The department has got to provide guidance. got to process the ingredients? 1. AdditionE.g. Local geography – sights, cities, rivers, hills, dress, food, fairs, festivals, etc., and academic tools that make these units easier for the teacher and youngsters to know .
2, Modification and Direct: – to urge three reports in several areas of the district that the language spoken by the local people – understand how different it’s from Gujarati language, Dang, Panchmahal, Banaskantha, Valsad in Std. 1 and 2, and youngsters studying in some areas of another districts don’t understand Gujarati, so it’s necessary for them to enhance or change the dialect, only by doing so will the youngsters survive in class .
Initially communicating in their local dialect. . an inventory of words spoken daily in Gujarati and native dialect. Gradually they’re going to get familiar with Gujarati. it’ll be more convenient to try to to teaching work by preparing chats, letter-word-sentence cards and other educational materials in local and Gujarati language. Omission and substitution – a number of the items within the general curriculum and textbooks for disabled children need to be omitted or changed.
SPARSH TALIM GR AND TIME TABLE
Some experimental work has got to be deleted for rehabilitated students. Practicing for the youngsters of the tribal area by changing what proportion or not, they will become one with all. The above points out where and the way to develop curriculum content. This work has got to be done after local interaction i.e. field interaction and research. . this will be useful in other ways also as in reference literature. Items made up of the local environment are often found in schools, near schools, near homes, in villages et al. .