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![Page 1: Changing Perception ABOUT DEVLOPMENTAL DISABILITIES Dr. Alok Kumar “Bhuwan” Consultant Rehabilitation Specialist MANOVIKAS CHARITABLE SOCIETY A-267 Surajmal.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649de75503460f94ae0b2f/html5/thumbnails/1.jpg)
Changing Perception Changing Perception ABOUT DEVLOPMENTAL DISABILITIESABOUT DEVLOPMENTAL DISABILITIES
Dr. Alok Kumar “Bhuwan”Dr. Alok Kumar “Bhuwan”Consultant Rehabilitation SpecialistConsultant Rehabilitation Specialist MANOVIKAS CHARITABLE SOCIETYMANOVIKAS CHARITABLE SOCIETY
A-267 Surajmal Vihar, Delhi- 110092A-267 Surajmal Vihar, Delhi- 110092www.manovikas.co.inwww.manovikas.co.in
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YOUR PERCEPTIONYOUR PERCEPTION
IRRESPONSIBLE
IRRESPONSIBLE Disability Disability CharacteristicsCharacteristics
SLOWSLOWLEARNER
LEARNER
AGGRESSIVE
AGGRESSIVE HYPERACTIVE
HYPERACTIVE
UNMOTIVATED
UNMOTIVATED
IMPULSIVE
IMPULSIVEDEFIANT
DEFIANT
WITHDRAWN
WITHDRAWN
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So What Does All This Mean?So What Does All This Mean?
StudentStudentCharacteristicsCharacteristics
IRRESPONSIBLE
IRRESPONSIBLE
SLOWSLOWLEARNER
LEARNER
AGGRESSIVE
AGGRESSIVE HYPERACTIVE
HYPERACTIVE
UNMOTIVATED
UNMOTIVATED
IMPULSIVE
IMPULSIVE
DEFIANT
DEFIANT
WITHDRAWN
WITHDRAWN
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What Is The Connection Between What Is The Connection Between Disability Characteristics And Disability Characteristics And
Student Characteristics?Student Characteristics?
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A Developmental Disability is attributable to
mental physical
Developmental DisabilitiesDevelopmental Disabilities
impairment
manifested before the person attains age 22
likely to continue indefinitely
combination of mental and physical impairments
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Types of Developmental Disabilities Types of Developmental Disabilities
and Other Special Needsand Other Special Needs
Autistic Spectrum DisordersAutistic Spectrum Disorders
ADD/ADHDADD/ADHD
Cerebral PalsyCerebral Palsy
Mental Retardation Mental Retardation
Learning DisabilityLearning Disability
Severe and/or Multiple DisabilitiesSevere and/or Multiple Disabilities
SN 1
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Realities Realities
Mental, Mental,
emotional, and emotional, and
behavioral problems behavioral problems
are are real, painful, and costly.real, painful, and costly.
These problems, often called These problems, often called "disorders,""disorders," are are
sources of stresssources of stress for for
children and children and
their families, schools, their families, schools,
and communities.and communities.
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causedcaused
biologybiology
environment, environment,
or a combination of the two.or a combination of the two.
biological factors are genetics, biological factors are genetics, chemical imbalances in the body, chemical imbalances in the body, and damage to the central nervous system, and damage to the central nervous system, such as a head injury.such as a head injury.
environmental factors including environmental factors including exposure to violence, exposure to violence, extreme stress, and extreme stress, and the loss of an important person.the loss of an important person.
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NeedsNeeds
Families and communities-----working Families and communities-----working
together, together, can helpcan help
services ----------- to meet the needs of services ----------- to meet the needs of these young people these young people
andand their families.their families.Understanding the Strength and Need Understanding the Strength and Need
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AutismAutism
Problems Problems
interacting and communication interacting and communication
Autism appears Autism appears before the third birthdaybefore the third birthday, , causing children to act inappropriately, often causing children to act inappropriately, often repeating behaviors over long periods of time. repeating behaviors over long periods of time.
For example, some children bang their heads, For example, some children bang their heads, rock, or spin objects. rock, or spin objects.
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AutismAutism
Symptoms of autism range from Symptoms of autism range from
mild to severemild to severe. .
Studies suggest that autism affectsStudies suggest that autism affects 10 to 12 10 to 12 of every 10,000of every 10,000 children. children.
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Attention-deficit/Hyperactivity Attention-deficit/Hyperactivity Disorder (ADHD)Disorder (ADHD)
Is it hard for child to sit still? Is it hard for child to sit still?
Does child act without thinking first? Does child act without thinking first?
Does child start but not finish things? If so,Does child start but not finish things? If so,
child may have ADHDchild may have ADHD
Nearly everyone shows some of these behaviors at times, but ADHD Nearly everyone shows some of these behaviors at times, but ADHD
lasts more than 6 months and causes problems in school, at home lasts more than 6 months and causes problems in school, at home
and in social situations.and in social situations.
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ADHDADHD
ADHD is more common in boys than girls, ADHD is more common in boys than girls, and it affects 3-5 percent of children. and it affects 3-5 percent of children.
characteristics are characteristics are Inattention Inattention Hyperactivity Hyperactivity Impulsivity Impulsivity
No one knows exactly what causes ADHD. It runs in families, so genetics No one knows exactly what causes ADHD. It runs in families, so genetics may be a factor. A complete evaluation by a trained professional is the only may be a factor. A complete evaluation by a trained professional is the only way to know for sure if your child has ADHD. Treatment often includes way to know for sure if your child has ADHD. Treatment often includes medicines to control symptoms. Structure at home and at school is also medicines to control symptoms. Structure at home and at school is also important. Parenting classes or behavioral therapy may also help. important. Parenting classes or behavioral therapy may also help.
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NEURODEVELOPMENTAL NEURODEVELOPMENTAL DISORDERSDISORDERS
Cognitive DysfunctionCognitive Dysfunction
SeizuresSeizures
Motor DysfunctionMotor Dysfunction
Behavior DysfunctionBehavior Dysfunction
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Cerebral Palsy: PhysiologicCerebral Palsy: Physiologic
AthetoidAthetoid AtaxicAtaxic Rigid-SpasticRigid-Spastic AtonicAtonic MixedMixed
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Cerebral Palsy: TopographicCerebral Palsy: Topographic
MonoplegicMonoplegic ParaplegicParaplegic HemiplegicHemiplegic TriplegicTriplegic QuadraplegicQuadraplegic DiplegicDiplegic
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Mental Retardation
An IQIQ of approximately 70 70 or below or below
Concurrent deficits or impairmentsimpairments in present adaptive functioningadaptive functioning
The onset is before age 18 years.
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IQIQ
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Learning DisordersLearning Disorders
DifficultiesDifficultiesto receive or express information could be a to receive or express information could be a sign of learning disorders. sign of learning disorders.
Problems Problems spoken and written language, coordination, spoken and written language, coordination, attention, or attention, or self-control.self-control.
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LD- SymptomsLD- SymptomsLearning
DisabilityArea of Impact Symptoms
Reading Disorder or
Dyslexia
Oral and written language
Difficulty in listening, speaking, reading and writing; Reads letters or words transposed; omits letters or words while reading
MathematicsDisorder orDyscalculia
Math Difficulty performing calculations; Difficulty with numbers; Spatial problem, Difficulty placing number into vertical columns.
Disorder ofWritten
Expression or
Dysgraphia
Writing Illegible handwriting; Difficulty writing within a defined space; Letter reversals; Letter transposition; Omission of letters or words; Poor spelling
Motor Disorders or
Dyspraxia
Body Coordination Problems with muscles control and coordination; Apparent clumsiness.
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Multiple Disabilities Multiple Disabilities
Multiple disabilities means concomitant [co-existing] impairments (such as
mental retardation-blindness or
mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
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So what is the So what is the situation for people situation for people with a disability in with a disability in
developing developing countries?countries?
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More than 650
million, or 10% of
the world’s
population – have a
disability.
20% of population
are effected when
families are taken
into account(ADB, 2002)
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Care-giving falls disproportionately on women and girls, resulting in even fewer opportunities for them to gain
employment or complete schooling. (S.Miles, 1999)
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Only 1-2% of persons with disabilities in developing countries receive an education
(UNESCO, 1998)
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Only 1-2% of Only 1-2% of people with a people with a
disability in low disability in low income income
communities communities receive the receive the
rehabilitative rehabilitative services they services they
need need
(May- Teerink, World Bank, 1999).(May- Teerink, World Bank, 1999).
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Almost half of the children who go blind will Almost half of the children who go blind will
die within two years of losing their sight die within two years of losing their sight (CBMI, (CBMI,
2006)2006)
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As many as 20
million women per
year suffer
disability & long
term complications
as a result of
pregnancy &
childbirth
(UNFPA).
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Mortality of children with disabilities can be as
high as 80% even in countries where overall
under-five mortality rate is below 20%. (DFID).
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For every child killed in war, three are permanently For every child killed in war, three are permanently
disabled disabled (UNICEF).(UNICEF).
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At least At least
10m 10m
children children
worldwide worldwide
have been have been
traumatisetraumatise
d by d by
armed armed
conflict.conflict.
(UNICEF)(UNICEF)
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Women and girls
with disabilities
are twice to three
times more likely
to be victims of
physical and
sexual abuse.
(DFID).
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People with a disability are often overlooked in emergency/ humanitarian responses
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…and people with disabilities are disproportionately poor.” (Holzmann, R. World Bank.)
Poor people are disproportionately disabled…
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The issue
I have no legs,But I still have feelings,I cannot see,But I think all the time,Although I’m deaf,I still want to communicate,Why do people see me as useless, thoughtless, talkless,When I am as capable as any,For thoughts about our world.—Coralie Severs, 14, United Kingdom
This poem speaks for millions of children and adults, living everywhere in the world, who have disabilities. Many face discrimination every day. Their abilities are overlooked and their capacities underestimated. They don’t get the education and health care they need, and they are excluded from activities in their community. But children and adults with disabilities have the same rights as everyone else.
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The Medical Model
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The Social Model
A l l m e a n s A l l
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The Social Model
T h e s t r u c t u r e s I n s o c i e t y
A r e t h e p r o b l e m
Disabled people as active fighters for equality working in partnership with allies.
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The Medical Model
Disabled people as passive receivers of services aimed at cure or management
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The Social Model
Child grows up with These values of self
and others
© For DEE Skitteral & Chapman 2002 Figure 2
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Medical to Social Medical to Social
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Barriers to InclusionBarriers to Inclusion
Barriers to disabled children at school
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Segregation
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Integration
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Inclusive Education
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What Is The Connection Between What Is The Connection Between Disability And Right Based Disability And Right Based
ApproachApproach
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Belief in InclusionBelief in InclusionBelief in InclusionBelief in Inclusion
Partnership Partnership ParentsParents Rehabilitation Professionals Rehabilitation Professionals Mainstream School Mainstream School Civil SocietyCivil Society Funding Partners Funding Partners
Bond betweenBond between 2000 + parents2000 + parents 250 + Teachers 250 + Teachers 350 + Rehab professionals 350 + Rehab professionals 10000+ Civil Society 10000+ Civil Society
members members ++++++++ Many more++++++++ Many more
Partnership Partnership ParentsParents Rehabilitation Professionals Rehabilitation Professionals Mainstream School Mainstream School Civil SocietyCivil Society Funding Partners Funding Partners
Bond betweenBond between 2000 + parents2000 + parents 250 + Teachers 250 + Teachers 350 + Rehab professionals 350 + Rehab professionals 10000+ Civil Society 10000+ Civil Society
members members ++++++++ Many more++++++++ Many more
This is
RIGHTS of
each and every
individual
“Transition into Mainstream
education
system”
This is
RIGHTS of
each and every
individual
“Transition into Mainstream
education
system”
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ConsequencesConsequencesConsequencesConsequences
Autistic Child ‘A’ was
placed and withdrawn
from school
within 3 months…. we
trained 2 teachers of
same school and again
placed ‘A’ Now she is in
class three
‘K’ was placed with
written plan for teachers
n’ principal. Whole
school demanded the
training for teachers
and staff Now 10+
Children with Disabilities
are in the school.
Teachers attended the training and now ‘N’ has got admission in the mainstream school. The transition was usefully and successfully implemented. Whole school accept ‘N’ as a mainstream students
Every Year we include 20-50 Students with CWSN into mainstream Education and Employment
Every Year we include 20-50 Students with CWSN into mainstream Education and Employment
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Basic Prerequisite Basic Prerequisite
Understanding about CWSNUnderstanding about CWSNfull enjoyment without discriminationfull enjoyment without discrimination
Identification of CWSN Identification of CWSN evolving skills development …. the interaction between evolving skills development …. the interaction between impairments and attitudinal and environmental barriersimpairments and attitudinal and environmental barriers
Highlights for CWSN Highlights for CWSN mainstreaming disability issues as an integral partmainstreaming disability issues as an integral part
Facts Facts the negative impact of poverty on persons with disabilitiesthe negative impact of poverty on persons with disabilities
Understanding about CWSNUnderstanding about CWSNfull enjoyment without discriminationfull enjoyment without discrimination
Identification of CWSN Identification of CWSN evolving skills development …. the interaction between evolving skills development …. the interaction between impairments and attitudinal and environmental barriersimpairments and attitudinal and environmental barriers
Highlights for CWSN Highlights for CWSN mainstreaming disability issues as an integral partmainstreaming disability issues as an integral part
Facts Facts the negative impact of poverty on persons with disabilitiesthe negative impact of poverty on persons with disabilities
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Social Responsibility Social Responsibility right to education without discrimination right to education without discrimination
on the basis of equal opportunityon the basis of equal opportunityinclusive education - at all levels - lifelong learninginclusive education - at all levels - lifelong learning
right to education without discrimination right to education without discrimination on the basis of equal opportunityon the basis of equal opportunityinclusive education - at all levels - lifelong learninginclusive education - at all levels - lifelong learning
The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;
The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;
Enabling persons with disabilities to participate effectively in society.
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Social Responsibility..Social Responsibility.. To realize this right To realize this right
Programme shall ensureProgramme shall ensure
To realize this right To realize this right Programme shall ensureProgramme shall ensure
not excluded from the general education system on the basis of disability
access of inclusive, quality and free primary education
Reasonable accommodation
Providing effective individualized support measures
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Social Responsibility..Social Responsibility.. To convergence with Govt. & Civil SocietyTo convergence with Govt. & Civil Society
for appropriate support and measurefor appropriate support and measure
To convergence with Govt. & Civil SocietyTo convergence with Govt. & Civil Societyfor appropriate support and measurefor appropriate support and measure
learn life and social development skillsSpecial Education to Mainstream Education
.
Facilitating learning and mobility supportGO and NGO Networking
Ensuring environments which maximize academic and social development
Mainstream Teachers’ Trg..
Peer Support and mentoringCommunity Support
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Social ResponsibilitySocial Responsibility To take appropriate measures To take appropriate measures
for adequate care and education for adequate care and education
To take appropriate measures To take appropriate measures for adequate care and education for adequate care and education
The teacher, professionals
and staff who work at all levels of education
Sensitization and
disability
awareness
appropriate
augmentative and alternative modes, educational techniques and materials to support persons with disabilities.
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Social Responsibility..Social Responsibility.. To access transition To access transition
for quality care and education for quality care and education
To access transition To access transition for quality care and education for quality care and education
promotion towards general tertiary education, vocational training, adult education and lifelong learning
Parents and community support for transition
ensure reasonable
accommodation for transition
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““Doing with” Doing with” not not
“Doing for”“Doing for”
““Nothing about us without Nothing about us without us”us”
Principle partnership is with people with a disability
DPI Slogan
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Are there Are there
people with a people with a
disability in disability in
your your
programs?programs?
Think about a program you have visited….
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A Thought…A Thought…
""Alone we can do so little, Alone we can do so little,
together we can do together we can do
so much."so much." ~ ~ Helen KellerHelen Keller
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Suggestions and Questions Suggestions and Questions