the concept of guidance and its relevance to school education.The ...

The school guidance plan is an area of strategic planning that has in recent times moved center stage in the lives of guidance counselors. Irish Educational Legislation, Department of Education and Science Circulars, Workshops organized by the Institute of Guidance Counselors (IGC), and Guidelines from the National Center for Guidance in Education (NCGE) have all placed emphasis on schools having a School Guidance Plan. Each school is required to develop and implement, as part of its overall plan, a comprehensive guidance plan? Schools, as part of the overall School Development Plan will form a comprehensive guidance plan, taking into account the needs of students, available resources and contextual factors.? The Guidelines for Schools on the implications of Section 9(c) of the Education Act (1998), relating to students? access to appropriate guidance, is a document that clearly sets out the implications of the provisions 1998 Act. This clarity is welcome in that it outlines for all of the partners in education the central role that guidance plays in the life of all students. It sets to one side the stereotypical image of guidance being the remit of one subject department in a school and places it at the center of the students? whole education. The challenge for schools will be to ensure that the broader definition of guidance becomes embedded in the whole school programme and beyond the traditional singular remit of the guidance counselor. The engagement of a school in guidance planning will assist in broadening the concept of guidance beyond the guidance counselor. It will also encourage the exploration of the guidance programme, identify areas for improvement, and promote greater guidance access for all students. The Department of Education and Science publication, looking at our School: An aid to self-evaluation in second-level schools is also a useful reference tool in relation to school guidance planning. This document dedicates a complete section to the Quality of Support for Students. It will prove a useful resource to schools in their guidance planning.
Backward Students
After identifying the backward children, you should first decide one of the three possible ways
For the backward children: Whether they should be given education in a regular class, or
They should be taught in a separate class within the same school, or
They should be provided education in a separate school.
The following principles of learning must be kept in mind while teaching the backward children in classroom. Backward children should be taught in simple steps so that they can achieve mastery in the17 learning at their own pace.
They should receive immediate reinforcement for their success.
They should receive a variety of stimulation.
They should be provided with immediate knowledge of results.
They should be given the opportunity to practice knowledge and skills.
Creative Students
The teacher in the class and outside the class may encourage the spirit of inquiry in the student. Full freedom should be provided for coming out with new ideas. Psychological freedom and psychological safety are essential for creative expression. The technique of brainstorming or creative problem solving can be conveniently used in small groups of students. They should be given full freedom for the development of their imagination. You may use special programmes designed to facilitate their thinking. They should be encouraged to think on the courses and consequences of an action. They should also be encouraged to think different approaches and alternatives.

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