Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
Teachers’ Willingness and the Inclusion of Pupils with Hearing Impairment in ...ijtsrd
The study examined teachers’ willingness and the inclusion of pupils with hearing impairment in regular primary schools in Cameroon. The objective that guided the study was transformed into a hypothesis namely to find if there was a significant effect of teachers’ willingness on the inclusion of pupils with Hearing Impairment in primary schools in Cameroon. The study was a survey which made use of mixed methods. Participants constituted 318 regular primary school teachers of public, mission and lay private primary schools in six regions of Cameroon. Data were collected using a questionnaire and a structured interview guide. Validity and reliability were established and reliability analysis stood at 0.83. Data were analyzed quantitatively using the Pearson Moment Correlation statistical tool, while data from the interview were analyzed using thematic analysis. Findings revealed that there was a significant positive relationship between teachers’ willingness and the inclusion of the hearing impaired pupils, with the value R=0.721.The study recommends that policy makers and stakeholders should encourage teachers’ willingness by training teachers on issues about inclusion of Hearing Impairment pupils and create more sensitization through seminar and workshops to increase awareness. Endeley Margaret Nalova | Enoh Achare Ayuk Grace "Teachers’ Willingness and the Inclusion of Pupils with Hearing Impairment in Regular Primary Schools in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38071.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38071/teachers’-willingness-and-the-inclusion-of-pupils-with-hearing-impairment-in-regular-primary-schools-in-cameroon/endeley-margaret-nalova
Barriers and Opportunities of Inclusive Education in Present Educational Systemijtsrd
Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties. Children form a heterogeneous group with diverse cognitive deficits, special educational needs and strengths, and have a legislated right to the continuum of both assistance and support programmes for all level education system. The goal is to eliminate all barriers in order to achieve learning on individual goals while participating in the life of the classroom with other students by their own age. But this conception and out coming at present scenario by this process is not successful because there is some problem arises for inclusive education such as disability, gender, emotional/ behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment, language delay, among others. There is some positive implementation of inclusive learning, teaching and assessment strategies. Teachers should keep in mind that these outcomes apply to all and access to general schools for people with disabilities is an advance in the education. However, barriers to learning and participation hinder the school routine of inclusive students, hence the need for resources - human, tangible, political etc. from the schools, parents, families and their communities. Dr. Mita Howladar"Barriers and Opportunities of Inclusive Education in Present Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14290.pdf http://www.ijtsrd.com/biological-science/zoology/14290/barriers-and-opportunities-of-inclusive-education-in-present-educational-system/dr-mita-howladar
power point presentation on reading comprehension-reading comprehension a brief discussion-discussion on reading comprehension-how to improve reading comprehension
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Replaces the earlier scheme of integrated education for
disabled children (IEDC).
Provides assistance for the inclusive education of the
children in classes IX-XII.
Now included under Rashtreeya Madhyamik Shiksha
Abhiyan (RMSA) from 2013.
3. AIMS
To enable all students with
disabilities, to pursue
further four years of
secondary schooling after
completing eight years of
elementary schooling in an
inclusive and enabling
environment.
5. 1
The scheme covers all children studying at the
secondary stage in Government, local body and
Government-aided schools, with one or more
disabilities as defined under the persons with
Disabilities Act (1995) and the National Trust Act
(1999) in the class IX to XII, namely blindness, low
vision, leprosy cured, hearing impairment,
locomotory disabilities, mental retardation,
mental illness, autism, and cerebral palsy and
may eventually cover speech impairment,
learning disabilities etc.
6. 2
Girls with the
disabilities receive
special focus to help
them gain access to
secondary school, as
also to information
and guidance for
developing their
potential.
7. 3
Setting up of model
inclusive schools in every
state is envisaged under
the scheme.
9. Student oriented
components, like medical
and educational
assessment, books and
stationary, uniforms,
transport allowance, reader
allowance, stipend for girls,
support services, assistive
devices, teaching learning
materials etc.
17. Central assistance for all items covered in the
scheme is on 100 percent basis. The state
governments are only required to make
provisions for scholarship of Rs. 600/- per
disabled child per annum.
19. The School Education Department of the state
Governments or Union Territory Administrations are
the implementing agencies.
They may involve NGOs having experience in the
field of education of the disabled in the
implementation of the scheme.
