--- title: "Vol 3 2" book: "EDUCE208 Principles & Procedures of Guidance and counselling" category: "EDUCE" publisher: "Ratan Prakashan Mandir Pvt. Ltd." type: "Educational Material" --- According to Latest Syllabus Read For Sure SuccessIn University Examination RATAN TEXT BOOK PRINCIPLES AND PROCEDURES OF GUIDANCE AND COUNSELLING Vol-3 M.A.Education (Sem-IV) Dr. Neelesh Singh Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 Copyright Authors & Publishers Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 ISBN :978-93-0970-534-2 Price 100.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 UNIT-14 PROBLEMS AND NEEDS OF CHILDREN WITH SPECIAL NEEDS (CWSN)-I Structure 14.1    Introduction 14.2    Learning Objectives 14.3    Definition of CWSN 14.4    Problems and Needs of Children with Visual Impairment Self-Check Exercise-1 14.5    Problems and Needs of Children with Hearing Impairment Self-Check Exercise-2 14.6    Problems and Needs of Children with Mental Retardation Self-Check Exercise-3 14.10    Summary 14.11    Glossary 14.12    Answers to self-check Exercise 14.13    References/Suggested Readings 14.14    Terminal Questions 14.1    INTRODUCTION Dear Learner, Children with special needs require tailored support and accommodations to thrive in educational and social settings. These diverse needs encompass various conditions such as visual impairment, hearing impairment, mental retardation, and more. Each condition presents unique challenges that impact the child's learning, communication, and overall development. Understanding the specific problems and needs of children with different special needs categories is essential for designing effective interventions and providing appropriate support systems. From addressing challenges related to mobility, communication, and academic achievement to ensuring access to assistive devices and specialized instruction, meeting the needs of these children requires a comprehensive and individualized approach. In this overview, we delve into the distinct problems and needs of children with visual impairment, hearing impairment, and mental retardation, shedding light on the multifaceted aspects of supporting their holistic development. 14.2    LEARNING OBJECTIVES After studying this unit you will be able to: •  Understand the problems and needs of children with special needs. •  Understand the problems and needs of children with visual impairment. •  Understand the problems and needs of children with hearing impairment. •  Understand the problems and needs of children with mental retardation. 14.3    DEFINITION OF CWSN Children who require special care, unique teaching methods, and assistive tools due to physical, intellectual, or sensory challenges are known as Children with Special Needs (CWSN). These children may experience visual or hearing impairments, intellectual disabilities, learning difficulties, autism, or mobility-related disabilities. 1.    Visual Impairment Vision loss can be caused by genetic conditions, injuries, eye diseases, brain trauma, or illnesses like diabetes and multiple sclerosis. A person is classified as legally blind if their corrected vision is 20/200 or worse, meaning they can only see at 20 feet what others see at 200 feet, or if their side vision is restricted to 20 degrees or less. A person is considered visually impaired if their corrected vision is 20/70 or worse. Despite being legally blind, 80-90% of individuals retain some level of vision or light perception. 2.    Hearing Impairment The human ear detects sounds ranging from 20 to 20,000 Hz, including speech and music. A hearing impairment occurs when a person is unable to fully perceive sounds. If the loss is mild, the person may struggle to hear faint or distant speech. Those with moderate hearing loss often rely on hearing aids to enhance sound perception. 3.    Mental Retardation Mental retardation is a developmental condition that becomes evident before the age of 18. It is characterized by significantly below-average intellectual abilities, as measured by IQ tests, and limitations in daily living skills. This condition is identified when an individual’s IQ falls below 70-75. 4.    Locomotor Disability Locomotor disability refers to restricted movement of body parts, often caused by injuries, diseases, deformities in bones or muscles, or damage to the brain, spinal cord, or nerves. It includes conditions affecting the bones, joints, or muscles, significantly limiting movement. Cerebral palsy is also categorized under locomotor disabilities. 5.    Learning Disability A learning disability is a neurological condition that affects how the brain processes information. Children with learning disabilities have normal or above-average intelligence, but they may struggle with reading, writing, spelling, reasoning, remembering, or organizing information if taught using conventional methods. 6.    Autism Spectrum Disorder (ASD) or Autism Autism is a neurodevelopmental disorder that affects communication, social interaction, and behavior. Individuals with autism may struggle with understanding social cues, adapting to changes, and processing information. Common characteristics of autism include: •    Avoiding social interactions •    Appearing unresponsive to sounds (acting as if deaf) •    Resisting learning and routine changes •  Preferring gestures over speech •  Displaying unusual physical movements •    Avoiding eye contact •    Developing strong attachments to objects •  Being overly fascinated by spinning objects •  Exhibiting inappropriate laughter or giggling People with autism may exhibit some or all of these traits, and symptoms can vary in severity. Self-Check Exercise-1 1.    Hearing impairment that prevents a person from totally receiving sounds through the ear is assessed using simple tones in the range of 2.    Mental retardation is defined as an IQ score below __________. 3.    One characteristic of autism is showing inappropriate attachment to 14.4    PROBLEMS AND NEEDS OF CHILDREN WITH VISUAL IMPAIRMENT Vision impairments can arise from multiple factors, including genetic conditions, injuries, eye diseases, brain trauma, or other health conditions like diabetes and multiple sclerosis. A person is classified as legally blind if their corrected vision does not exceed 20/200, meaning they can only see at twenty feet what others can see from two hundred feet. Additionally, if their peripheral vision is restricted to a field of no more than 20 degrees in diameter or 10 degrees in radius, they also fall under the category of legal blindness. Individuals are considered visually impaired when their corrected vision is limited to 20/70. A significant percentage—between 80 to 90 percent—of legally blind individuals still have some level of vision or light perception. Some legally blind students retain a substantial amount of sight, allowing them to read with specialized glasses, and in certain cases, even drive. Interestingly, some legally blind individuals may have perfect central vision at 20/20 but suffer from severely restricted peripheral vision, making their sight comparable to looking through a narrow tube or straw. These individuals often rely on guide dogs or canes for mobility. However, those with central vision loss but functional peripheral vision may not require such aids, as they can recognize large objects but struggle with tasks like reading fine print or threading a needle. The term "blindness" should be specifically used for individuals with complete loss of sight, while "visually impaired" is a more appropriate term for those experiencing varying degrees of vision challenges. Problems of Children with Visual Impairment Some of the major problems of children with visual impairment are given below: •     Orientation and Mobility: Due to loss of vision these children have problems in movement from one place to other. •     Daily Living Activities: These children face many problems in their daily living activities e.g problem in identification of toothpaste and shaving cream. •     Reading: Unable to read print material and regular books which are available for students without special needs. •     Writing: These children cannot write as sighted children write. •     Note Taking: These children cannot note from the blackboard •     Concept Development: Since these children understand the things from parts to whole through touch hence they delay in concept development •     Abstract Concept: These children face problems understanding abstract things like colour, very long, very small etc. •     Verbalism: These children without understanding the exact meaning of word use in their daily life, this is called verbalism. For example color, they do not understand what is blue but use the sentence that sky is blue. •     Mannerism: Behaviour which is not acceptable in society called Mannerism. These children do the mannerism e.g move finger in front of eye. Needs of Children with Visual Impairment Some of the major needs of children with visual impairment are given below: •     Proper Light in Classroom: These children need proper light in the classroom so that they can see things clearly. •     Seating Arrangement: Children with low vision need seating arrangement near the blackboard so that they can write down the notes from the blackboard. •     Writing and Reading Devices: These children need writing and reading devices e.g. Braille slate and styles, talking books, tape recorders/MP3 player etc. •     Mobility Devices: To move independently in the environment these children need mobility devices like Long cane, Smart cane etc. •     Large Print Book: Children with low vision need Large Print Book so that they can study as per sighted children. •     Tactile Materials: These children need Teaching Learning Materials in tactile format so that they can understand the concept clearly. •     Sensory Training: Since these children have lost one sense i.e. eye hence they need training to remaining senses so that they are able to understand things with less limitation. Self-Check Exercise-2 1.    A person is considered legally blind if his or her corrected vision is no better than: a)    20/200 b)    20/20 c)    20/300 d)    20/100 2.    Children with visual impairment ……………to read print material and regular books. 14.5    PROBLEMS AND NEEDS OF CHILDREN WITH HEARING IMPAIRMENT Hearing plays a vital role in providing a sense of security and engagement in daily life. It is essential for the development of speech and language, as well as for monitoring one's own speech. The human ear is a delicate and complex organ designed to perform various functions, such as detecting soft sounds across a wide frequency range, tolerating loud noises, distinguishing between different pitches and volumes, determining the direction of sound, and filtering specific sounds from background noise. The ear is capable of perceiving simple tones ranging from 20 to 20,000 Hz, along with complex auditory signals like speech and music, both of which are used to assess hearing loss. Hearing impairment refers to a condition where an individual is unable to fully perceive sounds. If the impairment is mild, the person may struggle to hear faint or distant speech. In such cases, the use of a hearing aid can help amplify sounds. Problems of Children with Hearing Impairment Children with hearing impairments face several challenges, including difficulties in vocabulary, sentence formation, speech, academics, and social interactions. Problems Related to Vocabulary: •    Children with hearing impairments develop vocabulary at a slower rate. •    They find it easier to learn concrete words such as "cat," "jump," or "red" than abstract concepts like "before," "equal to," or "jealous." Functional words such as "the," "an," and "are" also pose challenges. •    Without intervention, the gap in vocabulary between children with hearing impairments and their peers with normal hearing continues to widen with age. •    They struggle to understand words with multiple meanings. For instance, the word "bank" may refer to a financial institution or the edge of a river. Problems Related to Sentence Structure: •    Children with hearing impairments tend to use shorter and simpler sentences compared to their peers with normal hearing. •    They face difficulties in understanding and constructing complex sentences, such as those with relative clauses (e.g., "The teacher whom I have for math was sick today") or passive voice (e.g., "The ball was thrown by Ria"). •    They often miss out on word endings like "-s" or "-ed," leading to errors in verb tense, plurals, subject-verb agreement, and possessives. Problems Related to Speaking: •    Since they cannot hear certain soft speech sounds like "s," "sh," "t," "l," and "k," they may omit these sounds in their speech, making their pronunciation unclear. •    They may not hear their own voice while speaking, causing them to speak too loudly or too softly. Their speech may also be characterized by an unusually high pitch, mumbling, or irregular stress and intonation. Problems Related to Academic Achievement: •    Children with hearing impairments struggle with various academic subjects, particularly reading and mathematical concepts. •    Those with mild to moderate hearing loss often perform one to four grade levels below their peers unless they receive appropriate support. •    Students with severe to profound hearing loss typically do not progress beyond the third- or fourth-grade level unless they receive early and effective educational intervention. •    As students advance in school, the academic gap between those with normal hearing and those with hearing impairments tends to widen. •    Academic success is influenced by factors such as parental involvement and the availability of timely, high-quality support services. Problems Related to Social Functioning: •    Children with severe to profound hearing impairments often experience isolation, struggle to make friends, and feel unhappy at school, especially if they have limited interaction with peers who share similar hearing challenges. •    Interestingly, social difficulties are reported more frequently among children with mild or moderate hearing impairments than among those with severe or profound hearing loss. Needs of Children with Hearing Impairment To support children with hearing impairments effectively, several key needs must be met: •    Early Hearing Detection and Intervention: Early diagnosis and intervention are essential to address hearing impairments as soon as possible. •    Hearing Aids: Once diagnosed, children require hearing aids to maximize their residual hearing ability. •    Curriculum, Instruction, and Assessment: Adjustments in school curricula and teaching methods are necessary for children with hearing impairments. These may include specialized educational approaches and support services such as interpreters, sign language instruction, speech therapy, and notetaking assistance. •    Language and Communication: Ensuring access to appropriate language and communication methods is critical for students who are deaf or hard of hearing. •    Instruction and Assessment: Teaching strategies and evaluation methods should be tailored to meet the needs of students with hearing impairments, incorporating various educational philosophies and specialized support services. •    Family Involvement and Support: Parents and caregivers play a crucial role in supporting children with hearing impairments at home, in school, and within the community. Active family participation enhances learning and overall development. By addressing these needs, children with hearing impairments can have better opportunities for academic success, effective communication, and social integration. Self-Check Exercise-3 1.    Problems related to vocabulary are a significant challenge for children with hearing impairment. What are some difficulties they face in this area? a)    They struggle with understanding abstract words and function words. b)    They find it easier to learn concrete words but have trouble with multiple meanings. c)    The vocabulary gap widens with age without intervention. d)    All of the above. 2.    What is emphasized as a crucial need concerning language and communication for children with hearing impairment? a)    Exposure to diverse languages b)    Access to braille materials c)    Utilization of communication modalities d)    Mastery of written language 14.6 PROBLEMS AND NEEDS OF CHILDREN WITH MENTAL RETARDATION Mental retardation is a developmental disability that first appears in children under the age of 18. It is defined as an intellectual functioning level (as measured by standard tests for intelligence quotient) that is well below average and significant Limitations in daily living skills (adaptive functioning). Mental retardation occurs in 2.5-3% of the general population. Mental retardation begins in childhood or adolescence before the age of 18. In most cases, it persists throughout adulthood. Diagnosis of mental retardation is made if an individual has an intellectual functioning level well below average and significant limitations in two or more adaptive skill areas. Intellectual functioning level is defined by standardized tests that measure the ability to reason in terms of mental age (intelligence quotient or IQ). Mental retardation is defined as an IQ score below 7075, Adaptive skills are the skills needed for daily life. Such skills include the ability to produce and understand language (communication); home living skills; use of community resources; health, safety, leisure, self-care, and social skills; selfdirection, functional academic skills (reading, writing, and arithmetic), and work skills. In general, mentally retarded children reach developmental milestones such as walking and talking much later than the general population. Symptoms of mental retardation may appear at birth or later in childhood. Time of onset depends on the suspected cause of the disability. Some cases of mild mental retardation are not diagnosed before the child enters preschool. These children typically have difficulties with social, communication, and functional academic skills Problems of Children with Mental Retardation Developmental aspects affected by Mental Retardation are: •     Attention: These children lack attention. •     Memory: Since 10 of these children are below average hence memory of these children are very short. •     Language ability: Due to short memory these children also delay in language and in some cases their pronunciation is not normal. •     Gross and fine motor coordination: Gross and fine motor coordination also delay these children. •     Learning and problem-solving abilities: Since the IQ of these children are very less hence they do not acquire the problem solving abilities. •     Social and self-care skills: Social and self-care skills of these children are mostly affected. •     Ability to control emotion and behavior: The children lack ability to control emotion and behavior, and show some unusual behavior. As the child's ability in the above aspects are significantly lower than children of comparable ago, his/her adaptability in daily life would be affected, these are: •     Ability to communicate •     Self-care •    Housework •      Social skills •    Working and teaming •     Community life Needs of Children with Mental Retardation •     Modified Curriculum: Educable mentally retarded children need modified curriculum so that they can understand basic things. •     Removal of Distraction: Since these children have problems with attention so those things should remove the classroom or house which distract him. •     Individualized Educational Plan: These children need Individualized Educational Plan (IEP) so that their behaviour can be improved. •     Reinforcement: These children need reinforcement for every task they do so that they can be motivated to learn other things. Self-Check Exercise-4 1.    What is a consequence of Mental Retardation regarding memory? a)    Enhanced memory capacity b)    Short memory span c)    Superior memory retention d)    Rapid memory recall 2.    Why is the removal of distractions important for children with mental retardation? a)    To enhance their creativity b)    To improve their attention c) To stimulate their senses d) To encourage social interaction 14.7    SUMMARY Children with special needs encompass a spectrum of conditions, including visual impairment, hearing impairment, mental retardation, and more. Each condition presents unique challenges and necessitates specific interventions to support the child's development. Visual impairment, for example, affects orientation, mobility, and daily activities, requiring specialized tools like Braille materials and sensory training. Similarly, children with hearing impairment face difficulties in vocabulary, sentence structure, and social functioning, necessitating early intervention, hearing aids, and tailored educational support. Mental retardation impacts various developmental aspects such as attention, memory, and social skills, calling for modified curricula, individualized educational plans, and reinforcement strategies. Understanding and addressing the problems and needs of children with special needs are crucial for promoting their holistic development and ensuring their inclusion in educational and social environments. 14.8    GLOSSARY Autism Spectrum Disorder (ASD): A developmental disorder characterized by difficulties with social interaction, communication, and repetitive behaviors. Early Intervention: Programs or therapies provided to very young children with developmental delays or disabilities to enhance their development. Gross Motor Coordination: The ability to use large muscle groups to perform movements like walking or jumping. Sensory Training: Activities designed to enhance the remaining senses of individuals who have lost one sense, such as vision or hearing. 14.9    ANSWERS TO SELF-CHECK EXERCISE 1, 2 & 3 Self-check exercise-1 1. 20 to 20,000 Hz 2. 70-75 3.    objects Self-check exercise-2 1.    a) 20/200 2.    Unable Self-check exercise-3 1.    d) All of the above. 2.    c) utilization of communication modalities Self-check exercise-4 1.    b) Short memory span 2.    b) To improve their attention 14.10    REFERENCES/SUGGESTED READINGS •     Alonzo, L (1985) Reflections on transition. Journal of Visual Impairment & Blindness, 80, 979-984. •    American Speech-Language-Hearing Association. (2001). Knowledge and skills required for the practice of audiologic/aural rehabilitation. ASHA    Online     Desk     Reference.     Available    from http://www.asha.org/policy/KS2001-00216/. •     Andrews & Lupart. The inclusive classroom: Educating exceptional children. Nelson Education Scarborough, ON (1993). •     Cherow, E., Matkin, N. D., & Trybus, R. (Eds.). (1985). Hearing impaired children and youth with developmental disabilities: An interdisciplinary foundation for service. Washington, DC: Gallaudet University Press. •     Christensen, K. M. (Ed.). (2000). Deaf plus: A multicultural perspective. San Diego, CA: DawnSignPress. •     Delgado, G. (1984). The Hispanic deaf: Issues and challenges for bilingual special education Washington, DC: Gallaudet College Press. •     Hall, A., Scholl, G.T., & Swallow, R. (1986). Psychoeducational assessment. In GT. Scholl (ed.), Foundations of education for blind and visually handicapped children and youth: Theory and practice. New York: American Foundation for the Blind. •     Hatlen, P.H., LeDuc, P., & Canter, P. (1975). The blind adolescent life skills center. The New Outlook for the Blind, 69, 109-115. •     Knoblock, P. (1987). Understanding exceptional children and youth. Boston: Little, Brown. •     Levine, Mel. All kinds of minds: A young student's book about learning abilities and learning disorders. Educators Publishing Services, Inc. Cambridge, MA (1993). •     Mather, N. & Goldstein, S. Learning disabilities and challenging behaviours: A guide to Intervention and Classroom Management. Paul H. Brooks Publishing Co. Baltimore, MD (2001). •     McLoughlin, J. & Lewis, R.B. Assessing students with special needs (6th ed.). Merrill Prentice Hall. Upper Saddle River, NJ (2005). •     Reynolds, M.C., & Birch, J.W. (1982). Teaching exceptional children in all America's schools. Reston, VA: Council for Exceptional Children. •     Scholl, G.T. (ed.) (1986). Foundations of education for blind and visually handicapped children and youth: Theory and practice. New York: American Foundation for the Blind. 14.11    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1.    Discuss the various challenges faced by children with visual impairments and suggest some key needs that must be addressed to support their development. 2.    What are some of the specific needs of children with hearing impairments in terms of curriculum, communication, and family involvement? Why are these aspects crucial for their overall development? 3.    Describe the key problems experienced by children with mental retardation in terms of learning, problem-solving, and daily living skills. What educational and environmental modifications can help improve their adaptability and quality of life? ******* UNIT-15PROBLEMS AND NEEDS OF CHILDREN WITH SPECIAL NEEDS (CWSN)-II Structure 15.1    Introduction 15.2    Learning Objectives 15.3    Problems and Needs of Children with Locomotor Disability Self-Check Exercise-1 15.4    Problems and Needs of Children with Learning Disability Self-Check Exercise-2 15.5    Problems and Needs of Children with Autism Self-Check Exercise-3 15.6  Summary 15.7   Glossary 15.8   Answers to self-check Exercise 15.9   References/Suggested Readings 15.10    Terminal Questions 15.1    INTRODUCTION Dear Learner, Children with locomotor disabilities face challenges in mobility due to limitations in the movement of their body parts, which may arise from various conditions such as cerebral palsy, polio, or amputation. These challenges impact their ability to navigate school and public spaces independently. To address their needs, essential architectural features like ramps and railings are necessary in educational institutions and public areas. Additionally, providing mobility aids such as wheelchairs and tricycles, along with modified facilities like toilets and classrooms, is crucial for enhancing their accessibility and inclusion. Understanding the problems and needs of children with locomotor disabilities is vital for creating supportive environments that facilitate their participation and development. 15.2    LEARNING OBJECTIVES After studying this unit, you should be able to: •  understand the Problems and Needs of Children with Locomotor Disability. •  understand the problems and Needs of Children with Learning Disability. •  understand the Problems and Needs of Children with Autism. 15.3    PROBLEMS AND NEEDS OF CHILDREN WITH LOCOMOTORDISABILITY A person with locomotor disability will have limited movement of body parts. The main causes could be injuries, diseases or disfigurations in the bones or muscles or any injuries of the brain, spinal codes or the nerves. Locomotor disability may arise from the following conditions: •     Cerebral Palsy •      Polio •    Amputation •     Paralysis •     Congenital Deformities Locomotor Disability means disability of the bones, joints or muscles leading to substantial restriction of the movement of the limbs or any form of cerebral palsy. Problems of Children with Locomotor Disability The main problem of children with locomotor disability is mobility. Due to their disability these children cannot move from one place to another without any support. Needs of Children with Locomotor Disability •     Ramp & Railing: These children need ramp & railing in school and public places so that they can move freely. •     Wheelchair/Tricycle: For mobility these children essentially need a wheelchair or tricycle. •     Modified Toilet: Since these children use tricycle or wheelchair hence modified toilets in school and public places are very essential. •     Modified Classroom: Classroom should be modified to accommodate children with locomotor disability. Self-Check Exercise-1 1.    What architectural features are essential for children with locomotor disability in school and public places? a)    Elevators and escalators b)    Stairs and ladders c)    Ramp and railing d)    Slide and swing 2.    Why is a modified toilet necessary for children with locomotor disability in school and public places? a)    To encourage independence b)    To promote cleanliness c)    To accommodate their mobility devices d)    to prevent overcrowding 15.4 PROBLEMS AND NEEDS OF CHILDREN WITH LEARNING DISABILITY A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart as or smarter than their peers, but they may have difficulty in reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. A learning disability can't be cured or fixed, it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Mainly three types of Learning disability are found in the children, these are •     Dyslexia: It is a language based disability and the person has difficulty in understanding words, sentences, grammar etc. Dyslexia is an impairment of the brain's ability to process and translate written images received from the eyes into meaningful language. Also specific reading disability, dyslexia is the most common specific learning disability among children. •     Dysgraphia: This is a writing based disability in which the person finds it difficult to form letters correctly as expected or to write in a straight line etc. This is a specific learning disability resulting from difficulty in expressing thoughts in writing mode and in any other graphic form. It is generally indicated in the form of extremely poor handwriting. •     Dyscalculia: This is a mathematical disability in which the person has difficulty in comprehending relationships between quantitative values, manipulating numeral values or solving arithmetic problems, and specifically means mathematical difficulty. 15.4.1    Problems of Children with Learning Disability •     Problems related to reading: Children with learning disabilities have problems in reading, like they add some words, substitute some words or omit some words. •     Problems related to writing: Children with learning disabilities find problems in writing, their handwriting is very poor. •     Problems related to calculation: These children have problems in calculation and do not understand the simple mathematical concept. •     Poor memory: Memory of these children is low as compared to other children. •     Lack of attention: These children lack attention. •     Developmental delay: Lag behind their normal development skills. •     Thinking pattern: Thinking patterns of these children are unusual. •     Self-confidence: Self-confidence of these children is generally low. Needs of Children with Learning Disability •     Early Intervention: Early Intervention is very essential for these types of children so that programmes can be developed. •     Assistive Devices: Assistive devices are useful for these children so that they can improve their ability. •     Motivation: Since self-confidence of these children are generally low hence they need motivation for success in life. •     Reinforcement: These children need reinforcement for every task they do so that they can be motivated to learn other things. Self-Check Exercise-2 1.    What is a common problem related to reading for children with learning disabilities? a)    Difficulty in understanding spoken instructions b)    Poor handwriting c)    Memory loss d)    Word substitution and omission 2.    What is essential for children with learning disabilities to receive at an early stage? a)    Advanced education b)    Early intervention c)    Specialized equipment d)    Psychological counselling 15.5 PROBLEMS AND NEEDS OF CHILDREN WITH AUTISM Autism is a mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts. It is characterized by: •     Persistent deficits in social communication and social interaction across multiple contexts; •      Restricted, repetitive patterns of behavior, interests, or activities: •     Symptoms must be present in the early developmental period (typically recognized in the first two years of life), and, •     Symptoms cause clinically significant impairment in social occupational, or other important areas of current functioning. Problems of Children with Autism Problems of children with autism vary from one child to the next, but in general, they fall into two areas: •     Social impairment, including difficulties with social communication •     Repetitive and stereotyped behaviors Social impairment Most children with autism have trouble engaging in everyday social interactions. For example some children with autism may: •     Make little eye contact •     Tend to look and listen less to people in their environment or fail to respond to other people •     Rarely seek to share their enjoyment of toys or activities by pointing or showing things to others •     Respond unusually when others show anger, distress, or affection Communication issues Some children with autism may: •     Fail or be slow to respond to their name or other verbal attempts to gain their attention •     Fail or be slow to develop gestures, such as pointing and showing things to others •     Coo and babble in the first year of Me, but then stop doing so •     Develop language at a delayed pace •     Learn to communicate using pictures or their own sign language •     Speak only in single words or repeat certain phrases over and over, seeming unable to combine words into meaningful sentences •     Repeat words or phrases that they hear, a condition called echolalia •     Use words that seem odd, out of place, or have a special meaning known only to those familiar with the child's way of communicating. Repetitive and stereotyped behaviours Children with autism often have repetitive motions or unusual behaviors. These behaviors may be extreme and very noticeable, or they can be mild and discreet. For example, some children may repeatedly flap their arms or walk in specific patterns, while others may subtly move their fingers by their eyes in what looks to be a gesture. These repetitive actions are sometimes called "stereotypy" or "stereotyped behaviors." A slight change in a specific routine can be extremely upsetting. Some children may even have emotional outbursts, especially when feeling angry or frustrated or when placed in a new or stimulating environment. No two children express exactly the same types and severity of symptoms. In fact, many typically developing children occasionally display some of the behaviors common to children with autism. However, if you notice your child has several autism-related symptoms, have your child screened and evaluated by a health professional experienced with autism. Needs of Children with Autism Early intervention: These include: •     Starting as soon as a child has been diagnosed with autism •     Providing focused and challenging learning activities at the proper developmental level for the child for at least 25 hours per week and 12 months per year •     Having small classes to allow each child to have one-on-one time with the therapist or teacher and small group learning activities •     Having special training for parents and family •     Encouraging activities that include typically developing children, as long as such activities help meet a specific learning goal •     Measuring and recording each child's progress and adjusting the intervention program as needed •     Providing a high degree of structure routine and visual cues, such as posted activity schedules and clearly defined boundaries, to reduce distractions •     Guiding the child in adapting learned soils to new situations and settings and maintaining learned skills •     Using a curriculum that focuses on •    Language and communication •     Social skills, such as joint attention (looking at other people to draw attention to something interesting and share in experiencing it) •     Self- help and daily living skills, such as dressing and grooming •     Research-based methods to reduce challenging behaviors, such as aggression and tantrums •     Cognitive skills such as pretend play or seeing someone else's point of view •     Typical school-readiness skills, such as letter recognition and counting. •     Verbal Behavior- focuses on teaching language using a sequenced curriculum that guides children from simple verbal behaviors (echoing) to more functional communication skills through techniques such as errorless teaching and prompting •      Pivotal Response Training- aims at identifying pivotal skills, such as initiation and self-management that affect a broad range of behavioral responses. This intervention incorporates parent and family education aimed at providing skills that enable the child to function in inclusive settings. Self-Check Exercise-3 1.    What are the two main areas of problems experienced by children with autism? a)    Emotional instability and cognitive impairment b)    Social impairment and communication issues c) Physical disabilities and sensory sensitivities d) Learning difficulties and behavioral problems 2.    Why are small classes preferred for children with autism? a)    To reduce the need for specialized instruction b)    To increase distractions c)    To allow each child to have one-on-one time with the therapist or teacher d)    To minimize social interaction 15.6    SUMMARY Children with locomotor disabilities face challenges in mobility due to limitations in the movement of their body parts, stemming from various conditions such as cerebral palsy, polio, or amputation. Their primary problem lies in mobility, necessitating architectural modifications like ramps and railings in schools and public places, along with access to wheelchairs and modified facilities. In contrast, children with learning disabilities encounter issues related to reading, writing, calculation, memory, attention, and self-confidence. Early intervention, assistive devices, motivation, and reinforcement are essential for their development. Children with autism experience social impairments and repetitive behaviors, requiring early intervention programs tailored to their needs, including structured learning activities, specialized training for parents, and research-based methods to address challenging behaviors and promote skill development. 15.7    GLOSSARY Amputation: The surgical removal of a limb or part of a limb. Congenital Deformities: Physical abnormalities present at birth, often affecting the structure or function of limbs. Repetitive Behaviors: Patterns of behavior characterized by repetition and stereotypy often seen in children with autism. Visual Cues: Visual aids or prompts used to support understanding and communication for children with autism. 15.8    ANSWERS TO SELF-CHECK EXERCISE 1,2 & 3 Self-check exercise-1 1.    c) Ramp and railing 2.    c) To accommodate their mobility devices Self-check exercise-2 1.    d) Word substitution and omission 2.    b) Early intervention Self-check exercise-3 1.    b) Social impairment and communication issues 2.    c) To allow each child to have one-on-one time with the therapist or teacher 15.9    REFERENCES/SUGGESTED READINGS •    Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill. •    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. •    Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school system. Psychology in the Schools, 44(7), 719-734. https://doi.org/10.1002/pits.20262 •    Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional learners: An introduction to special education (11th ed.). Boston, MA: Pearson. •    Heward, W. L. (2006). Exceptional children: An introduction to special education (8th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. •    Heward, W. L., & Orlansky, M. D. (2009). Educating children with autism. Boston, MA: Allyn & Bacon. •    Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). Retrieved from https://sites.ed.gov/idea/ •    Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2012). Educating exceptional children (13th ed.). Boston, MA: Cengage Learning. •    Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure, 54(4), 275-282. https://doi.org/10.1080/10459881003785506 •    Schopler, E., Mesibov, G. B., & Kunce, L. J. (Eds.). (1998). Asperger syndrome or high-functioning autism? New York, NY: Plenum Press. •    Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92. https://doi.org/10.1177/108835760101600204 •    Wieder, S., & Greenspan, S. I. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, 7(4), 425-435. https://doi.org/10.1177/1362361303007004008 15.10    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1.    Explain the types of locomotor disabilities and the common mobility issues faced by children. 2.    Define learning disabilities and the different types such as dyslexia, dysgraphia, and dyscalculia. 3.    Examine the role of specialized curricula and structured environments in supporting the educational needs of children with autism. ******* UNIT-16 GUIDANCE OF THE GIFTED AND CREATIVE STUDENTS Structure 16.1   Introduction 16.2  Learning Objectives 16.3  Gifted, Talented and Creative Children, Suggestions for Finding and Nurturing Potential Giftedness Self-Check Exercise-1 16.4    Issues in Identification and Assessment of Gifted, Creative and Talented Self-Check Exercise-2 16.5  General Classroom Accommodations Gifted, Creative and Talented Self-Check Exercise-3 16.6  Tips for Nurturing Gifted Children Self-Check Exercise-4 16.7  Summary 16.8    Glossary 16.9  Answers to self-check Exercise 16.10    References/Suggested Readings 16.11    Terminal Questions 16.1    INTRODUCTION Dear Learner, Children and youth with exceptional talents, whether intellectually gifted, creatively talented, or possessing unique leadership abilities, often require specialized attention and support beyond what traditional schooling offers. Recognizing their potential for remarkable achievements in intellectual, creative, and academic realms is essential for nurturing their growth and development. However, identifying and nurturing giftedness can present challenges, particularly in ensuring inclusivity and overcoming biases in assessment. This overview delves into the characteristics of intellectually gifted, creatively talented, and hidden gifted individuals, along with strategies for identification, assessment, and classroom accommodations. Additionally, it provides practical tips for educators and parents in fostering the holistic development of gifted children, emphasizing the importance of appreciating their individuality and nurturing their thirst for knowledge and exploration. 16.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •     explain the concept of gifted, talented and creative children. •     enumerate suggestions for finding and nurturing potential giftedness •     understand issues in identification and assessment of gifted, creative, and talented 16.3    GIFTED, TALENTED AND CREATIVE CHILDREN, SUGGESTIONS FOR FINDING AND NURTURING POTENTIAL GIFTEDNESS Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided in the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavour. Intellectually Gifted Intellectually gifted students are those who have scored very high on standardized tests and usually excel in school. They are frequently very highly skilled verbally and have outstanding memories and literacy abilities-especially in reading and writing- compared with their typical age peers. They also tend to have outstanding critical thinking and problem-solving abilities and insatiable curiosities. Intellectually gifted youth acquire, retain, and manipulate large amounts of information and appear to learn in intuitive leaps. Creative and Talented The definitions of creative and talented are widely varied, but consensus usually converges on the identification of individuals with exceptional talents in particular areas. Creatively gifted and talented youth often excel in the visual or performing arts. These students typically show outstanding abilities at young ages in particular areas. Davis (1995) listed the following 12 categories as representative of creative individuals: original, independent, risk taking, aware of creativeness, energetic, curious, has a sense of humour, attracted to complexity, artistic, open-minded, needs time alone, and intuitive. Hidden Gifted, Creative, and Talented Many students who are gifted and talented remain unidentified or hidden. This may be due to a number of factors. First, they might be underachievers and consequently their scores fall below the cutoff scores for classifying gifted students. Second, intelligence tests and standardised tests may be biased against some students due to cultural or linguistic diversity. Third, girls who may be gifted and talented are often under-identified (Hollinger, 1995). It is speculated this may be because of underachievement in science and math, as well as declining achievement in adolescent years, although precise reasons are unknown. Finally, some students may not be identified due to existing disabilities in other areas (learning or physical disabilities). Special attention during classification and screening efforts at identifying gifted and talented youth can help eliminate under identification of these individuals. SUGGESTIONS FOR FINDING AND NURTURING POTENTIAL GIFTEDNESS Some specific suggestions for finding and nurturing potential giftedness are. •      Develop a "belief system" in school that culturally and linguistically diverse students can be and are gifted and talented. •     Develop an identification process that reflects appreciation of the culture, language, values, and world views of culturally and linguistically diverse students and their families. •     Employ a multidimensional assessment process that includes qualitative as well as quantitative measures. •     Develop programs to educate the public in ways giftedness may be manifested (and sometimes concealed) in different cultures. Collaborate with people knowledgeable in the particular culture for assistance and support. •     Ensure that insights gained in the identification and assessment process are incorporated into the instructional program. Self-Check Exercise-1 1.    What defines intellectually gifted students? a)    Exceptional talents in the visual or performing arts b)    High performance capability in intellectual, creative, and/or artistic areas c)    Acquiring, retaining, and manipulating large amounts of information d)    Excelling in specific academic fields 2.    What might lead to some gifted and talented students remaining unidentified? a)    Excelling in school b)    Scoring high on standardized tests c)    Underachievement and falling below cut-off scores d)    Having exceptional talents in particular areas 16.4    ISSUES IN IDENTIFICATION AND ASSESSMENT OF GIFTED, CREATIVE, AND TALENTED Several approaches exist for identifying gifted and talented children and youth. Common approaches include nomination methods, standardized test scores, talent pool searches, and a multiple measures-multiple criteria approach. Nomination approaches consist of distributing nomination forms to teachers and parents. Schools often implement an approach by which parents, teachers, peers, and students are provided nomination forms in which they detail reasons for nominating a student (or self) for the gifted and talented program. Standardized test score approaches include the use of intelligence and achievement test scores. These tests may be individually or group-administered. Cutoff scores to qualify students as gifted and talented are often designated to identify which students score in the top 8% (Renzulli & Reiss, 1991). This approach is usually combined with some other approach, in that standardized test scores are seldom the only criteria considered. A multiple measures-multiple criteria approach is implemented in many schools (Davis & Rimm, 2004). This approach combines many of the pieces of evidence collected in the approaches discussed previously, but may also include detailed family histories, student work samples and inventories of interests, and discussion of all by a gifted-and-talented screening committee. Self-Check Exercise-2 1.    What is one suggestion for finding and nurturing potential giftedness? a)    Developing programs for standardized test preparation b)    Creating a belief system that culturally diverse students cannot be gifted c)    Ensuring insights gained in the identification process are disregarded d)    Developing a belief system that culturally diverse students can be and are gifted and talented 2.    Which approach is suggested for identification and assessment of gifted, creative, and talented individuals? a)    Relying solely on standardized test scores b)    Using a single nomination method c)    Implementing a multiple measures-multiple criteria approach d)    Ignoring cultural differences during assessment 16.5    GENERAL CLASSROOM ACCOMMODATIONS FOR GIFTED, CREATIVE, AND TALENTED Several educational approaches exist for programming curriculum and classes for gifted and talented youth. These include acceleration and enrichment, and are provided in regular classes, resource classes, self-contained classes, university classes, and through mentoring programs. Careful pre testing identifies skills and information that gifted students have and can be used to place them in a more appropriate curriculum. Acceleration Acceleration refers to moving students through the curriculum at a faster pace than general education students (Davis & Rimm, 2004). Acceleration can mean admitting a child to school early, skipping grades, providing level-appropriate curriculum, or testing out of classes. Advancing students places them in grades that match their achievement levels. For example, a fourth-grader who is working at a sixth-grade level academically might be advanced to the sixth-grade class. Another example is maintaining students in the age-appropriate class, but providing them with the appropriate-level curriculum (sixth-grade level, in this example). It might also mean advancing students several grade levels only in specific academic classes For example, if seventh-grade students were gifted mathematically, they might be placed with juniors in the Algebra II class, but remain with their peers for other subjects. Universities also may allow students who are gifted or talented to enroll in collegelevel courses when prerequisite criteria are met. Students who are gifted or talented frequently take advanced placement tests for college, which enables them to skip college-level courses. Finally, many students are admitted early to colleges and universities. Acceleration is controversial, with proponents arguing strenuously for and opponents arguing strenuously against acceleration programs. Proponents claim students need acceleration to maintain interest in school and to be challenged adequately. Opponents claim that acceleration harms the social-emotional development of gifted students. Enrichment Numerous models of enrichment exist. The common element across enrichment programs is expansion upon the existing curriculum. Students are allowed and encouraged to study topics in depth that extend beyond the scope of the general education curriculum. The goals behind enrichment activities are to allow opportunities for critical thinking and problem solving through in-depth analyses of specific content areas. This is often accomplished by having students work independently on projects within general education classes. However, enrichment may also take place in off-campus settings. For example, students may be assigned to work with mentors in business and industry, or in university settings. In either case, general education teachers can facilitate coordination of programming for students who are gifted or talented. Adapt Instructional Materials In the case of either acceleration or enrichment, it may be necessary for general educators to adapt curriculum materials to better meet the needs of students who are gifted or talented. When students have demonstrated mastery of content, be prepared to move them ahead in the curriculum or design suitable enrichment activities that enable them to study more in depth in that area. Seek assistance from teachers who work with students who are gifted or talented and from guidance counselors, as well as from the families of the students. Adapt Instructional and Evaluation Procedures Be prepared to adapt your instructional procedures for students who are gifted or talented. They may not require intensive or explicit instruction on new content. You may be able to meet with them independently and briefly explain new concepts and content, thus allowing more time for either acceleration or enrichment activities. Students who are gifted or talented may also be able to provide tutorial assistance to age peers. Be aware that some gifted and talented youth may also require explicit instruction in study and organizational skills when work demands increase for them. Finally, evaluation methods can be modified to allow for assessment of enrichment and acceleration activities. More performance-based measures may need to be devised to obtain true indicators of students' abilities on such tasks. Self-Check Exercise-3 1.    Enrichment programs aim to allow opportunities for critical thinking and problem solving through __________ of specific content areas. 2.    When adapting instructional procedures for students who are gifted or talented, educators may need to provide __________ in study and organizational skills. 16 .6 TIPS FOR NURTURING GIFTED CHILDREN •     Appreciate gifted learners as children. •      Interact with families with gifted children. •     Recognize how the personal and instructional needs of a gifted child differ from others. •     Appreciate the differences among high achievers, gifted learners, and creative thinkers. •     Understand the developmental crises for gifted students. •     Assure your child that being different is okay. •     Be an encourager. •     Emphasize that what is learned is more important than any grade. •      Be an active listener and elicit children's perceptions. •      Follow their interests and leads in learning situations rather than pressure them with your agenda. •     Talk up to them. •     Enjoy music, plays, museums, art, sports, and historical places together and discuss the experience. •      Model life-long learning habits •      Facilitate real-life reading, writing, science, and math experiences. •     Give books and learning games as presents, and then spend time together reading and playing those games. •     Recognize that gifted children need to question and respond critically •     Maintain a sense of humor Self-Check Exercise-4 1.    Educators should recognize how the personal and instructional needs of a gifted child differ from __________. 2.    One way to engage with gifted children is to enjoy music, plays, museums, art, sports, and historical places together and __________. 16.7    SUMMARY Children and youth with exceptional talents, whether intellectually gifted or creatively talented, often require specialized attention and support to nurture their potential. This summary highlights the characteristics of giftedness and talent, the challenges in identifying and assessing them, and the strategies for classroom accommodations and nurturing. Suggestions include developing inclusive identification processes, employing multidimensional assessments, and offering acceleration and enrichment programs. Additionally, tips for nurturing gifted children emphasize appreciating their uniqueness, understanding their developmental needs, and fostering a supportive learning environment that encourages exploration and critical thinking. 16.8    GLOSSARY Intellectually Gifted: Exceptional cognitive abilities, including high standardized test scores, verbal skills, memory, literacy, critical thinking, and problem-solving. Creative and Talented: Individuals with exceptional abilities in specific areas, such as the visual or performing arts, characterized by traits like originality, independence, curiosity, humor, and intuition. 16.9    ANSWERS TO SELF-CHECK EXERCISE 1, 2, 3 & 4. Self-Check Exercise-1 1.    b) ) High performance capability in intellectual, creative, and/or artistic areas 2.    c) Underachievement and falling below cut-off scores Self-Check Exercise-2 1.    d) Developing a belief system that culturally diverse students can be and are gifted and talented 2.    c) Implementing a multiple measures-multiple criteria approach Self-Check Exercise-3 1.    in-depth analyses 2.    explicit instruction Self-Check Exercise-4 1.    others 2.    discuss the experience 16.10    REFERENCES/SUGGESTED READINGS Blankenship, C. (1981): Mainstreaming Students with Learning and Behaviour Problems, New York : Holt, Rinehart and Winston. Jangira, N.K. and Mukhopadhyay, S. (1987): Planning and Management of IED Programme : A Handbook, NCERT: New Delhi. Kirk, S.A. and Gallagher, J.J. (1979): Educating Exceptional Children, Haughton Mifflin Company Boston. Pollway, E. A. et. al. (1985): Strategies for Teaching Retarded and Special Needs Learners. Toronto: Charles E. Merrill Publishing Company. House Pvt. Ltd., New Delhi, 1987. Sharma, P. L. (1988): A Teacher's Handbook on IED: Helping Children with Special Needs, NCERT: New Delhi. 16.11    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1.    Who are gifted, talented and creative children? Give suggestions for finding and nurturing potential giftedness. 2.    Enumerate general classroom accommodations for gifted, creative, and talented. ******* Unit-17 GUIDANCE OF UNDER-ACHIEVERS AND FIRST GENERATION LEARNERS Structure 17.1    Introduction 17.2  Learning Objectives 17.3  Concept of Underachievers Self-Check Exercise-1 17.4  Guidance of Underachievers and Strategies for improving academic performance Self-Check Exercise-2 17.5    First-Generation Students and their Guidance Self-Check Exercise-3 17.6    Summary 17.7    Glossary 17.8  Answers to Self-Check Exercise 17.9  References/Suggested Readings 17.10    Terminal Questions 17.1    INTRODUCTION Dear Learner, Underachievers encompass a diverse group of students who possess significant potential but struggle to fulfill it academically. They can be found across all social, economic, and ability levels, with many having high IQs. Often misunderstood as lazy or disinterested, underachievers face internal challenges rooted in low self-esteem. Their struggles may manifest in various ways, from blaming others for mistakes to exhibiting disorganization and social withdrawal. Understanding the complexities of underachievement is crucial for educators and parents alike to provide appropriate support and guidance. Additionally, strategies for nurturing underachievers and improving their academic performance can pave the way for their success and fulfillment. 17.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •     Explain the concept of underachievers and first generation learners. •     Enhance the achievement of under achievers. •    Guide first generation learners •    State the Suggestions for helping these learners. 17.3    CONCEPT OF UNDERACHIEVERS Underachievers are kids who have a lot of potential but don't live up to that potential in school. Underachievers span all social, economic, and ability levels. Many underachievers have very high IQ's. Teachers and parents often accuse underachievers of being lazy, of having attitude problems, or of not caring about themselves. Sometimes these kids get into trouble at school and at home. Nobody realizes that underachievement is the issue. An underachiever child tends to have little interest in school work and related activities, invariably blames others for mistakes, is generally disorganized and either socializes too much or too little. The fact is that though they seem to be opposite syndromes, overachieving and underachieving are really related conditions that stem from low self-esteem. Children who focus on achieving too much actually consider their academic grades as barometers of their personal worth. Underachievers are scared to perform well and may even be averse to trying simply because they lack sufficient selfesteem. For reasons that may well lie in problematic parenting styles, such kids assume that they are not good enough to succeed at anything. Two types of under achievement have been identified. The first is where children only achieve on occasions, apparently when the mood takes them. More likely, their refusal to work or put themselves forward for selection in a team can be linked with some emotional crisis that suddenly erupts: a relationship may break up; a family problem may arise; a personality clash may develop with a specific teacher. Generally, these children have few long-term problems if they can get immediate help to overcome their difficulty and their progress at school is closely monitored. These children are known as situational underachievers. The second type of underachiever is a much more serious problem for the school, the home and particularly for themselves. The chronic underachiever has many characteristics that give him a label hard to remove. Over 80 percent of Identified underachievers are boys! They may become aggressive, giving vent to their frustration by causing trouble or they may become sulky and withdrawn and refuse to develop their talent Underachievers: Meaning Under achieving' implies that children should be achieving a certain norm at the certain age or time, and they currently are not. The Underachievers are often termed as the mistaken identity of low-ability students. They are endowed with high Intellectual potential but suffer from the crisis of low scholastic performance. Certain traits such as rebellious attitude, frequently lying, fear phobia with regard to success, day dreaming, inattentiveness, etc. may be either one reason in isolation or multiple reasons in combination with another. It may also occur due to physical deformities. Underachieving is the state in which a person performs significantly below his or her obvious potential. Parents can more readily relate to the problems faced by an underachieving child, because they tend to focus heavily on reversing this trend for most of the child's life. Signs and Symptoms of Underachievers Commonly encountered characteristics of underachievers may include the following: •     often impulsive with poor personal judgment and adjustment abilities; •     poor test results at school and no hobbies or interests at home; •     a low self-image, often displaying distrust, indifference, lack of concern and/or hostility: •     feel victimized or helpless and may not accept any responsibility for themselves or their actions; •     feel rejected by their family and resist attempts to help by parents or teachers •     choose friends with similar negative attitudes to school, show no leadership qualities and may be less mature than their peers: •     have little motivation with poor study habits, may refuse to do homework or leave much work incomplete, •     either cannot plan for the future or set goals well below their true ability or potential Self-Check Exercise-1 1.    What characterizes underachievers? a)    Low intelligence quotient (IQ) b)    Lack of interest in school work c)    Excessive socialization d)    High self-esteem 2.    Underachievers may feel ____________ by their family and resist attempts to help by parents or teachers. 17.4 GUIDANCE OF UNDER ACHIEVERSAND STRATEGIES FOR IMPROVING ACADEMIC PERFORMANCE •     It is essential to build the child's self-confidence and independence. •     Encourage the child to see him or herself as a unique individual with a valuable contribution to make to family and society. Never take away the thing or things that a child loves and succeeds in. •     Don't lecture or nag a child. Reason is always preferable. Don't pressure the child into doing something because you think it's a good idea. •     Don't set artificial times for work to be done at all costs and make the child feel that you are being a martyr. This reinforces the idea of failure, not only at school but at home as well. Be more natural in your interest and enthusiasm. •     Don't keep checking up on the child's progress. This seems to the child that she is irresponsible and not in control of life. It also implies a damaging lack of trust. •     Get used to saying things which make it clear that the child's feelings are important and that you value his or her opinions. Explain that it's all right to feel angry but that it must be expressed in acceptable ways. Your relationship with your child must be based on mutual respect. It often helps an underachieving child to point out achievable goals for them. Put the goals in some priority order, but be flexible. Guide, don't push. •     Give underachievers the opportunity to work at their area of ability and make sure someone the child respects is available when help is needed. Isolation is a fine fertilizer for under achievement. STRATEGIES Single-sided interests •     Identify-acceptable minimums for tasks •     Pick up pace of instruction •     Identify-have to have skills and focus on these •     Help child focus on their single-sided interests Claims of boredom •     Develop diagnostic-prescriptive instruction •     Compact the regular curriculum •     Use continuous progress for learning •     Fast paced content presentations •     Subject acceleration •     Find-cause of boredom Perfectionism Teach strategies for when to quit, how to match effort to tasks, setting goals. focusing on successes not failures, and separating self-concept from products Role model mistake making Peer Pressure to Underachieve •     Selectively encourage certain friendships •     Take interest in child's friends •     Encourage extra-curriculars •     Teach strategies for resisting peer pressure Lack of Organizational Skills •     Study habits training •     Strategies for developing work plans, priorities, balance, flexibility •     Provide consistent space and schedule for study at home Stress •    Teach time management techniques •     Relaxation exercises •     Exercise routines •     Socialization opportunities STRATEGIES FOR IMPROVING ACADEMIC PERFORMANCE Supportive Strategies Behaviors that affirm the worth of the child in the classroom and convey the promise of greater potential and success yet to be discovered and enjoy •     Daily class meetings to discuss student's concerns •     Directive atmosphere to show who is in charge •     Daily written contracts of work to be done •     Free time scheduled each day to show import of relaxation, free choice •     Use of concrete, predictable teaching methods •     Eliminate work already mastered •     Allow independent study on topics of personal interest •     Non authoritarian atmosphere •     Permit students to prove competence via multiple methods •     Teach through problem solving rather than rote drill Intrinsic Strategies Behaviors that are designed to develop intrinsic achievement motivation through the child's discovery of the rewards available as a result of efforts to learn. achieve, and contribute to the group. •     Daily review of/reward for small successes •     Allow students to evaluate work prior to teacher marking •     Frequent, positive contact with family about child's progress •     Verbal praise for any self-initiating behaviors •     Assign specific responsibilities for classroom maintenance, management •     Practice reflective listening, comment to clarify student statements •     Student sets daily/weekly/monthly goals with teacher approval Remedial Strategies: Behaviors that are used to improve the student's academic performance in an area of learning difficulty which led to experience of failure and loss of motivation to engage in learning tasks •     Programmed instruction materials, students grade own papers upon completion •     Peer tutoring of younger students in areas of strength •     Small group instruction in common areas of weakness •     Encourage students to work on projects not involving marks or external evaluation •     Self-selected weekly goals for improvement •     Private instruction in areas of weakness •    Use of humor and personal example to approach academic weakness areas •     Familiarize students with learning styles and personal implications for performance Self-Check Exercise-2 1.    What strategy is recommended for addressing the underachiever's claims of boredom? a)    Increasing academic pressure on the child b)    Identifying acceptable minimums for tasks c)    Encouraging the child to engage in solitary activities d)    Allowing the child to skip assignments they find boring 2.    Which of the following is NOT a strategy suggested for improving academic performance? a)    Daily class meetings to discuss student's concerns b)    Directive atmosphere to show who is in charge c)    Punishing students for mistakes d)    Non-authoritarian atmosphere 17.5 FIRST-GENERATION STUDENTS AND THEIR GUIDANCE First-generation students are defined as those whose parents' highest level of education is a high school or less. In cases where parents have different levels of education, the maximum education level of either parent determines how the student is categorized. A first-generation college student is defined as a student whose parents have not completed a bachelor's degree at a three-year college or university. This means that you are the first in your family to attend a three-year college/university to attain a bachelor's degree. First-generation college students are those whose parents and grandparents did not attend or graduate from college. Common Feelings of First Generation Students First-generation students often experience a range of feelings about being the first in their family to attend and complete college. What are some common feelings? •     Excitement and Anxiety - Many students are thrilled but also somewhat frightened about being away from home at college, living on their own, and being the first in the family to attend college. These students may ask themselves, "Am I cut out to be a college student?" despite their stellar academic performance in high school. •     Responsibility - Many first-generation students have to help pay for their education, perhaps more so than students of higher socioeconomic backgrounds. In addition to financial responsibility, these students may be pressured by family and friends to return home often, and may receive mixed messages about their changing identities (e.g., wanting to succeed, but not wanting to be different from the rest of the family or their peers). •     Pride - These students often feel an overwhelming sense of pride about being the first in their families to attend and complete college. A college degree can provide many opportunities. This is an important accomplishment! •     Guilt - In addition to pride, many first-generation students may feel guilt about having the opportunity to attend college while others in the family did not have that opportunity. These students may wonder if it is fair for them to be at school while their parents struggle financially at home. They may feel the need to go home to support their families. Firstgeneration students may also feel guilty about their academic performance if it is not as good as they or their families would like. •    Embarrassment and Shame - These students may feel embarrassment over their socioeconomic status or the level of education in their family. First- generation students may try to act like their family is more highly educated or financially advantaged than they really are. There may be embarrassment around being different from their peers at college, particularly if their peers have a long lineage of family members attending college or if they seem to know the 'lingo' when a first-generation student may not. •     Confusion - First-generation students may feel 'out of the loop' when it comes to college processes and procedures such as application, graduation, job or graduate school searches, etc. They may not be aware of the resources available to them or of options available to them after graduation. GUIDANCE FOR FIRST-GENERATION STUDENTS •     Get support - First-generation students are more likely to live off- campus, work while taking classes, and be enrolled part-time than their non-first- generation counterparts. By becoming involved on campus, you may receive the support you need and begin to feel more integrated with other college students. Join groups, organizations, or support groups that are of interest to you. Also, talk with people you trust, perhaps your families and friends, about what you are experiencing as you adjust to college and a new environment. •    Communicate about what you are experiencing - In times of transition, it can be helpful for individuals to communicate what they are experiencing and what they need from one another. As you grow and develop, you may begin to feel different from your family and peers. This is a natural process for all college students, and it can be helpful to share your experiences with each other. •     Utilize resources - Take advantage of mentoring programs as well as the variety of offices and programs designed to assist you. Many universities have offices for ethnic minority students, advising programs, tutoring programs, financial aid programs and counseling centers. Their services can help you navigate the college terrain as well as feel understood and connected. You can also benefit from getting to know an upper-level student who can show you the ropes. Finding a first-generation college student who has already been there a few years can be especially helpful as he or she can share tips on how to deal with the first year of college. •     Maintain a balance - You do have a lot to juggle! With the demands of academics, work, family, and a social life, it is important that you find a way to balance competing needs. Time management •     Early and Frequent College Exposure - Until your students have had a sustained college-bound experience, it can seem like an expensive pipe dream. Expose them to colleges early and often. Starting college exposure early really helps to demystify the experience for first generation students. •     Money and Status - The biggest barriers many of my students have faced during the college guidance process have been money and understanding of how financial aid works, and surprises around immigration status and how this can impact financial aid for college. Encourage families to explore scholarships, to begin an early review of financial aid guidelines for the schools in which they're interested, and to disclose their immigration status so that you can help them develop a plan of action as soon on as possible. It is possible to go to college regardless of your financial and immigration status but planning ahead definitely makes the difference. •     Sharing stories: Another great way to prepare first generation college bound students and their families for the college experience is to have them speak with other families who've had similar experiences. Self-Check Exercise-3 1.    What is a common feeling experienced by many first-generation college students according to the text? a)    Entitlement b)    Complacency c)    Guilt d)    Apathy 2.    Which of the following is NOT suggested as guidance for firstgeneration students? a)    Maintaining a balance between academic, work, family, and social life b)    Avoiding campus involvement and support groups c)    Communicating with trusted individuals about their college experiences d)    Utilizing resources such as mentoring programs and counseling centers 17.6    SUMMARY Underachievers, regardless of their social, economic, or ability level, often struggle to fulfill their academic potential due to underlying issues such as low selfesteem. They may exhibit traits like disorganization, lack of interest in school work, and blaming others for mistakes. Strategies for guiding underachievers include building self-confidence, avoiding pressure tactics, and providing opportunities for success. Additionally, addressing issues like boredom and perfectionism can aid in improving academic performance. First-generation students, defined as those whose parents lack a bachelor's degree, face unique challenges and emotions as they navigate college life. These students often experience excitement, anxiety, and pride, along with guilt, embarrassment, and confusion. Guidance for first-generation students involves seeking support, communicating experiences, utilizing resources, and maintaining a balance between academic, work, and personal life. Early exposure to college, understanding financial aid, and sharing stories with other first-generation families can help prepare these students for success. 17.7    GLOSSARY Underachievers: Students who possess high potential but do not perform up to that potential in school, often due to low self-esteem or lack of interest. First-Generation Students: Individuals whose parents have not attained a bachelor's degree from a three-year college or university. These students are the first in their families to pursue higher education. 17.8    ANSWERS TO SELF-CHECK EXERCISE 1,2 & 3 Self-Check Exercise-1 1.   b) Lack of interest in school work 2.   rejected Self-Check Exercise-2 1.    b) Identifying acceptable minimums for tasks 2.    c) Punishing students for mistakes Self-Check Exercise-3 1 . c) Guilt 2 . b) Avoiding campus involvement and support groups 1 7.9 REFERENCES/SUGGESTED READINGS •  Jackson, M. (2002). Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Student. Corwin Press. •  Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152-170. •    Rimm, S. B. (2008). Why Bright Kids Get Poor Grades And What You Can Do About It: A Six-Step Program for Parents and Teachers. Great Potential Press. •    Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academies Press. •    Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1-22. 1 7.10 TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1.    What are the factors contributing to underachievement in education, and what are the common characteristics of underachieving students? 2.    How effective are the strategies outlined for guiding underachievers towards improved academic performance? Evaluate their ability to address underlying issues contributing to underachievement in students. 3.    What challenges do first-generation college students face, and what common feelings and experiences are associated with being the first in their families to pursue higher education? 4.    Describe the recommendations for supporting first-generation college students. ******* UNIT-18ROLE OF THE TEACHERS IN HELPINGCHILDREN WITH SPECIAL NEEDS Structure 18.1    Introduction 18.2    Learning Objectives 18.3    Role of teacher in children with visual impairment Self-Check Exercise-1 18.4    Role of teacher in children with hearing impairment Self-Check Exercise-2 18.5    Role of teacher in children with mental retardation Self-Check Exercise-3 18.6    Role of teacher in children with autism Self-Check Exercise-4 18.7    Role of teacher in Children with Learning Disability Self-Check Exercise-5 18.8    Summary 18.9    Glossary 18.10    Answers to self-check Exercise 18.11    References/Suggested Readings 18.12    Terminal Questions 18.1    INTRODUCTION Dear Learner, Teachers play an important role in helping children with special needs. They can provide alternative methods of assessment, create an inclusive learning environment, and participate in creating individual educational plans (IEP). Teachers can use various techniques to help students with special needs, such as breaking down tasks into smaller chunks, using visual aids, and providing frequent checkins. They can also collaborate with other educators, support staff, and parents to build a team of support for the student. They can create an inclusive learning environment by accepting children with disabilities, developing a positive attitude between normal and disabled children, and placing children in the classroom in proper places. Teachers can collaborate with other educators, support staff, and parents to build a team of support for the student. This collaboration can help to ensure that the student is receiving the support that they need to succeed. 18.2    Learning Objectives After studying this unit, you will be able to: •  Understand the role of teacher in children with visual impairment •  Understand the role of teacher in children with hearing impairment •  Understand the role of teacher in children with mental retardation •  Understand the role of teacher in children with autism •    Understand the role of teacher in Children with Learning Disability 18.3    ROLE OF TEACHER IN CHILDREN WITH VISUAL IMPAIRMENT The Teacher of Students with Visual Impairments as the following roles and responsibilities: •     Has primary responsibility for specialized instruction and services required to meet the unique educational needs of her visually impaired students. •     Possesses the skills and abilities necessary to provide and coordinate this specialized instruction. •     Assists the student, parents, special and regular education personnel, and the student's sighted peers in •     understanding the unique educational needs and learning characteristics of visually impaired students, •     becoming aware of services and support available from local programs for visually impaired students, •     acquiring information regarding local, state, and national resources for the education of visually impaired students, and •      Interpreting the visually impaired student's  specific eye condition, the educational implications of the visual impairment, and the results of functional vision and learning media assessments. •     Consults regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student. •     Assists the site administrator and teachers in making environmental adjustments for the student in the school. •     Shares responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance. •     Assures that large-type or braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.) •     Provides instruction in the development and maintenance of skills to meet the student's unique educational needs in the following areas: •      low vision & visual efficiency skills •     concept development & academic skills, •      daily living skills •     career & vocational education skills, •     communication skills (these skills include braille reading and writing as appropriate) •     social/emotional skills and abilities, & sensory motor skills •     Prepares sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning, and motivational levels. This instruction should be reflected in weekly or monthly lesson plans as appropriate •     Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment require adaptation for the student •     Provides in-service training programs for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students Self-Check Exercise-1 1.    What is the primary responsibility of a Teacher of Students with Visual Impairments? a)    Providing general education instruction b)    Coordinating extracurricular activities c)    Offering specialized instruction to meet the unique educational needs of visually impaired students d)    Conducting physical education classes 2.    What is one responsibility of a Teacher of Students with Visual Impairments regarding classroom activities? a)    Solely conducting all classroom activities b)    Modifying classroom activities that require adaptation due to the student's visual impairment c)    Ignoring the need for adaptations in classroom activities d)    Excluding visually impaired students from classroom activities 18.4 ROLE OF TEACHERS IN CHILDREN WITH HEARING IMPAIRMENT There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with hearing impairments. In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, the objective You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned. •     Break information into small steps while instructing on new tasks. •     Providing review or study sheets for exams is helpful. •     Allow time for clarification of directions and essential information. •     When in doubt about how to assist the student ask him or her as privately as possible without drawing attention to the student of the disability. •     Face the class while speaking. Be sure that the student and the interpreter (if present) can see you while you lecture. •     Avoiding lecturing or giving our procedural information while handing out papers. Losing eye contact with the student may also mean the loss of information for the student. •     Repeat the comments and questions made by other students during class discussion. Acknowledge those who are speaking also so the student who is deaf or hard of hearing can focus their attention on them. •     Using visual aids and materials during your instruction is beneficial for those with hearing loss, as vision is their primary means of receiving information. •     While the student maintains eye contact with the interpreter, it is important to remember to maintain eye contact with the student also, •     Establish a classroom or other learning environment to meet the physical, cognitive, cultural, linguistic, and communicative needs of the child; •     Plan and utilize strategies, appropriate materials, and resources for implementing educational experiences that support the development of communicative competence; •     Provide consistent comprehensible language(s) appropriate to the needs of the child regardless of the modality or form: •     Apply first and second language teaching strategies to teaching English; •     Facilitate and support communication among deaf and hard of hearing children and adults, hearing children and adults, including family/caregivers; •     Monitor and evaluate the child's communicative competence on a regular basis in academic and nonacademic contexts including the child's use of signs, cues, speech, and/or assistive technologies; •     Provide instruction and/or support for effective use of communication supports such as interpreting, transliteration, note-taking, real-time captioning, telecommunications, and computing. Self-Check Exercise-2 1.    What is one recommended strategy for instructing students with hearing impairment on new tasks? a)    Presenting information in long, complex sentences b)    Breaking information into small steps c)    Providing only verbal instructions d)    Avoiding clarification of directions 2.    Why is it important for teachers to face the class while speaking? a)    To avoid eye contact with students b)    To maintain confidentiality of information c)    To ensure students can see the teacher and any interpreters d)    To demonstrate authority in the classroom 18.5 ROLE OF TEACHERS IN CHILDREN WITH MENTAL RETARDATION The teacher is, of course, the key to any good educational program. This is no less true in the case of special education for the educable mentally retarded child. It must be emphasized that the characteristics of a good teacher in the special class are essentially the same as those common to good teachers in the regular classroom. Following are some additional characteristics of the special class teacher and some specific responsibilities which he must assume: •     More Background is needed: The special class teacher needs, even more than regular class teachers, a broader understanding of child development, knowledge of a variety of methods for teaching skills and a familiarity with sequential development in the skills areas. In addition, he must have an understanding of the total problem of mental retardation. •     Must Adapt Methods and Curriculum: It is often the responsibility of the teacher to use his knowledge in the above areas in developing the curriculum for his special class. While the essentials of the program can be outlined, it still remains for the teacher to adapt these essentials in terms of his special class and the community in which his pupils live. •     Must Seek Extension of Services: It will not be unusual for the teacher of the retarded to find that he is the only special teacher in the school district. In such cases he usually will be working with youngsters at the intermediate level. While this often serves to meet the immediate needs of the district, it will become apparent, after some time, that other programs need to be developed. •     Self-Potential: Recognize that you can make an enormous difference in this student's life. Find out what the student's strengths and interests are, and emphasize them. Create opportunities for success. •     Individualized Educational Plan: Prepare student's Individualized Education Program (IEP). The student's educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive. Identify the effective methods of teaching these students, ways to adapt the curriculum and how to address the student's IEP goals in your classroom. •     Be as concrete as possible: Demonstrate what you mean rather than just giving verbal directions. Rather than just relating new information verbally. Show a picture. And rather than just showing a picture, provide the student with hands-on materials and experiences and the opportunity to try things out. •     Break longer, new tasks into small steps: Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary. •     Feedback: Give the student immediate feedback. •      Life Skills: Teach the student life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate. Involve the student in group activities or clubs. •     Collaboration: Work together with the student's parents and other school personnel to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at school and at home. Self-Check Exercise-3 1.    What is the responsibility of the teacher regarding curriculum development for a special class of children with mental retardation? a)    Strictly follow the outlined curriculum without any modifications b)    Adapt the curriculum to meet the needs of the special class and community c)    Focus solely on academic subjects, neglecting other areas d)    Implement standardized curriculum without any adjustments 2.    What is a recommended approach for teaching students with mental retardation? a)    Providing only verbal directions b)    Demonstrating tasks with hands-on materials and experiences c)    Ignoring feedback from students d)    Avoiding collaboration with parents and school personnel 18.6 ROLE OF TEACHERS IN CHILDREN WITH AUTISM •     Learn more about Autism: Check out the research on effective instructional interventions and behavior. •     Step by Step Direction: Make sure directions are given step-by-step, verbally, visually, and by providing physical supports or prompts, as needed by the student. Students with autism spectrum disorders often have trouble interpreting facial expressions, body language, and tone of voice. Be as concrete and explicit as possible in your instructions and feedback to the student. •     Student's Strength: Find out what the student's strengths and interests are and emphasize them. Tap into those avenues and create opportunities for success. Give positive feedback and lots of opportunities for practice. •     Opportunities for Students: Build opportunities for the student to have social/collaborative interactions throughout the regular school day. Provide support, structure, and lots of feedback. •     Behaviour Modification: If behavior is a significant issue for the student, seek help from expert professional resources (including parents) to understand the meanings of the behaviors and to develop a unified, positive approach to resolving them. •    Have consistent routines and schedules: When you know a change in routine will occur (e.g., a field trip or assembly) prepare the student by telling him or her what is going to be different and what to expect or do. Reward students for each small success. •     Collaborative Work: Work together with the student's parents and other school personnel to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at school and at home. Self-Check Exercise-4 1.    What is one recommended approach for providing directions to students with autism? a)    Provide directions verbally only b)    Use vague instructions to encourage problem-solving skills c)    Give step-by-step directions verbally, visually, and with physical supports or prompts d)    Avoid giving directions altogether 2.    What is the importance of consistent routines and schedules for students with autism? a)    They inhibit flexibility and adaptability b)    They create confusion and anxiety c)    They provide structure and predictability, reducing anxiety and promoting success d)    They are unnecessary for students with autism 18.7 ROLE OF TEACHERS IN CHILDREN WITH LEARNING DISABILITY Students experiencing difficulties learning benefit most from explicit teaching of new concepts and skills. Effective teaching practices are those which provide all students with maximum opportunities to learn. Effective lessons contain the following elements: •     Daily review of previous work and how the lesson will build on previous lessons •     Clear presentation of new skills and concepts with much modeling by the teacher •     Guided student practice, with high success rates and with specific feedback to individual students •     Independent student practice, applying new knowledge and skills appropriately •     Systematic cumulative revision of work previously covered. Effective Teaching for Learning disability •     demonstrate a clear understanding of the structure and substance of the core content being taught •     are specific about lesson outcomes •     successfully break lessons into manageable and logical sequences •     judge accurately the time needed to accomplish these outcomes •      use instruction and vocabulary appropriate for different abilities •     adjust the level of questions for different abilities •     provide meaningful, purposeful opportunities for the students to communicate the language, both in and out of the classroom •     devote time to the four macro skills appropriate to the course objectives •     use a variety of groupings, including pairwork and larger group work •     use mainly student-centered activities •     use explicit error correction in activities focusing on accuracy and uses implicit or no error correction in activities focusing on communication •     use a variety of activities and approaches to address student learning styles and needs. •     encourage students to assess their own progress •     provide many opportunities for student success •     establish a climate in which students feel comfortable taking risks •     use the textbook as a tool, not as the curriculum •      use a variety of print and non-print tools, including authentic material •     facilitate teaching and learning through technology Self-Check Exercise-5 1.    What is an essential element of effective lessons for students with learning disabilities? a)    Avoiding daily review of previous work b)    Providing vague instructions c)    Guided student practice with specific feedback to individual students d)    Allowing students to practice independently without guidance 2.    Which of the following is a characteristic of effective teaching for students with learning disabilities? a)    Using only student-centered activities b)    Providing minimal opportunities for student success c)    Adjusting the level of questions for different abilities d)    Using the textbook as the sole curriculum 18.8    SUMMARY Overall, the role of teachers in helping children with special needs is multifaceted and requires a combination of knowledge, empathy, flexibility, and dedication to meet the diverse needs of every student. By providing personalized support, creating inclusive environments, and collaborating with families and professionals, teachers can make a significant difference in the lives of children with special needs. 18.9    GLOSSARY Individualized Educational Plan: it is a legal document that provides a student with specialized education, support, and services to help them succeed in school. Collaborative: means involving two or more people working together for a special purpose. For example, collaboration can involve brainstorming ideas, assigning responsibility, or working on a project. 18.10    ANSWERS TO SELF-CHECK EXERCISE 1 TO 5 Self-Check Exercise-1 1.    c) Offering specialized instruction to meet the unique educational needs of visually impaired students 2.    b) Modifying classroom activities that require adaptation due to the student's visual impairment Self-Check Exercise-2 1.    b) Breaking information into small steps 2.    c) to ensure students can see the teacher and any interpreters Self-Check Exercise-3 1.    b) Adapt the curriculum to meet the needs of the special class and community 2.    b) Demonstrating tasks with hands-on materials and experiences Self-Check Exercise-4 1.    c) Give step-by-step directions verbally, visually, and with physical supports or prompts 2.    c) They provide structure and predictability, reducing anxiety and promoting success Self-Check Exercise-5 1.    c) Guided student practice with specific feedback to individual students 2.    c) Adjusting the level of questions for different abilities 18.11    REFERENCES/SUGGESTED READINGS •    Blankenship, C. (1981): Mainstreaming Students with Learning and Behaviour Problems, , New York : Holt, Rinehart and Winston. •    Jangira, N.K. and Mukhopadhyay, S. (1987): Planning and Management of IED Programme : A Handbook, NCERT: New Delhi. •    Kirk, S.A. and Gallagher, J.J. (1979): Educating Exceptional Children, Haughton Mifflin Company Boston. •    Pollway, E. A. et. al. (1985): Strategies for Teaching Retarded and Special Needs Learners. Toronto : Charles E. Merrill Publishing Company. House Pvt. Ltd., New Delhi, 1987. •    Sharma, P. L. (1988): A Teacher's Handbook on IED: Helping Children with Special Needs, NCERT: New Delhi. 18.12    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1.    What are some specific roles and responsibilities of teachers in supporting students with visual impairments? 2.    Why is it important for teachers to face the class while speaking when there are students with hearing impairments present in the class? 3.    Why is it important for teachers to provide consistent routines and schedules for students with autism? 4.    How can teachers adjust their teaching approach to accommodate different abilities in students with learning disabilities? ******* 161