Disability

Education Technology

2
What is Disability?
 Culture
&
History
Affordab
le
Technolo
gy

Languag Neuro-
e biology

Law Gender

Accessibl Inclusivit
Rights
e design y 14
And Politics !

15
 • International Assistance Dog
Week – Begins the First Sunday
in August (7-13)
Disability • International Assistance Dog
Week (IADW)
• Spinal Muscular Atrophy
Awareness Month
dates in was created to recognize all the
devoted, hardworking
• SMA is a progressive
neurodegenerative
August 2022 assistance dogs helping
individuals mitigate their
disease that affects the
motor nerve cells in the
disability related limitations. spinal cord and impacts
• The goals of IADW are to: the muscles used for
• Recognize and honor assistance activities such as
dogs breathing, eating,
crawling, and walking
• Raise awareness and educate
the public about assistance dogs
• Honor puppy raisers and
trainers
• Recognize heroic deeds
performed by assistance dogs in
our communities
Reading
Assignments:
Listen to this

Make sense??
Now watch
 HOW PERSONS
WITH VISUAL
DISABILITIES CAN
ENJOY FILMS?
Listen to this
Films with Audio Description
 Challenges and Limitations
Manually done – costly and expensive in terms
of time

Very few contents

Not searchable
 CAN
TECHNO
LOGY
HELP?
Pareek, Preksha, and Ankit Thakkar.
"A survey on video-based human
Video Segmentation
action recognition: recent updates,
datasets, challenges, and
applications." Artificial Intelligence
Review 54.3 (2021): 2259-2322
Actor and actions identification
from scenes
Alinezhad Noghre, Ghazal, et al.
"ADG-Pose: Automated Dataset Context identification
Generation for Real-World Human
Pose Estimation." International
Conference on Pattern Recognition
and Artificial Intelligence. Springer, Narration - TTS
Cham, 2022.

Haq, Ijaz Ul, et al. "QuickLook: Movie

summarization using scene-based
Establishing continuity
leading characters with psychological
cues fusion." Information Fusion 76
(2021): 24-35.
LET US LOOK INTO SOME TECHNOLOGIES

32
WEBPAGE SIMPLIFICATION
FOR QUICK READING

http://www.slpat.org/slpat2
016/papers/SLPAT-
proceedings-2016.pdf

33
Webpage parsing

NLP module

Keyword Extraction

Text to Speech

User control

34
NAVIGATING SPOKEN
WIKIPEDIA
http://www.slpat.org/slpat2
016/papers/SLPAT-
proceedings-2016.pdf

35
HCI - GUI Design

NLP

Parsing Wikipedia structure

- knowledge base
Speech recognition

36
 37

ASR based GAME for

Speech Therapy

http://www.slpat.org/slpat2016/papers/SLPAT-
proceedings-2016.pdf
 GAME DESIGN INTELLIGENT ENGAGING

SPEECH RECOGNITION - HCI DESIGN PERFORMANCE

UNIVERSAL SPEAKER ASSESSMENT - ONLINE
ADAPTION

38
Can People
with Visual
Impairment
Play Chess?
Costs <
INR 100
Costs INR
800 (with
discount)
What about Chess Platforms?
Accessibility?

• Can the player install the app independently?

• Can the player navigate the app independently?
• Can the player access all the functionalities of the app using the
alternative way?
• Does the player have the same user experience as regular players?
• Is the app affordable?
46
47
9/26/2022 48
Debates around
Symbols
• Representation is Important. Much like
the Rainbow symbol for LGBTQIA
movement….

50
 Disability IS NOT
‘inability’

Persons with disability

≠ ‘Differently Abled’

Put the person first,

not the disability
• “EVERYTHING IN NATURE GOES IN CURVES
AND CIRCLES”: NATIVE AMERICAN CONCEPTS
OF DISABILITY

A HISTORY OF DISABILITY AMONG NATIVE

AMERICANS BUT THAT DISABILITY ALSO
REALLY DOESN'T HAVE A HISTORY AMONG
NORTH AMERICAN INDIGENOUS PEOPLES
BEFORE EUROPEAN ARRIVAL
We also have a history of colonialism
 Let us look into popular culture, mythology

In how many cases the disability was just yet another feature
of a person?

In how many movies you have seen a person with disability is

portrayed as a person to laugh at or as a villain?
Some examples :

• Dhritrashtra
• Shakuni
• Manthara
• Eklabya
 What is Ableism?

Ableism – the practices and dominant attitudes in society that devalue and
limit the potential of persons with disabilities.

Ableism - a set of practices and beliefs that assign inferior value (worth) to people
who have developmental, emotional, physical, sensory or psychiatric disabilities.

An ableist society is said to be one that treats non-disabled individuals as

the standard of ‘normal living’, which results in public and private places
and services, education, and social work that are built to serve 'standard'
people, thereby inherently excluding those with various disabilities.

Persons with disabilities face many kinds of barriers on a daily basis.

These can be physical, attitudinal or systemic.
 • “That’s so lame.”
What are ablest micro- • “You are so retarded.”
aggressions? • “That guy is crazy.”
• “You’re acting so bi-polar today.”
• “Are you off your meds?”
• “It’s like the blind leading the blind.”
Micro-aggressions are everyday
verbal or behavioral expressions • “My ideas fell on deaf ears.”
that communicate a negative slight • “She’s such a psycho.”
or insult in relation to someone’s
gender identity, race, sex, disability, • “I’m super OCD about how I clean my apartment.”
etc. In the case of ableism:
• “Can I pray for you?”
• “I don’t even think of you as disabled.”

Phrases like this imply that a disability makes a person less than, and that disability is bad, negative, a problem to be fixed,
rather than a normal, inevitable part of the human experience.
Many people don’t mean to be insulting, and a lot have good intentions, but even well-meant comments and actions can take
a serious toll on their recipients.
9/26/2022 59
How
appropriate
is the course
Name?
9/26/2022 60
Disability is thus not just a health problem. It is
a complex phenomenon, reflecting the
interaction between features of a person’s
body and features of the society in which he or
she lives. Overcoming the difficulties faced by
people with disabilities requires interventions to
remove environmental and social barriers.
any degree of physical disability, infirmity, malformation or
disfigurement
a condition of developmental disability

a mental disorder

a learning disability
  Disability
 Restriction or lack (from an
impairment) of ability considered
World Health normal for a human being

Org. (WHO)
 Handicap
1980  The disadvantage experienced by
a person as a result of impairments

 *ICIDH-1 (1980)

63
WHO 2001

 Disability :
 outcome or result of a complex relationship between an
individual’s:
 health condition
personal factors
external factors

65
 Interaction of Concepts
WHO 2001

Health Condition
(disorder/disease)

Body Activities Participation

function&structur (Limitation (Restriction)
e (Impairment) )

Environmenta Personal
l Factors Factors
67
Some Recent
Technical
Trends

68
 • http://www.slpat.org/slpat2016/papers/S
Predicting Whispered LPAT-proceedings-2016.pdf

Speech

69
 70

Predicting
Word using DL

http://www.slpat.org/slpat2016/papers/SLPAT-proceedings-2016.pdf
 71

CVA for
People with
Hearing
Impairment

https://www.aclweb.org/anthology/W19-1701.pdf
 72

Helpicto: AI for Autism

https://microsoft.github.io/techcasestudies/cognitive%20services/2017/08/04/equadexcognitives.html
73
75
 Dyslexia APPs

77
https://twitter.com/teachersapps/status/559587797871644672
78
https://3dprint.com/121736/3d-printed-
tactile-maps/
Assistive Toys

81
 Text
AT and AAC • Natural language Generation
• Predictive Keyboards
• Transliteration systems
• Scannable Requires AI/ML • Translation Systems
communication • Text-to-Speech
Devices • Gesture to Text
• Blissymbols/ • Icon to text
Pictograph • NLU
• Braille support • Readability/ text simplification
• Corpora
• Sign language support
• Gesture recognition
• Support for Dysarthia User Survey
EEG Speech
• Learning tools • ASR
Eye-tracking
• Accessible Webpage EMA • Dysarthric speech
• Audio-Movie BCI recognition
• Spoken Wikipedia • Speech to image
• Conversational Virtual • Audio based
Agents navigation support
• Silent speech
recognition

82
Grades:
• Marks Distribution (Tentative): 25+
30+ 45
• 25 – Mid sem
• 35 - Team project
• Team of 4 -5 (Individual projects
not allowed)
• Theme topic will be provided
• Presentation + demo
• 40 - End sem
 Interaction of Concepts
WHO 2001

Health Condition
(disorder/disease)

Body Activities Participation

function&structur (Limitation (Restriction)
e (Impairment) )

Environmental Personal
Factors Factors
3
Some Recent
Technical
Trends

4
 • http://www.slpat.org/slpat2016/papers/S
Predicting Whispered LPAT-proceedings-2016.pdf

Speech

5
 6

Predicting
Word using DL

http://www.slpat.org/slpat2016/papers/SLPAT-proceedings-2016.pdf
 7

CVA for
People with
Hearing
Impairment

https://www.aclweb.org/anthology/W19-1701.pdf
 8

Helpicto: AI for Autism

https://microsoft.github.io/techcasestudies/cognitive%20services/2017/08/04/equadexcognitives.html
9
11
 Dyslexia APPs

13
https://twitter.com/teachersapps/status/559587797871644672
14
 Text
AT and AAC • Natural language Generation
• Predictive Keyboards
• Transliteration systems
• Scannable
Requires AI/ML • Translation Systems
communication • Text-to-Speech
Devices • Gesture to Text
• Blissymbols/ • Icon to text
Pictograph • NLU
• Braille support • Readability/ text simplification
• Corpora
• Sign language support
• Gesture recognition
User Survey
• Support for Dysarthia Speech
EEG
• Learning tools Eye-tracking • ASR
• Accessible Webpage EMA • Dysarthric speech
• Audio-Movie BCI recognition
• Spoken Wikipedia • Speech to image
• Conversational Virtual • Audio based
navigation support
Agents
• Silent speech
recognition

15
https://3dprint.com/121736/3d-printed-
tactile-maps/
Assistive Toys

18
Which Sports can PWD Play?
Judo?
Hockey?
Taekwondo?
Skiing?
Triathlon?
 SUMMER SPORTS WINTER SPORTS
• Archery •Alpine skiing
•Biathlon
• Athletics •Shooting Para sport •Cross-country skiing
• Badminton •Sitting volleyball •Para ice hockey
• Blind football •Swimming •Snowboard
•Table tennis •Wheelchair curling
• Boccia •Taekwondo
• Canoe •Triathlon
• Cycling •Wheelchair basketball
•Wheelchair fencing
• Equestrian •Wheelchair rugby
• Goalball •Wheelchair tennis
• Judo
• Powerlifting
• Rowing
 21

 The joystick is extremely sensitive

 All players are “both-legged”
and requires extreme precision.
 People of all age, gender and
background play together.  It is a non-contact sport, so
 Wheelchairs are a part of a player’s control is key.
body.
 Athletic Professionalism is in the
 It is every bit like Soccer.
mind, not the body, of a player.
Assistive Toys

22
Which Sports can PWD Play?
Judo?
Hockey?
Taekwondo?
Skiing?
Triathlon?
 SUMMER SPORTS WINTER SPORTS
• Archery •Alpine skiing
•Biathlon
• Athletics •Shooting Para sport •Cross-country skiing
• Badminton •Sitting volleyball •Para ice hockey
• Blind football •Swimming •Snowboard
•Table tennis •Wheelchair curling
• Boccia •Taekwondo
• Canoe •Triathlon
• Cycling •Wheelchair basketball
•Wheelchair fencing
• Equestrian •Wheelchair rugby
• Goalball •Wheelchair tennis
• Judo
• Powerlifting
• Rowing
 25

 The joystick is extremely sensitive

 All players are “both-legged”
and requires extreme precision.
 People of all age, gender and
background play together.  It is a non-contact sport, so
 Wheelchairs are a part of a player’s control is key.
body.
 Athletic Professionalism is in the
 It is every bit like Soccer.
mind, not the body, of a player.
 Text
AT and AAC • Natural language Generation
• Predictive Keyboards
• Transliteration systems
• Scannable Requires AI/ML • Translation Systems
communication • Text-to-Speech
Devices • Gesture to Text
• Blissymbols/ • Icon to text
Pictograph • NLU
• Braille support • Readability/ text simplification
• Corpora
• Sign language support
• Gesture recognition
User Survey
• Support for Dysarthia Speech
EEG
• Learning tools Eye-tracking • ASR
• Accessible Webpage EMA • Dysarthric speech
• Audio-Movie BCI recognition
• Spoken Wikipedia • Speech to image
• Conversational Virtual • Audio based
navigation support
Agents • Silent speech
recognition

26
Developed by Farazul Haque, IIT Kharagpur (UG)
Assistive Technology

Assistive technology (AT) is assistive, adaptive, and rehabilitative

devices for people with disabilities or the elderly population.
People who have disabilities often have difficulty performing activities of
daily living (ADLs) [self-care activities like toileting, mobility, eating,
bathing, dressing, grooming] independently, or even with assistance.
Assistive technology can ameliorate the effects of disabilities that limit
the ability to perform ADLs and promotes greater independence by
enabling people

https://en.wikipedia.org/wiki/Assistive_technology

28
AUGMENTATIVE AND
ALTERNATIVE COMMUNICATION
(AAC)

Augmentative and alternative

communication (AAC) encompasses the
communication methods used to supplement or
replace speech or writing for those with
impairments in the production or comprehension
of spoken or written language people

https://en.wikipedia.org/wiki/Augmentative_and_alternative_communication

29
500 + organizations to
develop technologies
Yet the penetration is less
than (<5%)

30
 Personalization

Affordability
Challenges/
Limitations Portability

Local Language Support

31
 Lack of Social Awareness

Social issues Lack of Parental awareness

Lack of Available Facilities in Proximity

32
 • Text to Speech

• Speech to Text

• Indian Picture Library

• Indian Sign Language

Language • Multilingualism : Challenge to

software development
Support
Announcements:

• Term Project themes will be provided (in teams )

• Need to submit (dropbox location will be shared)

• Team details
• Specific Topic – presentation (~ 5 -7 slides)
• Work plan

• Deadline : 20 September
 Assistive Technology & AAC

Challenges/ Limitations Social issues

Personalization Lack of Social Awareness
Affordability Lack of Parental awareness
Portability Lack of Available Facilities in Proximity
Local Language Support
 Language Support

Indian Picture
Text to Speech Speech to Text
Library

Multilingualism :
Indian Sign Challenge to
Language software
development
 Production
Niche and small market for
companies and start ups Support and
Maintenance

Missing from Academic Curriculum

We need to have Indigenous technologies suitable for

Indian context
Models of Disability

Personal
Moral Medical Social
Tragedy
Disability
Models
Moral
Model
Models of
Disability
The Expert or The Tragedy and/or
Professional Model of Charity Model of
Disability: Disability:

• This model has provided a

traditional response to disability
issues and can be seen as an
offshoot of the medical model.
Within its framework,
professionals follow a process of • Depicts disabled people as
identifying an impairment and victims of circumstance who are
its limitations (using the medical deserving of pity. This, along
model), and taking the with the medical model, are the
necessary action to improve models most used by non-
(normalize) the position of the disabled people to define and
disabled person. This has tended explain disability.
to produce a system in which an
authoritarian, over-active
service provider prescribes and
acts for a passive client.
• The Economic Model of Disability:
• Defines disability by a person’s inability to participate in
work. It also assesses the degree to which impairment
affects an individual’s productivity and the economic
consequences for the individual, employer and the state.
Such consequences include loss of earnings for and payment
for assistance by the individual; lower profit margins for
the employer; and state welfare payments. This model is
directly related to the charity/tragedy model.
 Problem is the
Problem is Society
Individual
•Moral •Social
•Personal Tragedy
•Medical
The Social (Justice) Model of Disability:
• The Social Model of disability sees the issue of "disability" as a socially created
problem and a matter of the full integration of individuals into society. In this
model, disability is not an attribute of an individual, but rather a complex
collection of conditions, many of which are created by the social environment.
Hence, the management of the problem requires social action and is the
collective responsibility of society at large to make the environmental
modifications necessary for the full participation of people with disabilities in all
areas of social life. The issue is both cultural and ideological, requiring individual,
community, and large-scale social change. From this perspective, equal access for
someone with a “variation” is a human rights issue of major concern.
• Related to the Civil Rights Model of Disability
While the social model redefines “disability,” it stops
short of questioning the status of “impairment”

Impairment is a necessary condition for

disability.

Impairment is a “real entity,” a condition of the

body, which remains the exclusive domain of
medical interpretation and/or intervention.

Minimizes the experience of impairments

 All human beings, irrespective of
their disabilities, have certain
rights that are inalienable

Right Based deserve respect and have human

and legal rights protected by law
Approach that must be upheld.

Discriminating against people with

disabilities is illegal.
This includes the rights to:

Be free from harassment, discrimination,

and hate
An accessible environment

Academic and workplace

accommodations
Privacy of personal and health information
“What is most important to
remember is that we all are
different and need to be
recognized for that which we
are capable of doing. Not for
what we may require aid to
accomplish”
How to Interact with
PwD
 Ask Ask before you help

Be Be sensitive about physical contact

Avoid Avoid personal questions

The Basics Think Think before you speak

Be considerate about the extra time
Be it might take for a personal with a
disability to say or do something
Don’t
Don’t make assumptions
make
Respon
Respond graciously to requests
d
 Language Do’s and Don’t

• Do’s
• Don’t
• Cripple/crippled person
• Deaf & Dumb/deaf-mute
• Differently-abled/ Handi-capable
• Person with a disability-has a disability
• Handicap
• Deaf or Hard of hearing, people/person
• Handicapped Parking/ restrooms/ with hearing loss
seating
• Has a disability
• Mental retardation/ mentally retarded
• Disability
• Accessible parking/ restrooms/ seating
• Intellectual disability, person with an
intellectual disability “Cognitive
Disability”
 • A handshake is not a standard greeting
for everyone. A smile and spoken
greeting is always appropriate
When • Speak to the person not their attendant
Meeting a • Treat adults as adults
• Be patient and listen. Don’t pretend to
Person With understand
a Disability… • It’s ok to use common expressions
• Relax and have a sense of humour
 When Assisting a Person with a Hearing
Impairment

1 2 3
Let the person establish Talk directly to the If the person lip reads,
the communication person even when an speak clearly with a
mode – lip reading, sign Interpreter is being moderate pace
language, writing notes used
When
Meeting • Be patient, listen closely. Do not finish a
With a sentence for the person
Person With
a Disability • Ask the person to repeat what they said
if you don’t understand it.
That Affects
Speech
When Interacting with a person with a visual
impairment…

When greeting identify yourself and the others who may be present

Don’t leave without excusing yourself first

When asked to guide someone never push or pull them. Let them take your
arm and then walk slightly ahead.

As you enter a room describe the layout

 When assisting a person who uses a
wheelchair

Do not
Do not push, lean or hold on to the wheelchair. The
push, lean wheelchair is part of their personal space.
or hold on

Try Try to put yourself at eye level

Be prepared to offer assistance with reaching for, grasping,

Be lifting, opening doors etc.
 When assisting a person who has a mental
illness…

1 2 3
Remember they do not Remember they may Be understanding of
have lower have difficulty the fact that some
intelligences processing or people with mental
expressing emotions illness may overreact to
topics or conversations
When
assisting a • Discuss openly the preferred way to
communicate

person who • Remember that some information

has a Learning processing problems may impact social

skills

Disability
When assisting a person who has an intellectual disability….

1 2 3
Interact with the Break down Provide
person first information into information in
small easy to writing
understand chunks
Every child has the right to quality education
and learning.

INCLUSIVE EDUCATION
Disability is the single most serious barrier to education
across the globe.
Inclusive education allows students of all backgrounds
to learn and grow side by side, to the benefit of all.
However, please remember , IE is not restricted to only
children with disabilities
 Why is Inclusive Education important?

• It’s a right (CRC, CRPD)

• It’s a global commitment (MDG2, SDG4)
• It’s good economics (Lamichhane, Mizunoya)
• It’s good socially

Net Attendance Rate vs % of

OOSC who have a disability
1.2
1
0.8
0.6
0.4
0.2
0

West Bank and…

India
Malawi

Albania

Viet Nam
Indonesia

Maldives
Nigeria

Uganda (2010)

Uganda (2011)
Ethiopia, rural

Tanzania (2008)

Tanzania (2011)

South Africa (2011)

South Africa (2013)

Bangladesh
Papua New Guinea
Children with disabilities are always the last to go to school
… FOR EXAMPLE …
% of out -of -s c h oo l c hi l dren of pri m ar y s c hool age, Vi et nam , 2009
100

90 87

80

70

60

50

40

30 27

20
13
10
10 5 7
4 4 4 2 5 3 3 4 4
2
0
Kinh
Boys

Other
Tay

Khmer

Mong
Girls

Thai

disabilities

disabilities
Migrant
Rural

Muong

Non-migrant
Urban

With
No
Total Sex Location Ethnicity Migration Disability
HOW ARE WE DOING
NOW?
 The lack of data on out-of-school children with disabilities is troubling
children with disabilities are less likely to attend school, and when they do attend
school they are less likely to stay in school and
be promoted.
According to data from the World Health Study, which examined over 50 countries
across different income categories, only 50.6 per cent of men with disabilities had
completed primary education compared to 61.3 per cent of non-disabled men. For
women, these figures were 41.7 per cent and 52.9 per cent, respectively
One study of 11 developing countries found that disability was a stronger predictor
of educational enrollment than either gender or socio-economic class

Mapping Children with Disabilities Out of School

(2014)https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_5.pdf
 In India, the difference between school attendance for children with and without
disabilities is even greater. In 2007, close to 40 per cent of children with disabilities
were not enrolled in school.
This rate was over four times as high as it was for children in Scheduled Tribes or
Castes, who have non-enrollment rates of between 8 per cent and 10 per cent – and
they are viewed as other excluded groups
The overall enrolment rate of children in India is over 90 per cent

Mapping Children with Disabilities Out of School

(2014)https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_5.pdf
 One in 10 children worldwide
live with disabilities
NEARLY 240 MILLION “Children with disabilities face
CHILDREN WITH multiple and often compounding
challenges in realizing their
DISABILITIES AROUND rights”
THE WORLD Children with disabilities are over-
represented among out-of-school
children

Unicef report 2021:

https://news.un.org/en/story/2021/11/
1105412
 24 per cent less likely to receive early stimulation and
responsive care;

COMPARED 42 per cent less likely to have foundational reading and

numeracy skills;

WITH CHILDREN 25 per cent more likely to be wasted and 34 per cent more
likely to be stunted;

WITHOUT 53 per cent more likely to have symptoms of acute

respiratory infection;
DISABILITIES, 49 per cent more likely to have never attended school;

CHILDREN WITH 47 per cent more likely to be out of primary school, 33 per
cent more likely to be out of lower-secondary school and 27
DISABILITIES per cent more likely to be out of upper secondary school;
51 per cent more likely to feel unhappy;
ARE: 41 per cent more likely to feel discriminated against;
32 per cent more likely to experience severe corporal
https://www.unicef.org/press-releases/nearly-
punishment
240-million-children-disabilities-around-world-
unicefs-most-comprehensive
DI ST RI BU TI NG RESOU RCES EQUA LLY DOES NOT PROVI DE EVERYONE
WI TH EQUA L OPPORTU NI TI ES.
RESOU RCES NEED TO BE A LLOCAT ED ACCORDI NG TO NEED.
I N REA LI TY, TH E CH I LDREN I N T H E GREAT EST NEED OFTEN RECEI VE
TH E LEA ST RESOU RCES
The Out-of-School Children Initiative (OOSCI): evaluation report 2018
https://evaluationreports.unicef.org/GetDocument?fileID=10644
Considering early childhood interventions (ECI) as part of schooling is important for
children with disabilities because ECI has a big impact on future school attendance.
Children with disabilities may be hard to find, either because they are hidden by their
parents or because they are sent to live in institutions.
Children who are attending special schools should be incorporated into education
indicators.
“EDUCATING IS AN ACT THAT
USES LOVE TO FILL THE
UNKNOWN.”
BASED ON FOUR ESSENTIAL ELEMENTS OF ERICH
FROMM'S THE ART OF LOVING,

CARE: MAKES SURE THAT THE RESPONSIBILITY: RESPONDING TO RESPECT : CONSIDERING THE ONE KNOWLEDGE OR THE LIMIT OF IT :
STUDENT IS PROVIDED WITH THE THE NEEDS OF THE STUDENT WHOM I WANT TO EDUCATE AS RATIONAL KNOWLEDGE HAS A
INTELLECTUAL, EMOTIONAL, AND SOMEONE DIFFERENT FROM ME, LIMIT, AND IT MUST BE ACCEPTED
PHYSICAL RESOURCES SOMEONE WITH HER OWN LIFE THAT THE MODELS OF SCIENCE
PROCESS AND WHOM I CAN AND PHILOSOPHY CANNOT
ONLY INFLUENCE THROUGH ENCOMPASS THE WHOLE MYSTERY
TOOLS OF COMMUNICATION OF REALITY AND EXISTENCE.
THAT RESPECT HER AUTONOMY
AND ASSUME THAT OUR
RELATIONSHIP IS FIRST AND
FOREMOST A FREE EXCHANGE.
 What is Inclusive Education?

It is NOT It IS
• Keeping children with disabilities • Including all children in
out of school mainstream schools
• Segregated special education
schools
• Separate classes integrated into
regular schools

Exclusion Segregation Integration Inclusion

https://images.app.goo.gl/eCWRQxyXt
AFwv8VH9
Inclusion as a process of school improvement and
development ( e.g Index for Inclusion- Booth and
Ainscow 2002)

Inclusion is inexorably linked with the principles

of equity and social justice (Ainscow 1999;
2007;Artiles et al 2006 ;Barton and Armstrong)
Armstrong and Barton 2007, 6)

Inclusion ‘is fundamentally about issues

of human rights, equity, social justice and
the struggle for a non-discriminatory
society. These principles are at the heart
of inclusive educational policy and
practice’ (Armstrong and Barton 2007, 6)
Children & Families Act 2014:
Section 1 9:G eneralprinciples guidi
ngPart3−theSEN provi
sions

Persons with disabilities are not excluded from

the general education system on the basis of
disability….
Persons with disabilities receive the support
required, within the general education system,
to facilitate their effective education
Inclusive Education is about values and
principles; the kind of Education we want
and the kind of Education we value
(Liasidou 2012a).
New understandings of difference and
diversity, learning, emotional development,
human rights, citizenship and social justice (
e.g Artiles et al 2006; Kershner 2009; Slee
2014)

12
INCLUSIVE EDUCATION -UNESCO
Inclusive Education -UNESCO sees inclusive education as a process of addressing
and responding to diversity of needs of all learners through increasing participation
in learning, cultures and communities, and reducing exclusion within and from
education. It involves changes and modifications in content, approaches, structures
and strategies, with a common vision which covers all children of appropriate age
range and a conviction that it is the responsibility of the regular system to educate all
children.
WHAT IS INCLUSIVE EDUCATION
“Inclusive Education refers to the educational practice base on the philosophical
belief that all learners, those with disabilities and those without, have a right to be
educated together in age appropriate class groups, and that all will benefit from
education in regular classrooms of community schools. Within these settings
teachers, parents and others work collaboratively using appropriate and sufficient
resources to interpret and enact the regular curriculum in a flexible manner in
accordance with the individual abilities and needs of all learners.” Prof Gary
Bunch Ontario
FOR INCLUSION TO WORK IT HAS TO BE DIL, WILL
AND SKILL..HEAD, HEART AND HAND ALL
TOGETHER!

Slide taken from Dr. Reena

Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
 THE EDUCATIONAL CONTEXT
Large class sizes
Packed syllabus
Performance oriented classrooms
Focus on handwriting
An examination system with limited flexibity
PRESSURE
The challenge is to take informed decisions within the context and
with prior knowledge of the context and determined to take small and
big steps to break barriers

Slide taken from Dr. Reena

Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
THE GREATEST BARRIERS ARE NOT
TANGIBLE…
Prejudice
Children with disabilities
are better off in Special
Schools – they have problems…
…and other children
may start imitating them…and
Parents start complaining
Slide taken from Dr. Reena
Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
THE BARRIERS
Poor expectations

They will never manage!

Slide taken from Dr. Reena

Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
THE BARRIERS
Pre-conceived notions

Its Impossible!
How can I ignore 39 children
and give extra time
to One?
Slide taken from Dr. Reena
Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
THE GREATEST BARRIER OF ALL

Negative attitudes

Stay well, be Special, but

Stay Away from Us!

Slide taken from Dr. Reena

Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
THUS….INCLUSION IS ABOUT CHALLENGING THE
BARRIERS AND RECOGNIZING YOU HAVE THE
POWER TO MAKE A DIFFERENCE AND…

“If you ever think you are too small to be effective, think with
admiration of a mosquito buzzing around you….”

Slide taken from Dr. Reena

Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
INCLUSION IS WALKING THE WALK
TOGETHER..

Slide taken from Dr. Reena

Sen’s Presentation in IICP –
DO NOT COPY OR
DISTRIBUTE
INCLUSION IS ABOUT THE CHILD’S RIGHT TO
PARTICIPATE AND THE SCHOOL’S DUTY TO
ACCEPT
It is about…

Maximizing the participation of all learners.

Making learning more meaningful and relevant for all.

Rethinking and restructuring policies, curricula, cultures and

practices in schools and learning environments so that diverse
learning can be met.

Inclusive education is a system of education that is

progressive and flexible .

Slide taken from Dr.

Meenakshi Atal’s
Presentation in IICP – DO
NOT COPY OR DISTRIBUTE
HOW DO WE ADDRESS THE CHALLENGES

Modifications in curriculum

Modifications in teaching strategy

Learning how students with / without special needs interact with and

relate to one another

Being more sensitive, observant and involved

Using assistive tools ,teaching aids and technology

Slide taken from Dr.

Meenakshi Atal’s
Presentation in IICP – DO
NOT COPY OR DISTRIBUTE
Maslow’s Hierarchy of Need: Good educational reasons to have zero tolerance for
bullying.

1. Least Restrictive Environment : LRE

2. Transdisciplinary Team
3. Individualized Education Program : IEP
 4-A
1. Availability

Accessibility (
)
Acceptability (
)
Adaptability (
)
 EMPOWERING THE PERSON
My needs My strengths
are …. are ….

My dreams The help I

are …. need from you
is ….

I am going
to ….

PERSON-CENTRED PLANNING
 In practice
• Resource design (word, ed.pdf)
• Visuals/text/auditory
• Clarity (space/colour)
• Learner styles/types of learner (multimodalities)
• Delivery (diversify)
• Curriculum/module design (think
barriers/opportunity to practice for assessment)
• Assessment and feedback (diversity/timeliness)
• Formative
• Group work (+peer assessment)
• elearning/flexible delivery (+VITAL)
• Developing digital literacies (multi modal)
• clickers
• Student engagement/choice (voice/feedback)
• “Mindfulness” Language (academic speak/
novice-expert continuum)
• Expectation (motivation/confidence)
• Constructive alignment
• Transparency (communication)
SLIDES REFERENCE

Perspectives on Inclusion: the politics of differences and diversity : Dr.

Anasta Inclusive Education for
Inclusive Education for Children with Disabilities: Unicef
Implementing Inclusive Education: Richard Rieser
 HABILITATION AND REHABILITATION

Habilitation Rehabilitation
• Habilitation refers to a process aimed at helping • Rehabilitation refers to regaining skills, abilities,
individuals with disabilities attain, keep, or or knowledge that may have been lost or
improve skills and functioning for daily compromised as a result of illness, injury, or
living. For pediatric patients, habilitative acquiring a disability.
therapy often aims to help a child develop
• For example – a 30-year-old man who is an
motor skills that they have yet to accomplish.
active runner trips over a rock and injures his
• For example, a child with cerebral palsy may ankle. Due to his injury, this man is unable to
require the assistance of a physical therapist to walk or run without limping and seeks the help
learn how to sit. Or another child may need of a physical therapist to be able to walk and run
speech therapy to learn how to say their R as he did before. The aim of this therapy is
sounds. Because both of these are skills that the considered rehabilitation, helping this man
children have yet to accomplish, the aim of the regain a lost skill.
therapy is habilitation.

https://napacenter.org/difference-between-habilitation-and-rehabilitation/
CONSTITUTION AND PWD

The Constitution of India applies uniformly to

all citizens of India irrespective of their
religion, caste, gender, creed etc.
"Disability" has not been defined in the
Constitution.

However, several articles mentions legal rights of PwD

The Constitution secures to the citizens justice, liberty of
thought, expression, belief, faith and worship, equality
of status and of opportunity and for the promotion of
fraternity.

The Directive Principles of State Policy mentions that

the State should extend all the help in the cases of
unemployment, old age, sicknessand disablement.
Article 5 - Equality and non-discrimination
Article 6 - Women with disabilities
Article 7 - Children with disabilities
Article 8 - Awareness-raising
Article 9 - Accessibility
Article 10 - Right to life
Article 11 - Situations of risk and
humanitarian emergencies
Article 13 - Access to justice
Article 14 - Liberty and security of the person

Article 15 - Freedom from torture or cruel,

inhuman or degrading treatment or punishment

Article 16 - Freedom from exploitation, violence and

abuse

Article 17 - Protecting the integrity of the person

 LAW TIMELINE

Rehabilitation Rights of Persons with

Indian Lunacy Act Council of India National Trust Act Disabilities Act [RPWD]
(1912) Act (1992) (1999) (2016)

Mental Health Persons with UN Convention for

Act (1987) Disabilities Act Rights of Persons with
[PWD] (1995) Disabilities
[UNCRPD](2006)
This act is discarded from the constitution
due to its draw backs,
It considered mental retardation and mental
illness as the same condition
Lead to mental health act
Act was passed on 1987 by govt. India, Ministry of Law and
Justice.
Mentally ill person means a person who is in need of
treatment because of any mental disorder other than mental
retardation
This act clearly excluded the person with mental retardation
from the definition of person with mental illness
Treatment and institutionalization of the mentally ill.
Protection and management of their property.
The police have an obligation to take into protective custody a
wandering of neglected mentally ill person.
Mentally ill person have the rights to discharged when cured
Management of properties
Cost of maintenance of mentally ill persons detained as in-
patient in any Govt. psychiatric hospitals or nursing homes
shall be borne by the sate Govt.
Mentally ill patient who are entitled the services of a legal
practitioner by order of the magistrate or district Court .
The rehabilitation council of India was set-up by the
government of India to regulate, standardized training
policies, and programmed in the field of rehabilitation or
person with disabilities.
Under this act every rehabilitation practitioner including
special educator are expected to register in RCI after
qualifying from training institutes recognize by RCI.
To have the right to be served by trained and
qualified Rehabilitation professionals whose
names are borne on the Register maintained
by the Council.
To have the guarantee of maintenance of
minimum standards of education required for
recognition or rehabilitation qualification by
universities or institutions in India.
 To integrate person with disabilities and
provide them with opportunities for full
participation in society

To create a society in which disabled

persons would enjoy status on par with
non-disabled person
Blindness
Low-vision
Leprosy-cured
Hearing Impairment
Loco motor disability, or any form of
Cerebral Palsy
Mental Retardation
Mental Illness
Through…..

Education
Employment
Special facilities
Preferential allotment
Prevention and early detection
Rehab and social security
3% reservation in identified government
jobs.

1% each for:
persons with blindness or low vision
(ii) persons with hearing impairment and
(iii) persons with loco motor disability or
Cerebral Palsy.
Ensure free education till the age of 18 years
Promote integration
Setting up special schools
Transport facilities
Removal of architectural barriers
Supply of books, uniforms etc.
Grant of scholarships
Setting up of appropriate forums
Suitable modification in the examination
systems
Restructuring of curriculum
Make provisions for non-formal education
"Trust" : the National Trust for Welfare of
Persons with Autism, Cerebral Palsy Mental
Retardation and Multiple Disability
constituted under sub section (1) of section3.
Functions
General superintendence,
Direction and
Management of the affairs and business of the
Trust
Enable and empower to live independently
within and as close to the community to
which they belong;
Strengthen facilities and provide support to
live within their own families;
Extend support to registered organization
to provide need based services during the
period of crises in the family
Deal problems of persons with disability
who do not have family support;
Promote measures for the care and
protection in the event of death of their
parent or guardian;
evolve procedure for the appointment of
guardians and trustees requiring such
protection;
facilitate the realization of equal
opportunities, protection of right and full
participation of persons with disability; and
to do any other act
That promotes independent living in the community
for persons with disability by:-
creating a conducive environment in the
community;
counseling and training of family members of
persons with disability;
setting up of adult training units, individual
and group homes;
The act proclaimed in 1995 ,renewed in
2011,changed its name from Person with
disabilities act to Rights of Person with
disabilities act.
It is an important landmark and is a significant
step in the direction of ensuring equal
opportunities for person with disabilities and
their full participation in the nation building.
Goals of Act are,
To integrate person with disabilities and
provide them with opportunities for full
participation in society.
To create a society in which disabled persons
would enjoy status on par with non-disabled
person.
 Right to information act (2005)
Right to education act (2010)
1. Provides educational opportunity in a
normal school settings
2. Provides special attention for leaning if it is
necessary
 • 1-30 Sep – Dementia Awareness Month
• Colour Blindness Awareness Day (UK) – September 6
Disability • Guide Dog Awareness Month (US)
Dates • World Alzheimer’s day – September 21
• International Week of the Deaf 2022 – September 19-25
@September • International Day of Sign Languages – September 23
• ID24 (Inclusive Design 24) – September 23
• Limb Girdle Muscular Dystrophy Awareness Day –
September 30
• World Alzheimer’s Month – September
•