The document discusses the needs and issues facing marginalized girl children. It collected data through case studies of 8 girl children using tools like interviews and questionnaires. It found that most girls had normal health and lived in joint families. They attended private school, performed above average, and had middle-income families. However, they faced educational issues like distance to school. It provided suggestions like improving early education, ensuring access to school, and increasing parental literacy to promote the inclusion of marginalized girl children.

1. MARGINALIZED GIRL
CHILD
The term ‘marginalization’
describes the overt actions or
tendencies of human
societies, where people who
they perceive to undesirable
or without useful function,
are excluded, i.e.
marginalized.
These people, who are
marginalized, from a
GROUP or COMMUNITY
for their protection and
integration and are known as
‘marginalized groups’

2. GROUPS PART OF TARGET
GROUP
 WOMEN
 PEOPLE WITH
DISABILITIES
 SCHEDULE CASTES
(DALITS)
 SCHEDULED TRIBES
 ELDERLY OR AGED
PEOPLE
 CHILDREN
 SEXUAL MINORITIES

3. NEEDS OF MARGINALIZED
GIRL CHILD
Educational
 Awareness need to be
created regarding
importance of education
for girls
 Preparation for school
 School close to home,
with women teacher

4.  Emotional Need
 Accepted, believed in,
cared about, loved, safe,
supported, trusted,
understood, valued
 Social Need
 Social intercourse with
their mates
 No biasness on the basis
of gender in society

5. COLLECTION OF DATA ON
MARGINALIZED GIRL CHILD
OBJECTIVES
 To understand need of
children belong to
Marginalized child
group
 To examine various
educational, social,
emotional problems
faced by them
 To give suggestion to
help in their
development &
inclusion

6. Method: Case Study

7. SAMPLE : 8 GIRL CHILD

8. Tools used:
 Performa
 Tools:
 observation,
 questionnaire,
 interview,
 report card,
 rating scale,
 checklist,
 word association
 Standardized
psychological test: CSCS

9. QUALITATIVE AND
QUANTITATIVE
ANALYSIS OF DATA
1. HEALTH

10. 2. FAMILY
NUMBER OF
SIBLINGS
NONE 01
ONE 04
TWO 02
THREE 01

11. Occupation
Relationship

12. 3. Socio Economic Status of
Family
Income
3000-10,ooo 03
11,000-20,000 01
21,000-30,000
35,000-50,000 01
Home
Rent 03
Own 05
Higher class
Middle class 07
Lower class 01
STATUS

13. 4. Education
Education performance
TYPE OF SCHOOL
Below 03
Average
Above average 05
HELP OR NOT
Parents 07 01
Teachers 06 02
CONTRIBUTION

14. 5.EDUCATIONAL AND
VOCATIONAL PLANS
 Six students want to
become a good teacher.
 Dancing is the common
hobbies of all students.
 Five students are
interested in reading a
book.
 Four students are
interested in painting.

15. CHILDREN WANT TO
BECOME
Teacher Dancer Soldier
• .

16. 6. INTELLIGENCE /
CREATIVITY /
PERSONALITY
Some of them are
creative.
Few of them don’t show
any creativity.
Some of them
participate in activity.

17. 7. Adjustment
1. Social
• Most of these children are social.
• They make friends easily.
2.Emotional
• Most of the children have no emotional
• problem.
• Some have no control on themselves.

18. MAJOR FINDINGS
 1.Most of the them have normal health.
 2. Most of the them have joint family and they have one sibling.
 3. Most of the student’s father doing private job.
 4. Most of the them study in private school and none of them avail any type of
scholarship.
 5. Most of the them are above average in educational performance. They are
helped by their class teacher and parents.
 6.Most of the them belong to middle class family, they have their own house and
whose family income lie between 3,000 -10,000.
 Most of the them are social and they make friends easily.
 Most of them have no emotional problem and some of them have no control on
themselves.
 Most of them want to become a teacher, and some of them want to become a
dancer and soldier.

19. PROBLEMS FACED BY
MARGINALIZED GIRL CHILD
EDUCATIONAL
PROBLEMS
• Distance to
school
• Violence at
school
• Gender
norms
• Poverty
• Early
marriage.
SOCIAL
PROBLEMS
• Parental
influence
• Internal
barriers (
personality
factors,
personal
choices and
decisions )
• Isolation
EMOTIONAL
PROBLEMS
• Control
• Internal
barriers (
personality
factors,
personal
choices and
decisions )

20. SUGGESTIONS
 SCHOOL
 Expanding and improving
comprehensive early childhood care
and education, especially for the most
vulnerable and disadvantaged children.
 SOCIETY
 Ensuring that all children, particularly
girls, children in difficult
circumstances have access to a
complete free and compulsory primary
education of good quality.
 TEACHERS
 Ensuring that the learning needs of all
girl child are met through equitable
access to appropriate learning and life
skills programmes.

21.  PARENTS
 Achieving improvement in levels
of parents literacy, especially for
women, and equitable access to
basic and continuing education
for all parents.
 SCHOOL
 Eliminating gender disparities in
primary and secondary
education, and achieving gender
equality in education, with a
focus on ensuring girls’ full and
equal access to and achievement
in basic education of good
Quality.
 Improving all aspects of the
quality of education, and
ensuring excellence of all so that
recognized and measurable
learning outcomes are achieved
by all, especially in literacy,
numeracy, and essential life
skills.

22. CONCLUSION
 The marginalization of
person often results from
various stereotypes and other
preconceived notions that
people develop in the
society.
 The society should take the
sole responsibility to ensure
that women are not
marginalized within the
society in any way or manner
whatsoever.
 Therefore the marginalized
women also part of our
society, so they should be
part of inclusive education.

23. QUESTIONS FOR DISCUSSION
 1. As we can see it
in papers, does it
happened in reality
also?
 2. How marginalized
girl child can
become a part of
inclusive education?