Oppo paper and editor book .pdf hariharan23900

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DR. PIJUSH KANTI DEV
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JIGESHKUMAR D. CHAUHAN
DR. BIRAJLAKSHMI GHOSH
MR. SUMIT KUMAR
N. HARIHARAN
ANURAG CHOURASIA
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MULTIDISCIPLINARY
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MULTIDISCIPLINARY RESEARCH AREA-8
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DR. DILIPKUMAR A. ODE
(M.A., M.Phil., M.Ed., Ph.D)
Editor- in- Chief
Redshine Publication, Lunawada (Gujarat)
Dr. Dilipkumar A. Ode M.A.,
M.Phil(Eco)., M.Ed.,Ph.D (Eco) Has Had His
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DR. BREEZ MOHAN HAZARIKA
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Department of English
D.C.B. Girls’ College, Jorhat (Assam)
Dr. Breez Mohan Hazarika is an Associate
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MR. JIGESHKUMAR D. CHAUHAN
M.Com, M.Ed, PGDCA,UGC-NET, GSET, Ph.D (Pursuing)
Assistant Professor
Christian College of Education, Anand (Gujarat)
Mr. JigeshKumar
Devendrabhai Chauhan completed
has BBA, M.Com, M.Ed from Sardar
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Development of Advanced
Computing). He is Qualified for
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passed many competitive exams like for teacher TET,TAT,IBPS for
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India authorised tax professionals called as the Tax Return Prepares).
Right Now, he is servicing as An Assistant Professor at
Christian College of Education, Anand, he is pursuing Ph.D. He has
5 years of varied teaching experience at College level & school level
in the field of computer. He has published Seven Research Articles
on education in India and J.D.Chauhan has participated and
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DR. BIRAJLAKSHMI GHOSH
Principal,
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Dr.Birajlakshmi Ghosh is a
commandable scholar and writer in the field of
Education in India.She worked as Assistant
Professor of Political Science Satsuma
College, Kolkata,West Bengal.She worked as
Assistant Professor of Political Science
Method in Krishnanagar B.Ed College.Since
2012 She work's as Principal at B.Ed
Department of Gholdigrui Sikshan
Mandir,B.Ed and D.El.Ed College.
She has More than 17Yers Teaching Experience in General
and Teachers Training College.
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University of Calcutta.She obtained M.A in Education And Ph.D in
Education from University of Kalyani.
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Research Article in ISSN Peer Reviewed Journal.She Has Attained
and Presented paper in State, National and International level
Seminar, Workshop.
She worked as Head Examiner and Examiner and Paper
Setter in Calcutta University, Kalyani University, Burdwam
University, Shidhu-Kanu-Birsha University and West Bengal
University of Teacher's Training Educational Planing and
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MR. SUMIT KUMAR
Assistant Professor
Department of English
Kanya Mahavidyalaya Kharkhoda, Sonipat (Haryana)
Mr. Sumit Kumar is an Assistant
Professor of English kanya
Mahavidyalaya, Kharkhoda, Sonipat,
Haryana. He has done M.A, B.ed, PGDT,
and presently pursuing Ph.D from Baba
Mastnath. University Rohtak, Haryana. He
has qualified UGC-NET and State
Eligibility Test of Maharastra, Gujrat,
Himachal Pradesh and North east region.
He Has 4 Years Teaching Experience at UG
Level. He has presented more than 32 research paper in International
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English.
N. HARIHARAN
Student
Parvathy’s Artrs and Science College,
Wisdom City, Dindigul, Tamilnadu, India.
Mr. N. Hariharan DDTP., DOA., IBM,
Currently pursing BCOM Corporate secretary
ship at Parvathy’s Arts and Science college,
Wisdom city, Dindigul, Tamil nadu, India,
DDTP – Diploma in desk top
publishing in computer Software College,
vadipatty, Madurai (13 July 2014) year of
completed. DOA – Diploma in office
automation in success software academy,
vadipatty, Madurai (14 July 2016) year of
completed. E- Tally - in success software academy, vadipatty,

Madurai (12.06.2017) year of completed. IBM- International
Business Management European University. Professional diploma
programme 23.04.2021
Sakthi Arts and Science College for Women, Ottanchatram,
Dindigul. ONE DAY NATIONAL VEVEL SEMIAR ON
“STRATEGICAL SKETCHING OF POST PANDEMIC
TRANSFORMATION IN INDAN TREND AND COMMERCE” In
won paper presentation FIRST PRIZE and Best paper Award at
23.03.2021.
M.G.R Educational and Research Institute, Maduravoyal, Chennai.
ONE DAY NATIONAL LEVEL ONLINE SYMPOSIM
“MATHEMA 21” in Paper presentation winning 3rd Place At
05.05.2021.
He has published 30 papers published in international
journal. Attended 52 webinars, paper presentation in 11 college
national and international conference. World record holder in
AMIRTHAM 2021. Main area of specialization Commerce and
Management. Finally total certificate is 166 it’s including quiz,
webinar, pledge, workshops.
ANURAG CHOURASIA
Assistant Professor
Department of Pharmacy
Ramanand Institute of Pharmacy and Management,
Haridwar (Uttarakhand)
Mr. Anurag Chourasia, has completed
M.Phrarma in Pharmacology from
Uttarakhand Technical University. He has
been serving as the Assistant Professor in
Pharmacy Department and has more than 2
years of teaching experience. He has
published 4 papers in National/international
reputed journals and attended more than 50
Seminar/Webinar/Workshop in national
and international level. His area of specialization is Pharmacology
and Microbiology.

INDEX
No. Title Author(S) Page
No.
01. A Study on Popular Oppo
Smartphones Customers
Brand Preference in
Covid-19 Situation
-N. Hariharan
02. Multisensory Teaching -Dr. Pawan
Kumar
03. A Brief Study of Value -Dr. Pawan
Kumar
04. The Effects of Cellular
Industries on
Environment
-Shaikh Tasleem
Ahmad
05. Role Of Government in
Development of Persons
with Disabilities as
Weaker Section Group
-Priya Balari
06. Comparison Of Explosive
Power Among Basketball
and Football Players of
Vikarabad District in
Telangana State
-Boreddy
Mahendra Reddy
-Karanam
Prahallada Rao
07. Strategies To Decrease
Methane Production in
Livestock: A Review
-Dr. Rajesh
Sudhakar
Wakchaure
08. Impacts Of Covid-19
Pandemic: A Review
-Dr. Rajesh
Sudhakar
Wakchaure

Multidisciplinary Research Area-8 Page 1
DOI: 10.25215/9389476224.001
A STUDY ON POPULAR OPPO SMARTPHONES
CUSTOMERS BRAND PREFERENCE IN COVID-19
SITUATION
N. HARIHARAN
B. Com CS, Final Year,
Parvathy’s Artrs and Science College,
Wisdom City, Dindigul, Tamilnadu, India.
❖ ABSTRACT
The Smartphone, being compact, delivers an all-
in-one resolution for mobile calls, internet access,
and E-mails. Just Smartphone sales have plunged
for several brands at a reasonable price as Oppo, Realme, Oppo, and
Vivo. India stands set to become the 3rd Market for smartphones in 4
years, according to researcher International figures Corporation,
through smartphone manufacturers launching more reasonable 4G
handsets and looking to tap buyers in small cities and towns. This
research is designed to provide information about customer perception
and factors affecting their buying behavior concerning Oppo
smartphones. The research design used is investigative which motivation
provides importance on numerical data. The data for analysis stayed
collected by using the survey method; with the sample for the typical
customer through a simple casual sample approach. There are several
explanations that every Smartphone has its benefit and luxury offered
through the companies. The invention characteristics offered by oppo
are not as good-looking as its competitors (such as Samsung) according
to customer perception. The company wants to improve both of their
goods to improve customer expectations. It remains suggested that the
company should launch more smartphones with standard quality for
lower classes as this will help them to influence more consumers as the
lower classes populace in the country is high.
Keywords: Oppo, Brand, Smartphone, Realme, Customers, Market, and
Product.

❖ INTRODUCTION
About the Smartphones
The term phone refers to a multimedia smartphone handset, that's a
multifunctional digital device that has features starting from digital, audio-
video playback, net browsing to a high-density screen show together with
numerous other multimedia options. Cellphone presents a one forestall
solution for cell calls, email sending, and net get right of entry. Clever
phones are based totally on a working machine, basically owning all the
essential capabilities like that of a laptop, inclusive of web surfing,
emailing, video and voice chatting, audio-video playback, and others. Till
a few years ago, a cellphone became a personal virtual assistant having the
calling capabilities like a cellular smartphone, but these days cellular
telephones own the functionality of brought media players, compact
virtual digital cameras, GPS
Nowadays much less highly-priced superior cell telephones are
additionally available inside the business quarter. But, why do people
purchase extravagant smartphones? Price, excellent, logo, country of
source, advertising and marketing, deals, verbal, and so forth will be a few
variables that a shopper may think about earlier than purchasing a
smartphone. What quantity of does a brand of cell telephone affect the
purchasing preference of a consumer? As there are distinct varieties of
clever phones reachable in a business region with fluctuating costs; what's
the evaluation among them? What is greater, how do they affect consumer
shopping desire?
❖ OBJECTIVES OF THE STUDY
• To understand the profile of smartphone company Oppo
• To measure the consumers' perception of the Oppo smartphone
• To analyze the factors influencing the customers to choose Oppo
• The studies at the idea of customers brand preference in Oppo
• Covid-19 to analyze the destiny role of sale Oppo mobiles.
• The research assessment of customer’s satisfaction on oppo
mobiles.
❖ HYPOTHESES OF THE STUDY
1. Hypotheses method used in the research have been summarized
and agreed upon below.
2. Ho1: The best branded mobile phone oppo sites awareness on
Facebook, Whatsapp, Twitter, Instagram, and linked in, Youtube

has not been influenced by the Gender of the respondents, Age,
and Educational qualification.
3. Ho2: Consumer motivational factors in quality oppo mobile on
Product Price, New fashion, Public image, secured delivery, Color,
Premium quality, designs and quantity, Advanced technology,
Easy availability has not similar with the Educational qualification
and gender of educational qualification.
❖ RESEARCH METHODOLOGY
• Research Design: Exploratory Data: Primary Data has been
collected by the "Questionnaire method" aimed at a particular
investigation. He is guileless for a moiled set of problems offered
to defendants for their answers. Unpaid to this flexibility, it is the
maximum common instrument used to collect the primary data.
• Sampling Area: The survey was conducted in Madurai:
Sample size:- For the proper survey, around is a need for faultless
research instruments to treasure out taster size for added correct
result about procurement behavior of shopper products. The
sample size is 209 respondents: Sampling Technique Random
sampling.
❖ RESEARCH METHODOLOGY
The research methodology directs the general pattern of forming
procedure for gathering valid and reliable data in investigation. The
research methodology includes the description of sample size, research
design, development, sampling techniques, and description of the tools.
The data collection of Primary and secondary data for analyzing
customers' branded Oppo mobile phones.
❖ RESEARCH DESIGN
This research title is “A research on oppo Smartphones Consumer
Brand Preference in India Current Scenario” and the methodology
discussed the data collection, reliability analysis, sampling design, period
of the study pilot study and statistical tools and techniques in customers
brand preference Oppo branded mobile phones. In the current study and
general analysis of Primary survey data and Secondary data were used
systematically.

❖ SOURCES OF THE DATA
• Primary Data: This research is a primary source of data is
attained by interview schedule to various respondents in Madurai
district.
• Secondary Data: Secondary sources are the details are presented
already. In this research, the secondary data were collected from
the published articles, Newspapers, submitted thesis, previous
records, and internet, etc.
❖ PERCENTAGE ANALYSIS
Table – 1 Gender
The 1 table is called the respondents in gender-wise classification of
male, female and other gender selected for the Percentage analysis.
Source- Primary data
SI.NO Particulars Respondents Percentage
1 Male 106 50.72%
2 Female 96 45.93%
3 Other 7 3.35%
4 Total 209 100%
Table-1 explains that out of 209 respondents male is (50.72%) and female
is (45.93%) Then respondents other generations (3.35%). It data
calculated used to percentage analysis in 100 that the majority (50.72%) of
the respondents selected for the branded Oppo mobile phones.
50.72%
45.93%
3.35%
Male
Female
Other
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
1. Gender

2. Age (15-59)
SI. No Age Respondents Percentage
1 Less Than 15 11 5%
2 16 to 25 Years 82 39%
3 26 to 36 Years 55 26%
4 37 to 47 Years 33 16%
5 48 to 58 Years 19 9%
6 Above 59 Years 9 4%
7 Total 209 100%
The table -2 out of 209 respondents in different age groups less than 15 to
above 59 it is 16-25 age group highest level of (39%) this youth age
respondents liked Oppo mobiles very low level is above 59 years (4%) and
medium level is 26 to 36 it is (26%) of age respondents. Then a majority
of 16 to 25 age respondents.
3. Educational qualification
SI.NO Qualification Respondents Percentage
1 High school 33 16%
2 Higher secondary 28 13%
3 Graduate 87 42%
4 Post-graduate 43 21%
5 Others 18 9%
6 Total 209 100%
5%
39%
26%
16%
9%
4%
0%
10%
20%
30%
40%
50%
Less Than
15
16 to 25
Years
26 to 36
Years
37 to 47
Years
48 to 58
Years
Above 59
Years
2. Age

Table -3 is educational qualification more than graduate persons high
percentage of (42 %) then the very lower level percentage of other (9%)
total respondents 209 used percentage method in 100. And the majority of
graduate and post-graduate students. It is useful for customers to brand
preference oppo branded smartphones.
Table 4 Occupation
SI NO Occupation Respondents Percentage
1 Govt. employee 55 26%
2 Private Employee 71 34%
3 Self-Employee 41 20%
4 Business Man 24 11%
5 Agriculture 18 9%
6 Total 209 100%
Then table 4 is an occupation in Govt employee 26%, private employee
34%, business persons and agriculture responses total in 209, very low
16%
13%
42%
21%
9%
0% 10% 20% 30% 40% 50%
High school
Higher secondary
Graduate
Post-graduate
Others
3. Qualifications
26%
34%
20%
11%
9%
0%
10%
20%
30%
40%
Govt.
employee
Private
Employee
Self-Employee Business Man Agriculture
4. Occupation

level is businessman and agriculture. Finally, the brand of Oppo
smartphone used private and government employees.
Table 5 Marital status Respondents
SI NO Marital status Respondents Percentage
1 Married 114 55%
2 Single 95 45%
3 Total 209 100%
Then table 5 is marital status a total of 209 respondents single 45% are
decreased and married respondents are 55% it is highly useful for the
development of mobile brands.
❖ DATA ANALYSIS AND FINDINGS QUESTIONARY
Q. No: 1 - Are you using any Smartphone?
SI. NO Particulars Respondents Percentage
1 Yes 200 96%
2 No 9 4%
3 Total 209 100%
55%
45%
Married
Single
40% 42% 44% 46% 48% 50% 52% 54% 56%
5. Maritial status
96%
4%
0% 20% 40% 60% 80% 100% 120%
Yes
No
1 . Smart phone users

The question is using smartphones yes is 96% not use smartphones 4% of
people in the 100 percentage data calculation analysis. Smartphone users
increase useful to technological development.
Q. No. 2 Which Mobile phone are you using currently?
SI. No Brands Respondents Percentage
1 Oppo 39 19%
2 One plus 44 21%
3 Realme 31 15%
4 Samsung 33 16%
5 Motorola 19 9%
6 Redmi 30 14%
7 Apple 13 6%
8 Total 209 100%
Question 2 is using mobile phones currently peoples liked and are satisfied
Oppo branded mobile phones. Oppo is 21%, Oppo is 19%, Realme 15%,
and Samsung 16%, Apple phone is 6% total respondent is 209.
Q. No.3. What do you look for in a Smartphone?
SI.
NO
Attributes Most
Important
Somewhat
Important
Least
Important
Total
1 Price 105 40 64 209
2 Features 47 80 82 209
3 Looks 146 33 30 209
4 Brand Name 79 74 56 209
5 OS (Android,
and Others)
91 69 49 209
19%
21%
15%
16%
9%
14%
6%
0% 5% 10% 15% 20% 25%
Oppo
One plus
Realme
Samsung
Motorola
Redmi
Apple
2. Current Mobilephone

The respondents highly liked mobile phone design, Features, Performance,
Price, Brand, it’s all noted in customers and its main thing of customer’s
satisfaction of branded Oppo mobile phones.
Q.No.4 Price range to purchase an Oppo Realme Smartphone?
SI. No Price Range Respondents Percentage
1 8000-12000 70 33%
2 13000-17000 65 31%
3 18000- 22000 39 19%
4 23000-27000 21 10%
5 Above 30000 14 7%
6 Total 209 100%
The price range of mobile phones is more than customers like price range
Rs 8000-12000, its common price of smartphone for all brand. This price
105
47
146
79 91
40
80
33
74 69
64
82
30
56 49
0
50
100
150
200
Price Features Looks Brand Name OS (Android, and
Others)
3. Attributes
33%
31%
19%
10%
7%
0% 5% 10% 15% 20% 25% 30% 35% 40%
8000-12000
13000-17000
18000- 22000
23000-27000
Above 30000
4. Price Range

range all brands available on smartphones, then oppo is the most popular
brand list of one. Liked customers in this brand.
Q. No. 5 Source of purchase Realme Phone
SI.NO Source Respondents Percentage
1 Newspaper 51 24%
2 Television 37 18%
3 Family and Friends 70 33%
4 Dealers 33 16%
5 Others 18 9%
6 Total 209 100%
Most of the customer's mobile phone purchases are the source of family
and friends it's one of the effective ways of purchasing beaded smart
phones. Other sources are newspapers, television, and dealers. The best
source of 33% family and friends.
Q.NO. 6. You’re Preference for Branded Oppo smartphones?
SI.NO Awareness Level Respondents Percentage
1 Fully Aware 40 19%
2 Sufficiently aware 92 44%
3 Slightly aware 77 37%
4 Total 209 100%
24
18
33
16
9
0 5 10 15 20 25 30 35
Newspaper
Television
Family and Friends
Dealers
Others
5. Source

The awareness level of oppo smartphones fully aware is 19%, sufficiently
aware 44%, and slightly aware.
❖ SUGGESTIONS
• This observation advised approximately the client’s satisfaction
level of oppo Mobile phones.
• Most of the respondents got here to recognize about the oppo
Mobile Phones via Friends, So the Advertising Can Be Progressed.
• They have a look at advised that the Oppo mobile phones may be
offered In Retail Shops.
• Handiest rich people can have the funds for oppo, if the charge
reduces, the sales of the oppo cell can be accelerated.
• The take a look at recommended that the models of the mobile
phone may be similarly stepped forward.
❖ CONCLUSIONS
The take a look at concluded that in this contemporary business
economic system. It's far very vital in analyze approximately the oppo
mobiles. The observed result about most people of the customers are
happy with the oppo cellular but additionally, there may be a disadvantage
which includes a hike in fee and another factor like models of the product.
Vital steps should be taken to resolve issues of retaining customers of
oppo mobiles can be high, if the agency can understand the desire and
normal p Reception of the patron. Therefore it will develop the advertising
strategy and market proportion of cell smartphone agencies.
19%
44%
37%
Fully Aware
Sufficiently aware
Slightly aware
0% 10% 20% 30% 40% 50%
6. Awareness level
Series1

Brand attention plays a chief role in supporting the audiences to
understand, take into account, and come to be secure with branding and
products. Branding strategies will help the brand to become the pinnacle
of thoughts whilst customers are equipped to investigate and make a buy.
The attention helps the clients in collecting the records and making
purchasing picks. An excellent marketing approach will simply attract a
more number of clients in buying the product. The majority of the
customers are thoroughly aware of the logo but the sale of the product is
decreased, the corporation can similarly boom the sale using making the
availability of the product within the shops convenient to customers, show
rooms, and provider centers for after-sale service.
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04/productpercent20attributes logo%20positioning%205-28-04.pdf

DOI: 10.25215/9389476224.002
MULTISENSORY TEACHING
DR. PAWAN KUMAR
Principal,
Yash College of Education, Rurkee, Rohtak
Affiliated MD University, Rohtak (Haryana)
❖ INTRODUCTION
The multisensory teaching approach is the learning where two or more
than two sense modalities are used for the same activity. This technique is
frequently used for disabled children having learning difficulties.
What Is a Multisensory Approach? A multisensory learning approach is a
term many schools use to describe teaching methods that involve engaging
more than one sense at a time. Involving the use of visual, auditory and
kinaesthetic-tactile pathways, a multisensory approach can enhance
memory and ability to learn.
Multiple studies, including those from the National Institute of
Child Health and Human development, show that a multisensory approach
is the most effective teaching method for children who have difficulties in
learning.
A multisensory learning approach is a term many schools use to
describe teaching methods that involve engaging more than one sense at a
time. Involving the use of visual, auditory and kinaesthetic-tactile
pathways, a multisensory approach can enhance memory and ability to
learn. This can also include taste, smell, touch, sight, hearing and
movement. The students are able to experience a lesson through multiple
pathways that can best stimulate their brains and engage them more deeply
in the subject matter. There is a long history in the educational literature
dating back to Montessori, John Dewey and Grace Fernald, just to name a
few. Although every lesson won’t necessarily use all of a child’s senses at
the same time, most multisensory lessons engage students with the
learning material in more than one approach.

❖ DEFINITIONS
According to Murphy “Activities such as tracing, hearing, writing, and
seeing represent the four modalities”.
As a literal definition, multi-sensory, comes from two pieces. The two
pieces are “multi” and “sensory.” “Multi” means “more than one.”
“Sensory” “involves or is derived from the senses.” That means
multisensory “involves more than one of the bodily sense at a time.”
That means Multi-sensory “involves more than one of the bodily
senses at a time.”
According to Mercer & Mercer “A multi-sensory approach, also
known as VAKT (visual-auditory-kinesthetictactile) implies that students
learn best when information is presented in different modalities.
According to P.K. Arya “The belief is that students learn a new
concept best when it is taught using the four modalities. A multi-sensory
approach is one that integrates sensory activities. The students see, hear,
and touch.
This process occurs naturally, starting even before birth. Babies learn
about the world by observing, listening, and putting everything within
reach into their mouths. Toddlers try to touch or grab everything they see,
and pre-schoolers ask what sometimes seems like millions of questions.
All of these children are learning in a very natural way; we rarely have to
teach them how to do these things.
Multisensory teaching unit just limited to reading and listening.
Multisensory teaching is teaching that instead of just telling someone
about and apple, the teacher lets them touch it smell it, taste it, etc.
Multisensory teaching isn’t just limited to reading and listening.
Multisensory teaching is teaching that involves two or more of the sense
within the same activity. Every lesson won’t use all of a child’s sense. But
in most multisensory lessons, students engage with the material in more
than one way. Multisensory teaching takes into account that different
students engage with the material is more than one way. Multisensory
teaching takes into account that different students learn in different ways.
It helps meet the varying needs of all students not just those with learning
and attention issues, and by providing multiple ways to learn.
Like adults, children take in information about their world in a
variety of ways:
i. Auditory (by their ears)
ii. Visual (by their eyes)
iii. Tactile (by touch)
iv. Kinesthetic (by body movements)

Researchers say that an average 10% of what we hear we retain, 30%
of what we hear and see we retain, 40% of what we hear, see, say and 70%
of what we hear, see, say and do we retain. Multi-sensory teaching
involves the use of visual, auditory, tactile and kinesthetic to enhance
memory and learning of written language. The teacher uses these senses to
fully engage different parts of the student’s brain while learning fluency in
spelling, reading and hand writing all at the same time.
❖ WHO CAN BENEFIT FROM A MULTISENSORY
APPROACH?
Instead of each student experiencing a lesson through a singular
medium like a textbook, a multisensory approach will involve more
students in taking active roles in learning. This kind of hands-on learning
enhances students’ ability to collect and remember information, make
connections between what they already know and new information,
understand and work through complexities, and use nonverbal problem
solving skills. All children benefit from exposure to multisensory lessons;
including those who may not have any difficulties with learning or paying
attention. Whether general education or special education, if a student has
the opportunity to learn something using more than one sense, the
information is more likely to make a memorable impact and be
internalized.
However, multisensory learning can be particularly helpful for
students with learning disabilities and cognitive limitations who may have
difficulty in one or more areas of education. For example, a differently-
abled student may have trouble processing visual information. This can
make it challenging for them to learn and retain information through only
reading and visual stimuli. Using other senses, such as tactile or auditory,
these children can make a stronger connection with what they’re learning.
Ultimately, using a multisensory approach in a learning environment helps
to meet the varying needs of all children giving them each a chance to
succeed.
❖ QUICK FACTS ABOUT MULTI-SENSORY LEARNING
• Effective for all learners but particularly effective for dyslexic
students
• Can be used in any subject from reading to math to science and
drama
• Allows for more individualized lesson planning

• Different teaching methods activate different parts of the brain
• Integrates visual, auditory, tactile and kinesthetic learning elements
• Helps learners discover their learning style and the techniques best
for them
• Enabled more and more by assistive technology See, hear, touch
and move your way to understanding.
❖ RATIONALE FOR THE USE OF MULTI-SENSORY
TEACHING
Most students with dyslexia have weak phonemic awareness, meaning
they are unaware of the role sounds play in words. These students may
also have difficulty rhyming words, blending sounds to make words, or
segmenting words into sounds. Because of their trouble establishing
associations between sounds and symbols, they also have trouble learning
to recognise words automatically or fast enough to allow comprehension.
If they are not accurate with sounds or symbols, they will have trouble
forming memories for common words, even the little words in students’
books.
Students with dyslexia often exhibit weaknesses in underlying
language skills involving speech sound and print processing and in
building brain pathways that connect speech with print. The brain
pathways used for reading and spelling must develop to connect many
brain areas and must transmit information with sufficient speed and
accuracy.
Dyslexic children and teens need specialised instruction to master the
alphabetic code and to form those memories. This multi-sensory part of
the Orton Gillingham system remains one of the most reliable method for
a dyslexic mind to learn to spell, read and write because it fully engages
each part of the brain. Another positive about this method is that it also
works for teaching mathematics as well!
❖ BENEFICIARIES FROM MULTI-SENSORY LEARNING
Multi-sensory learning can be particularly helpful for kids with
learning and attention issues. For example, these kids may have trouble
with visual or auditory processing. That can make it hard for them to learn
information through only reading or listening. Multi-sensory instruction
can help kids learn information more effectively. All kids can benefit from
multi-sensory instruction.

All kids can benefit from multi-sensory lessons, including kids who
don’t have learning and attention issues. If a student learns something
using more than one sense, the information is more likely to stay with him.
People with sensory integration challenges Children with sensory
integration challenges sense information normally but have difficulty
perceiving and processing that information because it is analyzed in their
brains in a different way.
People with learning disabilities Students with dyslexia have trouble
with language skills involving speech sound and print processing and in
building pathways that connect speech with print.
❖ CHARACTERISTICS OF MULTISENSORY TEACHING
• Use of All Senses: Multisensory teaching is by the use of all
senses. It focuses primarily on using visual, auditory, and
kinesthetic tactile elements.
• Different teaching methods activate different parts of the brain.
• Use of best techniques: It helps learners discover their learning
style and the techniques best for them.
• Effective learning: It is effective for all learners but particularly
effective for disabled students.
• Help in all Subjects: It can be used in any subject from reading to
maths to science and drama.
• Activate Different Parts: It is taught incorporating all senses into
the learning process to activate different parts of the brain
simultaneously enhancing memory and the learning of written
language.
• Learning Style: Multisensory teaching helps in learners discover
what learning styles fit them best.
• Recall: Multisensory teaching provides more ways for
understanding new information, more ways to remember it and
more ways to recall it later.
• It integrates visual auditory, tactile and kinesthetic.
❖ THIS WAY MULTI-SENSORY LEARNING
• Helps learners discover what learning style fits them best.
• Involves the use of our senses. It focuses primarily on using visual,
auditory, and kinesthetic-tactile elements.

• Is taught incorporating all senses into the learning process to
activate different parts of the brain simultaneously, enhancing
memory and the learning of written language.
• Provides more ways for understanding new information, more
ways to remember it and more ways to recall it later.
• Thus multi-sensory can be defines as: ‘using visual, auditory and
kinesthetic modalities, sometimes at the same time’. Kinesthetic
refers to perceiving through touch and an awareness of body
movements.
The idea that learning experienced through all the senses is helpful in
reinforcing memory has a long history in pedagogy. From the earliest
teaching guides, educators have embraced a range of multi-sensory
techniques in order to make learning richer and more motivating for
learners. The term is used to refer to any learning activity that combines
two or more sensory strategies to take in or express information.
Multi-sensory teaching is one important aspect of instruction for
dyslexic students that is used by clinically trained teachers. Effective
instruction for students with dyslexia is also explicit, direct, cumulative,
intensive, and focused on the structure of language. Multi-sensory learning
involves the use of visual, auditory, tactile (feeling) and kinesthetic
(awareness of motion) to enhance memory and learning of written
language. The teacher uses these senses to fully engage different parts of
the students brain while learning fluency in spelling, reading and
handwriting all at the same time.
Multi-sensory teaching is one important aspect of instruction for
dyslexic students that is used by clinically trained teachers. Effective
instruction for students with dyslexia is also explicit, direct, cumulative,
intensive, and focused on the structure of language. Multisensory learning
involves the use of visual, auditory, and kinesthetic-tactile pathways
simultaneously to enhance memory and learning of written language.
Links are consistently made between the visual (language we see),
auditory (language we hear), and kinesthetic-tactile (language symbols we
feel) pathways in learning to read and spell.
Multi-sensory approaches have been particularly valuable in literacy
and language learning, for example, in relationships between sound and
symbol, word recognition, and the use of tactile methods such as tracing
on rough or soft surfaces.
Teachers (Here treat ‘teaching and learning’ and ‘teacher’ as generic
terms to include: • teaching, training and learning• teachers, tutors,

trainers, lecturers and instructors in the further education system.) working
with dyslexic learners have found multi-sensory approaches particularly
valuable, as they help learners to make sense of information in a range of
ways. Activities that harness all the senses are also an excellent way to
include learners with disabilities.
❖ TECHNIQUE OF MULTISENSORY TEACHING
• Visual Technique
The use of vision in teaching runs from the reading of text to the
richest of the visual arts. Painting, posters, video, really and creative visual
design element used to teach. For example, a brainstorming session about
government that results in visual map linking the ideas of democracy and
monarchy and other forms of government can be a very effective outline
for a future written research paper or poster. Visual aids can also help
supplement auditory or tactile learning by for example representing
musical on paper or through pictures of how to sew or knit. Visual
learning methods includes diagrams, modelling, photos and video.
Anything that will display something to the student is considered visual.
Mind maps are a great way for a visual learner to write and organise ideas
down.
• Audio Techniques
Auditory learning methods includes dialogue, clapping, rhymes or
anything that can be heard. Teachers use clapping or tapping as a means of
Audio
Techniques
Visual
Technique
Technique
of
MT
Kinesthetic
Techniques
Tactile
Techniques

auditory aid. (Audio books are really effective for students (or anyone!)
who is an auditory learner, or if they struggle with reading.) Specific
examples of audio learning include the use of music, signing, rhymes,
audio tones, lyrics, clapping and dialogue, anything that involves the ear.
• Tactile Techniques
Tactile learning includes feel and touch. Teachers use anything
textured or raised to help with tactile learning such as coins, sand, dice and
clay. This learning techniques often engages fine motor skills so it may
challenge children who struggle with this. Anything involving touch is
tactile learning. Often overlapping with kinesthetic learning, tactile
teaching techniques are more likely to engage fine motor skills. Specific
tactile techniques include the use of letter tiles. Coins, dominos, pocker
chips, sand raised line paper, textures and finger paints. Small puzzles
such as the Rubrik’s cube also involve tactile learning. Finally, modelling
materials such as clay or plasticine make for good tactile learning media.
• Kinesthetic Techniques
Kinesthetic learners learn by through motion and doing, using both
fine and gross motor skills. Though sometimes also called tactile learners,
we like to distinguish between the two because motion and touch are not
one and the same kinesthesia is the sense we use to learn sports and
physical activities from walking to golf to dance. Children with dyspraxia
typically have week kinesthetic skills. One common kinesthetic teaching
method used with dyslexics in ‘air writing’ where in students say letter out
loud while simultaneously writing it in the air, a technique dating back to
the early days of Samuel Orlon. The same exercise can be done in sand, or
with plasticine. But really anything that connects body movement to
learning is kinesthetic from jumping rope to clapping in rhythm to teach
long division math.
• Multisensory Teaching is Effective for all Students
General education and social education students can all benefit from
multisensory learning. Individual students process informations
differently, utilizing various senses in the instructional setting helps enable
optional learning for every student in the classroom. Incorporating visual,
audio, tactile, kinesthetic, taste and smell in the instructional setting assist
students in learning and retaining classroom material. In an inclusive
classroom setting, students are often divided into small learning groups
with special needs students grouped separately from general education
students. With multisensory teaching, special education and general
education can be in the same learning group for some activities.

• Tips for creating a multi-sensory classroom
Some ideas take just a little effort but can bring about big changes. The
following are few tips for creating a multi-sensory classroom.
• Use different colored paper- Instead of using plain white paper,
copy hand-outs on different color paper to make the lesson more
interesting. Use green paper one day, pink the next and yellow the
day after.
• Start with a picture or object- Usually, students are asked to
write a story and then illustrate it, write a report, and find pictures
to go with it, or draw a picture to represent a math problem.
Instead, start with the picture or object. Ask students to write a
story about a picture they found in a magazine or break the class
into small groups and give each group a different piece of fruit,
asking the group to write descriptive words or a paragraph about
the fruit.
• Use different types of media to present lessons- Incorporate
different ways of teaching, like films, slide shows, over-head
sheets, power-point presentations. Pass pictures or manipulative
around the classroom to allow students to touch and see the
information up close. Making each lesson unique and interactive
helps keep student’s interest and helps them retain the information
learned.
• Use different colors to signify different parts of the classroom-
For example, use bright colors in the main area of the classroom to
help motivate children and promote creativity. Use shades of
green, which help increase concentration and feelings of emotional
well-being, in reading areas and computer stations.
• Encourage discussion- Break the class into small groups and have
each group answer a different question about a story that was read.
Or, have each group come up with a different ending to the story.
Small groups offer each student a chance to participate in the
discussion, including students with dyslexia or other learning
disabilities who may be reluctant to raise their hand or speak up
during class.
• Create games to review material- Create a version of Trivial
Pursuit to help review facts in science or social studies. Making
reviews fun and exciting will help students remember the
information.

• Apply Aromatherapy to the classroom- Use scents in the
classroom to convey different feelings. According to the article Do
scents affect people’s moods or work performance. People who
worked in the presence of a pleasant smelling air freshener also
reported higher self-efficacy, set higher goals and were more likely
to employ efficient work strategies than participants who worked
in a no-odor condition.
• Writing homework assignments on the board- Teachers can use
different colors for each subject and notations if books will be
needed. For example, use yellow for math homework, red for
spelling and green for history, writing a “+” sign next to the
subjects students need books or other materials. The different
colors allow students to know at a glance which subjects have
homework and what books to bring home.
• Use music in the classroom- Set maths facts, spelling words or
grammar rules to music, much as we use to teach children the
alphabet. Use soothing music during reading time or when students
are required to work quietly at their desks.
• Make stories come to life- Have students create skits or puppet
shows to act out a story the class is reading. Have students work in
small groups to act out one part of the story for the class.
❖ LEARNING STYLES
There are twelve ways of learning. Although most students can learn
in some capacity using all twelve learning styles, when students’ unique
profiles or preferences are accommodated, they often experience joy in the
learning process and celebrate remarkable gains.
Below, the learning styles are defined with teaching suggestions are
made for each.
1) Visual Teaching: This method allows students to learn by seeing.
Like Seeing a diagram, Seeing an image and Seeing a movie
2) Auditory Teaching: This method allows students to learn by
listening. Like Listening to a lecture, listening to a debate and
Listening to a story.
3) Tactile Teaching: This method allows students to learn by
touching. Like Touching and manipulating an artifact, Copying or
tracing diagrams/tables and Dioramas

4) Kinesthetic Teaching: This method allows students to learn while
moving. Like Role playing scenarios or doing skills, participating
on field trips and Conducting interactive experiments.
5) Sequential Teaching: This method allows students to learn
material in a specific order or series of steps. Like Breaking down
information into a series of steps, placing events in sequence on a
timeline and Making flow charts.
6) Simultaneous Teaching: Allows students to learn “how the
information is interrelated. Like Producing summaries, Explaining
the overall meaning, Creating concept maps or webs and Looking
at a timeline to gleam the overall relationship.
7) Reflective/Logical Teaching: This method allows students to
solve problems and ponder complex issues. Like Brainstorming
solutions to problems, asking students to analyze material and
Offering reflective writing opportunities.
8) Verbal Teaching: This method allows students to learn
information by talking about it. Like Breaking students into
discussion groups, Encouraging students to verbally rehearse their
understanding of information and Asking students to think aloud.
9) Interactive Teaching: This method allows students to learn
information in the company of others. Like Organizing a group
debate, breaking into small group activities and Conducting a
question-answer session.
10) Direct Experience Teaching: Allows students to learn through
experience. Like Conducting experiments, going on field trips and
Taking part in an apprenticeship program.
11) Indirect Experience Teaching: This method allows students to
learn from the experiences of others. Like Reading a biography,
watching demonstrations and Telling about your own experiences
of learning from peers.
12) Melodic Teaching: This method allows students to learn
information. Like Allows students to see patterns or pair melodies
and rhythm, suggesting patterns/themes across course content,
bringing in a musical piece that reflects a time period and creates a
mood and Pointing out songs that address the course themes.
❖ CONCLUSION
Albert Einstein said, ‘Learning is experiencing. Everything else is just
information.’ We must use our senses while we’re teaching and learning.

We have a need to see, touch, taste, feel, and hear the things around us.
We use our senses to study the new objects so we can understand them
better. Using your child’s senses for multisensory learning just makes
sense!
Multisensory teaching is ideal for kids of any learning style.
Multisensory learning gives the best learning progress when teaching
includes activities that use your child’s strongest learning style. This is one
reason kids who are home-schooled learn at a faster rate than kids in
traditional school. They benefit from MORE multisensory learning that is
geared to their own needs. Teaching and learning in this way is an exciting
journey of discovery. It is a fast paced and creative process where learning
is fun since each small step is mastered and the learner is aware of what
they have gained. Everyone now can call them self a success. Confidence
is built through growing mastery of written language. The students can see
themselves as successful learners and this helps each individual learner
gain independence and a great “can do” attitude.
Lessons taught using multisensory teaching methods use two or more
of the teaching modes simultaneously to teach child. When teachers teach
in two or more ways, their teaching becomes more interesting to the kids.
When students can express their learning in a variety of ways, they can
choose their best skills to show what they know. This is multisensory
learning and teaching at its best! Multisensory learning provides more
ways for understanding new information, more ways to remember it and
more ways to recall it later. Dyslexic children typically have difficulty
absorbing new information, especially if it is abstract or involves
memorizing sequences or steps. Multisensory teaching techniques help
break down these barriers to learning by making the abstract more
concrete, turning lists or sequences into movements, sights and sounds.
The best part of all is the multisensory learning is more fun and works
well for every learner. It should be part of every teacher’s tool box.
❖ REFERENCES
1. Advani Lal and Anupriya Chadda (2003): You and Your Special
Child, New Delhi: UBS Publications.
2. Arya P.K. (2018): Creating an inclusive school, New Delhi-
Hyderabad, Neelkamal Publications Pvt. Ltd.
3. Alice Mathew, Sr., Learning Disabilities & Remediation, New
Delhi Hyderabad, Neelkamal Publications Pvt. Ltd.

4. American Association on Mental Deficiency (2003) as cited by
Kisker, George W, The Disorganisd Personality (International
Student Edition III), Newyork: MC Grow Hill.
5. Bandura, A. Social Learning Theory, Englewood diffs, N.J.:
Prentice Hall.
6. Conway R: Encouraging Positive Integration; in Forman.
(ed.) Inclusive in Action: Thomaosn.
7. Giangreco M.F. Quick guides to Inclusion: Ideas for Educating
Students with Disabilities, Baltimore, M.D. Brookes.
8. Manivannan, M. (2015). Perspectives in Special
Education, New Delhi-Hyderabad: Neelkamal
Publications Pvt. Ltd.
9. NCERT, Including Children with Special Needs- Primary stage,
New Delhi; Department Education of Groups with Special Needs.
10. Rehabilitation Council of India Act (2012): New Delhi, Ministry of
Social Justice and Empowerment, Government of India.
11. Stainback, S and W. Stainback.: Teching in the Inclusive
Classrooms, Curriculum Design, Adaptation and Delivery,
Baltimore, Brookes.
12. Udaya Rekha, M. (2017). Inclusive Practices, New Delhi-
Hyderabad: Neelkamal Publications Pvt. Ltd.
13. Vijayavardhini, S. (2017). Inclusive Education: Issues and
Challenges, New Delhi-Hyderabad: Neelkamal Publications Pvt.
Ltd.

DOI: 10.25215/9389476224.003
A BRIEF STUDY OF VALUE
DR. PAWAN KUMAR
Principal,
Yash College of Education, Rurkee, Rohtak
Affiliated MD University, Rohtak (Haryana)
❖ INTRODUCTION
Education is an essential human virtual. Without it, man is a
splendid slave, a reasoning savage. It is to humanize him. Man becomes
‘Man’ through education. Man is animal, both from his passion & his
reason. Education fashions and models him for society. These are
generally two aspects of human life. One is Biological and the other is
social or cultural or spiritual.
In ancient societies religion was the ruling force in every sphere of
human life. Education was primarily values oriented based on religious
dictums. Today when secularism is expected to be the basic ideology of all
progressive democratic countries the task of providing moral education
without any reference to a particular religion is a challenge for the
educators. At the same time there is the need at present for inculcation of
values because of diminishing influence of religion, absence of elders the
nuclear family and individualism resulting in an unprecedented erosion in
the values of the younger generation.
Sometime in everyone life they ask the question “what am I doing
here?” No one knows the answer, people just make guesses. Different
religions give different answers. But a person must decide for himself.
Unless a person’s life has meaning for him he won’t have peace of mind.
For life to have meaning a person must have a set of values to behaviors
and having goals, a person can find a direction for his life.
The dictionary meaning of the term value is something that was
worth utility and importance from a historical view point, a value may be
defined as a thing which is good operationally the concept of value may be
defined as “factors which affects human behavior”. Intellectually, value
may be defined as a “concept which is accepted by the sub-conscious
mind, is understood by all and perceived by the individual’. When we talk

of human values, we generally refer to factors which affect human
behavior and emotional attitude. Thus human behavior is guided by
values. The self-centered individual of today puts personal gain (in
monetary terms) as a single guiding value in his life and which can be
detrimental for the society.
❖ CONCEPT OF THE VALUE
Values are those principles or standards, which help to better the
quality of life. They form the basics of character formation and personality
development, the values that spring from within or the core of the heart,
like love, compassion, sympathy, empathy, tolerance, etc. lay the
foundation for the external practiced values like honesty, discipline,
punctuality and loyalty. The most important to remember is that “values
are priceless, while valuables are priced.” In today’s fast paced
competitive world, man seems to have compromised on his own values,
integrity and character, in a bid to earn, use and possess more and more of
material wealth. As a result, we see rampant corruption, unlawful
activities, inhuman behavior and immoral consumption, which is slowly
breaking the structure of our society, nation and the world.
Therefore, there is an urgent need to re-introduce value based
spiritual education dealing specifically with human values”, to redesign
the fabric of our educational system. A child’s mind is like soft clay and
can be moulded to any desired shape, thus this is the right time and age to
impart value education so that the right impressions formed in the child’s
mind will guide him throughout his life, such life will definitely be based
on moral and just principles, school is the common platform for all
children coming from various backgrounds. In an interactive and learning
environment of the school, where a child spends a maximum of eight
hours of waking time, the human values can be easily inculcating in him
by making him “experience” and “live” the values.
Teachers, in turn, present themselves as role models to be
emulated. The basic approach to impart value education is “love”. This is
the most vital aspect to implement value education in three ways: the
independent approach, the integrated approach, and the subtle approach.
Sahaj Marg the “natural path” is a system of practical training in
spiritually. The goal of Sahaj Marg is inner perfection, god realization or
merger with the ultimate. In Shri Ram Chandra mission, they mediate on
the heart and through meditation regulate the mind. Their present spiritual
master is Pujyashri Parthasarathi Rajagopalachari.

The Sahaj Marg research and training institute, a global wing of
Shri Ramchandra mission, has its headquarters at Chennai. “we have been
actively involved in conducting training programmes for Abhyasis of the
mission, and workshops and value education seminars for teachers and
educationists, “says Biksham, the zonal in charge, A.P. Mrs.
Neelopthpala, an Abhyasi who also runs echoes pre-primary school, adds,
“we also conduct essay writing on subjects pertaining to spirituality on all
India basis for school children, college students and women. “Mr. R.
Sethuramana, an Abhyasi, who is basically an engineer in Midhani,
Emplains, “a teacher’s manual on value based spiritual education for
classes i to x has been published by the institute.
The basic values are explained through experiments in science and
other curricular subjects and also through charts. “true, children learn
more by observation, perception, experience and intuition, rather than by
being told or taught about values. They assimilate the codes of behavior
from the direct environment at home and at school, which eventually leads
to the formation of character. Hence both parents and teachers, need to
present themselves as role models, whom the children can look upto, for
guidance. To be effective role models “self-realisation” is the key, for it
brings about an internal balance and harmony, which in turn is reflected
externally by right conduct, character and personality, to achieve such a
result we need to regulate our minds and purify our hearts by the constant
practice of meditation. So, value based spiritual education must be made
compulsory at school level, at least.
❖ NATURE OF VALUES
Axiology is a branch of philosophy which deals with the theory of
values. Therefore, axiology as a science of value has interpreted values as
the highest standard of judgment in its scope. Values are related to the
aims of lines for the achievement of these aims values become the means
infact man forms notions and these notions are called values what does the
term value mean. There is no unanimity on this point. The meaning of
values has been changing from time to time with the emergence of new
concepts and ideas but the fundamental characteristic retains its identity.
We can quote some definitions.
“Out of experience may come certain general guides to behavior? These
guides tend to give direction to life and may be called values”.
-Raths, Harmin and Simon

“Values are something that we consider good such as – love, kindness,
contentment, fun, honesty, decency, relaxation, simplicity.”
-Jules Henry
“The ethical values are the products of the spiritual growth and
development of man.”
-Swami Akhandanand
“In philosophical context values are those standards or a code for
moral behavior conditioned by one’s cultural tenets and guarded by
conscience, according to which human being is supposed to conduct
himself and shape his life pattern by integrating his beliefs, ideas and
attitudes to realize cherished ideas and aims of life”.
-Dr. Pawan Kumar Arya
“Human values are a sum total of several criteria operating various
spheres of life such as social relations, economy, politics, religion, cultural
life etc. values are derived from History, tradition, religion, culture,
education environment and aspiration of the future. They are subject to
forces calling for renewals, adoptions and change”.
-Prem Kirpal
“The world values as understood in the context of educational
philosophy refer to those desirable ideals and goals which are intrinsic in
themselves and which, when achieved or attempted to be achieved evoke a
deep sense of fulfillment to one or many or all parts of what consider to be
the highest elements of our nature”.
-Prof Kirect Joshi
“The relation of an object to a valuing subject”.
-Perry
“A person’s idea of what’s desirable, what he and others want not
necessarily what he actually wants”.
-Lindsay
Values can also be defined from a philosophical, sociological and from a
narrow and wider viewpoints.
A. PHILOSOPHICAL VIEWPOINT OF VALUE
(i) Subjective Definition
According to Brightman (1958) “Value mean whatever is actually
liked, prized, esteemed, desired approved or enjoyed by anyone, at any
time. It’s the actual experience of enjoying a desired object of activity”.
Santayana (1899) defines, “There is no value apart from appreciation of
values spring the immediate and inexplicable reactions of vital impulse
and from the immediate and inexplicable reactions of vital impulse and
from the irrational part of our nature.”

(ii) Objective Definition
Joad (1942) defines, “Values seem to reside in the object just as
truly as do color, smell, temperature, size and shape”. Tunder (1962)
defines it an “objects which are regarded favorably or unfavorably.”
(iii) Rational Definition
Sanyal (1962) defines, “Values is party feeling and partly reason.
The feeling part is hedonic or material in character; it’s not efficient or
dynamic. The reason part is regulative both formally and finally varying in
degrees of formality and finality. A value is therefore, the meeting ground
of the regulative principle and part of the constitutive principle”.
Murphy and Newcomb (1937) defines “A value is simply the
maintenance of a set toward the attainment of a goal.” To Geiger (1952)
“Value is the outcome of human choices among completing human
interest.
B. SOCIOLOGICAL VIEWPOINT OF VALUE
According to Kheekhon (1951) “Value is the relationship between
the subject and object. It’s a source of motivation and influences behavior.
It is personal as well as social and as well as implied value is a conception
explicit or implicit, distinctive of an individual or characteristics of a
group of the desirable which influences the selection from available means
and ends of action”.
Thus, value is a concept of the desirable ends, goals or modes of
action which make human behavior selects.
C. NARROW AND WIDER VIEW OF VALUE
Values have narrow and wider connotation in the context of
education. In the narrow sense, educational values are conterminous with
educational aim. In the wider sense value influence every aspect of
educational process, technique policy and procedure. Apart from
instructions aims, teaching methods motivation for learning the selection
of curriculum the use of text books the type of discipline administration
and supervisions are also the question of values.
There are always some values which arouse, sustain and perpetuate
interest in learning particular things or facts, wherever a student shows
interest in his assignment. If the teacher is interested in his work, it means
he values it. Values determine what we should do and how we should do.
❖ CHARACTERISTICS OF VALUE
More specifically value is said to be an enduring belief that a
specific mode of conduct or end state of existence is personally or socially

preferable to an opposite or converse mode of conduct or end-state of
existence. The basic characteristics of value can be stated as follows:
(i) A value is enduring
A value has both changing and permanent characters. If values
were completely stable, individual and social change would be impossible
and if values were completely unstable, continuity of human personality
and society would be impossible. Any conception of human values, if it is
to be fruitful, must be able to account for the enduring character of values
as well as for their changing character.
(ii) A value is belief
According to Rockeach (1968), there are three types of beliefs,
descriptive or existential belief, those capable of being true or false;
evaluative belief, where in the object of belief is judged to be good or bad;
and prescriptive or proscriptive beliefs, where in some means or end of
action is judged to be desirable or undesirable. A value is a belief of the
third kind- a prescriptive or proscriptive belief.
As said by Allport (1961) “A value is a belief upon which a man acts by
preference”. Further, like all beliefs, values have cognitive, affective and
behavioral components:
• A value is cognition about the desirable equivalent to what Charles
Morris (1956) has called a “conceived value” and to what
Klukhohn (1951) has called a “conception of the desirable” to say
that a person have a value is to say that cognitively”, he knows the
correct way to behave or the correct end-state to strive for.
• A value is affective in the sense that he can feel emotional about it,
be effectively. For or against it, approve to those who exhibit
positive instances and disapprove of those who exhibit negative
instances of it.
• A value has a behavioral component in the sense that is an
intervening variable that leads to action when activated.
❖ A VALUE REFERS TO A MODE OF CONDUCT OF
CONDUCT OR END-STATE OF EXISTENCE
When we say that a person has a value, we may have in mind
either his beliefs concerning desirable modes of conduct or desirable end-
state of existence. These two kinds of values are: Instrumental values
which deals with moral values and competence values; Terminal values,
which deals with personal and social values.

❖ A VALUE IS PREFERENCE AS WELL AS A
CONCEPTION OF THE PREFERABLE
A value, as Kluckhohn (1951) defines it, is a “conception of the
desirable and not something initially desired”. This view of the nature of
values suffers from defect that is extremely difficult to define desirable.
We are not better off and no further a long talking about conception of the
desirable than talking about value. More important, however is that, a
conception of the desirable which influences the selection from available
modes, means and ends of action turns out upon closer analysis to
represent a definable preference for something else.
❖ TYPES OF VALUES
• Moral Values - Moral values refer to the standard of living and
life as human beings which give direction to our behavior. They
are integral part of human behavior and of education, companion,
courage, integrity, loyalty, peace, purity, self-discipline, self-
resistant; truthfulness, universal love etc. are all examples of moral
values.
• Spiritual Values - Spiritual values refer to mans highest
experience and good of life. They may be faith in God, self-
control, devotion, mental peace, brotherhood or mankind, search
for truth etc.
• Global Values - Global values consist of all those values pertinent
and significant for global peace and order, solidarity, freedom and
justice for all, complete disarmament, abolition of all forms of
slavery, torture and capital punishment etc. can be numerated
under this sub-heading.
• Social Values - Social values refer to the social aspect of mans
living. Tolerance, co-operation, courtesy, kindness, honesty, self-
reliance, reverence for old age, team spirit, social service, simple
living etc. are all examples of social values in a society.
• Theoretical Values - The dominant interest of the theoretical man
is the discovery of truth. In the pursuit of this goal he
characteristically takes a “cognitive” attitude, one that divests itself
of judgments regarding the beauty and utility of objects, and seeks,
only to observe and to reason. Since the interests of the theoretical
man are empirical, critical and rational he is necessarily an
intellectualist, frequently a scientist or philosopher, his chief aim in
life is to order and systematize his knowledge.

• Economic Values - “The economic man is characteristically
interested in what is useful. Based originally upon the satisfaction
of bodily needs (self-preservation), the interest in utilities develops
to embrace the practical affairs of the business world—the
production, marketing, and consumption of goods, the elaboration
“Practical” and conforms well to the prevailing stereotype of the
average American businessman.
• Aesthetic Values - “The aesthetic man sees his highest value in
form and harmony. Each single experience is judged from the
standpoint of grace, symmetry, or fitness. He regards life as a
procession of events; each single impression is enjoyed for its own
sake. He need not be a creative artist, nor need he be effect, he is
aesthetic if he but finds his chief interest in the artistic episodes of
life.”
• Political Values - “The political man is interested primarily in
Power. His activities are not necessarily within the narrow field of
politics, but whatever his vocation, he betrays as a Machtmensch.
Leaders in any field generally have high power value.”
• Religious Values - “The highest values of religious man may be
called unity. He is mystical and seeks to comprehend the cosmos
as a whole, to relate himself to its embracing totality. Spranger
defined the religious man as a one “whose mental structure is
permanently directed to the creation of the highest and absolutely
satisfying value experience.” Some one of this type are “immanent
mystics,” that is, then find their religious exoeruence in the
affirmation of life and in active participation therein.”
• Cultural Values - Cultural values refer to the habits, attitudes,
traditions, arts, knowledge, and customs of a group. These cultural
values are transmitted from one generation to the younger
generation. Examples are spirit of enquiry, creativity, aesthetic
sense, awareness of cultural heritage, preservation of objects of
cultural heritage etc.
• Essential values – These involve the basic nature of man himself.
• Personal values – What is profitable and good for the individual.
• Institutional values – Which include the political values, the
moral values, the moral values and establishment values.
Parker’s classification
Parker has classified values according to interest. He has classified as
under -

1. Aesthetic Values
2. Affective Values
3. Biological Values
4. Economics Values
5. Intellectual Values
6. Moral Values
7. Religious Values
8. Social Values
❖ VALUES HAVE THREE DIMENSIONS
1. The thing of the object which a man has likes, preferred and
enjoyed that value in itself.
2. The measure on which one makes selection is also called value. If
it is Social, then the values may be called social value.
3. The objective, which a man ideas have before him for his
achievement is also termed as value. Thus values give meaning
and strength to a person’s character by occupying a central place in
his life.
❖ APPROACHES OF VALUES
There are different approaches for inculcating values in others, which
are briefly explained below: -
(a) Direct and indirect approaches
Direct approach teaching values directly to other. Here efforts are
made cautiously to teach different values to others. The approach may
work for some time but many a time it has its disadvantages. There may
be reaction of the learners and sometimes they may give opposite
opinions. Indirect approach of teaching the different values is more
convenient and effective. Here, teaching is done unconsciously. There
learners read books ad is able to catch up values of life here and there. In
day to day life situations. He learns values incidentally.
(b) Formal and informal approaches
When the learners are taught about difficult values by using formal ways,
it may not have greater effect. Here, materials from books are taught
within the motive of teaching certain values. Television is shown by using
formal situations in order to
inculcate different values. On the other hand, the learner or the receiver or
values is unaware of everything. He reads some material from the books
and is able to pick up values of life incidentally.

(c) Curricular and co-curricular approaches
According to curricular approach, separate syllabus is prescribed is done
to finish the syllabus. In the text-books, the different values may be
integrated in different chapters. Thus, the students have curricular
programmed which helps them to learn different values.
❖ REFERENCES
1. Arya, P.K. (2010). “A study of emotional maturity of high
school students in relation to their academic stress,
Unpublished Dissertation of M.Ed. KUK University.
2. Evangelia, F. (2019). Vales in Teaching and Teaching Values: A
review of theory and research, including the case of Greece.
Mediterranean Journal Educational Studies, Vol, 93, (1), pp. 109-
113.
3. Gupta, M.S. (2011). Personal and Professional Values of Effective
Teachers, students perception. Journal of values education. Vol.4.
4. Jacks, L. (2015). Education Through Recreation. New York:
Harper and Brothers.
5. Kaur, S. (2017). A study of teacher effectiveness in relation to
values dimensions among secondary school teacher Education.
New Horizons, 6(15).
6. Sharma and Yadav (2012). A study of values in relation to age,
gender and economic level of respondent. Asian journal of
Psychology and Education Vol.47, No.1-2.
7. Venkataiah, N. (2019). Values Education. New Delhi: published
by S.B. Nangia for A.P.H. Corporation 5, Ansari Road Daryaganj.
8. Yunus, S. & S. Sinha, M. (2010). Values and personality
disposition of university teachers. New Delhi: Classical Publishing
Company.

DOI: 10.25215/9389476224.004
THE EFFECTS OF CELLULAR INDUSTRIES ON
ENVIRONMENT
SHAIKH TASLEEM AHMAD
Assistant Professor
Department of Commerce
Govt. Naveen College Pali,
Dist. Korba (Chhattisgarh)
❖ ABSTRACT:
This paper is about to the impacts of cellular Industries on
environment. Environmental issues are one of the most debatable topics
of present era. Human life is not much easy as earlier, due to
environmental changes, global warming, and many more Environment
related hazards. In this research paper we are trying to unfold the
impact of cellular industries on the environment. The word cellular
industries include production of Cell phones and Cellular service
provider companies. As the cell phones have become one of the essential
gadgets of our life, on the other hand the rays of cellular phones are
very harmful for human as well as other animals also (according to the
various research conducted in last few years). The environment is an
essential requirement for the survival of human being, while cellular
services are also a basic requirement for an easy and comfortable
lifestyle. Here we will try to understand that, what are the interrelations
between these two most essential requirements?
Keywords: Cell phone, hazards, Environment, health and sustainable.
❖ INTRODUCTION:
Cell phones are globally popular due to their convenience. Cell phones
solve problems such as interacting with the people, transfer of data
through offering new channels of communication by using a device small
enough to fit into one hand. On the other hand, Cell phones may be
harmful to the environment and health, and waste disposal issues may be
associated with its discharge of radiation. Concerns have been raised
recently about the sustainability of mobile phones and its effects on

people’s health and the environment. The present study discusses the
adverse effects associated in using Cell phones, and addresses sustainable
perspectives to overcome the same.
❖ OBJECTIVES OF THE STUDY:
This paper is descriptive in nature, through this paper we will try to
understand and describe the interrelation between cellular industries and
Environment and also the positive and negative impacts of Cellular
industries on Environment.
❖ SOURCES OF DATA:
The information and data presented in this paper were gathered from
various sources of secondary data only. The sources used in this paper are
online databases like Pro Quest, Emerald, and ScienceDirect. The online
search database provided secondary data such as journals and extracts
from newspapers, books and magazines. Some of the information and data
were obtained from the internet search engines like Google, Microsoft
Edge, and Mozilla etc.
❖ LIMITATIONS OF THE STUDY:
This study is related to the interrelation of cellular industries
and Environment, the other industries relations are not covered here. We
will focus the impact of mobile towers, magnetic rays, E- waste of Cell
phones, and huge number of cell phones production and their uses; on the
Environment.
❖ ENVIRONMENTAL ISSUES AND CELL PHONE
INDUSTRY:
Cell telephones are fabricated with heavy metals which include
cadmium, lead, lithium, mercury and brominated flame retardants, which
might be used with inside the elements of revealed circuit board (PCB),
liquid crystal display (LCD), keypad, plastic casing, batteries and
chargers. These materials motive excessive environmental collision
because of their degrees of toxicity.

Replacing the handsets each 12 months, as new fashions emerge as to
be had each 12 months, creates a needless carbon footprint and unsafe
waste. Robinson (2009) said that wrong disposal of waste cellular
telephones brought on full-size fitness outcomes and environmental
degradation with inside the growing world. Mobile recycled wastes caused
infection of the soil, water, fish, and wildlife. For example, the leakage of
cadmium with inside the battery from an single cell phone may want to
contaminate 600,000 liters of water. Deloitte (2010) diagnosed the
absence of right recycles and reuses software inflicting greater than 7,000
heaps of poisonous cell phone components(i.e. greater than eighty
percentage unsafe) to be dumped in landfills via way of means of 2012.
The ensuing infection will depart far-attaining effects to be confronted via
way of means of the surroundings and all of the dwelling styles of the
earth. Tóth et al. (2012) tested how cellular phones are used to accumulate
environmental and fitness records for utilization. Unused elements of the
cell phone are disposed with inside the surroundings affecting all of the
factors of the surroundings, i.e. fertility or geological shape of the land,
human fitness, wildlife, sea and plant life (Bharodiya&Kayasth, 2012).
Semiprecious metals like copper is extracted whilst cellular telephones are
recycled casually, main to the release of toxicants into groundwater
beneath and the air above (Lim &Schoenung, 2010). Lakshmi and Nagan
(2010) said that lead, a probable carcinogen can acquire with inside the
surroundings ensuing in acute and persistent outcomes on
microorganisms, plants, animals and humans, and the authors additionally
stated whilst mercury makes its manner into water it's miles converted into
methylated mercury and finally ends up in meals inflicting mind harm.
Lithium has an excessive diploma of chemical pastime which via way of
means of itself can pollute the water whilst uncovered (Clean Up Mobile

Phones, 2007). Thus, those materials may also motive primary disaster
with inside the environmental via way of means of seeping from the
decaying waste in landfills into floor water, contaminating the soil and
finally getting into the meals chain.
❖ HEALTH RELATED CHALLENGES:
In regards to human fitness, the fitness risks are related to excessive-
poisonous materials launched from the cellular telephones. Cocosila
(2007) investigated the outcomes of perceived fitness dangers because of
using 3G cellular telephones. Barnett et al. (2007) assessed the attention of
a precautionary recommendation contained in the Department of Health
(DoH) leaflet approximately cellular cell phone fitness dangers, and public
responses to it. Lakshmi and Nagan (2010) said that cadmium may also
motive lung and prostate most cancers, and is poisonous to the
gastrointestinal tract, the kidneys, and the respiratory, cardiovascular and
hormonal systems. Lead reasons harm to the relevant and peripheral
anxious systems, blood systems, and kidneys. Brominated flame retardants
may also growth the most cancers threat of digestive and lymph systems.
Thomée et al. (2011) discovered that growth with inside the frequency of
cellular phone utilization become related to sleep disturbances and signs of
despair for males and females at 1-12 months follow-up. Kleef et al.
(2010) studied the fitness issues related to recognition of cellular phone
technology.
Scientific evidence is to be had to provide an explanation for that the
radiations produced-via way of means of cellular telephones motive
excessive fitness damage via way of means of affecting the mind of the
human being (Uddin & Ferdous, 2010). Aghav (2014) notified that past

any doubt the electromagnetic fields are dangerous and its negative
outcomes on a human frame depend on the depth of the cell phone
frequency. Davis (2010) referred to that the European Union backed
REFLEX assignment have discovered full-size proof of DNA harm from
indicators from current 3G telephones, and additionally discovered that cut
up samples of human sperm studied in six exceptional countrywide
laboratories imply poorer morphology, motility, and extended pathology
in smart phone uncovered samples. Acharya et al. (2013) located that
many college students suffered from common headaches, neck pains, limb
pains, again aches, and had symptoms and symptoms of redness of their
eyes and signs of ringing sensation with inside the ears or tinnitus of their
ears because of non-stop cellular utilization on a few days. Certain
neurological signs arise because of the common use of cellular telephones,
which include despair, sadness, irritability and headaches, anxiety, lack of
reminiscence and shortage of sleep. Mobile phone’s electromagnetic
radiations and taking note of loud track will motive listening to defects.
Besides, Davis (2013) has referred to in his web site that the publicity to
radiation from cellular phones might also play a important function with
inside the developing spate of significant issues which include interest and
listening to deficits, autism, behavioral changes, insomnia, tinnitus,
Parkinson’s sickness, Alzheimer’s sickness and a huge array of anxious
device disturbances.

Smart phones are particularly insidious for a few reasons. With a
two-year average life cycle, they’re more or less disposable. The problem
is that building a new smart phone–and specifically, mining the rare
materials inside them–represents 85% to 95% of the device’s total CO2
emissions for two years. That means buying one new phone takes as much
energy as recharging and operating a smart phone for an entire decade.
Yet even as people are now buying phones less often, consumer
electronics companies are attempting to make up for lost profits by selling
bigger, fancier phones. The researchers found that smart phones with
larger screens have a measurably worse carbon footprint than their smaller
ancestors. Apple has publicly disclosed that building an iPhone 7 Plus
creates roughly 10% more CO2 than the iPhone 6s, but an iPhone 7
standard creates roughly 10% less than a 6s. So according to Apple, the
trend is getting better, but the bigger phones companies like Apple sell
seem to offset some gains. Another independent study concluded that the
iPhone 6s created 57% more CO2 than the iPhone 4s. And despite the
recycling programs run by Apple and others, “based on our research and
other sources, currently less than 1% of smart phones are being recycled,”
LotfiBelkhir, the study’s lead author, tells me.
In any case, keeping a smart phone for even three years instead
of two can make a considerable impact to your own carbon footprint,
simply because no one has to mine the rare materials for a phone you
already own. It’s a humbling environmental takeaway, especially if you
own Samsung or Apple stock. Much like buying a used gasoline-fueled
car is actually better for the environment than purchasing a new Prius or
Tesla, keeping your old phone is greener than upgrading to any new
one.

Smart phones represent a fast-growing segment of ICT, but the
overall largest culprit with regards to CO2 emissions belongs to servers
and data centers themselves, which will represent 45% of ICT emissions
by 2020. That’s because every Google search, every Face book refresh,
and every dumb Tweet we post requires a computer somewhere to
calculate it all in the cloud. (The numbers could soon be even worse,
depending on how popular crypto currencies get.) Here, the smart phone
strikes again. The researchers point out that mobile apps actually
reinforce our need for these 24/7 servers in a self-perpetuating energy-
hogging cycle. More phones require more servers. And with all this
wireless information in the cloud, of course we’re going to buy more
phones capable of running even better apps.
❖ THE CARBON FOOTPRINT OF CELL PHONES:
All objects and activities have a carbon footprint, and your mobile
phone is no different. While it does require energy to keep your phone
charged and to make calls, send messages and watch videos, most of the
energy that a mobile phone requires is for its production, not its everyday
use. Making a smart phone, accounts for 85 to 95 percent of its annual
carbon footprint due to the energy-intensive mining and manufacturing
that is required to transform over 20 elements into a handheld electronic
device. Smart phones and data centers are damaging to the environment
and will have the biggest carbon footprint in the tech industry by 2040,
researchers have found. Scientists came to this conclusion after calculating
the carbon footprint of devices such as mobiles, laptops, tablets and
desktops – as well as data centers and communication networks
collectively known as information and communications technology
(ICT).The team from McMaster University in Canada found smart phones
to be the most damaging of all devices in the industry, with the bulk of
their emissions coming from the production chain. According to the
researchers, smart phone components that require the most amount of
energy to produce are the chip and the motherboard – as they are made up
of precious metals mined at a high cost. While these phones consume little
energy to operate, 85% of their emissions impact comes from production,
the researchers said.
❖ CONCLUSION:
According to the above description, it is very clear that the green and
clean Environment is one of the most important requirements for human
being, while the uses and production of cellular phones has also an

eminent roll in common men life. It is also a well known fact that there are
many harmfull effects of the cellular services and its production on
Environment, and they both can’t be under estimated. We should make
sure the optimal uses of cell phones and cellular services also, by taking
preventive steps to minimize the adverse effects, some suggestions are
here; Firstly, phones that are refurbished and are on-sold to be used again
get more life out of the device and the energy used to create it. This
reduces the demand for new handsets to be manufactured; it means less
phones need to be produced.
Secondly, phones that are recycled are broken down into parts
which can be reused in new devices. This reduces the mining needed to
extract these materials from the earth and the energy associated with
transporting and manufacturing them.
❖ REFERENCES:
Books-
• The Business of Sustainability- Chris Laszlo, Karen
Christensen, Fogel · 2010
• Towers, Turbines and Transmission Lines: Impacts On Property
Sandy Bond, Sally Sims, Peter Dent · 2013
The Telecom Revolution in India
Websites –
• Wikipedia.com
Scribd.com
Shodhganga @ Inflibnet
Slideshare.com
BSNLmobile.com
Airtelindia.com
• Newspapers -
DNA Bhaskar,
Nava Bharat Chronical,
Hindustan Times,
Hitwad.

DOI: 10.25215/9389476224.005
ROLE OF GOVERNMENT IN DEVELOPMENT OF PERSONS
WITH DISABILITIES AS WEAKER SECTION GROUP
PRIYA BALARI
Junior Research Fellow,
Department of education
Dibrugarh university, Dibrugarh (Assam)
❖ ABSTRACT
Development is a process which includes not only growth, progress,
change but it also includes overall development of an individual such as
physical, mental, social, emotional and cultural components. The term
weaker section includethose section of people who are socially,
economically, politically, educationally backward than the other section
of society. The socio economic status of weaker section of people is very
low. This weaker section of people includes persons with Disabilities,
schedule caste, schedule tribes, minorities and women etc. There is an
imbalance between the people who are advanced socially, economically,
educationally and weaker section. Weaker section people are also called
socially excluded group.
Persons with disabilities are the most vulnerable group of weaker
sections. Persons with disabilities are always deprived from their rights
and opportunities. They are economically backward, socially deprived
and educationally neglected section of Indian population. Census 2011
has revealed that 2.21% of the total population of India has been
suffering from one or other forms of disability. After India’s
achievement of independence several attempt has been made for the
development of persons with disabilities and to reduce the gap between
the strong and weaker section of people. Therefore in the present study
an attempt has been made to explore and examine the various Govt.
schemes and policies for the development of persons with disability.
Keywords: Development, Weaker section, Persons with Disability

❖ INTRODUCTION:
Development is a process by which the well-being and quality of life
of an individual is improved. It is a process which includes not only
growth, progress, change but it also includes overall development of an
individual such as physical, mental, social, economic and cultural
component. For the development of a country like India there is needed to
improve the quality of life of each and every individual including the
weaker section people. Weaker section implies those backward sections of
people who are socially, economically, politically and educationally
backward than the other sections of society. Weaker section people also
called socially excluded group, they are always deprived from equal rights
and opportunities. Social inequality is the main cause which has given
birth of weaker section of society. They not only face socio economic
discrimination but they also politically and educationally deprived. The
vulnerable groups that face discrimination include -Women, Schedule
Caste (SC), Schedule Tribes (ST), Persons with Disabilities (PWD), Poor
Migrants, and Minorities, etc. There is an imbalance between the people
who are advanced socially, economically, educationally, and weaker
section.
❖ PERSONS WITH DISABILITIES (PWD) AS WEAKER
SECTION GROUP:
A disability is any condition of the body or mind which creates
difficulties for a person to do certain activities and to adjust with the world
around him. There are many types of disabilities which affect a person’s
vision, movement, hearing, thinking, mental health etc. Persons with
disabilities are those people who are unable to equally participate in
society with others due to their physical, mental, intellectual or sensory
impairments. According to the census report 2011, in India out of the 121
Cr population, 2.68 Cr persons are disabled which is 2.21% of the total
population. Among the disabled population 56% (1.5 Cr) are males and
44% (1.18 Cr) are females. According to Persons with Disabilities (PWD)
act 1995, “disability” means:
(i) Blindness (ii) Low vision (iii) Leprosy-cured (iv) Hearing impairment
(v) Locomotors disability (vi) Mental retardation (vii) Mental illness
Persons with disabilities are one of the vulnerable groups of weaker
section. They constitute a major part of weaker section. Persons with
disabilities always deprived from equal rights and opportunities. Persons
with disabilities face a lot of problem in their everyday life due to
physical, social and attitudinal barriers present in the society. They are

economically backward, socially deprived and educationally neglected
section of Indian population.
❖ SIGNIFICANCE OF THE STUDY:
Education is the powerful instrument of social change and
development. It has been a big issue of concern for the education of
persons with disabilities in India. Education for all is one of the important
concepts which eliminate disparities and ensure equal access to all levels
of education for all groups of weaker section including persons with
disabilities. Education is the birth right of every individual which can only
be realized with the full inclusion of all people who are in a way of
disabled. Much of the conceptual work has already been done in recent
studies. Furthermore there is need to know the govt. initiatives for the
persons with disabilities in the field of education. Therefore there is the
significance of study and discussion about various plans and policies of
govt. of India for the development of persons with disabilities. This paper
is result of discussion about the role of Government for the educational
development of persons with disabilities regardless of any kind of barriers
and providing quality education to all persons having one or more
disabilities.
❖ PURPOSE OF THE STUDY:
The main purpose of the study is to explore and examine the various
Government schemes and policies for the educational development of
persons with disabilities in India.
❖ METHODOLOGY:
The goal of this paper is to explore and examined the various plans
and policies formulated by Govt. of India for the development of persons
with disabilities in the field of education. Therefore to achieve this
secondary data is collected as it is a conceptual paper. Here, the
investigator has collected the data from various journal, books, internet
sites etc.
❖ ROLE OF GOVERNMENT OF INDIA FOR THE
EDUCATIONAL DEVELOPMENT OF PERSONS WITH
DISABILITIES:
Efforts to educate children with special needs began soon after
independence when the then Ministry of Education established a special
unit to deal with education of special children in 1947. The Ministry of

Oppo paper and editor book .pdf hariharan23900

Oppo paper and editor book .pdf hariharan23900

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