CREATING AN INCLUSIVE SCHOOL Prof) Ki, Nagarajan, \ Sel Mao t} 74B/1, Vivekanandar Street, Gandhi Nagar, Saligramam, Chennai-600 093. Phone: (044) 23620068 ® : 98401 58595 Email : srirampublishers2012@gmail.compittorences ble liability & Unpatsmert CONTENTS Unit Lesson Topic Page | UNDERSTANDING THE DISABILITY 1 1:0 Introduction 1 OD Meaning and Definition of ‘Impairment’ 1 CED Meaning and Definition of “Disability”. 2 AB: Definition of 'Handicap’ 3 1:4 Differences among Impairment, ii Disability ard-Hendicap 3 An Illustration Differentiating Impairment, 4:4:01 Disability and-Handicap : Gs General Characteristics of Disabilities (16) General Causes of Disabilities 4D _Diitferent Types of Disabilities x Ss Visual Disability ce oN @ Meaning of “Visually Impaired Children* 10 Identifying the Visually Impaired Pupils. 12 Causes for Visual Impairment 12 Hearing Disability 13 Causes for Hearing Loss 15 Speech Disability 18 Causes for Speech Disorders 19 Motor Disability 1:7:01:1 1:7:01:2 1:7:01:3 1:7:02 ‘700 1:7:03 1:7:03:1 1:7:04 Psychological or Mental Disorders 21 (i)—< CONTENTS | ss Unit Lesson Topic Page —_ AA 1:7:05:1 Meaning of “Mental Disorder” 21 1:7:05:2 Definition of “Mental Disorder” 23 1:7:05:3 Patterns of “Mental Disorders” 24 1:7:05:4 Causes of Mental Disorder 26 (1:7:06 Mental Retardation 29 1:7:06:1 Mentally Retarded Children: Meaning 29 1:7:06:2 Identifying the Mentally Retarded Children 31 1:7:06:3 Categories of the Mentally Retarded 31 1:7:06:3:01 Morons 32 1:7:06:3:02 Imbeciles . 32 1:7:06:3:03 Idiots 33 1:7:07 Cerebral Palsy 33 — 1:7:07:1 Symptoms of Cerebral Palsy. 35 1:7:07:2 Causes for Cerebral Palsy 36 1:7:07:3 Children at Risk for Cerebral Palsy 37 1:7:08 Multiple Disabilities 37 Conclusion . 40 Review Questions 40 il} UNDERSTANDING THE LEARNING DISABILITIES 43 2:0 Introduction , 43 24 Meaning and Definition of ‘Learning Disability” 43 (ii)CONTENTS Unit Lesson Topic Page 2:1:01 Meaning of “Learning Disability” 43 2:1:02 Definition of "Learning Disability 45 2:2 Types of Learning Disabilities and Their Characteristics 45 2:2:01 Dyslexia 46 2:2:02 “Dysgraphia 47 2:2:03 Dyscalculia 47 2:2:04 — Dyspraxia 48 2:2:04:1 Dysphasia 50 2:2:04:2 Causes for Dyspraxia 50 2:3 Reasons for Learning Disability 51 2:4 Identifying Children with Disabilities 52 2:4:01 Cognitive Approach 52 2:4:01:1 Drawbacks of the Cognitive Approach in the Identification of the Disabled 54 2:4:02 Sensory Approach 56 2:4:02:1 Ways and Means of Improving the Level of Visual Disability 56 2:4:02:2 Ways and Means of improving the Level of Hearing Disability 58 2:4:02:3 Ways and Means of improving the 60 Level.of Speech Disability (iiiLesson CONTENTS Topic —. Jeu a 2:4:02:4 2:4:03 2:4:04 2:4:04:1 2:4:04:2 2:4:04:3 2:5 3:0 3:1 3:2 3:3 3:3:01 3:4 3:4:01 3:4:02 Drawbacks in Identifying the Disabled Through Sc.asory Approach Disability Based Approach in Identifying the Disabled Society Based Approach in Identifying the Disabled Meaning of “Juvenile Delinquents” Causes for Delinquency Ways and Means of Reforming the Delinquents Role of Teachers in Managing Students with Learning Disabilities Conclusion Review Questions MODELS OF DISABILITY Introduction Concept of Model of Disability Types of Models of Disability Individual Model of Disability Drawbacks of Individual Model of Disability Social Model of Disability Salient Features of Social Model of Disability Limitations of Social Model of Disability (iv) 61 61 63 63 64 67 69 73 74 76 76 76 78 79 80 82 83 85> CONTENTS Unit Lesson Topic Page 3:5 Medical Model of Disability 86 3:5:01 Salient Features of Medical Model of Disability 87 3:5:02 Limitations of the Medical Model of Disability 88 3:6 Differences Between Medical and Social Models of Disability 89 3:7 Nagi’s Model of Disability 92 3:8 Quebec Disability Production Process Model 95 3:9 Human Rights Model 101 3:10 Expert/Professional Model of Disability 103 3:11 Transactional Model of Disability 105 3:12 Charity Model of Disability 107 3:13 Functional or Economic Model of Disability 108 3:13:01 Drawbacks of Economic Model of Disability 109 3:14 Rehabilitation Model of Disability 111 Conclusion 112 Review Questions 113 INCLUSIVE EDUCATION 115 4:0 Introduction 115 41 Meaning of ‘Inclusive Education’ 115 4:2 UNESCO's Definition of “Inclusive Education” 116 4:3 Concept of “Education for All” 117 (v)CONTENTS . —_ Unit Lesson 4:4 4:4:01 4:4:02 45 4.6 47 4:8 49 4:9:01 4:9:02 4:9:03 4:9:03:1 4:9:03:2 4:9:03:3 4:10 4:10:01 4:11 Topic Difference Between “Education for All” and “Inclusive Education” The Concept of “Education for All” and its Drawbacks Broad Meaning of “Inclusive Education" Strategies of Implementing Inclusive Education Barriers to Provide Inclusive Education Overcoming the Barriers in Inclusive Education Promoting Inclusive Education Mixed Ability Grouping and Teaching Meaning of Mixed Ability Group Benefits of Learning through Mixed Ability Grouping Teaching a Multiple Ability Group Group Interactive Sessions Co-operative Learning Collaborative Learning ~ Differences Among Inclusive, Integrated and Special Education Comparison of Inclusive, Integrated and Special Education Teacher Development Initiatives for Expanding Inclusive Schooling (vi) Page 118 118 120 122 126 131 136 138 138 139 140 140 141 145 148 151 154CONTENTS Lesson Topic Conclusion Review Questions POLICIES AND PROGRAMMES OF INCLUSIVE EDUCATION 5:0 Introduction el International Policies and Programmes in ‘Inclusive Education’ 5:1:01 Tallinn Guidelines for Action Jomtien Conference, 1990 5:1:03 Salamanca Conference, 1994 5:1:04 Dakar Conference 5:1:05 U.N. Convention on the Rights of Persons with Disabilities, 2006 5:2 Inclusive Education Policies and Programmes in India 5:2:01 Historical Perspective 5:3 Legislation and Policies with respect to CWSN 5:3:01 Constitution of India and Education of Children with Special Needs 5:3:02 Turn of Events from 1960 to 1994 5:3:02:1 Kothari Education Commission's Report (vii) 157 158 160 160 160 162 164 165 167 167 170 171 172 172 174 174CONTENTS Lesson 5:3:02:2 5:3:02:3 5:3:03 5:3:03:1 5:3:03:2 5:3:03:3 5:3:03:4 5:3:03:5 5:3:03:6 5:3:03:7 5:3:03:8 5:3:03:9 Topic The Integrated Child Development Scheme - ICDS, 1974 The Integrated Education of Disabled Children -IEDC, 1974 National Policy on Education, 1986 Programme of Action (POA) on NAP, 1992 Emergence of Rehabilitation Council of India People with Disabilities (PDA) Act, 1995 District Primary Education Programme - DPEP Page 175 175 177 178 178 179 181 Sarva Shiksha Abhiyan (SSA): “Education for All’ 182 The Right to Education Act, 2009 The Action Plan for Inclusion in Education of Children and Youth with Disabilities - lIECYD Inclusive Education of the Disabled at the Secondary Stage (IEDSS) The National Policy for People with Disabilities Conclusion Review Questions (viii) 184 186 188 188 190 191UNIT - | UNDERSTANDING THE DISABILITY 1:0 Introduction In this unit, meaning and definition of ‘impairment’, ‘disability’ and ‘handicap’, differences among these three, general characteristics of disabilities, general causes for disabilities, different types of disabilities viz. visual disability, hearing disability, speech disability, motor disability, psychological or mental disorders, cerebral palsy and multiple disability are taken up for detailed discussion. 1:1 Meaning and Definition of ‘Impairment’ Impairment has been defined as “any loss or abnormality of psychological, physiological or anatomical structure or function’. Impairment refers to a problem with a structure Or organ of the body. For example, those who lost2 Creating an Inclusive School their hearing capacity are known as “Hearing Impaired”. Likewise, those who lost their vision are called as “Visually Impaired”. 1:2 Meaning and Definition of “Disability”. Disability is defined as “any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being”. Disability is a condition or function judged to be significantly impaired relative to the usual standard of an individual or group. In brief, disability refers to the condition where one could not perform his activities as of a normal person or experience difficulty in undertaking various day to day activities. Disability = Impairment in body organs + Inability to perform certain task like normal persons + Lack of ability to perform day to day activitiesUnderstanding the Disability 3 _—— 1:3. Definition of ‘Handicap’ Handicap has been defined as “a dis- advantage for a given individual that limits or prevents the fulfillment of a social role that is normal”. Children with handicap are called as “Handi-capped Children”. it should be understood that a handicap is not a characteristic of a person, rather a description of the relationship between the person and the environment. There are physical handicap, visual handicap, hearing handicap, and speech handicap among children. 1:4 Differences among Impairment, Disability and Handicap Any loss or abnormality of psychological, physiological or anatomical structure or function is known as impairment. Any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being is said to be disability. Handicap is a disadvantage fora given individual that limits or prevents the CAIs -24 Creating an Inclusive School ee fulfillment of a social role that is normal (self-care, undertaking an occupation, accessibility to transport, residence, workplace and entertain- ment, home management, carrying out daily routine etc.) The impact of impairment could be reduced considerably by using appropriate equipments or appliances to reduce the level of handicap. 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SYNSO IEW AV2190S | 15 goicuog AYANOE UE wuopied| |eolwoyeue 40 20160) AU} U! SBjO4 [BIDS Jay 40 S|y WUOyJad 0} JeNPIAIPU! UE | oy fy qe Jo (uawuyedu) Ue Wo4)} -OISKyd ‘Jeo1Ko}oYoASd jo 30 Ayige ayy Buys “uawuyedu Aq pasneo Ayjqesiq | Hunjnses) yoe| 40 UONOUSEL AUy Ayyeunouge 40 ssoj Auy|| | deajpuey Aunqesia | quauueduy oN Understanding the Dis ‘deoipuey pue Ayiqesig ‘Juawujedw) swiss} oy} Buowe seouasasjip ay} seyessni|! ajqe} Bulmojjoy ayy6 Creating an Inclusive School 1:4:01 An Illustration Differentiating Impairment, Disability and Handicap Let us assume that David, a 4 year old is affected by polio and his legs are crippled. Impairment: The inability to move the legs. easily; cannot walk. There is every danger that the legs are likely to become weak and get distorted. David's level of impairment may increase over a period of time if physiotherapy is not given regularly. Without treatment and exercise thigh bones could also get affected. Disability: David's inability to walk curtails his mobility toa great extent. His disability could be reduced with physiotherapy and use of supportive technologies like fitting’ a pair of calipers. The ‘evel of disability will improve considerably ( i.e. from the high level of disability to the low level of disability) due to increased mobility.Understanding the Disability 7 Handicap: The impact of polio prevents him from to carry out his normal social roles (inability to go to school, to play with peers, to operate vehicles, to undertake an occupation or a profession etc.). Due to this his functional efficiency decreases leading to decrease in quality of life. The disabled can also lead a near normal life if they are provided opportunities and facilities in the society like providing crutches, wheel chairs, exclusive lanes in streets, ramps in buildings, fixing handles in side walls, arranging classrooms and work places in the ground floor itself for the disabled persons etc. Thus the degree of handicap may be reduced considerably by the care and concern of the society. aS General Characteristics of Disabilities A Disability may be i) due to loss or abnormality of physical organs. (e.g.) mal-formation of limbs, cleft lip, disfigured fingers)Creating an Inclusive School ss iii) v) vi) disorders due to dysfunctioning of organs of the body eventhough they may have normal -anatomical structure. (e.g. autism, cerebral palsy etc.) impairment of organs of the body due to genetic disorders, developmental defects, accidents or deceases. due to the limitation of one’s functioning arising from impairments due to the inability to undertake activities of daily life like others i.e. one’s functional : efficiency getting affected. vii) The degree of disability could be reduced with the use of appropriate equipments and appliances. viii) The handicap arising out of disability could be greatly reduced by providing appropriate opportunities and facilities in the society.Understanding the Disability 9 Eee ix) x) 1:6 vi) Rehabilitation could be provided to the disabled by offering proper educational climate and exercise. Without motivation and exercise, degree of disability is likely to increase. General Causes of Disabilities Genetic Disorders Severe Malnutrition Diseases (Polio, paralysis, brain fever, cerebral palcy etc.) - Adverse effects of drugs consumed during pregnancy Artificial fertilisation Problems during delivery vii) Severe accidents met with 1:7 Different Types of Disabilities Disabilities. are of different types: (i) Sensory Disabilities (Vision disability, Hearing disability, Speech disability, etc.), Motor Disability or10 Creating an Inclusive School a __-_ Orthopedic Disability labeled as “crippled’) (iii) Mental Disability (iv) Neurological Disorders (v) Psychological Disorders (vi) Multiple Disabilities ‘Types of Disabilities Physical Mental Neurological Psychological/ Multiple Disability Disability Disorders Mental Disorders Disorders oe l Having more than Sensory MotorDisability one disability Disabilities -——] Loss of Paralysis Limbs - Anxiety Neurosis . Sleeplessness . Personality Disorders . Anorexia Vision Hearing Speech |. Obssessive Compul- Disability Disability Disability hes . Manic - depressive psychosis Autism Cerebral Palsy opens No 1:7:01 | Visual Disability 1:7:01:1_ Meaning of “Visually Impaired _ Children” On the basis of visual acuity, visually disabled children can be classified into the following two categories. (i) Totally Blind (ii) Partially Sighted.Understanding the Disability a It was found out that about 5% of our school children have visual disability i) Totally Blind, are those who have total vision loss. They are to be educated through channels other than vision. Blind children are to be sent to the special school for the blind where they learn through the Braille system. ii) Partially Sighted, are those who have significant loss of visual power that could not be corrected through the use of spectacles. They need to be segregated to sight conserva- tion classes where large print text books and similar other devices are used to teach them. These children, as Helen Keller and others pine, except for their visual disability they ay be normal or highly talented in other abilities nd as such their potentials are to be ultivated.12 Creating an Inclusive Schoo! 1:7:01:2 Identifying the Visually Impaired Pupils There are certain symptoms and observable behaviours to identify the children with visual impairment or partially sighted. Such a child i) rubs eyes frequently ii) covers one eye with hand and tilts the head forward iii) holds objects including the text book close to his eyes iv) asks the other children seated next to him when taking notes from the black-board. v) blinks more frequently vi) has watery eyes. 1:7:01:3 Causes for Visual Impairment Any one of the following may have resulted into visuat impairment in the child. i) Genetic disorders ii) MalnutritionUnderstanding the Disability 13 ee iii) Diseases (Diabetic, Glaucoma, severe infection etc.) iv) Impact of drugs used in the early months of pregnancy. v) Artificial infertilisation. vi) Complication encountered during delivery / birth. vii) Eye injury due to accident 1:7:02 Hearing Disability One who loses his hearing capacity after he has acquired speech is known as ‘hard of hearing’. Those who are born with less capacity f hearing or those who lost their hearing capacity n the childhood before acquiring the ability to peak are known as ‘deaf’. Generally ‘deaf’ will e ‘dumb’ also. Heredity factors are responsible ‘or 50% cases of deafness and other 50% are due ‘© various physiological ailments. Extent of loss f hearing could be assessed at an early age by n ‘audiometer’.14 Creating an Inclusive School — Intensity of sound is measured by the unit ‘decibel’. The least possible sound that could be sensed by a human is a decibel. If a child could hear sound of 50 decibels and more only, then the child is auditorily handicapped requiring special provisions for its education. In the education of such children also, oral education forms an important component. Lot of patience is required to impart instruction to auditorily handicapped children; it consumes lot of time also. In the instruction of the auditorily handicapped, visual and tactile stimuli are increasingly used. ‘Lip reading’ and ‘sign language’ are also taught to the auditorily handicapped children to participate in communication with others. For children who are ‘hard of hearing’, hearing-aids prove to be highly useful. Just as spectacles with proper power glasses are required for the loss of visual power, hearing aids are needed to improve the hearing capacity of the auditorily handicapped. The attitude of not to getUnderstanding the Disability 15 ashamed in using hearing aids is to be developed among the hearing impaired. The deaf people need the provision of part- time specially trained teacher to help them individually or in small groups for an hour or half an hour daily. This help would consist of : i) Training in the use of hearing aids ii) Auditory training iii) Training in lip-reading and sign language iv) Speech correction. St. Louis Institute, Adyar, in Chennai is providing education for the hearing impaired from elementary to graduation level. 1:7:02:1 Causes for Hearing Loss Hearing loss is the result of sound signals not reaching the brain. There are two types of hearing Oss. (i) Sensorineural hearing loss (ii) Conductive earing loss.16 Creating an Inclusive School ee Causes for Sensorineural hearing loss: i) ii) iii) iv) v) vi) vii) viii) ix) Age: After the age of 40, the hearing nerves get weakened Loud Noise: Repeated exposure to loud noise will lead to hearing loss Genetic Abnormality Viral Infections (Diseases such as mumps or measles) Meningitis Acoustic neuroma Multiple sclerosis Malformation of the ear Cerebral stroke Sensorineural hearing loss is permanent and hearing aids are often required to improve hearing in these cases. Causes for Conductive hearing loss: Conductive hearing loss is usually caused bY a blockage, such.as having too much ear-wax: @Understanding the Disability 17 —_sa build-up of fluid in the ear (glue-ear) or an ear infection. by: i) ii) 1) Conductive hearing loss can also be caused A perforated eardrum - where the eardrum is torn or has a hole in it otosclerosis — an abnormal growth of bone in the middle ear which causes the inner hearing bone (the stapes) to be less mobile and less effective at transmitting sound damage to the hearing bones from injury, a collapsed ear drum or conditions such as cholesteatoma swelling around the eustachian tube — caused by jaw surgery or radiotherapy for nasal and sinus cancer Conductive hearing loss is usually temporary and can often be treated with medication or minor Surgery.=... 18 Creating an Inclusive School — 1:7:03 Speech Disability Speech disability can be classified into two types. (i) Dumbness (ii) Producing Defective Speech Dumb children, generally are deaf from birth. Such children are to be given training in speaking, after improving their hearing ability with medical assistance. Some children, though have the speaking ability, yet may exhibit speech disorders like stuttering, stammering etc. The other speech disorders are: i) Lisping: It is a speech impediment in which a person misarticulates sibilants (S), (Z), (ts) etc. ii) Apraxia: It is a motor speech disorder caused by damage to the parts of the brain related to speaking iii) Dysarthria: It is a motor speech disorder in which the muscles of the mouth, face ofUnderstanding the Disability. 19 respiratory system may become weak or have difficulty in moving. 1:7:03:1 Causes for Speech Disorders The important causes for Speech Disorder are: i) Vocal cord damage ii) Brain damage iii) Muscle weakness iv) Respiratory weakness v) Stroke i) Polyps ii) Vocal cord paralysis :7:04 Motor Disability Motor impairment is the partial or total loss of lunction of a body part, usually a limb or limbs. his may happen in two ways. Loss of limbs: Bue to genetic disorders limbs may not be formed properly. Due to accidents or diabetes, limbs might have been20 Creating an Inclusive School ee oe a) b) d) amputated. Under these circumstances, limbs are lost.For this reason, his physical activity is very much curtailed. Limbs could not function properly due to neurological disorder in spite of having limbs. Various types of limb movement difficulties are : Paraplegia: It is an impairment in motor or sensory function of the lower extremities. Dysfunctional Upper Limbs Quadraplegia : It is paralysis caused by illness or injury that results in the partial or total loss of use of all four limbs. Hemiplegia: It occurs due to cerebral stroke. The right side of arm and leg are affected due to blood clot in the left side of the brain of tumor. The left side of arm and leg are affected if there is blood clot in the right side of the brain or tumor. The functional disability may be minimized through physiotherapy, training,Understanding the Disability 21 use of crutch, artificial limbs, use of wheelchair etc. 1:7:05 Psychological or Mental Disorders The Psychological disorders are patterns of behvioural or psychological systems that impact multiple areas of life. These disorders create distress for the person experiencing their symptoms. 1:7:05:1 Meaning of “Mental Disorder” Today's world is marked by rapid industrialisation and scientific advancement which as brought economic prosperity and added comforts to men in all walks of life. Along with it, ompetitions and conflicts have multiplied too. Our eeds and desires have increased manifold. If lesires exceed one's abilities, frustrations arise. ental stress (tension) developed due to opposing nd contradicting wishes get manifested as onflicts. Conflicts and frustrations bring in nstable and painful emotional state of mind called nxiety.22 Creating an Inclusive School —__ Mentally matured persons overcome frustrations by identifying their sources ang removing them. Conflicts are resolved by exercising right choices. Immature and fickle minded people become Prey often to mental tensions and conflicts, manifesting adjustment problems. To cope up with adjustment problems they resort to defense mechanisms to resolve conflicts and reduce the Stress. lf the stress felt due to environmental threats (generated by sex, hatred and animosity, social status, dependence on others etc.) goes beyond the level of coping up, even defense mechanisms fail to bring relief from stress to the individual and the mental balance gets derailed, resulting in significant abnormal behaviour. This state of mental derailment may be mild (termed as Neurotic Mental Disorders) or severe (called Psychotic Mental Disorders). In Psychotic disorders personality disintegration occurs resulting in the disassociation between experienceUnderstanding the Disability 23 and affect (emotion). Both these states of derailed mind are termed as mental illness. 1:7:05:2 Definition of “Mental Disorder” Mental illness is defined as a mental state of an individual in which he / she expresses behaviours and experiences which are significantly deviant from those of normal persons who generally adheres to the rules and regulations of conduct, follows the normal odes and mores of the cultural group to which e belongs and thinks and acts rationally. The ehaviour of a mentally ill person may be angerous to himself or to the society in which he ives in. The mentally ill condition of an individual could e recognised from his abnormal behaviour such s frequent involuntary actions, maladjusted ehaviour, extreme emotional swings, low self- steem, conflicting self-concept, weak onscience, highly indifferent to social norms,24 Creating an Inclusive School ~ ee indulging in immoral activities, and extreme selfishness with no social concern. 1:7:05:3 Patterns of “Mental Disorders” Mental disorders could be classified into two groups, depending upon the intensity of mental derailment or mental imbalance. The mild forms of mental disorder which get manifested as anxiety reactions are grouped together and termed as ‘Psycho-neurotic Disorders’. The severe forms of mental disorders in which disintegration of personality takes place resulting in disassociation of experience and affect are called ‘Psychotic Disorders’. The four patterns of abnormal behaviour are : |. Psycho-neuroses ll. Psycho-somatic Disorders Ill. Psychoses IV. Personality Behavioural Disorders Each one of the above is a group of diseases:Understanding the Disability 25 |. Psycho-neuroses : Psycho-neuroses include (i) Anxiety Neurosis (ii) Phobic Neurosis (iii) Obssessive Compulsive Neurosis (iv) Hysterical Neurosis (v) Hypocondriacal Neurosis (vi) Neuro- sthenic Neurosis (vii) Depressive Neurosis. Il. Psycho-somatic Disorders : These disorders are divided into various kinds like Cardiovascular disorders, Gastro-intestinal disorders, respiratory disorders, skin disorders, genito-urinary disorders, on the basis of the organ system they affect. Ill. Psychotic Disorders : It is a very serious disorder in which personality disintegration takes place. The psychotic patient loses contact with reality; his concious mind is flooded with unconcious materials. It is a product of combi- nation of organic, psychological and cultural factors. Psychotic disorders include (i) Schizo- phrenia (ii) Parnoia (iii) Manic-Depressive Psychosis, (iv) Psychotic depression (v) Split personality.26 Creating an Inclusive Schoo! —————— IV. Personality Behaviour Disorders : This category includes various disturbances in personality pattern such as (i) Antisocial personality (ii) Compulsive gambling (iii) Delin- quency (iv) Alcoholism (v) Drug dependence (vi) sexual deviations. 1:7:05:4 Causes of Mental Disorder There are two types of causes for mental illness to break out — (i) Predisposing Causes (ii) Precipitating Causes. Predisposing factors go before and pave the way for the disease. Precipitating causes represent the particular condition such as brain disease, disappointment in love, or bankruptcy which prove too much for the individual. These two sets of causes can also be labelled as’ ‘Faulty Development’ (Pre- disposing causes) and 'Various Forms of Severe Stress’ (Precipitating causes). I Faulty development may take the following three forms :Understanding the Disability 27 ii) iii) I Arrested Development : It includes arrested growth of Central Nervous System due to severe malnutrition, serious impairment of individual's adaptive capacities, lack of needed competencies and other conditions associated with faulty learning. Distorted Development : Physical malfor- mation and learning deviant values come under this category. Special Vulnerability : This consists of (a) low resistance to disorders (b) create conficts which threaten the stability of personality. Precipitating Causes If the adjustive demands are more taxing or eyond individual's resources, then severe stress results. Stresses may be biological, psychological Or socio-cultural.28 Creating an Inclusive School ee iii) Biological Stresses : They include stresses due to accidents and diseases, chronic emotional mobilisation and organic brain pathology. Psychological Stresses : These consists of stresses due to severe frustrations resulting from failure, loses, personal limitations, guilt and lack of meaningful relationship and conflicts from dependence Vs self direction, sexual desires Vs restraints, conformity Vs Non-conformity, value conflicts and pressures like competition, educational, occupational and marital demands. Socio-cultural Stresses : They may arise from war, civil conflicts and violence, group prejudice and discrimination, domestic discard, family instability, economic and employment problems etc.Understanding the Disability 29 1:7:06 Mental Retardation 1:7:06:1 Mentally Retarded Children: Meaning The American Association of Mental Deficiency defines mental retardation as “Sub- average general intellectual functioning which originated during the development period and is associated with impairment in adoptive behaviour.” This sub-average intellectual functioning group includes all individuals whose performance on suitable objective tests of general intellectual ability is more than one standard deviation below the population mean (i.e. their |.Q. is less than 70). This sub-normal group significantly lack in adoptive skills such as communicating, taking care of him or herself (like dressing, toileting, eating tc.) and interacting with others (like peers, family embers, adults etc.) Mental Retardation is not a decease; it is deficiency in intelligence development. Mostly the ’30 Creating an Inclusive School a genetic factors cause mental retardation. This can not be cured. However the functional quality of their life could be improved through special education. Mentally retarded children always have low intelligence, peculiar shape of héad, legs and hands. The muscular functions will be significantly below normal. They learn and develop more slowly than a normal child viz. they take longer to learn to speak, walk and take care of their personal needs such as dressing or eating. Their capacity for emotional integration and adaptability is below normal. Summing up, it could be said thatthe functional quality of life is poor for mentally retarded persons. Medical reports reveal that they have shorter life span than that of normal persons. There is a lot of difference between mentally retarded and mentally ill persons. In the former, mental development had deteriorated due to someUnderstanding the Disability 31 a mental illness but the latter could not reach the complete mental capacity like that of a normal person. 1:7:06:2 Identifying the Mentally Retarded Children Teachers / School Counsellor, analyze with the help of parents the developmental tasks of students. Administer a standardised intelligence test and identify those with 1.Q. less than 70. Observation of general conduct of students by the class. teachers. Administer a socio-metric test and identify those who are social isolates. By taking evaluation from teachers, parents and peers. :7:06:3 Categories of the Mentally Retarded Mentally retarded children can be classified nto the following three categories :32 Creating an Inclusive School i) Morons ii) Imbeciles - iii), Idiots 1:7:06:3:01 Morons The morons or. the educable retarded have 1.Q. ranging from 50 to 70. We could spot some such children in our primary schools. These children learn reading and writing skills with great difficulty and as such are not-able to go beyond elementary education. Such children do not derive much benefits from general education offered in normal schools. If they are admitted in special schools and educated by individualised instruction and training, they could acquire the basic knowledge and skills required to lead an independent life. 1:7:06:3:02 Imbeciles, The Imbeciles or the trainable retarded are those with 1.Q. ranging from 25-50. They have the capacity to take care of their physical needs andUnderstanding the Disability 33 communicate them orally. Their disability will be clearly visible and are unable to learn the skills of reading and writing. As such, they are unfit to attend any school and acquire literacy. Through special education, such children can be trained in the activities of daily life and also in simple vocational skills so as to make them economically productive and lead a normal life. 1:7:06:3:03 Idiots The Idiots or the untrainable retarded are those having |.Q. below 25. They can not act on their own but they have to depend on others. They can not attend or even take care of their personal / physical needs. They can neither acquire literacy nor be trained in the activities of daily life or vocational skills. They require the Custodial Care of the family, continuously. 1:7:07. Cerebral Palsy Cerebral palsy (CP) refers to a group of disorders that affect muscle movement and34 Creating an Inclusive School ——— a a coordination. In many cases, vision, hearing, and sensation are also affected. The word “cerebral” means having to do with the brain. The word “palsy” means weakness or problems with body movement. CP is the most common cause of motor disabilities in childhood, affecting approximately 2 to 3 out of every 1,000 children. Abnormal brain development or injury to the developing brain can cause CP. The damage affects the part of the brain that controls body movement, coordination, and posture. It may occur before birth, during birth, or shortly after birth. Most children are born with CP, but they may not show symptoms of a disorder until months or years _later. Symptoms usually appear before a child reaches age 3 or 4. The symptoms of CP vary from person-to- person. Some people with CP may have difficulty in walking and sitting. Other people with CP can have trouble in grasping objects. The symptoms can become more severe or less severe over time.Understanding the Disability 35 People with CP can have other problems, such is: seizures, communication difficulties, learning disabilities, vision loss. There’s no cure for CP, but early diagnosis _ and treatment can greatly improve the quality of life. 1:7:07:1 Symptoms of Cerebral Palsy The symptoms of CP range from mild to evere. They also vary depending on the part of he brain that was affected. Some of the more ommon symptoms include: delays in reaching motor skill milestones, such as rolling over, sitting up alone, or crawling delays in speech development and difficulty in speaking stiff muscles — abnormal muscle tone a lack of muscle coordinationSe .. 36 Creating an Inclusive School —_ ANNAN vi) tremors or involuntary movements vii) excessive drooling and problems with swallowing viii) difficulty in walking ix) favouring one side of the body, such as reaching with one hand x) neurological problems, such as seizures, intellectual disabilities, and blindness 1:7:07:2 Causes for Cerebral Palsy CP is caused by an abnormality in brain development or by damage to the developing brain. The brain damage usually occurs before birth, but it can also happen during birth or the first years of life. In most cases, the exact cause of CP is not known. Some of the possible causes include: 1) alack of oxygen to the brain during labour and delivery 2) severe jaundice in the infant 3) maternal infections, such as German measles and herpes simplexUnderstanding the Disability 37 ) brain infections, such as encephalitis and meningitis 5) bleeding into the brain 6) head injuries as a result of a car accident, a fall etc. 7) child abuse 1:7:07:3 Children at Risk for Cerebral Palsy i) premature birth ii) low birth weight iii) being a twin or triplet iv) breech birth, which occurs when your baby’s buttock or feet come out first 1:7:08 Multiple Disabilities Multiple disabilities is a term for a person with several disabilities, such as a sensory , disability associated with a motor disability. © Based on the definition, a severe intellectual disability may be included in the term “multiple disabilities”. Individual with multiple disability38 Creating an Inclusive School usually has more than one significant disability, such as movement difficulties, sensory loss, anq/ or a behaviour or emotional disorder. At times, in common usage “Multiple disability”, “spasticity” and “cerebral palsy” are used interchangeably. The term is widely used to connote mental disability and is accepted for usage in medical fraternity as well as in social life. Many organizations known as “Spastic Societies” viz. Spastic Society of Gurgaon are working in different areas in India as charitable bodies for people with cerebral palsy, autism, mental retardation and multiple disabilities in care-taking, rehabilitation and medical support of children with such neurological muscular development disabilities. People with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person’s age. There are, however, some traits they may share, including:Understanding the Disability 39 sychological characteristics: Feel ostracized i) Tendency to Withdraw from society ii) Students with multiple disabilities may become fearful, angry, and upset in the face of forced or unexpected changes. iv) Execute self-injurious behaviour. ehavioural characteristics Display an immature behaviour inconsistent with chronological. age ) Exhibit an impulsive behaviour and low frustration level ji) Have difficulty forming interpersonal relationships ) Have limited self-care skills and independent community living skills hysical/health characteristics A variety of medical problems may accompany severe disabilities. Examples include, seizures, sensory loss, hydrocephalus, and scoliosis.40 Creating an Inclusive School er ii) May be physically clumsy and awkward iii) May be unsuccessful in games involving motor skills Conclusion In this unit, meaning and definition of ‘impairment’, ‘disability’ and ‘handicap’, difference among these three, general characteristics of disabilities, general causes for disabilities, different types of disabilities viz. visual disability, hearing disability, speech disability, motor disability, psychological or mental disorders, cerebral palsy, multiple disability, their causes and characteristics were discussed in detail. Review Questions: 1. What do you understand by “Impairment”? (C) [Ans: 1:1] What is the meaning of “Disability”? (C) [Ans: 1:2] What is understood by the term “Handicap”? (C) [Ans: 1:3]aaa eee Understanding the Disability 41 Explain the differences among impairment, disability and handicap with suitable examples. (A) [Ans: 1:1 + 1:2 4 1:3 + 1:4 + 1:4:01] What are the general characteristics of disability? (C) [Ans:1:5] What are the general causes for disability. (C) [Ans:1:6] Explain the different types of disability (B) [Ans: 1:7] What is “Visual Disability’? What are the causes for it? (B) [Ans:1:7:01:1 + 1:7:01:3] How would you identify the visually disabled students? (C) [Ans:1:7:01:2] . What is “Hearing Disability”? What are the causes for hearing loss? (B) [Ans:1:7:02 + 1:7:02:1] 1. What is “Speech Disability"? (C) [Ans:1 :7:03] . What are the causes for speech disability? (C) [Ans:1:7:03:1] . What do you understand by “Motor Disability”? (C) [Ans:First paragraph in 1:7:04 upto (ii) . What is “Sensory Disability’? Explain the three types of sensory disabilities and their causes.(A) [Ans:1:7 + 1:7:01+4 1:7:01:1 + 4:7:01:3 +1:7:02 + 1:7:02:1 + 1:7:03 + 1:7:03:1] . What do you understand by “Motor Disabilities”? Explain the various types of motor disabilities and their causes. (A) [Ans: 1:7:04] . What is “Mental Disorder”? (C) [Ans:1:7:05:1] . Define “Mental Disorder”. (C) [Ans:1:7:05:2]42 Creating an Inclusive Schoo! SS 18. 19. 20. 21. 22. 23. 24. 25. Explain the patterns of mental disorder. (B) [Ans: 1:7:05:3] Mention the causes for mental disorders. (B) [Ans:1:7:05:4] What is the meaning of “Mentally Retarded”? Explain the types of mental retardation. How could the mentally retarded children be identified? (A)[Ans:1:7:06:1 to the end of 1:7:06:3] Explain the term “Cerebral Palsy”. (C) [Ans:1:7:07] What are the symptoms of cerebral palsy? (C) [Ans: 1:7:07:1] What are the causes of cerebral palsy? (C) [Ans:1:7:07:2] Explain the term cerebral palsy and describe the symptoms and causes of cerebral palsy. (A)[Ans: 1:7:07 + 1:7:07:1 + 1:7:07:2] Explain multiple disabilities and describe their characteristics. (A) [Ans:1:7:08 + 1:7:08:1]UNIT Il UNDERSTANDING THE LEARNING DISABILITIES 2:00 = Introduction In this unit, the meaning and definition of ‘learning disability’, important types of learning isabilities (dyslexia, dysgraphia, dyscalculia and lyspraxia) and their characteristics, four important pproaches in identifying the persons with isability (cognitive approach, sensory approach, isability based approach and social approach), he role and functions of teachers in managing tudents with learning disabilities are taken up for detailed discussion. 1 Meaning and Definition of “Learning Disability” 2:1:01 Meaning of “Learning Disability” Learning disability is a neurological disorder hich causes difficulty in the various aspects ofan 44 Creating an Inclusive School learning. Although the exact causes of learning disability are unknown, it is thought to be causeg by the brain in the way it receives and processes the information. Due to this, the children may have difficulty in the natural development of the skills such as speaking, reading, writing, computational skills and to participate in classroom learning activities like their peers. Learning oO is not due to deficiency of intelligence’ Learning disabilities are life long. The way in which they are expressed may vary. over an individual’s life time, depending on the interaction between the demands of the environment and the individual’s strengths and needs. Learning disability is not due primarily to hearing, and/or vision problems, socio-economic factors, cultural or linguistic differences, lack of motivation or ineffective teaching although thesé factors may further complicate the challenges faced by the individuals with learning disabilities:Understanding the Learning Disabilities 45 Learning disabilities may co-exist with various conditions including attentional, behavioural, and emotional disorders, sensory impairments or other medical conditions. 2:1:02 Definition of “ Learning Disability” Learning disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or non-verbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and reasoning. Hence learning disabilities are distinct from global intellectual deficiency. 2:2 Types of Learning Disabilities and Their Characteristics Four types of learning disabilities have been identified. They are: i) Dyslexia — Reading disability ii) Dysgraphia — Writing disabilitySS 46 Creating an Inclusive School — iii) Dyscalculia - Computational disability iv) Dyspraxia - A disorder affecting fine and/or gross motor coordination. It can also affect articulation and speech. Let us discuss the details and characteristics of each one of them in detail 2:2:01 Dyslexia As per the definition given by National Institute of Neurological disorder and stroke, "Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected, despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty in spelling, phonological processing (the manipulation of sounds) and / or rapid visual - verbal responding. In adults, dyslexia usually occurs after a brain injury, or in the cotext ofUnderstanding the Learning Disabilities 47 dementia. It can also be inherited in some families _ and recent studies have identified a number of genes that may predispose an individual to developing dyslexia." 2:2:02 Dysgraphia Children with this kind of learning disability, find it difficult to recognise certain letters and write them properly. They will write words with wrong spellings; write letters improperly. Given below are two examples. Writing by : Writing by normal children dyslexicia teapot teadot (here left-right confusion is seen) teapot tosqot (Here some letters are written up & down) 2:2:03 Dyscalculia Dyscalculia is difficulty in learning or comprehending steps in arithmetic problems,Creating an Inclusive School 48 __ '>;q—WM—M——oOoormS difficulty in understanding numbers, learning hoy, to manipulate numbers and learning maths concepts such as quantity, place, value and time and memorizing maths facts. Dyscalculics are often referred to as having "poor number sense’, 2:2:04 Dyspraxia Dyspraxia is a form of Developmental Coordination Disorder (DCD). It affects fine and or gross motor coordination in children. It may also affect speech. DCD is a lifelong condition. DCD is distinct from other motor disorders such as cerebral palsy and stroke and occurs across the range of intellectual abilities i.e. there is no relationship between DCD and intelligence. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experiences: Those who are affected by this disability may 44° to coordination difficulties, find it difficult" participation and functioning of everyday life skills in education, work and employment.Understanding the Learning Disabilities 49 The affected children may present with : difficulties with self-care, writing, typing, riding a two wheeler, play as well as other educational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work such as driving a car, operating machines and tools etc. There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social and emotional difficulties as well as problems with time management, planning and personal organization and these may also affect an adult’s education or employment opportunities. Many people with DCD also experience difficulties with memory, perception and information processing. While DCD is often regarded as an umbrella term to cover motor ‘coordination difficulties , dyspraxia refers to those people who have additional problems in planning, organizing and carrying out movements in the right= 50 Creating an Inclusive School order in everyday situations. Dyspraxia can also affect articulation and speech, perception and thought. Dysphasia is an important form of disability resulting from dyspraxia, briet description of which is presented below: 2:2:04:1 + Dysphasia Some children may find difficulty in pronouncing words correctly. They continue to display difficulty in hearing the words pronounced correctly and also may not be able to reproduce | the correct pronunciation of words. This is called phonological disorder known as Dysphasia. 2:2:04:2 Causes for Dyspraxia The exact causes of dyspraxia are unknown. It is thought to be caused by a disruption in the way messages from the brain are transmitted 10 the body. This affects a person's ability to perform movements in a smooth, coordinated wa): No answer could be got so far as to why dyspraxé occurs. ogUnderstanding the Learning Disabilities 51 2:3 Reasons for Learning Disability The causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a learning disability. However, some causes of neurological impairments include: i) ii) iii) Heredity : Learning disabilities often run in the family. Children with learning disabilities are likely to have parents or other relatives with similar difficulties. Problem during pregnancy and birth : Learning disabilities can result from anomalies in the developing brain, illness or iniury, fetal exposure to alcohol or drugs, low birth weight, oxygen deprivation, or by premature or prolonged labour. Accidents after birth: Learning disabilities can also be caused by head injuries, malnutrition, or by toxic exposure (such as heavy metals or pesticides). CAIS -552 Creating an Inclusive School 2:4 Identifying Children with Disabilities The classroom teachers can identify the children with disabilities by keenly observing them, In this teachers may adopt the following four approaches: (i) Cognitive approach (ii) Sensory approach (iii) Disability based approach and (iv) Social approach. Let us study briefly about these four approaches. 2:4:01 Cognitive Approach This approach advocates that children with disabilities could be easily identified by observing the limitations in individual's cognitive abilities like receiving information from his environment, processing, interpreting and reacting to it. Sincé with one’s ability to apply the obtained dalé skillfully, his learning ability, vocational efficiency: well adjusted social behaviour, problem solving skill etc. are all considered as different aspects intelligence, itis possible to identify the disabled —Understanding the Learning Disabilities, 53 by measuring intelligence level of children and spotting those who have significantly low level of intelligence. Cognitive approach of identifying the children with disabilities is based on the belief that one’s intelligence gets reflected in all what he or she does. According to this approach, using intelligence tests one’s IQ could be calculated to judge whether he or she is intellectually disabled. Children with average intelligence have their 1Q ranging from 90 to 110; those having it in the range 70 to 90 are called slow learners or backward children. These backward children, by getting appropriate training and education could lead almost a normal life. Those with IQ less than 70 are considered intellectually challenged (formerly labeled as mentally retarded). Their sensory abilities, social adjustment, critical thinking etc. will also be at a low level. For these children learning in normal classrooms will not be of much use; providing special education for them is essential. The supporters of cognitive approach argue that as |Q remains more or less constant54 Creating an Inclusive School Ee throughout in one’s life, it is appropriate to take it as a good measure for identifying the disabled. Intelligence tests are differently categorized as verbal tests, non-verbal tests and performance tests. They are also classified as individual tests and group tests. Generally to judge whether a person is disabled, individual tests of intelligence are used; for young children who have not yet developed language ability, illiterate tribals, visually impaired and those who lack language ability etc. performance tests of intelligence will be highly useful. 2:4:01:1 Drawbacks of the Cognitive approach in the identification of the disabled i) The chances are very high, for 1Q being normal, in the case of orthopedically handicapped, visually impaired, hearing impaired and speech impaired. Hence it is 1 possible to identify the physically hand ooUnderstanding the Learning Disabilities 55 capped (those with sensory disabilities and/ or motor disabilities) using this approach. Only the mentally retarded could be identified using the cognitive approach. Mental disability is only one type among the several forms of disabilities. This approach will not be helpful to identify the disabled other than the mentally handicapped. This approach gives priority to provide special education to the disabled by isolating them from the mainstream. ' This approach is not contributing much, in improving the degree of disability; i.e. this approach is not most useful in increasing the society’s responsibility (i.e. to increase the opportunities and facilities for the disabled to participate in social activities like others ) to mitigate the handicap of the disabled in the society.56 Creating an Inclusive School 2:4:02 Sensory Approach This approach advocates that the disableq could be identified by measuring their Sensory abilities (Visual acuity, hearing ability ang speaking ability). After identifying the disabled, measures to improve the degree of handicap like providing special training, making available appropriate facilities and opportunities for them to actively participate in the social activities (like getting access to residence, transport, work place, recreation, family life, self care etc.) and play their social roles effectively. 2:4:02:1 Ways and Means of Improving the Level of Visual Disability i) Special School for the Blind : The speci@! school for the blind, with residential facilities not only helps the pupils learn through braille system upto secondary education level bul also develops effective social adjustment ie them.ii) iii) v) vi) Understanding the Learning Disabilities 57 Providing facilities in the class for the students to learn more through hearing and touching. It will be highly helpful. for the blind to learn using walking sticks with ultra sonic technology which warns the user of any impediments in the path. Brailbooks, materials and devices required for ‘braille’ writing, volunteers serving a& scribes to read and record for the blind, audio-tapes etc. are to be extensively ? used. : Training in swimming and running helps to enhance the physicat mobility of the blind. As musical aptitude is found te be high in the blind children, they could be given special training in music. Vocational training showid be imparted in simple jobs ‘tike weaving, ‘candle-making, book-binding, basket-making etc. so as to make them economically independent.58 Creating an Inclusive School viii) Training in specially designed computer for the blind. Responsibilities of the Society and the State i) Allocation of specified percentage of reservation for the blind in the teaching posts, office assistants etc. ii) Distributing walking sticks with ultra sonic technology free of cost. iii) Providing separate lanes for walking in the streets iv) Helping the blind to use public transport( by providing special facilities like low level foot steps) v) Providing ramps in buildings and handles in side walls 2:4:02:2 Ways and Means of improving the Level of Hearing Disability Those who could not hear sound less than 50 decibels are labeled as auditorily handicapped.Understanding the Learning Disabilities 59 They could be helped in the following ways: The degree of disability could be determined by subjecting them to medical examination (Audiometric test) i) Training them in the use of hearing aids ii) Providing auditory training to increase the hearing ability iii) Training in lip- reading iv) Training in sign language to communicate with others Responsibilities of the of Society and State i) As the persons with hearing disability have normal vision, they could function like others in a normal way except getting involved in conversation and exchanging views, the government should make adequate provision for reservation in employment and help them to rehabilitate their life.60 cee. Creating an Inclusive School $e ii) Auditory stimulus should be replaced With visual stimulus in the equipments and tools that are to be used by the auditorily handicapped to react with their environment, This should be adopted in all aspects of life including traffic warnings, sounding horns etc. 2:4:02:3 Ways and Means of improving the ii) level of Speech Disability Improving the hearing ability and providing training in speech correction Providing conducive atmosphere for speech ‘training besides training through speech therapist Responsibilities of the Society and State All recommendations cited for the hearing impaired are equally applicable to speech impaired - individuals also.Understanding the Learning Disabilities 61 2:4:02:4 Drawbacks in Identifying the disabled through Sensory Approach i) This approach will not be helpful in identifying the orthopedically handicapped, mentally handicapped and delinquents. ii) Though this approach serves little better than the cognitive approach, this approach too gives more importance to ‘Special Education’ instead of ‘Inclusive Education’. iii) Though this approach points out the responsibilities of the society and State towards the disabled persons, yet they are not complete and comprehensive i.e. the disability is looked at the individual angle and not from the social angle. _ 2:4:03 Disability Based Approach in ; Identifying the Disabled Instead of judging the handicap of an individual through mental disability or sensory62 Creating an Inclusive School en disabilities, his or her disabilities in carrying out the day to day activities of life (i.e. having life skills) as well as playing effectively his/her social roles like others in the society (i.e. in self-care, access to home and work places, making use of transport and recreational facilities etc.) could be used as criteria for identifying the handicap of a person. Disability based approach insists on finding the areas in which one exhibits disability, in order to identify him/her as a handicapped. For example, all kinds of disabilities like visual disability, hearing impairment, speech disorders, motor disability, autism, cerebral palsy, mental disorders, delinquency, multiple disabilities etc. could be judged in terms of one’s participation in social activities of daily life. The level of social participation should be taken as the basis for identifying the handicapped according to the disability based approach. In this approach, as people with the different kinds of disabilities could be easily identified, it od