Addressing Learners From Diverse Backgrounds Including Disadvantaged & Deprived CTET CDP 14 हिन्दी

00:00 Addressing Learners From Diverse Backgrounds Including Disadvantaged & Deprived 00:25 Topics CBSE - Handbook of Inclusive Education RTE 2009 & Diversity in the Classroom Every School is an Inclusive School Disadvantaged Groups Key Areas of Inclusive Education Addressing Learners from Diverse Backgrounds Sample Questions 01:36 Disadvantaged groups - Including Socially & Educationally Backward, Economically Weaker Sections Urban deprived children Child labour, particularly bonded child labour and domestic workers Children in/of: ecological deprived areas - made to fetch water, fodder etc slum communities the family of scavengers & other stigmatised professions trans-gender community sex workers seasonal or migrant labour - construction & road workers landless agricultural labour nomadic communities and pastoralists forest dwellers and people in remote areas, desert hamlets areas affected by civil strife 03:29 Every School is an Inclusive School Gender diversity - Gender As A Social Construct - Gender Roles, Bias & Educational Practice Disadvantaged groups, Socially & Educationally Backward, Economically Weaker Sections, SC, ST - Individual Differences Among Learners, Understanding Differences Based On Diversity Of Language, Caste, Gender, Community, Religion Etc Differently abled - Addressing The Needs Of Children With Learning Difficulties, Impairment Etc 04:55 RTE 2009 & Diversity in the Classroom Right of Children to Free and Compulsory Education (RTE) Act, 2009 Free and compulsory elementary education, access to school and barrier free access for all children including children with disability Reservation of seats to EWS students in private schools Rights of Persons with Disabilities Act, 2016 Inclusive education is a system of education wherein students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities 06:28 Key Areas of Inclusive Education Educating the Teachers Utilizing External Resources Educating the Peers Inclusive Education Individual Physical Curricular Access 07:05 Educating the Teachers - An important element of inclusive education is ensuring that all teachers are prepared to teach all students 07:48 Educating the Peers - Peer group interactions have a great impact on the emotional, social and academic development 08:38 Physical Access - All Children should have equal access to all school facilities - such as Classrooms, Libraries, Playgrounds, Labs, Washrooms. Basic requirements such as Study Tables, Chairs, Games & Sports equipment should be accessible to all 09:41 Curricular Access - Is the Curriculum & Teaching-Learning process designed for All learners ? – Irrespective of Disabilities, Backgrounds & other Differences 10:48 Individual Focus - Every Child is Different. Adequate focus & Individual attention is essential for Inclusive Education 11:27 Utilizing External Resources & Experts – Such as NGOs, Government Agencies and Subject Matter Experts should be utilized wherever possible 12:06 Every Child is Different - Equity is the key, not merely Equality In-depth understanding of the realities of the situation Interventions outside & inside the classroom Institutional adaptation Emphasizing benefits to all pupils Celebrating diversity Unifying the system Stress on outcomes Focus on curriculum content Professionals and Teachers in partnership Parents for Inclusion Focusing on school effectiveness and improvement 15:12 The most effective way to convey students from disadvantaged sections that you expect them to participate and succeed, would be To articulate your confidence in their ability to succeed To develop your own interest in the topics to be taught To compare them with other children as frequently as possible to make them realize their goal To emphasize the point that you have high expectations from them 17:57 In India, the term 'learners with special educational needs' does not include which of the following children from backward classes children belonging to SC and ST families children with loco motor disabilities 18:58 Children belonging to families of first generation learners should be sent to special schools educated in regular schools made to repeat the class grouped together in classroom activities 20:02 To cater to the children from ‘disadvantaged’ background, a teacher should give them a lot of written work try to find out more about them and involve them in class discussions make them sit separately in the class ignore them as they cannot interact with other students 21:20 While dealing with poverty-stricken students, schools must provide them with appropriate training to develop skills so as to develop self-esteem have zero tolerance for excuses for not attending school regularly attach greater importance to curricular activity by segregating them for better attention expect them to possess a high standard of behavior