[Link].

Special Education
(Autism Spectrum Disorder)

Syllabus
Norms, Regulations & Course Content

REHABILITATION COUNCIL OF INDIA

(Statutory Body Under Ministry of Social Justice & Empowerment)
B-22, Qutab Institutional Area
New Delhi 110 016
2014
[Link]

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 [Link]. IN SPECIAL EDUCATION
(AUTISM SPECTRUM DISORDERS)

1. PREAMBLE

Autism Spectrum Disorders (ASD) is a group of complex neuro-developmental disorders

affecting communication, socialization, thought and behaviour, and includes individuals with
wide range of functional abilities. The symptoms may vary from being very severe to being
very mild.

Persons with ASD are entitled to equal rights and opportunities as all other citizens of the
country. The number of persons receiving a diagnosis of ASD is increasing rapidly. The
prevalence in Western countries is now believed to be higher than 1 in 500 births (National
Research Council 2002). Hence, the understanding of diagnostic & intervention issues
increase. Meeting the unique needs of person with ASD is a logical conclusion to this.

There is a growing demand for rehabilitation personnel trained especially in this field. The
DSE (ASD) course designed in 2003 was the first of its kind to provide human resource
development in the field of ASD in India. After a running this course for three years in 4
centres in the country, the Rehabilitation Council of India (RCI) felt the need to revise and
upgrade the course so that it enjoys parity and equivalence with other [Link] courses
recognized by the RCI. The policy of RCI is to review the course curriculum after every five
years to incorporate the recent development. In view of above, [Link]. (ASD) course,
which was revised in 2008, needs a fresh look on the basis of many recent developments in the
field of Autism Spectrum Disorders. The Council constituted a core committee followed by the
Expert Committee to go through the structure, content and duration and all other allied issues
of the course. The present document is the outcome of the sincere efforts by the members of
the Core/Expert committee.

This revised course is designed to provide the trainee teacher a comprehensive understanding
of ASD and the skill and competence to meet the needs of students with ASD in regular and
special education classrooms.

2. NOMENCLATURE OF THE COURSE:

[Link]. IN SPECIAL EDUCATION (ASD)

3. COURSE OBJECTIVES

The course is designed to enable the trainee teacher to

Develop an understanding of characteristics and etiology of ASD and associated conditions
Be familiar with the process of screening and diagnosis of ASD
Be acquainted with the stages of child growth & development and psychology of learning
Understand the objectives of general education, and organization of special education
services

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 Plan and implement educational programs selecting teaching methods suitable for children
with ASD
Develop suitable educational programs for children with conditions associated with ASD
Integrate the prescribed therapeutic programs within classroom
Understand the needs of family and promote integration of person with ASD within family
and community

4. ELIGIBILITY

Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible for
the course.

5. ADMISSION PROCEDURE

Merit for admission to this course will be prepared from 100 marks. The division of the marks
is as follows:
i. 50% weightage to 10+2 marks (50 marks)
ii. 10% to parents and siblings of the persons with disabilities (10 marks)
iii. 10% to additional higher qualifications (10 marks)
iv. 10% to written examination (10 marks)
v. 20% to the interview (20 marks)
Total 100 marks
Note: Each training centre will evolve admission criteria and publish the same in its
prospectus. The guidelines regarding reservation of SC/ST/OBC as per the Government
of India /State Govt. will be applicable for admission.

6. NUMBER OF SEATS

Each training center can admit a total of 25 candidates to the course

7. DURATION OF THE COURSE

The course duration will be two academic years comprising of 220 working days for each year.
At the rate of 6 hours per day, the total hours for theory and practical teaching will be 1320
hours in a year and 2640 hours in two years.

8. MEDIUM OF INSTRUCTION

The medium of instruction will be English/Hindi/State language.

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9. COURSE STRUCTURE & SCHEME OF EXAMINATION
As provided in the Table I below

Table I: Course Structure & Scheme of Examination

Sl. Name of Paper Hours Internal External Total
No. Marks Marks
A. COMMON PAPERS (First Year)
1 Introduction to Disabilities (Common Paper) 90 40 60 100
2 Educational Psychology (Common) 90 40 60 100
COMMON PAPERS (Second Year)
3 Education in the emerging Indian society and 90 40 60 100
school administration (Common Paper)
4 Inclusive Education for Children with Disabilities 90 40 60 100
(Common Paper)
B. DISABILITY SPECIFIC PAPERS (First Year)
5 Autism Spectrum Disorders: Nature, Needs & 90 40 60 100
Etiology
6 Assessment & Teaching Methods for Children 90 40 60 100
with ASD
7 ASD & Associated Conditions 90 40 60 100
8 Methodology for Practicum- Development of 90 40 60 100
Independent Living Skills & Teaching Learning
Material
DISABILITY SPECIFIC PAPERS (Second Year)
9 Therapeutics & Interventions in ASD -I 90 40 60 100
10 Therapeutics & Interventions in ASD -II 90 40 60 100
11 Curriculum & Educational Program 90 40 60 100
12 Adulthood, Family & Community Needs 90 40 60 100
Total 1080 400 600 1000
D PRACTICUM
1 Assessment & Individualized Education Program 350 180 120 300
2 Group Teaching & Peer Observation: Curricular 380 210 140 350
Activities
3 Group Teaching & Peer Observation: 200 120 80 200
Co-Curricular Activities
4 Therapeutics & Management of Behavior 200 120 80 200
5 Career education & Transition Plan 180 120 80 200
6 Preparation of Teaching Aids & Adaptive Devices 250 150 100 250
Total 1560 940 560 1500

TOTAL (THEORY + PRACTICUM) 2640 2500

Note:
1. In the first year examinations the trainees must appear for following papers
A) Common Paper 1 and 2
B) Disability Specific Papers 5, 6 and 7
C) Methodology for Practicum Paper 8
The remaining papers will be examined at the end of second year. Internal assessment
records must be maintained for both years.
2. The ratio of theory and practicum marks is 40:60 approximately
3. The division of marks for internal and external examinations in theory and practicum is
40:60 and 60:40 respectively.

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10. EXAMINATIONS

Examinations will be conducted as per the Scheme of Examination prescribed by the

Rehabilitation Council of India.

11. TEACHING FACULTY & STAFF

Persons with ASD need the services of different professionals. Hence an inter-disciplinary
team of professionals is required to train the special teacher to understand the needs of a person
with ASD, and provide effective intervention to him/her. The Centre conducting the Course
will have the prescribed set of core & visiting faculty (to handle specific topics) and non
teaching staff.

The Core Faculty

The course should have 2 lecturers for each year of the course and one will assume the charge
of course coordinator / head, thus requiring a total teaching staff of 4.

Essential qualifications for lecturers:

a) Post Graduate degree

b) [Link] (Special Education)/ [Link]. (Special Education)/ Diploma in Special Education (ASD)
c) Two years experience of teaching in special schools for children with ASD
d) Having valid RCI registration

Visiting Faculty

The following professionals will be required to give lectures/demonstrations or conduct

practical. The Centre will request the concerned professionals working in hospitals/institutes to
function as visiting faculty.

Pediatrician
Speech & language therapist
Occupational therapist
Social worker & counselor
Dietician
Music therapist
Yoga therapist
Drama & movement therapist
T-L Aids & creative arts teacher

Non-teaching staff

Librarian (full time/part time)

Typist-cum-accountant
Peon
Watchman (desirable)
Driver (desirable)

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12. PHYSICAL LOCATION & INFRASTRUCTURE

Location
The course will be conducted at a Centre which has a multidisciplinary team of experts, and an
attached/available special school for children with ASD where practical can be held.

Space
Office room: 1
Classrooms: 2
Library: 1
Staff room: 1
Toilets: 2
Hostel: 1 (Desirable)
Furniture
Core faculty
Tables: 4
Chairs: 4
Cupboards: 3
Visiting Faculty
Tables: 2
Chairs: 2

Office staff
Tables: 1
Chairs: 2
Cupboards: 1
Filing cabinet: 1
Stools: 2

Equipment for office & staff room

Computer with printer: 2

Telephone: 1
Photocopying machine: 1
Fan: 2
Electrical fittings (lights etc.): as per requirement
Wall clock: 2

Furniture & equipment for classroom

Tables : 25/per class

Chairs : 25/per class
Fans : 02/per class
Over Head Projector : 01/per class
LCD : 01
Screen : 01/per class
Black Board : 01//per class
Audio cassette recorder: 1
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Furniture & equipment for library

Cupboards: 6
Tables (large): 2
Table: 1
Chairs: 25
Books: 200 (initial requirement)
Journals: 5 (initial requirement)
Periodicals: 5 (initial requirement)

Assessment & teaching material

Diagnostic & Statistical Manual-Revised (DSM-IV)

International Classification of Diseases-(ICD-10)
Modified Checklist for Autism in Toddlers (M-CHAT)
Childhood Autism Rating Scale (CARS)
Asperger Syndrome Diagnostic Scale
Seguin Form Board
Mallins Intelligence Scale for Indian Children (MISIC)
Vineland Social Maturity Scale (VSMS)
Language Assessment Tool (LAT-NIMH)
Assessment of Basic Language & Learning Skills
Functional Assessment Checklist for Programming (FACP-NIMH)
Madras Development Programming Scale
Resource Books on Makaton Signs & Symbols (Indian Version)
Picture Exchange Communication System (PECS)
Directory of Sign Language (Ram Krishna Mission)
Montessori apparatus

Desirable

TV-DVD player
Video & audio CDs
Mini bus or Van for field visits, placements, home visits etc.

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(A) COMMON PAPER

Theory Paper 1: Introduction to Disabilities

Total Marks: 100
Total hours: 90
Objectives:
After completion of this paper, the learner is expected to:

1. Understand the differences disability and functioning

2. Understand the educational needs of various categories of persons with disabilities.
3. Know the common causes and preventive aspects of different kinds of disabilities
4. Know the importance of early identification and intervention
5. Understand the importance of different agencies in human resource development

Unit 1: Understanding Disability (15 Hours)

1.1 Historical development in understanding disability

1.2 Emerging trends: Concept and Definition of Impairment, Disability, Handicap(ICIDH) and
Functioning(ICF)
1.3 Definition and Categories of Disability as per National laws
1.4 Prevalence and demographic profile
1.5 Causes and prevention of disability

Unit 2: Definition, types and educational needs of children with disabilities (15 Hours)

2.1. Hearing Impairment: Definition and types

2.2. Visual Impairment: Definition and types
2.3. Mental Retardation: Definition and types
2.4. Neuromuscular: Definition and types
2.5. Autism Spectrum Disorder: Definition and types

Unit 3: Definition, types and educational needs of children with disabilities (15 Hours)

3.1. Mental Illness: Definition and types

3.2. Specific Learning Disabilities / Difficulties: Definition and types
3.3. Deafblindness: Definition and types
3.4. Locomotor Disabilities: Definition and types
3.5. Multiple Disabilities: Definition and types

Unit 4: Early Identification and intervention (15 Hours)

4.1 Concept and need of early identification

4.2 Screening and referral
4.3 Involvement of parents and the community
4.4 Role of special teacher/ educator in Early Intervention and related matters
4.5 Models of Early Intervention- Home based and centre based

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Unit 5: Human Resource in Disability Sector (15 Hours)

5.1 Concept and need of Human Resource in disability sector

5.2 Role of National Institutes
5.3 Role of International bodies
5.4 Role of NGOs and the Community
5.5 Status of Human Resource in India

Experiential Learning (15 Hours)

1. Prepare a checklist for identification of at least one disability.

2. The students are expected to visit at least two institutes for disabilities and observe children
with disabilities learning, and submit a report of their observation.

Reference material:

1. Madhavan, T. Kayla, M. Naidu, S. Peshawaria, R and Narayan, J (1989) Mental

Retardation A Manual for Psychologists
2. Wallace, P.M. and Goldstein, J.M. (1944) An Introduction to Psychology (3rd Edition)
Madison: Brown and Benchmark Publishing
3. Lindgren H (1988) Educational Psychology in the Classroom, Harper and Raw
4. Panda, KC (1997) Education and Exceptional Children, Vikas Publishing House, New
Delhi
5. Smith, D.D, and Luckasan, R.(1992), Introduction to Special Education, Allyn and Bacon,
Boston
6. Alan H. and Ravic R. (1998). Best and promising Practices in Developmental Disabilities,
Texas, PRO ED, Inc
7. Hegarty S. (2002). Education and Children with Special Needs in India: Sage
Publications, India Pvt. Ltd.
8. Myron G. Eisenberg, Robert L. Glueckauf, Herbert H. Zaretsky (1999) Medical Aspects of
Disability: A Handbook for the Rehabilitation
9. Arthur E. Dell Orto, Paul W. Power (2007) The Psychological and Social Impact of Illness
and Disability
10. Vicki L. Schwean, Donald H. Saklofske (1999) Handbook of Psychosocial Characteristics
of Exceptional Children
11. Seamus Hegarty, Mithu Alur (2002) Education and Children with Special Needs: From
Segregation to Inclusion
12. S.S. Chauhan (2002) Education of Exceptional Children

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(A) COMMON PAPER

Theory Paper-2: Educational Psychology

Total Marks: 100
Total Hours: 90
Objectives: After completion of this paper, the students are expected to:

1. Clearly delineate the nature of child development including delayed development.

2. Gain insights into various aspects of growth and development including personality
development.
3. Acquire and apply knowledge about cognition and intelligence.
4. Demonstrate clear comprehension of different perspectives of learning.
5. Acquire knowledge of different behavior problems among children and their management.

Unit I: Psychology and Theories of Learning (15 Hours)

1.1 Educational Psychology Nature, Importance and Scope.

1.2 Individual differences and methods of dealing with the differences
1.3 Importance of principles of psychology for the educators of children with disabilities.
1.4 Theories of Learning: Behaviorist (Classical & Operant), Social Learning (Bandura),
Cognitive Learning (Information Processing).
1.5 Role of teacher and learner in different teaching-learning situations- Learning Styles and
Learning in Constructivist Perspective

Unit II: Nature of Child Development (15 hours)

2.1 Child Development: meaning and nature

2.2 Principles of growth and development
2.3 Significance of child development for special educators in understanding the learner with
disability
2.4 Concept of developmental delay and / differences
2.5 Factors influencing development: heredity and environmental

Unit III: Major Aspects of Development (20 hours)

3.1 Physical and Motor Development: meaning, growth and maturation, gross and fine motor
development skills in infancy and pre-school children
3.2 Social Development: meaning, significance, stages, psycho-social development
3.3 Emotional Development: meaning, development of emotions at different stages
3.4 Personality Development: meaning, definition and factors affecting
3.5 Language Development: meaning and significance, bilingual and multilingual language
situations, implications for teachers

Unit IV: Cognition and Intelligence (15 hours)

4.1 Cognitive Development: Concept, Piaget's stages of cognitive development

4.2 Understanding socio-cultural difficulties and factors influencing cognition
4.3 Role of cognition in learning
4.4 Intelligence: meaning, definition and measurement of IQ.

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4.5 Howard Gardner's theory of Multiple Intelligence

Unit V: Behaviour Problems and Management (10 hours)

5.1 Common behaviour problems in children

5.2 Assessment of problem behaviour
5.3 Functional analysis
5.4 Behaviour management techniques
5.5 Planning, Implementation and Evaluation of Behavioural Management Programme

Experiential Learning (15 Hours)

The student learner is expected to observe problem behaviour of two children with disability
and write a report.

Reference material:

1. Kaul, V (1993) Early Childhood Education Programme, New Delhi, NCERT

2. Madhavan, T. Kalyan, M. Naidu, S. Peshawaria, R and Narayan, J (1989) Mental
Retardation A Manual for Psychologists,
3. Muralidharan R (1990) Early Stimulation Activities for Young Children, New Delhi
NCERT
4. Panda, KC (2001) Elements of Child Development (Sixth Revised Edition), Ludhiana
Kalyani Publishers.
5. Sharma, P (1995) Basics on Development and Growth of a Child. New Delhi: Reliance
Publishing House.
6. Sharma, R and Sharma, R (2002) Child Psychology Atlantic: New Delhi.
7. Mohan Mathew (1972) Child Psychology in Indian Perspective
8. Jan Borms (1984) Human Growth and Development
9. Madhavan, T. Kayla, M. Naidu, S. Peshawaria, R and Narayan, J (1989) Mental
Retardation A Manual for Psychologists
10. Wallace, P.M. and Goldstein, J.M. (1944) An Introduction to Psychology (3rd Edition)
Madison: Brown and Benchmark Publishing
11. Lindgren H (1988) Educational Psychology in the Classroom, Harper and Raw
12. Panda, KC (1997) Education and Exceptional Children, Vikas Publishing House, New
Delhi
13. Arthur E. Dell Orto, Paul W. Power (2007) The Psychological and Social Impact of Illness
and Disability
14. Vicki L. Schwean, Donald H. Saklofske (1999) Handbook of Psychosocial Characteristics
of Exceptional Children

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(A) COMMON PAPER

Theory Paper-3: Education in the Emerging Indian Society and School Administration
Total Marks: 100
Total Hours: 90
Objectives: After completion of this paper, the students are expected to:

1. Understand the different facets of education in India.

2. Describe various philosophies and their educational implications.
3. Appreciate the role of various agencies of education.
4. Know various significant legal policies initiative concerning education of children with
disabilities.
5. Acquire proficiency in school-administration and documentation matters.

Unit I: Nature and Emerging Priorities of Education (15 Hours)

1.1. Meaning, Definition and Scope of Education

1.2. Aims and objectives of general education and special education with reference to
pre-primary and elementary level(Primary and uppper primary)
1.3. Value education
1.4. Gender-equity (womens education) with particular reference to special education
1.5. Prevocational education

Unit II: Philosophies and Educational Implications (15 Hours)

2.1. Idealism
2.2. Naturalism
2.3. Pragmatism
2.4. Humanism
2.5. Implications of Educational Philosophies in special education

Unit III: Agencies of Education (15 Hours)

3.1. Formal special and regular schools

3.2. Informal family, community and mass media
3.3. Open and distance education with reference to special education
3.4. Roles of governmental and non-governmental agencies in general and special
education
3.5. Equalization of educational opportunities

Unit IV: Significant Legal/Policy Initiatives Concerning Education of Children with

Disabilities (15 Hours)

4.1. United Nations Convention on the rights of Persons with Disabilities (UNCRPD)
and Incheon Strategy
4.2. The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full
Participation) Act 1995/ Replacement Legislation
4.3. National Trust Act for Persons with Autism, Cerebral Palsy, Mental Retardation and
Multiple Disabilities (1999)

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4.4. National Policy for Persons with Disabilities (2006)
4.5. The Right of Children to Free and Compulsory Education Act (RTE) (2009) along with
Amendment

Unit V: Introduction to School Administration and Documentation (15 Hours)

5.1. Definition and principles of school organization and administration

5.2. Organization of Special School and Inclusive School
5.3. Duties and responsibilities of the head of school
5.4. Annual school plan and Preparation of time-table
5.5. Maintenance of school-record--progress report, cumulative record, case histories,
Continuous and Comprehensive Evaluation (CCE)

Experiential Learning (15 Hours)

The student is expected to take up one of the important facets of education such as gender-
equity, value education, prevocational education or any of the legal initiatives and develop a
review of literature.

Reference material:
1. Ashok Kumar (1991) Current Trends in Indian Education. New Delhi: Ashish Pub. House
2. Garg, V.P. (1990) Development of Perspectives in India education. New Delhi:
Metropolitan Pub.
3. Agrawal, S.P. and J.C. (1994) Third Historical Survey of Educational Development of
India. New Delhi: Concept Pub. Co.
4. Sharma, S.N. (1995) Philosophical and Sociological Foundation of Education. New Delhi:
Kanishka.
5. Smt, D.D. and Luckasson (1992) Introduction to Special Education. Boston: Allyn and
Bacon.
6. Nanda, V.K Education Emerging Indian Society
7. B.N. Dash (2004) Theories of Education and Education in the Emerging Indian Society

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(A) COMMON PAPER

Theory Paper - 4: Inclusive Education for Children with Disabilities

Total Marks: 100

Total Hours: 90
Objectives:

On completion of this paper, the student-teachers will be able to:

1. Define inclusion
2. Relate inclusion to all aspects of life and service delivery
3. Discuss the advantages and potential challenges of inclusion
4. Understand and use the methods and strategies of enhancing/promoting inclusion
5. Describe the roles of the community and society in general for successful inclusion

Unit I: Introduction to Inclusive Education (15 hours)

1.1. Understanding Inclusive Education: Meaning and Definition

1.2. Benefits of Inclusion
1.3. Difference between special, integrated and inclusive education
1.4. SSA, IEDSS and RMSA
1.5. Barriers to Inclusion: Systemic barriers, societal barriers and Pedagogical barriers

Unit II: Accessing Inclusive Education (15 hours)

2.1. Fundamental elements of inclusive school

2.2. Strategies for making schools inclusive
2.3. Need for Curriculum differentiations and assessment
2.4. Classroom Management and Teaching Strategies Cooperative Learning and Peer
Tutoring
2.5. Physical accessibility of schools and Universal Design Model

Unit III: Including Children with Disabilities in Education (15 hours)

3.1. Identifying special needs of children with disabilities

3.2. Curriculum Adaptations
3.3. Use of Technology, Teaching Learning Materialand Educational Aids
3.4. Continuous and Comprehensive Evaluation in Disabilities
3.5. Developing resource room and resource facilities

Unit IV: Networking for Inclusive Education (10 hours)

4.1. Developing partnerships with family

4.2. Developing partnership with school fucntionaries and peer gruop
4.3. Collaborative Teaching and team work
4.4. Mobilizing support for learners-role of voluntary organizations, community,
special school, Health care professional and local bodies
4.5. Understanding the role of BRCs, CRCs and school management committees

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Unit V: Major components of successful change toward Inclusion (10 hours)

5.1 Communication
5.2 Interpersonal skills
5.3 Positive attitudes
5.4 Flexibility
5.5 Success Stories, Financial Resources and Infrastrcture.

Experiential Learning (15 Hours)

(The students are expected to visit one inclusive setting and observe classroom teaching and
prepare case studies of students with disabilities in this school.)

Reference material:

1. Fernandez, G., Koenig, C., Mani M.N.G., and Tensi, S. (1999). See with the Blind.
Bangalore : Books for Change and CBM International.
2. ICEVI (1995). Proceedings of the Asia Regional Conference on Reaching the Unreached.
Organized by the International Council for Education of People with Visual Impairment
at Ahmedabad, India.
3. Jangira, N.K. and Mani, M.N.G. (1990). Integrated Education for the Visually Handicapped:
Management Perspective. Gurgaon: Academic Press Rehabilitation Council of India
(2000). Status Report on disability 2000.
4. Mani, M.N.G. (2001). Inclusive Education in Indian Context. Coimbatore, IHRDC
5. Murickan S.J.J, and Kareparampil, G. (1995). Persons with Disabilities in Society.
Trivandrum: Kerala Federation of the Blind.
6. Mukhopadhyay, S. and Mani. M.N.G. (1999). Education of Children with Special Needs,
Country Report, New Delhi : National Institute of Educational Planning and
Administration.
7. Punani, B., and Rawal, N. (1993). Handbook : Visual Impairment. New Delhi : Asish
Publishing House.
8. Awareness Package for Upper Primary teachers : NCERT, New Delhi, 2003
9. Inclusive Education : An Orientation Package for Teacher Educators. Department of
Education of Groups with Special Needs, NCERT, New Delhi, 2002 (both in Hindi &
English).
10. Planning and Managing Inclusive Education in the Indian Context. Department of
Education of Groups with Special Needs, NCERT and UNESCO, 2004.
11. Assessment of Needs for Inclusive Education : Report of the First Regional Workshop of
NCERT and UNESCO, 2000.

15
(B) Disability Specific Paper

Theory Paper - 5: Autism Spectrum Disorders: Nature, Needs & Etiology

90 hours
100 marks
Objectives:
On completion of this paper, trainees will be able to
1. Explain the Spectrum and evolution of understanding of Autism Spectrum Disorders
(ASD)
2. Describe the nature & characteristics of autism
3. Explain the impairments in ASD
4. Explain the neuro-cognitive theories pertaining to ASD
5. Describe the learning characteristics of children with ASD

Unit I: Introduction to ASD (10 Hours)

1. ASD: Concept, definition and characteristics

2. Historical perspective Cultural perspective, myths, and evolution of understanding the
diagnosis till date
3. Prevalence and incidence
4. Types of ASD
5. Etiology, Recent Trends and Updates

Unit II: Social Communication & Language across the spectrum (20 Hours)

1. Non-Verbal Communication
2. Verbal Communication
3. Social emotional reciprocity
4. Interpersonal relationships
5. Variations across the spectrum

Unit III: Thought and Behaviour in ASD (20 Hours)

1. Motor and Verbal Stereotypes

2. Unusual Sensory Behaviours
3. Routines and Rituals
4. Play behaviours
5. Variations across the Spectrum

Unit IV: Neurocognitive Theories (20 Hours)

1. Theory of Mind
2. Executive Functioning
3. Central Coherence
4. Implications in Learning and Educational Implications
5. Variations across the Spectrum

16
Unit V: Learning Characteristics and Styles (20 Hours)

1. Selective Attention
2. Motivation
3. Generalization & transfer
4. Uneven cognitive profile
5. Visual vs Auditory learning

Reference material:

1. Siegel, B. (1996): The World of Autistic Child Oxford University Press, New York

2. Miles,B.R. & Simpson,R.L. (2003): Asperger Syndrome, A Guide for Educators and Parents
Pro ed, Texas

3. National Research Council (2002): Educating Children with Autism National Academy
Press, Washington

4. Accardo, P.J., Magnusen,C., Capute, A.J. (2000): Autism. Clinical & Research Issues - York
Press, Baltimore

5. Miles,B.R. & Simpson,R.L.(1998): Educating Children & Youth with Autism - Pro ed,
Texas

17
(B) Disability Specific Paper

Theory Paper - 6: Assessment & Teaching Methods for Children with ASD

90 hours
100 marks
Objectives:
On completion of this paper, trainees will be able to
1. Describe the techniques for screening and assessment of persons with ASD
2. Explain the need and areas of assessment in ASD
3. Describe the teaching approaches and methods suitable for persons with ASD
4. Use the appropriate strategies for teaching persons with ASD
5. Understand the need and concept of Inclusive Education

Unit I: Screening, Diagnosis & Assessment (20 Hours)

1. Screening, diagnosis & assessment: concept and definition

2. Screening tools: M-CHAT, Screening Test for Autism
3. Diagnostic criteria: DSM-IV, DSM-V, ICD-10
4. Diagnostic tools: CARS, CARS II, Autism Behavior Checklist, ADOS, Aspergers
Syndrome Diagnostic Scale, RAADS; Indian Tools and Cultural Adaptations
5. Differential Diagnosis

Unit II: Functional Assessment (20 Hours)

1. Need for Functional Assessment

2. Types of assessment
3. Methods of Assessment
4. Assessment of
- Language & communication
- Social behavior
- Motor skills
- Learning styles & strategies
- Challenging Behaviours
5. Tools of Functional Assessment PEP-R, APEP, ABLLS, TTAP, VABS II

UNIT III: Approaches to Teaching (20 Hours)

1. Behavioural Approach:
- LOVAAS
- Applied Behavioral Analysis
- Discrete Trial Teaching
- Verbal Behavior Analysis
2. Developmental Approach
Floor time
Montessori
3. Structure and visual Supports - TEACCH

18
 4. Naturalistic Approaches - Pivotal Response Training
5. Considerations for eclectic approaches and cultural adaptations

Unit IV: Teaching Method & Techniques (15 Hours)

1. Stages of Learning Acquisition, maintenance, fluency and generalization

2. Principles of Teaching- concrete, iconic, symbolic,
3. Teaching Strategies task analysis, prompting, fading, shaping, chaining
4. Teaching Approaches multi sensory, project method, play way
5. One to one teaching and group teaching

Unit V: Inclusive Education (15 Hours)

1. Concept and Definition

2. Types of Inclusion
3. Challenges to inclusion in ASD
4. Role of special educator for students with ASD
5. Importance of enabling social and physical environment

Reference material:

1. Jordan,R..& Powell, S.(2000): Understanding & Teaching Children with Autism John
Wiley & Sons, Chichester

2. Partington,J.W. & Sundberg,M.L.(1998): The Assessment of Basic Language &

Learning Skills Behavior Analysts Inc. CA

3. Greenspan,S.I. & Wieder,S.(1998): The Child with Special Needs Perseus Books,
USA

4. Maurice, C. (1996): Behavioral Intervention for Young Children with Autism. A

Manual for Parents & Professionals - Pro ed, Texas

5. Miles,B.R. & Simpson,R.L.(1998): Educating Children & Youth with Autism Pro ed,
Texas

6. Whitaker, P. (2001): Challenging Behavior & Autism - The National Autistic Society,
London

7. Chari, M. (2004): Autism Diagnosis & After Orion Printers, Hyderabad

8. Perepa, P. (2007): Autism: A Practical Guide for Parents & Teachers Prachee
Publications, Hyderabad

19
(B) Disability Specific Paper

Theory Paper - 7: ASD & Associated Conditions

90 hours
100 marks
Objectives:

On completion of this paper, trainees will be able to

1. Describe the characteristics & types of children with mental retardation & cerebral
palsy
2. Explain the characteristics & types of children with visual & hearing impairments
3. Describe the characteristics of children with attention disorders & psychiatric co-
morbidity
4. Discuss the educational implications for ASD children with various associated
conditions

Unit I: ASD & Mental Retardation (MR) (15 Hours)

1. MR: Concept and definition

2. Characteristics of MR
3. Causes of MR
4. Classification of MR
5. Educational implications for ASD children with MR

Unit II: ASD & Cerebral Palsy (CP) (15 Hours)

1. CP: Concept and definition
2. Characteristics of CP
3. Causes of CP
4. Types of CP
5. Educational implications for ASD children with CP

Unit III: ASD & Visual Impairment (VI) & Hearing Impairment (HI) (20 Hours)

1. VI & HI: Concept and definition

2. Characteristics of VI & HI
3. Causes of VI & HI
4. Types of VI & HI
5. Educational implications for ASD children with VI& HI

Unit IV: ASD & Psychiatric Co-morbidity (25 Hours)

1. Types of Psychiatric Co-morbidity : anxiety, depression

2. Characteristics Psychiatric Co-morbidity
3. Causes of Psychiatric Co-morbidity
4. Management of Psychiatric Co-morbidity
5. Educational implications for ASD children with Psychiatric Co-morbidity

20
Unit V: ASD & Attention Deficit Disorders (15 Hours)

1. Attention Deficits with and without Hyperactivity: Concept and definition

2. Characteristics of children with ADHD
3. Causes of ADHD
4. Management of ADHD
5. Educational implications for ASD children with ADHD

Reference materials:

1. Baroff, G.S. (1986): Mental Retardation. Nature, Causes & Management Hemisphere
Publishing Corporation, Washington

2. Panda, KC (1999): Education of Exceptional Children Vikas Publications, New Delhi

3. Cruickshank, M. W. (1976): Cerebral Palsy. A Developmental Disability Syracuse

University Press, USA

4. Bender, W.N. (1995): Learning Disabilities. Characteristics, Identification Teaching

Strategies USA

5. Phyllis & Newcomer (1980): Understading & Teaching the Disturbed Child Allyn &
Bacon, Boston

21
(B) Methodology for Practicum

Theory Paper 8: Development of Independent Living Skills & Teaching-Learning

Material (TLM)
90 hours
100 marks

Objectives:

On completion of this paper, trainees will be able to

1. Demonstrate understanding of various self help activities across ages and levels of ASD.
2. Demonstrate competency in selecting suitable functional literacy and numeracy skills
across ages, levels of children with ASD.
3. Develop an understanding of teaching independent work skills for students with ASD
across the spectrum
4. Explain the relevance of TLM for education of children with ASD
5. To prepare appropriate TLM for curricular and co-curricular activities.
6. Develop TLM for to provide classroom structure.

Unit I: Self Help Skills (20 Hours)

1. Dressing: Removing & wearing using fasteners appropriate choice of clothes and
maintenance washing & ironing use of suitable footwear and accessories, social and age
appropriate dressing, privacy
2. Grooming: Tooth brushing bathing combing adaptation
3. Meal time activities: Feeding eating by self social behaviour during mealtime setting
& cleaning before and after meals adaptation.
4. Toileting: Indication use of toilet cleaning self and toilet after use maintaining privacy
adaptation, privacy
5. Hygiene & self care: Nose cleaning - Nail cutting shaving Menstrual hygiene, privacy

Unit II: Pre-Academic & Academic Skills (20 Hours)

1. Reading: whole word reading, phonetics, picture reading, vocabulary building, sentences;
Comprehension, drawing inferences, grammar,
2. Spelling and writing- copying, fill in blanks, dictation
3. Math: number value, basic math calculation addition, subtraction, multiplication division,
place value, problem solving
4. Environmental awareness Teaching concepts related to social and science, (writing
letters, shopping).
5. Computation: time, money, measurement.

Unit III: Functional Academics: Math, Language, Science and Social Science (15Hours)

1. Functional literacy - Reading of survival signs, Reading sign boards use of telephone
numbers and public utility services
2. Functional literacy - Math in daily life: time, money, measurement
3. Functional community orientation Banking, bills, shopping, use of community resources

22
4. Self information own name, parents name, address, phone numbers, etc
5. General Knowledge & Awareness current affairs, weather, national festivals, leaders,
sports, etc

Unit IV: Teaching Pre-vocational & Vocational Skills (15 Hours)

1. Daily living skills: routine, travel, creative, appropriate
2. Interpersonal relations, employer/co-worker.
3. Job related Behaviour grooming skills, punctuality, regularity, suitable behaviour
4. Occupational skills: related to the job chosen (inclusive of functional academics), using
structure to teach independent work skills, Health/safety skills understanding danger
uses sharp objects, safety, uses household electrical items First Aid.
5. Vocational rehabilitation: pre-vocational training and types of employment opportunities
suitable for persons with ASD.

Unit V: T-L Aids for Social Communication & Environmental Support (20 Hours)
1. Visual aids: Picture cards, emotion & cartoon strips, maps, charts, schedules, CDs, 3D,
2D models,
Visual schedules
- Level of visual representation
- Arrangement of visual representation
- Mini schedules & task organizers
2. Auditory aids: tapes, musical instruments
3. Electronic aids
4. Teaching aids - mini books & notebook, Social stories
5. Communication boards & Choice boards, other AACs

Reference materials:

1. Wheeler, M. (1998): Toilet Training for Individuals with Autism and Related Disorders
Future Horizons, Texas

2. Myreddy V, Narayan J (1998) Functional Literacy & Numeracy Series 2 NIMH,

Secunderabad.

3. Narayan, J. (1993) Towards Independence Series NIMH, Secunderabad

4. Narayan, J. (1993) Skill Training Booklets NIMH, Secunderabad

5. Narayan, J. (1990), Social Skills NIMH, Secunderabad

6. Michael, B., Vallettuti, P. & Bender,R. (1993): Teaching the Moderately & Severely
Handicapped Volume II University Park Press, USA

7. Peshwaria, R. (1991): Play Activities for Young Children with Social Needs NIMH,
Secunderabad

23
8. Keirnen.W.E. & Stark, J.A. (1986): Pathways to Employment for Adults with
Developmental Disabilities Little Brown & Co. Boston

9. McClannen, L.E. & Krantz, P.J. (1999): Activity Schedule for Children with Autism.
Teaching Independent Behavior Woodbine House, USA

10. Grandin, T. (1996): Thinking in Pictures and Other Reports from my Life with Autism
Vintage Books, New York

11. Miles,B.R. & Simpson,R.L.(1998):Educating Children & Youth with Autism- Pro ed,
Texas

12. Miles,B.R. & Simpson,R.L. (2003): Asperger Syndrome, A Guide for Educators and
Parents Pro ed, Texas

13. Kaul, S. (2002): My Stamp Book Indian Institute for Cerebral Palsy, Kolkata

14. Gray, C. (1995): Social Stories Unlimited. Social Stories & Comic Strip Conversations
Jenison, MI

24
(B) Disability Specific Paper

Theory Paper - 9: Therapeutics & Interventions in ASD - I

90 hours
100 marks
Objectives:
On completion of this paper, trainees will be able to
1. Apply the techniques for development of language and communication in children with
ASD
2. Apply the methods for sensory integration & occupational therapy for children with ASD
3. Plan and implement behavior management strategies
4. Describe methods of developing social cognition in ASD
5. Discuss the need for medical intervention in ASD and options for alternative interventions

Unit I: Speech, Language and Communication Therapy (20 Hours)

1. Speech, language and communication: Implications for across the spectrum

2. Development of Language: receptive and expressive
3. Development of communication and conversation skills.
4. Alternative & Augmentative Communication Systems Communication aids & devices:
Scope & limitations
5. Role of speech & language therapist: early childhood to school years

Unit II: Sensory Integration & Occupational Therapy (20 Hours)

1. Sensory Processing in ASD

2. Sensory Integration Therapy: principles, method & limitations
3. Development of motor skills
4. Activities of daily living (ADL)
5. Role of occupational therapist: early childhood to school years

Unit III: Social Cognition (15 Hours)

1. Teaching Emotion
2. Developing Self concept
3. Understanding social situations
4. Teaching social referencing
5. Developing Interpersonal Skills

Unit IV: Behaviour Management - Challenging Behaviours (20 Hours)

1. Understanding behaviours
2. Functional Analysis of Behaviours
3. Behaviour assessment tools
4. Behaviour Modification Strategies in altering antecedents, altering consequences
5. Controlling antecedents

25
Unit V: Medical Intervention & Alternative Therapies (15 Hours)

1. Role of Medical Professionals

2. Medication: Symptomatic approach for hyperactivity aggression SIB, Preservation,
Anxiety seizures, Sleep disorders
3. Alternative Therapies - Diet therapy, Megavitamin therapy, Auditory Integration Therapy,
Music & Movement Therapy, Ayurveda, Yoga & Adaptive Physical Education, etc
4. Challenges & limitations of medication
5. Role of teachers

Reference materials:

1. Shaw, W.(2002): Biological Treatments for Autism & PDD The Great Plains Laboratory,
Inc. Lenexa

2. Hodgdon, L.(1999): Visual Strategies for Improving Communication - Quick Roberts

Publishing, Michigan

3 Lal, R., & Ghate, R.A. ( 2003): Line Drawings for Signs from Makaton Vocabulary (Indian
Version) Makaton India, Mumbai

4 Lal, R., & Ghate, R.A. ( 2003): Symbols for Makaton Vocabulary (Indian Version)
Makaton India, Mumbai

5 Frost, L.A. & Bondy A.S. (1994): Picture Exchange Communication System. Training
Manual Pyramid Educational Consultants Inc. NJ

6. Jeychandran,P. (2001): Teaching Yogasanas to Persons with Mental Retardation Vijay

Human Service Centre, Chennai

7. Shersborne, V. (1990): Developmental Movement for Children - Cambridge University

Press, Cambridge

8. Ayres,J.A.(1979): Sensory Integration & the Child-Western Psychological Services, Los

Angeles

26
(B) Disability Specific Paper

Theory Paper - 10: Therapeutics & Interventions in ASD - II

90 hours
100 marks
Objectives:

On completion of this paper, trainees will be able to

1. Plan for school readiness for children with ASD
2. Describe strategies to enable successful inclusion
3. Plan for social and recreational activities
4. Prepare and plan for transition into adolescence and adulthood
5. Support and guide persons with ASD

Unit I: School Readiness (20 Hours)

1. Development of pre-learning skills: Attention, eye-contact, sitting tolerance, imitation,

compliance, cooperation, turn-taking skills, on-task behavior;
2. Development of pre-academic skills: matching, sorting, grouping, classification, pattern
making, sequencing, labeling and other skills
3. Development of Pre-reading concepts: picture reading, alphabet identification,
4. Development of Pre writing concepts: controlled use of writing implements (column,
written lines), scribbling, tracing, copying
5. Development of Pre-math concepts: such as big small, far - near, more less, counting
and identification of numerals

Unit II: Strategies for transition to inclusive classrooms (20 Hours)

1. Adaptations in physical environment

2. Instructional adaptations across environments
3. Adaptations in Classroom practices and curricular and co curricular activities
4. Sensitization of the School environment
5. Assignments, examination and test taking strategies

Unit III: Social, Leisure and Recreation (15 Hours)

1. Role of Social and Recreation skills

2. Difference between socially acceptable and non acceptable behavior
3. Social competencies across life span stages
4. Teaching age appropriate social and recreation skills
5. Teaching individual and group social and recreation skills

Unit IV: Adolescence & Preparing for Adulthood planning for transition, self
awareness, behaviours, sexuality, occupational (20 Hours)
1. Impact of puberty and adolescence on persons with ASD
2. Planning ahead for transition: self regulation, maintaining social proximity,
3. Teaching about the body and understanding own physical changes
4. Sexuality: masturbation, regulation of emotions and needs related to sexuality, &
behavioural challenges, prevention of sexual abuse

27
5. Marriage, Pregnancy, Ageing and Future life

Unit V: Guidance and Counselling for Persons with ASD

1. Role of Psychologist / Counsellor

2. Cognitive Behavioral Management
3. Training and involving the individual with ASD in the rehab process through
understanding of own diagnosis
4. Enabling circles of peer supports
5. Empowering towards self Advocacy

Reference materials:

3. Shaw, W.(2002): Biological Treatments for Autism & PDD The Great Plains Laboratory,
Inc. Lenexa

4. Hodgdon, L.(1999): Visual Strategies for Improving Communication - Quick Roberts

Publishing, Michigan

6 Lal, R., & Ghate, R.A. ( 2003): Line Drawings for Signs from Makaton Vocabulary (Indian
Version) Makaton India, Mumbai

7 Lal, R., & Ghate, R.A. ( 2003): Symbols for Makaton Vocabulary (Indian Version)
Makaton India, Mumbai

8 Frost, L.A. & Bondy A.S. (1994): Picture Exchange Communication System. Training
Manual Pyramid Educational Consultants Inc. NJ

7. Jeychandran,P. (2001): Teaching Yogasanas to Persons with Mental Retardation Vijay

Human Service Centre, Chennai

7. Shersborne, V. (1990): Developmental Movement for Children - Cambridge University

Press, Cambridge

8. Ayres,J.A.(1979): Sensory Integration & the Child-Western Psychological Services, Los

Angeles

28
(B) Disability Specific Paper

Theory Paper - 11: Curriculum & Educational Program

90 hours
100 marks
Objectives:

On completion of this paper, trainees will be able to

1. Explain the concept, types and approaches to curriculum development
2. Adapt curriculum for pre-primary, school, and vocational levels
3. Develop need-based educational programs

Unit I: Curriculum Development (15 Hours)

1. Curriculum: concept and definition

2. Need for development of curriculum
3. Approaches to curriculum development
4. Types of curriculum: developmental, functional
5. Adaptive curriculum for inclusive education

Unit II: Educational Program (Pre-primary) (15 Hours)

1. Social & Play skills

2. Cognitive skills
3. Pre-learning skills
4. Language & communication skills
5. Motor skills & Activities of Daily Living

Unit III: Educational Program (Primary & Secondary) (20 Hours)

1. Social and Play skills

2. Language & communication skills
3. Motor & self help skills
4. Academic skills
5. Pre-vocational skills

Unit IV: Educational Program (Intermediate & Vocational) (20 Hours)

1. Academic skills
2. Social and Communication skills
3. Self care and Domestic skills
4. Vocational skills
5. Leisure and Recreational skills

29
Unit V: Development of IEP (20 Hours)

1. Need for Individual Education Program (IEP), Individual Family Service Plan (IFSP)&
Individual Transition Plan (ITP)
2. IEP development team
3. Components of IEP
4. Process of IEP development
5. Group educational program

Reference materials:

1. Pratt, D. (1980): Curriculum Design & Development Harcott Brace, New York

2. Smith, D.D. (2002): Introduction to Special Education. Teaching in an Age of Challenge

Allyn & Bacon, Boston

3. Bos, C.S. & Vaugh, S. (1994): Strategies for Teaching Students with Learning &
Behavioral Problems Allyn & Bacon, Boston

4. Polloway, E.A. & Patton, J.R. (1993): Strategies for Teaching Learners with Special Needs
Macmillan Publishing Co., New York

5. Baine, D. (1988): Handicapped Children in Developing Countries. Assessment, Curriculum

& Instruction University of Alberta, Edmonton

6. Romila, S. (1997): School Readiness Program NCERT, New Delhi

7. Miles,B.R. & Simpson,R.L.(1998):Educating Children & Youth with Autism- Pro ed,
Texas

8. Lovaas, I.O. (1981): Teaching Developmentally Disabled Children. The ME Book Pro
ed, Texas

9. Turnbull, A.P., Strickland, B. & Brantley, J.C. (1990): Developing and Implementing
Individualized Education Program Merrill, London

30
(B) Disability Specific Paper

Theory Paper - 12: Adulthood, Family & Community Needs

90 hours
100 marks
Objectives:

On completion of this paper, trainees will be able to

1. Describe the needs of parents and family members
2. Enumerate the adult living possibilities available for person with ASD
3. Explain the process of rehabilitation of persons with ASD
4. Develop strategies to address adult needs of persons with ASD
5. Explain the role of community and Government agencies in rehabilitation of persons with
ASD

Unit I: Parental & Family Issues (20 Hours)

1. Impact of ASD on parents, marriage & career etc

2. Impact of ASD on siblings & extended family
3. Parental Concerns: diagnosis, intervention, progress, life span issues
4. Collaborating with parents & families
5. Parental empowerment: training of parents, formation of support groups, parent networks

Unit II: Adult Living (15 Hours)

1. Living with family

2. Respite care & foster home
3. Independent living options: Group Homes, Cluster of homes
4. Sexuality & marriage
5. Use of community facilities

Unit III: Community Awareness & Advocacy (20 Hours)

1. Community awareness: types and method

2. Role of parents in community awareness
3. Role of professional organization in community awareness
4. Citizen & self advocacy: Human rights & ethical concerns
5. Community based rehabilitation

Unit IV: Process of Rehabilitation 20 Hours)

1. Habilitation & rehabilitation across the spectrum: concept & definition

2. Education for Work and Employment across the spectrum
3. Developing work skills and work behaviors
4. Work and Employment
a. Home based
b. Sheltered

31
 c. Self & supported
d. Open
5. Awareness of services & resources for ASD

Unit V: Constitutional & Legal Provisions as applicable to Persons with ASD (15 Hours)

1. International provisions as applicable to individuals with ASD

2. Constitutional and legal provisions as applicable to individuals with ASD
3. Implications of the UNCRPD
4. Role of the National Trust
5. Role of the RCI

Reference materials:

1. Dillon, K.M. (1995): Living with Autism. The Parents Stories Parkway Publishers Inc.
NC

2. Hamilton, L.M. (2000): Facing Autism. Giving Parents Reasons for Hope and Guidance for
Help - Waterbrook, Colorado

3. Desai, A.N. (1990): Helping the Handicapped. Problems & Prospects Ashish Publishing
House, New Delhi

4. Bennett,T, Lingerfelt,V. & Nelson,D.E. (1990): Developing Individual & Family Support
Plans. A Training Manual Brooklin Books, MA

5. Webster, E.J. (1993): Working with Parents of Young Children with Disabilities Singular
Publishing Group, California

32
(D) Practical

1. Assessment and Individualized Education Program

300 marks (150 + 150)
350 hours (175 + 175)
Objectives:
On completion of these practical, the trainee will be able to
1. Conduct functional assessment of persons with ASD.
2. Plan, implement and evaluate individualized programme plans for person with ASD.
3. Select and make teaching aids appropriate for the training modules.
4. Coordinate own work with the work of other professionals
5. Prepare case study reports of the work done with persons having ASD.

Procedure: During the first year, the trainee is expected to develop under supervision I.E.P.
for 3 cases of varying gender and types of ASD, implement and report. Out of 3 cases at least
one should be a child in inclusive education classroom.
In the second year, the trainee will develop under supervision IEP for 3 cases, one each on
mental retardation, CP, multiple disability, implement and report.
The trainee is expected

1. Collect background information including family background, birth and developmental

history, school history and any other significant information from parents.
2. Relate other reports, if any, such as that of psychologist, therapist, and medical
professionals for planning.
3. Choose the suitable educational assessment tool and conduct assessment of current level.
4. Adapt curriculum in a selected subject area for IEP for a child in inclusive education
classroom
5. Select goals and objective for intervention, and prepare suitable TLM
6. Implement program and evaluate learning
7. Submit report

Note

1. The master trainer is expected to seek permission for doing I.E.P. from the parents of the
cases and only on consent from the parents should cases be introduced to the trainee teachers.
2. List of materials for special educational assessment which the trainee teachers may use shall
include:
Assessment of Pre-learning skills
Portage Checklist (Pre-school)
Madras Developmental Programming Scheme (School)
Functional Assessment Checklist (School)
Assessment of Basic Language and Learning Skills
3. A total of 50 hours of work must be devoted to each of the IEPs. Cases may be taken
simultaneously

Reference materials

1. Turnbull, A.P., Strickland, B. & Brantley, J.C. (1990): Developing and Implementing
Individualized Education Program Merrill, London
33
2. Lovaas, I.O. (1981): Teaching Developmentally Disabled Children. The ME Book Pro
ed, Texas
3. Bluma, S.M., Shearer, M.S., Frohman, A. M. & Hillard, J.M. (1976): Portage Guide to
Early Education Portage project, Wisconsin

(D) Practical
2. Group Teaching & Peer observation: Curricular Activities
350 marks (300 + 50)
380 hours (320 + 60)
Objectives:
On completion of these practical, the trainee will be able to
1. Plan and implement lessons to meet the educational needs of students with ASD and
associated conditions in one to one or group settings
2. Evaluate the teaching learning outcomes and identify need for improvement in self and peers

Procedure
1. The trainee is expected to design a total of 20 lessons under supervision in the areas of
motor skill, language & communication, self help skills, social skills, functional academics,
pre-vocational and vocational skills.
2. Before commencing the delivery of lessons, the trainee must observe a minimum of 5
lessons given by a senior special educator.
3. The trainee is expected to collect data on functioning level of the children through
educational assessment and information provided by the teacher concerned.
4. Select suitable goals and specific objectives for individual child/group of children
5. Design and submit each lesson plan for approval prior to implementation
6. Implement the approved lesson with appropriate teachinglearning material
7. Evaluate the learning of students, own performance during teaching and suggest measures
for improvement
8. File all lesson plans together with observers comments and marks for final submission
9. A trainee must observe at least 5 lessons given by peers. This observation must be done
along with the master trainer.
10. Peer observations should be reported in prepared format and submitted to the master trainer

Note
[Link] 20 lessons should be evenly distributed over two years. At least 12 lessons should be
given to students with ASD, and the rest to students with associated conditions.
[Link] master trainer should provide opportunities so that a trainee may plan and implement
more than 20 lessons for practice and improvement of skills. While all practice lessons
should be guided and approved, only 20 lessons will be assessed and marked.
[Link] master trainer must give an orientation on peer observation to trainees and a peer
observation format which may be used during peer observation by the trainee.
[Link] observation is learning process for a trainee and hence must be done while a lesson is
being observed by the master trainer

Allotment of marks

1. Planning & implementation of 20 lessons : 300 marks

2. Peer observation of 5 lessons : 50 marks

34
(D) Practical

3. Group Teaching & Peer observation: Co-curricular Activities

200 marks (150 + 50)
200 hours (150 + 50)
Objectives:
On completion of these practical, the trainee will be able to

1. Plan and implement lessons in co-curricular area meet the educational needs of students with
ASD and associated conditions in one to one or group settings
2. Evaluate the teaching learning outcomes and identify need for improvement in self and peers

Procedure

1. The trainee is expected to plan under supervision a total of 10 lessons in the areas of
physical education, yoga, music, dance & movement, art & craft and games
2. The 10 lessons must cover each of the co-curricular areas mentioned above.
3. The trainee must observe at least 5 lessons given by a senior special educator teaching the
co-curricular activities
4. The trainee is expected to consult the concerned class teacher about the appropriateness of
a co-curricular activity for the selected group of children
5. Each lesson plan must be approved by the master trainer prior to commencement of the
lesson
6. Implement the lesson with suitable T-L aids, evaluate self and learners performance, and
suggest measures for improvement
7. File all lesson plans with observers comments and marks for final submission
8. The trainee is expected to observe at least 5 lessons in co-curricular areas given by a peer
9. Peer observation reports must be submitted on a prepared format and submitted

Note

1. The 10 lessons may be given in the second year. The lessons can be distributed so that at
least 6 lessons are given to students with ASD and the rest to those with associated
conditions
2. The master trainer should ensure that trainee receives skill training in co-curricular
activities wherever required, e.g. yoga, dance & movement etc.
3. The trainee may give more than 10 lessons for enhancing competence
4. Peer observation of a lesson must be done along with master trainer

Allotment of marks

1. Planning & implementation of 10 lessons: 150 marks

2. Peer observation of 5 lessons: 50 marks

35
(D) Practical

4. Therapeutics & Management of Behavior

200 marks (100 + 100)
200 hours (100 + 100)
Objectives
On completion of these practical, the trainee will be able to
1. Plan and implement suitable classroom activities relating to speech & language therapy,
sensory integration and occupational therapy
2. Select and apply appropriate strategies to manage the behavioral deficits Commonly seen in
children with ASD and associated conditions

Therapeutics

Speech Therapy and Sensory Integration Therapy and Occupational Therapy

Procedure

1. The trainee is expected to observe 2 cases in each of therapeutics using the observation
schedule given by the concerned therapist in the Centre. Make an observation report on
each case and submit.
2. The trainee must select 2 students for each of the therapeutics i.e. speech therapy and
sensory integration therapy and occupational therapy conduct the following under
supervision
Observe children to assess for deficits using appropriate tools
Analyse assessment data
Plan suitable intervention program
Implement program
Evaluate outcome
3. Submit the report of work in a case study form. The intervention program should be
appropriate for the family and community settings to which the case child belong

Management of Behavior

Procedure

1. The trainee may select students taken for IEP if they have behavioral deficits. Whereas in
the 1st year a minimum of 3 cases with ASD must be selected, in the 2nd year 3 cases with
associated conditions should be selected for management of problem behavior.
2. Under supervision the trainee should
Observe the child.
Conduct functional analysis of behavior
Select target behavior with suitable management strategies
Implement behavioral management program in teaching sessions
Maintain record of progress
3. Submit report on the intervention program with remarks and suggestions. The report should
be in the form of a case study keeping the family setting of the child in perspective.

36
(D) Practical

5. Career Education & Transition Plan

200 marks (100 + 100)
180 hours (90 + 90)
Objectives
On completion of this practical, the trainee will be able to
[Link] a career education program suitable for transition from school to work environment
[Link] the career education and transition program with students with ASD

Procedure
Selecting 2 students with ASD above the age of 15 years the trainee is expected to
1. assess the current level of functioning in pre-vocational skills
2. identify family and community needs
3. select at least two suitable occupations based on assessment data for each case
4. develop career education and transition program
5. implement and evaluate the program
6. submit detailed report on each case
The career education and transition programs may be spread over two years. The trainee may
be given one case per year. The work must be done under supervision of the master trainer.

(D) Practical

6. Preparation of Teaching Aids & Adaptive Devices

250 marks (125 + 125)
250 hours (125 + 125)
Objectives
On completion of these practical, the trainee will be able to
1. Design and prepare teaching learning aids to suit the needs of students with ASD
2. Develop culturally appropriate and low cost adaptive devices for communication and
independent living

Procedure: The trainee is expected to

1. Develop teaching learning aids for IEP, Group Teaching (curricular and co-curricular
activities) and career education and transition program.
2. Design age appropriate communication boards, picture cards, low cost sensory
integration devices and adaptive devices for self-help skills
3. Submit all teaching aids and devices for evaluation

Note

The trainee may be allowed to seek guidance from concerned therapists and the master trainer
to design adaptive aids and devices

*****

37