Changes

== '''Caselets based on interactions with students as part of the Technology Integration for Inclusive Education Project''' ==

== '''Caselets based on interactions with students as part of the Technology Integration for Inclusive Education Project''' ==

=== 1. Padma - Case of a child with possible learning difficulties _ 16th March-23 ===

=== 1. ''Padma'' - Case of a child with possible learning difficulties _ 16th March-23 ===

Padma's parents are in Gulbarga, Padma's mother has six daughters; she is the third child, who was delivered at home through vaginal delivery. Her aunt adopted her because they do not have a girl child after four sons, Padma was adopted as fifth child and father's holy pet daughter, the father takes care of her very well, getting anything she asks for, and not scolding her for anything.

Padma's parents are in Gulbarga, Padma's mother has six daughters; she is the third child, who was delivered at home through vaginal delivery. Her aunt adopted her because they do not have a girl child after four sons, Padma was adopted as fifth child and father's holy pet daughter, the father takes care of her very well, getting anything she asks for, and not scolding her for anything.

   • In what ways can we support/interact with such a child where she only responds in individual interactions?

   • In what ways can we support/interact with such a child where she only responds in individual interactions?

=== 4. “Mujhe bhi bholne ko chance diyo yar” _19th March 23 ===

=== 4. “Mujhe bhi bholne ka chance diyo yar” _19th March 23 ===

It was an activity where, children of grade 6 were asked to create a horror story in groups of 5-6 each. In one of the groups, there was a student Sumukh (name changed) who was involved as one of the group member. Sumukh is always seen as silent, not interacting with others, not giving answers to questions but when given problems to solve he would solve quickly and correctly. After several discussions and interactions it was found that he cannot understand Kannada as he is from West Bengal who has recently shifted to Bangalore. Before he was studying in Shantinikethan school in west bengal. After shifting to Bangalore he got an admission in GHPS School.  When we tried speaking to him in Hindi he started expressing about himself a bit comfortably.

It was an activity where, children of grade 6 were asked to create a horror story in groups of 5-6 each. In one of the groups, there was a student Sumukh (name changed) who was involved as one of the group member. Sumukh is always seen as silent, not interacting with others, not giving answers to questions but when given problems to solve he would solve quickly and correctly. After several discussions and interactions it was found that he cannot understand Kannada as he is from West Bengal who has recently shifted to Bangalore. Before he was studying in Shantinikethan school in west bengal. After shifting to Bangalore he got an admission in GHPS School.  When we tried speaking to him in Hindi he started expressing about himself very comfortably.

During the activity of creating a horror story, as we knew that the boy knows Hindi we asked him to create the story in Hindi. Then the other children complained that they cannot understand. Then the boy immediately said, “ Mujhe bhi bholne ko chanace diyo yar”. Then one of the girl who knew both languages agreed to translate his story to others and others story to him. As the group was creating stories and adding their inputs this boy added his inputs so imaginatively and realistically as if it was his own experience. His language skills and vocabulary were so excellent that he went on describing the story for about 6 minutes continuously adding details so vividly.  

During the activity of creating a horror story, as we knew that the boy knows Hindi we asked him to create the story in Hindi. Then the other children complained that they cannot understand. Then the boy immediately said, “ Mujhe bhi bholne ka chance diyo yar”. Then one of the girl who knew both languages agreed to translate his story in kannada and other language to others and others story to him. As the group was creating stories and adding their inputs this boy added his inputs so imaginatively and realistically as if it was his own experience. His language skills and vocabulary were so excellent that he went on describing the story for about 6 minutes continuously adding details so vividly.  

We had never seen Sumukh to be so expressive and imagined him to be so talkative till then. After this incident, Sumukh Started expressing his ideas and thoughts in classroom. He would also share with us what happened throughout the day in School.  

We had never seen Sumukh to be so expressive and imagined him to be so talkative till then. After this incident, Sumukh Started expressing his ideas and thoughts in classroom. He would also share with us what happened throughout the day in School.  

=== 11. Child who is very confused and disturbed_20th March 23 ===

=== 11. Child who is very confused and disturbed_20th March 23 ===

"Rohan" (name changed) is a 13 years old, enrolled in grade 7 in the Government Higher Primary School Bilekahalli. He is the oldest child of his parents, and has a younger brother who is a fourth-grader at the same institution. He was previosuly enrolled in a Shantinikethan school where completed preschool to grade 6. It is uncertain why he was moved to GHPS Bilekahalli. He comes across as a sincere child who maintains good discipline and takes initiative, but is frequently quiet in class and has had trouble befriending his classmates.

"Rohan" (name changed) is a 13 years old, enrolled in grade 7 in the Government Higher Primary School. He is the oldest child of his parents, and has a younger brother who is a fourth-grader at the same school. He was previosuly enrolled in a Shantinikethan school till grade 6. It is uncertain why he was moved to GHPS. He comes across as a sincere child who maintains good discipline and takes initiative, but is frequently quiet in class and has had trouble befriending his classmates.

During our sessions and continuous interactions with him we observed that Rohan is comfortable with both English and Kannada and is able to understand the dicsourses provided in either language. He had to be given individual attention during the Math sessions because he struggles to understand the instructions given. He also faces difficulty in comprehension and tends to forget previously covered concepts. It was likely that he also has an eyesight problem since he finds very difficult to read it from the distance more than 1 metre and tends to squint.

During our sessions and continuous interactions with him we observed that Rohan is comfortable with both English and Kannada and is able to understand the dicsourses provided in either language. He had to be given individual attention during the Math sessions because he struggles to understand the instructions given. He also faces difficulty in comprehension and tends to forget previously covered concepts. It was likely that he also has an eyesight problem since he finds very difficult to read it from the distance more than 1 metre and tends to squint.

In terms of vision-related issues, Rohan did undergo a free health check-up as a part of the ____________ campaign. However, he seems to have still have not received his prescription glasses. The facilitator tried to inquire from the class teacher about the same, and although she was aware that he had not received the glasses, she was not sure of the reason behind it.

In terms of vision-related issues, Rohan did undergo a free health check-up as a part of the ____________ campaign. However, he seems to have still have not received his prescription glasses. The facilitator tried to inquire from the class teacher about the same, and although she was aware that he had not received the glasses, she was not sure of the reason behind it.

Rohan faced few challenges in learning,inspite there were other challenges too which was brought up in the school by his parents.   

Rohan faced few challenges in learning, inspite there were other challenges too which was brought up in the school by his parents.   

One day his parents came to the school after the school hours around 3.30. Rohan was engaged in one of the activity with the facilitator. Suddenly his brother entered the class and said “ Appa bandidare manega karkond hogakke” after listening to it he requested the facilitator to end up the activity because he was very happy and excited to see his parents. As soon as he went outside he saw his parents speaking to the class teacher and 6^th grade teacher. Once he went near his parents, they started to complaint about Rohan in the school premises where most of the children were looking at him due to that he also started to cry. After few minutes when the facilitator found this she went to speak to their parents. She introduced herself that we are from an organisation we are taking sessions for him since 9 months. Later The facilitator started to praise the child that he is a very good, obident  soon she started to complaint about the child that he still behaves a childish. He has just grown up but no intellectual development. As he was the elder child his parents brought up with love and care. He was not made to go outside for anyone of the things nor told to make friends. As he was  grown up within the 4 wall now his parents expect him to make friends get united with them and play together and try to understand the outside word. For this the facilitator with his parents give him some time to get adjusted to the outside atmosphere suddenly expecting him to do such things is very difficult for a child to do so but his parents are not ready to agree and started to compare his brother “look at him he is his younger brother” when he is able to do why he cant do it. His parents were very angry and upset on him. The facilitator wanted to check about his eye glasses because he was finding very difficult to look at the board or books at a certain distance. So their parents said no we already have got eye check up but its normal. I tried to convince that we may also help the child in getting the glasses to him but their parents refused it and said he just squit the eyes when he is looking but he do not have any eye problem. This was very disappointing to know that his parents were not agreeing that he is finding difficulty.   

One day his parents came to the school after the school hours around 3.30. Rohan was engaged in one of the activity with the facilitator. Suddenly his brother entered the class and said “ Appa bandidare manega karkond hogakke” after listening to it he requested the facilitator to end up the activity because he was very happy and excited to see his parents. As soon as he went outside he saw his parents speaking to the class teacher and 6^th grade teacher. Once he went near his parents, they started to complaint about Rohan in the school premises where most of the children were looking at him due to that he also started to cry. After few minutes when the facilitator found this she went to speak to their parents. She introduced herself that we are from an organisation we are taking sessions for him since 9 months. Later The facilitator started to praise the child that he is a very good, obident  soon she started to complaint about the child that he still behaves a childish. He has just grown up but no intellectual development. As he was the elder child his parents brought up with love and care. He was not made to go outside for anyone of the things nor told to make friends. As he was  grown up within the 4 wall now his parents expect him to make friends get united with them and play together and try to understand the outside word. For this the facilitator with his parents give him some time to get adjusted to the outside atmosphere suddenly expecting him to do such things is very difficult for a child to do so but his parents are not ready to agree and started to compare his brother “look at him he is his younger brother” when he is able to do why he cant do it. His parents were very angry and upset on him. The facilitator wanted to check about his eye glasses because he was finding very difficult to look at the board or books at a certain distance. So their parents said no we already have got eye check up but its normal. I tried to convince that we may also help the child in getting the glasses to him but their parents refused it and said he just squit the eyes when he is looking but he do not have any eye problem. This was very disappointing to know that his parents were not agreeing that he is finding difficulty.   

=== 1. MODEL TEACHER IN ACTION ===

=== 1. MODEL TEACHER IN ACTION ===

One of the teachers, "Amulya," has been working as a computer teacher in the Government higher primary school for the past ten years, managing the school's information updates and other work while also teaching computer basic literacy to the students. There is a computer lab with 12 systems which are working in good condition.As computer lab is having a open empty space so mostly our sessions were conducted in the Lab. During the sessions she had her work in-spite she was very interested to know what the facilitators are trying to do in that particular session. Also motivate the students to participate it and learn effectively which is very useful for their Academic performance. From her continuous observation in the sessions she felt few students ( child X, child Y, child Z.....and so on) have shown interest in learning after our sessions. also most of the students have changed in their behaviors and are behaving in a well disciplined way. All the facilitators were very friendly and polite to every child this has impacted for few students and also tried to engage, participate and retain it. Learning with joy/ Happy was observed in most of the children faces also they used to share about the sessions with very Interest, Perhaps always ask me to call the facilitators to inform to come to school and take sessions.

One of the teachers, "Amulya," has been working as a computer teacher as a guest teacher from a NGO in the Government higher primary school for the past ten years, managing the school's information updates and other work while also teaching computer basic literacy to the students. There are around 12 systems in the computer lab with which are working in good condition.As computer lab is flexible and a open empty space so mostly our sessions were conducted in the Lab. During the sessions she had her update work in-spite she was very interested to know what the facilitators are trying to do in that particular session. Also motivated the students to participate in the session and learn effectively which is very useful for their Academic performance. From her continuous observation in the sessions she felt few students ( child X, child Y, child Z.....and so on) have shown interest in learning after our sessions. also most of the students have changed in their behaviors and are behaving in a well disciplined way. As All the facilitators were very friendly and polite to every child this has impacted the students and also tried to engage, participate and retain it. Learning with joy/ Happy was observed in most of the children faces also they used to share about the sessions with very Interest, Perhaps always ask me to call the facilitators to inform to come to school and take sessions.

She herself was also interested to help the students towards their learning, Perhaps tried to implement some of the activities that was conducted in the lab such as Tux Math which had Addition, subtraction, Multiplication and division to do hands on practice through games. She herself observed that students were more interest to learn using the computers and Language Lab for other grades students. Their engagement and participation was also good was  She is very interested and motivated to conduct the sessions what she has observed from the session. She is very positive to learn and teach the children.

She herself was also interested to help the students towards their learning, Perhaps tried to implement some of the activities that was conducted in the lab such as Tux Math which had Addition, subtraction, Multiplication and division to do hands on practice through games. She herself observed that students were more interest to learn using the computers and Language Lab for other grades students. Their engagement and participation was also good was  She is very interested and motivated to conduct the sessions what she has observed from the session. She is very positive to learn and teach the children.