If innocence had an animation video writ on every frame, Bhimsain's 1974 classic Ek Anek Ekta wins hands down as far as two generations of Indians are concerned.

"I am handicapped but it hasn’t stopped me from succeeding and I am glad that I can inspire other disabled people in India. I have developed a lot of innovative work in ICT for my poor children and I am glad it has been recognised,” said Mr. Pradeep Negi, who was physically disabled at the age of two due to polio.


These videos are produced by TESS-India to support school leaders in enhancing the quality of teaching and learning in their primary or secondary school. We are sharing the 2nd part of the series.

The article looks at the element of inclusion in children's literature. But it makes the strong point that ALL children must have access to reading good books. It also explores the different equalising aspects in children's books where children from all backgrounds meet amidst the pages of a 'darn good story'!

“There is always one moment in childhood when the door opens and lets the future in.”- Graham Greene.

This article analyses the role of the regular teachers, principal and management in helping to sustain the resource room.

I stood at the doorway and watched as the little group of kindergarteners filed into the art class. They were filled with anticipation. Roselyn, my young colleague, always set up her art session with a little takeaway for every type of learner. As I watched her work with the children I was filled with awe. Making your own choice, she said, was important. Every child is creative, and has his or her unique style. Children have different views, some want action and like to work in threes and fours. They are happiest in a group.

 One may ask: if science is all about facts, abstract concepts, definitions, theories and laws that explain the natural phenomena, how can science textbooks be inclusive? The social context does enter the textbooks through examples. In physics while explaining push and pull, the examples of someone pushing a cart or pushing a heavy object are presented. The question about inclusiveness here would be to ask ‘who’ is pushing and ‘what’?

I am the Manager of a government-aided minority school situated in the walled city of Delhi. More than sixty percent of the children in the elementary and higher classes of the school are from socioeconomically and culturally marginalised backgrounds. The editors of Learning Curve requested me for an article because, as a member of this school community, I have been mulling over issues of exclusion and inclusion. I could have written about the marginalised and subaltern lives of our children.

I am sharing about my experiences of being a student in a school that largely catered to a middle class neighbourhood with most of the students’ father or mother employed in the same industry but in different capacities, spanning from a floor cleaner to director of a department.

 A month into school and Mrs. G., the UKG class teacher, was worried, “S doesn’t understand anything I say, and I don’t know how to teach her. She copies from other students around her.


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