Page 126 - DEDU506_SPECIAL_EDUCATION_ENGLISH

Special Education

Notes 7. Gets easily distracted even by a slight disturbance.
8. Confuses between left and right.
9. Gets so excited that he cannot sit still in the classroom even for a short period.
10. While reading, misses outlines or reads them twice.
11. Finds difficulty in synthesising a word after spelling its component letters : Example : says b/
e/g but cannot say beg, or may say bed instead.
12. Makes wild guesses at words whether they make sense or not (for example, ‘huge’ for ‘hurt’,
‘turned’ for ‘trainer’).
13. Reads word backwards (for example ‘no for ‘on’, ‘saw’ for ‘was’).
14. Puts letters in the wrong order (reading ‘felt’ as ‘left’, ‘act’ as ‘cat’)
15. Shortens words (‘sunly’ for ‘suddenly’, ‘member’ for remember’).
16. Misreads words which look similar (‘help’ for held’, ‘houls’ for horse).
17. Has difficulty in recollecting words automatically and correct sentences.
18. Misreads number (‘e’ as ‘9’, ‘3’ as ‘8’) writes letters in the worng order (time for ‘item’).
19. Mirror writes (ram for mar).
20. Reverse letter (‘b’ as ‘d’, ‘p’ as ’q’).
21. Mirror writes (6 as ‘9’, ‘q’ as ‘p’).
22. Omits letters (‘limp’ as lip’, ‘went’ as ‘wet’).
23. Adds letters (‘want’as’what’, ‘what’as’whart).
24. Does not write the appropriate letters when given the sound.
25. Does not pick out letter of the alphabet when the nake of the letter is called out.
26 Does not match the letters when asked to.
27. Difficulty in academic subjects. Sometimes the student is deficient in only one subject or a
combination of subjects.
The National Council of Educational Research and Training, New Delhi has developed “Functional
Assessment Guide’ for use by teachers. After identification and assessment, LD children should be
placed in an appropriate environment for their education and training. Mildly handicapped children
can be placed in regular classroom with provision of resource room help. Severely handicapped
children cannot profit from regular classroom instruction. They may be educated and trained by
competent professionals in special class settings.
After identifying LD children by using the check list mentioned above the teacher should see that
such children are assessed properly. Such assessment may be medical and psychological. In most
cases experts such as doctors and psychologists are not available for medical and psychological
assessment of LD children. In rural areas particularly, trained professionals are not available. In such
cases the teacher can conduct functional assessment. Based on functional assessment the teacher can
plan and provide specialised service and help in the school.

Functional assessment which is not a replacement of medical or psychological assessment
indicates what a child can do and what he cannot do.

Self Assessment

1. Fill in the blanks:
(i) Learning disabled children have ...................... in telling the time, remembering the order of
days, months etc.
(ii) They show ...................... inconsistency in the quality of performance, seems to be bright in
many ways but sitll does poorly in school.
(iii) Sometimes the student is ................... in only one subject or a combination of subjects.

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