A study of the Profile and Teaching methods applied in Special Schools in Mizoram

Abstract Current ethics call for inclusive education where in all students are accepted under one roof. This inclusion ranges from race, language and even gender to the physical and mental abilities of the child. However, before the concept of inclusion was seclusion where in special schools were set up for the physically and mentally challenged children. Special schools are schools that are meant for differently abled children. Since they have different abilities that diverge from what is accepted as normal, certain adaptations are also required for their successful education. Therefore, the buildings allotted to them, the kind of experiences the teachers teaching them have, the motivation and attitude of teachers, the whole ambience has very important significance. The present study was conducted in Mizoram, a small state in the north east part of India, within Aizawl district, the state capital namely: Gilead Special School, Special Blind School, Epatha Special School, Shining Star Special School and Redeem Garden (School for the Hearing Impaired) in order to prepare a profile of these special schools along with the teaching methods employed. The findings showed that there was more private and non- governmental support for the development of these schools, provisions were made for their vocational education and that sound buildings were provided for the special children. Regarding teaching methods, the study found that most of the schools were bilingual in their medium of instruction, meaning that at they used the local language as well as English for teaching. The study found that schools were found to have adequate teaching aids with respect to different categories of their disabilities and only a small minority of special schools reported that they had a problem in teaching differently abled children. Key terms: Special schools, Special educator, Children, Special, Differently abled