Internship Report on Exceptional Children

Internship Report on

Exceptional Children at Kalyani Inclusive School

Kalyani Inclusive School

Supervised By:

Munira Azhar Urmee
Lecturer
Department of Psychology
Jagannath University, Dhaka



Submitted By:

G.M. Atiqur Rahman
Masters 1st Semester (4th Batch)
Roll: M-120603014
Session: 2012-2013
Educational and Developmental Psychology
Department of Psychology
Jagannath University, Dhaka




November 2015

DECLARATION

G.M. Atiqur Rahman is the student of Jagannath University (MSc. 1st Semester Educational and Developmental Psychology, Department of Psychology), hereby declare that this Internship Report on Exceptional Children at Kalyani Inclusive School is totally mine. I did not copy any other research, though I took some helps other various published and unpublished works. To the best of my knowledge the study is an, authentic one and if there is any error, I am responsible for that.








 

CERTIFICATE

This is to certify that I have scrutinized the this Internship Report on Exceptional Children at Kalyani Inclusive School submitted by G.M. Atiqur Rahman is a partial fulfilment for his degree of MSc in Educational and Developmental Psychology and he accomplished it all by himself under my close supervision and guidance.

                                                                    Supervisor By


Munira Azhar Urmee
Lecturer
Department of Psychology
Jagannath University, Dhaka

ACKNOWLEDGEMENT

It is privilege as well as obligation to express my indebtedness to a number of individual and institution who helped me in many ways to prepare this report.

It is a great pleasure to pay regards and express profound gratitude to my internship supervisor Munira Azhar Urmee, Lecturer, Department of Psychology, Jagannath University- Dhaka, Whose active support persistent guidance provided me an exquisite perception of all fruitful knowledge and suggestion in preparing this internship report. Her encouragement and consistent supervision helped me to do this report successfully. It would have been very difficult for me to complete this internship work without her help, co-operation and valued advice.

I also express my deep sense of gratitude and thanks to the Chairman, Kalayni Inclusive School for her valuable suggestions and constructive criticism in preparing the manuscript.

Finally, I express my sincere thanks and gratefulness to all my participants who helped me in collecting the data. Further, I would like to thank all my friends and well-wishers who with their family members encouraged me to perform such a internship work. Last but not the least I owe lifelong indebtedness to my parents for their keen interest in my education.




 

Table of Content

Topics    Page No.
 
Declaration        II
     
Certificate        III
     
Acknowledgement        IV
     
Table of Content        v
     
List of Table        vii
     
List of Figure        viii
     

Introduction        1

    Definition of Internship    2

    Importance of Internship:    3

    Goals and Objective of Internship    5

    Subject Matter of Internship    6

    The Role of Student Intern    7

    Duration of Present Studies    7

       

Exceptional Children        8

    Who are the Exceptional Children    9

    Autism    10

    Down Syndrome    17

    Blindness    20

    Child with a disability    21

       

Services for Exceptional Children in Bangladesh & Abroad        28

    Services for Exceptional Children in Bangladesh    29

    Services for Exceptional Children in Abroad    36

       

Profile of Institution of Kalyani Inclusive School        41

    Kalyani Inclusive School    42

     

CASE STUDY        45

    Case Study 1    46
    Case Study 2    48
    Case Study 3    50
    Case Study 4    52
    Case Study 5    54
     

Observation of the Internship        56

    Observation of the Classes    57

    Work Schedule    57

    Procedure of Education    57

    Teaching Procedure    58

       

Recommendations        59

       

Reference        62

       

Appentixs        64

 

List of Table

Table No.    Title    Page No.

01    Number of students in the classes of Kalyani    43
02    Assessment report of exceptional child Nafi    47
03    Assessment report of exceptional child Yasin    49
04    Assessment report of exceptional child Anika    51
05    Assessment report of exceptional child Rafi     53
06    Assessment report of exceptional child Nafi     55

 

List of Figure

Figure No.    Title    Page No.
     
01    Inclusive Education in a class    06
02    Learning program for an autistic child in a classroom    15
03    Nondisjunction result of Down Syndrome    18
04    Incident of Down Syndrome related with mental age    20
05    A typical Snellen chart that is used for visual testing    21
06    A child with emotional disturbance    24
07    A mental retarded child    25



Exceptional Children at Kalyani
1
Chapter-1

INTRODUCTION

Exceptional Children at Kalyani
2
1.1

Definition of Internship

An internship is a temporary position with an emphasis on on-the-job training
rather than merely employment, and it can be paid or unpaid. Internships for
professional careers are similar in some ways to apprenticeships for trade and
vocational jobs, but the lack of standardisation and oversight leaves the term
open to broad interpretation. Interns may be college or university students, high
school students, or post-graduate adults. These positions may be paid or unpaid
and are usually temporary.
An internship is an opportunity offered by an employer to potential employees,
called interns, to work at a firm for a fixed, limited period of time. Interns are
usually undergraduates or students, and most internships last for any length of
time between one week and 12 months.
Internships (also called placements, work placements or industrial placements)
may be part-time or full-time. They are usually part-time if offered during a
university semester and full-time if offered during the summer, winter or Easter
holidays, when they typically last 4-12 weeks. Placements are usually full-time,
and take place irrespective of term time or holiday time.
An internship is also a directed, practical learning experience, outside of the
normal classroom setting, in which students sharpen skills, gain experience
through work on advanced productions, apply classroom learning to
professional settings or projects, and learn firsthand how professional
companies or organizations operate.

Exceptional Children at Kalyani
3
1.2

Importance of Internship

The importance of an internship experience cannot be overstated. Today,
employers favour prospective employees who have done not only one‟s
internship but multiple internships. Such as;
1. A college education will serve to propel a graduate into a profession by
conferring a degree, which demonstrates an academic proficiency in
various theoretical and practical examples of ways that a job might be
performed.
2. An internship makes the classroom‟s abstract theories and learned
examples concrete by placing the student in a real life work situation with
real live co-workers performing actual professional tasks, which the job
encompasses.
3. Internships are one of the best ways for students to get that experience.
Internships also give the opportunity to gain some self-confidence. Figure
out what strengths really shine.
4. It is also a good time to identify weaknesses so they too can become
stronger.
5. It is also a great opportunity to improve oral and written communication
skills. This is important because most of us are not used to interacting with
a diverse population. A student might meet lawyers, police officers,
politicians, extremely rich people, not so rich people, hippies, rock stars,
circus folk, teachers, and even other interns. Each person might be different
in their language, their personality, and their profession. Interacting with
people will teach you more about real world experiences faster than
anything.
6. An internship turning into a job is one of the best and rewarding outcomes
of an internship. Not every, but many internships have the possibility of

Exceptional Children at Kalyani
4
developing into full-time employment. The closer to the terminal point in
education, graduating, the likelier it is that an internship can develop into a
full-time job. For example, let‟s suppose that a student‟s career choice
requires that getting his Doctorate Degree. Doing an internship in an area
related to his curriculum when he is pursuing Associate Degree is a
valuable experience. He can get credit toward his Associate Degree and the
experience goes on his resume as professional experience. However, a
student will in all likelihood not get offered the job he would get when he
has earned either his Bachelor Degree or Doctoral Degree. He may be
offered a job that he would like to do while he is continuing to go to school
to get your advanced degrees, but advanced degrees will be necessary to
achieve ultimate goals. During the pursuit of his Advanced Degrees he can
do additional internships for credit, (following the outline and requirements
of the degree conferring institution,) which in turn may also lead to other
employment opportunities. While he is a student this is an ongoing fluid
situation offering enormous, exciting, and endless possibilities.
7. The process of to successfully applying, interviewing, obtaining, and
fulfilling
the
responsibilities
of
an
internship
demonstrates
an
understanding and ability to sequence and carry out a complicated
plan. The plan to do an internship in turn is perfect practice to finding a
job. The process is virtually the same. Searching, planning, applying and
doing; whether it‟s an internship or a job the process is the same.
8. To learn more about the entire career field, or particular aspects of it.
9. To apply theory learned in class to an actual working situation.
10.To give you an edge in applying for a job. An internship listed on a resume
shows you have taken the initiative to obtain working experience. You will
be able to get a letter of recommendation that can be included in a job
application.

Exceptional Children at Kalyani

5
11.A student will begin to build a "network" of contacts in the industry that
can lead to information about available jobs.
12.Some internship leads to jobs within the company itself.
The saying, “Practice makes perfect,” is directly relevant to the internship/job
experience. If a student has successfully carried out an internship have all of
the necessary skills to do the same for employment.
1.3

Goals and Objective of Internship

Internship helps strengthen our professional skills and interpersonal
relationships in professional settings. Finding or being placed in an internship
and receiving credit for the experience are privileges, not rights. We must want
this experience and to get academic credit for an internship, we must first go
through the department's internship coordinator. The internship coordinator will
offer guidance and suggestions for specific locations if we are struggling to find
an appropriate placement. An internship placement may be with any
organization, association, or business where the knowledge and skills developed
in the telecommunications major are applicable, subject to the approval of the
internship coordinator.
1. Apply what is being learned in their coursework connecting theory to
practice
2. Expand upon their professional skills where they will gain awareness of the
professional
expectations in today‟s work environment
3. Gain clarity in their academic and career directions as well as identify
personal values and developmental needs
Our internship placed at Kalyani Inclusive School. This study shows a snapshot
about the inclusive education system for exceptional children. Inclusive
education happens when children with and without disabilities participate and
learn together in the same classes. Research shows that when a child with

Exceptional Children at Kalyani

6
disabilities attends classes alongside peers who do not have disabilities, good
things happen.
(Figure no. 01)
For a long time, children with disabilities were educated in separate classes or in
separate schools. People got used to the idea that special education meant
separate education. But we now know that when children are educated together,
positive academic and social outcomes occur for all the children involved.
We also know that simply placing children with and without disabilities
together does not produce positive outcomes. Inclusive education occurs when
there is ongoing advocacy, planning, support and commitment.
1.4

Subject Matter of Internship

Generally, an internship consists of an exchange of services for experience
between the student and an organisation. Students can also use an internship to
determine if they have an interest in a particular career, create a network of
contacts or gain school credit. Some interns find permanent, paid employment
with the organizations for which they worked. This can be a significant benefit
to the employer as experienced interns often need little or no training when they
begin regular employment. Unlike a trainee program, employment at the
completion of an internship is not guaranteed.
In our internship program, we noticed the symptoms and characteristic of
exceptional child. We also observed that how exceptional students follow the
inclusive education system. Such as;

Exceptional Children at Kalyani

7
How can they adopt with family?
Which type of behaviour they show towards a particular situation?
How they react with friends and their circumstance?
Identifying the daily elements which are involved with them.
1.5

The Role of Student Intern

The student intern is responsible for securing an internship, developing learning
objectives in consultation with the site and faculty supervisor, arranging
scheduled meeting dates with the site and faculty supervisor. Students will be
expected to meet the reasonable work expectations of the employer, completing
the identified academic and reflective work as agreed, as well as establish a
schedule for the Two-Week Review, the Midterm Evaluation, and the Final
Evaluation and returning them to the faculty supervisor on time.
1.6
Duration of Present Studies
Duration of present internship is about 15 days (Placement schedule from June
15, 2015 to June 29, 2015)

Exceptional Children at Kalyani
8
Chapter-2

EXCEPTIONAL CHILDREN

Exceptional Children at Kalyani
9
2.1
Who are the Exceptional Children
All children exhibit differences from one another in terms of their physical
attributes (some are shorter, some are stronger) and learning abilities (some
learn quickly and are able to remember and use what they have learned in new
situations; others need repeated practice and have difficulty maintaining and
generalizing new knowledge and skills). The differences among most children
are relatively small, enabling these children to benefit from the general
education program. The physical attributes and/or learning abilities of some
children, however-those called exceptional children-differ from the norm (either
below or above) to such an extent that they require an individualized program of
special education and related services to fully benefit from education. The term
exceptional children includes children who experience difficulties in learning as
well as those whose performance is so superior that modifications in curriculum
and instruction are necessary to help them fulfil their potential. Thus,
exceptional children is an inclusive term that refers to children with learning
and/or behaviour problems, children with physical disabilities or sensory
impairments, and children who are intellectually gifted or have a special talent.
The term students with disabilities are more restrictive than exceptional children
because it does not include gifted and talented children. Learning the definitions
of several related terms will help us better understand the concept of
exceptionality:
1. Mental retardation (developmental disabilities)
2. Learning disabilities
3. Emotional and behavioural disorders
4. Autism
5. Communication (speech and language) disorders
6. Hearing impairments
7. Visual impairments

Exceptional Children at Kalyani
10
8. Physical and health impairments
9. Traumatic brain injury
10.Multiple disabilities
11.Giftedness and special talents
"Exceptional children" means that child who meets one or more of the
following criteria and need special education services:
2.2

Autism

Autism means a developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before age
three but not necessarily so, that adversely affects a child's educational
performance. Other characteristics often associated with autism are engagement
in repetitive activities and stereotyped movements, resistance to environmental
change or change in daily routines, and unusual responses to sensory
experiences. The term shall not apply if a child's educational performance is
adversely affected primarily because the child has an emotional disturbance.
2.2.1

Characteristics of autism

No one will exhibit all of these characteristics, as each case of autism has its
own unique gifts and struggles. This is a list of commonly seen characteristics
found on the autism spectrum. This list is provided for educational purposes
and not meant to be used for diagnosing autism. Many of these characteristics
can also be found in those struggling with ADD/ADHD. Generally, an
individual with autism will have struggles in several categories below, not just
one.

Exceptional Children at Kalyani
11
Social skills:
Very little or no eye contact.
Resistance to being held or touched.
Tends to get too close when speaking to someone (lack of personal space).
Responds to social interactions, but does not initiate them.
Does not generally share observations or experiences with others.
Difficulty understanding jokes, figures of speech or sarcasm.
Difficulty reading facial expressions and body language.
Difficulty understanding the rules of conversation.
Difficulty understanding group interactions.
Aversion to answering questions about themselves.
Gives spontaneous comments which seem to have no connection to the
current conversation.
Makes honest, but inappropriate observations.
Seems unable to understand another‟s feelings.
Prefers to be alone, aloof or overly-friendly.
Difficulty maintaining friendships.
Finds it easier to socialize with people that are older or younger, rather than
peers of their own age.
Unaware of/disinterested in what is going on around them.
Talks excessively about one or two topics (dinosaurs, movies, etc.).
Overly trusting or unable to read the motives behinds peoples‟ actions.
Minimal acknowledgement of others.
Linguistic/language development:
Abnormal use of pitch, intonation, rhythm or stress while speaking.
Speech is abnormally loud or quiet.
Difficulty whispering.

Exceptional Children at Kalyani

12
Repeats last words or phrases several times. Makes verbal sounds while
listening (echolalia).
Often uses short, incomplete sentences.
Pronouns are often inappropriately used.
May have a very high vocabulary.
Uses a person‟s name excessively when speaking to them (“Mary, we are
having lunch. Right, Mary?”).
Speech started very early and then stopped for a period of time.
Difficulty understanding directional terms (front, back, before, after).
Behaviours:
Obsessions with objects, ideas or desires.
Ritualistic or compulsive behaviour patterns (sniffing, licking, watching
objects fall, flapping arms, spinning, rocking, humming, tapping, sucking,
rubbing clothes).
Fascination with rotation.
Play is often repetitive.
Many and varied collections.
Unusual attachment to objects.
Quotes movies or video games.
Difficulty transferring skills from one area to another.
Perfectionism in certain areas.
Frustration is expressed in unusual ways.
Feels the need to fix or rearrange things.
Transitioning from one activity to another is difficult.
Difficulty attending to some tasks.
Gross motor skills are developmentally behind peers (riding a bike, skating,
running).

Exceptional Children at Kalyani
13
Fine motor skills are developmentally behind peers (hand writing, tying
shoes, and scissors).
Inability to perceive potentially dangerous situations.
Extreme fear (phobia) for no apparent reason.
Verbal outbursts.
Unexpected movements (running out into the street).
Difficulty sensing time (Knowing how long ten minutes is or three days or
a week).
Difficulty waiting for their turn (such as in a line).
Causes injury to self (biting, banging head).
Emotions or sensitivities:
Sensitivity or lack of sensitivity to sounds, textures (touch), tastes, smells or
light.
Difficulty with loud or sudden sounds.
Unusually high or low pain tolerance.
Intolerance to certain food textures, colours or the way they are presented
on the plate (one food can‟t touch another).
Inappropriate touching of self in public situations.
Desires comfort items (blankets, teddy, rock, string).
Laughs, cries or throws a tantrum for no apparent reason.
Resists change in the environment (people, places, objects).
An emotional incident can determine the mood for the day - emotions can
pass very suddenly or are drawn out for a long period of time.
Becomes overwhelmed with too much verbal direction.
Tends to either tune out or break down when being reprimanded.
Calmed by external stimulation - soothing sound, brushing, rotating object,
constant pressure (hammock, rolled in a blanket).
May need to be left alone to release tension and frustration.

Exceptional Children at Kalyani
14
School-related skills:
Exceptionally high skills in some areas and very low in others.
Excellent rote memory in some areas.
Difficulty with reading comprehension (can quote an answer, but unable to
predict, summarize or find symbolism).
Difficulty with fine motor activities (colouring, printing, scissors, gluing).
Short attention span for most lessons.
Resistance or inability to follow directions.
Difficulty transitioning from one activity to another in school.
Health/Movement:
Walks on toes.
Unusual gait.
Difficulty changing from one floor surface to another (carpet to wood,
sidewalk to grass).
Odd or unnatural posture (rigid or floppy).
Difficulty moving through a space (bumps into objects or people).
Walks without swinging arms freely.
Incontinence of bowel and/or bladder.
Constipation.
Frequent gas (flatulence, burping) or throwing up.
Appearance of hearing problems, but hearing has been checked and is fine.
Seizure activity.
Allergies and food sensitivities.
Irregular sleep patterns.
Apparent lack of concern for personal hygiene (hair, teeth, body odours).

Exceptional Children at Kalyani
15
(Figure no. 02)
2.2.2

Causes of Autism

Not long ago, the answer to this question would have been “we have no idea.”
Research is now delivering the answers. First and foremost, we now know that
there is no one cause of autism just as there is no one type of autism. Over the
last five years, scientists have identified a number of rare gene changes, or
mutations, associated with autism. A small number of these are sufficient to
cause autism by them. Most cases of autism, however, appear to be caused by a
combination of autism risk genes and environmental factors influencing early
brain development.
In the presence of a genetic predisposition to autism, a number of no genetic, or
“environmental,” stresses appear to further increase a child‟s risk. The clearest
evidence of these autism risk factors involves events before and during birth.
They include advanced parental age at time of conception (both mom and dad),
maternal illness during pregnancy and certain difficulties during birth,
particularly those involving periods of oxygen deprivation to the baby‟s brain. It
is important to keep in mind that these factors, by themselves, do not cause
autism. Rather, in combination with genetic risk factors, they appear to
modestly increase risk.

Exceptional Children at Kalyani

16
A growing body of research suggests that a woman can reduce her risk of
having a child with autism by taking prenatal vitamins containing folic acid
and/or eating a diet rich in folic acid (at least 600 mcg a day) during the months
before and after conception.
Increasingly, researchers are looking at the role of the immune system in
autism. Autism Speaks is working to increase awareness and investigation of
these and other issues, where further research has the potential to improve the
lives of those who struggle with autism.
2.2.3

Syndrome of Autism

Even as infants, children with Autism may seem different, especially when
compared to other children their own age. They may become overly focused on
certain objects, rarely make eye contact, and fail to engage in typical babbling
with their parents. In other cases, children may develop normally until the
second or even third year of life, but then start to withdraw and become
indifferent to social engagement.
The severity of Autism can vary greatly and is based on the degree to which
social communication, insistence of sameness of activities and surroundings,
and repetitive patterns of behaviour affect the daily functioning of the
individual.
2.2.4
Social impairment and communication difficulties
Many people with Autism find social interactions difficult. The mutual give-
and-take nature of typical communication and interaction is often particularly
challenging. Children with Autism may fail to respond to their names, avoid eye
contact with other people, and only interact with others to achieve specific
goals. Often children with Autism do not understand how to play or engage with

Exceptional Children at Kalyani

17
other children and may prefer to be alone. People with Autism may find it
difficult to understand other people‟s feelings or talk about their own feelings.
People with Autism may have very different verbal abilities ranging from no
speech at all to speech that is fluent, but awkward and inappropriate. Some
children with Autism may have delayed speech and language skills, may repeat
phrases, and give unrelated answers to questions. In addition, people with
Autism can have a hard time using and understanding non-verbal cues such as
gestures, body language, or tone of voice. For example, young children with
Autism might not understand what it means to wave goodbye. People with
Autism may also speak in flat, robot-like or a sing-song voice about a narrow
range of favourite topics, with little regard for the interests of the person to
whom they are speaking.
2.2.5
Repetitive and characteristic behaviours
Many children with Autism engage in repetitive movements or unusual
behaviours such as flapping their arms, rocking from side to side, or twirling.
They may become preoccupied with parts of objects like the wheels on a toy
truck. Children may also become obsessively interested in a particular topic
such as airplanes or memorizing train schedules. Many people with Autism
seem to thrive so much on routine that changes to the daily patterns of life - like
an unexpected stop on the way home from school - can be very challenging.
Some children may even get angry or have emotional outbursts, especially when
placed in a new or overly stimulating environment.
2.3

Down Syndrome

In every cell in the human body there is a nucleus, where genetic material is
stored in genes. Genes carry the codes responsible for all of our inherited traits

Exceptional Children at Kalyani
18
and are grouped along rod-like structures called chromosomes. Typically, the
nucleus of each cell contains 23 pairs of chromosomes, half of which are
inherited from each parent. Down syndrome occurs when an individual has a
full or partial extra copy of chromosome 21.
This additional genetic material alters the course of development and causes the
characteristics associated with Down syndrome. A few of the common physical
traits of down syndrome are low muscle tone, small stature, an upward slant to
the eyes, and a single deep crease across the centre of the palm-although each
person with down syndrome is a unique individual and may possess these
characteristics to different degrees, or not at all.
2.3.1

Different types of Down syndrome

There are three types of Down syndrome: Trisomy 21 (Nondisjunction),
Translocation and Mosaicism.

Trisomy 21 (Nondisjunction)

Down syndrome is usually caused by an error in cell division called
Nondisjunction. Nondisjunction results in an embryo with three copies of
chromosome 21 instead of the usual two. Prior to or at conception, a pair of 21st
chromosomes in either the sperm or the egg fails to separate. As the embryo
develops,the extra chromosome is replicated in every cell of the body. This type
of Down syndrome, which accounts for 95% of cases, is called trisomy 21.
Figure no.03 (Nondisjunction result of Down Syndrome)

Exceptional Children at Kalyani
19

Mosaicism

Mosaicism or mosaic Down syndrome is diagnosed when there is a mixture of
two types of cells, some containing the usual 46 chromosomes and some
containing 47. Those cells with 47 chromosomes contain an extra chromosome
21.
Mosaicism is the least common form of Down syndrome and accounts for only
about 1% of all cases of Down syndrome. Research has indicated that
individuals with mosaic Down syndrome may have fewer characteristics of
Down syndrome than those with other types of Down syndrome. However,
broad generalizations are not possible due to the wide range of abilities people
with Down syndrome possess.

Translocation

In translocation, which accounts for about 4% of cases of Down syndrome, the
total number of chromosomes in the cells remains 46; however, an additional
full or partial copy of chromosome 21 attaches to another chromosome, usually
chromosome 14. The presence of the extra full or partial chromosome 21 causes
the characteristics of Down syndrome.
2.3.2

Causes of Down syndrome

Regardless of the type of Down syndrome a person may have, all people with
Down syndrome have an extra, critical portion of chromosome 21 present in all
or some of their cells. This additional genetic material alters the course of
development and causes the characteristics associated with Down syndrome.
The cause of the extra full or partial chromosome is still unknown. Maternal age
is the only factor that has been linked to an increased change of having a baby
with Down syndrome resulting from nondisjunction or mosaicism. However,

Exceptional Children at Kalyani

20
due to higher birth rates in youngerwomen, 80% of chiidren with Down
syndrome are born to women under 35 years of age.
There is no definitive scientific research that indicates that Down syndrome is
caused by environment factors or the parent‟s activities before or during
pregnancy.
The additional partial or full copy of the 21st chromosome which causes Down
syndrome can originate from either the father or the mother. Approximately 5%
of the cases have been traced to the father.
Figure no. 04 (Incident of Down Syndrome related with mental age)
2.4
Blindness
Blindness means a visual impairment that requires dependence on tactile and
auditory media for learning. It is a decreased ability to see to a degree that
causes problems not fixable by usual means, such as glasses. Some also include
those who have a decreased ability to see because they do not have access to
glasses or contact lenses. 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 people
difficulties with normal daily activities such as driving, reading, socializing, and
walking.

Exceptional Children at Kalyani
21
2.4.1
Causes
Undetermined (18%)
The most common causes of
visual impairment globally in
2010 were:
Refractive errors (42%)
Cataracts (33%)
Glaucoma (2%)
Age related macular
degeneration (1%)
Corneal opacification (1%)
Diabetic retinopathy (1%)
childhood blindness
Trachoma (1%)
Figure no. 05
2.5

Child with a disability

Child with a disability means the following:
A child evaluated as having mental retardation, hearing impairments including
deafness, speech or language impairments, visual impairments including
blindness, emotional disturbance, orthopaedic impairments, autism, traumatic
brain injury, other health impairments, or specific learning disabilities and who,
by reason thereof, needs special education and related services; and for children
ages three through nine, a child who is experiencing developmental delays and,
by reason thereof, needs special education and related services.

Exceptional Children at Kalyani
22

Deafness

Deafness means a hearing impairment that is so severe that it impairs a child's
ability to process linguistic information through hearing, with or without
amplification, and adversely affects the child's educational performance. A deaf
person has little to no hearing. Hearing loss may occur in one or both ears. In
children hearing problems can affect the ability to learn language and in adults
it can cause work related difficulties. In some people, particularly older people,
hearing loss can result in loneliness.
Hearing loss may be caused by a number of factors, including: genetics, ageing,
exposure to noise, some infections, birth complications, trauma to the ear, and
certain medications or toxins. A common condition that results in hearing loss is
chronic ear infections. Certain infections during pregnancy such as rubella may
also cause problems. Hearing loss is diagnosed when hearing testing finds that a
person is unable to hear 25 decibels in at least one ear. Testing for poor hearing
is recommended for all newborns. Hearing loss can be categorised as mild,
moderate, severe, or profound.
Half of hearing loss is preventable. This includes by immunisation, proper care
around pregnancy, avoiding loud noise, and avoiding certain medications. The
World Health Organization recommends that young people limit the use of
personal audio players to an hour a day in an effort to limit exposure to noise.[4]
Early identification and support are particularly important in children. For many
hearing aids, sign language, cochlear implants and subtitles are useful. Lip
reading is another useful skill some develop. Access to hearing aids, however, is
limited in many areas of the world.
Globally hearing loss affects about 10% of the population to some degree. It
causes disability in 5% (360 to 538 million) and moderate to severe disability in
124 million people. Of those with moderate to severe disability 108 million live
in low and middle income countries. Of those with hearing loss it began in 65

Exceptional Children at Kalyani

23
million during childhood. Those that speak sign language and are members of
Deaf culture see themselves as having a difference rather than an illness. Most
members of Deaf culture oppose attempts to cure deafness and some within this
community view cochlear implants with concern as they have the potential to
eliminate their culture. The term hearing impairment is often viewed negatively
as it emphasises what people cannot do.
Developmental delay
Developmental delay means such a deviation from average development in one
or more of the following developmental areas that special education and related
services are required: Physical, Cognitive, Adaptive behaviour, Communication
or social or emotional development. The deviation from average development
shall be documented and measured by appropriate diagnostic instruments and
procedures.
Emotional disturbance
Emotional disturbance means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree that
adversely affects a child's educational performance:
An inability to learn that cannot be explained by intellectual, sensory, or
health factors;
An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers;
Inappropriate types of behaviour or feelings under normal circumstances;
A general pervasive mood of unhappiness or depression; or
A tendency to develop physical symptoms or fears associated with personal
or school problems.

Exceptional Children at Kalyani

24
(Figure no. 06)
The term shall include schizophrenia but shall not apply to children who are
socially maladjusted, unless it is determined that they have an emotional
disturbance.
Gifted Child
Gifted means performing or demonstrating the potential for performing at
significantly higher levels of accomplishment in one or more academic fields
due to intellectual ability, when compared to others of similar age, experience,
and environment.
Mental Retardation
Mental retardation (MR) is a condition diagnosed before age 18, usually in
infancy or prior to birth, that includes below-average general intellectual
function, and a lack of the skills necessary for daily living. When onset occurs
at age 18 or after, it is called dementia, which can coexist with an MR
diagnosis. Intelligence level as determined by individual standard assessment is
below 70, and the ability to adapt to the demands of normal life is impaired.

Exceptional Children at Kalyani

25
This is important because it distinguishes a diagnosis of MR from individuals
with low IQ scores who are able to adapt to the demands of everyday life.
Education, job training, support from family, and individual characteristics such
as motivation and personality can all contribute to the ability of individuals with
MR to adapt.
(Figure no. 07: A mental retarded child)
Other behavioural traits associated with MR (but not deemed criteria for an MR
diagnosis) include aggression, dependency, impulsivity, passivity, self-injury,
stubbornness, low self-esteem, and low frustration tolerance. Some may also
exhibit mood disorders such as psychotic disorders and attention difficulties,
though others are pleasant, otherwise healthy individuals. Sometimes physical
traits, like shortness in stature and malformation of facial elements, can set
individuals with MR apart, while others may have a normal appearance. Mental
retardation affects about 1 percent to 3 percent of the population.
Orthopaedic Impairment
Orthopaedic impairment means a severe orthopaedic impairment that adversely
affects a child's educational performance and includes impairments caused by
any of the following:

Exceptional Children at Kalyani

26
Congenital anomaly, including clubfoot or the absence of a limb;
Disease, including poliomyelitis or bone tuberculosis; or other causes, including
cerebral palsy, amputation, and fractures or burns that cause contractures.
Other health impairment means having limited strength, vitality, or alertness,
including a heightened alertness to environmental stimuli, that result in limited
alertness with respect to the educational environment and that meets the
following criteria:
Is due to chronic or acute health problems, including asthma, attention deficit
disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart
condition, haemophilia, lead poisoning, leukaemia, and nephritis, rheumatic
fever, and sickle cell anaemia; and adversely affects a child's educational
performance.
Specific Learning Disability
Specific learning disability means a disorder in one or more of the basic
psychological processes involved in understanding or using language, spoken or
written, that may manifest itself in an imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical calculations, including perceptual
disabilities,
brain
injury,
minimal
brain
dysfunction,
dyslexia,
and
developmental aphasia. The term shall not include learning problems that are
primarily the result of any of the following:
Visual, hearing, or motor disabilities;
Mental retardation;
Emotional disturbance; or
Environmental, cultural, or economic disadvantage.

Exceptional Children at Kalyani
27
Speech or language impairment
Speech or Language Impairment means a communication disorder, including
stuttering, impaired articulation, a language impairment, or a voice impairment,
that adversely affects a child's educational performance.
Traumatic Brain Injury
Traumatic Brain Injury means an acquired injury to the brain, caused by an
external physical force, resulting in total or partial functional disability or
psychosocial impairment, or both, that adversely affects educational
performance. The term shall apply to open or closed head injuries resulting in
impairments in one or more areas, including the following:
Cognition;
Language;
Memory;
Attention;
Reasoning;
Abstract thinking;
Judgment;
Problem solving;
Sensory, perceptual, and motor abilities;
Psychosocial behaviour;
Physical functions;
Information processing; and
Speech.
The term shall not include brain injuries that are congenital or degenerative or
that are induced by birth trauma.

Exceptional Children at Kalyani

28
Chapter 3
Services for Exceptional Children in Bangladesh & Abroad

Exceptional Children at Kalyani
29
3.1
Services for Exceptional Children in Bangladesh
Discrimination in the family, the community and the workplace is at the core of
most violations of the rights of children with disabilities in Bangladesh. Beliefs
are that disability is a curse and these social beliefs are deeply rooted at all
levels. While progress is slow, changes have been noted due to policy
modifications and social mobilisation.
UNICEF‟s report “The State of the World‟s Children 2013”, which was
unveiled in Bangladesh recently and especially dedicated to children with
disabilities, strongly recommends building more inclusive societies for them.
Knowing the exact number of children with disabilities and the types of
problems they are facing is another issue for further actions. To make an
inclusive society for the children with disabilities, the government has mandated
the schools to build ramps. The government has a programme of awarding the
children with stipends as well.
Recent studies in Bangladesh continue to suggest that the vast majority of
children with disabilities never attended schools and that a large percentage of
the ones who do attend mainstream schools soon drop out due to inaccessible
school infrastructure, and unfriendly school environment and non-inclusive
teaching practices. The launching of the second Bangladesh sector-wide
program Primary Education Development Program (PEDP-II) in 2004 marked a
significant scaling up of the government‟s commitment to Education for All
„goals and for the first time recognized mainstreaming children with special
needs (CSN) policy under this project.
Though there are special programs like PEDP-II and currently PEDP-III in
place to promote full participation of CSN into mainstream education, barriers

Exceptional Children at Kalyani

30
stand in the way to meet their needs. Lewis (2007) reported that several
developing countries have put great effort into expanding school enrolment. But
although improving enrolment rates is a key step to getting all children into
school, delivering universal primary education means more than providing
schools or getting more children to enrol. For instance, Lewis mentioned, in
Bangladesh there has been large-scale investment in improving access to
education, yet there has been little focus on whether schools are inclusive and
good enough to retain and be of any real benefit to children after enrolment. To
present examples of inclusive education in Bangladesh, UNICEF suggested that
although school enrolment is increasing at a fast rate, the enrolment of CSN is
extremely low. They are often marginalized in mainstream schools as a result of
negative attitudes towards them. A lack of child-cantered approaches in
education and the physical inaccessibility of schools are other reasons for low
enrolment. Consequently, a large percentage of those who do attend mainstream
schools soon drop out.
Access to preschool education for children with disabilities is a function, in part,
of the opportunity available to any Bangladeshi child for an education in the
early years; an opportunity (through formal, non formal, and informal ways)
that is available to very few children. Of those who do have access to early
childhood education, of whatever quality or setting, 40 percent come from
advantaged families who can afford to pay the fees and related costs. There is
virtually no access to preschool education in Bangladesh for children with
disabilities, except for programs designed and implemented through non-
governmental organizations.

Exceptional Children at Kalyani
31
3.1.1
Activities of BPF and Kalyani Inclusive School
Bangladesh Protibondhi Foundation (BPF) has been involved in developing and
providing services for the children all over the country in different forms with a
handful of trained multidisciplinary teams since 1984. The services have been
extended to a large number of families of the disabled, even to the remotest
villages. One of the main strategies of BPF is to train community, parents,
caregivers and service providers to transfer skills, so that the services can reach
to the un-reached.
The Bangladesh Protibondhi Foundation is registered under Voluntary Social
Welfare Agencies (Registration and control) Ordinance of Peoples‟ Republic of
Bangladesh. Registration Number is DHA 01562 dated 17.11.84. BPF is
registered with NGO Affairs Bureau; Govt. of Bangladesh to receive foreign
donation and the registration on is DSS/FDO/R-189. The National Board of
Revenue has exempted donations to BPF from taxation under Order No.SRO
9(35)/Tax-41-590 dated 11.10.84.
The strength of the organization has been in the development of evidence-based
strategies for the prevention, early identification, intervention and optimum
development of CWDs, including those at-risk.
The vision of BPF is that all children and person with disability in the country
will be self-reliant, independent and integrated in the society for a better life
with honour and dignity.
The mission is to work for the treatment, education, rehabilitation, health,
nutrition and protection of children and adults with disability through training in
independent skills by developing, providing, organizing and setting up relevant
services through training and facilities.

Exceptional Children at Kalyani

32
Kalyani is a special and inclusive education system for children with disabilities
under Bangladesh Protibondhi Foundation. This school situated on 12 Outer
Circular Road, West Malibagh, 1217 Dhaka, Bangladesh. It has three centres in
Dhaka. 157 students including 26 regular children are enrolled in the school.
The school has 15 staffs. Children usually enjoy times here because, alongside
study, the school has good entertainment facilities for them. Behaviour of the
teachers and staffs are also good. This School is non government institute for
special and regular student. It has many facilities for better education. There are
many good students who have mentally deserved and regular also. Kalyani is
donation based school have increasing branches. All branches have multiple
facilities to develop their students‟ attitudes.
3.1.2

SWID Bangladesh

Back Ground of the Organization: SWID was formed in December, 1977 by
some professionals, social workers and parents of the intellectually disabled
children, when most of people of this country had little knowledge about
educability or sociability of persons with intellectual disability, and there were
no services for the persons with intellectual disability. Such persons were then
mentioned as idiots and most often classed/mixed up by many with the lunatics.
SWID started schooling program for the intellectually disabled children. Then
in 1982 a Norwegian organization named NFPU came forward with necessary
financial support for not only the existing activities of SWID, but also advised
us through a consultant/technical representative for new programs and for the
expansion of activities with new Branches at different parts of the country. This
cooperation lasted for 18 years (from 1982-1999). NFU has also purchased a
land with its building for SWID at 4 Eskaton Garden, Dhaka.

Exceptional Children at Kalyani

33
The Government of Bangladesh has shown keen interest for the welfare of the
disabled. The Government has therefore involved itself with the programs and
activities of SWID soon after SWID had embarked on its pioneering activities
for the cause of the intellectually disabled persons. The main building of SWID
at 4/A, Eskaton Garden has been constructed on land and with funds provided
by the Government. It was inaugurated by the then Hon‟ble Prime Minister
Begum Khaleda Zia. This building at 4/A, Eskaton Garden, is now the Head-
Office of SWID.and is now known as National Institute for the Intellectually
Disabled (NIID). Government of Bangladesh has also extended its financial
support to SWID as salary grant from 1994 and hopefully it will continue in
future.
Management of the organization: General Members of the Branches
constitute the base of the organizational management. There are altogether
4,174 General Members throughout the country under the Branches, majority of
the General Members are the parents of the persons with intellectual disability
and others are professionals and social workers. Branch Members elect the
Branch Executive Committee which runs Branch schools and other activities.
Representatives from the Branches constitute National Council which elects the
National Executive Committee for every two years. National Executive
Committee is responsible for running the overall activities of the organization
and accountable to the National Council.
Number of staff of the organization: SWID has altogether 479 teaching,
administrative and professional staff at Head Office, National Institute for the
Intellectually Disabled (NIID) and schools run by the branches. Out of them
280 are female and 199 are male.

Exceptional Children at Kalyani

34
Stakeholders: Primary stakeholders are the children and adult with intellectual
disability and secondary stakeholders are parents and community people
including the personnel working in the government departments.
Target group: Children and adults with intellectual disability of Bangladesh,
Intellectually disabled persons with autism, cerebral palsy, Down‟s syndrome,
communication disorders and behaviour disorders are also served in the
development programs of the organization.
Number of beneficiaries: At present 7516 children and adults with intellectual
and associated disability like autism, cerebral palsy, Down‟s syndrome and
behavior disorders are getting different services from the organization.
3.1.3

BRAC

BRAC, previously known as the Bangladesh Rural Advancement Committee, is
the major player in Bangladesh‟s non formal education network. BRAC has
32,549 NFE centres throughout the country and employs 32,549 teachers,
program officers, team leaders, and quality assurance specialist regional
managers. The programs include pre-primary children (starting at age 5) to age
15. Beginning in 1999, BRAC successfully included children with mild to
moderate disabilities, in collaboration with Helen Keller International, in five of
its eleven schools, followed by including children with all types of disabilities.
To develop human resources and a cadre of trained teachers, BRAC established
collaboration with the Centre for Disability in Development (CDD). At the
present time, only three children per class (about 10 percent of the class size)
with mild and moderate disabilities can be enrolled.

Exceptional Children at Kalyani

35
3.1.4

SUCCEED

SUCCEED is a four and a half year project in early childhood education
developed by Save the Children Federation, Inc. (SC) to support achievement of
USAID/Bangladesh‟s Strategic Objective 10: Improved Performance at Early
Childhood and Primary Education Levels through Innovative Learning Models.
Its funding is $12 million. The project was signed into effect in August 2004
and was to be officially launched January 30, 2005. However, due to political
unrest and a hartal (general strike),formal launching of the project has been
delayed. The SUCCEED project will have linked activities in five regions of the
country: Sylhet, Rajshahi, Khulna, Barisal, and Dhaka divisions. In each region,
Save the Children will select an area known as a “Learning Hub” where
“Beacons of Success” will demonstrate best practice examples for early
childhood development and primary education initiatives and advocacy.
SUCCEED‟s targeted interventions aim to improve children‟s learning in early
childhood, grades one and two.
3.1.5
Action on Disability and Development (ADD)
Action on Disability and Development (ADD) is a right based development
international organization supporting organization of disabled people to
campaign for equal rights and to ensure social justice. ADD views disability as
a human rights or social issue related to attitude and access to equal
opportunities and resists definitions which relates to impairment of an
individual .i.e, the social model of disability and opposed to the medical model.
ADD works in 13 countries in Asia and Africa.
In Bangladesh ADD started working in 1995. At Present ADD is implementing
its program in 12 districts of Bangladesh. ADD organizes disabled people in the

Exceptional Children at Kalyani

36
grassroots level, support disabled people organization and encourage
mainstream NGOs to work with disabled people. ADD played important role in
Bangladesh to strengthen disability movement.
ADD believe in self-help, rather than charity and hand-outs, and, wherever
possible, work with existing organizations of disabled people and establish
partnership agreement. ADD chooses to work to support organizations who
have a rights-based approach to development and share common values.
3.2
Services for Exceptional Children in Abroad
Education is a fundamental human right and is seen as the key to having a better
and more fulfilling life for survival, protection, and development of human
potentialities (UNICEF, 2007). Education is increasingly considered as a key to
the inclusive and sustained development of a society (UNESCO, 2012). Access
to quality education irrespective of the race, religion or other traits, therefore, is
the basic right of every citizen. However, the question that arises is one of what
happens to those students who need special support to get this basic human
right?
According to the EFA Global Monitoring Report (2010), children with
disabilities remain one of the main groups being widely excluded from quality
education. The EFA Global Monitoring Report (2007) estimated that the
majority of children with disabilities did not go to school at all, and of the 72
million primary aged children worldwide that were out of school, one third had
disabilities.

Exceptional Children at Kalyani

37
3.2.1
India
According to the Individuals with Disabilities Education Act (IDEA), all
disabled children from birth to 22 years of age must receive a free, appropriate
education. This education must include special services related to the child‟s
specific, identified needs.
Indian school district, special education is defined as a specially designed
instructional program offered at no cost to the parent that will meet the needs of
the disabled child. Special education may require changing regular school
curriculum, teaching methods, materials, or ideas to meet the needs of the
disabled child. We will also provide related services when necessary. Schools
are responsible for identification, referral, evaluation, placement, and review of
all disabled children who live in the Indian Oasis-Baboquivari School District.
Anyone (a parent, teacher, doctor, school employee, or the student him/herself)
can refer a child for special education. Once a referral has been made, parents
are notified and an evaluation is done with their permission. These evaluations
are standard-based and confidential. They must be completed within 60 days of
the parent‟s approval. If a child is recommended for special services, parents
must agree that services are necessary before they can begin. A meeting is
scheduled with parents, school personnel, and any other applicable service
providers to discuss the needs of the child and create a plan for their execution.
If the child is placed in special education, services will begin within 15 school
days. Indian Oasis will monitor each child for progress and will re-evaluate
them at least once every three years.
Services currently provided by Indian Oasis Elementary School Intermediate for
exceptional students are: referral, evaluation, and testing instructional programs
for mentally retarded; the hearing impaired including deafness, speech, or

Exceptional Children at Kalyani
38
language impaired; visual impaired including blindness; serious emotional
disturbance; orthopaedic impaired; autism; traumatic brain injury, and other
health impairments or specific learning disabilities special transportation
medical referrals
3.2.2

USA

They are the more than 4.5 million children and youth in this country that have
physical, mental, or behavioural handicaps. Ranging in age from birth to 21,
these children and youth with exceptionalities require the assistance of special
educators in order to benefit from education. A dynamic concept of
exceptionality encompasses all children who need a specially tailored education
program to achieve in accordance with their potential who trends are apparent in
special education today. First, children with disabilities are receiving special
education services earlier. This trend reflects the recognition that a child's
ability to learn in school depends on skills learned as a toddler, such as
communicating with others or exploring the environment. Since disabilities can
delay the acquisition of these skills, early special education is needed to provide
a foundation for future learning. To identify these young children and treat their
disabilities, special educators are working closely with hospitals, medical
personnel, therapists, and social workers. Family services are being provided to
help parents understand their child's disability and its treatment, and preschool
education is being provided in homes and in preschool education centres. For
many children, early educational treatment of handicapping conditions can
reduce or eliminate the need for intensive special services later.
Young gifted children are also receiving more attention. It is not uncommon to
find such children experiencing a vast gap between their advanced intellectual
skills and their less advanced physical and emotional competencies.

Exceptional Children at Kalyani
39
Understanding the unique developmental patterns that are often present in gifted
children can help parents and teachers adjust their expectations of academic
performance to a more realistic level. Young gifted children who find that their
limited physical skills are not sufficiently developed to carry out the complex
projects they imagined must be helped to develop coping skills to deal with
their frustrations.
The second trend is a change in the public's attitude toward employment of
people with handicaps. Today it is recognized that valuable contributions may
be made even by people with severe handicaps. Schools are assessing the
abilities and talents of students with handicaps and matching them with
potential occupations. More instruction in vocational skills is being provided to
students with handicaps, and programs are being offered to assist them in the
transition from school to community life and work. Emphasis on serving the
needs of exceptional children is likely to continue, and the information derived
from current research will improve special educational services even more in
the future.
3.2.3

England

In England and Wales the acronym SEN for Special Educational Needs denotes
the condition of having special educational needs, the services which provide
the support and the programmes and staff which implement the education. In
England SEN PPS refers to the Special Educational Needs Parent Partnership
Service. SENAS is the special educational needs assessment service, which is
part of the Local Authority. SENCO refers to a special educational needs
coordinator, who usually works with schools and the children within schools
who have special educational needs. The Special Educational Needs Parent
Partnership Services help parents with the planning and delivery of their child's

Exceptional Children at Kalyani
40
educational provision. The Department for Education oversees special
education in England. Most students have an individual educational plan, but
students may have a group plan in addition to, or instead of, an individual plan.
Group‟s plans are used when a group of students all have similar goals. In
Scotland the Additional Support Needs Act places an obligation on education
authorities to meet the needs of all students in consultation with other agencies
and parents. In Scotland the term Special Educational Needs (SEN), and its
variants are not official terminology although the very recent implementation of
the Additional Support for Learning Act means that both SEN and ASN
(Additional Support Needs) are used interchangeably in current common
practice.
3.2.4

Canada

Education in Canada is the responsibility of the individual provinces and
territories. As such, rules vary somewhat from place to place. However,
inclusion is the dominant model. For major exams, Canadian schools commonly
use accommodations, such as specially printed examinations for students with
visual impairments, when assessing the achievements of students with special
needs. In other instances, alternative assessments or modifications that simplify
tests are permitted, or students with disabilities may be exempted from the tests
entirely.

Exceptional Children at Kalyani

41
Chapter 4
Profile of Institution of Kalyani Inclusive School

Exceptional Children at Kalyani
42

Kalyani Inclusive School

4.1

Preface

Kalyani is a special and inclusive education system for children with disabilities
under Bangladesh Protibondhi Foundation. Kalyani was established on 25
November 1989 which was inaugurated by Poet Sufia Kamal. This school
situated on 12 Outer Circular Road, West Malibagh, 1217 Dhaka, Bangladesh.
It has three centres in Dhaka. 100 students including 26 regular children are
enrolled in the school. The school has 15 staffs. Children usually enjoy times
here because, alongside study, the school has good entertainment facilities for
them. Behaviour of the teachers and staffs are also good. This School is non
government institute for special and regular student. It has many facilities for
better education. There are many good students who have mentally deserved
and regular also. Kalyani is donation based school have increasing branches. All
branches have multiple facilities to develop their students‟ attitudes.
4.2
Objectives
Assessment of the new clients, follow up and provide services according to the
clients need, organize training to support adequate service.
4.3
Activities and outcome
The paediatrician and psychologist are mainly involved in screening
identification and advice for management of the children with disability and
also arrange therapy, counselling service is provided for parents, family
members and people closely associated with the children with disability.

Exceptional Children at Kalyani

43
Admissions in the following classes at Kalyani Special School for the
exceptional students are follows-
No.
1
2
3
Classes
Komol Koli
Champa Koli
Early Intervention
Program
Total Clients
40
22
29
Gender
Male
24
11
20
Female
16
11
9
4
5
6
7
Total
Dishari
Korobi
Madhobi
Chander Hut
25
13
12
16
157
18
9
9
12
103
7
4
3
4
54
Table no. 01: Number of students in the classes of Kalyani
Komol Koli: The age range of the class is from 4-8 years. For these children
Kalyni has special curriculum of training which contains some basic functional
skills. Such as; Toiling, Feeding, Dressing, In the area of socialization, Music,
Dance, Concept about body parts, Object identification, Picture identification
and others.
Champa Koli: Students of Champa Koli age range from 9 years to 12 years
mostly have thier activities of daily living training. Special training is mostly
given to them to develop their pre-academic skill, social skill, general
knowledge,
co-curricular
activities,
vocational
skill,
speech
and
communicational skill. Most of the students of the class participate in the above
activities. Co-curricular activities like music, dance, scouting, gymnastic classes
are arrange in groups.

Exceptional Children at Kalyani
44
Korobi: The age range of the students of this class is from 12-16 years. Most of
them are manageable and trainable. They can follow instruction and can
perform some social activities. Most of the students have training on activities
of daily living; only few of them need little help in this area. All the students of
this class get vocational training along with educational teaching.
Dishari: This class consist of children with „Cerebral Palsy‟. The age range of
these students is from 6-17 years. The intelligence level of these students of this
class is comparatively better. All the children receives compulsory
physiotherapy for one hour every day, the also get academic lessons, music, art
and craft, games etc. according to their ability. Special training is arrange for
them to improve their hand function and for their daily living activities.

Exceptional Children at Kalyani

45
Chapter 5

CASE STUDY

Exceptional Children at Kalyani

46
5.1

Case Study 1

Student’s Name: Md. Ifrat Islam Nafi
Sex: Male
Date of Birth: 18/07/2007
Father’s name: Md. Nazrul Islam
Mother’s name: Rabia Islam Sumi
Father’s Income: 30000
Present
address:
Vill:
Hirazil,
Up:
Shidderjong,Upozela:
Narayanjgonj,Dist: Narayanjgonj.
Permanent
address:
Vill:
Hirazil,
Up:
Shidderjong,Upozela:
Narayanjgonj,Dist: Narayanjgonj.
Family members: 4
Types of Exceptionality: Down syndrome
Admission of Nafi: Nafi came to Shishu Bikash Clinic of BPF on June
12, 2014.
Family History: Nafi, students of Komol Koli class, is younger of two
children of his parents. His father is a businessman and mother is
housewife. Economic condition of his family is higher middle class.
Activities of Nafi: 6 years 10 month old boy Nafi used utter of a few
words (e.g. Baba, Maa, Dadi, Yes, No etc.). Most of the time he
communicates with other using gesture. The boy adequately skilled in
toileting (capable to use toilet but need partial assistance for cleaning).

Exceptional Children at Kalyani

47
His mother reported that Nafi skilled in dreaming, eating, parental
assistance for toileting (cleaning).
Problems of Nafi
1. Speech Delay
2. Down Syndrome
3. Developmental Delay
Date of Assessment: Nafi‟s assessment held on 25/06/2015.
Instrument used for assessment: Denver Development Scale used for
the assessment.
Assessment Report: According to the assessment report; Nafi‟s result is;
Norm
Personal-Social
Fine Motor Adoptive
Language
Gross Motor
Daily Activities
Score
66 mo
21 mo
9.5 mo
23.5 mo
30 mo
Table no. 02: Assessment report of exceptional child Nafi
Result of Assessment: His developmental age is 45 months 24 days.
Advice for Nafi
1. Continuous Komor Koli Class
2. Counselling
3. Follow up

Exceptional Children at Kalyani

48
5.2

Case Study 2

Student’s Name: Yasin Alam Tahmid
Sex: Male
Date of Birth: 05/02/2007
Father’s name: Md. Taslim Alam
Mother’s name: Shirin Akter
Father’s Income: 20000
Present address: 375/West Rampura, D.I.T Road, Dhaka -1219.
Permanent address: 375/West Rampura, D.I.T Road, Dhaka -1219 .
Family members: 5
Types of Exceptionality: Down syndrome
Admission of Yasin: Yasin came to Shishu Bikash Clinic of BPF on
June 03, 2012 his Mother for psychological assessment and intervention.
Family History: Yasin is the second of five children of his parents. His
father is a service holder and mother is housewife. There are 5 members
in his family. Economic condition of his family is middle class.
Activities and symptoms of Yasin: Yasin, the child of 4years 10 months
is very much co-operative and cheerful. Having down syndrome, speech
delay (produce a few words), developmental delay, motor delay, problem
in thyroid, The child is partially feeding and dressing trained and capable
to use toilet except cleaning himself.

Exceptional Children at Kalyani

49
Problems of Yasin
1. Down Syndrome
2. Developmental Delay
3. Speech Delay
Assessment of Yasin: Assessment of Yasin held on 25/06/2015
Instrument used for assessment: Denver Development Scale used for
the assessment.
Assessment Report: According to the assessment report Yasin‟s result
is;
Norm
Personal-Social
Fine Motor Adoptive
Language
Gross Motor
Score
66 mo
24 mo
24 mo
23.5 mo
Table no. 03: Assessment report of exceptional child Yasin
Result of the assessment: His developmental age is 34 months 24 days.
Advice for Yasin
1. Continuous Komor Koli Class
2. Counselling

Exceptional Children at Kalyani

50
5.3

Case Study 3

Student’s Name: Rabeya Nuzhat Anika
Sex: Female
Date of Birth: 30/06/2007
Father’s name: Md. Abdur Razzak
Mother’s name: Nasima Begum
Father’s Income: 32000
Present address: 55/1South mugda para, Dhaka -1214.
Permanent address: 55/1South mugda para, Dhaka -1214.
Family members: 6
Types of Exceptionality: Autism Spectrum Disorder (ASD)
Admission of Anika: Anika came to Shishu Bikash Clinic of BPF on
November 20, 2012.
Family History of Anika: Anika is youngest of six children of her
parent. Her mother admitted her for psychological assessment and
intervention.
Activities and symptoms of Anika: Anika the child of 4years 10 months
is very much co-operative and cheerful. Having down syndrome, speech
delay (produce a few words), developmental delay, motor delay, problem
in thyroid, The child is partially feeding and dressing trained and capable
to use toilet except cleaning himself.

Exceptional Children at Kalyani

51
Problems of Anika:
1. Down Syndrome
2. Developmental Delay
3. Speech Delay
Date of Assessment: Anika‟s assessment held on 25/06/2015
Instrument used for assessment: Denver Development Scale used for
the assessment.
Assessment Report: According to the assessment report Anika‟s score
is;
Norm
Personal-Social
Fine Motor Adoptive
Language
Gross Motor
Score
66 mo
36 mo
10 mo
36 mo
Table no. 04: Assessment report of exceptional child Anika
Result of Assessment: Her developmental age is 34 months 24 days.
Advice for Anika
1. Continuous Komor Koli Class
2. Counselling

Exceptional Children at Kalyani

52
5.4

Case Study 4

Student’s Name: Morsalina Islam Rifa
Sex: Female
Date of Birth: 15/12/2004
Father’s name: Md. Babul Ahmed
Mother’s name: Rezuna Dewan
Father’s Income: 28000
Present address: 490/1Green Way,Boro Mogbazar,Ramna,Dhaka-1217
Permanent address: 490/1Green Way, Boro Mogbazar,Ramna,Dhaka-
1217
Family members: 4
Types of Exceptionality: Autism Spectrum Disorder (ASD)
Admission of Rifa: Rifa came to Shishu Bikash Clinic of BPF on May
26, 2015.
Family History: Rifa is youngest of four children of her parent. Her
mother admitted her for psychological assessment and intervention. His
father is a businessman and mother is housewife. Economic condition of
his family is higher middle class.
Activities and Symptoms of Rifa: Rifa, the child of 1o years 21 days is
very much co-operative and cheerful. Having down syndrome, speech
delay (produce a few words), developmental delay, motor delay, problem

Exceptional Children at Kalyani

53
in thyroid, The child is partially feeding and dressing trained and capable
to use toilet except cleaning himself.
Problems of Rafi
1. ASD
2. Developmental Delay
3. Speech Delay
Date of Assessment: Rifa‟s assessment held on 06/05/2015
Instrument used for assessment: Denver Development Scale used for
the assessment.
Assessment score: According to the assessment report Rifa‟s score is;
Norm
Personal-Social
Fine Motor Adoptive
Language
Gross Motor
Score
24.5 mo
20.5 mo
23.3 mo
23.5 mo
Table no. 05: Assessment report of exceptional child Rifa
Result of assessment: His developmental age is 23 months.
Advice for Rafi
1. Continuous Komol Koli Class
2. Counselling

Exceptional Children at Kalyani

54
5.5

Case Study 5

Student’s Name: Md. Fahim Mahmud
Sex: Male
Date of Birth: 24/08/2000
Father’s name: Md. Fozol Mahmud
Mother’s name: Nazma Mahmud
Father’s Income: 20000
Present address: 89/6 Mils Road, Gopibag, Dhaka.
Permanent address: 89/6 Mils Road, Gopibag, Dhaka.
Family members: 4
Types of Exceptionality: Down syndrome
Admission of Fahim: He came to Shishu Bikash Clinic of BPF on
August 28, 2015.
Family History: Fahim, students of Champa Koli class, is younger of
four children of his parents. His father is a service holder and mother is
housewife. Economic condition of his family is higher middle class.
Activities and symptoms of Fahim: 15 years 2 months old boy Fahim
used utter of a few words. Most of the time he communicates with other
using gesture. The boy adequately skilled in toileting (capable to use
toilet but need partial assistance for cleaning). His mother reported that
Fahim skilled in dreaming, eating, parental assistance for toileting
(cleaning).

Exceptional Children at Kalyani

55
Problems of Fahim
1. Visually Impaired
2. Intellectual Delay
3. Epilepsy
4. Behavioural Problem
5. Speech Delay
Date of Assessment: Fahim‟s assessment held on 27/08/2015
Instrument used for assessment: Denver Development Scale used for
the assessment.
Assessment score: According to the assessment report Fahim‟s score is;
Norm
Personal-Social
Fine Motor Adoptive
Language
Gross Motor
Score
36 mo
22.5 mo
22.5 mo
23.5 mo
Table no. 06: Assessment report of exceptional child Fahim
Result of Assessment: His developmental age is 34 months 4 days.
Advice for Fahim
1. Continue Champa Koli Class
2. Counselling

Exceptional Children at Kalyani

56
Chapter 7
Observation of the Internship

Exceptional Children at Kalyani

57
7.1
Observation of the Classes
In our internship program we observed the study and training system of
exceptional children of Kalyani Inclusive School. Firstly when a child came to
this school he/she have to assess. According to this assessment the children
have been categorized. The assessment held on every Wednesday and Thursday.
There are two shift in this school.
Chader Hut: The class of Chader Hut held on morning shift. Time schedule is
8.30 AM to 11.00 AM. It is the primary stage of a student. Those who are very
low in intelligence they are trained at Chader Hut.
Komol Koli: When a student of Chader Hut is improved he/she is shifted at
Komol Koli.
Champa Koli: This class is compared as first grade of general school.
Korobi: This class is the last stage of Kalyani Inclusive School. Some of the
vocational activities learnt to the student.
7.2
Work Schedule
Our observation started at 15 June 2015 and ends at 29 June 2015. According to
the placement schedule (attached at the Appendix) we observed the training
system of the classes.
7.3
Procedure of Education
There are some procedure to train up the exceptional students as if he/she can
adopt with the situation and his surroundings. Such as;
1. In which vehicle they came to the school.
2. 7 days name of a week.
3. Attendance with their name.

Exceptional Children at Kalyani

58
4. Counting.
5. Introduce with the sex of the students (Male or Female)
6. Practising rhyme. (such as; Kana bogi, Ata gase tota pakhi, Roli poli,
Noton noton payraguli, Hatti matim tim)
7. Matching with fruits, colour etc.
8. Introduce with colour.
9. Introduce with food.
10.Checking home task.
11.Introduce with the term of relation (Mom, Dad, Uncle, Aunty, Grandpa
etc )
7.4
Teaching Procedure
1. The teachers guide the exceptional children comparing with some regular
children.
2. Learn the children by signal.
3. The teachers inspire the guardian of children to attend the class and
observe the improvement of their child.

Exceptional Children at Kalyani
59
Chapter 6

Recommendations

Exceptional Children at Kalyani

60
6.1
Promote inclusive early childhood development
Inclusion of children with disabilities in pre-primary education can have long-
term impacts, not only for their own development but also in reducing
discrimination. Such efforts could include supporting documentation of
successful models of inclusive preschools focused on children with disabilities
run by civil society groups and encouraging their inclusion in education
mapping and databases. The pre-primary teacher curriculum should also be
reviewed to ensure it supports inclusion which could potentially also include
strategies for early identification of disabilities.
6.2
Special education program
The major recommendation was the building of a “traditional” special education
program in all government schools. This meant that all the respondents wanted
a program that would offer special education classes mainstreamed in each
school. All classes containing children with disabilities should have a
reasonable teacher/student ratio, about half the current one. Teachers should be
especially trained in disability methodology and content, especially those
teachers who taught children with visual impairments, hearing impairments and
intellectual disabilities. There needs to be useable space for the varied needs of
instruction in the schools, the age of entry and leaving from the special classes
should be flexible, and the schools should be equipped with appropriate
teaching materials. In addition to education, each school should have an
aggressive program that seeks disabled students, provides safety measures for
children with disabilities (to protect them from stigma-related abuse), provides
at least one meal per day, and builds home-school cooperation through family
meetings. Although parent/child dyads wanted these schools, it was the teachers
and administrators that articulated the concepts most cogently.

Exceptional Children at Kalyani

61
6.3
Recommendation of both Families and Educators
Besides government schools and the inclusion of children with mild disabilities,
there is great need for special and segregated educational programs for children
with multiple disabilities, reported teachers and administrators. Many of the
schools needed should be residential schools so that children with severe
disabilities can be unimpeded in their educational pursuits by negative family
and social conditions and given effective special education. This was a
recommendation of both families and educators.
6.4
Awareness campaigns
Such as; campaigns of public education through all media including printed and
broadcast material, theater and dance, should be aggressive and started
immediately. The purpose of these awareness efforts would be to minimize (if
not eliminate) stigma and the deprivation of rights of persons with disabilities.
Included in the awareness campaigns should be stories of successful coping and
success by persons with disabilities, and an open forum of disability issues. All
respondents mentioned this recommendation as an absolute necessity.
6.5 Specific curriculum according to the exceptionalism
Teachers discussed the curriculum for children with disabilities and articulated
that such a curriculum should be well-rounded and as close to the non-disability
curriculum as possible. They recommended that the curriculum should contain
sports, fine arts, recreation, and vocational preparation as well as academic
content. The academic curriculum should also contain specialized methods in
teaching Braille and sign language.

Exceptional Children at Kalyani

62

REFERENCE

Exceptional Children at Kalyani

63
A Directory of Organizations Working in the Field of Disability in Bangladesh,
Dhaka: NFOWD and Action Aid, Bangladesh, 2002.
Haque, Shahidul, and Begum Shahnaz. Feelings on Disability Issues in
Bangladesh. Dhaka: SARPV, 1997.
Primary Education Statistics in Bangladesh. Dhaka: Primary and Mass
Education Division (PMED) of the Government of the People‟s Republic of
Bangladesh, 2002.
Ackerman, P., M. Thormann and S. Huq, „Assessment of Educational Needs of
Disabled Children in Bangladesh‟, USAID, 2005. Ahsan, M. Tariq, „National
Baseline Study on Inclusive Education‟, Plan Bangladesh, 2012.
Bangladesh Protibondhi Foundation, „Exploring the Vulnerability of Sexual
Abuse and Exploitation of Children with Disabilities‟, Dhaka, 2010.
Nasreen, M. and S. Tate, „Social Inclusion: Gender and equity in education
SWAPS in South Asia, Bangladesh case study‟, UNICEF Regional Office for
South Asia, Kathmandu, 2007.
Education for all (2000) „The Year 2000 Assessment: Bangladesh Country
Report. World Education Forum: Education for all‟. Accessed on 1st April 2013
World Health Organization (2011) „World Report on Disability‟. Malta: World
Health Organization.
Annual Report of 2002 and 2003, published by Bangladesh Protibondhi
Foundation (BPF), Dhaka-Bangladesh.

Exceptional Children at Kalyani

64

APPENTIXS

Exceptional Children at Kalyani
Placement Schedule from June 15, 2015 to June 29, 2015-10-27
Name of the Classes and Respective Students
Date
Chander
Haat(Morning)
8.30-11.00
15.06.2015
Orentation and
Observatio all
classes
16-
17.06.2015
Afjal and
Gobindo
Moniruzzaman
and Atiqur
Rahman
18-
21.06.2015
22-
23.06.2015
24-
25.06.2015
28-
29.06.2015
Aktharuzzaman
Afjal and
Moniruzzaman
Atiqur Rahman
Ahsan Habib
Faruk
Komol Koli
(Morning) 8.30-
11.00
Champa
Koli(Morning)
8.30-11.00
Korobi(P,V)
(Day)
11.30-1.30
65
Chander Haat(Day)
11.30-1.30
Champa Koli(Day) 11.30-
1.30
Mamun Mia and Kajol
Aktharuzzaman, Shariful
Islam
Faruk and Ahsan Habib
Mamun Mia and Kajol
and Shariful Islam Gobindo
Mamun Mia and
Kajol
Faruk and Ahsan
Habib
Moniruzzaman
and Atiqur
Rahman
Aktharuzzaman
and Shariful Islam
Mamun Mia and
Kajol
Faruk and Ahsan
Habib
Manun Mia and
Shariful Islam
Aktharuzzaman
and Kajol
Gobindo
Afjal
Afjal
Gobindo
Moniruzzaman and
Atiqur Rahman
Aktharuzzaman and
Shariful Islam
Afjal
Moniruzzaman and Atiqur
Rahman
Gobindo
Faruk and Ahsan Habib

-------------------------------------------------------------------------------------------

About this Report

Report are totally Copy right protected.

We are sorry we have designed this report for only this blog.

Report Owner Details

G.M. Atiqur Rahman

Masters 1st Semester (4th Batch)

Roll: M-120603014

Session: 2012-2013

Downloads File 01 Click 01 

Down;loads File 02 Click 02

------------------------------------------------------------

Please Like and Share this file with your friends also

Share button is on below

Thank You.