Supervision of disabled students | Cashmere amount

Teaching specially disabled students is no ordinary job, but requires immense “courage, patience and dedication” to help them grow, according to Kashmir-based Inclusive Educators (IEs). There is, however, a dearth of such teachers in Kashmir, but many of them still mark the lives of hundreds of these children.

Cashmere amount main correspondent Riyaz Bhat spoke to some of the special tutors who shared their experience as a guide and mentor for students with disabilities.

Assiya Kousar

Inclusive education tutor Samagra Shiksha

Kousar says that on average, special needs educators visit homes of at least 2-3 specially disabled students that they have identified for inclusive education (EI).

“Among these, there are students who cannot be educated and therefore we do the ‘follow-ups’. We explain to their parents how they can try to get their pupils to understand some of the basic things like daily activities, life and ideals. Kousar said

Kousar, 29, says that in the Budgam area, the government has set up a resource room in Ompora in which at least six students with disabilities are enrolled.

“Although IE students have different levels of disability, we need to teach each student individually,” she said.

Kousar also says that the way of teaching specially able students is entirely different and requires a lot of patience and love for them to understand everything being taught to them.

“We usually show pictures or models to silent students. They have to do picture reading. However, for visually impaired students we use braille script, ”she said.

Braille is a tactile writing system used by visually impaired people, including people who are blind, deafblind or visually impaired. It can be read either on embossed paper or using updatable braille displays that connect to computers and smartphones.

Kousar has been teaching students with disabilities since 2017. “So far, I have taught at least 20 students with different types of disabilities.”

She said, “In Budgam district, at least 137 of these students are enrolled, among whom more than 80 students can train through IE, but the staff is very weak.

Kousar also says that at least three different students have left private schools and enrolled in our EI resource room.

Sabreen zahra

Inclusive education tutor Samagra Shiksha

For Sabreen Zahra, 30, teaching students with disabilities takes a lot of courage and hard work, along with an Honors Bachelor of Education degree.

“We can’t do that with a normal B.Ed or Post Graduation (PG),” she said.

Originally from the Hawal district of Srinagar city, Zahra says that Samagra Shiksha has dedicated a special resource room for this purpose in each area of ​​the district.

“I also have a resource room at the Nawakadal Boys Upper Secondary School. We don’t have exact data on students with disabilities because every now and then a new special child is enrolled, ”she said.

Zahra said: “For special lessons and to fill the gap, students usually come for special lessons, special lessons and sometimes, whenever they have problems on a particular topic or need help. special attention, assistance or advice, they visit us two or three times a year in my resource room.

The inclusive special tutor Zahra says that Samagra Shiksha has many special teachers working in Srinagar.

Students with special abilities receive lessons from different teachers specializing in different fields.

Zahra is specialized in B.Ed Specialized Education Intellectual Handicap. “In addition, inclusive teachers should undergo special training provided by Samagra Shiksha where they learn sign language for deaf and dumb students, braille training for blind students and other classes for students with hearing disabilities. delay in speaking. “

“Physically handicapped students with motor disabilities receive special help in special education in resource rooms and for special physiotherapy, they are referred to the Composite Research Center (CRC) Bemina to fill these types of gaps”, he said. she declared.

She also says, “Currently, I teach six to eight special students who regularly attend special classes in my resource room. “

Sharing the successes of her students, Zahra said, “One of the deaf and dumb students recently passed her 10th grade and another upper secondary student from Soura also got decent marks on her 12th jury exams. “

She says being a special teacher is totally different and difficult from a normal teacher. “In addition to special training, we need to have a caliber, a potential and, most importantly, this mindset to teach such students. “

Zahra also says it takes a lot of determination to teach special students.

“To make them understand a single alphabet, it sometimes takes days together. Whereas for students with poor comprehension skills it can take weeks or even months, and only then is an assessment or reassessment possible, ”she said.

Zahra said, “We create Individualized Educational Programs (IEPs) for a special duration and this requires different tools and techniques based on the potential of the child. “

In Srinagar, nine teachers work for inclusive education, five of whom are special education teachers and four are resource persons.

The resource persons work for the elementary level up to the 8th standard and the teachers in special education work for the secondary level of 9 to 12 classes.

Nazia hurra

Volunteer tutor for CWSN

In an effort to help disabled children, Nazia Hurra did not accept the same fate of being illiterate as her three siblings and became the first in her family to pursue an education.

Hurra, 30, says she wants to help students who need inclusive education to compete with normal students.

Currently, Hurra is a special tutor and teaches at least 20 disabled students in the Bandipora district of northern Kashmir.

“We are three sisters and one brother, and in my family poverty has forced my siblings out of school. However, for me there was no way to step back and accept the same fate as theirs, ”said Hurra.

Originally from Naidkhai Village in Hajin Block of Bandipora District, Hurra said she started doing social work at home helping her specially disabled nephew who was born blind and mentally disabled.

“My journey of helping students with disabilities started at home where I have a blind and mentally disabled nephew. He always wanted to study like normal students and that’s where I started my new journey of helping children with special needs (CWSN), ”she said.

Hurra says her family were worried about her nephew’s education because they had no idea how to write braille for the blind.

“I started working with an NGO, the National Association of the Blind, in which I worked as a volunteer. Later I learned the Braille script on my own. I started working with this NGO as a specialist teacher in the field, ”she said.

Hurra says that initially she identified students who needed inclusive education. “In Bandipora district, I had identified around 20 children who needed inclusive education. I taught them and two of them were selected at Aligarh Special School, ”she said.

“In addition to two other specially disabled students I taught qualified the 10th standard,” she said.

Hurra says that in Jammu and Kashmir, the government as well as private educational institutions lack basic infrastructure.

“There is a need for more special tutors here and more importantly, the infrastructure should be built for the CWSN,” she said.

Javaid ahmed tak

Laureate Padma Shri, godmother of the JK disabled association and special tutor

Almost every two years, a survey is conducted to find out how many Children with Special Needs (CwSN) are enrolled.

“In most districts of Jammu and Kashmir, more than 4000 CWSNs are enrolled in inclusive education,” explains Javaid Ahmad Tak.

He said: “In Jammu and Kashmir, only 58 special education teachers were recruited in 2012. Currently, only around 80 special education teachers are working to teach students with different disabilities.

In a wheelchair, Tak says he’s been associated with the Zeba-Apa Institute for Children with Disabilities since 2006.

“At this institute, over 100 students with disabilities are enrolled and are taught by the special tutors we have hired at Composite Research Center (CRC) Bemina,” Tak said.

Tak has been working as a special tutor since 2006 and has taught over 100 students with different abilities.

Earlier this year, in Nov-08, Tak received the Padma Shri Award from President Ram Nath Kovind in New Delhi.

Tak said the secret behind receiving the Padma Shri Award was the struggle of people with disabilities which inspired him to work for the social good of all those people who sail the same boat.

Recalling the ordeal of two decades ago, Tak said: “On the night of March 21-22, 1997, I was at my uncle’s house and an unknown gunman burst in and shot me in the back in which one of my kidneys, part of the liver, and a spleen were damaged.

Tak received a postgraduate degree in social work from the University of Kashmir.

He said that since then he has been serving people with disabilities and after three years in 2000 he founded an NGO Humanity Welfare Organization Helpline for the welfare of the poor and the disabled.

Umza Majid

Special educator at the Baramula School for the Blind

Uzma Majid was only 21 years old when she decided to devote her services to serving children with disabilities.

Posted at a school for the blind in Baramulla district, north Kashmir, Uzma says she has been working for inclusive education since 2016.

The 27-year-old special tutor, Uzma, said: “I have been working on inclusive education and now I am working in a school for the blind in Baramulla where different types of pupils are enrolled such as the mentally retarded pupils (MR), deaf and dumb pupils and blind pupils respectively. . “

“In the school at least 83 students are enrolled and I teach 8th grade students,” she said.

Originally from the Delina region of Baramulla, Uzma said: “I mainly teach partially blind students using braille writing and in my classroom at least eight of these students are enrolled.


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