SPECIAL EDUCATIONAL NEEDS - 2

 

SPECIAL EDUCATIONAL NEEDS

 

Bring about a special change

 

IT IS IMPORTANT TO ADOPT A SYSTEMATIC APPROACH TO INSTIL DISCIPLINE IN CHILDREN WITH SPECIAL NEEDS,

 

WHY do some children with special needs behave badly in schools? It is because they do not want to be lconsidered dumb or incapable of learning. Every time we remind them of their learning inadequacies we make them appear either dumb or bad. They prefer to appear bad in such a situation. Therefore, the simplest way to solve behaviour problems in children with special needs is to help them become a capable and a successful learner. 

   Most of us resist change. And special kids too find it extremely difficult to change their ways. Once a child is characterised as "difficult", it may be more comfortable for him or her to stay in that position than change his/her behaviour. 

   Bringing change in behaviour of special children by scolding, lowering grades, giving detention or calling their parents will make them comply with the situation but for a short time. The loss of their dignity usually leads them to retaliate. Often their retaliation is passive and they start forgetting things, appear helpless and blame others. Eventually their behaviour forces you into another act of coercion. 

   To bring change in the behaviour of special children, it is important for teachers and parents to change first. Good behaviour in children will follow. Here are a few strategies for maintaining effective discipline in children with special needs: 

   

• Make sure that the curriculum is stimulating and worth learning for special children 

   

• Keep talk to a minimum. For kids with behaviour disorders and/or language processing problems, too much of "teacher talk" is frustrating and even annoying. 

   

• Use some non-verbal cues for indicating what you want kids to do or stop doing.To indicate that a student should stop a particular behaviour — raise your hand above your head, count "1" and hold up one finger for 10 seconds. Add two more fingers at 10-second intervals. To indicate that a child should move to the time-out place — use a referee's "time-out" hand signal. To indicate that someone has made an appropriate behaviour choice, give a "thumbs-up" signal 

   

• Be consistent and fair 

   

• Avoid overusing negative or hostile eye contact 

   

• Anticipate situations that are likely to cause problems and brainstorm possible solutions with the child 

   

• Listen to the complaints made by students and challenge them to come up with workable solutions 

   

• Establish and reinforce simple classroom rules 

   

• Help children to remain calm 

   

 

 

 

 

 

Sunil Sharma

   Moderator

Dil Se Desi Group

&

www.dilsedesi.org

Creating Intrest in Students

 

Spark the curiosity

 

SCHOOLS ARE GEARING UP TO INCULCATE AN INTEREST IN SUBJECTS LIKE SCIENCE AND MATHEMATICS, WHICH HAS BEEN ON A DECLINE IN RECENT YEARS,

 

THE National Knowledge Commission believes there is a growing tendency among talented students to pursue studies in areas other than mathematics and basic sciences. But, why is it so? According to government officials, the curriculum is outdated and needs to be overhauled and learning pedagogies needs a revamp; academicians say that there are neither any incentives nor motivation to experiment and innovate; and students feel that it's all about securing high marks and nothing more. So, is actual learning even taking place? And if it isn't, then how can we nurture young scientists and mathematicians? 

   According to Marmar Mukhopadhyaya, former joint director, NUEPA and director, ETMA, students need to be taught subjects in ways that relates them to real-life situations. He says: "If I ask my students as to what temperature they enjoy tea or coffee, I am sure most of them would be keen to experiment and in the process learn the concept faster than by merely reading the texts. So, knowledge should be linked to real-life situations." But, then again, how feasible is such a suggestion in the present context where a teacher has to complete the syllabi in a stipulated time? 

THE PROBLEM 

Different kinds of problems can be seen in different set-ups owing to a variety of factors. While most teachers agree to the fact that an 'activity-based' approach is essential to bring back the lost interest in these subjects, there are various constraints that act as barriers in the process. Here is an indicative list of problems faced by most educators: 

   

• High teacher-student ratio 

   

• Outdated curriculum 

   

• Inadequate interaction 

   

• Time constraints to finish the syllabi, so no innovation 

   

• Marks-oriented education system that encourages/forces rote learning 

   

• Lack of motivation among teachers. And hence, the following possible solutions. 

MOTIVATING TEACHERS 

Says A P J Abdul Kalam, a scientist and former President: "Teachers play a pivotal role in inculcating interest among students and, therefore, they need to have a love for the subject to deliver their best. They should package the information in such a way that it becomes interesting for students." Kalam was speaking at a national conference on ‘science and maths education in secondary schools’ organised recently in the Capital by SRF Foundation in collaboration with the ministry of human resources development (MHRD). He recommends: "Students should be told what science discoveries have led to. Besides, the syllabus and teaching should include some actual case studies to nurture the young minds." 

   Similarly, Subhash Khuntia, joint secretary, department of school education and literacy, MHRD, adds: "We need, now, to create a scientific temper in students. No amount of infrastructure or books can help students unless there is a motivated teacher. But, once there is such a teacher, then everything else falls into place."

KNOWLEDGE CONSTRUCTION 

Hukum Singh, professor and head (science and mathematics), department of education, NCERT, says:"Learning should be such that it encourages 'construction of knowledge' by students. They shouldn't limit themselves to what is being taught. So, teaching methodologies should be such that students should be able to construct knowledge from whatever they gather from classroom teachings, the environment, their family and so on." 

   On the present assessment system, he states: "The long answer type questions should be structured in such a way that it tests concepts and application of concepts.This will encourage students to think before answering.This will also evaluate as to what extent students have actually understood the concepts." 

CURRICULUM REVISION 

Sujatha Ramadorai, member, National Knowledge Commission, opines: "We need to streamline the curriculum, emphasising a well defined set of the most critical topics in early grades.We need to integrate pedagogical research, especially in mathematics and the mode of instruction should neither be completely student-centric nor teacher-directed." She also added that special emphasis should be given to knowledge and skills. 

   Adds Abhinav Dhar, senior vicepresident, Educomp Solutions Ltd: "Ideally, a learning system should include evaluation, synthesis, analysis, application, comprehension and knowledge. This is what the curriculum should come to include." 

PRACTICAL APPROACH 

According to Mukhopadhyaya: "For science, the focus should be on simulation exercises, case studies, experiments and explorations, solving real-life problems, research, re-inventing and re-discovering than merely adhering to textbooks. There is a need for reconstructing textbooks and learning materials, classroom reorganisation and building a teacher's capacity." 

   Elaborating on classroom reorganisation, he says: "Besides the curriculum, the infrastructure also needs to be overhauled. Why should every classroom be rectangular with students sitting in rows? They can be seated in groups in a circle. They can even be seated on the floor instead of the furniture. The idea is to create opportunities for students to interact with each other." 

TECHNICAL HELP 

"The ICT revolution has been very helpful as many concepts can now be taught effectively," opines Khuntia. This is so, not only because the visual medium has a better retention span, but also because students find it easier to understand. Besides, multimedia is far more interactive than textbooks. 

   Says Sanjiv Aggarwal, deputy director, Mathematical Sciences Foundation: "Even with simple applications like Windows Paint, students can learn to draw curves, quadratics, parabolas. This makes learning interesting." 

   He adds: "There is a variety of software available today that students can use to interact with at different levels. Even for higher classes, it is easier to understand concepts like volume of a cone, for instance, as students can justify for themselves their formulae through various visual media and animations."

  

Sunil Sharma

   Moderator

Dil Se Desi Group

&

www.dilsedesi.org

The Counsellor - 21

Sports management 

I am absolutely crazy about sports. Although I could not pursue it professionally, I would love to run a sports management company. Please give me some tips. Do I need to get a degree in mass communication? 

   Shi Raman

 

No, an academic degree is not absolutely necessary, although some background in marketing, either through education or experience, should help. 

   Managing celebrities is a wellestablished concept abroad. In India, it is more in vogue with film stars, but now cricketers, tennis players and golfers are also becoming savvy about their image. People who are creative, confident, self-motivated and have an eye for detail are well suited to work as event managers or PR managers for companies that organise sporting events. If you have a sports background, it would be useful. 

   Some institutes where you can apply for a course are Symbiosis Institute of Health Sciences, Pune, which offers a PG diploma in sports management, the Indira Gandhi Institute of Physical Education and Sports Science, New Delhi, which offers a 1-year PG diploma in sports management, the Indian Institute of Social Welfare and Business Management (www.iiswbm.edu), Kolkata, which offers a one-year postgraduate diploma course in sports management (Bachelor's degree an eligibility criterion for this course) and the Alagappa University, Karaikudi, (www.alagappauniv.org) which offers a PG diploma course in sports management of one year duration through distance learning .

 

Appearing for class X board exams 

I am a housewife and a mother of a class IX CBSE student in Delhi. My education stopped at class IX after I got married in my early teens. Since then I have been helping my son with his studies all through his schooling, I have studied all his textbooks through the years. Can I write the class X board exam with him as a private candidate? 

   Jignesh Pandit

 

CBSE conducts two regular class X board exams every year, one All-India exam in which many upscale Delhi schools also participate, and the other restricted to the rest of the Delhi schools, many of them run by the Delhi government. You have not 

made clear whether your son will be writing the All-India exam or the Delhi exam. 

   To be eligible to write as a private candidate in either exams, one should have either failed the last board exam or should be teaching in a CBSE school. Neither of which is applicable to you. There are additional categories of people who can write the Delhi exam: female Delhi residents and physically handicapped people, provided they fulfil certain conditions. Among others, they must give sufficient evidence that they found it difficult to attend high school.You can get all the relevant information in the FAQs section of the CBSE website 

www.cbse.nic.in 

   Otherwise, you can always register with Patrachar Vidyalaya, which is located in Timarpur, Delhi. This is affiliated to CBSE and conducts courses through distance learning. 

   Yet another option is to enroll with the National Institute of Open Schooling (NIOS), an autonomous institution. NIOS offers a flexible educational alternative through distance learning supported by coaching through a country-wide network of study centres and ondemand exams. For details log onto their site www.nios.ac.in

 

Development Studies 

What exactly is Development studies all about? Where is it taught? 

   Rahul Singh

 

Development studies, is a multidisciplinary branch of social science that addresses issues of concern to developing countries such as globalisation, inequality, poverty, gender relations, child survival and development, environment and sanitation, health and nutrition, prevention of HIV/AIDS, ethnicity, and the cultural and moral implications of these issues. Since it is essentially 

concerned with issues related to social and economic development, its relevance also extends to communities and regions outside of the developing world. 

Programmes in development studies are designed to expose students to the bigger picture on development and to create an understanding of participatory, self sustaining and people-centric public policies and development models. These programmes also help in developing expertise in specialised methodologies and skills for research. They also inculcate a participatory approach along with programme planning and management that can be applied in a variety of careers. 

As it is concerned with the understanding and analysis of processes which are transforming people's lives throughout the world, a degree in development studies provides an entry point to a career in the government and NGOs associated with issues such as aid and development planning. The United Nations, the World Health Organisation, the International Labour Organisation, the United Nations Development Programme (UNDP) and the World Bank are some 

places where one can work in. One can also work for national and local government bodies and large private companies. 

Places where one can learn about development studies include the Annamalai university situated in Tamil Nadu (refer to www.anamalaiuniversity.ac.in) and the Tata Institute of Social Sciences (TISS) located in Mumbai (refer to www.tiss.edu ). Both these institutes offer an MA in development studies. The Bangalore University, (refer to www.bubernet.in) the Madras Institute of Development Studies, Chennai, (refer to www.mids.ac.in) and the Indira Gandhi Institute of Development Research, Mumbai (refer to www.igidr.ac.in) are some other institutes where one can avail of a course in development studies.

 

Educational management 

I'm a school teacher. I wish to do a course in educational management. Could you please suggest some recognised courses, preferably through correspondence? 

Vikraj Chauhan

 

Like any other sector, the education sector is getting 'corporatised' and professionalised. As a result, many structured positions and profiles are opening up in this sector. Besides teaching, exciting and innovative changes are happening in content, research, and delivery mechanisms. 

Positions can be at three levels: front-end, back-end, and a combination of both. The frontend involves functions like teaching and delivery while the back-end involves research of content and support material amongst other functions. 

   We also have people who manage education, teachers, content, and replication. So, there are many opportunities opening up. Also, there is a huge reservoir of talent, which has been untapped. The phenomenal growth of secondary education in India has created a huge gap between demand and supply of principals, head masters and teachers. 

   Some universities, which offer MPhil in Education through distance learning, are the Annamalai University in Annaimalainagar, Alagappa University in Karaikudi, Karnataka State Open University in Mysore, Madurai- Kamaraj University, the Manonmanian Sundaranar University in Thirunalveli (TN) and Mother Teresa Women's University at Kodaikanal (TN). In addition the UP Rajarshi Tandon Open University at Allahabad (UP) offers a PG diploma in educational management, the University of Kerala, Institute of Distance Education at Thiruvanthapram (Kerala) offers a PG diploma in eucational planning and management and the Yashvantrao Chavan Maharashtra Open University, at Nashik offers a PG diploma in school management through distance learning.

 

New Age Art 

I recently saw a documentary on installation art and now feel very inspired to become a new age artist. Could you give me some details about this art form? 

   Shubhendu Mehta

 

The art world has seen the emergence of new-age artists who have broken away from the white cube limitations of a gallery and the monotony of frames. These artists have liberated themselves from the age-old clutches of conventional art making and art viewing. Their tools are also unconventional to say the least. The easel, paintbrush and canvas have given way to the keyboard, mouse and monitor. For some, art means video projections 

while a few use bizarre materials like eggshells, feathers, sand, cloth and beads and music to create their masterpiece. 

   Transitional art, installation art, computer art, interactive art, figurative art, video art, environment art are just some examples. Avantgarde artists are not just pushing the limits but re-defining traditional art parameters. Installation art is a genre of western contemporary art that came into prominence in the 1970s. Through the use of sculptural materials and other media it seeks to modify the way art connoisseurs experience a particular space. 

   Experts feel that there is a great future for artists dabbling in new age art as it provides extraordinary 

freedom and space to experiment with ideas. 

   Some well known names in this genre are -- Sheba Chhachhi, George Martin, Manjunathh Kamath, Ranbir Kaleka, Vivan Sundaram and Navjot Altaf. Many others are joining the fray.

 

 

 

 

 

Sunil Sharma

   Moderator

Dil Se Desi Group

&

www.dilsedesi.org

Vocational Training

 Vocational training

 

The focus of teaching is now shifting from imparting basic education to giving students employable skills

Aparadigm shift can be seen in the present educational model in that it is no longer confined to teaching the basics. It focuses instead on imparting employable skills to make children self-dependent. Various nongovernmental organisations (NGOs) are, therefore, working towards identifying and nurturing the latent talent and skills of students at their schools for the underprivileged. 

KNOWLEDGE CENTRE 

To this end, Literacy India recently opened a knowledge centre that will impart multimedia skills to students. Dell Foundation has taken the responsibility of providing the computers for the knowledge centre at Bajgera Village, Gurgaon. The centre aims to impart advanced skills in computer education like multimedia, 3D imaging, desktop publishing and sound and video editing among others. 

   The NGO works for underprivileged children and aims to provide them an opportunity and a platform to equip themselves with basic education and additional life skills. Says Indraani Singh, secretary, Literacy India: "We believe in a '3E' model that focuses on empowerment, education and employment. Therefore, we impart various marketable skills to children from an early age, so that they can be self-dependent." Singh is a pilot by profession. 

   Singh adds: "We are focussing on bringing about a qualitative change in the lives of these children. They are encouraged to develop their personality by making education a fun activity, which involves workshops on group learning methods, drama, dance, creative arts and other non-traditional methods of learning. We also try to give the children a better perspective and adequate industry exposure." 

   Dell has equipped the centre with 20 computers. Informs Vivek Mathur, site director (Gurgaon), Dell International Services: "The centre working with state-of-the-art Dell Optiplex 330 desktop computers that will be equipped with pertinent software to teach advanced applications. The children, aged 13-19, will get an opportunity to move beyond basic computer education and explore the exciting world of advanced software applications." 

YOUNG ENTREPRENEURS 

Similarly, Katha schools are imparting vocational skills through their 'Katha School of Entrepreneurship', which focus on identifying, nurturing and developing latent skills of students for their all-round development. 

   Informs Parvinder Kaur, director, Katha: "In our School for Entrepreneurship, we take students right from class IV and work on their skills. There are some children who are not interested in studies, so this way they can at least learn to become selfdependent." 

   Elaborating on the courses that are taught, she says: "We have courses ranging from bakery and confectionery, cutting and tailoring, embroidery, soft toys to even electronics and wood craft.We recently introduced professional courses in beauty consulting, auto repairing, professional secretariat, restaurant management, tourism and airhostess and nurse training for the Kathashala and community students. In addition, we also arrange for industry internships for these students." 

   Katha believes in a 'story pedagogy' and the theme for the forthcoming session is 'Incredible India'. Its teachertraining programme concluded recently wherein the teachers had prepared innovative teaching learning materials based on the theme that will be taught throughout the next academic session. 

ADDITIONAL SKILLS 

For The Family India, another NGO that works for underprivileged children in and around Delhi, the emphasis is on 'soft skills'. Says Rohit Kumar, one of its project co-ordinators: "We are working towards imparting effective communication skills to children as it has become indispensable in today's day and age. Usually students lack confidence, organisation and time management skills and so on, so we have organised a series of training programmes for them to work on such skills. We hope that eventually they can come across as bold and confident people when they have to face the outside world." 

ENSURED EMPLOYMENT 

The Pardada Pardadi Educational Society (PPES), which aims to educate the girl child, is also working on similar lines as here, girls are given training in two streams - value based education for social empowerment and vocational training to make home furnishings, from class IV onwards. 

   PPES guarantees employment to all its graduates after they complete their school. Informs Renuka Gupta, director, PPES: "As part of our school training, some of the students with leadership skills are groomed to become a part of PPES. Hence most of the jobs in PPES are offered to our graduates. Similarly, vocational skill training imparted to students helps them in getting regular orders from the marketing department of PPES that sells the products made by students. Many of our students are encouraged and supported to go for further studies so that they can be gainfully employed. Students are also given computer skills and we also plan to set up a language lab for imparting language skills ."

  

Sunil Sharma

   Moderator

Dil Se Desi Group

& www.dilsedesi.org

SPECIAL EDUCATIONAL NEEDS - 1

 

SPECIAL EDUCATIONAL NEEDS

 

Different shades of intelligence

 

EVERY STUDENT EXHIBITS DIFFERENT STRENGTHS, WHICH ARE KNOWN AS HIS OR HER INTELLIGENCES. HOWEVER, THE CURRENT EDUCATION SYSTEM FAILS TO UNDERSTAND THESE ‘MULTIPLE INTELLIGENCES,’

 

REACH FOR THE SKIES: Actors Aamir Khan and Darsheel Safary who starred in the film Taare Zameen Par. It showed how a sensitive teacher could help harness the true potential of a child with special educational needs

   Iam not intelligent, I lack aptitude — this is a general feeling with which a child lives within our Indian classroom where comparison and competing against one's peer is a norm. Our educational system is geared towards achievement. Whether it is the curriculum or the teacher, it operates on the fundamental principle of giving facts and enabling children to learn better and reproduce the same in exams. Fun, creativity, sensitivity to nature, music and drama are blanketed under the co-curricular section and hold less importance over reading and writing. However, what we as educators and parents fail to see is that these are different ways in which children express themselves and learn. 

   Sir Howard Gardner's research on `multiple intelligences' (MI) is quite relevant to understand children. He proposed that all children have different strengths termed as `intelligences' that get manifested in varying degrees. The entire framework of multiple intelligences is based on discovering and harnessing the potential in each child. Let' s look at some classroom examples: 

   Rahul is learning to read and write. However, he is drawn to nature and is fond of collecting feathers, insects and leaves and loves to share his observations with his peers. He is confident while talking about his findings in a group and can even handle tough group situations. His strength lies in learning from nature and he also displays 'interpersonal intelligence'. 

   Similarly, Naman participates in sports and dramas and is a good orator. He is good at interpreting graphs, charts and visual information. However, he struggles to understand the rhythm in poetry and songs. He displays 'body kinaesthetic intelligence' and 'visual-spatial intelligence.' He perhaps has less manifested 'musical intelligence.' 

   Likewise, Sukalp is an avid reader but prefers to work alone. She can create new things and interpret texts while reading on her own, but shies away from group presentations and public speaking. She is reflective and learns best when working on her own. Therefore, she displays 'linguistic intelligence' and 'intra-personal intelligence.' 

   Sir Howard Gardner talked of eight such intelligences, which need to be nurtured in a classroom. For a teacher, it is very important to be aware of the learner's nature, interest and strengths. S/he must critically observe the learner in a variety of settings like during reading and writing tasks, role-play, sports, poetry, presentations, nature study and many other informal learning situations. The table (right) helps in identifying different kinds of intelligences in a classroom. 

   Most teachers find it difficult to give individual attention to students to identify and nurture multiple intelligences in a classroom, given the huge teacher-student ratio and low budgets. Below are some ways to do so: 

   Establishing learning corners like a reading corner stocked with a variety of children literature will be great for a linguistic learner. Setting up a corner for inquiry with collection of flowers, leaves, seeds, stems or specimen of animals can give ample scope for discussing living stuff to a naturalist learner. Similar engaging corners having drama props, puzzles can cater to diversity in a classroom. 

   Spaces within a classroom should have charts, graphs, maps, personal letters from teachers and the students, graffiti space for children to write, spaces for displaying children's work in form of charts, clay models, sculptures, art. 

   Flexible grouping according to learner's needs and strengths and self-target setting for children can be good. 

   It is important to provide flexibility of expression to children. A teacher needs to observe the process of learning, the way different children approach, represent and solve a same problem rather than defining the way and output for them. For example, while learning about family a child can either share something verbally, present a skit, sing a song, compose a poem, use natural objects to describe his/her family, reflect on memorable moments, frame riddles, make a collage, etc. There lies diversity in our classrooms and we need to kindle it. 

 

Sunil Sharma

   Moderator

Dil Se Desi Group

&

www.dilsedesi.org