PAPER 1-QUESTION BANK-2018

PAPER 1-QUESTION BANK-2018
1. Write any 3 main relevance of RPWD act 2016
PARTA
2. Narrate the general definition of SLD according to IDEA? What disorders are excluded in this
definition?
3. What are the types of visual impairments or lower vision?
4. Differentiate 'Impairment' and 'Disability and 'Handicap
5. Write briefly about the IT tools and devices for visual impairment
6. How hearing loss affect the language development and education?
7. Write any six common characteristics of specific reading disorders
8. What is meant by Loco motor Disability? Give any three examples
9. Define the Specific Language Impairment? What are the specific symptoms of SLI?
10. What is meant Multiple Disability? Name and explain any one Multiple Disability.
11. What can be done at home or school for children with dyspraxia? ( Mention any SiX points)
12. What are the instructional focus areas
f executive functional skills and motor skills
13. Mention any three characteristics of CP
14. What are the three blood born disabilities included in the RPWD ACT. Write short explanations of
each
15. Expand any SIXof the following: ICD-10 DSM-V NVLD IDEA LBLD WISC-V PDDNOS RTI
PARTB
16. Briefly explain any FIVE categories of language component
17. According to DSM 5 what are the four bases of discovering Intellectual Disability
18. What are the three domains based on which ID is categorized in different severity levels
19. Children with NVLD have difficulties in 5 areas. Which are they?
20. Describe the three major changes made by DSM 5 to the diagnosis of ASD
21. What are "Neurological and Neuro-developmental" disorders? Enumerate any FOUR
22. Define Aphasia. What are the difficulties seen in persons with Aphasia?
23. Write a brief note on Down's syndrome.
24. What is the cause of downs syndrome? How that name came? What are the distinctive features?
25. Briefly describe associated conditions of Learning Disabilities
26. Explain acquired or developmental language disorders and their symptoms
27. Mention any three major mental disorders which lead to disability
28. Which disorders are merged into ASD?
29. Define muscular Dystrophy. What are the initial.and later symptems
30. Define chronic neurological conditions. Mention any five such conditions
PART C
31. List out various SLDS with their areas of difficulties and symptoms. Give a few examples for
he difficulties of each SLD
32. What are the symptoms of ASD and ADHD? How can we manage them to develop to their full
potential?
33. What is the relevance of RPWD Act 2016? Enumerate the educational provisions included in the
Act.
34. What are the disabilities newly included in the RPWD Act 16, in addition to those included in the
PWD Act-95?
35. Differentiate specific language impairments and LBLD. Which are the disabilities or disorders included
in the LBLD? How Wernicke's area and Boca's Area involved in Language use?

NOTES ON I E P : 01/02/2020

NOTES ON I E P : 01/02/2020 BY BHAKTHADAS SIR

I E P  team consists of

 (a) Teacher (b)  Parent (c) Special Educator  (d)  School Counseller / Psychologist (e) any other member who can contribute enough .

From the teacher , we can collect a report of detailed observation.It is the teacher who knows the child well .Even the change in the colour of a saree worn by the teacher  might have  affected the concentration/mood of the student.There can be different kind for responses for the taste ,smell ,colour and sound .This kind of reactions can be collected only from the teacher .

Written recording of events in the meetings must be done by the special educator .

Format for writing I E P ( MARCH 2020)

PART A 

1.  Name
2.  Date of screening
3.  Date of birth
4.  Home Address
5.  School ,Class
6.  Mother Tongue
7.  Kind of Disability( reading disorder / writing disorder / maths disorder
8.  Other Significant information
9.  Associated conditions( like ADHD )
10. Annual Goals

Part B 

1. Date of IEP  team meeting
2. General objectives
3. Specific / short term objectives
4. Present / current level of functioning ( details including family history )
5. Support materials needed ( teaching / learning materials required )

6. Procedure

DAY 1 :        Activity                                                                           Response





********************------------------------------------------------------------------------------******* 7. Reward


DAY 2 , DAY 3,...........Day 5  : at least 5 classes for each area(Dyslexia,Dysgraphia,Discalculia)



8. Evaluation :

9. Further activities :

10. Summary / Conclusion :


Annexure
Tools
Checklists
worksheets
Consent of the parent



***************************************************************
Process


Initiation :

Rapport building : Begin with activities suitable to  child's area of interest.

Notes : 

ACTIVITIES : Write  IN DETAILS  about the use of Equipments like Flash cards ,...

EVALUATION : Responses / Experiences ... :  Honest reporting is required. Do not write hypothetical results.


FURTHER ACTIVITIES : Hints of the next days' report

**********************************************************************

IEP :
* prepared based on current performance 
* functional coping with environment 
* define specific goals identify service-minded people
COMPONENTS OF IEP
*General background information
* assessment of current level of functioning 
* annual goals  
General background information
(1) family background 
(2) details about siblings
(3) socioeconomic status 
(4) prenatal / natal / post natal history-for example of emotional tantrums during pregnancy can affect the feotus 
(5) developmental history-age wise milestones  
(6) other related factors - birth by ceasarian surgery ; whether the child was affected by meningitis etc 

(2)assessment of current level of functioning : done by screeening - assess  motor skills ,self-help skills like  feeding ,dressing ,going to toilet( this is not for LD ) ;language skills -receptive and expressive language ;social skills ; academic skills ;Reading /Writing /  numbers /  time / money / measurement ;domestic skills ; Recreational skills ; vocational skills 

Goals  and short-term objectives :

Goals :  must set the goals  from the beginning of the school year -represents achievements  anticipated  from a child  in an academic year -  depends on past achievement - presents   performance level and priority needs ( we don't need this for our work because we are already late)
 Short-term Objectives  :

-they are breaking down of the goals into smaller units 
-by doing so special teaching methods can be adapted to meet this objective in a given period time 
-and it must be result oriented
eg  Suppose a child is not able to write vowels suitably as in മാല, ends up writing as മല .  so using flashcards we will teach him how to write  as  മാല correctly )

 - there should be a   specific statement of the activity used to  teach and the fact to be taught.. --- Objectives  is must be specific 
-you must mention learning it's used task analysis

-sequencing should be there from simple to complex
- first you teach you how to write; one then teach her to write to sew sequencing should be there then. 
-Procedure is the next step if you'll be coming to daycare four methods and materials to achieve our objectives explain inspection and Method strategies techniques to be used by the teacher Main teaching methods are 
Montessori method 
Project method 
and Playway method 
Main teaching strategies 
1. Task analysis 
2. Prompting 
3. modeling for reinforcement

 Evaluation  :
 It is the process of judging the effectiveness of progress after  IEP interventions on the basis of the performance of the students.

Click here for a model of an I E P record 
( THIS IS NOT THE EXACT MODEL.READ THE ABOVE NOTES FOR THE FORMAT OFA REPORT AS GIVEN IN MACH 2020 )