(Backward Child) re eh pet (Meaning and Nature) Whar a ae A ge Boat ares ce a aa AT ona ga aa A Aer aM ae Perro Bay at Prec By A ated A aR age ote eet 8 ote ye at ag MH Seat AHS ara at ora or Mea A af ote ae} Fare rare are A eh 3 car rer Bi ae AS Rene der A ay A AT EL AA aaa A TAT ae Ren a wafer oat oi er vat at gh El ger A oie Rem aes a ad & oh 8 ars ae 8 fir oe 81 var ar saftsier adam, are ot orem art cert aT et eet AA ae Bory H cerse Praia Fear nen Bi og eae Pade areal, a am were @ aad 3 Seat Bee ofr ot ag hh AB, aT afar wel A aaa) Bo THAT A aed aa Scanned with CamScannerFree wer 51 aga ath over re oA a SE aE oer eT ove AT AAD we TF A ET wT He aie 3 ae Fa sree ae TS AE aren BETS fe TTS oT eras we B Arr et aprardt og are 1 RA TAT a TAMPA A Pes aes (Backward Children) er ay Feat a Lave & ahh aft 8 stay aa aa (Slow learner) TH sraey A Rug ort at awa (Under achievers) ait a et OF aga AH var AH fees aH (Backward Children) % Tar on waa Bt aftart- (1) ¥é (Cyril Burt, 1950) 4 orf gar ‘The Backward Child’ % Res amd @ ae ofere & “ae ae A ea oer B Hera F orf oe} oyET Ga aan & AS ach ser a of ard ae BT TH, MST ares sect BI" “A backward child is one who, in mid-school career (i.e. about ten and a half years) is unable to do the work of the class next below that which is normal of his age.” -Burt. 2) wea wa} orga “AAT ae fraser a maT Gas fare ater 2, Pret Sew arate Sr eats ramet Fare 8 wy a” “Backwardness, in general, is applied to cases where their educational achievement fails below the level of their natural abilities.” -Burten Hall. 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(4) Reafrores RES ara wah oRtore, Reraet at rear ar Taree StH a8 8 eer aes oF Are Pere amex dar bi aah sah emer ama aes RIT A aa 3 war & AA 8, we AGS TI owe Ae Rare ae ae TS Se aT anfts aie ategine oRftaital orgagt ve Ae oe: 8 gt aT @ Breer art at ae TT ot ora aera 3 48 w]e oT Fh (S) dite wert F sera 8 Ree gas as a aes ae as aA ee AM aE corer Fares rare TE ae TT, FAS GA afer TE ATE Prt Ta SR arent | serie Pree, worse are one mye Bi ot eet S orga A ahah ara ates Ae art ares Res ony E1 TeA A gear aA ee A Rene at ora TS Ter ae HCA Fa aT fT vedas amet a Pet a gat Ret gee a oT at TAS aren A aes sat a agohen wear 8, ser at ard go ae acer ote Rhos ore 81 Ra areat a al aaa Has TET OTH ST RA oa, a Great Ms ofa aaa as oA fred araat at Patsare (Characteristics of Backward Children) Fred area at arfifte sit afte fateot amar amet & Pt ek 81 gs aerrt fates gon @ fe ett Aeaar za ad GAS Pease otk ahaa ae ad ae FS ahs Pra aa 81a emote oer A afte ofe 83 81 Sa od fem oF oma ft 21 Be Poet fara at wre A oaee oft ot 81 Geeks at ah aA a a eh oR S we was Fa Se TA Sar cafe afar aan @ wer oa A SP ae A eT A am ae 21 fees areet F fae et om Peter aaa ser Bi AA A em aaa A ap oye Padtacnait at sete fer 8 oh Prtaftan & (1) arate afrat- afte abet & ott ae ometra ae Prenat A aR Gah &, sear sara gas Baer Te A Tea eI (2) af at aftorn- gah orertes J ort ong } as & By ater (af) wad %, oa: oH am Ht ait act 21 3) Proh, sane, Witeng Pre-set 8 art A ga ae San aA, ee a A wa afte fest setae een 81 (4) Fae BT arr at ae BT Be A HF are as A a A a eT BA ARG gear & ate Gaa ae ately Tam, Gee: ET aT TT TE BT TTT BL (5) Rrra & ther atte ard wer ag oh a 8 om we ara 8, ah ard Bers & we 8, sear ad og Tem BI Scanned with CamScanner58) PRISE AT ve em fest ae 8 oe AE ST HS crore Pee Be Bin AANA AO RIE TA A te tt a Cr) reat ere er aT ATS HH: ANE aot ah Rpt ad a aE er TEA Ng a, @) Bea Te onPae Aea- TeeT A sree MTN a ga mae amos Sh ct Baer OC PHT TA ATA GB TE GH HET TE TAM TATE TA TEA EI ) Cre rah gfe Aa GB TH aH eT BS Brom: 2 aaw orate ad wea are & oh wa are tH Breau a at gf gr aT A ora al B aerrt Cyd 8 een A FN A fe ae & eA AE Poke 83 rend a8 ome 9 ote oh stunt cd afta w AAT fe ma 8B (ony aPeare eet ee Fe EMT a= A TEE OTL “AT 2 Re ara Ba og ge, ae RE She athe wy a eg ee Pewee ae ST ANT coh br 8 fre tr eh 8 Ba er 8 a $ ae fied aor one 8, 2 gat A at ah a ah gaa 2 sik 7 l (12) Prowmardt ester star & ard 3 arama AF 8 evs ora Prawarel geet err a aren 81 Faas aa oe Hew arr ae Ey ahah one BE A aT TIA a . 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RETR A Seay areal B WTA MARY wy VB) ava AT | 12, 1TH Oe SHY ay a war aT orl wy FH oreeeha | fasdca ar site we & ant (CAUSES OF BACKWARDNESS OR EDUCATIONAL RETARDATION) STA } wei jae RESK ote oR a oRore @1 sift Fe SAA OM S fey ate SH YH fey ora #1" “Educational backwardness is the result of multiple causation. Many factors combine together to cause slowness of learning.” —Kuppuswamy (p. 290) a oreo wy ome feel athee ax ws 8, gen emt eto oe (Less Physical Development)—B @cret @T , Trae one Ta SRT GAT AY aH adie fora (Subnormal Physical Development) tat 81 88 arerat 4 andi ox aif afte Bt AAT ert 21 vor, 2 aeret @ AMT MARS sie aes oR a oY AEA a oR ve uma #1! ergifie-a4- (Physical Defects)—Qe Teel § APA ve & ate ae ee 2 RomMRe 1, A srorn, df ao ome awa 5 aie ara wy ates ord wel ae 2a] ware, Se et Fi OA a ved @ ok ae GR Teal a flws eT 2! Physical Diseases)—@e aTetoi 4 oreRer aaa, Ere nfs 3 ORT arre Ureee Wr Scar Bt ond 8, GY—aiteh, aan, dftaa, Ta, aifci 3 gg), Pidet orate, Pe (Glands) a Sw arf | we one I MT areH 2 afte oF aft oe 2a &, foend ae eitsren orf ax o ae # Reed oie aRfe OM Bl PHI BR IA 2] WeAwT, ae wr w wiht ae sar 8 she ant-at Perera oh Eh on ore 8) & atti ard Ga ftosor Hah Sh By 4. Fr TATA gfe (Low General Intelligence) arama ate Sire fresoa a wean or Ae aT 8] aie Seton 9 SE ee Rass ee Fede et Eo ay a vides Ws arate ona oe Bie ceereah a aa wea Tear & | Aa (Valentine, p. 607) I wer dad 3 $ areal or sree fran, SH A 95% aA aft, TAIT aR a Aa oA 5 ware a Peren—oftare a Relecn arorat BH eiftre say ue det ware & Rate RH rect B=) rat ah gute abe ae shart ah Pram #1 woe A Ome 8 te ars aR OR eB) (i) aA Ren A ae Yel aie ap ® fore wats err a Perm 8 Gam: Yaad uRaN aaa STA Wt Et aR ore & | (ii) Gra ay Way wh stewed anwommast BY # O71 Ware A ag onl ae ager 8) Wore: Range ® Fra water eer Et Pree & 1 ger wen, uae ay Pe, ara ’ dion or Rene wet aa ort 21 Scanned with CamScanner54g | Peers PAStT | oer sa Sn fre REE Fe STA A MTL i 1 a AIR oT P see ia eer ed hg eee Fa 8 a, EE ae a % 8 ST 1 SAE 8 aa el a Family Quarrel)—B ‘ie wer 4 Pros SIRT ET g. area far BH srfereM (literate Parents) —a#faiféiat ren-fte, Peer 3 Hera a SF ge oe a de 1S areas 4 Baa (Kuppuswamy. P- 289) 9 feret aaote ara fier & seal # 7 erat 8, TH air @ Pree et ord 81" | — em oT sere dies fase wm free . 9, mrarfirar 3 go onaat (Bad Habit of Parents 5 ; at, Ca -aTee, eeehe a | oe Free wee A REN & aga 8) WARTS, 7 SEAT Ry 10. apa ftar at GER (Outlook of Parents)~&' 5 eee ake oe ere OFT TEST TO sree @ ET Te a aes # TH eT eG Fre Ra eh HOR BH TS 8 a ey aca (Aten om Schoo) ee SE HT NE spate wa 8 vote é ets & tHe L! mh a agar teh set are at Tele earafea® 12, fener of School) —fert Frereri_@1 aqas_aik 4 baa aaa tre Preset reer eer A oh anak Ege wee el HS adh qe aaeta aa @(1) aew oie ell 1 ire orenaereet Rae FAY aqrereerererait Br ATE, (2) ant ai wart, (3) & wOR WER G rs RM ATTA, TRY ae fT IGA, (3) crore Aral_ wd fer aoa feral sed PTE TT erat & feorer & fere aferc oraereh aH sioMPRT| war aoe qraai & esa fear saver ee 81 freder at aaar-Praet a oat pee TO PREVENT BACKWARDNESS OR RETARDATION) Rosas a ae rem S fed ae wo oR AE z, aay fara Poe eg en GN Br gh HOR, oy Ta MB PAPA » Scanned with cams@fhner— | at 8) st ore or ere oad ua vd fee ot ert Serb Urea, AAR wen wares Pores oS ews S ster 8) ot: TIT STA TH Rem on wa 8, oa wre Res ot ord ad floser d oreo aA ata ae ch OTT) Fa ae F wey (Kuppuswamy, p. 294) * fern 8— "Presi, ofr, warts afte Rare Rfeerat sa wash waft ws a ard wean eHike, oA She UH A ar 3A oo a ote ates ater ob feng Gaga Tee a HAT re on eT 1 ge yer vad ar wan a Guta mega oe ee 8, we 1. ae WARS ai sik Wai aw soa 2, aTerel a, & fey aor ote erates arena qa 3. PrivoRan 3 areet & fare Regew Rren.ote wraghidt aA aor z 4. oat Ret ore ae St seran ory aH fer ort ae oy serie wfsaa | HZ 5. were} oRa & aera ¥ Ye] Le SARE S oihereat oH aren zary fe rere + mre eRe ore rec or aor ah A a, Rome anf <2 Reaein.t SRT A Rear H Freer aR am Peo aA oh fee Ardara A 1 "St te a ie et er Been iat AIRS Wea or Pref) ~ o fay dae Per a yee - ort 3, 8 Boar wed A oe wed Soom b Ga a's A ei, Fal Gea ard weer are WH aR ste core aeaail arr Puta A we sional ah ena A erae Ge ore Ree aA ast a weaker eemrahoT aed Were mt err fey” “Whatever the details of treatment, our main task should be to help a particular child make an adequate adjustment to the demands of his situation. Keeping in mind the limits imposed by his circumstances and his natural abilities.” —Kuppuswamy (p. 294) free arere at fren (EDUCATION OF BACKWARD CHILD) Sera & weal i_conowa Rodea & aa a ren oT ara aitnier angers 3 Fre are & fs fer ears FR TPA oe ES aT, fren a raft ae aa 81" “Most research in the field of backwardness now-a-days, indicates that given the “Poropriate attention backward children can make progress.” —Stones (p. 320) . S aretha Phen afer eRe ear By a aifkors Soa en a STARR STP ei ge ehror operas eal wh MeN oR we E ae / LARS fecal a WMT Establishment of Special Schools) —fIES ae & RR Rite ferarit a eee | Sas saree We aaa Be. "8 Gt Lay SRLS PES a Sa et Scanned with CamScanneradit afk FRAGT 8 ogy aco fn 8. Ta are ee # ee = owe REN Bory aie 3 ore OTT sincerest Sf 1" eh at HT a RwS_ Tea ah wale dential) Freera_EL. ah afte arr a aol 6 Aare & area & ote SAH 100% ay ee sear fra ai war eI a8 va oe! _— a = 2 AAS erat BH STA cenit of seecel Gis 2 a fet = L frareat_ a © 7 3 fs fe Re gg ge pee # wore A er ies megs es a Erg a8 fs Seba aera aa we eH STR a ee at fren & art ae, GB) ae en met oh Ty A oer oT YATE TE a SS ae oe gy oral w eaftera ws B Re a afey) "Gere: Rarcat w1 WST (Organisation of Special Schools) Got ayn. 297) 3 SARS ge wT PATE wm aie en aT at x ey al Fe earch ae A aT aT ITA Roa ese I” | “ores Prerei Frgfe (Appointment of Good Teachers) fess EY Terai A fen a & fery arab Rrerert Al art anfey| arad Rrerw or Tot Kd F aé (Burt, The Causes and Treatment of Backwardness, p 111) a—“ fies areal oe aeor Perey enfeieas wftall arom ager AAS sora aaaerftas AeT et phe! 2h 3 aera a at é ik Ge ARG orf @eT oI ate " Care el 4 fReM (Education in Small Groups)—fties gr ara areata rit ofan amd &, oa feral ert ord wfe_wiftoe oo Rat wTa| we weg 8 wa Uae ¥ fen & oa | gH WaT H KART (Stones, 3 S p. 325) ager Q 08 a ae OA eee Gare wry A BA ary 8, fh Sra team 208 oF er iii aL Ditka) ay. (ii) GH eT S ora @ ia a eee ene via (Special Curriculum)—fes arerni & fery feet a By Fm rm afte | Srnec ref aa Bay Se Oe ae oe arr Rg ete ere gah air, & Tet Gey atte ved eg Sy a ae SAA TTT Mt a Ber aR oh Ry ERA Kuppuswamy, p. 295) > fea! aur a. . S arerel aw lary TATA far & fat 5 @ faa si sie ae ge wt BOT ore wee gee, ES area 5 Fee arog eH ora rc ot eet aifay aty 3 = Poet Scanned with CamScannerPare arerat a Ren | 547 ary : oe BA Une) Rearre qa BEI (Skinner and Harriman, p. 396) SN oe ee ey ee Sear armbre arene ers ae BI" wore at Training in Handicrafis) 468 aTerat % wa afte Pra BH fran SIT aay | ata UTS Fa Rel we A wearer wT eT FITTS oY Sarg Fort reat ah Re an were (1) wa, FATE ooh Fre rer Bt pany ge. Te, ae tke aay ay | aera rg anal CSP erat, Rong we, shore zara alte yeaa A 9 re ah ate pu meh a Cara Education) —faws areal a ses ro de yet oR MLE SE tty oh ae TH LI Rot a were a areal & wa A en a art a wn 3 ee : ‘sity ce of Special Teaching Methods) Tart arersit a ehh 81 oie: Sad fry fry eof Fee ep MIRC Pee oe Rate ons ea oe ot Wa Per fA (2) Aer wh eg ae (3) Ret ~ et Taal Barre, (4) fh ee ae Reet (6) vere 7g Riva aA aRaw gregh, 7 34 SE aL oe F oraRR, @) aor-wahe F SIN WE ays, (9) shite, eerie : ait WAT, (10) ¥EIFH (Stones, p. 336) 3 OTIR—" SH aa Wt Waar wah we SIR Y onfttes 3 var fen ora” oafey Scanned with CamScanner