Creating an Inclusive School (Record no. 2805)
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| fixed length control field | 10421nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 190221b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9789388669153 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 VIR |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Virk,Jaswant K |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Raminderjit Kaur |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Rajvir Kaur |
| 245 ## - TITLE STATEMENT | |
| Title | Creating an Inclusive School |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Patiala |
| Name of publisher | Twenty First Century Pub. |
| Date of publication | 2019 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | CONTENTS<br/> 1. FORMS OF INCLUSION AND EXCLUSION IN INDIAN EDUCATION<br/> 1. Exclusion <br/> ▪ Social Exclusion<br/> ▪ Meaning and Definition<br/> 2. Inclusion <br/> ▪ Social inclusion<br/> 3. Inclusion vs. Exclusion<br/> 4. Inclusion and exclusion in education<br/> 5. Forms of exclusion and inclusion in India<br/>2. INCLUSIVE EDUCATION- HISTORICAL DEVELOPMENT, PHILOSOPHICAL AND SOCIAL BASIS AND BENEFITS<br/> 1. Meaning of inclusive education<br/> 2. Definitions of inclusive education<br/> 3. Special education vs. inclusive education<br/> 4. Integration education vs. inclusive education<br/> 5. Mainstream vs. inclusion<br/> 6. Historical development of inclusive education<br/> 7. Implementation of inclusive education programme<br/> 8. Historical development of inclusive education in India<br/> 9. Philosophical and social basis of inclusive education<br/> • Philosophical basis of inclusive education<br/> • Social basis of inclusive education<br/> 10. Benefits or advantages of inclusive education<br/> 11. Criticism of inclusive education<br/>3. ADDRESSING INEQUALITY AND DIVERSITY IN INDIAN CLASSROOMS<br/> 1. Definitions of equality and diversity<br/> • Equality <br/> • Diversity <br/> 2. Equality and diversity in education<br/> • Promotion of equality and diversity (Multiculturalism) in schools<br/> • Challenging inequality and diversity in the classroom<br/> • Approaches for equality in the classroom<br/> • Approaches for diversity in classroom<br/> • Addressing diversity in classroom<br/> • The multicultural curriculum<br/>4. DISABILITY & INCLUSION (HISTORICAL AND CONTEMPORARY PERSPECTIVE) AND LEARNING PROBLEMS<br/> 1. Meaning of children with special needs (CWSM)<br/> 2. Disability: concept<br/> 3. The historical and contemporary perspective of disability and inclusion<br/> 4. Historical perspective of disability and inclusive education in India<br/> 5. Signs and symptoms of learning disabilities and disorder<br/> 6. Range (types) of learning disabilities<br/>5. TYPES OF DISABILITIES<br/>1. The important types of disabilities<br/>2. The main causes of disabilities<br/>3. Relationship between impairment, disability and handicap<br/>4. Dimensions of disability<br/> • Physical dimensions<br/> • Mental or intellectual dimension<br/>6. VISUAL DISABILITY<br/> 1. Meaning and definition<br/> 2. Types of visually impaired children <br/> 3. Identification of visually impaired children<br/> 4. Problems of visually impaired<br/> 5. Causes of visual impaired<br/> 6. Educational needs of visually impaired<br/>7. HEARING DISABILITY<br/>1. Hearing disability<br/>8. MENTAL RETARDATION <br/>1. Meaning and definition of mental retardation/ intellectual impairment<br/>2. Types of intellectually impaired children<br/>3. Identification of mental retardation <br/>4. Characteristics of intellectually impaired children<br/>5. Intervention strategies<br/> • For Slow Learners<br/> • Intervention strategies for mentally retarded children<br/>6. Organization of teaching strategies<br/>9. LOCOMOTOR DISABILITY<br/>1. Meaning and definition<br/>2. Types of locomotor disability<br/>3. Identification of locomotor disability<br/>4. Problems of locomotor/ orthopaedic handicapped <br/>5. Etiology of locomotor impairment<br/>6. Needs of the locomotor handicaps<br/> • Educational needs of the locomotor handicaps<br/> • Educational programmes for the locomotor handicaps<br/>10. NEUROLOGICAL DISABILITY<br/>1. Neurological disorders<br/> • Causes of neurological disorders<br/>2. Autism spectrum disorder<br/>3. Cerebral palsy <br/> • Meaning and definition<br/> • Characteristics of cerebral palsy<br/> • Causes of cerebral palsy<br/> • Types of cerebral palsy<br/> • Problems associated with cerebral palsy<br/> • Treatment and management<br/>4. Attention- deficit hyperactivity disorder (ADHD)<br/> • Characteristics/ features of ADHD<br/>11. LEARNING DISABILITY<br/>1. Meaning and definition<br/>2. General characteristics of learning disabled <br/>3. The main forms of learning disabilities<br/> • Dyslexia<br/> • Dysgraphia<br/> • Dyscalculia <br/>12. MULTIPLE DISABILITY<br/>1. Introduction<br/>2. Types of multiple disabilities <br/>3. Characteristics of multiple handicaps<br/>4. Etiology of Multiple Handicaps<br/>5. Provisions to meet educational needs of multiple disabled<br/>6. Organization of educational strategies<br/>13. ASSISTIVE AND ADAPTATIVE TECHNOLOGIES IN INCLUSIVE SET-UP<br/>1. Introduction<br/>2. Assistive technology<br/>3. Benefits of assistive technologies<br/>4. Assistive and adaptive technologies<br/>5. Use of assistive technology for intellectually disabled children<br/>6. Technology for visually disabled children<br/>7. Technology for children with learning disability<br/>8. Technology for hearing disabled children<br/>9. Additional assistive technology<br/>10. Technology for physically disabled children<br/>11. Technologies for children with speech and language disorders<br/>12. Barriers to assistive technology<br/>14. ADAPTATION AND ACCOMODATION ACCORDING TO VARIOUS DISABILITIES<br/>1. Standards/ measures of curriculum development<br/>2. Types of accommodations<br/>3. Curricular accommodations<br/>4. Instructional accommodations<br/>5. Requisite changes in the instructional conditions<br/>15. EDUCATIONAL PROVISIONS FOR THE DISABLED IN INTERNATIONAL DECLARATION AND CONVENTIONS<br/>1. Salamanca Statement and Framework of Action, 1994<br/>2. UN Convention on the Rights of Persons with Disabilities (UNCRPD), 2006<br/>16. EDUCATIONAL PROVISIONS FOR THE DISABILITIES IN POLICIES<br/>17. THE NATIONAL POLICY OF EDUCATION (1986) AND PLAN OF ACTION (POA) - 1992<br/>1. Introduction<br/>2. Merits of the policy<br/>3. Limitations of the policy<br/>4. Plan of action (POA) - 1992<br/>18. PERSONS WITH DISABILITIES ACT, 1995<br/>1. Introduction<br/>2. Focus of the persons with disability act, 1995<br/>3. Administrations and implementation<br/>19. REHABILITATION COUNCIL OF INDIA ACT, 1992<br/>1. Introduction <br/>2. Brief description of the RCI, 1992<br/>20. NATIONAL POLICY FOR PERSONS WITH DISABILITIES ACT, 2006<br/>1. Introduction<br/>2. National policy for persons with disabilities act, 2006<br/> • The basic tenets of the policy<br/> • Principal areas of intervention<br/>21. EDUCATION OF CHILDREN WITH DISABILITIES IN RIGHT TO EDUCATION (RTE) ACT, 2009<br/>22. SCHOOL ORGANISATION AND MANAGEMENT OF AN INCLUSIVE SCHOOL<br/>1. Concepts of an inclusive school<br/>2. Infrastructure and accessibility<br/>3. Gender equality in inclusive school<br/> • Lack of social status<br/> • Gender and inclusive education<br/> • A gender inclusive education<br/> • Gender-responsive inclusive education<br/>4. Characteristics of an inclusive school<br/> • Characteristics of an inclusive classroom<br/> • Managing/ organizing inclusive school<br/> • Organizing inclusive school<br/>23. ROLE OF TEACHERS AND CO-TEACHING PERSONNEL: A MULTIDISCIPLINARY APPROACH<br/>1. Need for multidisciplinary approach in inclusive education<br/>2. Multidisciplinary team approach<br/>3. Role and responsibilities of teachers<br/>4. Role of a teacher<br/>5. Role of a special teacher<br/> • Role and responsibility of teacher dealing with visually impaired<br/> • Role and responsibilities of teacher dealing with hearing impaired<br/> • Role and responsibilities of teacher dealing with orthopaedic handicapped<br/> • Role and responsibilities of teacher dealing with learning disabled children<br/> • Role and responsibilities of teacher dealing with children with cerebral palsy<br/> • Role and responsibilities of teacher dealing with multiple disabilities<br/> • Role and responsibilities of teacher dealing with intellectual disabilities<br/>6. Role of a resource teacher<br/> • Role and responsibility of resource teacher for hearing impaired children<br/> • Role and responsibility of resource teacher for visually impaired and low vision children<br/> • Role and responsibility of resource teacher in dealing with learning disabled children<br/> 7. Role of a teacher assistant<br/>24. SUPPORT SERVICES<br/>1. Support services of different professional/ experts<br/> • Speech therapist<br/> • Occupational therapist<br/> • Physiotherapist<br/> • Counsellor<br/>25. MAKING LEARNING MORE MEANININGFUL FOR SPECIAL NEEDS OF STUDENTS<br/>1. Guidelines for selecting meaningful educational strategies or programmes for students with special needs<br/>2. Special strategies for special children<br/>26. PEDAGOGICAL STRATEGIES TO RESPOND TP LEARNERS’ INDIVIDUAL NEEDS<br/>1. Introduction<br/>2. The essence of inclusive and effective pedagogy<br/>3. Principles of inclusive pedagogy<br/>4. Important points of inclusive pedagogy<br/>5. Teaching-Learning strategies<br/>6. Peer-Tutoring<br/> • Psychology of peer-tutoring<br/> • Defining peer-tutoring<br/> • Steps for peer tutoring programme <br/> • Selection of partners and goals: tutors and tutees<br/> • Types of peer-tutoring<br/> • Advantages of peer-tutoring<br/>27. TEACHING- LEARNING STRATEGIES: CO-OPERATIVE LEARNING<br/>1. Co-operative learning<br/>2. Elements of co-operative learning<br/>3. Inclusion and co-operative learning<br/>4. Principles of inclusive co-operative learning<br/>5. Co-operative learning provides opportunities for ongoing evaluation<br/>28. TEACHING-LEARNING STRATEGIES: SOCIAL LEARNING, MULTISENSORY LEARNING, BUDDY SYSTEM AND REFLECTIVE TEACHING<br/>1. Social learning<br/> • Basic assumptions of social learning<br/> • Significance of social learning<br/> • Types of modeling<br/> • Process of social learning (modeling)<br/> • Educational implications<br/>2. Multisensory learning<br/>3. Buddy system<br/> • Meaning of buddy system<br/> • Benefits of buddy system<br/> • Responsibilities of a peer buddy<br/> • Essentials for the successful implementation of buddy systems<br/>4. Reflective teaching<br/> • Reflective teaching and inclusive classrooms<br/> • Role of teacher for reflecting teaching in inclusive classroom <br/> • Benefits of reflective teaching<br/>29. PROVISIONS FOR FACILITATING DIFFERENTLY ABLED IN EXAMINATION BY CBSE AND ICSE<br/>30. CCE AND ITS IMPLICATIONS TO FACILITIES INCLUSION |
| 300 ## - Page No. | |
| Page No | 352p |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Cost, normal purchase price (Rupees) | Total Checkouts | Full call number | Barcode | Date last seen | Date checked out | Price effective from | Koha item type | Total Renewals |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 3 | 371.9 VIR | BED0006125 | 07.02.2020 | 06.02.2020 | 21.02.2019 | Reserve Books Section | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 26 | 371.9 VIR | BED0006126 | 20.06.2024 | 10.05.2024 | 21.02.2019 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 26 | 371.9 VIR | BED0006127 | 26.06.2024 | 20.05.2024 | 21.02.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 20 | 371.9 VIR | BED0006128 | 20.06.2024 | 20.05.2024 | 21.02.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 29 | 371.9 VIR | BED0006129 | 25.06.2024 | 21.05.2024 | 21.02.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 17 | 371.9 VIR | BED0006130 | 20.06.2024 | 14.05.2024 | 21.02.2019 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 30 | 371.9 VIR | BED0006131 | 24.06.2024 | 21.05.2024 | 21.02.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 29 | 371.9 VIR | BED0006132 | 18.06.2024 | 01.05.2024 | 21.02.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 25 | 371.9 VIR | BED0006133 | 20.06.2024 | 21.05.2024 | 21.02.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 21.02.2019 | 300.00 | 24 | 371.9 VIR | BED0006134 | 21.10.2024 | 21.05.2024 | 21.02.2019 | General Books |