Course :10

Creating an Inclusive
CREATING AN INCLUSIVE School
SCHOOL
Inclusive Education meaning, nature, barriers
Dr.Rohini
Asst. Prof
ITTR,KUK
INCLUSIVE EDUCATION MEANING
AND CONCEPT

By: Dr. ROHINI

Asst.Prof
ITTR,KUK
Meaning and concept of Inclusive Education

Inclusive education means that all students attend and are

welcomed by their neighbourhood schools in
age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the
school.

Inclusive education is about how we develop and design our

schools, classrooms, programs and activities so that all
students learn and participate together.
Inclusive education is about ensuring access to quality education for
all students by effectively meeting their diverse needs in a way that is
responsive, accepting, respectful and supportive.
Inclusive education is carried out in a common learning environment;
that is, an educational setting where students from different
backgrounds and with different abilities learn together in an inclusive
environment. Common learning environments are used for the
majority of the students’ regular instruction hours and may include
classrooms, libraries, gym, performance theatres, music rooms,
playgrounds and the local community.
A common learning environment is not a place where students with
intellectual disabilities or other special needs learn in isolation from
Defination of inclusive Education
According to National Commission on Special Needs in Education
and Training (NCSNET, 1997, South Africa), “Inclusive education is
defined as a learning environment that promotes the full personal,
academic, and professional development of all learners irrespective of
race, class, gender, disability, religion, culture, learning style and
language.

According to Skrtic, “ Inclusive education goes far beyond physical

placement of students with disabilities in general classrooms, but
should involve schools meeting the needs of all their students within
common, but fluid, environments and activities.”
 According to Stainback, “Inclusion facilitates integration in
school system when general and special education personal,
as well as curriculum and instructional procedures are
combined to provide educational experiences to meet the
needs of the students in an integrated setup.”
According to UNESCO ‘inclusive education is an ongoing
process aimed at offering quality education for all while
respecting diversity and the different needs and abilities,
characteristics and learning expectations of the students and
communities, eliminating all forms of discrimination’.
 So one can well understand the meaning of inclusive education
with the help of ingredients of successful inclusion, which can be
explained as:
I Infrastructure
N National Level policies
C Capacity Building
L Legislation- Reforms
U Understanding
S Sensitization
I Initiative
O Organization
N Networking – Central, State, Govts. and NGOs etc
 Constitutional provisions
National policy for person with
disabilities 2006
DR. ROHINI
Asst.Prof
ITTR,KUK
 National policy for PWD

The Constitution of India ensures equality, freedom, justice and dignity

of all individuals and implicitly mandates an inclusive society for all
including persons with disabilities. In the recent years, there have been
vast and positive changes in the perception of the society towards
persons with disabilities. It has been realized that a majority of persons
with disabilities can lead a better quality of life if they have equal
opportunities and effective access to rehabilitation measures
According to the Census 2001, there are 2.19 crore persons with
disabilities in India who constitute 2.13 percent of the total population. This
includes persons with visual, hearing, speech, locomotor and mental
disabilities. Seventy five per cent of persons with disabilities live in rural
areas, 49 per cent of disabled population is literate and only 34 per cent
are employed.

Article 21-A of the constitution considers education a fundamental right.

According to Section 26 of the Persons with Disabilities Act, 1995, free and
compulsory education should be provided to all children with disabilities
at least 18 years of age.
The Government of India has enacted three legislations for persons with
disabilities viz.
i. Persons with Disability (Equal Opportunities, Protection of Rights and Full
Participation) Act, 1995, which provides for education, employment,
creation of barrier free environment, social security, etc.
ii. National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disability Act, 1999 has provisions for legal
guardianship of the four categories and creation of enabling environment
for as much independent living as possible.

iii. Rehabilitation Council of India Act, 1992 deals with the development of
manpower for providing rehabilitation services.
 Focuses on :
► Prevention of disabilities
► Rehabilitation Measures
► Women with disabilities
► Children with disabilities
► Barrier- free environment
► Issue of disability certificates
► Social security
► Promotion of non- governmental Organisation
► Collection of regular information on PWD
► Research, sports Recreation and cultural life
► Preventions of disabilities
It emphasizes that the means of prevention from diseases causing inability should
be adopted. For this, public awareness should be created, especially during the
process of women becoming mothers.

► Rehabilitation measures
Rehabilitation measures can be classified into three distinct groups:
I. physical rehabilitation, which includes early detection and intervention, counseling
& medical interventions .
Provision of assistive devices. It will also include the development of rehabilitation
professionals.
ii. educational rehabilitation including vocational education
iii. economic rehabilitation for a dignified life in society.
► Women with disabilities

According to Census-2001, there are 93.01 lakh women with disabilities,

which constitute 42.46 percent of total disabled population. Women with
disabilities require protection against exploitation and abuse.
Special programmes will be developed for education, employment and
providing of other rehabilitation services to women with disabilities
keeping in view their special needs.
Special educational and vocation training facilities will be setup.
The Government will take up a programme to provide financial support to
women with disabilities.
► Children with disabilities

a. Ensure right to care, protection and security for children

with disabilities;
b. Ensure the right to development with dignity and equality
c. Ensure inclusion and effective access to education,
health, vocational training
Barrier-free environment

Barrier-free environment enables people with disabilities to move

about safely and freely, and use the facilities within the built
environment.
The goal of barrier free design is to provide an environment that
supports the independent functioning of individuals so that they can
participate without assistance, in every day activities.
► Issue of disabilities certificates

The Government of India has notified guidelines for evaluation of the

disabilities and procedure for certification.
The Government will ensure that the persons with disabilities obtain
the disability certificates without any difficulty in the shortest possible
time by adoption of simple, transparent and client-friendly procedure
► Social security

The government is responsible for providing social security to the

incapable people and several measures have been given for this.
1. The central government gives tax exemption to the disabled and
their parents.
2. The central government gives disability allowance/disability
pension.
3. Provisions for legal guardianship
► Promotion of non- governmental Organisation

Government-run schemes also include the cooperation of

non-governmental institutions. Many non-governmental
organizations are engaged in serving the disabled person.
Government has also been actively involving them in policy
formulating, planning, implementation monitoring and has been to
seeking their advice on various issues related to person with
disabilities.
► Collection of regular information on PWD

There is a need for regular collection, compilation and analysis of

data relating to socio-economic conditions of persons with
disabilities. The National Sample Survey Organization has been
collecting information on Socio-economic conditions of persons with
disabilities on regular basis once in ten years since 1981.
The Census has also started collection of information on persons with
disabilities from the Census-2001. The National Sample Survey
Organization will have to collect the information on persons with
disabilities at least once in five years.
► Research

For improving the quality of life of persons with disabilities, research will be
supported on their socio-economic and cultural context, cause of
disabilities, early childhood education methodologies, development of
user-friendly aids and appliances.

► Sports, recreational and cultural life

The contribution of sports for its therapeutic and community spirit is

undeniable. Persons with disabilities have right to access sports, recreation
and cultural facilities. The Government will take necessary steps to provide
them opportunity for participation in various sports, recreation and cultural
activities.
Thank you
ATTENTION DEFICIT
HYPERACTIVITY
DISORDER
(ADHD)
DR. ROHINI
Asst.Prof
ITTR.KUK
 INTRODUCTION

ADHD refers to Attention Deficit

Hyperactivity Disorder , a condition that
makes it difficult for children to pay
attention and control their behaviour.
 ADHD

- ADHD is one of the neurodevelopmental disorders of childhood. It is usually

first diagnosed in childhood and often lasts into adulthood.
- While the actual cause of ADHD remains elusive , a person with ADHD
experiences a variety of impairments , including difficulty in maintaining
attention and focusing on a particular task.
- Some people with ADHD might have difficulty in sitting still , and others may
display a combination of different symptoms.
- The condition often become apparent when children are in preschool or
when there are in their early school years.
- An estimated 3-5% of children have ADHD.
 FEATURES OF ADHD

There are 3 main characteristics of ADHD :

INATTENTION : Failure in paying attention.
HYPERACTIVITY : Refers to constant activity , being easily distracted ,
Impulsiveness , inability to concentrate , aggressiveness and similar behaviours.
IMPULSIVITY : A problem with emotional or behavioural self – control.
 OTHER FEATURES OF ADHD

■ Frequent and persistent pattern of inattention and hyperactivity and/or

impulsivity significantly greater than other kids of similar age.
■ Symptoms of hyperactivity , Impulsiveness or inattentiveness may develop
before the age of 7 years.
■ There must be clearly evident disturbances in social , academic or
occupational functional.
■ The disturbance does not occur as a result of a Pervasive Developmental
Disorder , Schizophrenia or any psychotic disorder.
 TYPES OF ADHD

There are 3 types of ADHD :

1) Predominantly Inattentive ADHD
2) Predominantly Hyperactive – Impulsive ADHD
3) Combined ADHD
PREDOMINANTLY INATTENTIVE
ADHD
The person with this type of ADHD , experience more symptoms of inattention than
those of Hyperactivity and Impulsivity.
SYMPTOMS OF INATTENTIVE ADHD :
1) Having a short attention span and being easily distracted.
2) Making careless mistakes. Eg. In schoolwork.
3) Appearing forgetful or losing things.
4) Being unable to stick to tasks that are tedious or time – consuming.
5) Appearing to be unable to listen to or carry out instructions.
6) Constantly changing activity or task.
7) Having difficulty in organising tasks.
PREDOMINANTLY HYPERACTIVE
– IMPULSIVE ADHD
This type of ADHD is characterised by symptoms of impusivity and hyperactivity.
SYMPTOMS OF HYPERACTIVITY AND IMPULSIVENESS :
1) Being unable to sit still , especially in calm or quite surroundings.
2) Constantly fidgeting.
3) Being unable to concentrate on tasks.
4) Excessive physical movement.
5) Excessive talking.
6) Being unable to wait their turn.
7) Acting without thinking.
8) Interrupting conversations.
9) Little or no sense of danger.
 COMBINED ADHD

The person with Combined type of

ADHD show symptoms of both
Inattentive and Hyperactive –
Impusive ADHD.
 SYMPTOMS OF ADHD IN
ADULTS
■ Carelessness and lack of attention to detail.
■ Continually starting new tasks before finishing old ones.
■ Poor organisational skills.
■ Inability to focus or prioritise.
■ Continually losing or misplace things.
■ Restlessness and edginess.
■ Difficulty keeping quiet and speaking out of turn.
■ Blurting out responses and often interrupting others.
■ Mood swings , irritability and a quick temper.
■ Inability to deal with stress.
■ Taking risk in activities often with little or no regard for personal safety or safety of others. Eg. Driving
dangerously.
 CAUSES OF ADHD

1) DIFFERENCE IN BRAIN ANATOMY AND FUNCTION : Brain imaging

studies have shown differences in brain structure and function between kids
with ADHD and their peers.The brain develops in a similar ways in both
groups.But in kids with ADHD , development of certain areas of brain is often
delayed by about three years. Those delays are typically in the areas most
involved in executive function.
2) GENES AND HEREDITY : It tends to run in families. A child with ADHD has
one-in-four chance of having a parent with ADHD. It’s also likely that another
family member such as sibling will also have ADHD.
3) SIGNIFICANT HEAD INJURIES
4) Prematurity increase the risk of developing ADHD.
5) Prenatal exposures of alcohol and nicotine from smoking.
 TREATMENTS AND
THERAPIES
■ BEHAVIOURAL THERAPY : This involves working with therapist , who can help
children to establish social skills , learn planning techniques that can help those
with ADHD and enhance the ability to plan and complete tasks.
■ MEDICATIONS : Doctors can prescribe medications to enhance attention and
focus. While a range of medications are available , the most common types are
Stimulants.
These include : i) Focalin
. Ii) Ritalin
•. PARENT COACHING : Therapists can also work with parents to help them respond to
the often difficult behavoiurs that can accompany ADHD.
• SCHOOL SUPPORT : Teachers and counselors play a major role in creating
educational plans and employing different teaching styles to engage more actively
with children who have ADHD.
STRATEGIES FOR INTERVENTION
AT HOME
■ Create a schedule: Make a schedule for child.The
schedule should include homework time and playtime.
Post this schedule in the prominent place at home.
■ Help child to organize everyday items: Work with child
to have a proper place for everything.This includes
clothing , backpacks and school supplies.
STRATEGIES FOR INTERVENTION
IN CLASS
■ Keep expectations consistent.
■ Limited distractions.
■ Provide frequent feedback.
■ Reward good behaviour.
■ Give them a break.
■ Use tools and flexible rules.
■ Don’t overload them.
■ Encourage support.
■ Task duration.
■ Direct instructions.
■ Scheduling.
■ Novelty.
■ Active v/s Passive involvement.
■ Response – cost program.
 CONCLUSION

So, we concluded that , As many cases of ADHD persists

long into adulthood , if ADHD remains untreated and
undiagnosed , the long term effects can lead to
significant impairment in daily life.Effects of ADHD
include – Social isolation , Decreased scholastic and Job
performance.
DYSCALCULIA

Dr.rohini
Asst. Prof.
ITTR,KUK
 INTRODUCTION
Learning disability or learning disorder , are an
umbrella term for a wide variety of learning
problems. A learning disability is not a
problem with intelligence or motivation. Kids
with learning disability aren’t lazy or dumb. In
fact , most are just as smart as everyone else.
Their brains are simply wired differently. This
difference affects how they receive and
process information.
TYPES OF DYSCALCULIA
(Kosc)
 CHARACTERISTICS
• Students with dyscalculia may have the
inability to understand the meaning of
numbers and their quantities.
• Dyscalculic students may have trouble
handling money as well. The students will
have trouble figuring out how much change
they will get back, may get the denominations
confused, or numerous other troubles with
money.
CONT…
• Students with dyscalculia may have trouble
paying attention in class. This is due to the fact
that the student is frustrated with the content
and does not want to pay attention.
• Students may also have aggressive behavior.
• There are no physical and medical
characteristics of dyscalculia.
 DIFFICULTY FACED BY
DYSCALCULIC CHILDREN
• Difficulty counting backwards.
• Difficulty remembering basic facts.
• Slow to perform calculations.
• Weak mental arithmetic skills.
• A poor sense of numbers & estimations.
• Difficulty in understanding place value.
• High levels of mathematics anxiety.
 PROBLEMS AND SOLUTIONS

Problem : Takes an age Solution: Make all

and a day for your child numbers in to images
to learn to count e.g. 2 became a swan
compared to their peers. and 5 became a snake.
 Cont..

Problem : connecting
objects and numbers is Solution :Give them
tricky. e.g. Grouping things strawberries, sweets,
in to 3’s or 4’s is often chocolate buttons, money -
difficult or slow compared whatever it takes! If they
to peers. have an incentive to work
things out they will do it a
lot faster.
Cont…

Problem : When counting

will often get numbers
muddled. 1,2,3,7,10. Solution :Practice and sing
songs MORE often than their
peers and it will help them
enormously. It may feel very
annoying but at least they will
start school feeling confident.
Cont..

Problem : Needs lots of

help recognising Solution : Try, Table Fables which
numbers. E.g. Your uses visuals rather than number
child can say 7 they e.g. 7 is represented by a
may even be able to boomerang. So when you say
count to 7 but they which number is 7 you can
don’t know what remind them that 7 looks like the
SEVEN written down boomerang. No.2 is the swan etc.
looks like.
 Cont..

Solution : Again use something

Problem : Struggles to they love . Get 7 sweets or
recognize patterns, like chocolate in varying sizes e.g.
smallest to largest or chocolate buttons, chocolate
tallest to shortest. bars etc. They have to order
them from smallest to largest
they get to eat 1 candy if they
really concentrate.
 CAUSES
• Gene and Heredity: A child with dyscalculia often
has a parent or sibling with simple math issues.
• Brain development: Difference in the surface
area, thickness and volume parts of the brain that
are linked to learning and memory.
• Environment: Exposure to alcohol in the womb,
prematurity and low birth weight.
• Brain injury: Injury to certain parts of the brain
results to acquired dyscalculia.
 SKILLS AFFECTED BY
DYSCALCULIA
• Social skills: Failing repeatedly can result to low
self esteem that can affects your child’s
willingness to make new friends.
• Sense of direction: Your child might have trouble
learning left from right. He may have trouble
getting to places by reading maps or following
direction
• Physical condition: Difficulty in judging distances
between objects.
• Money management: Difficulty in budgeting,
counting change and estimate costs.
 INTERVENTIONS AND
STRATEGIES FOR DYSCALCULIA
IN SCHOOL
• Relate concepts to real life situations
• Focus on visualization
• Explore Interests
• Stepwise instructions : e.g. How did we apply
BODMAS?
• WR (Write & Revise)
• Push Classroom Engagements
 INVENTIONS AND STRATIGIES
FOR DYSCALCULIA IN HOME
• Emotional and Mental support
• Learn with objects: e.g. How many apples are
there on the table?
• Push for hobbies and extra curricular activities
• Yoga and Meditation
• Practice with assistive devices for self
correction
+-
Dyslexia

Dr.Rohini
Asst.Prof.
ITTR,KUK
Content
➢ Introduction
➢ Meaning
➢ Definition
➢ Characteristics
➢ Causes and types
➢ Problems
➢ Remediation
➢ Famous dyslexics
➢ Facts and myths
➢ Conclusion
➢ References
Introduction

Meaning- The word ‘dyslexia’ is derived from two greek words -

❖ ‘dys’ means poor or inadequate.

❖ ‘lexis’ means words or language.
❖ It is a learning disability characterized mainly by problems in reading.
❖ Sometimes also called ‘word blindness’.
Meaning
❖ The World Federation of Neurologists(1968) : “ a disorder in children
who, despite conventional classroom experiences, fail to attain the
language skills of reading, writing, and spelling commensurate with
their intellectual abilities.”
❖ The US National Institute of Health : “ dyslexia is a learning disability
that can hinder a person’s ability to read, write, spell, and sometimes
speak.”
Characteristic features of Dyslexia
Causes and types

Primary dyslexia Secondary dyslexia Trauma dyslexia

● Dysfunction of, rather ● Also called ● Occurs due to some

than damage to, the developmental form of trauma or
left side of the brain. dyslexia. injury to the area of
● Does not change with ● Caused by the brain that
the age.. hormonal problems controls reading
● Found more often in during early stages and writing.
boys than in girls. of fetal
● Hereditary is thought development.
to be main cause. ● Diminishes as the
child matures.
Cont…..

Visual dyslexia Auditory dyslexia Dysgraphia

● Characterized by ● Sounds of words ● Difficulty in writing.

inability to write or are perceived as
read as words seem jumbled or not
to be floating. heard correctly
Problems
1. Language problems -

➢ Major difficulty with learning of phonemes that make up words, sequence of

letters in words, difficulty with spelling and with pronouncing the words.
➢ Child may say a wrong word that sounds similar to to the right one. EX -
extinct instead of distinct.
➢ Child may know a word but have trouble remembering how it sounds. The
word they want to say be on the tip of their tongue, but they have trouble
bringing to mind the exact sound combination for that word.

2. Behaviour problems -

➢ Hyperactive and impulsive.

➢ Poor peer relationships and defective social adjustment because of their
impulsivity and inadequacy to go on well with academic work.
Cont….
3. Emotional problems -

➢ Refusal to get admission in school or poor performance in academics lower

their self-confidence.
➢ Low self esteem
➢ Feeling of loneliness and depression.
➢ May become negativistic & verbally abusive.

4. Problems of Motor co-ordination -

➢ Difficulty in writing, drawing or copying with neatness and accuracy.

➢ Difficulty in fine motor skills like tying shoes, buttoning, using scissors etc.
 Remediation
1.Reading skills and choral reading -

● Children may read small materials in small groups, especially the poems.
● Teacher may read clearly and slowly and the children repeat that, pointing
to the words.
● One student may read orally taking turns; the group can question and
discuss reading.

2. Developing listening skills -

● Listening to tape recorded material, while tracking the words from

the book.
Cont…..
● Listening to the whole word and repeating of its letters.

3. Regular reading practice -

● Enhancing reading skills through regular reading for 15-20 minutes in daily
schedule.
● Reading material should according to choice of children.

4. Developing comprehension skills -

● After reading the material by the student, questions can be asked to assess
his understanding of the material read.
● While reading a passage or poem, headings should be there, which students
can elaborate after completing the reading material.
Cont…..
● Children should be encouraged to read aloud the words which they are
writing.

5. Supplementary remedial teaching -

● Child should be given a seat near the teacher facing the blackboard.
● Teaching aids like tape-recorder, keyboard, calculators etc.
● Providing extra time to read.
● Individual attention and time should be given to each dyslexic child.
● Parental cooperation must be called for.

6. Exercise and drill -

● Repetition makes the reading and learning of information convenient and

helps in better retention.
 Famous dyslexics

Woodrow Wilson Tom Cruise

Mark Ruffalo (HULK)

Albert Einstein Walt Disney
Conclusion
D on’t mark off for spelling

Y our support

S cribe

L ighter workload

E xtra time

X plicit instructions

I nspiration

A udio books
References

❏ https://www.understood.org/en/learning-thinking-differences/child-learni
ng-disabilities/dyslexia/how-dyslexia-affects-speech
❏ https://medical-dictionary.thefreedictionary.com/dyslexia
❏ https://www.medicinenet.com/dyslexia/article.htm
LOCOMOTOR DISABILITY
 Meaning
• It is related to some defects or deficiency in
the muscles, joints and/or bones of some part
or organ of the body.
• The crippled child in the orthopaedic sense is
one who has a defect which causes a
deformity or interference with normal
function of the bones, muscles or joints.
 Types of Locomotor Disability
• The Locomotor impairment is basically
concerned with the movements of the body .
This is divided in two types:-
1. The Locomotor Impairment:- the degree of
impairment may range from mild to profound.
In this category the impairment concerning
functions of bones , muscles and joints is
included
2. The Health Impairment:- this category
involves acute health problems such as
 Causes
• Genetic and Chromosomal Anomalies
• Congenital Defects
• Anoxia
• Poverty and Socioeconomic Disadvantageous
condition
• Infectious Disease
• Accidents and Calamities
 Prevention
• Care at the time of Birth
• Early Childhood care
• Care During Pregnancy
 Education Implications
• The least Restrictive Environment
• Identification and proper Diagnosis of the
problem
• Instructional Adaptation
• Recognition and Encouragement for the
covert Talents
• Development of Enriched Programme.
• Proper Development and Rehabilitation.
Mantel Retardation
Dr.Rohini
Asst Prof
ITTR,KUK
 (Mantel retardation)
❖ Meaning:-
mental retardation is characterized by below-average intelligence or mental ability and a
lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn
new skills, but they learn them more slowly. The condition of having an IQ measured as below
70-75 is considered as mental retardation. There are varying degrees of mental retardation from
mild to profound. Around 2-3 percent of population facing the issue of mental retardation.

❖ There are four levels of MR:-

1. Mild

2. Moderate

3. Severe

4. Profound
 (Levels of Mental Retardation)
❖ Mild intellectual disability :-
Some of the symptoms of mild intellectual disability include:-
i. taking longer to learn to talk, but communicating well once they know how
ii. being fully independent in self-care when they get older
iii. having problems with reading and writing
iv. social immaturity
v. increased difficulty with the responsibilities of marriage or parenting
vi. benefiting from specialized education plans
vii. having an IQ range of 50 to 70
❖ Moderate intellectual disability:-
• If your child has moderate ID, they may exhibit some of the following
symptoms:
i. are slow in understanding and using language
ii. may have some difficulties with communication
iii. can learn basic reading, writing, and counting skills
iv. are generally unable to live alone
v. can often get around on their own to familiar places
vi. can take part in various types of social activities
vii. generally having an IQ range of 35 to 50
❖ Severe intellectual disability:-
• Symptoms of severe ID include:
i. noticeable motor impairment
ii. severe damage to, or abnormal development of, their central
nervous system
iii. generally having an IQ range of 20 to 35
❖ Profound intellectual disability:-
• Symptoms of profound ID include:
i. inability to understand or comply with requests or instructions
ii. possible immobility
iii. incontinence
iv. very basic nonverbal communication
v. inability to care for their own needs independently
vi. the need of constant help and supervision
vii. having an IQ of less than 20
(Symptoms of Mantel Retardation)
 (Symptoms of mental Retardation)
❖ There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may
not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the
most common signs of intellectual disability are:
i. Rolling over, sitting up, crawling, or walking late
ii. Talking late or having trouble with talking
iii. Slow to master things like potty training, dressing, and feeding themselves
iv. Difficulty remembering things
v. Inability to connect actions with consequences
vi. Behavior problems such as explosive tantrums
vii. Difficulty with problem-solving or logical thinking

• In children with severe or profound intellectual disability, there may be other health problems as well. These
problems may include seizures, mood disorders (anxiety, autism, etc.), motor skills
impairment, vision problems, or hearing problems.
(Symptoms of Mantel Retardation)
 (Causes of Mental Retardation)

❖ The most common causes of mental retardation:-

i. Genetic conditions:- These include things like Down syndrome

and fragile X syndrome.
ii. Problems during pregnancy:- Things that can interfere with
fetal brain development include alcohol or drug use,
malnutrition, certain infections, or preeclampsia.

iii. Problems during childbirth:- Intellectual disability may result

if a baby is deprived of oxygen during childbirth or born
extremely premature.
iv. Illness or injury:-
Infections like meningitis, whooping cough, or the measles can
lead to intellectual disability. Severe head injury,
near-drowning, extreme malnutrition, infections in the brain,
exposure to toxic substances such as lead, and severe
neglect or abuse can also cause it.
v. None of the above:-
In two-thirds of all children who have intellectual disability,
the cause is unknown.
 (Problems of Mental retarded Child)
❖ Mentally retarded children faces so many problems in their learning, cooperating
with society and even in their day to day life. It is depends on the severity of
mental retardation, more mentally retarded persons faces more problems than
mild mentally retarded persons.
❖ Following are some problems of mentally retarded children:-
• Lack of control on psychomotor activities
• Aggression/ short tempered
• Dependency in daily routine work
• Attention – seeking behavior
• Withdrawal from society
 • Depression during adolescent period
• Stubbornness
• Feeling unequal around normal children
• Low self- esteem
• Normal children makes fun of their abnormality
• Society doesn’t treat them as normal human beings
• Health issues/low immunity
• Psychotic disorders

❖ Conclusion:- Thus we can say by analyzing the above points that mental retarded
person faces so many problems created by their disease or society around them. Thus
society should try to became the reason of their success ,happiness and helping them in
their fight with their disease not be the reason of their depression and psychotic
disorder.
Visual Impairment

Dr. ROHINI
Asst.Prof.
ITTR,KUK
 Disability
A disability is defined as a condition or function judged to be
significantly impaired relative to the usual standard of an individual
or group. The term is used to refer to individual functioning,
including physical impairment, sensory impairment, cognitive
impairment, intellectual impairment mental illness, and various
types of chronic disease.
 Types of disability
1. Visual impairment
2. Hearing impairment
3. Loco motor impairment; Cerebral Palsy
4. Mental retardation and Mental illness
5. Children with learning disabilities
○ Dyslexia
○ Dysgraphia
○ Dyscalculia
○ Attention Deficit and Hyperactivity Disorder (ADHD)
Visual Impairment
A condition where a person suffers from any of the following
conditions namely:
● Total absence of sight or
● Visual acuity not exceeding 6/60 or 20/200 (snellen) in the
better eye with correcting lenses; or
● Limitation of the field vision subtending an angle of 20
degree or worse.
 Classification of Diseases

The International Classification of Diseases 11 (2018)

classifies vision impairment:
● Mild – presenting visual acuity worse than 6/12
● Moderate – presenting visual acuity worse than 6/18
● Severe – presenting visual acuity worse than 6/60
● Blindness – presenting visual acuity worse than 3/60
 Indicators of a Vision ImpairmentI
Appearance of Eyes Complaints

➔ One eye turns in or out at any ➔ Headaches in forehead or

time temples
➔ Reddened eyes or lids ➔ Burning or itching after reading
➔ Eyes tear excessively or desk work
➔ Encrusted eyelids ➔ Nausea or dizziness
➔ Frequent styes on lids ➔ Print blurs after reading a short
➔ Squints to see chalkboard time
➔ Blinks excessively
➔ Rubs eyes
CAUSES OF VISUAL IMPAIRMENT
➢ Genetic factors
➢ Cataracts
➢ Diabetic retinopathy
➢ Glaucoma
➢ Macular degeneration
➢ Corneal opacity
➢ Trachoma.
➢ Uncorrected refractive errors
Learning Characteristics
❖ Understanding Concepts
❖ Independent Living Skills
❖ Communication Skills
❖ Social Skill Development
❖ Orientation and Mobility Skills
Educational needs of Visual Impairment
★ Magnifying glasses and magnifier
★ closed circuit television
★ large print material
★ The braille
★ Talking calculator
★ orientation and mobility
★ provisions for integrated education
★ unified instructions
THANK YOU