Abstract: This study aimed to provide a practical, systematic, and comprehensive intervention for children with Autism Spectrum Disorder (ASD). A pilot study of quasi-experimental pre-post intervention with control group design was conducted to evaluate if the mathematical intervention (Project MIND - Math Is Not Difficult) increases the math comprehension of children with ASD Children with ASD in the primary grades (K-1, 2) participated in math interventions to enhance their math comprehension and cognitive ability. The Bracken basic concept scale was used to evaluate subjects’ language skills, cognitive development, and school readiness. The study found that our systemic interventions of Project MIND significantly improved the mathematical and cognitive abilities in children with autism. The results of this study may lead to a major change in effective and adequate health care services for children with ASD and their families. All statistical analyses were performed with the IBM SPSS Statistics Version 25 for Windows. The significant level was set at 0.05 P-value.
Abstract: The present research aimed at studying the awareness
and attitudes of teachers towards inclusive education. The sample
consisted of 60 teachers, teaching in the primary section (1st – 4th) of
regular schools affiliated to the SSC board in Mumbai. Sample was
selected by Multi-stage cluster sampling technique. A semi-structured
self-constructed interview schedule and a self-constructed attitude
scale was used to study the awareness of teachers about disability and
Inclusive education, and their attitudes towards inclusive education
respectively. Themes were extracted from the interview data and
quantitative data was analyzed using SPSS package. Results revealed
that teachers had some amount of awareness but an inadequate
amount of information on disabilities and inclusive education.
Disability to most (37) teachers meant “an inability to do something”.
The difference between disability and handicap was stated by most as
former being cognitive while handicap being physical in nature. With
regard to Inclusive education, a large number (46) stated that they
were unaware of the term and did not know what it meant. Majority
(52) of them perceived maximum challenges for themselves in an
inclusive set up, and emphasized on the role of teacher training
courses in the area of providing knowledge (49) and training in
teaching methodology (53). Although, 83.3% of teachers held a
moderately positive attitude towards inclusive education, a large
percentage (61.6%) of participants felt that being in inclusive set up
would be very challenging for both children with special needs and
without special needs. Though, most (49) of the teachers stated that
children with special needs should be educated in regular classroom
but they further clarified that only those should be in a regular
classroom who have physical impairments of mild or moderate
degree.