Relevant bibliographies by topics / Sex instruction for children with mental disabilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Sex instruction for children with mental disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Sex instruction for children with mental disabilities"

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Barton, Erin E., Gounah Choi, and Evelyn G. Mauldin. "Teaching Sequences of Pretend Play to Children With Disabilities." Journal of Early Intervention 41, no. 1 (September 12, 2018): 13–29. http://dx.doi.org/10.1177/1053815118799466.

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Children with disabilities demonstrate fewer complex pretend play behaviors than children with typical development, which might limit their social participation in early childhood settings. A multiple-probe design was used to examine the relation between a single prompt procedure—constant time delay—and the acquisition, maintenance, and generalization of sequences of pretend play by children with disabilities. Results indicated systematic instruction was functionally related to increased levels of unprompted and different sequences of pretend play in all three participants. However, individual adaptations were required for two of three participants. The findings replicate previous research on adult systematic instruction using response-prompting strategies to teach pretend play and extend the literature by measuring and reporting generalized sequences of pretend play. Overall, this study supports systematic, individualized instruction using response-prompting strategies to teach sequences of pretend play to children who do not display such behaviors.
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SANDLER, ADRIAN D. "Intensive remedial instruction for children with severe reading disabilities." Journal of Developmental & Behavioral Pediatrics 22, no. 4 (August 2001): 266. http://dx.doi.org/10.1097/00004703-200108000-00033.

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Odom, Samuel L., Virginia Buysse, and Elena Soukakou. "Inclusion for Young Children With Disabilities." Journal of Early Intervention 33, no. 4 (December 2011): 344–56. http://dx.doi.org/10.1177/1053815111430094.

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Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary organizational supports, and benefits for typically developing children. Two recent directions affecting the implementation of inclusion, assessment of quality and Response to Intervention (RTI), are discussed. In addition, factors that may affect early childhood inclusion in the future are summarized.
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Winstead, Olivia, Justin D. Lane, Amy D. Spriggs, and R. Allan Allday. "Providing Small Group Instruction to Children With Disabilities and Same-Age Peers." Journal of Early Intervention 41, no. 3 (March 6, 2019): 202–19. http://dx.doi.org/10.1177/1053815119832985.

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Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.
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Piasta, Shayne B., Brook Sawyer, Laura M. Justice, Ann A. O’Connell, Hui Jiang, Mine Dogucu, and Kiren S. Khan. "Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading." Journal of Early Intervention 42, no. 3 (October 25, 2019): 224–43. http://dx.doi.org/10.1177/1053815119883410.

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Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers’ provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children’s language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.
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B., Bhagya, and Ramakrishna A. "PREVALENCE OF MENTAL RETARDATION AMONG CHILDREN IN MANGALORE." Journal of Health and Allied Sciences NU 03, no. 04 (December 2013): 063–66. http://dx.doi.org/10.1055/s-0040-1703703.

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Abstract Objectives: This study determines the prevalence of mental retardation among school going children in Mangalore by sex, age, religion, and location. Distribution of severity of mental retardation and its relationship with age of diagnosis is reported. Materials and methods: The prevalence was obtained from the Inclusive Education Resource Centre reports of 2011. Sex, age, religion and living area were evaluated for each child. Parents of the mentally retarded children were interviewed to record the age of diagnosis. Intelligence Quotient was assessed using Binet Kamat Test, Seguin Form Board and Vineland Social Maturity Scale. Results: The prevalence of mental retardation was 561 of the total disabilities recorded.The prevalence of MR was higher among males than in females (p<0.001). No notable sex difference between rural and urban areas was seen. Prevalence was higher among Hindus and between 9 to 12 years of the age group. Most of them had mild MR (48.15%). Severe and Profound MR were diagnosed at a much earlier age group than in mild and moderate types. Conclusion: This study provides an insight to the school going children with mental retardation. Further research on study of causes for MR is needed for service planning.
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O’Sullivan, David V., Corinna F. Grindle, and J. Carl Hughes. "Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction." Journal of Intellectual Disabilities and Offending Behaviour 8, no. 3 (September 11, 2017): 122–31. http://dx.doi.org/10.1108/jidob-09-2016-0015.

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Purpose The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital. Design/methodology/approach A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program. Findings Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants. Originality/value HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.
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Wojtkowski, J., D. Sienkiewicz, B. Okurowska-Zawada, G. Paszko-Patej, A. Konopka, K. Okulczyk, K. Średzińska, E. Dmitruk, A. Mirska, and W. Kułak. "Quality of life of children suffering from motor disabilities as evaluated by their parents." Progress in Health Sciences 7, no. 2 (December 29, 2017): 60–66. http://dx.doi.org/10.5604/01.3001.0010.7851.

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Purpose: We assessed the quality of life of children with motor disabilities in comparison with healthy children, as evaluated by their parents, using the CHQ-PF28 questionnaire (Child Health Questionnaire—Parent Form). Materials and methods: In a prospective study, we evaluated the quality of life of 105 children with motor disabilities. Results: Our research showed lower quality of life in the group of children with motor disabilities compared with controls, both in terms of physical and psychosocial health. Significant correlations between independent walking and physical functioning, general behavior, and mental health of children suffering from motor disabilities were found. According to the average indices of quality of life of children suffering from motor disabilities, depending on sex, the greatest differences occurred in behavior and change of health status, while the smallest differences in self-esteem and parental involvement, compared with controls. In the case of healthy children, the largest differences appeared in the perception of pain, behavior, and self-esteem; whereas, the smallest variations occurred in the change of health status and physical activity. Conclusion: Children suffering from motor disabilities demonstrate lower quality of life compared with healthy children.
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Eltantawy, Mahmoud Mohamed. "The Effectiveness of a Training Program Based on Self-Management Skills in Developing Independent Behavior and Safety and Security Skills of Children with Intellectual Disability." Journal of Intellectual Disability - Diagnosis and Treatment 11, no. 2 (May 2, 2023): 97–108. http://dx.doi.org/10.6000/2292-2598.2023.11.02.4.

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Background: Children with intellectual disabilities suffer from many deficiencies that negatively affect their adaptation and transition from one stage to another. Objective: The current study aimed at developing independent behavior, safety, and security skills of children with an intellectual disability through a program based on self-management skills. Methods: The study sample consisted of (20) children with mild intellectual disabilities enrolled in classes from the fourth to the sixth primary. The sample was divided into two groups; the experimental group to which the training program has been applied, consisting of (10) children, and the control group (10) children. The study relied on the quasi-experimental method. As such, the training program is perceived to be the independent variable, while the independent behavior, safety, and security skills are considered the dependent ones. The study is based on a number of tools that are prepared by the researcher, the scale of independent behavior of children with intellectual disabilities, the scale of safety and security skills of children with intellectual disabilities, and the training program based on self-management skills. Results: The study's results disclosed the effectiveness of the training program used in developing independent behavior and safety and security skills of children with intellectual disabilities. Conclusions: The effectiveness of self-management strategies such as self-monitoring, self-reinforcement, self-instruction, and problem-solving in developing the independent behavior and security and safety skills of children with intellectual disabilities has been proven.
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Kovac, Milena. "Some specificities of rehabilitation of children with special needs." Medical review 58, no. 9-10 (2005): 483–85. http://dx.doi.org/10.2298/mpns0510483k.

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Introduction Children with special needs (with psychophysical developmental disabilities) need rehabilitation in order to live as independent life as possible. The aim of this study was to determine the amount of certain kinds of rehabilitation in children with special needs. Material and methods The study included three groups of children (total of 99 children) hospitalized at the department for extended treatment of the rehabilitation center for children. All children have mental, physical or combined disabilities, as a result of chronic disease. Treatment type and the amount (and also involvement in special schools) depended on the disability Analysis of sex distribution showed male predominance. Most children (59 of them) were aged 0 - 7 (59.6%) and there were 40 children 8-17 (40.4%) years old. Results Most of the subject were involved in: occupational therapy 93 (36.8%). kinesitherapy 47 subjects (18.6%), psychomotor therapy 46 (18.2%), speech therapy 35 (13.8%), and medical therapy 32 (12.6%). School children were mostly with mental disability.
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Dissertations / Theses on the topic "Sex instruction for children with mental disabilities"

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Barry, Janet Lynn. "Addressing social sexual skills and developmental disability during the formative years : parental perspectives on services." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31033.

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In this thesis based on survey methodology, a questionnaire was distributed to 36 parents who were raising a child with a developmental disability. Parents were asked about their views on social sexual skills development during the formative years, their satisfaction with available social sexual services and the importance they attached to these services. A parent group interview was conducted to enhance understanding of this area. Findings indicated that parents do support social sexual skill development for their children and teens. Parents also indicated that it was important for parents to have access to relevant social sexual services.
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Loo, Kin-hung. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.

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Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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Mui, Chak-pong Michael. "Effectiveness of small group instruction for children with severe mental handicap." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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Landry, Lyne S. "Safe sex education and the seriously mentally ill : a curriculum approach /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1620.

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Thesis (M.A.)--Central Connecticut State University, 2000.
Thesis advisor: Marc B. Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 25-30).
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Mui, Chak-pong Michael, and 梅澤邦. "Effectiveness of small group instruction for children with severe mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958151.

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Loo, Kin-hung, and 盧建衡. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626883.

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Marten, Kysa K. "Sex life and sexuality of individuals with developmental disabilities a critical review of the literature /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006martenk.pdf.

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Ankney, Barry Brickell John L. "The use of computer assisted instruction with educable mentally handicapped students implications for administrative decision making /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806851.

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Thesis (Ph. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 19, 2005. Dissertation Committee: John L. Brickell (chair), David L. Franklin, Patricia H. Klass, John R. McCarthy, Lanny E. Morreau. Includes bibliographical references (leaves 128-136) and abstract. Also available in print.
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Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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Books on the topic "Sex instruction for children with mental disabilities"

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Maksym, Diane. Shared feelings: A parent guide to sexuality education for children, adolescents, and adults who have a mental handicap. North York, Ont., Canada: G. Allan Roeher Institute, 1990.

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Johns, Rebecca. Lets do it: Creative activities for sex education for young people with learning disabilities. 3rd ed. Bledlow Ridge, Bucks: Image in Action, 2002.

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Katoda, Hiroshi. Health and sex education of schoolchildren with intellectual handicaps: A study in Japan and Sweden. Stockholm: Almqvist & Wiksell International, 1991.

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Couwenhoven, Terri. Teaching children with Down syndrome about their bodies, boundaries, and sexuality: A guide for parents and professionals. Bethesda, MD: Woodbine House, 2007.

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Craft, Ann. What about us?: Sex education for children with disabilities. 2nd ed. Sheffield: Home and School Council, 1992.

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Dixon, Hilary. Sexuality and mental handicap: An educators resource book. Wisbech: Learning Development Aids, 1988.

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Dixon, Hilary. Sexuality and mental handicap: An educator's resource book : Hilary Dixon. Wisbech: Learning Development Aids, 1988.

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Fegan, Lydia. Sexuality and people with intellectual disability. 2nd ed. Sydney, [NSW]: Maclennan + Petty, 1993.

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McCarthy, Michelle. Your rights about sex: A booklet for people with learning disabilities. Plymouth: BILD, 1996.

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P. M. van den Bergh. Zedenzaken en verstandelijk gehandicapten: Een empirisch onderzoek naar de afhandeling door politie en openbaar ministerie van zedenzaken bij mensen met een verstandelijke handicap. Leiden: DSWO Press, Universiteit Leiden, 1999.

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Book chapters on the topic "Sex instruction for children with mental disabilities"

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Minow, Martha. "Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.

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The historic treatment of students with disabilities in many ways resembles racial segregation in schools. Brown’s influence in this field is clear but complicated. Also complicated are debates over equal treatment of students who identify as gay, lesbian, bisexual, or transgendered. Religious students—and religious schools—elicit further variations on the educational equality debate with consequences for social integration and intergroup relations. Compulsory education laws in the United States for many years exempted students with mental and physical disabilities, and many school systems excluded such students or assigned them to separate institutions well into the 1970s. Before Brown, court challenges to this treatment of students with disabilities failed either on the assumption that the child’s impairments made schooling inappropriate or that the presence of the child with disabilities would harm the best interests of other children and the school. Even schools set up for students with disabilities could exclude a student by asserting that the child’s limitations would prevent educational progress. During the 1920s, communities established separate schools for students who were blind, deaf, or severely retarded, and many schools established separate classrooms for students who were considered to be slow learners. Misclassifications assigning students to separate classrooms or schools was not uncommon, and especially affected students who were immigrants or members of minority groups. This process of segregating persons with disabilities often relegated such persons to squalid residential institutions and imposed forced sterilization, justified in terms set by the eugenics movement. Those children with disabilities who did receive services did so largely in classrooms or schools removed from their peers. Parent advocacy organizations and civil rights activists challenged these practices, often with explicit references to Brown v. Board of Education. Parents and educators pressed for both more funding and experiments placing students with disabilities in regular educational settings. Integration, also called “mainstreaming” and “inclusion,” became a central goal through litigation, legislation, and advocacy for individual students, but for some children, advocates also pursued specialized instruction in separate settings. Intertwined with failures in the treatment of students with disabilities was the problem of racially discriminatory treatment.
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Raines, James C. "Specific Learning Disorder." In Evidence-Based Practice in School Mental Health, 131–75. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886578.003.0004.

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Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) agree that children should be excluded from being diagnosed if the disorder is primarily due to environmental, cultural, or economic disadvantage. They differ on the DSM-5’s exclusion for the lack of proficiency in the language of instruction. Schools can screen for SLD using the testing or the dual-discrepancy model of response to intervention (RTI). Assessment requires a comprehensive evaluation by the school. Students with SLD often suffer from poor social skills and low self-esteem. Intervention may be titrated according to the student’s level of need using multitiered systems of support. Collaborating with teachers, parents, and community providers is especially important for these students. A case example illustrates how an ecological approach can help students grow and learn.
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Spowart, Sara. "What Is Wrong with Us? The Growing Issue of Child Sex Trafficking Worldwide." In Recent Topics Related to Human Sexual Practices - Sexual Practices and Sexual Crimes. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.1003913.

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Sex trafficking of children and adolescents has been on the rise globally, particularly among the world’s most vulnerable individuals. These trafficked individuals, if they survive, are left with significant trauma, as well as severe mental and physical health issues and even disabilities. Approximately 80% of trafficked persons are women, and the average age of trafficking is in early adolescence. Sex trafficking of children and adolescents creates nearly irreparable harm and suffering for the individuals that survive, with very high rates of suicide and suicidal ideation resulting from their horrific abuse. Prevention and sexual abuse awareness are important for reducing the number of children and women that are trafficked. However, an even more effective tool is to address the buyer, or demand side, of the sex trafficking industry. Until the demand side and the buyers are sufficiently addressed, the industry will always exist because there is a demand to be met and a market for the services. This chapter explores the importance and critical necessity of addressing the poorly addressed issue of the buyer and the demand side of child sex trafficking.
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"Child health promotion." In Oxford Handbook of Primary Care and Community Nursing, edited by Judy Brook, Caroline McGraw, and Val Thurtle, 151–256. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831822.003.0006.

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The Children Act (2004) places a responsibility on health practitioners to work together to help a child be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being. This chapter covers the assessment of children, screening tests for vision and hearing, the immunization schedule, and accident prevention. It includes information for working with parents, providing support to new parents, and new birth visits. It then covers pre-term infants, new babies (including twins and multiple births), breast and bottle feeding, and weaning. Growth and development milestones are explained for different age ranges. The promotion of development, toilet training, good food habits, speech and language acquisition, and communication are all covered. The chapter also covers puberty and adolescence, health promotion in schools, sex and relationship education, and child and adolescent mental health. Separately, the care of children with complex health needs, disabilities, and special educational needs is described. Safeguarding children, identifying at-risk individuals, child protection processes, and the care of looked-after children are all included.
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Barman, Priyanka. "A STUDY ON NEEDS OF SPECIAL TRAIN TEACHERS AND EQUIPMENTS TO TEACH SPECIALLY OR DIFFERENTLY ABLED CHILDREN TO MAKE CLASSROOM INCLUSIVE." In Futuristic Trends in Social Sciences Volume 3 Book 12, 166–74. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bisop3ch2.

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Inclusive education is a process of strengthening the capacity of the education system to reach out the students. Inclusive education is strategy of making education universal irrespective of caste, creed, sex, normal and disable. But it is considered that 150 million students in the world live with a disability, among them most of the children live in developing country who didn’t received necessary treatment and education. Now Indian govt launched different initiative for development of inclusive education. This initiative should implement properly for getting the result behind that purposes. New Delhi: 3% seats are reserved from the available seat of fresh admission in kendriya vidyalayas(KVs) and Jawahar Navodaya Vidyalayas (JNVs). This paper intended to study the what problem have faced by the teacher and students in inclusive environment and what training, material, and equipments are needed for make classroom situation effective for both special and normal child. This paper is purely a secondary data based research. This study reveals different issues regarding inclusive education. Where researcher used available secondary sources books, web sites, thesis, journal, article and journal for getting idea about inclusive education and lighting up the issue regarding inclusive education.Teacher Training - Teacher training means where teacher were train. It could be before joining the service or during the service. In training session teachers were given theoretical and practical knowledge about how to deal with the students and how to teach them. In 21st century Proper teacher training is must. For pre-service teacher education most essential practical activity is practice teaching. Sandipkumar and Gopal Rana emphasis that the inclusive education system require more knowledgeable and highly skilled teacher. The most effective way to improve the quality and effectiveness of education programme for inclusive setting is to reach pre-service teachers and teachers educators. There is need for strengthening knowledge competencies, skills and attitude of teacher for creating inclusive learning environment in the natural setting. Although the work can be challenging at times, it can also be satisfying to help children reach their full potential and see them prosper. For developments of theoretical and practical knowledge teacher should take different courses for teacher education –integrated(dual degree) special education courses- D.Ed special education courses, B.Ed special education programs, M.Ed. special education programs etc. Differently Abled Children: Disability means any permanent lose of the function of the particular organ to the extent that the individual cannot fully participate in the vocational and social pursuits. For these disabilities children become handicapped. These disabilities includes physical, mental, intellectual etc. Earlier those children who has different problem in their physical mental and in intellectual part they were called as disabled children but the term disability was replace as differently abled children. Person with disabilities Act, 1995 ensures equal opportunities for people with disabilities and provide education, employment and vocational training for them. According to the census report of 2001, the differently abled population of the country was estimated to be over 21 million, which was 2.1% of total population of the country. In 2011, differently abled children was increased by almost 27 million, which was 22.4% between 2001-2011. Differently abled means given focus on their abilities rather than their disabilities. Every child with a disabilities has strength. These children may be talented by other side except teaching and learning. Therefore it is more important for us to focus on what children can do, their abilities rather than their disabilities. This step may help them to develop their personality and find out their innate abilities which will help them to become self-reliant. Inclusive Classroom (education):Inclusive classroom means where both the normal and disabled children learn together in the same classroom, in the same schools. It implies all learners with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support service. In the very first time Kothari commission in 1966 had highlighted the importance of given education to the children with disabilities in regular normal classroom. In 1974 Government of India launched the Integrated Education for Hndicapped Children (IEDC) Programme, which was first formal step towards inclusion. Inclusive education for CWSN has been one of the major intervention of the erstwhile Sarva Shiksha Abhiyan(SSA), Right To Education Act(RTE), AND Rashtriya Madhomik Shiksha Abhiyan(RMSA). SamagraShiksha also gave importance on improving the quality of education for all children, including Children With Special Need (CWSN). Now NEP (2020) Also give emphasis on inclusive education, all children whether they are special or normal all children should be thought in the same classroom and same environment without discrimination. The NEP (2020) envisages Equitable and Inclusive Education for all.
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