THE METHOD OF TEACHING AND EXAMINATION FOR INDIVIDUALS WITH VISUAL IMPAIRMENTS: THE SYSTEM IN INDIA AND JAPAN
Journal Title: Journal of Special Education and Rehabilitation - Year 2014, Vol 15, Issue 3
Abstract
Introduction: Education of children with special needs is an important field of study. Children with special needs deserve to be educated like any other human being. Over the years, several provisions have been made and laws have been passed to ensure education of children with special needs. A visually impaired child’s needs and goals for learning are not different from that of his sighted peers. Only the means of achieving those goals are different. Objective: The purpose of this study was to compare the prevalent method of teaching and the system of examination for students with Visual Impairment studying in the special schools for the blind in India and Japan. Methodology: The study was delimited to i) blind students only and ii) the special schools for the blind in Kolkata and Tokyo. Purposive sampling technique was used to select 50 teachers (25 each from the special schools for the blind in Kolkata and Tokyo). The researcher interviewed the teachers. Semi–structured information schedules were used to collect data and the data were analyzed only qualitatively. Findings: The method of teaching the blind students was similar in both Kolkata and Tokyo. Differences were observed mainly in the type of teaching equipments used. Regarding the system of examination, differences were observed within the special schools in Kolkata. In Tokyo, however, all the special schools followed a uniform system. The study revealed that in Kolkata a strict pass/fail criterion existed. In Tokyo, on the other hand, there was no strict pass/fail criterion. Conclusion: This study is important because not many comparative studies have been done between India and Japan. Most of the comparative research work is either between Japan and the U.S.A or between Japan and the U.K. This study was conducted mainly to find out the differences between a Developing and a Developed nation. Being a developed country, it is always assumed that there will be a lot to learn from Japan. Through this research study an attempt has been made to find out whether this assumption is true and if it is true then, to what extent the system can be implemented and practiced in the Indian scenario.
Authors and Affiliations
Ritwika LASKAR| Department of Education Alipurduar Mahila Mahavidyalaya West Bengal, India
Keywords
Related Articles
- EP ID EP7954
- DOI -
- Views 420
- Downloads 38
ACHIEVEMENT AND INTEGRATION OF STUDENTS WITH AND WITHOUT SPECIAL EDUCATIONAL NEEDS (SEN) IN THE FIFTH GRADE
In Styria 77.3% of all students with special needs are educated in integrated classrooms. Currently, it is not known much either about the school performance nor the active class participation of these students. This st...
INTERNATIONAL DAY OF AUTISM
Last December, the United Nations General Assembly adopted a resolution under the initiative of the State of Qatar, which declares April 2 as World Autism Awareness Day. Autism is indeed today a very serious education an...
ATTITUDES OF HEALTHY CHILDREN PARENTS TOWARDS HANDICAPPED CHILDREN AT THE PRE-SCHOOL AGE
Since the 1970-ies, in the USA and Western and Eastern Europe, the model of segregated education has been abandoned, and nowadays the handicapped children attend regular schools all together with other healthy pupils. T...
FORMATION OF BEHAVIOUR RULES OF CHILDREN WITH INTELLECTUAL DEFECTS, BROUGHT UP IN A SUBSIDIARY KINDERGARTEN
The purpose of the research is to determine the level of skills of right behavior acquired by the children from the subsidiary kindergarten on the background of their clinical characteristics. 48 children with light and...
REHABILITATION OF PERSONS WITH CEREBRAL PALSY
The persons with cerebral palsy with motoric impairments as a primary demmages, they have other following disables: visual impairments, hearing impairments, speech disables and very often they have intelectual difficulti...