Published by Atlantic Publishers & Distributors Pvt. Ltd. , New Delhi,, 2008
Management is the primary force within any organization which coordinates the activities of vario... more Management is the primary force within any organization which coordinates the activities of various systems in relation to its objectives. A school being a social organization with specified objectives, the school management means the use of people and other resources to accomplish the objectives of the school.
School management has two major aspects—internal management which covers issues like admission, management of library, laboratory, building, physical, material and financial resources, etc. and—external management which covers relations with the community and outside agencies connected with the establishment and functioning of the school. School management is a cooperative human endeavour and requires the cooperation of teachers, parents, students, community members and local administration for smooth functioning. Though computers are now increasingly used in the management process, it is human element which is the key to all effective management.
It contains conceptual discussion on school management, participatory and non-participatory management and management of various resources. It studies management approaches and decision-making. The book includes discussions on the physical infrastructure of the school in terms of adequacy, availability and utilization along with scores of other issues like space management, delegation of authority, accountability, teacher coordination, liaison with outside agencies including the respective State Education Board, etc.
Besides the students and teachers of school management, the book will prove extremely useful to the managements of various schools across India and different functionaries in Education Boards, departments and agencies related directly or indirectly with education and school management.
This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.
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Papers by Dr. Neena Dash
language is done from the point of view of students and from classroom observation. It is found that in writing 12% students never face any difficulties in use of correct
tense where as 44% students face difficulty in use of correct tenses every time. Seventeen
percentage of students never write English essays as they write in Odia (Mother Tongue) .language. It is also concluded that 36% students use first language to help with words in
English to great extent where as 40% students do not use first language to help with words
in English at all. At early production stage in writing 16% students are able to use prewriting activities in English to great extent where as 60% students are unable to use prewriting activities in English. Twenty three percent of students are able to complete simple
sentences in English where as 55% students are unable to complete simple sentences in
English. Twenty two percent of students elaborate ideas and details where as 50% students
do not elaborate ideas and details. Students are unable to use more complex sentences.
Students are unable to engage themselves in research projects for more contents in the
subject matter. At advanced fluency stage in writing students are unable to write
competently to meet both social and academic demands for specific purposes and audiences.
Students are not able to produce writing with varied grammatical structures and vocabulary
comparable to native English-speaking peers.
it socially relevant and purposeful. University Grants Commission (UGC) has already initiated several
steps to bring equity, efciency and academic excellence in National Higher Education System. The important ones include
innovation and improvement in course- curricula, introduction of paradigm shift in learning and teaching pedagogy,
examination and education system. University Grant Commission (UGC) has made it mandatory to be implemented choice
based credit system(CBCS) in all the undergraduate (UG) and postgraduate (PG) courses under the XI plan of Higher
Education. Gangadhar Meher University has also implemented CBCS in all UG and PG courses. GM University has conrmed
compulsory that CBCS to be implemented across all departments. Undoubtedly, it would cast positive effect on the higher
education system.
should be given an equal opportunity to learn to the limits of their capacities. We have to
device a classroom for all – an inclusive classroom – a classroom which welcomes all
children with and without disabilities, a classroom which meets the special educational
and other related needs of children Inclusion is the provision of services to students with
disabilities in their regular neighborhood schools with necessary support services and
supplementary aids for both children and teachers A school that promotes inclusive
education is called an Inclusive School. An inclusive school is a place where everyone
belongs, is accepted, supports and is supported by his or her peers and other members of
the school communities for achieving the needs of children. This research study
examined the problems and challenges of inclusive education programme for students
with special needs at primary education level. The objectives of the study were to
examine the problems faced by teachers in inclusive education and to study the barriers to
inclusion. The main focus of the study was to obtain suggestions from the headmasters,
teachers to enhance the effectiveness of inclusive education and efficiency of teachers.
The data was collected from 270 teachers and 50 headmasters from schools of selected
districts of Orissa through purposive sampling. In the present study teachers were asked
to indicate the problems they face while working in inclusive setting. The teachers have
reported lack of confidence to teach in inclusive settings, lack of training in inclusive
education, no feedback from supervising officers about what they are doing, adapting the
curriculum to the needs of special needs children, problem of establishing linkage with
special schools, lack of adequate leadership from headmasters and problem of mobilizing
the community to participate in inclusive education programme. Some other problems
faced by regular teachers are: lack of support from colleagues, providing resource room
help, lack of parental involvement and managing behaviour problems of special needs
children. Some of the important suggestions as given by respondents are: teachers should
be given adequate training on the theory and practice of inclusive education, proper aids
and equipments should be provided to the schools, parents should be involved in
decision-making process relating to inclusive education, supervising officers should visit
schools regularly and in time and community leaders should extend their cooperation to
the school.
benefitsof inclusive education in India.The Education Commission of 1966 drew attention to the
education of children with disabilities. In 1974, the necessity of integrated education was
emphasized under the scheme for Integrated Education for Disabled Children (IEDC). In
pursuit of the goal of providing basic education for all, the National Policy on Education
(1986) and its follow-up actions have been major landmarks. The World Declaration on
Education for All adopted in 1990 gave further boost to the various processes already set
in motion in the country. The Rehabilitation Council of India Act 1992 initiated a training
programme for the development of professionals to respond to the needs of students with
disabilities. The enactment of the People with Disability Act in 1996 provided legislative
support. This act makes it mandatory to provide free education to children with
disabilities in an appropriate environment until the age of 18 years. In 1999, the
government passed the National Trust for Welfare of Persons with Autism, Cerebral
Palsy, Mental Retardation and Multiple Disabilities Act for the economic rehabilitation of
people with disabilities. These acts have been instrumental in bringing about a perceptive
change/ improvement in the attitude of government, NGOs and people with disabilities.
In recent years, two major initiatives have been launched by the government for
achieving the goals of universalization of elementary education (UEE): The District
Primary Education Programme (DPEP) in 1994 and the Sarva Shiksha Abhiyan (SSA) in
2002 (UNICEF, 2003). Indeed, a historic moment and a path-breakingachievement,
Rights of Persons with Disabilities (RPWD) Act, 2016 is a game changer for the
estimated 70-100 million disabled citizens of India and which will benefit the discourse
away from charity to one that is rights-based with provisions to enforce implementation
(RPWD Act, 2016) in the field of inclusive education for children with diverse needs.
benefits of multilingual education for children with diverse needs in inclusive classroom. The findings of the study are:
Though the implementation of multilingual approach seems to have some practical difficulties, the successful
implementation of this system results in many amazing benefits to the children with diverse needs. The benefits of
multilingualism to children with diverse needs are: The learner with diverse needs who goes to acquire more than one
language, gains a very good proficiency in his own minority language because it is mandatory for the learner with diverse
needs with diverse needs to attain good command over his native tongue. This in-depth command over the mother tongue
or the first language makes the learner with diverse needs more confident and more powerful in expression. A learner
with diverse needs who has proficiency in two or more languages will have a multiple perspective on the world issues and
will be more flexible in decision making and problem-solving.
educational inclusion of children with special needs in neighborhood elementary schools. The
investigators have decided to adopt descriptive survey method. Total 40 parents have been
taken as sample of the study. Three tools have been developed to collect the data i.e.
perception scale for parents, interview schedule for parents and guidelines for Focus Group
Discussion with parents. In order to give a detailed and balanced picture of the perception of
parents of CWSN, to present a more richness viewpoint and to meet the complexity of the
issue three tools have been developed in view of triangulation technique. Majority of CWSN
enrolled in elementary schools are visually impaired (23.75%), 12.5% are hearing impaired,
10% CWSN have language and speech impairment and 3.75% children are having physical
impairments. Findings of the study present that 45% parents of CWSN are aware of
educational inclusion in neighborhood elementary schools, while 55% parents of CWSN are not aware of educational inclusion in neighborhood elementary schools. Sixty two percent
parents of CWSN are aware about the academic progress of their children in neighborhood
elementary schools. Whereas 37 % parents of CWSN are not aware of academic progress of
their child. Most of the parents have reported lack of proper infrastructure facilities for
CWSN, rigid curriculum, unwilling teachers, unfamiliar language, lack of fund, lack of
initiatives from high level authorities are barriers to educational inclusion in neighborhood
elementary schools.
education for all implies taking into account the many varied cultural and linguistic contexts that exist in contemporary societies.
Language and, in particular, language education and the choice of language of instruction, are key issues that are at the heart of
the debate on quality. Educational policy-makers are confronted with the challenge of having to ensure language education
standards for the whole population of a country and protecting the rights of those who belong to specific linguistic and ethnic
populations. Inclusive education expects that all learners learn together through access to common educational provisions. The
crucial people in the system are the parents, and community, teachers, administrators and policy makers. All these people have to
be supportive towards the diverse needs of children. It should be seen as an experience rather than a problem. This refers to
restructuring schools as communities where all children can learn in a common environment without any discrimination. The
general philosophy of inclusive education provides for good teaching practices, healthy relationship between teacher and students
to improve the quality of education for all children in a classroom. Millions of children and youth are denied of their right to
education and they do not receive adequate schooling in an appropriate environment. Most of these out of school children are
those for whom the school environment is not conducive. They are either refused admission in the neighborhood school or forced
to remain away from school due to unavoidable circumstances. Language barrier is one of them. Children with disabilities,
children coming from poverty stricken families, daily wage workers, slum dwellers and children from destitute families, girl
children face problems with multilingual, economic, social and psychological environments. Some communities due to their
unique physical, linguistic or cultural characteristics face collective discrimination in the society. Their life style, language,
culture, origin or faith differs from the majority of people in their surroundings. The elements of a linguistically responsive
teaching framework for multilingual contexts in inclusive education have been developed in this paper as per the diverse needs of
children in inclusive classroom. The elements are sociolinguistic consciousness, inculcation of values for linguistic diversity,
inclination to advocate for language learners, learning about diverse students’ language backgrounds, experiences and
proficiencies, identifying the language demands of classroom discourse and tasks, applying key principles of second language
learning and scaffolding instruction to promote students’ learning. Second language learning occurs in a variety of contexts
including foreign versus non-foreign environment, formal versus informal setting, and monolingual versus multilingual situation.
The key issues and problems of multilingual education in inclusive classroom are also discussed in this paper
privatization of education in Western countries. These trends are
educational vouchers, choice of private schools, private school
liberalization, private contracting of specific services, tuition tax credits
and deductions for parents ,subsidies and assistance grants to private
schools,home-schooling and private payments for schooling and
competition between schools and between education agencies.
education for children with special needs in the State of Sikkim ,to
study the various support services required for children with special
needs for their successful completion of primary education, to
ascertain the academic support provided to children with special
needs in the integrated schools, to study the administrative support
given to the integrated schools for education of children with special
needs,to study the support given by the parents to their children with
special needs, to ascertain the community support for education of
children with special needs in integrated schools and to give
recommendations for effective support services.
language is done from the point of view of students and from classroom observation. It is found that in writing 12% students never face any difficulties in use of correct
tense where as 44% students face difficulty in use of correct tenses every time. Seventeen
percentage of students never write English essays as they write in Odia (Mother Tongue) .language. It is also concluded that 36% students use first language to help with words in
English to great extent where as 40% students do not use first language to help with words
in English at all. At early production stage in writing 16% students are able to use prewriting activities in English to great extent where as 60% students are unable to use prewriting activities in English. Twenty three percent of students are able to complete simple
sentences in English where as 55% students are unable to complete simple sentences in
English. Twenty two percent of students elaborate ideas and details where as 50% students
do not elaborate ideas and details. Students are unable to use more complex sentences.
Students are unable to engage themselves in research projects for more contents in the
subject matter. At advanced fluency stage in writing students are unable to write
competently to meet both social and academic demands for specific purposes and audiences.
Students are not able to produce writing with varied grammatical structures and vocabulary
comparable to native English-speaking peers.
it socially relevant and purposeful. University Grants Commission (UGC) has already initiated several
steps to bring equity, efciency and academic excellence in National Higher Education System. The important ones include
innovation and improvement in course- curricula, introduction of paradigm shift in learning and teaching pedagogy,
examination and education system. University Grant Commission (UGC) has made it mandatory to be implemented choice
based credit system(CBCS) in all the undergraduate (UG) and postgraduate (PG) courses under the XI plan of Higher
Education. Gangadhar Meher University has also implemented CBCS in all UG and PG courses. GM University has conrmed
compulsory that CBCS to be implemented across all departments. Undoubtedly, it would cast positive effect on the higher
education system.
should be given an equal opportunity to learn to the limits of their capacities. We have to
device a classroom for all – an inclusive classroom – a classroom which welcomes all
children with and without disabilities, a classroom which meets the special educational
and other related needs of children Inclusion is the provision of services to students with
disabilities in their regular neighborhood schools with necessary support services and
supplementary aids for both children and teachers A school that promotes inclusive
education is called an Inclusive School. An inclusive school is a place where everyone
belongs, is accepted, supports and is supported by his or her peers and other members of
the school communities for achieving the needs of children. This research study
examined the problems and challenges of inclusive education programme for students
with special needs at primary education level. The objectives of the study were to
examine the problems faced by teachers in inclusive education and to study the barriers to
inclusion. The main focus of the study was to obtain suggestions from the headmasters,
teachers to enhance the effectiveness of inclusive education and efficiency of teachers.
The data was collected from 270 teachers and 50 headmasters from schools of selected
districts of Orissa through purposive sampling. In the present study teachers were asked
to indicate the problems they face while working in inclusive setting. The teachers have
reported lack of confidence to teach in inclusive settings, lack of training in inclusive
education, no feedback from supervising officers about what they are doing, adapting the
curriculum to the needs of special needs children, problem of establishing linkage with
special schools, lack of adequate leadership from headmasters and problem of mobilizing
the community to participate in inclusive education programme. Some other problems
faced by regular teachers are: lack of support from colleagues, providing resource room
help, lack of parental involvement and managing behaviour problems of special needs
children. Some of the important suggestions as given by respondents are: teachers should
be given adequate training on the theory and practice of inclusive education, proper aids
and equipments should be provided to the schools, parents should be involved in
decision-making process relating to inclusive education, supervising officers should visit
schools regularly and in time and community leaders should extend their cooperation to
the school.
benefitsof inclusive education in India.The Education Commission of 1966 drew attention to the
education of children with disabilities. In 1974, the necessity of integrated education was
emphasized under the scheme for Integrated Education for Disabled Children (IEDC). In
pursuit of the goal of providing basic education for all, the National Policy on Education
(1986) and its follow-up actions have been major landmarks. The World Declaration on
Education for All adopted in 1990 gave further boost to the various processes already set
in motion in the country. The Rehabilitation Council of India Act 1992 initiated a training
programme for the development of professionals to respond to the needs of students with
disabilities. The enactment of the People with Disability Act in 1996 provided legislative
support. This act makes it mandatory to provide free education to children with
disabilities in an appropriate environment until the age of 18 years. In 1999, the
government passed the National Trust for Welfare of Persons with Autism, Cerebral
Palsy, Mental Retardation and Multiple Disabilities Act for the economic rehabilitation of
people with disabilities. These acts have been instrumental in bringing about a perceptive
change/ improvement in the attitude of government, NGOs and people with disabilities.
In recent years, two major initiatives have been launched by the government for
achieving the goals of universalization of elementary education (UEE): The District
Primary Education Programme (DPEP) in 1994 and the Sarva Shiksha Abhiyan (SSA) in
2002 (UNICEF, 2003). Indeed, a historic moment and a path-breakingachievement,
Rights of Persons with Disabilities (RPWD) Act, 2016 is a game changer for the
estimated 70-100 million disabled citizens of India and which will benefit the discourse
away from charity to one that is rights-based with provisions to enforce implementation
(RPWD Act, 2016) in the field of inclusive education for children with diverse needs.
benefits of multilingual education for children with diverse needs in inclusive classroom. The findings of the study are:
Though the implementation of multilingual approach seems to have some practical difficulties, the successful
implementation of this system results in many amazing benefits to the children with diverse needs. The benefits of
multilingualism to children with diverse needs are: The learner with diverse needs who goes to acquire more than one
language, gains a very good proficiency in his own minority language because it is mandatory for the learner with diverse
needs with diverse needs to attain good command over his native tongue. This in-depth command over the mother tongue
or the first language makes the learner with diverse needs more confident and more powerful in expression. A learner
with diverse needs who has proficiency in two or more languages will have a multiple perspective on the world issues and
will be more flexible in decision making and problem-solving.
educational inclusion of children with special needs in neighborhood elementary schools. The
investigators have decided to adopt descriptive survey method. Total 40 parents have been
taken as sample of the study. Three tools have been developed to collect the data i.e.
perception scale for parents, interview schedule for parents and guidelines for Focus Group
Discussion with parents. In order to give a detailed and balanced picture of the perception of
parents of CWSN, to present a more richness viewpoint and to meet the complexity of the
issue three tools have been developed in view of triangulation technique. Majority of CWSN
enrolled in elementary schools are visually impaired (23.75%), 12.5% are hearing impaired,
10% CWSN have language and speech impairment and 3.75% children are having physical
impairments. Findings of the study present that 45% parents of CWSN are aware of
educational inclusion in neighborhood elementary schools, while 55% parents of CWSN are not aware of educational inclusion in neighborhood elementary schools. Sixty two percent
parents of CWSN are aware about the academic progress of their children in neighborhood
elementary schools. Whereas 37 % parents of CWSN are not aware of academic progress of
their child. Most of the parents have reported lack of proper infrastructure facilities for
CWSN, rigid curriculum, unwilling teachers, unfamiliar language, lack of fund, lack of
initiatives from high level authorities are barriers to educational inclusion in neighborhood
elementary schools.
education for all implies taking into account the many varied cultural and linguistic contexts that exist in contemporary societies.
Language and, in particular, language education and the choice of language of instruction, are key issues that are at the heart of
the debate on quality. Educational policy-makers are confronted with the challenge of having to ensure language education
standards for the whole population of a country and protecting the rights of those who belong to specific linguistic and ethnic
populations. Inclusive education expects that all learners learn together through access to common educational provisions. The
crucial people in the system are the parents, and community, teachers, administrators and policy makers. All these people have to
be supportive towards the diverse needs of children. It should be seen as an experience rather than a problem. This refers to
restructuring schools as communities where all children can learn in a common environment without any discrimination. The
general philosophy of inclusive education provides for good teaching practices, healthy relationship between teacher and students
to improve the quality of education for all children in a classroom. Millions of children and youth are denied of their right to
education and they do not receive adequate schooling in an appropriate environment. Most of these out of school children are
those for whom the school environment is not conducive. They are either refused admission in the neighborhood school or forced
to remain away from school due to unavoidable circumstances. Language barrier is one of them. Children with disabilities,
children coming from poverty stricken families, daily wage workers, slum dwellers and children from destitute families, girl
children face problems with multilingual, economic, social and psychological environments. Some communities due to their
unique physical, linguistic or cultural characteristics face collective discrimination in the society. Their life style, language,
culture, origin or faith differs from the majority of people in their surroundings. The elements of a linguistically responsive
teaching framework for multilingual contexts in inclusive education have been developed in this paper as per the diverse needs of
children in inclusive classroom. The elements are sociolinguistic consciousness, inculcation of values for linguistic diversity,
inclination to advocate for language learners, learning about diverse students’ language backgrounds, experiences and
proficiencies, identifying the language demands of classroom discourse and tasks, applying key principles of second language
learning and scaffolding instruction to promote students’ learning. Second language learning occurs in a variety of contexts
including foreign versus non-foreign environment, formal versus informal setting, and monolingual versus multilingual situation.
The key issues and problems of multilingual education in inclusive classroom are also discussed in this paper
privatization of education in Western countries. These trends are
educational vouchers, choice of private schools, private school
liberalization, private contracting of specific services, tuition tax credits
and deductions for parents ,subsidies and assistance grants to private
schools,home-schooling and private payments for schooling and
competition between schools and between education agencies.
education for children with special needs in the State of Sikkim ,to
study the various support services required for children with special
needs for their successful completion of primary education, to
ascertain the academic support provided to children with special
needs in the integrated schools, to study the administrative support
given to the integrated schools for education of children with special
needs,to study the support given by the parents to their children with
special needs, to ascertain the community support for education of
children with special needs in integrated schools and to give
recommendations for effective support services.
Beginning with the concept of language, the book provides an in-depth study of aims and objectives of ELT, language skills, teaching methods, instructional materials, evaluation and linguistics. Besides, chapters devoted to contents and pedagogical analysis and spoken English are highly informative and easily comprehensible. While Appendices and Subject Index included in the book facilitate easy understanding, Bibliography completes the book.
The present book will undoubtedly prove extremely useful for all B.Ed. students and MA (Education) of Indian Universities whereas for teachers it is an ideal reference book.
This is a syllabus-based book for B.Ed., & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.
The book aims at inculcating in the students the knowledge, skill and attitude which may help them in efficient handling of the exceptional children in regular classrooms when they step in the noble profession of teaching.
The book contains clarity and coherence of thoughts, simplicity in presentation of facts and lucidity of language, which combine to make the text all the more appropriate for readers at all levels, graduate and undergraduate, from introductory to advanced. Anyone interested in Education, Human Exceptionality, education of children with special needs will find this book highly useful.
In addition to traditional areas of study, certain themes which are very rarely found in other Indian books have been discussed in this book. These themes which make this book different from other Indian books are: behaviour problems at different stages, development of language, needs and problems of adolescents, adolescent gifted, adolescent slow learners, principles of learning, how children learn, mastery learning, core teaching skills, functional autonomy of motives, maladjustment, frustration and conflict, current approaches to teaching and learning (views of Gagne, Ausubel, Bandura and Bruner), organizational climate, leadership styles, ecology of education, stress management and inclusive education.
A quick look at any of the twenty-three chapters of the book will indicate the originality of the authors in organising ideas culled from many different sources, both traditional and modern. It is a need-based book meant for students and beginner teachers.
This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.
School management has two major aspects—internal management which covers issues like admission, management of library, laboratory, building, physical, material and financial resources, etc. and—external management which covers relations with the community and outside agencies connected with the establishment and functioning of the school. School management is a cooperative human endeavour and requires the cooperation of teachers, parents, students, community members and local administration for smooth functioning. Though computers are now increasingly used in the management process, it is human element which is the key to all effective management.
It contains conceptual discussion on school management, participatory and non-participatory management and management of various resources. It studies management approaches and decision-making. The book includes discussions on the physical infrastructure of the school in terms of adequacy, availability and utilization along with scores of other issues like space management, delegation of authority, accountability, teacher coordination, liaison with outside agencies including the respective State Education Board, etc.
Besides the students and teachers of school management, the book will prove extremely useful to the managements of various schools across India and different functionaries in Education Boards, departments and agencies related directly or indirectly with education and school management.
This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.
This is a syllabus-based book for B.Ed., M.ED & MA(Education), M.Ed(Inclusive Education),UGC-NET in Education course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.