How can children with learning disabilities be identified? Identification of Learning Disabled Children

How can children with learning disabilities be identified?  Identification of Learning Disabled Children

When children face problems related to reading-writing-comprehension and numerical disabilities in school, then their learning barrier is reflected.  Many tests have been done based on the process of listening to some stories to such children.  Identified on Learning Bases Disruption can be identified on the basis of three signs.  Learning handicapped children have difficulty in remembering the following.

(1) The child with learning disabilities completes the time by telling the time, the days with the correct months and objects.

(2) The child finds it difficult to do his work and delays the class work.

(3) finds.  Such a child appears lethargic and does not answer the questions properly.

(4) is not able to repeat correctly.  If he is asked to repeat oral instructions, he will do them correctly.

(5) calls for.  Does not understand instructions given at home and in the classroom and repeats them

(6) Shows a lot of irregularity in tasks, sometimes appears talented, but his actions in school and in class work are of low standard.

(7) Such children get upset at the slightest change.

(8) Gets confused in distinguishing between left and right.

(9) The learning child becomes so excited that he is unable to sit still in the class for a short time.

(10) Skips lines while reading or reads them twice.

(11) Feels difficulty in forming words by combining the letters of the spelling of words, the person with learning disabilities can say, but is unable to say (Beg), he can speak (Bed) instead of (Beg).

(12) Makes inconsistent guesses of words whether they have true meaning or not.  For example, for 'hunger', says 'mouth' and for the word 'what' uses the word 'kiya'.

(13) Reads the opposite letters of the word (for example, 'Nam' is read as Mana and 'Lata' is read as 'Yata').

(14) Puts the letters in the wrong order (e.g. 'Lang' reads 'Yatak' and 'Paath' as ​​'Paat').

(15) Makes words shorter.  For example, 'Pat' is read as 'Jhatpat', and 'Man' reads 'Raman'.

(16) A child with learning disabilities reads the words which seem alike.  For example, 'Naughty' is read as 'Satanak'.

(17) finds it difficult to compile words and form correct sentences.

( 18 ) reads the numbers wrong ( reads 36 as 63 and 3 as 8 ) and reads the letters in the wrong order.  The mind reads the salt.

(19) Makes mistakes in writing.

(20) Reverses the letters of the words.

(21) Makes mistakes in writing the letters of the words.

( 22 ) Reduces the letter as - 'Tak' reads as 'Tuck'.

( 23 ) Adds extra characters like - ' Band reads the body

Is .

(24) If asked to write a word on the basis of sound, then he is not able to write letters according to the sound.

(25) When the letters are asked to speak, they are unable to remove the letters from the alphabet.  Burrows

(26) If he is asked to match the letters, he is unable to match the words.

(27) The child with learning disabilities has also faced difficulty in understanding the academic subjects.  The child may be weak in one subject or in more than one subject.  hoi -

Classify children with learning disabilities. Classification of Learning Impaired Child

 

Classify children with learning disabilities.  Classification of Learning Impaired Child

(Classification of Learning Disabled Children) can divide cognitive and cognitive areas on the basis of analysis and symptoms, however, two broad classes that explain their problems should not be explained,

The ten selected areas are described in the following.

1. Lack of coordination in the actions of the eyes and hands (Eye-Hand Coordination) - Under this area, the ability to operate the motion of the effective use of the hands with the visual is included.  A child suffering from the problem of eye and hand movement may have difficulty in controlling the speed required for writing fluently.  Such a child can read well, can pronounce, understand and is also good in other verbal tasks, yet due to the problem of eye and hand functionality, the visual perception of the child is reduced, due to which his school activities are hampered.  Yes, sometimes it has many consequences.

2. Figure Background Perception (FG } ) - This can also be called selective attention. It involves focusing on only one stimulus at a time which needs attention and gaining meaningful experiential knowledge.  Other stimuli present there are rejected. A child with visual perception may find his field of knowledge narrow because he is unable to separate the relevant stimuli from those relevant. Sometimes the speaker is faced with a sequential stimulus  And it does not make any sense, his cognitive state also gets confused. Such a child is not able to work hard, it results in disordered activities or his educational failure.

3. Figure constancy (FC) - Under this, the child's ability to recognize the symbol shape and size on the basis of change in its direction and position is included.  The ability to understand pictures, shapes, drawings, word symbols and figures is also included in this area.  The child's level of understanding is solid, he is not able to transfer information from one situation to another, his attention is based on facts, he recognizes the facts only in their true form.  If an object or picture is changed, he cannot recognize it.

4. Distance of the figure (Position in Space (SP)) - It is related to the ability to know the relation between the observation and the location of the object.  Like it can be in front, behind, in front and next to the person watching.  A person affected by an interrelated condition may have difficulty in knowing the correct sequence of any fact.  He may have difficulty making the right shapes.  He does not know the difference between 'M' and 'Y' and 'P' and 'F' and '14' and '41'.  This negativity affects his reading ability, as a result of which his ability to understand and reveal the subject gets blocked.

5. Spatial Relation (SR) - It is based on the ability to understand the relationship between two or more objects between themselves and each other.  There may be problems with reading, writing, pronunciation and lack of understanding of directions in context.

6. Auditory Perception (AP) - Under this, the child's ability to recognize and receive information and receive information is included.  Audible differences in auditory perception and the arrangement of levels of the speaker and his ability to organize his oral language fluency and the shape and form of words are also included under auditory perception.

7. Cognitive Abilities (CA) This area is related to the child's ability to match stimuli in reverse order and also for cognitive, functional and affective side.  The level of the child's own understanding is essential for the ability to divide into different groups.  Under the field of cognitive ability, memory and linking are also included on the basis of experience in the process of understanding of the child.  It is necessary for the walker to understand the subtle differences in the general category in order for the walker's abilities to process higher levels and to perform appropriately.

8. Memory { M } ) - It is an essential component of all learning that is learned.  It is related to the ability to remember it.

9. Receptive Language (EL) - The process of visual stimulation is included under language comprehension.

10. Expressive Language - Under this, the knowledge of the child's language using the correct signs and the nature of his language skills is included.  The child's perceptual perception is also included under the emotional language area.

Who is a child with learning disabilities? Describe their characteristics. Meaning of Learning Disabled Children

  Who is a child with learning disabilities?  Describe their characteristics.  Meaning of Learning Disabled Children

Such difficulty in the field of education of children is a mystery, that is, a mystery.  This problem is not new to the education industry, but the concept of learning disability has an incomplete history.  Some children appear normal, but at almost every period they report learning problems.  He is not able to write the sequence of letters well, but writes it in reverse.  For example, food is written as Nakha, Ram is killed etc.  Such children cannot concentrate their attention on words.  If there is noise or noise around the children, then the chances of errors become more because the child is not fully focused.  The National Advisory Committee on Children with Disabilities in America has defined severe disability as: Children with learning disabilities show defects in one or more psychological functions.  These defects are related to writing, speaking or understanding language.  The faults are based on hearing, thinking, communication, reading, writing, spelling, expressing expressions and maths related numbers etc.  It also includes such conditions of the child which are related to problems like brain injury, brain not functioning properly, dyslexia or aphasia growth etc.  It does not include learning problems, which do not affect the child's physical, auditory vision, mental retardation, non-functioning of hands and feet, emotional disturbance or any kind of lack or unsuitable problems in the environment in any way.  .  That is, the above problems are not found in such children.

Definition of Learning Disability According to the National Advisory Committee on Disabilities of America (1968), the definition of "incapacity" is given as follows: "learning" specific learning disability of children in writing or speaking language by the child, psychological processes  In this, one or more than one system is not able to work smoothly.  The main basis of such deficiencies are found to be weakness in listening, speaking, understanding, thinking, reading, writing, calculations and making various spelling defects of words.  This type of disability also refers to the development of a physical impairment such as dyslexia or aphasia, which is included in it.  It does not include learning problems.  It is caused due to the lack of proper environment.  "Which mainly affects vision, learning, extremities, mental retardation, emotional disturbance or •

Characteristics of LD Children with Learning Disabilities

Several attempts have been made to classify the main characteristics of children with learning disabilities.  Clements (1966) studied children with learning disabilities in detail.  He hypothesized that learning disabilities are due to defects of the mental and nerves or some kind of damage to the nervous system.

Most of the following characteristics were found in such children, which are as follows

(1) Language and Speech of LD Children Learning disability Children have difficulty in understanding language and expressing emotion.  Expressing language expressions is more difficult than language learning.  Children with learning disabilities do not have difficulty in hearing and speaking words clearly, but such children have difficulty in forming sentences or combining sentences.  Such children do not have difficulty in understanding the meaning or feeling of elaborate sentences or in using pronouns.  They have difficulty in understanding and using passive sentences, negative and past tense sentences.  Apart from this, there is also difficulty in adjectives and adverbs.  They fail to communicate and are hesitant to argue or ask questions etc.  As far as written language is concerned, they find it difficult to do handwritten work.  Children with learning disabilities have more difficulty than normal children in the work related to spelling and grammar of words, while they have control over their intelligence level.

(1) Children with learning disabilities do not have the courage to hear and receive words, to understand expressions, to ask the teacher to repeat them if they do not understand any thought or word.

(2) There is also difficulty in receiving and seeing that word, that is, reading it by speaking and without understanding the expressions, there is also difficulty in reading.

(3) They do not have the ability to explain the expressions by speaking, that is, to combine sentences or words and even such children are not able to express their thoughts.

(4) The problem of body parts (hands/feet) can be clearly seen in them.  Such children do not have the ability to understand the spelling of words, forgetting words completely, order of letters, etc.  Language skills are lacking.

2. Perceptual and Motor Ability in Children with Learning Disabilities Learner (1985) clearly stated that in children with learning disabilities, there is a distinction between location related and relationships in different places, seeing pictures and numbers in maths,  Listening to words or sentences, sorting them and remembering the things heard etc.  They also have problems with work.  Apart from this, Lerner has also given the fact about children with learning disabilities that such children lack social knowledge and related understanding.  Such children have problems with physical skills, artistic, anatomical and physical reflection and cannot imitate geometrical compositions.

(1) Such children are unable to recognize, differentiate and understand any object by the senses.

(2) are unable to make geometrical figures, have difficulty in interpretation

(3) Unable to recognize sound, there is difficulty in understanding hearing sound, are unable to recognize any object by touching it.

(4) Incapable of being perceived by the senses.  Such children are unable in the area of ​​orientation of the place, directions, co-ordination of objects, moving from one place to another, thinking about an object, ability to acquire language etc.

(a) Motor Activity - Changes take place in these activities according to the physical action.  The following are their descriptions.

(B) Emotional activity (Hyper activity) - are not emotionally stable.  Unable to remain calm in one state, talking too much in class or talking careless about work Words opposite of affective verb - lazy, quiet, indifferent.

(c) Incoordination in body parts – Physical deformity, loss of coordination of arms/legs or body parts, reduction in the functions of running, walking, grasping an object, jumping, writing, drawing, drawing, art etc.  Slipping or falling while walking and misbehaving with others.

(d) Preservation - Continuation of inattentive behavior, such behavior can be seen in speaking, writing, art, oral reading, errors in spelling of words and repeating errors again and again.

(3) Social and Emotional Characdteristis of Lis Children: Such children are not easily attracted to other people and they also withdraw themselves.  Such children find it difficult to interact with the social person as well as with their parents and teachers.  Such children also have problems with social skills and their behavior, most of the children with precocious learning have very little internal consciousness about their personal problems and they are left to fate.  In such children, the level of their thinking and understanding is low.  Thoughts to move forward or progress in life are of low level and walk on the path of life with the help of outsiders and things.

(1) Such people are quiet and obedient, they cannot read and also dream during the day.  ,

2) In spite of no apparent reason, such children get more anger, which can take the form of an explosion.

(3) Such children are physically weak and have difficulty in fixing their attention on a particular point.

(4) Such children change quickly from one object to another and keep their attention on the work being done by others, but not on themselves.

(5) He talks about control himself, but cannot work with other children.

(6) He is emotionally unstable.  The main reason for the emotionality in such children is found to be dependent on the parents and lack of relation with the outside world.  Due to this there is a feeling of suffocation in the children.  Children with learning disabilities form heterogeneous groups.  Some children have difficulty in reading and some have difficulty in writing.  While some children face problems in understanding and detailed things, some have problems in spending time and finding a place on the map.  Thus, it can be concluded that the characteristics of the problems of children with learning disabilities cannot be explained easily.  In general, the problems of such children are also the following

1. Ability Level - The ability level of such children is around the average.  This child may be below or above the normal ability level.

2. Activity Level - In children with learning disabilities, the functional level is either very high or very low.  If the functional level of a speaker is very high, then the characteristics of his behavior are as follows.  The hand/feet or any other part of the body remains in motion without stopping.  Such children cannot sit still, sit from one seat to another in the class, keep patting the fingers of the hands or feet, except one task and start doing other work and if the functional level of a child is the opposite i.e. the child  If it is of low level of functional level, then that child remains completely calm, does not express his reaction to any task, and does every task very slowly.

3. Attention Problems - A child with learning disabilities concentrates on a work area for a very short time.  Their mind cannot remain focused on any task for a long period of time.  His attention wanders from time to time.  Their attention becomes focused on some task, which is to be done again and again.  This function can be related to oral or physical part.

4. Functional problem of hands, feet or body parts - Children with learning disabilities are deformed and deformed.  Their arms, legs, body parts are not able to work properly in harmony.  The art and handwriting of such children are very unclear.  They are not skilled in behavior and ethics and need more touch

5. Visual Perceptual Problems - Children with learning disabilities are unable to see the difference between different objects.  If two things are shown to those who are not alike, then they are unable to understand the difference between the two things.  They are not able to understand the shape properly.  Shape and background If such children are shown a word or a part of an object, that is, half the object or word is shown, then they are unable to complete it.  Visual proximity is the ability to remember objects and if different objects are shown to them in some order, then they do not remember the order of objects and visual memory is also less.

6. Auditory Perceptual Problem - Children with learning disabilities are not able to differentiate between different sounds.  He is also unable to make sense of the words spoken.  Are unable to recognize different types of sounds in the environment.  If any one of the various objects which produce sound is placed in front of them and all the other things are kept hidden, even then they cannot recognize the difference in sound.  If some part of a word is spoken, then such children cannot read that word in its entirety.  They are unable to remember the sound of a heard word or object and cannot remember the levels of different sounds.

7. Language Problems - The development of speaking words by precocious children is very slow or happens after a long time.  They are unable to speak words clearly and are not able to form sentences by rhyming the words.  He is unable to rhyme two or more sentences.

8. Social Emotional Behavior Problems - Children with learning disabilities are emotional in nature.  They fail to think and understand the consequences of their behaviour.  Sometimes the behavior of such children is emotional ie they can pick up and throw objects .  Or you can break it.  They have less sense of social adjustment. Considering the age and ability of such children, they have very low practicality with the society.  They cannot change themselves according to the circumstances when the circumstances change.  The behavior, thinking etc. of such children keep on changing from time to time.

  9. Orientation Problems - The pace of development of place perception in children with learning disabilities is very slow.  They have difficulty in distinguishing the size, shape of objects, estimating the distance between two objects, understanding about the right and left side of an object.  They do not have complete knowledge of words related to time (like before, after and now, then or today and tomorrow) and find difficulty in it.

  10. Work Habits - Children with learning disabilities have problems in work coordination or work arrangement and these children are weak in work arrangement.  He works at a slow pace.  While doing work, they deviate from the direction of doing that work and do the work carelessly.

  11. Academic Disability - Children with learning disabilities face problems in reading, writing, maths numbers, spelling of words and telling time and finding a place on the map.  In general it can be said that children with learning disabilities have the following characteristics, but not all learning disabilities have the above characteristics.  Some children may have one or more of these characteristics.

What should be the role of the teacher in the education of visually impaired children? Role of Teacher

 What should be the role of the teacher in the education of visually impaired children?

Role of Teacher

The teacher is of great importance.  Teachers of visually impaired children should be familiar with the structure, cleanliness of the eye, common eye diseases and difficulties.  He should arrange for medicines, light, bodily goods and educational material.  Must be familiar with the proper method of study.  He should recognize emotional difficulties along with psychological and educational difficulties.  He should recognize the present and future needs of the child.  He should teach children to solve problems.  A teacher can develop such qualities in the child, so that he can make good social, educational and vocational adjustment.  He should try to inculcate such capacity in the child that he should not bring in the inferior idea of ​​his physical weakness.  He should also meet the parents of the children.  Visually impaired children have started studying in the classes of normal schools.  There is a slight improvement in the curriculum for these children.  In normal schools, there is a provision for a source teacher and a source room.  Both the general teacher and the source teacher are responsible for the education of visually impaired children.  In fact, this responsibility lies with the general teacher only.  The source teacher then helps them in solving their difficulties and problems.  Therefore, the general teacher should have the knowledge and skill that how to teach visually impaired children.  It is necessary to understand the following things of general education

(1) A visually impaired child has the same right to receive education as a normal person has.  The facility of equal opportunities of education is a “constitutional provision”.  The visually impaired are not admitted in normal schools.  Then there is no justification for not admitting them.
(2) Before admitting a visually impaired child to a normal school, the source teacher should be consulted.  Special education, specific methods and techniques are required for planning education.
(3) The general teacher should arrange teaching aids for visually impaired children.  He should also make efforts in this direction.
(4) The teacher should tell the normal children that the visually impaired children should be helped in every way.  Apart from reading and writing, they also have difficulty in walking.
(5) Children with visual impairment should be provided with learning experiences like normal children.  Problems should be solved separately.
(6) The teacher should encourage interaction between normal and visually impaired people and promote relations with them.
(7) As far as possible, participation in all activities of the school should be encouraged and given opportunity.
(8) The visually impaired should also be given homework like normal people.
(9) The teacher should take care of the proper environment and seating facilities in the class for these students.  Lighting should be taken care of in the class, be seated on the front chairs.  Teaching aids should be used properly, capital letters should be written on the blackboard.  They get tired very quickly, so the period should also be relatively short.
(10) Most teachers use gestures, signs and nonverbal language more in classroom teaching.  Visually impaired people cannot take advantage of nonverbal language, so they should be expressed in words also.  Vocational Guidance - Educational and vocational guidance of visually impaired people are related to each other.  For a successful educational guidance, it is necessary that every aspect of the personality of the child should be taken into account.  For example- physical and mental abilities and disabilities, his emotional development, social qualities, desires, interests, attitudes etc.  It should also be seen whether the wishes of the owner are his own or are influenced by someone else.  Various tests must be taken to give vocational guidance.  For a successful guidance, cooperation between parents/guardians, teachers, doctors, psychologists, psychiatrists and directors is essential.  It has also been found that visually impaired people can become judges, lawyers, teachers, traders, etc.  Therefore, their development should not be stopped and they should be encouraged completely.

Classroom Management in Mainsteaming in the Mainstream of Education

The education of visually impaired children can be given in the classroom of normal schools.  But visually impaired children are able to acquire knowledge only by hearing and touch, when the curriculum is the same, but special importance should be given to positive curriculum. For them, the teaching method should be such that multi-sense experience can be given. For visually impaired children  Positive curriculum should be used, which helps them to beg and is convenient for them. Additional courses The main areas of the curriculum should not be used. Development of skills makes learning easier.
1. Braille script system
2. Use of Auxiliary Materials
3. Provide walking training
4. Development of Social Skills
5. Development of Skills and
6. Training of the senses

In the co-curricular activities, mental activities such as music, should be included in other educational competitions.  Practiced physical and mental activities.  Dance skills can also be developed.  Training of these children should be given only under coordinated conditions.

Use of Teaching Equipments

The development of teaching technology has made a significant contribution in the education of visually impaired children.  Partially visually impaired children get special benefits.  Many types of counting instruments, watches, audio equipment have been developed.  Convex mirrors, glasses or visual aids are also used.  Devices have been developed to make figures, letters and pictures appear larger.  Visually impaired children can take control of the school environment with the help of above mentioned special equipments using vision cameras, movable telescopes also.  They can be trained in the following directions.
1.  Guidance is given in walking in the school and in the classroom, so that they can do their movements comfortably.
2 .  As per his requirement, he can come in and out of class and class himself without any help.
3.  Direction should be given to travel to other places of the school.
4. Can control only one activity at the same time.
5.  All activities should be practiced by them.
6.  They should be given specific details, their memory power is relatively high.  Recognize a person by his speech.
7.  Other aides and companions must be called by name as they cannot see who is being signaled.
8. When he goes out and he should be given a Buddy.
9. Any change has been made in the school, they should be given full information.

Describe the educational provisions for visually impaired children. Educational Provisions for Visually Handicapped Children

 Describe the educational provisions for visually impaired children.  Educational Provisions for Visually Handicapped Children

The best way to provide education to visually impaired children is by organizing special classes.  The number of such children in a school ranges from 1 to 500, the teacher can decide whether special classes should be organized for them and what facilities should be provided.  A classroom can serve as a function of school, community and society.  There can be different categories of children in this class.  There should be a provision of special classes for the visually impaired children in the villages also.  Many villages can form this classroom.  The children of the village can also go to the nearby city and often if possible and necessary, the students can also stay in the hostel.  The director of education of the state should help such teachers in villages who have partially sighted students in their class.  If there is no management of education by the state, then social workers can manage it.  Necessary educational support can be given by the Department of Education.  In large schools, at least one child in each class is visually impaired.  In such a situation, first of all education should be organized for the primary categories of students.  Because the sooner educational facilities are provided to the visually impaired, the more success is required.  Method of Classroom Arrangement - Since segregation is no longer in accordance with modern educational principles, a cooperative scheme has been developed, through which the visually impaired perform their work under a qualified teacher in a class equipped with a special stuff.  Meet up with other average walkers for other programs.  Co-Operation - If the above scheme runs successfully, then the responsibility of the child's health and education is on the superintendent, headmaster, school resident service teacher and the teacher of the special class and the parents of the child.  For this cooperation to be effective, it is necessary that everyone should be aware of the specific purpose of education.  All of them should help in problem solving.  The partially sighted person should be well received in the special class and in the general class.

This will enable him to overcome his difficulties.  Curriculum - The curriculum for short sighted and average children is the same.  Which puts more emphasis on the eyes.  Teachers should pay attention that no such work should be done too much.  Educational medium and resource system Such children are called visually impaired, they should reduce the work they see.  Special attention should be paid to lighting.
The following points are notable in this regard
1. Educational medium - For such children, the educational medium is on a large scale.  For an average child, the book is 10 or 12 in typesetting, but with partial viewing.  For factors that have 18 or 24 digits in the type.  Print should be clear and detailed.  There should be no unnecessary typing.  It should be written on white paper in black ink.  There should be a space between the two words.  Must be marginal.  There should be maps and pictures.  Thick and dark lead pencils should be used on large white or cream colored papers.  Such items should be used for art and craft that there is no stress on the eyes.  Mechanical methods, such as typewriters, retries, etc., should be used in large quantities.  Double method of typewriter should be used.

2. Light - Both natural and artificial light are important for all children.  This is even more important for those with low vision.  The room of such children should be fully lit from every place.  The ceilings, white and walls of the classroom should be light colored and should not have glitter.  Reflection is more in brown and green boards.  Therefore they should be used. 

3. Furniture - Furniture that can be carried from one place to another is better.  Children can take them anywhere and sit.  The furniture should be of such type which is suitable for the reader while studying.  Its color should be light.

What are the main problems of visually impaired children? Problems of Visually Impaired Children

 What are the main problems of visually impaired children?  Problems of Visually Impaired Children

Visually impaired children have many problems.  Such as practical problems, problems of learning, problems of placement, problems of adjustment in society, sometimes there is also the problem of earning a living.

Here's a description of some of the problems
(1) Poor Intelligence
(2) Educational Retardation
(3) Slow Speech Development
(4) Personality Disorder
(5) Problems of Social Adjustment.

A brief description of these problems is given here

1. Decreased IQ level (Poor Intelligence) - It is known from research studies that the intelligence level of visually impaired children is also less than normal.  Therefore, they are also unable to find the right environment and opportunities.  They do not do well on the intelligence test.  Most of the intelligence tests have questions based on knowledge, experience and information of below normal level.  1, therefore their intelligence-gain level is low.  Their working style in practical terms

2. Educational Retardation - Even after using the Braille script for visually impaired children, the academic achievement is less than that of normal students.  Visually impaired children live one or two years slower than normal children and have lower academic performance.  These people are able to perceptible facts and information at a slow pace because they cannot observe or imitate.  The sources of knowledge are limited to the auditory and tactile senses.  The speed of reading is slow, they are unable to establish relationships in the instructional process.

3. Slow Speech Development - Completely visually impaired children cannot imitate the art and skill of speech.  Speech develops from what they have heard.  Speech does not develop in a meaningful way.  Research studies make it clear that they experience difficulty in the use and pronunciation of words.

4. Personality Disorder - Inheritance and environment have special importance and contribution in the development of personality.  This is a psychological fact, life experiences keep improving in it.  Due to the proper environment and life experiences of visually impaired children, their personality develops in its own way, which is completely different from normal children.  In their development, there is a deep influence of Nadi Sansthan, their experience and mentality.  Insecurity and neuroticism are more in them, which affects the development of personality.

5. Problems of Social Adjustment - The visually impaired are looked down upon in the society because they want the help of the society.  They have personal and social problems.  In this, inferiority complex comes and the difficulty of adjustment in society also comes.  Psychologists do not have a consensus regarding the problems of their adjustment.  There are conclusions of some research studies that such children do not adjust in school.  Other research findings found that their adjustment in school is better.  His companions and associates are of great help.

Visually Impaired Children Visually Impaired Children

 Visually Impaired Children

Meaning of Visually Impaired Children Visually impaired children are children who are not able to see properly.  Some children can read rough printed books and they can do education in a normal environment.  But severely visually impaired children who are unable to see objects cannot be educated by visual methods.  Their vision is measured with the help of a Snellen chart.  Visually impaired is defined as a defect of vision.  Eye sight refers to the ability to see distant objects clearly.  It is tested by 'Snellen chart'.  This chart was developed by Hvart Snellen.  This French resident Doctor This chart starts with a capital 'E' letter.  With this, a person with normal vision can see clearly from 200 feet.  If a person can see 20 feet clearly, then he is legally called completely blind.  If someone's vision is assessed as 20/20, then he is considered to have good vision.  Visually impaired means in the condition of his vision that how much he has the ability to see.  How much does it affect the performance of school work?  In other words, it can be said that how well he does the reading and writing tasks of the school.  If the field of view is limited and his vision is 20/200 perfect, then it is said to be 'tunnel vision'.
Visual ability means that how well he can use his vision.  All the information that the object sees is analyzed and interpreted, it is also called perception.  Visual impairment practically creates various problems.  Those who have low vision can read large letters, they do not have the benefit of sight-devices in reading and writing.  Their vision does not exceed 20/70.  The definition of low vision is clearly defined in terms of distance from the Snellen chart.  Educationally, those who are completely visually impaired are called those who take advantage of learning from Braille script.  These are also called printed interrupts.  There is ease.  Partially visually impaired are called those, which have been defined by the doctors of visual impairment in printed text, they go on the basis of the test of vision ability.  Supposedly.  A legal definition has also been given that who are considered visually impaired from the point of view of law, they are considered to be completely blind from the legal point of view-
(1) Those whose eyesight is 20/200 and less, their eyes should be better after correction.
(2) Or whose field of vision is limited and makes an angle of 20°.  His eyes get better after the correction.  Give the definition, it is as follows, in the Ministry of Social Welfare, Government of India (1987) visually impaired
(a) You have lost all your sight.  be good  Get tested with a slalon chart.
(b) Visually impaired should not exceed 6/60 or 20/20 and eyes with the use of glasses
(c) The field of vision is limited and an angle of 20° is formed and may be reduced to less than

On the basis of these definitions, visually impaired children were divided into two categories.
(1) Totally visually impaired or blind children and
(2) Visually impaired children have been defined in terms of education with partial or low vision - Visually impaired children are those who have lost their sight and can take advantage of Braille script, and other hearing aids,  They are called partially obstructed walkers, who use printed text and visual educational material with the help of glasses.  Visually impaired students have a wider range of abilities and experiences.  There are different types of problems in their school.  They have difficulty in walking, reading, and using visual aids.  He feels by hearing and touching.

Characteristics of Visually Impaired Children: Vision is the most useful for human beings.  The development of the cognitive side is based on the experiences of the vision.  A person becomes limited in three ways.  The visually impaired is deprived of the experience of the method of observation.  His abilities are also limited, because he cannot walk.  They cannot control their environment.  Their relationships are also limited.  Unable to take advantage of the social environment.  Community attitudes and behaviors depend on traditions, beliefs and culture.  Progress has been made in this direction due to the efforts of development and social welfare.  Visually impaired are not given any importance in the society.  Their self-concept and individual achievement are also of normal low level.  The characteristics of visually impaired children are divided into three classes
(1) Language development
(2) Intellectual ability and
(3) Social and work adjustment

1. Language Development - There is no defect of language in visual impairment, because they can hear and speak. Speaking and listening are considered to be the main skills of language. They are more excited to learn the language.  Through A, you can express yourself to parents and peers. They have communication abilities. Their language learning method is different from normal children, because normal children learn more by doing. Visually impaired are deprived of such experiences.  Seeing, they are imitated. They are able to do this verbal expression. There is reality in the verbal expression, because knowledge is not experienced by the senses. The sight is impaired by hearing only the words, because the sense sense is not active. All the information and knowledge and  It is based on the senses. It is not possible to perceive an object correctly. The fact is revealed by language. It cannot perceive colors. Their verbal perception is not internal. Their experiences are not complete, their perception  hear and only seam  It stays.

2. Intellectual Ability - Visually impaired children are not less than normal children in terms of mental ability.  It is known from research works that if they are given proper education or if they can get the opportunity of education, then their intelligence output suddenly increases more.  Cognitive abilities are also not less than normal, although the way of perceiving their learning is different.  There is a lack of development of perception and lack of appropriate learning experiences.  Visually impaired children are unable to perceive distance as they cannot see distance.  The concept of distance is not developed in them.  The sense of distance uses other senses instead of the sense of sight.  Sometimes a sense of distance beauty develops in them.  It estimates distance from time.  They sense distance even by touch.  The exact measurement of any celestial body is not possible.  They are not able to see the stars, the moon etc.  It is also difficult to make them understand the elephant.  The knowledge of mountains, rivers, waterfalls and geographical units cannot be given.  Similarly, there is an understanding of more subtle creatures.  Does not happen .  They can be given their knowledge in a relative form and are made aware that the development of concepts in visually impaired children is done through tactile experience.  There are two different types of tactile experiences.  First analysis tactile experience and second synthesis tactile experience.
(1) Under the analysis tactile experience, a visually impaired object makes a perception at the mental level by touching various parts.
(2) Under the synthesis tactile experience, the visually impaired touches small objects with their hands by touching them with one or both of their hands.  Material objects are large, so synthesis tactile experiences are useful.  A child with normal vision also sees the object as a whole and sees it in segments.  It would have been difficult for the visually impaired to understand and understand the world.  Is .  The development of concentration is more in visually impaired children, concentration is affected by seeing.  Listening skills are excellent.  This substitutes for cognitive development in many ways.  3. Social and Work Adjustment, the personality problems of the visually impaired are not internal.  If these kids make sure.  The problem of inequality is due to social reasons.  These children do not accept their adjustment to their peers.  Often accept the severely visually impaired, but do not accept the less visually impaired.  The severity of the interruption results in increased empathy.  The behavior of the moderately visually impaired is negative towards other children.  It is not necessary that this child should be more dependent on others like completely blind.  Being dependent and helpless, the outlook of the society is sympathetic and accepts them.

Which type of teaching matrix was used for hearing impaired children? Teaching Strategies for Hearing Impaired Children Some common teaching matrices are used for teaching hearing impaired children. The following techniques are used in the education of these children. (1) Visual presentation involving oral text. (2) Pay attention to the concentration of the students. (3) To teach the main part of the lesson. (4) To summarize the presentation. (5) To make the verbal presentation clear and precise. (6) Repetition of the text. (7) Asking questions to assess comprehension and (8) Using the multiple sense dimension. Language skills should be developed for the hearing impaired children and appropriate language learning experiences should be provided. For the development of communication skills and language speed, practice should be done regularly in the school. To develop language abilities, comprehension and communication skills. Role playing, group exercises, picture cards, examples, exercise books, sound aids should be used. Kits are available for language training, they can also be used. To develop expression and written comprehension, practice of writing and presenting simple sentences should be given. Give opportunity to organize picture cards. What, when, where and how questions should be practiced with the help of equivalent questions. Speed ​​in language can be developed with the help of charts hanging in the classroom. Coins, plastic kilpo boxes, lines, semi-abstract materials can be used for facilitating learning in training for the development of mathematics ability. Such children are not less than normal children in numerical ability, abstract thinking and reflexive ability. Oral expression is slow. In the treatment of speech, the development of speed and sound pattern of these children can be done by reinforcement technique. The use of closed communication is more effective in the treatment of speech. With the use of hearing aids, children can read and write in the classroom and make the text comprehensible. Hearing aids can be used collectively and individually in classroom teaching.

 Which type of teaching matrix was used for hearing impaired children?

Teaching Strategies for Hearing Impaired Children Some common teaching matrices are used for teaching hearing impaired children.  The following techniques are used in the education of these children.
(1) Visual presentation involving oral text. 
(2) Pay attention to the concentration of the students.
(3) To teach the main part of the lesson.
(4) To summarize the presentation.
(5) To make the verbal presentation clear and precise.
(6) Repetition of the text.
(7) Asking questions to assess comprehension and
(8) Using the multiple sense dimension.  Language skills should be developed for the hearing impaired children and appropriate language learning experiences should be provided.  For the development of communication skills and language speed, practice should be done regularly in the school.  To develop language abilities, comprehension and communication skills.  Role playing, group exercises, picture cards, examples, exercise books, sound aids should be used.  Kits are available for language training, they can also be used.  To develop expression and written comprehension, practice of writing and presenting simple sentences should be given.  Give opportunity to organize picture cards.  What, when, where and how questions should be practiced with the help of equivalent questions.  Speed ​​in language can be developed with the help of charts hanging in the classroom.  Coins, plastic kilpo boxes, lines, semi-abstract materials can be used for facilitating learning in training for the development of mathematics ability.  Such children are not less than normal children in numerical ability, abstract thinking and reflexive ability.  Oral expression is slow.  In the treatment of speech, the development of speed and sound pattern of these children can be done by reinforcement technique.  The use of closed communication is more effective in the treatment of speech.  With the use of hearing aids, children can read and write in the classroom and make the text comprehensible.  Hearing aids can be used collectively and individually in classroom teaching.

Describe the role of teacher in the education of hearing impaired children

 Describe the role of teacher in the education of hearing impaired children.

Role of teacher
(Role of Teacher) Hearing impaired people take admission in the class of general teacher also.  Therefore, it is the responsibility of the teacher that the teacher should pay attention to such children and provide them with proper help.
In this context the following roles have to be performed
(1) Identify such children on the basis of their behavior and arrange for them to be seated in the front seats in the common room.  Also inform this to their parents, so that they get their medical examination done and make arrangements for treatment.
(2) The percentage of such children in the class is very less, so it has to keep in mind the need of other general students as well.  Therefore, the teacher should help them according to their needs apart from the class, so that they do not experience much difficulty in the class.
(3) The teacher should have a positive attitude towards them and behave sympathetically towards them.
(4) The teacher should pay more attention to reading and writing to such children in the class and their distance from the teacher should not be much.
(5) The teacher should also see that the use of hearing aids is regular.  because in the beginning, children experience difficulty in taking the help of instruments.
(6) The teacher should speak very naturally and the speed of speaking should not be too fast, because hearing impaired children are able to hear and understand at a slow pace.
(7) The teacher should stand in one place while speaking, because such children have more difficulty due to movement while speaking, because the teacher's speech fluctuates.
(8) After working on the blackboard, the teacher should see that these children have written correctly from the blackboard.
(9) Teachers should be careful in teaching new vocabulary.  The help of both speaking and writing should be taken.
(10) Teachers should give more encouragement to such children and should also have repetition in their curriculum.  The help of collective pronunciation technique should be taken in the pronunciation of words.  As far as possible, the teacher should use more visual aids in the presentation of his content.  Important points of teaching should be marked on the blackboard.  The teacher should use adapted matrices while teaching, so that the hearing impaired can take full advantage of the teaching.  goes ?