B.

ED-2 SEMESTER
INCLUSIVE EDUCATION

Q-1 Describe the concept, importance and characteristics of inclusive

education. (2019)
OR
Explain the concept of inclusive education. Describe the objectives of
inclusive education.
Inclusive education is called inclusive education in English, which means
that ordinary and special children receive education in the same school
without any discrimination. Inclusive education is that education in which
general boys and girls and special boys and girls receive education
together in the same school without any discrimination.
The principle of inclusive education or integration has its historical roots
in Canada and the United States.
Inclusive education refers to the education system in which a normal
student spends most of the time in school with a disabled student. In other
words, inclusive education is against giving separate education to
children with special needs from normal children.

Inclusion of education states that a normal student and a disabled student

should get equal opportunities to get education to meet the special
educational needs. Earlier inclusive education was envisaged only for
special students but in modern times every teacher should put this
principle into practice in his classroom in a comprehensive approach.
According to Yershel:- “Some of the reasons for inclusive education are
related to gender, race, ethnicity, language, level of anxiety, social and
economic status, disability behavior or religion.
According to Stephen and Blackheart: - “Mainstream education means
arranging education of children in general classes or equal opportunity
based on psychological thinking which promotes appropriate social
humanization and learning through individual planning.”
According to other educationists: – “Inclusive education is that education
in which general boys and girls and special boys and girls receive
education together in the same school without any discrimination.”
Features of inclusive education
Following are the main features of inclusive education-

1. Anti-segregation of children – Inclusive education is such education

under which physically handicapped children and normal children receive
education together in a normal class. Some more assistance is provided to
handicapped children. Thus, inclusive education is a practical solution
against the separation of disabled children.
2. Complementary to special education – Inclusive education is not a
substitute for special education. Inclusive education is a complement to
special education. Sometimes very few physically challenged children
can be admitted to an inclusive education institution. Severely
handicapped children who receive education in special educational
institutions can also get admission in integrated schools after acquiring
communication and other skills.
3. Opportunities for equal education - Such a format of education has
been given so that disabled children get equal opportunities for education
and they can live their lives independently like other people in the society.
4. Equal living for disabled children - It provides a less restrictive and
more effective environment to disabled children so that they can live like
normal children.
5. Healthy social environment and relationships - It is helpful in
creating healthy social environment and relationships between disabled
and normal children in the society at every level of the society. The
distance between each other in the society reduces and provides a feeling
of mutual cooperation.
6. Handicapped children are as important as normal children - This
is a system under which physically handicapped children are also
considered as important as normal children.
7. Equality of education and opportunities - Inclusive education is an
important educational system to achieve the goal of education from its
original form, equality of education and opportunities which have not
been given to special children till now.

Objectives of Inclusive Education

The following are the objectives behind implementing inclusive
education in the society-
1.Equality of educational opportunities.
2. Feeling safe.
3.Developing a positive attitude towards oneself.
4. To get education by choosing the subject as per one's wish.
5. To make oneself capable in the changing world.
6. To make one capable of facing innumerable difficulties of life.
7. To improve the quality of education.
8.Education is a right of a disabled child and not any kind of facility.
9.Improving the quality of education.
10. Bringing level improvement in inclusion school structure.
11. Adoption of child-centric education and methods.
12. Making proper use of leisure time.
13. To provide vocational training to a child with disability.
14. Providing equipment as per the need of disabled children and making
them available for use.
15.To create a disability friendly environment in an inclusive school.
16. To construct a well equipped room for disabled children.
17. Full participation of disabled children in inclusive school activities.
18.Disabled children should be provided as comprehensive facilities as
possible.
19. To give knowledge of techniques as per the need of disabled children.
20. To generate public support for deprived or disabled children in the
society.

Scope of inclusive education

Inclusive education is for all children with physical and mental
disabilities. It talks about education and a common teacher for every such
child. Who are eligible to benefit from it, hence the scope of inclusive
education is to reach out among all such children and to provide them
learning and lead a normal life.
1.Physically handicapped child
2. Mentally retarded child
3.Socially disrupted/deviated child
4. Educationally handicapped child

Benefits of inclusive education

1. Due to inclusive education, the disabled child sits in the same class
with the normal child and receives education.
2. Inclusive education helps in removing individual differences and also
creates a mini society among children.
3. With the help of inclusive education, feelings like discrimination and
untouchability can be removed, because in this, normal children, disabled
children and special children all get equal benefits.
4. Inclusive education is a typical example of adjustment.
5. By knowing the various problems of a special child, a handicapped
child or a disabled child, inclusive education is helpful in solving those
problems.
6. Inclusive education is also beneficial for those children who are
problem children. Inclusive education tries to remove their problems by
knowing their weaknesses and prevents them from becoming problem
children.

Need of inclusive education

The need of inclusive education is necessary in every country because
with the help of inclusive education, the child acquires education
normally and tries to make himself like a normal child, even though
inclusive education includes gifted child, special child, disabled child and
There are many children who are different from normal children and they
are given education together so that the learning capacity of those
children can be increased.

Below we will briefly read the points about the requirements of

inclusive education –

1. Inclusive education through inclusive education system provides an

opportunity to children in which disabled children get a chance to
progress mentally along with normal children.
2. Inclusive education is an education in which the principle of equality
of education is followed and educational integration is also possible
through this education.
3. In this, both normal and handicapped children receive education
together in a normal manner, due to which a natural environment is
created between them, which creates a feeling of unity, brotherhood and
equality among the children.
4. Where general children and special children receive education together,
there is less expenditure on education because only inclusive education
achieves lesser expenditure or cost than what is spent on separate
education.
5. Inclusive education is that education where a mini society is created
because here all types of children receive education together due to which
qualities like sense of morality, love, sympathy, mutual cooperation can
be easily enhanced in them.
6. Through inclusive education, emotions like learning and social
competition are also developed in children.
Q-2 Explain the principles of inclusive education. What teaching
competencies are necessary for a teacher in inclusive education? OR
Describe the major problems of inclusive education.
Theory of inclusive education
Following are the principles of inclusive education-
1.Complete environmental control
In inclusive education, all types of children receive education in the same
class, due to which different types of environments are created in them.
Inclusive education works to bring the environment into a single
environment.
2.Education through specific programs
Inclusive education is the best way to provide education to children
through specific programs. The power of learning is enhanced in children
by participating in or watching child specific programs. Therefore, in
inclusive education, education is provided through specific programs.

3. Non-discriminatory education
Inclusive education, where general and special children are given
education together without any discrimination, thereby eradicating the
feeling of discrimination in them, inclusive education is the best example
of removing discrimination and untouchability.

4. Providing support from parents

In inclusive education, not only the teachers are helpful in the education
of the children but the parents of those children also support and help
them in their education. Due to which the power of learning in them is
further enhanced. Children are able to learn better with the support of
their parents.

5. Individual variation
Children who face any kind of problem or difficulty while receiving
inclusive education are given individual education so that they can be
made like normal children.

6. Creation of mini society

In inclusive education, all types of children like normal children, talented
children, special children, disabled children receive education together in
the same school, due to which a mini society is formed among them.

In inclusive education, it is necessary for the teacher to have these

teaching competencies:-
1. Complete efficiency in motivating children – Motivation is an
important basis of learning. It is related to various aspects of a person's
personality. Therefore, the teacher should take care that he does not
provide negative motivation to the students so that they get scared. Like
insulting, criticizing and punishing in the class because sometimes
negative motivation also causes harm to the child. There are different
types of students in inclusive education, hence the teacher should always
keep this in mind and should always give positive motivation in inclusive
education. A teacher must have complete proficiency in motivating
children.
2. Giving timely and correct information - In inclusive education, a
teacher should also have the skill that before starting any work, he should
tell the students which of their needs will be fulfilled by that work
because their needs are the same. It acts as a stimulus for children's
learning and plays a very important role in inclusive education.
3. Ability to adjust - In inclusive education, teachers have the highest
workload due to which they have to face many problems and become
extremely stressed and frustrated. Its effect is also visible in the
classroom, hence the teacher should have the ability to adjust. There
should also be. It is necessary for every teacher to be mentally healthy so
that he can remain happy and do the work of teaching with full interest.
4. Ideal personality for students- The personality of the teacher is ideal
personality for the students. Therefore, he should be full of high character
and moral values. A teacher should do such work which shows qualities
like honesty, adherence to rules etc. It should be the duty of a teacher to
try to improve the personality of his students morally and characterfully,
for which he will have to develop these qualities in himself. The effect of
the teacher's proficiency is visible on the students also.
5. To be expert or knowledgeable or scholar in the subject - A lamp
cannot light another lamp unless it itself is lit, therefore it is very
important for the teacher to be expert or knowledgeable or scholar in his
subject. Having complete knowledge of the subject, the teacher is able to
do the work of teaching in the class with full confidence.
6. Use of Auxiliary Teaching Material (TLM) – A teacher should have
the proficiency to know which type of Auxiliary Teaching Material (TLM)
he should use in which class during inclusive education. TLM has a
special impact in inclusive education because inclusive education is such
education in which all types of students are present, so teachers should
use supporting teaching materials keeping in mind their needs and
requirements.
7. Ability to express thoughts- It is essential for a teacher to have the
ability to express his thoughts. The teacher has to convey his knowledge
to the students, hence he should have the ability to express his feelings in
such a way that it can reach the students. Apart from this, for good
expression, it is also necessary that the teacher's pronunciation should be
clear, effective voice, language should be simple and contain relevant
examples and in the form of fluent narration.
8. Converting a small society into a comprehensive society - In
inclusive education, all types of students are present, which creates a mini
society, hence the teacher should have the proficiency to convert this
small society into a comprehensive society. For this they can use different
types of examples.
9. Preparing for future life - Why any student takes education so that
they can achieve their goals. Even in inclusive education, children's goals
should be kept in mind and they should be prepared for their future life. It
is also necessary for a teacher to have these competencies.

Barriers to inclusive education

Many problems or obstacles have to be faced during inclusive education,
some of the major problems or obstacles are as follows-

1. Lack of teaching skills in the teacher:

In inclusive education, special and normal children and disabled children
all receive education together in the same class and this is the reason that
a teacher should have the ability to provide education to all those children
equally and should give them different teaching methods as per the class.
One should know how to use and also a teacher should develop so many
teaching skills that he can understand the problems of special and normal
children and solve their problems, but this ability is not found in all
teachers. Therefore, the biggest problem of inclusive education is the lack
of development of teaching skills among teachers.

2. Social Attitude:
In the country or society in which we live, the social attitude of the
people is such that they look at disabled children or special children with
a negative feeling. They have already got a negative feeling towards that
child in their mind that this child will have trouble in his future life. They
will not be able to do anything and their family or parents just leave them.
Keep them away from society. They don't even want to give them
education and those children who want to move ahead are instilled in
their minds that you won't be able to do this, you won't be able to do it.
This social attitude is an important part of the problems of inclusive
education which is ingrained in the mind of every common person.

3.Physical Barriers:
Another big problem of inclusive education is that children who are
physically disabled or deaf, such children have problems in learning and
they learn anything slowly, they need a lot of hard work to learn, but
These problems are ignored and they are treated with the same behaviour,
teaching methods, tendencies etc. as a normal child. Due to which
problems start arising in them.
4.Course:
While preparing the curriculum, it should be kept in mind that the
curriculum should be flexible, useful and suitable for all, whether the
child is special or a disabled child.

5.Problem in language and communication:

As we all know that in inclusive education, all types of children come to
receive education, in which there are some children who are far behind in
listening, reading and writing. Due to which problems like understanding
and communicating the language arise. This shows that inclusive
education is not that easy. Not all teachers are able to face these problems.
6. Constraints from Indian education policies:
There are many education policies in India that create obstacles or
hindrances in inclusive education. Teachers or schools remain within the
scope of those policies which create problems in inclusive education.
Q-3 What is meant by socially deprived children? Describe their types in
detail.(2019)
OR
What do you mean by education for the socially deprived? Describe the
system of education of children belonging to Scheduled Castes and
Tribes.(2022)

Our society is divided into classes according to castes. Among these

classes, there are some classes which did not get proper right to education
since ancient times, due to which these classes lagged behind in the field
of education. From time to time, suggestions regarding education were
given to these classes. Asked to implement those suggestions. Efforts
were also started in this area, but the reforms that should have taken place
in this area did not happen.
Even after independence, the government formed many committees and
commissions to make education a mass education. On the basis of their
suggestions, the National Education Policy was announced. In this
education policy, it was asked to make mandatory arrangements for
education for children of all sections without any discrimination. On this
basis, the government started its efforts to make education equally
available to all sections.
In the words of Mrs. R.K Sharma, “Deprivation is the lack of
necessary and expected experience stimuli related to social, economic and
cultural environment, as a result of this deprivation the child does not get
the expected development.”
That is, those children are socially deprived, who are not able to take
advantage of the facilities in some kind of society in the same way as a
child from a normal and prosperous family lives his educated life. The
lives of these children Not only family, but also economic, political and
social problems have a great impact.
Types of socially deprived children
1.Children of Scheduled Castes and Tribes
2.Backward Classes Childrens
3.Minority Children
4.Women's Education
Children of Scheduled Castes and Tribes
Scheduled Caste (SC)
The Scheduled Castes in India have a long history dating back to the
Vedic period, during which they were called 'Chandala'. Most of the
Scheduled Castes have been considered 'untouchable'.
Under the government. According to the India Act 1935, the
untouchables are designated as 'Scheduled Castes'. Untouchability
associated with this group of people is a stigma associated with Hindu
society.
Gandhiji, Dr. B.R. Notable personalities like. Ambedkar's efforts towards
eradication of untouchability. As a result, untouchability was abolished in
Article 17 of the Constitution of India. In pursuance of this provision,
Parliament passes the Untouchability Act (1955). It was later replaced by
the Protection of Civil Rights Act (1978). Mahatma Gandhi defined the
Scheduled Castes as Harijans – "people of God".

Scheduled Tribe (ST)

The word 'Tribe' means 'ordinary people' living in the hills and
forests. Article 336(25) of the Constitution states that Scheduled Tribes
(STs) are tribes or parts or groups of such tribes or tribal communities as
the President of India may, by public notification under Article 341(1),
specify. can do.

Gilin and Gilin's definition is, 'Tribe is a group of local communities

who live in a common area, speak a common dialect and follow a
common culture.'
Gandhiji called him 'Girijan'.
Backward Classes Childrens

Backward Castes – According to Article 340 of the Constitution of

India, socially and educationally backward castes which do not fall in the
category of untouchables, castes have been determined from time to time
as per time and standards.
Minority Children
People of different communities live in India. On the basis of religion and
language, some sections have been declared minority sections. These
include Jains, Muslims, Christians and Buddhists etc. Among these, Jains,
Christians and Buddhists are not backward in terms of education, but the
facilities provided to the minority classes have been given equally to all
the minorities.

Women's Education
When India became independent, the situation of women's education in
India was very pathetic. The field of women's education was untouched
by development. After independence, the University Education
Commission was formed to think and understand the subject of higher
education.

Education for SC/STs

Special provisions made by the Constitution for education of Scheduled
Castes and Tribes: The following provisions have been made by the
Constitution for the education of these classes-
(1) According to Article 16, “Equality of opportunity is provided to all
citizens.”
(2) According to Article 17, “The removal of untouchability has been
declared a punishable offence.”

Reasons of Educational Backwardness of SC and ST Childrens

1.Most of the people of these castes are illiterate due to which they do not
understand the importance of education.
2.Most of the people of Scheduled Castes and Tribes do not have good
economic condition due to which they do not send their children to
schools.
3. Due to poor economic condition, parents force their children to earn
their living.
4.Mostly, there is no provision of schools in the places where these castes
reside.
5. Due to the school environment not being interesting, these children
leave school after taking admission.
Announcements made for this category by the National Education
Policy, 1986
1. In order to make education universally accessible to the children of
Scheduled Castes in rural areas, priority will be given to settlements of
Scheduled Castes and Tribes while opening primary schools.
2. To ensure universal access and participation, one primary school will
be opened in every SC/ST area before the end of the Eighth Five Year
Plan.
3. It will be the responsibility of teachers to run a campaign at the
beginning of the academic session for the admission of children
belonging to Scheduled Castes and Tribes.
4. Scheduled Caste/Tribe children will be encouraged to get education.
5. Poor Scheduled Caste/Tribe families will be encouraged to send their
boys and girls to school.
6. Residential facilities will be provided to SC/ST students.
7. Special scholarships will be arranged for Scheduled Caste/Tribe
children.
Implementation of reservation will be monitored at all levels.
To encourage Scheduled Caste/Tribe students to become teachers, special
courses will be prepared by coordinating secondary, higher secondary and
vocational training.
Efforts made for education of SC's and ST's Children
1. In all the provinces, free text books, uniforms and midday meals are
being provided to the children of Scheduled Castes and Tribes at primary
and upper primary level.
2. Priority is being given to opening primary and upper primary schools,
Anganwadi and new types of education centers in Scheduled Caste and
Tribe areas.
3. Hostels are being constructed for children belonging to Scheduled
Castes and Tribes.
4. Central Government and State Government are providing grants for the
development of Scheduled Castes and Tribes.
5.The expenditure of various educational schemes is being borne by the
provincial governments.
6. Reservation has been made for Scheduled Caste/Tribe children in all
levels of education.
7. Along with reservation, relaxation in minimum qualification for
admission is also being given to the children of Scheduled Caste/Tribe.
8. Arrangements for scholarships have also been made for Scheduled
Caste/Tribe children.
9.The University Grants Commission is also giving special fellowship to
the students of these categories for higher education.
10. According to Article 46, “This article is related to providing special
educational facilities to these classes. There is a provision in this article
that the state will protect the educational and economic interests of the
backward classes, especially the Scheduled Castes and Tribes and all
their Will protect against all types of exploitation.”
Need and importance of arranging educational facilities for
scheduled castes and backward classes
1. To strengthen the foundation of democracy – Every person has an
important role in the democracy of every country because democracy is
the governance system of the people. In this system only the conscious
person can play his role. For this, it is absolutely necessary for all people
to be educated, but it is sad that people belonging to Scheduled Castes
and Tribes are deprived of education. Therefore, to strengthen the
foundation of democracy, it is necessary to educate these classes.
2. To universalize education – At present education has become not a
national subject but an international subject. Therefore, every country
tries to raise this level to achieve the goal of 100 percent education. To
improve and raise the level of education in India, there is an absolute
need to educate this class, because a large part of the country is included
under it. Therefore, it is necessary to pay special attention towards the
education of this class of people, so that the goal of universalization of
education can be achieved. can be achieved.
3. To generate nationalism - The pride of the country is the biggest
thing and maintaining it is an even bigger thing, but unless the feeling of
nationalism is generated among the people of the country, maintaining
the pride of the country will be easy if not difficult. Doesn't happen either.
Therefore, it is necessary to educate these classes to generate the feeling
of nationalism because in its absence the feeling of nationalism will
disappear and the country will start moving on the path of decline.
4. For business success - Every person has to adopt some business to
earn his livelihood. It is not difficult for educated people to run their
business properly, but it is a big problem for uneducated people. The
reason for this is that these classes do not have complete knowledge about
business. Therefore, by educating these classes, their professional success
should be ensured. This will give a new direction and momentum to the
development of the country.
5. For proper use of resources - Nature has gifted many natural
resources to humans, but humans have not used them properly due to
which these resources are proving to be useless for us, this is having an
adverse effect on our lives. . If we use resources properly then change in
the future situation is possible. For this we should take the help of
education so that the illiterate people can be made aware. With this, they
will be able to get complete knowledge of natural resources and they will
be able to progress the country by using them properly.
6. For the economic development of the country- To strengthen the
economic structure of the country, cooperation of all the people is
required, but in India, the education of these classes. Not much
importance is given. Although various provisions have been made in the
Constitution for the education of these people, these have not been
implemented much. If we really want to strengthen the economic
structure of the country, then we will have to educate these sections by
providing special facilities.
7. To establish socialism – To establish socialism in India, this
inequality will have to be eliminated by providing educational facilities to
the backward classes. With this the dream of establishing socialism in
India will come true.
8. For the overall development of the country - If we have to move out
of the category of developing countries and reach the category of fully
developed countries, then we will have to make efforts to achieve the
goal of 100 percent education as well as the education of backward
classes and scheduled castes. We will have to focus on this because
people of these classes and castes are more deprived of education.
9. To improve the standard of living – To improve the standard of
living of these classes and castes, it is absolutely necessary to educate
them and also to eliminate the inferiority complex prevalent among these
people and encourage them to live independently.
10. To prepare future citizens – Good citizens are needed to take the
country on the path of progress, because the entire responsibility for the
development of the country rests on these good citizens. These citizens
determine the future of the country. Therefore, youth from backward
classes and scheduled tribes should be given a chance to become good
citizens by educating them so that they can also contribute in building the
future of the country.

Q-5 What is the basis of discrimination? Describe in detail.

Discrimination or inequality and marginalization is a major problem of
the modern world, as a result of which many types of problems are
arising. An important characteristic of the present times is that every
person considers himself related to the principle of equality while he
finds discrimination or disparity in his own and other people's lives.
Although the two major political ideologies of the present world -
democracy and socialism, are based on the sociality of human beings, yet
considerable inequality, discrimination or inequality and marginalization
are visible in the societies with both types of social systems. It is another
matter that according to time and place, there is definitely variation in the
form or type of inequality, discrimination or disparity.
As a result of industrialization, ancient forms of discrimination or
inequality have almost disappeared and in their place some new forms
have emerged. On these grounds, we will describe them in the following
manner -
The basis of discrimination
Discrimination is done at various levels in the society and country on the
basis of which specific boundaries are determined on person, caste,
language, region, gender etc. Through this type of division in society and
country, specific boundaries of groups are determined. In detail, we will
study the main levels of discrimination on the basis of language, caste,
region and gender as follows-
(1) At the individual and caste level – Discrimination is often found at
the individual and caste level. Various caste groups are found in the
society in which the people living in them and their caste are
discriminated against. These are the marginalized sections of the society.
Who are always neglected by the society. At the caste level, they have
been divided into three classes-
(i) Scheduled Caste,
(ii) Scheduled Tribes and
(iii) Backward class.
These castes get a low position in the society and some disabilities are
also imposed. The rights of individuals were limited and neglected.

(2) At the regional level – Our country is a very vast country, the way
different states in our country have been divided on the basis of diversity.
Similarly, different parts were discriminated on regional basis. Often
different states and societies demand separate existence, on the basis of
which discrimination sometimes occurs. All these parts are often different
from each other and some dissimilarities also exist among them. Apart
from this, some areas in the society have religious majority. Often they
are marginalized by some other religious societies.
Therefore, on regional basis, these groups and classes are discriminated
on the basis of their different culture, geographical conditions etc.
(3) At the level of language – Our country is a multilingual nation,
different languages and dialects are prevalent here. In every state,
different languages and dialects are prevalent, on the basis of which that
society gets marginalized because every state and society gives
importance to its own language and works for its protection and
promotion. In this way, a specific language has been determined for each
state or society and they have been discriminated on the basis of that.
Mainly our national language is Hindi, but still there is discrimination in
some states at the level of major languages like Gujarati, Marathi,
Kannada, Telugu, Bengali etc. Similarly, even at a small level,
discrimination is visible at the level of regional languages in different
societies.

(4) At gender level- Discrimination is also found on gender basis in our

country. Our society is divided on gender level into men and women.
Both have equal rights but still there is discrimination in their work and
abilities. Today, men and women are playing equal roles in every field of
society, but some work of women has not been accepted in the society.
Even today there are many fields where only men can work. Women
were discriminated against by limiting their activities to certain areas.

Although today in the society, women are working and progressing equal
to men in every field, but there are some societies where women are not
even provided proper education, they are deprived of equal rights as men
in the society goes.
Therefore, it is visible at the gender level.
(5) On the basis of class- Different types of classes are often found in
our Indian society. Like- laboring class, farming class, industrial class,
capitalist class, employee class etc. All these classes get discriminated on
the basis of their work and status respectively in the society. In these,
capitalists, employees and industrial classes have been divided into upper
categories and farmers and laborers have been divided into lower
categories. Some rights and duties of all these classes are determined on
the basis of their qualifications.

Therefore, at all the above levels we can see that discrimination is found
in the society on the basis of language, caste, person, region etc.

Q-6 What are the provisions of RTE Act 2009 and PWD Act 1992?

What is the Right to Education?

Right to education is a fundamental human right. Every person has the
right to free primary education regardless of his race, sex, nationality,
ethnicity, or political leanings.
The RTE Act encourages individual freedom and empowerment and has a
significant positive impact on development as education is a prerequisite
for all basic human rights.
RTE Act 2009-
Right to Education Free & Compulsory Education Bill 2009 or 'A Bill
related to Education' is a bill passed by the Indian Parliament in the year
2009 and after the passing of this bill, children have been provided the
fundamental right to free and compulsory education. Has gone.

Right to Education Act

The Right to Education Act 2009, or RTE Act 2009, was passed by the
Indian Parliament on August 4, 2009.
According to Article 21(A) of the Indian Constitution, it states the need
for free and compulsory education for children aged 6 to 14 years in India.
When the Act came into force on April 1, 2010, India joined the list of
135 countries that consider education as a fundamental right of every
child. With the passage of this law on April 1, 2010, India became one of
the 135 countries to make education a basic right for all children.
It establishes basic standards for primary schools, prohibits the operation
of unaccredited institutions, and opposes admission fees and child
interviews.
Through regular surveys, the Right to Education Act monitors every
neighborhood and identifies children who should have access to
education but do not.
The words “free and compulsory” are part of the title of the RTE Act.
No child shall be required to pay any fees or charges or expenses of any
kind which may hinder him in obtaining and completing elementary
education, except a child who is admitted to a school financed by his
parents. Has gone. By the concerned government.
Under the mandate of compulsory education, the responsibility for
enrolment, attendance, and completion of basic education by all children
aged 6 to 14 years falls on the competent government and local
authorities.
Importance of Right to Education Act 2009 Importance of Right to
Education Act 2009
1.The Right to Education Act establishes basic standards for primary
schools and declares education as a fundamental right of all children
between 6 and 14 years of age. It mandates that 25% of seats in all private
schools be set aside for students.
2.Children are given admission in private schools with reservation on the
basis of caste or economic status.
3.Additionally, it forbids any unrecognized schools to operate, and
stipulates that there shall be no donation or capitation fee, as well as no
parent or child interview for admission .
4.The Right of Children to Free and Compulsory Education (RTE) Act
2009 additionally specifies that no child can be held back, nor expelled,
until the completion of primary school, nor board examination. Can be
passed.
5.Alumni can receive supplementary education to bring them up to speed
with students of their age.

2009 Features of Right to Education (RTE) Act, 2009

The primary features of the Right to Education (RTE) Act, 2009 are that
it provides free and compulsory education to all children aged 6 to 14
years in India. Following are some of the basic features of RTE:
1.Compulsory and free education for all- In India, the government is
required to provide free and compulsory primary education to every child
up to class 8 in a neighborhood school within a radius of 1 km.
Free education also includes the distribution of textbooks, clothing,
stationery, and special education resources to children with disabilities to
ease the financial burden of school costs.
No child is obliged to pay any fees or other expenses that may prevent
them from completing their primary education.

2.Benchmark Mandate-
The Right to Education Act, among other things, establishes guidelines
and requirements for classrooms, boys' and girls' toilets, drinking water
facilities, the number of school days and the working hours of teachers.
To maintain the basic standard established by the Right to Education Act,
every primary school in India must follow this set of rules.
3.Special provisions for special cases-
According to the Right to Education Act, a child who is not enrolled in
school must be accepted into a class appropriate to his age and receive
special instruction to help him reach age-appropriate learning levels.
4.Number and quality of teachers-
The Right to Education Act ensures that the required student-teacher ratio
is maintained in every school without any urban-rural imbalance,
allowing judicious deployment of teachers.
It also necessitates the appointment of trainers with necessary academic
and professional training.
5.Zero tolerance against discrimination and harassment- The Right to
Education Act of 2009 prohibits all forms of corporal punishment and
psychological abuse as well as discrimination on the basis of gender,
caste, class and religion, as well as capitation fees, private tuition
facilities and operation of unrecognized schools. Does.
6.Ensuring all-round development of children- The Right to Education
Act of 2009 mandates the creation of a curriculum that ensures the all-
round development of every child.
It also seeks to improve the knowledge, talent and overall ability of the
child.
7.Improving learning outcomes by reducing inhibitions- As per the
Right to Education Act, no child is allowed to be held back or expelled
from school till class 8.
The Continuous Comprehensive Evaluation (CCE) system was
established in 2009 under the Right to Education Act. Its purpose is to
ensure acceptable learning outcomes for each grade level in schools.
This method was developed to analyze every aspect while the child is in
school, so that deficiencies can be identified and corrected as soon as
possible.
8.Monitoring compliance with RTE norms-
School Management Committees (SMCs) are essential to enhance
governance and participatory democracy in primary education.
All schools covered by the Right to Education Act of 2009 are required to
form a school management committee composed of the principal, a local
elected official, parents and other community members.
Committees are tasked with developing a school development plan and
monitoring how the schools are performing.

P.W. D. Act 1995

P.W. D. Act, 1995; Came into force on 7th February, 1996. This Act is an
important step towards ensuring equal opportunities for persons with
disabilities and their full participation in nation building. The Act
provides for both preventive and promotive aspects of rehabilitation, such
as education, employment, vocational training, reservation, research and
manpower development, creation of barrier free environment,
rehabilitation of persons with disabilities, unemployment and severe
disabilities. Establishment of houses for etc.

P.W. Main aspects of D. (PWD) Act, 1995

1. Early detection and prevention of disability 2. Education 3.
Employment 4. Non-discrimination 5. Research and manpower
development 6. Affirmative action 7. Social security 8. Grievance
redressal
1. Early detection and prevention of disability - (i) Surveys,
investigations and research work should be conducted to find out the
causes responsible for disability so that disability can be prevented to
some extent.
(ii) Different types of criteria should be used for prevention of disability.
Staff at primary health centers should be trained to assist in this work.
(iii) All children should be examined from time to time so that seriously
handicapped children can be identified.
(iv) Awareness campaigns should be started and information should be
disseminated.
(v) Appropriate measures should be taken for antenatal, perinatal and
postnatal care of mother and child.

2. Education – (i) Disabled children were given the right to free

education till the age of 18 years.
(ii) Appropriate transportation, removal of structural barriers and
infrastructural facilities should be modified according to the needs of
these children.
(iii) Modification of the curriculum and appropriate changes in the
examination system should be ensured for the benefit of disabled children.
(iv) Children with disabilities should have the right to receive free books,
scholarships, uniforms and other learning materials.
(v) Disabled children should be provided vocational training facilities in
special schools.
(vi) Non-formal education should be promoted for these children.
(vii) Teacher trainer institutions should be established to develop the
required manpower in the field of special education.
(viii) Parents should help in resolving the complaints regarding placement
of disabled children.

3. Employment- (i) There should be a provision of 3% reservation in

government seats for disabled people. 1% for those suffering from the
following diseases: (a) Blindness or low vision. (b) Hearing impaired. (c)
Motor disability and cerebral palsy.
(ii) Suitable plans should be prepared for – (a) Training and welfare of
disabled people. (b) Relaxation in upper age limit. (c) Regulation of
employment. (d) Healthy and protective standards for prevention of
disability. (e) To create a protective environment where persons with
disabilities are employed. (f) There should be reservation of at least 3%
seats for the disabled in Government educational institutions and
Government aided educational institutions (g) No employee can be
dismissed or demoted from employment if he becomes disabled while in
service. Although he can be sent to another post with the same salary and
conditions. No one can be denied advancement because of disability.
4. Non-Discrimination- (i) Persons with disabilities should be provided
easy access in railway coaches, public buildings, buses, ships and
aeroplanes.
(ii) Wheel chair should be accessible in public places, waiting rooms and
toilets. There is a need for provision of Braille and sound symbols in lifts
also.
(iii) All public places should be made barrier free with ramp facilities.

5. Research and manpower development - (i) Research should be

organized and improved in the following areas on priority basis - (a)
Prevention of disability. (b) Rehabilitation involving CBR. (c)
Development of assistive devices. (d) Work introduction. (e) Onsite
modification of offices and factories.
(ii) Financial assistance should be provided to universities, other
institutions of higher education, professional bodies and non-government
research institutions for carrying out research for special education,
rehabilitation and manpower development.

6. Positive action- (i) Aids and equipment should be made easily

available to disabled people.
(ii) Land should be allotted at concessional rates to persons with
disabilities for the following purposes: (a) houses, (b) businesses, (c)
special recreational centres, (d) special schools, research schools, (f)
factories or factory.

7. Social Security/Mobility- (i) Financial assistance to Non-Government

Organizations for rehabilitation of disabled persons.
(ii) Disabled government employees will have the benefit of insurance
coverage. (iii) Unemployment allowance should be provided to disabled
persons who have been registered with the Special Employment
Exchange for more than a year and who have not been able to get a good
occupation.

8. Grievance Redressal – In case of violation of the rights prescribed in

the PWD Act, a person can transfer his application to – (a) PWD Chief
Commissioner of the Centre. (b) To the PWD Commissioner of the State.
Q-7 Who are gifted children? How can you identify them? Explain
the educational provisions for gifted child.

Meaning and definition - Generally, a talented child is a special child,

who is also called an above-normal child. These are those children whose
intellectual capacity is of the highest class. Their intelligence quotient is
higher than that of normal children, they are excellent in acquiring
knowledge, they are highly qualified and surprise everyone by scoring
maximum marks in the examination. They have more imagination,
reasoning, memory and intelligence. They have a high attention span and
can concentrate for a long time. The question is, how much intelligence
should one have to be called a genius? According to psychologists,
children with IQ above 140 are talented. The IQ of some children is up to
180 or even 190. Therefore, children with IQ between 140 to 180 are
called genius. These children are found in every caste, religion, region
and society. Boys and girls are equally talented. The number of such
children in any school does not exceed 10-15 percent.

Definition
Various definitions of a gifted child have been given, because giftedness
is due to the intelligence and abilities of the child.
Guilford has mentioned 120 educational abilities in children.
Terman and Hallingworth called children with an IQ of 130 as gifted. On
the basis of their previous study, these same scholars have declared 140
IQ as the minimum IQ limit for gifted children.

According to Skinner and Harriman – “The term genius is used for

those one percent of children who are the best intelligent.”
According to Terman and Oden – “Gifted children are far superior to
normal children in physical organization, social adjustment, personality
characteristics, achievement in school, information about sports and
diversity of interests.”
After studying these above definitions, we come to the conclusion that
talented and special are words which emphasize the special aptitude of a
child. According to the current ideology, intelligence quotient alone is not
the basis of a talented child, but other excellent characteristics are also
included in it. Talented children have more potential than normal children.

Characteristics of Gifted Children-

Mainly, talented children appear different from normal children in their

qualities, behavior and intelligence. Giving their opinion among adults,
leading their elders, doing every work in a planned manner, evaluating
themselves, not giving decisions impulsively.

Has speciality. Such children have good social adjustment.

Terman and his colleagues, together (from 1920 to 1956), did an

intensive chronological longitudinal study of 1528 gifted children and on
the basis of other animals, they pointed out many characteristics of such
children - these children were normal in physical height, physical
organization, structure and health. Are better than children. Such children
quickly learn to walk, speak, ask questions and use words and thoughts.
Gifted children are mostly from families with high socio-economic status.

(I) Intellectual Characteristics-

Exceptional speed of learning and understanding.
High level general practical knowledge.
Such children understand logic and relationships easily.
Special ability to remember, analyze and synthesize.
Detailed general knowledge.
Good vocabulary and speaking proficiency.
Keep asking questions in class.
Those who express good and unusual behavior and thoughts. Stay ahead
of normal students in the class.
Always alert, deeply disinterested, observant and responsive.
Extensive ability to concentrate.
Curious about original thinking and innovation.
Proficient in subjects like general science and mathematics.
High IQ 120 or more.
The above mentioned characteristics were selected on the basis of studies
by Terman, Witty, Martinson, Gilford and Mare and Gallagher.

(II) Physical Characteristics-

The physical development of gifted children is faster than that of normal
children.
Good physical structure and health compared to normal children.
Their weight, height, general good physical structure and health.
Develop quickly and respond immediately.
Learn to walk and speak quickly.
Their interests are strange.
The development of sense organs is better and faster.
Take admission in school early.
They develop symptoms of adolescence early.
According to Witty 1930 – Physical deformities are found less in them.
They are good players and are more alert and active.
(III) Mental Characteristics-
Such children have good speaking ability and high thoughts.
They possess originality and the thoughts are unnatural.
There is flexibility in the thought process and are pioneers in finding new
paths.
The mind is exploratory, explores and presents new facts.
Exploratory ideas are always creative.
From educational point of view, they are always ahead in the class and
their learning ability remains sharp.
(IV) Personality Characteristics-
Such children have good personality. There is a positive relationship
between personality and talent. Everyone loves and recognizes such
children. They are highly ambitious and hardworking. They have high
level of creativity. Anxiety and mental depression are less seen in them.
They are ready to learn on their own. The motivation power is more than
that of normal children and the aesthetic perception is of high level.
Some of these personality related characteristics are as follows-
Obedient AND Courageous.
They have a strong desire to move forward.
He is hardworking, sensitive and determined.
They immediately accept their mistakes and are curious.
Likes to live in solitude.
Such children are intuitive, productive and reserved in nature.
They are always alert, diligent, powerful and courageous.
Establish their reputation in the society.
The ability to recall is greater.
Humorous by nature.
Are of creative nature.
They have the special quality of awareness.
(V) Social Characteristics-
Talented children have a high level of social adjustment. Terman studied
500 children in 1925 and Witty studied 100 gifted children in 1930 and
observed that there is a positive relationship between intellectual ability
and social adjustment. On this basis, many characteristics are found in
them-
Ability to lead.
Such children remain popular in their group.
They like to play and talk with children who are older than them and take
the lead in any program.
They have the qualities of courtesy, cooperation, obedience and discipline.
(VI) Negative Characteristics-
Some negative symptoms are seen in talented children, which are as
follows-
Jealous and arrogant behaviour.
Careless and faulty spelling.
Neglecting class work, ahead of activities that interest you.
Disobeying teacher's orders.
Stubborn.
Sometimes the desire to be alone.
Become more talkative on some occasions.
On some occasions feel more helpless.
Mr. Kirk has given the following characteristics of talented children
as a scholar-
Special interest in reading and debating literature and ancient history.
Less interest in reading traditional subjects and learning manual work.
They do not appear social in their interests.
They have less sociality than normal children.
Educational Provisions for Gifted Children
Talented children are the heritage of the society and the country. The
education system of these children should be according to their specific
needs, interests and their actual educational level. Educational
provisions for talented children should be implemented at the
following three levels-
1.At Administrative Level
2.Educational Level
3.Other provisions.
1.Educational provision at administrative level-
The efforts that the school administration can make at its level for
talented children are as follows-
Acceleration
Ability Grouping
(i) Acceleration- It means implementing such a project through which
the progress in educational support given to the child is achieved at a
younger than average age. Acceleration business can be done in the
following forms-
early entry
quick promotion
Grade Skipping
Studying multiple courses at one time (Simultaneous Course)
(ii) Ability grouping – Creating separate groups of equally talented
children and assigning complex level work to each group according to its
ability. The competency group prepared by this method and the entire
process is called competency or capability grouping. There can be up to
20 children in one group (Ability Groups). It depends on how many
children a talent has. Can a child be a member of more than one ability
group simultaneously? If he has talent in different fields.
2.Educational Provisions-
For talented children, there should be some difficult or higher level
courses, different from ordinary children, which they should be motivated
to study. Often they are not interested in studying the general curriculum
because it is not according to their level. Therefore, the curriculum should
be presented before them after making it standard and enriching.
There are two types of this enrichment-

Quantitative Enrichment
Qualitative Enrichment
(a) Quantitative Enrichment- It means increasing the number of
subjects planned in the curriculum.
Enriching the curriculum by increasing the number and number of level
lessons and activities in a subject. The following efforts should be made
to enrich the curriculum.
Inclusion of higher mathematics in place of general mathematics.
Inclusion of additional lessons in social subjects i.e. history, geography,
civics.
To impart knowledge of philosophy and logic from lower level.
Knowledge of international language.
Knowledge of more than one native language.
Knowledge of Sanskrit language.
The amount and level of homework should be commensurate with the
student's ability.
(b) Qualitative enrichment - This means that the curriculum should be
in accordance with the ability and needs of talented children, the level of
the curriculum should be of high quality, changes in the curriculum
should be possible as per the need and other activities should be creative
and of high standard. For this the following efforts should be made-
Asking thought provoking questions.
Providing opportunities for problem solving.
Giving high and difficult level homework.
To determine relatively higher courses.
Assigning them complex responsibilities in co-curricular activities.

Kirk has given three suggestions to solve the problems of gifted

children-
1. To arrange special classes for them.
2. To give them opportunities to move forward according to their special
progress.
3. Consolidation of regular classes.
Q-8 What are the main problems of physically disabled children?
What things should be kept in mind while teaching these children?
As a result of physical defects, children have to face many types of
problems related to adjustment in every field. Such handicapped children
do not develop emotional maturity. Inferiority feelings develop in these
children and they do not participate in most of the activities. They have to
suppress their desires. It also sticks in their mind that other people also
consider them insignificant. As a result of such thoughts, their emotional
balance is not stable and they are unable to adjust themselves to other
children. Therefore, teachers should consider sympathetically the
problems related to adjustment of handicapped or handicapped people.

Problems of disabled children-

Whether children are handicapped, blind, half blind, completely deaf or
incompletely deaf or mentally handicapped or handicapped, such children
have to face various types of problems. These problems of such children
require special attention.
As a result of physical defects, children have to face many types of
problems related to adjustment in every field.
1. Such handicapped children do not have emotional maturity.
Inferiority feelings develop in these children and they do not participate
in most of the activities. They have to suppress their desires. It also sticks
in their mind that other people also consider them insignificant. As a
result of such thoughts, their emotional balance is not stable and they are
unable to adjust themselves to other children. Therefore, teachers should
consider sympathetically the problems related to adjustment of
handicapped or handicapped people.

2. Physically handicapped children have to face the problem of sitting

in the class. A special type of chair and table should be arranged for such
children to sit in the class so that they do not face any kind of
inconvenience while working in the class.
Similarly, blind and semi-blind children also face the problem of seating
in the class. They should be made to sit so far away from the blackboard
that they can clearly see the words written on the blackboard. Complete
or incomplete deaf people have to face the problem of hearing.
3. Need for special behavior: Children with hearing loss should be kept
with normal children so that they can learn something by imitating the
movements of the lips of other children. Such children are often of
excitable nature. Therefore, there is a need for special treatment with such
children. Children who have speech defects should be given training in
speaking. The words should be called again and again. Children with
defective speech have to face the problem of inferiority complex.
Therefore, a sympathetic approach should be adopted towards such
children.
4.Thus, mentally handicapped children have to face main adjustment
related problems, such as adjustment related problems in the family,
problem of adjustment in school, problem of adjustment in society,
mentally handicapped children find themselves in trouble at home, school
and society. Feels maladjusted. He starts feeling disappointed with his
failures and becomes depressed. In the eyes of other people he remains of
low standard. He does not take interest in other activities in school. He
also lags behind in social development.

5. Apart from the problem of adjustment, such children also have to

face emotional problems and problems of physical and mental
development. Such children cannot be emotionally mature. Their mental
development also does not happen like normal children.
It is essential for teachers and parents to pay attention to the above
mentioned problems so that such disabled children can be properly
adjusted in home, school and society and they can stand on their own feet
without becoming a burden on anyone.

Education of physically disabled children

Education of physically handicapped children is not possible along with
normal children. These disabled children have to face various problems
related to learning and adjustment. As a result of these problems,
inferiority complex develops in children. Therefore, from various points
of view, disabled children require special educational facilities. Following
is the description of special education arrangements for disabled children
from different points of view:
1. Education of crippled children - Due to physical defects in crippled
or crippled children, they cannot use various parts of their body normally
and these defects hinder their work. These types of defects occur in the
bones, glands or joints of children which arise due to accident or disease.
The intelligence quotient of handicapped children may be more or less.
The following special arrangements should be made for the education of
such children-
(1) The mental level of handicapped children is like that of normal
children. Therefore, they should be provided opportunities for education
and mental development along with them.
(2) Arrangements for chairs and tables should be made for them to sit
according to their physical defects.
(3) They should also get training in special professions so that they do not
become a burden on others. Their physical defects should be taken care of.
(4) Disabled children should be sent to doctors for handicapped persons
so that they can take advantage of the opportunities for recovery of
handicapped limbs through operations. There should be provision for
artificial limbs for them. For this work, it is very important to educate the
parents of disabled children.

(5) Disabled children should be taught to change their perspective about

their disability and encouraged to increase contact with other normal
people.
(6) It is very important to make emotional adjustment of handicapped or
disabled children. The central objective of education should be to remove
the inferiority complex in their minds.

2. Education of completely and semi-blind children - For the education

of completely blind or half-blind children, the teacher should make the
following efforts -
(1) If their blindness can be cured with spectacles then arrangements for
spectacles should be made for them.
(2) Completely blind children cannot follow the normal teaching method
nor can they learn in the same way as normal children. Therefore, they
should be sent to blind schools. There, special methods are used for the
education of such children.
(3) Thick type books should be used for these.
(4) There should be proper arrangements for air and light in the
classrooms of such children.
(5) The writing and study habits of these children should be improved.
(6) The blackboards should be clearly written so that the children can
read the material written on them properly. Also, the blackboards should
be placed at such a distance that there is no pressure on the eyes of the
children.
(7) Completely or partially blind children should be given training in
some manual work rather than bookish knowledge.

3. Education of the completely deaf or incompletely deaf - Completely

deaf children are those who cannot hear at all. They are either deaf by
birth or become deaf due to some disease. Many children listen but listen
less. Such children are also not able to learn like normal children. There
should be the following arrangements for their education-
(1) Special types of schools should be arranged for deaf children. In these
schools, training is given through special techniques. There is also a
system of such schools in many cities, like Gurgaon, Rohtak, Delhi etc.
Education of the parents of such children is also necessary. One such
school is John Tracy's Diagnostic Institute in Los Angeles, USA which
provides such training by post.
(2) There should not be a provision of separate schools for mildly deaf
children because such children can know and learn a lot from the lips of
teachers.
(3) Good relations should be established between such children and
teachers so that teachers can give personal attention to their adjustment.

4. Education of children who stammer or have faulty speech - Faulty

speech includes stammering, stuttering, speaking very slowly or in a very
thick voice or not speaking at all etc. Speaking unclearly is also included
in speech defects. Due to these defects, it is natural for children to
develop inferiority complex, lack of self-confidence, emotional instability
etc. Therefore, it is very important to make arrangements for special
education of such children. For this the following steps can be taken-
(1) They should be treated sympathetically.
(2) One should know how to control bad study habits.
(3) Defects worthy of surgery should be treated surgically.
(4) Special words should be pronounced repeatedly.
(5) Many times, children who do not speak at all either do not hear at all
or they hear less. There is a deep connection between speaking and
listening. Therefore, the speech of such children can be improved by
making them capable of hearing with the help of hearing aids.
(6) Children should be given proper training in speaking.

5. Education of weak children - Such children do not have any disease

or any physical defect but their health is not so strong. They have to take
special care of their health. The reason for this weakness is faulty
parenting, unbalanced diet or attack of infectious diseases. For the
education of such children, there should be arrangements for medical
examination and psychological teaching methods. Such children need
balanced food and healthy upbringing.
Q-8 What is learning disability? What are the hallmarks of a
learning disability? Explain various teaching methods for children.

‘Learning disability’ is a broad term that is used to describe a wide

variety of problems. This term was first used by Samuel Kirk in 1963.
This refers to those conditions which result from inability of the brain to
function smoothly, inability to understand what someone says, inability to
speak, inability to write, inability to see words properly. The reasons are
related to being unable to read, being unable to speak, being unable to
write, having difficulty with mathematical numbers.
A child who faces difficulty in learning due to any one or more of the
above conditions.
Or is fully capable then he is called a learning disabled child or learning
disabled child or learning disabled child.
Kirk (1963) first attempted to define learning disability.
According to Kirk - "Learning disability means retardation, impairment
or stunted development in one or more of the processes of speech,
language, reading, writing or arithmetic and not mental retardation,
sensory disability or brain dysfunction possibly caused by cultural or
instructional factors." and/or resulting from emotional or behavioral
disturbance”.
Characteristics of a learning disabled child-
Clement presented a list of 99 characteristics related to learning
disabilities in 1966.
Out of these, 9 characteristics were found which are definitely found
in learning abilities. Which is as follows-
(1) Lack of encouragement
(2) Specific educational problems
(3) Further inhomogeneity in electrical waves
(4) Apparent dynamic stability
(5) hyperactivity
(6) Emotional instability
(7) Lack of general coordination
(8) Memory and thinking disrupted
(9) study problem

After analyzing the above definitions, we find that there are the
following elements of learning disability:
(i) Functional disorder of the central nervous system. (ii) Psychological
processing disorders. (iii) Academic and learning difficulties. (iv)
Discrepancy between achievement and abilities (v) Externalization or
exclusion of other reasons.
Types of learning disability-
(1) Reading disabilities
(a) Dyslexia
(b) Alexia
(2) Writing disabilities
(a) Dyspraxia
(b) Dysgragia
(c) Agraphia
(d) dysgraphia
(e) Asymbolia
(3) Expression disabilities
(1) stammering
(2) stammering
(4) Mathematical / arithmetic disabilities
Dyscalculia -Verbal and Graphical
(5) Verbal learning and language disabilities
(a) Aphasia
(b) Dysphasia
(6) Spelling disabilities
In place of girl, he writes wood and in place of simple, he writes salar.

Identification of students with learning disabilities

Identification of students with learning disabilities is very simple.
The following types of problems are seen in this type of students-
(1) The student is not able to read properly although his oral answers are
intelligent.
(2) The student is able to read properly but experiences difficulty in oral
expression.
(3) Make errors in spelling. Do not write the letters of the words in the
correct order or leave out many letters while writing the words.
This type of students also make mistakes in writing numbers like writing
12 as 21, 89 as 98 etc.
(4) Their problems are being restless, not being able to work according to
the time table etc.
(5) Habits of always being dirty, delaying homework, coming late to class
etc. are found.
(6) Despite appearing smart and not having any physical defects, being
weak in studies and not being able to perform the examinations properly.
(7) Sometimes he becomes so agitated that he is unable to complete any
work.
(8) Skipping words or lines while reading.
(9) Reading the letters contained in words separately.
(10) Difficulty in establishing correspondence between word and sound.
(11) Difficulty in pronouncing words.
The following teaching methods are used for the treatment of
learning disability –

(1) Practical Guidance Method – The use of practical guidance method

in schools along with the educational environment of children was
presented by Stephens (1970). According to this, compliance with four
steps is necessary to use this method –

(i) Targeting the behavior to be modified.

(ii) To directly and repeatedly measure goal-oriented behaviour.

(iii) To urge to reduce or eliminate those conditions in the organization

which hinder its actual behavior.

(iv) To repeatedly assess the changes in behavior and make practical use
of them.
2. Emphasize goal-oriented behavior – Hyperactivity is a major
problem of children with learning disabilities. Hyperactivity becomes
apparent at the first stage. Because when teachers present their evaluation
about such children, they present this problem prominently. When
teachers have an in-depth discussion about such children, their answer is
that such and such student does not study attentively in the class, does not
remember the study material properly and is often very hasty in
performing the work. Expresses.
i. Orientation on the solution of mathematical operations – The
cognitive behavior modification method was used to solve the learning
disability and although the mathematical problem is a major problem of
the learning disabled, hence the self-directed method is also applied in it.
McNamara and Goodman (1971) achieved unprecedented success in this.
ii. Active emphasis on study style – It is often seen that some letters or
words are sometimes omitted in the sentence concept that is not suitable
for learning. Therefore, training should be planned by carefully recording
these deficiencies (Paris and Myers 1981, Tethan (1981)). To solve this
problem, basically process training is necessary.
iii. Guidance on writing aspects – Veriter and Scott Damalian (1982)
suggested on the basis of their study that if children are focused on their
writing skills then control over those children is possible. At this stage
these people emphasized on phased training. Although these researchers
did not use the self-directive method, they emphasized that if training is
given by paying attention to various aspects of writing, then the results
will be favorable.
3. Computer Instruction Method – Today's era is considered to be a
fluid era in which all the people, due to their fast lifestyle, have started
using machines to solve the problems of life. Computer direction is one
of them. By using this method, trainers develop optimism in the child, the
result of which is that the child becomes creative in achieving the goals
and new abilities start developing in them automatically.
i.Development of the habit of practicing – Salisbury (1987) found that
although the learning disabled or in general develop the habit of
practicing on the computer, hence with repeated attempts, one keeps self-
assessing one's errors and self-correcting. Revision helps in solving the
problem of learning.
ii. Emphasis on process use as per purpose – Efficiency can be
achieved by eliminating learning disabilities through effective efforts to
put the computer to immediate use to fulfill its purposes through simple
operation and software.
Q-9 What is learning disability? What are the causes of learning
disability? What are the educational needs of children with learning
disabilities? explain.

Etiology of Learning Disabilities

The following are the causes of learning disability:
(i) Biological Causes – Learning disability occurs due to biological
reasons. Learning disabilities are thought to be caused by central nervous
system dysfunction. As a result, the brain of the victim is not able to
function smoothly.
(ii) Hereditary Causes – Children also become victims of learning
disability due to hereditary reasons. This is especially true in the case of
reading disability. Hallgren (1950), Olson, Wise, Connors, Rank and
Fulker (1989) in a study conducted on twins found that when one
identical twin suffers from reading disability, the other pair also becomes
reading disabled.
(iii) Environmental Causes – Sometimes a child suffers from learning
disability due to environmental reasons. Causes include drug addiction,
alcoholism, lack of oxygen during pregnancy, brain injury to the child at
birth, etc. However, Engelman and Lovitt (1977) have also considered
weak teaching as a cause of learning disability.

According to the latest report of UNESCO, there are many obstacles

in the way of education of children with learning disabilities.
Some of the main obstacles are:
1. Need of the learner in teaching: For the education of learning
disabled children, there is a need of a learner who can provide them
education according to their special needs.
2.Adaptation of teaching material: It is important to adapt the teaching
material for learning disabled children as per their needs.
3. Facilities of educational institutions: Educational institutions should
provide suitable facilities for children with learning disabilities, such as
special teaching classes, availability of teachers designed for the disabled,
and special instructional materials for the disabled.
4. Awareness in the society: There is a need to increase awareness in the
society about the rights of learning disabled children and the importance
of education.
5.Special schemes for learning disabled children: Governments should
make special schemes for learning disabled children to ensure their
education.

Q-10 Write a short note.

1. cooperative learning
2. multi-sensory learning
3. gender discrimination
4. Difference between special education and inclusive education

Cooperative learning-
Cooperative learning is a successful teaching strategy in which small
teams, each with students of different levels of ability, use a variety of
learning activities to improve their understanding of a subject.
One purpose of cooperative learning is to make each member of the
group a stronger individual.
There is considerable group-to-individual transfer. Students learn together
so that they can perform higher as individuals later.
Before World War II, social theorists such as Allport, Watson, Shaw, and
Mead began to establish cooperative learning theory after finding that
group work was more effective and efficient in quantity, quality, and
overall productivity than working alone.
Cooperative learning is a teaching method that uses small groups working
together to maximize the learning potential of each group member.
Collaboration between students creates interdependence which can
increase motivation and cognitive processing.
Following are the characteristics of cooperative learning:
(1) This system is based on the belief that the teacher should play the role
of a friend, colleague and guide with the students and provide such
learning facilities to the students which helps them in learning through
mutual cooperation. .
(2) It provides an opportunity to the students to work cooperatively to
properly prepare them to lead cooperative and responsible social lives in
future.
(3) In this, students can exchange ideas, information and knowledge well
by experiencing closeness and intimacy with their classmates.
(4) This system believes that true and real learning is possible only when
it is acquired collaboratively within a group. Individual and competitive
learning can never prove to be effective and meaningful because it fosters
selfishness and individualism rather than sociality, which is not
appropriate.
(5) It motivates students to choose their own learning path.
(6) In this, the student is provided an opportunity to learn in a
competition-free, worry-free, cooperative environment and to get
cooperative learning and opportunities.
(7) This system believes that students can learn well when they move
forward on the learning path by fully connecting and cooperating with
each other.
(8) In this system, collective efforts done in a cooperative manner are
given priority for learning acquisition rather than individual efforts.
(9) Cooperative learning emphasizes on making teaching and learning
student centric rather than making it subject and teacher centric.
(10) To evaluate the collective achievements of students, two things
should be given equal emphasis. What were the objectives for learning in
front of the group and what was the contribution made by the students in
achieving these objectives.
Some Co-operative Learning Strategies
1.Round Robin- In this, a category is presented for explanation or
debate, such as the names of mammals. In this, students have to take
names in a circle in the group.

2. Round Table – Such categories are presented such as words starting

with ‘B’. In this, students have to write one word in a given time while
circling around.

3. Numbered Head Together – In this, the numbers of one to four

students of one's team are asked. Questions are announced in a time limit.
Students have to mention their head in their answer. They have to be
called in numbers and have to answer the questions. Correct responses
have to be identified through a rich question.

5. Team Jigsaw - In this, each student on the team is given a quarter

page to read about a character (such as a social studies lesson) or a
quarter of a longer episode. Is or is given as a reminder. Every student
takes the help of the teacher to complete his assignment. The pieces
of the puzzle are helped to put together a team product.
Objectives of cooperative learning – Cooperative learning has the
following objectives:
(1) To encourage the child to understand his responsibility.
(2) The child should get an opportunity to fulfill specific needs in the
stage of cooperative learning.
(3) To develop the skill of problem solving through mutual cooperation.
(4) To create a suitable learning environment for children with special
needs.
(5) To encourage friendly environment between capable and disabled
children.
(6) To create a social environment among the members of the cooperative
group.

Importance of Co-operative Learning

1. Cooperative learning activities promote interaction, which helps in the
development of subject matter and learning of concepts and content.
2. It is important to move English Language Learners (ELLS) into
individual teams so they can benefit from English language role models.
3.Working in small teams teaches (ELLS) to express themselves more
confidently.
4. In addition to observing your peers and solving problems, you decide
to assign the student a role on a team.
5.The student has to develop those skills which are needed most.

Multi-sensory learning-
Multisensory teaching in inclusive education is a highly effective
approach that involves engaging multiple senses to facilitate learning and
accommodate diverse learning styles and needs. By incorporating visual,
auditory, kinesthetic, and tactile elements into instruction, multisensory
learning can increase comprehension, memory retention, and overall
academic success for students with diverse abilities.

Here are some of the key aspects of multisensory teaching in inclusive

education:
1.Visual materials: Visual materials, such as charts, diagrams, pictures,
and videos, are used to aid learning. They help students with disabilities
process information more effectively and reinforce understanding. Visual
cues can also help organize and sequence tasks, improve comprehension,
and provide visual cues for students who struggle with auditory
processing.
2.Listening Instruction: Listening instruction involves using spoken
language, explanation, discussion, and auditory cues to convey
information. Teachers can use lectures, read-alouds, and verbal
instructions to deliver content. For hearing impaired students, appropriate
amplification systems or sign language interpreters may be used to ensure
access to auditory information.
3.Kinesthetic Activities: Kinetic activities engage students through
physical movement and hands-on experiences. These activities may
include role-playing, simulations, manipulatives, and interactive exercises.
Kinesthetic learning supports students who benefit from physical
involvement and helps reinforce concepts through experiential learning.
4.Tactile Materials: Tactile materials involve the use of touch and
texture to enhance learning. Students can manipulate objects, use textured
surfaces, or engage in activities that involve touch and feeling. Tactile
materials provide sensory input and help reinforce concepts and develop
fine motor skills.
5.Multisensory Techniques: Multisensory techniques combine different
sensory modalities to reinforce learning. For example, teachers might ask
students to listen to a lecture along with a visual presentation or
participate in a hands-on activity that includes visual and tactile elements.
By engaging multiple senses simultaneously, students with diverse
learning profiles can strengthen their understanding and memory of the
material.
6.Differentiated Instruction: Multisensory learning embraces
differentiated instruction, which involves tailoring instruction to meet the
individual needs of students. Teachers adapt teaching strategies, materials,
and assessments to accommodate different learning styles, abilities, and
preferences. Discrimination ensures that all students, including students
with disabilities, have access to the curriculum and can actively
participate in the learning process.
7.Assistive Technology: Assistive technology, such as text-to-speech
software, interactive whiteboards, or adaptive learning platforms, can
enhance multisensory learning in inclusive classrooms. These devices
provide additional support for students with disabilities, allowing them to
access information and participate effectively in learning activities.

Importance of multisensory learning

1.By incorporating multisensory teaching strategies in inclusive education,
teachers can create a supportive and engaging learning environment
2.Multisensory learning meets the diverse needs of students.
3.This approach maximizes the ability for all students to understand and
retain information, and to actively participate in the learning process.
4.Maximizes the ability to achieve academic success.
Gender Discrimination
Meaning of gender inequality - Gender discrimination or gender
inequality is that evil of the society due to which women have always
been deprived of the social status which is enjoyed by the male class.
Gender inequality refers to discrimination against women on the basis of
gender. Traditionally, women have been seen as a weaker section in the
society.
They suffer exploitation, humiliation and discrimination both at home and
in society. Discrimination against women is prevalent everywhere in the
world.
India ranked 112th among 153 countries in the Global Gender Gap Index-
2020. From this it can be clearly estimated how strong and deep are the
roots of gender discrimination in our country.
Different Areas of Gender Inequality
In the social sector- In Indian society, women are generally considered
suitable only for domestic work. The main work of women at home is
limited to arranging food and raising children. It is often seen that women
do not have any role in the decisions taken at home. The minimum
number of women in various social organizations related to women's
issues also reflects the severe form of gender inequality.
In the economic sector- There is a difference in the remuneration of men
and women working in the economic sector. In the industrial sector,
women are often paid less than men. Not only this, men are also given
priority in employment opportunities.
In the political field – all the political parties being democratic claim
equality but they neither give tickets to women as candidates in elections
nor appoint them on key posts of the party.
In the field of science – when we pay attention to the scientific
community, we find that gender inequality is clearly present in this
community based on the ideology of progressivism. Women either find it
difficult to enter the scientific community or are assigned to less
important projects. It is ironical that we remember the late A.K.,
famously known as Missile Man. You are familiar with P.J. Abdul Kalam
but not familiar with the name of Missile Woman of India Tessie Thomas.
In the entertainment field: Actresses also have to be victims of this
discrimination. Often actresses are not considered lead characters in films
and they also get less remuneration than actors.
In the field of sports- female players get less prize money than male
players. Be it wrestling or cricket, there is discrimination in every sport.
Additionally, men's sports are telecasted more than women's sports.
Factors of Gender Inequality
Despite social, economic and political progress, patriarchal mentality is
deeply prevalent in the present Indian society. Because of this, women
are still considered a responsibility. Women get less opportunities for
development due to social and family conventions, due to which their
personality is not fully developed.
1. Even today in India, at the practical level (at the legal level, women
have equal rights on property as per the order of the Supreme Court),
women's right on family property is not prevalent, hence they are treated
discriminatory.
2. At the political level, except the Panchayati Raj system, there is no
provision of any kind of reservation for women in higher statutory
institutions.
3. According to the latest official Periodic Labor Force Survey for the
year 2017-18, female labor force and work participation rates are low in
the Indian economy.
4. Women's employment is under-reported, that is, work done by women
on family farms and enterprises and unpaid work done within homes is
not included in the GDP.
The position of women is weaker than that of men on parameters such as
educational factors. Although the educational enrollment of girls has
increased in the last two decades, the enrollment of women in higher
education and vocational education is still much lower than that of men.
Efforts to Eliminate Inequality
1. There is a gradual change in the mentality of the society as a result of
which issues related to women are being discussed seriously. Due to the
activism of the government and the court on issues like triple talaq, entry
into Haji Ali Dargah, women are being provided their rights.
2. India is continuously making good efforts in the field of political
participation. Women's participation in the cabinet has already increased
to 23% and in this, India is at 69th position in the world.
3. Efforts are being made for women empowerment through schemes like
‘Beti Bachao Beti Padhao’, ‘One Stop Center Scheme’, ‘Women
Helpline Scheme’ and ‘Mahila Shakti Kendra’. As a result of the
implementation of these schemes, progress is being seen in the sex ratio
and educational enrollment of girls.
4. Mudra and other women-centric schemes are being run for self-
reliance in the economic sector.
5. The allocation of funds for women empowerment and child welfare in
the country's budget is called Gender Budgeting. Through this, the
benefits of government schemes are extended to women.
 Difference between special education and inclusive education

Difference between special education and inclusive education

There is a lot of difference between inclusive education and special
education. Where special education leads to globalization. So inclusive
education emphasizes integration. The total difference between these two
is as follows.

Special Education Inclusive Education

1.Special education is an ancient concept. 1. Inclusive education is a new concept.

2.It separates. 2.It integrates.

3.It is based on discrimination. 3.It is non-discriminatory education.
4.This is not complete education. 4.This is complete education.
5.It emphasizes on vocational training. 5.It emphasizes on overall development.
6.It is different from the ordinary school 6. It is provided in ordinary schools.
system.
7.This system separates handicapped children 7.This system accommodates both
from normal children. handicapped and normal people together.
8.This is only for disabled children. 8.All children are included in this.
9.This education creates a feeling of inferiority 9.This education is helpful in making
in children. children self-confident and social.
10.In this, children with special needs are 10.In this, children with special needs are
given separate education. taught along with normal children.
11. In this, specially trained teachers teach. 11.In this, both general and special teachers
teach.