THE UNIVERSITY OF BURDWAN

Bachelor of Education - Special Education

(Mental Retardation)
[Link]. (MR)

New Syllabus

Effective from Academic Session 2015-16

(Two Years Duration)

Based on the guidelines framed by

Rehabilitation Council of India & NCTE

1
 AREA A: CORE COURSES

A1 Human Growth & Development

A2 Contemporary India and Education
A3 Learning, Teaching and Assessment
A4 Pedagogy of Teaching (Special Reference to Disability) Any one
PART I : Science (Special Reference to Disability)
PART II: Mathematics (Special Reference to Disability)
PART III: Social Studies (Special Reference to Disability)
A5 Pedagogy of Teaching (Special Reference to Disability) Any one
PART IV: Bengali (Special Reference to Disability)
PART V: English (Special Reference to Disability)

AREA B: CROSS DISABILITY AND INCLUSION

Note:
1. All student-teachers will be learning about all disabilities (theory, practical as well as field
engagement) and specialization in any one disability other than selected for Area C.
2. Institutions/organizations offering [Link].(MR) are expected to decide other than
specialization area out of VI / HI / LD / ASD / MD.

B6 Inclusive Education
B7 Introduction to Sensory Disabilities (VI, HI, Deaf-Blind)
B8 Introduction to Neuro Developmental Disabilities (LD, MR(ID), ASD)
B9 Introduction to Locomotor & Multiple Disabilities ( CP, MD)
B10 Skill Based Optional Course (Cross Disability and Inclusion)
B11 Skill Based Optional Course (Disability Specialization)

B10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE

A Guidance and Counseling

B Early Childhood Care & Education
C Applied Behavioural Analysis
D Community Based Rehabilitation
E Application of ICT in Classroom
F Gender and Disability

B11: Skill-based Optional Course (Disability Specialization) ANY ONE

A Management of Learning Disability

Vocational Rehabilitation & Transition to Job
B Placement

2
 AREA C: DISABILITY SPECIALIZATION COURSES
Institutions / Organizations offering [Link].(MR) are expected to decide on Specific
Disability Area for Specialization as Mental Retardation ( MR)

C12 Assessment and Identification of Needs

C13 Curriculum Designing, Adaptation and Evaluation
C14 Intervention and Teaching Strategies
C15 Technology and Disability
C16 Psycho Social and Family Issues

AREA D: ENHANCEMENT OF PROFESSIONAL CAPACITIES (EPC)

(Wherever applicable specific reference to disability will be focused)

D17 Reading and Reflecting on Texts

D18 Drama and Art in Education
D 19 Basic Research & Basic Statistic

AREA E: PRACTICAL RELATED TO DISABILITY

E1. Cross disability and Inclusion (Part of Area B)

E2. Disability specialization (Part of Area C)

AREA F: FIELD ENGAGEMENT/ SCHOOL ATTACHMENT/ INTERNSHIP

F1. Main disability special school (Related to Area C)

F2. Other disability special school (Related to Area B)

F3. Inclusive school (Related to Area B & C)

3
 SEMESTER-WISE STRUCTURE
SEMESTER – I

Course Course title Credits Weightage /

Marks
A1 Human Growth & Development 4 100
A2 Contemporary India and Education 4 100
B7 Introduction to Sensory Disabilities (VI, HI, Deaf-blind) 2 50
B8 Introduction to Neuro Developmental Disabilities (LD, ID 2 50
/ MR, ASD)
B9 Introduction to Locomotor & Multiple Disabilities (Deaf- 2 50
Blind, CP, MD)
C12 Assessment and Identification of Needs 4 100
E1 Practical: Cross Disability and Inclusion 2 50
TOTAL 20 500

Engagement with field as part of courses indicated below:

[Link]. Task for the Student-teachers Course Place

1 Assignment / Project A1 Institute
2 Assignment / Project A2 Institute
3 Assessment & Identification of C12 Camp / Clinic / School, etc. for
Needs (All disabilities) minimum of fifteen hours

Area E1- Practical-Cross Disability and Inclusion

Tasks for the Disability Education Setting Hrs Description

Student-teachers Focus (60)
Major Disability Special school 25 Minimum 30 school
Classroom Periods
observation Other than Minimum 3 Special 25 Minimum 30 school
Major disability schools for other Periods
disabilities
Any Disability Inclusive Schools 10 Minimum 10 school
Periods

• Schedule for practical for E-1 shall be included in the time table (ten working days may be
allocated).

• Observations as mentioned are essential. However, if schools for other disability are not
available in the nearby area, the same may be interpreted as observation at Inclusive school/
education/services being provided in the resource room/ home based education or vice versa with
other disability.

4
 SEMESTER – II

Course Course title Credits Weightage /

Marks
A3 Learning, Teaching and Assessment 4 100
A4 Pedagogy of School Subjects (ANY ONE from Part I 4 100
to Part V)
A5 Pedagogy of School Subjects (ANY ONE from Part I 4 100
to Part V)
B6 Inclusive Education 2 50
C13 Curriculum Designing, Adaptation and Evaluation 4 100
E2 Practical: Disability specialization 2 50
TOTAL 20 500

Engagement with field as part of as indicated below:

[Link]. Task for the Student-teachers Course Place

1 Assignment / Project / Presentation A3 Institute
2 Assignment / Project / Presentation B6 Institute
3 Assignment / Project / Presentation C13 Institute/ Special/ Inclusive School
4 Assignment / Project / Presentation A4/A5

Area E2- Practical Disability Specialization (Area C)

Note: Schedule for practical for E-1 shall be included in the time table (minimum ten working
days may be allocated). Skill for Micro teaching shall be selected with reference to Major
Disability

[Link]. Tasks for the Disability Education Hrs Description

Student-teachers Focus Setting (60)
1.1 Classroom observation Major Special school 30 Observation of all
Disability subjects at different
level, minimum 50
school periods.
1.2 a. Lesson planning for Major For Special 10 10 lessons
subjects selected Disability school &
Inclusive Set up
b. Lesson planning Major For Special 10 10 lessons
focusing on adaptation, Disability school &
evaluation Inclusive Set up
1.3 a. Micro teaching & General Institute 5 10 lessons
simulated teaching on
selected skills
b. Micro teaching & Major Institute 5 10 lessons
simulated teaching on 5 Disability
each from lessons
planned in 1.2

5
 SEMESTER – III
Course Course title Credits Weightage/Marks
C14 Educational Intervention and Teaching 4 100
Strategies
C15 Technology and Disability 4 100
C16 Psycho Social and Family Issues 2 50
E2 Practical: Disability Specialization 4 100
F1 Main disability special school (Related 4 100
to Area C)
D17 Reading and Reflecting on Texts (EPC) 2 50
D18 Drama and Art in Education (EPC) 2 50
TOTAL 22 550

Engagement with field as part of course as indicated below:

Sl. No. Task for the Student-teachers Course Place

1 a. Assignment / Project / Presentation C14 Institute
2 b. Assignment / Project / Presentation C15 Institute
3 c. Assignment / Project / Presentation C16 Institute
4 d. Assignment / Project / Presentation D17 Institute/ school
5 e. Assignment / Project / Presentation D18 Institute/ school

Area E 2- Practical Disability Specialization (Part C)

Sl. No. Tasks for the Student- Disability Education Setting No. of Lessons
teachers Focus
a. Classroom observation Major Special School Minimum 30
1.1 Disability school Periods
b. Visit to other special Major Special School Minimum 2
schools Disability schools
a. Lesson planning and Major Special School/ 30 lessons
1.2 execution on different levels Disability Resource Room
for all subjects
b. Lesson planning and Major Special School/ 20 lessons
execution on different levels Disability Resource Room
for selected subjects
Individualised Teaching Major Special School/ 20 IEPs
1.3 lessons on selected subjects Disability Resource Room

Observation of support Major Institute/ Clinic Depending on the

1.4 services Disability specialization

6
 Area F1- Disability Specialization

Sl. No. Tasks for the Disability Set up No. of Lessons

Student-teachers Focus
1 Classroom Teaching Major Special schools for Minimum 90
disability disability specialisation school Periods

Minimum of four weeks should be allocated for School attachment/Internship and

reflected in the time table and should cover Tasks specified under E-2 and F-1 with
sufficient time for teaching to acquire Pedagogical competence to deal with school
subjects chosen and related activities for whole class as well as children with
disabilities in different education settings. A suggestive framework is given below:

Areas Disability Specialization (E-2 & F-1)

A-4 Pedagogy Subject 1 Semester –III (three days-15 Hrs)
A-5 Pedagogy Subject 2 Semester-III (three days-15 Hrs)
F-1 School Attachment/ Internship Semester- III(24 days-120 Hrs)

SEMESTER – IV
Course Course title Credits Weightage/Marks
B10 Skill based Optional Course (Cross 2 50
disability and inclusion) ANY ONE
B11 Skill based Optional Course 2 50
(specialization disability) ANY ONE
D19 Basic Research & Basic Statistic 2 50
(EPC)
E1 Practical: Cross Disability and 4 100
Inclusion
F2 Other disability special school 4 100
F3 Inclusive school 4 100
TOTAL 18 450

Engagement with field as part of course as indicated below:

[Link]. Task for the Student-teachers Course Place

1 Assignment / Project / Presentation B10 Institute
2 Assignment / Project / Presentation B11 Institute / school
3 Assignment / Project / Presentation D19 Institute / school

Area E1- Practical: Cross Disability and Inclusion (Area B)

Note: Practical timing shall be included in time table (minimum of four week)
Observations as mentioned are essential. However, if schools for other disability are not
available in the nearby area, the same may be interpreted as observation at Inclusive
school/ education/services being provided in the resource room/ home based education or
vice versa with other disability
7
 Sl. No. Tasks for the Disability Education Setting No. of Lessons
Student-teachers Focus

1.1 Classroom observation Other than Special schools for Observation of all subjects
Major other disabilities at different level, minimum
disability 15 school periods

Any Disability Inclusive Schools Observation of all subjects

at different level ,
minimum 15 school
periods

1.2 Lesson planning and Special schools for 25 lessons

execution on different other disabilities/
Any Disability
levels for selected Resource Room

subjects Inclusive Schools 25 lessons

1.3 a. Individualised Special schools for 20 lessons

Teaching lessons on other disabilities/
different levels for Resource Room
selected subjects

b. Individualised Any Disability Inclusive Schools 20 lessons

Teaching lessons

Area F2- Other Disability Special School (Area B)

[Link]. Tasks for the Student- Disability Set up No. of Lessons

teachers Focus
1 Classroom Teaching Other than Special schools for Minimum 180
Major other disabilities school periods
disability

Area F3- Inclusive School (Area B & C)

Sl. No. Tasks for the Student- Disability Set up No. of Lessons
teachers Focus
1 Classroom Teaching Any Disability Inclusive School Minimum 180
school Periods

Minimum of four weeks should be allocated for School attachment/ Internship and
reflected in the time table and should cover Tasks specified under E-1, F-2 and F-3
with sufficient time for teaching to acquire Pedagogical competence to deal with
school subjects chosen and related activities for whole class as well as children with
disabilities in different education settings. A suggestive framework is given below:
8
 Area Disability Specialization Other disability Inclusive Education
A4 Pedagogy Semester –III Semester –IV Semester –IV
Subject 1 (3 days-15 Hrs) (2 days-12 Hrs) (2 days-12 Hrs)
A5 Pedagogy Semester-III Semester-IV Semester-IV
Subject 2 (3 days-15 Hrs) (2 days-12 Hrs) (2 days-12 Hrs)
F-2 & F-3 Semester- III Semester- IV Semester- IV
Internship (24 days-120 Hrs) (24 days-120 Hrs) (24 days-120 Hrs)

It may be noted:
1. Observations and Lessons should be on Primary and Secondary level of classes in all three
areas, i.e., Disability Specialization, Other disability and in Special and Inclusive Settings.
2. Practical are focused on school subject teaching. Every student is expected to opt for and
teach any two school subject as offered by the Institution/ University.
3. Practical in Other disability should be for other than disability specialization.
4. Practical in Inclusive settings should be preferably with various disabilities.

ADEQUACY OF THE SPECIAL EDUCATION SYLLABI

The syllabus prescribed for the [Link]. [Link].(MR) is on the basis of minimum
requirements and therefore, Universities and Colleges of Education/Institutes implementing
the [Link] course can exercise flexibility in opting the number of papers without
compromising on the adequacy and validity of the contents prescribed by the RCI.

DURATION OF THE COURSE

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

WORKING DAYS & ATTENDANCE

The programme will be conducted for at least 200 working days each year exclusive of the
period of examination and admission. The institution shall work for a minimum of thirty six
hours in a week (five or six days), during which physical presence in the institution of all the
teachers and student-teachers is necessary to ensure their availability for advice, guidance,
dialogue and consultation as and when needed.
The minimum attendance of Student-Teachers shall have to be 80% for all course work,
90% for all practicum, and 100% for school internship (5% attendance may be condoned by
the head of institution on genuine grounds).

ELIGIBILITY FOR ADMISSION

B.A./[Link]./[Link]. or an equivalent degree at graduate level depending on the requirements
of being the school subject for pedagogical courses and for the particular course with
minimum 50% in the qualifying degree examination.
ADMISSION
Admission Procedure: as per University norms.
9
PROGRAMME PATTERN

The programme has been developed on Semester basis. RCI has proposed 2000 marks in
view of disability specific specialization.

PASSING MINIMUM
Minimum 50 % marks are essential in all courses for passing in the programme (Grace
Marks as per University norms).

NATURE OF EVALUATION
Internal & External as per University norms; RCI as Statutory body recommends that the (i)
cut-off marks for grade B shall not be less than 50% and for grade B+, it should not be less
than 55% under the absolute grading system, and (ii) Internal assessment for Theory Courses
will not exceed 20% and 50% in the practicum wherever applicable.
XIV. TRANSITORY REGULATIONS
Whenever a course or scheme of instruction is changed in a particular year, two more
examinations immediately following thereafter shall be conducted according to the old
syllabus/ regulations. Candidates not appearing at the examinations or failing shall take the
examinations subsequently according to the changed syllabus / regulations/ as per University
norms.
FACULTY-STUDENT RATIO
The faculty-student ratio in the area of [Link].(MR) may be 1:10, as per the RCI
norms. Considering the infrastructural facilities needed for Special Education and based on
the tasks such as supervising practicum, a minimum number of 20 and maximum of 30
students may be admitted for the [Link].(MR) programme.

FACULTY NORMS
The existing faculty norms will be applicable only for the first year of the academic session
2015-16. Revised norms will be applicable from the academic session 2016-17 onwards
(second year of the course starting in 2015-16 onwards).

CERTIFICATION AS A REGISTERED PROFESSIONAL

It is mandatory as per Section 13 of RCI Act 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. 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.
The successful students will be registered as Special Educator (Professional). The training
institution/organization should ensure that all passed out students are registered with the
Council.
10
AWARD OF DEGREE
The affiliating Universities will award degree in Bachelor of Education Special Education (Area
of Specialisation). The areas of specialisation provided are Hearing Impairment (HI), Mental
Retardation (MR), For example in the area of Mental Retardation the degree awarded will be
[Link]. (MR). While issuing degree certificate, the Universities are advised to clearly
spell out the area of specialization and mention as a statement that the passed out can teach in
all settings and other disabilities (cross disabilities)

PRACTICING SCHOOLS
Special & Inclusive School - Own Special School / MoU with Special & Inclusive Schools,
preferably up to senior secondary school level recognised by State Government for the main
disability area and permission to carry out practical in other disability. Special Schools for
ASD and LD is not an essential condition. With a precaution that students with disability
should not be overstressed. Institutions offering more than one programme in Special
Education must have own Special School and MoU with other Special/Inclusive School for
3
school engagement and field experience .

Engagement with the Field and School Experience

The [Link]. Spl. Ed.(MR) curriculum shall provide for sustained interaction with the child,
school and community in varied settings for establishing close connections between different
curricular areas and making teacher-trainee understand her/his role and function.

In the first year (First two semesters), there shall be work on the field amounting to a
minimum of 4 weeks, spread over several days throughout the semester/ year. This will
include minimum of one week of school engagement and three weeks of other practical
work/engagements. In the second year (Third and Fourth semesters), there shall be a
minimum of 16 weeks of engagement with the field of which minimum of 15 weeks are for
school internship and one week is for other field engagements. Thus a minimum of 20 weeks
(4+16) shall be allocated over the two years for tasks, assignments as per the courses and
school internship in the field, under the broad curricular areas of Practical related to
Disability and Field Engagement. The weight age of internal assessment for Engagement
with the Field shall be decided by the concerned university.
a) Tasks and Assignments that run through all the courses

These tasks and projects would help in substantiating perspectives and theoretical
frameworks studied in a teacher education classroom with field based experiences. The tasks
and projects may include collaborative partnership with the schools for developing CCE
practices, creative ways of tracking learners’ progress, forums for professional development
of in-service school teachers, dialoguing with the School Management Committee, parents
and the community. The community based engagement may also be related to the
pedagogical subjects and/or concerns and challenges arising out of special needs of children.

11
b) School Internship/Attachment

While First year prepares grounds for going to education settings and interacting and
working with children including children with disabilities; the second year would offer
intensive engagement with the school in the form of School Internship.

During the Internship, student-teachers shall work as a regular teacher/ special teacher/
special educator and participate in all the school activities, including planning, teaching and
assessment, interacting with school teachers, parents, community members, other support
personnel and children including children with special needs specific to the areas of
specialization being offered by the student teacher.
Before teaching in a classroom, the student-teachers will observe the school and its
classrooms for a week, to understand the school in totality, its philosophy and aims,
organisation and management; the life of a teacher; needs of the physical, mental, emotional
development of children; aspects of curriculum and its transaction; quality, transaction, and
assessment of teaching–learning.

School Internship shall be designed to lead to the development of a broad repertoire of

perspectives, professional capacities, teacher dispositions, sensibilities and skills. Student
teachers shall be equipped to cater to diverse needs of learners in schools.
Student-teachers are to be actively engaged in teaching at two levels, namely, upper primary
and secondary.
Internship in schools is to be done for a minimum duration of 15 weeks. This should include
observing a regular classroom with a regular teacher and would also include peer
observations, teacher observations and observations of interns’ lessons by faculty besides
other settings.
It is important that the student-teachers consolidate and reflect on their teaching experience
during and after the school internship. Therefore, along with writing reflective journals
during the internship programme, there shall be space for extended discussions and
presentations on different aspects of the teaching experience after the internship.
For each student-teacher, internship should be conducted preferably in one school for the
entire 15 weeks. However, to understand the dynamics of teaching at elementary and
secondary levels, this period can be divided into two blocks; this will also be impacted by the
type of schools (Special and Inclusive) being available.
Internship should not be reduced to the ‘delivery’ of a certain number of lesson plans but
should aim for meaningful and holistic engagement with learners and the school. Internship
will involve spending maximum time in school for practice teaching performing all tasks of a
special teacher/ special educator and also being teacher for the school subjects opted as part
of pedagogical courses; setting will be a mix of special school, inclusive school and resource
and home-based teaching and support as may be required by the special needs of students.

12
 AREA - A
CORE COURSES

A1 Human Growth & Development

A2 Contemporary India and Education
A3 Learning, Teaching and Assessment
A4 Pedagogy of Teaching (Special Reference to Disability) Any one
PART I : Science (Special Reference to Disability)
PART II: Mathematics (Special Reference to Disability)
PART III: Social Studies (Special Reference to Disability)
A5 Pedagogy of Teaching (Special Reference to Disability) Any one
PART IV: Bengali (Special Reference to
Disability)
PART V: English (Special Reference to Disability)

13
 HUMAN GROWTH & DEVELOPMENT

Course Code: A 1 Credit: 04

Contact Hours: 60 Marks: 100

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 aid 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 be able to
• explain the process of development with special focus on infancy, childhood
and adolescence.
• critically analyze developmental variations among children.
• comprehend adolescence as a period of transition and threshold of adulthood.
• analyze different factors influencing child development.

Unit 1: Approaches to Human Development

1.1 Human development as a discipline from infancy to adulthood
1.2 Concepts and Principles of development
1.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence,
Adulthood)
1.4 Nature vs Nurture
1.5 Domains (Physical, Sensory- perceptual, Cognitive, Socio-emotional, Language &
communication, Social relationship)

Unit 2: Theoretical Approaches to Development

2.1 Cognitive & Social- cognitive theories (Piaget, Vygotsky, Bruner, Bandura)
2.2 Psychosocial Theory (Erikson)
2.3 Psychoanalytic Theory (Freud)
2.4 Ecological Theory (Bronfrenbrenner)
2.5 Holistic Theory of Development (Steiner)

Unit 3: The Early Years (Birth to Eight Years)

3.1 Prenatal development: Conception, stages and influences on prenatal development
3.2 Birth and Neonatal development: Screening the newborn - APGAR Score, Reflexes and
responses, neuro-perceptual development
14
3.3. Milestones and variations in Development
3.4 Environmental factors influencing early childhood development
3.5 Role of play in enhancing development

Unit 4: Early Adolescence (From nine years to eighteen years)

4.1 Emerging capabilities across domains of physical and social emotional
4.2 Emerging capabilities across domains related to cognition - metacognition, creativity,
ethics
4.3 Issues related to puberty
4.4 Gender and development
4.5 Influence of the environment (social, cultural, political) on the growing child

Unit 5: Transitions into Adulthood

5.1 Psychological well-being
5.2 Formation of identity and self-concept
5.3 Emerging roles and responsibilities
5.4 Life Skills and independent living
5.5 Career Choices

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 [Link] Hill Company, New York.
• Brisbane, E. H. (2004). The developing child. [Link] 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 [Link] Hill Publishing
Company, New York.
• Hurlocl, E. B. (2006). Developmental Psychology- A life span approach. Tata [Link]
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 [Link] Hill Publishing
Company, New York.

15
 CONTEMPORARY INDIA AND EDUCATION

Course Code: A2 Credit: 04

Contact Hours: 60 Marks: 100

Introduction
This course will enable student-teachers to explore education from philosophical and
sociological perspective and hands on experience of engaging with diverse communities,
children and schools. It also traces the educational developments in the historical context
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.

Objectives
After completing this course the student-teachers will be able to
• Explain the history, nature and process and Philosophy of education
• Analyse the role of educational system in the context of Modern Ethos
• Understand the concept of diversity
• Develop an understanding of the trends, issues, and challenges faced by the
contemporary Indian Education in global context

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)

Unit 2: Understanding Diversity

2.1 Concept of Diversity
2.2 Types of Diversity: Gender, linguistic, cultural, socio-economic and disability
2.3 Diversity in learning and play
2.4 Addressing diverse learning needs
2.5 Diversity: Global Perspective

Unit 3: Contemporary Issues and Concerns

3.1 Universalisation of School Education, Right to Education and Universal Access
3.2 Issues of a) Universal enrolment b) Universal retention c) Universal learning
3.3 Issues of quality and equity: Physical, economic, social, cultural and linguistic,
particularly w.r.t girl child, weaker sections and disabled

16
 3.4 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
3.5 Inequality in Schooling: Public-private schools, rural-urban schools, single teacher
schools and other forms of inequalities such as regular and distance education system

Unit 4: Education Commissions and Policy (School Education)

4.1 Constitutional provisions on education that reflect National Ideals: Equality, liberty,
secularism, and social justice
4.2 National Commissions and Policies: Education Commission (1964), NPE and POA
(1986, 1992), National Policy for Persons with Disabilities (2006)
4.3 National Acts: RCI Act, 1992, PWD Act, 1995, NT Act, 1999, RTE Act (2009 &
2012).
4.4 Programmes and Schemes: IEDC (1974, 1983), SSA (2000, 2011), RMSA, 2009,
IEDSS, 2009
4.5 International Conventions and Policies: Salamanca Declaration and Framework,
1994; UNCRPD, 2006; MDG, 2015; INCHEON strategies

Unit 5: Issues and Trends in Education

5.1 Challenges of education from preschool to senior secondary
5.2 Inclusive education as a rights based model
5.3 Complementarity of inclusive and special schools
5.4 Language issues in education
5.5 Community participation and community based education

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

Essential Readings
• Guha, R. (2007). India after Gandhi: The History of the World's Largest Democracy.
Macmillon: Delhi.

17
 • National Education Commission. (1964-66). Ministry of Education, Government of
India, New Delhi
• National Policy on Education. (1986 & 92). Ministry of Human Resource
Development Government of India, New Delhi.
• Right to Education Act. (2009). Ministry of Human Resource Development,
Government of India, New Delhi.

Suggested Readings
• Aggarwal. J. C. (1992). Development and Planning of Modern Education: New Delhi
Vikas Publishing House Pvt. Ltd.
• Ain, L. C. (2010). Civil Disobedience, Book Review Literary Trust: New Delhi.
Select chapters.
• Anand, S. P. (1993).The Teacher & Education in Emerging Indian Society, New
Delhi: NCERT.
• Bhat. B. D. (1996). Educational Documents in India, New Delhi: Arya Book Depot.
• Bhatia, K. & Bhatia, B. (1997). The Philosophical and Sociological Foundations, New
Delhi Doaba House.
• Biswas. A. (1992). Education in India, Arya Book Depot. New Delhi
• Biswas. A., & Aggarwal, J.C. (1992). Education in India, Arya Book Depot New
Delhi.
• Chakravarty, S. (1987). Development Planning: The Indian Experience, Oxford
University press: New Delhi.
• Chandra, B. (1997). Nationalism and Colonialism, Orient Longman: Hyderabad.
• Choudhary. K.C., & Sachdeva, L. (1995). Total literacy by 2000: New Delhi: IAE
Association.
• Deaton A., & Dreze, J. (2008-2009). Poverty and Inequality in India in Raj Kapila
and Uma Kapila (Ed.) in Indian Economy since Independence. Oxford University
Press: New Delhi.
• Deshpande, S. (2004). Contemporary India: A Sociological View. Penguin: New
Delhi.
• Dubey, S. C (2001). Indian Society, National Book Trust: New Delhi.
• Famous Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948.
• [Link]
• [Link]
• [Link]
• Jain, L.C. (2010). Civil Disobedience, Book Review Literary Trust, New Delhi.
• Jagannath. M. (1993). Indian Education in the Emerging Society, New Delhi Sterling
publishers Pvt. Ltd.

18
• Jangira, N.K. (2012). NCERT Mmother of Inclusive Eeducation Address on Golden
Jubilee of NCERT at RIE, Ajmer on 01 Sept. 2012.
• Kashyap, S. C. (2009). The Constitution of India, National Book Trust: New Delhi.
• Sapra. C. L., & Aggarwal, A. (1987): Education in India some critical Issues. New Delhi:
National Book Organisation.
• Saraswathi, T. S. (1999). Culture, Socialization and Human Development, New Delhi:
Sage Publications.
• Sen, A., & Dreze, J. (1997). India: Economic Development and Social Opportunity,
Oxford India: Delhi.
• Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948.
Government of India.
• Steven, B. (1998). School and Society, New Delhi: Sage Publications.
• Suresh, D. (1998). Curriculum and Child Development, Agra: Bhargava.
• Taneja. V.R. (1998). Educational Thoughts and Practice, Delhi University Publications.
• Vaidyanathan, A. (1995). The Indian Economy: Crisis, Response and Prospects. Tracts of
the Times. Orient Longman Publications: New Delhi.
• Weber. O.C. (1990). Basic Philosophies of Education, New York Holt, Rinehart and
Winston.

19
 LEARNING, TEACHING AND ASSESSMENT

Course Code: A 3 Credits: 04

Contact Hours: 60 Marks: 100

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 process is
also focused. The course also needs to focus on the PwD as Learner and their special
education needs that teacher needs to address in diverse education settings.

Objectives
After completing this course the student-teachers will be able to
• Comprehend the theories of learning and intelligence and their applications for
teaching children
• Analyse the learning process, nature and theory of motivation
• 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
2.3 Perception: Definition and Types
2.4 Memory, Thinking, and Problem Solving
2.5 Motivation: Nature, Definition and Maslow’s Theory
20
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)

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
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

21
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 to
enhance the understanding of how learning occurs and what are the suitable means of its
assessment. 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 Emotional Assessment
of Children and Adolescents, Routledge, New York.
• Woolfolk, A., Misra, G., & Jha, A.K.(2012). Fundamentals of Educational Psychology,
th
11 edn, Pearson Publication, New Delhi.

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 [Link], Ontario, Canada, Wadsworth.
• McMillan, J. H. (2001). Classroom Assessment: Principles and Practice for Effective
Instruction. Allyn and Bacon, London.
• Nevo, D. (1995). School based Evaluation. Pergamon Publishing, Kidlington, Oxford.
• Salvia, J., & Ysseldyke. J.E.(1998). Assessment. (7th ed) Houghton Mifflin, Boston.

22
 PEDAGOGY OF TEACHING SCIENCE

Course Code: A 4 (Part I) Credits: 04

Contact Hours: 60 Marks: 100

Introduction
The course will help the student-teachers to generate their student’s interest for learning
science and develop a scientific attitude. It is designed to equip the student-teachers to teach
science 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.
• Demonstrate competencies of planning for teaching sciences, 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 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
2.5 Pedagogical Analysis: Meaning and Need. Guidelines for Conducting Pedagogical
Analysis

23
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, and
Models (Tactile and Visual)
4.2 Importance of Co-Curricular Activities-Science Club, Science Exhibition, Science
Text Books-Characteristics and Significance with reference to Children with
Disabilities
4.3 The Science Laboratory-Planning Organization of Lab, Storage, Record Keeping and
Safety 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-Scholastic
Assessment
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.
III. Developing an Action Research Plan on a problem related to teaching and learning of
Sciences to students with disabilities to students with disabilities.
IV. Construction of a diagnostic test for unit along with a remedial plan

24
 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
• Brown, R. (1978). Science instruction of visually Impaired Youth. New York: AFB.
• Buxton, A. C. (2010). Teaching Science in Elementary and Middle School.
NewDelhi: Sage Publications.
• Bybee, R. (2010b). The teaching of science: 21st-century perspectives. Arlington,
VA: NSTA Press,USA.
• Fensham, P.J. (1994). The content of Science: A constructive Approach to its
Teaching and [Link], D.C: The Falmer Press.
• Gupta, V. K. (1995). Teaching and lLearning of Science and Technology. New Delhi:
Vikas Publishing House Pvt. Ltd.
• Henninen, K. A. (1975). Teaching of Visually Handicapped, Ohio: Charles E. Merrill
Publishing Company.
• Joshi, S. R. (2005). Teaching of [Link] Delhi: A.P.H Publishing Corporation.
• Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students
with vision impairments, Sydney: North Rocks Press.
• Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage
Publications.
• Layton, D. (1989). Innovations in Science and Technology Education, New Delhi:
Sterling Publishers.
• Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling
Publishers.
• Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987).
Sourcebook for training teachers of visually impaired, New Delhi: NCERT.
• Murray, L. J. (1988). Basic Skills – Science, Boston: John Murrey.
• NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT.
• NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun
• Scholl, G.T. (1986). Foundations of education for blind and visually handicapped
children and youth, New York: American Foundation for the blind.
• 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.
• Starin, A., & Sund, B. (1983). Teaching science through discovery. Ohio: Charles E.
Merril Publishing Company.
25
 • Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications.
• UNESCO (1966). Source Book for Science Teaching, Paris: UNESCO.
• Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep
Publishers.
• Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal
Publications.

Suggested Readings
• Gupta, S. K. (1983). Technology of Science Education, Delhi: Vikas Publishing
House Pvt. Ltd.
• Gupta, V. K. (1995). Readings in Science and Mathematics Education, Ambala: The
Associated Press.
• Mangal S. K., & Shubhra (2005). Teaching of Biological Sciences, Meerut:
International Publishing House.
Rao, V.K. (2004). Science Education, APH Publishing Corpn. New Delhi.

26
 PEDAGOGY OF TEACHING MATHEMATICS

Course Code: A 4 (Part II) Credits: 04

Contact Hours: 60 Marks: 100

Introduction
The course will help the student-teachers to generate their student’s interest for learning
maths and develop dispositions towards the subject. It is designed to equip the learners to
teach maths using innovative methods, techniques and teaching learning material for children
with & withought disabilities.

Objectives
After completing the course the student-teachers will be 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.
• Demonstrate 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 Proximal
Development

Unit 2: Objectives and Instructional Planning in Mathematics

5. Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools
6. Bloom’s Taxonomy of Educational Objectives and Writing Objectives in Behavioural
Terms
7. Lesson Planning– Importance and Basic Steps. Planning Lesson of Arithmetic,
Algebra and Geometry
8. Unit Planning – Format of A Unit Plan

27
 2.5 Pedagogical Analysis: Meaning and Need and Procedure for Conducting Pedagogical
Analysis. 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 Learning
and 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, Individual
Learning, 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 a
Mathematics Laboratory
4.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing and
Measuring Instruments, Drawing Instruments, Models, Concrete Materials, Surveying
Instruments 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 Aids
and 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 Learner
Achievement in Mathematics, Comprehensive and Continuous Evaluation in
Mathematics
5.4 Preparation of Diagnostic and Achievement Test
5.5 Adaptations in Evaluation Procedure for Students With Disabilities

Practical/ Field Engagement/ Project Work

Any one of the following
I. Pedagogical analysis of a unit of content from secondary school Mathematics
Syllabus
II. Preparation of a multimedia presentation on a topic with special reference to students
with disabilities Construction of a question paper based on current CBSE
format/concerned State Board of education, preparing its Scoring key, and marking
scheme
28
 IV. Analyzing errors committed by school children in Mathematics and preparing a
remedial plan
V. Developing an Action Research proposal for a problem related to teaching and
learning of Mathematics with reference to students with disabilities

Transactions

Lecture cum demonstration, Workshops and Seminars

Essential Readings
• Carey, L.M. (1988). Measuring and Evaluating School Learning, Boston: Allyn and
Bacon.
• Chambers, P. (2010).Teaching Mathematics, Sage Publication, New Delhi.
• Chapman, L.R. (1970). The Process of Learning Mathematics, New York: Pregamon
Press.
• David, A.H., Maggie, M.K., & Louann, H.L. (2007). Teaching Mathematics
Meaningfully: Solutions for Reaching Struggling Learners, Canada: Amazon Books.
• David, W. (1988). How Children Think and Learn, New York: Blackwell Publishers
Ltd.
• Gupta, H. N., & Shankaran, V. (Ed.), (1984). Content-Cum-Methodology of Teaching
Mathematics. NCERT, 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: Sterling
Publishers.
• Mukhopadhyaya, S., Jangira, N. K., Mani, M.N. G., & Raychaudhary, N. (1987).
Sourcebook for Training Teachers of Visually Handicapped, New Delhi: NCERT.
• Nemeth, A. (1973). Nemeth Code for Mathematics and Scientific Notation,
Loviseville K: American Printing House.
• 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.
29
 PEDAGOGY OF TEACHING SOCIAL SCIENCE

Course Code: A 4 (Part III) Credits: 04

Contact Hours: 60 Marks: 100

Introduction
This course explores the scope of social science. It develops competencies in designing
lesson plans and evaluations tools. It addresses the knowledge and understanding of the
methodologies, approaches to teach social sciences at secondary level and also modify and
adapt content-area curricula, materials and techniques for students with disabilities. The
course also focuses on various skills and competencies that teachers need to develop.

Objectives
After completing the course the student-teachers will be 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.
• Develop skills in preparation and use of support materials for effective social science
teaching.
• Develop the ability to organize co-curricular activities and community resources for
promoting social science learning.

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
3.2 Methods of teaching social science: Lecture, discussion, socialized recitation, source
and project method

30
 3.2.1. Devices and techniques of teaching social studies – Narration, description,
illustration, questioning, assignment, field trip, story telling, Role play, Group
and 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 & Genealogical
charts, Maps & Globes, Use of different types of Boards(Smart boards, Chalk Board,
Flannel Board), Tape-records, Radio, Television, Films & Filmstrips, Overhead
Projector, 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 Oral
tests, 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 of
Social 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 be
quizzes, 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
• Develop an Action Research Plan on a problem related to teaching and learning in
Social 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 other
co-curricular activities in schools

31
Essential Readings
• Aggarwal, J. C. (2008). Principles, methods & techniques of teaching. UP: Vikas
Publishing 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: Vikas
Publishing House Pvt Ltd.
• Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.
• Duplass, J. A. (2009). Teaching elementary social studies. New Delhi: Atlantic
Publishers.
• 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: [Link] Books
Depot.
• Sharma, R.N. (2008). Principles and techniques of education. Delhi: Surjeet
Publications.
• Singh, Y.K. (2009). Teaching of history: Modern methods. New Delhi: APH
Publishing Corporation.
• Stone, R. (2008). Best Practices for Teaching Social Studies: What Award-Winning
Classroom Teachers Do, Corwin, CA.

32
 PEDAGOGY OF TEACHING BENGALI

িশ�ািব�ােনর আেলােক বাংলা ভাষা ও সািহতয্ িশ�ণ

Course Code: A5 (Part IV) Credits: 04

Contact Hours: 60
Marks: 100
সম� পাঠ�মিট পােঠর পর িশ�াথ�–

• বাংলা ভাষা িশখেনর মূল নীিতগ‍িল অনুধাবন করেত পারেবন।

• পাঠ�ম রচনার নীিত, ল�য্ ও উে�শয্ স�ে� অবিহত হেত পারে।

• একক পিরক�না ও পাঠ পিরক�না িনমর্াণ করেত পারেব।

• বাংলা ভাষা ও সািহতয্ িশ�েণর িবিভ� েকৗশল ও প�িত স�ে� অবগত হেব।

• সংেশাধনী পােঠর গ‍র‍� ও �েয়াজনীয়তা অনুধাবন করেত পারে।

• বাংলা ভাষা ও সািহেতয্র ে�ে� আধুিনক মূলয্ায়ন প�িতর িবিভ� িদক স�ে� অবিহত হে
পারেবন।

• বাংলা ভাষা ও সািহতয্ িশ�ার বয্বহািরক ে��গ‍িলর সিঠক �েয়ােগ স�ম ।

একক – ১ বাংলা ভাষা ও সািহেতয্র �কৃিত

১.১ ভাষা িশখেনর মূল নীিত।

১.২ ভাষা িশখেনর মেনাৈব�ািনক িভিত।

১.৩ মাতৃ ভাষা তথা বাংলা ভাষা িশ�ার উে�শয্ ও �েয়াজনীয়ত।

১.৪ িবেশষ িশ�া – �েয়াজন অিভসারী িশশ‍র মাধয্িমক ে�িণেত বাংলা েশখােনার উে�শয্ ও ।

১.৫ বাংলা ভাষা ও সািহতয্ িশ�ার সমসয্া ও �িতক।

একক – ২ পাঠয্�ম ও পিরক�না

২.১ পাংলা পাঠ�ম িনমর্ােণর মূল নীি।

২.২ িবদয্ালয় িশ�ার িবিভ� �েরর পাঠ�েম বাংলা ভাষা িশ�ার উে�শয্ ও ল।

২.৩ পি�মব� মধয্িশ�া পষর্দ ও উ�মাধয্িমক িশ�া সংসেদর পাঠ�েম বাংলা ভাষার ।

২.৪ একক পিরক�না : �েয়াজনীয়তা, গ‍র‍� ও িনমর।

২.৫ পাঠ পিরক�না : �েয়াজনীয়তা, গ‍র‍� ও িনমর্(িবেশষ িশশ‍েদর চািহদা অনুসাে)।

33
একক – ৩ বাংলা ভাষা ও সািহতয্ িশ�েণর েকৗশল ও প�িত

৩.১ েমৗিলক ভাষা দ�তার িবকাশ : �বণ, কথন, পঠন ও িলখন।

৩.২ বাংলা ভাষা ও সািহতয্ িশ�ার ে�ে� িশ�ণ েকৗশেলর �েয়াজনীয়ত, বয্বহার ও উপেযািগতা:
��করণ। কৃ �ফলেকর বয্বহা, কােজর পাতা, �িতকৃ িত ও �িতর‍, দৃশয-�াবয্ উপকর, ভাষা–
পরী�াগার ও ভাষা �ীড়া।

৩.৩ িবেশষ িশশ‍েদর জনয্ িশ�াসহায়ক উপকরেণর গ, ��িত ও িশ�েকর ভূ িমকা।

৩.৪ িবেশষ িশশ‍েদর িশ�ায় অনুব�ন �ণালীর গ‍র‍� ও অনুব� �াপেন িশ�েকর ভূি।

৩.৫ বাংলা ভাষা ও সািহতয্ িশ�াদােনর িবিভ� প�িত: কিবতা িশ�াদান, গদয্ িশ�াদা, �তপঠন
িশ�াদান, রচনা িশ�াদান, বয্াকরণ িশ�াদা।

একক – ৪ সংেশাধনী িশ�ণ

৪.১ সংেশাধনী পােঠর সং�া, উে�শয্ ও �েয়াজনীয়ত।

৪.২ সংেশাধনী পােঠর প�িত।

৪.৩ বুি�দী� িশ�াথ�েদর জনয্ সংেশাধনী পােঠ বাংলা ভাষা ও সািহেতয্র ভূিম।

৪.৪ িপিছেয় পড়া িশ�াথ�েদর জনয্ সংেশাধনী পােঠ বাংলা ভাষা ও সািহেতয্র ভূিম।

৪.৫ সংেশাধনী পাঠ পিরচালনায় িশ�েকর ভূ িমকা।

একক – ৫ মূলয্ায়ণ

৫.১ মূলয্ায়েণর ধারণা: িবষয় বাংলা ভাষা ও সািহতয।

৫.২ ে�িণকে� মূলয্ায়ণ: গঠনগত, সমি�গত ও িনণর্ায়।

৫.৩ িনরবি�� সািবর্ ক মূলয্ায়: ধারণা, ৈবিশ�য্ ও বয্বহ।

৫.৪ পারদিশর্তার অভী�া: ধারণা ও ৈবিশ�য।

৫.৫ িবেশষ িশশ‍েদর জনয্ মূলয্ায়ন উপকরণ ��িত ও বয্।

বয্বহািরক/ �ােয়ািগক অংশ

িন�িলিখত েয েকােনা একিট িবষেয় �ক� �হণ ও িববরণী েপ।

34
 • একিট আদশর্ ��প� গ।

• বাংলা ভাষা ও সািহতয্ িশ�া স�িকর্ত একিট কাযর্করী গেব(Action Research)

• িশ�াথ�েদর সাধারণ বানান ভু ল িবষেয় একিট পযর্ােলাচ।

• িবেশষ িশশ‍েদর সাধারণ উ�ারেণর �িট িবষেয় একিট পযর্ােল।

• িবেশষ িশশ‍েদর উপেযাগী িবিবধ িচ� ও ভাষা �ীড়া সহেযােগ কােজর পাতা িনমর্।

• পাঠ�েমর অ�ভুর ্� েকােনা কিবতা অথবা গেদয্র অনুপু� িবে�।

সহায়ক �� :

১. জাতীয় পাঠ�েমর র‍পেরখ, ২০০৫।

২. েসন, মলয়কুমা, িশ�া �যুি� িব�ান, েসামা বুক এেজি�, ৈবশাখ, ১৪১৩।

৩. রায়, সুশীল, িশ�া মেনািবদয্, েসামা বুক এেজি�, নবম সং�রণ, ১৯৯৯-২০০০।

৪. চে�াপাধয্া, েকৗিশক, মাতৃ ভাষা িশ�ণ িবষয় ও প�িত, রীতা পাবিলেকশন, মাচর, ২০১২।

৫. রাহা সুজাতা ও বসু ৈবশালী, বাংলা িশ�ণ পির�মা, আেহলী পাবিলশাসর, জানুয়ারী, ২০১৫।

৬. এস. ই. িস. এম : ০২, বাংলা িশ�ণ প�িত, েনতাজী সুভাষ মু� িব�িবদয্াল।

৭. িব. এড. এম. িস. – ০৬/০৭ (০২) কে�� কাম েমথডলিজ অফ্ েমথডলিজ অফ্ িটচং েব ,

েনতাজী সুভাষ মু� িব�িবদয্াল, ২০১৩।

৮. Cameron, Lynne, Teaching Languages to Young Learner, Cambridge University Press, 2001.
৯. Taba Hilda, Currculum Development – Theory and Practice, Harcourt Brace, Javanovkehy, New
York, 1962.
১০. Hudson W.H. – An Indtroduction to the Study of Literature, George [Link] & Co. Ltd.,
London, 1961.

PEDAGOGY OF TEACHING ENGLISH

Course Code: A5 (Part V) Credits: 04

35
Contact Hours: 60 Marks: 100

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 applying
theory to practice to design your own materials and plan lessons in preparation for teaching
real [Link] course offers you the opportunity to explore in-depth aspects of english and
to find out about the approaches and current practices of language teaching in relation to
indian and international contexts. The course also equips you with analytical and
investigative skills and povides a foundation in issues related to English language teaching,
second language pedagogy and language acquisition.

Objectives
After completing the course the student-teachers will be able to

• Explain the principles of language teaching, and evolution and trends in English
literature.
• Prepare an instructional plan in English.
• Adapt various approaches and methods to teach English language.
• Use various techniques to evaluate the achievement of the learner in English.

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
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

36
 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) Translation
method. 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, Language
games, 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 and
Phonology)
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 use
instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and
evaluation should be taught through workshops and specific case studies

Course Work/ Practical/ Field Engagement

• Design teaching programme based on error analysis
• Develop an Action Research Plan for measuring the effectiveness of a given teaching
approach 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

37
Essentital Readings
• Allen, H., & Cambell, R. (1972). Teaching English as second Language, McGraw Hill,
New York.
• Bharthi, T., & Hariprasad, M. (2004). Communicative English, Neelkamal Publications,
Hyderabad.
• Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. Kalyani
Publishers, New Delhi.
• Grellet, F.(1980). Developing Reading Skills, Cambridge University Press, New York.
• 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 English
Blocks (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.
• Brumfit, C.J., & Johnson (Ed.) (1979). The communicative Approach to Language
Teaching, Oxford University Press, Oxford.
• Bryne, D. (1988). Teaching Writing Skills, Longman, England.
• Krashen, D. (1992). Principles and Practice in Second Language Acquisition, Pergamum
Press Oxford.
• 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.

38
 Area- B
CROSS DISABILITY AND INCLUSION
B6 Inclusive Education
B7 Introduction to Sensory Disabilities (VI, HI, Deaf-Blind)
B8 Introduction to Neuro Developmental Disabilities (LD, MR(ID), ASD)
B9 Introduction to Locomotor & Multiple Disabilities ( CP, MD)
B10 Skill-based Optional Course (Cross Disability and Inclusion)
B11 Skill-based Optional Course (Disability Specialization)

B10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE

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

B11: Skill-based Optional Course (Disability Specialization) ANY ONE

A Management of Learning Disability

B Vocational Rehabilitation & Transition to Job Placement

39
 INCLUSIVE EDUCATION

Course Code: B 6 Credits: 02

Contact Hours: 30 Marks: 50

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 will
know the pedagogical practices and recognizes ways in which different stakeholders can
collaborate for the success of inclusive education.

Objectives
After completing the course the student-teachers will be able to
• Explain the construct of inclusive education & the progression from segregation
towards valuing & appreciating diversity in inclusive education.
• Explicate the national & key international policies & frameworks facilitating
inclusive education.
• Enumerate the skills in adapting instructional strategies for teaching in mainstream
classrooms.
• Describe the inclusive pedagogical practices & its relation to good teaching.
• Expound strategies for collaborative working and stakeholders support in
implementing inclusive education.

Unit 1: Introduction to Inclusive Education 5 Hours

1.1 Marginalisation vs. Inclusion: Meaning & Definitions
1.2 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
1.5 Barriers to Inclusive Education: Attitudinal, Physical & Instructional

Unit 2: Polices & Frameworks Facilitating Inclusive Education 5 Hours

2.1 International Declarations: Universal Declaration of Human Rights (1948), World
Declaration for Education for All (1990)
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)
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
40
 Persons With Disabilities (2006)

• National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), National
Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013)

Unit 3: Adaptations Accommodations and Modifications 7 Hours

3.1 Meaning, Difference, Need & Steps
3.2 Specifics for Children with Sensory Disabilities
3.3 Specifics for Children with Neuro-Developmental Disabilities
3.4 Specifics for Children with Loco Motor & Multiple Disabilities
3.5 Engaging Gifted Children

Unit 4: Inclusive Academic Instructions 8 Hours

4.1 Universal Design for Learning: Multiple Means of Access, Expression, Engagement
& Assessment
4.2 Co-Teaching Methods: One Teach One Assist, Station-Teaching, Parallel Teaching,
Alternate Teaching & Team Teaching
4.3 Differentiated Instructions: Content, Process & Product
4.4 Peer Mediated Instructions: Class Wide Peer Tutoring, Peer Assisted Learning
Strategies
4.5 ICT for Instructions

Unit 5: Supports and Collaborations for Inclusive Education 5 Hours

5.1 Stakeholders of Inclusive Education & Their Responsibilities
5.2 Advocacy & Leadership for Inclusion in Education
5.3 Family Support & Involvement for Inclusion
5.4 Community Involvement for Inclusion
5.5 Resource Mobilization for Inclusive Education

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

Transactions

Group discussions following videos and visits. Debate for Inclusion vs. Segregation &
Self study for legislations and framework

41
Suggested Readings
• Bartlett, L. D., & Weisentein, G. R. (2003). Successful Inclusion for Educational
Leaders. New Jersey: Prentice Hall.
• Chaote, J. S. (1991). Successful Mainstreaming. Allyn and Bacon.
• Choate, J. S. (1997). Successful Inclusive Teaching. Allyn and Bacon.
• Daniels, H. (1999) . Inclusive [Link]: Kogan.
• Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities, Florida:
Harcourt Brace and Company.
• Dessent, T. (1987). Making Ordinary School Special. Jessica Kingsley Pub.
• Gargiulo, R.M. Special Education in Contemporary Society: An Introduction to
Exceptionality. Belmont: Wadsworth.
• Gartner, A., & Lipsky, D.D. (1997). Inclusion and School Reform Transferring
America’s Classrooms,Baltimore: P. H. Brookes Publishers.
• Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and Writing
IEPs. Corwin press:Sage Publishers.
• Gore, M.C. (2004) . Successful Inclusion Strategies for Secondary and Middle School
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.
• King‐Sears, M. (1994). Curriculum‐Based Assessment in Special Edcuation.
California: Singular Publications.
• Lewis, R. B., & Doorlag, D. (1995). Teaching Special Students in the Mainstream.
4th Ed. New Jersey: Pearson.
• McCormick, S. (1999). Instructing Students who Have Literacy Problems. 3rd Ed.
New Jersey, Pearson.
• Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
• Ryandak, D. L. & Alper, S. (1996). Curriculum Content for Students with Moderate
and Severe Disabilities in Inclusive Setting. Boston, Allyn and Bacon.
• Sedlak, R. A., & Schloss, P. C. (1986). Instructional Methods for Students with
Learning and Behaviour Problems. Allyn and Bacon.
• Stow L. & Selfe, L. (1989). Understanding Children with Special Needs. London:
Unwin Hyman.
• Turnbull, A., Turnbull, R., Turnbull, M., & Shank, D.L. (1995). Exceptional Lives:

Special Education in Today’s Schools. 2nd Ed. New Jersey: Prentice‐[Link].

42
• Vlachou D. A. (1997). Struggles for Inclusive Education: An Ethnographic Sstudy.
Philadelphia: Open University Press.
Westwood, P. (2006). Commonsense Methods for Children with Special Educational Needs ‐
Strategies for the Regular Classroom. 4th Edition, London Routledge Falmer: Taylor &
Francis Group.

43
 INTRODUCTION TO SENSORY DISABILITIES

Course Code: B 7 Credits: 02

Contact Hours: 30 Marks: 50

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 be able to
• Name the different types of sensory impairments and its prevalence and describe the
process of hearing & implications of various types of hearing loss.
• Explain the issues & ways to address challenges in educating students with hearing
loss.
• Describe nature, characteristics & assessment of students with low vision & visual
impairment.
• Suggest educational placement and curricular strategies for students with low vision
& visual impairment.
• Explicate the impact of deaf-blindness & practices for functional development.

Unit 1: Hearing Impairment: Nature & Classification 5 Hours

1.1 Types of sensory impairments: Single (Hearing Impairment & Visual Impairment) &
Dual sensory impairment (Deaf-blindness)
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: deaf/ Deaf/
deafness/ hearing impaired/ disability/ handicapped
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)

44
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
• Bradford, L. J. & Hardy, W.G. (1979). Hearing and Hearing Impairment. New York:
Grune and Stratton.
• Davis, H. & Silverman, S. R. (1970). Hearing and Deafness - Part I. Holt, London:
Rinehart & Winston.
• Holbrook, C.M., & Koenig, A. J. (Eds.) (2000). Foundations of Education, Vol I:
nd
History and Theory of Teaching Children and Youths with Visual Impairments. (2
ed): New York: AFB Press.

45
 • Handbook on Deafblindness (2005). Sense International India. Retrieved online on
24/4/2015 from
[Link]
EQFjAC&url=http%3A%2F%[Link]%2Finclusive-education%2Ftraining-
module-for-resource-teachers-for-disable-
children%2FModule%25202%[Link]%2Fat_download%2Ffile&ei=
LkY6VdGlOIKymAW604CgDg&usg=AFQjCNHxJc9OazS1f-
TSI_HgQqJKxWjs_A&sig2=LIBWuGnYE0OLPtpK5FCHEg&bvm=bv.91427555,d.
dGY
• Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students
with vision impairments. Sydney: North Rocks Press.
• Lowenfeld, B. (1973). Visually Handicapped Child in School and Society; American
Foundation for the Blind; NewYork.
• Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired
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
• Prescod, S. V. (1978). Audiology Handbook of Hearing Disorders. New York: Van
Nostrand Reinhold Company.
• Sataloff, R. T., & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor &
Francis.
• Sims, L.G., Walter, G.G., & Whitehead, R.L. (1981). Deafness and Communication:
Assessment and Training. Baltimore: Williams and Wilkins.
• Warren, D.H. (1994). Blindness and Children: An Individual Differences Approach.
New York: Cambridge University Press.

Suggested Readings
• Auditory-Verbal International (1991). Auditory-verbal position statement. Auricle
4:11-12.
• Harp, B. (2006). The handbook of literacy assessment and evaluation, (3rd Eds).
Norwood, M.A.: Christopher-Gordon Publishers, Inc.

46
• Katz, J. (1985). Handbook of Clinical Audiology. (4th Ed.) Baltimore: Williams and
Wilkins.
• Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education - A practical
guide to supporting diversity in the classroom. (2nd Eds.). U.K. Routledge.
• Norris, G. H., & Romer, L.T. (1995). Welcoming Students who are deafblind to typical
classrooms.U.S: Paul H. Brookes.
• Pandey, R. S., & Advani, L. (1995). Perspectives in Disability and Rehabilitation.
New Delhi: Vikas Publishing House Pvt. Ltd.
• Proceedings from National Conference on Centenary for Work for the Blind in India
(1987). All India Confederation of the Blind and Christoffel Blinden Mission; Delhi:
[Link].
• Scholl, G.T. (1986). Foundations of Education for Blind and Visually Handicapped
Children and Youth. New York: American Foundation for the BLind.
• Tucker, I., & Nolan, M. (1984).Educational Audiology. London: Croom Helm.
• Tye-Murray, N. (1998). Intervention Plans for Children. In Tye-Murray N. (Eds)
Foundations of Aural Rehabilitation. San Diego: Singular. p.381–413.

47
 INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES

Course Code: B 8 Credits: 02

Contact Hours: 30 Marks: 50

Introduction
The course integrates relevant subject matter in the areas of 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 be able to

• Discuss the characteristics and types of learning disability.

• Describe the tools, areas of assessment and apply intervention strategies to enhance
learning.
• Explain the characteristics and types of Intellectual disability.
• Describe the tools, areas of assessment and prepare and apply intervention strategies
for independent living.
• Explain the characteristics and types of Autism Spectrum Disorder.
• Describe the tools, areas of assessment and apply intervention strategies.

Unit 1: 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

48
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
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 LD 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
th
Mental Disorders (4 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.

49
• Simpson, R. L., & Myles, B, S. (2008). Educating Children and Youth with Autism:
nd
Strategies for Effective Practice. (2 edition) Pro Ed. Texas.
• Smith, D.D. (2003). Introduction to Special Education Teaching in an Age of opportunity,
Allyn & Bacon.
• Strichart, S. S. (1993). Teaching Study Strategies to Students with Learning Disabilities,
Allyn & Bacon, Boston.
• Swady, E.R. (1989). Diagnosis & Correction of Reading, Difficulties, Allyn & Bacon,
Boston.
• Taylor, B. (1988). Reading Difficulties: Instruction and Assessment, Random House, New
York.
st
• Wong, B. Y. L. (1996) .The ABCs of learning disabilities (1 ed.) Academic Press, San
Diego, CA.

50
INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES

Course Code: B 9 Credits: 02

Contact Hours: 30 Marks: 50

Introduction
The course aims to develop understanding about planning effective educational programme
and functional activities for students with locomotor and multiple disabilities. This course
intends to develop required skills in teacher trainee to identify the children with locomotor
and multiple disabilities and also plan an effective programme education as well as for
creating awareness on these conditions. Teacher is also expected to plan an effective
therapeutic and programme and also refer for medical intervention whenever if necessary.

Objectives
After completing the course the student-teachers will be able to
• Identify the persons with Locomotor disabilities such as Cerebral Palsy, Amputees,
Polio, Leprosy cured, Muscular dystrophies, Neural and spinal defects and Multiple
disabilities.
• Plan an effective programme for creating awareness about the persons with
Locomotor disabilities and Multiple disabilities.
• Plan an effective therapeutic and programme for the persons with Locomotor
disabilities and Multiple disabilities and to refer for medical intervention if necessary.
• Plan an effective educational programme and functional activities for the persons
with Locomotor disabilities and Multiple disabilities.

Unit 1: Cerebral Palsy (CP)

1.1. CP: 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 and Muscular Dystrophy
2.1. Definition, Meaning and Classification
2.2. Assessment of Functional Difficulties
2.3. Provision of Therapeutic Intervention and Referral

51
 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: 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 for
Caregiving. A Johns Hopkins Press Health Book.
• Sarva Siksha Abhiyan. Module on Cerebral Palsy. [Link]
education/training-module-for-resource-teachers-for-disable-
children/Module%205%20Cerebral%[Link]/at_download/file
• Sarva Siksha Abhiyan . Module on Multiple Disabilities. [Link]
education/training-module-for-resource-teachers-for-disable-
children/Module%203%20Multiple%[Link]/at_download/file

52
 GUIDANCE & COUNSELLING

Course Code: B 10(A) Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After completing this course the student-teachers will be able to
• Apply the skills of guidance and counselling in classroom situations.
• Describe the process of development of self-image and self-esteem.
• Appreciate the types and issues of counselling and guidance in inclusive settings.

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 student-
teachers the ability to become a “People-helper”. They should be able to appreciate the role
of a guide and counsellor in the school setting.
53
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 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.

54
 EARLY CHILDHOOD CARE AND EDUCATION

Course Code: B 10(B) Credits: 02

Contact Hours: 30 Marks: 50

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 be able to
• Explain the biological & sociological foundations of early childhood education.
• Describe the developmental systems approach and role responsibilities of
interdisciplinary teams for early education of children with disabilities.
• Enumerate the inclusive early education pedagogical 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)

55
 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.
• Dunn, S.G., & Dunn, K. (1992). Teaching Elementary students through their
individual learning styles:Practical approaches for grades 3-6. Massachusetts: Allyn
& Bacon.
• Guralnick, M.J. (2005). The Developmental Systems Approach to Early Intervention:
Brookes Publication.
• Klausmeir, H.J., & Sipple, T.S. (1980). Learning & Teaching Concepts. A strategy for
testing applications of theory. New York: Academic Press.
• Mohanty, J., & Mohanty, B. (1999). Early Chilhood Care and Education. Delhi:
Offset Printers.
Suggested Readings
th
• Barbour, N., & Seefeldt, C. (1998). .Early Childhood Education. An Introduction (4
Eds). U.K: Prentice Hall.
• Broman, B. C. (1978). The Early Years in Childhood Education. Chicago:
RandMcNally College Publishing Company.
• Catron, C.E., & Allen, J. (1993). Early Childhood Curriculum. New York: MacMillan
Publishing Company.
• Dahlberg, G. , Moss, P. & Pence, A. (2007). Beyond Quality in Early Childhood Care
nd
and Education.(2 Ed.). New York: Routledge Publication.

56
• Dopyera, M.L., & Dopyera, J. (1977). Becoming a Teacher of Young Children. New
York: Random House Publications.
• Gordon, I.J. (1972). Early Childhood Education. Chicago: Chicago University Press.
Hamilton, D.S. & Flemming, (1990). Resources for Creative Teaching in Early
Childhood Education (2nd Edition). Tokyo: Harcourt Brace Jovanvich.
• Hilderbrand, V. (1991). Introduction to Earcly Childhood Education. New York:
MacMillan Publishing.
• Krogh, S.L., & Slentz, K. (2001). Early Childhood Education, Yesterday, Today &
Tomorrow. London: Lawrence Erlbaum Associates Publishers.
• Range, D.G., Layton, J.R. & Roubinek, D.C. (1980). Aspects of Early Childhood
[Link] to Reserch to Practice. New York: Academic Press.
• Spodek, B., Saracho, O.N., & Davis, M.D. (1987). Foundations of Early Childhood
Education. Englewood Cliffs, New Jersey: Prentice Hall,
Wortham, S.C. (NK). Measurement & Evaluation in Early Childhood Education (2nd Eds.),
Ohio: Merrill Prentice Hall.

57
 APPLIED BEHAVIOUR ANALYSIS

Course Code: B 10(C) Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After undertaking the course the student-teachers will be able to
• Develop an understanding of the underlying principles and assumptions of Applied
Behavioural Analysis (ABA).
• Use various measures of behavioural assessment.
• Apply methods of ABA in teaching and learning environments.
• Integrate techniques of ABA in teaching programs.
• Select suitable strategies for managing challenging behaviours.

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

58
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.

59
 COMMUNITY BASED REHABILITATION

Course Code: B 10(D) Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After completing this course the student-teachers will be able to
• Explain the concept, principles and scope of community based rehabilitation.
• Learn the strategies for promoting public participation in CBR.
• Apply suitable methods for preparing persons with disability for rehabilitation within
the community.
• Provide need-based training to persons with disabilities.
• Develop an understanding of the role of government and global agencies in 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

60
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.
• Peat, M. (1997). Community Based Rehabilitation, W.B. Saunders Company.
• Scheme of Assistance to Disabled for Purposes of Fitting of Aids/Appliances, —
Ministry of Social Welfare, Govt. of India, New Delhi.
• Scheme of Assistance to Organizations for Disabled Persons, Ministry of Social
Welfare, Govt. of India, New Delhi.
• WHO .(1982). Community Based Rehabilitation — Report of a WHO International
Consultation, Colombo, Sri Lanka, 28 June- 3 July. WHO (RHB/IR/82.1)
• WHO .(1984). "Rehabilitation For AIl" in World Health Magazine, WHO, Geneva.

61
 APPLICATION OF ICT IN CLASSROOM

Course Code: B 10(E) Credits: 02

Contact Hours: 30 Marks: 50

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 be able to
• Gauge the varying dimensions in respect of ICT and Applications in Special
Education.
• Delineate the special roles of ICT Applications.
• Acquire Familiarity with Different Modes of Computer-Based Learning.

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, Storytelling, 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

62
 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.

63
 GENDER AND DISABILITY

Course Code: B 10(F) Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After completion of this course the student-teachers will be able to
• Develop an understanding of human rights based approach in context of disability.
• Explain the impact of gender on disability.
• Describe the personal and demographic perspectives of gender and disability.
• Analyse the issues related to disabled women and girl children.

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

64
Unit 3: Women and Girl Child with Disability 10 Hours
a. Inclusive Equality
Access to Family Life
Access to Education, Vocational Training and Employment
Access to Political Participation
b. Factors Contributing to Disability
Gender-Based Violence in School and Within Family
Traditional Practices
c. Sexual and Reproductive Health
d. Teacher’s Role in Promoting Gender Equality
e. 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
• Habib, L. A. (1997). Gender and Disability: Women's Experiences in the Middle East.
Oxfam, UK.
• 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.

65
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.

66
 MANAGEMENT OF LEARNING DISABILITY

Course Code: B 11(A) Credits: 02

Contact Hours: 30 Marks: 50

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 be able to
• Explain the concept, causes and characteristics of learning disabilities.
• Discus different types of learning disabilities and its associated conditions.
• 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

67
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
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.

68
• 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.

69
 VOCATIONAL TRAINING, TRANSITION & JOB PLACEMENT

Course Code: B 11(B) Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After completing the course the student-teachers will be able to
• Develop an understanding of vocational education & its relevance for PWD’s.
• Carry out vocational assessment and make vocational training plan.
• Plan for transition from School to job.
• Identify various avenues for job placement.
• Facilitate PWD’s in making choice of vocational trades.
• Acquire the concept of independent living and empowerment.

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

70
Suggested Readings
• McDonnell, J., & Hardman, M.L.(2010). Successful Transition Programs Pathways
for Students With Intellectual and Developmental Disabilities, Sage Publications, Los
Angeles.
• Kutty, A.T., &. Rao L.G, (2003).Curriculum for Vocational Education, Transition of
Persons with Mental Retardation from School to Work. Series -2, NIMH Publications,
Secunderabad.
• Kutty, A.T., &. Rao, L.G, (2001). Transition of Persons with Mental Retardation from
School to Work – A Guide, NIMH Publications, Secunderabad.
• Mukhobadhyay, M., & Kutty A.T. (2006). Principles of Vocational Training, Part-II,
DVTE (MR) 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

71
 AREA - C
DISABILITY SPECIALIZATION
COURSES

Institutions / Organizations offering [Link]. are expected to decide on Specific

Disability Area for Specialization out of HI/ MR

C12 Assessment and Identification of Needs

C13 Curriculum Designing, Adaptation and Evaluation
C14 Intervention and Teaching Strategies
C15 Technology and Disability
C16 Psycho Social and Family Issues

72
 Disability Specialization

MENTAL RETARDATION

73
 ASSESSMENT AND IDENTIFICATION OF NEEDS

Course code: C 12 Credits: 04

Contact Hours: 60 Marks: 100

Objectives
After completing the course student-teachers will be able to
• Comprehend historical perspective, nature and needs and characteristics of persons
with Intellectual Disability.
• Understand various procedures, areas and approaches of assessment and their
relevance.
• Gain insight into importance of assessment at Pre School and school level and
become familiar with development and adaptive behavioural assessment and
assessment tools at pre school level.
• Get familiarized assessment tools for independent living, provisions and schemes for
vocational skills development and implication of assessment.
• Develop understanding about significance of different types of family needs their
assessment and implications for extending support to their families, demonstration.

Unit 1: Intellectual Disability - Nature and Needs

1.1 Historical Perspective of Intellectual Disability (ID)
1.2 Definitions of Intellectual Disability – ICD-10, AAIDD, WHO, PwD Act 1995,
RPD bill (Proposed), DSM (Latest)
1.3 Etiology Causes and Prevention
1.4 Classification – Medical, Psychological, Educational (Recent) and ICF
1.5 Screening, Identification, Characteristics and Needs of PwID

Unit 2: Assessment
2.1 Concept, Meaning, Definition and urpose of Educational assessment
2.2 Methods of Assessment - Observation, Interview and Rating Scale
2.3 Types and Approaches - NRT, CRT, CBA & Teacher Made Tests
2.4 Areas of Assessment - Medical, Psychological, Educational, Behavioural &
Ecological
2.5 Documentation of assessment, Result interpretation & Report writing– Implication of
all the above for Inclusion

Unit 3: Assessment at Pre-School and School levels

3.1 Importance of Assessment at Pre- School and School level
3.2 Developmental and Adaptive Behaviour Assessment
3.3 Assessment Tools at Pre-School level – Upanayan, Aarambh, Portage, MDPS, FACP
3.4 Assessment Tools at School Ages – MDPS, BASIC-MR, GLAD, Support Intensity
Scale

74
 3.5 Documentation of assessment, Result interpretation & Report writing– Implication of
class level assessment & its relation to Inclusion with resource support

Unit 4: Assessment at Adult and Vocational levels

4.1 Significance of Assessment for Independent living of PwIDs
4.2 Assessment for Transition from School to Work
4.3 Assessment Tools for Independent Living –BASAL-MR, VAPS
4.4 Provisions & Schemes of MoSJE for Vocational Skill Development
4.5 Documentation of assessment, Result interpretation & Report writing – Implications
of assessment, Outcomes for Community living

Unit 5: Assessment of Family Needs

5.1 Significance of psychosocial needs and its assessment in family
5.2 Assessment of parental needs and its implication in planning IFSP
5.3 Assessment of siblings and its implication in planning IFSP
5.4 Assessment of extended families needs and its implication in planning IFSP
5.5 Assessment of family and community resources for inclusion and strengthening of
family, documentation, recording and reporting

Course Work/ Practical/ Field Engagement (Any one)

Camp/ Community Mode

• To conduct awareness programs on MR/ID in urban/ rural areas
• To organize awareness rally involving stakeholder like Parents, Families, Teachers &
Employers
• To conduct advocacy program for PwIDs

School Mode
• To organise workshops for Parents, Siblings, Peer Group.
• To conduct awareness program on Skill Development for PwID
• To organize skill development program for PwID in a project mode
• To organize events for co-curricular activities
• To organise exhibition on subject TLMs related to maths, language, science, etc.

Clinical Mode
• Presentation of Case Study on Behaviour Modification
• To organize workshops for preparing Teacher Made Tests, Identification tools, TLM
Kits, Report Writing, Schedules for parental and service user feedback.
• To present Clinical Observation, Anecdotal analysis & Book/ Journal Reviews related
to disability

75
Essential Readings
• Baine, D. (1988). Handicapped Children in Developing Countries, Assessment,
• Curriculum and Instruction. University of Alberta, Alberta,
• Evans, P .& Verma, V. (Eds.) (1990) .Special Education. Past Present and Future.
• Improving instruction. Allyn & Bacon, Boston.
• Longone, (1990). Teaching Retarded learners Curriculum and Methods for
• Mental retardation, NIMH, Secunderabad.
• Myreddi, V., & Narayan, J. (1998). Functional Academics for students with Mild
• Myreddi, V., & Narayan, J. (2004). FACP – PMR, NIMH, Secunderabad.
• Narayan, J. (1990). Towards independence series 1 to 9. 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.
• Overton, T. (1992). Assessment in Special Education: An Applied Approach. New
Jersy
• Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas
• Repp, A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall The
Faimer [Link] McMillan.

Suggested Readings
• Myreddi, V., & Narayan, J. (1998). Functional Academics for students with mental
retardation - A guide for teachers. Secunderabad: NIMH.
• Narayan, & Kutty, A,T.T. (1989) .Handbook for Trainers of the Mentally Retarded
persons Pre-primary level. NIMH, Secunderabad.
• Narayan, J. (Ed.) (1999). School readiness for children with special needs.
Secunderabad, NIMH.
• Peshwaria, R., &Venkatesan. (1992) .Behavioural approach for teaching mentally
retarded children :A manual for teachers, NIMH, Secunderabad
• Polloway, E.A., & Patton, J.R. (1993). Strategies for teaching learners with special
needs. New York: Macmillan Publishing Company.
• Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India.
• Romila, S. (1997) .School Readiness programme. New Delhi: NCERT
• Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi
• Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Retarded Children

76
• Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
• Van Riper, C.A. and Emerick. L. (1990). Speech Correction-An introduction to
speech
• Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.

77
 CURRICULUM DESIGNING, ADAPTATION & EVALUATION

Course code: C 13 Credits: 04

Contact Hours: 60 Marks: 100

Objectives

After completing the course student-teachers will be able to

• Understand nature of curriculum, principles and steps of curriculum designing,
domains and curriculum evaluation.
• Develop insight into importance of early childhood special education, its domains
and school readiness programme and their implications.
• Acquire knowledge about curriculum domains at secondary, prevocational and
vocational level and understand its implications.
• Understand different strategies for curriculum adaptation, accommodation,
modification and their significance.
• Evaluation and make effective use of different techniques.

Unit 1: Curriculum Designing

1.1 Meaning, Definition, Concept and Principles of Curriculum
1.2 Types and Approaches of Curriculum Designing
1.3 Curriculum Domains - Personal, Social, Academics, Recreational and Community
living
1.4. Steps in developing curriculum, challenges of developing curriculum for inclusion
1.5. Curriculum evaluation, Implementation in inclusion

Unit 2: Curriculum at Pre-School and Primary School level

2.1 Significance of Early Childhood Education and School Readiness
2.2 Early Childhood Education Curricular domains – Enhancement of domain in Motor,
Personal, Cognitive and Communication areas
2.3 Curriculum Domains for Early Childhood Education and Sensory Mechanism
2.4 Sensitization of family, involvement in pre-school and primary level
2.5 Implication of pre- school and primary levels for Intervention, documentation, record
maintenance and report writing

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

3.1 Curriculum domains at Secondary level
3.2 Curriculum domains at Pre- vocational level
3.3 Curriculum domains at Vocational level
3.4 Rehabilitation of PwIDs under National Skill development Scheme (NSDS by
MSJ&E)
3.5 Implications of placement for inclusion in Community, Documentation, Record
Maintenance and Reporting

78
Unit 4: Curriculum Adaptations
4.1 Need for Curricular Adaptation, Accommodation and Modification
4.2 Adaptation, Accommodation and Modification for Pre –academic Curriculum
4.3 Adaptation, Accommodation and Modification for Academics Curriculum
4.4 Adaptation, Accommodation and Modification for Co-Curriculum
4.5 Adaptation, Accommodation and Modification for School Subjects

Unit5: Curriculum Evaluation

5.1 Concept, Meaning, Definition of Curriculum Evaluation
5.2 Types and Approaches of Evaluation
5.3 Emerging trends in evaluation –CCE, Teacher Made Tests, Grading System
5.4 Differential evaluation of PwID in inclusive setup
5.5 Implications of evaluation for inclusion

Course Work/ Practical/ Field Engagement (Any One)

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
• Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instruction. University of Alberta, Alberta,
• Bos, C.S. & Vaughu, S. (1994) Strategies for teaching students with learning and
behaivour problems. Boston: Allyn and Bacon.
• Jeyachandaran, P.,& Vimala, V. (2000). Madras Developmental Programming
System.
• Luftig, R.L. (1949).Teaching the Mentally Retarded Student: Curriculam, Methods
and [Link] of Congress Cataloging-in-publications data.
• Myreddi, V., & Narayan, J. (1998). Functional Academics for students with mild
mental retardation, NIMH, Secunderabad.
• Myreddi, V. & Narayan, J. (2005) FACP – PMR, NIMH, Secunderabad.
• Narayan, J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad.

79
 • 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, NIMH, Secunderabad.
• Overton, T. (1992). Assessment in Special Education an Applied Approach. New
York McMillan.
• Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas
Publications.
• Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall

Suggested Readings
• King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San
Diego Singular Publishing Group
• Narayan, & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons Pre-primary level. NIMH, Secunderabad.
• Peshwaria, R. and Venkatesan. (1992) Behavioural retarded children A manual for
teachers. NIMH, Secunderabad.
• Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi Mittal
Publication.
• Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi
Reliance.
• Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Retarded Persons, NIMH, Secunderabad.
• Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
Psychological Procedures. Boston: Allyn & Bacon.
• Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to
speech pathology and Audiology. Eighth Edition, Prentice Hall
• Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.

80
 INTERVENTION AND TEACHING STRATEGIES

Course code: C 14 Credits: 04

Contact Hours: 60 Marks: 100

Objectives
After completing the course student-teachers will be 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 curriculum
areas.
• Understand nature and identification maladaptive 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 Concept, 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

Unit 2: Individualised Education Programme

2.1 Need, Importance and Historical Perspective of IEP
2.2 Steps and Components of IEP
2.3 Developing, Implementation and Evaluation of IEP for PwID and its associated
conditions
2.4 IFSP – Planning and writing
2.5 Application of IEP for Inclusion

Unit 3: Teaching Strategies and TLM

3.1 Stages of Learning
3.2 Principles of Teaching
3.3 Multi-sensory Approaches – Montessori Methods, VAKT Method, Orton -
Gillingham Method, Augmentative and Alternative Communication
3.4 Teaching Strategies – Task Analysis, Chaining, Shaping, Modelling, Prompting,
Fading and Reinforcement, Role Play, Play Way method

81
 3.5 Development and Use of TLM for ID

Unit 4: Intervention for Mal-adaptive Behaviour

4.1 Definition and types of Mal-adaptive behaviour
4.2 Identification of Mal-adaptive behaviour
4.3 Functional Analysis and Behaviour Modification Techniques, Cognitive Behaviour
Techniques (CBT)
4.4 Management of Mal-adaptive behaviour at 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
• Alberto, P.A. & Trontman, A:C. (1995). Applied Behaviour Analysis for Teachers
(4th edition). London: Merrill Publishing Company.
• Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instruction. University of Alberta, Alberta,
• Berkell, D.E.I & Brown, J.M. (1989). Occupational Transaction from school to work
for persons with disabilities, London: Longman.
• Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future.
• Gardiner, M.D. (1985). The principles of exercise therapy. Delhi: CBS Publishers &
Distributors.
• Jacobs, K (1990). Occupational therapy: Work related programmes and assessment,
Boston: Little Brown.

82
 • Jayachandra, P. (2001) Teaching yogasanas for persons with mental retardation,
Chennai: Vijay Human Services.
• Jeyachandaran, P. Vimala, V. (2000). Madras Developmental Programming System
• Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for
Mentally Handicapped.
• Myreddi V. & Narayan J. (1998). Functional Academics for students with mild
mental retardation, NIMH, Secunderabad.
• Narayan J. (1990). Towards independence series 1 to 9. 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
• Overton, T. (1992). Assessment in Special Education an Applied Approach. New
• Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas
• Pandit, A & Grover U (2001), Self Instructional Modules on occupational
therapy/physiotherapy, BED (MR) SPE, Bhoj University, Bhopal.
• Peshawaria, R & Venkatesan, S. (1992). Behaviour approach in teaching mentally
• Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall King-
• Sears, H.E. (1994) Curriculum Based Assessment in Special Education. SanDiego
Singular Publishing Group.
• Shesrborne, V. (1990). Developmental movement for children, Cambridge:
Cambridge University Press.
• Subba Rao, T.A. (1992), Manual on Developing Communication Skills in mentally
retarded persons, NIMH, Secunderabad.
• Swaminathan, M. (1990) Play activity for young children. India: UNICEF.
• Thomson, A., Skinner, A. & Piercy, J. (1991). Tidy’s physiotherapy (Twelfth
edition). Oxford: Butterworth – Heinmann Ltd.
• Van Riper, C.A. and Emerick L (1990) Speech Correction – An introduction to
Speech Pathology & Audiology, Eighth Edition, Prentice Hall

Suggested Readings
• [Link] (1990). Strategies for Effective Teaching. Harper and Row, Publishers,
Inc.
• David W. (1998). Teaching and Learning in the Early Years. London and New York:
Routledge.

83
• Jackman H.L. (1999). Sing Me a Story: Tell Me a Song. Calfornia: Crown Press, Inc.
• Mastropieri S. (1987). Effective Instruction for Special Education, Little, Brown and
Company, Inc.
• Narayan, & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons. Pre-primary level. NIMH, Secunderabad.
• Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children A manual for
Publication.
• Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi.
• Robert A. Gable and Steven F.W. (1993). Strategies for Teaching Students with Mild
to Severe Mental Retardation, London and Philodelphia: Jessica Kingsley Publisers.
• Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Teachers. NIMH, Secunderabad.
• Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to
speech pathology and Audiology. Eighth Edition, Prentice Hall.

84
 TECHNOLOGY AND DISABILITY

Course code: C 15 Credits: 04

Contact Hours: 60 Marks: 100

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.
• Understand 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.

85
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
• Kulkarni, S.S. (1986). Introduction to Education Technology, New Delhi: Oxford &
IBH Publishing Co.
• Kumar, K.L. (1996). Educational Technology and Communication Media, Cuttack:
Nalanda.
• McMillan, J.H. & Schumarcher, S. (1989). Research in Education: A Conceptual
Introduction, New York: Harper & Collins.
• 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. Takewale, R. G. (1995). Technologies for Educational
Network, Presidential address in the seminar on Technologies for Educational
Networking, New Delhi: IGNOU.
86
 • Richmond, W. R. (ed.) (1900). The Concept of Education Technology: A Dialogue
with Yourself, London: Weidenfield and Nicolson.
• Sampath, K., Pannirselvam, A. & Santhanam, S. (1990). Introduction to Educational
Technology, New Delhi: Sterling Publishers Private Limited.
• 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
• Cima M Yeole. (1991). Educational Technology. CimaMyeole.
• [Link], (1982). Handicapped Pupil and Special schools, Regulations. London HMSO.
• Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching
competency GavendraPrakashan
• JaganathMohanty. (1998). Studies in Educational Broadcasting. San subscription
agency.
• Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers
• Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book
Associated Publishers
• Tara Chand. (1992). Educational Technology. Anmol Publication

87
 PSYCHO-SOCIAL AND FAMILY ISSUES

Course code: C 16 Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After completing the course student-teachers will be 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.
• Understand 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

88
 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, Ageing
and 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 Disabled
Children: 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: Partnership
and Practice, East Sussex: Brunner- Routledge.
• Fewell, R. and Vadasy, P. (Eds.) (1986) Families of Handicapped Children: Needs
and Supports across the Life-span. Texas: Ro-ed Inc.
• Findler, S. (2000) The Role of Grandparents in the Social Support System of Mothers
of Children with a Physical Disability, Families in Society, Vol. 81 (4), July – Aug.
2000, pp 70 - 381
• Garginolo, R.M. (1985) Working with Parents of Exceptional Children: A Guide for
Professionals, Boston: Houghton-Miffin.
• Kashyap, L. (1996) Measurement Issues in Family Centered Social Work, in Bharat,
S. (Ed.) Family Measurement in India, New Delhi: Sage Publications.

89
 • Peshawaria, R Menon, DK Ganguly R. Roy, S. Pillay R.P.R.S. & Gupta A (1995)
Understanding Indian families having persons with Mental Retardation, Secunderabad
NIMH
• Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
psychological procedures

Suggested Readings
• Bennett, T. Lingerfelt, V & Nelson, D.E. (1990) Developing Individual and Family
Support 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 Disabled
Children, London: Allen and Unwin Ltd
• Mann, P.H. Suiter P.A. & Mc Laughhin R.M. (1992) A Guide for educating
mainstreamed students, Boston: Allya & Bacon
• Waugh, A. (1976) Working with parents and community. New Delhi: NCERT.
• Webster, E. J. Vikas Publishing House (1993) Working with parents of young
children with disabilities, California. Singular Publishing Group.

90
 PRACTICUM: MR

Semester - I
E 1: Cross disability & inclusion Hours: 10 Credits: 02
Marks: 50
Disability Educational Hrs (60) Tasks for the Student- Description
Focus Setting teachers
ID Special school of 40 hrs Classroom Observation, Minimum 10 school
PwID Assessment and IEP Periods

a. ECSE,

b. Pre-Primary Develop IEP for 1

student with ID at
c. Primary ECSE and Pre-
d. Secondary Primary level.

e. Prevocational

HI, VI, LV Minimum 3 15 hrs Classroom Observation and Minimum 30 school

CP, ASD or Special schools Report Periods
Multiple for HI, VI, LV (5 Hrs
Disabilities CP, Autism or each in
Multiple each
10 school Periods in
Disabilities disabilit
each Special school
y)

Any Inclusive School 5 hrs Classroom Observation and Minimum 10 school

Disability available in the Report Periods
neighbourhood

Schedule for practical for E-1 shall be included in the time table (ten working days may
be allocated).
Observations as mentioned are essential. However, if schools for other disability are
not available in the nearby area, the same may be interpreted as observation at Inclusive
school/ education/ services being provided in the Resource room/ Home based education or
vice versa with other disability.

91
 Semester - II
E 2: Disability Specialisation Hours: 60 Credits: 02
Marks: 50
Sl. Tasks for the Student- Disability Educational Hrs Description
No. teachers Focus Setting (60)
1.1 IEP ID Special School 20 Develop IEP for 1
Student with ID at
Primary level.
1.2 Lesson Planning and ID Special School 15 15 lessons
Teaching
1.3 a. Micro teaching & General Institute 05 5 lessons
simulated teaching on (Demonstration of
selected skills Micro teaching Skills
1.4 Macro Teaching General General 10 10 lessons
A. Lesson planning and (5 in each Subject)
Teaching for subjects
selected
a. Languages
b. Non Languages
B. Lesson planning and General General 10 10 lessons
Teaching focussing on (5 in each Subject)
adaptation, evaluation
a. Languages
b. Non Languages

Note: Schedule for practical for E-1 shall be included in the time table (minimum eleven
working days may be allocated). Skill for micro teaching shall be selected with reference to
Major Disability.

92
 Semester - III
E 2: Disability Specialisation Hours: 120 Credits: 04
Marks: 100
Sl. Tasks for the Student- Disability Educational Hrs. Description
No. teachers Focus Setting
1.1 IEP ID Special School 30 hrs Develop IEP for 1
student with ID at
Secondary/Pre
Vocational Level

1.2 a. Lesson planning and ID Resource Room/ 40 hrs 20 lessons

execution on different Inclusive school
levels for all subjects
b. Lesson planning and ID Resource 30 hrs 20 lessons
execution on different Room/Inclusive
levels for selected school
subjects
a. Languages
b. Non languages
1.3 School Sensitisation on ID Regular School 10 hrs --------
Disabilities for regular
staff, Peer group and
Parents

1.4 Observation of support Major Institute/ 10 hrs Depending on the

services Disability Clinic specialization

A suggestive framework is given below:

Areas Disability Specialization (E-2 )

Pedagogy Subject 1 Semester –III (8 days- 40 Hrs)
Pedagogy Subject 2 Semester-III ( 30 Hrs spread across 5 days)
School Sensitisation Semester-III ( 2 days-10 Hrs)
Observation of support services Semester-III ( 2 days-10 Hrs)

F1: Main Disability Special School Hours: 120 Credits: 04

Marks: 100

Sl. Tasks for the Student- Disability Set up No. of Lessons

No. teachers
Focus

93
 1 Classroom Teaching ID Special schools for Minimum 60 lessons
ID
Across all class levels and (15 Personal/ Social,
Curricular Domains 25 – Functional
Academics,
Class Levels
10-Occupational,
a. ECSE,
10- Recreational)
b. Pre-Primary

c. Primary

d. Secondary

e. Prevocational

Note: Minimum of four weeks should be allocated for School attachment/ Internship and
reflected in the time table and should cover Tasks specified under F1 with sufficient
time for teaching to acquire competence to deal with students with ID across different
severity/ class levels and Curricular domains for whole class. A suggestive framework
is given below:

Micro Teaching Semester- II (1 day- 5 Hrs)

Macro Teaching Semester- II (20 hrs – Spread across 5 days)
Lesson Planning & Teaching in Special Semester- II (20 hrs – Spread across 5 days)
School
F-1 School Attachment/ Internship (Special Semester- II (24 days-120 Hrs)
School)

Note: Certificate from School Head/In charge regarding the performance of the student
trainee placed should be submitted in the format given by the college.

94
 Semester - IV
E 1: Cross disability & inclusion Hours: 20 Credits: 04
Marks: 10
Sl. Tasks for the Student- Disability Educational Hrs. No. of Lessons
No. teachers Focus Setting
1.1 Classroom Observation Other than ID Special schools 05 Observation of all
for other subjects at
disabilities different level,
minimum 10
school Periods
Any Disability Inclusive Schools 05 Observation of all
subject at different
level, minimum 10
school Periods
1.2 a. Lesson planning and Any Disability Special schools 30 20 lessons
execution on different Other than ID for other (10 Language &
levels for selected disabilities/ 10 Non-language)
subjects Resource Room
a. Languages Inclusive Schools 30 20 lessons
b. Non Languages (10 Language &
10 Non-language)
1.3 a. Individualised Teaching Any Disability Special schools 25 20 lessons
lessons on different Other than ID for other (10 Language &
levels for selected disabilities 10 Non-language)
subjects
a. Languages
b. Non Languages
b. Individualised Any Disability Resource Room 25 20 lessons
Teaching lessons Other than ID /Inclusive (10 Language &
a. Languages Schools 10 Non-language)
b. Non Languages

F 2: Other Disability Special School Hours: 18 Credits: 04

Marks: 100

Sl. Tasks for the Student- Disability Set up No. of Lessons

No. teachers
Focus

Any Disability Special schools for Minimum 30

1 Classroom Teaching Other than ID other disabilities Lessons

95
F 3: Inclusive School Hours: 120 Credits: 04
Marks: 100
Sl. Tasks for the Student- Disability Set up No. of Lessons
No. teachers
Focus

1 Classroom Teaching Any Disability Inclusive School Minimum 30

Other than ID Lessons

Minimum of four weeks should be allocated for School attachment/ Internship and
reflected in the time table and should cover Tasks specified under E-1, F-2 and F-3 with
sufficient time for teaching to acquire Pedagogical competence to deal with school
subjects chosen and related activities for whole class as well as children with disabilities
in different education settings. A suggestive framework is given below:

Areas Disability Specialisation and No. of Days

Classroom Observation Semester –IV (2 days- 10Hrs)
Pedagogy Subject 1&2 Semester-IV ( 60 Hrs spread across 12 days)
Individualised Teaching Lessons Semester-IV ( 50 hrs spread across 10 days)
Observation of support services Semester-IV ( 2days-10 Hrs)
F2- Attachment/Internship Semester-IV (24 days)
F3- Attachment/Internship Semester-IV (24 days)

96
 AREA D
ENHANCEMENT OF PROFESSIONAL
CAPACITIES (EPC)
(Wherever applicable specific reference to disability will be focused)

D17 Reading and Reflecting on Texts

D18 Drama and Art in Education
D19 Basic Research & Basic Statistic

97
 READING AND REFLECTING ON TEXTS

Course code: D 17 Credits: 02

Contact Hours: 30 Marks: 50

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 be able to
• Reflect upon current level of literacy skills of the self.
• Show interest and begin working upon basic skills required to be active readers in
control of own comprehension.
• Show interest and begin working upon basic skills required to be independent writers
understanding adequate intent, audience and organization of the content.
• Prepare self to facilitate good reading writing in students across the ages.
• Find reading writing as learning and recreational tools rather than a course task.

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

2.6 Practicing Responses to Text: Personal, Creative and Critical
2.7 Meta Cognitive Awareness of Reading Processes and Strategies Applied for Meaning
Making
2.8 Developing Good Reading Skills and Habits in Primary Level Students: Activities
and Strategies
2.9 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 Discussin

98
 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

5.4 practicing Writing: Picture Description/ Expansion of Ideas/ Essays/ Stories
5.5 Practicing Daily Leaving Writing: Applications/ Agenda - Minutes/ Note Taking
5.6 Practicing Converting Written Information into Graphical Representation
5.7 Practicing Filling up Surveys, Forms, Feedback Responses, Checklists
5.8 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
• Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a Nation of
Readers: The report of the commission on reading. Washington, DC: National
Institute of Education and the Center for the Study of Reading.
• ASER report of 2015: Pratham Publication
• May, F. B. (2001). Unravelling the seven myths of reading. Allyn and Bacon: Boston

99
 • 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
• Aulls, M. W. (1982). Developing readers in today's elementary school. Allyn and
Bacon: Boston
• Baniel, A. (2012). Kids beyond limits. Perigee Trade: New York
rd
• McCormick, S. (1999). Instructing students who have literacy problems.(3 ) Merrill:
New Jersy
• Ezell, H., & Justice, L. (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.
• 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
[Link] Publishers, New York.
• Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative language
teaching in [Link] Prakashan, Pune.
• Paul, P. V. (2009). Language and Deafness. Jones and Bartlett: Boston

100
 PERFORMING AND VISUAL ARTS

Course code: D 18 Credits: 02

Contact Hours: 30 Marks: 50

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 be able to
• Exhibit Basic understanding in art appreciation, art expression and art education.
• Plan and implement facilitating strategies for students with and without special needs.
• Discuss the adaptive strategies of artistic expression.
• Discuss how art can enhance learning.

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

101
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
5.10 Enhancing 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

102
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
• Ward, Alan. (1993) Sound and Music. Franklin Watts: New York.

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.
• Gair, S. B. (1980). Writing the arts into individualized educational programs. Art
Education, 33(8), 8–11
• 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 Association.

103
 BASIC RESEARCH AND STATISTICS

Course code: D 19 Credits: 02

Contact Hours: 30 Marks: 50

Objectives
After completing the course student-teachers will be able to
• Describe the concept and relevance of research in education and special education.
• Develop an understanding of the research process and acquire competencies for
conducting a research.
• Apply suitable measures for data organization and analysis.

Unit 1: Introduction to Research

1.1 Scientific Method
1.2 Research: Concept and Definition
1.3 Application of Scientific Method In Research
1.4 Purpose of Research
1.5 Research in Education and Special Education

Unit 2: Types and Process of Research

2.1 Types of Research
- Basic/Fundamental
- Applied
- Action
2.2 Process of Research
- Selection of Problem
- Formulation of Hypothesis
- Collection of Data
- Analysis of Data & Conclusion
2.3 Tools of Research: Tests, Questionnaire, Checklist and Rating Scale
2.4 Action Research in Teaching Learning Environment
2.5 Professional Competencies for Research

Unit 3: Measurement and Analysis of Data

3.1 Scale for measurement: Nominal, Ordinal, Interval and Ratio
3.2 Organization of data: Array, Grouped distribution
3.3 Measures of central tendency and Dispersion: Mean, Median and Mode, Standard
deviation and Quartile deviation
3.4 Correlation: Product Moment and Rank Order Correlation
3.5 Graphic representation of data

104
Practicum/ Field Engagement
• Develop a teacher made test for a given subject matter
• Develop a questionnaire/checklist
• Develop an outline for conducting action research

Essential Readings
• Best, J. W., & Kahn, J. V. (1996). Research in Education Prentice-Hall of India New
Delhi.
• Dooley, D. (1997). Social Research Methods. Prentice-Hall of India, New Delhi.
• 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.
• Koul, L. (1996). Methodology of Educational Research. Vikas Publishing House,
New Delhi.
• Potti, L.R. (2004). Research Methodology. Yamuna Publications,
Thiruvananathapuram.

Suggested Readings
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Academic
Press, New York.
• Greene, S., & Hogan, D. (2005). Researching children's experience. Sage Publication:
London..

105