Pedagogy in Special Education

Characteristics and Educational Needs of Children with Special Needs

Type of CWSN	Core Characteristics	Major Educational Needs
Intellectual Disability	Below average IQ, slow learning, limited adaptive skills	Life skill training, functional academics, repeated practice
Specific Learning Disability	Difficulty in reading, writing or mathematics	Multisensory teaching, individualized remediation
Autism Spectrum Disorder	Difficulty in communication, social interaction, repetitive behavior	Structured teaching, routine, visual schedules
Hearing Impairment	Limited hearing ability, speech delay	Sign language, hearing aids, visual supports
Visual Impairment	Low vision or blindness	Braille, large print, tactile learning resources
Cerebral Palsy	Motor disorder, posture and movement issues	Physiotherapy support, assistive devices, modified writing tools

Domain	Educational Need
Cognitive	Individual pace learning, simplified instructions
Emotional	Counseling, positive reinforcement
Social	Peer interaction, inclusive activity participation
Motor	Therapy-based exercises, adaptive tools

Strong focus: Each child with disability requires individualized academic and support strategy.

Exam trap: Do not treat all CWSN as same — needs vary according to disability type and severity.

Types and Approaches to Assessment of Children with Special Needs

Type of Assessment	Purpose	Indian Link
Screening Assessment	Early identification of disability	DST (Developmental Screening Test)
Diagnostic Assessment	Confirm type and level of disability	RCI approved tools
Formative Assessment	Continuous progress monitoring	Inclusive classroom practice
Summative Assessment	Overall performance evaluation	Adapted for CWSN under NEP 2020

Approach	Meaning	Application
Norm-Referenced	Comparison with peer group	Identifies deviation from average
Criterion-Referenced	Comparison with fixed standard	Used in IEP goal evaluation
Dynamic Assessment	Assessment + intervention combined	Measures learning potential

Screening → Diagnosis → Planning → Intervention → Evaluation

Exam trap: IQ test alone is not sufficient for special education assessment.

Statistical Analysis of Student Assessment Data

Statistical Tool	Meaning	Use in Special Education
Mean	Average score	Overall class progress analysis
Median	Middle score	Useful for uneven distribution
Standard Deviation	Measure of score variation	Identify performance spread in CWSN group
Percentile	Position of student among peers	Helps in individualized goal setting

Statistical Purpose	Educational Use
Progress Monitoring	Track improvement after intervention
Performance Comparison	Compare pre-test and post-test
IEP Review	Helps modify teaching planning

Statistics in Special Education = Data-based decision making

Exam trap: High mean does not mean all students improved equally.

Curriculum Development and Curricular Adaptations

Adaptation Type	Meaning	Example
Content Adaptation	Changes what students learn	Simplified syllabus for ID students
Process Adaptation	Changes teaching method	Multisensory approach for dyslexia
Product Adaptation	Changes evaluation method	Oral test instead of written
Environmental Adaptation	Changes classroom environment	Wheelchair access, seating arrangement

Curriculum Model	Application
Functional Curriculum	Life skills for independent living
Individualized Curriculum	Customized for specific disability needs
Inclusive Curriculum	Common curriculum with modifications

Adapt curriculum, not the child.

Exam trap: Curricular adaptation does not mean lowering learning standards.

Concept of Individual Educational Plan and Individualized Family Services Plan

Plan	Definition	Target Group
IEP	Individual Educational Plan	School-age children with disabilities
IFSP	Individualized Family Services Plan	Children below 6 years with developmental delay

Component	Description
Present Level	Current performance level
Goals	Short-term and long-term objectives
Intervention Strategies	Teaching and therapy methods
Evaluation	Progress review system

IEP is child-centered; IFSP is family-centered.

Exam trap: IFSP focuses on family support, not only academic plan.

Teaching Strategies for Children with Special Needs

Strategy	Meaning	Application
Multisensory Teaching	Using visual, audio, tactile modes	Useful for LD students
Task Analysis	Breaking tasks into steps	Used with ID and Autism
Scaffolding	Providing temporary support	Used based on Vygotsky’s ZPD
Positive Reinforcement	Rewarding correct behavior	Used in ABA therapy

Support Strategy	Use
Peer Tutoring	Enhances social interaction
Assistive Technology	Helps communication and mobility
Visual Timetable	Helps children with autism follow routine

Strategy focus: Simplicity, structure and repetition.

Exam trap: Complex instructions reduce learning for CWSN.

Individualized Education Plan (IEP)

Stage	Process
Assessment	Identification of child’s current abilities
Goal Setting	Develop measurable learning goals
Implementation	Use adapted teaching & interventions
Monitoring	Track progress regularly
Review	Modify plan based on progress analysis

Role	Responsibility
Special Educator	Designs and monitors IEP
Parents	Provides home support input
Therapists	Support motor, speech, and behavior goals

IEP = Assessment + Planning + Teaching + Review

Exam trap: IEP is continuous, not a one-time document.

Child Development (Special Education) [1B]