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Presenter : LEELA AGNES Co presenter : Prof. Dr. Thiruvalluvar : Prof.Dr. Prabakar Immanual.
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Transcript of Presenter : LEELA AGNES Co presenter : Prof. Dr. Thiruvalluvar : Prof.Dr. Prabakar Immanual.
SOCIAL INCLUSION –CHECK LIST TO ASSESS THE SOCIAL SKILLS OF DEAFBLIND/MSI CHILDREN
Presenter : LEELA AGNES
Co presenter : Prof. Dr. Thiruvalluvar
: Prof .Dr. Prabakar Immanual
DEAFBLINDNESS/MSIDeafblindness
Deafblindness is a unique disability The term deafblindness means a person who
cannot see and cannot hear Is a combination of both vision and hearing loss
Multi Sensory Impairment
When children have severe developmental problems in addition to their deadblindness they are known to have multi-sensory impairment. Many of these children will also have a wide range of other disabilities/Challenges – such as learning difficulties, epilepsy, feeding problems and severe disabilities.
EFFECTS OF DEAFBLINDNESS
• Difficulties in finding out information
• Difficulties in communicating
• Difficulties in moving around
DEAFBLINDNESS Heterogeneous condition
No two deafblind children are identical
Each child needs individual based assessment and remedial plan
SATHIYA- DEAFBLINDNESS, BALANCE PROBLEM
IMPACT OF DEAFBLINDNESS/MSI ON SOCIAL DEVELOPMENT Children learn their social skills mainly
through vision and hearing Human beings enjoy being part of social
world Children understand social world around
them and decide the quality and content of social life
Emotional behaviour and personality traits are mostly molded by the experiences gained by the child
SOCIAL COGNITION Children learn, think about and
interpret experience. This is based on self, family and surroundings
This process of learning leads to cognitive functioning and is called social cognition
SOCIAL COGNITIVE DEVELOPMENT: Proceeds from concrete to abstract Grows and gets organized with age Learned by children when they
associate their behavior to the behavior of significant others
Learned by children as they gain skills to communicate and develop interacting relationships
ACCESSING SOCIAL SKILLS OF DEAFBLIND/MSI CHILDREN:
Presently not much is done to assess the social skills and social cognition of deafblind/MSI children
Hence we have taken a research study to assess the social skills of deafblind/MSI children
UNDERSTANDING OF SOCIAL FACTORS: Self esteem Achievement motivation Feeling of helplessness Attribution retraining Self definition based on self-image
Understanding social situation Social problem solving Social behaviour Pro social responses
These are big challenges to deafblind/MSI children
TOOL FOR ASSESSING SOCIAL SKILLS: Tool is developed using literature survey Using existing tools for non-disabled Listing the factors indicating social skills
functioning Interrelating challenges faced by
deafblind/MSI children in gaining social skills
FACTORS INDICATING SOCIAL SKILLS INCLUDE Peer relationships Self management Compliance skills Communication and language
skills Academic related skills
CHECK LIST Functions as if no one is around Functions as if she is in his own world Do only things that pleases herself Do activities that result make her meet
her own needs Fails to follow social procedures while
other in the same age follow the same May behave as if unaware that care
giver is in the same room or place
Become quite, withdrawn or reserved if some one else get sad ,upset or cries
Offers comfort to others when they appear sad or upset or crying
Smiles and looks pleased to verbal praise or praise
When praised, can do an activity When reprimanded shows interest to
repeat an activity.
Uninterested in trying to do new things just to earn approval of others
Does not copy actions or attitude of others
Does not readily learn by being shown by others
Low level of interest in peers Do not show interest to participate in
group games Doesn’t show interest to learn
somethings from surroundings/ peers
Stops an action when you shake the head no (or )tell no (or )tactually indicate no
Stops an action, seeing others or listening to others or getting an indication
Stops action when a serious no is said or stern look is given or strongly communicated through tactual action
Knows a head nod of yes is an indication of acceptance
Uses fingers/ hands to indicate or point what he wants
Knows to use smile to indicate happiness, joy and acceptance
Can use spoken language for social needs
Can use sign language for social needs Can use tactual communication for
social needs
Understand nouns (names) than Verbs (actions)
Has difficulty to comprehend in context of social situations
Can figure out social situation and express appropriately
Use words to meet his immediate needs Doesn’t use words to comment on
interesting things or social events.
Can use words-but do not converse as part of social functioning
Can look at while communicating Reciprocate to some of the words-to
indicate clarity of understanding of conversation
Use unrelated words while communicating
Very Positive response to touch and movement
Do not show interest in tactile communication
Likes to touch every things before knowing what it is
Shows fear of something-having impact on social needs
Show interest to play with others Looks for opportunities to play Likes to play with toys ,materials
suitable to his age Willing to share toys or go to peers for
play
OUTCOME: This check list is now went through the
process of pilot study The check list will now assist the
researcher to measure the social skills of at least 30 deafblind/MSI children
The researcher will also assess the language/speech/communication levels of these children
OUTCOME: Correlation between scores of social
skills and language/speech/communication will guide us to measure the impact of language/speech/communication skills on social functioning
Such a correlation will guide teachers, parents and service deliverers to know the needs of deafblind/MSI children and then plan appropriate individual based services to deafblind/MSI children to gain social skills and live a successful social life
FINALLY: Social skill assessment is a continuation
of the total assessment It only help parents/teachers to focus on
the social skills as part of academic and individual based intervention
Hence the researcher hopes special educators, SSA educators,programme planners, therapists and parents can gain valuable information of the social skills needs of deafblind/MSI children
THANK YOU