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1 SPECIAL EDUCATION Author uthors Madhuri Hooda M.Sc., M.Ed., Net, P.hd. Asstt. Prof., Deptt. of Education Mahar aharshi shi Dayanand anand Uni niversit sity Rohtak Chirag Nagpal M.Sc. (Maths, Computer Science) M.Ed., NET/IRF Asstt. Prof., Deptt. of Education Indus College of Education Rohtak TM AGRAWAL AL PUBLICATIONS (ISO 9001 : 2008 CERTIFIED COMPANY) TM

2 Publishers AGRAWAL AL PUBLICATIONS TM Head Office : 28/115, Jyoti Block, Sanjay Place, Agra-2 Telefax : , Mob Sales Office : Hospital Road, Agra-2 Phone No. : agrawalpublication@gmail.com website : All rights reserved. No part of this work may be reproduced, transcribed or used in any form or by any means graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and/ or retrieval systems without the prior written permission of the publisher. All rights reserved Second Edition 2013/14 Price : ` ISBN Laser Typesetting : Ikon Computers, Agra Printed at : Aaryan Printers, Agra MH2B (1604)

3 Preface The present book is designed to address some of the basic issues related to those children who deviate from majority of children in our society. Exceptional children are considered different from their age or grade peers by definition. However they are more like other children than they are different. Keeping in view their differences from those of normal children, their education is designed accordingly. This book is intended for all those who are interested in Special Education specially for B.Ed., M.Ed., M.Phil students and for teacher educators. The content coverage in this book covers the syllabi of all the existing courses and in the paper of Special Education. The text in this book is expected to serve the needs of students, research scholars and teacher educators in special education. The style, language and presentation of the book have been kept quite simple, engaging, interesting and lively to enable the readers to have better understanding of special Education. The first chapter of the book is somewhat introductory in nature. In this chapter attempts have been made to develop understanding of concept of Exceptional Children and Exceptionality. In its second part, concept of Special Education have been discussed with its meaning, need and objectives. From chapter second to chapter ten, the various types of exceptionalities in children have been discussed in detail. Chapter eleven is with guidance and

4 (iv) counselling of Exceptional Children and chapter twelve deals with various programmes and organisation of special education. With the submission of this text it is hoped that this book will be widely read and appreciated by the readers to whom it has been specifically written. Dr.. Madhuri Hooda And Mr.. Chirag Nagpal

5 Contents Chapter PART-I : CONCEPT OF EXCEPTIONALITY Introduction, Meaning of special education, Definition of special education, Concept of exceptionality, Introduction, What is exceptionality, Concept of positive, negative and multiple deviations, Positive deviation, Negative deviation, Multiple deviation. The concept of unpairment, Disability and handicap, NCMRR disability model, Needs and problems of exceptional children 1. General needs, 2. Specific needs, Problems of exceptional children, References. Chapter PART-II : NATURE OF SPECIAL EDUCATION What do you mean by special education?, Nature and importance of special education, Objective of special education, Continuum of Special Education : Services, integrated education, Nature of integrated education, Movements/ intiatives towards integrated education in India, International Initiatives, National Initiatives, Inclusive education, Historical perspectives in special education, Development of special education Western Scenario, Indian Scenario, References.

6 (vi) Chapter ORTHOPAEDICALLY HANDICAPPED CHILDREN Causes of Orthopaedic impairment, Types of Orthopaedic impairment, Orthopaedic impairments in Indian scenario, Characteristics, Educational provisions, References. Chapter VISUALLY IMPAIRED CHILDREN Causes of visual impairment, Characteristics of visually impaired Children, Educational considerations, Integrated education for the visually impaired, Better use of residual vision, Role of teacher, References. Chapter LEARNING DISABLED CHILDREN Meaning and definitions, Causes of learning disabilities, Indentification of learning disabled child, Characteristics of learning disabled children, Educational provisions for LD children, Change the environmental set up, Specific learning problems and educational provisions for them, References. Chapter HEARING IMPAIRED CHILDREN Classification of hearning impairment, Causes of hearing impairment, 1. Factor operative at prenatal period, 2-factors in perinatal period, Factors in the postnatal period, Characteristics of hearing impaired child, Identification, Behavioural indicators for identification, Education of hearing impaired children, Communication skills, General teaching processes, References.

7 (vii) Chapter MENTALLY RETARDED CHILDREN Concepts of mental retardation, Meaning of mental retardation, Definitions of mental retardation, Classification of mental retardation (MR),1. Medical classification, 2. Psychological classification based on I.Q., 3. Educational classification, indentification of MR children, Characteristics of MR children, Cognitive characteristic, Personality Characteristics, Causes of mental retardation, 1. Prenatal causes, 2. Perinatal causes, 3. Postnatal causes, Other causes, Preventive measures of mental retardation, Educational provisions for mentally retarded, Educational programmes for Educable Mentally Retarded (EMR), Parent's responsibility, Pre-school education, Educational in general school, Role of teacher, Educational programmes for Trainable Mentally Retarded (TMR), Behaviour management in severely retarded/custodial mentally retarded, 1. Reducing or climinating undesirable behaviour, 2. Development desirable behaviour, References. Chapter CREATIVE CHILDREN Concept, Meaning and definition, Characteristics of creativity, Creativity as a process, Identification of creative children educational provisions for creative children, References. Chapter EDUCATION OF GIFTED CHILDREN Introduction, Definitions of giftedness, Characteristics of gifted children, (1) Positive character-

8 (viii) istics, (2) Negative characteristics, Identification of gifted children, Problems of gifted children, 1. Due to strength of giftedness, 2. Due to misdiagnosis, 3. Due to dual exceptionality, Educational provisions for gifted children, Modification in learning environment, Modifica-tion of content, Teaching cognitive strategies, References. Chapter EDUCATION OF THE DELINQUENT CHILDREN Introduction, Meaning and definition of juvenile delinquency, Legal definition in Indian context, Characteristics of delinquent children, Identification of delinquent children, Causes of delinquent children or delinquency, Prevention of delinquency, Legal provisions for juvenile delinquency, Legal provisions under Juvenile Justice Act, 2000, Establishment of Juvenile Justice Board, Establishment of observation homes and special homes, The provision of starting action against juvenile offender, Educational provisions for juvenile delinquents, References. Chapter CHILDREN WITH MULTIPLE DISABILITIES Introduction, Meaning and definition, Characteristics of children with multiple disabilities, Causes of multiple disabilities, 1. Pre-Natal causes, 2. Perinatal causes, (At the time of birth), 3. Postnatal causes, Role of parents/ family, Role of the family, Education of children with multiple disabilities, Educational planning for the children with multiple disabilities, References.

9 (ix) Chapter GUIDANCE AND COUNSELLING FOR SPECIAL CHILDREN Need of guidance and exceptional children, Guidance of exceptional children on the basis of their classification, Mental aspect. Chapter PROGRAMMES AND ORGANISATION OF EDUCATION OF EXCEPTIONAL CHILDREN IN INDIA The Indian Education Commission ( ), National policy for children, International Year for Disabled Person (IYDP, 1981), National policy on education 1986, Programme of action 1992, District primary education programme (1994), The person with disabilities act (1995), References. Chapter SLOW LEARNERS Definitions, characteristics of slow learners. Identification of slow learners causes of Backwardness, Educational programmes for slow Learners of Educationally Backward children. Reference. Chapter DEPRIVED CHILDREN Meaning, Forms of Deprivation, 1. Social and Cultural Deprivation, 2. Economic Deprivation, 3.Educational Deprivation, 4. Emotional Deprivation, Identification of Deprivation, Identi-

10 (x) fication points, 1. Kulshreshtha socio-economic status scale (SESS) Forms A and B, 2. Misra and Tripathi, Prolonnged Deprivation Scale 1977, 3. Shrivastava : socio-economic status scale (SESS) 1979, 4. Manju Sinha and Arun Kumar Singh : Scale for Assessing Social disadvantage (SSD), 1989, 5. Bhardwaj : socio economic status scale (SESS) 2003, Characte-ristics of the Deprived Children, 1. Intellectual characteristics, 2. Language Characteristics, 3. Personality characteristics, 4. Motivational Characteristics, 5. Characteristics Related to learning style, 6. Physical and Physiological, Characteristics, Remedial Measures and Educational Provisions References. Chapter CHILDREN WITH AUTISM Definition Characteristics of the children with Autism, 1. Physical and Physiological characteristics, 2. Social Behaviour, 3. Cognitive Characteristics, 4. Emotional Characteristics, 5. Communication and Language Characteristics, 6. Behavioural Characteristics, Causes of Autism Genes Vs. Environment, Identification, 1. Gaze, 2. Hearing, 3. Social Development and play, 4. Consultation with Referral, 5. Assessment, 1. Similarities with Pervasive Developmental Disorder, 2. Mental Retardation and its Similarity with Autism, 3. Fragile X- syndrome and Mental Retardation, Educational Programmes for Children with Autism, 1. Decision About Schooling, 2. Decision About Curriculum, 3. Help in Acquition of Daily Living Skills, 4. Help in the Acquisition of Specific Skills, 5. Development of Desired Behaviour, 6. Environment Changes for Overcoming

11 (xi) Deficiencies, 7. General Teaching Principle for Autistic Children, References. Chapter CHILDREN WITH CEREBRAL PALSY Historical Perspective, Definition, Center for Disease Control and Prevention, USA (2004), National Institute of Neurological Disorders, USA (2004), NICHY (2004), Types of Cerebral Palsy, 1. Spastic Cerebal Palsy, 2. Ataxic Cerebral Palsy, 3. Athetoid Cerebral Palsy, 4. Hypotonic Cerebral Palsy. Diagnosis of Cerebral Palsy, Causes of Cerebral Palsy, 1. Factors Responsible in the Prenatal Period. 2. Factors at the time of Birth. 3. Factors at the Post Natal Stage, Preventive Measures of Cerebral Palsy, Treatment of Cerebral Palsy, 1.Physiotheropy, 2. Occupational Therapy. 3. Speech Therapy. 4. Behavioural Therapy. 5. Drug Therapy and Medications, 6. Surgical Treatment, 7. Use of Othotic Devices, Expectations, Educational Programmes, Environmental Adaptations and Support, References. Chapter UNIVERSALIZATION OF EDUCATION National Policy on Education, Part I Introducation, Part II The Essence and Role of Education, Part III The National System of Education, Part IV Education for Equality, Part V Reorganization of Education at Different Stages, Part VI Technical and Management Education, Part VII Making the System Work, Part VIII, Reorienting The Content and Process of Education Part IX The Teacher, Part X The Management of Education, Part XI The Future, NPE 1986 and its Programme

12 (xii) of Action, The persons with Disabilities (Equal Opportunities) Protection of Right and Full Participation) Act, 1995, Main Aspects Covered Under the PWD Act, 1955, (1) Prevention and Early Detection of Disabilities, (2) Education, (3) Employment, (4) Affirmative Action, (5) Non Discrimination, (6) Research and Manpower Development, (7) Social Security, (8) Grievance Redressal, National Institutes for the Disabled in India, (i) National Institute for the Mentally Handicapped, (ii) National Institute for the Orthopaedically Handicapped, (iii) Ali Yavar Jung National Institute for Hearing Handicapped, Mumbai, (iv) National Institute for the Visually Handicapped, Dehradun, (v) National Institute for the Physically Handicapped, (vi) National institute of Rehabilitation, Training and Research, Olatpur, Cuttack, Orissa, Role of Rehabilitation Counsil of India, Role of Rehabilitation Council of India, References. Glossary