Volume 8, Issue 9(7), September 2019 International Journal of Multidisciplinary Educational Research
Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in
Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia
EDITORIAL BOARD MEMBERS
Prof. S.Mahendra Dev Prof. Igor Kondrashin Vice Chancellor The Member of The Russian Philosophical Indira Gandhi Institute of Development Society Research, Mumbai The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Prof.Y.C. Simhadri Vice Chancellor, Patna University Dr. Zoran Vujisiæ Former Director Rector Institute of Constitutional and Parliamentary St. Gregory Nazianzen Orthodox Institute Studies, New Delhi & Universidad Rural de Guatemala, GT, U.S.A Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof.U.Shameem Department of Zoology Prof. (Dr.) Sohan Raj Tater Andhra University Visakhapatnam Former Vice Chancellor Singhania University, Rajasthan Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Prof.R.Siva Prasadh Vizianagaram IASE Andhra University - Visakhapatnam Dr. Kameswara Sharma YVR Asst. Professor Dr.V.Venkateswarlu Dept. of Zoology Assistant Professor Sri. Venkateswara College, Delhi University, Dept. of Sociology & Social Work Delhi Acharya Nagarjuna University, Guntur I Ketut Donder Prof. P.D.Satya Paul Depasar State Institute of Hindu Dharma Department of Anthropology Indonesia Andhra University – Visakhapatnam Prof. Roger Wiemers Prof. Josef HÖCHTL Professor of Education Department of Political Economy Lipscomb University, Nashville, USA University of Vienna, Vienna & Ex. Member of the Austrian Parliament Dr. N.S. Dhanam Austria Department of Philosophy Andhra University Prof. Alexander Chumakov Visakhapatnam Chair of Philosophy Russian Philosophical Society Dr.B.S.N.Murthy Moscow, Russia Department of Mechanical Engineering GITAM University Prof. Fidel Gutierrez Vivanco Visakhapatnam Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Dr.S.V Lakshmana Rao Dr.Ton Quang Cuong Coordinator Dean of Faculty of Teacher Education A.P State Resource Center University of Education, VNU, Hanoi Visakhapatnam Prof. Chanakya Kumar
Department of Computer Science Dr.S.Kannan University of Pune,Pune Department of History Annamalai University Prof. Djordje Branko Vukelic Annamalai Nagar, Chidambaram Department for Production Engineering University of Novi Sad, Serbia Dr. B. Venkataswamy H.O.D., & Associate Professor Prof. Shobha V Huilgol Dept. of Telugu, P.A.S. College Department of Pharmacology Pedanandipadu, Guntur, India Off- Al- Ameen Medical College, Bijapur
Dr.E. Ashok Kumar Prof.Joseph R.Jayakar Department of Education Department of English North- Eastern Hill University, Shillong GITAM University Dr.K.Chaitanya Hyderabad Department of Chemistry Nanjing University of Science and Prof.Francesco Massoni Technology Department of Public Health Sciences People’s Republic of China University of Sapienza, Rome
Dr.Sandeep Narula Prof.Mehsin Jabel Atteya Dept. of Management Sciences Al-Mustansiriyah University IIHMR University, Jaipur College of Education Department of Mathematics, Iraq Dr. Bipasha Sinha S. S. Jalan Girls’ College Prof. Ronato Sabalza Ballado University of Calcutta, Calcutta Department of Mathematics University of Eastern Philippines, Philippines Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Satheesha H Dravidian University, Kuppam Mettu University Andhra Pradesh Mettu, Ethiopia
Dr. K. John Babu Dr.J.B.Chakravarthi Department of Journalism & Mass Comm Assistant Professor Central University of Kashmir, Kashmir Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Dr.T.V.Ramana Department of Economics, Andhra University Dr.Ni Luh Putu Agustini Karta Campus, Kakinada Department of Tourism Triatma Mulya Institute of Economy Bali, Indonesia
® © Editor-in-Chief, IJMER Typeset and Printed in India www.ijmer.in IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.
C O N T E N T S
Volume 8 Issue 9(7) September 2019
S. No Pg.No 1. Status of Learning Support in Inclusive Sitting with Special 1 Reference to Country Unrest in Yemen Amani Qasim Ahmed Al-Ghashany 2. Inclusion of Persons with Special Needs in Higher Education 6 Apoorva Panshikar 3. Attitude of Special Education Student Teachers Towards 11 Inclusive Education Divya.A 4. 16 Efficiency of Multimedia Instructional Strategies to Children With Moderate Intellectual Disability Gigi.K Varghese and K.Sambath Rani 5. Sensitizing Primary School Teachers on Identification of 24 Children with Hearing Impairment in Inclusive Education A. Divyapriya 6. Identification of Angle of Rotation Skill among Visually 29 Impaired Students A.Selvi 7. Influence of Yogic Intervention on Children with Autism 32 Spectrum Disorder S.Akilandeswari and V.Sivasangari 8. Effect of Fine Art in Improving the Span of Attention among 37 Children with Intellectual Disability C.Renuga Devi 9. Vocational Problems of the Disabled 44 S.Lavanya and M.Malarvizhi 10. A Focus on Learners with Learning Disabilities (LD) and 49 Special Educational Needs (SEN) A. Enid Ruth and S. Chamundeshwari 11. Facilitating Sustainable Development in Inclusive Learning 54 Environment for Students with Special Needs Baiju Thomas and Saumya Chandra 12. Upshot of Udl-E on Children with Specific Learning 63 Disabilities G.Ananthi and K.Sambathrani 13. Effect of Total Communication to Teach Action Words to 68 Children with Hearing Impairment R.Shanthi and R. Iswarya 14. Attitude of Parents Towards Inclusive Education 73 K.Rekha, P.S.Asha and T.Angelin Gracy
15. Effectiveness of Peer Tutoring for Children With Hearing 78 Impairment in Inclusive Setup K.Kalaivani and M.Kowsika 16. Creating Inclusive Classrooms Through Multiple Intelligence 85 for Students with Visual Impairment Yukti Gupta 17. Impact of Instructional Package on Phonological Development 91 in Children with Hearing Impairment R.Shanthi 18. Student Teachers’ Perceptions About the Students with 98 Disabilities After Their Teaching Practice Experience T.Masani Priya and G.Victoria Naomi 19. Academic Inclusion of Students with Visual Impairment in 103 IED-SS T.Premalatha 20. Inclusion in Physical Education and Sport: Revolutionize the 108 Traditions P.Vanithamani and M.Mary Glory Ponrani
ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :6.014 (2019) M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Index Copernicus Value: 5.16 Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.
Editorial……
It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect. The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action. The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute
Dr.K.Victor Babu Editor-in-Chief
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019
STATUS OF LEARNING SUPPORT IN INCLUSIVE SITTING' WITH SPECIAL REFERENCE TO COUNTRY UNREST IN YEMEN
Amani Qasim Ahmed AL-Ghashany RKMVERI, FDMSE, Coimbatore & Research Scholar Faculty of Disability Management and Special Education Ramakrishna Mission Vivekananda Educational and Research Institute Coimbatore, Tamil Nadu
Abstract The number of persons with disabilities in the Republic of Yemen is more than a 3 million from 27 million of the total population according to the World Bank, 2015 where it’s hard to estimate the challenges facing those seeking educational reform in a country where internal conflict and political instability have affected the education system. This study aims to find out the status of learning support in Yemen for students with special needs; with reference to unrest of the country. Due to lack of adapted teaching materials, unqualified teachers, and lack of transport to and from school the schools refuse to welcome and accept student with disability which makes it difficult for students with disabilities to enroll schools. Consequently, in the context of internal conflicts, the enrollment of students with disabilities in inclusive schools became more difficult due to the absence of these schools for special education teachers and the means to assist them. The Ministry supports initiatives of associations for persons with disabilities, and non- governmental organizations through oversight and capacity-building activities. By law, the Fund for Persons with Disabilities is required to provide financial support for rehabilitation projects targeted at persons with disabilities and to coordinate and support activities which are targeted at this group. However, it is difficult to provide the necessary and requirements to support students with disabilities in the inclusive education and special schools as a result of the internal turmoil of the country, which affected the education from the provision of teachers' salaries, which was cut off for nearly three years.
Keywords: Learning Support, Inclusive Sitting, And Country Unrest.
Introduction The Yemeni Government, as represented by the Ministry of Social Affairs and Labor, is responsible for coordinating the delivery of services to persons with www.ijmer.in 1
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 disabilities. The Ministry has its own department for disabled persons which supports initiatives of associations for persons with disabilities, and non- governmental organizations through oversight and capacity-building activities. By law, the Fund for Persons with Disabilities is required to provide financial support for rehabilitation projects targeted at persons with disabilities and to coordinate and support activities which are targeted at this group. There is money earmarked in the fund to provide persons with disabilities with financial assistance for health care, education and the purchase of assistive devices (International Disability Alliance, 2011).
Objective of the study Find out the status of learning support for students with special needs; with reference to unrest of the country in Yemen.
Rationale of the study According to the World Bank (2006) In Yemen most of children with disability do not go to school. Even when the parents care about sending a disabled child to school, the schools do not necessarily accept the child because of inaccessible buildings, lack of adapted teaching materials, unqualified teachers, and lack of transport to and from school. There is an absence of a developed and locally adapted health care system. Health care services are centralized and institution-based and practically inaccessible to the rural population in Yemen. Today the status of education in general and education of students with special needs are most complex due to the country conflicts and external blockade.
Research methodology Analytical research has employed in order to find out the status of learning support for students with special needs in inclusive sitting in Yemen.
Literature Review Metts (2006) stated that Even though many children with disabilities do not gain access to educational services and less than 20% of the schools in Yemen are accessible, and Taher (2009) added that the national government considers inclusive education as a right of every child. A demonstration of Yemen’s commitment to inclusive education is the Social Fund for Development’s (SFDs) support for efforts that (a) improve access to basic educational services for children with disabilities; and (b) enhance their social and educational integration. At the same time, the SFD supports efforts to improve the accessibility of buildings, provide adapted teaching materials, upgrade the
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 skills of teachers, and encourage the provision of transportation to and from schools.
In 2008, the Social Fund for Development (Annual Report, 2009) supported 15 projects that integrated 1,083 children with special needs. These 15 projects supported inclusive education initiatives across various geographical areas. A demonstration of the government’s commitment towards inclusion is reflected in the recent establishment by the Ministry of Education of a Directorate of Inclusive Education. Inclusive education represents a major shift in thinking by the Ministry of Education about the role of schools in the education of children with disabilities. Previously, children with disabilities had to “fit” into existing schools or receive education from specialized schools for children with disabilities; however, through the Inclusive Education initiatives mainstream schools are adapting their programmes to accommodate the needs of children with disabilities. Despite these important developments by the Ministry of Education, Taher (2009) and Baset (2010) state that one of the biggest challenges facing all of the education sectors (basic, secondary, vocational and higher) is a lack of trained personnel who have the knowledge, skills and attitudes needed to work effectively with persons with disabilities.
Sarih, A., (2018) stated that Yemeni students with disabilities, like their peers in most Arab countries, have long faced numerous difficulties enrolling in universities and getting jobs in their chosen fields. For Yemenis with disabilities today, however, the disruptions caused by years of conflict between government and rebel troops and all-out war since 2015 have increased their suffering and prevented many from pursuing their university studies.
Human Rights Watch (2015) cited United Nations figures estimating that three million people in Yemen, or slightly more than 10 percent of the population, had disabilities and faced increasing challenges in meeting their basic needs, including access to health care and education. The war has also caused an increase in poverty in Yemen, which was already one of the poorest countries in the Arab region. The need for basic goods such as food, water and medication has led many families to halt education for their children with disabilities. The situation is worse in rural areas because of rough roads, damage to buildings and homes and the absence of sanitary services.
Simadi, F. A., (2017) is to examine the satisfaction aspects among disabled students in some universities in the Middle East and to examine the www.ijmer.in 3
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 impact of socio-demographic factors on such satisfaction with regard to the services provided by their universities. The researcher found that social satisfaction was the greatest, followed by psychological, educational, environmental and health satisfaction in order. The results of the ANOVA revealed that all socio-demographic factors impacted significantly on the satisfaction of disabled students, except gender and the degree of disability. While, the MANOVA findings reported that Jordanian and Qatari students had higher educational and psychological satisfaction than Omani and Yemeni students.
Conclusion Education in Yemen witnessed noticeable improvement during the pre-war period 1999–2013. School enrollment rates rose from 71.3% to 97.5% of children. In the academic year 2012/2013, Yemen’s Education Ministry put the number of school students at more than five million registered in about 17,000 schools that include more than 136,000 classrooms. Since the war began in March 2015 education has been greatly affected. The numbers of 1.8 million children who have been out of school in 2015/2016 make up more than a third of the school age population. The United Nations says more than 1,100 schools have been closed either by direct damage to them, or because they are being used to house displaced people. The situation is more difficult and complex in special and inclusive schools, which depends on basic services to support the education process for students with disability and in the absence of professionals and the lack of simple material resources. It is very difficult to provide the learning support to students with disability in the current conflicts in Yemen.
References 1. Disability in Yemen, 2019, retrieved on 3 March 2019 on 03:30 pm from https://en.wikipedia.org/wiki/Disability_in_Yemen 2. Faith Inspired Action, (2017), Yemen: Supporting People with Special Needs, ACFID, retrieved on 3 March 2019 on 03:40 pm from https://islamic-relief.com.au/news/supporting-special-needs-yemen/ 3. Grut, L., Ingstad, B., 2006, This is my life- living with disability in Yemen, SINTEF Report, The world bank, 7465 Trondheim/ P.O.Box 124, Blindern, NO-0314 Oslo, NORWAY. 4. Moheyddeen, Khalid, 2016, Education in Yemen Struggles after More Than a Year of Conflict, The world Bank, retrieved on 3 March 2019 on 04:00 pm from http://blogs.worldbank.org/arabvoices/education-yemen- struggles-conflict. www.ijmer.in 4
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5. National Disability Strategy , 2010 , Ministry of Social Affairs and Labour, General Secretariat, Sana’a, Yemen. 6. Sarih, Aseell, 2018,War Worsens Plight of Disabled Students in Yemen, ALfanar Media, Covering Education, Research and Culture, retrieved on 08/03/2019 at 04:45 pm from https://islamic- relief.com.au/news/supporting-special-needs-yemen/ 7. Simadi, F. A., & Alqaryouti, I. A. (2017). Students with disabilities’ satisfaction with their universities’ services. International Journal of Human Rights in Healthcare, 10(4), 239-247.
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019
INCLUSION OF PERSONS WITH SPECIAL NEEDS IN HIGHER EDUCATION
Apoorva Panshikar Asst. Professor Department of Special Education S.N.D.T. Women’s University
Abstract The Right to Education Act ensures the education of the children in the age group 6 to 14 years. The students belonging to the marginalised sections of the society are covered by the Act. Children with special needs are the beneficiaries of this Act as well. The process of their inclusion in education and, in turn, in society is thus seen. The educational provisions benefit many special needs students in secondary schools. However, what is the scene with regard to the education of persons with special needs in higher education? Are there any provisions for these students? Do they encounter any difficulties in accessing and availing of Higher Education? What is the nature of this support they require? This paper, “Inclusion of Persons with Special Needs in Higher Education”, aims at addressing these questions.
Key Words: Inclusive Education, Special Needs, Disability, Higher Education
Introduction Education, in general and higher education in particular, is essential not only for providing job and life opportunities, but also for the overall development of the person. The role of education in human life is thus evident for all, irrespective of ability or disability. This, however, may become possible for persons with special needs (PwSN) only when they get a chance to become a part of the process of formal education. Accessibility to education is therefore especially important for persons with disabilities (Dutta, 2009)be it at basic education or higher education level since both are priority for sustainable achievement of education for all(Sanyal, 2005). Inclusion in education concerns a commitment to educate each person regardless of their disability, recognize their right to an education as with all other members of society (Meegan && MacPhail, 2006). Education is a human right and inclusive education practices are essential to achieve this right for PwSN.
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Indian Scenario India has the largest number (26,455) of higher education (HE) institutions in the world. With this in view, India has taken tremendous efforts toward inclusion of PwSN in HE. On the instructions of the University Grants Commission (UGC), Universities have a 3% reservation for PwSN in admissions. There is also a relaxation of 5 years for admissions to programmes in HE. Schemes like the Higher Education for Persons with Special Needs (HEPSN) aim at increasing accessibility for PwSN to colleges and universities. Under the scheme there are provisions for not only improving physical access to the institution but also purchase of equipment that will facilitate and augment the learning environments. The establishment of the Equal Opportunities Cell is expected to work toward increasing access and equity for PwSN. For the integration of persons with physical disabilities in vocational and technical education, polytechnics have been set up and upgraded.The government, under the Ministry of Social Justice and Empowerment, gives 500 National scholarships for PwSN every year. Similarly the GyanPrabha scholarship scheme promotes technical and vocational education by providing financial assistance. The state governments also offer scholarships in the form of financial assistance to PwSN to pursue HE. National Mission on Education through Information and Communication Technology, an initiative of Ministry of Human Resource Development, efforts are being made to employ technology mediated solutions to support PwSN. (MoSJE, 2015)
Challenges and ways to overcome them In spite of this, only 9% of the youth between 17-23 years have access to HE (Gupta, 2006) and the percentage for persons with special needs is barely 0.52%, which is far lower than 3% mandated by law (National Centre for Promotion of Employment for Disabled People, 2005).It definitely appears that PwSN in the Indian education system face many challenges of access, equity and equality. The HEPSN scheme, University Grants Commission (UGC) believed would aid PwSN in accessing HEand their Gross Enrolment Ratio would increase. However, only 50% of the 119 Universities reported being aware of the UGC Schemes like TESPE and HEPSN(“Education”, n.d.). Numerous studies have identified the barriers PwSN face in pursuing HE in India.Inaccessible infrastructural facilities within institutions, attitudes towards persons with disability, transportation facilities, lack of support services, difficulty getting sign language interpreters, unavailability of books in accessible format, etc. are a few areas, which interfere with getting equal and equitable opportunities for PwSN in HE as well(West, et al., 1993; Jameel, 2012; Sharma, 2012). Data from case studies of students have www.ijmer.in 7
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 revealed that students encounter barriers in choosing the institution for learning and subjects, and thus to the curriculum (Tinklin, Riddell, & Wilson; 2004). As lucidly written by Tinklin && Hall (1999), physical environment, access to information, entrance to higher education, assumptions of ‘normality’ and levels of awareness on part of the teachers and administrators are key barriers to HE. To look at solutions, an article “Supporting an inclusive learner experience in higher education” (2018), identifies certain best practices that significantly reduce the barriers vis-à-vis accessing instructional material, completing practical sessions and assessments. Adaptations in six areas have been delineated. These are lecture and note taking, seminars, reading lists and study resources, institution created content, fieldwork, laboratory work and practice settings, and assessment. Lot of emphasis is on use of ICT, curated e-learning material, Virtual Learning Environments, social media, etc.
Lack of information about PwSN and their needs leads to mental sets that hinder the process of reaching out to them, thus institutions should undertake awareness building exercises amongst their staff and students (Hall & Tinklin, 1998).Well-planned teacher education programmes at the pre service or in service levels need to be designed for teachers in HE to understand and handle diversity in their classroom. The mandatory Orientation Course for teachers in HE ought to include a module on understanding (at the knowledge level and affect level) and accommodating PwSN in their classrooms.
The role of Open and Distance Learning for Higher Education needs to be highlighted here. More often than not, it is noted that traditional classroom settings do not allow for the flexibility that many PwSN require succeeding. Open learning systems have the provisions to allow students to learn at their own pace. The flexibility and accessibility of the open and distance learning institutions can be an attractive option to many PwSN. The responsibility of Open Universities is tremendous in this respect.
The difficulties that PwSN face in HE cannot be attributed to the external factors alone.PwSN themselves display the inability to advocate for their own needs in addition to showing poor communication with service providers (Reed, Lewis, & Lund-Lucas;2006)affecting their share of equitable treatment in HE process. Since difficulty in communicating their needs to the peers and teachers pushes the SWSN to the periphery, professionals can fill the lacunae in communicating of their needs and be advocates for them. In addition to this professional advocacy may facilitate the process. The role of college
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 counsellors (Johnson, 2006)or mentors is crucial in helping PwSN actualise their potential.
Conclusion For HE to become a reality for PwSN, the HE institutes have to take the responsibility of creating an environment conducive to fostering accessibility. It is rather crucial that there is active involvement of all the concerned stakeholders (government, institutions of higher learning, teachers, students, peers and society at large) in the process of inclusive HE. Through the use of collaborative teaching-learning approaches, technology, universal designs for learning principles, optimal use of existing resources and creating resources the HE journey for PwSN will be smoother. Institutions of higher education and learning have to accept that diversity in terms of disability is an integral part of their system and acknowledge the role of innovation in promoting inclusion.
Bibliography 1. Dutta, A. S.-G. (2009). Co-ordination of post-secondary transition services for students with disability. Journal of rehabilitation, 75(1). 2. Education. (n.d.). Retrieved February 27, 2019, from National Center for Promotion of Employment for Disabled People: http://www .ncpe dp.org/Education 3. Gupta, A. (2006, June 1). Berkeley Center for Studies in Higher Education. Retrieved March 7, 2019, from Berkeley Center for Studies in Higher Education: http://cshe.berkeley.edu/publications/docs/ROP.Gupta.10.06.pdf 4. Hall, J., & Tinklin, T. (1998). Students First: The Experiences of Disabled Students in Higher Education. Scottish Council for Research in Education, Edinburgh. Retrieved February 28, 2019, from https://files. eric.ed. gov/f ulltex t/ED419476.pdf 5. Jameel, S. S. (2012). Disability in the context of higher education: issues and concerns in India. Electronic Journal for Inclusive Education, 2(7). Retrieved March 1, 2019, from https://coresc holar.lib raries.wrigh t.edu /cgi/ viewcontent.cgi?article=1125&context=ejie 6. Johnson, A. L. (2006, August 12). Students with Disabilities in Postsecondary Education: Barriers to Success and Implications for Professionals. Retrieved February 27, 2019, from https://www.cou nseling.org/resources/library/vistas/vistas06_online-only/Johnson.pdf 7. Meegan, S., && MacPhail, A. (2006). Inclusive Education: Ireland's education provision for children with special educational needs. Irish Educational Studies, 53-62. www.ijmer.in 9
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8. MoSJE. (2015, JUne 16). First Country Report on the Status of Disability in India. New Delhi. Retrieved January 15, 2019, from http://disability affairs.gov.in/upload/uploadfiles/files/First%20Country%20Report%20Fin al(1).pdf 9. Reed, M. J., Lewis, T., & Lund-Lucas, E. (2006). Access to Post- Secondary Education and Services for Students with Learning Disabilities: Student, Alumni and Parent Perspectives from Two Ontario Universities. 2 (2). Retrieved March 2, 2019, from http://citeseer x.ist.psu. edu/viewdoc/do wnloa d?doi=10.1.1.582.8045&rep=rep1&type=pdf 10. Sanyal, B. C. (2005, June 28). The Role of Higher Education in obtaining EFA goals with particular focus on developing countries. Retrieved January 26, 2019, from https://wayback.archive-it.org/10611/201601 12143725/http://portal.unesco.org/education/en/files/53754/11840806825S anyal.pdf/Sanyal.pdf 11. Sharma, A. (2012). Higher Education And its Perspectives with Special Reference to “Differently able” Learners. International Multidisciplinary e- Journal, 1(4), 1-6. Retrieved March 1, 2019, from http://shreepraka shan.co m /Documents/2012428124129207.a.arvind%20sharma.pdf 12. Supporting an inclusive learner experience in higher education. (2018, March 1). Retrieved March 5, 2019, from JISC: https://www.jisc.ac.u k/guides/supporting-an-inclusive-learner-experience-in-higher-education 13. Tinklin, T., && Hall, J. (1999). Getting round obstacles: Disabled students' experiences in higher education in Scotland. Studies in Higher Education, 24(2), 183-194. doi:https://doi.org/10.1080/03075079912331379878 14. Tinklin, T., Riddell, S., & Wilson, A. (2004, April). Disabled Students in Higher Education. Retrieved March 2, 2019, from http://www.ces .ed.ac.uk /PDF%20Files/Brief032.pdf 15. West, M., Kregel, J., Getzel, E., Ming, Z., Ipsen, S., && Martin, E. (1993). Beyong Section 504: Satisfaction and empowerment of students with disabilities in higher education. Exceptional Children, 456-467.
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ATTITUDE OF SPECIAL EDUCATION STUDENT TEACHERS TOWARDS INCLUSIVE EDUCATION
Divya.A Master of Education Avianshilingam Institute for Home Science and Higher Education for Women, Coimbatore
Abstract Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. It is one of the most effective ways in which to promote an inclusive and tolerant society. Inclusive education is a way of thinking about how to be creative to make our schools a place where all children can participate. Creativity may mean teachers learning to teach in different ways or designing their lessons so that all children can be involved. As a value, inclusive education reflects the expectation that we want all of our children to be appreciated and accepted throughout life. Globally, there are 150 million children living with disabilities. They are often denied an education because they are the most vulnerable and excluded people in their communities. The successful inclusion of students with significant disabilities in schools and classrooms, it is clear, is never independent of the institutional context. When we hear educators warn us that inclusion may be possible in elementary classrooms, but will not work at the secondary level, once again it is the severity of a student's disability that is being blamed. What is rarely addressed is the extent to which the structures within secondary schools constrain many students, such as students from immigrant families and ethnic minority groups, as well as students with significant disabilities. Research has shown increasingly that traditional forms of instruction reach a very narrow band of students. In fact, many students respond with disengagement from their entire school experience. New models offer improved ways for all students to access content and demonstrate learning. Such approaches hold much promise for developing more inclusive schools. The extent to which they can be meaningful for students with significant disabilities, however, depends on the recognition that they are important members of the school community and that their presence and participation enriches everyone.
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Introduction Education Education is a comprehensive and complex process aiming at bringing about not only change in knowledge and skill but also change in attitudes, behaviour, values, needs and several other variables which are psychological and behavioural in nature. Further, while attempting to bring about desired changes in the above, education also aims at an integration of these to help the individual to develop as a totality.
Inclusive Education 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 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 happens when children with and without disabilities participate and learn together in the same classes.
Benefits of Inclusion for Children with Disabilities Children with disabilities demonstrate high levels of social interaction with non-disabled peers in inclusive setting when compared with segregated setting. Social competence and communication skills of children with diverse abilities are improved inclusive setting. Friendship more commonly develop between children with disabilities and those without disabilities in inclusive settings. Inclusion assists in the development of General Knowledge for children with disabilities. The main motto of inclusive education i.e. ‘learn to live together’ can be succeeded.
OBJECTIVES OF THE STUDY 1. To Find Out The Attitude Of Student Teachers Towards Inclusive Education 2. To find out there is any relationship between Attitude of student teacher towards Inclusive Education with respect to their age, major subject in UG.
BACKGROUND OF THE STUDY It is learnt that in ancient India, inclusive education in the truest sense of the word, was practiced with no specialized schools or classrooms catering to the specific disabilities or learning disabilities. This was done when students www.ijmer.in 12
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 found incapable of learning were provided with options to learn other occupations, which they could do easily so as to be employed. An inclusive classroom is one wherein the teacher nurtures a relationship between chronological age-mates of students with special needs and those without special needs. A teacher should understand the student completely without any discrimination. Through this we can understand the attitude of student teacher towards inclusive education.
HYPOTHESIS 1. There is no significant difference among special education student teachers. 2. There is no significant difference in the attitude of special education student teachers with their major subject as special education in UG with the special education student teachers other subject as major in UG. 3. There is no significant difference in the attitude of special education student teacher towards Inclusive Education with respect to their age, interest in special education.
METHOD The survey method is used for the present study. The random sampling method is used for the study. The sample of 25 student teachers from Avinashilingam institute for home science and higher education for women department of education Coimbatore Tamilnadu has been selected for the study. The investigator created a self-made tool for the study of 10 questions, which has 6 positive and 4 negative questions and are to be responded on five point attitude scales running from Strongly Agree, Agree, Disagree, and Strongly Disagree. The scoring key for the present study is each positive question has 5,4,3,2,1(Strongly Agree, Agree, Disagree, Strongly Disagree) order respectively and each negative answer get 1,2,3,4,5(Strongly Agree, Agree, Disagree,
RESULTS AND CONCLUSION Percentage Analysis Sixty percentages of student teachers from special education were answered positive questions. They have highly positive attitude towards inclusive education. And 30 percentages of special education student teachers answered for negative questions and they have some negative attitude towards inclusive education.
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Analysis Scores of Attitude of Special Education Student Teacher towards Inclusive Education In Relation To Age
‘t’ df Age value BELOW 23 23 & ABOVE
M1 SD1 M2 SD2 18 1.49NS
82.6 63.54 78.58 67.17 0 M=Mean SD=standard deviation NS=Not significant
It is seen that the t-value (1.49) is not significance at table value (1.73) at 0.05 levels. Hence there is no significant difference in the attitude of Special Education student teacher towards inclusive education in relation to their age. Hence the null hypothesis states there is no significant difference in the attitude of Special Education student teacher towards inclusive education is accepted.
Analysis Scores of Attitude of Special Education Student Teacher Towards Inclusive Education In Relation To Their Major Subject In UG
Sources Sum of Mean F of df varianc Squares Values Squares e Between group 618.73 4 154.68 Within 2.65 group 2618.78 45 58.19 Total 3237.52 49 df = Degrees of freedom
It is seen that the f-value (2.65) is significant at table value (2.57). Hence there is significant difference in attitude of special education student teachers towards inclusive education in relation to their major subject in UG. Hence the hypothesis states that “there is significant difference in attitude of special education student teachers towards inclusive education in relation to their major subject in UG were rejected”.
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Conclusion
In simple we can say that It is about valuing all individuals, giving equal access and opportunity to all and removing discrimination and other barriers to involvement. The above study gave a clear insight for me about the opinion of special education student teachers towards special education. This study brought to light that inclusive education is welcomed by student teachers Hence I feel implementation of inclusive education should be a need for every institution.
Reference
1. http://blog.brookespublishing.com/19-tips-on-supporting-positive- behavior-social-skills-calendar-giveaway/ 2. http://www.shanlaxjournals.in/pdf/EDN/V1N3/EDN_V1_N3_003.pdf 3. Save the Children, ‘Measuring Severe Child Poverty in the UK”, Policy Briefing 2010 4. Burchardt (2005) ‘The education and employment of disabled young people: frustrated ambition’ (JRF) 5. https://nbacl.nb.ca/module-pages/inclusive-education-and-its-benefits/
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EFFICACY OF MULTIMEDIA INSTRUCTIONAL STRATEGIES TO CHILDREN WITH MODERATE INTELLECTUAL DISABILITY
Dr.Gigi.K Varghese Dr.K.Sambath Rani Principal Assistant Professor Sneha Sadan College of Special Education Avinashlingam Institute for Home Science Ankamaly and Higher Education for Women Coimbatore
Education is an imperative for the development of an individual. It enriches people perceptive of themselves and the world around. It improves the quality of being and leads to broad social benefits to the people and society. Days of conventional teaching and learning from book shave given way to the use of multimedia in education. Today multimedia has become an important part of educational lover the world. Teaching and learning for children with intellectual disability is a unique process as well as a challenge for the teachers and the approach used need to be varied individually. Even though there are some research studies conducted on the related issues of learning of science concepts among other disabilities.
It is an innovative integrated intervention approach for children with Intellectual disability. Multimedia teaching learning methods arise the interest of the children to learn the concept effectively, and it will pave the ways for the learning more interestingly. This research is helpful to the policy maker store- examine the present policy structure on multimedia accessibility and to update their policies appropriate. The use of Multimedia Instructional Strategies in the classroom for children with intellectual disability will pave way for encouraging positive results in acquisition, maintenance and transfer of learning functional skills to learn science concepts with the less effort and in a short duration.
Major objectives:
Identify children with Moderate Intellectual Disability belonging to the age group of 7 to 12 years enrolled in special schools. Explore the current knowledge on science concept (I e parts of the body) in children with moderate intellectual disability Develop multimedia instructional strategies to enhance the learning science concepts in children with Moderate Intellectual Disability. Assess the effectiveness of multimedia instructional strategies on learning science concepts in children with moderate intellectual disability.
Explore the influence of Gender, Locality, Type of Family, Residential Status, Employment Status, Educational Qualification of the Parents and Socio-Economic Status on learning science concepts in children with Moderate Intellectual Disability using the Multimedia Instructional strategies.
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Hypothesis:
There is no significant difference on learning science concepts namely, Parts of the body, before and after using the Multimedia Instructional Strategies in children with Moderate Intellectual Disability. There is no significant difference on learning science concepts before and after using the Multimedia Instructional Strategies in children with Moderate Intellectual Disability with respect to variables such as Gender, Localit y, Type of Residential Status, Type of family, Employment status, Educational qualification of the Parents and Socio- Economic Status.
Methodology:
This study consisted of fifty children with moderate Intellectual Disability. Quasi experimental method was followed together enquired data with in a particular time. The investigator used random sampling technique to select the sample. The sample chosen for the study consisted of fifty children of both boys and girls (25+25) belonging to Moderate disability group.
The study consisted in five phases. In the first phase base line in formation of each student was collected using Personal Data Schedule. Pre-test was administered to the samples in the second phase. It was done in five special schools taking 10 students from each school. In the third phase Intervention was carried out with the use of multimedia instructional package. This included charts, flash cards, booklets, animated pictures, specimen objects and computer based programmed learning on Parts of the body, Varieties of learning activities, such as matching, colouring, fill in the blanks, true or false and findings the odd one out. Time taken to train the students in each concept was one month meaning two hours for each day. Once after the teaching was done, four days were allotted to master each concept. Similar methods were adopted to train the other five concepts. Individualized attention was paid to the poor performers, besides motivation and encouragement to complete the learning programme. In the fourth phase post-test was done on one concept at a time after intervention. The fifth phase was Follow-up using the same tool after two months of post-test.
Parts of the Body
Description of the parts of the body commence with enumerating all the parts of the body and focusing on the five sense organs and its specific functions using animation. When each organ is clicked with the help of a mouse, it leads to further details about that particular organ. Had the child completed this task they move on to the next session which deals with the upper and lower extremities and the head. Appropriate activities are incorporated to teach each distinct organ.
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In the beginning of each session an option is given to choose the language from among English and Malayalam. It is comprised of a variety of activities like matching, colouring, choosing True or False, Finding the odd one out etc. In the process of learning when the child performs well the child will get positive re enforcement and if the child requires further learning they are asked to redo it. It is programmed in such a way that child can go back and forth with the use of the mouse to learn and relearn. Each unit takes about twenty - five to thirty minutes to be completed. It is organized on the basis of the principles of learning such as moving from simple to complex known to unknown and concrete to abstract. In order to gain the attention of the children the investigator has taken meticulous care to integrate attractive, colourful and moving pictures. This Instructional material was subjected to jury opinion and necessary corrections were made
Analysis of Mean Scores on the Concept of Parts of the Body The scores of knowledge on the part of the body for children with moderate intellectual disability were assessed initially as well as after providing an intervention through Multimedia Instructional Strategies for a period of one month and post-test were done after two months. Pre-test, Post-test and Follow-up Scores were analyzed and the results have been given in the table 1.1. Table 1.1: Mean, S. Dand t value of Pre, Post and Follow-up Mean Scores on the Concept of Parts of the body Area No df Testing Mean S.D t- value Pre-test 5.52 2.18 30.516** Parts of the body 50 49 Post-test 20.26 3.04 Follow-up 19.38 2.42 1.897 Ns ** Significant at 0.01 level Ns - Not Significant
From the above table 1.1 It is evident that the ‘t- value’ is 30.51 for the mean scores on the concept of parts of the body among children with moderate intellectual disability which is significant at 0.01 level. The table indicates that the mean scores on the concept of parts of the body for children with moderate intellectual disability before and after intervention differed significantly. Therefore “the null hypothesis stated as there is no significant difference in the mean scores on the concept of parts of the body before and after intervention” is rejected. It is also evident from the post-test and follow up the ‘t-value’ is 1.89, which is statistically not significant. This shows that there is sustainability in the mean scores on learning the concept of parts of the body. Hence, it is inferred that Multimedia Instructional Strategies were found to be effective in imparting knowledge on concept of parts of the body. The above finding is in line with Neuman (2010) who emphasized that multimedia helps in teaching learning of science concepts for high school students before and after intervention.
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Figure 1.1: Mean Scores of Pretest, Posttest and Follow-up on Parts of the Body
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There is a significant difference between pre and post-test and post-test and follow up mean scores of Boys (t= 25.15, t=2.35) which is significant at 0.01 level. Hence, the null hypothesis stated that “there is no significant difference between pre- test, post-test and follow up mean scores on the concept of parts of the body with respect to Boys” is rejected. Comparison on pre, post-test mean score of Girls is t=18.87 is significant at 0.01 level. Hence, the null hypothesis stated that “there is no significant difference between the pre and post mean scores on the concept of parts of the body with respect to the Girls” is rejected. There is no significant difference between post- test and follow-up scores. From the above table, it is evident that the ‘t- value’ for the samples belonging to Urban (t=16.23) and Rural (t=30.64) for pre-test and post-test on the concept of parts of the body is significant at 0.01 level. The table indicates that the pre and post-test mean scores on the concept of parts of the body of children with moderate intellectual disability differed significantly. Therefore, the null hypothesis stated that “there is no significant difference in the mean scores on the concept of parts of the body before and after intervention with respect to locality” is rejected. It is also evident from the post-test and follow up that the ‘t-value’ is 1.27 for Urban and 1.38 for Rural which is statistically not significant, which shows that there is a plausibility in the acquired mean scores on the concept of parts of the body. Hence, it is inferred that Multimedia Instructional Strategy was found to be effective in imparting knowledge on parts of the body. It reflects that there was a significant difference at 0.01 level between pre and post-test and post-test and follow up mean scores of day scholars (t=35.64) (t=4.31). Hence, the null hypothesis stated as “there is no significant difference between the protest, post- test and follow-up mean scores on the concept of parts of the body with respect to day’s scholars” is rejected. The t-value for the Hostelites is 17.73 for pre and post-test which is significant at 0.01 level but between post-test and follow up the ‘t-value’ is not found to be significant. This shows that there is viability in the mean scores on the concept of parts of the body.
Comparison on pre and post-test mean score of children with moderate intellectual disability with respect to Type of Family namely Joint Family (t=23.69) which is significant at 0.01 level. Hence the null hypothesis stated that “there is no significant difference between the pre and post mean scores on the concept of parts of the body with respect to the Joint family” is rejected. There is no significant difference between post and follow up. There is a significant difference between pre and post-test and post- test and follow up mean scores of Nuclear family (t= 18.86, t=2.6) is significant at 0.01 and 0.05 level. Hence the null hypothesis stated that the “there is no significant difference between pre, post and follow up mean scores on the concept of parts of the body with respect to Nuclear Family” is rejected Comparison on pre and post-test mean score of children of employed parents (t=24.89) is significant at 0.01 level. Hence the null hypothesis stated that “there is no significant difference between the pre and post mean scores on the concept of parts of the body with respect to employed parents” is rejected. There is no significant difference between post and follow up.
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There is a significant difference between pre and post-test and post-test and follow up mean scores of children of unemployed parents (t= 17.26, t=2.81) is significant at 0.01 and 0.05 level. Hence, the null hypothesis stated that “there is no significant difference between pre, post and follow up mean scores on the concept of parts of the body with respect to unemployed parents” is rejected. There is a significant difference between pre and post-test and post-test and follow up mean scores of children of literate parents (t= 30.76, t=3.96) is significant at 0.01 level. Hence, the null hypothesis stated that “there is no significant difference between pre, post and follow up mean scores on the concept of parts of the body with respect to literate parents” is rejected. Comparison on pre and posttest mean score of children of illiterate parents (t=16.08) is significant at 0.01 level. Hence, the null hypothesis stated that “there is no significant difference between the pre and post mean scores on the concept of parts of the body with respect to the illiterate parents” is accepted. There is no significant difference between post and follow up scores.
It is observed that there is a significant difference between pre, post and follow up mean scores of samples with respect to income level namely low [t= 1.55] is not significant and with respect to average income the t-value is 25.19 and t=2.92, is significant at 0.01 level. Hence, the null hypothesis is stated that “there is no significant difference between the pre and post mean scores on the concept of parts of the body with respect to low and average income” is rejected. While considering the pre and post test scores for the high-income group the ‘t value’ is 17.09, which is significant at 0.01 level. But between post-test and follow-up it is statistically not significant.
Major Findings
The knowledge of children with moderate intellectual disability before and after intervention differed significantly as the retention rate increases with the usage of Multimedia Instructional Strategy. There is a significant sustainability in the acquired knowledge on the parts of the body, There is plausibility in the acquisition of knowledge on the concept of parts of the body with respect to Gender, Locality, Residential Status, Type of Family, Employment Status, Educational Qualification of Parents and Socio-Economic Status of Parents.Practicality in the acquired knowledge on concept of Parts of the Body was observed during the pre, post-test and during follow-up.
Conclusion Digital Technology is a powerful instrument in teaching learning process. Utilizing technology in teaching learning will develop positive effects on both the student and t ea ch er , r elat ed to a ca d em i c performance a n d m ean in g ful ear n in g especially for those affected with Intellectual Disability, in order to accomplish higher order thinking skills such as critical and independent thinking, improved motivation and attitude. Hence technology has integrated into the everyday curriculum in making the children with Intellectual Disability learn basic science concepts.
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References
Neuman, S.B., (2010). Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art, and social studies. New York: Scholastic. Sangeeta Gupta,. (2005). Role of multimedia and cooperative learning in enhancing the writing competence of students. Edutracks .Pp. 25 - 27.
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SENSITIZING PRIMARY SCHOOL TEACHERS ON IDENTIFICATION OF CHILDREN WITH HEARING IMPAIRMENT IN INCLUSIVE EDUCATION
Dr. A. Divyapriya Associate Professor Inter University Centre for Teacher Education Regional Institute of Education (NCERT), Mysuru
Abstract Hearing loss, if undetected, can have a significant negative impact on the speech and language development, educational attainment and social- emotional development of children, even if it is a mild loss (Gomes &Lichtig, 2005; Berg et al., 2006). Timely identification of impairments can reduce its impact on the functional level of the individual and also in checking the impairments from becoming a disabling condition. This study was useful in sensitizing teachers to identify the children with hearing impairment and help them to manage the impairment and bring about full inclusion and participation of these children. The study attempts have been made tosensitize the primary school teachers on identification of children with hearing impairment. The sample for the present investigation included thirty primary school teachers. A questionnaire was prepared to assess the current level of samples on identification of children with hearing impairment. Based on the pretest the investigator developed and implemented a sensitization programme. Effectiveness of sensitization programme was analyzed. Sensitization programme implemented was found to be effective on identification of children with hearing impairment among primary school teachers.
Key words: Sensitizing Teachers ,Identification of CWHI
Introduction According to the widely accepted estimate one in every ten children in India is born with or acquires physical, mental or sensory impairments. The estimate that 30 million Indian children between age 5 - 15 years are disabled is considered to be conservative by many (RCI, 1996). Timely identification of impairments can reduce its impact on the functional level of the individual and also in checking the impairments from becoming a disabling condition. The World Health Organization (WHO) has estimated that more than 4% of the world's population, i.e., 250 million people, suffer from hearing loss (McPherson &Brouillette, 2004). Among this population, approximately 165 www.ijmer.in 24
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 million people live in developing countries. It was estimated that the prevalence rate of hearing loss is high among school aged-children. Studies in South India have reported higher prevalence rates, of 11.9% (Rao, Subramanyam, Nair, &Rajashekhar, 2002). Need and importance of the study Hearing loss is a significant health problem. Hearing loss, if undetected, can have a significant negative impact on the speech and language development, educational attainment and social-emotional development of children, even if it is a mild loss (Gomes &Lichtig, 2005; Berg et al., 2006). Since hearing loss is highly prevalent and detrimental to children's development, early identification is crucial. Identification allows intervention, which can reduce the impact of hearing loss on children (Downs, 2004; Olusanya, Okolo, &Adeosun, 2004). Identification provides improved information for teachers in teaching children with hearing impairment. Hence, this study will useful in sensitizing teachers to identify the children with hearing impairment and help them to manage the impairment and bring about full inclusion and participation of these children.
Objectives To find out the current level of knowledge among primary school teachers on the identification of children with hearing impairment through protest. To analyze the pretest and prepare sensitization programme on the identification of children with hearing impairment for primary school teachers. To study the effectiveness of the sensitization programme on the identification of children with hearing impairment through post-test.
Methodology The study was conducted in government and government aided primary schools in Coimbatore. The schools are clustered in and around Coimbatore. The sample chosen for the final study consisted of 30 primary school teachers. The study was experimental in nature. Questionnaire method was considered suitable as it facilitates the investigator to gather accurate information from the selected group. Questionnaire along with personal data sheet was used to assess the existing knowledge of primary school teachers on identification of children with hearing impairment. The questionnaire mainly consisted of two parts. The first part deals with general information about the primary school teachers, which serves as the base for the study. The second part consisted of four major areas namely General aspect, Auditory aspect, Cognitive aspect and Academic aspect. www.ijmer.in 25
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For sensitization programme, lecture method was followed. The pre- test and post test performances of the primary school teachers are compared to find out the effectiveness of the sensitization programme. Results and Discussion 1. Pre and post mean scores on identification of children with hearing impairment among primary school teachers Table 1presents pre and post mean scores on identification of children with hearing impairment among primary school teachers Variable Testing N df Mean S.D t- Value Identification Pretest 23.83 6.25 of children 30 29 19.444** with hearing Posttest 38.93 3.86 impairment ** Significant at 0.01 level
The table 1 reveals that the t - value for identification of children with hearing impairment (t = 19.444) was significantly different between pre and post mean scores at 0.01 level. Therefore, the null hypothesis stated as “There is no significant difference in the identification of children with hearing impairment among primary school teachers before and after sensitization programme” is rejected stating that the sensitization programme made a significant influence on teachers in the identification of children with hearing impairment.
2. Pre and post mean scores of primary school teachers on general aspect Table 2 presents pre and post mean scores of primary school teachers on general aspect. Variable Testing N df Mean S.D t- Value
General Pretest 5.30 1.88 30 29 11.298** aspect Posttest 7.77 1.52 ** Significant at 0.01 level While considering the pre and post test mean scores t-value (t = 11.298) differs significantly at 0.01 level. Therefore, the null hypothesis stated as “There is no significant difference in the pre and post mean scores of primary school teachers on general aspect” is rejected stating that the sensitization programme made a significant influence on teachers in the identification of children with hearing impairment. www.ijmer.in 26
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3. Pre and post mean scores of primary school teachers on auditory aspect Table 3 presents pre and post mean scores of primary school teachers on auditory aspect. Variable Testing N df Mean S.D t- Value
Auditory Pretest 11.17 3.43 30 29 17.847** aspect Posttest 19.33 2.23 ** Significant at 0.01 level It was clear that there was significant difference in the pre and post t- value on auditory aspects (17.847) at 0.01 level. Therefore, the null hypothesis stated as “There is no significant difference in the pre and post mean scores of primary school teachers on auditory aspect” is rejected stating that the sensitization programme made a significant influence on teachers in the auditory aspect.
4. Pre and post mean scores of primary school teachers on cognitive aspect Table 4 presents pre and post mean scores of primary school teachers on cognitive aspect. Variable Testing N df Mean S.D t- Value
Cognitive Pretest 4.17 1.98 30 29 9.950** aspect Posttest 6.63 1.25 ** Significant at 0.01 level There was a significant difference in the pre and post mean scores in the cognitive aspect (t = 9.950) at 0.01 level. Therefore, the null hypothesis stated as “There is no significant difference in the pre and post mean scores of primary school teachers on cognitive aspect” is rejected stating that the sensitization programme made a significant influence on teachers in the cognitive aspect. 5. Pre and post mean scores of primary school teachers on academic aspect Table 5 presents pre and post mean scores of primary school teachers on academic aspect. Variable Testing N df Mean S.D t- Value Academic Pretest 3.20 1.40 30 29 9.832** aspect Posttest 5.20 1.24 ** Significant at 0.01 level www.ijmer.in 27
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The t - value of the samples indicate the significant difference between the pre and post mean scores of samples on academic aspect ( t = 9.832) at 0.01 level. Therefore, the null hypothesis stated as “There is no significant difference in the pre and post mean scores of primary school teachers on academic aspect” is rejected stating that the sensitization programme made a significant influence on teachers in the academic aspect. 6. Sensitization programme implemented was found to be effective on identification of children with hearing impairment among primary school teachers. The mean pretest scores of selected samples on identification of children with hearing impairment being 23.83 whereas posttest scores increased to 38.93 after sensitization programme.
Conclusion Children with hearing impairment are to be identified at an early stage for intervention. This is possible only if the teacher at primary level possess knowledge on identification of children with hearing impairment. This research effort has been under taken with the aim of sensitizing the primary school teachers on identification of children with hearing impairment. The results revealed positive effect on the identification of children with hearing impairment among primary school teachers.
Reference De Bettencourt, Laurie, U. (1999). General Educator’s Attitude toward Students with Mild Disabilities and their use of Instructional Strategies: Implications for Training, Remedial and Special Education, Vol.20, No.1, Pp.27-35. Desai, A.N., (1995), Helping the Handicapped; Problems and Prospects, New Delhi- Ashish Publishers, pp.234-42. Lombard, Richard C., Miller, Robert J., Hazelkorn, Michael, N. (1998). School to Work and Technical Preparation: Teacher Attitudes and Practices Regarding and Inclusion of Students with Disabilities. Career Development for Exceptional Individuals, Vol.21, No.2, Pp.161-72. Meisels, SJ, Provence, S., (1989), Screening and Assessment: Guidelines for Identifying Young Disabled and Developmentally Vulnerable Children and their Families, Washington DC- National Centre for Clinical Infant Programs, pp. 45-50. Reddy and Sujathamalini, J. (2003). Teacher Preparation Efficiency Parameters for Normal School Teachers to Handle Children with Special Needs. Journal of Research and Reflections on Education, Vol.1, No.1. Reddy, G.L., Ramar, R. and Kusuma, A. (2004). Hearing Impairment: An Educational Considerations. Discovery Publishing House, New Delhi. www.ijmer.in 28
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IDENTIFICATION OF ANGLE OF ROTATION SKILL AMONG VISUALLY IMPAIRED STUDENTS
Dr.A.Selvi Asst. Professor Michael Job Memorial College of Education for Women
Abstract Students with visual impairments may face challenges when working on the Mathematics standards in the Common Core State Standards (CCSS). As a response to this, Perkins School for the Blind convened a panel of experts to identify specific standards that would be a potential challenge to students who are blind or visually impaired. Angle of Rotation is a measurement of the amount, namely the angle, that a figure is rotated about a fixed point, often the center of a circle. A clockwise rotation is considered a negative rotation, so that, for instance, a rotation of 310° (counterclockwise) can also be called a rotation of – 50° (since 310° + 50° = 360°, a full rotation (turn)). A counterclockwise rotation of more than one complete turn is normally measured modulo 360°, meaning that 360° is subtracted off as many times as possible to leave a non-negative measurement less than 360°.
Introduction Angles are used throughout geometry, to describe shapes such as polygons and polyhedrons, and to explain the behaviour of lines, so it’s a good idea to become familiar with some of the terminology, and how we measure and describe angles. To calculate angles in a polygon, first learn what your angles add up to when summed, like 180 degrees in a triangle or 360 degrees in a quadrilateral. Once you know what the angles add up to, add together the angles you know, the answer from the total measures of the angles for your shape. A rotation is a transformation in a plane that turns every point of a figure through a specified angle and direction about a fixed point. The fixed point is called the center of rotation . Angle of Rotation is the measurement of the amount of the angle, by which a figure is rotated counterclockwise about a fixed point, often the center of a circle. Usually clockwise rotation is called as Negative rotation.
Carpenter and Eisenberg (1978) found a linear improvement of response times as a function of rotation, with congenitally blind participants slower (59° per second) than those who became blind later in life (114° per second) or blind-folded sighted (233° per second) participants. But the error rate www.ijmer.in 29
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was not different for the three groups, a result confirmed by Dodds, Howarth, and Carter (1982).
Measuring angles The size of a geometric angle is usually characterized by the magnitude of the smallest rotation that maps one of the rays into the other. In some contexts, such as identifying a point on a circle or describing the orientation of an object in two dimensions relative to a reference orientation, angles that differ by an exact multiple of a full turn are effectively equivalent. In other contexts, such as identifying a point on a spiral curve or describing the cumulative rotation of an object in two dimensions relative to a reference orientation, angles that differ by a non-zero multiple of a full turn are not equivalent. Potentially, an angle denoted, say, ∠BAC might refer to any of four angles: the clockwise angle from B to C, the anticlockwise angle from B to C, the clockwise angle from C to B, or the anticlockwise angle from C to B, where the direction in which the angle is measured determines its sign (see Positive and negative angles). However, in many geometrical situations it is obvious from context that the positive angle less than or equal to 180 degrees is meant, and no ambiguity arises. Otherwise, a convention may be adopted so that ∠BAC always refers to the anticlockwise (positive) angle from B to C, and ∠CAB to the anticlockwise (positive) angle from C to B.
Identifying angles The angle is the figure formed by two rays, called the sides of the angle, sharing a common endpoint, called the vertex of the angle. Angles formed by two rays lie in a plane, but this plane does not have to be a Euclidean plane. Angles are also formed by the intersection of two planes in Euclidean and other spaces. These are called dihedral angles. Angles formed by the intersection of two curves in a plane are defined as the angle determined by the tangent rays at the point of intersection. Similar statements hold in space, for example, the spherical angle formed by two great circles on a sphere is the dihedral angle between the planes determined by the great circles. Angle is also used to designate the measure of an angle or of a rotation. This measure is the ratio of the length of a circular arc to its radius. In the case of a geometric angle, the arc is centered at the vertex and delimited by the sides. In the case of a rotation, the arc is centered at the center of the rotation and delimited by any other point and its image by the rotation. The mental exploration task that a strong relationship existed between the duration of mental exploration of distances and the distance to be covered, for persons who were sighted as well as those who were blind; these durations,
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though, were longer for congenitally blind persons than for those who became blind later in their lives. It seemed, therefore, that blind persons could create and manipulate spatial representations just as could sighted ones, but that visual experience allowed faster generation and treatment of images In the test of two copies of the same stimulus were used in each item. Each stimulus (the first) was fixed on the board. The second stimulus would be rotated to a particular degree e.g. 45o, 90o, 135o, 180o and 225o. The student had to identify the angle of rotation. The following figures illustrate the Angle of rotation. An example is given below.
Fig. 1. (a) Fig. 2. (b)
For this test, the students had to Mentally Rotate the Image. If the student could rotate the stimulus to the given angle correctly, one score was given if not the score was zero. Since this subtest had five items the maximum score for this subtest was five. Conclusion Descriptions of rotations in terms of three angles can be confusing and in all conventions the angles have inconvenient properties of non-equivalence in the variables and singularities at certain points. Alternative descriptions exist in terms of variables other than angles, such as `rotation vectors' or quaternions; these may have advantages in some circumstances, but have been less commonly used than angle descriptions. Three alternative descriptions are discussed. When using a Braille protractor student can practice drawing shapes and angles and using tactile graphics make sure they contain the appropriate components and using heavy card stock shapes can be made to represent triangles, cubes and other shapes Identify corresponding congruent and similar parts of shapes.
Reference 1. Robert M. Kitchin, Mark Bla des and Reginald G. Golledge (1997). Understanding spatial concepts at the geographic scale without the use of vision, Progress in Human Geography 21, 2, Pp.225-242. 2. Thurstone, L.L (1938). “Primary mental abilities”, Psychometric Monographs, No.1. 3. Shepard, R. N (1990). “Mind sights”, New York: W. H. Freeman & Company. 4. Shepard, R.N. & Metzler, J (1971). “Mental rotation of three-dimensional objects”, Science, 171, 701-703.
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INFLUENCE OF YOGIC INTERVENTION ON CHILDREN WITH AUTISM SPECTRUM DISORDER
Dr.S.Akilandeswari Dr.V.Sivasangari Assistant Professor Assistant Professor Department of Physical Education, Department of Physical Education, Avinashilingam Institute for Home Avinashilingam Institute for Home Science and Higher Education for Science and Higher Education for Women Women Coimbatore Coimbatore
Abstract Background: Autism Spectrum Disorder that effects communication and behaviour. Yoga is a well - designed exercise program increasing general health and stamina, reducing stress, improves cognitive abilities and life styles. Aim: The main purpose of the study is to find out the effect of Yogic Intervention on Children with Autism Spectrum Disorder. Design: Twenty children suffering from Autism Spectrum Disorder were selected from Amrit Special Needs School, Coimbatore for this study. The age of the subjects ranges from 5 to 15 years. The design used for the study was Pre – Post design. Purposive sampling was used for the collection of the sample. Methods: The present study was performed with parents or care takers who gave information regarding their daily routines and activities of the child. Pre and Post values for the study were assessed on the basis of the Childhood Autism Rating Scale (CARS). Yogic practices including OM Chanting and Pranayama were used as intervention for a period of 12 weeks. Results: There was a significant reduction in the symptoms of autism in children, yet the effect size was very less to draw an emphatic conclusion. Statistical Analysis: Paired Sample ‘t’ test was used for comparing the Pre and Post-test values. Conclusion: It concludes that regular practice of yoga may significantly improve in the reduction of Autism Spectrum Disorder in children.
Introduction: Early childhood is the period in which numerous forms of self - control begin to develop, and the emergence of voluntary self – control is clearly one of the most central and significant human capacities (Satyananda, 2006). During this period, if a child suffers from any developmental problems, it becomes extremely painful and mystifying for the parents as well as those associates with them. Autism Spectrum Disorder or autism is a persistent developmental disorder defined by the presence of abnormal and / or impaired development. To
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be considered an autistic disorder, some of these impairments must noticeable before the age of 3 years. (Thackery and Harris, 2003). The centres for Disease Control and Prevention (2012) assessments that 1 in 88 children in the United States has been identified as having an Autism Spectrum Disorder. There has been a overwhelming rise in the number of autism cases in India as well. From an estimated 20 lakh cases in 2003, there are reportedly 1.36 crore autism patients in India (Times of India, 2012). Malhi and Singhi (2005) revealed that impaired development of societal skills and greater physical skills may reflect an integral difference between the children with or without autism. Parents accepted a range of indicators as problematic, with a large percent of the families noticing social difficulties first. The social impairment of young children with autism can, certainly, be unique in some cases, while it may be more delicate in others (Daley, 2004). Yoga is powerful tool that can teach children how to unite to their bodies, tap into their own personal strength, well deal with life’s challenges and construct associates with the outside world (Ehleringer, 2010). In a study comparing children with autism who did yoga daily at school compared to kids who charted a characteristic repetitive instead, those who participated in the stretching exercises demonstrated significantly less aggressive behaviour, social withdrawl and hyperactivity (Heasley, 2012). According to another study by Hadi and Hadi (2007), Yogic exercises can be used as Psychophysiological stimuli to upsurge endogenous secretion of Melatonin, which in turn, liable for improved sense of well - being. Yogic approach is based not only on promoting health, but also on endorsing the well - being and personal fulfilment. Yoga therapy aims for making a person a better provider toward self, family, society and nature at large.
Methods: Sample and Sampling: Twenty children suffering from autism were selected from Amrit Special Needs School, Coimbatore for the study and were given Yogic Intervention for period of 12 weeks. The age of the subjects ranged from 5 to 15 years. Purposive sampling was used for the collection of sample.
Research Design: Single group Pre – Post design was used for conducting the present study.
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Tools Used:
A well conventional tool Childhood Autism Rating Scale (CARS) developed by Schopler, Reichler and Renner (1988) was used to screen and diagnose the childhood Autism. There were totally 15 items CARS were assessed like 1. Relating people 2.Imitation 3.Emotional 4.Body Use 5. Object Use 6. Adaptation to change 7. Visual Response 8.Listening Response 9.Taste, Smell and Touch Response 10.Fear or Nervousness 11.Verbal Communication 12.Non Verbal Communication 13. Activity level 14. Level and Consistency of Intellectual Rsponse 15. General Response. Each scale is rated with a Score of 1 (with normal for child’s age), 2 (Mildly abnormal), 3 (Moderately abnormal) or 4 (Severely Abnormal). Mid point scores of 1.5, 2.5, 3.5 are also possible. Total CARS Scores range from 5 to 60, with a score of 30 serving as the cut off for a diagnosis of autism. Average Reliability of Cars is 0.71 and Validity is 0.83.
Procedure:
The Yoga module consists of OM Chanting, Pranayama – Deep breathing and NadiShodhana and Meditation. The participants involved in the above Yogic exercises daily for 40 minutes in the morning session.
Results:
There was statistically significant reduction in the symptoms of autism in children after a period of 12 weeks at 0.01 level of Confidence, yet the effect size was very small to draw an emphatic conclusion.
TABLE – 1 Pre and Post Test Values of Autism Spectrum Disorder Children
Significance Mean SD SEd r t Level PreTest 42.73 4.22 Post 0.201 0.83 3.131 0.01 41.80 4.15 Test
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FIGURE – 1 Differences in the level of Autism Spectrum Disorder between Pre and Post test Scores
42.8 42.6 42.4 42.2 42 41.8
LEVEL OFAUTISM 41.6 41.4 41.2 Pre Test Post Test
Discussion: The result of the study indicates that there was statistically significant symptoms reduction, the impact was very less due to the change in the score by a magnitude of 1/40 only. According to the study Gurjar, Ladhake and Thakare (2009) chanting OM Mantra results in stabilization of brain which means concentrating on OM Mantra and continuously doing it slowly shifts our attention. Asana improves the total flexibility and stimulation of nerve centres of the spinal cord and the Sympathetic system (Lysbeth, 1979). Radhakrishnan (2010), in his study investigated an integrated approach to Yoga therapy for a period of months as a treatment method in child with Autism Spectrum Disorder to increase initiative skills and found that children exhibited increased skills in eye control, sitting tolerance, non - verbal communication and receptive skills to verbal commands related to spatial aspects at the end of the study.
Conclusion: The results conclude that regular practice of Yoga may be helpful and significantly improve in the reduction of symptoms of Autism Spectrum Disorder in children in the long run. Thus, the present study helps the children suffering from autism can improve the skills as well as accepting essential to live a less hectic life and have a better sense of self. The researcher also suggests that
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parents and care takers to explore Yoga as advantageous activity for the symptoms of Autism.
References:
1. Daley, T.C. (2004) From Symptom recognition to Diagnosis: Children with Autism in Urban India. Social Science and Medicine, 58 (7), 1323 – 1335. 2. Ethleringer.J (2010) Yoga for Children on the Autism Spectrum. International Journal of Yoga Therapy, 20 (1), 131 – 139. 3. Radhakrishnan . S (2010) Application of Integrated Yoga Therapy and Autism Spectrum Disorder: Journal of Ayurveda and Integrative Medicine, 1 (2), 120 – 124. 4. Singhi P &Malhi P (2001), Clinical and Neuro developmental Profile of Young Children with Autism. Indian Pediatrics, 38, (4), 384 – 390. 5. Swami Satyananda (2006), Yoga Education for Children. Vol 1, (pp 26): Monger: Bihar School of Yoga
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EFFECT OF FINE ART IN IMPROVING THE SPAN OF ATTENTION AMONG CHILDREN WITH INTELLECTUAL DISABILITY
Dr.C.Renuga Devi Assistant Professor Department of Education Mother Teresa Women's University Kodaikanal
Abstract The main aim of education is the all-round development of the child that is besides intellectual growth, education should also cater to the emotional, physical, spiritual and moral development or the all-round growth. This growth in these areas may take place if curricular activities are supplemented with the co-curricular activities. This articles focuses to study about the effect of fine art in enhancing the span of attention of children with intellectual disabilities. Single group pre and post test design was applied among six children with intellectual disabilities. Clay modelling - making simple images using clay soil was used as a technique to enhance the span of attention of the selected sample for 20 sessions. The effect of the method was measured using Tachistoscope a standardized instrument to measure span of attention. The analysed data indicates that application of fine art yielded good results in enhancing the span of attention of the selected sample.
Key Words: Fine art, Span of attention, Children with Intellectual Disability
Introduction Education for All” includes education of the children with disabilities too. In the past, the curriculum in various school system, focused mainly on the teaching of academic reading, writing and arithmetic (3Rs.) all other non- academic activities were considered extra-curricular. In recent years, however the trend is changing and the activities other than the 3 Rs. are finding place in the curriculum of schools. It is not called ‘extra’ anymore, now they are called co-curricular activities which include visual arts, performing arts, crafts, sports and games, yoga and physical education. They form part of the curriculum with trained teachers to teach, involving evaluation and accountability. In the area of intellectual disability the co-curricular activities play a significant role. There have been many instances where children have fared average or below average in academic subjects but excelled in sports or arts or music. These activities are considered to be very helpful in the maintenance of good mental health and to ensure social, cultural, moral, aesthetic, and physical www.ijmer.in 37
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 development of children. They provide opportunities for leadership training, citizenship training and for development of self-discipline. Many educators have realized that the education of children with intellectual disability must extend beyond the environment of the classroom for their holistic growth and development. Learning becomes enjoyable and there are opportunities to enhance their skills in language, motor abilities and socialization. Creative activities may enhance their learning of academic skills, improve self-image and provide avenues for vocation, since co-curricular activities are always been a certain point of attraction among the children. Co- curricular activities develop interest in learning and will attract the attention of the children with intellectual disability and thereby their attention span increases. Work experience occupies a very unique position in our curriculum. Learning through work experience has the potential of bringing about attitudinal changes among children. These traits once developed will never be forgotten and enable the individuals to do better in all spheres of life.
Clay Modelling Within the art and craft curriculum clay has a particularly unique place, and three-dimensional properties which it offers in the exploration of form, space, texture, weight and structure are of special value. The primitive desire to form, change and control our world, and to make art facts which reflect our responses to it are central to the creative process, and very important in the development of both children and also many adults. Clay allows for a wide range of personal responses by different individuals, and so whatever their age or previous experience they can come to the material at their own level. As with other art media such as drawing materials and paint, clay can be used as a vehicle for the expression of ideas and feelings, and reactions to the environment in which the children find themselves. In addition, there is the active physical involvement in handling this wonderfully malleable material and the development of manipulate skills through touching, poking, pushing, banging, prodding, squeezing and joining, using knuckles, thumbs and fingers.
Attention Span Span of attention is the amount of time a person can concentrate on a task without becoming distracted. Most educators and psychologists agree that the ability to focus one’s attention on a task is crucial for the achievement of one’s goals. Attention span varies with age, with older children capable of longer periods of attention than younger children. The type of activity is also an important consideration, as people are generally capable of a longer span of
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 attention when they are doing something that they find enjoyable or intrinsically motivating. An adequate attention span is an important part of learning in a classroom setting, enabling children to organize and consolidate important features of the subjects being studied. Most children develop the expected level of concentration in the course of ordinary school experience. But for those with short attention spans, learning problems sometimes develop, including over- attention to irrelevant details of tasks and general restlessness and overactive movements that distract them from their focus. Attention span problems are frequently reported in children with intellectual disabilities, learning disabilities, such as those diagnosed with Attention Deficit disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD). Oommen, Kapur & Shanmugham (1993) indicated about short attention and poor concentration among hyperkinetic and conducts disorder children. A sample of 123 children of 5-10 years old, in which 80 have disorders and 43 controls, are compared on results of 4 testing tools. It is found that hyperkinetic and Hyperkinetic conduct disorder boys have similar attention deficits.
Need of the Study Children who are intellectually disabled normally function at low level; their intellectual level and span of attention are below average. Hence, they face difficulties in understanding and learning conceptual skills. Children with intellectual disability have significant difficulties in maintaining attention while performing activities. It is very difficult for them to retain their attention for few minutes. To increase the span of attention of such children and to facilitate their learning, participation in fine art will be of immense help. Therefore, the researcher has proposed to find out the effect of fine art activities in increasing the span of attention of children with intellectual disability.
Objectives of the Study To study the effect of fine art in increasing the span of attention of children with intellectual disability.
Specific Objectives 1. To measure the effect of fine art in increasing the attention span of children with intellectual disability by comparing the pre- test and post test scores of the sample in number card. 2. To measure the effect of fine art in increasing the attention span of children with intellectual disability by comparing the pre- test and post test scores of the sample in dot card.
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3. To measure the effect of fine art in increasing the attention span of children with intellectual disability by comparing the pre- test and post test scores of the sample in meaningful word card.
Methodology Sample size A total sample of six children in the age range 6 -14 with intellectual disability were selected considering their ability (intellectual and functional). The sample comprised of three boys and three girls.
Description of the Tool The researcher attempted to study the span of attention of children with intellectual disability. For this purpose the researcher made certain modifications in an instrument called Tachistoscope a psychological tool designed to measure the span of attention. Falling door type Tachistoscope is used with a fixed exposure time of 1/30 second (time limit was increased to 1/30 of second instead of 1/10 second to suit the needs of the children with intellectual disability). The exposed time has been found to allow the subject a good glance at the exposed material and at the same time short enough to prevent him from reading it or memorizing it. To determine the span of attention the following visual stimuli is used: 1. Dot cards - 7 cards 2. Number cards -11card 3. Meaningful Word cards - 10 card The researcher conducted pre-test to find out the current level of span of attention of the sample. The treatment (clay modelling - making images using clay soil) was given for 20 sessions (30 minutes per day for 20 days). At the end of 20 sessions the researcher conducted post test to measure the effect of treatment in increasing the span of attention.
Results and Discussion Research Question No.1 Is there any significant difference between the pre test and post test scores of selected Children with Intellectual Disabilities in number card? Table:1 Comparison of pre-test and post-test scores of selected sample in number cards. Paired sample statistics Paired samples statistics Mean N Std. Deviation Number card before 54.5967 6 4.7659 Number card after 76.1117 6 3.9062
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Paired Sample t-test Paired Difference t df Result Mean Std. Deviation Number card- 21.5150 4.2880 12.290 5 0.01 before – Number card after
Interpretation From the table 1 it is found that the t-value in the pre - test and the post test is 12.290 and the value is significant at (P = 0.000032) which is lesser than (0.01) level of significance. Therefore, it is inferred that there is significant difference in pre-test and post test scores of the sample. And since the mean score of post test (76.1117) is greater than the mean score of pre-test (54.5967), it can be said that the span of attention of Children with Intellectual Disabilities had improved to significant level and fine art is more effective in enhancing it.
Research Question No.2 Is there any significant difference in the pre test and post test scores of the selected Children with Intellectual Disabilities in dot card?
Table:2 Comparison of pre-test and post-test scores of samples in dot cards. Paired sample statistics Mean N Std. Deviation Dot card before 55.5533 6 15.1847 Dot card after 76.5850 6 11.4067 Paired sample t-test Paired Difference t df Result. Mean Std. Deviation Dot card-before 21.0317 6.0192 8.559 5 0.01 – Dot card after
Interpretation From the table 2 it is found that the t-value in the pre - test and the post test is 8.559 and the value is significant at (P = 0.000179) which is lesser than (0.01) level of significance. Therefore, it is inferred that there is significant difference in pre-test and post test scores of the sample. And since the mean score of post test (76.5850) is greater than the mean score of pre-test (55.5533), it can be said www.ijmer.in 41
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 that the span of attention of Children with Intellectual Disabilities had improved to significant level and fine art is more effective in enhancing it.
Research Question.3 Is there any significant difference in the pre test and post test scores of the selected Children with Intellectual Disabilities in meaningful word card?
Table: 3 Comparison of pre-test and post-test scores of samples in meaningful word cards Paired samples statistics Mean N Std. Deviation Word card before 60.0050 6 7.4555 Word card after 77.3083 6 8.0316 Paired sample t-test Paired Difference t Df Result Mean Std. Deviation Word card-before –Word 17.3033 3.7265 11.374 5 0.01 card after
Interpretation From the table 3 it is found that the t-value in the pre - test and the post test is 11.374 and the value is significant at (P = 0.000046 ) which is lesser than (0.01) level of significance. Therefore, it is inferred that there is significant difference in pre-test and post test scores of the sample. And since the mean score of post test (77.3083) is greater than the mean score of pre-test (60.0050), it can be said that the span of attention of Children with Intellectual Disabilities had improved to significant level and fine art is more effective in enhancing it.
Implications of the study Fine art in addition to improving attention span of children with Intellectual disability, improved fine motor skills of those children. Regulated behaviour was also observed among the children during the practice sessions. Qualified fine art teachers can be employed in schools and regular allotment of time in the time table for fine art may yield beneficial effects. Competitions can be conducted on regular basis to recognize the abilities of Children with Intellectual Disabilities. The present study supports the finding that visual stimuli enhances the learning of Children with Intellectual Disability rather than other senses.
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Conclusion The study has attempted to bring into light the effectiveness of fine art in increasing the span of attention for children with intellectual disabilities The findings of the research reveal that there is considerable improvement in the span of attention of children after the treatment using fine art. In addition to the increase in span of attention remarkable increase in fine motor ability of the child is also noted. Further this treatment can be extended in academic areas too for improvement. When research in this area is done at macro level with large sample size, fine art can be included in the curriculum for children with intellectual disability for their betterment.
References
Bergonzi, L. a. (1996). Effects of Arts Education on Participation in the Arts. Washington, D.C: NEA.retrieved from https://www.a rts.gov /publications/effects-arts-education-participation-arts on 18.02.18. Corinne Dolan Alzheimer Centre. ((2008). The effects of ant cholinergic drugs on attention span and short term memory skill in children.27(4):315- 8. Kellingley, N. (2006). Article about the influence of environmental factors to hold the attention level. Cornell university, pp. 112-145 . Oommen A, K. M. (1993). Attention, reaction time and visual-motor integration in hyperkinetic and conduct disordered children. NIMHANS Journal. 11, 141-147. Poul Holland (2006), Multimethod Study of Attention and recall in Hearing- Impaired Children Journal article by Teresa V. Mitchell, Alexandra L. Quittner; Journal of Clinical Child Psychology, Vol. 25, 1996.
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VOCATIONAL PROBLEMS OF THE DISABLED
S.Lavanya Dr.M.Malarvizhi Ph.D Part-Time Scholar Principal Bharathiar University Lakshmi College of Education Coimbatore Gandigram
Introduction: Vocationalisation of the disabled does not require specializes approach, equipment or materials but it requires the adapted methods of existing things available for non-disabled. A systematic approach in teaching – training aspects will help them to acquire required skills in vocationalisation. To impart skills of vocationalisation, we have to follow certain strategies as below: 1. Assess the pre-requiristic skills needed for the task in vocational aspects 2. Adapted materials and environment could be set for training the disabled 3. Teaching –training based on the nature and condition of disability. 4. Avoid comparison of the disabled with the non-disabled in skill learning. 5. Repeated practice is given for the perfection in work. 6. Classify the cognitive related work and motor skill work. 7. Accessibility and availability of job after the training could be assessed. Involving disabled children in vocationalisation further helps to give a complete and useful education to them.
Why should we offer vocational education to the disabled children? 1. Education for the disabled children aims at normalizing the life and education of the disabled children in the least restrictive environment .Unless the academic performance is combined with the present compete with the present challenging job market. 2. Mainstreaming of disabled children becomes a problem, when they are fit only for the white color jobs. They must be ready to get into the society to the extent the society expects from them. When the concepts lie “Work experience” becomes significant in the school experience, it must not be denied just by lebelling the disabled children as not disabled. 3. The development of vocational skills and make them ready to become competent on par with non-disabled,helps them a lot to reduce their handicapping nature and thereby they become the useful citizens of this country. 4. Besides a radical change in the world population of disabled children, government of india is also keen in enacting laws and regulations for the providing job opportunitied for the disabled in public and private sectors. www.ijmer.in 44
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Government of india has made a provision of 3 percent job reservation for the disabled. 5. Handicapping nature can b enullified only by reducing the dependence of disabled peoples on others. Vocational education has given enormous chances for them to become independent socially, psychologically and personally. 6. Life does not end with basic physiological needs alone. As rightly pointed out by Abrham Maslow, a man is in need of other needs too. For this purpose, contribution of vocational excellence of disabled people is remarkable.
While we want to provide vocational education, we cannot leave it incidental. The very reason is that the way of learning of disabled children is different from non-disabled children. But at the same time,we should not forget that these children are more like than unlike. The teachers should try to make sequential and planned programme for the disabled children. The following are the common vocational problems of the disabled children. 1. Problems in Learning Some Children exhibit a general depression in learning in contrast to other non-disabled children of the same age.Their performance is significantly different from other non-disabled children. Some times they take more time to understand. Some times, they require more repetitions to understand the concept. Their learning becomes impossible when they are not provided with suitable adapted material and instructions by the instructors. Some times, their learning is very much affected by the stereo type public response. Hnece,the teachers/instructors should properly diagnose the difficulties of the disabled children and take remedial steps to identify the learning styles of the disabled children.
2. Sensory Problems The senses are the gate ways of knowledge.Right from Frobel to the present educationist,it widely accepted that the sensory training is a must for the children irrespective of disabled or non-disabled. When the children become disabled, they are either ignored or over protected by their parents. They lack opportunities of playing with other children even with their sibilings.They are in sedentary condition. In the course of time, they have sensory problems.Lowenfeld (1975) pointed out three limitations for the visually disabled children namely a) reduction in range and varieties of experience b) reduction in the mobility to move about c) reduction to control environment and self in relation to it. Likewise, each category of disabled children has certain limitations. The parents and teachers should www.ijmer.in 45
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take special care in proving restriction free environment and the least restrictive environment. This will help a lot for removing the sensory problems of the disabled children in school and home environment.
3. Poor motor coordination Non disabled children learn to coordinate their muscles by walking,running and doing any activity even by imitation. Motor disorders are also caused as result of problems that exist during the prenatal or during the process of birth. Traumatic experience like ampuataion, brain tumour or poisoning,during post natal period also my cause motor disorders. Cerebral palsy and epilepsy are also causing motor disorders. As far as visually disabled children are concerned,they have problems in body image,posture and gait, balance and posture,motor skills etc.,Parents have a great role to play in developing motor skills in their children. Due to the lack of motivation and sssedentary condition, disabled children have poor motor skills which will affect the developmenta of vocational skills in future.
4. Poor link between educational institutions and employment Transition from school to employment is the weakest link in the services for the disabled children. Teachers have concentrated more on the academic aspects and they hardly spend time on developing pre vocational skills such paper cutting,folding papers,wiring etc., many children join for higher studies or a rehabilitation centre. Most of them are not able to perform well and cannot shine in the vocational training . At this stage,industrial world simple blamed either the disabled child or the educational institutions. Even in the non-disabled world,it is known all over the world that there is low correlation between the educational qualification and the job undergoing. So there is urgent need that our school education be interlinked with the development of vocational skills.
5. Illiterate parents and untrained teachers The real learning of any child starts at home. The illiterate parents are struggling between a few successes and many failures. They do not know how to hndle their disabled child.Due to the social stigma and ignorance,they take little care for their children. This continues in school also. The untrained teachers in handling with disabled children have paid a little attention or no attention on the development of disabled children. As consequence, the children are merely dumped in school in the name of school;ing. In reality, the children are uncared and untrained in education life. Guidance and counseling is necessary for the parents of the disabled children. The teachers who are involved in the education of the disabled www.ijmer.in 46
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children. The teachers who are involved in the education of the disabled children should be trained in handling the disabled children in the classrooms as well as in the school environment.
6. More stress on traditional vocations At present there are three approaches available for the disabled people They are a) Centre approach b) rural based approach and self help approach.Most of the vocational centred are giving training to the disabled only on traditional occupations such as canning, mat making, weaving etc. Though some centres are available for giving training in Computer Engineering etc. they are not available for required level.The disabled people, who are trained i traditional occupations, cannot cope with modern advancement and so most of them are underemployed or unemployed.
7. Stereo typic attitude of the employers. The government of India had made 3percent reservation in the government enterprises for the disabled people. Due to the lack of Knowledge and little eoxposure about the blind people the employers are hesitating to appoint disabled people in their industries. Though in the case some of them come forward to give employment for the disabled. They are not ready to give more salary and suitable job for the disabled people.
8. Vocational crisis The problems which arise after the placement of the disabled person in a particular job is known as vocational crisis.(ie) any problem arising out out of the persons occupation. Social problems like interaction with others adustmental problems etc. Psychological like dissatisfaction with the job not having interest,heavy work in which the particular person cannot work. Physical problems like allergic,sickness. In-competent with the work skills.
9. Ways to handle vocational crisis To the employers: Develop physical facilities. Organize awareness activities to define the problems faced by the disabled and its preventive measures for the co-workers. Make some adaptations for the disabled. To the employee: To enable the employee to getan insight into their potentials,strengths and weakness. www.ijmer.in 47
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To provide vocational guidance. Develop ability to analyse occupational information and make appropriate decision to meet his problems. Provide personal and social guidance and counseling. Organise group guidance programme. Conduct career conference and case conference. Organize counseling sessions for resolving personal,emotional and social problems of the workers. Build up case bank problems, their analysis and strategies. Establish linkages.
10. Communication problems
Speech and other types of verbal expression refer to communication. The highest percentage of children suffers from communication disorders compared to other disability categories. Speech defects are classified in terms of a) articulation problems, b) disorders in rhythm or speech, c) voice deviations, d) Cleft palate e) cerebral palsied speech and f) speech defects directly related to hearing problems.
These children suffer from adjustment problems in the schools and the school authorities are struggling hard to provide suitable environment. The number of teachers are not sufficient in the integrated schools/and inclusive schools in imparting vocational education for these children.
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A FOCUS ON LEARNERS WITH LEARNING DISABILITIES (LD) AND SPECIAL EDUCATIONAL NEEDS (SEN)
Mrs. A. Enid Ruth Dr. S. Chamundeshwari Research Scholar Principal Tamil Nadu Teachers Education NKT National College of Education University for Women
Abstract Education is a powerful instrument of social change, and often initiates upward movement in the social structure. Thereby, helping to bridge gap between the different sections of society. The Educational scene in the country has undergone major change over the years, resulting in better provision of Education and better Educational practices. The Kothari Commission (1964– 66), the first Education commission of independent India, observed: “the Education of the handicapped children should be an inseparable part of the Education system. “The Department of Education of Groups with Special Needs in the NCERT itself, initiates programmes for meeting the learning needs of the disabled and the socially disadvantaged and marginalized, such as the SCs, STs, and minorities. For many students, even small-group instruction may not be enough to provide the directed, intensive, specific instruction required; thus, one-on-one instruction may be necessary. The SEN may emanate from a number of reasons. In this paper we concentrate on SEN stemming from disability conditions. Not all children with Learning disabilities have Special Educational Need sat the elementary level. They learn along with their peers with the help of aids such as wheelchairs, hearing aids, optical or non-optical aids, Educational aids like Taylor frames, the abacus, etc. For many students with disabilities, the initial goal of special Education was to ensure that they were provided an opportunity to attend and profit from Education; that is, that a free and appropriate public Education be provided to them, just like to all other youngsters
Keywords: Learning Disability, Special Educational Needs.
“Until you have a child with special needs you have no idea of the depth of your strength, tenacity and resourcefulness”
Introduction Education is a powerful instrument of social change, and often initiates upward movement in the social structure. Thereby, helping to bridge www.ijmer.in 49
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 gap between the different sections of society. The Educational scene in the country has undergone major change over the years, resulting in better provision of Education and better Educational practices. In 1944, the Central Advisory Board of Education (CABE) published a comprehensive report called the Sergeant Report on the post-war Educational development of the country. As per the report, provisions for the Education of the handicapped were to form an essential part of the national system of Education, which was to be administered by the Education Department. According to this report, handicapped children were to be sent to special schools only when the nature and extent of their defects made this necessary. The Kothari Commission (1964–66), the first Education commission of independent India, observed: “the Education of the handicapped children should be an inseparable part of the Education system.” The commission recommended experimentation with integrated programmes in order to bring as many children as possible into these programmes (Alur, 2002).
How is special Education for students with learning disabilities “special”? One way to approach this question is to review the intervention and descriptive studies of instruction and services for students with learning disabilities (LD) and report the ways in which special Education provides a differentiated and appropriate Education for students. At least with respect to the Education that students with LD receive within general Education, existing reviews reveal that undifferentiated instruction not specifically designed to meet the instructional needs of the student with LD prevails (see for review, Baker&Zigmond, 1995; McIntosh, Vaughn, Schumm, Haager, &Lee, 1993; Zigmond et al., 1995). Thus, there is a gap between what we know about effective instruction and the extent to which these practices are carried over into instructional settings. However, we were concerned that focusing on this would ignore aspects of special Education that are associated with improved outcomes for students with LD.
Learners with Special Educational Needs (SEN) In India a learner with SEN is defined variously in different documents. For example, a child with SEN in a District Primary Education Programme (DPEP) document is defined as a child with disability, namely, visual, hearing, loco-motor, and intellectual (DPEP,2001). However, the country report in the NCERT, UNESCO regional workshop report titled Assessment of needs for Inclusive Education: Report of the First Regional Workshop for SAARC Countries (2000) states that SEN goes beyond physical disability. It also refers to, the large proportion of children—in the school age—belonging to the groups of child labour are, street children, victims of natural catastrophes and social conflicts, and those in extreme social and economic deprivation. www.ijmer.in 50
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These children constitute the bulk of dropouts from the school system. The SSA Framework for Implementation covers children with Special Needs (SN) under the section on Special Focus Groups. While separating children with disabilities from other groups like girls, Scheduled Castes (SC), Scheduled Tribes (ST), and urban deprived children, it makes provisions for these children under the section on SEN.
Making Special Education Effective for Students with Learning Disability (LD): The Department of Education of Groups with Special Needs in the NCERT itself, initiates programmes for meeting the learning needs of the disabled and the socially disadvantaged and marginalized, such as the SCs, STs, and minorities. According to the International Standard Classification of Education (ISCED-97) (UNESCO,1997), the term Special Needs Education (SNE) means Educational intervention and support designed to address SEN. The term “SNE” has come into use as are placement for the term “Special Education”. The earlier term was mainly understood to refer to the Education of children with disabilities that takes place in special schools or institutions distinct from, and outside of, the institutions of the regular school and university system. In many countries today a large proportion of disabled children are in fact educated in institutions under the regular system. Moreover, the concept of children with SEN extends beyond those who may be included in handicapped categories to cover those who are failing in school, for a wide variety of reasons that are known to be likely impediments to a child’s optimal progress. Whether or not this more broadly defined group of children is in need of additional support, depends on the extent to which schools need to adapt their curriculum, teaching, and organization and/or to provide additional human or material resources so as to stimulate efficient and effective learning for these pupils. However, only in a few instances and documents, across the various States of the country, has SEN been accepted in its broad perspective. On the whole, the focus has remained on learners with specific disabilities.
Accelerating Intensity through One-on-One Instruction For many students, even small-group instruction may not be enough to provide the directed, intensive, specific instruction required; thus, one-on-one instruction may be necessary. The SEN may emanate from a number of reasons. In this paper we concentrate on SEN stemming from disability conditions. Not all children with disabilities have SEN at the elementary level. They learn along with their peers with the help of aids such as wheelchairs, hearing aids, optical or non-optical aids, Educational aids like Taylor frames, the abacus, etc. However, there may be students who may require the following: www.ijmer.in 51
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Additional time and a suitable mode for the successful completion of tests. Modification, substitution, and disapplication of the curriculum because it presents specific difficulties for them. Provision of adapted, modified, or alternative activities in different content areas. Accessible texts and materials to suit their ages and levels of learning; Appropriate management of classrooms (for example, management of noise, glare, etc.) Provision of additional support by using ICT or video. Flexible strategies for assessment and accreditation have been recommended by the Open File on Inclusive Education (UNESCO, 2001). Appropriate assessment enables, Students who are talented and gifted to move at their natural learning pace. Students who progress more slowly than their peers to move at their own pace whilst still being part of the content of themes and lessons. Students experiencing specific learning problems to receive creative and effective support to maximize their success. For students with LD, who were already provided Education within the general Education system when IDEA was enacted (1977),special needs would now be identified and specialized treatment would be provided. Although parents, students, and educators recognized that the Educational needs of students with LD were inadequately met by general Education alone, little was known about what an effective Educational program for students with LD should look like. As a result, the special Education of students with LD has travelled a somewhat rocky road of false starts, misconceptions, and misinformed ideas—until 10 years ago, when the progress in teaching these students began to show much promise (Kavale & Forness, 2000; Swanson, Hoskyn, & Lee, 2000; Vaughn, Gersten, & Chard, 2000).
Conclusion For many students with disabilities, the initial goal of special Education was to ensure that they were provided an opportunity to attend and profit from Education; that is, that a free and appropriate public Education be provided to them, just like to all other youngsters. This was the basis for the landmark legislation known as the Individuals with Disabilities Education Act (IDEA; reauthorized in 1997), which gave all students with disabilities the right to public Education. It is believed that the fundamental right to Education will bring more pupils with SEN into ordinary schools, and that this will provide the impetus for change. As stated this will regime a number of innovations in teaching–learning processes, and will also provide pupils with SEN access to a www.ijmer.in 52
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 full curriculum inappropriate ways. To facilitate this access, it is important to provide information in Braille, on tape, through sign language, and in simple and straightforward language. Access to the content of the curriculum is further highlighted later in this paper. The goals of Education are the same for all children provided that these goals are balanced and brought in harmony with the individual needs of each child.
References:
1. Alur, M. (2002). “Special Needs Policy in India”, in S. Hegarty and M. Alue (eds), Education and Children with Special Needs: From Segregation to Inclusion. New Delhi: Sage. 2. Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), pp. 4–16. 3. Kavale, K A., and Forness, S.R. (2000). Policy Decisions in Special Education: The Role of Meta-Analysis. In R. Gersten, E. P. Schiller, and S. Vaughn (Eds.), Contemporary special Education research, pp. 281–326. Mahwah, NJ: Erlbaum. 4. Swanson, H.L., Carson, C., and Sachs-Lee, C.M. (1996). A Selective Synthesis of Intervention Research for Students with Learning Disabilities. School Psychology Review, 25, pp.370–391.
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FACILITATING SUSTAINABLE DEVELOPMENT IN INCLUSIVE LEARNING ENVIRONMENT FOR STUDENTS WITH SPECIAL NEEDS
Dr. Baiju Thomas Dr. Saumya Chandra Student: M.Ed. (MR), 2nd year Asst. Professor, Dept. of MR Ramakrishna Mission Vivekananda Ramakrishna Mission Vivekananda Educational and Research Institute, Educational and Research Institute, Faculty of Disability Management and Faculty of Disability Management and Special Education, IHRDC Campus, Special Education, IHRDC Campus, SRKV Post, Coimbatore SRKV Post, Coimbatore
Abstract
“Alone we do so little. Together we can do so much” - Helen Keller
This study proposes the facilitative sustainable development in Inclusive learning environment for students with special needs. Inclusive education is a classroom setting where students with special needs are learning the lesson in a creative environment. Educational inclusion is about equal opportunities for all students it pays particular attention to the provision for, and achievement of students with special needs (Ofsted, 2000). The Salamanca Statement of students with special educational needs (1994) called on governments to embrace the principle of inclusive education for summarizing the aims and aspirations of the international community. Children with special needs generally have one or other form of disability. The term ‘special educational needs’ covers various types and categories of difficulties in learning and creates tailored programs suitable to individual needs. It covers an array of problems, from particular impairments to those related to learning and behavioral difficulties experienced by learners compared with other similar learners (Florian and Hegarty, 2004). These children are unable to learn in ordinary schools as a result of their disabilities or handicaps. Therefore, special needs education is designed to provide additional services, support programmes, specific assignments or environment needed to cater to the needs of these unique children in order to minimize the emotional trauma derived from various disabilities. Special needs children are extraordinary individuals with visual impairment, hearing impairment, speech & communication disorder, intellectual disability, multiple disabilities etc. and a host of others who require adaptable curriculum to suit their peculiar learning needs, resulting from their special circumstances (Omede, 2011). Adeniyi (2010) described special needs children as those individuals who due to their peculiarities cannot benefit particularly www.ijmer.in 54
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 from the services and experience provided for the individuals without disabilities and they need adaptation and modification in those services and experience. This paper is fixed on the analysis of the role of learning environment in the implementation of the inclusive procedure for students with special needs.
Keywords: Students With Special Needs, Inclusive Education, Environment, Sustainable Development.
Introduction
Education is not preparation for life; education is life itself (John Dewey). India has the second largest education system in the world, with 200 million children aged between 6 and 14 around 25 million of whom are registered at birth others estimate between 35 to 80 million out of school children (Singal, 2005 and UNCEF,2004).Children with disabilities are 10 times less likely to go to school when compare to other children and when they do attend school, it is likely to be in a segregated setting (Plan international, 2013).Disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinder their full and effective participation in society on an equal basis with other (UNCRPD, 2006).It is important to support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. Each child’s culture, language, ethnicity and family structure are to be recognized and valued in the program (Copple, 2006).The goal of education for an individual with or without special needs are to prepare them for a happy, productive and useful civil life. Inclusive education means that schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote populations, children from linguistic ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups (UNESCO, 2003).Inclusive Education (IE) is defined as a process of addressing the diverse needs of all learners by reducing barriers to, and within the learning environment. It means attending the age appropriate class of the child’s local school, with individually tailored support (UNIEF, 2007). Inclusive education is a process of supporting the competence of the education system to reach out to all learners. The aim of inclusive education is to bring support to the students with special needs.
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The concept of Inclusive Education Inclusive education is very good concepts where children with special needs and without special needs of children are allowed to identify education in a general without any variation on their disability. “Inclusive education- according to UNESCO means that the school provides good education to all students irrespective of their varying abilities. All children will be treated with respect and ensured equal opportunities to learn together. Inclusive education is an on- going process. Teachers must work actively and deliberately to reach its goals” (UNESCO, 2007).Inclusion is striving for both Equity and Excellence (OECD, 2014).Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (UN Sustainable developmental goal SDG4)“If inclusive schooling is to be accomplished, it should be built upon on gratefulness and respect for the established social and cultural values of the unique societies rather than on introduced systems which have their origins in countries with significantly different values and ideals” (Rose, 2000). Inclusive education is concerned with all learners with a focus on those who have traditionally been excluded from educational opportunities such as learner with special needs and disabilities, children from ethnic and linguistic minorities (UNESCO, 2001). It is therefore argued that inclusive education must be viewed as an approach about the wider education system. Only when understood as such, can we realize our goal of education for all.
Inclusive environment for students with special needs Students with special need various modifications throughout the learning progress and in the learning environment because they certainly encounter difficulties which present or weaken their full and effective inclusion and involvement in the learning process. Students with special needs experiences disgrace and are not very popular among other people in their environments. They are likely to have poor health, less education, less financial prospect when they grow up, and are more likely to live in poverty and deal with greater differences than their peers without special needs (WHO, 2015).A zero rejection policy has been adopted under SSA, which ensures that every Child with Special Needs (CWSN), irrespective of the kind, category and degree of disability, is provided meaningful and quality education (SSA, 2001). Special educators provide an ongoing services, in which students with special needs receives unpredictable degrees of support based on their individual needs (Goodman, L., 1990). Students with special needs are assessed to determine their specific strengths and weaknesses. Schools use different approaches to providing inclusive education services to students with special needs. Education of children with special needs as a possible subject, in order to prepare teachers
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 to identify and detect disability. However it gives them a holistic perspective with respect to dealing with diversity.
Creating a positive learning environment Most of the student’s time in a year engaged in the classroom learning environment. Therefore the classroom physical learning environment can have a major influence to the student’s learning procedure. Learning is a very complex process. Each individual has different learning method. Learning differences have affected learning and teaching procedures, identifying learning practices and taking these learning differences into the center of learning. Students have developed their own methods of finding information and treating it. All of these differences in learning favorites are characters of their different styles (Felder, 1996).‘Learning environment are welcoming spaces when they reflect and enrich the lives and identities of children with special needs and families participating in the setting and respond to their interests and needs. Environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each SWSN.They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions. Outdoor learning spaces are a feature of learning environment. They offer a vast array of possibilities not available indoors. Play spaces in natural environment include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature, these spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They faster on appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education’ (EYLF, 2009). A learning environment has many implications according to the way it is be used. Studies on learning environment focus on behavior management, classroom rules and discipline, motivation of students, teaching methods, the set-up of classroom tools and even the color of the classroom (Chesebro& MrCroskey,2002; Slavin, 2000: Snowman &Biehler, 2003). While designing a learning environment it is vital to think about the learner characteristic (learning styles, approaches, motivation, interests...etc.) in order to promoted effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level, but rather designed by giving thought to student’s existing learning styles. Dwyer (1996) emphasized that no matter the learning environment, students’ learning styles should be taken into consideration while designing the learning process. Many of the researches underlined the importance of identifying students’ learning styles and how helpful this can be preparing the learning\ teaching environment (Boydak, 2001; Claxton & Murell, 1987). In school learning if the learning www.ijmer.in 57
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 environment is designed according to student learning styles, their academic achievements increase (Erden&Altun, 2006).
Child Centered Learning Every child can learn! Just not on the same day… and in the same way! Schools have a responsibility to provide a broad and balanced program for all students. Schools must set appropriate learning challenges, respond to student’s various learning needs and overcome potential barriers to learning assessment for individuals and groups of students (DCSF, 2000).“Holistic approaches to teaching learning recognize the connectedness of mind, body and spirit. When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspect of learning. While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected” (EYLE, 2009). The resources available to a school can make a large impact on learning. Assessments are usually strong extrinsic motivates for learning, but they do little to inspire intrinsic drive and can lead to demotivation and disengagement. A teacher is one of the most influential people in the learning environment. The learner consciously observes actions and attitudes but probably absorbs much more subconsciously. It is important to recognize the enthusiasm that a learner brings and help them take advantages of learning opportunities with the learning environment. Students with special needs often learn in different ways, it is important to make every lesson as multi-sensory approach as possible, in order to balance and familiar with original content.
Teaching strategies in the classroom All students with special needs are unique. Their needs may be recognized by teachers and parent observation and assessment by the experts. Students with disabilities are increasingly educated alongside their non-disabled peers throughout the world (World Health Organization, 2011). Inclusive education use variety of innovative practices to get children involved and participating in learning processes (Jha, 2002).According to the inclusion model, students with special needs spend their school day and have their educational needs fulfilled in a normal classroom environment among of their peers. The main purpose of inclusive programs is to help students with special needs become active members of their classrooms and interact socially with students without special needs within a single educational environment- thereby leading to an increase in their social acceptance (Sazak, 2003; Sucuoglu, 2006). In addition to these main purposes, a further aim for inclusive program is that children with special needs. The teaching strategies in the classroom should be always flexible to the www.ijmer.in 58
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 development of an inclusive and child-friendly learning environment through adapting the curriculum according to the necessities of SWSN. The teaching strategies for inclusive education allow learning philosophies with diverse methods and resources based on the student’s individual features and learning style.
Evidence based strategies included:
Cooperative teaching where special education teachers support general education teachers by providing instruction in the general education class. Peer tutoring in heterogeneous groups. Problem-solving as a team: teachers guide students through the process involved in problem-solving. All students should be encouraged and given time to work collaboratively and solve problems up to whatever levels they can attain. Co-teaching was also found to greatly beneficial to students with special needs. Promoting co-operation and shared responsibility by involving parents in the classroom, shared and co-operative teaching, peer tutoring, planning approached collaboratively by the teaching staff (EADSNE,2001).
Accessible learning environment Accessibility is one the most widely discussed topics in field of disability studies. Accessibility is the degree to which a product, device, service, or environment is available to as many people as possible (Wikipedia, 2014). Accessibility is generally viewed as the availability to access and benefit from some systems or special needs. The UNCRPD (2006) stresses that persons with disabilities should be able to live independently and participate fully in all aspects of life and States Parties should take appropriate measures to ensure that persons with disabilities have access, to the physical environment, to transportation, to information and communication technology, and to other facilities and services open or provided to the public. Generally, accessibility is looked in terms of the availability of facilitators that enhances students with special needs include the extent of use such facilitators in the existing inclusive set up. The ability of a student to access a particular environment depends on the accessibility of services, location, family choice, or government policy. Certifying physical accessibility includes concern of the building location, the classroom location, as well as the design of the classroom, and classroom equipment, i.e., accessible desks, chairs, white boards, lab equipment.Classroom accessibility: Elevators, power doors, accessible toilet. It is believed that accessibility is a human right. Every student with special needs deserves to be www.ijmer.in 59
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 included, every child values the opportunity to learn, and realize, and bloom. It is up to each person to make it a reality in life.
Conclusion A good inclusive education is one that allows all the students to take part in all aspects of classroom equally or close to equal. Therefore, Inclusive arose as a good result to the question of how to educate these children more efficiently. Every initiative and action that put on more inclusive education schemes in treasured may set up significant turning point in looking after of its further progress in learning environment for students with special needs. It is certain that teacher’s attitudes are critical aspects that shape the experiences of students with special needs in the classroom. The fundamental principle of IE is that all children should have the opportunity to learn together in school. Our priorities and commitment should be providing proper and standard education to all children in the society. It can be possible only be accomplished if together make a conscious effort to move in thinking and planning from Education for All to Inclusive Education- Education for All- Together.
Reference
1. Abdullah, H., Sazak, N., &Yıldız, M. (2003). Elektrik Elektronik Bilgisayar Mühendisliği Mesleğinde Etiksel İsterler. Elektrik Elektronik Bilgisayar Mühendislikleri Eğitim iSempozyumu, Ankara. 2. Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. 3. Barratt Hacking, E., Barratt, R., & Scott, W. (2007). Engaging children: Research issues around participation and environmental learning. Environmental Education Research, 13(4), 529-544. 4. Blake, J. (2006). Commentary on the UNESCO 2003 Convention on the Safeguarding of the Intangible Cultural Heritage. 5. Boydak, A. (2001). Learning styles. Istanbul: White, 8-10. 6. Case, P., Case, S., &Catling, S. (2000). Please show you're working: a critical assessment of the impact of OFSTED inspection on primary teachers. British Journal of Sociology of Education, 21(4), 605-621. 7. Clarke, E., Grumberg, O., Jha, S., Lu, Y., &Veith, H. (2000, July). Counterexample-guided abstraction refinement. In International Conference on Computer Aided Verification (pp. 154-169). Springer, Berlin, Heidelberg.
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8. Copple, C., &Bredekamp, S. (2006). Basics of developmentally appropriate practice: An introduction for teachers of children 3 to 6. Washington, DC: National Association for the Education of Young Children. 9. CRPD, U. (2006). Convention on the rights of persons with disabilities. Resolution adopted by. 10. Erden, M., &Altun, S. (2006). Learning styles. İstanbul: Morpa Culture Publications. ISBN, 11629102 11. Felder, R. M. (1996). Matters of style. ASEE prism, 6(4), 18-23. 12. Ferrant, G., Pesando, L. M., &Nowacka, K. (2014). Unpaid Care Work: The missing link in the analysis of gender gaps in labour outcomes. Issues Paper, OECD Development Centre, www. oecd. org/dev/de velopm entg ender/unpaid_care_work. pdf (accessed 12 October 2017). 13. Florian, L., &Hegarty, J. (2004). ICT and Special Educational Needs: a tool for inclusion. McGraw-Hill Education (UK). 14. Gay, F., Larocca, A., Wijermans, P., Cavallo, F., Rossi, D., Schaafsma, R., ...&Petrucci, M. T. (2011). Complete response correlates with long-term progression-free and overall survivals in elderly myeloma treated with novel agents: analysis of 1175 patients. Blood, blood-2010. 15. Griggs, D., Smith, M. S., Rockström, J., Öhman, M. C., Gaffney, O., Glaser, G., ...&Shyamsundar, P. (2014). An integrated framework for sustainable development goals. Ecology and Society, 19(4). 16. Golyandina, N., Nekrutkin, V., &Zhigljavsky, A. A. (2001). Analysis of time series structure: SSA and related techniques. Chapman and Hall/CRC. 17. Hinke, D. H., Zandt-Stastny, D. A., Goodman, L. R., Quebbeman, E. J., Krzywda, E. A., &Andris, D. A. (1990). Pinch-off syndrome: a complication of implantable subclavian venous access devices. Radiology, 177(2), 353-356. 18. Keller, H. (2005). Helen Keller: Selected Writings. NYU Press. 19. Luepker, R. V., Perry, C. L., McKinlay, S. M., Nader, P. R., Parcel, G. S., Stone, E. J., ... &Kelder, S. H. (1996). Outcomes of a field trial to improve children's dietary patterns and physical activity: the Child and Adolescent Trial for Cardiovascular Health (CATCH). Jama, 275(10), 768-776. 20. Maphoso, L. S. T., &Mahlo, D. (2014). Basic facilities and academic achievement: A comparative study between boarding and non-boarding schools. International Journal of Educational Sciences, 6(2), 309-315. 21. Maarleveld, T. J., Guérin, U., & Egger, B. (Eds.). (2013). Manual for Activities directed at Underwater Cultural Heritage: guidelines to the Annex of the UNESCO 2001 Convention. Unesco. 22. Onayemi, M., Akindapo, A., Ojokuku, R., Adegboyega, A. I., &Abayomi, A. (2010). Capital structure and firm performance: evidence from
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Nigeria. European Journal of Economics, Finance and Administrative Sciences, 10, 7. 23. Pennington, J., Socher, R., & Manning, C. (2014). Glove: Global vectors for word representation. In Proceedings of the 2014 conference on empirical methods in natural language processing (EMNLP) (pp. 1532-1543). 24. Quatrani, T. (2000). Visual modeling with Rational Rose 2000 and UML. Addison-Wesley Professional. 25. Safran, D. G., Rogers, W. H., Tarlov, A. R., Inui, T., Taira, D. A., Montgomery, J. E., ...&Slavin, C. P. (2000). Organizational and financial characteristics of health plans: are they related to primary care performance?. Archives of Internal Medicine, 160(1), 69-76. 26. Singal, N. (2005). Mapping the field of inclusive education: A review of the Indian literature. International journal of inclusive education, 9(4), 331-350. 27. Strand, S. (2007). Minority ethnic pupils in the Longitudinal Study of Young People in England. DCSF Research Report RR-002. 28. Teixeira De Matos, I., &Morgado, J. (2016). School participation of students with autism spectrum disorders. Journal of Research in Special Educational Needs, 16, 972-977. UNESCO.(2007). A Human Rights-Based Approach to Education for All: A framework for the realization of children’s right to education and rights within education. 29. World Health Organization. (2013). Global action plan for the prevention and control of noncommunicable diseases 2013-2020. World Health Organization. 30. World Health Organization, WHO/UNICEF Joint Water Supply, & Sanitation Monitoring Programme. (2015). Progress on sanitation and drinking water: 2015 update and MDG assessment. World Health Organization. 31. World Health Organization. (2011). World report on disability 2011.
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UPSHOT OF UDL-E ON CHILDREN WITH SPECIFIC LEARNING DISABILITIES
Mrs.G.Ananthi Dr.K.Sambathrani Ph.D.Research Scholar Assistant Professor (SG) Department of Special Education Department of Special Education Avinashilingam Institute for Home Avinashilingam Institute for Home Science and Higher Education for Science and Higher Education for Women, Coimbatore Women, Coimbatore
Abstract The current influence of standards-based learning and high-stakes assessment forgets the mile-wide, inch-deep textbook-based approach to teaching and learning that indications suggest students with disabilities may struggle with, particularly with text comprehension and the independent study strategies that text-based learning approaches use (Scruggs & Mastropieri, 1994a; Scruggs, Mastropieri, & Okolo, 2008). Yet, students with Learning Disabilities could ultimately benefit from hands-on approaches such as those found in a two-year qualitative study where students expressed their enjoyment in the science activities and the opportunities to interact with their peers. Differentiating curriculum enhancements such as class-wide peer tutoring can maximize learner engagement and promote learning at appropriate levels to assist students with LD in gaining content understanding and ultimately improve student outcomes. The UDL principle framework promotes evidence-based, promising and innovative practices that enhance the learning environment and engage learners. King-Sears and Mooney (2004) stated that teachers who develop and use the design elements of UDL are more likely to reach and teach more learners who have varied learning abilities and those UDL elements are essential for some students but also may be beneficial for others.
Index terms: UDL, UDL-E, elements of UDL, effect of UDL and specific learning disability
INTRODUCTION Students with learning disabilities (LD) make up one-third of the increasing number of students with disabilities currently being educated in the general classroom (USDOE, 2011). Universal Design for Learning Framework: set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one- www.ijmer.in 63
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. The UDL principle framework promotes evidence-based, promising and innovative practices that enhance the learning environment and engage learners. King-Sears and Mooney (2004) stated that teachers who develop and use the design elements of UDL are more likely to reach and teach more learners who have varied learning abilities and those UDL elements are essential for some students but also may be beneficial for others. Universal Design for Learning- Expression (UDL-E): focuses on learners expressing or sharing what they know by being provided options from which they can choose to express themselves such as written work or explanation, audio-recorded response, visually recorded or downloaded image and explanation, drawn diagrams, songs or other alternative ways or approaches to sharing their knowledge. The investigators aim is to present the effect of UDL-E on children with LD.
OBJECTIVES The following are the main objectives of the present study. To develop the appropriate tool to assess the academic skills of children with specific learning disabilities by UDL-E. To develop a checklist for analyzing their acquisition of knowledge after intervention. To find out the effectiveness of the intervention conducted by using UDL-E component. To compare the pre-test and post-test scores of the children with specific learning disabilities. To motivate the teachers and special educators regarding the UDL-E component for teaching simple and complex concepts in an effective way to children with specific learning disabilities. NULL-HYPOTHESIS The following null hypotheses were tested in this study: 1. There is no significant difference in the attainment of UDL-E component of children with specific learning disabilities with respect to gender. 2. There is no significant difference in the attainment of UDL-E component of children with specific learning disabilities with respect to locality. 3. There is no significant difference in the attainment of UDL-E component of children with specific learning disabilities with respect to type of school.
BACK GROUND OF THE STUDY Under the Individuals with Disabilities Education Improvement Act (IDEA) 2004 and the No Child Left Behind Act (NCLB) of 2001, SD are required to participate in their district and state accountability assessments. www.ijmer.in 64
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Given that students with disabilities (SD) are in the general education setting the majority of their academic day, their inclusion should be about learning (Kaufman, Nelson, Simpson, & Mock, 2011) by finding ways to support all learners through principles such as Universal Design for Learning (UDL) (Meyer & Rose, 2005; Rose & Meyer, 2006). According to Scruggs, Mastropieri, Berkely, and Graetz (2010) access to content area curriculum improves students’ knowledge of human society, the world, and how it works. Students can assimilate the knowledge they learn from content area curriculum and apply it to their aspirations both academically and as citizens. However, if students with LD experience difficulty in assimilating content area curriculum, frustration can result along with academic failure and the loss of opportunities to access additional content area curriculum and academic failure. Differentiating curriculum enhancements such as class-wide peer tutoring can maximize learner engagement and promote learning at appropriate levels to assist students with LD in gaining content understanding (Mastropieri et al., 2006; Scruggs et al., 2008) and ultimately improve student outcomes.
METHODOLOGY
Quasi-Experimental method is followed for the conduct of the study. This study has only one experimental group and no control group. Samples are chosen by purposive sampling method from various educational institutions in Chennai and 30 children with specific learning disabilities are made as participants. The main independent variables are gender, locality and type of school. The dependent variable includes in the study is to assess the effectiveness of. Questionnaire tool is developed by the investigators by using the UDL-E components to assess the academic skills. Pre-test is conducted with the questionnaire tool intervention is given by the investigators after the treatment the same questionnaire tool was used for the conduct of post-test. Data collected are analyzed by using percentage analysis and tabulated. Individual percentages are also obtained. After the study teachers and special educators are motivated regarding the UDL-E component for teaching simple and complex concepts in an effective way to children with specific learning disabilities.
RESULT AND DISCUSSION
Hypothesis Testing 1.There is no significant difference in the attainment of UDL-E component of children with specific learning disabilities with respect to gender.
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Table No:1 Gender Test Number Percentage Pre-Test 15 22 Male (XY) Post-Test 15 48 Pre-Test 15 19 Female (XX) Post-Test 15 45
From the table no 1, it has been observed that performance of male participants is higher than the female after the intervention. This may be due to the emotional attitude of the male children with specific learning disabilities. 2.There is no significant difference in the attainment of UDL-E component of children with specific learning disabilities with respect to locality. Table No:2 Locality Test Number Percentage Rural Pre-Test 15 14 Post-Test 15 38 Urban Pre-Test 15 27 Post-Test 15 53 From the table 2, it has been observed that performance of individuals belonging to rural area is significantly lower than individuals belonging to the urban area. This might be due to the environment and the exposure given to the children with specific learning disabilities from the society and the post-test scores of urban children are showing vast changes than the rural. (Scruggs, Mastropieri, Berkely, and Graetz ,2010) 3.There is no significant difference in the attainment of UDL-E component of children with specific learning disabilities with respect to type of school. Table No:3 Type of school Test Number Percentage Government Pre-Test 15 18 Post-Test 15 38 Non-government Pre-Test 15 26 Post-Test 15 51
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From the table 3, it has been observed that performance of individuals belonging to government schools is significantly lower than individuals belonging to the non-governmental schools. This might be due to the individual attention given by the non-governmental teachers to the children with specific learning disabilities. (Mastropieri et al., 2006; Scruggs et al., 2008)
CONCLUSION The study ultimately made everyone to participate and gain knowledge regarding the UDL-E component with the effective intervention plan. Especially it has been motivated the teachers and special educators from government and non-government schools for teaching simple and complex concepts in an effective way to children with specific learning disabilities in the inclusive educational setup and to promote learning at appropriate levels to assist students with learning disabilities.
REFERENCE 1. Archer, A. L., Gleason, M. M., Vachon, V. L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89–101. doi:10.2307/1593592 2. Begeny, J. C., Krouse, H. E., Ross, S. G., Mitchell, R. C. (2009). Increasing elementary-aged students’ reading fluency with small-group interventions: A comparison of repeated reading, listening passage preview, and listening only strategies. Journal of Behavioral Education, 18, 211–228. doi:10.1007/s10864-009-9090-9 3. Bryant, D. P., Bryant, B. R., Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33, 168– 177.doi:10.1177/002221940003300205 4. Cook, B. G., Collins, L. W., Cook, S. C., Cook, L. (2016). A replication by any other name: A systematic review of replicative intervention studies. Remedial and Special Education, 37, 223–234. doi:10.1177/0741932516637198 Council for Exceptional Children . (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from https://www.cec.sped.org/~/media/Files/Standards/Evidence%20based %20Practices%20and%20Practice/EBP%20FINAL.pdf 5. Leko, M. M. (2015). To adapt or not to adapt: Navigating an implementation conundrum. Teaching Exceptional Children, 48, 80–85. doi:10.1177/0040059915605641
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EFFECT OF TOTAL COMMUNICATION TO TEACH ACTION WORDS TO CHILDREN WITH HEARING IMPAIRMENT
Mrs.R.Shanthi Miss R. Iswarya Asst. Professor (SG) M.Ed Special Education Department of Special Education (Hearing Impairment) Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore
Abstract The present study adapted purposive case analysis method to analysis the case to find their performance in teaching learning process in learning of action words while through proper positive intervention with the help of total communication method and materials. The investigator conducted the study in “Avinashilingam early intervention unit” located in TVS at Coimbatore district. From early intervention unit investigator selected a sample (hearing impaired student) age 5. The experiment method was adapted and it was used to record the entry behavior (pre test) and exit behavior (post test) of an individual. The study was planned to conduct in four phases. Dependent variables are the performance of the child in pronouncing the action words correctly and using them in their day to day activities. The result revealed that, if we adopt total communication method for providing proper positive intervention to particular task defiantly the children with hearing impairment learn that action words..
Keywords: Hearing impairment, challengers, Teaching, Learning, Modes of communication
“Life on earth is more like a verb. It repairs, maintains, re-creates, and outdoes itself”……Lynn Margulis
A case study is the one type of observational data collection technique in which one individual is studied in-depth in order to identify their behavioral, emotional, and/or cognitive qualities that are universally true on average of others. Case studies often include face-to-face interviews, paper and pencil tests, and more. Singer pointed out that the teacher is a necessary component of his interactive reading instructional model and can exert control over the success or failure of beginning readers who vary in age and developmental attainments (Yopp & Singer, 1994). The role of the teacher in one-to-one Reading Recovery lessons is to select the recommended procedures that he requires for a www.ijmer.in 68
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 particular child with a particular problem at a particular moment in time in order to facilitate success. Regular schools with inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and opportunity to participate fully in all activities and improve the efficiency and ultimately the cost-e effectiveness of the entire education system. Salamanca Declaration in 1994 that was endorsed by the UNESCO and 92 countries including India recommended major policy shifts to promote inclusive education (IE). Inclusive Education is education that includes ‘everybody’, celebrates differences, supports learning and responds to individual needs. But due to loss of hearing sense, the children with hearing impairment have limited vocabulary since if the child receives 3 E’s (i.e., Environment, Experience, and Exposure) in their day today life situation which is not used in a proper way because they are protected by their parents and the environment.
Statement of the Problem The Salamanca Declaration, 1994 a landmark international statement, proclaims the fundamental right of education to every child, that children with special needs must have access to regular schools with a child centered pedagogy. Children with hearing impairment face a number of challenges that other students do not face. Due to the hearing problem some of these students require highly specialized equipment and individual based in-service to help them learn effectively. So the researcher wants to analyze “Effect of Total Communication to Teach Action Words to Children with Hearing Impairment”
Review of Literature Helen L. Breadmore et.al (2013) done a research on “Agreeing to Disagree: Deaf and hearing children awareness of subjects- Verb no agreement” the study carried out with four deaf children using the experimental design. The results indicate grammatical difficulties could be a significant impediment to deaf children literacy. Sheilla Baitwabusa (2011) done a research on “Teaching of Reading and Writing to Deaf Learners in Primary Schools in Uganda”. This study adopted the qualitative case study design with the engagement of interviews and observations of lessons being taught. A total of 3 head teachers and 7 teachers from three different schools in different districts participated in the study. The results of this study revealed that: The teaching methodology adopted by the www.ijmer.in 69
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 teachers was characterized by the use of elements of sign-language, demonstrations, illustrations, and use of varied instructional materials. The methodology followed the whole word/sentence approach of teaching language. Edmonds et.al (2009) has done a research on “The effect of verb network and Strengthening Treatment (VNeST) on lexical retrival of content words in sentences in persons with aphasia”. The study carried out with four participants using experimental design. The results indicate that VNeST may be effective in promoting generalization from single word naming in verbs to connected speech in persons with moderate aphasia Lisa A. Edmonds et.al (2009) done a research on “The effect of verb network and Strengthening Treatment (VNeST) on lexical retrieval of content words in sentences in persons with aphasia”. The study carried out with four participants using experimental design. The results indicate that VNeST may be effective in promoting generalisation from single word naming in verbs to connected speech in persons with moderate aphasia.
NEED FOR THE STUDY: The students with hearing impairment faces many problems in daily life specifically in communication, to overcome difficulties in language verbs i.e., action words need to be taught to hearing impaired students to lead an independent life. Verbs place a major role in communicating with others. There is no opportunity will be provided for them to learn language at an earlier stage which is a needed one so I selected action words to develop language of a child. A hearing impaired student’s need of language. Due to lack of language development in lower classes that leads to great difficulties during higher education. Teaching of action words is necessary for the case to develop his language to communicate and participate in the society actively.
OBJECTIVES OF THE STUDY The major objectives of the study are to: To study the case. To teach the basic verbs (action words) which are used in day to day activities for emotional purpose To assess the ability of the child in learning of action words .
LIMITATIONS OF THE STUDY The limitations of the study were following as The study administered only to a single case www.ijmer.in 70
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The study carried out only for children with hearing impairment at primary level. This study adopted purposive sampling method.
METHODOLOGY Selection of the Sample A purposive sampling technique was adopted to select the hearing impaired students enrolled in Special school at Coimbatore district. The investigator conducted the study in “Avinashilingam early intervention unit” located in TVS at Coimbatore district. From early intervention unit investigator selected a sample (hearing impaired student) age 5. Selection of Method To evaluate the child performance in knowing the action words. Case study method was adopted. Selection of the Tool The investigator used case study to find out the background information of the Child. Another tool consists of a checklist which mainly emphasizes on action words that were in regional language (tamil). The checklist was used by the investigator to find out the performance of the hearing impaired child in the selected area i.e., action words. The tool was used to record the entry behavior (pre test ) and exit behavior (post test) of an individual. Description of the tool: The tool was constructed in the following sections: Section 1: Deals with the personal details and background of the child. Section 2: Action words includes checklist consist of 20 (emotional based activities ). Training package: The package consists of 20 action words in the child regional language .the action words are taught through different modes of communication with flash cards which represent the pictures of those words. It makes clear to the child about the word in printed form and action.
RESULT AND DISCUSSION: It is clear that the performance of the hearing impaired student in action words which are used in the area of emotional based activities is 10% in pre test. After the proper intervention through various modes, the student achieved 90% score. It means that “the positive intervention is more important based on the need and mode of the child”.
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TABLE: 1 COMPARISION OF PRE TEST AND POST TEST IN EMOTIONAL BASED ACTION WORDS:
100 PRE TEST 0 POST TEST EMOTIONAL BASED
CONCLUSION Hearing loss is assumed to have crucial implications in communication and communication is so distinctly a social process. The present study has resulted that some information which may be utilized in improving the present state of affairs in the education of hearing impaired students. The recent trend is towards integration / inclusion of children with hearing impairment. Many of the children with hearing impairment are placed in normal schools without adequate preparation, at the same time the children with hearing impaired has faced language related problems. This case study further concluded that teaching of action words in the area of emotional based to hearing impaired students has improved their vocabulary and also improved their day to day activity.
REFERENCE
Helen L. Breadmore et.al (2013) done a research on “Agreeing to Disagree: Deaf and hearing children awareness of subjects- Verb no agreement” SheillaBaitwabusa (2011) done a research on “Teaching of Reading and Writing to Deaf Learners in Primary Schools in Uganda”. http://mylanguages.org/tamil_verbs.php http://www.investorwords.com/19339/statistical_analysis.html http://www.gwu.edu/~litrev/ http://www.ncbi.nlm.nih.gov/pubmed/9002319 http://mylanguages.org/tamil_verbs.php http://www.businessdictionary.com/definition/data-analysis.html
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ATTITUDE OF PARENTS TOWARDS INCLUSIVE EDUCATION
K.Rekha, P.S.Asha & T.Angelin Gracy I M.Ed., (General), Department of Education, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore.
Abstract In this present scenario, the concept of ‘school for all ‘which means inclusive educational set up has become an important aspect of any educational organisation. Despite the limited facilities, schools encourage and support students even with disabilities to study with non-disable students in a regular setting. Even government requires all the schools and colleges to provide inclusive education. However, for teachers it is a herculean task because they have to meet the needs of all students in the same classroom by maintaining uniformity. Further, teachers require high level of ethical orientation, commitment and cooperation. This paper deals with the attitude of parents towards inclusive education in the present scenario and their view points on various circumstances in inclusive education.
Key words: inclusive education, disability, uniformity, ethical orientation, commitment.
INTRODUCTION:
The last decades the idea of inclusion, that is educating students with disabilities in programs and activities for typically developing children in a variety of situations (Odom and Diamond, 1998) has become the most important topic in the field of special education. Parents have a major role in the challenging and dynamic inclusion process that starts with the parents’ decision to place their child in a mainstream setting. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. For a long time, children with disabilities were educated in separate classes or in separate schools. People got used to the idea that special education meant separate education. But we now know that when children are educated together, positive academic and social outcomes occur for all the children involved. We also know that simply placing children with and without disabilities together does not produce positive outcomes. Inclusive education occurs when there is ongoing advocacy, planning, support and commitment.
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OBJECTIVES OF INCLUSIVE EDUCATION: School for all. Education for all. Protection of rights. Identification of skills. Development of social consciousness. To equip for new challenges. Development of brotherhood. To improve quality of education.
OBJECTIVES OF THE STUDY: To analyze the attitude of the parents towards inclusive system of education. To understand the progress of the students in inclusive schools. To become aware of the potential barriers of students with disability. To understand the general perspectives of inclusion.
NEED FOR THE STUDY: The study is conducted to analyze the attitude of parents towards inclusive education. The result conveys the positive and negative impact of blending students with and without disabilities during the learning process. This helps in modifying the strategies of teaching and classroom setting focusing the students of special needs. To analyze the learning experience of their wards when studying in an inclusive educational set up.
METHODOLOGY: The method used to find the attitude of parents towards inclusive education is Survey method. Survey methodology is the study to gather data through questionnaire on the sample from a population. A questionnaire constructed in order to conduct a survey. This method was adopted to find out the percentage of positive and negative attitude towards inclusive education.
SAMPLE SIZE Sample consists of purposive sample of 25 parents, whose children are studying in the Department of Education, Avinashilingam Institute for Home science and Higher education for Women. This survey was done by excluding the children in the classroom.
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MEASURING TOOL: A self-made tool on measuring attitude of parents towards Inclusive Education was used in this survey. The survey item responses are: agree, and disagree. They are categorized into two types of attitude namely, positive and negative attitudes. The questions are based on their performance in classroom and the problems in communicating with the special students.
DATA ANALYSES: Survey response data compiled in excel sheet for statistical analysis. Percentage scores were calculated for further descriptive analysis of the responses. Responses were also examined with respect to the positive and negative attitude of parents towards inclusive education of the survey items for similarities or differences.
POSITIVE ATTITUDE OF PARENTS …
36% Agree 64% Disagree
Fig-1
NEGATIVE ATTITUDE OF PARENTS TOWARDS INCLUSIVE EDUCATION 9%
Agree Disagree 91%
Fig -2
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INTERPRETATION: The results of this study indicated that in fig-1, 64% of parents agreed with the positive attitude towards inclusive education and 36% of parents disagreed with the same. From fig-2, we come to know that 91% of parents agreed with the negative attitude towards inclusive education and 9% of parents disagreed for the same. While some parents supported inclusion or mainstreaming for their children with disabilities, other parents feared possible isolation socially because their children are different from the general education students. The parents also worried that their children would not receive as much instruction in the general education classroom as they would with more individualized instruction in a special education classroom. Also, some parents believed that general education teachers are unable to make adequate accommodations in the general education curriculum for their children.
RECOMMENDATIONS FOR FUTURE RESEARCH: Researchers and school districts need to continue to examine parents’ views and perspectives on inclusion. Future researchers can conduct further research using in-depth qualitative methods to examine how parents’ attitude toward inclusion can be changed overtime. In order to create awareness among parents towards inclusive education, there must be some awareness programmes to be conducted in academic institutions.
CONCLUSION: Based on the findings, following conclusions were drawn. All participants were in favor that students with mild disabilities can easily adjust with normal. This is inferred from the survey done with students in an inclusive educational set up. The only barrier to the success of the concept ‘ school for all’ is inadequate knowledge /training of general teachers which would be better if trained or given knowledge about special needs education.
REFERENCES:
https://scholarworks.uaeu.ac.ae/cgi/viewcontent.cgi?article=1060&context=a ll_theses Alahbabi, A. (2009). K-12 special and general education teachers’ attitudes towards the inclusion of students with special needs in general education classes in the United Arab Emirates (UAE). International Journal of Special Education,24, 42–54. Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational www.ijmer.in 76
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needs in the ordinary school in one local education authority. Educational Psychology,20, 191–211. Barnes, M., & Gaines, T. (2015). Teachers’ attitudes and perceptions of inclusion in relation to grade level and years of experience. Electronic journal of inclusive education 3(3) Internet resources
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EFFECTIVENESS OF PEER TUTORING FOR CHILDREN WITH HEARING IMPAIRMENT IN INCLUSIVE SETUP
K.Kalaivani M.Kowsika Assistant Professor PG Student Dept. of Special Education Avinashilingam Institute for Home Avinashilingam Institute for Home Science and Higher Education for Science and Higher Education for Women, Coimbatore Women, Coimbatore
Abstract In the era of Inclusion, the biggest task for the teachers is to work for the development of scholastic and non-scholastic areas among students with special needs. And when it comes with students with hearing impairment, communication problems hinders their involvement in classroom activities. Peer tutoring is the best strategy to overcome the difficulties in educating students with hearing impairment. By giving exposure in sign language to the normal peers, the communication barriers can be removed and peer tutoring is made possible. The purpose of this study is to find whether peer tutoring helps the students to improve the academic performance. The total scores achieved in school subjects in pretest and posttest are calculated and compared. It is found that the 2 samples selected have performed better in posttest than in pretest. Opinion from the tutors and tutees were also collected. The tutors felt that after their peer tutoring their self-confidence and self-esteem have developed. And also they think that the peer tutoring brought changes in their learning and attitude. Positive attitude towards children with special needs and helping tendency develop among the tutors. Tutees responded that they were able to understand the communication of their tutors. They felt that they are comfortable in the class room activities after the peer tutoring. On the whole, the children with hearing impairment were able to actively learn through the peer tutoring and their academic, social and moral skills develop.
Introduction Tutoring is one of the most effective methods of instruction available. As an educational technique it is more effective than large group instruction, computer assisted instruction, programmed texts or individualized learning packets. It allows students to move through a given topic of instruction at their own pace with highly adaptable strategy, sequence and content tailored to their unique needs as a learner. No other form of mechanized or printed instruction offers a fraction of the flexibility of a human tutor.
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When students act as tutors, there is a strong indication that they can improve in their own self-esteem, if they enter the tutoring situation with ample ego strength or have highly adequate training and supervision. When students act as tutors/tutees they can improve their social behaviors and adjustment. Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. Typically, a higher performing student is paired with a lower performing student to review critical academic or behavioral concepts. Tiwari Megha (2014) conducted a study on “Peer Tutoring: A Step Forward Towards Inclusion”. Peer tutoring is a Instructional approach where pupils learn together, usually in pairs. There are different types of peer tutoring: the pairs can be matched by ability or be of different ages/ abilities, depending on the approach used. Peer tutoring has been applied to different curricular areas; the most common is paired reading. However, there are also structured interventions for cued spelling and paired writing, thinking, problem solving, ICT and science. K.J. Topping (1999) conducted study on “Quality outcomes and cost- effectiveness of methods of teaching and learning in colleges and universities” are being scrutinized more closely. The increasing use of peer tutoring in this context necessitates a clear definition and typology, which are outlined. The theoretical advantages of peer tutoring are discussed and the research on peer tutoring in schools briefly considered. The substantial existing research on the effectiveness of the many different types and formats of peer tutoring within colleges and universities is then reviewed. Much is already known about the effectiveness of some types of peer tutoring and this merits wider dissemination to practitioners. Comfort, P. (2011) conducted study on Peer Tutoring has been shown to be highly effective in enhancing both tutor and tutee achievements and skill development in a range of educational settings, although this has not currently been investigated in an applied sports science degree setting. The aim of this investigation, therefore, was to determine if peer tutoring enhanced achievement of tutees during practical assessments on an applied sports science degree programme. Final year students on an undergraduate applied sports science degree programme provided optional peer tutored practical sessions, twice per week (two hours per session) for a period of eight weeks, for students in the second year of the same undergraduate degree programme. This study demonstrated that peer tutoring during practical sessions on applied sports science programmes can enhance the achievement of tutees during practical assessments. It is therefore recommended that peer tutoring is adopted as an effective teaching and learning method for the development of students' practical skills. www.ijmer.in 79
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Need for the study The hearing impaired students not only have problems in academic performance, but often evidence difficulty in the areas of personal/social adjustment and moral development. Hearing impaired students have unique characteristics which should allow them to benefit most from tutoring and being tutored. Since tutoring is in essence a communications exercise, hearing- impaired students should be able to enhance their own level of receptive and expressive communications skills by engaging in the roles of tutor and tutee. Peer tutoring provide normal students opportunities to tutor hearing impaired students should help to increase their own sense of independence. As hearing impaired students go through school programs they are typically the recipients of extra services rather than the providers of service themselves. Tutoring offers a unique situation for the hearing-impaired student to get a support service from their peers and also act as a tutor, during activities like conducting quiz to the normal students. Hence there is a need to study the “Effectiveness of Peer Tutoring for Children with Hearing Impairment in Inclusive Setup” which will help in having in-depth study and finding solution.
Objectives of the study • To find out the difficulties of the hearing impaired students in subjects • To provide peer tutoring for hearing impaired students • To improve the academic performance of the tutee • To develop the peer communication • To develop personal/social adjustment • To develop moral development
Methodology Research Design A case study design was followed to ascertain the “Effectiveness of Peer tutoring for Children with Hearing Impairment in Inclusive Setup”. Sample The sample selected for the study consists of two hearing impaired and hearing students belonging to the age group of 6 to 12 years studying in Sri Avinashilingam Primary School in Coimbatore district.
Tool for the Study The tool consisted of test items for 25 marks in each subjects - Tamil, Mathematics, Science and Social science. Since the second language is exempted for the hearing impaired, the investigator didn’t prepare the tool for English language.
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Data Collection Procedure Data were collected from 2 samples studying in Inclusive setup in Coimbatore city. The investigator visited the selected school and sought permission for administering the tool and for implementing Peer Tutoring. The time taken for administering pretest and posttest were 45 minutes each on the first and last day of her visit. The investigator started the data collection procedure by administering the pretest for the selected sample first. The investigator also used observation tool to study the intellectual, social, emotional and psychological aspects of the sample before and after peer tutoring. The investigator consulted the teachers for the selection of tutee. Orientation and guidance was provided to the tutor in teaching hearing impaired students in various subjects. After the intervention the investigator administered the posttest to the selected sample. The investigator also collected the opinion from the tutor and tutee regarding the influence of peer tutoring.
Results and Discussion The objective of the research study was to analyze the effect of peer tutoring for children with hearing impairment. Keeping in view of the above objective, the empirical evidence obtained in terms of factual data was analyzed in the context of the objectives set for the study by subjecting them to appropriate statistical analysis. This scores obtained on administration of research tool i.e. pretest and posttest on the selected sample were categorized in such a way, which can answer the formulated objectives. The findings thus arrived are presented below: The purpose of the peer tutoring is to help the students improve the academic performance. The total scores achieved in school subjects in pretest and posttest are calculated and compared. It is found that the samples have performed better in Posttest.
Comprehensive Case Profile of the Selected Sample Sample 1 Sahithya S was 10 years old at the start of the study. She was studying in V standard at Sri Avinashilingam Primary School, Coimbatore district. She was revealed for normal full term birth at hospital. She had congenital profound hearing loss. Her hearing condition was noticed at two years of her age. It was noted that her academic progress in terms of mark statement was gradually reduced from 70% to below 30%. The investigator selected a tutor for her with the consultant of her class teacher. The tutor selected was a brave and an attentive student with a positive attitude towards helping other students. During the intervention the tutor student taught the tutee with the guidance of the investigator. www.ijmer.in 81
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Pretest Posttest
55%
30% 32% 28%
20% 16% 12% 15% Posttest Pretest
Tamil Mathematics Science Social Science
While conducting the pretest her performing was very low in Tamil, Science and Social Science.. After intervention her academic achievement has improved. Through the peer tutoring her academic as well as social and moral skills also developed. Sample 2 Samritha S was 10 years oldat the start of the study. She was studying in III standard at Sri Avinashilingam Primary School, Coimbatore district. She was revealed for caesarean full term birth at hospital. She has progressive respiratory distress after the birth. She was also kept in the incubator for 10 days. She has congenital profound hearing loss. Her hearing condition was noticed at one and a half years of her age and received early intervention and schooling at Indian Red Cross Society School for Hearing and Speech Impaired. She was enrolled in Sri Avinashilingam Primary School at 2nd standard. Since she studied earlier in a special school, she was not comfortable with the general classroom setting. The investigator selected a tutor Saishree S, who is very intelligent. The investigator taught her sign language to interact with the tutee and also guided her to assist and teach the tutee during and after class hours.
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Pretest Posttest
55% 58% 36% 35%
23% 22% 17% 15% Posttest Pretest
The Intervention not only developed the tutee’s academic performance but also developed her social skills. During pretest the sample showed low performance in Mathematics and Social Science. More attention is given to these subjects and results of posttest shows that there is significant improvement in the performance in all subjects. Opinion of the Tutors and Tutees regarding the influence of the peer tutoring The investigator got the feedback from the tutors and the tutees after the intervention. The tutors felt that after their peer tutoring their self-confidence and self-esteem have developed. And also they think that the peer tutoring brought changes in their learning and attitude. Positive attitude towards children with special needs and helping tendency develop among the tutors. Tutees responded that they were able to understand the communication of their tutor. They felt that they are comfortable in the class room activities after the peer tutoring. And also they felt more comfortable with the peer tutor in the classroom. So the same age peer tutoring should be very effective Most of the student got confidence to mingle with their peer in the class room after the peer tutoring. The tutees gave feedback to the investigator that the tutors are helping them during the class time through sign languages and visual clues. So after the peer tutoring the tutee independently learn lessons in the class room. From the above feedback the tutees communication skills have improved because the tutor use sign language and communicate with the tutee. So the tutees can cope up with their tutors. Considering the feedback, the tutees are able to follow their tutor and instruction and majority of the students are able to get enough time to ask question to the tutor related to the content. www.ijmer.in 83
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On the whole, the children with hearing impairment were able to actively learn through the peer tutoring and their academic, social and moral skills develop.
Conclusion:
In the era of Inclusion, the biggest task for the teachers is to work for the development of scholastic and non-scholastic areas among students with special needs. And when it comes with students with hearing impairment, communication problems hinders their involvement in classroom activities. Peer tutoring is the best strategy to overcome the difficulties in educating students with hearing impairment. By giving exposure in sign language to the normal peers, the communication barriers can be removed and peer tutoring is made possible.
References:
Andrews, J.F., Leigh, I.W., & Weiner, M.T. (2004). Deaf people: Evolving perspectives from psychology, education and sociology. Boston: Pearson Education. Cooke, N.L., Heron, T.E., & Heward, W.L. (1983). Peer tutoring: Class wide programs in the primary grades. Columbus, OH: Special Press . Fuchs, D., Fuchs, L., Mathes, P.G., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174—206. Marschark, M., Lang, H.G., & Albertini, T.E. (2002). Educating deaf students: From research to practice. New York: Oxford University Press. Moores, D.F. (1996). Educating the deaf: Psychology, principles, and practices (4th ed.). Boston: Houghton Mifflin. Paul Comfort and John James McMahon. (2014). The effect of peer tutoring on academic achievement. Journal of Applied Research in Higher Education Vol. 6 No. 1, pp. 168-175 Tiwari, M. (2014). Peer Tutoring: A Step Forward Towards Inclusion. Educational Confab. Vol 3, No. 7 Topping, K. J. (1996). The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature. Springer, Higher Education, Vol. 32, No. 3, pp. 321-345.
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CREATING INCLUSIVE CLASSROOMS THROUGH MULTIPLE INTELLIGENCE FOR STUDENTS WITH VISUAL IMPAIRMENT
Yukti Gupta Assistant Professor Department of Special Education SNDT Women’s University, Mumbai Abstract Inclusion ensures education is accessible to all students regardless of age, race, gender and abilities. Teachers differentiate the classroom environment along with the content and its delivery, in order to cater for all students’ needs at an individual and class level. Howard Gardner’s theory of Multiple Intelligences has provided educators with a new view of intelligence. It emphasizes that science, math and language are not the only ways to exhibit intelligence. This paper reviews studies done for enhancing multiple intelligences among students with visual impairmentchildren who are blind. It supports the theory of Multiple Intelligences and their implications in the field of teaching and learning. In addition, this paper provides a guide to modify curricular activities in the glance of the Theory of Multiple Intelligences. These activities are designed to improve different talents in children who are blind such as imagination, creativity, cooperation, social skills, self-reflection, linguistic abilities, critical thinking, scientific thinking and attitudes towards nature.
Keywords: Inclusive Education, Multiple Intelligence, Visual Impairment
Introduction “I live in a cocoon of social making peeping out at the world from behind a curtain.” Throughout history, educational philosophers from Aristotle through Dewey, Whitehead, and Montessori have all encouraged the use of movement to promote learning. More recently, much has been written about the benefits of using Howard Gardner’s (1983) theory of multiple intelligences (Armstrong, 2003), and the idea that students have differing learning styles (Strong, & Perini, 2000). These studies, plus a developing body of research centring on how the brain works and the importance of brain-compatible teaching strategies (Wolfe, 2001), indicate the complexity of the learning process that requires integration of many activities and experiences.
Inclusion Inclusion is a philosophy that promotes the acceptance of all students as members of a learning community, regardless of their circumstances. Inclusion www.ijmer.in 85
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 is defined as a set of beliefs and practices indicating that all children should be educated, regardless of differences (Bahn, 2009). In order for there to be social cohesion, it is important that schools and the education system recognise communities’ differences and ensure that all students have access to the resources and education they deserve. Inclusivity is important as it contributes to eliminating tension, competition and pressure that students may experience, while also being a component of addressing social isolation and upset for those who do not ‘fit’ in a ‘one-size- fits-all’ approach. In most cases, students understand that not all individuals are the same; it is therefore the teacher’s role, through differentiation, to ensure that these differences do not create social barriers, such as isolation (Tomlinson, 1999).
Importance of using Multiple Intelligence (MI) theory to create an inclusive classroom Howard Gardner’s theory of MI assists the creation of an inclusive classroom by eliminating the one-size-fits-all approach and allowing students to experiment in a range of styles and ‘sizes’ (Singal, 2008). Armstrong (2009) outlines activities that can be applied to a topic to cater for the eight defined intelligences. Numerous educators have found that the theory of MI has broad implications for special education, primarily because MI focuses on learning that happens in areas outside the traditional verbal/ linguistic or logical- mathematical- spheres. Instead, MI fosters the inclusion of numerous different ways of knowing that allow teachers to perceive students’ learning strengths in multiple ways. According to Ahmad A. (2015), the common teaching approaches emphasize the rote methods; hence fail to exploit one’s thinking skills, making the subject to be too dry, static and boring. The rote learning method disables students to participate actively and there is no ample opportunity for students to interpret, analyse and evaluate the learning materials. As a result, historical information is accepted as a rigid and unquestionable doctrine. In the study, “Multiple Intelligence Approach to Teaching” by Ranade &Mridula D. (2006) explains that most teachers who have used this approach to teaching-learning are convinced that this approach leads to positive outcomes for students in terms of attitude towards self, attitude towards school, development of interpersonal skills, motivation to learn, interest in the subject and finally achievement in the subject. Educators and researchers have also found that the theory of MI has broad implications for special education, primarily because MI focuses on learning that happens in areas outside the traditional verbal/linguistic or logical mathematical spheres. Instead MI fosters the inclusion of numerous different ways of knowing that allow teachers to perceive students’ learning strengths in www.ijmer.in 86
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 multiple ways. An MI framework reminds teachers that their classrooms work best for students when many ways of knowing and doing are valued and accepted (Kornhaber, Fierros2004) If MI theory is implemented on a large scale in both regular and special education, it is likely to have some positive effects. It provides more emphasis on the strengths and abilities of children with disabilities, increases student’s self-esteem and helps to promote success among a broader community of learners. The MI theory increases the appreciation of those with special needs; leading to their full integration into the general classroom. (1) Linguistic intelligence – Students can be given opportunities to enhanceskills in reading or writing stories, enjoying, listening to lectures poems, joke, storytelling, etc (2) Logical-mathematical intelligence – Skills insolving or creating problems, logic puzzles, equations, brain teasers, justifying thinking, explaining natural phenomena, etc. are to be developed. (3) Spatial intelligence – Skills such as drawing of diagrams, painting, creating computerized pictures, using illustrations, creating mental models, imaging, participating in guided imagery activities, creating and using graphics etc would help in gaining spatial awareness. (4) Bodily-kinaesthetic intelligence- Students can be trained on how to explore tactile models, sequencing movement, dramatizing and use of concrete materials, clapping, tapping, hopping etc to enhance effective classroom learning. (5) Musical intelligence– Skills such as use of musical notation, creating rhythmic patterns, associating past events mentally with certain rhythm of a preferred old song, repeating rhythms by mouth while working can increase musical intelligence. (6) Interpersonal intelligence – Students are exposed to behaviours in the classroom that are examples of the skills and tasks such as use of role play, sharing strategies, assessing peer’s work, participating in simulations, working cooperatively, peer tutoring, etc.. (7) Intrapersonal intelligence – Students are assisted to reflect on self-progress and achievement, address values and attitudes, conduct self-assessment, thematic play, cooperative learning etc. (8) Naturalistic intelligence – Teacher have to create opportunities to develop skills such as classifying natural objects, observing, enjoying nature etc . Multiple intelligences theory has very important implications for both teachers and students especially the students with visual impairment (SwVI). They are: • Through MI when teachers create learning environments that fosters the development of all eight intelligences. It benefits all learners and strengthen their underutilized intelligences. www.ijmer.in 87
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• When students learn with a model that targets their successful learning in a particular intelligence instead of a standard approach that limits learning, students get an opportunity to experience success in school • The use of MI in schools helps educators move instruction beyond linguistics and logical – mathematical intelligences that leave many students out of the learning process • SwVImay have special abilities that do not emerge in the traditional educational system. By using Gardner’s intelligence in the classroom, SwVImay have special abilities and will be able to display their strengths and interests.
Learning through Arts Arts education favours and supports various teaching techniques and strategies to accommodate each learner’s unique way of accessing curriculum, processing information, and demonstrating their understanding. Multiple Intelligences Theory (Gardner 1983) elucidates the view that students possess diverse kinds of minds and cognitive strengths and therefore use varied practices to learn, remember, understand, and perform. The MI theory is thereby entirely in line with the very same principles of inclusive education and UDL that encourages individuating education systems on the basis that each student learns in a way that is very unique to her/him. ‘Learning through the arts’ provides research based cases that support Gardner’s theory and show how visual arts, music, dance, and drama contribute significantly to better learning for all students across curriculum as ‘most students through these arts forms will not only find the means for communication and self-expression, but the tools to construct meaning and learn almost any subject effectively’ (Dickinson 2009). By creating pathways for all students to access the curriculum, the arts stimulate also their motivation and engagement in the learning process, raise their self- esteem, and consequently students attain higher achievement across the curriculum.
Implications of Multiple Intelligence for Students with Visual Impairment Oakland(2000) investigated learning styles of SwVI. They found that these students prefer practical, thinking, or organized styles. Wagner (1994) listed guidelines to keep in mind when teaching science to SwVI: 1. All students can succeed in science. 2. Students with disabilities can benefit from participation in science classes. 3. Serving their needs is often much simpler that one might expect. 4. They can be an asset to the class and make cooperative learning meaningful. 5. There is no substitute for a positive attitude and a helpful, inspiring, mentoring role. 6. Persons with disabilities can enter and succeed in many different careers in science. www.ijmer.in 88
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The multiple-intelligences perspective conceptualizes enhanced learning in terms of engaging as many of students' multiple intelligences as possible in learning. Thus, in addition to reading, writing, computing, and listening, SwVImay learn through tactile images, textures, rhythm, color, movement, sculpting, designing, singing, model making, and role playing. However, students who can engage their multiple intelligences as areas of strength in learning need to recognize their own strengths and weaknesses, be able to consciously use the various cognitive capacities, and be able to use these capacities intentionally to improve problem-solving ability and to enhance creativity.
Thus, SwVIneed to be taught about multiple intelligences so they recognize their strong and less developed intelligences, and about how they might develop the individual intelligences and use different ways of knowing in their formal schooling and daily living.
Conclusion To accommodate the multiple intelligences in a diverse classroom, teachers must differentiate the teaching–learning process to create an inclusive learning environment. Differentiated and inclusive classroom helps teachers to more effectively meet the needs of all students. In order to create an inclusive classroom, the teacher must differentiate the content, process and product to accommodate all students’ learning styles. To differentiate, it is essential that teachers understand their students on an individual level in order to create lessons based on the students’ interests and abilities. The eight intelligences identified by Gardner can be used individually or in conjunction with one another to enable students to identify their preferred style of learning, as well as allow student access to explore other preferred styles of learning. This promotes teaching in a range of ways to cater for individual differences and ensure education is accessible for all especially SwVI.
References Advani V. (2016). Effect of Multiple Intelligence on Student’s Academic Achievement, The International Journal of Applied Psychology, Vol. 3 Issue 4, No 68, pg. 2349-3429. Ahmad A. (2015). Application of Multiple Intelligence Theory to Increase Student Motivation, Vol. 7 No. 1. Armstrong T (1994). Multiple Intelligences in the Classroom. For Supervision and Curriculum Development Association, Alexandria. USA, pg. 6-9.
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Busari, A.O. (2014). Enhancing Academic Performance of Disabled Students through Multiple Intelligences Based Programmes. Journal of Education and Practice, Vol.5, No.26. Boyle, C., Scriven, B., Durning, S. & Downes, C. (2011). ‘Facilitating the learning of all students: The “professional positive” of inclusive practice in Australia Camphell B. (1999). The research results of multiple Intelligence Classroom, New Horizon for learning Electronic Journal, P7-254, Retrieved on 25th December, 2016, from Http://www.newhorizon.org/ Chan D. (2000). Learning and Teaching through Multiple Intelligence Perspective, Educational Research Journal, Vol. 15 No. 2. Dempsey, I. & Arthur-Kelly, M. (2007). Maximising Learning Outcomes in a Diverse Classroom. South Melbourne: Thomson. Fierros, E.G. How Multiple Intelligences Theory Can Guide Teachers’ Practices. Arizona state University: Arizona. Gardner, H. (1983). Frames of Minds: The Theory of Multiple Intelligences. NY, USA: Basic Book. Jensen, E. (2006). Super Teaching (3rd edn). Cheltenham, VIC: Hawker Brownlow Education. Lumpur K. (2006). Enhancing Multiple Intelligence in Children who are blind Retrieved from http://files.eric.ed.gov/fulltext/ED493516.pdf Marsden, J. & Tan, S. (1998). The Rabbits. Melbourne: Lothian. Modrick J. &Simmonet G. (2010). Advancing inclusive education in 21st century learning skills through the arts, Vol. 1 Issue 5. Murray S.& Moore K. (2012). Inclusion through Multiple Intelligence, Journal of Student Engagement: Education Matters, Vol.2 Issue 1, Pg. 42- 28. Priyadarshini S. (2015). Multiple Intelligence Among Children with Special Needs, Educational Quest- An International Journal of Education and Applied Social Science, Vol. 6 Issue 2, pg. 105-110. Ranade &Mridula D. (2006). Multiple Intelligences Approach to Teaching, Retrieved from http://edisdat.ied.edu.hk/pubarch/b15907314/full_paper/1289153177.pdf Singal, N. (2008). ‘Working towards inclusion: Reflection from the classroom’. Teaching and Teacher Education, 24 (1), 1516–1529. Yadav A. (2015). Together We Learn Better: Enabling Inclusive Education, Journal of Educational Studies, Vol. 5 No. 1, Pg. 101-112.
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IMPACT OF INSTRUCTIONAL PACKAGE ON PHONOLOGICAL DEVELOPMENT IN CHILDREN WITH HEARING IMPAIRMENT
Mrs.R.Shanthi Miss E. Kowsalya Assistant Professor (SG) M.Ed Special Education Department of Special Education, (Hearing Impairment) Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore
Abstract A purposive quasi experimental method was adapted to analysis the phonological development in children with hearing impairment while through proper positive intervention with the help of instructional package on phonological development. The investigator conducted the study in “Infant Jesus society for the Education of Hearing Impaired and Vela Special School for Deaf and Mentally Retarded. From both schools twenty hearing impaired students at the age of 5 – 8 were selected for this study. The quasi experiment method was adapted and it was used to record the entry behavior (pre test) and exit behavior (post test) of an individual. The study was planned to conduct in four phases. The result revealed that the children with hearing impairment are poor in phonological development in pretest result. Incase if we provide proper positive intervention with the help of instructional package on phonological development to particular task defiantly the child can use that opportunity and overcome the issues.
Keywords: Hearing impairment, phonological development, Teaching, Learning, opportunity
Introduction Speech is acting as the most important media to communicate with everyone. Children with hearing impaired who had the hearing defect from the time of birth are not able to hear their own voice, so that they couldn’t develop their speech. Due to that many problems and difficulties are faced by auditory impaired patients and they receive a speech training conducted by speech therapists. Normally the children get training at school times but they forget the skill because it is not possible to continue the training during the vacation periods. The patients with auditory impairment face many problems in getting speech training due to lack of speech therapist.
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Phonological awareness is an important and decisive building block of early literacy. According to Gillon (2005), phonological awareness includes syllable awareness (e.g., segmenting words into syllables), onset-rime awareness (e.g., perceiving rhyming patterns in words or generating rhyming words), and phoneme awareness (e.g., segmenting words into phonemes). There are several major phonological skills that all of us acquire as children naturally. These abilities can’t be considered taught, as all children without major cognitive or physical challenges will acquire them. The particular skills in the following list are acquired in order as they go from earliest to most difficult stated by Andrew, D., (2003). Word awareness – the ability to track specific words in a sentence. Most children acquire this ability between 1.5 and 2 years. Understanding rhyme andalliteration – by age 4 most children can understand and appreciate rhyming and alliteration. Many children’s stories utilize these tactics (e.g., Sally sells seashells by the seashore). Syllable awareness – at 5 years old most children are aware of syllables and are able to manipulate them in basic manner. Rhyme manipulation – producing a rhyme is far more difficult than understanding one. This ability tends to be mastered by 5.5 years old. Phoneme awareness –this is the most difficult skill in phonological development and is gained between 6 and 9 years of age. Phoneme awareness is the ability for the child to manipulate phonemes, the smallest unit of spoken language. Phonological processes can be divided into three categories namely syllable structure, substitution and assimilation said by Rosal, A. G., (2013). The processes of syllabic structure describe sound changes will affect the production of word in the child's target. They are syllable reduction, consonant cluster simplification, simplification of final consonant and simplification of net. The substitution processes involve changes between sound classes in which one class replaces another including plosive, fronting, deafening and sound. Finally, the process of assimilation or sound harmony is processes in which a sound is totally or partly adapted to the next in syllable. At the age of 3; children should accurately produce /p/, /b/, /m/, /h/, /n/, and /w/ consistently in conversational speech. At the age of 4; children should accurately produce the above sounds as well as /k/, /g/, /d/, and /f/ consistently in conversational speech. Speech sound disorder refers to the behavioral disorder characterized by speech sound production errors associated with deficits in articulation, phonological processes and cognitive linguistic processes (Stein et al., 2004). Children with speech sound disorder struggles to understand sound structures and how to manipulate sounds to form words, and often times they have difficulty in producing speech that is developmentally appropriate. www.ijmer.in 92
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Statement of the Problem Levitt and Stromberg 1983) studies with hard of hearing children have reported that consonants produced with the blade of tongue (/t, d, s,z, f z, y, z) are more likely to be in error. The affricates areranked as most difficult for both profoundly hearing impaired children and hard of hearing (Markides 1970 Smith 1975). So the researcher wants to analyze the “Impact of Instructional Package on Phonological Development in Children with Hearing Impairment”
Review of Literature Miller, P., (1997) studied that “The effect of communication mode on the development of phonemic awareness in prelingually deaf students”. The study carried out through the experimental study. Three groups of children (oral of hearing parents, signing deaf of deaf parents, and hearing control group) were compared on measures of phonemic awareness by splitting across communication mode (oral deaf, signing deaf and hearing). It was determined that the two deaf groups scored lower on phonemic awareness, but that deafness does not preclude phonemic awareness development. It was also determined that there was no significant difference between deaf groups in phonemic awareness performance. Gillon, T. G., (2005) done a research on “Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children with Speech Impairment”. The sample selected for this study was 12 children with moderate or severe speech impairment. The children’s response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined.
Need and significance of the Study In early childhood period the child can develop their speech through by auditory perception, speech reading and speech of others. But in the case of children with hearing impairment faces the following difficulties for the purpose of developing their speech. Face problem in perceiving and interpreting the speech of others. They are very poor in speech reading because some of the phonemes are invisible in nature during the production. Due to hearing retardation they show very poor performance in auditory perception because the hearing loss acquired in the early stage of life. Children with hearing impairment not able to recognize the sound letter association and their meaning. www.ijmer.in 93
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Children with hearing impairment not aware about how to frame the words in sentence. Hearing impaired children facing problem in memorizing the graphical representation of the phonemes in Alphabet. For the above mentioned reasons the children with hearing impaired face problems in production of speech sounds. Hence these students need special training and therapy to develop speech.
Objectives of the Study The major objectives of the study are to Find out the error of articulation (SODA) among the hearing impaired children using the articulatory tool. Develop 14 phonemes especially in Tamil language through Instructional Package and speech kit in children with hearing impairment. Develop 14 phonemes especially in Tamil language through Instructional Package and speech kit in children with hearing impairment with respect to variable ( Age,Gender, Level of hearing loss, Type of hearing loss) Find out the impact of Instructional Package on phonological development before and after intervention
Hypothesis of the Study The study explore the hypothesis as There is no significant difference between the children with hearing impairment in terms of phonological development before and after intervention.
Limitation of the Study The limitations of the study were following as The study administered only to the special schools. The study carried out only for children with hearing impairment at primary level.
METHODOLOGY
Selection of the Sample The samples were selected based on the purposive sampling technique. The samples for the study consisted of 20 hearing impaired children both boys and girls between the age group of 5 to 8 years. Selection of Method The quasi-experimental method was adopted to find out the Impact of Instructional Package on Phonological Development in Children with Hearing
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Impairment” impact of at primary level. Data collected from the children with hearing impairment who were enrolled in special school.
Selection & Description of the tool:
The tool was prepared by R. GokulaSelvi M.Ed student (2015 – 16) under the guidance of Mrs. R. Shanthi, Assistant Professor consists of 31 words on the basis of 14 phonemes especially in Tami language. Based on that, the investigator developed the Instructional Package on Phonological Development for developing phonemes which are used for speech development in children with Hearing Impairment. For the purpose of standardization of the tool, it was implemented to 100 normal students. The 31words are mainly meant for the production of 14 phonemes. The phonemes are concerned with vowels (அ, இ, உ, எ, ஒ ) and consonants (ப, ம, த, ந, ல,வ,க, ச, ர) and it is classified based on the place and manner of articulation.
Scoring Procedure The tool for phonological development had two points namely Responding and Not Responding. If the children attain correct production in phonemes with correct response score ‘1’ was given and if the children does not produce the phonemes score ‘0’ was given.
Administration of the tool The tool was administrated to the selected samples in Coimbatore and Villupuram district after finding the reliability and validity. The investigator prepared the flash cards which depicts picture with word format based on 14 phonemes. The investigator administrated the tool to the sample and then the misarticulated words by the sample are noted. The Instructional package was used for the intervention process.
RESULT AND DISCUSSION:
It is clear that the performance of the hearing impaired student phonological development is poor in pre test. In pretest, children with hearing impairment misarticulate the phonemes ம த ல க ச ர. But after getting proper intervention through instructional package and using speech kit, it was rectified and the performance of the children was achieved 100% score. It means that “the positive intervention is more important based on the need and mode of the child”.
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Table 4 Phonological Development of All Selected Sample of Children with Hearing Impairment before and after intervention S.No R in R in R (%) R (%) in Areas of Phonemes Pretest Posttest in Posttest classification Pretest Consonants ப 12 20 60 100 1. Bilabial ம 6 18 30 90 2. Labiodental வ 9 19 45 95 த 10 18 50 90 3. Alveolar ந 6 19 30 95
ல 9 16 45 80 4. Velar க 5 17 25 85 5. Fricative ச 8 17 40 85 6. Trill ர 6 18 30 90 Vowels அ 16 20 80 100 7. Unrounded இ 9 20 45 100 எ 7 19 35 95 உ 12 20 60 100 8. Rounded ஒ 6 20 30 100 R = Responding Figure 1 Phonological Development of All Selected Sample of Children with Hearing Impairment before and after intervention 120
100
80
60 Pretest Posttest 40
20
0 ப ம வ த ந ல க ச ர அ இ எ உ ஒ
Conclusion Through this study the researcher proved that the special educator may also provide speech therapy with help of Instructional Package and using speech kit for the purpose of developing phonemes which are used for speech development especially in Tamil language. So, due to economical constrain the children with hearing impaired are not able to spend money for speech therapy and at the same time the parents and the teachers of children with hearing impaired only aware about the theoretical part of speech development. Hence, this instructional package may be helpful for the teachers and the parents of the
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Reference
Gillon. T. G., (2005), Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children with Speech Impairment, University of Canterbury, Christchurch, New Zealand, Vol. 36. 308-324. Miller, P. (1997), The effect of communication mode on the development of phonemic awareness in prelingually deaf students, Journal of Speech, Language, and Hearing Research (40), 5, 1151-1163. Mahshie, J. J., Alquist, D. V., Smith, B. W., Bernstein, E. A., (2002), Speech Training Aids For Hearing-Impaired Individuals: Preliminary Observations In The Clinic And Childrens' Homes, Journal of Rehabilitation Research and Development, Washington, DC, Vol . 25 No. 4, Pg 69–82 Rosal, A. G. C., Cordeiro, A. A., Queiroga, B. A. M., (2013), Phonological awareness and phonological development in children of public and private schools, vol.15 no.4
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STUDENT TEACHERS’ PERCEPTIONS ABOUT THE STUDENTS WITH DISABILITIES AFTER THEIR TEACHING PRACTICE EXPERIENCE
T.Masani Priya Dr.G.Victoria Naomi Ph.D Research Scholar Professor & HOD Dept.of Education Avinashilingam Institute for Home Avinashilingam Institute for Home Science and Higher Education for Science and Higher Education for Women, CBE. Women, CBE.
Abstract Inclusive education is not just about learning barriers, but 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. Inclusion in regular classrooms of community schools is better education than is exclusion. Student Teachers, who are the future teachers, need to have knowledge about the disabilities for handling the students. This study focus on finding out the awareness of student teachers about the types of Disability, Calculating the level of difficulty in dealing with the disability student in their training period and their interest/disinterest towards Inclusion after their training period. Data was collected from the student teachers after their training period. In their training period they would have met students with disabilities in their classroom. With a move towards Inclusive Education , student teachers are expected to take the leading role in providing differentiated support for all students within their classrooms . This study brings out the student teachers perception towards the disability students in the classroom environment and also their interest towards Inclusion.
Keywords: Inclusive Education, Disability, Differentiated Support, Level of Difficulty , Inclusion
Introduction: Although there is widespread support for inclusion at a philosophical level, there are some concerns that the policy of inclusion is difficult to implement because teachers are not sufficiently well prepared and supported to work in inclusive ways. Inclusion requires teachers to accept the responsibility for creating schools in which all children can learn and feel they belong. In this
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 task, student teachers are crucial because of the central role they are going to play as future teachers. The paper reviews the awareness about disabilities among the student teachers and also the difficulty level of handling them in their training period. The interest/Disinterest of student teachers towards inclusion moulds them as an Inclusive Teacher.
Objectives: To identify the types of disability students they came across in their training period. To identify the area of difficulties encountered with the disability students in their training period. To identify the interest/disinterest of the student teachers for their interest towards Inclusion. Methodology: Research Design: This study attempts to bring out the perceptions of student teachers eliciting their awareness on the types of Disability, difficulty level of handling them in their training period and their interest/disinterest towards Inclusion. Survey Method was found to be appropriate for this study. This study is conducted among student teachers in Education Colleges. Thirteen disabling conditions are recognized by the Individuals with Disabilities Education Act (IDEA). They include: autism, deaf-blindness, deafness, emotional disturbance, hearing impairments, mental retardation, multiple disabilities, orthopedic impairments, other health impairment, specific learning disabilities, speech or language impairments, traumatic brain injuries, visual impairments, and other health impairments were taken into consideration in carrying out the study for their awareness about disabilities.
Tools used for the Study: Questionnaire: A Questionnaire with three parts was used for the collection of data. The First Part listed out the names of disabilities in which the student teachers have to tick the names of disabilities that are familiar to them and also to write the type of disability student in their training school with their details. Second part of the Questionnaire consists of 35 questions under different domains specific to the area of difficulty. Three point scales was used for the level of difficulty faced by the student teachers in their training period. It was used as the main data- gathering tool for this study where opinions of student teachers are desired. The www.ijmer.in 99
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Third part of the tool consists of 15 questions related to the interest/disinterest of student teachers about the Inclusion in the Education. It was a single-group design. Quantitative data was gathered from the 100 student teachers. Among the 100 student teachers, 40 student teachers encountered students with disabilities in their training period. Student Teachers were requested to give their views on a four-point scale on the level of difficulty: 1-No difficulty, 2 - Some difficulty, 3 - A lot of difficulty, 4- Cannot do at all.
S.No Domains of Functioning
1 Focusing Attention and Concentration
2 Acquiring and using information
3 Attending and completing tasks
4 Interacting and relating with others 5 Managing Emotions
The Questionnaire covered 50 questions listing different questions covering all the above six domains which reveals their attention and learning process in the classroom environment. Various questions were asked under each domain . It revealed the percentage of difficulty faced by the disability students in the Classroom in the questionnaire. Also the perception of student teachers towards Inclusion was also collected in this tool in Part-III of the questionnaire.
Analysis and Interpretation of Data :
Data Analysis and Interpretation is the process of assigning meaning to the collected information and determining the conclusions, significance and application of the findings.
Data Analysis was performed with the data collected through the questionnaire for identifying the highest and least difficulty of disability students in the domain of functioning that is considered in this study. It is to identify the difficulty in the particular domain of functioning.
The total score for different statements were grouped according to specific item formation scheme for each domain so as to get the composite scores of each of the clusters of difficulty under each domain. The composite scores was again divided to get the average score for each domain. The value so obtained was further divided by the number of student teachers from whom the data was collected. This gave the average rating for each domain.
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Results and Interpretations: Table 1: Scoring System for determining the difficulty level of the domains of functioning: S.No Domains of Functioning Average Score [Level of Rating Difficulty] 1 Focusing Attention and Concentration 3.121 2 2 Acquiring and using information 3.412 1 3 Attending and completing tasks 2.986 3 4 Interacting and relating with others 2.212 4 5 Managing Emotions 2.056 5
Table 2: Percentage Analysis of Student Teachers perception towards Inclusion:
S.No Parameters Percentage 1 Interest Towards Inclusion 82% 2 Disinterest Towards Inclusion 18%
Findings and Discussions: 1. Student Teachers’ Awareness about the Types of Disability: The student teachers were not aware of many types of disability like Autism and Multiple Disabilities. The student teachers have met students with low mental retardation, speech impairment and learning Disabilities.
2. Level of Difficulty in the Domains of Functioning: From the data collected from the student teachers in Education colleges, it was found that there were more difficulty among disability students in the Domain-Acquiring and using information domain in the classroom environment. This leads to the conclusion that teaching and learning strategies to be modified in a very interactive way giving way for inclusion.
3. Interest/Disinterest of Student Teachers towards Inclusion was analysed and found that 82% of student teachers were interested towards Inclusion in the Education System.
Conclusion: This study reveals that student teachers have only less awareness about disabilities which has to be included in their Teacher Education Curriculum. Student Teachers have encountered difficulties in handling disability in the classroom during their training period. The domains of functioning were used www.ijmer.in 101
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 for identifying the area of difficulty for reforming the system. Acquiring and using Information was the domain that was probably marked as difficult by the student teachers. The student teachers interest was collected through questionnaire where 82% of student teachers are interested in the Inclusion.
References:
https://www.researchgate.net/publication/233216962_Student_Teachers'_Attit udes_Towards_the_Inclusion_of_Children_with_Special_Needs https://www.disabilitycarecenter.org/medical-qualifications/domains-of- functioning/ https://www.tandfonline.com/toc/tied20/current https://www.researchgate.net/publication/312084483_A_Summary_of_the_Re search_Evidence_on_Inclusive_Education https://www.academia.edu/4242614/Final_Paper_Inclusion_in_the_Classroom https://www.thinkinclusive.us/essential-research-inclusive-education/
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ACADEMIC INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT IN IED-SS
T.Premalatha Assistant Professor Department of Education Avinashilingam Institute for Home Science and Higher Education for Women
Introduction Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Lynch (2007) cautions that Inclusive Education cannot be considered as a ‘model’ that can be built and delivered in one go. The early name for the method of including children with disabilities or special needs in the "regular" classroom was mainstreaming. Today, by definition, mainstreaming focuses on a student's part-time attendance in regular education groups, while inclusion professes to do just what it says--include all children, regardless of skill level or needs, in age-appropriate classrooms as long as the guidelines of IDEA are followed--the placement must be an appropriate educational program, and it must be the "least restrictive environment." ( Zuckerman , E, 2002 ) Inclusive education involves schools and classrooms adapting the ways in which they work to ensure all students are educated together in common contexts, and are treated equitably (Andrews& Lupart, 2000).
Objective of the study 1. To assess the academic skill of the visually impaired students in Inclusive education. 2. To assess the coping skill of the visually impaired children in inclusive set up.
Methodology Research is an effective process which helps us to advance our knowledge and understanding of the educational process. The method adopted in the study is survey method. “ Survey research is an organized attempt to analyze interpret and report the present status of social institution group or area Whitney, F. L (2005) .The investigator selected the samples based on purposive sampling procedures. . In this study, the purposive sample consisted of visually impaired
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 children in IED-SS programme in Coimbatore district. The variables selected for the study were gender, age, nature, locality at various levels. Tool is an important instrument to collect data. In the present study the investigator selected “checklist”, interview” and “Questionnaire” as the most important tools for collecting data.
Questionnaire The Questionnaire was prepared by the investigator. It consists of 52 questions in all subjects of their standards to test their academic skills in Braille reading ( English / Tamil ) , Braille writing ( English / Tamil ) , use of Abacus , Taylor Frame in Maths , Read Nemathcodes , Participation in Laboratory activities , Use of Tactile Map in Social Science , Field trip, Extra-Curricular activities etc. Braille reading and writing in English and Tamil were used to evaluate totally blind children. Low vision children were assessed in other three subjects on par with totally blind.
Checklist The checklist was prepared to find out the functional and social skills of visually impaired students. The checklist consists of 30 questions including social skills, emotional management skills, communication skills, verbal behaviour and response skills and personal care skills.
Interview Schedule The investigator prepared the interview schedule with 12 questions to elicit the family background like Name, Age, Locality, Family type, Members of the family, Qualification and Occupation of the parents of a particular student.
Analysis and interpretation The data after collection has to be processed and analysed in accordance with the outline laid down for the purpose at the time of developing research plan. The data was collected from 40 visually impaired students in IED-SS programme in Coimbatore district and interpreted under the following headings.
Table I:Comparison of academic achievement of visually impaired children
No of children Percentage Above average 14 35% Average 21 52.5% Below average 5 12.5% Total 40 100%
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The above table shows the academic improvement of visually impaired children in inclusive education. It can be discussed that visually impaired children who scored below average in academics is only 12.5% when compared to average and above average which is 52.5% and 35% .
Table II Comparison of mathematical skill of visually impaired children based on their nature MATHS T df Sig
Mean S.D No.
Total blind 20.77 5.42 13 NATURE 3.477 38 ** Low vision 16.30 2.77 27
TOTAL 17.75 4.32 40 ** - Significant at 1% level
The above table shows that the calculated T – value 3.477 which is higher than the table value of 2.024 at 1 % level of significance. Since the calculated value is higher than the table value it is inferred that there is significant difference between the totally blind and low vision students in the average scores. Hence the hypothesis is rejected. The results reveal that totally blind showed independency in learning Maths.
Table III Comparison of science learning skill of visually impaired children based on their gender SCIENCE
T df Sig
Mean S.D No.
Boys 7.81 1.81 26 GENDER Girls 6.36 .84 14 2.824 38 **
TOTAL 7.30 1.68 40
** - Significant at 1% level
The above table shows that the calculated T - value 2.824 which is higher than the table value of 2.712 at 1 % level of significance. Since the calculated value is higher than the table value it is inferred that there is significant difference between the boys and girls in the average scores. Hence the hypothesis is www.ijmer.in 105
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 rejected. From the table it is inferred that the boys showed independency in science learning. Table IV Comparison of social science learning skill of visually impaired children based on their gender SOCIALSCIENCE
T df Sig
Mean S.D No.
Boys 6.19 1.83 26 GENDER 2.414 38 * Girls 4.86 1.29 14
TOTAL 5.73 1.77 40 * - Significant at 5% level
The above table shows that the calculated T - value 2.414 which is higher than the table value of 2.024 at 5 % level of significance. Since the calculated value is higher than the table value it is inferred that there is significant difference between boys and girls in the average scores. Hence the hypothesis is rejected. From the table it is inferred that boys showed independency than girls in learning Social Science.
Summary and findings The findings of the study are as follows. 1. The T-test was applied to find out whether there is significant difference among the group in the average Mathematical skill scores. The calculated T– value 2.214, 3.477 which is higher than the table value of 2.024 at 5 % level of significance. Since the calculated value is higher than the table value it is inferred that there is significant difference between the gender and nature in the average scores. The results reveal that each group showed independency in learning Maths. 2. The T-test was applied to find out whether there is significant difference among the group in the average Science skill scores .The calculated T - value 2.824, 4.053 which is higher than the table value of 2.712 at 1 % level of significance. Since the calculated value is higher than the table value it is inferred that there is significant difference between the gender and nature in the average scores. From the table it is inferred that the boys and totally blind showed independency in science learning. 3. The T-test was applied to find out whether there is significant difference among the group in the average Social Science skill scores. The table shows that the calculated T - value 0.265, 1.674 which is lesser than the table value of 2.024 at 5 % level of significance. Since the www.ijmer.in 106
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calculated value is lesser than the table value it is inferred that there is no significant difference among the age groups and nature in the average scores. Hence the hypothesis is accepted.
Recommendations The research report’s recommendations are outlined below. 1. Provide in-service training to all mainstream teachers and primary Education advisors on inclusive education. 2. To develop flexible curricula in accordance with individual needs of children, which will allow using different forms and methods of education? 3. The teaching should aim at the provision of sufficient experience for visually impaired children for optimum utilization of their potentialities.
Suggestions for further research 1. Research study may be carried out on multi-sensory teaching approach in the general classroom. 2. A study may be conducted in the entire state including more visually impaired students and programmes. 3. Research Study may be conducted on academic problems of visually impaired children. Conclusion Inclusive education has potential to benefit all students, their families and the whole community. From the study it is well understood that majority of visually impaired children falls under average category. The visually impaired children feel better in inclusive set up than in special school. Parents and pupils have important contributions to make to shape the implementation of inclusion ( Lindsay , 2007 ). Inclusion is focused on presence, participation, and achievement. If everyone focus on this, the barriers in inclusive education will be eradicated which facilitate the visually impaired to excel academically and face challenges in all walks of life.
Bibliography
1. Lynch,P. (2007), External Trends Paper On Education. Sight savers – International ( Internal document ). 2. Andrews , J. & Lupart , J.L, (2000). The Inclusive classroom: Educating exceptional children ( 2’ nd ed ). 3. Ellen Zuckerman ( 2002 ), Inclusive special education: An Introduction 4. Tim Loreman, Donna McGhie-Richmond, Jennifer Barber, Judy Lupart, (2008), “STUDENT PERSPECTIVES ON INCLUSIVE EDUCATION”, Journal on whole schooling, Vol.5(1), P.1-4. www.ijmer.in 107
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019
INCLUSION IN PHYSICAL EDUCATION AND SPORT: REVOLUTIONIZE THE TRADITIONS
Dr.P.Vanithamani Dr.M.Mary Glory Ponrani Assistant Professor Assistant Professor Department of Physical Education Department of Physical Education Avinashilingam Institute for Home Avinashilingam Institute for Home Science and Higher Education for Science and Higher Education for Women, Coimbatore Women, Coimbatore
Introduction The word Inclusion is all embracing and societal ideology. It is for the Individuals with disabilities and Special Education. Inclusion gives the opportunities for students with disabilities to learn alongside their non- disabled peers in General Education Classrooms. Honestly establishing a successful inclusive classroom varies in complexity, based upon the challenges created by the disability at hand. However a knowledgeable approach and positive attitudes on the parts of parents and teachers proves vital to triumphing over any obstacles which may emerge. A commitment to quality physical education entails a belief that each student can learn and succeed, that diversity enriches everybody, that students can learn better through involvement in a thoughtful and caring community of learners, that each student has strengths and weaknesses, and that effective learning results from the collaborative efforts of everyone (Tripp, Piletic, & Babcock, 2004). Contemporary motivational theorists (e.g. Glasser, 1986; Maslow, 1970) stress that a child’s feeling of belonging is critical, if not prerequisite, to a child’s motivation to learn. Complete exclusion or removal of a student from the general education program sends the message that belonging is not a basic human right but something that must be earned. An inclusive physical education program values interdependence as well as independence. It values its students, staff, faculty, and parents as a community of learners. Inclusion in physical education honors all kinds of student diversity (not just disability) as an opportunity for learning about how everyone can become physically active through a variety of movement and fi tness activities (Webb & Pope, 1999).
Changing the Culture of Inclusion For some physical educators, change is daunting and difficult; and in educational institutions the status quo often wins out because it is the path of least resistance. Teaching practices that exclude any student from meaningful and active participation in physical education should be replaced with a human www.ijmer.in 108
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 movement and/or fitness curriculum grounded in a diverse learning environment, where all students search for personal meaning, set goals, solve problems, and inquire responsibly. Inclusion cannot be accomplished solely through the addition of a paraeducator, or the adaptation of games, equipment, time, and/or organization (Rizzo & Lavay, 2000). It requires the use of techniques and strategies based on new assumptions and representing a community culture in physical education (Lieberman, James, & Ludwa, 2004), in addition to the application of more traditional approaches. This article focuses on fi ve key socioeducational cultural changes. The areas for change include, but are not necessarily limited to, (1) program administration, (2) evaluation, (3) instruction and curriculum, (4) long-term planning, and (5) storytelling.
Program Administration
Inclusion is a collaborative, student-focussed process because students with disabilities learn life skills and enjoy the opportunities to grow up with their peers in the dynamic environment that a meaningful, high quality, physical education program can provide. Program administrators must understand that, for students with disabilities to become truly physically educated and prepared for an active lifestyle outside of school, they must be complete members of the school community by experiencing physical education naturally and spontaneously with peers (Brown et al., 1989).
What they express interest in and what questions they ask.
Administrators interested in physical education visit the gymnasium regularly and demonstrate a genuine interest in the students learning in this environment and the curriculum. They know and understand the value of physical education and model behaviours that show their commitment to support inclusion in physical education. Good administrators ask teachers what they need to do their job and then work diligently to get the teacher the required tools, resources, or schedules that are in the best interests of the students and the program goals.
Where they choose to go and with whom they spend their time.
Ignoring the influence of the physical education program, which probably has the most potential to be supportive and active in the inclusion process in schools, is tantamount to ignorance. Wise administrators understand the social dynamics of a good physical education program and spend time and energy helping to create a quality learning environment to support inclusion.
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When they choose to act and how they make their actions known. Supportive administrators have a very narrow tolerance for noncompliant teaching behaviours when it comes to best practices for inclusion and student learning.
How they organize their staff and their physical surroundings (Nanus,1992, pp.139140). The administrator is most influential in terms of the hidden attitudes toward inclusion (Tripp & Rizzo, 2006). If the special education class or students with disabilities get the trailer out back or the wrestling room in the basement, that says something to everyone. When students with disabilities don’t have access to the locker rooms or must enter through the back door, this too sends a message. Good administrators ensure that the environment is prepared ahead of time for equal use by all students, and they are careful not to send hidden messages
How they make and honour commitments. Evidence from research indicates that administrators are the most influential people that directly affect a teacher’s intention toward the inclusion of a student with a disability (Tripp & Rizzo, 2006). The administrator provides verbal and tangible support (personnel, equipment, time, and space), teachers will honour the students likely to follow the best practices for inclusion.
What they say in formal and informal settings. Administrators show consistent and dedicated support for inclusion by communicating their philosophical support in all settings, whether in public gatherings like PTA meetings, small talk on campus, or faculty meetings.
Evaluation Physical educators know that they will encounter students with a range of abilities within each of their classes. Inclusion is not just about “disability,” it is about diversity. Physical educators must be prepared to provide a variety of activities for their students from non competitive recreational and leisure pursuits to individual goal setting, and/or competitive team games and activities. Inclusion requires physical educators to have an attitude of accommodation for the good of the group. That is what makes physical education inclusive and not exclusive. Physical educators will need to make changes in the evaluation criteria and the system of assessing performance in order to equitably evaluate each student’s contribution to the success of inclusion. Most teachers know the saying, “What matters is measured.” If teachers value inclusion, they must evaluate its success in their programs and hold students accountable for their contribution to www.ijmer.in 110
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 the process. This means that physical educators must identify specific program goals and objectives that clearly state to all students what successful inclusion looks like. Once the physical educator sets up the learning activity and states the expected learning outcomes for the daily lesson, the students can start working. In an inclusive physical education program, one of the necessary components is that students work together to achieve the learning objectives. One of the teacher’s roles is to teach them how to work together and, in addition to focusing on individual student performance, to observe what is happening within groups. The following suggestions define explicit teacher roles and responsibilities and offer possible interventions: 1. Ask the students to discuss the problems associated with including everyone in an activity and to identify possible solutions that can be performed, practiced, modified, and evaluated for success. 2. If a student is unable to contribute to the group work, take the student aside and ask about the situation to deter-mine his or her perception of it. Find solutions that address the student’s answer and use alternative ways to obtain student commitment or involvement. 3. Teach students the problem-solving skills that they will need to make situations more inclusive and give them opportunities to practice these skills. 4. Trust the group to resolve issues when they arise. Another way to evaluate inclusion is to evaluate groups in alternative ways. For example, the physical educator could grade the group on the overall average of the individual goals each student set for himself or herself. In this way, group members are rewarded for assisting others to meet their goals in physical education and they are likely to create strategies to increase involvement in the process and to ensure that all students are getting their instructional needs met.
Instruction and Curriculum Individualizing instruction may sound impossible to some physical educators. Many teach large classes, sometimes so large that it is almost impossible to teach anyone anything. Whether perceived as an administrative problem or a socio educational issue, large classes are unacceptable for any teacher, including physical educators, and this must change. As the culture of inclusion changes, teachers must recognize that instructional challenges very often have more to do with how educational services are provided (Rizzo, Davis, & Toussaint, 1994) than with the curricular model that is followed. Consider the arrangement of a given class. The class arrangement can vary to include one-to-one instruction, partner work or small groups, teaching stations, large groups, and self-paced one-to-one instruction (i.e., task cards). Instructional staff can include trained peer tutors (i.e., peer, cross age, athletes, seniors) and paraprofessionals to assist www.ijmer.in 111
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 with instruction, while the physical educator constantly monitors the interactive relationship between the student, teacher, and environment (Davis & Burton, 1991). This instructional strategy is called “ecological task analytic teaching” (ETAT). When coupled with peer tutors, cooperative learning activities, and collaboration with others, ETAT can be used by physical educators to support an inclusive physical education environment (Rizzo, Davis, & Toussaint, 1994).
Long-Term Planning
Student diversity (disability being one aspect of diversity) plays a critical role in 21st-century physical education pro-grams. Within physical education, teachers can determine what each student’s potential is to be physically active and then decide how to provide them with opportunities to achieve that potential. In order to create inclusive physical education environments, physical educators need to consider and account for individual differences in four fundamental ways:
1. Personal, internal characteristics, such as physical and mental abilities, talents, and so forth 2. External circumstances, such as inherited socioeconomic status, assets, environmental factors, and social and cultural issues 3. Inter individual variation, such as motivation and/or differences in the ability to use commodities and resources to achieve valued outcomes 4. The different desired objectives that arise from individuals’ differing perspectives of what “physically educated” means.
Conclusion
The measure of success is not whether problems still exist, but whether the problems are the same as a year ago. Changing the physical education culture in order to create a inclusive environment for all students involves rethinking taken for granted ideas about how physical education is organized, how students are grouped, how resources are utilized, how decisions are made, and what constitutes appropriate or meaningful physical education. For physical education to be truly inclusive, teachers must look beyond the common perception of disability and think about physical education as a diverse community of learners with various skill levels. Physical educators must also look beyond individual achievement to include group-performance assessment and look at the success of the whole class. For inclusion to become a reality, teachers must change the culture inside their physical education classes. The inclusive physical education culture is one that focuses on capability and on the www.ijmer.in 112
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VOLUME 8, ISSUE 9(7), SEPTEMBER 2019 kind of community support that leads to all students learning to lead a healthy and active lifestyle throughout life.
References
1. Block, M. E., Lieberman, L. J., & Connor-Kuntz, F. (1998). Authentic as- sessment in adapted physical education. Journal of Physical Education, Recreation & Dance,69(3), 48-55. 2. Castelli, D. M. (2005). Technology integration: Virtually possible. Teach- ing Elementary Physical Education,16(5), 6-7 3. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
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