Notes: Pedagogical Strategies for Child with Special Needs | Child Development and Pedagogy for CTET Preparation - CTET & State TET PDF Download

Introduction

A physical disability may be defined as a person’s limitation on physical functioning, mobility or stamina. Such persons are also called as ‘differently-abled’.
They may have the following kinds of impairments 

• Visual (related to seeing) 
• Aural (related to hearing) 
• Physical (related to movement) 
• Language and other related (related to language, speaking, listening, reading, writing) 
• Paying attention 
• Mathematical 
• Intellectual (related to brain function) disability.

Many children have difficulty with reading, writing or other learning-related tasks at some point of time, but this does not mean they have learning disabilities. A child with a learning disability often has several related signs, and these persist over time. The signs of learning disabilities vary from person to person.

Disabilities and Impairments

Methods of identifying and addressing disabled learners are given below based on the category of disability. These are

Visually Disabled 

• Such learners are born with visual impairment or become visually impaired later on due to illness, malnutrition or an accident. 
• They may be either partially blind or fully blind. Thus, they face difficulties in various aspects of their life. Partially blind students can be identified if they rub their eyes frequently, face difficulties in reading what is written on the class board etc. 
• To address their difficulties, a teacher should 
  • shift them to the front row of the classroom. 
  • ask their parents to get their eyes checked by a qualified optician so that remedial action like wearing of spectacles or other suitable action can be taken. 
  • try to arrange textbooks for such children with larger print sizes. 
  • arrange suitable counselling for them and their family. 
• Fully blind children must be trained to use books using Braille printing and such books should be arranged for them. 

Aurally Disabled 

• Partial or full deafness may be from birth or caused later on due to illness, or an accident. 
• They can be identified if they do not respond when called (unless the calling is very loud) or respond only after repeated calling, watch others to imitate what they are doing, increase the volume of a TV set they are watching to a very high level etc. 
• To address their difficulties, a teacher should 
  • shift them to the front row of the classroom. 
  • ask their parents to get their hearing checked by a qualified hearing specialist  so that remedial action like wearing a hearing aid or other suitable action can be taken. If a hearing aid is used, they must be trained in its proper and efficient use. 

Physically Disabled 

• Many causes and conditions can affect proper mobility and movement. The inability to use legs, arms or the trunk of the body effectively may be due to paralysis, stiffness, pain, or other impairments. It may be the result of birth defects, disease, age or accidents. 
• These disabilities may also change over a period of time. Physical disability may also contribute to other disabilities such as impaired speech, memory loss, short stature, hearing loss etc. 
• Such learners may find it difficult to participate in the classroom when facing social and physical barriers. However, often they have a lot of courage and want to be independent, having a desire to contribute to the fullest level of their ability. Thus, teachers can address their disabilities by using the methods given below
  • Talk to them just like to anyone else. Having a physical disability does not mean that an individual has an intellectual or hearing disability. 
  • Adapt situations to help individuals maintain self-respect. Avoid situations that may embarrass or frighten a person with a physical disability. 
  • Remember that participation in a classroom is important to all children. People with physical disabilities can contribute in classroom activities as well as others. 
  • Show compassion, sensitivity, and sincerity by respecting the learner’s wishes. Maintain a balance between helping and allowing the learner to grow by providing for itself.

Language and Other Learning Disabled
Such learners face significant difficulties in acquiring and using their abilities for speaking, listening with understanding, reading, writing, language related, paying attention, mathematical or motor abilities disabilities. How to address each of these disabilities are given below.

1. Speaking 

• Speech disorders commonly found are; stammering, stuttering, defect in pronunciation, defects in speaking sentences correctly etc. 
• Most of the such defects can be cured if early action is taken. To address them, the teacher can 
  • suggest their parents to get them checked for any physical defect in their vocal cords and other speech related structures in their body. 
  • Introduce new words to them and explain their meaning. 
  • have frequent interactions with them. 
  • avoid criticising them speaking faulty language. They should be gently encouraged to speak correctly. 
• To address such disadvantaged learners, teachers should 
  • focus on interactive communication. 
  • use active listening. 
  • incorporate the student’s interests into their speech. 
  • ensure that the student has a way to express their wants and needs appropriately. 
  • reinforce communication attempts (e.g. their gestures, partial verbalisations). 
  • paraphrase back what the student has said or indicated. 
  • use storybook sharing in which a story is read to the learner and responses are asked (praise is given for appropriate comments about the content). 
  • ask open-ended appropriate questions.
  • use linguistic scaffolding techniques that involve a series of questions. 
  • use language for social interaction and to resolve conflicts. 
  • emphasise goals and tasks that are easy for the student to accomplish. 
  • work at the student’s pace. 
  • present only one concept at a time. 
  • encourage reading and writing daily. 
  • use tactile and visual cues (e.g. pictures, 3D objects). 
  • incorporate vocabulary with the unit being taught. 
  • provide activities that are functional and practical. 
  • be aware of the student’s functioning level in auditory skills, semantics, word recall, syntax, phonology and pragmatics as well as how they affect academic performance.

2. Listening 

• Such learners have Auditory Processing Disorder (APD). They struggle to remember or process what they hear and thus they do not like a story being read to them. They have poor listening comprehension. 
• They are also very sensitive to sounds and have difficulty in filtering out background noises. 
• To address such disadvantaged learners, teachers should 
  • show rather than explain any item. 
  • supplement with other senses (use visual cues, signals, handouts). 
  • reduce or space directions and give cues such as “ready?”. 
  • reword or help decipher confusing oral and/ or written directions. 
  • teach abstract vocabulary, word roots, synonyms/ antonyms. 
  • vary pitch and tone of voice, alter pace, stress key words. 
  • ask specific questions as you teach to find out if they do understand. 
  • allow them 5-6 seconds to respond (“thinking time”). 
  • have the student constantly verbalise concepts, vocabulary words, rules etc.

3. Reading 

• Such learners have trouble with accurate and fluent word recognition due to weaknesses in phonological processing in combination with fluency and comprehension problems. 
• These students have trouble learning sound-symbol correspondence, sounding out words and spelling. The term Dyslexia is most often applied to this disability. Learners with Dyslexia often show other signs of this condition. These may include 
  • failure to fully understand what others are saying.
  • difficulty organising written and spoken language. 
  • delayed ability to speak. 
  • poor self-expression (for instance, saying “thing” or “stuff” for words not remembered). 
  • difficulty learning new vocabulary. 
  • trouble learning foreign languages. 
  • slowness in learning songs and poetry. 
  • slow reading as well as giving up on longer reading tasks. 
  • difficulty understanding questions and following directions. 
  • poor spelling. 
  • difficulty recalling numbers in sequence (for instance, telephone numbers and addresses). 
  • trouble distinguishing left from right in directions.
• To address such disadvantaged learners, teachers should
  • provide a quiet area to them for activities like reading, answering comprehension questions etc. 
  • use audio recorded books. 
  • use books with large print and big spaces between lines. 
  • provide a copy of lecture notes. 
  • disregard wrong spelling in science or other similar tests. 
  • allow alternative forms for book reports. 
  • use multi-sensory teaching methods. 
  • teach students to use logic rather than rote learning. 
  • present material in small units.

4. Writing 

• This disorder may cause a learner to be tense and awkward when holding a pen or pencil, and may even twist its body. Such learners have very poor handwriting that they are not able to improve. 
• The term Dysgraphia is most often applied to this disability. Learners with Dysgraphia often show other signs of the condition. These may include 
  • a strong dislike of writing and/ or drawing. 
  • problems with grammar. 
  • trouble writing down ideas. 
  • a quick loss of energy and interest while writing. 
  • trouble writing down thoughts in a logical sequence. 
  • saying words out loud while writing. 
  • leaving words unfinished or omitting them when writing sentences. 
• To address such disadvantaged learners, teachers should 
  • avoid scolding them for sloppy or careless work. 
  • use oral exams. 
  • allow use of tape recorder for lectures. 
  • allow the use of a note-taker. 
  • provide notes or outlines to reduce the amount of writing required.
  • reduce copying aspects of work (give pre-printed questions). 
  • allow use of wide rule paper and graph paper. 
  • suggest use of pencil grips and/ or specially designed writing aids. 
  • provide alternatives to written assignments (e.g. audio-recorded reports).

5. Language

• Language is related to meanings, rather than sounds. A language disorder refers to an impaired ability to understand and/ or use words in context. 
• A learner may have an expressive language disorder (difficulty in expressing ideas or needs), a receptive language disorder (difficulty in understanding what others are saying), or a mixed language disorder (which involves both). 
• Learners having language related disorders can be identified by 
  • improper use of words and their meanings. 
  • inability to express ideas. 
  • inappropriate grammatical patterns. 
  • reduced vocabulary. 
  • inability to follow directions. 
• To address such disadvantaged learners, teachers should 
  • speak slowly and clearly and use simple sentences to convey information. 
  • refer the student to a speech pathologist. 
  • allow a recorder for note taking. 
  • write the main concepts on the board. 
  • provide a support person or tutor of a similar age. 
  • use visualisation techniques to increase listening and comprehension. 
  • use story starters for creative writing assignments. 
  • draw out details with questions and visualisation strategies.

6. Paying Attention 

• This is a mental disorder of the neuro-developmental type. It is characterised by problems of paying attention, excessive activity or difficulty controlling behaviour, all of which are not appropriate for the learner’s age. 
• This disorder is also called Attention Deficit Hyperactivity Disorder (ADHD). Learners with ADHD often show other signs of the condition. These may include 
  • becoming easily distracted, miss details, forget things and frequently switch from one activity to another. 
  • having difficulty maintaining focus on one task. 
  • becoming bored with a task after only a few minutes, unless doing something enjoyable. 
  • having difficulty focusing attention on organising and completing a task or learning something new.
  • having trouble completing or submitting homework assignments, often losing things (e.g. pencils, toys, assignments) needed to complete tasks or activities. 
  • appearing not to be listening to when spoken to. 
  • daydreaming, becoming easily confused and moving slowly. 
  • having difficulty processing information as quickly and as accurately as others. 
  • struggling to follow instructions. 
  • having trouble understanding minute details. 
• To address such disadvantaged learners, teachers should 
  • seat a child with ADHD away from windows and near their desk. 
  • create a quiet area free of distractions for test-taking and study. 
  • give instructions one at a time. 
  • make sure the student has a system for writing assignments and important dates. 
  • keep instructions simple and structured using charts and other visual aids. 
  • allow for frequent breaks.

7. Logical Ability 

• Understanding basic arithmetic concepts, such as fractions, number lines and positive and negative numbers. The term Dyscalculia is most often applied to this disability. 
• Learners with Dyscalculia often show other signs of the condition. These may include 
  • difficulty with maths-related word problems. 
  • making change in cash transactions. 
  • disorganisation in putting maths problems on paper. 
  • trouble recognising logical information sequences (for instance, steps in maths problems). 
  • trouble with understanding the time sequence of events. 
  • difficulty with verbally describing maths processes. 
• To address such disadvantaged learners, teachers should 
  • allow use of fingers and rough paper to solve maths problems. 
  • use diagrams and draw maths concepts. 
  • provide peer assistance. 
  • suggest use of graph paper. 
  • suggest use of coloured pencils to differentiate problems. 
  • draw pictures of word problems. 
  • use mnemonic devices to learn steps of a maths concept.

8. Motor Abilities 

• Such learners have problems with motor tasks, such as hand-eye coordination, that can interfere with learning. The term Dyspraxia is most often applied to this disability. 
• Learners with Dyspraxia often show other signs of the condition. These may include
  • problems with organising themselves and their possessions. 
  • breaking things. 
  • trouble with tasks that require hand-eye coordination, such as colouring within a box, assembling puzzles and cutting accurately. 
  • poor body balance. 
  • sensitivity to loud and/ or repetitive noises. 
  • sensitivity to touch, including irritation over clothing which feels rough or unfit. 
• To address such disadvantaged learners, teachers should 
  • disregard poor handwriting. 
  • allow students to dictate creative stories. 
  • provide alternatives for written assignments. 
  • suggest use of pencil grips and specially designed pencils and pens. 
  • restrict copying tasks. 
  • provide tracking tools like a ruler. 
  • use large print books. 
  • experiment with different paper types: pastel colours, graph paper etc.

9. Intellectually Disabled 

• Such learners are also called mentally disadvantaged or mentally challenged. Earlier they were kept in reform institutions to make them normal. 
• However, now most mentally disadvantaged learners are encouraged to live with their families, participate with their peer groups and even strive for independence. 
• This change in attitude is due to a better understanding of what defines mental retardation, and what does not. 
• Such learners can be identified as those who are 
  • slow to learn. 
  • slow to process thought. 
  • have an impaired adaptive ability. 
  • slow in their physical development. 
• Such children have both a significantly low IQ and serious difficulties functioning in their day-to-day life.
• According to experts, a child with an IQ of 75 or lower falls into the mentally challenged range. 
• Most mentally challenged children are aware that they are not as intellectually adept as their peers. This leads to loss of self-esteem as well as emotional and behavioural problems. 
• Younger children may be withdrawn or anxious, or they may exhibit angry or attention-seeking outbursts. These problems, if not treated, can impede a learner’s progress.

Different Degrees of Intellectually Disabled

There are four different degrees of mental retardation. These are based on the functioning level of the individual. They are

Mild 

• Their IQ score ranges from 50 to 75, and they can often acquire academic skills up to the elementary level. 
• They can become fairly self-sufficient and in some cases live independently, but with community and social support. They are commonly labelled as ‘morons’.

Moderate

• Their IQ scores range from 35 to 55. They can carry out work and self-care tasks with moderate supervision. 
• They are able to acquire communication skills in childhood and are able to live and function successfully within the community in a supervised environment such as a group home.

Severe

• Their IQ scores range from 20 to 40. They may master very basic self-care skills and some communication skills.
• Many severely retarded individuals are able to live in a group home. Both moderate and severe types of persons together are commonly labelled as ‘imbeciles’.

Profound

• Their IQ scores are below 20 to 25. They may be able to develop basic self-care and communication skills with appropriate support and training. 
• Their retardation is often caused by an accompanying neurological disorder. They need a high level of structure and supervision. They are commonly labelled as ‘idiots’.

Addressing Intellectual Disability

• For learners diagnosed with intellectual disability early in life, training in independent living and job skills is often begun in early adulthood. The level of training depends on the degree of retardation. Mildly retarded individuals can often acquire the skills needed to live independently and hold a job outside the home also.
• Moderate to profoundly retarded individuals usually require supervised community living. Family therapy can help relatives of the mentally retarded develop coping skills. This can also help parents deal with feelings of guilt or anger. A supportive, warm home environment is essential to help the mentally retarded reach their full potential. However, there is no real cure for mental retardation.