Unit 2: Bases for Curricular Decision Making
2.1 Philosophical bases
2.1.1 Philosophy and curriculum
2.1.2 Idealism and curriculum.
2.1.3 Naturalism and curriculum.
2.1.4 Pragmatism and curriculum.
2.1.5 Realism and curriculum
2.2 Society and culture
2.2.1 Society, culture and curriculum
2.2.2 Socio-cultural factors influencing curricular decisions
2.3 Nature of knowledge
• Knowledge as contents and process.

• Levels of contents
• Explosion and obsolescence of knowledge.
  2.4 Nature of learner
• Need, interest and maturation level
• Learning needs of children with special needs

2.1  Philosophical bases

Philosophy is a way of thinking about the world, the universe, and society. It works by asking very basic questions about the nature of human thought, the nature of the universe, and the connections between them. Philosophy is the term derived from Greek Philosophia meaning the love of Wisdom is the study of knowledge.

Philosophy is the discipline concerned with questions of how one should live

(Ethics); what sort of thing exists and what are their essential nature

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. Curriculum is often defined as the courses offered by a school; it is used in such a general sense in schools.

Philosophy prescribes the norms and values for the life. Such norms and values depend upon the social perception. The main aim of philosophy is generalization. The concepts of the philosophy are universalization, generalization and consciousness. That is why philosophical base in regarded as the main source of curricular goals.

1. In decision-making, philosophy provides the starting point and will be used for the succeeding decision-making.
   1. It helps in answering what educational institutions are for, what subjects are important, how students should learn and what materials and methods should be used.
   1. Study of philosophy helps us deal with our own personal systems of beliefs and values, i.e., the way we perceive the world around us and how we define what is important to us.
   1. Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum.
   1. As philosophical issues have always influenced society and institutions of learning, a study of the philosophy of education in terms of Curriculum development is essential.
   1. In essence, a philosophy of education influences, and to a large extent determines, our educational decisions and alternatives.
   1. Those who are responsible for curricular decisions should be clear about what they believe.
   1. If we are unclear or confused about our own beliefs, then our curricular plans are bound to be unclear and confusing.

Hence philosophy paves the way for the construction of curricular objectives, formation of educational system and structure and establishment of relationship between education and the society. However each and every society may posse’s different philosophy like idealism, naturalism, pragmatism, realism, existentialism, humanism, etc. though philosophy directs, paves the way or dominates the society.

In summarized

Philosophy guides the education system. Philosophy helps to select and develop the educational objectives. It helps to select the content. Philosophy explains about knowledge, truth, value, environment and curriculum is developed based on these factors. Philosophy creates thought and curriculum includes these thought as the content or course of study. Philosophy search for the solution of problem and curriculum explains the way to avoid these problems in syllabus. Philosophy creates and develops new/new theories whereas curriculum uses and tests these theories though education system. Philosophy fixes the national rules, regulations or working values whereas curriculum is developed within boundaries of these rules and regulations stated by philosophy. Philosophy is the theoretical base for curriculum. In other hand, curriculum is the practical implementation of philosophy.

Four philosophical bases:

1. Idealism—–>deal with ides
2. Naturalism—–>deal with natural and force
3. Pragmatism—–>deal with human experience
4. Realism—–.deal with real world or reality

Idealism:

• Chief representatives of idealism are: Plato, Socrates, Hegel, Hume, Kant etc
• Idealism gives more importance to thoughts feelings, ideas and values than to child and his activities.
• According to Plato:

“The aim of life is to realize god; namely Truth, Beauty, and Goodness. Three types of activities namely intellectual, aesthetic and moral can attain these high ideas.”

• According to Ross;

“Curriculum should base on human ideas and ideals. Physical activities: care of body, skill Spiritual activities: rational, moral, aesthetics, religious

• Role of teacher
  • a symbol of reality
  • an expert
  • a source of motivation
  • a master of art
  • a communication of subject
  • a respected person
  • an ideal person

Features of idealism:

1. The doctrine of idealism suggests the matter is an illusion and the reality is that which exists mentally.
2. Reality exists as it is experienced.
3. Truth is same today as it was yesterday.
4. It emphasizes moral and spiritual reality as the chief explanation of the world and considers moral values absolute, timeless and universal.
5. If we apply this view to education what would be the implication for the role of the teachers and curriculum in education?
6. They believe that human behaviour is rational, when it conforms to the laws of nature and is governed by social laws.
7. Acc. to idealism, there is a identification between existence and thinking.
8. Students role

• As a finite and spiritual being
• As a person which have willing to perfection,
• as a disciplined and ideal person.

Implication of idealism for curriculum

1. Teachers are expected to act as role models of enduring values.
2. Educational institution must be highly structure and should advocate only those ideas that demonstrate enduring values.
3.  The materials used for instruction would centre in broad ideas particularly those contained in great works of literature.
4.  Since it is based on broad ideas and concept, idealism is not in line with the beliefs of those who equate learning with acquisition of specific facts.
5. Curriculum should aim at inclination of three spiritual values: Truth, Beauty and Goodness. These three value determines three type of activities: intellectual, aesthetic and moral.
6. Curriculum should be concerned with the whole humanity and its experience.
7. According to the Ross main subject of idealistic curriculum are religious studies, ethics, language, Sociology, literature, geography, history, music, fine arts etc.
8. Idealistic curriculum reflects cultural civilization of whole human role.

According to idealism, it is coherence theory of truth. Truth is coherence within our experience. It priorities of consciousness

• Idealism is a philosophy developed by Plato. It states that truth can be found through reasoning, perception and divide deviation.
  • Curriculum should be concerned with whole humanity and its experience.
  • Curriculum should provide following objectives for an individual:
    • self realization
    • spiritual perfection
    • physical development
• social objective to develop mutual understanding and brotherhood feeling

• According to Plato following subject should be included:
  • Language, literature, geography, maths, science for intellectual development.
  • Music, skill, poetry for aesthetic development.
  • Religious studies, spiritual studies, ethics, for moral development.

Socrates – Questioning method Plato – Dialectic method

Aristotle – Deductive and inductive method Hegel – Logical method

Hebert – Instruction method Froebel – play way method

Realism

Realism concerned with world of ideas and things that are fixed within established subject matter.

Theory and principles come first in learning experiences; application and practice follow “realists” consider education as matter of reality rather than speculation.

Father of realism – Aristotle

Advocator – Herbert Spencer, John Locke, Bacon etc

• Realism believes in world which we see or perceive to be true.
• Realists believe in present life.
• Phenomenal world is true.
• Sense organs are gateway of knowledge.
• Opposition of idealism.
• Man is a part of material world.
• Focus on observation, experiment and examination.
• Emphasis in present and practical life.

Implication of realism for curriculum:

• The parliament responsibility of teacher is to import the learners the knowledge about the world they live in. what scholars of various discipline have discovered about the world constitutes. This knowledge present needs, activity, individual differences.
• Basic principle: utility, comprehensive, correlation and integration.
• However, like the idealists, realists too stress that the education should reflect permanent and enduring values that have been handed down through generations, but only to the extent that they do not interface with study of particular discipline.
• However, idealists who consider classic ideas as subject matter for studies, the realists view the subject experts as the source and authority for determining curriculum.
• Text book and other written materials prepared by experts are important media for happing children’s learn what they should learn.
• Curriculum should include essentials knowledge not the “Fashions and trills”.

Natural science: chemistry, physics, science, plant science Social science: history, geography, economics

Soul science: philosophy, psychology, theology

Pragmatism

Pro founders: John Dewey, William James

The word pragmatism developed from Greek word, Pragma or pragmatics; means practice and use.

Features:

• Unlike idealism and realism, pragmatism gives importance to change process and relativity.
• It suggests that the value of an ideal lies in its actual consequences.
• Whatever fulfills one’s purpose and develops one’s life is considered to be as true.
• Considers learning as an active process, rather than a passive acceptable of facts.
• Have no absolute values, Spiritual things are imagination.
• Knowledge is not at all immutable in changing world: what valid today may not be valid tomorrow.
• Analyzes the interest of the child into four groups: Communication, enquiry, construction, expression.
• Focus on principle of utility.
• Reality is process of making.
• Man power is supreme power.

Implication of pragmatism in curriculum:

• Curriculum should teach that learners how to think critically rather than what to think.
• Curriculum should be child centred
• What is to be included must have practical effects on students.
• Teaching should be more exploratory (investigative) in natural than explanatory (discriptivitive).
• Teaching takes place in an active way as learner solves problems which help them widen the horizons of their knowledge and reconstruct their knowledge and reconstruct their experiments in consonance with changing world.
• The role of teacher should be to disseminate (circulate) information to construct situations that involves both direct experience with the world of learner and opportunities to understand the experiences.
• Curriculum should be based on: Utility, Natural interests of children, Childs own experiences and integration.
• Principle of utility, integration, and child centered, conational activities and experiences

Pragmatism is tamper (thinker) of mind and attitude, It is also a theory of nature of ideas and truth and finally it is a theory about reality.

Curriculum

• principle of utility
• Principle of child’s need and interest
• Principle of experience, activity and occupation
• Principle of correlation and integration.

Naturalism (materialism):

• Nature is everything, there is nothing beyond it.
• Material world is real world.
• Man should investigate the truth of nature by scientific method with all his capacities and resourcefulness.
• Nature is source of all knowledge.
• It    does    not     believe     in     sentimentalism,     spiritualism     and supernaturalism.
• Human beings are gift of nature.
• Naturalism emphasis on the nature in every field of education.
• Man creates society only to meet his some needs.
• It does not believe in existence of God.
• It advocates education in accordance with nature of child.
• It gave important to matter and physical world.

Champion of naturalism- Rousseau

Others: Aristotle, Comte, Bacon, Darwin, Tagore, Spencer, Epicurus, Huxley,

“Naturalism is metaphysics which considers the whole of reality. It excludes what is supernatural or the other world”. – Hocking

Implication of Naturalism in Curriculum:

• Naturalism advocates education in accordance with nature of child.
• Curriculum should be based on observation and experience.
• Acc. to Rousseau curriculum should be constructed all to aptitudes, physical and mental development of children.
• Curriculum should be based on interest and development of child.
• Opposition of bookish knowledge.
• Art to enjoy leisure should include in curriculum.
• Focus on innate power development of child.
• Focus on child centred curriculum
• Curriculum should be based on present and real life of children.
• Focus on utilitarian education.
• Curriculum should follow the child.
• Focus on physical science, natural science, mathematics, psychology and philosophy.
• Curriculum should emphasis in sex education.
• Focus of principle of utility.
• Focus on principle of vocational activities.

Education principle of Naturalism:

• Center point of education is child.
• Education should be according to child.
• No meaning of formal education for child.
• Education through direct contact with nature.
• Give importance to freedom self expression, own experience of child.

Curriculum:

Stage 1	1-5 Years	-Focus on physical education. -Focus on negative education (no book, no curriculum, do not care of behavior, no school education.)
Stage 2	5-12 Years	-Mental developmental. -Learn from (self experience and self activities)
Stage 3	12-15 Years	-Age of positive education(physics, chemistry,  zoology,  Arts,  Crafts etc)
Stage 4	15 Above	Intellectual development Industrial skill Ethical value Attitude Artistic Physical

2.2 Society and culture

Society culture and curriculum

A society is a group of individuals involved in persistent social interaction or a large social group sharing the same geographical or social territory, typically subject to same political authority and dominant cultural expectations.

Society is a collection of individuals who have organized themselves into a group. Each and every society has its own social norms and values code of conducts religions culture language ideas etc which are regarded as a whole. So, curriculum reflects the needs and necessities of society and culture.

Culture

• Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine (food), social habits, music and arts.
• It is a way of life of a group of people–the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next.
• Culture can be defined as the collective norms, rituals, and behaviors that a group of people share

Curriculum should be based on social values, norms and culture.

• Curriculum should have to transfer social cultural values from one generation to another generation.
• The society and culture both are regarded as the foundation of curriculum development the society includes issues of social structure, social nature, needs, interests, necessities and demands on the other hands; culture reveals cultural aspects of society.
• The curriculum which is unable to address the social expectations becomes failure. It needs to fulfill the social need and necessity as the change. It means, curriculum should make curriculum should make learners to be as the society demands. Curriculum need to be society and culture based. So, curriculum should consider social norms and values.
• The function of education is to transfer of culture from one generation to another.
• Society has its own expectations about the aim and objectives that should be considered when designing the curriculum. It also has a perception of what the product of school system should look like. It is therefore necessary for curriculum designers to take into account these squeal considerations. eg. Students which have gender education and political economy have proved difficult to include in curriculum because of resistance from some religious book.

Curriculum influencing factor

• Political
• Social (cast/ community) Economic
• Technological
• Environmental (geographical) Child psychology

Socio cultural factors influencing curricular designs:-

-Social need                   – Current problems of society

-Social demand              – Social and individual activities

-Social values                          – religion

-Social culture                         – Social life- economic aspects

-Social norms                           – Social values

-Impact of social technology

According to Bogoslolasky curriculum should be focus on:

• civilization
• culture
• personality
• universe

Social norms and values

The major need of studying society and culture for curriculum developments is social norms and values are beautiful ornaments or tools to gain popularity all over the world.

So, social norms and values must be protected. Curriculum development should be based on norms and values.

Activities of person in a society

Social need and demand

As human being take birth in society he starts his journey from mother’s lap and end in grave. During journey of lap to grave he lives in society for their livelihood different raw materials. Knowledge’s needed. Where education and curriculum helps to identify the social needs and demands.

Social and cultural factors are important consider while creating and implementing curriculum. Social aims of education are:

• reservation of culture
• transmission of culture
• Socialization of young
• development of citizenship
• character building aim
• creation of knowledge

Features of society influencing a curriculum

• the culture of society and curriculum
• Social control and curriculum
• Social structure and curriculum
• Social mobility and curriculum
• Socialization of young and curriculum

Society is defined as the collection of individuals who have organized themselves into a distinct group and the members of group must perceive themselves as having things in common which enables them to belong.

Society and culture both are regarded as the foundation of curriculum development. The social issues included the social structure, social nature, needs, interests, necessities, and demands on the other hands, culture reveals the cultural aspects of the society.

Each and every society has its own social norms and values code of conducts, religious, culture, languages, custom, ideas etc. which are regarded culture as whole. So, curriculum reflects the needs and necessities of the society and culture.

The curriculum which is unable to address the social expectations, become failure. It needs fulfill the social needs and necessities as the change. It means, curriculum should make a learner to be as the society demands. Curriculum needs to be society and culture.

In summarize

Social cultural factors influencing curriculum in Nepal are:

-Being an agricultural country, Nepal is not self dependent due to lack of expected advancement in agriculture sector.

-Low economic

-Quality of education standard lower than expected

–State of socio cultural and educational infrastructures have not been substantially developed

-No improvement in controlling population growth

-A question is raised on relevancy of education since the human resource produced by existing education system could neither find proper place in the employment maker nor is able to generate self employment.

-Literate rate of women is not satisfactory

-Adequate educational opportunities are not available, to children, women, marginalized and oppressed group, person with disability and geographically disadvantaged people.

2.2.  Nature of knowledge

Knowledge is the fact of knowing, information, the whole what can be learned.

Knowledge is a familiarity, awareness or understanding of someone or something such as facts, information, descriptions or skills which is acquired through experience or education by perceiving, discovering or learning.

Many meanings of knowledge:

➢ With fact truth or principles, as form study or investigation.
➢ The fact or state of knowing clear and certain perception of fact or truth.
➢ That which or may be known
➢ The body of truths or facts accumulated by mankind in course of time.

Levels of contents of knowledge:

• fact
• concept
• principle
• Generalization
• process
• method
• classification
• Basic ideas
• values and beliefs
• criteria
• Through system

Explosion of knowledge

Because of the extreme development of science and technology, introduction of new knowledge takes places frequently. Everyday new knowledge origins and due to the development of media, it spreads all over the world immediately. Constantly changed knowledge and origins should the education provide? How can the social expectation be met? Which knowledge helps the learners more? How can this newly introduced knowledge be included in the curriculum? etc. All of those are the questions that the curriculum has to deal with because of explosion of new knowledge. At the time changes so does the knowledge. What a learner learns today may get changed largely after sometime due to the explosion of knowledge. That is why the educational system of today may be irrelevant tomorrow. Still, some developing countries embrace (hold) the educational system of 17th/ 18th century like manpower development theories because of different causes. Those countries are still confining under poverty line because they are unable to include the explosion of new knowledge in the educational system as the need of changing time.

Five main influences of knowledge explosion are below:

1. Brain and Knowledge:

Brain interacts with the environment through sense organs. A person gains knowledge through his interaction with the environment. Piaget used the expression ‘genetic epistemology’ to explain his theory of development of knowledge in a person. His theory of genetic epistemology refers to incessant growth of knowledge

2.  Information Technology:

It implies the use of technology especially electronic devices in communicating information, knowledge and skills.

3.  Computer-Based Teaching Model:

In this model the computer is used instead of the teacher in making decisions and providing the actual instruction. A teaching machine is a mechanism that presents information to a student and controls his behavior in a predetermined interacting relationship.

4.  Communication and Education:

It is a process of exchange, i.e., give and take of information by message. It is always made with some purpose.

5.  Educational Technology:

Educational Technology (ET) is meant by mechanization of the educational process. Educational Technology (ET) can be conceived as a science of techniques and methods by which educational goals can be realized.

Explosion of knowledge is great challenge for curriculum planner in modern time. The modern period is facing the high intensity and value of change in field of knowledge. Because of development research new knowledge is evolving very rapidly. Use of computer in the field of it has made research easier and faster. This has resulted as the faster evolution of knowledge and thus causing explosion of knowledge.

Obsolesce of Knowledge

A problem of contemporary educational system is the descriptive knowledge which is out of date or out of fashion but still in use.

Traditional education took the function of education as to develop the mental and intellectual aspects rather than its implication in practice. So, at that time, Trivium and Quadrevium were selected as the subject matters for developing the mental faculty of the learners. To recite and to explain the subject matters were the methods of education. Traditionalists believed that the human mind could be trained through the though subjects as body through the physical exercise. So Plato and Aristotle advocated in favor of the tough subjects as mathematics and Latin language to train the human mind. They did not pay attention for the application of learned things. So was the case in Hindu religion, too. “Gurucul” educational system is one example of it.

But time has changed so has been the concept. The development of new knowledge, science and technology produce the new needs, necessities and problems. And, blind repetition of antique descriptive knowledge is proved unable to fulfill the needs of the present.

Throughout the passage of history, education has got different definitions. Now, it expects to modify the learners’ behavior in desired way. For that reason, curriculum must determine that how the learning activities can produce intended results for the individual and social welfare. The learners’ achievement is not measured on the basis of knowledge they can recite but on the basis of knowledge they can use in practice. That is why descriptive knowledge becomes out of use but still in practice because of lack of adequate change in curriculum. Educational system of some countries like Nepal is unable to go beyond the confine of descriptive knowledge. Such confinement of the curriculum within the descriptive knowledge, which is out of date or out of use, is a problem of curriculum development.

One of the major by product of problem associated to explosion of knowledge is problem of obsolesce of knowledge. Rapid growth in field of new knowledge is causing the obsolesce of older knowledge. It is a natural process of substitution of old knowledge by newer one, but when is it caused by change in value system, it poses a great problem in front of curriculum planner.

Rapid growth in field of new knowledge has turned the people of modern age as a utilization individual. People are more concerned to utilize knowledge rather its exploration. They prefer those courses which directly fulfill their immediate needs.

2.4. Nature of learner:
The learner

The learner becomes the focal point of whole teaching learning activities. Since they are directly related to the teaching learning activities, they become the centre of objectives, too. Teaching learning activities are expected to modify the behavior of the learners. That is why learning activates should focus the learners.

According to James M Lee, child becomes a focal point in modern education, therefore objectives of curriculum is determined on the basis of interest, need. That is why the significant aspects of studying the learner are their need and interest.

Need

Curriculum must address the need of a learner. To know the need of a learner, it is necessary to study the society, social condition and environment. The standard or status of learning experiences should be determined in terms of learner’s present status or level, grade etc. Thereafter, the actual standard or status of a learner should be observed and it is necessary to find out the differences between the intended outcome and the actual fact of a learner. This difference is regarded as a need of a learner. In other words, difference or gap between desirable and standard norm and present condition or status of student is called as a need.

R. W Tyler defines need in his own words. He says:

“Studies of a learner suggest educational objectives only when the information about the learner is compared with some desirable standards, some concept of acceptable norms, so that the difference between the present condition of the learners and the acceptable norm can be identified. This difference or gap is what is generally referred to as a need.”

Need is a dynamic process. After the fulfillment of one need, another need comes forth. A man cannot be an escape from need. She/he is always in the process of fulfilling need constantly. That is why, to make the educational process student-centered, the curriculum needs to include the needs of learners.

Prescott, Murray and others define need as follows:

“Human being and a dynamic organism an energy system normally in
equilibrium between internal forces produced by the energy of food and
external condition keep the system in equilibrium it is necessary that certain
‘needs’ be met.”
Actually, need is a motive that initiates a learner to something. It keeps a
learner on learning if the learning process can address the actual need of a
learner.
Prescott classified need into three sub-parts:

• Physical need
• Social need
• Integrative need

Physical need

It is an inevitable need without which a life does not keep on continues. For example, food, water, air, etc. On the one hand, without the fulfillment of these primary physical needs, an individual becomes unable to pay much attention toward learning. Moreover, on the other hand, the curriculum needs to address the need of a learner related to his/ her physique. For example, education should be able to help him/her to choose a vocation, to help a learner to raise economic status, and to make him/ her conscious about the health. After addressing all of those inevitable needs of a learner at first, education becomes successful to address other secondary needs. According to Maslow, the physical need must be fulfilled at first then he/she can think of other higher need. For example, a hungry person cannot think of getting salvation through mediation. It means his/her ‘hunger’ is the need which must be fulfilled before his/ her secondary need i.e., getting salvation. Social need

After the fulfillment of physical need, an individual want to fulfill those needs which are related with social affairs. He /She become aware of social status, social norms and values, code and conducts and culture. So, curriculum must address the social need of a person. Curriculum must include the content which makes a learner responsible toward society and adjust him/ her with society.

Integrative need

The fulfillment of physical as well as social needs leads an individual to think about the ideals of life, philosophy and so on. He/she thinks about which is life? What is soul? What is significance of human existence and human deeds? Etc. That is why to give an integrated concept of education, life, soul, existence etc. it is a responsibility of education to address the problems, needs and necessities of a learner.

Interest

Undoubtedly, everyone wants to engage more with the things that he/she is interested much. An individual can be known thorough the study of his/ her interest. An interest leads a learner to learn more and more. That is why curriculum should be constructed on the basis of learners’ interest because learners learn those subject easily and also apply in their lives in which they are interested otherwise the whole educational process goes in vain. R w Tyler strongly supports the importance of learners’ interest so far as the education is concerned. He says:

“A good deals of publicity have been given to the purposed theory of progressive education that the primary basis for educational objectives is the interests of the learners themselves, children’s interest must be identified so that they can serve as the focus of educational attention.”

Children with special education need

A child has special educational needs if they have a learning problem or disability that makes it more difficult for them to learn than most of children their age.

They may have problems with schoolwork, communication or behavior. Parents can get help and advice from specialists, teachers and voluntary organizations.

Special educational needs

‘Special educational needs’ is a legal definition and refers to children with learning problems or disabilities that make it harder for them to learn than most children the same age.

How schools can help children with special educational needs

A school can usually provide help and sometimes uses specialists.

If your child has special educational needs, they may need extra help: with schoolwork, reading writing number work or understanding information, expressing themselves or understanding what others are saying, making friends or interacting with adults, behaving properly in school, organizing themselves.

They might have sensory or physical needs that affect them in school.

Signs that child might need special education

Poor grades or attendance Problems with memory or attention

Difficulty with classroom activities such as writing, reading or doing math Behavior problems, such as acting out when frustrated.

Social or emotional problems

Speech and language problems, such as poor vocabulary, sentence structure, or problems pronouncing words/sounds

The development of objectives-based curricula in special education has brought considerable benefits to the education of children with special educational needs. Schools can look to even greater successes as they become more experienced in using and modifying their curricula.

The role of the special school is changing, and is developing a system of ‘resource centers’ to enable wider provisions for meeting pupil’s special educational needs in mainstream.

Such development has created new and important challenges in the field of special education. The opportunities which objectives-based curricula extend through planned and structured teaching advantages for pupils with special educational needs are suitable with the opportunities provided through integration.

Objectives of special education

➢To develop the maximum potential of the child with special needs to
enable him to become self-reliant.
➢ For all around development in their personality.
➢ To make familiar with their abilities & capacities.
➢ Make independent.
➢ Provide appropriate education, personal & vocational education.
➢ Aware about their rights & facilities provide by government.

Points to consider while making curriculum for learner:
Interest of learner
Need of learner
Background of learner
Maturation of learner
Personality of learner
Capacity/Ability of learner

Sequence of curriculum:

1. From known to unknown

When a child enters into school, he possesses some knowledge and it is the duty of teacher to enlarge his previous knowledge. If we link new knowledge with the previous knowledge our teaching becomes clear and more definite. This maximum facilitates the learning process economies the efforts of teacher a d taught. Curriculum should be based on pattern of known to unknown to make teaching definite clearer and more fruitful.

• From simple to complex:

In this process, while making curriculum simple or easy things should be first presented to the students and gradually he should proceed towards complex or difficult things. The presentation of simple material makes the learner interested, confident and feels encouraged. As they will show interest towards simple material, they become receptive to the complex matter. On other hand, if complex matter is presented first the learners becomes upset, feels bored and finds him in a challenging situation. Simply or complexity of subject matter should be determined according to view point of learners. It makes learning convenient and interesting for the students.

• From concrete to abstract:

As Frobel said “our lessons ought to start in concrete and end in abstract.” For example when we teach the solar system, we first visualize the sun through our senses and gives the concept of eight planets, galaxies, meteorites etc. Through this process, the learner understands the materials more easily. The students will understand more easily when taught through their senses and never forget that material. On the other hand, if abstract things or ideas are presented they forget it soon.

• From analysis to synthesis:

When we divide a thing into easy parts or separate elements in order to understand it easily is called analysis. It is the process which helps in understanding the hidden elements of things or the cause of some incident or behavior. For instance, in order to tell about the structure of functions of heart, the parts of heart are shown separately and knowledge of every part given. After it the students are able to understand the structure or the system of the working of heart. In this way even a very difficult thing can be easily understand.

1. From particular to general:

General facts, principles and ideas are difficult to understand and hence the teacher should always first present particular things and then lead to general things. A teacher should always proceed from particular to general statement. Suppose teacher is teaching continuous tense while teaching English he/she should first give few examples and then on the basis of those make them generalize that this tense is used to denote an action that is going on at time of speaking.

• From empirical to rational:

Empirical knowledge is that which is based on observation and experience about which no reasoning is needed at all.

It is concerns, particular and simple. We can feel and experience it. On the hand, rational knowledge is based on arguments and explanations. For e.g. suppose the students are to be taught that water boils on heating. They should first be made to heat the water and see it boiling. Then the teacher should explain that when water is heated, the molecules which make the water boil. This maxim is an extension of some of the previous maxims, namely proceed from simple to complex proceed from concrete to abstract and from particular is general.

• From induction to deduction

The process of deriving general laws rules or formulae from particular example is called induction and deduction is just opportunities to it. In induction if a statements is true in special situations. Good Teacher always proceed from induction and finishes at dedication.

• From psychological to logical

Psychological approach takes into considerations the pupils his interests, abilities, aptitudes, development level, needs and reactions. The teacher should keep in mind that psychologist selection of subject matter to be presented before the pupils. Logical approach considers the arrangement of chosen content into logical order and steps. It is child centered.

• From actual to representative:

A teacher while selecting the content for presentation should make all efforts possible to present it through actual, natural or real objects than from their impressed representatives ones like pictures, models etc. It forces on concept of experience.

• From whole to parts:

For eg, the teacher while teaching the pollination in plants, he should 1st take flower and then analyze it to different parts and give detail information about every parts like sepal, petal, corolla, gynociam etc. It is actually reverse of “analyses to synthesis”.

• From define to undefined:

A teacher should always start from definite because definiteness has its limited boundaries than indefinite things. We always have confidence on definite and tested things. We learn indefinite things easily on the basis of definite things. Hence a teacher while teaching any content should first present definite things, ideas and then he can learn indefinite things easily.