ZAINAB Roll No. BX543868 (M.

A SPL EDU)

Course: Organization and Management of Special School-I (3611)

Semester: Spring, 2020

ASSIGNMENT No. 1
(Units: 1 – 4)
Q.1 Development of Special Education in any country took time and the
same in Pakistan. At the time of independence very few private schools
providing special education and with the passage of time now we have good
number of special education school for all the categories of children with
special needs. Discuss in detail the development of special education in
Pakistan. Also highlight the important eras where it was emphasized more.
DEVELOPMENT OF special education in Pakistan since 1947 is outlined with reference to
Government planning and policy documents and independent reports. The rationale for
providing special services is discussed, with data on Government and voluntary sector special
schools, against the background of chronically weak national investment in education and
health. Planned and casual integration, and teacher education are considered. The current
relevance to Pakistan of western-style, child-centered education is questioned. It appears
unlikely that existing and planned services will reach the majority of children with special
needs in the foreseeable future. Some alternative measures are outlined, with the political and
religious motivation for implementing them. There is no question that it’s easier to teach if
you are an organized person. Dealing with the home lives, personalities, assignments, and
health requirements as well as the strengths and weaknesses of each student is next to
impossible if teachers do not have carefully planned systems in place. The classroom of a
special education teacher, however, requires an additional set of organization skills. The
volume of information and requirements, involved in student schedules, individualized
education program (IEP) meetings, individual goals and disabilities can only be managed by
organized teaching professionals. In addition to what the teacher needs to keep organized is
the need to help students learn organizational skills for academic and future success.
Organization for the benefit of the Teacher
There are several reasons why having organization systems in place is particularly important
for special education teachers. An IEP is designed for each student with an identified
disability, outlining the student’s educational needs and goals. Since no two IEPs are the
same, special education teachers essentially create individual lesson plans for each student in
their caseloads. If these educational plans, materials and records are not organized carefully,
teachers spend more time looking for information and catching up than teaching. Special
education teachers must keep IEP paperwork current. IEP paperwork includes reports that
must be updated and delivered to parents or guardians. Special education teachers must also
schedule and attend meetings to discuss goals, progress and concerns about each student.
Students in special education settings are also learning skills they require to become more

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self-sufficient, which in turn requires a classroom that is well-organized and labelled. As the
special education teacher is working with individual students on IEP goals, other students
must be able to locate materials and assignments so that learning progress is not interrupted.
Organization for the Benefit of the Learner
When students with special needs are asked to work independently, the organization of their
workspace is critical for success. This could mean labelling places where they are working
for each item they will need for the project or assignment, color-coding materials and
subjects, and laminating checklists. If students work at their own desks, keeping everything
neat and organized in their desks is also critical to becoming independent. Another important
element of organization can be termed "unstructured organization." This means that teachers
must allow for some elements of the teaching and learning process that are not held to a rigid
structure. This will give students the freedom to choose, for example, where they work and in
what order they complete activities. Children with special needs often learn to self- reglate,
and, when they have the opportunity to select a less distracting, quieter area, they become not
only more independent but also more aware of the structure and organization that helps them
the most. In addition, when a classroom is set up in an organized manner, students learn to
respect the physical boundaries, including the difference between general classroom areas
and “teacher- only” areas. In educational consultant marcia W. Rohrer’s book 10 Critical
components for success in the Special Education Classroom, she says, “This provides
opportunities to teach students to respect other people’s spaces and belongings an important
skill in all life settings.”
Classroom management starts months before you or your students step into the classroom.
Experienced teachers and each year troubleshooting their classroom management strategies
from the previous school year. While not a comprehensive guide, here are seven tips that can
make classroom management a little less challenging and help you fulfill your goal of
keeping all students safe, engaged, learning and on task. As a teacher, your relationship with
a student starts the moment you meet them. No matter how difficult a student may be, you
need to embrace the challenge of getting to know him or her. Every child deserves love. Life
has enough hard knocks in store for a child who struggles socially, and you may be one of the
few people that child believes cares about him or her. This could make a difference in his or
her life choices, or at least in his or her decision not to disrupt your class. Many teachers
naturally from relationships with children. They enjoy their presence, listen to them and
respond appropriately, look with interest at what children show them-from a rock star's
picture in a notebook to a squishy worm-and ask questions about it. They learn their students'
names and greet them at the door. When a dispute arises, they listen and try to be fair. They
don't play favourites. Teaching is a very active job, especially in higher grade levels, in which
teachers have less than two minutes per child per class period to establish a relationship. One
of the most important things you can do to proactively manage your class is to establish a
climate that encourages learning. Teachers need to be aware of students' intellectual,
emotional, physical and social needs and establish rules and procedures to meet them.
Students should be recognized as individuals, each of whom has something to offer. Arrange
student seating strategically, grouping students by skill level or arranging them in a manner

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that's conducive to group work or sharing in pairs. Also, plan for patterns of movement
within the classroom and have your students practice until it's second nature; moving students
in a structured, timed way can enliven your classroom, while maintaining control and adding
focus. Nothing is as impressive and cohesive as a class moving into prearranged groups for
an activity in 30 seconds. This also allows for more variety in your lessons; for instance, you
could teach a 15- minute lesson to students at their desks, then move the class to a different
setting and teach a different, but related 20-minute lesson. Establishing student expectations
is also an important part of establishing a positive learning climate. Make sure that every
student is welcomed in a group and expected to participate. Also, practice good time
management and plan to teach from the first day of school. Letting students take part in the
classroom helps them feel invested-and it can be a help to you as well! Some experienced
teachers use task cards on which students' names rotate weekly. Strategies such as this
provide fair ways to distribute classroom jobs. It can also be helpful to post a sign that tells
how to do a job. For instance, if you assign students to straighten and clean a bookshelf, you
might place a list of steps to follow on the bookshelf. You might also allow students to help
in more casual ways, such as assigning group runners for supplies or allowing students to
pass out papers or straighten the room. These tasks can serve as helpful self-esteem builders
for a child who often feels left out, however, you should note how many times a student helps
to avoid favoritism. You should teach students the skills needed for success in your
classroom. Often, teachers think about teaching content, without realizing how important it is
to teach other skills, such as social skills, thinking skills, study skills, test-taking skills,
problem-solving skills, memory skills and self-regulation. Many school issues disappear after
a few lessons in anger management or another needed skill. Students can benefit greatly if
you find small segments of time to teach and model a skill, same skill. However, if students
are struggling to get along with peers, be organized or be on time, which is better to
discipline them for what they lack or to teach them what they need to know? Structure and
procedures are vital parts of classroom management. Every part of the day needs to be
thought through and brought into alignment with what works best for your teaching style,
your student’s personalities, the age group and any special challenges that could cause a
distraction. Start planning as soon as you see the classroom. Envision each class; ask yourself
what
you will do and how it can be done easily. When your students arrive, get them on board by
teaching classroom procedures, along with your content, during the first week of class. For
example, explain how to enter, how get the needed supplies and start the warm-up exercise
during the first few minutes of class, how to turn in and pass out work, how to work in a
group, how to move between activities and how to exit the classroom. Also, be sure to cover
your expectations, including how to behave in class and the consequences of misbehaviour. A
lesson that engages all students, moves forward smoothly and allows the teacher to talk to
every child can only be accomplished through preparation. You need to design your lesson
with classroom management in mind. First, build as many teaching strategies and
interventions as possible into the lesson. Use time management techniques (like setting a
timer to help the class transition through a series of activities), and implement quick feedback
techniques, such as a checklist to keep up with student progress. Next, plan one-on-one and
small group strategies, design appropriate movement and allow time for social interaction and

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reflection time. For instance, you could ask students to write in their journals at the end of an
activity to give them time to think about what they just learned. Organization also involves
spending time after school arranging handouts, preparing supplies, writing on the board and
taking care of other tasks. In doing so, you can prevent pauses during the lesson and better
manage your classroom. Classroom management can help you avoid most discipline
problems. At the beginning of the school year, be sure to explain and post your discipline
plan, establishing that no one will be put down, bullied or made fun of in class because it is a
"safe zone" where everyone, including the teacher, is allowed to make mistakes and learn
from them. Usually, this forms a cohesive learning environment, where students trust you to
take care of their needs and where they respect one another. Much can be said about positive
(or negative) peer pressure in a class. If there are students who want to learn and they act
accordingly, the dynamic of the class will likely remain fairly stable, however, if students
who don’t want to learn disrupt and influence their peers, you may need stronger discipline
skills or even an administrator to fall back on.

Q.2 Like mainstream education special education also based on

standards and rules. What are the standards and existing provisions for
persons with disabilities in Pakistan? Support your answer with references.
A person with disabilities means a person who, on account of injury, disease, or congenital
deformity, is handicapped in undertaking any gainful profession or employment, and includes
persons who are visually impaired, hearing impaired, and physically and mentally disabled.
The 1998 population census defined the term disability as, any restriction or lack (resulting
from an impairment) or the ability to perform and activity in the manner and within the range
considered normal for a human being. Impairment means any loss or abnormality of
psychological, physiological or anatomical structure or functional. According to the census
for 1998 there are 3,286,630 people with disability constituting 2.54 percent of the population
(Bureau of Statistics 1998). The figure is underestimated, as the definition of disability did
not include moderate and mild disability. Data collectors for the census were not trained to
identify and classify all forms of disability. Disability has often been regarded as a peripheral
issue in discussions on health services. Despite a number of progressive policies included in
the Pakistan’s Constitution that declares equal rights for all, disabled people are still regarded
in the main as an insignificant minority. In the health sector particularly, they are regarded as
cases to be cured, tailing which they are referred to welfare for care. I he denial of human
rights, and the exclusion and marginalization of disabled people is manifested in many forms
within the health sector to date in Pakistan, services for disabled people have been based on
an understanding of disability as individual pathology, the disabled person being seen as a
problem to be corrected. Its development can be traced to the great strides in medical science
and technology, which led many to believe that dysfunction, could be explained through
rational scientific argument; the cause of any condition regarded as abnormal being attributed
to the malfunction of a physiological system. Pathology thus provided the means by which
"dis"-ability could be distinguished from able-bondedness, "abnormality from normality.
Disability as malfunction has since grown to be seen as a specialized health problem, at the

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heart of which is an emphasis on clinical diagnosis. Consequently, the aim of medical

rehabilitation is to assist the individual to be "as normal as possible". in traditional societies
such as Pakistan where education is low and economic development has not taken off, any
disability among household members is normally concealed, especially disabilities acquired
from birth or those developed soon thereafter. Intellectual disabilities and physical
deformities arc perceived as stigmata since their existence could jeopardize the “family
name” which becomes especially important in societies with extended families. The existence
of any disability related to psychological concerns that results from congenital antecedents is
considered a serious threat to a family’s social status. The Family’s concern is related to the
social discrimination that other people would likely demonstrate, which in the view of the
family concerned justifies concealing the existence of such offspring. Another reason why
family events relating to disabilities are concealed relates to the “exchange” phenomenon in
marriages, especially on the bridegroom’s side. The fear that other children in the family
concerned may also carry genes which could adversely affect their progeny means that
parents often will not reveal that such a person exists in the family, since is would be difficult
for them to find spouses for their other, non-disabled children. Such fears are much greater
fur families that are socially mobile or who have relatively higher social status. The religious/
moral model is historically the oldest and is less prevalent today. However, there are many
segments of society in Pakistan that associate disability with sin and shame, and disability is
often associated with feelings of guilt, even if such feelings are not overtly based in religious
doctrine. For the individual with a disability, this model is particularly burdensome. This
model has been associated with shame on the entire family with a member with a disability.
Families have hidden away the disabled family member, keeping them out of school and
excluded from any chance at having a meaningful role in society. Even in less extreme
circumstances, this model has resulted in general social ostracism and self-hatred. In poverty-
stricken developing society, like Pakistan, where additional hands are always needed to assist
with family work, thereby supplementing family income, the existence of a person with a
inability is considered a curse or unfortunate fate for the family concerned. The loss of family
labor in addition to the diversion of family resources to care for the needs of a child with a
disability usually results in additional fertility to offset the loss of that child's potential
contributions to family income. The assumed need for having additional children could lead
to reproduction within a short interval to neutralize potential social pressure and possible
social sanctions. In following this line of reasoning, the cause of the original congenital
disability and the potentially adverse consequences of another pregnancy on maternal health
are relegated to a position of lower importance than the need for reproduction. In societies
lacking social norms and institutions that should provide family support in terms of the
socialization and rehabilitation of persons with disabilities, families are put under extra
pressure owing to the heavy demands on their time to make up for this lack of support. The
presence of a disabled person in a family is thus considered a life-long problem, because the
person concerned is expected to remain always dependent on other family members for
support. In addition, the person with a disability represents a loss of productive potential in
terms of society. The social pressure to bear additional children who can help to support such
disabled persons leads to enlargement of the dependent population. Further, in their haste to
respond to social pressures, couples usually ignore the possibility of giving birth to yet other

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children with congenital disabilities. These attitudes are among the complex sociological
perspectives involved in treating the subject of disabilities.
Traditionally used by charities the competitive business of fund-raising, the application of the
Tragedy/Chan y Model is graphically illustrated in the advertisement on newspapers and
televised Children in Need appeals in which disabled children are depicted alongside young
"victims" of famine, poverty, child abuse and other circumstances. Whilst such appeals raise
considerable funds for services and equipment which are not provided by the government,
many disabled people find the negative victim-image thoroughly offensive. The idea of if
being recipients of charity lowers the self-esteem of people with disabilities. In the eyes of
"pitying" donors, charitable giving carries with it an expectation of gratitude and a set of
terms imposed upon the beneficiary. The first is patronizing; the second limiting upon the
choices opens to disabled people. Also, employers will view disabled people as charitable
cases. Rather than address the real issues of creating a workplace conducive to the
employment of people with disabilities, employers may conclude that making charitable
donations meets social and economic obligations. This is not to advocate dismantling
charities and outlaw caring, charitable acts, which enrich our society and bring badly needed
funds. But we do need to educate charity managers and professionals to review the way they
operate and ensure that funds are channelled to promote the empowerment of disabled people
and their full integration into our society as equal citizens - requiring our respect and not our
pity. The specific type and amount of neglection against disabled children will vary
depending upon whether it occurs within the family, in the community, in institutional
settings or in the work place. There are however, several key issues that appear time and
again when such behaviour occurs. Most striking is the issue of reoccurring stigma and
prejudice. From the date of independence to date in Pakistan many although not all
communities have dealt poorly with disability. Cultural, religious and popular social beliefs
often assume that a child is born with a disability or becomes disabled after birth as the result
of a curse, “bad blood” an incestuous relationship, a sin committed in a previous incarnation
or a sin committed by that child’s parents or other family members. Regular observations of
child rearing practices in Pakistan indicate that a disabled child faces increased risk as the
result of child-produced stress, It is hypothesized that this cycle of increasing tensions can
begin long before the child is diagnosed as having a disability. For example, a child with a
hearing impairment may be regarded as disobedient; a child with vision problems may not
make eye contact and appear to be unresponsive, a child with a neurological disorder maybe
difficult to comfort or feed. Other researchers suggest that parents who become violent
towards there disabled child are reacting not to the child's condition alone, but to the social
isolation and stigma they encounter from surrounding family, friends and neighbours. Parents
of disabled children often lack social supports as family and friends’ distance themselves;
they can find no school willing to take their child or they live in communities where there are
few or no social services to help them with their child's needs. It is possible that both child-
produced stressors and social isolation are compounded to produce a stressful in a household
coping with a disabled child. It is also true that not all households with disabled children in
Pakistan are stress prone and even within the same communities there are coping mechanisms
in some families that prevent this behaviour, while children with identical disabilities in other

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households are subjected to burden. As with many aspects of negative attitude towards
disabled children, at this point, much more research in Pakistan is needed to allow us to
adequately understand the factors that inhibit or foster these attitudes towards disabled
children. School administration, social service and child advocacy agencies may be aware
that a disabled child Is the victim of violence or neglect, but choose to keep that child in the
household because there are few or no residential care facilities are available in the country.
The response of disabled children themselves to on-going violence within the home is
dictated by a number of factors. They may be aware that this type of behaviour is
unacceptable, but fear loss of relationship with care giver or family member. While this is an
issue for many children in violent households, for disabled children dependent on their
abusers for physical care, communication with the outside world or other disability-specific
concerns, these issues are more complex. S/he is also be aware that this type of behaviour is
unacceptable, seek to alert authorities, but are not listened to or believed. Unfortunately, in
Pakistan, individuals who work as teachers, attendants for disabled children, or help
transport, feed or care for such children, are often underpaid, overworked and largely
unsupervised. While many who undertake such career, choices do so out of the best of
motives. Very few schools have mechanisms in place that allow students, parents to complain
about victimization of these negative attitudes. This is all the more serious because in many
areas of Pakistan and specially in rural areas there are only a handful of schools or
educational programs that are available for disabled children. Parents/caregivers or children
may hesitate to complain about abusive behavior in the school, fearing that they will be
dismissed from a program when on alternative exist. Mostly in Pakistan, disabled children are
often kept in environments that can only be described as in humane. Honestly speaking, in
Pakistan, documentation of this attitude against disabled children in the workplace is
therefore absent or very rare. However, knowledge from other realms of disability research
can provide some insight. For example, those disabled children who are unable to work as
quickly as their non- disabled co-workers, or those who are unable to hear to understand or
follow directions, are at risk of being insulted and bullied. Because finding and keeping work
for individuals with disability is difficult in most societies (i.e.: even in developed countries,
the unemployment rate for adults with disability often is above 80%) disabled children and
adolescents have little voice in the workplace and are at risk not only for physical and verbal
abuse, but are also less likely to report such abuse or to quit should they be abused. In
Pakistan, especially in rural areas and also most of the developing and under developing
countries, the most common form of employment outside the household for poor disabled
children may be begging. Disabled children are regularly used to generate income through
begging. Some are placed on the streets to beg by their own families, some are sold by their
families to others who keep stables of disabled children in organized rings of beggars. Either
way, reports and anecdotes from dozens of countries indicate that such children are routinely
subjected to violence both in order to keep them on the streets and once on the streets, by
members of the general population, who see such children as easy prey. In more recent times,
however, the notion of “disability” has come to be conceptualized as a socio-political
construct within a rights-based discourse. The emphasis has shifted from dependence to
independence, as people with disability have sought a political voice, and become politically
active against social forces of disablism. Disability activists, in engaging in identity politics,

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have adopted the strategies used by other social movements commanding human and civil
rights. And these strategies have brought gains, but within certain limitations.
References
1. Stainback, Susan Bray, Stainback, William C. (1996). Support Networks for inclusive
Schooling, Interdependent Integratedd Education. Paul H Brookes Pub Co. ISBN 978-
1-55766-41-1. OCLC 300624925. OL 221971M.
2. Gaylord-Ross, Robert (1989) Integration strategies for students with handicaps.
Baltimor, P.H Brookes, ISBN 978-55766-10-7 OCLC 19130181.

Q.3 For teacher of special education classroom management is a major

skill or task. In the course/unit we have discussed the classroom
management for the children with Special Education Needs. Discuss in
detail how a teacher of hearing-impaired children; visual impaired,
mentally challenged and physically disabled children manage the
classroom? Support your answer with examples.
There is a range of inclusive teaching strategies that can assist all students to learn but there
are some specific strategies that are useful in teaching a group which includes students with
hearing impairments. In considering alternative forms of assessment, equal opportunity, not a
guaranteed outcome, is the objective. You are not expected to lower standards to
accommodate students with a disability, but rather are required to give them a reasonable
opportunity to demonstrate what they have learned.
First Day
Include a statement in your course syllabus regarding accommodation issues for students with
disabilities. See the Suggested Disability Statement for course syllabi. Invite students to self-
identify on the first day of class by making a public statement such as: "Please contact me to
discuss disability accommodations." Lectures and Other Teaching Sessions Keep instructions
brief and uncomplicated as much as possible. When repeating instructions, repeat exactly
without paraphrasing. Clearly define course requirements, the dates of exams, and when
assignments are due. Provide advance notice of any changes. Present lecture information in a
visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.). Use more than
one way to demonstrate or explain information. Ensure key notices e.g. regarding
cancellations or re-scheduled classes, are also announced in ways that are accessible to deaf
or hearing-impaired students. In lecture/discussion classes, take care over seating
arrangements and encourage people to take turns to speak. Work with the student on
strategies to help them participate fully and find out if they wish any other adjustments.
Circular seating arrangements offer students who are deaf or hard of hearing the best
advantage for seeing all class participants. When desks are arranged in rows, keep front seats
open for students who are deaf or hard of hearing and their interpreters. Make field trip
arrangements early and ensure that accommodations will be in place on the given day (e.g.,

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transportation, site accessibility). Provide plenty of warning so a personal assistant or

adaptive equipment can be arranged as appropriate for laboratory work and field trips. A
health and safety assessment for the student may be necessary in certain situations, and
should be carried out beforehand. 'Reasonable adjustments' must be considered in the light of
any perceived risk. Individual induction to laboratory or computer equipment may be helpful
Writing Assignments and Examinations
Provide assistance with proofreading written work. Stress organization and ideas rather than
mechanics when grading in-class writing assignments. Encourage the use of spell-check and
grammar-assistive devices when appropriate to the course.
Strategies Specific for the Sign interpreter:
The student needs an unobstructed view of the sign language interpreter and the instructor.
Speak directly to the student and the sign language interpreter will interpret your words
directly. Do not expect the sign language interpreter to answer for the student. However, the
interpreter is available to voice the student's signed comments. Pauses between topics or main
ideas during your lecture will facilitate the accuracy of the interpretation and thus be better
understood by the student. If there is only one interpreter in the classroom, he/she might need
to break after 45 minutes of working. Interpreting is a highly taxing, both mentally and
physically.
Strategies Specific for the Cartoonist:
In order for the student to have continuous access to the computer screen or to the person
speaking and the Cartoonist, remember to walk around them. It is in the Cartoonist’s
statement of ethics that they will not give away or sell the notes taken in class. The Cartoonist
needs to be seated at a small table near the front with access to an electrical outlet.
Arrangements will have been made by the Disabilities Services staff to have this furniture in
your classroom. If you do not see the table and chair the first day of classes, please notify
Educational Counselling and Disabilities Services at 231-591-3057 or email ecds@ferris.edu.
Speech:
Speak clearly and at a reasonable and natural pace. Do not shout as this will distort your
voice and lip patterns. Reinforcing meaning: Give the student time to absorb what you have
said and rephrase it if necessary. Remember sentences and phrases are easier to lip-read than
single words. Use gestures where these are relevant but avoid exaggerated facial expressions.
If you change the subject, make sure the deaf student knows. Write things down if you need
to clarify them.
Lectures:
Advance information: Lip-reading is easier when the subject area is known, so give the
student a copy of lecture notes/OHPs/PowerPoint slides in advance to help familiarize with
session content and vocabulary to be used. (If you put this on the Internet, everyone else will
benefit too). Ensure the deaf student has relevant booklists well in advance, as they may rely
more heavily on textbooks than lectures early access to this information is a great help.

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Structure:

 Well structured sessions are important for all students, but particularly for those who
lip-read
 Include regular opportunities to review what has been covered.
 Indicate when the subject is about to change, or a new concept is being introduced, by
writing on the board or holding up an appropriate book or article.
 Try to break up the session with opportunities to look at illustrations, pass round
handouts or complete individual tasks.
 Allow a little extra time for a deaf student to assimilate information and respond
before progressing to the next stage.

Q.4 Now a days ICT is part of parcel of teaching and learning process.
The same a teacher of special education use the computer for teaching of
mentally challenged children. As a teacher develop a lesson plan to develop
cognitive skills with a topic of colors. In lesson your teaching methodology
will be computer-based education or teaching.
Children usually learn about color during their preschool years. The ability to identify colors
is considered a marker and milestone in a child's cognitive process and is often part of early
screening for development and educational admittance. Recognizing the colors and
identifying the color names is an important part of a child's development. Early identification
of colors helps to create the cognitive link between visual clues and words. Children need to
first acquire informational pieces before they can begin to understand color as a concept. It
might seem simple as blue is blue, before the concept of color is understood. Children don't
have the ability to understand that light blue and navy are both blue and they also lack the
verbal skills to explain that to you. Along with learning what each color is called, children
need to understand what color represents; it's not size, nor shape, nor the name of the object,
nor the texture, not the number of things showing. Constant repetition and expanding on what
colors are and what they are not will help any child understand what the actual word color
means. After that, teaching colors to children is usually easy. Children are naturally attracted
to bright colors, which is why most toys and activities geared towards younger children,
including toddlers and babies, are brightly colored. During the preschool years, children have
a natural affinity to understand their world around them. Surrounded by a world of color it is
easy to use daily opportunities to discuss colors. Of course, since teaching color recognition
to children is so important, there are many tools that can be used by parents and educators
alike to help children learn about color.
There are numerous children’s books and play cards to teach children about the color from.
i.e

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Chunky books
Happy baby
Color matching memory games etc.

Q.5 Define Child Friendly School and discuss the role of head teacher
and school staff for promoting child friendly environment in special school.
Support your answer with examples.
Teachers play vital roles in the lives of the students in their classrooms. Teachers are best
known for the role of educating the students that are placed in their care. Beyond that,
teachers serve many other roles in the classroom. Teachers set the tone of their classrooms,
build a warm environment, mentor and nurture students, become role models, and listen and
look for signs of trouble.
Signs of Trouble
Another role played by teachers is a protector role. Teachers are taught to look for signs of
trouble in the students. When students' behaviours change or physical signs of abuse are
noticed, teachers are required to look into the problem. Teachers must follow faculty
procedures when it comes to following up on all signs of trouble.
THE SCHOOL PRINCIPAL AS LEADER
Traditionally, the principal resembled the middle manager suggested in William Whyte's
1950's classic The Organization Man - an overseer of buses, boilers and books. Today, in a
rapidly changing era of standards-based reform and accountability, a different conception has
emerged - one closer to the model suggested by Jim Collins' 2001 Good to Great, which
draws lessons from contemporary corporate life to suggest leadership that focuses with great
clarity on what is essential, what needs to be done and how to get it done. This shift brings
with it dramatic changes in what public education needs from principals. They can no longer
function simply as building managers, tasked with adhering to district rules, carrying out
regulations and avoiding mistakes. They have to be (or become) leaders of learning who can
develop a team delivering effective instruction.
Wallace's work since 2000 suggests that this entails five key responsibilities:

 Shaping a vision of academic success for all students, one based on high standards.
 Creating a climate hospitable to education in order that safety, a cooperative spirit and
other foundations of fruitful interaction prevail.
 Cultivating leadership in others so that teachers and other adults assume their parts in
realizing the school vision.
 Improving instruction to enable teachers to teach at their best and students to learn to
their utmost.
 Managing people, data and processes to foster school improvement

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Each of these five tasks needs to interact with the other four for any part t.o succeed. It's hard
to carry out a vision of student success, for example, if the school climate is characterized by
student disengagement, or teachers don't know what instructional methods work best for their
students, or test data are clumsily analysed. When all five tasks are well carried out, however,
leadership is at work. A particularly noteworthy finding is the empirical link between school
leadership and improved student achievement. Meanwhile, education experts, through the
updated (2008) Interstate School Leaders Licensure Consortium standards, have defined key
aspects of leadership to guide state policy on everything from licensing to on the-job training
of principals. New tools are available for measuring principal performance in meaningful
ways. And federal efforts such as Race to the Top are emphasizing the importance of
effective principals in boosting teaching and learning. Paying attention to the principal's role
has become all the more essential as the U.S. Department of Education and state education
agencies embark on transforming the nation's 5,000 most troubled schools, a task that
depends on the skills and abilities of thousands of current and future school leaders. Since
2000, The Wallace Foundation has supported numerous research studies on school leadership
and published more than 70 reports on the subject. It has also funded projects in some 28
states and numerous districts within them. Through that work, we now understand the
complexities of school leadership in new and more meaningful ways. A particularly
noteworthy finding, reinforced in a major study by researchers at the universities of
Minnesota and Toronto, is the empirical link between school leadership and improved student
achievement.2 Drawing on both detailed case studies and large-scale quantitative analysis, the
research shows that most school variables, considered separately, have at most small effects
on learning. The real payoff comes when individual variables combine to reach critical mass.
A University of Washington study employed a musical metaphor to describe three different
leadership approaches by principals.4 School leaders determined to do it all themselves were
"one-man bands;" those inclined to delegate responsibilities to others operated like the leader
of a "jazz combo;" and those who believed broadly in sharing leadership throughout the
school could be thought of as "orchestral leaders," skilled in helping large teams produce a
coherent sound, while encouraging soloists to shine. The point is that although in any school
a range of leadership patterns exists among principals, assistant principals, formal and
informal teacher leaders, and parents - the principal remains the central source of leadership
influence.

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