Special education (also known as special needs education, aided education, vocational

education, and limb care authority education)

It is the practice of educating students with special educational needs in a way that addresses

their individual differences and needs.

Ideally, this process involves the individually planned and systematically monitored arrangement

of teaching procedures, adapted equipment and materials, and accessible settings. These

interventions are designed to help learners with special needs achieve a higher level of personal

self-sufficiency and success in school and their community, than may be available if the student

were only given access to a typical classroom education. Common special needs include learning

disabilities, communication disorders, emotional and behavioral disorders, physical disabilities,

and developmental disabilities. Students with these kinds of special needs are likely to benefit

from additional educational services such as different approaches to teaching, the use of

technology, a specifically adapted teaching area, or a resource room.

Intellectual giftedness is a difference in learning and can also benefit from specialized teaching

techniques or different educational programs, but the term "special education" is generally used

to specifically indicate instruction of students with disabilities. Gifted education is handled

separately. Whereas special education is designed specifically for students with special needs,

remedial education can be designed for any students, with or without special needs; the defining

trait is simply that they have reached a point of under preparedness, regardless of why. For

example, even people of high intelligence can be underprepared if their education was disrupted,

for example, by internal displacement during civil disorder or a war.

In most developed countries, educators modify teaching methods and environments so that the

maximum number of students are served in general education environments. Therefore, special

education in developed countries is often regarded as a service rather than a place. Integration

can reduce social stigmas and improve academic achievement for many students. The opposite of

special education is general education. General education is the standard curriculum presented

without special teaching methods or supports.

Identifying students or learners with special needs

Some children are easily identified as candidates for special needs due to their medical history.

They may have been diagnosed with a genetic condition that is associated with intellectual

disability, may have various forms of brain damage, may have a developmental disorder, may

have visual or hearing disabilities, or other disabilities.

For students with less obvious disabilities, such as those who have learning difficulties, two

primary methods have been used for identifying them: the discrepancy model and the response to

intervention model. The discrepancy model depends on the teacher noticing that the students'

achievements are noticeably below what is expected. The response to intervention model

advocates earlier intervention.

In the discrepancy model, a student receives special education services for a specific learning

difficulty (SLD) if the student has at least normal intelligence and the student's academic

achievement is below what is expected of a student with his or her IQ. Although the discrepancy

model has dominated the school system for many years, there has been substantial criticism of

this approach (e.g., Aaron, 1995, Flanagan and Mascolo, 2005) among researchers. One reason

for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and

IQ does not predict the effectiveness of treatment.

Low academic achievers who also have low IQ appear to benefit from treatment just as much as

low academic achievers who have normal or high intelligence.

The alternative approach, response to intervention, identifies children who are having difficulties

in school in their first or second year after starting school. They then receive additional

assistance such as participating in a reading remediation program. The response of the children

to this intervention then determines whether they are designated as having a learning disability.

Those few who still have trouble may then receive designation and further assistance. Sternberg

(1999) has argued that early remediation can greatly reduce the number of children meeting

diagnostic criteria for learning disabilities. He has also suggested that the focus on learning

disabilities and the provision of accommodations in school fails to acknowledge that people have

a range of strengths and weaknesses and places undue emphasis on academics by insisting that

students should be supported in this arena and not in music or sports.

A special education program should be customized to address each individual student's unique

needs. Special educators provide a continuum of services, in which students with special needs

receives varying degrees of support based on their individual needs. Special education programs

need to be individualized so that they address the unique combination of needs in a given

student.

In the United States, Canada, and the UK, educational professionals use the initialism IEP when

referring to a student’s individualized education plan. For children who are not yet 3, an IFSP.

(Individual Family Service Plan)It contains 1) information on the child’s present level of

development in all areas; 2) outcomes for the child and family; and 3) services the child and

family will receive to help them achieve the outcomes.

"The IEP is meant to address each child’s unique learning issues and include specific educational

goals. It is a legally binding document. The school must provide everything it promises in the

IEP."

In the United States, the Individuals with Disabilities Education Act (IDEA) is a federal law that

requires that every school system in the nation must provide a free and appropriate public

education for every child, ages 3 to 21, regardless of how or how seriously that child may be

disabled. To ensure that this federal law is obeyed, the government requires every school system

provide this type of education to each student in order to receive federal funding.

Emotional Development

FACTORS:

Maturation and learning are so closely interwoven in the development of the emotions that at

times it is difficult to determine their relative effects. Factors influencing emotional development

are as follows:

Role of Maturation: The growth of imagination and understanding and the increase in ability to remember and anticipate likewise affect emotional reactions. Development of the endocrine glands is essential to mature emotional behavior. The baby is relatively lacking in the: endocrine products that sustain some of the physiological response to stress. The adrenal glands, which play a dominant role in the emotions, show a sharp decrease in size, soon after birth. Shortly later they begin to grow; they gain rapidly up to 5 years, slowly from 5 to II, and more rapidly up to 16 years, by which time they have regained their birth size. Until their size has increased. Little adrenin is produced and secreted.

Role of Learning: Five kinds of learning contribute to the development of emotional patterns during childhood.

a) Trial and Error Learning: Trial and error learning involves mainly the response aspect of

the emotional pattern. Children learn in a trial and error way to express their emotions in forms

of behavior that give them the greatest satisfaction and to abandon those that give little or no

satisfaction. This form of learning is more commonly used in early childhood than later, but it is

never completely abandoned.

b) Learning by Imitation: Learning by imitation affects both the stimulus and the response

aspects of the emotional pattern. From observing the things that arouse certain emotions in

others, children react with similar emotions and in methods of expression similar to those of the

person or persons observed.

c) Learning by Identification: Learning by identification is similar to learning by imitation in

that children copy the emotional reactions of another person and are emotionally aroused by a

stimulus similar to that which arouses the emotion in the person imitated. It differs from

imitation in two ways: first, children imitate only those they admire and have strong emotional

attachments for; second, the motivation to imitate

just anyone.

d) Conditioning: Conditioning is related to the stimulus aspect of the emotional pattern, not to

the reaction it calls forth. Conditioning occurs easily and quickly during the early years of life

because young children lack both the reasoning ability and the experience to assess a situation

critically and to recognize how

irrational many of their emotional responses are. After early childhood, conditioning is

increasingly limited to the development of likes and dislikes.

e) Training: Training, or learning under guidance and supervision, is limited to the response

aspect of the emotional pattern. Through training children are stimulated to respond to stimuli

that normally give rise to pleasant emotions and discouraged from responding emotionally to

stimuli that give rise to the unpleasant emotions.

BASIC EMOTIONAL PATTERNS:

The Basic Emotional Patterns:

After the early months of babyhood, differentiated emotional patterns emerge. The most

common emotional patterns/basic emotions are as follows:

1. Fear: Certain fears arc characteristically found at certain age and may, therefore, be called the “typical fears” for those age levels. The most common fear-provoking stimuli in babyhood are loud noises, animals, dark rooms, high places, sudden displacement, being alone pain and strange persons, places, and objects. Among older children fears are concentrated on fanciful supernatural, or remote dangers; on the dark and on imaginary creatures associated with the dark; on death or injury injury; on the elements; especially thunder and lightning; and; and on characters recalled from stories, movies, comics, and television.

2. Anger: Anger is a more frequently expressed motion in childhood than fear in its different forms. The reason for this is that anger-provoking stimuli are more numerous and children discover at an early age that anger is an effective way of getting attention or what they want. Each year, the number of anger-arousing situations increases and children tend to display more anger.

3. Jealousy: Jealousy is a normal response to actual, supposed, or threatened loss of affection. It is outgrowth of anger, giving rise to an attitude of resentment directed toward people. Often some fear is combined with anger in the jealousy pattern. The jealous person feels insecure in relationship with a loved one and is afraid of losing status in that person’s affection. The situation that calls forth jealousy is always a social one. There are three major situational sources of jealousy. First, most childhood jealousies are homegrown; that is they originate in conditions that exist in the home environment. Because the new baby takes much of the time and attention older children have become accustomed to receiving, they feel neglected.

Second, social situations in the school arc responsible for many of the jealousies of older

children. Third, situations in which children feel that they have been deprived of material

possessions other children

have may make them jealous of these children. This kind of jealousy comes from envy.

4. Grief: Grief is a psychic trauma, an emotional distress resulting from the loss of something

loved. In its milder forms, it is known as sorrow or sadness. The typical overt expression of grief

in childhood is crying.

5. Curiosity: Maw and Maw have described the curious child in the following way. The child a)

reacts positively to new, strange, incongruous, or mysterious elements in his environment by

moving toward them, exploring them or manipulating them; b) exhibits a need or a desire to

know more about himself and/or his environment; c) scans his surroundings seeking new

experiences; and/ or d) persists in examining and/or exploring stimuli in order to know more

about them.

6. Joy, Pleasure, and Delight: .Joy is a pleasant emotion. In its milder forms, it is known as

pleasure, or happiness. Among babies, the pleasant emotions of joy, happiness, and delight come

from physical well-being. In older children, the stimuli that aroused pleasant emotions at the

younger ages continue to bring pleasure.

7. Affection: Affection is an emotional reaction directed toward a person, an animal, or a thing.

It indicates warm regard, friendliness, sympathy, or helpfulness, and it may take a physical or

verbal form. Learning plays an important role in determining the particular persons or objects to

which affection is directed.

INTRODUCTION OF PSYCHOLOGY

Meaning & Historical Background of Psychology The word psychology is derived from Greek

word psycho & logos. ‘Psycho’ means “soul” and ‘logos’ means “science”. The science of soul.

It is scientific because it is systematic study of observable events/behavior and behavior is

unlearned process where in include reflexes, physiological process and instincts and it is learned

behavior also because all behavior acquire through practice. It can be overt and covert. Today

Psychology is scientific method of collecting data about individual and groups to analyze and

predict their behavior.

INTRODUCTION OF EDUCATIONAL PSYCHOLOGY

Educational psychology is nothing but one of the branch of applied psychology. It is an attempt

to apply the knowledge of psychology to the field of education. In other words, educational

psychology is the study of the experience and behavior of the learner in relation to educational

environment.

DEFINITIONS: Crow and Crow put it as: “Educational Psychology describes and explains

the learning experience of an individual from birth through old age”.(1973) According to

Peel: “Educational Psychology is the science of education.(1956) EDUCATION AND

EDUCATIONAL PSYCHOLOGY Education by all means, is an attempt to mould and shape the

behavior of students. Its aims to produce desirable changes in them for all-round development of

their personalities. The essential knowledge and skill to do this job satisfactorily is supplied by

educational Psychology as Peels puts it in the following words: “Educational Psychology helps

the teacher to understand the development of his pupils, the range and limits of their capacities

the process by which they learn and their social relationships” (1956)

NATURE OF EDUCATIONAL PSYCHOLOGY

Its nature is scientific since it has been accepted that it is a science of education. The relationship

between education and education psychology also throws light on its nature. We can summaries

the nature of educational psychology in following ways.

By applying the principles and techniques of psychology, it tries to study the behaviour and

experiences of the pupils. Education Psychology limits its study to the behaviour of the

pupils(learner) in relation to educational environment. It gives the necessary knowledge and

skill(technical guidance) for giving education to the pupils in a satisfactory way. It is applied

positive science. Educational Psychology is not a perfect science. It employs scientific

methods and adopts scientific approach to study the behaviour of an individual in educational

environment . Therefore, it is proper to call its nature as scientific.

Scope of Educational Psychology Learning experiences Learner or pupil Teacher Learning

situation and environment Learning processes

The subject matter of education psychology, if it is at all necessary to draw its boundaries,

revolves round these pivots mentioned above.

Learner: The total subject matter of educational psychology primarily revolves around this

factor-learner. This subject of the subject acquaints us with the need of knowing the learner and

deals with the learner and deals with the techniques of knowing him well.

Learning experiences: This is the second area of educational psychology and though the subject

does not directly connect itself with the problem of what to teach or what learning experiences to

provide the learner, it has the responsibility of suggesting the techniques on acquiring learning

experiences. Educational psychology helps in deciding the kinds of learning experiences

desirable at different stages of growth and development of the learner so that these experiences

can be acquired with a greater ease and satisfaction. In this area, education psychology has the

subject matter which facilitates the selection of the desirable experiences for the learner.

Learning processes: After knowing the learner and deciding on the types of learning experiences

that are to be provided , the next problem arises when helping learner properly acquires these

experiences with ease and convenience. Therefore around this pivot, educational psychology

deals with the nature of learning and how it takes place and comprises topics such as laws,

principles and theories of learning, remembering and forgetting perceiving , Concept formation,

thinking and reasoning process, problem solving, transfer of training, ways and means of

effective learning and so on.

Learning situation or environment: Under this topic , educational psychology focuses on the

environmental factors and learning situations which come between the learner and the teacher.

Teacher: Last but not the least is the teacher. It emphasize the need of knowing the self for a

teacher to play his role properly in the process of education. It discusses he conflicts motivation,

anxiety, adjustment level of aspiration etc. Moreover it throws light on the essential personality

traits, interest, aptitudes, characteristics of effective teaching etc. so as to inspire him to become

a successful teacher.

EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE, INFLUENCE OF

EDUCATION ON SOCIETY, FAMILY AND THEIR PRACTICES

According to Prof. RB Mathur (1964)

“Social Change refers to the modifications in the organization and behavior of the grop

expressed in its laws, institutions, customs, modes and beliefs. When change supposedly for the

better it becomes progress which is essentially an evolutionary concept”

Acc to SP Ruhela

“ The term social change might imply changes in social attitudes, behavior, customs, habits,

manners, relations and value of people, in social institutions and structures, in the ways or styles

of living”

Types of Social change

Progressive/ Positive

Digressive / Negative

NATURE OF SOCIAL CHANGE

1. A Universal Phenomenon

2. The spreading of social change is not uniform

3. Variations in the Speed of social change

4. Unpredictable

5. Results in interaction of number of factors

6. Modifications or replacements.

Aspects of Social Change

Social

Economic

Political

Religious

Scientific and Technological

Factors affecting Social Change

1) Cultural factors

2) Geographical factors

3) Environmental factors

4) Economic factors

5) Factor of migration

6) Technological factor

7) Factor of population

8) Psychological factor

9) Ideological factors

10) Factor of war

11) Diffusion of cultures

12) Urbanization

13) Visual and print media

14) Westernization

15) Industrialization

16) Actions of exceptional individuals

17) Legislation

18) Secularism

19) Democratization

20) Materialistic attitude

Obstacles in Social Change

1. Superstitious beliefs

2. Conservative nature

3. Cultural fanaticism

4. Castes

5. Classism

6. Religion

7. Fear

8. Regionalism

9. Parochialism

10. Isolation

Role of education in Social Change

1) Education perpetuates eternal values

2) Promotes capacity to welcome social change

3) Evaluation of social change

4) Transmission of culture

5) Removal of obstacles

6) Increasing the areas of knowledge

7) Leadership role

8) Mother of new changes

9) Spreading knowledge

10) Stabilizing democratic values

11) Control channelizes and modifies thoughts of new generation

12) School as a workshop for citizenship training

13) Awareness against social evils

14) National and international understanding

15) Equality among masses

16) Social Awakening

17) National Development

Influence of Education on Family

According to Maciver

“ A family is a group defined by a sex relationship sufficiently precise an enduring to provide for

procreation and bringing of children”

A family unit is the unit which builds up a person’s personality. How you behave and what you

become in life is very much dependent on your family life. Psychologists believe that a child

learns the most from his or her family life

According to Burgess and locke

“ A family is a group of person united by the ties of marriage, blood or adoption constituting a

single household, interacting and intercommunicating with each other”

. The way your family members deal with you has a lifelong effect on your personality. Keeping

in view all these facts the importance of your family life cannot be denied. Family unit happens

to be the most important part of your life till you grow up. The children are usually closer to their

parents and their siblings as compared to any other person in the world. As the children grow up

they find good friends, spouses, their own kids and colleagues to share their lives with. Although

time brings this change but the importance of family remains there. The children who have a

sound family background and who belong to a family with strong family ties are almost always

happier. Thus one cannot deny the importance of family life.

Types of Family

Extended family

Nuclear family

Extended Family: The unit in which the adults and children of more than two generations are

closely combined. The family in this system extend vertically over three or more generations.

Nuclear Family: The nuclear family is a small unit consisting of parents and children usually

two. In this unit the parents are sole authorities and emotional relations among family members

are concentrated and intense

Roles Of family

1. Cooperation of family in education

2. Proper Physical Development

3. Proper moral development

4. Blossoming the interest of children

5. Opportunity to participate in household responsibilities

6. Development of intellect

7. Free expression of child’s desires and urges

8. Religious education

Influence of Education on Family

1. Improve home management

2. Recognition of worth of home

3. Production of educated elite (Families)

4. To discharge productive duties towards home

5. Family Planning

6. An efficient member of family

7. Social efficiency of family

8. Adjustability in family

9. Co-ordination of family and school

10. Education of parents

11. To maintain better homes

12. Cultivation of higher values

13. Propagates cooperation within and outside the home

14. Create liberal and wider attitude

15. Increasing productivity of family members

16. Optimizing Economic efficiency

Influence of Education on society

Education plays a very important role in moulding the character of an individual. It is one of the

concrete sources from which one get information and knowledge. It affects the society. We can

make sense of its effective role from the following points.

1] Preservation and transmission of our social, moral and cultural values.

In Education, through curriculum, students will be acquainted with social, moral and cultural

values and teachers make them familiar with values and ideal through different activities, games,

story-telling etc. Education makes them familiar with constitution, rules and regulations of

citizens and so on. As we find in NPE 1986 major objectives to produce a productive citizen has

been fulfilled by education so education preserves our value and it make others to imbibe those

values.

2] Awakening of Social feelings

Through education individuals become aware about the importance of unity, love, fraternity and

other values. Education makes all people get awakened of being a part of society and how they

can contribute the world as society. People know different values and life skills and thus they

develop concern for society including social mindedness, values life skills, learning to be,

learning to do, learning to know, learning to live together via different activities story telling

dramatization.

3] Political development of society

Education makes all aware about rights and duties of all, which are their responsibilities and

duties so that they can develop their civic sense. Through different lesson of political leaders and

stories education develop ideal leadership quality so that in future citizens can lead t e state as a

society.

4] Economic development of society

Education develops skills in individual and makes him a productive citizen. Through education

everyone learns how to earn money and as per their qualification he gets job or labour and on the

whole with the help of education more or less everyone get work and earn money so due to

increasing literacy per capita income will increase As we find govt take help in the form of tax

and thus our economy develops. Because of education people migrate in other country and their

earning helps to develop society, country. Thus education affects the economic development of

society.

5] Social control

Education makes all aware about customs and duties the same as it makes aware about the rules

and regulations as we find the rules in Indian constitution. People know how to preserve their

lives via education. They make also familiar with crimes. Thus education provides a guideline

and it controls all society.

6] Social changes and reforms

Education makes individuals perfects and aware about the rights. So can claim against dwelled

superstitions, beliefs which are harmful for them. Through education everyone learn grow to live

and how to save from difficulty and how to inculcate values and ideals in their lives and ideals in

their lives so they can appeal in court having of felling injustice. Education makes all aware

about how to live peacefully and how to face difficulties ion their lives .They become aware

about the proverbs like ‘nothing ventured, nothing gained’ so they develop their risk taking

attitudes via education.

7] Socialization of a child

Education trains the mind of a child and it teaches him how to inculcate values in his life. It

makes the child understand what is society, how he is a part of society, what are his roles in

society, how he should behave, how he should interact with others etc. Education helps him to

understand who is he? And it develops a sense if a social being in him. In short education

socializes a child.

Thus, education produces productive citizens it helps everyone how to flourish and makes them

ideal citizens of society. To sum up, Education influences the society.