Chapter 5 – DATA HANDLING
(Bar Graphs)
Chapter 1 – INTEGERS
Chapter 1 – INTEGERS
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Chapter 2 – FRACTIONS
Chapter 2 – FRACTIONS
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Chapter 14 – Practical Geometry
Chapter 14 – Practical Geometry
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Chapter 13 – Symmetry
Chapter 13 – Symmetry
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Chapter 12 – Ratio and Proportion
Chapter 12 – Ratio and Proportion
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Chapter 11 – Algebra
Chapter 11 – Algebra
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Chapter 10 – MENSURATION
Chapter 10 – MENSURATION
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Chapter 9 – DATA HANDLING
Chapter 9 – DATA HANDLING
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Chapter 8 – DECIMALS
Chapter 8 – DECIMALS
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Chapter 7 – FRACTIONS
Chapter 7 – FRACTIONS
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Chapter 6 – INTEGERS
Chapter 6 – INTEGERS
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Chapter 5 – UNDERSTANDING ELEMENTARY SHAPES
Chapter 5 – UNDERSTANDING ELEMENTARY SHAPES
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Describe the various dimensions for learning handicapped children. - Linguistic Teaching Approach for LD
Describe the various dimensions for learning handicapped children. - Linguistic Teaching Approach for LD.
The following language dimensions are used for children with learning disabilities.
( 1 ) Nashik Acoustic ( Nasal )
( 2 ) acoustics
(3) Linguistic
(4) Language Experiences
(5) Programmed Instruction
( 6) Multi Sensory
( 7 ) Audio-visual aids ,
Language Laboratory . All of the above can be described here as
(1) Nasal Teaching Approach: There are advantages and limitations of this dimension in the context of learning-impaired children.
(1) easy to understand
(2) Limited Vocabulary
(3) Introduction to Dexterity Classification
(4) Reinforcement of skill
(5) Diagnostic and evaluation material becomes available.
boundaries -
(1) Committee Flexibility in Curriculum Law
(2) Instruction is not encouraged.
(3) Lack of material required for mastery
(4) Lack of resources for the processes
(5) does not like the analysis and synthesis of audio instruction
(6) Due to repeated repetition of the same stories and topics, learning success is not achieved in this dimension.
(2) Phonic Teaching Approach: This dimension has the following advantages and limitations in the context of children with learning disabilities.
boundaries -
(1) Not effective for students with hearing loss.
(2) Separate studies can be done.
(3) The process of explaining is not taken into account.
(4) Due to the similarity in letters and words in the English language, there can also be confusion.
(3) Linguistic Teaching Approach:-
Following are the advantages and limitations of this dimension
(1) Wrong spelling is controlled in the initial stage itself.
(2) Slowly introduce audibility
(3) It is repeated and practiced again and again.
boundaries-
(1) Less emphasis is given on understanding in the beginning.
(2) The students do not get the benefit of the vocabulary used for the common object in the verbal language.
(4) Language Experience Teaching Approach
There are advantages and limitations of this dimension in the context of children with learning disabilities.
(1) Students get inspiration from stories.
(2) Oral language is also used.
(3) May include development of specific skills.
(4) Language and art proficiency can also be used through this dimension, and
(5) Beneficial for students with good visual abilities.
boundaries-
(1) May be limited by the language level of the students.
(2) The equipment arranged for the dexterity relationship format may not be available.
(5) Programmed Instruction In the context of students with learning disabilities, there are advantages and limitations of this dimension.
(1) short sequential terms,
(2) is quickly understood, and
(3) Lack of direct instruction,
Reinforcement is given immediately.
boundaries -
(1) Lack of direct instruction,
(2) The uncertainty of the format may lead to confusion.
(6) Multisensory Teaching Approach: Advantages and limitations of this method used for students with learning disabilities. Following are the benefits-
(1) Through this method more than one sense is used to transmit information to the brain and
(2) The method of analysis and synthesis can be used under this.
boundaries-
(1) Some programs lack sequential skill development, and
(2) There is an additional sense burden on some students.
(7) Pedagogical dimension of use of pictures (Review Picture Teaching Approach) This method used for children with learning disabilities has advantages and limitations. the gain -
(1) in place of words to ease the starting position of the reading
(2) is used under this method, and
(3) Traditional printed material is transferred.
(b) Remedial Approach for LD Children With these arrangements, normal or normally learning-impaired children can do satisfactory work in regular classes, some changes can be made in the normal classroom curriculum. There are some general corrective techniques, but along with these techniques, some specific theoretical models also need to be used for the child with learning disabilities.
1. Cognitive Processing Approach Under the cognitive process dimension, it is known that how the child learns and how he presents the model of teaching. Emphasizes the sequential dimension for the developmental dimension. Tests in these dimensions also reveal other areas of learning impairment that can be taught.
2. Specialized Techniques Approach - Specific methods refer to the fact that the teacher will use the instruction and use the given instruction in a particular time interval. Printed material can also be used for the treatment of children with learning disabilities.
3. Behavioral Approach: Behavioral approach is concerned with the changes in behavior required to engage the learning environment. Implementation of reinforcement and behavioral changes and the use of psycho-therapy can help address the problems of those with learning disabilities and can establish a relationship between teachers and students about deficiencies in a healthy educational system. The main reason for learning failure is the defects in the educational system i.e. lack of good teaching.
Describe the methods of education for children with learning disabilities
Describe the methods of education for children with learning disabilities.
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Teaching Methods and Techniques for LD Children Although there are different methods for teaching such children, but some instructional methods are similar to the education of normal children, the following methods are recommended for the education of children with learning disabilities. Is performed.
(1) Use the suggestions given to small children. The print of their instructions should be large.
(2) Use language. Colorize the hint words.
(3) The instruction or words which you are explaining to the children should be written on the blackboard. Underline the key words.
(4) Use different colored chalks for each item or instruction.
(5) Raise the noise level while giving instruction to the children.
(6) Use more pictures for the learning of the students.
(7) At the end of the lesson, what is told in the whole text?
Repeat it to the children in summary form, ask questions to the children about it. Ask the children to read, speak, memorize the reading material. Because children with learning disabilities experience difficulty in functional tasks and their organization. They should be told that they should be engaged in daily life. Make a list of future events, make a schedule of events and make an action plan according to time. After this a one-week program should be developed. It is useful to make programs related to the study or work of a particular subject for the students studying in higher classes. Skills in thinking can be developed by guiding the children. For this, children can collect data for reading, listening, seeing carefully and distinguishing between different objects and on the basis of differences and similarities in those data, the development of thinking power of children can be possible. The process of asking questions by the teacher can be used to progress in these differences. The students are asked to rank and classify the data. It is important to do at this stage. The speaker can be asked to rank and classify the data in some other order and basis. In this way, the action of repetition is very important for the information gathered with the child and for new experiences. In this way integration of different information and experiences is possible in the speaker. The child should be given a pre-estimate of the possibilities by himself, so that he will be able to understand its effects and their consequences. The memory of the speaker can also be developed by some special techniques. The defects of vision and hearing can be corrected in the child. Some special things can be retrieved from the expressions of the face. The habit of cramming can be avoided in the child. To bring progress in the memory related to hearing and seeing, some action is repeated again and again •
(1) The child should be asked to repeat the phone numbers and addresses of the departments providing emergency services.
(2) Children should be asked to learn songs through words and rhythm.
(3) Ask the children to play a game in which one child says something, the other child repeats the words spoken by the first child and adds some more of his words. Add your After that the third speaker repeats the words spoken by both the children and adds some words.
(4) Ask the children to make poems on related subjects.
(5) The verbal directions which are given to the children in the middle of teaching, are asked to be repeated again and again and group exercises should also be done. Should be cut With this, the students will look at the pictures carefully and see the objects depicted in them.
(6) Students should be given different cartoon pictures and asked to describe those pictures separately.
(7) Students should be told about the shape of similar words.
(8) The students should be asked to repeat the sequence so that they can understand what they have read and present it in sequence.
(9) Students should be made to practice using more units at a time. For example , some try to write the subject matter at a time , the teacher should encourage the students to increase the length of the visual stimulus which remains in their mind while writing .
(10) The teacher should help the students practice their internal auditory and visual memory, asking them to speak letters or words when they translate written information.
(11) Different questions should be written on the blackboard with different colored chalks. This will help the students to find their place.
(12) Students should be asked to copy from the work of another student. Some students can do well by imitating. Teachers should keep on changing the methods while using the teaching methods because the learning disabilities have odd characteristics. For this, dimensions with a diagnostic format can be used. Curriculum plans should be used keeping in mind the needs and abilities of the students.
Describe the role of teacher in the education of children with learning disabilities.
Describe the role of teacher in the education of children with learning disabilities.
Role of Teacher for LD Children ) - Children with learning disabilities need teacher's instruction and guidance in one or more areas according to their handicap. The presence or absence of a specialist teacher depends on the extent to which regular class teachers use the instructions. It is true that there should be a cooperative working relationship between the regular class teacher and the specialist teacher. General and specialist teachers should work according to their area of work. Who will have to do what? No answer can be given to this question, yet normal teachers can do their part in helping a child with learning disabilities. To overcome the problems, the class teacher does the teaching work of both normal and handicapped children. ,
They get an opportunity to see the behavioral characteristics of the students, they can identify the learning handicapped children and on the basis of the identification they can provide the help of special teacher to the learning handicapped children and help them to overcome their difficulties and problems. can. If the teacher is aware that there is a child with learning disabilities in his class, he should use systematic and adaptive instruction with the help and advice of an expert teacher. If a teacher is not available, the regular teacher should use the instructions himself. They should keep in mind the fact that the basic essential teaching to the learning handicapped children is, which is useful for the moment of learning handicapped children. It will be useful for normal children also. There are many dimensions to the teaching of general and learning disabilities. Learning handicapped children have opposite characteristics. They require different techniques to meet their educational needs at different stages of development. In order to increase the abilities of the children at the school level, to make them self-reliant and to develop the ability to work themselves, proper environment should be provided to them, special care should be taken of the safety at this stage, the harmful and highly perishable material should be kept away from the walkers. should be kept away. At the pre-commissioning stage, the children's classroom should be noise free, light and clean. Children with learning disabilities should be given general education and specialized learning in a harm free environment. Such children can be made to sit in the middle of the class so that the teacher's attention can be focused on them. Although students can work individually in small groups, peer-assisted instructional work and special planning should also be used. For this, the teacher should choose a good general partner for the child with learning disabilities. For the education of learning-impaired children, it is necessary to have a plan design and an instructional process. Curriculum should be designed on a sequence and schedule basis so that it can be read by the person with learning disabilities. The analysis procedure is suitable for this task. Based on this, the teacher can divide the tasks into small sections and help the students at each level. The teacher must give a summary presentation at the end of each lesson plan so that the children with learning disabilities can read at their own pace. This will help them to read. To make use of the free time of the learning handicapped children, the help of equipments and materials can be taken so that the time of the students is not wasted and they can learn something. There are various specialized educational processes to overcome the educational losses and failures of learning impaired children, one of the common methods is the learning matrix. Under this method, the students get the opportunity to learn through the learning process in which self-instruction and oral form.
Children with learning disabilities lack cognitive abilities, so teachers can answer important questions themselves, write and ask themselves to read. Self-instructional methods are very effective for children with learning disabilities. Reliable assessment is a system of teaching evaluation and progress in instruction. It is a direct, continuous and means of knowing the progress of the students. In this situation the teacher can understand the behavior of the students in a wider area. It is helpful for the teacher in taking instructional decisions. With respect to the curriculum and other teaching materials, it can be said that it should be appropriate and inspirational according to the level of working of the children. It should not be narrow. The teacher should use the skill and interest of the child to motivate the children given to the task more. Teachers should use different colors and examples more and more to make the children's attention and learning more interesting. The multiple sense dimension can be used for the education of children with learning disabilities. On the basis of hearing words, seeing, speaking etc., Frerenold (1943) developed visual, audio and aesthetic sensations. Once they acquire proficiency in word knowledge can help and point out their progress or shortcomings. In this way new words can be taught. How is the organization and arrangement of words or any writing done to the readers. The teacher can also tell about this. When the child gets the knowledge of words, he starts writing sentences and stories and gradually he starts reading. There are many methods of multi-sense work or imparting knowledge. In the process of giving direct instruction, assessment, instruction and evaluation are used. Teaching is a system of direct instruction, under which there are less chances of errors. Adequate practice takes place through this and soon the back-nutrition is given. Teaching includes parts of mathematics and reading. Teaching was first used for children with disabilities and now learning is being done for children with disabilities. The use of learning matrix is being used in providing assistance for learning to the learning disabled children. Computer-aided instructions are also being included in the school system to help the management. Development of self-confidence - The best thing to do to help children with learning disabilities is to determine and assign their responsibilities and duties to the children. Especially such children who are embroiled in problems. It is important to assign students the task of taking care of a pet or plant. In this way there is a special effect on the mind of the children and they will understand that for them the attendance in the school classes is not only for the academic power but also for the life of any animal (pet or plant). Such behavior of the teacher instills confidence in the children in a dramatic way.
How should the classroom for children with learning disabilities be managed
How should the classroom for children with learning disabilities be managed?
Classroom Management of LD Children 23 William and Hounsell (1998) in their article on the learning matrix of children with learning disabilities, have said that most of the learning disabilities in the child do not have the educational power to achieve the achievements of normal people. assistance is required. E 1. Teaching Strategy - The following are the matrices for the learning of physically and mentally handicapped children
(1) It is an important duty of the teacher to help and pay attention to the commendable work or work done successfully by the children with learning disabilities. Do not stick the label of learning disabilities on the children, which will help in boosting the morale of the children.
(2) Using techniques is beneficial. Using the computer as much as possible is also a good act of wisdom. Use of computer learning encourages premature children in giving important advice for sense knowledge.
(3) Children with learning disabilities easily acquire the knowledge of objects related to television and other vision.
(4) Through the sound of music and pictures, children with learning disabilities can be brought alive in education.
2. Organization of Classroom Education - The teacher of children with learning disabilities should fix the class time according to the task. Time should be fixed in such a way that hard working tasks can be done comfortably by giving more time. Walkers can do the work by moving around with pleasure. The teacher should keep the following points in mind. Seating Arrangement of Children - Care should be taken while arranging the seating arrangement for the children who are learning prematurely.
(1) Desks should be in the form of clusters at one place, that is, they should not be spread far apart, which helps in discussing or working together with the children, so that they can imitate.
(2) While teaching new words to children, the words should be repeated again and again, which they have to remember.
(3) The teacher should plan the work to be assigned to the students and emphasize on the basic work to be done by them, so that there is no doubt about the work in the mind of the children.
(4) Gradually, first, the child should be made to do direct and simple tasks. After this, the difficult tasks should be proceeded adding one after the other. As the school hours pass, accordingly children with learning disabilities should be easily led towards narrow work.
3. Assessment Strategies - The following is the assessment matrix for children with learning disabilities. While assessing children with learning disabilities, the teacher should do the work clearly and on the basis of characteristics related to the education of the children, they should be given the results of the examination. Points should be given as While preparing questions for the examination of children, special care should be taken to ensure that suitable answers are provided in multiple choice questions. Teachers have to make the main stream of the education room at the individual level, where individual differences are accepted and valued. The teacher should guide the children and accept the learning of the children as his personal responsibility. Teachers should work cooperatively among the children, solve the problems of the children and encourage the students to work independently. Teachers have to take special care.
(1) The response of the children to the classroom environment should be accepted.
(2) Different options should be given to the children to motivate each child.
(3) Children should be motivated to do small group tasks on the basis of self-reliance.
(4) Increase the duties, control and responsibilities of the students.
(5) Hold formal and informal meetings.
(6) Evaluate and assess children to know the progress of each child.
The following things should be used in ordinary classes.
(1) The planned program should be saved, that is, not done.
(2) The neutral people should be seated in the middle.
(3) Use of teaching by peers and the child with learning disabilities should be given the task of teaching.
(4) Home work should be given according to the syllabus taught.
(5) Children should have close relations with their parents or guardians.
(6) Programs should be made according to the needs of the children.
(7) The tasks should be analyzed and a sequence should be followed for the child to learn.
Describe the methods of education for children with learning disabilities. Teaching Methods and Techniques for LD Children
Describe the methods of education for children with learning disabilities. Teaching Methods and Techniques for LD Children.
Although there are different methods for the education of such children, but some instructional methods are similar to the education of normal children, the following methods are recommended for the education of children with learning disabilities.
(1) Use the suggestions given to small children. The print of their instructions should be large.
(2) Use language. Colorize the hint words.
(3) The instruction or words which you are explaining to the children should be written on the blackboard. Underline the key words.
(4) Use different colored chalks for each item or instruction.
(5) Raise the noise level while giving instruction to the children.
(6) Use more pictures for the learning of the students.
(7) At the end of the lesson, what is told in the whole text?
Repeat it to the children in summary form, ask questions to the children about it. Ask the children to read, speak, memorize the reading material. Because children with learning disabilities experience difficulty in functional tasks and their organization. They should be told that they should be engaged in daily life. Make a list of future events, make a schedule of events and make an action plan according to time. After this a one-week program should be developed. It is useful to make programs related to the study or work of a particular subject for the students studying in higher classes. The skill of thinking can be developed by guiding the children. For this, children can collect data for reading, listening, seeing carefully and distinguishing between different objects and on the basis of differences and similarities in those data, the development of thinking power of children can be possible. The process of asking questions by the teacher can be used to progress in these differences. The students are asked to rank and classify the data. It is important to do at this stage. The speaker can be asked to rank and classify the data in some other order and basis. In this way, the action of repetition is very important for the information gathered with the child and for new experiences. In this way integration of different information and experiences is possible in the speaker. The child should be given a pre-estimate of the possibilities by himself, so that he will be able to understand its effects and their consequences. The memory of the speaker can also be developed by certain techniques. The defects of vision and hearing can be corrected in the child. Some special things can be retrieved from the expressions of the face. The habit of cramming can be avoided in the child. To bring progress in the memory related to hearing and seeing, some action is repeated again and again.
• (1) The child should be asked to repeat the phone numbers and addresses of the departments providing emergency services.
(2) Children should be asked to learn songs through words and rhythm.
(3) Ask the children to play a game in which one child says something, the other child repeats the words spoken by the first child and adds some more of his words. Add your After that the third speaker should repeat the words spoken by both the children and cut out some words.
(4) Ask the children to make poems on related subjects
(5) The verbal directions which are given to the children in the middle of teaching, are asked to be repeated again and again and group exercises should also be done. , With this, the students will look at the pictures carefully and see the objects depicted in them.
(6) Students should be given different cartoon pictures and asked to describe those pictures separately.
(7) Students should be told about the shape of similar words.
(8) The students should be asked to repeat the sequence so that they can understand what they have read and present it in sequence.
(9) Students should be made to practice using more units at a time. For example , some try to write the subject matter at a time , the teacher should encourage the students to increase the length of the visual stimulus which remains in their mind while writing .
(10) The teacher should help the students practice their internal auditory and visual memory, asking them to speak letters or words when they translate written information.
(11) Different questions should be written on the blackboard with different colored chalks. This will help the students to find their place.
(12) Students should be asked to copy from the work of another student. Some students can do well by imitating. Teachers should keep on changing the methods while using the teaching methods because the learning disabilities have odd characteristics. For this, dimensions with a diagnostic format can be used. Curriculum plans should be used keeping in mind the needs and abilities of the students.
Describe the role of teacher in the education of children with learning disabilities.
Describe the role of teacher in the education of children with learning disabilities.
Role of Teacher for LD Children Children with learning disabilities need teacher's instruction and guidance in one or more areas according to their handicap. The presence or absence of a specialist teacher depends on the extent to which regular class teachers use the instructions. It is true that there should be a cooperative working relationship between the regular class teacher and the specialist teacher. General and specialist teachers should work according to their area of work. Who will have to do what? No answer can be given to this question, yet normal teachers can do their part in helping a child with learning disabilities. To overcome the problems, the class teacher does the teaching work of both normal and handicapped children.
• They get an opportunity to see the behavioral characteristics of the students, they can identify the learning handicapped children and on the basis of the identification they can provide the help of special teacher to the children with learning disabilities and help them to overcome their difficulties and problems. can be. If the teacher is aware that there is a child with learning disabilities in his class, he should use systematic and adaptive instruction with the help and advice of an expert teacher. If a teacher is not available, the regular teacher should use the instructions himself. They should keep in mind the fact that the basic essential teaching to the learning handicapped children is, which is useful for the learning handicapped children at the moment. It will be useful for normal children also. There are many dimensions to the teaching of general and learning disabilities. Learning handicapped children have opposite characteristics. They require different techniques to meet their educational needs at different stages of development. In order to increase the abilities of the children at the school level, to make them self-reliant and to develop the ability to work themselves, proper environment should be provided to them, special care should be taken of the safety at this stage, the harmful and highly perishable material should be kept away from the walkers. should be kept away. At the pre-commissioning stage, the children's classroom should be noise free, light and clean. Children with learning disabilities should be given general education and specialized learning in a harm free environment. Such children can be made to sit in the middle of the class so that the teacher's attention can be focused on them. Although students can work individually in small groups, peer-assisted instructional work and special planning should also be used. For this, the teacher should choose a good general partner for the child with learning disabilities. For the education of learning-impaired children, it is necessary to have a plan design and an instructional process. Curriculum should be designed on a sequence and schedule basis so that it can be read by the person with learning disabilities. The analysis procedure is suitable for this task. Based on this, the teacher can divide the tasks into small sections and help the students at each level. The teacher must give a summary presentation at the end of each lesson plan so that the children with learning disabilities can read at their own pace. This will help them to read. To make use of the free time of the learning handicapped children, the help of equipments and materials can be taken so that the time of the students is not wasted and they can learn something. There are various specialized educational processes to overcome the educational losses and failures of learning impaired children, one of the common methods is the learning matrix. Under this method, the students get the opportunity to learn through the learning process in which self-instruction and oral form.
Children with learning disabilities lack cognitive abilities, so teachers can answer important questions themselves, write and ask themselves to read. Self-instructional methods are very effective for children with learning disabilities. Reliable assessment is a system of teaching evaluation and progress in instruction. It is a direct, continuous and means of knowing the progress of the students. In this situation the teacher can understand the behavior of the students in a wider area. It is helpful for the teacher in taking instructional decisions. With respect to the curriculum and other teaching materials, it can be said that it should be appropriate and inspirational according to the level of working of the children. It should not be narrow. The teacher should use the skill and interest of the child to motivate the children given to the task more. Teachers should use different colors and examples more and more to make the children's attention and learning more interesting. The multiple sense dimension can be used for the education of children with learning disabilities. On the basis of hearing words, seeing, speaking, etc. Frerenald (1943) developed visual, audio and aesthetic sensations. Once they acquire proficiency in word knowledge can help and point out their progress or shortcomings. In this way new words can be taught. How is the organization and arrangement of words or any writing done to the readers. The teacher can also tell about this. When the child gets the knowledge of words, he starts writing sentences and stories and gradually he starts reading. There are many methods of multi-sense work or imparting knowledge. In the process of giving direct instruction, assessment, instruction and evaluation are used. Teaching is a system of direct instruction, under which there are less chances of errors. Adequate practice takes place through this and soon the back-nutrition is given. Teaching includes parts of mathematics and reading. Teaching was first used for children with disabilities and now learning is being done for children with disabilities. The use of learning matrix is being used in providing assistance for learning to the learning disabled children. Computer-aided instructions are also being included in the school system to help the management. Development of self-confidence - The best thing to do to help children with learning disabilities is to determine and assign their responsibilities and duties to the children. Especially such children who are embroiled in problems. It is important to assign students the task of taking care of a pet or plant. In this way there is a special effect on the mind of the children and they will understand that for them the attendance in the school classes is not only for the academic power but also for the life of any animal (pet or plant). This type of teacher's behavior instills confidence in the children in a dramatic way.
What is mentally retarded or retarded? Can you tell the reason for this? Give in detail. What is Mental Retardation or Dullness ?
What is mentally retarded or retarded? Can you tell the reason for this? Give in detail. What is Mental Retardation or Dullness ? Can you Account for it ? Write completely. Or who is called a retarded child? What special qualities should a teacher have in order to educate such a child? Who is called a Mentally Retarded Child ? What special qualities should a teacher possess to teach such children ?
Mental Retardation Meaning of Mental Retardation Some children are especially of low intelligence. They are mentally so sub-normal that they cannot easily understand the instruction given by the teacher in the class. According to Terman, children with an IQ less than 70 are called mentally disabled children. Due to the limited intelligence of such children, they adjust themselves in the society, it is necessary to know what is mental backwardness? Can't do it They require special attention. By their adjustment, mental backwardness or retardation means those children who exhibit retarded intelligence due to any physical and mental disease and are unable to do any work according to the level of their age. Due to this defect, many types of inferiority complex arise in them. Such children are neglected from all sides. Mentally backward children are classified on the basis of intelligence. Children with an IQ (I.Q.) between 70 and 80 fall in this category. The above classification made on the basis of intelligence is not a classification decided by everyone. The limits of intelligence are different according to different scholars, but all agree that the intellectual or mental development of these children is much less than that of the children in general. These children can never compete with normal children in mental activities. The American Association of Mental Deficiencies (AMD) defines a child with mental retardation as "mental retardation primarily indicating below average intellectual performance, which is accompanied by behavioral impairments." And which are erupted at the time of development.
Turnbull has pointed out two main features in this definition:
(1) to identify the limits of intellectual activity as if they are indicated by difficulties in learning and
(2) Focusing on adaptive skills such as communication, self-care and social competence. These symptoms make it clear that the retarded needs supportive services to overcome some of its limitations. In addition, to meet your current needs.
In the words of Kuppuswami- “Educational backwardness is the result of many reasons. Many factors mix together to produce retardation in learning.
Pollock and Pollock have written – “The retarded child is no longer placed in the group of the child with the weak mind, for whom nothing can be done. Now we accept that there are as many different aspects of his personality as There are as many as the personality of normal children.
Characteristics of Mental Retardation or Dullness
(1) Such children develop slowly as compared to normal children. For example, the level of a mentally retarded child at the age of six years will be the same as that of a normal child of three or four years. As a result, he will also be late going to school.
(2) His learning in schools will be very slow.
(3) Being discouraged and upset, it is natural for the child to develop disliking for school.
(4) Lack of school education results in social and emotional maladjustment.
(5) Physical form is also inferior (Physical Inferiority)
( 6) Constant III - health
(7) Emotional Instability
( 8 ) Imperfect and Defective Vocabulary
( 9 ) Limited and Simple Interests
(10) Short Attention Span
(11) Slow Reactions
(12) Inability to Generalize
( 13 ) Lack of Originality
(14) Poor Habits of Application
(15) Inclination Towards Immorality and Delinquency ā
Causes of Mental Retardation or Dullness
There is no one reason for mental backwardness or retarded intelligence. This defect arises from a number of causal processes. The main factors responsible for mental backwardness are described as follows:
(1) Heredity
(2) Physiological Factors
(3) Emotional Factors
(4) Sociological Factors
1. Heredity - This idea has always been popular that the main cause of mental backwardness is heredity. The main part of this backwardness the children get from the mental backwardness of their parents. Growth retardation also occurs in the ancestors and it is passed on to the children as well. The reason for this is the defect of chromosomes.
2. Physiological Factors - Due to the presence of deficiencies in the brain, mental defects can occur. Apart from this, the injury to brain cells due to fever is also involved in physiological factors. Many other diseases, such as Meningitis, Encephalitis, Congenial Syphilis, German Measals, etc. can also be responsible for mental backwardness. Apart from this, diseases like Epilepsy, Paralysis, Apoplexy etc. also give rise to this defect. Apart from these diseases, sub-normal condition of the mother during pregnancy, injury, imbalanced food and less food also lead to slow intelligence. (Subnormal Condition), an accident at birth, on the head during infancy
3. Emotional Factors - Educational of mental backwardness. The achievement side is due to deep emotional factors. Due to not being able to control the emotions, the mental balance gets disturbed and the children are unable to adjust anywhere.
4. Sociological Factors - Some sociologists are of the opinion that mental backwardness occurs as a result of the economic and social conditions of the family. Any of the above factors may be active in causing mental backwardness or retarded intelligence. Treatment of such children is not possible because the effects of such backwardness are permanent. In the form of education these children can be given proper training for their adjustment.
Problems of Mentally Retarded Children Mentally backward children have to face many types of problems, there is a great need to pay attention to their problems for adjustment in their school or society. Their main problems are the following.
1. Adjustment Problems - As mentioned earlier, such children feel themselves to be maladjusted among normal children. It is difficult for them to adjust in society, school and community. Adjustment at Home - Parents are reluctant to admit that their child is retarded. He has to face failure in school. On the other hand, parents keep high hopes. But because of the failure of the children, their hopes are lost and they take out all the anger on the children. They are called evil. Even in the eyes of other members at home, he falls like a retarded child. Adjustment in School - The behavior of the teacher in schools and classrooms is not sympathetic towards such children. Like ordinary children, they do not learn anything by ordinary teaching methods. The teachers scold and punish them for their backwardness from the general students. They are not motivated to participate in other school activities. As a result, hatred arises in the mind of such children towards the school and towards the teacher. Adjustment in Society - People from other sections of the society and children do not like to increase interaction with retarded children. The result of this is that a sense of inferiority arises in the retarded children and they are not able to adjust themselves in the society.
2. Emotional Problems - They remain emotionally immature and underdeveloped at home, school and society. For example, due to lack of proper environment for small talk, such children do not get emotional, training. But cry or cry. Due to Emotional Unstability, their adjustment is not able to be done properly anywhere.
3. Physiological and Mental Development Problem - Because of these children, physical and mental development is not like normal children, due to which they are not able to adjust in many activities related to routine, such as not sitting properly. Getting, hearing less, having defects in the eyes etc. Teachers and parents must pay attention to the above problems so that such retarded children can get proper adjustment in the society and they can stand on their feet.
Preventive and Remedial Measures Many methods have been suggested for the prevention of mental backwardness. Following are the main measures to prevent it
(1) Segregation
(2) Birth Control
(3) Education Program
1. Segregation - Under this process, mentally backward children should be separated from normal children and they should be kept in special institutions.
2. Birth control - Under sterilization, seriously mentally backward parents should be sterilized so that mentally backward children are not born at all. ,
3. Education Program - The following works can be done under this
Program
(i) Individual Attention - The teacher should be ready to pay special attention to such children. For this the classes need to be small. Educating the parents is very important for backwardness. them to their child
( ii) Educating the parents - The level of mental intelligence should be made aware of. For this they should be told how to behave with such children.
(iii) Special Schools and Hospitals - There should be provision for special schools and hospitals for such children.
(iv) Special Teaching Methods - Their care and necessary training is not possible in retarded schools and hospitals. Ordinary teaching methods may not be successful for children. Therefore, it is very important to use special teaching methods for them.
(v) Special Curriculum - There should be a special course for these children. The general curriculum is not suited to their mental abilities. • More emphasis should be given on handicrafts. This is not much progress in book study. can do They cannot become a burden on the society by training in handicrafts. It is clear from the study of mental backwardness that treating these children is not an easy task. Also, they cannot be made like normal children. But yes, programs of education can be planned for them in such a way that these children learn to stand on their feet without becoming a burden on anyone in the society.
Write an essay on the education system of retarded children. OR What should be the course of education of the retarded children?
Write an essay on the education system of retarded children. OR What should be the course of education of the retarded children?
(1) Encourage the child to perform tasks of responsibility independently
(2) To develop in him a sense of security.
(3) To praise him for his achievements.
(4) To practice reading, reading and writing continuously and to develop other educational qualifications according to the level of retardation.
(5) To point to the experience of practice.
(6) To train the child to do his daily work efficiently.
(7) Participation in various activities with children of higher mental age than their mental age is encouraging for their social, physical and emotional progress.
(8) To orient towards vocational attitude.
(9) To conduct remedial exercises and exercises on the basis of regular medical check-ups and psychological tests.
(10) To make arrangements for special education for them in schools.
(11) To prepare a record of their developmental history.
(12) After getting the knowledge of the maximum possible level of development from the experts of this field by the parents and teachers, setting goals of achievement in different areas accordingly.
(13) To arrange for proper protective care when the level of abnormality is high.
(14) To develop in them the ability to adapt with the environment through behavior therapy. By the above measures, although the mentally retarded children cannot be made children of normal mental ability, yet according to their mental retardation, they can be helped to make some useful contribution in the society and become self-reliant.
Educational Provision for Mentally Retarded Children Mental retardation definitely affects the development of the child in all areas like physical, educational, social, vocational and emotional etc. to some extent. After the identification and diagnosis of retardation, special education can be arranged in the following forms for the purpose of providing education and training to the child according to the level and nature of his retardation.
- 1. Residential Schools It is completely impossible to provide education and training to mentally retarded people at home or in normal schools. Therefore, they should be kept only in well equipped hospital-cum-schools, where qualified nurses and doctors are appointed to take care of them, because these children are not able to do even their own daily tasks, They have to spend their whole life in such institutions only. Some scholars consider the arrangement of separate schools to be appropriate even for testable and educable children. This type of arrangement is good from the point of view of adjustment of children, but blocks the development and progress of children in other areas. The child loses contact with normal children and cannot learn many activities which he can learn by imitation. Therefore, the arrangement of residential schools is suitable only for children with extreme retardation.
2. Special Schools The system of special schools is considered more practical and useful than the residential school system for children with excessive retardation and training ability. In this, the child goes to school only for a fixed period, the rest of the time he spends only in contact with his family members and peers. In this way he progresses socially along with getting special education and training. In these schools, there is a different type of class division according to the need, ability level and age of the children concerned. There is relaxation in the school age of the children. Apart from this, the services of specially trained teachers, nurses and social workers are available to these schools.
3. Special Classes Special education can be arranged in the form of special classes separately for low retarded children in normal schools. In such schools, where the number of mentally retarded children is not high, the children get education and training according to their ability in a particular class only for some period of time. The rest of the time they live in normal classes along with average students. This system remains faulty from the point of view of discipline. When the number of mentally retarded children is high, the arrangement of completely separate homogenous class for them in normal schools is considered to be the best education system. In this, children of the same age-age and mental age group stay in the same class for the entire period. In this way, it becomes easy to set the same program through education and to organize the teaching material and curriculum to achieve the same goals at the same speed and the development of the student takes place at a good pace according to his ability. Education of Mentally Retarded Children: Mentally retarded children of all levels and nature are not eligible for education. Only those with low retardation (IQ score of 50 to 75) are able to pass some of the primary classes. Those with limited retardation (IQ is 25 to 50) are able to learn to read and write only after hard work, otherwise it is possible to train them in some non-skilled tasks. The intellect (IQ less than 25) is completely dependent and is unable to do even its own work. Therefore, education can be provided only to the children of the first two groups - (I) Educable Mentally Retarded Children. For this, the determination of the aims and curriculum of education is the first and most important stage of their education.
1. Objectives and Goals - There is no difference between mentally retarded and normal children in terms of aim and goal of education. The main and broad objectives of education of both are in the child.
(i) social skills,
(ii) personal adequacy and
(iii) To develop vocational skills.
Here social skill refers to the adjustment of a particular person/child with his peers, family, school and neighbours. Personal ability means the ability of a child to lead a life independently in a balanced state. Vocational skill refers to the ability of a person to support himself in whole or in part by productive activity. Apart from this, Kirk and Johnson have given 8 main objectives of education for the mentally retarded people to get education.
(1) Development of social skills.
(2) To develop vocational skills in the child.
(3) To develop independent behavior and emotional security in the child through good mental health programs.
(4) To develop habits of health and wellness through good health education programs.
(5) To develop the lowest educational qualifications (reading, writing and simple mathematics).
(6) Development of the ability to engage oneself in entertainment and other activities in free time.
(7) To develop in them the ability to carry out their responsibilities in the family through the curriculum.
(8) To make them an active member of the community through community activities.
2. Curriculum - Due to the subnormal mental development, the mentally retarded children, who can get education, cannot take any benefit in any way from the curriculum prescribed for normal children. Therefore, keeping in mind the level of their retardation, needs and objectives of education, the curriculum should be decided for them. In this way, not only academic subjects should be included in this, but various co-curricular and extra-curricular activities and vocational subjects should also be given proper place. Apart from this, their syllabus should be very simple and arranged in the order of their ability level. These levels can be as follows
(i) Primary Level Curriculum - From 3 to 8 years of age, the main objective of this level course is for the students.
(a) to take care of himself,
(b) coordination,
(c) Manipulation of objects,
(d) giving respect and cooperation to others, and
(e) To develop speech power etc. To achieve these objectives, these children are trained in wearing clothes, cleanliness, toilet habits etc., development of speech power and good habits through group singing and clear pronunciation practice.
(ii) Middle Level Curriculum – From 6 to 18 years of age, under this level course, subjects from reading, writing, mathematics to class 8 or 9 of general classes can be placed in order of difficulty. Is . Apart from this, training for semi-skilled and non-skilled tasks can also be given at this level. In order to teach how to make good use of free time, training is given in various sports, drama, art, handicraft, singing and activities involving social membership.
(iii) Adult Level Curriculum - From the age of 15, the level is very low, more this level of education is given only to those children / persons, in which there is a problem of retardation such as in their curriculum in the people of low intelligence and low intelligence. Subjects related to vocational skills and citizenship are also included.
3. Teacher and method of teaching- Trainable and skilled teachers are needed to give education to the mentally retarded children, because these children have their own special needs and the pace of development is very slow. Therefore, it is necessary for their teacher to have knowledge of wall psychology and various teaching methods and techniques. Along with this, qualities like tolerance and patience should be included in his personality, so that he can easily solve any kind of problem arising in the class. Apart from this, different teaching methods should be used according to the level of the curriculum and while choosing the method, care should be taken of the child's difficulties, other disabilities, needs etc. i.e. teaching should be child centered. The subject should be taught in an interesting manner through examples, colorful pictures, stories, poems etc. Teaching collectively and individually by dividing the subject matter into micro units can make teaching more effective.
(II) Trainable Mentally Retarded Children: Those with trainable mental retardation are more intellectually inferior than the educated mentally retarded children. So they are not able to get the same education as them. For them, education has to be arranged in separate classes or schools and after tireless hard work, they are able to learn only reading and simple mathematics. Their education mainly focuses on the training of various habits and skills.
While making provision for their education, the following things are particularly worth keeping in mind:
(1) Correct identification of these children, diagnosis is the most important reason for their education. For this it is best to use experts and scientific methods.
(2) The size of the class of these children should be kept small (from six to fifteen children).
(3) Appropriate means of transport should be made available to them to take them to school and to bring them home from school.
(4) As far as possible, children of about the same age group should be kept in a class. Equal age and same mental maturity should be taken care of in classroom teaching.
(5) Separate educational objectives should be set for them which are according to their needs and abilities.
(6) A specially modified curriculum may be followed.
(7) Specially trained teachers should be appointed in their class or schools.
(8) The parents of these children should be made acquainted with the truth about their various abilities and needs so that they can have full cooperation in training them.
Objective of education - The curriculum designed to educate trainable mentally retarded children should have three general objectives.
( 1 ) Development of ability of self - help ,
(2) Development of the ability to adjust to home and society and
(3) Development of economic usefulness.
Curriculum - Due to low mental level, it is impossible to develop any kind of academic and vocational skills in these children. Developing self-help ability is the main part of their education and training. For this sensory training is given first, so that it can estimate the difference in situations and objects by touching, seeing, smelling, tasting and hearing. They can take care of themselves. For this, they are taught to wear clothes, take off, eat properly, gulp, go to the toilet, stay clean and complete various daily tasks with regular routine. In the name of social skills, they learn to greet, laugh, speak, demand something at the right time. Apart from this, through constant practice and tireless hard work, they can also be taught to adjust with their peers, family members and classmates. With the aim of developing economic-usefulness in these children, it is impossible to impart any kind of vocational skills training. But if trained in household tasks, he can use his time and energy in a useful way. For this, they have to do various unskilled tasks in classes, such as organizing things, washing clothes and utensils, cleaning, watering plants, choosing vegetables and flowers, doing simple cutting tasks and some easy shopping from the market. Training to do etc. can be given. Due to mental deficiency, the ability to write, read and maths is developed only marginally and very late. Therefore, at the highest level of the curriculum, they are required to read various signs such as stop, danger, road is closed, move back, words, names of various objects etc. and very simple level addition, subtraction and . Counting can be practiced. Teachers include the education of these children only in the training of various abilities, so it is not necessary for the teacher to have special abilities, but he should be fully skilled in the methods of educating and training the mentally retarded children. Apart from this, he should have detailed knowledge of psychology of these people, general medical knowledge and the ability to work hard and patience should be the main characteristics of the teacher.
Parents of Exceptional Children
Parents of Exceptional Children.
Parents of children, how balanced and coordinated development of children As soon as special children are mentioned, first of all their parents are mentioned, who are such parents, what is their economic and social status, | So that they can have a balanced and coordinated development of such children. For some time now, it is being emphasized that there should be cooperation between teachers and parents for the development of children. One proof of this is the parent-teacher movement. The areas of collaboration between parents and teachers have increased. Therefore, now such facilities have increased, due to which home and school can come closer. Now this cooperation has increased to such an extent that there are some such programs through which parents are educated. In the US, the National School for the Deaf and the Blind in Illinois holds a one- or two-week summer school to educate parents. Its purpose is to help the parents to understand the problems of their disabled child and to make them well-supported in the education of the children. In 1945 a book was published by the Minnesota State Department of Social Defense in which suggestions were given to parents on educating those with low learning. In 1943, in New Jersey, a plan was made to train the parents of mentally retarded children. Its purpose was to train the parents in such a way that they can educate their child in such a way that he creates minimum problems in school. Now this scheme has taken a wide form of education of parents. The National Association of Disabled Children and Youth in America has always considered parental education as an integral part of its services. The organization is also a suggestion service and publishes the book The Crippled Child and sends it to the parents of handicapped children. The John Tracy Clinic in Los Angeles, which is for deaf children, educates parents in three ways.
(1) by a small, practical school for deaf children and their parents. Here the parents and the child enter together. The parents watch the teacher teaching. Help him in the playground and clinic.
(2) The parents of all deaf children are invited to organize classes for deaf children, irrespective of their age.
(3) By correspondence course. It is one year old. In this, training is given in the area of reading the lips of the parents, understanding the sensations and preparing the children to speak. A new philosophy appears in the teaching of this most distinguished child.
According to this philosophy, any child, whether special or general, has four groups of teachers-
(i) home teacher,
(ii) Sports teacher,
(iii) school teachers,
(iv) Social teacher. According to psychologists, the home teacher is the most prominent among these four types of teachers. The teacher of the home is responsible for what children think about themselves and what they think of others. Their behavior towards others is also seen by the parents. It has been felt by the school teachers that those children who are read by their parents before coming to school are more eager to learn. The same is the case with special children. Therefore, for the education of the children, there should be a match between the teachers of the home, school and society. For this they should understand each other and should be familiar with the general aims and methods of teaching. Teachers and school officials etc. can help the parents of unique and special children to understand their children. Parents get frustrated with their disabled children. Its result is not good. Only if they are more excited and hopeful can they help their children. Parents of special children should try to improve their children from the very beginning. Those working for the education of special children must understand the difficulty of the parents. And they should be helped. The biggest problem of parents of special children is to accept these children emotionally. Children find themselves secure in the love of their parents. Parents should not show pity towards disabled children nor should they be seen with disgrace and contempt. Nor should they express the grief of being such a child. They should really love the people. Not only should love be given, but measures should also be taken to improve them. The child should be given the impression that he is a dear member of the family. Everyone wants that. In short, parents should emotionally accept their particular child. can be done ?
Describe the role of teacher in facilitating learning and implementing curriculum. OR What should be the role of teacher in facilitating learning in the national system of education?
Describe the role of teacher in facilitating learning and implementing curriculum. OR What should be the role of teacher in facilitating learning in the national system of education?
Teacher's Role as Facilitator of Learning The teacher is the one who does all the instruction, process, motivation etc. related to teaching in the classroom. This completes the process of making teaching dynamic and effective. In the absence of a teacher, emotional relationships (emotional aspects) do not become dominant in teaching. A teacher has the following functions
1. Providing Motivation (To Secure Motivation) - Any work is successful only when there is gaiety towards that work within the doer. Motivation is to create interest in the child towards learning. It has an important place in education. In an environment of passivity and apathy, the child is not eager to acquire new knowledge. A scholar has also said – “Motivation or enthusiasm is an important part of teaching and unless we pay attention to the motivating part of teaching, we cannot understand the real form of teaching. In the absence of guidance, there is always a possibility of children becoming confused.
There are generally three methods of navigation -
(1) By finding out the special abilities of children and by motivating them.
(2) By instructions and examples
(3) Debate, personal conversation and giving advice when problems arise.
2. To Train the Emotions of the Child (To Train the Emotion of Lear ner) - The teacher creates the right feelings in the children by teaching. There is proper training of emotions. Stable emotional life develops. This development is easily accomplished by the teacher's sympathy, love, proper work, personal contact and proper guidance. Children who come to school should feel that they are getting love and sympathy in the school in the middle of teaching.
3. To Provide Opportunities of Activeness to the student - The teacher refines the various basic tendencies of the child and gives them a definite direction, so that their all-round development can take place. The teacher has to carefully guide his children in the method of study and learning of the children and the proper way of thinking and the proper methods of evaluating the material. In this way, through teaching, the teacher provides an opportunity to the child's activity to develop at a natural pace.
4. As an informant (As an Source of Information) - Teacher provides a new structure of knowledge through teaching. He brings new knowledge to light. Reveals a variety of unknown thoughts and objects. Teachers who are more proficient in the art of storytelling; They have good knowledge of the attitudes of children, know the method of presentation of the subject, they get enough success in this field.
5. Teaching is Establishing Relationship – Education is a triangular process. The child, teacher and subject are the focal points of this action. The relationship between these three is established through education. While establishing this relationship, the teacher has to take special care of some things, in which the first is the knowledge of the nature of the child. There are individual differences in the child. For example, health, physical strength, interests, abilities, emotions, moral, temperament and intellect etc. A teacher is considered successful in his work only when he understands the individual differences of the child and provides him education. He should have knowledge of the art of establishing relation between the subject and the student. He should also have a philosophy of life, which can influence the children.
6. The task of the teacher is to teach (To Learn is the Funtion of Teacher) – The main function of the teacher is to create motivation in the children. encourage him to read. The teacher helps the child in this process. This oral principle of teaching is absorbed by all the educationists. Burton put it simply, “Teaching provides stimulation, guidance and encouragement in learning. Such an environment should be created by the teacher, in the middle of which the child develops a natural interest towards his subject and enthusiasm should work to learn it.
7. Teaching is a means of personality formation (Teaching is Means of Preparation of Personality) - It is the main responsibility of the teacher to build the right personality of the child through teaching and other sources. The physical, intellectual, spiritual and emotional development of the child takes place through the main medium of instruction. In this development such capacity comes in him that he can make his future life happy. Teaching awakens a new yearning and inspiration and generates a desire to remain progressive. Therefore, this holy sacrifice of teaching should be performed in the best way. Only then will we be able to see happiness, peace and well-being.
8. To Help the Student to Adjust Himself to His Environment – According to Raeburn, “The function of teaching is to help the child to adapt properly to his environment. By teaching, the child's response to the natural and social environment is improved in one way or the other. By this the child acquires the ability to make effective and appropriate responses and through teaching, the students get the knowledge of the art of living in this world.
Simpson has rightly said, "Teaching is the means by which society accustoms its children to adapt at the earliest opportunity to the chosen environment in which they are to live."
What is meant by guidance? Why is guidance needed? Describe the different types of path-darshan. Guidance
Guidance and Counseling
What is meant by guidance? Why is guidance needed? Describe the different types of path-darshan. Guidance
(Guidance) The word 'guidelines' is used in parallel with 'guidance'. Its general meaning is taken to help. According to Koos and Kefavour, 'guidance is the situation from which youths are divided for academic and professional achievements and adjust to the opportunities and circumstances received. Thus, according to Carmichael - effective education is guidance and the aim of real guidance is 'self-guideliness'. Every person has a problem of adjustment. He solves the problems according to his individual ability and sometimes due to lack of ability he fails in adjustment. In such a situation, a person needs guidance. Guidance is the process by which a person is helped in solving his adjustment problem. The problem of adjustment arises when the needs of the person are not fulfilled. In fact, the adjustment problem keeps on coming in life every day. Due to individual variation, the need for adjustment is felt. If the process of adjustment goes wrong then its form will be distorted. Adjustment requires guidance. The history of philosophy is as old as the human society, the individual and the society were divided according to their nature into classes and ashrams. The Brahmins, Kshatriyas, Vaishyas and Shudras were determined on the basis of the characteristics of the individual. In Gurukuls, students were given vocational education according to their interest. Plato and other thinkers in Greece recommended providing opportunities for development to talented people.
In the field of education, according to the Education Act passed in 1944 in England, the program of guidance was started in the school. Career masters were appointed in schools.
In America, the work of guidance started with the establishment of the Bread Winners Institute in 1905.
Parsons founded the Weston Vocation Viewer.
David Wheeler, Frederick, H. Allen, Mayer, Bloom, Field etc. carried forward the work of guidance.
After the Second World War in France, Germany etc., the work of guidance in the field of education started.
Governments gave national importance to the guidance program.
Guidance in India The work of guidance in India was started by Shri Sohanlal and K.G. Sayedan started.
In 1905 G.S. Under the chairmanship of Bose, practical psychology was opened in Calcutta, vocational guidance center was opened in Bombay.
Batliway operated this center. After that H.P. Mehta carried forward the guidance work in Bombay.
In 1952, a psychology laboratory was established at Allahabad in Uttar Pradesh. Psychology centers were also opened in Meerut, Kanpur, Vanaras, Bareilly, Lucknow. Today governments are running guidance centers in every state of India.
The psychology departments of universities are helping individuals by providing educational, vocational and personal guidance.
In the private sector also, many associations and individuals are contributing in taking forward the Bharg-Darshan program. Guidance: Definitions There is a great need for guidance in the field of education. Education is that process of society which brings necessary changes in the individual. If education is given keeping in mind the individual differences, then it is capable of fulfilling the all round development of the child. If not, then its reasons need to be investigated. If there are some defects in the person, then their solution is possible through guidance.
1. Arthur J, Jones- Guidance is the aid given to individuals in making wise choices and adjustments.
2. James Drever - The word display is used in three senses-
(1) Children's Guidance - which means medical, psychological, educational and psychotherapeutic and remedial organization and co-operation, which studies the behavioral or educational problems of children with complex or retarded.
(2) Pedagogical guidance - used in the context of primary schools in the sense of standardized mental, pedagogical testing.
(3) Vocational guidance - helps children and their parents in the vocational selection of children, on the basis of intelligence test, academic test, special aptitude test, gives information about aptitude test, school record, interest, aspiration etc. and Provides information on the labor sector of the state.
3. Brevet Zone M. The meaning of education is taken as-
(1) The process of change, which takes place in the individual
(2) to give information (instruction)
(3) Those conscious efforts which direct the person to be capable of physical, mental, emotional, moral development so that the person can be socially effective and personally satisfactory.
4. Secondary Education Commission - Guidance includes that difficult art of helping boys and girls, by which they plan their future wisely, keeping in view all the reasons, in the midst of which they have to work in the world.
5. Shirley Hamrin - Helping a person to identify himself in such a way that he can move forward in his life is called guidance.
6. Crow and Crow - Guidance does not mean giving direction, does not impose the point of view of one person on another, does not make decisions for the other person instead of taking the decision himself, nor does it carry the burden of another's life. On the contrary, by a competent and well-educated person, helping another person, irrespective of age group, to organize your life activities, develop your personal outlook, make your own decisions and bear your own burden. Actual direction.
7. Bears - Guidance is an original attempt to preserve the individual's innate individuals and abilities acquired through training. For this protection, he makes the person endowed with all those problems so that he can explore his highest powers for the satisfaction of himself and the society. On the basis of these definitions, we can say in the words of Thomas Risk- 'The purpose of guidance is to help students in solving their problems, generate problem solving ability i.e. self-direction. Guidance is needed in education related work. Through guidance, the ability to meet all the needs is generated in a particular student. Guidance is very important in education. Children are like soft plants and the power of imitation is more. If their position in education remains normal. If he and he is not given any kind of guidance, then his life-circle will not be useful to the society. If he gets guidance, then while he himself will be healthy (mentally, physically), at the same time he will also be very useful for the society.
Characteristics The elements of guidance are as follows:-
1. Guidance focuses on the individual, not the problem.
2. The search for abilities is done on the basis of the person's interest, aptitude, need, limitation, nature and ideals.
3. Leads to self-direction and self-development.
4. Confident about present and future.
5. Achieving success in business.
6. To generate the ability to adjust to the new situation.
7. To arrange counseling as required. Need for Guidance According to Savary and Telford- "Good guiding practices are those which enable a person to solve his own affairs and learn to make a living." Its purpose is not to make a person paralyzed, but to help him guide himself. The prestige of a person is the ultimate point of guidance. ,
The need for guidance is as follows:-
1. Individual Difference - Students from different environments come in each class in which individual differences are found. "Studying and adjusting these individual differences requires guidance." Due to compulsory education, children of every level of society have started coming to the schools, due to which the individual differences among the students of the class have started. The range has increased. For this increasing range there is an absolute need for guidance by which every student can be accommodated and his abilities can be developed to the maximum.
2. Change in the objectives of education - Today's education is going on almost the same pattern on which it was years ago. The basis of education is the all-round development of the individual, so the goal of guidance is to bring about a change in the aims of education. Changes in the aims of education can happen only when new aims and methods of education are developed on an individual basis through guidance.
3. Variation in work: Each person's power to do work is different. Such tasks, in which the child is not interested, all of them hinder his development. Their efficiency can be utilized properly only by guidance and their skill can be developed.
4. Industrialization - Guidance has developed along with such a technological process which has opened new doors for the development of man. In this context the objectives of the guidance are as follows
(1) To make the person capable of problem solving.
(2) To provide assistance for adjustment.
(3) To provide vocational and educational opportunities according to the qualification, ability.
(4) To acquaint the person with the abilities and capabilities inherent in him.
(5) To contribute to the development of the inherent characteristics of the individual. In the context of these objectives, Sarga-darshana has developed as a purposeful action method.
Its nature is as follows:-
1. It is related to both the individual and the group.
2. Its nature is multilateral.
3. Many methods are used in this.
4. It is both subjective and objective.
5. It seeks the progress of both the individual and the society.
6. This is problem focused.
7. It makes the person capable of self-direction, generates the capacity for adjustment and solves both immediate and long-term problems. Efficiency and work efficiency can be developed in the industrial sector by proper guidance of workers and technicians. The truth is that the proper determination of the child's ability is practically here for the future.
5. Development of Genius - School is a laboratory for the creation of human life. The development of the inherent powers in the child takes place in the school. Nowadays, due to group education, much attention is not paid to the individual differences of the children. Every child's ability to work is different. Through the facilities of guidance, the development of every child will be according to his ability and ability.
6. Development of human energy - Human power gets destroyed due to being engaged in various fields and it does not benefit him and the society. With guidance, all the powers of the individual are utilized in different fields, whose benefits are appropriately given to the society. Types of Guidance The field of guidance is very wide. It can be useful in all kinds of activities of a person.
There are three main types of guidance:-
1. Individual Guidance - Under personal guidance, separate guidance is given to the person. The person is made aware of his own problems and he is advised that if he adopts such and such methods then his life will be on the right track. Personal guidance is given to solve personal problems. The need for personal guidance is as follows
(1) Development of happiness and peace and contentment in personal life.
(2) Right decision to solve personal problems.
(3) Developing the ability of personal adjustment.
(4) Development of personal skills.
(5) Harmony in family and professional life.
(6) Reducing family and personal tensions.
Personal guidance in the field of education can be given as follows
(1) By providing opportunities for expression,
(2) By developing a sense of responsibility,
(3) By organizing games and curricular activities,
(4) By developing consciousness towards health,
(5) By developing human qualities,
(6) By developing cooperation and leadership among the children.
The main objective of personal guidance is to help in the balanced development of the individual. A person suffers from many types of problems and it becomes necessary to solve them. Diagnosis and treatment of the problem is done in it. For this, treatment is done by the methods of suggestion, attachment, refinement, re-education etc. Psychoanalysis and group therapy are used for complex problems.
2. Educational Guidance - Jones has defined educational guidance as follows- "Educational guidance refers to the personal assistance that is provided to the students so that they can choose the appropriate school curriculum for themselves, To be able to choose the curriculum and school life and make adjustments with them. ,
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