gaanamala

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q1.Mavinte Chillayil

Thullichirikkunna

Poovalannane Nillu Nillu….

>>>>>

F -Mavinte Chillayil

Thullichirikkunna

Poovalannane Nillu Nillu….

M-Thazhottenikoru Chakkara Mambazham

Thayo ennarumayay Konjunnu

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an.: Ponnonam Vannu Poompattu virikkumee

Ponnilanji Thanalil….

Onnumariyatha Pinchomanakalay

Vannu Nilkunnu Nammal.. Innum

Vannu Nilkunnu Nammal

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q2: M -Aanavaal Mothiram Mohichu Kovilil

Aanathan pinpe Nadakkunnu

F- Aayathiladonnoroonjalil Bhoomiyum

Aakaasavum Thottu Marunnu

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

q2: കൊണ്ടല്‍ വഞ്ചി മിഥുനക്കാറ്റില്‍

കൊണ്ടുവന്ന മുത്താരങ്ങള്‍

മണിച്ചിങ്ങം മാലയാക്കി അണിഞ്ഞുവല്ലോ…

പുലരുന്ന പൊന്നോണത്തെ പുകഴ്ത്തുന്ന പൂവനങ്ങള്‍

പുതയ്കും പൊന്നാടയായ് നീ വാ വാ വാ…(ഉത്രാടപ്പൂനിലാവേ വാ..)

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തിരുവോണത്തിന്‍ കോടിയുടുക്കാന്‍

കൊതിയ്കുന്നു തെരുവിന്‍ മക്കള്‍

അവര്‍ക്കില്ല പൂമുറ്റങ്ങള്‍ പൂനിരത്തുവാന്‍

വയറിന്റെ രാഗം കേട്ടെ മയങ്ങുന്ന വാമനന്‍മാര്‍

അവര്‍ക്കോണക്കോടിയായ് നീ വാ വാ.. വാ…

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an: ഉത്രാടപ്പൂനിലാവേ വാ… ഉത്രാടപ്പൂനിലാവേ വാ…

മുറ്റത്തെ പൂക്കളത്തിൽ വാടിയ പൂവണിയിൽ

ഇത്തിരിപ്പാല്‍ ചുരത്താന്‍ വാ..വാ..വാ‍…

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q3:ഉത്രാടപ്പൂക്കുന്നിന്നുച്ചിയിൽ പൊൻവെയിൽ

ഇത്തിരിപ്പൊന്നുരുക്കീ ഇത്തിരിപ്പൊന്നുരുക്കീ

കോടിമുണ്ടുടുത്തും കൊണ്ടോടി നടക്കുന്നു

കോമളബാലനാം ഓണക്കിളി

ഓണക്കിളീ ഓണക്കിളി 

(തിരുവോണ...)

കാവിലെ പൈങ്കിളി പെണ്ണുങ്ങൾ

കൈകൊട്ടി പാട്ടുകൾ പാടിടുന്നു

പാട്ടുകൾ പാടിടുന്നൂ

ഓണവില്ലടിപ്പാട്ടിൻ നൂപുരം കിലുങ്ങുന്നു

പൂവിളിത്തേരുകൾ പാഞ്ഞിടുന്നു

പാഞ്ഞിടുന്നൂ പാഞ്ഞിടുന്നു

(തിരുവോണ...)

an:തിരുവോണപ്പുലരിതൻ

തിരുമുൽക്കാഴ്ച വാങ്ങാൻ

തിരുമുറ്റമണിഞ്ഞൊരുങ്ങീ

തിരുമേനിയെഴുന്നെള്ളും സമയമായീ

ഹൃദയങ്ങളണിഞ്ഞൊരുങ്ങീ ഒരുങ്ങീ

ഹൃദയങ്ങളണിഞ്ഞൊരുങ്ങീ

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q4:പൂവണി പൊന്നും ചിങ്ങപ്പൂവിളി കേട്ടുണരും

പുന്നെല്ലിൻ പാടത്തിലൂടെ...

മാവേലിമന്നന്റെ മാണിക്യത്തേരുവരും

മാനസപ്പൂക്കളങ്ങളാടും..ആടും...

(കേരളം)

നീരദമാലകളാൽ പൂവിടും മാനം കണ്ട്

നീളാനദീ ഹൃദയം പാടും....

തോണിപ്പാട്ടലിയുന്ന കാറ്റത്തു തുള്ളുമോളം

കൈകൊട്ടിപ്പാട്ടുകൾതൻ മേളം... മേളം...

(കേരളം)

കേരളം..കേരളം..

കേളികൊട്ടുയരുന്ന കേരളം..

കേളീകദംബം പൂക്കും കേരളം

കേരകേളീസദനമാം എൻ ‍കേരളം...

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q5 :ഇവിടമാണിവിടമാണിതിഹാസ രൂപിയാം

ഈശ്വരനിറങ്ങിയ തീരം

ഇവിടമാണാദ്യമായ് മനുജാഭിലാഷങ്ങൾ

ഇതളിട്ട സുന്ദര തീരം - ഓ ഓ ഓ ഓ..

(പുഴകൾ...)

കതിരിടും ഇവിടമാണദ്വൈത ചിന്തതൻ

കാലടി പതിഞ്ഞൊരു തീരം

പുരുഷാന്തരങ്ങളേ ഇവിടെ കൊളുത്തുമോ

പുതിയൊരു സംഗമ ദീപം - ഓ ഓ ഓ ഓ.

പുഴകൾ - മലകൾ - പൂവനങ്ങൾ

ഭൂമിക്ക് കിട്ടിയ സ്ത്രീധനങ്ങൾ

സന്ധ്യകൾ മന്ദാരച്ചാമരം വീശുന്ന

ചന്ദനശീതള മണപ്പുറങ്ങൾ

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Q6: ഈ ഭൂതലത്തില്‍ ഈ ജീവിതത്തില്‍

ഈ ചലിക്കുന്ന നിമിഷങ്ങളില്‍ (2)

മിണ്ടാട്ടമില്ലാതെ തന്നിലേക്കൊതുങ്ങുന്ന

മിഴുങ്ങസ്യമാരേ സൂക്ഷിക്കുവിന്‍(2)

ഈ അനങ്ങാത്ത കണ്ണികള്‍

അപകടങ്ങള്‍ അപകടങ്ങള്‍

നാടകം ഇതു നാടകം ജീവിതം ഒരു നാടകം (2)

ഈ ജീവിതത്തില്‍ ഈ നാടകത്തില്‍

ഈ മറയുന്ന രംഗങ്ങളില്‍ (2)

അളവൊന്നുമില്ലാത്ത തടിയുമായ് മേയുന്ന

താടകമാരേ സൂക്ഷിക്കുവിന്‍ (2)

ഈ ഭാരങ്ങള്‍ ഭൂമിക്ക് വേദനകള്‍ വേദനകള്‍

AN :പിരിയുന്ന കൈവഴികള്‍ ഒരുമിച്ചുചേരുന്ന

വഴിയമ്പലത്തിന്റെ ഉള്ളില്‍

ഒരു ദീര്‍ഘനിശ്വാസം ഇടവേളയാക്കുവാന്‍

ഇട വന്ന  കോലങ്ങള്‍ നമ്മള്‍

ഇതു ജീവിതം മണ്ണില്‍ ഇതു ജീവിതം.

ഇതു ജീവിതം മണ്ണില്‍ ഇതു ജീവിതം.

കമോണ്‍ എവരിബഡി...

ജീവിതം ഇതു ജീവിതം ഭൂമിയില്‍ ഇതു ജീവിതം (2)

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Q7: പാഠശാല തടഞ്ഞ കാലം, പാടമാകെ പണിമുടക്കി,

 പുത്തനാമിതിഹാസമെഴുതിയതാരുടെ വരവോ ?

കട്ടകുത്തും കൈകളെ, കലപ്പയേന്തും കൈകളെ, 

ഉടച്ചു വാർത്തു കരുത്തരാക്കിയതാരുടെ വരവോ ?

(വില്ലുവണ്ടീലേറി വന്നതാരുടെ വരവോ....)

നാം ചരിക്കും വഴി പോലും നടക്കാനവകാശമില്ലാ-

ക്കാലമങ്ങു തകർത്തെറി ഞ്ഞതുമാരുടെ വരവോ ?ആരുടെ വരവോ ?

വളയണിഞ്ഞൊരു കൈകളെ, 

നെൽക്കതിരു കൊയ്യും കൈകളെ, 

ചെറുത്തുനിൽപ്പിൻ കൈകളാക്കിയതാ രുടെ വരവോ ?

മാർ മറച്ചാൽ മാറരിയും, 

ജാതി മേലാളർക്കു നേരേ, 

മാർ മറച്ചു നിവർന്നു നിർത്തിയതാരുടെ വരവോ ?

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വില്ലുവണ്ടീലേറി വന്നതാരുടെ വരവോ;

കല്ലുമാല പറിച്ചെറിഞ്ഞതുമാരുടെ വരവോ....

വിത്തെറിഞ്ഞൊരു കൈകളെ, വിയർപ്പണിഞ്ഞൊരു മെയ്കളെ, ഉരുക്കുപോലെയുറച്ചതാക്കിയതാരുടെ വരവോ

RCI-Approved Courses vs. SRC Kerala Programs

 An Expert Analysis on the Comparative Efficacy and Depth of Special Education Syllabi in India: RCI-Approved Courses vs. SRC Kerala Programs

Executive Summary

An exhaustive analysis of the syllabi and professional frameworks for Specific Learning Disability (SLD) management reveals a clear distinction in both depth and efficacy between courses approved by the Rehabilitation Council of India (RCI) and programs offered by the State Resource Centre (SRC) in Kerala. The RCI-approved curriculum is demonstrably superior and serves as the only viable pathway for individuals aspiring to a professional career in special education in India.

The fundamental difference lies in their regulatory status and purpose. The RCI is a national statutory body with the legal mandate to standardize and regulate all training for professionals in the field of disability rehabilitation and special education. Its certification, registered in the Central Rehabilitation Register (CRR), is a legal prerequisite for employment as a special educator across the country. The SRC, Kerala, on the other hand, functions as a state-level agency primarily focused on providing supplementary and continuing education. While its courses may offer valuable introductory knowledge, they do not confer the legal professional standing required to practice.   

The depth of the RCI syllabus is evidenced by its comprehensive, multi-year degree structure, which includes detailed, research-based papers on SLD and mandates extensive, supervised practical training. In contrast, the SRC's programs are shorter, offered via distance learning, and lack publicly available, granular syllabus details, making a direct comparison of academic rigor impossible.

In conclusion, the RCI pathway is the sole route to obtaining a legal license to practice and is the gold standard for professional training in India. An SRC course is not an alternative but may serve as a beneficial, but supplementary, tool for parents or general educators seeking foundational knowledge.

1. The Landscape of Special Education and Disability Management in India

The educational and professional framework for special education in India is defined by two distinct, yet complementary, types of institutions: a national statutory body and state-level resource centers. Understanding the roles of these entities is paramount to evaluating the depth and effectiveness of their respective course offerings.

1.1 The National Context: RCI's Statutory Mandate

The Rehabilitation Council of India (RCI) operates as the apex regulatory authority for professionals in the field of disability rehabilitation and special education. Established as a statutory body by an Act of Parliament in 1993, and further amended in 2000, the RCI is entrusted with the core responsibility of regulating and monitoring services provided to persons with disabilities. This mandate extends to standardizing syllabi for training programs and maintaining a Central Rehabilitation Register (CRR) of all qualified professionals.   

The statutory power of the RCI is the single most critical factor distinguishing it from any other educational provider. Its certification is not merely a mark of quality; it is a legal license to practice. The RCI Act explicitly makes it mandatory for every special education teacher to obtain a "Registered Professional Certificate" from the Council to work in the field in India. This requirement transforms the RCI from a simple accreditation body into the official gatekeeper of the special education profession. An individual who completes a course not approved by the RCI will not be eligible for this registration and, consequently, cannot legally serve as a special educator in any recognized institution in India. This legal standing is a powerful, non-negotiable metric of efficacy that no other state-level certificate can match.   

The RCI's influence extends to curriculum development, where it is responsible for creating and updating syllabi to reflect the latest advancements, research, and legal frameworks. For instance, the M.Ed. Special Education syllabus was recently revised to incorporate directives from the Rights of Persons with Disabilities (RPWD) Act of 2016 and the National Education Policy (NEP) of 2020. This continuous revision ensures that RCI-certified professionals are equipped with the most current and relevant skills, reinforcing the effectiveness of its programs.   

1.2 The State-Level Role: The State Resource Centre (SRC), Kerala

In contrast to the RCI's national, regulatory function, the State Resource Centre (SRC) in Kerala operates as a government agency providing academic and technical support for "Adult and Continuing Education Programmes". The SRC’s mission appears to be broad and vocational, with a focus on delivering "learner centered" and "employment oriented" courses through distance mode communication.   

The research material indicates that the SRC's course offerings span a wide range of disciplines, including Graphic Designing, Yoga, and Airline Management. This diverse portfolio suggests that the SRC is a general-purpose training and continuing education institution rather than a specialized body exclusively dedicated to disability education. This fundamental difference in mission and scope is a key indicator of the contrasting levels of depth and professional focus between the two entities. While the SRC’s certifications are a product of a government agency and are noted to be "highly regarded" by some customers , they exist within a different professional ecosystem and are not a substitute for the RCI's national, statutory license to practice.   

2. The RCI-Approved Syllabus: A Deep Dive into National Standards

The syllabus for specific learning disability management within RCI-approved courses, such as the B.Ed. or D.Ed. in Special Education, is defined by its comprehensive, evidence-based, and highly structured nature. Its depth is a function of its pedagogical philosophy, the quantifiable rigor of its practical training, and its detailed, disability-specific curriculum.

2.1 Curriculum Philosophy and Pedagogical Rigor

The RCI curriculum is developed with the explicit goal of preparing "special teachers/educators to ensure education of students with disabilities in an inclusive, right based and barrier free environment". The framework aims to strike a balance between core theoretical knowledge, pedagogical skills, and both cross-disability and disability-specific expertise. The curriculum is not a static document; it is a dynamic, policy-driven framework that incorporates recent legislative and educational reforms, such as the RPWD Act (2016) and the NEP (2020).   

This continuous revision ensures that professionals are trained on the most current and relevant practices, which is crucial for a field as dynamic as special education. A key objective is to prepare future educators who can become "change agents" and "reflecting practitioners" equipped with a "research component" to "innovate the proper methodology" of education. This forward-looking, research-integrated approach establishes the RCI syllabus as an academically rigorous and progressive model for professional development.   

2.2 A Quantifiable Measure of Depth: Theory and Practicum

The depth of the RCI syllabus is most clearly demonstrated by its structured allocation of time and credits to both theoretical and practical components. For the B.Ed. Special Education program, a significant 50% of the total marks are allocated to practicum, with another 17% for specialization papers and 22% for core courses. The D.Ed. Special Education (IDD) program, which includes Specific Learning Disability, requires a total of 1500 hours of practical work over two years, with each semester comprising at least 375 hours of hands-on training.   

This emphasis on extensive practical work is the cornerstone of effective professional training in a hands-on field like special education. The curriculum mandates not only practice teaching but also exposure to an inter-disciplinary team of experts, including occupational therapists and speech therapists, and requires a physical school or remedial clinic for practical sessions. This provides students with an invaluable, real-world clinical experience that is impossible to replicate in a distance-learning format. The numerical specificity of these requirements is a powerful indicator of the RCI's high standards and its commitment to producing highly skilled and competent professionals.   

2.3 Specifics of the SLD Syllabus

For a program to be considered "deep" in a specialized field, it must address the key competencies of that discipline in a systematic and detailed manner. The RCI syllabus for the B.Ed. in Special Education with a specialization in Learning Disability does precisely this. The program includes dedicated papers such as "Introduction to Learning Disabilities," "Assessment of Children with Learning Disabilities," and "Intervention and Remediation". This structured, sequential learning path ensures that students acquire foundational theoretical knowledge before moving on to practical diagnostic and therapeutic applications.   

The curriculum is designed to equip students with specific skills such as assessing and identifying learners with SLD using a "multidisciplinary approach," implementing "interventional strategies," and using "curricular strategies, pedagogical approaches, and adaptations". The curriculum also requires the use of specific assessment tools such as the Vineland Social Maturity Scale and the Developmental Screening Test. This level of detail and specialization for a single disability area underscores the comprehensive and advanced nature of the RCI-approved courses.   

3. The SRC, Kerala Syllabus: An Examination of State-Level Offerings

The programs offered by the State Resource Centre (SRC) in Kerala, while potentially beneficial for certain learners, exhibit a different purpose and delivery model that distinguishes them from the RCI's professional courses.

3.1 Mission and Delivery Model

The SRC, Kerala offers a six-month "Certificate in Management of Specific Learning Disorders" (CMLD) and a one-year "Diploma in Management of Learning Disabilities" (DMLD). Both programs are structured as distance learning courses. The institution’s focus is on providing flexible, "learner centered" education, with a significant part of the instruction imparted through "distance mode of communication". This model is inherently different from the intensive, full-time, and in-person practical training required by the RCI.   

The distance learning format, while offering accessibility, fundamentally limits the type and quality of hands-on, in-person training that is critical for developing a special educator's skills. While the DMLD course includes "Practical work" and a "Project" , the number of required hours or the nature of this practical work is not specified in the available research. This lack of detail stands in stark contrast to the RCI's precise and extensive practicum requirements.   

3.2 The Absence of a Detailed Syllabus

The most significant finding regarding the SRC's courses is the absence of a publicly available, detailed syllabus for its SLD programs. While the provided documents list a comprehensive syllabus for an SRC course on Graphic Design , the specific content for the CMLD and DMLD programs is unavailable.   

This lack of transparency is a critical data point in itself. It prevents a meaningful comparative analysis of the curriculum's depth and academic rigor. An institution's refusal or inability to publicize its course content can raise questions about the standardization of its curriculum and its commitment to a defined level of academic excellence. In contrast to the publicly available, detailed syllabi of RCI-approved courses, the SRC's programs represent an investment of faith, whereas the RCI's are an investment in a known, standardized curriculum.

4. Comparative Analysis: Depth, Efficacy, and Professional Value

A direct comparison of the two educational pathways reveals profound differences in their depth, professional efficacy, and market value.

4.1 Comparative Depth and Rigor

The RCI-approved syllabus is profoundly deeper due to its comprehensive and multi-layered structure. It combines core theoretical knowledge with a high-stakes, extensive practical component, with a B.Ed. program dedicating 50% of its curriculum to hands-on training. For SLD specifically, the RCI syllabus includes distinct papers on "Introduction," "Assessment," and "Intervention," demonstrating a specialized and systematic approach to the subject. The requirement to use specific diagnostic tools and work within a trans-disciplinary team further underscores this depth.   

In contrast, the SRC offers shorter, distance-based programs for which the specific curriculum details are not public. While a one-year DMLD program is mentioned , the time commitment and practical component appear to be significantly less intensive than the RCI's mandates. The focus on distance learning inherently limits the potential for the kind of supervised, clinical training that is the hallmark of effective special education professional development.   

4.2 The Critical Nexus of Professional Recognition and Legal Standing

This is the most crucial point of comparison. The RCI is the sole statutory body in India that can legally register a professional to work in special education. Its registration in the CRR is not optional; it is mandatory for practicing in the field. The legal case of a student from a university in Kerala that lacked RCI approval highlights the severe professional repercussions of pursuing a non-accredited course. Despite the curriculum being "benchmarked with other similar programmes and rated to be high in content and syllabus," the lack of RCI recognition rendered the degree professionally useless. This powerful example illustrates that a certification is only effective if it provides the legal authority to apply the knowledge professionally.   

The SRC certificate, while backed by a government agency in Kerala , does not appear to confer this legal professional status. It is a proof of training, not a license to practice. This distinction is critical for anyone considering a career in the field. The RCI certificate is the essential license to work; the SRC certificate is, at best, a supplementary document.   

4.3 Employment Prospects and Market Value

The market value of an RCI-certified professional is exceptionally high due to a significant supply-demand gap. As per a 2012 report, the ratio of trained RCI professionals to persons with disabilities was approximately 1:268, indicating a severe shortage of qualified personnel. This high demand, combined with the legal requirement for RCI registration, ensures a steady stream of job opportunities in government, private, and non-governmental sectors across India.   

The employment prospects for SRC-certified professionals in the field of SLD management are not clearly documented in the provided material. Reviews for SRC Community College mention career-focused programs in aviation and corporate sectors, with intensive placement assistance in those fields. However, no specific data exists regarding job placement or market value for its special education certificates, which reinforces the perception that the SRC's primary mission is broader vocational training rather than specialized professional licensing.   

5. Strategic Insights and Recommendations

The analysis indicates that the two institutions serve different, non-competing purposes within the Indian educational landscape. The RCI is a professional standard-bearer and regulator for a specialized, legally defined field. The SRC is a state-level agency providing flexible, continuing education and vocational training.

For an aspiring special educator, the RCI-approved course is the only viable path to a legitimate career. This choice is not merely about curriculum quality; it is a prerequisite for legal practice and professional recognition. A person with a clear career goal in special education must prioritize RCI accreditation above all else.

An SRC course, however, could be a valuable and accessible starting point for a parent, caregiver, or general teacher who desires a foundational understanding of SLD without committing to a full-time, intensive professional career path. It could serve as a valuable "first-step" or supplementary knowledge provider that enhances their ability to support a child with learning differences.

This nuanced understanding prevents the common pitfall of confusing a government-certified course with one that provides legal professional standing. The decision-making process should be guided by one's ultimate goal: is it to acquire supplementary knowledge or to embark on a full-fledged professional career?

6. Conclusion

The syllabus for Specific Learning Disability management within RCI-approved courses is profoundly deeper and more effective than the offerings from the State Resource Centre, Kerala. The depth of the RCI syllabus is evidenced by its comprehensive, research-based curriculum, which includes specific papers on SLD and mandates extensive, supervised practical hours. Its effectiveness is non-negotiable, as its certification is the legal prerequisite for professional practice in India.

In final synthesis, the RCI provides a professional-grade education that is both academically rigorous and legally sanctioned, positioning its graduates to meet the immense demand for qualified special educators in the country. A course from the SRC, Kerala, while potentially beneficial for acquiring foundational knowledge in a flexible format, does not provide the professional and legal standing conferred by an RCI certification. The professional efficacy of the RCI pathway is a matter of law, whereas the efficacy of the SRC courses is limited to the provision of supplementary knowledge.

Sources used in the report

rehabcouncil.nic.in

Home | REHABILITATION COUNCIL OF INDIA, (A Statutory Body of Ministry of Social Justice and Empowerment) Department of Empowerment of Persons with Disabilities (Divyangjan) Government of India

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psychologs.com

The Silent Burnout of RCI-Registered Counsellors in India - Psychology Magazine

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21kschool.com

Top 9 Roles of Rehabilitation Council of India in Inclusive Education - 21K School

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uniraj.ac.in

Bachelor of Education-Special Education (Intellectual Disability) - ÿþ

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shiksha.com

How to Become a Special Educator in India - Shiksha

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cigi.org

State Resource Centre (SRC) - cigi.org

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vidhikarya.com

how to gain course recognition from the Rehabilitation Council Of India (RCI). - Vidhikarya

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rehabcouncil.nic.in

Master of Education-Special Education (M.Ed.Spl.Ed.) 2024 - Rehabilitation Council of India

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srccc.in

Services - SRC Community College

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srcnsdtcampus.org

SYLLABUS - State Resource Centre Kerala NSDT Program

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justdial.com

Src Community College Study Centre in Pazhavangadi,Thiruvananthapuram - Justdial

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srccc.in

PROSPECTUS - SRC Community College

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rehabcouncil.nic.in

Curriculum Framework - Rehabilitation Council of India

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unipune.ac.in

SYLLABUS

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niepmdexaminationsnber.com

D (In Diplom ntellec ma in ctual a D Educ and D D.Ed.S Ju cation ...

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catalog.fairfield.edu

Special Education (SPED) - Fairfield University Academic Catalog

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cdnbbsr.s3waas.gov.in

D.Ed. Special Education

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srccc.in

certificate in management of specific learning disorders - SRC ...

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srccc.in

diploma in management of learning disabilities - SRC Community College

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rehabcouncil.nic.in

CAREER IN DISABILITY REHABILITATION_english version

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Sources read but not used in the report

Environmental Factors in Prenatal Development

 Essay Outline: Environmental Factors in Prenatal Development (IGNOU MA Psychology Focus)

Title: The Silent Architects: Environmental Factors Shaping Prenatal Development – An IGNOU MA Psychology Perspective

Page 1: Introduction and Conceptual Framework

Hook: Begin with a compelling statement about the profound and often overlooked impact of the prenatal period on lifelong development.

Definition of Prenatal Development: Briefly define the three stages: germinal, embryonic, and fetal. Emphasize their rapid and critical developmental processes.

1. Germinal Stage (Weeks 1-2)

This shortest stage begins at conception with the fertilization of an egg by a sperm, forming a zygote. The critical processes here are:

Rapid Cell Division (Cleavage): The single-celled zygote immediately begins to divide through mitosis, multiplying into a ball of cells. This initial cluster is called a morula, which then develops into a blastocyst (a hollow ball of cells).

Journey and Implantation: The blastocyst travels down the fallopian tube to the uterus. The most crucial event of this stage is implantation, where the blastocyst embeds itself into the uterine wall, typically around 7-10 days after conception. This establishes the vital connection between the developing organism and the mother's blood supply for nourishment and waste removal. If implantation fails, the pregnancy cannot continue.

2. Embryonic Stage (Weeks 3-8)

Following successful implantation, the organism is now called an embryo. This stage is a period of intense and rapid organogenesis, where all major organs and body systems begin to form. Key processes include:

Formation of Germ Layers: The inner cell mass of the blastocyst differentiates into three primary germ layers:

Ectoderm: Forms the outer layer, developing into the nervous system (brain and spinal cord), skin, hair, and nails.

Mesoderm: The middle layer, forming muscles, bones, the circulatory system (heart and blood vessels), and the reproductive and excretory systems.

Endoderm: The inner layer, which develops into the digestive and respiratory systems.

Neural Tube Development (Neurulation): A critical event where the neural tube forms from the ectoderm, which will eventually become the brain and spinal cord. Defects during this period can lead to serious conditions like spina bifida.

Organ Formation: The heart begins to beat, and the basic structures of the eyes, ears, nose, mouth, and limbs appear. By the end of this stage, the embryo, though only about an inch long, has all of its basic organs and body parts established (though not fully developed). This period is highly sensitive to environmental factors (teratogens) that can cause significant birth defects.

3. Fetal Stage (Week 9 - Birth)

From the ninth week until birth, the developing organism is called a fetus. This longest stage is primarily characterized by rapid growth, maturation, and refinement of the organs and body systems formed in the embryonic stage.

Growth and Maturation: The fetus undergoes significant increases in size and weight. Organs continue to develop and become functional.

Nervous System Development: The brain undergoes extensive growth and development, with neurons forming and connections becoming more complex. Basic reflexes emerge.

Sensory Development: The senses of touch, hearing, and eventually sight develop. The fetus can respond to sounds and light.

Differentiation of Sex Organs: The external genitalia become distinct during this period.

Refinement of Body Systems: Lungs mature, digestive and excretory systems become more refined, and a layer of fat develops under the skin for insulation.

Movement: Fetal movements become more pronounced and coordinated as muscles and the nervous system develop.

In summary, the germinal stage is about establishing the very foundation through rapid cell division and implantation. The embryonic stage is a whirlwind of organ formation and establishing the body's blueprint. Finally, the fetal stage is a prolonged period of growth, maturation, and functional refinement, preparing the individual for life outside the womb. Each stage is a marvel of biological precision, where disruptions can have profound and lasting impacts on development.

Definition of Environmental Factors: Broadly define what constitutes "environmental factors" in this context (anything external to the developing fetus that can influence its growth and differentiation). Categorize them (e.g., biological, chemical, psychological, nutritional).

Thesis Statement: Clearly state your argument – that a complex interplay of various environmental factors significantly influences prenatal development, potentially leading to both positive and adverse outcomes, and that understanding these factors is crucial for promoting optimal child development and public health, as highlighted in developmental psychology curricula like that of IGNOU MA Psychology.

Relevance to Psychology: Briefly explain why this topic is critical for psychology students, particularly those in MA Psychology (e.g., understanding developmental psychopathology, intervention strategies, the nature-nurture debate).

Reference to IGNOU MA Psychology: Introduce the idea that the essay will draw upon concepts and perspectives found within the IGNOU MA Psychology curriculum, particularly units related to developmental psychology, health psychology, and biopsychology.

Page 2: Biological and Chemical Teratogens

Introduction to Teratogens: Define teratogens as agents that can cause birth defects or impair development. Emphasize the principle of dose-response, critical periods of exposure, and individual susceptibility.

Maternal Health Conditions:

Infections: Discuss specific examples like Rubella, HIV/AIDS, Syphilis, Toxoplasmosis, Zika virus. Explain their mechanisms of harm and potential developmental consequences (e.g., deafness, brain damage, microcephaly).

Chronic Diseases: Briefly mention conditions like Diabetes (gestational and pre-existing) and Hypertension, and their potential impact on fetal growth and organ development.

Maternal Stress: While psychological, mention its physiological effects (cortisol release) and potential impact on fetal brain development and temperament.

Substance Use:

Alcohol: Detail Fetal Alcohol Spectrum Disorders (FASDs), including Fetal Alcohol Syndrome (FAS). Describe the characteristic facial features, growth deficiencies, and CNS abnormalities.

Nicotine/Tobacco: Discuss low birth weight, premature birth, respiratory problems, and potential links to SIDS and ADHD.

Illicit Drugs: Briefly mention cocaine, heroin, marijuana, and their general impact (e.g., prematurity, withdrawal symptoms, developmental delays).

Prescription/Over-the-Counter Drugs: Emphasize the importance of consulting healthcare professionals and the risks associated with certain medications (e.g., Thalidomide as a historical example, certain antidepressants).

Environmental Toxins:

Lead: Discuss neurodevelopmental effects.

Mercury: Focus on neurological damage (e.g., Minamata disease).

Pesticides/Pollutants: Briefly mention potential links to developmental problems.

Reference to IGNOU: Connect these teratogenic discussions to specific units in IGNOU's Developmental Psychology (e.g., MPCE-001/011, Block on Early Childhood Development) or Health Psychology (e.g., MPCE-005/025, Unit on Stress and Health).

Page 3: Nutritional and Psycho-Social Environmental Factors

Maternal Nutrition:

Malnutrition (General): Discuss the impact of insufficient caloric and protein intake on fetal growth, brain development, and immune function.

Specific Nutrient Deficiencies:

Folic Acid: Emphasize its crucial role in neural tube development and the risk of spina bifida and anencephaly.

Iron: Discuss anemia and its impact on fetal oxygen supply and cognitive development.

Iodine: Crucial for thyroid hormone production and brain development (cretinism).

Vitamins (e.g., Vitamin D): Briefly mention their roles.

Maternal Obesity/Excessive Weight Gain: Discuss risks like gestational diabetes, pre-eclampsia, macrosomia, and long-term health issues for the child.

Maternal Age: Discuss risks associated with very young mothers (e.g., prematurity, low birth weight) and older mothers (e.g., chromosomal abnormalities like Down Syndrome, increased risk of gestational complications).

Psycho-Social Factors:

Maternal Stress (Elaborated): Discuss the mechanisms (e.g., HPA axis activation, cortisol levels) and potential long-term effects on child temperament, emotional regulation, and vulnerability to stress-related disorders.

Domestic Violence/Abuse: The physical and psychological trauma can directly and indirectly impact fetal development (e.g., stress, injury, substance use).

Socioeconomic Status (SES): Discuss how low SES often correlates with poorer nutrition, inadequate healthcare access, increased exposure to environmental toxins, and higher stress levels, all of which indirectly affect prenatal development.

Lack of Social Support: Explain how a lack of support can exacerbate stress and negatively impact a mother's ability to cope and adhere to healthy behaviors.

Paternal Factors (Briefly): While the focus is maternal, briefly mention the father's role in environmental exposures (e.g., secondhand smoke, age-related genetic mutations, support system for the mother).

Reference to IGNOU: Connect these factors to IGNOU's curriculum, possibly referring to units on Health Psychology, Social Psychology (e.g., MPCE-003/013 on social determinants of health), or even general psychology units discussing stress and coping.

Page 4: Implications, Interventions, and Conclusion

Long-Term Implications: Reiterate that prenatal environmental exposures can have lasting effects on physical health (e.g., cardiovascular disease, diabetes), cognitive development (e.g., learning disabilities, IQ), and mental health (e.g., anxiety, depression, ADHD). Introduce the concept of the "Barker Hypothesis" or the "developmental origins of health and disease" (DOHaD).

Intervention Strategies:

Public Health Campaigns: Importance of awareness regarding teratogens, nutrition, and healthy lifestyle choices.

Prenatal Care: Emphasize regular check-ups, screening for infections, nutritional counseling, and stress management.

Policy Initiatives: Discuss policies that support pregnant women (e.g., paid parental leave, access to healthy food, reduction of environmental pollutants).

Psychological Interventions: Stress reduction techniques, counseling for substance abuse, support groups.

Role of Psychologists: Explain the crucial role psychologists play in:

Researching prenatal influences.

Developing and implementing intervention programs.

Providing counseling and support to expectant parents.

Advocating for policies that promote healthy prenatal environments.

Conclusion:

Summarize the main arguments: the multifaceted nature of environmental factors, their profound impact, and the need for a holistic approach.

Reiterate the thesis statement in new words.

Final thought: Emphasize the ethical and societal responsibility to ensure optimal prenatal environments for the well-being of future generations, connecting it back to the core values of psychology in promoting human flourishing.

Reinforce IGNOU Connection: Conclude by highlighting how the IGNOU MA Psychology curriculum equips students with the knowledge and understanding necessary to address these critical developmental issues.

ധാർമികതയിലേക്കു ഒരു പടി കൂടി .

ധാർമികതയിലേക്കു ഒരു പടി കൂടി .

 

മാനസിക ആരോഗ്യ പ്രതിജ്ഞ 

 1. മാനവികതയ്ക്കും സാമൂഹിക നീതിക്കും വേണ്ടി എന്റെ ജീവിതം സമർപ്പിക്കുമെന്ന് ശ്രീ. രാധാകൃഷ്ണൻ സി കെ_സത്യനിഷ്ഠമായി  പ്രതിജ്ഞയെടുക്കുന്നു;

2.എന്റെ തൊഴിൽ, ,അതിന്റെ മൂല്യങ്ങൾ, ധാർമ്മിക തത്വങ്ങൾ, ധാർമ്മിക മാനദണ്ഡങ്ങൾ എന്നിവയുമായി പൊരുത്തപ്പെടുന്ന സമഗ്രതയും അന്തസ്സും നിലനിർത്തിക്കൊണ്ട്   ഞാൻ ഉത്തരവാദിത്തത്തോടെ ചെയ്യും;

3.എന്റെ ക്ലയന്റിന്റെ ക്ഷേമമായിരിക്കും എന്റെ ആദ്യ പരിഗണന;

4.എന്റെ എല്ലാ ശക്തിയിലും, മനഃശാസ്ത്ര തൊഴിലിന്റെ ബഹുമാനവും പാരമ്പര്യങ്ങളും ഞാൻ നിലനിർത്തും;

5 .ലിംഗഭേദം, പ്രായം, മതം, ലൈംഗിക ബന്ധം, ശാരീരിക കഴിവ് എന്നിവയെ അടിസ്ഥാനമാക്കിയുള്ള പരിഗണനകൾ ഞാൻ അനുവദിക്കില്ല;

6 .സാംസ്കാരികവും വംശീയവുമായ വൈവിധ്യത്തോട് ഞാൻ സംവേദനക്ഷമതയുള്ളവനായിരിക്കും, വിവേചനവും സാമൂഹിക അനീതിയുടെ മറ്റ് എല്ലാ രൂപങ്ങളും അവസാനിപ്പിക്കാൻ ഞാൻ പരിശ്രമിക്കും;

7.എനിക്ക് അപകടനിലയാണെങ്കിൽപോലും   ഓരോ മനുഷ്യന്റെയും അന്തർലീനമായ അന്തസ്സിനോടും മൂല്യത്തോടും ഞാൻ പരമാവധി ബഹുമാനം നിലനിർത്തും;

8.ഈ വാഗ്ദാനങ്ങൾ ഞാൻ ഗൗരവത്തോടെയും സ്വതന്ത്രമായും എന്റെ ബഹുമാനത്തോടും കൂടി നൽകുന്നു.

The Stanford-Binet and Wechsler intelligence -difference

 The difference between The Stanford-Binet . Wechsler intelligence scales and Kaufman Battery

The Stanford-Binet and Wechsler intelligence scales are two of the most widely used and well-regarded intelligence tests. While both aim to measure cognitive abilities and provide an Intelligence Quotient (IQ) score, they have distinct origins, methodologies, and approaches.

Here's a breakdown of their key differences:

Good for identifying extreme scores (giftedness, intellectual disability).

The Stanford-Binet scales  are good for identifying extreme scores (giftedness, intellectual disability).

Wechsler intelligence scales are Excellent for identifying strengths and weaknesses across cognitive domains, useful for diagnosing learning disabilities and other cognitive profiles.

1. Historical Development and Theoretical Basis:

Stanford-Binet Intelligence Scales:

Origins: Developed by Alfred Binet and Theodore Simon in France in the early 1900s to identify children who needed special educational assistance. It was later adapted and standardized by Lewis Terman at Stanford University.

Early Focus: Primarily focused on verbal abilities and used the concept of "mental age" divided by chronological age to derive an IQ.

Modern Version (SB5): The current fifth edition (SB5) has evolved to incorporate a broader range of abilities, measuring five weighted factors: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. It includes both verbal and nonverbal subtests.

Wechsler Intelligence Scales:

Origins: Developed by David Wechsler, who was critical of the Stanford-Binet's heavy reliance on verbal ability and the single IQ score. He sought to create a more comprehensive measure of intelligence.

Key Idea: Wechsler believed intelligence was made up of many aspects and aimed to create a test that tapped into a wider range of intellectual abilities, including both verbal and nonverbal skills.

Versions: There are different Wechsler scales for different age groups:

Wechsler Adult Intelligence Scale (WAIS): For adults and older adolescents. The current version is WAIS-5.

Wechsler Intelligence Scale for Children (WISC): For children aged 6 to 16. The current version is WISC-V.

Wechsler Preschool and Primary Scale of Intelligence (WPPSI): For younger children (2.5 to 7.7 years).

2. Test Structure and Scoring:

Stanford-Binet:

Adaptive Testing: The SB5 uses an adaptive testing approach, meaning the difficulty of the questions adjusts based on the test-taker's performance. This allows for a more efficient and precise assessment, especially at the extremes of the intelligence spectrum (e.g., highly gifted or intellectually disabled).

Factors/Domains: Provides scores for five cognitive factors (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory), as well as a Full-Scale IQ, Nonverbal IQ, and Verbal IQ.

Single Score Emphasis (Historically): While it now offers multiple scores, its historical emphasis was on a single, overall IQ score.

Wechsler:64

Point Scale Concept: Wechsler tests use a "point scale" concept, where points are assigned to each item, allowing for items to be grouped by content. This enables the calculation of both an overall score and scores for different content areas (subtests).

Index Scores: Provides a Full Scale IQ (FSIQ) and multiple "Index Scores" that represent distinct cognitive abilities. For example, the WAIS-IV and WISC-V typically provide:

Verbal Comprehension Index (VCI)

Perceptual Reasoning Index (PRI) / Visual Spatial Index (VSI) and Fluid Reasoning Index (FRI)

Working Memory Index (WMI)

Processing Speed Index (PSI)

Separate Verbal and Performance IQs (Historically): Early Wechsler scales distinctly separated verbal and performance (nonverbal) abilities, and while modern versions use index scores, the distinction remains foundational.

3. Age Range:

Stanford-Binet: The SB5 covers a very wide age range, from 2 years to 89 years.

Wechsler: The Wechsler scales are divided by age: WPPSI for preschoolers, WISC for school-aged children, and WAIS for adults.

4. Emphasis on Verbal vs. Nonverbal Abilities:

Stanford-Binet (Historically): Was initially criticized for its heavy reliance on verbal abilities. While the SB5 has addressed this by including more nonverbal components, its legacy is still associated with a stronger verbal emphasis.

Wechsler: Was designed specifically to address the verbal bias of earlier tests and provide a more balanced assessment of both verbal and nonverbal (performance) abilities.

**************************************************************************

Both tests are highly reliable and valid measures of intelligence, and the choice between them often depends on the specific age of the individual being tested, the purpose of the assessment, and the clinician's preference.

Feature: Stanford-Binet Intelligence Scales (SB5)

Origin/Emphasis Early focus on mental age and verbal ability; now broader.

Age Range: Very broad: 2 to 89 years.

Test Structure: Adaptive testing; five factors (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial, Working Memory).

IQ Calculation: Traditionally mental age/chronological age; now standard scores and composite IQs.

Primary Output: Full Scale IQ, Verbal IQ, Nonverbal IQ, and five factor scores.

Clinical Usefulness: Good for identifying extreme scores (giftedness, intellectual disability).

************************************************************************

Feature :Wechsler Intelligence Scales (WAIS, WISC, WPPSI)

Origin/Emphasis: Developed to provide a multi-faceted view of intelligence, balancing verbal and nonverbal skills.

Age Range :Age-specific tests: WPPSI (preschool), WISC (children), WAIS (adults).

Test Structure :Point scale concept; comprehensive index scores (Verbal Comprehension, Perceptual Reasoning/Visual Spatial/Fluid Reasoning, Working Memory, Processing Speed).

IQ Calculation: Point scale leading to Full Scale IQ and separate Index Scores.

Primary Output: Full Scale IQ and distinct index scores for specific cognitive domains.

Clinical Usefulness: Excellent for identifying strengths and weaknesses across cognitive domains, useful for diagnosing learning disabilities and other cognitive profiles.

*****************************************************************************

DIFFERENCE BETWEEN The Stanford-Binet and the Kaufman Assessment Battery for Children (KABC) 

Both are prominent individually administered intelligence tests. While they share the goal of measuring cognitive abilities, they differ significantly in their theoretical foundations, test structures, and target populations.

Here's a breakdown of their key differences:

1. Theoretical Foundation:

Stanford-Binet Intelligence Scales (SB5): The current edition (SB5) is largely grounded in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities. This theory proposes a hierarchical model of intelligence, with a general intelligence factor (g) at the top, supported by broad abilities (e.g., fluid reasoning, crystallized intelligence, short-term memory, processing speed), which are in turn supported by narrow abilities. The SB5 measures five weighted factors that align with CHC theory: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory.

Kaufman Assessment Battery for Children (KABC-II): The KABC-II offers two distinct theoretical models for interpretation:

Luria's Neuropsychological Theory: This model emphasizes how the brain processes information, distinguishing between sequential processing (solving problems by organizing information in a step-by-step manner) and simultaneous processing (solving problems by integrating information into a whole). This was the primary framework for the original K-ABC.

Cattell-Horn-Carroll (CHC) Theory: The KABC-II also allows for interpretation based on the CHC model, similar to the Stanford-Binet. This dual-model approach provides flexibility for clinicians.

2. Test Structure and Subtests:

Stanford-Binet (SB5):

Uses an adaptive testing approach, meaning the difficulty of the items adjusts based on the test-taker's performance. This allows for a more precise measurement, especially at the extremes of the intellectual range.

Subtests are grouped into the five CHC-aligned factors mentioned above, with both verbal and nonverbal measures within each.

KABC-II:

The KABC-II is known for its distinct separation of "mental processing" abilities from "achievement" (knowledge-based) abilities. This was a key innovation in its original version, aiming to provide a fairer assessment for children from diverse linguistic and cultural backgrounds.

It includes a wide array of subtests that align with either the Luria model (e.g., Sequential Processing and Simultaneous Processing scales) or the CHC model (e.g., Fluid Reasoning, Long-Term Storage and Retrieval, Crystallized Ability, Visual Processing, Short-Term Memory, Processing Speed).

The examiner chooses which interpretive model to use prior to administration.

3. Age Range:

Stanford-Binet (SB5): Has a very broad age range, from 2 years to 89 years.

KABC-II: Primarily designed for children and adolescents aged 3 to 18 years.

4. Emphasis on Verbal vs. Nonverbal/Processing:

Stanford-Binet (Historically): While the SB5 has a good balance of verbal and nonverbal tasks, the Stanford-Binet traditionally had a stronger emphasis on verbal abilities.

KABC-II: Was specifically developed to reduce reliance on verbal skills and general knowledge, making it particularly useful for assessing individuals from diverse linguistic backgrounds, those with hearing impairments, or those who may not have had typical educational experiences. Its emphasis on sequential and simultaneous processing aimed to tap into more "culture-fair" aspects of intelligence.

5. Diagnostic Utility:

Stanford-Binet (SB5): Excellent for assessing a wide range of intellectual abilities and for identifying individuals at the extremes of the intelligence spectrum (e.g., highly gifted or intellectually disabled) due to its adaptive nature.

KABC-II: Often preferred when a clinician wants to differentiate between cognitive processing strengths and weaknesses, especially for diagnosing learning disabilities or understanding the cognitive profiles of culturally and linguistically diverse children. Its design aims to minimize bias related to language or acculturation.

*******************ckr with Gemini******************************

PASS THEORY IGNOU

 The PASS theory of intelligence, developed by J.P. Das, Jack Naglieri, and Kirby, proposes that intelligent behavior is based on four key cognitive processes: Planning, Attention, Simultaneous processing, and Successive processing. This model offers an alternative to traditional intelligence testing, which often focuses on verbal and quantitative abilities. 

PASS Theory and Learning:

The PASS model offers a framework for understanding cognitive strengths and weaknesses in individuals. 

It has been used to develop assessment tools like the Cognitive Assessment System (CAS). 

The theory has also informed the development of interventions like the PASS Reading Enhancement Programme (PREP) and COGENT. 

Here's a breakdown of the four PASS processes:

Planning:

This involves the ability to formulate goals, develop strategies, and monitor the execution of tasks. It's crucial for problem-solving and decision-making. 

Attention:

This refers to the ability to focus on relevant information while ignoring distractions. It involves maintaining arousal and alertness. 

Simultaneous Processing:

This involves integrating information into a coherent whole, recognizing relationships between different pieces of information. It's important for tasks like understanding spatial relationships or recognizing patterns. 

Successive Processing:

This involves processing information in a sequential or serial order. It's important for tasks like remembering a list of items or following instructions. 

The PASS theory is rooted in the neuropsychological work of A.R. Luria. It suggests that these four processes are supported by three functional units of the brain: Attention-Arousal, Simultaneous and Successive Processing, and Planning. The PASS theory has been used in the development of assessment tools like the Cognitive Assessment System (CAS)

Frontal Lobe: Primarily responsible for Planning.

Brainstem and Reticular Activating System: Associated with Attention.

Parietal and Occipital Lobes: Involved in Simultaneous processing.

Temporal and Frontal Lobes: Associated with Successive processing

ജെ.പി. ദാസ്, ജാക്ക് നാഗ്ലിയേരി, കിർബി എന്നിവർ വികസിപ്പിച്ചെടുത്ത പാസ് സിദ്ധാന്തം, ബുദ്ധിപരമായ പെരുമാറ്റം നാല് പ്രധാന വൈജ്ഞാനിക പ്രക്രിയകളെ അടിസ്ഥാനമാക്കിയുള്ളതാണെന്ന് നിർദ്ദേശിക്കുന്നു: ആസൂത്രണം, ശ്രദ്ധ, ഒരേസമയം പ്രോസസ്സിംഗ്, തുടർച്ചയായ പ്രോസസ്സിംഗ്. പരമ്പരാഗത ഇന്റലിജൻസ് പരിശോധനയ്ക്ക് ഒരു ബദൽ ഈ മാതൃക വാഗ്ദാനം ചെയ്യുന്നു, ഇത് പലപ്പോഴും വാക്കാലുള്ളതും അളവ്പരവുമായ കഴിവുകളിൽ ശ്രദ്ധ കേന്ദ്രീകരിക്കുന്നു.

നാല് പാസ് പ്രക്രിയകളുടെ ഒരു വിശകലനം ഇതാ:

ആസൂത്രണം:

ലക്ഷ്യങ്ങൾ രൂപപ്പെടുത്താനും തന്ത്രങ്ങൾ വികസിപ്പിക്കാനും ജോലികളുടെ നിർവ്വഹണം നിരീക്ഷിക്കാനുമുള്ള കഴിവ് ഇതിൽ ഉൾപ്പെടുന്നു. പ്രശ്നപരിഹാരത്തിനും തീരുമാനമെടുക്കലിനും ഇത് നിർണായകമാണ്.

ശ്രദ്ധ:

ശ്രദ്ധാശൈഥില്യങ്ങൾ അവഗണിച്ചുകൊണ്ട് പ്രസക്തമായ വിവരങ്ങളിൽ ശ്രദ്ധ കേന്ദ്രീകരിക്കാനുള്ള കഴിവിനെ ഇത് സൂചിപ്പിക്കുന്നു. ഉത്തേജനവും ജാഗ്രതയും നിലനിർത്തുന്നതിൽ ഇത് ഉൾപ്പെടുന്നു.

ഒരേസമയ പ്രോസസ്സിംഗ്:

വിവിധ വിവര ഭാഗങ്ങൾ തമ്മിലുള്ള ബന്ധങ്ങൾ തിരിച്ചറിയുന്നതിൽ വിവരങ്ങൾ ഒരു യോജിച്ച മൊത്തത്തിൽ സംയോജിപ്പിക്കുന്നത് ഇതിൽ ഉൾപ്പെടുന്നു. സ്പേഷ്യൽ ബന്ധങ്ങൾ മനസ്സിലാക്കുകയോ പാറ്റേണുകൾ തിരിച്ചറിയുകയോ പോലുള്ള ജോലികൾക്ക് ഇത് പ്രധാനമാണ്.

തുടർച്ചയായ പ്രോസസ്സിംഗ്:

ഇതിൽ വിവരങ്ങൾ ഒരു ക്രമീകൃതമായ അല്ലെങ്കിൽ സീരിയൽ ക്രമത്തിൽ പ്രോസസ്സ് ചെയ്യുന്നത് ഉൾപ്പെടുന്നു. ഇനങ്ങളുടെ ഒരു ലിസ്റ്റ് ഓർമ്മിക്കുകയോ നിർദ്ദേശങ്ങൾ പാലിക്കുകയോ പോലുള്ള ജോലികൾക്ക് ഇത് പ്രധാനമാണ്.

എ.ആർ. ലൂറിയയുടെ ന്യൂറോ സൈക്കോളജിക്കൽ പ്രവർത്തനങ്ങളിൽ വേരൂന്നിയതാണ് പാസ് സിദ്ധാന്തം. ഈ നാല് പ്രക്രിയകളെയും തലച്ചോറിന്റെ മൂന്ന് പ്രവർത്തന യൂണിറ്റുകൾ പിന്തുണയ്ക്കുന്നുവെന്ന് ഇത് സൂചിപ്പിക്കുന്നു: ശ്രദ്ധ-ഉത്തേജനം, ഒരേസമയം, തുടർച്ചയായ പ്രോസസ്സിംഗ്, ആസൂത്രണം. കോഗ്നിറ്റീവ് അസസ്മെന്റ് സിസ്റ്റം (സിഎഎസ്) പോലുള്ള വിലയിരുത്തൽ ഉപകരണങ്ങളുടെ വികസനത്തിൽ പാസ് സിദ്ധാന്തം ഉപയോഗിച്ചുവരുന്നു.

ജഗന്നാഥ് പ്രസാദ് ദാസ് (ജെ പി ദാസ് എന്നും അറിയപ്പെടുന്നു) വിദ്യാഭ്യാസ മനഃശാസ്ത്രം, ബുദ്ധിശക്തി, ബാല്യകാല വികസനം എന്നിവയിൽ വൈദഗ്ദ്ധ്യം നേടിയ ഒരു ഇന്തോ-കനേഡിയൻ വിദ്യാഭ്യാസ മനഃശാസ്ത്രജ്ഞനാണ്. മനഃശാസ്ത്രത്തിന് അദ്ദേഹം നൽകിയ സംഭാവനകളിൽ ഇന്റലിജൻസിന്റെ പാസ് സിദ്ധാന്തവും ദാസ്-നാഗ്ലിയേരി കോഗ്നിറ്റീവ് അസസ്മെന്റ് സിസ്റ്റവും ഉൾപ്പെടുന്നു. ആൽബെർട്ട സർവകലാശാലയിലെ ജെ പി ദാസ് ഡെവലപ്‌മെന്റൽ ഡിസെബിലിറ്റീസ് സെന്ററിന്റെ ഡയറക്ടറായിരുന്നു ദാസ്. 1996-ൽ അദ്ദേഹം ഔദ്യോഗികമായി വിരമിച്ചു, നിലവിൽ സെന്റർ ഓൺ ഡെവലപ്‌മെന്റൽ ആൻഡ് ലേണിംഗ് ഡിസെബിലിറ്റീസിന്റെ എമെറിറ്റസ് ഡയറക്ടറും ആൽബെർട്ട സർവകലാശാലയിൽ എമെറിറ്റസ് പ്രൊഫസറുമാണ്. കാനഡയിലെ റോയൽ സൊസൈറ്റിയിലെ അംഗമായ അദ്ദേഹം ഓർഡർ ഓഫ് കാനഡയിലും [1] ഉൾപ്പെടുത്തി, സ്പെയിനിലെ വിഗോ സർവകലാശാലയിൽ നിന്ന് ഓണററി ഡോക്ടറേറ്റ് ബിരുദവും നേടിയിട്ടുണ്ട്

Frontal Lobe: 

Brainstem and Reticular Activating System: 

Parietal and Occipital Lobes:

Temporal and Frontal Lobes: 

speech on reading

 "Good morning, everyone. Today, I want to talk to you about something amazing – reading! Have you ever opened a book and found yourself in a different world? That's the magic of reading. For young learners like yourselves, reading is like having a superpower. 

When you read, you learn new words, which makes you a better communicator. You learn about different places, cultures, and people, which helps you understand the world around you. You learn to think critically, solve problems, and use your imagination. Reading opens doors to endless possibilities.

Think about your favorite stories. Maybe it's a thrilling adventure, a funny tale, or a story about brave heroes. Reading those stories helps you understand different perspectives and develop empathy. It makes you more creative and imaginative.

Reading also helps you in school. It makes it easier to understand your lessons, do your homework, and learn new things. It's like having a secret weapon that helps you succeed in all your studies.

So, how can we make reading a part of our daily lives? We can start by choosing books that interest us. Ask your teachers or parents for recommendations, or explore the library. We can also make reading a fun activity by reading together with friends and family.

Remember, reading is not just a school subject; it's a journey of discovery, a source of joy, and a path to a brighter future. Let's all embrace the power of reading and make it a part of our daily lives. Thank you."

My heart leaps up when I behold 

   A rainbow in the sky:

So was it when my life began; 

So is it now I am a man; 

So be it when I shall grow old, 

   Or let me die!

The Child is father of the Man;

And I could wish my days to be

Bound each to each by natural piety.

ആകാശത്ത് ഒരു മഴവില്ല് കാണുമ്പോൾ എന്റെ ഹൃദയം തുള്ളിച്ചാടുന്നു :

എന്റെ ജീവിതം തുടങ്ങിയപ്പോഴും അങ്ങനെയായിരുന്നു; 

ഇപ്പോൾ ഞാൻ വലിയ ഒരാളായപ്പോഴും അങ്ങിനെ തന്നെ .; 

ഞാൻ വാർദ്ധക്യമാകുമ്പോഴും അങ്ങനെയാകട്ടെ, 

അല്ലെങ്കിൽ ഞാൻ മരിക്കട്ടെ!

കുട്ടി മനുഷ്യന്റെ പിതാവാണ്;

എന്റെ ദിവസങ്ങൾ അങ്ങനെയായിരിക്കണമെന്ന് ഞാൻ ആഗ്രഹിക്കുന്നു

പ്രകൃതി ഭക്തിയാൽ എൻ്റെ ഇനിയുള്ള നാളുകൾ  ബന്ധിക്കപ്പെടട്ടെ .

Have you read the story -ALICE IN WONDERLAND ? What a wonderful story it is !  dreams.imagination , it is about Alice's growth .physical and emotional transformations.let us read stories and get transformed.read Basheer, read Shakespeare, read T Padmanabhan, read novels.read science . enjoy the new worlds of imagination. get in touch with life. fast , furius , ridiculous and f ascinating fantasies of life.

open a book and find yourself in a different world. That's the magic of reading .Reading also helps you in school. It makes our lessons easy.it helps to do our homework.it helps to learn new things . It's like having a secret weapon  for success. what is success in life ? we can find out by reading .what is the meaning of this life ? we can find out by reading.how much land does a man need in life ? six acres ?,six cents ?, or just six feet .read Tolstoy.find out. read the old man and the sea. yes .  ."The more that you read, the more things you will know. The more that you learn, the more places you'll go.happy reading to all.thank you.