Practicum PCS2: ADVANCED EDUCATIONAL PSYCHOLOGY

Practicum

PCS2: ADVANCED EDUCATIONAL PSYCHOLOGY

I. INTRODUCTION

Education is the process of learning and changing as a result of schooling and other experiences. Special education is instruction designed for students with disabilities or gifts and talents who also have special learning needs. Some of these students have difficulty in learning in regular classrooms; they need special education to function in school. Others generally do well in regular classrooms, but they need special education to help them master certain skills to reach their full potential in school. Students are considered exceptional when they

(1) meet the criteria for being classified as exceptional and

(2) require a modification of school practices, or special educational services, to develop to maximum capacity.

A disability results from a medical, social, or learning difficulty that interferes significantly with the student's normal growth and development, such as the ability to profit from schooling experiences or the ability to participate successfully in work activities. Special education is evidence of society's willingness to recognize and respond to the individual needs of students and the limits of regular school programs to accommodate those needs.

Special education is instruction that is specially designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a specific child's needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child. A disability results from a medical, social, or learning difficulty that interferes significantly with the student's normal growth and development, such as the ability to profit. Some students may be working at the pre-kindergarten grade level, others at the first, second, or third grade level. There may be students whose special education focuses primarily on speech and language development, cognitive development, or needs related to a physical or learning disability.

Special education is a modified programme which involves some unique tools, techniques and research efforts in improving instructional arrangements to meet the need of exceptional children. It is not a totally different programme which is assigned for the normal children. But it adds a sort of design proposed to assist the gifted children, physically and mentally handicapped and socially retarded children. As it is a planned and systematically mentioned arrangement, majority of average children are not grouped into this category of education.

Special education can be provided in general schools with some special arrangement or in special schools the early history of special education was largely a history of separate schools; especially for children who were blind or deaf, whatever the problem, the solution was to put the child in a class with other children having similar problems. This was nothing but to exclude the handicapped from the main stream of the society. Thus separate, became only one of the meanings associated with special education. But as society’s response to the handicapped began gradually to shift away from education critics of special classes, began to express doubts and there came special education.

In accelerating the special education programme, extra time may be devoted by the same teacher or by an expert in the concerning field when a project is taken for a delinquent child the child may be directed to attend his regular classes. He should also participate all the curricular and co-curricular activities carried out by the school. In addition to this he may be assigned with extra consultation hours in the school with the counsellor or school guidance officer or with the specific teacher to go through his special problems. The children with some difficulties may be included in this class but there is no necessity for the ordinary children to attend it. With such kind of designed programmes, the exceptional children achieve a great deal success in their personal and academic endeavours.

Objective of special education

1. To develop motivational patterns in the handicapped that will produce achievement in school.

2. To develop a realistic self-concept in handicapped children.

3. To reach the maximum level of effectiveness in school subjects.

4. To pursue those curricular matters that strategically determine effective living or specific types of handicapped children.

5. To consider the mental as well as the physical hygiene of handicapped school children.

6. To produce in the handicapped a desire to participate in the activities of non-handicapped persons.

Need and importance of special education:

1. The special education helps both the average children and exceptional children in special classes.

2. The gifted children are not satisfied in the normal classes. They do not and scope to exercise their cognitive abilities. They also feel the tasks very easy and complete it very soon than others for which they show behavioural problems. But their talent is daily recognised and the development of skills and potentialities take their full shapes while they are included in homogenous groups with a special treatment.

3. Sometimes the hearing impaired, visually impaired, orthopaedically handicapped and mentally retarded need special treatment. So special education helps them to keep pace with the academical activities are with their environment.

4. Special education is not only useful the exceptional children it assists the teacher to know the leaders and their learning difficulties.

5. Special education stimulates the children to participate in different co-curricular activities. This type of involvement provides the children to highlight their leadership qualities and creative urges.

6. Special education tends the children to a fresh their intellectual abilities and know the various streams of knowledge, which they feel difficult in normal class situation.

7. Due to facilities including special building features special equipment and special literary materials, special education prompts the children to be more motivated. It develops readiness and cowardness in learning.

8. As the different personals like teacher educators, consultants, psychotherapists, speech therapists and others are involved in this special education programme the learning becomes more meaningful and permanent. It wipes out the various emotional problems of the children and make them more alert and quicker in their thinking process.

9. Special education helps teacher to implement new methods, procedures tools and techniques in educational situations.

10. Special education condemns the interiority complex among the children. They also get more freedom to work together and achieve their goals.

SPECIAL SCHOOLS

In special school students are admitted according to their ability, criteria of handicaps and impairment. The school impart instruction taking into view the trained and selected teachers. The system of education is feasible in residential schools. Some schools in metropolitan cities are taking this responsibility to make the children more useful for the society. Even now a days the Navodaya Vidyalaya in our country have taken a challenge in experimental basis to admit the superior children of rural and urban areas in their institutions. Besides, the visually, impaired, hearing impaired, speech defectives and mentally retarded can get suitable education with the assistance of technological aids, equipment and other necessary provision. For the disabled children the physical plant of the school is made more congenial to suit the individual child with his handicaps. The education imported to the varied groups is considered from the general as well as vocational aspect to make them a more useful citizen of society.

Children with special needs point the world with beautiful colours each day. If a child cannot learn in the way we teach, we must teach in a way the child can learn. As part of the M.Ed. curriculum, I got the opportunity to visit one of the prominent special education school – Shalom special school Vattappara in Thiruvananthapuram district.

Shalom Special Education School, Vattappara

Shalom is a Hebrew word meaning peace, harmony, wholeness, completeness, philosophy, prosperity, welfare and tranquiling. “SHALOM” at its inception, was one among the 10 special school in Kerala. It was started in 1974 with three children in the auditorium of Lourdes Mount English medium School of Franciscan Missionary Brother at Vattappara. while the children from the cities were able to attend the day schools, the children in villages and hill areas did not get facilities to attend such schools. It was to cater to the pressing need of addressing the educational and rehabilitation needs of the mentally challenged. The Churches and Mission agencies, joined hands to initiate a Special School with Residential care. Shalom today has infrastructural facilities to cater 200 children. It is a Charitable institution and is registered under Travancore – Cochin Literary, Scientific and Charitable Societies Registration Act(XII. of 1995) Reg.No.90/70.

At present the Kerala Ecumenical Mission take care of 160 children ( boys between 5-15 and girls between 5-25) irrespective of caste, creed or income. The recurring expenditure is met by the Ecumenical Fraternity Donations from benefactors and Contributions from the parents of the children who can afford. The Centre meets the expenses of the children from poor families.

The Kerala Ecumenical Mission Mental Health Centre

It is a joint venture of Churches & Missions namely

· The Syro Malankara Catholic Archdiocese of Thiruvanathapuram

· Latin Catholic Diocese of Quilon

· South Kerala Diocese of the Church of South India , TVM

· Christian Mission Service, Coonoor

· Franciscan Missionary Brothers, Nalanchira , Thiruvananthapuram

· Latin Catholic Archdiocese of Thiruvanathapuram

· Malankara Mar Thomas Syrian Church

· Latin Catholic Diocese of Neyyantinkara

· Syro Malankara Catholic Diocese of Mavelikara

VISION

§ Strive to assist Mentally Challenged children to transform from dependency to independency

§ Sensitization and acceptance of differently abled children who deserve the same Love , Affection and Attention as any other child.

MISSION

o To become a centre of excellence by developing conductive environment for children with special Needs.

o To provide holistic development so as to enable Children to be part of the society and development of self advocacy.

o To be committed to continue enrichment of skills and knowldege by Special Education Personnal

II. NEED AND SIGNIFICANCE

Disability is when a loss or reduction in any physical or psychological function results in a partial or total inability to perform any bodily or mental functions in a manner or within the range considered normal for a human being. Within the range of disabilities, mental challenges are felt as one of the serious problems affecting the family economically and emotionally. Special schools allow the students to enjoy the education and gain confidence due to individual learning. For the personal growth and development of the special children, it is important for all of them to receive proper education.

Depending on the degree of disability, the children are trained to attend their basic necessities and are equipped with daily life skills. The centre provides formal education; helping them to comprehend the concept of reading, writing and arithmetic. Hygiene and environmental training are also incorporated. Psycho-therapy, speech therapy is provided for the needy children. In order to promote the overall development, they include yoga sports and games arts and craft music and dance in their curriculum. The centre is providing pre -vocational and vocational training according to the ability and aptitude of the children. For that reasons I am interested and choose this topic.

III. OBJECTIVES OF THE STUDY

1) To study the activities done by the Shalom school

2) To analyse the schemes implemented in Shalom school.

3) To study the importance of Shalom school.

IV. STATEMENT OF THE PROBLEM

This study is entitled as “AN OBSERVATION OF CLASSROOM PRACTICES IN SHALOM SPECIAL EDUCATION SCHOOL IN VATTAPPARA VILLAGE”.

V. DEFINITION OF KEY TERMS

Classroom practices: The actions and strategies teachers and students deploy in class during the teaching and learning process.

Special education School: A range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between three and 21 years of age.

VI. METHODOLOGY

Methodology of investigation is the core of every practicum work. The success of each study depends on the methodology adopted and the tools and technique employed. The present research falls under the purview of qualitative research and hence direct observations and referring documents and records are used.

Method Adopted:

Direct observation.

Population:

Population selected for the study involves students from Shalom Special Education School, Vattappara

Sample:

The sample selected for the study consist of 75 students studying of Shalom Special Education School, Vattappara, Trivandrum.

Tool:

Direct observation.

VII. FINDINGS AND DISCUSSION

Shalom, at its inception was one among the five Special Schools in Kerala. It was started in the Campus of Lourdes Mount Higher Secondary School, Vattappara in the year 1974 by the Kerala Ecumenical Mission Mental Health Centre.

It is a Charitable Institution of Dioceses and Missions and is registered under the Travancore-Cochin Literary, Scientific and Charitable Societies Registration Act (XII of 1955) Reg. No.90/70.

Types of Intellectual Disabilities Dealt

· Learning Disorders.

· Slow Learners with learning difficulties.

· ADHD (attention deficit hyperactivity disorder).

· Autism.

· Mental Retardation.

· Multiple Disabilities.

Curriculum Followed

Following the SCERT Curriculum.

Special Features

· Holistic Education and development.

· Socialization with regular school children.

· Highly secular as every religion is respected and every festival is celebrated with pomp and joy.

· Open to every child from irrespective of their caste, creed or financial background.

· Transparency in the functioning of school.

· The economically backward children are considered for their therapies, stay, education and food.

· Remedial Coaching.

Students are grouped according to their mental and physical abilities in the following groups:

Ø Pre-primary

Ø Primary

Ø Secondary

Ø Pre-vocational

Ø Vocational

Features

Ratio of 1:8 ratio is maintained. Children with various levels of retardation are assessed on current level of functioning in various skills such as

· Activities of daily living skills

· Functional reading and writing skills

· Cognitive skills

Involvement of parents in the assessment, planning and implementation of the individualized Education Plan.

HOLISTIC DEVELOPMENT

1. Moral education

§ Daily prayers and invoking God’s blessings before any activity.

§ Inculcating moral values in their daily lives.

§ Moral education during daily assembly.

2. Therapeutic management

Music Therapy (Vocal & Instrumental).
Speech Therapy
Physio Therapy
Dance Therapy
Yoga Therapy
Aerobics
Physical exercises
Regular medical & Dental Check-up.

3. Vocational Training

Candle making
Umbrella making
Gardening and horticulture
Bee-keeping
Domestic skills like cleaning, washing, setting table, making bed, assisting in cooking etc.
Broom making
Greeting card making
Envelope & paper bag making

4. Health & hygiene

Utmost priority at Shalom.
Healthy and nutritious food.
Many fruits and vegetables are grown within the campus providing them a chemical free food.
Environmentally friendly campus with lots of trees and flowers around.

5. Computer Education

Daily theory and practical classes.
Basic computer knowledge like MS Paint, MS Word, Notepad etc along with basic functions and games.
1:3 teacher student ratio is maintained.
I-KYU ADAPTIVE TRAINING SYSTEM is used in Primary classes.

6. Sports

Sports played are Softball, badminton, football and shot put.
Annual Sports Day is held on 3rd December.
Children also take part in SOB Special Olympics and have qualified for Zonal and National levels.

7. Parent-teacher meetings and joint assessments & management.

Parents are involved in the assessment, planning and implementation of the individualized Education Plan.
Regular parent teacher meets along with need-based meetings.
Constant progress report is shared with parents/ guardians.

PARENT & STAFF TRAINING PROGRAM

Parents are taught various strategies adopted to deal with their children.
Parents are given special guidance by the teachers & professionals.
Teachers undergo various training in and out of Shalom in order to keep themselves updated with latest methods and teaching strategies.

FACILITIES

· Classrooms with seating capacity for 10 with requisite resources.

· Computer Room with appropriate educational CD’s.

· Transportation: Bus facility of Lourdes Mount School is extended to the day scholars.

· Resource Room: Depending on the ability of each child, different aids to promote visual, auditory, kinaesthetic and tactile learning.

· Drawing Room: To enhance drawing skills and bring out their creativity, resources required for the same are provided.

· Prayer Room: For prayers and furthering the spiritual dimension of health.

· Boarding: Children live in a homely environment and are divided into groups with kids of different IQs and capabilities. The ratio of 1: 10, 1 helper per 10 children ensures individual attention and utmost care for the children. Each group has a separate dining room, 2 big bedrooms and toilets ensuring that the kids live in a true home setup.

VIII. LIMITATIONS

ü The investigator selected only 75samples of students from Shalom Special Education School Vattappara. It will be a limitation of getting more reliability.

ü The present study is limited to only one school.

IX. SUGGESTIONS

• Many people don’t know much about Shalom schools. Need more publicity.

• A good counselling is needed for parents and society for considering differently abled children as societies asset.

• More fund is needed from government for the proper functioning of Shalom Special School. We can consider NGO’S also for this.

X. CONCLUSION

Parents having a child with special needs experience a variety of stressors and stress reactions related to the child’s disability. Parents are known to get impacted in many ways because of having a child with special needs. Their social life is likely to be affected, recreational and leisure activities take a beating, and interpersonal relations with family members may worsen. The Persons with Disabilities (Equal Opportunities, Protection of Rights, and Full Participation) Act 1955 had pronounced the steps to be taken by appropriate governments for the prevention of occurrence of disabilities, to provide education to children with disabilities, to make schemes and norms for non-formal education, and to ensure research and development in assistive devices and teaching aids. The Act also required the governments to set up teacher training institutions for training special teachers for schools of children with disabilities, and to prepare a comprehensive education scheme providing for essential requirements such as transportation, and supply of books.

This visit changed my mind and made me understanding the need of praying for the kids. This is the right place where we need to contribute our time. It was a great experience for me.

XI. REFERENCE

1. Aksal, A., F and Gazi, A., Z. (2015). Examination on ICT integration into Special Education Schools for Developing Countries. The Turkish Online Journal of Educational Technology. 14(3).70-72

2. Benda, P., Havlcek, Z., Lohr, V., &Havrnek, M. (2011). ICT helps to overcome disabilities. Agris On-Line Papers in Economics and Informatics, 3(4), 63–69.

3. Besio, S. (2004). Using Assistive Technologies to Facilitate Play by Children with Motor Impairment: A Methodological Proposal. Technology & Disability, 16 (3), 119-131.

4. Burnett, Nicholas & Carrington, Suzanne. (2006). The Future (Special) School.

5. Ali et al. (2014). Barriers and Opportunities at the Base of the Pyramid: The Role of the Private Sector in Inclusive Development. UNDP.

6. Inclusive Education Initiative. https://www.inclusive-education

7. Affordable Quality Distance Education by India's Largest University LPU. https://ebooks.lpude.in/arts/ma_education/year_2/DEDU506_SPECIAL_EDUCATION_ENGLISH

8. Shalom. https://www.shalomkemcv.com/contact.php