PGDT PPT AS Short Note

SPECIAL NEEDS EDUCATION (PGDT-424) 2024
CHAPTER ONE  It is not synonymous with Akal-gudatenga (impairment)

UNIT ONE  It is a reduction in function (functional construct).
UNDERSTANDING SPECIAL NEEDS AND INCLUSIVE EDUCATION  It limits a person’s ability to perform certain tasks:
1.1 Definition of basic terms and Overview of Concepts in  such as seeing, hearing, walking
Special Needs Education Handicap
 A limitation of opportunities to take part in life of the
Global disability statistics
community.
 15% of global population
 Has more negative connotation
 80% of PWDs live in developing nations
 Social abilities or relation between the individual and the society
 In Ethiopia 17.6 million
 A social construct (unable to work, subhuman, weak)
? Is there any “normal” person on the world? Debate on it.
Definitions of Basic Terms
ᾠ Special Needs Education
Impairment
ᾠ specially designed instruction to meet the unique needs of
 Loss / abnormality of physiological, psychological / anatomical
CWDs at different settings: classroom, home, in hospitals and
structure or function.
institutions
 Absence/abnormality of particular body part or organ.
ᾠ It is individually planned and systematically monitored
 condition in which the body exists but doesn‘t function
arrangement of physical setting
 Example:-
ᾠ Special teacher, equipment and materials, teaching
 eyes that do not see well
procedures ..
 arms and legs that are deformed, or
Children with disabilities
 A brain not developing in a typical way etc.
• Those who have developmental deviations
Disability
• Differ from the average or ‘normal’ child.
By Zebegna Mulatu Amato: Bule Hora University Collage Of Educational And Behavioral Sciences Department Of Special Needs And Inclusive Education Page 1
• Differ in mental, social b/r, communication, physical ₼ Physical and health related problems children with
character form others physical and health related difficulties.
• these children should get special attention and treatment
₼ EBD– include children with social maladjustment,
• Includes:
emotional disturbances, childhood psychoses, etc.
₼ Multiple disabilities and children at risk – involve those

with severe/manifold disabilities/ vulnerable ones due to
socially or environmentally intruding barriers.
Recent thought regarding people with special needs

₼ Normalization= creating learning & social environment
normal/ accessible as possible
For instructional purposes children with similar grouped as follows: ₼ Deinstitutionalization= the process of releasing exceptional
₼ Sensory impairments – include children with visual and children and adults from residential institutions into their
hearing impairments. local community
₼ Intellectual differences – include children with superior ₼ Mainstreaming- the process of bringing children with
abilities, talent, slow ability. special needs into daily contact with non-exceptional
children in an educational setting
₼ Communication disorders – are children with language
1.2 Mode of educational Approach for children with disabilities
and speech disorder
ᾠ Segregation
₼ Learning difficulties – developmental or academic learning  placement CwDs in separate school environment
disorders.  Service is given for children with the same disability
 Examble:
ᾠ (1) In special boarding school

ᾠ (2) In special boarding center According to this Salamanca FOA definition, an inclusive school:
ᾠ (3) In special day time school ⃝ Recognizes that every child is different.
Integration ⃝ Every child has also unique learning needs;
 education of pupils with special needs in ordinary schools ⃝ Celebrate differences;
 forms of integration in terms of association: ⃝ Responds to the individual educational needs of all
 Include location, social, and functional integration. children;
Mainstreaming ⃝ Provides equal opportunities to education for all;
 Retiring of CWDs into regular classroom, for all or part of ⃝ Provides education that promotes quality of living
the school day. for oneself and others;
Inclusion ⃝ Promotes quality in learning and teaching.
 is the educational practice of educating CWDs in classrooms Characteristics of inclusive classrooms
with CWoDs.
 is about making sure that each and every student feels ₹ Students need to be active - not passive learners
welcome ₹ Children should be encouraged to make choices as often as
 inclusive school is one that educates all students in the possible
mainstream ₹ Students with disabilities must be free to learn at their own
 is an ongoing process aimed at offering quality pace and
education/services for all ₹ Have accommodations and alternative assessment strategies
 Process of addressing and responding to the diversity of in place
needs of all ₹ Parental involvement is crucial.
 Changes and modifications services which covers all Elements of inclusion
• Where all Students Learn Challenges teachers faces in a special needs inclusive classroom
• Support Students Receive Ω Lack of experience in an inclusion setting
• Instructional Planning and Implementation (DI) Ω Lack of experience dealing with severe and profound
• Social Relationships disabilities
Ω Including all students in all activities
Benefits of inclusion Ω Educating students with less severe disabilities
Ω Dealing with death
Benefits of Inclusion for Students with Disabilities include: Ω Shortage of teacher aides
₼ Friendships Ω Teaching compassion to students
₼ Increased social initiations, relationships and networks Ω Dealing with parents of ‘typically developing’
₼ Increased achievement of IEP goals students
₼ Increased inclusion in future environments Ω Individualized lesson plans
₼ Greater opportunities for interactions Ω Coordinating therapies
₼ It improves teaching Ways of overcoming challenges of an inclusive classroom
The benefits of Inclusion for Students without Disabilities
include: (1) Defining a school philosophy
ᾠ Meaningful friendships, (2) using classroom inquiry and action research
ᾠ Increased understanding and acceptance of diversity (3) promoting teaching excellence
ᾠ Respect for all people (4) Designing an integrative curriculum
ᾠ Prepares all students for adult life in an inclusive society, (5) using effective assessment procedures
ᾠ Opportunities to master activities by practicing and (6) increasing family involvement
teaching others (7) introducing students to role models, and
(8) identifying future directions… 4. The Salamanca Statement and Framework for Action on SNE,
1.3 Policies and strategies regarding education of children with 1994
special needs The conference emphasized the following principles of the right
i. International Legal Framework of children:
1. 1948 Universal Declaration of Human Rights ۩ Including those with temporary and permanent SENs to
 Article 26 stated that Everyone has the right to education attend school.
 Right to education is fundamental human rights. ۩ To attend school in their home community.
 Right to equalization of opportunities ۩ To participate in a child-centered education meeting
 Right to participate in society individual needs.
2. Convention On The Rights Of The Child ۩ To participate in quality education that is meaningful for
• States the rights of all children to basic quality primary each child.
education ii. National Legal Framework and Policy Issues
• Make primary education compulsory and available free to  EFDRE Constitution:
all (UPE). • Article 41(3,5) stipulates the right of citizens to equal access
• It assures the rights of the child to education based on his or to publicly funded services and… to provide rehabilitation
her needs, abilities and pace of effective learning and assistance
3. Convention Against Discrimination In Education  Education and Training Policy /ETP,1994/
 To combat discriminatory treatment in education  early childhood education stating that kindergarten(Education
 promote the opportunity of addressing their learning needs, structure no. 3:2-1 )
 children in disadvantaged situations or who experience  Special education and training will be provided for PWSENs
conditions of risk, disability have the right to education of (Educational structure no. 3: 2.9 )
the same quality and standard
 efforts will be made to enable PWSENs /both with disability and Assessment
the Gifted (Educational structure no. 2 2.3) ₼ used to determine a student’s specific learning strengths and
 Higher Education Proclamation No.650/2009 needs
• State that higher institutions make e their structure facilities, ₼ is systematical process collection and interpretation of a
programs accessible for all wide variety of information on which to base
 The special needs education program strategy (2006) instructional/intervention decisions
⃝ It states the assurance of favourable policy ₼ It is answering: What is the problem, Cause, Time of onset,
environment Types, Severity, How it affects the students
⃝ States duties & responsibilities of stakeholders at
each educational systems CHAPTER TWO
⃝ Using strengthening national expertise EDUCATION OF CHILDREN WITH SENSORY IMPAIRMENTS IN
⃝ States about allocation and use of funds,Cooperation INCLUSIVE CLASSROOMS
and partners Hearing Impairment
⃝ Indicates responsibilities of School management and  A generic term indicating a continuum of hearing loss from
Teacher education mild to profound.
1.4 Identification and assessment of learners needs, potentials and  Sub-classifications a) hard of hearing and b) deaf
difficulties Hard of hearing
Identification:  Persons with enough residual hearing
ψ process of detecting whether a child has a disability or not  whether permanent or fluctuating
ψ Identification is closely watching or intensive examination.  use hearing aid
ψ examining school records and past evaluation results; Deaf
ψ evaluating developmental and medical histories;  Persons whose sense of hearing is non-functional
 Can successfully communicate in sign language  Social adjustment problem which affects the development of
Types of hearing impairment self-concept
 Conductive hearing loss  If the impairment is adventitious it has less effect on the
 reduces the intensity of sound that reaches the inner ear acquisition of language.
 Wax or malformations may block the external canal  Adventitiously deaf children to have knowledge of their mother
 the eardrum may be broken tongue, clear oral speech..
 Sensory-neural hearing loss  Language development
 damage to the fine structures in the inner ear  lag in vocabulary skills
 or damage auditory nerve which transmits an impulse to  The more severe the deafness, has greater effect on
the brain verbal language development
Children with Hearing Impairment Characteristics  Cognitive character
Academic Characteristics  Deafness in no way posses’ limitation on the cognitive
Ω Students who are deaf and hard-of-hearing, capabilities of individuals.
Ω Do not perform other students on standardize tests of  Have normal range of intelligence.
reading and writing.  Less cognitive development due to stigma and
Ω Have much more difficulty in acquiring reading skills. discrimination from the social
Ω The differences in language ability  May lag behind in concepts learned through hearing
Psychosocial Characteristics  Social character
 They tend to cluster in groups, socialize, and marry.  Now a day they make cluster in groups, socialize and
 Show feelings of depression, withdrawal, and isolation marry
frequently  The obvious barrier to hearing-impaired relationships
is communication
2.2 Educational identification and assessment of learners with ۩ Developing and adopting instructional materials
sensory impairments ۩ enhancing positive self-concept,
There are three factors that are important for teachers to ۩ Using information from various assessment
understand regarding identifying needs of students with procedures to develop (IEP)
disabilities: ۩ Dealing with crises calmly and effectively.
Ψ Severity of the impairment In practical instructional process the teachers for hearing impaired
Ψ Visibility of a disability brings unwanted attention. should pay attention:
Ψ The age at which students acquire a disability ⃝ Speak slowly and stress clear articulation.
behavioral indications and warning signs of a possible hearing ⃝ Reduced distance between student and speaker as much
impairment, which teachers and parents should be alert in: as possible.
Ӝ Inattention, restlessness, distraction of others ⃝ Reduce back ground noise as much as possible.
Ӝ Complaints of earache ⃝ Sit the student near the center of desk arrangements and
Ӝ Giving in appropriate answers to questions away from distracting sounds.
Ӝ Louder or softer voice than is usual. ⃝ Use face-to-face contact as much as possible
Ӝ Failure to turn immediately when called by name ⃝ Use complete sentences to provide additional context
Ӝ Searching visually to locate a sound source during conversation
Ӝ Reluctances to participate in oral activity ⃝ Use visual cues when referring to objects in the
Ӝ Speech limited in vocabulary classroom.
2.2.1 Education of children with hearing impairment in inclusive ⃝ Have classmates who take notes during oral
classes presentations for students
effective teaching of hearing-impaired students: ⃝ Encouraged independent activities, cooperative learning
۩ Providing language instruction and social skills.
⃝ Be sure that the hearing aid functions properly.  is a language in its own, with its own linguistic rules and
For people with a considerable hearing loss, the basic Methods of patterns
Communication are Oral, manual and total communications.  is a visual gesture language which consists of shape and
position of specific body parts
Oral method (Speech communication)
 Sign(communicate content words) whereas finger spelling
 Oral languages are transmitted (oral) and received
is useful for functional words
(auditory)
 CwHI given the opportunity to learn to speak and Total communication
understand speech
 combined methods of all methods
 Include:
 Which includes: signs, finger spelling, speech (lip) reading,
ᾠ Auditory training is the maximum utilization of
speech and auditory amplification at the same time.
residual hearing.
 It involves the effective use of hearing aids 2.6 Education of children with visual impairment in inclusive
ᾠ Speech reading is the visual interpretation of spoken classes
communication  Health professional definition

ᾠ Lip reading is unreliable and imprecise. ψ Low vision :20/200 and 20/70 central visual acuity in the
ᾠ Cued speech is using hand shape and position while better eye, with correction
speaking. ψ Blind: lack of sufficient vision for the daily activities of life.
Sign language  Educators’ definitions:

Ӝ Low vision that need further modification eg. Enlarged
 is a formal, socially agreed on; rule-governed symbol
print, special methods of teaching
system
Ӝ Blind who uses Braille or hearing to learn other than sight
Hints for teachers of students with visual impairments: ₼ Reduce unnecessary noise to help focus content of
instructional presentations.
₼ Keep instructional materials in the same place so students
₼ Reduce distance between student and speaker as much as
can find them easily.
possible.
₼ Make sure glasses and other visual aids are functioning
₼ Reduce distracting glare and visual distractions as much as
properly.
possible.
₼ Reduce clutter on classroom floor Most commonly used materials and equipment for SWVI
₼ provide unobstructed access to door and key classroom
⃝ Braille writer, slate and stylus
spaces
⃝ Cassette tape recorders may be used to take notes,
₼ Seat students near chalk board or overhead projections
assignments record texts.
₼ Give them the freedom to move close to areas of
⃝ Talking calculator: that presents results visually and
instructions.
auditory.
₼ Avoid partially opening cabinets, storage areas and
⃝ Closed- circuit television - it is a system that enlarges
classroom doors, are safer.
printed material on a TV screen
₼ Use auditory cues when referring to objects in the
⃝ Geography aids: Braille atlases, molded plastic
classroom/ presentations.
⃝ Mathematical aids: Abacus, Raised clock faces
₼ When presenting visually dependent material, verbalize
⃝ Writing aids: Raised-line check books
written information.
₼ Described pictures and narrate non-variable sequences in The most essential ingredients for the harmonious development
videotapes or movies. of the CWHI include:
₼ Use complete sentences to provide additional content.  Creating loving and accepting family environment;
 Developing positive interaction with child 4) Planned interactive activities (peer support)
 Orienting the child about his/her surrounding through 5) Students with disabilities (classroom sating + instructional
using all possible senses setting)
 Training the child to move freely from place to place in
Importance in avoiding environmental barriers
his/her surrounding;
 Encouraging the child to explore and trust his/her Ψ Orientation and mobility training
environment; Ψ Listening skill training
 Making the child mingle with his/her peers in the Ψ Braille training
neighborhood; Ψ Enhanced Image Devices
 Playing with the child Ψ Audio Aids
 Make the environment of the child save; Ψ Optical character recognition (OCR) devices
 Avoiding over protectiveness Teaching children with low vision

 encouraging the child to develop self-confidence and self-
֎ careful use of oral language
reliance; and
֎ Teacher should not lower their expectations for SWVI
 Maintaining close contact with stakeholders.
֎ SwVI should be encouraged to be full class members
Settings that foster inclusive schools
Keys to successful inclusive classroom include:
1) Teachers (teachers' attitudes toward students )
 Students need to be active - not passive learners
2) Special support personnel (practice teamwork RT and SNE
 Children should be encouraged to make choices
expert)
 Parental involvement is crucial
3) Students without disabilities (differences, segregation,
 accommodations and alternative assessment strategies in place
negative attitudes against SWDs)
 Students need to experience success
CHAPTER 3 ♣ Exhibit characteristics, which affect educational

EDUCATION OF CHILDREN WITH EMOTIONAL AND performance.
BEHAVIORAL DIFFICULTIES IN AN INCLUSIVE
♣ They perform poorly on measures of school achievement.
CLASSROOM
۩ Terms associated with behavior disorder include: aggressive, ♣ Emotional problems can lead to academic problems, and
aloof, annoying, anxious, attention seeking, avoidant, Vis-versa.
compulsive, daydreams, depressed… ♣ Subjected to disciplinary actions (suspension and expulsion

۩ Externalizing behavior: or under controlled conduct disorder
♣ Constantly defying the teachers’ instructional and
or acting out; and
classroom rules and procedures.
۩ Internalizing behavior: or over controlled anxiety, withdrawal/
acting in. Physical characteristic of children with EBD
3.2 Characteristics of children with EBD They are physically normal.
Cognitive characteristic of children with EBD Serious physical problems can develop behavior disorders
have poor memory and short attention spans, Behavioral characteristic of children with EBD
To be preoccupied overly active, and anxious, among other things. an inability to learn,
score slightly below average intelligence tests an inability to build or maintain satisfactory interpersonal
relationships,
Academic characteristic of children with EBD
in appropriate types of behavior of feelings,
♣ Do not do as well academically as scores less on
intelligence tests.
a general pervasive mood of unhappiness or depression, Is neither actively liked nor disliked just left out;
and Is one or more of the following; shy, timid, fearful, anxious,
excessively quiet, tense;
Aggressive behavior (acting out) the most common
Is easily upset; feelings are readily hurt; is easily discourage
Hyperactivity high rate of socially in appropriate activity
C. General maladjustment
Withdrawn Behavior lack social approach responses, lack
Needs an unusual amount of prodding to get work
social interaction
completed;
Inadequacy /immaturity act helpless and need adult
Is inattentive and indifferent, or apparently lazy;
attendance
Exhibit nervous mannerisms such as nail biting, sucking
3.4 Educational Program, Identification and Assessment of learners
thumb
with EBP
Assessment of emotionally…
A. Aggressive Maladjustment
• Behavioral assessment may employ:
 Doesn’t go along gracefully with the decisions of the
teachers or the group;  rating scales;(How often the behavior is performed)
 Is quarrelsome; fights often; gets mad easily;
 interviews; and
 Is bullying; picks on others;
 Occasionally is disruptive of property.  direct observation for measurement of the particular
behaviors.
B. Withdrawn Maladjustment
CAUSE OF EMOTIONAL AND BEHAVIORAL DISORDER
Is noticed by other children,
• are still largely unknown or not well understood. But,
֎ Biological (personal) ₺ Development refers to the lifelong process of changing and

֎ Developmental maturing
֎ Home environment-related
֎ Learned ₺ When a child’s development is disrupted and problematic,
there can be negative consequences for mental health and
Biological
cognitive growth.
originate within the child or teen
₺ Attachment problems, either lack of positive attachment to the
The brain is often the root source of the development of E/BD primary caregiver or over attachment leading to clinginess and
Brain injures difficulties separating from the caregiver
problems with a mother’s pregnancy and delivery ₺ A failure to develop trust during infancy and early toddlerhood
if a child’s mother used drugs or alcohol during pregnancy, ₺ internalize a sense of shame for exploring
the child is at increased risk of many physical- and mental ₺ Thwarted (dissatisfied)attempts to show initiative
health problems Home Life(parenting style)
Illness is a suspected cause of E/BD Significant, chronic stress in the home
Genetics is refers to heredity Lack of structure
temperament (is our inborn personality traits and display in Authoritarian parenting style with rigid, excessive rules
the form of attention seeking) and punishments
Developmental Causes Permissive parenting with few if any expectations, limits,

or establishment of acceptable behaviors
Inconsistent expectations and discipline 1. KEEP CLASS RULES
Disinterested, distant parents  Keep activities simple and clear
Abuse  Keep your classroom guidelines simple
Violence and general dysfunction in the home  Make rules that are no more than 3 to 5 main rules
More negative than positive interactions in the home  Let students know about them on the first day of class
Learned Behavior  Post them in the classroom as well.
• High levels of negativity and pessimism (doubt) modeled in  Using activities that don’t have complicated directions
the home
An example rule might be:
• Associating punishment for behavior problems with
 Be on time
receiving more attention
 Try your best
• Realizing that acting out is the only way to receive a
response from parents or teachers  Be polite
Other cause  Respect one another
include malnutrition including malnutrition, food additive for  Do your work
preserve food/to improve its test, like sugar consumption, 2. REWARD POSITIVE BEHAVIOURS
chocolates, sweets or soft drink.
 Rewarding positive behavior is ultimately more effective
FIVE EFFECTIVE STRATEGIES YOU CAN USE TO HELP EBD KIDS IN
 Try to celebrate their successes
AN INCLUSIVE CLASSROOM.
 Positive feedback and rewards promote good behavior.  students who behave in positive ways are given a ticket
with their name on it.
 Techniques for supporting positive behavior
 These tickets are placed in a jar, and once or twice a week
A. Token Economy
you draw one out.
B. Classroom Behaviour Chart
 The winner of the lottery is rewarded with a prize.
C. Lottery System
D. Positive Peer Review
D. Positive Peer Review
 Students are asked to watch their peers, and identify
A. Token Economy positive behavior.
 Students earn points, or tokens, for every instance of  Both the student who is behaving positively and the student
positive behavior. who does the identifying are rewarded.
 positive behavior must be rewarded consistently  fosters a sense of teamwork and social support in the
 Make the child to preparation and organization classroom.
B. Classroom Behaviour Chart 3. ALLOW FOR MINI-BREAKS
A chart which visually plots the level of behavior of every student  A lot of EBD kids lack the emotional balance and maturity
in the classroom. needed to remain focused and on-task for long periods.
C. Lottery System  Allow short rest periods/mini-breaks into the school day.
 Similar to the token economy  Take time to periodically stop teaching and allow students
to catch up if need be.
 Give them time to finish their assignment  To avoid disruptive or off-task behaviours, take some extra
steps to motivate these students.
 allow those who have finished to stretch, get out of their
seats, and move around a bit.  Offer them incentives for academic successes, large and
small.
4. FAIR TREATMENT FOR ALL
 Celebrate their hard work, and praise their good efforts
 Students with EBD also often don’t respond very well to
consistently.
situations that appear unfair to them.
 This can go a long way in giving these students the
 This can cause a fall in to negative emotions and acting-out
motivation to excel in your class.
behaviour.
 While having EBD kids in your classroom can at first seem
 Treating all of your students in a consistently fair manner,
daunting, these are proven ways to help cultivate and keep
 Don’t bend your established rules for any student. a harmonious spirit of learning.
 Enforce the expected consequences every time, with every  More good news: many of these strategies for success can
student. help your non-EBD students as well.
5. USE MOTIVATIONAL STRATEGIES  Teaching children with EBD can be extremely challenging.
 Unfortunately, EBD students tend to have had a lot of Models to understand EBD
negative experiences in school.
 Biogenetic =medical or nutritional treatment to treat the
 Therefore they often lack the desire or motivation to try to emotional disturbance
succeed.  Psychodynamics=psychotherapy and creative projects for
the child and parents
 Psycho educational=Intervention focuses on therapeutic  Counseling

discussions to allow the children to understand their  Peer support in classroom and schools
behavior rationally and plan to change it  Providing clear instructions
 Humanistic=Treatment takes place in an open, personalized  appropriate monitoring
setting where the teacher serves as a non-directive, non-  Using examples or peer models to teach appropriate behavior
authoritarian “resource and catalyst” for the child’s learning.  Giving students reasonable choices;
 Ecological  Providing positive reinforcement [i.e., reward the behavior
 stresses the interaction of the child with the people around that is desirable]; and
him/her and with social institutions  Teaching social skills
 Consider the social or cultural forces exerting influence on
Make the Curriculum Meaningful
the individual
 Treatment involves teaching the child to function within • clarify new concepts for students
the family, school, neighborhood, and the larger • Relate learning with daily life
community. • Use stories to raise interest in lesson content

• Plan field trips and projects
Behavioral
• Introduce games and simulations
• A child has learned disordered behaviour and has not
Create Learning Environments
learned appropriate responses
• a teacher uses applied behaviour analysis techniques to  Emphasize the importance of meaning and purpose in
teach the child appropriate responses and eliminate learning activities;
inappropriate ones.  Set tasks that are both realistic and challenging;
 Ensure that there is progression in children’s work;
Ways of supporting children with EBD
 Provide a variety of learning experiences;  Be consistent when using consequences for inappropriate
 Give pupils opportunities to choose; behaviour.
 Have high expectations of success;  Teach appropriate behaviours and practice them every day.
 Create a positive atmosphere for learning;  Use preferred activities as rewards for good behaviour.
 Provide a consistent approach;  Monitor behaviour and post-performance record.
 Recognize and reward the efforts and achievement of  Rewards good behaviour models
pupils;  Teach students to monitor their own behavior.
 Organize resources to facilitate learning;  Consider developmental levels before making referral for
 Encourage pupils to work co-operatively; outside assistance
 Monitor progress and provide regular feed back;
Teachers can ask six questions about their behavior
 Help pupils to develop negotiating skills such as:
 listening,  Is my instructional program sound?
 managing conflict,  Are my expectations of the students appropriate?
 assertiveness training,  Am I sufficiently sensitive to the student as an
 taking risks, individual?
 accepting responsibility  Do I offer reinforcement expertly?

 Am I consistent in managing behavior?
For Teachers of Students with Serious Emotional Disturbance
 Are desirable models being demonstrated and used?
 Establish rules for appropriate classroom behaviour.
Teaching is tolerance, patience and hope
 Establish consequences for inappropriate classroom
behaviour.
 Praise students frequently for appropriate behaviour.
CHAPTER 4 Hearing loss, neurological disorders, brain injury, Mental

EDUCATION OF CWCD IN INCLUSIVE CLASSROOMS retardation, Drug abuse, Physical impairments such as cleft
lip or palate, emotional or psychiatric disorders, and
Communication: Developmental disorders
₹ is the transfer of knowledge, ideas, opinions and
4.1.3 Types of communication disorder
feelings which is usually accomplished through the
use of language Communication disorder
₹ is the broadest of the three terms, includes both  Adversely affects the child's ability to talk, understand,
speech and language. read, and write.
₹ includes cues such as intonation, pace of speech, and  Include: speech and language impairment
stress (emphasis) and nonverbal information  Speech impairment
 Language can be defined as a socially shared code or  There are three basic types of speech impairments
system of conventions that represents and expresses ideas  Include:
through symbols and rules. ₼ Articulation disorders
 Language can be spoken, written, or signed. ₼ Fluency disorders, and
 All language is communication, but not all communication ₼ Voice disorders.
involves language.  Articulation disorders :-
₹ Speech is a particular type of language.  Are errors in the production of speech sounds
₹ Speech involves the coordination of oral-  Common articulation errors:
neuromuscular movement to produce sounds.  SODA
 Causes of communication disorder
There are five basic areas of language impairments:

 language form includes:
Ψ Phonology disorders problem in Sounds/not saying
the sounds correctly
Ψ Morphology disorders problem in morphological
inflections (nouns, verbs &adj.)
Ψ Semantics disorders problem in Word meanings/poor
vocabulary development
 Language content focuses on the meaning
Ψ Syntactical deficits problem in Sentence structure and
aspects of grammar.
Fluency disorders  Language function
 Are difficulties with the rhythm and timing of speech Ψ Pragmatics difficulties problem in in understanding
 Common fluency disorders include: and using language in d/t social contexts.
Stuttering: rapid-fire repetitions of consonant or vowel
4.2. Identification and assessment of learners with communication
sounds
disorder
Cluttering: excessively fast and jerky speech
Voice disorders: Identification of learners with communication disorder
Are problems with the quality or use of one's voice ψ listening to how the child speaks and what he or she says
Resulting from disorders in the larynx. ψ When a child consistently misspeaks (saying “th” for “s,” for
example)
ii) language impairment/disorder
ψ Delayed language slowness in development of language seating so that all students can easily see and
skills hear you. Reduce background noises
ψ Learning disability  Promoting language exchange - Show
ψ Aphasia: loss of speech and language ability students you are interested in them by
ψ Work with speech-language therapy listening.
 Read to your students - At every level,
assessment of learners with communication disorder
students can increase their language skills
• Articulation test Way of mispronounced and the number of by hearing text read aloud.
error made CHAPTER 5
• Hearing test EDUCATION OF CHILDREN WITH PHYSICAL AND HEALTH
• Auditory discrimination test: to test whether the child RELATED PROBLEMS IN INCLUSIVE CLASSROOMS
hearing sounds correctly (Wepman and Templin speech
sound discr. Test) • physical and health related problems
• Language development test….  Neurological based disorders
Language and speech development for any child (with or without  central nervous system.
an identified communication disorder):  Include: seizure disorder, cerebral palsy, spina-bifida and
TBI
 Modeling - When a child mispronounces a
Physical disability (PD)
word or is not clear, restate what the child
 broadly PD classified in to two main groups
has said.
I. The neurological system (the brain, spinal
 Making speech clear and easy to understand
cord & nerve) related problems.
- Organize your classroom and student
 Epilepsy, Cerebral palsy, Spinal bifida,
ii. Muscular skeletal system ( the muscles, bones and joints  caused by a defect in the developing brain.(damage
deficient) to certain areas of the brain )
 Muscular dystrophy, Arthritis, Amputation,  unable to fully control his/her movements or motor
Marfan syndrome,… functions
The neurological system  it is not a disease
 is a condition that is non progressive and non
 Convulsive Disorders infections
Ψ general seizure involving rapid spasmodic contraction and  Once it is acquired, it can't be cured.
relaxation of the musculature.  Damage may occur before, during and after the
Ψ the most common neurological impairments among child birth
students  trouble with verbal and nonverbal communications
Ψ Have vary frequency one upto100 per day of the child
Ψ caused by many conditions and circumstances and are
divided into two:  Spinal bifida and spinal cord injury
ᾠ Primary epilepsies- They usually appear at a young ⃝ Damage to the spinal cord leads to paralysis and
age; occur in families where there is some history loss of sensation in the affected areas
of epilepsy. ⃝ The spinal bifida is a birth defect of the backbone
ᾠ Secondary epilepsies- They may appear at any age (spinal column)
and result from accidents or child abuse, brain ⃝ spinal bifida is developmental defect where the
injury, meningitis, etc spinal column fails to close properly
 Cerebral Palsy ⃝ It cause is unknown but occur in the first twenty-
 disorder of movement and posture six days of pregnancy
Traumatic Brain Injury  HIV Infection

 Asthma: chronic respiratory condition and difficult in
 results in lingering physical and cognitive impairments.
breathing with wheezing sounds from the chest
 it is acquired injury to the brain caused by an external
 wheezing:
physical force
₹ tightening of the muscles around the bronchial
 open or closed head injuries resulting in impairments in
tubes,
one or more areas of these: cognition, abstract thinking,
₹ swelling of the tissues in the bronchial tubes, and
language, problem-solving, memory, sensory, attention…
₹ An increase of secretions in bronchial tubes.
polio:
Cytomegalovirus (CMV) –
 is viral disease that invade the brain and cause severe
 It is a herpes virus infecting one percent of new born
paralysis of the total body system.
each year.
 In its mild form results in partial paralysis
 the infection may lead to brain damage, blindness and
Muscular dystrophy: hearing loss
₼ Is an inherited condition accruing mainly in males  can be transmitted through bodily fluids.
₼ Muscle weakness and deteriorate (in males)  A vaccine is not yet available
₼ @ Age 3-4 weaken appears; @ age11 most victim can  Prevention strategies include:
longer walk and 25 & 35 death ₼ Washing hands frequently

₼ Disposing of papers properly
Health related impairments
₼ Keeping toys and play areas clean
 include the following: HIV Infection, Asthma and Amputation:
Cytomegalovirus (CMV)
 missing limbs because of congenital abnormalities Education of children with health related problems in the inclusive
or injury or disease schooling
 Can be customized prosthetic devices (artificial
• Absence
hands, arms, or legs)
• Providing home teachers, making videotapes of special
The causes of physical disabilities and health impairments classroom activities, and allowing classmates to take turns a
citing as peer tutors after school.
⃝ biological causes,
• Treatment of the asthma
⃝ infections and toxins,
• The student may require special precautions concerning the
⃝ injury, socioeconomic and
air in the classroom (frequent vacuuming, air filtration, and
⃝ environmental factors
daily wiping of surfaces) and restrictions on playing
Identification of children with health/physical difficulties outdoors during bad weather, playing with classroom pets,
 Children, in general, show one or more of the following eating certain foods, and handing certain teaching
signs or characteristics: materials.

 limited vitality or energy, • Teachers also must know what to do for the child during an
 many school absences, asthma attack. Consultation with the student, the family,
 the need for physical accommodation to participate in and the physician is necessary to monitor medications, to
school activities, administer breathing treatment and to plan procedures for
 poor motor coordination, assisting the child during an attack.
 frequent falls and speech difficulty to understand, etc

 Most schools remain physically inaccessible Education of children with motor/physical problem in inclusive
classroom
• Students with uncontrollable jerky movements and other • For children who cannot write as fast and efficiently as
conditions may face difficulties in paper and pencil tests. others, the teacher must anticipate accommodations.
Thus, sometimes a teacher may use oral tests in order to Example: The child may need extra time for completing
obtain accurate reading of the student's skill level. written assignments.
• Some children with severe cerebral palsy may need the • Encourage classmates to take notes for students who
teacher to physically move them from place to place or cannot write and she or he may arrange other facilities or
position them. The physical therapist can instruct the adjustments.
teacher on the safest and most appropriate manner to Unit Six
transfer a particular child. Education of Children with LEARNING
• Teachers must be prepared to work cooperatively with the DIFFICULTIES/DISABILITIES
other professionals, such as speech language pathologists,
6.1 The developmental characteristics of children with Learning
physical therapists, counselors, and physicians
disabilities
participating in the child's education.
• Teachers should spend much time with a child during the
working hours
• Provide important information to the child's' physician on
the characteristics of a child's seizure disorder.
• Monitoring the effects and dosage of seizure medication.
• Respond effectively to a child's seizure and to show other
students and school personnel's how to help a child
experiencing a seizure.

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SPECIAL NEEDS EDUCATION (PGDT-424) 2024

CHAPTER ONE  It is not synonymous with Akal-gudatenga (impairment)

₼ Multiple disabilities and children at risk – involve those

Recent thought regarding people with special needs

ᾠ (1) In special boarding school

ᾠ Speech reading is the visual interpretation of spoken classes

communication  Health professional definition

Sign language  Educators’ definitions:

videotapes or movies. of the CWHI include:

environment; Ψ Listening skill training

neighborhood; Ψ Enhanced Image Devices

 Playing with the child Ψ Audio Aids

 Avoiding over protectiveness Teaching children with low vision

CHAPTER 3 ♣ Exhibit characteristics, which affect educational

aloof, annoying, anxious, attention seeking, avoidant, Vis-versa.

compulsive, daydreams, depressed… ♣ Subjected to disciplinary actions (suspension and expulsion

3.2 Characteristics of children with EBD They are physically normal.

֎ Biological (personal) ₺ Development refers to the lifelong process of changing and

Brain injures difficulties separating from the caregiver

health problems Home Life(parenting style)

Illness is a suspected cause of E/BD Significant, chronic stress in the home

Genetics is refers to heredity Lack of structure

Developmental Causes Permissive parenting with few if any expectations, limits,

Inconsistent expectations and discipline 1. KEEP CLASS RULES

Disinterested, distant parents  Keep activities simple and clear

Abuse  Keep your classroom guidelines simple

Learned Behavior  Post them in the classroom as well.

Other cause  Respect one another

include malnutrition including malnutrition, food additive for  Do your work

 Make the child to preparation and organization classroom.

B. Classroom Behaviour Chart 3. ALLOW FOR MINI-BREAKS

 Psycho educational=Intervention focuses on therapeutic  Counseling

community. • Use stories to raise interest in lesson content

teach the child appropriate responses and eliminate learning activities;

 managing conflict,  Are my expectations of the students appropriate?

 assertiveness training,  Am I sufficiently sensitive to the student as an

 taking risks, individual?

 accepting responsibility  Do I offer reinforcement expertly?

CHAPTER 4 Hearing loss, neurological disorders, brain injury, Mental

speech and language. read, and write.

stress (emphasis) and nonverbal information  Speech impairment

system of conventions that represents and expresses ideas  Include:

through symbols and rules. ₼ Articulation disorders

 Language can be spoken, written, or signed. ₼ Fluency disorders, and

 All language is communication, but not all communication ₼ Voice disorders.

involves language.  Articulation disorders :-

₹ Speech involves the coordination of oral-  Common articulation errors:

neuromuscular movement to produce sounds.  SODA

 Causes of communication disorder

There are five basic areas of language impairments:

Traumatic Brain Injury  HIV Infection

longer walk and 25 & 35 death ₼ Washing hands frequently

signs or characteristics: materials.

school activities, administer breathing treatment and to plan procedures for

 poor motor coordination, assisting the child during an attack.

 frequent falls and speech difficulty to understand, etc

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