केन्द्रmय विद्यालय संगठन...

1

केन्द्रीय विद्यालय संगठन नई विल्ली

KENDRIYA VIDYALAYA SANGATHAN NEW DELHI

कार्य स्थल :आचंललक लिक्षा एवं प्रलिक्षण संस्थान,म ंबई-400078 के॰वी॰एस कॉम्प्लेक्स,एन॰सी॰एच॰कॉलोनी,काांजूरमार्ग (व) म ांबई 400078 VENUE: ZONAL INSTITUTE OF EDUCATION AND TRAINING, MUMBAI

K.V.S. COMPLEX, N.C.H. COLONY, KANJURMARG (WEST), MUMBAI-400078

Email: [email protected], [email protected] , [email protected]

दरूभाष 022-25778264/022-25774337 Web site: www.zietmumbai.gov.in

प्राथविक विक्षक हते ु

‘अविगि अक्षिता एिं सिाििेी विक्षा’ पर

िो वििसीय काययिाला

2-DAY WORKSHOP FOR PRTs ON

‘LEARNING DISABILITIES AND

INCLUSIVE EDUCATION’

30.08.2017 to 31.08.2017

mailto:[email protected]://www.zietmumbai.gov.in/

2

संरक्षक Patrons

श्री. सांतोष क मार मल्ल

माननीय आय क्त

के.वव.एस. नई दिल्ली

Sh. Santosh Kumar Mall, IAS

Hon’ble Commissioner

KVS New Delhi

श्री.जी.के.श्रीवासतवा,

अपर आय क्त )नसासन(


Sh. G.K.Srivastava, IAS

Additional Commissioner (Admin.)

KVS New Delhi

श्री य.ू एन. खवारे

अपर आय क्त )सिक्षैक(


Sh.U.N.Khaware

Additional Commissioner

(Acad.)

KVS New Delhi

डॉ. सचीकान्त Dr. Shachikant

सांय क्त आय क्त (नक्षसैप्र( Joint Commissioner (Trg.)

के.वव.एस. नई दिल्ली KVS New Delhi

3

पाठ्र्क्रम ननदेिक

Course Director

ऊषा अश्वत्थ अय्यर

उपार् क्त एव ं ननदेिक ऑ.लि.प्र.सं. म म्बई

USHA ASWATH IYER

DEPUTY COMMISSIONER & DIRECTOR ZIET MUMBAI

Compiled by

RADHA SUBRAMANIAN Training Associate Biology

FACULTY ZIET, MUMBAI

RESOURCE PERSON cum COORDINATOR

सांकलनकरता श्रीिती रािा सबुरिावनयन .प्रविक्षण सहायक जीिविज्ञान

संसािक एिं सिन्द्ियक

4

आंचवलक विक्षा एिं प्रविक्षण संस्थान िुंबई के संकाय और कियचाररयों द्वारा सिवथयत

Supported by Faculty & Staff of ZTEI Mumbai

श्रीमती प ष्पा वमाग ,स्नातकोत्तर क्षसैक अथगसास्र Mrs.Pushpa Verma T.A..Economics

श्री .एम.श्रीननवासन , स्नातकोत्तर क्षसैक र्णप्रत Mr.M.Srinivasan T.A..Maths

श्रीमती र् ांजन र्ौड़,स्नातकोत्तर क्षसैक रसायनसास्र Dr. Mrs. Gunjan Gaur T.A.Chemistry

श्री .एम.जी. रेड्डी , स्नातकोत्तर क्षसैक भौनतक ववज्ञान Mr. M.G.Reddy T.A.Physics

श्री. य जीन डले्लास लीन ,स्नात्कोत्तर क्षसैक अांगे्रज़ी Mr. Eugin Dellas Leen T.A..English

श्री एस. के. क्षसांघल, स्नात्कोत्तर क्षसैक वाणप्रज्य Mr. S.K Singhal T.A. Commerce

श्रीमती आर . जयलक्ष्मी, नधान आद्यवपका Mrs. R.Jayalakshmi (H.M) T.A.Primary

श्री .हरमन छ रा , नधान अध्यापक Mr. Harman Churra (H.M) T.A.Primary

श्रीमती. काांता बाड़ा Mrs. Kanta Bara T.G.T.Libtarian

श्री. धमेंद्र क मार, अन भार्ीय अधधकारी Mr. Dharmendra Kumar Section Officer

श्रीमती जोयस जे. पी., स्टेनो Mrs. Joyce J.P, Sr. Stenographer

श्री .नभाकर जजलI उच्च शे्रप्री क्षलवपक Mr. Prabhakar Jilla,U.D.C

श्रीमती. जस्मता राऊत अवर शे्रप्री क्षलवपक Mrs. Smita Raut L.D.C

श्री. वकसन ननले, सब-स्टाफ Mr. Kishen Nawle, Sub staff

श्री .र्ोपीराम बाल्मीक , सब-स्टाफ Mr. Gopiram Balmiki, Sub staff

5

FROM THE DIRECTOR’S DESK Working in a training institute has made me more aware of what is ‘inclusiveness’. Most of the time we focus on learning ‘dis’abilities- my student is inattentive, he is disruptive, she demands more attention and the list is endless. Are we missing the big picture? Why are we not trying to find the student’s ‘abilities’? Why are we trying to fit square pegs in round holes? Multiple Intelligence tells us just that. I remember that when I was young, my father wanted me to wake up early in the morning to get the best results of studying. I would wake up, but soon ended up sleeping on my stack of books! Or when preparing for my exams or even now, when I prepare for my lectures, I have to make rough notes and then put it in a PowerPoint presentation. I am unable to use a PowerPoint presentation prepared by somebody else. Another major point to be kept in mind in the concept of ‘inclusion’ is that each individual has his own level of attainment, his own method of understanding and his own pace of achieving. Why are we in a hurry to make all students ‘equal’? Are we rather trying to make copies of a clone instead of encouraging and identifying originality and ingenuity? As a trainer, when I work with a group of Primary teachers, I marvel at their energy and versatility; a bunch of Art teachers opens my eyes to their world of colours and textures to form and design; the Maths teachers inspire me to solve problems-mathematical or otherwise and so on. Replace the words ‘learning disability’ with motivation, identification of talent and facilitating learning. You will retire as a satisfied teacher and leave behind thousands of students who will remember you forever. USHA ASWATH IYER DIRECTOR

6

INDEX

S.N.

TOPIC

PAGE

NO.

1

Time Table

7

2

Contact Detail of Participants

8

3

Details of Guest Speakers

11

4

Daily Reports

12

5

Inclusive Education & Learning Disabilities

13

6

Learning Disabilities

16

7

Glimpses of the Workshop

22

8

Group Photo

24

7

KENDRIYA VIDYALAYA SANGATHAN VENUE: ZONAL INSTITUTE OF EDUCATION & TRAINING, MUMBAI

‘2-Day Workshop on Learning Disabilities and Inclusive Education’ for PRTs

Time Table

30.08.2017 TO 31.08.2017 Session-1 Session-2 Session-3 Session- 4

0900-0930 Hrs.

0930-1100 Hrs.

1115-1245 Hrs.

1345-1515 Hrs.

1530 TO 1730 Hrs.

30.08.2017 Wednesday

Registration Prayer Inauguration

Inclusive Education

TEA

BR

EAK

Learning Disabilities and its types

LUN

CH

BR

EAK

Identifying students with LD and Handling Students with LD

Tea

Bre

ak

Group work_ Making Classroom Inclusive

Ms. Usha A Iyer Director KVS ZIET Mumbai

Ms. Aysel Engineer Cofounder Leap Ahead Foundation

Ms. Aysel Engineer Cofounder Leap Ahead Foundation

Ms. Usha A Iyer Director ZIET Mumbai

31.08.2017 Thursday

Prayer Report and Quiz on previous day’s sessions

Child Rights & RTE_2009 Benefits by CBSE (Mr. M Srinivasan T.A.Maths)

Multiple Intelligence

Presentation of Group work done on Day 1 and Plenary session

Summing up the take home points

Mrs. Radha Subramanian T.A. Biology ZIET Mumbai

Mr.Vijay Sonawane Arhaan Foundation

Ms. Usha A Iyer Director KVS ZIET Mumbai & Mrs. Radha Subramanian

Ms. Usha A Iyer, Director KVS ZIET Mumbai

8

KENDRIYA VIDYALAYA SANGATHAN, NEW DELHI

VENUE: ZONAL INSTITUTE OF EDUCATION AND TRAINING, MUMBAI

2-Day Workshop on 'Learning Disabilities and Inclusive education' for PRTs

30.08.2017 to 31.08.2017

CONTACT DETAILS

S.No

NAME

K.V

REGION

SCHOOL E.MAIL I.D

SCHOOL TELEPHONE

NUMBER WITH STD

CODE

CELL

NUMBER

1 Mrs.Priti Bhagat No.2 Army Bhuj

Ahmedabad [email protected] 02831 257067

9712605909

2 Ms.Saroj Bala AFS Baroda Ahmedabad [email protected] 0265 2643808

9029827269

3 Mr.Vinod Kumar No.2 Kribhco Surat

Ahmedabad [email protected] 0261 2802604

9638460520

4 Mr.Mahendra Kumar

Bhavnagar Ahmedabad [email protected] 0278 2438709

5 Mr.Jignesh Patel Godhra Ahmedabad [email protected] 02672 252778

9638400276

6 Mr.Sharad B Joshi

Dwarka Ahmedabad [email protected] 02892 234265

8511670964

7 Mrs. Shabnam Bano

No.2 Eklinggarh, Udaipur

Jaipur [email protected] 0294 2491400

8233432098

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

9

8 Mrs. Indu Bala Jain

No.1 Udaipur Jaipur [email protected] 0294 2584904

9309227594

9 Mrs. Divya Harshwal

No.2 Bikaner Jaipur [email protected] 0151 2250072

7688928859

10 Miss Vaijyanti Khajuwala Jaipur [email protected] 0152 0211020

9521764600

11 Mr.Dheeraj Dubey Deoli Jaipur [email protected] 01434 232130

9602122666

12 Mr.Sunil Kumar Jain

No.1 Jaipur Jaipur [email protected] 0141 2706742

9024100587

13 Mr.Pawan Jain Jhalawar Jaipur [email protected] 07432 211356

9251048564

14 Mr.Hanuman Vashista

Karauli Jaipur [email protected] 7665925495

15 Mrs. Kanika Himanshu Jain

No.1 AFS Jodhpur


9680465615

16 Mrs. Veena Avasthi

No.2 Army Jodhpur


9660601876

17 Mr. Pawan Kumar BSF Raisinghnagar


9461075812

18 Mrs. Poonam Ranjan

KV1, Colaba Mumbai [email protected] 022 22160796

9004785881

19 Mrs. Sumathi Madhavan

KV Koliwada Mumbai [email protected] 022 24015949

9892558458

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

10

20 Ms. Kamlesh Joshi

OF Ambajhari Nagpur

Mumbai [email protected] 07104 222952

9420041286

21 Ms. Sushma Bajpai

Ajni Nagpur Mumbai [email protected] 0712 2749124

8275868118

22 Ms. Pallavi Manvatkar

Kamptee Mumbai [email protected] 07109 288499

8956007129

23 Mrs Nandini Bhagat

Nasik Road Camp

Mumbai [email protected] 0253 2415429

7798595773

24 Ms. Alka Kuthe Wardha Mumbai [email protected] 07152 241611

9422574306

25 Ms. Sakshi OF Chanda Mumbai [email protected] 07175 254447

8683815548

26 Mr. A. A. Ansari New Majri Mumbai [email protected] 07175 285016

9403197047

“The highest result of education is tolerance” Helen Keller

“Science may have found a cure for most evils; but it has no remedy for the worst of them all _ the apathy of human beings”

Helen Keller

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

11

DETAILS OF GUEST SPEAKERS

S.N

O.

NAME OF THE

GUEST SPEAKER

DESIGNATION

INSTITUTE

FROM

DATE

TOPIC

TIME SLOT

1 Ms.Aysel Engineer Brain Gym Instructor and Consultant.counsellor, Remedial Teacher, F.I.E, Audiblox and Handwriting Without Tears Specialist

Co-Founder Leap ahead NGO,Mumbai

30.08.2017 Learning Disabilities and its types

1115-1245 hrs.

2 Ms.Aysel Engineer

"

Co-Founder Leap ahead NGO,Mumbai

30.08.2018 Identifying students with LD and handling students with LD

1345-1515 hrs.

3 Mr.Vijay Sonawane Arrham Intelligence Institute

Arrham Intelligence Institute

31.08.2017 Multiple Intelligence 1115-1245 hrs.

12

DAILY REPORTS

Report of Day_1: 30 - 8- 2017

The 2-day workshop on ‘LEARNING DISABILITIES and INCLUSIVE EDUCATION’ for PRTs

started on 30th August 2017.

After offering our prayers to the Almighty, the workshop was inaugurated by the Course Director

Hon’ble Ms. Usha Aswath Iyer. After a brief welcome, the participants introduced themselves.

Hon’ble Director Madam elaborated the need for this workshop along with the objectives of the

Workshop. She then took an interactive session on ‘INCLUSIVE EDUCATION’ She gave a clear

picture on exclusion, segregation, integration and inclusion. She sensitized us with the dire need

for unconditional inclusion of all our children in our class rooms.

Pre Lunch session was by a guest lecturer Ms. Aysel Engineer; cofounder Leap ahead

Foundation, Master in special education (LD) and Brain gym expert. She delivered a lecture on

‘LEARNING DISABILITIES AND ITS TYPES’. She emphasized the role of teachers in

understanding the children with L.D, their limitations and how to help / teach such children. In the

post lunch session Ms.Aysel Engineer continued her session with various signs and indicators by

which we could identify children with Learning disabilities and how we as teachers can handle

them in our classrooms. It was highly interactive and hands on learning experience for the

participants, by using simple and easily available materials.

In the last session of the day, Director KVS ZIET Mumbai Ms. Usha A Iyer, gave the participants

the task of enlisting the various ways by which we could make our classrooms inclusive. This task

was given to the groups, to discuss and deliberate and also suggest feasible solutions with the

Course Director moderating.

Report of Day _ 2: 31 - 8- 2017

The second day of the two day workshop started with the prayer. Director ZIET Mumbai

addressed the participants and recapitulated the take home points of the previous day’s sessions.

Mrs. Radha Subramanian, Training Associate Biology, ZIET Mumbai took a session on Child

Rights. The session started with a simple quiz that brought about the concept of Child rights and

how we sometimes violate the same either knowingly or unknowingly.

Mr. M. Srinivasan, Training Associate Mathematics continued with RTE 2009 and the Benefits

given by CBSE for students with LD. The participants were thankful for the information shared, so

that they may extend the same to their students.

After the Tea break, Mr. Vijay Sonawane brought in a new perspective of Multiple Intelligence.

Even students with LD could be taught and it was the smart teacher’s duty to recognize and

teach the child the way he/ she wants to learn! The group work made the participants thick of

newer ways and they presented the same.

The post lunch session was taken up by Director KVS ZIET Mumbai. In the plenary session she

clarified the queries and motivated the teachers to accept children, both able and not so able and

do their best in facilitating their learning!

Finally, certificates were given to the participants by the Director KVS ZIET Mumbai, for the

fruitful participation and interaction of all the participants.

“It is easier to build strong children than to repair broken men” Frederick Douglas

13

MARGINALISED GROUPS

‘INCLUSIVE EDUCATION’

The National Curriculum Framework 2005 states that “Realizing the constitutional values of

equality is possible only if we prepare teachers to treat all children equally”.

Keeping this in mind, we have to first answer the question, ‘Who are the Marginalized Groups?’

They include children of

a) economically disadvantaged groups like urban poor, children of slums, children of migrant

workers and daily wage labourers;

b) children from socially disadvantaged groups like the Scheduled Castes, the Scheduled

Tribes, children of sex workers, children of HIV infected parents or children themselves

infected with HIV, children of prisoners, children of terrorists or children affected by

terrorism

c) children with physical or mental disabilities.

This list may include many more. And within these groups are the girl students who are deprived

of an education or face problems in continuing their education.

What are the problems faced by such children?

a) Physical

i) Lack of infrastructure including number of schools.

ii) Lack of resources such as text books, notebooks, labs, computers etc.

iii) Inaccessibility of schools due to distance.

iv) Lack of facilities such as toilets for the girl students, lack of drinking water.

v) Lack of safe transport to reach school and back.

b) Social

i) Social customs such as early marriage.

ii) Attitude of parents or communities which feel education is not necessary.

iii) Vested interests of certain groups which finds in such children cheap labour.

iv) Refusal to allow girls to study with boys.

v) Lack of female teachers.

vi) Need to do household chores, work in the farms or household occupation.

vii) Concept of the traditional role of girls as wives and child bearers rather than as

independent entities.

viii) Attitude of male teachers/ administrators towards girls.

ix) Cost of education and accessories required for it.

Above all this is also the problem of the curriculum load which is predisposed in favour of the

more fortunate. The rigid educational system in terms of attendance at school, testing methods

and teachers’ attitude can also be a hindrance in acquiring an education.

What can be done to overcome these problems and make education universal? At one level is of

course to provide all the physical facilities required. The government and many NGOs are doing

14

this. The second is to change the attitude of society towards education and schooling. At the

school and teacher level, it is the attitude of the teachers and the administrators which needs a

re-orientation. Curriculum should be localized to suit the needs of the students of a particular

group or locality. Education should be multi-pronged where formal schooling exists with non-

formal educational systems such as distance education, adult literacy programmes, hostels, use

of local language and local teachers, enrolment of more lady teachers especially at the Primary

level etc. Inside the classroom also differences should be welcomed. Tasks should be designed

in such a way as to cater to the different needs of different abilities. Group work and group

learning should be encouraged. The teacher should be an observer, a facilitator and allow the

students to take the lead in learning. There should be special facilities to overcome not only the

physical barriers for the physically challenged but also for those coming from the marginalized

groups. Teachers should deal with sympathy differences due to economic deprivations or social

attitude. Parents should be encouraged to be part of this process and the school should

welcome suggestions from all stakeholders including the children themselves.

As Scott Hamilton says, “the only disability is one of attitude.”

USHA ASWATH IYER

DIRECTOR

LEARNING DISABILITIES

Compiled by

Mrs. Radha Subramanian PGT Biology

ZIET, Mumbai

Almost all parents dream and make plans for their children even before the birth of the child. They not only wish to shower love, affection and care but also aim at being called the ‘World’s Best Parents’. They aspire to give the best education possible and also help their child reach the pinnacle of success that they themselves could not reach, for whatever be the reason.

God forbid, but when the school where the child studies calls and tells that the child is a “slow learner” or learns differently from “other children” the parent’s heart and brain just stops working/ thinking and they begin to feel that this is the end of the world for their child… also begin to wonder if he/she needs to go to a special school or a school that accepts him/her for what he/she is.

They automatically pray and hope that their child should not be segregated from the mainstream or the society.

It is not the fault of the child, that he/she has disabilities.

Even today the exact causes of Learning disabilities are not clear.

15

Here are a few reasons why Inclusive Education is important?

Every Child has the Right to Education

Every Child is the part of the Society

Every Child wants to be treated with care, affection and like all other Children.

Every Child: able or otherwise deserves the same opportunities that are given by the

school and the society to others.

Every Child ultimately has to live in the society and not in isolation.

Every Child deserves to have good self- esteem and be respected by others.

Every Child is enriched and has a positive attitude

Every Child develops Professional skills that are developed by their teachers

Parents are better equipped to deal with their children and their different abilities

Children with special needs are better prepared for independent living.

Inclusion in education is an approach to educating students with special needs. Inclusive education differs from previously held idea of integration and mainstreaming. By contrast, inclusion is about the child’s right to participate and the school’s duty to accept the child. The emphasis is placed upon full participation by students with disabilities and are treated with due respect irrespective of their Social, Economic and /or gender status. (This includes the third Gender)

Education of children with learning disabilities has always posed a challenge to educators due to poor awareness as well as poor training of teachers to handle such students along with the rest of the class, curriculum completion on time, co-curricular activities et al.

Creating inclusive class rooms:

1. Tolerance and acceptance of differences between student’s abilities and disabilities.

2. Producing inclusive policies: Policy makers to frame clear guidelines for implementation.

(At present, the massive Sarva Shiksha Abhiyan (SSA) programme by the (GOI) aims

to achieve (UEE for all-Universal Elementary education for all)

3. Evolving inclusive practices: How to put these in practice in large classrooms,

urban/rural settings, insufficient teacher training/awareness etc.

4. Changing the mindset from rejection to unconditional acceptance..

As long as we see the child as a problem, we will not be able to make a difference. We need to understand the problems in the educational system and remove the learning barriers to ensure that every child is fully included in our schools and learns to the best of his/her capacity; be it academics or any other field such as Dance/Music/Sports/Mass Media/Vocational….

Why inclusion?

Children by nature are more innocent, tolerant and understanding of their friends/peers with disabilities. So, both the able and differently abled evolve to learn together and evolve together in more ways that we adults can even imagine, mutually benefitting each other in the process. The

16

teacher too, often slows down and facilitates the teaching_ Learning, which turns out to be a win-win situation for one and all.

All children fear ridicule from their peers, teachers and society at large. No student wants to be singled out or identified as “different” and that too in the negative sense. Inclusion fosters the growth of self-esteem and self-confidence. Schools with an inclusive policy must host a variety of events for all children to shine and display their talents in areas other than academics thus enabling children with LD to gain confidence. Parents play an important role in advocating that their children are given a fair chance in all activities of the school.

Inclusion helps all students learn the meaning of equality and equal rights. Children learn early that education is imparted without discrimination thereby learning that we live in harmony in a tolerant society, which is the need of the hour. It helps them learn that all people have abilities and disabilities, need to live and work together to survive and be happy.

When schools decide to include children with special needs in their schools they are sending out a strong message that the teachers work hard to include everyone without discriminating and thus making every child count.

The Directive Principle of Indian Constitution, the National Policy of Education, The RTE Act, The Persons with Disabilities Act and the Sarva Shiksha Abhiyan (SSA) 2010 project empowers to ensure admission, retention and education of all children in the age group of 6 to 14 years, including the disabled children. It is important to note that, No normal school can deny admission to a disabled child.

“In its broadest and all-encompassing meaning, Inclusive Education, as an approach, seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all learners, young people - with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. This is possible only in a flexible education system that assimilates the needs of a diverse range of learners and adapts itself to meet these needs. It aims at all stakeholders in the system (learners, parents, and community, teachers, and administrators, policy makers) to be comfortable with diversity and see it as a challenge rather than a problem.” (Action Plan for Inclusive Education of Children and Youth with Disabilities, MHRD, 2005)

The benefits of inclusion:

Here are some key research findings about the benefits of inclusion for children and families:

Families’ visions of a typical life for their children can come true.

All parents want their children to be accepted by their peers, have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities and their families.

17

Children develop a positive understanding of themselves and others.

When children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grows when children of differing abilities and cultures play and learn together.

Friendships develop.

Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes.

Children learn important academic skills.

In inclusive classrooms, children with and without disabilities are expected to learn to read, write and do Maths. With higher expectations and good instruction children with disabilities learn academic skills to some extent, with the help of their peers.

All children learn by being together.

Because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits- a class where they feel wanted and are also made to feel good. Although Children may like to learn at their own pace and style within a nurturing learning environment, they still learn.

LEARNING DISABILITIES

Compiled by: Mrs. Radha Subramanian

PGT Biology ZIET Mumbai

We hear the term Learning disabilities or learning disorders, quite often these days, and do ponder if it a recent occurrence or did it exist even earlier than we realized? A child with Learning difficulty at times is branded as dumb or lethargic where as in reality it is not so. They are quite smart and even intelligent. The only issue is the way they see, understand, process and recall the information seems to be different from others whom we call normal and so they are labeled as having Learning Disability or differently abled!

The exact cause for this is still under study. A number of research papers suggest various possible causes and also suitable intervention methods that may be practiced to help the child with LD learn. The most common type of learning problems that these children face is with reading, writing, listening, speaking, mathematics and logic.

Parents eagerly look forward to the birth of their child. They start to nurture hopes. Ambitions and aspirations for their unborn child even start dreaming of the child’s achievements and future. When a teacher calls a child as a ‘Slow Learner’, ‘Late Bloomer’, weak in studies’ et al, it does not just hurt the parents, but at times it even devastates them. They refuse to accept the possibility of their child having any form of LD and get into the state of denial. Although their sub conscious worries about the education of their child and future, their state of denial, slows down the process of finding a suitable treatment/remediation/solution, as times magnifying the disability.

SIGNS AND SYMPTOMS OF LEARNING DISABILITIES AND DISORDER:

18

Unlike most physical disabilities, a child with Learning Disability (LD) seems physically normal with no easily visible symptom and also sadly there is no single diagnostic test to detect the presence or absence of (LD) in a child.

The key point to note and remember is that no two children with LD are alike in the degree of their abilities/disabilities. It varies a great deal and hence should not be given the same solution. Each child with LD needs a customized or tailors-made care/treatment.

This demands that the near and dear, i.e. the teachers, parents, siblings, relatives play a significant role to sense and perceive the symptoms of the disability and refer for suitable course of action after detection by a qualified professional. Some of the possible symptoms that may be seen in a child with LD are as listed below:

SIGNS AND SYMPTOMS OF LEARNING DISABILITIES

PRE-SCHOOL

Late speech

Problem with pronunciation

Mixing up words, or inability to find the correct word

Trouble learning the alphabet, numbers, colors, shapes, days of the week

Difficulty in buttoning the shirt or tying the shoe lace

IN PRIMARY SCHOOL

Slow in learning new skills

Difficulty in comprehending and following instructions

Difficulty in spelling/reading/ maths

Difficulty in remembering the right sequence

Appear to be lost or in some other world/ day dreaming

IN ADOLESCENTS

Unclear and/or shabby handwriting

Spellings vary each time

Lack of organizational ability ( Personal appearance/work, as well as otherwise)

Needs a choice answer (unable to answer open ended questions e.g. Instead of asking ‘What do you want to drink?’ you would have to ask,’ Do you want water or Juice to drink?’)

Difficulty with reading comprehension or maths skills

Very poor recall/ memory

19

A question has to be asked repeatedly before the answer is got from the child and many a times may even require prompting.

DYSLEXIA (LEARNING DISABILITIES IN READING)

Reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems also occur when there is inability to grasp the meaning of words, phrases, and concept of paragraphs. Signs of reading difficulty include problems with:

Letter and word recognition (for e.g. ‘b’ and ‘d’, ‘p’ and ‘d’: ‘god’ and ‘dog’)

reading speed and fluency

general vocabulary

DYSCALCULIA (LEARNING DISABILITIES IN MATHS)

A child’s ability to do maths will be affected by a combination of his/her degree of language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization. A child with a maths–based learning disorder may struggle with numbers, operation signs, and number “facts” (like 3+3=6 or 3x3=9). They may also have problems with memorization

DYSGRAPHIA (LEARNING DISABILITIES IN WRITING)

Writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.

Difficulty in even copying from the black board

neatness and consistency of writing

difficulty in spelling consistency

difficulty in writing organization and coherence

DYSPRAXIA (LEARNING DISABILITIES IN MOTOR SKILLS)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (something as simple as pouring water from the jug to the glass, cutting, writing etc.) or gross motor skills (running, jumping).. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action, when this does not happen due to an unfathomable communication gap, it results in dyspraxia.

Signs that a child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

APHASIA/DYSPHASIA (LEARNING DISABILITIES IN LANGUAGE)

Language based learning disorder involve problems with verbal language skills, such as the ability to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of speech, directions, etc.

20

Brief summary of some Common Types of Learning Disabilities , we have talked about:

Dyslexia Difficulty reading Problems reading, writing, spelling, speaking

Dyscalculia Difficulty with maths Problems doing maths problems, understanding time, using money

Dysgraphia Difficulty with writing Problems with handwriting, spelling, organizing ideas

Dyspraxia (Sensory Integration Disorder)

Difficulty with fine motor skills Problems with hand–eye coordination, balance, cycling, playing games, manual dexterity

Dysphasia/Aphasia Difficulty with language Problems understanding spoken language, poor reading comprehension & speech

OTHER DISORDERS THAT MAKE LEARNING DIFFICULT

Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.

ADHD – Attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework, due to very short attention span and exuberance of energy.

Autism – Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as Autism and Asperger’s syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.

DIAGNOSIS AND TESTING FOR LEARNING DISABILITIES AND DISORDERS

Diagnosing a learning disability isn’t always easy, especially due to the absence of stark physical symptoms. It’s important that the teachers and parents work together to have the child observed, assessed, tested and evaluated at home and ion school, and later referred to a qualified professional...

http://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-in-children.htmhttp://www.helpguide.org/articles/autism/autism-spectrum-disorders.htmhttp://www.helpguide.org/articles/autism/autism-spectrum-disorders.htm

21

In other words, diagnosing a learning disability is a process. It involves observing, history taking, testing, and observation /detection by a trained specialist for which finding a reputable referral is very important.

Types of specialists who may be able to test for and diagnose learning disabilities in a child include:

Clinical psychologists

Child psychiatrists

Developmental psychologists

Neuropsychologist

Speech and language therapist

Once diagnosed, you may help the child with

Additional care and attention

Allot a ’Buddy’ or ‘Peer’ to assist the child in Learning

‘One on One learning’ both in school and at home

Taking the help of special educators ( specially trained for teaching children with LD)

As well by getting the necessary training from reputed Institutes.

ROLE OF ART TEACHER:

It is noticed that most people/ students doodle. They doodle when they are stressed out or bored, and often it is the subconscious that expresses itself in the form of a doodle/drawing. Psychologists have researched and come up with detailed information regarding the meaning of doodles /drawing by the students. If the Art teacher is vigilant and aware of this, she/ he can look out for signs and symptoms in the students for LD. They can also help these children learn art to distress and express themselves, as many a times it is the inability of these students to express themselves that frustrates them as well as their parents and teachers. Art could be the means of salvation!

Once we concur that ‘Every child is important’ and ‘Every teacher is a hero for the child’, then motivating every teacher to be caring and do the needful for a child with LD, will not be an uphill task. The teacher will ensure that she/he can make the life of the child with LD, fruitful and meaningful one by tapping on the inherent potential rather than trying to force the child learn that which he / she is unable to do. By doing this we can be sure that,

‘NO CHILD IS LEFT BEHIND’ because ‘EVERY CHILD MATTERS’.

*****

22

GLIMPSES OF THE WORKSHOP

केन्द्रmय विद्यालय संगठन...

Documents