School Health & Wellbeing ISSN 2349-5464
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Indian Journal of School Health & Wellbeing ISSN 2349-5464 ! Health Services ! Life Skills Education ! Healthy School Environment The National Life Skills, Values Education & School Wellness Program Healthy Schools …… Healthy India Education is not preparation for life… Education is life itself - John Dewey Guidelines Submission Guidelines significance or with implications for • Submission emails must contain an inline management. The word limit is 1500 words and declaration stating that the research work is an abstract of not more than 150 words. the author’s original work and has not been 4. Review Articles: These are systemic and submitted elsewhere for publication. critical assessments of the literature which will • Brief information and line of works of the be invited. Review articles should include an author should be sent as a separate cover abstract of not more than 250 words describing note. the purpose of the review, collection and analysis of data, with the main conclusions. The word • The subject line of the email should be limit is 5000 words excluding references and marked “Submission for IJSHWB: abstract. [Author’s Name]”. 5. Grand Rounds in child psychiatry/ • The attached file must be in ‘.doc’ or ‘.docx’ psychopathology/ (Case Conference): This format only. Papers must be typed in 1.5 line should highlight one or more of the following: spacing, Arial or Times New Roman font, diagnostic processes and discussion, therapeutic size 11. difficulties, learning process or content/ • All submissions must be accompanied by an technique of training. This may be authored by abstract summarizing the main points of the an individual or a team, and may be an actual paper. case conference from an academic department or • APA 6th Edition citation and referencing a simulated one. The word limit is 1500 words. style should be followed. 6. Viewpoint: These should be experience-based • The submission should have a clear and views and opinions on debatable or controversial informative title. issues that affect the profession. The author should have sufficient, credible experience on • Submissions should be engaging and the subject. The word limit is 3000 words. accessible to non-expert readers as well. 7. Commentaries: These papers should address • Initial acceptance of any submission does not important topics, which may be either multiple guarantee publication. The editorial board or linked to a specific article. The word limit is shall do the final selection. 3000 words with 1 table/figure. • If necessary, the editors may edit the 8. Literary words relevant to the areas of Child manuscript in order to maintain uniformity of Psychology / Developmental studies/ Psychiatry/ presentation and to enhance readability. Disability studies/ Education for mental health: Original Contributions are welcome which cover Types of Manuscripts and Word Limits both literature as well as mental health. These can be in the field of poetry, drama, fiction, 1. Original Research Papers: These should reviews or any other suitable material. The word only include original findings from high limit is 2000 words. quality research studies. The word limit is 5000 excluding references and an abstract 9. My Voice: In this section multiple (structured format) of not more than 250 perspectives are provided by patients, caregivers words. and paraprofessionals. It should encompass how it feels to face a difficult diagnosis and what this 2. Brief Research Communication: These does to relationships and the quality of life. manuscripts, with not more than 1 table/figure, Personal narratives, if used in this section, should contain short reports of original studies or should have relevance to general applications or evaluations and service oriented research which policies. The word limit is 1000 words. points towards a potential area of scientific research or unique first-time reports. The word 10. Announcements: Information regarding limit is 1500 words and an abstract (structured conferences, meetings, courses, awards and other format) of not more than 150 words. items likely to be of interest to readers should be submitted with the name and address of the 3. Case Reports: These should contain reports person from whom additional information can be of new/interesting/rare cases of clinical obtained (up to 100 words). Faculty members are invited to be the guest editors of the journal on a theme relevant to the topic of school mental health in schools. Sending The Manuscripts to the peer-reviewed and refereed Indian Journal of School Health and Wellbeing (IJSHW) Entries are to be submitted via e-mail to: Dr. Jitendra Nagpal – MD, DNB Program Director “Expressions India”- The National Life Skills, Values Education & School Wellness Program Sr. Consultant Psychiatrist & Incharge Instt. of Child Development & Adolescent Wellbeing Moolchand Medcity, New Delhi Web: www.expressionsindia.org, Email: [email protected]. [email protected], Table Of Contents Page No. Editorial Board I Editor’s note ii Message iii Reflections from the field Inclusion: Moving Towards Reality 1 Dr. Neelima Asthana Gender Roles Representation and Portrayal: An Analysis of Primary level 7 NCERT textbooks Ms. Tinny Dawar & Dr. Sarita Anand School Health: An Integrated Model For Good Practices 16 Ms. Aparna Singh & Ms. Aprajita Dixit A Gateway for Girl’s Inclusion in Education: Exploring CCT Scheme ‘Ladli’ 20 of Delhi Ms. Anshul Singhal & Dr. Sarita Anand School Teachers’ Perceptions of Inclusive Education with Reference to 27 Children with Special Needs Ms. Bhawna & Ms. Swati Vasisht Inclusive Education and Children with Special Needs: A Study of Rupantar 32 Programme Dr. Pradeepta Kumar Nayak Parental Involvement in Educating the Linguistically Disadvantaged Children: 41 Major Issues and Challenges Dr. Shilpy Raaj Importance of Psychological Well-being at School 50 Dr. Meeta Virmani & Dr. Bhumika Batra Using Brain Based Learning Approach for Teaching Children with Intellectual 54 Disability Mr. Dhananjay V. Deshmukh Educational Resilience and Disability: Peer and School 58 Ms. Deepti Kavathekar The Existential ‘I’ and Inclusion Ms. Richa Lakra 63 Learning, Authenticity and Childhood Ms. Neeta Arora 67 Reflections / My Voice A Feminist Reflection on Disability 75 Ms. Mithas Hara An Adolescent’s Musings on Inclusion 77 Ms. Sophia Dhull माँ की भूिमका 80 Smt. Shakti Mathur Book Review Gender Diversity and Inclusion 83 Dr Mani Bhasin Kalra Authors’ Details 84 EDITORS-IN-CHIEF Prof. Namita Ranganathan Dr. Jitendra Nagpal Dr. Neelima Asthana LANGUAGE EDITOR Ms. Akshita Luthra EDITORIAL BOARD Dr. Kavita Sharma Prof. J.L Pandey Ms. Ameeta Mulla Wattal Prof. Neerja Chadha Dr. Divya S. Prasad Dr. Toolika Wadhwa Dr. Renu Malviya Dr. Poojashivam Jaitly Ms. Astha Sharma Dr. Sharmila Majumdar Dr. Vikas Baniwal Ms. Swastika Banerjee Dr. Naveen Raina Dr Bharti Rajguru Ms. Manoranjini Ms. Sheema Hafeez Ms. Aparna Singh Ms. Tanya Mithal Ms. Aprajita Dixit Col. Jyoti Prakash ADVISORY BOARD Dr. H .K. Chopra Dr. Kalpana Srivastava Dr. Geetesh Nirban Dr. Rajeev Seth Dr. Yuvakshi Juneja Ms. Sanjay Bhartiya Ms. Sudha Acharya Ms. Manjali Ganu ADMINISTRATION & HRD Ms. Manju Madan Ms. Priya Sharma Ms. Aarti Prasad In-charge Administration Manager (Office operations) Manager (HR) Expressions India Expressions India Expressions India (M) 8527283797 (M) 9999564366 (M) 8860159747 !II Editor’s note An inclusive classroom is one where students and staff recognise, appreciate and capitalise on diversity so as to enrich the overall learning experience. Fostering an inclusive learning environment encourages all children regardless of ability, gender, ethnicity, religious affiliation, socioeconomic status, sexual orientation or political beliefs– to develop personal contacts and effective intercultural skills. On account of government policies on inclusion as well as implementation of Right to Education Act, schools in India are increasingly becoming heterogeneous in their structure and social, cultural, ethnic, and economic diversity is visible in the classrooms. Teachers frequently seek and experiment with accommodation methods that use creative management, instruction, and assessment strategies to foster academic proficiency and social responsibility. The concept of inclusion involves a radical rethinking of policy and practice. Through inclusive education, persons with disability have access to a rich spectrum of life experiences. In the context of school, these experiences include not only academic aspects but also social skills training, career education, co-curricular activities, self-advocacy training, leisure and recreation assistance, and family living skills. Outside school, these experiences include group activities, religious activities, social responsibilities, and opportunities to practice personal autonomy. Though encouraging results are evident worldwide, the present educational system in our country, requires major changes aimed at making education more inclusive at all stages. It needs to reach out to children and youth who are vulnerable or at the brink of marginalisation and exclusion. Rather than being a mere form of tokenism to reach out to the marginalised, inclusive education is an approach that looks into ways of transforming the education system in order to remove the barriers that prevent pupils from participating fully in the process of education. The present issue of the journal focuses on Inclusive Education: Perspectives and Practices. Papers were received from teachers