A Study of transactional strategies in an inclusive class room
National Policy on education over years has reiterated the education of the challenged group of learners in the regular schools. In congruence to this policy, our teacher education does not include theoretical and practical inputs to address the needs of these learners with special needs. Our curriculum has the least provision, ie; offering special education as an optional subject. This has resulted in the misery of a few among many, of the challenged learners admitted into the regular schools. The glaring ignorance of the teachers regarding the nature and causes of different disabilities, their educational and social implications and their special needs vis-a vis learning and development has been a concern of teachers and teacher educators.
- To study the verbal transactions going on in an inclusive classroom
- To study the problems perceived by the learners