6 Names five letters
of alphabet
93 5 to 6 Arranges objects in
sequence of width
and length
94 5 to 6 Names capital
letters of alphabet
95 5 to 6 Puts numerals 1 to
10 in proper
sequence
7
96 5 to 6 Names position of
objects first, second,
third
97 5 to 6 Names lower case
letters of alphabet
98 5 to 6 Matches capital to
lower case letters
99 5 to 6 Points to named
numerals 1 to 25
100 5 to 6 Copies diamond
shape
101 5 to 6 Completes simple
maze
102 5 to 6 Names days of a
week in order
103 5 to 6 Can add and
subtract
combination to
three
104 5 to 6 Tells month and day
of birthday
105 5 to 6 Sight reads 10
printed words
106 5 to 6 Predicts what
happens next
107 5 to 6 Points to half and
whole objects
108 5 to 6 Counts by rote 1 to
100
2.Language and communication development

per CBR well with do
Portage help
59 3 to 4 Says "is" at beginning of
questions when appropriate
60 3 to 4 Will attend for five minutes
while story is read
8
61 3 to 4 Carries out series of two
unrelated commands
62 3 to 4 Tells full name when
requested
63 3 to 4 Answers simple "how"
questions
64 3 to 4 Uses regular past tense
forms (jumped)
65 3 to 4 Tells about immediate
experiences
66 3 to 4 Tells how common objects
are used
67 3 to 4 Expresses future
occurrences with "going to,"
"have to," "want to"
68 3 to 4 Changes word order
appropriately to ask
questions (can I, does he)
69 3 to 4 Uses some common
irregular plurals (men, feet)
70 3 to 4 Tells two events in order of
occurrence
71 4 to 5 Carries out a series of 3
directions
72 4 to 5 Demonstrates understanding
of passive sentences (boy
hit girl, girl was hit by boy
73 4 to 5 Can find a pair of
objects/pictures on request
74 4 to 5 Uses "could" and "would"
in speech
75 4 to 5 Uses compound sentences (I
hit the ball and it went in
the road)
76 4 to 5 Can find top and bottom of
items on request
77 4 to 5 Uses contractions can't ,
don't, won't
78 4 to 5 Can point out absurdities in
picture
79 4 to 5 Uses words sister, brother,
grandmother, grandfather
80 4 to 5 Tells final word in opposite
analogies
81 4 to 5 Tells familiar story without
pictures for cues
82 4 to 5 Names picture that does not
9
belong in particular class
(one that's not an animal)
83 4 to 5 Tells whether or not 2
words rhyme
84 4 to 5 Uses complex sentences
(she wants me to come in
because__________)
85 4 to 5 Can tell whether sound is
loud or soft
86 5 to 6 Can point to some, many,
several
87 5 to 6 Tells address
88 5 to 6 Tells telephone number
89 5 to 6 Can point to most, least, few
90 5 to 6 Tells simple jokes
91 5 to 6 Tells daily experiences
92 5 to 6 Describes location or
movement through, away,
from, toward, over
93 5 to 6 Answers why question with
an explanation
94 5 to 6 Puts together and tells 3-5
part sequence story
95 5 to 6 Defines words
96 5 to 6 Can "tell me the opposite of

_______"
97 5 to 6 Answers question "what
happens if… (You drop an
egg)?"
98 5 to 6 Uses Yesterday and
tomorrow meaningfully
99 5 to 6 Asks meaning of new or
unfamiliar words
10
3.Motor Development(Fine and gross motor skills)
CRD#As DA Activity Can Can do Can do Cannot
per CBR Do with do
Portage well help
78 3-4 Grasps pencil between thumb
and forefinger, resting on third
finger
79 Forward somersault with aid
80 Pounds 5 out of 5pegs
81 Puts together 3 piece puzzle or
form board
82 Snips with scissors
83 Jumps from height of 8inches
84 Kicks large ball when rolled to
him
85 Walks on tiptoe
86 Runs 10steps with coordinated,
alternating arm movement
87 Pedals tricycle
88 Swings on swing when started in
motion
89 Climbs up and slides down 4-6
feet slide
90 Somersaults forward
91 Walks up stairs, alternating feet
92 Marches
93 Catches ball with 2 hands
94 Uses Templates
95 Cuts along 8” straight line with
¼” of line.
96 4-5 Stands on 1 foot without aid 4-8
secs
97 Runs changing direction
98 Walks balance beam
99 Jumps forward 10times without
falling
100 Jumps over string 2inches off the
floor
101 Jumps backward 6times
102 Bounces
103 Makes clay shapes put together
2-3 parts
104 Cuts curve
105 Screws together threaded object
11
106 Walks downstairs alternating
feet
107 Pedals tricycle turning
108 Hops on 1 foot 5 successive
times
109 Cuts out 2 inches circle
110 Draws simple recognizable
pictures such as house, man, tree
111 Cuts out and pastes simple
shapes
112 5 to 6 Prints capital letters, large,
single, anywhere, on paper
113 Walks balance board forward,
backward and sideways
114 Skips
115 Swings on swing initiating &
Sustaining motion
116 Spreads fingers, touching thumb
to each finger
117 Can copy small letters
118 Climbs up steps ladders or steps
ten feet high to slide
119 Hits nail with hammer
120 Dribbles ball with direction
121 Colors, remaining with lines

95%
122 Can cut picture from magazine
or catalog without being more
than ¼” from edge
123 Uses pencil sharpener
124 Copies complex drawings
125 Tears simple shapes from paper
126 Folds paper square two times on
diagonal in imitation
127 Catches soft ball or bean bag
with one hand
128 Can jump rope by self
129 Hits ball with bat or stick
130 Picks up object from ground
while running
131 Skates forward 10feet
132 Rides bicycle
133 Slides on sled
134 Walks or plays in water waist-
high in swimming pool
135 Steers wagon, propelling with
12
one foot
136 Jumps up and pivots on one foot
137 Prints name on primary paper
using lines
138 Jumps from height of 12 inches
and lands on balls of feet
139 Stands on one foot, no support,
eyes closed, 10seconds
140 Hangs 10seconds from
horizontal bar bearing own
weight on arms
13
4.Social-emotional development
Portage
52 3 to 4 Sings and dances Can Do Can do Can do Cannot
to music well with help do
53 3 to 4 Follows rules by
imitating actions
of other children
54 3 to 4 Greets familiar
adults without
reminder
55 3 to 4 Follows rules in
group games led
by adults
56 3 to 4 Asks permission
to use toy that
peer is playing
with
57 3 to 4 Says please and
thank you
without reminder
50% of the time
58 3 to 4 Answers
telephone, calls
for adult or talks
to familiar person
59 3 to 4 Will take turns
60 3 to 4 Follows rules in
group games led
by an older child
61 3 to 4 Cooperates with
adults requests
75% of the time
62 3 to 4 Stays in own yard
area
63 3 to 4 Plays near and
talks with other
children when
working on own
project (30
minutes)
64 4 to 5 Asks for
assistance when
14
having difficulty
(with bathroom
or getting a
drink)
65 4 to 5 Contributes to
adult
conversation
66 4 to 5 Repeats rhymes,
song, or dances
for others
67 4 to 5 Works alone at
chore for 20-30
minutes
68 4 to 5 Apologizes
without reminder
75% of the time
69 4 to 5 Will take turns
with 8-9 other
children
70 4 to 5 Plays with 2-3
children for 20
minutes in co-
operative
activity, (project
or game)
71 4 to 5 Engages in
socially
acceptable
behavior in
public
72 4 to 5 Asks permission
to use objects
belonging to
others 75% of the
time
73 5 to 6 States feelings
about self: mad,
happy. love
74 5 to 6 Plays with 4-5
children activity
without constant
supervision
75 5 to 6 Explains rules of
game or activity
to others
76 5 to 6 Imitates adults
roles
77 5 to 6 Joins in
15
conversation at
mealtime
78 5 to 6 follows rules of
verbal reasoning
game
79 5 to 6 Comforts
playmates in
distress
80 5 to 6 Chooses own
friends
81 5 to 6 Plans and builds
using simple
tools ( inclined
planes, fulcrum,
lever, pulley)
82 5 to 6 States goals for
himself and
carries out
activity
83 5 to 6 Acts out parts of
story, playing
part or using
puppets
16
5.Self help skills
Portage
53 3 to 4 Feeds self entire
meal
54 3 to 4 Dresses self with
help on pullover
shirts and fastener
55 3 to 4 Wipes nose when
reminded
56 3 to 4 Wakes up dry 2
morning out of 7
57 3 to 4 Boys urinate in toilet
standing up
58 3 to 4 Initiates and
completes dressing
& un- dressing
except 75% of time
59 3 to 4 Snaps or hooks
clothing
60 3 to 4 Blows nose when
reminded
61 3 to 4 Avoids common
dangers (broken
glass)
62 3 to 4 Puts coat on hanger
and replaces hanger
on low bar with
instructions
63 3 to 4 Brushes teeth when
given verbal
instructions
64 3 to 4 Puts on mittens
65 3 to 4 Unbuttons large
buttons on button
board or jacket
placed on table
66 3 to 4 Buttons large
buttons on button
board or jacket
placed on table
67 3 to 4 Puts on boots
17
68 4 to 5 Cleans up spills
using own cloth
69 4 to 5 Avoids poisons & all
harmful substance
70 4 to 5 Unbuttons own
clothing
71 4 to 5 Buttons own
clothing
72 4 to 5 Clears place at table
73 4 to 5 Puts Zipper foot in
74catch
74 4 to 5 Washes hands and
face
75 4 to 5 Uses correct utensils
for food
76 4 to 5 Wakes from sleep
during night to use
toilet or stays dry all
night
77 4 to 5 Wipes and blows
nose 75% of the time
when needed
without reminders
78 4 to 5 Bathes self except
for back, neck &
ears
79 4 to 5 Uses knife for
spreading soft
topping on toast
80 4 to 5 Buckles &
unbuckles belt on
dress, pants or shoes
81 4 to 5 Dresses self
completely including
all front fastenings
except tie
82 4 to 5 Serves self at table,
parent holds serving
dish
83 4 to 5 Helps set table by
correctly placing
plates, napkins, &
utensils with verbal
cues
84 4 to 5 Brushes teeth
85 4 to 5 Goes to bathroom in
time, undresses
wipes self, flushes
18
toilet and dresses
unaided
86 4 to 5 Combs or brushes
long hair
87 4 to 5 Hangs up clothes on
hanger
88 4 to 5 Goes about
neighbourhood
without constant
supervision
89 4 to 5 Laces shoes
90 4 to 5 Ties shoes
91 5 to 6 Is responsible for 1
weekly household
task and does it upon
request
92 5 to 6 Selects appropriate
clothing for
temperature and
occasion
93 5 to 6 Stops at kerb, looks
both ways, and
crosses street
without verbal
reminders
94 5 to 6 Serves self at table
and passes serving
dish
95 5 to 6 Prepares own cold
cereal
96 5 to 6 Is responsible for 1
daily household task
(setting table, taking
out trash)
97 5 to 6 Adjusts water
temperature for
shower or bath
98 5 to 6 Prepares own
sandwich
99 5 to 6 Walks to school,
playground or store
within 2 blocks of
home independently
100 5 to 6 Cuts soft food with
knife (bananas etc)
101 5 to 6 Finds correct
bathroom in public
places
19
102 5 to 6 Opens 1/2 pint milk
carton
103 5 to 6 Picks up, carries,
sets down cafeteria
tray
104 5 to 6 Ties hood string
105 5 to 6 Buckles own seat
belt in car/can sit on
two wheeler and
holds the support
20
21
Different approaches in pre school education curriculum
22
Child activities
activities activities
Teacher Child in
child /adult in child the
the centre centre
activities activities
child
child
Predetermined
child child
Activity centred
child
Advavnatges and disadvanatges
Theme All children follow same Theme

-easy for the teacher
Children may develop idiosycratic
centerd
based activities development
Under utilization of inhert potential
Activity Child chooses the activities which is

pre determined what children need
child follows its own pace of
learning
Teachers need to prepare the
centered to learn environment and constaly folow the

child .
Under utilization of inhert potential
Holistic A faciliating environment is planned

for a child to choose activities based
1.Chld friendly
Development on the current levels of

development and individul pace of
learning with a seamless link with
2.Easy for the teacher as parents
become activive partner in child
development
centered family -community and school 3.Optimum utlization of every

inherent potentil in the child
23
0-2 3-6 6-8
Community awarness on childhood disabilities/at risk children Community awarness on childhood disabilities/at risk children Community awarness on childhood disabilities/at risk children
Mandatory screening of all children by ASHA worker use Mandatory screening of all children by ASHA worker use Introduce Disability registers /SEDG registers link with
WHO 10 questions questionnaire/DDST II WHO 10 questions questionnaire/DDST II mobile app
Identify children who are at risk and refer to a peaditrician to

Introduce Disability registers /SEDG registers link with
diagnose and assess using tele rehab -google meet with IEP and GEP
mobile app
multidsciplinary team -partnership with RBSK
Anganwadi worker /ASHA /VRWs works with mothers to start Identify children who are at risk and refer to a peaditrician to
Holistic child development using NCERT learning ouctomes
ECCD intervention using Udisha Portage manuals after diagnose and assess using tele rehab -google meet with
plus supportive curriculum
availing free training modules on SWAYAM-NISTA portals multidsciplinary team
Anganwadi workers-pre school teachers are trained to use

Train ICDS supervsiors/Anagwandi workers/care givers in Assistive technology-assistive devices-accmmodations-
inclusive pre school using Portage-Montessori-Joyful learning
cousnelling to help parents to accept the child and start eccd therpautic services by CBR-NGOs-RBSK
-special education .Preparation of IEPs for each child
services withoout delay Couselling support and parent SHG mutual support groups
The training modules
ICDS suprervisor to monitor the progress by using MSPARK Designate one teacher for a cluster of school to act as AA
IEP implementation
portage mobile app coridnator
Assistive technology-assistive devices-accmmodations- Learning outcome matrix shared by each week withavailabel
therpautic services by CBR-NGOs-RBSK to families -Small progress made by children with disabilities
Couselling support and parent SHG mutual support groups need to shared with aprents and community
24
25
School Readiness Checklist for children with
diverse learning needs for inclusive
education
(Developed for CBR Portage project to
promote early childhood inclusive education
in anganwadi centres/pre schools)
Note:
1.Use this checklist for children who have
completed 6 years.
2.Use this checklist for children with disabilities
from 6 years to-8 years .
3.Do not use this tool for scoring or measurement
to exclude child for enrollment /admissions
SELF EMOTIONAL Development Can do Sometimes Never

1.Can express their needs?
2. Can they express their feelings
Happiness/sadness/anger/frustration
etc)
FOLLOWING INSTRUCTIONS
3.Can they follow two or three
instructions? E.g. “pick
up your cup, put it on the table and sit
on the may for breakfast”
26
4 Can they move on to new
activities easily?
SOCIAL SKILLS
5.Do they show interest in other kids?
6. Do they interact with other children?
7.Do they respond well to adults?
8.Do they have self injuries behavior?
9.Do they hurt others?
10.Do they damage things in the
environment?
ATTENTION
10 Can they concentrate on a joyful
task for 5mts ?
MEMORY
11 Can they remember songs &
nursery rhymes?
12 Can they remember names
easily?
13 Can they organise length/height

in a sequence ?
Pairing and SEQUENCING
14 Can they count upto 10?
15 Can they say 3 things they did
since morning?
MOTOR CO-ORDINATION(Fine and
gross)
16 Can they move around with or
without support?
17 Can they hold pencil and draw a
line?
18 Can they flip pages in a book?
LANGUAGE SKILLS(Receptive and
expressive)
19 Do they speak or sign which family
can understand?
27
20 Can they say names of family
members?
Social adaptative skills
21 Do they wait for their turn while
communicating?
PRE-READING SKILLS-writing /Numeracy
22 Are they able to recognize read
10 pictures ?
23 Can they scribble ?
23.Can use key board on mobile or lap
top/tablet
25. Can say less and more ?
26. can count 1-5 objects and group
them ?
Total
Name of the child Name of the school

Name of the parents Address
Address Contact number
Contact number Name of the teacher who conducted
the test
Activities the child : Qualification
Can do:
Sometimes does:
Never:
Date of Bridge course of 6 weeks -24

weeks to learn the activities given in
cbr portage
Date of testing: Whether trained to conduct readiness
test?
Yes/No
If yes name of the organization
/universities who trained.
Approved by parents with name and Name and Signature of head of the
signature/thumb impression school
12 QUESTIONS
28
QUESTIONNAIRES FOR SCREENING 21
Types of disabilities and CHILDREN WITH
SLD IN THE COMMUNITY
29
Department of Education, Department for the empowerment of differently abled & Senior
citizen, Women and child development department and NGOs working in disability sector,
Karnataka State
Foreword
Data collection is key to creating a clearer picture of the impact of disability on

health. Data contributes to provincial and national decisions about development of efforts for
inclusion of persons with disabilities in the mainstream development programme.
Without reliable demographic profiles of persons with disabilities, where they live and what
problems they experience, the prospects for developing and improving national plans
and disability policies remain poor.
People with disabilities need health care, health programs, early childhood support,
education, skill development etc for the same reasons anyone else does—to stay well,
active, and a part of the community. Having a disability does not mean a person has to
limit their aspirations and potential.
The International Classification of Functioning, Disability and Health (ICF) is the WHO
framework for measuring health and disability at both individual and population
levels. ICF was officially endorsed by all 191 WHO Member States in the Fifty-fourth World
Health Assembly on 22 May 2001 (resolution WHA 54.21) as the international standard to
30
describe and measure health and disability. It must be noted, it is not disability which affects
a person but the environment they live in creates varying impacts to lead a life with dignity.
This impact is much higher for girls/women with disabilities and for children from socially
economically disadvantaged sections of the society (SEDG).
The Department for the empowerment of differently abled persons and senior citizens,
Women and Child Development department, Department for Statistics and Economic
Development, Department of Rural Development and Panchayat Raj, Department of Health
and Facility Welfare in 2019 developed the screening forms with input from experts from
NGOs working in the disability sector.
In April 2022, the chief secretary and development commissioner, government of Karnataka
requested Samagra Shiksha, Department of Education to speed up identification of children
with disabilities. They provided a charge to develop screening forms to identify children with
specific learning disabilities and prevent overlapping with intellectual disabilities. To ensure
appropriate support could be extended in schools for all children with disabilities including
children with specific learning disabilities,’ project director of Samagra Shiksha formed a core
team and requested the team to develop screening forms.
National Education Policy 2020, in chapter 6 rightly made a special emphasis on equitable
inclusive education which includes early childhood care, development and education for ALL
children including children from SEDG sections of the society.
The screening form is developed by a team of experts (listed below) and has 5 sections.
1. A screening card linking with Aadhar or unique QR code which is available
1. Screening of children in the 0-8 years age group.
2. Screening of children in the 8-18 years age group.
3. Special screening of children for identification of specific learning disabilities.
4. A criterion referenced tool for teachers to support children with specific learning disabilities
31
The screening tools uses two strategies:
1. Opening a school disability register for voluntary registration of disabilities by parents
2. A mobile app for screening
3. Community awareness on understanding, manifestation of disability without labeling

children
4. A five-hour training to use screening forms by teachers, anganwadi workers, asha workers
and uploading the information on a mobile app which is supported with an easy to read and
easy to follow handbook.
Expert team members who have contributed to the development of screening forms
includes, Dr G.S Kumar, SYMM, Mysore, Sri Basavaraju former commissioner for persons
with Disabilities Jagadish Thirthahalli, NIMHANS, Dr. Shankar Hegde, Dr. Latha Venkatram,
Prof Ramaa Subbaiah, former faculty RIE Mysore, Prof Prema Rao, former faculty AIISH,
Mysore, Ms. Noopur Jhunjhunwala, Dr. Rangasayee former director AJINIHH, Mumbai, Ms.
Kairlai Nair, Ms. Shanthi Satish & Prof Jugnu Agarwal, USA.
We hope the screening tool helps in developing a dependable data base for planning
services for children with disabilities in Karnataka.
Dr Indumathi Rao
Regional Adviser
CBR NETWORK
22nd April 2022
Ideasianetwork2013@gmail.com
7483870649
32
FLOWCHART
33
Age group as 0 to <8 years
and
> 8 to <19 years
Screen ALL children using age appropriate screening forms (0-8)
& (8-19)
Ensure the child is not hungry/sleepy or sick during screening
1st step 2nd step Refer the child

to the local
Use 10 question form -Form # 1 to find Use SLD screening pediatrician if
out if the child has any special need form# 2 only for the response is
those children who yes to questions
have a tick mark on 6-10 for
any one of the box in medical
3rd step(by form #1 assessment and
respective 4th Step (by interventions
teachers ) respective Step 5 (by respective
teachers) teachers)
Use functional
assessment use educational Plan IEP based on
form #3 if the assessment form screening and
child has using forms # form educational
difficulty 4 and 5 and CCRD assessment
related to SLD checklist
as per form
34
STEP1 (Screen all children by door to door survey)
Disability Census of Karnataka 2019
Screening Card
(Door to Door Survey)
Name of the Person with Disability __________________ House/Door Number ____________________________
Contact Details:___________________________________ Name of the District _____________________________
Name of the Street/ Cross __________________________ STD Code ______________________________________

Name of the Taluk _________________________________ LandMark (If any) ________________________________
Landline Number __________________________________
Name of Hobli ____________________________________ Disability ID card Number _________________________
Mobile Number ____________________________________

Name of the Town/City/ Village _______________________ Adhar Number ___________________________________
Email ID__________________________________________ Name of the Gram Panchayath/Ward _________________ Voter ID

__________________________________________ Postal Code /PIN __________________________________
35
S. Name Name of Other Family Members Gender Age and Date of Birth
N (Head of the Family)
And Male … 1 Date of birth
Female 2 as per English Calendar (as
In case the respondent wishes to return declared or estimated)
Relationship other than code 1 or 2, then give code 3 Day-Month-Year
Other/TG…… 3
(write the relationship in Full)
Start with Head of Household
1. Name (Relationship)
2. Name (Relationship)
3.
4.
5.
6.
36
7.
8.
9.
Note: Write the full name of Person with Disability as mentioned in Aadhar Card/Voter ID/Ration Card
Disability Brief Description
1) Physical Disability
A. Locomotor Disability A person's inability to execute distinctive activities associated with movement of self and objects resulting from affliction of musculoskeletal or nervous system
or both
a) Leprosy Cured Person A person who has been cured of leprosy but is suffering from— (i) loss of sensation in hands or feet as well as loss of sensation and paresis in the eye and
eye-lid but with no manifest deformity; (ii) manifest deformity and paresis but having sufficient mobility in their hands and feet to enable them to engage in
normal economic activity; (iii) extreme physical deformity as well as advanced age which prevents him/her from undertaking any gainful occupation, and the
expression "leprosy cured" shall construed accordingly
37
b) Cerebral Palsy A Group of non-progressive neurological condition affecting body movements and muscle coordination, caused by damage to one or more specific areas of
the brain, usually occurring before, during or shortly after birth
c) Dwarfism A medical or genetic condition resulting in an adult height of 4 feet 10 inches (147 centimeters) or less
d) Muscular dystrophy A group of hereditary genetic muscle disease that weakens the muscles that move the human body and persons with multiple dystrophy have incorrect and
missing information in their genes, which prevents them from making the proteins they need for healthy muscles. It is characterized by progressive skeletal
muscle weakness, defects in muscle proteins, and the death of muscle cells and tissue
e) Acid attack victims A person disfigured due to violent assaults by throwing of acid or similar corrosive substance
B. Visual Impairment
a) Blindness A condition where a person has any of the following conditions, after best correction— (i) total absence of sight; or (ii) visual acuity less than 3/60 or less than
10/200 (Snellen) in the better eye with best possible correction; or (iii) limitation of the field of vision subtending an angle of less than 10 degree
b) Low-vision A condition where a person has any of the following conditions, namely: (i) visual acuity not exceeding 6/18 or less than 20/60 upto 3/60 or upto 10/200
(Snellen) in the better eye with best possible corrections; or 34 THE GAZETTE OF INDIA EXTRAORDINARY [PART II— (ii) limitation of the field of vision
subtending an angle of less than 40 degree up to 10 degree.
C. Hearing Impairment
a) Deaf persons having 70 DB hearing loss in speech frequencies in both ears
b) Hard of Hearing person having 60 DB to 70 DB hearing loss in speech frequencies in both ears
D. Speech and language Disability a permanent disability arising out of conditions such as laryngectomy or aphasia affecting one or more components of speech and language due to organic or
neurological causes
2) Intellectual Disability A condition characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior which covers
a range of every day, social and practical skills
a). Specific Learning Disability A heterogeneous group of conditions wherein there is a deficit in processing language, spoken or written, that may manifest itself as a difficulty to
comprehend, speak, read, write, spell, or to do mathematical calculations and includes such conditions as perceptual disabilities, dyslexia, dysgraphia,
dyscalculia, dyspraxia and developmental aphasia
b). Autism Spectrum Disorder A neuro-developmental condition typically appearing in the first three years of life that significantly affects a person's ability to communicate, understand
relationships and relate to others, and is frequently associated with unusual or stereotypical rituals or behaviors
38
3) Mental Behaviour a substantial disorder of thinking, mood, perception, orientation or memory that grossly impairs judgment, behaviour, capacity to recognize reality or ability to
meet the ordinary demands of life, but does not include retardation which is a condition of arrested or incomplete development of mind of a person, specially
characterized by subnormality of intelligence.
4) Disability caused due to
a)chronic neurological conditions
i) Multiple sclerosis An inflammatory, nervous system disease in which the myelin sheaths around the axons of nerve cells of the brain and spinal cord are damaged, leading to
demyelination and affecting the ability of nerve cells in the brain and spinal cord to communicate with each other
ii) Parkinson's disease A progressive disease of the nervous system marked by tremor, muscular rigidity, and slow, imprecise movement, chiefly affecting middle-aged and elderly
people associated with degeneration of the basal ganglia of the brain and a deficiency of the neurotransmitter dopamine
b) Blood Disorder
i) Hemophilia An inheritable disease, usually affecting only male but transmitted by women to their male children, characterized by loss or impairment of the normal clotting
ability of blood so that a minor would may result in fatal bleeding
ii) Thalassemia A group of inherited disorders characterized by reduced or absent amounts of hemoglobin.
iii) Sickle cell disease A hemolytic disorder characterized by chronic anemia, painful events, and various complications due to associated SEC. 1] THE GAZETTE OF INDIA
EXTRAORDINARY 35 tissue and organ damage; "hemolytic" refers to the destruction of the cell membrane of red blood cells resulting in the release of
hemoglobin.
5) Multiple Disabilities More than one of the above specified disabilities including deaf blindness which means a condition in which a person may have a combination of hearing and
visual impairments causing severe communication, developmental, and educational problems.
6) Any other category as may be

notified by the Central Govt.
Disability Census 2019 by: Directorate of Welfare of Disabled and Senior Citizen & Directorate of Economics and Statistics
– Government of Karnataka
Technical Partners: CBR Network and Disability NGOs Alliance – Bangalore
39
CBR Portage 3-6 Development age Holistic early childhood development CRD for
facilitating development-Parent support
Inclusive Education ECCD-Form 1 Screening 0-8 years
Detailed form for the identification of Impairment in children in the age group of 0-
8 years
Village Name:______________________ House Number:___________________
Number of child:____________________ Name of the child: _________________
Age of the child:____________________ Gender of the child:________________
Father’s Name:____________________ Mot her’s Name: ___________________
Mark { } against the correct answer for the following questions.
# Question Yes No Do not Refuse to

know answer
1 When compared to children of the same Visit again

age whether the child has any problem in when the
seeing,walking,hearing,speaking,learning parent is
etc? ready to give
information
(Ask parents or teachers .If there is tick
mark on check box fill the other questions in
the screening form)
2 Was the child born before the Yes No Do not Refuse to

term/premature/low birth weight ? know answer (visit
again)
(Ask parents)
3-6 Holistic early childhood development-CBR-Portage ,Bangalore

3 Did the child cry immediately after Yes No Do not Refuse to

delivery? Know answer (visit
again
(All children between 0-6yrs)
(ask parents)
4 Does the child stiffen his/her body Yes No Do not Refuse to

when the mother carries him/her? Know answer (visit
again
5 Does the child pay attention to the Yes No Do not Refuse to

sounds such as claps or bell Know answer (visit
sounds made from behind ? again
6 Does the child find it difficult to drink the Yes No Do not Refuse to
mother’s breast milk? Know answer (visit
again
7 Is the size of the head of this child Yes No Do not Refuse to

unusually larger or smaller than Know answer (visit
the size of the head of another again
child of the same age?
8 Is there any lump or injury on the back Yes No Do not Refuse to

of the child? Know answer (visit
again

9 Is there a problem in clotting of blood when Yes No Do not Refuse to

injection is given ? Know answer (visit
again
10 Did the child have jaundice /fits or any other Yes No Do not Refuse to
problem /was in the incubator any time after Know answer (visit
birth? again
11 Can the child look at the light or when a Yes No Do not Refuse to
mobile light is shown from a distance of 3 Know answer (visit
ft? again
12 As per the Rights of persons with Yes No Do not Refuse to

disabilities ACT CBR disability identification Know answer (visit
chart enclosed whether the child has any of again
the disabilities listed in the RPwD ACT?
Surveyor Does the Information given by parent is Yes No Do not

observatio correct according to the observation of the Know
n child and matches with the child
Name of Date Whether Yes/No

the of information
surveyor - survey is copied to
phone the school
number- disability
address register ?
Note-If there is a single Tick mark on the box refer the child to a child specialist at community
health centre or district hospital/or to a private child specialist closer to the community


Inclusive education ECCD-Form 1 Screening 8-18 years
Detailed form for the identification of Impairment in children in the age group of 8-
18 years
Village Name: _______________________ House Number: _____________________
Number of child:______________________Name of the child:____________________
Age of child:_________________________Gender of the child: __________________
Father’s Name:______________________ Mother’s Name: _____________________
Mark { } against the correct answer for the following questions.
# Question Yes No Do not Refuse to

know answer
1 When compared to children of the Yes No Do not Visit again

same age whether the child has any know when the
problem in seeing, walking, hearing, parent is
speaking, and learning etc.? ready to
give
(Ask parents or teachers. If there is tick informatio
mark on check box fill the other n
questions in the screening form)
2 Was the child born before the Yes No Do not Refuse to

term/premature/low birth weight ? know answer
(visit
(Ask parents) again)

3 Whether the child has difficulty in Yes No Do not Refuse to

seeing (board, books/etc) Know answer
(visit again

seeing small fonts/small objects/trips Know answer
and falls while walking? (visit again
5 Does the child can hear when spoken Yes No Do not Refuse to
to? Know answer
(visit again
6 Whether the speech of the child is Yes No Do not Refuse to

difficult to understand by others? Know answer
(visit again

understanding simple instructions? Know answer
(visit again
8 Whether the child can understand Yes No Do not Refuse to

simple instructions but has difficulty Know answer
only in reading, writing, or math ? (visit again
9 Is there a problem in clotting of the Yes No Do not Refuse to

blood after a small injury in school or at Know answer
home? (visit again

10 Can the child use the washroom and Yes No Do not Refuse to
other facilities in school without help? Know answer
(visit again
11 Whether the child has any problem Yes No Do not Refuse to

such as a lump on the back, weakness Know answer
while walking, fits or any other illness ? (visit again
12 As per the Rights of persons with Yes No Do not Refuse to

disabilities ACT CBR disability Know answer
identification chart enclosed whether (visit again
the child has any of the disabilities
listed in the RPwD ACT?
Surveyor Does the Information given by parent is Yes No Do not

observati correct according to the observation of Know
on the child and matches with the child
Name of Dat Whether Yes/No

the e of informatio
surveyor surv n is copied
-phone ey to the
number- school
address disability
register?
Note-If there is a single Tick mark on the box refer the child to a child specialist at
community health center or district hospital/or to a private child specialist closer to
the community.


Step-2
Additional screening for intellectual disabilities for children with any check mark
on 12 question screening form
Note-If there is a tick mark Yes No Do not know

on form 1 for questions 1
and 2
1 Has there been delay in

early childhood development
milestones (0-3 years)?
Sitting,
standing,walking,speaking
etc _Use DDST chart /child
development chart in
anganwadi centres enclosed
to know the development
milestones
2 Has there been difficulty in

learning daily life activities
such as
eating,dressing,using toilet
etc?(4 years+ age group)
3 Whether the child has

behaviors such as banging
head,hurting other children,
screaming etc?(4 years +)

4 Has the child been
diagnosed for intellectual
disability anytime by
medical doctors or
psychologists?
Re-number the NOTE as:
STEP 3
Self-Reporting Indicators of Specific
Learning Disability
A number of studies have assessed the validity of interviews with students in elementary,secondary
and colleges as a means of determining reading difficulties with the accuracy of retrospective
self-reporting measures and reported that it correlates well with formal measures of word recognition
and learning difficulties.
The following questionnaire developed by Dr Indumathi Rao and Dr.Smriti Swarup targets literacy skills,
word finding and organization and is broadly used as a self-reporting questionnaire for specific learning
disabilities, with high accuracy in predicting the need for further assessment As the focus is on SLD,
the term dyslexia may be avoided here that speaks about only a specific condition
Occasionall Most of Tota

Rarely Often
y the time l
Do you confuse visually similar words ?
It is important to indicate the language

1 here. While in English, visually similar 1 2 3 4
words are homophonous but with
different meaning (as in ‘fly’ and ‘fly’, in
majority of the Indian languages, they
are both homophones and homographs

as in ‘kari’ meaning elephant, black and
to fry)
Example: If yes give an example
Notes
Do you miss out lines while reading or

2 lose the place of the text in the 1 2 3 4
passage?
Notes
Do you confuse the names of objects,

3 1 2 3 4
for example, table for chair?
Notes
Do you have trouble telling left from 1 2 3 4

4
right?
Notes
Is map reading or finding your way to a

5 1 2 3 4
strange place confusing?
Notes

Do you reread paragraphs several

6 1 2 3 4
times to understand the content?
Notes
Do you get confused when given two or

7 1 2 3 4
more instructions at once?
Notes
Do you make mistakes while taking

8 1 2 3 4
down telephone messages?
Notes
Do you find it difficult to find or recall

9 1 2 3 4
the right word to say?
Notes
Are you confident in suggesting

10 1 2 3 4
creative solutions to problems?
Notes

Very Tota
Easy Challenging Difficult
Difficult l
Is it difficult to identify gunita akshra in

11 1 2 3 4
the text?
Notes
When writing, do you find it difficult to

12 1 2 3 4
organize your thoughts on paper?
Notes
Do you have difficulty in multiplication

13 2 4 6 8
tables ?
Notes
Can you recite all alphabets in Gunita

Askhara in Kannada? Gunita akshara
14 in English? What does it mean 1 2 3 4
are you referring to morphophonemics?
Notes
Do you find it difficult to read aloud?

15 1 2 3 4
or

Do you find it difficult to understand the
text if you do not read aloud?
P.S.: Generally, the SLD children

understand the text better when they
read aloud or others read for them
because of enhanced input through
auditory mode.
Notes
Total
Name Date
Score

Score Indication The above questions may be used for screening and education
based assessment only There is no medical assessment unless
advanced technological assessments are pursued.
Probably The
term ‘dyslexia’
may be
rephrased as
SLD as the recent
literature talks
about Dyslexia as
a component of
SLD and the
present
questionnaire No individual who was diagnosed as dyslexic through a full
focuses on SLD assessment was found to have scored less than 45 on this
Less than 45 and not dyslexia. assessment and therefore it is unlikely that if a person scores
If the original under 45, they will be dyslexic.
questionnaire
was developed by
Ro and
Swarup,for
dyslexia, it may
be mentioned
here as ‘adopted
from Rao and
Swarup
questionnaire’
Showing signs Most of the research participants who were in this category
45 – 60
consistent with showed signs of being at least moderately dyslexic.
mild dyslexia

All of those who recorded scores of more than 60, were

Signs consistent previously diagnosed as moderately or severely dyslexic.
Greater than
with moderate or Therefore, we would suggest that a score greater than 60
60
severe dyslexia suggests a high likelihood of moderate or severe dyslexia with
formal assessment recommended.

STEP-5 (To be filled by teachers Only for children with
SLD)
Assessment of Reading Level of Children
( To be administered by teachers)
(A Teacher Made Tool developed for use by students of B. Ed. Learning Disability. This
tool is supportive to curriculum based criterion referenced data in paper 3).
Developed
Smriti Swarup & Indumathi Rao
Reading Levels-An Introduction.
Teachers need to know the reading abilities of their students and monitor the "types and difficulty
of texts read" (Gillet, Temple, & Crawford, 2004,). Gillet et al. continue by stating that teachers
should keep logs of their students’ readings, encourage proficient readers to read challenging
texts, and provide challenged readers with materials that properly match their ability to read.
Dyslexia and Reading Levels.
Dyslexia is also known as reading disability. It is important to assess the reading age of the child.
The existing text books do not provide scientific tools to assess the reading age of children. There
are many drawbacks in the textbook. The words /picture chosen are not suited to a child's culture.
Cultured centeredness is critically important in facilitating a child to read. Many children start
reading a language which is not spoken in the home environment. Such children will not develop
their reading potential to the maximum extent.
Developmental dyslexia is a condition related to poor reading. Children with dyslexia have
difficulty learning to read due to one or more information processing problems such as visual
perceptual or auditory perceptual deficits. Many but not all children with dyslexia have difficulty
with reversals of numbers, letters or words. Recent research points the way to specific methods
of instruction that can help anyone learn to read well no matter what the underlying problem may
be. Following links provide interesting new information as well as extremely effective solutions
for all types of reading problems including developmental dyslexia.
Children may have dyslexia or a reading disability if they have one or more of the following
symptoms:
● Letter or word reversals when reading. (Such as was/saw, b/d, p/q).

● Letter or word reversals when writing.
● Difficulty repeating what is said to them.

● Poor handwriting or printing ability.
● Poor drawing ability.
● Reversing letters or words when spelling words that are presented orally.
● Difficulty comprehending written or spoken directions.
● Difficulty with right - left directionality.
● Difficulty understanding or remembering what is said to them.
● Difficulty understanding or remembering what they have just read.
● Difficulty putting their thoughts on paper.
Children with dyslexia do not exhibit these symptoms due to poor vision or hearing but because
of brain dysfunction. The eyes and ears are working properly but the lower centers of the brain
scramble the images or sounds before they reach the higher (more intelligent) centers of the
brain. This causes confusion as well as frustration for the learner.
It is not unusual for children to reverse letters and words when they read or write up to
the age of 6 or 7. This is due to immaturity in brain development. Children who have
problems with reversals usually also have problems with left-right directionality. Below
are some exercises that have been found to help improve directionality and reduce
reversals.
When a child is having difficulty learning, a comprehensive neurodevelopmental examination is

important. This includes testing of hearing, vision, neurological development, coordination, visual
perception, auditory perception, intelligence, and academic achievement.
Often, perception problems can be helped with simple exercises which either help to improve a
specific problem or teach techniques to compensate for a problem. These often can be done at
home. In a few cases, a referral to an educational or speech therapist may be helpful.
The main reasons for reading problems are:
1. Ineffective reading instruction

2. Auditory perception difficulties
3. Visual perception difficulties
4. Language processing difficulties
There are only 44 sounds while there are about 1 million words in English. These facts readily
explain why having to memorize 44 sounds as opposed to memorizing hundreds of thousands of
words is the most efficient way to learn to read. Reading and writing is simply "talking on paper."
Children learn to talk by imitating sounds and then combining the sounds to form words. The brain
is programmed to learn language in this fashion. Therefore, the most efficient way to learn to read
is through phonics because it teaches children to read the same way they learned to talk.

A Majority of Indian languages are phonetically perfect. There are no open and closed sounds
as we have in English. However Indian languages have complex consonant- vowel association
which is known as matras or kagunitha. The quality of reading also depends on recognizing the
kagunithas. There are several “similar looking”symbols in Indian languages .Problems also occur
when the appropriate teaching methods are not adopted by teachers and not because of any
neurological problems.
Children and adults who do not learn to read in English through an intensive phonics program
often have one or more of the following symptoms:
● Below grade level reading achievement

● Slow reading
● Poor comprehension
● Fatigue after reading only for a short while
● Poor spelling skills
● Lack of enjoyment from reading
Some children have auditory discrimination problems. This may have been the result of having
chronic ear infections when they were young. Others may be born with learning disabilities.
Correction involves educational exercises to train the brain in discrimination and to over teach the
formation of the sounds used in speaking and reading.
Another group of children have visual perception problems. They may actually reverse letters or
words. They have difficulty matching the word image on the page with a previously stored image
in their brain. Exercises that train the brain to "see" more accurately may help but instruction with
phonics is the best approach to overcome this problem.
Language development problems can contribute to poor reading and listening comprehension
along with difficulty in verbal and written expression. Learning appropriate word attack skills
through phonics along with special help in receptive and/or expressive language skills improves
this type of learning disability.
Therefore we encourage our students pursuing B.Ed Special education in Karnataka State Open
University to develop teacher made tools to assess the reading level of children using language
/culture the child is familiar with. For example if a child speaks Dharwar Kannada the reading
assessment material must be developed using the local dialect. This is intrinsically important in
early stages of reading development.

The term readability refers to all the factors that affect success in reading and
understanding a text. A poor reader will soon become discouraged by texts which s/he
finds too difficult to read fluently.
This is likely to happen when the text is:
● poorly printed –small fonts

● contains complex sentence structures,
● Long words or too much material containing entirely new ideas
These factors include:

● The interest and motivation of the reader.
● The legibility of the print (and of any illustrations).
● The complexity of words and sentences in relation to the reading ability of the reader.
Child may also have problems in reading due to Learning Disability or Mental
retardation or Visual impairment or hearing /communication impairment
The 4 main sections of the reading assessments are:

1. The effect of interest and motivation.
2. Legibility, including type, layout and reading conditions.
3. Sentence structure, including readability formulae.
4. Reading ages for story books/ school textbook formal and informal reading.
Readability Level of a book
Educators need to be able to establish the minimum reading Level of certain books so that they
can be appropriately cataloged, particularly for use with young children. You are probably aware
that, for example, it is much easier and quicker to read one of the tabloids than one of the quality
'heavies' .What factors influence the readability level of a book, newspaper or pamphlet?
Of course, the whole concept of a designated readability level for a particular book is perhaps
rather dubious. Nevertheless, the problem is a real one, and teachers do need to know the
appropriate reading books for their students.
So why is checking the reading age of text important?
The answer to this lies in an understanding of the reading process for students. Students who are
unable to maintain a reasonable reading rate struggle to read fluently and easily. The slower rate
of reading is often an indication that they are spending too much time and thought decoding each
word and not enough effort is able to be directed to comprehending the text. By contrast, students
who can read fairly quickly are able to maintain fluency and can more readily comprehend what
they are reading. This makes it easier to deduce logical and inferred meaning from the text, and
apply their knowledge of what they are reading to other concepts.
Put simply, a student who is reading text which is geared to a reading age above their skill level
will struggle to understand what they are reading. Getting reading age right is important for
students at any level - not just those who are working through the reading recovery readers boxes
in early elementary classes.

Indian Language Reading Level Assessment Tool for
Children (Levels 1-7)
(To be filled in by teachers)
Name of the student-
Date of Birth-
Name of the school-
Class :
Referred by:
Reason for referral:
Use only familiar objects/pictures and words for levels 1 -5
Readin Behaviour’s Tools Criterion Domain
g Level
1(pre Can name 10 Select 5 objects which a child uses 5/5 Cognition
reading familiar objects at home daily for example spoon,
) plate, soap. Verbal memory
1(pre Can name objects in Place 10 Selected objects in a row 10/10 Language
reading a sequence which the child uses at home daily communication
for example spoon, plate, soap.
Verbal memory
1(pre Can name objects in Place 10 Selected objects in a row 10/10 Spatial
reading a sequence from left which child uses at home daily for discrimination
to right, right to left example spoon, plate, soap and sequence
Spatial relations
1(pre Can pair object and Place 5 objects with photographs of 5/5 Spatial
reading picture the object discrimination
Visual –visual
correspondence
1 (pre Can pair picture with Place 5 pairs of photographs 5/5 Spatial
reading pictures discrimination
Matching visual
stimuli

2 (pre Can pair symbols Place 5 pairs of symbols 5/5 Spatial
reading with symbols discrimination
Alphabets, numbers Visual- verbal

correspondence
2 (pre Can complete 5 Use jigsaw puzzle using only one 5/5 Spatial
reading piece jigsaw puzzle colour (do not use multicolour discrimination
puzzles)
Position in
space
2 (pre Can identify 10 Use different sounds without giving 10/10 Listening skills
reading sounds visual cues
Auditory
Sound must be produced from discrimination
behind the child –example clap the
hand
2 (pre Can identify, when Say words ending with long sounds 10/10 Listening skills
reading asked, the last such as man. Jam...
sound in a word Phoneme
(rhyme)
perceptual skills
2 (pre Can identify, when Use words with a long first sound, 10/10
reading asked, the first for example mat. Sat…
sound in a word Listening skills
P.S.: First sound of Phoneme

a word is easier to perceptual skills
perceive (perception (onset)
of onset of a word).
so shift this earlier
followed by the last
sound (perception of
‘rhyme’ of a word
and finally the
middle sound (‘coda’

of a word) . hence,
the order can be
changed in the list
2 (pre Can identify, when Use word with long middle sound 10/10
reading asked, the middle for example fat,cat,box etc Listening skills
sound in a word
Phoneme
perceptual skills
(coda)
2 Can read numbers 10-10 Cognition

1-9
Sound-symbol
number words for digits
(Nine, eight, etc..) association
can also be checked
as processing of
digits and number
words is found
difficult in children
with SLD
2 Can recall 4 Any four (1-9) 4/4 Verbal Memory

numbers
2 Can associate Any four(which child already knows 4/4 Grapheme-

sounds with the sounds phoneme
symbols (4) association
2 (pre Can associate Any four(which child already knows 4/4 sound-symbol
reading sounds with the symbols association
symbols (4)
2 (pre Can construct a Use pictures which are familiar to 10/10 Comprehension
reading story using the child
(10)pictures
2 (pre Can narrate a story 1/1 Sequential

reading or an event with memory
correct sequence
2 (pre Can sing 20 rhymes 10/20 Auditory

reading correctly memory

2 (pre Can recall 3 events 2/3 Episodic
reading from daily living Memory
activities(DLA)
2 (pre Can answer 10/10 Comprehension/

reading questions why, Reasoning
what, who, when,
how, where based
on daily living
activities
3 Can read 30 words Familiar words used by the child in 20/30 Visual Memory
(3 letter) daily conversation
3 Can read 10 Familiar words used by the child in 10/10 Visual Memory
phrases daily conversation
3 Can complete 10 Familiar words used by the child in 5/10 Reading

phrases daily conversation Comprehension
sentence with 3 daily conversation
words
words(4 letters) daily conversation
Can read kagunitha Familiar words used by the child in Visual Memory
akshara daily conversation
4 Can read 50 words Familiar words used by the child in 30/50 Visual Memory
daily conversation
Can read 20 Familiar words used by the child in 10/20 Visual Memory
ottakshara daily conversation
Can read a para of a Familiar words used by the child in 1/1 Visual Memory
story without help daily conversation
5 Can associate 20 Familiar words used by the child in 15/20 Grapheme-

sounds of daily conversation phoneme
kagunithakshara association
with symbols

5 Can associate 20 Familiar words used by the child in 15/20 Grapheme-
ottaksjhra with daily conversation phoneme
symbols association
5 Can read a Familiar words used by the child in 1/1 Reading

complete story and daily conversation comprehension
analyze the events
in the story Verbal memory
6 Can read story book Familiar words used by the child in 1/1 Reading
(50 pages)and daily conversation Comprehension
analyze the story
Verbal memory
6 Can read 5 pages Unfamiliar book 5/5 Reading

from unfamiliar book Comprehension
and analyze the
content
7 Can use dictionary- Familiar and unfamiliar words 10/10 Reading

to find meaning (10 used by the child in daily Comprehension
words) conversation
7 Can identify Familiar words used by the child in 6/6 Reading

different parts of daily conversation comprehension
speech –
verb,object,subject,t Language
ense internalization
Instructions
● Administer the test in a quiet area away from other children. Child (younger than 9 years old)
starts at the top and reads words from left to right.
● Stop after 10 consecutive errors (or earlier if struggling).
● Count the words that have been read correctly. This is the raw score. Consult the chart
'Revised Norms For Burt (Re-arranged)' and convert the raw score into a Reading Age e.g. a
score of 24 would give a reading age of 6.5. The reading ages are given in years and months
(Not years and tenths of a year).
Recording

● !"#$%&'"%&("#$)&#*&+%,)#-.&'"%&/0+)*&0-&'"%&1+#-'%)&*"%%'2&'"%&'%,("%+&*"03$)&+%(0+)&'"%&
+%*10-*%*&0-&,&*%1,+,'%&*"%%'&4,&1"0'0(015&06&'"%&'%*'&/0+7*&/%$$89&:"%&+%(0+)#-.&*"03$)&
-0'&;%&<,)%&*0&0;=#03*&,*&'0&)#*'+,('&'"%&("#$)9&&&>'&'"%&*,<%&'#<%&'"%&+%(0+)#-.&*"03$)&;%&
(,+%63$$5& ,-)& *5*'%<,'#(,$$5& )0-%& 60+& %,("& 131#$9&?0& -0'& '+5& '0& (03-'& 0+,$$5& '"%& -3<;%+& 06&
/0+)*& (0++%('$5& 40+& #-(0++%('$58& +%,)& ;5& '"%& ("#$)2& ,-)& )0& -0'& '+5& '0& *(0+%& 0-& 0))& ;#'*& 06&
1,1%+9&>& (0-=%-#%-'& /,5& 06& +%(0+)#-.& #*& '0& <,7%& ,& '#(7& 4@& 8& 0+& '0& (#+($%& %,("& /0+)& +%,)&
correctly.
● If a pupil reads too fast for the purpose of recording, he may be asked to read more slowly,
or to reread a word which the teacher was not sure about.
Suggestion: responses may be recorded on mobile phones and scored later
Where to start
● Children up to the age of nine or those known to be weak readers should start the test
from the beginning.
● Pupils above the age of nine years may be allowed to commence the test at the third,
fourth or fifth group of ten words (according to the age and the teacher's judgment), i.e. a 10-
year-old may commence at the word 'nurse', a 13-year-old at 'emergency'. The point at
which a child should commence is left to the discretion of the teacher, but a mark should be
made on the record sheet of the first word of the group at which these older or brighter pupils
commence, to enable the teacher to calculate the score correctly.
● Should a pupil fail with any word of a group of ten words, when he has started at a point
beyond the initial groups of ten, then he should be taken back to read the preceding group
of ten words.
● e.g. A child commencing at 'beware' and failing on any word within this group should be
taken back to read the group commencing 'nurse'.
● If he read correctly all ten words in this pair of lines, he should, of course, be credited
● Child (younger than 9 years old) starts at the top and reads words from left to with
During the test
● The child's original response should be accepted but spontaneous corrections should be
allowed.
● The child should not be told whether his responses were correct or not; if he asks, only
general encouragement should be given.
● The pupil should be allowed to read at his own speed. Some pupils are very slow and
show a fairly well developed power of word analysis and synthesis if given sufficient
time. The pupil should not be hurried, and self-corrections should be counted as correct.
● Guessing is allowed; indeed a child should be encouraged to guess rather than omit words
that he does not know.

● Words should not be pronounced for pupils even when they stumble over them. Usually
when a child is unable to say the word, the injunction, "We will leave that one. Let's go
to the next word," is sufficient.
● The usual pronunciation of words should be accepted. Local variations occur and these
should be allowed for in deciding on the correctness or otherwise of responses.
● Any attempt at coaching or teaching the difficult words to pupils should be strictly avoided.
● Note that it is advisable to wait at least six months before testing a child again on the same
test.

3-6 Holistic Child Development

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3-6 Holistic Child Development

Uploaded by

Copyright:

Available Formats

Inclusive

Udisha CBR Portage Early Childhood Holistic

Consultative Status to UN ECOSOC - Associate Member Rehabilitation

Facilitating People to People talks to build an inclusive world

Instructions to the users of CBR Portage holistic

1.Every child is precious and unique in terms of pace of learning and

2.The CBR -Portage is precision based model with S.O.M.A

3.The CBR -Portage is simplified for use by parents ,anganwadi

4.The criterion referenced data is in five child development domains -

5.Infant stimulation refers to the 1st year of development.

7.Children with malnutrition, low birth weight, impairments/development

8.Most of the stimulation materials suggested in the how to do it cards is

13.Please note the CRD number is the continuation from 0-3

CRD#As DA Activity Can Do Can do Can do Cannot

2.Language and communication development

88 5 to 6 Tells telephone number

89 5 to 6 Can point to most, least, few

90 5 to 6 Tells simple jokes

91 5 to 6 Tells daily experiences

96 5 to 6 Can "tell me the opposite of

121 Colors, remaining with lines

Advavnatges and disadvanatges

Theme All children follow same Theme

Advavnatges and disadvanatges

Activity Child chooses the activities which is

centered to learn environment and constaly folow the

Holistic A faciliating environment is planned

Development on the current levels of

centered family -community and school 3.Optimum utlization of every

Identify children who are at risk and refer to a peaditrician to

Anganwadi workers-pre school teachers are trained to use

diverse learning needs for inclusive

(Developed for CBR Portage project to

promote early childhood inclusive education

in anganwadi centres/pre schools)

1.Use this checklist for children who have

2.Use this checklist for children with disabilities

from 6 years to-8 years .

3.Do not use this tool for scoring or measurement

to exclude child for enrollment /admissions

SELF EMOTIONAL Development Can do Sometimes Never

13 Can they organise length/height

Name of the child Name of the school

Date of Bridge course of 6 weeks -24

Data collection is key to creating a clearer picture of the impact of disability on

1. A screening card linking with Aadhar or unique QR code which is available

1. Screening of children in the 0-8 years age group.

2. Screening of children in the 8-18 years age group.

3. Special screening of children for identification of specific learning disabilities.

1. Opening a school disability register for voluntary registration of disabilities by parents

2. A mobile app for screening

3. Community awareness on understanding, manifestation of disability without labeling

22nd April 2022

1st step 2nd step Refer the child

Disability Census of Karnataka 2019

Name of the Person with Disability __________________ House/Door Number ____________________________

Contact Details:___________________________________ Name of the District _____________________________

Name of the Street/ Cross __________________________ STD Code ______________________________________

Landline Number __________________________________

Name of Hobli ____________________________________ Disability ID card Number _________________________

Mobile Number ____________________________________

Email ID__________________________________________ Name of the Gram Panchayath/Ward _________________ Voter ID

Name of the Person with Disability House/Door Number __________

Contact Details:_______ Name of the District _

Name of the Street/ Cross STD Code ____________

Name of Hobli ____________ Disability ID card Number _

Email ID__________________________ Name of the Gram Panchayath/Ward _ Voter ID

Village Name:____ House Number:_

Number of child:____ Name of the child: _

Age of the child:____ Gender of the child:

Father’s Name:__ Mot her’s Name: _

Village Name: ___ House Number: _

Number of child:__Name of the child:

Age of child:_______Gender of the child:

Father’s Name:__ Mother’s Name: _