Teaching Aptitude ‘Topics To Be Covered in Teaching Aptitude auRene 10. ul 12. 13. 14, 15. 16. 17. 18, 19. 20, 21 22, 23 24, 25, Definition And Understanding of Teaching What Is Teaching Aptitudes Difference Between Training, Coaching, Teaching and Mentoring GENERAL OBJECTIVES Of Teaching Nature And Characteristics of Teaching LEVELS OF TEACHING: © Memory Level of Teaching. © Understanding Level of Teaching, © Reflective Level of Teaching, PHASES OF TEACHING ©. Pre-Active 0 Interactive Phase ©. Post-Active phase Types of Education © Formal Education © Informal Education © Non Formal Education Types of Evaluation Learning And Characteristics of Leaner Basic Requirements of Teaching Methods Of Teaching ‘© Teacher-Centred Strategy © Student-Centred Strategy © Mixed Strategy Role Of Teacher Quality Of Good Teacher Inclusive Education and Acts Regarding Inclusive Education Different Types of Leaming Disability Problems Faced by Differently Abled Students Articles Related to Education ‘Acts, Committee and Commissions Related to Education ‘ducational Institutions in India and its role National Curriculum Framework (NCF) ICT Initiatives in India in Education Different Schools of Philosophy Pedagogy of Language Revision of Previous Year Question Papers Prepared by Md Kamran Akmal Director, Sophist Academy"An investment in knowledge pays the best interest."-Benjamin Franklin ‘Teaching is one of the instruments of education and a special function is to impart understanding and skill. The main function of teaching is to make learning effective. The Ieaming process would get completed as a result of teaching. So, teaching and learning, are very closely related. In Education, teaching is the concerted sharing of knowledge and experience, which is, usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person. It is an instruction or delivering a particular skill or subject which is preplanned behaviors informed by learning principles and child development theory which directs and guides instruction to ensure desired students outcomes. It is a complex, multifaceted activit often requiring us as instructors’ multiple tasks and goals simultaneously and flexibly. Teaching is an activity aimed at bringing about meaningful learning through a method that is morally and pedagogically (educationally) acceptable. Teaching involves a teacher, a learner, content in form of knowledge, facts information and skill to be communicated a thoughtful purpose on the part of the leammers to leam and finally a method that respects the learners’ cognitive integrity and freedom of choice. Definition > According oxford dictionary "Impart of knowledge or skill, give instruction or lessons ,instill and inspire with’. > According EP Siten (1981) What all the great teachers appear to have in common is love of their subject, an objective satisfaction in arousing this love in their students and an ability to convince them that what they are being thought is deadly serious. > Gage defined Teaching as a process of relationship which should be dealt with cooperation. > H.C Morrison, teaching is intimate contact between the more mature personality and a less mature one. Whats Aptitude The New Dictionary of Psychology (1947) defined aptitude as a capacity in any given skill or field of knowledge, on the basis of which a prediction can be made regarding the amount of improvement which might be affected by further training. In a more general way, Hahn & Maclean (1955) points out aptitude as latent potentialities, undeveloped capacities to acquire abilities & skills and to demonstrate achievements. What is Teaching Aptitude Y Teaching aptitude is the capacity to acquire proficiency with a given amount of training in teacher education. It refers to the capacity of an individual to be skilled in teaching by receiving formal or informal training. Thus, teaching aptitude is helpfal in predicting the future success of an individual in teaching field after providing appropriate opportunities and training, Like intelligence tests, various aptitude tests have been devised to measure aptitude of the individuals in various specific fields or activities. Y Many factors are involved with teaching aptitude and it depends upon certainpersonal traits, intellect and temperament. These often enable the teacher to get over even drastic constraints are imposed on his/her performance. Research studies on teacher aptitude also revealed that many factors have dominant roles in teaching, aptitude, Why is teaching aptitude important? ‘The primary objectives of developing and enhancing teaching aptitude are: Efetive knowledge transmission: To enable teachers to convey subject mater effectively, wsing appropriate pedagogical techniques and resources that facilitate understanding and retention. Difference between Training, Coaching, Teaching and Mentoring Training, coaching, Teaching and Mentoring are similar words theses are uscd for leaning process in different ways. 4 ‘Training : Training is a technique frequently used in organizations or Institution to build a person's skills, knowledge, and attitudes to meet the accepted standards by a specific industry. Training helps a person master a specific skill in a direct (or hands on) interaction, use Training Coaching : Coaching is usually task and performance based. It helps the students ot learner to learn more efficiently depending upon ability. [tis used private instruction or ‘coaching in a particular subject or skill. 4 Teaching : It is means provides formal education for students typically in educational institutes like school, university, college ete. increase capability in a general suite of skills, through direct interactions with Teaching. “Mentoring : The role of the mentor isto build capability. The developmental mentor helps the leamer discover their own wisdom by encouraging them to work towards career goals ‘or develop self-reliance. Great mentors fill in blind spots, clarify motivations, and remove ‘mental obstacles to success over longer-term interactions. GENERAL OBJECTIVES OF TEACHING:- [Link] change behaviour and conduct of student. [Link] improve the learning of skills of students, including critical thinking ,writing and creativity. [Link] knowledge. 4. To provide a social and efficient member of society ‘Nature and Characteristics of Teaching > Provide Guidance and training > Interaction between teacher and students. > Teaching is an art to give knowledge to student with effective way. > Teaching is a science to educate fact and causes of different topic of different subjects. > Encourage students to learn more and more. > Provide Formal as well as informal education > Communication of information and knowledge to students. In teaching, teacher imparts information in interesting way so that can easily understand the information, > Teaching is tool to help students to adjust him in society and environment, ‘Teacher has following objectives in Teaching Sessi (i) Development ability of Critical and Logical Thinking : Develop the ability of critical and logical thinking with process. (ii) Development of Knowledge : The student acquires knowledge of various terms, concepts,events, ideals, problems personalities and principles related to the study (iii) Development of Understanding : Develop understanding of terms, facts, events, years, principles etc, related to the study. (iv) Development of Attitudes : Students develop favorable attitudes and behaviours. (v) Create Interests in The Study : Developed Interests in the study of students with Activities. (vi) Develop Practical Skill: Students develop practical skills with Draw historical maps, charts, diagrams , Prepare models, tools ete. which helpful in the study and understanding of historical events. (vii) Development of Adjustment : The manner of teaching should be such that it makes the pupils feel at home in his class room. The teacher has to ensure that the learner is well adjusted to the environment which includes his classmates, school mates and other members of his society at large (viii) Achievement of Values : Moral, Cultural and Spiritual value of students are developed by best teaching methodology. (ix) Make Friendly Environment LEVELS OF TEACHING :~ 1 Memory level of teaching, [Link] level of teaching [Link] level of teaching. Phases of Teaching Based on the procedure mentioned above, we can divide teaching into three sequential ‘steps corresponding to the stages of teaching, These phases of teaching are namely 1. Preactive phase of teaching (Planning Stage), 2. Interactive phase of teaching (Implementation Stage) 3. Post-active phase of teaching (Evaluation Stage). Types of Education Education refers to the development of the learning and thinking process. It goes beyond the four walls of the classroom. It is all about gaining experience and therefore we can divide ‘education into three main types: 1. Formal Education 2. Informal Education 3. Non-formal Education 1. Formal Education + This is also known as formal learning which usually takes place within the premises of the school. It refers to the basic academic knowledge that a child learns in a formal ‘manner. Characteristic It follows a particular structure of delivery It is highly planned and deliberate. It is chronological and systematic. There is a regular fee that is required to be paid. Its demand is highly qualified experts. It is subject-oriented and time-bound, Advantages “It is organized and scheduled It happens in a step-by-step systematic manner It is the most basic knowledge that is to be acquired by every individual to leam various other things. It is certified and acquired by professionals and teachersInformal education is the type of knowledge that one gains through several life experiences. This knowledge can be the one that we obtain from our parents and elders. Individual necessary skills of life that are important for survival and sustenance comes under this category. It does not contain the theoretical knowledge of the books. People can also get informal education through books or educational websites. This is an education that is not derived in schools through a proper learning method. It is not pre- planned nor deliberate. Characteristics of Informal Education + Itis an independent form of study with no definite syllabus It is not preplanned and does not have a proper timetable It is an experience that is gained through practice. It does not require a fee payment all the time, It is a lifelong process in a natural way ‘There are no certificates or degrees involved Advantages ‘+ Itis anatural learning process that ean come from anywhere and everywhere. + Itrequires regular practice and polishing It utilizes a variety of techniques and does not have a specific time span. There is no need to hire experts or professionals for this learning, 3 _Non-Formal Education Itrefers to adult basic education, adult literacy education, or skill development, It can take different forms of leaming, which is consistently and systematically provided in order to develop a particular skill or ability in an individual. Correspondence learning, distance earning, and open systems are examples of non-formal education This type of education is highly flexible and includes a wide range of activities. Some of the ‘examples may be fitness programs, community-based adult education courses, and free courses on different platforms, ete. Characteristics It is planned but takes place apart from the academic education provided by the school education system. ‘* Itis highly flexible and adjustable. + There is generally no age limit to gain this type of education, ‘+ Itmay or may not involve certificates or fees. + Itcan be either part-time or full-time or as a profession * It includes both theoretical and practical education. Advantages ‘© It isan open-ended educational system available both in the public and private domains, ‘+ There is no need to conduct regular examinations. * Diplomas, certificates, and awards are not essential because it is generally a kind of skill development. ‘It involves the practical application of the theoretical knowledge obtained,LEARNI yD CHARACTERISTICS OF LEARNE] A leamer is someone who is consistently learning, We all are leaner at some or the other time in our daily life. To be precise, a leamer at a particular time and that person who is learning about a particular subject. CHARA TICS OF [Link] and development [Link] to learn, [Link] and attitude of leamer. 4 Easily adjustment to change [Link] motivation, [Link]-cultural background. [Link] [Link] of mind and creativity. Ri BASIC Ri REMENTS OF TEACHING [Link] [Link] [STUDENTS] [Link] [TOPIC] [Link]. [Link] . [Link] AND STUDENTS RELATIONSHIP . 7,STUDENT DISCIPLINE . METHODS OF TEACHING SOME OF THE METHODS OF TEACHING ARE AS FOLLOWS :- [Link]-' NTERED STRATEG [Link] Method :-Lecture method is a process of teaching in which the teacher tells the students about planned facts. The students listen and takes notes. The sucess of this method depends on the ability of the teacher to speak fluently in good way and style. [Link] Teaching:-Team teaching includes a batch of instructors which help a group of students regularly and cooperate them to learn the different concepts. Teachers together prepare the course, frame the syllabus, prepare the lesson plans, teach ,guide and evaluate the results of the students. They share student's analysis and also suggest students to decide which approach is better. [Link] Presentation:-It is an improved method which involves radio or audio presentation, and it can bring the whole world inside the classroom. Screening of video presentation is, followed by the discussion of a task. [Link] CENTERED STRATEGY: ‘The various methods of students centered strategy are as follows :~[Link]:-An assignment is a teaching method which can be both individually and in the group which assist the students to acquire individual academic competence, No contact hours are offered for the completion of the assignment, and the students have to carry out the task in their own time, [Link] STUDY:-The case study method is the most powerful student-centered teaching strategy that imparts students with critical thinking, communication and interpersonal skills ‘Working in different case study helps the students to research and evaluate multiple sources, of date, fostering information literacy. [Link] INSTRUCTION:-It is research based system that helps the students to lear in a graded sequence of controlled steps. It was discovered by Sydney L. Presse 4,COMPUTER ASSISTED LEARNING ‘In this method, the computer is used to present the instructional material and monitor the learning that place [Link] STRATEGY:. Following are the methods of Mixed Strategy: [Link] DISCUSSION :-Discussion method sets a platform for open ended, collaborative ‘exchange of ideas among the teacher and students with the motive to increase the student's thinking learning, problem solving_,and understanding [Link]:-It is a group creativity in which efforts are made to find a relevant conclusion for a particular problem by listing out different ideas or suggestion. [Link] METHOD:-This is one of the most advanced methods of teaching in which the student's point of view is given importance in the design of the curriculum and content of studies .This method is based on the philosophy of pragmatism and the principle of learning by doing. Some other methods of small group teaching methods are role-playing method, simulation, demonstration method, tutorial et.Ways of Teachings (i) Micro Teaching Microteaching can also defined as a teaching technique especially used in teachers’ pre-service ‘education to train them systematically by allowing them to experiment main teacher behaviors By the help of this technique, teacher candidates can experiment and learn each of the teaching skills by breaking them into smaller parts and without encountering chaotic environment of the ‘crowded classes, It is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in orderto get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique. Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting (Brent & Thomson, 1996). (ii) Cooperative Teaching A situation in a classroom where two teachers work on a class together may be called co- operative teaching. This can be used in any classroom, and is often used in classrooms where a teacher collaborates with a special educator. While both - a general educator and special educator - have their rightful pla they work together, their responsibilities vary. A general educator is responsible for the content, while the special educator facilitates the learning process. There are various approaches to co-teaching. © One Teach, One Observe : In this approach, one educator teaches in the classroom, while the other sits back and observes the students, drawing specific observations and analysing their behavior. © One Teach, One Assist : In this approach, one person teaches while the other helps those who need assistance. This is used specifically when one of the educators has specific expertise in that content or to help gifted learners, * Parallel Teaching : Here, the class is divided into two groups and each educator handles one group, teaching the same content to both groups. Thisapproach is used when a lower adult-student ratio is preferred. It may also be used to encourage student discussion ‘© Station Teaching : In this approach, the educators divide the content between themselves and students sit with one educator before moving to the other. A third station may be formed where the student can work independently. © Alternative Teaching : In this method, students who need extra attention are put into a smaller group that is handled by one of the teachers separately while the other works with the bigger group. (ii) Team Teaching As the name suggests it is a group of teachers, working as a team and teaching. The team can range from 2 to 5 teachers who will teach the same group of students. The different type of teaching may include- Teaching a same group at the same time, shared teaching as per the area of expertise ot teaching different subgroup within a large group of students, (iv) Macro Teaching Sometimes teachers lecture their students; at other times they encourage their students to work together to accomplish a goal. Macro and micro teaching come into play, as well, because they help dictate what a teacher teaches, how the teacher provides that instruction and who is included in each classroom activity Role of Teacher Teachers change the world through their students in two ways. Great teachers of the past have inspired individuals-and even whole societies-to new and better forms of life, to great inventions, to the saving of lives, cultures, and countries (and to their destruction), and to notable discoveries and spiritual revolutions. Roles of the teacher should be part of the culture of good teaching practice. They are conceptualized our current understanding of the importance of the commitment of teachers to teaching and the multi-dimensional nature of the phenomenon. Quality of a good Teacher :- “Appearance : formal, almost like a uniform Maintains order Strict and fair but not harsh Rarely angry Never insults students, i.e. never attacks their character. ‘Never ctiticizes colleagues in public, especially not in front of the students Explains things, even if only a few need extra help Pair, impartial Hard working Reliable, always there on time, rarely absent. Meets deadlines. Marks homework Promptly. Organized, well prepared Motivates students, encourages them Exciting, Makes lessons interesting ‘Types of Evaluation 1. Formative 2. Summative AssessmentsAssessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways, 1. Formative Assessment Formative Assessment referred to as internal, this is the method for the judging of the worth of the program. While the program activities are forming in progress, they can be conducted during any phase of the process. This focuses on the process. Examples: Such as In-class discussions, Clicker question, Low-stakes group work, Weekly quizzes, Homework assignments. 2. Summative Assessment ‘A summative Assessment (Sometime referred to as extemal) is a method of judging the study at the end of the session. This focuses on the final outcome of the study. Examples: Instructor-created exams, Standardized tests, Final projects, Final essays Final presentations, Final reports, Final GradesArticles related to Education > Education is one such aspiration of our country that would lead it towards national prosperity and national integration. We can cultivate the ethos and values of Indian democracy in citizens through education Constitutional Provisions for Education in India > The Indian constitution provides specifies provisions for education for the upliftment of society and marginalized community: > The Seventh Schedule to the Constitution of India defines and specifies allocation of powers and functions between Union & States. It contains three lists; i.e 1) Union List 2) State List 3) Concurrent List. Fundamental rights: Right to equality (Articles. 14-18) Right to Freedom (Articles. 19-22) Right Against Exploitation (Articles. 23-24) Right to Freedom of Religion (Articles. 25-28) Cultural and Educational Rights (Articles. 29-30), Right to Constitutional remedies (Articles, 32-35) Article 15(1) provides that the State shall not discriminate any citizen on groups only of sex. Article 15 (3) reads: "Nothing in this article shall prevent the State from making any special provision for women and children.” Article 28: freedom as to attendance at religious instruction or religious worship in certain educational institutions. Language Safeguards: Article 29(1) states “Any section of the citizen, residing in the territory of India or any part there of having a distinct language, script or culture of its own, shalllall have the right to conserve the same. Article 29(1) states “No citizen shall be denied admission into any educational institution maintained by the State or receiving aid out of State funds, on grounds only of religion, race, caste, language or any of them, Article 30: right of minorities of establishment and administer educational institutions. Article 41: right to work ,to education, and to public assistance in certain cases. Article 45: The Constitution makes the following provisions under Article 45 of the Directive Principles of State Policy that, “free and compulsory Education for all children until they complete the age of fourteen years.” Article 46: promotion of educational and public interest of SCs & Article 338: special officer for schedule caste and scheduled tribes. Article 343 Official language of the Union - Constitution Of India 343 (1) The official language of the Union shall be Hindi in Devanagari script. The form of ‘numerals to be used for the official purposes of the Union shall be the international form of Indian numerals.Article 350 A directs, “It shall be endeavorendeavour of every state and every local authority to provide adequate facilities for instruction in the mother-tongue Article 350 B provides for the appointment of special officer for linguistic minorities to investigate into all matters relating to safeguards provided for linguistic minorities under the Constitution, Article 351 enjoins the Union, the duty to promote the Hindi language Under amendment of 42 of the const ‘an amendment was added in 1976 and education became a concurrent list Article 21A : right to education ( free and compulsory from 6 to 14 years) was added by Amendment of 86t The 86th Constitutional amendment making education a fundamental right was passed by Parliament in 2002. The Right of Children to Free and Compulsory Education Aet, (RCFCE) it was enacted on 4 August 2009 and the new law came into force from Ist April 2010. ‘The RTI Act was passed by the Indian Parliament on 12 May 2005 and received Presidential assent on 15 June 2005, It came into force on 12 October 2005. Educational Institutions set by Colonial Govt Warren Hasting established Galewtta Madrasa in 1781 Junathan Dunacan established SaHSKHEGOMERE of Banaras in 1791 Lord Wellesely Set up Fort William colleg@ in 1800. Lord Richard Wellesley established Fort William College to offer instruction in Indian vernacular languages to the civil and military authorities of the East India Company. was founded by William Jones in 1784. The organization was mainly concerned with studying Hindu culture and philosophy, as well as examining the importance of the Sanskrit language. Major commissions and committee Charter act 1813, 1 lakh Rupee was granted for education by Charter act 1813, Orientalist Anglicist controversy The Orientalist-Anglicist controversy was a controversy regarding the nature of education that the British-East India company was to impart to the local populations in its territory led by Dr. H.H. Wilson and HT, Princep advocated Sanskrit, Arabic and Persian as the medium of education, On the other hand the ‘Anticists led by Charles Trevelyan, Elphinstone advocated the imparting of western education through the medium of English. Macaulay Minute 1835 By this minute medium of instruction was made through English Wood Despatch 1854. Charles Wood was the head of despatch: (considered Magna carta of modern education system in india) Major recommendations- University at Calcutta, Mumbay and Madras, Hunter commission 1882-83: headed by W.W hunter. Commission was appointed for review and progress of edSucation, education, Sadler university emsn 1917: a twelve-year school course was recommended,Wardha scheme of education ( basic education )1937 by Gandhi ji ‘motto was leaning through activity Sargent plan 1944: CABE submitted comprehensive report for post war educational development in India in 1944, Recommendations free and compulsory education from 6 to 14 ‘years students, two type of High School I academic 2 technical University education commission 1948-49 ( Radha Krishnan) Recommended pre university ‘education should be 12 years, working days 180 ( excluding exam), UGC should be set up, maximum, 1000 students, UG degree 3 years and PG degree 2 years, NCC and NSS should be started. Kothari Commission 1964-66 headed by D.S Kothari ( the destiny of India is now being shaped in Classroom) Recommendation: free and compulsory education uptol4 years, three ja RECOMMENDED 10+2+3 jons of the Kothari Commission (1964-1966) the first Natio diiCation was introduced in 1968under the governance of Smt. Indira Gandhi aiming towards radical restructuring and provision of equal educational opportunities to all .This was the first attempt of its kind in the nation towards establishing national growth, a sense of common citizenship and culture, and to strengthen national integration, A 17 point agenda note was included in the policy highlighting the areas to work upon. Y Education for all children up to the age of 14 was made compulsory , as specified by the Constitution of India ¥ Provision for training and development of teachers was considered to be a key factor to increase effectiveness. ¥ More attention was to be put towards leaming of regional languages, outlining the “three language formula” to be applied in secondary education that was Hindi, English and Regional Language. ¥ Hindi being adopted as the national Language the policy put weight on learning Hindi to promote it as a common language for all Indians. Y The policy also encouraged the values of the ancient Sanskrit language, which will always be an essential part of India’s culture and heritage. ¥ The NPE (1968) called for education expenditure to increase to six percent of the national income. National education policy 1986: Programme of action 1992,National education system based ‘on NCF, 6% GDP for education was accepted, Operation black board 1986 for primary ‘education was recommended, INV was recommended. Revised national policy on education 1992 ( Agcharya Ramamurti committee 1990 ) this was reviewed by Janardhan Reddy committee 1992, early childhood care and education ( ECCE). District Institute of Education and Training Diets. Operation Blackboard (1987) was launched to provide minimum essential services to all primary schools in the country. It was instituted soon after 1986, Rajiv Gandhi's National Policy on Education was published and was a centrally funded initiative. The goal of the program is to get students enrolled in primary organizations with the educational resourcesand institutional hardware they need, to further their education. Yash Pal Committee 1993 Leaming Without Burden Yashpal committee 2009 Higher ‘education. Mid Day Meal (MDM)Scheme was started in India from 15th August 1995 under the name of ‘National Programme of Nutritional Support to Primary Education (NP-NSPE) Sarva Siksha Abhivan SSA was started in 2001-2 for Universalization of elementary Education (UEE) Rashtriya Madhyamik Siksha Abhiyan RMSA was launched in 2009, ‘Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for development of higher education, Taunched in 2013 District Primary Education Program (DPEP) - launched in 1994 as a major initiative to revitalize the primary Ed. Samagra Shiksha Scheme ¥ The Government of India launched this scheme under the Ministry of Human Resource Development. The Department of Schoo! Education and Literacy looks after its administration in 2018 ¥ Samagra Shiksha is an overarching programme for the school education sector extending from pre-school to class 12. Y The scheme has been prepared with the broader goal of improving school effectiveness measured in terms of equal opportunities for schooling and equitable learning outcomes. the three Schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya ‘Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE) and was Taunched in 2018 The Delors Report was created by the Delors Commission in 1966. It proposed an integrated vision of education based on the two Key concepts i.e. ‘leamting throughout life’ and the ‘Four Pillars of Education’ to know, to do, to be, and to live together. The Delors Report was aligned closely with the moral and intellectual principles that underpin UNESCO, and therefore its analysis and recommendations were more humanistic and less instrumental and market-driven than other educational reforms National Knowledge Commission (NKC)was an Indian think-tank headed by Sam Pitroda It was constituted on 13 June 2005.Inclusive Education SaTa8A RIG Peay meee Rae ea Inclusive education as a process of addressing and responding to diversity afineeds of all learners through increasing participation in learning, cultures and communities, and reducing. exclusion within and from education, It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of appropriate age range and a conviction that itis the responsibility of the regular system to ‘educate all children ‘The Kothari Commission (1966) which highlighted the importance of educating children with disabilities during the post-independence period . In 1974, the centrally sponsored scheme for Integrated Education for Disabled Children (EDO) was introduced to provide equal opportunities to children with disabilities in general schools and facilitate their retention, The government initiatives in the area of inclusive ‘education can be traced back to National Educational Policy, 1986, which recommended, as a goal, ‘to integrate the handicapped with the general community at all levels as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence’ Rehabilitation Council of India (RCI) Act 1992 ‘The said act was passed by the Parliament in 1992, this act makes it mandatory for every special teacher to be registered by the council and lays down that every child with disability had the right to be taught by a qualified teacher. Persons with Disabilities Act, 1995 (PwD Act) (Equal opportunit rotection of rights and full participation) ‘The Act stresses the need to provide free of cost education to all children in anaffpropriate environment till they are 18 years old and further emphasize their right to As mentioned in S¢etion 2,4 of PWP Act (1995), in India disability is measured in five categories — Sieh spec Cowie enffl — which excludes disabilities such as autism.The Act listed seven conditions of disabilities, which were < these disabilities in order to be counted and so qualified to request “ben Few other programmes for Disabled students The District Primary Education Programme , 1994 The Project Integrated Education for the Disabled(PIED), launched in 1987 ‘The Mental Health Act (1987) Rehabilitation Council of India act (1992) made a historic collaboration with National Council for Teacher Education (NCTE) on January 19, 2005. The Universal Declaration of Human Rights (1949), the United Nations General Assembly Charter (1959), and the United Nations Convention on the Rights of the Child (1989) have all acknowledged education as a human right. woes cs In addition, a person has to be medically certified as having 40% or more of one of “ The World Conference on Education For All (1990) and the United Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993) also restated that education is a basic right for all people. + The National Policy for Persons with Disability, 2006, which attempts to clarify the framework under which the state, « to ensure a dignified life for persons with disability and support for their caretakers. ¢ RTE (Right to Education) Act was pa: from Ist April, 2010; [Mandatory provi disadvantaged children in private schools] sd by Parliament in 2009 and made effective ion of the RTE Act: 25% Reservation for United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) The Convention on the Rights of Persons with Disabilities (CRPD) is an international Jhuman rights convention which sets out the fundamental human rights of people with disability It was adopted on 3 Detamiber 2006 inthe New Vork headquarters ofthe United Nation and entered into force on 3 may in 2008. Currently, the convention has received 177 ratification. India and subsequently Enactment of a new disability legislation (Rights of Persons with Disabilities Act 2016) inereased the number of disabilities from 7 conditions to 21 The Rights of Persons with Disabilities Act, 2016 + The types of disabilities have been increased from 7 to 21, The Central Government will have the power to add more types of disabilities. e 21 disabilities are given below: Blindness Low-vision Leprosy Cured persons Hearing Impairment (deaf and hard of hearing) Locomotor Disability Dwarfism Intellectual Disability Mental Iliness ea aUReRoe I society and private sector must operate in order9. Autism Spectrum Disorder 10. Cerebral Palsy 11, Muscular Dystrophy 12. Chronic Neurological conditions 13. Specific Learning Disabilities 14, Multiple Sclerosi 15. Speech and Language disability 16. Thalassemia 17. Haemophilia 18. Sickle Cell disease 19, Multiple Disabilities including deaf blindness 20. Acid Attack vietim 21. Parkinson’s disease ‘* All children with benchmark disabilities between 6 and 18 years shall have the right to free education, ‘+ The act increased the reservation for people with benchmark disabilities from 3% to 4% in government jobs and from 3% to 5% in higher education institut Types of Learning Disability ‘Many children with leaming disorders, also called learning disabilities, struggle in school long before being diagnosed. This can affect a child's self-esteem and motivation. Understand how to recognize signs ofa learning disorder and what you can do to help your child. Defi ns and Types of Lear Disability Cont.(SLD) errentiia J Pagseoanenttnnrina enue }--. ez Dyscatculia ‘A specific leaming disability that affects a person's ability to understand numbers and learn ‘math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting, Dysgraphia ‘A specific leaming disability that affects a person's handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time. Dyslexia [A specific leaming disability that affects reading and related language-based processing skills, Dyslexia is sometimes referred to as a Language-Based Learning Disability. Dyspraxia A disorder that is characterized by difficulty in muscle control, which causes problems ‘movement and coordination, language, and speech, and can affect learning, ithADHD — attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework. Auditory Processing Disorder (APD) Also known as Central Auditory Processing Disorder, this is a condition that adversely affects how sound that travels unimpeded through the ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be ard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises. ‘Students with significant support needs are highly diverse feamers with extensive needs in the areas of cognition and/or learning, communication, ‘movement, and social/emotional abilities. The individual may also have concurrent health, sensory, physical, and/or behavioral disabilities. PROBLEMS FACED BY. aoe abled students Inferiority complex Lack of understanding Vf ‘Adjustment problem Isolated and segregated Lag Behind Feeling of Extra burden Insecurity Lack of expression Introvert nature Negative appr Shyness. ¥ VV VV VVVV VY ROLE OF TEACHER To be able to solve their problem Interaetion with family To develop new learning strategies To be able to develop self confidence To be able to provide special facilities To be able to look after their personal needs To be able to recognize their hidden talents To inculcate positive attitude in the able-bodies children vvVVVVVY Braille isa code. It is a system of reading and writing a specific language without the sight. Braille enables people with blindness and visual impairments to read through touY Louis Braille was a French Educator who invented a tactile system of reading and writing for the blind and visually impaired in 1824. The system is called braille and it consists of raised dot codes that are used worldwide to read and write until this day. v as born on January 4, 1809 in Coupvray, France. On 4th January Garis Sicha Y 4 January, World Braille Day: Celebrates awareness of the importance of Braille as a means of communication in the full realization of the human rights, for blind and visually impaired people. It marks the birthday of Louis Braille, creator of this writing system. World Braille Day, celebrated since 2019 ‘The International Day of Sign Languages: 23 September World Federation of the Deaf (WED) brought the proposal for the International Day of Sign Language: the International Day of Sign Languages was first observed in 201, Since thes International Day of Sign Languages is marked annually on September 23. 1. March, Zero Discrimination Day: Zero Discrimination Day highlights how people can become informed about and promote inclusion, compassion, peace and, above all, a movement for change. It is helping create a global movement of solidarity to end all forms of discrimination. 2 April, World Autism Awareness Day: World Autism Day is one of only seven official health-specific UN Days. The day itself brings individual autism organizations together all around the world to aid in things like research, diagnoses, treatment, and acceptance for those affected by this Developmental Disorder. Autism is a mental condition in which a person finds it difficult to communicate or form relationships with other people 10 October, World Mental Health Day: It is an International Day for global Mental Health ‘education, awareness, and advocacy against social stigma, 10 December, Human Rights Day: It is celebrated annually across the world, the date was chosen to honour the United Nations General Assembly's adoption and proclamation, on 10 December 1948, of the Universal Declaration of Human Rights (UDHR), the first global ‘enunciation of Human Rights and one of the first major achievements of the new United Nations, 21 March: World Down Syndrome Day March 21st is a Global Day of Celebration and awareness that has been observed by the United Nations since 2012. It's purpose is to educate the world on what Down syndrome is and how individuals with Down syndrome need to be valued in their communities. The date for WDSD symbolizes the 21st day of the 3rd month, which was selected to signify the triplication (trisomy) of the 2st chromosome which is Down syndrome. 3 December: International Day of Persons with Disabilities — In October 1992, as the United Nations Decade of Disabled Persons (19831992) drew to an end, 3 December was designated by the UN General Assembly as an annual International Day of Disabled Persons. The first day was marked on 3 December 1992. In 2008, the title of the day was changed to the Intemational Day of Persons with Disabilities by General Assembly resolution 62/127. The new title was used in 2008 and thereafter.World Cancer Day - February 4 World Cancer Day is celebrated globally on 4th February every year. The main objectives of the day are to raise awareness about cancer, disease prevention methods, and to spread cancer treatment methods. World Cancer Day was initiated by the International Union Against Cancer in 2008 to support the World Cancer Declaration. Cerebral Palsy Awareness Month ~ March + Mental Health Awareness Month — May ‘The Mental Health Act, 1987 The following Act of Parliament received the assent of the President on the 22nd May, 1987, came into force in 1993. The law was described in its opening paragraph as "An Act to consolidate and amend the law relating to the treatment and care of mentally ill persons, to make better provision with respect to their property and affairs and for matters connected therewith or incidental thereto ‘The National Trust Act, 1999 The National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999: To enable and empower persons with disability to live as independently and as fully as possible within and as close to the ‘community to which they belong. Invented in 1862 by a Dutch ophthalmologist named Herr remains the most widespread technique in clinical practice exautun = Just see (in Short) the below institutions National Center for Learning Disabilities (NCLD) National Institute of Child Health and Human Development (NICHD) ‘National Institute of Mental Health (NIMH)Curriculum Usually, the term eurriculum is understood as a group of subjects prescribed for study in a particular course. The origin of the word “curriculum” is Latin, in which it means “a running, race, lap. Ralph Tyler defined curriculum as " a plan for action or a written document that includes strategies for achieving desired goals or ends" In India, itis not only the government related bodies such as the NCERT or SCERTs that develop the curriculum, but there are many private organizations and NGOs that also develop their own curricula. Post-Independence, the country has seen the formulation of four natiovnal level curriculum documents so far: NCF-1975 © NCE-1988 * —NCF-2000 ©. NCF-2005 ‘The Ministry of Education has formed the National Steering Committee for the development of National Curriculum Frameworks on 21-9-2021. Following are the members of Steering Committee:- K Kasturirangan (Chair): He is an Indian space scientist who headed the Indian Space Research Organization (ISRO) from 1994 to 2003. He is a recipient of the three major civilian awards from the Government of India: the Padma Shri (1982), Padma Bhushan (1992) and Padma Vibhushan (2000). He was Chairman of the Drafting Committee of NEP, 2020. Mahesh Chandra Pant: Govind Prasad Sharma: Najma Akhtar: TV Kattimani Michel Danino: Milind Kamble: Jagbir Singh: Manjul Bhargava: MK Sridhar: Dhir Jhingran: Shankar Maruwada: National Education Policy (NEP 2020) headed by K kasturi Ranjan replaces NEP 1986, ‘The existing 10+2 structure of school curriculum will be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, I1- 14, and 14-18, Mother tongue to be instated as ‘medium of instruction: A Single Overarching Body of Higher Education, The Return of the FYUP Programme and No More Dropouts. Karnataka became the first state to adopt NEP 2020 and MP became 2ns state to do so.Educational Institutions in India 1. National council_for educational research and training NCERT was established in 1961, Head quarter in Delhi , Dinesh Prasad Saklant is the chairman of NCERT. Main work of NCERT is : To undertake, eticourage and coordinate research in areas connected with school education. Preparing and publishing supplementary materials, textbooks, newsletters, journals, ete. Developing educational kits and multimedia digital materials. Organising pre-service and in-service training of teachers. 2. University grant commission (UGC) was established in 1956 Head quarter in Delhi, Chairman of UGC is Professor Jagdesh Kumar. Main work of UGC is: Determining and maintaining standards of teaching, examination, and research in universities. Framing regulations on minimum standards of education. Monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges. & National council for Teacher education (NCTE) was established in 1995 HQ Delhi Chairman Professor Pankaj Arora. Main work of NCTE is: The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith, 4, All India Council for Technical Education AICTE, was established in 1945 HQin Delhi Chairman AICTE TG Sitharam Main work of AICTE is: AICTE takes complete care of the planning and development of technical education in the institutes of the country. AICTE is an advisory body for technical education. AICTE has statutory powers and has begun the formulation, maintenance, and planning of norms and standards, 4, Central Board of Secondary Education (CBSE) was established in 1962,HQ Delhi Chairman of CBSE is Rahul Singh Main work of CBSEAICTE is : The Board is committed to provide quality education to promote intellectual, social, atid cultural vivacity among its learners. It works toward evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. These objectives are aimed at ensuring quality education and holistic development of students across the country Here are the main objectives of CBSE: To provide high-quality education to promote intellectual, social, and cultural vivacity among its learners. & National Medical Commission (NMC) which regulates medical education and medical professionals. Established 25 sep 2020, chairman Dr. BN Gnagadhar Z. National Testing Agency ( NTA) is an Indian government agency establishedin November 2017 to conduct entrance examinations for higher educational institutions. Vineet Joshi as the first Director- General of the agency, Prof. Pradeep Kumar Joshi is the chairman, Headquarters : New Delhi Shri Subodh Kumar Singh, IAS Director General (NTA) 8. The Teacher Eligibility Test (TET) was introduced by the Government of India in 2011 to improve standards in teaching JITENDRA KUMAR YADAV is the Director of CTET. 9. National Assessment and Accreditation Council (NAAC) is organization that assesses ‘and accredits higher education institutions. NAAC was established by the UGC in 1994.1H1Q Kamataka, Professor Anil Sahasrabudhe is the current Chairman of the Executive Committee of the National Assessment and Accreditation Council (NAAC). Main work of NAAC is : The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) conducts assessment and accreditation of Higher Educational Institutions (HED such as colleges, universities, or other recognized institutions to derive an understanding of the ‘Quality Status’ of the institution. 10. The National Institutional Ranking Framework ( NIRF)is a methodology adopted by the Ministry of Education, Launched by MARD on 29 September 2015. Dr. M, Sreenivasa Kumar: Principal and Chairman The NIRF is a methodology used by the Ministry of Education (MoE) to rank higher ‘education institutions in India, The NIRF committee's responsibilities include: Y Meeting regularly to implement the documentation process ¥ Amtanging seminars to raise awareness about the NIRF ranking process Y Collecting data from different departments to fill out the NIRF application 11, Central Institute of Educational Technology (C1ET) is @ constituent unit of the National ‘Couneil of Educational Research and Training (NCERT), an autonomous organization under the Ministry of Education (MoE), Government of India, Established in 1984 with the merger of the Center of Educational Technology (1973) and Department of Teaching Aids (1959), its chief aim is to promote Educational Technology especially mass media singly or in combinations (multimedia packages) to extend educational opportunities and improve quality of educational processes at the school level.