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The Journal of Case Learning and Exceptional Learners (JCLEL) is an open-access, double-blind peer-reviewed journal that publishes special education case studies for students with moderate to extensive living and learning needs. Case studies are accepted for publication as either observation-based descriptions of individual experiences or as intervention-based descriptions of IEP team decisions, interventions, or associated outcomes. Accepted manuscripts may be submitted as a companion to another published intervention or as a stand-alone piece and may include multimedia components.

This journal is designed to provide high-quality case studies with consistent and thorough descriptions of real learning experiences. For researchers, this journal is an opportunity for professionals in the field of special education and individuals with disabilities to collaborate in anonymous information sharing with a national reach. Published articles may be freely applied to teaching and learning for teacher education, professional development, and for research explorations.

We welcome new reviewers, so please reach out to the Editorial Board for more information on how you can serve.

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The Journey Behind and the Road Ahead Kathryn L. Haughney, Jeongae Kang, and Aftynne E. Cheek

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Performance of slow learners under inclusive education with Information and Communication Technology (ICT

2018, Int. Journal of Management and Development Studies

Inclusive Education is scientifically viewed and accepted as an instrument to augment education of marginalized and disabled holistically and efficaciously. The provision of Inclusive Education not only enables and facilitates the education of individuals who are at risk in the society in most appropriate and effective way but also it integrates them socially under one umbrella. The presence of Slow Learners in almost every class is a reality which cannot be denied but only matters their quantity. The Slow Learners are often overlooked and less talked about being under special category in good-size than physically challenged and visually or hearing impaired including other disabled. In the present scenario of education, slow learners are better guaranteed for their education under the provision of inclusive education. With the advent of Information and Communication Technology (ICT), teaching and learning has become more interesting and effective. Plethora of researches have been undertaken and documented about effect of ICT on performance/academic achievements of learners on general population but a little could be noticed on slow learners. In the present study, an attempt has been made to analyze the efficacy of ICT on the academic performance of the slow learners. A total of 150 students of class VIII and IX standard who scored less than 40 % marks consistently were selected randomly from 5 schools of Faizabad district in UP. An ICT Usage Scale (ICTUS) was developed and validated for the target group. Data were analyzed using Descriptive Statistics. It is revealed that the usage of ICT is significantly effective in better performance of the Slow Learners. The students of the urban schools were found on higher side in using the ICT than rural. Gender was not having difference in usage of ICT. The study has been concluded with relevant suggestions.

Related Papers

Studies in Indian Place Names

Inclusive Education is a new educational developmental area to give provision of education for students with special needs are one of the largest groups are still outside the common education system.This is a the scheme provides an opportunity for children with disabilities, who have completed eight years of elementary education to continue their education in regular schools at the secondary level in inclusive environment. The Government of India is fully committed to the goal of Universalization of Elementary Education (UEE), but in the present Indian educational scenario unfortunately these kinds of students are not fully enjoying the proper and basic educational facilities in inclusive classrooms.Today we are all lives with the help of a technology; in this current world we cannot think a life without technology.This technology is also highly influenced our modern education system and teaching approaches in class rooms is named as Information and Communication Technology (ICT). Rapid growth of ICT becomes one of the most important tool for the education.In the current digital era teachers are required to integrate ICT in their teaching and replace their traditional methods with modern tool and facility. Technology play significant role for educating the student with special needs in inclusive class room at secondary level. It can do so in the provision of media to facilitate communication and education but also in other learning.The ICT tools which we are using for educating students with special needs known as assistive or adaptive tools.This paper is also argue that instead of these tools students need ICT facilities like resource room or resource classes, audio visual equipment (CCTV, TV, music system, video ,DVD and CDs), availability of various educational software for SWSN, Wi-Fi or internet accessibility in resource room in schools, appointing the resource teaches or persons (RPS) have knowledge of ICT, resource room having the disabled persons with friendly infrastructure and availability of equipments like LCD projector, scanner, printer in a resource room. The study indicates that now the Government providing better ICT facilities in schools. Only two facilities they are not provided in schools. The facility which is not provide in government schools are Closed-Circuit Television Magnification (CCTV) and Availability of LCD projector ,scanner, printer for students with special needs. The major reason behind is that these equipment are not able to reach and every schools due to lack of funding and the cost involved in their installation and maintenance.The conclusion of this study was more percentage of government schools are providing better ICT facilities for students with special needs in inclusive set up.

Dr Yashpal D Netragaonkar

Education in India is almost 5000 years old revolved around the system of Gurukuls. In this ancient system all children were taught together whether normal, gifted or physically or intellectually disabled and were seen as worthy of the benefits of education, each according to her or his abilities. It is gentle example of existence of Inclusive Education in the same period. Now a days Inclusive Education is in his great form. Inclusive Education has been promoted by Government, schools as well as Teachers at various local, state, national and International level. Several policies have been developed for the same and efforts has been taken to implement to them. In the view of implementation, Teacher is the main part of Inclusion. The success of Inclusive Education is depend on performance of school for the students with disability. ICT is playing and can play leading roal in Inclusive Education. Good Use of ICT for Inclusion is mostly depends on Teachers performing in schools. This research is focusing on the facts of teachers and schools regarding the use of ICT for inclusion.

European Journal of Special Needs Education

Helene Lidström

Dr.Tapan K sahu

Dr. Namita Khot, University Librarian Shivaji University, Kolhapur

The study is based on the Inclusive Education Resource Center at the Balasaheb Khardekar Connaught Resource Center at Shivaji University. This study reviews the services provided to students with disabilities through the Inclusive Education Resource Center. It provides information on the equipment available at the center for the disabled and its use for services. Also, information about various programs and activities conducted by the center for students with disabilities

Muhammad Muhammad Suleiman

The importance of inclusive education in the development of a nation cannot be overstated. Developing countries face several roadblocks as they work to implement Inclusive Education (IE). The effective use of information and communication technologies (ICT) in developing countries will assist governments in achieving equitable education by assisting women, orphans, and children with disabilities in schools. By alluding to the concept of Universal Access to Education, this text examines the topic of school consideration. It focuses on ICTs' solid ability to keep a strategic distance from any form of separation among understudies. The paper also claims that educators play a critical role in maximizing the opportunities provided by emerging technology to aid the complete integration of all students into traditional educational frameworks. Educators should be aware of the ICT potentials, and they should have the option to secure the necessary information and operational abilities to choose and use these types of assets properly. For the current social orders, ICT and consideration provide a space of exceptional rational enthusiasm. At this time, teachers' attitudes toward ICT play a critical role in the complete adoption of Inclusive Education.

Education India Journal, A Quarterly Refereed Journal of Dialogues on Education , ISSN 22782435

subhash misra

Right to live with dignity and respect is a human right which every individual should get by his virtue of human being irrespective of any discrimination based on caste, creed, colour, sex, culture or any other consideration. Living with dignity had been a serious concern and unfurnished task despite continuous efforts since centuries, which still has to be realized in various developing countries like India. Individuals differ in their biological endowments and acquired traits which make them entirely unique and vulnerable for discriminations. This uniqueness makes a person successful in his or her life, whereas in several cases it creates hindrance in living with dignity and respect and becomes a challenge in their education especially in a traditional classroom which targets at commonality rather than individuality and uniqueness. This is more relevant and true in the case of people with disability. This paper will attempt to find out the prospects of inclusive education in the Indian context with special reference to students with disability. Key Words: Disability, Discrimination, Integration, Social Justice

Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof.It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students.It is one of the most effective ways in which to promote an inclusive and tolerant society. It is known that 73 million children of primary school age were out of school in 2010, down from a high of over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO Institute for Statistics (UIS). About Eighty percent of Indian population lives in rural areas without provision for special schools. It means, there are an estimated 8 million children out of school in India (MHRD 2009 statistics), many of whom are marginalised by dimensions such as poverty, gender, disability, and caste. Today, what are the needs and challenges for achieving the goal of inclusive education? How will an inclusive environment meet the needs of children with disabilities? How quality education can be effectively and efficiently delivered for all children? Therefore, inclusive schools have to address the needs of all children in every community and the central and state governments have to manage inclusive classrooms. Keeping in view these questions, this article discusses in detail the concept of inclusive education, including importance, challenges and measures to implement inclusive education in India. Abstract SRJIS/BIMONTHLY/DR. J.D. SINGH (3222-3232)

Contemporary Law Review

avanika gupta

Education is essential for development of human ability and potential. Equally important is the system of education especially for the persons with disabilities. Historically, children with disabilities were denied mainstream educational opportunities. With the rise in human rights issues and the new social movements, the modern welfare state recognized the right to education of the persons with disabilities as well. But the question about the method for imparting education still remains unanswered as the most popularly accepted inclusive system of education is still an evolving concept among the disability scholars and policy makers. This article is an attempt to understand the educational needs of the persons with disabilities in general and the persons with hearing impairment in particular. In doing so it tries to define the ‘most suitable system of education’ for the persons with hearing impairment, a model that is based on supported decision making rather than the substitute decision making. It seeks to outline the essential parameters for the same so that the present gaps can be bridged. Keywords- Education, Inclusive Education, Persons with Disabilities, Persons with Hearing Impairment.

Development of the country can never be possible without ensuring expansion of education among masses. Education is one of the pillars on which the whole edifice of social sector reforms rests on. The huge number of the people who are disadvantaged from education means a colossal waste of human resources. Human development is a growth paradigm that is about creating an inclusive society which includes the people who are disadvantaged socially, physically or mentally. Inclusiveness aims at building capabilities and self-esteem in the citizens so that they lead better lives, and significantly contribute for the progress of society. Besides many efforts made to universalize the education to all, but the target to bring all especially who remain disable and disadvantaged from many aspects could not be achieved. Inclusive education in India is in forefront with many emerging challenges and constraints. The present paper using data from the secondary sources discusses the need and status of inclusive education in India.

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Case Study of a Slow Learner

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Understanding and Supporting Slow Learners in the Classroom

Table of Contents

Have you ever wondered why some children seem to learn more slowly than their peers? In the diverse landscape of a classroom, there are students who face unique challenges when it comes to grasping new concepts and skills. These students, often referred to as slow learners or backward children, may require additional support to thrive in their educational journey. Understanding the needs of these children is crucial for educators, parents, and peers to foster an inclusive learning environment.

Who are slow learners?

Slow learners are not just students who require a little extra time to comprehend a lesson. They are children who consistently perform below grade level, exhibiting limited cognitive abilities that impact their capacity for rational thinking, rote learning, and concentration. This does not mean they cannot learn; rather, they absorb and process information at a slower pace than their classmates. Recognizing the characteristics of slow learners is the first step in providing the right kind of support.

Characteristics of slow learners

• Cognitive abilities: They generally have an IQ in the low-average range, which affects their problem-solving skills and abstract thinking.
• Memory: Slow learners often struggle with memory retention , making it hard to recall previously learned information.
• Attention span: They may find it difficult to concentrate for extended periods, leading to challenges in completing tasks.
• Academic performance: Their grades typically reflect the struggle to keep up, often falling below the expected level for their age.

Factors affecting slow learners

Understanding the reasons behind the slower learning pace is essential to tailor the right approach for these children. The causes can be multifaceted, involving educational, psychological, environmental, and physiological factors.

Educational factors

Previous educational experiences, the teaching methods used, and the curriculum’s complexity can impact how a child learns. A lack of individualized attention in crowded classrooms may also contribute to a child’s slow learning.

Psychological factors

Children who are slow learners may experience low self-esteem and motivation due to their difficulties in school. Additionally, undiagnosed learning disabilities can play a significant role.

Environmental factors

The home environment, including socio\-economic status , parental involvement, and access to educational resources , influences a child’s learning abilities.

Physiological factors

Health-related issues, such as chronic illness or poor nutrition, can affect cognitive development and learning pace.

Educational programs for slow learners

Creating an educational program tailored to the needs of slow learners is crucial for their academic success. Such programs should be designed to accommodate their learning pace, while still challenging them to grow and progress.

Elastic curriculum

An elastic curriculum is flexible and adaptable to individual learning needs. It allows for modifications in content, teaching strategies, and assessment methods to suit the learning style of slow learners.

Remedial instruction

Remedial instruction targets specific learning difficulties, providing slow learners with the extra help they need in challenging areas. This may include one-on-one tutoring or specialized teaching materials.

Practical and concrete learning experiences

Slow learners often benefit from hands-on and experiential learning opportunities. Practical applications of concepts help them understand and retain information more effectively.

Supporting slow learners in the classroom

Inclusive education is not just about physical presence in the classroom; it’s about actively engaging and supporting every student’s learning. Here’s how educators can help slow learners:

Individualized learning plans

Developing individualized learning plans that set realistic goals and strategies tailored to the student’s abilities can make a significant difference in their education.

Patient and positive reinforcement

Encouragement and patience from teachers and parents can help build the confidence of slow learners, motivating them to persevere despite difficulties.

Inclusive teaching strategies

Incorporating a variety of teaching methods, such as visual aids , interactive activities, and collaborative learning , can cater to different learning styles and help slow learners engage with the material.

Parental involvement

Parents play a vital role in their child’s education. Their active participation and reinforcement of learning at home can greatly benefit slow learners.

Each child has a unique learning journey, and slow learners are no exception. By understanding their challenges and adapting our educational approach, we can create a supportive environment that allows every student to reach their full potential. It’s not about the pace but the progress they make. With the right support, slow learners can achieve success and contribute meaningfully to their communities.

What do you think? How can we further adapt our educational systems to support slow learners? Can you share a success story of a slow learner who thrived with the right support?

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School Psychology

1 Introduction to School Psychology

• Goals of School Psychology
• Traits Required of a School Psychologist
• Child Development and Learning
• Problematic Behaviour of School Children
• Role of School Psychologists
• Therapeutic Interventions with School Children
• Professional Associations of School Psychologists
• Major Journals and Newsletters Related to School Psychology
• Challenges before School Psychology in India

2 Definition, Concept, Description, Goals and Objectives of School Psychology

• Concept and Definitions of School Psychology
• Goals and Objectives of School Psychology
• Role and Functions of School Psychologists
• Intervention
• Consultation
• Research and Professional Development

3 School Psychology- Past, Present and Future

• School Psychology: The Past – How did it begin?
• School Psychology: The Present – Where do we stand?
• Future of School Psychology
• School Psychology for the Protection of Child Rights Welfare and Well-being

4 School Psychology Services

• Purposes of Schooling
• School Psychology Services
• Scope of School Psychology Services in India
• Research and Programme Evaluation

5 Concept of Lifespan Development

• Meaning of Development
• Emergence of Lifespan Development
• Features of Lifespan Development
• Stages in Lifespan Development
• Research Methods for the Study of Lifespan Development

6 Cognitive Disability of Children (Mental Retardation, Learning Disability)

• Mental Retardation
• Prevention of Mental Retardation
• Learning Disability

7 Exceptional Child in School

• Gifted Creative Child
• Slow Learner or Backward Child
• Mentally Retarded Children
• Visually Handicapped Child
• Hearing Impaired Child
• Emotionally Disturbed Child

8 Assessment of Children in Schools for Various Behaviour Problems

• Definition of a Behaviour Problem
• Types of Behaviour Problems
• Behavioural Assessment
• Assessment Techniques
• Functional Behavioural Assessment

9 Classification of Disorders in Children in Schools

• Attention Deficit Hyperactivity Disorder (ADHD)
• Conduct Disorder

10 The Etiology of Problem Behaviour in Children

• Biological Factors: Genes and Its Interaction with Environment
• Psychological Factors of Abnormality
• Systems Theory
• Developmental Psychopathology
• Other Important Theories that Explain Behavioural Disorders
• Etiology of Specific Disorders

11 Counseling for Problem Behaviour

• Psychoanalytically-Oriented Counseling
• Family Therapy
• Child Guidance and Marriage Counseling
• Play Therapy and Client Centered Counseling
• Behaviour Modification Counseling Technique
• Specific Learning Disabilities
• Conduct Disorders
• Referrals and Coaching

12 Referrals and Coaching- Family and Child Behaviour Problems

• Family and Child Behaviour Problems
• Behavioural Disorders in Children
• Causes of Behavioural Disorders
• Treatment and Management of Behavioural Disorders
• Intervention for Children with Behavioural Problems
• Child Rearing and Behaviour Problems

13 Play Therapy

• Defining Play Therapy
• Salient Features of Play and Play Therapy
• Basics of Play Therapy
• Characteristics of Play Therapists
• The Effectiveness of Play Therapy

14 Narrative Therapy

• Theoretical Viewpoints Defining Narrative Therapy
• Therapeutic Process

15 Solution Focused Therapy

• Definition of Solution Focused Therapy
• Theoretical Foundation
• Therapeutic Techniques

16 Art Therapy

• History of Art Therapy
• Multiple Approaches to Art Therapy
• Aim and Purpose of Art Therapy
• Art as Therapy and Art in Therapy
• Application of Art Therapy

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• P-ISSN 2349 - 2473 E-ISSN 2394 - 1707

Journal of Engineering Education Transformations

DOI : 10.16920/jeet/2021/v34i0/157190

Year : 2020, Volume : 34, Issue : Special Issue, Pages : 417-424

Original Article

On Identifying Advanced, Average and Slow Learners: Case Study

• Department of Electrical Engineering, K. K. Wagh Institute of Engineering Education and Research, Nashik � 422003, India

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10 March 2020

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