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.
This presentation discusses about Early Childhood Care and Education, Integrated Child Development Services (ICDS) scheme, Role of Government and Non-government Organization in organizing ECE, Capacity building of personnel in ECCE and Problems and issues in ECCE
Role of Special educator in Early childhood special education/Early interventionLearnwithAnshita
Early childhood special education (ECSE)/Early intervention (EI) services can be defined as providing necessary services such as health, nutrition, & education based on the needs children with developmental delay/disability or at risk for developmental delay/disability between age of 0 & 6/8 & to their family in order to minimise the negative effects influencing children & their families & to maximise the overall quality of life of children & their families.(Sabuncuoglu & Diken, 2010).
Services for the children with disabilities start with the screening ,assessment & referral. After the medical diagnosis, families are directly referred for guidance & research centers who are responsible for organizing & providing special education services in each areas for educational diagnosis so that their children are placed at appropriate educational institutions.
screening can be done by special educators too, they can take help of parents or caregiver who knows child’s development and behaviours. After that they will refer them to the nearest centres for complete assessment of child’s hearing. It will be focuses on determining with accuracy, not just the existence of the hearing difficulty but also details about its nature type and extent.
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.
This presentation discusses about Early Childhood Care and Education, Integrated Child Development Services (ICDS) scheme, Role of Government and Non-government Organization in organizing ECE, Capacity building of personnel in ECCE and Problems and issues in ECCE
Role of Special educator in Early childhood special education/Early interventionLearnwithAnshita
Early childhood special education (ECSE)/Early intervention (EI) services can be defined as providing necessary services such as health, nutrition, & education based on the needs children with developmental delay/disability or at risk for developmental delay/disability between age of 0 & 6/8 & to their family in order to minimise the negative effects influencing children & their families & to maximise the overall quality of life of children & their families.(Sabuncuoglu & Diken, 2010).
Services for the children with disabilities start with the screening ,assessment & referral. After the medical diagnosis, families are directly referred for guidance & research centers who are responsible for organizing & providing special education services in each areas for educational diagnosis so that their children are placed at appropriate educational institutions.
screening can be done by special educators too, they can take help of parents or caregiver who knows child’s development and behaviours. After that they will refer them to the nearest centres for complete assessment of child’s hearing. It will be focuses on determining with accuracy, not just the existence of the hearing difficulty but also details about its nature type and extent.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
Input does not equate Intake by Dr. Cristel Broady.Jason R. Levine
ELT MOOC by Jason R. Levine on WiziQ.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
Week 2 responses to 2 people for DQ 2Respond to at least two p.docxco4spmeley
Week 2 responses to 2 people for DQ 2
Respond to at least two peers by discussing any challenges you might experience or questions you might have in implementing accommodations in your classroom, and how you might provide different accommodations or modifications to meet student needs.
DQ 2 first person name
Daniel
Mini-Lesson Format
Student Name: Grade: Disability Area:
Jill, John, Fred, Joan Kindergarten Autism, ID, ADHD
Characteristics/needs of the students with disabilities in the group:
Jill is Intellectually Disabled (ID).
John has been diagnosed as Autistic
Fred and Joan both have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD).
Accommodations that need to be made:
If needed all of the students listed above will be allowed to listen to the video for additional times before being asked to name the letters and create the sounds on their own. John may need sensory breaks. Fred and Joan will be allowed to stand at their desk during the lesson. They can move around the desk within an arm’s distance of their desks. No other student can enter their space during their lesson. Jill will be seated next to the teacher’s desk. John will be seated at the back of the room (away from the center of the action). Fred and Joan will be seated on opposite sides of the room so that their standing will not affect the other students.
Title of Mini-Lesson:
Phonic Generalization-Letter Recognition and letter sounds
Common Core State Standard:
RF.K.3.d . Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
After discussing the importance of proper sounds in making words the students will listen to the Youtube video “Phonics Song 2” (
https://search.yahoo.com/yhs/search?type=avastbcl&hspart=avast&hsimp=yhs-001&p=youtube+video+kindergarten+phonics
). This video is a three minute video on Letter recognition and sounds. After the video there will be a period where the students will be asked to name the letter and give the sound. The Video will be played again to reinforce the names and sounds.
Reflection:
1.
How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? In the form of a song it will appeal to those who learn from music. It also provides stimulation for the visual learners. The students who are auditory learners will hear it and make an association between the letters and sounds.
2.
Why did you choose the strategy you used in this mini-lesson?
I chose it because it meets the needs of several different kinds of learners and it also directly aligns with the CCSS. Even the students with disabilities can use it. They may have to review it on their own some but because it is a Y.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
1. KENDRIYA VIDYALAYA,
BARPETA
SCHOOL READINESS PROGRAMME
In pursuance to the recommendations of the Yashpal Committee, the School Readiness Programme
is the activity-based approach for teaching. The main objective of KVS behind School Readiness
Programme (SRP) which is purely for class I (New Entrant to KVS, Primary) is to prepare the child
who comes from the protected shelter and warmth of the parent’s lap to get fit into the new KVS
system through their favourite ways; like Poems, Story Telling, Dance, Coloring, Drawing, Cutting,
Pasting, Video, Nature survey and Healthy Interaction with teachers and class mates.
At the end of the programme, students will be able to achieve following behavioral outcomes:
1. Recognition of the environment
2. Confidence
3. Observation
4. Pattern copying
5. Correlation
6. Classification
7. Sequential arrangement
8. Expression
9. Understanding
10. Creative Skills
2. Interactive Session: Introduction of Class Teacher and introduction by all
the students
Greetings: Greeting the teachers and basic etiquettes
Music: School Prayer
Lunch Break: Concluding the day followed by Lunch
3. Awareness about Vidyalaya: Getting to know more about school
(Outdoor Activity)
Principal Room
Wash Rooms (Toilets Girls/Boys)
Places of Drinking Water
Resource Room
Children Park
Good Manners
o Be Polite
o Say Please and Thank you
o Raise your hand
o Follow Rules
o Sharing is caring
o Take Turns
Music: School Prayer Practice Continued
Lunch Break: Knowledge about table manners.
4. Recitation of rhyme: On body parts and sense organs
कविता: ख़ुशी क
े गीत
Worksheet: Activity based
Lunch Break: Concluding the day followed by Lunch
5. Audio-Video Session: Introduction of English Alphabets
Worksheet: Varnmala in Hindi (स्िर अ से अ:)
Outdoor games: Mathematical Games
Lunch Break: Telling importance of eating Nutritious Food
6. Movie time: Importance of class cleanliness
Action Song : Giving idea of Action verbs followed by Practice of two
letters word – Oral and Written
Outdoor Games: Nature survey
Lunch Break: Unwrapping food items and eating whole lunch
7. Activity sheets: Recognizing Shapes and Colours.
Colour triangle Green, Circle Red, Rectangle Blue
Role Play: Personal hygiene
Music: National Anthem
Lunch Break: No to junk food
8. Story Telling(Moral Stories): Followed by Practice of three letters word –
Oral and Written
Handwriting Worksheets : Hindi and English
Music: National Anthem
Lunch Break: Concluding the day followed by Lunch
9. Movie Show: Recitation of poem “A Happy Child” with proper
action
Introducing Hindi Alphabets: Varnmala in Hindi (vyanjan)
Indoor games: Counting
Lunch Break: Telling about different fruits and vegetables
10. Puppet Show: My family
Action Song and Movie Show : Hindi poem ‘JHULA’
Outdoor Games: Importance of Plantation of trees
Lunch Break: Concluding the day
11. Giving important instructions regarding regular classes and giving them time table of
regular classes to be followed further.
For easy communication: Teaching simple sentences
Outdoor survey: Recognising Birds and animals
Lunch Break: Telling importance of eating Nutritious Food
