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SNDT Women’s University (Sndt.digitaluniversity.ac)
Syllabus – B. Ed. in Special Education (Learning Disability, Mental Retardation & Visual Impairment)
SNDT Women’s University 1, Nathibai Thackersey Road,
Mumbai 400 020 Revised - 2008
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B.ED. (SPL. ED.) COURSE
(Recognized by RCI & �CTE)
Specialization: Learning Disabilities / Mental Retardation /
Visual Impairment
COURSE OBJECTIVE:
The course is designed to enable the student teachers to:
1. understand and respond to the educational, physical and vocational needs of persons
with disabilities.
2. develop skills in systematic assessment.
3. develop curriculum for persons with mental Retardation (MR), Learning disabilities
(LD) and visual Impairment (VI).
4. plan and implement educational programmes needed for the children with special
needs (MR, LD, VI)
5. Familiarize themselves with the management of special education programmes for
children with MR, LD, VI.
6. Coordinate and collaborate with parents, family, doctors and the community to help
children with disabilities become productive and useful members of the society.
7. Develop abilities and skills to create awareness and sensitivity in the society towards
persons with disabilities.
8. Promote and facilitate inclusion of children with special education needs in the
mainstream.
ADMI�ISTRATIVE REGULATIO�S
ELIGIBILITY :
• Minimum of 45% marks in graduation from a recognized University.
• Parents of special children can audit the course if they do not meet the eligibility
criterion.
The minimum percentage of Marks (45%) is not required for in – service teacher
with at least two years of work experience A candidate must provide a valid
proof Of service.
DURATIO� OF THE COURSE
• One academic year, divided into two semesters of 18 weeks each.
• Vacation of two to three weeks between semesters.
MEDIUM OF I�STRUCTIO� :
• Classroom sessions : English
• Practical & field work : English or any of the Indian languages used by the institution
where field work is conducted.
• Examination : English
RULES OF CO�DUCT A�D / OR ATTE�DE�CE :
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• The students are not allowed to serve during the period of training.
• The students are not allowed to pursue any other course of study or appear at any
other examination during the period of training.
• The students are required to participate in all scheduled activities.
• The students are required to take all examinations and undertake all practical work.
• A student will not be given a retest if she fails to appear for the regular test.
Permission for the retest may be granted only under special circumstances.
• 80% attendance in each semester is compulsory as eligibility for appearing for end
semester examination.
• 100% completion of practice teaching and the practical work is required to appear for
the examination.
• If a student is unable to complete her work due to illness she may be allowed to
complete it before the examination on production of a medical certificate. However,
the final decision will be taken by the Director of the Centre.
CREDITS:
The B. Ed. (Special Education) course carries a total of 72 credits i.e. 32 for theory
and 40 for practical work.
CREDITS :
One credit implies one hour of theory session per week OR,
Three hour of practical work per week.
COURSE OF STUDY FOR B.Ed. SPECIAL EDUCATIO� DEGREE:
Part I Theory and related practical assignments.
Part II Practicum
EVALUATIO�:
Percentage of Marks Grade Description Grade Point
70 and above O Outstanding 6
60 to 69 A Very good 5
50 to 59 B Good 4
Below F Fail Below 4
I. The students performance is evaluated continuously throughout the course (for Part I
and Part II)
II. The students have to pass separately in each course paper of Part I and consolidated
practical work of Part II.
III. 50% weightage to internal and external examininations.
IV. A students who has failed in internal examination in any theory paper of Part I may be
allowed to appear for external examinations.
V. A student who has failed in internal as well as external examinations may be allowed
to reappear for external as well as internal examination in the course paper she has
failed, for two consecutive years only. The same may be reflected in the mark sheet.
VI. In Practicum Part II a student unable to obtain at least ‘B’ Grade in the aggregate will
be considered failed. Students having failed in practice teaching will have to re-
register in B.ED.(Special Education) course in order to get the Degree.
VII. If a student has passed in practice teaching but has failed in consolidated practical
work she may be allowed to reappear in the unit / section of the practical work in
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which she has failed, because of which she is unable to obtain ‘B’ Grade in aggregate
of practical work.
ELIGIBILTY FOR ADMISSIO� TO THE E�D SEMESTER EXAMI�ATIO�
The students are allowed to appear in the examination at the end of each
semester provided they satisfy requirements of attendance and satisfactory
completion of practical work.
EXAMI�ATIO� FEES :
First Semester Examination : As per University rules.
Second Semester Examination : As per University rules.
Refund of Examination Fees : As per University rules.
B. ED. (Spl. Ed. ) Course. Credit Marks
Part I Theory 32 800
Part II Practicum 40 1000
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SYLLABUS FORMAT
�.B. Total Hours specified in the syllabus indicate work hours to be put in by each student
L: No. of lectures/week, P/T: Practical or tutorials in hrs/week, D: Duration of theory
paper for exam in hrs, TP: Theory marks, P/V: Practical/Viva Voce marks,
T: Total
Part I Theory
Pap
er
�o.
Semester A. Core Papers Credit L P/
T
D TP (Exter
nal)
TW
(Interna
l)
P/V T (avg
of TP
&
TW)
A1 2nd
Semester
Education in Emerging
Indian Society 4 2 3 100 100 100
A2 1st
Semester
Introduction to Special
Education 4 2 3 100 100 100
A3 1st
Semester
Educational Psychology
and the Disabled 4 2 3 100 100 100
A4 2nd
Semester
Educational management,
Curriculum Design &
Research
4 2 3 100 100 100
B. SPECIALIZATIO� :
(Any One)
Learning Disability (LD)
Mental Retardation (MR)
Visual Impairment (VI)
B1 1st
Semester
LD: Introduction to
Learning Disabilities 4 2 3 100 100 100
B2 1st
Semester
LD: Assessment of children
with Learning Disabilities 4 2 3 100 100 100
B3 1st
Semester
LD: Introduction and
Remediation in Learning
Disabilities
4 2 3 100 100 100
B4 1st
Semester
MR: Identification and
Assessment of Mental
Retardation
4 2 3 100 100 100
B5 1st
Semester
MR: Mental Retardation :
The Multidisciplinary
Perspective
4 2 3 100 100 100
B6 1st
Semester
MR: Mental Retardation :
Curriculum and Teaching
Strategies
4 2 3 100 100 100
B7
1st
Semester
VI: Introduction to the
Education of Visually
Impaired Children
4
2
3
100
100
100
B8
1st
Semester
VI: Educational Perspective
of visual Impairment
4
2
3
100
100
100
6
B9 1st
Semester
VI: Instructional Methods
for the Visually Impaired 4 2 3 100 100 100
C. AUXILIRY PAPERS
(Any One)
C1 2nd
Semester
Teaching of language and
Social Studies 4 2 3 100 100 100
C2 2nd
Semester
Teaching of Maths and
Science 4 2 3 100 100 100
Part II Practicum
D Semester PRACTICUM Credit L P/T D TP TW P/V T
Learning
Disabilities
D1 Both
Semesters
Practice of
Teaching (40
lessons)
16 4 400 400
D2 Both
Semesters
Case Study (2) 4 2 200 200
D3 Both
Semesters
Peer
Observation 1 1 25 25
D4 1st
Semester
Preparation of
T-L Aids 2 2 50 50
D5 Both
Semesters
Visits 1 1 25 25
D6 2nd
Semester
Community
Work in
Urban/Rural
area
3 2 75 75
D7 2nd
Semester
Internship 3 2 75 75
D8 1st
Semester
Administration
of
Standardized
Test & Report
Writing
2 1 50 50
D9 1st
Semester
Development
&
Administration
of Teacher
Made Test
2 2 50 50
D10 2nd
Semester
Curriculum
Adaptation 3 2 75 75
D11 1st
Semester
Vacation Plan 1 1 25 25
D12 2nd
Semester
Co Curricular
Activities 2 1 50 50
Mental
7
Retardation
D13 Both
Semesters
Practice of
Teaching (40
lessons)
16 4 400 400
D14 Both
Semesters
Case Studies
(2) 4 2 100 100
D15 Both
Semesters
Peer
Observation 1 1 25 25
D16 1st
Semester
Preparation of
T-L Aids 2 2 50 50
D17 2nd
Semester
Visits 1 1 25 25
D18 2nd
Semester
Community
Work in
Urban/Rural
area
3 2 75 75
D19 2nd
Semester
Internship 3 2 75 75
D20 2nd
Semester
Observation &
Report on
Function of
School System
2 1 50 50
D21 2nd
Semester
Co-Curricular
Activities 2 1 50 50
D22 2nd
Semester
Project Work 3 1 75 75
D23 1st
Semester
Development
of vacation
plan
1 1 25 25
D24 2nd
Semester
Curricular
Adaptation 2 1 50 50
Visual
Impairment
D25 Both
Semesters
Practice of
Teaching (40
lessons)
6 4 400 400
D26
Both
Semesters
Case Studies
(2)
4
2
100
100
D27 Both
Semesters
Peer
Observation 1 1 25 25
D28
1st
Semester
Preparation of
T-L Aids
2
1
50
50
D29 Both
Semesters
Visits 1 1 25 25
D30 2nd
Semester
Community
Work in 3 1 75 75
8
Urban/Rural
area
D31 2nd
Semester
Internship 3 2 75 75
D32 2nd
Semester
Braille
Training 3 1 75 75
D33 1st
Semester
Orientation &
Mobility 2 1 50 50
D34 1st
Semester
Daily Living
Skills 1 1 25 25
D35 1st
Semester
Sensory
Training 2 1 50 50
D36 2nd
Semester
Assistive
Devices 2 1 50 50
D37 2nd
Semester
Preparation of
Adaptive Tests 2 1 50 50
D38 2nd
Semester
Training in
Computer
Education for
the Visually
Impaired
2 1 50 50
Sum 16 19 800 1000 1800
Total work
hours for
student/week
(A+B+C+D)
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CORE PAPER
A 1 EDUCATIO� I� EMERGI�G I�DIA� SOCIETY
Credits: 4
Hours : 60 Marks : 100
OBJECTIVES:
After studying this paper, the students teachers are expected to realize the
following objective
1 Explain the nature, process and philosophy of special education
2 Spell out the aims and functions of education and special education
3 Describe the various systems of education with reference to general and special
education
4 Discuss the various roles of educational agencies in India
5 Analyses the role of educational system in the context of modern ethos like
democracy, socialism and secularism
Course Content ( 10 Hrs)
Unit I : �ature, Process and Philosophy of Education
1.1 Its conceptual development – the delineation of its meaning in traditional and modern
times.
1.2 Nature and Philosophy of Idealism, Naturalism, Pragmatism and Humanism
1.3 Nature and Philosophy of special education
1.4 Implications of Idealism, Naturalism, Pragmatism and Humanism in special education
1.5 Role of teachers in the process of education
Practicum/Internal Assignment
• Book/Film / Article review in the light of philosophies taught.
Unit II : Educational Aims ( 12 Hrs)
2.1 Aims and functions of education
2.2 Aims, objectives and functions of special education
2.3 Direction and priorities of general and special education
2.4 Recent trends in modern Indian Education including special education
2.5 Education For All movement, Education through 21st century, National Policy on
Education including special education
Practicum/ Internal Assignment
• Survey of trends in Education
Unit III: Education in the Social Context (14 Hrs)
3.1 Formal, Informal and Non – formal Education
3.2 Continuous and Life – long Education
3.3 Community Based Education
3.4 Open Learning, Distance Education with reference to General and Special Education
3.5 Value Oriented Education
Practicum/ Internal Assignment
• Seminar on different types of education systems
.
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Unit IV: Educational Agencies for �ational Development (14Hrs)
4.1 Educational challenges for economic and socio – political
development
4.2 Role of home, school, society and mass media
4.3 Role of Government and Non – Government agencies in general and special
education. Example : NCERT, SCERT, RCI, NCTE and National Institutes for
Handicapped and International Non Government Organization (INGOs) like
UNICEF, UNESCO, ACTIONAID, CBM, Resource mobilization through funding
agencies and concession / facilities for the disabled
4.4 Implication of science and technology on general and special education
Practicum/ Internal Assignment
• Presentation on Role of given NGO’s and INGO’s.
Unit V : Education and the Modern Ethos (10 Hrs.)
5.1 Democracy, Socialism and Secularism
5.2 Constitutional provisions in human rights
5.3 Equalization of educational opportunities
5.4 Education and human resource development
5.5 Planning and management of human resource development
Practicum/ Internal Assignment
• Group discussion on Human right’s and Educational opportunities for PWD.
.
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CORE PAPER
A2 I�TRODUCTIO� TO SPECIAL EDUCATIO�AL
Credits: 4
Hours : 60 Marks : 100
OBJECTIVES:
After studying this paper, the student teachers are expected to realize the following objectives
1 Understand the different concepts, characteristics, trends and issues in special
education
2 Discuss the nature, types, characteristics and educational implications of sensory
impairment
3 Discuss the nature, types, characteristics and educational implications of orthopedic
conditions, neurological dysfunction and learning disabilities
4 Explain the nature, types, characteristics and educational implications of mental
retardation
5 Examine the nature, scope and issues in career education and rehabilitation of persons
with special needs
Course Content:
Unit I : Introduction (10Hrs)
1.1 Impairment, Disability, Handicap: Concept and Characteristics
1.2 Exceptionally: Concept and Types
1.3 Special Education: Definition and History
1.4 Service Delivery Systems
1.5 Changing Trends and Issues in Special Education
Practicum/ Internal Assignment
• Group discussion on Changing trends and issues in Special Education
Unit II: Sensory Impairment (VI, HI) (12Hrs)
2.1 Hearing and visual Impairment:
2.2 Types of Hearing Impairment and Visual Impairment.
2.3 Etiological factors
2.4 Associated Conditions
2.5 Educational Implications.
Practicum/ Internal Assignment
• Presentation on Educational Implications of with sensory impairments
in a given case.
Unit III: Orthopaedic Conditions and �eurological Dysfunction (14Hrs)
And Learning Disabilities (LD)
3.1 Orthopaedic Conditions: Muscular Dystrophy, Spine Bifida, Osteogenesis
Imperfecta, Poliomyelites, Cerebral Palsy
3.2 L. D.: Definition Characteristics and Types
3.3 ADD and ADHD
3.4 Etiological factors
3.5 Educational Implications
Practicum/ Internal Assignment
.
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• Presentation on Educational Implications of with orthopedic and neurological
impairments in a given case.
Unit IV: Mental Retardation (10 Hrs)
4.1 Definition and Characteristics
4.2 Classification
4.3 P. D. D.: Definition and Types
4.4 Etiological Factors
4.5 Educational Implications
Practicum/ Internal Assignment
• Presentation on Educational Implications of with Mental Retardation
in a given case.
Unit V : Career Education and Rehabilitation (14Hrs)
5.1 Habilitation and Rehabilitation: Concept, Nature and Need
5.2 Education for Independent Living
5.3 Vocational training and job opportunities
5.4 Legal issues in rehabilitation
5.5 Challenges and implications
Practicum/ Internal Assignment
• Report on visit to a given Centre for Vocational training and employment for persons
with disability.
.
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CORE PAPER
A3 EDUCATIO�AL PSYCHOLOGY A�D THE DISABLED
Credits: 4
Hours : 60 Marks : 100
OBJECTIVES :
After studying this paper, the student teachers are expected to realize the
following objectives
1 Understand the nature of human growth and development and development through
various theoretical perspectives on human development
2 Examine the factors that adversely affect human growth and development
3 Understand the importance of psychological process in the learning and education of
special children
4 Describe the meaning and techniques of guidance and counseling in general and with
special reference to the disabled
Course Content :
Unit I : Development Psychology (12 Hrs.)
1.1 Concepts and principles of growth and development
1.2 Development from conception to adulthood (development tasks)
1.3 Development aspects of childhood and preadolescence
1.4 Theories of development : (Piaget, Kohlberg, Bronfenbrenner)
1.5 Developmental deviancies
Practicum/ Internal Assignment
• Presentation on developmental deviances
Unit II: Psychological Processes (12 Hrs.)
2.1 Psychology : definition, methods of study
2.2 Educational psychology : scope and relevance – sensation, attention,
perception, memory and forgetting
2.3 Learning : definition, theories of learning, factors affecting learning
2.4 Motivation : definition, theories. Thinking : definition, tools and types
2.5 Implication of the above with regard to the disabled
Practicum/ Internal Assignment
• Development of teaching learning related to one of the material to enhance
psychological processes
Unit III: Intelligence and Aptitude (12 Hrs.)
3.1 Intelligence : concept, theory and testing
3.2 Aptitude : concept and theories
3.3 Creativity : definition and elements
3.4 Individual differences, their importance in education
3.5 Implications of the above for the disabled
Practicum/ Internal Assignment
Presentation on Management of individual differences in classroom
Unit IV: Personality Development (12 Hrs.)
4.1 Personality : Concept, definitions and domains
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4.2 Theories and assessment of personality
4.3 Frustration and conflict
4.4 Mental health, mental illness and factors affecting mental health
4.5 Implications of the above with regards to the disabled
Practicum/ Internal Assignment
• Group discussion on a given case with respect to the theories taught.
Unit V: Guidance and Counseling (12 Hrs.)
5.1 Guidance and Counseling : nature, meaning and scope
5.2 Techniques of guidance and counseling with reference to the disabled
5.3 Vocational guidance – assessment, training, avenues and perspective
5.4 Individual problems and stress management through counseling and yoga
5.5 Role of home and school in guidance and counseling
Practicum/ Internal Assignment
• Seminar on techniques of Guidance and Counseling
.
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COREPAPER
A4 EDUCATIO�AL MA�AGEME�T, CURRICULUM DESIG�I�G
A�D RESEARCH
Credits: 4
Hours : 60 Marks : 100
OBJECTIVES:
After studying paper, the student teachers are expected to realize the following
objectives
1 Understand the meaning, and scope of educational management
2 Understand the concept and meaning of curriculum and types of
educational technology
3 Explain the concept, meaning, scope and types of educational technology
4 Describe the need and scope of educational research
5 Discuss the meaning, scope and types of educational evaluation
Course content :
Unit 1 : Educational Management (12 Hrs.)
1.1 Educational management : meaning, need, scope, system approach,
matrix management
1.2 Concept and Principles of Institutional Planning and Management, Admission,
School plant, Classification, Provisions, Records and report writing.
1.3 Staff : recruitment, development, appraisal
1.4 Institutional Organisation, Administration, Inspection and Supervision and
Evaluation
1.5 Types of Leadership and Organizational Climate
Practicum/ Internal Assignment
• Assessment of management practices followed in a school visited
Unit 2 : Curriculum and Instructional Strategies (14 Hrs.)
2.1 Curriculum : Concept, types and approaches
2.2 Principles of curriculum development
2.3 Curriculum Planning, implementation and evaluation in Special Education
2.4 Institutional Strategies and analyzing teacher behavior
2.5 Models of teaching – concept and scope, Concept Attainment Model,
Development Model, Role Play Model
Practicum/ Internal Assignment
• Practice Teaching in simulated settings
Unit 3 : Educational Technology (14 Hrs.)
3.1 Educational Technology : Concept and Scope
3.2 Instructional Technology: Objectives, planning and implementation3.3
Individualized Instruction and application of A. V. aids and media in teaching
and learning
3.4 Programmed Instruction, Computer Assisted Instruction and Interactive
Learning
3.5 Emerging educational and rehabilitation technology for the disabled. Role of
computer and other devices.
16
Practicum/ Internal Assignment
• Development of CAI material
Unit 4 : Educational Research (10 Hrs.)
4.1 Educational Research : need and scope
4.2 Principles of Research in Education
4.3 Tools of Research
4.4 Types of Research in special education in Indian context
Practicum/ Internal Assignment
• Develop a questionnaire on a given topic
Unit 5 : Educational Evaluation (10 Hrs.)
5.1 Meaning, scope and types of evaluation
5.2 Types of Tests
5.3 Characteristics of a good test, construction of test, items for CRT, NRT, Teacher
Made Test
5.4 Descriptive statistics, Measures of central tendency (Mean, Median, Mode),
Measure of variability (Standard Derivation, Quartile Deviation)
5.5 Inferential statistics, correlation, rank order correlation, construction of different
graphs and diagrams
Practicum/ Internal Assignment
• Development of a table of Specifications.
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SPECIALIZATIO� PAPER
B1 I�TRODUCTIO� TO LEAR�I�G DISABILITY
Credits: 4
Hours : 60 Marks:100
OBJECTIVES :
After studying this paper, the student teacher is expected to
1. describe the nature, concept and definition of learning disabilities
2. described some theories used in the understanding of L.D.
3. narrate the causes of learning disabilities-medical, neurological and
psycho- social
4. list the type of common learning disabilities found among children
5. identify the areas of information processing in learning
Course Content :
Unit 1 : Introduction to LD (10Hrs)
1.1 Nature, concept and definition and Characteristics of Students with LD
1.2 Historical overview of LD
1.3 Contribution of Orton – Gillingham, Myklebust, Kephart, Fernald,
Cruickshank, Kirk, Kim Reid & heshko
1.4 LD : Adulthood issues
1.5 Services for the LD National and International scenario
Practicum/ Internal Assignment
• Group discussion on Issues related to LD
Unit 2 : Causes of LD (12 Hrs)
2.1 Medical
2.2 Social and Psycho-neurological
2.3 Language Impairments and LD
2.4 Deficits in Information Processing
2.5 LD and associated conditions (ADD & ADHD)
Practicum/ Internal Assignment
• Analyze the causes of LD of a case.
Unit 3 : Types of LD (12Hrs )
3.1 Specific LD in Reading
3.2 Specific LD in Writing
3.3 Specific LD in Math
3.4 Non-verbal LD
3.5 Socio-Emotional problems in LD
Practicum/ Internal Assignment
• Diagnose a Case based on profile given.
Unit 4 : Cognitive Processes in Learning and deficiencies in (14Hrs)
4.1 Attention
4.2 Perception
4.3 Memory
4.4 Language
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4.5 Thinking
Practicum/ Internal Assignment
• Presentation on the importance of any given process in Learning
Unit 5: Language and Children with LD (12 Hrs)
5.1 Language Development and Bilingualism
5.2 Systems of Language
5.3 Oral Language – Listening and Speaking
5.4 Written Language – Reading and Writing
5.5 Language implications in LD
Practicum/ Internal Assignment
• Identify Language Deficits in a given case
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SPECIALIZATIO� PAPER
B2 ASSESSME�T OF CHILDRE� WITH LEAR�I�G DISABILITIES
Credits: 4
Hours : 60 Marks : 100
OBJECTIVES :
After studying this paper, the students are expected to
1. Explain the meaning and concept of screening, identification and
assessment of children with L.D.
2. Use the techniques of assessment for learning children with disabilities.
3. Demonstrate skills in diagnosing the educational problems encountered by
learning disabled children.
4. Demonstrate ability to construct / develop tools for assessment to identify areas of
deficits in children with L.D.
5. Demonstrate the ability to write reports and discriminate findings of the
assessment.
Course Content :
Unit 1 : Assessment of Learning Disability (10 Hrs.)
1.1 Concepts of screening and identification of learning disabled children
1.2 Assessment of the educational needs of disabled children
1.3 Need for early intervention of children with learning disability
1.4 Identification criteria – Inclusion, Exclusion and Discrepancy
1.5 Distinction between learning disability, slow learner and mental retardation
Practicum/ Internal Assignment
• Preparation of checklist for screening LD
Unit 2 : Types of Assessment (12 Hrs.)
2.1 Formal Assessment
2.2 Criterion Referenced Tests and Norm Referenced Tests
2.3 Teacher made tests
2.4 Functional assessment
2.5 Interpretation of tests reports / results for educational programming
Practicum/ Internal Assignment
• Presentation on Types of Assessment
Unit 3 : Assessment areas (14 Hrs.)
3.1 Motor area
3.2 Perceptual area
3.3 Attention and Memory
3.4 Thinking
3.5 Social emotional area
Practicum/ Internal Assignment
• Development of an Assessment tool in the given area
Unit 4 : Assessment of basic curricular skills (12 Hrs.)
4.1 Readiness skills
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4.2 Reading skills
4.3 Writing skills
4.4 Math skills
4.5 Spellings
Practicum/ Internal Assignment
• Development of an Assessment tool in the given curricular skill
Unit 5 : Assessment Tools (12 Hrs.)
5.1 Use of assessment tools
a) Wechlers Intelligence Scale
b) Bender Gestalt Visuo-Motor Test
c) Indian adoptation of Standord-Binet Test of intelligence
by S.P. Kulsreshtha
Formal Tests : a) Behavioural Checklist for Screening the LD (BCSLD)
b) Diagnostic Test of Learning Disability (DTLD)
c) Swarup-Mehta test of thinking strategies (TTS)
d) Diagnostic Test of Reading Disorders (DTRD)
e) Aston Index for Screening Children with
Learning difficulties.
5.2 Informal and Teacher Made Tests
5.3 Other tools of assessment – Observation, Interviews, Questionnaires, Rating Scales,
Checklist.
5.4 Types of records
5.5 Writing case reports
Practicum/ Internal Assignment
• Differential diagnosis a case based on given reports
• Preparation and use of interviews / observation schedule for informal assessment
21
SPECIALIZATIO� PAPER
B3 I�TERVE�TIO� A�D REMEDIATIO� OF LEAR�I�G DISABILITIES
Credits: 4
Hours : 60 Marks : 100
OBJECTIVES : After studying this paper, the student teachers are expected to
1. Describe the principles, types and area of curriculum
2. Demonstrate skills in applying different intervention programmes for
the children with learning disability.
3. Make effective use of appropriate teaching strategies as per the
specific needs of children with learning disability.
4. Acquire knowledge of therapeutic techniques and practices to be
used with individuals with L.D. and their parents.
Course Contents : Unit 1
: Curriculum Design (10 Hrs.
1.1 Curriculum Design : Concept, Definition and Principles
1.2 Types of Curriculum – core, collateral and support
1.3 Designing an Adaptive Curriculum
1.4 Individual Education Plan (IEP)
1.5 Further Education plan (FEP) and Life Long Education
Practicum/ Internal Assignment
• Prepare a FEP for a selected case
Unit 2 : Remediation / Approaches and Areas (12 Hrs.)
2.1 Concept: Principles and Perspectives
2.2 Behavioural approach
2.3 Cognitive approach
2.4 Multi sensory approach
2.5 Collaborative teaching approach
Practicum/ Internal Assignment
• Discussion on Approaches used in Remediation
Unit 3 : Remediation in Cognitive and Meta- (14 Hrs.)
cognitive Processes 3.1 Attention
3.2 Perception
3 .3 Memory
3.4 Thinking
3.5 Language
Practicum/ Internal Assignment
• Preparation of Remedial material in Given process
Unit 4 : Remediation in Curricular area / skills (14 Hrs.)
4.1 Reading
4.2 Writing
4.3 Spelling
4.4 Math
4.5 Social skills
Practicum/ Internal Assignment
22
• Preparation of Remedial material in Given skill
Unit 5 : Management of Children with LD in inclusive class’s (10 Hrs)
Concept, Importance & �eeds of :
5.1 Curriculum Adaptation
5.2 Management of Students with LD in regular classroom :
- Peer Tutoring
-Co-operative learning
- Team Teaching
5.3 Behaviour modification
5.4 Guidance and Counselling :
- Definition, Scope and Techniques
5.5 Community Partnership
Practicum/ Internal Assignment
• Group Discussion on ‘Effectiveness of any given method of management of children
with LD’.
• Identification of counselling needs in the field of LD.
References:
Specialization : Learning Disabilities
1. Adamson & Adamson
2. Handbook of Specific LearningDisabilities, Gardner
Press USA 1979
2. Bala, Jampala Madhu Bender, William N. Methods of Teaching Exceptional
Children, 2004
3. Bender, William N. Identification and Teaching StrategiesLearning Disabilities,
charctristics identification and coching catagaries allyn bacon, 1995
5. Caroll Weller, Clifford
Adaptive Language Disorders of Youth, Adults with Learning
disabilities,SingularPub.,California 1992.
6. Eddy G.L.
Slow learners : Their psychology & instruction, New Delhi – Discovery
Pub. 1997
7. Harwell, Joan M.
Complete Learning Disabilities Handbook, Ready to use Techniques for
Teaching Learning Handicapped Students, 1989
8. Hayes and Stevenson
Teaching ED/LD Child, Vol. I to IV, Acropolis Books Ltd., 1980
9. Higgins, Judith (etal)
Practical Ideas that Really work for students with Dyslexia and other reading
Disorders, 2003
10. John Jerry L.
Handbook for Remediation of Research Diffculties Prantice Hall – 1985
11. Langone, John
Teaching Students with Mild & Moderate Learning problems, Allyn & Bacon,
Boston 1990
12. Mark Selikowitzi
Dyslexia and other Learning Disabilities, Oxford Univ, Press – 1998
13. McAfee, Jeanette L.
23
Navigating The Social World, 2002
14. Muncy, Patricia, Ed
Complete book of Illustrated Reading & Writing Activities for the Primary
Grades, 1995.
15. Myklebust, Helmer
Progress in Learning Disabilities, Guene and Stratton – New York – 1983
16. P. Rourke and E. Del Dotto Learning Disabilities, 1994
17. Pierangelo, Roger and Robert Jacoby
Parent’s complete Special Education Guide, 1996
18. Reddy G.L. & Ramar R.
Education of children with special needs, New Delhi – Discovery Pub. 2000
19. Reid. Kim
Teaching the Learning Disabled, Allyn and Bacon, Baston, 1988
20. Sedlak, Robert A.
Instructional Methods for Students with Learning & Behaviour Problems
21. Strichart, S.S.
Teaching Study Strategies to Students with Learning Disabilities, Allyn &
Bacon Boston 1993
22. Swady, Ebara E.R.
Diagnosis & Correction of Reading, Difficulties, Allyn & Bacon Boston 1989
23. Taylor, Barbara and others
Reading Difficulties : Instruction and Assessment, Random House, New York,
1988
24. Wong. Bernice Y.L.
The ABCs of Learning Disabilities, 1996.
24
SPECIALIZATIO� PAPER
B4 IDENTIFICATION AND ASSESSMENT OF MENTAL
RETARDATION Credits: 4
Hours : 60 Marks :
OBJECTIVES :
After studying this paper the student teachers are expected to
1. Describe the historical perspective, concept and nature of mental
retardation
2. Describe the types, tools and procedures of assessment and evaluation of
mental retardation.
3. Delineate the various areas of assessment in mental retardation
4. Appreciate the importance of differential assessment in program planning
for student with mental retardation.
5. Analyze the implication of mental retardation on family and community
Course Content
Unit 1: Mental Retardation – �ature and �eeds (10Hrs)
1.1 Historical perspective of mental retardation
1.2 Concept and definition of mental retardation
1.3 Prevalence and incidence of mental retardation
1.4 Classification of mental retardation – medical, educational, psychological
1.5 Characteristics of mental retardation – learning, psycho-social and physical
Practicum/ Internal Assignment
• Group Discussion on factors that affect prevalence and incidence of MR in India
Unit 2: Mental Retardation – Identification, Assessment & Evaluation (12 hrs)
2.1 Screening, identification, assessment – concept and definition
2.2 Purpose of assessment in mental retardation
2.3 Evaluation – concept and types ( formative & summative)
2.4 Tools of assessment – tests, observation, interview
2.5 Teacher competencies in conducting assessment and evaluation
Practicum/ Internal Assignment
• Seminar on advantages and disadvantages of identification of children with MR
Unit 3: Mental Retardation – Areas of Assessment (14 Hrs.)
3.1 Psychological assessment – Wechsler Intelligence Scales, Binet-Kamat
3.2 Educational assessment – Madras Development Programming Scale
3.3 Assessment of adaptive behavior – Adaptive Behavioral Scale, VSMS
3.4 Functional assessment – Functional Assessment Checklist for Programming
3.5 Behavioral assessment – Behavioral Assessment Scale for Indian Children with MR
Practicum/ Internal Assignment
• Preparation of a teacher made test for functional assessment of a given child with MR
Unit 4: Mental Retardation – Differential Assessment (14 Hrs.)
4.1 Assessment of speech and language skills.
4.2 Assessment of perceptual motor skills
25
4.3 Assessment of sensory integration skills
4.4 Issues in assessment of mental retardation – personal, professional, procedural
4.5 Interpretation of assessment results and program planning
Practicum/ Internal Assignment
• Planning of an educational program on the basis of an assessment report
Unit 5: Mental Retardation – Family & Community �eeds Assessment (10Hrs)
5.1 Effect on parents and extended family members
5.2 Effect on siblings
5.3 Guidance and counseling
5.4 Community support and participation
5.5 Legal and constitutional provisions
Practicum/ Internal Assignment
• Seminar on Government policies and constitutional provisions for persons with MR
26
SPECIALIZATIO� PAPER
B5 MENTAL RETARDATION – THE MULTIDISCIPLINARY
PERSPECTIVE
Credits: 4
Hours : 60 Marks :100
OBJECTIVES :
Above studying this paper the student teachers are expected to
1. Describe the etiological factors and appropriate prevention measures
for mental retardation.
2. Enumerate the disabling conditions associated with mental retardation
3. Analyze the nature of language and communication disorders in
persons with mental retardation
4. Identify appropriate therapies, for development of motor skills in persons
with mental retardation.
5. Discuss the role of the multidisciplinary team in rehabilitation of persons
with mental retardation.
Course Contents :
Unit 1 : Etiology and Prevention and Mental Retardation (10 Hrs.)
1.1 Genetic Disorders
1.2 Chromosomal deviations
1.3 Congenital factors
1.4 Environmental factors
1.5 Preventive measures
Practicum/ Internal Assignment
• Presentation on environmental factors causing MR in India
Unit 2: Co-morbidity with Mental Retardation (16 Hrs.)
2.1 Cerebal palsy
2.2 Autism
2.3 Behavioral disorders
2.4 Sensory Impairments : VI, HI, Deafblindness
2.5 ADD & ADHD
Practicum/ Internal Assignment
Preparation of an intervention program for a given child with MR and co-morbid condition
Unit 3 : Communication Aspects of Mental Retardation (12 Hrs.)
3.1 Language, Communication and speech-concept & definition
3.2 Speech disorders – Types and intervention
3.3 Language – components, disorders, intervention
3.4 Communication – process and types
3.5 Alternative & Augmentative communication
Practicum/ Internal Assignment
• Preparation of visual aids for enhancement of communication skills
27
Unit 4 : Motor Aspects of Mental Retardation (12 Hrs.)
4.1 Gross and fine motor impairments
4.2 Perceptual – motor difficulties
4.3 Sensory integration disorders
4.4 Adaptive aids and devices
4.5 Implications for intervention
Practicum/ Internal Assignment
• Preparation of need based and cost effective adaptive aids for motor development
Unit 5 : Intervention – The Multidisciplinary Approach (10 Hrs.)
5.1 The Multidisciplinary team-need & structure
5.2 Role of educators-special & general education teachers
5.3 Role of therapists-speech, occupational & physiotherapist
5.4 Role of a social worker
5.5 Role of parents and family
Practicum/ Internal Assignment
• Seminar on role of family and community in intervention of M
28
SPECIALIZATIO� PAPER
B6 MENTAL RETARDATION: CURRICULUM AND TEACHING
STRATEGIES
Credits : 4
Marks : 100
Hours : 60
OBJECTIVES :
After studying this paper the student teachers are expected to
1. Describe the types of curriculum and educational programs suitable for
students with mental retardation.
2. Develop need-based instructional plans for students with mental
retardation
3. Select appropriate instructional approaches and techniques for a given
student with mental retardation
4. Formulate age appropriate curriculum for students with mental retardation
5. Describe the implications of full inclusion for organization of services
Course Content :
Unit 1 : Curriculum Development (12 Hrs.)
1.1 Curriculum – definition, aims and principles
1.2 Curricular approaches – developmental, ecological
1.3 Individualized educational plan
1.4 Person centered plans
1.5 Group educational plan
Practicum/ Internal Assignment
• Preparation of ecological inventory for a given case
Unit 2: Instructional Planning (12 Hrs.)
2.1 Curricular areas – motor, self care, communication, social, Functional academics,
vocational, recreation
2.2 . Instructional design
2.3 Goals – long term, short term, behavioral objectives
2.4 Scheduling instruction
2.5 Evaluation – procedural, performance, product
Practicum/ Internal Assignment
• Preparation of an instructional plan in a given curricular area
Unit 3 : Instructional Approaches & Techniques (12Hrs.)
3.1 Behavioral – Applied Behavioral Analysis
3.2 Cognitive – Cognitive Behavioral Modification, Meta-cognitive strategies
3.3 Multi-sensory – Montessori method, VAKT
3.4 Peer mediated – Cooperative Learning, Peer tutoring
3.5 Techniques – task analysis, chaining, prompting, reinforcement
Practicum/ Internal Assignment
• Seminar on critical evaluation of any two instructional approaches
29
Unit 4 : Educational Placement & Age Appropriate Curriculum (12 Hrs.)
4.1 Educational placement – Cascade of educational services
4.2 Infancy & early childhood years – early intervention
4.3 School years – special school curriculum, adaptive curriculum
4.4 Transitional years – sex education, pre-vocational, vocational training
4.5 Adulthood job training & employment
Practicum/ Internal Assignment
• Report on educational facilities for MR in the city
Unit 5 : Emerging Paradigms (12 Hrs.)
5.1 Normalization – concept & principles
5.2 Integration & inclusion – NIOS, non formal education
5.3 Community Based Rehabilitation
5.4 Life Skill Preparation
5.5 Role of Central & State Govts and NGOs in education of students with mental
retardation.
Practicum/ Internal Assignment
• Preparation of life skill curriculum
• REFERE�CES : Specialization : Mental Retardation 1. Ammerman & Herson
Handbook of Behaviour Therapy with Children and Adults, Allyn & Bacon,
Boston, 1993.
2. Ashwini Mahajani
A study on “Cerebal Palsy Children with Mental Retardation” 1998
3. Bala, Jampala Madhu
Methods of Teaching Exceptional Children, 2004
4. Beirne-Smith, Mary and James Patton
Mental Retardation, 1994
5. Bender and Valletutti, P.J.
Teaching the Moderately and Severely Handicapped child Vol. I to III
6. Boiley and Garder
The Handicapped Child, Churchill Living Stores, 1975
7. Council for Exceptional Children
Survival Guide for the First year Special Education Teacher
8. Ellen R. Browning
Teaching Students with Behaviour and Serve Emotional Problems, Allyn &
Bacon Inc., 1983.
9. Kenneth F. Ruder. Hichel D. Smith Development Language intervention,
University Press, Baltimore, 1984
10. Kumta, N.B.
Mental Retardation : A Multidisciplinary Aproach, K.E.M. Hospital, Bombay
11. Langone, J.
Teaching Retarded Learners, Allyn and Bacon, Boston, 1980
12. Lufting, R.L.
Teaching the Mentally Retarded Children : Curriculum, Methods and Strategies,
Oxford University, Press, New York, 1987.
13. Max L. Huff and Robert Gwy. Gibby
30
The Mentally Handicapped children with severe handicap, Edward Arnold,
London, 1987.
4. McAfee, Jeanette L.
Navigating The Social World, 2002
15. Michael Beveridge and Gina Curti – Ramsden
Children with Language Disability, Open University Press – Meltun, Keynes,
1987
16. Neiswroth, J.T. and Smith,
R.M.Retardation : Issues, Assessment and Intervention, Mc Graw, New Delhi,
1978
17. Pidikiti Swathi
A study on “The Families Having Children with Mental Retardation”, 1998
18. Pierangelo, R. & Giuliani G.A.
Transition services in Special Education, Allyn & Bacon, 2003
19. Reddy G.L. & Ramar R.
Education of children with special needs, New Delhi - Discovery Pub. 2000
20. Rep. Alan, C.
Teaching the Mentally Retarded, Parentice Hall Inc., New Jersey, 1988.
21. Rusch. F.R. and Mithaug. P.E.
Vocational Training for M.R. Adults Research Press : Illunois, 1980
22. (Eds.) Samuel J. Merels & Jack P. Shonekoff
Handbook of Early Childhood intervention, Cambridge University Press, 1990
23. Smith, D.D.
Introduction to Special Education Teaching in an Age of opportunity, Allyn &
Bacon, 2003
24. Thatcher, J.
Teaching Reading to Mentally Retarded children, Groom Helm, London, 1984.
25. Venkatesan & Vepuri V.
Mental Retardation in India, Concept New Delhi, 1995
31
SPECIALISATION PAPER
B7 INTRODUCTION TO THE EDUCATION OF VISUALLY IMPAIRED
CHILDREN
Credits : 4
Marks : 100
Hours : 60
OBJECTIVES :
After studying this paper, the student teachers are expected to realize the following objectives
1. Narrate the evolutionary process of visual impairment
2. Define blindness and other types of visual impairment
3. Describe the impact of visual impairment on the personality development
of the child
4. Plan child-centered educational service for low vision children
5. Enumerate the nature of services for visually impaired children with
additional disabilities
Course Content :
Unit 1 : Historical Perspectives of Education of Visually Impaired (12Hrs)
Children
1.1 Historical development in India and Abroad
1.2 Evolutionary process in attitude changes towards blindness
1.3 Mainstreaming of disabled persons in the society
1.4 Psychological implications of blindness
1.5 Sociological implications of visual impairment
Practicum/ Internal Assignment
• Seminar on changing attitude of society towards the visually impaired.
Unit 2: �ature of Visual Impairment (12 Hrs.)
2.1 Concept of impairment, handicap and disability, classification, assessment and
teaching strategies with reference to blindness
2.2 Definition of legal blindness, educational and economic blindness and low vision
2.3 Incidence and prevalence of visual impairment
2.4 Effects of blindness on growth and development – physical, social, emotional and
intellectual
2.5 Transition to adulthood : problems faced by the visually impaired adolescents,
adults and gender issues
Practicum/ Internal Assignment
• Presentation on issues related to visually impaired adults.
Unit 3 : Implications of visual impairment on personality Development (12hrs)
3.1 Effects of early blindness on personality development
3.2 Effects of early blindness on academic achievement
3.3 Stereotypic attitudes towards blindness
3.4 Attitudes of parents, siblings and society towards the visually impaired
3.5 Attitude change
Practicum/ Internal Assignment
• Group discussion on implications of visual impairment on aspects of personality
development .
32
Unit 4 : Educational of Students with Low Vision (12 Hrs.)
4.1 Identification and assessment of low vision
4.2 Educational problems of low vision children
4.3 Vision training programme
4.4 Optical and non-optical devices for the low vision
4.5 Environmental modifications for the low vision
Practicum/ Internal Assignment
• Development of materials for vision stimulation.
Unit 5 : Visual Impaired Children with Associated Disabilities (12 Hrs.)
5.1 Visual Impairment and associative disabilities – hearing impairment, mental
retardation, loco motor and neurological disorders, learning disabilities
5.2 Assessment of visual impaired children with associated disabilities
5.3 Educational implication
5.4 Auxiliary services – modality and implication
5.5 Current status of education of visually impaired children with associated disabilities
Practicum/ Internal Assignment
• Preparation of status report on current status of education of multiply disabled
visually impaired students in India.
33
SPECIALIZATIO� PAPER
B8 EDUCATIONAL PERSPECTIVE OF VISUAL IMPAIRMENT
Credits : 4
Marks : 100
Hours : 60
OBJECTIVES :
After studying this paper, the student teachers are expected to realize the following
objectives
1. List the common eye defects of children and adults.
2. Use the tests appropriate for assessing the capabilities of visually impaired
children
3. Describe various educational service options available for visually
impaired children
4. Narrate the need and nature of curricular adaptation for visually impaired.
5. Plan educational services leading to rehabilitation of visually impaired
adults.
Course Content:
Unit 1 : Anatomy and Physiology of the eye (12 Hrs.)
1.1 Structure and function of human eye
1.2 Visual acuity, refraction, fusion, depth perception
1.3 Visual deficit – tunnel vision, loss of visual fields, central scotoma, low vision
1.4 Refractive errors – myopia, hyperopia, presbiopia
1.5 Common eye diseases and other courses of visual impairment – cataract, glaucoma,
corneal ulcer, cortical visual impairment, Retinitis Pigmentosa, Trachoma
Practicum/ Internal Assignment
• Visit to an eye hospital.
Unit 2 : Assessment Procedures (12 Hrs.)
2.1 Clinical assessment of visual impairment
2.2 Functional assessment procedures
2.3 Importance of early identification and intervention
2.4 Commonly used adopted tests of assessment
2.5 Selective educational placement services
Practicum/ Internal Assignment
• Development of materials for assessment of functional vision.
Unit 3 : Educational Services (12 Hrs.)
3.1 Cascade of services delivery system
3.2 Programmes of residential nature
3.3 Inclusive and integrated education and types resource model itinerant model
combined model, cluster approach
3.4 Child centered education including non formal education alternative3.5 Role
functionaries – head special teacher, classroom teacher, parents and peers
Practicum/ Internal Assignment
• Discussion on the various service delivery systems followed in Mumbai for the
education of UI.
34
Unit 4 : Curricular Adaptation (12 Hrs.)
4.1 Curricular adaptations – direct and indirect services, material development and
presentation
4.2 Plus curriculum
4.3 Principles of instructional methods – duplication, modification, substitution and
omission
4.4 Use of appropriate technology in the education of visually impaired children
a) Traditional appliances – slate and stylus, abacus, taylor frame
b) Modern appliances for Braille reading, writing, mobility and mathematics
scientific aids and computerization.
4.5 Creative arts and adapted physical education, and Yoga, strategies for copying with
stress.
Practicum/ Internal Assignment
• Development of material for teaching concepts to the children with UI.
Unit 5: Education for Rehabilitation (12 Hrs.)
5.1 Concept of rehabilitation
5.2 Types of rehabilitation programmes
5.3 Community participatory rehabilitation
5.4 The role of multipurpose rehabilitation workers and para teachers
5.5 Government concessions for the visually impaired
Practicum/ Internal Assignment
• Development of materials for awareness of VI in the community.
35
SPECIALIZATIO� PAPER
B9 I�STRUCTIO�AL METHODS FOR VISUALLY IMPAIRED
Credits : 4
Marks: 100
Hours : 60
OBJECTIVES :
After studying this paper, the student teachers are expected to realize the following objectives
1. List various approaches to be adopted in teaching visually impaired
children
2. Demonstrate expertise in teaching plus curricular skills to visually
impaired children
3. Demonstrate techniques of teaching language skills to visually impaired
children
4. Demonstrate methods of teaching mathematics to visually impaired
children
5. Demonstrate methods of teaching science and social studies to visually
impaired children.
Course Content:
Unit 1: �eed for various approaches in Teaching Visually Impaired Children (12 Hrs.)
1.1 Process of providing non-visual experience to visual ideas
1.2 Learning stages – sensory motor, concrete operation and abstract thinking (logical
operations)
1.3 Compensatory instruction for concept development and learning (metacognitive
strategies)
1.4 Preparation and adaptation of instructional material and methods in teaching
visually impaired children and the use of teaching material
1.5 Sensory training – importance, objectives and procedures
- Tactile sense
- Auditory sense
- Olfactory sense
- Kinesthetic sense &
- Intersensory co-ordination
Practicum/ Internal Assignment
• Development of teaching learning material for the blind using sensory stimulation.
Unit 2 : Teaching plus Curricular Skills (12 Hrs.)
2.1 Reading Braille
2.2 Writing Braille – techniques of teaching Braille writing skills
2.3 Use of print medium in the case of low vision children
2.4 Techniques of teaching orientation and mobility
2.5 Techniques of teaching daily living skills
Practicum/ Internal Assignment
• Development of pre-Braille material.
36
Unit 3 : Methodology of Teaching Languages (12 Hrs.)
3.1 Pre-requisite skills for language development
3.2 Whole language experience approach to language development
3.3 Verbalism and Verbalization
3.4 Factors affecting language development
3.5 Evaluation of language development skills
Practicum/ Internal Assignment
• Development of material for teaching the language concepts for the blind.
Unit 4 : Methodology of Teaching Mathematics (12 Hrs.)
4.1 Factors contributing to learning mathematics
4.2 Concretisation of abstract ideas for the visually impaired
4.3 Use a mathematical devices – abacus, taylor frame and geo board
4.4 Mathematical Braille code
4.5 Evaluation of mathematical concepts acquired by visually impaired children.
Practicum/ Internal Assignment
• Development of material for teaching of mathematical concepts to the blind.
Unit 5 : Methodology of Teaching (a) Science and (b) Social Science (12 Hrs.)
5.1 Methods of teaching science to visually impaired children with the help of relevant
material
5.2 Presentation of tactile diagrams – general principles, use of maps and globe
5.3 Play way method and filed trips in teaching social science
5.4 Presentation and use of different types of maps and globe and relevant material
5.5 Evaluation of learning in science and social science
Practicum/ Internal Assignment
• Preparation of games\tactile diagrams for teaching concepts of science.
REFERE�CES :
Specialization : Visual Impairment
1. Bryan J.H. & Bryan G.H.
1979)Exceptional Children, Sherman Oaks, C.A. Allied
2. C.L. Kundu (2000)
Editor-in-chief, Status of Disability in India 2000, RCI, New Delhi, 110 015.
3. Exmas, P. & Verma, V. (1990)
Special Education Past, Present and Future.
The Falmer Press.
4. Hanmimen, K.A. (1975)
Teaching the Visually Handicapped - Charles
5 .King Sears, E. (1994)
Curriculum Based Assessment in Special Education. San Diago : Singular Publishing
group.
6 Lowenfeld B. (1971)
The Visually Handicaped Child in School.
7 .Mani M.N.G. (1997)
Amazing Abacus, S.R.K. Vidyalaya, Coimbatore
8 .Mani M.N.G. (1992)
Concept Development of Blind Children, S.R.K. Vidyalaya, Coimbatore
9. Mani M.N.G. (1985)
Education of Visually Impaired in Normal Schools.
37
UNIESCO Discussion Document, S.R.K. Vidyalaya, Coimbatore
10 Mani M.N.G. (1992)
Techniques of Teaching Blind Children, New Delhi : Sterling Publishers.
11. Mittler, P. (1976)
The Psychological Assessment of Mental and Physical Handicap London : Tavistock
12 Panda K.C. (1998)
Development of Education of Visually Handicapped Children in India, New Delhi :
Asish Publishing (in press)
13. Panda K.C. (1997)
Education of Exceptional Children : Vikas Publication, New Delhi
14 Evans N.M. (1995)
Ophthalmology, Second Edition Oxford University Press.
15 Sally S. Mangold (1982) New York
A teachers guide to the Special Educational Needs of Blind and usually handicapped
children American foundation for the blind.
16.Jkrik, Horton, Unesco, (1988)
Education of Visually impaired Pupils or ordinary School, UNESCO
17. Geraldine T. Scholl, (1986)Foundation of education for the Blind and Visually
Handicapped Children and Youth, American Foundation for the Blind, INC, New York
children American foundation for the blind.18.Heather Mason & Stephen Mc Call, (1997)
Visual impairment access to education for children and young people, David Fulton
Publishers London
38
AUXILARY PAPER
C1 TEACHI�G OF LA�GUAGE A�D SOCIAL STUDIES
Hours : 60 Credits : 4
Marks: 100
Objectives : After studying this paper the student teachers are expected -
1. To understand the principles of language learning.
2. To acquire practical knowledge of teaching language.
3. To understand the methods of techniques of teaching social studies.
4. To develop level appropriate instructional material for teaching language and
social studies.
Course Content:
Unit 1. Significance of role of language and social studies in curriculum of life. (12 hrs)
1.1 Importance of language: Cognitive and affective development
1.2 Language learning in multi -lingual society
1.3 Relevance of learning social studies
1.4 Objectives of teaching language and social studies at various levels.
1.5 Organisation of language and social studies curriculum at lower
higher levels.
Practicum/ Internal Assignment
• Prepare a curriculum in language/social studies at lower/higher levels.
Unit 2. Teaching of language (12 hrs)
2.1 Psychology of language learning
2.2 Readiness for language learning
2.3 Maxims of teaching language
2.4 Approaches to teaching language
a) structural b) communicative c) language experience
d) phonetics e) multi sensory
2.5 Methods : a) translation b) Direct c) Grammar
Practicum/ Internal Assignment
• Seminar on approaches to language teaching
Unit 3. Aspects of Language (12hrs)
3.1 Listening, speaking, reading writing
3.2 Activities of language teaching: language games, drill,
competition, tactile and audio aids, library role play, music.
3.3 Effective Language Teacher: qualification, role and responsibilities.
3.4 Planning and evaluation.
Practicum/ Internal Assignment
• Preparation of a lesson using the various activities of language teaching.
Unit 4. Teaching of Social Studies (12hrs)
4.1 Importance, procedures and advantage of a) story telling
b) Role play c) Group and self study d) programmed learning
f) field study.
39
4.2 Curriculum planning and organisation of content.
4.3 Curricular Approaches a)Coordination ,b)Correlational,c) Concentric
d)Spiral e)Integrated F) Regressive approaches
4.4 Role and effectiveness of teacher.
4.5 Educational Implications for Children with special needs in inclusive setting
Practicum/ Internal Assignment
• Preparation of a lesson in social studies for an inclusive class using
curricular approaches
Unit 5. Implementation and Evaluation (12hrs)
5.1 Appraisal of syllabi and textbooks.
5.2 Year plan, Unit plan, lesson plan
5.3 Assessment and Evaluation: significance and purpose
5.4 Methods of Evaluation: Formal and Informal
5.5 Tools of Evaluation:
Practicum/ Internal Assignment
• Appraise the Syllabi/textbook of a given board
40
AUXILIARY PAPER
C2 TEACHI�G OF SCIE�CE A�D MATHS
Hours : 60
Credits : 4
Marks: 100
Objectives : After studying this paper the student teachers are expected -
1. To understand the pragmatic importance of maths and science as school
subjects.
2. To learn appropriate methods and techniques for learning mathematics.
3. To develop competency in teaching science.
4. To acquire skills for developing instructional material for maths and
science.
Course Content:
Unit 1. Introduction to Teaching Maths and Science (12hrs)
1.1 Importance of maths and science in curriculum and life.
1.2 Objectives of teaching Maths and Science at Primary, Elementary
Secondary levels.
1.3 Cognitive aspects : Concepts and operations, reasoning and problem
solving.
1.4 Curriculum : Aids and equipment planning and adaptations.
1.5 Evaluation : Needs, methods, tools.
Practicum/ Internal Assignment
• Seminar on relevance of teaching maths and science to children with special needs.
Unit 2. Science Maths at Primary and Elementary Level (12hrs)
2.1 Concept Development in Science Maths.
2.2 Scientific inquiry and Problem solving.
2.3 Sequential Curriculum: Concept and Development
2.4 Application of Maths in life.
Practicum/ Internal Assignment
• Preparation of material for development of a concept in
science / maths at Primary/ elementary level. .
Unit 3. Teaching of Maths at Secondary Level (12hrs)
3.1 Development of concept in maths at secondary level.
3.2 Teaching of maths – Arithmetic Geometry and Algebra at Secondary
level.
3.3 Teaching of science at Secondary level.
3.4 Aids and Equipments in teaching Science and Maths
3.5 Teaching of Science and Maths of its relationship to school subjects and
co-curricular activities (seminars, games, exhibitions)
Practicum/ Internal Assignment
• Preparation of material for development of a concept in
41
science / maths at Secondary level. .
Unit 4. Approaches to Teaching Maths and Science (12hrs)
4.1 Principles and maxims of Teaching
a) known to unknown
b) easy to difficult
c) concrete to abstract
d) whole to part
e) particular to general
f) empirical to rational
4.2 Methods of teaching
a) Lecture cum demonstration
b) Laboratory
c) Heuristic
d) Project
e) Inductive - deductive
f) Analytic - Synthetic
g) Problem - solving
h) Programmed Learning
I) Group and self study
j) Story telling
4.3 Diagnostic and Remedial Teaching : Need and Significance
4.4 Importance of organisation of activities/facilities related to
Science and Maths : Club, games, quiz, seminar, workshop,
exhibition, laboratory, musium, herbarium, acquarium botanical
garden.
4.5 Educational Implications.
Practicum/ Internal Assignment
• Preparation of material for teaching science/maths in a play way method.
Unit 5. Use of Instructional material: Development and Selection (12hrs)
5.1 Appraisal of syllabi for science and maths
5.2 Critical Evaluation and selection of text books
5.3 Types and importance of a) audio aids : radio, tape recorder
b) Tactile aids : models, magnetic board, peg board.
5.4 Technological aids : computer device and CAI
5.5 Preparation of instructional material
Practicum/ Internal Assignment
Critically appraise a give textbook of science/maths.