Mahadevan, Vijaya
(2014)
Include me!
Learning Curve (23).
pp. 88-90.
Abstract
The academic session is coming to an end and the
students are stressed out preparing for their Board
Examinations. I am desperately trying to make the
class alive and cheerful. My normal class consists of
two students diagnosed with cerebral palsy, one
visually impaired student, a non-verbal student with
multiple disabilities; two intellectually challenged,
two with learning disabilities and three others with
normal intelligence, but dropped out of mainstream
schools due to economic and other family
problems. I am devising a method of enacting a
grand finale to our spoken English and effective
communication class by asking them to do a project
based on their business studies curriculum and
present it to the entire class. As I group them,
immediately, J asks, “How can M participate
madam? He can’t talk.” Even before I could think of a
response, pat comes the reply from T, who is in a
wheelchair, defending his non-verbal friend, “But M
is very good at downloading information, images
and putting in power point presentation. We can
then explain the slides.” Problem solved in a minute!
M flashes his trademark smile, which seems to say,
“Thank you for including me”
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