Educating Exceptional Needs Youngsters. A Resource For Educators, Parents, And Healthcare Practitioners: Counseling Ramifications ebook

EDUCATING EXCEPTIONAL NEEDS YOUNGSTERS.

A RESOURCE FOR EDUCATORS, PARENTS, AND HEALTHCARE PRACTITIONERS: COUNSELING RAMIFICATIONS

ALL RIGHTS RESERVED

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holder.

Copyright © IBRAHIM N.A

ISBN: 978-1-304-79839-8

First Published, 2023

Noogul Digital Publishing

Contents

SECTION ONE:

EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH SPECIAL NEEDS

The Philosophy of Pre-primary (Kindergarten) and Primary (Elementary) Education

Nature, Purpose and Types of Early Child Education.

Purpose of Early Child Education

Early Detection and Identification of Children with Special Education Needs

Identification

Working With Parents (Counseling) On Continuing Work Done In School At Home

A productive parent professional relationship provides professionals with:

The productive parent professional relationship provides the parents with the followings:

And of most importance, a productive parent professional relationship provides the child with:

Evaluation and Assessment of Child

Referrals:

Collaboration:

Educational Needs of Pre School Children with Special Needs

a.Home Based Programs:

b.Centre Based Programmes:

c.Combine Home Centre Programs:

References

SECTION TWO:

GUIDANCE AND COUNSELING FOR LEARNERS WITH SPECIAL NEEDS

Introduction

The Goals or Objectives of Guidance and Counseling for Special Needs Persons

Scope of Counseling and Guidance

1.Educational

2.Vocational

3.Social

4.Psychological

How to Carry Out G/C to Special Needs Learners

Guidance Needs of Learners with Special Needs

Clues on How to Counsel Special Need Persons or Students

Qualities of A Good Counsellor to Special Needs Persons

Counseling the Special Needs Persons through Parents, Relatives, Friends and School Staff

Counseling Needs Of Families with Special Needs Learners

The Counseling Needs

a.Information counseling:

b.Adjustment Counseling

c.Reality Counseling

d.Taking away the mental pain

e.. Community Involvement

References

SECTION THREE:

INFORMATION COMMUNICATION TECHNOLOGY (ICT) FOR LEARNERS WITH SPECIAL NEEDS

What is Information Technology?

Information:

Computer

History of computer technology

First Generation of Computer (1940s-1950s)

Second Generation of Computer (1950s-1960s)

Third Generation of Computer (1960s-1970s)

Fourth Generation of Computer (1970s-1980s)

Fifth Generation of Computer (1980s-1990s)

The Role of Information and Communication Technology

Need for Communication and Information

I C T for persons with hearing problems

ICT for Persons with Visual Problems

Computer-Based Instruction

Social Interaction and Recreation

Importance of ICT in Special Needs Education

Prerequisites for Computer Use

The Educational Uses of Information and Communication Technology

The use of Information and Communication Technology in Teaching the Deaf.

ICT for Distance Learning

The Implementation (MAKING IT REALITY)

References

SECTION FOUR:

REHABILITATION

Introduction

Difference between Rehabilitation and Habitation

Types of Rehabilitation

Educational Rehabilitation

Vocational Rehabilitation

Special Vocational Rehabilitation Centers

Medication Rehabilitation

Stages of Medical Rehabilitation

Psychosocial Rehabilitation

Rehabilitation Setting For the Disabled

The Basic Steps in Rehabilitation

Goals of Rehabilitation

Categories of individuals who require rehabilitation in the societies.

SECTION FIVE:

INDEPENDENT DAILY LIVING AND BASIC WORK SKILLS TRAINING FOR PERSON WITH SPECIAL NEEDS

Introduction:

Types of Basic Independent Daily Living Skills and Basic Work Skills Training

a.Self-Help General Skills

b.Self-Help Dressing Skills

c.Self-Help Eating Skills

d.Communication Skills

e.Socialization Skills

f.Locomotion Skills

g.Occupation Skills

Factors That Determine the Choice of an Occupation

Basic Work sk1lls To Be Developed in Person with Special Needs

Management of Finances

Management of Loan

Management of Leisure Time

Family Life and Adjustment the Following Are What to Teach the Disabled

Community Work

Community Life

The Problems of Person with Special Needs in the Job.

SECTION SIX

DIAGNOSTIC AND REMEDIAL MATHEMATICS

Concept of Diagnosis, Remediation and Mathematics

Goals and Objectives of Mathematics

Types of Mathematical Problems Errors

Problems

Causes of Poor Performance in Mathematics

Techniques for Teaching Mathematics

a.The concrete level.

b.The representational level.

c.The abstract level.

The Place of Games/Activities in the Teaching of Mathematics

a.Sorting games:

b.Matching and sorting.

c.Recognition of groups of objects:

d.Number stamp:

Motivation in Teaching of Mathematics

Why study original writing? For two reasons

SECTION SEVEN

DIAGNOSTIC AND REMEDIAL READING

Concepts of Reading and Reading Disability

Factors Responsible For Reading Problems

a.Home:-

b.School:

c.Peer groups:

d.Social-Environment:

e.Cultural:

Instructional Strategies to Support Students with a Reading Disability

Implementing rehearsal strategies to effectively meet the diverse learning needs of students

Causes of Learning Disabilities

General Effects of Reading Disorder on Learning

Identification of Learners with Reading Disabilities

Diagnoses of Reading Disorder, Assessment, Measures

Types of Assessment in Which Teachers Can Implement

Creating Your Own Checklists

Achievement Charts

Benefits of Achievement Charts

The Rating Scale

The Rubrics

Selecting and Designing Remedial Programmes

Assessment and Classification (Selecting Designed Remedial Programmes)

Development Instructional Materials for Remediation

References

SECTION EIGHT

DISORDERS OF WRITING

Concept and Type of Writing Disorder

Writing

Identification or Characteristics of Writing Disorder

Causes of Writing Disorders

Handwriting styles:

Types of Written Language Problem

Intervention Strategies for Hand Writing Problems

References

SECTION NINE

LANGUAGE AND SPEECH CORRECTIONS

Defective Language and Speech

The following are articulation problems to be aware of:

1.Dyslalia:

2.Rhinolalia:

3.Dysarthria:

Forms of Dysarthria

a.Flacid Dysarthria:

b.Spastic Dysarthria:

c.Ataxic Dysarthria:

d.Hypokinetic Dysarthria:

e.Hyperkinetic Dysarthria:

f.Mixed Dysarthria:

Symptoms of Dysarthria

Disorders of rhythm and fluency include the following:

1.Dysfluency:

2.Autism:

Symptoms and Signs

Diagnosis

Treatment

The following vocal problems should be mentioned:

1.Dysphonia:

Types of Dysphonia

Symptoms of Dysphonia

Causes of Dysphonia

Diagnosis

Treatment

2.Aphonia:

Types of Aphonia

Causes of Aphonia

Diagnosis

Treatment

Prognosis for Aphonia

The following are examples of poliform language disorders:

1.Alalia

The signs and traits of speech delay

Causes of Alalia (Speech Delay)

Therapy for Speech Delay

2.Aphasia

Types of Aphasia

The Broca’s Aphasia:

Wernicke's Aphasia:

The Global Aphasia

Other Forms of Aphasia

Transcortical Motor Aphasia

Transcortical Sensory Aphasia

Conduction Aphasia

Mixed Transcortical Aphasia

Anomic Aphasia

Other Conditions that Involves or look like Aphasia

Progressive Primary Aphasia

Agraphia (the inability to write) and alexia (word blindness).

Auditory verbal agnosia

Signs and Symptoms of Aphasia

Tests and Diagnosis

Management and Treatment

Speech and Language Communication Needs

Assessment Tools for Speech and Language Communication

List of Tools and Equipment’s for Language Assessments

American Sign Language

Language Assessment: Spoken English

Alternative Supplemental Options for Language Evaluations. Spoken English

Language Evaluations for Kids with Special Needs. Spoken English

Benchmark Evaluations

Scenarios

Frequently Asked Questions (FAQs)

Benefits of Speech, Language Communication Assessment

The Rights and Responsibilities of Test Takers: Guidelines and Expectations

Rights of Test Takers: Guidelines for Testing Professionals

The Responsibilities of Test Takers: Guidelines for Testing Professionals

Summary

References

SECTION TEN

DISORDERS OF LEARNING

Introduction

Practical Definition

Medical Definition

Specific Learning Difficulties

Approaches to Specific Learning Disabilities

Types of Reading Problems

Conclusion

References

SECTION ONE:

EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH SPECIAL NEEDS.

The Philosophy of Pre-primary (Kindergarten) and Primary (Elementary) Education

Pre-primary (Basic/Elementary) is to prepare the children below school age for education in primary (Basic) schools. It should be noted that not all the scholars, have agreed on need for or, effectiveness of such early school education Programmes for subsequent educational development of children. Some early writers such as (Robinson, 1968) hold the view that young children are not mature enough to learn complex skills demanded by preschool educational programmes and that the warmth of the mother love and the fastening of children's emotional security are more important than any form of educational programme.

(Reissman, 1962) Also content that early childhood years should be utilize in firmly grounding the child in his/her subculture then exposing him/her to pre-school programmes which emphasize intellectual skills that would impose middle class values on the child and destroy the positive aspects of his/her sub culture. Also another leading scholars in early childhood education who have doubted in its wisdom are (Elkind, 1986) and (McEvoy, A., & Welker, R. , 2000). All express the fear that the short term academic gains would be offset by the long term listing of their motivation and self-initiated learning. In the same view (Stipek, D.; Feiler, R.; Daniels, D.; Milburn, S.;, 2013) cautioned that early academic gains in reading associated with formal instruction of preschoolers could' have long term negative effects on achievement.

(Robinson, 1968) in another studies in the same year have argued, that beginning early to educate children should not pose any dangers as it is difficult to see how pleasant experiences stimulating within reasonable limits and logically sequenced can be harmful to mental health or to cognitive development.

Moreover, some research evidences indicate that early childhood education have positive influences in children's effective conceptual and social development in subsequent years.

Nature, Purpose and Types of Early Child Education.

Nature of Pre-primary and Primary school: Pre-primary schools are in -form of kindergarten and nursery schools.

Nursery school or classes are places for young children usually aged 3 – 5 years which prepare them for Kindergarten class.

Kindergarten: Is a class or school for young children of usually 5 years which prepare them for normal school or primary education.

Primary: This is a school which concern with education of children between five and eleven years old, at the normal rate it has primary one to primary six i.e. a child study for good 6 years.

Purpose of Early Child Education

According to (NPE, 2013) state the following purposes of pre-primary education:

Providing a smooth transition from home to school.

Preparing the child for the primary level of education.

Providing adequate care and supervision for the children while their parents are at work.

Inculcating in the child the spirit of enquiry and creativity through the exploration of nature arid the local environment by playing with toys, artifices and musical activities etc.

Teaching the rudiment of numb

ers, letters, colours, shapes,

form etc through play

Inculcating social norms,

Early Detection and Identification of Children with Special Education Needs

There are two ways to detect or to find out very early these types of children:

Informal procedures

: These includes teacher rating and situational observations they are sometimes more preferable to formal procedures

Formal procedures:

This is to find out an undesirable factors in a child's development, and the child should not be a victim of inadequate teaching, malnutrition, and there should not be discontinue efforts to prevent sensory, linguistic and other problems.

Identification

Screening is thebest way of identification. Screening has been implemented from neonatal period through school years. Areas considered for examination are physical, neurological, and socio-cultural and criterion referenced academic considerations.

Screening ways have been composed of various combinations of predictive tests, checklist, interviews and observations. In identification we will identify some of the target variables, such as child behaviour and other factors, and techniques used to identify and assess them e.g. choice of. Target variable classroom manifestation of learning disabilities .i.e. skills of reading, computation, handwriting and so on.

Physical behaviour i.e. general health of the child between physical and psychological, development, motor behaviour, cognitive behaviour, language behavior, social emotional behaviours.

Working With Parents (Counseling) On Continuing Work Done In School At Home

Tracking and recording information about the child at home etc. Due to their regular and intensive contact with their children, learning disabilities parents often notice early indication that their children are not learning well. A parent may therefore notice developmental lags or problems in motor, linguistic and social skills.

A survey conducted'' by the California association for. Neurologically handicapped children (CANHC) indicated that mothers were often, credited with first noticing their child's problem (Tarnopol, 1977) indicated that school personnel were credited with the identification of 18% of the cases, pediatrician with 14%. The median. Age at which the problems was initially discovered. Was 4 years. However in more than 30% of the cases, the problem was not discovered until the child began attending, school.

(Bariroh, 2018) Found that some parents are not capable or willing to admit and deal with their children's learning disabilities. The various sources of information that parents usually, rely on for their screening efforts, includes comparison to sibling, information from other parents popular press and media and knowledge of behaviour expected in school.

Parent child interaction usually decide the quality of a child's early learning experiences, development of language, mental set, social attachments, and so forth. Is predicated upon intelligent, loving, support by parents (Ms. Naveena Thomas, Ms.Christy Baby, Mr. John O Pious, Ms. Cynthia Santhmayor, 2019). Parents and teacher who work actively and effectively with one another comprise a powerful team.

A productive parent professional relationship provides professionals with:

Greater understanding of the. Overall needs of the child and as well as needs and desires of the parent.

Data for meaningful selection of target behavior that are important to the child in her world outside the schools,

Access to a wider range of social and activity reinforcement provided by parents.

Increased opportunities to reinforce behaviour in both school and home settings.

Feedback from parents as to Changes in behavior that, can be used to improve Programmes being implemented by

professionals and parents.

The ability to comply with legislation mandating continuing parental input to the educational process.

The productive parent professional relationship provides the parents with the followings:

Greater understanding of the need of their child and the objectives of the teacher.

Information on their rights and responsibilities as parents of an exceptional child.

Specific information about their child's school program and how they can become involved.

Specific ways to extend the positive effects of school programming into the home.

Increased skills in helping their child learn functional behaviour that are appropriate for the home environment.

Access to additional important resources (current and future) for their child.

And of most importance, a productive parent professional relationship provides the child with:

Greater consistency in his/her two most important environments.

Increased opportunities for learning and growth

Access to expanded resources and services.

Working with other professionals includes social workers, medical personnel. Their activities are normally case meetings and case conferences which is a situation in which professionals will sit and discuss the case base on observations and research findings where by minutes and papers will be written for now and future uses.

Evaluation and Assessment of Child

This is to find out the extent of the case situation on the child through test and other assessment measure and find or suggest ways of remediation of the case.

Referrals:

That is if .a measure of remediation is taken and still no positive response the child could be referred to another measures. ,

Collaboration:

This is putting together of more than one professionals heads to attack on problem or the other in the eye of finding solutions to the problem.

In cases where a student requires support, the guidance counselor should become involved in assessing his/her needs and where necessary arrange a referral of an appropriate outside agency procedures for the referral of students to the guidance counselor and for referral to outside agencies should be include in the school plan. Psychologists provide-a source of advice to guidance counselors, on appropriate referral path-ways.

Educational Needs of Pre School Children with Special Needs

Home Based Programs:

This largely depends on the training and cooperation of the child's parents. The parents normally assumed responsibility as the primary care giver for their handicapped child. Parents training are usually provided by a teacher or trainer who visit the home regularly to guide the parents.

The visiting -teachers acts as a consultant and also evaluate the success of the intervention and make regular assessment of the child's progress.

In some Programmes, these home visitors (or home teachers or home advisors as they are often called) are specially trained para-professionals. They may visit as frequently as several times a week but probably no less than a few times a month in some cases they may carry the results of their assessment in home evaluation back to other professionals who make recommendation for changes in the programme e.g. the best known home based programme is the Nationally Validated Portage Project (Karine Tremblay, 2012)

Centre Based Programmes:

In contrast to home based programs, some intervention efforts are coordinated and carried-out in a special educational setting outside the home. The setting may be part of hospital complex, a special day care center, or preschool.

In other cases children may attend a specially designed developmental center" or training center, that offers a wide range of services for children with varying types, and severities, of handicaps.

The setting can be an outdoor playground specially built that offer the combined services of many professionals and para-professionals, from several different fields. Most of these Programmes encourage social interaction and some try to integrate handicapped children with, non-handicap children in day-care or preschool classes.

In some cases the child attend the center each weekday. Sometimes for all or most of the day. And sometimes the child may come less frequently though most of the centers expect to see the child at least once a week/Parents may spends time with other professionals or take training while the child is somewhere else in the centers.

Combine Home Centre Programs:

Many programs combine the intensive help from a variety of professional in a center with the continuous attention and sensitive care from parents at time. This effort to establish intervention that carries over from center to home clearly offers many of the advantages of the two types of Programmes.

References

Bariroh, S. (2018). The Influence of Parents’ Involvement on Children with Special Needs’ Motivation and Learning Achievement. International Education Studies, Vol. 11, No. 4; 2018.

Elkind, D. (1986). Formal Education and Early Childhood Education: An Essential Difference. . Phi Delta Kappan, 67.

Karine Tremblay, D. L. (2012). Assessment Of Higher Education Learning Outcomes. Feasibility Study Report Volume 1. https://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf.

McEvoy, A., & Welker, R. . (2000). Antisocial behavior, academic failure, and school climate a critical review. Journal of Emotional and Behavioral disorders,, 8(3), 130-140.

Ms. Naveena Thomas, Ms.Christy Baby, Mr. John O Pious, Ms. Cynthia Santhmayor. (2019). Parents’ Awareness Of The Importance Of Parentchild Interaction For Language Development. Global Scientific Journal , GSJ: Volume 7, Issue 10, October 2019.

NPE, N. P. (2013). National Policy on Education 6th Edition. https://educatetolead.files.wordpress.com/2016/02/national-education-policy-2013.pdf.

Reissman, F. (1962). The culturally Deprived child. New york:: Harpen.

Robinson, H. &. (1968). The problem of timing pre-school education” in Hess, R.D and bear, R.M (Eds) Early education, . Illiois:: Aldine publishing.

Stipek, D.; Feiler, R.; Daniels, D.; Milburn, S.;. (2013). Effects of different instructional approaches on young children's achievement and motivation. ISSN : 0009-3920 vol. 66.

Tarnopol, L. a. (1977). Brain Function and Reading Disabilities. . Baltimore: : University Park Press.

SECTION TWO:

GUIDANCE AND COUNSELING FOR LEARNERS WITH SPECIAL NEEDS.

Introduction

The place of guidance and counseling in school setting is geared towards helping students to understand self and take appropriate steps in making educational, vocational, social and psychological lifelong decisions. In addition the child's or student's welfare and the promotion, establishment and maintenance of a sound social relationship in a group is another main concern of guidance and counseling.

However, guidance and counseling can be defined separately for clarity, before, trying to see them together. According to (Parankimalil, 2015) sees guidance as assistance made available to an individual of any age by professionally qualified and adequately trained men and women to help him or her manage his/her own life and activities, develop his/her own points of view, make his/her own decision and carry his/her burdens".

Ruth Strang. “Guidance is a process of helping every individual, through his own efforts, to discover and develop his potentialities for his personal happiness and social usefulness.”

A.J. Jones. “Guidance involves personal help given by a competent person; it is designed to assist a person in deciding where he wants to go, what he wants to do, or how he can best accomplish his purposes; it assists him in solving problems that arise in his life. It does not solve problems for the individual, but helps him to solve them. The focus of guidance is the individual and not the problem; its purpose is to promote the growth of the individual in self-direction.”

Knapps. “Learning about the individual student, helping him to understand himself, effecting changes in him and in his environment which will help him to grow anddevelop as much as possible – these are the elements of guidance.”

Secondary Education Commission, 1952. “Guidance involves the difficult art of helping boys and girls to plan their own future wisely in the full light of all the factors that can be mastered about themselves and about the world in which they are to live and work.”

Crow and Crow. “Guidance is assistance made available by personally and adequately trained men or women to an individual of any age to help him manage his own life activities, develop his own points of view, make his own decisions and carry his own burdens.”

John Brewer. “Guidance is a process through which an individual is able to solve his problems and pursue a path suited to his abilities and aspirations.”

Woodworth. “Guidance helps an individual to develop his personality and enables him to serve the society to the best of his capabilities and talents.”

Kitson. “Guidance is ‘individualized education’. Each student is to be helped to develop himself to the maximum possible degree in all respects.”

V.M. Proctor. “Guidance is a process through which an individual or groups of individuals are helped to make necessary adjustment to the environment – inside or outside the school.”

While (Paul Mupa, Tendeukai Isaac Chinooneka, 2015) sees it as a unique school function that aids to facilitate student’s growth and development through intervening primarily in the non-instructional domain of school activities". It therefore can be seen as a procedure and process through which a person (Client) achieve his/her educational, vocational or personal goals.

While (Krishnan, 2020) have defined counseling as a confidential interaction between a professional and a client to achieve self-knowledge and self-direction for personal development. In the same vein (Krishnan, 2020) is of the opinion that counseling is a learning process in which individuals learn about themselves and their interpersonal relationships, thereby acquiring behavior that advance their personal development. "Counseling is a process of assisting individuals with problems or needs to solve certain adjustment problems

From the above definitions of guidance and counseling therefore, one can deduce that they are difficult to be separated as one is seen as assistance (Guidance) while the other part (counseling) is a process. Counseling services are the main aspects of guidance through which the counselor guides his client to solve his/her problems of adjustment. If guidance and counseling through which one can be help out of a problem, then the special needs person need these services more.

The special needs person no doubt has a problem of rehabilitation and adjustment. (Hartley, Susan Stuntzner and Michael T., 2014) Opined that "persons living with disabilities need psychotherapy in form of counseling to be able to be happy, effective and coherent in their life”

The Goals or Objectives of Guidance and Counseling for Special Needs Persons

Fulfilling ones potential in academic achievements;

Establishing socially acceptable levels of self-care;

Developing realistic self-concepts that are in accordance with actual capacities and opportunities;

Improving interpersonal relationships within the family, the school and the community;

Progressive in accordance with expectations in vocational self-sustenance to the degree, that is possible;

Evolving a leisure life that provides major satisfactions and contributions to satisfactions of others;

Assisting schools;, agencies and institutions to become more responsive to Individual’s needs;

Coordinating school and community resources to create a unified helping experience for the exceptional individuals, so that they may attain an optimum level of development. (Krishnan, 2020)

However, apart from the specific goals of guidance and counseling as they affect special needs persons, there are general goals of guidance and counseling that can be very relevant to the special needs persons particularly in school settings. They are:

Guidance and counseling equip students with the skills of making appropriate and satisfying choice.

It enables students or clients develop positive self-image.

It helps students develop adequate time management skills.

It helps students or clients develop good inter and intra-personal relationship,

It helps students cope with examination anxiety.

It help teachers, parents and adult members of the community, in understanding the needs and problems of their students or wards.

Other objectives as observed by (Parankimalil, 2015) are:

Assist the students to effect smooth translation from

one educational level to the other;

Encourage students to develop adaptive skills to cope with changes in family and home life.

Assist school administration in improving educational opportunities and programs.

Mobilize all the available resources of the school, home and community for the satisfaction of students educational, vocational and psycho-social needs.

Groom students for higher achievement

Equip students with problem solving and decision making technique.

Scope of Counseling and Guidance

As far as guidance and counseling is concern at this level of education it is limited to four areas thus: education, vocational, social and psychological, (Pandey, 2016) has expatiate on the above areas:

Educational

The development of effective study skills.

Enhancing various bodies and facilities for placement

Encouraging interaction between staff and students for better understanding of each other’s needs

Vocational

Provision of vocational information

Facilitate the appropriate choice of subjects

Social

Organizing orientation programmes for students for purpose of enlightenment

Development of positive interpersonal relationship among students and students, students and staffs, school and the community.

Encouraging good personal grooming.

Training in table manners

Provision of family and moral education.

Psychological

Encouraging effective time management and study habit.

Promoting self-worth, self-understanding.

How to Carry Out G/C to Special Needs Learners

If a normal person can be guided and counseled. It is the special need person that needs this service most for the simple fact that he is already in trouble or problems of disability. Therefore, persons without disability need to make them (disabled) understand that not all hope is lost as if one is rendered disabled in one way he/she can still make it the other, way round.

However, (Hartley, Susan Stuntzner and Michael T., 2014) has suggested counseling special need persons, particularly the disabled can be done at two basic levels, thus: the direct counseling and through the immediate society (parents, relatives, friends, school teachers etc.)

He went further to state that the first task is rehabilitating the minds of those living with disabilities. In doing this counselor should cultivate that habit of creating positive attitude towards the person with disability. Through numerous examples they should be made to understand that people living with disability have excel in some areas if given the appropriate opportunity. This apart, the client should first and foremost accept his/her disability as it enhances rehabilitating the mind.

To successfully achieve rehabilitating the mind, professional counseling skills and techniques are to be involved which include among others: empathy, reassurance, encouragement, adequate cross checking, reflection of feelings, respect for the worth and dignity of the disabled, effective verbal and nonverbal communication and also unconditional positive acceptance. With these techniques the client will understand himself well, self-disclose and accept his condition.