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Respect for diversity in learning styles and emphasizing processing skills create opportunities for life and learning harmony: Study
"Harmony in schools and classrooms when seen as a value, ideal or aim to be achieved, it would implicate that the learning processes be inclusive, accommodative and cooperative to turn them into community of learners. This would also require devising a curriculum that encourages respect for diversity in learning styles and emphasizes processing skills such as reading and sense making and create opportunities for lifelong learning," said the Jaipur-based researcher whose paper has been accepted for a conference to be held in Ahmadabad on 2nd & 3rd December, 2018.

The paper titled "Life-Learning Harmony Via Processing Skills Based on Read-To-Learn Technique: An Intervention Research in In-Service Education of Special Educators" authored by Dr. Lalit Kishore at Disha Foundation in Jaipur, will be presented at International Conference on Harmony Through Education jointly organized by Dr. Babasaheb Ambedkar Open University (BAOU) and Global Educational Research Association (GERA).

The paper describes the concept of 'harmony' through a sentence acrostic as follows.

H: Happily living and learning together to
A: Achieve peaceful unity as learners with mutual
R: Respect to turn diversity with
M: Mechanisms that are adaptive and seen as
O: Opportunities so that
N: None remain exclusive and
Y: Yearning for unity, co-existence and peace to continue

The abstract of the paper states that many educators subscribe for the view that the life-long learning can be achieved by subscribing for the processing skills. Keeping this in view, an intervention was undertaken with study of the paper on learning disabilities with the centrality of read-to-learn skills.

The method of intervention-cum-action research was used with the following objectives: (1) To prepare a three-hour read-to-learn material as demonstration of skill; (2) To transact the template-based  seven-hour skill practice through assignments; and (3) To study the reactions of the special education trainees toward the intervention. The template had three components reading passage numbered keywords for silent reading; writing outline of text with key-phrases and framing questions to which keywords are the answers.

The pupil teachers as in-service trainees reacted positively to the intervention. It can be gathered that for lifelong learning the habit of reading and making sense from the read material is essential. In other words, harmony with life can come through relating life and learning as an on-going process.

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