munotes®
Sign in
Home / Syllabus / Bachelor of Education Special Education (Intellectual Disability) / Semester 1 / Assessment and Identification of Intellectual Disability and Needs

Bachelor of Education Special Education (Intellectual Disability) Assessment and Identification of Intellectual Disability and Needs Syllabus - Mumbai University 2026

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Intellectual Disability), 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.

Assessment and Identification of Intellectual Disability and Needs Syllabus.pdf
Semester 1 · 3 credits · 75 marks · 90 hours

Loading syllabus...

Syllabus for Assessment and Identification of Intellectual Disability and Needs

Semester 1 · 3 credits · 75 marks · 90 hours

Printed in the syllabus as “ASSESSMENT AND IDENTIFICATION OF NEEDS OF INTELLECTUAL DISABILITIES”.

MU's list of courses and its Semester I scheme table both name this course Assessment and Identification of Intellectual Disability and Needs; the course heading inside the syllabus is printed as Assessment and Identification of Needs of Intellectual Disabilities.

Module 1: Intellectual Disability - Nature and Needs

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

Module 2: Assessment

  • 2.1 Concept, Meaning, Definition and Purpose of Educational Assessment.
  • 2.2 Methods of Assessment - Observation, Interview and Rating Scale
  • 2.3 Types and Approaches - NRT, CRT, CBA & Teacher Made Tests
  • 2.4 Areas of Assessment – Medical, Psychological, Educational, Behavioural & Ecological
  • 2.5 Documentation of Assessment, Result Interpretation and Report Writing – Implication of all the above for Inclusion.

Module 3: Assessment at Pre-School and School levels

  • 3.1 Importance of Assessment at Pre- School and School level.
  • 3.2 Developmental and Adaptive Behaviour Assessment.
  • 3.3 Assessment Tools at Pre-School level –Upanayan, Aarambh ,Portage, MDPS, FACP
  • 3.4 Assessment Tools at School Ages –MDPS, BASIC-MR, GLAD, Support Intensity Scale
  • 3.5 Documentation of Assessment, Result Interpretation and Report Writing – Implication of class level Assessment & its relation to Inclusion with resource support.

Module 4: Assessment at Adult and Vocational levels

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

Module 5: Assessment of Family Needs

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

Essential Readings

  • Baine, D. (1988). Handicapped Children in Developing Countries, Assessment,
  • Curriculum and Instruction. University of Alberta, Alberta,
  • Evans, P .& Verma, V. (Eds.) (1990) .Special Education. Past Present and Future.
  • Improving instruction. Boston : Allyn & Bacon
  • Longone, (1990). Teaching Retarded learners Curriculum and Methods for
  • Mental retardation, NIMH, Secunderabad.
  • Myreddi, V., & Narayan, J. (1998). Functional Academics for students with Mild
  • Myreddi, V., & Narayan, J. (2004). FACP – PMR, NIMH, Secunderabad.
  • Narayan, J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad
  • Narayan, J. (2003) Educating children with learning problems in regular schools
  • Narayan, J. (2003) Grade Level Assessment Device for Children with Learning Problems in Regular Schools, NIMH, Secunderabad
  • Narayan, J., Myreddi, V. Rao, S. (2002) Functional Assessment Checklist for NIMH, Secunderabad.
  • Overton, T. (1992). Assessment in Special Education: An Applied Approach. New Jersy
  • Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas
  • Repp, A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall The Faimer Press.York McMillan.
  • Myreddi, V., & Narayan, J. (1998). Functional Academics for students with mental retardation - A guide for teachers. Secunderabad: NIMH.
  • Narayan, & Kutty, A,T.T. (1989) .Handbook for Trainers of the Mentally Retarded persons Pre-primary level. NIMH, Secunderabad.
  • Narayan, J. (Ed.) (1999). School readiness for children with special needs. Secunderabad, NIMH.
  • Peshwaria, R., &Venkatesan. (1992) .Behavioural approach for teaching mentally retarded children :A manual for teachers, NIMH, Secunderabad
  • Polloway, E.A., & Patton, J.R. (1993). Strategies for teaching learners with special needs. New York: Macmillan Publishing Company.
  • Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. Mittal
  • Reliance.
  • .Romila, S. (1997) .School Readiness programme. New Delhi: NCERT
  • Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi
  • Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Retarded Children
  • Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
  • Van Riper, C.A. and Emerick. L. (1990). Speech Correction-An introduction to speech
  • Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.

Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Intellectual Disability), 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 (Intellectual Disability) Sem I to IV (from 2016-17) Choice Based syllabus, in force from 2016-17 Read full PDF Read
Report or request
Done!