by IDENTIFICATION ASSESSMENT AND EDUCATION
1. IDENTIFICATION OF CHILDREN WITH SOCIO-CULTURAL DEVIATIONS AND LINGUISTIC MINORITIES:
1. Progressive decline in intellectual functioning in school.
2. Cumulative academic achievement deficits. 3. Premature school termination and high dropout rate.
4. Reading and learning disabilities
Poor language learning
6. Inadequate social learning and observation in the absence of a model.
7. Lack of proficiency in a higher forms of cognitive-learning and transfer
8. Lack of abstract and slate sequence of events in a learning situation.
9. Inability to classify and form logical concepts in. capacity to verbalise events and solutions.
10. Lack of analytic ability which is essential for learning.
11. They show belief in external factors
(i.e) eg: luck, chance, late etc.
rather than their own self and activity.
12. They cannot delay gratification immediate tangible and non-contingent rewards are their needs.
13. They have a high sense of avoidance of failure than striving for success.
14. They have a poor self-concept, low achievement aspiration, and low need achievement including a lack of desire for self-actualisation.
15. Their general behaviour lacks intrinsic motivation insecurity and anxiety are very obvious. Cultural deprivation or disadvantage arises due to a complex set of conditions which create an intellectual deficiency in the child. Some of these conditions are attributed to unstimulating environment. Lack of verbal interaction with adults, poor sensory experience and other deleterious environmental factors generally associated with adults poor sensory experience and other deleterious environmental factors generally associated with poverty, low social status, malnutrition broken homes. I
Relates to the following areas of socio-cultural experiences
1. Housing conditions
2. Home environment
3. Economic conditions
4. Food and Nutrition 5. Clothing
6. Educational experiences
7. Childhood experiences
8. Rearing experience
9. Parental characteristic
10. Interaction with parents 11. Motivation characteristics
12. Emotional experiences
13. Travel and recreation 14. Socio-cultural experience
Language difficulties: The language difficulties may be the result of one or all or any combination of the following factors
a) A different linguistic environment b) A different language acquisition device
c) A different set of psycholinguistic abilities
d) Economic educational and place or residence variables.
e) Poor and uneducated families
Language experts felt that an inadequate linguistic environment makes poor input into language acquisition devices and hence retards language perception and production. The development of linguistic awareness and language learning are hampered in an environment where there is very
little interaction. ASSESSMENT OF SOCIO-CULTURAL DEVIATIONS AND LINGUISTIC MINORITIES:
(Socially disadvantaged children)
1. In order to identify social disadvantage the following scales and tests may be used:
2. Deprivation index – Whiteman and Deutsch (1968). This scale even though developed in the USA yet is of relevance after appropriate adaptation.
3. Cultural Deprivation index Rath and Samant.
4. Prolonged deprivation scale – misra and (1975) Tripathi but needs shortening in terms of the length of the test. It relates to 15 areas of socio-cultural experiences.
1. Housing condition
2. Home environment
3. Economic sufficiency
4. Food and nutrition
5. Clothing
6. Educational experiences
7. Child hood experience
8. Rearing experiences
9. Parental characteristics
10. Interaction with parents
11. Motivational characteristics
12. Educational experiences
13. Travel and recreation
14. Socio-cultural Recreation
15. Miscellaneous
EDUCATIONAL PROVISIONS:
Educational provisions have been made for the socially disadvantage or socio-cultural deviation by the government. In the area of intellectuals and social competence, enrichment programmes were designed to develop and enlarge children’s conceptual repertoire and communicative skills some measures are described below.
1. Establishment of residential schools: Steps should be taken to establish residential schools and Ashram schools for disadvantaged children like SC and ST. These schools are made to suit the needs of Adivasis. Recently the government has taken the initiative to solve the economic problems existing in these types of ashram schools.
2. Financial help for socio-cultural deviated children: Poverty is a pertinent factor which is found to be a barrier in the path of progress of disadvantaged children. The government has been giving financial aid to these students long since on the basis of poverty cum merit, other backward classes are also given assistance pre- matric and post matric scholarships are also being given now by the government to provide financial help. In some universities and institutions, payments for admissions and tuition fees are also exempted.
3. Appointment of expert teachers: A decision has been taken by the government to replace the untrained teachers by trained ones and to absorb the existing hands in suitable posts. There is a plan to give rewards to these teachers who specialise in braille, tribal dialect and hearing aid. Residential accommodation is being provided to teacher experts and administrators who work in the hilly and tribal areas. Also steps are being taken by the government to hold in service training programmes and refresher courses. In some areas, teachers are also being trained in tribal dialects and tribal cultures.
4. Craft Education: Under government instructions, some useful crafts like carpentry, weaving and tailoring were introduced to suit the needs of SCS and STS which are a must for their economic development but the government has introduced agriculture and spinning in bay’s ashram schools and gardening in girls Ashram schools. Thus government has made craft education compulsory in some states and union territories.
5. Incentives to indigent families: It is generally found that the percentage of dropouts for SC and ST students is high during the early school years. The reason is obvious. Their students come from low SES strato. Their parents are needy and impoverished. But recently government has taken steps for more enrolment of these students priority is being given for the education of the weaker sections of the people and children. Incentives are being provided to indigent families so that they would be able to send their children regularly to school.
6. Compensatory preschool education: Special Attention must be paid to preschool education of every child. As a result, they will benefit from primary education in future. The disadvantaged children have the poor vocabulary (which is set back) to following the state language pre-school period is considered to be the formative period of a child’s life. Through compensatory pre-school education. A child’s life through compensatory pre-school education. A child can improve his vocabulary and language difficulties can ultimately be surrounded. But provision should be made to supply free reading and writing materials.
7. Adjustment of school Hours and vacations: Adjustment of school vacations and school hours become a necessity for there children to meet the socio-economic needs of the community. The percentage of develop outs and stagnation can be reduced to the minimum if school hours and vocations can be properly adjusted so that these children get ample opportunity to assist their parents. Example: In agricultural communities, the schools must have 3 hrs. duration for teaching and vocation can be adjusted keeping the sowing and harvesting periods of major crops in view. There must be holidays for local festivals and community functions.
8. Adult Education Programmes: Educated parents can get their children educated with little effort. So parents must be educated first to take care of disadvantaged children. Reports say that in our country, a fairly good section of people belonging to SCs and STs are not educated. So measures are being taken to educate them through adult education programmes. Thus government has taken the initiative to open Anganwadi’s non-formal and adult education centres to help SC and ST people.
9. Techniques of Evaluation: New techniques of evaluation and continuous assessment of these types will be conducive. Due to the fallacious examination system and evaluation. Most of the disadvantaged children fail in the promotional examination. To bring out modern and sophisticated evaluation techniques. The teachers must be provided with item blanks. Extra coaching after school hours may be encouraged to help the weak stud’s.
10. Follow-up action: Student’s coming from Ashram schools or from the residential type of schools generally go for higher education or take up any job to earn their livelihood. Govt have the plan to help these student’s by providing grants to settle down in life.More
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