Curriculum Framework

Integrated Bachelor of Education-Master of Education

Special Education (Intellectual Disability)-

Integrated B.Ed.-M.Ed.Spl.Ed. (ID)

NORMS, REGULATIONS & COURSE CONTENT

March, 2017

Effective from Academic Session 2017-18

Three Years Duration

Pilot Basis

Rehabilitation Council of India

B-22, Qutab Institutional Area,
New Delhi - 110 016

Email: [email protected], [email protected]

www.rehabcouncil.nic.in

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Integrated B.Ed – M.Ed. Special Education (Intellectual Disability)

Three years B.Ed. – M.Ed. Integrated programme has been developed to prepare the
professional teacher committed to serve in the field of disability rehabilitation
(intellectualdisability). The programme combines theory and practical alongwith internship to
inculcate the philosophy of inclusive education. The component of research has been
incorporated to enable the Teacher trainer to innovate the proper methodology of developing
the latent potential of any child in any environment. This will encourage professional
teachers further to upgrade their knowledge and skill. Advance knowledge in the intricacies
of pedagogical theory shall facilitate the professional teacher in developing the better way of
instructions in the classroom.

It will provide a firm initial foundation essential to equip any professional teacher with the
knowledge, competences, skills, attitudes, awareness and confidence required to teach
children in general and special education classrooms and to prepare professionals with
integrated ability for curriculum and instructional planning, educational management,
research and human resource development.
Objectives
After the completion of the course the teacher trainee will able to:
a. Acquire knowledge & skills about human development, contemporary Indian
education, and pedagogy of various school subjects and assessment for learning.
b. Acquire knowledge & skills about nature and educational needs of children with
disabilities.
c. Acquire knowledge & skills about nature and educational needs of children with
Specific Learning Disability
d. Develop conceptual understanding of education provisions and skills for working with
children with various disabilities in Special and inclusive settings.
e. Enhance knowledge and skills for professional development.
f. Assist potential teacher educators to exert leadership in advocating and meeting
educational needs of children with disabilities in various settings
g. Offer teacher educators the opportunity to develop specialized capacity for leadership
in curriculum, pedagogy and universal design to teach in inclusive classroom.
h. Build theoretical knowledge and skills in research methodologies and conducting
research in order to enhance education of children with disabilities in all settings.

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The curriculum of Integrated B.Ed. - M.Ed. Special Education (Intellectual Disability)
Programme is developed with a focus on the following aspects –

 Incorporation of components of existing B.Ed. and M.Ed. Special Education

(Intellectual Disability)) programme of Rehabilitation Council of India (RCI)
 Inclusion of new courses in Rehabilitation Sciences/Disability domain as per the need
and prevailing trends of the country and at par with guidelines of UNCRPD.
 Keeping the guidelines of NCTE in view to established parity between general and
special streams of teacher preparation.

Eligibility for Admission

 (a) Candidates with at least fifty percent marks either in the Bachelors Degree and/or
in the Masters degree in Sciences/ Social Sciences/ Humanities, Bachelor’s in
Engineering or Technology with specialization in Science and Mathematics with 55
% marks or any other qualification equivalent thereto, are eligible for admission to the
programme.

 (b) The reservation and relaxation for SC/ST/OBC/PWD and other categories shall be
as per the rules of the Central Government/ State Government, whichever is
applicable.

Course Pattern (Semester)

The decision on Semester or non-semester nature of the course depends upon the
pattern followed in the University concerned to which the College is affiliated.

Passing Minimum
The minimum marks for passing in the theory papers are 50% in each theory paper,
50% in practical and 50% in aggregate.

Nature of Evaluation
The institute implementing the course may decide on the internal or external or both
the system of evaluation subject to the approval of the University concerned.
Improvement of Marks
The student will also be given opportunities for improvement of marks in the
particular examination by reappearing in the specific paper in the next examination.
The examination pattern of the special education programmes may be as per the

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 regulations of the implementing Universities/Colleges of Education. However, the
guIDelines pertaining to the examination procedure prescribed by the Rehabilitation
Council of India may also be adopted.

Teacher-Student Ratio
The staff-student ratio in the area of B.Ed. – M.Ed. Special Education Integrated
programme may be 1:15 as per the RCI norms. Considering the infrastructural
facilities needed for Special Education and based on the tasks such as supervising
practicum, a maximum number of 20 students may be admitted for the B.Ed – M.Ed
Special Education Integrated programme
Faculty Requirement:
Phase/Year No of Faculty for No of Faculty for Common
Disability Specialization Paper
st
1 2 2
2nd 1 1
3rd - -
Total 3 3
Grand Total- 06

Professor Associate Professor Assistant Professor

01 01 04

(Note: Faculty can be utilized for teaching in a flexible manner so as to optimize academic
expertise available. Depending on the areas of specialization the faculty shall be shared
between the various teaching education programmes offered by the institution).
Infrastructural Facilities
Institutions / Colleges of Education / University Departments offering B.Ed-M.Ed
Special Education (Integrated) programme should have necessary infrastructural
facilities such as the psychology laboratory, science laboratory, language laboratory,
work experience laboratory, computer room, etc. In addition to the infrastructural
facilities, aIDs and appliances necessary for the specialization concerned should also
be available. The institution should have a model school for children with respective
disabilities so that the student teachers can have practice teaching during the course.

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 Until such a facility is made available in the premises of the institution, a model
school in the locality can be adopted.

Certification as a Registered Professional

It is mandatory for every teacher of special education to obtain a “Registered
Professional Certificate” from the Rehabilitation Council of India to work in the field
of special education in India. Successful candidates shall be registered as Special
Educator (Intellectual Disability). As continuous professional growth is necessary for
the renewal of the certificate, the teachers as well as educators in special education
should undergo in-service programme periodically to update their professional
knowledge. Amendments, if any, to the regulations of the course will be made
periodically by the Rehabilitation Council of India. Any deviation from the above
regulations should have the prior approval of the Rehabilitation Council of India.

DURATION OF THE COURSE

The duration of the Course is of Six Semesters, that is, three academic years, which
can be completed in a maximum of four years from the date of admission to the
programme.

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Overview of Programme Structure

S.No Semester Paper No Hours Credit

1 Semester I Common Paper 5 210 14

Specialization Paper 1 60 4

Practical (Cross Disability- 1 60 2

I)

Total 7 330 20

2 Semester Common Paper 4 240 16

II Specialization Paper 1 60 4

Practical(Disability 1 60 2
Speclization-1)

Total 6 360 22

3 Semester Common Paper 2 60 4

III Specialization Paper 3 150 10

Practical(Disability 1 120 4
Speclization-II)

Practical- Field 1 120 4

Engagement/Internship

Total 7 450 22

4 Semester Common Paper 1 60 4

IV Skill based optional courses 2 60 4

(Cross Disability and
Inclusion) (Specialization
Disability)

Practical(Cross Disability-2) 1 120 4

Practical(Field Engagement 1 120

other Disability Special
School) 4

Practical(Field Engagement 1 120 4

other Disability Inclusive
School)

Total 6 480 20

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 5 Semester Common Paper 2 120 8

V Specialization Paper 2 120 8

Practical (Dissertation-I) 1 60 2

Practical (Field 1 120 4

Engagement/Internship as a
Teacher Educator -I

Total 6 420 22

6 Semester Elective Paper 1 60 4

VI Practical (Dissertation-II) 1 420 14

Practical (Field Engagement 1 120 4

as a Teacher Trainee -II)

3 600 22
Total

1Theory credit = 15 hours, 1 Practical credit = 30 hours

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ABBREVIATION USED IN SYLLABI

PwID-Persons with Intellectual Disability

SwID- Students with Intellectual Disability

SLD-Specific Learning Disability

UNCRPD- United Nations Convention on the Rights of Persons with Disabilties

RPwD Act-The Rights of Persons with Disabilities Act 2016

NT Act-National Trust Act 1999

RTE Act-Right to Education Act 2009

IEDC-Integrated Education for the Disabled

POA-Programme of Sction

IEDSS-Inclusive Education for the Disabled at Secondary Stage

RMSA-Rashtriya Madhyamic Siksha Abhiyan

RUSA-Rastriya Uchchatar Siksha Abhiyan

MDG-Millinium Development Goal

SDG-Sustainable Development Goal

AAC-Augmentative and Alternative Communication

NSSO-National Sampal Survey Organisation

CP-Cerebral Palsy

IEP-Individualized Educational Plan

ITP- Individualized Transition Plan

IFSP-Individualized Family Support Plan

TLM-Teaching Learning Material

EI-Early Intervention

CCE-Continuous and Comprehensive Evaluation

NCF-National Curriculum Framework

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CAL-Computer Assisted Learning

CAI-Computer Assisted Instruction

ICT-Information and Communication Technology

NSDS-National Skill Development Corporation

MSJ&E-Ministry of Social Justice and Empowernment

ADL-Activities of Daily Living

ABA-Applied Behaviour Analysis

VAKT-Visual Auditory Kinesthetic Tactile

CBT- Cognitive behavioral therapy

CBR-Community Based Rehabilitation

UDL-Universal Design for Learning

ECE-Earlychildhood Care and Education

AV-Auditory Verbal

ISL-Indian Sighn Language

ADHD-Attention Deficit Hyperactive Disorder

ADD-Attention Deficit Disorder

TE-Teacher Education

CRE-Continous Rehabilitation Education

MHRD-Ministry of Human Resource Development

ODL-Open Distance Learning

RCI-Rehabilitation Council of India

EMIS-Educational Management Information System

MOOC-Massive Open Online Course

OER-Open Educational Resources

5E-Engage, Explore, Explain, Elaborate, and Evaluate.

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 STRUCTURE OF THE PROGRAMME

SEMESTER-I
Course Title Lectures Tutorial (T) Hours Practical Total Total
(L) Hours Per Week (P) Hours Hours Credit
Per Week Per Week
Psychology of Human Growth & 3 1 - 60 4
Development
Development of Education and 3 1 - 60 4
Special Education
Introduction to Sensory Disabilities 1 1 - 30 2
(VI, HI, Deaf-blind)
Introduction to Neuro 1 1 - 30 2
Developmental Disabilities (LD/ ID,
ASD)
Introduction to Locomotor & 1 1 - 30 2
Multiple Disabilities (Deaf-Blind,
CP, MD)
IDentification and Assessment of 3 1 - 60 4
Children with Intellectual disability
Practical: Cross Disability and - -- 4 60 2
Inclusion I
Total 330 20

SEMESTER-II
Course Title Lectures Tutorial (T) Hours Practical Total Total
(L) Hours Per Week (P) Hours Hours Credit
Per Week Per Week
Learning, Teaching and 3 1 60 4
Assessment
Pedagogy of School Subjects(ANY 3 1 - 60 4
ONE from Part Ito Part V)
Pedagogy of School Subjects 3 1 - 60 4
(ANY ONE from Part Ito Part V)
Inclusive Education 3 1 - 60 4
Curriculum Development and 3 1 - 60 4
Evaluation of Intellectual
Disability
Practical: Disability specialization - -- 4 60 2
I
Total 360 22

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 YEAR I

SEMESTER I & SEMESTER II

Credits: 4 120 Hours

PRACTICAL I : Cross Disability and Inclusion

Tasks for the Student- Disability Educational Hrs Description

Teachers Focus Setting
Classroom Observation
Special
Major Disability Minimum 30
School/Inclusive 25
school periods.
School

Minimum 3 Minimum 30
Cross Disability 25
Special Schools school periods.

PRACTICAL II : Disability Specialization

Tasks for the Disability Educational Setting Hrs Description

Student-Teachers Focus
Micro Teaching on
------ Institute 5 5 Lessons
Selected Skills
Micro Teaching on
General Institute 5 5 Lessons
(Simulated)
Lesson Planning for
Major Special / Inclusive Set-
Selected Subject 10 10 Lessons
Disability Up

 Case Study
IEP/Interventio
.
n
Major Special / Inclusive Set- (5 objectices for each
(Intervention in 02 40
Disability Up cases(IEPs)in 4
Cases (one from
areas/ domains
primary leveland one
from secondary level)
Development of TLM 15 School Periods
Major Special / Inclusive Set-
10 TLMs for 5
Disability Up
objectives selected

 Evaluation of Practical Papers for Semester I and Semester II will be conducted at

the end of first year.

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 SEMESTER-III
Course title Lectures Tutorial Practical Total hours Total
(l) hours (t) hours (p) hours credit
per week per week per week
Educational Intervention and 3 1 - 60 4
Teaching Strategies for Children
with ID
Technology and Children with 3 1 - 60 4
Intellectual Disability
Psycho Social and Family Issues 1 1 - 30 2
for ID
Reading and Reflecting on Texts 1 1 - 30 2
Drama and Art in Education 1 1 - 30 2
Practical: Disability - - - 120 4
Specialization II
Field Engagement Main - - - 120 4
Disability-Special Schools
Total 450 22

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 SEMESTER-IV

Course Title Lectures Tutorial Practical (P) Hours Total Total

(L) Hours (T) Hours Per Week Hours Credit
Per Week Per Week
Skill based Optional Course (ANY 1 1 - 30 2
ONE Cross disability and
inclusion)
A. Guidance and Counselling
B. Early Childhood Care &
Education
C. Applied Behavioural
Analysis
D. Community Based
Rehabilitation
E. Application of ICT in
Classroom
F. Gender and Disability
G. Braille and Assistive
Devices
Skill based Optional 1 1 - 30 2
Course(specialization disability)
ANY ONE
A. Orientation & Mobility
B. Communication Options:
Oralism
C. Communication Options:
Manual (Indian Sign
Language)
D. Augmentative and
Alternative
Communication
E. Management of Learning
Disability
F. Vocational Rehabilitation
& Transition to Job
Placement
Research Methodology and 3 1 - 60 4
Statistics
Practical-Cross Disability and - - 8 120 4
Inclusion
Practical: Field Engagement other - - 8 120 4
Disability Special School
Practical: Field Engagement other - - 8 120 4
Disability Inclusive School
Total 480 20

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 YEAR II

SEMESTER III & SEMESTER IV

Credits: 20 600 Hours

PRACTICAL I: Disability Specialization

Tasks for the Student- Disability Educational Setting Hrs Description

Teachers Focus

Execution of Lesson plan –

Group and Individual Major Special / Inclusive
50 Minimum 60 School Periods
Disability Set-Up

Development of Teacher Made Major Special / Inclusive

Test 60 Minimum 60 School Periods
Disability Set-Up

Case Work for full 1 Year with

1 Case in atleast 4 areas of the
Major Special / Inclusive Stretched over 1 full year
domain Assessment, Setting 50
Disability Set-Up
Annual Goals, Implementation,
Evaluation.

Curriculum Adaptation Major Special / Inclusive

15 Minimum 20 School Periods
Disability Set-Up

Major Minimum 02 school periods.

Visit to other Special Schools Special School 10
Disability in two schools

Special
Lesson Plan and Execution on Major
School/Resource 30 30 Lessons
different levels for all subjects Disability
Room

Lesson Plan and Execution on

selected subjects (topics)
Major 20
Resource Room 20 Lessons
Individualized Teaching - Disability
Lessons on Selected Subjects
(topics)

Special / Inclusive 5
------
Organizing Seminar /PTA Set-Up

Special 120
Major
School/Inclusive
Field Engagement Disability
School

Other 120
Special School
Field Engagement Disability

Cross 120
Practical Cross Disability & Special School
Disability
Inclusion

 Evaluation of Practical Papers for Semester III and Semester IV will be conducted at the end of second year.

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 SEMESTER-V

Course title Lectures (l) Tutorial Practical (p) Total Tot

hours per (t) hours hours per week hours al
week per week cred
it
Perspectives in Teacher Education – In- 3 1 - 60 4
service &Pre-service
Educational Evaluation 3 1 - 60 4
Adulthood and Family Issues of Students 3 1 - 60 4
with Intellectual Disability
Therapeutics and Assistive Devices for 3 1 - 60 4
Children with Intellectual Disability
Dissertation-I - 4 60 2
Field Engagement/Internship as a - - 8 120 4
Teacher Educator
Total 420 22

SEMESTER-VI
Course Title Lectures (L) Tutorial (T) Practical Total Total
Hours Per Hours Per (P) Hours Hours Credit
Week Week Per Week
ELECTIVE COURSES 3 1 - 60 4
(Any one):

Educational Management 3 1 - 60 4

Educational Technology 3 1 - 60 4

Guidance and Counselling 3 1 - 60 4

Dissertation – II - - - 420 14

Field Engagement / Internship as a - - - 120 4

Teacher Trainee-II

Total 600 22

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 YEAR III

SEMESTER V AND VI

Credits: 24 720 Hours

Task for Student Disability Educational Hrs Description

Teacher Focus Setting
120 Pre-Service Lecture: 8 lesson
plans for classroom teaching at
Pre-Service Lecture B.Ed and D.Ed Diploma Level (4) and Graduate
-------
at B.Ed and D.Ed Level level (4), out of them 2 will be
Level ICT based ( 1 at Diploma and 1
at Graduate level)

Supervision of B.Ed and D.Ed

Practice of Teaching Lessons:
Guide and 120
B.Ed and D.Ed Supervision of 8 lessons each
Supervision of B.Ed -------
Level (B.Ed and D.Ed Practice of
and D.Ed Practice of
Teaching Lessons. Teaching Lessons) from different
level and domain

Special / Inclusive
Specialization Research and Field Work
Dissertation Set-Up 480

 Internship in Teacher Training Institution

 Evaluation of Practical Papers for Semester V and Semester VI will be conducted at the end
of third year.

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 SEMESTER-I

Course Title: PSYCHOLOGY OF HUMAN GROWTH AND DEVELOPMENT

Credit: 04
Contact Hours: 60

Introduction
This course exposes student-teachers to the study of child and human development in order to
gain a better understanding about variations and the influence of socio-cultural-political
realities on development. A critical understanding of theoretical perspectives of development
would an ID in their application in teaching learning process. Through close observation of
children in their natural environments the teacher trainee would be able to situate their
theoretical knowledge within realistic frames. This course would also be able to equip them
to reflect and critique the normative notions of childhood and adolescence.

Objectives
After studying this course the student- teachers will able to:
• Discuss the overview of Nature and scope and its principles of educational
psychology.
• Identify the different aspect of Growh and Development.
• Explain theoretical Approaches to Development
• Express the concept and principles of Personality
• Analyse different Psychological Aspects of Teaching

Unit 1: Overview Educational Psychology

1.1 Nature and scope of educational psychology
1.2 Principles of educational psychology
1.3 Methods of Educational Psychology
1.3.1 Observation
1.3.2 Experimental method
1.3.3Correlational
1.3.4 Clinical
1.3.5 Case Study
1.4 Applications of educational psychology to person with disabilities
1.5 Contemporary trends

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Unit 2: Understanding the Development of the Learner
2.1 Concept and Principles of Growth and Development
2.2 Methods of studying development: Longitudinal, Cross-sectional, Cohort sequence
2.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence,
Adulthood)
2.4 Nature vs Nurture
2.5 Domains (Physical, Cognitive Development, Social, Emotional, Sensory- perceptual,
moral development, play and language development), Factors affecting Growth and
Development

Unit 3 : Theoretical Approaches to Development

3.1 Cognitive & Social- cognitive theories (Piaget, Vygotsky, Bruner, Bandura and
Kohlberg)
3.2 Psychosocial Theory (Erikson)
3.3 Psychoanalytic Theory (Freud)
3.4 Ecological Theory (Bronfrenbrenner)
3.5 Holistic Theory of Development (Steiner)

Unit 4: Personality and thinking

4.1 Concept, definition and principles of personality development
4.2 Personality Theories-
4.3 Psychoanalytic-Freud & Neo-Freudians, Trait, Humanistic
4.4 Assessment of Personality
4.5 Implications in teaching-learning with reference to children with disabilities

Unit 5: Psychological Aspects of Teaching

5.1 Individual differences and its educational implications for children with disabilities
5.2 Classroom climate, group dynamics
5.3 Peer tutoring, co-operative learning, self-regulated learning
5.4 Teacher effectiveness and competence
5.5 Guiding children with disabilities

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Course Work/ Assignments/ Practicum
• Plan and conduct a survey about attitudes/ practices regarding one or more of the
following: children with disabilities, prenatal development, prenatal hazards, school
drop-outs, motivation of children
• Conduct an experiment with Piagetian methods of evaluating cognitive development
and submit a report
• Analyze any autobiography to explain human development
• Design a behaviour modification plan for a specific child
• Present information on cognitive styles and their effects on learning
Transaction
Lecture Method, Seminar, Group Discussion, Practical and Field work

Engagement with the field as part of course as indicated below

Hands on Experience
• Observe children in various settings and identify milestones achieved.
• Seminar on human development
• Writing Journal for reflection and case study
Suggested Readings
• Berk, L. E. (2000). Human Development. Tata Mc.Graw Hill Company, New York.
• Brisbane, E. H. (2004). The developing child. Mc.Graw Hill, USA.
• Cobb, N. J. (2001). The child infants, children and adolescents. Mayfield Publishing
Company, California.
• Hurlocl, E. B. (2005). Child growth and development. Tata Mc.Graw Hill Publishing
Company, New York.
• Hurlocl, E. B. (2006). Developmental Psychology- A life span approach. Tata
Mc.Graw Hill Publishing Company, New Delhi.
• Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on Schools,
Schooling and Human Development. New York: Routledge.
• Mittal. S. (2006). Child development- Experimental Psychology. Isha Books, Delhi.
• Nisha, M. (2006). Introduction to child development, Isha Books, Delhi.

• Papalia, D. E., & Olds, S. W. (2005). Human development. Tata Mc.Graw Hill
Publishing Company, New York.
• Santrock. J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing
Company, New York.
• Santrock. J. W. (2007). Adolescence. ,Tata Mc.Graw Hill Publishing Company, New
Delhi.

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 SEMESTER-I

Course Title: DEVELOPMENT OF EDUCATION AND SPECIAL EDUCATION

Credit: 04
Contact Hours: 60

Introduction
This course will enable learners to explore education both general and special from historical
perspective leading to contemporary India. The course also includes various commissions
and policies and issues and trends in the field of education, special education and inclusive
education in the national and international contexts covering all aspects of quantity and
quality.

Objectives
After completing the course teacher educators will able:
 Contrast Philosophical Foundations of Education and special education system in
India.
 Interpret the Development of Education System
 Analyse Contemporary Issues and Concerns
 Discuss the Issues in Indian Education with Special Reference to Persons with
Disabilities
 Conceptualize the meaning of Diversity and Future Perspective

Unit 1: Philosophical Foundations of Education

1.1 Education: Concept, definition and scope
1.2 Agencies of Education: School, family, community and media
1.3 Philosophies of Education: idealism, naturalism, pragmatism, existentialism, humanism,
constructivism and connectionism
1.4 Classical Indian Perspective (Budhism, Jainism, Vedanta Darshan, Sankya Darshan)
1.5 Indian Philosophers (Aurobindo, Gandhi, Tagore, Krishna Murthy)

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Unit 2: An Overview of Development of Education System
2.1 Shaping of Education in Pre-Independence and Post-Independence India
2.2 Emerging Education in India and in the Global Context
2.3 Education as a development indicator, and enhancer of development indicators,
Education for sustainable development, conservation of environment and social change,
individual and national development & Right based approach
2.4 International curriculum framework in the light of changing priorities and international
perspectives
2.5 Perspectives of Education for the Persons with Disabilities

Unit 3: Contemporary Issues and Concerns

3.1 Universalisation of School Education, Right to Education and Universal Access; Issues of
a) Universal enrolment b) Universal retention c) Universal learning; Language issues in
education; Challenges of education from preschool to senior secondary.
3.2 Issues of quality and equity: Physical, economic, social, cultural and linguistic,
particularly w.r.t girl child, weaker sections and disabled
3.3 Equal Educational Opportunity: (i) Meaning of equality and constitutional provisions (ii)
Prevailing nature and forms of inequality, including dominant and minority groups and
related issues
3.4 Inequality in Schooling: Public-private schools, rural-urban schools, single teacher
schools and other forms of inequalities such as regular and distance education system
3.5 Indicators of quality related to teaching - learning strategies, classroom environment, and
Student Assessment; Linking pedagogy with curriculum, contextual constructivism

Unit 4: Issues in Indian Education with Special Reference to Persons with Disabilities
4.1 Accessibility to School, Curriculum & Learning Resources and Attitudinal Barriers,
Analysis of the Status of Elementary & Secondary Education for All. (SSA, RMSA,) and
Issues for Bridging Gaps
4.2 Ensuring Equity Principles across Disabilities, Gender, Caste, Socially Disadvantaged
Groups, Marginalized and their Specific Educational Problems
4.3 Challenges of Special Education, Inclusion, Systemic Reforms, Provisions and Support
System, Public Private Partnership & NGO Initiatives

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4.4 Special and Inclusive education - Adopting flexible strategies for the acquisition and use
of inputs and monitoring performance in inclusive set up, Inclusive education as a rights
based model, Complementarities of inclusive and special schools
4.5 Current issues– Identifications, Labelling, cultural and linguistic diversity & advocacy

Unit 5: Understanding Diversity and Future Perspective

5.1 Concept of Diversity; Types of Diversity: Gender, linguistic, cultural, socio-economic
and disability.
5.2 Diversity in learning and play; addressing diverse learning needs, Diversity: Global
Perspective
5.3 Support Systems to Meet Diverse Learning Needs- Family, Community, School, Peer,
Administrative and Resource Support
5.4 Community participation and community based education, Quality enhancement in
service delivery and community rehabilitation.
5.5 Ensuring standards in Open & Distance Learning system – Non-formal education, face-
to-face vs. Distance mode

Some Suggested Activities on contemporary issues

• Comparative study of different settings
• Conflicts and social movements in India: Women, Dalit, Tribal and Disabled
• Educational debates and movements
• First generation learners
• Children with disabilities
• Inclusive education
• RTE act in the context of disadvantaged
• Linguistic and religious diversity
• Human rights, minority rights
• Educational status of various groups
• Special and inclusive schools
• Analysis of contemporary debates

Course Work/ Assignments

• Trace development of education in India during pre-Independence

22
• Identify Constitutional provisions ensuring equity and protection of human rights as well as
non-discrimination
• Study factors influencing special education as a discipline in India
• Identify quality related issues of your State and suggest strategies to address them

Suggested Readings
• Compendium of Schemes (2014). Department of Empowerment of Persons withDisabilities,
Ministry of Social Justice and Empowerment, Govt. of India.
• Education Commission. (1964-1966). Ministry of Education, Government of India,New
Delhi.
• Julka, A. (2014). Evaluation of the Implementation of the Scheme IEDSS in
India.Department of Education of Groups with Special Needs. NCERT, New Delhi.
• Julka, A., Mukhopadhyay, S., Vyas, S., Sharma, M, Anupriya, C., & Salin, D.
(2014).Including Children with Special Needs: Primary Stage. NCERT, New Delhi.
• Kumar, A. (2003). Environmental challenges of the 21st century, APH
PublishingCorporation, New Delhi.
• National Policy on Education (1986). Ministry of Human Resource Development.Govt.of
India, New Delhi.
• National University of Educational Planning and Administration (2014). Educationfor All
Towards Quality with Equity: INDIA. NUEPA, New Delhi.
• Programme of Action (1992). Ministry of Human Resource Development.Govt. ofIndia,
New Delhi.
• Report of Core group on value orientation to education (1992). Planning commission,Govt
of India.
• Seventh All India School Education Survey (2002). NCERT, New Delhi.
• UNDP (1996). Human Development Reports.Oxford University Press. New York.
• UNESCO (2004). Education for All: The Quality Imperative. EFA Global Monitoring
Report. Paris.
• UNESCO (2009). Report on Education for sustainable development.

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 SEMESTER-I
Course Title: INTRODUCTION TO SENSORY DISABILITIES
Credits: 02
Contact Hours: 30
Introduction
The course is designed to provIDe a basic understanding to the student-teachers about the
nature and needs of different types of sensory disabilities. It will also equip them in
undertaking screening, planning and instructing students with sensory disabilities.
Objectives
After completing this course, the student-teachers will able to:
 Describe the nature ,classification and types of Hearing Impairment
• Interpret the impact of Hearing Loss
• Describe nature, characteristics & assessment of students with low vision & visual
Impairment.
• Demonstrate Educational Implications of Visual Impairment.
•Analyse the impact of deaf-blindness & practices for functional development.
Unit 1: Hearing Impairment: Nature & Classification 5 Hours
1.1 Types of Hearing Impairment
1.2 Importance of hearing
1.3 Process of hearing & its impediment leading to different types of hearing loss
1.4 Definition of hearing loss, demographics & associated terminologies as per RPwd Act
2016
1.5 Challenges arising due to congenital and acquired hearing loss
Unit 2: Impact of Hearing Loss 5 Hours
2.1 Characteristics of learners with hearing loss and impact of different degrees of hearing
impairment on communication
2.2 Language & communication issues attributable to hearing loss and need for early
Intervention
2.3 Communication options, preferences & facilitators of indivIDuals with hearing loss
2.4 Issues & measures in literacy development and scholastic achievement of students
with hearing loss
2.5 Restoring techniques using human (interpreter) & technological support (hearing
devices)

24
Unit 3: Visual Impairment-- Nature and Assessment 5 Hours
3.1. Process of Seeing and Common Eye Disorders in India
3.2. Blindness and Low Vision--Definition and Classification
3.2. Demographic Information--NSSO and Census 2011
3.4. Importance of Early IDentification and Intervention
3.5. Functional Assessment Procedures
Unit 4: Educational Implications of Visual Impairment 5 Hours
4.1. Effects of Blindness--Primary and Secondary
4.2. Selective Educational Placement
4.3. Teaching Principles
4.4. Expanded Core Curriculum-- Concept and Areas
4.5. Commonly Used Low Cost and Advanced Assistive Devices
Unit 5: Deaf-blindness 10 Hours
5.1 Definition, causes, classification, prevalence and characteristics of deaf-blindness
5.2 Effects and implications of deaf-blindness on activities of daily living & education
5.3 Screening, assessment, IDentification & interventional strategies of deaf-blindness
5.4 Fostering early communication development: Methods, assistive devices and practices
including AAC
5.5 Addressing orientation, mobility & educational needs of students with deaf-blindness
Course Work/ Practical/ Field Engagement
• Develop a checklist for screening of children for hearing impairment
• Develop a checklist for screening of children for low vision
• Develop a checklist for screening of children for blindness
• Develop a checklist for screening of children for deaf blindness
• Journal based on observations of teaching children with sensory disabilities
Transactions
Visits, Observations, Videos and Interactions with Students with Disabilities
Essential Readings
• Holbrook, C.M., & Koenig, A. J. (Eds.) (2000). Foundations of Education, Vol I:
History and Theory of Teaching Children and Youths with Visual Impairments. (2nd
ed): New York: AFB Press.
• Handbook on Deafblindness (2005). Sense International India. Retrieved online on
24/4/2015 from
• Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired
25
Infants – Support in the first eighteen months. London: Whurr Publishers Ltd.
• Martin, F. N., & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston:
Pearson Education.
• Martin, F.N., & Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston:
Pearson Education.
• National Institute for the Visually Handicapped (2015). Information Booklet on
Visual Impairment in India, Dehradun: Government of India.
• Nerbonne, M. A., & Schow, R.L. (2002). Introduction to Audiologic Rehabilitation.
Boston: Allyn and Bacon.
• Nerbonne, M. A., & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation.
6th ed. Boston: Pearson Education.
• Northern, J. L., & Downs, M. P. (2002). Hearing in Children (5th Ed.). Philadelphia:
Williams & Wilkins
• Sataloff, R. T., & Sataloff, J. (2005). Hearing Loss.(4th Ed.) London: Taylor &
Francis.
Suggested Readings
• Harp, B. (2006). The handbook of literacy assessment and evaluation, (3rd Eds).
Norwood, M.A.: Christopher-Gordon Publishers, Inc.
• Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education - A practical
guIDe to supporting diversity in the classroom. (2nd Eds.).U.K. Routledge.

26
 SEMESTER-I
Course Title: INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES
Credits: 02
Contact Hours: 30
Introduction
The course integrates relevant subject matter in the areas of Specific Learning Disability,
intellectual Disability and Autism Spectrum Disorder. This course will prepare preservice
teachers to work with students with Neuro Developmental disabilities in inclusive and
specialized settings. It fosters the acquisition of the broad-based knowledge and skills needed
to provide effective educational programs for students with learning and behavior
characteristics. The course emphasizes implications for educational and vocational
programming, curriculum, and instruction.
Objectives
After completing the course the student-teachers will able to:
• Explain the Nature and Needs of Specific Learning Disability
• Explain the Natureand Needs of Intellectual Disability
• Explain the Natureand Needs of Autism Spectrum Disorder
Unit 1: Specific Learning Disability: Nature, Needs and Intervention
1.1 Definition, Types and Characteristics
1.2 Tools and Areas of Assessment
1.3 Strategies for reading, Writing and Maths
1.4 Curricular Adaptation, IEP, Further Education,
1.5 Transition Education, Life Long Education
Unit 2: Intellectual Disability: Nature, Needs and Intervention
2.1 Definition, Types and Characteristics
2.2 Tools and Areas of Assessment
2.3 Strategies for Functional Academics and Social Skills
2.4 Assistive Devices, Adaptations, Individualized Education Plan, Person Centered Plan,
Life Skill Education
2.5 Vocational Training and Independent Living
Unit 3: Autism Spectrum Disorder: Nature, Needs and Intervention
3.1 Definition, Types and Characteristics
3.2 Tools and Areas of Assessment
3.3 Instructional Approaches
27
3.4 Teaching Methods
3.5 Vocational Training and Career Opportunities
Transaction
This course should be taught through lectures, discussion, demonstrations, presentations and
workshops. They should be given hands on training in assessments of specific needs of
children, interpretation of test reports and develop strategies for classroom intervention
Course Work/ Practical/ Field Engagement
• Develop an Assessment Tool for a child with learning disability in the given area
• Prepare a transition plan from school to college for an SLD Child
• Prepare a life skill curriculum
• Prepare a screening tool for children with Autism Spectrum Disorder
• Prepare teacher made test for functional assessment of a given child with ID/ Autism
• Plan an educational program on the basis of an assessment report of a child with
ID/Autism
Essential Readings
• Accardo, P.J., Magnusen, C., & Capute, A.J. (2000). Autism: Clinical and Research
Issues. York Press, Baltimore,
• American Psychiatric Association.(2000). Diagnostic and Statistical Manual of
Mental Disorders (4th ed. TR). Washington DC.
• Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi.
• Browning, R. E. (2004). Teaching Students with Behaviour and Serve Emotional
Problems,
Suggested Readings
• Higgins, J. (2003) Practical IDeas that Really Work for Students with Dyslexia and
Other Reading Disorders, PRO-ED, Austin.
• Moyes, R.A. (2010). Building Sensory Friendly Classrooms to Support Children with
Challenging Behaviors: Implementing Data Driven Strategies, Sensory World, Texas.
• Pierangelo, R., & Giuliani G.A. (2003). Transition services in Special Education,
Allyn & Bacon.
• Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New
Delhi - Discovery Pub.
• Simpson, R. L., & Myles, B, S. (2008). Educating Children and Youth with Autism:
Strategies for Effective Practice. (2nd edition) Pro Ed. Texas.
• Smith, D.D. (2003). Introduction to Special Education Teaching in an Age of
opportunity, Allyn & Bacon.

28
 SEMESTER-I

Course Title: INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES

Credits: 02
Contact Hours: 30
Introduction
The course aims to develop understanding about planning effective educational
programmeand functional activities for students with locomotor and multiple disabilities.
This courseintends to develop required skills in teacher trainee to identify the children with
locomotorand multiple disabilities and also plan an effective programme education as well as
forcreating awareness on these conditions. Teacher is also expected to plan an
effectivetherapeutic and programme and also refer for medical intervention whenever if
necessary.
Objectives
After completing the course the student-teachers will able to:

 Identify the persons with locomotor disabilities such as Cerebral Palsy, Amputees, Polio,
Leprosy cured, Muscular dystrophies, Neural and spinal defects and Multipledisabilities.
 Define Amputees, Polio, Spinal Cord Injuries Spina-bifida, Congenital anomalies and
Muscular Dystrophy.
 Analyse Multiple Disabilities and Other Disabling Conditions
Unit 1: Cerebral Palsy (CP)
1.1. CP: Definition, Nature, Types and Its Associated Conditions
1.2. Assessment of Functional Difficulties of CP including Abnormalities of Joints and
Movements (Gaits)
1.3. Provision of Therapeutic Intervention and Referral of Children with CP
1.4. Implications of Functional Limitations of Children with CP in Education and
Creating Prosthetic Environment in School and Home: Seating Arrangements,
Positioning and Handling Techniques at Home and School
1.5. Facilitating Teaching-Learning of Children with CP in School, IEP, Developing
TLM; Assistive Technology to Facilitate Learning and Functional Activities
Unit 2: Amputees, Polio, Spinal Cord Injuries Spina-bifIDa, congenital anomalies and
Muscular Dystrophy
2.1. Definition, Meaning and Classification

29
2.2. Assessment of Functional Difficulties
2.3. Provision of Therapeutic Intervention and Referral
2.4. Implications of Functional Limitations for Education and Creating Prosthetic
Environment in School and Home: Seating Arrangements, Positioning and Handling
Techniques at Home and School
2.5. Facilitating Teaching-Learning: IEP, Developing TLM; Assistive technology
Unit 3: Multiple Disabilities and Other Disabling Conditions
3.1 Multiple Disabilities: Definition, Meaning and Classifications
3.2 Various Combinations of Multiple Disabilities and Associated Conditions Such as
Epilepsy, Motor and Sensory Conditions
3.3 Other Disabling Conditions such as Leprosy Cured Students, Tuberous Sclerosis and
Multiple Sclerosis
3.4 Implications of Functional Limitations for Education and Creating Prosthetic
Environment in School and Home: Seating Arrangements, Positioning and Handling
Techniques at Home and School
3.5 Facilitating Teaching-Learning: IEP, Developing TLM; Assistive technology
Course Work/ Practical/ Field Engagement (any one of the following)
• Undertake a case study after identifying a child with cerebral palsy or a child with
Multiple Disabilities. Assess the child’s difficulties in activities of daily living and
academic activities and develop an intervention plan.
• Undertake a survey on 50 children with different disabilities and find out how many
children are affected with cerebral palsy and multiple disabilities. Find out the causes
of their disabling conditions and what difficulties these children are facing in
attending their schools.
Essential Readings
• Miller, F. and Bachrach, S.J. (2012). Cerebral Palsy: A Complete GuIDe forCaregiving. A
Johns Hopkins Press Health Book.
•SarvaSikshaAbhiyan.ModuleonCerebral Palsy.http://ssa.nic.in/inclusiveeducation/training-
module-for-resource-teachers-for-
disablechildren/Module%205%20Cerebral%20Palsy.pdf/at_download/file
•Sarva Siksha Abhiyan .Module on Multiple
Disabilities.http://ssa.nic.in/inclusiveeducation/training-module-for-resource-teachers-for-
isablechildren/Module%203%20Multiple%20Disability.pdf/at_download/file

30
 SEMESTER-I
Course Title: IDENTIFICATION, ASSESSMENT AND NEEDS OF CHILDREN WITH
INTELLECTUAL DISABILITY

Credits: 04
Contact Hours: 60

Introduction
The course aims to develop an understanding of concept, etiology and characteristics ofPersons
with Intellectual Disability (PwID).The said course would alsohelp learners to appreciate the role
of professionals to address the needs of these children in aholistic manner using team approach.
Objectives
After completing the course teacher educators will able to:
• Overview with the concept, etiology and characteristics of Persons with IntellectualDisability
(PwID).
• Use various appropriate methods for assessment of PwID.
• Describe the programming needs across different age levels of PwID.
• Utilize assessment information for educational programming, referral services andplacement.
• Comprehend the emerging future needs of PwID.
Unit 1: Overview of Intellectual Disability
1.1 Definition, historical overview, Prevalence of Intellectual Disability
1.2 Etiological factors of Intellectual Disability
1.2.1 Biological, environmental factors
1.2.2 Pre-natal, natal, post-natal causes
1.3 Classification of Intellectual Disability - Medical, Educational, Psychological criteriafor
classification and issues and current practices in certification of IntellectualDisability
1.4 Characteristics of Intellectual Disability
1.5 Intellectual Disability types such as downsyndrome, microcephaly, hydrocephaly and
Associated Conditions such as – Cerebral palsy, Autism, Sensoryimpairments, ADD, ADHD,
Epilepsy
Unit 2: Screening, IDentification, Assessment and Diagnosis
2.1 Introduction to existing screening, IDentification and assessment / techniques trendsin the
field of intellectual disability
2.2 Approaches and types of assessment
2.3 Methods and tools of assessment

31
2.3.1 Screening tools
2.3.2 Developmental assessment tools
2.3.2 Intellectual - various standardized assessment tools: Binet – WISC - VSMS -DST Indian
adaptations and other Indian tools
2.3.4 Social, Behavioral, Language and Speech Assessment Tools and other Indiantools
2.3.5 Special educational – use of CRTs, NRT, construction, precautions to be taken
fordevelopment with reference to programming
2.4 Educational assessment tools – Upanayan (0 - 6 years),NIMH – Aarambh (Early Childhood
Special Education Inclusive Package), Indianadaptation of portage guIDe, Madras
Developmental Programming Systems (MDPS), NIMH Functional Assessment Checklists for
Programming (FACP), BASIC-ID, BASAL-ID, VAPS and other relevant Tools.
2.5 Implications of the above for Inclusion
Unit 3: Identification of Needs
3.1 Infancy and (Early Childhood); EI & Family involvement – IndivIDualized Family Support
Plan
3.2 Childhood School age: placement options (special school, Resource Room,
inclusiveclassroom), MultIdisciplinary team collaboration and role of special educationteacher
3.3 (Adolesence) pre- vocational, Transition and career development – ITP (Individualized
Transition Plan)
3.4 Adulthood Vocational Development; Employment, Types; emerging Job opportunity,
Placement& follow- up
3.5 Implications of the above for Inclusion
Unit 4: Use of Assessment Information
4.1 Use of assessment information - Medical, Special Educational, Psychological, Therapeutic
and Vocational
4.2 Interpretation of assessment information to develop training goals
4.3 Use of Support Needs Assessment for Person Centered Planning
4.4 Writing of assessment report: for administrative purpose, for educationalProgramming, for
referral and for alternative placement
4.5 Implications of the above for Inclusion
Unit 5: Emerging and Future Issues
5.1 Critical analysis of Human Rights and Legal Provision – International Instruments,Indian
Legislations and Policies
5.2 Advocacy
5.3 Current Gender Issues - Socio Cultural and Economic

32
5.4 Advances in Technology
5.5 Implications of the above for Inclusion
Practicum / Assignment / Engagement (Any One)
School/ Clinic/ Community
• To conduct assessment of PwID using appropriate assessment tools
• To organize discussion program on role of a Special Educator in intervention fromInfancy to
Adulthood
• To presentation a seminar on Community Based services for ID
• To conduct orientation and sensitization program on disability issues for teachers,parents, and
community members and present a report
Essential Readings

• Myreddi, V., & Narayan, J. (2004). FACP – PID, NIMH, Secunderabad.

• Narayan, J. (2003) Educating children with learning problems in regular schools
• Narayan, J. (2003) Grade Level Assessment Device for Children with Learning
Problems in Regular Schools, NIMH, Secunderabad
• Narayan, J., Myreddi, V. Rao, S. (2002) Functional Assessment Checklist for NIMH,
Secunderabad.

• Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas

• Thressiakutty,A.T. (1997) NIMH vocational Assessment and Programming system

(NIMH, Secunderabad).

Suggested Readings

• Narayan, J. (Ed.) (1999). School readiness for children with special needs.
Secunderabad, NIMH.
• Romila, S. (1997) .School Readiness programme. New Delhi: NCERT

• Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.
• Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
• Van Riper, C.A. and Emerick. L. (1990). Speech Correction-An introduction to
speech

33
 SEMESTER-II

Course Title: LEARNING, TEACHING AND ASSESSMENT

Credits: 04
Contact Hours: 60
Introduction
This Course will initiate student-teachers to understand learning theories and as these
translate into teaching and learning actions. Assessment of learning as a continuous processis
also focused. The course also needs to focus on the PwD as Learner and their
specialeducation needs that teacher needs to address in diverse education settings.
Objectives
After completing this course the student-teachers will able to:
• Comprehend the theories of learning and intelligence and it’s applications for
teaching children.
• Analyse the different learning processes.
• Describe the stages of teaching and learning and the role of teacher
• Situate self in the teaching learning process
• Analyze the scope and role of assessment in teaching learning process in order to
introduce dynamic assessment scheme for educational set up towards enhanced
learning.
Unit 1: Human Learning and Intelligence
1.1 Human learning: Meaning, definition and concept formation
1.2 Learning theories:
- Behaviourism: Pavlov, Thorndike, Skinner
- Cognitivism: Piaget, Bruner
- Social Constructism: Vygotsky, Bandura
1.3 Intelligence:
- Concept and definition
- Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg)
1.4 Creativity: Concept, Definition and Characteristics
1.5 Implications for Classroom Teaching and Learning
Unit 2: Learning Process and Motivation
2.1 Sensation: Definition and Sensory Process
2.2 Attention: Definition and Affecting Factors
34
2.3 Perception: Definition and Types
2.4 Memory, Thinking, Concept Formation, Reasoning,and Problem Solving
2.5 Motivation: Nature, Definition and Maslow’s Theory
Unit 3: Teaching Learning Process
3.1 Maxims of Teaching
3.2 Stages of Teaching: Plan, Implement, Evaluate, Reflect
3.3 Stages of Learning: Acquisition, Maintenance, Generalization
3.4 Learning Environment: Psychological and Physical
3.5 Leadership Role of Teacher in Classroom, School and Community
Unit 4: Overview of Assessment and School System
4.1 Assessment: Conventional meaning and constructivist perspective
4.2 ‘Assessment of Learning’ and ‘Assessment for Learning’: Meaning and difference
4.3 Comparing and contrasting assessment, evaluation, measurement, test and
examination
4.4 Formative and summative evaluation, Curriculum Based Measurement
4.5 Revisiting key concepts in school evaluation: filtering learners, marks, credit, grading,
choice, alternate certifications, transparency, internal-external proportion,
improvement option
Unit 5: Assessment: Strategies and Practices
5.1 Strategies: (Oral, written, portfolio, observation, project, presentation, group discussion,
open book test, surprise test, untimed test, team test, records of learning landmark, cloze
set/open set and other innovative measures) Meaning and procedure
5.2 Typology and levels of assessment items: Multiole choice, open ended and close ended;
direct, indirect, inferential level
5.3 Analysis, reporting, interpretation, documentation, feedback and pedagogic decisions
5.4 Assessment of diverse learners: Exemptions, concessions, adaptations and
accommodations;
5.5 School examinations: Critical review of current examination practices and their
assumptions about learning and development; Efforts for exam reforms: Comprehensive and
Continuous Evaluation (CCE), NCF (2005) and RTE (2009)

35
Engagement with the field as part of course as indicated below:
I. Report submission: observation of children belonging to any three stages of development
and describing applications of development in teaching-learning contexts
II. Preparation of Self study report on individual differences among learners
III. Prepare a leaflet for parents on better emotional management of children
IV. Compilation of 5 CBM tools from web search in any one school subject: expand
V. Team presentation of case study on assessment outcome used for pedagogic decisions
VI. Report on community participation in school assessment or study recent ASAR report
to understand school independent assessment
Transaction and Evaluation
This concepts and theoretical precepts included in this course should be explained with
reference to children with and without disabilities. The effort of transaction should be
toenhance the understanding of how learning occurs and what are the suitable means of
itsassessment. Evaluation may be done by asking student-teachers to children with and
without disabilities and present a report of the same.

Essential Readings
• Amin, N. (2002). Assessment of Cognitive Development of Elementary School Children. A
Psychometric Approach, Jain Book Agency, New Delhi.
• Chauhan, S.S. (2013). Advanced Educational Psychology.Jain Book Agency, Delhi.
• King-Sears, E. M. (1994). Curriculum Based Assessment in Special Education.Singular
Publishing Group, San Diego, CA.
• Panch, R. (2013). Educational Psychology: Teaching and Learning Perspective,McGraw
Hill Education (India) Private Limited, New Delhi.
• Paul, P. (2009). Language and Deafness.Singular publication.
• Salvia, John, Ysseldyke, James, E. And Bolt, Sara.(2007). Assessment in Special and
Inclusive Education. Houghton Mifflin Company, Boston.
• Whitcomb, S., & Merrell, K.W. (2012). Behavioral, Social, and EmotionalAssessment of
Children and Adolescents, Routledge, New York.
• Woolfolk, A., Misra, G., & Jha, A.K.(2012). Fundamentals of Educational Psychology,
11thedn, Pearson Publication, New Delhi.

36
Suggested Readings
• Geisinger, K.F. (2013). APA Handbook of Testing and Assessment in
Psychology.Available at American Psychological Association, USA.
• Guskey, T. R., & Bailey. J (2000). Grading and Reporting. Thousnad Oaks, CA:Corwin
King.
• Howell, K. W., & Nolet, V. (2000). Curriculum-Based Evaluation: Teaching and decision
making.Scarborough, Ontario, Canada, Wadsworth.
• McMillan, J. H. (2001). Classroom Assessment: Principles and Practice for Effective
Instruction. Allyn and Bacon, London.

37
 SEMESTER-II

Course Title: PEDAGOGY OF TEACHING SCIENCE

Credits: 04
Contact Hours: 60
Introduction
The course will help the student-teachers to generate their student’s interest for
learningscience and develop a scientific attitude. It is designed to equip the student-teachers
to teachscience using innovative methods, techniques and teaching learning material to
students with& without disabilities.
Objectives
After completing the course the student-teachers will be able to:
• Explain the role of science in day to day life and its relevance to modern society.
• Describe the aims and objectives of teaching science at school level.
• Demonstrate and apply skills to select and use different methods of teaching the Content of
sciences.
• Interpret Learning Resources with reference to Children with Disabilities for Teaching
Science
• Demonstrate skills to design and use various evaluation tools to measure learner
Achievement in sciences.
Unit 1: Nature and Significance of Science
1.1 Nature, Scope, Importance and Value of Science
1.2 Science As An Integrated Area of Study
1.3 Science and Modern Indian Society: Relationship of Science and Society
1.4 Impact of Science with Special Reference to Issues related with Environment,
Industrialization and Disarmament
1.5 Role of Science for Sustainable Development
Unit 2: Planning for Instruction
2.1 Aims and Objectives of Teaching Science in Elementary and Secondary School
2.2 Bloom’s Taxonomy of Educational Objectives and Writing Objectives in Behavioural
Terms
2.3 Lesson Planning – Importance and Basic Steps. Planning Lesson for an
Explanation,Demonstration, and Numerical Problem in Teaching of Sciences
2.4 Unit Planning – Format of A Unit Plan
38
2.5 Pedagogical Analysis: Meaning and Need. GuIDelines for Conducting Pedagogical
Analysis
Unit 3: Approaches and Methods of Teaching Sciences
3.1 Process Approach, Direct Experience Approach, Inductive-Deductive Approach
3.2 Lecture, Demonstration, Discussion, Problem-solving, Concept-mapping, Programmed
Instruction, Team Teaching, Seminar, Computer Assisted Learning(CAL)
3.3 Project Method and Heuristic Method
3.4 Creating Different Situations of Learning Engagement: Group Learning, Individual
Learning, Small Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), Situated/Contextual
Learning with reference to Children with Disabilities
3.5 Constructivist Approach and its Use in Teaching Science
Unit 4: Learning Resources with reference to Children with Disabilities for Teaching
Science
4.1 Teaching Learning AIDs – Need, Importance, Selection, Use and Classification of AIDs
Based on Type of Experience, Audio Visual AIDs, Multimedia, Charts, andModels (Tactile
and Visual)
4.2 Importance of Co-Curricular Activities-Science Club, Science Exhibition, ScienceText
Books-Characteristics and Significance with reference to Children withDisabilities
4.3 The Science Laboratory-Planning Organization of Lab, Storage, Record Keeping
andSafety of Scientific Equipments with reference to Children with Disabilities
4.4 Aquarium, Vivarium – Role in Teaching with Setting & Maintaining
4.5 Museum, Botanical And Zoological Garden: Role In Teaching
Unit 5: Evaluation
5.1 Evaluation- Concept, Nature and Need
5.2 Norm Referenced & Criterion Referenced Evaluation, Comprehensive and Continuous
Evaluation: Concept and Significance, Scholastic and Co-ScholasticAssessment
5.3 Tools and Techniques for Formative and Summative Assessments
5.4 Preparation of Diagnostic Test and Achievement Test
5.5 Adaptations of Evaluation Procedure With Reference To Children with Disabilities
Practical/ Field Engagement/Project Work
Any one of the following
I. Pedagogical analysis of a unit from Science content.
II. Preparation of a multimedia presentation on a topic from Science content keeping
students with disabilities in view.
39
III. Developing an Action Research Plan on a problem related to teaching and learning
ofSciences to students with disabilities to students with disabilities.
IV. Construction of a diagnostic test for unit along with a remedial plan.
V. Comparative analysis of prescribed syllabus and textbooks of different Boards Curricular
innovations in respective subject areas
VI. Curricular adaptations for teaching Sciences to students with disabilities.
Essential Readings
• Buxton, A. C. (2010). Teaching Science in Elementary and MIDdle School.NewDelhi: Sage
Publications.
• Bybee, R. (2010). The teaching of science: 21st-century perspectives. Arlington,VA: NSTA
Press,USA.
• Joshi, S. R. (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation.
• Lawson, E. A. (2010). Teaching Inquiry Science in MIDdle School, New Delhi: Sage
Publications.
• Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N.
(1987).Sourcebook for training teachers of visually impaired, New Delhi: NCERT.
• Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons.
• SIDdiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset.
• Siddiqui, N.N., & SIDdiqui, M. N. (1994). Teaching of science today & tomorrow,
Delhi: Doaba House.
• Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications.
• Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & DeepPublishers.
• Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: NeelkamalPublications.
Suggested Readings
• Mangal S. K., & Shubhra (2005). Teaching of Biological Sciences, Meerut:International
Publishing House.
• Rao, V.K. (2004). Science Education, APH Publishing Corpn. New Delhi.

40
 SEMESTER-II
Course Title: PEDAGOGY OF TEACHING MATHEMATICS

Credits: 04
Contact Hours: 60
Introduction
The course will help the student-teachers to generate their student’s interest for learningmaths
and develop dispositions towards the subject. It is designed to equip the learners toteach
maths using innovative methods, techniques and teaching learning material for childrenwith
& withought disabilities.
Objectives
After completing the course the student-teachers will able to:
 Explain the nature of Mathematics and its historical development with contribution of
Mathematicians.
• Describe the aims and objectives of teaching Mathematics at school level.
• Demonstrate and apply skills to select and use different methods of teaching
Mathematics.
• Develop competencies of planning for teaching Mathematics, organizing
laboratory facilities and equipment designing pupil centered teaching learning
experiences.
• Demonstrate skills to design and use various evaluation tools to measure learner
achievement in Mathematics.
Unit 1: Nature of Mathematics
1.1 Meaning, Nature, Importance and Value of Mathematics
1.2 Axioms, Postulates, Assumptions and Hypothesis in Mathematics
1.3 Historical Development of Notations and Number Systems
1.4 Contribution of Mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya,
EuclID,Pythagoras)
1.5 Perspectives on Psychology of Teaching and Learning of Mathematics-Constructivism,
Enactivism, Vygotskyian Perspectives, and Zone of ProximalDevelopment
Unit 2: Objectives and Instructional Planning in Mathematics
2.1 Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools
2.2 Bloom’s Taxonomy of Educational Objectives and Writing Objectives inBehavioural
Terms
41
2.3 Lesson Planning– Importance and Basic Steps. Planning Lesson of Arithmetic,Algebra
and Geometry
2.4 Unit Planning – Format of A Unit Plan
2.5 Pedagogical Analysis: Meaning and Need and Procedure for Conducting
PedagogicalAnalysis. Classification of Content, Objective, Evaluation, etc
Unit 3: Strategies for Learning and Teaching Mathematics
3.1 Concept Formation and Concept Attainment: Concept Attainment Model for Learningand
Teaching of Concepts
3.2 Learning By Exposition: Advanced Organizer Model
3.3 Methods of Teaching- Lecture, Discussion, Demonstration, Inductive-
Deductive,Analytic-Synthetic, Problem-Solving, And Project
3.4 Techniques of Teaching Mathematics: Oral Work, Written Work, Drill-Work, Brain-
Storming and Computer Assisted Instruction (CAI)
3.5 Creating Different Situations of Learning Engagement: Group Learning,
IndivIDualLearning, Small-Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), and
Situational/Contextual Learning
Unit 4: Teaching-Learning Resources in Mathematics for Students with Disabilities
4.1 Mathematics Laboratory- Concept, Need, and Equipment for Setting Up aMathematics
Laboratory
4.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing
andMeasuring Instruments, Drawing Instruments, Models, Concrete Materials,
SurveyingInstruments With Reference To Children With Disabilities
4.3 Bulletin Boards and Mathematics Club
4.4 Abacus, Cussionaire Rods, Fractional Discs, Napier Strips
4.5 Calculators, Computers, Smart Boards, Multimedia Presentations, and Special AIDsand
Appliances For Children With Disabilities
Unit 5: Assessment and Evaluation for Mathematics Learning
5.1 Assessment and Evaluation- Concept, Importance and Purpose
5.2 Error Analysis, Diagnostic Tests, IDentification of Hard Spots and Remedial Measures
5.3 Tools and Techniques for Formative and Summative Assessments of
LearnerAchievement in Mathematics, Comprehensive and Continuous Evaluation
inMathematics
5.4 Preparation of Diagnostic and Achievement Test
5.5 Adaptations in Evaluation Procedure for Students With Disabilities
42
Practical/ Field Engagement/ Project Work
Any one of the following
I. Pedagogical analysis of a unit of content from secondary school MathematicsSyllabus
II. Preparation of a multimedia presentation on a topic with special reference to studentswith
disabilities
III. Construction of a question paper based on current CBSE format/concerned StateBoard of
education, preparing its Scoring key, and marking scheme
IV. Analyzing errors committed by school children in Mathematics and preparing aremedial
plan
V. Developing an Action Research proposal for a problem related to teaching andlearning of
Mathematics with reference to students with disabilities
Transactions
Lecture cum demonstration, Workshops and Seminars
Essential Readings
• Chambers, P. (2010).Teaching Mathematics, Sage Publication, New Delhi.
• James, A. (2005). Teaching of Mathematics, New Delhi: Neelkamal Publication.
• Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol Publications.
• Mangal, S.K. (1993). Teaching of Mathematics, New Delhi: Arya Book Depot.
• Mani, M. N. G. (1992). Techniques of Teaching Blind Children, New Delhi:
SterlingPublishers.
• Mukhopadhyaya, S., Jangira, N. K., Mani, M.N. G., & Raychaudhary, N.
(1987).Sourcebook for Training Teachers of Visually Handicapped, New Delhi: NCERT.
• SIDdhu, K.S. (1990). Teaching of Mathematics, New Delhi: Sterling Publishers.
Suggested Readings
• Keeley, P. K., & Cheryl, T. R. (2011). Mathematics Formative Assessment, Canada:Sage
Publications.
• National Curriculum Framework. (2005). NCERT, New Delhi: NCERT.
• National Curriculum Framework for Teacher Education. (2009). NCTE, New Delhi.
• Teaching of Mathematics (ES-342), Blocks 1-4. (2000). IGNOU, New Delhi.
• Text Books of Mathematics for Class-VI to X. (2006). NCERT, New Delhi.

43
 SEMESTER-II
Course Title: PEDAGOGY OF TEACHING SOCIAL SCIENCE
Credits: 04
Contact Hours: 60
Introduction
This course explores the scope of social science. It develops competencies in designinglesson
plans and evaluations tools. It addresses the knowledge and understanding of the
methodologies, approaches to teach social sciences at secondary level and also modify
andadapt content-area curricula, materials and techniques for students with disabilities.
Thecourse also focuses on various skills and competencies that teachers need to develop.

Objectives
After completing the course the student-teachers will able to:
• Explain the concept, nature and scope of social science.
• Develop competencies for designing unit and lesson plans, as well as tools of
Evaluation for social science teaching.
• Analyse approaches to teaching of Social Science
• Use different techniques in Evaluation of Learning in Social Science
• Explain Social Science Teacher as a Reflective Practitioner

Unit I: Nature of Social Sciences

1.1 Concept, scope and nature of social science
1.2 Difference between social sciences and social studies
1.3 Aims and objectives of teaching social science at school level
1.4 Significance of social science as a core subject
1.5 Role of social science teacher for an egalitarian society
Unit II: Curriculum and Instructional Planning
2.1 Organization of social science curriculum at school level
2.2 Instructional Planning: Concept, need and importance
2.3 Unit plan and Lesson plan: need and importance
2.4 Procedure of Unit and Lesson Planning
2.5 Adaptation of unit and lesson plans for children with disabilities
Unit III: Approaches to teaching of Social Science
3.1 Curricular approaches: a) Coordination, b) Correlational, c) Concentric, d) Spiral, e)
Integrated, f) Regressive

44
3.2 Methods of teaching social science: Lecture, discussion, socialized recitation, sourceand
project method
3.2.1. Devices and techniques of teaching social studies – Narration, description,illustration,
questioning, assignment, field trip, story telling, Role play, Groupand self study, programmed
learning, inductive thinking, Concept mapping,expository teaching and problem solving
3.3 Accommodations required in approaches for teaching children with disabilities
3.4 Instructional material for teaching of social science: Time-lines & Genealogicalcharts,
Maps & Globes, Use of different types of Boards(Smart boards, Chalk Board,Flannel Board),
Tape-records, Radio, Television, Films & Filmstrips, OverheadProjector, Social science
games and Power Point Presentation
3.5 Adaptations of material for teaching children with disabilities
Unit IV: Evaluation of Learning in Social Science
4.1 Purpose of evaluation in social science
4.2 Techniques of evaluating learner achievement in social Science: Written and Oraltests,
Observation Tools, Work Samples, Portfolio
4.3 Assessment: tools and techniques of Continuous and Comprehensive Evaluation(CCE)
for curricular and co-curricular subjects
4.4 Construction of teacher made test
4.5 Diagnostic testing and enrichment techniques for children with disabilities
Unit V: Social Science Teacher as a Reflective Practitioner
5.1 Being a reflective practitioner- use of action research
5.2 Developing an Action Research Plan for solving a problem in teaching-learning ofSocial
science
5.3 Case study- Need and Importance for a School Teacher
5.4 Development of a Professional Portfolio/ Teaching Journal
5.5 Competencies for teaching Social science to children with disabilities
Transaction
The student-teachers should be encouraged to read chapters and articles. There may
bequizzes, seminars, field trips, lectures, demonstrations, school visits and observations to
teach
this course.
Course Work/ Practical/ Field Engagement
• Prepare a unit of social science content for a given child with disabilities

45
• Develop an Action Research Plan on a problem related to teaching and learning inSocial
Science
• Adapt teaching learning materials for a child with disabilities
• Develop questions and achievement tests in social science
• Organize activities like quiz, mock-parliament, field trips, exhibitions and any otherco-
curricular activities in schools
Essential Readings
• Aggarwal, J. C. (2008). Principles, methods & techniques of teaching. UP: VikasPublishing
House Pvt Ltd.
• Batra, P. (2010). Social Science Learning in Schools Perspective and Challenges,Sage
Publications Pvt. Ltd; Pap/Com edition.
• Chauhan, S. S. (2008). Innovations in teaching learning process. UP: VikasPublishing
House Pvt Ltd.
• Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.
• Duplass, J. A. (2009). Teaching elementary social studies. New Delhi: AtlanticPublishers.
• Mangal, U. (2005). Samajik Shikshan, Arya Book Depot, New Delhi.
Suggested Readings
• Aggarwal, J.C. (2008). Teaching of social studies: A practical approach. (4th ed). UP: Vikas
Publishing House Pvt Ltd.
• George, A. M., & Madam, A. (2009). Teaching Social Science in Schools: NCERT'S New
Textbook Initiative.
• Mangal, S.K. (2004). Teaching of Social Science, Arya Book Depot, Delhi.
• Rai, B.C. (1999). Methods of Teaching Economics, Prakashan Kendra, Lucknow.
• Sharma, R.A. (2008). Technological foundation of education. Meerut: R.Lall BooksDepot.
• Sharma, R.N. (2008). Principles and techniques of education. Delhi: SurjeetPublications.
• Singh, Y.K. (2009). Teaching of history: Modern methods. New Delhi: APHPublishing
Corporation.
• Stone, R. (2008). Best Practices for Teaching Social Studies: What Award-
WinningClassroom Teachers Do, Corwin, CA.

46
 SEMESTER-II

Course Title: PEDAGOGY OF TEACHING HINDI

Credits: 04
Contact Hours: 60
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• bdkbZ fu;kstu vkSj ikB ;kstuk dh izfØ;k esa dq’ky gksaxsA
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• fgUnh f’k{k.k ds vf/kxe y{;ksa dh izkfIr ds fy, iz;ksT; f’k{k.k fof/k;ksa dk iz;ksx djsaxsA
• fgUnh f’k{k.k ds mn~ns’;ksa dh lgt izkfIr ds fy, lgk;d mIDj.kksa ds fuekZ.k vkSj mi;ksx esa
n{k gksaxAs
• Hkk"kk vf/kxe esa lrr ,oa O;kID ewY;kadu izfof/k ds mi;ksx dq’kyrkiwZod djsaxsA
• Hkk"kk vf/kxe esa fo|kfFkZ;ksa dh dfBukb;ksa ds fujkdj.k ds fy, fØ;kRed vuqlU/kku dk iz;ksx
djsaxsA
• fpUru nSufUnuh vkSj iksZVQksfy;ks fuekZ.k dh izfof/k dk mi;ksx djsaxAs
ikB~;oLrq
bdkbZ 1 & Hkk"kk] fgUnh Hkk" kk dh izd`fr vkSj iz;ksT;rkA
1-1 Hkk"kk dk izR;; vkSj mi;ksfxrkA
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1-5 fo’oHkk”kk vkSj Hkfo”; Hkk”kk ds :i esa fgUnh dk fodkl dk vkdyuA
1-6 ewy&Hkwr Hkk”kk dkS’kyksa & Jo.k] okpu] iBu vkSj ys[ku dk ifjp;A
bdkbZ 2 & ikB~;oLrq lao/kZu
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2-2 fgUnh x| lkfgR; dh ijEijkxr fo/kk,¡& dgkuh] ukVd vkSj egkdkO;A
2-3 fgUnh x| lkfgR; dh vk/kqfud fo/kk,¡& miU;kl] ;k=k fooj.k] thouh] vkRedFkk vkSj
laLej.kA
2-4 fgUnh O;kdj.k esa mnZw] vaxzst+h vkSj laLd`r ls lekfo’V izR;;A
2-5 ek/;fed Lrj ij fgUnh ikB~;Øe esa gq, ifjorZuksa dk vkdyuA
bdkbZ 3 & Hkk"kk vf/kxe dh izd`fr vkSj ikB fu;kstu
3-1 ek/;fed Lrj ij fgUnh f’k{k.k ds y{; vkSj mn~ns’;A
3-2 bdkbZ fu;kstu dk izR;;] bldk egÙo vkSj fuekZ.kfof/kA

47
3-3 ikB;kstuk dk ifjp;] mi;ksx vkSj egÙoA
3-4 ikB;kstuk ds pj.k vkSj mudk fØ;kUo;uA
3-5 fgUnh f’k{k.k ds KkukRed] cks/kkRed] dkS’kykRed vkSj :fpxr mn~ns’;ksa dk fu/kkZj.kA
3-6 fof’k"V mn~ns’;ksa dk O;kogkfjd ’kCnkoyh esa ys[kuA
3-7 ikB ;kstuk ds lajpukRed mikxe dk ifjp; vkSj vH;klA
bdkbZ 4 & fgUnh dh fofo/k fo/kkvksa ds f’k{k.k dh fof/k;ksa dk ifjp; vkSj mi;ksx
4-1 ek/;fed d{kkvksa esa x| f’k{k.k dh mi;ksfxrkA
4-2 x| f’k{k.k dh vFkZcks/k] O;k[;k] fo’ys"k.k vkSj la;qDr fof/k dk ifjp; vkSj budh leh{kkA
4-3 ek/;fed d{kkvksa ds ikB~;Øe esa i| ds lekos’k dh mi;ksfxrkA
4-4 i| f’k{k.k dh ’kCnkFkZ dFku] [k.MkUo;] O;kl vkSj leh{kk fof/k dk ifjp; vkSj budh
mi;qDrrk dk vkdyuA
4-5 ek/;fed Lrj ij O;kdj.k f’k{k.k dh vko’;drk vkSj mi;ksfxrkA
4-6 O;kdj.k f’k{k.k dh fuxeu] vkxeu] Hkk"kklalxZ vkSj ikB~;&iqLrd fof/k;ksa dk ewY;kaduA
bdkbZ 5 & Hkk"kk vf/kxe&f’k{k.k esa lgk;d lkefxz;ksa dk iz;ksx
5-1 f’k{k.k mIDj.kksa dk lUnHkZ] egÙo vkSj ykHkA
5-2 vf/kxe&f’k{k.k ds n`’; mIDj.kksa ds izdkjA
5-3 n`’; mIDj.kksa & ’;keiV~V] pkVZ] uD’kk] ekufp=] izfr:i] dk;Z’khy izfr:i vkSj ¶yS’k
dkMZ dh iz;ksx fof/kA
5-4 JO; mIDj.kksa & dkWEiSDV fMLd o dSlsV~l~ ds iz;ksx dh fof/k vkSj vH;klA
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A
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iz;kxs dh fof/k vkSj mi;ksfxrkA
5-7 Hkk"kk vf/kxe esa Hkk"kk iz;ksx’kkyk ds iz;ksx dh fof/k vkSj leh{kkA
bdkbZ 6 & Hkk"kk vf/kxe ds ewY;kadu dh izfof/k
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6-2 lrr ,oa O;kID ewY;kadu dk lUnHkZA
6-3 ys[ku] iBu] J`rys[k] lqys[k] rhozys[ku] =qfVeqDr ys[ku] vk’kqHkk”k.k vkSj dkO;ikB dk
lrr ,oa O;kID ewY;kadu izfof/k }kjk ewY;kaduA
6-4 d{kkxr ikB~;lgxkeh xfrfof/k;ksa & xhr] vfHku;] laokn] fØ;kdyki vkSj usr`Ro ds xq.kksa dk
lrr ,oa O;kID ewY;kadu izfof/k }kjk ewY;kaduA
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bdkbZ 7 & fpUru’khy lk/kd ds :i esa f’k{kd
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7-3 fo|kfFkZ;ksa dh vf/kxe leL;kvksa ds funku vkSj lek/kku ds fy, fØ;kRed vuqlU/kku dk
iz;ksxA

48
7-4 ikB~;Øe] lgk;d lkexzh vkSj ikB~;fof/k;ksa dk vkykspukRed foospuA
7-5 ikB~;Øe] lgk;d lkexzh vkSj ikB~;fof/k;ksa ij fo|kfFkZ;ksa vkSj vfHkHkkodksa dh izfrfØ;kvksa dk
laxzgA
izk;ksfxd dk;Z &
• vk/kqfud Hkk"kk ds :i esa fgUnh ds xq.kksa vkSj fLFkfr dk vuqlU/kku fooj.kA
• fgUnh f’k{k.k dh fdUgh nks v/kuqru fof/k;ksa dk ifjp; ,oa buds mi;ksx dh rqyukRed leh{kkA
• fgUnh f’k{k.k ds Jo.k] okpu vkSj ys[ku vf/kxe ds lVhd ewY;kadu esa lrr ,oa O;kID
ewY;kadu dh izfof/k ds mi;ksx dk fooj.kA
• fpUru nSufUnuh] iksVZQksfy;ks vkSj vkykspukRed fooj.kh ds mi;ksx dh leh{kk vkSj budh
izfrd`fr dk izLrqfrdj.kA
ewY;kadu ;kstuk &
ewY;kadu fcUnq d{kk ijh{kk izk;ksfxd dk;Z iksVZQksfy;ks mifLFkfr l=kUr ijh{kk
izns; vda 10 10 05 05 70
lUnHkZ iqLrdsa &
• fgUnh f’k{k.k % vfHkuo vk;ke] MkW- JqfrdkUr ik.Ms;] ,fDll ifCyds’kal] nfj;kxat] ubZ
fnYyh] 2010-
• fgUnh f’k{k.k] mek eaxy] vk;Z cqd fMiks djksy ckx] ubZ fnYyh] 2005-
• fgUnh f’k{k.k] MkW- jke’kdy ik.Ms;] fouksn iqLrd efUnj] vkxjk] 2005-
• fgUnh lkfgR; dk bfrgkl] vkpk;Z jkepUnz ‘kqDy] jktdey izdk’ku] ubZ fnYyh] 2006
• fgUnh f’k{k.k] jeu fcgkjh yky] jLrksxh izdk’ku] esjB] 2002-
• fgUnh f’k{k.k] lkfo=h flag] bUVjus’kuy ifCyf’kax gkml] esjB] 2004

49
 SEMESTER-II

Course Title: PEDAGOGY OF TEACHING ENGLISH

Credits: 04
Contact Hours: 60
Introduction
This course will enable the student-teachers to gain a strong knowledge base in nature of
English language & literature, instructional planning and evaluation. It will help in
applyingtheory to practice to design your own materials and plan lessons in preparation for
teachingreal classes.The course offers you the opportunity to explore in-depth aspects of
English andto find out about the approaches and current practices of language teaching in
relation toindian and international contexts. The course also equips you with analytical
andinvestigative skills and provides a foundation in issues related to English language
teaching, second language pedagogy and language acquisition.
Objectives
After completing the course the student-teachers will able to:
• Explain the principles of language teaching, and evolution and trends in English
literature.
• Prepare an instructional plan in English.
• Demonstrate various approaches and methods to teach English language.
• Use various techniques to evaluate the achievement of the learner in English.
• Develop Instructional Materials for the teaching of English
• Discuss the need and concept of Evaluation
Unit I: Nature of English Language & Literature
1.1 Principles of Language Teaching
1.2 Language Proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive
Academic Language Proficiency ( CALP)
1.3 English Language in the school context: An Evolutionary Perspective
1.4 Current Trends in Modern English Literature in Indian context
1.5 Teaching as second language in Indian context.
Unit II: Instructional Planning
2.1 Aims and objectives of Teaching English at different stages of schooling
2.2 Instructional Planning: Need and Importance
2.3 Unit and lesson plan: Need and Importance
50
2.4 Procedure of Unit and Lesson Planning
2.5 Planning and adapting units and lessons for children with disabilities
Unit III: Approaches and Methods of Teaching English
3.1 Difference between an approach and a method
3.2 Task based approach, co-operative learning, language across curriculum,communicative
language teaching, Bilingual, Eclectic and Constructive approach
3.3 Method Teaching of Prose, Poetry, Drama, Grammar and Vocabulary- i)
Translationmethod. ii) Structural – Situational method. iii) Direct method
3.4 Development of four basic language skills: Listening, Speaking, Reading, and Writing
3.5 Accommodation in approaches and techniques in teaching children with disabilities
Unit IV: Instructional Materials
4.1 Importance of instructional material and their effective use
4.2 The use of the instructional aIDs for effective teaching of English: Smart boards,Chalk
Board, Flannel Board, Pictures/ Picture-cut-outs, Charts, Tape-records, Radio,Television,
Films & Filmstrips, Overhead Projector, Language Laboratory, Languagegames, reading
cards, Worksheets, Handouts, and Power Point Presentation
4.3 Construction of a teacher made test for English proficiency
4.4 Teaching portfolio
4.5 Adaptations of teaching material for children with disabilities
Unit V: Evaluation
5.1 Evaluation - Concept and Need
5.2 Testing Language skills and Language elements (Vocabulary, Grammar andPhonology)
5.3 Adaptation of Evaluation Tools for Children with Disabilities
5.4 Individualized assessment for Children with Disabilities
5.5 Error analysis, Diagnostic tests and Enrichment measures
Transaction
This course should be taught through a series of workshops, seminars and presentations.
Lectures, demonstrations and discussions for theory based topics. Students should be
encouraged to useinstructional material in their practice of teaching lessons. Adaptations in
pedagogy, material andevaluation should be taught through workshops and specific case
studies
Course Work/ Practical/ Field Engagement
• Design teaching programme based on error analysis

51
• Develop an Action Research Plan for measuring the effectiveness of a given
teachingapproach in English
• Develop work sheet (interactive including language games)
• Prepare worksheets to enrich vocabulary among secondary students with disabilities
• Develop lesson plans for the teaching of prose and poetry
• Critically analyze any one poem or essay of a well known poet or writer
Essentital Readings
• Bharthi, T., & Hariprasad, M. (2004). Communicative English, Neelkamal
Publications,Hyderabad.
• Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language.
KalyaniPublishers, New Delhi.
• IGNOU CTE – 02 Certificate in Teaching of English (1989). The Structure of
English,IGNOU, New Delhi.
• IGNOU EEG – 02 Elective Course in English (1989). The Structure of Modern
EnglishBlocks (1 to 7), IGNOU, New Delhi.
Suggested Readings
• Agnihotri, R.K., & Khanna, A.L. (Ed.) (1996). English Grammar in context,
Ratnasagar,Delhi.
• Bhatia, K.K., & Kaur, N. (2011). Teaching and Learning English as a Foreign
Language.Ludhiana: Kalyani Publishers.
• Bindra, R. (2005). Teaching of English. Jammu: Radha Krishan Anand and Co.
• Krishna Swamy (2003). Teaching English: Approaches, Methods and
Techniques,Macmillan Publication, New Delhi.
• Sachdeva, M. S. (2007). Teaching of English. Patiala: Twenty First Century Publications.
• Sahu, B. K. (2004). Teaching of English. Ludhiana: Kalyani Publishers.
• Shaik, M. & Gosh, R.N. (2005). Techniques of Teaching English, Neelkamal Publications,
Hyderabad.
• Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication

52
 SEMESTER-II

Course Title: INCLUSIVE EDUCATION

Credits: 04
Contact Hours: 60
Introduction
The course is designed to develop an understanding about inclusive education and addressing
diversity in the mainstream classroom. It is also formulated in a way that the learners
willknow the pedagogical practices and recognises ways in which different stakeholders
cancollaborate for the success of inclusive education.
Objectives
After completing the course the student-teachers will able to:
• Explain the historical perspective of inclusive education.
• Discuss the Polices & Frameworks Facilitating Inclusive Education
• DefineAdaptations Accommodations and Modifications
• Develop Inclusive Learning Environments and Academic Instructions
• Demonstrate Supports and Collaborations for Inclusive Education

Unit 1: Introduction to Inclusive Education

1.1 Marginalisation vs. Inclusion: Meaning & Definitions, Historical perspective of Inclusive
education globally and in India
1.2 Approaches to disability and service delivery models, Changing Practices in Education of
Children with Disabilities: Segregation, Integration & Inclusion.
1.3 Diversity in Classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity
1.4 Principles of Inclusive Education: Access, Equity, Relevance, Participation &
Empowerment: Index for Inclusion
1.5 Benefits and Barriers of Inclusive Education: Social, Physical, instructional and
economical .

Unit 2: Polices & Frameworks Facilitating Inclusive Education

2.1 International Declarations: Universal Declaration of Human Rights (1948), World
Declaration for Education for All (1990)

53
2.2 International Conventions: Convention against Discrimination (1960), Convention on
Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities
(UNCRPD) (2006) Incheon Strategy (2012)
2.3 International Frameworks: Salamanca Framework (1994), Biwako Millennium
Framework of Action (2002)
2.4 National Commissions & Policies: Kothari Commission (1964), National Education
Policy (1968), National Policy on Education (1986), Revised National Policy of Education
(1992), National Curricular Framework (2005), National Policy For Persons With Disabilities
(2006)
2.5 National Acts & Programs: IEDC (1974), RCI Act (1992), National Trust Act (1999),
SSA (2000), RTE (2006) and amendment 2012 , RMSA (2009), IEDSS (2013), RPwD Act
2016

Unit 3: Adaptations Accommodations and Modifications

3.1 Meaning, Difference, Need & Steps
3.2 Specifics for Children with Sensory Disabilities, Neuro-Developmental Disabilities, Loco
Motor & Multiple Disabilities and Engaging Gifted Children
3.3 Adaptations and accommodations for sensory impairments, children with multiple
disabilities, neuro-developmental disabilities, intellectual impairment and gifted children
3.4 Building Inclusive Schools: IDentifying barriers to Inclusion- Attitudinal, Systemic and
Structural, Ensuring Physical, Academic and Social Access
3.5 Leadership and Teachers as Change Agents, Assistive Technology, Whole School
Development

Unit 4: Inclusive Learning Environments and Academic Instructions

4.1 Building Inclusive Learning Environments: Classroom Management, Effective
Communication, Promoting Positive Behaviour, Reflective Teaching, Peer mediated
instruction: Peer tutoring (Class wide Peer Tutoring, Peer Assisted Learning Strategies), Co-
operative learning
4.2 Universal Design for Learning: Multiple Means of representation, Expression and
Engagement.
4.3 Co-Teaching Methods such as One Teach, One Assist, Station-Teaching, Parallel
Teaching, Alternate Teaching & Team Teaching
4.4 Differentiated Instructions: Content, Process & Product and Evaluation.

54
4.5 ICT for Instructions

Unit 5: Supports and Collaborations for Inclusive Education

5.1 Role of Stakeholders in Inclusive Education
5.2 Advocacy & Leadership for Inclusion in Education
5.3 Family Support & Involvement for Inclusion, Community Involvement and resource
mobilization.
5.4 Collaborations: Models of collaboration, working with Parents, Managing Conflict,
Mentoring and Coaching

Practical & Field Engagement

I. Visit Special Schools of any two Disabilities & an Inclusive school & write observation
report highlighting pedagogy
II. Prepare a Checklist for Accessibility in Mainstream Schools for Children with Disabilities
III. Design a Poster on Inclusive Education
IV. Prepare a Lesson Plan on any one School subject of your choice using any one Inclusive
Academic Instructional Strategy
Key debates in special and inclusive education.
Transactions
Group discussions following videos and visits.Debate for Inclusion vs. Segregation & Self
study for legislations and frameworks. Interactive course with discussion as well as field
work to get first-hand experience of co- teaching mainstream classrooms with children with
disability
Suggested Readings
• Booth, T. & Ainscow, M. (2002). Index for Inclusion: Developing learning and
participation in Schools. CSIE.
• Bartlett, L. D., & Weisentein, G. R. (2003). Successful Inclusion for
EducationalLeaders. New Jersey: Prentice Hall.
• Choate, J. S. (1997). Successful Inclusive Teaching. Allyn and Bacon.
• Daniels, H. (1999) .Inclusive Education.London: Kogan.
• Gartner, A., & Lipsky, D.D. (1997). Inclusion and School Reform
TransferringAmerica’s Classrooms,Baltimore: P. H. Brookes Publishers.
• Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and WritingIEPs.
Corwin press:Sage Publishers.
• Gore, M.C. (2004) .Successful Inclusion Strategies for Secondary and Middle School

55
 Teachers, Crowin Press, Sage Publications.
• Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs: from
Segregation to Inclusion, Corwin Press, Sage Publishers.
• Karant, P., & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications.
• Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage
Publications.
• McCormick, S. (1999). Instructing Students who Have Literacy Problems. 3rd Ed.
New Jersey, Pearson.
• Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
• Westwood, P. (2006). Commonsense Methods for Children with Special Educational
Needs ‐ Strategies for the Regular Classroom. 4th Edition, London Routledge
Falmer:Taylor & Francis Group.

56
 SEMESTER-II
Course Title: CURRICULUM DEVELOPMENT AND EVALUATION FOR
INTELLECTUAL DISABILITY

Credits: 04
Contact Hours: 60
Changes in society constantly demand new knowledge and skills and require the continuous
development of our educational system. This course will provide the trainee the foundational
know-how and theoretical underpinning of curriculum development from design and
implementation to evaluation and an informed and critical understanding about curriculum
differentiation

Objectives
After completing the course student-teachers will able to:
 Describe nature of curriculum, principles and steps of curriculum designing, domains
and curriculum evaluation.
 Analyse various approaches to curriculum development.
 Apply curriculum at Pre-School, Primary School level, Secondary, Pre-vocational
and Vocational level
 Demonstrate Curriculum Adaptations and Curriculum Evaluation
 Demonstrate skills in Critical Issues and trends in Curriculum

Unit 1: Nature of Curriculum

1.1 Definition and scope of curriculum
1.2 Historical and contemporary evolution of curriculum
1.3 Bases of Curriculum-philosophical, sociological and psychological
1.4 Principles of Inclusive curriculum and transaction, types of Curriculum –core, collateral,
support, hidden Fundamentals of curriculum development: knowledge based, activity based, skill
based and experience based
1.5Steps in developing curriculum, challenges of developing curriculum for inclusion,

Unit 2: Approaches & Types of Curriculum Development

2.1Developmental Approach
2.2 Functional Approach
2.3 Eclectic Approach
2.4 Ecological Approach
2.5 Expanded Core Curriculum
2.6 Hidden Curriculum

Unit 3: Curriculum at Pre-School, Primary School level, Secondary, Pre-vocational and

Vocational level
3.1 Early Intervention: Meaning, Need and scope.
3.2 Significance of Early Childhood Education and School Readiness; Early Childhood
Education Curricular domains
3.3 Curriculum domains at Primary Level
3.4 Curriculum domain at Secondary level, Pre- vocational level, Vocational level
3.5 Curriculum domain at vocational and independent living

Unit4: Curriculum Adaptations and Curriculum Evaluation

4.1 Curricular Adaptation, Accommodation and Modification: Definition and types
4.2 Adaptation, Accommodation and Modification for Pre –academic, Academics, Co-
curriculum and School Subjects
4.3 Concept, Meaning, Definition of Curriculum Evaluation, Types and Approaches of
Evaluation
4.5 Emerging trends in evaluation –CCE, Teacher Made Tests, Grading System
4.6 Differential evaluation of PwID in inclusive setup, Implications of evaluation for
inclusion
Unit 5: Critical Issues and trends in Curriculum
5.1 Organisation of learning opportunities for diverse needs
5.2 Designing integrated and inter-disciplinary learning experiences
5.3 Collaborative curriculum
5.4 Sensitization of family, involvement in pre-school and primary level
5.5 Rehabilitation of PwIDs under National Skill development Scheme (NSDS by MSJ&E)

Transaction
Group discussion, lecture-cum-discussion, panel discussion, school visits and teaching
observations, indivIDual assignment of lesson planning based on learning needs in the classroom.
Course Work/ Practical/ Field Engagement (Any One)
• Write a 2000 word essay describing a curriculum in action in an inclusive school
• Adapt any one lesson in collaboration with a regular teacher within a secondary school text
book (using one of the approaches to curriculum development) to meet the needs of children with
disabilities
Special/ Inclusive schools
To prepare need based curriculum for training in
 ADL Skills
 School Readiness
 Transition from School to Work
 Movement/Dance/Yoga/Sports skills
 Computer usage
 House Keeping/ Laundry
 Gardening / Horticulture
 Creative / Performing Arts
Essential Readings
• Jeyachandaran, P.,& Vimala, V. (2000). Madras Developmental Programming System
• Luftig, R.L. (1949).Teaching the Mentally Retarded Student: Curriculam, Methods and
Strategies.Library of Congress Cataloging-in-publications data.
• Myreddi, V. & Narayan, J. (2005) FACP – PID, NIMH, Secunderabad.
• Narayan, J. (2003) .Educating children with learning problems in regular schools NIMH,
Secunderabad.
• Narayan, J. Myreddi, V.,& Rao, S. (2002). Functional Assessment Checklist for
Programming, NIMH, Secunderabad.
• Panda, K.C. (1997). Education of Exceptional Children.New Delhi, Vikas Publications.
• Aggarwal, D. (2007).Curriculum development: Concept, Methods and Techniques. Book
Enclave, New Delhi.
• Alexander, R. J. (2001). Culture and pedagogy: International comparisons in primary education.
Oxford and Boston, Blackwell.
• Daniels, H., & Porter, J. (2011). Educational theories, cultures and learning: A critical
perspective. Routledge, London.
• Ornstein, A. C., Pojak, E. F., & Ornstein, S. B. (2006). Contemporary issues in
curriculum.Allyn & Bacon, Boston.
• Wiles, J. (2009). Leading Curriculum Development. Corwin Press, New Jersey.
• Wiles, J.W., & Joseph, B. (2006). Curriculum Development: A GuIDe to Practice. Pearson
Publication, London.
Suggested Readings
• Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi Reliance.
Thressiakutty,A.T. & Rao.L.(2001) Transition of persons with Mental Retardation from school
to work: A Guide: NIMH publication
• Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.
• CIET(2006). The process of Making National Curriculum Framework-2005: A VIDeo
documentary both in Hindi and English, CIET,NCERT, New Delhi.
• Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12
(Professional Development).Association for Supervision & Curriculum Development,
Alexandria.
• Westbrook, J., Durrani, N., Brown, R., Orr D., Pryor J, Boddy, J., & Salvi, F. (2013). Pedagogy,
Curriculum, Teaching Practices and Teacher Education in Developing Countries.Final
Report.Education Rigorous Literature Review.Department for International Development.
• Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design.Association for Supervision and
Curriculum Development, Alexandria.
• Wiles, J. W., & Bondi, J. C. (2010). Curriculum Development: A GuIDe to Practice. Prentice
Hall, New Jersey.
 SEMESTER-III

Course Title: EDUCATIONALINTERVENTION AND TEACHING STRATEGIES FOR CHILDREN WITH

INTELLECTUAL DISABILITY

Credits: 04
Contact Hours: 60
Objectives
After completing the course student-teachers will able to:
• Appreciate and orient oneself in understanding, planning and using intervention
appropriately and demonstrate it.
• Realize the importance of developing IEP, acquire the required competencies for its
development, implementation and evaluation.
• Understand basic of learning and teaching and acquire competency to select and
demonstrate appropriate teaching strategies for teaching in different curriculumareas.
• Understand nature and IDentification Managing behaviour and develop insight into
various modes of its management.
• Develop understanding of various therapeutics interventions, their objectives, scope,
modalities, and require intervention.

Unit 1: Intervention
1.1 Significance, Rationale, Scope, Advantages of Early Intervention
1.2 Types of Early Intervention
1.3 Intervention Techniques
1.4 Record Maintenance and Documentation
1.5 Implication of Early Intervention for pre-school Inclusion, Resource Teaching and
Differentiated Intervention.
Unit 2: Individualised Education Programme
2.1 Need, Importance and Historical Perspective of IEP,
2.2 Components of IEP
2.3 Developing, Implementation and Evaluation of IEP for PwID and its associatedconditions
2.4 IFSP – Planning and writing, Application of IEP for Inclusion (Expand)
Unit 3: Teaching Strategies and TLM
3.1 Stages of Learning, Principles of Teaching
3.2 Teaching Approaches:
  Developmental Approaches– Montessori, Floor time, VAKT Method, Augmentative
and Alternative Communication
 Multi-sensory Approach– Fernald, Orton and Gillingham
 Behavioral Approach– Applied Behavior Analysis (ABA), Discrete Trail Training
 Cognitive Approach– Meta-cognitive Training, Cognitive Behavior Management
 Integration of above in Inclusive Classroom Context
3.3 Teaching Strategies – Task Analysis, Chaining, Shaping, Modelling, Prompting,Fading
and Reinforcement, Role Play, Play Way method
3.4Development and Use of TLM for ID
Unit 4: Intervention for Managing Behaviour
4.1 Definition and types of Managingbehaviour
4.2 Identification of Managingbehaviour
4.3 Functional Analysis and Behaviour Modification Techniques, Cognitive Behaviour
Techniques (CBT)
4.4 Management of Managingat Home and School, Parental Counselling -
Individual, Group and Community
4.5 Ethical Issues in behaviour management and implications for Inclusion
Unit 5: Therapeutic Intervention
5.1 Occupational Therapy – Definition, Objective, Scope, Modalities and Intervention
5.2 Physiotherapy – Definition, Objective, Scope, Modalities and Intervention
5.3 Speech Therapy – Definition, Objective, Scope and Types of Speech, Language and
Hearing Disorders and Intervention
5.4 Yoga and Play therapy – Definition, Objective, Scope and Intervention
5.5 Therapeutic intervention: Visual and Performing Arts (eg: Music, Drama, Dance
movement, Sports, etc.)
Course Work/ Practical/ Field Engagement (Any One)
Special/ Inclusive Schools/ Institute
• To deliver Modular/ Thematic lecture on relevant topic
• To organise competitions for co-curricular activities at Local, District and State
level
• To organize exhibition on products prepared by PwIDs and to raise funds through
auction/sale for training livelihood and talent enhancement
Essential Readings
 Karten, T, J. ([2007)] More Inclusion Strategies that work- aligning student strength with
standards. Corwin Press.
 Lerner, J. W. (2011). Learning Disabilities. Boston: Houghton Mifflin Brookes.,
• Jayachandra, P. (2001) Teaching yogasanas for persons with Intellectual Disability,
Chennai: Vijay Human Services.
• Jeyachandaran, P. Vimala, V. (2000). Madras Developmental Programming System
• Myreddi V. & Narayan J. (1998). Functional Academics for students with mild
Intellectual Disability, NIMH, Secunderabad.
• Narayan J. (2003) Educating children with learning problems in regular schools
NIMH, Secunderabad.
• Narayan, J. (1998) Grade Level Assessment Device for Children with Learning
Problems in Regular Schools, NIMH, Secunderabad.
• Narayan, J. Myreddi, V. Rao, S. (2002). Functional Assessment Checklist for
programming
• Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas
• Pandit, A & Grover U (2001), Self Instructional Modules on occupational
therapy/physiotherapy, BED (ID) SPE, Bhoj University, Bhopal.
 SEMESTER-III

Course Title: TECHNOLOGY AND CHILDREN WITH INTELLECTUAL

DISABILITY

Credits: 04
Contact Hours: 60
Objectives
After completing the course student-teachers will be able to:
• Comprehend role of technology in educating children with ID and acquire
knowledge about its various approaches and modes.
• Conceptualize the nature of ICT, its basis, development and use.
• Use computer programme and software for the benefit of children with ID.
• Develop skills and competencies in use of Punarjani and C-DAC and integrate
technology for instructions and inclusion.
• Apply technology for developing lesson plan and adapted assistive devices.
Unit 1: Technology in Education and Instruction
1.1 Educational and Instructional Technology – Meaning, Nature, Scope, Definition,
Objectives and Significance
1.2 Educational Technology and Instructional Technology – Role and Recent Trends.
1.3 Approaches of Educational Technology – Hardware, Software, System approach,
Individual & Mass media approach.
1.4 Differential Instruction, Universal Design of learning and IndivIDualised Instruction.
1.5 Implication of the above for inclusion.
Unit 2: ICT
2.1 ICT – Meaning, Definition, Scope and Significance
2.2 Psychological bases for ICT among teachers and learners
2.3 Development of ICT – Stages, Requirement and Process
2.4 Use of ICT in developing collaborative networks for sharing and learning such as
Internet – E-mail, Tele-teaching, Tele-conference
2.5 Use of ICT to simplify record keeping, information management in education
administration in special and inclusive settings
Unit 3: Use of Multimedia in Education
3.1 Multi Media - Meaning, Nature, Scope, Definition and Approches.
3.2 Types of Instructional AIDs: Projected & non–projected AIDs, Projectors, Radio,
Tape Recorder, Television, Films, Computers, whiteboard, Smartboard, e-Flash
Cards, Educational Toys
3.3 Advantages, Limitations and Challenges of Using Multi media in Education
3.4 Recent Trends in Multimedia
3.5 Implication of Multimedia in teaching learning.
Unit 4: Technology Based Instructions
4.1 Enhancing Technology Friendly Practices among Teachers.
4.2 Computer-Assisted & Computer Managed Instructions, Cybernetics, E- learning,
Use of Net Search and Websites
4.3 Disability Friendly Technology – Punarjani, and e-learning Framework developed by
C-DAC
4.4 Developing Technology Integrated Lessons – IndivIDual and Group
4.5 Implications of Technology based instruction in Inclusion
Unit 5: Application of Technology
5.1 Application of Technology in Lesson Planning, Worksheet Preparation, Report
writing and Evaluation
5.2 Application of Technology in Assistive Devices – For example, JAWS,
Smartphones, Screen Readers
5.3 Application of Technology in Instruction – IndivIDual, small group and large group
5.4 Advantages, merits and demerits
5.5 Implications for inclusion
Course Work/ Practical/ Field Engagement (Any One)
Special/ Inclusive School/ Institute
• To organize workshops for use ICT for disability friendly activities
• To develop technology supported lesson plans for PwID
• To use mass media/multi media for creating awareness on disability in rural areas
Essential Readings
• Mehra, Vandana (2004) Educational Technology, New Delhi : S S Publishers.
• Mohanty, J. (1992). Educational Technology, New Delhi: Deep and Deep Publication.
• Mukhopadhaya, M. (ed.) (2005). Education Technology Knowledge Assessment,
New Delhi: Shipra Publications.
• R., Robertson, S. and Peter John. (2009). Improving Classroom Learning with ICT,
New York: Routledge.
• Sharma, Hemant Lata and Sharma, Savita (2010). Learning to Learn with Love:
Theory and Practice of Co-operative Learning, New Delhi: Gagandeep Publications
Sutherland,
Suggested Readings
• JaganathMohanty. (1998). Studies in Educational Broadcasting. San subscription
agency.
 SEMESTER-III

Course Title: PSYCHO-SOCIAL AND FAMILY ISSUESOF PERSONSWITH INTELLECTUAL

DISABILITY
Credits: 02
Contact Hours: 30
Objectives
After completing the course student-teachers will able to:
• Realise importance and role of family in rehabilitation of children with ID.
• Develop insight into various Psycho-social issues and their impact on rehabilitation
on PwID, misconception and social practices and develop based approach.
• To realize importance of family involvement in rehabilitation process by forming
parents self help group and parent association.
• Conceptualize various Adolescent related issues and challenges their implication for
rehabilitation of PwIDs and to explore probable employment opportunities for them.
• Comprehend role of community and community participation and models, advantages
/ disadvantages of CBR programme for PwIDs.
Unit 1: Family
1.1 Family – Concept, Definition and Characteristics
1.2 Types of family
1.3 Reaction and Impact of disability on family
1.4 Needs of family and counselling
1.5 Role of family in rehabilitation of PWID
Unit 2: Psycho-Social Issues
2.1 Attitude of family, Community, Peer Group, Teachers, Co-workers
2.2 Myths, misconception and social practices
2.3 Difference between Intellectual Disability and Mental Illness
2.4 Psycho-Social Issues – Exploitation, Delinquency, child labour and child Abuse
2.5 Rights and Advocacy
Unit 3: Involving Families
3.1 Training and involving families in the rehabilitation process
3.2 Parent professional relationship
3.3 Formation of Parent Self-Help Group
3.4 Parent Associations
3.5 Empowering Families
Unit 4: Adolescent Issues
4.1 Physiological Changes; Implication in Emotional and Social Development
4.2 Interpersonal relationship – Parents, Siblings, Extended family, Single child, Peer
group
4.3 Employment, Sexuality, Marriage, Alternative options, Pre- marital counselling
4.4 Ethical Issues
4.5 Challenges and Implications
Unit 5: CBR and CPP (Community People Participation)
5.1 Concept, Definition and Scope of CBR
5.2 Models of CBR – Advantages and Disadvantages
5.3 Types of Community Resources and their mobilization
5.4 Organizing services for PwID in the community
5.5 Role of Special Educator, Family, Community and PwID in CBR
Course Work/ Practical/ Field Engagement (Any One)
Special/ Inclusive School/ Institute
• To conduct workshops on formation of Parent Self Help Group, Sibling SHG
• To prepare and present a report on assessment of family needs
• To conduct survey on awareness of families about Govt. Schemes for PwID
• To study and submit a report on attitude of neighbours, teachers and non-teaching
staff
Essential Readings
• Basu, S., Das, P., Chakravarty, I. (2007) Family Life of the Disabled Aged, Ageingand
Society: Indian Journal of Gerontology, 17 (3 & 4), 75 – 81.
• Blacher, J. (Ed.) (1984) Severely Handicapped Young Children and Other
Families:Research in Review Ovlandio: Academic Press Inc.
• Cramer, H., Carlin, J. (2008) Family Based Short Breaks (Respite) for DisabledChildren:
Results from the Fourth National Survey, British Journal of Social Work,Vol. 38 (6), Sept.
2008, pp 1060 - 1075
• Dale, N. (2000) Working with families of Children with Special Needs: Partnershipand
Practice, East Sussex: Brunner- Routledge.
• Findler, S. (2000) The Role of Grandparents in the Social Support System of Mothersof
Children with a Physical Disability, Families in Society, Vol. 81 (4), July – Aug.2000, pp 70
- 381
Suggested Readings
• Bennett, T. Lingerfelt, V & Nelson, D.E. (1990) Developing IndivIDual and FamilySupport
Plans – A Training Manual, CambrIDge M.A. Brooklint Books.
• Desai, AN (1990) Helping the Handicapped: Problems & prospects, New Delhi,Ashish
Publishing House.
• Dunst, C., Trivette~ C. & Deal, A. (1988)' Enabling and empowering families.CambrIDge,
MA: Brookline Books.
• Dyson (1987) Mental Handicap: Dilemmas of Parent-Professional Relations, London,Croon
Helm.
• Glendinning, C. (1986) A Single Door: Social Work with the Families of DisabledChildren,
London: Allen and Unwin Ltd
• Webster, E. J. Vikas Publishing House (1993) Working with parents of youngchildren with
disabilities, California. Singular Publishing Group.
 SEMESTER-III
Course Title: READING AND REFLECTING ON TEXTS
Credits: 02
Contact Hours: 30
Introduction
One of the core areas that schools focus upon is age appropriate and fluent literacy skills.
Hence, aspirant graduates who intend to make career in education must be good readers and
good writers (in literally sense). Due to several reasons a student teacher like you may not
have adequate skills, interest and motivation for reading and writing. Here is a skill based and
activity oriented course designed to give you an opportunity to look at reading writing
seriously, relearn it as a professional activity, apply it for students with special needs and
enjoy it like never before.
Objectives
After completing the course student-teachers will able to:
• Reflect upon current level of literacy skills of the self.
• Iinterpret Reflections on Reading Comprehension
• Demonstrate Skill Development in Responding to Text
• Understand Writing as a Process and Product
• Practice and master Independent Writing
Unit 1: Reflections on Literacy
1.1 Literacy and Current University Graduates: Status and Concerns
1.2 Role of Literacy in Education, Career and Social Life
1.3 Literacy, Thinking and Self Esteem
1.4 Literacy of Second Language/ English: Need and Strategies
1.5 Basic Braille Literacy
Unit 2: Reflections on Reading Comprehension
2.1 Practicing Responses to Text: Personal, Creative and Critical
2.2 Meta Cognitive Awareness of Reading Processes and Strategies Applied for Meaning
Making
2.3 Developing Good Reading Skills and Habits in Primary Level Students: Activities
and Strategies
2.4 Basic Understanding of Reading Comprehension of Children with Disabilities
Unit 3: Skill Development in Responding to Text
3.1 Indicators of Text Comprehension: Retelling, Summarizing, Answering, Predicting,
Commenting and Discussing
3.2 Practicing Responding to Text (Using The Indicators) for Recreational Reading
Material (Narrations) and School Textbooks (Description)
3.3 Practicing Responding to Text (Using The Indicators) for Reports, Policy Documents
and News (Expositions) and Editorial, Academic Articles, Advertisement Copy,
Resume (Argumentation)
3.4 Practicing Web Search, RapID Reading and Comprehensive Reading
Unit 4: Reflecting Upon Writing as a Process and Product
4.1 Understanding writing as a Process: Content (Intent, Audience and Organization)
4.2 Understanding writing as a Process: Language (Grammar, Vocabulary, Spelling)
4.3 Understanding writing as a Process: Surface Mechanics (Handwriting, Neatness,
Alignment and Spacing)
4.4 Practicing Self Editing and Peer Editing of Sample Texts
4.5 Practicing Evaluating Students Writing Using Parameters: Productivity, Correctness,
Complexity, Text Organization and Literary Richness
Unit 5: Practicing Independent Writing
5.1 practicing Writing: Picture Description/ Expansion of IDeas/ Essays/ Stories
5.2 Practicing Daily Leaving Writing: Applications/ Agenda - Minutes/ Note Taking
5.3 Practicing Converting Written Information into Graphical Representation
5.4 Practicing Filling up Surveys, Forms, Feedback Responses, Checklists
5.5 Reflections on the Course: From Theory to Practice to Initiating Process to Improve
Self
Course Work/ Practical/ Field Engagement
• Have a peer editing of independently written essays and discuss your reflections upon
this experience
• Prepare a feedback form for parents and for teachers focussing on differences in the
two forms due to different intent and audience
• Develop a short journal of graphical representation of 3 newspaper articles on school
education using the options given in 2.4
• Visit a book store for young children, go through the available reading material
including exercise books, puzzles. etc. and make a list of useful material for
developing early literacy skills
Essential Readings
• ASER report of 2015: Pratham Publication
• May, F. B. (2001). Unravelling the seven myths of reading. Allyn and Bacon: Boston
• McGregor, T. (2007). Comprehension Connections: BrIDges to Strategic Reading.
Heinemann Educational Books.
• Tovani, C., & Keene.E.O. (2000). I Read It, but I Don't Get It: Comprehension
Strategies for Adolescent Readers. Stenhouse Publishers
• Soundarapandian, M. (2000). Literacy campaign in India. Discovery Publishing
House: New Delhi.
Suggested Readings
• Baniel, A. (2012). KIDs beyond limits. Perigee Trade: New York
• Ezell, H., & Justice, L. (2005). Programmatic Research on Early Literacy: Several
Key Findings.IES 3rd Annual Research Conference: American Speech Language &
Hearing Association (ASHA).
• Gallangher.K. (2004). Deeper Reading: Comprehending Challenging Texts.
Stenhouse Publishers
• Heller, R. (1998). Communicate clearly. DK Publishing: New York.
• Luetke-Stahlman, B., & Nielsen, D. (2003). Early Literacy of Kindergartners with
Hearing Impairment.High Beam
• May, F. B. (1998). Reading as communication. Merrill: New Jersy
• Miller. D. (2002).Reading With Meaning: Teaching Comprehension in the Primary
Grades.Stenhouse Publishers, New York.
• Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative language
teaching in English.Nityanutan Prakashan, Pune.
• Paul, P. V. (2009). Language and Deafness. Jones and Bartlett: Boston
 SEMESTER-III
Course Title: DRAMA AND ART IN EDUCATION
Credits: 02
Contact Hours: 30
Introduction
India has an excellent historical backdrop as well as contemporary talents in the field of art.
However, it is debatable whether the same has been translated into our school system
effectively. Do most of our students get exposure to a variety of activities involving knowing,
exploring and appreciating art? Most probably they do not. It is time that we take a fresh look
at what art education is and what role it plays in school education. More than anything, art
education is also expected to enhance learning. And do teachers know how to go about it to
achieve it? Here is an opportunity to facilitate the art within you which in turn will reflect art
in within students.
For a student-teacher with disability appropriate learning alternatives are to be given by the
college. For example, a candIDate with blindness must get alternative learning opportunities
and evaluative tasks for visual art or a candIDate with deafness for music art – if and when
needed.
Objectives
After completing the course student-teachers will able to:
• Define introduction to art Education
• Demonstrate Performing Arts: Dance and Music.
• Demonstrate Performing Arts: Drama
• Analyse Visual Arts
• Use of Media and Electronic Arts
Unit 1: Introduction to art Education
1.1 Art and art education: Meaning, scope and difference
1.2 Artistic expression: Meaning and strategies to facilitate
1.3 Art therapy: Concept and application to students with and without disabilities
1.4 Linking Art Education with Multiple Intelligences
1.5 Understanding emerging expression of art by students
Unit 2: Performing Arts: Dance and Music
2.1 Range of art activities related to dance and music
2.2 Experiencing, responding and appreciating dance and music
2.3 Exposure to selective basic skills required for dance and music
2.4 Dance and Music: Facilitating interest among students: planning and implementing
activities
2.5 Enhancing learning through dance and music for children with and without special
needs: Strategies and Adaptations
Unit 3: Performing Arts: Drama
3.1 Range of art activities in drama
3.2 Experiencing, responding and appreciating drama
3.3 Exposure to selective basic skills required for drama
3.4 Drama: Facilitating interest among students: planning and implementing activities
3.5 Enhancing learning through drama for children with and without special needs:
strategies and adaptations
Unit 4: Visual Arts
5.6 Range of art activities in visual arts
5.7 Experiencing, responding and appreciating visual art
5.8 Exposure to selective basic skills in visual art
5.9 Art education: Facilitating interest among students: planning and implementing
activities
5.10Enhancing learning through visual art for children with and without special needs:
strategies and adaptations
Unit 5: Media and Electronic Arts
5.1 Range of art activities in media and electronic art forms
5.2 Experiencing, responding and appreciating media and electronic arts
5.3 Exposure to selective basic skills in media and electronic arts
5.4 Media and electronic arts: Facilitating interest among students: planning and
implementing activities
5.5 Enhancing learning through media and electronic art for children with and without
special needs: strategies and adaptations
Course Work/ Practical/ Field Engagement
• ‘hot seating’ activity for historical / contemporary personalities wherein students play
the role of that personality to advocate his/her opinions/decisions/thought processes
(for example, Akbar, Hitler, Galileo, Bhagat Singh etc)
• Portfolio submission of the basic skills exposed in any one of the art forms of choice
• Write a self reflective essay on how this course on art will make you a better teacher
• Learn and briefly explain how music notations are made. Submit a brief report OR
learn and explain the concept of composition in visual art. Submit a brief report. OR
make and submit a sample advertisement for a product OR Learn Mudras of a
classical dance forms and hold a session for the students on that. Submit photo report
of the same OR Carry out web search on Indian sculpture and submit a brief
compilation
• Observe an art period in a special school and briefly write your reflections on it
Essential Readings
• Finlay, Victoria. The brilliant History of Color in Art. Getty Publications, China.
• Shirley, Greenway. (2000). Art, an A to Z guIDe. Franklin Watts: USA
• Vaze, Pundalik. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai
Suggested Readings
• Baniel, Anat. (2012). KIDs beyond limits. Perigee Trade: New York
• Beyer, E. London. (2000). The arts, popular culture and social change
• Efland, A. D. (1990). A history of Art Education: Intellectual and social currents in
teaching the visual arts. New York, NY: Teachers College Press.
• Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication:
London
• Heller, R. (1999). Effective Leadership. DK Publishing: New York.
• Lewiecki-Wilson C. & B. J. Brueggemann (Eds.), Disability and the teaching of
writing: A critical sourcebook. Boston, MA: Bedford/St. Martin's.
• Nyman, L.& A. M. Jenkins (Eds.), Issues and approaches to art for students with
special needs (pp. 142–154). Reston, VA: National Art Education Assoc
SEMESTER-III
Educational Tour
 SEMESTER-IV

Skill Based Optional Course (Cross Disability and Inclusion) ANY ONE

Course Title: GUIDANCE & COUNSELLING

Credits: 02
Contact Hours: 30
Objectives
After completing this course the student-teachers will able to:
• Define the Introduction to Guidance and Counselling and apply the skills of guidance and
counselling in classroom situations.
• Discuss how to Enhance Self Image and Self Esteem
• Explain Guidance and Counselling in Inclusive Education
Unit 1: Introduction to Guidance and Counselling
1.1 Guidance and Counselling: Definition and Aims
1.2 Areas of Guidance and Counselling
1.3 Core Conditions in Counselling
1.4 Skills and Competencies of a Counsellor
1.5 Role of Teacher in Guiding and Counselling Students with Special Needs
Unit 2: Enhancing Self Image and Self Esteem
2.1 Concept of Self as Human
2.2 Understanding of Feelings and Changes
2.3 Growth to Autonomy
2.4 Personality Development
2.5 Role of Teacher in Developing Self-Esteem in Children
Unit 3: Guidance and Counselling in Inclusive Education
3.1 Current Status with reference to Indian School
3.2 Types of Counselling: Child-Centred, Supportive, Family
3.3 GuIDance in Formal and Informal Situations: Within and Outside Classroom,
Vocational Guidance
3.4 Group Guidance: Group Leadership Styles and Group Processes
3.5 Challenges in Group Guidance
Practicum/ Field engagement
I. Counselling and report writing on a selected case
II. Simulation of a parent counselling session
III. Report of critical observation of a given counselling session
Transaction
The transaction for this course should be done with a perspective to enhance in the
studentteachers
the ability to become a “People-helper”. They should be able to appreciate the role
of a guIDe and counsellor in the school setting.
Essential Readings
• Naik, P.S. (2013). Counselling Skills for Educationists.Soujanya Books, New Delhi.
• Rao, V. K., & Reddy, R.S. (2003). Academic Environment: Advice, Counsel and
Activities.Soujanya Books, New Delhi.
• Shah, A. (2008). Basics in gGuIDance and Counselling. Global Vision Publishing
House.
• Sharma, V.K. (2005). Education and Training of Educational and Vocational
GuIDance.Soujanya Books, New Delhi.
Suggested Readings
• Kapunan, R.R. (2004). Fundamentals of GuIDance and Counselling. Rex Printing
Company, Phillipines.
• Pal, O.B. (2011). Educational and Vocational GuIDance and Counselling. Soujanya
Books, New Delhi.
 SEMESTER-IV

Course Title: EARLY CHILDHOOD CARE AND EDUCATION

Credits: 02
Contact Hours: 30
Introduction
The course is designed to provide the student-teachers with an insight into developmental
milestones of typical children. This will enable the learners to understand deviations and
strategies to address them in the critical phase of development. It will also help the learners
understand the importance of transitions and its requirements.
Objectives
After undertaking the course the student-teachers will able to:
• Explain the Early Childhood Learning &Development.
• Describe the Early Education of Children with Disabilities.
• Demonstrate the Inclusive Early Childhood Educational (ECE) Practices
Unit 1: The Early Years: An Overview
1.1 Facts about Early Childhood Learning & Development
1.2 Neural Plasticity
1.3 Critical Periods of Development of Motor, Auditory, Visual, Linguistic & Cognitive
Skills
1.4 Sensitive Periods of Learning: Maria Montessori’s Framework & Windows of
Opportunity & Learning Timelines of Development in Young Children
1.5 Integrating Theories of Development & Learning for Early Childhood Education
Curricula
Unit2: Early Education of Children with Disabilities
2.1 Young Children at Risk & Child Tracking
2.2 Interdisciplinary Assessments & Intervention Plans
2.3 Developmental Systems Model for Early Intervention (Ofguralnick, 2001)
2.4 Curricular Activities for Development of Skills of: Imagination, Joy, Creativity,
Symbolic Play, Linguistic, Emergent Literacy, Musical, Aesthetic, Scientific &
Cultural Skills
2.5 EvIDenced Based Practices for Early Intervention
Unit 3: Inclusive Early Childhood Educational (ECE) Practices
3.1 Natural Environments, Service Delivery Models & Importance of Universal Designs
of Learning (UDL)
3.2 Practices for Inclusive ECE Programs: Adaptations of Physical Environment &
Equipments, Visual Support Materials, Parent Partnerships, Friendships &
Engagements with Typical Children
3.3 Principles of Inclusive ECE Practices: Full Participation, Open Ended Activities,
Collaborative Planning
3.4 Collaborating with Parents, Family Education & Developing IndivIDualised Family
Service Plan (IFSP)
3.5 School Readiness and Transitions
Practical/ Field Engagements
I. Developing a journal on developmental milestones & learning timelines of children
from 0 to 8 years
II. Participation in workshop & develop five creative teaching learning materials for
children in inclusive early childhood education programs
Transactions
Visits, Observations & Workshops.
Essential Readings
• Costello, P.M. (2000). Thinking Skills & Early Childhood Education. London: DavID
Fulton Publishers.
• Guralnick, M.J. (2005). The Developmental Systems Approach to Early Intervention:
Brookes Publication.
• Mohanty, J., & Mohanty, B. (1999). Early Chilhood Care and Education. Delhi:
Offset Printers.
Suggested Readings
• Barbour, N., & Seefeldt, C. (1998). .Early Childhood Education. An Introduction (4th
Eds). U.K: Prentice Hall.
• Dahlberg, G. , Moss, P. & Pence, A. (2007). Beyond Quality in Early Childhood Care
and Education.(2nd Ed.). New York: Routledge Publication.
• Krogh, S.L., & Slentz, K. (2001). Early Childhood Education, Yesterday, Today &
Tomorrow. London: Lawrence Erlbaum Associates Publishers.
• Wortham, S.C. (NK). Measurement & Evaluation in Early Childhood Education (2nd
Eds.), Ohio: Merrill Prentice Hall.
 SEMESTER-IV

Course Title: APPLIED BEHAVIOUR ANALYSIS

Credits: 02
Contact Hours: 30
Objectives
After undertaking the course the student-teachers will able to:
• Define introduction to Applied Behaviour Analysis (ABA)
• Illustrate Strategies for Positive Behaviour Support
• Explain Management of Challenging Behaviour

Unit 1: Introduction to Applied Behaviour Analysis (ABA)

1.1 Principles of Behavioural Approach
1.2 ABA - Concept and Definition
1.3 Assumptions of ABA – Classical and Operant Conditioning
1.4 Behaviour- Definition and Feature
1.5 Assessment of Behaviour – Functional Analysis of Behaviour, Behaviour Recording
Systems
Unit 2: Strategies for Positive Behaviour Support
2.1 Selection of Behavioural Goals
2.2 Reinforcement
- Types: Positive and Negative, Primary and Secondary
- Schedules: Continuous, Fixed Ratio, Fixed Interval, Variable Ratio, Variable
Interval
2.3 Discrete Trial Teaching
- Discriminative Stimulus - Characteristics
- Response
- Prompts: Physical, Gestural, Pointing, Visual, Positional, Verbal
- Consequence - Characteristics
- Inter-Trial Interval
2.4 Application of ABA in Group Setting
- Negotiation and contract
- Token economy
- Response cost
- Pairing and fading
2.5 Leadership role of teacher in promoting positive behaviour
Unit 3: Management of Challenging Behaviour 10 hours
3.1 Differential Reinforcements of Behaviour
3.2 Extinction and Time Out
3.3 Response Cost and Overcorrection
3.4 Maintenance
3.5 Generalization and Fading
Practicum
I. Observation and functional analysis of behaviour of a given case.
II. Development of ABA program for management of a challenging behaviour.
Transaction
The course consists of several concepts from behavioural theories. The concepts should be
explained through real life examples and selected case studies. Students should be
encouraged to conduct systematic observations of behaviour and suggest suitable plan of
action for dealing with behavioural deficits in children.
Essential Readings
• Bailey, J., & Burch, M. (2011). Ethics for Behaviour Analysts. Routledge, New York.
• Cooper, J.O., Timothy, E.H., & Heward, W.L. (2007). Applied Behaviour Analysis.
Pearson Publications.
• Fisher, W.W., Piazza, C.C., & Roane, H.S. (2013). Handbook of Applied Behaviour
Analysis. Guilford Press, New York.
• Kearney, A. J. (2007). Understanding Applied Behaviour Analysis: An Introduction to
ABA for Parents, Teachers and Other Professionals. Jessica Kingsley, Philadelphia.
• Lewis, P. (2006). Achieving Best Behaviour for Children with Developmental
Disabilities.Jessica Kingsley Publishers London.
Suggested Readings
• Aune, B., Burt, B., & Gennaro, P. (2013). Behaviour Solutions for the Inclusive
Classroom. Future Horizons Inc, Texas.
• Moyes, R.A. (2002). Addressing the Challenging Behaviour of Children with HFA/AS
in the Classroom. Jessica Kingsley Publishers London.
 SEMESTER-IV

Course Title: COMMUNITY BASED REHABILITATION

Credits: 02
Contact Hours: 30
Objectives
After completing this course the student-teachers will able to:
• Explain the introduction and scope of community based rehabilitation.
• Learn how to Prepare Community for CBR
• Apply suitable methods for Preparing Persons with Disability for CBR

Unit 1: Introduction to Community Based Rehabilitation (CBR)

1.1 Concept and Definition of CBR
1.2 Principles of CBR
1.3 Difference between CBR and Institutional Living
1.4 Socio-cultural and Economic Contexts of CBR
1.5 Scope and Inclusion of CBR in Government Policies and Programs
Unit 2: Preparing Community for CBR
2.1 Awareness Program-Types and Methods
2.2 Advocacy - Citizen and Self
2.3 Focus Group Discussion
2.4 Family Counselling and Family Support Groups
2.5 CBR and Corporate Social Responsibility
Unit 3: Preparing Persons with Disability for CBR
3.1 School Education: Person Centred Planning, and Peer Group Support
3.2 Transition: IndivIDual Transition Plan, Development of Self Determination and Self
Management Skills
3.3 Community Related Vocational Training
3.4 Skill Training for Living within Community
3.5 Community Based Employment and Higher Education

Practicum/ Field Engagement

I. Visit an ongoing CBR program and write a report on its efficacy
II. Organize a community awareness program
III. Conduct a focus group discussion on a selected disability issue with school/college
students
Transaction
BesIDes lecture method the topics in this course may be transacted through discussion on
selected case studies, classroom seminar/debates.
Essential Readings
• Loveday, M. (2006). The HELP GuIDe for Community Based Rehabilitation Workers:
A Training Manual.Global-HELP Publications, California.
• McConkey, R. and O’Tool, B (Eds). Innovations in Developing Countries for People
with Disabilities, P.H. Brookes, Baltimore.
• Neufelt, A. and Albright, A (1998). Disability and Self-Directed Employment:
Business Development Model.Campus Press Inc. York University.
• Scheme of Assistance to Organizations for Disabled Persons, Ministry of Social
Welfare, Govt. of India, New Delhi.
 SEMESTER-IV

Course Title: APPLICATION OF ICT IN CLASSROOM

Credits: 02
Contact Hours: 30
Course Description
This course has dual purpose: firstly it aims to orient the teacher trainee to various
applications of Information and Communication Technology in teaching learning process;
and secondly it intends to orient the learners to understand the scope and application of ICT
for students with disabilities. The course includes uses of all kinds of media and computer in
order to give hands on experience of applying ICT in various learning environments as well
to familiarize the student teacher with different modes of computer based learning.
Objectives
After completing the course the student teacher will able to:
• Describe Information Communication Technology (ICT) in Special Education
• Demonstrate the Use of Media and Computersin special Education
• Explain the role of Visualising Technology-Supported Learning Situations

Unit 1: Information Communication Technology (ICT) and Special Education

1.1 Meaning and Scope of ICT and Its Role in 'Construction of Knowledge'
1.2 Possible Uses of Audio-Visual Media and Computers (Radio, Television, Computers)
1.3 Integrating ICT in Special Education With Reference To Articles 4 and 9 of
UNCRPD and Goal 3 of Incheon Strategy
1.4 Three as of ICT Application—Access, Availability, Affordability
1.5 Overview of WCAG (Web Content Access GuIDelines)
Unit 2: Using Media and Computers
2.1 Media: Radio and Audio Media- Script Writing, Story telling, Songs, etc., Television
and Video in Education, Importance of Newspaper in Education
2.2 Computers: Functional Knowledge of Operating Computers–On/Off, Word
Processing, Use Of Power Point, Excel, ICT Applications for Access to Print
2.3 Computer as a Learning Tool: Effective Browsing Of The Internet for Discerning and
Selecting Relevant Information, Survey of Educational Sites and Downloading
Relevant Material; Cross Collating Knowledge from Varied Sources
2.4 Computer-Aided Learning: Application of Multimedia in Teaching and Learning,
Programmed Instruction; Computer-Assisted Instruction; Interactive Learning
2.5 E-Classroom: Concept, Organizing E-Classroom and Required Adaptations for
Students with Disabilities
Unit 3: Visualising Technology-Supported Learning Situations
3.1 Preparation of Learning Schemes and Planning Interactive Use of Audio-Visual
Programme
3.2 Developing PPT SlIDe Show for Classroom Use and Using of Available Software or
CDs with LCD Projection for Subject Learning Interactions
3.3 Generating Subject-Related Demonstrations Using Computer Software and Enabling
Students to Plan and Execute Projects
3.4 Interactive Use of ICT: Participation in Social Groups on Internet, Creation of 'Blogs',
Organizing Teleconferencing and Video-Conferencing
3.5 IDentifying and Applying Software for Managing Disability Specific Problems
Course Work/ Practical/ Field Engagement (any Two of the following)
I. Develop a script on any topic of your choice. Conduct an interview with an expert on
the selected topic to prepare an audio or vIDeo program of 15 minutes duration
II. Prepare a PPT by inserting photos and vIDeos on a topic of your choice
III. Create your email account as well as design a blog
Essential Readings
• Abbot, C. (2001). ICT: Changing Education. Routledge Falmer.
• Florian, L., & Hegarty J. (2004). ICT and Special Educational Needs: A Tool for
Inclusion.Open University Press.
Suggested Readings
• Kozma, R.B. (2003). Technology, Innovation, and Educational Change: A Global
Perspective: A Report of the Second Information Technology in Education Study,
Module 2.International Society for Technology in Education.
 SEMESTER-IV

Course Title: GENDER AND DISABILITY

Credits: 02
Contact Hours: 30
Objectives
After completion of this course the student-teachers will able to:
• Develop an understanding of human rights based approach in context of disability.
• Explain the impact of gender on disability.
• Analyse the issues related to disabled women and girl child with disability.
Unit 1: Human Right-based Approach and Disability 6 Hours
1.1 Human Rights-Based Approach: Concept and History
1.2 Principles of Human Rights-Based Approach
- Equality and Non-Discrimination
- Universality & Inalienability
- Participation and Inclusion
- Accountability and Rule of Law
1.3 Elements of Human Rights System
- Legal Framework
- Institutions
- Development Policies & Programs
- Public Awareness
- Civil Society
1.4 Advantage of Human Rights-Based Approach
1.5 Implications for Disability
- Empowerment
- Enforceability
- Indivisibility
- Participation
Unit 2: Gender and Disability 10 Hours
2.1 Sex & Gender: Concept & Difference
2.2 Impairment & Disability: Concept & Difference
2.3 Gendered Experience of Disability
- Public Domain: School and OutsIDe School
- Private and Familial Domain
- Normalization and Social Role Valorisation
2.4 Gender and Disability Analysis: Techniques and Strategies
2.5 Psyche and Gender: Implications for Teaching
Unit 3: Women and Girl Child with Disability 10 Hours
3.1 Inclusive Equality
- Access to Family Life
- Access to Education, Vocational Training and Employment
- Access to Political Participation
3.2 Factors Contributing to Disability
- Gender-Based Violence in School and Within Family
- Traditional Practices
3.3 Sexual and Reproductive Health
3.4 Teacher’s Role in Promoting Gender Equality
3.5 Gender Critique of Legislation, Government Policy and Schemes
Practicum/Field Engagement
I. Study the case of a woman with disability and submit a report
II. Review selected paper/s authored by women with disability
III. Conduct a gender analysis of a selected disability Act/Policy
Transaction
This course has been designed to provIDe the student teachers a socio-cultural perspective to
disability. It aims to promote awareness about the space for disability equity and
rehabilitation within the human rights system. As such the transaction of the course topics
should be done through focus group discussions, and issue-based classroom interactions in
addition to lectures and seminars.
Essential Readings
• Hans, A. (2015). Disability, Gender and the Trajectories of Power. Sage Publications
Pvt. Ltd.
• Meekosha, H. (2004). Gender and Disability.Sage Encyclopaedia of Disability.
• O'Brien, J., & Forde, C. (2008). Tackling Gender Inequality, Raising Pupil
Achievement , Dunedin Academic.
• Ridgeway, C. L. (2011). Framed by Gender: How Gender Inequality Persists in the
Modern World.Oxford University Press.
• Samuels, E. (2014). Fantasies of IDentification: Disability, Gender, Race. NYU Press,
USA.
• Smith, B. G., & Hutchison, B. (2013). Gendering Disability. Rutger University Press,
New Jersey.
Desirable Readings
• Beeghley, L. (1999). Angles of Vision: How to Understand Social Problems, West
View Press.
• Purkayastha, D. (2010). Economic Growth, Intra-Household Resource Allocation and
Gender Inequality, Atlantic Economic Journal, Vol. 38, No. 4.
• Treas, J., & Drobnic, S. (2010). DivIDing the Domestic: Men, Women, and Household
Work in Cross-National Perspective, Stanford University Press.
 SEMESTER-IV

Course Title: BRAILLE AND ASSISTIVE DEVICES

Credit: 02
Contact Hours: 30
Introduction
Braille, the embossed system of reading and writing for the blind along with its inventor,
Louis Braille (1809-1852), has opened a wIDe range of avenues and opportunities for
effective mainstreaming and empowerment for Persons with Visual Impairment. In addition,
a plethora of devices are now available which help the visually impaired to access
meaningful
education in all school-subjects as also skills of independent living and economic activities.
This course familiarizes the student-teachers with the importance and operational aspects of
Braille, which has stood the test of time and competition for the last about 185 years. It also
introduces them to basic devices used for teaching blind and low vision children.
It is hoped that through the study of the course, the learners will be motivated to know more
about these and various other devices and technologies and be in a position to help children
with visual impairment/their parents to procure the needed devices with ease and speed.
Objectives
After completing the course the student-teachers will able to:
• Describe basic information about Braille, its relevance.
• Explain the Braille Devices -- Types, Description, and Relevance
• Define the use Other Devices – Types, Description, Relevance
Unit 1: Braille
1.1 Louis Braille and the Evolution of Braille
1.2 Continuing Relevance of Braille vis-a-vis Audio Material
1.3 Braille Signs, Contractions and Abbreviations--English Braille
1.4 Braille Signs and Symbols—Hindi/Regional Language
1.5 Braille Reading and Writing Processes
Unit 2: Braille Devices -- Types, Description, Relevance
2.1 Slate and Stylus
2.2 Braille Writer
2.3 Electronic Devices— Note takers and Refreshable Braille Displays
2.4 Braille Embossers
2.5 Braille Translation Software
Unit 3: Other Devices – Types, Description, Relevance
3.1 Mathematical Devices: Taylor Frame and Types, Abacus, Geometry Kit, Algebra
Types
3.2 Geography: Maps--Relief, Embossed, Models
3.3 Science Material
3.4 Low Vision AIDs--Optical, Non-Optical, Vision Training Material
3.5 Schemes and Sources of Availability
Course Work/ Practical/ Field Engagement (Any Two)
Each Student-Teacher will
a. Observe at least five devices in use in at least five school periods.
b. Draw up an item-wise price list of at least ten devices from different sources.
c. Prepare a presentation – Oral/ Powerpoint – on the relevance of Braille for children
with visual impairment.
d. Prepare a report on the availability and use of Mathematical devices (at least two) in
one special school and on inclusive school.
e. Make a report on the application of at least two non-optical devices for children with
low vision.
Essential Readings
• Mani, M.N.G. (1997). Amazing Abacus. Coimbatore: SRVK VIDyalaya.
• Manual on Bharti Braille (1980). Dehradun: NIVH
• Proceedings: National Conference on Past and Present Status of Braille in
India (2001). New Delhi: All India Confederation of the Blind.
Suggested Readings
• Hampshire, B. (1981). Working with Braille - A Study of Braille as a Medium of
Communication. Geneva: UNESCO.
• Mani, M.N.G. (1992). Techniques of Teaching Blind Children. N.Delhi: Sterling
Publishers.
• Mellor, M. C. (2006). Louis Braille A Touch of Genius. Boston: National Braille
Press.
 SEMESTER-IV

Skill Based Optional Course (Specialization Disability) ANY ONE

Course Title: ORIENTATION AND MOBILITY
Credit: 02
Contact Hours: 30
Introduction
Movement with independence in the environment has been stated to be one of the major
challenges of vision loss. In order to facilitate their meaningful empowerment, therefore, it is
necessary to provIDe students with visual impairment skills and techniques which enable
them to cope with these challenges. Developments, especially during and after World War II,
have led to the emergence of a large variety of such strategies, skills and technologies, which
are covered under the discipline titled Orientation and Mobility.
So, the present course carrying the same title introduces the learners to various crucial aspects
of this vital subject. It is hoped that through the study of the course, the student-teachers
would be in a better position to understand the implications of vision loss with reference to
independent movement. It would also enable them to get insights into basic skills and
components essential for meaningful orientation and easy and graceful movement for the
visually impaired.
After completing the course the student-teachers will able to:
• Define the importance and scope of Orientation and Mobility
• Express the different Techniqueof Guide
• Interpret pre-cane skills
• Demonstrate Cane Travel Techniques and Devices
• OrganizeTraining In Independent Living Skill
Unit 1: Introduction to Orientation and Mobility
1.1 Orientation and Mobility -- Definition, Importance and Scope
1.2 Basic Terminologies Associated with O&M: Trailing, Landmarks, Clues, Cues,
Shoreline, Squaring Off, Clockwise Direction, Sound Masking, Sound Shadow
1.3 Roles of Other Senses in O&M Training
1.4 Special Responsibilities of Special Teacher/Educator with reference to O&M
Training
1.5 Blindfold -- Rationale and Uses for the Teacher
Unit 2: Human/ Sighted Guide Technique
2.1 Grip
2.2 Stance
2.3 Hand Position
2.4 Speed Control
2.5 Negotiating: Narrow Spaces, Seating Arrangements, Staircases, Muddy paths
Unit 3: Pre-Cane Skills
3.1 Upper and Lower Body protection
3.2 Room Familiarization
3.3 Using Oral Description for Orientation
3.4 Search Patterns
3.5 Building Map Reading Skills
Unit 4: Cane Travel Techniques and Devices
4.1 Canes -- Types, Parts, Six ConsIDerations
4.2 Cane Travel Techniques: Touch Technique, Touch and Drag Technique, Diagonal
Cane Technique
4.3 Use of Public Transport
4.4 Asking for Help: When and How
4.5 Electronic Devices, Tactile and Auditory Maps -- Description and Uses
Unit 5: Training In Independent Living Skills
5.1 Self Care, Gait and Posture
5.2 Personal Grooming
5.3 Eating Skills and Etiquette
5.4 Identification of Coins and Currency Notes
5.5 Basics of Signature Writing
Course Work/Practical/ Field Engagement
Undertake any two of the following
a. Act as a sighted guIDe in different situations/settings.
b. Prepare a list of canes and other devices available with various sources along with
prices.
c. Undergo an experience of moving under a blindfold for a few minutes and describe it
(about 200 words).
d. Make a short PowerPoint/ oral presentation for about 5 minutes on the importance of
O&M for the visually impaired.
e. Draw up a list of important clues/cues/landmarks which the visually impaired student
can use in the school.
Essential Readings
• Cutter, Joseph (2006). Independent Movement and Travel in Blind Children.IAP,
North Carolina
• Fazzi, D.L. & Petersmeyer, B.A. (2001). Imagining the Possibilities: Creative
Approaches to Orientation and Mobility Instruction for Persons who are Visually
Impaired: AFB Press, New York.
• Jaekle, Robert C. (1993). Mobility Skills for Blind People: A GuIDe for Use in Rural
Areas. Christoffel Blinden Mission.
• Knott, N.I. (2002). Teaching Orientation and Mobility in the Schools: An Instructor’s
Companion. AFB Press, New York.
Suggested Readings
• Jacobson, W.H. (1993). The Art and Science of Teaching Orientation and Mobility to
Persons with Visual Impairments.AFB Press, New York.
• Singh, J.P. (2003). Technology for the Blind.Kanishka Publication. New Delhi
 SEMESTER-IV

Course Title: COMMUNICATION OPTIONS: ORALISM

Credits: 02
Contact Hours: 30
Introduction
Communication, language and speech have always been at the centre stage when education
of
children with deafness is being discussed. Without going into much of judgemental
discussions in the direction of ‘either – or’ options to be the ‘best’, this syllabus intends to
expose the student-teachers to all the dominant options. However, over and above the saID
exposure offered through compulsory courses, this optional course offers the student-teachers
an additional opportunity to sharpen the skills in one of the categories of options. This is
expected to emphasize use of appropriate options rather than advocating one among the
many. Moreover, learning this optional course is also expected to provIDe wIDer career
choices for the student teachers.
Objectives
After learning this course the student-teachers will able to:
• Analyse Hearing Loss in Real Life Context
• Discuss Advance Understanding of Oral Options
• Demonstrate skill Development Required for Oralism
• Interpret skill Development Auditory Verbal (AV) Approach
• Define Oralism and AV Approach in Indian Special Schools & Summingup
Unit 1: Understanding Hearing Loss in Real Life Context
1.1 Basic Awareness on Paradigms of D/Deafness (Medical and Social)
1.2 Basic Awareness on Deafness and Communicative Access: Challenges and Concerns
1.3 Basic Awareness on Autonomy, Inclusion and IDentity with reference to Oral
Options
1.4 Oral/ Aural Verbal Options and Realistic Expectations of Family and Teachers
1.5 Importance of Neural Plasticity and Early Listening Opportunities
Unit 2: Advance Understanding of Oral Options
2.1 Difference Between Uni Sensory and Multi Sensory Approach in Oralism
2.2 Oracy To Literacy: Why and How
2.3 Speech Reading: Need, Role and Strategies in All Communication Options
2.4 Training and GuIDance on Aural Oral Practices for Families and Tuning Home
Environment: Current Scenario, Importance And Strategies
2.5 Tuning Mainstream Schools/Classrooms for Aural Oral Communication: Do’s and
Don’ts
Unit 3: Skill Development Required for Oralism
3.1 Practicing Interpreting Audiograms and Exposure to Goal Setting in Listening Skills
3.2 Practicing Motherese (Addressing/Talking to Young Children) and Age Appropriate
Discourse with Children Using Appropriate Language, Turn Taking and Eye
Contact
3.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations,
Narrations and Loud Reading
3.4 Practicing Skills in Story Telling/ Narrations/ Jokes/ Poems/ Nursery Rhymes
3.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development:
Reading Model Formats Used for the Purpose (Checklists, Recordings,
Developmental Scales)
Unit 4: Skill Development Auditory Verbal (AV) Approach
4.1 AV Approach: Meaning, Misconcepts and Justification
4.2 Stages of Auditory Hierarchy
4.3 Understanding Listening Strategies, Techniques of AV Approach and Their Relation
to Listening Environment
4.4 Reading Model Plans and Observing a Few Weekly IndivIDual Sessions
4.5 Developing Instructional Material for AVT Sessions Linking Listening, Language
and Cognition
Unit 5: Implementing Oralism and AV Approach in Indian Special Schools & Summing
up
5.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario
5.2 Oralism / AV Approach: Prerequisites for Special Schools
5.3 Strategies of Implementation Oral Communication Policy and Fulfilling
Prerequisites
5.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR,
Fund Raising Events, Web Based Fund Raising)
5.5 Reflections On The Course: From Theory to Practice to Initiating Change
Course Work/ Practical/ Field Engagement
I. Watching VIDeo’s of IndivIDual Sessions and Classroom Teaching
II. Role Play and Dramatization
III. Developing Learning Material for Facilitating Connectivity Among Listening,
Language and Cognition
IV. Recording Self Narrated Stories / Poems and Writing Reflections Upon it
V. Interacting with Non Disabled Children for Practicing Expansion of IDeas
Essential Readings
• Borden, Gloria J.,; Harris, Katherine S. & Raphael, Lawrence J. (2005). Speech
Science Primer (4th) Lippincott Williams aAnd Wilkins: Philadelphia.
• Dhvani (English). BalvIDyalaya Publication: Chennai.
• Estabrooks, W. (2006). Auditory-Verbal Therapy And Practice , Ag Bell
• Heller, R. (1999). Managing Change. Dk Publishing: New York.
• Ling, D. (1990). Acoustics, Audition Aand Speech Reception. (Cd)Alexandria,
Auditory Verbal International.
• Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.
• Communication Options And Students With Deafness. (2010). Rehabilitation Council
of India , New Delhi.
Suggested Readings
• Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication In Grades K – 8.
Allyn And Bacon. Boston
• Cole, E., & Flexer, C. (2010). Children with Hearing Loss: Developing Listening and
Talking, Birth to Six. (2nd Ed.).Plural Publishing Inc,San Diego, CA.
• Dhvani (Marathi). BalvIDyalaya – Cym Publication
• Directory of Rehabilitation Resources for Persons with Hearing Impairment in India.
(2000). AYJNIHH Publication, Mumbai.
• Estabrooks, W., & Marlowe J, (2000). The Baby is Listening, A. G. Bell Association,
Washington D.C.
• Estabrooks , W. (2001). 50 Frequently Asked Questions (Faqs) About Auditory-
Verbal Therapy. Learning to Listen Foundation.
• Heller, R. (1999). Effective Leadership. Dk Publishing: New York.
• Heller, R. (1999). Managing Change. Dk Publishing: New York.
• Ling, D. (1989). Foundations of Spoken Language for Hearing Impaired Children.
A.G.Bell. Washington D.C.
• Ling, D., & Ling, A.H. (1985). Aural Habilitation: The Foundations of Verbal
Learning in Hearing Impaired Children.A.G. Bell Association, Washington D.C.
• Edgar, L. L., & Marguerite, S. (1963). Play it by ear! : auditory training games, John
Tracy Clinic Publication, Los Angeles.
• Resource Book on Hearing Impairment. AYJNIHH Publication.
• Unpublished Dissertations and Thesis on Profiling Communication Options in Special
Schools in India.
 SEMESTER-IV

Course Title: COMMUNICATION OPTIONS: MANUAL

(INDIAN SIGN LANGUAGE)
Credits: 02
Contact Hours: 30
Introduction
Communication, language and speech have always been at the centre stage when education
of
children with deafness is being discussed. Without going into much of judgemental
discussions in the direction of ‘either – or’ options to be the ‘best’, this syllabus intends to
expose the student-teachers to all the dominant options. However, over and above the saID
exposure offered through compulsory courses, this optional course offers the student-teachers
an additional opportunity to sharpen the skills in one of the categories of options. This is
expected to emphasize use of appropriate options rather than advocating one among the
many. Moreover, learning this optional course is also expected to provIDe wIDer Career
Choices for the Student Teachers.
Objectives
After learning this course the student-teachers will able to:
•Analyse deafness in Real Life Context.
• Expressadvance Understanding of Manual Options and Indian Scenario
• DemonstrateISL Skill Development: MIDdle Order Receptive and Expressive Skills
• Interpret ISL Skill Development: Towards Higher Order Receptive and Expressive Skills
• Practice ISS/ ISL Skill Development and Course Conclusions
Unit 1: Understanding Deafness in Real Life Context
1.1 Basic Awareness of Paradigms of D/Deafness (Medical and Social)
1.2 Basic Awareness of Deafness and Communicative Challenges / Concerns
1.3 Basic Awareness on Deafness with Reference to Culture, Language, IDentity,
Minority Status, Deaf Gain, Literacy and Inclusion
1.4 Basic Awareness of Difference between ISL and ISS; Myths and Facts
1.5 Importance of Neural Plasticity and Early Language Opportunities
Unit 2: Advance Understanding of Manual Options and Indian Scenario
2.1 Use of Simcom and Educational Bilingualism in Indian Schools: Current Scenario
2.2 Challenges, Prerequisites and Fulfilling Prerequisites
2.3 Monitoring and Measuring Development of ISL/ISS in Students: Receptive and
Expressive Mode
2.4 Training and GuIDance for Families and Tuning Home Environment: Current
Scenario and Strategies
2.5 Tuning Mainstream Schools/Classrooms for Students Using Manual Communication:
Do’s and Don’ts
Unit 3: ISL Skill Development: Middle Order Receptive and Expressive Skills
3.1 Practicing ‘Motherese’ (Tuning Language to Suit Young Children) and Age
Appropriate Discourse with Children with Appropriate Language, Turn Taking and
Eye Contact
3.2 Practicing Natural Signing in Short Common Conversations
3.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes
3.4 Practicing Natural Signing in Discussing Emotions, Expansion of IDeas and Current
Affairs
3.5 Practicing Group Dynamics
Unit 4: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills
4.1 Learning to Express Gender, Number, Person, Tense, Aspect
4.2 Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative
and Negativization
4.3 Practicing Sentence Types: Simple, Complex, Compound
4.4 Observing Using ISL in Classrooms – Social Science
4.5 Observing Using ISL in Classrooms – Science / Mathematics
Unit 5: ISS/ ISL Skill Development and Course Conclusions
5.1 Practicing Markers (Local Language)
5.2 Practicing Syntax in Conversations and Discussions
5.3 Observing Using ISS/ISL in Classrooms for School Subjects
5.4 Resource Mobilization for Skill Development Training (Organized Charity Sources,
CSR, Fund Raising Events, Web Based Fund Raising)
5.5 Reflections on the Course: From Theory to Practice to Initiating Change
Course Work/ Practical/ Field Engagement
I. Watching Videos of Individual Sessions and Classroom Teaching of Signing
II. Role Play and Dramatization in ISL
III. Developing Learning Material for Facilitating Connectivity among Signing, Language
and Cognition
IV. Recording Self Narrated Stories/ Poems and Writing Reflections
V. Interacting with Deaf for Practicing Expansion of IDeas
Essential Readings
• Communication Options and Students with Deafness. (2010). Rehabilitation Council
of India, New Delhi.
• Heller, R. (1999). Managing Change. DK Publishing: New York.
• ISS Learning Material and Dictionaries
• Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.
• Teaching Learning ISL Material Developed at AYJNIHH, Mumbai, SRKV,
Coimbatore and NISH, Trivandrum
• Zeshan, U. (2000). Sign Language in Indo-Pakistan.John Benjamins Pub. Co,
Philadelphia.
Suggested Readings
• Devych, G. N., Bhattacharya, T., Grover, N., & Randhawa, S.P.K. (2014). Indian
Sign Language(S). Orient BlackSwan, Hyderabad.
• Directory of Rehabilitation Resources for Persons with Hearing Impairment in India.
(2000), AYJNIHH Publication.
• Ezell, H.K., & Justice, L.M.(2005). Programmatic Research On Early Literacy:
Several Key Findings.IES 3rd Annual Research Conference: American Speech
Language & Hearing Association (ASHA).
• Frank, S. (1985). Reading Without Nonsense.: Teachers College Press, New York.
• Ghate, P. (1996). Indian Sign System. AYJNIHH In-House Publication: Mumbai.
• Ghate, R.A. (2009). Survey of Teachers’ Opinion on Status of Education of the Deaf.
Unpublished Report of RCI, New Delhi.
• Heller, Robert (1999). Effective Leadership. Dk Publishing: New York.
• Huddar, A. (2008).Language and Communication. DSE Manuals. Rehabilitation
Council of India, New Delhi.
• Improve Reading Comprehension. American Annals of the Deaf, 139, 378-386.
• Indian Sign Language Dictionary .(2001). Sri Ramakrishna Mission VIDyalaya,
Coimbatore.
• Lewis, Rena B. & Doorlag, Donald H. (1999). (5th Ed) Teaching Students with
Special Needs in General Education Classrooms.Prentice Hall Inc.New Jersy.
 SEMESTER-IV

Course Title: AUGMENTATIVE AND ALTERNATIVE COMMUNICATION

Credits: 02
Contact Hours: 30
Objectives
The student-teachers will able to equipped with a basic knowledge of AAC, AAC systems,
AAC assessment, programme planning and strategies:
• Describe organizational frame work for Communication
• Explain basic principles of AAC interventions:
• Analyse different Areas of AAC Assessment:
• Relate different Context of Communication:
• Define an introduction to communication tools and Access Mode:
Unit 1: Organizational frame work for Communication:
1.1 Normal development of speech, language and communication
1.2 Factors that influence communication, speech and language in relation to each other
1.3 Levels of communication in children
1.3.1 Functional (Emergent)
1.3.2 Situational ( Context Dependent)
1.3.3 iii. Independent ( Creative)
Unit 2: Basic principles of AAC interventions:
2.1 Child - Child capacity
2.2 Child capacity and context
2.3 Working towards symbolic expression
2.4 Communication skills and
2.5 Functions
Unit 3: Areas of AAC Assessment:
3.1 Sensory areas
3.2 Cognition , communication and language
3.3 Posture and positioning. Motor planning and control
3.4 Scanning
3.5 Environment, Interaction &Symbols
Unit 4: Context of Communication:
4.1 Partner /skills , user skills and environment
4.2 Competency development - types of competencies and its development
4.2.1 Linguistic competence
4.2.2 Operational Competence
4.2.3 Social competence
4.2.4 Strategic competence
Unit 5: Introduction to communication tools and Access Mode:
5.1 Types of AAC devices and systems
5.1.1 No Technology
5.1.2 Low Technology
5.1.3 High Technology
5.2 Access to communication charts - hand, finger, eye point
5.3 Access to devices:
5.3.1 Switches - hand switch , blow switch, infrared devices etc
5.3.2 Software -scan mode combined with a switch
5.4 Selection of AAC
5.4.1 Child competency and environment
5.4.2 Design, Access, Motor, Devices
5.5 Challenges in the development of AAC and Literacy
5.5.1 Grammar ; spelling
5.5.2 Building Vocabulary: and richness of language
5.5.3 Motor expression
Suggested Reading:
• Silverman, F.H.(1994).Communication for the Speechless (3rd Edn.). Allyn & Bacon,
Boston.
• DavID R. Beukelman,D.R., & Mirenda,P (2013). Augmentative and Alternative
Communication Supporting Children and Adults with Complex Communication Needs
(4th Edn.)Brookes Publishing Co. Baltimore.
• Lynch, C., & Cooper, J.(1991).Early Communication Skills: Practical Activities for
Teachers and Therapists, Speechmark Publishing Ltd, Bicester, Oxon
• Warrick, A., & Kaul,S.(1997).Their manner of speaking : augmentative
communication for children and young adults with severe speech disorders, Indian
Institute of Cerebral Palsy, Kolkata
• Communication, compiler: T.N. Southgate. BA, Ormerod School, Oxford, Editor
,G.M. Cochrane MA, FRCP, Equipment for Disabled People , Mary Mariborough
Lodge, Nuffield Orthopaedic Centre, Oxford OX3 7 LD
• Tina, D., & Mike, D.(1997).Literacy Through Symbols: Improving Access for
Children and Adults, DavID Fulton Publishers, London.
• McCurtin, A., & Geraldine, M.(2000). The Manual of AAC Assessment. Speechmark
Publishing Ltd., London.
 SEMESTER-IV

Course Title: MANAGEMENT OF LEARNING DISABILITY

Credits: 02
Contact Hours: 30
Introduction
This course will provIDe an understanding of the types and characteristics of Children with
Learning Disabilities and their associated condition. The course will include assessment of
basic curricular skills, standardized tests and interpretation of test report. This course,
grounded in research based interventions, is designed to assess all who work with students in
special and regular education in developing skills to teach and support acceptable behavior
that is demonstrated in home, school and community settings.
Objectives
After completing the course the student-teachers will able to:
• Explain the concept, causes and characteristics types of learning disabilities and its
associated conditions of learning disabilities.
• Develop teacher made assessment test in curricular areas.
• Plan appropriate teaching strategies as per the specific needs of children with
learning disability.
Unit 1: Learning Disabilities: Types
1.1 Verbal learning disabilities: Dyslexia, Dysgraphia, Dyscalculia.
1.2 Non-verbal learning disabilities
1.3 Language Disorders
1.4 Associated Conditions: ADHD & ADD
1.5 Emotional & Behavioral problems.
Unit 2: Assessment of Basic Curricular Skills
2.1 Assessment of Readiness Skills
2.2 Assessment of Reading, Writing and Math skills
2.3 Teacher made test
2.4 Standardized Tests: Need, Types & Purpose
2.5 Interpretation of Test report
Unit 3: Intervention Strategies in Basic Skills of Learning
3.1 Language skills
3.2 Reading
3.3 Writing
3.4 Maths skills
3.5. Study skills
Transaction
This activity-based approach should allow the teacher to step back and allow the student-
teachers to
self-facilitate. The student-teachers must be given experience in the various settings such as
clinics,
schools, resource centres etc, for exposure to actual assessment. Discussions, debates,
simulations,
collaborative methods, must be used for transaction.
Course Work/ Practical/ Field Engagement
• Prepare of checklist for screening LD
• Develop teacher made assessment test in any one curricular area for a given child
• Plan appropriate teaching strategies as per the specific needs of a given child with Specific
Learning Disability
Essential Readings
• Bauer, A. M., & Shea, T. M. (2003). Parents and schools: creating a successfu
partnership for students with special needs. Merrill Prentice Hall, New Jersey
• Myklebust, H.( 1983). Progress in Learning Disabilities, Guene and Stratton – New
York.
• Reid, K. (1988). Teaching the Learning Disabled, Allyn and Bacon, Baston.
Suggested Readings
• Baca, L. M., & Cervantes, H.T. (2004).The Bilingual special education interface. (4th
ed) . Pearson. New Jersey
• Browder, D. M. (2001). Curriculum and assessment for students with moderate and
severe disabilities. . The Guilford Press. New York
• Brunswick, N. (2012). Supporting dyslexic adults in higher education and the
workplace. . Wiley-Blackwell. Malden.
• Fitzgibbon, G., & O'Connor, B. (2002). Adult Dyslexia:a guIDe for the workplace.
John Wiley &Sons,Ltd. London.
• Gribben, M.( 2012). The study skills toolkit for students with dyslexia.Sage Pub.
London
• Karanth, P., & Rozario, J. (2003). Learning disabilities in India : willing the mind to
learn. Sage Publication, New Delhi
• Martin, L, C.( 2009). Strategies for teaching students with learning disabilities. .
Corwin Press,California
• McCardle, P., Miller, B., Lee, J, R., & Tzeng, O, J.L. (2011). Dyslexia across
languages. (orthography and the brain-gene-behavior link ) Baltimore. Paul H.
Brookes.
• Shula, C. (2000). Understanding children with language problems. CambrIDge,New
York.
• Prakash, P. (2008). Education of exceptional children: challenges and stratrgies. .
Kanishka publishers, New Delhi.
• Reddy, G.L., & Ramar, R.( 2000). Education of children with special needs, New
Delhi – Discovery Pub.
• Thapa, K. (2008). Perspectives on learning disabilities in India. (current practices and
prospects). Sage Publication, Los Angeles.
• Trusdell M. L., & Horowitz, I. W. (2002). Understanding learning disabilities : a
parent guIDe and workbook : for parents, teachers, professionals, advocates and others
who work with, or come in contact with, indivIDuals with learning disabilities. (3rd
rev ed) Maryland. York Press.
• Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.)
Amsterdam. Elsevier Academic Press.
 SEMESTER-IV

Course Title: VOCATIONAL REHABILITATION AND TRANSITION TO JOB

PLACEMENT
Credits: 02
Contact Hours: 30
Objectives
After completing the course the student-teachers will able to:
• Describe Fundamentals & Assessment of Vocational Rehabilitation
• Illustrate Vocational Transition & Curriculum Planning
• Identify Process of Vocational Rehabilitation & Placement

Unit 1: Fundamentals & Assessment of Vocational Rehabilitation

1.1. Definition, meaning and scope of Vocational Education
1.2. Legislations, policies, agencies, schemes, concessions & benefits for PWDs with
respect to employment
1.3. Approaches and models of Vocational training
1.4. Assessment, Evaluation of Generic skills & Specific job skills using various tools
1.5. Approaches & Principles of vocational assessment
Unit 2: Vocational Transition & Curriculum Planning
2.1. Concept, meaning, importance of transition
2.2. Vocational transition models
2.3. Transitional Planning at pre-vocational & post-vocational level
2.4. Development of IndivIDualized Vocational Transitional Plan
2.5. Development of Vocational Curriculum
Unit 3: Process of Vocational Rehabilitation & Placement
3.1. Types of Employment Settings
3.2. Process of Job Placement & Creation of Need-based Employment Settings
3.3. Adaptations, Accommodation, Safety Skills and First AID
3.4. Self Advocacy & Self Determination Skill Training
3.5. Equal opportunities and attitudes towards persons with disabilities
Hands on Experience
• Developing curriculum on any vocational skill
• Administering any vocational assessment tool
• Visit to any vocation Institution
Suggested Readings
• McDonnell, J., & Hardman, M.L.(2010). Successful Transition Programs Pathways
for Students With Intellectual and Developmental Disabilities, Sage Publications, Los
Angeles.
• Thressiaktty, A.T., &. Rao L.G, (2003).Curriculum for Vocational Education, Transition of
Persons with Intellectual Disability from School to Work. Series -1.2.&3, NIMH
Publications,
Secunderabad.
• Thressiakutty, A.T., &. Rao, L.G, (2001). Transition of Persons with Intellectual Disability
from school to Work – A Guide, NIMH Publications, Secunderabad.
• Mukhobadhyay, M., & Thresiakutty A.T. (2006). Principles of Vocational Training, Part-II,
DVTE (ID) Manual, Rehabilitation Council of India, Kanishka Publisher, New
Delhi.
• Rao, V.K. (2004), Vocational Education, A.P.H. Publishing Corporation, New Delhi.
• Wehmeyer, M. L. (2007). Promoting Self-Determination in Sstudents with
Developmental Disabilities, Guilford Press, Washington.
• Whitehead, T. D., & Hughey, J. B. (2004). Exploring Self Advocacy From a Social
Power Perspective, Nova Science Publishers, New York
 SEMESTER-IV

Course Title: RESEARCH METHODOLOGY AND STATISTICS

Credits: 04
Contact Hours: 60
Introduction
This course aims to develop within the student a temperament for scientific thinking and
research. It orients the student to the methods of conducting research, analysis of data, and
enables him/her to prepare research proposal and report subscribing to the standard norms
and criteria.
Objectives
After completing the course teacher educators will able to:
• Describe the concept ,scope and purposes of Research
• Explain types and Methods of Research
• Practice methods of Quantitative Analysis
• Anlyse Qualitative Research Methods and Analysis
• Prepare Research Proposal & Report
Unit 1: Introduction to Research
1.1 Sources and philosophy of knowledge; Scientific thinking and research, Scientific
Method, Application of Scientific Method in Research
1.2 Role of theory in research,
1.3 Research: Concept, Definition and Purpose of Research
1.4 Need for research in Education and Special Education
1.5 Ethics in research
Unit 2: Types and Methods of Research
2.1 Types of research- Quantitative, Qualitative, Fundamental/ Basic, Applied, Action
2.2 Methods of Research:
• Descriptive
• Correlational
• Ex-post facto
• Experimental; Designs (i) Pre-experimental, (ii) Pre-Post designs, (iii) Quasi
Experimental design, (iv) single subject design
2.3 Variables- Types and threats
2.4 Process of research- Selection of problem, Review of literature, Sampling; Types and
selection process, Hypothesis
- Instruments; tests, questionnaire, interview, observation schedule, rating scale, Checklist
- Data collection and analysis
2.5 Standardization of research instrument- Selection of items, reliability and valIDity
and norms
2.6 Action Research in Teaching Learning Environment, Professional Competencies for
Research

Unit 3: Methods of Quantitative Analysis

3.1 Scale for measurement: Nominal, Ordinal, Interval and Ratio
3.2 Organization of data: Array, Grouped distribution, Tabulation and graphic representation
of data
3.3 Parametric and non-parametric tests: Concept and difference
3.4 Descriptive Statistics:
- Measures of central tendency and Dispersion: Mean, Median and Mode, Standard deviation
and Quartile deviation
- Correlations; Rank Order Correlation, Product-moment, Biserial-r, Point-biserial, Phi-
coefficient, Regression analysis
3.5 Inferential statistics
- Underlying concepts: Sampling error, standard error of mean, confIDence level, degrees of
freedom, one tail-two tail test, type I and type II errors
- Student t- test, ANOVA, Ancova, Chi-square, Sign Test, Mann Whitney U test, Kruskal-
Wallis test
3.6 Computer applications for analysis-Use of Software i.e. SPSS and MS-Excel in Data
Analysis and Presentation.

Unit 4: Qualitative Research Methods and Analysis

4.1 Grounded theory
4.2 Ethnography and case study
4.3 Narrative/discourse and visual methodologies
4.4 Mixed method
4.5 Themes, coding and presentation
Unit 5: Preparing Research Proposal & Report
5.1 Components of research proposal
5.2 Presentation of proposal
5.3 Writing of thesis/dissertation
5.4 Writing technical paper for publication
5.5 Research management

Assignments/ Course Work/ Practicum

• Review a research paper published in refereed journal
• Prepare and present a research proposal
• Review a text book and submit a report
• Analyze a set of data using computer application
Transaction
The research concepts and processes included in this course should be taught using examples
from special education and disability studies. The topics from statistics should be explained
through variables, hypothesis and type of data collected in selected research studies.
Evaluation may be done by asking students to select and apply suitable statistical measure to
a given set of data.
Essential Readings
• Agarwal, A.N. (2002). Quantitative Methods. Vrinda Publishing, New Delhi.
• Best, J.W., & Kahn, J.V. (1996). Research in Education.Prentice-Hall, New Delhi.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Academic
Press, New York.
• Desu, M.M., & Raghavarao, D. (1990) Sample Size Methodology. Academic Press,
Boston.
• Dooley, D. (1997). Social Research Methods.Prentice-Hall, New Delhi.
• Gaur,A.S., & Gaur, S. S.(2009). Statistical Methods for Practice and Research: A
GuIDe to Data Analysis Using SPSS. Sage Publishers, New Delhi.
• Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication,
London.
• Grewal, P.S. (1990). Methods of Statistical Analysis.Sterling Publishers, New Delhi.
• Guptha, S. (2003). Research Methodology and Statistical Techniques. Deep & Deep
Publishing, New Delhi.
• Hegde, M. N. (2003). Clinical research in communicative disorders. PRO-ED: Austin,
Texas
• Khan, M.S. (2005). Educational research. Ashish Publishing House: New Delhi
• Koul, L. (1996). Methodology of Educational Research. Vikas Publishing House,
New Delhi.
• Potti, L.R. (2004). Research Methodology. Yamuna Publications,
Thiruvananathapuram.
• Siegel, A., & Castellen, N.J. (1988). Non Parametric statistics for Behavioural
Sciences. McGraw-Hill, New York.
• Silverman, D. (2012). Qualitative Research. Sage Publication, London.
Suggested Readings
• Berg, B.L., & Lune, H. (2011). Qualitative Research Methods for the Social Sciences.
Pearson Publication, Boston.
• Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An
introduction to theory and methods (5th ed). Pearson, Boston.
• Lipsey, M.W. (1990). Design Sensitivity: Statistical Power for Experimental
Research.Sage Publications, Newbury Park, CA.
• Singh, A. K. (2004).Tests Measurement and Research Methods in Behavioural
Science.Tata McGraw-Hill Publishing, New Delhi.
 SEMESTER-V

Course Title: PERSPECTIVES IN TEACHER EDUCATION - IN-SERVICE

AND PRE-SERVICE
Credits: 04
Contact Hours: 60
Introduction
This course intends to orient the student about the aims and purpose of teacher education and
critically reflect on its’ status in India with specific reference to the developments in the field
of special and inclusive education as well as Identify the issues and challenges. A critical
understanding of pre-service and in-service education of teachers in special and inclusive
education would promote skills of designing and evaluating curriculum as well as capacities
in transacting teacher training programs with essential inputs.
Objectives
After completing the course teacher educators will able to:
• Apply and Understand objectives and significance ofTeacher Education (TE)
• Describe TE and Education of Children with Disabilities
• Appreciate importance of Pre-service TE in Education of Children with Disabilities
• Organize Continued Teacher Development Program
• Discuss the Issues and Challenges in TE for Education of Children with Disabilities

Unit 1: Understanding Teacher Education (TE)

1.1 Concept, Aims and Objectives of TE
1.2 Significance of TE in India
1.3 Types of TE: Pre-service and In-service; Continued development of Teacher as a
Professional
1.4 Structure of TE in India and Organizations/Agencies involved
1.5 Factors influencing the practices in TE and quality
Unit 2: TE and Education of Children with Disabilities
2.1 Early Initiatives in preparing teachers for children with disabilities in India
2.2 Establishment of various national institutes and development of TE in special
education
2.3 Establishment of RCI as a statutory body in standardizing and promoting TE in
special education
2.4 Changes in School Education for Children with Disabilities and its Impact on TE
2.5 Paradigm shift from Segregation to Inclusion Impacting TE
Unit 3: Pre-service TE in Education of Children with Disabilities
3.1 Changing scenario of teacher education curriculum and evolving priorities
3.2 Characteristics of TE framework developed by RCI, structure and organisation of
different components of TE Curriculum
3.3 Components of Pre-service TE: overview of courses at different levels, weight age
of course work and evaluation
3.4 Various components of TE curriculum and their transactional modalities
3.5 Organisation, transaction and evaluation of different components of TE curriculum
including school based practicum, and internship
Unit 4: Continued Teacher Development Program
4.1Need and modalities for continuing professional development of a teacher
(Continuing Rehabilitation Education (CRE), Workshop, Seminar, Conferences,
Projects, Exchange programmes) and their advantages and limitations
4.2 Structures and models of in-service teacher education- sub-district, district, State,
regional and national level organisations and their role, voluntary efforts
4.3 Modes (face to face, distance modes, on line and mixed modes) and models
(induction, one shot, recurrent, cascade, multi-site, school based, and course work)
of in-service TE
4.4 Planning an in-service TE programme- preliminary consIDerations (purpose,
duration, size of group, activities and budget)
4.5 Designing and organizing an in-service TE programme- assessment of training
needs, IDentifying essential components, guIDelines
Unit 5: Issues and Challenges in TE for Education of Children with Disabilities
5.1 Teacher motivation and working conditions; opportunities for professional
development
5.2 Organizing TE: Conventional versus ODL
5.3 Collaboration/linkage between MHRD/ NCTE and MSJE/ RCI
5.4 Single disability versus cross disability approach in TE and addressing disability
issues in general education curriculum
5.5 ICT and TE
Course Work/ Practical/ Field Engagement
• Prepare a checklist/schedule to collect information about curriculum transaction either
in Diploma or B.Ed. in Special Education Courses in any Training Institute. Take
interview of at least 10 student teachers and analyse the data to suggest improvement
in quality of training
• Prepare a checklist/schedule to collect information from employer about competency
of passed out student teachers. Take interview of at least 5 principals of schoolshaving
children with disabilities and analyse the data to suggest improvement in
quality of training and the need for in-service training
Suggested Readings
• NCTE (1998). Policy Perspectives in Teacher Education: Critique and
Documentation, New Delhi.
• Saxena, N.R., Mishra, B.K., & Mohanty, R.K. (1998). Teacher Education, R-Lall
Book Depot, Meerut.
• Sharma, R.A. (2002). Teacher Education. International Publication House, Meerut.
 SEMESTER-V
Course Title: EDUCATIONAL EVALUATION
Credits: 04
Contact Hours: 60
Introduction
Education is a continuous process which begins with evaluation and ends with evaluation.
This course intends to orient the learners with the foundation, scope and practices followed in
educational evaluation and undertaking adaptations to suit the needs of children with
disabilities. The course also takes the learners one step ahead by building an understanding of
the contemporary evaluation practices as well as programme evaluation.
Objectives
After completing the course teacher educators will able to:
• Explain the Foundations in Evaluation
• Describe the scope of evaluation in education.
• Express the use of teaching-learning process.
• Discuss the ways & means of evaluation of programmes.
• Explain the current trends in evaluation.
Unit 1: Foundations in Evaluation
1.1 Concept of testing, measurement, assessment and evaluation
1.2 Difference between investigation, auditing, monitoring & evaluation
1.3 Principles of Evaluation
1.4 Areas of Evaluation
1.5 The evolution of the evaluation function; i) Measurement/ comparison,
Transparency/ accountability, ii) Understanding/ learning/ decision making/ positive
accountability
Unit 2: Scope of Evaluation
2.1 Problem-solving and decision-making
2.2 Positive accountability and excellence in education
2.3 Knowledge construction and capacity building of learners
2.4 Organizational learning and change, and strategic planning
2.5 Advocacy & communication
Unit 3: Teaching-learning and Evaluation
3.1 Evaluation of learning, for learning and in learning- Contexts, Need & Nature
3.2 Tools for evaluation and process of standardization
3.3 Equity & fairness in evaluation including adaptations & Accommodations
3.4 Report writing: Format, Content & Mechanics
3.5 Mastery Level Learning
Unit 4: Programme Evaluation & Review
4.1 Concept, need, goals and tools
4.2 Evaluation of instructional programmes
4.3 Techniques of programme evaluation
4.4 Reliability, valIDity and sensitivity in programme evaluation
4.5 Reviewing outcomes
Unit 5: Current Trends in Evaluation
5.1 Knowledge based evaluation
5.2 Performance Based Evaluation: Role play, Concept maps
5.3 Authentic Evaluation: Interviews, Writing samples, Projects, Exhibitions, Reflective
Journals
5.4 Self evaluation: Rubrics & Rating scales
5.5 Exams: Online, On-demand, Take-home Power Tests & Open book
Transaction & Evaluation
• Lecture-cum-demonstration, Workshops on developing tools for content and
programme evaluation
• Assignments, Presentations and Class Tests
Practicum
• Observe and prepare a report on evaluation practices at any two levels in (i) a
Mainstream and (ii) a Special school. Critically analyze the evaluation practices.
• Develop a format for self evaluation for teachers in special or mainstream.
• Develop tools one each for Knowledge based, Performance based & Authentic
evaluation for children with disabilities studying in a class or a subject of your choice.
Essential Readings
• Airasian, P.W. (1991). Classroom Assessment. Mc Graw-Hill, New York.
• American Educational Research Association, American Psychological Association,
and National Council on Measurement and Education. (1999). Standards for
educational and psychological testing. Washington, DC: American Educational
Research Association.
• American Federation of Teachers, National Council on Measurement in Education,
and the National Education Association. (1990). Standards for teacher competence in
educational assessment of students. Washington, DC: Author.
• Gipps, (1996). Assessment for learning. In Little, A. and Wolf, A. (eds) Assessment
in transition: Learning, monitoring and selection an international perspective. Oxford
Pergamon Press, London.
• Gronlund, N.E., & Linn, R. ( 1990). Measurement and evaluation in teaching (6th
Edition). Macmillan, New York.
• Hamayan, (1995). Approaches to alternative assessment. "Annual Review of Applied
Linguistics," 15, 212-226.
• Headington (2003). Monitoring, Assessment, Recording, Reporting & Accountability.
II-Ed, DavID Fulton Pub. , London.
• Hibbard, K. M. and others. (1996). A teacher's guIDe to performance-based learning
and assessment. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Mathew, S. (2005). Evaluation: curricular strategies and adaptations for children with
hearing impairment. Kanishka: New Delhi.
• Mathew, S. & Mishra, A. (2010). Knowledge based evaluation of students with
hearing impairment. Journal of NCED, 2(1), 26-33.
• Mathew, S. (2010). Educational Evaluation .Curriculum and teaching strategies for
CWHI. MED SEDE (HI) Manual, IGNOU, New Delhi.
• Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in psychology
(IVED).Harcourt Brace College Publishers, New York.
• NSW syllabuses: Assessment for, as and of Learning. Retrieved from
syllabus.bos.nsw.edu.au/support.../assessment-for-as-and-of-learning on 10.4.2015
• Programme evaluation and review technique. Retrieved from
http://www.inc.com/encyclopedia/program-evaluation-and-review-techniquepert.
html on 10.4.2015
• School self-evaluation. http://www.education.ie/en/Schools-
Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-
Evaluation.html on 10.4.2015
• School self-evaluation. Retrieved from http://schoolself-evaluation.ie/postprimary/
index.php/what-school-selfevaluation/?
doing_wp_cron=1429505616.9318289756774902343750 on 10.4.2015
• UNICEF (2006). New trends in development evaluation. Retrieved from
http://www.unicef.org/ceecis/New_trends_Dev_EValuation.pdf on 16.4.2015
• Wiggins, G. (1993) Assessing studentsperformance.SanFrancisco:Jossey-Bass.
Suggested Readings
• Braden, J. (2001). The clinical assessment of deaf people’s cognitive abilities. In
clark,M. D.; Marschark, M., & Kretchmer, M.(Eds.). Context, cognition and deafness,
Galludet University press, Washington.Pg.14-37.
• Elliot, S.N., Kratochwill, T. R., & Gilbertson, A. G. (1998). The Assessment
Accommodation Checklist: Who, What, Where, When, Why and Who? Teaching
Exceptional Children, 31(2), 10 –14.
• Eriksen, S.C. (1969). The teacher made test. Memo to the Faculty, no.35. AnnArbor:
Centre for Research on learning and teaching, University of Michigan.
• Fernandez, H. (2008). Knowledge based achievement of students with hearing
impairment on different types of assessment. Unpublished Master Disseratation,
University of Mumbai.
• Frechtling, J.A. (1991). Performance assessment: Moonstruck or the real thing?
Educational Measurement: Issues and Practices, 10(4), 23-25.
• Jacob, L. C., Chase, C. N. (1992). Developing and using tests effectively: A guIDe for
faculty. Josse-Bass Publishers, San Francisco.
• JunaID, I.M., & Muhammad, D. N. (2002). Assessing nomadic children’s learning
achievement: what tools and which strategies? Retrieved from
curriculum.pgwc.gov.za/resource_files/22153409_16.doc
• Linn. R.L, Baker, E. L., & Dunbar, S. B. (1991). Complex Performance based
assessment. Educational Researcher, 20(8), 15-21.
• Mathew, S. (2010). Impact of Knowledge Based Evaluation on Achievement of
Students with Hearing Impairment: An Experimental Study. A PhD Thesis
(Unpublished), MJP Rohilkhand University.
• Meyer, C.A. (1992) .What is the difference between Authentic and Performance
assessment? Educational Leadership,49(8),39-40
• Mountain, A. (2005). Science assessment of deaf students: ConsIDerations and
implications of state accountability. Measurements.MSSE Masters Project. Submitted
to the National Technical Institute for the Deaf, Rochester Institute of Technology,
New York.
• Musselman, C.R., Lindsey. P. H.,& Wilson A. K. (1988). An evaluation of recent
trends in preschool programming for hearing impaired children. Journal of Speech and
Hearing Disorders, 53, 71-88.
• Nair, P. (2005). A study of the effectiveness of indivIDualized instructional material
on mastery of mathematical concepts related to time in children with hearing
impairment. Unpublished Master Dissertation, University of Mumbai.
• Stiggins, R.J. (1994). Student-Centered classroom assessment. MacMillan, New York
• Tannenbaum, J.E. (1996). Practical IDeas on Alternative Assessment for ESL
Students. ERIC Clearinghouse on Languages and Linguistics Washington DC, ERIC
IDentifier ED395500, 1-6.
 SEMESTER-V

Course Title:ADULTHOOD AND FAMILY ISSUES OF STUDENTSWITH

INTELLECTUAL DISABILITY
Credits: 04
Contact Hours: 60
Objectives
After completing the course teacher educators will able to:
• Develop understanding of stages and principles of development in adulthood.
• Comprehend the importance of family involvement and CWID
• Illustrate the Gender, marriage and sexuality related issues.
• Interpret the disability issues related to community.
• Apply the importance of adulthood and family training.
Unit 1: Human Growth & Development in Adulthood
1.1 Developmental stages and principles
1.2 Factors influencing natural development of adults
1.3 Adulthood and Areas of development: Physical, Social, Cognitive, Language,
Emotional & Moral
1.4 Common adulthood problems in various areas of development
1.5 Implications of the above for Community Inclusion
Unit 2: Family and Adult with Intellectual Disability
2.1 Meaning, Definition and concept of family
2.2 Types of family and attitude towards PwID
2.3 Impact of Adult with ID on the Family
2.4 Family Adjustment and Coping skills
2.5 Family support, Government Schemes and benefits
Unit 3: Gender, Sexuality and Marriage Related Issues
3.1 Meaning & Concept of Gender & Sexuality and Marriage
3.2 Religious and Cultural effect on Gender & Sexuality and Marriage
3.3 Marriage & persons with intellectual disability: Misconceptions & Remediation
3.4 Importance of Pre-marital Counseling, Gender Education
3.5 Sexuality related issues, HIV, STD
Unit 4: Disability Issues – Community
4.1 Attitude of community towards Adults with ID
4.2 Community related Issues - Aggression, Antisocial behaviour, Abuse and Social
discrimination of PwID
4.3 Creating Awareness related to community issues
4.4 Community involvement & Resource Mobilization
4.5 Impact of technological developments on disability issues
Unit 5: Adulthood and Family Training
5.1 Family experiences of disability in the context of ageing
5.2 Training of Adults- Personal Care, Social, Domestic, Community and Leisure
5.3 Services for PwID in urban and rural areas
5.4 Independent living: Within family, Group home & Institution.
5.5 Parental Attitude and Counseling
Practicum/ Assignment/ Engagement (Any One)
• To conduct awareness and orientation programme on various adulthood issues for
parents
• To conduct and prepare a report on awareness programmes on various Govt. schemes
and benefits at local level
• To conduct seminar on Sexuality, Marriage and Gender related issues of adults with
ID
• To assess and present a report on family needs and Counseling
• To conduct sibling training programme and present a report.

Essential Readings
• Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instructor. University of Alberta, Alberta
• Das, J.P., & Baine, D. (1978) Intellectual Disability for Special Educators.
Springfield: Charles C. Thomas.
• John, W., & Smith, R. (1971). An Introduction to Intellectual Disability. Mc Grawhill
New York.
• Kauffman, J.M., & Paynes, J.S. (1960) Intellectual Disability: Introduction and
Personal Perspectives.Charges & Merril, Columbus.
• Longone, J. (1990) Teaching Retarders Learners: Curriculum and Methods for
Improving Instruction. Allyn and Bacon, Boston.
• Narayan, J., & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded
Persons.Pre-Primary Level. NIMH, Secunderabad.
• Panda, K.C. (1997). Education of Exceptional Children.Vikas Publishers, New Delhi.
• Pehwaria, R., & Venkatesan, S. (1992). Behavioural retarded Children: A Manual for
Teachers. NIMH, Secunderabad.
• Remington, B. (1991). The Challenge of Severe Mental Handicap.A Behaviour
Analytic Approach.Wiley, New Jersey.
Suggested Readings
• Kauffman, J. M. (1988). Teaching Students with Learning and Behaviour Problems.
Merril Publishing Co.
• Lewis, R.B., & Doorlag, D.H. (2010). Teaching Students with Special Needs in
General Education Classrooms. Pearson, London.
• Longone, J. (1990). Teaching Educable Mentally retarded Children. Allyn & Bacon,
Boston.
• Mary, A. F. (1999). Curriculum and Teaching Strategies. Paul H. Brooks Publishing
Co. Baltimore.
• Petersun, M.J., & Hitfie, M.M. (2003). Inclusive Teaching: Creating Effective
Schools For all Learners.Allyn & Becon. Boston.
• West, C. K., Farmer, J. A., & Wolff, P. M. (1991). Instructional Design, Implications
from Cognitive Science. Prentice Hall, New Jersey.
 SEMESTER-V
Course Title: THERAPEUTICS AND ASSISTIVE DEVICES FOR CHILDREN WITH
INTELLECTUAL DISABILITY
Credits: 04
Contact Hours: 60
Objectives
After completing the course teacher educators will able to:
• Build knowledge about speech and language therapy.
• Explain the meaning and interventions of physiotherapy.
•Utilize occupational therapy for PwID.
• Comprehend and apply behavioural techniques for interventions.
• Infer and use appropriate assistive devices for PwID.
Unit 1: Language, Speech and Communication
1.1 Nature, Definition, Scope, functions and development of language, Speech
andCommunication
1.2 Critical period and its importance in speech and language development
1.3 Modes of communication, (Aural, Oral, Finger Spelling, Sign and Sign Language,Cued,
Speech and Total Communication)
1.4 Types of speech and language disorders in PwID
1.5 Enhancing and integrating speech and language into classroom context
Unit 2: Physiotherapy
2.1 Physiotherapy – Nature, Definition, objectives, Scope and functions
2.2 Modalities used in physiotherapy for persons with ID and its Associated Conditions
2.3 Movements and postures of human body
2.4 Specific conditions and physiotherapy management – Cerebral palsy, Spina
bifIDa,Muscular dystrophy and Poliomyelitis
2.5 Integrating Physiotherapy into classroom context
Unit 3: Occupational Therapy
3.1 Occupational therapy– Nature, Definition, objectives, Scope and functions
3.2 Modalities of Occupational Therapy for persons with ID with associated Conditions
3.3 Hand Functions– Types of grasps, grip, development, and eye-hand coordination
3.4 Sensory Integration – Nature, Development & Importance
3.5 Integrating Occupational therapy into classroom context
Unit 4: Behaviour Modification
4.1 Aim, scope and importance of Behaviour Modification
4.2 Types of Behaviour– Adaptive and Maladaptive
4.3 IDentification of Problem Behaviours, and Functional Analysis
4.4 Strategies for Behaviour Modification and Differential Reinforcement
4.5 Integrating Behaviour Modification in classroom context
Unit 5: Assistive Devices
5.1 Definition, Importance and types of Assistive Devices for Independent Living
5.2 Different types of assistive devices for ID, HI, VI & Locomotor disability
5.3 Assessment of PWID needs to Identify the appropriate assistive devices
5.4 Selection & use of appropriate Assistive Devices for PWID and Maintenance
5.5 Schemes of MoSJE– ADIP Scheme, DDRS and SC/ST scheme
Practicum/ Assignment/ Engagement (Any One)
• To visit any two therapy centers and prepare and submit a report on available
clinicalfacilities
• To present a case study on Behaviour Modification.
• To present a Seminar on Role & functions of RCI and Various Schemes of MoSJE forPwID
• To Prepare/Design appropriate adaptive and assistive device for PwID
Essential Readings
• Antony, M.M., & Roemer, E. (2003). Behavior therapy.In A.S. Gurman & S.B.Messer
(Eds.), Essential psychotherapies (2nd ed., pp. 182-223). Guilford, New York.
• Colman, W. (1992). Maintaining autonomy: The struggle between occupationaltherapy and
physical medicine. American Journal of Occupational Therapy, 46, 63-70.
• Hocking, C. (2004). Making a difference: The romance of occupational therapy.South
African Journal of Occupational Therapy, 34(2), 3-5.
• McColl, M. A., Law, M., Stewart, D., Doubt, L., Pollack, N., & Krupa, T.
(2003).Theoretical basis of occupational therapy (2nd Ed). New Jersey, SLACKIncorporated.
• Peshwaria, R., & Venkatesan. S. (1992) Behavioural approach in teaching mentallyretarded
children - A manual for Teachers. NIMH, Secunderabad.
• Robertson, D. (2010). The Philosophy of Cognitive–Behavioural Therapy: Stoicismas
Rational and Cognitive Psychotherapy. Karnac. London.
Suggested Readings
• American Physical Therapy Association Section on Clinical Electrophysiology andWound
Management."Curriculum Content GuIDelines for ElectrophysiologicEvaluation"
(PDF).Educational GuIDelines. American Physical Therapy Association.Retrieved 29 May
2008.
• Clark, D. M., & Fairburn, C.G. (1997). Science and Practice of Cognitive
BehaviourTherapy.Oxford University Press. New York.
• Martin, G.; & Pear, J. (2007). Behavior modification: What it is and how to do it(Eighth
Edition). Pearson Prentice Hall, New Jersey.
 SEMESTER-VI
ELECTICE COURSES (ANY ONE)
Course Title: EDUCATIONAL MANAGEMENT

Credits: 04
Contact Hours: 60

Introduction

Educational management is a field of study and practice concerned with the operation
ofeducational organizations. The field draws links from diverse disciplines such as economics,
general management & Information technology. The course content included in the
presentprogram hence includes inputs from varied disciplines and is envisaged to equip the
learnersto understand the know- how’s of managing educational institutes on the basis of total
qualitymanagement principles.
Objectives
After completing the course teacher educators will able to:
• Explain the basic Foundations in Educational Management
• Describe the skills required for enhancing Quality Management in Education
• Demonstrate Human Resource Management-training, development and capacity building.
• Explain the skills needed to manage data for various. Educational Management
Information Systems (EMIS)
• Express the need and importance Financial Management

Unit 1: Foundations in Educational Management

1.1 Definition & Concept: Management as an art, science, organization, person & adiscipline
1.2 Approaches to management; a) Classical approach, b) Human relation approach, c)Systems
approach, d) Contingency approach
1.3 Principles & processes of management
1.4 Styles of management; autocratic, laissez-faire, transactional, contingency
1.5 Leader vs. Manager; role competencies
Unit 2: Total Quality Management in Education
2.1 Concept of Quality and issues in Quality management of educational institutes
2.2 Educational applications
2.3 Assessment of educational institutions
2.4 Strategic planning & Sustainable development
2.5 Implementing TQM
Unit 3: Human Resource Management
3.1 Manpower planning, talent acquisition & management
3.2 Employee benefits, welfare & Performance appraisals systems- 360 degree approach
3.3 Training, development & capacity building
3.4 Organisational behaviour; climate & culture
3.5 IndivIDual & group dynamics, conflict management & negotiations
Unit 4: Educational Management Information Systems (EMIS)
4.1 Need, relevance and National agencies for EMIS
4.2 Internal & external stakeholders of EMIS
4.3 Tools & process for collecting and disseminating data & using information
4.4 Constituting indicators & data monitoring plans
4.5 Dissemination, distribution & publication of data
Unit 5: Financial Management
5.1 Need &Importance of financial management in educational institutes
5.2 Basic concepts in accounting
5.3 Importance & types of budgeting
5.4 Resource mobilisation& allocation
5.5 Proposal writing for funding in educational institutes
Transaction
Lectures, Field visits, Self-study
Course Work/ Field Work
• Proposal writing for fund raising of an educational institution
• Review performance appraisals from 2 educational institutions one each from ateacher training
college and other from special school

Suggested Readings
• Bhardwaj, K. S., (2014). Human Resource Development in Education. PartrIDgePublication,
Gurgaon.
• Bush, T., & Paul, L. S. (2006). Principles and Practice of Educational Management.Chapman A
Sage Publications Company, London.
• Chatterjee, B. K. (2011). Finance for Non – Finance Managers. Jaico PublishingHouse, New
Delhi.
• Deshmukh, A.V., & Naik. A. P. (2010). Educational Management. HimalayaPublishing House
Pvt. Ltd., Mumbai.
• Dessler, G. (2012). Human Resource Management. Prentice Hall, London.
• Dimmock, C. (2012). Leadership in Education: Concept, Themes and Impact.Routledge, New
York.
• Leithwood, K., & Jantzi, D. (1999). Changing Leadership for Changing Times. OpenUniversity
Press, London.
• Lewls, T. (2012). Financial Management Essentials: A Handbook for NGOs.
• Mathis, R. L., & Jackson, J. H. (2010). Human resource management (13th ed.).
• Mukhopadhya, M. (2011). Total Quality Management in Education.Sage publicationsIndia Pvt.
Ltd. New Delhi.
• Nkomo, S. M., Fottler, M. D., & McAfee, R. B. (2010). Human resource
managementapplications: Cases, exercises, and skill builders (7th ed.).
• Pande, S., & Basak, S. (2012). Human Resource Management.Text and Cases.Amazon Digital
South Asia Services, Inc.
• Rayner, S. (2007). Managing Special and Inclusive Education.Sage PublicationsLtd. London.
• Senge, P. (2007). A Fifth discipline Resource. Schools that lead: Nicholas BrealeyPublishing,
London.
• Senge, P.M. (1994). The fifth Discipline; The Art & Practice of The
LearningOrganization.Currency Doubleday, New York.
• Shapi, J. (N.K). Writing a Funding Proposal.
 SEMESTER-VI
Course Title: EDUCATIONAL TECHNOLOGY
Credits: 04
Contact Hours: 60
Objectives
After completing the course teacher educators will able to:
• Discuss roles of Educational Technologists in various contexts.
• Apply appropriate instructional strategies.
• Develop appropriate instructional and interactive learning.
• Identify use of ICT for inclusion.
• Suggest Recent Trends in Technology
Unit 1: Educational Technology
1.1 Concept, Definition and Scope of Educational Technology
1.2 Need and Role of Educational Technologists in India
1.3 Growth of conceptual framework of Educational Technology: ET1, ET2, ET3 …
1.4 Systems Approach; Meaning, Scope and Components
1.5 Communication Process
1.5.1 Meaning and components
1.5.2 Models of communication: Simple, Osgood and Schramm, Gerbner’s mode
1.5.3 Interaction analysis: Equivalent Category System and Flander’s InteractionAnalysis
System
Unit 2: Instructional Technology
2.1 Concept and Definition of Instructional Technology
2.2 Theories and Models of ISD: Dick & Carrey, Gagne, Kirk and Guftason
2.3 Steps in developing Instructional design :Learner analysis, Content analysis,DecIDing
entry and terminal behaviour, Preparing test, Selection of method,Selection of media,
Development of material, Tryout, Formative and summativeevaluation
2.4 Methods & Models Instructional designs for Large Group and IndivIDual Instructions
2.5 Co-operative and IndivIDual Learning Strategies for children with disabilities

Unit 3: Instructional and Interactive Learning

3.1 Interactive learning: concept, need and components
3.2 Instructional Media for children with Special needs
3.3 Interactive learning Material for children with disabilities
3.4 Development of Interactive learning Material
3.5 Integrating ICTs for children with special needs (e.g. Social Media, Collaborative
tools and techniques such as Blogging, ICT tools for research, bibliography, etc)
Unit 4: ICT For Inclusion
4.1 ICT for 21st century learning
4.2 Dilemmas and Realities about applications in ICT in inclusive education
4.3 Potentials of ICT in inclusive education-Access, equity, participation, Skill
development and life- long learning
4.4 ICT for teaching-learning
4.5 Role of ICT in curriculum transaction
Unit 5: Recent Trends in Technology
5.1 Online Learning
5.2 Blended Learning
5.3 M-Learning
5.4 MOOC
5.5 OER
Course Work/ Practical/ Field Engagement
• Prepare an observation report of classroom teaching based on Flanders Interactionanalysis
• Prepare and plan an educational display on a bulletin board using charts,diagrams, graphs,
posters, cartoons and comics
• Prepare a story board in any one unit of a subject for a child with disability
• Present a research paper on appilcation of any one recent trend in inclusiveeducation
• Seminar on issues in application of ICT in inclusive education
Suggested Readings
• Bhatt, B. D., & Sharma, S. R. (2003). Educational Technology concept and Technique
(Modern Education Series). Kanishka Publisher, New Delhi.
• Diana, L. O. (2001). Multimedia – Based Instructional Design: Computer – Based
Training. Jossey – Bass
• Horton, W. (2001). Designing web-based Training.John Wiley & Sons. New Jersey.
• Kumar, K., Kumar, S. (2004). ICT Skill Development.GBD Publications, GurusarSadhar.
• Mukhopadhyay, M (1990). Educational Technology Challenging
Issues.SterlingsPublisher’s Pvt. Ltd. New Delhi.
• Rosenberg, M.J. (2001). E-Learning. McGraw Hill, New York.
• Sallis, E., & Jones, G. (2002). Knowledge Management in Education London: KoganPage
Ltd.
• Santhosh, V. (2009). Information communications technology for teacher
education.Kanishka Publisher, New Delhi.
• Schank, R.C. (2001). Virtual Learning.McGraw Hill. London.
• Shehzad, A. (2007). Teacher’s Handbook of Educational Technology. Anmol,Pubishing
Pvt. Ltd., New Delhi.
• Singh, T. (2009). ICT Skill Development.Tandon Brothers, Ludhiana.
• Venkataiah, N. (2002), Educational Technology. APH Publication Corporation, NewDelhi.
 SEMESTER-VI

Course Title: GUIDANCE AND COUNSELING

Credits: 04
Contact Hours: 60
Objectives
After completing the course teacher educators will able to:
• State theprinciples, Objectives and need of Career Guidance
• Discuss factors and theories of Vocational and Personal Guidance.
• Describe the Fundamentals of Counselling
• AnalyseGroup approaches in Vocational Counselling and Guidance
• UseAssessment techniques in Educational and Vocational Guidance and Counselling
Unit 1: Education and Career Guidance
1.1 Concept, principles, Objectives and need for guidance at various educational levels
1.2 Types of GuIDance: IndivIDual and group, Personal, Educational and Vocational
1.3 Career Development needs of students. Changing scenarios in a global world
1.4 Tests and Techniques for GuIDance: Testing techniques (Aptitude, Interest,
Achievement & Personality) Non-testing techniques (Interview, Case study,
observation, Diary, anecdotal and commutative record)
1.5 Essential services in a school guIDance program
Unit 2: Vocational Guidance
2.1 Factors influencing choice of career
2.2 Theories: Vocational Choice, Vocational development and Career development
theories
2.3 Assessment of Vocational maturity
2.4 Occupational information in GuIDance
2.5 GuIDance for students with disabilities.
Unit 3: Fundamentals of Counselling
3.1 Concept and nature of counselling
3.2 Scope and objectives of counselling
3.3 Stages of the counselling process
3.4 Counselling techniques
3.5 Ethical principles and issues
Unit 4: Group approaches in Vocational Counselling and GuIDance
4.1 Types, areas and approaches of Counselling
4.2 Steps and skills in the counselling process
4.3 Advantages and Disadvantages of Group GuIDance techniques
4.4 Essential services in school and community based guIDance programs
4.5 Placement, research, evaluation services and Job study- i) Job description, ii) Job
specification, iii) Job analysis, iv) Job satisfaction
Unit 5: Assessment in Educational and Vocational GuIDance and Counselling
5.1 Assessment of underachievement and challenges
5.2 Assessment of giftedness and special strengths
5.3 Career test construction, administration, scoring and interpretation
5.4 Crisis Intervention; Grief, relationships, depression, Academic, stress, violence,
abuse
5.5 Role of counsellor in the contemporary context
Course Work/ Practical/ Field Engagement
• Visit different Guidance Centres and write a report
• Review a film for counselling
• List the resources required and their optimum use in managing a school guIDance
programme
• Develop a career choice assessment tool in view of personal characteristics of any
• Child with disabilities and available opportunities
• Prepare a brochure on career opportunities for children with different disabilities
Essential Readings
• Naik, P.S. (2013). Counselling Skills for Educationists.Soujanya Books, New Delhi.
• Nayak, A.K. (1997). Guidance and Counselling. APH Publishing, Delhi.
• Rao, V. K., & Reddy, R.S. (2003). Academic Environment: Advice, Counsel and
Activities.Soujanya Books, New Delhi.
• Shah, A. (2008). Basics in Guidance and Counselling. Global Vision Publishing
House.
• Sharma, V.K. (2005). Education and Training of Educational and Vocational
GuIDance.Soujanya Books, New Delhi.
Suggested Readings
• Kapunan, R.R. (2004). Fundamentals of GuIDance and Counselling. Rex Printing
Company, Phillipines.
• Pal, O.B. (2011). Educational and Vocational GuIDance and Counselling. Soujanya Books,
New Delhi.
 YEAR III

SEMESTER V AND VI

Credits: 24 720 Hours

Task for Student Disability Educational Hrs Description

Teacher Focus Setting
120 Pre-Service Lecture: 8 lesson plans for
classroom teaching at Diploma Level
Pre-Service Lecture B.Ed and D.Ed
------- (4) and Graduate level (4), out of them
at B.Ed and D.Ed Level
Level 2 will be ICT based ( 1 at Diploma and
1 at Graduate level)

Supervision of B.Ed and D.Ed Practice

Guide and of Teaching Lessons: Supervision of 8
B.Ed and D.Ed 120
Supervision of B.Ed ------- lessons each (B.Ed and D.Ed Practice
Level
and D.Ed Practice of of Teaching Lessons) from different
Teaching Lessons. level and domain

Special / Inclusive
Specialization Research and Field Work
Dissertation Set-Up 480

 Internship in Teacher Training Institution

 Evaluation of Practical Papers for Semester V and Semester VI will be conducted at the end of
third year.
Expert Committee for the development of training programs in the field of
special education for persons with Mental Retardation/Intellectual
Disability and Learning Disability

 Prof. P. Jeyachandran
Vijay Human Services
4, Laxmipuram, 3rd Street, Royapeetah,Chennai-600 014
 Dr. (Mrs.) Shyama Chona,
President Tamana,D-6, Street,
Vasant Vihar, New Delhi-110057
 The Director/Nominee
National Institute for the Mentally Handicapped, Manovikas Nagar,
Bowenpally, Secunderabad-500 009
 The Director/Nominee
National Institute for Empowerment of Persons with Multiple Disabilities
East Coast Road, Muttukadu, Kovalam Post, Chennai – 603 112
 The Head of the Department
Department of Special Education
Sweekaar Rehabilitation Institute for the Handicapped,Upkaar Circle,
Upkaar Junction, Secunderabad-500 003
 Prof. Revathi
Department of Special Education
Thakur Hari Prasad Institute of Research and Rehabilitation for the Mentally
Handicapped,Vivekananda Nagar, Dilsukh Nagar, Hyderabad 500060
 Prof. Ravi Gunthe
Incharge, TEPSE/HEPSN Scheme
Jodhpur University,Jodhpur, Rajasthan -342001
 Dr.Anupam Ahuja
Associate Professor
Dept. of Education of Groups with Special Needs,NCERT, Sri Aurobindo Marg, New
Delhi-110016
 Dr. D. Venkateswarlu
School of Education,
IGNOU , Maidan Garhi, New Delhi – 110068
 Prof. Smriti Swarup
5, Jeewan Akshay,Plot No. 188, Sector-6, Charkop, Kandivali (W),Mumbai-400 067
 Ms. Giselle Lobo
Nirmala Institute of Education
Altinho, Panjim, 403001, Goa
 Dr. Jayanthi Narayan,
Consultant, Special Education (LD & ID) Former Dy.Director, NIMH
2- C, Anugraha Apartments, 157/7, Staff Road, Secunderabad 500 009
 Dr. N.C.Pati
Chetana Institute for the Mentally Handicapped, A/3, Institutional Area, Bhubaneswar-
751013
 Dr.C.Renuga Devi
Assistant Professor in Special Education (Mental Retardation), Department of
Education Mother Teresa Women's University Kodaikanal – 624101
 Shri Hemant Singh Keshwal
Govt. Institute for the Welfare of the Mentally Retarded Children, Sectro-32-
C,Chandigarh-160047
 Dr. Preeti Verma
Dept. of Special Education, S.N.D.T. Women’s University
Sir Vithaldas Vidyavihar, Juhu Road, Santacruz (W) , Mumbai – 400 049
 Dr. (Mrs.) Usha Grover
C-60, Malviya Nagar, New Delhi-110017
 Shri Sanjay Kumar
Dr. Shakuntala Misra National Rehabilitation University
Mohaan Road, Lucknow 226017
 Dr. H.R. Dhull
ARPAN, Institute for the Mentally Handicapped,Gandhi Nagar,
Rohtak – 124 001
 Dr. Saroj Thapa
Educational Development Specialist, Universal Learn Today, India Today Group, No. 6,
President Estate,
Talkatora Road, New Delhi-110004
 Shri Ashok Chakravorty
Secretary, Shelter, 3, Bholanath Bhaduri Sharani, Bhadreswar,
Hooghly -712124, WB
 Smt. Usha Chaujer
CW-27GF, Malibu Towne, Sohana Road
Gurgaon-122001
 Shri S K Srivastava,
Member Secretary, RCI- Member ( Ex-Officio)
 Dr. Sandeep Tambe, Assistant Director, RCI
 Shri Suman Kumar, Deputy Director(Prog.), RCI- Convener ( Ex-Officio)