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E.S.-332
Psychology of Learning
and Development
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
Assignments. These Sample Answers/Solutions are prepared by Private Teacher/Tutors/Auhtors for the help and Guidance
of the student to get an idea of how he/she can answer the Questions of the Assignments. We do not claim 100% Accuracy
of these sample Answers as these are based on the knowledge and cabability of Private Teacher/Tutor. Sample answers
may be seen as the Guide/Help Book for the reference to prepare the answers of the Question given in the assignment. As
these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be denied.
Any Omission or Error is highly regretted though every care has been taken while preparing these Sample Answers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer & for uptodate and exact
information, data and solution. Student should must read and refer the official study material provided by the university.
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Some symptoms of such learning disability are writing pat instead of tap or 12 instead of 21 not being able
to join alphabet sounds to read words, poor performance in examination. They are normal as above average in
intelligence. Some are hyperactive, inatten-tive and behave impulsive. They follow instructions poorly and do not
often complete the assigned tasks.
Education of Students with Disability: The teacher should provide additional help and attention to the specific
disabilities of such children instead of criticizing or scolding them.
(b) Economically and socially weaker girl student
Ans. Since ages we find gender biased and discrimination against women prevalent in our society. It is so deep
rooted that it has hampered the development of women. Some examples of discriminations against women are:
Women are considered to be incapable of taking their own decisions.
They are considered to be physically and mentally less capable in competing with men in areas like leadership,
boldness etc.
Social evils like dowry, prostitution, child marriage have also contributed in degrading the status of women
in society.
Widows, spinster, issueless women are looked down upon in our society though this is not the case with
men having similar characteristics.
Roles of men and women have been rigidly defined by the society. Men are the bread winners and are
considered to be the boss, whereas women are expected to look after the family and be submissive. These
traits are nurtured in children since childhood.
Unfortunately our textual material also aggravates the discriminations by highlighting more on the heroic deeds
of men than women and at times using expressions like dont cry like girls which degenerate the status of women.
Teachers behaviour at times also reinforces the discriminations. Remarks passed by teachers like do not behave
like girls in a boys class contribute to the discrimination.
A teacher can do the following to create a positive image of girls:
Explain the importance of girls education especially to parents from low socio-economic families.
Encourage girls in the class to be self-reliant.
Explain to girls and their parents that boys and girls are equal. Show this by own behaviour.
Encourage healthy competition among boys and girls.
Discourage malpractices like dowry, child marriage.
Make the girls realize their true potential and capabilities.
(c) SC/ST student
Ans. Now we will focus on the children belonging to scheduled castes and scheduled tribes. Their groups and
their special educational needs are required to be studied separately because the reasons for their educational
backwardnesds are different. We need to understand the reason for inequality in educational development of these
groups and the role of teachers and education in discouraging the discriminations against these groups.
Students from Scheduled Castes
The term scheduled castes refers to those castes in India which are considered untouchables since ages because
they are involved in occupations like cleaning, sweeping, shoe making etc. This term scheduled castes is an expression
taken from our Indian Constitution which gives a list of castes which are socially and economically backward and
deprived and thus need special measures for their upliftment.
The reason for the pathetic condition of these castes has been the discrimination against them since ages due to
their dirty occupation. On olden times these castes were not permitted to use public amenities like tanks, rivers etc.
and were prohibited from going to temples and receive education. This further deteriorated their condition and
nibbed all chances of their mobility to other more respected jobs.
Various documents of education like National Policy of Education, 1986 and Programme of Action
(POA- 92) spell out the provisions and schemes that have been laid down by government for these backward castes,
These documents recommend that incentives like free books, scholarships, free coaching should be provided to the
children of these backward classes and spread awareness among teachers regarding the needs of these children.
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Many of the recommended schemes have already been implemented by the government. Reservations have been
done for these students in various educational institutions across the country.
It has been observed that despite measures taken by government, the condition of these classes and the spread of
education among them remains poor. The school dropout rate among the SC and ST students continues to be high.
This is because these students do not get support and encouragement from their teachers and parents to motivate
them to study and perform well in studies.
Students from Scheduled Tribes
Scheduled tribes in India refers to those tribes that live in far flung areas like interiors of jungles or areas that are
not accessible because of no roads leading to them. As a result of this providing food, clothing and education to them
has been difficult.
The following are some of the reasons for low educational level among children of scheduled tribes and measures
that can be taken to rectify them:
The textbooks should be written in local language of the tribals and certain examples from their environment
and related to their life. Unfortunately this is not the case in most schools near to tribal areas.
In tribal areas there are a lot of hurdles in the path of education such are less number of school, absence of
teacher, low enrolment ratio of students etc.
Formal education system is new for tribals. Besides, they do not feel comfortable in the company of nontribal people. All these acts are demotivating for them to send their children to formal schools.
Teachers role is very important in tribal education. Preferably, teacher should be appointed from amongst
themselves so that they can convince the parents to send their children to school more effectively and teach
in the local dialect.
Teachers should be empathetic towards the students instead of scolding the students for not attending school;
teacher should understand that these children are expected to help their parents in household work and
agriculture. Thus teacher should provide maximum support to the students at school.
The school curriculum and mode of teaching should be close to the real life of tribal children. Classes in
open area and curriculum that is useful in their daily life can attract more and more tribal children to schools.
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