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UNIVERSITY OF MUMBAI
MASTER OF EDUCATION- SPECIAL EDUCATION (HEARING IMPAIRMENT)
M.Ed.Spl.Ed. (HI)
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MEd Special Education HI Syllabus Mumbai University by munotes
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UNIVERSITY OF MUMBAI
SYLLABUS FOR THE MASTER OF EDUCATION- SPECIAL EDUCATION
(HEARING IMPAIRMENT)
M.Ed.Spl.Ed. (HI)
As per the NCTE Regulations 2014 Notification 346 dated 1.12.2014 and
subsequent letter No 8- A/ Recog./ Policy /2014- RCI dated 28th January 2015 and letter # 7-
128 RCI/ 2015 dated 15.5.2015 from Rehabilit ation Council of India, New Delhi, the M.Ed.
Special Education (Hearing Impairment) program of one year is revised to two years in the
University of Mumbai. The said program is Credit Based Grading System (CBGS). The
programme comprises of four semesters and offers choice based elective courses. It is
implemented from academic year 2015 -2016. The syllabus of M.Ed. Special Education
(Hearing Impairment) is based on the syllabus prescribed by the Rehabilitation Council of
India (RCI).
The title of the progr amme is based on the Gazette of India July 5 , 2014(ASADHA 14,
1936) notification of UGC
O ----Title: Master of Education Special Education (Hearing Impairment) M.Ed. Spl. Ed.
(HI)
O -----Eligibility: Following candidates are eligible for admission:
A can didate who has successfully passed B.Ed. (HI) / B.Ed. (Deaf) / B.Ed. (HH) / B. Ed.
Special Education (HI) from a recognized University or any other degree equivalent from an
affiliating University and/ or Teaching Department under any University recognize d by
U.G.C. and RCI with a minimum of 50% aggregate marks.
OR
A candidate who has successfully passed the B.Ed. (General Education) with 50% aggregate
and has successfully completed Diploma in Special Education (Hearing impairment) or
equivalent recognized by the RCI with minimum 50% aggregate marks.
R---Duration: The duration of the programme is of two academic years divided into four
semesters
Attendance: The minimum attendance of students will be as per Mumbai University
guidelines. However, for Practical & Field Engagement of the program the students have to
complete all course work within the stipulated period.
R----Student intake
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As per RCI norms and additional seats for OBC may be admitted as per Govt. of India
directives where ever applicable.
R--- Faculty norms
As per RCI guidelines
R--- Fees structure
The fees structure of the M.Ed .Spl.Ed. (HI) program will be as per the University / RCI /State
Government/Central Government -which ever applicable
Applying for semester end examination:
A candidate for the examination in Semester I, II, III &IV must apply to the Registrar of the
University of Mumbai with certificates required, through the Principal /Head of the
College /Institute in which he/she has received training.
Structure of the Programme:
The entire programme of M.Ed.Spl.Ed. ( HI) is of 80 cre dits. Each credit is of 30 learning
hours . The programme of M.Ed.Spl.Ed. (HI) comprises of Part I, Part II, Part III & Part- IV.
(i) Part – I Theory will be offered in semesters I, II & III and co mprises of 12
theory courses: 7 Core courses (A),4 Specialization courses (B) 1 Elective
course (C),totalling to 48 credits.
(ii) Part – II Dissertation (D) will be offered in IV and comprises of 16 credits.
(iii) Part – III Practical (E) will be offered in semester I & II and comprises of 4
skill courses having 8 credits
(iv) Part -IV Field Engagem ent (F)will be offered in Semesters III & IV and
comprises of 2 courses having 8 credits
Semester – I
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Course
Code PART Course Title No. of Credits Maximum Marks
Internal
External
Total
A1 I Developments in Education
and Special Education 4 20 80 100
A2 I Psychology of Development
and Learning 4 20 80 100
B8 I Identification, Assessment
and Needs of Children with
Hearing I mpairment 4 20 80 100
B9 I Curriculum a nd Teaching
Strategies for Children
with Hearing Impairment 4 20 80 100
E1 III Audiological, Speech
Evaluation and Management
at Different L evels 4 200 Nil 200
Total…… 20 280 320 600
Semester – II
Course No. PART Course Title No. of
Credits Maximum Marks
Internal Externa
l Total
A3 I Research Methodology and
Statistics 4 20 80 100
A4 I Curriculum Design and
Development 4 20 80 100
A5 I Inclusive Education 4 20 80 100
B11 I Assistive Devices and services
for Individuals with Hearing
Impairment 4 20 80 100
E2 III Language and Educational
Evaluation 4 200 Nil 200
Total 20 280 320 600
Semester – III
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Course No. PART Course Title No. of
Credits Maximum Marks
Internal External Total
A6 I Perspectives in Teacher
Education – In-service and
Pre-service 4 20 80 100
A7 I Educational Evaluation 4 20 80 100
B10 I Adulthood and Family
Issues 4 20 80 100
ELECTIVE COURSES
(ANY ONE)
C12 (i) I Educational Management
OR
4
20
80
100
C12(ii)
I Educational Technology
OR
C12(iii)
I Guidance and Counselling
F1 IV Field Engagement/
Internship as a Teacher
Educator 4 100 NIL 100
20 180 320 500
Semester – IV
Cours
e No. PART Course Title No. of
Credits Maximum Marks
Internal( Based on
report)
viva
Total
Internal External Internal External
D II Dissertation 16 50 50 50 50 200
F2 IV Field
Engagement 4 50 Nil 50 Nil 100
The internal assessment marks obtained by the candidates in P art-I, Part II, Part III
&Part IV in each semester shall be forwarded to the University by the Head of the
Institution / College
The topic of dissertation shall be on an education/allied field. The Institute/College
shall submit the titles of proposed dissertation work to the University in Semester -III
for approval. If the title suggested by any candidate is not approved, he/ she will be at liberty to suggest another and get approved. Each candidate shall work under the guidance of a recognized post graduate teacher of the University as per their choice.
Dissertation when submitted shall be accompanied by a certificate signed by the Guide and Head of the Institution /College certifying that the same is the candidate’s own work carried out under the respective guide’s supervision and has not been submitted earlier for award of any other degree or diploma and is worthy of examination.
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Three copies of the dissertation submitted by the candidate (identity concealed) to the
Head of the Institute/College shall be forwarded to the University befor e the
completion of the academic semester .
Viva voce of the dissertation will be held jointly by the internal and external
examiners and marks will be awarded jointly by the internal and external referees (and
moderator if option # (ii) is chosen) on the basis of the content of dissertation and viva
voce performance. For external assessment of Part -II( Dissertation), the colleges have
following two options in order to increase the fairness in assigning marks to the candidates .
(i) The Concerned Board of St udies (BOS) of the University will appoint two or three
external referees who will examine minimum six to maximum thirteen candidates .
The mark of each candidate will be forwarded to the University.
(ii) BOS will appoint one external moderator along with the internal and external
examiners who will be physically present during the viva of all candidates. The moderator will moderate assigned marks of each candidate in comparison with rest of the other candidates. The moderated mark of each candidate will be forwarded to the
University.
R ----- Standard of Passing the Examination:
(i) A candidate will be declared pass when he/she has secured 50% in each course
(Internal & Exte rnal separately where ever applicable ) of P art-I, Part II, Part
III &Part IV separately in all four semesters. However, t he candidate has to
pass the internal s of Part I & III separately for appearing Semester end Theory
examination of each semester.
(ii) The overall grade of the M. Ed.Spl. Ed. (HI) programme will be calculated on
the basis of total marks obtained in all four semesters. The grade marks and
grade points will be awarded accordingly
(iii) With respect to the performance of the candidate in each semester and the
programme, semester grade point average (GPA) and cumulative grade point average (CGPA) will be calculated as per the standard guidelines of the
University of Mumbai .
ALLOWED TO KEEP TERM
(i) A student shall be allowed to keep term/s for consecutive semester/s irrespective of
number of courses of failure in earlier semester/s.
(ii) The result of semester IV shall be kept in abeyance until the student pas ses semesters
I, II & III.
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(iii) A maximum of three years from the date of admission to the programme is allowed
for programme completion. Number of attempts is limited to maximum 3 per course -
inclusive of the first attempt.
(iv) A candidate failing in Part I can reappear for the examination withou t putting in
attendance for the instructional hours of that course/s.
(v) For Part-II, Viva voce of Dissertation will be conducted only when the candidate
score 50 % or above in the internal & external report of the content of dissertation. In
case of failing in the content, he/she has to modify the content of the dissertation as per the suggestions of internal and external referees/external moderator and resubmit
the dissertation to the university. If the candidate fails only in viva voce, he / she h as
to reappear only in the viva voce.
(vi) If the candidate does not appear for the semester end examinations fully or partially,
he/she will be considered as a failure candidate. However, he/she is eligible for reappearing facility and his/ her internal marks will be carried forward.
PART I CORE COURSES (A)
DEVELOPMENTS IN EDUCATION AND SPECIAL EDUCATION
Course Code: A 1 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
This course will enable learners to explore education both general and special from historical
perspective leading to contemporary India. The course also incl udes various commissions and
policies and issues and trends in the field of education, special education and inclusive education in the national and international contexts covering all aspects of quantity and
quality.
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Objectives
After completi ngthe course teacher educators will be able to
• Trace development of general and special education system (PwDs) in India.
• Appreciate implications of recommendations made by the various Committees and
Commissions for educational (General and Special) developments in India .
• Develop insight into the issues and challenges of present day education system .
• Understand important quality related issues which need to be taken into account for revision/ development of new education policy .
Module 1: An Overview of Development o f Education System
1.1 Shaping of Education in Pre -Independence India
1.2 Shaping of Education in P ost-Independence India
1.3 Emerging Education in India and in the Global Context
1.4 Perspectives of Education for the Persons with Disabilities
1.5 Constitutional Provisions and Directive Principles Related to Education and Special
Education
Module 2: Issues in Indian Education with Special R eference to Persons with
Disabilities
2.1 Accessibility to School, Curriculum & Learning Resources and Attitudinal Barriers 2.2 Analysis of the Status of Elementary & Secondary Education for All. (SSA,
RMSA,) and Issues for Bridging Gaps
2.3 Ensuring Equity Principles across Disabilities, Gender, Caste, Socially
Disadvantaged Groups, Marginalized and their Spec ific Educational Problems
2.4 Challenges of Special Education, Inclusion, Systemic Reforms, Provisions and
Support System, Public Private Partnership& NGO Initiatives
2.5 Support Systems to Meet Diverse Learning Needs- Family, Community, School,
Peer, Admi nistrative and Resource Support
Module 3: Policies and L egislations for Education & Special Education Development of
Special Education in India
3.1 National Legislations (RCI Act 1992, PWD Act 1995, National Trust Act, Biwako
Millennium Frame work )
3.2 International Legislations for Special Education and International Organisations
(UNESCAP, UNCRPD, WHO, UNICEF, NESCO, UNDP, Action Aid, CBM)
3.3 National Policies (POA 1992, SSA, RMSA and RUSA) & Government Schemes and
Provisions for Persons with Disabilities
3.4 Role of Governmental and non- governmental agencies in general and special
education
3.5 Current issues – Identifications, Labelling, cultural and linguistic diversity &
advocacy
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Module 4: Quality I ssues in Education
4.1 Indicators of quality related to teaching - learning strategies, classroom environment,
and Student Assessment
4.2 Linking pedagogy with curric ulum, contextual constructivism
4.3 Ensuring standards in Open& Distance Learning system – Non-formal education,
face- to-face vs. Distance mode
4.4 Special and Inclusive education - Adopting flexible strategies for the acquisition and
use of inputs and monitoring performance in inclusive set up
4.5Quality enhancement in service delivery and community rehabilitation
Module 5: Current Trends and Future Perspective
5.1 Education as a development indicator, and enhancer of development indicators
5.2 Education for sustainable development & Right based approach
5.3 International curriculum framework in the light of changing priorities and
international perspectives
5.4 Education for conservation of environment and social change
5.5 Education for individual and national development
Course W ork/Assignments( Any three) 1 credit 30 hrs
• Trace development of education in India during pre -Independence
• Identify Constitutional provisions ensuring equity and protection of human rights as
well as non -discrimination
• Study factors influencing special education as a discipline in India
• Identify quality related issues of your State and suggest strategies to address them
Transaction :
Lecture Method, Seminar, Group Discussion, Practical and Field work
Suggested Readings
• Anand, C.L. et.al. (1993). Teacher and Education in Emerging Indian Society,
NCERT, New Delhi.
• Compendium of Schemes (2014) . Department of Empowerment of Persons with
Disabilities ,Ministry of Social Justice and Empowerment , Govt. of India.
• Education Commi ssion. (1964- 1966). Ministry of Education, Government of India,
New Delhi.
• Julka, A. (2014). Evaluation of the Implementation of the Scheme IEDSS in India. Department of Educati on of Groups with Special Needs. NCERT, New Delhi.
• Julka, A., Mukhopadhyay, S., Vyas, S., Sharma, M, Anupriya , C., &Salin, D. (2014).
Including Children with Special Needs: Primary Stage. NCERT, New Delhi.
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• Kumar, A. (2003). Environmental challenges of the 21st century, APH Publishing
Corporation, New Delhi.
• Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers.
MacMillan, New Delhi.
• National Policy on Education (1986). Ministry of Human Resource Development.
Govt. of India, New Delhi.
• National University of Educational Plan ning and Administration (2014). Educ ation
for All Towards Quality with Equity: INDIA. NUEPA, New Delhi.
• Ozial, A.O. (1977). Hand Book of School Administration and Management.
Macmillan, London.
• Programme of Action (1992). Ministry of Human Resource Development. Govt. of
India, New Delhi.
• Report of Core group on value orientation to education (1992). Planning commission,
Govt of India.
• Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
• School Education in India – Present Status and Future Needs (1986). NCERT, New
Delhi.
• Seventh All India School Education Survey (2002). NCERT, New Delhi.
• UNDP (1996). Human Development Reports. Oxford University Press. New York.
• UNESCO (2004). Education for All: The Quality Imperative. EFA Global Monitoring
Report. Paris.
• UNESCO (2009). Report on Education for sustainable development.
• Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and Private Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and
learning achievement at primary stage: International perspectives. NCERT. New
Delhi.
PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Course Code: A 2 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
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This course exposes learners to the critical understanding of theoretical perspectives of
development and implications for in teaching learning process. Through close observation of
children in their natural environments would situate the theoretical knowl edge within realistic
frames. This course would also be able to equip them to reflect and critique the cognitive and information processing.
Objectives
After completi ngthe course teacher educators will be able to
• Explain the psychological principles and their application in specific context of education and special education.
• Explain the principles and their implication for growth and development .
• Critically analyse the process from the point of view of cognitive psychology .
• Explain role of motivation in learning, learning processes and theories of personality .
• Apply psychological aspects to teaching - learning situations.
Module 1: Overview Educational Psychology
1.1 Nature and scope of educational psychology
1.2 Principles of educational psychology
1.3 Methods of Educational Psychology
1.3.1 Observation
1.3.2 Experimental method
1.3.3Correlational
1.3.4 Clinical
1.3.5 Case Study
1.4 Applications of educational psychology to person with disabilities
1.5 Contemporary trends
Module 2: Understanding the Development of the Learner
2.1 Concept of Growth and Development
2.2 Methods of studying development: Longitudinal, Cross -sectional, Cohort sequence
2.3 Physical, social, emotional, moral development, play and language development
2.4 Cognitive Development: Piaget, Vygotsky and Kohlberg
2.5 Factors affecting Growth and Development
Module 3: Cognition and Information Processing
3.1 Sensation, Perception and Attention
3.2 Memory - Nature and types, factors affecting memory
3.3 Thinking: Concept Formation, Reasoning, P roblem solving
3.4 Intelligence: Nature, types, theo ries and assessment
3.4.1 Creativity
3.5 Individual differences and its educational implications for children with disabilities
Module 4: Motivation, Learning and Personality
4.1 Concept, definition and theories of Motivation
4.2 Classical and Contemporary Learning Theories: Behavioural, Cognitive and Social
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4.3 Concept, definition and principles of personality development
4.4 Personality Theories -
4.4.1 Psychoanalytic -Freud & Neo- Freudians, Trait, Humani stic
4.4.2 Assessment of Personality
4.5 Implications in teaching- learning with reference to children with disabilities
Module 5: Psychological Aspects of Teaching
5.1 Individual differences in cognitive and affective areas and its educational
Implications
5.2 Classroom climate, group dynamics
5.3 Peer tutoring, co- operative learning, self -regulated learning
5.4 Teacher effectiveness and competence
5.5 Guiding children with disabilities
Course Work/Assignments ( Any three) 1 credit 30 hrs
• Plan and conduct a survey about attitudes /practices regarding one or more of the
following: children with disabilities, prenatal development, prenatal hazards, school
drop- out, motivation of children
• Conduct an experiment with Piagetian methods of evaluating cognitive development
and submit a report
• Analyze any autobiography to explain human development
• Design a behaviour modific ation plan for a specific child
• Present information on cognitive styles and their eff ects on learning
Transaction
Lecture Method, Seminar, Group Discussion, Practical and Field work
Essential reading s
• Agarwal, I.J.C (1994). Essenti als of Educational Psychology. Vikas Publishing
House,Pvt.Ltd., New Delhi.
• Chatterjee, S.K. (2000). Advanced Educational Psychology. Arunabhasen Books and
ALLIED(P) Ltd.,
• Freud, S (1935). A general Introd uction to psychoanalysis . Live right,New York.
• Mangal, S.K. (1997). Ad vanced Educational Psychology. Prentice Hall of India Pvt.,
Ltd., New Delhi.
• Maslow, A.M. (1954). Motivation and Personality. Harper Press, New York.
• Morgan, C.T. (1961). In troduction to Psychology. McGraw Hill,New York.
• Mussen, P.H., Conger, J.J., &Kagan, J.(1969). Child development and personality.
Harper & Row, New York.
Suggested Readings
• Bernard, H.W. (1972). Psychology of Learning and Teaching. Mc Grow Hill ,New
York.
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• Chauhan, S.S. (1996). Advanced Educational Psychology. Vikas Publishing
House ,New Delhi.
• DeCecco, J. P.,& Crawford, W . (1977). Psychology of Learning and Instruction .
Prentice Hall, NewDelhi.
• Driscoll, P.M. (1994). Psychology of Learning for Instruction. Allyn&Becon,Boston.
• Hurlick, E.B. (1992). Child Development.Mc Grow Hill , New York .
• Joyce, M. ,& Others (1992). Models of Teaching. Holt Rinehart and Winston,New
York. Bruce R. Joyce (Author), Marsha Weil (Author), Emily Calhoun
• Lindgren, H.C. (1976) Educational Psychology in the Classroom. John Wiley,New
York.
• Mildred, C.R .F. (1978). Infants, Children: Their Development and Learning. Gran
Hill, New York. (Indian Reprint).
• Panda, K.C. (1997). Elements of Child Development. Kalyani Publishers , New Delhi .
• Sharma, P. (1995). Basics on Development and Growth of a Child. Reliance
Publication , New Delhi .
• Slavin, E.R. (2003). Educational Psychology: Theory and Practice (7thed.).
Allyn&Becon ,Boston.
• Wilson, A.R.,Rockbeck, M.C.,& Michael, N.B. (1979). Psychological Foundations of
Learning and Teaching. Mc Grand Hill,New York.
RESEARCH METHODOLOGY AND STATISTICS
Course Code: A 3 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
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This course aims to develop within the student a temperament for scientific thinking and
research. It orients the student to the methods of conducting research, analysis of data, and
enables him/her to prepare research proposal and report subscribing to th e standard norms
and criteria.
Objectives
After completi ngthe course teacher educators will be able to
• Develop a conceptual understanding of research, its need and ethical research practices.
• Describe the types, methods and process of research .
• Apply statistical techniques for analysis of data .
• Explain the methods and techniques of qualitative research.
• Prepare research proposal and report .
Module 1: Scientific Knowledge and Research
1.1 Source s and philosophy of knowledge
1.2 Scientific thinking and research
1.3 Role of theory in research
1.4 Need for research in Education and Special Education
1.5 Ethics in research
Module 2: Types and Methods of Research
2.1 Types of research- Quantitative , Qualitative , Fundamental , Applied, Action
2.2 Methods of Research:
• Descriptive
• Correlational
• Ex-post facto
• Experimental; Designs (i) Pre -experimental , (ii) Pre -Post designs , (iii) Quasi
Experimental design, (iv) single subject design
2.3 Variables - Types and threats
2.4 Process of research - Selection of problem, Review of literature, Sampling; Types and
selection process, Hypothesis
- Instruments; tests, questionnaire, interview, observation schedule, rating scale
-Data collection and analysis
2.5 Standardization of research instrument - Selection of items, reliability and validity
and norms
Module 3: Methods of Quantitative Analysis
3.1 Parametric and non- parametric tests: Concept and difference
3.2 Descriptive Statistics:
- Measures of Central Tendency
- Correlation s;Product -moment, Biserial- r, Point -biserial, Phi -coefficient,
Regression analysis
3.3 Inferential statistics
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- Underlying concepts: Sampling error, standard error of mean, confidence level,
degrees of freedom, one tail -two tail test, type I and type II errors
- Student t - test, ANOVA, Ancova, Chi -square, Sign Test, Mann Whitney U test,
Kruskal -Wallis test
3.4 C omputer applications for analysis
3.5 Tabulation and graphic representation
Module 4: Qualitative Research Methods and Analysis
4.1 Grounded theory
4.2 Ethnography and case study
4.3 Narrative/discourse an d visual methodologies
4.4 Mixed method
4.5 Themes, coding and presentation
Module 5: Preparing Research Proposal & Report
5.1 Components of research proposal
5.2 Presentation of proposal
5.3 Writing of thesis/dissertation
5.4 Writing technical paper for publication
5.5 Research management
Course Work/Assignments ( Any three) 1 credit 30 hrs
• Review a research paper published in refereed journal
• Prepare and present a research proposal
• Review a text book and submit a report
• Analyze a set of data using computer application
Transaction
The research concepts and processes included in this course should be taught using examples
from special education and disability studies. The topics from statistics should be explained
through variables, hypothesis and type of data collected in selected r esearch studies.
Evaluation may be done by asking students to select and apply suitable statistical measure to a given set of data.
Essential Reading s
• Agarwal, A.N. (2002). Quantitative Methods. Vrinda Publishing, New Delhi.
• Best, J.W., & Kahn, J.V. (1996). Research in Education. Prentice -Hall,New Delhi.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Academic
Press, New York.
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• Desu, M.M., &Raghavarao, D. (1990) Sample Size Methodology. Academic Press,
Boston.
• Dooley, D. (1997). Social Research Methods. Prentice- Hall, New Delhi.
• Gaur,A.S., & Gaur, S. S.(2009). Statistical Methods for Practice and Research: A
Guide to Data Analysis Using SPSS. Sage Publishers, New Delhi.
• Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication,
London.
• Grewal, P.S. (1990). Methods of Statistical Analysis. Sterling Publishers, New Delhi.
• Guptha, S. (2003). Research Methodology and Statistical Techniques. Deep & Deep
Publishing, New Delhi.
• Hegde, M. N. (2003). Clinical research in communicative disorders. PRO- ED: Austin,
Texas
• Khan, M.S. (2005). Educational research. Ashish Publishing House: New Delhi
• Koul, L. (1996). Methodology of Educational Research. Vikas Publishing House,
New Delhi.
• Potti, L.R. (2004). Research Me thodology. Yamuna Publications,
Thiruvananathapuram.
• Siegel, A., &Castellen, N.J . (1988). Non Parametric statistics for Behavioural
Sciences. McGraw -Hill, New York.
• Silverman, D. (2012). Qualitative Research. Sage Publication, London.
Suggested Readings
• Berg, B.L., & Lune, H. (2011). Qualitative Research Methods for the Social Sciences.
Pearson Publication, Boston.
• Bogdan, R. C., &Biklen, S. K. (2007). Qualitative research for education: An
introduction to theory and methods (5th ed). Pearson, Boston.
• Lipse y, M.W. (1990). Design Sensitivity: Statistical Power for Experimental
Research. Sage Publications, Newbury Park, CA.
• Singh, A. K. (2004).Tests Measurement and Research Methods in Behavioural
Science. Tata McGraw -Hill Publishing, New Delhi.
CURRICULUM DESIGN & DEVELOPMENT
Course Code: A 4 Credits: 04
Contact Hours: 90 Marks: 100
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Introduction
Changes in society constantly demand new knowledge and skills and require the continuous
development of our educational system. This course will provide the trainee the foundational
know -how and theoretical underpinning of curriculum development from design and
implementation to evaluation and an informed and critical understanding about curriculum differentiati on
Objectives
After completi ngthe course teacher educators will be able to
• Define and identify different components of curriculum .
• Understand and analyse various approaches to curriculum development .
• Explain and demonstrate curriculum differentiation.
Module 1: Nature of Curriculum
1.1 Definition and scope of curriculum
1.2 Bases of Curriculum -philosophical, sociological and psychological
1.3 Principles of curriculum transaction
1.4 Fundamentals of curriculum development: knowledge based, activity based, skill
based and experience based
1.5 Historical and contemporary evolution of curriculum
Module 2: Approaches & Types of Curriculum Development
2.1Developmental Approach 2.2 Functional Approach
2.3 Eclectic Approach 2.4 Ecological Approach
2.5 Expanded Core Curriculum
2.6 Hidden Curriculum
Module 3: Principles of Curriculum Construction
3.1 Curriculum & Ideology 3.2 Curriculum as a Social Construct
3.3 Differentiating between Curriculum Design and Curriculum development
3.4 Theories of Curriculum Devel opment
3.5 Universal Design of Learning for Curriculum Development
Module 4: Curriculum Development & Instructional Design
4.1 Differentiation of Curriculum
4.2 Pedagogical Theories and curriculum transaction
4.3 Material and Instructional Adaptations
4.4 Assessment and Evaluation
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Module 5: Critical Issues in Curriculum
5.1 Organisation of learning opportunities for diverse needs
5.2 Designing integrated and inter -disciplinary learning experiences
5.3 Collaborative curriculum
5.4 Alignment of curriculum and modes of assessment
5.5 Curricular trends
Course Work/Assignments ( Any three) 1 credit 30 hrs
• Write a 2000 word essay describing a curriculum in action in an inclusive school
• Adapt any one lesson in collaboration with a regular teacher within a secondary
school text book (using one of the approaches to curriculum development) to meet the
needs of children with disabilities
• Study any one curriculum of your choice and reflect upon it
• Write an essay of t he recent trends in curriculum followed at CBSE/ICSE schools
Transaction
• Group discussion, lecture -cum-discussion, panel discussion, school visits and teaching
observations, individual assignment of lesson planning based on learning needs in the classroom.
Essential Readings
• Aggarwal, D. (2007).Curriculum development: Concept, Methods and Techniques.
Book Enclave, New Delhi.
• Alexander, R. J. (2001). Culture and pedagogy: International comparisons in primary education. Oxford and Boston, Blackwell.
• Daniels, H., & Goodland, J. (1979). Curriculum Enquiry the Study of Curriculum
Practices. McGraw Hill, New York.
• Daniels, H., & Porter, J. (2011). Educational theories, cultures and learning: A critical perspective. Routledge, London.
• Ornstein, A. C., Pojak, E. F., & Ornstein, S. B. (2006). Contemporary issues in
curriculum. Allyn& Bacon, Boston.
• Wiles, J. (2009). Leading Curriculum Development. Corwin Press, New Jersey.
• Wiles, J.W., & Joseph, B. (2006).Curriculum Development: A Guide to Practic e.
Pearson Publication, London.
Suggested Readings
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• CIET(2006). The process of Making National Curriculum Framework- 2005: A Video
documentary both in Hindi and English, CIET,NCERT, New Delhi.
• Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum and
Assessment K -12 (Professional Development). Association for Supervision &
Curriculum Development, Alexandria.
• Westbrook, J., Durrani, N., Brown, R., Orr D., Pryor J, Boddy, J., &Salvi, F. (2013). Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing
Countries. Final Report. Education Rigorous Literature Review. Department for International Development.
• Wiggins, G., &McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development , Ale xandria .
• Wiles, J. W., &Bondi, J. C. (2010). Curriculum Development: A Guide to Pra ctice.
Prentice Hall, New Jerse y.
INCLUSIVE EDUCATION
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Course Code: A 5 Credits: 04
Marks: 100 Hours: 90
Introduction
This course will prepare teacher trainees to develop insights into models, evolution, current
issues and strategies for developing inclusive learning environments. This course will
promote collaborative skills in the trainees in order to address special learning needs in the
classroom.
Objectives
After completi ng the course teacher educators will be able to
• Explain the philosophical, sociological and rights perspective of inclusive education.
• Develop skills in using a wide range of tools, instructional strategies, and social supports to
assist students with disabilities learn effectively.
• Develop the skills associated with inter- personal relationships, managing relations in
educational settings, problem -solvi ng in educational settings, leadership and working
in teams to promote inclusion.
Module 1: Perspectives in Inclusive Education
1.1 Historical perspective of Inclusive education globally and in India
1.2 Approaches to disability and service delivery models
1.3 Principles of inclusive education
1.4 Key debates in special and inclusive education
1.5 Research evidence on efficacy and best practices associated with inclusive education
Module 2: Covenants and Policies Promoting Inclusive Education - A Critique
2.1 International Declarat ions: Universal Declaration of Human Rights (1948), World
Declaration for Education for All (1990)
2.2 Interna tional Conventions: Convention Against D iscrimination (1960), United
Nations Convention on Rights of a Child (1989), United Nations Convention of
Rights of Persons with D isabilities (UNCRPD) (2006), Incheon Strategy (2012)
2.3 International Frameworks: Salamanca Framework (1994)
2.4 National Commissions & Policies: Kothari Commission (1964) , National Education
Policy (1968), Na tional Policy on Education (1986), Revised National Policy of
Education (1992), National Curricular Framework (2005), National Policy for
Persons with Disabilities (2006)
2.5 National Acts & P rograms: IEDC (1974), RCI Act (1 992), PWD Act (1995),
National T rust Act (1999), SSA (2000), RTE (2009) and amendment 2012, RMSA
(2009) , IEDSS (2013)
Module 3: Building Inclusive Schools
3.1 Identifying barriers to Inclusion- Attitudinal, Systemic and S tructural
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3.2 Ensuring Physical, Academic and Social Access
3.3 Leadership and Teachers as Change Agents
3.4 Assistive Technology 3.5 Whole School Development and Universal design of learning
Module 4: Building Inclusive Learning Environments
4.1 Classroom Management
4.2 Effective Communication
4.3 Promoting Positive B ehaviour
4.4 Reflective Teaching
4.5 Peer medi ated instruction: Peer tutoring, C o-operative learning
Module 5: Planning for Including Diverse Learning Needs
5.1 Collaborations: Models, mentoring, coaching, co- teaching
5.2 Adaptations and accommodations for sensory impairments
5.3 Adaptations and accommodations for children with multiple disabilities
5.4 Adaptations and accommodations for children with neuro -developmental disabilities
5.5 Adaptations and accommodations for children w ith intellectual diversity (ID and
gifted)
Transaction
Interactive course with discussion as well as field work to get first- hand experience of co-
teaching mainstream classrooms with children with disability
Course Work/Assignments ( Any three) 1 credit 30 hrs
• Study the impact of UNCRPD on RTE’s provisions for children with disabilities
• Review of research in any one area in inclusive education and highlight its
implications for the practitioner
• Develop a differentiated lesson with content, process, and products adapted to suit a
specific learner
• Implement the lesson plan above in a regular school using one of the models of
collaborative teaching. Write your reflections in a journal
Essential Readings
• Clough, P., & Corbett, J. (2000). Theori es of Inclusive Education. Paul Chapman
Publishing, London.
• Constitution of India (1950). Article 41, Ministry of Law and Justice, New Delhi.
• Jha, M. M. (2002). School Without Walls: Inclusive Education for All. Oxford, Heinemann.
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• Jorgensen, C. M., Mc She ehan, M., &Sonnenmeier, R. M. (2009). Essential best
practices in inclusive school.Institute on Disability/UCE,University of New
Hampshire
• Mukhopadhyay, S., & Mani, M. N. G. (2002). Education of Children with Special
Needs, in Govinda, R. (2002) (Ed) Indi a Education Report. Oxford University Press,
New Delhi.
• Peterson, M., &Hittie, M. (2009). Inclusive teaching: The journey towards creating
effective schools for all learners. Merrill, New Jersery.
• Skidmore, D. (2004) Inclusion: The Dynamic of School Deve lopment, Open
University Press, Buckingham.
• Villa, R. A., & Thousand, J. S. (2005) Creating An Inclusive School, Association for
Supervision and Curriculum Development. ASCD, Alexandria.
• Wade, S. E. (2000). Inclusive Education: A Casebook and Readings for Prospective
and Practicing Teachers. Lawrence Erlbaum Associates, New Jersery.
Suggested Readings
• Berry, B., Daughtrey, A., &Weider, A. (2010). Teacher leadership: Leading the way
to effective teaching and learning. Centre for Teaching Quality, Washington, DC.
• Carr, J. F., Herman, N., & Harris, D. E. (2005) Creating Dynamic Schools through Mentoring, Coaching, and Collaboration. AS CD, Alexandria.
• Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies: Improving all students’ social lives and learning.Paul H. Brookes , Baltimore .
• Kunc, N. (2000). Rediscovering the right to belong. In R. A. Villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle
together Brookes. Baltimore.
• Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies for
effective instruction . Prentice -Hall, New Jersery.
• Odom, S. L., McConnell, S. R., Ostrosky, M., Peterson, C., Skellenger, A., Spicuzza,
R., Chandler, L. K., McEvoy, C. A., &Favazza, P. C. (1993). Play time/social time:
Organizing your classroom to build interaction skills. Communication Skill Builders,
Tucson, AZ.
• UNESCO (1994). The Salamanca statement and framework for action on special
needs education. Paris.
PERSPECTIVES IN TEACHER EDUCATION - IN-SERVICE
AND PRE -SERVICE
Course Code: A 6 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
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This course intends to orient the student about the aims and purpose of teacher education and
critically reflect on its’ status in India with specific reference to the developments in the field
of special and inclusive education as well as identify the iss ues and challenges. A critical
understanding of pre -service and in -service education of teachers in special and inclusive
education would promote skills of designing and evaluating curriculum as well as capacities
in transacting teacher training programs with essential inputs.
Objectives
After completi ngthe course teacher educators will be able to
• Gain insight and understand development of Teacher Education with reference to
education of children with disabilities .
• Reflect on issues and problems related with teacher preparation for education of
children with disabilities .
• Familiar with responsibilities of different organisations in preparation of competent teachers and critically exami ne it.
• Appreciate importance of in- service programmes and develop capacity to plan and
execute it as per specific need and purpose.
• Appraise the existing teacher education curriculum and its relevance, issues and
challenges.
Module 1: Understanding Teacher Education (TE)
1.1 Concept, Aims and Objectives of TE
1.2 Significance of TE in India
1.3 Types of TE: Pre -service and In -service; Continued development of Teacher as a
Professional
1.4 Structure of TE in India and Organizations/Agencies involved
1.5 Factors influencing the practices in TE and quality
Module 2: T E and Education of Children with Disabilities
2.1 Early Initiatives in preparing teachers for chil dren with disabilities in India
2.2 Establishment of various national institutes and development of TE in special
education
2.3 Establishment of RCI as a statutory body in standardizing and promoting TE in
special education
2.4 Changes in School Education for Children with Disabilities and its Impact on TE
2.5 Paradigm shift from Segregation to Inclusion Impacting TE
Module 3: Pre -service TE in Education of Children with Disabilities
3.1 Changing scenario of teacher education cur riculum and evolving priorities
3.2 Characteristics of TE framework developed by RCI, structure and organisation of
differen t components of TE Curriculum
3.3 Components of Pre -service TE: overview of courses at different levels, weight age
of course work and evaluation
3.4 Various components of TE curriculum and their transactional modalities
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3.5 Organisation, transaction and evaluation of different components of TE curriculum
inclu ding school based practicum, and internship
Module 4: Continued Teacher Development Program
4.1Need and modalities for continuing professional development of a teacher
(Continuing Rehabilitation Education (CRE ), Workshop, Seminar, Conferences,
Projects, E xchange programmes) and t heir advantages and limitations
4.2 Structures and models of in- service teacher education -sub-district, district, State,
regional and national level organisations and their role, voluntary efforts
4.3 Modes (face to face, distance modes, on line and mixed modes) and models
(induction, one shot, recurrent, cascade, multi -site, school based, and course work)
of in-service TE
4.4 Planning an in- service TE programme - preliminary considerations (purpose,
duration, size of group, activiti es and budget)
4.5 Designing and organizing an in- service TE programme- assessment of training
needs, identifying essential components, guidelines
Module 5: Issues and Challenges in TE for Education of Children with Disabilities
5.1 Teacher motivation and working conditions; opportuniti es for professional
development
5.2 Organizing TE: Conventional versus ODL
5.3 Collaboration/linkage between MHRD/NCTE and MSJE/RCI
5.4 Single disability versus cross disability approach in TE and addressing disability
issues in general education curriculum
5.5 ICT and TE
Course Work/Assignments ( Any three) 1 credit 30 hrs
• Prepare a checklist/schedule to collect information about curriculum transaction either
in Diploma or B.Ed. in Special Education Courses in any Training Institute. Take
interview of at least 10 student teachers and analyse the data to suggest improvement
in quality of training
• Prepare a checklist/schedule to collect information from employer about competency ofalum iniof student teachers. Take interview of at least 5 principals of schools having
children with disabilities and analyse the data to suggest improvement in quality of
training and the need for in- service training
• Write a reflective essay on distance education in special education
• Carry out web search on global trends in teacher education programme and make a
presentation
Transaction :
Group discussion, lecture -cum-discussion, field visits.
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Suggested Readings
• NCTE (1998). Policy Perspectives in Tea cher Education: Critique and
Documentation, New Delhi.
• Saxena, N.R., Mishra, B.K ., &Mohanty, R.K . (1998) . Teacher Education, R -Lall
Book Depot, Meerut .
• Sharma, R.A . (2002). Teacher Education. International Publication House, Meerut.
EDUCATIONAL EVALUATION
Course Code: A 7 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
Education is a continuous process which begins with evaluation and ends with evaluation.
This course intends to orient the learners with the foundation , scope and practices followed in
educational evaluation and undertaking adaptations to suit the needs of children with disabilities. The course also takes the learners one step ahead by building an understanding of
the contemporary evalua tion practices as well as programme evaluation.
Objectives
After completi ng the course teacher educators will be able to
• Explain the key concepts of evaluation and describe the developments in evaluation.
• Describe the scope of evaluation in education.
• Describe the use of evaluation as an effective tool in teaching -learning process .
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• Describe the ways & means of evaluation of programmes.
• Explain the current trends in evaluation .
Module 1: Foundations in Evaluation
1.1 Concept of testing, measurement, assessm ent and evaluation
1.2 Difference between investigation, auditing, monitoring & evaluation
1.3 Principles of E valuation
1.4 Areas of Evaluation
1.5 The evolution of the evaluation function; i) Measurement/ comparison,
Transparency/ accountability, ii) Understanding/ learning/ decision making/positive
accountability
Module 2: Scope of E valuation
2.1 Problem -solving and decision- making
2.2 Positive accountability and excellence in education
2.3 Knowledge construction and capacity building of learners
2.4 Organizational learning and change, and strategic planning
2.5 Advocacy & communication
Module 3: Teaching -learning and Evaluation
3.1 Evaluation of learning, for learning and in learning- Contexts, Need & Nature
3.2 Tools for evaluation and process of standardization
3.3 Equity & fairness in evaluation including adaptations & Accommodations
3.4 Report writing: Format, Content & Mechanics
3.5 Mastery Level Learning
Module 4: Programme E valuation& Review
4.1 Concept, need, goals and tools
4.2 Evaluation of instructional programmes
4.3 Techniques of programme evaluation
4.4 Reliability, validity and sensitivity in programme evaluation
4.5 Reviewing outcomes
Module 5: Current Trends in E valuation
5.1 Knowledge based evaluation
5.2 Performance Based Evaluation: Role play, C oncept maps
5.3 Aut hentic Evaluation: Interviews, Writing samples, Projects, Exhibitions, Reflective
Journals
5.4 Self evaluation: Rubrics & R ating scales
5.5 Exams: Online, On- demand, Take -home Power Tests & O pen book
Transaction
• Lecture method, Lecture- cum-demonstration, Workshops on developing tools for
content and programme evaluation
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Course Work/Assignments ( Any three) 1 credit 30 hrs
• Observe and prepare a report on evaluation practices at any two levels in (i) a
Mainstream and (ii) a Special school. Critically analyze the evaluation practices.
• Develop a format for self evaluation for teachers in special or mainstream .
• Develop tools one each for Knowledge based, Performance based &Authentic
evaluation for children with disabilities studying in a class or a subject of your choice.
• Prepare an open book test for VII standard
Essential Readings
• Airasian, P.W. (1991). Classroom Assessment. McGraw -Hill, New York.
• American Educational Research Association, American Psychological Association,
and National Council on Measurement and Education. (1999). Standards for
educational and psychological testing. Washington, DC: American Educational
Research Association.
• American Federation of Teachers, National Council on Measurement in Education,
and the National Education Association. (1990). Standards for teacher competence in
educational assessment of student s. Washington, DC: Author.
• Gipps, (1996). Assessment for learning. In Little, A. and Wolf, A. (eds) Assessment
in transition: Learning, monitoring and selection an international perspective. Oxford
PergamonPress,London.
• Gronlund, N.E.,& Linn,R. ( 1990). Measurement and evaluation in teaching (6th
Edition). Macmillan , New York.
• Hamayan, (1995). Approaches to alternative assessment. "Annual Review of Applied
Linguistics," 15, 212- 226.
• Headington (2003). Monitoring, Assessment, Recording, Reporting & Accountability.
II-Ed, David Fulton Pub. , London.
• Hibbard, K. M. and others. (1996). A teacher's guide to performance -based learning
and assessment. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Mathew, S. (2005). Evaluation: curricul ar strategies and adaptations for children with
hearing impairment. Kanishka: New Delhi.
• Mathew, S. & Mishra, A. (2010). Knowledge based evaluation of students with
hearing imp airment. Journal of NCED, 2( 1), 26-33.
• Mathew, S. (2010). Educational Evaluation .Curriculum and teaching strategies for
CWHI. MED SEDE ( HI) M anual, IGNOU , New Delhi .
• Mehrens, W. A. ,& Lehmann, I. J. (1991). Measurement and evaluation in psychology
(IVED). Harcourt Brace College Publishers, New York.
• NSW syllabuses: Assessm ent for, as and of Learning. Retrieved from
syllabus.bos.nsw.edu.au/support.../assessment -for-as-and-of-learning on 10.4.2015
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• Programme evaluation and review technique. Retrieved from
http://www.inc.com/encyclopedia/program -evaluation- and-review -technique -
pert.html on 10.4.2015
• School self -evaluation. http://www.education.ie/en/Schools -
Colleges/Services/Quality -Assurance/SSE -Primary -and-Post-Primary/School -Self-
Evaluation.html on 10.4. 2015
• School self -evaluation. Retrieved from http://schoolself -evaluation.ie/post -
primary/index.php/what -school-self-
evaluation/?doing_wp_cron=1429505616.9318289756774902343750 on 10.4.2015
• UNICEF (2006). New trends in development evaluation. Retrieved from
http://www.unicef.or g/ceecis/New_trends_Dev_EValuation.pdf on 16.4.2015
• Wiggins, G. (1993) Assessing studentsperformance.SanFrancisco:Jossey -Bass.
Suggested Readings
• Braden, J. (2001). The clinical assessment of deaf people’s cognitive abilities. In clark,M. D.; Marschark, M., &Kretchmer, M.(Eds.). Context, cognition and deafness,
Galludet University press, Washington. Pg.14- 37.
• Elliot, S.N. ,Kratochwill, T. R., & Gilbertson, A. G. (1998). The Assessment
Accommodation Checklist: Who, What, Where, When, Why and Who? Teaching
Exceptional Children, 31(2), 10 –14.
• Eriksen, S.C. (1969). The teacher made test. Memo to the Faculty, no.35. AnnArbor: Centre for Research on learning and teaching, University of Michigan.
• Fernandez, H. (2008). Knowledge based achievement of students with hearing
impairment on different types of assessment. Unpublished Master Disseratation ,
University of Mumbai.
• Frechtling, J.A. (1991). Performance assessment: Moonstruck or the real thing?
Educational Measurement: Issues and Practices, 10(4), 23 -25.
• Jacob, L. C., Chase, C. N. (1992). Developing and using tests effectively: A guide for
faculty. Josse -Bass Publishers, San Francisco.
• Junaid, I.M. ,& Muhammad, D. N. (2002). Assessing nomadic child ren’s learning
achievement: what tools and which strategies? Retrieved from curriculum.pgwc.gov.za/resource_files/22153409_16.doc
• Linn. R.L, Baker, E. L ., & Dunbar, S. B. (1991). Complex Performance based
assessment. Educational R esearcher, 20(8), 15- 21.
• Mathew, S. (2010). Impact of Knowledge Based Evaluation on Achievement of Students with Hearing Impairment: An Experimental Study. A PhD T hesis
(Unpublished), MJP Rohilkhand University.
• Meyer, C.A. (1992) .What is the difference between Authentic and Perfor mance
assessment? Educational L eadership,49(8),39- 40
• Mountain, A. (2005). Science assessment of deaf students: Considerations and implications of state accountability. Measurements. MSSE Masters Project. Submitted
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to the National Technical Institute for th e Deaf, Rochester Institute of Technology,
New York.
• Musselman, C.R., Lindsey. P. H.,& Wilson A. K. (1988). An evaluation of recent
trends in preschool programming for hearing impaired children. Journal of Speech and
Hearing Disorders, 53, 71- 88.
• Nair, P . (2005). A study of the effectiveness of individualized instructional material
on mastery of mathematical concepts related to time in children with hearing impairment. Unpublished Master Dissertation , University of Mumbai.
• Stiggins, R.J. (1994). Student -Centered classroom assessment. MacMillan, New York
• Tannenbaum, J.E. (1996). Practical Ideas on Alternative Assessment for ESL
Students. ERIC Clearinghouse on Languages and Linguistics Washington DC, ERIC Identifier ED395500, 1- 6.
PART I SPECIALIZATION COURSES (B)
Course
Code Title Credit Marks
B8 Identification, Assessment and Needs of
Children with Hearing Impairment
4 100
B9 Curriculum a nd Teaching Strategies of Children
with Hearing Impairment
4 100
B10 Adulthood and Family Issues
4 100
B11 Assistive Devices and services for Individuals
with Hearing Impairment
4 100
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IDENTIFICATION, ASSESSMENT AND NEEDS OF CHILDREN WITH
HEARING IMPAIRMENT
Course Code: B 8 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
The course aims to develop an understanding of applications of various Audiological, speech,
language and communication assessments for recommendations of various educational
practices. The said course would also help learners to appreciate the role of pro fessionals to
address the needs of the child with hearing impairment in a holistic manner using team approach.
Objectives
After completi ngthe course teacher educators will be able to
• Explain audiological evaluation and reflect its application in education of CWHI .
• Describe speech of children and reflect its use in evaluation of CWHI .
• Explain various issues related to assessment of language and communication of CWHI .
• Explain the practices in educational assessment including the setting up of an
educationa l assessment centre.
• Describe the importance of team approach and reflect on their role in assessment and
identification of needs .
Module 1: Audiological Assessment, Identification and A ddressing Needs
1.1 Overview and need of various audiologicalassessment
1.2 Choice and selection of audiological tests according to age and functional abilities of
the child
1.3 Overview of audiological assessment of children with additional / associated
disabilities
1.4 Selection of modality / method of management (auditor y, speech reading vs manual
communication) based on aided performance (aided audiogram & speech
identification)
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1.5 Recommendation of educational set -up (special, partial integration vs inclusive
education) based on aided performance (aided audiogram & spe ech identification) as
one of the factors
Module 2: Speech Assessment, Identification and Addressing Needs
2.1 Overview of acoustics of speech; Classification of speech sounds based on major
acoustic cues
2.2 Compare and contrast speech development in typical developing children and CWHI
2.3 Phonological errors as a function of audiogram configuration (flat, gradually sloping
and steeply sloping) and degree of hearing loss
2.4 Selection of appropriate strategies, material, and equipment for teaching speec h
2.5 Need for use of regional language based speech assessment tests
Module 3: Language & C ommunication Assessment, Identification and A ddressing
Needs
3.1 Parameters of selecting medium of instruction for CWHI: Language/s used at home,
school & society
3.2 Language assessment of the deaf: Challenges and concerns (standardized versus
teacher made tools; Setting norms of children ‘with’ versus ‘without’ disability;
modality dependent nature of language; measuring receptive language; identifying
measurable indicators)
3.3 Biological foundations and research in early language experiences in the past two
decades: From input to uptake
3.4 Processing sign languages in early years: Neural reorganization; Access to age
appropriate language; Ease of inta ke; Universal grammar; Modality dependent
versus modality independent components
3.5 Studying language assessment component in ICF; Recommendations related to
language assessment reflecting in National Curriculum Framework (NCF)
Module 4: Educational Assessment, Identification and A ddressing Needs
4.1 Concept & principles of Educational Assessment
4.2 Scope & priorities in educational assessment
4.3 Methods, Techniques & tools for educational assessment & Reporting: Formal &
Informal
4.4 Outcomes of educ ational assessment: Identification, addressing educational needs;
linking with pedagogical decisions
4.5 Setting up of an educational assessment clinic/centre: Need & Requirements
(essentials & Desirables)
Module 5: Team Approach in Assessment, Identifica tion & Assessing Needs
5.1 Team Approach: concept & types (Multidisciplinary, Interdisciplinary and Trans -
disciplinary);
5.2 Role of various stakeholders: professionals, personnel, parent and the child;
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5.3 Constitution of team with respect to CWHI: Consid erations on child’s age, severity
and associated conditions;
5.4 Team’s role before, during and after assessment; Identifying and addressing the need
and planning IEP / IFSP
5.5 Team’s role in outcome measures: Periodic assessment and evaluation; review of
performance against previously set goals
Course Work/ Practical/ Field Engagement ( any three) 1 credit 30 hours
• Compiling a set of 10 aided audiograms and aided speech identification scores for
selection of modality, method of communication and educational set -up.
• Review two IEP records and reflect upon the role responsibilities and team approach
• Reflections on changing trends in language assessment beyond syntax (semantics & pragmatics)
• Compiling of recently developed speech tests in India and critically analysing them
• Visit an educational assessment clinic / centre and review the different tools available
for educational evaluation of children with hearing impairment.
Transaction
Lecture method ,Lecture -cum-demonstration, Discussion , Observ ation methods
Essential Readings
• Beattie, R. G. (2001). Ethics in Deaf Education: The First Six Years. Academic Press
Inc., New York.
• English, K.M. (2002). Counseling Children with Hearing Impairment and Their
Families . Allyn and Bacon, Boston.
• Gipps, C. (1996). Assessment for learning. In Little, A. and Wolf,A. (eds) Assessment in transition: Learning, monitoring and selection an international perspective. Oxford
Pergamon Press, London.
• Gronlund, N.E., & Linn, R. ( 1990). Measurement and evaluation in teaching (6
th
Edition). Ma cmillan, New York.
• Headington, R (2003). Monitoring, Assessment, Recording, Reporting &
Accountability (2nd ed.). David Fulton. London.
• Jalvi, R., Nandurkar, A., &Bantwal A., (2006). Introduction to Hearing Impairment. Kanishka Publication, New Delhi.
• Johnson, C. D., & Seaton, J. (2010). Educational audiology handbook (2nd ed.).
Clifton Park: Delmar Cengage Learning Delmar Cengage Learning
• Lane, V.W., &Molyneaux, D. (1992). The dynamics of communicative development.
Prentice Hall Inc., Englewood Cliffs.
• Martin, F. N., & Clark, J.G. (2012). Introduction to Audiology ( 11
th ed.). Pearson
Education. Boston.
• Martin, F.N., & Clark, J.G. (2009). Introduction to Audiology(10th ed.).Pearson
Education, Boston.
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• Mathew, S. (2005). Evaluation: curricular strategi es and adaptations for children with
hearing impairment. Kanishka Publication, New Delhi.
• Mathew, S. (2005). Evaluation: Curricular Strategies and Adaptations for Children
with Hearing Impairment, Kanishka Publication, New Delhi,
• Mathew, S. (2010). Educat ional Evaluation .Curriculum and teaching strategies for
CWHI. MED SEDE (HI ) Manual, IGNOU, New Delhi.
• Mathew, S., & Mishra, A. (2010). Knowledge based evaluation of students with
hearing impairment. Journal of NCED, Vol 2, Issue 1, page 26- 33.
• Mc. Laughlin, J. A. & Lewis, R .B. (2001).Assessing students with special needs
(Ed.V). Merrill & Prentice Hall, New Jersey.
• Mehrens,W.A., & Lehmann, I. J.(1991).Measurement and evaluation in psychology(IVED). Harcourt Brace College. New York.
• Newby, H. A., &P opelka, G. R. (1992). Audiology (6th ed.). Appleton- Century-
crofts, New York.
• Northern, J.L., & Downs, M.P. (2002). Hearing in Children. 5th Edition. Williams
and Wilkins, Philadelphia: Lippincott.
• Owens, R.E. (2012). Language development: An introduct ion (8th ed.). Pearson,
Boston.
• Status of Disability in India (2007). Hearing Impairment and Deaf -blindness.
Rehabilitation Council of India, New Delhi.
• Yoshinaga -Itano, C. (2003). From screening to early identification and intervention:
Discovering predic tors to successful outcomes for children with significant hearing
loss. Journal of deaf studies and deaf education, 8(1), 11- 30.
Suggested Reading s
• Bess, F. H., &Humes, L. E. (1990). Audiology: The fundamentals. Williams &
Wilkins, London.
• Billeaud, F.P. ( 2003). Communication Disorders In Infants and Toddlers: Assessment
And Intervention. 3rd ed. Butterworth Heinemann.
• Hamayan, E. V. (1995) . Approaches to alternative assessment. Annual Review of
Applied Linguistics, 15, 212- 226.
• Harrison, M., Roush, J., & Wallace, J. (2003). Trends in age of identification and
intervention in infants with hearing loss. Ear and Hearing, 24(1), 89- 95.
• Hibbard, K. M., & others. (1996). A teacher's guide to performance -based learning
and assessment. Alexandria, VA: Associati on for Supervision and Curriculum
Development.
• Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2nd, 3rd & 4th eds.). Williams and Wilkins. Baltimore.
• Madell, J.R., &Flexer, C. (2008) Pediatric Audiology: Diagnosis, Technology and
Management. Thieme Medical Publishers, New York.
• Paul, P.V., & Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals . Jones and Bartlett Learning, Boston.
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• Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents.
Plural Publishing, San Diego.
• Yoshinaga -Itano, C. (2003). Universal newborn hearing screening programs and
devel opmental outcomes. Audiological Medicine, 1(3), 199- 206.
• Yoshinaga -Itano, C., Sedey, A.L., Coulter, D.K., &Mehl, A.L. (1998). Language of
early and late identified children with hearing loss. Pediatrics, 102(5), 1161- 1171.
CURRICULUM AND TEACHING STRATE GIES FOR CHILDREN
WITH HEARING IMPAIRMENT
Course Code: B 9 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
Having the foundations of curriculum design and approaches, the learners will find its
applications while studying and designing the curriculum for children with hearing
impairment. The course is especially design to add on the specialised curricular requirements
of children with hearing impairment and strategies in both special and inclusive classrooms.
Objectives
After completi ngthe course teacher educators will be able to
• Describe the curricular needs, framework and practices emerged out of the paradigm
shift in education.
• Explain the bases, types and strategies of curricular adaptations .
• Understand the concept and strategies in differentiated instructions .
• Explain the processes and theories of literacy development .
• Explain the multiple literacy and their applications in curriculum .
Module 1: Curricular Needs at Different Levels
1.1 Paradigm shift in education: school, teacher, learner & curriculum for 21st century
1.2 Causes of learning difficulties in children with hearing impairment
1.3 Differential curricular needs of early and late inte rvened children with hearing
impairment
1.4 Curricular framework for Early intervention & Early Childhood Education
1.5 Domains of development facilitating the school readiness for inclusive education
Module 2: Curricular Adaptations
2.1 Bases of curricular adaptations & decision making
2.2 Step wise curricular approach and its adaptation
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2.3 Types of accommodations, modifications and its applications
2.4 Strategies of adaptation of text of different school subjects 2.5 Adaptation in evaluation
Module 3: Differentiated I nstructions
3.1 Relevance & Concept 3.2 Eleme nts of differentiated instructions (Knowing the learner, assessing the learner,
school climate, instructional strategies, adjustable assignments)
3.3 Need assessment & Decision making
3.4 Learning pyramid 3.5 Mastery level learning
Module -4: Literacy De velopment & Teaching Strategies
4.1 Deafness & literacy issues;
4.2 Theories of literacy development and their applications
4.3 Processes involved in reading & writing 4.4 Processes involved in speaking, listening & signing in literacy development 4.5 Meta cognitive strategies & instructional practices
Module 5: Research & Development in L iteracy
5.1 Research in literacy: An overview 5.2 Priority areas of research
5.3 Identifying the gaps in literacy research
5.4Readings in Researches on literacy development at different levels in the past two
decades
5.5 Evidence based practices in literacy development
Course Work/ Practical/ Field Engagement (any three ) 1 credit 30 hrs
• Select a text of your choice and adapt the content in terms of knowledge, language,
presentations illustrations
• Write an essay on the Montessori curriculum and its relevance to children with hearing impairment
• Profile the current level of functioning of literacy ( one child )
• Present an article published after 2011 in an indexed journal on literacy
Transaction
Lecture cum demonstration, Self -learning & Workshop,Discussion
Essential Readings
• Armstrong,D. G. (1989). Developing & docum enting the curriculum
.Allyn&Baccon,London.
• Beane J. A. ,Toeepfen,C. F., Allen, S. J. (1986). Curriculum planning & Development.
Allyn &Bacon,London.
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• Gregory, S., Powers,P. , & Watson,S.( 1998).Issues in Deaf Education. David
&Fulton.London.
• Judy,W. (1998). Ada pting instructions to accommodate students in inclusive settings.
Pearson Publication, London.
• Mishra,A.(2012).Research of deaf and hard of hearing in India.Sta tus of Disability in
India, Rehabilitation Council of India,New Delhi.
• Owens, R.E. (2012). Language development: An introduction (8th ed.) . Pearson ,
Boston.
• Sampson, M., Allen, R. V., & Sampson, M. B. (1991). Pathways to literacy. Holt
Rinehail& Winston Inc.,London.
• Spodek,B., &Saracho,O.N.(2006).Handbook of Research on the Education of Young
Children. (II Ed). Lawrence Erlbaum ,London.
• Status of Disability in India (2007). Hearing Impairment and Deaf -blindness.
Rehabilitation Council of India, New Delhi.
• Stokes, J. (2000). Communication options. In J. Stokes (Ed.), Hearing impaired
infants – Su pport in the first eighteen months. Whurr Publishers Ltd.,London.
• Tannen,D.,&Tanner,L. (1995). Curriculum development : Theor y to Practice (III Ed. ).
Merryl& Prentice , New Jersey.
• Tompkinns, G. E.,&Hoskisson, K. (1995). Language arts: Content & Teaching
Strategies( III Ed. ). Merryl& Prentice , New Jersey.
• Wallang, M. G. (2007). Sign Linguistics and Language Education for the Deaf: An
Overview of North- East Region. Academic Excellence,New Delhi.
Suggested Reading s
• Ornstein,A. C.,& Behar –Horenstein,L. S. (1999). Contemporary Issus in Curriculum
(II Ed. ). Allyn&Bac on,London.
• Searfoss,L. W. ,&Readence,J. E. (1989). Helping children Learn to Read.
Allyn&Bac on,London.
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ADULTHOOD AND FAMILY ISSUES
Course Code: B 10 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
The course is designed to develop learners’ insight into transitional process from adolescence
to adulthood and issues related to adulthood of individuals with hearing impairment. The
learners are expected to appreciate the need for planning adulthood towa rds promoting their
independent leaving, higher and vocational education as well as employment. The course would build suitable capacities so that the learners can address the family, community and
cultural issues through suitable interventional plan.
Objectives
After completi ngthe course teacher educators will be able to
• Appreciate the importance of planning and implementing transition services for
preparing adolescents tow ards adulthood.
• Explain strategies of developing independent living skills and prepar ing them for
gainful employment .
• Describe communication, cultural and family issues to reflect in planning of services.
Module 1: Transition from Adolescence to Adulthood
1.1 Transition: Concept and challenges as perceived by D/deaf adolescents and t heir
families
1.2 Domains of transition: Educational, independent living, social -cultural and
employment
1.3 Factors influencing transition: Academic and personal achievement, aspiration &
motivation, interaction & complexities, environmental barriers, la te deafened adults;
concept of self and self efficacy
1.4 Role of support and facilitators: Family, peers, community; agencies and
environmental support
1.5 Planning and implementing transition services
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Module 2: Independent Living
2.1 Concept and its importance
2.2 Money manageme nt and related financial skills
2.3 Health and physical fitness skills
2.4 Life skills: Social -etiquette and mannerism
2.5 Leisure time, hobbies and recreational activities
Module 3: Higher Education, Vocational Education& Employment
3.1 Higher Education: Need, scope, status of higher education
3.2 Vocational education: Need, scope, status of vocational education
3.3 Selecting suitable higher education & vocational streams
3.4 Career choices: job seeking skills and facing interviews
3.5 Work adjustment skills; Job related social skills
Module 4: Community& Cultural Issues
4.1 Diversity in DEAF WORLD
4.2 Comparison of Hearing world -Deaf world on culture and group ide ntity and
communication options
4.3 Legal issues regarding communication accessibility
4.4 Views of Cochlear I mplantees and hearing aid users towards Deaf culture
4.5 Facilitating societal inclusion of individual with hearing impairment
Module 5: Family Issues
5.1 Role & challenges of families in fostering adjustment, personality development,
independent living employment and marriage
5.2 Raising of hearing children by Deaf parents: Deaf Child Deaf Parent (DCDP); Deaf
Child Hearing Parent (DCHP) issues
5.3 Communication patterns and parenting issues in famil ies with Deaf parents and
hearing children
5.4 Identifying family needs and Supporting towards resource mobilization, family
networking and facilitating availability of welfare schemes
5.5 Advocacy at family and individual levels; Strategies
Course Work/ P ractical/ Field Engagement (any three ) 1 credit 30 hrs
• Prepare a poster on family advocacy
• Hold a mock interview session and write your reflections upon it
• Interview a family to identify ‘need and support’
• Have a focussed group discussion Deaf culture in India, and submit a reflective essay on the same
• Make a pamphlet regarding financial management for the D/deaf adult
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Transaction
Lecture -cum-demonstration, Inviting Deaf adults to share their experiences & success stories.
Essential Readings
• Annable G., Walters, C., Strensta, D., Symanzik, S, Tuuuyb. L ., &Sterwer, N. (2003).
Students with disabilities, Transition from postsecondary education to work,
Winnipeg. Canadian centre for disability studies, Manitoba .
• Christensen, K.M., & Gilbert, L.D.(1993). Multicultural Issues in deafness, White
Plairs, Longman,New York.
• Narayansamy, S .,Kamraj , J., & Rangasayee,R. (2006) . Family, Community and the
hearing impaired child. :Kani shkaPublishers ,New Delhi .
• Parasins, L.A.(1996). Cultural and La nguage Diversity and Deaf Experience.
Cambridge University Press ,New York.
Suggested R eading s
• Bowe F.G. (2003). Transition for deaf and hard of hearing students: A blueprint for
change, Journal of deaf studies and deaf education 8(40;485- 93
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ASSISTIVE DEVICES & SERVICES FOR INDIVIDUALS WITH
HEARING IMPAIRMENT
Course Code: B 1 1 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
The course will assist learners to know about technological devices re quired and used in
various interventional settings and also the schemes available to procure the individual aids
and appliances. The course also envisages to arouse curiosity amongst learners about various
technological advancements and research and develo pment in the said area.
Objectives
After completi ngthe course teacher educators will be able to
• Describe the available schemes and reflect on status of services for individuals with
hearing impairment and suggest ways to improve .
• Understanding about individual and group listening devices used by CWHI in
schools .
• Discuss role of technology in facilitating communicative educational and social
functioning of language .
• Understanding about use of assistive devices & methods in the management of CWHI in sch ools/ clinics .
• Explain the present and future technologies, research developments and evidence
based practices facilitating the education of CWHI .
Module 1: Schemes& Services for Individuals with Hearing I mpairment
1.1 Schemes for persons with disabilities of various ministries/departments of central and
state government in early intervention, rehabilitation, education and employment;
1.2 Schemes for availing aids and appliances: ADIP and other schemes
1.3 Services for individuals with hearing impairment: T ypes, ava ilability, coverage and
quality
1.4 Delivery of services; Role of various stakeholders, planning, implementing,
colla boration, challenges and issues
1.5 Appraisal of services: Methods of measuring outcomes and suggesting plan of action
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Module 2: Listening and Assistive Devices in Audiological M anagement
2.1 Hearing aids: Overview to hearing aids; Overview to electro -acoustic characteristics
and need to study same ; Importance of ear moulds and its modifications
2.2 Cochlear Implant : Overview to c ochlear implants; Need and importance for regular
mapping
2.3 FM system : Components, Functioning, Types, Advantages and disadvantages
2.4 Induction loop systems & Hardwire systems: Components, Functioning, Types,
Advantages and disadvantages
2.5 Criteria f or recommendation of one device over the other; Role of special educators
in measuring outcome of listening devices
Module 3: Assistive D evices in Management of Language & C ommunication
3.1 Meta level understanding of use of technology for language development
3.2 Access to whole language: Challenges of communication options and use of
technology for ways to overcome
3.3 Use and availability of social media for sign language users: Communicative,
educational and social purposes
3.4 Orientation to web based Curriculum Based Measurement (CBM) tools
3.5 Tele captioning of popular media and its role in literacy development
Module 4: Technology&Methods in Management of Speech
4.1Parameters measured in phonation and suprasegmental aspects of speech using
advanced technology and their application
4.2 Need and methods to analyse and to correct articulation of speech
4.3 Selecting management techniques for phonation and suprasegmental aspects of
speech
4.4 Selecting management methods for facilitating articulation in CWHI
4.5 Methods to improve speech intelligibility; Measurement of outcome
Module 5: Assistive D evices in Educational M anagement
5.1 Impact of Technology on education: Present & Future
5.2 Assistive technologies for personal and educational purposes: Devices & Processes
and their application
5.3 Mainstream Technologies: Universal Designs; its Concept, Principles & product
design
5.4 Research & Developments in Educational technology: nationa l & international
5.5 Evidence Based Practices
Course Work/ Practical/ Field Engagement (any three ) 1 credit 30 hrs
• Compare the application of the technology in classroom teaching between a developing and a developed country
• Undertake a survey of available services in your locality and reflect on their status for individuals with hearing impairment. Prepare a report.
• Analysis of electro -acoustic characteristics of 5 hearing aids and write a report
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• Use social media to link with individuals with deafn ess and submit report on your
experience
• Interaction with a D/deaf adult to find out role of technology in his/her social life.
Write your reflections
• Measure the speech intelligibility of 2 children with hearing impairment
• Compare schemes available in your state / country with any state / country
Transaction
Self learning, Lecture -cum-demonstration & Workshops
Essential Readings
• Andersson, C. (2014).Assistive Technology for the Hearing- impaired, Deaf and
Deafblind.Springer, London.
• Beattie, Rod G. (2001). Ethics in Deaf Education: The First Six Years . Academic
Press Inc. New York.
• Berg, F. (2008). Speech Development Guide for Children With Hearing Loss. San
Diego: Plural Publishing.
• Dillon, H. (2001). Hearing aids. Thieme Medical Publications, New York.
• English, K. M. (2002). Counselling Children with Hearing Impairment and Their Families . Allyn and Bacon, Boston.
• Huang, D. (1998). Speech skill build -up for children. Tiger DRS Inc.
http://www.drspeech.com
• Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiol ogy. (2nd, 3rd & 4th eds.).
Williams and Wilkins, Baltimore.
• Krumenacker, S. (2014). Hearing Aid Dispensing Training Manual. Plural Publishing. San Diego.
• Kumar, K. L. (2009).Educational Technology: A Practical Textbook for Students,
Teachers, Professionals and Trainers . New Age International, New Delhi.
• Mathew, S. M. (2012).Technology for persons with hearing impairment. Status of
Disability in India -2012. Rehabilitation Council of India, NewDelhi.
• Owens, R.E. (2012). Language development: An introduction (8th ed.). Pearson,
Boston.
• Owens, R.E. (2012). Language development: An introduction (8th ed.).Pearson, Boston.
• Rapp, W. H. (2014). Universal design for learning in action. Baltimore MD: Brooks
• Sandlin, E. R. (1995). Handbook of hearing aid amplification: Theoretical and
technical considerations. (vol. I).Singular Publishing Group, Inc. San Diego.
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• Stewart, D. A., &Kluwin, T.N. (2001).Teaching Deaf & Hard of Hearing Students :
Content , Strategies & Curriculum. Allyn& Bacon, London.
• Taylor, B., Mueller, H. G.(2011). Fitting and Dispensing Hearing Aids. Plural Publishing, San Diego.
• Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents.
Plural Publishing, San Diego.
Suggested Reading s
• Allum, D.J. (1996). Cochlear Implant Rehabilitation in Children and Adults. Whurr
Publishers, London.
• Maltby, M.T. (1994). Principles of Hearing Aid Audiology. Whurr Publishers, London.
• Pollack, M. C. (1980). Amplification for the hea ring impaired. Grune& Stratton,
New York.
• Tweedie, J. (1987). Children’s Hearing Problems, Their Significance, Detection and
Management. The Bath Press, Bristol.
• Valente, M. (1996). Hearing aids standards, options and limitations. Thieme Medical
Publishers, Inc., New York.
• Valente, M., Dunn, H. H., &Roeser, R. J. (2000). Audiology- treatment. Thieme
Medical Publishers, New York.
• Wong, L. H., & Louise, M. (2012). Evidence -Based Practice in Audiology:
Evaluating Interventions for Children and Adults w ith Hearing Impairment. Plural
Publishing, San Diego.
PART I ELECTIVE COURSES (C)
Note: Any one to be offered
COURSE TITLE CREDIT MARKS
C12 (i) Educational Management
4 100
C12 (ii) Educational Technology
4 100
C12 (iii) Guidance and Counselling 4 100
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EDUCATIONAL MANAGEMENT
Course Code: C 12 (i) Credits: 04
Contact Hours: 90 Marks: 100
Introduction
Educational management is a field of study and practice concerned with the operation of
educational organizations. The field draws links from diverse disciplines such as economics
,general management & Information technology. The course content included in the present
program hence includes inputs from varied disciplines and is envisaged to equip the learners
to understand the know - how’s of managing educational institutes on the basis of total quality
management principles.
Objectives
After completing the course teacher educators will be able to
• Explain the basic fundamental areas of management. • Describe the skills required for enhan cing institutional quality for sustained development .
• Enumerate the skills required for capacity building of human resources. • Explain the skills needed to manage data for various information management processes .
• Prepare cost effective budgets, proposals and describe ways of managing financial
resources.
Module 1: Foundations in Educational Management
1.1 Definition & Concept: Management as an art, science, organization, person & a discipline
1.2 Approaches to management; a) Classical approach, b) Human relation approach,
c)Systems approach, d) Contingency approach
1.3 Principles & processes of management
1.4 Styles of management; autocratic, laissez- faire, transactional, contingency
1.5 Leader vs. Manager; role competencies
Module 2: Total Qu ality Management in Education
2.1 Concept of Quality and issues in Quality management of educational institutes
2.2 Educational applications
2.3 Assessment of educational institutions
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2.4 Strategic planning & Sustainable development
2.5 Implementing TQM
Module 3: Human Resource Management
3.1 Manpower planning, talent acquisition & management
3.2 Employee benefits, welfare & Performance appraisals systems- 360 degree approach
3.3 Training, development & capacity building
3.4 Organisational behaviour; climate & culture
3.5 Individual & group dynamics, conflict management & negotiations
Module 4: Educational Management Information Systems (EMIS)
4.1 Need, relevance and National agencies for EMIS
4.2 Internal & external stakeholders of EMIS
4.3 Tools & process for collecting and disseminating data & using information
4.4 Constituting indicators & data monitoring plans
4.5 Dissemination, distribution & publication of data
Module 5: Financial Management
5.1 Need &Importance of financial management in educa tional institutes
5.2 Basic concepts in accounting
5.3 Importance & types of budgeting
5.4 Resource mobilisation& allocation 5.5 Proposal writing for funding in educational institutes
Transaction
Lectures, Field visits, Self -study
Course Work/ Field Enga gement ( all) 1 credit
• Proposal writing for fund raising of an educational institution • Review performance appraisals from 2 educational institutions one each from ateacher training college and other from speci al school
Suggested Readings
• Bhardwaj, K. S., (2014). Human Resource Development in Education. PartridgePublication, Gurgaon.
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• Bush, T., & Paul, L. S. (2006). Principles and Practice of Educational
Management.Chapman A Sage Publications Company, London. • Chatterjee, B. K. (2011). Finance for Non – Finance Managers. Jaico PublishingHouse,
New Delhi.
• Deshmukh, A.V., &Naik. A. P. (2010). Educational Management. HimalayaPublishing House Pvt. Ltd., Mumbai.
• Dessler, G. (2012). Human Resource Manage ment. Prentice Hall, London.
• Dimmock, C. (2012). Leadership in Education: Concept, Themes and Impact.
Routledge, New York.
• Leithwood, K., &Jantzi, D. (1999). Changing Leadership for Changing Times. Open University Press, London. • Lewls, T. (2012). Financial Management Essentials: A Handbook for NGOs.
• Mathis, R. L., & Jackson, J. H. (2010). Human resource management (13th ed.).
• Mukhopadhya, M. (2011). Total Quality Management in Education.Sage publicationsIndia Pvt. Ltd. New Delhi. • Nkomo, S. M., F ottler, M. D., & McAfee, R. B. (2010). Human resource
managementapplications: Cases, exercises, and skill builders (7th ed.).
• Pande, S., &Basak, S. (2012). Human Resource Management.Text and Cases.Amazon
Digital South Asia Services, Inc.
• Rayner, S. (2007). Managing Special and Inclusive Education.Sage PublicationsLtd.
London. • Senge, P. (2007). A Fifth discipline Resource. Schools that lead: Nicholas BrealeyPublishing, London. • Senge, P.M. (1994). The fifth Discipline; The Art & Practice of The Learni ngOrganization.Currency Doubleday, New York.
• Shapi, J. (N.K). Writing a Funding Proposal.
• Ulrich, D., &Brockbank, W. (2005). The HR Value Proposition. Boston: HarvardBusiness School Press. (ISBN -13: 978- 1591397076 or ISBN -10: 1591397073).
EDUCATIONAL TECHNOLOGY
Course Code: C 12(ii) Credits: 04
Contact Hours: 90 Marks: 100
Objectives
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After completing the course teacher educators will be able to
• Discuss roles of Educational Technologists in various contexts.
• Apply appropriate instructional strategies.
• Develop appropriate instructional media.
• Integrate suitable ICT effectively in teaching -learni ng-evaluation.
• Suggest suitable modality of instruction (Online, Blended, etc.).
Module 1: Educational Technology
1.1 Concept, Definition and Scope of Educational Technology
1.2 Need and Role of Educational Technologists in India
1.3 Growth of conceptual framework of Educational Technology: ET1, ET2, ET3 … 1.4 Systems Approach; Meaning, Scope and Components
1.5 Communication Process
1.5.1 Meaning and components
1.5.2 Models of communication: Simple, Osgood and Schramm, Gerbner’s mode
1.5.3 Inter action analysis: Equivalent Category System and Flander’s InteractionAnalysis
System
Module 2: Instructional Technology
2.1 Concept and Definition of Instructional Technology
2.2 Theories and Models of ISD: Dick & Carrey, Gagne, Kirk and Guftason 2.3 Steps in developing Instructional design :Learner analysis, Content analysis,
Deciding entry and terminal behaviour, Preparing test, Selection of method, Selection of media, Development of material, Tryout, Formative and summative evaluation
2.4 Methods & Mode ls Instructional designs for Large Group and Individual Instructions
2.5 Co- operative and Individual Learning Strategies for children with disabilities
Module 3 : Instructional and Interactive Learning
3.1 Interactive learning: concept, need and components
3.2 Instructional Media for children with Special needs
3.3 Interactive learning Material for children with disabilities
3.4 Development of Interactive learning Material
3.5 Integrating ICTs for children with special needs (e.g. Social Media, Collaborativ e tools
and techniques such as Blogging, ICT tools for research, bibliography, etc)
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Module 4: ICT For Inclusion
4.1 ICT for 21st century learning
4.2 Dilemmas and Realities about applications in ICT in inclusive education
4.3 Potentials of ICT in inclusive education -Access, equity, participation, Skill development
and life - long learning
4.4 ICT for teaching -learning
4.5 Role of ICT in curriculum transaction
Module 5: Recent Trends in Technology
5.1 Online Learning
5.2 Blended Learning
5.3 M -Learning
5.4 MOOC
5.5 OER
Course Work/ Practical/ Field Engagement ( Any three ) 1 credit
• Prepare an observation report of classroom teaching based on Flanders Interactionanalysis
• Prepare and plan an educational display on a bulletin board using charts,diagr ams, graphs,
posters, cartoons and comics
• Prepare a story board in any one unit of a subject for a child with disability• Present a research paper on appilcation of any one recent trend in inclusiveeducation
• Seminar on issues in application of ICT in i nclusive education
Suggested Readings
• Bhatt, B. D., & Sharma, S. R. (2003). Educational Technology concept and Technique
(Modern Education Series).Kanishka Publisher, New Delhi. • Diana, L. O. (2001). Multimedia – Based Instructional Design: Computer – Based
Training.Jossey – Bass
• Horton, W. (2001). Designing web -based Training.John Wiley & Sons. New Jersey.
• Kumar, K., Kumar, S. (2004). ICT Skill Development.GBD Publications, GurusarSadhar.
• Mukhopadhyay, M (1990). Educational Technology Challenging
Issues.SterlingsPublisher’s Pvt. Ltd. New Delhi. • Rosenberg, M.J. (2001). E -Learning. McGraw Hill, New York.
• Sallis, E., & Jones, G. (2002). Knowledge Management in Education London: KoganPage Ltd.
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• Santhosh, V. (2009). Information communications technology for teacher
education.Kanishka Publisher, New Delhi.
• Schank, R.C. (2001). Virtual Learning.McGraw Hill. London. • Shehzad, A. (2007). Teacher’s Handbook of Educational Technology. Anmol,PubishingPvt. Ltd., New Delhi.
• Singh, T. (2009). ICT Skill Development.Tandon Brothers, Ludhiana.
• Venkataiah, N. (2002), Educational Technology. APH Publication Corporation, New
Delhi.
GUIDANCE AND COUNSELING
Course Code: C 12 (iii) Credits: 04
Contact Hours: 90 Marks: 100
Objectives
After completing the course teacher educators will be able to
• State the basic concepts in Guidance &Counselling.
• Discuss Educational, Vocational and Personal Guidance.
• Describe testing devices and non -testing techniques of guidance.
• Analyze the problems faced by students in the contemporary world. • Discuss the problems faced by children with disabilities.
Unit 1: Educa tion and Career Guidance
1.1 Concept, principles, Objectives and need for guidance at various educational levels
1.2 Types of Guidance: Individual and group, Personal, Educational and Vocational
1.3 Career Development needs of students. Changing scenarios in a global world
1.4 Tests and Techniques for Guidance: Testing techniques (Aptitude, Interest,
Achievement & Personality) Non -testing techniques (Interview, Case study,observation,
Diary, anecdotal and commutative record)
1.5 Essential services in a scho ol guidance program
Unit 2: Vocational Guidance
2.1 Factors influencing choice of career
2.2 Theories: Vocational Choice, Vocational development and Career developmenttheories
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2.3 Assessment of Vocational maturity
2.4 Occupational information in Guidance
2.5 Guidance for students with disabilities.
Unit 3: Fundamentals of Counselling
3.1 Concept and nature of counselling 3.2 Scope and objectives of counselling 3.3 Stages of the counselling process
3.4 Counselling techniques
3.5 Ethical principles and issues
Unit 4: Group approaches in Vocational Counselling and Guidance
4.1 Types, areas and approaches of Counselling
4.2 Steps and skills in the counselling process
4.3 Advantages and Disadvantages of Group Guidance techniques
4.4 Essential services in school and community based guidance programs
4.5 Placement, research, evaluation services and Job study- i) Job description, ii)
Jobspecification, iii) Job analysis, iv) Job satisfaction
Unit 5: Assessment in Educational and Vocational Guidance and Counselling
5.1 Assessment of underachievement and challenges 5.2 Assessment of giftedness and special strengths 5.3 Career test construction, administration, scoring and interpretation
5.4 Crisis Intervention; Grief, relationships, depression, Academic, s tress, violence,abuse
5.5 Role of counsellor in the contemporary context
Course Work/ Practical/ Field Engagement ( Any three ) 1 credit
• Visit different Guidance Centres and write a report
• Review a film for counselling
• List the resources required and their optimum use in managing a school guidance
programme
• Develop a career choice assessment tool in view of personal characteristics of any
• Child with disabilities and available opportunities
• Prepare a brochure on career opportunities for childr en with different disabilities
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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 andActivities. Soujanya Books, New Delhi.
• Shah, A. (2008). Basics in Guidance and Counselling.Global Vision PublishingHouse. • Sharma, V.K. (2005). Education and Training of Educational and VocationalGuidance.Soujanya Books, New Delhi.
Suggested Readings
• Kapunan, R.R. (2004). Fundamentals of Guidance and Counselling. Rex PrintingCompany, Phillipines.
• Pal, O.B. (2011). Educational and Vocational Guidance and Counselling.SoujanyaBooks, New Delhi.
PART II DISSERTATION (D)
Total Credits: 14 Marks: 2 00
Dissertation will be compulsory for all regular students. The students will work under the
guidance of a recognised teacher of the University selected as per their choice . Students are
expected to complete the Dissertation work in four phases in four semesters.
Semester Work to be accomplished
I& II Understand basics of research and the need for conducting research
Read the previous dissertations
Review books, journals etc. to identify a suitable area/problem for
study
III Finalization of topic. Review of available literature in accordance with
the identified research problem /s. Preparing Pr oposal. Protocol
Presentation and ethical clearance
Submission of approved titles to the University through Head of the
College at the end of the semester
IV Continue review of related literature in accordance with the identified
research problem /s.
Start working on w riting Introduction, Review of literature and
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Methodology
Complete d evelopment /adaptation of tool/s , finalising the research
participants, obtaining consents
Complete data collection and data analysis.
Complete reporting the research in the form of dissertation.
Introduction, Review of Literature, Statem ent of problem,
Methodology, Results, Discussion, Summary & C onclusion
Thesis Submission to University before the completion of the academic
semester
.
PART III PRACTICAL COURSES (E)
SEMESTER I
Course Code: E1 Credits: 04 H ours: 120 Marks: 200
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A. Audiological , Speech Evaluation and Management at Different Levels
Sl.
No. Task s for
Teacher
Educators Settings Specific activities Hrs Marks Submiss -
ions
1 Observing
behavioural
audiological tests
in children below the age of 2 year Audiological
clinic • Behavioural Observation
Audiometry (2 children)
• Visual Reinforcement
Audiometry (2 children) 6 10 Journal
with
reflect -
ions
2 Observing
behavioural audiological tests
in children
between 2 to 5
years Audiological
clinic • Conditioned play
audiometry (2 children)
• Speech audiometry
(Closed -set testing) (2
children)
6
3 Observing
behavioural audiological tests
in children Audiological
clinic • Conditioned play
audiometry (2 children of
3 years and above)
• Speech audiometry: Open -set testing (2
children of 5 years and
above)
4 Observing
physiological and electro -
physiological
testing Audiological
clinic • Immittance audiometry (2
children)
• Otoacoustic emission (2 children)
• Auditory Evoked
potentials (2 children) 6 10
5 Observing
hearing aid trail and measurement
of outcome Audiological
clinic • Hearing aid selection
(digital and analogue)
(2 children each)
• Measurement of aided audiogram (2 children)
• Measurement of aided speech detection / identification (2 children) 12 10
6 Use aided
audiogram and
speech
identification
scores to make
recommendations Audiological
clinic • Making recommendations
regarding mode of training and educational
placement using aided
audiogram and Speech
audiometry (10 children 6 10
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in different age groups)
7 Listening training Audiological • Prepare lesson plans for
listening training for
children aged 2 years. (2
plans)
• Prepare lesson plans for listening training for children aged 5 years. (2
plans)
• Prepare lesson plans for
speech reading training
for children aged 6 years. 6 10
8 Screening for
hearing loss using
checklists Inclusive
school /
clinic • Administer a checklist
having signs and
symptoms of hearing loss
and behavioural
observation on primary
school children (20
children) 12 20
9 Troubleshooting
hearing aids Special
school • Carrying out Ling’s 6
sound test (2 children)
• Troubleshooting hearing
aids (2 children) 6 10
10 Room acoustics Special
school /
Inclusive
school • Suggesting modifications
for classroom acoustics to
optimize auditory and
visual reception of speech
(1 inclusive school and 1
special school). 6 10
11 Observing
phonation
evaluation Speech clinic • Evaluation of phonation
in normal hearing
children and CWHI (2
each) 6 10
12 Observing
articulation
evaluation Speech c linic • Evaluation of articulation
in normal hearing
children and CWHI (2
each) 6 10
13 Screening for
articulation
problems Special
school • Screening of articulation
of CWHI (4 children) 6 20
14 Measuring
intelligibility of speech Special
School • Measuring intelligibility
of speech of typically
developing children and
CWHI (6 each) 12 20
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15 Home training
and counseling Speec h &
Hearing
clinic /
Special
school /
inclusive
school • Based on the auditory,
speech and language
abilities of children,
prepare home training
activities (2 children)
• Counsel family regarding home training activities to
improve listening skills,
articulation and language. 6 20
16 Use of Apps for
Speech outcomes Clinic • Use of free downloadable
apps for measuring
outcomes of phonation and articulation of CWHI 6 10
17 Psychological
Assessment Clinic /
School • Observe, Undertake and
Interpret results of
psychological test on assessment of intellectual
functioning by using
Bhatia Battery / WISC -
Indian Adaptation. 12 20 Practi -
cal
record
SEMESTER II
Course Code: E2 Credits: 04 Hours : 120 Marks: 200
B. Language and Educational Evaluation
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Sl.
No. Task s for
Teacher
Educators Educationa
l settings Specific activities Hrs Marks Submissi
on
1 Compilation of
tools available
for educational
evaluation Educatio nal
assessment
centre/
clinic Collect different tools
available for evaluation of typically hearing children
and those with hearing
impairment 10 10 Journal
with reports
&
reflect -
ions
2 Case History Studying the case history of
5 CWHI with a special focus
on educational history of
parents , language and
biographic & educational
background of CWHI 5 10
3 Administration
of language
assessment
Tools Observe the administration
of language tests (2
standardized and 4 non
standardized ) on 5 children
and report the findings 10 10
4 Tools for
evaluation of CWHI in other
areas like
commu
nication,
socio -emotional
maturity Observe the administration
of two tests/checklist/rating
scale on CWHI at different
levels and report the
findings
Preschool -1 child
Primary -1 child 5 10
5 Tools for
scholastic
achievement
and literacy
achievement Observe the administration
of tests for assessing scholastic achievement and
literacy achievement at different levels
Preschool level -2 children
Primary -2 children 10 10
6 Observation of
Educational evaluation Observe the educational
evaluation of CWHI at different levels and study
the findings in different
areas -
CWHI below 5 years: ( 5 no.)
CWHI above 5 years: ( 5 no.) 10 10
7 Conducting
educational
evaluation Carryout the educational
evaluation of 5 CWHI
Preschool/Primary -3
Secondary- 2 20 40
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8 Tool
development Develop one tool for
assessment of language
/school subject 15 20
9 Development
of materials for literacy
development Develop materials for
developing pre reading and
pre writing skills 15 20
10 Lesson
planning Develop 3 lesson plans and
demonstrate any one model lesson plan 8 40
11 Psychological
Assessment Clinic /
School Observe, undertake and
interpret results of following psychological test:
A. Any test of assessing personality
B. Any test of assessing
occupational interest and
aptitude 12 20 Practi -
cal record
Total 120 200
PART IV FIELD ENGAGEMENT/ INTERNSHIP AS A TEACHER EDUCATORS (F)
SEMESTER III
Course Code: F1 Credits: 04 Hours: 120 Marks: 100
Sl.
No. Task s for
Teacher
Educators Educatio -
nal
settings Specific activities Hrs Marks Submi -
Ssion
1 Understanding
the
Organization Teacher
training institute
offering
diploma
/degree
teacher
training
programme Understanding the organization’s
vision, mission & its programs and
activities 6 5
Journal
with reports
&
reflect -
ions 2 Understanding
the operational
plans Study the calendar of activities,
schedules, distribution of work assigned to the teaching, clinical and
administrative staff. 14
3 Coordination
support Support the coordinator in
implementing the activities based on
the approved calendar of activities &
other schedule;
Observing the regul arity & punctuality 30 20
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of students ,
Supporting the students in filling up
examination forms and other
procedures of th e Institute / University
4 Teaching
support Assisting the faculty members in
planning & preparing the lectures
through PPTs & reference materials,
Demonstration of practical based activities, preparing TLM, assisting
faculty in supervising practical based
activities/lesson planning, undertaking
at practice teaching schools/clinical set
up 40 40
5 Library
support Supporting the students & faculty
members in identifying offline and
online resources including reference
books and journals 6 15
6 Mainstream /
General
school
placement Inclusive
school Visit a school and create awareness
about inclusive education of children
with disabilities through PPT and
prepare a report
Study the readiness ( facilitators & barriers )of the school in promoting
inclusive education through a tool 24 20
SEMESTER IV
Course Code: F2 Credits: 04 Hours: 120 Marks: 100
Field Engagement/ Internship as a Teacher Educator
Sl.
No. Task s for
Teacher
Educators Educati -
onal
settings Specific activities Hrs Marks Submi -
ssion
1 Coordination
support Support the coordinator in
implementing the activities based on
the approved calendar of activities &
other schedule;
Observing the regularity &
punctuality of students ,
Supporting the students in filling up
examination forms and other
procedures of the Institute /
University 10 10 Journal
with reports
&reflect
i-ons
2 Teaching Assisting the faculty members in 30 30
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support planning & preparing the lectures
through PPTs & reference materials,
Demonstration of practical based
activities, preparing TLM, assisting
faculty in supervising practical based
activities/lesson pla nning,
undertaking at practice teaching
schools/clinical set up
3 Learning
support Coaching support to weak performers
for achieving the content mastery 30 10
4 Library
support Supporting the students & faculty
members in identifying offline and
online resources including reference
books and journals 10 10
5 Evaluation
support Assist faculty in developing tests,
observing internal test/ examination
activities, evaluating class test papers
& reporting under faculty supervision.
Supporting the coordinator & faculty
members in compiling marks for
calculation of IA 10 10
6 Research
Support Preparing a research proposal for the
organization under guidance of
faculty based on their needs and
available resources. 30 30
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