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Bachelor of Arts (BA 501)
Creighton university.
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Submitted by-: Neha Sabharwal Roll Number-: 19/ Semester-: 6th
Case Study-:
A case study is a detailed study of a specific subject,, such as a person, group, place, event, organization, or, phenomenon. case studies are commonly used in, social, educational, clinical, and business research., a case study research design usually involves, qualitative methods, but quantitative methods are, sometimes also used. case studies are good for, describing, comparing, evaluating and understanding, different aspects of a research problem..
The present case study was carried out on a boy name Ashish who has been identified with learning disability. He is presently studying at ‘Udaa n’ a school for the special children in Haryana. The learning disability the child faces is in exc utivefunctioning i. He forgets what he has memorized. When I met her I was tak en away by hisweet and innocent ways. He is attentive an d responsible but the only problem is that he forgets withi n minutes of having learnt something. The case study was conducted by keen observations of the special needed child by involving and getting Information directly from different reliable sources like,concerned teachers, peer groups from the school, Parents, family members and peer groups of the child from the home environment. The tools used in the Study were 1. Qustionnaire. 2. Direct observation. Etc.
Acknowledgement
Would like to express my special thanks of gratitude to my human development and family, empowerment teacher who gave me this opportunity to do this wonderful case study on, child with special needs., which also helped me in doing a lots of research and i came, to know about so many new things. i am really thankful to them., secondly i would also like to thank my parents and friends who helped me a lot i i n finalizing, this case study within the limited time frame., classification of exceptional children.
Sensory Disabled (a) Hearing Impaired (deaf) (b) Speech Impaired (dumb) (c) Visually impaired (blind) Motor Disabled a) Orthopedically b) Crippled Mentally Retarded Learning Disabled Deprived Children Maladjusted Children Problematic Children Juvenile Delinquents Exceptional Children Physically Exceptional Mentally Exceptional Educationally Exceptional Socially Exceptional
The terms used in this definition are defined as follows. 1.)Autism 2.) Deafness 3.) Deaf – blindness 4.) Emotional Disturbance 5.) Hearing Impaired 6.)Learning Disability 7.) Intellectual Disability 8.) Multiple Disabilities 9.) Orthopedic Impairment 10.) Other Health Impairment 11.) Speech and Language Impairment 12.) Traumatic Brain Injury 13.) Visual Impairment Including Blindness
(ii) (ii) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (iii) inappropriate types of behavior or feelings under normal circumstances; (iv) a generally pervasive mood of unhappiness or depression; or (v) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance (5) Hearing Impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects the child’s educational performance but that is not included under the definition of deafness in this section. (6) Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to Listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. Student who exhibits a significant discrepancy between expected achievement and actual achievement determined on an individual basis shall be deemed to have a learning disability. (7) Intellectual Disability means significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a student’s educational performance.
(8) Multiple Disabilities means concomitant impairments (such as mental retardation- blindness, mental retardation-orthopedic impairment, etc.), the combination of which cause such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness. (9) Orthopedic Impairment means a severe orthopedic impairment that adversely affects a student’s educational performance. The term includes impairments caused by congenital anomaly (e., clubfoot, absence of some member, etc.), impairments caused by disease (e., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e., cerebral palsy, amputation, and fractures or burns which cause contractures). (10) Other Health Impairment means having Limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, Leukemia, diabetes, attention deficit disorder or attention deficit hyperactivity disorder or Tourette syndrome, which adversely affects a student’s educational performance. (11) Speech and Language Impairment means a communication disorder, such as stuttering, impaired articulation, a Language impairment or a voice impairment, that adversely affects a student’s educational performance. (12) Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, anoxia or brain tumors with resulting impairments that adversely affect educational performance. The term includes open or closed head injuries or brain injuries from certain medical
Census of India 2011 : Disabled population
####### Disabled Population by Sex and Residence India : 2001- 11
####### Residence Persons Males Females
Total 2,68,10,557 1,49,86,202 1,18,24, Urban 1,86,31,921 1,04,08,168 82,23, Rural 81,78,636 45,78,034 36,00,
Disabled Population by Residence India : 2001- 2011
Disabled Population by Sex and Residence India, 2011
- Percentage of disabled persons in India has increased both in rural and urban areas during the last decade.
- Proportion of disabled population is higher in rural areas
- Slight increase in disability among both the sexes over the decade
- Proportion of disabled population is higher among males
- Decadal Increase in proportion is higher among females
Disabled Population by Type of Disability India : 2011 Disabled Population by Type of Disability India : 20 11 Type of Disability Persons Males Females Total 2,68,10,557 1,49,86,202 1,18,24, In Seeing 50,32,463 26,38,516 23,93, In Hearing 50,71,007 26,77,544 23,93, In Speech 19,98,535 11,22,896 8,75, In Movement 54,36,604 33,70,374 20,66, Mental Retardation 15,05,624 8,70,708 6,34, Mental Illness 7,22,826 4,15,732 3,07, Any other 49,27,011 27,27,828 21,99, Multiple Disability 21,16,487 11,62,604 9,53, Proportion of Disabled Population by Type of Disability India : 201 1 Type of Disability Persons (%) Males (%) Females (%) Total 100 100 100 In seeing 19 18 20 In Hearing 19 18 20 In Speech 8 8 7 In Movement 20 23 18 Mental Retardation 6 6 5 Mental Illness 3 3 3 Any other 18 18 19 Multiple Disability 8 8 8
####### Disability by Type and Sex India : 2011
➢ Disability in seeing and hearing is more among females ➢ Disability in movement is more among males
Small Introduction of my Case Study subject
Ashish is a 8 year old Identified with learning disability living in Rohtak (Haryana) with his family. He is presently studying in udaan a school for special children. He hails from a middle class family. His father is a government employee and his mother is working as teacher. He also has a elder sister and lives in a joint family.
####### Introduction
Learning Disability : The National Advisory Committee on Handicapped Children (1968) defined Learning Disability ( LD) as “Children with special learning disabilities exhibit a disorder in one or more of the basic psychological processes involved in understanding or inusin g spoken or written languages. These may be manifested in disorders of listening,thinking, talki ng, reading, writing, spelling, or arithmetic. They include conditions which havebeen referred to as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia,developmental aphas ia, etc. They do not include learning problems which are due primarily tovisual, hearing, or mot or handicaps, to mental retardation, emotional disturbance, or to environmental disadvantage”. The learning disabled child has intelligence of any other normal child but he faces problems in learning. As defined by Samuel Kirk (1962), “Learning disability refers to a delayed development in oneor more of the process of speech, language, reading, spelling, writing, orarit hmetic resulting from a possible emotional behavioural disturbance and not from mental retardation, sensory deprivation, cultural or instructional factors.” A learning disabledchild may face problem in reading, writing, spelling, speech or the powerof memorization. In the present case the child is able to write well. He can do mathematics fairly well, can speak very clearly and is socially active. He is quite neat in his presentation too but the stumbling block is his memory. He forgets as soon as he learns. Due to this problem of him he is not able to cope up with the peers in his normal school may categorize learning disabilities into dyslexia ( difficulty in reading), dysgraphia (difficulty in writing ), dyscalculia ( difficulty in arithmetic), dysphasia ( difficulty in speaking) to name a few and also executive functioning in which the child is not able to memorize. He does make an effort to learn but after some time he totally forgets each and everything that he has learnt so far. In the present case we are dealing with a child who has the last kind of learning disability i. executive functioning. Such a child therefore fails to keep up with a normal class. A learning disabled child is of average I. but his only limiting situation is his inability to learn. Learning is a process that involves steps which are all cognitive and use the brain. Steps involve observation, describing what one has learnt and then finally putting all that one has learnt into practice. When the child is learning disabled this faculty of his brain is not in apposition to carry out the above operations therefore the child cannot learn well and is labeled as learning disabled. Problem may be in input, processing or in execution. But the reason for this is not known. We have the case of such a child with us here with the following features. Background Information
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Course : Bachelor of Arts (BA 501)
University : creighton university.
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