Disability

1. Definition of Disability

Disability refers to a long-term physical, mental, intellectual, or sensory impairment which,

when interacting with various attitudinal and environmental barriers, hinders a person's full
and effective participation in society on an equal basis with others.

Key Definitions:

 UNCRPD (2006):

“Persons with disabilities include those who have long-term physical, mental,
intellectual or sensory impairments which, in interaction with various barriers,
may hinder their full and effective participation in society on an equal basis
with others.”

 WHO (ICF, 2001):

“Disability is an umbrella term for impairments, activity limitations, and

participation restrictions.”

 RPWD Act, 2016 (India):

Disability is defined as a substantial and long-term impairment that interacts

with barriers to hinder equal societal participation.

2 Major Types of Disability

A. Physical Disability

 Affects body mobility or function

 Examples: Cerebral palsy, amputation, spinal cord injury
B. Sensory Disability

 Affects senses (vision, hearing)

 Examples: Blindness, deafness

C. Intellectual Disability

 Below-average cognitive functioning and adaptive skills

 Examples: Down syndrome, developmental delay

D. Mental Illness (Psychosocial Disability)

 Affects emotional and psychological well-being

 Examples: Depression, bipolar disorder, schizophrenia

E. Learning Disability

 Affects processing of reading, writing, math, etc.

 Examples: Dyslexia, dyscalculia

F. Multiple Disabilities

 Combination of two or more disabilities

4. Models of Disability

Model Description
Medical Model Views disability as a defect in the person needing cure/treatment
Focuses on societal barriers (not individual impairment) as the
Social Model
cause of disability
Bio psychosocial Model
Integrates physical, psychological, and social factors
(ICF)
Types of Disability

1. Physical Disability

A physical disability involves significant limitation in a person’s physical functioning,

mobility, dexterity, or stamina.

Subtypes:

 Locomotor Disability: Difficulty in movement due to bones, joints, or muscles.

o Example: Amputation, cerebral palsy, muscular dystrophy.
 Leprosy Cured Persons: Persons who have been cured of leprosy but have residual
physical deformities.
 Cerebral Palsy: A group of disorders affecting movement, muscle tone, and posture,
caused by brain damage before or during birth.
 Dwarfism: Adult height of 4 feet 10 inches (147 cm) or less due to genetic or medical
conditions.
 Acid Attack Victims: Physical disfigurement and mobility limitation due to acid
violence.

2. Visual Disability

Affects a person’s vision, leading to partial or complete loss of sight.

Subtypes:

 Blindness: Complete absence of vision or visual acuity less than 3/60 in the better
eye.
 Low Vision: Vision impairment even after treatment, but the person can use assistive
devices to perform tasks.

3. Hearing Disability

Relates to complete or partial loss of hearing ability.

Subtypes:

 Deaf: A person with 70 decibels or more hearing loss in the better ear.
 Hard of Hearing: 60–69 decibels hearing loss in the better ear.

4. Speech and Language Disability

This type affects a person’s ability to speak clearly, fluently, or appropriately.

Includes:

 Aphasia (loss of ability to express or understand speech)

 Lisping, stammering, autism, or neurological speech disorders

5. Intellectual Disability

Significant limitations in intellectual functioning (IQ below average) and adaptive

behaviour, originating before age 18.

Examples:

 Down Syndrome
 Developmental delay
 Fragile X syndrome

6. Specific Learning Disabilities (SLD)

These are neurologically-based disorders that impair a person’s ability to process

information.

Common Types:

 Dyslexia – Difficulty with reading

 Dyscalculia – Difficulty with math
 Dysgraphia – Difficulty with writing
 Non-verbal Learning Disorder

SLDs are not linked to intelligence and are often identified in school-age children.
7. Autism Spectrum Disorder (ASD)

A neurodevelopmental condition marked by:

 Impaired social communication

 Repetitive behaviours
 Restricted interests

ASD varies in severity and is often present from early childhood.

8. Mental Illness / Psychosocial Disability

Conditions affecting mood, perception, or behaviour that impact functioning.

Examples:

 Depression
 Bipolar Disorder
 Schizophrenia
 Obsessive Compulsive Disorder (OCD)
 Anxiety Disorders

These are recognized under the RPWD Act for their impact on daily functioning.

9. Neurological Disabilities

Disorders affecting the central and peripheral nervous system.

Examples:

 Multiple Sclerosis
 Parkinson’s Disease
 Epilepsy
 Stroke-induced impairments

These often lead to mobility issues, cognitive decline, and speech problems.
10. Blood Disorders

Chronic conditions affecting the blood and requiring lifelong management.

Recognized Types:

 Haemophilia: A condition where blood doesn't clot normally

 Thalassemia: Genetic disorder affecting haemoglobin
 Sickle Cell Disease: Causes abnormal red blood cells, leading to anaemia and pain

11. Multiple Disabilities

A combination of two or more disabilities from the above categories.

Examples:

 Blindness with intellectual disability

 Locomotor disability with hearing loss
 Autism with learning disability

Such individuals often require complex support systems.

12. Other Disabilities (as defined under RPWD Act)

 Chronic Neurological Conditions

 Speech and Language Disability
 Acid Attack Victims

The law provides scope for notification of new categories by the government.

13. Temporary vs. Permanent Disability

Type Description Example

Recoverable with treatment or Bone fractures, short-term mobility
Temporary
surgery impairment
Lasts for life, affects daily
Permanent Blindness, cerebral palsy, Down syndrome
activities
Learning Disability

1. Definition of Learning Disability

A Learning Disability (LD) is a neurologically-based condition that affects an individual’s

ability to acquire, process, retain, or express information efficiently. It impacts skills like
reading, writing, speaking, listening, reasoning, and mathematics—despite the person having
average or above-average intelligence.

Key Definition (National Joint Committee on Learning Disabilities, USA):

“Learning disabilities are a heterogeneous group of disorders manifested by significant

difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or
mathematical abilities.”

2. Characteristics of Learning Disabilities

 The individual has normal IQ but performs poorly in one or more academic areas.
 The disability is not due to environmental factors, lack of schooling, emotional
disturbance, or intellectual disability.
 It is often lifelong, though its impact can change over time.
 May lead to low self-esteem, frustration, and academic underachievement if left
unaddressed.

3. Major Types of Learning Disabilities

Type Description Key Areas Affected

Difficulty with reading, spelling, Reading, phonological
Dyslexia
decoding, and comprehension processing
Difficulty with number concepts and Arithmetic, estimation, time,
Dyscalculia
math operations money
Difficulty with writing and fine Handwriting, spelling,
Dysgraphia
motor coordination written expression
Auditory Processing Difficulty in processing sounds Listening, comprehension,
Disorder (APD) despite normal hearing language
Type Description Key Areas Affected
Visual Processing Difficulty in interpreting visual Reading, writing, drawing,
Disorder information spatial orientation
Nonverbal Learning Trouble with visual-spatial tasks and Organization, body
Disorder (NVLD) social skills language, math

4. Causes of Learning Disabilities

LDs are primarily caused by neurological differences in brain structure and function. Some
contributing factors include:

 Genetic/hereditary influences
 Prenatal issues (e.g., exposure to alcohol, drugs, infections)
 Perinatal complications (e.g., oxygen deprivation at birth)
 Postnatal brain injury or trauma
 Abnormal brain development in areas responsible for language, memory, or
calculation

5. Diagnosis of Learning Disabilities

Diagnosis is usually made through a comprehensive psycho educational evaluation, which

may include:

 IQ tests (e.g., WISC-V)

 Achievement tests (e.g., Woodcock-Johnson, WIAT)
 Cognitive processing tests
 Observational reports from parents, teachers, and counsellors
 Developmental and academic history

A discrepancy between intellectual ability and academic performance is often a key

indicator.

6. Associated Conditions (Co-morbidities)

LDs may co-exist with:

 ADHD (Attention Deficit Hyperactivity Disorder)

 Autism Spectrum Disorder (ASD)
 Speech and language impairments
 Anxiety or depression

7. Learning Disability vs. Intellectual Disability

Feature Learning Disability Intellectual Disability

IQ Normal or above Below average (typically < 70)
Affected General cognitive and adaptive
Specific academic skills
Areas functioning
Cause Neurological processing differences Global developmental delay or genetic
Limited to one or more learning
Scope Broad, affects all areas of life
domains
Life skills, academic + behavioural
Remediation Specialized teaching methods
training

Dyscalculia: A Detailed Overview

1. What is Dyscalculia?

Dyscalculia is a specific learning disability (SLD) that affects a person’s ability to understand
numbers and mathematical concepts. Often referred to as “math dyslexia”, though
neurologically different from dyslexia, dyscalculia impairs one’s number sense, calculation
skills, and understanding of arithmetic operations.

Key Definition:
British Dyslexia Association: “Dyscalculia is a condition that affects the ability to acquire
arithmetical skills. Learners with dyscalculia may have difficulty understanding simple number
concepts, lack an intuitive grasp of numbers, and have problems learning number facts and
procedures.”

2. Classification

Dyscalculia is recognized under:

 Specific Learning Disabilities in the Rights of Persons with Disabilities Act, 2016
(India)
 Specific Learning Disability (SLD) under IDEA, USA

3. Key Features and Characteristics

 Difficulty in basic arithmetic: addition, subtraction, multiplication, division

 Poor number sense: inability to understand quantities, estimation, or patterns
 Confusion with mathematical symbols: e.g., +, –, ×, ÷, <, >
 Inability to retain math facts (like multiplication tables)
 Difficulty in measuring time, understanding money, or doing mental math
 Trouble following sequential steps in solving problems

4. Symptoms of Dyscalculia

A. In Pre-schoolers:

 Trouble learning to count or recognizing numbers

 Difficulty understanding quantity (more/less, big/small)
 Struggles with matching numerals to objects
 Inability to grasp one-to-one correspondence

B. In School-Aged Children:

 Inconsistent results in arithmetic tasks

 Poor performance in math exams despite regular practice
 Confuses left and right; poor sense of direction
 Cannot recall steps of previously taught math procedures
 Difficulty telling time or reading clocks

C. In Teenagers and Adults:

 Struggles with budgeting and financial management

 Difficulty estimating distances or time durations
 Avoids tasks involving numbers (e.g., statistics, bills)
 Feels anxiety or fear when confronted with mathematical problems

5. Types of Dyscalculia

According to developmental neuropsychologists, dyscalculia can be further divided into:

Type Description
Verbal Dyscalculia Difficulty naming mathematical terms and reading numbers aloud

Practognostic
Trouble with manipulating tangible objects to count or solve
Dyscalculia
Lexical Dyscalculia Difficulty reading and interpreting math symbols and notations
Graphical Dyscalculia Difficulty writing numbers or math symbols correctly

Ide gnostic Dyscalculia Difficulty understanding abstract mathematical concepts

Operational Dyscalculia Difficulty performing calculations and applying operations

6. Causes of Dyscalculia

Dyscalculia is neurological in origin, and can be both developmental (present from early
childhood) or acquired (due to brain injury).

Contributing Factors:

 Abnormal development in the intraparietal sulcus, a brain area associated with

number processing
 Genetic factors: often runs in families
 Co-occurring conditions:
o ADHD (Attention Deficit Hyperactivity Disorder)
o Dyslexia
o Working memory deficits
 Prenatal complications: low birth weight, premature birth, alcohol/drug exposure
 Environmental deprivation (less exposure to mathematical learning experiences)

7. Diagnosis and Assessment

Dyscalculia is usually diagnosed after psychological and educational evaluations, conducted

by clinical psychologists, special educators, or neuropsychologists.

Diagnostic Tools:

 Cognitive Assessments: WISC-V, Stanford-Binet

 Math-Specific Batteries: Woodcock-Johnson Tests of Achievement, Key Math
 Behavioural Checklists: Dyscalculia Screener, DSM-5 Criteria
 Teacher Observations and Performance Reports

DSM-5 Criteria (APA, 2013):

Lists “Specific Learning Disorder with impairment in mathematics” with persistent difficulties
for at least 6 months despite interventions.

8. Dyscalculia vs. Math Anxiety

Feature Dyscalculia Math Anxiety

Cause Neurological learning disorder Emotional response or fear

Persistence Consistent across situations Triggered by high-stress situations

Remedy Special instruction, therapy Counselling, exposure techniques

Co-existence Can lead to math anxiety Not necessarily linked to LD

Assistive Device for Dyscalculia

1: Number Path to School

What It Is:

A colourful number path board game that leads students through a sequence of numbered
tiles to reach a destination (school). The board progresses numerically and visually helps
children associate numbers with positions.

Purpose:

 Enhances number sequencing and counting skills.

 Develops left-to-right progression—important for early math understanding.
 Builds engagement and motivation through gamified learning.

How to Use:

1. Begin at the “START” tile.

2. Use a die to roll a number, then move the player's token that many spaces forward.
3. Count aloud each step to reinforce number recognition.
4. Optionally, ask the child to name the number they land on and what comes
before/after.
5. Encourage repetition for fluency.

Benefits:

 Improves number sense.

 Reduces fear of numbers through fun interaction.
 Supports visual learners by associating numbers with colours and spaces.

2: Mathematical Puzzle Grid

What It Is:

A visual math puzzle that combines numbers and operations (addition, subtraction) in a grid
format to solve simple equations.

Purpose:
 Enhances calculation fluency.
 Reinforces understanding of operations and number bonds.
 Supports logical reasoning.

How to Use:

1. Fill in the missing numbers so each equation across and down equals the given value.
2. Focus on horizontal and vertical relationships.
3. Use physical tokens or counters if needed for counting.
4. Start with simpler rows or columns, building confidence before complex ones.
5. Use as a classroom or home worksheet game.

Benefits:

 Builds operation confidence.

 Supports pattern recognition and working memory.
 Encourages trial and error learning, helping reduce anxiety around mistakes.

3: Place Value Colour Chart

What It Is:

A color-coded chart breaking down multi-digit numbers into their place values (units, tens,
hundreds, thousands, etc.).

Purpose:

 Clarifies the concept of place value.

 Helps students visualize the value of each digit in large numbers.
 Makes abstract number concepts more tangible.

How to Use:

1. Write any multi-digit number in the top boxes.

2. Highlight or color-coded each digit according to its place value.
3. Practice identifying the value of each digit using guided questions:
o "What is the value of the 3 in 3,724?"
o "Which digit is in the thousands place?"
4. Use different colored pens or stickers to match each column.

Benefits:

 Reinforces base-10 understanding.

 Supports visual memory through colour coding.
 Bridges the gap between written and conceptual number values

4. Clock

What It Is:

A hands-on clock model (physical or printed) with movable hour and minute hands, often
color-coded and sometimes labelled with minute intervals (like 5, 10, 15, etc.). It visually
represents how time works using analog clock structure.

Purpose:

 Teaches time-telling using visual and kinaesthetic support.

 Helps students understand hour, minute, and second relationships.
 Builds the concept of fractions (like quarters, halves) through time.
 Reduces anxiety around time concepts by breaking them into concrete steps.

How to Use It:

Step 1: Introduce Clock Components

 Explain the two hands: short for hour, long for minute.
 Point out the 12 numbers, and explain the movement.
Step 2: Demonstrate Hour Time

 Set the clock at full hour times: 1:00, 2:00, 3:00.

 Ask the child to move the hour hand only.

Step 3: Introduce Minute Increments

 Show how each number represents 5 minutes.

 Practice counting: “5, 10, 15...60”.

Step 4: Use Real-Life Scenarios

 "Show me the time school starts—8:00."

 "Set the clock to lunch time—1:30."

Step 5: Reinforce with Color-Coding

 Use colour stickers or pens to label quarters (e.g., red for 15 mins, blue for 30, etc.).
 Highlight common phrases like “quarter past”, “half past”, “quarter to”.

Benefits for Children with Dyscalculia:

 Turns abstract time concepts into visual, concrete examples.

 Supports motor skills and spatial understanding by physically turning the hands.
 Encourages repetition and pattern recognition.
 Reduces confusion between hour and minute values through colour and tactile
feedback.
 Makes time-telling engaging and relatable.

5 : Mina’s Shopping Trip

What Is It?

This is a story-based visual aid where a girl named Mina goes shopping with ₹20. Through
illustrations and dialogue, children explore the concept of money, addition, subtraction, and
multiplication in real-life contexts. Mina buys chocolates, toffees, a pencil, and a balloon,
showing how she calculates costs, gives payments, and balances her budget.

Purpose
 To help students understand the practical use of arithmetic (addition, subtraction,
multiplication).
 To build financial literacy by introducing concepts of money handling and budgeting.
 To develop sequencing, reasoning, and problem-solving skills.
 To engage visual and narrative learners through a relatable story format.

How to Use It

 Introduce the Story: Show children the visual comic strip and read the story aloud.
 Math Discussion:
Ask: “How much money did Mina start with?”
“What did she buy first? How much did she spend?”
 Interactive Exercises:
 Let students act out the story with fake currency and objects.
 Ask children to calculate remaining money after each step.
 Use the items (2 chocolates, 3 toffees, etc.) to explore counting and multiplication.
 .Extension Task:

Ask students to create their own shopping story with a budget.

Modify item prices and rework the story to fit different math levels.

Benefits

 Makes abstract arithmetic relatable and fun.

 Reinforces money value recognition.
 Encourages logical sequencing and understanding of everyday transactions.
 Supports language development alongside numeracy.
 Suitable for inclusive classrooms, especially for learners with dyscalculia, due to the
strong visual and contextual support.