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B.Ed. (Learning Disability) (LD) Vocational Training Transition and Job Placement Syllabus - Mumbai University

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Learning Disability), B.Ed. Spl. Ed. (LD), the two-year four-semester Choice Based Credit System course in force from the academic year 2016-17. It follows the syllabus prescribed by the Rehabilitation Council of India. It is the only syllabus the University has published for this course, and all four semesters are still examined on it.

Vocational-Training-Transition-and-Job-Placement.pdf
Specialisation skill-based optional (choose one) · Semester 3 · 3 credits · 75 marks · 60 contact hours · 30 notional hours

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Syllabus for Vocational Training, Transition and Job Placement

Specialisation skill-based optional (choose one) · Semester 3 · 3 credits · 75 marks · 60 contact hours · 30 notional hours

The University's own list of courses names this paper “Vocational Rehabilitation & Transition to Job Placement”, while the syllabus block below is headed “B 11 (F) VOCATIONAL TRAINING, TRANSITION & JOB PLACEMENT”. Both are the University's own wording for the same paper.

Objectives

  • After learning this content the trainees are expected to
  • Develop an understanding of vocational education & its relevance for PWD’s.
  • Carry out vocational assessment and make vocational training plan.
  • Plan for transition from School to job.
  • Identify various avenues for job placement.
  • Facilitate PWD’s in making choice of vocational trades.
  • Acquire the concept of independent living and empowerment.

Unit 1: Fundamentals & Assessment of Vocational rehabilitation

  • 1.1 Definition, meaning and scope of Vocational Education.
  • 1.2 Legislations, policies, agencies, schemes, concessions & benefits for PWDs with respect to employment.
  • 1.3 Approaches and models of Vocational training
  • 1.4 Assessment, Evaluation of Generic skills & specific job skills using various tools.
  • 1.5 Approaches & Principles of vocational assessment.

Unit 2: Vocational Transition & Curriculum Planning

  • 2.1 Concept, meaning, importance of Transition
  • 2.2 Vocational transition models.
  • 2.3 Transitional Planning at Pre vocational & post vocational level.
  • 2.4 Development of Individualized Vocational Transitional Plan.
  • 2.5 Development of Vocational Curriculum.

Unit 3: Process of Vocational Rehabilitation & Placement

  • 3.1 Types of Employment Settings.
  • 3.2 Process of Job Placement & Creation of Need based employment settings.
  • 3.3 Adaptations, accommodation, Safety skills and First Aid.
  • 3.4 Self Advocacy & Self Determination skill training
  • 3.5 Equal opportunities and attitudes towards persons with disabilities

Transactions

  • Conventional lecturing, PPTs, Visits, Observations, class discussions, Videos, reflecting upon learnt knowledge.

Hands on Experience for notional hours (ANY TWO) 30 hours 10 marks

  • 1 Review 2-3 curriculums on any vocational skill/s and write reflections.
  • 2 Observing Administering any vocational assessment tool on 2 individuals and submitting report with reflections.
  • 3 Visit to any vocation Institution and submit report with learning points.

References

  • Kutty A.T. &. Rao L.G, (2001) Transition of Persons with Mental Retardation from School to Work – A Guide, NIMH Publications, Secunderabad.
  • Kutty A.T. &. Rao L.G, (2003), Curriculum for Vocational Education, Transition of Persons with Mental Retardation from School to Work. Series -2, NIMH Publications, Secunderabad.
  • John McDonnell & Michael L. Hardman, (2010), Successful transition Programs, Pathways for students with Intellectual & developmental disabilities, Sage Publications, Los Angeles.
  • Mukhobadhyay, M. Editor Kutty A.T. (2006), Principles of Vocational Training Part-II, DVTE(MR) Manual , RCI & Kanishka Publisher, New Delhi.
  • Rao, V.K. (2004), Vocational Education , A.P.H Publishing Corporation, New Delhi
  • Whitehead, Tanya D & Hughey Joseph B, (2004) Exploring Self Advocacy From a Social Power Perspective, Nova Science publishers, New York
  • Wehmeyer Michael.L. (2007), Promoting Self-Determination in students with Developmental Disabilities, Guilford Press, Washington.

Reproduced from the University of Mumbai syllabus for B.Ed. Special Education (Learning Disability), in force from the academic year 2016-17. Wording, module numbering and reading lists 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 document for the whole degree. Open it here if you want the whole thing rather than a single subject.

PDF Bachelor of Education - Special Education (Learning Disability) Sem I to IV (from 2016-17) Choice Based Credit System syllabus, in force from 2016-17 Read full PDF Read
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