Mohammad Hanief
Learning disability is described as certain kinds of learning problems that can cause someone to have trouble learning or using certain skills (such as reading, writing, listening, speaking, reasoning, and doing math). Due to such academic difficulties, kids may feel insecure and frustrated when they are unable to complete the academic difficulties that have been placed before them.
They can find a method to express themselves outside of the classroom through co-curricular activities, which can help them feel successful about accomplishing something in a different way. Eventually, these students will need special guidance and support from their educators.
Participation of children with disabilities in sports and cultural activities, programs, promotes physical, emotional, and social wellbeing. Co-curricular activities can make a huge difference in a life of children with special needs (CWSN). These activities can enhance learning, while offering ways for students to express themselves and explore their strengths. Out of home, to the Resource Room, (irrespective of their disability), to the playground, on the stage, facing the teachers, peers and at times general public also showing their talents, academic, and sporting prowess speaks volumes of the overall development of CWSN. Participation in cultural programmes and curricular activities is a source of inspiration and development of self-confidence.
Behaviour which cannot be inculcated through academic activities can be developed through co-curricular activities and other recreational programs. Descriptive exploratory survey design was employed in the present study to answer the research questions. The findings of the present study revealed that children with special needs voluntarily participates in sports and cultural activities and CWSN are competent of performing with regular students in sports and recreational activities in areas such as Drawing, Music, Dance, and Sports, in preparation of illustrative aids as well. The impact of participation of CWSN in these activities on their development was reflected in; confidence in self leading to the development of self concept.
Extracurricular activities (ECAs) are a core part of the student experience, especially regarding skills and personal development, sense of belonging and graduate outcomes, as has recently been emphasised by universities. Indeed, they are often used to distinguish graduates in job applications. However, students with a disability are under-represented in these opportunities and suffer as a result.
A learning objective has to be set in order to improve the student’s writing skills. This objective cannot be directed towards perfection because it is hardly possible for an autistic child to acquire the writing skills of the same level as in case with an ordinary child. By the end of the experiment the student will demonstrate his ability to understand the information, to discuss it, and to reflect his ideas in writing.
Taking into account the disability of the student, no separate activity can be offered in order to meet the learning objective. Instead, a set of activities implemented step-by-step is better to use. Since the student in question has kinesthetic style of learning, multisensory learning seems to be the most appropriate and beneficial for him due to his visual learning (reading) being his major strength. If the student is able to read, he is able to perceive pictures/objects and interpret their meaning. The set of offered activities consists in playing associations through describing the qualities of given objects first orally and then in writing. The second stage of the experiment will consist in skipping the discussion stage and offering the student to write about the object at once.
Improving the writing skills of the students in regular education classroom could be achieved through the like activities. Considering the fact that the regular students’ general reading and writing skills are better, the activities should be more complicated. For example, the pictures can be used instead of the objects (because describing the objects is too easy for the fifth grade). The students can be offered to describe two pictures separately and then to compare them. This can not only improve their writing skills, but give them an idea of a proper essay structure and make the flow of their thoughts more logical.
Education is not merely obtaining a degree or boosting the intelligence of students but also an all-around holistic development of an individual -physical, intellectual, emotional, spiritual, social, and moral development. It goes beyond only helping pupils achieve academic success or increase their intelligence. Collectively, all educational activities result in total development in all spheres. In the teaching of academic subjects, the cognitive aspects are fostered more, but the emotive and psychomotor aspects are not. Co-curricular activities and programs that take place outside of the typical classroom but in some way support academic learning from the classroom curriculum are known as co-curricular activities. Co-curricular activities aid them to enjoy and at the same time benefitting their growth.
Diversity groups are more likely to get involved with causes that concern them directly, so peer mentoring, awareness days or student-staff partnerships aimed at improving the student experience can all be ways to engage these students. When these events are targeted well, there is potential for students to become experts, be validated and have a say in how they are represented. For example, an awareness day for a disability could include a screening of a movie that a student chose to represent their experience and share with others.
The benefits of physical activities are universal for all children, including children with special needs. The participation of children with disabilities in sports and recreational activities promotes inclusion, optimizes physical functioning, and enhances overall well-being. Despite these benefits, children with disabilities are more restricted in their participation, have lower levels of fitness, and have higher levels of obesity than their peers without disabilities.
Developing inclusive schools that cater to a wide range of pupils in both urban and rural areas requires: the articulation of a clear and forceful policy on inclusion together with adequate financial provision; an effective public information effort to combat prejudice and create informed and positive attitudes; an extensive programme of orientation and staff training; and the provision of necessary support services.
To conclude co-curricular, improve academic performance by fueling learning, stimulating creative thought, and building a passion for particular subjects. It enhances social skills, which are important skills to build for college, career, and life in general, and provides students with a chance to build friendships. It also can develop or help a student to find a new interest, talent, or career goal.
