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In today's hi-tech and fast track world, the role of education has its own significance. Multiple and innovative modes of education are being introduced. Educating a child in the present era is more of a challenge than ever before. In this fast seam, we cannot leave behind - a large group of children with special needs. Since special children are less likely to interact with the world, as it is. The research focuses on developing a user-friendly system that diverts from the conventional teaching methods for special children suffering from Cerebral Palsy (CP), Dyslexia and slow learning. As commonly observed that children suffering from any special problem simply results in cutting them off socially from the rest of the world especially in the third world countries that are already deprived of fundamental needs. Not only is there a need of an innovative method and more technology- friendly solution but also the one with fewer financial overheads. Keeping in view the above mentioned issues a solution is designed to address this problem in a very economical way. A system comprising of the special child, his/her parents, instructor and a psychologist has been proposed. This will not only help in educating the child but also provide an environment both socially functional and academically sound. Thus improving student interaction, progress and monitoring. The Kinect technology will be brought into use along with a keyboard, mouse and any available touch technology. Gestures of students will be recognized by the Kinect device and a less tedious and a paper-free working environment will be developed. [ABSTRACT FROM AUTHOR]

Researchers and advocates who argue for increased recognition of gifted students with learning disabilities (G/LD students) often frame their arguments in terms of the need to increase the diversity and inclusiveness of gifted education. However, the criteria used to identify G/LD students are sufficiently vague and fluid that the G/LD category can serve as a vehicle for the very elitism and social class reproduction that the category's advocates abhor. Empirical research suggests that G/LD students often fail to satisfy traditional criteria for either aspect of their label, while the incentives of the classification are nonetheless evident to knowledgeable parents and school personnel. Implications of these findings for practice are discussed. [ABSTRACT FROM AUTHOR]

This study compared the school performance of a sample of slow learners who qualified for special education as learning disabled with a sample of slow learners who did not qualify for special education. The intent of the study was to determine which group of slow learners was more successful in school in order to know if special education or regular education is the most beneficial educational "placement" for the slow learner. Findings suggest that neither group of slow learners is successful in school; both are doing remarkably poorly. Given this outcome, it is imperative that educators find the courage to acknowledge the plight of slow learners. Educational alternatives are required to prevent slow learners from continuing to fall through the cracks. [ABSTRACT FROM AUTHOR]

In this article, the author sets out to consider the challenges facing pupils with mild general learning disabilities in attempting to gain ownership of a wholeschool behaviour policy in an integrated mainstream setting. In formulating and implementing such a policy, there is a duty on the part of the school to recognise the differences that exist between pupils and the need to accommodate these differences. [ABSTRACT FROM AUTHOR]

The present study, a continuation of Valås (2001), is concerned with two categories of low achieving students. The focus is particularly on the consequences of being diagnosed as having learning disabilities compared with not having such a diagnosis. The sample consisted of 1833 students with data collected in grades 4, 7 and 9. Multivariate analyses of variances and analyses of structural equation models showed that students with learning disabilities and low achieving students attributed success in mathematics and first language to ability to a greater extent than other students. They also expressed lower performance expectations in mathematics and verbal skills and showed more helplessness and reported inferior psychological adjustment compared with other students. Moreover, students that were diagnosed as having learning disabilities (LD) and received special education showed more helplessness than the other low achieving children. They also reported lower academic expectations and lower self-esteem. In addition, the results revealed that boys showed more helpless behaviour, as assessed by teachers, than girls. However, on the other hand, girls reported more psychological maladjustment. The conclusion and request is that the process of selection (diagnosing the student as LD) and the organization and implementation of special education should be reconsidered. [ABSTRACT FROM AUTHOR]

Forty-eight elementary age students classified as mentally retarded and living m an economically depressed area were randomly selected, divided into matched experimental and control groups, and placed in d classrooms of 12 students each. The objective was to initiate an experimental, individualized, instruction program that would facilitate the return of special education students to regular classes. After a year's intervention, 13 students from the experimental group were placed in regular classes. A one year followup study was done to determine the academic and social adaptation of the 13 students. Results showed that a high percentage of the subjects could acquire basic skills at a rate to allow regular class placement. Once placed, these students maintained their academic and behavioral adjustments. [ABSTRACT FROM AUTHOR]

The article presents instruction on how to overcome the specific reading difficulties and the special mental deficiencies of slow learners. Before these type of children in the culturally deprived group begin to read, they should comprehend and pronounce accurately several words and sentences associated with their everyday activities and interests. Later on, these words and sentences can be connected with reading through choral readings and dramatic representation. In addition, the teacher should make an evaluation of the visual acuity of the pupil before receiving instruction reading and any defects of vision should be corrected. This step will be followed by testing their proficiency in visual perception. Another instruction is to evaluate their ability to hear and identify letter sounds in words since auditory perception assumes significance in the phonetic approach to reading.

The article discusses the standards in the selection of reading materials for slow-learning children in the U.S. Slow learning children can be given a variety of books which have characters chronological to their ages. Stories with chief characters like little girls and boys disgust older children with reading deficiencies as well as pictures of small boys wearing short trousers. Books should have small, constantly repeated but growing vocabulary about topics that have interest value to them. Slow-learning children have also interest in the same topics read by bright and average children.

The article discusses the implementation of the teaching of common signs for slow learners in the U.S. Previous studies suggested that common signs like street signs, industrial safety signs and signs in vehicles and buildings be taught to slow learners for their protection and essential information. It delineates the needs of slow learners to identify the signs and to follow directions. Classroom applications that are easy to comprehend and which entice children to learn and familiarize the signs are also presented. Among the approaches developed by writers to teach this special class include factual and imaginary stories, riddles, use of miniature signs, and guessing games.

The article offers information about the implementation of democracy in a classroom for slow learning children. The Department of Special Education in Detroit, Michigan, introduces an important phase of its program which is the training of mentally handicapped children to be self-respecting and self-supporting citizens. Since training for good citizenship is a continuous process, they suggested that democratic training should be an integral part of the classroom program.

The article discusses the use of segregation in relation to the education of slow learners. Many teachers believed that educational problems of slow-learner can be adequately solved by segregating the pupils into separate groups to give them more time to learn. But to solve these problems, educators need to develop some better scheme of classification. There are two important gaps in the knowledge that need to be considered in revising administrative and instructional policies for slow learners.

The article presents the results of the investigation conducted by the supervisory staff of the Des Moines Department of Pupil Adjustment on the effect of special education on the intelligence of slow learner in Iowa. Results show that the intelligence quotient of 72 percent of students fell within a relatively static classification. Also, there seemed to be no significant difference between the average intelligence quotient variations of children or originally classified as subnormals.

The article discusses the problems confronting teachers in handling older slow learner pupils. It was found out that emotional instability brought about by family disorganization and feelings of insecurity can lead to students' disinterest for academics. In dealing with students having low intelligence quotient, the teacher has to supply drills and visual aids to get the attention of the child.

The article focuses on the equalization of educational opportunity for high school slow learners in the U.S. Functioning democracy to all that are to be educated is the core of the American education system, yet its efficacy has been isolated among the intellectuals. Equality of educational opportunity through help and encouragement so that slow learners are given the chance to reach their goal is a proof of functioning democracy.

The article focuses on the study of performance of slow learners on mental and achievement tests in the public schools in Cincinnati, Ohio. The results showed that girls achieved consistently and significantly higher than boys in all sub-tests except in arithmetic. For both sexes, the arithmetic sub-test grade equivalent proved significantly higher than either reading or language scores.

The article discusses the pre-vocational program on mentally retarded at the Mansfield State Training School in Mansfield Depot, Connecticut. The students can be divided into two groups: one group has a mentality which, if properly developed and trained, can be considered parole potential and should be returned to the community; the other group is the mentally retarded that no amount of pre-vocational training is apt to provide them necessary qualities for community adjustments.

The article focuses on the educational-occupational guidance program for girls by the Rochester Special Education Department in New York. The article presents a summary of the results of a survey of the educational-occupational pattern from 1940 to 1945. The program aims to gather data that would be applicable in making a plan for the vocational adjustment of the slow-learning girls.

The article reports on the especial education program in public schools of Detroit, Michigan. The program accommodated to the needs, abilities of normal, physically handicapped, retarded and slow learning children. There are schools for physically disabled students, like crippled including cardiac cases and orthopedics, deaf and the hard hearing, partially sighted and for the sightless. Education program of the epileptic and a class for the mentally retarded and slow-learning.

Focuses on the establishment of special schools in the U.S. to meet the needs of gifted pupils. Concerns regarding the violation of the democratic ideal of human equality in developing such schools; Criticisms against schools for withholding appropriate promotion from gifted students; Disadvantage of the Constant Group approach in which students are classified based on their ability to advance to slower learners.

The article discusses the techniques involving the tactile-kinesthetic approaches for teaching reading to slow learning children. One of the classic pattern for tactile-kinesthetic techniques is the Fernald method of remedial reading, in which the child selects his own vocabulary. Other tactile-kinesthetic approaches include arranging letters of various materials into words and sentences, writing with one finger or two fingers in a box of dry salt, cutting and pasting traced letters into words or designs, and using of blocks with different words written on the six sides.

The article offers new insights on how teachers working with exceptional children maintain a normal frame of reference. The idea is to see whether these special teachers when exchanged with regular teachers, consider the individuals in the group in reference to their own abilities rather than to an objective norm. The study aims to (1) enable special class teacher to maintain an objective point of view, (2) give regular teachers idea of what special class teachers were doing, (3) help them to better distinguish the difference between mentally handicapped children and children who are slow learners due to causes other than mental retardation, and lastly, (4) allow regular class teachers to pick up some techniques from the experience. The author's evaluation on the experiment's outcome concludes the article.

The article focuses on a panel discussion about the education of the mentally deficient child. The panel defined that the retardate may be a slow-learner, the academically handicapped or a mentally deficient child. Educational facilities were available for the slow-learner and the academically handicapped but only very few school are accepting the mentally deficient child. Trainable children were placed in public schools under specially trained teachers and personnel.

The article highlights the special education workshop on education of slow-learning children at the Ohio State University in Columbus, Ohio on June 24-28, 1946. The topics discussed include: clinical introduction to the field of slow learning children; use of state, regional and local resources in the development of a program of slow learning children and organization of the school program to meet the needs of slow learning children.

The article focuses on growth of individualization in schools in the U.S. The average American school has little or no provision for individualization. Some schools who can afford splendid equipment for athletic contests neglect entirely the unfortunate deviate child. The typical school neglects diagnosis and differentiation almost entirely.

Several articles are presented including "Occupational Therapy in the Treatment of the Mentally Retarded," by A J. Beddie, "Some Basic Issues in Teaching Slow Learners," by Irving Bloom and Walter I. Murray, "Classification and Research in Mental Deficiency," by Mortimer Garrison Jr., "Cognitive Changes in Low-Grade Defectives," by D. Walton and T. L. Begg and "A Plan for State and Community Action,." by Joseph T. Weingold.

The article presents updates of summer school programs in the U.S. The Kent State University has designed courses for slow learning children with sensory deficits that may lead to working opportunities. The Southern Methodist University hosted special education for handicapped children. In cooperation with the American Foundation for the Blind, the University of Wisconsin offered courses that include teachers' special training for the blind.

The article reports on the author's view of the other type of crippled children that need much sympathy than a cripple characterizes by a crooked spine and a lame leg. According to the author, crippled children have been given enough sympathy and help by the people around them but the children with crippled mind have been neglected. The author stresses that teachers should not only care for the feelings of the physically crippled children but also when dealing with a mentally slow child.

Presents the author's views on the responsibilities of public schools toward children with exceptional needs in the U.S. Examination of children with physical defects; Teaching considerations for slow learners; Creation of special classes including physical training.

The article features the workshop classes which are designed to meet the needs for educating the mentally handicapped children in New Bedford, Massachusetts. These classes are provided for adolescent students whose progress are retarded. It also provides for those whose completion of school work required for industrial employment could not qualify. Students who will qualify for these classes are those who have slow but normal mentality and those who belong to the mental border line cases.

The article presents a reply by Abraham Feingold to a critique of his book "Teaching Arithmetic to Slow Learners and Retarded." Feingold noted that in addition to the reviewer's description, the book is valuable for teaching children with deficiency in space perception