INTERDISCIPLINARY COURSE 4 (IC 4)

CREATING AN INCLUSIVE SCHOOL

Task- 1
Case study of a Learner with Special
needs.

NAME OF THE STUDENT: SHILPA

KAUSHIK GANGANI
CLASS: sy B.ED sem iV (2023-2024)
 CERTIFICATE
This is to certify that SHILPA KAUSHIK
GANGANI of the class S.Y.B.Ed. Sem IV (2023-
2024) has successfully completed the Task /
Activity / Test / Case study / Project work of
the subject INTERDISCIPLINARY COURSE 4
(IC 4) CREATING AN INCLUSIVE SCHOOL on
the topic/title
Case study of a Learner with Special
needs.

Principal sign and stamp

 Task 1:

Case study of a Learner with Special needs.

INTRODUCTION:
A child has special educational needs if they have a learning problem or disability
that make it more difficult for them to learn than most children their age. They
may have problems with schoolwork, communication or behaviour. Parents can
get help and advice from specialists, teachers and voluntary organisations.

The present study brings forth the grassroots level version of a highly valuable
scheme that is going astray during the course of its implementation due to the way
of its (mis-) translation into action. Making elementary education a fundamental
right of every child through the Right to Education Act 2009 (RTE 2009) is
indeed a landmark and a catalyst in the process of transforming India into a
vibrant nation. Its implementation entails universal access to schooling which
demands provision of schooling facilities within the reasonable reach of all
children, including the Children with Special Needs (CWSN) very specifically,
essentially because of their large strength. Inclusion of CWSN is a defining task
and deserves to be seen in terms of physical access, social access as well as
quality of access. The question however remains whether these concerns and their
translation into action stand true in the case of CSWN studying in the state-run
schools, much less of the ones in the private schools. Five schools having CWSN
on roll were selected on random basis. Data was collected with the help of semi
structured interview and focus group discussions with school principals and
teachers. The plan as well as its implementation strategy, it emerged at grassroots
level observations, are extremely deficient and considerably erratic. Thus, in
striving for inclusive education, we have unwittingly been turning a blind eye to
the elephant in the room. If inclusion requires a child to be excluded from the
required experiences and boundaries just to remain on the premises, then it’s not
inclusion. Inclusion is important but not at such costs.

Key words-Elementary Education, RTE Act, Children with Special Needs,

Inclusive Education, Resource Teachers, Traditionally, children with disabilities
and learning difficulties would have been marginalised within or excluded from
education due to their apparent incapacities (Minou, 2011). Lodge and Lynch
(2004, p.79) acknowledge an international process whereby children were
traditionally categorised within education as either ‘handicapped’ or ‘normal’, and
separate educational provision was thus made for each group. This segregation of
children within education was considered the most appropriate and effective
option for meeting the needs of a minority of children, deemed incapable of
benefiting from ordinary methods of instruction (Thomas et al 1998, cited in
NCSE, 2010) and for “safeguarding the efficient education of the majority” (Pijl
and Meijer 1994, cited in NCSE 2010, p.5). As we have completed nine years of
the implementation of the Right to Education Act 2009 it is time to once more
take stock on the status of the right to education of children who are amongst the
most excluded from education in nearly all countries of the world: children with
special needs or children with disabilities. Reason being that the right to education
is being recognized as the right to Inclusive Education. ‘Inclusive Education’ is a
most appropriate modality for states to guarantee universality and non-
discrimination in the right to education. As per the Census of 2011, there are 6.57
million children with disabilities in the school going age group (5-19) in our
country. Various documents of governments and related organizations speak of a
number of efforts being made to for providing quality education to such children.
‘The creation of inclusive education systems is fundamental to achieving better
quality in education and realising the human rights of all children. Inclusive
education can raise the quality bar across education systems, by using strategies
that cater for naturally diverse learning styles of all students, whilst
accommodating the specific learning needs of some students. They also serve to
target and include other marginalised groups of children, helping to ensure
inclusion for all.’ (Inclusive Education for Children with Disabilities 2013)
Inclusion may be defined as “a process involving a programme, curriculum, or
educational environment where each child is welcomed and included on equal
terms, can feel they belong and can progress to his/her potential in all areas of
development”.

Inclusion is not about, for example, awarding all children who run a race a medal
in order to “protect self-esteem, and foster the dogma of fairness” (Asma 2012).
Nor should it be judged on whether a school simply admits a child with a
disability and allows participation, without adjusting curriculum and how the
teachers work, argues Philips (2001). Nurse (2001) determines the meaning of
inclusion to imply the meeting of children’s needs within the mainstream system,
so that children are part of their family’s natural community and are socialised
and educated alongside their peers. Nurse distinguishes the concept of inclusion
from that of ‘integration’, which implies that children receive a ‘parallel
education’, meaning within the mainstream physically, but not always given
access to all the activities available to other children in the class. The term
‘inclusion’ however, moves the focus from the child to the school – it conveys the
school’s duty to welcome pupils with special educational needs and the pupil’s
right to full participation in school life and all aspects of education (NCSE 2010).
UNESCO’s Salamanca Statement (1994), assumes that human differences are
normal, and that learning must be adapted to the needs of the child, rather than the
child fitted to the process.

OBJECTIVE: To be able to understand clinical / developmental and

environmental issues and concerns of a child with special needs
ACTIVITY: 1. Interact with parents / teacher / classmates / child himself /
herself
2. Observe class and social behaviors
3. Review documents and school records
INSTRUCTIN: Do not use real name of the family and the child without
obtaining consent in writing.

A.BASIC INFORMATION ABOUT THE STUDENT

WITH SPECIAL NEED

1. Name of the students: SUNSHREY

2. Class: Not enrolled
7777777 D.O.B: 27/09/2012 School age: 7years
3. Whether attended early intervention program : Yes
4. Name of the student’s disability: Autism
5. Exact date of disability diagnosed: 6 September 2019
6. Type and degree of disability: Mild developmental delay with mild Autism
7. Aids and appliances suggested: Concentration activity
7. Does he/she possess copy of disability certificate? Yes
8. Did he/she attend special school prior to inclusive school-admission? No
9. If yes, state the number of years spent in special school: -

B. BASIC INFORMATION ABOUT SCHOOL

Since the child is not enrolled in school, therefore no information available about
school.

C. LOCATION OF THE SCHOOL:

Since the child is not enrolled in school, therefore no information available about
school.
REFLECTIONS: What are your views about the accessibility of the
school for students with special needs?
Since the child is not enrolled in school, therefore he is totally dependent on
re-habitation center for accessibility of resources for learning.

D. ASSESSMENT OF FAMILY: Profile

AGE EDUCATION EARNING IF YES,
DISABILITY? (Y/N) SPECIFY
Father 38 10th - No
Mother 34 B.A House wife No

1) List of others in the family: -

2) Family income (per month): -
3) Family strengths :( discuss with teachers/parents)
i) _Parents are ready to take part in monthly meeting session.
ii) And also sincere about each and every activity told to do at home
co-operating sincerely.
4) Family concerns:
i) As mother is house wife therefore taken the maximum responsibility to dropping
and picking the child in re-habitation center for their child development and
learning?

YOUR REFLECTIONS: If re-habitation teacher shows

developmental stages or learning progress to both mother and father together,
automatically both parents will take participation in student activity and
showing their interest for fulfillment of child work.

E. CLINICAL ASSESSMENT:
DAT
AREA E WHERE OUTCOME
Development 6/9/20
al 19 Sion hospital Autism
Description of report:
As the child has the disability of developmental i.e Autism with hyperactivity,
therefore teacher starts the lesson by giving him preference activity (the work or
game childlike) then move on to academic activity. As teacher said while
interviewing that the child is intelligent but he cannot sit on one place more than
few minutes, because he is to hyper therefore teacher settled down first the
temperament of child and moving to the study. And also teacher said that they
modified the curriculum as per the child need and decide a approximate target for
child curriculum of 1 year and then start teaching curriculum.

F. PERSONALITY PROFILE: How does the teacher describe

the child? (Friendly / lonely / outgoing / introvert etc.) _
Teacher says about that child is introvert but he is interacting actively while
participating in all activity but do not make eye contact at most of the time
and never talk to new person easily.

Does your observation and interaction with family members support

this impression of the teacher? Reflection:
No, as soon as we interview the child as well as interacting with family
members, before this teacher already studied the both child and their
parents, therefore our observation is not able to help the teacher’s view
according to the child.

G. EDUCATIONAL PERFORMANCE: study progress

reports carefully and discuss with the teacher/parent: (write measurable
outcomes (like 60%) or ‘average’ ‘age appropriate’ etc

Outcome of Last
PARAMETER assessment: Outcome of Earlier to last
assessment: date: -----------
Date ---------------------- ------
Developmental Average Below average
Areas
School subjects Average Average
Disability specific Average Below average
concerned area
 Socialization Age appropriate Below average
Any
other_____No______ - -

YOUR REFLECTIONS ON Educational performance:

As child was confident and intelligent student already when he came in re-
habitation center teacher was taken 2 to 3 session for making interaction with
child, therefore from starting he scores good in mathematics and shows his
interest to involve in this subject, later on he was start involving in different
subject likes arts English. After this he start communicating his needs, thoughts
verbally then move on to feeling of other child in the home or center.

G. AREAS OF CONCERN FOR THE STUDENT

Sr. No AREAS OF CONCERN YES/ NO
1. Admission to a mainstream school is a big challenge YES
2. The child experiences literacy concerns YES
3. The child has repeatedly failed in a particular grade NO
Periodic assessment that provides information about child’s
5. current YES
Status of performance is conducted.
Developing healthy peer relationships is an issue for the
6. child YES
7. Avoids to get along with other children in class YES
8. Homework is often incomplete. NO
9. Communicating with the class teacher is difficult. NO

The child with disability faces bullying, teasing and

10. unfavorable
attitude of other peers NO
11. Provision of curriculum adaptations to the child YES
12. Provision of accommodations/concessions to the child YES
13 Parent guidance is not adequate NO

H.TICK THE RESOURCES THAT ARE

AVAILABLE IN THE SCHOOL
Since the child was not enrolled in any school, therefore no resource information
available.
 Reflections in terms of:

Learning points

1. Patience while teaching

2. Handling of child
3. Controlling child temper
4. Engage to activity

Recommendations about providing better support

The re-habitation center i.e. etc. center of Vashi was equipped with lots of
resources, machines, faculty, and staff members. It is the center enriched with
all thing which make a disabled child in future to be able to do something or
become independent as we deeply observes the classroom of developmental
disorder class room filled with game material, crafts, academic curriculum,
child case study file etc. this makes an idea to manage all needy thing in a single
classroom to make teaching easy and interesting without any burden.

Generalizations about children with special need

They’re children who have a disability or a combination of disabilities that makes
learning or other activities difficult. Special-needs children include those who
have: Mental Retardation, Physical Disability Learning Disabilities, and
Emotional Disabilities etc. Children with special needs require extra attention,
teaching, care – and love!

Therefore as a teacher we has to know who the children with special needs are.
Then any children requiring attention due to any of the above problem has to be
considered as children with special need.

Teaching Students with Special Needs

Prepare to teach the students with special needs you may have in your classroom
using these suggestions and guidelines for accommodating and modifying your
lessons to meet the needs of everyone. New teachers will find this resource
particularly valuable. Includes examples of traits various types of special needs
students may exhibit along with strategies to help your special needs students be
successful.
Teaching Students with Special Needs
It is inevitable that you will have the opportunity (and pleasure) of working
with special needs students in your classroom. You may need to
make accommodations for some and modifications for others. Providing for the
needs of special education students will certainly be one of your greatest
challenges as a professional educator. Consider these tips and strategies.

Jabberwocky
When working with special needs students, two terms you are sure to encounter
are accommodation and modification. An accommodation is a device, material,
or support process that will enable a student to accomplish a task more efficiently.
Modification refers to changes to the instructional outcomes; a change or decrease
in the course content or outcome.

Students with Learning Disabilities

Learning disabled students are those who demonstrate a significant discrepancy,
which is not the result of some other handicap, between academic achievement
and intellectual abilities in one or more of the areas of oral expression, listening
comprehension, written expression, basic reading skills, reading comprehension,
mathematical calculation, mathematics reasoning, or spelling.
Following is a list of some of the common indicators of learning disabled
students. These traits are usually not isolated ones; rather, they appear in varying
degrees and amounts in most learning disabled students. A learning disabled
student …
 Has poor auditory memory—both short term and long term.
 Has a low tolerance level and a high frustration level.
 Has a weak or poor self-esteem.
 Is easily distractible.
 Finds it difficult, if not impossible, to stay on task for extended periods of
time.
 Is spontaneous in expression; often cannot control emotions.
 Is easily confused.
  Is verbally demanding.
 Has some difficulty in working with others in small or large group settings.
 Has difficulty in following complicated directions or remembering
directions for extended periods of time.
 Has coordination problems with both large and small muscle groups.
 Has inflexibility of thought; is difficult to persuade otherwise.
 Has poor handwriting skills.
 Has a poor concept of time.
Teaching learning disabled youngsters will present you with some unique and
distinctive challenges. Not only will these students demand more of your time and
patience; so, too, will they require specialized instructional strategies in a
structured environment that supports and enhances their learning potential. It is
important to remember that learning disabled students are not students who are
incapacitated or unable to learn; rather, they need differentiated instruction
tailored to their distinctive learning abilities. Use these appropriate strategies with
learning disabled students:
 Provide oral instruction for students with reading disabilities. Present tests
and reading materials in an oral format so the assessment is not unduly
influenced by lack of reading ability.
 Provide learning disabled students with frequent progress checks. Let them
know how well they are progressing toward an individual or class goal.
 Give immediate feedback to learning disabled students. They need to see
quickly the relationship between what was taught and what was learned.
 Make activities concise and short, whenever possible. Long, drawn-out
projects are particularly frustrating for a learning disabled child.
 Learning disabled youngsters have difficulty learning abstract terms and
concepts. Whenever possible, provide them with concrete objects and
events—items they can touch, hear, smell, etc.
 Learning disabled students need and should get lots of specific praise.
Instead of just saying, “You did well,” or “I like your work,” be sure you
provide specific praising comments that link the activity directly with the
recognition; for example, “I was particularly pleased by the way in which
you organized the rock collection for Karin and Miranda.”
  When necessary, plan to repeat instructions or offer information in both
written and verbal formats. Again, it is vitally necessary that learning
disabled children utilize as many of their sensory modalities as possible.
 Encourage cooperative learning activities (see Teaching with Cooperative
Learning) when possible. Invite students of varying abilities to work
together on a specific project or toward a common goal. Create an
atmosphere in which a true “community of learners” is facilitated and
enhanced.

Conclusions

What emerges from meetings and discussions with teachers and principals of
elementary schools is that in spite of the RTE being in operation for the last eight
years, the needy children continue to confront roadblocks in getting into schools
and experience uselessness while staying in the system. Data on inclusive
education continues to show that children with disabilities are the largest
categories of children who are out of school. Thus, in striving for inclusive
education, we have unwittingly been turning a blind eye to the elephant in the
room. If inclusion requires a child to be excluded from the required experiences
and boundaries just to remain on the premises, then it’s not inclusion. Inclusion is
important but not at such costs.