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B. Ed., Creating an Inclusive School

What is PWD Act 1995?

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The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 (PWD Act 1995) is an Indian law that aims to provide for the equal opportunities, protection of rights and full participation of persons with disabilities in the society.

Who made this Act?

The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 was made by the Government of India. The bill was introduced in the Indian Parliament in 1995, and it was passed by both the houses of Parliament. The act was notified on December 1, 1995, and it came into effect from February 7, 1996.

PWD act was enacted to ensure equal opportunities, protection of rights, and full participation of persons with disabilities in all spheres of life. The act has been amended several times, with the most recent amendment being in 2016.

The act defines a “person with disability” as someone who has a physical, mental, intellectual or sensory impairment which, in interaction with barriers, hinders his full and effective participation in society on an equal basis with others.

Key features of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 :

  1. Definition of disability: The PWD Act 1995 defines a “person with disability” as someone who has a physical, mental, intellectual or sensory impairment which, in interaction with barriers, hinders their full and effective participation in society on an equal basis with others. The act covers a wide range of disabilities, including blindness, hearing impairment, locomotor disability, mental illness, and intellectual disability, among others.
  2. Reservation in education and employment: The act provides for reservation of 3% of vacancies in government jobs and educational institutions for persons with disabilities. This reservation applies to all categories of jobs, including those in the public and private sectors.
  3. Non-discrimination: The act prohibits discrimination against persons with disabilities in matters relating to employment, education, and the provision of services, among other things. It requires that no person with disability shall be discriminated against on the grounds of disability in employment, promotion, training or recruitment.
  4. Accessibility: The act requires that all public buildings, places of work, and educational institutions be made accessible to persons with disabilities. This includes provisions for ramps, elevators, and other assistive devices to ensure that persons with disabilities can access these buildings and facilities.
  5. Affirmative action: The act mandates that the government take affirmative action for the empowerment of persons with disabilities. This includes measures to promote the participation of persons with disabilities in all aspects of life, including education, employment, and public life.
  6. Social security: The act provides for social security measures such as unemployment allowance, pensions, and insurance schemes for persons with disabilities. The act also provides for a disability pension scheme for persons with disabilities who are unable to earn a livelihood.
  7. Legal aid: The act provides for legal aid and assistance to persons with disabilities. This includes provisions for free legal aid to persons with disabilities who are unable to afford legal services.
  8. Special courts: The act provides for the establishment of special courts for the speedy trial of offences against persons with disabilities. These courts are designed to ensure that cases involving persons with disabilities are heard and disposed of quickly and efficiently.

In addition to these features, the act also provides for measures to promote research and development in the field of disability, as well as the establishment of a National Fund for Persons with Disabilities to support programs and initiatives for the empowerment of persons with disabilities. The PWD Act 1995 is an important legislation that seeks to promote the full and equal participation of persons with disabilities in all aspects of life.

PWD Act 1995
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B. Ed., Knowledge & Curriculum

Components Required in Curriculum Development

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Curriculum development is a process that involves designing and developing an educational program that meets the learning needs of students. The following are the various components required in curriculum development:

  1. Goals and Objectives: These are the broad statements that describe the intended outcomes of the educational program. Goals and objectives provide a clear direction for the development of the curriculum and help to ensure that the program meets the needs of students.
  2. Content: This component includes the subject matter or the topics that the students will learn. The curriculum should cover the necessary concepts, skills, and knowledge required to achieve the program’s goals and objectives.
  3. Teaching and Learning Strategies: This component outlines the methods and techniques used to deliver the curriculum content to students. It includes instructional strategies, such as lectures, discussions, group work, projects, and multimedia resources.
  4. Assessment and Evaluation: This component involves the development of criteria and standards used to assess student learning and evaluate the effectiveness of the curriculum. It includes formative and summative assessments and methods for collecting feedback from students and teachers.
  5. Learning Resources and Materials: The curriculum should include a variety of learning resources. They can textbooks, workbooks, online resources, and other materials that support student learning.
  6. Teacher Professional Development: This component involves training teachers and educators on how to implement the curriculum effectively. It includes ongoing professional development opportunities to enhance their teaching skills and knowledge.
  7. Implementation Plan: This component outlines how the curriculum will be implemented in the classroom, including timelines, roles and responsibilities, and necessary resources.
  8. Revision and Review: The curriculum is regularly reviewed and updated to ensure it remains relevant and effective. The review process should involve feedback from students, teachers, and other stakeholders.
  9. Stakeholder Involvement: The involvement of various stakeholders, such as teachers, parents, students, and community members, is essential in curriculum development to ensure that it meets the needs of all parties involved.

By including these components, curriculum developers can create a comprehensive and effective educational program that meets the needs of students, educators, and society as a whole.

Also Read: Critical Approach to Curriculum
Component Required in Curriculum Development
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B. Ed., Knowledge & Curriculum

Participatory Approach in Curriculum

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A participatory approach to curriculum development involves involving various stakeholders, such as students, teachers, parents, and community members, in the process of developing and designing a curriculum.

This approach is based on the idea that those who are directly involved in the education process are the best source of information about what should be included in the curriculum.

The participatory approach to curriculum development involves the following steps:

  1. Identifying stakeholders: The first step is to identify the stakeholders who will be involved in the process. This may include students, teachers, parents, community members, and educational experts.
  2. Developing a shared vision: The stakeholders should come together to develop a shared vision for what they want the curriculum to achieve. This vision should be based on the needs and aspirations of the community.
  3. Identifying goals and objectives: The stakeholders should identify specific goals and objectives for the curriculum.
  4. Developing curriculum content: The stakeholders should work together to develop the content for the curriculum. This may include selecting textbooks, designing lesson plans, and creating assessments.
  5. Implementing the curriculum: Once the curriculum is developed, it should be implemented in the classroom. The stakeholders should work together to monitor the implementation and make any necessary adjustments.
  6. Evaluating the curriculum: Finally, the stakeholders should evaluate the curriculum to determine if it is achieving the goals and objectives that were established. If necessary, adjustments should be made to improve the curriculum.

This approach can help to ensure that the curriculum is relevant to the needs and aspirations of the community. Also, it can improve the quality of education provided to students.

Participatory Approach of Curriculum
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B. Ed., Knowledge & Curriculum

Critical Approach to Curriculum Theory

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A critical approach to curriculum theory is rooted in the idea that education is not neutral but rather a reflection of societal values and power dynamics.

It recognizes that the curriculum is not just a set of objectives, but rather a product of political, economic, and social forces.

In this, there is a focus on understanding and challenging the underlying assumptions and values that shape educational practices. This approach emphasizes the importance of examining how power operates within education. Also, the impact it has on students and society.

One key aspect of this approach is the recognition that there are multiple perspectives and voices that shape the curriculum. For example, the curriculum may be influenced by the beliefs and values of educators, administrators, politicians, parents, and other stakeholders. A critical approach seeks to understand these perspectives and how they impact the curriculum.

Another important aspect of a critical approach to curriculum theory is the focus on social justice and equity. This approach recognizes that education can be a tool for social change and that the curriculum can either reinforce or challenge existing power structures. Therefore, it is essential to examine how the curriculum can promote equity and social justice for all students.

A critical approach to curriculum theory has several key features, including:

  1. Social Context: It acknowledges that education is a social practice and that the curriculum is shaped by the social, economic, and political contexts in which it is developed and implemented. It recognizes that educational practices are not neutral, but rather reflect and reinforce societal values and power relations.
  2. Multiple Perspectives: A critical approach recognizes that there are multiple perspectives and voices that shape the curriculum. It emphasizes the importance of including diverse perspectives, such as those of students, parents, and community members, in curriculum development and implementation.
  3. Power Dynamics: A critical approach to curriculum theory is concerned with the ways in which power operates within education. It seeks to uncover and challenge the power relations that exist within educational institutions and curriculum development processes. This includes examining the ways in which certain groups, such as students from marginalized communities, are marginalized within the curriculum.
  4. Social Justice and Equity: A critical approach to curriculum theory places a strong emphasis on social justice and equity. It recognizes that education can be used as a tool for social change and that the curriculum can either reinforce or challenge existing power structures. Therefore, it is essential to examine how the curriculum can promote equity and social justice for all students.
  5. Reflection and Dialogue: It emphasizes the importance of ongoing reflection and dialogue. It encourages educators to critically examine their own beliefs and practices. Also to engage in dialogue with students, colleagues, and the wider community. This includes engaging in critical reflection on the curriculum and its impact on students and society.

Overall, this approach seeks to challenge existing power structures and promote social justice and equity through an examination of the social, economic, and political contexts in which education takes place. It recognizes the importance of multiple perspectives and ongoing reflection and dialogue in curriculum development and implementation.

Also Read: Learner-Driven Approach
Critical Approach to Curriculum Theory
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B. Ed., Knowledge & Curriculum

Learner-Driven Approach to Curriculum Theory

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A learner-driven approach to curriculum theory emphasizes the importance of individual learners and their unique needs and interests in the curriculum development process.

This approach emphasizes the importance of designing a curriculum that is flexible and adaptable so that it can meet the needs of individual learners.

In this approach, the curriculum is not a fixed set of content that is delivered to learners. The learners take an active role in shaping the curriculum, by expressing their interests and needs. They also work collaboratively with educators to design learning experiences that are relevant, engaging, and meaningful to them.

This approach also recognizes that learners come to the educational experience with different prior knowledge, skills, and experiences and that these differences must be taken into account when designing the curriculum. This requires educators to be sensitive to the diverse backgrounds and experiences of their learners and to design a curriculum that is inclusive and accessible to all.

A learner-driven approach to curriculum theory also emphasizes the importance of reflection and evaluation, both by learners and educators. This allows learners to reflect on their learning experiences. It also provides feedback on what is working well and what needs to be improved. Educators can use this feedback to adjust and modify the curriculum to better meet the needs of the learners.

Here are some of the key features of a learner-driven approach to curriculum theory:

  1. Flexibility and adaptability: A learner-driven approach recognizes that learners have diverse needs, interests, and abilities. Therefore, the curriculum should be flexible and adaptable to accommodate these differences.
  2. Collaboration and co-construction: This approach emphasizes collaboration and co-construction between learners and educators in the design of the curriculum. Learners are actively involved in identifying their learning goals, designing learning experiences, and assessing their own learning.
  3. Individualization and customization: The curriculum is personalized to meet the unique needs and interests of each learner. Learners have the freedom to choose topics, learning activities, and assessments that align with their interests, abilities, and learning styles.
  4. Inclusivity and diversity: A learner-driven approach recognizes the importance of inclusivity and diversity in the design of the curriculum. The curriculum is designed to be accessible to all learners, regardless of their backgrounds, cultures, or identities.
  5. Reflection and evaluation: Learners and educators engage in ongoing reflection and evaluation of the curriculum to ensure that it is meeting the needs of learners. This allows for continuous improvement and refinement of the curriculum.
  6. Emphasis on lifelong learning: A learner-driven approach recognizes that learning is a lifelong process. Therefore, the curriculum is designed to foster a love of learning and to equip learners with the skills and knowledge they need to continue learning throughout their lives.
Also Read: Traditional Approach to Curriculum Theory
Learner Driven Approach to Curriculum Theory
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