Latest news with #CWSN
Time of India
7 days ago
- General
- Time of India
Just 29% of Goa schools have teachers trained for spl needs students
P anaji: Just 29% of schools surveyed in Goa were found to have trained or certified teachers to look after students with special needs, and just 26% of children with special needs had access to assistance like ramps or lifts, specially designed learning tools, and mobility aids, as per the 'Parakh Rashtriya Sarvekshan 2024' survey conducted by NCERT, under the Union education ministry. On all parameters surveyed for inclusiveness in regular schools, Goa scored below the desired 50%. 'Inclusive education is essential for fostering a supportive learning environment where children with special needs (CWSN) receive the necessary accommodations, resources, and support. For areas where less than 50% of schools currently implement inclusive measures, additional efforts are needed to ensure that all students, including those with special needs, have equal access to learning opportunities,' the report stated. The survey showed that only 41% of CWSN received the support they needed from school teachers, and the percentage of special children receiving the needed support in learning from friends stood at 40%. 'Strengthening teacher training, providing assistive resources, and fostering peer support can significantly enhance inclusivity in schools,' the report recommended for Goa. Additionally, only 36% of CWSN had access to special learning material at school in Goa. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Đây có thể là thời điểm tốt nhất để giao dịch vàng trong 5 năm qua IC Markets Tìm hiểu thêm Undo 'Support for children with special needs from friends or teachers is provided to fewer than half of the students. To improve support, schools should expand access to specialised resources, ensure that all teachers are trained in inclusive teaching practices, and invest in assistive technology to create a more inclusive learning environment,' stated the NCERT's report about Goa. The findings of the NCERT survey are consistent with the observations made by the Centre's project approval board (PAB) during the annual review for 2025-26 of the implementation of the Samagra Shiksha Abhiyan in Goa. 'Significant fluctuations in enrolment of CWSN across alternate classes were noted, highlighting the need for a thorough review and analysis to determine underlying causes. The importance of accurate data reporting and effective data management was emphasised. As per UDISE+ 2023-24, only 9.5% of teachers are trained in inclusive education, and only 2.9% of special educators are deployed, including those at block resource centres (BRCS) under Samagra Shiksha,' the PAB noted. Goa officials were asked to accelerate the processes of screening, identification, and certification of CWSN and to ensure accurate categorisation and mapping of these children in the central data portal for school education UDISE+. 'The use of the Prashast app for early screening has been strongly recommended. Efforts must be made to ensure that every CWSN child is supported to complete secondary education through targeted interventions based on individual learning levels and disability profiles. Additionally, the state must prioritise capacity building of general teachers in inclusive education, preferably through RCI-approved bridge courses to create a more supportive and inclusive classroom environment,' the PAB stated.
Time of India
11-07-2025
- General
- Time of India
95% of Karnataka schools adopt new teaching methods, but student learning and inclusion gaps persist
95% of Karnataka schools adopt new teaching methods, PARAKH report reveals. Karnataka is leading the shift toward modern classroom instruction, with a majority of teachers adopting diverse, activity-based teaching methods. According to the latest PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report, 95 percent of schools in the state have embraced experiential learning, while 96 percent are implementing competency-based assessments, marking a significant transition in how students are being taught. The findings, drawn from the PARAKH Rashtriya Samarthan Sarvekshan, show that Karnataka is also advancing in the integration of other pedagogical practices: Arts-integrated learning: 85 percent Toy-based learning: 82 percent Sports-integrated learning: 79 percent These figures reflect the proportion of teachers who reported using these methods either 'regularly' or 'sometimes.' The data signals widespread adoption of NEP-aligned pedagogies that encourage creativity, critical thinking, and learner engagement. However, the report also draws attention to gaps in outcomes and equity, raising questions about how effectively these new strategies are impacting student learning. Learning levels still below expectations Despite the promising uptake of progressive teaching methods, the PARAKH data reveals a sobering reality. In state-wide assessments conducted across Grades 3, 6, and 9, less than 50 percent of students were able to answer questions correctly in several key competency areas. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like An engineer reveals: One simple trick to get internet without a subscription Techno Mag Learn More Undo These performance levels suggest that a large number of students are not meeting grade-level learning expectations. The gap between teaching reform and student outcomes highlights the need for stronger implementation, better monitoring, and targeted academic support. Learning gaps at foundational stages can snowball into long-term academic setbacks if not addressed early and effectively. Inclusion continues to lag in many schools The report also highlights challenges in delivering inclusive education, especially for Children with Special Needs (CWSN). While over half the students reported receiving help from teachers or peers, school-level infrastructure and professional support remain limited. Key findings from the Karnataka data include: Only 36 percent of schools offer special accommodations for CWSN Just 30 percent have trained or certified teachers for special needs support Only 33 percent of schools provide assistive devices 50 percent offer access to special study materials Although peer and teacher support is present in many classrooms, the lack of institutional preparedness continues to limit full inclusion. Students with disabilities are still dependent on individual effort rather than systematic support. Urgent need for deeper reform The PARAKH report makes it clear that Karnataka has made notable progress in updating its pedagogy. Yet, it also underscores that pedagogical innovation alone is not enough. Without improved learning outcomes and stronger inclusion mechanisms, the larger goals of the National Education Policy (NEP) 2020 will remain out of reach. Moving forward, Karnataka will need to: Train teachers to use diverse pedagogies effectively Regularly assess and respond to student learning gaps Expand inclusive education infrastructure and staffing Ensure that pedagogy and assessment are aligned with learning recovery strategies Karnataka's education system is clearly in transition. But for this transformation to be meaningful, it must reflect not just in how teaching happens, but in how deeply students learn — and how equitably schools serve every child. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
Time of India
30-06-2025
- General
- Time of India
Overthinking: The Silent Killer
An author of the book 'Decoding Autism' and a learning disability expert working in the field of mental health from past 20 years. A regular TV personality for a talk show on career counselling and mental health by name Aap Aur Hum. Achieved tremendous success in the field of learning disabilities. The first dyslexic child in History of CBSE has been his student. Time and again his work has been acknowledged by various leading Newspapers and magazines. Recently, he was awarded by Rotary Club for his work in field learning disabilities. Holds regular seminar and awareness campaign all over India for his mission of inclusive India. He is also the founder and director of Adhyayan Inclusive Learning Centre which deals with teaching and helping children with special needs (CWSN). He has been successfully helping students with Dyslexia,Dysgraphia, Dyscalculia,Dyspraxia and Autism in building their academic and social skills along with developing their strong emotional quotient. LESS ... MORE In today's fast-paced, hyperconnected world, there's a hidden enemy stealing time, energy, and peace of mind. It's not burnout or stress — it's overthinking. Often brushed off as 'just being cautious,' overthinking quietly tightens its grip, draining your mental bandwidth, clouding judgment, and derailing dreams. In India, where cultural expectations, family pressure, and social comparison are everyday realities, the silent storm of overthinking becomes even more intense. And yet, most of us don't even realize how deeply it affects our lives — until it's too late. What Exactly Is Overthinking — and Why Do We All Do It? Overthinking is when your mind refuses to switch off. You replay past conversations. You stress about choices you haven't made. You imagine every worst-case scenario until you're mentally exhausted — and still no closer to a solution. It's not reflection. It's rumination. It's like being trapped in a mental traffic jam where thoughts go in circles, but nothing moves forward. Example A student preparing for an exam might think: 'What if I fail? What will my parents say? What if I let everyone down?' Instead of studying, they spiral. That's overthinking in action. The Loop of Overthinking: How It Traps You Overthinking usually follows a predictable and dangerous cycle: Trigger – What ifs & Should haves – Indecision – Self- doubt – Delay – Mental fatigue – Back to trigger. Real-Life Example: Riya(name changed), a 28-year-old from Delhi, dreams of opening a café. For months, she's stuck in a loop: 'What if no one comes? What will people say? What if I fail?' While she hesitates, another café opens in the same location — and thrives. Riya is left with regret and an unfulfilled dream. What's Fueling the Overthinking Epidemic in India? Several deep-rooted societal and psychological factors make Indians particularly vulnerable: Fear of Failure – Competitive education and job markets create constant pressure. Societal Expectations – Family, caste, and community opinions weigh heavily on personal choices. Perfectionism – Many of us are raised to avoid mistakes at all costs. Information Overload – News, reels, WhatsApp forwards — there's always something to compare yourself to. Low Confidence – Past failures or overprotective upbringings can crush decisiveness. Lack of Decision-Making Practice – Especially in childhood, where choices were often made for us. How Overthinking Wrecks Your Life (Quietly but Surely) Overthinking doesn't come with sirens. It's slow, quiet, and damaging — like a virus running in the background. Reduced Efficiency – Thinking replaces doing. Low Productivity – Tasks remain unfinished. Memory Issues – Foggy brain, poor retention. Poor Decisions – Or no decisions at all. Procrastination – Fear fuels avoidance. Stalled Goals – Action is replaced with anxiety. The Mental Health Fallout: Why It's More Than Just a 'Bad Habit' Overthinking is a gateway to bigger issues — and the data proves it. Filter the Noise – Limit social media, news, and online rabbit holes. One Step at a Time – Break large tasks into manageable chunks. Talk It Out – Share your worries with someone who listens — friend, family, or therapist. Get Moving – A brisk walk or workout helps declutter the mind. Accept Imperfection – Let go of the myth of the 'perfect' decision. Self-Check: Are You Overthinking? Ask yourself: Do I replay conversations or events in my head often? Do I spend more time thinking than actually doing? Am I mentally tired even when I haven't done much physically? Do I delay decisions, even when I know the facts? Do I worry more about others' opinions than my own instincts? If you answered 'yes' to three or more, you might be caught in an overthinking loop. Final Thoughts: You're Not Alone — and You're Not Stuck Overthinking doesn't kill people — it kills potential. It delays dreams, muffles confidence, and replaces momentum with fear. But here's the truth: you don't need to have it all figured out to move forward. The mind finds clarity in motion, not in endless thought. So take the leap, start small, and trust that every step will lead you somewhere better than standing still. Sources: National Mental Health Survey of India, NIMHANS (2016) The Lancet Psychiatry (2019): 'The burden of mental disorders across India' ICMR Mental Health Report (2017) NCRB Annual Suicide Statistics, Govt. of India (2022) Indian Journal of Psychiatry (2013): Suicide in India Review Facebook Twitter Linkedin Email Disclaimer Views expressed above are the author's own.
Indian Express
28-06-2025
- General
- Indian Express
Delhi govt schools directed to set up Special Admission Cells for children out of school
Delhi's Samagra Shiksha Department has directed the heads of all government schools, including that of the Directorate of Education (DoE), Municipal Corporation of Delhi (MCD), New Delhi Municipal Council (NDMC) and the Delhi Cantonment Board (DCB), to set up Special Admission Cells (SAC) for children who were never enrolled. According to a circular issued on Thursday, the department aims to 'strengthen and streamline the admission process of never-enrolled Out-of-School children (OOSC), including Children with Special Needs (CWSN)' as well as students who dropped out of the school system due to any reason. These cells need to comprise the school head, admission in-charge and an educational and vocational guidance counsellor (EVGC) or a representative of similar expertise from the management belonging to MCD, DCB or NDMC authorities. There also has to be a Cluster Resource Centre Coordinator (CRCC) to give data to the cell. The SAC has been tasked with ensuring smooth and time-bound admission of identified out-of-school children, including Children with Special Needs. It is also expected to guide and counsel parents and children during the admission process. According to the circular, the SAC should ensure minimal documentation and coordinate with the school head and Special Training Centre (STC) teachers for enrolment support. Other responsibilities listed include: According to the department's standard operating procedure for out-of-school children, their identification is done 'to admit them in regular class/STC at the earliest.' They should be given admission in a regular government school immediately in the age-appropriate class where learning assessment of the child is done. This is to mainstream the child as after the assessment, the child may be recommended schooling in regular class or STC for a bridge course, as per the stage of learning.
NDTV
25-06-2025
- General
- NDTV
CBSE Class 10 New Exam Rule 2026: All You Need To Know
Central Board of Secondary Education (CBSE) will allow Class 10 students to take board exams twice a year starting from 2026. This change aims to reduce exam stress and give students a second chance to improve their scores, as per the National Education Policy (NEP) 2020. Why This Change? As per NEP 2020, board exams are being redesigned to become more flexible and less stressful. The policy recommends allowing students to appear twice in board exams - once as a regular attempt and a second time to improve scores if needed. The goal is to reduce the pressure of a "high-stakes" single exam. What Does the New Rule Say? From the 2026 academic session: All Class 10 students must appear for the first board exam (main exam), which will be held in mid-February as usual. Students who pass the main exam will have the option to appear in the second exam in May to improve their scores in up to three subjects - Science, Maths, Social Science, or Languages. If a student misses exams in three or more subjects, they will not be eligible for the second exam and will need to repeat the year. Students who get a compartment result in the first exam can appear in the second one under the Compartment Category. Special Provisions for Certain Students Students involved in sports competitions during exam dates can take those subjects in the second exam. Students in winter-bound schools can choose to appear in either of the two exam sessions. All benefits available to CWSN (Children with Special Needs) students will be extended to both exams. Internal Assessment & Exam Schedule Internal assessment will be conducted only once before the main exam. First exam: Mid-February Second exam: May Who Can Appear? To appear in the first examination, students must meet specific eligibility criteria, which include fresh Class X students, those taking a second chance at compartment exams, essential repeaters from the previous year, and students seeking improvement. For the second examination, eligibility is limited to students who fall under certain categories, such as those seeking improvement in up to three main subjects, students taking their first or third chance at compartment exams, students combining compartment and improvement exams, and students who have passed with subject replacement and now seek improvement. Syllabus & Marking Scheme Both exams will follow the full syllabus. The exam format and marking scheme will remain unchanged. Result and Admission to Class XI First exam results will be declared in April. Second exam results will be announced in June. Results of the main exam will be uploaded on DigiLocker for use in provisional admission to Class XI. Students who fail the first exam can take provisional admission and confirm it after the second exam results. Final marksheets and merit certificates will be issued only after the second exam. Post-Result Services Facilities like photocopy of answer sheets, verification, and re-evaluation will be available only after the second exam results.
