"For children with special needs, cultural events' celebrations are of no consequences since the self-awareness of such children being low and imitative urges being intense which are coupled with low cognition. Instead, one-on-one learning with a designed intervention about a cultural event leads to both contextual language development and cognitive skills' enhancement," stated lead researcher Dr Kishore at Disha in Jaipur who had submitted a paper for an international conference held in January 2021.
Dr. Lalit Kishore, Research Fellow, and Palak Singhi, Coordinator at Disha – A Resource Centre for Multiple Disabilities, Jaipur, contribute for 20th Annual Hawaii International Conference on Education (2021) by making the submission "Linking Culture to Learning for Children with Special Needs: Micro-Learning Based Lesson Study on Indian Festivals of Colours" in the topic area of special education.
The paper emphasized on the issue of maximizing learning of a child with special needs in a clinical one-on-one situation by linking learning to culture for language and cognitive development. The research lesson with triangulated intrinsic validity was the tool for the study. The cultural context of the Indian festival of colors – Holi - formed the content transacted in a multi-modal way with micro-learning episodes.
The abstract of the paper goes as follows.
A lesson study related to cultural linkage of the Indian festival of colours – Holi – was undertaken for language development of a child with special needs. The objectives of the lesson study were: (1) To develop a micro-learning based research lesson for Hindi language learning of a child with Cerebral Palsy (age: 9 years; above average IQ; grade two; male); and; (2) To transact the research lesson to adapt it as part of syllabus of grade two Hindi for similar situation. The methodology of clinical lesson study (one-on-one; micro-learning episodes with protocols) was used for the research. The research lesson with triangulated intrinsic validity was the tool for the study which was reviewed by organizing a mini focus group and fine-tuned. Also, teacher training in modification and adaptation of prescribed content was implicated in the study along with a teacher handbook on the lesson with content, learning task sheets and procedure for use to teach culture-linked Hindi language learning in a special school.
Acknowledgement: Special educator, Vibhanshu Gaur is thanked for organizing learning material and assistance in transaction of the lesson study
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