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Understanding children in inclusive context 3 – Inclusive Education

The PDF file below covers the chapter Understanding children in inclusive context 3 – Inclusive Education. The specific topics and contents of the file are listed below.

This study material is useful for the study and revision of the essential and important concepts of Child Development & Pedagogy, Mathematics Pedagogy, EVS Pedagogy, Social Science Pedagogy and Language Pedagogy for CTET Paper 1 and Paper 2 and other teaching exams, such as KVS, TET, REET, DSSSB, UPTET, MPTET, MahaTET, APTET, TSTET, RTET, HTET KARTET, TNTET and PSTET.

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Contents covered in this part of the PDF book under Understanding children in inclusive context 3 – Inclusive Education

Unit 7 : Introduction of Inclusive Education

  • 7.0 Introduction
  • 7.1 Learning Objectives
  • 7.2 Concept of Inclusive Education
  • 7.2.1 Meaning and nature of inclusive education
  • 7.2.2 Need and importance of inclusive education
  • 7.2.3 Inclusive education as distinct from other related concepts
  • 7.3 Factors affecting Inclusive Education
  • 7.3.1 Diversity among the learners
  • 7.3.2 Preparedness of teachers
  • 7.3.3 Infrastructure
  • 7.3.4 Availability of resources
  • 7.3.5 Evaluation system
  • 7.4 Creating an Inclusive classroom
  • 7.4.1 Making use of learning materials
  • 7.4.2 Modifying the physical environment
  • 7.4.3 Adapting simple classroom management techniques
  • 7.4.4 Employing child friendly evaluation System
  • 7.5 Children at risk for exclusion from education system
  • 7.5.1 Children with disabilities
  • 7.5.2 Children from the deprived environments
  • 7.5.3 Girl child
  • 7.5.4 Children who are gifted and creative
  • 7.5.5 Others – underachievers, minority communities, geographic constraints
  • 7.6 Let us sum up
  • 7.7 Suggested Readings and References
  • 7.8 Unit-End Exercises

Unit 8 : Concept of CWSN

  • 8.0 Introduction
  • 8.1 Learning Objectives
  • 8.2 Understanding Children with Special Needs
  • 8.2.1 Cognitive Disability
  • 8.2.2 Hearing and Speech Impairment
  • 8.2.3 Speech Impairment
  • 8.2.4 Visual Impairment
  • 8.2.5 Loco motor Impairment
  • 8.2.6 Multiple Impairments
  • 8.2.7 Learning Disability
  • 8.2.8 Emotional and Behavioral Disorders
  • 8.2.9 Concept of “Waiting Children”
  • 8.3 Early Identification, Assessment and Intervention
  • 8.3.1 Identification of Disabilities
  • 8.3.2 Assessment
  • 8.3.3 Early Intervention
  • 8.4 Disability Act and policies
  • 8.4.1 Convention on the Rights of Persons with Disabilities?
  • 8.4.2 Persons with Disability Act 1995
  • 8.4.3 The Rights of Persons with Disabilities Bill, 2011
  • 8.5 Let us sum up
  • 8.6 Answers to check your progress
  • 8.7 Suggested Readings and References
  • 8.8 Unit- End Exercises

Unit 9 : Education of CWSN

  • 9.0 Introduction
  • 9.1 Learning Objectives
  • 9.2 Educational challenges of Children with Special Needs (CWSN)
  • 9.2.1 Learning characteristics of CWSN
  • 9.2.2 Educational system and the needs of CWSN
  • 9.3 Curricular adaptations
  • 9.3.1 Need for curriculum adaptation
  • 9.3.2 Adaptation of curriculum to meet the needs of CWSN
  • 9.3.3 Adaptation of evaluation methods for CWSN
  • 9.4 Facilities to cater to learning needs of CWSN
  • 9.4.1 At school, cluster, block, district and state levels,
  • 9.4.2 Inclusive education of children with disability
  • 9.5 Inclusive class rooms
  • 9.5.1 Class room adjustment and management
  • 9.5.2 Use of suitable teaching learning material (TLM) and Information Communication and Technology (ICT)
  • 9.6 Home based Education
  • 9.6.1 Concept
  • 9.6.2 Procedure for Home based education
  • 9.7 Let us sum up
  • 9.8 Answer to check your progress
  • 9.9 Suggested readings
  • 9.10 Unit End Exercises

Unit 10 : Development of adoptive skills (DAS), Assistive Device (AS), Special Therapies (ST)

  • 10.0 Introduction
  • 10.1 Learning Objectives
  • 10.2 Adaptive skills
  • 10.2.1 Meaning of adaptive skills
  • 10.2.2 Adaptive skills for Hearing impairment, Speech impairment
  • 10.2.3 Adaptive skills for Multiple disability/Cerebral palsy
  • 10.2.4 Adaptations for learning disability
  • 10.2.5 Adaptations for intellectual disability
  • 10.2.6 Adaptations for visual impairment
  • 10.2.7 Adaptations for locomotor disability
  • 10.2.8 Role of teachers
  • 10.2.9 Exercise
  • 10.3 Assistive devices
  • 10.3.1 Meaning of assistive devices
  • 10.3.2 Assistive devices (table) for different Impairments and disabilities
  • 10.3.3 Role of teacher in classroom
  • 10.3.4 Assistive devices for persons with: multiple disabilities (include Cerebral palsy, loco motor disability)
  • 10.3.5 Visual impairment
  • 10.3.6 Learning difficulty
  • 10.3.7 Hearing impaired
  • 10.3.8 Speech impairment
  • 10.4 Special methods
  • 10.5 Let Us Sum Up
  • 10.6 Answer to Check Your Progress
  • 10.7 Suggested Readings and References
  • 10.8 Unit-End Exercises

This study material was originally published on the National Institute of Open Schooling – NIOS website as part of the study material for the Diploma in Elementary Education (D.El.Ed) programme.


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