Child Development and Educational Psychology · Chapter 10

Children with Special Needs

What to remember

Children with special needs include the gifted, slow learners, children with learning disabilities and children with disabilities. Each needs a different kind of support in the same classroom wherever possible.
Inclusive education means all children learn together in the regular school with the support they need. Early identification, early intervention and the Individualised Education Programme (IEP) are the key tools.
The teacher's role is to identify, adapt, support and refer. A teacher does not diagnose; trained professionals do.

Meaning of special needs

A child with special educational needs (CWSN) is one who needs extra help, changed methods, materials or settings in order to learn well. This covers children who are far above the average (gifted), below average in learning speed, those with specific learning problems, and those with sensory, physical, intellectual or emotional challenges. The term "exceptional children" is also used for both gifted children and children with disabilities.

Gifted children

A gifted child shows a very high level of ability in one or more fields. Terman's studies used an IQ of about 140 (135 and above in his sample) as a mark of giftedness; today about 130 and above is the common cut-off. Giftedness may be general (high intelligence) or special (music, art, mathematics, leadership).

Characteristics: quick learning, large vocabulary, deep curiosity, good memory, long attention, wide interests, early reading, strong reasoning and a sense of humour. Some gifted children may be bored, restless, perfectionist or socially isolated if not challenged.

Educational provisions:

Provision	Meaning
Enrichment	More depth and variety in the same grade (projects, research, advanced reading)
Acceleration	Moving faster through the course content, skipping a grade
Ability grouping	Putting pupils of similar ability together for some tasks
Special schools	Schools with a special programme for talented children
Mentoring	Guidance by a skilled adult or expert

Enrichment within the regular class is most favoured, because the child stays with age-mates. The teacher should avoid giving only extra work of the same kind; the work must be deeper, not just more. Identification tools: teacher observation, intelligence tests, achievement tests, creativity tests and parent reports.

Slow learners

Slow learners are children who learn at a rate lower than that of their age group, with IQ roughly in the range of 70 to 90 (the exact limits differ). They are not intellectually disabled and they can complete school with support.

Characteristics: need more time, forget quickly, weak attention, poor reading and number skills, poor language, low self-confidence, and a short span of interest.

Causes: poor home environment, malnutrition, ill health, frequent absence, weak teaching or emotional problems, along with low ability.

Teaching help:

Use simple language, concrete objects and many examples.
Break the lesson into small steps and repeat.
Give extra time and remedial teaching.
Praise small success; avoid scolding and labels.
Use peer help and activity-based learning.

A backward child is one whose achievement is lower than his ability due to lack of opportunity or teaching; this is different from a child who is slow because of low ability.

Learning disabilities

A learning disability is a neurological difference in how the brain processes information. It affects a specific skill, although the child's general intelligence is average or above. It is not caused by poor teaching, poverty or lack of effort alone, and it is different from intellectual disability.

Term	Area affected
Dyslexia	Reading (confuses letters such as b and d, reads slowly)
Dysgraphia	Writing (poor handwriting, spelling)
Dyscalculia	Mathematics (numbers, symbols, calculation)
Dyspraxia	Coordination and motor planning
Auditory processing disorder	Understanding spoken sounds

Attention-deficit/hyperactivity disorder (ADHD) shows inattention, over-activity and impulsiveness. It is a neurodevelopmental condition, not a learning disability in the strict sense, but it often goes with one.

Teaching help: multisensory teaching (see, hear, touch), more time in tests, a reader or scribe where permitted, colour coding, short tasks, clear routines, use of audio books and technology, and positive feedback. Early support prevents loss of self-esteem.

Intellectual disability (mental retardation, older term)

It means significantly low intellectual functioning together with weak adaptive behaviour, appearing in the developmental years. Levels by IQ (common classification): mild (about 50-70), moderate (about 35-49), severe (about 20-34) and profound (below about 20). Mild cases can learn basic academic skills; training in daily living and vocational skills is stressed.

Other disabilities in the classroom

Visual impairment: Braille, large print, tactile material, audio books, front seating.
Hearing impairment: hearing aids, sign language, lip reading, visual aids, clear face of the teacher.
Locomotor disability: ramps, accessible toilets, adapted furniture.
Autism spectrum disorder: structured routine, visual schedules, clear and short instructions.

Early identification and early intervention

Early intervention means services given to infants and young children (birth to about 6 years) who have or are at risk of a delay, with family support. The brain is most flexible early, so help given early brings the best results. Steps: screening, referral, assessment, a plan, therapy and follow-up. The family is a partner. Early intervention reduces the later need for special services.

Individualised Education Programme (IEP)

An IEP is a written plan made for one child with special needs.

Contents:

The child's present level of performance.
Long-term goals and short-term objectives.
Special help, aids and services needed.
Teaching methods and adaptations; tests and assessment changes.
Who will do what, the time line and how progress will be checked.

It is prepared by a team: the teacher, special educator, parents, the child (where possible) and experts. It is reviewed at regular intervals and flexible.

Inclusive education

Inclusive education means that all children, whatever their ability, learn together in the same classroom of the neighbourhood school with support. It is based on rights and equality.

Term	Meaning
Segregation	Separate schools for disabled children
Integration (mainstreaming)	Child must fit into the regular class, with little change in school
Inclusion	The school changes to fit the child

Features: a flexible curriculum, differentiated teaching, universal design, a barrier-free school, trained teachers, a resource room and itinerant (visiting) teachers, peer support, and parental involvement. Benefits include social acceptance, higher expectations and a stronger sense of belonging for all pupils.

Policy background (India): the Integrated Education for Disabled Children scheme (1974); the Rehabilitation Council of India Act (1992) for training of professionals; the Persons with Disabilities Act (1995), replaced by the Rights of Persons with Disabilities Act (2016), which widened the list of recognised disabilities and gave education rights; the Right to Education Act (2009), which includes children with disabilities; the Salamanca Statement (1994), the world call for inclusive education; the National Education Policy 2020 and Samagra Shiksha, which support inclusion.

Teacher's role

Observe and identify; keep records; talk with parents; use differentiated teaching; create a friendly class; teach peers to respect differences; work with special educators; use assistive aids; and focus on what the child can do.

Assessment, adaptation and the school team

A child with special needs is best helped by a team. The class teacher notices the early signs, the special educator plans teaching methods and aids, the parents give information and support at home, and professionals such as a psychologist, a doctor or a speech therapist give assessment and therapy. The school keeps simple records of each pupil's progress and shares them with the team.

Adaptation means changing the way a task is taught or tested without lowering the real goal. A teacher may change the content (simpler or deeper), the process (more time, more steps, peer help), the product (oral answer instead of written) and the environment (seating, light, reduced noise). Common exam accommodations include extra time, a reader or scribe, large print and use of a quiet room, where rules permit. Peer buddies and cooperative groups help pupils feel they belong. Parents and teachers should both keep high but realistic hopes, and celebrate each small gain.

Exam traps

A gifted child is not always a high scorer in all subjects.
Slow learner and intellectually disabled are not the same; the slow learner is closer to average.
Dyslexia is reading; dysgraphia is writing; dyscalculia is mathematics.
A learning disability does not mean low intelligence.
Integration asks the child to adapt; inclusion asks the school to adapt.
Enrichment gives depth in the same class; acceleration moves the child ahead.
RPwD Act (2016) replaced the PwD Act (1995); the Salamanca Statement is 1994.
An IEP is for one child; it is not a general class timetable.

One-liners

1. Giftedness is commonly linked with an IQ of about 130 and above.
2. Terman studied gifted children for many years.
3. Slow learners have IQ roughly between 70 and 90.
4. Dyslexia is difficulty in reading.
5. Dysgraphia is difficulty in writing.
6. Dyscalculia is difficulty in mathematics.
7. Early intervention works best in the early years of life.
8. IEP stands for Individualised Education Programme.
9. Enrichment means more depth, not just more work.
10. The Salamanca Statement of 1994 called for inclusive education.
11. The RPwD Act was passed in 2016.
12. The Rehabilitation Council of India regulates training of professionals.

Practice questions

A gifted child is commonly identified by an IQ of about
1. 130 and above
2. 90 to 110
3. 70 to 90
4. 50 to 70
Answer
A. 130 and above
Terman used about 130 and above.
Slow learners generally have an IQ in the range of about
1. 110 to 130
2. 130 to 150
3. 30 to 50
4. 70 to 90
Answer
D. 70 to 90
Limits vary slightly, but this is the common range.
Difficulty in reading is called
1. dysgraphia
2. dyscalculia
3. dyslexia
4. dyspraxia
Answer
C. dyslexia
Dyslexia affects reading.
Difficulty in writing is called
1. dyscalculia
2. dysgraphia
3. autism
4. dyslexia
Answer
B. dysgraphia
Dysgraphia affects handwriting and spelling.
Difficulty in learning mathematics is called
1. dyspraxia
2. dysgraphia
3. dyslexia
4. dyscalculia
Answer
D. dyscalculia
Dyscalculia affects number skills.
Giving a gifted child deeper and wider work in the regular class is called
1. remediation
2. acceleration
3. enrichment
4. segregation
Answer
C. enrichment
Enrichment adds depth and variety.
Moving a gifted child ahead by skipping a grade is called
1. acceleration
2. integration
3. enrichment
4. extinction
Answer
A. acceleration
Acceleration speeds up progress.
IEP stands for
1. Individual Evaluation Process
2. Integrated Education Policy
3. Inclusive Education Plan for all
4. Individualised Education Programme
Answer
D. Individualised Education Programme
It is a written plan for one child.
The world call for inclusive education was made in the
1. Salamanca Statement
2. Kothari Commission Report
3. Hunter Report
4. Delors Report
Answer
A. Salamanca Statement
The Salamanca Statement is of 1994.
In India, the Act that replaced the Persons with Disabilities Act of 1995 is the
1. Mental Health Act
2. Rights of Persons with Disabilities Act
3. Right to Education Act
4. Rehabilitation Council of India Act
Answer
B. Rights of Persons with Disabilities Act
The RPwD Act was passed in 2016.
Which body regulates the training of rehabilitation professionals in India?
1. UGC
2. NCERT
3. Rehabilitation Council of India
4. CBSE
Answer
C. Rehabilitation Council of India
RCI was set up under a 1992 Act.
The term 'inclusion' means that
1. children are sent to separate schools
2. children are kept at home
3. the school changes to fit the child
4. the child alone must adapt
Answer
C. the school changes to fit the child
Inclusion adjusts the system; integration asks the child to fit in.
Learning disabilities are mainly due to
1. poor teaching only
2. neurological differences in processing information
3. laziness
4. poverty only
Answer
B. neurological differences in processing information
They are brain-based and not caused by lack of effort.
A child with a learning disability usually has
1. average or above-average intelligence
2. no ability to read at all
3. severe hearing loss
4. very low intelligence
Answer
A. average or above-average intelligence
The problem is specific, not general.
Early intervention is most useful because
1. the brain is most flexible in early years
2. it is cheaper only
3. schools demand it
4. children behave better
Answer
A. the brain is most flexible in early years
Early help brings the best results.
Which of these is a feature of the teaching of slow learners?
1. Rapid coverage of syllabus
2. Only lectures
3. Small steps, repetition and concrete objects
4. Frequent public scolding
Answer
C. Small steps, repetition and concrete objects
Slow learners need time, practice and examples.
A pupil confuses b and d, reads slowly and reverses letters. The likely problem is
1. dyscalculia
2. ADHD only
3. dyslexia
4. visual brilliance
Answer
C. dyslexia
Letter reversal and slow reading are signs of dyslexia.
A child cannot sit still, is impulsive and loses attention quickly. This pattern is linked with
1. giftedness
2. dyslexia
3. dyscalculia
4. ADHD
Answer
D. ADHD
ADHD includes inattention, hyperactivity and impulsiveness.
A bright child finishes all work early and then disturbs the class. The best step is to
1. ask him to repeat the work
2. give enrichment work
3. punish him
4. stop him from attending
Answer
B. give enrichment work
Challenging, deeper work removes boredom.
Which is the best approach for a slow learner who is also shy?
1. Compare with the topper
2. Praise small success and give extra support
3. Ask him to leave the class
4. Give only homework
Answer
B. Praise small success and give extra support
Positive support builds confidence.
A resource room is used in inclusive schools to
1. conduct examinations only
2. give extra support to children with special needs
3. keep children out of class always
4. store books only
Answer
B. give extra support to children with special needs
It offers specialised help and aids.
For a visually impaired child, the best classroom aid is
1. colour charts only
2. lip reading
3. sign language
4. Braille and audio material
Answer
D. Braille and audio material
Tactile and audio resources suit visual impairment.
For a child with hearing impairment, the teacher should
1. face the child while speaking and use visual aids
2. speak from the back
3. avoid all gestures
4. use only audio recordings
Answer
A. face the child while speaking and use visual aids
Visual cues and a clear face help lip reading.
The most favoured programme for a gifted child in a regular class is
1. repetition of the grade
2. remedial teaching
3. detention
4. enrichment
Answer
D. enrichment
The child stays with age-mates.
A backward child is one whose achievement is
1. always very high
2. higher than his ability
3. lower than his ability because of lack of opportunity
4. never changeable
Answer
C. lower than his ability because of lack of opportunity
Backwardness is about achievement versus ability.
Intellectual disability is identified by low intelligence together with weak
1. adaptive behaviour
2. height
3. eyesight
4. heart rate
Answer
A. adaptive behaviour
Both low IQ and weak daily functioning are needed.
Multisensory teaching helps children with
1. gifted children only
2. no one
3. teachers only
4. learning disabilities
Answer
D. learning disabilities
Seeing, hearing and touching strengthen learning.
The IEP is reviewed
1. only once at admission
2. at regular intervals
3. never
4. only at the end of school
Answer
B. at regular intervals
It must be flexible and updated.
Which statement best describes the teacher's role with a child suspected of dyslexia?
1. Declare a diagnosis in class
2. Observe, note, inform parents and refer to experts
3. Ignore the problem
4. Give extra homework only
Answer
B. Observe, note, inform parents and refer to experts
Teachers identify and refer; experts diagnose.
Statements: 1. Inclusion means all children learn together with support. 2. Segregation means separate schools for disabled children.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both are correct definitions.
Statements: 1. A learning disability means low intelligence. 2. Dyscalculia affects mathematics.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
Learning disability is not low intelligence.
Statements: 1. Early intervention is for older children only. 2. Parents are partners in early intervention.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
It serves infants and young children.
Statements: 1. Enrichment gives deeper work in the same class. 2. Acceleration skips or speeds up grades.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both match the definitions.
Statements: 1. The Salamanca Statement was adopted in 1994. 2. The RPwD Act was passed before the PwD Act of 1995.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
RPwD Act (2016) came after the 1995 Act.
Statements: 1. An IEP is made for one particular child. 2. An IEP is made without the parents.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
Parents are part of the team.
Statements: 1. Slow learners are intellectually disabled. 2. Slow learners need more time and repetition.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
Slow learners are closer to average ability.
Statements: 1. Integration means the school changes fully. 2. Inclusion means the school changes to meet the child's needs.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
Integration mostly asks the child to fit in.
Match the term with the area: 1. Dyslexia 2. Dysgraphia 3. Dyscalculia
1. 1 reading, 2 mathematics, 3 writing
2. 1 writing, 2 reading, 3 mathematics
3. 1 mathematics, 2 writing, 3 reading
4. 1 reading, 2 writing, 3 mathematics
Answer
D. 1 reading, 2 writing, 3 mathematics
The prefix dys means difficulty; the rest names the skill.
Match the provision with the child: 1. Enrichment 2. Remedial teaching 3. Braille
1. 1 slow learner, 2 gifted, 3 visually impaired
2. 1 visually impaired, 2 slow learner, 3 gifted
3. 1 gifted, 2 visually impaired, 3 slow learner
4. 1 gifted, 2 slow learner, 3 visually impaired
Answer
D. 1 gifted, 2 slow learner, 3 visually impaired
Each provision fits the named need.
Match the term with the meaning: 1. Segregation 2. Integration 3. Inclusion
1. 1 separate schools, 2 child fits into the school, 3 school fits the child
2. 1 separate schools, 2 school fits the child, 3 child fits into the school
3. 1 child fits into the school, 2 separate schools, 3 school fits the child
4. 1 school fits the child, 2 child fits into the school, 3 separate schools
Answer
A. 1 separate schools, 2 child fits into the school, 3 school fits the child
Inclusion is the most advanced form.
Match the level of intellectual disability with the approximate IQ: 1. Mild 2. Moderate 3. Severe
1. 1 about 50-70, 2 about 20-34, 3 about 35-49
2. 1 about 20-34, 2 about 35-49, 3 about 50-70
3. 1 about 35-49, 2 about 50-70, 3 about 20-34
4. 1 about 50-70, 2 about 35-49, 3 about 20-34
Answer
D. 1 about 50-70, 2 about 35-49, 3 about 20-34
The lower the IQ band, the greater the severity.
Match the Act with the year: 1. RTE Act 2. RPwD Act 3. RCI Act
1. 1 1992, 2 2016, 3 2009
2. 1 2016, 2 2009, 3 1992
3. 1 2009, 2 2016, 3 1992
4. 1 2009, 2 1992, 3 2016
Answer
C. 1 2009, 2 2016, 3 1992
These are the standard years of the three Acts.
Which of the following is a feature of an inclusive classroom?
1. Differentiated teaching and a barrier-free setting
2. No peer support
3. Separate seating for disabled children
4. Same method for all children
Answer
A. Differentiated teaching and a barrier-free setting
Inclusion needs flexible methods and access.
For a child with autism spectrum disorder, the teacher should use
1. unpredictable changes
2. loud noises
3. a structured routine and clear short instructions
4. long spoken instructions
Answer
C. a structured routine and clear short instructions
Predictability and clarity help the child.
A student with dysgraphia would be best helped by
1. more handwriting practice only
2. oral answers or typing where permitted
3. punishment for bad writing
4. removal from exams
Answer
B. oral answers or typing where permitted
Alternative modes reduce the writing barrier.

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