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PROGRAMMES ADOPTED BY THE SCHOOLS ANDGOVERNMENT FOR EDUCATIONALLY BACKWARD AND GIFTED CHILDREN
=Introduction= Education is the process of improvement of an individual. It enhances one’s learning skills, thought processes, ability to critically analyze, rational thinking. Hence it helps in the overall holistic development of an individual. It helps in molding one’s own behavior and personality. Education is the powerful instrument of economic, political, cultural, scientific and social change. Thereby helping to build a powerful nation, and thus increases the efficiency of the country. The role of the teacher is an integral part of any teaching and learning process. A teacher is a central figure in any formal educational system. A teacher not only delivers the concepts but also shapes the personality of the child. =Educationally backward learners:= “The Backward child is one who is unable to do the work of the class next below that which is normal for his age.” — Cyril Burt.

=Some of the causes of educational background is as follows:=
 * 1) emotional, environmental and medical causes
 * 2) emotional disorders -anxiety obsessive-compulsive disorders, mood disorders, depression and psychosomatic disorders
 * 3) relation with friends
 * 4) Broken homes, Poor home environment
 * 5) chronic health conditions such as asthma, allergies, repeated otitis media.

= Steps to identify educationally backward students:=


 * 1) The performances in the tests and exams
 * 2) Frequent assessments to be done
 * 3) Check the level of concentration
 * 4) Observation technique
 * 5) Tests: Scholastic, Personality, Intelligence, and Psychometric, etc
 * 6) One to one session – to understand the difficulties of the child.

= Programs and measurements adopted to help educationally backward students:=

living experiences with concrete materials. and other audio-visual materials will be very profitable along with appropriately graded material. be expended on that which is important and essential. according to their interests and abilities. attention, and teaching methods. difficulties and sustained interest on the part of his teacher. effort should be spared to bring about their readjustment in the home or in the school. social science that aims at improving the medical and social environment at home and outside, can go a long way in such cases. the diagnostic tests in the various processes, steps of learning and the various elements constituting the subject.
 * 1) 1. Slow learners require short and simple methods of instruction based on concrete
 * 1) 2. The use of educational excursions, dramatization, projects, play activities or games
 * 1) 3. The desired outcomes should always be kept in mind.
 * 2) 4. Interesting but unimportant matters may be given brief attention; more energy should
 * 1) 5. They should be encouraged to participate in extracurricular activities of the school
 * 1) 6. Individual attention should be paid to such matters as health, social conditions, school
 * 1) 7. A backward child needs praise, continuous help, sympathetic consideration of his
 * 1) 8. In the case of backward pupils who have temperamental and emotional difficulties, no
 * 1) 9. Parental education which aims at changing wrong parental handling, a system of
 * 1) 10. The remedial program has to be planned according to the deficiencies shown by

= Gifted Children = “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.” – National Society for Gifted and Talented. Contributions in India towards gifted education can be broadly classified in terms of programs initiated by the government (either State or Central) and those by non-governmental institutions. Very few institutions exist in India that cater to talent and giftedness in the arts, music, and or sports.

=Criteria to identify the gifted children:=
 * 1) Testing the IQ level of the child
 * 2) Interaction of the child with the peers, facilitators, and family.
 * 3) Questioning skills in order to attain deeper knowledge.
 * 4) Attention towards the child’s memory
 * 5) Observing reading skills, mathematical skills
 * 6) Abstract thinking
 * 7) Achievement tests
 * 8) Advance level of Problem solving skills and critical thinking.
 * 9) Most of the identification has been through performance in scholastic tests and most programs of gifted students have been in areas of Science and Mathematics

=Measures taken for gifted Children=
 * 1) India’s oldest talent search organization is Jagadis Bose National Science Talent Search (JBNSTS), which established in 1958, is based in Kolkata in eastern India.
 * 2) Over the years JBNSTS has grown to be a leader in the science talent search and nurture in India and has been a nationally recognized body working with gifted students from Science, Technology, Engineering, and Mathematics (STEM).
 * 3) It is the longest State government (West Bengal) funded program for gifted students in India and has been involved in identification and nurture of gifted students in science throughout eastern India The Jnana Prabodhini Institute of Psychology (JPIP) based in Pune in Maharashtra started a higher secondary school for gifted in 1969.
 * 4) With the “First International Conference on Research in Education and Curriculum Planning for Gifted Minds,” organized by JBNSTS in 2014, India witnessed a coming together of various gifted education advocates, groups and institution come together to forge collaborations
 * 5)  Academic exchanges between Indian and overseas researchers have increased significantly. JBNSTS is the first Indian institution to have become an Associated European Talent Point.
 * 6) In addition to serving gifted students directly, they bestowed to the gifted education structure and its curriculum. They also inculcated multiple facets of intelligence and personality.
 * 7) Presently, the JPIP is the only institute to have started a year fulltime gifted education course for teachers in 2015 with the support of the University Grants Commission, Government of India and is now set to induct the second batch.
 * 8) Government institutions like the National Council for Educational Research and Training (NCERT) have organized the National Talent Search Examination (NTSE) since 1963 for identifying academically high ability students throughout India.
 * 9) In the past 15 years, the Department of Science & Technology (DST), Government of India, an organization vested with coordinating and promoting science and technology activities throughout the country,
 * 10) Also launched the Innovation of Science Pursuit for Inspire Research (INSPIRE) program for attracting talented students to pursue careers in science to build human capital for strengthening
 * 11) The Homi Bhabha Centre for Science Education, another national body set up in 1974.
 * 12) This program serves as India’s nodal center for Olympiad programs in Mathematics, Physics, Chemistry, Biology, and Astronomy.
 * 13) The Tribal Mensa Nurturing Program (TMNP) started in 2002, which has come a long way in working for underprivileged, especially tribal students from the State of Maharashtra in western India.
 * 14) Parallel to the event of the 2014 conference by JBNSTS, the Kaveri Gifted Education Center, in Pune was established in 2014, which in the last couple of years is working on creating modules.
 * 15) Of considerable importance has been the contribution of the National Institute of Advanced Studies (NIAS) based in Bengaluru, southern India which undertook a Gifted Education project in 2010
 * 16) The National Association of Gifted Education, India originated from NIAS in 2012, which started a national website called PRODIGY (Promoting India’s Gifted Young) for individuals, teachers, parents, mentors, experts, and community members where the nomination scales are available for public access.