Download as PPTX, PDF, TXT or read online from Scribd
Download as pptx, pdf, or txt
You are on page 1of 57
4.
PHYSICAL EDUCATION & SPORTS FOR
CWSN GRADE- XI SUBJECT- HEALTH AND PHYSICAL EDUCATION Learning Objectives Students will be able to learn and understand about oConcept of Disability & Disorder oTypes of Disability, its causes & nature ( intellectual disability, physical disability) oDisability Etiquettes oAim & Objective of Adaptive Physical Education oRole of various professionals for children with special needs (Counsellor, Occupational Therapist, Physiotherapist, Physical Education Teacher, Speech Therapist & Special Educator) Concept of Disability and Disorder oDisorder- oThe term Disorder refers to the disturbance caused to the normal functions of a body. oDisorder is more of a ‘characteristic’ classified in medical terms according to clinically significant disturbance in an individual’s physical, cognitive and emotional regulation or behaviour. oPhysical disorders like stomach disorders which cause disturbance in normal functioning, is a common example to understand the concept of disorder. oOther than physical, disorders can be mental or cognitive in nature, for example anxiety disorder. oSubstance abuse disorder, addiction disorder, attention disorder, eating disorder are few more common examples of disorders. Concept of Disability and Disorder (Cont.) oThe following features for disorder: oAssociated: Disorder can be associated with Physical or Mental functioning disturbance oKinds: Different kinds of disorder include mental disorders, attention disorder, eating disorder, anxiety disorder, substance abuse, addiction disorder and so forth. oReversal: Individuals experiencing disorder can be treated to being as they were before. Concept of Disability and Disorder (Cont.) oDisability: oThe term Disability is a very vast one and encompasses all kinds of physical impairments, activity limitations, and participation restrictions. oDisability is a condition that produces a long-term impairment that affects activities of daily living, such as eating, walking, and maintaining personal hygiene. oAround 15% of the global population – over a billion people – lives with some form of disability, of whom 2–4% experience significant difficulties in functioning as a result. oThis number is expected to double to 2 billion by 2050. Many of these people require assistive technologies such as low-vision devices, wheelchairs or hearing aids. Concept of Disability and Disorder (Cont.) oDisability may be- ocongenital, or present from birth, ooccurring during a person’s life time, oinvisible disability (not noticeable easily) and otemporary disability (recovery is possible). oThese conditions, or impairments, may be cognitive, developmental, intellectual, mental, physical, sensory, or a combination of multiple factors. Concept of Disability and Disorder (Cont.) oThe Convention on the Rights of Persons with Disabilities and its Optional Protocol was adopted on 13 December 2006 at the United Nations Headquarters in New York. oThe Convention follows decades of work by the United Nations to change attitudes and approaches towards persons with disabilities. oThe Convention is intended as a human rights instrument with an explicit, social development dimension. oIt adopts a broad categorization of persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms. oTo give effect to the United Nations Convention on the Rights of Persons with Disabilities an act named the Rights of Persons with Disabilities Act 2016 (RPWD Act 2016) was passed by Indian Parliament on 27th December 2016. Definition of Disability oThe International Classification of Functioning, Disability, and Health (ICF) lists nine broad domains of functioning which can be affected: oLearning and applying knowledge oGeneral tasks and demands oCommunication oBasic physical mobility, Domestic life, and Self-care (for example, activities of daily living) oInterpersonal interactions and relationships oCommunity, social and civic life, including employment oOther major life areas Types of Disability oPrior to 1995, we were familiar with only four types of disabilities; Orthopaedic Handicap, Visual Handicap, Hearing Handicap and Mental Handicap. oIn 1995, Persons with Disability Act came into force and term handicap was replaced with terms disability and impairment. oThis act recognized three more disabilities; Low Vision, Leprosy Cured and Mental Illness. oIn the year 2016, a new Act was enforced -Right of Persons with Disability Act (RPwD Act). This act recognizes 21 disabilities. Nature of Disabilities o1. Physical Disabilities o2. Intellectual Disabilities o3. Learning Disabilities Physical Disability oA physical disability is the long-term loss or impairment of part of an individual’s body function, resulting in a limitation of physical functioning, mobility and stamina. oDue to the functional loss, the individual experiences inability to perform normal movements of the body, such as walking and mobility, sitting and standing, use of hands and arms, muscle control, etc. oAs there are different types of Physical Disabilities, Paralympics Committee divides athletes in groups by the degree of activity limitation related to the impairment and/or specific to the tasks in the sport. Physical Disability (Cont.) Physical Disability (Cont.) oMobility and Physical Impairment or Locomotor Disabilities – A person’s inability to execute distinctive activities associated with movement of self and objects resulting from affliction of musculoskeletal or nervous system or both including. oAmputation - It is the removal of a limb by trauma, medical illness, or surgery. As a surgical measure, it is used to control pain or a disease process in the affected limb, such as malignancy or gangrene. The person whose limb has been amputated is called an amputee. oCerebral Palsy - The word cerebral means having to do with the brain. The word palsy means weakness or problems with body movement. Cerebral Palsy (CP) is caused by damage to the parts of the brain that control movement, balance, and posture. Therefore, it refers to a group of non-progressive neurological conditions affecting body movements and muscle coordination, caused by damage to one or more specific areas of the brain, usually occurring before, during or shortly after birth. Physical Disability (Cont.) oDwarfism means a medical or genetic condition resulting in an adult height of 4 feet 10 inches (147 centimetres) or less. oMuscular Dystrophy means a group of hereditary genetic muscle diseases that weaken the muscles that move the human body. Persons with multiple dystrophy have incorrect and missing information in their genes, which prevents them from making the proteins they need for healthy muscles. It is characterised by progressive skeletal muscle weakness, defects in muscle proteins, and the death of muscle cells and tissue. oVisual impairment- Visual impairment is often defined as a best corrected visual acuity of worse than either 20/40 or 20/60. The term blindness is used for complete or nearly complete vision loss. Visual impairment may cause difficulties with normal daily activities such as driving, reading, socializing, and walking. Physical Disability (Cont.) oA significant limitation of visual capability resulting from either disease, trauma or congenital or degenerative condition that cannot be corrected by conventional means such as refractive correction, medication, or surgery. oBlindness means a condition where a person has any of the following conditions, after best correction oi. total absence of sight; or oii. visual acuity less than 3/60 or less than 10/200 (Snellen) in the better eye with best possible correction; or oiii. limitation of the field of vision subtending an angle of less than 10 degree. Physical Disability (Cont.) oLow-vision means a condition where a person has any of the following conditions, namely: oi. Visual acuity not exceeding 6/18 or less than 20/60 upto 3/60 or upto 10/200 (Snellen) in the better eye with best possible corrections; or oii. limitation of the field of vision subtending an angle of less than 40 degree up to 10 degree. oHearing Impairment - Hearing impairment is the inability of an individual to hear sounds adequately. This may be due to improper development, damage or disease to any part of the hearing mechanism. Hearing is a prerequisite for the development of normal speech and language. A child learns to speak by hearing the speech of others in the family and in his/her surroundings. Physical Disability (Cont.) o(a) Deaf- means persons having 70 DB hearing loss in speech frequencies in both ears; o(b) Hard of hearing - means person having 60 DB to 70 DB hearing loss in speech frequencies in both ears; oSpeech and language disability means a permanent disability arising out of conditions such as laryngectomy or aphasia affecting one or more components of speech and language due to organic or neurological causes. oLeprosy cured person means a person who has been cured of leprosy but is suffering from: oi. loss of sensation in hands or feet as well as loss of sensation and paresis in the eye and eye- lid but with no manifest deformity; Physical Disability (Cont.) oii. manifest deformity and paresis but having sufficient mobility in their hands and feet to enable them to engage in normal economic activity; oiii. extreme physical deformity as well as advanced age which prevents him/ her from undertaking any gainful occupation, and the expression “leprosy cured” shall be construed accordingly Intellectual Disability oIntellectual disability is a condition of significantly subaverage general intellectual functioning that impacts adaptive behaviours. Different domains of adaptive behaviour may be affected in this condition. These domains determine how well an individual copes with everyday tasks. oi. Conceptual– Language, Reading, Writing, Math, Reasoning, Knowledge, Memory oii. Social- Empathy, Social judgement, Interpersonal communication skill, Make and retain friendships oiii. Practical- Self-management, Personal care, Job responsibilities, Money management, Recreation, Organizing school and work tasks Intellectual Disability (Cont.) oDown Syndrome – Down Syndrome is a condition which is considered as subtype of intellectual disability. oAlso known as trisomy 21, it is a genetic disorder caused by the presence of all or part of a third copy of chromosome 21. oIt is usually associated with physical growth delays, mild to moderate intellectual disability, and characteristic facial features. oThe average IQ of a young adult with Down syndrome is 50, equivalent to the mental ability of an 8- or 9-year old child, but this can vary widely. oAt birth, babies with Down Syndrome usually have certain characteristic signs, including: oflat facial features, small head and ears, short neck, bulging tongue, eyes that slant upward, a typically shaped ears, poor muscle tone Intellectual Disability (Cont.) oPeople with Down syndrome usually have some degree of developmental disability, but it’s often mild to moderate. Mental and social development delays may mean that the child could have: oimpulsive behaviour opoor judgment oshort attention span oslow learning capabilities Intellectual Disability (Cont.) oAutism Spectrum disorder - Autism spectrum disorder (ASD) is an umbrella term for a group of developmental disorders that are neurological in origin and cause social, communication and behavioural challenges. oASD is mainly characterized by impaired social interaction and communication and the presence of repetitive behaviours or restricted interests. oChildren with ASD may also have their sensory sensitivity affected i.e, they may be under or over sensitive to certain senses (For example, loud noises, certain fabrics etc). oSymptoms are typically recognized between one and two years of age. Long term problems may include difficulties in performing daily tasks, creating and keeping relationships, and maintaining a job. Intellectual Disability (Cont.) oSymptoms of ASD include oDevelopmental Delay in Initial Years- oi. failure to show interest, not responding to name oii. delayed imaginative play oiii. regression in variety of domains such as communication, social cognitive and self - help skills. oProblems with Social Interaction- oi. largely prefer not to play or interact with others oii. display lack of awareness or understanding of other people’s thoughts or feelings Intellectual Disability (Cont.) oiii. display attention seeking behaviour oiv. maintain poor eye contact: a child with autism may fail to make eye contact when called by name. ov. inability to read facial expressions: they often don’t know how to recognize emotions from others’ facial expressions, or they may not respond with the appropriate facial expressions ovi. display unusual speech pattern; at least half of children with autism speak in a flat, monotone or they may not recognize the need to control the volume of their voice in different social settings. For example, they may speak loudly in libraries or movie theatres. Intellectual Disability (Cont.) oDifficulty in Communication- oi. repetitive or rigid language, and restricted interests in conversation. (For example, a child might repeat words or insist on always talking about the same subject.) oii. impairments in pragmatic communication skills, such as difficulty initiating a conversation or failure to consider the interests of the listener to sustain a conversation. oiii. language impairment. (Children may develop language skills at an uneven pace acquiring some aspects of communication, while never fully developing others, or may remain completely nonverbal throughout their lives.) oiv. Behaviour Problems Intellectual Disability (Cont.) oMental illness means a substantial disorder of thinking, mood, perception, orientation or memory that grossly impairs judgment, behaviour, capacity to recognise reality or ability to meet the ordinary demands of life, but does not include retardation which is a condition of arrested or incomplete development of mind of a person, specially characterised by sub-normality of intelligence. Learning Disabilities oLearning Disabilities or person with cognitive disabilities has trouble remembering, learning new things, concentrating, or making decisions that affect her/his everyday life. oCognitive disability ranges from mild to severe. oA person with a mild cognitive disability people may be able to do her/his everyday activities. oSevere levels of disability can lead to her/his losing the ability to understand the meaning or importance of something and the ability to talk or write, resulting in the inability to live independently. oSome of the main categories of functional cognitive disabilities include the following deficits or difficulties. Learning Disabilities (Cont.) Learning Disabilities (Cont.) oMemory- Memory refers to the ability of a user to recall what they have learned over time. A common model for explaining memory involves the concepts of working (i.e., immediate) memory, short-term memory, and long-term memory. Some individuals with cognitive disabilities have difficulties with one, two, or all three of these memory types. oProblem Solving- Some individuals with cognitive disabilities have a difficult time solving problems as they arise. In many instances, their resilience can be low, and the resulting frustration is such that they choose to give up and not persist in solving the problem. oAttention- There are many individuals who have difficulty with focusing their attention to the task at hand. Distractions such as any specific sound, colour, design frequently shift the attention. Learning Disabilities (Cont.) oReading, Linguistic, Verbal and Writing Comprehension– Difficulties related to reading, speaking, understanding and writing are another challenge. Reading disorder, also known as Dyslexia, is characterized by trouble with reading despite normal intelligence. These difficulties may be mild or severe. Problems may include difficulties in spelling words, reading quickly, writing words, “sounding out” words in the head, pronouncing words when reading aloud and understanding what one reads. In fact, many of the brightest minds of recent generations such as Albert Einstein, Thomas Edison and Henry Ford have suffered from some sort of language or text comprehension difficulty. Causes of Disabilities and Disorder oPre-natal causes involve events, accidents, illness, infection to mother during pregnancy that affect the baby. Conditions like high blood pressure or diabetes of the mother during pregnancy can cause disability in the child. oPerinatal causes are the conditions occurring during the delivery of the child that affect the new-born. Delayed labour pain, low birth weight or neonatal infections may cause a disability. oPost-natal causes include post birth conditions like, illness, infection, poor environment, accidents, psychological factors etc. Causes of Disabilities and Disorder (Cont.) oThe causes may be further sub-divided as o1. Biological Causes – Some disabilities are due to the disorder of genes, infectious disease disturbance in glands functioning, illness. Down syndrome, Muscular dystrophy, polio, Developmental disorders are example of various biological issues. o2. Psychological Causes – Mental health problems such as depression, bipolar disorder may lead to a spectrum of mental disorders or conditions that influence our emotions, cognitions, and/or behaviours. As a matter of fact, the causes of mental health problems are very difficult to diagnose. They tend to be some of the most misunderstood disabilities. Causes of Disabilities and Disorder (Cont.) o3. Delay in Early Screening and Poor management of Disability - How a child plays, learns, speaks, moves, and behaves all offer important clues about a child’s development. A delay in any of these developmental milestones could be a sign of developmental challenges. Early intervention services, like those services that help a child learn to speak, walk, or interact with others, can really make a difference and enhance a child’s learning and development. Early screening and identification are critically important steps towards giving young children with disabilities a strong start in life. Causes of Disabilities and Disorder (Cont.) o4-Lifestyle – The mother’s lifestyle during pregnancy has a vital effect on the child’s growth and development. If a mother smokes during pregnancy, it has an adverse effect on fetal growth and development. Intake of alcohol and indulgence in substance abuse during pregnancy are the most common causes of developmental disabilities, including cognitive disability, learning disabilities, ADHD and behavioural challenges. Once the child is diagnosed with a learning disorder, she/he must be kept meaningfully occupied. The child’s eating, sleeping, and exercise habits are very important. In addition to healthy physical habits, children may be frustrated by the challenges presented by their learning disability and, so, should be encouraged to have healthy emotional habits too. Causes of Disabilities and Disorder (Cont.) o5. Accidents and War – One can be the victim of an accident at the workplace, road accident, chemical accident, nuclear accident, or get exposed to radiation etc. This may lead to disability. Dangerous working environment and poor safety precautions are the conditions where one may get disabilities in the long run. Exposure to biological warfare, nuclear radiation, and suffering physical or psychological trauma of a bomb explosion are other reasons of wartime disabilities. o6. Poor Approach to Healthcare – Many disabilities can be prevented easily if there is proper access to healthcare facilities during difficult labour and birth. Proper immunization also helps in preventing many disabilities. In remote areas people do not get proper health facilities and it sometimes results in disabilities and disorders in the child. Causes of Disabilities and Disorder (Cont.) o7. Lack of Education and Awareness – Lack of awareness about certain precautions during or post pregnancy may lead to disability. Awareness about nutrition and exercise helps to prevent disabilities or disorders. Due to lack of awareness people start believing in many kind of superstitions and get misguided. o 8. Exposure to Chemicals – Pesticides and insecticides and other harmful chemicals if mixed in edible items and may give rise to disabilities in people and birth defects in babies. These substances may cause disorder in the functioning of the human body system and may lead to disabilities. o9. Illness – Illnesses like cancer, diabetes, heart disease cause a number of long term disabilities such as arthritis, musculoskeletal disorder etc are a significant cause of disability Disability Etiquette oDisability Etiquette is a set of guidelines dealing specifically with how to approach a person with a disability. Disability etiquette refers to communicating and interacting respectfully and courteously with people who have disabilities. oPositive and Energetic Attitude – One should approach a person with special needs with positive energy and attitude. Approach should be warm and friendly. One should not show sympathy for, or, even in certain cases, fear of the person. Disability Etiquette (Cont.) oCommunication - Communication should be two way – speaking to the person directly, and not to the person accompanying her/him. Establish a rapport with her/him. If necessary, use a communication aid such as a communication book or communication device, if required. Keep your tone low. Communicate with the individual slowly and clearly. Give them time to respond. While writing, or talking to or about a person with a disability, use “people first” language. Refer to her/him as a person with disability and not as “the disabled” or “the handicapped.” Avoid referring to people by their disability. For example, do not say, “She is an epileptic.” Instead, say, “She has epilepsy.” Do not say “wheelchair-bound” or “confined to a wheelchair.” Most wheelchair users perceive their wheelchair as liberating, not confining. Do say, “She uses a wheelchair.” Do not use negative, demeaning, and outdated terms such as “cripple,” “deaf and dumb,” or “retarded.” Be aware that many people with disabilities do not wish to be referred to euphemistically. So, avoid using terms such as “physically challenged,” or “differently abled.” Also, avoid referring to an individual with a disability as someone who is “suffering from Cerebral Palsy or Parkinson’s.” Disability Etiquette (Cont.) oSocial Etiquette – Make surroundings disabled-friendly and comfortable for people with special needs. Do not make assumptions about what they can or cannot do. The impact of a specific disability can vary widely from person to person, so help only if it appears to be needed. Just because someone has a disability, don’t assume she needs help. If the setting is accessible, people with disabilities can usually get around fine. Adults with disabilities want to be treated as independent people. Offer assistance only if the person appears to need it. A person with a disability will oftentimes communicates when she needs help. And if she does want help, ask how, before you act. Acknowledge and respect the individual’s ability to make decisions and judgments on their own behalf. Never physically or verbally bully them. Never play with their equipment. Ask them before offering any help. Only ask questions about their disability if you know the person. Develop a culture of inclusion in surroundings. Disability Etiquette (Cont.) oPhysical Etiquette - The height difference between a person in a wheelchair and an able- bodied person can create an unspoken feeling of superiority and inferiority. To be safe, sit or stand at eye-level with the person who has a disability when it is appropriate and possible. Finding a table to sit at is a great option because it can eliminate any visible differences, such as a wheelchair. oSitting in a chair (with or without a table) is also better than kneeling, which may cause the person in a wheelchair to feel like a child. Make eye contact; never avoid someone with a disability. Some people with disabilities depend on their arms for balance. Grabbing them, even if your intention is to assist, could knock them off balance. Avoid patting a person on the head or touching his wheelchair, or cane People with disabilities consider their equipment part of their personal space. Meaning of Adapted Physical Education oAdapted Physical Education is the art and science of developing, implementing, and monitoring a carefully designed Physical Education instructional programme for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. oAdapted Physical Education (APE) generally refers to school-based Programmes for students aged 3–21 years. oIt is a structured way to make Physical Education and sports accessible to all with modified instruction, resources, space and environment for CWSN as per their ability. Meaning of Adapted Physical Education (Cont.) oAccording to Adapted Physical Education National Standards (APENS) Adapted Physical Education is Physical Education which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability. oIn other words, Adaptive Physical Education (APE) is Physical Education which has been adapted or modified to make it as appropriate for a person who is differently-abled as it is for a person without disability. It is basically a Physical Education Programme specially designed for differently-abled students so that physical education activities are safe, achievable, enjoyable and, therefore, a successful experience. APE is safe and beneficial even for infants and toddlers who need early intervention services because of developmental delays in physical, cognitive, communication, social and emotional aspects. Moreover, APE is not only for differently-abled infants and students but also for the people of all ages. Aim of Adapted Physical Education oThe chief aim of Adapted Physical Education (APE) is to provide every individual an opportunity to participate in Physical Education and sports and to make Physical Education accessible to all as per their need. oObjectives of Adapted Physical Education- o1. To build a Programme to meet the needs of CWSN o2. To build in CWSN the capacity to be functionally active for lifetime o3. To provide a safe and accessible PE and sports Programme as per the needs of the individual Aim of Adapted Physical Education (Cont.) o4. To ensure active participation or transition towards the integrated or regular PE Programme (Inclusion) o5. Helping to develop self-esteem in CWSN o6. To promote regularity and discipline o7. To promote sportsmanship Role of Various Professionals for CWSN o1. School Counsellor –The school counsellor is the specialist who works with students with special needs in schools and provides a comprehensive Programme that helps CWSN with their academic goals, their social, personal and career development. School Counsellors involve parents, teachers, other school personnel, and members of the community in assisting students’ development into effective members of the community. They work with the various members of the school community to create a positive school climate in which children can learn. It is their duty to assure a coordinated team effort to address the needs of all students and ensure student access to school and community resources. Role of Various Professionals for CWSN (Cont.) oMore specifically, School Counsellors use individual and small-group counselling to help students develop aptitudes such as: oskills in communicating, cooperating, and resolving conflict othe ability to engage in behaviours that foster good physical and mental health and to avoid behaviours that detract from good physical and mental health oskills in planning and making decisions, resulting in higher self-efficacy and a sense of personal responsibility oan awareness of resources about educational and vocational opportunities and ways to access those resources Role of Various Professionals for CWSN (Cont.) opositive attitudes towards one’s self, as both a student and a potential worker oan awareness of and appreciation for both genders and the contributions of cultural diversity in society oa comprehensive plan for school and work experiences through high school and beyond Role of Various Professionals for CWSN (Cont.) oPhysiotherapist – A physiotherapist is probably the best known of the therapists who works with CWSN. They use exercises to help their patients gain and keep the best possible use of their bodies. They also try to improve breathing, to prevent the development of deformities and to slow down the deterioration caused by some progressive diseases. The aim of a physiotherapist is to help the children with special needs to their full potential through providing physical intervention, advice and support. A physiotherapist evaluates bodily movement of CWSN with particular attention to physical mobility, balance, posture, fatigue and pain. oThe role of a physiotherapist includes oassessment of the mechanics of the body oimprovement the mobility in terms of joint movement, gross motor omovement and fine motor movement Role of Various Professionals for CWSN (Cont.) omanagement of children and young persons with movement disorders oand disability. omaintenance and conditioning of bones, joints and muscles to prevent degeneration orehabilitation through different therapies including massage manipulation, exercise and movement, electrotherapy, cryotherapy and hydro therapy Role of Various Professionals for CWSN (Cont.) oOccupational Therapist – An occupational therapist trains CWSN in performing assisted daily-life skills and self-care skills and activities related to fine motor skills and hand-eye coordination. An occupational therapist also helps children in participating and interacting with others in play. oThe role of an Occupational Therapist includes otraining for activities of daily living skills like toilet training, eating, dressing, bathing and grooming otraining for fine motor skills like buttoning shirts, tying shoelaces, handwriting, movement of fingers. ohelping children in writing and other classroom activities like grasping and releasing toys and other objects Role of Various Professionals for CWSN (Cont.) osensory intervention and sensory integration to help the child in coping with challenges caused by her/his sensory disorder e.g., using different techniques to minimise self-harm actions, sensory diet to fulfil her/his visual and vestibular needs oimprove skills such as hitting a ball or copying from black board. Role of Various Professionals for CWSN (Cont.) oPhysical Education Teacher – The Physical Education teachers need to determine the abilities of students with special needs. They also need to determine measures to support their participation in sports, games and fitness activities through general, modified and specially designed PE Programme. oThey role of a physical education teacher is oimproving general movement, movement skills and movement patterns oimproving hand-eye coordination, flexibility, muscular strength, endurance odeveloping different sports-specific skills such as in basketball, soccer, swimming etc. Role of Various Professionals for CWSN (Cont.) oimproving social skills such as listening, understanding, implementing, playing in small to large groups, taking responsibilities, leadership etc. oproviding psychological support by channelizing energy to reduce anxiety, hyperactivity, tension and depression, developing self-esteem, reducing feelings of isolation oSpeech Therapist – A speech therapist in school provides treatment, support and care for students with special needs who have difficulties in communication. Speech therapists help students with special needs to gain ability to communicate through speech and language. They help and provide training for students who face difficulty in producing sounds or syllables or saying words incorrectly. They also help such students who have fluency disorders like stoppages, repetitions and prolonging sounds in words. They modify the ways of making two- way communication with different tools and strategies. Role of Various Professionals for CWSN (Cont.) oSpecial Educator – A special educator plays a critical role in weaving all together all the stakeholders in school and at home. The Special Educator is responsible for assessing the level of the child, observing her/his performance or behaviour to bring improvement in different subject areas of special needs education. oThe role of a special educator includes oassessment of the child’s abilities ocurriculum development as per abilities and suitability osetting individual education plan (IEP) osetting weekly, monthly, annual goals oparent conferences or meetings Role of Various Professionals for CWSN (Cont.) opre- and post-performance observation oreporting ointegration oInclusion otransition Home Assignment oWorksheet oNCERT Solution What's Next o Next Up : Physical Fitness, Health, And Wellness