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ASSIGNMENT

INTRODUCTION

Learning involves acquisition of new behavior. It is a kind of change in a pattern of behavior. The individual has to Bearn new ways of doing things as well as new ways of thinking and feeling as he tries to adjust within his environment and to make himself useful.

Learning is not possible without the basic minimum ability needed to learn a task. As the nature of the task becomes complex, so does the requirement for higher abilities.

Learning is related to maturation unless and until there is the needed maturation, satisfactory learning is not possible. So learning and maturation go together, for the maturity or the individual is an important condition in learning a new task.

Then there is the environment aspect of learning which includes opportunities as well as facilities to learn. It is not uncommon to find an extremely poor child who is very intelligent but remains illiterate as educational opportunities were not available.

This highlights the paint that nature mental endowment cannot be fully utilized without proper facilities for education.

INCLUSIVE EDUCATION

Inclusive education means that all students attend and we are welcomed by their neighborhood schools in age-appropriate regular classes and are supported to learn contributes and participate all aspects of the life of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. Neighborhood schools are the heart of our communities and inclusion BC believes they are essential for a quality inclusive education system. Therefore we believe it is important to support public education system in BC’

Inclusion in education is an approach once thought only necessary for educating students with special educational needs. Now it is crucial that all students in their classroom and the wider school .under the inclusion model, the students with special needs spend most or all of their time with non disabled students. Implementation of these practices varies.

Inclusive education differs from previously held notions of integration and mainstreaming which tended to be concerned principally with disability and special education needs and implied learners changing or becoming ready for or deserving of accommodation by the mainstream .By contrast inclusion is about the child’s right to participate and the school’s duty to accept the child. Inclusion rejects the use of special schools or classroom to separate students without disabilities skills they can use in and out of the classroom.

Fully inclusive schools which are rare no longer distinguish between general education and special education programs instead the schools is restructured so that all students learn together.

GIFTED CHILDREN AND TALENTED CHILDREN

Children gain opportunity class placement on the basis of academic merit. The main criteria for determining academic merit are opportunity class placement. Test results combined with schools assessments. Comments made by parents and principles may be considered at the discretion of the selection committee. Canadian psychologist, Professor Francoys Gagne, is a world leader on this subject and created the Differentiated Model of Giftedness and Talent (DMGT).

He defines gifted children as those who have outstanding or high levels of innate ability, in any domain of human ability (intellectual, creative, social or physical) that would place them within the top 10% of their age-peers, even if their high potential has not yet been realised.

In contrast, talented children are those whose abilities have already been demonstrated by their achievements, and who are currently performing at a level that places them within the top 10% of their age-peers. In simple terms, gifts are natural abilities whereas talents are systematically developed skills.

Some general characteristics of gifted and talented children are listed below. it is important note that academically gifted and talented children will not necessarily demonstrated all of these characteristics

Ø A gifted student,

Ø Learns rapidly and quickly grasps new concept

Ø Has an excellent memory

Ø Is creative or imaginative

Ø Is independent

Ø Has a sense of humour

Ø May be highly motivated particularly in self selected tasks.

Ø Has unusual or advanced interests.

Ø Demonstrates exceptional critical thinking skils or problem solving ability.

Ø May have superior leadership and interpersonal skills

Ø Frequently asks in –depth, problem questions

Ø Has superior insight and the ability to draw inferences or intuitive.

Learning disability

Learning disability is a classification including several areas of functioning in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors.

While learning disability, learning disorder and learning difficulty are often used interchangeably, they differ in many ways. Disability refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disorder, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (psychologist, pediatrician, etc.) The difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disabilities" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills.^[1] Types of learning disabilities include reading disability (dyslexia), mathematics disability (dyscalculia) and writing disability (dysgraphia).

The unknown factor is the disorder that affects the brain's ability to receive and process information. This disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.

Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions and current technologies may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents and schools can create plans together that tailor intervention and accommodations to aid the individual in successfully becoming independent learners. School psychologists and other qualified professionals quite often help design the intervention and coordinate the execution of the intervention with teachers and parents. Social support may improve the learning for students with learning disabilities.

A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.

Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Common learning disabilities

Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder.
Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.
Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space.
Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.
Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.

CONCLUSION

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. There are many types of education. Inclusive education is fully differ from previously held notions of integration and mainstreaming, which tended to be concerned principally with disability and special education needs and implied learners changing or becoming ready for or deserving of accommodation by the mainstream.

REFERENCES

· http://en.wikipedia.org/Inclusion_(education)

· http://www.ncld.org/ -learning-disabilities

· http://www.britannica.com/topic/233407/gifted-child

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