This document discusses various topics related to English education, including inclusive education, gifted and talented children, learning disabilities, and theoretical bases of education. It provides definitions and characteristics for each topic. Inclusive education aims for all students to attend regular neighborhood schools and participate in all aspects of school life, regardless of ability. Gifted children have exceptional innate ability in one domain, while talented children have already demonstrated high achievement. Learning disabilities affect how the brain processes information and can make learning tasks difficult without proper support.

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PAPER IX
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THORETICAL BASE OF ENGLISH EDUCATION
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ASSIGNMENT
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Submitted by,
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ANJANA RAJ
ENGLISH OPTIONAL
Submitted to,
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Anamika B S
Lecturer in English
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2. TOPICS
 INCLUSIVE EDUCATION
 LEARNING DISABILITY
 GIFTED CHILDREN
 TALENTED CHILDREN

3. INDEX
Topic Page number
Introduction 1
Content 2-7
Conclusion 9
References 10

4. INTRODUCTION
Learning involves acquisition of new behavior. It is a kind of change in
a pattern of behavior. The individual has to Bearn new ways of doing
things as well as new ways of thinking and feeling as he tries to adjust
within his environment and to make himself useful.
Learning is not possible without the basic minimum ability needed to
learn a task. As the nature of the task becomes complex, so does the
requirement for higher abilities.
Learning is related to maturation unless and until there is the needed
maturation, satisfactory learning is not possible. So learning and
maturation go together, for the maturity or the individual is an important
condition in learning a new task.
Then there is the environment aspect of learning which includes
opportunities as well as facilities to learn. It is not uncommon to find an
extremely poor child who is very intelligent but remains illiterate as
educational opportunities were not available.
This highlights the paint that nature mental endowment cannot be fully
utilized without proper facilities for education.

5. INCLUSIVE EDUCATION
Inclusive education means that all students attend and we are welcomed by their
neighborhood schools in age-appropriate regular classes and are supported to learn
contributes and participate all aspects of the life of the school. Inclusive education
is about how we develop and design our schools, classrooms, programs and
activities so that all students learn and participate together. Neighborhood schools
are the heart of our communities and inclusion BC believes they are essential for a
quality inclusive education system. Therefore we believe it is important to support
public education system in BC’
Inclusion in education is an approach once thought only necessary for educating
students with special educational needs. Now it is crucial that all students in their
classroom and the wider school .under the inclusion model, the students with
special needs spend most or all of their time with non disabled students.
Implementation of these practices varies.
Inclusive education differs from previously held notions of integration and
mainstreaming which tended to be concerned principally with disability and
special education needs and implied learners changing or becoming ready for or
deserving of accommodation by the mainstream .By contrast inclusion is about the
child’s right to participate and the school’s duty to accept the child. Inclusion
rejects the use of special schools or classroom to separate students without
disabilities skills they can use in and out of the classroom.
Fully inclusive schools which are rare no longer distinguish between general
education and special education programs instead the schools is restructured so that
all students learn together.

7. GIFTED CHILDREN AND TALLENTED CHILDREN.
Children gain opportunity class placement on the basis of academic merit. The
main criteria for determining academic merit are opportunity class placement. Test
results combined with schools assessments. Comments made by parents and
principles may be considered at the discretion of the selection committee. Canadian
psychologist, Professor Francoys Gagne, is a world leader on this subject and
created the Differentiated Model of Giftedness and Talent (DMGT).
He defines gifted children as those who have outstanding or high levels of innate
ability, in any domain of human ability (intellectual, creative, social or physical)
that would place them within the top 10% of their age-peers, even if their high
potential has not yet been realized.
In contrast, talented children are those whose abilities have already been
demonstrated by their achievements, and who are currently performing at a level
that places them within the top 10% of their age-peers. In simple terms, gifts are
natural abilities whereas talents are systematically developed skills.
Some general characteristics of gifted and talented children are listed below. it is
important note that academically gifted and talented children will not necessarily
demonstrated all of these characteristics
 A gifted student,
 Learns rapidly and quickly grasps new concept
 Has an excellent memory
 Is creative or imaginative
 Is independent
 Has a sense of humour
 May be highly motivated particularly in self selected tasks.
 Have unusual or advanced interests.
 Demonstrates exceptional critical thinking skills or problem solving ability.
 May have superior leadership and interpersonal skills
 Frequently asks in –depth, problem questions
 Has superior insight and the ability to draw inferences or intuitive.

8. Learning disability
Learning disability is a classification including several areas of functioning in
which a person has difficulty learning in a typical manner, usually caused by an
unknown factor or factors.
While learning disability, learning disorder and learning difficulty are often used
interchangeably, they differ in many ways. Disability refers to significant learning
problems in an academic area. These problems, however, are not enough to
warrant an official diagnosis. Learning disorder, on the other hand, is an official
clinical diagnosis, whereby the individual meets certain criteria, as determined by a
professional (psychologist, pediatrician, etc.) The difference is in degree,
frequency, and intensity of reported symptoms and problems, and thus the two
should not be confused. When the term "learning disabilities" is used, it describes a
group of disorders characterized by inadequate development of specific academic,
language, and speech skills.[1] Types of learning disabilities include reading
disability (dyslexia), mathematics disability (dyscalculia) and writing disability
(dysgraphia).
The unknown factor is the disorder that affects the brain's ability to receive and
process information. This disorder can make it problematic for a person to learn as
quickly or in the same way as someone who is not affected by a learning disability.
People with a learning disability have trouble performing specific types of skills or
completing tasks if left to figure things out by themselves or if taught in
conventional ways.

9. Individuals with learning disabilities can face unique challenges that are often
pervasive throughout the lifespan. Depending on the type and severity of the
disability, interventions and current technologies may be used to help the
individual learn strategies that will foster future success. Some interventions can be
quite simplistic, while others are intricate and complex. Current technologies may
require student training to be effective classroom supports. Teachers, parents and
schools can create plans together that tailor intervention and accommodations to
aid the individual in successfully becoming independent learners. School
psychologists and other qualified professionals quite often help design the
intervention and coordinate the execution of the intervention with teachers and
parents. Social support may improve the learning for students with learning
disabilities.
A learning disability can't be cured or fixed; it is a lifelong issue. With the right
support and intervention, however, children with learning disabilities can succeed
in school and go on to successful, often distinguished careers later in life.
Parents can help children with learning disabilities achieve such success by
encouraging their strengths, knowing their weaknesses, understanding the
educational system, working with professionals and learning about strategies for
dealing with specific difficulties.
Common learning disabilities
 Dyslexia – a language-based disability in which a person has trouble
understanding written words. It may also be referred to as reading disability
or reading disorder.
 Dyscalculia – a mathematical disability in which a person has a difficult
time solving arithmetic problems and grasping math concepts.
 Dysgraphia – a writing disability in which a person finds it hard to form
letters or write within a defined space.
 Auditory and Visual Processing Disorders – sensory disabilities in which
a person has difficulty understanding language despite normal hearing and
vision.
 Nonverbal Learning Disabilities – a neurological disorder which originates
in the right hemisphere of the brain, causing problems with visual-spatial,
intuitive, organizational, evaluative and holistic processing functions

10. CONCLUSION
Education in its general sense is a form of learning in which
the knowledge, skills, and habits of a group of people are
transferred from one generation to the next through teaching,
training, or research. There are many types of education.
Inclusive education is fully differ from previously held notions
of integration and mainstreaming, which tended to be concerned
principally with disability and special education needs and
implied learners changing or becoming ready for or deserving of
accommodation by the mainstream. Inclusion settings allow
children with and without disabilities to play and interact every
day, even when they are receiving therapeutic services. When a
child displays fine motor difficulty, his ability to fully
participate in common classroom activities, such as cutting,
coloring, and zipping a jacket may be hindered.

11. REFERENCES
 http://en.wikipedia.org/Inclusion(education)
 http://www.ncld.org/ -learning-disabilities
 http://www.britannica.com/topic/233407/gifted-child