Domain of interest : Children with Special Needs

Our aim : Ensuring welfare of the special child in a family, and in turn, welfare of the family.

Method : Strengthening relationships

SELECTION OF TOPIC

After our study of Prabhat Educational Foundation, we delved into finding areas for intervention in the field dedicated to Special Children.

SECONDARY RESEARCH DATA

TYPES OF DISABILITIES

Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a condition that adversely affects how sound that travels unimpeded through the ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.

Dyscalculia

A specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.

Dysgraphia

A specific learning disability that affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.

Non-Verbal Learning Disabilities

A disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor coordination.

Visual Perceptual/Visual Motor Deficit

A disorder that affects the understanding of information that a person sees, or the ability to draw or copy. A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.

ADHD

A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.

Attention Deficit Hyperactivity Disorder is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have attention deficit hyperactivity disorder (ADHD), or approximately 2 million children in the United States. This means that in a classroom of 24 to 30 children, it is likely that at least one will have ADHD.

ADHD is not considered to be a learning disability. It can be determined to be a disability under the Individuals with Disabilities Education Act (IDEA), making a student eligible to receive special education services. However, ADHD falls under the category “Other Health Impaired” and not under “Specific Learning Disabilities.”

Problems with movement and coordination, language and speech

A disorder that is characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and can affect learning. Although not a learning disability, Dyspraxia often exists along with Dyslexia, Dyscalculia or ADHD.

Autism Spectrum Disorder

Autism spectrum disorder (ASD) or Autism is an umbrella term for a group of developmental disorders that are neurological in origin and cause social, communication and behavioural challenges.

ASD is the third most common developmental disorder. It is mainly characterized by impaired social interaction and communication and the presence of repetitive behaviours or restricted interests.Children with ASD may also have their sensory sensitivity affected i.e, they may be under or over sensitive to certain senses (eg.loud noises, certain fabrics etc).

Intellectual Disability

Formerly known as mental retardation, an intellectual disability is characterised by an IQ below 70 (the median IQ is 100), and significant difficulty with daily living such as self-care, safety, communication, and socialisation.

People with an intellectual disability may process information more slowly than others, have difficulty communicating and managing daily living skills, and also have difficulty with abstract concepts such as money and time.

An intellectual disability may be caused by a genetic condition, problems during pregnancy and birth, health problems or illness, and environmental factors.

Symptoms:

Intellectual disability (ID) begins during childhood and involves deficits in mental abilities, social skills, and core activities of daily living (ADLs) when compared to same-aged peers. There often are no physical signs of mild forms of ID, although there may be characteristic physical traits when it is associated with a genetic disorder (e.g., Down syndrome).

The level of impairment ranges in severity for each person. Some of the early signs can include:

• Delays in reaching or failure to achieve milestones in motor skills development (sitting, crawling, walking)

• Slowness learning to talk or continued difficulties with speech and language skills after starting to talk

• Difficulty with self-help and self-care skills (e.g., getting dressed, washing, and feeding themselves)

• Poor planning or problem solving abilities

• Behavioral and social problems

• Failure to grow intellectually or continued infant-like behavior

• Problems keeping up in school

• Failure to adapt or adjust to new situations

• Difficulty understanding and following social rules

Cerebral Palsy

Cerebral palsy (CP) refers to a group of disorders that affect muscle movement and coordination. In many cases, vision, hearing, and sensation are also affected.

The word “cerebral” means having to do with the brain. The word “palsy” means weakness or problems with body movement.

CP is the most common cause of motor disabilities in childhood. According to the Centers for Disease Control and Prevention (CDC), it affects at least 1.5 to 4 out of every 1,000 children worldwide. The symptoms of CP vary from person-to-person and range from mild to severe. Some people with CP may have difficulty walking and sitting. Other people with CP can have trouble grasping objects.

The symptoms can become more severe or less severe over time. They also vary depending on the part of the brain that was affected.

Some of the more common signs include:

• delays in reaching motor skill milestones, such as rolling over, sitting up alone, or crawling

• variations in muscle tone, such as being too floppy or too stiff

• delays in speech development and difficulty speaking

• spasticity, or stiff muscles and exaggerated reflexes

• ataxia, or a lack of muscle coordination

• tremors or involuntary movements

• excessive drooling and problems with swallowing

• difficulty walking

• favoring one side of the body, such as reaching with one hand

• neurological problems, such as seizures, intellectual disabilities, and blindness

Most children are born with CP, but they may not show signs of a disorder until months or years later. Symptoms usually appear before a child reaches age 3 or 4.

IMPACT OF HAVING A SIBLING WHO IS A SPECIAL CHILD

WHY SIBLINGS?

• Many families and educators strongly advocate mainstreaming students with intellectual disabilities (ID, formerly mental retardation). Mainstreaming allows children with ID to receive education alongside their non-disabled peers. Inclusive education promotes child-to-child learning and participation of parents and community in planning and execution of services for children in general and disabled children in particular.

• Research suggests, "Siblings are closer (than parents) to the social environments that children find themselves in during the majority of their day, which is why it's important not to overlook the contributions that they make on who we end up being."

Next to the relationship between parent and child, the sibling relationship is the longest and closest. Since parents are already quite involved in the special child's development, from rehabilitation of the child to their own counselling and responsibilities, siblings of special children seem probable to be the next potential influencees as well as influencers/difference-makers. Siblings spend more time with each other than with anyone else. Sibling relationship is the earliest, the longest and the most enduring of all family relationships. Yet, no organisation in India is dedicated to work for siblings of special children. Over the course of a special child’s life, parents may experience continuous cycles of grief and conflicts which can influence siblings’ adjustment process.

We realised that siblings could be included in the development of the special child as it would align with the concept of inclusion as well as help enhance their relationship. Therefore, we identified an opportunity for design intervention focused on 'enhancing relationship between special child and sibling'. Nurturing and strengthening this bond can help in the mutual growth of all the children and the overall well being of the family.

ABOUT AKKAD BAKKAD

After the Parents, the siblings are those who's life is impacted the most, by having a special child in the family. We decided to attempt to enhance the relationships within the life of a special child, focusing on the special child and their siblings. These thoughts led to the inception of 'Akkad Bakkad'.

Akkad Bakkad focuses on enhancing the bond that Special children and their siblings share, by curating activities that involve both their interests and abilities.

INSIGHTS & INFERENCES:

• Importance of Responsibility in relationships - In our country, it is understood that the sibling has to take care of his special sibling, no matter what. This stems from the nature of our people taking relationships very seriously and always putting their family first.

• No dedicated organisation for siblings in India - There are a number of organisations that either cater to special child and siblings or only the siblings of special children. However, they were all based out of India.

• Embarrassment about the Situation - One does not want to come out in the open saying that the family is going through a hard time or the relationships are not that smooth within a family because it becomes a matter of reputation for them showing inherent fear of getting judged.

comments from amresh :-

1. How you have reached this topic of bussiness

2. what is the scope in the national level and what is the potential of the subject

3.planning before the topic what are the other critical option you had and why you think it is a crucial topic

your observation and inference is important

look at this document as a process document with outcome .it is not a just outcome page.everything should be explained why ,how, what ,when etc