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B.Ed. (Hearing Impairment) Communication Options Manual Options Syllabus - Mumbai University

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.

Communication Options - Manual Options Syllabus.pdf
Semester 3 · 3 credits · 75 marks · 90 hours

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Syllabus for Communication Options - Manual Options

Semester 3 · 3 credits · 75 marks · 90 hours

Module 1: Understanding Deafness in Real Life Context

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

Module 2: Advance Understanding of Manual Options and Indian Scenario

  • 2.1 Use of Simcom and Educational Bilingualism an Indian Schools: Current Scenario
  • 2.2 Challenges, Prerequisites and Fulfilling Prerequisites
  • 2.3 Monitoring and Measuring Development of ISL/ISS in Students: Why and How
  • 2.4 Training and Guidance for Families on use of manual options: current options
  • 2.5 Tuning Mainstream Schools/Classrooms For Students Using Manual Communication: Do’s And Don’ts

Module 3: ISL Skill Development: Middle Order Receptive and Expressive Skills

  • 3.1 Practicing ‘Motherese’ (Tuning Language to Suit Young Children) and Age Appropriate Discourse with Children with Appropriate Language, Turn Taking and Eye Contact
  • 3.2 Practicing Natural Signing in Short Common Conversations
  • 3.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes
  • 3.4 Practicing Natural Signing in Discussing Emotions, Expansion of Ideas and Current Affairs
  • 3.5 Practicing identifying linguistic structures of ISL and 5 parameters of signs

Module 4: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills

  • 4.1 Insights into grammatical components: Learning to Express Gender, Number, Person, Tense, Aspect
  • 4.2 Insights into grammatical components: Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative and Negativization
  • 4.3 Practicing Sentence Types: Simple, Complex, Compound
  • 4.4 Observing Using ISL in Classrooms – Social Science / Science / Mathematics
  • 4.5 Basic understanding of native and not native ISL processing

Module 5: ISS Skill Development and Course Conclusions

  • 5.1 Practicing Markers (Local Language)
  • 5.2 Practicing Syntax in Conversations and Discussions
  • 5.3 Observing Using ISS in Classrooms for School Subjects
  • 5.4 Resource Mobilization for Skill Development / Training in manual options: (Organized Charity Sources, CSR, Fund Raising Events, Web Based Fund Raising)
  • 5.5 Reflections on the Course: From Theory to Practice to Initiating Change

Essential Readings

  • Communication Options and Students with Deafness. (2010). Rehabilitation Council Of India Publication
  • Heller, Robert. (1999). Managing Change. Dk Publishing: New York
  • ISS Learning Material and Dictionaries
  • Paul, Peter V. (2009). Language and Deafness. Jones And Bartlett: Boston
  • Teaching Learning Isl Material Developedat Ayjnihh, Mumbai, SRKV Coimbatore and d NISH, Trivandrum
  • Zeshan, Ulrike. (2000). Sign Language in Indo-Pakistan. John Benjamins Pub Co:Philadelphia
  • Akamatsu, C. T. & Armour, V. A. (1987). Developing Written Literacy In Deaf Children Through Analyzing Sign
  • Andrews, J. F., Winograd, P., & Deville, G. (1994). Deaf Children Reading Fables: Using Asl Summaries To
  • Bhasha Plsi Vol 38 Indian Sign Language(S). Editors: Tanmoy Bhattacharya Nisha Grover, Surinder Pk Randhawa. Orient Blackswan
  • Delhi. New Delhi: All India Federation Of The Deaf, 1981.
  • Directory of Rehabilitation Resources For Persons With Hearing Impairment In India. (2000)Ayjnihh Publication
  • Evans, L. (1982). Total Communication, Structure And Strategy. Washington Dc: Gallaudet College Press.
  • Ezell And Justice (2005). Programmatic Research On Early Literacy: Several Key Findings. Ies 3rd Annual Research Conference: American Speech Language & Hearing Association (Asha).
  • Frank, Smith (1985). Reading Without Nonsense. New York: Teachers College Press, 10027.
  • Ghate, Prabha (1996). Indian Sign System. Ayjnihh In-House Publication: Mumbai.
  • Ghate, R. A. (2009). Survey Of Teachers’ Opinion On Status Of Education Of The Deaf. Unpublished Report Of Rci
  • Heller, Robert. (1999). Effective Leadership. Dk Publishing: New York.
  • Huddar, Asmita. (Ed) Language and Communication. (2008) Dse Manuals. Rehabilitation Council Of India Publication
  • Indian Sign Language Dictionary. 2001. Coimbatore: Sri Ramakrishna Mission Vidyalaya
  • Johnson, R., Liddell, S., and Erting, C. (1989). Unlocking The Curriculum: Principles For Achieving Access In Deaf
  • Lewis, Rena B. & Doorlag, Donald H.(1999). (5 th Ed) Teaching Students with Special Needs in General Education Classrooms. Prentice Hall Inc. New Jersy. Printing Press.
  • Unpublished Dissertation And Thesis On Signing, Structure Of ISL And Its Impact On Education
  • Unpublished Dissertations And Thesis On Profiling Communication Options In Special Schools In India
  • Vasishta M., Woodward J, De Santis S. An Introduction To Indian Sign Language: Focus On
  • Vasishta, M.M., Woodward, J. De Santis, S. 1980. An Introduction To Indian Sign Language (Focus On Delhi). New Delhi: All Indian Federation of The Deaf.\\
  • Websites For Signed Dictionaries
  • Woodward, J (1993). "The Relationship Of Sign Language Varieties In India, Pakistan And Nepal". Sign Language Studies (78): 15–22.

Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.

The complete syllabus

This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.

PDF Bachelor of Education - Special Education (Hearing Impairment) Sem I to IV (from 2016-17) Choice Based syllabus, in force from 2016-17 Read full PDF Read
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