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Bachelor of Education Special Education (Intellectual Disability) Inclusive Education Syllabus - Mumbai University

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.

Inclusive Education Syllabus.pdf
Semester 2 · 3 credits · 75 marks · 90 hours

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Syllabus for Inclusive Education

Semester 2 · 3 credits · 75 marks · 90 hours

Module 1: Introduction to Inclusive Education

  • 1.1 Marginalization versus Inclusion: Meaning & Definitions
  • 1.2 Changing Practices in Education of Children with Disabilities: Segregation, Integration& Inclusion
  • 1.3 Understanding Diversity in Classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity
  • 1.4 Principles of Inclusive Education: Access, Equity, Relevance, Participation & Empowerment, Natural proportion
  • 1.5 Barriers to Inclusive Education: Attitudinal, Physical & Instructional

Module 2: Polices & Frameworks Facilitating Inclusive Education

  • 2.1 Need and scope of policies and legislations
  • 2.2 International Conventions: Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006)
  • 2.3 International Framework: Biwako Millenium Framework of Action (2002), MDG, 2015
  • 2.4 : National Programs: SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013)
  • 2.5 : Future Constitutional Provisions: RPD Bill (Proposed), NPE (Draft 2016)

Module 3: Adaptations Accommodations and Modifications

  • 3.1 Meaning, Difference, Need & Steps
  • 3.2 Specifics for Children with Sensory Disabilities
  • 3.3 Specifics for Children with Neuro-Developmental Disabilities
  • 3.4 Specifics for Children with Loco Motor & Multiple Disabilities
  • 3.5 Engaging Gifted Children

Module 4: Inclusive Academic Instructions

  • 4.1 Universal Design for Learning: Multiple Means of Access, Expression, Engagement & Assessment
  • 4.2 Co-Teaching Methods: One Teach One Assist, Station-Teaching, Parallel Teaching, Alternate Teaching & Team Teaching
  • 4.3 Differentiated Instructions: Content, Process & Product
  • 4.4 Peer Mediated Instructions: Class Wide Peer Tutoring, Peer Assisted Learning Strategies
  • 4.5 ICT for Instructions

Module 5: Supports and Collaborations for Inclusive Education

  • 5.1 Stakeholders of Inclusive Education & Their Responsibilities
  • 5.2 Advocacy & Leadership for Inclusion in Education
  • 5.3 Family Support & Involvement for Inclusion
  • 5.4 Community Involvement for Inclusion
  • 5.5 Resource Mobilisation for Inclusive Education

Suggested Readings

  • Bartlett, L. D. and Weisentein, G. R. (2003).Successful Inclusion for Educational Leaders. New Jersey: Prentice Hall.
  • Chaote, J. S. (1991). Successful Mainstreaming.Allyn and Bacon
  • Choate, J. S. (1997).Successful Inclusive Teaching. Allyn and Bacon
  • Daniels, H. (1999) .Inclusive Education.London: Kogan.
  • Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities, Florida: Harcourt Brace and Company
  • Dessent, T. (1987).Making Ordinary School Special. Jessica Kingsley Pub.
  • Gargiulo, R. M. Special Education in Contemporary Society: An Introduction to Exceptionality.Belmont: Wadsworth.
  • Gartner, A. &Lipsky, D. D. (1997) Inclusion and School Reform Transferring America’s Classrooms,Baltimore: P. H. Brookes Publishers.
  • Giuliani, G. A. &Pierangelo, R. (2007) Understanding, Developing and Writing IEPs . Corwin press:Sage Publishers.
  • Gore, M. C. (2004) .Successful Inclusion Strategies for Secondary and Middle School Teachers, Crowin Press, Sage Publications.
  • Hegarthy, S. &Alur, M. (2002) Education of Children with Special Needs: from Segregation to Inclusion, Corwin Press. Sage Publishers
  • Karant, P. &Rozario, J. ((2003).Learning Disabilities in India.Sage Publications.
  • Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage Publications.
  • King‐Sears, M. (1994) Curriculum ‐ Based Assessment in Special Edcuation. California: Singular Publications.
  • Lewis, R. B. &Doorlag, D. (1995) Teaching Special Students in the Mainstream.4th Ed. New Jersey: Pearson
  • McCormick, Sandra.(1999)Instructing Students who Have Literacy Problems. 3rd Ed. New Jersey, Pearson
  • Rayner, S. (2007).Managing Special and Inclusive Education, Sage Publications.
  • Ryandak, D. L. &Alper, S. (1996) Curriculum content for Students with Moderate and SevereDisabilities in Inclusive Setting.Boston, Allyn and Bacon
  • Sedlak, R. A. &Schloss, P. C. (1986).Instructional Methods for Students with Learning and Behaviour Problems. Allyn and Bacon
  • Stow L. &Selfe, L. (1989) Understanding Children with Special Needs. London :Unwin Hyman.
  • Turnbull, A., Turnbull, R. Turnbull, M. Shank, D. L. (1995). Exceptional Lives: Special Education in Today’s Schools. 2nd Ed.New Jersey: Prentice‐Hall.Inc.
  • Vlachou D. A. (1997) Struggles for Inclusive Education: An ethnographic study. Philadelphia: Open University Press
  • Westwood P. (2006) Commonsense Methods for Children with Special Educational Needs ‐ Strategies for the Regular Classroom.4th Edition, London RoutledgeFalmer: Taylor & Francis Group.

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
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