TAGORE B.Ed 2017-2019 student portfolios

Inclusive Education Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. For a long time, children with disabilities were educated in separate classes or in separate schools. People got used to the idea that special education meant separate education. But we now know that when children are educated together, positive academic and social outcomes occur for all the children involved. We also know that simply placing children with and without disabilities together does not produce positive outcomes. Inclusive education occurs when there is ongoing advocacy, planning, support and commitment.

In a society based on  participation ,  empowerment , and  democracy , shouldn't education be  participatory ,  empowering , and  democratic ? The United States of America is founded on democracy and the democratic values of meaningful participation, personal initiative, and equality and justice for all. Democratic education infuses the learning process with these fundamental values of our society.  Democratic education sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning. They are not the products of an education system, but rather valued participants in a vibrant learning community. Democratic education begins with the premise that everyone is unique, so each of us learns in a different way. By supporting the individual development of each young person within a caring community, democratic education helps young people learn about themselves, engage with the world around them, and become positive and contributing

Each day, the millions of children with learning disabilities face tasks that, for reasons unknown to them, never become automatic and always seem to stand in the way of their progress as students. For parents and teachers of a struggling child, the picture is not much clearer or any less frustrating. Specific learning problems are difficult to identify; their causes are generally unknown; and the long-term effects are hard to predict. Learn to recognize and understand different types of learning disabilities in order to thoughtfully and efficiently take the best course of action for a struggling learner. Choose an area of difficulty: Writing Reading Dyslexia Math Attention

The following postulates provide the basis for development of an innovative student-centered curriculum: (1) A curriculum must be defined in terms of the students' educational needs; (2) for the majority of students, occupational goals require less than a bachelor's degree; (3) a curriculum must be defined in terms of the psychological structure and educational experiences of students; (4) learning of the concrete must precede learning of the abstract; (5) learning can be maximized by controlling the sequence towards some goal, locating the student in that sequence, and combining sequences that are psychologically similar; and (6) learning is most meaningful when a person learns through interaction with his environment. To construct a student-centered curriculum, the curriculum must be vocationalized, it must be developed and analyzed sequentially on the basis of behavioral objectives and psychological characteristics, individuals should be simultaneously instructed when they

Throughout the 20th century, most curriculum specialists in the United States relied on three or four data sources for making curriculum decisions: the child, the society, learning processes, and subject matter. Although alternative curriculum development approaches or models have been advanced that relied on the first three sources, the subject areas have dominated school curriculum since the beginning of formal education in the United States. Subject-centered curriculum remains the most common type of curriculum organization in most states and in most local school districts today. In subject-centered curricula, the subject matter itself serves as the organizing structure for what is studied and how it is studied. In its purest form, the curriculum for each subject-area is designed by subject-matter experts and is intended to be studied ...