its helps for B.Ed students, Teacher Educators.

1. PSYCHOLOGY OF LEARNING AND HUMAN
DEVELOPMENT
NANGAIYARKARASI .S

2. Meaning of Psychology:
• Psyche = soul, mind.
• Logos = word, science, study, discourse.
• Psychology as the science of soul.
• Psychology as the science of mind.
• Psychology as the science of consciousness.
• Psychology as the science of behaviour.

3. Definition of Psychology:
W. B. Kolesnik:
“Psychology is the science of human
behaviour.”
C.V. Good defines :
“Psychology is the study of adjustments of
organism, especially the human organism to
changing environment.”

4. Major Branches of psychology
Abnormal psychology deals with the
deviations of the human adult from the normal.
Clinical psychology is the study of the
behavior of a particular individual client or
patient. Its evaluates his personality and the
factor , which are most important to the
harmonious integration of the personality.

5. Major Branches of psychology
• Comparative psychology explores the differences and
similarities in the behaviour of animals of different species.
Psychologists in this field make systematic studies of the
abilities, needs, and activities of various animal species as
compared with human beings.
• Developmental psychology studies the emotional, intellectual,
and social changes that occur across the life span of human
beings. Many developmental psychologists specialize in the
study of children or adolescents.
By P. Muthupandi.

6. Major Branches of psychology
• Educational psychology attempt to apply the
knowledge of psychology to the field of
education and is also called psychology of
teaching and learning.
• Industrial psychology is concerned with people
at work..
• Social psychology studies the social behaviour
of individuals and groups.

7. EDUCATION: has its Latin root:
• “educere” = to lead out,
to draw out
– the innate capacities in man.
• “educare” = to bring up,
to raise.
– from one level to another.
• “educatum” = the act of teaching/training.

8. Definitions of Education:
• Swami Vivekananda defines: “Education is the
manifestation of perfection already present in man.”
• Mahatma Gandhi defines: “By Education, I mean, an
alround drawing out of the best in the child and man –
body, mind and spirit.”
• John Dewey defines: “Education is life, life is education”.
• According to Pestalozzi, “Education is a natural,
harmonious, progressive development of man’s innate
powers.’

9. SCOPE
OF
EDUCATIONAL PSYCHOLOGY
• a practical science.
• any and every situation in which psychology becomes
applicable to education.
• The subject matter of educational Psychology
revolves round three areas:
(i) The Learner
(ii) The learning process
(iii) The learning situation

10. Scope of Educational Psychology:
A committee set up by the Department of
Educational Psychology in the American
Scientific Council has given the following
areas covered by Educational Psychology:
1. Human Growth and Development:
2. Learning:
3. Personality and Adjustment:
4. Measurement and Evaluation:
5. Techniques and Methods of study:

11. By P. Muthupandi.
Utility / Usefulness of Edu. Psychology:
The utility of Eudcational Psychology could be seen
in the following areas:
1. Child-centered education:
2. Change in the methods of teaching:
3. Curriculum :
4. Time-Table:
5. Co-curricular activities:
6. Discipline :

12. Utility / Usefulness of Edu. Psychology:
7. Personal relations(group dynamics)
8. Research:
9. Study of educational problems:
10. Measurement and evaluation:
11. Emphases individual differences:
12. Achieving educational objectives:

13. Chapter 1
Sigmund Freud and the School of
Psychoanalysis
• …most of what fills an individual’s mind
is unconscious and consists of
conflicting impulses, urges, and wishes
• People’s behavior is aimed at satisfying
these impulses – even though some may
be socially inappropriate or
unacceptable
• People often fool themselves about the
real motives for their behavior.

14. Main Assumptions – behaviourism
• Psychology as the behaviourist sees it is an
objective natural science.
• Psychology’s goal should be the prediction
and control of behaviour.
• It should study only those behaviours that can
be observed and measured.
• Psychology becomes the science of behaviour
rather than the science of minds or mental
life.

15. • There is no distinction between human and non-human
behaviour.
• This being the case, rats, pigeons, cats and dogs can
replace humans as experimental subjects.
• environmental factors
• focus on learning.
• reduced to simple Stimulus – Response reactions.

16. Transpersonal psychology
• Transpersonal psychology Is concerned with the
study of humanity’s highest potential, and with
the recognition, understanding, and realization of
unitized, spiritual, and transcendent states of
consciousness.

17. What is Humanistic Psychology
• Study of Psychology that focuses on the study of the whole
person.
• Look at behavior not only through eyes of observer, but
through eyes of person.
• Study the meanings, understandings, and experiences
involved in growing, teaching, and learning
• Study how people are influenced by their self-perceptions and
the personal meanings attached to their experiences.
• Focus on peoples responses to internal needs in shaping
behavior.
Humanism

18. Growth: generally
refers to changes in
size

19. Development:
occurs through
maturation of
physical &
mental capacities
& learning

20. Maturation
• Maturation is the process of learning to cope
and react in an emotionally appropriate way.
• part of growth and development.
• prepares them for the next stage

21. Development
The study of how people grow, mature, and change
over the life span
Two Major Ways to Conduct Research
Cross-sectional Studies
People of different ages are tested and
compared
Longitudinal Studies
The same people are tested at different times to
track changes related to age

22. Developmental stages
• Prenatal stage
 Germinal Period
 Embryonic Stage
 Fetal Stage

23. Developmental stages
• Postnatal stage
Infancy 0-2 years
Childhood 3- 11 years
Pre-adolescence 11 – 13 years
Adolescence 14 – 17 years
Adulthood 20 – 40 years
Middle- age 40 – 60 years
Old-age from 60 years onwards

24. Nature vs. Nurture
• Nature is that which is inherited / genetic and
its refers to an individual's innate qualities
(nativism).
• Nurture which refers to all environmental
influences after conception, i.e. personal
experiences (i.e. empiricism or behaviorism)

25. • His theory is a basis for broad or complex discussion
and analysis of personality and behavior, and also
for understanding and facilitating development – of
self and others.
• Each stage involves a “psychosocial crisis” of two
opposing emotional forces
INTRO TO THE 8 PSYCHOSOCIAL
STAGES OF DEVELOPMENT

26. • 2 DISPOSITIONS:
*SYNTONIC – POSITIVE
*DYSTONIC – NEGATIVE
• If both dispositions are not managed well, we may
develop MALADAPTATION & MALIGNANCY
• VIRTUES are being carried if a stage is managed well
INTRO TO THE 8 PSYCHOSOCIAL
STAGES OF DEVELOPMENT

27. Psychosexual Theory of
Development
ORAL STAGE (First year)
Related to later mistrust and rejection issues
ANAL STAGE (Ages 2-4)
Related to later personal power issues
PHALLIC STAGE (Ages 4-6)
Related to later sexual attitudes
LATENCY STAGE (Ages 5-11)
A time of socialization
GENITAL STAGE (Ages 12-60)
Sexual energies are invested in life

28. Piaget-Cognitive Development
• Stage 1 – Sensorimotor
Stage (Birth-2)
– Infant tries to
coordinate senses with
motor skills
– Develops symbolic
thought (mental
images)
– Object permanence –
around 9 months,
mastered 18 months

29. • Stage 2 – Preoperational Stage (2-
7 yrs)
– conservation
– Centration
– Irreversibility
– Egocentrism
– Animisim

30. • Stage 3 – Concrete Operational Stage (7-11
years)
– Child attains conservation, ability to reverse, they
are able to decentrate, experience less
egocentrism, less artificialism, less animism, less
literalism

31. • Stage 4 – Formal
Operational Stage
(11 years and up)
– Child now achieves
abstract,
hypothetical thought

32. Kohlberg’s Stages of Moral Reasoning
• Level 1 – Pre conventional Stage – child’s
moral reasoning is based on external authority
– Stage 1 – Punishment orientation – based on
being or not being punished (ages 1 to 5)
– Stage 2 – Naïve Reward Orientation – based on
receiving or not receiving a reward (age 5 to 10)

33. • Level 2 – Conventional Level – child sees rules
as necessary for maintaining order.
– Stage 3 – Good boy/good girl-seeks approval and
avoids disapproval from others (8 to 12 years old)
– Stage 4 – Authority Orientation – morals based on
society’s rules which should be obeyed. Rules are
very rigid (around 10 to 14 years old)

34. • Level 3 – Post conventional Level – working
within one’s own personal code of ethics
– Stage 5 – Social Contract Orientation – Morals
based on society’s rules, however rules are now
questioned and seen as fallible (early
adolescence)
– Stage 6 – Individual Principles and Conscience
Orientation – Morals based on justice, where the
person does what they believe is right
(adolescence)

35. ADOLESCENCE
Characteristics
• Physical changes
• Self – consciousness
• Sex- urge
• Independence
• Peer- group relationship
• Idealism Vs realism
• Aspiring for leadership
• Need of self-support
problems
• Identity Crisis
• Generation Gap
• Negative and Non –
Conformist Attitude
• Domination of sexual Urge
• Hesitation and confusion
• Emotional Swings
• Aspiring for Autonomy
• Peer group Dominance

36. Unit 3 Personality Meaning
Latin word ‘Persona’ – facial mask
“totality of what a person is “ (physical, psychological as well as
a variety of acquired habitual traits)
Stagnar & Korwaski (1952)
 Personality as a stimulus
 Personality as a response
 Personality as an intervening variable(integrative approach /
adjustment )

37. Definitions
Allport (1948)
Personality is a dynamic within the individual of those
psycho-physical systems that determine his unique
adjustment to his environment.
Cattell (1970)
personality is that which permits a prediction of what
a person will do in a given situation.

38. Personality factors
Biological
Physique
Chemique
Nervous system
Sociological
Home
School
Language
Culture
Psychological
Intelligence
Motivation
Emotion
Attitude
Interest
sentiment

39. INTEGRATED PERSONALITY
Allport
Self extension
Self objectification
Skinner
Harmonious development of thoughts,
feelings, intention to activity, affection,
sympathy
Confidence in one’s abilities as well as
awareness of one’s weakness

40. Maladjustment
• Physical conditions
• Psychological factors
• Broken home
• Attitude of parents
• Social conditions
• School environment

41. frustration
• “frustration means emotional tension resulting
from the blocking of a desire or need”
• Good
Conflict
Conflicts means a painful emotional state which
results from a tension between opposed and
contradictory wishes
Douglas and Holland
Approach- Approach conflicts
Avoidance – Avoidance conflict
Approach – Avoidance conflict

42. Adjustment Mechanisms
• As any habitual process or method of overcoming
blocks or barriers, in reaching goal or substituting
new goal satisfying needs, motives and desires,
thus relieving frustration, reducing tension and
maintaining equilibrium or balance
Group dynamics
• Is a field of inquiry dedicated to advancing
knowledge about the nature of the groups , the
laws of their development and their interrelations
with individuals , other groups and larger
institutions.

43. Class room climate

44. Unit - 4 Assessment
Assessment is the systematic collection, review,
and use of information about educational
programs undertaken for the purpose of
improving student learning and development.

45. Personality Assessment
“Assessment is essential not only to guide the
development of individual students but also to
monitor and continuously improve the quality of
programs, inform prospective students and their
parents, and provide evidence of accountability
to those who pay our way”
Lion F. Gardiner

46. Needs
• Provides diagnostic feedback
• Helps educators set standards
• Evaluates progress
• Relates to a student's progress
• Motivates performance
For student self-evaluation
For teacher self-evaluation

47. Methods of Assessment
• Anecdotal Record
• Autobiography
• Diary
• Observation
• Interview
• Case study
• Questionnaire
• Projective techniques

48. Projective tests
• Rorchach Ink- blot test
• Thematic apperception test
• The word association test
• Sentence completion test

49. Unit 5 motivation
What is Motivation??
• Drive to initiate an action.
• The intensity of effort in an action
• The persistence of effort over time.

50. Management - Chapter 14
50
reinforcement
Operant conditioning strategies:
– Positive reinforcement
• Increases the frequency of a behavior through the
contingent presentation of a pleasant consequence.
– Negative reinforcement
• Increases the frequency of a behavior through the
contingent removal of an unpleasant consequence.

51. Maslow’s Hierarchy
Self-
Actualization
Need
Aesthetic Needs
Need to know and Understand
Esteem Needs
Belongingness and Love Needs
Safety Needs
Physiological Needs
Being (growth)
Needs
Deficiency
Needs
Motivation increases
as needs are met
Motivation
decreases
as needs
are met

52. Rti, Jammu 52
Mcclelland’s Achievement Motivation Theory
Based on recognition of three needs in work-
place situations:
 Need for achievement
 Need for affiliation
 Need for power

53. Unit 6 Attention Nature and Meaning
• “Attention is a process of getting an
object of thought clearly before the
mind”
• Ross
• “Striving to cognize”
• McDougall

54. Span of Attention
• Refers to the number of independent, distinct
/ separate stimuli that can be attended to by
an individual, at a glance
Distraction
Refers to attending to irrelevant stimuli that
are not part of the main assigned task.
Inattention
Not paying to a particular stimulus or to any
stimulus.

55. • Shifting of attention
it shifts from one objects to another or one
aspect of the object to another aspect.
Division of attention
"Divided attention can occur in one or more
senses at a time.“

56. FACTORS OF ATTENTION
Objective/External Subjective/ Internal
physiological
condition
Emotions Interests Mental set
Intensity
Of the
stimulus
Novelty Size Repetition change Contrast
movement
Determinants of Attention

57. sensation
• The gateway of knowledge/ windows of the
mind and soul.
• Is the immediate result of a sense organ being
acted upon by appropriate stimuli.
perception
• Is the consciousness of particular things
presented to senses
- William James
Perception = sensation + Meaningful
interpretation

58. laws
• Law of pragnanz
• Law of proximity
• Law of similarity
• Law of closure
• Law of good continuation

59. Errors in perception
• Illusion
its wrong or mistaken perceptions which fail to
correspond with the situation as objectively
assessed.
• Hallucination
Its false perception. I has no sensory basis and it
sis a dream image often mistaken for perception.

60. The Atkinson and Schiffrin model of
memory storage

61. Storage system
Environ
mental
Input
Sensory
Register
Short- Term Store
(S.T.S)
Temporary working
Memory
Long – Term Store
(L.T.S)
Permanent
Memory - Store
Response - Outlet
Visual
Auditory
Haptic
Control
Process
Rehearsal
Organization
Interval plans

62. Causes of forgetting
• “Forgetting is failing to retain to recall what has been
acquired “
- Nunn
• Lack of interest
• Disuse of activity
• Lapse of time
• interference
• Lack of reorganization
• Motivated forgetting
• Emotional disturbance
• Fatigue

63. Decay Theory
• It is a process of fading with the passage of time.
• Decay theory suggests that these traces
disintegrate over time if they are not reactivated
for use
- Only relevant to LTM

64. Interference theory

65. Motivated Forgetting
• Forgetting in LTM occurs because of a conscious
or unconscious desire to block out painful or
threatening memories
• Repression: Occurs unconsciously or without your
awareness
• Suppression: When you actively and consciously
attempt to put something out of awareness – you
could choose to remember it

66. Theory of consolidation
• Importance of undisturbed period for memory
traces to become durable and permanent.
• If the newly formed traces are disturbed and
no time is given for consolidation, they will be
wiped out.

67. • Motivation to learn
• Meaningful material
• SQ3R
• Spacing the learning period
• Recitation
• Over – learning
• Rhymes and logical associations
• Mnemonic devices
• Multisensory learning
• Periodical rest and sleep
• Pro – active & retro–active
• Organized manner

68. Memory Disorders
• Is the result of damage to neuro-anatomical
structures that hinders the storage, retention and
recollection of memories.
• Common memory lapses / S.T. memory loss
• Memory slip
• Alcohol – related dementia
• Mental blocks
• Long-term memory loss
• Dementia
• Alzheimer’s diseases
• Vascular dementia
• Post – traumatic memory loss

69. Unit-7 LEARNING DEFINITION
A relatively permanent change in behaviour ,
which occurs as a result of act ivity, training,
practice or experience.
learning is the acquisition of habits,
knowledge and attitudes.
- Crow and Crow

70. What are Learning Styles?
• Information enters your brain three main
ways: sight, hearing and touch, which
one you use the most is called your
Learning Style
• Visual Learners learn by sight
• Auditory Learners learn by hearing
• Tactile Learners (kinesthetic) learn by
touch

71. Thorndike’s Trial and Error learning
• Neural connection – Stimuli and Responses
• When a stimulus is presented, the organism picks
a responses and connect.
• Stamped in
Characteristics
• Motive
• Varied responses
• Elimination of the irrelevant responses
• Progressive integration

73. Skinner: Operant Conditioning
Stimulus Reinforcement
Response

74. Problem solving
Rules
concepts
Multiple Discrimination
Verbal Association Motor chaining
Stimulus - Response
Signal learning

75. Learning by insight
• Insight is the mental process by which new
and revealing combinations of data are
suddenly perceived.
• Kohler’s classical experiment on insight
learning.

77. Types of learning
• Positive transfer
• Negative learning
• Zero Transfer
Previous
learning New learning
Previous
learning
New learning
Previous
learning
New learning
help
interfere
help
interfere

78. “ Teaching is not about filling up the pail, it is
about lighting a fire”
Constructivism: focuses on knowledge
construction .It is a theory of knowledge that
argues that humans generate knowledge and
meaning from an interaction between their
experiences and their ideas

79. 1. Create problems which has
value to students
2. Structure learning around primary
concepts
3. Seek and value student’s points of
views
4. Adapt curriculum to address student’s
suppositions
5. Assess learning in the context of
teaching
FIVE PRINCIPLES OF CONSTRUCTIVISM
79

81. Unit -8 THINKING
Thinking is an implicit problem – solving behaviour
Mohsin (1967)
Thinking is a problem solving process in which we use
ideas or symbols in place
Glimer (1970)
• Divergent thinking
Thinking used to generate creative ideas by exploring many
possible solutions; spontaneous, unorganized thought.
• Convergent thinking
Thinking that involves following a series of logical steps with
the goal of arriving at the “correct” answer

82. • Reasoning
• Problem solving
• Sensing the problem
– Collecting and organizing data
– Formulating of hypothesis
– Verification & Evaluation of hypothesis
– Application and Generalization
• Meta cognition
– knowledge
– process

83. Intelligence Definitions
Terman
An individual is intelligent in the proportion
that he is able to carry on abstract thinking.
Wechsler
Intelligence is the aggregate or global capacity
of an individual to act purposefully , to think
rationally and to deal effectively with the
environment.

84. According to Spearman (1904), all intelligent abilities have an area of
overlap, which he called (for “general”). Each ability also depends
partly on an s (for “specific”) factor.
4.84

85. Thorndike’s multifactor
Four attributes of Intelligence
• Level
It is refers to the difficulty of a task that can be solved
• Range
It is indicate the numbers of tasks at any given degree
of difficulty that we can solve
• Area
It is mean that the number of situations at each level to
which the individual is able respond
• Speed
• This is the rapidity with which an individual can
respond to items

86. Primary Mental Abilities(PMA)
• Space visualization
• Perceptual speed
• Numerical ability
• Verbal comprehension
• Word fluency
• Rote memory
• Reasoning

87. Guilford’s model of the structure of
Intellect

88. Gardner’s theory of Multiple
Intelligence
Human intelligence or cognitive competence can
be described as a set of an individual’s multiple
abilities, talents and mental skills related to a
multiple number of domains of knowledge in a
particular cultural settings
– Musical Intelligence
– Bodily-Kinesthetic Intelligence
– Logical-Mathematical Intelligence
– Linguistic Intelligence
– Spatial Intelligence
– Interpersonal Intelligence
– Intrapersonal Intelligence
– Naturalist Intelligence

89. The constancy of I.Q
Binet Intelligence Tests
Mental Age
Intelligence
Quotient (IQ)
• An individual’s level of mental
development relative to others
MentalAge
IQ = 100
Chronological Age


90. Types Of Intelligence Tests
Test of Intelligence
Individual Test
Group Test
verbal
Non-Verbal
performance
verbal Non-Verbal

91. CREATIVITY
Creativity is the power of the human mind to
create new contents by transforming relations
and thereby generating new correlates.
spearman (1931)
Creativity as the capacity or ability of an
individual to create, discover, or produce a new
or novel idea or object, including the
rearrangement or reshaping of what is already
known to him which proves to be a unique
personal experience.

92. Stages in the creative process
• Preparation : in this stage the problem is defined
and explained
• Incubation : this kind of deliberate or voluntary
turning away from the problem is the beginning
of the second stage.
• Illumination : during this stage, there is the
sudden appearance of the solution of the
problem .
• Verification : in this stage determine whether
the solution is the correct one or not.

93. Differences between
INTELLIGENCE CREATIVITY
• Convergent thinking.
• Stimulus free and often goes beyond
the data.
• Tradition and rules of logic deal are
following.
• Socially responses is possible.
• It is not essential for intelligent
person to be creative.
• in intelligence testing the speed and
accuracy of the cognitive behavior
is emphasized
• Divergent thinking.
• Searches for many possible responses
for a given stimulus.
• Originality is indentified.
• Allows as many responses as possible
• An adequate level of intelligence is a
necessary.
• In creative tests novelty , flexibility,
originality , fluency and elaboration
are emphasized.

94. Unit 9 Mental Health
• Mental health is the full and harmonies
functioning of the whole personality.
• Hadfield
• Mental health is the ability to adjust
satisfactorily to the various strains of the
environment we meet in life.
• Norma E Cutts & Nicholas Moseley
“fuller, happier, harmonious and effective life”

95. Mental hygiene
• Mental hygiene is a set of conditions which enables a
person to live at peace with himself and others
• Kolesnik
• Is a science which deals with the prevention of mental
illness , the preservation of mental health and cure of
mental illness.
Aims
• Prevention of mental ill-health
• Preservation of the mental health
• Cure of individuals suffering from mental disorders

96. Mental health problems of children
• Mental Retardation : its defined as
significantly sub average general intellectual
functioning.
• Reading Disorder : Dyslexia . There is a serious
delay in learning to read.
• Autism : impairment in the ability to have
social and interpersonal interaction primarily
observer in children aged 2 and above

97. Attention deficit hyperactive disorder (ADHD)
poor attention , hyperactivity & impulsivity
Conduct disorder : it is characterized by persistent and
significant pattern of conduct that breaks the rules of
the society.
Speech disorder : stammering is a disorder of speed that
of characterized by disturbed in the fluency and
Rhythm of speech.
Habit disorder : thumb sucking, nail biting, pulling out of
hair, teeth grinding etc.,
School phobia : an intensive fear towards the school and
there is persistent refusal by the child to go to school.
Eating disorders : aversion towards eating, there is
excessive eating, usually observed in adolescence.

98. Child rearing practices in India
• Female infanticide
• Denied medical care
• Sex-test
• Foetus abortion
• Hyper gamy and Dowry
• Deaths of young Brides

99. Mental Health in Indian Schools…
• Schools can enhance the nature and scope of
mental health interventions, fill gaps, enhance
effectiveness, address problems early, and
reduce stigma.
• Schools can positively impact educational
outcomes by ensuring that all students are
mentally & physically healthy

100. UCLA
Programs to improve mental health in schools also
• providing programs to promote social-emotional
development, prevent mental health and
psychosocial problems,
• providing programs and services to intervene as
early after the onset of learning, behavior, and
emotional problems as is feasible

101. UCLA
• building the capacity of all school staff to address
barriers to learning and promote healthy
development
• addressing systemic matters at schools that affect
mental health, such as high stakes testing
(including exit exams) ,engender bullying,
alienation, and student disengagement from
classroom learning
• school-community interventions to address
barriers to learning and promote healthy
development

102. • Learning Difficulties
The most common special needs you are likely to
find in your class are learning difficulties of
various types.
• Behaviour Difficulties
Many pupils do not conform to what we would
consider 'good' behaviour
• Physical Difficulties
Increasing inclusion has meant the removal of
barriers to access and this is encouraging more
parents to have their children educated in
mainstream schools alongside their peers.

103. MEANING OF INCLUSIVE EDUCATION
Inclusive education implies all young learners,
young people-with or without disabilities
being able to learn together through access to
common pre-schools and schools with an
appropriate network of support services.

104. MOST COST
EFFECTIVE
RIGHTS
REALISED
AND
ACTUALISED
TEACHER
EFFECTIVE IN
INCLUDING ALL
CHILDREN IN
LEARNING PROCESS
EQUAL
OPPORTUNITIES
FOR
PARTICIPATION
CHILD
CENTRED
LEAST
RESTRICTIVE
CHILD
REMAINS AS
NATURAL
SELF
INCLUSIVE
EDUCATION

105. FEATURES
OF
INCLUSIVE
EDUCATION
CHILDREN HAVE
DIVERSIFIED
NEEDS
UNIQUENESS OF
THE CHILD
REUIRES
CONTINUOUS
SUPPORT AND
ATTENTION
DEMANDS
FLEXIBILITY IN
LEARNING
NO FIXED
TEACHING STYLE
MIXTURE OF
VARIOUS MEANS
AND MEDIA ALONG
WITH STRATEGIES
OF
COMMUNICATIONS
DIFFERENT
ASSESMENT AND
EVALUATION

106. Traditional Approach Inclusive Approach
Education for some Education for all
Static Flexible
Collective teaching Individualized Teaching
Learning in segregated areas Learning in Integrated areas
Emphasis on teaching subject-orientated Emphasis on learning child-centred
Diagnostic / prescriptive Holistic
Opportunities limited by exclusion Equalization of opportunities for all
Disability view Curricular view
Labels children disability wise Planning is made on ability levels and opposes all
kinds of labeling
Approach realization

107. Benefits of Inclusion
• Students with disabilities have the opportunity for:
 experiencing full citizenship in school and
the community
 forming a wide circle of friends
 experiencing academic challenges
 enjoying the satisfaction of achievements
 learning to rely more on friends than teachers
 taking new risks
 finding they can master activities they may not have tried
in specialized classes

108. Unit 10 guidance and counseling
Guidance
Is the help or assistance given by a competent
person to an individual so that the latter may
direct his life by developing his point view , make
his own decisions and carry out those decisions.
School guidance centre
– Student appraisal service
– Information dissemination
– Counseling service
– Placement service
– Follow up service

109. Counseling
Face–to–face relationship between two people ,
provides a learning situation in which the
counselee, normal sort of person is helped to
know himself and his present and possible future
situations .
steps
– client
– Rapport
– catharsis
– diagnosis
– Prognosis
– Counseling
– terminating the counselling

110. Types
• Directive counselling
• Non- Directive counselling
• Eclectic Approach in counselling
Qualities of a Good Counseller