MDSU, Ajmer

Bachelor of Education - Special Education

B.Ed.Spl.Ed.
(Hearing Impairment)

Norms, Regulations & Course Content

Effective from Academic Session

2018-19 & 2019-20
Two Years Duration

(As per the guidelines of Rehabilitation Council of India)

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 Bachelor of Education - Special Education (Hearing
Impairment): B.Ed. Spl.Ed. (HI) Programme

I. PREAMBLE
Both, Indian society (and hence) the Indian school system are full of strengths and
challenges the essence of which is diversity. Coming together with diverse
background is part of our growing up and functioning in the society as adults. But
how are the classrooms which are known to be miniature societies and future
societies handling this coming together currently? This is one of the key questions
waiting to be addressed at macro as well as micro level today. As we take the credit
(and pride) of managing some of the obviously visible diversities quite well, it is
high time that we move on to dealing with lesser visible diversities in classrooms.
Various subtle diversities are waiting to be identified by classroom teachers if not by
theorists and experts – dealing with these will come only after acknowledging them
systematically. Diversities related to learning styles, multiple intelligences,
personality profiles or study habits are a few of the factors yet to take their due
places in classroom activities. Similarly diversity of abilities and hence of the related
educational needs, too are waiting to be addressed properly in Indian classrooms.

With this backdrop the current B. Ed. Special Education curriculum is revisited.
After a lot of brainstorming this curriculum has been developed to empower the
special teachers/educators to ensure education of students with disabilities in an
inclusive, right based and barrier free environment. It is in tune with the reforms in
Indian education and teacher education system in general with specific reference to
NCTE Notification of December 2014. It intends to place teacher education
preparation in special education in the rights- perspective of the larger picture. The
prime intention is to develop a task force of the specialteachers/educators who can
deliver the best in all settings: inclusive, special, open or home based and in all the
roles: classroom teacher, resource teacher, itinerant teacher or cross disability
teacher facilitators.

This document proposes the program structure for the duration of two years so that a
wide range of knowledge and skills can be inculcated in trainee teachers during the
program. Difference in philosophies and theories between special and general
education need to be bridged and special educators and teachers trained to
collaborate to meet diverse needs in the classroom. The program structure readies
them for embarking on a fulfilling professional journey spurred by refection and
practices. Moving away from „show and tell‟ to „learning by doing‟, the course will
be skill oriented, and offer various opportunities of interaction with self, students,
schools and communities.

The curriculum attempts at striking a balance between core knowledge (theory and
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pedagogy) and skills; cross disability knowledge and skills, as well as disability specific
knowledge and skills. The role of special educators has changed dramatically, with a
shift from direct

provider of instruction to facilitator and consultant. A teacher would need the first set
of skills to develop a basic understanding of curriculum transaction and content
pedagogical knowledge as well as change agent, collaboration, communication and
time management skills. Provision of the second set would be required, since cross
disability expertise is more relevant within the framework of inclusion; and a teacher
would need the third set to specialise in one of the disabilities particularly for serving
the needs of children with specific disability in inclusive as well as special setting.

Inclusion is at the educational centre stage today and hence the role of special and
general teachers need to be operationalized systematically. To give the program
more pragmatic relevance, issues related to projected needs, employability, career
and higher education options and entry level eligibility are given serious
consideration so the opportunities for a special educator are at par with teachers in
general education. It is expected that so far separated general and special education
would initiate more bilateral collaborations with each other to fulfil the global
objective of EDUCATION FOR ALL.

II. LEARNING OUTCOME

The B.Ed.Spl.Ed.programme aims to develop Special Education teachers/Educators
for children with disabilities for various settings (including Inclusive, Special, Open
School and Home Based Education). The B.Ed. (Special Education) programme will
prepare human resources to enable them to acquire knowledge and develop
competencies and skills to impart education and training effectively to children with
disability as well as all other children and this being teachers for all children. After
completing the B.Ed. (Special Education) programme the student-teachers will:
a. Acquire knowledge & skills about human development, contemporary Indian
education, and pedagogy of various school subjects and assessment for
learning.
b. Acquire knowledge & skills about nature and educational needs of children
with disabilities as well as of few select specific disabilities.
c. Develop conceptual understanding of education provisions and skills for
working with children with various disabilities in Special and inclusive
settings.
d. Enhance knowledge and skills for professional development.

III. NOMENCLATURE
Nomenclature of B. Ed. Special Education courses should be as per UGC
Notification of 2009 and 2014 and the new nomenclature of this course will be
B.Ed.Spl.Ed. (HI).
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IV.Eligibility

Candidateswithatleast50%MarkseitherinBachelorDegreeand/orinMaster
Degree
inScience/SocialSciences/Humanities,BachelorinEngineeringofTechnologywit
h
specializationinScienceandMathematicswith55%MarksoranyotherQualification
equivalent thereto,are eligible for admission to the programme.

V.Reservation

ReservationofseatsforSC/ST/OBCandHandicappedwillbeasperexisting
Rajasthan Govt. /CentralGovt. /Universityrules.

VI.AdmissionProcedureforB.Ed. Special Education

Admissionshallbemadeonmeritonthebasisofmarksobtainedinthequalifying
Examinationand/orintheentranceexaminationorany otherselectionprocessasper
policyof theStateGovernment/ and theUniversity.

VII. Duration and working days

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

WorkingDays

 Thereshall be at least Two Hundred WorkingDayseachyearexclusive ofthe

period ofexamination and admission.

 Institutionshallworkforaminimumofthirtysixhoursaweek,duringwhich
physicalpresenceintheinstitutionofalltheteachersandstudentteachersis
necessarytoensuretheiravailabilityforadvice,guidance,dialogueandconsultati
on as andwhen needed.

 Theminimumattendanceofstudent-teachersshallhavetobe80%forallcourse
work and practicum, and 90%forschool internship.

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VIII. PROGRAMME PATTERN

The university has developed programme on annual basis and proposed 2000 marks in view
of disability specific specialization as per RCI guidelines.

XIX. PASSING MINIMUM

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

X. NATURE OF EVALUATION
Internal & External as per MDS University norms;

(Note: RCI as statutory body recommends that the (i) cut-off marks for grade B shall not be
less than 50% and for grade B+, it should not be less than 55% under the absolute grading
system, and (ii) Internal assessment for Theory Courses will not exceed 20% and 50% in the
practicum wherever applicable.)

XI. FACULTY-STUDENT RATIO

RCI recommends the faculty-student ratio in the area of B.Ed.Spl.Ed. as 1:10. Considering
the infrastructural facilities needed for Special Education and based on the tasks such as
supervising practicum, a maximum of 25 students may be admitted for the B.Ed.Spl.Ed.
programme.

XII. CERTIFICATION AS A REGISTERED PROFESSIONAL

It is mandatory as per Section 13 of RCI Act for every teacher of special education to obtain
a “Registered Professional Certificate” from the Rehabilitation Council of India to work in
the field of special education in India.

The successful students will be registered as Special Educator (Professional). The training
institution/organization should ensure that all passed out students are registered with the
Council.

(As continuous professional growth is necessary for the renewal of the certificate, the
teachers as well as educators in special education should undergo in-service programme
periodically to update their professional knowledge. Amendments, if any, to the regulations
of the course will be made periodically by the Rehabilitation Council of India. Any deviation
from the above regulations should have the prior approval of the Rehabilitation Council of
India.)

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XIII. AWARD OF DEGREE
The MDS Universities will award degree in Bachelor of Education- Special Education (Hearing
Impairment-HI).
While issuing degree certificate, the Universities will clearly spell out the area
of specialization and will mention as a statement that the passed out can teach in all
settings and other disabilities (cross disabilities).

XIV. PRACTICING SCHOOLS

Special & Inclusive School - Own Special School / MoU with Special & Inclusive
Schools, preferably up to senior secondary school level recognised by State
Government for the main disability area and permission to carry out practical in
other disability.

Special Schools for ASD and LD is not an essential condition. With a precaution that
students with disability should not be overstressed. Institutions offering more than
one programme in Special Education must have own Special School and MoU with
*
other Special/Inclusive School for school engagement and field experience .

*Not applicable for National Institutes and Universities.

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 XV. Engagement with the Field and School Experience
The B.Ed. Spl. Ed. curriculum shall provide for sustained interaction with the child, school
and community in varied settings for establishing close connections between different
curricular areas and making teacher-trainee understand her/his role and function.

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

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

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

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

XVI. PROGRAMME STRUCTURE

STRUCTURE FOR 2 YEARS

Code Area Courses

A THEORY: Core courses 5
B THEORY: Cross Disability & Inclusive Education
6
courses (including optional courses)
C THEORY: Disability Specialisation Courses 5
D THEORY: Enhancing Professional Capacities (EPC) /
3
Professional Development Courses
E Practical related to disability 2
F Field Engagement /School Internship 3
Total 24
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Each theory course (A, B, C, D) will have up to 5 units. Each practical course (E1 and E2)
will have 4 units. Each field Engagement/internship (F1, F2 and F3) will have 2 units. All
courses as specified in the structure include lecture, tutorials as contact hours besides
assignment, field work including observation, seminar, workshop and practicum relating to
the concerned course.

AREA A: CORE COURSES

A1 Human Growth & Development
A2 Contemporary India and Education
A3 Learning, Teaching and Assessment
A4 Pedagogy of Teaching (Special Reference to Disability) Any one
PART I : Science (Special Reference to Disability)
PART II: Mathematics (Special Reference to Disability)
PART III: Social Studies (Special Reference to Disability)
A5 Pedagogy of Teaching (Special Reference to Disability) Any one
PART IV: Hindi / Regional Language (Special Reference to Disability)
PART V: English (Special Reference to Disability)

AREA B: CROSS DISABILITY AND INCLUSION

Note:
1. All student-teachers will be learning about all disabilities (theory, practical as well as field
engagement) and specialization in any one disability other than selected for Area C.
2. Institutions/organizations offering B.Ed.Spl.Ed. are expected to decide other than
specialization area out of HI.
3. In case of student-teachers with disability; the choice of two optional courses from B-10 or
B-11 can be on case to case basis (e.g. Student-teachers with HI may opt for courses that are
appropriate for them from B10 & B11).
B6 Inclusive Education
B7 Introduction to Sensory Disabilities (VI, HI, Deaf-Blind)
B8 Introduction to Neuro Developmental Disabilities (LD, MR(ID), ASD)
B9 Introduction to Locomotor & Multiple Disabilities ( CP, MD)
B10 Skill Based Optional Course (Cross Disability and Inclusion)
B11 Skill Based Optional Course (Disability Specialization)

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

A Guidance and Counselling

C Applied Behavioural Analysis

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

C Communication Options: Manual (Indian Sign Language)
D Augmentative and Alternative Communication

AREA C: DISABILITY SPECIALIZATION COURSES (HI)

C12 Assessment and Identification of Needs

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

AREA D: ENHANCEMENT OF PROFESSIONAL CAPACITIES (EPC)

(Wherever applicable specific reference to disability will be focused)

D17 Reading and Reflecting on Texts

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

AREA E: PRACTICAL RELATED TO DISABILITY

E1. Cross disability and inclusion (Part of Area B)
E2. Disability specialization (Part of Area C)

AREA F: FIELD ENGAGEMENT/ SCHOOL ATTACHMENT/ INTERNSHIP

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

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 I YEAR
TEACHING SCHEME & CONTACT HOURS B.Ed. Special Education (HI) -I Year
Instructional
time in Duration of

External

Internal
Courses Nomenclature of the Course periods Total Exam
(Hrs.)
Per Per
week Year*

6 168 80 20 100 3
A1 Human Growth & Development
6 168 80 20 100 3
A2 Contemporary India and Education
6 168 80 20 100 3
A3 Learning, Teaching and Assessment
Course 8 and 9 (any two of the following: A candidate has to opt for two pedagogy courses one from pedagogy course 8
and the other from pedagogy course 9 excluding that opted in pedagogy course 8)

A4 Pedagogy of School Subjects (ANY ONE 6 168 80 20 100 3

from Part I to Part V)
A5 Pedagogy of School Subjects (ANY ONE 6 168 80 20 100 3
from Part I to Part V)
2 84 40 10 50 2
B6 Inclusive Education
Introduction to Sensory Disabilities (VI, 2 84 40 10 50 2
B7 HI, Deaf-blind)
Introduction to Neuro Developmental 2 84 40 10 50 2
B8 Disabilities (LD, ID/ MR, ASD)
Introduction to Locomotor & Multiple 2 84 40 10 50 2
B9 Disabilities (Deaf- Blind, CP, MD)
6 168 80 20 100 3
C12 Assessment and Identification of Needs
Curriculum Designing, Adaptation and 6 168 80 20 100 3
C13 Evaluation
E1 & E2
(E1- Duration, setting and description as per the
Practical: guideline given below in the table Area E1
Cross - - -
Disability 50
and
Inclusion 100
& Duration, setting and description as per the
E2- guideline given below in the table Area E2
Practical:
- - - 50
Disability
specializa
tion)
Total 50 1512 720 280 1000

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 PRACTICUM: HI

E 1: Cross disability & inclusion Hours: 10

Sl. Tasks Educational Specific activities Hrs Submissions

No. settings
1 Visit to Special school Study the infrastructure 3 Report
Special for children available in a special including
Reflections
school for with hearing school for children with
Children impairment hearing impairment
with hearing
impairment
2 Identificatio Study the summary 2
n of hearing report of the evaluation
loss & its carried out on any two
implications children with hearing
impairment & study its
implications in terms of
educational placement
3 Classroom Observe the teaching of 5
Teaching children with hearing
observation impairment in any one
special classroom and
write the observation
report
TOTAL 10

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

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E 2: Disability Specialisation Hours: 60

Sl. Tasks Educational Specific activities Hrs Submissions

No. settings
1 Assessment Institute / *Observation of: BOA, conditioned 15 Journal with
of hearing Clinic Pure tone Audiometry, VRA , reflections
Speech Audiometry , Hearing aid
trial & hearing aid testing
*Studying 10 Audiograms and
noting the diagnosis and
recommendations
*Practicing Ling‟s 6 sound test
2 Assessment Institute / *Listening to speech of children with 15 Journal with
of speech Clinic and without hearing loss and reflections
identifying parameters (Non
segmental, segmental & supra
segmental) 3 children each
*Observing speech assessment
(screening) – 2 children
*Carrying out speech assessment
( screening) -2 children
*Observing speech assessment
using standardized tool –2 children
3 Assessment Institute / *Studying & describing 15 Journal with
of language Clinic standardized language tests – 1 reflections
number
*Observations of any one test
administration – 1 child
*Administering any 1 test in a group
*Observation of developmental
scale-3 children
* Observing a reading
comprehension test- 1 group of
students of primary level
4 Assessment Institute *Studying & describing DST, GDS, 15
in / Clinic CPM , SFB ,VSMS
developmen *Observing assessment of children
tal using any two of the above
psychology *Studying 10 assessment reports
and noting the diagnosis and
recommendations
TOTAL 60

Schedule for practical for E-2 shall be included in the time table.

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Engagement with field as part of courses indicated below

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

1 Assignment / Project A1 Institute
2 Assignment / Project A2 Institute
3 Assignment / Project / Presentation A3 Institute
4 Assignment / Project / Presentation B6 Institute
5 Assignment / Project / Presentation B7 Institute
6 Assignment / Project / Presentation B8 Institute
7 Assignment / Project / Presentation B9 Institute
8 Assessment & Identification of C12(All Camp / Clinic / School,
Needs disabilities) etc. for minimum of fifteen
hours
9 Assignment / Project / Presentation C13 Institute/ Special/
Inclusive School
10 Assignment / Project / Presentation A4/A5 Institute

Rules: Examinations and Results First Year

1. There will be 11 papers in first year. The University will conduct the
examinations for 7 papers of three hours‟ duration and 4 papers of two hours'
duration.
2. Candidates will have to obtain 40% marks in theory & practicum separately.
For a pass, a candidate will have to obtain minimum 40 marks in the
courses/papers carrying 100 marks and minimum 20 marks in the
courses/papers of 50 marks respectively.
3. There shall be one summative test of 10 (or 5 marks for B6, B7, B8, and B9)
& candidates will conduct practicum/field work and submit report of two
activities/ assignment in each course/paper carrying 5 marks for each activity.
Out of 20 internal marks a candidate will have to get a minimum of 8 marks
and out of 10 internal marks a candidate will have to get a minimum of 4
marks for pass. If a candidate fails in two or less than two subjects, s/he will
be promoted to II year but it will be compulsory for her/him to reappear in the
internal activities & External Examination of the same course/paper next
year.
4. A Candidate failing in more than two external papers will be declared fail and
has to undertake entire examination in the subsequent year. However, her/his
internal marks can be carry-forwarded.
5. Candidates failing in two or less than two papers of internal will be allowed a
promotion in second year, provided that they reappear in them at later stages.
However, any candidate can get this benefit of promotion in a maximum of
two papers internals & externals combined together.

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 II YEAR
TEACHING SCHEME & CONTACT HOURS B.Ed. Special Education (HI)-II Year

External

Internal
Instructional time Durati
in periods on of
Courses Nomenclature of the Course Total
Exam
Per (Hrs.)
Per year*
week
Skill based Optional Course (Cross 4 64 40 10 50 2
B10 disability and inclusion) ANY ONE
Skill based Optional
Course(specialization disability) 4 64 40 10 50 2
B11 ANY ONE
Educational Intervention and 8 128 80 20 100 3
C14 Teaching Strategies
C15 Technology and Disability 8 128 80 20 100 3

C16 Psycho Social and Family Issues 4 64 40 10 50 2

Reading and Reflecting on Texts 32 50

40 10 2
D17 (EPC) 2
D18 Drama and Art in Education (EPC) 32 40 10 50 2
2
Basic Research & Basic Statistic 32 50
40 10 2
D19 (EPC) 2
Record Maintaince related to
Duration, setting Area E2 (Both 1st year and
and description as 80 50
2nd year)
E2- per the guideline
Practical: given below in the
Viva-Voce
Disability table Area E2 60 -
Specialisa Supervision of Daily Lesson
tion Plan (Special, Inclusive and - 100
Individulized ) 500
Final Lesson Plan in Special
80 -
School (HI)
F1- Duration, setting Record Maintaince related to
Practical: and description as school activities and
main per the guideline prepration of TLM
80
disability given below in the 50
special table Area F1
school

Total 34 544 700 300 1000

Grand Total of B.Ed. Ist and IInd year 1000+1000 2000

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E 2: Disability Specialisation Hours: 120
Sl. Tasks Educational Specific activities Hrs Submiss-
No. settings ions
1 Aural Institute / - Carrying out daily listening checks 9
intervention Clinic on children with hearing Report
includig
impairment (5 children)
reflections
- Use Aided Audiogram for
(2 children each)
A. Linking Ling‟s 6 Sound test
B. Selecting modality of training
(Auditory, Speech reading,
combination)
C. Selecting method of
Communication (Oral vs Manual)
2 Speech Clinic - Observing individual speech 9
intervention teaching sessions (2 children)
- Observing group teaching sessions Report
(2 children) includig
- Planning and executing lesson plan reflections
for teaching non-segmental,
Segmental and Supra segmental
aspects of speech (2 children)
3 Learning Institute / To learn and practice Basic 30
and school / vocabulary, Common phrases,
practicing ISL center Conversations, Sample subject
ISL Texts, Stories in signs.
(Preferably involving a Deaf
individual and taught by certified
signer)
4 Classroom Special Preschool - Observing and reporting Hrs. 24
observation school for classroom teaching for various Report
of teaching children subjects as per the time table of the includig
with school- Minimum 18 school periods reflections
hearing - Language
impairment - School subjects
- Co-curricular

4
4
4
Primary - Observing and reporting
classroom teaching for various

16
 subjects as per the time table of the
school- Minimum 18 school periods
- Language 4
- School subjects 4
- Co-curricular 4
5 Lesson Institute Supervised activity by college 6
planning faculty with specific feedback
Preparation
6 Delivering Special 20 lessons (Science/Maths-5, Social 24 of Diary
Lessons school Science- 5, Language – 8, Art – 2)

Preparation
7 Individualis 5 lessons on 1 student 6 of Diary
ed lessons

8 Delivering Inclusive 4 lessons of school periods 6

Preparation
lessons school indicating appropriate curricular of Diary
adaptations
9 Visit to Special Observing infrastructure and 6
Report
including
other than school curricular transaction reflections
practice
teaching
school
TOTAL 120

F1: Main Disability Special School Hours: 120

Sl. Tasks Educational Specific activities Hrs. Submissions
No. settings
1 Teacher Special Working as teacher assistant for 22 Journal of
assistant school for prayers / assembly, checking daily
** children hearing device, attendance, home reflections
with work/class work, writing diaries, and
Hearing preparing TLM, teaching practice learning
Impairment sessions recapitulation, and break
times,
2 Practicing Undertaking continuous whole day 20 Daily diary
functioning teaching using daily diary system
as a teacher for planning and recording.
**
3 Understanding Assisting in exam related planning, 12 Portfolio of
school setting question papers, assessing, assessment
examination entering outcome in records, activities
** writing progress reports, feedback
to students and parents, drawing

17
 pedagogic decisions.
4 Understanding Participating in School committees 12 *
beyond meetings, Sports, Picnics, trips,
classrooms visits, Parent Teacher Association
(PTA) meeting, competitions,
Celebrations, annual gatherings,
medical check ups – any 3
5 Development Developing 3 Teaching Learning 18 TLM
of (TLM), Material (TLM) and 10 worksheet
Worksheet for the assigned class
6 Document Reading and reporting on academic 12 *
study calendars, time table, diaries, work
books, progress reports, case files,
parent meeting reports, certificates,
forms to avail exemptions and
concessions, assessment formats for
pre-school
7 Use of internet Special Using technology for classroom 12 *
and modern school for teaching, art education, record
technology children keeping, communication,
for with downloading power points, AVs for
improving Hearing concept development involving
the class Impairment students
processes
8 Compilations Compiling language material news, 6 Journal of
of language conversations, stories and unseen compilatio
teaching pictures, Directed activities ns
material
news,
conversation,
stories and
unseen
pictures
9 Program end Power point presentation on 6
presentation consolidations, reflections and take
away points from field engagement
to be able to become a teacher
TOTAL 120

* Certificate from school head grading the performance 0n 5 point scale.

Candidates below the score 3 repeat the placement
** For items each student will be assigned a class and the class teacher is expected to
support as the long term mentor for the student placed in her / his class

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 Engagement with field as part of course as indicated below:

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

1 Assignment / Project / Presentation B10 Institute
Institute /
2 Assignment / Project / Presentation B11 school
3 Assignment / Project / Presentation C14 Institute
4 Assignment / Project / Presentation C15 Institute
5 Assignment / Project / Presentation C16 Institute
6 Assignment / Project / Presentation D17 Institute/ school
7 Assignment / Project / Presentation D18 Institute/ school
Institute /
8 Assignment / Project / Presentation D19 school

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

Examinations & Results- Second Year

1. There will be 8 papers in second year. The university will conduct the
examinations for 2 papers (C14 & C15) of three hours duration while rest of the 6
papers (B10, B11, C16, D17, D18 & D19) will be of 2 hours duration.

2. It is mandatory for any student to attain 90% attendance in Practicum/ Internship

programme, failing which they will be declared fail in Second year.

3. Candidates will have to obtain 40% marks in theory & practicum separately. In
the papers carrying 100 marks, candidates will have to obtain minimum 40 marks
for a pass.

4. There will be summative test of 10 marks & candidates will conduct

practicum/field work and submit report of 2 activities in each paper carrying 5
marks for each activity. Out of 20 internal marks a candidate will have to get a
minimum of 8 marks to pass.

5 If a candidate fails in two or less than two subjects, s/he has to re-appear for those
papers in subsequent year. However, their internal marks can be carry-forwarded.

19
6. A candidate will have to obtain 40% marks separately in Internal and External
both. Candidates failing in the Internal or External examination will be declared
fail in second year. However, as an Ex-student, they can carry-forward their all
other marks.

General Rules

1. Candidates can apply for re-evaluation in any of the theory papers as per rules
stipulated by the University for B.Ed. Spl. Edn. (HI) degree. Changes in
statutes/ordinances/rules/regulations/syllabi and books may from time to time be
made by amendment or remaking and a candidate shall, except in so far as the
university determines otherwise, comply with any change that applies to years
he/she has not completed at the time of change.

2. Time allocation : If institutes opt for five-days-week, each period will be of one
hour(or as suits to time table) and if institutes opt for Six-days-week, each period
will be of 45 minutes (or as suits to time table).

III Examination

1. There shall be a University examination at the end of each year as per details of the
scheme of examination.
2. A candidate will be permitted to appear in the annual examination only if she/he has
pursued a regular course of study and has at least 80% attendance in all course work
and practicum classes and 90% attendance in School Internship.
3. Candidates, who represent their institute/university/state/nation in recognized
sports/games/cultural/literary/NCC/NSS activities, will get credit of attendance for
that period. This will be allowed on production of a certificate from the concerned
organizing authority and on the basis of the recommendations of the Head of the
Institute.
4. The minimum pass marks in each year examination shall be 40% for each theory
paper and Practicum and 50% for learning to function as a teacher (School
Internship) separately. Candidate will have to pass each external paper and internal
separately.
5. A candidate who fails only in one course/paper in the examination of First year of
the B.Ed. Special Education Programme will be eligible to take the examination in
that part of the course/paper External / Internal as the case may be, in which she/he
fails along with the Second year examination.
6. A candidate who fails only in one course/paper in examination of the Second year
of the B.Ed. Special Education programme will be allowed to appear as an ex-
student in that part of the course/paper in which she/he fails at the subsequent
annual examination.
7. In case a candidate fails in learning to function as a teacher (School Internship),
she/he will have to undergo the full year of the course of study as a regular student
in the subsequent year.
8. A candidate will be given a maximum of three chances to pass the examination in
20
 any year of the Programme. If she/he does not pass the ' examination even after
three chances she/he will not be eligible for B.Ed. degree.
9. Division will be awarded to the successful candidates at the end of Second year
examination on the basis of cumulative total of marks obtained in the two years of
the Programme in all the courses/papers including Learning to function as a teacher
(School Internship).
IV Award of Division
I. Successful candidates will be awarded division on the basis of the aggregate
marks of all the Core Courses, Pedagogy Courses and Courses on Developing
Teacher Sensibilities as per the following:
First division 60% and above
Second division 50% and above but less than 60%
Third division 40% and above but less than 50%
2 Candidates can apply for Re-evaluation in any of the theory courses as per rules
stipulated by the University for B.Ed. degree. Changes in Statutes/ Ordinances/
Rules/ Regulations/ Syllabi and books may from time to time be made by
amendment or remaking and a candidate shall, except in so far as the University
determines otherwise, comply with any change that applies to years she/he has
not completed at the time of change.
Notes-

1. Thereshall be a university examination at the end of each yearas perdetails of the

scheme of examination.

2. Candidates, who represent their institute/university/state/nationin recognized

sports/games/cultural/literaryactivities, will get credit of attendance for that
period; thiswill be allowed on production of a certificate from the concerned
organizing authority and on the basis of the recommendations of the head of
theinstitute.

3. The minimum pass marks in eachyear examination shall be 40% for each theory
paper and practicum and 50% for internship in teaching separately.

4. A candidate who fails only in one subject in first year of the course will be eligible
to take the examination in that part of the subject (theory paper/practicum) as the
case may be, in which he/she fails along with the next semester.

5. A candidate who fails only in one subject in second year of the course will be
allowed to appear as an ex-student in that part ofthe subject in which he/she fails
at the subsequent examination.

6. Incase a candidate fails in pre-internship/internship in teaching, he/she will have

to undergo the full year of the course of study as a regular student in the
subsequent year.

7. Candidates can apply for re-evaluation in any of the theory papers as per rules
stipulated by the University for B.Ed. Special Education degree.
21
 Changes in statutes/ ordinances/ rules/ regulations/ syllabi and books may from
time to time be made by amendment or remaking and a candidate shall, except in
so far as the university determines otherwise, comply with any change that applies
to years he/she has not completed at the time of change.

V. Evaluation

Rules and Ragulations

Scheme of Examination

The examination for the degree of Bachelor of Special Education shall be held in Theory
and practicum.

Course/ Paper-wise scheme of examination: Theory

Courses/Papers with External weight-age of 80 Marks (3 hours duration)

I. One essay type (with a word limit of 400 words) question will be set from each
unit carrying 16 marks. Essay type questions are to aim attesting ability of
critical thinking and application of principles etc. taught in theory. There will be
an internal choice of attempting two questions of short answer type (with a word
limit of 150 words) from the same unit. Each short answer type question will
carry 8 marks.
II. Short answer rtype questions should aim at testing knowledge of concepts, facts,
defining, laws, principles, generalisation etc. And also testing of understanding of
principles and concepts. The answer to such question should not exceed 150
words.
III. Essay type questions are aim at testing ability of critical thinking and application
of principles etc. taught in theory.
IV. The overall question paper will be set keeping the following difficulty levels.
Easy: 30% Average:40% Difficult:30%.
V. Courses/ Papers of 3 hours duration with external waitage of 80 marks are A1,
A2, A3, A4, A5, C12, C13, C14 & C15.
VI. Courses/ Papers of 2 hours duration with eternal waitage of 40 marks are B6, B7,
B8, B9, B10, B11, C16, D17, D18 & D19.
VII. Courses/ Papers with external waitage of 40 marks will be divided into two parts
A & B (2 hours duration)
Part-A
In part -A Three short answer type questions (Answer limit 100 words) will be
set; one question from each unit. Candidate will attempt 2 questions out of three.
Each question will carry 5 marks.
Part-B
There will be three essay type (with a word limit of 200 words) questions, one
from each unit with an alternative choice. Each question will carry 10 marks.

22
VIII. Internal weight-age of 20 will be divided as under:

Assessment in the papers with internal weight-age of 20 marks will be divided in

2 parts.

Summative test (10 Marks) and Sessional work (10 Marks)

There will be a provision of practicum/field work in each paper with 10 marks
weightage. Out of the suggested Practicum/field work, it will be compulsory to
attempt atleast two activities ensuring that a minimum of two units have been
covered in the same. Students have to maintain a record/portfolio etc. as per the
nature of related activity. 10 Marks will be bifurcated - 50 percent for conducted
activities and 50 percent for documentation of conducted activities.

IX. Internal weight-age of 10 will be divided as under:

Assessment in the papers with internal weight-age of 10 marks will be divided in

2 parts.

Summative test (5 Marks) and Assignment/ Course work (5 Marks)

There will be a provision of practicum/field work in each paper with 5 marks
weightage. Out of the suggested Practicum/field work, it will be compulsory to
attempt atleast two activities ensuring that a minimum of two units have been
covered in the same. Students have to maintain a record/portfolio etc. as per the
nature of related activity. 5 Marks will be bifurcated - 50 percent for conducted
activities and 50 percent for documentation of conducted activities.

X. Each candidate should be prepared to teach two lessons (one in each pedagogy
subject) at the final practical examination. However, the candidate will deliever
one lesson (in the subject of their choice) for final practical out of the prepared
two lessons. The external examiner may pick up at least 10% of the candidate to
deliver two lessons (if required).
Final Lessons to be assessed by the Board of Examiners consisting of:
(a) One external examiner from specialization area.
(b) One internal examiner, Principal of the College and
(c) The Marks will be awarded out of 80.

23
 PAPERS OF IST YEAR

HUMAN GROWTH & DEVELOPMENT

Course Code: A 1 Max. Marks : 100
Internal 20
Contact Hours: 60 External :80

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

Learning Outcomes
After studying this course the student- teachers will be able to
• explain the process of development with special focus on infancy, childhood
and adolescence.
• critically analyze developmental variations among children.
• comprehend adolescence as a period of transition and threshold of adulthood.
• analyze different factors influencing child development.

Unit 1: Approaches to Human Development

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

Unit 2: Theoretical Approaches to Development

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

24
Unit 3: The Early Years (Birth to Eight Years)
3.1 Prenatal development: Conception, stages and influences on prenatal development
3.2 Birth and Neonatal development: Screening the newborn - APGAR Score,
Reflexes and responses, neuro-perceptual development

3.3. Milestones and variations in Development

3.4 Environmental factors influencing early childhood development
3.5 Role of play in enhancing development

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

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

Unit 5: Transitions into Adulthood

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

Engagement with the field as part of course as indicated below

Hands on Experience
• Observe children in various settings and identify milestones achieved.
• Seminar on human development
• Writing Journal for reflection and case study

Suggested Readings
• Berk, L. E. (2000). Human Development. Tata Mc.Graw Hill Company, New
York.
• Brisbane, E. H. (2004). The developing child. Mc.Graw Hill, USA.
• Cobb, N. J. (2001). The child infants, children and adolescents. Mayfield
Publishing Company, California.
• Hurlocl, E. B. (2005). Child growth and development. Tata Mc.Graw Hill
Publishing Company, New York.
• Hurlocl, E. B. (2006). Developmental Psychology- A life span approach. Tata
Mc.Graw Hill Publishing Company, New Delhi.

25
 • Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on
Schools,Schooling and Human Development. New York: Routledge.
• Mittal. S. (2006). Child development- Experimental Psychology. Isha Books,
Delhi.
• Nisha, M. (2006). Introduction to child development, Isha Books, Delhi.
• Papalia, D. E., & Olds, S. W. (2005). Human development. Tata Mc.Graw Hill
Publishing Company, New York.
• Santrock. J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing
Company, New York.
• Santrock. J. W. (2007). Adolescence. ,Tata Mc.Graw Hill Publishing Company, New
Delhi.
 स हिं अरुण कुमार- सिक्षा मनोविज्ञान, भारती भिन प्रकािन, इऱाहबाद
 िमाा प्रीती एििं श्रीिास्ति डी.एन.- बाऱ मनोविज्ञान: बाऱ विका , विनोद ऩस्
ु तक मिंददर, आगरा
 माथुर, ए .ए .(2008)- सिक्षा मनोविज्ञान, अग्रिाऱ प्रकािन, आगरा
 स हिं , नगेन्द्र एििं ेिानी, अिोक (2016)- बाल्यिस्था एििं प्रगततिीऱ अधधगमकताा, अऱका
प्रकािन, अजमेर

26
 CONTEMPORARY INDIA AND EDUCATION

Course Code: A2 Max. Marks : 100

Internal 20
Contact Hours: 60 External :80
Introduction
This course will enable student-teachers to explore education from philosophical and
sociological perspective and hands on experience of engaging with diverse communities,
children and schools. It also traces the educational developments in the historical context
leading to contemporary India. The course also includes various commissions and policies
and issues and trends in the field of education, special education and inclusive education.

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

Unit 1: Philosophical Foundations of Education

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

Unit 2: Understanding Diversity

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

Unit 3: Contemporary Issues and Concerns

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

27
 3.4 Equal Educational Opportunity: (i) Meaning of equality and constitutional provisions
(ii) Prevailing nature and forms of inequality, including dominant and minority
groups and related issues
3.5 Inequality in Schooling: Public-private schools, rural-urban schools, single teacher
schools and other forms of inequalities such as regular and distance education system
Unit 4: Education Commissions and Policy (School Education)
 Constitutional provisions on education that reflect National Ideals: Equality, liberty,
secularism, and social justice
 National Commissions and Policies: Education Commission (1964), NPE and POA
(1986, 1992), National Policy for Persons with Disabilities (2006)
 National Acts: RCI Act, 1992, PWD Act, 1995, NT Act, 1999, RTE Act (2009 &
2012).
 Programmes and Schemes: IEDC (1974, 1983), SSA (2000, 2011), RMSA, 2009,
IEDSS, 2009
 International Conventions and Policies: Salamanca Declaration and Framework,
1994; UNCRPD, 2006; MDG, 2015; INCHEON strategies
Unit 5: Issues and Trends in Education
5.1 Challenges of education from preschool to senior secondary
5.2 Inclusive education as a rights based model
5.3 Complementarity of inclusive and special schools
5.4 Language issues in education
5.5 Community participation and community based education
Some Suggested Activities on contemporary issues
• Comparative study of different settings
• Conflicts and social movements in India: Women, Dalit, Tribal and Disabled
• Educational debates and movements
• First generation learners
• Children with disabilities
• Inclusive education
• RTE act in the context of disadvantaged
• Linguistic and religious diversity
• Human rights, minority rights
• Educational status of various groups
• Special and inclusive schools
• Analysis of contemporary debates

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

28
 • National Education Commission. (1964-66). Ministry of Education, Government of
India, New Delhi
• National Policy on Education. (1986 & 92). Ministry of Human Resource
Development Government of India, New Delhi.
• Right to Education Act. (2009). Ministry of Human Resource Development,
Government of India, New Delhi.
Suggested Readings
• Aggarwal. J. C. (1992). Development and Planning of Modern Education: New Delhi
Vikas Publishing House Pvt. Ltd.
• Ain, L. C. (2010). Civil Disobedience, Book Review Literary Trust: New Delhi.
Select chapters.
• Anand, S. P. (1993).The Teacher & Education in Emerging Indian Society, New
Delhi: NCERT.
• Bhat. B. D. (1996). Educational Documents in India, New Delhi: Arya Book Depot.
• Bhatia, K. & Bhatia, B. (1997). The Philosophical and Sociological Foundations, New
Delhi Doaba House.
• Biswas. A. (1992). Education in India, Arya Book Depot. New Delhi
• Biswas. A., & Aggarwal, J.C. (1992). Education in India, Arya Book Depot New
Delhi.
• Chakravarty, S. (1987). Development Planning: The Indian Experience, Oxford
University press: New Delhi.
• Chandra, B. (1997). Nationalism and Colonialism, Orient Longman: Hyderabad.
• Choudhary. K.C., & Sachdeva, L. (1995). Total literacy by 2000: New Delhi: IAE
Association.
• Deaton A., & Dreze, J. (2008-2009). Poverty and Inequality in India in Raj Kapila
and Uma Kapila (Ed.) in Indian Economy since Independence. Oxford University
Press: New Delhi.
• Deshpande, S. (2004). Contemporary India: A Sociological View. Penguin: New
Delhi.
• Dubey, S. C (2001). Indian Society, National Book Trust: New Delhi.
• Famous Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948.
• 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.

29
• 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.
• क् ेना, एन. आर. स्िरुऩ, सिखा चतुिेदी (2010) उदीयमान भारतीय माज में
सिक्षक, आर. ऱाऱ. प्रकािन, मेरठ
• ऩाण्डे रामिकऱ- उदीयमान भारतीय माज में सिक्षक, अग्रिाऱ प्रकािन, आगरा
• िमाा ऋत,ू ततिारी ककरण एििं तनककता द्िेदी- मकाऱीन भारत एििं सिक्षा
• ऩाऱ, गुप्त एििं मदनमोहन- सिक्षा के दािातनक एििं माजिास्रीय आधार, न्द्यू कैऱाि
प्रकािन, इऱाहबाद
• क् ेना, रोज- सिक्षा के दािातनक ि ामाजजक आधार, ादहत्य प्रकािन, आगरा
• ऱाऱ, रमन बबहारी- भारतीय सिक्षा का इततहा , विका एििं मस्याएिं, राज वप्रिंट ,ा
मेरठ
• गप्ु त, रामबाबू (1996)- भारतीय सिक्षा िास्री, रतन प्रकािन मिंददर, आगरा
• स हिं , नगेन्द्र एििं ेिानी अिोक- मकाऱीन भारतीय माज में सिक्षा, अऱका
प्रकािन, अजमेर

30
 LEARNING, TEACHING AND ASSESSMENT

Course Code: A 3 Max. Marks : 100

Internal :20
Contact Hours: 60 External :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.

Learning Outcomes
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

31
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

32
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.
• स हिं अरुण कुमार, सिक्षा मनोविज्ञान, भारती भिन प्रकािन, इऱाहबाद
• गुप्ता, ए .ऩी.- उच्चतर सिक्षा मनोविज्ञान, इऱाहबाद
• माथरु , ए .ए .(2008)- सिक्षा मनोविज्ञान, अग्रिाऱ प्रकािन, आगरा
• स हिं , नगेन्द्र एििं ेिानी, अिोक (2016)- अधधगम एििं सिक्षण, अऱका प्रकािन,
अजमेर
• गुप्ता, ए .ऩी.- उच्चतर सिक्षा मनोविज्ञान, िारदा प्रकािन, इऱाहबाद
• मिंगऱ, ए .के. एििं मिंगऱ उमा (2009)- सिक्षा तकतनकी, ऩी.एच.आई. प्राइिेट
सऱसमटे ड, ददल्ऱी
•

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:

33
 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.
• Oberoi, S.C. (2008)- Educational Technology, Arya Book Depot, New Delhi

34
 PEDAGOGY OF TEACHING SCIENCE

Course Code: A 4 (Part I) Max. Marks : 100

Internal :20
Contact Hours: 60 External :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.

Learning Outcomes
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

35
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.

36
 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.
• Joshi, S. R. (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation.
• Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students
with vision impairments, Sydney: North Rocks Press.
• Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage
Publications.
• Layton, D. (1989). Innovations in Science and Technology Education, New Delhi:
Sterling Publishers.
• Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling
Publishers.
• Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987).
Sourcebook for training teachers of visually impaired, New Delhi: NCERT.
• Murray, L. J. (1988). Basic Skills – Science, Boston: John Murrey.
• NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT.
• NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun
• Scholl, G.T. (1986). Foundations of education for blind and visually handicapped
children and youth, New York: American Foundation for the blind.
• Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons.
• Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset.
• Siddiqui, N.N., & Siddiqui, M. N. (1994). Teaching of science today & tomorrow,
Delhi: Doaba House.
• Starin, A., & Sund, B. (1983). Teaching science through discovery. Ohio: Charles E.
Merril Publishing Company.
Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications.
37
 • 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.
• Sood, J.K. (1989)- New Directions in Science Teaching, kohli publishers, chandigarh
 ूद, जे.के.- विज्ञान सिक्षण, विनोद ऩुस्तक मिंददर, आगरा
 ूद, जे.के. (2003)- जैविक विज्ञान सिक्षण, राजस्थान दहिंदीग्रन्द्थ अकादमी, जयऩुर
 कुऱश्रेष्ठ, ए.के. एििं कुऱश्रेष्ठ एन.के.(2014)- विज्ञान सिक्षण, आर.ऱाऱ. बुकडडऩो,
मेरठ

38
 PEDAGOGY OF TEACHING MATHEMATICS

Course Code: A 4 (Part II) Max. Marks : 100

Internal :20
Contact Hours: 60 External :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.

Learning Outcomes
After completing the course the student-teachers will be able to
• Explain the nature of Mathematics and its historical development with contribution of
Mathematicians.
• Describe the aims and objectives of teaching Mathematics at school level.
• Demonstrate and apply skills to select and use different methods of teaching
Mathematics.
• Demonstrate competencies of planning for teaching Mathematics, organizing
laboratory facilities and equipment designing pupil centered teaching learning
experiences.
• Demonstrate skills to design and use various evaluation tools to measure learner
achievement in Mathematics.

Unit 1: Nature of Mathematics

1.1 Meaning, Nature, Importance and Value of Mathematics
1.2 Axioms, Postulates, Assumptions and Hypothesis in Mathematics
1.3 Historical Development of Notations and Number Systems
1.4 Contribution of Mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya, Euclid,
Pythagoras)
1.5 Perspectives on Psychology of Teaching and Learning of Mathematics-
Constructivism, Enactivism, Vygotskyian Perspectives, and Zone of Proximal
Development

Unit 2: Objectives and Instructional Planning in Mathematics

2.1 Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools
2.2 Bloom‟s Taxonomy of Educational Objectives and Writing Objectives in Behavioural
Terms
2.3 Lesson Planning– Importance and Basic Steps. Planning Lesson of Arithmetic,
Algebra and Geometry
2.4 Unit Planning – Format of A Unit Plan
39
2.5 Pedagogical Analysis: Meaning and Need and Procedure for Conducting Pedagogical
Analysis. Classification of Content, Objective, Evaluation, etc

Unit 3: Strategies for Learning and Teaching Mathematics

3.1 Concept Formation and Concept Attainment: Concept Attainment Model for Learning
and Teaching of Concepts
3.2 Learning By Exposition: Advanced Organizer Model
3.3 Methods of Teaching- Lecture, Discussion, Demonstration, Inductive-Deductive,
Analytic-Synthetic, Problem-Solving, And Project
3.4 Techniques of Teaching Mathematics: Oral Work, Written Work, Drill-Work, Brain-
Storming and Computer Assisted Instruction (CAI)
3.5 Creating Different Situations of Learning Engagement: Group Learning, Individual
Learning, Small-Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), and Situational/
Contextual Learning

Unit 4: Teaching-Learning Resources in Mathematics for Students with Disabilities

4.1 Mathematics Laboratory- Concept, Need, and Equipment for Setting Up a
Mathematics Laboratory
4.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing and
Measuring Instruments, Drawing Instruments, Models, Concrete Materials, Surveying
Instruments With Reference To Children With Disabilities
4.3 Bulletin Boards and Mathematics Club
4.4 Abacus, Cussionaire Rods, Fractional Discs, Napier Strips
4.5 Calculators, Computers, Smart Boards, Multimedia Presentations, and Special Aids
and Appliances For Children With Disabilities

Unit 5: Assessment and Evaluation for Mathematics Learning

5.1 Assessment and Evaluation- Concept, Importance and Purpose
5.2 Error Analysis, Diagnostic Tests, Identification of Hard Spots and Remedial
Measures
5.3 Tools and Techniques for Formative and Summative Assessments of Learner
Achievement in Mathematics, Comprehensive and Continuous Evaluation in
Mathematics
5.4 Preparation of Diagnostic and Achievement Test
5.5 Adaptations in Evaluation Procedure for Students With Disabilities

Practical/ Field Engagement/ Project Work

Any one of the following
I. Pedagogical analysis of a unit of content from secondary school Mathematics
Syllabus
II. Preparation of a multimedia presentation on a topic with special reference to students
with disabilities
40
 III. Construction of a question paper based on current CBSE format/concerned State
Board of education, preparing its Scoring key, and marking scheme

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
MathematicsMeaningfully: 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.

41
• 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.

42
 PEDAGOGY OF TEACHING SOCIAL SCIENCE

Course Code: A 4 (Part III) Max. Marks : 100

Contact Hours: 60 Internal :20
External :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.

Learning Outcomes
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

43
 3.2 Methods of teaching social science: Lecture, discussion, socialized recitation, source
and project method

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

44
 • Organize activities like quiz, mock-parliament, field trips, exhibitions and any other
o-curricular activities in schools
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'SNew 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.
• िमाा, आर.ए. एििं चतुिेदी सिखा (2014)- ामाजजक विज्ञान सिक्षण, आर.ऱाऱ. बुकडडऩो, मेरठ
• श्रीिास्ति, रोमा (2016)- ामाजजक विज्ञान का सिक्षण िास्र, अग्रिाऱ प्रकािन, आगरा
• त्यागी, गुरु रनदा (2013)- नागररकिास्र सिक्षण, अग्रिाऱ प्रकािन, आगरा
• त्यागी, गुरु रनदा (2013)- ामाजजक अध्यन सिक्षण, अग्रिाऱ प्रकािन, आगरा

45
 PEDAGOGY OF TEACHING HINDI
Max. Marks : 100
Internal :20
Contact Hours: 60 External :80
Course Code: A 5 (Part IV)

Contact Hours: 60 (60?kaVs)

ikB~;Øe ds mn~ns’; & izLrqr ikB~;Øe }kjk fo|kfFkZ;ksa bl ;ksX; gksxa s fd &
•O;fDr rFkk lekt ds thou vkSj fodkl esa Hkk"kk ds ;ksxnku ls ifjfpr gksxa sA
• ewyHkr Hkk"kk dkS’kyksa vkSj Hkk"kk vf/kxe esa mudh Hkwfedk dk vuqHko djsxa sA
• bdkbZ fu;kstu vkSj ikB ;kstuk dh izfØ;k esa dq’ky gksxa sA
• fgUnh f’k{k.k ds fof’k"V O;kogkfjd mn~ns’;ksa ds fu/kkZj.k vkSj ys[ku esa l{ke gksxa sA
• 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 djsxa sA
•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 gksxa sA
• Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kadu izfof/k ds mi;ksx dq’kyrkiwoZ d djsxa sA
• Hkk"kk vf/kxe esa fo|kfFkZ;ksa dh dfBukb;ksa ds fujkdj.k ds fy, fØ;kRed
vuqlU/kku dk iz;ksx djsxa As
• fpUru nSufUnuh vkSj iksVZ Qksfy;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
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

46
 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;ksx
A
:
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
5-8 ewY;kadu dh ladYiuk] mn~ns’; vkSj egÙoA
5-9 lrr ,oa O;kid ewY;kadu dk lUnHkZA

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
47
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

48
 PEDAGOGY OF TEACHING ENGLISH

Course Code: A5 (Part V) Max. Marks : 100

Internal : 20
Contact Hours: 60 External :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.

Learning Outcomes
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

49
 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

50
Essentital Readings
• Allen, H., & Cambell, R. (1972). Teaching English as second Language, McGraw Hill,
New York.
• Bharthi, T., & Hariprasad, M. (2004). Communicative English, Neelkamal Publications,
Hyderabad.
• Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. Kalyani
Publishers, New Delhi.
• Grellet, F.(1980). Developing Reading Skills, Cambridge University Press, New York.
• IGNOU CTE – 02 Certificate in Teaching of English (1989). The Structure of English,
IGNOU, New Delhi.
• IGNOU EEG – 02 Elective Course in English (1989). The Structure of Modern English
Blocks (1 to 7), IGNOU, New Delhi.

Suggested Readings
• Agnihotri, R.K., & Khanna, A.L. (Ed.) (1996). English Grammar in context, Ratnasagar,
Delhi.
• Bhatia, K.K., & Kaur, N. (2011). Teaching and Learning English as a Foreign Language.
Ludhiana: Kalyani Publishers.
• Bindra, R. (2005). Teaching of English. Jammu: Radha Krishan Anand and Co.
• Brumfit, C.J., & Johnson (Ed.) (1979). The communicative Approach to Language
Teaching, Oxford University Press, Oxford.
• Bryne, D. (1988). Teaching Writing Skills, Longman, England.
• Krashen, D. (1992). Principles and Practice in Second Language Acquisition, Pergamum
Press Oxford.
• Krishna Swamy (2003). Teaching English: Approaches, Methods and Techniques,
Macmillan Publication, New Delhi.
• Sachdeva, M. S. (2007). Teaching of English. Patiala: Twenty First Century Publications.
• Sahu, B. K. (2004). Teaching of English. Ludhiana: Kalyani Publishers.
• Shaik, M. & Gosh, R.N. (2005). Techniques of Teaching English, Neelkamal
Publications, Hyderabad.
• Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication.

51
 Area- B
INCLUSIVE EDUCATION
Course Code: B 6
Contact Hours: 30
Max. Marks :50
Internal :10
External : 40
Introduction
The course is designed to develop an understanding about inclusive education and
addressing diversity in the mainstream classroom. It is also formulated in a way that the
learners will know the pedagogical practices and recognises ways in which different
stakeholders can collaborate for the success of inclusive education.

Learning Outcomes
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.
• Expound strategies for collaborative working and stakeholders support in
implementing inclusive education.

Unit 1: Introduction to Inclusive Education and academic instructions

1.1 Marginalisation vs. Inclusion: Meaning & Definitions
1.2 Changing Practices in Education of Children with Disabilities: Segregation,
Integration & Inclusion
1.3 Co-Teaching Methods: One Teach One Assist, Station-Teaching, Parallel
Teaching, Alternate Teaching & Team Teaching, Peer Mediated Instructions:
Class Wide Peer Tutoring, Peer Assisted Learning Strategies
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)

52
 2.3 ternational Frameworks: Salamanca Framework (1994), Biwako Millennium
Framework of Action (2002)
2.4 National Commissions & Policies: Kothari Commission (1964), National
Education Policy (1968), National Policy on Education (1986), Revised National
Policy of Education (1992), National Curricular Framework (2005), National
Policy For Persons With Disabilities (2006)
2.5 National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995),
National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013),
RPwD-2016

Unit 3: Adaptations Accommodations, Modifications and support for inclusive

education
3.1 Meaning, Difference, Need & Steps
3.2 Specifics for Children with Sensory Disabilities, Neuro-Dvelopmental, Loco
Motor & Multiple Disabilities
3.3 Stakeholders of Inclusive Education & Their Responsibilities
3.4 Advocacy & Leadership for Inclusion in Education
3.5 Family and Community Support & Involvement for Inclusion
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

Suggested Readings
• Bartlett, L. D., & Weisentein, G. R. (2003). Successful Inclusion for
EducationalLeaders. 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
toExceptionality. Belmont: Wadsworth.
53
 • Gartner, A., & Lipsky, D.D. (1997). Inclusion and School Reform
TransferringAmerica’s Classrooms,Baltimore: P. H. Brookes Publishers.
• Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and
WritingIEPs. Corwin press:Sage Publishers.
• Gore, M.C. (2004) .Successful Inclusion Strategies for Secondary and Middle
SchoolTeachers, Crowin Press, Sage Publications.
• Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs:
fromSegregation 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
Moderateand Severe Disabilities in Inclusive Setting. Boston, Allyn and Bacon.
• Sedlak, R. A., & Schloss, P. C. (1986). Instructional Methods for Students
withLearning and Behaviour Problems. Allyn and Bacon.
• Stow L. & Selfe, L. (1989). Understanding Children with Special Needs. London:
Unwin Hyman.
• Vlachou D. A. (1997). Struggles for Inclusive Education: An Ethnographic Sstudy.
Philadelphia: Open University Press.
• Westwood, P. (2006). Commonsense Methods for Children with Special
EducationalNeeds ‐ Strategies for the Regular Classroom. 4th Edition, London
Routledge Falmer:Taylor & Francis Group.
• चौहान, ज्योत्स्ना एििं ठाकुर यतीन्द्र (2017)- मािेिी विधाऱय का ज
ृ न, अग्रिाऱ
प्रकािन, आगरा
• ेिानी, अिोक- मािेिी सिक्षा, सिक्षा प्रकािन, जयऩुर
• ेिानी, अिोक- मािेिी विधाऱय का तनमााण, सिक्षा प्रकािन, जयऩुर
• ऩारीक, अऱका- मािेिी सिक्षा, सिक्षा प्रकािन, जयऩुर
• ुिाऱका, दीवऩका एििं िमाा रमेिचन्द्र- मािेिी सिक्षा, सिक्षा प्रकािन, जयऩुर

54
 INTRODUCTION TO SENSORY DISABILITIES
Course Code: B 7
Contact Hours: 30 Max. Marks :50
Internal :10
External : 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.

Learning Outcomes
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
evices)
55
 2.6 Deaf- Blindness- Definition, Causes, Classification, characterstics
2.7 Screening, Assessment, identification and interventional strategies of deaf-blindness
Unit 3: Visual Impairment—Nature, Assessment and Educational implications
3.1. Process of Seeing and Common Eye Disorders in India
3.2. Blindness and Low Vision--Definition and Classification and effect of blindness-
Primary and Secondary
3.3 Teaching Principles, Expanded Core Curriculum- Concept and Areas
3.4. Importance of Early Identification and Intervention
3.5. Functional Assessment Procedures
3.6. Addressing orientation, mobility & educational needs of students with deaf-blindness

Course Work/ Practical/ Field Engagement

• Develop a checklist for screening of children for hearing impairment
• Develop a checklist for screening of children for low vision
• Develop a checklist for screening of children for blindness
• Develop a checklist for screening of children for deaf blindness
• Journal based on observations of teaching children with sensory disabilities

Transactions

Visits, Observations, Videos and Interactions with Students with Disabilities

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

56
 • 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=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttp%2Fssa.nic.in%2Finclusive-education%2Ftraining-
module-for-resource-teachers-for-disable-
children%2FModule%25202%2520Deafblindness.pdf%2Fat_download%2Ffile&ei=
LkY6VdGlOIKymAW604CgDg&usg=AFQjCNHxJc9OazS1f-
TSI_HgQqJKxWjs_A&sig2=LIBWuGnYE0OLPtpK5FCHEg&bvm=bv.91427555,d.
dGY
• Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students
with vision impairments. Sydney: North Rocks Press.
• Lowenfeld, B. (1973). Visually Handicapped Child in School and Society; American
Foundation for the Blind; NewYork.
• Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired
Infants – Support in the first eighteen months. London: Whurr Publishers Ltd.
• Martin, F. N., & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston: Pearson
Education.
• Martin, F.N., & Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson
Education.
• National Institute for the Visually Handicapped (2015). Information Booklet on
Visual Impairment in India, Dehradun: Government of India.
• Nerbonne, M. A., & Schow, R.L. (2002). Introduction to Audiologic Rehabilitation.
Boston: Allyn and Bacon.
• Nerbonne, M. A., & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation.
6th ed. Boston: Pearson Education.
• Northern, J. L., & Downs, M. P. (2002). Hearing in Children (5th Ed.). Philadelphia:
Williams & Wilkins
• Prescod, S. V. (1978). Audiology Handbook of Hearing Disorders. New York: Van
Nostrand Reinhold Company.
• Sataloff, R. T., & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor &
Francis.
• Sims, L.G., Walter, G.G., & Whitehead, R.L. (1981). Deafness and Communication:
Assessment and Training. Baltimore: Williams and Wilkins.
• Warren, D.H. (1994). Blindness and Children: An Individual Differences Approach.
New York: Cambridge University Press.

Suggested Readings
• Auditory-Verbal International (1991). Auditory-verbal position statement. Auricle
4:11-12.
• Harp, B. (2006). The handbook of literacy assessment and evaluation, (3rd Eds).
Norwood, M.A.: Christopher-Gordon Publishers, Inc.
57
• Katz, J. (1985). Handbook of Clinical Audiology. (4th Ed.) Baltimore: Williams and
Wilkins.
• Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education - A
practicalguide to supporting diversity in the classroom. (2nd Eds.). U.K. Routledge.
• Norris, G. H., & Romer, L.T. (1995). Welcoming Students who are deafblind totypical
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
HandicappedChildren and Youth. New York: American Foundation for the BLind.
• Tucker, I., & Nolan, M. (1984).Educational Audiology. London: Croom Helm.
• Tye-Murray, N. (1998). Intervention Plans for Children. In Tye-Murray N. (Eds)
Foundations of Aural Rehabilitation. San Diego: Singular. p.381–413.

58
 INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES

Course Code: B 8
Contact Hours: 30 Max. Marks :50
Internal :10
External : 40

Introduction
The course integrates relevant subject matter in the areas of Learning Disability, intellectual
Disability and Autism Spectrum Disorder. This course will prepare preservice teachers to
work with students with Neuro Developmental disabilities in inclusive and specialized
settings. It fosters the acquisition of the broad-based knowledge and skills needed to provide
effective educational programs for students with learning and behavior characteristics. The
course emphasizes implications for educational and vocational programming, curriculum, and
instruction.

Learning Outcomes
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
2.4Assistive Devices, Adaptations, Individualized Education Plan, Person Centered Plan,
Life Skill Education
2.5 Vocational Training and Independent Living
59
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.
60
• 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.

61
INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES

Course Code: B 9
Contact Hours: 30 Max. Marks : 50
Internal :10
External :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.

Learning Outcomes
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

62
 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
forCaregiving. A Johns Hopkins Press Health Book.
• Sarva Siksha Abhiyan. Module on Cerebral Palsy. http://ssa.nic.in/inclusive-
education/training-module-for-resource-teachers-for-disable-
children/Module%205%20Cerebral%20Palsy.pdf/at_download/file
• Sarva Siksha Abhiyan . Module on Multiple Disabilities. http://ssa.nic.in/inclusive-
education/training-module-for-resource-teachers-for-disable-
children/Module%203%20Multiple%20Disability.pdf/at_download/file

63
Disability Specialization

HEARING IMPAIRMENT

64
 ASSESSMENT AND IDENTIFICATION OF NEEDS

Course code: C 12
Max. Marks : 100
Internal : 20
Contact Hours: 60 External :80
Learning Outcomes

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)

65
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.

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66
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

67
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

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68
Transaction and Evaluation

Lecture cum Demonstration, Tutorials, Assignments, Tests

Essential Readings

th
 Bel, R.L., & Frisbie, D.A. (1991) Essentials of Educational Measurement (5 ed).
Prentice Hall Publication, New Jersey.

 Brigance, A.H., & Hargis, C.H. (1993). Educational Assessment, Charles C Thomas
publication, USA

 Jalvi R, Nandurkar A., & Bantwal A., (2006). Introduction to Hearing Impairment.
Kanishka Publication, New Delhi.
nd
 Jurs, S.G., & Wiersma, W. (1990) Educational Measurement and Testing(2
ed). Allyn and Bacon, Boston
 Linn, R. L., & Gronlund, N. E. (1995) Measurement and Assessment in Teaching
th
 (7 ed). Prentice Hall Publication, New Jersey.
th
 Martin, F. N., & Clark, J.G. (2012). Introduction to Audiology (11 ed.). Pearson
Education, Boston.

 Martin, FN & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Pearson
Education, Boston.

 Mathew, S., & Misra, A. (2010) Knowledge based evaluation of students with
hearing impairment, Journal of NCED, Vol 2(1). 26-33.
th
 Newby, H. A., & Popelka, G. R. (1992). Audiology (6 ed.). Appleton-Century-
crofts, New York.

 Nitko, A. J. (1983) Educational Tests and Measurement, An Introduction, Harcourt
 Brace Publication, New York
th
 Northern, J.L., & Downs, M.P. (2002). Hearing in Children. (5 ed.). Lippincott
 Williams and Wilkins, Philadelphia.

 Patel, R.N. (1985), Educational Evaluation, Himalaya Publication, Bombay


 Quigley, S., & Paul, P. (1984). Language and Deafness. College – Hill Press Inc.,
California.

69
  Status of Disability in India. (2007). Hearing Impairment and Deaf-blindness.
Rehabilitation Council of India, New Delhi.

 UNICEF. (2006). New Trends in Development Evaluation. Retrieved from
http://www.unicef.org/ceecis/new_trends_dev_evaluation.pdf

Suggested Readings

 Boyle, J., & Fisher, S. (2007) educational testing (A competence based approach),
BPS Blackwell Publication, Singapore.

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70
  Evens, P., & Varma. V. (1990). Special Education Past, Present and
Future, The Falmer Press, London.

 Gregory, J. (1998). Issues in Deaf Education. Cromwel Press, Wiltshire.

 Madell, J.R., & Flexer, C. (2008). Pediatric Audiology: Diagnosis,
Technology and Management. Thieme Medical Publishers, New York.

 McMillan, J.H. (2001). Classroom assessment: Principles & practices
2nd
 for effective instruction ( Eds), Allyn & Bacon, Boston.

 Poham, J. 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. Plural Publishing, San Diego.

 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.

71
 CURRICULUM DESIGNING, ADAPTATION & EVALUATION
Course code: C 13
Max. Marks : 100
Internal : 20
Contact Hours: 60 External :80
Learning Outcomes

After completing the course student-teachers 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
72
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

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73
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

74
  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. MA: College-Hills Press, Bosto.



  Fontas, I. (2001). Guiding reader and Writers (Grades 3-6): Teaching comprehension,

Genre and Context Literacy. NH: Heinemann, Portsmouth. 



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

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75
Suggested Readings

 Bialostok, S. (1992). Raising Readers: Helping your child to literacy. Peguis

Publishers, Winnipeg, MB.

 Culliman, B.E. (2000). Read to Me: Raising Kids Who Love to Read.
Scholastic, New York.

 Posner, G.J., & Rudnitsky, A.N. (2005). Course Design: A Guide to curriculum
Development for Teachers. Pearson, London.


76
IInd Year

77
 GUIDANCE & COUNSELLING

Course Code: B 10(A)

Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40

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

Unit 1: Introduction to Guidance and Counselling

1.1 Guidance and Counselling: Definition and Aims
1.2 Areas of Guidance and Counselling
1.3 Core Conditions in Counselling
1.4 Skills and Competencies of a Counsellor
1.5 Role of Teacher in Guiding and Counselling Students with Special Needs

Unit 2: Enhancing Self Image and Self Esteem

2.1 Concept of Self as Human
2.2 Understanding of Feelings and Changes
2.3 Growth to Autonomy
2.4 Personality Development
2.5 Role of Teacher in Developing Self-Esteem in Children
Unit 3: Guidance and Counselling in Inclusive Education
3.1 Current Status with reference to Indian School
3.2 Types of Counselling: Child-Centred, Supportive, Family
3.3 Guidance in Formal and Informal Situations: Within and Outside Classroom,
Vocational Guidance
3.4 Group Guidance: Group Leadership Styles and Group Processes
3.5 Challenges in Group Guidance
Practicum/ Field engagement
I. Counselling and report writing on a selected case
II. Simulation of a parent counselling session
III. Report of critical observation of a given counselling session
Transaction
The transaction for this course should be done with a perspective to enhance in the student-
teachers the ability to become a “People-helper”. They should be able to appreciate the role
of a guide and counsellor in the school setting.
78
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.

79
 APPLIED BEHAVIOUR ANALYSIS

Course Code: B 10(C)

Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40
Learning Outcomes

After undertaking the course the student-teachers will be able to

• Develop an understanding of the underlying principles and assumptions of Applied
Behavioural Analysis (ABA).
• Use various measures of behavioural assessment.
• Apply methods of ABA in teaching and learning environments.
• Integrate techniques of ABA in teaching programs.
• Select suitable strategies for managing challenging behaviours.

Unit 1: Introduction to Applied Behaviour Analysis (ABA)

1.1 Principles of Behavioural Approach
1.2 ABA - Concept and Definition
1.3 Assumptions of ABA – Classical and Operant Conditioning
1.4 Behaviour- Definition and Feature
1.5 Assessment of Behaviour – Functional Analysis of Behaviour, Behaviour Recording
Systems

Unit 2: Strategies for Positive Behaviour Support

2.1 Selection of Behavioural Goals
2.2 Reinforcement
- Types: Positive and Negative, Primary and Secondary
- Schedules: Continuous, Fixed Ratio, Fixed Interval, Variable Ratio, Variable
Interval
2.3 Discrete Trial Teaching
- Discriminative Stimulus - Characteristics
- Response
- Prompts: Physical, Gestural, Pointing, Visual, Positional, Verbal
- Consequence - Characteristics
- Inter-Trial Interval
2.4 Application of ABA in Group Setting
- Negotiation and contract
- Token economy
- Response cost
- Pairing and fading
2.5 Leadership role of teacher in promoting positive behaviour
80
Unit 3: Management of Challenging Behaviour 10 hours
3.1 Differential Reinforcements of Behaviour
3.2 Extinction and Time Out
3.3 Response Cost and Overcorrection
3.4 Maintenance
3.5 Generalization and Fading

Practicum
I. Observation and functional analysis of behaviour of a given case.
II. Development of ABA program for management of a challenging behaviour.

Transaction
The course consists of several concepts from behavioural theories. The concepts should be
explained through real life examples and selected case studies. Students should be
encouraged to conduct systematic observations of behaviour and suggest suitable plan of
action for dealing with behavioural deficits in children.

Essential Readings
• Bailey, J., & Burch, M. (2011). Ethics for Behaviour Analysts. Routledge, New York.
• Cooper, J.O., Timothy, E.H., & Heward, W.L. (2007). Applied Behaviour Analysis.
Pearson Publications.
• Fisher, W.W., Piazza, C.C., & Roane, H.S. (2013). Handbook of Applied
BehaviourAnalysis. Guilford Press, New York.
• Kearney, A. J. (2007). Understanding Applied Behaviour Analysis: An Introduction
toABA for Parents, Teachers and Other Professionals. Jessica Kingsley, Philadelphia.
• Lewis, P. (2006). Achieving Best Behaviour for Children with
DevelopmentalDisabilities. Jessica Kingsley Publishers London.

Suggested Readings
• Aune, B., Burt, B., & Gennaro, P. (2013). Behaviour Solutions for the
InclusiveClassroom. Future Horizons Inc, Texas.
• Moyes, R.A. (2002). Addressing the Challenging Behaviour of Children with
HFA/ASin the Classroom. Jessica Kingsley Publishers London.

81
 COMMUNICATION OPTIONS: MANUAL (INDIAN SIGN
LANGUAGE)

Course Code: B 11(C)

Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 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.

Learning Outcomes
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 on Deafness with Reference to Culture, Language, Identity,
Minority Status, Deaf Gain, Literacy and Inclusion
1.3 Basic Awareness of Difference between ISL and ISS; Myths and Facts
1.4 Use of Simcom and Educational Bilingualism in Indian Schools: Current Scenario
1.5 Monitoring and Measuring Development of ISL/ISS in Students: Receptive and
Expressive Mode
1.6 Training and Guidance for Families and Tuning Home Environment: Current
Scenario and Strategies
Unit 2: ISL Skill Development: Middle and Higher Order Receptive and Expressive
Skills

82
2.1 Practicing „Motherese‟ (Tuning Language to Suit Young Children) and Age
Appropriate Discourse with Children with Appropriate Language, Turn Taking and
Eye Contact
2.2 Practicing Natural Signing in Short Common Conversations, in
Stories/Poems/Narrations/Jokes, in Discussing Emotions, Expansion of Ideas and
Current Affairs
2.3 Learning to Express Gender, Number, Person, Tense, Aspect
2.4 Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative
and Negativization, Practicing Sentence Types: Simple, Complex, Compound

83
 2.5 Observing Using ISL in Classrooms – Social Science, Science/ Mathematics

Unit 3: ISS/ ISL Skill Development and Course Conclusions

3.1 Practicing Markers (Local Language)
3.2 Practicing Syntax in Conversations and Discussions
3.3 Observing Using ISS/ISL in Classrooms for School Subjects
3.4 Resource Mobilization for Skill Development Training (Organized Charity
Sources, CSR, Fund Raising Events, Web Based Fund Raising)
3.5 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
Councilof India, New Delhi.
• Heller, R. (1999). Managing Change. DK Publishing: New York.
• ISS Learning Material and Dictionaries
• Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.
• Teaching Learning ISL Material Developed at AYJNIHH, Mumbai,
SRKV,Coimbatore and NISH, Trivandrum
• Zeshan, U. (2000). Sign Language in Indo-Pakistan. John Benjamins Pub. Co,
Philadelphia.

Suggested Readings
• Akamatsu, C. T., & Armour, V. A. (1987). Developing written literacy in deaf
children through analyzing sign language, American Annals of the Deaf, 132(1),
46-51.

• Andrews, J.F., Winograd, P., & DeVille, G. (1994). Deaf children reading fables:
Using ASL summaries to improve reading comprehension. American Annals of
theDeaf, 139(3), 378-386.
• Devych, G. N., Bhattacharya, T., Grover, N., & Randhawa, S.P.K. (2014).
IndianSign 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
84
 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
SpeechLanguage & 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.
th
• Lewis, Rena B. & Doorlag, Donald H. (1999). (5 Ed) Teaching Students
withSpecial 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

• 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.

85
 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION

Course Code: B 11(D)

Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40

Learning Outcomes
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 and Context of 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- Functional (Emergent), Situational (Context
Dependent), Independent (Creative)
1.4 Partner /skills , user skills and environment
1.5 Competency development - types of competencies and its development- Linguistic
competence, Operational Competence, Social Competence.

Unit 2: Basic principles of AAC interventions:

2.1 Child - Child capacity and context
2.2 Working towards symbolic expression
2.3 Communication skills and Functions
2.4 Areas of AAC Assessment- Sensory areas, cognition, communication and language
2.5 Posture and positioning, Motor planning and control, scanning.
2.6 Environment, Interaction & Symbols

Unit 3: Introduction to communication tools and Access Mode:

3.1 Types of AAC devices and systems

86
 3.1.1 No Technology
3.1.2 Low Technology
3.1.3 High Technology
3.2 Access to communication charts - hand, finger, eye point
3.3 Access to devices:
3.3.1 Switches - hand switch , blow switch, infrared devices etc
3.3.2 Software -scan mode combined with a switch
3.4 Selection of AAC
3.4.1 Child competency and environment
3.4.2 Design, Access, Motor, Devices
3.5 Challenges in the development of AAC and Literacy
3.5.1 Grammar ; spelling
3.5.2 Building Vocabulary: and richness of language
3.5.3 Motor expression

Suggested Reading:
rd
• Silverman, F.H.(1994).Communication for the Speechless (3 Edn.). Allyn & Bacon,
Boston.
• David R. Beukelman,D.R., & Mirenda,P (2013). Augmentative and
AlternativeCommunication 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
forTeachers and Therapists, Speechmark Publishing Ltd, Bicester, Oxon
• Warrick, A., & Kaul,S.(1997).Their manner of speaking :
augmentativecommunication for children and young adults with severe speech
disorders, IndianInstitute 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
forChildren and Adults, David Fulton Publishers, London.
• McCurtin, A., & Geraldine, M.(2000). The Manual of AAC Assessment. Speechmark
Publishing Ltd., London.

87
Disability Specialization

HEARING
IMPAIRMENT

88
 INTERVENTION AND TEACHING STRATEGIES

Course Code: C 14
Max. Marks : 100
Internal : 20
Contact Hours: 60 External : 80
Learning Outcomes

After completing the course student-teachers 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

89
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

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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)
91
5.4 Partnership of various professionals & agencies in educational intervention

5.5 Child & Family Outcomes of Early Educational Intervention

Course Work/ Practical/ / Field Engagement

• Observe any two activities in a Parent-infant programme / pre-school programme and

write a report.
• Classify the vowels and consonants of your language into low, mid & high frequency
and make word list for auditory training
• Read and reflect upon five lesson plans for teaching speech to children with hearing
impairment

• Select a story and write for three levels (pre-school, third and seventh standard) using
appropriate complexity of language (vocabulary & syntax)
• 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

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92
Essential Readings

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

Publishing House, New Delhi.

 Beattie, R. G. (2001). Ethics in Deaf Education: The First Six Years. Academic Press
Inc., New York.

 Bess, F. H., & Humes, L. E. (1990). Audiology: The fundamentals. Williams & Wilkins,
London.


  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. Corwin,

 English, K. M. (2002). Counseling Children with Hearing Impairment and Their
Families. Allyn and Bacon, Boston.

 Estabrooks, W., (2006). Auditory-Verbal therapy and practice. Alexander Graham Bell
Association for Deaf, Washington DC.

 Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.)
Auditory disorders in school children. Theime-Stratton, New York.

 Guralnick, M, J, (2005).The Developmental Systems Approach to Early Intervention.
PAULH Brooks, London.
nd rd th
 Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2 , 3 & 4 eds.).
Williams and Wilkins, Baltimore.


  Ling, D. (2000).Early Intervention for Hearing Impaired Children. Amazon

nd
 Ling, D. (2002). Speech hearing-impaired child: Theory and practice. (2 Ed).
 Alexander Graham Bell Association for the Deaf. Washington, DC.

 Livingston, S. (1997). Rethinking the Education Deaf Students: Theory and Practice
from a Teachers Perspective. Heinemann, London.

 Lynas, W. (1994). Communication Options in the Education of Deaf Children. Whurr
Publishers Ltd, London.


93
  Mahendru, M. (2005). Activity Book for Language Development in Children with
Hearing Impairment. Educare Publication, New Delhi.

 Mahshie S. N. (1995). educating deaf children bilingually, Gallaudet University,
Washington

 Maluccio, C., & Vecchiato, T. (2002).Assessing Outcomes in Child and Family
Services: Comparative Design and Policy Issues. Columbia Press, New York.

 Marschark, M. S., & Patricia, E. (2003). Oxford Handbook of Deaf Studies Language
and Education. Oxford University Press, London.

 Maxon, A., & Brackett, D. (1992). The Hearing Impaired Child: Infancy through High
School Years. Andover Medical Publishers. Boston.

 Moores, D. F. (1997). Educating the deaf. Houghton Mifflin Company, Boston.

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94
  Nerbonne, M. A., & Schow, R.L. (2002). Introduction to Audiologic
Rehabilitation. Allyn and Bacon, Boston.

 Nerbonne, M. A., & Schow, R.L. (2013). Introduction to Audiologic
Rehabilitation. 6th ed. Pearson Education, Boston.

 Owens, R.E. (2012). Language development: An introduction. Pearson
Education, Boston.

 Paul, P. V., & Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction
for Health and Education Professionals. Jones and Bartlett Learning, Boston.

 Powell, F., Finitzo-Hieber, T., Friel-Patti, S., & Henderson, D. (1985). Education
of the Hearing Impaired Child. Taylor and Francis Ltd., San Diego.


  Rhoades, E., & Duncan, J. (2010). Auditory-verbal practice: Toward a family

 centered approach. Charles C. Thomas, Springfield: Illinois.


 Schirmer, B. R. (2001). Psychological, Social and Educational Dimensions of
Deafness. Allyn and Bacon, Boston.

Suggested Readings

 Jeffers, J., & Barley, M. (1975). Speech reading (Lip reading). Charles C.
Thomas. Spring field, IL.

 Paul, P.V., & Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction
for Health and Education Professionals. Jones and Bartlett Learning, Boston.

 Rossetti, L. M., & Kile, J. E. (1997). Early intervention for special populations of
infants and toddlers. Singular Publishing Group, Inc., San Diego.

 Sanders, D. A., & Derek, A. (1993). Management of hearing handicap: Infants to
rd
 elderly (3 edn). Englewood Cliffs, Prentice-Hall, New York.

 Yarrow, L.J., Rubenstein, J.L., & Pedersen, F.A. (1975). Infant and
Environment: Early Cognitive and Motivational Development. John Wiley and
Sons, New York.

 Nolan, M., & Tucker, I. (1984) Educational Audiology. Croom Helm, London.

 Plant, G.S., & Karl E., (1995). Profound Deafness and Speech Communication.
Whurr Publishers Ltd, London.

95
  McCracken, W., & Laoide-Kemp (1997). Ed. Audiology in Education. Whurr
Publishers Ltd., London.

 Richerg, C.M., & Smily, D.F. (2012). School-Based Audiology. Plural
Publishing, San Diego.

 McAnally, P.l., Rose, S., & Quigley, S.P. (1987). Language Learning practices
with Deaf Children. A College-Hill Publication, San Diego.

 Van Riper, C., & von Emerick, L. (1984). Speech correction – An introduction to
th
speech pathology and audiology. 7 Ed. Englewood Cliffs Prentice Hall Inc. NJ.

96
 TECHNOLOGY AND DISABILITY

Course Code: C 15
Max. Marks : 100
Internal : 20
Contact Hours: 60 External : 80

Objectives

After completing the course the student-teachers 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

97
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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98
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 & self-learning 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

99
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

• Draw a neat labelled block diagram of hearing aid. Prepare a list of tips for minor
trouble shooting
• Prepare a list of agencies for procuring equipment and software for teaching speech

• Make a story using web based content, pictures, images and video clips

• Compile different educational apps

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100
 • 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.
Whurr Publishers, London.

 Andersson, C. (2014). Assistive Technology for the Hearing-impaired, Deaf and Deaf-
blind. Springer, New York.

 Berg, F. (2008). Speech Development Guide for Children With Hearing Loss. Plural
Publishing, San Diego.

 Bess, F.H., & Humes, L.E. (1990). Audiology: The fundamentals. Williams & Wilkins,
London.

 Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.)
 Auditory disorders in school children. Theime-Stratton, New York.
nd rd th
 Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2 , 3 & 4 eds.).
 Baltimore: Williams and Wilkins.

 Kumar, K. L. (2009).Educational Technology: A Practical Textbook for Students,

Teachers, Professionals and Trainers .Amazon Pub.

 Lynas, W. (1994). Communication Options in the Education of Deaf Children. Whurr
Publishers Ltd, London.

 Maltby, M.T. (1994). Principles of Hearing Aid Audiology.Whurr Publishers, London.

 Mathew, S.M. (2012).Technology for persons with hearing impairment. Status of
Disability in India, RCI, NewDelhi.

 Moores, D. F. (1997). Educating the deaf, Houghton Nifflin Compan

 Rapp, W.H. (2014). Universal design for learning in action. Baltimore MD: Brooks

101
  Riekehof, L. L. (1978), The joy of learning signs, Gospel publishing House, Missouri


 Schirmer, B. R. (2001). Psychological, Social and Educational Dimensions of Deafness.

Allyn and Bacon, Boston.

 Stewart, D.A., & Kluwin, T.N. (2001). Teaching Deaf & Hard of Hearing Students:
Content, Strategies & Curriculum. Allyn & Baccon, London.

 Taylor, B.M., & Gustav, H. (2011). Fitting and Dispensing Hearing Aids. Plural
Publishing, San Diego.

 Tweedie, J. (1987). Children‟s Hearing Problems, Their Significance, Detection and
Management. The Bath Press, Bristol.

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102
  Waldman, D., & Roush, J. (2010). Your child‟s Hearing Loss; A Guide for Parents.
Plural Publishing, San Diego.

Suggested Readings

 Dillon, H. (2001). Hearing aids. New York: Thieme Medical Publications.


 Krumenacker, S. (2014). Hearing Aid Dispensing Training Manual. Plural Publishing,
San Diego.

 Sanders, D. A. (1993). Management of hearing handicap: Infants to elderly. Englewood
Cliffs. Prentice-Hall, New Jersey.

103
 PSYCHO-SOCIAL AND FAMILY ISSUES
Course Code: C 16
Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40
Learning Outcomes

After completing the course 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

104
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. Brookline Books, Cambridge.

 Gregory, S., Bishop, J., & Sheldon, L. (1999). Psychological perspectives of

 deafness. Cambridge University Press, Cambridge.

  Scheetz, N.A. (2000). Orientation to Deafness. Allyn and Bacon, Boston.

 Spencer, P.E., Erting, C.J., & Marschark, M. (2000). The deaf child in the family
and school, Lawrence Erlbaum, New York.
105
Suggested Reading

 Beazley, S., & Moore, M. (2005). Deaf children their families and professionals
 dismantling barriers. David Fultron Publishers, London.

 Brown, I., & Brown, R. (2000). Quality of Life and Disability. Jessica Kingsley
Publishers, London.
 Caspe, M., Lopez, M. E., Chu, A., & Weiss, H. B. (2011). Teaching the teachers:
Preparing educators to engage families for student achievement. Harvard Family Re-
 search Project, Cambridge.

 Corter, M. (1966). Deaf transactions: Deaf families, deaf communities and deaf
 identities. Jessica Kingsley publishers, London.

 Ila, P. (1996).Cultural and Language Diversity and the Deaf Experience. Cambridge
 University Press, Cambridge.

 Marscark, M., & Clark, M.D. (1998). Psychological Perspectives on Deafness Vol. I
& II. Psychological Press, London.

106
 AREA D
ENHANCEMENT OF PROFESSIONAL
CAPACITIES (EPC)
(Wherever applicable specific reference to disability will be focused)

D17 Reading and Reflecting on Texts

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

107
 READING AND REFLECTING ON TEXTS

Course Code: D 17
Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40

Introduction
One of the core areas that schools focus upon is age appropriate and fluent literacy skills.
Hence, aspirant graduates who intend to make career in education must be good readers and
good writers (in literally sense). Due to several reasons a student teacher like you may not
have adequate skills, interest and motivation for reading and writing. Here is a skill based and
activity oriented course designed to give you an opportunity to look at reading writing
seriously, relearn it as a professional activity, apply it for students with special needs and
enjoy it like never before.

Learning Outcomes
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 and Skill development
2.1 Developing Good Reading Skills and Habits in Primary Level Students: Activities and
Strategies
2.2 Basic Understanding of Reading Comprehension of Children with Disabilities
2.3 Indicators of Text Comprehension: Retelling, Summarizing, Answering,
Predicting, Commenting and Discussing
2.4 Practicing Responding to Text (Using The Indicators) for Recreational Reading
Material (Narrations) and School Textbooks (Description)
2.5 Practicing Responding to Text (Using The Indicators) for Reports, Academic
Articles, Resume (Argumentation)

108
Unit 3: Reflecting Upon Writing as a Process
3.1 Understanding writing as a Process: Content (Intent, Audience and Organization),
Language (Grammer, Vocabulary, Spelling), Surface Mechanics (Handwriting, Neatness,
Alignment and Spacing)
3.2 Practicing Self Editing and Peer Editing of Sample Texts
3.3 practicing Writing: Picture Description/ Expansion of Ideas/ Essays/ Stories
3.4 Practicing Filling up Surveys, Forms, Feedback Responses, Checklists
3.5 Reflections on the Course: From Theory to Practice to Initiating Process to Improve
Self

Course Work/ Practical/ Field Engagement

• Have a peer editing of independently written essays and discuss your reflections upon
this experience
• Prepare a feedback form for parents and for teachers focussing on differences in the
two forms due to different intent and audience
• 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

109
 • 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:
ComprehensionStrategies for Adolescent Readers. Stenhouse Publishers
• Soundarapandian, M. (2000). Literacy campaign in India. Discovery Publishing
House: New Delhi.

Suggested Readings
• Aulls, M. W. (1982). Developing readers in today's elementary school. Allyn and
Bacon: Boston
• Baniel, A. (2012). Kids beyond limits. Perigee Trade: New York
rd
• McCormick, S. (1999). Instructing students who have literacy problems.(3 ) Merrill:
New Jersy
• Ezell, H., & Justice, L. (2005). Programmatic Research on Early Literacy: Several
Key Findings. IES 3rd Annual Research Conference: American Speech Language
&Hearing Association (ASHA).
• Frank, S. (1985). Reading without Nonsense. Teachers College Press, New York.
• Gallangher.K. (2004). Deeper Reading: Comprehending Challenging Texts.
Stenhouse Publishers
• Heller, R. (1998). Communicate clearly. DK Publishing: New York.
• Luetke-Stahlman, B., & Nielsen, D. (2003). Early Literacy of Kindergartners with
Hearing Impairment. High Beam
• May, F. B. (1998). Reading as communication. Merrill: New Jersy
• Miller. D. (2002). Reading With Meaning: Teaching Comprehension in the
PrimaryGrades.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

Course Code: D 18
Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40

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.

Learning Outcomes
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, Music and Drama
2.1 Range of art activities related to performing arts.
2.2 Experiencing, responding and appreciating performing arts.
2.3 Exposure to selective basic skills required for performing arts.
2.4 Performing arts: Facilitating interest among students: planning and implementing
activities
2.5 Enhancing learning through performing arts for children with and without special
needs: Strategies and Adaptations
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Unit 3: Visual Arts, Media and Electronic Arts
3.1 Range of art activities in visual arts, Media and Electronic art
3.2 Experiencing, responding and appreciating visual art, Media and Electronic art
3.3 Exposure to selective basic skills in visual art, Media and Electronic art
3.4 Art education: Facilitating interest among students: planning and implementing
activities
3.5 Enhancing learning through visual art, 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
inteaching the visual arts. New York, NY: Teachers College Press.
• Gair, S. B. (1980). Writing the arts into individualized educational programs.
ArtEducation, 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
withspecial needs (pp. 142–154). Reston, VA: National Art Education Association.

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 BASIC RESEARCH AND STATISTICS

Course Code: D 19
Max. Marks : 50
Internal : 10
Contact Hours: 30 External : 40

Learning Outcomes
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). Research Methodology. Yamuna Publications,
Thiruvananathapuram.

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

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