000			01851nam a2200217Ia 4500
003			NULRC
005			20250520102729.0
008			250520s9999 xx 000 0 und d
020			_a8171694322
040			_cNULRC
050			_aLC 3981 .S617 2005
100			_aSingh, Uttam Kumar _eauthor
245		0	_aSpecial education / _cUttam Kumar Singh and A. K. Nayak
260			_aNew Delhi, India : _bAjay Verma For Commonwealth Publishers, _cc2005
300			_avi, 311 pages ; _c21 cm.
505			_a1. The Issues, Dilemmas and Origins of Special Education -- 2. Aspects of Curriculum for Special Needs -- 3. Curriculum Integration and Development -- 4. Self Concept and Affective Education -- 5. The Scope of Special Education -- 6. Special Education: Development of a Discipline -- 7. Communicatively and Contextually Appropriate Special Education.
520			_aThe term special education seems to communicate to most educators and informed laypersons an activity or domain within the total educational enterprise that is specifically concerned with students who have handicapping conditions. Among such observers the term handicapped education could be accepted as a synonym for special education. However, other observers may substitute a different term, exceptional education, with the conscious or unconscious connotation that the parameter include students who are. at variance from the norm, or exceptional, in dimensions that would include the mentally gifted or talented as well. Throughout history societies have established customs, laws, and moral codes based upon the way the majority behaves. These norms have served to set the goals upon which the education of children is based and the standards according to which individuals are judged.
650			_aSPECIAL EDUCATION
700			_aNayak, A. K. _eco-author
942			_2lcc _cBK
999			_c13952 _d13952