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Including Children With Special Needs Upper Primary Stage ISBN - 978-93-5007-332-2 Including Children With Special Needs Primary Stage Pages 118 IncludIng chIldren WIth SpecIal needS Upper Primary Stage Anita Julka Project Coordinator Lipta Samal Richa Deba Salim Senior Research Associates First Edition May 2015 Jyaishtha 1937 PD 2T SU © National Council of Educational Research and Training, 2015 Printed on 120 GSM paper Published at the Publication Division by the Secretary, National Council of Educational Research and Training, S r i A u r o b i n d o M a rg , N e w D e l h i 110 016 and printed at Pushpak Press Private Limited, 203-204, DSIDC Sheds, O k h l a I n d u s t r i a l A r e a , P h a s e - I , New Delhi 110 020 ISBN- 978-93-5007-332-2 ALL RIGHTS RESERVED  No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
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OFFICES OF THE PUBLICATION DIVISION, NCERT NCERT Campus Sri Aurobindo Marg New Delhi 110 016 108, 100 Feet Road Hosdakere Halli Extension Banashankari III Stage Bangalore 560 085 Navjivan Trust Building P.O.Navjivan Ahmedabad 380 014 CWC Campus Opp.
Dhankal Bus Stop Panihati Kolkata 700 114 CWC Complex Maligaon Guwahati 781 021 Phone : 011-26562708 Phone : 080-26725740 Phone : 079-27541446 Phone : 033-25530454 Phone : 0361-2674869 Publication Team Head, Publication Division : Dinesh Kumar Chief Editor : Shveta Uppal Chief Business Manager Chief Production Officer (Incharge) : Gautam Ganguly : Arun Chitkara Assistant Production : Abdul Naim Officer Cover and Layout and Illustrations The Banyan Tree FOreWOrd All children including Children With Special Needs (CWSN) have an equal right to gain access to quality education and opportunities to succeed in life.
We all realise that many CWSN are still being left behind in our education system.

Improving the learning processes for these children requires effort at many fronts, supporting students in their learning through the use of inclusive curriculum and pedagogy has been proved very effective.

The main objective of this handbook is to help teachers to make their classrooms and teaching more inclusive.

In 2014, the handbook Including Children with Special Needs: Primary Stage was launched.
Since then, many rollout workshops – three at the regional levels and one at the National level – have been conducted to prepare the key resource persons on inclusive teaching strategies.

The handbook is highly appreciated by teachers, teacher educators and found helpful in making the teachers understand the learning needs of students, to adapt their pedagogical knowledge and practices and to engage all students in meaningful learning experiences.
The present handbook, Including Children with Special Needs: Upper Primary Stage is a step forward and provides tips and strategies for gaining access to various subjects like Languages, Mathematics, Social Sciences and Science at the Upper Primary level of schooling.
While the earlier book introduced teachers to the nature of impairments and offered suggestions and guidelines for creating inclusive classrooms, the present book offers suggestions regarding meeting the learning needs of children with sensory, cognitive, intellectual and physical disabilities in different subject areas.

This handbook emphasises access and participation of children in the learning process more than just placing them in schools.
Series of workshops were held in different parts of the country involving regular school teachers, teacher educators, special educators, and experts from universities, non-governmental and governmental organisations.

In addition, various researches and documents across the world were consulted.

It was reviewed by teachers through focus group discussions held in different parts of the country.
The handbook is based on the foundation that learners actively construct their own knowledge by connecting new ideas to existing ideas on the basis of materials and activities presented to them.

It also emphasises collaborative learning that provides space for interactions, sharing of multiple views and learning from each other.

In this way, no child feels awkward and segregated and is able to contribute to the learning process in his or her own way.
We highly appreciate the contribution of Professor Anita Julka and her team in preparing such academic material.

The NCERT thanks all the teachers and experts who have contributed ideas for this handbook.

The council welcomes all suggestions towards the improvement of this handbook.

New Delhi May 2015 B .K.


TripaThi Director National Council of Educational Research and Training preFace Educational Initiatives, at the Central and State levels, in both public and private schools, have to respond to major changes brought in by the Right to Education Act (RTE), 2009 and amendments of 2012.
The RTE provides for 1) development of curriculum in consonance with the values enshrined in the Constitution, through a system of child friendly and child centred learning; 2) assessment by teachers of the learning ability of each child and accordingly supplementing with additional teaching, as required; 3) continuous and comprehensive evaluation of the child’s understanding of knowledge, and his or her ability to apply the same.
The work on the present handbook was initiated after the completion of the earlier distinctive project that led to the development of the book Including Children with Special Needs: Primary Stage.
The present handbook, Including Children with Special Needs: Upper Primary Stage, was prepared as one of the major priorities in the field of inclusive education to equip the teachers not only to work with the children with special needs (CWSN) but to develop a vision of a learning culture which enables all students with different abilities and characteristics to achieve their full potential.
This handbook pools in the expertise of both resource teachers and regular school teachers to make it a useful and inspiring resource for teaching learning in inclusive classrooms.

Although it is structured around different disabilities, the tips and strategies are useful for all children in the classroom.

These strategies contribute to an overall inclusive learning environment.
During the development of this handbook, over 200 teachers, including resource teachers, and over 50 academic experts, from universities as well as non-governmental and governmental organisations, were consulted.

The enthusiasm and positive engagement of regular classroom teachers working in collaboration with resource teachers in workshops has shaped this book in its current form.
A number of examples are given that demonstrate how to change the current teaching practices in inclusive classrooms, and support students to become independent learners and actively participate in the learning process.

The handbook can be used as a resource to be integrated in the classroom practices at all levels.
v i Including Children With Special Needs (Upper Primary Stage) acknOWledgmentS The production of this document was initiated and supported by Ms. Vrinda Sarup, Secretary, Department of School Education and Literacy, Ministry of Human Resource Development (MHRD) and Dr. Meenakshi Jolly, Director, MHRD.

We also appreciate and acknowledge the financial contribution made by MHRD for this project.
The development of the handbook involved a large number of individuals representing a range of stakeholder groups – regular school teachers, resource teachers and other experts from universities, non-governmental organisations and other Institutions like National Association for the Blind, Ali Yavar Jung National Institute for the Hearing Handicapped and National Institute for the Mentally Handicapped, who gave inputs for the handbook through various workshops.
We are grateful for the contributions made by the participants of these workshops whose names are included in Annexure-1.

Moreover, the development of this handbook in its present form, could not have been possible without the active participation of Professor Anupam Ahuja, Head, DEGSN, Mr. Vinay Singh, Associate Professor, DEGSN and Dr. Bharti, Assistant Professor, DEGSN.

We wish to express our gratitude to them.


The specific contribution of the following experts in the development of the handbook is also gratefully acknowledged.

Mr. B. Eswaraiah, Senior Academic Programme Officer, Rajiv Gandhi Foundation Regional Centre, Telangana and his team, for support in developing the section on Continuous and Comprehensive Evaluation (CCE).
Ms. Sheetal Batra, Coordinator and Ms. Mohita Mitla, Associate, Action for Ability Development and Inclusion (AADI), for their valuable inputs in creating the section on Physical Disability.

Dr. Anupriya Chadha, Chief Consultant, TSG-EDCIL, for her interest and contributions.

An initial draft was reviewed in three focus group discussions involving regular school teachers (the first one in Rajasthan, the second in Maharashtra and the third in Telangana).
Teachers provided written comments, which have been incorporated in the document.

We thank these teachers for giving timely feedback for refining the contents of the document.

Special thanks are also due to Mr. Ajay N. Kakade, State Coordinator (IE) , Maharashtra, Mr. Naveen Kumar Gautam, State Coordinator (IE), Rajasthan and T. Subhashini, State Coordinator (IE), Telangana, for supporting us with their resources and cooperation in organizing the focus group discussions.
Finally, we would like to offer our special thanks to Ms. Shweta Rao who designed the entire handbook and made it look so lively, and Ms. Usha Nair for editing the handbook and providing feedback promptly.

i i v i Including Children With Special Needs (Upper Primary Stage) cOntentS Foreword Preface 1.

Introduction 2.
Introduction 2.

Creating Effective Inclusive Upper Primary Classrooms – Sensory Disabilities: Visual Impairments (VI) – Sensory Disabilities: Hearing Impairments (HI) – Cognitive Impairments, Intellectual Disabilities – Physical Disabilities 3.

Continuous and Comprehensive Evaluation in Inclusive Classrooms references annexure i – List of Workshop Participants iii v 1 21 26 62 96 136 141 153 155 Introduction Inclusive culture helps in accommodating more and more students in the classroom.
What is important is challenging and stimulating yourselves and the students, achieving better clarity and performance.

Why should you read this handbook?

Inclusive education means education where all students are equal participants in the learning process.

Provision of inclusive education is based on the belief that those with disabilities should not have to depend on specialised services alone to benefit from educational resources, activities and practices that are otherwise available to all.
Inclusivity is maintained when all members of a group are able to participate in its activities, which means provisions made are considerate of all members and not just those from specific groups or with special abilities, disabilities and/or needs (Julka, 2014).

Inclusion is a process or a key strategy to reach out to all children and support their learning.

For the past several years we have been striving to include children with disabilities in the mainstream educational settings.
The issue of inclusion in education generates a lot of discussions and debates, much more than any other issue.

While inclusion is advocated by professionals and supported by a number of policy and legislative frameworks, teachers are generally apprehensive about the idea of educating students with disabilities along with regular students in the same classroom.
The main reason for this fear is that, for successfully meeting the diverse needs of all students in such a classroom, significant restructuring is required.

Also, teachers need to be sufficiently trained to handle this.
This handbook aims to address the issue by providing the readers, in this case, regular classroom teachers, some tips, suggestions and practical strategies with examples that will support the teachers to increase the participation of all students, including students with disabilities, in the learning process.

The handbook challenges the practice of segregation within inclusive education.
The material in the handbook highlights how Inclusive education means education of all students, where all students are equal participants in the learning process...

This right is upheld by the Indian Constitution... 1 ...our classrooms, now more so than before, need to be ready to include students from different backgrounds, with differing needs and abilities.

... 2 inclusion of children with disabilites in regular classrooms enriches the teaching learning processes for all the children.
Revisiting Terms, Terminology and Phrases1 Several terms and phrases related to disabilities and special needs tend to create some confusion leading to a failure in understanding.

This section revisits and clarifies some terms that you are likely to come across in the work of creating inclusive classrooms.

Impairment and Disability Two terms related to special and inclusive education that are most commonly used, often interchangeably, are impairment and disability.
While impairment refers to a lesser degree of complexity in the way our bodies work, disability refers to inability or not being able to perform a task.

Most of us have felt inability at some time or other in our lives: during illness, following a physical injury or, when in an unfamiliar environment.

For example, during a physical injury like fracture or severe sprain, disability would involve not being able to use your limbs effectively to walk, run or write etc.
Given that often these and related terms are used interchangeably, the following section offers explanations of pairs of terms often heard while referring to persons with disabilities.

Impairment: (Dosh, Vikaar) Illness, injury, complexity arising from any difficulty in the way our body works or functions.
Disability: (Nishkta) Disability is more than a problem or difficulty with how our body works – a child with impairment may experience disability when functioning in an environment that impacts the child’s successful performance at a task.
Thus, impairment alone may not cause inability to perform in a manner equal to others, but the systems within which one has to live, learn, work and operate can cause a child with impairment to be unable to perform successfully, (for example, a child with hearing impairment may be able to successfully function within own immediate contexts of family and neighbourhood, and not experience any 1 Julka, A (2014).

Including Children with Special Needs: Primary Stage, NCERT, New Delhi.
Including Children With Special Needs (Upper primary Stage) ‘disability’ in going through routine, day-to-day interactions, but may experience inability to perform with the same success as her classmates in a classroom setting involving expected expressions of learning.)

Overcoming or successfully being able to navigate, participate, function and contribute in a school, classroom or any organised system thus needs suitable interventions for a person with impairment/s.
The interventions need to be effective in reducing or eliminating challenges and barriers.

In this book, the term disabilities would include sensory disabilities, cognitive disabilities, intellectual disabilities and physical disabilities.

Assessment: (Aankalan) This involves gathering information to understand the student teacher-performance and classroom functioning, and is thus an interactive process.
Assessments are formative and diagnostic in nature, that is, they provide information about students’ areas of strength and help recognise the teaching- learning aspects requiring attention or improvement.

Evaluation: (Mulyankan) This involves making a value judgment on a performance which is then graded.

The process is summative in nature.


Integration: (Ekikaran) In the context of education of students with disabilities, integration means providing education to students with special needs in regular classrooms.

In this process, the focus is on having the child adapt and adjust to the regular classroom.

Inclusion: (Samavesh) Inclusive education refers to education for all students, where all students are equal participants in the learning process.
3 Adaptation: (Anukulan) Adaptation refers to adjusting assessments, material, curriculum or classroom environment, to accommodate a student’s needs to enable him / her to participate in and achieve the teaching-learning goals.
Introduction Some examples include: ◘ ◘ ◘ ◘ ◘ use of audio tapes, electronic texts where available, having peer or a classmate to assist with class activities, or simply re- organising seating of a child who is unable to be attentive, is easily distracted or distracts others in the classroom; alternatives to written assignments to demonstrate knowledge and understanding (for example, through oral presentations, drawing or other artistic presentations); extended time to complete assignments or tests; computer software that provides text to speech or speech to text conversion capabilities; provide for multiple experiences with materials to allow for different learning styles or needs, also to help reinforce learning (for example, learning in multiple ways how plants grow, through textbooks, through hands-on experience by growing one in the class, preparing observation record of its growth and through group or whole class discussion about the on-going learning).
Modifications: (Sudhaar) Modifications involve making changes to learning goals, teaching processes, assignments and/or assessments to accommodate a student’s learning needs.

For example: ◘ changing an assignment to accommodate a student’s learning needs: allowing use of letter-cards to spell words as a modification to saying the spelling aloud, allowing the student with intellectual impairment to utilise concrete and/or more hands-on experiences, changing the conceptual difficulty level for some students.
The above section offers help to understand terms frequently used in working with students with special needs and in inclusive classrooms.

The following section highlights the significance of curricular adaptations at the upper primary stage of learning and explains the different subjects taught at this stage of school education.

4 Including Children With Special Needs (Upper primary Stage) Why Curriculum Adaptations?
Curriculum As we begin to comprehend and incorporate some of the understandings needed to include a student with impairments in the classroom, it is important to realise the significance of the curriculum to classroom practices.

Creating an inclusive culture in the classroom will involve attending to the curriculum, which incorporates the components of a course of study.
The components include the syllabus, textbooks and needed teaching learning materials, teaching strategies and processes, and assessment and evaluation processes.

In discussing the efforts in curricular development and reform, National Curriculum Framework (NCF) 20052 underscores the significance of making the curriculum “an inclusive and meaningful experience for children” stating, “this requires a fundamental change in how we think of learners and the process of learning” (p. 13).
Attending to the curriculum to define classroom culture and the approach to the teaching-learning processes is thus a significant aspect of your work in fostering inclusivity in the work with students.

Curriculum Adaptation Curriculum adaptation involves differentiation to meet the needs of all students.

The content, the teaching process, assessment and evaluation, and the physical environment may be modified to help students to achieve success in the classroom.
The kind of activities chosen by the teacher, including group activities, must be flexible and reflect the background knowledge of small groups or individual students.

The fact that children learn in a variety of ways should form the guiding force behind teaching and learning processes in our classrooms.
As we are in the process of implementing the Right to Education Act, (RTE) 20093, more and more children with different abilities from diverse backgrounds are getting included, thus changing the composition of our classrooms.

In high quality inclusive classrooms for learning, adaptations in the curriculum may help some students who would not develop to their full 2 NCERT (2005).

National Curriculum Framework, New Delhi.

3 Government of India (2009).


The Right of Children to Free and Compulsory Education (RTE) Act.

Ministry of Human Resource Development, New Delhi.

Creating an inclusive culture in the classroom will involve attending to the curriculum, which incorporates the components of a course of study.
5 Introduction While it is true that curricular adaptations could be one strategy to increase participation of students with disabilities in the learning process, it must be borne in mind that no two individuals with special needs have identical needs even in case of similar disability.
Considering the individual differences that exist in our classrooms, any document on curricular adaptations can only be a guiding/ exemplar material that calls for teachers to reflect on their own strengths and shortcomings.

6 potential without these adaptations.

We must remember that there is no readymade recipe for curriculum adaptations and these vary from child to child.
It is also true that many students in the classroom may be able to achieve the learning outcomes with no or with very minor adaptations.

Some may require adaptations in few subjects while there may be others who require different set of goals to work upon.

Remember that the more inclusive the classroom, the more productive the learning experiences for all children.

Recent developments in the field of education have made many teachers anxious about including children with disabilities in classrooms.
Some teachers lack the confidence to teach these children effectively while simultaneously teaching a large group of typically developing students.

In an attempt to meet such challenges, documents on curricular adaptations are being prepared all over the country.

This may be prompted by the mistaken belief that a document on curricular adaptations would serve as a magic wand and help our teachers meet the demands of inclusive classrooms.
While it is true that curricular adaptations could be one strategy to increase participation of students with disabilities in the learning process, it must be borne in mind that no two individuals with special needs have identical needs even in case of similar disability.

Considering the individual differences that exist in our classrooms, any document on curricular adaptations can only be an exemplar material that calls for teachers to reflect on their own strengths and shortcomings4.
This way, they can identify successful strategies and their experiences would guide the daily working of their classrooms.

The following figure explains how creating inclusive culture helps in accommodating more and more students in the classroom.

What is important is challenging and stimulating yourselves and the students, achieving better clarity and performance.

The following diagram shows that classrooms with accommodating practices decrease the need for individual adaptations5.
4 By adapting the curriculum you are providing access to opportunities of various kinds.

You are also helping the child to develop a positive self-concept, increasing motivation and fostering better relationships.

You are improving participation, supporting the student to master core concepts and making use of students’ strengths, learning styles and background knowledge.

Overall you are nurturing the self-esteem of students.
5 Accommodating Schools and Classrooms decrease the need for individualised adaptations (Janney & Snell, 2000).

Including Children With Special Needs (Upper primary Stage) Individualised adaptations and accommodations Inclusive curricular and instructional practices Inclusive school culture 3rd level 2nd level 1st level Moreover, statistics reveal that many children in regular schools, especially children with disabilities, drop out after the fifth class 6.
The reasons for this could be many, including some related to the school or the community or the homes from where these children come.

Curriculum not relevant to the children’s needs, low expectations from children, teachers not taking individual styles of learning into consideration, teacher training not in tune with the latest developments or technologies etc.

could be some of the school related factors.


But, in spite of this, efforts are undertaken by some teachers to welcome and increase acceptance of children with disabilities in the classrooms.

It is this motivation that drives teachers to visit the child’s home, interact with parents and find ways to make the child participate in the class, using a number of strategies.
For instance, one of the teachers stated during a discussion that she tried to change attitudes of other children by making them write essays on topics like “Main chal nahi pata to?” (What if I was not able to walk?).

Also, some teachers have tried to create empathy through prayer meetings in the school while others have approached other children in the class to take care of their disabled peers.
Some encourage participation of children with disabilities by giving them leadership (monitor) role in the classroom while others encourage collaboration amongst teachers.

Some teachers also express that these children are better understood by their closest friends who can, in turn, communicate their needs to us.

NUEPA (2014).

Elementary Education in India: Progress towards UEE (Flash Statistics, DISE 2013-14), 6 New Delhi.
7 Introduction Children with disabilities may often feel left-out or excluded from both peer bonding and the understanding of subject matter.

The aim of inclusive classrooms is to reduce such exclusion and enrich the teaching- learning experience for all children involved.bbbb 8 The Upper Primary Level The period of elementary schooling that includes classes 1 to 8 is the period of free and compulsory schooling, as defined in the RTE, 2009.
At the beginning of this period the child is formally introduced to the basics of reading, writing and arithmetic.

By the end of elementary schooling, the child becomes familiar with the formal disciplines of sciences and social sciences.

The upper primary period is when better defined subject areas are introduced.

During this period the child develops confidence to choose the subjects he/she likes or is good at.
In making this choice, the child also acquires skills and attitudes necessary to be independent and to be effective at the work place at a later stage in life.

Therefore, at this level curriculum adaptations are very critical for children with disabilities, to increase their access to the general curriculum.

It is important for teachers to invite participation of all children in all academic and non-academic activities, and provide every child a sense of success.
Teachers must have high expectations from every child and should not believe that the Including Children With Special Needs (Upper primary Stage) presence of some will slow down the pace of others.

The teacher should focus more on what a child can do rather than on what he/she cannot.

The skills required for development in different domains at different stages are briefly described below 7.
Languages During the primary years, writing abilities should be developed holistically in conjunction with the sensibilities associated with talking, listening and reading.

At middle and senior levels of schooling, note making should receive attention as a skill-development training exercise.

This will go a long way in discouraging mechanical copying from the blackboard, textbooks and guides.
It is also necessary to break the practice of making tasks like letter and essay writing routine, thereby giving imagination and originality more prominent roles in education.

Social Sciences At the upper primary stage, social sciences incorporate content from history, geography, political science and economics.

History generally includes developments in different regions of India, along with sections on events or developments in other parts of the world.
Geography, at this level, helps to develop a balanced perspective related to issues concerning the environment, resources and development, from local to global.

In political science, students are introduced to the formation and functioning of governments at local, state and central levels, and the democratic processes of participation.

The economics component enables students to observe economic institutions like the family, the market and the state.
Mathematics At the upper primary stage, students get introduced to the application of powerful abstract concepts.

This enables them to revisit and consolidate the basic concepts and skills learnt at the primary stage.

Students get acquainted with algebraic notation and its use in solving problems, and in generalisation of the systematic study of space and shapes, and for consolidating their knowledge of measurements.
Data handling, representation and interpretation form a significant part of the ability of dealing with information in general, which is an essential ‘life skill’.

The learning at this stage also offers an opportunity to enrich students’ spatial reasoning and visualisation skills.

7 NCF (2005).

NCERT, New Delhi.


9 Introduction Science At the upper primary stage, the child is introduced to various scientific concepts that are to be learned mainly from activities (making models, field visits) and experiments.

Group activities, discussions with peers and teachers, surveys, organisation of data and their display through exhibitions etc.

in schools and the neighbourhood should be important components of pedagogy.
The above section dealt with the need for curricular adaptations, the curricular areas and the skills required to develop at the upper primary level.

The following section highlights some important factors at this stage that may affect a child’s growth and development, especially a child with disability.

Adolescence (Kishoreawastha) Adolescence is a word taken from the Latin word “adolescere” which means to grow up, and generally refers to the period between 13-19 years.
It is a period between puberty and adulthood.

Puberty, derived from the word puberatum (age of maturity), is the time when a number of biological and physical changes occur in a child, for example, the period is marked with development of sexual and physical characteristics that occur due to hormonal changes.

The exact age when a child enters puberty varies from child to child, and depends upon a number of factors like nutrition or malnutrition, genetic makeup, social circumstances and gender.
It generally occurs a little earlier in girls as compared to boys.

The age of onset would also vary according to the kind of exposure the children have had.

Children with disabilities go through the same changes, but because of their impairments, the reactions to changes occurring in the body may differ from others.
Although many children show a decline in self-concept during the elementary school years and while transiting to secondary level, this decline may be more significant in children with disabilities.

In adolescence children with disabilities may also show behavioural problems related to academic underachievement.

These are characterized by inattention, hyperactivity, aggression, defiance, impulsivity and sometimes also anti-social features.
The adolescent years are characterized by demands of higher level curriculum, which impose increasing strains on a developing and differentiating nervous system and children with intellectual disabilities often experience a profound feeling of intellectual inadequacy and sadness.

This erodes both self-esteem and academic motivation of the child (Stein and Hoover, 1989).
1 0 Including Children With Special Needs (Upper primary Stage) BULLyIng In SChooLS (DArANA/DhAMKANA) it अंधा लूला लंगड़ा कमज़ोर कामचोर dangerous handicapped गू ंगा पागल बेचारा बेकार बहरा Bullying is a form of aggressive behaviour in which a person intentionally and repeatedly causes another person injury or discomfort.

Bullying can take the form of physical contact, words or subtle actions.
The bullied individual typically has trouble defending himself/herself and does nothing to “cause” the bullying (American Psychological Association, 2015, USA.

http://www.apa.org/topics/bullying/).

11 Bullying is quite common in our schools and many of our children experience it in their daily lives.

Children who are bullies intentionally intimidate or harass other children.

It happens in all schools.


It could take the form of calling names, harassing, threatening, teasing, intimidating or even physical assault.

Often it is an act repeated on a daily basis or over a period of time, and may leave a major emotional impact on the child.

Introduction ...self-concept refers to a student’s perception of competence or adequacy in academic and non-academic (e.g.

social, behavioural and athletic) domains and is best represented by a profile of self-perceptions across domains.
Self-esteem is a student’s overall evaluation of him/ herself, including feelings of general happiness and satisfacion (Harter, 1999).

1 2 Students with disabilities often experience challenges of peer acceptance and are more susceptible to bullying and teasing compared to their typically developing classmates (Sullivan et al., 2014).

Fear of teasing may result in lesser participation in classroom activities and interactions.
In fact, researches revealed that students who receive special education services are more likely to be identified as victims or bully-victims (Farmer et al., 2012).

Many students with disabilities do not possess appropriate social skills that enable them to successfully navigate through relationships in the classrooms (Brich and Ladd, 1999).

Many parents prefer keeping a child with disability at home or send her/him to a special school where other children are also like him/her.
They fear that their child may be bullied because of his/her physical appearance, communication, academic and social limitations.

Children with disabilities may also appear to be physically vulnerable or not strong enough to protect themselves against bullying.

As a result they may be targeted more often.

Bullying in schools affects the child in many ways.

Some children feel sad or anxious; others may show poor academic achievements.

Some may even skip or drop out of school.


Also, children with disabilities may already have very few friends in school and they may not want to complain about bullying, due to fear of losing their only friends.

Self-concept and Self-esteem the Although terms self-concept and self-esteem are used interchangeably, especially in our country, they have somewhat different meanings.

To be more specific, self-concept refers to a student’s perception of competence or adequacy in academic and non-academic (e.g.
social, behavioural and athletic) domains and is best represented by a profile of self-perceptions across domains.

Self- esteem is a student’s overall evaluation of him/herself, including feelings of general happiness and satisfaction (Harter, 1999).

A teacher can help in developing positive self-concept by caring and supporting the academic and social efforts of a student.
If the school and class have a welcoming environment wherein diverse abilities are respected, social relationships amongst students are nurtured, and the school is like a caring community, all children feel encouraged.

Including Children With Special Needs (Upper primary Stage) Feelings of low self-concept can be reduced by a teacher who encourages her students by giving positive feedbacks.
Classroom interventions, such as peer tutoring and cooperative learning, may promote self-concept by increasing students’ academic skills and perceptions of social support (Elbaum & Vaughn, 2001).

One of the concerns expressed by the teachers is the practice of hygiene and cleanliness of some children, especially of children with intellectual disabilities.

At times these children are unable to learn to take care of their daily routines.
Other concerns that affect the child’s learning are the inability to read and write in Braille, or communicate in sign language.

Collaboration with special teachers and parents helps in overcoming some of these challenges.

There is no universal solution for the challenges faced by teachers in an inclusive classroom.

What a teacher can definitely do is to be thoughtful, sensitive and unbiased.
S/he needs to be deeply committed to the belief that all children can learn, and have high expectations from all her/ his students and convey these expectations to the children.

S/he should also reward successes; that will help in developing better self confidence in children.

S/he should also provide sufficient meaningful opportunities for all children to participate in the learning process.
S/he may use teaching learning strategies that are suitable for most of the children in the classroom with some additional or different ones, rather than remove some children from the class for learning in segregated settings.

This can be achieved by giving choices of activities to everyone.

The teacher should understand and believe that disability does not mean being useless or helpless.
13 In the above section we have discussed some issues that may affect the child’s learning at the upper primary level.

The following section explains the structure of the handbook for adapting curriculum at the upper primary level.

Introduction Structure of the Handbook As mentioned earlier, upper primary stage is the period when emergence of better defined subject areas takes place and the child gets ready to make choices.
The transition from primary to upper primary is successful when children have developed friendships and the confidence to learn.

It also depends upon the continuity of curriculum and settling well in schools.

This handbook is organised around two sections.


The first section offers tips and strategies for adapting language education, social sciences, mathematics, sciences in inclusive classrooms which have students with specific needs related to sensory disabilities, cognitive/intellectual disabilities and physical disabilities.

The second section explains Continuous and Comprehensive Evaluation (CCE) and offers a few suggestions on how it can be utilised for an inclusive classroom at the upper primary level.
The following paragraphs present a brief overview of categories of special needs as addressed in various sections of this handbook (Julka, 2014).

Sensory Disabilities Sensory disabilities arise when a child is unable to perform successfully due to impairment of the senses.

Sense organs enable one to see, taste, smell, hear and feel the sensations of heat, cold, touch, pain, pressure etc.
Various sense organs receive information from the environment and, along with the brain, are parts of the Central Nervous System, a highly organised and complex system in our bodies (Gray 1918, p. 721).

Among the senses, impairments to the senses of sight and hearing, i.e.

visual impairment and hearing impairment, have considerable implications for teaching-learning in the classroom; we rely significantly on both these senses - of hearing and sight - for our learning.
1 4 The handbook offers suggestions and guidelines related to vision and hearing impairments.

Information includes: (1) understanding the specific needs of these groups; (2) some strategies for teaching different subjects at the upper primary level for typically learning children and children with visual or hearing impairments.
Including Children With Special Needs (Upper primary Stage) Cognitive, Intellectual Disabilities The way a child learns is influenced, by how different sense organs, parts of our bodies and the brain are coordinating or how they are affected.

Specific disabilities, such as Autism Spectrum, intellectual impairments and learning difficulties are primarily associated with the working of the brain and/or how the brain processes the information received.
These are addressed under cognitive and intellectual disabilities.

Given the increasing use and, at times misuse, of many of these terms, a little clarification and some overview of cognitive and intellectual disabilities would be helpful for our work in the inclusive classrooms.

The following paragraphs offer a brief understanding about these conditions and disabilities.
To facilitate the understanding of the information presented in the handbook and to help advance your own learning, we also explain how the terms cognitive and intellectual disabilities are used in the handbook .

Among the conditions that arise due to the manner in which the brain works and that have direct implications for teaching-learning, Specific Learning Disabilities/Difficulties (SLD) and Autism have received significant attention in recent times.
Of these, we hear the term SLD being used very often.

It is important that we have a clearer understanding of what these terms mean because that has direct implications for our work with the students in the classrooms.

We must understand that a child’s evaluation and assessment need to meet certain expected criteria for her/ him to be identified as experiencing these conditions, and to receive related and required educational interventions and services.
Difficulties and disorders such as SLD, Autism, (and also retardations in learning) require detailed examinations, tests and diagnosis, which may not be available or accessible to the children that attend our schools for their learning and education, and their families.

It is, therefore, important to be careful before labelling or wrongly diagnosing a child with a disability.

Mislabelling or identifying incorrectly would result in a child’s needs not being understood.
In many of our settings, not being able to understand how the child makes sense of the world and learns, often results in the student being discriminated against.

These misunderstandings can prevent the students in our schools from getting the educational interventions that would otherwise help them to begin learning in the classrooms.

Disabilities which teachers often talk about today, such as SLD, Autism, are therefore all the more challenging to understand in our context.
15 Introduction First, because they require adequate research based and field tested evaluations by trained professionals; second and more important, these evaluation procedures need to be relevant to and address diverse contexts; and third, because a more definitive understanding about these conditions and how the brain functions continues to evolve even in contexts where research and understanding about these conditions are comparatively more advanced.
The following paragraphs provide basic information about specific cognitive and intellectual impairments.

Autism Alternative term: Autism Spectrum Disorders (ASD).

ASD is a developmental disorder.

It refers to a range of serious developmental, neurological problems.

Autistic disorder, autism or classical ASD, is the most severe form of ASD.

It appears in early ages, usually before a child reaches 3 years of age and affects the regular development of social and communications skills.
The Draft Rights of Persons with Disabilities Bill, 2012 8, defines “Autism Spectrum Disorder” as a “neuro-developmental9 condition typically appearing in the first three years of life that significantly affects a person’s ability to communicate, understand relationships and relate to others, and is frequently associated with unusual or stereotypical rituals or behaviours” (p. 84).
Needs vary from child to child, but all disorders in the Autism Spectrum severely affect a child’s ability to communicate and interact with others.

Such children exhibit social impairments, communication difficulties, and repetitive, stereotyped patterns of behaviour.

Studies and this developmental problem continue.

To date there is no known cure but certain interventions can help a child adapt and thus make a difference in the living and learning experiences.
to better understand investigations 8 GOI (2012).

Draft Rights of Persons with Disabilities Bill.

Ministry of Law, Justice and Company Affairs, New Delhi.

Retrieved from http://socialjustice.nic.in/pwd2011.php In the Draft Bill the term earlier used was neuro-psychological which has recently been 9 replaced by the term neuro-developmental.
...typically appearing in the first three years of life that significantly affects a person’s ability to communicate, understand relationships and relate to others, and is frequently associated with unusual or stereotypical rituals or behaviours.

1 6 Including Children With Special Needs (Upper primary Stage) Specific Learning Disabilities/Difficulties It is a general term used to describe specific kinds of learning problems.
A learning disability/difficulty affects the ability to learn and use certain skills.

The skills typically affected are reading, writing, listening, speaking, reasoning, directing attention, doing mathematical calculations and coordinating movements.

Dyslexia or difficulties experienced in reading, Dyscalculia or difficulties with mathematics, and Dysgraphia or difficulties with writing are also terms used when addressing disabilities that affect specific aspects of learning.
It is especially important to know that a child with SLD is not lazy or dull, but that she or he is not able to learn because of the way her/his brain is recording and analysing information.

It is therefore important to first rule out any environmental issues that may be impacting the student’s learning such as too many distractions, poor visibility/lighting, health issues, fatigue, nutrition deficiencies etc.
As with autism, determining a child as having SLD also needs detailed and specific assessments and evaluation to understand the nature and severity of the disability.

One child with SLD may experience the world in a different way compared to another child with SLD, and will thus have different types of learning problems and needs.

One child with SLD may therefore experience difficulties in writing, and another child may experience difficulty only in mathematics.
Intellectual Disabilities The term refers to lowered capacity or ability of the brain, commonly referred to earlier as mental retardation.

There has been a shift away from using the term retardation.

In a poll conducted in 2003, the term “retard” was voted to be the most offensive word (Rose, 2004).
In keeping with the shift towards using a more positive terminology, this handbook also uses the term intellectual disabilities in discussing impediments to learning experienced in the classroom due to lowered capacity and/or ability of the brain’s functioning.

Intellectual disabilities that affect learning and overall development are experienced when functioning of the brain is so affected that the child shows limitations in daily living skills like communicating, taking care of self and social skills.
These limitations will cause a child to learn and develop more slowly than a typically developing child and catch up at a slower rate on many skills that their regular same-age peers have It is especially important to know that a child with SLD is not lazy or dull, but that she or he is not able to learn because of the way her/his brain is recording and analysing information.

17 Introduction attained, for example, dressing self, speaking, walking etc.
They do catch up or learn, but it takes them longer than the regular, typically growing and developing child (hence the previously widely used term retardation meaning slowness.

Due to negative connotations attached to this term it is not used as widely as before).

Physical Disabilities Physical disabilities arise when a child is unable to participate due to impairment of the physical organs affecting mobility, movement, and/ or dexterity.
The Draft Rights of Persons with Disabilities Bill, 2012, in clarifying the benchmark disabilities, locates cerebral palsy as a condition related to physical disability (p. 4).

This handbook presents some tips, suggestions and ideas for including students with orthopaedic or physical disability.
The implementation of RTE requires that every classroom be ready to include a Child with Special Needs (CWSN) in its teaching learning processes, assessment and evaluation procedures and extra-curricular activities.

This handbook has been prepared with these expectations in mind.

Explanation of how its contents are organised is given below.

The Sections of the book would be as follows.


STUDENTS LEARNING NEEDS IN DIFFERENT SUBJECT AREAS 1 8 SECTION I TIPS AND STRATEGIES FOR ADAPTING LANGUAGES, SOCIAL SCIENCES, EXEMPLARS FROM TEXT BOOKS MATHEMATICS, SCIENCE SECTION 2 CONTINUOUS AND COMPREHENSIVE EVALUATION Including Children With Special Needs (Upper primary Stage) Classrooms today are not the same as they were a few years ago.

With the RTE 2009, the composition of classrooms has changed.
Students with varying levels of abilities are now a part of these classrooms and we cannot, and should not, teach all of them in the same manner.

We must also recognise that a child with disability is a child first, and the disability, which affects some but rarely all aspects of his/her behaviour, comes only next.

A disability condition is never a total condition, except when the condition is very severe as in the case of multiple disabilities where both mental and physical disabilities are combined.
A child with disability may not be able to see but may have no difficulty in moving and listening.

A child who cannot hear may write good stories and a child with intellectual disability may play good cricket.

We must also recognise that a child with disability is a child first, and the disability, which affects some but rarely all aspects of his/ her behaviour, comes only next.
No specific disability implies specific problems since there are wide variations in the degree to which persons learn to cope with the same degree of disability.

Disability is always to be seen in the context of society.

From the moment a child with disability is born, society is the force that shapes the child’s life.

S/he is affected by other people’s behaviour, their willingness to support him/her or segregate/reject him/her.
As a teacher it is your duty to create a welcoming, supportive environment in the classroom.

The decision that would have the most significant effect on the child is whether s/he is included or excluded and this, in turn, will depend upon the expectations that you have from him/her.
19 Introduction Notes 2 0 Including Children With Special Needs (Upper primary Stage) Creating Effective Inclusive Upper Primary Classrooms One must be considerate about the individual’s impairment but it cannot be an excuse for poor or unacceptable performance.

In the earlier section we talked briefly about different subject areas at the upper primary level and the disabilities around which this handbook has been organised.
In this section we discuss the curricular expectations in different domains of study, giving tips and strategies for inclusive classrooms that have students with specific needs related to sensory, cognitive/intellectual and physical disabilities.

Curricular Areas Languages Language education is not confined to the language classroom (NCF, 2005, pp 38).

Every class is, at first, a language class and then a subject class, as language cuts across the curriculum.
The basic objective of language teaching is to develop language proficiency among the children which comprises comprehension and articulation or expression.

Listening and reading help in developing comprehension skills.

Speaking and writing help in developing expression abilities10.

Following are the objectives of language learning: Objectives of Language Learning from Class VI to VIII ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ To enable children to articulate individual or personal responses effectively.
To help them use language and vocabulary appropriately in different contexts and social encounters.

To help them organize and structure thoughts in writing/speech.

To help them understand, enjoy and appreciate a wide range of texts representing different cultures, ways of living.

To help them understand and enjoy jokes, anecdotes and riddles.
To use his/her proficiency in language to explore and study other areas of knowledge through print and non-print media (like skits, children’s films, discussions, children’s story books, comics and magazines etc.).

To use his/her critical/thinking faculty to read between the lines and to go beyond the text.

To understand the central idea and locate details in the text (prescribed and non- prescribed).
To write simple messages, invitations, short paragraphs, letters (formal and informal), applications, simple narrative and descriptive pieces etc11.

NCERT Continuous and Comprehensive Evaluation (CCE): English: Upper Primary Stage, 10 (http://www.ncert.nic.in/departments/nie/dee/publication/pdf/CCE_English.pdf) 11 NCERT (2005).

National Curriculum Framework (NCF).

New Delhi.


2 2 Including Children With Special Needs (Upper primary Stage) Social Sciences At the upper primary stage, Social Sciences draw content from History, Geography, Political Science and Economics.
The curricular expectations at this stage are given below: Curricular Expectations At the end of the Upper Primary Stage ― ◘ ◘ ◘ ◘ ◘ ◘ the child should be able to view contemporary issues from multiple perspectives, introducing the child to social and economic problems of society like poverty, illiteracy, child and bonded labour, class, caste, gender, environment etc.
; develop a proper perspective related to environmental issues and development at different levels from local to global; acquire a general idea of development in different periods of history; understand the formation and functioning of governments at the local, state and central levels, and the democratic processes of participation; view the perspectives of women as being integral to the discussion of any historical event and contemporary concern; and develop the ability to think independently and deal with the social forces that threaten human values, without losing her/his individuality.
Mathematics Mathematics is a compulsory subject of study (at least till class VIII for children with visual impairments) and teaching access to quality mathematics education is every child’s right12.

CWSN learn Mathematics like any other child, and their needs (in terms of pedagogy, learning material etc.)

have to be addressed by teachers.

At the upper primary stage, students get the first exposure to application of abstract concepts that build upon previous learning and experience.
Students are introduced to algebraic notation and its use in solving problems, and the systematic study of space and shapes in general.

This also helps in consolidating the knowledge of measurement.

Learning at this 12 NCERT (2006).


Position Paper : National Focus Group Paper on Teaching of Mathematics (http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math.pdf) 23 Creating Effective Inclusive Upper Primary Classrooms stage also offers an opportunity to enrich the students’ spatial reasoning and visualisation skills.

(NCF, 2005, p.45).

Given below are the curricular expectations in the learning of Mathematics from classes VI to VIII.
Curricular Expectations13 During the upper primary stage, a child ― ◘ moves from number sense to number patterns; ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ sees relationships between numbers and looks for patterns in relationships; gains proficiency in using newer language of Mathematics like variables, expressions, equations, identities etc.
; uses arithmetic and algebra to solve real life problems and pose meaning problems; discovers symmetries and acquire sense of aesthetics by looking around regular shapes like triangles, circles, quadrilaterals etc.
; comprehends the idea of space as reason enclosed within boundaries of a shape; relates numbers with shapes in terms of perimeter, area and volume, and uses them to solve everyday life problems; learns to provide reasoning and convincing arguments to justify her/ his own conclusions, particularly in Mathematics; and, collects, represents (graphically and in tables) and interprets data/ information from her/his life experiences.
Science 2 4 During the upper primary stage of learning, we can expect the beginning of quantitative understanding of the world in children14.
The child at this stage is engaged in learning the principles of science through familiar experiences, working with hands to design simple technological units and modules (for example, designing and making a working model of a windmill to lift weights) and continuing to learn more about the environment and health including reproductive and sexual health, through activities and 13 NCERT (2014).
Learning Indicators and Learning Outcomes at the Elementary Stage (http://www.ncert.nic.in/departments/nie/dee/publication/pdf/LI_Final_Copy_Revised_29.12.14.pdf ) 14 NCERT (2006).

Syllabus for Classes at the Elementary Level.

New Delhi.

Including Children With Special Needs (Upper primary Stage) surveys.

Scientific concepts are to be arrived at mainly from activities and experiments.

The curricular expectations at this stage of learning are given below.
Curricular Expectations Science syllabus at the upper primary stage identifies age appropriate content to be utilised as a vehicle to develop scientific temper and scientific thinking by ― ◘ developing process skills of science; (process skills include making observations, posing questions, looking for various resources of learning in search of questions, planning investigations, making and testing hypothesis, using various tools for collection, analysis and interpretation of data, communicating explanations with evidences, justifying explanations, critical thinking to consider and evaluate alternative explanations, reflecting on their thinking by comparing what they think with what the scientific community thinks, and engaging in sustained discussions.)
◘ making generalisations, proving or disproving hypothesis, developing explanations, communicating and applying concepts; ◘ ◘ imbibing environmental concerns and sensitivity; and, the development of historical perspectives, developing respect for human dignity and rights, gender equity, values of honesty, integrity, cooperation and concern for life.

Given above are the curricular objectives for various subjects at the upper primary stage.
Children with disabilities should also enjoy equal opportunities to achieve the same objectives as their peers.

However, the intention of the teacher must not be to drive students through these outcomes as quickly as possible.

These outcomes should not limit the freedom of flexibility and scope for the teachers.

They can carry out modifications and adaptations, and provide individualised and varying programmes of learning so that a child is secure at a level before moving on to the next.
In the section below we highlight some learning needs of children and curricular adaptations or/and modifications in different subject areas.

...the intention of the teacher must not be to drive students through the outcomes as quickly as possible.

These outcomes should not limit the freedom of flexibility and scope for the teachers.
They can carry out modifications/ adaptations, and provide individualized and varying programmes of learning so that a child is secure at a level before moving on to the next.

25 Creating Effective Inclusive Upper Primary Classrooms Sensory Disabilities: Visual Impairments (VI) Vision is more precise than audition, both in terms of accuracy of localisation (distance and direction information) and identification of objects (features that tell us what something is).
These advantages of vision for spatial perception have often led theorists to assume that blind and visually impaired people must necessarily be deficient in spatial abilities.

– Simon Ungar (2000) Like all other children, children with VI also differ from each other on a number of factors.

Some of the factors on which these children differ are - age of onset of VI (by birth or later in life), degree of vision (low vision or blind) and type of loss (progressive or non-progressive).
Many children may have VI as their only disability, while there may be a few having additional sensory, cognitive and/or physical challenges.

Students with VI who do not also have cognitive disabilities can master the regular curriculum.

In addition, they need to develop skills for reading and writing (Braille) and to make use of adapted equipment and assistive technology.

In their case, it is not so much as to what these children learn but how they learn that matters.
Some of the common areas that need to be addressed are given here.
2 6 ArEAS ◘ ◘ ◘ ◘ ◘ ◘ ◘ visual stimulation; experiential learning (observational/experimental/factual learning); incidental learning (learning that happens naturally in the environment); understanding of concepts like laterality (localisation), time, position, size, shape, association, discrimination, sequence, quantity, sensations, emotions, actions, colours (to the best visual ability), matching, and classifying15; understanding of abstract concepts; visual perception – learning from pictures, visual diagrams-maps, charts, graphs, tables etc.
; and, slower cognitive processing in the earlier years till coordination of senses has developed.

27 15 Virginia Department of Education Office of Special Education and Student Services.

(2010).

Guidelines for Working With Students Who Are Blind or Visually Impaired In Virginia Public Schools.
Creating Effective Inclusive Upper Primary Classrooms Language Specific Needs related to Language ◘ ◘ Long passages and learning from visualised inputs; and, Taking more time in interpreting meaning as reading in Braille requires more time and involves great amount of memorising and synthesising since wholeness of phrases, sentences etc.

is not possible.

Tips and Strategies for Inclusion of Children with VI in Language Teaching and Learning ◘ ◘ Format (for writing letters, applications etc.)
can be verbally introduced by the teacher.

Students should be encouraged to do model reading16.

More interactions in the classroom with the help of the teacher would improve conversation skills.

◘ New vocabulary introduced should be transcribed in Braille with meanings.

Practise oral expressive language using day to day activities.

◘ ◘ Describe words like minute, huge, far away, sea, small ◘ organisms and insects etc.

verbally with detailed information.


Frame questions and encourage children to answer them, and ask children to also frame questions and find answers on their own.

◘ Use tapes and storytelling for enhancing pronunciation.

Different sounds through audio recordings, such as water fall, wind, waves, thunder, sounds of animals and transport can be used to explain various concepts.

Encourage all the students in the class to interact with each other.

◘ ◘ Use acting, dramatisation and role play.


16 This means reading aloud which also facilitates thinking aloud and discussions.

2 8 Including Children With Special Needs (Upper primary Stage) Social Science Specific Needs related to Social Sciences ◘ Verbal content including geographical terms and concepts, for example, latitude, longitudes, directions etc.

; ◘ Graphic and visual descriptions like map reading, graphs, diagrams, paintings, inscriptions, symbols and monumental architecture etc.
; ◘ Making observations of environment and space – land, climate, vegetation and wildlife, distribution of resources and services; and, ◘ Reference material like spelling lists, study questions, important references, and other information students may need to refer can be provided in enlarged, tactile or embossed formats or redrawn with proper contrasts.
Tips and Strategies for Inclusion of Children with VI in Social Science Teaching and Learning ◘ Use detailed verbal descriptions of graphical representations and pictures like maps.

These can be also made tactile with proper contrasts (See Page 32).

◘ Use models, block paintings17.

◘ Use examples from everyday life for explaining various facts/concepts.

◘ Use audio visual materials like films and videos to explain abstract concepts; for example, discrimination, stereotyping etc.
◘ Develop embossed18 time line for memorising; for example, different historical periods.

◘ Organise group work involving debates, quizzes, map reading activities etc.

◘ Organise excursions, trips and visits for the students to historical places ◘ (educational tour).

Involve students in exploring the environment using other senses like smell and touch.

29 17 Models and block paintings can be tactually explored by these children, first as a whole and then different parts can be also explained.
Models can be made using different materials like clay, wood, plaster of paris etc.

18 that are complex are difficult to perceive optically and may take a lot of time.

Also, getting three-dimensional (depth) information from these is not possible.

Gluing, strings, cloth, other materials can be used for making pictures tactile.
Embossed pictures Creating Effective Inclusive Upper Primary Classrooms Mathematics Specific Needs related to Mathematics ◘ Development of spatial concepts (concepts related to space) and understanding the relationships between spatial concepts; ◘ Understanding three-dimensional objects transformed into two-dimensional forms19; ◘ Understanding special characters (symbols) used in Mathematics; ◘ Difficulty in audio recording of mathematical text, for example, equations etc.
; ◘ Difficulty in transcribing and reading mathematical text in Braille because of spatial arrangement and colour codes; Learning of Nemeth or any other Mathematical Braille Code20.

◘ Tips and Strategies for Inclusion of Children with VI in Mathematics Teaching and Learning ◘ Use adapted and other educational aids21 for supplementing portions of textbook (graphic representations, geometrical shapes, measuring and computing etc.)

and for interpreting mathematical concepts.


◘ Use concrete objects22 (like strips of folded paper for teaching fractions, toys, 2D cutouts, 3D models of shapes of cardboard etc.)

and activities for understanding mathematical concepts.

Provide tables, for example, for square, square roots, cube or cube roots in Braille.

Encourage oral mathematics for computing.

◘ ◘ ◘ Use worksheets with practice problems.


◘ Shorten assignments (if required, for example, by giving representative sample of all the home work problems).

◘ Make use of different senses for teaching mathematical concepts, for example, auditory(verbal descriptions) and tactual (converting visual figures into embossed tactile figures).
3 0 19 A child with VI cannot understand a geometrical figure of a cube or cylinder, for example, from a 3 -D perspective view because of his/her lack of visual experiences.

S/he also has difficulties in enlarging and minimising two dimensional forms.
20 Braille Mathematical Code (http://www.deficienciavisual.pt/txt-Teaching_Math_to_VI_students.htm) 21 Blocks, wire figures, geometrical kit, braille protractor, geo tactile board, ruler, balance scales, thermometer, (adapted form-talking digital) braillers Taylor frame, calculators, abacus, enlarged visual displays, tactile graph sheets etc.
22 For shapes use brooms stick (jharu ki teeli), used match sticks, dough (flour)/glue for connecting, used card paper from note books, boxes, ice cream sticks, seeds (imli), grains, bangles, marbles, pebbles, different textured cloths, paper and thread.
Including Children With Special Needs (Upper primary Stage) Science Specific Needs related to Science ◘ Abstract and difficult concepts ◘ ◘ Experiments, especially in Chemistry Requirement of more time ◘ Understanding Visual Inputs like chalkboard, demonstrations, presentations graphics and diagrams etc.
Tips and Strategies for Inclusion of Children with VI in Science Teaching and Learning ◘ Use multisensory approach for integrating information from auditory, ◘ olfactory (smell), tactile as well as visual sources.

Provide learning experiences through touching objects23, materials, organisms, models etc.

to experience size, shape, texture, pattern and changes.

◘ Use raised line diagrams for explaining texts, pictures, graphs and flow charts etc.
◘ Use direct sensory experiences for developing concepts like temperature, ◘ ◘ volume etc.

Sequence experiences and components as this helps in concept development.

Provide opportunities to look at and experience the apparatus and materials before introducing an experiment as children with VI are not familiar with these.

Some science equipment is available with tactile markings like beaker, scale, measuring test tube etc.

◘ Give opportunities to work with a peer during experiments.
Rotating partners for the entire class would be a good strategy.

◘ Give verbal descriptions for understanding diagrams, photographs, demonstrations, and visual experimental outcomes like change of colour and bubbles.

Provide high contrast printed material in appropriate fonts.

Label all coloured objects used/ related to lessons, experiments, with large fonts, Braille or tacitly code these for students with VI.
◘ ◘ 31 ◘ Allow students to record classroom presentations and lectures or the text in audio formats24.

23 Do not use very small objects.

Instead use larger objects, like even while using seeds use seeds such as beans, peas etc.

24 Source: http://www.as.wvu.edu/~scidis/vision.html#sect2.

Creating Effective Inclusive Upper Primary Classrooms Use detailed verbal descriptions of graphical representations and pictures like maps.

These can be also made tactile with proper contrasts.
3 2 Including Children With Special Needs (Upper primary Stage) Some Examples English ◘ Listening skills can be developed by the teacher by speaking more in the initial stages of a lesson.

Tapes can also be used to enhance pronunciation.

Children can be encouraged to share their experiences.

Story telling sessions can be held.

Students with vision can explain concepts using vivid imagination and that will enrich their VI peers’ learning.
◘ grammar: To make the child understand grammar – sentence editing, omission in phrases and jumbled sentences – short sentence structure can be used so that the child is able to recollect the concept easily.

◘ ◘ Long passages: Paired reading can be encouraged for long passages.

Children with VI find it difficult to go through the passage all over again and find antonyms, synonyms or adjectives.

More practice in spellings and additional time may be required.
Letter Writing: The correct format of letter, notice etc.

is not clear to VI students.

They need to be informed about spatial arrangement like left or right corner for writing the address etc.

Children with low vision would need enlarged formats.

Mathematics ◘ ◘ Child can learn about figures and shapes by using strategies like associating, matching, discriminating and generalising with different shapes in their environment.
For example, a bangle or chapati for circle, a tetra-pack or ice cream cone for pyramid, match box, duster or compass box for the concept of cubiod etc.

1/4 1/4 1/4 1/4 Concepts of line segment, angles, fractions etc., can be taught through paper folding activities.

For example, for teaching fractions, strips of paper can be folded (this will help them understand what the whole is) in different numbers of equal parts like half, third, fourth etc.

along with written names.


Containers like cardboard shoe box etc.

can be used to cut-out the fractional parts for learning the concept of 33 Creating Effective Inclusive Upper Primary Classrooms fractions.

Edges can be smoothened out.

Examples of other activities are using body parts (concept of half by counting one out of two on fingers), physical jumps (count every third jump), blocks etc.
◘ Parallelogram can be taught in the following way: Tie rubber band in a rectangular shape using pegs on the Taylor frame.

a c b d Shift lower line segment in either direction (left or right) equally.

a b c d left shift left shift Social Sciences A VI child can feel different sizes and texture of rocks like sand, slate, clay.

For example, actual visits to understand the differences in texture of sedimentary and metamorphic rocks can be undertaken.
◘ to For the concept of motions of earth, involve all the students in an activity rotation and related revolution, and tell them about rotation by rotating one student in the centre and for revolution, moving one student around another student.

Science 3 4 ◘ In the science laboratory, the child can feel the equipment like test tubes, conical flask, tripod stand, spirit lamp, slides, cover slips etc.

by touching.
by touching.

Including Children With Special Needs (Upper primary Stage) ◘ ◘ ◘ Concepts like magnetism and electricity can be taught through vertical sequencing25.

For example, the child is introduced to the concept of magnetism and electricity.

This is followed by the students experiencing basic concepts of electricity: open and closed circuit, conductors, insulators etc.
The third activity builds on the earlier activities and introduces the concept of electromagnetism (Huebner, K.M., Licchi, L.D., Malone, L., Myrna, R.O.

1981).

Concepts of temperature, distance, volume and weight etc.

can be learnt through direct sensory experiences.

For example, touching water at different temperatures.

In Chemistry, changes can be sensed through sounds, smells, touch etc.
◘ Direct experiences and models can be given to the child, like showing different types of roots, for example, fibrous or tap roots, flowers, body parts.
Assistive Devices Beside Braille books, talking books, e-books and daisy books, some other aids and kits are: Taylor frame Talking calculator ◘ ◘ Abacus ◘ ◘ Geo – board ◘ Geometry kit Tactile board ◘ ◘ Geometric shape board (for circle, graph, representation) Tactile graph sheet histograph etc) Tactile raised diagram 3D blocks and figures ◘ ◘ ◘ (for bar-graph, Building the higher concept by putting series of activities together, each activity being a prerequisite 25 to the next, and building a concept at each level.
Printing block showing a book cover published by McDougalls Educational Company.

(http://www.

edinburghcity ofprint.org) 35 Creating Effective Inclusive Upper Primary Classrooms A general teacher can also teach through geo-board using the stylus/spur wheel to make the paper tactual.

Talking watches and talking clocks ◘ ◘ Use of ICT (Computer, screen readers, voice synthesis, scanners, multimedia gadgets like CD, MP3 etc.).
Facilitating Participation of Children with VI in Inclusive Classrooms ◘ Make books available in Braille and large font, electronic text, audio formats.

◘ Provide verbal descriptions of visual materials.

◘ Make use of tactile material and models, real life objects in the classroom.

◘ Provide assistive devices like Braille slate and stylus, Taylor frame, Abacus, tactile geometric kit, specialized software for computers, low vision aids etc.

◘ Collaborate with other teachers.


◘ Give additional time and shorter assignments, if required.

◘ ◘ Facilitate group work.

Sighted students can explain more vividly and their visually impaired peers will relate more with their accounts.

Provide carbon or xerox copy of notes that can be read to the VI child by a peer/sibling/family member etc.

◘ Organise classrooms by removing dangerous obstacles and objects (like nail in desk etc.
), familiarising the child with the classroom, placing materials in same place so that students know where the items are located, eliminating unnecessary noise, providing good lighting and sitting arrangements (preferably in front near the chalkboard).
3 6 Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: English, Class – VI (Honeysuckle) Sample pages from Chapter 10 “The Banyan Tree” with Suggestions: Cobra, Mangoose Describe animals through use of models (stuffed animals) – such as, a model of cobra wrapped in silk cloth to give the cherry like appearance with smooth and slippery kind of texture.

37 The fight of Cobra and Mongoose Snake fighting posture can be shown by arched arms.
The teacher can ask all children to do this activity and the child with VI can touch his/her peer.

Creating Effective Inclusive Upper Primary Classrooms Banyan Tree Verbal descriptions explaining the salient features of the tree such as, it is magnificent, old, big, and comparisons can be made with other trees.

Squirrels, Snails and Butterflies Models can be used to explain the differences and animals can be described.

3 8 Colour Grey Word ‘Grey’ can be explained with examples of objects that are grey.
Including Children With Special Needs (Upper primary Stage) Proper description of the features of the picture should include the development and the flow of the story and the messages in it.

39 Creating Effective Inclusive Upper Primary Classrooms Objects like Cactus/bushes etc.

Description can be given along with concrete experiences like touching the bush or the hard bristles of a brush etc.

4 0 Movement Give examples of swift movement and striking with speed of light in different contexts.
Including Children With Special Needs (Upper primary Stage) Words like hissing, thudding, shrill cry can be illustrated through different sounds.

41 Creating Effective Inclusive Upper Primary Classrooms 4 2 Words like whipped that have dual meaning should be explained properly with examples.
Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: Social Science, Class – VII (Our Enviornment) Sample pages from Chapter 5 “Water” with Suggestions: A Terrarium Making a Terrarium can be a group activity.

The changes seen in the plants can be explained by the peers and the child can easily participate in the discussions regarding Terrarium.
Children can experience the whole activity through touching the plants, flowers, buds and leaves, assessing size, length, and thickness etc.

Child can also smell the plant/soil.

43 Water Cycle This needs to be explained in detail with verbal descriptions.

Concrete activities are useful for all children.

Hot water in a thermos/cup can be used to explain water vapour.

A child with VI can feel the steam coming out from a thermos/cup with his/her hand.
Diagram of water cycle can be enlarged with proper contrast for children with low vision.

Creating Effective Inclusive Upper Primary Classrooms 4 4 Map – Major Seas, Lakes and rivers Prepare tactual map using 3D glue.

Verbal descriptions have to be given.

The content, if covered in earlier classes, can be revised again.

Including Children With Special Needs (Upper primary Stage) Distribution of Water bodies.
Newspaper cuttings and articles on need for conservation of water can be collected by students and discussed in class.

Seashore If you are in a place near the sea or a river, children can be taken for a field trip to experience the sea through sounds of waves, smells of the sea shore and touching the water and feeling tides.

In case, this visit is not possible, sound of waves and simulated experience with other bodies of water or bucket of water emptied with force can be given.
45 Creating Effective Inclusive Upper Primary Classrooms Waves Concept of waves can be explained through touching hands moving like waves.

Also paper can be folded like waves and felt through touch, along with verbal description.

4 6 Including Children With Special Needs (Upper primary Stage) Figure: Spring Tides and Neap Tides Spring tides and neap tides can be explained by making tactile diagrams and demonstrated through activity involving 3 students to symbolise earth, moon and sun.
Students can rotate and come in a line.

Balls of different sizes can also be used for giving concrete experiences.

47 Creating Effective Inclusive Upper Primary Classrooms 4 8 Map: Ocean Currents This map can be replaced by a chart in Braille showing origin of currents with tactile arrows.

(Map could be a cluttered information in this case).

An enlarged map can be given to a low vision child.

Verbal description with examples is also important for their understanding.
Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: Mathematics, Class – IV (Mathematics) Sample pages from Chapter 4 “Basic geometrical Ideas” with Suggestions: Geometrical Ideas can be explained with verbal description and concrete experiences (by touching various shapes etc.).

This will help in better understanding, especially by children who have little or no knowledge of spatial concepts (because of lack of vision).
49 Creating Effective Inclusive Upper Primary Classrooms Idea of Point Use objects like tip of compass/ tip of stylus (used for Braille writing) to explain.

Children with VI are familiar with these objects.

Knowing about Objects of different Shapes A child with visual impairment can learn about shapes by either touching various objects/cutouts of different shapes or through preparing shapes on the Taylor frame/drawing board/pinning board etc.
in the following way: – Putting 3 types/pins on the Taylor frame/board; 5 0 – Joining these with rubber band or thread.

Including Children With Special Needs (Upper primary Stage) Line Segment The paper folding activity given can be adapted.

After folding the paper, it can be made tactual by scratching and can be unfolded.

A child with VI can touch and understand the concept of line/line segment.
51 Creating Effective Inclusive Upper Primary Classrooms Try These Diagrams can be embossed or made tactile using drawing boards/ geo-tactile boards and the labels can be transcribed in Braille.

Glue, strings, wires, shoe laces, paint, beads etc.

can be used for making the diagram tactile.

5 2 Including Children With Special Needs (Upper primary Stage) Intersecting Lines This can be taught through verbal narrative accompanied by tactile diagram for the VI by using pins/thread etc.
It can be taught through a classroom activity with the teacher asking the children to cross their hands.

A child with VI can also cross hands with the support of a peer.

Parallel lines Verbal descriptions can be accompanied by classroom activity using arms stretched out in front as parallel lines; and a child with VI can do the same activity with the support of a peer.

Parallel lines can also be shown through the Taylor Frame.

Alternatively we can use ribbons/ thread/wire etc.


and tie it in from one corner to another to explain the concept of parallel lines.

53 Creating Effective Inclusive Upper Primary Classrooms 5 4 Curves Pictures of Curves can be explained through drawing/showing curves using rubber bands (thick ones) and geo board.

Curves can be enlarged/made tactile.

However, verbal descriptions are necessary even with tactile diagrams.

Molding Clay can also be used to explain curves.


Including Children With Special Needs (Upper primary Stage) Do this This activity can be explained verbally.

Concept of circle, radius etc.

can also be explained through raised or embossed diagram.

55 Creating Effective Inclusive Upper Primary Classrooms Adapting a Sample Chapter Subject: Science, Class – VII (Science) Sample pages from Chapter 2 “nutrition in Animals” with Suggestions: The table can be transcribed in Braille.
5 6 Including Children With Special Needs (Upper primary Stage) human Digestive System Model of Digestive System can be used for the entire class.

Make use of a ball of wool or thread to explain coiling of large intestine.

Starfish can be explained through embossed model and features can be explained verbally.

57 Creating Effective Inclusive Upper Primary Classrooms Actual Dentures can be used to demonstrate the arrangement of teeth and different types of teeth.
Alternatively children can touch their own teeth to understand the difference between different types of teeth.

5 8 The table can be transcribed in Braille.

Information can also be conveyed orally.

Including Children With Special Needs (Upper primary Stage) Change of colour can be explained through names.

59 Creating Effective Inclusive Upper Primary Classrooms Raised tactile diagram can be used to show the location of taste buds for different tastes.
Also, enlarged diagram with proper contrasts will be useful for some children.

6 0 Movement of the food in the oesophagus of the alimentary canal can be shown by making use of a socks and a ball to show how food passes.

Verbal descriptions should also be given.

Including Children With Special Needs (Upper primary Stage) Amoeba can be explained by using a rubber-band to show how amoeba uses pseudopodia for various purposes.
61 Creating Effective Inclusive Upper Primary Classrooms Sensory Disabilities: Hearing Impairments (HI) When a child only has problems in hearing, then the brain is not involved and intelligence is not impaired.

There is a possibility that in some children cognitive development is slower as compared to their hearing peers of the same age group but the difference is very negligible.
Early assessment and intervention are also important for proper development of child’s speech and language, social, educational and personality development.

Although the learning needs of children with HI may differ in terms of severity of problem and the quantity, quality and timing of the support services the children receive, this section highlights some of the common and subject specific challenges faced by these children.
ArEAS ◘ ◘ ◘ Development /Acquisition of Speech and Language vocabulary, syntax and figurative language( like similies, metaphors and idioms); Understanding of abstract concepts; Reading and spellings ( because of difficulty in phonemic awareness and speech sound discrimination); ◘ Communication Skills (speaking and listening, understanding)26; ◘ Mathematics27; ◘ Organising ideas; and, ◘ Communicating ideas (although students may have lot to say on the topic, they are restricted by their vocabulary).
◘ 6 2 26 Children with HI use total communication approach that includes use of formal signs, gestures, facial expressions, body language, mime, spoken and printed words.

(Turnbull,A.P., Turnbull III.H.R., Shank, M. and Leal, D.1995) 27 Mathematics is difficult for children with HI because of limited language base which may prevent them from understanding and developing mathematical language.
Teacher’s lack of training in using appropriate teaching strategies also adds to the difficulties faced by children with HI in gaining access to Mathematics.
63 ©123rf.com Sign LanguageCreating Effective Inclusive Upper Primary Classrooms Language Specific Needs related to Language ◘ Comprehending new vocabulary ◘ Discriminating between words ◘ Understanding words with multiple meanings ◘ Forming connections between ideas or concepts ◘ Organizing thoughts or composing ideas (Composing ideas involves producing grammatically and semantically correct text at one time which may be difficult for these learners) ◘ Understanding and using phrases ◘ Grammar usage (past tense, prepositions, active and passive construction) ◘ Sentence construction 6 4 Equipment such as earphones and computers can help enhance the learning process of an HI child.
Learning with peers further aids understanding and communication.

Including Children With Special Needs (Upper primary Stage) Tips and Strategies for Inclusion of Children with hI in Language Teaching and Learning ◘ Prepare visual vocabulary sheet on the topic taught (displaying words with pictures)28.

◘ Write new vocabulary words on the chalk board.

One can use dictionary of words with pictures, if available.

◘ Relate new vocabulary to child’s daily life and repeat it in different contexts.
◘ Make visual classroom displays with captions and explanations.

◘ Write foot-notes along with examples for comprehension.

◘ Verbs used in sentences, can be taught through dramatisation.

◘ Use multiple modes of communication (verbal and non-verbal cues) like gestures, signing, lip/speech reading, facial expression, graphics, cartoons (speech balloons), pictures, symbols, concrete objects and examples to assist in comprehension.

◘ Break and summarise and rephrase the text in short and simple sentences.
◘ Make children write on topics related to their everyday life in simple forms such as diary, dialogue, journal etc.

◘ Give repeated exercises on sentence construction so that the child can learn to use words and phrases correctly.

Use examples from pictures/news/current events/scrapbook etc.

◘ Provide or adapt reading materials and resource material at appropriate reading levels of the child.

◘ Brainstorm to bring out the diverse experience of learners.
◘ Give numerous experiences for the target/key words in a lesson.

◘ Make use of colour coding (use different colours for vowels, and different for consonants) and concept maps.

Teachers can also develop videos of subject vocabulary for different lessons.

These can form a 28 permanent resource for their teaching.
65 Creating Effective Inclusive Upper Primary Classrooms Social Science Specific Needs related to Social Sciences ◘ Understanding of terminologies/technical terms, abstract concepts, facts, comparisons, cause effect relationships and chronology of events etc.

; ◘ Reading heavy text (textbooks/source materials) especially in History and Civics; ◘ Making inferences from the text.
Tips and Strategies for Inclusion of Children with hI in Social Science Teaching and Learning Provide photocopies of the relevant key information from the lesson.

◘ Give a brief overview at the beginning of each lesson.

◘ ◘ Highlight/underline the key points and words.

◘ Use visual/graphic organisers29 like time lines (especially for explaining chronology of events), flow charts, posters etc.
◘ ◘ Organise group work involving activities like cut and paste, and make use of pictorial displays, models, pictures, posters, flash cards or any visual items to illustrate facts/concepts.

Teach the specific meaning of the word in different contexts.

For example, ‘stage’ in History means a period of time, in English it is used for a platform.

Plan occasions with real life experiences.

For example, plan visits to museum, excursions etc.
to give insight into the context, a skit on Tilak’s birthday by students to explain the importance of National Leaders, a visit to old people’s home on Senior Citizen Day, an essay competition on Women’s Day.

◘ 6 6 ◘ Use films/documentaries and videos.

◘ Use magazines, scrapbooks and newspapers etc.

to understand ◘ the textual material.

Club together related topics across subjects.


For example, teaching of forest wealth of Maharashtra in Geography can be clubbed with a poem on trees in language or with types of plants in Science.

◘ Draw links with what has been taught earlier.

29 Visual representation of concepts.

Including Children With Special Needs (Upper primary Stage) 67 Plan visits to museum, excursions etc.

to give insight into a context.


Creating Effective Inclusive Upper Primary Classrooms Mathematics Specific Needs related to Mathematics ◘ Delay in linguistic growth, leading to lack of general vocabulary and technical vocabulary of Mathematics (words like reciprocal, linear etc.).

◘ Understanding the wordiness (use of a number of words to explain meaning or making a point) of mathematical problems.
◘ Distinguishing words with multiple meanings like interest30, table, credit, angle, rate, volume, power, point (Kidd and Lamb ,1993).

◘ Distinguishing mathematical words while student is lip/speech reading (tens ◘ and tenths, sixty and sixteen).

Limited use of cognitive strategies to select the relevant information and approaches necessary for solving problems31.
Tips and Strategies for Inclusion of Children with hI in Mathematics Teaching and Learning ◘ ◘ ◘ Simplifying word problems by using informal stories, role play or dramatisation.

Providing opportunities for a wide range of mathematical experiences like exploration and problem solving in a variety of contexts like games, everyday life problems, handling money in real shops etc.

Increasing school and home communication so that maths vocabulary can be developed and reinforced in a variety of situations.
For example, counting, handling money, etc.

at home, dividing food into portions, sharing equally, weighing or measuring groceries etc.

◘ Using aids like toys, coins, blocks, pens and pencils for concrete representations of the word problem.

◘ Using more than one mode of presentation, for example, pictorial, symbolic.
6 8 ◘ Use of key words that may help students understand formulas and the meaning of the problem (like the word ‘altogether’ for addition); and, ◘ Giving repeated exposure to formulas and their applications.
30 Interest, for example, means ‘the feeling of wanting to know or learn about something or someone’ or ‘money paid regularly at a particular rate for the use of money lent or for delaying the repayment of a debt’ retrieved from https://www.google.co.in/?gws_rd=ssl#q=interest+dictionary+meaning 31 sequencing of tasks (greater than-lesser than), writing in order etc.
For example, children may face difficulty in organizing information in appropriate schema, Including Children With Special Needs (Upper primary Stage) Science Specific Needs related to Science ◘ Understanding abstract words and the connections between abstract concepts, knowledge, ideas; (science concepts like photosynthesis, habitat, microorganisms etc.

are difficult for these children to understand without visual representations.)
Conducting experiments Solving problems that involve more than one dimension; For example, comparing objects on the basis of different dimensions like number, size , shape, colour may be difficult as compared to single dimension like size only.

◘ ◘ Tips and Strategies for Inclusion of Children with hI in Science Teaching and Learning ◘ ◘ Add a section on “what you are going to learn” before you begin the actual lesson.

Label the pictures within the text, whenever possible.
This can be done by the students as an activity.

Use diagrams, pictures from different sources (internet, magazines, earlier classes etc., if possible) other than only present textbooks, as and when necessary.

◘ Make available the textbooks of earlier classes to relate to present teaching for ◘ ◘ ◘ ◘ better understanding.

Relate the projects and experiments to real life experiences.

Encourage group task and peer assistance for project and experiment work.
Give the project and experiment in fewer steps and sequence the steps through visual cues.

Display the example of a completed project/experiment in classroom/ or laboratory for better understanding.

◘ While demonstrating a procedure or a technique, deliberately alternate between speaking and manipulating the materials.

This allows the student who has HI to look at one thing at a time (particularly important if the child is lip reading).
Consider alternative/less difficult activities/exercises for the student, with same or similar learning objectives.

◘ 69 ◘ Write all homework assignments and laboratory procedural changes on the chalkboard.

Show step-by-step instructions for conducting experiments.

Provide indicator lights for the on/off status of equipment.

Give the student time to finish a step in an experiment and wait until the student indicates s/he is ready for further work.
Display real-life objects that apply to the scientific concepts being taught.

◘ ◘ ◘ ◘ Creating Effective Inclusive Upper Primary Classrooms Some Examples English ◘ ◘ ◘ Topics across subjects can be interlinked to give a holistic (overall) idea about a concept.

For example, to explain the phrase ‘Frontiers of space’ in English language, picture of atmosphere from Geography can be used.
Similarly the word ‘territory’ in English language means a piece or an area of land; supporting example can be given from Science like, tigers guard their own territory etc.

Simple questions can be asked from a paragraph to check comprehension of facts and language of the child.

For example, ‘What did Kalpana Chawla do after school?’ or ‘Where did Kalpana Chawla study after school?’.

Students can begin writing compositions on topics of their liking.
As they gain more experience in writing, more analytical and abstract topics can be introduced.

◘ Abstract vocabulary can be best explained through Word Maps which clarify using examples, non-examples and concrete representations.
For example, to explain the word ‘enormous’, make a word map like the one given below: Synonym: Huge Large Gigantic 7 0 Definition: Something that is very large in size ENORMOUS Examples: Airplane Dinosaur Non Examples Ant, Baby, Fly Antonym: Small Little Tiny ◘ To develop comprehension of stories, the child can be introduced to picture stories with written statements, or the child can physically enact or dramatise the story.
To give practice in recalling story sequence, the child can rearrange a series of picture cards.

Including Children With Special Needs (Upper primary Stage) Social Sciences ◘ Drawing linkages across subjects; For example, in Geography, we read about the Sahayadri region in Maharashtra and in History we read about Shivaji’s guerilla warfare taking place in the same region; also, in Science we read about Indigo dye which is produced in Maharashtra.
◘ Text with loads of information involving facts and dates, particularly in History, should be reorganised in table form to reduce language load and for easier comprehension as given below: Picture People Policy Nana Saheb Denied pension, Doctrine of Lapse Effect Freedom and authority Date 1856 ◘ Comparing and contrasting similarities and differences between concepts can be taught through Venn diagrams.

For example, students can compare and contrast two cities and their climate, vegetation etc.
in a Geography lesson through these diagrams.

Various colours and shapes (triangles and quadrangles) can be used to make these diagrams more effective and interesting.

Mathematics ◘ If combined type of questions (where 2-3 facts are combined) conform to the general practice in the area of Mathematics, it is simpler for student with HI to solve.

For example, if the problem is posed as Ram has 3 oranges and Sunil has 6 oranges.
How many oranges do they have?, the problem conforms to the general practice of addition of two numbers.

The use of the word altogether here can provide a cue for addition.

In case the problem given is Rani has 3 pencils.

Rama also has some pencils.

Rani and Rama have 7 pencils altogether.

How many pencils does Rama have?, it is more complex in terms of language (semantics/syntactics) and the language demands are significantly greater.
◘ Equations in Algebra can be taught using manipulatives (concrete objects like blocks, coins, shapes, paper that is cut or folded, pictures, 71 Creating Effective Inclusive Upper Primary Classrooms number lines, and graphs of functions and relationships).

For example, assign different coloured blocks to represent positive and negative numbers of an expression.

◘ Use of key words and signs help in learning formulas.
For example, if we ask children to consider the sign ‘+’(addition) as depicting a weak person and ‘–’(substraction) as a strong person and symbol ‘x’ (multiplication) as fight, we can make them learn formulas like – x + = -.

(If a strong person is fighting with a weak person, then the resultant victory would be of the strong person.)

◘ ◘ Functional Mathematics can be taught by involving the child in activities of daily living like checking the calendar, clock, calculating household expenses etc.
Concepts of area and volume can be taught through activities involving concrete objects like blocks, magnets etc.

They can also be depicted through Visual and 3D representations.

Science ◘ ◘ 7 2 Concepts of wind flow pattern across the world or places vulnerable to cyclone can be demonstrated with the assistance of Maps and Globe.

Sound is produced by a vibrating body – this concept can be demonstrated thr- ough activities like making the child hold a vibrating mobile phone and feeling the sound.
The concept can also be taught by simple activities like rotating a Firki tied to thread.

The child can be made to feel rotating Firki and the experience the vibration and sound.

Drums or tabla also can be used to touch, feel and see the vibration and the emerging sound.

Including Children With Special Needs (Upper primary Stage) Facilitating Participation of Children with hI in Inclusive Classrooms ◘ Speak naturally, clearly and slowly (if required) without exaggerating lip movement.
◘ Encourage the child to make his/her own notes and dictionary.

◘ Use short, clear, simple, meaningful and to the point sentences and descriptions.

◘ Write on the blackboard in simple and short points while teaching and keep visual pollution (cluttering) on chalkboard to a minimum.

◘ Motivate other children to converse, communicate and interact with the HI child.

◘ Write the difficult/abstract words on the chalkboard along with meanings.
◘ Start a given topic by asking children questions based on their previous knowledge and write them on the blackboard for all children, including child with HI, to recollect.

◘ As much as possible use real life examples from the environment to explain concepts.

◘ ◘ ◘ Place the learner in the front row to avoid distractions and for lip/ speech reading.

Eliminate background noise.

Let the student with HI have a clear view of the student who is speaking in the class.
◘ Use facial expressions, gestures and body language to convey information, if required.

◘ Use posters, charts, flash cards, pictures, manipulatives, graphic organisers, artifacts or any visual items to illustrate concepts.

◘ Present only one source of visual information at a time.

◘ Use written announcements (For example, assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.).

◘ Provide an outline of the activity and your expectations from the child.
◘ Give necessary pauses for better understanding.

◘ Use multimedia for learning like text with visuals, text with sign language translation and text with answering adjunct questions (questions on the content) from the text etc.

◘ Use children’s literature, magazines and journals while teaching different subjects in the classrooms for improving vocabulary, reading and writing skills.
73 Creating Effective Inclusive Upper Primary Classrooms Adapting a Sample Chapter Subject: English, Class – VIII (Honeydew) Sample pages from Poem “When I set out for Lyonnesse” with Suggestions: Concept of Lyonnesse The Concept of this mythical place can be best explained by showing videos/ pictures/posters, depicting mythical places or persons from known legends.

Visits to such places can also be planned.


7 4 Set Out Explain through actual demonstration and by giving examples, of setting out for school or office early in the morning.

Picture cues can also be used.

Including Children With Special Needs (Upper primary Stage) hundred Miles Concept of miles can be explained by showing mathematical number along with the words.

rime You can take the students outside early in the morning to show the frost and its droplets on the leaves and flowers of the trees.
Also, pictures can be shown.

Lonesomeness Demonstrate through expression and enactment.

Also a situation can be created in the class to explain it, like a group of children playing outside together, enjoying and a lonely child sitting alone in a corner/ in the class.

75 Creating Effective Inclusive Upper Primary Classrooms Wizard – Magician Explain by showing picture of a magician.

To make the abstractness of the concept of magic clear to children teach through fun play activity like hide and seek game.
Also some magic tricks with playing cards can be shown.

Mute Explain through facial expression and demonstration, like keeping the fingers on the lip.

7 6 Sojourn Relate it to a trip.

Guess Explain through facial expression and demonstration.

Guessing games can be organized.

Including Children With Special Needs (Upper primary Stage) The idea behind the poem is the feeling of the poet after a journey to a restored place.
The idea can be explained to children through a visit to a place of restoration of a temple or restoration of a building in the locality.

The key idea of the stanza can be summarised in short and simple sentences like: The first verse is about the poet making a long journey alone at night.

Dramatisation of poems should be encouraged with appropriate props.
77 Creating Effective Inclusive Upper Primary Classrooms Ask the children to make a list of the feeling words, action words and describing words from the 1/2/3 stanza of the poem.

Picture and labelling questions like showing wizard or frost and asking children to write its name would help.

7 8 Teachers can encourage imagination by asking the children to draw a strange or a mysterious place or a dream they saw.
Including Children With Special Needs (Upper primary Stage) Use fill in the blank questions like: In the first stanza, find the words that show: i) that it was late evening __________ (‘Starlight’) and Single sentence questions and answers like: 1) How far away was Lyonnesse?

2)What time of the day has been mentioned in the poem?

Use multiple choice question like: When I set out for Lyonnesse A hundred miles away, The rime was on the spray ; And starlight lit my lonesomeness.
Lyonnesse is (a) a beautiful river (c) a country in the legends (b) a beautiful hill (d) an imaginary name.

79 Creating Effective Inclusive Upper Primary Classrooms Adapting a Sample Chapter Subject: Geography, Class – VII (Our Enviornment) Sample pages from Chapter 5 “Water” with Suggestions: Water Cycle* (See page 82) Concept can be introduced by showing picture of water cycle on a chart paper.

Also draw a flow chart to depict the steps.


Water Cycle Short and simple definitions of the related concepts need to be given through Flash Cards and pictures with captions.

8 0 Evaporation and Condensation The concepts and process can be explained by using real life examples, such as, showing how water sprinkled in the classroom gets dried up or other examples like drying of wet clothes, water droplets gathered on an ice cold glass of water or with the help of demonstrations and experiments.
Including Children With Special Needs (Upper primary Stage) run off Show pictures with captions and videos of water runoff in mountains or demonstrate through simple activities like dropping water on the slant surface of a table.

Fresh Water and Saline Water Concept of saline and fresh water can be explained by making the children taste a glass of water mixed with salt and the other without salt.

Children can also be taken to onsite visits to the nearby river or pond or tributaries.
81 Make a table of sources of fresh water and saline water in a chart paper along with their pictures.

For example: Sources of Fresh Water Rivers (Picture) Ponds(Picture) Sources of Saline Water Ocean (Picture) Sea (Picture) Creating Effective Inclusive Upper Primary Classrooms Example for Water Cycle Flow chart* Precipitation Run Off Condensation Ground Evaporation Sources of Water Show Dead Sea on a globe or map and describe its specialities and features using visual cues.
8 2 Including Children With Special Needs (Upper primary Stage) Oceanic Circulation Show various types of oceanic circulation visually, for example, through graphic organiser or mind map (see Mind Map on page 105).

83 Creating Effective Inclusive Upper Primary Classrooms Waves Waves can be explained through hand movements, actual visit if possible, demonstrations or by showing pictures and videos.
8 4 Tsunami Tsunami and its devastating effects can be demonstrated in classroom through plays, dramas, video and pictures for effective understanding.

The places where Tsunami stuck can be shown in maps and globe.

Including Children With Special Needs (Upper primary Stage) Tide The rhythmic rise and fall of tides can be shown by drawing it on the blackboard and also through hand movements and signs.

Actual visits, if possible, can be taken up.


85 Creating Effective Inclusive Upper Primary Classrooms Adapting a Sample Chapter Subject: Mathematics, Class – VIII (Mathematics) Sample pages from Chapter 2 “Linear Equations in Two Variables” with Suggestions Key Mathematical Words Prepare a list of mathematical vocabulary of the chapter on a chart with their meanings.

Display the chart in the classroom before starting the lesson.

Let the students ask questions to clarify their doubts.
For example, key words in this chapter include – Linear, Equation 8 6 Signs in the equation should go one below the other.

For example, the equation (2x-7=2X5-7=10-7=3) can be written as: 2x - 7 = 2X5 - 7 = 10 - 7 = 3 Including Children With Special Needs (Upper primary Stage) For solving word problems, identify the variables and key words from the word problem and display visually, like putting in a chart form/table or underline them for recall.
The key words can be: - than - present age - age of Sahil - three times 87 Provide written instruction for each step like: – Sahil’s age.

Take ‘of’ as x – Mother’s age how many times more?

‘three times’ or 3x – Sahil’s age after 5 years is x+5.

– Mother’s age after 5 years is 3x+5.
Creating Effective Inclusive Upper Primary Classrooms 8 8 Express the equations stepwise in simple words for better understanding as in the example as given below: Symbols x+3 x+3-3=22-3 x=19 Words Solve for x Subtract 3 from both sides of the equation x equals 19 Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: Science, Class – VIII (Science) Sample pages from Chapter 13 “Sound” with Suggestions Introduce the concept of ‘sound’ by making children hear some pre-recorded sounds like sounds of birds, animals, mobile phone etc.
Background noise needs to be eliminated to make them hear.

Some children can understand sound by feeling the vibrations produced by sound.

The source of sound should be kept near the child.

Also explain through facial expression and real demonstration like clapping etc.

89 Provide actual experiences to the child like making him/her rub two objects against each other and feeling the sound/ vibration thus produced.

They can do simple activities like hitting the duster on the blackboard etc.
Show various sources of sound through visual mode like captioned pictures, flash cards and videos.

Creating Effective Inclusive Upper Primary Classrooms 9 0 Sound Produced by a Vibrating Body Demonstrate by making the child hold a vibrating mobile phone and feeling the sound.

OR Concept can also be taught by simple activities like rotating a Firki tied to thread.

The child can be made to feel the rotating Firki and experience the vibration and sound.
OR Drums if used in the morning prayer of schools can be touched to feel the vibrations.

OR Make students participate in an activity.

Take a tuning fork and a bowl of water (filled 2 inches or so).

Strike the tuning fork against a book and dip the fork in the pan or bowl of water.

Sound vibrations cause ripples in the water.


Including Children With Special Needs (Upper primary Stage) Sound Produced by humans This can be taught through simple activities like children seeing and touching / feeling with finger on the front of the their throat, close to their “voice box,” (middle of the throat), being careful not to press too hard.
91 Creating Effective Inclusive Upper Primary Classrooms Audible and Inaudible Sounds Use demonstration and facial expressions like closing the ears with palms to teach the concept.

Noise and Music Show picture cards of various musical instruments.

It can also be demonstrated by taking the children to the music room of the school and playing instruments like Tabla, Harmonium and Flute.

9 2 Noise Noise can be demonstrated by exposing the child to the sound of motor bike, bus, tractor etc.
The harmful effect of noise can be demonstrated through facial expression.

It can also be taught through dramatisation.

Noise Pollution can be explained through flash cards or showing objects/ activities like bursting of crackers, high volume music, roaring sound of an aeroplane / ship.
Including Children With Special Needs (Upper primary Stage) Loudness and Pitch Loudness of sound from various sources like breathing, soft whisper, conversation, busy traffic (along with picture) can be explained through facial expression and the figures can be expressed through finger counting.

93 Creating Effective Inclusive Upper Primary Classrooms harms of Noise Pollution This can be taught to the child through flash card and facial expression.
Effects like lack of sleep, headache, deafness can be taught through signs and demonstration.

Measures to Limit Noise Pollution Silencing devices This can be taught through flash cards/ pictures with captions like planting of trees near buildings etc.

The concept of silencer can be taught by demonstrating how noise can be controlled by actions like keeping hands on the mouth, by showing videos, pictures and flash cards of shutting off the vehicle when in traffic etc.
9 4 Including Children With Special Needs (Upper primary Stage) Use Short Answer Questions like What is audible/inaudible sound?

or Fill in the blanks like: Frequency is measured in___________ (dB/Hz) instead of long/descriptive answer questions.
95 Creating Effective Inclusive Upper Primary Classrooms Cognitive Impairments, Intellectual Disabilities In the first section, we mentioned that children with disabilities, where brain is involved in the disability condition, are more likely to have educational and intellectual problems.
It has also been seen that many of the learning needs experienced and the development of the child may be affected by the cultural background, stimulation from the family members, attendance at school and motivation to study.

We all know that rarely would there be a curriculum that is equally accessible to all students, including children with cognitive impairments, intellectual disabilities.
For this reason, teachers need to learn how to adapt and use a number of strategies based on the learning needs of students.

Many of these strategies would benefit all students in the class and therefore the notion of extra burden, extra effort is not true in most cases.
9 6 Impairments in cognitive, intellectual functioning may reflect in one or more of the following areas : ◘ Visual and/or auditory perceptions ◘ Meta-cognition (knowing about one’s own thinking and learning- what skills, strategies are needed to plan and carry out tasks) ◘ ◘ Retaining information32 and memory – for example, transferring knowledge from one task to another Information Processing – attending to information from different senses ◘ General Intellect (Intelligence) ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ Physical activity (overactivity or underactivity, coordination, balancing, drawing, discriminating between directions and positions – right and left, up and down etc.)
Attention and concentration – short attention span, distractions, impulsivity Eye hand coordination, for example, in geometry, handwriting and diagrams etc.
Language (reading, writing, spellings, speaking) and understanding Mathematics Exposure to experiences (limited experiences) Ability to change according to situation Expression of needs and emotions Thinking , reasoning, problem solving and understanding Social activity and problems of self-regulation (for example, tantrums and lack of understanding of social rules/inhibitions, peer relationships, not understanding the meaning of what people say) ◘ Communication skills 33 ◘ Over or under sensitive to sounds, smells and touch34 32 33 34 Source: http://www.siskin.org/downloads/FactsonCognitiveImpairment.pdf Expressing information that is learnt and retained in a particular manner can be difficult.
A person may experience difficulties in only one or two or more areas of cognitive functioning.

97 Creating Effective Inclusive Upper Primary Classrooms Language Specific Needs related to Language35 ◘ ◘ ◘ ◘ ◘ ◘ Oral language (listening, expressing ideas and/or speaking) and articulation (ability to speak fluently and coherently) Reading (including decoding, phonetic knowledge and word recognition); (The student may skip words, lose place, mistake one word for another etc.)
Eye hand coordination and writing (illegible handwriting, frequent spelling errors) Organizing thoughts, making revisions etc., pronouncing words and/or sequencing a story Language comprehension (new vocabulary, sentence structure, words with different meanings and concepts) especially when presented rapidly, leading to difficulty in taking class notes Understanding figurative language- idioms, metaphors, similes etc.
Tips and Strategies for Inclusion of Children with Cognitive Impairments, Intellectual Disabilities in Language Teaching and Learning ◘ ◘ ◘ ◘ Use different styles and modes of presentation (multisensory) - visual, auditory, kinaesthetic etc.

Simplify paragraphs to reduce complexity.


Illustrate ideas and new vocabulary and make content attractive through use of visual aids (videos, movies ) and other strategies, for example, pictures, flash cards, hand puppets, use of real life experiences, dramatisation, enacting, stories, real objects and supplementary material.

Present background information related to the concept for better understanding.

◘ ◘ Enact poem while it is being read.

Recite it with expressions.


Frame questions for different sections of the lesson like introduction, assessment etc.

◘ Make use of paired reading to promote fluency in reading.

◘ Give word meanings or synonyms for difficult words within a bracket right beside the word, and highlight abstract or other words that need to be explained.
9 8 35 Comprehending new words, following long sentences or understanding how they are arranged grammatically and interpreting the new ideas that emerge during learning process is a challenge.

The child faces hurdles in interpreting the meaning of words; he/she may lack awareness regarding the different sounds of letters and letter combinations.
Including Children With Special Needs (Upper primary Stage) Social Science Specific Needs related to Social Sciences ◘ Accessing written work, illustrations, charts, graphs and maps (especially for students with cognitive processing problems – visual spatial/visual processing / perceptual) ◘ Extracting relevant information from bulk information.
Text heavy subjects like History are a challenge for students with reading difficulties ◘ Remembering the sequence of events and connecting them ◘ Understanding and interpreting abstract concepts ◘ Generalisation and relating information in the textbooks with the environment or society Tips and Strategies for Inclusion of Children with Cognitive Impairments, Intellectual Disabilities in Social Science Teaching and Learning ◘ Make use of multisensory inputs.
◘ All examples given with pictures in the textbook can be narrated (using flash cards, if required).

◘ While teaching the chapters, use lot of graphic organisers, timelines and tables as this will make the task simpler.

◘ Maps should be enlarged and colour coded.

◘ The text, along with pictures, can be enlarged, made into pictures cards and presented sequentially as a story.

Sequencing makes it easier to connect information.


◘ Asking relevant questions frequently to check how much the child has ◘ ◘ learnt as it helps in assimilating information36.

Provide concrete inputs like globes, models etc.

99 Teach and evaluate in different ways, for example, through dramatisation, field trips, real life examples, project work etc.

◘ Highlight all the important phrases and information.

◘ Pictures should be labelled and captioned.


36 Having questions stating What, Where, When first, and then move on to How and Why questions.
Creating Effective Inclusive Upper Primary Classrooms Mathematics Specific Needs related to Mathematics37 ◘ Sequencing, step wise problem solving and difficulty in place value ◘ Mathematical calculations (computations), number reversals, copying ◘ problems etc Confusion in operational symbols, such as + for x, and difficulty in recalling sequence of operations Identifying different shapes in geometry and directionality ◘ ◘ Abstract concepts like in Algebra and integers etc.
◘ Comprehension of word problems Tips and Strategies for Inclusion of Children with Cognitive Impairments, Intellectual Disabilities in Mathematics Teaching and Learning ◘ ◘ ◘ Begin with concrete examples and then move on to abstract concepts.

Use a picture or sequence of pictures to demonstrate understanding of a concept or a process.

Visual representations including manipulatives are helpful in understanding abstract mathematical concepts.
Always go step by step and provide guidance/feedback at each step while solving a problem.

◘ Make use of ICT as it has the benefit of multisensory approach and assistive tools, such as calculators, computers, visual aids or talking devices, to assist individuals with difficulties in math acquisition.

◘ Make use of mnemonic devices38, flashcards, supplementary/drill activities and other ◘ strategies to memorize formulas, sequences and order of operations.
Focus energy on logic and reasoning while teaching word problems, rather than on calculation, if required.

Encourage them to explain verbally the way they have solved the problem.

◘ ◘ Make use of ICT - auditory, visual, interactive etc.

◘ Use real life contexts/examples for teaching Mathematics like games, sports (keeping score, following directions), visits and even cooking (measuring, matching quantity).

Follow a well-defined teaching sequence with a pace based on the student’s needs.
Teacher can find out what the student already knows and build his/her teaching accordingly.

For example, the teaching process will involve a strategy like scaffolding (giving support during the learning process) as students build deep understanding.

◘ 1 0 0 37 Visual processing, visual memory, and visual-spatial relationships all impact math proficiency in that they are threads in the fabric of conceptual understanding and procedural fluency (Kilpatrick et al., 2001).
Basic Mathematical facts/concepts may not be mastered like others if these children have been deprived of quality mathematics teaching in earlier classes.

38 ‘Parentheses, Exponents, Multiply, Divide, Add and Subtract’ can be remembered as ‘Please Excuse My Dear Aunt Salma’ Mnemonic devices are strategies to improve a person’s memory.
For example: order of Maths operations of Including Children With Special Needs (Upper primary Stage) Science Specific Needs related to Science ◘ Understanding the technical language of Science ◘ Drawing meaningful linkages/relationships between concepts ( for example, between pressure and force) ◘ Planning, organizing, sequencing and generalising ◘ Understanding abstract concepts ◘ Conducting or handling science experiments Tips and Strategies for Inclusion of Children with Cognitive Impairments, Intellectual Disabilities in Science Teaching and Learning ◘ ◘ Science topics can be taught through class projects, experiments, examples etc.
Activities can be conducted through multisensory modes before explaining any theory and concept.

Peer support can be used wherever a figure or table has to be drawn.

Peer partner can draw with a carbon paper (for copying).

◘ Highlight and underline the key concepts.

◘ Encourage exploration through manipulation of materials like rulers, measuring tapes etc.

◘ Provide extra time to complete an experiment and understand a concept.

◘ Always provide proper guidelines to arrange the task in a planned way.
Make use of visual aids, graphic organiser and explain the steps of experiments and assignment repetitively till the child learns.

◘ Sequence map with visual cues can be provided to the students to understand the sequence.

◘ Connect learning with real life experiences.

101 Creating Effective Inclusive Upper Primary Classrooms A predictable process assists the brain in channeling stimuli into long-term learning.
When teachers present information in a sequence that supports this process, it is much easier for children to learn (Sousa 2006).

To help children focus on a lesson, begin by asking them a relevant question or showing them intriguing photos.

When presenting the actual content of the lesson, show children how the new information is similar to other information familiar to them.

Point out any patterns that occur in the new information.
Allow children to practise using new information, through hands-on activities when possible.

Finally, encourage children to think about how they will use the new information and to ask themselves, How is this information relevant to my life?

Using Brain-Based Teaching Strategies to Create Supportive Early Childhood Environments That Address Learning Standards 39.
Some Examples English While teaching Chapter 8 : ”A Game of Chance” from the book Honeysuckle (Class VI), the following adaptations would help: the concept of fair can be taught through visit to a fair, discussions on the fair, showing films and pictures.

Game of Chance can be explained by playing games where chance plays a crucial role, for example, dice, cards and tambola etc.
Narrating the story in simple language with pictures, key words, flash cards with simple sentences, sequencing the cards to highlight the order of events, demonstration of the game, giving examples like birthdays, wedding for explaining the word occasion.

Posing questions after each paragraph and asking students to frame questions and answers in both oral and recorded form help.
Social Sciences The concept of Destruction of Temples from the chapter on ‘Rulers and Buildings’(Class VII) can be explained by dramatisation or role play, use of actual photographs with clear labels (for example, showing picture with an arrow pointing to the balcony), using bulleted points for explaining abstract concepts, practical demonstrations using blocks, mud, wood to show how structures were built, asking questions, demonstrating through maps (by 39 Pam Schiller,& Clarissa A. Willis (2008).
Using Brain- based teaching strategies to create supportive early childhood enviornments that address learning standards.

Retrived from: http://www.naeyc.org/files/yc/file/200807/39BTJ PrimaryInterest.pdf 1 0 2 Including Children With Special Needs (Upper primary Stage) putting monuments on maps) and stories, creating time lines, etc.
In the chapter ‘Women Change the World’ (Class VII Social and Political Life), Women’s Movement can be taught using the following strategies; ◘ Group work by making children research books, newspapers and other materials on specific topics; ◘ Mind maps, graphic representations for understanding different Women’s Movements; ◘ Role play followed by asking questions and discussions.

Mathematics 1) Solving equations (Mathematics, Class VI) can be made simpler and easier by using pictures/visual effects.
For example, in Algebra we can solve the equation x + 2 = 3 by using boxes/cubes ( ) x + 2 = 3 + = 2) The concept of Integers (Mathematics, Class VI ) can be taught through playway activity method and role play.

Ask a child to play a shopkeeper and another child to play the role of a customer.

The account book maintained by the shopkeeper will help in noting the due amount.

An interest amount will be added if the dues are not paid on time.

(explain concepts of +, – and =).
3) The concept of variables in Algebra can be taught through real life examples, for example, consider two students of class, and ask their ages - on finding that the age of one student is one year more than the other we can make a table/chart like the following , depicting ages of the two students : year name Radha Sartia 2014 2015 2016 2017 11 12 12 13 13 14 14 15 ---------------- ---------------- X X+1 103 Creating Effective Inclusive Upper Primary Classrooms So if Radha’s age is x years, (here ‘x’ is a variable) then Sarita’s age will be x+1 yrs – it can be explained that variation of age is same.
So by knowing Radha’s age, we can find Sarita’s age.

Science 1) For teaching the chapter Light, Shadow and Reflections in the Science textbook of Class VI the following adaptations can be made: − The concept and relevance of light can be introduced through simple activities like, making children close their eyes and then open, or by turning off the lights or closing the windows.

Asking questions like whether they could see while their eyes were closed?

Why could they not see?


Could they read while the lights were off?

etc.

− − Using flashcards to show incident ray and reflected ray.

A diagram of the activity with spaces for labelling, and numbering the spaces to be labelled can be used so that the child can also practise by filling in appropriate terms in appropriate spaces.
Encourage exploration through manipulation of materials, for example, you can move a comb backward or forward, and show the child how the angle of incidence and reflection change.

Concepts like Transparent, Opaque and Transluscent can be taught through examples like light traveling through barriers, actual experiences, materials and pictures.

Shadows can be taught through real experiences, pictures with labels explaining different components of shadow formation.
− − 1 0 4 Facilitating Participation of Children with Cognitive Impairments and Intellectual Disabilities in Inclusive Classrooms ◘ Use Multisensory approach covering all types of learning styles- Visual, Auditory, Kinaesthetic, Tactile (VAKT).

◘ Make use of Graphic organiser40, Multiple Choice questions etc.

for ◘ teaching and evaluation.

Provide alternative modes of expression and evaluation like drawings, models, presentation.

◘ Use of direct teaching (teaching by teachers) strategy41.
40 Mind map is a powerful graphic technique created around a single concept.

It helps the student to understand concepts through drawing new ideas and building connections between these ideas through visual organizations.

41 Explicit teaching, also called Direct teaching, which involves topics, concepts and contents, broken down into small parts and taught as part of the whole, helps all children, especially children with cognitive problems.
Using strategies like explanation, demonstration and practice are also helpful.

Including Children With Special Needs (Upper primary Stage) ◘ Avoid use of red pens for correction as it is often seen as a form of discouragement.

Volume reduction: Give shorter assignments, if required.

Reduce complexity by making simpler assignments/test papers.

◘ Modify curriculum according to the needs of the students.

◘ ◘ ◘ Give extra time for assignments.

◘ Allow provison of Reader and Scribe (writer).


◘ Provide choice of subjects (some subjects may be difficult for some students to handle, so they may be given a choice of selecting the subjects according to their needs).

Provide opportunities for using assistive devices like computers, calculators, written instructions etc.

◘ ◘ Maintain daily routines and schedule of activities, providing outline of classroom objectives, informing in advance if there is change in the routine.
Tap students’ interests and motivate.

Encourage peer support and use cooperative learning strategies.

◘ ◘ Mind Map: An example of graphic organiser.

Metals and Non Metals (Chapter 4, Class VIII, Science) A Mind Map is a powerful graphic technique which provides a universal key to unlock the potential of the brain.

It harnesses the full range of cortical skills — word, image, number, logic, rhythm, colour and spatial awareness — in a single, uniquely powerful manner.
In so doing, it gives you freedom to roam the infinite expanses of your brain.
The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance.42 The reference picture has been made using the trial software at Tony Buzan’s Mind Mapping 42 Illustration; the web address is tonybuzan.com 105 Creating Effective Inclusive Upper Primary Classrooms Adapting a Sample Chapter Subject: English, Class – VIII (Honeydew) Sample pages from Poem “Macavity: The Mystery Cat” with Suggestions: Role play, dramatization, collaborative learning and peer support can be used as teaching strategies.
Make use of concrete objects like actual models and pictures.

Use plenty of visual support.

Create a life sized model of Macavity using art and craft.

Break the poem into smaller units/portions for discussion and ask specific questions to check the child’s understanding.

1 0 6 Provide definitions in advance for difficult words by making an active word wall with their meanings.

For example, Bafflement – Confused Levitation – Rise up in the air through/by magical powers.
Ginger – Tricky Fiend – Devil Depravity – Dishonesty Alibi – A claim that one was elsewhere during the act.

Napoleon of Crime – the dictating leader of crime Scotland Yard and the Flying Squad – British Detective agencies.

Highlight all the abstract and difficult words.


Including Children With Special Needs (Upper primary Stage) Simplify each line of the stanza, by giving the meaning along with visual support; for example, to explain the line “he’s called the Hidden Paw” give the meaning first (feet of a four legged animal) followed by the picture of a paw.
Words can be illustrated by using creative styles; for example, the term ‘Bafflement’ can be explained by showing the picture of a man searching for something but, since he is unable to find it he looks confused.

Brainstorm the meaning and promote its usage in simple sentences.
Explain the abstract concepts in the poem through illustrations; for example, “His powers of levitation would make a fakir stare,” can be taught by showing the picture of a cat levitating and a fakir staring at him, his eyes popping out.

107 Creating Effective Inclusive Upper Primary Classrooms Summary of the poem to be included at the end of the poem.
All figurative language used in the poem can be revised (to check the understanding of the child) by filling a graphic organiser in which children can explain the meaning that they already know and can also give an example.

Figurative Language Simile Definition Example a comparison that uses like or as as white as snow 1 0 8 Evaluation Create a comic book or comic strip that tells the story of Macavity.

Enact the poem Multiple choice questions Matching meaning to words or word pictures/ figures of speech.
Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: Social Science, Class – VIII (Our Pasts – III) Sample pages from Chapter 5 “When People rebel” with Suggestions Show a movie or create a story related to the content of the chapter before introducing the chapter.

For example, the Hindi movie called Mangal Pandey can be shown.

It was based on the 1857 revolt and can be used to introduce the theme of the chapter.
109 Provide graphic presentation of the summary of each sub-section before the narrative; for example, illustration of how “Nawabs lost their power.” Creating Effective Inclusive Upper Primary Classrooms Sample of a timeline published in the brochure Street Connections: Old Delhi Walk (http://www.

streetconnections.co.uk) 1 1 0 Timeline in the chapter to be given in the beginning, to make sequencing and retaining of the content easy.

Example: 1801 – Subsidiary alliance imposed on Awadh.
1849 – Governor General Dalhousie announces that after the death of Bahadur Shah Zafar, the family of the king would be shifted out of Red Fort and given another place in Delhi to reside in.

1856 – Governor General Canning decided that Bahadur Shah Zafar would be the last Mughal King.

1856 – Company passes a new law.

-------------------------------- Including Children With Special Needs (Upper primary Stage) Highlight the important phrases in the text.
It will help the students to extract relevant information from the bulk of information.

111 Creating Effective Inclusive Upper Primary Classrooms 1 1 2 The concept of Mutiny can be explained by making a comic strip on the Mutiny.

Including Children With Special Needs (Upper primary Stage) Select alternate ways of presentation; make use of audio visuals like, documentaries such as Bharat Ek Khoj, Amar Chitra Katha etc.
while teaching different events covered in the chapter (keeping in mind the authenticity of the text).

113 Cover page of Amar Chitra Katha (http://www.amarchitrakatha.com) Creating Effective Inclusive Upper Primary Classrooms 1 1 4 Before explaining the concept of “Rebellion Spreads” make a table with list of names and sequence of events covered, in the form of a timeline.

Including Children With Special Needs (Upper primary Stage) Make a table of the important changes that took place after the revolt.
115 Creating Effective Inclusive Upper Primary Classrooms Use a graphic organiser to illustrate the Aftermath.

Highlight the cities in the map where the revolt took place.

1 1 6 Evaluation can be done by using methods such as : Puting events in sequence.

Matching dates with events.


Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: Mathematics, Class – VI (Mathematics) Sample pages from Chapter 7 “Fractions” with Suggestions A variety of visual supports and experiential learning can be used in explaining the operations included in the chapter.

It may help in enhancing the attention, memory and sequential learning skills of the child.
117 Creating Effective Inclusive Upper Primary Classrooms The chapter can be introduced through explaining the concept of ‘whole’ and ‘part’ through a variety of items, such as chappati, pizzas, paper etc.

1 1 8 Rules for carrying out various operations can be written separately and provided to the student.

Visually representing information in the form of specific rules, can help students to call on their strong abilities to visualise information.
Including Children With Special Needs (Upper primary Stage) Content 1.

How to change mixed fraction into Improper Fraction 2.

Type of Fractions Fractions rules for carrying out various operations (Examples) • Multiply the whole number by the denominator : Whole Number X Denominator • To this add the Numerator.

• Express as Improper Fraction = (Whole Number X Denominator) + Numerator Denominator (D) • See the Denominators.

If they are same they are Like Fractions.

• See the Denominators.


If they are different they are Unlike • • Fractions.

If the Numerator is more than the Denominator, it is an Improper Fraction.

If there is a whole number before the fraction, it is a Mixed Fraction.

3.

How to find Equivalent • Multiply the Numerator and the Denominator by the same Fraction 4.
How to add Fractions number: Numerator Number Denominator Number X • Divide the Numerator and the Denominator by the same number : Numerator / Number Denominator / Number • See the Denominators.

• • If they are the same, add the Numerators.

If they are different, find the LCM of the two Denominators to get a Common Denominator.

• Multiply both the Numerators by the number obtained by dividing the original Denominator and the Common Denominator.
• Add all Numerators and write this above the Common Denominator.

• Finish all sums in the assignment.

• Check the work.

119 Creating Effective Inclusive Upper Primary Classrooms 1 2 0 Provide Number Line with gem clips for children who have difficulty in drawing a line.

It can also be done using strips.

Including Children With Special Needs (Upper primary Stage) Give separate rules for identifying Fractions, as a reminder.
For example, If the Numerators are more than the Denominator, it is an Improper Fraction.

If there is a Whole Number before the fraction, it is a Mixed Fraction.

See the Denominators.

If they are same they are Like Fractions.

See the Denominators.

If they are different they are Unlike Fractions.

121 Creating Effective Inclusive Upper Primary Classrooms 1 2 2 Use adapted number line to show the conversion of mixed fraction into Improper Fraction or vice versa.
Separate rules can be provided, as a reminder.

Multiply the Whole Number by the denominator.

Whole Number X Denominator To this add the Numerator Express as Improper Fraction = (Whole Number X Denominator) + Numerator Denominator (D) Including Children With Special Needs (Upper primary Stage) Equivalent Fraction can be explained experientially using concrete objects like paper sheets.
Provide separate rules for finding Equivalent Fraction Multiply the Numerator and the Denominator by the same number Numerator Number Denominator Number X Divide the Numerator and the Denominator by the same number Numerator / Number Denominator / Number 123 Creating Effective Inclusive Upper Primary Classrooms 1 2 4 Use visual cues to explain and show the difference between Like/ Unlike Fractions.
Like Fractions Unlike Fractions Including Children With Special Needs (Upper primary Stage) Explain Comparison of Fractions through demonstration.

For example, the students can observe that when a chappati is cut into 2 pieces they get bigger pieces, as compared to when the chapatti is cut into four pieces.

3/4th 125 1/4th Creating Effective Inclusive Upper Primary Classrooms 1 2 6 Provide separate rules for addition and subtraction of fractions.
Rule for Addition of Fraction • See the Denominators • • If they are same, add the Numerators If they are different, find the LCM of the two Denominators to get a common Denominator • Multiply both the Numerators by the number obtained by dividing the original denominator and the common denominator • Add all Numerators and write the sum above the common denominator • Finish all sums in the assignment • Check the work Including Children With Special Needs (Upper primary Stage) While explaining addition or subtraction of Fractions always go step by step.
Explain it through demonstration by making use concrete objects and visual support.

127 Creating Effective Inclusive Upper Primary Classrooms Evaluation can be done using some activities; for example, student can cook simple recipes that use fractions such as fruit salad.

1 2 8 Match equivalent fractions.

Represent fractions on number lines provided.

Give the picture of any object which is divided into parts and ask the student to represent the portion through fraction.
Mark proper fraction, improper fraction and mixed fraction in a series.

Including Children With Special Needs (Upper primary Stage) Adapting a Sample Chapter Subject: Science, Class – VIII (Science) Sample pages from Chapter 4 “Materials: Metals and non Metals” with Suggestions All concepts in the chapter can be accompanied by pictures to make them simpler.

The teacher should demonstrate all the activities that are given in the book, as it will make the task interesting and simple.
129 Connect present learning with prior knowledge.

Encourage the child to explore, for example, students can look around and separately list the objects in the room into metal and non-metal items.

or Explain the concept of Metals and Non- Metals through pictures.

For Metals show a picture of a shiny copper vessel or gold jewellery and for Non- Metals, show picture of plastic vessels or plastic jewellery.
Creating Effective Inclusive Upper Primary Classrooms Give explanation of physical and chemical properties in simple words before moving forward.

For example, how a material looks, feels, sounds, smells, plus taste- all these are its physical properties; how a material reacts with other materials, whether it is acidic or not, are its chemical properties.

1 3 0 Important concepts and definitions should be highlighted in bold or underlined, such as, Malleability, Ductility etc.
Including Children With Special Needs (Upper primary Stage) Explain each abstract concept with the help of visual support or concrete objects.

For example, picture of a hammer hitting an aluminium sheet can be used while explaining the concept of Malleable.

After each concept is taught there should be a recap in terms of a mind map or graphic organiser.

Page no.

105 (refer mind map) Encourage the students to actively participate in the activities and learn experientially.
Explain abstract concepts through activities, for example, divide the class into 5 groups, each representing one physical concept (malleability, ductility, sonorous, hard and lustrous, and conductivity).

Give supporting resources, such as dictionary, pictures, actual metals, electric wire etc.

Encourage brainstorming, followed by discussion and group sharing.
131 Creating Effective Inclusive Upper Primary Classrooms 1 3 2 Chemical properties of Metals and Non Metals can be explained by taking the students to the chemistry lab and making them learn by actually doing experiments.

This can also be done through demonstration.

Including Children With Special Needs (Upper primary Stage) Organise all concepts into Question – Answer format for mid-way revision; this helps in terms of memorisation.
It is better to have a space for the child to write conclusions or observations of activities.

133 Creating Effective Inclusive Upper Primary Classrooms Use pictures and other visual support to explain the uses of Metals and Non Metals.

This can be also taught by giving project work to the students on uses of Metals and Non Metals.

1 3 4 Including Children With Special Needs (Upper primary Stage) Evaluation can be done after completing each section.
Always encourage the child to write or express verbally in his/her own words.

Make them fill the graphic organizer.

Provide them pictures to come up with answers.

Physical properties of Metals Look Sound Feel Beaten into Sheet Drawn into wires Conducts Heat 135 Sample questions Fill in the blanks 1.

How a materials looks, sound and feels is called its ____________ property.

2.

Non metals are _____________ conductors of heat.


Creating Effective Inclusive Upper Primary Classrooms Physical Disabilities functions speech, Physical disability43 means loss (partial or full) of like bodily fine walking, motor bladder skills, control, hand movements etc.

It may be present at birth or may develop later due to an accident, injury or disease.

A child may have one or more disability.

The disability may be visible like loss of limbs, or hidden like epilepsy.
Children the same physical disability may different abilities and may require interventions.

different Physical disability may also affect other functions in the child, like speech, communication and language, sensory functions, cognitive development, social and emotional development, activities of daily living and self-care etc.

When a child has several different disabilities he/she is said to have multiple disabilities.
having have 1 3 6 Students with physical disabilities may require a number of adaptations in the physical environment and teaching depending on the level of support needs and functioning.

What is important is that the child should not be left out of any activities which are enjoyed by other students, including engaging the child in sports and other cultural activities.
In this section, we highlight the need specific adaptations for children with physical disability that will enable them to participate in the classroom activities and learning process along with their peers: This section has been prepared with support from Action for Ability Development and Inclusion 43 (AADI), New Delhi.
Specific Needs Physical and Motor Functions Mobility restriction in exploring the environment and learning from it hand Functions ◘ ◘ ◘ Turning pages Keeping the paper steady Project work involving use of hands ◘ Writing work ◘ Taking out books from bag Speech Functions For example, speaking with only eyes and gestures Tips and Strategies for Inclusion of Children with Physical Disabilities Proper positioning and seating arrangement – The child should not be sitting on the chair/wheelchair without a straight back or with a rounded back, with body sliding out of seat, with body leaning on one or the other side and head leaning to the side, front or back.
Levelling of all areas of school with ramps.

If this is not possible, the school must get the classrooms, library, labs etc.

on the ground floor.

◘ Provide paper clips to hold papers and other materials in place, large felt-tip pen for writing, reading stand to support the materials is useful.

◘ Use raised edges of the tray or the table to prevent material from falling due to involuntary movements.

◘ Use cork board to stabilise the sheet with thumb pins or tape the sheet to tray.
◘ Organize small group activities with complimentary ◘ abilities.

Encourage peer support for placing material on the table.

◘ Use carbon paper, oral expression (dictating answers and Multiple Choice Questions can be used).

◘ Give extra time and support for completing the work.

◘ Allow audio recording of the lesson.

◘ Allow use of scribe or peer for writing as also computer technology, screen reading software, adapted keyboard with big keys, switches for navigation instead of a mouse.
Use direct eye contact, alternative communication devices, representations of communication boards, pictorial lessons ― pictures and illustrations accompanied by words etc.

(The level of complexity of words would depend on the intellectual level of the child.)

Allow use of technology to process speech output, software which can be installed on computers, and can be used in place of speech output.
137 Creating Effective Inclusive Upper Primary Classrooms Specific Examples Language ◘ Concept of prepositions (like up and down) – All children, including the child with disability, can learn better by direct experience along with verbal inputs, but for child with physical impairment, his/her opportunity to get the experience of going up and down may be limited.

The teacher may have to actually sit with the child and slide down with him/her (combined with language input).
Concepts such as “up-down” may be explained through demonstration.

A teacher may hold a child with disability sitting on a slide and come down with him / her to demonstrate the meaning of up and down.

Social Sciences 1 3 8 ◘ ◘ For making maps, (including political, vegetation etc.)

use cooperative learning with small groups (3-5 students).

The groups should be of mixed abilities to make cooperative learning effective.
Use peer tutoring when a child with physical disability needs support in understanding various concepts and facts.

Indicating places in geography – For a child with limited hand movements, the given map or globe model should be of large size.

Names of places should be written in bigger print and space.

Cut outs of States can be made for the child to pick it up to label the right answer.

Exercises where a child says the name of a State by pointing at a place and another child nods yes/no can be tried.
Including Children With Special Needs (Upper primary Stage) ◘ Teaching Class VII, Subject ― Social and Political Life.

Chapter 5 Women Change the World ― In case of child being unable to draw, the teacher should provide drawings or images as teaching aids to make a concept clear.

Pictures of Teacher, Farmer, Factory worker etc.

can be given and the child can be asked to tick mark on the images of men and women in different kinds of jobs.
Provide jumbled up written strips of possible discussion points on this issue and ask the children to arrange them in order.

The answers can be put in jumbled up written strips and the child can be asked to choose the correct one.

Mathematics ◘ geometry, which requires use of scale etc.

may be difficult for children with hand function problems.

Scale and geometric instruments with pegs on top to hold and metallic measuring tape would help.
◘ For children who have difficulty in making a bar graph, strips of paper cut-outs can be given.

◘ For assessing fractions, the child can stick cut-outs instead of drawing it44, or s/he can choose the correct answer from a diagram as given below: Q: What is a triangle?

Ans: 139 Yes/No Yes/No A measure of learning is determined not only by written output.

Each child learns at his/ her own 44 pace so it is important to let the child learn at his/her level and not compare with other children.
Creating Effective Inclusive Upper Primary Classrooms Q: What is a circle?

Ans: Yes/No Yes/No Science A child who has difficulty in manipulating the pencil and hence cannot make diagrams would need to be given an alternate question where s/ he just has to choose, say the correct answer or label a given diagram.
For example, instead of asking the child to draw and label parts of the digestive system, the child can be given a pre-drawn diagram/carbon copy of the digestive system with key words to match appropriately as shown below.

To know whether the child has understood the process of digestion, we can use strips of cards with steps of the process written on each card and the child can arranges it in a sequence.

Match the parts of the digestive system with the given labels.
1 4 0 Stomach Liver Intestines Including Children With Special Needs (Upper primary Stage) Continuous and Comprehensive Evaluation in Inclusive Classrooms One must be considerate about the individual’s impairment but it cannot be an excuse for poor or unacceptable performance.

If you are a teacher, you may be often bothered whether students are actually learning as a result of your efforts.
It is possible to get some idea, looking at students’ faces or participation, but when you give a test later, it may turn out that their learning is inadequate or faulty or only some students could progress the way you desired.

If you do not see desired results of your work, you may feel dejected and frustrated.

It is often too late to correct the situation if the class has moved on to later topics.
At times, the later topics are also not learnt fully well, since the previous learning has not been strong enough.

What can you do to save yourself from this constant stress?

It is being realised the world over that using assessments formatively is one way to save the teacher from this frustration and help her/him in actually making learning better.

The evolving newer approach to overcome this problem came to be known as CCE (Continuous and Comprehensive Evaluation)45.
If properly understood, evaluation or assessment46 will not be perceived as simply something administered by the teachers and taken by the learners on the conclusion of a period of learning.

When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching- learning process, rendering assessment broadly irrelevant and alien to the curriculum.

Further, such a perception associates anxiety and stress with evaluation for learners.
On the contrary, if evaluation is seen as an integral part built into the teaching learning process, learners will not perceive tests and examination with fear.

It will lead to enhancement of learning.

The scope of evaluation in school extends to almost all the areas of the learners’ personality development and is comprehensive in nature.
Evaluation reveals the strengths and weaknesses of learners more frequently, and provides a kind of roadmap that allows every student in the class to be successful so that the learners have better opportunity to understand and develop their learning.

It also provides feedback to the teachers for modifying their teaching strategies inspite of the fact that no two students are the same, and no individual student with or without disability has the same response to learning in any given situation.
What is considered a disability in one situation may be a difference that enriches learning experiences of all children.

The following table summarises key differences between assessment and evaluation.

Source: CCE Primary Package.

Retrived from: http://www.ncert.nic.in/departments/nie/dee/ 45 publication/report.html NCERT 46 Difference between Assessment and Evaluation is given in the first section.
1 4 2 Including Children With Special Needs (Upper primary Stage) Table 1: Key Differences between Assessment and Evaluation47 Content Content: timing, primary purpose Orientation: focus of measurement Findings: uses there of Diagnostic: identify Assessment Formative: ongoing, to improve learning Process-oriented: how learning is progressing areas for improvement Evaluation Summative: final, to gauge quality Product-oriented: what has been learnt Judgmental: arrive at an overall grade/score Thus, assessment is a useful, desirable and an enabling process.
After the Right to Education Act (2009), the composition of our classrooms is changing.

More and more students with diverse intelligences, talents, skills, interests, and backgrounds enrich our schools.

Many of today’s classrooms are more diverse than ever before.

With such variations in abilities existing in the classrooms, teachers also are realising that no one style of teaching would work.

Without adaptations, some students would never be motivated, while others may never experience success.
Following are some issues that need to be kept in mind while carrying out evaluations in an inclusive classroom that has children with disabilities: ◘ Working memory (short term memory) ◘ ◘ Learning Styles, for example, visual, auditory Problems in certain skills, for example, reading, writing, listening, speaking Time, for example, for thinking, reading, writing etc.
Self-esteem and motivation ◘ ◘ ◘ Anxiety and stress ◘ Gaps in Learning (if needs are not met) We know that all teachers are required to assess the students regularly in the class and this is not an easy task, though the most important one.

The learning outcomes given in the earlier section can be used as a checklist but should not dictate the classroom processes.
For example, teacher should have the flexibility to vary the order in which the syllabus is taught, how it is taught and which outcomes are achieved.

S/he should also understand that every assessment is valuable as it drives individual teaching and learning.

The following are some Do’s and Don’t’s of Assessment in an Inclusive Classroom.

Source: Classroom Assessment Techniques Content adapted from: Angelo, T. and Cross, K.P.1993.

47 Classroom assessment techniques a handbook for college teachers.
Jossey-Bass A Wiley Imprint, San Francisco, CA.

Pp 427 143 Continuous and Comprehensive Evaluation in Inclusive Classrooms Do’s ▪ Identify what the student already knows and has learnt.

Don’T’s ▪ Making comparisons between children.

▪ Focus on abilities, strengths and ▪ Labelling learners as slow, poor needs.

▪ Recognise that learning styles differ and children respond in variety of ways.

Assessment should include variety of tasks.


▪ Let the student be actively involved in his/her own assessment process.

▪ Focus on learning, not on marks, intelligence, hopeless etc.

▪ Making assumptions or stereotyping individuals and/or group of students.

For example, children with VI can do this and cannot do that.

▪ Highlighting weaknesses and deficits and making negative statements.

and provide opportunities for students to critically reflect on their progress.
▪ Asking questions about two or more things at once.

▪ Asking questions based on rote ▪ Use a variety of ways memory.

to present48 and collect information about the learner’s learning, for example, through role play, drama, posters, audio recordings etc.

▪ Be flexible about time, if required.

▪ Be sensitive to every learner’s response.

▪ Provide constructive feedback that will lead to positive action and motivate the learner.
▪ Encourage students to identify which strategies were beneficial for their learning and which were not.

▪ Believing that one size fits all, and not being flexible.

▪ Lengthy questions giving little time for actual thought.

▪ Being inflexible in terms of time, number of questions, modes of answering etc.

▪ Practising weekly tests in the name of continuous assessments in all the subjects.

▪ Reporting formative assessment in every quarter (like terminals).
▪ Combining various aspects of child’s behaviour in isolation from the curricular learning.

48 Presentation can be verbal or visual and may involve large size pictures or print.

1 4 4 Including Children With Special Needs (Upper primary Stage) Do’s ▪ Encourage cooperative learning activities where every student is seen as an equal in human dignity.

▪ Integrate the child’s everyday routines, interests, materials, etc.

within the assessment process.


▪ Use technology like computers, tape recorders, voice synthesisers as per the needs of the child.

Don’T’s ▪ Dividing curriculum into curricular (Maths, Languages, Social Sciences and Science) and co-curricular areas (Arts Education, Health and Physical Education, Work Education).

▪ Giving marks first and then converting into grades.

▪ Viewing students as a passive recipients of assessment.

▪ Focusing on learning outcomes ▪ Use devices like calculators, only.
Abacus, Brailler, Taylor frame, communication board, Slant boards, pencil/pen grips etc.

▪ Act as a facilitator providing various learning opportunities.

▪ Consult parents and other relevant people.

▪ Carrying out assessment in isolation; for example, by a special educator.
Formative and Summative assessments that promote group work can create a safe environment for students to integrate and participate, help students get to know each other, build a group ― not an audience, allow different styles of contribution to be valued.

Source: Rodriguez, Falcon, E. Evans, M. Allam, C.Barrett, J.

& Forrest.

2010.

The Inclusive Learning and Teaching Handbook.

University of Sheffield.


145 Continuous and Comprehensive Evaluation in Inclusive Classrooms Some Examples of Formative Assessment Language Tools for Formative Assessment49 ◘ Oral and listening ― Additional Tips and Strategies for Inclusive CCE ◘ Using multiple modes of evaluation listening comprehension, prepared speech, conversation or dialogue.

◘ Written assignments – short and long question- answers, creative writing, reports, newspaper articles, diary entries, poetry etc.
◘ Speeches – debates, oratory, recitation, extempore, narration, description etc.

◘ Research projects.

◘ Pair work/group work.

◘ Peer assessment.

through visual, audio and kineasthetic medium.

◘ Matching the Words with Pictures/ Words.

◘ Giving pictorial cues for answering.

◘ Making posters, cartoons , paintings, labeling pictures, pointing etc.

◘ Assessing through who, when, what, where questions.

Example: Where was Kalpana Chawla born?

When did she go to the U.S50?


◘ Fill in the blanks with multiple choices of words/ suggestive words, phrases etc.

Example: Wind is ___air (travelling, shifting, moving, relocating, and progressing)51 ◘ Learners framing questions on the lesson.

◘ Using dramatisation, enacting poems, debates and small quizzes, crosswords.

◘ Asking questions focusing on one thing at a time (if required).
◘ Use of Worksheets, for example, knowledge of punctuation marks can be assessed through sample worksheets in print and Braille.

◘ Substituting questions based on pictures, if required.

◘ Providing a scribe, if required.

◘ Evaluating during classroom teaching.

CBSE (2010).

Continuous and Comprehensive Evaluation: Manual for Teachers: Class VI-VIII.

New 49 Delhi, India.


(http://www.cbse.nic.in/publications/CCE_Manual_Class_VI_VII_2010.pdf) 50 Honeysuckle, Class VI, Classic English Textbook, Chapter 4: An Indian American Woman in Space: Kalpana Chawla.

51 Honeysuckle, Class VI, Classic English Textbook, Chapter 8: A game of Chance.
1 4 6 Including Children With Special Needs (Upper primary Stage) Social Sciences Tools for Formative Assessment ◘ Written assignments – Additional Tips and Strategies for Inclusive CCE ◘ Emphasise only useful description short and long answers, brief reports, write up ◘ Commentaries ◘ Source-based analysis ◘ Projects - investigative, in- formative, deductive and analytical ◘ Research ◘ Group work - projects and presentations of the content/concept.
◘ Use exercises like matching pictures with important names (for example, of monuments).

◘ Using true and false, fill in the blanks, multiple choice questions, comparisons & differences.
Example: Comparison between metamorphic rock and sedimentary rock or difference between Lok Sabha and Rajya Sabha ◘ Models and charts ◘ Use maps that are enlarged or high- ◘ Presentations, including the use of Information Technology ◘ Visits to sites ◘ Exhibitions Family Tree lighted ◘ Use poster making activity as a group task (groups need to be di- verse) ◘ Events in sequence, or names of rulers stating the dates of events can be assessed by making use of family tree, flash cards or timeline.
Example: ◘ Use of time-line or family tree Mauryan empire… 2300 years ago Great Wall of China… 2400 years ago.
◘ Use skits and slogan writing ◘ Use role play/nukkad nataks on a given topic ◘ Organising Mock situations like Parliament, model Panchayat ◘ Undertake field visits, photography and filling questionnaires 147 Continuous and Comprehensive Evaluation in Inclusive Classrooms Mathematics Tools for Formative Assessment ◘ Problem solving, Multiple Choice Questions (MCQs) ◘ Data handling and analysis ◘ Investigative projects ◘ Math Lab activities ◘ Models including origami etc.
◘ Research projects and presentations ◘ Group projects ◘ Peer assessment ◘ Self-assessment ◘ Students’ notebooks and portfolios ◘ Presentations including the use of Information Technology (IT) ◘ Discussions ◘ Quizzes ◘ Observations Additional Tips and Strategies for Inclusive CCE ◘ Using multidimensional approach including spoken language, manipulatives (card paper/blocks/ straws/matchsticks), pictures, real life situations and symbols in written form, role play, stories, play and fun activities , games and puzzles, tactile representations, models, embossed graphs; etc.
◘ Making use of cooperative learning activities.

◘ Carrying assessment by converting word problem into equations with pictures.

◘ Varying length (but not competence in content area), time and degree of difficulty level of questions, if required.

◘ Using tally marks for frequency counts.

◘ Using assistive devices like calculators/talking calculators, Taylor frame, abacus, Brailler, geometical kit etc.

◘ Using assessment sheets/ worksheets transcribed in Braille.
1 4 8 Including Children With Special Needs (Upper primary Stage) Science Tools for Formative Assessment ◘ Written assignments, MCQs ◘ Experimental work ◘ Planning or designing experiments ◘ Research work ◘ Group work and peer discussions ◘ Contextual research projects ◘ Peer assessment ◘ Self-assessment ◘ Presentations including the use of IT ◘ Science Quiz ◘ Seminars ◘ Symposium ◘ Field Tours ◘ Class Response ◘ Model Making ◘ Students asking questions Additional Tips and Strategies for Inclusive CCE ◘ Making use of Multi-sensory modes ― auditory, visual, tactual, taste and smell.
◘ Using diagrams (tactile etc.

), tables, pictures for labeling, charts and mind maps, concrete experiences/objects, models, graphic organizers, oral questions, flow charts, discussions.

Example: Harmful Microorganism (Science Textbook for class VIII, Chapter 2, Microorganisms : Friend and Foe, pp.

22.

Disease Symptom Caused By Prevention ◘ Using substitute questions for diagrams, tables, maps etc.

or questions based on verbal descriptions.


◘ Assessing through MCQs, matching exercises, fill in the blanks, true or false, short questions.

◘ Organising assessment with peer support.

◘ Using assistive devices like tactile boards, tactile measuring tapes, scales, large prints, Braille worksheets etc.

149 Continuous and Comprehensive Evaluation in Inclusive Classrooms The above section describes various strategies for CCE that can be used in an inclusive classroom.
Cooperative learning is a useful teaching strategy that develops both positive interdependence, which means that no student can succeed without the help of another and individual accountability.

Assessment activities can be implemented at different stages of the cooperative learning and can be conducted by either the teacher, the student, or group peers.

By using Learner groups52 children with different abilities collaborate and co-operate with each other in order to meet the learning needs.
These settings are generally used for: Introduction: They share understanding of concepts (including key information) and consolidate understanding of concept as it relates to the theme.

Use oral and written forms, use body langauge in communication (Example, express mime etc.)

Exploration: They develop a shared understanding of an aspect of the concept by engaging with tasks, situations and people and by empathising with others.
Reflection: They engage with the aspects of the concept through collaborative activities ― projects, group discussions, charts, essays, peer reflections etc.

Teachers are still struggling to gain conceptual clarity and practical understanding of what CCE is.

They are diluting the essence of CCE by merely conducting daily tests.

During an interview, a teacher took pride in announcing that he had conducted 150 tests in a single academic year.
For most teachers, CCE is all about conducting a test every day.

Another teacher said that CCE is like any other scheme which will not last long.

1 5 0 Source: Rajiv Gandhi Foundation.

Learning Manual for Teachers.

Kalika Yatra Programme, 52 Government of Karnataka.
Including Children With Special Needs (Upper primary Stage) UNIVERSAL DESIGN FOR LEARNING Diverse strategies of teachers for teaching content Diverse ways of expressing learning by students Supplementary materials used in teaching verbal, visual, kinesthetic, written, proceeding from simple to complex, concrete to abstract, step by step, scaffolding, concept maps, project and group work, peer tutoring, using prior knowledge, brainstorming, dramatisation, giving extra time, giving alternative activities, drill activities, shortening assignments, organising excursions/trips, using large fonts, Braille or tacitly coded material, toys, blocks, carbon or xerox copy of notes, hand puppets, real life experiences, real objects, multiple choice questions, children’s literature, magazines and journals etc.
oral, written, tactual, gestures, drawing, acting, ICT, framing questions, paired reading, storytelling, song, rhymes, role play, discussions, debates, language games, flash cards, quizzes, graphic organisers, outlining passages, highlighting, and paper cutting/folding, etc.
artifacts, calculators/talking calculators, Taylor frame, Abacus, Brailler, geometrical kit, Geo-board, Tactile board, Geometric shape board (for circle, graph, representation), Tactile graph sheet (for bar-graph, histograph etc), 3-d blocks and figures, manipulatives, flash cards or pictures on paper, posters, chalkboard, projection screens, computers, books on tape and computerized text reader, screen readers, voice synthesis, scanners, daisy books, multimedia gadgets like CDs, MP3s, talking watches and talking clocks, videos/movies, modeling material like clay, textured objects and raised line paper, games and puzzles, etc.
151 Continous and Comprehensive Evaluation Notes 1 5 2 Including Children With Special Needs (Upper primary Stage) REFERENCES ◘ ◘ Birch, S. H., and G. W. Ladd.

1998.

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Developmental Psychology, 34, 934– 946.

Cecil, M., and M. Ann.

1998.

Teaching Students with Learning Problems (5th ed.).

NY: Prentice Hall.

◘ Department of Education, Republic of South Africa.

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Guidelines for Inclusive Learning Programmes.


Pretoria: Rupublic of South Africa.

◘ ◘ Elbaum, B. and S. Vaughn.

2001.

School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis.

Elementary School Journal, 101, 303-329.

Farmer, T.W., K. L. Lane, D.L.

Lee, J.V.

Hamm, and K. Lambert.

2012.

The Social Functions of Antisocial Behavior: Considerations for School Violence Prevention Strategies for Students with Disabilities.
Behavioral Disorders, 37(3).

◘ Gray, H. 1918.

Anatomy of the Human Body.

Philadelphia: Lea and Febiger.

◘ Harter, S. 1999.

The Construction of Self: A developmental perspective.

New York: Guilford Press.

◘ Huebner, K.M., L.D.

Licchi, L. Malone, and R.O.

Myrna.

1981.

Science.

In G.T.

Scholl (Ed.

), Foundations of education for the blind and visually handicapped children and youth: Theory and practice.

NY: American Foundation for the Blind.

◘ ◘ ◘ ◘ ◘ Janney, R.J. and M.E.

Snell.

2000.


Teacher’s Guide to Inclusive Practices: Modifying Schoolwork.

Baltimore, MD: Paul H. Brookes, Inc. Julka, A.

2014.

Including Children with Special Needs Primary Stage.

NCERT, New Delhi.

Kidd, D.H., A. Madsen and C. Lamb.

1993.

Mathematics Vocabulary: Performance of Residential Deaf Students.

School Science and Mathematics, 93(8), 418-421.

Kilpatrick, J., J. Swafford, and B. Findell (Eds.)

2001.

Adding it up: Helping children learn mathematics.


Washington, DC: National Academy Press.

Luckner, J. L., and J. H. McNeill.

1994.

Performance of a group of deaf and hard-of-hearing students and a comparison group of hearing students on a series of problem-solving tasks.

American Annals of the Deaf, 3, 371-327.

153 ◘ Mercer, C. and A. Mercer.

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Teaching Students with Learning Problems (5th ed.).

New York: Merill.

◘ ◘ ◘ ◘ ◘ ◘ ◘ Rose, D. 2004.

Don’t call me handicapped.


United Kingdom: BBC News.

Schiller, P. and C. A. Willis.

2008.

Using Brain-Based Teaching Strategies to Create Supportive Early Childhood Environments That Address Learning Standards.

Beyond the Journal - Young Children, 63(4), 52-55.

Serrano, P. C. 1995.

The deaf child and solving problems of arithmetic: The importance of comprehensive reading.

American Annals of the Deaf, 140(3), 287-290.

Steedly, K., K. Dragoo, S. Arefeh, and S.D.

Luke.

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Luke.

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Effective for Education, 3(1).

National Mathematics Dissemination Center for Children with Disabilities, Washington, DC.

Instruction.

Evidence Sullivan, T.N., K.S.

Sutherland, G.M.

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Helms, S.A. Wright, L.J.

Ulmer.

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Problem Situations Experienced By Urban Middle School Students With High Incidence Disabilities That Impact Emotional and Behavioral Adjustment.

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Titus, J. C. 1995.
Titus, J. C. 1995.

The concept of fractional number among deaf and hard of hearing students.

American Annals of the Deaf, 140, 255-261.

Turnbull, A.P., H.R.

Turnbull III, M. Shank and D. Leal.

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New Jersey, USA: Prentice- Hall.

◘ Ungar, S. 2000.

Cognitive mapping without visual experience.

In Kitchin, R. and Freundschuh, S. (eds) Cognitive Mapping: Past Present and Future.

London: Routledge.

New Delhi.


1 5 4 Including Children With Special Needs (Upper primary Stage) ANNEXURE I – LIST OF WORKSHOP PARTICIPANTS 1.

A. Rehman Qureshi 7.

Amol Ganeshrao Khandare Govt.

Upper Primary School, Nadi – 2 (Pisangan), Ajmer, Rajasthan.

2.

A. K. Mittal All India Confederation of the Blind, Sector – 5, Rohini, Delhi.

3.

Aarti Shukla Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II New Delhi.

4.
4.

Ajay Nathuji Kakade State IE Coordinator, Maharashtra Prathmik Shikshan, Parishad, Charni Road, Mumbai.

5.

Alpana Verma Kishangarh (Silora), Ajmer, Rajasthan.

6.

Amarkesh Mahendru Ali Yavar Jung Institute For The Hearing Handicapped, National Regional Centre, Kasturba Niketan, Lajpat Nagar – II, New Delhi.

BRC – Chikhal, Ta – Chikhal, Dist.

Amravati, Maharashtra.

8.

Anshu Rashmi Premla Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

9.

Anupama Govt.

Girls Sr. Sec.


School, Site – I, Sector – 3, Dwarka, New Delhi.

10.

Asha Bisht National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

11.

Ashwnee Kumar Meena G.U.P.S.

Matka Bariya, Jank, Masuda, Ajmer, Rajasthan.

12.

B. Muralidhar Facilitator (RGF), Ghattu, Mehaboob Nagar, Telangana.

155 13.

B. Suresh Kumar Reddy M.P.

Primary School, Raviched (Mandal), Talakonda Pally, Mehaboob Nagar, Telangana.

14.

B. Vidya Sagar ZPHS, Chandupatla, ml: (Bhongir), Dist.
Nalgonda, Telangana.

15.

B. Madhavi Eklavya School, Sanath Nagar, Hyderabad.

16.

Batti Lal Bairwa Govt.

Upper Primary School, Gudha Kiratwas, Rajasthan.

20.

D. Sirisha UPS.

Chehgi Cherla Ghakesar, District – Ranga Reddy, Telangana.

21.

Deepshikha Mathur ADAPT, K.C.

Marg, Bandra Reclamation, Bandra (West), Mumbai, Maharashtra.

22.

Devki Nandan Mahawar Govt.

Upper Primary School, Sumel Kala Dausa, Rajasthan.

23.

Dipak Bhimraj Pawar R.Z.P.

School Matwan Marathi, TAL – Poladpur, Dist.


Raigad, Maharashtra.

17 Bharti Rawat 24.

Divya Vinaya Kumar Nair National Association for the Blind, Sector – 5, R.K Puram, New Delhi.

K.D.N.

Shruti School, Surajba Bhuvan, D.B.

Juhukar RD, Behind Chandan Cinema, JVPD, Juhu, 1 5 6 18.

Bhaskar.

B Mundhe BRC – Block Resource Centre, Near Telephone office Gangakhed, Dist.

Parbhani, Maharashtra.

19.

Chandarani Madhav Kusekar Bachatdham A – II Shreenagar, Wagle estet Thane (West), Maharashtra.

Mumbai.

25.
Mumbai.

25.

G. Meena U.P.S Sirigiripuram, Maheshwaram, Dist – Ranga Reddy, Telangana.

Including Children With Special Needs (Upper primary Stage) 26.

G. Srinivas Reddy UPS, Narayanpet, Jakranpally(mdl), Dist –Nizamabad, Telangana.

27.

Gaurav Govt.

Girls.

Sr. Sec.

School, Site – I, Sector – 3, Dwarka, New Delhi.

28.

Geet Oberoi ORKIDS Foundation, C– 87, Kalkaji, New Delhi.

33 Gitanjali A. Palkar 305, Pavandoot CHS, Gopal Nagar No.1, Dombivli (E), Thane, Maharashtra.

34.
34.

Gopal Guguloth UPS Rajkhanpet, Machareddy, Dist.

– Nizamabad, Telangana.

35.

Hajare Sunanda Dema S.S.M.M.

C.M.

Girls High School, Kalachwoki, Mumbai, 29.

Geeta Sharma Maharashtra.

J.P.M.Sr.

Sec.

School for the Blind, C/o Blind Relief Association, Lal Bahadur Shastri Marg, Near the Oberoi Hotel, New Delhi.

30.

Geetanjali Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

31.

Ghosia Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

32.
32.

Giselle Lobo Nirmala Institute of Education, Altinho, Panjim, Goa.

36.

Hari Raj Gujar Govt.

U.P.S.

Jai Kamabad , Block –Todarishig Tonk, Rajasthan.

37.

Jadhav Vinaya Vivek R.Z.P.

School Vikas Colony, Mangaon, Maharashtra.

38.

Jayashree Chauhan Premla Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

39.

Jitendra Prasad Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

157 Annexure I 40.
157 Annexure I 40.

K. N. Umadevi Road No – II H. No -18 – 330 Mallikarjun Nagar Malkajgiri Medchal Telangana 41.

K. Rama Krishna M.P.P.S.

Mittapally (T), Dist.

Nizamabad, mdl: Dichpally, Telangana.

42.

K. Ramaiah MPPS Beebigudem Chivvemla (M), District – Nalgonda, Telangana.

43.

K. Srinivasulu Mandal Education Officer, Government Senior Secondary School, Thalakonda Pally, Mehaboob Nagar, Telangana.

44.

K. Vidya Sagar MPPS Maddiavale, Telangana.

1 5 8 45.

K. S. Tiwari 46.


Kailash Chand Meena Govt.

Sr. Sec.

School – Harchandera Tonk, Teh.

& Dist.

– Tonk, Rajasthan.

47.

Kamla Jakhar GUPS Vasundhra Colony, Jaipur, Rajasthan.

48.

Kamlesh Kumar Bhaduka Govt.

Upper Primary School, Gadla Dausa, Rajasthan.

49 Kedar Valmik Punju Nutan Vidya Mandir High School, Kurar, Malad (E), Mumbai, Maharashtra.

50.

Kiran Chauhan St. Mary’s School, Sector –19, Dwarka, New Delhi.

51.
51.

Kiran Gahinath Belge Sarva Shiksha Abhiyan, Education Department, L. N. Marg, Hindu Colony, Dadas, Mumbai, Maharashtra.

Government Lady Noyce Secondary School for the Deaf, Feroz Shah Kotla, Delhi Gate, New Delhi.

52.

Krushna Barku Govari Z.P.

School Chabake Talavali, TAL – Vikramgad, Dist.

Palghar, Maharashtra.

Including Children With Special Needs (Upper primary Stage) 53.

Krutika Gandhare Wing A – 3/16, ‘Yasho-deep’, Thakur Nagar, Sant Tukaram Road, Mulund (East), Mumbai.

60.
60.

Mane Sandip Janardan Chembur High School, Chembur, Ramkrishna Marg, Chembur Naka, Mumbai, 54.

Laxmi Prasad Mahawar Maharashtra.

UPS.

Jhupdeen (Gijgarh), Sikrai, Shyam Colony Agra Road Dausa, Rajasthan.

55.

Lily St. Mary’s School Sector – 19, Dwarka, New Delhi.

56.

M. Hanumantha Rao P.S.

Athmakur S (M), Dist – Athmakur, Telangana.

61.

Manju Gupta Premla Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

62.
62.

Manju Tilara National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

63.

Manjushree Patil 9/1001 Garden Estate, Near D’ Mart, Kokanipada, Thane (West), 57.

M. Srinivasa Reddy M.P.P.S thalikal, Nakrekal (Ma), Maharashtra.

Dist – Nalgonda, Telangana.

58.

Madhavi Shailendra Munankar S.K Pantwalawalkar High School, Nehru Nagar, Kurla (East), Maharashtra.

59.

Madhu Premala Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

64.
64.

Manu Bharadwaj Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

65.

Merry Barua Action For Autism, Pkt.

7 & 8, Jasola Vihar, New Delhi.

66.

Milind Tyagi Government Lady Noyce Secondary School for the Deaf, Feroz Shah Kotla, Delhi Gate, New Delhi.

159 Annexure I 67.

Mithilesh Kumar 73.

Nazir Maqsood National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

68.
68.

Monica Milind Pednekar Kamraj Nagar Municipal Marathi School, Vasantrao Naik Marg, Ghatkopar (E), Mumbai-400077, Maharashtra 69.

More Pratibha Kisan Raigad Zilla Parishad School, Vijay Nagar, TAL – Sudhagad, Dist.

Raigad, Maharashtra.

70.

More Sopan Namdev Dnyaneshwar Vidyalaya, R.A.K.

Road Wadala (West), Mumbai – 400031, Maharashtra.

71.

Murli Singh Government Lady Noyce Secondary School for the Deaf, Feroz Shah Kotla, Delhi Gate, New Delhi.

72.
72.

Nand Kumar Jagannath Borkar Prabodhankar Jhakre Municipal Marathi School, Opp.

Sewri Bus Depot, Sewri Mumbai, Maharashtra.

Govt.

School, Bairwa Dhani, (Allapura), Tonk, Rajasthan.

74.

Nibedita Patnaik Department of Special Education, National Institute of Mental Health, Manovikas Nagar, Secunderabad.

75.

Nidhi Kalra St. Mary’s School, Sector – 19, Dwarka, New Delhi.

76.

Nilesh Babanrao Gujar B.M.C.


Education Department, Sarva Shiksha Abhiyan, URC No.7, Dhanji Devshi Municipal Marathi School, Cama Lane, Patel Chowk, Ghatkoper (East), Mumbai, Maharashtra.

77.

Nilkanth Eknath Kadwam R.Z.P School, Maduri Buii, Tail- Roha, Dist.

Raigad, Maharashtra.

78.

Nutan Kumar Saini Govt.

UPS.

Khannipura, Block Amer – JPR, Rajasthan.

79.

Olivia Moraes The Stephen High School for the Deaf & Aphasic, Polt 898, S.K.Bole Road, Dadar (West), Mumbai, Maharashtra.
1 6 0 Including Children With Special Needs (Upper primary Stage) 80.

P. Vijaya Kalpana M.P.P.S.

Annaram, Thungathurthy, Nalgonda, Telangana.

81.

Pallavi Shankar National Association for the Blind, (NAB) Khan Abdul Gaffar Khan Marg, Worli Seaface, Mumbai, Maharashtra.

82.

Pallavi Sinha St. Mary’s School, Sector –19, Dwarka, New Delhi.

83.

Pooja Seth Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

84.

Pooja Vilas Naik S.G. Marg, BMC School, Kurla (West), Mumbai, Maharashtra.

85.
85.

Poonam Satish Zambre Navi Mumbai Municipal Corporation (NMMC), Educational Department, Ist Floor, Ward office Building, Opp.

Chikneshvar Bus Depot., Koperkhairane, Navi Mumbai, Maharashtra.

86.

Prabhu Narain Thakur AICB capt.

Chandan Lal Spl.

school for the Blind, Behrampur, Post – Fazilpur, Distt – Gurgaon (Haryana) 87.

Prakash Sadashiv Jogale BMC – Education Department, Sarva Shiksha Abhiyan, URC No –10, Jagannath Bhatankar Marg, Municipal Marathi School, Parel, Mumbai, Maharashtra.

88.
88.

Prashant Jagatrao Sonawane Gat Sadhan Kendra BRC Panchayat, Samiti Chopda, T/Q Chopda Dist, Jalgaon(MS), Maharashtra.

89.

Prashant Sahoo Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

90.

Preeti Khanna National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

91.

Priya Rathor Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

161 Annexure I 92.
161 Annexure I 92.

Priya Ratnakar Godghate Zilha Parishad , Chandrapur, Sarva shiksh Abhiyan Office, Kasturbha Road, Near Jugili High School, Chandrapur, Maharashtra.

98.

Rajendra Chiman Suryarao Z.P.

School Asose, Post- Kishor, Tal – Murbad, Dist.

Thane, Maharashtra.

93.

Promila 99.

Rameshi Bai Meena National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

94.

Pushpa Krishnaji Kolhe Subhash Nagar, U.P.B.M.C Marathi School, Chembur (M/W), Mumbai, Maharashtra.

95.
95.

R. Anthaiah G. G. U.P.S.

Barli Bhinai, Ajmer, Rajasthan.

100.

Rashmi Dhawan Sanskriti School, Chanakyapuri, New Delhi.

101.

Ravi Mathur Akshay Pratishthan, D – III,Vasant Kunj, New Delhi.

UPS Ghanpur (M), 102.

Rekha Machareddy, Telangana.

96.

Rahul Rawat Govt.

Boys Senior Secondary School, Goela, New Delhi.

97.

Rajani Nehru Nagar UP.

Primary Marathi School No.

1, Nehru Nagar, Mumbai, Maharashtra.

Premla Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

103.
103.

Rekha Chauhan National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

104.

Renu Bala National Association for the Blind, Sector –5, R.K. Puram, New Delhi.

1 6 2 Including Children With Special Needs (Upper primary Stage) 105.

Rinki Kapoor Vasant Valley School, C – Block, Vasant Vihar, New Delhi.

106.

Rita Gera 112.

S. Sathi Reddy MPPS Chandupatta, Bhongir, Dist – Nalgonda, Telangana.

National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

113.
113.

S. Sujatha Z. P.H.S.

Nyalkal, Nizamabad (mdl), Telangana.

107.

Rizwana Tabassum 114.

Sakhare Vaibhav Manohar Govt.

Upper Primary School, Kishan Pura Panchayat Samiti Shri Nagar, Ajmer, Rajasthan.

BMC – Education Department Sarva Shiksha Abhiyan, Hindu Colony, Dadar(East), Mumbai, Maharashtra.

108.

Ruchika Sachdev L 2A –502, Oakland Park, Yamuna Nagar, Oshiwara Andheir, (West), Mumbai, Maharashtra.

109.

S. Padma MPPS.

Anchanoor, Telangana.

110.


S. Raji Reddy UPS, Cheeded, Mandal, Dist- Manchal, Telangana.

111.

S. Ravi Shankar M.P.P.S.

Gummiryal, Mp.

Morthod, Dist- Nizamabad, Telangana.

115.

Sampada Sandip Palnitkar National Association for the Blind, (NAB) Khan Abdul Gaffar Khan Marg, Worli Seaface, Mumbai, Maharashtra.

116.

Sangeeta Jagtiani ADAPT, K.C.

Marg Bandra Reclamation, Bandra (West) Mumbai, Maharashtra.

117.
117.

Sangeeta Joshi 163 National Association for the Blind, Sector – 5, R.K. Puram, New Delhi.

Annexure I 118.

Sanita Kulshrestha 124.

Seema Sharma Premla Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

St. Mary’s School Sector – 19, Dwarka, New Delhi.

119.

Sanjeev Kumar Anand AICB Capt.

Chandan Lal Spl.

School for the Blind, Vill Behrampur,P/O Fajalpur, Distt.

Gurgaon (Haryana).

125.

Shaik.

Yakubali U.P.S.

Kuppireddy Gudav, Soryapet, Nalgonda, Telangana.

126.
126.

Shakuntala Pareek U.P.S.

Joshi Marg Jhotwara, 120.

Sankhe Prasad Rajaram Ward No.

41.

Jaipur, AT.

Morekuran TAL Dist.

Palehar, Maharashtra.

121.

Savita Gorakoh Sahane Navi Mumbai Municipal Corporation, (NMMC), Educational Department, Ist Floor, Ward office Building, Opp.

Chikneshvar Bus Depot., Koperkhairane, Navi Mumbai.

Rajasthan.

127.

Shakuntla Thakur Premla Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

128.
128.

Shantha Rangarajan National Association for the Blind, Sector – 5, R.K. Puram, Delhi.

122.

Seema Arora 129.

Sharmila Ghosh J.P.M.Sr.Sec.School for the Blind, C/o Blind Relief Association, Lal Bahadur Shastri Marg, Near The Oberoi Hotel, New Delhi.

123.

Seema Mahendru Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

St. Mary’s School, Sector – 19, Dwarka, New Delhi.

130.

Shikha Nishchal Premala Bai Chavan School for the Deaf, Karkadi Mode, New Delhi.

131.
131.

Snehal Suryakant Joshi Happy Home & School for the Blind, 1 6 4 Including Children With Special Needs (Upper primary Stage) Dr. Annie Besant Road, 138.

Sumitra Gupta Worli, Mumbai, Maharashtra.

132.

Snehalata Bhaktiprasad Godambe Matunga King’s Circle Municipal Marathi School, Shraddhanand Mahilashram Road, Matunga, Mumbai, Maharashtra.

133.

Subhash Kumawat Govt.

Upper Primary School, Devpura (Lalwari), Newai (Tonk), Rajasthan.

134.
134.

Sudha ZPHS (G), Alwal Malkajgiri (mdl), Dist – Ranga Reddy, Telangana.

The Central School for the Deaf, Municipal School Building, Farookh Umerbhoy Path, Agripada, Mumbai, Maharashtra.

139.

Sunita Kulshrestha Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II, New Delhi.

140.

Sunita Rastogi Balwant Rai Mehta Vidya Bhawan, Greater Kailash – II New Delhi.

141.

Sunita Singh St. Mary’s School, Sector – 19, Dwarka, New Delhi.

135.

Sudhakar 142.

Swati Makarand Rane HPPS BC, Kapugalh Telangana.


136.

Sudhanshu Grover Action for Autism, Pocket 7 & 8, Jasola Vihar, New Delhi.

BMC Education Department, Sarva Shiksha Abhiyan URC No.

12, Sadhavi Savitribai Phule Municipal Marathi School, Meherpada Compound, Near S Bridge, N.M. Joshi Marg, Byculla (West), Mumbai, 165 137.

Sujata Bhan Maharashtra.

Department of Special Education, SNDT Women’s University, Juhu Campus, Mumbai, Maharashtra.

143.

Syed Maarif Hasan Govt.

Sr. Sec.


School, Dardahind, Tonk, Rajasthan.

Annexure I 144.

T. Srinivas Mandal Education Officer, Ghattu, Mehaboob Nagar, Telangana.

145.

Thoke Vilas Balasaheb Mahatma Gandhi Vidyalaya, Kalyan Badlapur Road, Ambernath, (West), Maharashtra.

146.

Umesh Vishwanath Patil Raigad Zila Parishad School, Kashid, Tal – Murud, Dist.

Raigad, Maharashatra.

147.

Upendra Pal Akshay Pratishtan D – III/ Church Road, Vasant Kunj, New Delhi.

148.

Usha Meena Govt.

U.P.S.


Khori, Rajasthan.

149.

Usha Chaujer Chairperson – Academics Association of Indian School Counselors and Allied Professionals(AISCAP) Moolchand Medcity, Lajpat Nagar, New Delhi.

150.

V. Naresh GHM, ZPHS, Dharur, Mehaboob Nagar, Telangana.

151.

Vaishali Kashinath Shinde Sarva Shiksha Abhiyan, Zilha Parishad, District – Thane, Taluka – Murbad, Maharashtra.

152.

Varsha Gathoo Head of the Department, AYJNIHH, K.C.Marg, Bandra (West) Mumbai, Maharashtra.

153.
153.

Varsha P. Bapat National Association for the Blind, (NAB) Khan Abdul Gaffar Khan Marg, Worli Seaface, Mumbai, Maharashtra.

154.

Vasudha Vijay Bonge Kamathipura 8th Lane Bldg No.

15, 2nd floor Mumbai No.8, Byculla (Nagpada), Maharashtra.

155.

Vathsala Sharma Arya Vidya Mandir St. Cyril Road, Opp.

Andrews, Auditorium Bandra (West), Mumbai, Maharashtra.

156.

Vidushi Sharma Akshay Pratishtan, D – III/ Church Road Vasant Kunj, New Delhi.
1 6 6 Including Children With Special Needs (Upper primary Stage) 157.

Vijay Kumar Baburao Gavali BRC (Block Resource Centre) Vasai, Dist – Thane, Mumbai, 161.

Vipin Prakash Sharma 1016, Rani Sati Nagar, Jaipur, Rajasthan.

Maharashtra.

162.

Vishnu Datt Mahawar Govt.

UPS Korda Kalan, Sikria (Dausa), Rajasthan.

163.

Wasim Abrar Khan Sarva Shiksha Abhiyan, Punchayat Sameti Campus, Nagar Road, Beed (MS), Maharashtra.

158.

Vikas N. Chavan BRC, SSA, At.

Udgir, Tq – Udgir, Dist.

Latur Maharashtra.


159.

Vikas Kumar Mishra Govt.

Co. Ed.

Senior Secondary School, Dwarka, Sector – 6, Site – II, New Delhi.

160.

Vinod Bala Govt.Girls.

Sr. Sec.

School, Sector – 3, Dwarka, New Delhi.

167 Annexure I nCErT FACULTy Anupam Ahuja Head, Department of Education of Groups with Special Needs, (DEGSN), NCERT, New Delhi.

Vinay Kumar Singh Associate Professor Department of Education of Groups with Special Needs, (DEGSN), NCERT, New Delhi.
Gowramma I.P Associate Professor Regional Institute of Education, Bhubaneswar, Odisha.

Bharti Assistant Professor Department of Education of Groups with Special Needs, (DEGSN), NCERT, New Delhi.

Pratima Kumari Assistant Professor Department of Education in Social Sciences (DESS), NCERT, New Delhi.

Rachna Garg Assistant Professor Department of Education in Science and Mathematics (DESM), NCERT, New Delhi.
1 6 8 Including Children With Special Needs (Upper primary Stage) Notes Notes Including Children With Special Needs Primary Stage Pages 118 Including Children With Special Needs Upper Primary Stage ISBN - 978-93-5007-332-2