Module 5
Q1)Prepare STLM (Special Teaching Learning Material) for inclusive teaching for differently-abled children.
Special Teaching Learning Material (STLM) designed for inclusive teaching aimed at differently-abled children. Let's focus on the topic of "Shapes."
Special Teaching Learning Material: Shapes
Target Audience: Differently-abled children (ages 3-6)
Objective:To help differently-abled children recognize and differentiate between basic shapes.
Material: Tactile Shape Cards
- Prepare a set of tactile shape cards using sturdy materials (felt, foam, textured paper).
- Each card should feature a different shape with a tactile representation on the surface.
Activity 1: Shape Exploration
1. Present one shape card at a time.
2. Encourage children to touch and explore the tactile representation on the card.
3. Name the shape and describe its attributes (e.g.,"This is a square. It has four equal sides.")
Material: Shape Puzzles
- Create shape puzzles using thick cardboard.
- Each puzzle piece should represent a shape, and all pieces should fit together to form a larger shape.
Activity 2: Shape Matching Puzzle
1. Provide children with shape puzzle pieces and the corresponding puzzle board.
2. Guide them in matching each puzzle piece to its correct spot on the board.
3. Encourage verbalization of shape names as they complete the puzzle.
Material: Play-Dough and Shape Cutters
- Provide play-dough in various colors.
- Offer shape cutters representing different shapes.
Activity 3: Play-Dough Creations
1. Demonstrate how to use the shape cutters to create different shapes from play-dough.
2. Allow children to explore shaping the play-dough into different forms.
3. Reinforce shape identification while they create.
Material: Interactive Storybook
- Choose a storybook with a simple storyline related to shapes.
- Opt for a book with clear illustrations and interactive elements.
Activity 4: Shape Storytelling
1. Read the interactive storybook aloud to the children.
2. Pause at each shape-related page to discuss the shape and objects in the illustration.
3. Encourage children to point to the shapes and describe them.
Material: Sensory Board with Shapes
- Create a sensory board featuring different shapes using textured materials.
- Attach fabrics, sandpaper, or other tactile items to represent each shape.
Activity 5: Shape Sensory Exploration
1. Introduce the sensory board to the children.
2. Guide them to touch and explore the textures while identifying the shapes.
3. Encourage verbalization of shape names and observations.
The key to inclusive teaching is to adapt these materials and activities based on the individual abilities and preferences of the children. Ensure that the learning experiences engage multiple senses and provide various opportunities for interaction and exploration.
Q2)Conduct interview with four parents from different linguistic, socio-cultural and economic background with regards to child rearing practice and parenting style. Prepare a report and submit.
*Introduction:
This report presents the findings of a interview conducted to explore child-rearing practices and parenting styles among four parents from different linguistic, socio-cultural, and economic backgrounds in Assam.
*Participants:*
1) Father -Bharat chandra Das
Mother -Chandana Das
Child name-Bornil Das
Dob- 19/9/19
Linguistic Background: Assamese,
Socio-cultural Background: North Eastern, HINDU
Economic Background: Middle class:
Advocates open communication and a nurturing approach with her child. Values family unity and traditional values.
2) Father -Karan Daimari
Mother -Geeta Daimari
Child name-Manisha Daimari
Dob 25/10/19
Linguistic Background: Bodo,
Socio-cultural Background: North Eastern Tribes
Economic Background: Lower middle class:
Adopts an authoritative parenting style, balancing warmth with firm boundaries. Emphasizes respect for elders and cultural heritage.
3) Father-Jamaluddin
Mother -Monowara khatoon
Child name-Jasmine khatoon
Dob 3/3/19
Linguistic Background: Assamese Socio-cultural Background: North Eastern Muslim
Economic Background: Lower-middle class
Follows a protective parenting approach, emphasizing adherence to religious values and modesty. Encourages gender-specific roles within the family.
4) Father -Tinku Thapa
Mother -Purnima Thapa
Child name-Pariniti Thapa
Dob- 04/07/20
Linguistic Background: Nepali,
Socio-cultural Background: North Eastern HINDU Nepali,
Economic Background: Lower middle class
Prioritizes collective decision-making and discipline in parenting. Values humility, community, and self-reliance.
*Themes:*
1.Communication and Decision-making:Bharat ch Das focuses on open dialogue,while Karan Daimari maintains clear communication while asserting parental authority. Jamaluddin and Tinku Thapa highlight the significance of respecting parental decisions.
2. Discipline:** Karan Daimari combines warmth with consistent discipline, while Jamaluddin and Tinku Thapa opt for stricter discipline for character development. Bharat ch Das believes in natural consequences and shared decision-making.
3. Involvement:** Bharat ch Das and Karan Daimari actively involve their children in decisions. Jamaluddin and Tinku Thapa take a more directive approach, considering parental guidance essential.
4. Values:** Bharat ch Das emphasizes family bonds and tradition. Karan Daimari stresses cultural heritage and respect for elders. Jamaluddin prioritizes religious values and modesty. Tinku Thapa values community spirit, humility, and self-sufficiency.
Assignment for Module 5
1) Write a case history of differently abled children from their locality.
Case History of Differently Abled Children:**
**Child 1:**
Name: Maya
Age: 6
Disability: Autism Spectrum Disorder (ASD)
Background: Maya lives in a suburban neighborhood. She was diagnosed with ASD at the age of 3. She has difficulties with communication and social interaction. Maya's parents enrolled her in a special education program that focuses on speech therapy, social skills development, and sensory integration. With consistent support from her parents and therapists, Maya has shown improvement in her communication abilities and is making progress in engaging with her peers.
**Child 2:**
Name: Aryan
Age: 5
Disability: Down Syndrome
Background: Aryan resides in an urban area with his family. He has Down syndrome, which impacts his cognitive development. He attends a mainstream school with the assistance of an inclusion program. Aryan's parents actively participate in his education, ensuring that his Individualized Education Plan (IEP) is followed. They engage him in music and art activities that align with his strengths. Over time, Aryan has gained confidence and improved his social skills through interactions with both typically developing peers and those with disabilities.
**Child 3:**
Name: Raj
Age: 4
Disability: Cerebral Palsy
Background: Raj comes from a rural community. He was diagnosed with cerebral palsy shortly after birth, affecting his motor skills. Despite limited resources, Raj's parents have been dedicated to his care. They attend regular physiotherapy sessions and have created a home environment that supports his mobility. Raj's parents have been advocating for better accessibility in their community. Through their efforts, the local school now has ramps and adapted facilities, allowing Raj to attend classes with his peers.
**Child 4:**
Name: Fatima
Age: 6
Disability: Visual Impairment
Background: Fatima lives in a small village. She was born blind due to a congenital condition. Fatima's parents have been proactive in seeking support for her education. They collaborate with a local NGO that provides resources for visually impaired children. With Braille books and adaptive technology, Fatima attends a nearby school and learns alongside her sighted peers. Her parents' determination has not only enriched Fatima's life but also raised awareness about the potential of children with visual impairments in their community.
Each of these children's stories illustrates the unique challenges faced by differently abled children within their localities. Their families' dedication and the support they receive from educators, therapists, and community members play crucial roles in their development and inclusion.
Q 2. List down strategies to create an inclusive environment in Anganwadi centre.
Strategies for Creating an Inclusive Environment in Anganwadi Centre:
1. Accessible Infrastructure: Ensure the center has ramps, wide doorways, and accessible bathrooms for children with mobility challenges.
2.Inclusive Curriculum:
Design activities that cater to various abilities, incorporating sensory experiences and adaptive tools for differently abled children.
3. Trained Staff:
Provide training to staff on inclusive teaching methods, communication strategies, and recognizing diverse learning needs.
4.Peer Interaction:
Encourage interactions between differently abled children and their peers to foster understanding and empathy.
5.Individualized Support:
Create individualized education plans (IEPs) for children with disabilities, addressing their specific needs and goals.
6. Collaboration with Specialists: Collaborate with therapists, speech pathologists, and counselors to support children's holistic development.
7. Awareness Workshops:
Conduct workshops for parents and community members to raise awareness about disabilities and reduce stigma.
8.Flexible Assessment:
Use alternative assessment methods that consider different learning styles and abilities.
9. Inclusive Materials:
Provide diverse learning materials, including braille, large print, and audio resources, to cater to various sensory needs.
10.Celebration of Diversity: Organize events that celebrate different cultures, abilities, and achievements, promoting a sense of belonging for all children.
Tags:
anganwadi
