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Bachelor of Special Education (Disability & Inclusive Education)

B.Ed. Spl. Ed. (Disability & Inclusive Education) Effective from Academic Session, 2015 Duration (Two Years & Six Months)

INFORMATION BROCHURE (SYLLABUS & COURSE CONTENT) A Collaborative programme of

Madhya Pradesh Bhoj (Open) University &

Rehabilitation Council of India MADHYA PRADESH BHOJ (OPEN) UNIVERSITY RAJA BHOJ MARG (Kolar Road), Bhopal (M.P.) - 462 016 Ph. 0755-2492095, Fax 0755-2424640

Email:[emailprotected] www.bhojvirtualuniversity.com

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INFORMATION BROCHURE (SYLLABUS & COURSE CONTENT) B.Ed. Spl. Ed. (Disability & Inclusive Education) Effective from Academic Session, 2015 Duration (Two Years & Six Months) MADHYA PRADESH BHOJ (OPEN) UNIVERSITY RAJA BHOJ MARG (Kolar Road), Bhopal (M.P.) - 462 016 Ph. 0755-2492095, Fax 0755-2424640

Email:[emailprotected] www.bhojvirtualuniversity.com

*SE-DE Represent

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Programme being Run By Department of Special Education, MPBOU and Approved by RCI.

CONTENTS Page No. 1. 2. 3. 4. 5. 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

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MADHYA PRADESH BHOJ (OPEN) UNIVERSITY (MPBOU) 05 DEPARTMENT OF SPECIAL EDUCATION 05 REHABILITATION COUNCIL OF INDIA (RCI) 06 M O U BETWEEN MPBOU AND RCI 06 B.Ed. SPECIAL EDUCATION PROGRAMME (B.Ed.-SEDE) 07 GOAL 07 BROAD OBJECTIVES 08 PROGRAMME OBJECTIVES 08 DURATION 09 MEDIUM OF INSTRUCTION 09 MINIMUM ELIGIBILITY CONDITIONS 09 ENTRANCE TEST 10 PROGRAMME FEE 11 PROGRAMME STRUCTURE 12 SCHEME OF EVALUATION 19 INSTRUCTIONAL HOURS & ALLOCATION OF MARKS 18 CONTACT PROGRAMME 20 ELIGIBILITY FOR APPEARING TERM END EXAMINATION EXAMINATION DATES 22 AWARD OF DIVISION TO SUCCESSFUL CANDIDATE 23 PROVISION FOR UNSUCCESSFUL CANDIDATES 23 QUALIFYING ADDITIONAL SPECIALIZATION 23 RCI CERTIFICATION 23 GENERAL INSTRUCTIONS 23 Course of Study 25 AREA A & B (CORE PAPER & METHDOLOGY COURSE) AREA C (CROSS DISABILITY & INCLUSION) AREA D (DISABLITY) HI (HEARING IMAPIRMENT) LD (LEARNING DISABILITY) MR / ID (MENTAL RETARDATION / INTELLECTUAL DISABILITY) VI (VISUAL IMPAIRMENT) AREA E (EPC)

30 57 105 106 128 147 169 191

INTRODUCTION

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MADHYA PRADESH BHOJ (OPEN) UNIVERSITY

1.1

Introduction

Madhya Pradesh Bhoj (Open) University (MPBOU) was established by an Act of State Legislative Assembly in 1991 to achieve the following objectives: 

to advance and disseminate learning and knowledge by different means, including the use of any communication technology;  to provide opportunities for higher education to a larger segment of the population and to promote the educational well being of the community in general;  to encourage the open University and distance education systems. The MPBOU has been recognized by the Rehabilitation Council of India (RCI)], a Statutory Body under the Ministry of Social Justice and Empowerment, Government of India, as the National Resource Centre for Special Education and Rehabilitation Programmes through Distance Mode under a Memorandum of Understanding (MoU) signed between MPBOU and RCI in January, 2000 and extended on 31st October 2014, has limited the programme to Madhya Pradesh. B.Ed. Special Education Programme through Distance Mode B.Ed.(SE-DE) is a joint venture of RCI and MPBOU offered through selected Study Centres in Institutions located in different parts of Madhya Pradesh. 1.2        

Special Features Providing education to the doorsteps of the learner for easy accessibility. Flexibility in the system for wider coverage. Providing equitable access of quality education for different target group of learners irrespective of their age or status of employment. Freedom to the learners to study at his/her own pace and convenience. Opportunity to learner to study from his/her own chosen location. Omnipresent Education, using emerging advanced communication technologies. Sustainable intervention to develop, upgrade and recycle human resource for areas critical to national development including the well being of the community. Determination of standard and maintenance of quality in Distance Education in accordance with DEC norms.

The University mainly delivers training and education through distance mode in the form of flexible and open learning. In general, the system consists of a main campus activity in the form of curriculum development and renewal, generation and quality improvement of self instructional materials, preparation of guidelines for implementation and provision of student support services. The main office of the University which manages and operates the Distance Education Programmes is situated in Bhopal. The student will report for the following activities at the programme delivery points or Study Centres.  Matters pertaining to admission,  Receiving of Self Instructional Material,  Contact classes,  Receiving assignments for internal (continuous) assessment,  Submission of completed assignments and Project Reports,  Practical Training, Tests for Internal Assessment and Term/Session-End Examinations. (The Centre for the Term End (final) Examination can be clubbed with the Study Centres within the city limit, if the number of students appearing for examinations are very few), and  Any academic and administrative problem. A list of Study Centres activated for B.Ed.(SE-DE) Programme is given in Programme Guide.

DEPARTMENT OF SPECIAL EDUCATION (DSE)

The main functions of the DSE are to undertake academic activities pertaining to: Page 5 of 199

  

the various aspects of the practice of education as a profession, the various branches of special education as an academic discipline, and the development of multimedia packages for education and training programmes in the areas of special education. The academic programmes being offered by the DSE are:  B.Ed. Spl. Ed. (Disability & Inclusive Education): B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) (HI/VI/MR/LD)  Foundation Course on Learning Disabilities: FC-LD (SE-DE)  Foundation Course on Education of Children with Disabilities: FC (SE-DE)  Post Graduate Diploma in Community Base Rehabilitation: PGDCBR (SE-DE)  Diploma in Community Base Rehabilitation: DCBR (SE-DE)  Post Graduate Professional Certificate in Special Education:PGPC (SE-DE) (HI/VI/MR/LD) and  Post Graduate Professional Diploma in Special Education: PGPD (SE-DE) (HI/VI/MR/LD). Future Plans The DSE plans to conduct  

Up-gradation of skills of personnel who are already working in the area of Special Education. Inter-disciplinary Research and Training Programmes for Rehabilitation and Empowerment of Differently Abled.

REHABILITATION COUNCIL OF INDIA

In 1992, Parliament passed the Rehabilitation Council of India Act, which was notified and became effective from June 1993. The Act casts the following important responsibilities on the Council.  Standardization of syllabi for all professionals needed special education and rehabilitation of the disabled.  Recognition of Institutions offering courses for training of rehabilitation professionals.  Maintenance of a Central Register of all qualified persons in the field of rehabilitation. The Act also prevents any person delivering services to people with disabilities without acquiring a recognized qualification and treats such an act is as a cognizable offence. The Rehabilitation Council of India has done a tremendous work in offering a better quality of life for the disabled in the last few years.

M o U BETWEEN MPBOU AND RCI

Need-based Special Education Programmes through Distance Education Mode are being implemented as Joint National Ventures by Madhya Pradesh Bhoj (Open) University (MPBOU) and Rehabilitation Council of India (RCI) within the framework of a Memorandum of Understanding (MoU) signed between the two in January 2000. This MoU was extended for another five years from January 31, 2004 with a new thrust and vision to the unique venture. Under the provision of the MoU the MPBOU acts as the main National Resource Centre for Special Education and Rehabilitation Programmes through distance mode. This is the first ever endeavor in the country to offer special education programmes through distance mode. The extension of MoU singed on 31st October 2014. The Special Education Programmes are being developed and implemented within the framework of the National Goal of INDIA 2020 with a broad perspective of human development in twenty first century in the age of cybernetics and globalization. The programmes are planned based on the following principles:

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  

The national goal of each programme envisages meeting the emerging needs of the Age of Cybernetics and Globalization. The model of curricular transaction of the educational programme is judiciously structured so as to implement as a viable low-cost economical model without compromising quality. The educational programmes under implementation are planned as Transparent, SelfFinancing and Self-Sustaining Schemes. B.Ed. Spl. Ed. (Disability & Inclusive Education)

Nomenclature Nomenclature of B. Ed. Special Education DE courses should be as per UGC Notification of 2008 and 2014 and the new nomenclature will be B.Ed. Spl. Ed. (Disability & Inclusive Education) Programme such as for Visual Impairment the nomenclature will be B.Ed. Spl. Ed.(Visual Impairment & Inclusive Education) i.e. B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education). 5.1

Goal, Perspective and Policy

The planetary goal of development in 21st century is sustainability of man and environment by promoting harmony between man and man and between man and environment locally, nationally and globally. India has set the national goal of becoming a developed country in the Cybernetic Age by 2020. The core of development is human development as man is the initiation, means and end of development. The International Commission of Education for the Twenty-First Century has envisaged education as ‘one of the principal means available to foster a deeper and more harmonious form of human development and thereby reduce poverty, exclusion, ignorance, oppression and war’. It has emphasized that one of the principal functions of education is ‘fitting humanity to take control of its own development. It must allow all people without exception to take their own destiny into their own hands so that they can contribute to the progress of the society to which they live, founding development upon the responsible participation of individuals and communities’. The Commission proposes to attain the goal through the Four Pillars of Education: learning to know, do, be and live together. It has underlined ‘No talent hidden like buried treasures in any individual remains untapped’. It is especially applicable to children with disabilities. The very title of the Report of the Commission to the UNESCO, Learning – the Treasure Within, is a recognition of the truth which were proclaimed by the ancient Seers of Upanishads more than five thousands years ago Individual progress and national and global development are alike dependent on environment. Thus environment becomes the single most important factors to be understood as an individual, national and global concern. The teacher as an agent of change has a crucial role to play in realizing this goal. The teacher education programme has to be relevant to the current as well as the emerging needs of the Indian society in the new millennium. As an agent of change, the teacher has to develop the role perception required to meet the challenges of the social, political, economic and environmental implications emerging from rapid scientific and technological changes. It is particularly essential in the age of information revolution and globalized market economy to maintain economic viability and freedom, cultural heritage and values as well as national sovereignty. The teacher must be sensitive about the emerging tensions to be confronted/overcome in the twenty-first century as highlighted in the commission to guide the future generation. The tensions are between:  the global and the local,  the universal and the individual,  tradition and modernity,  long term and short term consideration,  the need for competition and the concern for equality of opportunity,  the extraordinary expansion of knowledge and human beings capacity to assimilate it, and Page 7 of 199

 the spiritual and the material. Overcoming these tensions require development of higher values like purity, truth, goodness, beauty and love in every individual. The fount and source of these values lie neither in mental being nor in emotional or ethical being, but in the consciousness of the spirit. Only Yoga which is concerned with the higher knowledge of the cybernetics of man can inculcate these values. The above dimensions have given rise to a new and broad perception of education for the emerging planetary society in the ensuing Era of Information Technology Revolution. It seems the mankind is entering into a new creative phase of evolution. The International Commission on Education for the Twenty-First Century has visualized that “much will be expected and much demanded of teachers. Teachers have crucial role to play in preparing young people not only to face the future with confidence but also to build it with purpose and responsibility. The importance of the teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today. It is more likely to become more crucial in the twenty first century. The need for change places enormous responsibility on teachers who participate in the molding of the characters and minds of the new generation”. In order to implement the four pillars of education viz. learning to learn, learning to do, learning to live together and learning to be, the teachers need new perspectives. Education Commission of India (1964-66) made national development, the chief concern of education, which has further been emphasized in NPE 1986. “The status of the teacher”, according to the NPE 1986, “reflects the socio-cultural ethos of a society – no people can rise above the level of its teachers. Teachers should have the freedom to develop appropriate methods of communication and activities relevant to the needs and capabilities of and the concern of the community. Teachers will continue to play a crucial role in the formulation and implementation of educational programme” A teacher should realize that teaching is not a profession but a mission. A teacher’s Fundamental Role is to work in freedom for truth and universal well-being for which he has to create a calm and peaceful, harmonious and non-violent educational environment, external and internal, physical and mental, to justify the promise of the opening sentence of the Education Commission Report, “The destiny of India is now being shaped in her classrooms”. 5.2 Broad Objectives B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) aims to develop professionals for Special and Inclusive Education within a broad perception of Education in the Twenty First Century in the ensuing Age of Information Technology Revolution and Globalization. Within this broad perception the so called disabled are perceived as differently abled and that teaching is not a profession but a mission. The programme aims to educate and train the aspirants to become agents of change as teacher-professionals through imbibing required knowledge, understanding, attitude and skill. The education and training will enable them to tap the talents hidden like buried treasures in any child with disability, the differently abled; develop in them faith as well as a sense of freedom, self-respect and dignity not only to stand on their own leg but also to contribute their services to the society and the nation. 5.3 Programme Objectives The B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) Programme of MPBOU aims to enable the trainee teachers to achieve the following objectives:  To develop a broad perspective of the role of specially trained professionals as an agent of change in the prevailing and emerging Indian society in the ensuing Age of IT Revolution and Globalization through educating children in inclusive and special schools.  To perceive the so called ‘disabled’ as ‘differently abled’ and develop in them the confidence about their potentialities, abilities and usefulness to serve the society with a sense of freedom, self-respect and dignity.  To develop professional competencies to educate the disabled group of learners.  To know and understand various methods and approaches of organizing learning experiences of special groups of learners in disability area in inclusive/integrated/special education set up.  To develop competencies for selection and organization of learning experiences. Page 8 of 199

       5.4

To understand the nature of children and their learning process. To develop competencies to deal with the academic and personal problems of the special learners. To know and understand the various methods and techniques of evaluation and their applications. To develop competencies for selection development and use of evaluation tools. To develop competencies to organize various co-curricular and extra curricular activities. To know, understand and develop the ability to manage a normal, special or inclusive school. To develop competencies for organizing various instructional and student support activities. Duration B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education)

The duration of the programme shall be of 2 ½ years. However, students shall be permitted to complete the programme within a maximum period of five years. 5.5

Medium of Instruction and Examination    

Self Instructional Materials will be available in Hindi & English. Curricular transaction may be in English/Hindi Language. Assignments, Practical Records, Internal Assessment Tests, and Project Work Report may be written by the candidate in English/Hindi. Term End Examination will be held in English/Hindi

5.6

Minimum Eligibility Conditions

5.6.1.

The applicant should:

(a) Candidates with at least fifty percent (50%) marks either in the Bachelors Degree and/or in the Masters degree in Sciences/ Social Sciences/ Humanities, Bachelor’s in Engineering or Technology with specialization in Science and Mathematics with 55 % marks or any other qualification equivalent thereto, are eligible for admission to the programme. (b) The reservation and relaxation for SC/ST/OBC/PWD and other categories shall be as per the rules of the State Government. (c) However, weightage to be given to the candidates fulfilling any one of the following conditions:1. Parent of a child with disability 2. Person with disability possessing Disability Certificate issuedby the Competent Authority 3. Possession of any RCI approved diploma/degree 5.7

Entrance Test

There will be an Entrance Test for selection for admission. The entrance test will be conducted at a selected location, covering the nearby study centres in the state.

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(Note: In case of less number of students registered at a test centre, the examining body reserves its right to give alternate centre, as per the order of preference of the candidate) 5.7.1

Entrance Test Structure

The B.Ed. (SE-DE) entrance exam will be of 1.5 hours (one and a half hours) duration (90 Questions) and would be conducted in English and Hindi language. The test would contain objective type – multiple choice questions. The questions in the test paper will be selected from a Question Data bank. The Test would comprise of the following sections: Section

Description

Section A Section B Section C

General Awareness Educational Aptitude Disability Issues

The Test Centre Administrators would be available at the test centre to provide all the necessary assistance .The tests would be invigilated to ensure that spirit of the exam is maintained. The candidates found indulging in the test malpractice of any nature would be disqualified and would be instructed to leave the test premises immediately. The candidates would not be allowed to bring mobile phones, pagers, calculators, PDA, Listening devices and recording or photographic devices of any nature etc. in the examination hall. 5.7.2

Selection (Merit List)

A Study centre wise Merit List will be prepared on the basis of the following criteria: S.No.

Criteria

Weightage (%)

Entrance Test

Second Eligibility Condition {Note: The following Weightage will be given: (Weightage will be given for one category only) Parent of disabled child: 10 Disabled Candidate: 10 Possession of any RCI recognized 10 Qualification}

Total (Maximum Weightage)

100

5.7.3 Study Centre-wise List and Admission On the basis of the Merit List the Study Centre-wise Merit List will be prepared. (The number of seats per Study Centre is limited to 50): a) The Study Centre where the List contains less than 50 eligible candidates, they may be treated as selected for admission in that Centre. b) The Study Centre where the List contains more than 50 eligible candidates, the List of 50 Selected Candidates will be finalized taking reservation principle into consideration. Beyond 50 the candidates will be treated as wait-listed candidates. Page 10 of 199

c) The Study Centre-wise Lists will be simultaneously notified on-line in RCI and MPBOU websites and the hard copies of the Study Centre Lists will be sent to the concerned Study Centres for admission of selected candidates on notified date. The selected candidates will present themselves on notified date before the concerned Study Centres for admission with supporting documents and Programme Fee of Rs. 30,000/- in the form of a Demand Draft / Bank challan in favour of the Registrar, MPBOU payable at Bhopal. 5.7.4

Counselling for Wait-Listed Candidates for vacant seats

The wait-listed candidates will report before the Counselling Committee to take their chance of being selected for admission in Study Centre where seats are available on notified place and date.

5.8

Programme Fee

#Application Form Fee Rs.800/- (Rupees Eight Hundred) plus Rs.50/- will be charged as portal charges by M.P. Online. #Late Fee Rs.250/*Programme Fee of Rs.30,000/- (Rupees Thirty Thousand) payable at the time of admission.

The programme fee should be paid only by way of Demand Draft / Bank Challan drawn in favour of the Registrar, MPBOU, payable at Bhopal. Please write on the reverse of the Demand Draft in capital letters: (a) B.Ed.(SE-DE) Programme; (b) Form No.(auto generated application number while applying online), (c) Code Number and Name of the Study Centre which is your first preference where you want to take admission, (d) Mobile No. and (e) Candidate’s Name to ensure proper credit of your fee to the relevant account. *The fee structure given here is applicable as per RCI guide line. The University reserves the right to change the fee structure given above, if required without prior information.

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PROGRAMME STRUCTURE & SCHEME OF EVALUATION

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5.9

Programme Structure

The Programme of B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) will consist of 40 Courses, 19 Theory Courses and 21 Practical Courses. Different components of the programme in theory and practical courses are given below under Group A to Group G. These consist of

two major

components: (1) the courses in the area of non-disability and Foundation component in Disability area will be compulsory for all candidates, and (2) the others will be any of the Four specialized streams in the areas of Visual Impairment, Mental Retardation, Learning Disability and Hearing Impairment. Group A - Core Pedagogy Theory Courses: There will be following 3 Pedagogy Courses which are all compulsory and the students' time required for each of the courses is 60 hours. SECP-01

Human Growth & Development

SECP-02

Contemporary India and Education

SECP-03

Learning, Teaching and Assessment

Group B - Methodology Courses: Choosing one from each of the following two sub-groups any 2 courses have to be offered by the students. The students' time required for each of the courses is 60 hours. Sub-Group B-1: Any one course from the following SECM-01

Teaching of English (Special Reference to Disability)

SECM-02

Teaching of Hindi. (Special Reference to Disability)

Sub-Group B-2: Any one course from the following SECM-04

Teaching of Science (Special Reference to Disability)

SECM-05

Teaching of Mathematics (Special Reference to Disability)

SECM-06

Teaching of Social Studies (Special Reference to Disability)

Group C – Cross Disability & Inclusion Courses: There will be following 6 Courses first 4 are all compulsory and the students' time required for each of the courses is 30 hours. Choosing one from each of the following two sub-groups (5 & 6) any 2 courses have to be offered by the students. The students' time required for each of the courses is 30 hours. SECD-01

Inclusive Education

SECD-02

Introduction to Sensory Disabilities (VI, HI, Deaf-Blind)

SECD-03

Introduction to Neuro Developmental Disabilities (LD, MR (ID), ASD)

SECD-04

Introduction to Locomotor & Multiple Disabilities (CP, MD)

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Sub-Group C-1: Any one course from the following SECD-05

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

SECD 05 GC SECD 05 EC SECD 05 ABA SECD 05 CBR SECD 05 ICT SECD 05 GD SECD 05 BSD SECD-06

Guidance and Counselling Early Childhood Care & Education Applied Behavioural Analysis Community Based Rehabilitation Application of ICT in Classroom Gender and Disability Braille and Assistive Devices

Skill-based Optional Course (Disability Specialization) ANY ONE

SECD 06 O&M SECD 06 CO:ORA SECD 06 CO:MO SECD 06 AAC SECD 06 MLD SECD 06 VR

Orientation & Mobility Communication Options: Oralism Communication Options: Manual Options (Indian Sign Language) Augmentative and Alternative Communication Management of Learning Disability Vocational Rehabilitation & Transition to Job Placement

Group D – Specialized Theory Courses in Disability Areas: Any one of the following specialized streams will be available for offer. The students' time required for each of the courses is 60 hours. Speciality Sub-Group:  Visual Impairment  Mental Retardation  Hearing Impairment  Learning Disability SES HI/VI/MR/LD -01

Assessment and Identification of Needs

SES HI/VI/MR/LD -02

Curriculum Designing, Adaptation and Evaluation

SES HI/VI/MR/LD -03

Intervention and Teaching Strategies

SES HI/VI/MR/LD -04

Technology and Disability

SES HI/VI/MR/LD -05

Psycho Social and Family Issues

Group E – Enhancement of Professional Capacities (EPC) : There will be following 3 Courses which are all compulsory and the students as per specialized stream time required for each of the courses is 60 hours. SEPC-RRT-VI/MR/HI/LD -01

Reading and Reflecting on Texts

SEPC-DAE-VI/MR/HI/LD -02

Drama and Art in Education

SEPC-SEPC-BR & BS -VI/MR/HI/LD -03

Reading and Reflecting on Texts

Group F - Practical Courses: There will be 21 Practical Courses out of which 7 from non-disability area and 1 for foundation in Disability area will be compulsory for all candidates. The other 7 courses

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would be chosen from one of the four different specialized streams & 6 from cross disability & Inclusion. F-1

Non-Disability Area

Course Code: A 1 (SEPG 01-01) Human Growth & Development Course Code: A 2 (SEPG 01-02) Contemporary India and Education Course Code: A 3 (SEPG 01-03) Learning, Teaching and Assessment Course Code: B 1/2 (SEPG 01-04) Pedagogy of Teaching (Special Reference to Disability) (Hindi / English) Course Code: B 3/4/5 (SEPG 01-05) Pedagogy of Teaching (Special Reference to Disability) (Science / Math’s / Social Studies) Cross Disability and Inclusion Course Code: C 6 (SECD 01-06) Inclusive Education Course Code: C 7 (SECD 01-07) Introduction to Sensory Disabilities (VI, HI, Deaf-Blind) Course Code: C 8 (SECD 01-08) Introduction to Neuro Developmental Disabilities (LD, MR (ID), ASD) Course Code: C 9 (SECD 01-09) Introduction to Locomotor & Multiple Disabilities (CP, MD) PROJECT (Cross Disability & Inclusion) Course Code: C 10 (SECD 01-10) Skill Based Optional Course (Cross Disability and Inclusion) Course Code: C 11 (SEPG 01-11) Skill Based Optional Course (Disability Specialization) F-2-1

Disability Areas: Specialized Streams

F-2-1: Foundation Course Code: D (SEPB 01) Adaptive Skills & Aids & Appliances F-2-2: Specialization PRACTICAL Disability Area Specialization Course Code: D 12 (SEP VI/MR/HI/LD 01) Assessment & Identification of Needs Course Code: D 13 (SEP VI/MR/HI/LD 02) Curriculum Designing, Adaptation & Evaluation Course Code: D 14 (SEP VI/MR/HI/LD 03) Intervention & Teaching Strategies Course Code: D 15 (SEP VI/MR/HI/LD 04) Technology & Disability Course Code: D 16 (SEP VI/MR/HI/LD 05) Psycho Social & Family Issues

Group G - Teaching Practice Courses: There will be two Practical Courses in Teaching Practice. Out of these, one in non-disability area and another on Basic Teaching Practice in Inclusive Schools will be compulsory for all. The other one would be chosen from the three different specialized streams. G-1

Non-Disability Area

SETG-01 Page 15 of 199

Teaching Practice in Non-disability Area (NDA).

Course Code: B 1/2 (SETG-01-01) Pedagogy of Teaching (Hindi / English) Course Code: B 3/4/5 (SETG-01-02) Pedagogy of Teaching (Science / Math’s / Social Studies) G-2

Disability Areas: Specialized Streams

G-2-1: Teaching Practice in Special Education in Inclusive School Course Code: D (SETB -01) Teaching Practice in Inclusive School G-2-2: Teaching Practice in Special Area (Disability Area) Course Code: D (SET VI/MR/HI/LD -01) Teaching Practice in Disability Area

5.10

Scheme of Evaluation

The Scheme of Evaluation will consist of two main components: 

Continuous Internal Assessment.



Term End Examination.

Course-wise distribution of marks: See Table 2. 

For each of the courses in Groups A, B, C, D and E the ratio of marks between continuous assessment and term end examination will be 20:80.



In each Practical course in Groups F and G, the ratio of marks between continuous assessment and term end examination will be 60:40.

Methodology of continuous internal assessment 

The continuous internal assessment in each of the theory courses under Groups A, B, D and E will be based on One Assignment and One Internal Test of 10 marks each per Course during the contact programmes with a total Weightage of 20 marks & for C One Assignment and One Internal Test of 5 marks each per Course during the contact programmes with a total Weightage of 10 marks

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

The continuous internal assessment in each of the Practical courses under Groups D (except Project Work) will be as given in Table below :

Table - 1

Total

(I) For Practical works as recorded in the Practical Record (M. Marks allotted)

(II) performance Test during the contact programmes (M. Marks allotted)

F-1 Non-Disability Area SEPG-01-01 SEPG-01-02 SEPG-01-03 SEPG-01-04 SEPG-01-05 SECD-01-06 SECD-01-07 SECD-01-08 SECD-01-09

48 18 18 18 18 18 18 18 18

18 8 8 8 8 8 8 8 8

30 10 10 10 10 10 10 10 10

SEPB-01: Adaptive skill and Aids and Appliances

F-2 Disability Area SEP VI/MR/HI/LD-01 SEP VI/MR/HI/LD-02 SEP VI/MR/HI/LD-03 SEP VI/MR/HI/LD-04 SEP VI/MR/HI/LD-05

60 60 60 60 60

20 20 20 20 20

40 40 40 40 40

Group D : Practical Courses

In Project Course, SECD-01-10 & SECD-01-11, Project Work (Process, Community Contact and Report) - the continuous assessment will be based on the following parameters: 1.

Report of the Project Work (Practical Record): 

Selection of Title of the Project.

 

Standard of Community Survey. Structure of the Report.

 

Attitude towards community. Interpretation of Results.

 

Quality of Report. Creativity in the preparation of Teaching Aid, if any.



Functional utility of the Report.



Oral Test Assessment of Project work and interview with the Candidates during contact session.

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120 Marks

80 Marks

Group G – Teaching Practice Courses 

In Non-Disability area, SETG-01 & SETG-02 (Methodology Courses), the candidate has to teach 15 lessons in each of the two opted subjects, out of which 5 in each will be, supervised (Distance Mode). The Internal (continuous) Assessment will be based on practical records of teaching practice (10 marks), and supervision of lessons (20 marks) Total Marks is 30.



In Course SETB-01 the candidate will teach 15 lessons out of which 2 will be under supervision. The continuous assessment will be based on practical records of teaching practice (5 marks x 2) and supervision of lessons (10 marks x 2) Total Marks is 30.



In Course SETV-01/SETM-01/SETH-01 the candidate will teach 20 lessons out of which 5 will be supervised. The Internal (continuous) assessment will be based on practical records of teaching practice (20 marks) and supervision of lessons (40 marks) Total Marks is 60.

5.11

Instructional Hours and Allocation of Marks

The total instructional hours for the B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) will be 2176 hours including face-to-face instruction of 960 hours. The Programme has been assigned a total of 3120 marks, which includes 1700 marks for Theory and 1420 marks for the Practical Courses. In the programme, emphasis is given to the development of practical skills especially in the area of disability. Out of around 50 percent of total marks in the programme allotted to the practical work, 67 percent has been kept for disability areas. In order to be successful in the B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) the candidate has to fulfill the following conditions: the candidate has to secure (1)

in any course under Groups A, B, C, D and E, a minimum of 40% marks in each of the two components, i.e., (1) Continuous (Internal) Assessment, and, (2) Term End Examinations, separately;

(2)

in any Practical Course in Groups F and G, a minimum of overall 50% marks in both (1) Continuous (Internal) Assessment and (2) Term End Examinations; and,

(3)

an overall 50% of marks in total aggregate.

Page 18 of 199

Table – 2 : COURSE STRUCTURE AND EVALUATION SCHEME

Course Structure

S.No

Courses

Evaluation Scheme Weight age Hours MM

First Year (15 Month) I A TEE Total Pass Mark IA TEE Theory Courses

Second Year (15 Month) TEE Total Pass Mark IA TEE

Group A : Core Pedagogy Courses 1

SECP-01

100

SECP-02

100

SECP-03

100

Group B : Methodology Courses 4

SECM-01 / SECM-02

100

SECM-04 / SECM-05 / SECM-06 Group C: Cross Disability & Inclusion SECD-01

100

SECD-02

SECD-03

SECD-04

SECD-05 (Optional Any One) GC/EC/ABA/CBR/ICT/GD/BAD

SECD-06(Optional Any One) O&M/CO:ORA/CO:MO/AAC/MLD/VR

Group D: Disability Specialization 12

SES VI/MR/HI/LD -01

100

SES VI/MR/HI/LD -02

100

SES VI/MR/HI/LD -03

100

SES VI/MR/HI/LD -04

100

SES VI/MR/HI/LD -05

100

Group E: ENHANCEMENT OF PROFESSIONAL CAPACITIES (EPC)

SEPC-RRT-VI/MR/HI/LD-01

100

SEPC-DAE-VI/MR/HI/LD-02

100

SEPC-BR & BS-VI/MR/HI/LD-03

100

Page 19 of 199

100

Course Structure

S.No

Courses

Weight age Hours MM

Evaluation Scheme First Year (15 Month) Second Year (15 Month) TEE Total Pass Mark I A TEE Total Pass Mark IA

TEE

Practical Courses Group F: Practical Courses 20 21 22 23 24 25 26 27 28 29 30

F-1 Non-Disability Area (NDA) SEPG-01-01 SEPG-01-02 SEPG-01-03 SEPG-01-04 SEPG-01-05 Cross Disability & Inclusion SECD-01-06 SECD-01-07 SECD-01-08 SECD-01-09 Project SECD-01-10 SECD-01-11 F-2 Disability Area (DA) F-2-1 Foundation SEPB-01 Adaptive skill and Aids and Appliances

64 24 24 24 24

80 30 30 30 30

48 18 18

32 12 12

24 24 24 24

30 30 30 30

18 18

160 160

200 200

120 80

12 12

80 30 30

40 15 15

30 30

F-2-2 Specialisation SEP VI/MR/HI/LD-01

SEP VI/MR/HI/LD-02

100 100

60 60

40 40

100 100

50 50

34 35 36

SEP VI/MR/HI/LD-03 SEP VI/MR/HI/LD-04 SEP VI/MR/HI/LD-05 Group G: Teaching Practice Courses G-1: Non-Disability Area (NDA)

80 80 80

100 100 100

100

37 38

40 50 30 20 50 SETG-01-01 40 50 SETG-01-02 G-2: Disability Area (DA) G-2-1: Teaching Practices in Special Education in Inclusive School

SETB-01: Teaching Practices in Special Education in Inclusive School

G-2-2: Teaching Practice in Special Area 80 SET VI/MR/HI/LD-01

960

1600

170

15 15

18 18

12 12

30 30

15 15

120

200

100

60 60

40 40

100 100

50 50

100

100 GRAND

Passing Marks in Theory

30 30

100

12 12

15 15

200

18 18

TOTAL 680

850

272

150

600

750

340 (40%)

Passing Marks in Practical

240

300 (40%)

1216

1520

510

340

850

Total

2176

3120

680

1020

1700

Aggregate :

1632

850

710

(75%)

(50%)

(Attendance minimum 75%in contact programme)

425 (50%)

402

268

670

552

868

1420

335 (50%)

5.12 Contact Programme The candidate who has been selected for admission to the B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) has to report to his/her own Study Centre for registration for admission and induction, collection of Self Instructional Materials and Face-to-Face Contact Programmes. The Calendar of Activities for Face-to-Face Contact Programmes for the entire academic session will be supplied by the Coordinator of the Study Centre. The Programme Schedule of each contact session both Page 20 of 199

for Theory and Practical courses including allotment of assignments and Project Work, conduction of tests will be decided by the Coordinator of the Study Centre and made available to the candidates.

5.12.1 The Programme Schedule of Contact Programmes In all there will be four face-to-face contact sessions during the entire Programme totaling 960 hours or approximately 120 days (@ 8 hours per day) During the first year there will be 510 hours of contact and in second year 450 hours of contact as detailed in table.

Table – 3: TENTATIVE FRAMEWORK OF THE CONTACT PROGRAMME Components 1. General Induction and Orientation 2. Group A, B, C, D & E : Introduction to Theory Courses : Discussion, Clarification and allotment of assignment 3. Group F Practical’s F-1 Non Disability Area (NDA) SEPG-01-01 SEPG-01-02 SEPG-01-03 SEPG-01-04 SEPG-01-05 SECD-01-06 SECD-01-07 SECD-01-08 SECD-01-09 SECD-01-10 SECD-01-11

4.F-2: Disability Area (DA) F-2-1 : Foundation SEPB-01 : Adaptive skill and Aids and Appliances F-2-2 : Specialization SEP VI/MR/HI/LD-01: Assessment in DA SEP VI/MR/HI/LD -02 : Curriculum Designing SEP VI/MR/HI/LD -03 : Intervention &Teaching SEP VI/MR/HI/LD -04 : Technology & Disability SEP VI/MR/HI/LD -05 : Project in DA 5. Group G: Training in Teaching Practice G-1-1: SETG-01: TP in English/Hindi G-1-2: SETG-02: TP in SC/Math/Social St. G-2: TP in Disability Area G-2-1: SETB-01: TP in SE in IS G-2-2: SET VI/MR/HI/LD-01:TP in Special Disability Area Total Hrs

Total Hours

TENTATIVE CONTACT SESSIONS CALENDAR First Year Second Year Contact-I ( During Jul-Aug)

Contact-II (During Feb-March)

Contact-III ( During Oct-Nov)

Contact-IV (During FebMarch)

216

24 24 24 24 24 24 24 24 24 24 24

12 12 12

12 12 12 12 12

12 12

60 60 60 60 72

30 30 30

30 30 30 30 36

30 36

210

12 12

24 6

960*

270

* Note: (1) The selected candidates of B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) will take admission on notified dates in respective allotted Study Centre. During the Induction Programme Self Instructional Materials will be supplied and modalities of curricular transaction will be explained by the Co-ordinator. (2) The Study Centre will supply the calendar of activities for two Contact Programme i.e. 1st Year 40+40 days & 2nd Year 30+30 days. (3) The Term End Examination in Practical Papers will be completed during the Second/Fourth Contact Programme. (4) The Term End Examination in Theory Papers will be held during the notified dates which will be confirmed through notification to Study Centres as well as in MPBOU website www.bhojvirtualuniversity.com. Extra hours//days will be provided for TEE in Theory beyond Contact programme hours/days

Page 21 of 199

5.12.2 Self Instructional Print Material Self Instructional Print Material in the form of Blocks and Manuals covering the course contents in theory and practical respectively will be provided to the students by the University. 5.12.3 Audio and Video Programmes The Audio and Video programmes are supplementary, meant for clarification and enhancement of understanding. These will be used when available and when ever necessary during contact sessions. 5.12.4 Assignments and Project Work Reports The assignments as well as the Project Work Report are to be submitted at the Study Centre after completion and within the date prescribed. Late submission will lead to no credit being given to the assignment and Project Work. 5.12.5 Theory and Practical Tests during Contact Sessions Two Tests for each Theory Course and Practical Course have been prescribed. The student has to appear in these Tests conducted during contact sessions. 5.13 Eligibility for Appearing in Term End Examination Every student registered to B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) shall be eligible to appear in the term-end examination every year subject to the following conditions. (i)

The student has at least attended 75 per cent of the prescribed contact classes organized at the Study Centre. (to be certified by co-ordinator of the study centre)

(ii)

carried all the requirements for the Programme: 

undergone practical training in both Non-Disability Area and Disability Area (See Table-2 and Table-3).



completed and submitted prescribed number of assignments.



appeared in Theory and Practical Tests conducted during Contact Sessions.



completed Project Work and submitted the Report.



completed prescribed number of Teaching Practice Lessons in optional school subjects and in opted disability area.

(iii)

Student has not caused any act of indiscipline at the Study/Cluster Centre.

(iv)

The University will be able to consider a student for granting permission to appear in the termend examination, subject to the fulfillment of the above prescribed conditions by way of the Eligibility Certificate, Completion Certificate and no objection certificate received by the MPBOU from the Coordinator of the Study Centre and a certification to the effect that the student fulfills all the conditions mentioned above and those which may be prescribed by the University from time to time.

(v)

Admit Cards will be issued by the University through the Coordinator of the concerned Study Centre. And it will be the responsibility of the students to collect them from there.

5.14

Examination Dates



After the completion of the Programme requirements the University will declare the dates of term end examinations every year.



University reserves the right to conduct the Term End (final) examination at any place within a city limit. However, the students of a centre can be clubbed with the other Centres within the city limit of the State, in case of very few number of students appear for the examination.

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5.15

Award of Division to Successful Candidate

The conditions for being declared successful in the Programme are given earlier in this Programme Guide. A successful candidate of the B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) shall be placed in the division in accordance with the following scale/categories on the basis of aggregate marks obtained in all the subjects (9 Theory and 6 Practical Courses) taken together: 

50% or above but less than 60% marks

 

60% or above marks : First Division A successful candidate who has secured 75% or more marks in any Theory Paper will get Distinction in that Paper.

5.16

Second Division

Provision for Unsuccessful Candidates

5.16.1 Candidates who are declared failed shall be permitted to appear in all the Theory and Practical courses in which they have failed at subsequent examination(s) subject to the restriction of period mentioned in clause 5.4. Note: The Internal Assessment Marks in which the candidate has passed will be carried over. After the expiry of this period the students will have to seek fresh admission and no credit will be carried over. 5.16.2 Candidates eligible under the above provision and willing to appear in the subsequent examination(s) in any theory/practical courses(s) shall have to submit application on prescribed form together with a copy of statement of marks obtained at the preceding examination and the prescribed reappearing examination fee through the Coordinator of the Study Centre so as to reach the university by the date notified for subsequent examination(s). 5.16.3 A candidate will have to clear all courses in a maximum period of 5 years from the date of admission. 5.17

Qualifying for Additional Specialization

Any successful candidate in this Programme with a certain specialized area would be allowed for additional specializations and to earn another specialization the candidate will have to fulfill all the requirements for passing the necessary specialized programme with a minimum overall aggregate of 50%. This will be made available through PGPD-SEDE Programme which is a Post Graduate Professional Diploma Programme. 5.18

RCI Certification as a Registered Professional Teacher

RCI Certification is must to work as a Teacher in the field of Special Education The successful candidates of the B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) programme which has been jointly offered by State Open/ Central Universities having MoU with RCI should obtain a "Registered Professional Certificate" from the Rehabilitation Council of India to work as a teacher in the field of special education u/s 13 of (3) of RCI Act-1992. For Registration with the Council students have to apply online to RCI directly.

GENERAL INSTRUCTION

6.1

Reservation

For this programme the University reserves seats for Scheduled Castes, Schedules Tribes, Other Backward Classes, widows, wards of military/paramilitary forces and physically handicapped candidates as per M P State Govt. Reservation Rules.

Page 23 of 199

6.2

Scholarships and Reimbursement of Fee

Reserved categories, viz. Scheduled Castes/Scheduled Tribes, Other Backward Classes and Physically Handicapped candidates have to pay the fee at the time of admission to the university along with other candidates. Physically handicapped candidates admitted to MPBOU are eligible for Government of India scholarships. They are advised to collect scholarship forms from the State Government, Directorate of Social Welfare or office of the Social Welfare Officer and submit the filled-in forms to them through the Study Centre. Similarly, candidates belonging to SC/ST and Other Backward Classes have to submit their scholarship forms to the State's Directorate of Social Welfare or the Office of the Social Welfare Officer through the concerned Study Centre of MPBOU for reimbursement of programme fee. 6.3

Validity of Admission

Admission taken by the candidates in Study Centres after selection through merit list on the basis of Entrance Test and Counseling (as per List of admitted candidates received from the Study Centres by the University) is subject to confirmation by MPBOU through verification of application forms, supporting documents and DDs of Programme Fee. This will be intimated to Study Centres as per notified date.

6.4

Consequences of Furnishing of False Information or Document

Even after confirmation, detection of false information furnished in the application form or forged document at a later stage will lead to cancellation of admission and degree issued if any, will also be cancelled. In that case no programme fee will be refunded. In this connection no correspondence will also be entertained.

6.5

Refund of Fee

Any fee once paid will not be refunded under any circumstances. 6.6

Revaluation

A candidate can apply for revaluation maximum in any two courses of a programme on a prescribed form within 30 days after the declaration of the result.

6.7

Legal Jurisdiction

All matters of any dispute shall be limited to Bhopal Court only. The place of jurisdiction for filing of a suit, if necessary, will be only Bhopal. 6.8

Mark Sheet and Provisional Certificate

Mark Sheet will be sent to Study Centres after the result is out. Provisional Certificates & Original Certificates for successful candidates will be issued as per request.

Page 24 of 199

COURSE OF STUDY Specialisation offered (with specific reference to Area D) The B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) is offered in following specializations: Hearing Impairment (HI) Learning Disability (LD) Visual Impairment (VI) & Mental Retardation /Intellectual Disability (MR/ID)

Page 25 of 199

AREA CORE COURSES (A) & METHODOLOGY COURSES (B) A1 SECP 01 Human Growth & Development A2 Contemporary India and Education SECP 02 A3 Learning, Teaching and Assessment SECP 03 B4 Pedagogy of Teaching (Special Reference to Disability) Any one SECM 01 PART IV: Hindi / Regional Language (Special Reference to Disability) SECM 02 PART V: English (Special Reference to Disability) B5 Pedagogy of Teaching (Special Reference to Disability) Any one SECM 04 PART I : Science (Special Reference to Disability) SECM 05 PART II: Mathematics (Special Reference to Disability) SECM 06 PART III: Social Studies (Special Reference to Disability)

Page 26 of 199

Area- C CROSS DISABILITY AND INCLUSION 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 D. 2. Institutions/organizations offering B.Ed.Spl.Ed. are expected to decide other than specialization area out of VI / HI / MR / LD / MR (ID). 3. In case of student-teachers with disability; the choice of two optional courses from C-10 or C11 can be on case to case basis (e.g. Student-teachers with VI and HI may opt for courses that are appropriate for them across/only from C10 & C11).

C6 SECD 01 C7 SECD 02 C8 SECD 03 C9 SECD 04 C10 SECD 05 C11 SECD 06

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

C 10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE C 10A SECD 05 GC

Guidance and Counselling

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.

•

http://unesdoc.unesco.org/images/0023/002322/232205e.pdf

•

http://www.gandhi-manibhavan.org/gandhicomesalive/speech8.htm

•

http://www.mkgandhi.org/speeches/speechMain.htm

•

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.

Page 36 of 199

•

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.

Page 37 of 199

LEARNING, TEACHING AND ASSESSMENT (SECP 03) Course Code: A 3 (SECP 03) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

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

Page 38 of 199

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

Page 39 of 199

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 th Psychology, 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 making.Scarborough, 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.

Page 40 of 199

PEDAGOGY OF TEACHING HINDI (SECM 01) Course Code: B 4 (Part IV) (SECM 01) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

ikB~;Øe ds mn~ns’; & izLrqr ikB~;Øe }kjk fo|kfFkZ;ksa bl ;ksX; gksaxs fd & O;fDr rFkk lekt ds thou vkSj fodkl esa Hkk"kk ds ;ksxnku ls ifjfpr gksaxsA ewyHkr Hkk"kk dkS’kyksa vkSj Hkk"kk vf/kxe esa mudh Hkwfedk dk vuqHko djsaxsA bdkbZ fu;kstu vkSj ikB ;kstuk dh izfØ;k esa dq’ky gksaxsA fgUnh f’k{k.k ds fof’k"V O;kogkfjd mn~ns’;ksa ds fu/kkZj.k vkSj ys[ku esa l{ke gksaxsA fgUnh f’k{k.k ds vf/kxe y{;ksa dh izkfIr ds fy, iz;ksT; f’k{k.k fof/k;ksa dk iz;ksx djsaxsA fgUnh f’k{k.k ds mn~ns’;ksa dh lgt izkfIr ds fy, lgk;d midj.kksa ds fuekZ.k vkSj mi;ksx esa n{k gksaxsA  Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kadu izfof/k ds mi;ksx dq’kyrkiwZod djsaxsA  Hkk"kk vf/kxe esa fo|kfFkZ;ksa dh dfBukb;ksa ds fujkdj.k ds fy, fØ;kRed vuqlU/kku dk iz;ksx djsaxsA  fpUru nSufUnuh vkSj iksZVQksfy;ks fuekZ.k dh izfof/k dk mi;ksx djsaxsA      

ikB~;oLrq bdkbZ 1 & Hkk"kk] fgUnh Hkk" kk dh izd`fr vkSj iz;ksT;rkA 1-1 Hkk"kk dk izR;; vkSj mi;ksfxrkA 1-2 cksyh] foHkk"kk vkSj ekud Hkk"kk dk izR;;A 1-3 f’k{kk] lekt] O;kikj] jktuhfr] ’kks/k ,oa fodkl esa Hkk"kk dk ;ksxnkuA 1-4 fgUnh Hkk"kk dk ukedj.k] laLd`r ls fgUnh ds mn~Hko dh izfØ;kA 1-5 fo’oHkk”kk vkSj Hkfo”; Hkk”kk ds :i esa fgUnh dk fodkl dk vkdyuA 1-6 ewy&Hkwr Hkk”kk dkS’kyksa & Jo.k] okpu] iBu vkSj ys[ku dk ifjp;A bdkbZ 2 & ikB~;oLrq lao/kZu 2-1 fgUnh lkfgR; dk lkekU; ifjp;A 2-2 fgUnh x| lkfgR; dh ijEijkxr fo/kk,¡ & dgkuh] ukVd vkSj egkdkO;A 2-3 fgUnh x| lkfgR; dh vk/kqfud fo/kk,¡ & miU;kl] ;k=k fooj.k] thouh] vkRedFkk vkSj laLej.kA 2-4 fgUnh O;kdj.k esa mnZw] vaxzst+h vkSj laLd`r ls lekfo’V izR;;A 2-5 ek/;fed Lrj ij fgUnh ikB~;Øe esa gq, ifjorZuksa dk vkdyuA

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bdkbZ 3 & Hkk"kk vf/kxe dh izd`fr vkSj ikB fu;kstu 3-1 ek/;fed Lrj ij fgUnh f’k{k.k ds y{; vkSj mn~ns’;A 3-2 bdkbZ fu;kstu dk izR;;] bldk egÙo vkSj fuekZ.kfof/kA 3-3 ikB;kstuk dk ifjp;] mi;ksx vkSj egÙoA 3-4 ikB;kstuk ds pj.k vkSj mudk fØ;kUo;uA 3-5 fgUnh f’k{k.k ds KkukRed] cks/kkRed] dkS’kykRed vkSj :fpxr mn~ns’;ksa dk fu/kkZj.kA 3-6 fof’k"V mn~ns’;ksa dk O;kogkfjd ’kCnkoyh esa ys[kuA 3-7 ikB ;kstuk ds lajpukRed mikxe dk ifjp; vkSj vH;klA bdkbZ 4 & fgUnh dh fofo/k fo/kkvksa ds f’k{k.k dh fof/k;ksa dk ifjp; vkSj mi;ksx 4-1 ek/;fed d{kkvksa esa x| f’k{k.k dh mi;ksfxrkA 4-2 x| f’k{k.k dh vFkZcks/k] O;k[;k] fo’ys"k.k vkSj la;qDr fof/k dk ifjp; vkSj budh leh{kkA 4-3 ek/;fed d{kkvksa ds ikB~;Øe esa i| ds lekos’k dh mi;ksfxrkA 4-4 i| f’k{k.k dh ’kCnkFkZ dFku] [k.MkUo;] O;kl vkSj leh{kk fof/k dk ifjp; vkSj budh mi;qDrrk dk vkdyuA 4-5 ek/;fed Lrj ij O;kdj.k f’k{k.k dh vko’;drk vkSj mi;ksfxrkA 4-6 O;kdj.k f’k{k.k dh fuxeu] vkxeu] Hkk"kklalxZ vkSj ikB~;&iqLrd fof/k;ksa dk ewY;kaduA bdkbZ 5 & Hkk"kk vf/kxe&f’k{k.k esa lgk;d lkefxz;ksa dk iz;ksx 5-1 f’k{k.k midj.kksa dk lUnHkZ] egÙo vkSj ykHkA 5-2 vf/kxe&f’k{k.k ds n`’; midj.kksa ds izdkjA 5-3 n`’; midj.kksa & ’;keiV~V] pkVZ] uD’kk] ekufp=] izfr:i] dk;Z’khy izfr:i vkSj ¶yS’k dkMZ dh iz;ksx fof/kA 5-4 JO; midj.kksa & dkWEiSDV fMLd o dSlsV~l~ ds iz;ksx dh fof/k vkSj vH;klA 5-5 eqfnzr JO; midj.kksa &v[kckj] if=dkvksa vkSj iqLrdksa dk lgk;d midj.kksa ds :i esa iz;ksxA 5-6 oS|qnf.od midj.kksa & Vsyhfotu+] dEI;wVj vkSj fo’otky ds lgk;d midj.kksa ds :i esa iz;kxs dh fof/k vkSj mi;ksfxrkA 5-7 Hkk"kk vf/kxe esa Hkk"kk iz;ksx’kkyk ds iz;ksx dh fof/k vkSj leh{kkA bdkbZ 6 & Hkk"kk vf/kxe ds ewY;kadu dh izfof/k 6-1 ewY;kadu dh ladYiuk] mn~ns’; vkSj egÙoA 6-2 lrr ,oa O;kid ewY;kadu dk lUnHkZA 6-3 ys[ku] iBu] J`rys[k] lqys[k] rhozys[ku] =qfVeqDr ys[ku] vk’kqHkk”k.k vkSj dkO;ikB dk lrr ,oa O;kid ewY;kadu izfof/k }kjk ewY;kaduA 6-4 d{kkxr ikB~;lgxkeh xfrfof/k;ksa & xhr] vfHku;] laokn] fØ;kdyki vkSj usr`Ro ds xq.kksa dk lrr ,oa O;kid ewY;kadu izfof/k }kjk ewY;kaduA 6-5 fo|kfFkZ;ksa ds Hkk"kk vf/kxe dk lap;ho`Ùk cukukA

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bdkbZ 7 & fpUru’khy lk/kd ds :i esa f’k{kd 7-1 vuqorhZ fpUru dh vko’;drk vkSj egÙoA 7-2 fpUru nSufUnuh vkSj iksVZQksfy;ks cukukA 7-3 fo|kfFkZ;ksa dh vf/kxe leL;kvksa ds funku vkSj lek/kku ds fy, fØ;kRed vuqlU/kku dk iz;ksxA 7-4 ikB~;Øe] lgk;d lkexzh vkSj ikB~;fof/k;ksa dk vkykspukRed foospuA 7-5 ikB~;Øe] lgk;d lkexzh vkSj ikB~;fof/k;ksa ij fo|kfFkZ;ksa vkSj vfHkHkkodksa dh izfrfØ;kvksa dk laxzgA izk;ksfxd dk;Z &  vk/kqfud Hkk"kk ds :i esa fgUnh ds xq.kksa vkSj fLFkfr dk vuqlU/kku fooj.kA  fgUnh f’k{k.k dh fdUgh nks v/kuqru fof/k;ksa dk ifjp; ,oa buds mi;ksx dh rqyukRed leh{kkA  fgUnh f’k{k.k ds Jo.k] okpu vkSj ys[ku vf/kxe ds lVhd ewY;kadu esa lrr ,oa O;kid ewY;kadu dh izfof/k ds mi;ksx dk fooj.kA  fpUru nSufUnuh] iksVZQksfy;ks vkSj vkykspukRed fooj.kh ds mi;ksx dh leh{kk vkSj budh izfrd`fr dk izLrqfrdj.kA ewY;kadu ;kstuk & ewY;kadu fcUnq d{kk ijh{kk izk;ksfxd dk;Z iksVZQksfy;ks mifLFkfr l=kUr ijh{kk izns; vda 10 10 05 05 70 lUnHkZ iqLrdsa & fgUnh f’k{k.k % vfHkuo vk;ke] MkW- JqfrdkUr ik.Ms;] ,fDll ifCyds’kal] nfj;kxat] ubZ fnYyh] 2010• fgUnh f’k{k.k] mek eaxy] vk;Z cqd fMiks djksy ckx] ubZ fnYyh] 2005• fgUnh f’k{k.k] MkW- jke’kdy ik.Ms;] fouksn iqLrd efUnj] vkxjk] 2005• fgUnh lkfgR; dk bfrgkl] vkpk;Z jkepUnz ‘kqDy] jktdey izdk’ku] ubZ fnYyh] 2006 • fgUnh f’k{k.k] jeu fcgkjh yky] jLrksxh izdk’ku] esjB] 2002• fgUnh f’k{k.k] lkfo=h flag] bUVjus’kuy ifCyf’kax gkml] esjB] 2004

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PEDAGOGY OF TEACHING ENGLISH (SECM 02) Course Code: B 4 (Part V) (SECM 02) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

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 classes.The 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 Page 44 of 199

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

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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.

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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.

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Sachdeva, M. S. (2007). Teaching of English. Patiala: Twenty First Century Publications.

•

Sahu, B. K. (2004). Teaching of English. Ludhiana: Kalyani Publishers.

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Shaik, M. & Gosh, R.N. (2005). Techniques of Teaching English, Neelkamal Publications, Hyderabad.

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Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication.

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PEDAGOGY OF TEACHING SCIENCE (SECM 04) Course Code: B 5 (Part I) (SECM 04) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

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

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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. Page 48 of 199

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 Learning.Washington, 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.

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Joshi, S. R. (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation.

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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.

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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.

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NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT.

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NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun

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Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth, New York: American Foundation for the blind.

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Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons.

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Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset.

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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.

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•

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.

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PEDAGOGY OF TEACHING MATHEMATICS (SECM 05)

Course Code: B 5 (Part II) (SECM 05) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

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 MathematicsConstructivism, Enactivism, Vygotskyian Perspectives, and Zone of Proximal Development Unit 2: Objectives and Instructional Planning in Mathematics 5. 6.

Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools 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 Page 51 of 199

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, BrainStorming 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 III. Construction of a question paper based on current CBSE format/concerned State Board of education, preparing its Scoring key, and marking scheme Page 52 of 199

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.

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PEDAGOGY OF TEACHING SOCIAL STUDIES (SECM 06) Course Code: B 5 (Part III) (SECM 06) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

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

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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

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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: R.Lall 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.

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AREA- C CROSS DISABILITY AND INCLUSION C6 SECD 01 C7 SECD 02 C8 SECD 03 C9 SECD 04 C10 SECD 05 C11 SECD 06

B10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE C 10 A SECD 05 GC C 10 B SECD 05 EC C 10 C SECD 05 ABA C 10 D SECD 05 CBR C 10 E SECD 05 ICT C 10 F SECD 05 GD C 10 G SECD 05 BSD

B11: Skill-based Optional Course (Disability Specialization) ANY ONE C 11 A SECD 06 O&M C 11 B SECD 06 CO:ORA C 11 C SECD 06 CO:MO C 11 D SECD 06 AAC C 11 E SECD 06 MLD C 11 F SECD 06 VR Page 57 of 199

INCLUSIVE EDUCATION (SECD 01) Course Code: C 6 (SECD 01) Contact Hours: 30 Introduction

Marks: 50 (IA 10 + TEE 40)

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 recognises 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 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 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

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•

Education (1992), National Curricular Framework (2005), National Policy For 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 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 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 5.1 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 Mobilisation 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 frameworks

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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 Education.London: 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‐Hall.Inc.

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• •

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.

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INTRODUCTION TO SENSORY DISABILITIES (SECD 02) Course Code: C 7 (SECD 02) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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 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 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)

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Unit 3: Visual Impairment-- Nature and Assessment 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 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 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.

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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.

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•

Handbook on Deafblindness (2005). Sense International India. Retrieved online on 24/4/2015 from http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CD EQFjAC&url=http%3A%2F%2Fssa.nic.in%2Finclusive-education%2Ftrainingmodule-for-resource-teachers-for-disablechildren%2FModule%25202%2520Deafblindness.pdf%2Fat_download%2Ffile&ei= LkY6VdGlOIKymAW604CgDg&usg=AFQjCNHxJc9OazS1fTSI_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.

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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.

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Nerbonne, M. A., & Schow, R.L. (2002). Introduction to Audiologic Rehabilitation. Boston: Allyn and Bacon.

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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.

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Sataloff, R. T., & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor & Francis.

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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.

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•

Katz, J. (1985). Handbook of Clinical Audiology. (4th Ed.) Baltimore: Williams and Wilkins.

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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: R.K.Printers.

•

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.

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Tye-Murray, N. (1998). Intervention Plans for Children. In Tye-Murray N. (Eds) Foundations of Aural Rehabilitation. San Diego: Singular. p.381–413.

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INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES (SECD 03) Course Code: C 8 (SECD 03) Contact Hours: 30 Introduction

Marks: 50 (IA 10 + TEE 40)

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

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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.

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• 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.

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INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES (SECD 04) Course Code: C 9 (SECD 04) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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 Page 69 of 199

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. http://ssa.nic.in/inclusiveeducation/training-module-for-resource-teachers-for-disablechildren/Module%205%20Cerebral%20Palsy.pdf/at_download/file • Sarva Siksha Abhiyan . Module on Multiple Disabilities. http://ssa.nic.in/inclusiveeducation/training-module-for-resource-teachers-for-disablechildren/Module%203%20Multiple%20Disability.pdf/at_download/file

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GUIDANCE & COUNSELLING (SECD 05 GC) Course Code: C 10(A) (SECD 05 GC) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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 studentteachers the ability to become a “People-helper”. They should be able to appreciate the role of a guide and counsellor in the school setting. Page 71 of 199

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.

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EARLY CHILDHOOD CARE AND EDUCATION (SECD 05 EC) Course Code: C 10(B) (SECD 05 EC) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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)

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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 •

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.

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COMMUNITY BASED REHABILITATION (SECD 05 CBR) Course Code: C 10(D) (SECD 05 CBR) Contact Hours: 30 Objectives

Marks: 50 (IA 10 + TEE 40)

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

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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.

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Neufelt, A. and Albright, A (1998). Disability and Self-Directed Employment: Business Development Model. Campus Press Inc. York University.

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Peat, M. (1997). Community Based Rehabilitation, W.B. Saunders Company.

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Scheme of Assistance to Disabled for Purposes of Fitting of Aids/Appliances, — Ministry of Social Welfare, Govt. of India, New Delhi.

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Scheme of Assistance to Organizations for Disabled Persons, Ministry of Social Welfare, Govt. of India, New Delhi.

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WHO .(1982). Community Based Rehabilitation — Report of a WHO International Consultation, Colombo, Sri Lanka, 28 June- 3 July. WHO (RHB/IR/82.1)

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WHO .(1984). "Rehabilitation For AIl" in World Health Magazine, WHO, Geneva.

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APPLICATION OF ICT IN CLASSROOM (SECD 05 ICT) Course Code: C 10(E) (SECD 05 ICT) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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

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Unit 3: Visualising Technology-Supported Learning Situations 3.1 Preparation of Learning Schemes and Planning Interactive Use of Audio-Visual Programme 3.2 Developing PPT Slide Show for Classroom Use and Using of Available Software or CDs with LCD Projection for Subject Learning Interactions 3.3 Generating Subject-Related Demonstrations Using Computer Software and Enabling Students to Plan and Execute Projects 3.4 Interactive Use of ICT: Participation in Social Groups on Internet, Creation of 'Blogs', Organizing Teleconferencing and Video-Conferencing 3.5 Identifying and Applying Software for Managing Disability Specific Problems Course Work/ Practical/ Field Engagement (any Two of the following) I. Develop a script on any topic of your choice. Conduct an interview with an expert on the selected topic to prepare an audio or video program of 15 minutes duration II. Prepare a PPT by inserting photos and videos on a topic of your choice III. Create your email account as well as design a blog Essential Readings • •

Abbot, C. (2001). ICT: Changing Education. Routledge Falmer. Florian, L., & Hegarty J. (2004). ICT and Special Educational Needs: A Tool for Inclusion. Open University Press.

Suggested Readings •

Kozma, R.B. (2003). Technology, Innovation, and Educational Change: A Global Perspective: A Report of the Second Information Technology in Education Study, Module 2. International Society for Technology in Education.

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GENDER AND DISABILITY (SECD 05 GD) Course Code: C 10(F) (SECD 05 GD) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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 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 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

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Unit 3: Women and Girl Child with Disability 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.

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Meekosha, H. (2004). Gender and Disability. Sage Encyclopaedia of Disability.

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O'Brien, J., & Forde, C. (2008). Tackling Gender Inequality, Raising Pupil Achievement , Dunedin Academic.

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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.

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Smith, B. G., & Hutchison, B. (2013). Gendering Disability. Rutger University Press, New Jersey.

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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.

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Treas, J., & Drobnic, S. (2010). Dividing the Domestic: Men, Women, and Household Work in Cross-National Perspective, Stanford University Press.

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BRAILLE AND ASSISTIVE DEVICES (SECD 05 BAD) Course Code: C 10(G) (SECD 05 BAD) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

Introduction Braille, the embossed system of reading and writing for the blind along with its inventor, Louis Braille (1809-1852), has opened a wide range of avenues and opportunities for effective mainstreaming and empowerment for Persons with Visual Impairment. In addition, a plethora of devices are now available which help the visually impaired to access meaningful education in all school-subjects as also skills of independent living and economic activities.

This course familiarizes the student-teachers with the importance and operational aspects of Braille, which has stood the test of time and competition for the last about 185 years. It also introduces them to basic devices used for teaching blind and low vision children. It is hoped that through the study of the course, the learners will be motivated to know more about these and various other devices and technologies and be in a position to help children with visual impairment/their parents to procure the needed devices with ease and speed. Objectives After completing the course the student-teachers will be able to • Acquire basic information about Braille, its relevance and some important functional aspects. • Get basic information on types and significance of different Braille devices. • Get acquainted with the types and significance of basic devices relating to Mathematics, Science, Geography and Low Vision as also on sources of their availability. Unit 1: Braille 1.1 Louis Braille and the Evolution of Braille 1.2 Continuing Relevance of Braille vis-a-vis Audio Material 1.3 Braille Signs, Contractions and Abbreviations--English Braille 1.4 Braille Signs and Symbols—Hindi/Regional Language 1.5 Braille Reading and Writing Processes Unit 2: Braille Devices -- Types, Description, Relevance 2.1 Slate and Stylus 2.2 Braille Writer 2.3 Electronic Devices— Note takers and Refreshable Braille Displays 2.4 Braille Embossers 2.5 Braille Translation Software

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Unit 3: Other Devices – Types, Description, Relevance 3.1 Mathematical Devices: Taylor Frame and Types, Abacus, Geometry Kit, Algebra Types 3.2 Geography: Maps--Relief, Embossed, Models 3.3 Science Material 3.4 Low Vision Aids--Optical, Non-Optical, Vision Training Material 3.5 Schemes and Sources of Availability Course Work/ Practical/ Field Engagement (Any Two) Each Student-Teacher will a. Observe at least five devices in use in at least five school periods. b. Draw up an item-wise price list of at least ten devices from different sources. c. Prepare a presentation – Oral/ Powerpoint – on the relevance of Braille for children with visual impairment. d. Prepare a report on the availability and use of Mathematical devices (at least two) in one special school and on inclusive school. e. Make a report on the application of at least two non-optical devices for children with low vision. Essential Readings • A Restatement of the Layout, Definitions and the Rules of the Standard English Braille System (1971). London: The Royal National Institute for the Blind. • Ashkroft, S.C., & Henderson, F. (1963). Programmed Instruction in Braille. Pittsburgh: Stanwick House. • Lowenfeld, B. (1969). Blind Children Learn to Read. Springfield: Charles C. Thomas. • Mani, M.N.G. (1997). Amazing Abacus. Coimbatore: SRVK Vidyalaya. • Manual on Bharti Braille (1980). Dehradun: NIVH • Olson, M. R. (1981). Guidelines and Games for Teaching Efficient Braille Reading. New York: AFB. • Proceedings: National Conference on Past and Present Status of Braille in India(2001). New Delhi: All India Confederation of the Blind. Suggested Readings • Hampshire, B. (1981). Working with Braille - A Study of Braille as a Medium of Communication. Geneva: UNESCO. • Kusanjima, T. (1974). Visual Reading and Braille Reading. New York: AFB. • Mani, M.N.G. (1992). Techniques of Teaching Blind Children. N.Delhi: Sterling Publishers. • Mellor, M. C. (2006). Louis Braille A Touch of Genius. Boston: National Braille Press.

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ORIENTATION AND MOBILITY (SECD 06 O&M) Course Code: C 11(A) (SECD 06 O&M) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

Introduction Movement with independence in the environment has been stated to be one of the major challenges of vision loss. In order to facilitate their meaningful empowerment, therefore, it is necessary to provide students with visual impairment skills and techniques which enable them to cope with these challenges. Developments, especially during and after World War II, have led to the emergence of a large variety of such strategies, skills and technologies, which are covered under the discipline titled Orientation and Mobility. So, the present course carrying the same title introduces the learners to various crucial aspects of this vital subject. It is hoped that through the study of the course, the student-teachers would be in a better position to understand the implications of vision loss with reference to independent movement. It would also enable them to get insights into basic skills and components essential for meaningful orientation and easy and graceful movement for the visually impaired. Objectives After completing the course the student-teachers will be able to • Describe the nature and scope of O&M as also the O&M related responsibilities of the special teacher. • Acquire basic knowledge of human guide techniques. • Describe pre-cane and cane travel skills and devices. • Get acquainted with the importance and skills of training in independent living for the visually impaired. Unit 1: Introduction to Orientation and Mobility 1.1 Orientation and Mobility -- Definition, Importance and Scope 1.2 Basic Terminologies Associated with O&M: Trailing, Landmarks, Clues, Cues, Shoreline, Squaring Off, Clockwise Direction, Sound Masking, Sound Shadow 1.3 Roles of Other Senses in O&M Training 1.4 Special Responsibilities of Special Teacher/Educator with reference to O&M Training 1.5 Blindfold -- Rationale and Uses for the Teacher Unit 2: Human/ Sighted Guide Technique 2.1 Grip 2.2 Stance 2.3 Hand Position

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2.4 Speed Control 2.5 Negotiating: Narrow Spaces, Seating Arrangements, Staircases, Muddy paths Unit 3: Pre-Cane Skills 3.1 Upper and Lower Body protection 3.2 Room Familiarization 3.3 Using Oral Description for Orientation 3.4 Search Patterns 3.5 Building Map Reading Skills Unit 4: Cane Travel Techniques and Devices 4.1 Canes -- Types, Parts, Six Considerations 4.2 Cane Travel Techniques: Touch Technique, Touch and Drag Technique, Diagonal Cane Technique 4.3 Use of Public Transport 4.4 Asking for Help: When and How 4.5 Electronic Devices, Tactile and Auditory Maps -- Description and Uses Unit 5: Training In Independent Living Skills 5.1 Self Care, Gait and Posture 5.2 Personal Grooming 5.3 Eating Skills and Etiquette 5.4 Identification of Coins and Currency Notes 5.5 Basics of Signature Writing Course Work/Practical/ Field Engagement Undertake any two of the following f. Act as a sighted guide in different situations/settings. g. Prepare a list of canes and other devices available with various sources along with prices. h. Undergo an experience of moving under a blindfold for a few minutes and describe it (about 200 words). i. Make a short PowerPoint/ oral presentation for about 5 minutes on the importance of O&M for the visually impaired. j. Draw up a list of important clues/cues/landmarks which the visually impaired student can use in the school. Essential Readings • Blasch, B. B., Weiner, W. R., & Welsh, R. L. (1997). Foundations of Orientation and Mobility (2nd ed.). New York: AFB Press. • Cutter, Joseph (2006). Independent Movement and Travel in Blind Children.IAP, North Carolina Page 88 of 199

• Fazzi, D.L. & Petersmeyer, B.A. (2001). Imagining the Possibilities: Creative Approaches to Orientation and Mobility Instruction for Persons who are Visually Impaired.: AFB Press, New York. • Jaekle, Robert C. (1993). Mobility Skills for Blind People: A Guide for Use in Rural Areas. Christoffel Blinden Mission. • Knott, N.I. (2002). Teaching Orientation and Mobility in the Schools: An Instructor’s Companion. AFB Press, New York. • Smith, A.J. & Geruschat, D. R. (1996). Orientation and Mobility for Children and Adults with Low Vision. In A. L. Corn & A. J. Koenig (Eds.), Foundations of Low Vision: Clinical and Functional Perspectives .: AFB Press, New York. Suggested Readings • Dodds, Allan (1986). Mobility Training for Visually Handicapped People. London: Croom Helm. • Hill, Everett and Ponder, Purvis (1976). Orientation and Mobility Techniques. AFB, New York. • Jacobson, W.H. (1993). The Art and Science of Teaching Orientation and Mobility to Persons with Visual Impairments.AFB Press, New York. • Singh, J.P. (2003). Technology for the Blind.Kanishka Publication. New Delhi

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COMMUNICATION OPTIONS: ORALISM (SECD 06 CO:ORA) Course Code: C 11(B) (SECD 06 CO:ORA) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

Introduction Communication, language and speech have always been at the centre stage when education of children with deafness is being discussed. Without going into much of judgemental discussions in the direction of ‘either – or’ options to be the ‘best’, this syllabus intends to expose the student-teachers to all the dominant options. However, over and above the said exposure offered through compulsory courses, this optional course offers the student-teachers an additional opportunity to sharpen the skills in one of the categories of options. This is expected to emphasize use of appropriate options rather than advocating one among the many. Moreover, learning this optional course is also expected to provide wider career choices for the student teachers. Objectives After learning this course the student-teachers will be able to • • • •

Discuss the Aural Oral Options with reference to persons with hearing impairment in the context of India. Discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation. Exhibit beginner level hands on skills in using these options. Motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses.

Unit 1: Understanding Hearing Loss in Real Life Context 1.1 Basic Awareness on Paradigms of D/Deafness (Medical and Social) 1.2 Basic Awareness on Deafness and Communicative Access: Challenges and Concerns 1.3 Basic Awareness on Autonomy, Inclusion and Identity with reference to Oral Options 1.4 Oral/ Aural Verbal Options and Realistic Expectations of Family and Teachers 1.5 Importance of Neural Plasticity and Early Listening Opportunities Unit 2: Advance Understanding of Oral Options 2.1 2.2 2.3 2.4

Difference Between Uni Sensory and Multi Sensory Approach in Oralism Oracy To Literacy: Why and How Speech Reading: Need, Role and Strategies in All Communication Options Training and Guidance on Aural Oral Practices for Families and Tuning Home Environment: Current Scenario, Importance And Strategies 2.5 Tuning Mainstream Schools/Classrooms for Aural Oral Communication: Do’s and Don’ts Page 90 of 199

Unit 3: Skill Development Required for Oralism 3.1 Practicing Interpreting Audiograms and Exposure to Goal Setting in Listening Skills 3.2 Practicing Motherese (Addressing/Talking to Young Children) and Age Appropriate Discourse with Children Using Appropriate Language, Turn Taking and Eye Contact 3.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations, Narrations and Loud Reading 3.4 Practicing Skills in Story Telling/ Narrations/ Jokes/ Poems/ Nursery Rhymes 3.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development: Reading Model Formats Used for the Purpose (Checklists, Recordings, Developmental Scales) Unit 4: Skill Development Auditory Verbal (AV) Approach 4.1 AV Approach: Meaning, Misconcepts and Justification 4.2 Stages of Auditory Hierarchy 4.3 Understanding Listening Strategies, Techniques of AV Approach and Their Relation to Listening Environment 4.4 Reading Model Plans and Observing a Few Weekly Individual Sessions 4.5 Developing Instructional Material for AVT Sessions Linking Listening, Language and Cognition Unit 5: Implementing Oralism and AV Approach in Indian Special Schools & Summing up 5.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario 5.2 Oralism / AV Approach: Prerequisites for Special Schools 5.3 Strategies of Implementation Oral Communication Policy and Fulfilling Prerequisites 5.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR, Fund Raising Events, Web Based Fund Raising) 5.5 Reflections On The Course: From Theory to Practice to Initiating Change Course Work/ Practical/ Field Engagement I. Watching Video’s of Individual Sessions and Classroom Teaching II. Role Play and Dramatization III. Developing Learning Material for Facilitating Connectivity Among Listening, Language and Cognition IV. Recording Self Narrated Stories / Poems and Writing Reflections Upon it V. Interacting with Non Disabled Children for Practicing Expansion of Ideas Essential Readings •

Borden, Gloria J.,; Harris, Katherine S. & Raphael, Lawrence J. (2005). Speech th Science Primer (4 ) Lippincott Williams aAnd Wilkins: Philadelphia.

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•

Dhvani (English). Balvidyalaya Publication: Chennai.

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Estabrooks, W. (2006). Auditory-Verbal Therapy And Practice , Ag Bell

•

Heller, R. (1999). Managing Change. Dk Publishing: New York.

•

Ling, D. (1990). Acoustics, Audition Aand Speech Reception. (Cd)Alexandria, Auditory Verbal International.

•

Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.

•

Communication Options And Students With Deafness. (2010). Rehabilitation Council of India , New Delhi.

Suggested Readings •

Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication In Grades K – 8. Allyn And Bacon. Boston

•

Cole, E., & Flexer, C. (2010). Children with Hearing Loss: Developing Listening and nd Talking, Birth to Six. (2 Ed.).Plural Publishing Inc,San Diego, CA. Dhvani (Marathi). Balvidyalaya – Cym Publication

• •

Directory of Rehabilitation Resources for Persons with Hearing Impairment in India. (2000). AYJNIHH Publication, Mumbai.

•

Estabrooks, W., & Marlowe J, (2000). The Baby is Listening, A. G. Bell Association, Washington D.C.

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Estabrooks , W. (2001). 50 Frequently Asked Questions (Faqs) About AuditoryVerbal Therapy. Learning to Listen Foundation.

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Heller, R. (1999). Effective Leadership. Dk Publishing: New York.

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Heller, R. (1999). Managing Change. Dk Publishing: New York.

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Ling, D. (1989). Foundations of Spoken Language for Hearing Impaired Children. A.G.Bell. Washington D.C.

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Ling, D., & Ling, A.H. (1985). Aural Habilitation: The Foundations of Verbal Learning in Hearing Impaired Children. A.G. Bell Association, Washington D.C.

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Edgar, L. L., & Marguerite, S. (1963). Play it by ear! : auditory training games, John Tracy Clinic Publication, Los Angeles.

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Resource Book on Hearing Impairment. AYJNIHH Publication.

•

Unpublished Dissertations and Thesis on Profiling Communication Options in Special Schools in India.

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COMMUNICATION OPTIONS: MANUAL (INDIAN SIGN LANGUAGE) (SECD 06 CO:MO) Course Code: C 11(C) (SECD 06 CO:MO) Contact Hours: 30 Introduction

Marks: 50 (IA 10 + TEE 40)

Communication, language and speech have always been at the centre stage when education of children with deafness is being discussed. Without going into much of judgemental discussions in the direction of ‘either – or’ options to be the ‘best’, this syllabus intends to expose the student-teachers to all the dominant options. However, over and above the said exposure offered through compulsory courses, this optional course offers the student-teachers an additional opportunity to sharpen the skills in one of the categories of options. This is expected to emphasize use of appropriate options rather than advocating one among the many. Moreover, learning this optional course is also expected to provide wider Career Choices for the Student Teachers. Objectives After learning this course the student-teachers will be able to • • • • •

Discuss the two manual options with reference to Indian special schools. Discuss the relevant issues like literacy, inclusion and training with reference to manual options. Describe manual options in the light of issues like language, culture and identify. Exhibit beginner level hands on skills in using manual options. Motivate self to learn and practice more skills leading to linguistic adequacy and fluency.

Unit 1: Understanding Deafness in Real Life Context 1.1 Basic Awareness of Paradigms of D/Deafness (Medical and Social) 1.2 Basic Awareness of Deafness and Communicative Challenges / Concerns 1.3 Basic Awareness on Deafness with Reference to Culture, Language, Identity, Minority Status, Deaf Gain, Literacy and Inclusion 1.4 Basic Awareness of Difference between ISL and ISS; Myths and Facts 1.5 Importance of Neural Plasticity and Early Language Opportunities Unit 2: Advance Understanding of Manual Options and Indian Scenario 2.1 Use of Simcom and Educational Bilingualism in Indian Schools: Current Scenario 2.2 Challenges, Prerequisites and Fulfilling Prerequisites 2.3 Monitoring and Measuring Development of ISL/ISS in Students: Receptive and Expressive Mode 2.4 Training and Guidance for Families and Tuning Home Environment: Current Scenario and Strategies

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2.5 Tuning Mainstream Schools/Classrooms for Students Using Manual Communication: Do’s and Don’ts Unit 3: ISL Skill Development: Middle Order Receptive and Expressive Skills 3.1 Practicing ‘Motherese’ (Tuning Language to Suit Young Children) and Age Appropriate Discourse with Children with Appropriate Language, Turn Taking and Eye Contact 3.2 Practicing Natural Signing in Short Common Conversations 3.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes 3.4 Practicing Natural Signing in Discussing Emotions, Expansion of Ideas and Current Affairs 3.5 Practicing Group Dynamics Unit 4: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills 4.1 Learning to Express Gender, Number, Person, Tense, Aspect 4.2 Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative and Negativization 4.3 Practicing Sentence Types: Simple, Complex, Compound 4.4 Observing Using ISL in Classrooms – Social Science 4.5 Observing Using ISL in Classrooms – Science / Mathematics Unit 5: ISS/ ISL Skill Development and Course Conclusions 5.1 Practicing Markers (Local Language) 5.2 Practicing Syntax in Conversations and Discussions 5.3 Observing Using ISS/ISL in Classrooms for School Subjects 5.4 Resource Mobilization for Skill Development Training (Organized Charity Sources, CSR, Fund Raising Events, Web Based Fund Raising) 5.5 Reflections on the Course: From Theory to Practice to Initiating Change Course Work/ Practical/ Field Engagement I. Watching Videos of Individual Sessions and Classroom Teaching of Signing II. Role Play and Dramatization in ISL III. Developing Learning Material for Facilitating Connectivity among Signing, Language and Cognition IV. Recording Self Narrated Stories/ Poems and Writing Reflections V. Interacting with Deaf for Practicing Expansion of Ideas Essential Readings •

Communication Options and Students with Deafness. (2010). Rehabilitation Council of India, New Delhi.

•

Heller, R. (1999). Managing Change. DK Publishing: New York.

•

ISS Learning Material and Dictionaries

•

Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.

•

Teaching Learning ISL Material Developed at AYJNIHH, Mumbai, SRKV, Coimbatore and NISH, Trivandrum

Page 94 of 199

•

Zeshan, U. (2000). Sign Language in Indo-Pakistan. John Benjamins Pub. Co, Philadelphia.

Suggested Readings •

Akamatsu, C. T., & Armour, V. A. (1987). Developing written literacy in deaf children through analyzing sign language, American Annals of the Deaf, 132(1), 4651.

•

Andrews, J.F., Winograd, P., & DeVille, G. (1994). Deaf children reading fables: Using ASL summaries to improve reading comprehension. American Annals of the Deaf, 139(3), 378-386.

•

Devych, G. N., Bhattacharya, T., Grover, N., & Randhawa, S.P.K. (2014). Indian Sign Language(S). Orient BlackSwan, Hyderabad. Directory of Rehabilitation Resources for Persons with Hearing Impairment in India. (2000), AYJNIHH Publication.

• •

Education. Gallaudet Research Institute, Working Paper 89-3, Gallaudet University, Washington, D.C.

•

Evans, L. (1982). Total Communication, Structure and Strategy. Washington D.C.: Gallaudet College Press.

•

Ezell, H.K., & Justice, L.M.(2005). Programmatic Research On Early Literacy: Several Key Findings. IES 3rd Annual Research Conference: American Speech Language & Hearing Association (ASHA).

•

Frank, S. (1985). Reading Without Nonsense.: Teachers College Press, New York.

•

Ghate, P. (1996). Indian Sign System. AYJNIHH In-House Publication: Mumbai.

•

Ghate, R.A. (2009). Survey of Teachers’ Opinion on Status of Education of the Deaf. Unpublished Report of RCI, New Delhi.

•

Heller, Robert (1999). Effective Leadership. Dk Publishing: New York.

•

Huddar, A. (2008).Language and Communication. DSE Manuals. Rehabilitation Council of India, New Delhi.

•

Improve Reading Comprehension. American Annals of the Deaf, 139, 378-386.

•

Indian Sign Language Dictionary .(2001). Sri Ramakrishna Mission Vidyalaya, Coimbatore.

•

Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the Curriculum: Principles for Achieving Access in Deaf Language. American Annals of the Deaf, 132, 46-51.

•

Lewis, Rena B. & Doorlag, Donald H. (1999). (5 Ed) Teaching Students with Special Needs in General Education Classrooms. Prentice Hall Inc. New Jersy.

•

Woodward, J., Vasishta, M., & de Santis, S. (1985). An introduction to the Bangalore variety of Indian Sign Language. Gallaudet Research Institute Monograph No. 4, Gallaudet Research Institute. Washington, D.C

Page 95 of 199

•

Vasishta, M.M., Woodward, J., & De Santis, S. (1981). An Introduction to Indian Sign Language: Focus on Delhi.All India Federation of the Deaf, New Delhi.

•

Websites for Signed Dictionaries.

•

Woodward, J. (1993). "The Relationship of Sign Language Varieties in India, Pakistan and Nepal". Sign Language Studies (78), 15–22.

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AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (SECD 06 AAC) Course Code: C 11(D) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

Objectives The student-teachers will be equipped with a basic knowledge of AAC, AAC systems, AAC assessment, programme planning and strategies: Unit 1: Organizational frame work for Communication: 1.1 Normal development of speech, language and communication 1.2 Factors that influence communication, speech and language in relation to each other 1.3 Levels of communication in children 1.3.1 Functional (Emergent) 1.3.2 Situational ( Context Dependent) 1.3.3 iii. Independent ( Creative) Unit 2: Basic principles of AAC interventions: 2.1 Child - Child capacity 2.2 Child capacity and context 2.3 Working towards symbolic expression 2.4 Communication skills and 2.5 Functions Unit 3: Areas of AAC Assessment: 3.1 3.2 3.3 3.4 3.5

Sensory areas Cognition , communication and language Posture and positioning. Motor planning and control Scanning Environment, Interaction &Symbols

Unit 4: Context of Communication: 4.1 Partner /skills , user skills and environment 4.2 Competency development - types of competencies and its development 4.2.1 Linguistic competence 4.2.2 Operational Competence 4.2.3 Social competence 4.2.4 Strategic competence Unit 5: Introduction to communication tools and Access Mode: 5.1 Types of AAC devices and systems

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5.1.1 No Technology 5.1.2 Low Technology 5.1.3 High Technology 5.2 Access to communication charts - hand, finger, eye point 5.3 Access to devices: 5.3.1 Switches - hand switch , blow switch, infrared devices etc 5.3.2 Software -scan mode combined with a switch 5.4 Selection of AAC 5.4.1 Child competency and environment 5.4.2 Design, Access, Motor, Devices 5.5 Challenges in the development of AAC and Literacy 5.5.1 Grammar ; spelling 5.5.2 Building Vocabulary: and richness of language 5.5.3 Motor expression Suggested Reading: • •

• •

•

• •

Silverman, F.H.(1994).Communication for the Speechless (3 Edn.). Allyn & Bacon, Boston. David R. Beukelman,D.R., & Mirenda,P (2013). Augmentative and Alternative Communication Supporting Children and Adults with Complex Communication Needs th (4 Edn.) Brookes Publishing Co. Baltimore. Lynch, C., & Cooper, J.(1991).Early Communication Skills: Practical Activities for Teachers and Therapists, Speechmark Publishing Ltd, Bicester, Oxon Warrick, A., & Kaul,S.(1997).Their manner of speaking : augmentative communication for children and young adults with severe speech disorders, Indian Institute of Cerebral Palsy, Kolkata Communication, compiler: T.N. Southgate. BA, Ormerod School, Oxford, Editor ,G.M. Cochrane MA, FRCP, Equipment for Disabled People , Mary Mariborough Lodge, Nuffield Orthopaedic Centre, Oxford OX3 7 LD Tina, D., & Mike, D.(1997).Literacy Through Symbols: Improving Access for Children and Adults, David Fulton Publishers, London. McCurtin, A., & Geraldine, M.(2000). The Manual of AAC Assessment. Speechmark Publishing Ltd., London.

Page 98 of 199

MANAGEMENT OF LEARNING DISABILITY (SECD 06 MLD) Course Code: C 11(E) (SECD 06 MLD) Contact Hours: 30 Introduction

Marks: 50 (IA 10 + TEE 40)

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

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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. Page 100 of 199

• 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.

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VOCATIONAL TRAINING, TRANSITION & JOB PLACEMENT (SECD 06 VR) Course Code: C 11(F) (SECD 06 VR) Contact Hours: 30

Marks: 50 (IA 10 + TEE 40)

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

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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

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AREA - D DISABILITY SPECIALIZATION COURSES Institutions / Organizations offering B.Ed.Spl.Ed. are expected to decide on Specific Disability Area for Specialization out of ASD / HI/ LD / MR(ID) / VI

D12 D13 D14 D15 D16

Assessment and Identification of Needs Curriculum Designing, Adaptation and Evaluation Intervention and Teaching Strategies Technology and Disability Psycho Social and Family Issues

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AREA D Disability Specialization

HEARING IMPAIRMENT D12 SES HI 01 D13 SES HI 02 D14 SES HI 03 D15 SES HI 04 D16 SES HI 05

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Assessment and Identification of Needs Curriculum Designing, Adaptation and Evaluation Intervention and Teaching Strategies Technology and Disability Psycho Social and Family Issues

ASSESSMENT AND IDENTIFICATION OF NEEDS (SES HI 01) Course Code: D 12 (SES HI 01) Contact Hours: 60

Marks: 100(IA 20 + TEE 80)

Introduction Hearing loss needs to be identified at the earliest in order to provide timely intervention to children with hearing impairment. This in turn would help them to develop adequate speech and language to function similar to typically developing children in school and beyond. The course is designed to provide inputs to learners about various assessment to be undertaken for identifying needs in order to plan the intervention program. Objective After completing the course student-teachers will be able to • Explain the need and techniques for early identification of hearing loss in children. • Acquire knowledge in the area of audiological assessment and its relevance in education. • To discuss communicative and language related needs with the understanding of its development and assessment. • Understand the need for assessment of various processes involved in production of speech. • Describe and identify different components of educational assessment and analyse various educational needs of individuals with hearing impairment. Unit 1: Early Identification of Hearing Loss: Need and Strategies 1.1 Need for early identification of hearing loss 1.2 Overview to behavioural and objective techniques in screening for hearing loss 1.3 Team members involved in hearing screening and their role 1.4 Use of checklists and behavioural observation in early identification of hearing loss by school teachers (congenital & acquired) 1.5 Referral of children based on signs and symptoms of hearing loss Unit 2: Audiological Assessment 2.1 Orientation: Sound, Physical and psychological parameters/attributes, concept of dBHL vs dBSPL, Auditory milestones in typical children (0-2 years) 2.2 Assessment & methods of assessment: Subjective & Objective tests; Orientation to these tests and their importance 2.3 Audiometer: Block diagram, parts & use; Types of audiometry [sound field (BOA, VRA) & close field]; role of special educators in conditioning for pure tone audiometry 2.4 Audiogram: Understanding of audiogram and its implication in assessing the educational needs of children with different types and degrees of hearing loss. Page 106 of 199

2.5 Concept of unaided, aided audiograms, Speech spectrum and its applications Unit 3: Assessment of Language & Communication 3.1 Communication: Concepts and types (Linguistic versus Non Linguistic) 3.2 Receptive and Expressive Language: Concept, Types (verbal and manual) and Structure 3.3 Developmental milestones in typically growing children; Impact of deafness on communication and language with reference to clinical (type, degree, onset) and environmental (parental participation, access to language early intervention services) factors 3.4 Assessing communication and language: Developmental checklists, Scales, Standardized tools and assessing language samples using parameters of measurement (productivity, complexity, correctness and communicativeness) 3.5 Identification of needs related to communication and language Unit 4: Assessment of Speech 4.2 Respiration and Phonation: Pre-requisites, process, types and need for assessment 4.2 Basics of Articulation and phonology (active and passive articulators; classification of vowels and consonants; assessment of articulation) 4.3 Suprasegmental aspects of speech and its assessment 4.4 Milestones of speech development in typically developing children 4.5 Speech Intelligibility: Concept, Factors & Assessment Unit 5: Educational Assessment and Identification of Needs 5.1 Educational assessment: Concept and Scope 5.2 Factors affecting educational performance: individual, family and environment 5.3 Types of Assessment: Norm referenced and Criterion Referenced test, Comprehensive and Continuous assessment, Summative and Formative, Formal and Informal, Conventional & alternate, Performance based and Curriculum based 5.4 Tools and techniques of Educational Assessment: Observations, Interviews, Developmental scales, Standardized and Criterion based tests, Teacher Made Tests at different levels and classroom assessment techniques (Conventional and Modern) 5.5 Current trends and challenges in assessment: Independent, dual purpose and constructivist perspective and adaptations Course work/ Practical/ Field Engagement • Compiling checklists (at least two) to identify hearing impairment in children • Using the audiograms of children (at least two), identify the audiological needs of each • Profiling the speech of children (at least two) by using a speech assessment kit • Record the interaction with the three year old typically developing child and write your brief reflections in terms of use of vocabulary and syntax • Compile various tools used for educational assessment of children Page 107 of 199

Transaction and Evaluation Lecture cum Demonstration, Tutorials, Assignments, Tests Essential Readings th

•

Bel, R.L. and Frisbie, D.A.(1991) 5 Prentice hall publication, New Jersy

•

Brigance, A.H. and Hargis, C.H. (1993) Educational Assessment, Charles C Thomas publication, USA

•

Jalvi R, Nandurkar A., Bantwal A., (2006). Introduction to hearing impairment. New Delhi: Kanishka Publication.

•

Jurs, S.G. and Wiersma, W.(1990) 2 Testing,Allyn and Bacon publication, Boston

•

Linn, R. L. and Gronlund, N. E. (1995) 7 ed Measurement and Assessment in Teaching,Prentice hall publication, New Jersy

•

Martin, F. N. Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education.

•

Martin, FN & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston: Pearson Education.

•

Mathew, S. and Misra, A. (2010) Knowledge based evaluation of students with hearing impairment, Journal of NCED, Vol 2, Issue 1, page 26-33

•

Newby, H. A., & Popelka, G. R. (1992). Audiology (6 Century-crofts.

•

Nitko, A. J. (1983) Educational Tests and Measurement, An Introduction, Harcourt Brace Publication, New York

•

Northern, J.L. Downs, M.P. (2002). Hearing in Children. 5 Lippincott Williams and Wilkins

•

Patel, R.N. (1985), Educational Evaluation, Himalaya publication, Bombay

•

Quigley & Paul, (1984) Language and deafness, College – Hill Press Inc. California

•

Rehabilitation Council of India (2007). Status of Disability in India - 2007: Hearing Impairment and Deaf-blindness. New Delhi: Rehabilitation Council of India.

•

UNICEF (2006), new trends in development evaluation. Retrieved from http://www.unicef.org/ceecis/new_trends_dev_evaluation.pdf

ed, Essentials of Educational Measurement,

ed Educational Measurement and

ed.). New York: Appleton-

Edition. Philadelphia:

Suggested Readings •

Boyle, J. and Fisher, S. (2007) educational testing (A competence based approach), BPS Blackwell publication, Singapore

•

Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The Falmer Press

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•

Gregory, Jnight, et al. (1998), Issues in Deaf Education. Cromwel Press

•

Madell, JR & Flexer, C., (2008) Pediatric Audiology: Diagnosis, Technology and Management. New York: Thieme Medical Publishers.

•

McMillan, J.H (2001) Classroom assessment: Principles & practices for effective 2nd instruction ( Eds), Allyn & Bacon, Boston. Poham, James. W. (1993), Educational Evaluation. Prentice Hall, New Jersy.

• •

Singh, B. (2004) Modern educational Measurement and Evaluation System, Anmol Publication, New Delhi

•

Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents. San Diego: Plural Publishing.

•

Warden, P., Winter, J., & Broadfoot, P. (2002). Assessment, Routledge Falmer Publication, London.

•

Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: Discovering predictors to successful outcomes for children with significant hearing loss. Journal of deaf studies and deaf education, 8(1), 11-30.

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CURRICULUM DESIGNING, ADAPTATION AND EVALUATION (SES HI 02) Course code: D 13 (SES HI 02) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

Introduction The course intends to develop capacities of learners to design curriculum keeping in view the special needs of children with hearing impairment. Learners are expected to go beyond the 3Rs with broad understanding of 21st century learning. The learner would also develop requisite skills of developing literacy skills of reading and writing as well as appreciate need and decide suitable adaptation to be undertaken for curricular transactions. Objectives After completing the course the student-teaccers will be able to • • • •

Familiar with concept of curriculum and explain the importance of designing it for children with hearing impairment in the context of 21st Century learning skills. Develop capacity of developing literacy skills of reading and writing in children with hearing impairment. Describe the need for curricular adaptation and decide suitable adaptation and undertake it. Appreciate the need for curricular evaluation and describe the tools and methods for evaluating it.

Unit 1: Curriculum and Its’ Designing 1.1. Curriculum-Concept, Types and Models 1.2. Approaches and Steps for Curriculum designing 1.3. Curricular needs of children with hearing impairment in scholastic areas 1.4. Curricular needs of children with hearing impairment in non-scholastic areas 1.5. Curricular framework for 21st Century. Unit 2: Developing Literacy Skills: Reading 2.1. Pre-requisites for reading and emergent reading skills 2.2. Assessment of reading skills at different levels 2.3. Approaches and Strategies to develop reading skills and independent reading 2.4. Types and Models of developing reading skills 2.5. Challenges and Remedial strategies Unit 3: Developing Literacy Skills: Writing 3.1. Pre-requisites for writing and emergent writing skills 3.2. Assessment of written language at different levels 3.3. Components and types of writing Page 110 of 199

3.4. Steps and Strategies in Developing Writing 3.5. Challenges and Remedial Strategies Unit 4: Curricular Adaptation 4.1. Curricular Adaptation- Meaning and Principles 4.2. Need Assessment and decision making for Adaptation 4.3. Adapting Curriculum- Content, Teaching-learning Material, and Instruction 4.4. Types of Adaptation and Process 4.5. Adaptation and Accommodations in Student’s Evaluation and Examinations Unit 5: Curricular Evaluation 5.1. Concept, Need for Curricular Evaluation 5.2. Factors associated with Curricular Evaluation (Learner, Content, Instructor and Resources) 5.3. Areas of Curricular Evaluation: Context, Input, Process and Product 5.4. Methods and Tools for Curricular Evaluation 5.5. Challenges in Curricular Evaluation Course Work/ Practical/ Field Engagement • Study the syllabus, annual calendar and time table of any class in a school and write your brief reflections on how syllabus is converted into action plan • Go through any pre-school curriculum and write your reflections on how this differs from school curriculum in terms of structure, activities and evaluation • Take any two pages from either history or science text book from secondary section and adapt the content and presentations of the same for a child with hearing impairment. Transaction & Evaluation Lecture-cum-Demonstration, Group assignments, Discussion, Assignments and Tests Essential Readings •

Bunch, G.O. (1987). The Curriculum and the Hearing Impaired student: Theoritical and practical considerations. Boston, MA: College-Hills Press.

•

Fontas, I. (2001). Guiding reader and Writers (Grades 3-6): Teaching comprehension, Genre and Context Literacy. Portsmouth, NH: Heinemann.

•

Gathoo, V. (2006). Curricular Startegies and Adaptations for children with Hearing Impairment New Delhi: Kanishka Publishers

•

Marsh, C.J. (2004). Key concepts for understanding curriculum. Routledge Falmer.

•

Moores, D.F., Martin, D.S. (2006). Deaf Learner: developments in curriculum and Instruction. Gallaudet University Press.

Page 111 of 199

Suggested Readings •

Bialostok, S. (1992). Raising Readers: Helping your child to literacy. Winnipeg, MB: Peguis Publishers.

•

Culliman, B.E. (2000). Read to Me: Raising Kids Who Love to Read. New York: Scholastic.

•

Posner, G.J., & Rudnitsky, A.N. (2005). Course Design: A Guide to curriculum Development for Teachers. Pearson.

Page 112 of 199

INTERVENTION AND TEACHING STRATEGIES (SES HI 03) Course code: D 14 (SES HI 03) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

Introduction Early identification of hearing loss needs to be followed by a good quality intervention. This enables the children to develop adequate speech and language which in turn would facilitate school readiness. Teachers need to use specialised techniques for developing listening, speaking, communication and linguistic skills to children with hearing impairment for them to access knowledge. Objectives After completing the course the student-teaccers will be able to • • • • •

To understand about programmes for early intervention of infants and children with Hearing Impairment. Describe the need, stages and importance of auditory listening & Speech reading for facilitating development of spoken language of children with hearing impairment. Explain various approaches to teaching, strategies for speech intervention. Describe methods, techniques and options to facilitate language and communication. Explain the concept, principles and practices, linkages and outcomes of educational intervention.

Unit 1: Need & Strategies for Early Intervention of Hearing Loss 1.1 Parent-infant programmes for children with HI: Overview, need, requirements and plan of action. 1.2 Pre-school training programmes: Overview, need, requirements and plan of action. 1.3 Individual Speech-Language Therapy Programmes: Overview, need, requirements and plan of action. 1.4 Impact of early intervention on school outcomes 1.5 Intervention of late identified children with hearing impairment: Challenges & Strategies Unit 2: Auditory Learning (AVT & Auditory Training) & Speech Reading 2.1 Concept of ‘Auditory Listening’: Unisensory & Multisensory approaches 2.2 Auditory training: Importance, types (Individual & Group) and Stages 2.3 Auditory Verbal Therapy: Principle, importance and role of teacher 2.4 Auditory Training and AVT: Pre-requisites, challenges, similarities & differences 2.5 Speech Reading: Concept, importance, Pre-requisites, challenges and Role of teacher

Page 113 of 199

Unit 3: Speech Intervention Strategies 3.1 Approaches to teaching speech: Auditory Global Approach; Multi-sensory Syllable unit approach; Ling’s Approach 3.2 Formulation of Lesson plan: Long term goals; Short term goals; Activities for teaching correct production of various vowels and consonants 3.3 Orientation to acoustics of speech 3.4 Strategies for production of speech: Modelling & Shaping through Auditory, Visual, Tactile modalities 3.5 Individual and Group speech teaching: Strengths and challenges Unit 4: Communication and Language Teaching Strategies 4.1 Methods of teaching language: Natural, Structural and Combined 4.2 Principles and Techniques of developing language 4.3 Communication options: Compare and contrast 4.4 Communication options: justification and challenges 4.5 Tuning the environment (Home & School) for facilitating language & Communication Unit 5: Educational Intervention Strategies 5.1 Educational Intervention: Concept, Need & Areas (curricular & co curricular) & Types of educational intervention (group, individual, developmental, remedial) 5.2 Principles and practices in early educational intervention: Family centred, contextualised (natural & inclusive environment) & integrated (collaborative) support and services 5.3 Maxims, Methods of teaching & Lesson planning (group, individual, developmental, and remedial) 5.4 Partnership of various professionals & agencies in educational intervention 5.5 Child & Family Outcomes of Early Educational Intervention Course Work/ Practical/ / Field Engagement 1. Observe any two activities in a Parent-infant programme / pre-school programme and write a report. 2. Classify the vowels and consonants of your language into low, mid & high frequency and make word list for auditory training 3. Read and reflect upon five lesson plans for teaching speech to children with hearing impairment 4. Select a story and write for three levels (pre-school, third and seventh standard) using appropriate complexity of language (vocabulary & syntax) 5. Read and reflect upon five lesson plans for teaching curricular subjects to children with hearing impairment Transaction & Evaluation Lecture cum Demonstration, Role playing, Assignments, Tests Page 114 of 199

Essential Readings •

Aggarwal, J.C. (2010).Principles, Methods and Techniques of Teaching .Amazon

•

Beattie, Rod G. (2001). Ethics in Deaf Education: The First Six Years. New York: Academic Press Inc.

•

Bess, F. H., & Humes, L. E. (1990). Audiology: The fundamentals. London: Williams & Wilkins.

•

Calvert, D.R. Silverman, S.R. (1983). Speech and Deafness: A Text for Learning and Teaching. Washington: Alexander Graham Bell Assn for Deaf.

•

Easterbrooks,S. (2007).Helping Deaf and Hard of Hearing Students to Use Spoken Language: A Guide for Educators and Families .Amazon

•

English, Kristina M (2002). Counseling Children with Hearing Impairment and Their Families. Boston: Allyn and Bacon.

•

Estabrooks, W., (2006). Auditory-Verbal therapy and practice. Washington DC: Alexander Graham Bell Association for Deaf.

•

Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.) Auditory disorders in school children. New York: Theime-Stratton.

•

Guralnick, M, J, (2005).The Developmental Systems Approach to Early Intervention. London: PAULH Brooks

•

Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2 , 3 Baltimore: Williams and Wilkins.

•

Ling, D. ( 2000).Early Intervention For Hearing Impaired Children . Amazon

•

Ling, D. (2002). Speech hearing-impaired child: Theory and practice. 2 and hard of hearing.

•

Livingston, Sue (1997). Rethinking the Education Deaf Students: Theory and Practice from a Teachers Perspective. London: Heinemann.

•

Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd

•

Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd ford university press

•

Mahshie S. N.(1995) educating deaf children bilingually, Gallaudet University, Washington

•

Maluccio, Canali & Vecchiato (2002).Assessing Outcomes in Child and Family Services: Comparative Design and Policy Issues. Amazon

•

Marschark, Marc Spencer, Patricia Elizabeth (2003). Oxford Handbook of Deaf Studies Language and Education. London: Oxford University Press.

•

Maxon, A., & Brackett, D. (1992). The Hearing Impaired Child: Infancy Through High School Years. Boston: Andover medical Publishers.

•

Moores, Donald, F (1997), Educating the deaf, Houghton Nifflin Company

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eds.).

Ed. Deaf

•

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.

•

Owens, R.E. (2012). Language development: An introduction (8th ed.) Boston: Pearson

•

Paul, Peter V. Whitelaw, Gail M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Boston: Jones and Bartlett Learning.

•

Powell, F., Finitzo-Hieber, T., Friel-Patti, S., & Henderson, D. (1985). (Ed.) Education of the Hearing Impaired Child. London: Taylor and Francis Ltd. / San Diego: College-Hill Press.

•

Rhoades, E., & Duncan, J. (2010). Auditory-verbal practice: Toward a family centered approach. Springfield: Illinois: Charles C. Thomas

•

Schirmer, Barbara R (2001). Psychological, Social and Educational Dimensions of Deafness. Boston: Allyn and Bacon

Suggested Readings •

Jeffers, J., & Barley, M. (1975). Speech reading (Lip reading). Spring field, IL: Charles C. Thomas.

•

Paul, P.V. Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Boston: Jones and Bartlett Learning.

•

Rossetti, L. M., & Kile, J. E. (1997). Early intervention for special populations of infants and toddlers. San Diego: Singular Publishing Group, Inc.

•

Sanders, D. A., & Derek, A. (1993). Management of hearing handicap: Infants to rd elderly (3 edn). Englewood Cliffs, NJ: Prentice-Hall.

•

Yarrow, L.J. Rubenstein , J.L. Pedersen, F.A. (1975). Infant and Environment: Early Cognitive and Motivational Development. New York: John Wiley and Sons.

•

Nolan, Michael Tucker, Ivan (1984) Educational Audiology. London: Croom Helm.

•

Plant, G.S., Karl E., (1995). Profound Deafness and Speech Communication. London: Whurr Publishers Ltd.

•

McCracken, W., & Laoide-Kemp (1997). Ed. Audiology in Education. London: Whurr Publishers Ltd.,

•

Richerg, C.M., & Smily, D.F. (2012). School-Based Audiology. San Diego: Plural Publishing.

•

McAnally, P.l., Rose, S., & Quigley, S.P. (1987). Language Learning practices with Deaf Children. San Diego: A College-Hill Publication.

•

Van Riper C. & von Emerick, L. (1984). Speech correction – An introduction to th speech pathology and audiology. 7 Ed. NJ: Englewood Cliffs Prentice Hall Inc.

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TECHNOLOGY AND DISABILITY (SES HI 04) Course code: D 15 (SES HI 04) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

Introduction Technology plays a vital role in development including teaching learning process. It is especially beneficial to children with hearing impairment to access information through different modalities which otherwise would have been inaccessible to them. Use of technology eases out the process of learning and makes it easier, enjoyable and meaningful. The said course is designed to provide the learners with knowledge of technology so that the same could be used effectively for children with hearing impairment. Objectives After completing the course the student-teaccers will be able to • • • • •

Enumerate various listening devices and describe ways of effective usage and maintenance. Create awareness and basic exposure to state-of-the-art technology for management of various aspects of speech. Narrate the range of technological applications that can be used for facilitating communication and language. Explain the present and future technologies facilitating the education of children with hearing impairment. Identify different resources (financial & human) to obtain technology.

Unit 1: Listening Devices and Classroom Acoustics 1.1 Listening devices: Types (Individual & Group), functioning of Hearing aids, classification of hearing aids based on style (body level, ear level), technology (analog, programmable, digital), Ling’s six sound test and other outcome measures 1.2 Ear moulds: Types, Importance, Care & maintenance 1.3 Classroom amplification devices: Individual, Speech Trainer & group, Hard wire, loop induction, infra-red & FM systems, their importance in educational management 1.4 Cochlear Implant, middle ear implant, BAHA & Auditory Brainstem implant: Candidacy, components, functioning & importance with special reference to ADIP 2014 scheme 1.5 Comparison between individual hearing aids, group hearing aids & cochlear implant and their care & maintenance Unit 2: Technology for Management for Speech 2.1 Computer based training aids/equipment for management of speech (Dr. Speech; Vaghmi; Speech viewer)

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2.2 Use of computer based speech equipment for management of voice in children with hearing impairment 2.3 Use of computer based speech equipment for management of suprasegmental features of speech in children with hearing impairment 2.4 Basic infrastructure required for using computer based speech training aids/equipment 2.5 Tele Speech Therapy Unit 3: Technology Facilitating Language & Communication 3.1 Low cost technology and its application in development of teaching learning material 3.2 Electronic and web-based technology applications: TV, Digital recorders, Downloaded AV films, Search engines, Online learning material, Language apps 3.3 Web based technology for using and training of ISL 3.4 Sign to text and Text to sign technology 3.5 Augmentative and Alternative communication for children with Hearing Impairment with additional/associating concerns Unit 4: Technology Facilitating Education 4.1 Technology and its impact on education: Changing Trends in teaching & learning 4.2 Technology products for educational purposes: Listening (Induction loop/FM/IR), Visual (Speech to text/text to speech) Audio-Visual (computer based learning & selflearning packages, Multimedia) 4.3 Technology Based Educational Services: Online learning, Web based learning, Computer assisted Learning, Video remote interpreting, C-Print technology, Open, Close and Real time Captioning 4.4 ICT and education of children with Hearing Impairment: Planning, Implementation & Evaluation of teaching-learning 4.5 Future technologies: Universal Design: Meaning & Scope Unit 5: Resource Mobilisation for Technology 5.1 Agencies for Aids & Appliances: Government and non-government 5.2 Eligibility criteria for availing funding under Government schemes 5.3 Procedure for availing funding from different agents 5.4 Challenges encountered with cost involved in maintenance of devices after availing funding and ways to overcome 5.5 Agencies/Strategies to locate required human resources for various services and referrals Course work/ Practical/ / Field Engagement 1. Draw a neat labelled block diagram of hearing aid. Prepare a list of tips for minor trouble shooting 2. Prepare a list of agencies for procuring equipment and software for teaching speech 3. Make a story using web based content, pictures, images and video clips 4. Compile different educational apps Page 118 of 199

5. Compile a list of government and non-government funding agencies for aids & appliances. Transaction & Evaluation Lecture cum Demonstration, Self-study, Assignments, Seminar, Debate, Quiz Essential Readings •

Allum, D.J. (Ed). (1996). Cochlear Implant Rehabilitation in Children and Adults. England, London; Whurr Publishers.

•

Andersson, C. (2014).Assistive Technology for the Hearing-impaired, Deaf and Deafblind. Amazon Pub.

•

Berg, F. (2008). Speech Development Guide for Children With Hearing Loss. San Diego: Plural Publishing.

•

Bess, F.H., & Humes, L.E. (1990). Audiology: The fundamentals. London: Williams & Wilkins.

•

Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.) Auditory disorders in school children. New York: Theime-Stratton.

•

Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2 , 3 Baltimore: Williams and Wilkins.

•

Kumar, K. L. (2009).Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers .Amazon Pub.

•

Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd.

•

Maltby, M.T. (1994). Principles of Hearing Aid Audiology. London: Whurr Publishers.

•

Mathew, S.M. (2012).Technology for persons with hearing impairment. Status of Disability in India-2012.NewDelhi: RCI

•

Moores, Donald, F (1997). Educating the deaf, Houghton Nifflin Compan

•

Rapp, W.H. (YNK). Universal design for learning in action. Baltimore MD: Brooks

•

Riekehof, Lottie L. (1978), The joy of learning signs, Gospel publishing House, Missouri

•

Schirmer, Barbara R (2001). Psychological, Social and Educational Dimensions of Deafness. Boston: Allyn and Bacon

•

Stewart, D.A. & Kluwin, T.N. (2001). Teaching Deaf & Hard of Hearing Students : Content , Strategies & Curriculum. London : Allyn & Baccon

•

Taylor, Brian M., H. Gustav (2011). Fitting and Dispensing Hearing Aids. San Diego: Plural Publishing.

•

Tweedie, J. (1987). Children’s Hearing Problems, Their Significance, Detection and Management. Bristol: The Bath Press.

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eds.).

•

Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents. San Diego: Plural Publishing.

Suggested Readings •

Dillon, Harvey (2001). Hearing aids. New York: Thieme Medical Publications.

•

Krumenacker, S. (2014). Hearing Aid Dispensing Training Manual. San Diego: Plural Publishing.

•

Sanders, D. A. (1993). Management of hearing handicap: Infants to elderly (3 Englewood Cliffs, NJ: Prentice-Hall.

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ed.).

PSYCHOSOCIAL AND FAMILY ISSUES (SES HI 05) Course code: D 16 (SES HI 05) Contact Hours: 60 Introduction

Marks: 100(IA 20 + TEE 80)

Family and environment play a crucial role in development and education of a child and the same is true in case of children with hearing impairment. As a learner in the field of special education one must not only understand and acknowledge the role of context in which the child is growing, but also try to tune it to facilitate easily accessible, age appropriate and fluent language. The course is expected to draw learner’s attention to these factors which are likely to impact education of children with hearing impairment and keep family as the core for success. Objectives After completing the course the student-teachers will be able to • • •

Explain psycho social development of early childhood and role of family. To understand the family needs and find self-ready to support families for empowering the child with disability. Ensure family involvement in educational programs.

Unit 1: Psychosocial Aspects and Disability 1.1 Overview of psychosocial development; wellbeing and quality of life 1.2 Implications of hearing impairment on domains of psychosocial development 1.3 Role of family in psychosocial development of children with hearing impairment 1.4 Role of peers and community in psychosocial development of children with hearing impairment 1.5 Challenges and issues in psychosocial development of children with hearing impairment Unit 2: Family Needs 2.1 Identifying Family Needs for information, decision making, skill transfer and referral 2.2 Fostering family’s acceptance of child’s impairment and creating a positive environment 2.3 Building parents’ confidence for making informed choices (communication options, options for listening devices, school placement) and Advocacy 2.4 Supporting family in raising children with hearing impairment: Facilitating availing of concessions, facilities and scholarship & other benefits 2.5 Encouraging family participation in self-help groups and family support networking

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Unit 3: Family Empowerment 3.1 Encouraging family centred practices, parent self-efficacy belief and family involvement in child’s learning and parenting 3.2 Encouraging family acceptance of listening devices and ensuring its regular use 3.3 Supporting family in fostering and developing communication and language 3.4 Involving family in fostering and developing play, recreation and values 3.5 Encouraging family involvement in educational programme and participation in community based rehabilitation programme Engagement/ Practicals • • •

Compile five activities that could be undertaken to foster parents acceptance of their child’s impairment Select a tool to measure parent’s self-efficacy and administer it on three parents and submit with brief reflections. Attend a parent meeting of a special school and report tips provided for fostering parent advocacy

Transaction & Evaluation Lecture cum Demonstration, Role Play, Inviting parents as speakers for sharing experiences, Assignments, Tests Essential Reading •

Dunst.C, Trivette.C & Deal.A (1996). Enabling & empowering families. Principles & guidelines for practice. Cambridge, MA : Brookline Books.

•

Gregory Susan, Bishop Juliet and Sheldon Lasley, (1999), Cambridge University, Psychological perspectives of deafness

•

Scheetz, N.A.(2000). Orientation to Deafness. Boston, MA: Allyn and Bacon.

•

Spencer Patricia, Erting Carol, J.marMarschark, Mane, (2000), The deaf child in the family and school, laurance Erlbaum

Suggested Readings •

A.C.Ornstein (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.

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•

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.

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TECHNOLOGY AND DISABILITY (SES MR 04) Course code: D 15 (SES MR 04) Contact Hours: 60 Objectives

Marks: 100 (IA 20 + TEE 80)

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.

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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.

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• 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. • D.ES, (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

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PSYCHO-SOCIAL AND FAMILY ISSUES (SES MR 05) Course code: D 16 (SES MR 05) Contact Hours: 60

Marks: 100 (IA 20 + TEE 80)

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

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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.

Page 163 of 199

•

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.

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(Hindi / English) Marks: 30 (IA 18 + TEE 12)

Contact Hours: 24

(Science / Math’s / Social Studies) Marks: 30 (IA 18 + TEE 12)

Unit 1: Core Teaching Skills Unit 2: Unit Planning and Lesson Planning Unit 3: Teaching Learning Material Unit 4: Demonstration lessons by the Instructors and use of Videos

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Contact Hours: 24

Marks: 30 (IA 18 + TEE 12)

PROJECT Cross Disability & Inclusion Course Code: C 10 (SECD 01-10) Skill Based Optional Course (Cross Disability and Inclusion)

Contact Hours:160

Marks: 200 (IA 120 + TEE 80)

Course Code: C 11 (SEPG 01-11) Skill Based Optional Course (Disability Specialization) Contact Hours: 160 Marks: 200 (IA 120 + TEE 80)

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PRACTICAL Disability Area Specialization Course Code: D 12 (SEP VI/MR/HI/LD 01)

Assessment & Identification of Needs Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 13 (SEP VI/MR/HI/LD 02)

Curriculum Designing, Adaptation & Evaluation Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 14 (SEP VI/MR/HI/LD 03)

Intervention & Teaching Strategies Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 15 (SEP VI/MR/HI/LD 04)

Technology & Disability Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 16 (SEP VI/MR/HI/LD 05)

Psycho Social & Family Issues Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

PRACTICAL Teaching Practice Courses (Non Disability Area) Course Code: B 1/2 (SETG-01-01) Pedagogy of Teaching (Hindi / English)

Teaching Practice NDA Contact Hours: 40

Marks: 50 (IA 30 + TEE 20)

Course Code: B 4/5/6 (SETG-01-02) Pedagogy of Teaching (Science / Math’s / Social Studies)

Teaching Practice NDA Contact Hours: 40

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Marks: 50 (IA 30 + TEE 20)

PRACTICAL Teaching Practice in Special Education in Inclusive School Course Code: D (SETB -01)

Teaching Practice in Inclusive School Contact Hours: 40

Marks: 50 (IA 30 + TEE 20)

Teaching Practice in Special Area (Disability Area) Course Code: D (SET VI/MR/HI/LD -01)

Teaching Practice in Disability Area Contact Hours: 80

Page 168 of 199

Marks: 100 (IA 60 + TEE 40)

Disability Specialization

VISUAL IMPAIRMENT D12 SES VI 01 D13 SES VI 02 D14 SES VI 03 D15 SES VI 04 D16 SES VI 05

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Assessment and Identification of Needs Curriculum Designing, Adaptation and Evaluation Intervention and Teaching Strategies Technology and Disability Psycho Social and Family Issues

IDENTIFICATION OF CHILDREN WITH VISUAL IMPAIRMENT AND ASSESSMENT OF NEEDS (SES VI 01) Course Code: D 12 (SES VI 01) Contact Hours: 60 Introduction

Marks: 100 (IA 20 + TEE 80)

We cannot treat a visually impaired child as ‘a pair of young eyes’. We need to understand the whole child, including his feelings and needs. Having understood the psychological and sociological implications of visual impairment, the learners should be more empathetic to the needs of the visually impaired and address them appropriately in diverse educational settings. There are many eye conditions each with different educational and social implications. The infant must ‘see to learn’ and therefore a visually impaired infant must ‘learn to see’. The course will enable the trainees to be able to identify children who are at risk for visual impairment. The trainees will be able to develop the skills of doing functional vision assessment and enhance the residual vision. The course also focuses on needs and assessment of children with multiple disability and visual impairment. Objectives After completing the course student-teachers will be able to • • • • •

Describe the structure of eye and common eye defects. Explain the etiology of visual impairment. Analyse the implications of visual impairment and identify their needs. Develop skills to identify and assess children with visual impairment. Describe the needs and develop skills to assess children with visual impairment and multiple disabilities (VIMD).

Unit 1: Anatomy and Physiology of Human Eye 1.1 Structure and Function of human eye 1.2 Normal vision development and process of seeing 1.3 Principles of refraction and refractive errors 1.4 Concept and definitions of blindness and low vision 1.5 Concept of visual acuity, visual field, depth perception and contrast sensitivity Unit 2: Types of Visual Impairment and Common Eye Disorders 2.1 Loss of Visual acuity 2.2 Loss of Visual field 2.3 Colour vision defect and loss of contrast sensitivity 2.4 Refractive errors, Vitamin-A deficiency, Cataract, Glaucoma, Corneal ulcer, trachoma, Albinism, Retinal detachment, Retinitis pigmentosa, Retinopathy of prematurity, Cortical Visual Impairment, Optic Atrophy, Nystagmus, Amblyopia, and Macular degeneration

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2.5 Educational implications of different Eye disorders Unit 3: Implications of Visual Impairment and Needs of Visually Impaired 3.1 Psychosocial implications of visual impairment 3.2 Factors affecting implications of visual impairment: Age of onset, degree of vision, type of vision loss, prognosis, and socio economic status of the family 3.3 Effect of visual impairment on growth and development: Physical, Motor, Language, Socio-emotional, and Cognitive development 3.4 Educational needs of the visually impaired and need for expanded core curriculum 3.5 Implications of low vision and needs of children with low vision Unit 4: Identification and Assessment of Visual Impairment 4.1 Interpretation of clinical assessment of vision 4.2 Functional assessment of vision: Concept, need and methods 4.3 Tools of functional assessment of vision and skills: Functional skills inventory for the blind (FSIB), Low Vision Assessment by Jill Keeffe, Lea tests, and Portfolio assessment 4.4 Tools for psychological assessment of the visually impaired: Vithoba Paknikar Performance Test, A short Scale IQ measure for the visually impaired based on WISC-R, Adapted EPQ, Adapted Blind Learning Aptitude Test, Concept development for blind children, Reading Preference Test, Cornell Medical Index for Visually Handicapped Children 4.5 Report writing Unit 5: Assessment of Learning Needs of Children with VIMD 5.1 Concept and definition of VIMD 5.2 Etiology of VIMD 5.3 Impact of VIMD on learning and development 5.4 Screening, identification, and assessment of Visually Impaired children with associated disabilities 5.5 Multidisciplinary assessment of Visually Impaired children with Associated Disabilities Course Work/ Practical/ Field Engagement • • •

Present a seminar on implications of visual impairment on the personality of the visually impaired Prepare material on early indicators of visual impairment and prevention of visual impairment Carry out functional assessment of skills of a blind, a low vision, and a VIMD child and submit a report of their assessment

Essential Readings • Barraga, N. C. (1980). Sequences of Visual Development. Austin: University of Texas. Page 171 of 199

•

Bhan, S. & Swarup, S. (2010). Functional Skills Inventory for the Blind.Mumbai: National association for the blind.

•

Bhandari, R. & Narayan J. (2009).Creating learning opportunities: a step by step guide to teaching students with vision impairment and additional disabilities, including deafblindness. India: Voice and vision.

•

Hyvarinen, L. & Jacob N. (2011).What and how does this child see: assessment of visual functioning for development and learning. Finland:Vistest Ltd.

•

Mukhopadhyay, S., Mani, M.N.G., RoyChoudary & Jangira, N.K. (1988). Source Book for Training Teachers of Visually Impaired. New Delhi: NCERT.

•

Leat, S.J., Shute R.H., & Westall, C.A. (1999). Assessing children’s vision: A handbook. Oxford: Butterworth-Heinemann.

•

Mani, M.N.G. (2001). Reading Preference Test (REPT) for Children with Low Vision. Coimbatore: International Human Resource Development Centre for the Disabled.

•

Mani, M.N.G. (1992). Concept development of blind children. Coimbatore:SRK Vidyalaya.

•

Scholl, G. T. (Ed.) (1986). Foundations of the education for blind and visually handicapped children and youth: Theory and Practice. New York: AFB Press.

•

Singh, T.B. (1986). A short Scale I.Q Measure for the Visually Handicapped. Dehradun: NIVH.

•

Singh, T.B. (1986). Eyssenck Personality Questionnaire (EPQ) for the Visually Handicapped. Dehradun: NIVH.

•

Singh, T.B. (1986).Standardisation of Cornell Medical Index on Visually Handicapped children.Dehradun: NIVH.

•

Singh, T.B & Sati, G. (1992). Use of Blind Learning Aptitude Test as a performance measure for the assessment of Visually Handicapped Children in India.Dehradun: NIVH.

•

Warren, D.H. (1983). Blindness and Early Childhood Development. New York: AFB Press.

Suggested Readings •

Holbrook M. C. & 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.

•

Kundu, C.L. (2000). Status of Disability in India, New Delhi, RCI.

•

National Institute for the Visually Handicapped (1990). Handbook for Teachers of the Blind, Dehradun: NIVH.

•

Punani, B., & Rawal, N. (1993). Handbook: Visual Impairment. New Delhi : Ashish Publishing House

•

Bright Hub Education (2012). Identifying Students with Visual Impairment. Retrieved from http://www.brighthubeducation.com/special-ed-visualimpairments/69240-early-signs-of-visual-impairment-in-a-child/

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CURRICULUM, ADAPTATION AND STRATEGIES FORTEACHING EXPANDED CURRICULUM (SES VI 02) Course Code: D 13 (SES VI 02) Contact Hours: 60 Introduction

Marks: 100 (IA 20+TEE 80)

Curriculum is the heart of any educational system. As is the curriculum, so is the educative process. This course will provide basic understanding of the concept of curriculum approaches to curriculum development. The course content shows a strong commitment to the notion that children with visual impairment should have access to the regular core curriculum for which they need to learn an expanded core curriculum unique to visual impairment. Apart from that certain curricular adaptations and modifications are required to be done to enable the students to access visually oriented concepts. Adapted physical education and creative arts also form a part of this course of study. Objectives After completing the course student-teachers will be able to • • • • •

Define curriculum, its types and explain its importance. Demonstrate techniques of teaching functional academic skills. Explain importance and components of independent living skills. Explain curricular adaptations with reasonable accommodations. Illustrate how physical education and creative arts activities can be adapted for the children with visual impairment.

Unit 1: Concept and Types of Curriculum 1.1 Concept, Meaning and Need for Curriculum 1.2 Curricular Approaches in Special Education – Developmental, Functional, Eclectic and Universal design for learning Approach 1.3 Types of Curriculum – need based, knowledge based, activity based, skill based and hidden curriculum 1.4 Curriculum Planning, Implementation and Evaluation; Role of Special teachers of the Visually Impaired 1.5 Core Curriculum and Expanded Core Curriculum- Meaning, Need and Components Unit 2: Teaching Functional Academics Skills 2.1 Learning media assessment 2.2 Braille reading readiness 2.3 Techniques of teaching Braille 2.4 Techniques of Teaching print to children with low vision 2.5 Braille aids and devices, optical devices for print reading and writing

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Unit 3: Teaching of Independent Living Skills 3.1 Independent living skills – Meaning, Importance, Components 3.2 Orientation and Mobility – need and importance, techniques of teaching mobility, sighted guide and pre-cane, cane techniques and mobility aids 3.3 Daily living skills – assessment of needs and techniques of teaching age appropriate daily living skills 3.4 Sensory efficiency – importance and procedures for training auditory, tactile, olfactory, gustatory, kinaesthetic senses and residual vision 3.5 Techniques of teaching social interaction skills, leisure and recreation skills and self determination Unit 4: Curricular Adaptation 4.1 Curricular adaptation – Need, Importance and Process 4.2 Reasonable accommodation – Need and Planning 4.3 Planning of lessons for teaching Expanded Core Curriculum – Individualized Education Program writing 4.4 Pedagogical Strategic – Cooperative learning, Peer tutoring, reflective teaching, multisensory teaching 4.5 Preparation of Teaching Learning Material for ECC – Reading Readiness kit, Flash Cards, Sensory Kits, and Mobility Maps Unit 5: Curricular Activities 5.1 Curricular activities – Meaning and Need for Adaptation. 5.2 Adaptation of Physical education activities and Yoga 5.3 Adaptation of Games and Sports – both Indoor and Outdoor 5.4 Creative Arts for the children with visual impairment 5.5 Agencies/Organisations promoting – Sports, Culture and Recreation activities for the Visually Impaired in India – Indian Blind Sports Association, Chess Federation of India, Paralympic Committee of India, Abilympics, World Blind Cricket Course Work/ Practical/ Field Engagement • • • •

Prepare reading readiness material for pre-school children with visual impairment Preparation and presentation of a kit to develop sensory efficiency Select one chapter from a primary level text book of your choice and adapt it for learners with visual impairment Adapt one diagram and one map from secondary classes into non-visual format

Essential Readings •

Lowenfeld, B. (1971). Our blind children: Growing and learning with them, Springfield, Charles C. Thomas.

•

Aggarwal, J.C. (2005). Curriculum development.Shipra Publication. Delhi

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•

Arora, V. (2005). Yoga with visually challenged.: Radhakrishna Publication, New Delhi

•

Baratt, S. H. (2008). The special education tool kit. Sage Publication, New Delhi.

•

Chapman, E. K. (1978). Visually Handicapped Children and Young People. Routledge and Kegan Paul, London.

•

Cutter, J. (2006). Independent Movement and travel in Blind Children. IAP, North Carolina.

•

Dickman, I.R. (1985). Making life more liveable. AFB, New York.

•

Dodds, A. (1988). Mobolity training for visually handicapped people. Croom Helm. London.

•

Jose, R. (1983). Understanding Low Vision. American Foundation for the Blind, New York.

•

Kauffman, J.M., & Hallahan, D.P. (1981). Handbook of Special Education. Prentice Hall, New Delhi

•

Kelly, A.V. (1997). The curriculum: theory and practice. Harper and Row, London.

•

Lowenfeld, B. (1973). The Visually Handicapped Child in School. John Day Company, New York.

•

Mangal, S. K. (2011) Educating Exceptional Children: An Introduction to Special Education. PHI Learning Pvt.Ltd., New Delhi.

•

Mani, M. N. G. (1992). Techniques of teaching blind children. Sterling Publishers Pvt. Ltd., New Delhi.

•

Mani, M. N. G. (1997). Amazing Abacus. S.R.K. Vidyalaya Colony, Coimbatore.

•

Mason, H., & Stephen McCall, S.(2003) . Visual Impairment – Access to Education for Children and Young people. David Fulton Publishers, London.

•

Mukhopadhyay, S., Mani, M.N.G., RoyChoudary, M., & Jangira, N.K. (1988). Source Book for Training Teachers of Visually Impaired. NCERT, New Delhi.

•

Punani, B., & Rawal, N.(2000). Handbook for Visually Impaired. Blind Peoples’ Association, Ahmedabad.

•

Scholl, G. T. (1986). Foundations of the education for blind and visually handicapped children and youth: Theory and Practice. AFB Press, New York.

•

Sharma, R. A. (2011). Curriculum development and instruction. R. Lall Book Depot, Meerut.

•

Vijayan, P., & Gnaumi, V. (2010). Education of children with low vision. Kanishka Publication, New Delhi.

•

Welsh, R., & Blasch, B. (1980). Foundation Orientation & Mobility.AFB, New York.

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Suggested Readings •

Ashcroft, S. C., & Henderson, F. (1963). Programmed Instruction in Braille. Stanwick House, Pittsburgh.

•

Barraga, N. C. (1986). ‘Sensory Perceptual Development’.in: G.T. Scholl (ed.) Foundations of the education for blind and visually handicapped children and youth: Theory and Practice. AFB Press, New York.

•

National Curriculum Framework .(2005). Position paper National focus group in Education of Children with Special needs. NCERT,New Delhi.

•

Status of Disability in India. (2012). Rehabilitation Council of India, New Delhi.

•

Hodapp, R. M. (1998). Developmental and disabilities: Intellectual, sensory and motor impairment. Cambridge Uni. Press, New York.

•

The expanded Core Curriculum. (2013). Retrieved from http: // www.afb.org

•

Wright, L. (2013). The Skills of Blindness: What should students know and when students know. Retrieved from http:// www.lofob.org

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INTERVENTION AND TEACHING STRATEGIES (SES VI 03) Course Code: D 14 (SES VI 03) Contact Hours: 60 Introduction

Marks: 100 (IA 20+TEE 80)

This course builds on the pedagogy courses presented under A4 and A5 of the present B.Ed. curriculum. It prepares the student-teachers to transact lessons in various school-subjects for children with visual impairment. For this purpose, the required intervention and teaching techniques and skills are highlighted. The student-teachers, it is hoped, will find the course highly stimulating, as it will enable them to help blind and low vision students to cope effectively with the challenges of curriculum transaction, at par with their sighted peers. Objectives After completing the course student-teachers will be able to • • • • •

Explain various theoretical perspectives related to intervention & teaching strategies. Demonstrate techniques of teaching Mathematics to visually impaired children. Acquire necessary competencies and skills for teaching science and assessment of the learners with special reference to children with visual impairment. Acquire and apply necessary skills for adapting TLM in social science and assessment of the learners with special reference to children with visual impairment. Describe the process of assessment visual efficiency and classroom management for children with low vision.

Unit 1: Theoretical Perspectives 1.1 Difference among Methods, Approaches and Strategies 1.2 Intervention – Concept, Scope and Importance 1.3 Intervention for lately blinded students – Role of Special teachers/educators 1.4 Mediated teaching-learning – Concept, Need and Procedure 1.5 Enriched teaching for Concept development: Converting visual concepts into accessible experiences Unit 2: Mathematics 2.1 Coping with Mathematics phobias 2.2 Conceptualization of Mathematical ideas – Processes and Challenges for Children with Visual Impairment 2.3 Preparation and Use of tactile materials 2.4 Mental arithmetic abilities – Concept, Importance and Application 2.5 Evaluation procedures with special reference to the Needs of Children with Visual Impairment

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Unit 3: Science 3.1 Providing first-hand experience in the class and the school environment 3.2 Inclusive/collaborative learning for laboratory work 3.3 Science Teaching Learning Materials and Equipment: i) Preparation and use of TLM, ii) Locating and procuring Science equipment 3.4 Problem solving and Learning by doing approach for Visually Impaired students 3.5 Evaluation procedure with particular reference to Practicals and Adaptations in Examination questions Unit 4: Social Science 4.1 Techniques of preparation and presentation of adapted Tactile maps, Diagrams, and Globe 4.2 Procuring, adapting and use of different types of models 4.3 Organizing field trips 4.4 Teaching Skills: Dramatization, Narration, Explanation, Story-telling, and Role play 4.5 Evaluation of concepts and skills in social science with particular reference to Geography Unit 5: Teaching of Children with Low Vision 5.1 Visual Stimulation: Concept and Procedure 5.2 Selection of an appropriate medium of reading and writing 5.3 Techniques and procedures for developing reading and writing skills 5.4 Orientation and Mobility for low vision children 5.5 Classroom management – Seating arrangement, adjustable furniture, illumination, non-reflecting surfaces and colour contrast Course Work / Practical / Field Engagement • • •

Prepare and use two teaching learning materials for teaching Maths/ Science/ Social Science. Prepare a short concept paper (about 500 words) on developing a science laboratory for the visually impaired students. Functionally assess the vision of a low vision child and plan a teaching programme.

Essential readings: •

Bourgeault, S. E. ( 1969). The Method of Teaching the Blind : The Language Arts. American Foundation for the Overseas Blind ,Kuala Lumpur.

•

Chapman, E. K. (1978). Visually Handicapped Children and Young People. Routledge, London.

•

Fernandez, G., Koening. C., Mani. M.N.G., & Tensi. S. (1999). See with the Blind. Books for Change, Banglalore.

•

Jackson, J. (2007). Low Vision Manual. Edingurgh: Butterworth Heinemann/ Elsevier, Edingurgh.

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•

Jose, R. (1983). Understanding Low Vision. American Foundation For The Blind. New York.

•

Kauffman, J.M., & Hallahan, D.P. (1981). Handbook of Special Education. Prentice Hall, New Delhi.

•

Lowenfeld, B. (1973). The Visually Handicapped Child in School. John Day Company, New York.

•

Lydon, W. T., & McGraw, M. L. (1973). Concept Development for Visually Handicapped Children. AFB, New York.

•

Mangal. S. K. (2007). Educating exceptional children-an introduction to special education. PHI learning Pvt. New Delhi.

•

Mangal, S. K. (2011) Educating Exceptional Children: An Introduction to Special Education. PHI Learning Pvt. Ltd., New Delhi.

•

Mani. M. N. G. (1997). Amazing Abacus. S.R.K. Vidyalaya Colony, Coimbatore.

•

Mani, M. N. G. (1992). Techniques of Teaching Blind Children. Sterling Publishers Pvt. Ltd. New Delhi.

•

Macnaughton, J. (2005). Low Vision Assessment. Butterworth Heinemann/ Elsevier, Edingurgh.

•

Mason, H., & McCall, S. (2003). Visual Impairment – Access to Education for Children and Young people. London: David Fulton Publishers.

•

Mukhopadhyay, S., Mani, M.N.G., Roy Choudary, M., & Jangira, N.K. (1988). Source Book for Training Teachers of Visually Impaired. New Delhi: NCERT.

•

Macnaughton, J. (2005). Low Vision Assessment. Butterworth Heinemann /Elsevier, Edingurgh.

•

Niemann, S., & Jacob, N. (2009). Helping Children who are Blind. The Hesperian Foundation, California.

•

Punani, B., & Rawal, N.(2000). Handbook for Visually Impaired. Blind Peoples’ Association, Ahmedabad.

•

Scholl, G.T. (1986). Foundations of the education for blind and visually handicapped children and youth: Theory and Practice. AFB Press, New York.

•

Vijayan, P.., & Gnaumi, V. (2010). Education of children with low vision. Kanishka Publication, New Delhi.

Suggested Readings •

Fatima, R. (2010). Teaching aids in mathematics; a handbook for elementary teachers. Kanishka Publication, New Delhi.

•

Hersh, M.A., & Johnson, M. (2008). Assistive Technology for Visually Impaired and Blind People. Springer, London.

•

Sadao, K. C., & Robinson, N. B. (2010). Assistive Technology for young children: creating inclusive learning environments.Paul H Brooks, Baltimore.

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PSYCHO SOCIAL AND FAMILY ISSUES (SES VI 05) Course Code: D 16 (SES VI 05) Contact Hours: 60 Introduction

Marks: 100 (IA 20+TEE 80)

Children with Visual Impairment belong to families. It is important to explore family backgrounds and their influence on how visually impaired are perceived and how children perceive themselves, and how they behave in consequence. The learners need to develop an insight into the plethora of emotions the family goes through at the birth of a special child, the challenges they face throughout the life of the visually impaired, and the roles and responsibilities of the family and the community. Objectives After completing the course student-teachers will be able to • Describe the effect of birth of a child with visual impairment on the family. • Analyze the role of family and parental concerns related to their child with visual impairment from birth to adulthood. • Explain the role of parent community partnership in the rehabilitation of a person with visual impairment. • Develop different skills to empower families in meeting the challenges of having a child with visual impairment. Unit 1: Family of a Child with Visual Impairment 1.1 Birth of a child with visual impairment and its effect on parents and family dynamics 1.2 Parenting styles: Overprotective, Authoritative, Authoritarian and Neglecting 1.3 Stereotypic attitudes related to visual impairment and attitude modification 1.4 Role of family in Early stimulation, Concept development and Early intervention 1.5 Role of siblings and extended family Unit 2: Parental Issues and Concerns 2.1 Choosing an educational setting 2.2 Gender and disability 2.3 Transition to adulthood: sexuality, marriage, and employment 2.4 Parent support groups 2.5 Attitude of professionals in involving parents in IEP and IFSP Unit 3: Rehabilitation of Children with Visual Impairment 3.1 Concept of habilitation and rehabilitation 3.2 Community Based Rehabilitation (CBR) and Community Participatory Rehabilitation (CPR) 3.3 Legal provisions, concessions and advocacy

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3.4 Vocational rehabilitation: need and challenges 3.5 Issues and challenges in rural settings Unit 4: Meeting the Challenges of Children with Visual Impairment 4.1 Enhancing prosocial behaviour 4.2 Stress and coping strategies 4.3 Recreation and leisure time management 4.4 Challenges of adventitious visual impairment 4.5 Soft skills and social skills training Course Work/ Practical/ Field Engagement (Any Two) •

• • •

Interview family members of three children with visual impairment (congenital/ adventitious and blind, low vision and VIMD) and analyze their reactions and attitude towards the child Prepare and present a list of activities how parents, siblings, and grandparents can be engaged with the child with visual impairment Prepare charts/ conduct street plays/ make oral presentations to remove myths related to visual impairment Visit schools for the visually impaired and make presentations before the parents on Government concessions and auxiliary services available

Essential Readings •

Bhandari, R., & Narayan, J. (2009).Creating learning opportunities: a step by step guide to teaching students with vision impairment and additional disabilities, including deafblindness. India: Voice and vision.

•

Hansen, J. C., Rossberg, R.H., & Cramer,S.H. (1994). Counselling Theory and Process. Allyn and Bacon: USA

•

Lowenfeld, B. (1969). Blind children learn to read. Springfield: Charles C. Thomas.

•

Lowenfeld, B. (1973).Visually Handicapped Child in School; New York: American Foundation for the Blind.

•

Lowenfeld, B. (1975). The Changing Status of the Blind from Separation to Integration.Springfield: Charles C. Thomas.

•

Mani, M. N. G. (1992). Techniques of Teaching Blind Children. New Delhi: Sterling publishers Pvt. Ltd.

•

Narayan, J., & Riggio, M. (2005). Creating play environment for children. USA: Hilton/ Perkins.

•

Shah, A. (2008). Basics in guidance and Counselling. New Delhi:Global Vision Publishing House.

•

Smith, D. D., & Luckasson, R. (1995). Introduction to Special Education – Teaching in an age of Challenge.(2Ed).USA: Allyn & Bacon.

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Suggested Readings •

Bhan, S. (2014). Understanding learners-A handbook for teachers. Prasad Psycho Corporation, New Delhi.

•

Early Support for children, young people and families (2012). Information about Visual Impairment, Retrieved from http://www.ncb.org.uk/media/875236/earlysupportvisimppart1final.pdf

•

Kundu, C. L. (2000). Status of Disability in India. New Delhi: RCI.

•

Lowenfeld, B. (1971). Psychological problems of children with impaired vision, Prentice-Hall.

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Contact Hours: 24

(Hindi / English) Marks: 30 (IA 18 + TEE 12)

Contact Hours: 24

(Science / Math’s / Social Studies) Marks: 30 (IA 18 + TEE 12)

Unit 1: Core Teaching Skills Unit 2: Unit Planning and Lesson Planning Unit 3: Teaching Learning Material Unit 4: Demonstration lessons by the Instructors and use of Videos

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Contact Hours: 24

Marks: 30 (IA 18 + TEE 12)

Contact Hours: 24

Marks: 30 (IA 18 + TEE 12)

Unit 1: Teaching Skills Unit 2: Unit Planning and Lesson Planning Unit 3: Teaching Learning Material Unit 4: Demonstration lessons by the Instructors and use of Videos

PROJECT Cross Disability & Inclusion Course Code: C 10 (SECD 01-10) Skill Based Optional Course (Cross Disability and Inclusion)

Contact Hours:160

Marks: 200 (IA 120 + TEE 80)

Course Code: C 11 (SEPG 01-11) Skill Based Optional Course (Disability Specialization) Contact Hours: 160 Marks: 200 (IA 120 + TEE 80)

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PRACTICAL Disability Area Specialization Course Code: D 12 (SEP VI/MR/HI/LD 01)

Assessment & Identification of Needs Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 13 (SEP VI/MR/HI/LD 02)

Curriculum Designing, Adaptation & Evaluation Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 14 (SEP VI/MR/HI/LD 03)

Intervention & Teaching Strategies Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 15 (SEP VI/MR/HI/LD 04)

Technology & Disability Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

Course Code: D 16 (SEP VI/MR/HI/LD 05)

Psycho Social & Family Issues Contact Hours: 80

Marks: 100 (IA 60 + TEE 40)

PRACTICAL Teaching Practice Courses (Non Disability Area) Course Code: B 1/2 (SETG-01-01) Pedagogy of Teaching (Hindi / English)

Teaching Practice NDA Contact Hours: 40

Marks: 50 (IA 30 + TEE 20)

Course Code: B 4/5/6 (SETG-01-02) Pedagogy of Teaching (Science / Math’s / Social Studies)

Teaching Practice NDA Contact Hours: 40

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Marks: 50 (IA 30 + TEE 20)

PRACTICAL Teaching Practice in Special Education in Inclusive School Course Code: D (SETB -01)

Teaching Practice in Inclusive School Contact Hours: 40

Marks: 50 (IA 30 + TEE 20)

Teaching Practice in Special Area (Disability Area) Course Code: D (SET VI/MR/HI/LD -01)

Teaching Practice in Disability Area Contact Hours: 80

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Marks: 100 (IA 60 + TEE 40)

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

E 17 SEPC-RRTVI/MR/HI/LD - 01 E 18 SEPC-DAEVI/MR/HI/LD – 02 E 19 SEPC-BR & BS VI/MR/HI/LD - 03

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Reading and Reflecting on Texts

Drama and Art in Education

Basic Research & Basic Statistic

READING AND REFLECTING ON TEXTS (SEPC-RRT-VI/MR/HI/LD-01) Course code: E 17 (SEPC-RRT-VI/MR/H/LD-01) Contact Hours: 60 Introduction

Marks: 100 (IA 20+TEE 80)

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 Discussing

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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

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•

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

•

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 Grades.Stenhouse Publishers, New York.

•

Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative language teaching in English.Nityanutan Prakashan, Pune.

•

Paul, P. V. (2009). Language and Deafness. Jones and Bartlett: Boston

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PERFORMING AND VISUAL ARTS (SEPC-DAE-VI/MR/HI/LD – 02) Course code: E 18 (SEPC-DAE-VI/MR/HI/LD – 02) Contact Hours: 60

Marks: 100 (IA 20+TEE 80)

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 Page 195 of 199

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

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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.

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BASIC RESEARCH AND STATISTICS (SEPC-BR & BS -VI/MR/HI/LD – 03) Course code: E 19 (SEPC-BR & BS -VI/MR/HI/LD – 03) Contact Hours: 60 Objectives

Marks: 100 (IA 20+TEE 80)

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

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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). Thiruvananathapuram.

Research

Methodology.

Yamuna

Publications,

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..

Page 199 of 199

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[PDF] INFORMATION BROCHURE - Free Download PDF (2024)

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References