A smart learning assistance tool for inclusive education

2021 ◽  
pp. 1-14
Author(s):  
Sangeeta Srivastava ◽  
Ashwani Varshney ◽  
Supriya Katyal ◽  
Ravneet Kaur ◽  
Vibha Gaur
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Cost Effective ◽  
Learning Tools ◽  
Special Schools ◽  
Smart Learning ◽  
Learning Assistance ◽  
The Government ◽  
Set Up ◽  
Teaching Learning

The government has established special schools to cater to the needs of children with disabilities but they are often segregated rather than receiving equitable opportunities. Artificial Intelligence has opened new ways to promote special education with advanced learning tools. These tools enable to adapt to a typical classroom set up for all the students with or without disabilities. To ensure social equity and the same classroom experience, a coherent solution is envisioned for inclusive education. This paper aims to propose a cost-effective and integrated Smart Learning Assistance (SLA) tool for Inclusive Education using Deep Learning and Computer Vision techniques. It comprises speech to text and sign language conversion for hearing impaired students, sign language to text conversion for speech impaired students, and Braille to text for communicating with visually impaired students. The tool assists differently-abled students to make use of various teaching-learning opportunities conferred to them and ensures convenient two-way communication with the instructor and peers in the classroom thus makes learning easier.

scholarly journals Can the Delhi Government’s ‘Mohalla’ clinic overcome its challenges and provide quality health services to the urban poor population?

2019 ◽  
Vol 2 (2) ◽  
pp. 151-154
Author(s):  
Bhuwan KC ◽  
Pathiyil Ravi Shankar ◽  
Sunil Shrestha
Keyword(s):  
Health Services ◽  
Urban Health ◽  
State Government ◽  
Urban Poor ◽  
Central Government ◽  
Cost Effective ◽  
Provincial Government ◽  
Basic Health ◽  
The Government ◽  
Set Up

   The ‘Mohalla’ clinics were set up by the Delhi state (provincial) government in India in 2014 to provide basic health services to people of Delhi city and its vicinity, especially targeting the urban poor. The Mohalla clinics are staffed by a doctor, a nurse, a pharmacist and a laboratory technician and theyprovide basic health services including immunisation, family planning and counselling services. The Mohalla clinic program had a good start and its operation was cost-effective; however, it is still struggling to increase its coverage to entire Delhi state as it had planned. The program got caught up in the central government and state government bureaucratic tussle, especially on the issue of acquiring land for setting up such clinics and on the implementation front due to the lack of operational plan and collaboration with the government line agencies. Thus, despite political will and funding a potentially viable urban health programmay have got stuck in the operational procedural complexities and political-bureaucratic tussle. This commentary article tries to discuss the challenges faced by the Delhi government’s ‘Mohalla’ clinics and a possible way forward to scale it up as a model urban health program.

scholarly journals Protocol for Development of the Indian Autism Screening Questionnaire: The Screening Version of the Indian Scale for Assessment of Autism

2020 ◽  
Vol 42 (6_suppl) ◽  
pp. S63-S67
Author(s):  
Satabdi Chakraborty ◽  
Triptish Bhatia ◽  
Vikas Sharma ◽  
Nitin Antony ◽  
Dhritishree Das ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
School Counselors ◽  
Screening Tool ◽  
Health Workers ◽  
Cost Effective ◽  
Second Phase ◽  
Special Schools ◽  
Screening Questionnaire ◽  
Autism Screening ◽  
The Government

Introduction: Autism is included as a certifiable disability in the Indian Rights of Persons with Disability Act, 2016. The Indian Scale for Assessment of Autism (ISAA), developed by the Government of India and mandated for certifying disability, is a detailed instrument that needs trained mental health experts and takes time to administer. The current project was planned to develop a simple, easy to use screening tool based on the ISAA to identify possible cases in the community. Methods: The project is planned in three phases. During the first phase, data collected during the development of the ISAA ( N = 433/436 children with autism) will be used to identify questions answered as frequently, mostly, and always. During the second phase, the psychometric properties of the screening tool based on these items will be evaluated among research participants recruited from hospitals and special schools ( n = 100). In the third phase, the screening questionnaire will be administered in the community ( n = 500). Results: The most frequently answered questions will be selected for inclusion in the proposed screening tool. The number of items in the screening tool will be kept as few as possible, with yes or no responses Discussion: Indian Autism Screening Questionnaire (IASQ) will be tested as a screening version of ISAA, which can be used by community health workers, teachers, or school counselors. The IASQ will not provide a diagnosis of autism. A positive screening result should be followed by a thorough assessment by a trained specialist. Analyzing the psychometric properties of the test can help ensure cost-effective screening of the community to identify autism.

scholarly journals Inclusive Education at Primary Level: Reality or Phantasm

2014 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Itfaq Khaliq Khan ◽  
Malik Ghulam Behlol
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Structured Interviews ◽  
Government Schools ◽  
Technological Support ◽  
Learning Aids ◽  
The Government ◽  
Teaching Learning

The objectives of this study were to assess the impacts of Inclusive Education (IE) Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs) carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.

scholarly journals USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

2013 ◽  
Vol 8 (1) ◽  
pp. 16-24
Author(s):  
Pamela Buhere ◽  
Pamela Ochieng
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Survey Design ◽  
School Setting ◽  
Learning Resources ◽  
Head Teachers ◽  
Regular Teachers ◽  
The Government ◽  
Teaching Learning

This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures. Key words: inclusive education, special needs learners, teaching/learning resources.

scholarly journals The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia

2019 ◽  
Vol 31 (2) ◽  
pp. 177
Author(s):  
Tadesse Tedla ◽  
Dawit Negassa
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Phenomenological Study ◽  
Main Tool ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Deaf Children ◽  
Inquiry Approach ◽  
Preparatory Schools ◽  
Teaching Learning

The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

An Analysis of China’s Legal and Policy Framework for the Sustainability of Foreign Forest Carbon Projects

Climate Law ◽  
2017 ◽  
Vol 7 (2-3) ◽  
pp. 150-184
Author(s):  
Yixin Xu
Keyword(s):  
Social Impact ◽  
Cost Effective ◽  
Legal Framework ◽  
Forest Carbon ◽  
Policy Framework ◽  
Forest Sector ◽  
Climate Risks ◽  
The Government ◽  
Set Up ◽  
Forest Carbon Sequestration

China’s policymakers regard forest carbon sequestration as one of the most cost-effective ways to combat climate change. Yet, scholars argue that foreign forest carbon projects in developing countries are environmentally and socially unsustainable. This paper explores China’s policy and legal framework for the sustainability of forest carbon projects that utilize international carbon-certification schemes. It finds that while China’s government has set ambitious climate goals for the forest sector, the applicable regulations are not comprehensively developed, and risks of unsustainability exist in practice. The government should undertake comprehensive institutional reform, including reform to establish implementation regulations for redd projects, adjust laws on forest and land to address climate risks, set up regulatory social-impact assessments, and create a greater demand for private forest sustainability assessments. 1

SiLearn: an intelligent sign vocabulary learning tool

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jestin Joy ◽  
Kannan Balakrishnan ◽  
Sreeraj M.
Keyword(s):  
Language Learning ◽  
Sign Language ◽  
Mobile Application ◽  
Early Stage ◽  
Vocabulary Learning ◽  
Modern Technology ◽  
Learning Tools ◽  
Content Type ◽  
Hearing Ability ◽  
Teaching Learning

Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary. Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners. Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably. Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.

scholarly journals SOCIAL MEDIA AS TEACHING/LEARNING TOOLS IN NIGERIAN TERTIARY INSTITUTIONS

2021 ◽  
Vol 9 (7) ◽  
pp. 372-386
Author(s):  
John Eteng Imoke ◽  
Celestine Unoh Nkanu ◽  
Bisong Anthony Etta
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
21St Century ◽  
Survey Design ◽  
Learning Tools ◽  
The Social ◽  
Social Media Tools ◽  
Use Of Social Media ◽  
Teaching Learning ◽  
Sampling Procedures

This study verified students’ perceptions on whether utilisation of the social media tools for teaching/learning can possibly contribute towards driving 21st century inclusive education efforts in Nigerian universities. A descriptive survey design was adopted for the study. Study’s population was made up of all 392 students of Educational Technology unit of the Department of Curriculum and Teaching in the Faculty of Education in the University of Calabar. Sample was drawn through purposive sampling procedures with a sample of 68 respondents drawn for the study. A 15-item questionnaire tagged “Learners’ Perceptions of social media as Teaching/Learning Tools and Contributions to 21st century Inclusive Education Efforts’ Questionnaire” (LPSMTLTCIEEQ) was utilized to collect data. Using Cronbach Alpha, the reliability estimate of the instrument was 0.82. Data analysis was achieved using frequencies and percentages. The findings revealed that students had favourable perceptions concerning utilisation of the social media tools for teaching/learning as a vital contributor towards driving 21st century inclusive education efforts. Recommendations included that; lecturers should incorporate use of social media tools for teaching-learning processes.

scholarly journals COVID-19 and the inclusion of learners with disabilities in basic education in South Africa: A critical analysis

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Serges Djoyou Kamga
Keyword(s):  
South Africa ◽  
Inclusive Education ◽  
Basic Education ◽  
Lessons Learned ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Emergency Education ◽  
Online Platforms ◽  
The Government ◽  
Access To Data

This article examines the extent to which basic education, which is compulsory under international law, was inclusive of learners with disabilities during the COVID-19 pandemic. To this end, it examines measures taken by the government to ensure the continuity of basic education and the extent to which these measures are inclusive of learners with disabilities. It argues that moving education to online platforms, and conducting classes via radio and television are not accompanied by related reasonable accommodation measures to ensure the inclusion of leaners with disabilities. Among others, study material and numerous resources, online platforms and media are not in accessible formats, and learners with disabilities do not have access to data or internet broadband. In addition, the parents of these learners with disabilities are not trained to assist their children to study from home. The exclusion from school of learners with special needs is also characterised by a limited number of special schools in the country. In making its case, the article relies on South African and foreign jurisprudence on equality and inclusive education to inform the analysis. Ultimately the article finds that learners with disabilities are not included in the education system in the time of COVID-19. It explores general lessons learned during the pandemic which could be considered as an opportunity to re-think how emergency education planning can be inclusive of children or learners with disabilities in the future. While the discussion focuses on South Africa, lessons learned apply across Africa where persons with disabilities generally are marginalised.

Libraries as Portal for Knowledge Driven Rural Community Development Cases from Botswana

2011 ◽  
pp. 34-41
Author(s):  
Rebecca Lekoko ◽  
Josephine Modise-Jankie ◽  
Christopher Busang
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Cost Effective ◽  
Appropriate Technology ◽  
Communication Program ◽  
Basic Services ◽  
Telecommunications Services ◽  
The Government ◽  
Set Up

Realizing that the rural communities lag behind with information that can help improve their lives, the government has set up the Rural Communication Program (RCP) with a goal “to provide telecommunications services to the rural areas in the most cost effective, efficient, logical and transparent manner possible” (Ministry of Communication Science and Technology, 2006, p. 14). Among specific objectives of the Rural Communications Program (RCP) is using appropriate technology to provide services, and in this case, the Internet or computers have been used to augment information found in local libraries. The Botswana Long Term Vision 2016 stipulates as a challenge the need to ensure that all people in Botswana especially those in the rural areas or those who need special assistance, receive the same benefits, and achieve their maximum potential, and RCP is the main foundation on which efforts for availing information that reaches the rural communities are based. Rural here refers to isolated and poorly served communities. These are communities where the government has identified that essential and basic services are required as part of its social obligation and mandate to integrate these areas into economic and social development of the nation. While these communities are of interest in this chapter, the chapter draws some cases from urban places because Internet connectivity in the rural areas of Botswana is still a problem.

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