Syllabus and Course Scheme

Academic year 2023-24

Bachelor of Education - Special Education

B.Ed.Spl.Ed.(ID)
I Year and II Year
UNIVERSITY OF KOTA
MBS Marg, Swami Vivekanand Nagar,
Kota - 324 005, Rajasthan, India
Website: uok.ac.in
 B.Ed.Spl.Ed.(ID) 1st Year
Course Course title
Marks
A1 Human Growth & Development 100
A2 Contemporary India and Education 100
A3 Learning, Teaching and Assessment 100
A4 Pedagogy of School Subjects (ANY ONE from Part I 100
A5 Pedagogy of School Subjects (ANY ONE from Part I 100
to Part V)
B6 Inclusive Education 50
B7 Introduction to Sensory Disabilities (VI, HI, Deaf-blind) 50
B8 Introduction to Neuro Developmental Disabilities (LD, ID 50
/ MR, ASD)
B9 Introduction to Locomotor & Multiple Disabilities (Deaf- 50
Blind, CP, MD)
C12 Assessment and Identification of Needs 100
C13 Curriculum Designing, Adaptation and Evaluation 100
Practical: Cross Disability and Inclusion
E1&E2 Practical: Disability specialization 100
TOTAL 1000

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 B.Ed.Spl.Ed.(ID) 2nd Year
Course Course title Marks
B10 Skill based Optional Course (Cross 50
disability and inclusion) ANY ONE
B11 Skill based Optional Course 50
(specialization disability) ANY ONE
C14 Intervention and Teaching 100
Strategies
C15 Technology and Disability 100
C16 Psycho Social and Family Issues 50
D17 Reading and Reflecting on Texts (EPC) 50
D18 Performing and visual arts 50
D19 Basic Research & Statistic 50
(EPC)
E1 Practical: Cross Disability and 100
Inclusion
E2 Practical: Disability Specialization 100
F1 Main disability special school (Related 100
to Area C)
F2 Other disability special school 100
F3 Inclusive school 100
TOTAL 1000

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 B.Ed.Spl.Ed.(ID) 1st Year
HUMAN GROWTH & DEVELOPMENT

Course Code: A 1
Contact Hours: 60 Marks: 100

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

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

Unit 1: Approaches to Human Development

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

Unit 2: Theoretical Approaches to Development

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

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

3.1 Prenatal development: Conception, stages and influences on prenatal development
3.2 Birth and Neonatal development: Screening the newborn - APGAR Score, Reflexes
and responses, neuro-perceptual development
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 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.
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.

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Santrock. J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing
Company, New York.
Santrock. J. W. (2007). Adolescence. ,Tata Mc.Graw Hill Publishing Company, New
Delhi.

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 CONTEMPORARY INDIA AND EDUCATION

Course Code: A2
Contact Hours: 60 Marks: 100

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

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

Unit 1: Philosophical Foundations of Education

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

Unit 2: Understanding Diversity

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

Unit 3: Contemporary Issues and Concerns

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

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 3.4 Equal Educational Opportunity: (i) Meaning of equality and constitutional provisions
Prevailing nature and forms of inequality, including dominant and minority
groups and related issues
3.5 Inequality in Schooling: Public-private schools, rural-urban schools, single teacher
schools and other forms of inequalities such as regular and distance education system

Unit 4: Education Commissions and Policy (School Education)

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

Unit 5: Issues and Trends in Education

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

Some Suggested Activities on contemporary issues

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

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

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 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.

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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.

10
 LEARNING, TEACHING AND ASSESSMENT

Course Code: A 3
Contact Hours: 60 Marks: 100

Introduction
This Course will initiate student-teachers to understand learning theories and as these
translate into teaching and learning actions. Assessment of learning as a continuous process is
also focused. The course also needs to focus on the PwD as Learner and their special
education needs that teacher needs to address in diverse education settings.

Objectives
After completing this course the student-teachers will be able to
Comprehend the theories of learning and intelligence and their applications for teaching
children
Analyse the learning process, nature and theory of motivation
Describe the stages of teaching and learning and the role of teacher
Situate self in the teaching learning process
Analyze the scope and role of assessment in teaching learning process in order to
introduce dynamic assessment scheme for educational set up towards enhanced
learning.

Unit 1: Human Learning and Intelligence

1.1 Human learning: Meaning, definition and concept formation
1.2 Learning theories:
Behaviourism: Pavlov, Thorndike, Skinner
Cognitivism: Piaget, Bruner
Social Constructism: Vygotsky, Bandura
1.3 Intelligence:
Concept and definition
Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg)
1.4 Creativity: Concept, Definition and Characteristics
1.5 Implications for Classroom Teaching and Learning

Unit 2: Learning Process and Motivation

2.1 Sensation: Definition and Sensory Process
2.2 Attention: Definition and Affecting Factors
2.3 Perception: Definition and Types
2.4 Memory, Thinking, and Problem Solving
2.5 Motivation: Nature, Definition and Maslow‘s Theory

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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:

Report submission: observation of children belonging to any three stages of development
and describing applications of development in teaching-learning contexts
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

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13
Transaction and Evaluation
This concepts and theoretical precepts included in this course should be explained with
reference to children with and without disabilities. The effort of transaction should be to
enhance the understanding of how learning occurs and what are the suitable means of its
assessment. Evaluation may be done by asking student-teachers to children with and without
disabilities and present a report of the same.

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

Suggested Readings
Geisinger, K.F. (2013). APA Handbook of Testing and Assessment in Psychology.
Available at American Psychological Association, USA.
Guskey, T. R., & Bailey. J (2000). Grading and Reporting. Thousnad Oaks, CA:
Corwin King.
Howell, K. W., & Nolet, V. (2000). Curriculum-Based Evaluation: Teaching and
decision making.Scarborough, Ontario, Canada, Wadsworth.
McMillan, J. H. (2001). Classroom Assessment: Principles and Practice for Effective
Instruction. Allyn and Bacon, London.
Nevo, D. (1995). School based Evaluation. Pergamon Publishing, Kidlington, Oxford.
Salvia, J., & Ysseldyke. J.E.(1998). Assessment. (7th ed) Houghton Mifflin, Boston.

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 PEDAGOGY OF TEACHING SCIENCE

Course Code: A 4 (Part I) Contact

Hours: 60 Marks: 100

Introduction
The course will help the student-teachers to generate their student‘s interest for learning
science and develop a scientific attitude. It is designed to equip the student-teachers to teach
science using innovative methods, techniques and teaching learning material to students with
& without disabilities.

Objectives
After completing the course the student-teachers will be able to
Explain the role of science in day to day life and its relevance to modern society.
Describe the aims and objectives of teaching science at school level.
Demonstrate and apply skills to select and use different methods of teaching the
content of sciences.
Demonstrate competencies of planning for teaching sciences, organizing laboratory
facilities and equipment designing pupil centered teaching learning experiences.
Demonstrate skills to design and use various evaluation tools to measure learner
achievement in sciences.

Unit 1: Nature and Significance of Science

1.1 Nature, Scope, Importance and Value of Science
1.2 Science As An Integrated Area of Study
1.3 Science and Modern Indian Society: Relationship of Science and Society
1.4 Impact of Science with Special Reference to Issues related with Environment,
Industrialization and Disarmament
1.5 Role of Science for Sustainable Development

Unit 2: Planning for Instruction

2.1 Aims and Objectives of Teaching Science in Elementary and Secondary School
2.2 Bloom‘s Taxonomy of Educational Objectives and Writing Objectives in Behavioural
Terms
2.3 Lesson Planning – Importance and Basic Steps. Planning Lesson for an Explanation,
Demonstration, and Numerical Problem in Teaching of Sciences
2.4 Unit Planning – Format of A Unit Plan
2.5 Pedagogical Analysis: Meaning and Need. Guidelines for Conducting Pedagogical
Analysis

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Unit 3: Approaches and Methods of Teaching Sciences
3.1 Process Approach, Direct Experience Approach, Inductive-Deductive Approach
3.2 Lecture, Demonstration, Discussion, Problem-solving, Concept-mapping, Programmed
Instruction, Team Teaching, Seminar, Computer Assisted Learning (CAL)

3.3 Project Method and Heuristic Method

3.4 Creating Different Situations of Learning Engagement: Group Learning, Individual
Learning, Small Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), Situated/Contextual
Learning with reference to Children with Disabilities
3.5 Constructivist Approach and its Use in Teaching Science

Unit 4: Learning Resources with reference to Children with Disabilities for Teaching
Science

4.1 Teaching Learning Aids – Need, Importance, Selection, Use and Classification of
Aids Based on Type of Experience, Audio Visual Aids, Multimedia, Charts, and
Models (Tactile and Visual)
4.2 Importance of Co-Curricular Activities-Science Club, Science Exhibition, Science
Text Books-Characteristics and Significance with reference to Children with
Disabilities
4.3 The Science Laboratory-Planning Organization of Lab, Storage, Record Keeping and
Safety of Scientific Equipments with reference to Children with Disabilities
4.4 Aquarium, Vivarium – Role in Teaching with Setting & Maintaining
4.5 Museum, Botanical And Zoological Garden: Role In Teaching

Unit 5: Evaluation
5.1 Evaluation- Concept, Nature and Need
5.2 Norm Referenced & Criterion Referenced Evaluation, Comprehensive and
Continuous Evaluation: Concept and Significance, Scholastic and Co-Scholastic
Assessment

5.3 Tools and Techniques for Formative and Summative Assessments

5.4 Preparation of Diagnostic Test and Achievement Test
5.5 Adaptations of Evaluation Procedure With Reference To Children With Disabilities

Practical/ Field Engagement/Project Work

Any one of the following

I. Pedagogical analysis of a unit from Science content.
Preparation of a multimedia presentation on a topic from Science content keeping
students with disabilities in view.
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.

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 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.

17
 Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications.
UNESCO (1966). Source Book for Science Teaching, Paris: UNESCO.
Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep
Publishers.
Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal
Publications.

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

18
 PEDAGOGY OF TEACHING MATHEMATICS

Course Code: A 4 (Part II)

Contact Hours: 60 Marks: 100

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

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

Unit 1: Nature of Mathematics

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

Unit 2: Objectives and Instructional Planning in Mathematics

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

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

20
 IV. Analyzing errors committed by school children in Mathematics and preparing a
remedial plan
V. Developing an Action Research proposal for a problem related to teaching and
learning of Mathematics with reference to students with disabilities

Transactions

Lecture cum demonstration, Workshops and Seminars

Essential Readings
Carey, L.M. (1988). Measuring and Evaluating School Learning, Boston: Allyn and
Bacon.
Chambers, P. (2010).Teaching Mathematics, Sage Publication, New Delhi.
Chapman, L.R. (1970). The Process of Learning Mathematics, New York: Pregamon
Press.
David, A.H., Maggie, M.K., & Louann, H.L. (2007). Teaching Mathematics
Meaningfully: Solutions for Reaching Struggling Learners, Canada: Amazon Books.
David, W. (1988). How Children Think and Learn, New York: Blackwell Publishers
Ltd.
Gupta, H. N., & Shankaran, V. (Ed.), (1984). Content-Cum-Methodology of Teaching
Mathematics. NCERT, New Delhi.
James, A. (2005). Teaching of Mathematics, New Delhi: Neelkamal Publication.
Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol Publications.
Mangal, S.K. (1993). Teaching of Mathematics, New Delhi: Arya Book Depot.
Mani, M. N. G. (1992). Techniques of Teaching Blind Children, New Delhi: Sterling
Publishers.
Mukhopadhyaya, S., Jangira, N. K., Mani, M.N. G., & Raychaudhary, N. (1987).
Sourcebook for Training Teachers of Visually Handicapped, New Delhi: NCERT.
Nemeth, A. (1973). Nemeth Code for Mathematics and Scientific Notation,
Loviseville K: American Printing House.
Siddhu, K.S. (1990). Teaching of Mathematics, New Delhi: Sterling Publishers.

Suggested Readings
Keeley, P. K., & Cheryl, T. R. (2011). Mathematics Formative Assessment, Canada:
Sage Publications.
National Curriculum Framework. (2005). NCERT, New Delhi: NCERT.
National Curriculum Framework for Teacher Education. (2009). NCTE, New Delhi.
Teaching of Mathematics (ES-342), Blocks 1-4. (2000). IGNOU, New Delhi.
Text Books of Mathematics for Class-VI to X. (2006). NCERT, New Delhi.

21
 PEDAGOGY OF TEACHING SOCIAL SCIENCE

Course Code: A 4 (Part III)

Contact Hours: 60 Marks: 100

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

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

Explain the concept, nature and scope of social science.

Develop competencies for designing unit and lesson plans, as well as tools of
evaluation for social science teaching.
Develop skills in preparation and use of support materials for effective social science
teaching.
Develop the ability to organize co-curricular activities and community resources for
promoting social science learning.

Unit I: Nature of Social Sciences

1.1 Concept, scope and nature of social science
1.2 Difference between social sciences and social studies
1.3 Aims and objectives of teaching social science at school level
1.4 Significance of social science as a core subject
1.5 Role of social science teacher for an egalitarian society

Unit II: Curriculum and Instructional Planning

2.1 Organization of social science curriculum at school level
2.2 Instructional Planning: Concept, need and importance
2.3 Unit plan and Lesson plan: need and importance
2.4 Procedure of Unit and Lesson Planning
2.5 Adaptation of unit and lesson plans for children with disabilities

Unit III: Approaches to teaching of Social Science

3.1 Curricular approaches: a) Coordination, b) Correlational, c) Concentric, d) Spiral, e)
Integrated, f) Regressive
3.2 Methods of teaching social science: Lecture, discussion, socialized recitation, source
and project method

22
 3.2.1. Devices and techniques of teaching social studies – Narration, description,
illustration, questioning, assignment, field trip, story telling, Role play, Group
and self study, programmed learning, inductive thinking, Concept mapping,
expository teaching and problem solving
3.3 Accommodations required in approaches for teaching children with disabilities
3.4 Instructional material for teaching of social science: Time-lines & Genealogical
charts, Maps & Globes, Use of different types of Boards(Smart boards, Chalk Board,
Flannel Board), Tape-records, Radio, Television, Films & Filmstrips, Overhead
Projector, Social science games and Power Point Presentation
3.5 Adaptations of material for teaching children with disabilities

Unit IV: Evaluation of Learning in Social Science

4.1 Purpose of evaluation in social science
4.2 Techniques of evaluating learner achievement in social Science: Written and Oral
tests, Observation Tools, Work Samples, Portfolio
4.3 Assessment: tools and techniques of Continuous and Comprehensive Evaluation
(CCE) for curricular and co-curricular subjects
4.4 Construction of teacher made test
4.5 Diagnostic testing and enrichment techniques for children with disabilities

Unit V: Social Science Teacher as a Reflective Practitioner

5.1 Being a reflective practitioner- use of action research
5.2 Developing an Action Research Plan for solving a problem in teaching-learning of
Social science
5.3 Case study- Need and Importance for a School Teacher
5.4 Development of a Professional Portfolio/ Teaching Journal
5.5 Competencies for teaching Social science to children with disabilities

Transaction
The student-teachers should be encouraged to read chapters and articles. There may be
quizzes, seminars, field trips, lectures, demonstrations, school visits and observations to teach
this course.

Course Work/ Practical/ Field Engagement

Prepare a unit of social science content for a given child with disabilities
Develop an Action Research Plan on a problem related to teaching and learning in
Social Science
Adapt teaching learning materials for a child with disabilities
Develop questions and achievement tests in social science
Organize activities like quiz, mock-parliament, field trips, exhibitions and any other
co-curricular activities in schools

23
Essential Readings
Aggarwal, J. C. (2008). Principles, methods & techniques of teaching. UP: Vikas
Publishing House Pvt Ltd.
Batra, P. (2010). Social Science Learning in Schools Perspective and Challenges,
Sage Publications Pvt. Ltd; Pap/Com edition.
Chauhan, S. S. (2008). Innovations in teaching learning process. UP: Vikas Publishing
House Pvt Ltd.
Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.
Duplass, J. A. (2009). Teaching elementary social studies. New Delhi: Atlantic
Publishers.
Mangal, U. (2005). Samajik Shikshan, Arya Book Depot, New Delhi.

Suggested Readings
Aggarwal, J.C. (2008). Teaching of social studies: A practical approach. (4th ed). UP:
Vikas Publishing House Pvt Ltd.
George, A. M., & Madam, A. (2009). Teaching Social Science in Schools: NCERT'S
New Textbook Initiative.
Mangal, S.K. (2004). Teaching of Social Science, Arya Book Depot, Delhi.
Rai, B.C. (1999). Methods of Teaching Economics, Prakashan Kendra, Lucknow.
Sharma, R.A. (2008). Technological foundation of education. Meerut: R.Lall Books
Depot.
Sharma, R.N. (2008). Principles and techniques of education. Delhi: Surjeet
Publications.
Singh, Y.K. (2009). Teaching of history: Modern methods. New Delhi: APH
Publishing Corporation.
Stone, R. (2008). Best Practices for Teaching Social Studies: What Award-Winning
Classroom Teachers Do, Corwin, CA.

24
PEDAGOGY OF TEACHING HINDI

25
26
27
28
 PEDAGOGY OF TEACHING ENGLISH

Course Code: A5 (Part V)

Contact Hours: 60 Marks: 100

Introduction
This course will enable the student-teachers to gain a strong knowledge base in nature of
English language & literature, instructional planning and evaluation. It will help in applying
theory to practice to design your own materials and plan lessons in preparation for teaching
real classes.The course offers you the opportunity to explore in-depth aspects of english and
to find out about the approaches and current practices of language teaching in relation to
indian and international contexts. The course also equips you with analytical and
investigative skills and povides a foundation in issues related to English language teaching,
second language pedagogy and language acquisition.

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

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

Unit I: Nature of English Language & Literature

1.1 Principles of Language Teaching
1.2 Language Proficiency: Basic Interpersonal Communication Skills (BICS) and
Cognitive Academic Language Proficiency( CALP)
1.3 English Language in the school context: An Evolutionary Perspective
1.4 Current Trends in Modern English Literature in Indian context
1.5 Teaching as second language in Indian context.

Unit II: Instructional Planning

2.1 Aims and objectives of Teaching English at different stages of schooling
2.2 Instructional Planning: Need and Importance
2.3 Unit and lesson plan: Need and Importance
2.4 Procedure of Unit and Lesson Planning
2.5 Planning and adapting units and lessons for children with disabilities

Unit III: Approaches and Methods of Teaching English

3.1 Difference between an approach and a method

29
 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

30
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.

31
 INCLUSIVE EDUCATION

Course Code: B 6
Contact Hours: 30 Marks: 50

Introduction
The course is designed to develop an understanding about inclusive education and addressing
diversity in the mainstream classroom. It is also formulated in a way that the learners will
know the pedagogical practices and recognises ways in which different stakeholders can
collaborate for the success of inclusive education.

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

Unit 1: Introduction to Inclusive Education 5 Hours

1.1 Marginalisation vs. Inclusion: Meaning & Definitions
1.2 Changing Practices in Education of Children with Disabilities: Segregation,
Integration & Inclusion
1.3 Diversity in Classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity
1.4 Principles of Inclusive Education: Access, Equity, Relevance, Participation &
Empowerment
1.5 Barriers to Inclusive Education: Attitudinal, Physical & Instructional

Unit 2: Polices & Frameworks Facilitating Inclusive Education 5 Hours

2.1 International Declarations: Universal Declaration of Human Rights (1948), World
Declaration for Education for All (1990)
2.2 International Conventions: Convention against Discrimination (1960), Convention on
Rights of a Child (1989), United Nations Convention of Rights of Persons with
Disabilities (UNCRPD) (2006)
2.3 International Frameworks: Salamanca Framework (1994), Biwako Millennium
Framework of Action (2002)
2.4 National Commissions & Policies: Kothari Commission (1964), National Education
Policy (1968), National Policy on Education (1986), Revised National Policy of

32
 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)

Unit 3: Adaptations Accommodations and Modifications 7 Hours

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

Unit 4: Inclusive Academic Instructions 8 Hours

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

Unit 5: Supports and Collaborations for Inclusive Education 5 Hours

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

Practical & Field Engagement

I. Visit Special Schools of any two Disabilities & an Inclusive school & write
observation report highlighting pedagogy
II. Prepare a Checklist for Accessibility in Mainstream Schools for Children with
Disabilities
III. Design a Poster on Inclusive Education
IV. Prepare a Lesson Plan on any one School subject of your choice using any one
Inclusive Academic Instructional Strategy

Transactions

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

33
Suggested Readings
Bartlett, L. D., & Weisentein, G. R. (2003). Successful Inclusion for Educational
Leaders. New Jersey: Prentice Hall.
Chaote, J. S. (1991). Successful Mainstreaming. Allyn and Bacon.
Choate, J. S. (1997). Successful Inclusive Teaching. Allyn and Bacon.
Daniels, H. (1999) . Inclusive Education.London: Kogan.
Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities, Florida:
Harcourt Brace and Company.
Dessent, T. (1987). Making Ordinary School Special. Jessica Kingsley Pub.
Gargiulo, R.M. Special Education in Contemporary Society: An Introduction to
Exceptionality. Belmont: Wadsworth.
Gartner, A., & Lipsky, D.D. (1997). Inclusion and School Reform Transferring
America’s Classrooms,Baltimore: P. H. Brookes Publishers.
Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and Writing
IEPs. Corwin press:Sage Publishers.
Gore, M.C. (2004) . Successful Inclusion Strategies for Secondary and Middle School
Teachers, Crowin Press, Sage Publications.
Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs: from
Segregation to Inclusion, Corwin Press, Sage Publishers.
Karant, P., & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications.
Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage
Publications.
King‐Sears, M. (1994). Curriculum‐Based Assessment in Special Edcuation.
California: Singular Publications.
Lewis, R. B., & Doorlag, D. (1995). Teaching Special Students in the Mainstream.
4th Ed. New Jersey: Pearson.
McCormick, S. (1999). Instructing Students who Have Literacy Problems. 3rd Ed.
New Jersey, Pearson.
Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
Ryandak, D. L. & Alper, S. (1996). Curriculum Content for Students with Moderate
and Severe Disabilities in Inclusive Setting. Boston, Allyn and Bacon.
Sedlak, R. A., & Schloss, P. C. (1986). Instructional Methods for Students with
Learning and Behaviour Problems. Allyn and Bacon.
Stow L. & Selfe, L. (1989). Understanding Children with Special Needs. London:
Unwin Hyman.
Turnbull, A., Turnbull, R., Turnbull, M., & Shank, D.L. (1995). Exceptional Lives:
Special Education in Today’s Schools. 2nd Ed. New Jersey: Prentice‐Hall.Inc.

34
Vlachou D. A. (1997). Struggles for Inclusive Education: An Ethnographic Sstudy.
Philadelphia: Open University Press.
Westwood, P. (2006). Commonsense Methods for Children with Special Educational
Needs ‐ Strategies for the Regular Classroom. 4th Edition, London Routledge Falmer:
Taylor & Francis Group.

35
 INTRODUCTION TO SENSORY DISABILITIES

Course Code: B 7
Contact Hours: 30 Marks: 50

Introduction
The course is designed to provide a basic understanding to the student-teachers about the
nature and needs of different types of sensory disabilities. It will also equip them in
undertaking screening, planning and instructing students with sensory disabilities.

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

Unit 1: Hearing Impairment: Nature & Classification 5 Hours

1.1 Types of sensory impairments: Single (Hearing Impairment & Visual Impairment) &
Dual sensory impairment (Deaf-blindness)
1.2 Importance of hearing
1.3 Process of hearing & its impediment leading to different types of hearing loss
1.4 Definition of hearing loss, demographics & associated terminologies: deaf/ Deaf/
deafness/ hearing impaired/ disability/ handicapped
1.5 Challenges arising due to congenital and acquired hearing loss

Unit 2: Impact of Hearing Loss 5 Hours

2.1 Characteristics of learners with hearing loss and impact of different degrees of
hearing impairment on communication
2.2 Language & communication issues attributable to hearing loss and need for early
Intervention
2.3 Communication options, preferences & facilitators of individuals with hearing loss
2.4 Issues & measures in literacy development and scholastic achievement of students
with hearing loss
2.5 Restoring techniques using human (interpreter) & technological support (hearing
devices)

36
Unit 3: Visual Impairment-- Nature and Assessment 5 Hours
3.1. Process of Seeing and Common Eye Disorders in India
3.2. Blindness and Low Vision--Definition and Classification
3.2. Demographic Information--NSSO and Census 2011
3.4. Importance of Early Identification and Intervention
3.5. Functional Assessment Procedures

Unit 4: Educational Implications of Visual Impairment 5 Hours

4.1. Effects of Blindness--Primary and Secondary
4.2. Selective Educational Placement
4.3. Teaching Principles
4.4. Expanded Core Curriculum-- Concept and Areas
4.5. Commonly Used Low Cost and Advanced Assistive Devices

Unit 5: Deaf-blindness 10 Hours

5.1 Definition, causes, classification, prevalence and characteristics of deaf-blindness
5.2 Effects and implications of deaf-blindness on activities of daily living & education
5.3 Screening, assessment, identification & interventional strategies of deaf-blindness
5.4 Fostering early communication development: Methods, assistive devices and practices
including AAC
5.5 Addressing orientation, mobility & educational needs of students with deaf-blindness

Course Work/ Practical/ Field Engagement

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

Transactions

Visits, Observations, Videos and Interactions with Students with Disabilities

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

37
 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.

38
Katz, J. (1985). Handbook of Clinical Audiology. (4th Ed.) Baltimore: Williams and
Wilkins.
Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education - A practical
guide to supporting diversity in the classroom. (2nd Eds.). U.K. Routledge.
Norris, G. H., & Romer, L.T. (1995). Welcoming Students who are deafblind to
typical classrooms.U.S: Paul H. Brookes.
Pandey, R. S., & Advani, L. (1995). Perspectives in Disability and Rehabilitation.
New Delhi: Vikas Publishing House Pvt. Ltd.
Proceedings from National Conference on Centenary for Work for the Blind in India
(1987). All India Confederation of the Blind and Christoffel Blinden Mission; Delhi:
R.K.Printers.
Scholl, G.T. (1986). Foundations of Education for Blind and Visually Handicapped
Children and Youth. New York: American Foundation for the BLind.
Tucker, I., & Nolan, M. (1984).Educational Audiology. London: Croom Helm.
Tye-Murray, N. (1998). Intervention Plans for Children. In Tye-Murray N. (Eds)
Foundations of Aural Rehabilitation. San Diego: Singular. p.381–413.

39
 INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES

Course Code: B 8 Credits: 02

Contact Hours: 30 Marks: 50

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

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

Discuss the characteristics and types of learning disability.

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

Unit 1: Learning Disability: Nature, Needs and Intervention

1.1 Definition, Types and Characteristics
1.2 Tools and Areas of Assessment
1.3 Strategies for reading, Writing and Maths
1.4 Curricular Adaptation, IEP, Further Education,
1.5 Transition Education, Life Long Education

Unit 2: Intellectual Disability: Nature, Needs and Intervention

2.1 Definition, Types and Characteristics
2.2 Tools and Areas of Assessment
2.3 Strategies for Functional Academics and Social Skills
2.4 Assistive Devices, Adaptations, Individualized Education Plan, Person Centered
Plan, Life Skill Education
2.5 Vocational Training and Independent Living

40
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.

41
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.

42
INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES

Course Code: B 9
Contact Hours: 30 Marks: 50

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

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

Unit 1: Cerebral Palsy (CP)

1.1. CP: Nature, Types and Its Associated Conditions
1.2. Assessment of Functional Difficulties of CP including Abnormalities of Joints and
Movements (Gaits)
1.3. Provision of Therapeutic Intervention and Referral of Children with CP
1.4. Implications of Functional Limitations of Children with CP in Education and
Creating Prosthetic Environment in School and Home: Seating Arrangements,
Positioning and Handling Techniques at Home and School
1.5. Facilitating Teaching-Learning of Children with CP in School, IEP, Developing
TLM; Assistive Technology to Facilitate Learning and Functional Activities

Unit 2: Amputees, Polio, Spinal Cord Injuries Spina-bifida and Muscular Dystrophy
2.1. Definition, Meaning and Classification
2.2. Assessment of Functional Difficulties
2.3. Provision of Therapeutic Intervention and Referral

43
 2.4. Implications of Functional Limitations for Education and Creating Prosthetic
Environment in School and Home: Seating Arrangements, Positioning and Handling
Techniques at Home and School
2.5. Facilitating Teaching-Learning: IEP, Developing TLM; Assistive technology

Unit 3: Multiple Disabilities and Other Disabling Conditions

3.1 Multiple Disabilities: Meaning and Classifications
3.2 Various Combinations of Multiple Disabilities and Associated Conditions Such as
Epilepsy, Motor and Sensory Conditions
3.3 Other Disabling Conditions such as Leprosy Cured Students, Tuberous Sclerosis and
Multiple Sclerosis
3.4 Implications of Functional Limitations for Education and Creating Prosthetic
Environment in School and Home: Seating Arrangements, Positioning and Handling
Techniques at Home and School
3.5 Facilitating Teaching-Learning: IEP, Developing TLM; Assistive technology

Course Work/ Practical/ Field Engagement (any one of the following)

Undertake a case study after identifying a child with cerebral palsy or a child with
Multiple Disabilities. Assess the child‘s difficulties in activities of daily living and
academic activities and develop an intervention plan.
Undertake a survey on 50 children with different disabilities and find out how many
children are affected with cerebral palsy and multiple disabilities. Find out the causes
of their disabling conditions and what difficulties these children are facing in
attending their schools.

Essential Readings
Miller, F. and Bachrach, S.J. (2012). Cerebral Palsy: A Complete Guide for
Caregiving. A Johns Hopkins Press Health Book.
Sarva Siksha Abhiyan. Module on Cerebral Palsy. http://ssa.nic.in/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

44
 ASSESSMENT AND IDENTIFICATION OF NEEDS

Course code: C 12
Contact Hours: 60 Marks: 100

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

Unit 1: Intellectual Disability - Nature and Needs

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

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

Unit 3: Assessment at Pre-School and School levels

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

45
 3.5 Documentation of assessment, Result interpretation & Report writing– Implication of
class level assessment & its relation to Inclusion with resource support

Unit 4: Assessment at Adult and Vocational levels

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

Unit 5: Assessment of Family Needs

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

Course Work/ Practical/ Field Engagement (Any one)

Camp/ Community Mode

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

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

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

46
Essential Readings
Baine, D. (1988). Handicapped Children in Developing Countries, Assessment,
Curriculum and Instruction. University of Alberta, Alberta,
Evans, P .& Verma, V. (Eds.) (1990) .Special Education. Past Present and Future.
Improving instruction. Allyn & Bacon, Boston.
Longone, (1990). Teaching Retarded learners Curriculum and Methods for
Mental retardation, NIMH, Secunderabad.
Myreddi, V., & Narayan, J. (1998). Functional Academics for students with Mild
Myreddi, V., & Narayan, J. (2004). FACP – PMR, NIMH, Secunderabad.
Narayan, J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad
Narayan, J. (2003) Educating children with learning problems in regular schools
Narayan, J. (2003) Grade Level Assessment Device for Children with Learning
Problems in Regular Schools, NIMH, Secunderabad
Narayan, J., Myreddi, V. Rao, S. (2002) Functional Assessment Checklist for NIMH,
Secunderabad.
Overton, T. (1992). Assessment in Special Education: An Applied Approach. New
Jersy
Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas
Repp, A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall The
Faimer Press.York McMillan.

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

47
Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
Van Riper, C.A. and Emerick. L. (1990). Speech Correction-An introduction to
speech
Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.

48
 CURRICULUM DESIGNING, ADAPTATION & EVALUATION

Course code: C 13
Contact Hours: 60 Marks: 100

Objectives

After completing the course student-teachers will be able to

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

Unit 1: Curriculum Designing

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

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

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

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

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

49
Unit 4: Curriculum Adaptations
4.1 Need for Curricular Adaptation, Accommodation and Modification
4.2 Adaptation, Accommodation and Modification for Pre –academic Curriculum
4.3 Adaptation, Accommodation and Modification for Academics Curriculum
4.4 Adaptation, Accommodation and Modification for Co-Curriculum
4.5 Adaptation, Accommodation and Modification for School Subjects

Unit5: Curriculum Evaluation

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

Course Work/ Practical/ Field Engagement (Any One)

Special/ Inclusive schools

To prepare need based curriculum for training in

ADL Skills
School Readiness
Transition from School to Work
Movement/Dance/Yoga/Sports skills
Computer usage
House Keeping/ Laundry
Gardening / Horticulture
Creative / Performing Arts

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

50
 Narayan, J. (2003) .Educating children with learning problems in regular schools
NIMH, Secunderabad.
Narayan, J. (1998) Grade Level Assessment Device for Children with Learning
Problems in Regular Schools, NIMH, Secunderabad.
Narayan, J. Myreddi, V.,& Rao, S. (2002). Functional Assessment Checklist for
Programming, NIMH, Secunderabad.
Overton, T. (1992). Assessment in Special Education an Applied Approach. New
York McMillan.
Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas
Publications.
Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall

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

51
 PRACTICUM: ID

E 1: Cross disability & inclusion Hours: 10

Marks: 50
Disability Educational Hrs (60) Tasks for the Student- Description
Focus Setting Teachers
ID Special school of 40 hrs Classroom Observation, Minimum 10 school
PwID Assessment and IEP Periods

a. ECSE,

b. Pre-Primary Develop IEP for 1

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

e. Prevocational

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

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

Any Inclusive School 5 hrs Classroom Observation and Minimum 10 school

Disability available in the Report Periods
neighbourhood

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

52
E 2: Disability Specialisation Hours: 60
Marks: 50
Sl. Tasks for the Student- Disability Educational Hrs Description
No. teachers Focus Setting (60)
1.1 IEP ID Special School 20 Develop IEP for 1
Student with ID at
Primary level.
1.2 Lesson Planning and ID Special School 15 15 lessons
Teaching
1.3 a. Micro teaching & General Institute 05 5 lessons
simulated teaching on (Demonstration of
selected skills Micro teaching Skills
1.4 Macro Teaching General General 10 10 lessons
A. Lesson planning and (5 in each Subject)
Teaching for subjects
selected
a. Languages
b. Non Languages
B. Lesson planning and General General 10 10 lessons
Teaching focussing on (5 in each Subject)
adaptation, evaluation
a. Languages
b. Non Languages

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

53
 B.Ed.Spl.Ed.(ID) 2nd Year
GUIDANCE & COUNSELLING

Course Code: B 10(A)

Contact Hours: 30 Marks: 50

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

Unit 1: Introduction to Guidance and Counselling

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

Unit 2: Enhancing Self Image and Self Esteem

2.1 Concept of Self as Human
2.2 Understanding of Feelings and Changes
2.3 Growth to Autonomy
2.4 Personality Development
2.5 Role of Teacher in Developing Self-Esteem in Children

Unit 3: Guidance and Counselling in Inclusive Education

3.1 Current Status with reference to Indian School
3.2 Types of Counselling: Child-Centred, Supportive, Family
3.3 Guidance in Formal and Informal Situations: Within and Outside Classroom,
Vocational Guidance
3.4 Group Guidance: Group Leadership Styles and Group Processes
3.5 Challenges in Group Guidance

Practicum/ Field engagement

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.

54
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.

55
 EARLY CHILDHOOD CARE AND EDUCATION

Course Code: B 10(B)

Contact Hours: 30 Marks: 50

Introduction
The course is designed to provide the student-teachers with an insight into developmental
milestones of typical children. This will enable the learners to understand deviations and
strategies to address them in the critical phase of development. It will also help the learners
understand the importance of transitions and its requirements.

Objectives
After undertaking the course the student-teachers will be able to
Explain the biological & sociological foundations of early childhood education.
Describe the developmental systems approach and role responsibilities of
interdisciplinary teams for early education of children with disabilities.
Enumerate the inclusive early education pedagogical practices.

Unit 1: The Early Years: An Overview

1.1 Facts about Early Childhood Learning & Development
1.2 Neural Plasticity
1.3 Critical Periods of Development of Motor, Auditory, Visual, Linguistic & Cognitive
Skills
1.4 Sensitive Periods of Learning: Maria Montessori‘s Framework & Windows of
Opportunity & Learning Timelines of Development in Young Children
1.5 Integrating Theories of Development & Learning for Early Childhood Education
Curricula

Unit2: Early Education of Children with Disabilities

2.1 Young Children at Risk & Child Tracking
2.2 Interdisciplinary Assessments & Intervention Plans
2.3 Developmental Systems Model for Early Intervention (Ofguralnick, 2001)
2.4 Curricular Activities for Development of Skills of: Imagination, Joy, Creativity,
Symbolic Play, Linguistic, Emergent Literacy, Musical, Aesthetic, Scientific &
Cultural Skills
2.5 Evidenced Based Practices for Early Intervention

Unit 3: Inclusive Early Childhood Educational (ECE) Practices

3.1 Natural Environments, Service Delivery Models & Importance of Universal Designs
of Learning (UDL)

56
 3.2 Practices for Inclusive ECE Programs: Adaptations of Physical Environment &
Equipments, Visual Support Materials, Parent Partnerships, Friendships &
Engagements with Typical Children
3.3 Principles of Inclusive ECE Practices: Full Participation, Open Ended Activities,
Collaborative Planning
3.4 Collaborating with Parents, Family Education & Developing Individualised Family
Service Plan (IFSP)
3.5 School Readiness and Transitions

Practical/ Field Engagements

I. Developing a journal on developmental milestones & learning timelines of children
from 0 to 8 years
Participation in workshop & develop five creative teaching learning materials for children
in inclusive early childhood education programs

Transactions

Visits, Observations & Workshops.

Essential Readings
Costello, P.M. (2000). Thinking Skills & Early Childhood Education. London: David
Fulton Publishers.
Dunn, S.G., & Dunn, K. (1992). Teaching Elementary students through their individual
learning styles:Practical approaches for grades 3-6. Massachusetts: Allyn & Bacon.
Guralnick, M.J. (2005). The Developmental Systems Approach to Early Intervention:
Brookes Publication.
Klausmeir, H.J., & Sipple, T.S. (1980). Learning & Teaching Concepts. A strategy for
testing applications of theory. New York: Academic Press.
Mohanty, J., & Mohanty, B. (1999). Early Chilhood Care and Education. Delhi: Offset
Printers.
Suggested Readings
th
Barbour, N., & Seefeldt, C. (1998). .Early Childhood Education. An Introduction (4
Eds). U.K: Prentice Hall.
Broman, B. C. (1978). The Early Years in Childhood Education. Chicago: RandMcNally
College Publishing Company.
Catron, C.E., & Allen, J. (1993). Early Childhood Curriculum. New York: MacMillan
Publishing Company.
Dahlberg, G. , Moss, P. & Pence, A. (2007). Beyond Quality in Early Childhood Care
nd
and Education.(2 Ed.). New York: Routledge Publication.

57
Dopyera, M.L., & Dopyera, J. (1977). Becoming a Teacher of Young Children. New
York: Random House Publications.
Gordon, I.J. (1972). Early Childhood Education. Chicago: Chicago University Press.
Hamilton, D.S. & Flemming, (1990). Resources for Creative Teaching in Early
Childhood Education (2nd Edition). Tokyo: Harcourt Brace Jovanvich.
Hilderbrand, V. (1991). Introduction to Earcly Childhood Education. New York:
MacMillan Publishing.
Krogh, S.L., & Slentz, K. (2001). Early Childhood Education, Yesterday, Today &
Tomorrow. London: Lawrence Erlbaum Associates Publishers.
Range, D.G., Layton, J.R. & Roubinek, D.C. (1980). Aspects of Early Childhood
Education.Theory to Reserch to Practice. New York: Academic Press.
Spodek, B., Saracho, O.N., & Davis, M.D. (1987). Foundations of Early Childhood
Education. Englewood Cliffs, New Jersey: Prentice Hall,
Wortham, S.C. (NK). Measurement & Evaluation in Early Childhood Education (2nd
Eds.), Ohio: Merrill Prentice Hall.

58
 APPLIED BEHAVIOUR ANALYSIS

Course Code: B 10(C)

Contact Hours: 30 Marks: 50

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

Unit 1: Introduction to Applied Behaviour Analysis (ABA)

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

Unit 2: Strategies for Positive Behaviour Support

2.1 Selection of Behavioural Goals
2.2 Reinforcement
Types: Positive and Negative, Primary and Secondary
Schedules: Continuous, Fixed Ratio, Fixed Interval, Variable Ratio, Variable
Interval
2.3 Discrete Trial Teaching
Discriminative Stimulus - Characteristics
Response
Prompts: Physical, Gestural, Pointing, Visual, Positional, Verbal
Consequence - Characteristics
Inter-Trial Interval
2.4 Application of ABA in Group Setting
Negotiation and contract
Token economy
Response cost
Pairing and fading
2.5 Leadership role of teacher in promoting positive behaviour

59
Unit 3: Management of Challenging Behaviour 10 hours
3.1 Differential Reinforcements of Behaviour
3.2 Extinction and Time Out
3.3 Response Cost and Overcorrection
3.4 Maintenance
3.5 Generalization and Fading

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

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

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

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

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 COMMUNITY BASED REHABILITATION

Course Code: B 10(D)

Contact Hours: 30 Marks: 50

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

Unit 1: Introduction to Community Based Rehabilitation (CBR)

1.1 Concept and Definition of CBR
1.2 Principles of CBR
1.3 Difference between CBR and Institutional Living
1.4 Socio-cultural and Economic Contexts of CBR
1.5 Scope and Inclusion of CBR in Government Policies and Programs

Unit 2: Preparing Community for CBR

2.1 Awareness Program-Types and Methods
2.2 Advocacy - Citizen and Self
2.3 Focus Group Discussion
2.4 Family Counselling and Family Support Groups
2.5 CBR and Corporate Social Responsibility

Unit 3: Preparing Persons with Disability for CBR

3.1 School Education: Person Centred Planning, and Peer Group Support
3.2 Transition: Individual Transition Plan, Development of Self Determination and Self
Management Skills
3.3 Community Related Vocational Training
3.4 Skill Training for Living within Community
3.5 Community Based Employment and Higher Education

Practicum/ Field Engagement

Visit an ongoing CBR program and write a report on its efficacy
II. Organize a community awareness program
Conduct a focus group discussion on a selected disability issue with school/college
students

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Transaction
Besides lecture method the topics in this course may be transacted through discussion on
selected case studies, classroom seminar/debates.

Essential Readings
Loveday, M. (2006). The HELP Guide for Community Based Rehabilitation Workers: A
Training Manual. Global-HELP Publications, California.
McConkey, R. and O‘Tool, B (Eds). Innovations in Developing Countries for People with
Disabilities, P.H. Brookes, Baltimore.
Neufelt, A. and Albright, A (1998). Disability and Self-Directed Employment: Business
Development Model. Campus Press Inc. York University.
Peat, M. (1997). Community Based Rehabilitation, W.B. Saunders Company.
Scheme of Assistance to Disabled for Purposes of Fitting of Aids/Appliances, — Ministry
of Social Welfare, Govt. of India, New Delhi.
Scheme of Assistance to Organizations for Disabled Persons, Ministry of Social Welfare,
Govt. of India, New Delhi.
WHO .(1982). Community Based Rehabilitation — Report of a WHO International
Consultation, Colombo, Sri Lanka, 28 June- 3 July. WHO (RHB/IR/82.1)
WHO .(1984). "Rehabilitation For AIl" in World Health Magazine, WHO, Geneva.

62
 APPLICATION OF ICT IN CLASSROOM

Course Code: B 10(E)

Contact Hours: 30 Marks: 50

Course Description
This course has dual purpose: firstly it aims to orient the teacher trainee to various
applications of Information and Communication Technology in teaching learning process;
and secondly it intends to orient the learners to understand the scope and application of ICT
for students with disabilities. The course includes uses of all kinds of media and computer in
order to give hands on experience of applying ICT in various learning environments as well
to familiarize the student teacher with different modes of computer based learning.

Objectives
After completing the course the student teacher will be able to
Gauge the varying dimensions in respect of ICT and Applications in Special Education.
Delineate the special roles of ICT Applications.
Acquire Familiarity with Different Modes of Computer-Based Learning.

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

1.1 Meaning and Scope of ICT and Its Role in 'Construction of Knowledge'
1.2 Possible Uses of Audio-Visual Media and Computers (Radio, Television, Computers)
1.3 Integrating ICT in Special Education With Reference To Articles 4 and 9 of
UNCRPD and Goal 3 of Incheon Strategy
1.4 Three as of ICT Application—Access, Availability, Affordability
1.5 Overview of WCAG (Web Content Access Guidelines)

Unit 2: Using Media and Computers

2.1 Media: Radio and Audio Media- Script Writing, Storytelling, Songs, etc., Television
and Video in Education, Importance of Newspaper in Education
2.2 Computers: Functional Knowledge of Operating Computers–On/Off, Word
Processing, Use Of Power Point, Excel, ICT Applications for Access to Print
2.3 Computer as a Learning Tool: Effective Browsing Of The Internet for Discerning and
Selecting Relevant Information, Survey of Educational Sites and Downloading
Relevant Material; Cross Collating Knowledge from Varied Sources
2.4 Computer-Aided Learning: Application of Multimedia in Teaching and Learning,
Programmed Instruction; Computer-Assisted Instruction; Interactive Learning
2.5 E-Classroom: Concept, Organizing E-Classroom and Required Adaptations for
Students with Disabilities

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Unit 3: Visualising Technology-Supported Learning Situations
3.1 Preparation of Learning Schemes and Planning Interactive Use of Audio-Visual
Programme
3.2 Developing PPT Slide Show for Classroom Use and Using of Available Software or
CDs with LCD Projection for Subject Learning Interactions
3.3 Generating Subject-Related Demonstrations Using Computer Software and Enabling
Students to Plan and Execute Projects
3.4 Interactive Use of ICT: Participation in Social Groups on Internet, Creation of 'Blogs',
Organizing Teleconferencing and Video-Conferencing
3.5 Identifying and Applying Software for Managing Disability Specific Problems

Course Work/ Practical/ Field Engagement (any Two of the following)

I. Develop a script on any topic of your choice. Conduct an interview with an expert on
the selected topic to prepare an audio or video program of 15 minutes duration
Prepare a PPT by inserting photos and videos on a topic of your choice III.
Create your email account as well as design a blog

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

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

64
 GENDER AND DISABILITY

Course Code: B 10(F)

Contact Hours: 30 Marks: 50

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

Unit 1: Human Right-based Approach and Disability 6 Hours

1.1 Human Rights-Based Approach: Concept and History
1.2 Principles of Human Rights-Based Approach
Equality and Non-Discrimination
Universality & Inalienability
Participation and Inclusion
Accountability and Rule of Law
1.3 Elements of Human Rights System
Legal Framework
Institutions
Development Policies & Programs
Public Awareness
Civil Society
1.4 Advantage of Human Rights-Based Approach
1.5 Implications for Disability
Empowerment
Enforceability
Indivisibility
Participation

Unit 2: Gender and Disability 10 Hours

2.1 Sex & Gender: Concept & Difference
2.2 Impairment & Disability: Concept & Difference
2.3 Gendered Experience of Disability
Public Domain: School and Outside School
Private and Familial Domain
Normalization and Social Role Valorisation
2.4 Gender and Disability Analysis: Techniques and Strategies
2.5 Psyche and Gender: Implications for Teaching

65
Unit 3: Women and Girl Child with Disability 10 Hours
3.1 Inclusive Equality
Access to Family Life
Access to Education, Vocational Training and Employment
Access to Political Participation
3.2 Factors Contributing to Disability
Gender-Based Violence in School and Within Family
Traditional Practices
3.3 Sexual and Reproductive Health
3.4 Teacher‘s Role in Promoting Gender Equality
3.5 Gender Critique of Legislation, Government Policy and Schemes

Practicum/Field Engagement
Study the case of a woman with disability and submit a report
II. Review selected paper/s authored by women with disability
III. Conduct a gender analysis of a selected disability Act/Policy

Transaction
This course has been designed to provide the student teachers a socio-cultural perspective to
disability. It aims to promote awareness about the space for disability equity and
rehabilitation within the human rights system. As such the transaction of the course topics
should be done through focus group discussions, and issue-based classroom interactions in
addition to lectures and seminars.

Essential Readings
Habib, L. A. (1997). Gender and Disability: Women's Experiences in the Middle East.
Oxfam, UK.
Hans, A. (2015). Disability, Gender and the Trajectories of Power. Sage Publications
Pvt. Ltd.
Meekosha, H. (2004). Gender and Disability. Sage Encyclopaedia of Disability.
O'Brien, J., & Forde, C. (2008). Tackling Gender Inequality, Raising Pupil Achievement ,
Dunedin Academic.
Ridgeway, C. L. (2011). Framed by Gender: How Gender Inequality Persists in the
Modern World. Oxford University Press.
Samuels, E. (2014). Fantasies of Identification: Disability, Gender, Race. NYU Press,
USA.
Smith, B. G., & Hutchison, B. (2013). Gendering Disability. Rutger University Press,
New Jersey.

66
Desirable Readings
Beeghley, L. (1999). Angles of Vision: How to Understand Social Problems, West View
Press.
Purkayastha, D. (2010). Economic Growth, Intra-Household Resource Allocation and
Gender Inequality, Atlantic Economic Journal, Vol. 38, No. 4.
Treas, J., & Drobnic, S. (2010). Dividing the Domestic: Men, Women, and Household
Work in Cross-National Perspective, Stanford University Press.

67
 BRAILLE AND ASSISTIVE DEVICES

Course Code: B 10(G) Credit: 02

Contact Hours: 30 Marks: 50

Introduction
Braille, the embossed system of reading and writing for the blind along with its inventor, Louis
Braille (1809-1852), has opened a wide range of avenues and opportunities for effective
mainstreaming and empowerment for Persons with Visual Impairment. In addition, a plethora of
devices are now available which help the visually impaired to access meaningful education in all
school-subjects as also skills of independent living and economic activities.
This course familiarizes the student-teachers with the importance and operational aspects of
Braille, which has stood the test of time and competition for the last about 185 years. It also
introduces them to basic devices used for teaching blind and low vision children.
It is hoped that through the study of the course, the learners will be motivated to know more
about these and various other devices and technologies and be in a position to help children
with visual impairment/their parents to procure the needed devices with ease and speed.

Objectives
After completing the course the student-teachers will be able to
Acquire basic information about Braille, its relevance and some important functional
aspects.
Get basic information on types and significance of different Braille devices.
Get acquainted with the types and significance of basic devices relating to
Mathematics, Science, Geography and Low Vision as also on sources of their
availability.

Unit 1: Braille
1.1 Louis Braille and the Evolution of Braille
1.2 Continuing Relevance of Braille vis-a-vis Audio Material
1.3 Braille Signs, Contractions and Abbreviations--English Braille
1.4 Braille Signs and Symbols—Hindi/Regional Language
1.5 Braille Reading and Writing Processes

Unit 2: Braille Devices -- Types, Description, Relevance

2.1 Slate and Stylus
2.2 Braille Writer
2.3 Electronic Devices— Note takers and Refreshable Braille Displays
2.4 Braille Embossers
2.5 Braille Translation Software

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Unit 3: Other Devices – Types, Description, Relevance
3.1 Mathematical Devices: Taylor Frame and Types, Abacus, Geometry Kit, Algebra
Types
3.2 Geography: Maps--Relief, Embossed, Models
3.3 Science Material
3.4 Low Vision Aids--Optical, Non-Optical, Vision Training Material
3.5 Schemes and Sources of Availability

Course Work/ Practical/ Field Engagement (Any Two)

Each Student-Teacher will
a. Observe at least five devices in use in at least five school periods.
b. Draw up an item-wise price list of at least ten devices from different sources.
c. Prepare a presentation – Oral/ Powerpoint – on the relevance of Braille for children
with visual impairment.
d. Prepare a report on the availability and use of Mathematical devices (at least two) in
one special school and on inclusive school.
e. Make a report on the application of at least two non-optical devices for children with
low vision.

Essential Readings
A Restatement of the Layout, Definitions and the Rules of the Standard English
Braille System (1971). London: The Royal National Institute for the Blind.
Ashkroft, S.C., & Henderson, F. (1963). Programmed Instruction in Braille.
Pittsburgh: Stanwick House.
Lowenfeld, B. (1969). Blind Children Learn to Read. Springfield: Charles C. Thomas.
Mani, M.N.G. (1997). Amazing Abacus. Coimbatore: SRVK Vidyalaya.
Manual on Bharti Braille (1980). Dehradun: NIVH
Olson, M. R. (1981). Guidelines and Games for Teaching Efficient Braille Reading.
New York: AFB.
Proceedings: National Conference on Past and Present Status of Braille in
India(2001). New Delhi: All India Confederation of the Blind.

Suggested Readings
Hampshire, B. (1981). Working with Braille - A Study of Braille as a Medium of
Communication. Geneva: UNESCO.
Kusanjima, T. (1974). Visual Reading and Braille Reading. New York: AFB.
Mani, M.N.G. (1992). Techniques of Teaching Blind Children. N.Delhi: Sterling
Publishers.
Mellor, M. C. (2006). Louis Braille A Touch of Genius. Boston: National Braille
Press.

69
 ORIENTATION AND MOBILITY

Course Code: B 11(A)

Contact Hours: 30 Marks: 50

Introduction
Movement with independence in the environment has been stated to be one of the major
challenges of vision loss. In order to facilitate their meaningful empowerment, therefore, it is
necessary to provide students with visual impairment skills and techniques which enable
them to cope with these challenges. Developments, especially during and after World War II,
have led to the emergence of a large variety of such strategies, skills and technologies, which
are covered under the discipline titled Orientation and Mobility.
So, the present course carrying the same title introduces the learners to various crucial aspects
of this vital subject. It is hoped that through the study of the course, the student-teachers
would be in a better position to understand the implications of vision loss with reference to
independent movement. It would also enable them to get insights into basic skills and
components essential for meaningful orientation and easy and graceful movement for the
visually impaired.

Objectives
After completing the course the student-teachers will be able to
Describe the nature and scope of O&M as also the O&M related responsibilities of
the special teacher.
Acquire basic knowledge of human guide techniques.
Describe pre-cane and cane travel skills and devices.
Get acquainted with the importance and skills of training in independent living for the
visually impaired.

Unit 1: Introduction to Orientation and Mobility

1.1 Orientation and Mobility -- Definition, Importance and Scope
1.2 Basic Terminologies Associated with O&M: Trailing, Landmarks, Clues, Cues,
Shoreline, Squaring Off, Clockwise Direction, Sound Masking, Sound Shadow
1.3 Roles of Other Senses in O&M Training
1.4 Special Responsibilities of Special Teacher/Educator with reference to O&M
Training
1.5 Blindfold -- Rationale and Uses for the Teacher

Unit 2: Human/ Sighted Guide Technique

2.1 Grip
2.2 Stance
2.3 Hand Position

70
 2.4 Speed Control
2.5 Negotiating: Narrow Spaces, Seating Arrangements, Staircases, Muddy paths

Unit 3: Pre-Cane Skills

3.1 Upper and Lower Body protection
3.2 Room Familiarization
3.3 Using Oral Description for Orientation
3.4 Search Patterns
3.5 Building Map Reading Skills

Unit 4: Cane Travel Techniques and Devices

4.1 Canes -- Types, Parts, Six Considerations
4.2 Cane Travel Techniques: Touch Technique, Touch and Drag Technique, Diagonal
Cane Technique
4.3 Use of Public Transport
4.4 Asking for Help: When and How
4.5 Electronic Devices, Tactile and Auditory Maps -- Description and Uses

Unit 5: Training In Independent Living Skills

5.1 Self Care, Gait and Posture
5.2 Personal Grooming
5.3 Eating Skills and Etiquette
5.4 Identification of Coins and Currency Notes
5.5 Basics of Signature Writing

Course Work/Practical/ Field Engagement

Undertake any two of the following
a. Act as a sighted guide in different situations/settings.
b. Prepare a list of canes and other devices available with various sources along with
prices.
c. Undergo an experience of moving under a blindfold for a few minutes and describe it
(about 200 words).
d. Make a short PowerPoint/ oral presentation for about 5 minutes on the importance of
O&M for the visually impaired.
e. Draw up a list of important clues/cues/landmarks which the visually impaired student
can use in the school.

Essential Readings
Blasch, B. B., Weiner, W. R., & Welsh, R. L. (1997). Foundations of Orientation and
Mobility (2nd ed.). New York: AFB Press.
Cutter, Joseph (2006). Independent Movement and Travel in Blind Children.IAP,
North Carolina

71
 Fazzi, D.L. & Petersmeyer, B.A. (2001). Imagining the Possibilities: Creative
Approaches to Orientation and Mobility Instruction for Persons who are Visually
Impaired.: AFB Press, New York.
Jaekle, Robert C. (1993). Mobility Skills for Blind People: A Guide for Use in Rural
Areas. Christoffel Blinden Mission.
Knott, N.I. (2002). Teaching Orientation and Mobility in the Schools: An Instructor‘s
Companion. AFB Press, New York.
Smith, A.J. & Geruschat, D. R. (1996). Orientation and Mobility for Children and
Adults with Low Vision. In A. L. Corn & A. J. Koenig (Eds.), Foundations of Low
Vision: Clinical and Functional Perspectives .: AFB Press, New York.

Suggested Readings
Dodds, Allan (1986). Mobility Training for Visually Handicapped People. London:
Croom Helm.
Hill, Everett and Ponder, Purvis (1976). Orientation and Mobility Techniques. AFB,
New York.
Jacobson, W.H. (1993). The Art and Science of Teaching Orientation and Mobility to
Persons with Visual Impairments.AFB Press, New York.
Singh, J.P. (2003). Technology for the Blind.Kanishka Publication. New Delhi

72
 COMMUNICATION OPTIONS: ORALISM

Course Code: B 11(B)

Contact Hours: 30 Marks: 50

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

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

Unit 1: Understanding Hearing Loss in Real Life Context

1.1 Basic Awareness on Paradigms of D/Deafness (Medical and Social)
1.2 Basic Awareness on Deafness and Communicative Access: Challenges and Concerns
1.3 Basic Awareness on Autonomy, Inclusion and Identity with reference to Oral
Options
1.4 Oral/ Aural Verbal Options and Realistic Expectations of Family and Teachers
1.5 Importance of Neural Plasticity and Early Listening Opportunities

Unit 2: Advance Understanding of Oral Options

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

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Unit 3: Skill Development Required for Oralism
3.1 Practicing Interpreting Audiograms and Exposure to Goal Setting in Listening Skills
3.2 Practicing Motherese (Addressing/Talking to Young Children) and Age Appropriate
Discourse with Children Using Appropriate Language, Turn Taking and Eye
Contact
3.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations,
Narrations and Loud Reading
3.4 Practicing Skills in Story Telling/ Narrations/ Jokes/ Poems/ Nursery Rhymes
3.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development:
Reading Model Formats Used for the Purpose (Checklists, Recordings,
Developmental Scales)

Unit 4: Skill Development Auditory Verbal (AV) Approach

4.1 AV Approach: Meaning, Misconcepts and Justification
4.2 Stages of Auditory Hierarchy
4.3 Understanding Listening Strategies, Techniques of AV Approach and Their Relation
to Listening Environment
4.4 Reading Model Plans and Observing a Few Weekly Individual Sessions
4.5 Developing Instructional Material for AVT Sessions Linking Listening, Language
and Cognition

Unit 5: Implementing Oralism and AV Approach in Indian Special Schools & Summing
up
5.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario
5.2 Oralism / AV Approach: Prerequisites for Special Schools
5.3 Strategies of Implementation Oral Communication Policy and Fulfilling Prerequisites

5.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR,
Fund Raising Events, Web Based Fund Raising)
5.5 Reflections On The Course: From Theory to Practice to Initiating Change

Course Work/ Practical/ Field Engagement

Watching Video‘s of Individual Sessions and Classroom Teaching
II. Role Play and Dramatization
Developing Learning Material for Facilitating Connectivity Among Listening, Language
and Cognition
IV. Recording Self Narrated Stories / Poems and Writing Reflections Upon it
Interacting with Non Disabled Children for Practicing Expansion of Ideas

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

74
 Dhvani (English). Balvidyalaya Publication: Chennai.
Estabrooks, W. (2006). Auditory-Verbal Therapy And Practice , Ag Bell
Heller, R. (1999). Managing Change. Dk Publishing: New York.
Ling, D. (1990). Acoustics, Audition Aand Speech Reception. (Cd)Alexandria, Auditory
Verbal International.
Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.
Communication Options And Students With Deafness. (2010). Rehabilitation Council of
India , New Delhi.

Suggested Readings
Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication In Grades K – 8.
Allyn And Bacon. Boston
Cole, E., & Flexer, C. (2010). Children with Hearing Loss: Developing Listening and
nd
Talking, Birth to Six. (2 Ed.).Plural Publishing Inc,San Diego, CA.
Dhvani (Marathi). Balvidyalaya – Cym Publication
Directory of Rehabilitation Resources for Persons with Hearing Impairment in India.
(2000). AYJNIHH Publication, Mumbai.
Estabrooks, W., & Marlowe J, (2000). The Baby is Listening, A. G. Bell Association,
Washington D.C.
Estabrooks , W. (2001). 50 Frequently Asked Questions (Faqs) About Auditory-Verbal
Therapy. Learning to Listen Foundation.
Heller, R. (1999). Effective Leadership. Dk Publishing: New York.
Heller, R. (1999). Managing Change. Dk Publishing: New York.
Ling, D. (1989). Foundations of Spoken Language for Hearing Impaired Children.
A.G.Bell. Washington D.C.
Ling, D., & Ling, A.H. (1985). Aural Habilitation: The Foundations of Verbal Learning
in Hearing Impaired Children. A.G. Bell Association, Washington D.C.
Edgar, L. L., & Marguerite, S. (1963). Play it by ear! : auditory training games, John
Tracy Clinic Publication, Los Angeles.
Resource Book on Hearing Impairment. AYJNIHH Publication.
Unpublished Dissertations and Thesis on Profiling Communication Options in Special
Schools in India.

75
 COMMUNICATION OPTIONS: MANUAL (INDIAN
SIGN LANGUAGE)

Course Code: B 11(C)

Contact Hours: 30 Marks: 50

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

Objectives
After learning this course the student-teachers will be able to
Discuss the two manual options with reference to Indian special schools.
Discuss the relevant issues like literacy, inclusion and training with reference to manual
options.
Describe manual options in the light of issues like language, culture and identify.
Exhibit beginner level hands on skills in using manual options.
Motivate self to learn and practice more skills leading to linguistic adequacy and fluency.

Unit 1: Understanding Deafness in Real Life Context

1.1 Basic Awareness of Paradigms of D/Deafness (Medical and Social)
1.2 Basic Awareness of Deafness and Communicative Challenges / Concerns
1.3 Basic Awareness on Deafness with Reference to Culture, Language, Identity,
Minority Status, Deaf Gain, Literacy and Inclusion
1.4 Basic Awareness of Difference between ISL and ISS; Myths and Facts
1.5 Importance of Neural Plasticity and Early Language Opportunities

Unit 2: Advance Understanding of Manual Options and Indian Scenario

2.1 Use of Simcom and Educational Bilingualism in Indian Schools: Current Scenario
2.2 Challenges, Prerequisites and Fulfilling Prerequisites
2.3 Monitoring and Measuring Development of ISL/ISS in Students: Receptive and
Expressive Mode
2.4 Training and Guidance for Families and Tuning Home Environment: Current
Scenario and Strategies

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 2.5 Tuning Mainstream Schools/Classrooms for Students Using Manual Communication:
Do‘s and Don‘ts

Unit 3: ISL Skill Development: Middle Order Receptive and Expressive Skills
3.1 Practicing ‗Motherese‘ (Tuning Language to Suit Young Children) and Age
Appropriate Discourse with Children with Appropriate Language, Turn Taking and
Eye Contact
3.2 Practicing Natural Signing in Short Common Conversations
3.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes
3.4 Practicing Natural Signing in Discussing Emotions, Expansion of Ideas and Current
Affairs
3.5 Practicing Group Dynamics

Unit 4: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills
4.1 Learning to Express Gender, Number, Person, Tense, Aspect
4.2 Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative
and Negativization
4.3 Practicing Sentence Types: Simple, Complex, Compound
4.4 Observing Using ISL in Classrooms – Social Science
4.5 Observing Using ISL in Classrooms – Science / Mathematics

Unit 5: ISS/ ISL Skill Development and Course Conclusions

5.1 Practicing Markers (Local Language)
5.2 Practicing Syntax in Conversations and Discussions
5.3 Observing Using ISS/ISL in Classrooms for School Subjects
5.4 Resource Mobilization for Skill Development Training (Organized Charity Sources,
CSR, Fund Raising Events, Web Based Fund Raising)
5.5 Reflections on the Course: From Theory to Practice to Initiating
Change Course Work/ Practical/ Field Engagement
Watching Videos of Individual Sessions and Classroom Teaching of Signing
II. Role Play and Dramatization in ISL
III. Developing Learning Material for Facilitating Connectivity among Signing, Language
and Cognition
IV. Recording Self Narrated Stories/ Poems and Writing Reflections
V. Interacting with Deaf for Practicing Expansion of Ideas

Essential Readings
Communication Options and Students with Deafness. (2010). Rehabilitation Council of
India, New Delhi.
Heller, R. (1999). Managing Change. DK Publishing: New York.
ISS Learning Material and Dictionaries
Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.
Teaching Learning ISL Material Developed at AYJNIHH, Mumbai, SRKV, Coimbatore
and NISH, Trivandrum

77
 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 the Deaf,
139(3), 378-386.
Devych, G. N., Bhattacharya, T., Grover, N., & Randhawa, S.P.K. (2014). Indian Sign
Language(S). Orient BlackSwan, Hyderabad.
Directory of Rehabilitation Resources for Persons with Hearing Impairment in India.
(2000), AYJNIHH Publication.
Education. Gallaudet Research Institute, Working Paper 89-3, Gallaudet University,
Washington, D.C.
Evans, L. (1982). Total Communication, Structure and Strategy. Washington D.C.:
Gallaudet College Press.
Ezell, H.K., & Justice, L.M.(2005). Programmatic Research On Early Literacy: Several
Key Findings. IES 3rd Annual Research Conference: American Speech Language &
Hearing Association (ASHA).
Frank, S. (1985). Reading Without Nonsense.: Teachers College Press, New York.
Ghate, P. (1996). Indian Sign System. AYJNIHH In-House Publication: Mumbai.
Ghate, R.A. (2009). Survey of Teachers‘ Opinion on Status of Education of the Deaf.
Unpublished Report of RCI, New Delhi.
Heller, Robert (1999). Effective Leadership. Dk Publishing: New York.
Huddar, A. (2008).Language and Communication. DSE Manuals. Rehabilitation Council
of India, New Delhi.
Improve Reading Comprehension. American Annals of the Deaf, 139, 378-386.
Indian Sign Language Dictionary .(2001). Sri Ramakrishna Mission Vidyalaya,
Coimbatore.
Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the Curriculum: Principles for
Achieving Access in Deaf Language. American Annals of the Deaf, 132, 46-51.
th
Lewis, Rena B. & Doorlag, Donald H. (1999). (5 Ed) Teaching Students with Special
Needs in General Education Classrooms. Prentice Hall Inc. New Jersy.
Woodward, J., Vasishta, M., & de Santis, S. (1985). An introduction to the Bangalore
variety of Indian Sign Language. Gallaudet Research Institute Monograph No. 4,
Gallaudet Research Institute. Washington, D.C

78
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.

79
 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION

Course Code: B 11(D)

Contact Hours: 30 Marks: 50

Objectives
The student-teachers will be equipped with a basic knowledge of AAC, AAC systems,
AAC assessment, programme planning and strategies:

Unit 1: Organizational frame work for Communication:

1.1 Normal development of speech, language and communication
1.2 Factors that influence communication, speech and language in relation to each other
1.3 Levels of communication in children
1.3.1 Functional (Emergent)
1.3.2 Situational ( Context Dependent)
1.3.3 iii. Independent ( Creative)

Unit 2: Basic principles of AAC interventions:

2.1 Child - Child capacity
2.2 Child capacity and context
2.3 Working towards symbolic expression
2.4 Communication skills and
2.5 Functions

Unit 3: Areas of AAC Assessment:

3.1 Sensory areas
3.2 Cognition , communication and language
3.3 Posture and positioning. Motor planning and control
3.4 Scanning
3.5 Environment, Interaction &Symbols

Unit 4: Context of Communication:

4.1 Partner /skills , user skills and environment
4.2 Competency development - types of competencies and its development
4.2.1 Linguistic competence
4.2.2 Operational Competence
4.2.3 Social competence
4.2.4 Strategic competence

Unit 5: Introduction to communication tools and Access Mode:

5.1 Types of AAC devices and systems

80
 5.1.1 No Technology
5.1.2 Low Technology
5.1.3 High Technology
5.2 Access to communication charts - hand, finger, eye point
5.3 Access to devices:
5.3.1 Switches - hand switch , blow switch, infrared devices etc
5.3.2 Software -scan mode combined with a switch
5.4 Selection of AAC
5.4.1 Child competency and environment
5.4.2 Design, Access, Motor, Devices
5.5 Challenges in the development of AAC and Literacy
5.5.1 Grammar ; spelling
5.5.2 Building Vocabulary: and richness of language
5.5.3 Motor expression

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

81
 MANAGEMENT OF LEARNING DISABILITY

Course Code: B 11(E)

Contact Hours: 30 Marks: 50

Introduction
This course will provide an understanding of the types and characteristics of Children with
Learning Disabilities and their associated condition. The course will include assessment of
basic curricular skills, standardized tests and interpretation of test report. This course,
grounded in research based interventions, is designed to assess all who work with students in
special and regular education in developing skills to teach and support acceptable behavior
that is demonstrated in home, school and community settings.

Objectives
After completing the course the student-teachers will be able to
Explain the concept, causes and characteristics of learning disabilities.
Discus different types of learning disabilities and its associated conditions.
Develop teacher made assessment test in curricular areas.
Plan appropriate teaching strategies as per the specific needs of children with learning
disability.

Unit 1: Learning Disabilities: Types

1.1 Verbal learning disabilities: Dyslexia, Dysgraphia, Dyscalculia.
1.2 Non-verbal learning disabilities
1.3 Language Disorders
1.4 Associated Conditions: ADHD & ADD
1.5 Emotional & Behavioral problems.

Unit 2: Assessment of Basic Curricular Skills

2.1 Assessment of Readiness Skills
2.2 Assessment of Reading, Writing and Math skills
2.3 Teacher made test
2.4 Standardized Tests: Need, Types & Purpose
2.5 Interpretation of Test report

Unit 3: Intervention Strategies in Basic Skills of Learning

3.1 Language skills
3.2 Reading
3.3 Writing
3.4 Maths skills
3.5. Study skills

82
Transaction
This activity-based approach should allow the teacher to step back and allow the student-teachers to
self-facilitate. The student-teachers must be given experience in the various settings such as clinics,
schools, resource centres etc, for exposure to actual assessment. Discussions, debates, simulations,
collaborative methods, must be used for transaction.

Course Work/ Practical/ Field Engagement

Prepare of checklist for screening LD
Develop teacher made assessment test in any one curricular area for a given child
Plan appropriate teaching strategies as per the specific needs of a given child with
learning disability

Essential Readings
Bauer, A. M., & Shea, T. M. (2003). Parents and schools: creating a successfu
partnership for students with special needs. Merrill Prentice Hall, New Jersey
Myklebust, H.( 1983). Progress in Learning Disabilities, Guene and Stratton – New
York.
Reid, K. (1988). Teaching the Learning Disabled, Allyn and Bacon, Baston.

Suggested Readings
Baca, L. M., & Cervantes, H.T. (2004).The Bilingual special education interface. (4th
ed) . Pearson. New Jersey
Browder, D. M. (2001). Curriculum and assessment for students with moderate and
severe disabilities. . The Guilford Press. New York
Brunswick, N. (2012). Supporting dyslexic adults in higher education and the
workplace. . Wiley-Blackwell. Malden.
Fitzgibbon, G., & O'Connor, B. (2002). Adult Dyslexia:a guide for the workplace.
John Wiley &Sons,Ltd. London.
Gribben, M.( 2012). The study skills toolkit for students with dyslexia. Sage Pub.
London
Karanth, P., & Rozario, J. (2003). Learning disabilities in India : willing the mind to
learn. Sage Publication, New Delhi
Martin, L, C.( 2009). Strategies for teaching students with learning disabilities. .
Corwin Press,California
McCardle, P., Miller, B., Lee, J, R., & Tzeng, O, J.L. (2011). Dyslexia across
languages. (orthography and the brain-gene-behavior link ) Baltimore. Paul H.
Brookes.
Shula, C. (2000). Understanding children with language problems. Cambridge,New
York.

83
Prakash, P. (2008). Education of exceptional children: challenges and stratrgies. .
Kanishka publishers, New Delhi.
Reddy, G.L., & Ramar, R.( 2000). Education of children with special needs, New
Delhi – Discovery Pub.
Thapa, K. (2008). Perspectives on learning disabilities in India. (current practices and
prospects). Sage Publication, Los Angeles.
Trusdell M. L., & Horowitz, I. W. (2002). Understanding learning disabilities : a
parent guide and workbook : for parents, teachers, professionals, advocates and others
who work with, or come in contact with, individuals with learning disabilities. (3rd
rev ed) Maryland. York Press.
Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.)
Amsterdam. Elsevier Academic Press.

84
 VOCATIONAL TRAINING, TRANSITION & JOB PLACEMENT

Course Code: B 11(F)

Contact Hours: 30 Marks: 50

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

Unit 1: Fundamentals & Assessment of Vocational Rehabilitation

1.1. Definition, meaning and scope of Vocational Education
1.2. Legislations, policies, agencies, schemes, concessions & benefits for PWDs with
respect to employment
1.3. Approaches and models of Vocational training
1.4. Assessment, Evaluation of Generic skills & Specific job skills using various tools
1.5. Approaches & Principles of vocational assessment

Unit 2: Vocational Transition & Curriculum Planning

2.1. Concept, meaning, importance of transition
2.2. Vocational transition models
2.3. Transitional Planning at pre-vocational & post-vocational level
2.4. Development of Individualized Vocational Transitional Plan
2.5. Development of Vocational Curriculum

Unit 3: Process of Vocational Rehabilitation & Placement

3.1. Types of Employment Settings
3.2. Process of Job Placement & Creation of Need-based Employment Settings
3.3. Adaptations, Accommodation, Safety Skills and First Aid
3.4. Self Advocacy & Self Determination Skill Training
3.5. Equal opportunities and attitudes towards persons with disabilities

Hands on Experience
Developing curriculum on any vocational skill
Administering any vocational assessment tool
Visit to any vocation Institution

85
Suggested Readings
McDonnell, J., & Hardman, M.L.(2010). Successful Transition Programs Pathways for
Students With Intellectual and Developmental Disabilities, Sage Publications, Los
Angeles.
Kutty, A.T., &. Rao L.G, (2003).Curriculum for Vocational Education, Transition of
Persons with Mental Retardation from School to Work. Series -2, NIMH Publications,
Secunderabad.
Kutty, A.T., &. Rao, L.G, (2001). Transition of Persons with Mental Retardation from
School to Work – A Guide, NIMH Publications, Secunderabad.
Mukhobadhyay, M., & Kutty A.T. (2006). Principles of Vocational Training, Part-II,
DVTE (MR) Manual, Rehabilitation Council of India, Kanishka Publisher, New
Delhi.
Rao, V.K. (2004), Vocational Education, A.P.H. Publishing Corporation, New Delhi.
Wehmeyer, M. L. (2007). Promoting Self-Determination in Sstudents with
Developmental Disabilities, Guilford Press, Washington.
Whitehead, T. D., & Hughey, J. B. (2004). Exploring Self Advocacy From a Social
Power Perspective, Nova Science Publishers, New York

86
 INTERVENTION AND TEACHING STRATEGIES

Course code: C 14
Contact Hours: 60 Marks: 100

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

Unit 1: Intervention
1.1 Concept, Significance, Rationale, Scope, Advantages of Early Intervention
1.2 Types of Early Intervention
1.3 Intervention Techniques
1.4 Record Maintenance and Documentation
1.5 Implication of Early Intervention for pre-school Inclusion

Unit 2: Individualised Education Programme

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

Unit 3: Teaching Strategies and TLM

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

87
 3.5 Development and Use of TLM for ID

Unit 4: Intervention for Mal-adaptive Behaviour

4.1 Definition and types of Mal-adaptive behaviour
4.2 Identification of Mal-adaptive behaviour
4.3 Functional Analysis and Behaviour Modification Techniques, Cognitive Behaviour
Techniques (CBT)
4.4 Management of Mal-adaptive behaviour at Home and School, Parental Counselling -
Individual, Group and Community
4.5 Ethical Issues in behaviour management and implications for Inclusion

Unit 5: Therapeutic Intervention

5.1 Occupational Therapy – Definition, Objective, Scope, Modalities and Intervention
5.2 Physiotherapy – Definition, Objective, Scope, Modalities and Intervention
5.3 Speech Therapy – Definition, Objective, Scope and Types of Speech, Language and
Hearing Disorders and Intervention
5.4 Yoga and Play therapy – Definition, Objective, Scope and Intervention
5.5 Therapeutic intervention: Visual and Performing Arts (eg: Music, Drama, Dance
movement, Sports, etc.)

Course Work/ Practical/ Field Engagement (Any One)

Special/ Inclusive Schools/ Institute
To deliver Modular/ Thematic lecture on relevant topic
To organise competitions for co-curricular activities at Local, District and State
level
To organize exhibition on products prepared by PwIDs and to raise funds through
auction/sale for training livelihood and talent enhancement

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

88
 Jayachandra, P. (2001) Teaching yogasanas for persons with mental retardation, Chennai:
Vijay Human Services.
Jeyachandaran, P. Vimala, V. (2000). Madras Developmental Programming System
Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for Mentally
Handicapped.
Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental
retardation, NIMH, Secunderabad.
Narayan J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad.
Narayan J. (2003) Educating children with learning problems in regular schools NIMH,
Secunderabad.
Narayan, J. (1998) Grade Level Assessment Device for Children with Learning
Problems in Regular Schools, NIMH, Secunderabad.
Narayan, J. Myreddi, V. Rao, S. (2002). Functional Assessment Checklist for
programming
Overton, T. (1992). Assessment in Special Education an Applied Approach. New
Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas
Pandit, A & Grover U (2001), Self Instructional Modules on occupational
therapy/physiotherapy, BED (MR) SPE, Bhoj University, Bhopal.
Peshawaria, R & Venkatesan, S. (1992). Behaviour approach in teaching mentally
Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall King-
Sears, H.E. (1994) Curriculum Based Assessment in Special Education. SanDiego
Singular Publishing Group.
Shesrborne, V. (1990). Developmental movement for children, Cambridge: Cambridge
University Press.
Subba Rao, T.A. (1992), Manual on Developing Communication Skills in mentally
retarded persons, NIMH, Secunderabad.
Swaminathan, M. (1990) Play activity for young children. India: UNICEF.
Thomson, A., Skinner, A. & Piercy, J. (1991). Tidy‘s physiotherapy (Twelfth edition).
Oxford: Butterworth – Heinmann Ltd.
Van Riper, C.A. and Emerick L (1990) Speech Correction – An introduction to Speech
Pathology & Audiology, Eighth Edition, Prentice Hall

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

89
Jackman H.L. (1999). Sing Me a Story: Tell Me a Song. Calfornia: Crown Press, Inc.
Mastropieri S. (1987). Effective Instruction for Special Education, Little, Brown and
Company, Inc.
Narayan, & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons. Pre-primary level. NIMH, Secunderabad.
Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children A manual for
Publication.
Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi.
Robert A. Gable and Steven F.W. (1993). Strategies for Teaching Students with Mild to
Severe Mental Retardation, London and Philodelphia: Jessica Kingsley Publisers.
Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Teachers. NIMH, Secunderabad.
Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech
pathology and Audiology. Eighth Edition, Prentice Hall.

90
 TECHNOLOGY AND DISABILITY

Course code: C 15
Contact Hours: 60 Marks: 100

Objectives
After completing the course student-teachers will be able to
Comprehend role of technology in educating children with ID and acquire
knowledge about its various approaches and modes.
Understand nature of ICT, its basis, development and use.
Use computer programme and software for the benefit of children with ID.
Develop skills and competencies in use of Punarjani and C-DAC and integrate
technology for instructions and inclusion.
Apply technology for developing lesson plan and adapted assistive devices.

Unit 1: Technology in Education and Instruction

1.1 Educational and Instructional Technology – Meaning, Nature, Scope, Definition,
Objectives and Significance
1.2 Educational Technology and Instructional Technology – Role and Recent Trends.
1.3 Approaches of Educational Technology – Hardware, Software, System approach,
Individual & Mass media approach.
1.4 Differential Instruction, Universal Design of learning and Individualised Instruction.
1.5 Implication of the above for inclusion.

Unit 2: ICT
2.1 ICT – Meaning, Definition, Scope and Significance
2.2 Psychological bases for ICT among teachers and learners
2.3 Development of ICT – Stages, Requirement and Process
2.4 Use of ICT in developing collaborative networks for sharing and learning such as
Internet – E-mail, Tele-teaching, Tele-conference
2.5 Use of ICT to simplify record keeping, information management in education
administration in special and inclusive settings

Unit 3: Use of Multimedia in Education

3.1 Multi Media - Meaning, Nature, Scope, Definition and Approches.
3.2 Types of Instructional Aids: Projected & non–projected Aids, Projectors, Radio,
Tape Recorder, Television, Films, Computers, whiteboard, Smartboard, e-Flash
Cards, Educational Toys
3.3 Advantages, Limitations and Challenges of Using Multi media in Education
3.4 Recent Trends in Multimedia
3.5 Implication of Multimedia in teaching learning.

91
 4.1 Enhancing Technology Friendly Practices among Teachers.
4.2 Computer-Assisted & Computer Managed Instructions, Cybernetics, E- learning,
Use of Net Search and Websites
4.3 Disability Friendly Technology – Punarjani, and e-learning Framework developed by
C-DAC
4.4 Developing Technology Integrated Lessons – Individual and Group
4.5 Implications of Technology based instruction in Inclusion

Unit 5: Application of Technology

5.1 Application of Technology in Lesson Planning, Worksheet Preparation, Report
writing and Evaluation
5.2 Application of Technology in Assistive Devices – For example, JAWS,
Smartphones, Screen Readers
5.3 Application of Technology in Instruction – Individual, small group and large group
5.4 Advantages, merits and demerits
5.5 Implications for inclusion

Course Work/ Practical/ Field Engagement (Any One)

Special/ Inclusive School/ Institute

To organize workshops for use ICT for disability friendly activities
To develop technology supported lesson plans for PwID
To use mass media/multi media for creating awareness on disability in rural areas

Essential Readings
Kulkarni, S.S. (1986). Introduction to Education Technology, New Delhi: Oxford &
IBH Publishing Co.
Kumar, K.L. (1996). Educational Technology and Communication Media, Cuttack:
Nalanda.
McMillan, J.H. & Schumarcher, S. (1989). Research in Education: A Conceptual
Introduction, New York: Harper & Collins.
Mehra, Vandana (2004) Educational Technology, New Delhi : S S Publishers.
Mohanty, J. (1992). Educational Technology, New Delhi: Deep and Deep Publication.
Mukhopadhaya, M. (ed.) (2005). Education Technology Knowledge Assessment,
New Delhi: Shipra Publications.
R., Robertson, S. and Peter John. (2009). Improving Classroom Learning with ICT,
New York: Routledge. Takewale, R. G. (1995). Technologies for Educational
Network, Presidential address in the seminar on Technologies for Educational
Networking, New Delhi: IGNOU.

92
 Richmond, W. R. (ed.) (1900). The Concept of Education Technology: A Dialogue
with Yourself, London: Weidenfield and Nicolson.
Sampath, K., Pannirselvam, A. & Santhanam, S. (1990). Introduction to Educational
Technology, New Delhi: Sterling Publishers Private Limited.
Sharma, Hemant Lata and Sharma, Savita (2010). Learning to Learn with Love:
Theory and Practice of Co-operative Learning, New Delhi: Gagandeep Publications
Sutherland,

Suggested Readings
Cima M Yeole. (1991). Educational Technology. CimaMyeole.
D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO.
Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching
competency GavendraPrakashan
JaganathMohanty. (1998). Studies in Educational Broadcasting. San subscription
agency.
Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers
Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book
Associated Publishers
Tara Chand. (1992). Educational Technology. Anmol Publication

93
 PSYCHO-SOCIAL AND FAMILY ISSUES

Course code: C 16
Contact Hours: 30 Marks: 50

Objectives
After completing the course student-teachers will be able to
Realise importance and role of family in rehabilitation of children with ID.
Develop insight into various Psycho-social issues and their impact on rehabilitation on
PwID, misconception and social practices and develop based approach.
To realize importance of family involvement in rehabilitation process by forming parents
self help group and parent association.
Understand various Adolescent related issues and challenges their implication for
rehabilitation of PwIDs and to explore probable employment opportunities for them.
Comprehend role of community and community participation and models, advantages /
disadvantages of CBR programme for PwIDs.

Unit 1: Family
1.1 Family – Concept, Definition and Characteristics
1.2 Types of family
1.3 Reaction and Impact of disability on family
1.4 Needs of family and counselling
1.5 Role of family in rehabilitation of PWID

Unit 2: Psycho-Social Issues

2.1 Attitude of family, Community, Peer Group, Teachers, Co-workers
2.2 Myths, misconception and social practices
2.3 Difference between Intellectual Disability and Mental Illness
2.4 Psycho-Social Issues – Exploitation, Delinquency, child labour and child Abuse
2.5 Rights and Advocacy

Unit 3: Involving Families

3.1 Training and involving families in the rehabilitation process
3.2 Parent professional relationship
3.3 Formation of Parent Self-Help Group
3.4 Parent Associations
3.5 Empowering Families

Unit 4: Adolescent Issues

4.1 Physiological Changes; Implication in Emotional and Social Development

94
 4.2 Interpersonal relationship – Parents, Siblings, Extended family, Single child, Peer
group
4.3 Employment, Sexuality, Marriage, Alternative options, Pre- marital counselling
4.4 Ethical Issues
4.5 Challenges and Implications

Unit 5: CBR and CPP (Community People Participation)

5.1 Concept, Definition and Scope of CBR
5.2 Models of CBR – Advantages and Disadvantages
5.3 Types of Community Resources and their mobilization
5.4 Organizing services for PwID in the community
5.5 Role of Special Educator, Family, Community and PwID in CBR

Course Work/ Practical/ Field Engagement (Any One)

Special/ Inclusive School/ Institute

To conduct workshops on formation of Parent Self Help Group, Sibling SHG
To prepare and present a report on assessment of family needs
To conduct survey on awareness of families about Govt. Schemes for PwID
To study and submit a report on attitude of neighbours, teachers and non-teaching
staff

Essential Readings
Basu, S., Das, P., Chakravarty, I. (2007) Family Life of the Disabled Aged, Ageing and
Society: Indian Journal of Gerontology, 17 (3 & 4), 75 – 81.
Blacher, J. (Ed.) (1984) Severely Handicapped Young Children and Other Families:
Research in Review Ovlandio: Academic Press Inc.
Cramer, H., Carlin, J. (2008) Family Based Short Breaks (Respite) for Disabled Children:
Results from the Fourth National Survey, British Journal of Social Work, Vol. 38 (6),
Sept. 2008, pp 1060 - 1075
Dale, N. (2000) Working with families of Children with Special Needs: Partnership
and Practice, East Sussex: Brunner- Routledge.
Fewell, R. and Vadasy, P. (Eds.) (1986) Families of Handicapped Children: Needs
and Supports across the Life-span. Texas: Ro-ed Inc.
Findler, S. (2000) The Role of Grandparents in the Social Support System of Mothers of
Children with a Physical Disability, Families in Society, Vol. 81 (4), July – Aug.
2000, pp 70 - 381
Garginolo, R.M. (1985) Working with Parents of Exceptional Children: A Guide for
Professionals, Boston: Houghton-Miffin.
Kashyap, L. (1996) Measurement Issues in Family Centered Social Work, in Bharat, S.
(Ed.) Family Measurement in India, New Delhi: Sage Publications.

95
 Peshawaria, R Menon, DK Ganguly R. Roy, S. Pillay R.P.R.S. & Gupta A (1995)
Understanding Indian families having persons with Mental Retardation, Secunderabad
NIMH
Taylor, R.L. (1993). Assessment of Exceptional Students Educational and psychological
procedures

Suggested Readings
Bennett, T. Lingerfelt, V & Nelson, D.E. (1990) Developing Individual and Family
Support Plans – A Training Manual, Cambridge M.A. Brooklint Books.
Desai, AN (1990) Helping the Handicapped: Problems & prospects, New Delhi, Ashish
Publishing House.
Dunst, C., Trivette~ C. & Deal, A. (1988)' Enabling and empowering families.
Cambridge, MA: Brookline Books.
Dyson (1987) Mental Handicap: Dilemmas of Parent-Professional Relations, London,
Croon Helm.
Glendinning, C. (1986) A Single Door: Social Work with the Families of Disabled
Children, London: Allen and Unwin Ltd
Mann, P.H. Suiter P.A. & Mc Laughhin R.M. (1992) A Guide for educating
mainstreamed students, Boston: Allya & Bacon
Waugh, A. (1976) Working with parents and community. New Delhi: NCERT.
Webster, E. J. Vikas Publishing House (1993) Working with parents of young children
with disabilities, California. Singular Publishing Group.

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

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

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

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

services Disability Clinic specialization

A suggestive framework is given below:

Areas Disability Specialization (E-2 )

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

F1: Main Disability Special School Hours: 120

Marks: 100

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

No. teachers
Focus

97
 1 Classroom Teaching ID Special schools for Minimum 60 lessons
ID
Across all class levels and (15 Personal/ Social,
Curricular Domains 25 – Functional
Academics,
Class Levels
10-Occupational,
a. ECSE,
10- Recreational)
b. Pre-Primary

c. Primary

d. Secondary

e. Prevocational

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

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

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

Note: Certificate from School Head/In charge regarding the performance of

the student trainee placed should be submitted in the format given by the
college.

98
E 1: Cross disability & inclusion Hours: 20 Credits: 04
Marks: 10
Sl. Tasks for the Student- Disability Educational Hrs. No. of Lessons
No. teachers Focus Setting
1.1 Classroom Observation Other than ID Special schools 05 Observation of all
for other subjects at
disabilities different level,
minimum 10
school Periods
Any Disability Inclusive Schools 05 Observation of all
subject at different
level, minimum 10
school Periods
1.2 a. Lesson planning and Any Disability Special schools 30 20 lessons
execution on different Other than ID for other (10 Language &
levels for selected disabilities/ 10 Non-language)
subjects Resource Room
a. Languages Inclusive Schools 30 20 lessons
b. Non Languages (10 Language &
10 Non-language)
1.3 a. Individualised Teaching Any Disability Special schools 25 20 lessons
lessons on different Other than ID for other (10 Language &
levels for selected disabilities 10 Non-language)
subjects
a. Languages
b. Non Languages
b. Individualised Any Disability Resource Room 25 20 lessons
Teaching lessons Other than ID /Inclusive (10 Language &
a. Languages Schools 10 Non-language)
b. Non Languages

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

Marks: 100

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

No. teachers
Focus

1 Classroom Teaching Any Disability Special schools for Minimum 30

RCI B.Ed.Spl.Ed. Curriculum Page 193

15 May 2015

99
 Other than ID other disabilities Lessons

F 3: Inclusive School Hours: 120 Credits: 04

Marks: 100
Sl. Tasks for the Student- Disability Set up No. of Lessons
No. teachers
Focus

1 Classroom Teaching Any Disability Inclusive School Minimum 30

Other than ID Lessons

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

Areas Disability Specialisation and No. of Days

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

100
101
 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

102
 READING AND REFLECTING ON TEXTS

Course code: D 17
Contact Hours: 30 Marks: 50

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

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

Unit 1: Reflections on Literacy

1.1 Literacy and Current University Graduates: Status and Concerns
1.2 Role of Literacy in Education, Career and Social Life
1.3 Literacy, Thinking and Self Esteem
1.4 Literacy of Second Language/ English: Need and Strategies
1.5 Basic Braille Literacy

Unit 2: Reflections on Reading Comprehension

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

Unit 3: Skill Development in Responding to Text

3.1 Indicators of Text Comprehension: Retelling, Summarizing, Answering, Predicting,
Commenting and Discussing

103
 3.2 Practicing Responding to Text (Using The Indicators) for Recreational Reading
Material (Narrations) and School Textbooks (Description)
3.3 Practicing Responding to Text (Using The Indicators) for Reports, Policy Documents
and News (Expositions) and Editorial, Academic Articles, Advertisement Copy,
Resume (Argumentation)
3.4 Practicing Web Search, Rapid Reading and Comprehensive Reading

Unit 4: Reflecting Upon Writing as a Process and Product

4.1 Understanding writing as a Process: Content (Intent, Audience and Organization)
4.2 Understanding writing as a Process: Language (Grammar, Vocabulary, Spelling)
4.3 Understanding writing as a Process: Surface Mechanics (Handwriting, Neatness,
Alignment and Spacing)
4.4 Practicing Self Editing and Peer Editing of Sample Texts
4.5 Practicing Evaluating Students Writing Using Parameters: Productivity, Correctness,
Complexity, Text Organization and Literary Richness

Unit 5: Practicing Independent Writing

5.4 practicing Writing: Picture Description/ Expansion of Ideas/ Essays/ Stories
5.5 Practicing Daily Leaving Writing: Applications/ Agenda - Minutes/ Note Taking
5.6 Practicing Converting Written Information into Graphical Representation
5.7 Practicing Filling up Surveys, Forms, Feedback Responses, Checklists
5.8 Reflections on the Course: From Theory to Practice to Initiating Process to Improve
Self

Course Work/ Practical/ Field Engagement

Have a peer editing of independently written essays and discuss your reflections upon
this experience
Prepare a feedback form for parents and for teachers focussing on differences in the
two forms due to different intent and audience
Develop a short journal of graphical representation of 3 newspaper articles on school
education using the options given in 2.4
Visit a book store for young children, go through the available reading material
including exercise books, puzzles. etc. and make a list of useful material for
developing early literacy skills

Essential Readings
Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a Nation of
Readers: The report of the commission on reading. Washington, DC: National
Institute of Education and the Center for the Study of Reading.
ASER report of 2015: Pratham Publication
May, F. B. (2001). Unravelling the seven myths of reading. Allyn and Bacon: Boston

104
 McGregor, T. (2007). Comprehension Connections: Bridges to Strategic Reading.
Heinemann Educational Books.
Tovani, C., & Keene.E.O. (2000). I Read It, but I Don't Get It: Comprehension Strategies
for Adolescent Readers. Stenhouse Publishers
Soundarapandian, M. (2000). Literacy campaign in India. Discovery Publishing House:
New Delhi.

Suggested Readings
Aulls, M. W. (1982). Developing readers in today's elementary school. Allyn and Bacon:
Boston
Baniel, A. (2012). Kids beyond limits. Perigee Trade: New York
rd
McCormick, S. (1999). Instructing students who have literacy problems.(3 ) Merrill:
New Jersy
Ezell, H., & Justice, L. (2005). Programmatic Research on Early Literacy: Several
Key Findings. IES 3rd Annual Research Conference: American Speech Language &
Hearing Association (ASHA).
Frank, S. (1985). Reading without Nonsense. Teachers College Press, New York.
Gallangher.K. (2004). Deeper Reading: Comprehending Challenging Texts. Stenhouse
Publishers
Heller, R. (1998). Communicate clearly. DK Publishing: New York.
Luetke-Stahlman, B., & Nielsen, D. (2003). Early Literacy of Kindergartners with
Hearing Impairment. High Beam
May, F. B. (1998). Reading as communication. Merrill: New Jersy
Miller. D. (2002). Reading With Meaning: Teaching Comprehension in the Primary
Grades.Stenhouse Publishers, New York.
Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative language teaching
in English.Nityanutan Prakashan, Pune.
Paul, P. V. (2009). Language and Deafness. Jones and Bartlett: Boston

105
 PERFORMING AND VISUAL ARTS

Course code: D 18
Contact Hours: 30 Marks: 50

Introduction
India has an excellent historical backdrop as well as contemporary talents in the field of art.
However, it is debatable whether the same has been translated into our school system
effectively. Do most of our students get exposure to a variety of activities involving knowing,
exploring and appreciating art? Most probably they do not. It is time that we take a fresh look
at what art education is and what role it plays in school education. More than anything, art
education is also expected to enhance learning. And do teachers know how to go about it to
achieve it? Here is an opportunity to facilitate the art within you which in turn will reflect art
in within students.
For a student-teacher with disability appropriate learning alternatives are to be given by the
college. For example, a candidate with blindness must get alternative learning opportunities
and evaluative tasks for visual art or a candidate with deafness for music art – if and when
needed.

Objectives
After completing the course student-teachers will be able to
Exhibit Basic understanding in art appreciation, art expression and art education.
Plan and implement facilitating strategies for students with and without special needs.
Discuss the adaptive strategies of artistic expression.
Discuss how art can enhance learning.

Unit 1: Introduction to art Education

1.1 Art and art education: Meaning, scope and difference
1.2 Artistic expression: Meaning and strategies to facilitate
1.3 Art therapy: Concept and application to students with and without disabilities
1.4 Linking Art Education with Multiple Intelligences
1.5 Understanding emerging expression of art by students

Unit 2: Performing Arts: Dance and Music

2.1 Range of art activities related to dance and music
2.2 Experiencing, responding and appreciating dance and music
2.3 Exposure to selective basic skills required for dance and music
2.4 Dance and Music: Facilitating interest among students: planning and implementing
activities
2.5 Enhancing learning through dance and music for children with and without special
needs: Strategies and Adaptations

106
Unit 3: Performing Arts: Drama
3.1 Range of art activities in drama
3.2 Experiencing, responding and appreciating drama
3.3 Exposure to selective basic skills required for drama
3.4 Drama: Facilitating interest among students: planning and implementing activities
3.5 Enhancing learning through drama for children with and without special needs:
strategies and adaptations

Unit 4: Visual Arts

5.6 Range of art activities in visual arts
5.7 Experiencing, responding and appreciating visual art
5.8 Exposure to selective basic skills in visual art
5.9 Art education: Facilitating interest among students: planning and implementing
activities
5.10 Enhancing learning through visual art for children with and without special needs:
strategies and adaptations

Unit 5: Media and Electronic Arts

5.1 Range of art activities in media and electronic art forms
5.2 Experiencing, responding and appreciating media and electronic arts
5.3 Exposure to selective basic skills in media and electronic arts
5.4 Media and electronic arts: Facilitating interest among students: planning and
implementing activities
5.5 Enhancing learning through media and electronic art for children with and without
special needs: strategies and adaptations

Course Work/ Practical/ Field Engagement

‗hot seating‘ activity for historical / contemporary personalities wherein students play
the role of that personality to advocate his/her opinions/decisions/thought processes
(for example, Akbar, Hitler, Galileo, Bhagat Singh etc)
Portfolio submission of the basic skills exposed in any one of the art forms of choice
Write a self reflective essay on how this course on art will make you a better teacher
Learn and briefly explain how music notations are made. Submit a brief report OR
learn and explain the concept of composition in visual art. Submit a brief report. OR
make and submit a sample advertisement for a product OR Learn Mudras of a
classical dance forms and hold a session for the students on that. Submit photo report
of the same OR Carry out web search on Indian sculpture and submit a brief
compilation
Observe an art period in a special school and briefly write your reflections on it

107
Essential Readings
Finlay, Victoria. The brilliant History of Color in Art. Getty Publications, China.
Shirley, Greenway. (2000). Art, an A to Z guide. Franklin Watts: USA
Vaze, Pundalik. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai
Ward, Alan. (1993) Sound and Music. Franklin Watts: New York.

Suggested Readings
Baniel, Anat. (2012). Kids beyond limits. Perigee Trade: New York
Beyer, E. London. (2000). The arts, popular culture and social change
Efland, A. D. (1990). A history of Art Education: Intellectual and social currents in
teaching the visual arts. New York, NY: Teachers College Press.
Gair, S. B. (1980). Writing the arts into individualized educational programs. Art
Education, 33(8), 8–11
Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication:
London
Heller, R. (1999). Effective Leadership. DK Publishing: New York.
Lewiecki-Wilson C. & B. J. Brueggemann (Eds.), Disability and the teaching of writing:
A critical sourcebook. Boston, MA: Bedford/St. Martin's.
Nyman, L.& A. M. Jenkins (Eds.), Issues and approaches to art for students with special
needs (pp. 142–154). Reston, VA: National Art Education Association.

108
 BASIC RESEARCH AND STATISTICS

Course code: D 19
Contact Hours: 30 Marks: 50

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

Unit 1: Introduction to Research

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

Unit 2: Types and Process of Research

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

Unit 3: Measurement and Analysis of Data

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

109
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..

110