Cognitive, Intellectual Disabilities| What is Impairment and Disability| revisiting terms, terminology, and phrases | Dr Manju Rani ~ Dr Manju Antil (Counselling Psychologist and Psychotherapist)

Cognitive, Intellectual Disabilities

A child's way of learning is affected by how different sensory organs, parts of our body and brain work together, or how they are affected. Specific disabilities, such as autism spectrum, intellectual disability, and learning disability are primarily related to brain function and/or how the brain processes incoming information. They are treated as cognitive and intellectual disabilities.

With the increased use and sometimes misuse of many of these terms, a little clarification and insight into cognitive and intellectual disability would be helpful to our work in inclusive classrooms. The following paragraphs provide a brief understanding of these conditions and disabilities. To make the information presented in the handbook easier to understand and help you enhance your learning, we also explain how the terms cognitive and intellectual disabilities are used in the handbook.

Among the conditions that arise as a result of brain function and have a direct impact on teaching and learning, Specific Learning Disorders/difficulties (SLD) and Autism have received particular attention during this time. recent times. Among these, we often hear the term SLD. We need to better understand what these terms mean, as it has direct implications for our work with students in the classroom. We must understand that screening and evaluation of a child must meet certain expected criteria in order for them to be identified as living with these conditions and to receive services and interventions. relevant and compulsory education.

Difficulties and disabilities such as SLD, autism (and learning delays) require detailed assessment, testing and diagnosis, and are available to the children and families who attend our schools for learning and education. may not or may not be accessible. Therefore, it is important to exercise caution before labelling or misdiagnosing a child with a disability. Mislabeling and identification can result in children's needs not being understood. In many of our situations, students are often discriminated against because of their inability to understand how children perceive and learn about the world. These misconceptions can prevent students in our schools from receiving educational interventions that help them begin learning in the classroom. Disorders that teachers often talk about today, such as SLD, and autism, are therefore increasingly difficult to understand in our context.

First, it requires proper research-based field-test evaluation by trained professionals. Second, and more importantly, these assessment procedures are relevant and need to be addressed in a wide variety of situations. And third, a better understanding of these disorders and how the brain works is evolving even in a context where research and understanding of these disorders are relatively advanced. and provide basic information about intellectual disabilities.

Multiple terms and phrases related to disability and special needs can lead to confusion and lack of understanding. This section reviews and explains some of the terms you are likely to come across while working on inclusive classroom design.

Impairment and Disability

Two terms related to special and inclusive education that are most commonly used, often interchangeably, are impairment and disability. While impairment refers to a lesser degree of complexity in the way our bodies work, disability refers to the inability or not being able to perform a task. Most of us have felt inability at some time or other in our lives: during illness, following a physical injury or, when in an unfamiliar environment. For example, during a bodily injury like a fracture or severe sprain, disability would involve not being able to use your limbs effectively to walk, run or write etc. Given that often these and related terms are used interchangeably, the following section offers explanations of pairs of terms often heard while referring to persons with disabilities.

Impairment: (Dosh, Vikaar)

Illness, injury, or complexity arising from any difficulty in how our body works or functions.

Disability: (Nishkta)

Disability is more than a problem or difficulty with how our body works – a child with impairment may experience disability when functioning in an environment that impacts the child’s triumphant performance at a task. Thus, impairment alone may not cause an inability to perform in a manner equal to others, but the systems within which one has to live, learn, work and operate can cause a child with impairment to be unable to perform successfully, (for example, a child with hearing impairment may be able to successfully function within own immediate contexts of family and neighbourhood, and not experience any ‘disability’ in going through routine, day-to-day interactions, but may experience an inability to perform with the same success as her classmates in a classroom setting involving expected expressions of learning.) Overcoming or successfully being able to navigate, participate, function and contribute in a school, classroom or any organized system thus needs suitable interventions for a person with impairment/s. The interventions need to be effective in reducing or eliminating challenges and barriers.

In this article, the term disabilities would include sensory disabilities, cognitive disabilities, intellectual disabilities and physical disabilities.

Assessment: (Aankalan)

This involves gathering information to understand the student teacher-performance and classroom functioning, and is thus an interactive process. Assessments are formative and diagnostic in nature, that is, they provide information about students’ areas of strength and help recognise the teaching-learning aspects requiring attention or improvement.

Evaluation: (Mulyankan) This involves making a value judgment on a performance which is then graded. The process is summative in nature.

Integration: (Ekikaran)

In the context of education of students with disabilities, integration means providing education to students with special needs in regular classrooms. In this process, the focus is on having the child adapt and adjust to the regular classroom.

Inclusion: (Samavesh)

Inclusive education refers to education for all students, where all students are equal participants in the learning process.

Adaptation: (Anukulan)

Adaptation refers to adjusting assessments, material, curriculum or classroom environment, to accommodate a student’s needs to enable him/her to participate in and achieve the teaching-learning goals.

Some examples include:

use of audio tapes, and electronic texts where available, having a peer or a classmate to assist with class activities, or simply reorganising the seating of a child who is unable to be attentive, is easily distracted or distracts others in the classroom
alternatives to written assignments to demonstrate knowledge and understanding (for example, through oral presentations, drawing or other artistic presentations)a
extended time to complete assignments or tests;
computer software that provides text-to-speech or speech-to-text conversion capabilities;
provide multiple experiences with materials to allow for different learning styles or needs, and also to help reinforce learning (for example, learning in multiple ways how plants grow, through textbooks, through hands-on experience by growing one in the class, preparing observation records of its growth and through group or whole class discussion about the on-going learning).

Modifications: (Sudhaar)

Modifications involve making changes to learning goals, teaching processes, assignments and/ or assessments to accommodate a student’s learning needs.

For example: changing an assignment to accommodate a student’s learning needs: allowing the use of letter cards to spell words as a modification to saying the spelling aloud, allowing the student with intellectual impairment to utilise concrete and/or more hands-on experiences, changing the conceptual difficulty level for some students.

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