NIOS D.El.Ed Most Important Long Question Answers of Course 506 Block 3


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NIOS D.El.Ed Question Answer 506 & 507- Hello D.El.Ed friends, We have prepared important long questions from course 506 and 507  in PDF format with free of cost. All important long questions from Curse 506 Block 3 is given in this PDF file. Downloading link is given below:



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1 Question: What is Inclusive Education? Discuss the
need and importance of inclusive education.
Answer: Inclusive
Education is an approach to educate all children who are at risk for neglect in
education system. It 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.
Need and Importance of Inclusive Education
It is the right of every child to get education. The
society needs variety of people for the progress of humanity. Inclusive
education becomes important to fulfill this. Let us observe the need for
inclusive education from different angles.
Human Rights
·       
All children have the right to learn together.
·       
No one can discriminate children because of their
learning ability and social, economical, cultural and family background 
Education
·       
Research shows children do better, academically and
socially in inclusive settings.
·       
Given commitment and support, inclusive education is
a more efficient use of educational resources.
Social
·       
All children develop relationships with variety of
people around them and this prepares them for life in the mainstream.
·       
Inclusion has the potential to reduce fear and build
friendship
·       
Mutual respect, understanding and compassion
increases among the fellow individuals.
Psychological
·       
Development of safe and secure feeling in the group
·       
Confidence in the individual ability among the
diversity
Inclusive education helps the development of
children in different ways. Students with specific challenges make gains in
physical, cognitive and social development and motor skills. They do well when
the general environment is adjusted to meet their needs. Children in the
schools develop higher levels of tolerance for people with diversities in
general and those who are disadvantaged. When we exclude children from the
education system, there begins a demarcation in the society. It is very
difficult to include them in the later stages for any purpose in the community.
Thus, inclusive education lays the foundation to an inclusive society
accepting, respecting and celebrating diversity
(MHRD, 2005).

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2 Question: What are the benefit of inclusive education. Distinguish
between inclusive and integrated education.

Answer:  Benefits of inclusive education
• Inclusive education can help break the cycle of
poverty and exclusion
• It encourages children to stay with their families
and communities
• The school atmosphere can improve to the benefit
of all the learners
• The practice can help overcome discrimination
which is widespread in every sphere of society
• It promotes wider inclusion of individuals for the
development of the nation
Difference between
Inclusive education and integrated education
Both have one aim in common, that both are concerned
with placement of children with disabilities in the regular school. Other than
this commonality, they are different in many ways. Integration is the process
of accommodating children and young people with disabilities into mainstream
schools. The emphasis within integration is to ‘fit’ the child into the system.
In integration children with disabilities had to be equipped to suit the
existing system.  In inclusive education
children with disability and so many other groups of children who are at risk
for education are full time members of the general education classroom. The
emphasis here is on providing the support to every child to participate in the
ongoing classroom activities.
Integrated education
Inclusive education
Placement for children with disabilities in the
regular school.
In addition to children with disabilities, other
children who are at risk for education also should find a place in the neighborhood
school
No segregation of children with
disabilities
No segregation of children with disabilities, children
who are socially, economically, culturally and linguistically disadvantaged
Students are expected to suit the
existing education system
The education system will make suitable modifications
to suit the needs of children
For additional support the child is
placed in a resource room.
All the required support will be made
available to the students in the regular classroom
The inadequacies of the students are
highlighted.
Students are never made to feel inadequate as
curricular and co curricular activities are modified to the requirement of
the specific





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3 Question: Prepare
a detail report on various factors for exclusion on prominent groups of
children who are at risk for exclusion from education system.
Answer: In many schools in rural and
urban areas children with mild disability do get admission to the school but
tend to drop out. Children with disabilities are at risk for education due to
their problems in learning the academic skills. Depending on the kind of
disability children will face problems in the school. In my school, I observed
some students of disability, whom I find not learning like the other children.
They have limited knowledge in learning things that they do not understand that
the content seems irrelevant for them. I observed some factors for exclusion on
prominent groups of children who are at risk for exclusion from education
system, which are mentioned below:
CHILDREN WITH DISABILITIES
Children with disabilities are at
risk for education due to their problems in learning  the academic skills. Depending on the kind of
disability children will face problems in the school. We shall briefly look
into the categories of such disabilities  which are posing a threat to children in the
process of their education.
a) Children having cognitive and
/ or learning disabilities:
Children having different degrees of mental retardation struggle
to master the minimum requirement of the classroom due to their restricted
cognitive capacity to learn. Children with specific learning disabilities
suffer to acquire basic academic skills like reading, writing and arithmetic.
Many of these children cannot be identified by a teacher for their difficulties
in learning.
b) Children with social,
emotional and behavioral disorders:
– there are certain disorders where children find it very
difficult to attend to the tasks in the classroom. It could be due to
deficiencies in their social skills, emotional disturbance or behavioral
problems. Such children are misunderstood by the people around them as the
conditions are not familiar to teachers.
c) Problem with language and
communication:
– some
children outwardly look similar to their age mates. But they will have major
problems with understanding and / or expressing through appropriate language.
Such children face problems with academic and non academic activities of the
school.
d) Sensory impairment:– we have come across children in
schools who have hearing and visual impairment. These problems range from mild
to severe making it very difficult to cope in the classroom. Partial
sightedness and mild hearing impairment also have lots of educational
implications.
e) Physical deviations: – difficulty in movement either
gross or fine is observed among many children in the school going age. It may
be due to orthopedical, neurological and muscular conditions leading to
difficulty in coordination of the body parts. It leads to mild to severe
problems for children in the school.
f) Health problems: – there are many childhood health
problems which force children to avoid schools for long duration. This is one
of the reasons children stop continuing their education. The variety of
situations posed by the illness is serious cause for concern. Childhood diabetes,
arthritis, epilepsy, malnutrition leading to general weakness are some of the
commonly observed conditions in the elementary school age.
CHILDREN FROM THE DEPRIVED
ENVIRONMENTS
It is an established fact that
deprivation in the living environment has a direct effect on concept formation.
Naturally children coming from poverty stricken families, daily wage workers,
slum dwellers and children from destitute families face problems with economic,
social and psychological environments.
GIRL CHILD
Girls are at disadvantage due to
physical, social and cultural reasons. Especially in villages and traditional
joint families, girls are treated very differently. The
educational needs of girls are
ignored as their roles are decided in the families. The encouragement they need
at the young age to pursue education is totally missing in certain families.
Hence they are a vulnerable group for remaining out of school. The problems of
girl child and the ways to handle them are discussed separately in other units
of block 4 of this course .
CHILDREN WHO ARE GIFTED AND
CREATIVE
Children sometimes have special
talents in areas like sports, music, dance and
art. The special ability could
also be in academic areas like science, maths or  language. They feel dull inside a classroom as
our education system does not  facilitate
talent in any way. Some children are labeled as trouble makers in the
class due to their unique ideas,
different thinking patterns. For such children our  routine classroom activity will be boring. At
present education system is  concerned
with linear growth of children with a focus on academic success. This  puts gifted and creative children at a
disadvantage in the school activities. There  is a danger that they drop out of the system.
Inclusive education is the
implementation of the `policy and process’ that allows all children to
participate in all programmes. `Policy’ means that disabled children should be
accepted without any restrictions in all the educational  programmes meant for other children. It
denotes equality, and accepts every child with his own unique capabilities.
This principle must be accepted by all the international, national and local
programmes. The `process’ of inclusion denotes the ways in which the system
makes itself welcoming to all. In terms of inclusion of disabled children, it
means the shift in services from `care of the disabled child’ to his `education
and personal development’. Inclusive education goes one step  further by defining these children as `children
with special needs’ who need special  attention,
rather than children who are `impaired’ or `handicapped’.

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