Inclusive education for students with Multiple Disability, Deaf-blindness, and Visual Impairment (MDVI)

• Author(s): Avinash Vitthalrao Aneraye ; Sunil Kumar Shirpurkar ; Ramesh Kumar Pandey ; Shankar Shesherao Warle ; Parul Kumari
• Paper ID: 1705147
• Page: 373-378
• Published Date: 23-10-2023
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 7 Issue 4 October-2023

Abstract

The ideals of inclusive education, which apply to all people, including those with multiple disabilities, deaf-blindness, and visual impairments (MDVI), are a fundamental human right. To ensure students with MDVI can participate meaningfully in regular classroom settings, this abstract gives an overview of the opportunities and challenges associated with inclusive education for those students. It emphasizes the significance of individualized strategies, interdisciplinary collaboration, and a holistic approach. Students with MDVI face unique and complex challenges that require specialized support to facilitate their learning and social integration. The combination of multiple disabilities, deaf-blindness, and visual impairment necessitates a multifaceted approach that considers individualized needs, preferences, and abilities. Inclusive education for this diverse group of learners demands a paradigm shift from traditional segregated approaches to one that embraces diversity and celebrates differences. A multidisciplinary team approach is essential to successful inclusive education initiatives for MDVI children. Teachers of special education, speech therapists, occupational therapists, specialists in orientation and mobility, and families frequently make up this team. It is essential to use individualized education plans (IEPs) to customize training to each MDVI student's particular needs, taking into account their particular sensory and cognitive profiles. For kids with MDVI, assistive technology is essential to inclusive education. Among the assistive tools that enable MDVI students to access information and interact effectively are Braille devices, screen readers, tactile graphics, and communication aids. Additionally, educators need specialized training to offer the right assistance and accommodations for children with MDVI, assuring their participation in class activities. For students with MDVI, inclusive education has significant advantages. It encourages social contact, boosts self-esteem, and improves life in general. Students at MDVI have the chance to acquire crucial life skills, independence, and self-advocacy. Additionally, inclusive schooling promotes empathy among peers who are usually developing and helps dispel misconceptions.

Keywords

Multiple Disability (MD), Deaf blindness, Visual Impairment (VI),Inclusive Education, Special Education, Individualized Education Plans (IEPs),Assistive Technology for MDVI, Communication Strategies for MDVI, Sensory Integration in Education, Universal Design for Learning (UDL).

Citations

IRE Journals:
Avinash Vitthalrao Aneraye , Sunil Kumar Shirpurkar , Ramesh Kumar Pandey , Shankar Shesherao Warle , Parul Kumari "Inclusive education for students with Multiple Disability, Deaf-blindness, and Visual Impairment (MDVI)" Iconic Research And Engineering Journals Volume 7 Issue 4 2023 Page 373-378

IEEE:
Avinash Vitthalrao Aneraye , Sunil Kumar Shirpurkar , Ramesh Kumar Pandey , Shankar Shesherao Warle , Parul Kumari "Inclusive education for students with Multiple Disability, Deaf-blindness, and Visual Impairment (MDVI)" Iconic Research And Engineering Journals, 7(4)