B.Ed. (Learning Disability) (LD) Introduction to Sensory Disabilities Syllabus - Mumbai University

Introduction

• The course is designed to provide a basic understanding to the student-teachers about the nature and needs of different types of sensory disabilities. It will also equip them in undertaking screening, planning and instructing students with sensory disabilities.

Objectives

After completing this course, the student-teachers will be able to:

• Name the different types of sensory impairments &its prevalence& describe the process of hearing & implications of various types of hearing loss
• Explain the issues & ways to address challenges in educating students with hearing loss
• Describe nature, characteristics & assessment of students with low vision & visual impairment
• Suggest educational placement and curricular strategies for students with low vision & visual impairment
• Explicate the impact of deaf-blindness & practices for functional development

Module 1: Hearing Impairment: Nature & Classification

• 1.1 Types of sensory impairments: Single (Hearing Impairment/ Hard of Hearing & Visual Impairment / low vision) & Dual sensory impairment (Deaf-blindness)
• 1.2 Importance of hearing
• 1.3 Process of hearing & its impediment leading to different types of hearing loss
• 1.4 Definition of hearing loss, demographics& associated terminologies: deaf/Deaf/deafness/ impairment/disability/handicapped
• 1.5 Developmental challenges arising due to congenital and acquired hearing loss

Module 2: Impact of hearing loss

• 2.1 Characteristics of learners with hearing loss and impact of different degrees of hearing impairment on communication
• 2.2 Language & communication issues attributable to hearing loss& need for early Intervention
• 2.3 Communication options, preferences & facilitators of individuals with hearing loss
• 2.4 Issues & measures in literacy development and scholastic achievement of students with hearing loss
• 2.5 Restoring techniques using human (interpreter) & technological support (hearing devices)

Module 3: Visual Impairment--Nature and Assessment

• 3.1 Process of Seeing and Common Eye Disorders in India;
• 3.2 Blindness and Low Vision--Definition and Classification;
• 3.2 Demographic Information--NSSO and Census 2011;
• 3.4 Importance of Early Identification and Intervention;
• 3.5 Functional Assessment Procedures.

Module 4: Educational Implications of Visual Impairment

• 4.1 Effects of Blindness--Primary and Secondary;
• 4.2 Selective Educational Placement;
• 4.3 Teaching Principles;
• 4.4 Expanded Core Curriculum--Concept and Areas;
• 4.5 Commonly Used Low Cost And Advanced Assistive Devices.

Module 5: Deaf-blindness

• 5.1 Definition, causes, classification, prevalence and characteristics of deaf-blindness
• 5.2 Effects and implications of deaf-blindness on activities of daily living & education
• 5.3 Screening, Assessment, Identification & interventional strategies of deaf-blindness
• 5.4 Fostering early communication development: Methods, assistive devices and practices including AAC
• 5.5 Addressing orientation, mobility & educational needs of students with deaf-blindness

Transactions

• Conventional lecturing, PPTs, Visits, Observations, class discussions Videos and Interactions with Students/adults with Disabilities, reflecting upon learnt knowledge.

Hands on Experience for Notional Hours: (Any Two): 30 hours 10 marks

• 1 Interact with 2-3 Deaf adults and reflect upon their preferences about communication methods
• 2 Make a poster on positive attitude towards sensory impairments.
• 3 Make a check list for identifying low vision in primary classes
• 4 Do web search on deafblindness and write an essay on strategies for developing daily living skills.

Essential readings

• Bradford, L. J. & Hardy, W.G. (1979). Hearing and Hearing Impairment. New York: Grune and Stratton
• Davis, H. & Silverman, S. R. (1970). Hearing and Deafness - Part I. Holt, London: Rinehart & Winston.
• Holbrook Cay M. & Koenig Alan. J (Eds.) (2000) Foundations of Education, Vol I: History and Theory of Teaching Children and Youths with Visual Impairments. (2nd ed):New York : AFB Press
• Handbook on Deafblindness (2005) Sense International India. Retrieved online on 24/4/2015
• Kauffman James M. & Hallahan Daniel P. (Ed) (2011) Handbook of Special Education. Routledge NY
• Kelley, P. & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments. Sydney: North Rocks Press.
• Lowenfeld, B (1973).Visually Handicapped Child in School and Society; American Foundation for the Blind; NewYork.
• Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired Infants – Support in the first eighteen months. London: Whurr Publishers Ltd
• Martin, F. N. Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston: Pearson Education. OR
• Martin, F. N. Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education.
• National institute for the Visually Handicapped.(2015). Information Booklet on Visual Impairment in India, Dehradun: Government of India.
• Nerbonne, M. A. & Schow, R.L. (2002). Introduction to Audiologic Rehabilitation. Boston: Allyn and Bacon. OR
• Nerbonne, M. A. & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation. 6th ed. Boston: Pearson Education.
• Northern, J. L. & Downs, M. P. (2002). Hearing in Children. (5th Ed.) Philadelphia:
• Williams & Wilkins
• Prescod, S. V. (1978). Audiology hand book of hearing disorders. New York: van Nostrand Reinhold Company.
• Sataloff, R. T. & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor & Francis
• Sims, L. G., Walter, G. G., & Whitehead, R. L. (1981). Deafness and Communication: Assessment and Training. Baltimore: Williams and Wilkins.
• Warren, D. H. (1994). Blindness and Children: An Individual Differences Approach. New York: Cambridge University Press

Suggested Readings

• Auditory-Verbal International (1991). Auditory-verbal position statement. Auricle 4:11-
• Harp, B. (2006). The handbook of literacy assessment and evaluation, (3rd Eds). Norwood, MA: Christopher-Gordon Publishers, Inc.
• Katz, J. (1985). Handbook of Clinical Audiology. (4th Ed.) Baltimore: Williams and Wilkins
• Loreman.T, Deppeler.J & Harvey.D (2005).Inclusive education- A practical guide to supporting diversity in the classroom.(2nd Eds.). U.K. Routledge
• Norris G, Haring & Romer L.T (1995). Welcoming Students who are deafblind to typicalclassrooms.U.S : Paul H Brookes
• Pandey, R. S. & Advani, L. (1995).Perspectives in disability and rehabilitation. New Delhi: Vikas Publishing house Pvt. Ltd.
• Proceedings from National Conference on Centenary for Work for the Blind in India(1987); All India Confederation of the Blind and Christoffel Blinden Mission; Delhi:R.K.Printers
• Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth. New York: American Foundation for the blind.
• Tucker, I. & Nolan, M. (1984).Educational Audiology. London: Croom Helm.
• Tye-Murray, N. (1998). Intervention plans for children. In Tye-Murray N. (Eds) Foundations of aural rehabilitation. San Diego: Singular. P381–413.