Q1) Define Psychology? Write the meaning of Educational Psychology.

Discuss
about the importance of the concept Behaviourism in the Educational Field.

Ans: Define Psychology r answer nije likhbi

Meaning of Educational Psychology:

Education psychology consists of two words ‘education’ and ‘psychology.’ The term
education is derived from the latin word ‘educatum’ which means to derive out or to
bring out the inner qualities (as it was believed that all are present there since birth, in
an individual, but in passive form) of an individual in a harmonious and appropriate
environment so that the best of any individual may be attained in all aspect of
psychology, physiology, spiritual, value, ethics and all. Also psychology concerns to a
branch of science dealing particularly with the behaviour of any individual, such that any
aspect of mind cannot be excluded. It means, it concerns observation, analysis,
research and study of any individual’s behaviour in the avenue though which internal
mental events takes place because they consequently affects external behaviour and
response in one way or another.

Literally both of these word combine to form Educational Psychology which can be
defined as that branch of applied psychology, which is concerned with the application of
psychological principles, theories, phenomenon, research and findings to educate their
concerning people together in special reference to the psychological concerns and
study of situations, problems and cause and effect relations of behaviour of students
and teachers both which affects education directly or indirectly. Moreover it can be
defined as the branch of psychology which deals with the psychological aspects,
situations, input-output effects of all people involved in teaching-learning process,
particularly student, teacher and their teaching learning environment, in special
reference to those prime factors which affects their teaching-learning outcome in any
aspect.

Basically, education psychology is the branch of applied psychology which is developed

to help not only students and teachers, but also other people like principals,
administrators, policy makers, guide and counsellors, to know, deal and understand all
the psychological aspects and situations and their affect which effects their teaching
learning outcome in any concern.

Educational psychology is the scientific field concerned with applying psychological

theories and concepts to the understanding and improvement of teaching and learning
in formal educational settings. In simpler terms, it is concerned with the study of how
students learn and how teachers can help them to learn effectively. Educational
psychology draws on and combines various psychological theories and principles –
such as those related to human development, motivation, learning, behavior
management and assessment, among others – in order to improve the conditions of
teaching and learning. Educational psychologists study the process of learning not only
among the general population but also among sub-groups such as gifted children and
those with various learning disabilities.
Educational Psychology r kichu definition dibi

The goal of educational psychology is not to provide specific prescriptions for teachers
and other individuals who have an influence on a learner’s educational attainment, as if
there were only a few set ways in which one can optimize the processes of teaching
and learning. Rather, research in this field is designed to uncover general principles
which can be applied in various ways across diverse educational settings and learners.

Importance of Behaviorism in Educational Field: J.C. Agarwal Book Page Number 26 &
27.

Q2) What is Language? Discuss about the advantages and disadvantages of

linguistic diversity in field of education.

Ans: Language is a system that consists of the development, acquisition, maintenance

and use of complex systems of communication, particularly the human ability to do so;
and a language is any specific example of such a system.
The English word language derives ultimately from Proto-Indo-European “dngwehs”
tongue, speech, language" through Latin lingua, "language; tongue", and Old French
language. The word is sometimes used to refer to codes, ciphers, and other kinds
of artificially constructed communication systems such as formally defined computer
languages used for computer programming. Unlike conventional human languages,
a formal language in this sense is a system of signs for encoding and
decoding information. This article specifically concerns the properties of natural human
language as it is studied in the discipline of linguistics.
As an object of linguistic study, "language" has two primary meanings: an abstract
concept, and a specific linguistic system, e.g. "French". The Swiss linguist Ferdinand de
Saussure, who defined the modern discipline of linguistics, first explicitly formulated the
distinction using the French word langage for language as a concept, langue as a
specific instance of a language system, and parole for the concrete usage of speech in
a particular language.
The scientific study of language is called linguistics. Questions concerning
the philosophy of language, such as whether words can represent experience, have
been debated at least since Gorgias and Plato in ancient Greece. Thinkers such
as Rousseau have argued that language originated from emotions while others
like Kant have held that it originated from rational and logical thought. 20th-century
philosophers such as Wittgenstein argued that philosophy is really the study of
language. Major figures in linguistics include Ferdinand de Saussure and Noam
Chomsky.
Estimates of the number of human languages in the world vary between 5,000 and
7,000. However, any precise estimate depends on a partly arbitrary distinction between
languages and dialects. Natural languages are spoken or signed, but any language can
be encoded into secondary media using auditory, visual, or tactile stimuli – for example,
in whistling, signed, or braille. This is because human language is modality-
independent. Depending on philosophical perspectives regarding the definition of
language and meaning, when used as a general concept, "language" may refer to
the cognitive ability to learn and use systems of complex communication, or to describe
the set of rules that makes up these systems, or the set of utterances that can be
produced from those rules. All languages rely on the process of semiosis to
relate signs to particular meanings. Oral, manual and tactile languages contain
a phonologicalsystem that governs how symbols are used to form sequences known as
words or morphemes, and a syntactic system that governs how words and morphemes
are combined to form phrases and utterances.
Human language has the properties of productivity and displacement, and relies entirely
on social convention and learning. Its complex structure affords a much wider range of
expressions than any known system of animal communication. Language is thought to
have originated when early hominins started gradually changing their primate
communication systems, acquiring the ability to form a theory of other minds and a
shared intentionality. This development is sometimes thought to have coincided with an
increase in brain volume, and many linguists see the structures of language as having
evolved to serve specific communicative and social functions. Language is processed in
many different locations in the human brain, but especially in Broca's and Wernicke's
areas. Humans acquire language through social interaction in early childhood, and
children generally speak fluently by approximately three years old. The use of language
is deeply entrenched in human culture. Therefore, in addition to its strictly
communicative uses, language also has many social and cultural uses, such as
signifying group identity, social stratification, as well as social
grooming and entertainment.

Languages evolve and diversify over time, and the history of their evolution can
be reconstructed by comparing modern languages to determine which traits their
ancestral languages must have had in order for the later developmental stages to occur.
A group of languages that descend from a common ancestor is known as a language
family.

Linguistic Diversity (advantages and disadvantages)

The Linguistic diversity of India can be understood by a simple folklore which states that
for every couple of miles the taste of water change and for every three miles or so the
language(spoken).
Since India is a multilingual and multi racial country this holds true for every state
throughout the nation.
Starting right from North i.e. Kashmir to down south i.e. Kanya kumari one can easily
witness this phenomenon. As you navigate the entire length and breadth of the country
the Linguistic diversity is evident and the pattern and tone also differs within a short
distance even if people are speaking the same dialect.
Also the impact of foreign languages like arabic and Persian which gave birth to Urdu
which essentially means the camp languaue also finds it's origin in India.
Though one thing is at the core of many languages and script in india is Sanskrit. When
somewhat keenly observed we can easily trace number of dialects and languages to
have sanskrit at its roots.

Benefits

1. Children who grow up listening to two or more languages, their lives speak those
languages as well as native speakers who grow up with only one language, or at least
communicate on a very high level.

2. In an environment where there exists diversity of language, children gain a great

feeling for languages and also understand that a language is only a means to an end of
communication.

3. Those children tend to have advantages in learning other languages at a later date.

4. Children enjoying a multilingual education can transfer information from one language
to the other, either to extend or to better understand grammatical structures to their
vocabulary.

5. Children who learn two or more languages, have in certain professions that require
multilingualism and internationalism, significant advantages.

6. The children who grow up with many languages, have a better sense of cultural
differences and particularities of the global world.

Disadvantages

1. Children who grow up in a multilingual environment, run the risk that they do not
speak the language properly and thus get a lot of problems in the school system.

2. Children enjoying a bilingual education can be excluded from a monolingual in the

majority society, or whether their second language teased. This can have a negative
impact on development, such as reducing the self-confidence of the child.

3. Language problems in children, whether natural or physical difficulties with

pronunciation or grammar can be even more difficult to resolve for multilingual children
growing up, as they must be corrected in part in any language.
Q3) To whom you consider as an effective teacher? – Discuss.

Ans: Education is an important area of society, factor that raises more and more
problems that are reflected in the entire process of teaching. The ability of the teacher to
be liked, to motivate students, to help them understand and assimilate information
received depends on the quality of teaching and learning. Effective school learning
requires good teaching and good teaching requires value judgments that build
professionals to educate their students (Porter & Brophy, 1988). The teacher has a
strong influence on student, determines him to learn, how or what to learn and also he
cause interaction between students. For teenagers of today convincing ability to support
an idea, an opinion, a principle, a solution, a value judgment is vital. If he does not know
how to listen, negotiate, persuade effectively, evaluate the arguments for taking a
correct decision has no chance in society (Bradea, 2009). Considering the degree to
which teachers influence students, stated that teachers should promote positive
outcomes in the lives of students, in that school purchases, positive attitude about
school and interest in learning (Stronge, 2007). Teacher attitudes, behaviors and beliefs
have a significant impact on student’s cognitive acquisitions (Palardy & Rumberger,
2008). “Good teachers understand what students everywhere can confirm: teaching is
not just talking, and learning in not just listening. Effective teachers are able to figure out
not only what they want to teach, but also how to do so way that students can
understand and use the new information and skills” (Hammond, Bransford & LePage,
2005, p. 88). An effective teacher can avoid devaluing messages, may make decisions
to motivate the students and can overcome the pitfalls of excessive authoritarianism
and permissiveness (Gordon, 2012). In a study conducted in 2003, Koutsoulis (Scrivner,
2009) found that students listed the qualities of effective teachers, features such us:
friendly, forgiveness, respect, compassion, fairness, attitude comprehension. In a
quasiretrospective longitudinal research, Walker (2008) identifies twelve characteristics
of effective teacher needed for students to behave appropriately and acquire the
information received. These features are: preparation, positive attitude, high
expectations, creativity, fairness, personal touch, developing a sense of belonging,
accepting mistakes, sense of humor, respect for students, forgiving attitude and
compassion. Burden and Bird (Hunt, Wiseman & Touzel, 2009) suggest that “the most
essential teacher characteristics may be placed into the three organizing categories of
knowledge, skills and dispositions”. An effective teacher is one who does things right.
They plan their lesson, prepare the learning environment, conduct proper lesson
introductions, ask questions, and use instructional media material. Effectiveness in
teaching is much more than just doing things right. The effective teacher touches the
lives of students. Effective teacher is the result of three components: ability, personality
and knowledge (Anderson, 2009).

Pdf number 2
Conclusive Remark: A great teacher is one a student remembers and cherishes forever.
Teachers have long-lasting impacts on the lives of their students, and the greatest
teachers inspire students toward greatness. To be successful, a great teacher must
have:

1. An Engaging Personality and Teaching Style

A great teacher is very engaging and holds the attention of students in all
discussions.
2. Clear Objectives for Lessons
A great teacher establishes clear objectives for each lesson and works to meet
those specific objectives during each class.
3. Effective Discipline Skills
A great teacher has effective discipline skills and can promote positive behaviors
and change in the classroom.
4. Good Classroom Management Skills
A great teacher has good classroom management skills and can ensure good
student behavior, effective study and work habits, and an overall sense of respect in
the classroom.
5. Good Communication with Parents
A great teacher maintains open communication with parents and keeps them
informed of what is going on in the classroom as far as curriculum, discipline, and
other issues. They make themselves available for phone calls, meetings, and email.
6. High Expectations
A great teacher has high expectations of their students and encourages everyone to
always work at their best level.
7. Knowledge of Curriculum and Standards
A great teacher has thorough knowledge of the school's curriculum and other
standards they must uphold in the classroom. They ensure their teaching meets
those standards.
8. Knowledge of Subject Matter
This may seem obvious, but is sometimes overlooked. A great teacher has
incredible knowledge of and enthusiasm for the subject matter they are teaching.
They are prepared to answer questions and keep the material interesting for the
students.
9. Passion for Children and Teaching
A great teacher is passionate about teaching and working with children. They are
excited about influencing students' lives and understand the impact they have.
10. Strong Rapport with Students
A great teacher develops a strong rapport with students and establishes trusting
relationships.
Q4) Write about the classroom management techniques for improving the
teaching process.

Ans: Classroom management is a term teachers use to describe the process of ensuring that
classroom lessons run smoothly without disruptive behavior from students compromising the
delivery of instruction. The term also implies the prevention of disruptive behavior preemptively, as
well as effectively responding to it after it happens.
It is a difficult aspect of teaching for many teachers. Problems in this area causes some to leave
teaching. In 1981 the US National Educational Association reported that 36% of teachers said they
would probably not go into teaching if they had to decide again. A major reason was negative
student attitudes and discipline.[1]
Classroom management is crucial in classrooms because it supports the proper execution of
curriculum development, developing best teaching practices, and putting them into action.
Classroom management can be explained as the actions and directions that teachers use to create
a successful learning environment; indeed, having a positive impact on students achieving given
learning requirements and goals (Soheili, Alizadeh, Murphy, Bajestani, Ferguson and Dreikurs). In
an effort to ensure all students receive the best education it would seem beneficial for educator
programs to spend more time and effort in ensuring educators and instructors are well versed in
classroom management.
Teachers do not focus on learning classroom management, because higher education programs do
not put an emphasis on the teacher attaining classroom management; indeed, the focus is on
creating a conducive learning atmosphere for the student (Eisenman, Edwards, and Cushman).
These tools enable teachers to have the resources available to properly and successfully educate
upcoming generations, and ensure future successes as a nation. According to Moskowitz & Hayman
(1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for
them to regain that control.[2]
Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher must
take to correct misbehavior caused by poor classroom management skills results in a lower rate of
academic engagement in the classroom.[3] From the student's perspective, effective classroom
management involves clear communication of behavioral and academic expectations as well as a
cooperative learning environment.

Techniques[edit]
Corporal punishment[edit]
See also: School corporal punishment
Until recently, corporal punishment was widely used as a means of controlling disruptive behavior
but it is now illegal in most schools. It is still advocated in some contexts by religious leaders such
as James Dobson, but his views "diverge sharply from those recommended by contemporary
mainstream experts" and are not based on empirical testing, but rather are a reflection of his faith-
based beliefs.[5]
According to studies taboo physical punishments like spanking or procedures used in Asia in the
classroom such as standing do not make students or children more aggressive. Consistency seems
to play a greater role on whether outcomes could be negative.[6]
Corporal punishment is now banned in most schools in the United States, and most developed
countries. Although its effectiveness was never proven, the punishment was very disproportionately
met. African American males were the most punished group. In a study conducted in 2006, 17.1
percent of students who experienced corporal punishment were African Americans, and 78.3
percent of total students were males.[7]
Good teacher-student relationships[edit]
Some characteristics of having good teacher-student relationships in the classroom involves the
appropriate levels of dominance, cooperation, and awareness of high-needs students. Dominance is
defined as the teacher's ability to give clear purpose and guidance concerning student behavior and
their academics. By creating and giving clear expectations and consequences for student behavior,
this builds effective relationships. Such expectations may cover classroom etiquette and behavior,
group work, seating arrangements, the use of equipment and materials, and also classroom
disruptions. Assertive teacher behavior also reassures that thoughts and messages are being
passed on to the student in an effective way. Assertive behavior can be achieved by using erect
posture, appropriate tone of voice depending on the current situation, and taking care not to ignore
inappropriate behavior by taking action.[8]

Preventive techniques[edit]
Preventive approaches to classroom management involve creating a positive classroom community
with mutual respect between teacher and student. Teachers using the preventive approach offer
warmth, acceptance, and support unconditionally – not based on a student's behavior. Fair rules and
consequences are established and students are given frequent and consistent feedback regarding
their behavior.[9] One way to establish this kind of classroom environment is through the development
and use of a classroom contract. The contract should be created by both students and the teacher.
In the contract, students and teachers decide and agree on how to treat one another in the
classroom. The group also decides on and agrees to what the group will do if someone violates the
contract. Rather than a consequence, the group should decide how to fix the problem through either
class discussion, peer mediation, counseling, or by one on one conversations leading to a solution to
the situation.
Preventive techniques also involve the strategic use of praise and rewards to inform students about
their behavior rather than as a means of controlling student behavior. To use rewards to inform
students about their behavior, teachers must emphasize the value of the behavior that is rewarded
and also explain to students the specific skills they demonstrated to earn the reward. Teachers
should also encourage student collaboration in selecting rewards and defining appropriate behaviors
that earn rewards.[10]

Rote discipline[edit]
Also known as "lines", rote discipline is a sanction used for behavior management. It involves
assigning a disorderly student sentences or the classroom rules to write repeatedly. Among the
many types of classroom management approaches, it is very commonly used.

Systematic approaches[edit]
Assertive discipline[edit]
Assertive discipline is an approach designed to assist educators in running a teacher-in-charge
classroom environment. Assertive teachers react to situations that require the management of
student behavior confidently. Assertive teachers do not use an abrasive, sarcastic, or hostile tone
when disciplining students.[11]
Assertive discipline is one of the most widely used classroom management tactics in the world. It
demands student compliance and requires teachers to be firm. This method draws a clear line
between aggressive discipline and assertive discipline.[12] The standards and rules set in place by
assertive discipline are supported by positive reinforcement as well as negative consequences.
Teachers using this approach carry themselves confidently and have no tolerance for class
disruption. They are not timid, and remain consistent and just.[13]
Constructivist discipline[edit]
A constructivist, student-centered approach to classroom management is based on the assignment
of tasks in response to student disruption that are "(1) easy for the student to perform, (2)
developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on
students' interests, (5) designed to allow the teacher to stay in charge, and (6) foster creativity and
play in the classroom."[14] Compliance rests on assigning disciplinary tasks that the student will want
to do, in concert with the teacher rapidly assigning more of the task if the student does not initially
comply. Once the student complies, the role of the teacher as the person in charge (i.e. in loco
parentis) has been re-established peacefully, creatively, and with respect for students' needs.
Claimed benefits include increased student trust and long-term emotional benefits from the modeling
of creative solutions to difficulties without resorting to a threat of violence or force.

Culturally responsive classroom management[edit]

Culturally responsive classroom management (CRCM) is an approach to running classrooms with all
children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set
of strategies or practices, CRCM is a pedagogical approach that guides the management decisions
that teachers make. It is a natural extension of culturally responsive teaching, which uses students'
backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.
Teachers, as culturally responsive classroom managers, recognize their biases and values and
reflect on how these influence their expectations for behavior and their interactions with students as
well as what learning looks like. There is extensive research on traditional classroom management
and a myriad of resources available on how to deal with behavior issues. Conversely, there is little
research on CRCM, despite the fact that teachers who lack cultural competence often experience
problems in this area.[15]

Discipline without Stress, Punishments or Rewards[edit]

Discipline without Stress (or DWS) is a K-12 discipline and learning approach developed by Marvin
Marshall described in his 2001 book, Discipline without Stress, Punishments or Rewards.[16] The
approach is designed to educate young people about the value of internal motivation. The intention
is to prompt and develop within youth a desire to become responsible and self-disciplined and to put
forth effort to learn. The most significant characteristics of DWS are that it is totally noncoercive (but
not permissive) and takes the opposite approach to Skinnerian behaviorism that relies on external
sources for reinforcement.

Provide flexible learning goals[edit]

Instructors can demonstrate a suitable level of strength by giving clear learning objectives, they can
also pass on fitting levels of participation by giving learning objectives that can be changed based on
the classes needs. Allowing students to participate in their own learning goals and outcomes at the
start of a unit brings a sense of cooperation and mutual understanding between the instructor and
student. One way of involving the students and in turn making them feel heard in the decision
making of the class is by asking what topics they would find most intriguing in learning based on a
guided rubric. This approach will engage and send a message to the students that the teacher is
interested in the student's interests. The student in turn will bring greater learning outcomes as well
as a mutual respect.[17]

The Good Behavior Game[edit]

The Good Behavior Game (GBG) is a "classroom-level approach to behavior management"[18] that
was originally used in 1969 by Barrish, Saunders, and Wolf. The Game entails the class earning
access to a reward or losing a reward, given that all members of the class engage in some type of
behavior (or did not exceed a certain amount of undesired behavior). The GBG can be used to
increase desired behaviors (e.g., question asking) or to decrease undesired behaviors (e.g., out of
seat behavior). The GBG has been used with preschoolers as well as adolescents, however most
applications have been used with typically developing students (i.e., those without developmental
disabilities). In addition, the Game "is usually popular with and acceptable to students and
teachers."[19]

Positive classrooms[edit]
Robert DiGiulio has developed what he calls "positive classrooms". DiGiulio sees positive classroom
management as the result of four factors: how teachers regard their students (spiritual dimension),
how they set up the classroom environment (physical dimension), bow skillfully they teach content
(instructional dimension), and how well they address student behavior (managerial dimension). In
positive classrooms student participation and collaboration are encouraged in a safe environment
that has been created. A positive classroom environment can be encouraged by being consistent
with expectations, using students' names, providing choices when possible, and having an overall
trust in students. So As educators, we have daily opportunities to help students grow confidence and
feel good about themselves. Despite all the negativity that may be around them within their
households. Through such actions as boosting their self-esteem through praise, helping them work
through any feelings of alienation, depression, and anger, and helping them realize and honor their
intrinsic worth as human beings. May result in better behavior in the long line jeopardy of the
students.[20][21]

Q5) What do you understand by the term special need? What kind of role as a teacher
should we follow for special learners?

Ans: Special needs is a term used in clinical diagnostic and functional development to
describe individuals who require assistance for disabilities that may be medical, mental,
or psychological. Guidelines for clinical diagnosis are given in both the Diagnostic and
Statistical Manual of Mental Disorders and the International Classification of
Diseases 9th edition. Special needs can range from people with autism, cerebral
palsy, down syndrome, dyslexia, blindness, ADHD, and cystic fibrosis. They can also
include cleft lips and/or palates, port-wine stains, and missing limbs. The types of
special needs vary in severity, and a student with a special need is classified as being a
severe case when the students IQ is between 20 and 35.[1] These students typically
need assistance in school, and have different services provided for them to succeed in
a different setting.[2]
In the United Kingdom, special needs usually refers to special needs within an
educational context. This is also referred to as special educational needs (SEN)
or special educational needs and disabilities (SEND). In the United States, 18.5 percent
of all children under the age of 18 (over 13.5 million children) had special health care
needs as of 2005.[3]
More narrowly, it is a legal term applying in foster care in the United States, derived
from the language in the Adoption and Safe Families Act of 1997. It is a diagnosis used
to classify children as needing "more" services than those children without special
needs who are in the foster care system. It is a diagnosis based on behavior, childhood
and family history, and is usually made by a health care professional.
The term Special Needs is a short form of Special Education Needs [6][7] and is a way to
refer to students with disabilities, in which their learning may be altered or delayed
compared to other students.[8] The term Special Needs in the education setting comes
into play whenever a child's education program is officially altered from what would
normally be provided to students through an Individual Education Plan which is
sometimes referred to as an Individual Program plan.[9] Special Education aids to the
students learning environment, to create a uniform system for all children.[10]
In the past, individuals with disabilities were often shunned or kept in isolation in mental
hospitals or institutions. In many countries, the disabled were seen as an
embarrassment to society, often facing punishments of torture and even execution. [11] In
the US, after the creation of the Individuals with Disabilities Education Act and many
other regulations, students with disabilities could not be excluded or discriminated
against in the education system.[12]

Education is being increasingly regarded as a fundamental right of every child, but a

large number of children of our country having varieties of problems and/or different
forms of disability are actually prevented from taking full advantage of education and
reaching their full educational and productive potential.
Science has advanced to a point where a number of remedial teaching techniques are
available and found to be effective. But unfortunately, enough public awareness has not
been generated, and the absence of adequate educational programmes has for long
deprived the nation of the talent latent among the children with special needs. Inclusive
education is the new concept of education in which all the children with special needs in
general are taught with the so-called normal children in the regular classrooms.
Inclusive education is considered as a lifelong process where inclusive schools and
early childhood education settings are transformed so that all children could reach their
academic and social potential. It also involves removing barriers in the environment,
communication, curriculum, teaching, socialization and assessment at all levels.
Although, the concept of inclusion education is not new to the western countries but it is
still in its infantile stage in India. At a time, when India is trying to develop knowledge
and a value – based society, the education of every child assumes added significance.
As more and more children with disabilities and various other limitations or problems are
being identified, it becomes the role of the parents, professionals and teachers to assist
them in becoming responsible citizens of the society and attain world class standards.
Practically only limited number of special services exist to provide support to the
children with special needs. A large number of teachers must be trained to provide
remedial services to students with special needs, who often dropout of school because
of lack of such facilities. Thus, teacher sensitisation is the first step towards making
schools realise the importance of paying attention to these children. Of late, the
Government of India and the state Governments have been paying increasing attention
to special education. The persons with disabilities (Equal Opportunities, Protection of
Rights and Full Participation) Act, 1995 promises that access to education will be made
available to all children with special needs.
Inclusive Education aims to put on a normal footing and mainstreaming the children with
special needs. The concept of inclusive education requires fine-tuning and more
attention and consideration in Indian Education system. Proponents of full inclusion
advocate that all students, regardless of disability or learning problem, should receive
their education services in the general education classroom (Lipsky & Gartner, 1998).
Now the question is, how? Role of parents is crucial in helping the children with special
needs, in meeting the world class standards. Apart from them, school plays a vital role
in removing the barriers encountered by them and attaining holistic development of
children with disabilities. The assistance or support available within a school premises in
order to facilitate inclusion are penned down.
Role of Teacher
In an inclusive classroom, students with disabilities and other special needs are taught
alongside with students without disabilities, instead of being segregated in a special
education classroom. To help meet students' needs, the special teacher acts as a
liaison between the student and the regular teacher. The role of a special education
teacher is to work alongside a general education teacher, to help and make the children
with disabilities understand, and to ensure, they meet their academic needs and abilities
and thrive in a inclusive classroom setting. Also, resources are combined to strengthen
teaching and learning opportunities, methods, and effectiveness. Typically the primary
responsibility of special education teachers is to provide instruction by adapting and
developing materials to match the learning styles, strengths, and special needs of each
of their students. The function and support cum auxiliary services provided by a special
educator in schools are mentioned below:
i) Planning - In an ideal inclusive classroom, the special education teacher and general
education teacher engage in co-planning. The special education teacher design
lesson plans focusing on the special needs of the CWSN. She may also develop plans
for effective communication, monitoring, and follow-up of students in inclusive
classroom settings or plan one-on-one instruction with special needs students to make
them successfully achieve to their potential.

ii) Instruction – A teacher is responsible for creating a flexible program and learning
environment that provides specialized instruction for students with disabilities, such
that the students benefit from the general education curriculum to the greatest extent
possible when supported with supplemental aides, accommodations, and other
needed supports. He/she should aim at improving the development of sensory- and
perceptual-motor skills, language, cognition, and memory. During one to one session,
he/she may instruct students in academic subjects using a variety of techniques such
as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet
students' varying needs and interests. Depending on the disability, teaching methods
can include individualized instruction, problem-solving assignments, and small group
work. Eg. (i) Provide oral instruction for students with reading disabilities. Present tests
and reading materials in an oral format so the assessment is not unduly influenced by
lack of reading ability, (ii) Students with learning disabilities have difficulty learning
abstract terms and concepts. Whenever possible, provide them with concrete objects
and events—items they can touch, hear, smell, etc.
iii) Classroom management / Behavior Intervention – Teacher works with the
special education teacher to create a classroom climate that benefits students with
special needs along with other peers without special needs. Although inclusive
classrooms can promote positive peer interactions for special education students,
behavioral issues can arise that may require a different disciplinary approach than that
used with students without SEN. Teachers may need to consider a developmentally
appropriate method for managing the behavior of their special-needs students. It is
also a special education teacher's job to be aware of individual students' behavior
plans and provide discipline accordingly.

iv) Other responsibilities- In this type of setting the special educator may be faced
with a variety of responsibilities including but not limited to the following:
 Curriculum modification—tailoring the curriculum to address individual student’s
need.
 Student assistance- Here the special education teacher may choose to be present
among the children with disabilities during a lesson to ensure that they understand
the concepts being taught, help with note taking skills, answer questions, and
reinforce concepts.
 Parent conferences – updates to parents about the academic and overall progress
of the children. To determine priorities for their children and their individualized
educational needs. During these conferences discussion on helping the child at
home may also be taken up either in groups or at one to one basis.
 Psycho-Educational Testing-- Pre-and post testing using group standardized or
other tests
 Involvement in the IEP review-participate in the review meeting held by the IEP’s
(Individualized Education Programs) Committee to discuss the progress of each
child with a disability and to plan the next year’s Individual Education Plan. IEPs are
plans schools make with parents, students and teachers to keep track of academic
progress and to encourage success in the classroom. It is designed to promote
students' physical and social/emotional development too.
 Monitoring the IEP, modifications and accommodations
Additionally, teachers must follow ethical guidelines set by the Council for Exceptional
Children, USA. These guidelines include:

 Setting challenging but realistic expectations that allow students to strive for their
best.
 Encouraging integration of students with disabilities into mainstream activities
whenever possible.
 Remaining professional at all times when working with children with exceptional
educational needs.
 Working well in teams to meet the broad needs of students with disabilities.
 Working closely with families to achieve the best educational outcome for students.
 Ensuring a safe environment for students.
 Using research and instructional data to develop educational plans (IEPs) for
students.
  Following all laws and rules, both federal and local.
 Continuing to learn and grow through professional development in order to benefit
students by using the most current methods of education.

Role and functions of the teacher as a occupational therapist:

Occupational therapy as an educational support service can be quite different from

occupational therapy in a clinic or hospital. Occupational therapists (OTs) work with
children to increase their ability to cope with the tasks presented by everyday life. Their
work not only covers areas like dressing but also less obvious ones like writing skills
and difficulties with perception. School-based therapists focus on removing barriers
from students’ ability to learn, helping students to develop skills which increase their
independence in the school environment, and educating school personnel about the
different considerations required for students with disabilities and other special needs.
Everything the therapist does with students in school must be educationally relevant.
The therapist evaluates, assesses and accommodates functional abilities of students in
school classrooms, hallways and other designated areas. The therapist works with
teachers to help students acquire functional abilities necessary to access educational
materials and move about the school. To help students function better in classrooms,
the lunchroom, or restrooms, therapists may work with them on adapting or modifying
their equipment/materials. Other assistance includes helping students participate in
activities outside of the school through mobility on field trips, sports events, on
playgrounds and within the community. Special education students face a demanding
environment at school. Presentation methods for educational materials must be
modified to meet the challenges of students’ disabilities, such as their ability to
communicate, view and manipulate educational materials, and move about the school.
Therapists work closely with teachers to promote the highest level of function possible
for students pursuing educational goals.

1.2 Role and functions of the teacher as a Counselor:

The school experiences of students with disabilities and other special needs can be
positively or negatively influenced by the attitudes and behaviors of students and staff
and by general school policies. School counselors can take the lead in assessing school
climate in relation to students with disabilities and initiating interventions or advocating
for change when appropriate. Counselors also work with special needs students in
elementary schools, middle schools, and high schools, to ensure that the needs of each
child with special need is met and exceed academic standards regardless of challenges
resulting from disabilities and other special needs also they should have the support
services they need in order to achieve their highest potential in the areas of academics,
personal and social growth, and career development, in their ability to become
productive and contributing member to society, through comprehensive school
counseling programs in a least restrictive environment. This is accomplished by
working with students with social, emotional, behavioral, and physical disabilities in a
variety of settings, including in one-on-one counseling, group counseling, in special
education classrooms, as well as in regular education classrooms. Counselor’s job is
also to consult with and work with other school staff to better understand the child’s
special needs and what support systems, adaptations and modifications may be
necessary. Counselors also help students find their appropriate educational path and
help them stick to it.

As a counselor the teacher must help other teachers at school and parents at home to
find a healthy balance between caring and protecting and allowing their children to
develop the confidence necessary for independence and quality of life.

To conclude some of the specific classroom practices can be recommended that are as
follows:
 Less Whole-class, teacher-directed instruction
 Less student passivity
 Less prizing and rewarding of silence in the classroom
 Less classroom time devoted to fill-in-the-blank worksheets, dittos, workbooks,
and other “seatwork”
 Less student time spent reading textbooks and basal readers
 Less effort by teachers to thinly “cover” large amounts of material
 Less rote memorization of facts and details
 Less stress on competition and grades
 Less use of pull-out special programs
 Less use of and reliance on standardized tests
 More experimental, inductive, hands-on learning
 More active learning
 More enacting and modeling the principles of democracy in school
 More choice for students
 More time devoted to reading full, original, books
 More deep study of a smaller number of topics
 More emphasis on higher order thinking skills when learning key concepts and
principles of a subject
 More cooperative and collaborative activity
 More delivery of special help to students in general education classrooms
 More varied and cooperative roles for teachers, parents, administrators, and
community members when teaching and evaluating student performance.

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