1
UNIVERSITY OF MUMBAI
MASTER OF EDUCATION -SPECIAL EDUCATION
(HEARING IMPAIRMENT)
M.Ed.Spl.Ed. (HI)
(CHOICE BASED CREDIT SYSTEM )
2017 -18 ONWARDS
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UNIVERSITY OF MUMBAI
SYLLABUS FOR THE MASTER OF EDUCATION -SPECIAL EDUCATION
(HEARING IMPAIRMENT)
M.Ed.Spl.Ed. (HI)
( Choice Based Credit System)
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 Rehabilitation Council of India, New Delhi, the M.Ed. Spec ial Education
(Hearing Impairment) program of one year is revised to two years in the University of Mumbai.
The said program is Choice Based Credit System (CB CS). The programme comprises of four
semesters and offers choice based elective courses. It is i mplemented from academic year
2017 -2018. 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 programme is based on the Gazette of India July 5 , 201 4(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 candidate who has successfully passed B.Ed. (HI) / B.Ed. (Deaf) / B.Ed. (HH) / B. Ed.
Special Education (HI) regular/distance mode from a recognized University or any other
degree equivalent from an affiliating University and/ or Teaching Department under any
University recognized 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
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Attendance: The minimum attendance of students will be as per Mumbai University
guidelines. However, for Practical & Field Enga gement of the program the students have to
complete all course work within the stipulated period.
R----Student intake
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 ent ire programme of M.Ed.Spl.Ed . (HI) is of 80 credits. 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 skill based
optional course from the course basket (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
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Semester – I
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 40 60 100
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 20 300 300 600
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Semester – III
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
Skill -based Optional Course Basket (ANY ONE)
C12 (i) I Educational Management
OR
4
40
60
100
C12(ii)
I Educational Technology
OR
C12(iii)
I Guidance and Counseling
F1 IV Field Engagement/
Internship as a Teacher
Educator 4 100 NIL 100
20 200 300 500
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
20 100 50 100 50 300
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
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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.
Two copies of the dissertation submitted by the candidate (identity concealed) to the
Head of the Institute/College shall be forwarded to the University at the end 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 d issertation 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 Studies (BOS) of the Univer sity 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. The Head of the Dept of
Education of the concerned college will be the moderator for the dissertation and will
be physically present for the viva of all candidates. The marks assigned and moderated
will be considered final and forwarded to the University.
(ii) 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 appear ing 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 are as follows:
Grades and Grade Points
Letter Grade Marks Grade Point
O 1500 and above 7
A 1400 to 1499 6
B 1300 to 1399 5
C 1200 to 1299 4
D 1100 to 1199 3
E 1000 to 1099 2
F 999 and below 1
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(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 KE EP 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 s emesters
I, II & III .
(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 w ithout 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 ha s 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 w ill be carried forward.
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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.
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) development s 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 Developm ent of 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 Con stitutional Provisions and Directive Principles Related to Education and Special
Education
Module 2: Issue s in Indian Education with Special R eference to Persons with Disabilities
2.1 Accessibility to School, Curriculum & Learning Resources and Attitudina l 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 Specific 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,
Administrative and Resource Support
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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, Rights of Persons with
Disabilities Bill – 2016, National Trust Act, Biwako Millennium Framework )
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 RU SA) & Government Schemes and
Provisions for Persons with Disabilities
3.4 Role of Governmental and non -governmental agencies in general and sp ecial education
3.5 Current issues – Identifications, Labelling, cultural and linguistic diversity & advocacy
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 P erspective
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 facto rs 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
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• 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 Commission. (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.
• 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). Education 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: Interna tional perspectives. NCERT. New Delhi.
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PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Course Code: A 2 Credits: 04
Contact Hours: 90 Marks: 100
Introduction
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 m ethod
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
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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, theories 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
4.3 Concept, definition and principles of personality development
4.4 Personality Theories -
4.4.1 Psychoanalytic -Freud & Neo -Freudians, Trait, Humanistic
4.4.2 Assessment of Personality
4.5 Implications in teaching -learning with reference to children with disabilities
Module 5: Psyc hological 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 attitu des/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 effects 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.
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• Mangal, S.K. (1997). Advanced 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). Introduction 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.
• 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, New Delhi.
• 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) Educatio nal Psychology in the Classroom. John Wiley ,New
York.
• Mildr ed, 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). Psycho logical 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 the sta ndard 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 statistic al techniques for analysis of data .
• Undertake research based project work
• Develop skills in developing project proposals
Module 1: Scientific Knowledge and Research 10 hrs
1.1 Sources 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 Process & Ethics in research
PROJECT WORK: Describ e ethics in research including Plagiarism in research and submit
the Report with Reflections (2 hrs, 4 marks)
Module 2: Types and Methods of Research 8 hrs
2.1 Types & Methods of research
2.2Review of Literature, Variables , objectives & Hypotheses
2.3 Sampling (quantitative and qualitative) , Tools for data collection& process of
standardization
PROJECT WORK: Critically review any one rese arch work done at Masters Level and
prepare a Report with Reflections on the topic selected, objectives framed, hypotheses/research
questions formulated, research method followed & Tool used (4 hrs ,10 marks)
Module 3: Methods of Quantitative Analysis 8 hours
3.1 Different Parametric and non -parametric tests
3.2 Descriptive & Inferential Statistic al tools and analysis
3.3 Computer applications for analysis , Tabulation and graphic representation s
PROJECT WORK: Critically review and compare the statistical analysis
(quantitative) followed in any two research work s done at Masters Level and prepare a detailed
report with reflections (4 hrs , 10 marks)
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Module 4: Qualitative Research Methods and Analysis 6 hours
4.1 Qualitative methods, tools and analysis
PROJECT WORK: Critically review any one qualitative research work done at Masters
Level and prepare a report with reflections on the topic selected, objectives framed, type of
qualitative method followed , Tool used and analysis done( 6 hrs, 10 marks)
Module 5: Preparing Research Proposal & Report 6 hrs
5.1 Components of research proposal and its presentation
5.2 Writing a dissertation & a technical paper (quantitative and qualitative) for publication
PROJECT WORK: (i) Prepare and present a research proposal relevant to the specialization
field (ii) Review an article relevant to your field from an indexed journal and present focusing
on the topic selected , format followed, content, mechanics of writin g etc.( 6 hrs , 10 marks)
Course Work/Assignments (Any three) 1 credit 30 hrs
• Review the dissertation works of Master level students and list out any 10 topics of
study
• Review any five research work and identify the variables , hypotheses and research
questions
• Review any two research work and study the research method, sample selected
• Review any 2 research work and study the process of tool development &
standardization procedures followed
• Develop a technical paper based on a topic of your specialization
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. (19 96). 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 Methodology. 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, Lon don.
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 e d). Pearson, Boston.
• Lipsey, 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 desig n and
implementation to evaluation and an informed and critical understanding about curriculum
differentiation
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 12 hrs
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 Develo pment 12 hrs
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 12 hrs
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 Development
3.5 Universal Design of Learning for Curriculum Development
Module 4: Curriculum Development & Instruct ional Design 12 hrs
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 12 hrs
5.1 Organisation of learni ng 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 the recent trends in curriculum followed at CBSE/ICSE schools
Transaction
• Group discuss ion, 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. McGr aw 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 Practice.
Pearson Publication, London.
Suggested Readings
19
• 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. Depar tment for
International Development.
• Wiggins, G., &McTighe, J. (2005). Understanding by Design. Association for
Supervision and Curriculum Development , Alexandria .
• Wiles, J. W., &Bondi, J. C. (2010). Curriculum Development: A Guide to Pra ctice.
Prentice Hall, New Jerse y.
INCLUSIVE EDUCATION
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 le arning needs in the classroom.
Objectives
After completi ngthe 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 st rategies, and social supports to
assist students with disabilities learn effectively .
• Develop the skills associated with inter -personal relationships, managing relations in
educational settings, problem -solving in educational settings, leadership and working
in teams to promote inclusion .
20
Module 1: Perspectives in Inclusive Education 12 hrs
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 12 hrs
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 Conven tion 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), National Policy on Education (1986 ), Revised National Policy of
Education (1992), National Curricular Framework (2005), National Policy for Persons
with Disabilities (2006)
2.5 National Acts & P rograms: IEDC (1974), RCI Act (1 992), PWD Act (1995), Right to
PWD Bill 2016 , National T rust Act (1999), SSA (2000), RTE (2009) and amendment
2012, RMSA (2009 ), IEDSS (2013)
Module 3: Building Inclusive Schools 12 hrs
3.1 Identifying barriers to Inclusion - Attitudinal, Systemic and S tructural
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 12 hrs
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 12 hrs
5.1 Collaborations: Models, mentoring, coaching, co -teaching
5.2 Adaptations and a ccommodations 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 inte llectual diversity (ID and
gifted)
21
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. Writ e your reflections in a journal
Essential Readings
• Clou gh, P., & Corbett, J. (2000). Theories 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.
• Jorgensen, C. M., Mc Sheehan, 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) India 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 Development, 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 Ed ucation: 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. Cen tre for Teaching Quality , Washington, DC.
• Carr, J. F., Herman, N., & Harris, D. E. (2005) Creating Dynamic Schools through
Mentoring, Coaching, and Collaboration . ASCD, Alexandria.
22
• Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strate gies:
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., Ch andler, 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
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.
23
• 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) 12 hrs
1.1 Con cept, Aims and Objectives of TE
1.2 Significance of TE in India
1.3 Types of TE: Pre -service and In -service; Continued d evelopment 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: TE and Education of Children with Disabilities 12 hrs
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 12 hrs
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
3.5 Organisation, transaction and evaluation of di fferent components of TE curriculum
including school based practicum, and internship
Module 4: Continued Teacher Development Program 12 hrs
4.1Need and modalities for continuing professional development of a teacher
(Continuing Rehabilitation Ed ucation (CRE), Workshop, Seminar, Conferences,
Projects, Exchange 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, an d course work)
of in-service TE
4.4 Planning an in -service TE programme - preliminary considerations (purpose,
duration, size o f group, activities and budget)
24
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 Educatio n of Children with Disabilities 12 hrs
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 versu s 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 imp rovement
in quality of training
• Prepare a checklis t/schedule to collect information from employer about competency
ofaluminiof 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 n eed 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.
Suggested Readings
• NCTE (1998). Policy Perspectives in Teacher 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 .
25
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 t he learners one step ahead by building an understanding of
the contemporary evaluation practices as well as programme evaluation.
Objectives
After completi ngthe course teacher educators will be able to
• Explain the key concepts of evaluation and descr ibe the developments in evaluation .
• Describe the scope of evaluation in education .
• Describe the use of evaluation as an effective tool in teaching -learning process .
• Describe the ways & means of evaluation of programmes.
• Explain the current trends in evaluation .
26
Module 1: Foundations in Evaluation 12 hrs
1.1 Concept of testing, measurement, assessment and evaluation
1.2 Difference between investigation, auditing, monitoring & evaluation
1.3 Principles of Evaluation
1.4 Areas of Evaluation
1.5 The evolution of the evaluat ion function ;i) Measurement/ comparison, Transparency/
accountability, ii) Understanding/ learning/ decision making/positive accountability
Module 2: Scope of E valuation 12 hrs
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 12 hrs
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 L evel Learning
Module 4: Programme E valuation& Review 12 hrs
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 Revi ewing outcomes
Module 5: Current Trends in E valuation 12 hrs
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 Sel f 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
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.
27
• 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 standa rd
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
educati onal assessment of students. 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, Record ing, 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: curricular strategies and adaptations for children with
hearing impairment. Kanishka: New Delhi.
• Mathew, S. & Mishra, A. (2010). Knowledge based evaluation of students with hearing
impairment. 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: Assessment for, as and of Learning. Retrieved from
syllabus.bos.nsw.edu.au /support.../assessment -for-as-and-of-learning o n 10.4.2015
• Programme evaluation and review technique. Retrieved from
http://www.inc.com/encyclopedia/program -evaluation -and-review -techniqu e-
pert.html on 10.4.2015
28
• 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.org/ceecis/New_trends_Dev_EValuation.pdf on 16.4.2015
• Wiggins, G. (1993) Assessing studentsperformance.SanFrancisco:Jossey -Bass.
Suggested Readings
• Brade n, 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. ,& Muha mmad, D. N. (2002). Assessing nomadic children’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
assessme nt. Educational R esearcher, 20(8), 15 -21.
• Mathew, S. (2010). Impact of Knowledge Based Evaluation on Achievement of
Students with Hearing Impairment: An Exper imental Study. A PhD T hesis
(Unpublish ed), MJP Rohilkhand University.
• Meyer, C.A. (1992) .What is t he difference between Authentic and Performance
assessment? Educational Leadership,49(8),39 -40
• Mountain, A. (2005). Science assessment of deaf students: Considerations and
implications of state accountability. Measurements. MSSE Masters Project. Submitted
to the National Technical Institute for the Deaf, Rochester Institute of Technology, New
York.
29
• 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 , Univ ersity 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
30
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 .
31
Module 1: Audiological Assessment, Identification and A ddressing Needs 12 hrs
1.1 Overview and need of various audiologicalas sessment
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 ( auditory, speech reading vs manual
communication) based on aided performance (aided audiogram & speech
identification)
1.5 Recommendation of educational set -up (special, partial integration vs inclusive
education) based on aided performance (aided audiogra m & speech identification) as
one of the factors
Module 2: Speech Assessment, Identification and Addressing Needs 12 hrs
2.1 Overview of acoustics of speech; Classification of speech sounds based on major
acoustic cues
2.2 Compare and contrast speech dev elopment 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 speech
2.5 Need for use of regional language based speech assessment tests
Module 3: Language & C ommunication Assessment, Identification and Addressing
Needs 12 hrs
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’ d isability;
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 lang uages in early years: Neural reorganization; Access to age
appropriate language; Ease of intake; 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 12 hrs
4.1 Concept & principles of Educational Assessment
4.2 Scope & priorities in educational assessment
4.3 Method s, Techniques & tools for educational assessment & Reporting: Formal &
Informal
32
4.4 Outcomes of educational assessment: Identification, addressing educational needs;
linking with pedagogical decisions
4.5 Setting up of an educational assessment clinic/cent re: Need & Requirements (essentials
& Desirables)
Module 5: Team Approach in Assessment, Identification & Assessing Needs 12 hrs
5.1 Team Approach: concept & types (Multidisciplinary, Interdisciplinary and Trans -
disciplinary);
5.2 Role of various stakeholders: professionals, personnel, parent and the child;
5.3 Constitution of team with respect to CWHI: Considerations 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 langu age 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 , Observation 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 transitio n: Learning, monitoring and selection an international perspective. Oxford
Pergamon Press, London.
• Gronlund, N.E., & Linn, R. ( 1990). Measurement and evaluation in teaching (6th
Edition). Macmillan, 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.
33
• 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 (11th ed.). Pearson
Education. Boston.
• Martin, F.N., & Clark, J.G. (2009). Introduction to Audiology(10th ed.).Pearson
Education, Boston.
• Mathew, S. (2005). Evaluation: curricular strategies 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). Educational 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. Jour nal 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). Harc ourt Brace College. New York.
• Newby, H. A., &Popelka, 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 introduction (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 ident ification and intervention:
Discovering predictors 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.
34
• Hibbard, K. M., & others. (1996). A teacher's guide to performance -based learning and
assessment. Alexandria, VA: Association 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) Pediatr ic Audiology: Diagnosis, Technology and
Management. Thieme Medical Publishers, New York.
• Paul, P.V., & Whitelaw, G.M. (2011). Hearing and Dea fness: An Introduction for
Health and Education Professionals . Jones and Bartlett Learning, Boston.
• Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents.
Plural Publishing, San Diego.
• Yoshinaga -Itano, C. (2003). Universal newb orn hearing screening programs and
developmental 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), 116 1-1171.
CURRICULUM AND TEACHING STRATEGIES 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: Curricul ar Needs at Different Levels 12 hrs
35
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 Differen tial curricular needs of early and late intervened 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: Curric ular Adaptations 12 hrs
2.1 Bases of curricular adaptations & decision making
2.2 Step wise curricular approach and its adaptation
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 12 hrs
3.1 Relevance & Concept
3.2 Elements of differentiated instructions (Knowing the learner, assessing the learner,
school climate, instructional strategies, adjustable assignme nts)
3.3 Need assessment & Decision making
3.4 Learning pyramid
3.5 Mastery level learning
Module -4: Literacy Development & Teaching Strategies 12 hrs
4.1 Deafness & literacy issues;
4.2 Theories of literacy deve lopment 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 12 hrs
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 prac tices 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 curr iculum 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
36
Transaction
Lecture cum demonstration, Self -learni ng &Workshop ,Discussion
Essential Readings
• Armstrong,D. G. (1989). Developing & documenting the curriculum
.Allyn&Baccon ,London.
• Beane J. A. ,Toeepfen,C. F. , Allen, S. J. (1986). Curriculum planning & Development.
Allyn &Bacon,London.
• Gregory, S., Powers,P. , &Watson,S.( 1998).Issues in Deaf Education. David
&Fulton. London.
• Judy,W. (1998). Adapting 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 Disa bility 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. (2 000). Communication options. In J. Stokes (Ed.), Hearing impaired infants
– Support 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 Jers ey.
• Wallang, M. G. (2007). Sign Linguistics and Language Education for the Deaf: An
Overview of North -East Region. Academic Excelle nce,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.
37
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 pre paring them for
gainful employment .
• Describe communication, cultural and family issues to reflect in planning of services.
Module 1: Transition from Adolescence to Adulthood 12 hrs
38
1.1 Transition: Concept and challenges as perceived by D/deaf adolescents and their
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 barrier s, late 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
Module 2: Independent Living 12 hrs
2.1 Concep t 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 12 hrs
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 stream s
3.4 Career choices: job seeking skills and facing interviews
3.5 Work adjustment skills; Job related social skills
Module 4: Community& Cultural Issues 12 hrs
4.1 Diversity in DEAF WORLD
4.2 Comparison of Hearing world -Deaf world on culture and group id entity and
communication options
4.3 Legal issues regard ing 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 12 hrs
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 families with Deaf parents and hearing
children
39
5.4 Identifying family needs and Supporting towards resource mobilization, family
networking and facilitating availability of welfare schemes
5.5 Advo cacy at family and individual levels; Strategies
Course Work/ Practical/ 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
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 postsecond ary education to work, Winni peg.
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 Language Diversity and Deaf Experience .
Cambridge University Press ,New York.
Suggested R eading s
• Bowe F.G . (2003 ). Transition for deaf and hard of hearing stu dents: A blueprint for
change, Journal of deaf studies and deaf education 8(40;485 -93
40
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 required and used in
various interventional settings and also the schemes available to procure the individual aids
and appliances. The course also envisag es to arouse curiosity amongst learners about various
technological advancements and research and development 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 schools / clinics .
• Explain the present and future technologies, research developments and evidence based
practices facilitating the education of CWHI .
41
Module 1: Schemes & Service s for Individuals with Hearing I mpairment 12 hrs
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: Types, ava ilability, coverage and
quality
1.4 Delivery of services; Role of various stakeholders, planning, implementing,
colla boration, challenges a nd issues
1.5 Appraisal of services: Methods of measuring outcomes and suggesting plan of action
Module 2: Listening and Assistive Devices in Audiological M anagement 12 hrs
2.1 Hearing aids: Overview to hearing aids; Overview to electro -acoustic character istics
and need to study same ; Importance of ear moulds and its modifications
2.2 Cochlear Implant : Overview to cochlear implants; Candidacy; Need and importance
for regular mapping
2.3 FM system : Components, Functioning, Types, Advantages and disadvantage s
2.4 Induction loop systems & Hardwire systems: Components, Functioning, Types,
Advantages and disadvantages
2.5 Criteria for recommendation of one device over the other; Role of special educators in
measuring outcome of listening devices
Module 3: Assis tive D evices in Management of Language & C ommunication 12 hrs
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 12 hrs
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 Management 12 hrs
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
42
5.4 Research & Developments in Educational technology: national & 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 characteristi cs of 5 hearing aids and write a report
• Use social media to link with individuals with deafness 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 Tec hnology 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. T iger DRS Inc.
http://www.drspeech.com
• Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (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.
43
• Owens, R.E. (2012). Language development: An introduction (8th ed.). Pearson,
Boston.
• Owens, R.E. (2012). L anguage 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.
• 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. P lural
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 hearing 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. Thi eme
Medical Publishers, New York.
• Wong, L. H., & Louise, M. (2012). Evidence -Based Practice in Audiology: Evaluating
Interventions for Children and Adults with Hearing Impairment. Plural Publishing, San
Diego.
PART -I: SKILL -BASED OPTIONAL COURSE BASKET (C)
44
ANY ONE
COURSE TITLE CREDIT MARKS
C12 (i) Educational Management
4 100
C12 (ii) Educational Technology
4 100
C12 (iii) Guidance and Counselling
4 100
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 project based 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 enhancing 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 12 hrs
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
45
1.5 Leader vs. Manager; role competencies
Module 2: Total Quality Management in Education 8 hrs
2.1 Concept of Quality and issues in Quality management of educational institutes
2.2 Educational applications
2.3 Assessment of educational institutions
2.4 Strategic pl anning & Sustainable development
2.5 Implementing TQM
PROJECT WORK: Select any one tool available and assess any one educational institution
(special/inclusive school) and submit the report with reflections (4 hrs, 10 marks)
Module 3: Human Resource Management 8 hrs
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
PROJECT WORK: Visit any one special/inclusive school and study the employee benefits
, welfare activities and performance appraisal system followed. Submit the report with
reflections ( 4hrs, 10 marks)
Module 4: Educational Management Information Systems (EMIS) 8 hrs
4.1 Need, relevance and National agencies for EMIS
4.2 Internal & external stakeholders of EMIS
4.3 Tools & process for collecting and dissemina ting data & using information
4.4 Constituting indicators & data monitoring plans
4.5 Dissemination, distribution & publication of data
PROJECT WORK : Identify any one national agency for EMIS and study the activities in
terms of stake holders , tools for c ollecting , disseminating and publication of data. Submit the
report with reflections (4 hrs , 10 marks)
Module 5: Financial Management 8 hrs
5.1 Need &Importance of financial management in educational 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
46
Project work : Visit a special school and study the fin ancial management in terms of (i)
budget,(ii) resource mobilisation & al location to various activities. Submit the report with
reflections ( 4hrs , 10 marks)
Transaction
Lectures, Field visits, Self -study , project work
Course Work/ Field Engagement ( all) 1 credit 30 hrs
• 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 special school
Suggested Readings
• Bhardwaj, K. S., (2014). Human Resource Development in Education. PartridgeP ublication,
Gurgaon.
• 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. JaicoPublishingHouse, New
Delhi.
• Deshmukh, A.V., &Naik. A. P. (2010). Educational Management. HimalayaPublishing
House Pvt. Ltd., Mumbai.
• Dessler, G. (2012). Human Resource Management. Prentice Hall, London.
• Dimmock, C. (2012). Leadership in Education: Concept, Themes and Impact.
Rout ledge, 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.SagepublicationsIndiaPvt. Ltd. New Delhi.
• Nkomo, S. M., Fottler, M. D., & McAfee, R. B. (2010). Human resource
managementapplications: Cases, exercises, and skill buil ders (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.SagePublicationsLtd. London.
47
• Senge, P. (2007). A Fifth discipl ine Resource. Schools that lead: Nicholas BrealeyPublishing,
London.
• Senge, P.M. (1994). The fifth Discipline; The Art & Practice of
TheLearningOrganization.Currency Doubleday, New York.
• Shapi, J. (N.K). Writing a Funding Proposal.
• Ulrich, D., &Brock bank, 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
The project based course will assist learners to know about the foundations in educational
technology . The course also envisages to arouse curiosity amongst learners about various
technological advancements and development s in the said area.
Objectives
After completing t he 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 -learning -evaluation.
• Suggest suitable modality of instruction (Online, Blended, etc.).
Module 1: Educational Technology 10 hrs
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’sInteractionAnalysis
System
48
PROJECT WORK : Prepare an observation report of classroom teaching based on Flanders
Interaction analysis ( 2hrs , 5 marks)
Module 2: Instructional Technology 8 hrs
2.1 Con cept 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 & Models Instructional designs for Large Group and Individual Instructions
2.5 Co -operative and Individual Learning Strategies for chi ldren with disabilities
PROJECT WORK : Develop an instructional design for class I/II students for teaching a
subject of your choice based on module 2.3 ( 4 hrs, 10 marks)
Module 3 : Instructional and Interactive Learning 10 hrs
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, Collaborative tools and
techniques such as Blogging, ICT tools for research, bibliography, etc)
PROJECT WORK : Develop a n interactional learning material for primary class students
based on a unit of your choice ( 2 hrs, 5 marks) and submit the soft copy
Module 4: ICT For Inclusion 8 hrs
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
PROJECT WORK : Survey and report with reflections the various technology based products
and services available for deaf & hard of hearing ( 4 hrs, 10 marks)
Module 5: Recent Trends in Technology 8 hrs
5.1 Online Learning
5.2 Blended Learning
49
5.3 M -Learning
5.4 MOOC
5.5 OER
PROJECT WORK : Survey and list out the various online (i) educational programmes and
(ii) journals available pertained to rehabilitation field ( 4 hrs, 10 marks)
Course Work/ Practical/ Field Engagement ( Any three ) 1 credit
• Review an observation report of classroom teaching developed based on Flanders
Interaction analysis
• Prepare and plan an educational display on a bulletin board using charts, diagrams, 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 inclu sive education
• Seminar on issues in application of ICT in inclusive 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’sPvt. 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.
• 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,P ubishingPvt.
Ltd., New Delhi.
• Singh, T. (2009). ICT Skill Development.Tandon Brothers, Ludhiana.
• Venkataiah, N. (2002), Educational Technology. APH Publication Corporation, New
50
Delhi.
GUIDANCE AND COUNSELING
Course Code: C 12 (iii) Credits: 04
Contact Hours: 90 Marks: 100
Objectives
The project based course will assist learners to know about concept and processes of guidance
and counselling The course also envi sages to assist the learners in understanding the methods,
techniques and assessment tools followed for guidance and counselling .
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: Education and Career Guidance 10 hrs
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. Chan ging 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 school guidance program
PROJECT WORK : Visit any one education guidance centre and study the activities,
assessment techniques and tools used, Submit the report with reflections (2 hrs, 5 marks)
Unit 2: Vocational Guidance 8 hrs
2.1 Factors influencing choice of career
2.2 Theories: Vocational Choice, Vocational development and Career developmenttheories
2.3 Assessment of Vocational maturity
51
2.4 Occupational information in Guidance
2.5 Guidance for students with disabilities.
PROJECT WORK : Visit ay one vocational guidance centre and study the activities
assessment techniques and tools used, Submit the report with reflections (4 hrs, 10 marks)
Unit 3: Fundamentals of Counselling 8 hrs
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
PROJECT WORK : Visit any one counselling centre and observe the counselling given to
the child and his/her parents by the counsel lor. Submit the report with reflections (4 hrs, 10
marks)
Unit 4: Group approaches in Vocational Counselling and Guidance 8 hrs
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) Job
specification, iii) Job analysis, iv) Job satisfaction
PROJECT WORK : Visit a special/inclusive school and study the individual/group guidance
& counselling services offered to them. Submit the report with reflections ( 4hrs, 10 marks).
Unit 5: Assessment in Educational and Vocational Guidance and Counselling 8 hrs
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, Acad emic, stress, violence,abuse
5.5 Role of counsellor in the contemporary context
PROJECT WORK : Visit a education/vocational guidance and counselling centre and study
the assessment report of any 5 candidates . Submit the report with reflections ( 4hrs, 10 marks)
52
Course Work/ Practical/ Field Engagement ( Any three ) 1 credit
• Review a film on counselling
• List the resources required and their optimum use in managing a school guidance programme
• Develop a career choice assessment tool in vi ew of personal characteristics of any
• Child with disabilities and available opportunities
• Prepare a brochure on career opportunities for children with different disabilities
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 PrintingCompa ny,
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
53
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
resear ch problem /s.
Start working on w riting Introduction, Review of literature and
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 at the end of the academic semester
.
PART III PRACTICAL COURSES (E)
SEMESTER I
Course Code: E1 Credits: 04 H ours: 120 Marks: 2 00
A. Audiological , Speech Evaluation and Management at Different Levels
54
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
in different age groups) 6 10
7 Listening training Audiological • Prepare lesson plans for
listening training for 6 10
55
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.
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
15 Home training
and counseling Speec h &
Hearing
clinic / • Based on the auditory,
speech and language
abilities of children, 6 20
56
Special
school /
inclusive
school prepare home training
activities (2 children)
• Counsel family regarding
home training activities to
improve listening skills,
articulation and language.
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 Ho urs: 120 Marks: 200
B. Language and Educational Evaluation
Sl.
No. Task s for
Teacher
Educators Educationa
l settings Specific activities Hrs Marks Submissi
on
57
1 Compilation of
tools available
for educational
evaluation Educatio nal
assessme nt
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
8 Tool
development Develop one tool for
assessment of language
/school subject 15 20
58
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
of students , 30 20
59
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
60
2 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 pla nning,
undertaking at practice teaching
schools/clinical set up 30 30
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
114