The teacher’s function for education of physically exceptional children

by Yuvi - January 19, 2021

Special educators need specific preparation for their team work role.

The teacher’s function include:-

(a) Diagnosis of deprived experience and provision of what is essential

(b) Developmental guidance

(d) Promotion of integrated activities

(e) Maintenance of reality standards and discipline.

Attention should be given both to individual and group in planning differential diagnosis. It means understanding and the study of all factors of the child’s growth and his development.

For example, if a child has IQ 60 and serious emotional problems due to family stress and pressure, it is not a simple case of past polio.

In the total programme the vocational rehabilitation counselor also assumes major responsibility.

Partial integration is possible in special class especially if the unit is desirably located in a public school building.

The child’s likelihood of success in regular classroom setting appears efficient when

the child is intellectually, socially and emotionally capable of participation with his peers,
the child can participate,
the child is not being denied therapy necessary for physical rehabilitation,
the curriculum is adapted to most of his needs,
the physical facilities of the school permit the child to hence access to important educational centers,
the teacher is willing to accept the child and prepared to move with one who deviates physically,
adequate physical assistance and special supervision is provided
periodic evaluation is included in the child’s progress report

What criteria should be used to place physically impaired children in the integrated school? The following criteria seem pertinent:

Average or above academic ability
Social and emotional ability
A desire to be integrated
Support of parents
Ability to communicate effectively
Effective management of contingency.

The Regular Teacher

For physical disability the regular teacher need to make instructional adaptations so that the children communicate with teachers well. For Health Impairment he has to know the basic characteristics of disorders, medicine and their effects, precautionary measures, keeping a watch on day to day requirements and develop appropriate expectations so that children do not suffer from identification.

Three factors are responsible for deciding the teaching procedures of physically and/or neurologically impaired children namely. Task analysis, teaching towards developing independence, and use of computer instruction.

The type of content is dependent upon the degree of physical impairment. Yet certain areas are most essential.

Communication skills and language
Activities of daily living, or self care skills (eating, bathing etc.)
Community referenced instruction (crossing streets, using money, riding public transportation)
Advanced self care skills or home living skills (operating kitchen appliances etc.)
Vocational preparation, career awareness, works adjustment skills.
Continuity and generalization.