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pdf 27 1 Syllabus Mumbai University by munotes
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PROPOSED CURRICULUM
Of
MASTER OF EDUCATION -SPECIAL EDUCATION (INTELLECTUAL DISABILITY)
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5 PROPOSED CURRICULUM
OF
MASTER OF EDUCATION -SPECIAL EDUCATION
(INTELLECTUAL DISABILITY)
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UNIVERSITY OFMUMBAI
MASTER OF EDUCATION -SPECIAL EDUCATION (INTELLECTUAL DISABILITY)
(CHOICE BASED CREDIT SYSTEM)
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UNIVERSITY OFMUMBAI
SYLLABUS FOR THE MASTER OF EDUCATION -SPECIALEDUCATION (INTELLECTUAL
DISABILITY)
M.Ed.Spl.Ed. (ID)
(Choice Based Credit System)
As per the NCTE Regulations 2014 Notification 346 dated 1.12.2014 and subsequent
letter No8 -A/Recog./Policy/2014 -RCI dated 28th
January 2015 and letter #7 -128RCI/2015
dated 15.5.2015 from Rehabilitation Council of India, New Delhi, the M.Ed. Special
Education (Intellectual Disability) program of two years. The said program is Choice Based
Credit System (CBCS). The programme compris es of four semesters and offers choice based
elective courses. The syllabus of M.Ed. Special Education (Intellectual Disability) is based on
the syllabus prescribed by the Rehabilitation Council of India (RCI).
The title of the programme is based on the Ga zette of India July 5, 2014(ASADHA 14, 1936)
notification of UGC
O. 6484
Title: Master of Education Special Education(Intellectual Disability)M.Ed. Spl. Ed.(ID)
Objectives of the program
The M.Ed. Spl. Ed.program supports three shared philosophical stance s underlying
longstanding tradition of preparing teacher educators as education leaders. These stances
include teaching as inquiry, teaching as curriculum making and teaching for social justice.
The objectives of the program are to:
Assist potential teache r educators to exert leadership in advocating and meeting
educational needs of children with disabilities in various settings
Offer special teacher educators the opportunity to develop specialized capacity
for leadership in curriculum, pedagogy and universal design
Build theoretical knowledge and skills in research methodologies and conducting research in
order to enhance education of children with disabilities in all settings.
O. 6485
Eligibility: Following candidates are eligible for admission:
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A candidate who has successfully passed B.Ed. Special Education (MR/ID) 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. a nd 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 (Mental
Retardation/Intellectual Disability) recognized b y the RCI with minimum 50% aggregate
marks.
OR
A candidate who has successfully passed the Integrated BA/BSc/BCom&B.Ed Special
Education with 50% aggregate recognized by the RCI with minimum 50% aggregate marks
R 9228 Duration: The duration of the prog ramme is of two academic years divided into four
semesters
Attendance: The minimum attendance of students will be as per Mumbai University
guidelines. However, for Practical & Field Engagement of the program the students have to
complete all course work wi thin the stipulated period.
R 9228 – A Studentintake
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 RCIguidelines
R 9229 Fees structure
The fees structure of the M.Ed.Spl.Ed. (ID) 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.
R……………….
Structure of the Pr ogram :
The entire programme of M.Ed.Spl.Ed. (ID) is of 80 cred its. Each credit is of 30 learning
hours. The programme of M.Ed.Spl.Ed. (ID) comprises of Part I, Part II, Part III & Part -IV.
(i) Part – I Theory will be offered in semesters I, II & III and comprises of 12
theory courses: 7 Core courses (A),4 Specialization courses (B) 1 skill based
optional course from the course basket (C), totaling to 48credits.
(ii) Part – II Dissertation(D) will be offered in IV and comprises of 16credits.
(iii) Part – III Practical (E) will be offered in semester I & II and comprises of 4
skill co urses having 8credits
(iv) Part -IV Field Engagement (F) will be offered in Semesters III & IV and
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9 comprises of 2 courses having 8credits
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10 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 Persons with
Intellectual Disability 4 20 80 100
B9 I Curriculum and Teaching
Strategies for Persons with
Intellectual Disability 4 20 80 100
E1 III Teaching Practice 4 200 Nil 200
Total 20 280 320 600
Semester – II
Course
No. PART Course Title No. of
Credits Maximum Marks
Internal External 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 Therapeutics and Assistive
Devices for Persons with
Intellectual Disability 4 20 80 100
E2 III Preparation and Administration
of Teacher Made Test 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 of Persons with
Intellectual Disability 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
D II Dissertation NIL NIL NIL NIL
F1 IV Internship as a Program
Supervisor/Manager 4 100 NIL 100
Total 20 200 300 500
Semester –IV
Course
No. PART Course Title No. of
Credits Maximum Marks
Internal( Based
on report)
Viva
Total
Internal External Internal Externa
l
D II Dissertation 16 50 50 50 50 200
F2 IV Field
Engagement/
Internship 4 50 Nil 50 Nil 100
Total 20 100 50 100 50 300
Remark: Internal external proportion pattern is 80:20 except two courses in project mode
which has 60:40 proportion.
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The internal assessment marks obtained by the candidates in Part -I, Part II, Part III
&Part IV in each semester shall be forwarded to the University by the Head of the
Institution / College
Thetopicofdissertationshallbeonaneducation/alliedfield.TheInstitute/Collegeshall
submitthetitlesofproposeddissertationworktotheUniversityinSemester -IIIforapproval.
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.
Dissertationwhensubmittedshallbeaccompaniedbyacerti ficatesignedbytheGuide 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 ofexamination.
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.
(i) EVALUATION OF DISSERTATION WORK : The concerned BOS of the
university will appoint external referee/s based on the number of dissertations
to be evaluated. One external referee should be appointed for 7 to 8
dissertations for evaluation. The viva voce of the dissertation will be held
jointly by the interna l and external examiners and marks will be awarded
jointly by them. The marks of each candidate will be forwarded to the
University.
(ii) R 9229 - A
Standard of Passing theExamination:
(i) A candidate will be declared pass when he/she has secured 50% in each course
(Internal&Externalseparatelywhereeverapplicable)ofPart -I,PartII,PartIII &Part
IV separately in all four semesters. However, the candidate has to pass the
internals of Part I & III separately for appearing Semester end Theory
examination of eachsemes ter.
(ii) The overall grade of the M. Ed.Spl. Ed. (ID) programme will be calculated on
the basis of total marks obtained in all four semesters. The grade marks and
grade points are asfollows:
Grades and Grade Points
Grade Points Grade Performance External
(Out of 80) Internal
(Out of 20)
10 O Outstanding 72 & above 18-20
9 A+ Excellent 64-71.99 16-17.99
8 A Very Good 56-63.99 14-15.99
7 B+ Good 52-55.99 13-13.99
6 B Above Average 48-51.99 12-12.99
5 C Average 44-47.99 11-11.99
4 D Pass 40-43.99 10-10.99
0 F Fail 39.99 and below 9.99 and below
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13 (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 ofMumbai.
ALLOWED TO KEEP TERM
( i) A student shall be allowed to keep term/s for consecutive semester/s irrespective of
number of courses of failure in earliersemester/s.
( ii) The result of semester IV shall be kept in abeyance until the student passes semesters
I, II &III.
( iii) Amaximumofthreeyears fromthedateofadmissiontotheprogrammeisallowedfor
programme completion. Number of attempts is limited to maximum 3 per course -
inclusive of the firstattempt.
( iv) A candidate failing in Part I can reappear for the examination without putting in
attendance for t he instructional hours of thatcourse/s.
( v) ForPart -II,VivavoceofDissertationwillbeconductedonlywhenthecandidatescore
50%oraboveintheinternal&externalreportofthecontentofdissertation. Incaseof failing
in the content, he/she has to modify the content of the di ssertation 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 has to
reappear only in the vivavoce.
( vi) If the candidate does not appea r for the semester end examinations fully or partially,
he/she will be considered as a failure candidate. However, he/she is eligiblefor
reappearing facility and his/her internal marks will be carriedforward.
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14 PART I CORE COURSES (A) DEVELOPMENTS IN
EDUCATION AND SPECIAL EDUCATION
Course Code:A 1 Credits: 04
ContactHours: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 includes various commissions and
policies and issues and trends in the field of education, special education and inclusive
educationinthenationalandinternationalcontextscoveringallaspectsofquantityandquality.
Objectives
After completingthe course teacher educators will be able to
Trace development of general and special education system (PwDs) inIndia.
Appreciate implications of recommendations made by the various Committees and
Commissions for educational (General and Special) developments inIndia.
Develop insight into the issues and challenges of present day educationsystem.
Understand important quality related issues which need to be taken into account for
revision/ development of new educationpolicy.
Module 1: An Overview of Development of Education System
1.1 Shaping of Education in Pre -Independence India
1.2 Shaping of Education in Post -Independence India
1.3 Emerging Education in India and in the Global Context
1.4 Perspectives of Education for the Persons withDisabilities
1.5 Constitutional Provisions a nd Directive Principles Related to Education and Special
Education
Module 2: Issues in Indian Education with Special Reference to Persons with Disabilities
2.1 Accessibility to School, Curriculum & Learning Resources and AttitudinalBarriers
2.2 Analysis of the St atus of Elementary & Secondary Education for All. (SSA,
RMSA,) and Issues for BridgingGaps
2.3 EnsuringEquityPrinciplesacrossDisabilities,Gender,Caste,SociallyDisadvantaged
Groups, Marginalized and their Specific EducationalProblems
2.4 ChallengesofSpecialEducation,Inclusion,SystemicReforms,ProvisionsandSupport
System, Public Private Partnership& NGO Initiatives
2.5 SupportSystemstoMeetDiverseLearningNeeds -Family,Community,School,Peer,
Administrative and ResourceSupport
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15 Modu le 3: Policies and Legislations 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 Act– 2016,National Trust Act, Biwako MillenniumFramework)
3.2 International Legislations for Special Education and International Organisations
(UNESCAP, UNCRPD, WHO, UNICEF, NESCO, UNDP, Action Aid,CBM)
3.3 National Policies (POA 1992, SSA, RMSA and RUSA) & Government Schemes
and Provisions for Persons withDisabilities
3.4 RoleofGovernmentalandnon -governmentalagenciesingeneralandspecialeducation
3.5 Currentissues –Identifications,Labelling,culturalandlinguisticdiversity&advocacy
Module 4: Quality Issues in Education
4.1 Indicators of quality related to teaching - learning strategies, classroom
environment, and StudentAssessment
4.2 Linking pedagogy with curriculum, contextualconstructivism
4.3 EnsuringstandardsinOpen&DistanceLearningsystem –Non-formaleducation,face -
to-face vs. Distancemode
4.4 Special and Inclusive education - Adopting flexible strategies for the acquisition
and use of inputs and monitoring performance in inclusive setup
4.5 Quality enhancement in service delivery and communityrehabilitation
Module 5: Current Trends and Future Perspective
5.1 Education as a development indicator, and enhancer of developmentindicators
5.2 Education for sustainable development & Right basedapproach
5.3 Internationalcurriculumframeworkinthelightofchangingprioritiesandinternational
perspectives
5.4 Education for conservation of environment and socialchange
5.5 Education for individual and nationaldevelopment
Course Work/Assignments( Any three)1 credit 30 hrs
Trace development of education in India duringpre -Independence
Identify Constitutional provisions ensurin g equity and protection of human rights as
well asnon -discrimination
Study factors influencing special education as a discipline inIndia
Identify quality related issues of your State and suggest strategies to addressthem
Transaction :
Lecture Method, Seminar, Group Discussion, Practical and Field work
Essential Reading
Sharma, R.A (2002): Teacher Education, International Pub. House, Meerut
Susan L. Gabel & Scot Danforth (2008) Disabolity and the politics of education: Peter Lang
Publishing
In, NewYork
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16 Jordern, Thomas E. The Exceptional Child, Ohio: Merril, 2007
Dubbey, S.N. (2001). Education Scenario in India – 2001. Authors Press.
Hegarty, S. &Alur, M. (Eds) (2002). Education and Children with Special Needs: From
Segregation to Inclusion. New Delhi: S age Publications
Singh, J. P. & Das, M. K. (2005. Disability development in India. New Delhi: Kanishka Publishers
SonuTrivedi (2005), a Handbook of International organization: Atlantic publishers and
distributors, New Delhi
Suggested Readings
Anand,C.L.et .al.(1993).TeacherandEducationinEmergingIndianSociety,NCERT,
NewDelhi.
Compendium of Schemes (2014). Department of Empowerment of Persons with
Disabilities,Ministry of Social Justice and Empowerment, Govt. ofIndia.
Education Commission. (1964 -1966). Minist ry of Education, Government of India,
NewDelhi.
Julka, A. (2014). Evaluation of the Implementation of the Scheme IEDSS in India.
Department of Education 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, NewDelhi.
Kumar, A. (2003). Environmental challenges of the 21stcentury, APH Publishing
Corporation, NewDelhi.
Mohanty, J., (1986). School Education in Emerging S ociety, sterling Publishers.
MacMillan, NewDelhi.
National Policy on Education (1986). Ministry of Human Resource Development.
Govt. of India, New Delhi.
NationalUniversityofEducationalPlanningandAdministration(2014).Educationfor All
Towards Quality with E quity: INDIA. NUEPA, NewDelhi.
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, NewDelhi.
Report of Core group on value orientation to education (1992). Planning commission,
Govt of India.
Salamatullah, (1979). Education in Social context, NCERT, NewDelhi.
School Education in India – Present Status and Future Needs (1986). NCERT, New
Delhi.
Seventh All India School Education Survey (2002). NCERT, NewDelhi.
UNDP (1996). Human Development Reports. Oxford University Press. NewYork.
UNESCO (2004). Education for All: The Quality Imperative. EFA Global Monitoring
Report.Paris.
UNESCO (2009). Report on Education for sustainabledevelopment.
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
learningachievementatprimarystage:Internationalperspec tives.NCERT.NewDelhi.
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PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Course Code:A 2 Credits: 04
ContactHours: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 knowledge within realistic
frames. This course would also be able to equip them to reflect and critique the co gnitive and
information processing.
Objectives
After completingthe course teacher educators will be able to
Explain the psychological principles and their application in specific context of
education and specialeducation.
Explain the principles and their implication for growth anddevelopment.
Critically analyse the process from the point of view of cognitivepsychology.
Explain role of motivation in learning, learning processes and theories ofpersonality.
Apply psychological aspects to teaching - learningsi tuations.
Module 1: Overview Educational Psychology
1.1 Nature and scope of educationalpsychology
1.2 Principles of educationalpsychology
1.3 Methods of EducationalPsychology
1.3.1 Observation
1.3.2 Experimental m ethod
1.3.3 Correlational
1.3.4 Clinical
1.3.5 CaseStudy
1.4 Applications of educational psychology to person withdisabilities
1.5 Contemporarytrends
Module 2: Understanding the Development of the Learner
2.1 Concept of Growth andDevelopment
2.2 Methods of studying development: Longitudinal, Cross -sectional, Cohortsequence
2.3 Physical, social, emotional, moral development, play and languagedevelopment
2.4 Cognitive Development: Piaget, Vygotsky andKohlberg
2.5 Factors affecting Growth andDevelopment
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18 Module 3: Cognition and Information Processing
3.1 Sensation, Perception andAttention
3.2 Memory - Nature and types, factors affectingmemory
3.3 Thinking: Concept Formation, Reasoning, Problemsolving
3.4 Intelligence: Nature, types, theories andassessment
3.4.1 Creativity
3.5 Individual differences and its educational implications for children withd isabilities
Module 4: Motivation, Learning and Personality
4.1 Concept, definition and theories ofMotivation
4.2 Classical and Contemporary Learning Theories: Behavioural, Cognitive andSocial
4.3 Concept, definition and principles of personalitydevelopment
4.4 PersonalityTheories -
4.4.1 Psychoanalytic -Freud & Neo -Freudians, Trait,Humanistic
4.4.2 Assessment ofPersonality
4.5 Implications in teaching -learning with reference to children withdisabilities
Module 5: Psychological Aspects of Teaching
5.1 Individualdifferencesincognitive andaffectiveareasanditseducationalImplications
5.2 Classroom climate, groupdynamics
5.3 Peer tutoring, co -operative learning, self -regulated learning
5.4 Teacher effectiveness andcompetence
5.5 Guiding children withdisabilities
Course Work/Assignments ( Any three)1credit 30 hrs
Plan and conduct a survey about attitudes/practices regarding one or more of the
following: children with disabilities, prenatal development, prenatal hazards, school
drop-out, motivation ofchildren
Conduct an experiment with Piagetia n methods of evaluating cognitive development
and submit areport
Analyze any autobiography to explain humandevelopment
Design a behaviour modification plan for a specificchild
Present information on cognitive styles and their effects onlearning
Transactio n
Lecture Method, Seminar, Group Discussion, Practical and Field work
Essential readings
Agarwal, I.J.C (1994). Essentials of Educational Psychology. Vikas Publishing
House,Pvt.Ltd., NewDelhi.
Chatterjee, S.K. (2000). Advanced Educational Psychology. Arunabhasen Books and
ALLIED(P) Ltd.,
Freud, S (1935). A general Introduction to psychoanalysis. Live right,New York.
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19 Mangal, S.K. (1997). Advanced Educational Psychology. Prentice Hall of India Pvt.,
Ltd., NewDelhi.
Maslow, A.M. (1954). Motivation and Personality. Harper Press, NewYork.
Morgan, C.T. (1961). Introduction to Psychology. McGraw Hill,NewYork.
Mussen, P.H., Conger, J.J., &Kagan, J.(1969). Child development and personality.
Harper & Row, NewYork.
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,NewDelhi.
Driscoll, P.M. (1994). Psychology of Learning for Instruction.Allyn&Becon,Boston.
Hurlick, E.B. (1992). Child Development.Mc Grow Hill, New York.
Joyce, M.,& Others (1992). Models of Teaching. Holt Rinehart and Winston,New
York. Bruce R. Joy ce (Author), Marsha Weil (Author), EmilyCalhoun
Lindgren, H.C. (1976) Educational Psychology in the Classroom. John Wiley,New
York.
Mildred,C.R.F.(1978).Infants,Children:TheirDevelopmentandLearning.GranHill,
New York. (Indian Reprint).
Panda, K.C. (1997). Elements of Child Development. Kalyani Publishers, NewDelhi.
Sharma, P. (1995). Basics on Development and Growth of a Child. Reliance
Publication, NewDelhi.
Slavin, E.R. (2003). Educational Psychology: Theory and Practice
(7thed.). Allyn&Becon,Boston.
Wilson, A.R.,Rockbeck, M.C.,& Michael, N.B. (1979). Psychological Foundations of
Learning and Teaching. Mc Grand Hill,NewYork.
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20 RESEARCH METHODOLOGY ANDSTATISTICS
Course Code:A 3 Credits:04
ContactHours:90 Marks: 100
Introduction
This course aims to develop within the student a temperament for scientific thinking and research. It
orients the student to the methods of conducting research, analysis of data, and enables him/her to
prepare research proposal and report subscribing to th e standard normsand criteria.
Objectives
After completingthe 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 ofresearch.
Apply statis tical techniques for analysis ofdata.
Undertake research based projectwork
Develop skills in developing projectproposals
Module 1: Scientific Knowledgeand Research 10 hrs
1.1 Sources and philosophy of knowledge
1.2 Scientific thinking and res earch
1.2 Role of theory in research
1.4 Need for research in Education and Special Education
1.5 Process & Ethics in research
PROJECT WORK: Describe ethics in research including Plagiarism in research and submit
the Reportwith Reflections (2 hrs, 4 marks)
Module 2: Types and Methodsof Research 8 hrs
2.1 Types& Methods of research
2.2 Review of Literature, Variables, objectives & Hypotheses
2.3 Sampling (quantitative and qualitative), Tools f or data collection& process of standardization
PROJECT WORK: Critically review any one research work done at Masters Level and
prepareaReportwithReflectionsonthetopicselected,objectivesframed,hypotheses/research
questions formulated, research method follo wed & Tool used (4 hrs,10marks)
Module 3: Methods of Quantitative Analysis 8 hours
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21 3.1 Different Parametric and non -parametric tests
3.2 Descriptive & Inferential Statistical tools and analysis
3.3 Computer applications for analysis, Tabulation and graphic representations
PROJECT WORK: Critically review and compare the statistical analysis
(quantitative)followedinanytworesearchworksdoneatMastersLevelandprepareadetailed report
with reflections (4 hrs , 10marks)
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 refle ctions 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 writing etc.(6 hrs , 10 marks)
Course Work/Assignments (Any three)1credit 30 hrs
Review the dissertation works of Master level students and list out an y 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, sampleselected
Review any 2 research work and study the process of tool development &
standardization proceduresfollowed
Develop a technical paper based on a topic of yourspecialization
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
throughvariables,hypothesisandtypeofdatacollectedinselectedresearchstudies.Evaluation may
be done by asking students to select and apply suitable statistical measure to a given set
ofdata.
Essential Readings
Agarwal, A.N. (2002). Quantitative Methods. Vrinda Publishing, NewDelhi.
Best, J.W., & Kahn, J.V. (1996). Research in Education. Prentice -Hall,NewDelhi.
Page 22
22 Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Academic
Press, NewYork.
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23 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).StatisticalMethodsforPracticeandResearch:AGuide to
Data Analysis Using SPSS. Sage Publishers, NewDelhi.
Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication,
London.
Grewal, P.S. (1990). Methods of Statistical Analysis. Sterling Publishers, NewDelhi.
Guptha, S. (2003). Research Met hodology and Statistical Techniques. Deep & Deep
Publishing, NewDelhi.
Hegde, M. N. (2003). Clinical research in communicative disorders. PRO -ED: Austin,
Texas
Khan, M.S. (2005). Educational research. Ashish Publishing House: NewDelhi
Koul, L. (1996). Meth odology of Educational Research. Vikas Publishing House,New
Delhi.
Potti, L.R. (2004). Research Methodology. Yamuna Publications,
Thiruvananathapuram.
Siegel,A.,&Castellen,N.J.(1988).NonParametricstatisticsforBehaviouralSciences.
McGraw -Hill, NewYork.
Silverman, D. (2012). Qualitative Research. Sage Publication, London.
Suggested Readings
Berg, B.L., & Lune, H. (2011). Qualitative Research Methods for the Social Sciences.
Pearson Publication,Boston.
Bogdan, R. C., &Biklen, S. K. (2007). Qualitative res earch for education: An
introduction to theory and methods (5th ed). Pearson,Boston.
Lipsey,M.W.(1990).DesignSensitivity:StatisticalPowerforExperimentalResearch.
Sage Publications, Newbury Park,CA.
Singh,A.K.(2004).TestsMeasurementandResearchMethodsinBehav iouralScience. Tata
McGraw -Hill Publishing, New Delhi.
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24 CURRICULUM DESIGN & DEVELOPMENT
Course Code:A 4 Credits: 04
ContactHours:90 Marks: 100
Introduction
Changes in society constantly demand new knowledge and skills and require the continuous
development of our educational system. This course will provide the trainee the foundational
know -how and theoretical underpinning of curriculum development from design and
implementation to evaluation and an informed and critical understanding about curri culum
differentiation
Objectives
After completingthe course teacher educators will be able to
Define and identify different components ofcurriculum.
Understand and analyse various approaches to curriculumdevelopment.
Explain and demonstrate curriculumdifferentiation.
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 curric ulum development: knowledge based, activity based, skill based
andexperience based
1.5 Historical and contemporary evolution of curriculum
Module 2: Approaches & Types of Curriculum Development 12hrs
2.1 Developmental Approach
2.2 Fu nctional 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
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25
Module4: Curriculum Development & Instructional Design 12 hrs
4.1 Diffe rentiation of Curriculum
4.2 Pedagogical Theories and curriculum transaction
4.3 Material and Instructional Adaptations
4.4 Assessment and Evaluation
Module 5: Critical Issues in Curriculum 12 hrs
5.1 Organisation of learning opportunities for diverse needs
5.2 Designing integrated and inter -disciplinary learning experiences
5.3 Collaborative curriculum
5.4 Alignment of curriculum and modes of assessment
5.5 Curricular trends
Course Work/Assignments ( Any three)1credit 30 hrs
Write a 2000 word essay describing a curriculum in action in an inclusiveschool
Adaptanyonelessonin collaborationwitharegularteacherwithinasecondaryschool text
book (using one of the approaches to curriculum development) to meet the needs of
children withd isabilities
Study any one curriculum of your choice and reflect uponit
Write an essay of the recent trends in curriculum followed at CBSE/ICSEschools
Transaction
Group discussion, lecture -cum-discussion, panel discussion, school visits and teaching
obser vations, 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, NewDelhi.
Alexander, R. J. (2001). Culture and pedagogy: International comparisons in primary
education. Oxford and Boston,Blackwell.
Daniels, H., &Goodland, J. (1979). Curriculum Enquiry the Study of Curriculum
Practices. McGraw Hill, New York.
Daniels, H., & Port er, 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 Deve lopment. Corwin Press, NewJersey.
Wiles, J.W., & Joseph, B. (2006).Curriculum Development: A Guide to Practice.
Pearson Publication,London.
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26
Suggested Readings
CIET(2006). The process of Making National Curriculum Framework -2005: A Video
documentary both i n Hindi and English, CIET,NCERT, NewDelhi.
Jacobs,H.H.(1997).MappingtheBigPicture:IntegratingCurriculumandAssessment K -12
(Professional Development). Association for Supervision & Curriculum
Development,Alexandria.
Westbrook, J., Durrani , N., Brown, R., Orr D., Pryor J, Boddy, J., &Salvi, F. (2013).
Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing
Countries. Final Report. Education Rigorous Literature Review. Department for
InternationalDevelopment.
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 Practice.
Prentice Hall, NewJersey.
Page 27
27 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
issuesandstrategiesfordevelopinginclusivelearningenvironments.Thiscoursewillpromote
collaborative sk ills in the trainees in order to address special learning needs in theclassroom.
Objectives
After completingthe course teacher educators will be able to
Explain the philosophical, sociological and rights perspective of inclusiveeducation.
Develop skills in using a wide range of tools, instructional strategies, and social
supports to assist students with disabilities learneffectively.
Develop the skills associated with inter -personal relationships, managing relations in
educational settings, problem -solving in educational settings, leadership and working
in teams to promoteinclusion
Module 1: Perspectives in Inclusive Education12 hrs
1.1 Historical perspective of Inclusive education globally and inIndia
1.2 Approaches to disability and service deliv erymodels
1.3 Principles of inclusiveeducation
1.4 Key debates in special and inclusiveeducation
1.5 Research evidence on efficacy and best practices associated with inclusiveeducation
Module 2: Covenants and Policies Promoting Inclusive Education - A Critique 12 hrs
2.1 International Declarations: Universal Declaration of Human Rights (1948), World
Declaration for Education for All(1990)
2.2 InternationalConventions:ConventionAgainstDiscrimination(1960),UnitedNations
Convention on Rights of a Child (1989), United Nations Convention of Rights of
Persons with Disabilities (UNCRPD) (2006), Incheon Strategy(2012)
2.3 International Frameworks: Salamanc a 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),NationalCurricularFramework(2005),NationalPolicyforPersons
with Disabilities(2006)
2.5 National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), Right to
PWDBill2016,NationalTrustAct(1999),SSA(2000),RTE(2009)andamendment 2012,
RMSA (2009), IEDSS(2013)
Module 3: Building Inclusive Schools 12 hrs
3.1 Identifying ba rriers to Inclusion - Attitudinal, Systemic andStructural
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28 3.2 Ensuring Physical, Academic and SocialAccess
3.3 Leadership and Teachers as Change Agents
3.4 AssistiveTechnology
3.5 Whole School Development and Universal design of learning
Module 4: Building Inclusive Learn ing Environments 12 hrs
4.1 ClassroomManagement
4.2 EffectiveCommunication
4.3 Promoting PositiveBehaviour
4.4 ReflectiveTeaching
4.5 Peer mediated instruction: Peer tutoring, Co -operativelearning
Module 5: Planning for Including Diverse Learning Needs 12 hrs
5.1 Collaborations: Models, mentoring, coaching,co -teaching
5.2 Adaptations and accommodations for sensoryimpairments
5.3 Adaptations and accommodations for children with multipledisabilities
5.4 Adaptations and accommodations for children with neuro -developmentaldisabili ties
5.5 Adaptations and accommodations for children with intellectual diversity (ID and gifted)
Transaction
Interactive course with discussion as well as field work to get first -hand experience of co -
teaching mainstream classrooms with children with disabil ity
Course Work/Assignments (Any three)1 credit 30 hrs
Study the impact of UNCRPD on RTE’s provisions for children withdisabilities
Reviewofresearchinanyoneareaininclusiveeducationandhighlightitsimplications for
thepractitioner
Develop a differentiated lesson with content, process, and products adapted to suit a
specificlearner
Implement the lesson plan above in a regular school using one of the models of
collaborative teaching. Write your reflections in ajournal
Essential Read ings
Clough, P., & Corbett, J. (2000). Theories of Inclusive Education. Paul Chapman
Publishing,London.
Constitution of India (1950). Article 41, Ministry of Law and Justice, NewDelhi.
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
practicesininclusiveschool.InstituteonDisability/UCE,UniversityofNewHampshire
Mukhopadhyay, S., & Mani, M. N. G. (2002). Ed ucation of Children with Special
Needs, in Govinda, R. (2002) (Ed) India Education Report. Oxford University Press,
NewDelhi.
Peterson, M., &Hittie, M. (2009). Inclusive teaching: The journey towards creating
Page 29
29 effective schools for all learners. Merrill, Ne wJersery.
Skidmore,D.(2004)Inclusion:TheDynamicofSchoolDevelopment,OpenUniversity
Press,Buckingham.
Villa, R. A., & Thousand, J. S. (2005) Creating An Inclusive School, Association for
Supervision and Curriculum Development. ASCD,Alexandria.
Wade, S. E. (2 000). Inclusive Education: A Casebook and Readings for Prospective
and Practicing Teachers. Lawrence Erlbaum Associates, NewJersery.
Suggested Readings
Berry,B.,Daughtrey,A.,& Weider,A.(2010).Teacherleadership:Leadingthewayto
effective teaching and learning. Centre for Teaching Quality, Washington,DC.
Carr, J. F., Herman, N., & Harris, D. E. (2005) Creating Dynamic Schools through
Mentoring, Coaching, and Collaboration. ASCD, Al exandria.
Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies:
Improving all students’ social lives and learning.Paul H. Brookes,Baltimore.
Kunc, N. (2000). Rediscovering the right to belong. In R. A. Villa & J. Thousand
(Eds.), Restructuring for caring and effective education: Piecing the puzzle
together Brookes. Baltimore.
Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies for
effective instruction. Prentice -Hall, NewJersery.
Odom, S. L., McCo nnell, S. R., Ostrosky, M., Peterson, C., Skellenger, A., Spicuzza,
R., Chandler, L. K., McEvoy, C. A., &Favazza, P. C. (1993). Play time/social time:
Organizing your classroom to build interaction skills. Communication Skill Builders,
Tucson,AZ.
UNESCO(19 94).TheSalamancastatementandframeworkforactiononspecialneeds
education.Paris.
Page 30
30 PERSPECTIVES IN TEACHER EDUCATION - IN-SERVICE AND
PRE -SERVICE
Course Code:A 6 Credits: 04
ContactHours: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
educationwouldpromoteskillsofdesigningandevaluatingcurriculumaswellascapacitiesin
transacting teacher training programs with essential inputs.
Objectives
After completingthe course teacher educators will be able to
Gain insight and understand development of Teacher Education with reference to
education of children withdisabilities.
Reflect on issues and problems related with teacher preparation for education of
children withdisabilities.
Familiar with responsibilities of different organisations in preparation of competent
teachers and critically examineit.
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 Concept, A ims and Objectives ofTE
1.2 Significance of TE inIndia
1.3 Types of TE: Pre -service and In -service; Continued development of Teacher as a
Professional
1.4 Structure of TE in India and Organizations/Agenciesinvolved
1.5 Factors influencing the practices in TE andquality
Module 2: TE and Education of Children with Disabilities 12 hrs
2.1 Early Initiatives in preparing teachers for children with disabilities inIndia
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
specialeducation
2.4 Changes in School Education for Children with Disabilities and its Impact onTE
2.5 Paradigm shift from Segregation to Inclusion Impacting TE
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31
Module 3: Pre -service TE in Education of Childr en with Disabilities 12 hrs
3.1 Changing scenario of teacher education curriculum and evolvingpriorities
3.2 Characteristics of TE framework developed by RCI, structure and organisation of
different components of TECurriculum
3.3 ComponentsofPre -serviceTE:overviewofco ursesatdifferentlevels,weightageof
course work andevaluation
3.4 Various components of TE curriculum and their transactional modalities
3.5 Organisation, transaction and evaluation of different components of TE curriculum
including school based practicum, andinternship
Module 4: Continued Teacher Development Program 12 hrs
4.1 Need and modalities for continuing professional development of a teacher
(Continuing Rehabilitation Education (CRE), Workshop, Seminar, Conferences,
Projects, Exchange programmes) and th eir advantages andlimitations
4.2 Structures and models of in -service teacher education -sub-district, district, State,
regional and national level organisations and their role, voluntaryefforts
4.3 Modes (face to face, distance modes, on line and mixed modes) and models
(induction, one shot, recurrent, cascade, multi -site, school based, and course work) of
in-serviceTE
4.4 Planning an in -service TE programme - preliminary considerations (purpose, duration,
size of group, activities andbudget)
4.5 Designingandorganizinganin -serviceTEprogramme -assessmentoftrainingneeds,
identifying essential components,guidelines
Module 5: Issues and Challenges in TE for Education of Children with Disabilities 12 hrs
5.1 Teacher motivation and working conditions; opport unities for professional
development
5.2 Organizing TE: Conventional versusODL
5.3 Collaboration/linkage between MHRD/NCTE andMSJE/RCI
5.4 Single disability versus cross disability approach in TE and addressing disability
issues in general educationcurriculum
5.5 ICT andT E
Course Work/Assignments ( Any three)1credit 30 hrs
Prepare a checklist/schedule to collect information about curriculum transaction either
in Diploma or B.Ed. in Special Education Courses in any Training Institute. Take
interview of at least 10 student teachers and analyse the data to suggest improvement
in quality oftraining
Prepare a checklist/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 impro vement in quality of
training and the need for in -servicetraining
Write a reflective essay on distance education in specialeducation
Carry out web search on global trends in teacher education programme and make a
Page 32
32 presentation
Transaction :
Group discussi on, lecture -cum-discussion, field visits.
Suggested Readings
NCTE(1998).PolicyPerspectivesinTeacherEducation:CritiqueandDocumentation,
NewDelhi.
Saxena,N.R.,Mishra,B.K.,&Mohanty,R.K.(1998).TeacherEducation,R -LallBook
Depot,Meerut.
Sharma, R.A. (2002). Teacher Education. International Publication House,Meerut.
Page 33
33 EDUCATIONAL EVALUATION
Course Code:A 7 Credits: 04
ContactHours:90 Marks: 100
Introduction
Educationisacontinuousprocesswhichbeginswithevaluationandendswithevaluation.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 wit h
disabilities. The course also takes the learners one step ahead by building an understanding of
the contemporary evaluation practices as well as programmeevaluation.
Objectives
After completingthe course teacher educators will be able to
Explain the key concepts of evaluation and describe the developments inevaluation.
Describe the scope of evaluation ineducation.
Describe the use of evaluation as an effective tool in teaching -learningprocess.
Describe the ways & means of evaluation of programmes.
Explai n the current trends in evaluation.
Module 1: Foundations in Evaluation 12 hrs
1.1 Concept of testing, measurement, assessment andevaluation
1.2 Difference between investigation, auditing, monitoring &evaluation
1.3 Principles ofEvaluation
1.4 Areas ofEvaluation
1.5 The evol ution of the evaluation function;i) Measurement/ comparison,Transparency/
accountability, ii) Understanding/ learning/ decision making/positiveaccountability
Module 2: Scope of Evaluation 12 hrs
2.1 Problem -solving anddecision -making
2.2 Positive accountability and excellence ineducation
2.3 Knowledge construction and capacity building oflearners
2.4 Organizational learning and change, and strategicplanning
2.5 Advocacy &communication
Module 3: Teaching -learning and Evaluation 12 hrs
3.1 Evaluation of le arning, 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 LevelLearning
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34
Modul e 4: Programme Evaluation& Review 12 hrs
4.1 Concept, need, goals andtools
4.2 Evaluation of instructionalprogrammes
4.3 Techniques of programmeevaluation
4.4 Reliability, validity and sensitivity in programmeevaluation
4.5 Reviewingoutcomes
Module 5: Current Trends in Evaluation12 hrs
5.1 Knowledge basedevaluation
5.2 Performance Based Evaluation: Role play, Concept maps
5.3 Authentic Evaluation: Interviews, Writing samples, Projects, Exhibitions, Reflective Journals
5.4 Self evaluation: Rubrics & Ratingscales
5.5 Exams: Online, On -demand, Take -home Power Tests & Openbook
Transaction
Lecture method, Lecture -cum-demonstration, Workshops on developing tools for
content and programmeevaluation
Course Work/Assignments (Any three)1credit 30 hrs
Observe and prepare a report on evaluation pra ctices at any two levels in (i) a
Mainstream and (ii) a Special school. Critically analyze the evaluationpractices.
Develop a format for self evaluation for teachers in special ormainstream.
Develop tools one each for Knowledge based, Performance based & Authentic
evaluation for children with disabilities studying in a class or a subject of yourchoice.
Prepare an open book test for VIIstandard
Essential Readings
Airasian, P.W. (1991). Classroom Assessment. McGraw -Hill, NewYork.
AmericanEducationalResearch Association,AmericanPsychologicalAssociation,and
National Council on Measurement and Education. (1999). Standards for educational
and psychological testing. Washington, DC: American Educational Research
Association.
AmericanFederationofTeachers,NationalCou ncilonMeasurementinEducation,and the
National Education Association. (1990). Standards for teacher competence in
educational 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, NewYork.
Hamayan, (1995). Approaches to alternative assessment. "Annual Review of Applied
Linguistics," 15,212 -226.
Headington (2003). Monitoring, Assessment, Recordin g, Reporting & Accountability.
II-Ed, David Fulton Pub. ,London.
Page 35
35
Hibbard,K.M.andothers.(1996).Ateacher'sguidetoperformance -basedlearningand
assessment. Alexandria, VA: Association for Supervision and Curriculum
Development.
Mathew, S. (2005). Evaluation: curricular strategies and adaptations for children with
hearing impairment. Kanishka: NewDelhi.
Mathew,S.&Mishra,A.(2010).Know ledgebasedevaluationofstudentswithhearing
impairment. Journal of NCED, 2(1),26 -33.
Mathew, S. (2010). Educational Evaluation .Curriculum and teaching strategies for
CWHI. MED SEDE (HI) Manual, IGNOU, NewDelhi.
Mehrens, W. A.,& Lehmann, I. J. (1991). Measurement and evaluation in psychology
(IVED). Harcourt Brace College Publishers, NewYork.
NSW syllabuses: Assessment for, as and of Learning. Retrieved from
syllabus.bos.nsw.edu.au/support.../assessment -for-as-and-of-learning on1 0.4.2015
Programme evaluation and review technique. Retrieved from
http://www.inc.com/encyclopedia/program -evaluation -and-review -technique -
pert.html on10.4.2015
School self-evaluation. http://www.education.ie/en/Schools -
Colleges/Services/Quality -Assurance/SSE -Primary -and-Post-Primary/School -Self-
Evaluation.html on 10.4.2015
School self-evaluation. Retrieved from http://schoolself -evaluation.ie/post -
primary/index.php/what -school -self-
evaluation/?doing_wp_cron=1429505616.9318289756774902343750 on10.4.2015
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) Assessingstudentsperformance.SanFrancisco:Jossey -Bass.
Suggested Readings
Braden, J. (20 01). 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. (1 998). 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 ofMichigan.
Fernandez, H. (2008). Knowledge based achievement of students with hearing
impairment on different types of assessment. Unpublished Master Dissertation,
University ofMumbai.
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, SanFrancisco.
Junaid, I.M.,& Muhammad, 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
Page 36
36
Linn. R.L, Baker, E. L., & Dunbar, S. B. (1991). Complex Performance based
assessment. Education al Researcher, 20(8),15 -21.
Mathew, S. (2010). Impact of Knowledge Based Evaluation on Achievement of
Students with Hearing Impairment: An Experimental Study. A PhD Thesis
(Unpublished), MJPRohilkhandUniversity.
Meyer, C.A. (1992) .What is the difference b etween Authentic and Performance
assessment? EducationalLeadership,49(8),39 -40
Mountain, A. (2005). Science assessment of deaf students: Considerations and
implications of state accountability. Measurements. MSSE Masters Project. Submitted
totheNationalTec hnicalInstitutefortheDeaf,RochesterInstituteofTechnology,New
York.
Musselman,C.R.,Lindsey.P.H.,&WilsonA.K.(1988).Anevaluationofrecenttrends 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 materialon
mastery of mathematical concepts related to time in children with hearing impairment.
Unpublished Master Dissertation, University ofMumbai.
Stiggins, R.J. (1994). Stud ent-Centered classroom assessment. MacMillan, New York
Tannenbaum,J.E.(1996).PracticalIdeasonAlternativeAssessmentforESLStudents.
ERIC Clearinghouse on Languages and Linguistics Washington DC, ERIC Identifier
ED395500,1 -6.
Page 37
37 PART I SPECIALIZATION COURSES (B)
Course
Code Title Credit Marks
B8 Identification, Assessment and Needs of
Persons with Intellectual Disability 4 100
B9 Curriculum and Teaching Strategies of Persons with
Intellectual Disability 4 100
B10 Adulthood and Family Issues of Persons with Intellectual
Disability 4 100
B11 Assistive Devices and services for Persons with
Intellectual Disability 4 100
Page 38
38 IDENTIFICATION, ASSESSMENT AND NEEDS OF CHILDREN WITH INTELLECTUAL DISABILITY
Course Code:B 8 Credits: 04
ContactHours:90 Marks: 100
Introduction
The course aims to develop an understanding of concept, etiology and characteristics of
Persons with Mental Retardation/ Intellectual Disability (PwID).T he said course would
also helplearnerstoappreciatetheroleofprofessionalstoaddresstheneedsofthesechildrenina
holistic manner using teamapproach.
Objectives
After completingthe course teacher educators will be able to
Understand the concept, etiology and characteristics of Persons with Intellectual
Disability (PwID).
Use appropriate instruments for assessment ofPwID.
DescribetheprogrammingneedsacrossdifferentagelevelsofPwID.
Utilize assessment information for educational programming, referral services and
placement.
Comprehend the emerging future needs ofPwID.
Module 1: Overview of Intellectual Disability 12 hrs
1.1 Evolution and development of concept of Intellectual Disability
1.2 Etiological factors of Intellectual Disability
1.2.1 Biological, environmental factors
1.2.2 Pre-natal, natal, post -natal causes
1.3 Classification of Intellectual Disability - Medical, Educational, Psychological criteria
for classification and issues and current practices in certification of Intellectual
Disability (Osmania University)
1.4 Characteristics of Intellectual Disability
IntellectualDisabilityandAssociatedConditions –Cerebralpalsy,Autism,
1.5 Sensory impairments, ADD, ADHD, Epilepsy
Module 2: Screening, Identification, Assessment and Diagnosis 12 hrs
2.1 Introduction to existing screening, identification and assessment / techniques trends in
the field of intellectual disability
2.2 Approaches and types of assessment
2.3 Methods and tools of assessment
2.3.1 Screening tools
2.3.2 Early identification
2.3.3 Developmental assessment tools: Bayley In fant Neurodevelopmental Screener,
Denver Developmental Screening, Test II (DDST -II), DST
2.3.4 Intellectual - various standardized assessment tools: Binet scales - Wecheler
scales, BKT, MISIC and other Indiantools
Page 39
39 2.3.5 Social and Behavioral Tools: Behaviour Assessment System for Children,
VSMS, BASIC -MR, BASAL -MR, Vineland Social Emotional Early Childhood Scales
(Vineland SEEC) .
2.3.6 Special educational – use of CRTs, construction, precautions to be taken for
development with reference to programming
2.4 Introduction to existing educational assessment tools – Upanayan (0 - 6 years), NIMH
– Aarambh (Early Childhood Special Education Inclusive Package), Indian
adaptationofportageguide,MadrasDevelopmentalProgrammingSystemsNIMH -
Functional Assessment Checklists for Programming (FACP) and other relevant tools
2.5 Implications of the above for Inclusion
Module 3: Identification of Needs 12 hrs
3.1 Infancy and Early Childhood; EI & Family involvement (NIMH – Family Based
Program Plan)
3.2 School age; placement alternative (special school, Resource Room, inclusive
classroom), Multidisciplinary team collaboration and role of special education teacher
3.3 Transition and career development –ITP(Individualized Transition Plan)
3.4 VocationalDevelopment;Employment,Types;emergingJobopportunity,Placement &
follow -up
3.5 Implications of the above for Inclusion
Module 4: Use of Assessment Information 12 hrs
4.1 Use of assessment information - Special Educational, Psychological, Therapeutic and
Vocational
4.2 Interp retation of assessment information to develop training goals
4.3 Use of Support Needs Assessment for Person Centered Planning
4.4 Writing of assessment report: for administrative purpose, for educational
Programming, for referral and for alternative placement
4.5 Implications of the above for Inclusion
Module5: Emerging and Future Issues 12hrs
5.1 Critical analysis of Human, Civic and Economic Rights
5.2 Citizen and Self -advocacy
5.3 Current Gender Issues - Socio Cultural and Economic
5.4 Quality of Life
5.5 Implications of the above for Inclusion
Course Work/ Practical/ Field Engagement ( Any One)1 credit 30hours
• To conduct assessment of PwID using appropriate assessmenttools
• To organize discussion program on role of a Special Educator in intervention from
Infancy toAdulthood
• To presentation a seminar on Community Based services forID
• To conduct orientation and sensitization program on disability issues for teachers,
parents, and community members and present areport
Page 40
40
Transaction
Lecture method,Lecture -cum-demonstration, Discus sion, Observation methods
Essential Readings
Baine, D. (1988). Handicapped Children in Developing Countries, Assessment,
Curriculum and Instructor. University of Alberta,Alberta.
Jeyachandaran, P., &Vimala, V. (2000). Madras Developmental Programming Syst em.
Vijay Human Services,Chennai.
King -Sears, H.E. (1994). Curriculum Based Assessment in Special Education. Singular
publishing Group, SanDiego.
Mittler, P. (1976). Psychological Assessment of Mental and Physical Handicaps.
Tavistock,London.
Myreddi, V., & Narayan, J. (2004). FACP – PMR, NIMH,Secunderabad.
Narayan, J. (2003).Grade Level Assessment Device for Children with Learning
Problems in Regular Schools. NIMH,Secunderabad.
Panda,K.C.(1997)EducationofExceptionalChildren.Vikas,NewDelhi.
Suggested Readi ngs
Overton, J. (1992) Assessment in Special Education. An Applied Approach. Macmillan,
NewYork.
Overton,T.(2000).AssessmentinSpecialEducation:AnAppliedApproach,3rdEd, Prentice
Hall Inc.Merril.
Pun,M.,& Sen,A.K.(1989)MentallyRetardedChildreninIndia.MittalPublication.
NewDelhi
Smith, D.D. (2004). Introduction to Special Education. Training in an Age of
Opportunity, 3rd Ed. Allyn&Becon.Boston.
Wehman.P.,&Kuegel.J.(2004).FunctionalCurriculum ,Pro-Ed.Austin.
Page 41
41 CURRICULUM AND TEACHING STRATEGIES FOR CHILDREN WITH
INTELLECTUAL DISABILITY
Course Code:B 9 Credits: 04
ContactHours:90 Marks: 100
Introduction
Having the foundations of curriculum design and approaches, the learners will find its
applicationswhilestudyinganddesigningthecurriculumforchildrenwithIntellectual Disabilities.
The course is especially design to add on the specialised curricular requirem ents of children
with Intellectual Disabilities and strategies in both special and inclusiveclassrooms.
Objectives
After completingthe course teacher educators will be able to
Explain the principles and approaches to curriculum development and instruction al
program.
DescribethevariousapproachesforteachingstudentswithIntellectualDisability.
Develop Curriculum for Pre -Primary, Primary, Secondary, Pre - Vocational and
VocationalLevel.
Use Instructional Program and methods in Inclusive Setups.
Use teaching strategies and TLMs forPwID.
Module 1: Curriculum Development 12 hrs
Paradigm shift in education: school, teacher, learner & curriculum for 21stcentury
1.1 Principles and Models of Curriculum development
1.2 Approaches to curriculum development –Child Centered, subject centered, problem
centered and Human relation centered
1.3 Instructional design –Concept Scope and Types
1.4 Curricular Adaptation, Accommodation andModification
1.5 Challenges and Impl ications for Inclusion
Module 2: Teaching Approaches 12 hrs
2.1 Developmental Approaches – Montessori, Floor time
2.2 Multi -sensory Approach – Fernald, Orton and Gillingham
2.3 Behavioral Approach – Applied Behavior Analysis(ABA)
2.4 CognitiveApproach –Meta -cognitiveTraining,CognitiveBehaviorManagement
2.5 Integration of above in Inclusive Classroom Context
Module 3: Models of Teaching 12 hrs
3.1 Concept Attainment Model (CAM)
3.2 Cognitive Developmental Model
3.3 Role Play
3.4 Direct Instructional Model
Page 42
42 3.5 3.5 Non -directive Teaching Model
Module 4: Curricular Domains & Levels 12 hrs
4.1 Motor
4.2 Language & Communication
4.3 Social & Self -care
4.4 Functional academics & Vocation
4.5 Leisure and Recreation
Module -5: Instructional Programs and Methods 12 hrs
5.1 Instructional planning (IEP & PCP) Individualized Instruction – Concept and Types
5.2 Group Education Plan: Concept and types
5.3 CollaborativeMethods -PeerTutoring,Co -operativeLearning&Teamteaching
5.4 Social Inclusion, Self Regulation, Community Living, Life SkillEducation
5.5 Universal design of Learning – Definition and Principles
Course Work/ Practical/ Field Engagement (any one )1 cr edit 30 hrs
TopresentareportonadaptionofcurriculumforastudentwithIntellectualDisability in
Inclusivesetting
Todevelopcurriculumforindependentlivingandpresentareport
To present a Seminar on any of the teachingapproaches.
To develop need based learning and f unctional aids forPwID
Transaction
Lecture cum demonstration, Self -learning &Workshop,Discussion
Essential Readings
Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instructor. University of Alberta,Alberta
Das, J.P., &Baine, D. (1978) Intellectual Disability for Special Educators. Springfield:
Charles C.Thomas.
John,W.,&Smith,R.(1971).AnIntroductiontoIntellectualDisability.McGrawhill
NewYork.
Kauffman, J.M., &Paynes, J.S. (1960) Intellectual Disability: Introduct ion and Personal
Perspectives. Charges &Merril,Columbus.
Longone, J. (1990) Teaching Retarders Learners: Curriculum and Methods for
ImprovingInstruction.Allyn and Bacon,Boston.
Narayan,J.,&Kutty,A.T.T.(1989)HandbookforTrainersoftheMentallyRetarded Persons.
Page 43
43 Pre-Primary Level. NIMH,Secunderabad.
Panda,K.C.(1997).EducationofExceptionalChildren.VikasPublishers,NewDelhi.
Pehwaria,R.,&Venkatesan,S.(1992).BehaviouralretardedChildren:AManualfor
Teachers. NIMH,Secunderabad.
Remington, B. (1991). The Challenge of Severe Mental Handicap. A Behaviour
Analytic Approach. Wiley, NewJersey.
Repp.A.C.(1983).TeachingtheMentallyRetarded.PrenticeHall,NewJersey.
Suggested Readings
Kauffman, J. M. (1988). Teaching Students with Learning and Behaviour Problems.
Merril PublishingCo.
Kirk, S.A., &Gallaghar, J.J. (1979). Educating Exceptional Children. Hoffton&
Mifflin.Boston.
Lewis, R.B., &Doorlag, D.H. (2010). Teaching Students with Special Needs in General
Education Classrooms. Pearson,Lo ndon.
Longone, J. (1990). Teaching Educable Mentally retarded Children. Allyn& Bacon,
Boston.
Mary, A. F. (1999). Curriculum and Teaching Strategies. Paul H. Brooks Publishing
Co.Baltimore.
Petersun, M.J., &Hitfie, M.M. (2003). Inclusive Teaching: Creating Effective Schools
For all Learners. Allyn&Becon.Boston.
West,C.K.,Farmer,J.A.,&Wolff,P.M.(1991).InstructionalDesign,Implications from
Cognitive Science. Prentice Hall, NewJersey
Page 44
44 ADULTHOOD AND FAMILY ISSUES OF PERSONS WITH INTELLECTUAL DISABILITY
Course Code:B 10 Credits: 04
ContactHours: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 Intellectual Disabilities. The
learners are expected to appreciate the need for planning adulthood towards 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 fam ily, community and
cultural issues through suitable interventional plan.
Objectives
After completingthe course teacher educators will be able to
Develop understanding of stages of development inadulthood.
Appreciate importance of family attitude andinvolv ement.
Understand the Gender, marriage and sexuality relatedissues.
Understand the disability issues related tocommunity.
Appreciate the importance of adulthood and familytraining.
Module 1: Human Growth & Development in Adulthood 12 hrs
1.1 Developmental stages andprinciples
1.2 Factors influencing natural development ofadults
1.3 Adulthood and Areas of development: Physical, Social, Cognitive, Language,
Emotional &Moral
1.4 Common adulthood problems in various areas ofdevelopment
1.5 Implications of the abo ve for CommunityInclusion
Module 2: Family and Adult with Intellectual Disability 12 hrs
2.1 Definition and concept of family
2.2 Types of family and attitude towardsPwID
2.3 Impact of Adult with ID on the Family
2.4 Family Adjustment and Coping skills
2.5 Family support, Go vernment Schemes and benefits
Module 3: Gender, Sexuality and Marriage Related Issues 12 hrs
3.1 Meaning & Concept of Sexuality and Marriage
3.2 Religious and Cultural effect on Sexuality and Marriage
3.3 Marriage & persons with intellectual disability: Myths & Facts
3.4 Sex Education
3.5 Adulthood relationship: physical, social and legal safety
Page 45
45
Module 4: Disability Issues – Community 12 hrs
4.1 Attitude of community towards Adults with ID
4.2 Factors affecting attitudes of community
4.3 Community related Issues - Aggression, Antisocial behaviour, Abuse and Social
discrimination of PwID
4.4 Creating Awareness related to community issues
4.5 Community involvement & Resource Mobilization
Module 5: Adulthood and Family Training 12 hrs
5.1 Family experiences of disability in the context ofageing
5.2 TrainingofAdults -PersonalCare,Social,Domestic,CommunityandLeisure
5.3 Services for PwID in urban and ruralareas
5.4 Independent living: Within family, Group home &Institution.
5.5 Parental Attitude andCounseling
Course Work/ Practical/ Field Engagement (any One)1 credit 30hrs
To conduct awareness and orientation programme on various adulthood issues for
parents
ToconductandprepareareportonawarenessprogrammesonvariousGovt.schemes and
benefits at locallevel
To con duct seminar on Sexuality, Marriage and Gender related issues of adults with ID
To assess and present a report on family needs andCounseling
To conduct sibling training programme and present areport
Transaction
Lecture -cum-demonstration, project, assignment, Inviting adultswith Intellectual Disabilities & their
parents to share their experiences & success stories.
Essential Readings
Basu,S.,Das,P.,&Chakravarty,I.(2007).FamilyLifeoftheDisabledAged,Ageing and
Society. Indian Journal of Gerontology,17 (3 & 4), 75 –81.
Blacher, J.(1984). Severely Handicapped Young Children and Other Families: Research
in Review. Academic Press Inc.,Ovlandio.
Blook,F.(1974).OurDeafChildren,MartinsPublishersLtd.London.
Cramer, H., & C arlin, J. (2008). Family Based Short Breaks (Respite) for Disabled
Children:ResultsfromtheFourthNationalSurvey.BritishJournalofSocialWork,38 (6),
1060 –1075.
Dale, N. (2000). Working with families of Children with Special Needs: Partnership
and Practice. B runner - Routledge. EastSussex.
Fewell, R., &Vadasy, P. (1986). Families of Handicapped Children: Needs and
Supports across the Life -span. Ro -ed Inc.Texas.
Findler,S.(2000).TheRoleofGrandparentsintheSocialSupportSystemofMothers
Page 46
46 ofChildrenwithaPhysicalDisability,FamiliesinSociety,81(4)70 –381.
Garginolo,R.M.(1985).WorkingwithParentsofExceptionalChildren:AGuidefor
Professionals, Houghton -Miffin,Boston.
Kashyap, L. (1991). Research on Families with Disabled Individuals: Review and
Implications,inUnitforFamilyStudies(Ed.)ResearchonFamilieswithProblemsin
India.Vol.II(pp.269 -289).TataInstituteofSocialSciences,Bombay.
Kashyap, L. (1996). Measurement Issues in Family Centered Social Work,
inBharat, .S. (Ed.) Family Measurement in India, Sage Publications. New Delhi.
Suggested Readings
Giffiths, M., &Russle, P. (Eds.) (1985). Working Together with Handicapped
Children:GuidelinesforParentsandProfessionals.SouvenirPress,London.
Glendinning, C. (1986). A Single Door: Social Work with the Fam ilies of Disabled
Children. Allen and Unwin Ltd.,London.
Grinker, R. (1971). They grow in silence: the deaf child and his family. National
Association of the Deaf,Maryland.
Hartman,A.(1979).FindingFamilies:AnEcologicalAssessmentinAdoption.Sage
Publications , BeverlyHills.
Hartman, A., & Laird, J. (1983) Family Centred Social Work Practice. The Free Press,
NewYork.
Hewett, S., Newson, J., &Newson, E. (1970). The Family and the Handicapped Child:
A Study of Cerebral Palsied Children in Their Homes. Allen and U nwin Ltd., London.
Hornby, G. (1994). Counselling in Childhood Disability: Skills for working with
Parents. Chapman and Hall,London.
Kashyap,L.(1986).TheFamily&AdjustmenttotheirHearing -ImpairedChild.The Indian
Journal of Social Work 47(1),28 -36.
Powell, T. H. (1985). Brothers and Sisters: A Special Part of Exceptional Families. Paul
Brooks,London.
Ross,A.(1972).TheExceptionalChildintheFamily.GruneandStratton,NewYork.
Page 47
47
Page 48
48 THERAPEUTICS AND ASSISTIVE DEVICES FOR INDIVIDUALS WITH
INTELLECTUAL DISABILITIES
Course Code:B 11 Credits: 04
ContactHours: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 envisages to arouse curiosity amongst lea rners about various
technological advancements and research and development in the said area.
Objectives
After completingthe course teacher educators will be able to
Gain knowledge about speech and language therapy.
Understand the meaning and interventions of physiotherapy.
Use occupational therapy for PwID.
Comprehend and apply behavioural techniques for interventions.
Select and use appropriate assistive devices for PwID
Module 1: Language Speech and Communication 12 hrs
1.1 Nature, Definition, S cope, functions and development of language, Speech and
Communication
1.2 Criticalperiodanditsimportanceinspeechandlanguagedevelopment
1.3 Modes of communication, (Aural, Oral, Finger Spelling, Sign and Sign Language,
Cued, Speech and TotalCommunication)
1.4 Types of speech and language disorders inPwID
1.5 Enhancingandintegratingspeechandlanguageintoclassroomcontext
Module 2: Physiotherapy 12 hrs
2.1 Physiotherapy – Nature, Definition, objectives, Scope andfunctions
2.2 ModalitiesusedinphysiotherapyforpersonswithIDanditsAssociatedConditions
2.3 Movements and postures of humanbody
2.4 Specific conditions and physiotherapy management – Cerebral palsy, Spina bifida,
Muscular dystrophy andPoliomyelitis
2.5 Integrating Physiotherapy into classroomcontext
Module 3: Occupational Therapy 12 hrs
3.1 Occupationaltherapy –Nature,Definition,objectives,Scopeandfunctions
3.2 ModalitiesofOccupationalTherapyforpersonswithIDwithassociatedCondit ions
3.3 HandFunctions –Typesofgrasps,grip,development,andeye -handcoordination
3.4 Sensory Integration – Nature, Development &Importance
3.5 Integrating Occupational therapy into classroomcontext
Page 49
49 Module 4: Behaviour Modification 12 hrs
4.1 Aim, scope and importance of BehaviourModification
4.2 Types of Behaviour – Adaptive andMaladaptive
4.3 Identification of Problem Behaviours, and FunctionalAnalysis
4.4 Strategies for Behaviour Modification and DifferentialReinforcement
4.5 Integrating Behaviour Modification in classroomcontext
Module 5: Assistive Devices 12 hrs
5.1 Definition,ImportanceandtypesofAssistiveDevicesforIndependentLiving
5.2 Differenttypesofassistivedevicesfor PwID
5.3 AssessmentofPWIDneedstoidentifytheappropriateassistivedevices
5.4 Selection&useofappropriateAssistiveDevicesforPWIDan dMaintenance
5.5 Schemes of MoSJE – ADIP Scheme, DDRS and SC/STscheme
Course Work/ Practical/ Field Engagement (any One )1 credit 30hrs
Tovisitanytwotherapycentersandprepareandsubmitareportonavailableclinical facilities
To present a case study on BehaviourModification.
TopresentaSeminaronRole&functionsofRCIandVariousSchemesofMoSJEfor PwID
ToPrepare/DesignappropriateadaptiveandassistivedeviceforPwID
Transaction
Self learning, Lecture -cum-demonstration & Workshops
Essential Readings
Antony, M.M., & Roemer, E. (2003). Behavior therapy. In A.S. Gurman& S.B.
Messer(Eds.),Essentialpsychotherapies(2nded.,pp.182 -223).Guilford,NewYork.
Breines, E (1990). Genesis of occupation: A philosophical model for therapy and
theory. Australian Occupational Therapy Jo urnal, 37(1),45 -49.
Colman, W. (1992). Maintaining autonomy: The struggle between occupational therapy
and physical medicine. American Journal of Occupational Therapy, 46, 63 - 70.
Hocking, C. (2004). Making a difference: The romance of occupational therapy. South
African Journal of Occupational Therapy, 34(2),3 -5.
McColl, M. A., Law, M., Stewart, D., Doubt, L., Pollack, N., &Krupa, T. (2003).
Theoretical basis of occupational therapy (2nd Ed). New Jersey, SLACK Incorporated.
O'Leary,K.D.,&Wilson.G.T. (1975).BehaviorTherapy:ApplicationandOutcome.
Prentice -Hall, NewJersery.
Peshwaria, R., &Venkatesan. S. (1992) Behavioural approach in teaching mentally
retardedchildren -AmanualforTeachers.NIMH,Secunderabad.
Robertson, D. (2010). The Philosophy of Cognitiv e–Behavioural Therapy: Stoicism as
Rational and Cognitive Psychotherapy. Karnac.London.
Yerxa, E. J. (1983). Audacious values: the energy source for occupational therapy
practice in G. Kielhofner (1983) Health though occupation: Theory and practice in
occu pational therapy. Philadelphia, FADavis.
Suggested Readings
Page 50
50
American Physical Therapy Association Section on Clinical Electrophysiology and
Wound Management."Curriculum Content Guidelines for Electrophysiologic
Evaluation"(PDF).EducationalGuidelines.Ameri canPhysicalTherapyAssociation.
Retrieved 29 May2008.
Clark, D. M., & Fairburn, C.G. (1997). Science and Practice of Cognitive Behaviour
Therapy. Oxford University Press. NewYork.
Lindsley, O., Skinner, B.F., & Solomon, H.C. (1953). "Studies in behavior therapy
(Status Report I)". Metropolitan State Hospital.Walthama.
Martin, G.; & Pear, J. (2007). Behavior modification: What it is and how to do it
(Eighth Edition). Pearson Prentice Hall, NewJersey.
O'Leary,K.D .,&Wilson,T.G.(1975).BehaviorTherapy:ApplicationandOutcome, 12 -14.:
Prentice -Hall, NewJersey.
Thorndike, E.L. (1911), "Provisional Laws of Acquired Behavior or Learning", Animal
Intelligence. The McMillian Company, NewYork.
Wolpe, J. (1958). Psychotheraphy by Reciprocal Inhibition. Stanford University
Press,California.
Page 51
51
PART -I: SKILL -BASED OPTIONAL COURSE BASKET (C)
ANY ONE
COURSE TITLE CREDIT MARKS
C12 (i) Educational Management 4 100
C12 (ii) Educational Technology 4 100
C12 (iii) Guidance and Counseling 4 100
Page 52
52 EDUCATIONAL MANAGEMENT
Course Code: C 12 (i)Credits: 04
ContactHours: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 conte nt 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 ofmanagement.
Describe the skills required for enhancing institutional quality for sustaineddevelopment.
Enumerate the skills required for capacity building of huma nresources.
Explain the skills needed to manage data for various information managementprocesses.
Preparecosteffectivebudgets,proposalsanddescribewaysofmanagingfinancialresources.
Module 1: Foundations in Educational Management 12 hrs
1.1 Definition & Concept: Management as an art, science, organization, person &adiscipline
1.2 Approachestomanagement;a)Classicalapproach,b)Humanrelationapproach,c)Systems
approach, d) Contingencyapproach
1.3 Principles & processes ofmanagement
1.4 Styles of management; autocratic, la issez -faire, transactional,contingency
1.5 Leader vs. Manager; rolecompetencies
Module 2: Total Quality Management in Education 8 hrs
2.1 Concept of Quality and issues in Quality management of educationalinstitutes
2.2 Educationalapplications
2.3 Assessment of educationalinstitutions
2.4 Strategic planning & Sustainabledevelopment
2.5 ImplementingTQM
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: HumanResourceManagement 8 hrs
3.1 Manpower planning, talent acquisition &management
3.2 Employee benefits, welfare & Performance appraisals systems - 360 degreeapproach
3.3 Training, development & capacitybuilding
3.4 Organisationalbehaviour; climate &culture
3.5 Individual & group dynamics, conflict management &negotiations
Page 53
53 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)
Module4: 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 disseminating data & usinginformation
4.4 Constituting indicat ors & data monitoringplans
4.5 Dissemination, distribution & publication ofdata
PROJECT WORK : Identify any one national agency for EMIS and study the activities in
terms of stake holders , tools for collecting , disseminating and publication of data. Submitthe
report with reflections (4 hrs , 10marks)
Module5: Financial Management 8 hrs
5.1 Need &Importance of financial management in educationalinstitutes
5.2 Basic concepts in accounting
5.3 Importance & types ofbudgeting
5.4 Resource mobilization &allocation
5.5 Proposal writing for funding in educationalinstitutes
Project work : Visit a special school and study the financial management in terms of (i)
budget,(ii) resource mobilisation& allocation to various activities. Submit the report with
reflections ( 4hrs , 1 0 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 educationalinstitution
Review performance appraisals from 2 educational institutions one e ach from ateacher
training college and other from specialschool
Suggested Readings
• Bhardwaj, K. S., (2014). Human Resource Development in Education.
PartridgePublication, Gurgaon.
• Bush,T.,& Paul,L.S.(2006).PrinciplesandPracticeofEducationalManagement.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 Managem ent. HimalayaPublishing
House Pvt. Ltd.,Mumbai.
Page 54
54 • Dessler, G. (2012). Human Resource Management. Prentice Hall,London.
• Dimmock, C. (2012). Leadership in Education: Concept, Themes
andImpact. Routledge, NewYork.
• Leithwood, K., &Jantzi, D. (1999). Changing Lea dership for Changing
Times.Open University Press,London.
• Lewls, T. (2012). Financial Management Essentials: A Handbook forNGOs.
• Mathis, R. L., & Jackson, J. H. (2010). Human resource management (13thed.).
• Mukhopadhya, M. (2011). Total Quality Management in
Education.SagepublicationsIndiaPvt. Ltd. NewDelhi.
• Nkomo, S. M., Fottler, M. D., & McAfee, R. B. (2010). Human resource
managementapplications: Cases, exercises, and skill builders (7thed.).
• Pande,S.,&Basak,S.(2012).HumanResourceManagement.TextandCases. AmazonDigital
South Asia Services, Inc.
• Rayner, S. (2007). Managing Special and Inclusive Education.SagePublicationsLtd.London.
• Senge,P.(2007).AFifthdisciplineResource.Schoolsthatlead:NicholasBrealeyPublishing,
London.
• Senge, P.M. (1994). The fifth Discipl ine; The Art
&Practice ofTheLearningOrganization.Currency Doubleday, NewYork.
• Shapi, J. (N.K). Writing a FundingProposal.
• Ulrich, D., &Brockbank, W. (2005). The HR Value Proposition. Boston: HarvardBusiness
School Press. (ISBN -13: 978 -1591397076 or ISBN -10:1591397073).
Page 55
55 EDUCATIONAL TECHNOLOGY
Course Code: C 12(ii) Credits: 04
Contact Hours: 90 Marks: 100
Introduction
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 developments in the said area.
Objectives
After completing the course teacher educators will be able to
• Discuss roles of Educational Technologists in variouscontexts.
• Apply appropriate instructionalstrategies.
• Develop appropriate instructionalmedia.
• Integrate suitable ICT effectively inteaching -learning -evaluation.
• Suggest suitable modality of instruction (Online, Blended, etc.).
Module1: Educational Technology 10 hrs
1.1 Concept, Definition and Scope of EducationalTechnology
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 andComponents
1.5 CommunicationProcess
1.5.1 Meaning andcomponents
1.5.2 Models of communication: Simple, Osgood and Schramm, Gerbner’smode
1.5.3 Interaction analysis: Equivalent Category Syste m and
Flander’sInteractionAnalysis System
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 Concept and Definition of Instructional Technology
2.2 Theories and Models of ISD: Dick & Carrey, Gagne, Kirk andGuftason
2.3 Steps in developing Instructional design :Learner analysis, Contentanalysis,
Deciding entry and terminal behaviour, Preparing test, Selection ofmethod,
Selection of media, Development of m aterial, Tryout, Formative and summative evaluation
2.4 Methods & Models Instructional designs for Large Group and IndividualInstructions
2.5 Co-operative and Individual Learning Strategies for children withdisabilities
PROJECT WORK : Develop an instructional desi gn for class I/II students for teaching a
subject of your choice based on module 2.3 ( 4 hrs, 10 marks)
Module 3: Instructional andInteractiveLearning 10 hrs
3.1 Interactive learning: concept, need andcomponents
3.2 Instructional Media for children with Specialneeds
Page 56
56 3.3 Interactive learning Material for children withdisabilities
3.4 Development of Interactive learningMaterial
3.5 IntegratingICTsforchildrenwithspecialneeds(e.g.SocialMedia,Collaborativetoolsand
techniques such as Blogging, ICT tools for research, bibli ography,etc)
PROJECT WORK : Develop an 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 centurylearning
4.2 Dilemmas and Realities about applications in ICT in inclusiveeducation
4.3 Potentials of ICT in inclusive education -Access, equity, participation, Skill development and life -
longlearning
4.4 ICT forteaching -learning
4.5 Role of ICT in curriculumtransaction
PROJECTWORK: Surveyandreportwithr eflectionsthevarioustechnologybasedproducts and
services available for deaf & hard of hearing ( 4 hrs, 10marks)
Module5: Recent Trends in Technology 8 hrs
5.1 Online Learning
5.2 BlendedLearning
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, 10marks)
Course Work/ Practical/ Field Engagement( Anythree) 1credit
• Review an observation report of classroom teaching developed based on Flanders
Intera ctionanalysis
• Prepare and plan an educational display on a bulletin board using charts, diagrams, graphs,
posters, cartoons andcomics
• Prepare a story board in any one unit of a subject for a child withdisability
• Present a research paper on appilcation of a ny one recent trend in inclusiveeducation
• Seminar on issues in application of ICT in inclusiveeducation
Suggested Readings
• Bhatt, B. D., & Sharma, S. R. (2003). Educational Technology concept andTechnique
(Modern Education Series).Kanishka Publisher, NewDelhi.
• Diana, L. O. (2001). Multimedia – Based Instructional Design: Computer – Based
Training.Jossey –Bass
• Horton, W. (2001). Designing web -based Training.John Wiley & Sons. NewJersey.
• Kumar, K., Kumar, S. (2004). ICT Skill Development.GBD Publications ,GurusarSadhar.
• Mukhopadhyay, M (1990). Educational
Technology Challenging Issues.SterlingsPublisher’sPvt. Ltd. NewDelhi.
Page 57
57 • Rosenberg, M.J. (2001). E -Learning. McGraw Hill, NewYork.
• Sallis, E., & Jones, G. (2002). Knowledge Management in Education London: Koga nPage
Ltd.
• Santhosh, V. (2009). Information communications technology for teacher
education.Kanishka Publisher, NewDelhi.
• Schank, R.C. (2001). Virtual Learning.McGraw Hill.London.
• Shehzad, A. (2007). Teacher’s Handbook of Educational Technology. Anmol ,PubishingPvt.
Ltd., NewDelhi.
• Singh, T. (2009). ICT Skill Development.Tandon Brothers,Ludhiana.
• Venkataiah, N. (2002), Educational Technology. APH Publication Corporation,NewDelhi.
Page 58
58
GUIDANCE AND COUNSELING
Course Code: C 12 (iii) Credits: 04
ContactHours:90 Marks: 100
Introduction
The project based course will assist learners to know about concept and processes ofguidance
and counseling The course also envisages to assist the learners in understanding the methods,
techniques and assessment to ols followed for guidance and counseling.
Objectives
After completing the course teacher educators will be able to
• State the basic concepts in Guidance& Counseling.
• Discuss Educational, Vocational and PersonalGuidance.
• Describe testing devices and non -testing techniques ofguidance.
• Analyze the problems faced by students in the contemporaryworld.
• Discuss the problems faced by children withdisabilities.
Unit 1: Education and Career Guidance 10 hrs
1.1 Concept, principles, Ob jectives and need for guidance at various educationallevels
1.2 Types of Guidance: Individual and group, Personal, Educational andVocational
1.3 Career Development needs of students. Changing scenarios in a globalworld
1.4 Tests and Techniques for Guidance: Testing te chniques (Aptitude,Interest,
Achievement & Personality) Non -testing techniques (Interview, Case
study,observation, Diary, anecdotal and commutative record)
1.5 Essential services in a school guidanceprogram
PROJECT WORK : V isit any one education guidance cent re and study the activities,
assessment techniques and tools used, Submit the report with reflections (2 hrs, 5
marks)
Unit 2: Vocational Guidance 8hrs
2.1 Factors influencing choice ofcareer
2.2 Theories: Vocational Choice, Vocational development and Careerdevelopmenttheories
2.3 Assessment of Vocationalmaturity
2.4 Occupational information inGuidance
2.5 Guidance for students withdisabilities.
PROJECT WORK : Visit ay one vocational guidance centre and study the activities
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59 assessment techniques and tools used, Subm it the report with reflections (4 hrs, 10 marks)
Unit 3: Fundamentals of Counseling 8 hrs
3.1 Concept and nature ofcounseling
3.2 Scope and objectives of counseling
3.3 Stages of the counselingprocess
3.4 Counselingtechniques
3.5 Ethical principles andissues
PROJECT WORK : Visit any one counseling centre and observe the counseling given to the
child and his/her parents by the counselor. Submit the report with reflections (4 hrs, 10
marks)
Unit 4: Group approaches in Vocational Counseling and Guidance 8 hrs
4.1 Types, areas and approaches ofCounseling
4.2 Steps and skills in the counselingprocess
4.3 Advantages and Disadvantages of Group Guidancetechniques
4.4 Essential services in school and community based guidanceprograms
4.5 Placement, research, evaluation services and Job s tudy- i) Job description, ii) Job
specification, iii) Job analysis, iv) Jobsatisfaction
PROJECT WORK : Visit a special/inclusive school and study the individual/group guidance
&counseling services offered to them. Submit the report with reflections ( 4hrs, 10 marks).
Unit 5: Assessment in Educational and Vocational Guidance and Counseling 8 hrs
5.1 Assessment of underachievement andchallenges
5.2 Assessment of giftedness and special strengths
5.3 Career test construction, administration, scoring andinterpretation
5.4 Crisi s Intervention; Grief, relationships, depression, Academic, stress,violence,abuse
5.5 Role of counselor in the contemporarycontext
PROJECT WORK : Visit a education/vocational guidance and counseling centre and study
the assessment report of any 5 candidates . S ubmit the report with reflections ( 4hrs, 10
marks)
Course Work/ Practical/ Field Engagement( Any three ) 1 credit
• Review a film oncounseling
• Listtheresourcesrequiredandtheiroptimumuseinmanagingaschoolguidanceprogramme
• Develop a career choice assessment tool in view of personal characteristics ofany
• Child with disabilities and availableopportunities
• Prepare a brochure on career opportunities for children with differentdisabilities
Essential Readings
• Naik, P.S. (2013). Counseling Skills for Educationists.Soujanya Books, NewDelhi.
• Nayak, A.K. (1997). Guidance and Counseling. APH Publishing,Delhi.
• Rao, V. K., & Reddy, R.S. (2003). Academic Environment: Advice, Counsel
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60 andActivities. Soujanya Books, New Delhi.
• Shah, A. (2008). Basics in Guidance and Counseling.Global VisionPublishingHouse.
• 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 Counseling. Rex
PrintingCompany, Phillipines.
• Pal, O.B. (2011). Educational and Vocational Guidance and
Counseling.SoujanyaBooks, NewDelhi.
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61 PART II DISSERTATION (D)
Total Credits: 14 Marks: 200
Dissertation will be compulsory for all regular students. The students will work under the
guidance ofa recognized teacher of the University selected as per their choice .Students are
expected to complete the Dissertation work in four phases in four semest ers.
Semester Work to be accomplished
I& II Understand basics of research and the need for conducting research
Read the previous dissertations
Review books, journals etc. to identify a suitable area/problem for
Study
III Finalization of topic. Review of available literature in accordance with the
identified research problem/s.Preparing Proposal. Protocol Presentation and
ethical clearance
Submission of approved titles to the University through Head of the
College at the end of the semester
IV Continue review of related literature in accordance with the identified research
problem/s.
Start working on writing Introduction, Review of literature and Methodology
Complete development /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, Statement of problem, Methodology, Results,
Discussion, Summary & Conclusion
Thesis Submission to University at the end of the academic semester
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PART III PRACTICAL COURSES (E)
SEMESTER I
CourseCode:E1 Credits: 04 Hours:120 Marks: 200 A. Teaching Practice
Each Teacher Educators is expected to prepare 8 lecture plans Lectures for classroom
teaching at Diploma (4) and Graduate (4) courses, out of them 2 will be ICT based one at
Diploma and one at Graduate All the lecture will be supervised by the concerned
practical coordinator. Each student trainee will be allotted 2 classes for peer observation.
Out of 8 lessons at least
onelecture withinnovativemethodsandone lecture withintegrationoftechnologyshouldbe
considered while selecting the lectures . Out of total 8 lectures , 6 will be guided and 2
will be submitted independently by the trainees for evaluation. Trainees have to submit
Teaching practice record along with the approved lecture plans with evaluation remarks
signed by the practical supervisor and course coord inator of the class taught. Final
lecture plan will jointly be evaluated by the external and internal examiners followed by
viva-voce.
Lectures 8 lectures 160 marks (20 marks per lecture)
Peer observation 04 – 40 marks report on format (10 marks per peer observation report)
Committee Recommendations:
Above motioned changes may be included
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SEMESTER II
CourseCode:E2 Credits: 04 Hours: 120 Marks: 200
Each Teacher Educators is expected to prepare and administer the TMT (04
TMT under different subject areas) under the guidance of a Supervisor. Student
Trainees are expected to submit 2 copies of typed report on the same in detail
consisting of conceptual background, rationale, methodology adopted in
preparation of TMT. Students must present the sa me in a seminar mode. The
performance will jointly be evaluated by the external and internal examiners
followed by viva -voce.
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PART IV -FIELD ENGAGEMENT/ INTERNSHIP AS A TEACHER EDUCATOR (F)
SEMESTER III
CourseCode:F1 Credits: 04 Hours:120 Marks: 100
Internship as a Teacher Trainer
Internship involves a compulsory placement with a teacher training
institute/college running courses of the specialization. Internship will be
organized for duration of four weeks. Each student trainee is expected to
teach10 lessons and do practical supervision to student trainees undergoing
training in Diploma/B.Ed. Spl. Ed. Level in topics from the respective
curriculum. The student has to undertake any such duties as assigned by the
Principal/Incharge/HOD of the teacher tr aining institute.
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SEMESTER IV
CourseCode:F2 Credits: 04 Hours:120 Marks:
100
Field Engagement/ Internship as a Program Supervisor/Manager
This part of internship involves associating with a field site relevant to the area
of specialization. Students will take up internships in organizations working in
the field of Intellectual Disability/Disability Rehabilitation for duration of four
weeks. These may include
Govt./Autonomousorganizations/NGOs,/CBRprojects/SpecialSchools/Inclusives
chools, etc. The internship should be guided by faculty supervisor of the
organization who should
focusonenablingthestudenttodeveloplinkagesbetween“Specialization -
requiredcourses” and “Specialization -elective courses”. The organisation of
internship may be conceived in such a fashion that the students get opportunities
to observe relevant activities in the fields such as:
1. Elicit information about organization and its structure.
2. Assess the organization with appropriate tool.
3. Write a comprehensive assessment report by analyzing and interpreting
the data collected as above
4. Write a report HR and Recruitment policy of the organization; performance
appraisal system.
5. Write a report funding and expenditure pattern
After completion of the internship, the marks will be submitted by the head of
the organisation as per format sent by the institute/college.
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