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Commonwealth Award submission made by Jaipur based educator
The entry "Adjusting Science Instruction to Needs of Children with Specific Learning Disabilities: Designing and Clinical Trialling of Select Lessons for Standardization of Visual Support Material" has been submitted to the Commonwealth Association of Science, mathematics and technology Educators (CASTME), Commonwealth Secretariat, Pall Mall, London, United Kingdom for the award for the year 2019 by Dr. Lalit Kishore, Research Fellow at Disha, Jaipur.

The abstract of the entry states that teaching of science to school children with dysgrahia or writing disability through visual codes based sight vocabulary in clinical situation making use of lesson studies technique and focus group method was tested and found suitable.

"Even in the general education situation for hard spots of learning in science, the use of duel code cards for one-to-one tutoring was found effective during teacher training. The cases were clinically tested and the implications are for the teacher preparation with visual literacy skills, dual code mastery, picture reading skill,  adapting science textbooks as visually-rich for dysgrahic children, and paradigm shift toward science for differently abled as education therapy," the abstract.

The intervention and its development is an outcome of design thinking. According to entrant Dr Kishore, design thinking implicates that teachers and educators as practitioners and interventionists should design learning process and materials so as to make learning happen and make it more effective and efficient through continuous improvement in their practice and tools. For science, technology and math education (STM), the design thinking model of instruction can be suitable both in general education and special education settings since it individualizes learning based on the specific needs driven designed interventions.

Last year, Dr. Kishore received the commonwealth award for his work on language of mathematics. He has developed and tried out a short course for improving the math language of teachers for better classroom communication of mathematics at the school level.

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