Special Needs Education In India

Special Needs Education In India Special Education or special needs education refers to the education of physically or mentally challenged students whose learning needs cannot be met by a standard school curriculum. Special instructional methodology, techniques, materials are provided. But because is education, it helps students reach a superior level of personal self-sufficiency. It is not easy to find reliable data about the number of children with disabilities in India. The lack of data available reflects the poor policies implemented by the Indian government for those children with disabilities and their families as well. Moreover, some families hide their disable children for fear of shame. Thus, this report relies on the projected figures made by surveys. Estimations show that about 40 million children in India, from the age of 4-16 years old, are disabled. India measures disability in five categories: hearing, sight, speech, locomotors and metal- excluding others such as autism. Taking this measure into account, surveys rely that 35 million children are physically challenged and 5 million are mentally ones. But what is worst is that 90 percent out of those 40 million are out of school- majority of them living in rural areas- which means that 9/10 children are not provided with education. And this is what the government should look at. The educational facilities provided to children with disabilities have grown gradually in the past years. These ones range from special schools to Inclusive education. Special Schools are apart from the General Education System. In early times, special schools in India were a voluntary program. By 1950s, there were around 10 special schools in India. In the year 1960s, the government began awarding grants to NGOs for the creation and upkeep of special schools. By this year, 39 special schools were created. Thirty years later, in the 1990s, there was an incredible growth. Around 1100 special schools were created and spread all around the country. This growth was mainly due to the creation of Acts (e.g. Equal Opportunities, Protection of Rights and Full Participation, 1995), polices and the availability of more number of professionals trained to teach in special schools. It is hard to estimate the exact number as some NGOs who created such schools havent been included in directories. Moreover, most of them are register as Societies or Trust. Therefore, there is no recognition of such special schools due to poor documentation. Moreover, in the past years, much parent organization in India established special schools for children with intellectual disabilities in different parts of the country- this reflects the involvement of parents. Latest surveys estimate that there are more than 3000 special schools in India but only few of them, those in urban areas, have the needed resources, or trained teachers. Now, where is the money for special schools in rural areas?. Until the 1970s, the policy encouraged segregation. It was believed by educators that children with intellectual and physical disabilities couldnt take part in activities of common schools because they were different. Over the time, this policy of segregation was dissolute. They started to believe that if the child was ready to make a shift, this one should be transferred to a general school. And here is when the idea of inclusive education was introduced. In the year 1974, the government implemented the first program Integrated Education for Disabled Children (IEDC). But the government didnt work alone. Some NGOs partner and participated in the implementation of it (e.g. SYSS). These provided the training for teachers to practise inclusion, ensure that children with disabilities enrol in common schools and provided with the resources and materials needed. Inclusive Education is a part of the General Education System. The program aimed to integrate the children with disabilities in the general schools and so in the community. By doing this, they create an inclusive culture. Disabled children will be now ready for a normal development and able to face life with self-confidence. There are two kinds of Inclusive Education: part time and full time. Part time education refers to disable students attending general classes for less than half a day. They generally attend the less difficult subjects with children without disabilities and the others with students who are facing similar disabilities. Full time education refers to disable students attending general classes along with students without special needs. These students are more likely to have mild disabilities. I conclude by saying that in a country so big like India, which the worlds second largest population (1.22 billion) and with the second largest education system, there is large number of children with disabilities and a big number of them who are out of school. And the major responsibility of any government is to provide basic education. This one is a powerful instrument of social change. There is definitely a strong link between poverty and disability in the country. Most of the people with disabilities are seen as part of a fifth castle-below all others- reinforcing their marginalisation from society. As a result these are discouraged to go to school and end up being vagabonds. But what is even sadder is that in some cases families make their children disable somehow by cutting arms, legs, others so that they can beg for money in the streets. The government needs to understand that these children are highly productive and contributing citizens. So their education cannot be ignored. Despite the efforts of the NGOs and the government, it is clear that the national objective Education for all has not being achieved yet. Clear examples are the private schools in some urban areas of India, which have voluntarily implemented special education. This doesnt show anything more than the geographically inequalities in the country where are the schools that offer special education in rural areas? Additionally, because they are private schools require the payment of fees, making it not accessible for all. There is an important need to make easier the access of disable children to education. Because of the size and diversity of the country, the government should take the responsibility of implementing a central policy and have as priorities improve the educational system and therefore improve the childrens quality life. Networking with NGOs across the country is essential because of their proximity to people and the innovation into educational programmes. The government should provide grants in aid. Despite, there is a factor to take in consideration- Corruption. India is a very corrupted country. The government gives grants and you never know where it goes. So, when the grants are given to the NGOs, these ones should use it for the implementation and development of educational programmes and the provision of the necessarily resources- such as the infrastructural facilities, educational materials and equipments, training teachers to practise inclusion and respect disabilities, others. To measure the right use of it, a third body should control what is done. Moreover, the government together with the NGOs should adopt strategies and improve the accessibility for educating children with disabilities, primarily I believe through the Inclusive Education System. Why not through special schools? I believe special schools are medical interventions which promote somehow isolation, segregation and social exclusion. Thus, by integrating disable children into normal classrooms, a culture of inclusion will be created; a model of desegregation will be built, benefiting all children, achieving equality in education and so contributing in the long-term goal of Education for all. But not leaving special schools aside. A bridge should be built between both practices. Classrooms should be representative of the society in which we live. There is no society without people with disabilities. Therefore, why shouldnt classrooms include disable students to reflect the society?.

Sheyann Webb :: essays research papers

On August,13 1860, Pheobe Ann Moses was born to Jacob and Susan Moses in their one room cabin in Patterson, Ohio. When Annie was around 6, her father contracted pnemonia while traveling the 18 miles home from town in a blizzard, and died in the spring of 1866. Afterward, Susan had trouble supporting the six childen. After the three older children married and left, Mrs.Moses was forced to send the three younger children to neighbors' houses. One day while dusting the funiture, Annie decided to take down her father's gun and clean it. A few days later, she saw a squirrel running in the field. Excitedly, she took down the gun and loaded it. She hastily aimed and fired. To her suprise, the squirrel was cleanly shot though the head, even though she was only 8 years old! Annie's mom liked having the meat for dinner, but the family's Quaker religion opposed violence. Annie had to promise never to use the gun on someone. Annie was well known in Cincinnati for her cleanly shot birds. People who ate the birds did not have to worry about chipping a tooth on scattered bird shot. A restaraunt owner set up a shooting match with the well known sharpshooter, Frank Butler. Annie shot all 25 birds while Frank shot only 24. Later, Frank would say that he lost two things to Annie that day: the match and his heart. Annie and Frank went on the road as a team. Annie wanted a fancy name, so she settled on Oakley, a suburb outside of Cincinnati.Annie loved showbiz. She liked to keep the audience on the edge of their seats. When the Butler and Oakley team joined the Sell's Brother Circus, Frank stopped shooting and became Annie's manager and assistant, managing the money and the schedule, throwing up targets for Annie to shoot at, and loading Annie's gun for her. In 1885, Annie joined Buffalo Bill's Wild West show. Annie was injured twice while performing with Buffalo Bill's Wild West show, once from a bug bite, and once from a train crash. In 1913, Annie and Frank retired to Cambridge, on Maryland's Eastern Shore.

Real Madrid Harvard Case

Real Madrid (RM) has been worldwide-known as one of the best soccer club in the world. From its beginnings in 1902, this Spanish soccer club has set the standards of a championship soccer organization and in 1905 had his first international game. A major turning point in the club’s history came with Bernabeu, Real Madrid CF appointed president (1943). He created the strongest brand in soccer synonym of prestige and champions, wining 6 European Cups. He coined â€Å"best in Europe† by international press and acquiring the best soccer talent at any cost. Soon after his death in 1978, the club declined for nearly two decades on the field and financially. Through the 1990's under president Lorenzo Sans, Real Madrid CF was financially restructured. The organization constantly sold players and crucial core operating assets such as stadium rights and media rights to cover operating losses and minimize its significant debt. The club gradually recovered on the field, winning the 7th European Cup in 1998 and in 2000 Perez achieved the club presidency and announced his further plans in order to sanitize the club’s finances. The constant focus of Real is not on the traditional business model which emphasizes on gate receipts and local corporate sponsorships. The main goals of the club include giving Real Madrid the financial flexibility to acquire Talent and expand its brand reach. This could establish the brand globally and maintain supremacy of this brand with continuing to maximize profits and enhance their corporation. They are led to focus on a strategy of maximizing merchandizing and television revenues and in some cases stock values, on an international basis. This business model is not unique as Manchester United and Disney’s Lion King have already adopted it. Manchester United was of course main inspiration because it is master of this new globalization and commercialization model with million supporters worldwide. They have developed subbrands and products targeted to each segment of the market and all the brands are featured in the team’s Web Site which is part of the club’s value. Moreover, in order to â€Å"hit† Asian market they organized preseason tours and opened a coffeehouse chain in southeastern Asia. Not only this example, but also the example of Disney’s Lion King is something that Perez emulated. Lion King costed 50 $ to make, grossed over 766$ million at the box office worldwide in his first year and also generated over 1,5 billion in merchandizing revenue. Therefore, Real Madrid realized that it is important to generate long-term entertainment brands and not just invest in the experience during the match and the gate receipts. Taken into consideration these two examples, Real Madrid focused on match-day, broadcast and pay tv, marketing (merchandize sales, sponsorships) and international competitions. First of all, match-day gate receipts are vital sources of revenue. However, VIP packages and season tickets as well as the construction of new, comfortable stadiums are very important for the club. Merchandizing is also the key to modern management as the sales of branded goods (ex caps, watches etc) and the video games with the interactive applications have helped the development of the club. Sponsorship accounts up to 20% of revenue, with Adidas and Siemens considered to be major sponsors. Also, Audi has provided a car to players and team officials. Real Madrid saw also opportunities in specialized publishing, audiovisual rights and Internet. The club’s site RealMadrid. com had 1. 5 million visitors each month in 2004 and has interviews of players, live feed, etc. Managers can also have one-to-one relationship with fans by mobile telephony, wireless Internet, etc. The role of RealMadrid Television is also very important as it has daily coverage from training, soccer and basketball matches. TV rights is the largest revenue earner cause deregulation of the media industry in Europe in the 1990s resulted in competitive bidding for TV rights, providing an important revenue stream for most teams. Finally, international competitions (ex Champions League, Toyota Cup) and international expansion where soccer has a large appeal (ex. Asia) are vital for the reputation of the brand. The business model of Real Madrid is essential to its development but in order to be implemented effectively there has to be market segmentation. In 2003 over half of the Spanish people considered themselves soccer fans, are nearly 80% men. About 60% of soccer fans in Spain followed Real Madrid and about 30% of spectators were women. The market in this case is segmented by behavior and geographic criteria. As far as behavior is concerned we have: sports fanatics, club and team loyalists, star-struck spectators, social viewers, opportunistic viewers and sports indifferents. Sports fanatics are the most loyal fans of Real who follow news, scores and statistics, usually they have season tickets and discounts and tend to spend a lot on merchandise and related products. They visit the website very often and try to be connected to the club with mobile technologies and personal computers. After sports fanatics, club and team loyalists are also likely to watch football matches, and generally attend sports events, and always try to obtain information about the team through the club’s magazine, TV, Web site, radio, etc. Then, star-struck spectators are actually fans of â€Å"Galacticos†, superstar players, and do not pay attention to the whole team that much. These fans take part in online interactive fantasy sports, play video games and try to get information about their favorite players. So, the main goal for the club in that case is to transfer their interest from the â€Å"star-players† to the whole team. Even less fanatics are the social viewers who are loyal to no team and attend matches whenever they can and use them as means of socializing. Moreover, there are opportunistic viewers who see sports as a form of entertainment and only attend typically in order to have fun with their friends and spend on food and drinks. They only get informed about the teams and the scores randomly, most of the times while watching TV. Finally, there are sports indifferents who are not interested in team sports generally unless it is a big event organized. Of course, the fans should be also segmented by geographic criteria. The system has allowed to spread the team’s name and reputation globally. Therefore, there are the fans in the limits of the country but also the international fans. (For example, soccer is growing very fast in Asia and tours are organized often. ) After pointing out how the market is segmented it is important to mention who is Real Madrid’s customer. This customer, no matter where he lives, he could be either a sports fanatic, a club and team loyalist or a star-struck spectator. He wants to get information about Real and follow the star-players of his team. He is willing to watch a match in the stadium or on TV and have a real connection with the team or with the players’ careers in the particular team. He buys Real Madrid’s accessories and somehow makes this brand part of his everyday life. Futhermore, Real’s customer not only sees football as a form of entertainment with friends, good food and beverages but also has the need to be part of the â€Å"football community†, has the need to ‘breath’ football. Finally, the business model that Real has implemented has many advantages but also includes some serious risks. Under Perez management, Real Madrid had mission to nurture and project the club brand worldwide. But Perez had thought of specific problem which led him to think twice about his management decision. First of all,buying a worldwide class player and including that in Real’s strategy can cause worries about the talent which becomes older and older. In order to achieve high game performance and try to pass the values of â€Å"excellence† and â€Å"prestige† to the audience, unique players with amazing skills are needed. There are always worries whether great players will cease to exist though so far new talents are still discovered. Of course, the soccer cannot be standardized as there is an uncertainty factor- such as lose the match or get knockdown from the big competition- and this is another problem that Real faces as well as any other team. Furthermore, competition between professional club, such as Chelsea, in buying players is another important threat for Real. In this case Chelsea can bring a world class player with extraordinary price to the club and that can have a general impact on player salaries and transfer prices and therefore cause problems to the team balance. Finally, Real’s managers are worried about overexposure and excessive commercialization of the brand as this could lead to opposite results-such as criticism for exploiting the team’s fans and overstretching the brand. Summarizing, all these risks should be taken into consideration and examined carefully in order to be solved long-term and therefore Real’s reputation will not be damaged.

Workplace Bullying And Effective And Ineffective...

Forty-nine percent of all American workers have reported that they have been affected by workplace bullying, whether they were the target or the witness (2). The nursing profession is no exception to this startling statistic. Both the American Nurses Association (ANA) and The Joint Commission (TJC) have addressed the need for a positive work environment that is â€Å"free of abusive behavior, such as bullying, hostility, abuse of authority, and reprisal for identifying abuse in the workplace† (8). Bullying in nursing is thought to begin during undergraduate education and extend into the workplace after graduation (3), with new nurses being suffering the most (6). With the prevalence of those who have been bullied in the workplace, it is safe to say that a nurse or nursing student will be the target of this type of violence at some point in their career (3). The purpose of this paper is to explore the issue of workplace bullying specific to nursing, effective and ineffecti ve management strategies to confront this problem, and the potential barriers to addressing the situation. Bullying behaviors are defined as being â€Å"systematized, targeted, relentless, and long-term† (5). To be classified as bullying it has to be a repeated behavior that escalates over time and involves a target that is structurally unable to protect or defend his or herself (5). There are many different types of bullying that can occur in a nursing environment. 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