Sickle cell disease (SCD) is a blood illness caused by the production of a strange kind of haemoglobin known as Hemoglobin S (HbS) or sickle haemoglobin. This aberrant haemoglobin transforms red blood cells into the sickle, obstructing blood flow to all bodily organs. Normal red blood cells are soft and spherical and may readily flow through blood vessels providing oxygen to all body regions. Sickle cell disease causes red blood cells with S haemoglobin to become stiff and sticky, taking the shape of a C-shaped instrument termed a sickle.'

Colah et al. (2017) reported that India has an estimated 100,000 people with β thalassemia syndrome and around 150,000 patients with sickle cell disease. In 2021, this number may have increased to more than 20 lakhs. According to National Health Mission 1400000 [14 lac], sickle cell patients survive in India.

Sickle cell disease (SCD) is a congenital severe chronic illness that affects around 400,000 infants born each year, primarily in Sub-Saharan Africa, India, Brazil, the Middle East, and the diasporic African community. There have been very few empirical studies on the experiences of school-age children with sickle cell disease. A national registry for persons with SCD may be kept.

A Medical View

 Sickle cell disease refers to a haemolytic disorder characterized by chronic anaemia, painful events, and various complications due to associated tissue and multiple organ damage; "haemolytic" refers to the destruction of the cell membrane of red blood cells resulting in the release of haemoglobin.

1. Group of hereditary blood disorders that affect haemoglobin
2. Normal red blood cells contain Hemoglobin A
3. Sickled red blood cells contain Hemoglobin S
4. Polymerization of Hemoglobin S results in red blood cells that are rigid, sticky, and fragile
5. RBCs withHbS instead of HgbS have a shorter life span and trouble passing through blood vessels. Because of their fragility, sickle cells burst (hemolytic anaemia), lowering the red blood cell and haemoglobin count.
6. Sickle cells live 10-20 days in the bloodstream. Normal red blood cells live 120 days.
7. All blood counts may drop if the bone marrow is suppressed by Infection
8. Folic acid deficiency

 

"Belief is to believe in something that is intangible and invisible. "(Napolean Bonaparte). The use of vague, ambiguous, unstructured stimulus objects or situations in which the subjects Project their personality, attitudes, opinions, and self-concepts to give the situations some structure. Basically, the term "projective techniques given by Frank in 1939. During the early '40s. The projective techniques were recognized as one of the important tools to assess individual differences in personality during. As Frank (1948) has so aptly stated, "The essential feature of a projective technique is that it evokes from the subject what is in various ways". Projective techniques are strategies used to access presumably hidden content and emotions using visual stimuli and imagery. They facilitate the expression of internal content that is often subconscious or difficult to articulate by circumventing cognition, rational thought, and normative responses. Projective techniques are predicated on the assumption that a person will cast his or her unfiltered (perhaps socially unacceptable) perceptions, feelings, and desires onto neutral or ambiguous images (Branthwaite, 2002). 

  The conceptualization of projection as a mechanism by which individuals assign subjective perceptions, feelings, and desires on to other people or objects without the inhibition of rational scrutiny is derived from psychoanalysis, in particular, Sigmund Freud’s (1856–1939) clinical work on personality and paranoia (Hussey & Duncombe, 1999). Freud used associative techniques as a strategy to access unconscious motives and desires that he believed were the major determinants of human behavior. By asking patients to provide immediate thoughts about a particular stimulus, Freud was able to explore subconscious processes and personality characteristics (Steinman, 2009). Projective techniques are typically divided into five groups (Linzey, 1959): Associative techniques in which a particular stimulus is used to elicit the first thing that occurs in the subject’s mind. 

Completion techniques in which the subject is required to complete sentences or drawings (sentence completion or captions in comic-strip callouts). 

Constructive techniques in which the subject is required to create a drawing, sculpture, or story. Choice/ordering techniques in which the subject is required to choose from a group, or to order a group (of pictures, sentences, etc. ). Expressive techniques in which the subject is required to organize and incorporate a particular stimulus into a self-expressive process such as role-playingcallouts, psychodrama, dance, etc. Some of the narrative interviews commonly used in qualitative research nowadays also appear to fall into this category

 Social National Council of Educational Research and Training (NCERT), New Delhi

 

5. Years of Experiences in teaching:……………………………………………………………..

 

6. Currently working as:

Class teacher	1
Subject teacher	2
Resource Teacher	3
PT teacher	4
Any other …………….	5

                                   

7. Teaching Subject(s) :   1………………..…...…………………………………………………,

                                                2………………..……………………………………………………...,

                                                3……………..………...........................................................................,

                                                4…………..…………………………………………………………...,

                                                5…………..…………………………………………………………...,

 

8. Weekly responsibilities:

Academic	……………………………………………………..…………………..
Administrative/ other	………....................................................................................................   ………....................................................................................................

 

 

PART-B: SPECIFIC INFORMATION

 

1.      Is there a student with disability (SwD)  in your class (es)?

Yes 1    No 2

If yes, please fill up the following column to get profile of the SwDs in your class.

 

 

S.No.	Name of the students	Address	Locality	Age	Sex	Class	Nature of Challenges in Behaviours	Academic performances	Disability/ SC/ST/ Minority
1
2
3
4
5
6
7
8
9
10
Total

 

2.      Are the SwDs participating in learning activities along with all other students? Yes 1    No 2

 

If yes, please mention some of the learning activities in which the SwDs are participating actively……………………………………………………………………………………………

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If no, please mention the reasons

 

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3.      Is your classroom accessible for SwDs for learning and participation? Yes 1    No 2

If yes, please specify about the accessibility measures taken in your class

 

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If no, please specify about the accessibility measures required to be taken in the class

 

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4.      Are you facing any difficulties in teaching SwDs in your class? Yes 1    No 2

If yes, please specify the difficulties do you face during teaching and learning session.

 

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5.      Are you taking any measures to overcome the difficulties you face in teaching SwDs in your class? Yes 1    No 2

If yes, please list out the measures are you taking

 

1. ………………………………………………………………………………………………

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2. ………………………………………………………………………………………………

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3. ………………………………………………………………………………………………

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6.      Are you providing equal learning opportunity to SwDs in your class at par with other students? Yes 1    No 2

If yes, how?, please mention

 

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. ………………………………………………………………………………………………

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 If no, why?  please specify the reasons

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7.      How do you make your presentation in the inclusive classrooms? Please mention some strategies, you adopt to address the learning needs of each and every student of your class (es)?

 

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8.      Do you modify (if require so) the contents of the subjects for SwDs while teaching all students together?

Yes 1    No 2

If yes, what are the modifications usually you do?

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9.      Are the TLMs/teaching aids that you use in the classroom made available in accessible format for SwDs ?                                                                                                      Yes 1    No 2

If yes, please mention the names of TLMs/Teaching aids in accessible format

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10.  Do you make your teaching learning session interactive to provide opportunity to all children of the class to participate in the activities?                                                                  Yes 1    No 2

If yes, how? please mention the way you make your learning session interactive and participative……………………………………………………………………………………………….………………………………………………………………………………………………..…………………………………………………………………………………………………

 

11.  Are you doing assessment of learning of students during the teaching learning session?

Yes 1    No 2

If yes, how?  please mention the way you are assessing the learning of SwDs along with other

students of your class.

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12.  Are you adapting/modifying the assessment strategies for SwDs, if they are unable to perform on the assessment procedures for other students?                                                     Yes 1    No 2

If yes, how are you adapting or modifying the assessment procedures/techniques? Please mention.

 

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13.  Do you prepare Individualized Education Plan (IEP) for SwDs?                          Yes 1    No 2

If yes, what are the components you include in the IEP ? please mention

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

If not, what are the reasons for not preparing the IEP for SwDs ? please, mention

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14.  Do you use technological devices, software, mobile applications to enhance participation of learning of SwDs of your class as well as assessment of their learning?          Yes 1    No 2

 

 

 

If yes, please mention some of the techno-based applications you are using

 

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15.  Do the SwDs of your class require support services, viz. speech therapy, physiotherapy, braille reading-writing, learning sign language etc.                                                            Yes 1    No 2

 

If yes, from where do they receive support services? please mention

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16.  Do SwDs of your class require/use special aids/appliances, devices including technological devices?                                                                                                         Yes 1    No 2

If yes, please mention the names of aids/devices/digital devices etc.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

17.  Does Special Education Teacher (SET)/Resource Teacher (RT) make visit to your school?

Yes 1    No 2

If yes, how frequently do SET/RT make visit to your school/class and what are the task they perform in the school/class? please mention

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18.  Do other students in the class interact with their classmates having disabilities?     Yes 1    No 2

If no, how do you manage the classroom activities without their interaction with SwFs?

 please mention

 

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19.  Do you receive complaints from the other students about the SwDs’s behaviours/challenges they are facing?                                                                                                 Yes 1    No 2

 

If yes, please mention some complaints/situations and measures taken by you

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

20.  Do you receive complaints from the parents of other students/SMc members about the SwDs? Yes 1    No 2

 

If yes, please mention some complaints/situations and measures taken by you

 

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21.  Do you receive complaints from the parents of SwDs about other students? Yes 1    No 2

 

If yes, please mention some complaints/situations and measures taken by you

 

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22.  Do SwDs of your class receive any incentives, scholarships, uniforms, textbooks, escort/transport allowances etc.?                                                                                   Yes 1    No 2

If yes, please mention the incentives, they are receiving

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

23.  During classroom teaching, what do you usually do, if a SwD interrupts the classroom process?

• Ignore
• Punish
• Divert them in other activities.
• Complain to the principal/parents
• Instruct-not to do.
• Any other (please specify):………………………………………………………………….

 

24.  In case of continuous absence of SwDs from your class, what do you do for their learning loss?

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25.  Do you think that now there is stagnancy in learning of SwDs of your class and further learning will not occur?                                                                                                           Yes 1    No 2

 

26.  Do you think it is necessary to undergo special/focused training/orientation to address the diverse learning needs of SwDs in the ordinary classrooms?                                    Yes 1    No 2

 

27.  Have you ever undergone such kind of in-service training on teaching and learning of children with disabilities in inclusive classroom?                                                                           Yes 1    No 2.

 

 If yes, nature of the training

 

Duration	……………………………………………………
Organizing agency	……………………………………………………

 

 

 

 

 

 

 

28.  Any suggestions for improving participation of SwDs in learning activities :-

 

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