CBSE Accommodations for Disabled Children
The facilities extended by the Board to the disabled
candidates (Dyslexic, Blind, Spastic and Candidate with Visual Impairment) are
as under:
l. The persons with disabilities (Dyslexic, Blind, Spastic
and Candidate with Visual Impairment) have the option of studying one
compulsory language as against two. The language opted by them should be in
consonance with the overall spirit of the Three Language Formula prescribed by
the Board. Besides one language they can offer any four of the following
subjects: Mathematics, Science and Technology, Social Science, Another
Language, Music, Painting, Home Science and Introductory Information
Technology.
2. From the 2002 Examination,
alternate questions in lieu of questions requiring special skills based on
visual inputs have been provided in Mathematics and Science for Sec. School
Examination (Class X).
3. Blind, Physically Handicapped
and Dyslexic Students are permitted to use and amanuensis. The amanuensis must
be a student of a class lower than the one for which the candidate is taking
the examination.
4. The visually handicapped
students appearing from Delhi were provided Questions Papers with enlarged
print for 2003 Examination;
5. Disabled candidates are allowed additional one
hour (60minutes) for each paper of external examination
6. Board does not give
relaxation in minimum marks prescribed by it.
7. Exemption from Examination
in the Third Language.
8. The Board considers the
Physiotherapic exercises as equivalent to Physical and Health Education course
of the Board.
9. Centre Superintendents have
been instructed to make arrangements for the conduct of the examination of such
candidates on the Ground Floor as far as possible.
10. Physically challenged
children will specifically indicate their category and also state whether they
have been provided with a Writer in the columns provided in the Main Answer
Book.
1l. Answer books of such candidates are evaluated by
the Regional Officers at one Nodal Centre.
12.
The Centre Superintendents have been requested to send the
Answer books of such candidates in the separate envelope to the Regional
Officer concerned.
13.
Separate question papers in Science & Mathematics at
Secondary (Class X) level have been provided for blind students w.e.f. 2003
Examinations.
14. Assistant Superintendents for
the blinds are teachers from the schools where the blinds are studying. As far
as possible, teachers of the same subject are not allowed to be appointed on
the day of examination. One invigilator is from outside the school.
15.
Assistant Superintendents supervising the physically
challenged children who have been granted 60 minutes extra time are paid
remuneration @ Rs. 50/-+ Rs. 20/
16.
Amanuensis are paid Q Rs. 100 - per day/paper daily by the
Centre Superintendent from the Centre charges amount.
I.
Myth: The appearance of autism is relatively new.
a. Truth: Autism is first described by
scientist Leo kranner in 1943, but the earliest description of a child now
known to have had autism was written in 1799. Ongoing research and improvements
in diagnosis have identified that the characteristics of autism exist on a
continuum with varying degrees of severity, intensity and frequency. 2014 CDC
estimates suggest that 1 in 68 children in the united state have a diagnosis of
Autism Spectrum Disorder (ASD).
II.
Myth: Autism is a mental health disorder.
a. Truth: Autism is a neurological disorder.
Students of the people with autism have revealed abnormalities in brain
structure and neurotransmitter levels. What is commonly overlooked is that
individuals with developmental disabilities are twice as likely to have a co-occurring
mental health disorder that also needs treatment or, at times, may render them
in need of acute mental health stabilization, while also taking into
consideration the developmental disabilities.
III.
Myth: All individuals with autism have mental
disabilities.
a. Truth: individuals on the autism spectrum
are unique, with a wide range of intellectual abilities. Individuals with
autism can be harder to test so IQ and ability can be under- or over-estimated,
unless testing is done by an expert in IDD and autism. Test designed to include
language and interpersonal analysis may misrepresent the intelligence of people
with autism, who struggle with social skills. Many individuals on the autism
spectrum have earned college and graduate degrees and work in variety of
professionals. Conversely, it is some time mistakenly assumed with an individual
with autism has a higher level of understanding then they do, based on their
behavior, language skills or high-level of ability in a specific area.
IV.
Myth: Autism is caused by vaccines.
a. Truth: There is no evidence that childhood
vaccination cause autism. A 1998 study linking autism with vaccines has since
been retracted and numerous studies continue to confirm that there no direct
evidence that links vaccines to the development of autism.
V.
Myth: Autism is caused by poor parenting or
“refrigerator mothers.”
a. Truth: In the 1950’s there was an
assumption that autism was caused by emotionally distant or cold parents.
Though the exact cause of autism has not been determined, it is not firmly established
that the development of autism has nothing to do with parenting style.
VI.
Myth: Autism is caused solely by environmental
factors.
a. Truth: Genes have been identified as one
of the causes of autism. Parents whose first child has autism are more likely
than the general population to have a second child with autism. Identical twin
studies have shown that if one twin has autism, the other has a 90 percent
change of having autism as well. However, environmental factors can contribute
to symptom severity for some
individuals.
VII.
Myth: Individuals with autism are violence.
a. Truth: Through there have been recent news
stories related autism to violence, aggressive acts from autism individuals
usually arise from sensory overload or emotional distress, and it is usually
for individuals with autism to act violently out of malice or pose any danger
to society. Many individuals
actually prefer to limit their exposure and interactions with other people
because social situations can feel confusion and anxiety-provoking.
VIII.
Myth: All Individuals with autism have savant
abilities.
a. Truth: While there is a higher prevalence
of savant abilities among those with autism, only about 10 percent of
individuals with autism exhibit savant abilities. Some individuals with autism
have what are called “splinter skills,” meaning skills in one or two areas that
are above their overall performance abilities.
IX.
Myth: Individuals with autism do not feel love. Individuals
with autism are unable or . . unwilling to form meaningful social relationships.
a. Truth: Through many individuals with
autism have difficult with social interaction, they can have close social
relationship, fall in love and even raise children. Some people may express
their love feelings in less obvious ways, but it does not mean they are
incapable of experiencing or expressing love.
X.
Myth: People with autism are cold and lack empathetic
feelings.
a. Truth: Individuals with autism feel as much,
if not more, empathy as others, but they may express it in ways that are harder
to recognize. Some individuals with autism may seem “cold or uncaring” if they
are very anxious or if they are expected to show care or empathy in a more “typical
“way.
XI.
Myth: People with autism can’t stand to be touched.
a. Truth: This can be true for some people
who have high sensory sensitivities but many individuals with autism enjoy
hugs, light massage, and other form of touch.
XII.
Myth: People with autism have no sensory humor.
a. Truth: This may be true for some peoples
with autism, but it is more likely that the individual expresses or shares humor
in unique or less obvious ways. Many parents report that their family member
may tease, tell jokes, or mimic comedy actions or comedy lines appropriately, anticipating
others will be entertained.
XIII.
Myth: Autism may be cured.
a. Truth: There is
currently no cure for autism spectrum disorders. However, early and intensive
behavioral treatment can, in many cases, reduce the severity of symptoms and
help individuals develop adaptive skills for daily living, emotion and behavior
regulation, and social engagement.
.......................................................................................................
.......................................................................................................
SENSORY
DISCRIMINATION DISORDER
we will finish our year’s column on
Sensory Processing Disorder (SPD) with the sixth subtype, Sensory
Discrimination Disorder (SDD). First, a quick
reminder: children do not fall neatly into only
one of the six subtypes of Sensory Processing Disorder; most of the time
children have multiple symptoms and fit into more than one subtype of SPD.
Sensory Discrimination Disorder is the last and most difficult
category to describe in 1,200 words! It is really eight separate subtypes if
you consider that SDD can occur in any combination of sensory domains: visual,
auditory, proprioceptive, vestibular, tactile (touch), olfactory (smell),
gustatory (taste), and/ or interoceptive (sensations from internal organs such
as the stomach).
Discrimination is the ability to interpret information. It allows
you to compare various details, disregard-ing irrelevant information. A
disorder of discrimination means that you have difficulty interpreting
information (i.e., differentiating stimuli in the affected sensory systems).
For example
Auditory: Did she say cat, cap, or pack?
Tactile: Is that a quarter or a nickel in my
pocket?
Visual: Where is the key that looks like
this?
Proprioceptive: How hard should I push this forward
to move it, but not break the glass?
Vestibular: Which way am I turning?
This discussion highlights how discrimination challenges in each
sensory domain might affect a child.
Tactile Domain
Children with tactile discrimination
dif-ficulties typically have difficulty deter-mining what they touch “by feel”;
they must see it (stereognosis). We
use stere-ognosis many times a day. We just don’t think about it because it
comes to us automatically. For example:
•
buttoning a shirt or pants while holding cell phone to ear
•
touching something got out of microwave to know if it’s the right
temperature
Proprioceptive Domain
How do we choose “just the right
amount” of tension or force required to interact with an object (e.g., how hard
to lift to carry box up the stairs)? It is our proprioceptors that give us the
informa-tion about how hard our muscles have to contract to accomplish the
box-lifting task. If a child demonstrates difficulty in this area, he may show
some of the fol-lowing problems:
•
roughhousing to the point of someone getting hurt
•
judging how much force to use when throwing a ball
•
using
gentle touch to pet an animal
Vestibular Domain
“The vestibular system helps determine
where our head is in space, relative to gravity. If a child has difficulty with
vestibular discrimination, he may not feel when he is starting to fall and will
not be able to catch himself before he gets hurt” (Bialer and Miller 2011,
160). For example:
•
poor awareness of movement of body in space (gets disoriented easily)
•
knows he’s falling, but can’t tell which way and can’t protect himself
Auditory Domain
Children with auditory discrimina-tion
challenges may be mislabeled with attention deficit hyperactivity disorder
(ADHD) or disciplined for “never listen-ing” because they appear to ignore what
is said to them. It may be difficult for them to hear the difference between
background noise and the teacher asking, “Take out your science books and turn to
page 103.” Symptoms may include the following:
•
talks
too loudly or softly
•
experiences confusion when given directions
•
appears
to ignore others
Visual Domain
Children with poor visual
discrimination tend to have trouble in school. It may be difficult for them to
“read” emotions or to recognize letters and symbols. This causes problems such
as letter reversals, problems finding pictures in a busy background, or
difficulty reading. Other symptoms may include difficulty with the following:
•
lining
up numbers in a math problem
•
scanning a page to find the keywords in a story
•
judging the distance between oneself and an object or person
Olfactory/Gustatory Domain
Smell and taste discrimination do not
cause as severe a social problem, so they are usually only treated when they
occur with another sensory discrimination issue. For example:
•
difficulty telling the difference between things that are somewhat sweet
and those that are too sweet
•
cannot tell if bread is burning, but has general sense something is wrong
•
does not know familiar smells (e.g., grandma’s perfume, coffee shop you
frequent)
Interoceptive Domain
Many functions of daily life depend on
sensory messages from our body organs. Some examples include the following:
•
soreness you feel after a good abdominal workout
•
sensation
of being hungry or too full
•
sensation
of an upset stomach
•
sensation
of a full bladder
Ways to Help a Child with SDD
It is important to make sure that a
child is regulated before intervening with discrimination issues. You will know
when a child’s overresponsivity causes a meltdown. You will know if he is a
sensory craver and runs around trying to get more, more, more! But
discrimination challenges are harder to see. Often discrimination issues, which
are frequently missed by diagnosticians, are the cause of school problems.
Children who have
poor discrimination need sensory-rich activities in the domain in which they
have issues.
Visual: category games (e.g., find everything in the room that’s a
circle, while driving point to all food-related signs)
Interoceptive: Talk about how your body feels at times when you are happy
versus worried. Say things such as, “I’m so happy, I can feel my heart beating
fast!” or “I always feel nervous when I [fill in the blank]. My stomach feels
like it is flipping over.” That way the child will begin to understand the body
sensations related to emotional content.
Auditory: Play the same-and-different game, “I’m going to say two words, and
you tell me if they are the same or different. Then it will be your turn to try
to trick me.”
Proprioceptive: Play Simon Says or Mother May I? performing unusual, novel body movements.
While we have enjoyed presenting this
series of six Sensory Solutions columns, we are also painfully aware of all
that remains unsaid, especially in this last column on SDD. The take-home
message is this: If you have or work with a child who you suspect has Sensory
Processing Disorder, seek out a multidisciplinary evaluation that includes
occupational therapy. Don’t settle for “Don’t worry, he’ll grow out of it” or
“Here’s a brochure on parenting classes.” Follow your instincts and find
answers. Remember, there is help and hope!
Reference
Bialer, D. S., and L. J. Miller. 2011.
No Longer A SECRET: Unique Common Sense Strategies for Children with
Sensory or Motor Challenges. Arlington, TX: Sensory World.
he is a sensory craver and runs around
trying to get more, more, more! But discrimination challenges are harder to
see. Often discrimination issues, which are frequently missed by
diagnosticians, are the cause of school problems.
Children who have
poor discrimination need sensory-rich activities in the domain in which they
have issues.
Visual: category games (e.g., find everything
in the room that’s a circle, while driving point to all food-related signs)
Interoceptive: Talk about how your body feels at
times when you are happy versus worried. Say things such as, “I’m so happy, I
can feel my heart beating fast!” or “I always feel nervous when I [fill in the
blank]. My stomach feels like it is flipping over.” That way the child will
begin to understand the body sensations related to emotional content.
Auditory: Play the same-and-different game,
“I’m going to say two words,
and you tell me if they are the same or different. Then it will be your
turn to try to trick me.”
Proprioceptive:
Play Simon Says or Mother May I? performing unusual, novel body movements.
While we have enjoyed presenting this
series of six Sensory Solutions columns, we are also painfully aware of all
that remains unsaid, especially in this last column on SDD. The take-home
message is this: If you have or work with a child who you suspect has Sensory
Processing Disorder, seek out a multidisciplinary evaluation that includes
occupational therapy. Don’t settle for “Don’t worry, he’ll grow out of it” or
“Here’s a brochure on parenting classes.” Follow your instincts and find
answers. Remember, there is help and hope!
Reference
Bialer, D. S., and L. J. Miller. 2011.
No Longer A SECRET: Unique Common Sense Strategies for Children with Sensory or
Motor Challenges. Arlington, TX: Sensory World.
True or false
ll Cut round each of the
statements in the left column (the column on the right provides answers for you
to use in feedback).
ll
Ask groups
to sort the statements into true or false piles.
ll This activity is designed to
encourage discussion about ‘facts’ about the autism spectrum and to identify
misconceptions.
ll Most of the statements do not
actually fit into a true or false category without adding words such as ‘some’
or ‘sometimes’ – hopefully each group will create a third category.
ll The activity will promote
discussion about the range of differences across the spectrum and emphasise the
importance of not making assumptions about individuals.
.......................................................................................................
Autism Science Foundation
National
survey results show as many as 1 in 40 U.S. children have been diagnosed with
autism, continuing an upward trend.
Researchers
estimate 1.5 million American children ages 3 to 17 have been diagnosed with
the developmental disorder, for a prevalence rate of 2.5 percent. The figures
published onlineMonday in the journal Pediatrics come from data collected
through the 2016 National Survey of Children’s Health, a government survey of
parents of more than 50,000 children across the country.
As
part of the survey, parents were asked if a doctor or other health care
provider had ever told them that their son or daughter had autism and, if so,
they were asked if the child currently has the condition.
.......................................................................................................
SENSORY
PROCESSING: 5 THINGS OCCUPATIONAL THERAPIST WANT YOU TO KNOW
Today, we’d like to address some common myths we’ve
encountered as occupational therapists regarding sensory processing and sensory
activities for kids.
MYTH 1: Sensory means getting your hands messy.
TRUTH: Don’t get
stuck on sensory play that appeals only to the hands! Kids experience the world
using their entire bodies, so when you’re planning sensory play experiences,
remember to get the whole body involved!
Try all different types of activities, including ones that
allow your child to explore how his body moves in space and how it works
against resistance. For example, bowling with a light plastic bowling ball is a
very different sensory experience than bowling with a heavy weighted exercise
ball. Sure, your child can carry a ball with his hands, but can he carry it
between his knees or elbows? Draw attention to sensory experiences during
everyday life and play. Can your child hear rice krispies pop when you pour in
the milk? Can he see baking soda fizz when you add vinegar?
Remember to expose your child to play that engages all of the
senses. Hearing, sight, taste, smell, movement, touch, and heavy work
experiences. The idea is to form a healthy integration between ALL of the
sensory systems so kids can listen, develop strong coordinated bodies, stay
curious, initiate interactions in their environments and with their peers, and
remain calm and focused so they can be at their best!
Try one of these sensory activities that target different
areas of sensory processing:
I Spy With a Twist
8 Games to Play on a Swing
DIY Watermelon Scratch and Sniff Stickers
MYTH 2: Sensory activities are so easy! You just set them up
and the kids will know what to do!
TRUTH: It is
important for children to explore their environments independently to promote
creativity and independent thinking. However, there can be benefits to guided
sensory play too. Ask yourself if you would like the activity to have a
specific purpose. To learn a motor skill? To learn to tolerate the feel of a
texture? To engage and attend for a certain length of time? Or is it just to
have fun?
When your child encounters a sensory experience, it can be a
wonderful opportunity to expose and build his sensory systems through different
avenues of play. Model and demonstrate ways to play and interact with the
materials you’re presenting. Pretend play is perfect here! Structure the
activity so it has a purpose (to build something, to find something, to move
from one place to another). Siblings and friends make great models too.
Presenting unfamiliar activities in a group setting can bolster feelings of
security and confidence and allows for greater interaction and expansion of
play.
MYTH 3: All sensory activities are beneficial in the same
way to every kid.
TRUTH: Not true!
Every kid is wired differently and will respond in his own unique way to the
sensory experiences presented to him. Observe your child during his everyday
routine and build sensory activities to meet his needs. Does he like to touch
everything? Try building tactile bins into the play routine. Is he extremely
sensitive to certain noises? Try gradually introducing a variety of
non-threatening new sounds through toys and listening games. Does he get
excitable and have trouble calming down? Think about adding in some calming
sensory input – deep pressure, low lighting, soft sounds. Sensory integration
is all about the individual child and what they need in the moment.
Myth 4: If a child is cautious about participating in a
sensory experience, just make them jump in and give it a go…they’ll like it
once they try it!
Truth: Allow the
child to approach the activity himself, do not force it upon him. Let him watch
first and adapt the activity to meet his needs. Gradually move from passive
observation toward more active interaction with the sensory activity (e.g. if a
child is reluctant to touch play doh, have him use utensils to cut and flatten
it before trying it with his hands).
Think of ways to make the activity less intense if the child
is reluctant or more intense when the child is ready for a deeper sensory
experience. Have a kiddo who can’t tolerate finger paint? Try it with a
paintbrush first. Still too much? Have him hold your hand while you paint the
picture. What about a kid who is super excited when he sees the finger paints?
Take it to another level! Let him paint with his feet! Add a texture such as
sand to the finger paints.
Model for your child and let him see someone he loves and
trusts engaging and having fun. Let him watch and keep the experience open for
him to join in whenever he is ready. Keep in mind that the end goal of a
sensory activity is for the child to have a strong, stable, and healthy sense
of himself in his environment.
MYTH 5: More sensory input is always better!
TRUTH: Exposure
to a variety of sensory experiences does support healthy development in kids.
BUT there is such thing as overdoing it. KEEP IT SIMPLE. Try not to overwhelm
kids by doing too much at once. Introduce sensory play gradually, one sensation
at a time, watching your child’s responses and behavior. If he is enjoying himself,
build on that and expose him to more.
For example, start with simple tactile play in a rice bin.
Does he enjoy it? Does it keep his attention? Next time around, add a visual
component by tossing in some objects for your child to find. If this goes well,
add some auditory input. What about incorporating a song or a rhyme that asks
him to find a specific object? For example, sing Old MacDonald. The child can
find the animals you have hidden in the rice as they’re mentioned in the song.
Finally, add in a little movement by positioning your little one in a rocking
chair while playing with this same activity! Subtle, gradual exposure. Make
sense? No pun intended! :)
Does your child struggle with sensory experiences during his
everyday routine? Some children need help from a professional, such as a
pediatric occupational therapist, to overcome fears and learn how to process
this sensory rich world we live in. Think for a moment about how much you
touch, hear, taste, see, and move every day. For a child with sensory
processing difficulties who is unable to organize all of this input naturally,
the world can be a very confusing, scary place. Seemingly simple tasks, like a
haircut, a trip to the grocery store, or transitioning from one activity to
another can be painful, alarming experiences (making them painful and alarming
experiences for parents too!).
If you are worried about your child’s responses to sensory
input, contact your physician for guidance and for a possible referral to an
occupational therapist who can help.
No comments:
Post a Comment