M.Ed.Spl.Ed. (HI) Syllabus: AIISH Existing & AIISH …academic year 2015-16. 2.0 Progamm e Offered &...

M.Ed.Spl.Ed. (HI) Syllabus: AIISH Existing & AIISH Proposed

M.Ed.Spl.Ed. (HI) – 2

SYLLABUS FOR

BACHELOR OF EDUCATION –

SPECIAL EDUCATION

(HEARING IMPAIRMENT)

B.Ed.Spl.Ed. (HI)

Existing AIISH Syllabus for 1-Year

Program

Proposed AIISH Syllabus for 2-Year

Program

Revised following Board of Studies on

20th July 2015

B.Ed.Spl.Ed. (HI) Syllabus: AIISH Existing & AIISH Proposed

B.Ed.Spl.Ed.(HI) - 1

Bachelor of Education – Special Education (Hearing Impairment):

B.Ed.Spl.Ed. (HI)

REGULATIONS

Existing 1-yr B.S.Ed. (HI) Programme at AIISH

(Ref: University of Mysore’s B.S.Ed. (HI) Regulation & Scheme 2013)

Proposed 2-yr B.Ed.Spl.Ed. (HI) Programme at AIISH

1.0 Title & Commencement o These regulations shall be called the

University of Mysore regulations for Choice Based Credit System (CBCS) and Continuous Assessment Grading Pattern (CAGP) for Bachelor of Special Education (Hearing Impairment) programme. These shall come into force from academic year 2013-2014.

1.0 Title & Commencement o These regulations shall be called the

University of Mysore regulations for Choice Based Credit System (CBCS) and Continuous Assessment Grading Pattern (CAGP) for Bachelor of Education – Special Education (Hearing Impairment). These regulations may come into force from the academic year 2015-16.

2.0 Progamme Offered & Duration of the Programme:

2.1 Bachelor of Special Education (Hearing Impairment).

2.2 Duration of the course: 2 Semesters/1 year.

2.3 Total number of credits to be completed is 20 + 20 = 40 credits. Note: Each semester shall extend over a minimum period of eighteen weeks excluding examination days.

2.0 Progamme Offered & Duration of the Programme:

2.1 Bachelor of Education – Special Education (Hearing Impairment)

2.2 Duration of the course: Two years / 4 semesters.

Note: Each semester shall extend over a minimum period of eighteen weeks excluding examination days. The total duration of a semester is 20 weeks inclusive of semester-end examination.

3.0 Definitions: : The courses of the study

are labelled and designed as follows: 3.1 Course (Paper) Every course offered will

have three components associated with the teaching learning process of the course, namely: (i) Lecture – L (ii) Tutorial – T (iii) Practicum – P, where L stands for Lecture session. T stands for Tutorial session consisting participatory discussion / self study / desk work / brief seminar presentations by students and such other novel methods that make a student to absorb and assimilate more effectively the contents delivered in the Lecture classes.






Definitions (contd.)

P stands for Practice session and it consists of hands on experience / laboratory experiments / field studies / case studies that equip students to acquire the much required skill component. In terms of credits, every one hour session of L amounts to 1 credit per semester and a minimum of two hour session of T or P amounts to 1 credit per semester, over a period of one semester of 16 weeks for teaching-learning process. A course shall have either or all of the three components.

3.2 Core Course A course which should compulsorily be studied by a candidate as a core-requirement is termed as a Core course. A Core course may be a Soft Core if there is a choice or an option for the candidate to choose a course from a pool of courses from the main discipline / subject of study or from a sister/related discipline / subject which supports the main discipline / subject. In contrast to the phrase Soft Core, a compulsory core course is called a Hard Core course.






3.0 Eligibility for Admission & Intake 3.1 Admission is open to students from all

over India. 3.2 Admission to Bachelor of Special

Education (Hearing Impairment) course is open to candidates who graduate from the University of Mysore or any other degree recognized as equivalent thereto by the University of Mysore.

3.3 The candidates who have obtained a minimum of 50% aggregate in the qualifying examination are eligible for admission. Minimum percentage of marks for admission is relaxable by 5% in the case of SC/ST (45% in case of SC/ST candidates).

3.4 Only those candidates who have not completed 30 years of age, as on the 1st of July of the academic year in which admission is sought, are eligible for admission.

3.5 Relaxation of age (up to 10 years) can be considered for candidates on deputation / in-service with the approval of the University.

3.6 Maximum intake is 20 seats.

4.0 Eligibility for Admission 4.1 The admission for the degree of

B.Ed.Spl.Ed. (HI) degree shall be open to candidates who have successfully passed B.A./B.Sc./B.Com or an equivalent degree at graduate level from the University of Mysore or any other degree recognized as equivalent thereto by the University of Mysore. (depending on the requirements of being school subject for pedagogical courses and for the particular course)

4.2 Candidates who have obtained a minimum of 50% aggregate in the qualifying examination are eligible for admission. Minimum percentage of marks for admission is relaxable by 5% in the case of SC/ST (45% in case of SC/ST candidates).

4.3 Only those candidates who have not completed 30 years of age, as on the 1st of July of the academic year in which admission is sought, are eligible for admission (with relaxation of up to 10 years for in-service candidates).

4.4 Relaxation of age (up to 10 years) can be considered for candidates on deputation / in-service with the approval of the University.

4.5 A maximum of 20 and minimum of five candidates will be admitted to the course.






4.0 Scheme of Instruction 4.1 The detailed scheme of instruction has

been provided in Annexure I. 4.2 The syllabus of every paper shall be

divided into four units. 4.3 Candidates shall attend extended

programme/ educational tour conducted by the institution.

4.4 Hours of instruction (contact hours) per week: (As per credits) – shall be detailed in Annexure I on Programme Structure.

4.5 The detailed scheme of examination is given in Annexure II.

5.0 Scheme of Instruction 5.1 B.Ed.Spl.Ed. (HI) programme is of 4

semesters / two years duration. A candidate can avail a maximum of 8 semesters / 4 years in one stretch to complete the programme (including blank semesters, if any). Whenever a candidate opts for blank semester(s) / DROP in a course or in courses or is compelled to DROP a course or courses as per the provision of the regulation, s/he has to study the prevailing courses offered by the Department as per the prevailing scheme, when s/he continues his/her study.

5.2 A candidate has to earn a minimum of 76 credits, for successful completion of B.Ed.Spl.Ed. (HI) programme. A candidate shall earn these 76 credits by studying Hard Core, Soft Core, Practicum and Field Engagement / Internship as Teacher Trainee prescribed for the programme.

5.4 A candidate can enrol for a maximum of 24 credits per semester.

5.3 Only such candidates who register for a minimum of 20 credits per semester in the first two semesters and complete successfully 76 credits in 4 successive semesters shall be considered for declaration of ranks, medals and are eligible to apply for student fellowship, scholarship, freeships and hostel facilities.

5.4 Hours of instruction (contact hours) per week: As per credits provided in Annexure-I

6.0 Medium of Instruction 6.1 Medium of instruction is English.

Candidates shall take examination in English.






5.0 Attendance 5.1 Each semester shall be taken as a unit for

purose of calculating attendance and a candidate shall be considered to have put in the required attendance for the semester, if s/he has attended not less than 80% in case of theory classes and 90% in practicum / teaching practice in each semester.

5.2 A candidate who is having shortage of attendance in practicum is permitted to make up this shortage by attending practicum during vacation immediately after that semester but before commencement of the second semester.

5.3 A candidate, who fails to satisfy the requirement of attendance in a semester, shall rejoin the same semester in the immediate next academic year. Note: This facility shall be available only once in the entire course.

5.5 If a candidate represents the institution in Sports/NSS/Cultural or any official activities, the actual period of absence shall be condoned. The duration of such activities shall not exceed 15 days in a semester.

7.0 Attendance 7.1 Each semester shall be taken, as a unit for

purpose of calculating attendance and a candidate shall be considered to have put in the required attendance for the semester, if s/he has attended not less than 80% for each theory course, 90% for practicum and field engagement / internship courses, and 100% for school internship (5% attendance may be condoned by the Head of institution on genuine grounds).

7.2 Shortage of attendance may be condoned by the Head of the Institution. There shall be no condonation if attendance is below 75% for any course during any semester.

7.3 A candidate who is having shortage of attendance in practicum and field engagement / internship courses is permitted to make up this shortage by attending practicum and field engagement / internship courses during vacation immediately after that semester, but before commencement of the next semester.

7.4 A candidate, who fails to satisfy the requirement of attendance in a semester, shall rejoin the same semester in the immediate next academic year. Note: This facility shall be available only once in the entire course.

7.5 If a candidate represents the institution in Sports/NSS/Cultural or any official activities, the actual period of absence shall be condoned. The duration of such activities shall not exceed 15 days in a semester.

6.0 Medium of Instruction 6.1 Medium of instruction is English.

Candidates shall take examination in English.

7.0 Subjects of Study 7.1 Subjects of study shall be as shown in the

scheme of examination






8.0Change of Subject 8.1Once chosen, change of subject is not

permissible under any circumstances during that or subsequent semesters.

9.0 Appearance for Examination 9.1A candidate shal apply for all the papers of a

semester when s/he appears for the examination of that semester for the first time immediately after the completion of that semester.

10.0 Continuous Assessments, Earning of Credits and Award of Grades

10.1 There shall be a University Examination at the end of each semester. The details of assessment shall be as given in Annexure-II

10.2 Duration of examination per theory paper of 50 marks shall be for 2 hours for Semester I and II.

10.3 The evaluation of the candidate shall be based on continuous assessment. The structure for evaluation is as follows:

10.3.1 Assessment and evaluation processes happen in a continuous mode. However, for reporting purpose, a semester is divided into 3 discrete components identified as C1, C2, and C3.

10.3.2 The performance of a candidate in a course will be assessed for a maximum of 100 marks as explained below.

10.3.3 The first component (C1), of assessment is for 25 marks. This will be based on test, assignment, seminar and practical work. During the first half of the semester, the first 50% of the syllabus (the first two units of the total four units in a course) will be completed. This shall be consolidated during the 8th week of the semester.

8.0 Continuous Assessments, Earning of Credits and Award of Grades

8.1 There shall be a University Examination at the end of each semester.

8.2 The evaluation of the candidate shall be based on continuous assessment. The structure for evaluation is as follows.

8.2.1 Assessment and evaluation processes happen in a continuous mode. However, for reporting purpose, a semester is divided into 3 discrete components identified as C1, C2, and C3.

8.2.2 The performance of a candidate in a course will be assessed for a maximum of 100 marks as explained below.

8.2.2.1 The first component (C1), of assessment is for 25 marks. This will be based on test, assignment and seminar. During the first half of the semester, the first 50% of the syllabus will be completed. This shall be consolidated during the 8th week of the semester. Beyond 8th week, making changes in C1 is not permitted.

8.2.2.2 The second component (C2), of assessment is for 25 marks. This will be based on test, assignment and seminar. The continuous assessment and scores of second half of the semester will be consolidated during the 16th week of the semester. During the second half of the semester the remaining units in the course will be completed.






Continuous Assessments, Earning of Credits and Award of Grades (contd.)

10.3.5 The outline for continuous assessment

activities for Component-I (C1) and Component-II (C2) will be proposed by the teacher/s concerned before the commencement of the semester and will be discussed and decided in the respective Departmental Council. The students should be informed about the modalities well in advance. The evaluated courses/ assignments during Component I (C1) and Component II (C2) of assessment are immediately returned to the candidates after obtaining acknowledgment in the register maintained by the concerned teacher for this purpose.

10.3.6 During the 18th to 20th week of the semester, a semester-end ezamination of 2 hours duration shall be conducted for each course. Candidates are eligible to appear for C3, if they score a minimum of 30% in aggregate of C1 & C2. C3 forms the third/ final component of assessment and the maximum marks for the final component will be 50.

10.4 Setting of question papers and evaluation of answer scripts

10.4.1 Question papers in three sets shall be set by the internal examiner for a course. Whenever there are no sufficient internal examiners, the chairman BoE shall get the questions paper set by external examiners.

10.4.2 The Board of Examiners shall scrutinize and approve the question papers and scheme of valuation.

10.4.3 There shall be only external valuation for all theory papers. The marks awarded by the external examiners shall be taken as the final marks and grades shall be calculated as indicated in.


8.2.2.3 The outline for continuous assessment

activities for Component I (C1) and Component II (C2) will be proposed by the teacher/s concerned before the commencement of the semester and will be discussed and decided in the respective Departmental Council. The students should be informed about the modalities well in advance. The evaluated courses/assignments during component I (C1) and component II (C2) of assessment are immediately returned to the candidates after obtaining acknowledgment in the register maintained by the concerned teacher for this purpose.

8.2.3 During the 18th – 20th week of the semester, a semester-end examination of 2 hours duration shall be conducted for each course. This forms the third/final component of assessment (C3) and the maximum marks for the final component will be 50.

8.2.4 Setting question papers and evaluation of answer scripts

8.2.4.1 Question papers in three sets shall be set by the internal examiner for a course. Whenever there are no sufficient internal examiners, the Chairman BoE shall get the questions paper set by external examiners.

8.2.4.2 The Board of Examiners shall scrutinize and approve the question papers and scheme of valuation.

8.2.4.3 (i) There shall be single valuation for all theory courses by internal examiners. In case the number of internal examiners falls short, external examiners may be invited.







10.5 In case of a course with only practical

component, a practical exainstion shall be conducted with external examiner. A candidate shall be assessed on the basis of (a) Knowledge of relevant processes, (b) Skills and operations involved, and (c) Results / products including calculation and reporting. The duration for semester-end practical examination shall be decided by the Department Council.

10.6 If a course has both theory and practical components with credit patter L:T:P, the distribution of marks under C1, C2 and C3 will be as follows: C1 (25 marks) + C2 (25 marks)

▫ L + T = 15 marks ▫ P / S = 10 marks

C3 (50 marks) ▫ Theory examination = 50 marks ▫ Practical examination = 50 marks ▫ Average of theory & practical

examinations = 50 marks 10.7 The details of continuous assessment are

summarized in the following table.

Compo-nent

Syllabus in a Course

Weight-age

Period of Continuous Assessment

C1 50% (any 2 units of total 4 units of the course)

15% First half of the semester. To be consolidated by 8th week

C2 Remaining 50% (Remaining 2 units of the course)

15% Second half of the semester. To be consolidated by 16th week

C3 Semester-end examination (All 4 units of the course)

75% To be completed during 18th - 20th week

Final grades to be announced latest by 24th week


(ii) The examination of Practical work/ Field

work / Project work will be conducted jointly by two internal examiners. However the BoE on its discretion can also invite external examiners if required.

(iii) If a course is fully of (L=0):T:(P=0) type, then the examination for C3 component will be as decided by the BoS concerned.

8.2.5 Challenge Valuation (i) A student who desires to apply for

challenge valuation shall obtain a photocopy of the answer script by paying the prescribed fee within 10 days after the announcement of the results. He / She can challenge the grade awarded to him/her by surrendering the grade card and by submitting an application along with the prescribed fee to the Registrar (Evaluation) within 15 days after the announcement of the results. This challenge valuation is only for C3 component.

(ii) The answer scripts for which challenge valuation is sought for shall be sent to another external examiner. The marks awarded will be the higher of the marks obtained in the challenge valuation and in maiden valuation.

8.2.6 In case of a course with only practical component, a practical examination will be conducted with two examiners (ref: 8.2.4.3-ii). A candidate will be assessed on the basis of (a) Knowledge of relevant processes (b) Skills and operations involved (c) Results / products including calculation and reporting. If external examiner does not turn up then both the examiners will be internal examiners. The duration for semester-end practical examination shall be decided by the departmental council.







10.8 A candidate’s performance from all 3

components will be in terms of scores, and the sum of all three scores will be for a maximum of 100 marks (25 + 25 + 50).

10.9 Finally, awarding the grades shall be completed latest by 24th week of the semester.

10.10 Classification of successful candidates 10.10.1 Upon successful completion of

Bachelors Degree a final grade card consisting of grades of all courses successfully completed by the candidate shall be issued by the Registrar (Evaluation).

10.10.2 The grade and the grade point earned by the candidate in the subject will be as per the guidelines of University of Mysore. A candidate also has an option to withdraw a course even after final examination, if s/he feels that s/he should improve in the course in terms of grade. The withdrawal of a course can be either only for C3 components, in which the candidate has to reappear for only C3 component to improve, carrying the marks of C1 and C2 components (this option is called PENDING option), or for the entire course where the candidate has to re-enrol for the course afresh or can choose an alternative course if the withdrawn course is a soft/elective core (this option is called DROPPED option). This act of withdrawing should be immediately within seven days after the announcement of final results.

10.10.3 Overall cumulative grade point average (CGPA) of a candidate after successful completion of the required number of credits (40) is given by

CGPA = ∑ GP / Total number of credits


8.2.7 If X is the marks of the candidate out of

50 in C3 in theory examination, if Y is the marks scored by the candidate out of 50 in C3 in practical examination, and if Z is the marks scored by the candidate out of 50 in C3 for a course of (L=0):T:(P=0) type that is entirely tutorial based course, then the final marks M in C3 is decided as per the following table.

8.2.8 The details of continuous assessment are

summarized in the following table.

LTP Distribution Final Mark M in C3

L:T:P ((L+T)*X)+((T+P)*Y) L+2T+P

L:(T=0):P (L*X)+(P*Y) L+P

L:T:(P=0) X

L:(T=0):(P=0) X

(L=0):T:P Y

(L=0):(T=0):P Y

(L=0):T:(P=0) Z

Compo-nent

Syllabus in a Course

Weight-age

Period of Continuous Assessment

C1 50% (any 2 units of total 4 units of the course)

25% First half of the semester. To be consolidated by 8th week

C2 Remaining 50% (Remaining 2 units of the course)

25% Second half of the semester. To be consolidated by 16th week

C3 Semester-end examination (All 4 units of the course)

50% To be completed during 18th - 20th week

Final grades to be announced latest by 24th week







8.2.9 A candidate’s performance from all 3

components will be in terms of scores, and the sum of all three scores will be for a maximum of 100 marks (25 + 25 + 50).

8.2.10 Finally, awarding the grades should be completed latest by 24th week of the semester.

8.3 In case a candidate secures less than 30% in C1 and C2 put together, the candidate is said to have DROPPED in that course, and such a candidate is not allowed to appear for C3.

8.4 In case a candidate’s attendance is less than 75% or as stipulated by the University, the candidate is said to have DROPPED the course, and such a candidate is not allowed to appear for C3 in that course. Teachers offering the course/s will place the above details in the Department Council meeting during the last week of the semester, before the commencement of C3, and subsequently a notification pertaining to the above will be brought out by the Chairman of the Department before the commencement of C3 examination. A copy of this notification shall also be sent to the office of the Registrar & Registrar (Evaluation).

8.5 Provided a candidate satisfies the attendance requirement and C1 + C2 requirements, s/he is allowed to appear for C3. However if s/he does not clear C3, the candidate is permitted to opt for DROP or MAKE UP option.

(i) In case a candidate secures more than or equal to 30% in C3, but his/her grade (G) = 4, as per section 8.9 below, then s/he may be declared to have been conditionally successful in this course, provided that such a benefit of conditional clearance based on G = 4 shall not be availed for more than 8 credits for the entire programme of two years.







(ii) In case a candidate secures less than 30%

in C3, s/he may choose DROP/MAKE-UP option.

(iii) The candidate has to exercise his/her option to DROP immediately within 10 days from the date of notification of results.

(iv) A MAKE-UP examination for odd semester courses will be conducted along with next regular odd semester examinations and for even semester courses along with a next regular even semester examinations. If a candidate is still unsuccessful, s/he may opt for DROP or again take up MAKE-UP examination; however, not exceeding double the duration norm in one stretch from the date of joining the course.

8.6 A Candidate has to re-register for the DROPPED course when the course is offered again by the Department if it is a hard core course. The candidate may choose the same or an alternate core/elective in case the dropped course is soft core/elective course. The details of any dropped course will not appear in the grade card.

8.7 The tentative / provisional grade card will be issued by the Registrar (Evaluation) at the end of every semester indicating the courses completed successfully. This statement will not contain the list of DROPPED courses.

8.8 Upon successful completion of the Bachelor’s Degree a final grade card consisting of grades of all courses successfully completed by the candidate will be issued by the Registrar (Evaluation).

8.9 The grade and the grade point earned by the candidate in the subject will be as given in the following table.







Here, P is the percentage of marks (P = [C1

+ C2] + M) secured by a candidate in a course which is rounded to nearest integer. V is the credit value of course. G is the grade and GP is the grade point.

8.10 A candidate can withdraw any course within ten days from the date of notification of final results. Whenever a candidate withdraws a paper, s/he has to register for the same course in case it is hard core course, the same course or an alternate course if it is soft core. DROPPED course is automatically considered as a course withdrawn.

8.11 Overall cumulative grade point average (CGPA) of a candidate after successful completion of the required number of credits (76) is given by

CGPA = ∑ GP / Total number of credits

Marks Grade Grade Point (GP=V x G)

30-39 4 V*4 40-49 5 V*5 50-59 6 V*6 60-64 6.5 V*6.5 65-69 7 V*7 70-74 7.5 V*7.5 75-79 8 V*8 80-84 8.5 V*8.5 85-89 9 V*9 90-94 9.5 V*9.5

95-100 10 V*10






11.0 Classification of Results 11.1 The final grade point (FGP) to be awarded

to the student is based on CGPA secured by the candidate will be as per the guidelines of University of Mysore.

9.0 Classification of Results 9.1 The final grade point (FGP) to be awarded

to the student is based on CGPA secured by the candidate and is given as follows.

Overall percentage = 10*CGPA or is said to be 50% in case of CGPA<5

CGPA Final Grade Point (FGP) Numerical

Index

Qualitative

Index

4 <= CGPA < 5 5 SECOND CLASS

5 <= CGPA < 6 6

6 <= CGPA < 7 7 FIRST CLASS

7 <= CGPA < 8 8

8 <= CGPA < 9 9 DISTINCTION

9 <= CGPA < =10 10

12.0 Provision for Appeal 12.1 If a candidate is not satisfied with the

evaluation of C1 and C2 components, s/he can approach the grievance cell with the written submission together with all facts, the assignments, and test papers etc, which were evaluated. S/he can do so before the commencement of semester-end examination. The grievance cell is empowered to revise the marks if the case is genuine and is also empowered to levy penalty as prescribed by the university on the candidate if his/her submission is found to be baseless and unduly motivated. This cell may recommend taking disciplinary/ corrective action on an evaluator if s/he is found guilty. The decision taken by the grievance cell is final. For every program there will be one grievance cell. The composition of the grievance cell is as follows. (i) The Registrar (Evaluation) ex-officio Chairman / Convener (ii) One senior faculty member (other than those concerned with the evaluation of the course concerned) drawn from the department/discipline and/or from the sister departments/sister disciplines. (iii) One senior faculty members/subject experts drawn from outside the University department.

10.0 Provision for Appeal 10.1 If a candidate is not satisfied with the

evaluation of C1 and C2 components; s/he can approach the grievance cell with the written submission together with all facts, the assignments, and test papers, etc., which were evaluated. S/he can do so before the commencement of semester-end examination. The grievance cell is empowered to revise the marks if the case is genuine and is also empowered to levy penalty as prescribed by the university on the candidate if his/her submission is found to be baseless and unduly motivated. This cell may recommend taking disciplinary/corrective action on an evaluator if s/he is found guilty. The decision taken by the grievance cell is final.

10.2 For every program there will be one grievance cell. The composition of the grievance cell is as follows.

(i) The Registrar (Evaluation) ex-officio Chairman / Convener

(ii) One senior faculty member (other than those concerned with the evaluation of the course concerned) drawn from the department/discipline and/or from the sister departments/sister disciplines.

(iii) One senior faculty members/subject experts drawn from outside the University department.






13.0 Marks Cards 13.1 The marks cards shall be issued after

affixing the security hologram of the University and laminating it on both sides.

11.0 Marks Cards 11.1 The marks cards shall be issued after

affixing the security hologram of the University and laminating it on both sides.

14.0 Barring of Simultaneous Study 14.1 No candidate admitted to a degree course

in a College/Institution under the jurisdiction of this University shall be permitted to study simultaneously in any other course leading to a degree (regular, evening & morning) offered by this or any other University.

14.2 If a candidate gets admitted to more than one course, the University shall cancel without giving prior notice, his/her admission to all the courses to which s/he has joined.

12.0 Barring of Simultaneous Study 12.1 No candidate admitted to a degree course

in a College/Institution under the jurisdiction of this University shall be permitted to study simultaneously in any other course leading to a degree (regular, evening & morning) offered by this or any other university.

12.2 If a candidate gets admitted to more than one course, the University shall cancel without giving prior notice, his/her admission to all the courses to which s/he has joined.

15.0 Miscellaneous 15.1 These revised regulations will apply to

candidates admitted for the academic year 2013-2014 onwards.

15.2Any other issue, not envisaged above, shall be resolved by the Vice Chancellor in consultation with the appropriate bodies of the University, which shall be final and binding.

13.0 Miscellaneous 13.1 These revised regulations will apply to

candidates admitted for the academic year 2015-16 onwards.

13.2 Any other issue, not envisaged above, shall be resolved by the Vice Chancellor in consultation with the appropriate bodies of the University, which shall be final and binding.



Annexure – I

Hours of Instruction per Week as per Credits

Existing 1-yr B.S.Ed. (HI) Programme at AIISH Proposed 2-yr B.Ed.Spl.Ed. (HI) Programme at AIISH

Course & Code

Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)

Course with RCI Code

Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)

SEMESTER I

Hard Core: 24531

Philosophical & Sociological Perspectives in Educaiton

3 (2:1:0)

4 (2:2:0)

Hard Core (A1)

Human Growth and Development

3 (2:1:0)

4 (2:2:0)

Hard Core: 24532

Nature & Needs of Various Disabilities: An Introduction

3 (2:1:0)

4 (2:2:0)

Hard Core (A2)

Contemporary India and Education

3 (2:1:0)

4 (2:2:0)

Hard Core: 24533

Special Education in India: A Global Perspective

3 (2:1:0)

4 (2:2:0)

Hard Core (B7)

Introduction to Sensory Disabilities (VI & HI)

2 (1:1:0)

3 (1:2:0)

Soft Core: 24534

24535

Audiology for Educators (OR)Application of

Audiological Principles for Educators

2 (1:1:0)

3 (1:2:0)

Hard Core (B8)

Introduction to Neuro-Developmental Disabilities (LD, ID & ASD)

2 (1:1:0)

3 (1:2:0)

Soft Core: 24536

24537

Methodology for Teaching Speech & Language (OR)

Methdology in Teaching Academic Communication Skills

2 (1:1:0)

3 (1:2:0)

Hard Core (B9)

Introduction to Locomotor & Multiple Disabilities (CP, MD & DB)

2 (1:1:0)

3 (1:2:0)

Soft Core: 24538 to 24545

Methodology I: In any one school subject (out of 7)

2 (1:1:0)

3 (1:2:0)

Hard Core (C12)

Assessment & Identification of Needs

4 (3:1:0)

5 (3:2:0)

Methodology II: In any (another) one school subject (out of 7)

2 (1:1:0)

3 (1:2:0)

Soft Core (B10)

Skill-based Optional Course in Cross Disability & Inclusion: Community Based

Rehabilitation (OR)

Application of ICT in Classroom

2 (1:1:0)

3 (1:2:0)

Practicum: A16

Term Work: Pre-instructional observation &practice

3 (0:0:3)

12 (0:0:12)

Soft Core Practicum (E1-A)

Practical: Cross Disability & Inclusion – I Autism Spectrum

Disorders (OR)

Intellectual Disability

2 (0:0:2)

5 (0:0:5)

Open Elective: 24546

Basics in Computers 2 (1:1:0)

3 (1:2:0)

Total 22 39 Total 20 30

Note: Lecture [L]: 1 Credit = 1 Hour;

Tutorial [T]: 1 Credit = 2 Hours;

Practicum [P]: 1 Credit = 2 + ½ Hours

(additional 2 hours per week is allotted when EPC is included in the second semester)




Course & Code

Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)


Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)

SEMESTER II

Hard Core: 24551

Educational Psychology and Learners with Disabilities

3 (2:1:0)

4 (2:2:0)

Hard Core (A3)

Learning, Teaching & Assessment

3 (2:1:0)

4 (2:2:0)

Hard Core: 24552

Educational Management, Curriculum Designing and Evaluation

3 (2:1:0)

4 (2:2:0)

Hard Core (B6)

Inclusive Education 2 (1:1:0)

3 (1:2:0)

Soft Core: 24553

Community studies of Hearing Disorders (OR)

Community Based Rehabilitation for Disabilities in India

2 (1:1:0)

3 (1:2:0)

Hard Core (C13)

Curriculum Designing, Adaptation & Evaluation

4 (3:1:0)

5 (3:2:0)

Soft Core: 24554

Methodology of Aural Rehabilitation (OR)

Methodology in Training Classroom Listening Skills

2 (1:1:0)

3 (1:2:0)

Soft Core (A4)

Pedagogy of School Subjects

I: Science (OR)

II: Mathematics (OR)

III: Social Science

3 (2:1:0)

4 (2:2:0)

Soft Core: 24555

Indian Sign Language 2 (1:1:0)

3 (1:2:0)

Soft Core (A5)

Pedagogy of School Subjects

IV: Kannada (OR)

V:English

3 (2:1:0)

4 (2:2:0)

Term Work I Practice Teaching of Methodology Subjects in Mainstream Schools

3 (0:0:3)

9 (0:0:9)

Soft Core – EPC (D19)

Basic Research & Basic Statistics (OR)

Basic Research & Essential Statistics (OR)

Research & Basic Statistics

2 (1:1:0)

3 (1:2:0)

Term Work II Practice Teaching in Special Pre-school & Segregated Schools

3 (0:0:3)

6 (0:0:6)

Hard Core Practicum (E2-A)

Practical: Disability Specialization – Hearing Impairment – I (including EPC on Understanding Self)

3 (0:0:3)

7 (0:0:7)

Practical Work

Field Work Related to CBR

2 (0:0:2)

4 (0:0:4)

Discipline-Centric Elective: 24560

Computer Application in the Education of Children with HI

2 (1:1:0)

3 (1:2:0)

Total 22 39 Total 20 30

.




Course Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)


Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)

SEMESTER III

Hard Core (C14)

Intervention & Teaching Strategies

4 (3:1:0)

5 (3:2:0)

Hard Core (C15):

Technology & Disability

4 (3:1:0)

5 (3:2:0)

Hard Core (C16):

Psycho-social & Family Issues

2 (1:1:0)

3 (1:2:0)

Hard Core – EPC (D17)

Reading and Reflecting on Texts

2 (1:1:0)

3 (1:2:0)

Soft Core (B11) Skill-based Optional Course in Disability Specialisation – HI:

Communication Options – Oralism (OR)

Communication Options – Manual (Indian Sign Language)

2 (1:1:0)

3 (1:2:0)

Soft Core – EPC (D18)

Performing & Visual Arts in Education (OR)

Visual Arts in Education (OR)

Performing Arts in Education

2 (1:1:0)

3 (1:2:0)

Hard Core Practicum (E2-B)

Practical: Disability Specialization – Hearing Impairment – II

4 (0:0:4)

10 (0:0:10)

Total 20 32




Course Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)


Course Title Total

Credits (L:T:P)

Total Hours/ Week

(L:T:P)

SEMESTER IV

Soft Core Practicum (E1-B):

Practical: Cross Disability & Inclusion – II

Autism Spectrum Disorders (OR)


4 (0:0:4)

10 (0:0:10)

Hard Core Field Engagement (F1):

Field Engagement: Special School for Hearing Impairment

4 (0:0:4)

10 (0:0:10)

Hard Core Field Engagement (F3):

Field Engagement: Inclusive School

4 (0:0:4)

10 (0:0:10)

Soft Core Field Engagement (F2):

Field Engagement: Other Disability Special School

Autism Spectrum Disorders (OR)


4 (0:0:4)

10 (0:0:10)

Total 16 40

GRAND TOTAL 44 GRAND TOTAL 76



Annexure – II

MODEL QUESTION PAPER PATTERN


(All Units are Compulsory)

Paper Title: .................... Marks: 50

Paper Code: ................... Time: 2 Hours

Unit

No.

Question

Number

Question/s Marks

I 1

2 (a)

2 (b)

A xxxxxxxxxxxxxxxxxxxxxxx

OR

B xxxxxxxxxxxxxxxxxxxxxxx

C xxxxxxxxxxxxxxxxxxxxxxx

10

05

05

II 3(a)

3(b)

4

D xxxxxxxxxxxxxxxxxxxxxxx

E xxxxxxxxxxxxxxxxxxxxxxx

OR

F xxxxxxxxxxxxxxxxxxxxxxx

10

05

15

III 5(a)

5(b)

5(c)

6(a)

6(b)

G xxxxxxxxxxxxxxxxxxxxxxx

H xxxxxxxxxxxxxxxxxxxxxxx

I xxxxxxxxxxxxxxxxxxxxxxx

OR

J xxxxxxxxxxxxxxxxxxxxxxx

K xxxxxxxxxxxxxxxxxxxxxxx

05

05

05

10

05

IV 7(a)

7(b)

7(c)

8

L xxxxxxxxxxxxxxxxxxxxxxx

M xxxxxxxxxxxxxxxxxxxxxx

N xxxxxxxxxxxxxxxxxxxxxxx

OR

O xxxxxxxxxxxxxxxxxxxxxxx

05

03

02

10

Regulation: For a theory paper carrying 50 marks, each

full question shall carry either 10 or 15 marks, with

internal choices having equal marks. Each 15 mark

question can be divided as follows: 15, 10+5, and

5+5+5; and each 10 mark question can be divided as

follows: 10, 5+5, and 5+3+2. Maximum number of

subdivisions in a question shall be THREE.

(All Units are Compulsory)

Paper Title: .................... Marks: 50

Paper Code: ................... Time: 2 Hours

Unit

No.

Question

Number

Question/s Marks

I 1

2 (a)

2 (b)

A xxxxxxxxxxxxxxxxxxxxxxx

OR

B xxxxxxxxxxxxxxxxxxxxxxx

C xxxxxxxxxxxxxxxxxxxxxxx

10

05

05

II 3(a)

3(b)

4

D xxxxxxxxxxxxxxxxxxxxxxx

E xxxxxxxxxxxxxxxxxxxxxxx

OR

F xxxxxxxxxxxxxxxxxxxxxxx

10

05

15

III 5(a)

5(b)

5(c)

6(a)

6(b)

G xxxxxxxxxxxxxxxxxxxxxxx

H xxxxxxxxxxxxxxxxxxxxxxx

I xxxxxxxxxxxxxxxxxxxxxxx

OR

J xxxxxxxxxxxxxxxxxxxxxxx

K xxxxxxxxxxxxxxxxxxxxxxx

05

05

05

10

05

IV 7(a)

7(b)

7(c)

8

L xxxxxxxxxxxxxxxxxxxxxxx

M xxxxxxxxxxxxxxxxxxxxxx

N xxxxxxxxxxxxxxxxxxxxxxx

OR

O xxxxxxxxxxxxxxxxxxxxxxx

05

03

02

10

Regulation: For a theory paper carrying 50 marks, each

full question shall carry either 10 or 15 marks, with

internal choices having equal marks. Each 15 mark

question can be divided as follows: 15, 10+5, and

5+5+5; and each 10 mark question can be divided as

follows: 10, 5+5, and 5+3+2. Maximum number of

subdivisions in a question shall be THREE.



COURSE CONTENT

I SEMESTER

Existing in 1-yr B.S.Ed. (HI) Programme at AIISH


EDUCATIONAL PSYCHOLOGY AND LEARNERS WITH DISABILITIES

Course: Hard Core (24551) Credits: 03 (L:T:P = 2:1:0) Contact Hours: (2L + 2T / week) 64 Marks: (25+25+50) 100

HUMAN GROWTH AND DEVELOPMENT

Course: Code: Hard Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives After studying this course, the student-

teacher is expected to have the knowledge of the following:

• The principles of psychology with their application to the field of disabilities and impairments

• Understand principles of human growth and development with special reference to the field of disabilities and impairments.

• To apply principles of learning for effective management/ training of persons with disabilities in classroom/school settings

• To acquire the basics of guidance and counselling in their application of skills during everyday practice of teaching persons with disabilities and impairments

• To comprehend the fundamentals in diagnosis and behavioural assessments for identification and remediation of persons with disabilities

Objectives After studying this course the student-

teachers will be able to: • Explain the process of development with

special focus on infancy, childhood and adolescence.

• Critically analyze developmental variations among children.

• Comprehend adolescence as a period of transition and threshold of adulthood.

• Analyze different factors influencing child development.

Unit 1: Introduction to Psychology of Disability & Impairments & Developmental Psychology (16 hours)

1.1 Psychology: Meaning, Scope & Methods – Relation to the field of Disabilities & Impairments

Unit 1: Approaches to Human Development

1.1 Human development as a discipline from infancy to adulthood

1.2 Concepts and Principles of development



1.2 Cognition: Basics of Attention, Concentration, Perception, Imagination, Concept Formation, Thinking, & Problem Solving – Implications for understanding higher mental functions in persons with Disabilities& Impairments

1.3 Developmental Psychology: Concepts of Growth & Development – Principles & Laws of Development – Areas of Child Development: Sensory, Motor, Language, Social, Play, Cognition, Emotions & Morals

1.4 Factors in Child Development: Heredity & Environment – Genes & Family Factors – Role of Early Infant Stimulation – Enriched Environments

1.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence, Adulthood)

1.4 Nature vs Nurture 1.5 Domains (Physical, Sensory-

perceptual, Cognitive, Socio-emotional, Language & communication, Social relationship)

1.6 Psychological well-being

Unit 2: Psychological Assessment (16 hours)

2.1 Psychological Assessment: Meaning; Assumptions & Types – Normative & Behavioural Assessments; Methods & Techniques of Assessment – Observation, Interview, Case History, Clinical Interview, Psychological Testing

2.2 Diagnostic Assessment: Example each on Test of Intelligence, Measure of Adaptive Behaviour and Developmental Schedule, Achievement & Aptitude Test, and Interest Inventory

2.3 Behaviour Assessment: Example of Behaviour Assessment Scale for Indian Children with Mental Retardation (BASIC-MR), Activity Checklist for Preschool Children with Developmental Disabilities (ACPC-DD) & Madras Developmental Programming System (MDPS)

Unit 2: Theoretical Approaches to Development

2.1Cognitive & Social- cognitive theories(Piaget, Vygotsky, Bruner, Bandura)

2.2 Psychosocial Theory (Erikson) 2.3 Psychoanalytic Theory (Freud) 2.4 Ecological Theory (Bronfrenbrenner) 2.5 Holistic Theory of Development

(Steiner)

Unit 3: Psychology of Learning in School (16 hours)

3.1 Psychology of Learning: Concept of

Learning – Meaning & Types – Factors in Learning – Transfer of Learning –

Unit 3: The Early Years (Birth to Eight Years

3.1Prenatal development: Conception, stagesand influences on prenatal development

3.2Birth and Neonatal development:



Implications for Learners with Developmental Disabilities

3.2 Behaviour Modification: Meaning & Applications – Steps in Behaviour Change Programs: Skill Behaviour Training & Problem Behaviour Management – Ethical Issues in their Use on persons with disabilities

Screening the newborn - APGAR Score, Reflexes and responses, neuro-perceptual development

3.3.Milestones and variations in Development

3.4Environmental factors influencing early childhood development

3.5 Role of play in enhancing development 3.6 Formation of identity and self-concept

Unit 4: Guidance and Counselling (16 hours)

4.1 Guidance & Counselling: Nature & Meaning, Scope and Stages in Counselling – Counselling Process - Types: Individual & Group Counselling; Educational, Vocational, Marital, and Rehabilitation Counselling

4.2 Qualifications, Skills & Competencies in Effective Counsellors – Techniques of Counselling – Pitfalls in Counselling

4.3 Stigma, Stress & Burden of Handicap – Stages in Parent/Family Reaction to Handicap - Impact on Individual & Family: Self and Other Perception – Misconceptions & Negative Attitudes – Advocacy, Enablement and Empowerment of the Disabled: Strategies for Attitude Change

Unit 4: Early Adolescence (From nine years to eighteen years)

4.1 Emerging capabilities across domains of physical and social emotional

4.2 Emerging capabilities across domains related to cognition – metacognition, creativity, ethics 4.2.1 Emerging roles and responsibilities

4.3 Issues related to puberty 4.4 Gender and development 4.5 Influence of the environment (social,

cultural, political) on the growing child 4.5.1 Life Skills and independent living

4.6 Career Choices



Suggested Activities to be Organised as Part of Tutorial

Analytical essay on impact of hearing impairment across the various developmental stages in children.

Single-subject study of influence of ‘Nature vs. Nurture’ on the rehabilitation and education child with any special need.

Presentation on tools for diagnostic assessment in psychology and their appropriateness in the Indian context.

Interpretation of Behavioural Assessment Scale reports of children with special needs.

Survey of behavioural problems in children with special needs related to stigma, stress and Burden.

Activity module for behavioural modification in children with hearing impairment applicable to individual and classroom circumstances.

Survey of effect of presence of disability on the individual and family.

Exposition that special educators can be Counsellors

Transaction This course should be taught through a

series of workshops, seminars and presentations, Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be taught through workshops and specific case studies.

Engagement with the field as partof course as indicated below:

Hands on Experience: Observe children in various settings

and identify milestones achieved. Seminar on human development Writing Journal for reflection and case

study

References Bain, D. (1966). Handicapped Children in

Developing Countries: assessment, Curriculum and Instructions. Edmonton, Alberta, Canada: University of Alberta.

Bennet, T., Lingerfelt, B. V., & Nelson, D. E. (1990). Developing individualized family support plans: Training manual. Cambridge, MA: Brookline Books.

Coleman, J. C. (1971). Psychology and effective behaviour. Bombay: Taraporewala

Dunst, C. J., Trivette, C. M., & Deal, A. G. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline Books.

Suggested Readings Berk, L. E. (2000). Human Development.

Tata Mc.Graw Hill Company, New York. Brisbane, E. H. (2004). The developing

child. Mc.Graw Hill, USA. Cobb, N. J. (2001). The child infants,

children and adolescents. Mayfield Publishing Company, California.

Hurlock, E. B. (2005). Child growth and development. Tata Mc.Graw Hill Publishing Company, New York.

Hurlock, E. B. (2006). Developmental Psychology- A life span approach. Tata Mc.Graw Hill Publishing Company, New Delhi.

Kagan, J. & Segal, J. (1991). Psychology:



Eagn, G. (1962). The skilled helper: Model, skills and methods for effective helping. Montercy, C.A.: Brooks/Cole.

Hilgard, T., & Southers, S. (1975). Introduction to Psychology (16th ed.). New York: Harcourt.

Hurlock, E. B. (1978). Child’s growth and development (5th ed.). New York: McGraw Hill.

Kagan, J. & Segal, J. (1991). Psychology: An introduction (7th ed.) Philadelphia: Harcourt Brace Javanovish College Publishers.

Kale, S. V. (1980). Child psychology. Madison: Brown & Benchmark Publishers.

Munn, N. L. (1972). Introduction to psychology. Boston, MA: Houghton Mifflin Company.

Robert, M. L. R. (1979). Developmental Psychology. New Delhi: Prentice-Hall of India.

Turnbull, P., & Turnbull, H. R. (1990). Families, professionals and exceptionality: A special partnership. Columbus: Merrill Publishing Company.

Wallace, P. M., Goldstein, J. H., & Nathan, P. E. (1994). Introduction to psychology. Madison, WI: Brown & Benchmark Publishers.

An introduction (7th ed.) Philadelphia: Harcourt Brace Javanovish College Publishers.

Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on Schools, Schooling and Human Development.New York: Routledge.

Mittal. S. (2006). Child development- Experimental Psychology. Isha Books, Delhi.

Wallace, P. M., Goldstein, J. H., & Nathan, P. E. (1994). Introduction to psychology. Madison, WI: Brown & Benchmark Publishers.





(1) PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES OF

EDUCATION

Course: Hard Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: (2L + 2T / week) 64 Marks: (25+25+50) 100

(2) SPECIAL EDUCATION IN INDIA: A GLOBAL PERSPECTIVE


CONTEMPORARY INDIA AND EDUCATION

Course:Hard Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives After studying these courses, the student-

teacher is expected to be able to do the following:

(1) Philosophical and Sociological Perspectives of Education

Gain an understanding of the concept, meaning, aims and function of education

Reflect upon the educational thoughts of Indian and Western thinkers and explore their implications for school practices

Critically examine the issues and concerns of education in the socio-economic context of India

(2) Special Education in India: A Global Perspective

Spell out the aims and functions of special education with reference to mainstream education

Describe the various systems of education with reference to general and special education.

Discuss the roles of agencies involved in education of children with special needs

Objectives After completing this course the student-teachers will be able to: Explain the history, nature and process

and philosophy of education Analyse the role of educational system in

the context of modern ethos Understand the concept of diversity Develop an understanding of the trends,

issues, and challenges faced by the contemporary Indian education in global context



in India. Enumerate public measures that are

conducive to the education of children with special needs.

(1) Philosophical and Sociological

Perspectives of Education Unit 1: Basic Concepts of Education(16

hours) 1.1 Meaning, aims and functions of

education 1.2 Education and its related concepts-

Training , Instruction and Teaching 1.3 Education as a discipline and its

interdisciplinary nature 1.4 Education as value development

Unit 1: Philosophical Foundations of Education

1.1 Education: Concept, definition and scope 1.2 Agencies of Education: School, family,

community and media 1.3 Philosophies of Education: idealism,

naturalism, pragmatism, existentialism, humanism, constructivism and connectionism

1.4 Classical Indian Perspective (Budhism, Jainism, Vedanta Darshan, Sankya Darshan)

1.5 Indian Philosophers (Aurobindo, Gandhi, Tagore, Krishna Murthy)

Unit 2: Educational thoughts and Practices (16 hours)

2.1 Relevance of educational thoughts of Indian and Western Educationists to the present education system

2.2 Relation between philosophy and education

2.3 Views on education according to -Idealism, Naturalism Pragmatism constructivism

2.4 Contributions of philosophers – 2.4.1 Western Philosophers - John

Dewey, Rousseau, Plato, Montessori and Paulo Frieri

2.4.2 Indian Philosophers - Mahatma Gandhi, Swami Vivekananda, Jiddu Krishnamurthy, Rabindranath Tagore

Unit 2: Understanding Diversity 2.1 Concept of Diversity 2.2 Types of Diversity: Gender, linguistic,

cultural, socio-economic and disability 2.3 Language issues in education 2.4 Diversity in learning and play 2.5 Addressing diverse learning needs 2.6 Diversity: Global Perspective 2.7 Diversity in schooling

2.7.1 Inclusive education as a rights based model

2.7.2 Complementarity of inclusive and special schools

Unit 3: Education and Socio-Cultural Context (16 hours)

3.1 Education as an instrument of social change

3.2 Influence of education on society, family

Unit 3: Contemporary Issues and Concern

3.1 Challenges of education from preschool to senior secondary

3.2 Universalisation of School Education,



and their practices 3.3 Socio-cultural influences on the aims

and organization of education 3.4 Emerging trends in societies and their

repercussions on education: Globalization and internationalization of education

Right to Education and Universal Access

3.3 Issues of a) Universal enrolment b) Universal retention c) Universal learning

3.4 Issues of quality and equity: Physical, economic, social, cultural and linguistic, particularly w.r.t girl child, weaker sections and disabled

3.5 Equal Educational Opportunity: (i) Meaning of equality and constitutional provisions (ii) Prevailing nature and forms of inequality, including dominant and minority groups and related issues

3.6 Inequality in Schooling: Public-private schools, rural-urban schools, single teacher schools and other forms of inequalities such as regular and distance education system

3.7 Community participation and community based education

Unit 4: Issues and Concerns in Education (16 hours)

4.1 Equalization of education opportunities 4.2 Constitutional problems for ensuring

equality 4.3 Nature and forms of inequality

including dominant and minor groups, gender in equalities in schools, public-private, rural, urban and tribal

4.4 Democracy, Secularism, National and Emotional Integration and Inclusive Education

Unit 4: Education Commissions, Policy & Programmes (School Education )

4.1 Constitutional provisions on education that reflect National Ideals: Equality, liberty, secularism, and social justice

4.2 National Commissions and Policies: Education Commission (1964), NPE and POA (1986, 1992), National Curricular Framework (2005), National Policy for Persons with Disabilities (2006)

4.3 National Acts: RCI Act, 1992, PWD Act, 1995, NT Act, 1999, RTE Act (2009 & 2012).

4.4 Programmes and Schemes: IEDC (1974, 1983), SSA (2000, 2011), RMSA, 2009, IEDSS, 2009

4.5 International Conventions and Policies: World Declaration for EFA (1990), Salamanca Declaration and Framework, 1994; UNCRPD, 2006; MDG, 2015; INCHEON strategies



(2) Special Education in India: A Global Perspective

Unit 1: Introduction to Special Education & Emerging Trends (16 hours)

1.1 Meaning, nature and scope of special education; its aims, principles, directions and priorities with reference to general education

1.2 Evolution of special education services for children with special needs & contribution of national and international thinkers in special education

1.3 Principle of normalization – concept, types, process of integration and inclusion

1.4 Deno’s model of special education continuum and criteria for special education placement

1.5 Future perspectives in special and integrated education.

Unit 2: Special Education in the Changing Social Scenario (16 hours)

2.1 Formal (Class room), non-formal (therapy sessions) and informal (incidental and home learning) education.

2.2 Community based education with reference to Children with special needs/Persons with Disabilities.

2.3 Open learning: National Institute of Open Schooling, State Open School, distance education

2.4 Value-oriented education (responsibility of the society towards disability)

2.5 Changing social scenario of the disability

Unit 3: Stakeholders in Management of Special Education Services (16 hours)

3.1 Role of governmental agencies in disability management (NCERT, SCERT, NCTE, UGC, RCI, national institutes for



persons with disabilities) 3.2 Role of non-governmental agencies

including UN agencies (WHO, UNICEF, UNESCO, etc.) in special education

3.3 Role of home in the education of persons with disabilities

3.4 Role of school in the education of persons with disabilities

3.5 Role of society and mass media in the education of persons with disabilities

Unit 4: Recent Trends with Reference to

Education of Children with Special Needs (16 hours)

4.1 International initiatives like World Summit Declaration for EFA (1990), Salamanca statement (1994) and UNCRPD

4.2 National legislations like RCI Act 1992; PWD Act 1995; National Trust for Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act 1999; and Rights of persons with disabilities, RTE 2009.

4.3 National policies like National Policy on Education (1986) and Revised NPE / Programme of Action (1992), National Policy on Rehabilitation of Persons with Disabilities (2006), National Health Policy; and recommendations of various committees and commissions like Kothari Commission 1966

4.4 Programmes and schemes promoting education of children with special needs like; ECCE, ICDS, IED 1974, PIED 1987, IEDC Scheme 1992, DPEP, SSA, IEDSS, IEYCD

4.5 Concessions, facilities and other benefits conducive to education of children with special needs


series of workshops, seminars and presentations, Lectures,



demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be taught through workshops and specific case studies.

References Baine, Y. D. (1988). Handicapped

children in developing countries: Assessment, curriculum and instruction. Alberta: University of Alberta.

Byrne, M., & Shervanian, C. (1977). Introduction to communicative disorders. New York: Harper & Row.

Davis, J. (Ed.) Our forgotten children: Hard-of hearing pupils in the schools. Minneapolis: National Support Systems Project 1977.

Dunn, L. (1971). Exceptional children in the school: Special Education in transition. New York: Holt, Rinehart & Winston.

Evans, P., & Verma, V. (Eds.) (1990). Special education: Past, present and future. London: The Faimer Press.

Harely, R. K., & Lawrence, G. A. (1977). Visual impairment in the schools. Springfield, IL: Charles C. Thomas.

Jangira, N. K., & Mani, M. N. G. (1991). Integrated education of the visually handicapped: Management perspectives. Gurgaon: Academic Press.

Kirk, S. (1962). Exceptional children. Boston: Houghton Mifflin.

Longone, J. (1990). Teaching retarded learners: Curriculum and methods for improving instruction. Boston, MA: Allyn & bacon.

Mani, M. N. G. (1992). Techniques of teaching blind children. New Delhi: Sterling Publishers.

Muricken, J. S. J., & Kareparampil, G.

Essential Readings Guha, R. (2007). India after Gandhi: The

History of the World's Largest Democracy. Macmillan: Delhi.

National Education Commission. (1964-66). Ministry of Education, Government of India, New Delhi

National Policy on Education. (1986 & 92). Ministry of Human ResourceDevelopment Government of India, New Delhi.

Right to Education Act. (2009). Ministry of Human Resource Development, Government of India, New Delhi.

Suggested Readings Aggarwal. J. C. (1992). Development and

Planning of Modern Education: New Delhi Vikas Publishing House Pvt. Ltd.

Ain, L. C. (2010). Civil Disobedience, Book Review Literary Trust: New Delhi.

Anand, S. P. (1993).The Teacher & Education in Emerging Indian Society, New Delhi: NCERT.

Bhat. B. D. (1996). Educational Documents in India, New Delhi: Arya Book Depot.

Bhatia, K. & Bhatia, B. (1997). The Philosophical and Sociological Foundations, New Delhi Doaba House.

Biswas. A. (1992). Education in India, Arya Book Depot. New Delhi

Biswas. A., & Aggarwal, J.C. (1992). Education in India, Arya Book Depot NewDelhi.

Chakravarty, S. (1987). Development



(1995). Persons with disabilities in society. Thiruvananthapuram: Kerala Federation of the Blind.

Narayan, J., & Kutty, A. T. T. (1989). Handbook for trainers of the mentally retarded persons: Pre-primary level. Secunderabad; NIMH.

Overton, T. (1992). Assessment in special education: An applied approach. New York: Mc Millian.

Panda, K. C. (1977). Education of exceptional children. New Delhi: Vikas Publications.

Peshwaria, R., & Venkatesan, S. (1992). Behavioural retarded children: A manual for Teachers. Secunderabad: NIMH.

Poremba, C. (1967). The adolescent and young adult with learning disabilities: What are his needs? What are the needs of those abilities of children and youth? Tuisa: The Association for Children with Learning Disabilities.

Subba Rao, T. A. (1992). Manual on developing communication skills in mentally retarded persons. Secunderabad: NIMH.

Taylor, R. L. (1993). Assessment of exceptional students: Educational and psychological procedures. Boston, MA: Allyn & Bacon.

Van Riper, C. A., & Emerick. L. (1990). Speech correction: An introduction to speech pathology and audiology (8th Ed.). Englewood Cliffs, NJ: Prentice-Hall.

Aggarwal, J. C. (1992). Development and

planning of modern education. New Delhi: Vikas Publishing House Pvt. Ltd.

Anand (1993). The teacher &education in emerging Indian society. New Delhi: NCERT.

Bagulia, A. M. (2004). Kothari Commission. New Delhi: Anmol Publications Pvt. Ltd.

Bhat, B. D. (1996). Educational

Planning: The Indian Experienc.New Delhi: OxfordUniversity press.

Chandra, B. (1997). Nationalism and Colonialism. Hyderabad: Orient Longman.

Choudhary. K.C., & Sachdeva, L. (1995). Total literacy by 2000: New Delhi: IAE Association.

Deaton A., & Dreze, J. (2008-2009). Poverty and Inequality. In India in Raj Kapila and Uma Kapila (Ed.) in Indian Economy since Independence. New Delhi: Oxford University Press:.

Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi: Penguin.

Dubey, S. C (2001). Indian Society, New Delhi: National Book Trust.

Famous Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948. Retrieved from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf, http://www.gandhi-manibhavan.org/gandhicomesalive/speech8.htm, http://www.mkgandhi.org/speeches/speechMain.htm.

Jain, L.C. (2010). Civil Disobedience, Book Review Literary Trust, New Delhi.

Jagannath. M. (1993). Indian Education in the Emerging Society, New Delhi Sterling Publishers Pvt. Ltd.

Jangira, N.K. (2012). NCERT Mother of Inclusive Education Address on Golden Jubilee of NCERT at RIE, Ajmer on 01 Sept. 2012.

Kashyap, S. C. (2009). The Constitution of India, National Book Trust: New Delhi.

Sapra. C. L., & Aggarwal, A. (1987): Education in India some critical Issues. New Delhi: National Book Organisation.

Saraswathi, T. S. (1999). Culture, Socialization and Human Development, New Delhi: Sage Publications.



documents in India. New Delhi: Arya Book Depot.

Bhatia, K. & Bhatia, B. (1997). The philosophical and sociological foundations. New Delhi: Doaba House.

Billingsley, B. S. (2005). Cultivating and keeping committed special education teachers: what principals and district leaders can do?: Thousand Oaks, CA: Corwin Press & Council for Exceptional Children.

Biswas, A. (1992). Education in India, New Delhi: Arya Book Depot.

Biswas, A., & Aggarwal, J. C. (1992). Education in India, New Delhi: Arya Book Depot.

Brennan, W. (1982). Changing Special Education. London: Open University Press.

Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs: In inclusive classrooms. Boston: Pearson Education, Inc.

Chand, T. (2004). Development of education system in India. New Delhi: Anmol Publications.

Choudhary, K. C., & Sachdeva, J. L. (Eds.) (1995). Total literacy by 2000. New Delhi: IAE Association.

Dunn, L. (1971). Exceptional children in the school: Special education in transition. New York: Holt, Rinehart 7 Winston.

Fordham, P. E. (1993) Informal, non-formal and formal education programmesin YMCA George Williams CollegeICE301 Lifelong Learning Unit 2. London: YMCA George Williams College.

Friend, M. (2008). Special education: Contemporary perspectives for school professionals. Boston: Pearson Education, Inc.

Goel, A., & Goel, S. L. (2005). Human values and education. New Delhi: Deep & Deep Publications Pvt. Ltd.

Sen, A., & Dreze, J. (1997). India: Economic Development and Social Opportunity, Oxford India: Delhi.

Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948. Government of India.

Steven, B. (1998). School and Society, New Delhi: Sage Publications.

Suresh, D. (1998). Curriculum and Child Development, Agra: Bhargava.

Taneja. V.R. (1998). Educational Thoughts and Practice, Delhi University Publications.

Vaidyanathan, A. (1995). The Indian Economy: Crisis, Response and Prospects: Tracts of the Times. Orient Longman Publications: New Delhi.

Weber. O.C. (1990). Basic Philosophies of Education, New York Holt, Rinehart andWinston.



Government of India (1992) Scheme of integrated education for the Disabled children. New Delhi: MHRD, Government of India.

Graham-Brown, S. (1991) Education in the developing world. Harlow: Longman.

Heward, W. L. (1996). Exceptional children: An introduction to special education (5thed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Jeffs, T., & Smith, M. K. (Eds.) Using informal education: An alternative to casework, teaching and control. Milton Keynes: Open University Press.

Kauffman, J. M., & Hallahan, D. P. (Eds.) (1981). Handbook of Special Education. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Kirk, S. (1962). Exceptional children. Boston: Houghton Mifftin.

Mehta, D. S. (1983). Handbook of disabled in India. New Delhi: Allied Publishers.

Mohanty and Jagannath, (1993). Indian Education in the Emerging Society. New Delhi: Sterling publishers Pvt. Ltd.

Mukherjee, M. (2006). Problems of disabled people. Ambala: The Associated Publishers.

Nanda, V. K. (2005). Education in emerging Indian society. New Delhi: Anmol Publications Pvt. Ltd.

Puri, M. & Abraham, G. (Eds.) (2004). Handbook of inclusive education for educators, administrators and planners: Within walls, without boundaries. New Delhi: Sage Publications.

Reynolds, C. R., & Mary, L. (Eds.) (1987). Encyclopedia of special education: A reference for the education of the handicapped and other exceptional children and adults. Vol. I, II & III. New York: John Wiley Sons.

Rubenson, K. (1982) Interaction between formal and non-formal education. Paper for Conference of the



International Council for Adult Education, Paris.

Sahu, S. M. (2005). Education of children with special needs. New Delhi: Anmol Publications.

Salamanca Statement and Framework for Action on Special Needs Education (1994). World conference on Special Needs Education, Salamanca, Spain held during June 7-10.

Sapra, C. L., & Aggarwal, A. (Ed.) (1987). Education in India: Some critical issues. New Delhi: National Book Organisation.

Saraswathi, T. S. (1999). Culture, socialization and human development. New Delhi: Sage Publications.

Singh, C. (2005). National Policy on Education. New Delhi: Dominant Publishers & Distributors.

Singh, R. P. (Ed.) (1993). Indian education: In-depth studies. New Delhi: Commonwealth Publication.

Singh, U. K., & Nayak, A. K. (2004). Special education. New Delhi: Commonwealth Publishers in association with Dr. Zakir Hussain Institute for Non-Formal and Continuous Education.

Steven, B. (1998). School and Society. New Delhi: Sage Publications.

Suresh, D. (1998). Curriculum and Child Development. New Delhi: Bhargava.

Taneja, V. R. (1998). Educational thoughts and practice. Delhi: University Publications.

The Standard Rules of the United Nations (1996). An easy to read version of the Standard Rules on the equalization of opportunities for persons with disabilities. Stockholm: Kitte Arvidsson & Easy-To-Read Foundation.





Nature and Needs of Various Disabilities: An Introduction

(Unit 1 only)


INTRODUCTION TO SENSORY DISABILITIES

(Visual Impairment and Hearing Impairment)

Course: Hard Core Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100


teacher is expected to acquire basic knowledge on identification and characteristics of various disabilities such as:

Blindness and low vision Hearing impairment

Objectives After completing this course, the student-

teachers will be able to: Name the different types of sensory

impairments and its prevalence and 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.

Unit 1: Sensory Impairment: Blindness,

Low Vision & Hearing Impairment (18 hours)

1.1 Nature, types, incidence/prevalence 1.2 Characteristics 1.3 Causative factors 1.4 Preventive measures for management 1.5 Implications of disability on

development. 1.6 Special educational needs.

Unit 1: Hearing Impairment: Nature & Classification 1.1 Types of sensory impairments: Single

(Hearing Impairment & Visual impairment) & 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/ hearing impaired/ disability/



handicapped 1.5 Challenges arising due to congenital and acquired hearing loss

(Unit 2 is not relevant) Unit 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 and need for early Intervention

2.3 Communication options, references & facilitators of individuals with hearing

2.4 & measures in literacy development and scholastic achievement of students with hearing loss

2.5 Restoring techniques using human (interpreter) & technological support (hearing devices)

(Unit 3 is not relevant) Unit 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 3.3 Demographic Information: NSSO and Census 2011 3.4 Importance of Early Identification and Intervention 3.5 Functional Assessment Procedures

(Unit 4 is not relevant) Unit 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


Course Work/ Practical/ Field Engagement



Observation and reporting of diagnostic procedures for different kinds of disabilities.

Comparative report of prevalence of disabilities in India from different sources like Census of India, NSSO, etc.

Checklist for identification of signs and symptoms of different kinds of special needs.

Poster preparation on characteristics of different kinds of special needs.

Case studies of children with different kinds of special needs.

Poster preparation on causes of special needs in children.

Presentation on educational implications for varied kinds of special needs in children.

Analytical essay on the differences in the curriculum to be adopted/adapted for children with different kinds of special needs.

Develop a checklist for screening of children for hearing impairment

Develop a checklist for screening of children for low vision

Develop a checklist for screening of children for blindness

Develop a checklist for screening of children for deaf blindness

Journal based on observations of teaching children with sensory disabilities

Transaction Visits, Observations, Videos and

Interactions with Students with Disabilities




Davis, J. (Ed.) Our forgotten children: Hard-of hearing pupils in the schools. Minneapolis: National Support Systems Project 1977.



Harely, R. K., & Lawrence, G. A. (1977). Visual impairment in the schools. Springfield, IL: Charles C. Thomas.

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, C.M., & Koenig, A. 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.

Sense International India (2005). Handbook on Deafblindness. Retrieved online on 24/4/2015 from http:// ssa.nic.in/inclusive-education/training-module-for-resource-teachers-for-disable-children/Module/520/2520Deafblindness.pdf/Fat_download/Ffile&ei=LkY6VdGlOIKymAW604CgDg&usg=AFQjCNHxJc



Jangira, N. K., & Mani, M. N. G. (1991). Integrated education of the visually handicapped: Management perspectives. Gurgaon: Academic Press.


Mani, M. N. G. (1992). Techniques of teaching blind children. New Delhi: Sterling Publishers.

Muricken, J. S. J., & Kareparampil, G. (1995). Persons with disabilities in society. Thiruvananthapuram: Kerala Federation of the Blind.




Van Riper, C. A., & Emerick. L. (1990). Speech correction: An introduction to speech pathology and audiology (8th Ed.). Englewood Cliffs, NJ: Prentice-Hall.

9OazS1f-TSI_HgQqJKxWjs_A&sig2 =LIBWuGnYE0OLPtpK5FCHEg&bvm=bv.91427555,d.dGY

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.

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.

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 Handbook ofHearing 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 4:11-12.

Harp, B. (2006). The handbook of literacy assessment and evaluation, (3rd Eds). Norwood, M.A.: Christopher-Gordon, Publishers, Inc.






(Units 2, 3 & Part of 4) Course: Hard Core (24532) Credits: 03 (L:T:P = 2:1:0) Contact Hours: (2L + 2T / week) 64 Marks: (25+25+50) 100

INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES (Learning Disability, Intellectual Disability And Autism Spectrum

Disorders) Course: Hard Core Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100



Mental retardation and mental illness Other disorders

Objectives After completing the course the student-

teachers will be able to : Discuss the characteristics and types of

learning disability. Describe the tools, areas of assessment

and apply intervention strategies to enhance learning.

Explain the characteristics and types of Intellectual disability.

Describe the tools, areas of assessment and prepare and apply intervention strategies for independent living.

Explain the characteristics and types of Autism Spectrum Disorder.

Describe the tools, areas of assessment and apply intervention strategies.

(Unit 1 is not relevant) Unit 1: Learning Disability: Nature, Needs

and Intervention 1.1 Definition, Types and Characteristics 1.2 Tools and Areas of Assessment 1.3 Strategies for reading, Writing and Maths 1.4 Curricular Adaptation, IEP, Further

Education, 1.5 Transition Education, Life Long

Education

Unit 2: Mental Retardation (14 hours) 2.1 Nature, types, incidence/prevalence 2.2 Characteristics

Unit 2: Intellectual Disability: Nature, Needs and Intervention

2.1 Definition, Types and Characteristics



2.3 Causative factors 2.4 Preventive measures for management 2.5 Implications of disability on

development 2.6 Special educational needs.

2.2 Tools and Areas of Assessment 2.3 Strategies for Functional Academics and

Social Skills 2.4 Assistive Devices, Adaptations,

Individualized Education Plan, Person Centered Plan ,Life Skill Education

2.5 Vocational Training and Independent Living

(Unit 3 is not relevant) Unit 3: Autism Spectrum Disorder: Nature, Needs and Intervention

3.1 Definition, Types and Characteristics 3.2 Tools and Areas of Assessment 3.3 Instructional Approaches & Teaching Methods 3.4 Vocational Training and Career Opportunities 3.5 Referral for support services (Team required and their role)

Unit 4: Other Disorders (Autism, Dyslexia, Dysgraphia & Dyscalculia, Expressive and Receptive Language Disorders, Behaviour and Emotional Disorders such as ADHD, ADD) (16 hours)

4.1 Definition 4.2 Identification 4.3 Characteristics and causes 4.4 Special educational needs 4.5 Special education needs of the multiple

handicapped.

Unit 4: Behaviour and Emotional Disorders such as ADHD, ADD

4.1 Definition and Characteristics 4.2 Tools and Areas of Assessment 4.3 Instructional Approaches & Teaching Methods 4.4 Strategies for behaviour & social skills management 4.5 Referral for support services (Team required and their role)


Observation and reporting of diagnostic procedures for different kinds of disabilities.




Transaction This course should be taught through

lectures, discussion, demonstrations, presentations and workshops. They should be given hands on training in assessments of specific needs of children, interpretation of test reports and develop strategies for classroom intervention


Develop an Assessment Tool for a child







with learning disability in the given area

Prepare a transition plan from school to college for an LD Child

Prepare a life skill curriculum Prepare a screening tool for children

with Autism Spectrum Disorder Prepare teacher made test for functional assessment of a given child with ID/

Autism Plan an educational program on the

basis of an assessment report of a child with ID/Autism







Longone, J. (1990). Teaching retarded learners: Curriculum and methods for improving instruction. Boston, MA: Allyn & bacon.

Narayan, J., & Kutty, A. T. T. (1989). Handbook for trainers of the mentally retarded persons: Pre-primary level. Secunderabad; NIMH.



Essential Readings Accardo, P.J., Magnusen, C., & Capute,

A.J. (2000). Autism: Clinical and Research Issues. York Press, Baltimore,

American Psychiatric association.(2000).

Diagnostic and Statistical Manual of Mental Disorders (4th ed. TR). Washington DC.

Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New

Delhi. Browning, R. E. (2004). Teaching

Students with Behaviour and Serve Emotional Problems

Suggested Readings Higgins, J. (2003) Practical Ideas that

Really Work for Students with Dyslexia and Other Reading Disorders, PRO-ED, Austin.

Moyes, R.A. (2010). Building Sensory Friendly Classrooms to Support Children with Challenging Behaviors: Implementing Data Driven Strategies, Sensory World, Texas.

Pierangelo, R., & Giuliani G.A. (2003). Transition services in Special Education, Allyn & Bacon.

Reddy G.L., & Rama, R. (2000). Education of Children with Special




Poremba, C. (1967). The adolescent and young adult with learning disabilities: What are his needs? What are the needs of those abilities of children and youth? Tuisa: The Association for Children with Learning Disabilities.

Subba Rao, T. A. (1992). Manual on developing communication skills in mentally retarded persons. Secunderabad: NIMH.


Needs, New Delhi - Discovery Pub.




(Unit 4 only) Course: Hard Core (24532) Credits: 03 (L:T:P = 2:1:0) Contact Hours: (2L + 2T / week) 64 Marks: (25+25+50) 100

INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES

(Cerebral Palsy, Multiple Disabilities and Deafblindness)




Locomotor disorders Other disorders Multiple disabilities


teachers will be able to: Identify the persons with Locomotor

disabilities such as Cerebral Palsy, Amputees, Polio, Leprosy cured, muscular dystrophies, Neural and spinal defects and Multiple disabilities.

Plan an effective programme for creating awareness about the persons with Locomotor disabilities and Multiple disabilities.



Plan an effective therapeutic and programme for the persons with Locomotor disabilities and Multiple disabilities and to refer for medical intervention if necessary.

Plan an effective educational programme and functional activities for the persons with locomotor disabilities and multiple disabilities.

Explicate the impact of deaf-blindness & practices for functional development.

(Unit 1 is not relevant) Unit 1: Cerebral Palsy (CP)

1.1. CP: Nature, Types and Its Associated Conditions

1.2. Assessment of Functional Difficulties of CP including Abnormalities of Joints and Movements (Gaits)

1.3. Provision of Therapeutic Intervention and Referral of Children with CP

1.4. Implications of Functional Limitations of Children with CP in Education and Creating Prosthetic Environment in School and Home: Seating Arrangements, Positioning and Handling Techniques at Home and School

1.5. Facilitating Teaching-Learning of Children with CP in School, IEP, Developing TLM; Assistive Technology to Facilitate Learning and Functional Activities

(Unit 2 is not relevant) Unit 2: Amputees, Polio, Spinal Cord Injuries Spina-bifida and Muscular Dystrophy

2.1. Definition, Meaning and Classification 2.2. Assessment of Functional Difficulties 2.3. Provision of Therapeutic Intervention

and Referral 2.4. Implications of Functional Limitations

for Education and Creating Prosthetic Environment in School and Home: Seating Arrangements, Positioning and Handling Techniques at Home and



School 2.5. Facilitating Teaching-Learning: IEP, Developing TLM; Assistive technology

(Unit 3 is not relevant)

Unit 3: Multiple Disabilities and Other Disabling Conditions

3.1 Multiple Disabilities: Meaning and Classifications

3.2 Various Combinations of Multiple Disabilities and Associated Conditions Such as Epilepsy, Motor and Sensory Conditions

3.3 Other Disabling Conditions such as Leprosy Cured Students, Tuberous Sclerosis and Multiple Sclerosis

3.4 Implications of Functional Limitations Education and Creating Prosthetic Environment in School and Home: Seating Arrangements, Positioning and Handling Techniques at Home and School

3.5 Facilitating Teaching-Learning: IEP,Developing TLM; Assistive

technology

Unit 4: Other Disorders (Autism, Dyslexia, Dysgraphia & Dyscalculia, Expressive and Receptive Language Disorders, Behaviour and Emotional Disorders such as ADHD, ADD) (16 hours)

4.1 Definition 4.2 Identification 4.3 Characteristics and causes 4.4 Special educational needs 4.5 Special education needs of the multiple

handicapped.

Unit 4: Deaf-Blindness 4.1 Definition, causes, classification,

prevalence and characteristics of deaf-blindness

4.2 Effects and implications of deaf-blindness on activities of daily living & education

4.3 Screening, assessment, identification & interventional strategies of deaf-blindness

4.4 Fostering early communication development: Methods, assistive devices and practices including AAC

4.5 Addressing orientation, mobility &educational needs of students with deaf-blindness

Suggested Activities to be Organised as

Part of Tutorial Observation and reporting of diagnostic

Course Work/ Practical/ Field Engagement (any one of the following)



procedures for different kinds of disabilities.








Undertake a case study after identifying a child with cerebral palsy or a child with Multiple Disabilities. Assess the child’s difficulties in activities of daily living and academic activities and develop an intervention plan.

Undertake a survey on 50 children with different disabilities and find out how many children are affected with cerebral palsy and multiple disabilities. Find out the causes of their disabling conditions and what difficulties these children are facing in attending their schools.







Muricken, J. S. J., & Kareparampil, G. (1995). Persons with disabilities in society. Thiruvananthapuram: Kerala Federation of the Blind.

Overton, T. (1992). Assessment in special education: An applied approach.

Essential Readings Miller, F. and Bachrach, S.J. (2012).

Cerebral Palsy: A Complete Guide for Caregiving. A Johns Hopkins Press Health Book.

Sarva Siksha Abhiyan. Module on Cerebral Palsy. http://ssa.nic.in/inclusive-education/training-module-for-resource-teachers-for-disable- children/Module%205%20Cerebral%20Palsy.pdf/at_download/file

Sarva Siksha Abhiyan. Module on Multiple Disabilities. http://ssa.nic.in/inclusive-education/training-module-for-resource- for-disable-children/Module%203%20Multiple%20Disability.pdf/at_download/file

http://ssa.nic.in/inclusive-






New York: Mc Millian. Panda, K. C. (1977). Education of

exceptional children. New Delhi: Vikas Publications.







(1) AUDIOLOGY FOR EDUCATORS (Units 1 & 2)

Course: Soft Core (24534) Credits: 03 (L:T:P = 1:2:0) Contact Hours: (1L + 2T / week) 48 Marks: (25+25+50) 100

(OR)

(2) APPLICATION OF AUDIOLOGICAL

PRINCIPLES FOR EDUCATORS (Units 1 & 2)


&

(3) METHODOLOGY OF TEACHING SPEECH & LANGUAGE

(Unit 1 only) Course: Soft Core (24536) Credits: 03 (L:T:P = 1:2:0) Contact Hours: (1L + 2T / week) 48 Marks: (25+25+50) 100

(OR) (4) METHODOLOGY IN TEACHING

ACADEMIC COMMUNICATION SKILLS (Unit 1 only)


ASSESSMENT AND IDENTIFICATION OF NEEDS


Objectives (combined) After studying the courses, the student-

teacher should be able to:

Objectives Explain the need and techniques for early

identification of hearing loss in children:



Describe the anatomy and physiology of the ear and hearing impairment.

Describe the anatomy and physiology of speech mechanism

Understand the typical process of development of speech and language, and deviances in children with HI

Understanding tests used for hearing, speech and language evaluation and their findings.

Implication of hearing, speech and language evaluation findings in the management of children with hearing impairment and use of amplification and listening devices

Setting up classroom for children with hearing impairment

Acquire knowledge in the area of audiological assessment and its relevance in education.

To discuss communicative and language related needs with the understanding of its development and assessment.

Understand the need for assessment of various processes involved in production of speech.

Describe and identify different components of educational assessment and analyse various educational needs of individuals with hearing impairment.



(1) Audiology for Educators Unit1: Hearing Mechanism 1.1 Basic anatomy and physiology of

hearing mechanism, outer, middle and inner ear.

1.2 Definitions terminologies used for hearing impairment (Hard of hearing, deaf, prelingual, post lingual, sensory-neural, conductive).

1.3 Concept of impairment, disability, handicap.

1.4 Classification of hearing impairment (Degree, type and configuration of hearing loss and its implication).

Unit2:Basic Audiological Evaluation 2.1Sound, propagation of sound and

parameters of sound 2.2 Overview to audiological evaluation (Lab

based and classroom based procedures) 2.2.1Screening Vs. diagnostic tests 2.2.2.Behavioural tests and objective tests 2.2.3.Case reports and their interpretation 2.3.Speech Perception Tests 2.3.1Definition and types of speech tests 2.3.2.Need for speech audiometry 2.3.3.Speech audiometry for different age groups

2.3.4Speech audiometry application in rehabilitation and educational placement of the children with hearing impairment

2.4.Referrals to be made based on results of audiological evaluation

Unit 1: Early Identification of Hearing Loss: Need and Strategies for hearing

screening and assessment A. Screening: 1.1 Need for early identification of hearing

loss 1.2 Overview to behavioural and objective

techniques in screening for hearing loss 1.3 Team members involved in hearing

screening and their role 1.4 Use of checklists and behavioural

observation in early identification of hearing loss by school teachers (congenital & acquired); Orientation: Sound, Physical and psychological parameters/attributes, concept of dBHL vs dBSPL, Auditory milestones in typical children (0-2 years)

1.5 Referral of children based on signs and symptoms of hearing loss

B. Hearing Assessment: 1.6 Assessment & methods of assessment:

Subjective & Objective tests; Orientation to these tests and their importance

1.7 Audiometer: Block diagram, parts & use; Types of audiometry (sound field (BOA, VRA) & close field); role of special educators in conditioning for pure tone audiometry

1.8 Audiogram: Utilize audiogram interpretation in assessing educational needs of children with different types and degrees of hearing loss; Concept of unaided, aided audiograms, Speech spectrum and its applications

(2) Application of Audiological Principles for Educators

Unit 1: Educational Audiological Principles (9 hours)

1.1 Introduction to education, special education – definition, need, scope and

Unit 2: Assessment of Language & Communication

2.1 Communication: Concepts and types (Linguistic versus Non Linguistic)

2.2 Receptive and Expressive Language: Concept, Types (verbal and manual) and



application. 1.2 Introduction to hearing mechanism -

Basic anatomy and physiology of hearing mechanism, outer, middle and inner ear.

1.3 Different terminologies used for hearing impairment (Hard of hearing, deaf, prelingual and post lingual deafness, sensory-neural and conductive hearing loss).

1.4 Concept of impairment, disability, handicap.

1.5 Classification of hearing impairment (Degree, type and configuration of hearing loss and its implication).

Structure 2.3 Developmental milestones in typically

growing children; Impact of deafness on communication and language with reference to clinical (type, degree, onset) and environmental (parental participation, access to language early intervention services) factors

2.4 Assessing communication and language: Developmental checklists, Scales, Standardized tools and assessing language samples using parameters of measurement (productivity, complexity, correctness and communicativeness)

2.5 Identification of needs related to communication and language.

Unit 2: Hearing Evaluation and its Significance for Educators (12 hours)

2.1 Sound, propagation of sound and parameters of sound.

2.2 Overview to hearing evaluation and its significance for educators 2.2.1 Screening and diagnostic tests 2.2.2 Behavioural tests and objective

tests 2.3 Speech audiometry

2.3.1 Definition and types of speech tests

2.3.2 Need for speech audiometry 2.3.3 Concept of speech spectrum 2.3.4 Relevance of speech audiometric

findings in rehabilitation and educational placement of the children with hearing impairment

2.4 Case Reports and their interpretation

Unit 3: Assessment of Speech 3.1 Milestones of speech development in

typically developing children 3.2 Respiration and Phonation: Pre-

requisites, process, types and need for assessment

3.3 Basics of Articulation and phonology (active and passive articulators; classification of vowels and consonants; assessment of articulation)

3.4 Suprasegmental aspects of speech and its assessment

3.5 Speech Intelligibility: Concept, Factors & Assessment

(3) Methodology of Teaching Speech & Language

(Unit 1 only) Unit 1: Speech Mechanism, Normal

Aspects of Speech, Its Mechanism and Evaluation (14 hours)

1.1 Definition and functions of speech, stages of speech acquisition, Speech as

Unit 4: Educational Assessment and Identificationof Needs

4.1 Educational assessment: Concept and Scope

4.2 Factors affecting educational performance: individual, family and environment

4.3 Types of Assessment: Norm referenced



an overlaid function, Production of normal speech and its reception in different sensory modes, Characteristics of speech, speech intelligibility, parameters of speech

1.2 Anatomy and physiology of the respiratory, phonatory and articulatory systems.

1.3 Development of speech in a child with the hearing impairment

1.4 Description and classification of speech disorders present in the speech of a children with hearing impairment (problems relating to voice, articulation & supra-segmental)

1.5 Introduction to IPA with reference to phonemes of Indian languages

1.6 Relevance of phonetics in the correction of speech of children with hearing

Impairment 1.7 Non-segmental and suprasegmental

aspects of speech (voice, duration, pitch, Loudness, quality, rhythm, rate,

intonation, stress, phrasing, pause) 1.8 Assessment of voice and articulation,

fluency and prosody

and Criterion Referenced test, Comprehensive and Continuous assessment, Summative and Formative, Formal and Informal, Conventional & alternate, Performance based and Curriculum based

4.4 Tools and techniques of Educational Assessment: Observations, Interviews, Developmental scales, Standardized and Criterion based tests, Teacher Made Tests at different levels and classroom assessment techniques (Conventional and Modern)

4.5 Current trends and challenges in assessment: Independent, dual purpose and constructivist perspective and adaptations

(4) Methodology In Teaching Academic Communication Skills

(Unit 1 only) Unit 1: Parameters of speech and

language and its evaluation in classroom (12 hours)

1.1 Definition and scope of communication; Components of speech and language as communication entities;; Stages of speech and language acquisition; Functions and characteristics of speech and language; speech intelligibility, parameters of speech; Non-segmental and suprasegmental aspects of speech (voice, duration, pitch, Loudness, quality, rhythm, rate, intonation, stress, phrasing, pause)

1.2 Anatomy and physiology of the respiratory, phonatory and articulatory



systems; Development of speech in a child with the hearing impairment;

1.3 Description and classification of speech disorders in children with hearing impairment (voice, articulation & supra-segmental aspects)

1.4 Relevance of phonetics for evaluation of speech in children with hearing Impairment; Introduction to IPA with reference to phonemes of Indian languages;

1.5 Evaluation of voice and articulation, fluency and prosody; Its relevance for academic communication in classroom setting.

Suggested Activities to be Organised as Part of Tutorial/ Practicum

Observation of hearing evaluation and diagnosis.

Counselling the hearing impaired and/ or the family regarding need for early intervention, academic management and device fitting.

Course work/ Practical/ Field Engagement Compiling checklists (at least two) to

identify hearing impairment in children Using the audiograms of children (at

least two), identify the audiological needs of each

Profiling the speech of children (at least two) by using a speech assessment kit

Record the interaction with the three year old typically developing child and write your brief reflections in terms of use of vocabulary and syntax

Compile various tools used for educational assessment of children

Transaction and Evaluation Lecture cum Demonstration, Tutorials,

Assignments, Tests

References Bess, F. H., & Humes, L. E. (1990).

Audiology: The fundamentals. London: Williams & Wilkins.

Davis, H. & Silverman, S. R. (1970). Hearing and deafness – Part I. London: Holt, Rinehart & Winston.

Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.) Auditory disorders in school

Essential Readings Bel, R.L. and Frisbie, D.A.(1991) 5th ed,

Essentials of Educational Measurement, Prentice hall publication, New Jersy

Brigance, A.H. and Hargis, C.H. (1993) Educational Assessment, Charles C Thomas publication, USA

Jalvi R, Nandurkar A., Bantwal A., (2006). Introduction to hearing impairment. New Delhi: Kanishka



children. New York: Theime-Stratton.

Jeffers, J., & Barley, M. (1975). Speech reading (Lip reading). Spring field, IL: Charles C. Thomas.

Martin, F. N. (1994). Introduction to Audiology (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.

Newby, H. A., & Popelka, G. R. (1992). Audiology (6th ed.). New York: Appleton-Century-crofts.

Sanders, D. A. (1993). Management of hearing handicap: Infants to elderly (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Stark, J. (1975). Reading failure: A language based problem. ASHA, 17, 832-834.

Balkany, T. J. (Ed.) (1986). Cochlear Implant (vol. IXX). The Otolaryngologica Clinics in North America. (Monograph)

Hodgson, W. R., & Skinner, P. H. (1977, 1981). Hearing aid: Assessment and use in audiologic habilitation. Baltimore: Williams & Wilkins.

Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2nd, 3rd & 4th eds.). Baltimore: Williams and Wilkins.

Pollack, M. C. (1980). Amplification for the hearing impaired. New York: Grune & Stratton.

Sandlin, E. R. (Ed.) (1995). Handbook of hearing aid amplification: Theoretical and technical considerations. (vol. I). San Diego: Singular Publishing Group, Inc.

Valente, M. (1996). Hearing aids standards, options and limitations. New York: Thieme Medical Publishers, Inc.

Valente, M., Dunn, H. H., & Roeser, R. J. (2000). Audiology- treatment. New York: Thieme Medical Publishers, Inc

Bender, R. (1985). The conquest of

Publication. Jurs, S.G. and Wiersma, W.(1990) 2nd ed

Educational Measurement and Testing,Allyn and Bacon publication, Boston

Linn, R. L. and Gronlund, N. E. (1995) 7th ed Measurement and Assessment in Teaching,Prentice hall publication, New Jersy

Martin, F. N. Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education.

Martin, FN & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston: Pearson Education.

Mathew, S. and Misra, A. (2010) Knowledge based evaluation of students with hearing impairment, Journal of NCED, Vol 2, Issue 1, page 26-33

Newby, H. A., & Popelka, G. R. (1992). Audiology (6th ed.). New York: Appleton- Century-crofts.

Nitko, A. J. (1983) Educational Tests and Measurement, An Introduction, Harcourt Brace Publication, New York

Northern, J.L. Downs, M.P. (2002). Hearing in Children. 5th Edition. Philadelphia: Lippincott Williams and Wilkins

Patel, R.N. (1985), Educational Evaluation, Himalaya publication, Bombay

Quigley & Paul, (1984) Language and deafness, College – Hill Press Inc. California

Rehabilitation Council of India (2007). Status of Disability in India - 2007: Hearing Impairment and Deaf-blindness. New Delhi: Rehabilitation Council of India.

UNICEF (2006), new trends in development evaluation. Retrieved from http://www.unicef.org/ceecis/new_trends_dev_evaluation.pdf



deafness. Cleveland, OH: Western Reserve University.

Brown, R. (1978). A first language: The early stages. Cambridge, MA: Harvard University Press.


Dale, P. (1976). Language development. New York: Holt, Rinehart & Winston.

Davis, J. (Ed.) (1977). Our forgotten children: Hard-of hearing pupils in the schools. Minneapolis: National Support Systems Project.

Davis, H., & Silverman, S. R. (1970). Hearing and deafness. New York: Holt, Rinehart & Winston.

Frisna, R. (Ed.) (1976). A bicentinal monograph on hearing impairment: Trends in the USA. The Volta Review, 1976(4).

Furth, H. G. (1966). Thinking without language. New York: Free Press.

Hart, B. O. (1963). Teaching reading to the deaf. Washington, DC: The Alexander Graham Bell Association for the Deaf, Inc.

Jeffers, J., & Barley, M. (1975). Speech reading (Lip reading). Spring field IL: Charles C. Thomas.

Ling, D. (1976). Speech and hearing-impaired child: Theory and practice. Washington, DC: The Alexander Graham Bell Association for the Deaf, Inc.

O’rourke, T. (1970). A basic course in manual communication. Silver Springs, MD: National Association of the Deaf.

Sanders, D. A. (1971). Aural rehabilitation. Englewood Cliffs, NJ: Prentice-Hall.

Stark, J. (1975). Reading failure: A language based problem. ASHA, 17, 832-834.

Streng, A. (1972). Syntax, Speech and hearing. New York: Grune & Stratton.

Templin, M. (1957). Certain language

Suggested Readings Boyle, J. and Fisher, S. (2007)

educational testing (A competence based approach), BPS Blackwell publication, Singapore

Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The Falmer Press

Gregory, Jnight, et al. (1998), Issues in Deaf Education. Cromwel Press

Madell, JR & Flexer, C., (2008) Pediatric Audiology: Diagnosis, Technology and Management. New York: Thieme Medical Publishers.

McMillan, J.H (2001) Classroom assessment: Principles & practices for effective instruction (2nd Eds), Allyn & Bacon, Boston.

Poham, James. W. (1993), Educational Evaluation. Prentice Hall, New Jersy.

Singh, B. (2004) Modern educational Measurement and Evaluation System, Anmol Publication, New Delhi

Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents. San Diego: Plural Publishing.

Warden, P., Winter, J., & Broadfoot, P. (2002). Assessment, Routledge Falmer Publication, London.

Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: Discovering predictors to successful outcomes for children with significant hearing loss. Journal of deaf studies and deaf education, 8(1), 11-30.



skills in children. Minneapolis: University of Minnesota Press.

Thrantham, C., & Pederson, J. (1976). Normal language development. Baltimore: Williams & Wilkins Co.

Emerick, L., & Hatten, J. (1985). Diagnosis and evaluation in speech pathology. Englewood Cliffs, NJ: Prentice-Hall.

Travis, E. (Ed). (1971). Handbook of speech pathology. Englewood Cliffs, NJ: Prentice-Hall.

Winitx, H. (1975). From Syllable to conversation. Baltimore: University Press.

Bender, R. (1985). The conquest of deafness. Cleveland, OH: Western Reserve University.

Mc Anally, P. L., Rose, S. Quigley, S. P., & Paul, P. V. (1994). Language learning practices with deaf children (2nd ed.). Texas: Pro-ed, Inc.

Rosetti, L. M., & Kile, J. E. (1997). Early intervention for special populations of infants and toddlers. San Diego: Singular Publishing Group, Inc.

Existing 1-yr B.S.Ed.(HI) Programme at AIISH

Proposed 2-yr B.Ed.Spl.Ed.(HI) Programme at AIISH

COMMUNITY BASED REHABILITATION FOR DISABILITIES IN INDIA


COMMUNITY BASED REHABILITATION (Skill Based Optional Course in Cross

Disability & Inclusion) Course: Soft Core Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100


teacher is expected to realize the following objectives:

Objectives After completing this course the student-

teachers will be able to: Explain the concept, principles and



Awareness about the philosophy of community-based rehabilitation for disabilities

Knowledge about the process of mobilising a community-based rehabilitation programmes for disabilities

Practical knowledge about the major participants in the CBR process and their roles

Knowledge about national and international efforts in the field of CBR

Practical knowledge about use of media on mobilising CBR

scope of community based rehabilitation.

Learn the strategies for promoting public participation in CBR.

Apply suitable methods for preparing persons with disability for rehabilitation within the community.

Provide need-based training to persons with disabilities.

Develop an understanding of the role of government and global agencies in CBR.

.Learn about the role of media in enhancing community participation

Unit 1: Community-Based Rehabilitation (12 hours)

1.1 Introduction to philosophy of Community-Based Rehabilitation

1.2 Process of mobilising Community Based Rehabilitation disabilities

1.3 Community services for persons with disabilities in India

1.4 Convergence of community data for CBR Mobilisation of CBR around the world

Unit 1: Introduction to Community Based Rehabilitation (CBR)

1.1 Concept and Definition of CBR 1.2 Principles of CBR 1.3 Difference between CBR and

Institutional Living 1.4 Socio-cultural and Economic Contexts

of CBR 1.5 Scope and Inclusion of CBR in

Government Policies and Programs

Unit 2: Stakeholders in CBR and their Roles (12 hours)

Persons with Disabilities and Self-Help Groups

2.1 Parents / Caregivers of Persons with Disabilities

2.2 Educators 2.3 Community – members and leaders 2.4 CBR workers and generic community

service provider

Unit 2: Preparing Community for CBR 2.1 Awareness Program-Types and Methods 2.2 Advocacy - Citizen and Self 2.3 Focus Group Discussion 2.4 Family Counselling and Family Support

Groups 2.5 CBR and Corporate Social Responsibility

Unit 3: Mobilisation of CBR for Different Disabilities in India (12 hours)

3.1 Sensory Impairments 3.2 Intellectual Impairments 3.3 Orthopaedic Impairments 3.4 Communication Impairments 3.5 Others – Autism, LD, Multiple

Disabilities, etc.

Unit 3: Preparing Persons with Disability for CBR

3.1 School Education: Person Centred Planning, and Peer Group Support

3.2 Transition: Individual Transition Plan, Development of Self Determination and Self Management Skills

3.3 Community Related Vocational Training



3.4 Skill Training for Living within Community

3.5 Community Based Employment and Higher Education

Unit 4: Media for Community Participation (12 hours)

4.1 Mass media and its role in mobilisation of community-based rehabilitation

4.2 Strategies for community awareness and participation

4.3 Different modes (print, electronic, audio-visuals, word-of- mouth)

4.4 Effectiveness of each media for different target groups

4.5 Educators’ use of mass media for community-based rehabilitation and education

Unit 4: Role of media In enhancing community participation

4.1 Mass media and its role in mobilisation of community-based rehabilitation

4.2 Strategies for community awareness and participation

4.3 Different modes (print, electronic, audio-visuals, word-of- mouth)

4.4 Effectiveness of each media for different target groups

4.5 Educators’ use of mass media for community-based rehabilitation and education

Suggested Activities to be organised as

Part of Tutorial Review report of implementation of CBR

programmes around the globe. Handbook of local, multidisciplinary

referral/support services available for learners with communication disorders.

Local survey for converging data on community services available for persons with disabilities.

Handbook on welfare measure available for persons with disabilities through various governmental and non-governmental agencies and procedures for availing the same.

Case study for any one CBR programme for persons with disabilities in the country.

Preparing a action plan for mobilising CBR in their native place.

Guidelines for media men on appropriate terminologies and basic ethical issues to observe when reporting on persons with disabilities in the mass media.

Public education material on any critical

Transaction Lecture Method, Seminar, Group

Discussion, Case study, Practical and Field work



issue relevant to inclusive education of learners with special needs.

References Ahluwalia, H. P. S., & Singh, J. P. (2004).

The summit of the mind: All India cross disability convention. New Delhi: Rehabilitation Council of India.

Farmer S. S.,& Farmer J. L. (1989). Supervision in communication disorders. London: Merrill Publishing Company.

Hayes, D., & Northern, J. L (1996). Infants and hearing. San Diego: Singular Publishing Group, Inc.

Helander, E. (1993) Prejudice and dignity. New York: United Nations Development Programme.

Kundu, C. L. (2000). Status of disability in India 2000. New Delhi: RCI Publications.

Narasimhan N. C., & Mukherjee, A. K. (1986). Disability: A continuing challenge. Bengaluru: Wiley Eastern Ltd.

Pandey, R., & Advani, L. (1995). Perspectives in disability and rehabilitation. New Delhi: Vikas Publication House.

Pandey, R. S. (1986) Perspectives in disability and rehabilitation. New Delhi: Sage Publications

Werner, D (1994). Disabled village children. New Delhi: Voluntary Health Association of India.

Helander, E. (1994). Prejudice and dignity: Introduction to community-based rehabilitation (Interregional Programme for Disabled People). New York: United Nations.

Goerdt, A., Helander, E. Mendis, P., & Nelson, G. (1989). Training in the community for people with disabilities. Geneva: World Health Organisation.

Essential Readings Loveday, M. (2006). The HELP Guide for

Community Based Rehabilitation Workers: A Training Manual. Global-HELP Publications, California.

McConkey, R. and O’Tool, B (Eds). Innovations in Developing Countries for People with Disabilities, P.H. Brookes, Baltimore.

Neufelt, A. and Albright, A (1998). Disability and Self-Directed Employment: Business Development Model. Campus Press Inc. York University.

Peat, M. (1997). Community Based Rehabilitation, W.B. Saunders Company.

Scheme of Assistance to Disabled for Purposes of Fitting of Aids/Appliances, — Ministry of Social Welfare, Govt. of India, New Delhi.

Scheme of Assistance to Organizations for Disabled Persons, Ministry of Social Welfare, Govt. of India, New Delhi.

WHO (1982). Community Based Rehabilitation — Report of a WHO International Consultation, Colombo, Sri Lanka, 28 June- 3 July. WHO (RHB/IR/82.1)

WHO (1984). "Rehabilitation For AIl" in World Health Magazine, WHO, Geneva.





(1) BASICS IN COMPUTERS

Course: Open Elective (24546) Credits: 02 (L:T:P = 1:1:0) Contact Hours: (1L + 2T / week) 48 Marks: (25+25+50) 100

(2) COMPUTER APPLICATIONS IN THE EDUCATION OF LEARNERS WITH

HEARING IMPAIRMENT

Course: Discipline Centric Elective (24566) Credits: 02 (L:T:P = 1:1:0) Contact Hours: (1 L + 2 T / week) 48 Marks: (25+25+50) 100

APPLICATION OF ICT IN CLASSROOM (Skill Based Optional Course in Cross

Disability & Inclusion) Course: Soft Core Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100


teacher is expected to: Know about the basics of computer Become familiar with the use of

computers Use of computers in speech processing Use of computers in teaching of speech,

language and auditory learning

Objectives After completing the course the student

teacher will be able to: Gauge the varying dimensions in respect

of ICT and Applications in Special Education.

Delineate the special roles of ICT Applications.

Acquire Familiarity with Different Modes of Computer-Based Learning

(1) Basics in Computers Unit 1: Fundamentals of Computers (24

hours)

1.1. Block Diagram of a computer and its working

1.2. Hardware, memory devices and other peripherals

1.3. Operating system, languages, application soft-wares

1.4. Programs, Flow charts 1.5. Internet and networking of computers

Unit 1: Information Communication Technology (ICT) and Special Education

1.1 Meaning and Scope of ICT and Its Role in Construction of Knowledge'

1.2 Possible Uses of Audio-Visual Media and Computers (Radio, Television, Computers)

1.3 Integrating ICT in Special Education With Reference To Articles 4 and 9 of UNCRPD and Goal 3 of Incheon Strategy

1.4 Three as of ICT Application—Access, Availability, Affordability

1.5 Overview of WCAG (Web Content Access Guidelines)



Unit 2: Fundamentals of Digital Signal Processing Based Systems & Processes (24 hours)

2.1 Analog and digital systems 2.2 Principles of digital signal processing 2.3 Fundamentals of communication

systems 2.4 Voice response system 2.5 Speaker recognition system and speech

recognition system 2.6 Speech synthesis methods

Unit 2: Using Media and Computers 2.1 Media: Radio and Audio Media- Script

Writing, Storytelling, Songs, etc., Television and Video in Education, Importance of Newspaper in Education

2.2 Computers: Functional Knowledge of Operating Computers–On/Off, Word Processing, Use of Power Point, Excel, ICT Applications for Access to Print

2.3 Computer as a Learning Tool: Effective Browsing Of The Internet for Discerning and Selecting Relevant Information, Survey of Educational Sites and Downloading Relevant Material; Cross Collating Knowledge from Varied Sources

2.4 Computer-Aided Learning: Application of Multimedia in Teaching and Learning, Programmed Instruction; Computer-Assisted Instruction; Interactive Learning

2.5 E-Classroom: Concept, Organizing E-Classroom and Required Adaptations for Students with Disabilities

(2) Computer Applications in the

Education of Learners with Hearing Impairment

Unit 1: Use of computers in Teaching of Speech, Language and Auditory Learning (24 hours)

1.1 Auditory learning activities 1.2 Hearing evaluation 1.3 Prescription of hearing aids using

computers 1.4 Teaching speech and language 1.5 Providing articulatory feedback using

computers 1.6 Acquaintance with software packages

used in speech and language teaching

Unit 3: Visualising Technology-Supported Learning Situations

3.1 Preparation of Learning Schemes and Planning Interactive Use of Audio-Visual Programme

3.2 Developing PPT Slide Show for Classroom Use and Using of Available Software or CDs with LCD Projection for Subject Learning Interactions

3.3 Generating Subject-Related Demonstrations Using Computer Software and Enabling Students to Plan and Execute Projects

3.4 Interactive Use of ICT: Participation in Social Groups on Internet, Creation of 'Blogs', Organizing Teleconferencing and Video-Conferencing

3.5 Identifying and Applying Software for Managing Disability Specific Problems



Unit 2: Computer-Assisted Instruction to the Learners with Hearing Impairment (24 hours)

2.1 Teaching maths subjects using computers

2.2 Teaching science subjects using computers

2.3 Teaching social-sciences using computers.

2.4 Teaching art-subjects using computers 2.5 Knowledge of using computers in

research/statistics

Unit 4: Computer- Assisted Instruction to the Learners with Hearing Impairment

4.1 Teaching Language subjects using Computers

4.2 Teaching maths subjects using computers

4.3 Teaching science subjects using computers

4.4 Teaching social-sciences using computers.

4.5 Teaching art-subjects using computers

Suggested Activities to be Organised as Part of Tutorial:

(1) Photo/Picture-essay on components of

computers and their function. Presentation on utility of computer

technology in education of children with different kinds of special needs.

Analytical essay on pros and cons of Internet exposure to young learners with special needs.

Critical comparison between analog and digital systems.

Presentation on DSP based systems and their application with relevance to voice and speech recognition/synthesis.

Practical work with software like MS-Office and its applications.

(2) Practical exposure to observation of

application of computers in auditory learning and in teaching speech and language.

Practical observation of procedures for prescription of hearing aids using computers.

Presentation on application of computers in auditory learning.

Presentation on application of computers in teaching speech and language.

Course Work/ Practical/ Field Engagement (any Two of the following:

Develop a script on any topic of your choice. Conduct an interview with an expert on the selected topic to prepare an audio or video program of 15 minutes duration

Prepare a PPT by inserting photos and videos on a topic of your choice

Create your email account as well as design a blog

Transaction Lecture Method Seminar Group Discussion Case study Practical and Field work



Demonstration of incorporating use of computers in listening, speech and language training as part of classroom instruction.

Multi-media lessons on any curricular subject using computer applications.

Guidebook for computer-illiterate school teachers on using PPT application of MS-Office software in classroom instruction.

Practical application of software for statistical applications in analysis of given data.

References Dunn, H., Roeser, R. J., & Valente. M.

(2000). Audiology: Practice management. New York: Thieme Medical Publishers Inc.

Johnson, J. R. (1992). Introduction to digital signal processing. New Delhi: McGraw Hill.

Malvino & Leach (1989). Digital principles and Applications. New Delhi: Prentice-Hall of India.

Mathur (1980). Electronic devices: Applications and integrated circuits. Delhi: Umesh Publication.

Mathur (1992). Introduction to Microprocessor. New Delhi: Tata McGraw Hill.

Millman, H. (1972). Integrated electronics. Tokyo: McGraw Hill.

Oppenheim & Schafer (1989). Digital signal processing. New Delhi: Prentice-Hall of India.

Rabiner & Gold (1989). Theory & application of digital signal processing. New Delhi: Prentice-Hall of India.

Rajaraman, V. (1984). Digital computer fundamentals. New Delhi: Prentice-Hall of India.

Ryder (1978). Electronic fundamentals and applications: Integrated and discrete systems. New Delhi: Prentice-Hall of India.

Essential Readings Abbot, C. (2001). ICT: Changing

Education. Routledge Falmer. Florian, L., & Hegarty J. (2004). ICT and

Special Educational Needs: A Tool for Inclusion. Open University Press.



Sanders. J. (1986). Microcomputers and systems analysis for speech language clinicians. San Diego, CA: College–Hill Press.

Silverman, F. H. (1997). Computer applications for augmenting the management of speech, language and hearing disorders. Boston, MA: Allyn and Bacon.

Thomas, D. B. (1977). Digital computer fundamentals. Tokyo: McGraw Hill





(Not Existent) PRACTICUM: CROSS DISABILITY & INCLUSION – I

Autism Spectrum Disorders (OR) Intellectual Disability

Course: Soft Core Practicum Credits: 02 (0:0:2) Contact Hours: 5P / week Marks: (25 + 25 + 50) 100

Task 1: Visit to special school for children with disabilities other than hearing impairment (3 hours) o Autism Spectrum Disorders o Intellectual Disability

Setting: Special school for children with hearing impairment

Activity: Study the infrastructure available in a special school for children with disabilities other than hearing impairment

Submission: Report including reflections

Task 2: Identification of any disability other than hearing loss and its implications (2 hours)

Setting: Special school for children with disabilities other than hearing impairment

Activity: Study the summary report of the evaluation carried out on any two children with disabilities other thanhearing impairment & study its implications in terms of educational placement




Task 3: Classroom teaching observation (5 hours)

Setting: Special school for children with disabilities other than hearing impairment

Activity: Obeve the teaching of chidren with disabilities other thanhearing impairment in any one special classroom and write the observation report


II SEMESTER



(Not Existent) LEARNING, TEACHING AND ASSESSMENT Course Code: Hard Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives After completing this course the student-

teachers will be able to: • Comprehend the theories of learning and

intelligence and their applications for teaching children

• Analyse the learning process, nature and theory of motivation

• Describe the stages of teaching and learning and the role of teacher

• Situate self in the teaching learning process

• Analyze the scope and role of assessment in teaching learning process in order to introduce dynamic assessment scheme for educational set up towards



enhanced learning

Unit 1: Human Learning and Intelligence 1.1 Human learning: Meaning, definition

and concept formation 1.2 Learning theories: Behaviourism:

Pavlov, Thorndike, Skinner Cognitivism: Piaget, Bruner Social Constructism: Vygotsky,

Bandura 1.3 Intelligence: Concept and definition

Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg)

1.3 Creativity: Concept, Definition and Characteristics

1.4 Implications for Classroom Teaching and Learning; Leadership Role of Teacher in Classroom, School and Community

Unit 2: Teaching, Learning Process and Motivation

2.1 Sensation and sensory process, Attention and Perception: Concept, definition, types and factors affecting

2.2 Memory, Thinking, and Problem Solving

2.3 Motivation: Nature, Definition and Maslow’s Theory

2.4 Maxims of Teaching; Stages of Teaching (Plan, Implement, Evaluate, Reflect); Stages of Learning (Acquisition, Maintenance, Generalization)

2.5 Learning Environment: Psychological and Physical

Unit 3: Overview of Assessment and

School System 3.1 Assessment: Conventional meaning and

constructivist perspective 3.2 ‘Assessment of Learning’ and

‘Assessment for Learning’: Meaning and difference

3.3 Comparing and contrasting assessment, evaluation, measurement, test and



examination 3.4 Formative and summative evaluation,

Curriculum Based Measurement 3.5 Revisiting key concepts in school

evaluation: filtering learners, marks, credit, grading, choice, alternatecertifications, transparency, internal-external proportion, improvement option

Unit 4: Assessment: Strategies and

Practices 4.1 Strategies: (Oral, written, portfolio

observation, project, presentation, group discussion,open book test, surprise test, untimed test, team test, records of learning landmark, close set/open set and other innovative measures) Meaning and procedure

4.2 Typology and levels of assessment items: Multiple choice, open ended and close ended; direct, indirect, inferential level

4.3 Analysis, reporting, interpretation, documentation, feedback and pedagogic decisions

4.4 Assessment of diverse learners: Exemptions, concessions, adaptations and accommodations;

4.5 School examinations: Critical review of current examination practices and their assumptions about learning and development; Efforts for exam reforms: Comprehensive and Continuous Evaluation (CCE),NCF (2005) and RTE (2009)

Engagement with the field as part of

course as indicated below: Report submission: observation of

children belonging to any three stages of development and describing applications of development in teaching-learning contexts

reparation of Self study report on



individual differences among learners Prepare a leaflet for parents on better

emotional management of children Compilation of 5 CBM tools from web

search in any one chool subject Team presentation of case study on

assessment outcome used for pedagogic decisions

Report on community participation in school assessment or study recent ASAR report to understand school independent assessment

Transaction and Evaluation This concepts and theoretical precepts

included in this course should be explained with reference to children with and without disabilities. The effort of transaction should be to enhance the understanding of how learning occurs and what are the suitable means of its assessment. Evaluation may be done by asking student-teachers to children with and without disabilities and present a report of the same.

Essential Readings Amin, N. (2002). Assessment of Cognitive

Development of Elementary School Children. A Psychometric Approach, Jain Book Agency, New Delhi.

Chauhan, S.S. (2013). Advanced Educational Psychology. Jain Book Agency, Delhi.

King-Sears, E. M. (1994). Curriculum Based Assessment in Special Education. Singular Publishing Group, San Diego, CA.

Panch, R. (2013). Educational Psychology: Teaching and Learning Perspective, McGraw Hill Education (India)Private Limited, New Delhi.

Paul, P. (2009). Language and Deafness. Singular publication.

Salvia, John, Ysseldyke, James, E. And



Bolt, Sara. (2007). Whitcomb, S., & Merrell, K.W. (2012).

Behavioral, Social, and Emotional Assessment of Children and Adolescents, Routledge, New York.

Woolfolk, A., Misra, G., & Jha, A.K.(2012). Fundamentals of Educational Psychology, 11thedn, Pearson Publication, New Delhi.

Suggested Readings Geisinger, K.F. (2013). APA Handbook of

Testing andAssessment in Psychology. Available at American Psychological Association, USA.

Guskey, T. R., & Bailey. J (2000). Grading and Reporting. Thousnad Oaks, CA: Corwin King.

Howell, K. W., & Nolet, V. (2000). Curriculum-Based Evaluation: Teaching and decision making.Scarborough, Ontario, Canada, Wadsworth.

McMillan, J. H. (2001). Classroom Assessment: Principles and Practice for Effective Instruction. Allyn and Bacon, London.

Nevo, D. (1995). School based Evaluation. Pergamon Publishing, Kidlington, Oxford.

Salvia, J., & Ysseldyke. J.E.(1998). Assessment. (7th ed) Houghton Mifflin, Boston.




Proposed 2-yr B.Ed.Spl.Ed. (HI) at AIISH

(Not Existent) INCLUSIVE EDUCATION Course : Hard Core Credits: 02 (L:T:P = 1:1:0 ) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100


teachers will be able to: Explain the construct of inclusive

education & the progression from segregation towards valuing & appreciating diversity in inclusive education.

Explicate the national & key international policies & frameworks facilitating inclusive education.

Enumerate the skills in adapting instructional strategies for teaching in mainstream classrooms.

Describe the inclusive pedagogical practices & its relation to good teaching.

Expound strategies for collaborative working and stakeholders support in implementing inclusive education.

Unit 1: Introduction to Inclusive

Education 1.1 Marginalisation vs. Inclusion: Meaning

& Definitions 1.2 Changing Practices in Education of

Children with Disabilities: Segregation, Integration & Inclusion

1.3 Diversity in Classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity

1.4 Principles of Inclusive Education: Access, Equity, Relevance, Participation & Empowerment

1.5 Barriers to Inclusive Education:



Attitudinal, Physical & Instructional 1.6 Rights-based Initiatives Promoting

Inclusive Education 1.6.1International: Universal Declaration of Human Rights (1948), Convention against Discrimination (1960), Convention of Rights of a Child (1989), World Declaration of Education for All (1990), Salamanca Framework (1994), Biwako Millennium Framework (2002), UNCRPD (2006), MDG (2015) 1.6.2 National: Legislations, policies & programmes/ schemes for integrated and inclusive education

Unit 2: Adaptations Accommodations and

Modifications 2.1 Meaning, Difference, Need & Steps 2.2 Specifics for Children with Sensory Disabilities 2.3 Specifics for Children with Neuro-

Developmental Disabilities 2.4 Specifics for Children with Loco Motor

& Multiple Disabilities 2.5 Engaging Gifted Children

Unit 3: Inclusive Academic Instructions 3.1 Universal Design for Learning: Multiple

Means of Access, Expression, Engagement & Assessment

3.2 Co-Teaching Methods: One Teach One Assist, Station-Teaching, Parallel Teaching, Alternate Teaching & Team Teaching

3.3 Differentiated Instructions: Content, Process & Product

3.4 Peer Mediated Instructions: Class Wide Peer Tutoring, Peer Assisted Learning Strategies

3.5 ICT for Instructions



Unit 4: Supports and Collaborations for Inclusive Education

4.1 Stakeholders of Inclusive Education & their Responsibilities

4.2 tdvocacy & Leadership for Inclusion in Education

4.3 Family Support & Involvement for Inclusion

4.4 Community Involvement for Inclusion 4.5 Resource Mobilization for Inclusive

Education



Essential Readings

Friend, M. (2008). Special education: Contemporary perspectives for school professionals. Boston, MA: Pearson Education, Inc.

Gearheart, B. R., & Weishahn, M. W. (1980). The Handicapped child in the regular classroom. St. Louis, Missouri: The C. V. Mosby Company.

Halverson, A. T., & Neary, T. (2009). Building inclusive schools: Tools and strategies for success. Upper Saddle River, NJ: Pearson Education.

Maanum, J. L. (2009). The general educator’s guide to special education (3rded.). Thousand Oaks, CA: Corwin Publications.

Puri, M. & Abraham, G. (Eds.) (2004). Handbook of Inclusive Education: For Educators, Administrators & Planners.



New Delhi: Sage Publications. Smith, T. E. C., Polloway, E. A., Patton, S.

R., & Dowdy, C. A. (2001). Teaching Students with special needs in inclusive settings (2nded.). Boston, MA: Allyn & Bacon.

SPASTN (2000). Towards Inclusive Communities. Chennai: Spastic Society of Tamil Nadu.

Clough, P., & Corbett, J. (2000). Theories of Inclusive Education. London: Paul ChapmanPublishing.

Constitution of India (1950). Article 41, Ministry of Law and Justice, New Delhi.

Jha, M. M. (2002). School without Walls: Inclusive Education for All. Oxford: Heinemann.

Jorgensen, C. M., Mc Sheehan, M., & Sonnenmeier, R. M. (2009). Essential bestpractices in inclusive school.. Hampshire: Institute on Disability/UCE, University of NewHampshire.

Mukhopadhyay, S., & Mani, M. N. G. (2002). Education of Children with Special Needs. In R. Govinda, (Ed.) India Education Report. New Delhi: Oxford University Press.

Peterson, M., & Hittie, M. (2009). Inclusive teaching: The journey towards creating effective schools for all learners. New Jersey: Merrill.

Skidmore, D. (2004) Inclusion: The Dynamic of School Development. Buckingham: Open University Press.

Villa, R. A., & Thousand, J. S. (2005) Creating an Inclusive School. Alexandria: Association for Supervision and Curriculum Development (ASCD).

Wade, S. E. (2000). Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers. New Jersey: Lawrence Erlbaum Associates.

Suggested Readings Bartlett, L. D., & Weisentein, G. R.



(2003). Successful Inclusion for EducationalLeaders. New Jersey: Prentice Hall.

Chaote, J. S. (1991). Successful Mainstreaming. Boston, MA: Allyn and Bacon.

Choate, J. S. (1997). Successful Inclusive Teaching. Boston, MA: 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 TransferringAmerica’s Classrooms, Baltimore: P. H. Brookes Publishers.

Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and WritingIEPs. Corwin Press, Sage Publishers.

Gore, M.C. (2004) .Successful Inclusion Strategies for Secondary and Middle SchoolTeachers, 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. New Delhi: 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 (4thed.). New Jersey: Pearson.

McCormick, S. (1999). Instructing Students who Have Literacy Problems (3rded.). 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 Severe Disabilities in Inclusive Setting. Boston: Allyn and Bacon.

Sedlak, R. A., & Schloss, P. C. (1986). Instructional Methods for Students withLearning 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 EducationalNeeds ‐ Strategies for the Regular Classroom. 4th Edition, London Routledge Falmer: Taylor & Francis Group.


Proposed 2-yr B.Ed.Spl.Ed. (HI) at AIISH

EDUCATIONAL MANAGEMENT, CURRICULUM DESIGNING & EVALUATION


CURRICULUM DESIGNING, ADAPTATION AND EVALUATION




(Only Units 2 & 3 are relevant) Objectives After studying this course, the student-

teacher is expected to have the knowledge of the following in special schools and integrated / inclusive schools:

To carry out curriculum planning, development, implementation, adaptation and evaluation for children with disabilities

To carry out instructional strategies, design, methods and techniques applicable for children with disabilities

The concept, meaning, scope and types of educational technology

Discuss the meaning, scope and types of educational evaluation


teachers will be able to Familiar with concept of curriculum

and explain the importance of designing it for children with hearing impairment in the context of 21st Century learning skills.

Develop capacity of developing literacy skills of reading and writing in children with hearing impairment.

Describe the need for curricular adaptation and decide suitable adaptation and undertake it.

Appreciate the need for curricular evaluation and describe the tools and methods for evaluating it.

(Unit 1 is not relevant) Unit 1: Curriculum and Its’ Designing 1.1 Curriculum-Concept, Types and Models 1.2 Approaches and Steps for Curriculum

designing 1.3 Curricular needs of children with

hearing impairment in scholastic areas 1.4 Curricular needs of children with

hearing impairment in non-scholastic areas

1.5 Curricular framework for 21st Century.

Unit 2: Curriculum Development (16 hours)

2.1 Definition, meaning and principles of curriculum & curriculum construction

2.2 Process of curriculum-planning, implementation and evaluation.

2.3 Role of the teacher in curriculum construction, implementation and evaluation.

2.4 Curriculum planning and evaluation for various disabilities like blindness and low vision, mental retardation, orthopaedic handicap and learning disability.

2.5 Meaning, importance and types of co-curricular activities

Unit 2: Curricular Adaptation 2.1 Curricular Adaptation- Meaning and

Principles 2.2 Need Assessment and decision making

for Adaptation 2.3 Adapting Curriculum- Content,

Teaching-learning Material, and Instruction

2.4 Types of Adaptation and Process 2.5 Adaptation and Accommodations in

Student’s Evaluation and Examinations



2.6 Individualized Education Planning /programming and group teaching for children with various disabilities; planning, implementation and evaluation.

Unit 3: Curriculum Adaptation and Implementation (16 hours)

3.1 Concepts, Principles & Purpose of Curriculum adaptation

3.2 Determining special curriculum needs of children with different kinds of special needs at primary and secondary schools.

3.3 Strategies in adapting curriculum for children with special needs (with special focus on language components to be included for children with hearing impairment)

3.4 Instructional approaches, strategies and grouping practices in implementation and evaluation of adapted curriculum (with reference to different school subjects)

3.5 Material development and use of technology as part of curriculum adaptation; individualized instruction – programmed instruction, computer assisted instruction and interactive learning

3.6 Assistive technology to be employed while instructing children with special needs: Assistive aids: Mobility aids & Low vision aids for learners with visual impairment, Prosthetic & Orthotic devices for learners with orthopedic handicaps

Unit 3: Curricular Evaluation & Literacy Assessment

3.1 Concept, Need for Curricular Evaluation

3.2 Factors associated with Curricular Evaluation (Learner, Content, Instructor and Resources)

3.3 Areas of Curricular Evaluation: Context, Input, Process and Product

3.4 Methods and Tools for Curricular Evaluation

3.5 Challenges in Curricular Evaluation 3.6 Assessment of reading and writing

skills at different levels

(Unit 1 is not relevant) Unit 4: Developing Literacy Skills: Reading & Writing

4.1 Pre-requisites for reading and writing, emergent reading and writing skills

4.2 Components and types of writing 4.3 Approaches and Strategies to develop

reading skills and independent reading 4.4 Steps in developing writing 4.5 Types and Models of developing

reading skills 4.6 Challenges and Remedial strategies



Course Work/ Practical/ Field

Engagement

Study the syllabus, annual calendar and

time table of any class in a school and

write your brief reflections on how

syllabus is converted into action plan

Go through any pre-school curriculum and

write your reflections on how this differs

from school curriculum in terms of

structure, activities and evaluation

Take any two pages from either history or

science text book from secondary section

and adapt the content and presentations of

the same for a child with hearing

impairment.

Transaction & Evaluation

Lecture-cum-Demonstration

Group assignments

Discussion

Assignments and

Tests

References Birch, J. W. & Johnston, K. B. (1975).

Designing Schools and Schooling for the Handicapped: A Guide to the Dynamic Interaction of Space, Instructional Materials, Facilities, Educational Objectives and Teaching Methods. Springfield, IL: Charles C. Thomas Publisher.

Booth, T. & Potts, P. (Eds.) (1981). Integrating special education. Oxford, UK: Basil Blackwell Publisher.


Calculator, S. N., & Jorgensen, C. M. (Eds.) (1994). Including students with severe disabilities in schools: Fostering communication, interaction and participation. San Diego, CA: Singular Publishing Company, Inc.

Essential Readings Bunch, G.O. (1987). The Curriculum

and the Hearing Impaired student: Theoritical and practical considerations. Boston, MA: College-Hills Press.

Fontas, I. (2001). Guiding reader and Writers (Grades 3-6): Teaching comprehension, Genre and Context Literacy. Portsmouth, NH: Heinemann.

Gathoo, V. (2006). Curricular startegies and Adaptations for children with Hearing Impairment New Delhi: Kanishka Publishers

Marsh, C.J. (2004). Key concepts for understanding curriculum. Routledge Falmer.

Moores, D.F., Martin, D.S. (2006). Deaf Learner: developments in curriculum and Instruction. Gallaudet University Press.



Yeole, C. M. (1991). Educational technology. Kolhapur: Cima M. Yeole.

Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Reston, Virginia: Reston Publishing Company.

Fitzgerald, D. (2007). Coordinating special education needs. New York: Continuum International Publishing Group.



George, A. (2004). Learning strategies. New Delhi: Commonwealth Publishers.

Gibson, S. & Blandford, S. (2005). Managing special educational needs. London: Paul Chapman Publishing.


Larsen, S. C. & Poplin, M. S. (1980). Methods for educating the handicapped: An individualized education program approach. Boston, MA: Allyn & Bacon, Inc.

Maanum, J. L. (2009). The general educator’s guide to special education (3rd ed.). Thousand Oaks, CA: Corwin Publications.

Polloway, E. A., Patton, J. R., & Serna, L. (2001). Strategies for teaching learners with special needs (9th ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.


Sharma, S. R., & Vohra, A. L. (1993). Encyclopedia of educational technology.

Fitzgerald, D. (2007). Coordinating special education needs. New York: Continuum International Publishing Group.



George, A. (2004). Learning strategies. New Delhi: Commonwealth Publishers.

Gibson, S. & Blandford, S. (2005). Managing special educational needs. London: Paul Chapman Publishing.


Larsen, S. C. & Poplin, M. S. (1980). Methods for educating the handicapped: An individualized education program approach. Boston, MA: Allyn & Bacon, Inc.

Maanum, J. L. (2009). The general educator’s guide to special education (3rd ed.). Thousand Oaks, CA: Corwin Publications.

Polloway, E. A., Patton, J. R., & Serna, L. (2001). Strategies for teaching learners with special needs (9th ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.


Sharma, S. R., & Vohra, A. L. (1993). Encyclopedia of educational technology. New Delhi: Anmol Publications.

Smith, T. E. C., Polloway, E. A., Patton, S. R., & Dowdy, C. A. (2001). Teaching



New Delhi: Anmol Publications. Smith, T. E. C., Polloway, E. A., Patton, S. R.,

& Dowdy, C. A. (2001). Teaching Students with special needs in inclusive settings (2nd ed.). Boston, MA: Allyn & Bacon.

Stewart, D. A., & Kluwin, T. N. (2001). Teaching deaf and hard of hearing students: Content, strategies and curriculum. Boston, MA: Allyn & Bacon.

Tara Chand (1992). Educational Technology. New Delhi: Anmol Publication.

Thousand, S. J., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press.

Turnbull, A. P., & Schulz, J. B. (1979). Mainstreaming handicapped students: A guide for classroom teachers. Boston, MA: Allyn & Bacon, Inc.

Veer, U. (2004). Modern teaching and curriculum management. New Delhi: Anmol Publications.

Ysseldyke, J. E., & Algozzine, B. (2009). Special education: A practical Approach for Teachers. New Delhi: Kanishka Publishers, Distributors.

Students with special needs in inclusive settings (2nd ed.). Boston, MA: Allyn & Bacon.


Smith, T. E. C., Polloway, E. A., Patton, S. R., & Dowdy, C. A. (2001). Teaching Students with special needs in inclusive settings (2nd ed.). Boston, MA: Allyn & Bacon.


Thousand, S. J., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press.

Turnbull, A. P., & Schulz, J. B. (1979). Mainstreaming handicapped students: A guide for classroom teachers. Boston, MA: Allyn & Bacon, Inc.

Veer, U. (2004). Modern teaching and curriculum management. New Delhi: Anmol Publications.

Ysseldyke, J. E., & Algozzine, B. (2009). Special education: A practical Approach for Teachers. New Delhi: Kanishka Publishers, Distributors.

Suggested Readings Bialostok, S. (1992). Raising Readers:

Helping your child to literacy. Winnipeg, MB: Peguin Publishers.

Culliman, B.E. (2000). Read to Me: Raising Kids Who Love to Read. New York: Scholastic.

Posner, G.J., & Rudnitsky, A.N. (2005). Course Design: A Guide to curriculum Development for Teachers. Pearson.



Existing in 1-yr B.S.Ed.(HI) Programme at AIISH


CONTENT-CUM-METHODOLOGY OF TEACHING 1. PHYSICS

2. CHEMISTRY 3. BIOLOGY

Course: Soft Core (24541, 24542 & 24543) Credits: 02 (L:T:P = 1:1:0 each) Contact hours: (1L + 2T / week) 48 (each) Marks: (25 + 25 + 50) 100 (each)

PEDAGOGY OF TEACHING SCIENCE

Course: Soft Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives (in brief & common for the 3 courses)

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

Understand the nature of the specific subject

Comprehend the objectives of teaching the subject

Acquire competency for planning and implementing lessons in the subject

Develop ability to identify and use resources in the process of teaching the subject

Acquire competency for employing meaningful assessment procedures in the process of teaching

Appreciate professional growth of science teacher


teachers will be able to: Explain the role of science in day to day

life and its relevance to modern society. Describe the aims and objectives of

teaching science at school level. Demonstrate and apply skills to select

and use different methods of teaching the content of sciences.

Demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences.

Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences.

Content of Methdology of Teaching Physics (brief outline provided as the content is too elaborate for space):

Unit 1: Nature of science and physics and

planning Unit 2: Objectives of teaching physics and

physics teacher Unti 3: Physics curriculum, content analysis

& teaching learning resources in physics

Unit 1: Nature and Significance of Science

1.1 Nature, Scope, Importance and Value of Science

1.2 Science As An Integrated Area of Study 1.3 Science and Modern Indian Society

Relationship of Science and Society 1.4 Impact of Science with Special

Reference to Issues related with Environment, Industrialization and Disarmament



Unit 4: Methods / strategies of teaching and learning physics and assessment.

1.5 Role of Science for Sustainable Development

Content of Methdology of Teaching

Chemistry (brief outline provided as the content is too elaborate for space):

Unit 1: Introduction to teaching of chemistry and planning

Unit 2: Objectives of teaching chemistry and chemistry teacher

Unti 3: Approaches; methods and models of teaching chemistry and teaching learning resources

Unit 4: Chemistry curriculum and content analysis and assessment

Unit 2: Planning for Instruction 2.1 Aims and Objectives of teaching science

in elementary and secondary School 2.2 Bloom’s Taxonomy of educational

objectives and Writing objectives in behavioral terms

2.3 Lesson Planning – Importance and basic steps. Planning Lesson for explanation, Demonstration, and Numerical Problem in Teaching of Sciences

2.4 Unit Planning – Format of A unit plan 2.5 Pedagogical Analysis: Meaning and

Need. Guidelines for conducting pedagogical Analysis

Content of Methdology of Teaching

Biology (brief outline provided as the content is too elaborate for space):

Unit 1: Nature of science and biology and planning

Unit 2: Objectives of teaching science / biological sciences and biology teacher

Unti 3: Approaches; methods and models of teaching biological sciences and teaching learning resources

Unit 4: Biological science curriculum and content analysis and assessment

Unit 3: Approaches and Methods of Teaching Science

3.1 Approaches: Process, Direct Experience, Inductive-Deductive and Constructivist approach and its use in teaching science

3.2 Methods: Lecture, Demonstration, Discussion, Problem-solving, Concept-mapping, Programmed Instruction, Team Teaching, Seminar, Computer Assisted Learning (CAL), Project method and Heuristic method

3.3 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), Situated/Contextual Learning with special reference to children with disabilities

3.4 Teaching Learning Aids-– Need, Importance, Selection, Use and Classification of Aids Based on Type of Experience (Audio, Visual, Audio-Visual, Tactile and Multisensory); Science Text Books - Characteristics and Significance with special reference to children with disabilities

3.5 The Science Laboratory-Planning



Organization of Lab, Storage, Record Keeping and Safety of Scientific Equipments with special reference to children with disabilities

3.6 Importance of Co-Curricular Activities with special reference to children with disabilities (Science Club, Science Exhibition, Aquarium, Vivarium, Museum, Botanical and Zoological Garden)

Unit 4 : Evaluation

4.1 Evaluation - Concept, Nature and Need 4.2 Norm Referenced & Criterion

Referenced Evaluation, Comprehensive and Continuous Evaluation: Concept and Significance, Scholastic and Co-Scholastic Assessment

4.3 Tools and Techniques for Formative and Summative Assessments

4.4 Preparation of Diagnostic Test and Achievement Test

4.5 Adaptations of Evaluation Procedure With Reference To Children With Disabilities

Transaction

This course should be taught through a series of workshops, seminars and presentations, Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be taught through workshops and specific case studies.

Suggested Activities to be Organised as Part of Tutorial (1) Importance , steps/features, merits

and limitations of CAM and ITM (Tutorial)

Practical/ Field Engagement/Project Work – Any one of the following

Pedagogical analysis of a unit from Science content.

Preparation of a multimedia presentation on a topic from Science



Importance , steps/features, merits and limitations of Inductive and Deductive methods, lecture cum demonstration method, problems solving method, programmed instruction and CAI (Activity)

PowerPoint presentation – Slides (Practical)

Presentation of Linear frames for selected topics(Activity)

Preparing the list of experiments to be conducted and the list materials to be used for conducting these experiments (Practical)

Collecting web based information on a selected topic and organization the collected information (Activity)

3Analysis of NCF 2005 Science Curriculum (Tutorials).

Discussion on kind of support available from school management, head master, colleagues, student and community members to take up science related action research projects or other related research works as an apart of their professional growth.

(2)

Presentation on contributions of chemists at national and international levels.

Analytical essay on scope and inter relationship of chemistry with other disciplines conducting practical classes which involves observation.

Application of computers in teaching chemistry and computer assisted instruction.

Module of innovative methods of teaching chemistry.

Critical analysis of NCF 2005 science curriculum.

Conducting some simple chemistry experiments and preparing a practical record.

content keeping students with disabilities in view.

Developing an Action Research Plan on a problem related to teaching and learning of Sciences to students with disabilities to students with disabilities.

Construction of a diagnostic test for unit along with a remedial plan.

Comparative analysis of prescribed syllabus and textbooks of different Boards Curricular innovations in respective subject areas

Curricular adaptations for teaching Sciences to students with disabilities.



Preparation and use of chemical reagents.

Preparation of PPT’s on any topic of choice in chemistry.

(3) Finding scientific reasons behind

traditional beliefs. Conducting practical class which

involves observation, identification, classification, hypothecation and experimentation.

Analysis of NCF 2005 science curriculum.

Microscopy; Experiments . Maintenance of aquarium. Preparation of work book for 8th and

9th biology text book. Identifying community resource for a

particular topic . Discussion on kind of support available

from school management, head master, colleagues, student and community members to take up science related action research projects or other related research works as an apart of their professional growth.

References (1) Science Teachers Handbook, C.S. Rao

(Ed), America Peace Corps. Models of Teaching (1985), Bruce Joyce

and Marsha well, prentice Hall of India, New Delhi.

Modern teaching of science (2004), S.M. Zaidy, Anmol publication, New Delhi.

Teaching of science –today and tomorrow (1998), Siddiqui & Siddiqui, Doaba House, New Delhi.

Educational Evaluation (1999), Rambhai. N. Patel, Himalaya Publishing house, New Delhi.

A manual of science Club (1994), P. V. Sudarshan, Susham publishers, Nerw

Essential Readings Brown, R. (1978). Science instruction of

visually Impaired Youth. New York: AFB. Buxton, A. C. (2010). Teaching Science in

Elementary and Middle School. NewDelhi: Sage Publications.

Bybee, R. (2010b). The teaching of science: 21st-century perspectives. Arlington, VA: NSTA Press,USA.

Fensham, P.J. (1994). The content of Science: A constructive Approach to its Teaching and Learning.Washington, D.C: The Falmer Press.

Gupta, V. K. (1995). Teaching and lLearning of Science and Technology. New Delhi: Vikas Publishing House Pvt. Ltd.



Delhi. The impact science teaching (1976),

Narendra Viadya, Oxford & IBH publishing Co.

Scientific attitude (1997) Bhaskara Rao, Digmurthy, Discovery publishers, New Delhi.

Science teaching in schools – R.C. Das. Teaching Physical science in secondary

schools – S.K. Gupta Scientific experiments in Physics – Robert

L. Lehrman Modern methods of teaching physics

(2001) – Shalini Wadhva, Saroop & Sons, New Delhi.

Advanced physics – part I & II (1996), Keith Gibbs, Cambridge university press.

Physics (1995), Gilbert Rowell & Sydney Herbert, Cambridge University press.

Intel R Teach to the Future pre-service version 2.0 manual.

(2) A book of methods - Brandwain-Watson-

Black wood. Source book for the physical science –

joseph – Bradwin, etc. Problem solving in science – narendra

vaidya. Teaching in the pursuit of science - wood

bourn andobern Impact of science teaching – Narendra

vaidya Teaching chemistry in troprical

secondary schools – New burn. CBSE, ICSE - SCIENCE TEXT BOOKS. Modern science teaching – R. C. Sharma Discovery teaching in science –

Columbus, ohio, chales E. Merill books, inc.,

Handbook of research in teaching - Gage N.L. (ed).

Research ideas for science project – Goyal K.C. & Swami P. (RIE- Ajmer)

Planning for effective science teaching – R.C. Sharma.

Henninen, K. A. (1975). Teaching of Visually Handicapped, Ohio: Charles E. Merrill Publishing Company.

Joshi, S. R. (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation.

Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments, Sydney: North Rocks Press.

Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage Publications.

Layton, D. (1989). Innovations in Science and Technology Education, New Delhi: Sterling Publishers.

Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling Publishers.

Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987). Sourcebook for training teachers of visually impaired, New Delhi: NCERT.

Murray, L. J. (1988). Basic Skills – Science, Boston: John Murrey.

NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT.

NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun

Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth, New York: American Foundation for the blind.

Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons.

Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset.

Siddiqui, N.N., & Siddiqui, M. N. (1994). Teaching of science today & tomorrow, Delhi: Doaba House.

Starin, A., & Sund, B. (1983). Teaching science through discovery. Ohio: Charles E. Merril Publishing Company.

Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications.



(3) Modern methods of teaching biology –

D.D. Aggarwal Learn and teach biology – R.P. Yadav BSCS (NCERT): Biology, Yelloe version. BSCS(NCERT): Biology Blue version,

molecules to man (NCERT) Nuffield biology text books and teacher’s

guide (5 volumes) CBSE, ICSE – Science text books

UNESCO (1966). Source Book for Science Teaching, Paris: UNESCO.

Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep Publishers.

Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal Publications.

Suggested Readings Gupta, S. K. (1983). Technology of Science

Education, Delhi: Vikas Publishing House Pvt. Ltd.

Gupta, V. K. (1995). Readings in Science and Mathematics Education, Ambala: The Associated Press.

Mangal S. K.,& Shubhra (2005). Teaching of Biological Sciences, Meerut: International Publishing House.

Rao, V.K. (2004). Science Education, APH Publishing Corpn. New Delhi.





CONTENT-CUM-METHODOLOGY OF TEACHING MATHEMATICS

Course: Soft Core (24540) Credits: 2 (L:T:P = 1:1:0) Contact Hours: (1L +2 T / week) 48 Marks: (25+25+50) 100

PEDAGOGY OF TEACHING MATHEMATICS Course: Soft Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives On completion of the course, the student-

teacher should be able to: Acquire the knowledge of nature and

scope of mathematics, history of mathematics.

Develop an understanding of values and objectives of teaching mathematics, content categories of mathematics, Approaches and methods of teaching various content categories of mathematics.

Develop skills in formulating instructional objectives, planning activities for teaching concepts, generalizations and proofs problems in mathematics.

Appreciate the role of mathematical language, utility of mathematics in day to Day life, contribution of mathematicians.

Acquire the knowledge of various in-service programs, Organizations for the professional development.

Develop understanding of different methods of teaching mathematics, various resources for teaching mathematics.

Develop skills in preparing lesson plans, learning aids, constructing test items and unit test.

Using computer for word processing, data analyzing and power point presentation.

Appreciate the role of e-learning in mathematics.


teachers will be able to: Explain the nature of Mathematics and its

historical development with contribution of Mathematicians.

Describe the aims and objectives of teaching Mathematics at school level.

Demonstrate and apply skills to select and use different methods of teaching Mathematics.

Demonstrate competencies of planning for teaching Mathematics, organizing laboratory facilities and equipment designing pupil centred teaching learning experiences.

Demonstrate skills to design and use various evaluation tools to measure learner achievement in Mathematics.



Unit 1: Introduction to the Teaching of Mathematics and Goal of Mathematics Education

1.1.Meaning, Nature of Mathematics-as a language, as a tool of Science, as a Science of numbers, as a deductive structure, Value of History of mathematics to a mathematics Teacher

1.2.Structure of mathematics –Axiomatic and deductive Science-undefined terms, Axioms, Concepts, Relations, Generalization

1.3.Relation of mathematics – with life situation and other subjects

1.4.Values of mathematics-utilitarian, disciplinary, cultural and recreational

1.5.Mathematics education as envisaged in NPE (1986) and NCF 2005

1.6.Objectives of teaching mathematics (NCERT version) – Knowledge, understanding, application, skill, appreciation and interest with specifications

1.7.Formulating instructional objectives

Unit 1: Nature & Objectives of Mathematics

1.1 Meaning, Nature, Importance and Value of Mathematics

1.2 Axioms, Postulates, Assumptions and Hypothesis in Mathematics

1.3 Historical Development of Notations and Number Systems

1.4 Contribution of Mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya, Euclid, Pythagoras)

1.5 Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools

1.6 Bloom’s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms

1.7. Perspectives on Psychology of Teaching andLearning of Mathematics- Constructivism, Enactivism, Vygotskyian Perspectives, and Zone of Proximal Development

Unit 2: Content Categories of Mathematics and Approaches to Teaching of Mathematics

2.1.Concepts- concept analysis- Identification of name, essential attributes, non-essential attributes, examples and non-examples, definition, conceptual hierarchy

2.2.Generalization-variants-converse, inverse, contra positive

2.3 Proofs-nature and types of proof- direct and indirect proof

2.4 Problems-aspects of problems, types of problems-verbal and symbolic

2.5 Content analysis-terms and symbols, concepts, facts, relations, generalizations, processes and problems in mathematics

2.6 Teaching of concepts-concept formation,

Unit 2: Instructional Planning &Strategies for Learning and Teaching Mathematics

2.1 Lesson Planning– Importance and Basic Steps. Planning Lesson of Arithmetic, Algebra and Geometry

2.2 Unit Planning – Format of A Unit Plan 2.3 Pedagogical Analysis: Meaning and Need

and Procedure for Conducting Pedagogical Analysis. Classification of Content, Objective, Evaluation, etc

2.4 Concept Formation and Concept Attainment: Concept Attainment Model for Learning and Teaching of Concepts; Learning by Exposition (Advanced Organizer Model)

2.5 Methods of Teaching: Lecture, Discussion, Demonstration, Inductive Deductive, Analytic-Synthetic, Problem-Solving and Project



concept assimilation, and Strategy- concept attainment model

2.7 Teaching of generalizations-Inductive, Deductive, inductive-deductive approaches

2.8 Teaching of Proof-analytic, Synthetic 2.9 Teaching of Problem solving: Steps

involved in solving mathematical problems-analysis, tool, procedure, solution and verification

2.6 Techniques of Teaching Mathematics: Oral Work, Written Work, Drill-Work, Brain- Storming and Computer Assisted Instruction (CAI)

2.7 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small-Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), and Situational/ Contextual Learning

Unit 3: Methods and Planning for

Teaching Mathematics and Evaluation in Mathematics

3.1 Guided Discovery, Laboratory and Project method in teaching of mathematics

3.2 Preparation of unit plan and complete lesson plan in mathematics.

3.3 Planning for: 3.3.1 Introducing a new lesson,

continuation lesson and a theorem lesson in mathematics

3.3.2 Teaching concepts, generalization, theorems and problem solving in mathematics

3.3.3 Black board work for teaching concepts, generalization, problem solving, constructions and theorem in mathematics

3.4 Construction of objective based Test-items in mathematics-completion, multiple choices, Analogy, matching, short answer type items

3.5 Construction of unit test, Diagnostic test and remedial teaching in mathematics.

3.6 National talent search examination

Unit 3: Teaching-Learning Resources in Mathematics for Students with Disabilities

3.1 Mathematics Laboratory- Concept, Need, and Equipment for Setting Up a Mathematics Laboratory

3.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing and Measuring Instruments, Drawing Instruments, Models, Concrete Materials, Surveying Instruments With Reference To Children With Disabilities

3.3 Bulletin Boards and Mathematics Club 3.4 Abacus, Cessionaries Rods, Fractional

Discs, Napier Strips 3.5 Calculators, Computers, Smart Boards,

Multimedia Presentations, and Special Aids and Appliances For Children With Disabilities

Unit 4: Resources in Teaching Mathematics and Professional Mathematics Teacher

4.1 Printed Resources: Text-Book, Work Book, Reference Book and Encyclopedia

4.2 Visual Resources: Projected aids-Visual presenter, LCD Projector and Interactive

Unit 4: Assessment and Evaluation for Mathematics Learning

4.1 Assessment and Evaluation- Concept, Importance and Purpose

4.2 Error Analysis, Diagnostic Tests, Identification of Hard Spots and Remedial Measures



Boards, Non-Projected aids-charts and models

4.3 Software in mathematics for e-learning, mathematics laboratory

4.4 We resources: Internet, website related to mathematics education

4.5 Extended curricular activities in mathematics- Mathematics club, mathematics Olympiads

4.6 Professional competencies of a Mathematics Teacher

4.7 Professional Development –In service programmes, continuing education, research activity, extension activity, publications

4.8 Mathematics Teachers Associations- NCTM, AISMTA, AMTI

4.9 Self evaluation of Mathematics Teacher

4.3 Tools and Techniques for Formative and Summative Assessments of Learner Achievement in Mathematics, Comprehensiveand Continuous Evaluation in Mathematics

4.4 Preparation of Diagnostic and Achievement Test

4.5 Adaptations in Evaluation Procedure for Students With Disabilities



Suggested Activities to be Organised as

Part of Tutorial Collecting of topics from secondary

school mathematics that illustrates axiomatic and deductive structure of mathematics

Writing Instructional objectives for a topic in mathematics

Conducting recreational activities in mathematics

Preparing episodes for concept formation, concept assimilation in mathematics and CAM to teach a

Practical/ Field Engagement/ Project Work Any one of the following

Pedagogical analysis of a unit of content from secondary school Mathematics Syllabus

Preparation of a multimedia presentation on a topic with special reference to students with disabilities

Construction of a question paper based on current CBSE format/concerned State Board of education, preparing its Scoring key, and marking scheme

Analyzing errors committed by school



mathematical concept Activities for teaching a mathematics

lesson through laboratory method. Review of Secondary School

mathematics text book Construction of text-items: Objective

types, short answer type and long answer type. Analysis of mathematics question paper

Survey of various in-service programmes for mathematics teachers arranged through Department of Education/CTE and NGO’s and teacher organizations

children in Mathematics and preparing a remedial plan V. Developing an Action Research proposal for a problem related to teaching and learning of Mathematics with reference to students with disabilities

Transactions Lecture cum demonstration, Workshops and Seminars

References Agarwal S M (1997), A Course in

Teaching of Modern Mathematics, Dhapat Rai and Sons, New Delhi.

Agarwal S. M (1985) Teaching of Modern Mathematics, Dhapat Rai and Sons, New Delhi.

Butler and Wren (1973) The Teaching of Secondary Mathematics, Mc Graw Hill Book Company, New York.

Brain, Bolt (2005) 101-Projects in Mathematics, Cambridge Universities press, London.

Cooney T.J. et al (1975), Dynamics of Teaching Secondary School Mathematics, Boston, Haughton.

Eves, Howard (1962), An Introduction to the History of Mathematics, Hold Rine harf and Winston Inc., New York.

Henderson, et al (1975) Dynamics of Teaching Secondary School Mathematics , Hougton Mifflin Company, Boston.

Joyce, Bruce and Marsha Weil (2000), Models of Teaching (4th Edition), Prentice Hall Inc., New Delhi.

Kapoor K.S, J.N (1989) Fascinating World of Mathematics, Mathematical Science Trust, New Delhi.

Khanna S.D. and et. al(1982), Teaching

Essential Readings Carey, L.M. (1988). Measuring and

Evaluating School Learning, Boston: Allyn and Bacon.

Chambers, P. (2010).Teaching Mathematics, Sage Publication, New Delhi.

Chapman, L.R. (1970). The Process of Learning Mathematics, New York: McGraw-Hill

Suggested Readings Agarwal S M (1997), A Course in

Teaching of Modern Mathematics, Dhapat Rai and Sons, New Delhi.

Agarwal S. M (1985) Teaching of Modern Mathematics, Dhapat Rai and Sons, New Delhi.

Butler and Wren (1973) The Teaching of Secondary Mathematics, Mc Graw Hill Book Company, New York.

Brain, Bolt (2005) 101-Projects in Mathematics, Cambridge Universities press, London.

Cooney T.J. et al (1975), Dynamics of Teaching Secondary School Mathematics, Boston, Haughton.

Eves, Howard (1962), An Introduction to the History of Mathematics, Hold Rine harf and Winston Inc., New York.



of Mathematics Doaba House, New Delhi.

Krnlik and Weine (1975), Teaching of Secondary School Mathematics, Sounder’s Company, London.

Kuppuswamy Iyengar (1988), Teaching of Mathematics, the New Education Private Limited, Bangalore.

Mangal S.K (1981) Text Book of Teaching mathematics, Prakash bookers, Ludhiana.

NCERT (1984) Content cum methodology of teaching mathematics, New Delhi.

NCERT (2000) National Curriculum Frame Work for School Education, New Delhi.

NCERT (2005) National Curriculum Frame Work, New Delhi.

NCTM (1971) Evaluation in Mathematics, New York, NCTM.

Packlam S (1993) Teaching Modern Mathematics, Doaba house, New Delhi.

Polya G.(1965) Mathematical Discovery Vol I & II, New York, John Wiley and Sons.

Polya G. (1985) How to Solve it, New Delhi, Prentice Hall Pvt. Ltd.,

Ral b.c. (1989) Methods of Teaching mathematics, Mathematical Science Trust, New Delhi.

Sidhu K.S The Teaching of Mathematics, Sterling Publishers (Pvt) Limited, Bangalore.

Wren(1973) Basic Mathematical Concepts, Mc Graw Hill Company, New York.

ದ ೇಷಯಎಸ.ಜ (1985)

ಗಣತಬ ೇಧನದಧತಗಳು, ವದಾನಧರಕಶನ,

ಗದಗ.

ರಲಮನ, ಯಕ ೇವ (2002)

ಮೇಜಗಗಗಣತನವಕನಾಟಕರಕಶನ,

Henderson, et al (1975) Dynamics of Teaching Secondary School Mathematics, Hougton Mifflin Company, Boston.

Joyce, Bruce and Marsha Weil (2000), Models of Teaching (4th Edition), Prentice Hall Inc., New Delhi.

Kapoor K.S, J.N (1989) Fascinating World of Mathematics, Mathematical Science Trust, New Delhi.

Khanna S. D. & et al. (1982), Teaching of Mathematics Doaba House, New Delhi.

Krnlik and Weine (1975), Teaching of Secondary School Mathematics, Sounder’s Company, London.

Kuppuswamy Iyengar (1988), Teaching of Mathematics, the New Education Private Limited, Bangalore.

Mangal S.K (1981) Text Book of Teaching mathematics, Prakash bookers, Ludhiana.

NCERT (1984) Content cum methodology of teaching mathematics, New Delhi.

NCERT (2000) National Curriculum Frame Work for School Education, New Delhi.

NCERT (2005) National Curriculum Frame Work, New Delhi.

NCTM (1971) Evaluation in Mathematics, New York, NCTM.

Packiam S (1993) Teaching Modern Mathematics, Doaba house, New Delhi.

Polya G.(1965) Mathematical Discovery Vol I & II, New York, John Wiley and Sons.

Polya G. (1985) How to Solve it, New Delhi, Prentice Hall Pvt. Ltd.,

Ral B. C. (1989) Methods of Teaching mathematics, Mathematical Science Trust, New Delhi.

Sidhu K.S. The Teaching of Mathematics, Sterling Publishers (Pvt) Limited, Bangalore.



ಮೈಸ ರು. ಜಂತಮ, ಆರ. ಟ.(1991),

ಸುಬ ೇಧಗಣತಬ ೇಧನ , ಭರತಬುಕಡಪೇಮತುುರಕಶನ.

ಶವರುದರಜ. (1982), ಗಣತಬ ೇಧನಕರಮ,

ಬ ಂಗಳೂರುವಶವವದಾಲಯ, ಬ ಂಗಳೂರು. ಯದಡಮತುುನೇಲಕಂಠರಬನಳ,

ವಷಯದರತಗಣತಬ ಧನ , ವದಾನಧರಕಶನ, ಗದಗ.

Wren (1973) Basic Mathematical Concepts, Mc Graw Hill Company, New York.





Content-cum-Methodology of Teaching Subjects (Any Two)

(1) History & Civics Course: Soft Core Credits: 2 (L:T:P = 1:1:0) Contact Hours: (1L + 2T / week) 48 Marks: (25+25+50) 100

(1) Geography & Economics Course: Soft Core Credits: 2 (L:T:P = 1:1:0) Contact Hours: (1 L + 2 T / week) 48 Marks: (25+25+50) 100

PEDAGOGY OF TEACHING SOCIAL SCIENCE

Course: Soft Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives On completion of the course student-teacher

will be able to: (1) Acquire knowledge of need and

importance of Teaching History and Civics.

Recognize Historical facts, Concepts, terms and Principles.

Identify the aims and objectives of teaching History and Civics at Secondary school level.

Develop proficiency in correlating History and Civics without subjects.

Appreciate the value of History and Civics

Use different approaches and methods in teaching of History and Civics.

Collect the resource materials of teaching History and Civics.

Apply the knowledge of instructional objectives in class-room teaching.

Identify the place of History Civics in School Curriculum

Prepare different tools of evaluation in history and civics.

Organize co-curricular activities in history club.

(2)


teachers will be able to: Explain the concept, nature and scope of

social science. Develop competencies for designing unit

and lesson plans, as well as tools of evaluation for social science teaching.

Develop skills in preparation and use of support materials for effective social science

Develop the ability to organize co-curricular activities and community resources for promoting social science learning.



Acquire the knowledge of nature, scope; inter relationship and values of Geography and Economics in particular.

Understand the different approaches and methods of teaching geography and economics.

Develop an understanding of the place of geography in the secondary school curriculum.

Acquire the knowledge of conservation of resources

Develop the skill of preparing different types of maps, graphs, contour, maps etc.,

Understand the values and objectives of teaching geography and economics.

Develop skill in preparing lesson plan and unit lesson plan of teaching geography and economics.

Prepare the different tools of evaluation in geography and economics.

Develop the skill of selecting and using various materials used in geography and economics teaching.

Acquire the knowledge of professional growth and competencies of a Geography and Economics teacher.

Develop interest in organizing various co-curricular activities in teaching geography and economics.

List the objective of teaching geography and economics in secondary school level.

Unit 1 Introduction to

History and Civics (12 Hours)

1.1 Meaning, Importance

and Modern Concept of History and Civics.

1.2 Aims and values of Teaching History and Civics at secondary school level.

1.3 Historical Method-Exploration, Critics,

Unit 1: Introduction to Geography and Economics (10 hours)

1.1 Meaning and concept

of Geography and Economics.

1.2 Importance and aims of teaching geography and economics at secondary school level.

Unit 1: Nature of Social Sciences, Curriculum and Instructional Planning

1.1 Concept, scope and nature of social science; Aims and objectives of teaching social science at school level.

1.2 Difference between social sciences and social studies; Significance of social science as a core subject; role of social science teacher for an egalitarian society.

1.3 Organization of social science curriculum at school level; Instructional



Synthesis Exposition and Historiography

1.4 Correlation –Meaning and types.

1.5 Cultivation of time sense-elements of Time Sense.

1.6 Instructional Objectives of teaching History and Civics

1.7

1.3 Values of teaching Geography and economics, intellectual, utilitarian, vocational and aesthetic.

1.4 General and instructional objectives of teaching geography and economics(Knowledge, understanding, application and skill)

1.4 1 Annual plan 1.4.2 Unit lesson plan 1.4.3 Lesson plan

Planning: Concept, need and importance 1.4 Unit plan and Lesson plan: need,

importance and procedure 1.5 Adaptation of unit and lesson plans for

children with disabilities

Unit 2 Curriculum, Approaches and Methods of Teaching History and Civics (12 Hours)

2.1 Place of history and civics in Secondary curriculum

2.2 Views of N.E.P-1986 with reference to teaching of Social Science.

2.3 National Curriculum Frame work-2005 with reference to teaching of Social Science.

2.4 Concept attainment model (CAM).

2.5 Different methods of teaching History-Project Source.

2.6 Model of Teaching- Inquiry training model.

Unit 2: Approaches; Methods and Models of Teaching Geography and Economics and Resources (10 hours)

2.1 Project method 2.2 Excursion method 2.3 Descriptive

approach 2.4 Models of teaching -

Concept attainment model (CAM), meaning, importance and steps

2.5 Geography and economics teacher’s qualification and competencies

2.6 Text book – importance, supplementary reading materials

2.7 Audio visual materials

2.8 Geography and economics laboratory museum

2.9 Using of multimedia resources

Unit 2: Approaches to Teaching of Social Science

2.1 Curricular approaches: (a) Coordination, (b) Correlation, (c) Concentric, (d) Spiral, (e)Integrated, (f) Regressive

2.2 Methods of teaching social science: Lecture, discussion, socialized recitation, source and project method 2.2.1. Devices and techniques of teaching social studies – Narration, description, illustration, questioning, assignment, field trip, storytelling, Role play, Group and self-study, programmed learning, inductive thinking, Concept mapping, expository teaching and problem solving.

2.3 Accommodations required in approaches for teaching children with disabilities.

2.4 Instructional material for teaching of social science: Time-lines & Genealogical charts, Maps & Globes, Use of different types of Boards (Smart boards, Chalk Board, Flannel Board), Tape-records, Radio, Television, Films & Filmstrips, Overhead Projector, Social science games and Power Point Presentation.

2.5 Adaptations of material for teaching children with disabilities

Unit 3 Resources and Unit 3: Curriculum in Unit 3: Evaluation of Learning in Social



Planning for Teaching History and Civics (12 Hours)

3.1 History and Civics

teacher –Qualities and competencies

3.2 History and Text book-uses, History room- importance and equipping

3.3 Community resources Need and importance of audiovisual aids, Multi media

3.4 Meaning, format, uses and preparation of Annual plan, Unit plan and lesson plans

Geography and Economics&Evaluation (14 hours)

3.1 Place of Geography

and Economics in school curriculum.

3.2 Guiding principles of the existing geography and economics syllabus of 8th, 9th and 10th standard.

3.3 Views of NPE (1986) regarding geography and economics curriculum.

3.4 Views of NCF (2005) regarding geography and economics curriculum.

3.5 Construction of test items short answer, objective type questions, map drawing skills.

3.6 Preparation of well balanced question paper.

3.7 Question bank-concept and importance.

3.8 Unit test-steps, preparation of a blue print and administration

3.9 Construction of diagnostic test-diagnosis of learning difficulties and planning remedial measures.

3.10 Learning difficulties in geography and economics.

Science 3.1Purpose of evaluation in social science 3.2 Techniques of evaluating learner

achievement in social Science: Written and Oral tests, Observation Tools, Work Samples, Portfolio

3.3 Assessment: tools and techniques of Continuous and Comprehensive Evaluation (CCE) for curricular and co- curricular subjects

3.4 Construction of teacher made test 3.5 Diagnostic testing and enrichment

techniques for children with disabilities

Unit 4 Evaluation and Co-curricular

Activities in History and Civics (12 Hours)

4.1 Preparing a well

balanced question

Unit 4: Study Techniques of Geography and Economics (14 hours)

4.1 Preparation of maps-

enlargement and

Unit 4: Social Science Teacher as a Reflective Practitioner

4. 1 Being a reflective practitioner- use of action research

4.2 Developing an Action Research Plan for solving a problem in teaching-learning of



paper. 4.2 Construction of a

unit test, diagnostic test and planning remedial measures.

4.3 History club-importance, organization and activities.

4.4 Field trips, excursion- Importance and organization.

4.5 Organizing the quiz. 4.6 Preparation of

learning aids.

reduction of maps. 4.2 Reading skills of

conventional signs and symbols used in atlas and maps.

4.3 Techniques of drawing and understanding of contours maps.

4.4 Preparation of different types of graphs.

4.5 Conversation of resources like water, soil, forest, animals and land resources.

4.6 Geographical information system (GIS)

4.7 Computer aided instruction.

4.8 Geography and economics – meaning organization activities.

4.9 Field trips, excursions, its importance and organization.

4.10 Community resource and its importance

4.11 Geography and economics hobbies – meaning, needs, types, organization.

Social science 4.3 Case study- Need and Importance for a

School Teacher 4.4 Development of a Professional Portfolio/

Teaching Journal 4.5 Competencies for teaching Social science

to children with disabilities.




(1) Preparation of time line, time chart, time

graphs. Writing instructional objectives on

different topics of history and civics in different domains.

Prepare a plan for project work. Review of 8th or 9th standard social

science text book. Critical review of existing history and

civics curriculum. Preparation of annual plan, unit plan and

lesson plan. Prepare a well-balanced-question paper

on any one unit of 8th or 9th standard History and Civics.

Organize the activities in history and civics club.

(2) Conduct a survey related to correlation

between n geography and others subjects in secondary level.

Map drawing and preparation of models, charts, graphs on a given unit

Critical study of existing geography and economics curriculum of secondary school in Karnataka.

Submission of a report after conducting survey on climate, rainfall , agriculture and plantation etc.,

Preparation of album of different countries flag, stamps, currency and human race/occupation etc.

Prepare a materials of conventional symbol used geographical maps and globs.

Collection of nature specimens like rocks, minerals, soil and finished products to set-up a geography and economics museum.

Preparation of scrap books in geography and economics.

Designing an appropriate plan for

Transaction The student-teachers should be

encouraged to read chapters and articles. There may be quizzes, seminar

Course Work/ Practical/ Field

Engagement Prepare a unit of social science content

for a given child with disabilities Develop an Action Research Plan on a

problem related to teaching and learning in

Social Science Adapt teaching learning materials for a

child with disabilities Develop questions and achievement

tests in social science Organize activities like quiz, mock-

parliament, field trips, exhibitions and any other co-curricular activities in schools



geography, laboratory. Preparation different types of 2D and 3D teaching models in geography and economics.

References Kochlar. S.K ,Teaching of History. Ghate. V.D, The teaching of History. Shiada and Sahabsing, Teaching of

History Arora.L.K, Teaching of History. Rai.B.C Methods of Teaching Civics. Hennry Joyson, Teaching of History. Vajreshwari. R Hand book for History

Teacher. Sumith. J.S Creative Teaching of the Social

Studies. Agarwal.J.C Teaching of History. Jhonson, Teaching of History in

Elementary and Secondary Schools. Thimmareddy, Teaching of History and

Civics.

ಕ . ತಮಮರ ಡಡ ಇತಸಸ ಮತುು ರನೇತ ಬ ೇಧನ . ಕ .ಚಕಷಣಮ ತಾ ಇತಸಸ ಮತುು ರನೇತ

ಬ ೇಧನ . ಡ|| ಎನ.ಬ.ಕ ಂಗಡ ಇತಸಸ ಮತುು

ರನೇತ ಬ ೇಧನ ಎ. ಎಸ. ಕುಲಕಣಾ, ಇತಸಸ ಮತುು ರನೇತ

ಬ ೇಧನ . ಪರೇ|| ಎಂ.ಸ.ಮ ತಾ, ವಷಯಧರತ

ಬ ೇಧನ ವಧನ ಇತಸಸ ಮತುು ರನೇತ

Essential Readings Aggarwal, J. C. (2008). Principles,

methods & techniques of teaching. UP: Vikas

Publishing House Pvt Ltd. Batra, P. (2010). Social Science Learning in Schools Perspective and Challenges,

Sage Publications Pvt. Ltd; Pap/Com edition.

Chauhan, S. S. (2008). Innovations in teaching learning process. UP: VikasPublishing House Pvt Ltd.

Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.

Duplass, J. A. (2009). Teaching elementary social studies. New Delhi: Atlantic Publishers.

Mangal, U. (2005). SamajikShikshan, Arya Book Depot, New Delhi

Suggested Readings Aggarwal, J.C. (2008). Teaching of social

studies: A practical approach. (4th ed). UP:

Vikas Publishing House Pvt Ltd. George, A. M., & Madam, A. (2009).

Teaching Social Science in Schools: NCERT'S New Textbook Initiative.

Mangal, S.K. (2004). Teaching of Social



ಬ.ಎಸ.ವಸಂತಕುಮರ, ಇತಸಸ ಮತುು ರನೇತ ಬ ೇಧನ .

ಎಸ. ಕೃಷಣ, ಸಮಜವಸರಭಾಸಗಳ ಬ ೇಧನ . ಪರೇ|| ಎಂ.ಎಸ. ಸ ಗಡ , ಬ ೇಧನ ದಧತಗಳ

ಇತಸಸ ಮತುು ರನೇತ.

(2) Teaching of Geography, Anmol

publication, Delhi, 2003, M.S. Rao. Methods of teaching geography, Discovery

publication house, Delhi, 2004, S.A.Salim Basha.

Demography, Vrinda publication, Delhhi, 2003, B.K. Bhatt.

Teaching of geography, ARH publishing corporation, 2004, Majbul hasan siddique

Modern teaching geography, anmol publication , delghi, 2004, S.M. Zaidid

Teaching of Geography anmol pulblication delhi,2004, D.D.Mehta

The world general geography and economics for schools in India, Oreintal – Lamgran Hamiliton house ,1970, Stamp Dudley

Improving instruction in social studies, NCERT, New Delhi,7969 Stamp dudleby

Commisision of teaching geography and economics, longman green and unesco 48 grosvehrs street London, 1965, Stamp Dudley.

Teaching of geography and economics, long green and unesco 48 grovvehrs street London, Gopsil, G.H. Macmillam.

Practical geography and economics, long green and unesco 48 grovvehrs street London, Bygott

Practical geography and economics, long green and unesco 48 grovvehrs street London, Dr. Balbir singh

Prayogika bhoogola shatra, /geograhu kuraina nd B.S, Perasbash, 1965, Translated by M. Shivalingaiah

Geography teaching , geography kurain

Science, Arya Book Depot, Delhi. Rai, B.C. (1999). Methods of Teaching

Economics, Prakashan Kendra, Lucknow. Sharma, R.A. (2008). Technological

foundation of education. Meerut: R.Lall Books Depot.

Sharma, R.N. (2008). Principles and techniques of education. Delhi: Surjeet Publications.

Singh, Y.K. (2009). Teaching of history: Modern methods. New Delhi: APH Publishing Corporation.

Stone, R. (2008). Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers Do, Corwin, CA.



B.S. Perabash, 1965, O.P. Varma Teaching of geography and economics,

NCERT publication , New Delhi, 1965, O.,P. Varma





Content-cum-Methodology of Teaching Subjects: Kannada

Course: Soft Core (24538) Credits: 2 (L:T:P = 1:1:0) Contact Hours: ( 1L + 2T / week) 48 Marks: (25+25+50) 100

PEDAGOGY OF TEACHING KANNADA Course: Soft Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

ಉದ ದೇಶಗಳು:

ಅಧಾಯನಂತಾದಲಲ ರತ ಶಕಷಕ/ಶಕಷಕಡ ಈ ಕ ಳಕಂಡ ವತಾನ ಗಳನುನತ ೇರುತುನ /ಳ :

ಕನನಡ ಭಶ ಯ ಸವರ ವನುನ ಮತು ಕನನಡ ಷಹತಾದ ರಕರಗಳ ಸವರ ವನುನ ವವರಸುವುದು.

ಕನನಡ ಬ ೇಧನ ಯ ಭಷಕ ಮತುು ಷಹತಾಕ ಮಲಾಗಳನುನ ವವರಸವುದು ಮತುು ರಶಂಸಸುವುದು.

ಭಷಕ ಮತುು ಷಹತಾಕ ದೃಷಯಂದ ಠಾವನುನ ವವ ೇಸುವುದು.

ಭಶಂಶ ಮತುು ಷಹತಾಂಶಗಳ ಬ ೇಧನ ೇದ ದೇಶಗಳನುನ ಮತುು ನರದಾಷಕಗಳನುನ ರಚಸುವುದು.

ಭಶ ಮತುು ಷಹತಾಂಸ ಬ ಧನಕರಮವನುನ ರ ಪಸುವುದು.

ವವಧರ ದ ಕನನಡ ಠಗಳ ಯೇಜನ ಯನುನ ತಯರಸುವುದು.

ಗರಹಕ ಯ ಮತುು ಅಭವಾಕಡುಯ ಕಶಲಗಳನುನ ಬ ಳ ಸುವ ಚಟುವಟಕ ಗಳನುನ ರ ಪಸುವುದು ಮತುು ನವಾಹಸುವುದು.

ಉದ ದೇಶಗಳು:

ಅಧಾಯನಂತಾದಲಲ ರತಶಕಷಕ/ಶಕಷಕಡ ಈಕ ಳಕಂಡ ವತಾನ ಗಳನುನತ ೇರುತುನ /ಳ :

ಕನನಡ ಭಶ ಯ ಸವರ ವನುನ ಮತುು ಕನನಡ ಷಹತಾದ ರಕರಗಳ ಸವರ ವನುನ ವವರಸುವುದು.

ಕನನಡ ಬ ೇಧನ ಯ ಭಷಕ ಮತುು ಷಹತಾಕ ಮಲಾಗಳನುನ ವವರಸವುದು ಮತುು ರಶಂಸಸುವುದು.

ಭಷಕ ಮತುು ಷಹತಾಕ ದೃಷಯಂದ ಠಾವನುನ ವವ ೇಸುವುದು.

ಭಶಂಶ ಮತುು ಷಹತಾಂಶಗಳ ಬ ೇಧನ ೇದ ದೇಶಗಳನುನ ಮತುು ನರದಾಷಕಗಳನುನ ರಚಸುವುದು.

ಭಶ ಮತುು ಷಹತಾಂಸ ಬ ಧನಕರಮವನುನ ರ ಪಸುವುದು.

ವವಧರ ದ ಕನನಡ ಠಗಳ ಯೇಜನ ಯನುನ ತಯರಸುವುದು.

ಗರಹಕ ಯ ಮತುು ಅಭವಾಕಡುಯ ಕಶಲಗಳನುನ ಬ ಳ ಸುವ ಚಟುವಟಕ ಗಳನುನ ರ ಪಸುವುದು ಮತುು ನವಾಹಸುವುದು .

ಠಾುಸುಕ ಮತುು ರವ ನತರಕ ಗಳನುನ ಸಮೇಕಷ ಮಡುವುದು .

ಮುದರಣ ಸಂನ ಮಲಗಳನುನ ಬಳಸುವ ಕರಮವವರಸುವುದು.

ಭಶ ಚಟುವಟಕ ಗಳನುನ ಹಂತನುಷರ ಏಾಡಡಸುವ ಕರಮನರ ಪಸುವುದು.

ವವಧ ಬಗ ಯ ರವ ನಗಳನುನ ರಚಸುವುದು, ನವಾಹಸುವುದು, ನ ೈದನಕಉದ ದೇಶಕ ಬಳಸಕ ಳುುವುದು

ಘಟಕ1: ಕನನಡ ಭಾಷ ಮತತು ಸಾಹತಯ ಸವರೂಪ ಹಾಗೂ ವವಧ

ಸಾಹತಯ ಪರಕಾರಗಳ ಬೂೋಧನಾ ತಂತರಗಳು

1.1 ಭಶ -ಅಥಾ, ಾಖ ಾಮತುುಸವರ , ಕನನಡ ಭಶ ಯ ರ ಗಳು ಮತುು ರದ ೇಸಕ ವಾತಾಸಗಳು.

ಘಟಕ 1: ಕನನಡಭಾಷಮತತುಸಾಹತಯಸವರೂಪಹಾಗೂವವಧ ಸಾಹತಯಪರಕಾರಗಳಬೂೋಧನಾತಂತರಗಳು

1.1 ಭಶ -ಅಥಾ, ಾಖ ಾಮತುುಸವರ , ಕನನಡ ಭಶ ಯ ರ ಗಳು ಮತುು ರದ ೇಸಕವಾತಾಸಗಳು.



1.2 ಕನನಡದ ರಚನ , ಸಂಧಗಳು, ಕನನಡದವಗಾ (ನಮದ,

ಕಡರಯದ), ಕಾಗಳು-ವಧಗಳು.

1.3 ಷಹತಾ ರಕರದ ಲಕಷಣಗಳು-ಗದಾ,ದಾಮತುುನಟಕ.

1.4 ಾಕರಣ/ಛಂದಸುು/ಅಲಂಕರ-ಅನುಗಮನ ಮತುು ನಗಮನ

1.5 ಗದಾಬ ೇಧನ - ಚನಕರಮ, ಉನಾಸ, ಚರ ಾ, ರವ ನೇತುರ.

1.6 ದಾಬ ಧನ -ಸಡುಗರಕ , ಕಂಠಠ, ರಶಂಷ .

1.7 ನಟಕ ಬ ೇಧನ -ತರಹಂಚಕ , ಅಭನಯ, ಸಂಭಷಣ , ರಬಂಧ-ಗದ ಮತುುಭವವಸುರಣ .

1.2 ಕನನಡ ದರಚನ , ಸಂಧಗಳು, ಕನನಡದವಗಾ (ನಮದ,

ಕಡರಯದ), ಕಾಗಳು-ವಧಗಳು.

1.3 ಷಹತಾ ರಕರದ ಲಕಷಣಗಳು-ಗದಾ,ದಾ ಮತುು ನಟಕ.

1.4 ಾಕರಣ/ಛಂದಸುು/ಅಲಂಕರ-ಅನುಗಮನ ಮತುು ನಗಮನ

1.5 ಗದಾಬ ೇಧನ - ಚನಕರಮ, ಉನಾಸ, ಚರ ಾ, ರವ ನೇತುರ.

1.6 ದಾಬ ಧನ -ಸಡುಗರಕ , ಕಂಠಠ, ರಶಂಷ .

1.7 ನಟಕಬ ೇಧನ -ತರಹಂಚಕ , ಅಭನಯ, ಸಂಭಷಣ , ರಬಂಧ-ಗದ ಮತುುಭವವಸುರಣ .

ಘಟಕ 2: ಕನನಡಬೂೋಧನಯಮಲಯಗಳು,

ಉದದೋಶಗಳುಮತತುಬೂೋಧನಾಸಂಪನೂೂಲಗಳು (16

ಘಂಟಗಳು)

2.1 ಕನನಡ ಬ ೇಧನ ಯ ಭಷಕ ಉದ ದೇಶಗಳು-ಕಶಲಗಳ ರಭುತವ, ದಸಂತುನ ಅಭವೃರದಧ

2.2 ಕನನಡ ಬ ೇಧನ ಯ ಷಹತಾಕ ಉದ ದೇಶಗಳು-ಗರಹಕ , ರಶಂಷ , ಸೃಜನಶೇಲತ .

2.3 ಕನನಡ ಭಶ ಬ ೇಧನ ಉದ ದೇಶಗಳು – ಗಧಾ, ಧಾಮತುುರಬಂಧ

2.4 ಕನನಡ ಭಶ ಬ ೇಧನ ಗ ಸಂಬಂಧಸದ ಬ ೇಧನತಮಕ ಉದ ದೇಶಗಳು ( ಜಞನ, ತಳುವಳಕ , ಅನವಯ, ಕಶಲ, ರಶಂಷ )

2.5 ವಮವ ಾ- ಅಥಾ, ರಕರಗಳು, ಠಾುಸುಕ ವಮವ ಾ.

2.6 ಠಾಭಗದಲಲ ಆರಸಕ ಂಡಡರುವ ವಸುು, ಅದರಕಲನ , ರಸ,

ಧವನ, ಸಂದ ೇಶ, ಸೃಜನ.

ಘಟಕ 2: ಕನನಡಬೂೋಧನಯಮಲಯಗಳು,

ಉದದೋಶಗಳುಮತತುಬೂೋಧನಾಸಂಪನೂೂಲಗಳು

2.1 ಕನನಡ ಬ ೇಧನ ಯ ಭಷಕ ಉದ ದೇಶಗಳು-ಕಶಲಗಳ ರಭುತವ, ದಸಂತುನ ಅಭವೃರದಧ

2.2 ಕನನಡ ಬ ೇಧನ ಯ ಷಹತಾಕ ಉದ ದೇಶಗಳು -ಗರಹಕ , ರಶಂಷ , ಸೃಜನಶೇಲತ . ಕನನಡ ಭಶ ಬ ೇಧನ ಉದ ದೇಶಗಳು – ಗಧಾ, ಧಾ ಮತುು ರಬಂಧ

2.3 ಕನನಡ ಭಶ ಬ ೇಧನ ಗ ಸಂಬಂಧಸದ ಬ ೇಧನತಮಕ ಉದ ದೇಶಗಳು ( ಜಞನ, ತಳುವಳಕ , ಅನವಯ, ಕಶಲ, ರಶಂಷ )

2.4 ವಮವ ಾ- ಅಥಾ, ರಕರಗಳು, ಠಾುಸುಕವಮವ ಾ.

2.5 ಠಾಭಗದಲಲ ಆರಸಕ ಂಡಡರುವ ವಸುು, ಅದರಕಲನ , ರಸ,

ಧವನ, ಸಂದ ೇಶ, ಸೃಜನ.

ಘಟಕ 3: ಕನನಡ ಭಾಷ ಮತತು ಸಾಹತಯ ಬೂೋಧನಗ ಯೋಜನಗಳು ಮತತು ಭಾಷಾ ಕಶಲಗಳ ಬೂೋಧನ (16 ಘಂಟಗಳು)

3.1 ಠ ಯೇಜನ , ಠಾವವ ೇಷಣ ಮತುು ಬ ೇಧನ ಉದ ದೇಶಗಳ ನರ ಣ . ಠಯೇಜನ ಯ ತಯರಕ ಯ.

ಕರಮಗಧಾ, ಧಾ ಮತುು ಾಕರಣ.

3.2 ಬ ೇಧನ ಉದ ದೇಶಗಳಗ ಕಲಲಕ ಯ ಅನುಭವ ಮತುು ಚಟುವಟಕ .

3.3 ಘಟಕಯೇಜನ ಯ ತಯರಕ - ಘಟಕಯೇಜನ ಮತುು ಠಯೇಜನ ಯ ವಾತಾಸ.

3.4 ಆಲಲಸುವಕ - ಅಥಾ, ಲಕಷಣಗಳು, ಬಗ ಗಳು ಬ ಳ ಸುವ ಚಟುವಟಕ ಗಳು

ಘಟಕ 3: ಕನನಡ ಭಾಷ ಮತತು ಸಾಹತಯ ಬೂೋಧನಗ ಯೋಜನಗಳು ಮತತು ಭಾಷಾ ಕಶಲಗಳ ಬೂೋಧನ

3.1 ಠಯೇಜನ , ಠಾವವ ೇಷಣ ಮತುು ಬ ೇಧನ ಉದ ದೇಶಗಳನರ ಣ . ಠಯೇಜನ ಯ ತಯರಕ ಯ.

ಕರಮಗಧಾ, ಧಾ ಮತುು ಾಕರಣ.

3.3 ಬ ೇಧನ ಉದ ದೇಶಗಳಗ ಕಲಲಕ ಯ ಅನುಭವ’, ಚಟುವಟಕ

3.4 ಘಟಕ ಯೇಜನ ಯ ತಯರಕ - ಘಟಕ ಯೇಜನ ಮತುು ಠ ಯೇಜನ ಯ ವಾತಾಸ. ಅಂಗವಕಲತ ವುಳು ಮಕಳಗಗ ಘಟಕ ಯೇಜನ ಯಲಲ ಸ ಂದಣಕ .

3.5 ಆಲಲಸುವಕ - ಅಥಾ, ಲಕಷಣಗಳು, ಬಗ ಗಳು ಬ ಳ ಸುವ ಚಟುವಟಕ ಗಳು



3.5 ಮತುಗರಕ - ಮಹತವ, ಲಕಷಣಗಳು, ದ ೇಷಗಳು ಮತುು ಅಬವೃರದಧ ಚಟುವಟಕ ಗಳು

3.6 ಓದುಗರಕ -ಮಹತವ, ಲಕಷಣಗಳು, ಬಗ ಗಳು ಮತುು ಓದುಗರಕಬ ೇಧನದಧತಗಳು

3.7 ಬರವಣಗ -ಮಹತವ, ಲಕಷಣಗಳು, ದ ೇಷಗಳು ಮತುು ರಸರದ ಕರಮಗಳು.

3.6 ಮತುಗರಕ - ಮಹತವ, ಲಕಷಣಗಳು, ದ ೇಷಗಳು ಮತುು ಅಬವೃರದಧ ಚಟುವಟಕ ಗಳು

3.7 ಓದುಗರಕ -ಮಹತವ, ಲಕಷಣಗಳು, ಬಗ ಗಳು ಮತುು ಓದುಗರಕ ಬ ೇಧನದಧತಗಳು

3.8 ಬರವಣಗ -ಮಹತವ, ಲಕಷಣಗಳು, ದ ೇಷಗಳು ಮತುು ರಸರದ ಕರಮಗಳು.

ಘಟಕ 4: ಬೂೋಧನಾ ಸಂಪನೂೂಲಗಳು ಮತತು ಭಾಷಾಕಲಕಯ

ಮಲಯಮಾಪನ (16 ಘಂಟಗಳು)

4.1 ಭಶ ಠಾುಸುಕಗಳು, ಲಕಷಣ, ತತವಗಳು ಮತುು ಸಮೇಕಷ 4.2 ಮುದರಣ ಮಧಾಮ, ನಘಂಟು, ವಶವಕ ೇಶ ಮತುು

ನಯತಕಲಲಕ ಗಳು

4.3 ಷಹತಾಸಂಘ- ಮಹತವ ಮತುು ಚಟುವಟಕ ಗಳು,

ಭಶರಯೇಗಲಯ-ಸವರ ಮತುು ಬಳಸುವ ಬಗ . 4.4 ಕನನಡಭಶ ಶಕಷಕನ ವವ ೇಷ ಷಮಥಾಾಗಳು ಮತುು

ವೃತುರ ಬ ಳವಣಗ . 4.5 ಘಟಕರೇಕಷ - ರಚನ , ಉಯೇಗ, ಷಾಕ ರವ ನತರಕ ಯ

ಷಧನ ರೇಕಷ ಗಳು.

4.6 ಭಶ ಷಮಥಾಾದ ಷದನ ರೇಕಷ ಗಳು.

4.7 ನ ೈದನಕ ರೇಕಷ ಗಳ ರಚನ , ರಸರ ೇಯಗಳು

(ಓದುಗರಕ ಮತುು ಮತುಗರಕ ಮತುು ಬರವಣಗ ).

ಘಟಕ 4: ಬೂೋಧನಾ ಸಂಪನೂೂಲಗಳು ಮತತು ಭಾಷಾಕಲಕಯ ಮಲಯಮಾಪನ

4.1 ಭಶ ಠಾ ುಸುಕಗಳು, ಲಕಷಣ, ತತವಗಳು ಮತುು ಸಮೇಕಷ 4.2 ಮುದರಣ ಮಧಾಮ, ನಘಂಟು, ವಶವಕ ೇಶ ಮತುು

ನಯತಕಲಲಕ ಗಳು. ಅಂಗವಕಲತ ವುಳು ಮಕಳಗಗ ಬ ೇಧನ ೇಕರಣಗಳ ಸ ಂದಣಕ .

4.3 ಷಹತಾ ಸಂಘ- ಮಹತವ ಮತುು ಚಟುವಟಕ ಗಳು, ಭಶ ರಯೇಗಲಯ-ಸವರ

ಮತುು ಬಳಸುವ ಬಗ .

4.4 ಕನನಡ ಭಶ ಶಕಷಕನ ವವ ೇಷ ಷಮಥಾಾಗಳು ಮತುು ವೃತುರ ಬ ಳವಣಗ .

4.5 ಘಟಕ ರೇಕಷ - ರಚನ , ಉಯೇಗ, ಷಾಕ ರವ ನತರಕ ಯ ಷಧನ ರೇಕಷ ಗಳು.

4.6 ಭಶ ಷಮಥಾಾದ ಷದನ ರೇಕಷ ಗಳು.

4.7 ನ ೈದನಕ ರೇಕಷ ಗಳ ರಚನ , ರಸರ ೇಯಗಳು

(ಓದುಗರಕ ಮತುು ಮತುಗರಕ ಮತುು ಬರವಣಗ ).

ಟೂಟೂೋರಯಲಸ/ಪಾರಯೋಗಕಕಾಯಯ/

ನಯೋಜನಾಕಾಯಯಗಳಗಸಲಹಗಳು:

1. ಧವನ-ಅಕಷರಗಳನುನ ನೇಡಡ ಉರಾರಣಷಾ ಮತುು ವಧನದ ವವರಣ ಕ ಡುವುದು.

2. ಭಶ ಮಶರಣ ನಡ ಯುವ ಬಗ ಮಡಡ ವವರಣ . 3. “ಮತೃಭಶ ಯೇ ಶಕಷಣ ಮಧಾಮ’ ಚರ ಾ/ದ.

4. ‘ರಯೇಗಕ, ಷಮಜಕ, ಮನ ೇ ೈಜಞನಕ ವಮವ ಾಗ -

ತಲ ಒಂದು ಗದಾ ಮತುು ದಾ ದೃಶಂತ ಬಳಸುವುದು.

5. ಲ ೇಖನ ನೇಡಡ ಸಂಕಷ ೇಣ ಮಡಡಸುವುದು. 6. ಬ ೇಧನಂಶಕ -ಕಲಲಕ ಚಟುವಟಕ ಗಳ ಟ ರಚನ . 7. ಧವನಮುರದರತ ಭಷಣ/ತ ಾ ಕ ೇಳಸ-ರವ ನೇತುರ

(ಆಲಲಸುವಕ ರೇಕಷ ).

ಟೂಟೂೋರಯಲಸ/ಪಾರಯೋಗಕಕಾಯಯ/

ನಯೋಜನಾಕಾಯಯಗಳಗಸಲಹಗಳು:

1 ಧವನ-ಅಕಷರಗಳನುನ ನೇಡಡ ಉರಾರಣಷಾ ಮತುು ವಧನದ ವವರಣ ಕ ಡುವುದು.

2. ಭಶ ಮಶರಣ ನಡ ಯುವ ಬಗ ಮಡಡ ವವರಣ . 3. “ಮತೃಭಶ ಯೇ ಶಕಷಣ ಮಧಾಮ’ ಚರ ಾ/ದ.

4. ‘ರಯೇಗಕ, ಷಮಜಕ, ಮನ ೇ ೈಜಞನಕ ವಮವ ಾಗ -

ತಲ ಒಂದು ಗದಾ ಮತುು ದಾ ದೃಶಂತ ಬಳಸುವುದು. 5. ಲ ೇಖನ ನೇಡಡ ಸಂಕಷ ೇಣ ಮಡಡಸುವುದು. 6. ಬ ೇಧನಂಶಕ -ಕಲಲಕ ಚಟುವಟಕ ಗಳ ಟ ರಚನ . 7. ಧವನಮುರದರತ ಭಷಣ/ತ ಾ ಕ ೇಳಸ-ರವ ನೇತುರ

(ಆಲಲಸುವಕ ರೇಕಷ ).



8. ಅಣಕು ಸಂದಶಾನ.

8. ಅಣಕು ಸಂದಶಾನ.





ಪರಾಮಶಯನ ಸಲಹ:

ರಂಗನಥ (1977), ಕನನಡಷಹತಾರಷತುು, ರಮರಜ ೇಟ , ಬ ಂಗಳೂರು

ಭರತೇಯ ಭಶ ಗಳ ಕ ೇಂದರ ಸಂಷ ಾ-ಕನನಡವ ೈಲಲ ಕ ೈಪಡಡ-

ಮೈಸ ರು ಮತುು ಕನನಡ ವಶವವದಾಲಯ , ಹಂಪಸಂಯುಕು ರಕಟಣ .

ಡ|| ಕ .ವ. ನರಯಣ,

ಬಶ ಯಸುತುಮುತುಕನನಡಸಂಘಕ ೈಷಾಲ ೇಜ, ಬ ಂಗಳೂರು.

ಪರೇ|| ಜ. ಂಕಟಸುಬಬಯಾ, ಇಗ ೇಕನನಡ,

ನವಕನಾಟಕರಕಶನ, ಬ ಂಗಳೂರು.

‘ಕನನಡಸಂದ’ –

ರಜಾಶಕಷಣಸಂವ ೇಧನ ಮತುತರಬ ೇತನದ ೇಾಶನಲಯ,

ಬ ಂಗಳೂರು-2008.

ಭರತೇಯ ಭಶ ಗಳ ಕ ೇಂದರ ಸಂಷ ಾ ರಕಶನ ಅ)

ಮದಲಸ ಜ ಆ) ಸರಸ ಜ ಇ) ಸ ಸಸ ಜ ಈ) ನರಂತರಉ)

ಸಮಕಲಲೇನ

ಬ.ವ. ರಮಣ, ಕನನಡನುಡಡಬ ೇಧನ

ಡ|| ಕ .ಕ ಂ ೇಗಡ, ‘ಭಶಮತುುಭಶವಜಞನ ‘

ಭರತರಕಶನಸರಸವತುರಂ,ಮೈಸ ರು.

ಅನಸ ಯ ವ. ರಗ, ‘ಮತೃ ಭಶ ಕನನಡ ತತವ ಮತುು ಬ ೇಧನಮಗಾ’. ವ ೇಕರಕಶನ, ಚಕಬಳುುರ-2005

ಡಡ.ಎನ. ಶಂಖರಭಟಅ) ‘ಕನನಡಕಾಗಳುಆ) ‘ಕನನಡ ಶಬಧರಚನ ಗೇತಬುಕಷ ೈಸ ರು 1978.

ರ. ಅನಂತರಮು, ಕನನಡ ಭಶ ಬ ೇಧನ , ರ ೇತನ

ಪರಾಮಶಯನ ಸಲಹ:

ರಂಗನಥ (1977), ಕನನಡ ಷಹತಾ ರಷತುು, ರಮರಜ ೇಟ , ಬ ಂಗಳೂರು

ಭರತೇಯ ಭಶ ಗಳ ಕ ೇಂದರ ಸಂಷ ಾ-ಕನನಡ ವ ೈಲಲಕ ೈಪಡಡ-

ಮೈಸ ರುಮತುು ಕನನಡ ವಶವವದಾಲಯ , ಹಂಪಸಂಯುಕು ರಕಟಣ .

ಡ|| ಕ .ವ. ನರಯಣ, ಬಶ ಯ ಸುತುಮುತು ಕನನಡ ಸಂಘಕ ೈಷಾಲ ೇಜ, ಬ ಂಗಳೂರು.

ಪರೇ|| ಜ. ಂಕಟಸುಬಬಯಾ, ಇಗ ೇಕನನಡ, ನವಕನಾಟಕ ರಕಶನ, ಬ ಂಗಳೂರು.

‘ಕನನಡಸಂದ’ – ರಜಾ ಶಕಷಣ ಸಂವ ೇಧನ ಮತು ತರಬ ೇತ ನದ ೇಾಶನಲಯ, ಬ ಂಗಳೂರು-2008.

ಭರತೇಯ ಭಶ ಗಳ ಕ ೇಂದರ ಸಂಷ ಾ ರಕಶನ ಅ)

ಮದಲಸ ಜ ಆ) ಸರಸ ಜ ಇ) ಸ ಸಸ ಜ ಈ) ನರಂತರಉ)

ಸಮಕಲಲೇನ

ಬ.ವ. ರಮಣ, ಕನನಡನುಡಡಬ ೇಧನ

ಡ||ಕ .ಕ ಂ ೇಗಡ, ‘ಭಶ ಮತುು ಭಶ ವಜಞನ ‘ ಭರತ ರಕಶನ ಸರಸವತುರಂ, ಮೈಸ ರು.

ಅನಸ ಯ ವ. ರಗ, ‘ಮತೃ ಭಶಕನನಡ ತತವ ಮತುು ಬ ೇಧನ ಮಗಾ’. ವ ೇಕರಕಶನ, ಚಕಬಳುುರ-2005

ಡಡ.ಎನ. ಶಂಖರಭಟಅ) ‘ಕನನಡಕಾಗಳುಆ) ‘ಕನನಡ ಶಬಧರಚನ ಗೇತಬುಕಷ ೈಸ ರು 1978.

ರ. ಅನಂತರಮು, ಕನನಡ ಭಶ ಬ ೇಧನ , ರ ೇತನ ಬುಕಷ ೈಸ ರು 1971.



ಬುಕಷ ೈಸ ರು 1971.

ಕ . ಸಚಾದನಂದಯಾ ‘ಕನನಡಡಯಕಲಲಕ ’.

ಡ|| ಕ .ಎಲ, ಗ ೇಲಕೃಷಣಯಾ ‘ರಡವಲಕನನಡಕ ೈಪಡಡ,

ನವಕನಾಟಕ ರಕಶನಬ ಂಗಳೂರು.

ಮಸ ೇಶವರಯಾ ಎಚ. ಎಂ –ಭಶ ಮತುುಸೃಜನಶೇಲತ , ಸಂಹತರಕಶನ, ಧರಡ.

ತ.ನಂ.ಶರೇಕಂಠಯಾ-ಕನನಡಮಧಾಮಾಕರಣ,

ಭರತೇಯಕವಾಮೇಮಂಷ .

ನರಯಣ ಕ .ವ. ರದನರದನ- ರಷರಂಘ, ಕನನಡ ವಶವವದಾಲಯ ಹಂಪ.

ಷ.ಶ.ಮರುಳಯಾ- ಕನನಡ ಭಶ ಯ ಚರತ ರ-ಕನನಡ ಷಹತಾ ರಷತ ಬಂಗಳೂರು.

ಎಂ.ವ. ನಗರಜರವ-ಅರವತುು ಸ ಜ ಗಳಲಲ ಶುದಧಕನನಡ-

1999.

ಶರೇದಎಾಸ. ಎನ.-ಇಂರದನಕನನಡ, ರಚನ ಮತುು ಬಳಕ , ರಷರಂಗ, ಕನನಡ ವಶವವದಾನಲಯ, ಹಂಪ

ರಸದರವ-ಲ ೇಖನಕಲ

ಅ.ರ.ಮತರ-ಛಂದ ೇಮತರ

ವೃಷಬ ೇಂದರ ಷವಮ-ಬರ ಯುವದರ.

ಡ|| ಮಸಬಲ ೇಶವರರವ. ರಢವಲ ಗಳಲಲ ಕನನಡ ಬ ೇಧನ ನವಕನಾಟಕ ರಕಶನ, ಬ ಂಗಳೂರು 1996.

ಪರೇ|| ಎಂ.ಎನ. ಸ ಗಡ ‘ಕನನಡಭಶಬ ೇಧನ - ರಥಮ,

ರದವತೇಯ ಷ ಮಸ ರಾರದೇ ರಕಶನ ಗದಗ 2006.

ಎಂ. ಚದನಂದಮ ತಾ- ಕನನಡ ಭಶ ವಜಞನದ ಮ ಲತತವಗಳು.

ಎಸ. ಕೃಷಣ-ಠ ಟಣಗಳು

ಭ. ಮಲಲಕಜುಾನ,, ಎಸ.ಎಸ.ಉದುರಜನ-ಸಮಕಲಲೇನ ಭರತೇಯ ಭಶ ಗಳ ಕ ೇಂದರಸಂಷ ಾ, ಮೈಸ ರು.

ಟ.ವ.ತಮಮಗಡ ‘ಓದುವಶಕಡು”.

ಎಂ. ವೃಷಭ ೇಂದರಷವಮ-ಬರ ಯುವದರ.

ಡಡ.ಟ.ರಂಗಷವಮ-ತರಲ ೇಖನ ಕಲ - ಕನನಡ ಷಹತಾ ರಷತ, ಬ ಂಗಳೂರು.

ನಗ ೇಶಎಚ.ವ.-ರಬಂಧರಂಚ 1990-ಧರಡ

ಎ.ಎ. ಗ ೇವಂದರವ-ಶಕಷಣದಲಲ ಮಲಾಮನ.

ುರುಶ ೇತುಮಜ.-ಕಲಲಕ ಯ ತ ಂದರ ಗಳು, ನವಕನಾಟಕ

ಕ . ಸಚಾದನಂದಯಾ ‘ಕನನಡಡಯಕಲಲಕ ’.

ಡ|| ಕ .ಎಲ, ಗ ೇಲಕೃಷಣಯಾ ‘ರಡವಲಕನನಡಕ ೈಪಡಡ,

ನವಕನಾಟಕ ರಕಶನ ಬ ಂಗಳೂರು.

ಮಸ ೇಶವರಯಾ ಎಚ. ಎಂ –ಭಶ ಮತುು ಸೃಜನಶೇಲತ , ಸಂಹತ ರಕಶನ, ಧರಡ.

ತ.ನಂ.ಶರೇಕಂಠಯಾ-ಕನನಡ ಮಧಾಮ ಾಕರಣ, ಭರತೇಯ ಕವಾಮೇಮಂಷ .

ನರಯಣ ಕ .ವ. ರದನರದನ- ರಷರಂಘ, ಕನನಡ ವಶವವದಾಲಯ ಹಂಪ.

ಷ.ಶ.ಮರುಳಯಾ- ಕನನಡ ಭಶ ಯ ಚರತ ರ-ಕನನಡ ಷಹತಾ ರಷತ ಬಂಗಳೂರು.

ಎಂ.ವ. ನಗರಜರವ-ಅರವತುು ಸ ಜ ಗಳಲಲ ಶುದಧಕನನಡ-

1999.

ಶರೇದಎಾಸ. ಎನ.-ಇಂರದನಕನನಡ, ರಚನ ಮತುುಬಳಕ , ರಷರಂಗ, ಕನನಡ ವಶವವದಾನಲಯ, ಹಂಪ

ರಸದರವ-ಲ ೇಖನಕಲ

ಅ.ರ.ಮತರ-ಛಂದ ೇಮತರ

ವೃಷಬ ೇಂದರ ಷವಮ-ಬರ ಯುವ ದರ.

ಡ||ಮಸಬಲ ೇಶವರರವ. ರಢ ವಲ ಗಳಲಲ ಕನನಡ ಬ ೇಧನ ನ ವಕನಾಟ ಕರಕಶನ, ಬ ಂಗಳೂರು 1996.

ಪರೇ|| ಎಂ.ಎನ. ಸ ಗಡ ‘ಕನನಡ ಭಶ ಬ ೇಧನ - ರಥಮ,

ರದವತೇಯ ಷ ಮಸರಾರದೇ ರಕಶನ ಗದಗ 2006.

ಎಂ. ಚದನಂದಮ ತಾ- ಕನನಡ ಭಶ ವಜಞನದ ಮ ಲ ತತವಗಳು.

ಎಸ. ಕೃಷಣ-ಠಟಣಗಳು

ಭ.ಮಲಲಕಜುಾನ,,ಎಸ.ಎಸ.ಉದುರಜನ-ಸಮಕಲಲೇನ ಭರತೇಯ ಭಶ ಗಳ ಕ ೇಂದರ ಸಂಷ ಾ, ಮೈಸ ರು.

ಟ.ವ.ತಮಮಗಡ ‘ಓದುವಶಕಡು”.

ಎಂ. ವೃಷಭ ೇಂದರಷವಮ-ಬರ ಯುವ ದರ.

ಡಡ.ಟ.ರಂಗಷವಮ-ತರಲ ೇಖನ ಕಲ - ಕನನಡ ಷಹತಾ ರಷತ, ಬ ಂಗಳೂರು.

ನಗ ೇಶಎಚ.ವ.-ರಬಂಧ ರಂಚ 1990-ಧರಡ

ಎ.ಎ. ಗ ೇವಂದರವ-ಶಕಷಣದಲಲ ಮಲಾಮನ.

ುರುಶ ೇತುಮ ಜ.-ಕಲಲಕ ಯ ತ ಂದರ ಗಳು, ನವಕನಾಟಕ ರಕಶನ, ಬ ಂಗಳೂರು.



ರಕಶನ, ಬ ಂಗಳೂರು.

ಸತಾನರಯಣ ಮಲಲಟಣ, ನಗರಜರವವಳ (ಸಂ)

(2000) ಸಂವಹನಕನನಡ, ದಸಜನ , ಮಂಗಳೂರು.

ಜ. ಂಕಟಸುಬಬಯಾ ‘ಎರವಲು ದಕ ೇಶ’, ವನಕನಾಟಕ ರಕಶನ, ಬ ಂಗಳೂರು.

ಎನ.ಸೇತಲಕಷಮೇ- ತರಕ ಓರದ ಕನನಡಕಲಲಕ .

ಸತಾನರಯಣ ಮಲಲಟಣ, ನಗರಜರವವಳ (ಸಂ)

(2000) ಸಂವಹನ ಕನನಡ, ದಸಜನ , ಮಂಗಳೂರು.

ಜ. ಂಕಟಸುಬಬಯಾ ‘ಎರವಲುದಕ ೇಶ’,

ವನಕನಾಟಕರಕಶನ, ಬ ಂಗಳೂರು.

ಎನ.ಸೇತಲಕಷಮೇ- ತರಕ ಓರದಕನನಡಕಲಲಕ .





CONTENT-CUM-METHODOLOGY OF TEACHING ENGLISH

Course: Soft Core (24539) Credits: 02 Contact Hours: (1L + 2T / week) 48 Marks: (25+25+50) 100 (objectives & content are presented in brief,

as actual material runs into 4 pages)

PEDAGOGY OF TEACHING ENGLISH Course: Soft Core Credits: 03 (L:T:P = 2:1:0) Contact Hours: 2L + 2T / week Marks: (25 + 25 + 50) 100

Objectives (in brief, as the actual list is very elaborate):

On completion of the course, the student-teacher will be able to:

Acquire knowledge about English language

Appreciate role of English language in India

Acquire skills for correct, fluent use of English

Develop skills various levels of planning for teaching English

Develop competencies to use effective methods to teach English

Get acquainted with useful resources for teaching English

Acquire skills for employing different types of evaluation in teaching English

Inculcate essential qualities of a good English teacher


teachers will be able to: Explain the principles of language

teaching, and evolution and trends in English literature.

Prepare an instructional plan in English. Adapt various approaches and methods

to teach English language. Use various techniques to evaluate the

achievement of the learner in English.

Unit 1: Introduction to the Nature, Structure of English Language and Revisiting Essential English Grammar and Language Functions (15 Hours)

Content in brief (as the actual content is very elaborate): about structure &

function of English language, role and status of English language in India, and

purpose of teaching the language in Indian schools

Unit 1: Nature of English Language & Literature

1.1 Principles of Language Teaching 1.2 Language Proficiency: Basic

Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency( CALP)

1.3 English Language in the school context: An Evolutionary Perspective

1.4 Current Trends in Modern English Literature in Indian context

1.5 Teaching as second language in Indian context.



Unit 2: Goals and Skills of Teaching

English and Methods and Approaches to the Teaching of English (12 Hours) Content in brief: Goals & purposes of

teaching English at different levels of schooling in India, and approaches and

methods useful in teaching English

Unit 2: Instructional Planning 2.1 Aims and objectives of Teaching English

at different stages of schooling 2.2 Instructional Planning: Need and

Importance 2.3 Unit and lesson plan: Need and

Importance 2.4 Procedure of Unit and Lesson Planning 2.5 Planning and adapting units and lessons

for children with disabilities 2.6 Planning for Preparing & Using

Teaching-Learning Materials 2.6.1 Importance of TLM 2.6.2Traditional Aids & Activities: Writing/flannel/felt boards, pictures, reading/flashcards, workbooks & worksheets, films, language laboratories

2.6.3 Modern Technology-based Aids: OHPs, Radio, TV, CD-ROMs and computers

Unit 3: Planning for and Techniques of

Teaching Different Aspects of English Language and Evaluation in English language (11 Hours)

Content in Brief (as the actual content is very elaborate): Different levels/types of

planning for teaching English, varied techniques for teaching different aspects

of English, and evaluation as part of English instruction

Unit 3: Approaches and Methods of Teaching

3.1 Difference between an approach and a method

3.2 Task based approach, co-operative learning, language across curriculum,

communicative language teaching, Bilingual, Eclectic and Constructive approach

3.3 Method Teaching of Prose, Poetry, Drama, Grammar and Vocabulary- (i) Translation method. (ii) Structural – Situational method. (iii) Direct method

3.4 Development of four basic language skills: Listening, Speaking, Reading, and Writing

3.5 Accommodation in approaches, techniques & aids for teaching children with disabilities

Unit 4: Instructional Materials and

Resources for Teaching of English Language and Professional English Teacher (10 Hours)

Unit 4: Evaluation in & Resources for Teaching English

4.1 Evaluation - Concept and Need 4.2 Testing Language skills and Language



Content in Brief (as the actual content is very elaborate): Materials and resources available for teaching English, qualities

and qualifications of English teacher, and avenues for professional growth of

English teacher

elements (Vocabulary, Grammar & Phonology)

4.3 Adaptation of Evaluation Tools for Children with Disabilities & Individualising Assessment

4.4 Error analysis, Diagnostic tests and Enrichment measures

4.5 Construction of a teacher made test for English proficiency

4.6 Maintaining teaching Porfolio & Learning Portfolio

Suggested Activities to be Organised as Part of Tutorial Designing actual lesson plans for the

teaching of different aspects of English. Preparation and construction of a unit

test on the lessons taught in the school-administering, scoring, analysis and interpretation.

Conducting a symposium on different types of evaluation in terms of their practice in secondary schools.

A contrastive study of blue-print of state syllabus with that of CBSC or ICSE.

Conducting quiz competition to children in the practicing school.

Preparing a question bank on the topic/lesson selected for practice teaching.

Visiting English language laboratories established in other institutions and reporting on their functioning.

Conducting a symposium on different types of evaluation in terms of their practice in secondary schools.



References Iggy Roca & Wyn Johnson (1999) A

Course in phonology, Black well. Laver. J(1994) Elements of general

phonetics, EUP. O’Connor (1973) Principles of phonetics,

OUP. Gimson (1962 )A Introduction to the

Essential Readings Allen, H., & Cambell, R. (1972). Teaching

English as second Language, McGraw Hill, New York.

Bharthi, T., & Hariprasad, M. (2004). Communicative English, Neelkamal Publications, Hyderabad.

Bhatia, K.K. (2006). Teaching and



pronunciation of English Edward Arnold. S.P Velaydhan & K.P. Mohanan, An

Introduction to the phonetics and structure of English Sonaiya Publishers.

Danied Jones (2003), English Pronouncing dictionary, OUP

David Numan (1995) An organic Approach to the Teaching of Grammar, Rutherford. W.C, London

Holiday M.A.K (1985), An introduction to functional grammar, London

Rutherford. W.C (1987), Second Language Grammar Teaching and Learning, London.

Bryan Garder & Felicity Garder (2004), Classroom English, OUP

Ronald Canter & Haer Mc Carthy(2006), Grammer of English.

Cruttandon (1986), A Intonation, CUP. O’Connor (1958), Stress Rhythm and

Intonation, Orient Longman. Adrain Doff (1988), Teach English. Nuttal and Cristain (1982), Teaching

Reading skills in a Foreign Language Heinmann.

Alien, Teaching English Language as a second Language , Mc Graw Hill, Bombay-65

Aderson, Ann and Lynch(1988), Tony Listening , OUP

Menon and Patel (1975), Teaching of English Language as a Foreign Language, Acharya Book Depot, Baroda.

Widdowson, H.G (1982), Teaching Language as communication, OUP London.

Ganesh B. (1989), English Sound and Spelling, RIE Bangalore.

Richard & Numan (1990), Second language Teacher Education, OUP.

Richard J. C. (1996), The self directed teacher, Managing the Learning process, CUP.

Peter James (2001), Teacher in Action tasks for in service language teacher

Learning English as a Foreign Language. Kalyani Publishers, New Delhi.

Grellet, F. (1980). Developing Reading Skills, Cambridge University Press, New York.

IGNOU CTE – 02 Certificate in Teaching of English (1989). The Structure of English, IGNOU, New Delhi.

IGNOU EEG – 02 Elective Course in English (1989). The Structure of Modern English Blocks (1 to 7), IGNOU, New Delhi.

Suggested Readings Agnihotri, R.K., & Khanna, A.L. (Ed.)

(1996). English Grammar in context, Ratnasagar, Delhi.

Bhatia, K.K., & Kaur, N. (2011). Teaching and Learning English as a Foreign Language. Ludhiana: Kalyani Publishers.

Bindra, R. (2005). Teaching of English. Jammu: Radha Krishan Anand and Co.

Brumfit, C.J., & Johnson (Ed.) (1979). The communicative Approach to Language Teaching, Oxford University Press, Oxford.

Bryne, D. (1988). Teaching Writing Skills, Longman, England.

Krashen, D. (1992). Principles and Practice in Second Language Acquisition, Pergamum Press Oxford.

Krishna Swamy (2003). Teaching English: Approaches, Methods and Techniques, Macmillan Publication, New Delhi.

Sachdeva, M. S. (2007). Teaching of English. Patiala: Twenty First Century Publications.

Sahu, B. K. (2004). Teaching of English. Ludhiana: Kalyani Publishers.

Shaik, M. & Gosh, R.N. (2005). Techniques of Teaching English, Neelkamal Publications, Hyderabad.

Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra



education & development, CUP. Gloria. A.S (1996), Emerging Trends in

Teacher preparation California Corwin press.

Kohli. A.L (1984), Techniques of Teaching English Language IX, edition Dhanpal Rai & Sons, Delhi.

Ryburn W.H &Parkinson, J.G (1961), The teaching of English Language, OUP, London.

Sachdeva M.S (1976), A New Approach to Teaching of English Language in Free India ,Prakash Publications Ludhiana.

Bose. K (1979), Teaching of English Language A Modern Approach, Doaba House Book Sellers & publishers, New Delhi.

Billows.F.R (1964), The Teaching of Language teaching, Langman group Ltd, London.

Bloom. B.S (2004), Taxonomy of Educational objective Revised Edition.

Publication.



EDUCATIONAL MANAGEMENT, CURRICULUM DESIGNING AND

EVALUATION (only unit 4)


BASIC RESEARCH AND BASIC STATISTICS Course: Soft Core – EPC Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100



Objectives (pertaining to unit 4) After completing the course student-

teachers will be able to: Discuss the meaning, scope and types of

educational evaluation

Objectives After completing the course student-

teachers will be able to: Describe the concept and relevance of

research in education and special education.

Develop an understanding of the research process and acquire competencies for conducting a research.

Apply suitable measures for data organization and analysis.

(Unit 1 not relevant) Unit 1: Introduction to Research

1.1 Scientific method 1.2 Research: Concept and definition 1.3 Application of scientific method in

research 1.4 Purpose of research 1.5 Research in education and special

education

(Unit 2 not relevant) Unit 2: Types and Process of Research 2.1 Types of research: Basic/fundamental;

applied and action 2.2 Process of research: Selection of

problem, formulation of hypotheses, sampling, collection of data, analysis of data & conclusion

2.3 Tools of research: Tests, questionnaire, checklist and rating scale

2.4 Action research in teaching learning environment

2.5 Professional competencies for research

(Unit 3 not relevant) Unit 3: Measurement and Analysis of Data – I

3.1 Introduction and importance of statistics in education

3.2 Scale of measurements: Nominal, ordinal, interval and ratio

3.3 Classification, tabulation and organization of data: Array, grouped distribution.

3.4 Graphical representation of data: Histogram, bar charts



Unit 4: Educational Evaluation (16 hours)

4.1 Definition, meaning, scope and types of

evaluation 4.2 Various types of tests 4.3 Characteristics of a good test 4.4 Descriptive statistics, measures of

central tendencies (Mean, median, mode); Standard deviation, quartile deviations.

4.5 Construction of different graphs and diagrams and rank order correlation

4.6 Classroom based action research

Unit 4: Measurement and Analysis of Data – II

4.1 Measures of central tendency: Mean, median and mode

4.2 Measures of dispersion: Range, standard deviation and quartile deviation for individual series

4.3 Correlation: Product moment and rank correlation

4.4 Introduction to inferential statistics

Practicum/ Field Engagement Develop a teacher made test for a given

subject matter Develop a questionnaire/checklist Develop an outline for conducting action

research


Essential Readings

Aggarwal, Y. P. (1992). Research in emerging fields of education: Concepts, trends and prospects. New Delhi: Sterling Publishers.

Aggarwal, Y. P. (1994). Better Sampling. New Delhi: Sterling Publishers.

Anand, S. P. (1996). RCEB Tools for secondary class students. Bhubaneswar: Shovan.

Belok, M. V. (1993). Naturalistic Research Paradigms. Meerut: Anu Books.

Birch, J. W. & Johnston, K. B. (1975). Designing Schools and Schooling for the



Handicapped: A Guide to the Dynamic Interaction of Space, Instructional Materials, Facilities, Educational Objectives and Teaching Methods. Springfield, IL: Charles C. Thomas Publisher.


Brown, F. G. (1983). Principles of educational and psychological testing (3rd ed.). New York: Holt, Rinehart & Winston.


Buch, M. B. (1991). Fourth survey of research in India (vol I &II). New Delhi: NCERT.

Conrad, C. F. & Serlin, R. C. (2006). The Sage handbook of research in education. Thousand Oaks: Sage Publications.

Martyn, H. (1996). Case studies in classroom research. Philadelphia: Open University Press.

Qureshi, M. (2005). Educational research. New Delhi: Anmol Publications.

Sax, G. (1979). Foundations of educational research. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Shukla, S. P. (1996). Elements of educational research. Bombay: Allied Publishers (P) Ltd.

Taylor, R. L., & Sternberg, L. (1995). Exceptional children: Integrating research and teaching (2nded.). San Diego, CA: Singular Publishing.

Wiersma, W. (1995). Research methods in education: An introduction. Boston, MA: Allyn & Bacon.

Young, P, V. (1992). Scientific social surveys and research. Mumbai: Asia Publishing House.

Suggested Readings



Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Academic Press, New York.

Greene, S., & Hogan, D. (2005). Researching children's experience. Sage Publication: London.






BASIC RESEARCH AND ESSENTIAL STATISTICS

Course: Soft Core – EPC Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100





teachers will be able to: • Describe the concept and relevance of


• Develop an understanding of the research process and acquire competencies for conducting a research.

• Apply suitable measures for data organization and analysis.


1.1 Concept of scientific methods and research

1.2 Application of scientific method in research

1.3 Purpose of research with relevance to special education

1.4 Process of research: Selection of problem, formulation of hypotheses, sampling, collection of data, analysis of data & conclusion

1.5 Types of research



(Unit 2 not relevant) Unit 2: Measurement and Analysis of Data – I

2.1 Introduction and importance of statistics in education

2.2 Scale of measurements: Nominal, ordinal, interval and ratio

2.3 Classification, tabulation and organization of data: Array, grouped distribution.

2.4 Graphical representation of data: Histogram, bar charts

(Unit 3 not relevant) Unit 3: Measurement and Analysis of

Data – II 3.1 Introduction to descriptive statistics 3.2 Measures of central tendency: Mean,

median and mode 3.3 Measures of dispersion: Range, standard

deviation and quartile deviation for individual series

3.4 Correlation: Product moment and rank correlation

Unit 4: Educational Evaluation (16

hours) 4.7 Definition, meaning, scope and types of

evaluation 4.8 Various types of tests 4.9 Characteristics of a good test 4.10 Descriptive statistics, measures of




Unit 4: Measurement and Analysis of Data – III

4.1 Introduction to inferential statistics 4.2 Testing of hypotheses 4.3 Description and demonstration of

parametric tests for comparing two means

4.4 Description and demonstration of non-parametric tests





research


Essential Readings





Birch, J. W. & Johnston, K. B. (1975). Designing Schools and Schooling for the Handicapped: A Guide to the Dynamic Interaction of Space, Instructional Materials, Facilities, Educational Objectives and Teaching Methods. Springfield, IL: Charles C. Thomas Publisher.













Wiersma, W. (1995). Research methods in education: An introduction. Boston, MA : Allyn & Bacon.


Suggested Readings Cohen, J. (1988). Statistical power

analysis for the behavioural sciences. Academic Press, New York.









RESEARCH AND BASIC STATISTICS Course: Soft Core – EPC Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100





teachers will be able to: • Describe the concept and relevance of


• Develop an understanding of the research process and acquire competencies for conducting a research.

• Apply suitable measures for data organization and analysis.


1.1 Scientific method 1.2 Research: Concept and definition 1.3 Application of scientific method in

research 1.4 Purpose of research 1.5 Research in education and special

education



(Unit 2 not relevant) Unit 2: Types and Process of Research 2.1 Classification of educational research:

Basic/fundamental and applied; Qualitative and quantitative; Experimental and survey

2.2 Process of research: Selection of problem, formulation of hypotheses, sampling, collection of data, analysis of data and conclusion

2.3 Tools of research: Tests, questionnaire, checklist and rating scale

2.4 Action research in teaching learning environment

2.5 Professional competencies for research

(Unit 3 not relevant) Unit 3: Research Design and Sampling 3.1 Concept and types of research design:

experimental, quasi-experimental, survey designs

3.2 Research designs for qualitative researches

3.3 Census and Sample survey 3.4 Probability Sampling: Simple Random

sampling, Stratified random sampling, Cluster random sampling, Systematic random sampling, Multi-stage sampling

3.5 Non-probability Sampling: Convenience sampling, Quota sampling, Purposive Sampling

Unit 4: Educational Evaluation (16

hours) 4.13 Definition, meaning, scope and types

of evaluation 4.14 Various types of tests 4.15 Characteristics of a good test 4.16 Descriptive statistics, measures of




Unit 4: Measurement and Analysis of Data 4.1 Scale for measurement: Nominal,

Ordinal, Interval and Ratio 4.2 Organization of data: Array, Grouped

distribution 4.3 Measures of central tendency and

Dispersion: Mean, Median and Mode, Standard deviation and Quartile deviation

4.4 Correlation: Product Moment and Rank Order Correlation

4.5 Graphic representation of data





research


Essential Readings





Birch, J. W. & Johnston, K. B. (1975). Designing Schools and Schooling for the Handicapped: A Guide to the Dynamic Interaction of Space, Instructional Materials, Facilities, Educational Objectives and Teaching Methods. Springfield, IL: Charles C. Thomas Publisher.













Wiersma, W. (1995). Research methods in education: An introduction. Boston, MA: Allyn & Bacon.


Suggested Readings Cohen, J. (1988). Statistical power

analysis for the behavioural sciences. Academic Press, New York.






Term Work (I Semester): Pre–Instructional Observation and

Practice

Course: Practicum Credits: 02 (0:0:2) Hours: 110 Marks: 100

PRACTICUM: DISABILITY SPECIALISATION – HEARING IMPAIRMENT – I

(Including EPC Course on Understanding Self) Course: Hard Core Practicum Credits: 03 (0:0:3) Contact Hours: 5P + 2P for EPC / week Marks: (25 + 25 +50) 100

I. Hearing (40 hours) Observation and interpretation of

screening procedures like – High Risk Register, Case-History Taking, Behaviour Observation Audiometry, Ling’s Sound test

Observation and interpretation of diagnostic procedures like – Behavioural observation audiometry, Visual reinforcement Audiometry, Pure tone Audiometry, Speech audiometry, Tympanometry, Oto acoustic emission, Auditory brainstem response

Orientation & observation about basic controls, trial, fitting, care, maintenance, troubleshooting of different types of amplification devices and aided audiogram

Orientation and observation about basic controls, care, maintenance and troubleshooting of different types of ALDs like – group hearing aids, induction loop, FM systems in clinical and classroom settings

Familiarisation of basic controls, care, maintenance, trouble of Cochlear Implants in clinical and classroom settings

Observation and orientation on listening training activities including – informal assessment of residual / aided listening abilities / level, sequence of listening training stages, planning appropriate activities depending on listening level of the child and their incorporation in classroom instructional process, and implications of residual / aided listening abilities in classroom arrangement and communication strategies

Report writing – recording the screening

T asks Educational Settings

Specific activities

Assessment of hearing

Institute/ Clinic Observation of: BOA, conditioned Pure tone Audiometry, VRA, Speech Audiometry, Hearing aid trial & hearing testing.

Studying 10 audiograms and noting the diagnosis and recommendations

Practicing Ling’s sound test.

Assessment of speech

Institute/Clinic Listening to speech of children with and without hearing loss and identifying parameters (Non segmental, segmental & supra segmental) 3 children

Carrying out speech assessment (screening)-2 children

Observing



and diagnostic interpretations of thresholds, hearing aid fitment and listening training goals and activities.

speech assessment using standardized tool-2 children

II. Speech (40 hours) Observation of assessment procedures

and orientation about interpreting their results (for children with hearing impairment and other communication disorders) – like Case history taking; Speech disorders; Voice disorders; Articulation disorders; Fluency disorders; Language disorders (REELS, SECS, RELT, 3D – LAT, KLT, CLIPS/CAPP, KAT & other similar language tests)

Observation of speech–language therapy including – appraisal of baseline abilities, protocol of therapy, planning appropriate activities and incorporating them in classroom teaching, orientation about simple techniques for articulation correction / training in classroom situation, guidance for vocal hygiene, parent guidance

Report writing – recording the screening and diagnostic procedures with interpretations, and goals and activities of therapeutic procedures.

Assessment of language

Institute/Clinic Studying & describing standardized language tests-1 number

Observations of any one test administration-1 child

Administration any 1 test in a group

Observation of developmental scale-3 children

Observing a reading comprehension test-1 group of students of primary level.

III. Psychology (30 hours) Observation of case history taking for

children with hearing impairment & other special needs

Observation of diagnostics procedures for intelligence and other psycho-social abilities for children with hearing impairment & other special needs

Observation of administration of behaviour, cognitive and other therapies for children with hearing impairment & other special needs

Observation of counselling and guidance sessions

Assessment in developmental

psychology

Institute/Clinic Studying & describing DST,GDS, CPM,SFB,VSMS

Observing assessment of children using any two of the above

Studying 10 assessment reports and noting the diagnosis and recommendations

(Not Existent)

UNDERSTANDING SELF for Enhancement of Professional Capacities (EPC) as part of

PRACTICUM: DISABILITY SPECIALISATION – HEARING IMPAIRMENT

Objectives

On completion of the course, the student



teacher will be able to: develop understanding about him / herself. develop the inner self and the professional

identity as a teacher. develop sensibility, dispositions and skills. develop a holistic and integrated

understanding of human self and personality.

trace the development of self-concept throughout the life span.

describe major components of self-concept. identify factors affecting self-concept.

Unit 1: Introduction to Self-Concept and Self- Image

1.1 Self concept: meaning, need of ideal–self, real-self, public-self; Characteristics of a positive self-concept, identity, elements of empowerment

1.2 Self-Image: meaning, types and developmental strategies of self-image

1.3 Self-image; Ideal self; Self-esteem – Lawrence (1996)

1.4 Self-realization: meaning and needs of understanding the self

Unit 2: Emotional Intelligence and Personality in Understanding Self

2.1 Erikson’s (1963) psychosocial theory: Eight psychosocial developmental stages

2.2 Emotional intelligence: Concept, dimensions (Daniel Goleman) and its importance

2.3 Personality: Meaning and various approaches of personality

Unit 3: Activities of Understanding Self

3.1 Life skills: meaning, development of skills, importance in day today life

3.2 Making use of personal narratives, life stress, group interactions, film reviews, biographies, stories, case studies, dreams, and self expressions including poetry, humour, creative movement, aesthetic representations; Limitations, strengths and weaknesses



3.3 Yoga: Concept, role in peace and harmony, and learn the practice of yoga and its use in different contexts

Unit 4: Activities for Promoting Social

Dynamics 4.1 Attitudes and prejudice: Meaning, types of

attitude, role of attitude and prejudice in development of personality.

4.2 Different identities: Gender, relational, cultural, influence of beliefs and political, historical and social forces.

4.3 Peace and Harmony: Meaning, importance, aims and objectives

4.4 Development of Peace and Harmony: Role of schools, teachers, parents, society

Suggested Activities/ Practicals/ Tutorials

Sharing case studies/ biographies/ stories of different children in different circumstances and this affected their sense of self and identity formation.

Watching a movie/ documentary where the protagonist undergoes trails and finally discovers her/his potential despite odds.

Exercisesof developing reflective journals and providing regular feedback on those journals.

Different modes of expression can be used in each of the sessions.

References

Mangal S K, Advanced Educational Psychology

Hall and Hall GaltUng, Johan. Peace Journalism: Why,

What, Who, Where, When, 1999. Gupta M K, How to Remain Every Happy –

Tips to release Stress, tension and Anxiety, Pustak Mahal, New Delhi, 2004.

Gupta M K, How to Control Mind and Stress-Free, Pustak Mahal, New Delhi, 2004.

Kaur Balvinder, Peace Education, New Trends and Innovations, deep and deep publications Pvt. Ltd., New Delhi, 2006.



Linda Forcey and Ian M Harris, Peace Building for adolescents’ strategies for Educators and Community leaders, 2001.

Lynch, McGoldrick, Reporting Conflict: An Introduction to Peace Journalism, London: Pluto Press, 2005.

Pillai Sivadasan, Relevance of Peace Education, The Associated publishers, Ambala Cantt, 1991.

Prasad Nath Surya and Shukla Suman, Democracy Education and Peace, The Associated Publishers, Ambala Cantt, 1995.

Sharma M, Non-Violence in the 21 century: Application and Efficacy, Deep and Deep Publications Pvt. Ltd., 2006.

Baron Robert A (2006). Psychology (5th Ed.). New Delhi: Prentice Hall of India Pvt. Ltd. P.437.

Bowell Richard A (2004). The Seven steps of Spiritual intelligence. London: Nicholas Brealey Publication, pp.24, 10.

Compton William C and Becker Gordon M (1983). Self actualizations and experience with zen meditation: Is a learning period necessary for meditation? Journal of Clinical Psychology, 39(6), 925-29. Retrieved October 12, 2006, from http://www.eric.gov.ed.

Fling S, et al. (1981). Participant characteristics and the effects of two types of meditation versus quiet sitting. Journal of Clinical Psychology 37(4), 784-90. Retrieved September 23, 2006 from http://www.eric.gov.ed.

Gaur B P (1994). Personality and transcendental meditation. New Delhi, India: Jainson Publications.

Graves Louise Ann (1999). A theoretical framework for the use of mindfulness meditation in the practice of pastoral counselling from the perspectives of transpersonal psychology and process theology (Doctoral dissertation). School of Theology at Claremont. Retrieved July 12, 2005 from CDROM of DAI, Digital Library,

http://www.eric.gov.ed/



Punjab University, Chandigarh. King Deborah Lynn (2005). Finding the sage

within: Teachers’ experiences using meditation and movement practices. Retrieved October 12, 2006 from http://www.eric.gov.ed



III SEMESTER



METHODOLOGY IN AURAL REHABILITATION

Course: Soft Core (24554) Credits: 02 (1:1:0) Contact Hours: (1L + 2T) 48 Marks: (25+25+50) 100

INTERVENTION AND TEACHING STRATEGIES


Objectives After studying this paper, the student-

teacher is expected to realize the following:

Know about the various educational placements for children with hearing impairment

Know the requirements of a child with hearing impairment who is to be integrated

Uses of a resource room and resource room teacher

Use of auditory training, speech reading and communication strategies in helping the children with hearing impairment communicate


teachers will be able to: To understand about programmes for

early intervention of infants and children with Hearing Impairment.

Describe the need, stages and importance of auditory listening & Speech reading for facilitating development of spoken language of children with hearing impairment.

Explain various approaches to teaching, strategies for speech intervention.

Describe methods, techniques and options to facilitate language and communication.

Explain the concept, principles and practices, linkages and outcomes of educational intervention.

Unit 1: Educational Placement for

Children with Hearing Impairment (12 hours)

Educational placement for the children with hearing impairment: Need, advantages and disadvantages

1.1 Types/levels and criteria of inclusive education

1.2 Factors contributing to the success of inclusive education

1.3 Resource room: Need, requirements of a resource room and children who need

Unit 1: Early Intervention of Hearing Loss and Auditory Learning (AVT & Auditory Training) & Speech Reading

1.1 Parent-infant and Pre-school training programmes for children with HI (Overview, need, requirements and plan of action).

1.2 Concept of ‘Auditory Listening’: Uni sensory & Multisensory approaches

1.3 Auditory training: Importance, types (Individual & Group) and Stages

1.4 Auditory Verbal Therapy: Principle,



resource room facilities 1.4 Duties of resource room teacher

importance and role of teacher 1.5 Auditory Training and AVT: Pre-

requisites, challenges, similarities & differences

1.6 Speech Reading: Concept, importance, Pre-requisites, challenges and Role of teacher

Unit 2: Uni-Sensory vs. Multi-Sensory Approach (12 hours)

2.1 Definition 2.2 Types of uni-sensory approaches 2.3 Types of multi-sensory approaches 2.4 Advantage and disadvantage 2.5 Criteria for choosing and using

appropriate sensory approach for children with hearing impairment

Unit 2: Speech Intervention Strategies 2.1 Approaches to teaching speech:

Auditory Global Approach; Multi-sensory Syllable

unit approach; Ling’s Approach 2.2 Formulation of Lesson plan: Long term

goals; Short term goals; Activities for teaching correct production of various vowels and consonants

2.3 Orientation to acoustics of speech 2.4 Strategies for production of speech:

Modelling & Shaping through Auditory, Visual, Tactile modalities

2.5 Individual Speech-Language Therapy Programmes: Overview, need requirements and plan of action.

2.6 Individual and Group speech teaching: Strengths and challenges

Unit 3: Aural Oral Approach (12 hours) 3.1 Terminology variations of auditory oral

approaches 3.2 Pre-requisites for auditory training 3.3 Auditory training methods 3.4 Use of acoustics of speech reading

during auditory training 3.5 Importance of auditory training in the

comprehension of spoken language

Unit 3: Communication and Language Teaching Strategies

3.1 Methods of teaching language: Natural, Structural and Combined

3.2 Principles and Techniques of developing language

3.3 Communication options: Compare and contrast

3.4 Communication options: justification and challenges

3.5 Tuning the environment (Home & School for facilitating language &Communication

3.6 Language Intervention of late identified children with hearing impairment Challenges & Strategies

Unit 4: Speech Reading and Communication Strategies (12 hours)

Unit 4: Educational Intervention Strategies



4.1 Definition and need 4.2 Factors influencing speech reading 4.3 Candidates for speech reading 4.4 Methods of teaching, speech reading 4.5 Anticipatory and Repair strategies

4.1Educational Intervention: Concept, Need &Area (curricular & co curricular) &Types of Educational intervention (group, individual, developmental, remedial)

4.2 Principles and practices in early educationalin intervention: Family centred, contextualised (natural & inclusive environment) & integrated collaborative) support and services; Impact of early intervention on school outcomes

4.3 Maxims, methods of teaching &; Lesson planning (group, individual, developmental and remedial)

4.4Partnership of various professionals & agencies in educational intervention

4.5 Child & Family Outcomes of Early Educational Intervention

4.6 Educational habilitation of late identified children with hearing impairment:

Challenges & Strategies


Survey of educational status of children with hearing impairment included in local schools.

Handout for creating awareness about mainstream school teachers about the need for, advantages and requisites for implementing successful inclusive education.

Critical essay on implications of employing uni- versus multi-sensory approaches in classroom instruction for learners with hearing impairment.

Guidelines for making decisions for employing appropriate sensory mode with individual learners with hearing impairment in classroom environment.

Awareness creation materials for educators on importance auditory/listening training and its relevance to classroom instruction.

Course Work/ Practical/ / Field Engagement

Observe any two activities in a Parent-infant programme / pre-school programme and write a report.

Classify the vowels and consonants of your language into low, mid & high frequency and make word list for auditory training

Read and reflect upon five lesson plans for teaching speech to children with hearing impairment

Select a story and write for three levels (pre-school, third and seventh standard) using appropriate complexity of language (vocabulary & syntax)

Read and reflect upon five lesson plans for teaching curricular subjects to children with hearing impairment

Transaction & Evaluation Lecture cum Demonstration



Orientation materials for mainstream and special educators for incorporating speech and language training as part of classroom instruction.

Pamphlet of guidelines for mainstream educators for adopting appropriate communication strategies in classrooms including children with hearing impairment.

Concise course of action for training learners with hearing impairment in speech reading skills.

Role playing Assignments Tests

References Berger, K. W. (1972). Speech reading,

principles and methods. Washington, D.C.: National Educational Press.

Bunch, G. (1987). Designing an integration rating guide. Volta Review, 89, 35-45.

John Tracy Clinic (1961). John Tracy Clinic correspondence course for parents of little deaf children. Los Angeles, CA: John Tracy Clinic.

Calvert, D. R., & Richard, (1975). Methods for developing speech the auditory global method. Volta Review, 77, 501.

DeFillipo, C. L., & Sims, D. G. (1988). New reflections on speech reading. Volta Review, 90, 5.

Doehring, G., & Ling, D. (1971). Programmed instruction of hearing-impaired children in auditory discrimination of vowels. Journal of Speech and Hearing Research, 14, 744.

Erber, N. P. (1982). Auditory training. Washington: A.G. Bell Association for the deaf.

Farwell, C. (1976). Speech reading: A research review. American Annals for the Deaf, 121, 13-30.

Flexer, C. (1994). Facilitating hearing and listening in young children. San Diego, CA: Singular Publishing Inc.

Essential Readings Aggarwal, J.C. (2010).Principles,

Methods and Techniques of Teaching .Amazon

Beattie, Rod G. (2001). Ethics in Deaf Education: The First Six Years. New York: Academic Press Inc.

Bess, F. H., & Humes, L. E. (1990). Audiology: The fundamentals. London: Williams & Wilkins.

Calvert, D.R. Silverman, S.R. (1983). Speech and Deafness: A Text for Learning and Teaching. Washington: Alexander Graham Bell Assn for Deaf.

Easterbrooks, S. (2007).Helping Deaf and Hard of Hearing Students to Use Spoken Language: A Guide for Educators and Families .Amazon

English, Kristina M (2002). Counseling Children with Hearing Impairment and their Families. Boston: Allyn and Bacon.

Estabrooks, W., (2006). Auditory-Verbal therapy and practice. Washington DC: Alexander Graham Bell Association for Deaf.

Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser& M. P. Downs (Eds.) Auditory disorders in school children. New York: Theime-Stratton.

Guralnick, M, J, (2005).The Developmental Systems Approach to Early Intervention.



Frisina, R. (1966). Auditory channel in the education of the deaf children. American Annals for the Deaf, 3, 683.

Griffiths, C. (1964). Auditory approach for preschool deaf children. Volta Review, 66, 387.

Griffiths, C. (1974). Proceedings of the international conference on auditory technique. Springfield, IL: Charles. C. Thomas.

Mussen, E. F. (1988). Techniques and concepts in auditory training and speech reading. In R. J. Roeser & M. P. Downs (Eds.) (2nd Ed.) Auditory disorders in school children. New York: Thiems Stratton Inc.

O'Neill, J. J., & Oyer, H. J. (1961). Visual communication for the hard of hearing. Englewood Cliffs,, NJ: Prentice-Hall.

Oyer, H. J. (1966). Auditory communication for the hard of hearing. Englewood Cliffs,, NJ: Prentice-Hall.

Plant, G., & Spens, K. E. (1995). Profound deafness and speech communication. London: Whurr Publishers Ltd.

Prescott, R. (1971). Acoustic puzzles: Auditory training games. The Volta Review, 73(1), 51-3

Rollins, J. C. (1972). “I heard that!” Auditory training at home. The Volta Review. 74(7), 426-31.

Rosenberg, P. E. (1964). Auditory Rehabilitation, Maico Audiological Library series, Vol.1, 26-29.

Sanders, D. A. (1993). Management of hearing handicap infants to elderly (3rd ed). Englewood Cliffs, NJ: Prentice-Hall.

Silverman, F. H. (1997). Computer applications for augmenting the management of speech, language and hearing disorders. Boston, MA: Allyn & Bacon.

Stokes, J. (2000). Communication options. In J. Stokes (Ed. )Hearing impaired infants – Support in the first

London: PAULH Brooks Katz, J. (1978, 1985, 1994). Handbook of

Clinical Audiology. (2nd, 3rd & 4th eds.). Baltimore: Williams and Wilkins. Ling, D. (2000).Early Intervention For

Hearing Impaired Children. Amazon Ling, D. (2002). Speech hearing-impaired

child: Theory and practice. 2nd Ed. Deaf and hard of hearing.

Livingston, Sue (1997). Rethinking the Education Deaf Students: Theory and Practice from a Teachers Perspective. London: Heinemann.

Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd

Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd ford university press

Mahshie S. N.(1995) educating deaf children bilingually, Gallaudet University, Washington

Maluccio, Canali & Vecchiato (2002). Assessing Outcomes in Child and Family Services: Comparative Design and Policy Issues. Amazon

Marschark, Marc Spencer, Patricia Elizabeth (2003). Oxford Handbook of Deaf

Studies Language and Education. London: Oxford University Press.

Maxon, A., & Brackett, D. (1992). The Hearing Impaired Child: Infancy Through

High School Years. Boston: Andover medical Publishers.

Moores, Donald, F (1997), Educating the deaf, Houghton Nifflin Company

Nerbonne, M. A. &Schow, R.L. (2002). Introduction to Audiologic Rehabilitation. Boston: Allyn and Bacon.



eighteen months. London: Whurr Publishers Ltd.

Nerbonne, M. A. &Schow, R.L. (2013). Introduction to Audiologic Rehabilitation. 6th ed. Boston: Pearson Education.

Owens, R.E. (2012). Language development: An introduction (8th ed.) Boston: Pearson

Paul, Peter V. Whitelaw, Gail M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Boston: Jones and Bartlett Learning.

Powell, F., Finitzo-Hieber, T., Friel-Patti, S., & Henderson, D. (1985). (Ed.) Education of the Hearing Impaired Child. London: Taylor and Francis Ltd. / San Diego: College-Hill Press.

Rhoades, E., & Duncan, J. (2010). Auditory-verbal practice: Toward a family centered approach. Springfield: Illinois: Charles C. Thomas

Schirmer, Barbara R (2001). Psychological, Social and Educational Dimensions of Deafness. Boston: Allyn and Bacon

Suggested Readings Jeffers, J., & Barley, M. (1975). Speech

reading (Lip reading). Spring field, IL: Charles C. Thomas.

Paul, P.V. Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Boston: Jones and Bartlett Learning.

Rossetti, L. M., &Kile, J. E. (1997). Early intervention for special populations of infants and toddlers. San Diego: Singular Publishing Group, Inc.

Sanders, D. A., & Derek, A. (1993). Management of hearing handicap: Infants to elderly (3rd edn). Englewood Cliffs, NJ: Prentice-Hall.

Yarrow, L.J. Rubenstein, J.L. Pedersen, F.A. (1975). Infant and Environment: Early Cognitive and Motivational Development. New York: John Wiley and



Sons. Nolan, Michael Tucker, Ivan (1984)

Educational Audiology. London: Croom Helm.

Plant, G.S., Karl E., (1995). Profound Deafness and Speech Communication. London: Whurr Publishers Ltd.

McCracken, W., &Laoide-Kemp (1997). Ed. Audiology in Education. London: Whurr Publishers Ltd.,

Richerg, C.M., &Smily, D.F. (2012). School-Based Audiology. San Diego: Plural Publishing.

McAnally, P.l., Rose, S., & Quigley, S.P. (1987). Language Learning practices with Deaf Children. San Diego: A College-Hill Publication.

Van Riper C. & von Emerick, L. (1984). Speech correction – An introduction to speech pathology and audiology. 7th Ed. NJ: Englewood Cliffs Prentice Hall Inc.





(Not Existent) TECHNOLOGY AND DISABILITY Course: Hard Core Credits: 04 (L:T:P = 3:1:0) Contact Hours: 3L + 2T / week Marks: (25 + 25 + 50) 100


teachers will be able to: • Enumerate various listening devices and

describe ways of effective usage and maintenance.

• Create awareness and basic exposure to state-of-the-art technology for management of various aspects of speech.

• Narrate the range of technological applications that can be used for facilitating communication and language.

• Explain the present and future technologies facilitating the education of children with hearing impairment.

• Identify different resources (financial & human) to obtain technology.

Unit 1: Technology in Education and

Instruction 1.1 Listening devices: Types (Individual &

Group), functioning of Hearing aids, classification of hearing aids based on style (body level, ear level), technology (analog, programmable, digital), Ling’s six sound test and other outcome measures

1.2 Ear moulds: Types, Importance, Care & maintenance

1.3 Classroom amplification devices: Individual, Speech Trainer & group, Hard wire, loop induction, infra-red & FM systems, their importance in educational management

1.4 Cochlear Implant, middle ear implant,



BAHA & Auditory Brainstem implant: Candidacy, components, functioning & importance with special reference to ADIP 2014 scheme

1.5 Comparison between individual hearing aids, group hearing aids & cochlear implant and their care & maintenance

Unit 2: Technology for Management of Speech, Language and Communication

2.1 Basic infrastructure required for using computer based speech training aids/equipment

2.2 Computer based training aids/equipment for management of : Speech (Dr. Speech; Vaghmi; Speech viewer); Voice; Suprasegmental features in children with hearing impairment

2.3 Tele Speech and Language Therapy 2.4 Low cost technology and its application

in development of teaching learning material

2.5 Electronic and web-based technology applications: TV, Digital recorders, Downloaded AV films, Search engines, Online learning material, Language apps

2.6 Web based technology for using and training of ISL

2.7 Augmentative and Alternative communication for children with Hearing Impairment with additional/associating concerns (Sign to text and Text to sign technology)

Unit 3: Technology Facilitating Education

3.1 Technology and its impact on education: Changing Trends in teaching & learning

3.2 Technology products for educational purposes: Listening (Induction loop/FM/IR), Visual (Speech to text/text to speech) Audio-Visual



(computer based learning & self- learning packages, Multimedia)

3.3 Technology Based Educational Services: Online learning, Web based learning, Computer assisted Learning, Video remote interpreting, C-Print technology, Open, Close and Real time Captioning

3.4 ICT and education of children with Hearing Impairment: Planning, Implementation & Evaluation of teaching-learning Future technologies: Universal Design: Meaning & Scope

Unit 4: Resource Mobilisation for

Technology 4.1 Agencies for Aids & Appliances:

Government and non-government 4.2 Eligibility criteria for availing funding

under Government schemes 4.3 Procedure for availing funding from

different agents 4.4 Challenges encountered with cost

involved in maintenance of devices after availing funding and ways to overcome

4.5 Agencies/Strategies to locate required human resources for various services and referral

Transaction & Evaluation

Lecture cum Demonstration Self-study Assignments Seminar Debate Quiz

Essential Readings Allum, D.J. (Ed). (1996). Cochlear Implant

Rehabilitation in Children and Adults. England, London; Whurr Publishers.

Andersson, C. (2014).Assistive Technology for the Hearing-impaired, Deaf and Deafblind. Amazon Pub



Berg, F. (2008). Speech Development Guide for Children With Hearing Loss. San Diego: Plural Publishing.

Bess, F.H., & Humes, L.E. (1990). Audiology: The fundamentals. London: Williams & Wilkins

Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.) Auditory disorders in school children. New York: Theime-Stratton.

Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2nd, 3rd & 4th eds.). Baltimore: Williams and Wilkins

Kumar, K. L. (2009).Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers .Amazon Pub.

Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd.

Maltby, M.T. (1994). Principles of Hearing Aid Audiology. London: Whurr Publishers.

Mathew, S.M. (2012).Technology for persons with hearing impairment. Status of Disability in India-2012.NewDelhi: RC

Moores, Donald, F (1997). Educating the deaf, Houghton Nifflin Compan

Rapp, W.H. (YNK). Universal design for learning in action. Baltimore MD: Brooks

Riekehof, Lottie L. (1978), The joy of learning signs, Gospel publishing House, Missouri

Schirmer, Barbara R (2001). Psychological, Social and Educational Dimensions of Deafness. Boston: Allyn and Bacon

Stewart, D.A. & Kluwin, T.N. (2001). Teaching Deaf & Hard of Hearing Students: Content, Strategies & Curriculum. London: Allyn & Baccon

Taylor, Brian M., H. Gustav (2011). Fitting and Dispensing Hearing Aids. San Diego: Plural Publishing.

Tweedie, J. (1987). Children’s Hearing



Problems, Their Significance, Detection and Management. Bristol: The Bath Press.





(Not Existent) PSYCHO-SOCIAL AND FAMILY ISSUES Course: Hard Core Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100


teachers will be able to: Explain psycho-social development of

early childhood and role of family. To understand the family needs and find

self-ready to support families for empowering the child with disability.

Ensure family involvement in educational programs.

Ensure family-professional partnership

Unit 1: Psychosocial Aspects and Disability

1.1 Overview of psychosocial development; wellbeing and quality of life Implications of hearing impairment on domains of psychosocial development

1.2 Role of family in psychosocial development of children with hearing impairment

1.3 Role of peers and community in psychosocial development of children with hearing impairment

1.4 Challenges and issues in psychosocial development of children with hearing impairment

Unit 2: Family Needs 2.1 Identifying Family Needs for

information, decision making, skill transfer and referral

2.2 Fostering family’s acceptance of child’s impairment and creating a positive environment

2.3 Building parents’ confidence for making



informed choices communication options, options for listening devices, school placement) and Advocacy

2.4 Supporting family in raising children with hearing impairment: Facilitating availing of concessions, facilities and scholarship & other benefits

2.5 Encouraging family participation in self-help groups and family support networking

Unit 3: Family Empowerment

3.1 Encouraging family centred practices, parent self-efficacy belief and family involvement in child’s learning and parenting

3.2 Encouraging family acceptance of listening devices and ensuring its regular use

3.3 Supporting family in fostering and developing communication and language

3.4 Involving family in fostering and developing play, recreation and values

3.5 Encouraging family involvement in educational programme and participation in community based rehabilitation programme

Unit 4: Family Professional partnership

4.1 Challenges in building family professional Partnership

4.2 Positive measures to promote family professional partnership 4.3 Helping family to understand

professional Rights, responsibilities and concerns

4.4 Need to seek legal advice on issues related to children with hearing impairment

4.5 Grievance reddressal: Authorities /Organizations and procedures involved

Engagement/ Practical Compile five activities that could be



undertaken to foster parents acceptance of their child’s impairment

Select a tool to measure parent’s self-efficacy and administer it on three parents and submit with brief reflections

Attend a parent meeting of a special school and report tips provided for fostering parent advocacy

Transaction & Evaluation Lecture cum Demonstration Role Play Inviting parents as speakers for sharing

experiences Assignments Tests

Essential Reading

Dunst.C, Trivette. C. & Deal.A (1996). Enabling & empowering families. Principles & guidelines for practice. Cambridge, MA: Brookline Books.

Gregory Susan, Bishop Juliet and Sheldon Lasley, (1999), Cambridge University,

Psychological perspectives of deafness Scheetz, N.A.(2000). Orientation to

Deafness. Boston, MA: Allyn and Bacon. Spencer Patricia, Erting Carol,

J.marMarschark, Mane, (2000), The deaf child in the

family and school, laurance Erlbaum Suggested Reading Beazley Sarah & Moore Michele, Deaf

children their families and professionals dismantling barriers, david Fultron publishers (2005)

Brown Ivan and ray Brown (2000), Quality of life and disability

Caspe, M., Lopez, M. E., Chu, A., & Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement. Cambridge, MA: Harvard Family Research Project.

Corter Mairian (1966) deaf transactions:



Deaf families, deaf communities and deaf identities, Jessica Kingsley publishers

Ed Par Ila, Cultural diversity and the deaf experiences (1966), Cambridge university press, USA

Marscark m and Clark M.D. , Psychological perspectives on deafness Vol I & II, 1998.





(Not Existent) READING AND REFLECTING ON TEXTS

Course: Hard Core – EPC Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2P / week Marks: (25 + 25 + 50) 100


teachers will be able to: Reflect upon current level of literacy

skills of the self. Show interest and begin working upon

basic skills required to be active readers in control of own comprehension.

Show interest and begin working upon basic skills required to be independent writers, understanding adequate intent, audience and organization of the content.

Prepare self to facilitate good reading writing in students across the ages.

Find reading writing as learning and recreational tools rather than a course task.

Unit 1: Reflections on Literacy 1.1 Literacy and Current University

Graduates: Status and Concerns 1.2 Role of Literacy in Education, Career

and Social Life 1.3 Literacy, Thinking and Self Esteem 1.4 Literacy of Second Language/ English:

Need and Strategies 1.5 Basic Braille Literacy

Unit 2: Reflections on Reading

Comprehension and Skill Development in Responding to Text

2.1 Practicing Responding to Text(Using



the Indicators): Personal, Creative, Critical, Recreational Reading Material (Narrations), School Textbooks (Description), Reports, Policy Documents, News (Expositions), Editorial, Academic Articles, Advertisement Copy, Resume (Argumentation)

2.2 Meta Cognitive Awareness of Reading Processes and Strategies Applied for Meaning Making; Basic Understanding of Reading Comprehension of Children with Disabilities

2.3 Developing Good Reading Skills and Habits in Primary Level Students: Activities and Strategies

2.4 Indicators of Text Comprehension: Retelling, Summarizing, Answering, Predicting,Commenting and Discussing

Unit 3: Reflecting upon Writing as a

process and product 3.1 Understanding writing as a Process:

Content (Intent, Audience and Organization)

3.2 Understanding writing as a Process: Language (Grammar, Vocabulary, Spelling)

3.3 Understanding writing as a Process: Surface Mechanics (Handwriting, Neatness, Alignment and Spacing)

3.4 Practicing Self Editing and Peer Editing of Sample Texts

3.5 Practicing Evaluating Students Writing Using Parameters: Productivity, Correctness, Complexity, Text Organization and Literary Richness

Unit 4: Practicing Independent Writing and Reading

4.1 Practicing Writing: Picture Description/ Expansion of Ideas/ Essays/ Stories

4.2 Practicing Daily Leaving Writing: Applications/ Agenda - Minutes/ Note Taking



4.3 Practicing Converting Written Information into Graphical Representation

4.4 Practicing Filling up Surveys, Forms, Feedback Responses, Checklists

4.5 Reflections on the Course: From Theory to Practice to Initiating Process to Improve Self

4.6 Practicing Web Search, Rapid Reading and Comprehensive Reading

Transaction

This course should be taught through a series of workshops, seminars and presentations, Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be taught through workshops and specific case studies.

Practical/ Field Engagement/Project

Work Have a peer editing of independently

written essays and discuss your reflections upon this experience

Prepare a feedback form for parents and for teachers focusing on differences in the two forms due to different intent and audience

Develop a short journal of graphical representation of 3 newspaper articles on school education using the options given in 2.4

Visit a book store for young children; go through the available reading material including exercise books, puzzles. etc. and make a list of useful material for developing early literacy skills

Essential Readings Anderson, R., Hiebert, E., Scott, J., &

Wilkinson, I. (1985). Becoming a Nation



of Readers: The report of the commission on reading. Washington, DC: National Institute of Education and the Center for the Study of Reading.

ASER report of 2015: Pratham Publication

May, F. B. (2001). Unravelling the seven myths of reading. Allyn and Bacon: Boston

McGregor, T. (2007). Comprehension Connections: Bridges to Strategic Reading. Heinemann Educational Books.

Tovani, C., & Keene. E.O. (2000). I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers. Stenhouse Publishers

Soundarapandian, M. (2000). Literacy campaign in India. Discovery Publishing

House: New Delhi. Suggested Readings Aulls, M. W. (1982). Developing readers

in today's elementary school. Allyn and Bacon: Boston

Baniel, A. (2012). Kids beyond limits. Perigee Trade: New York

McCormick, S. (1999). Instructing students who have literacy problems.(3rd) Merrill: New Jersy

Ezell, H., & Justice, L. (2005). Programmatic Research on Early Literacy: Several Key Findings. IES 3rd Annual Research Conference: American Speech Language & Hearing Association (ASHA).

Frank, S. (1985). Reading without Nonsense. Teachers College Press, New York.

Gallangher.K. (2004). Deeper Reading: Comprehending Challenging Texts. Stenhouse Publishers

Heller, R. (1998). Communicate clearly. DK Publishing: New York.

Luetke-Stahlman, B., & Nielsen, D. (2003). Early Literacy of Kindergartners with Hearing Impairment. High Beam



May, F. B. (1998). Reading as communication. Merrill: New Jersy

Miller. D. (2002). Reading With Meaning: Teaching Comprehension in the Primary Grades.Stenhouse Publishers, New York.

Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative language teaching in English.Nityanutan Prakashan, Pune.

Paul, P. V. (2009). Language and Deafness. Jones and Bartlett: Boston.





(Not Existent) COMMUNICATION OPTIONS: ORALISM (Skill Based Optional Course in Disability

Specialisation – Hearing Impairment) Course: Soft Core Credits: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100

Objectives After learning this course the student-

teachers will be able to: • Discuss the Aural Oral Options with

reference to persons with hearing impairment in the context of India.

• Discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation.

• Exhibit beginner level hands on skills in using these options.

• Motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses

Unit 1: Understanding Hearing Loss and

Oral Options in Real Life Context 1.1.Basic Awareness on Paradigms of

D/Deafness Medical and Social); Communicative Access (Challenges and Concerns); Autonomy; Inclusion and Identity with reference to Oral Options

1.2 Oral/ Aural Verbal Options and Realistic Expectations of Family and Teachers

1.3 Importance of Neural Plasticity and Early Listening Opportunities

1.4 Difference Between Uni Sensory and Multi Sensory Approach in Oralism

1.5 Oracy To Literacy: Why and How 1.6.Speech Reading: Need, Role and

Strategies in All Communication Options 1.7 Tuning Mainstream Schools/Classrooms



for Aural Oral Communication: Do’s and Don’ts

Unit 2: Skill Development Required for

Oralism 2.1 Practicing Interpreting Audiograms and

Exposure to Goal Setting in Listening Skills

2.2 Practicing Motherese (Addressing/Talking to Young Children) and Age Appropriate Discourse with Children Using Appropriate Language, Turn Taking and Eye Contact

2.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations, Narrations and Loud Reading

2.4 Practicing Skills in Story Telling/ Narrations/ Jokes/ Poems/ Nursery Rhymes

2.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development: Reading Model Formats Used for the Purpose (Checklists, Recordings, Developmental Scales)

2.6 Training and Guidance of family on Aural-Oral Practices and Tuning Home Environment: Current Scenario, Importance And Strategies

Unit 3: Skill Development Auditory

Verbal (AV) Approach 3.1 AV Approach: Meaning, Misconcepts

and Justification 3.2 Stages of Auditory Hierarchy 3.3 Understanding Listening Strategies,

Techniques of AV Approach and Their Relation to Listening Environment

3.4 Reading Model Plans and Observing a Few Weekly Individual Sessions

3.5 Developing Instructional Material for AVT Sessions Linking Listening, Language and Cognition

Unit 4: Implementing Oralism and AV



Approach in Indian Special Schools & Summing

4.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario

4.2 Oralism / AV Approach: Prerequisites for Special Schools

4.3 Strategies of Implementation Oral Communication Policy and Fulfilling Prerequisites

4.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR, Fund Raising Events, Web Based Fund Raising)

4.5 Reflections On The Course: From Theory to Practice to Initiating Change


Watching Video’s of Individual Sessions and Classroom Teaching

Role Play and Dramatization Developing Learning Material for

Facilitating Connectivity Among Listening, Language and Cognition

Recording Self Narrated Stories / Poems and Writing Reflections Upon it

Interacting with Non Disabled Children for Practicing Expansion of Ideas

Essential Readings Borden, Gloria J., Harris, Katherine S. &

Raphael, Lawrence J. (2005). Speech Science Primer (4th) Lippincott Williams aAnd Wilkins: Philadelphia.

Dhvani (English). Balvidyalaya Publication: Chennai.

Estabrooks, W. (2006). Auditory-Verbal Therapy And Practice , Ag Bell

Heller, R. (1999). Managing Change. Dk Publishing: New York.

Ling, D. (1990). Acoustics, Audition Aand Speech Reception. (Cd)Alexandria, Auditory Verbal International.

Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston.

Communication Options And Students



With Deafness. (2010). Rehabilitation Council of India, New Delhi.

Suggested Readings Chaney, A. L., & Burk, T. L. (1998).

Teaching Oral Communication In Grades K – 8. Allyn And Bacon. Boston

Cole, E., & Flexer, C. (2010). Children with Hearing Loss: Developing Listening and Talking, Birth to Six. (2nd Ed.).Plural Publishing Inc,San Diego, CA

Dhvani (Marathi). Balvidyalaya – Cym Publication

Directory of Rehabilitation Resources for Persons with Hearing Impairment in India. (2000). AYJNIHH Publication, Mumbai.

Estabrooks, W., & Marlowe J, (2000). The Baby is Listening, A. G. Bell Association, Washington D.C.

Estabrooks, W. (2001). 50 Frequently Asked Questions (Faqs) About Auditory- Verbal Therapy. Learning to Listen Foundation.

Heller, R. (1999). Effective Leadership. Dk Publishing: New York.

Heller, R. (1999). Managing Change. Dk Publishing: New York.

Ling, D. (1989). Foundations of Spoken Language for Hearing Impaired Children. A.G.Bell. Washington D.C.

Ling, D., & Ling, A.H. (1985). Aural Habilitation: The Foundations of Verbal Learning in Hearing Impaired Children. A.G. Bell Association, Washington D.C.

Edgar, L. L., & Marguerite, S. (1963). Play it by ear!: Auditory training games, John Tracy Clinic Publication, Los Angeles.

Resource Book on Hearing Impairment. AYJNIHH Publication.

Unpublished Dissertations and Thesis on Profiling Communication Options in Special Schools in India.





(Not Existent) COMMUNICATION OPTIONS: MANUAL (INDIAN SIGN LANGUAGE)

(Skill Based Optional Course in Disability Specialisation – Hearing Impairment)

Course: Soft Core Credit: 02 (L:T:P = 1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100

Objectives After completing the course, the student-

teachers should be able to: Discuss the Aural Oral Options with

reference to persons with hearing impairment in the context of India.

Discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation.

Exhibit beginner level hands on skills in using these options.

Motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses.

Unit 1: Understanding Deafness and

manual option in Indian scenario 1.1.Basic Awareness of Paradigms of

D/Deafness; Communicative Challenges / Concerns; Deafness with Reference to Culture, Language, Identity, Minority Status, Deaf Gain, Literacy and Inclusion,

1.2.Difference between Indian Sign Language (ISL) and Indian Sign System (ISS); Myths and Facts

1.3 Importance of Neural Plasticity and Early Language Opportunities

1.4 Use of Simultaneous communication (Simcom), Educational Bilingualism in Indian Schools (Current Scenario,



Challenges, Prerequisites and Fulfilling Prerequisites),

1.5 Monitoring and Measuring Development of ISL/ISS in Students (Receptive and Expressive Mode)

1.6 Training and Guidance for Families/teachers for tuning Home and mainstream school Environments (Current Scenario and Strategies )

1.7 Manual Communication: Do’s and Don’ts

Unit 2: ISL Skill Development: Middle Order Receptive and Expressive Skills

2.1 Practicing ‘Motherese’ (Tuning Language to Suit Young Children) and Age Appropriate Discourse with Children with Appropriate Language, Turn Taking and Eye Contact

2.2 Practicing Natural Signing in Short Common Conversations

2.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes

2.4 Practicing Natural Signing in Discussing Emotions, Expansion of Ideas and Current Affairs

2.5 Practicing Group Dynamics

Unit 3: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills

3.1 Learning to Express Gender, Number, Person, Tense, Aspect

3.2 Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative and Negativization 3.3 Practicing Sentence Types: Simple, Complex, Compound

3.4 Observing Using ISL in Classrooms – Social Science

3.5 Observing Using ISL in Classrooms – Science / Mathematics

Unit 4: ISS/ ISL Skill Development and

Course Conclusions



4.1 Practicing Markers (Local Language) 4.2 Practicing Syntax in Conversations and

Discussions 4.3 Observing Using ISS/ISL in Classrooms

for School Subjects 4.4 Resource Mobilization for Skill

Development Training (Organized Charity Sources, CSR, Fund Raising Events, Web Based Fund Raising)

4.5 Reflections on the Course: From Theory to Practice to Initiating Change


Watching Videos of Individual Sessions and Classroom Teaching of Signing

Role Play and Dramatization in ISL Developing Learning Material for

Facilitating Connectivity among Signing, Languag and Cognition

Recording Self Narrated Stories/ Poems and Writing Reflections

Interacting with Deaf for Practicing Expansion of Ideas

Essential Readings

Communication Options and Students with Deafness. (2010). Rehabilitation Council of India, New Delhi.

Heller, R. (1999). Managing Change. DK Publishing: New York.

ISS Learning Material and Dictionaries Paul, P. V. (2009). Language and

Deafness. Jones and Bartlett: Boston. Teaching Learning ISL Material

Developed at AYJNIHH, Mumbai, SRKV, Coimbatore and NISH, Trivandrum: RCI

Zeshan, U. (2000). Sign Language in Indo-Pakistan. John Benjamins Pub. Co, Philadelphia.

Suggested Readings Akamatsu, C. T., & Armour, V. A. (1987).

Developing written literacy in deaf children through analyzing sign language, American Annals of the Deaf, 132(1), 46-



51. Andrews, J.F., Winograd, P., & DeVille, G.

(1994). Deaf children reading fables: Using ASL summaries to improve reading comprehension. American Annals of the Deaf, 139(3), 378-386.

Devych, G. N., Bhattacharya, T., Grover, N., & Randhawa, S.P.K. (2014). Indian Sign Language(S). Orient BlackSwan, Hyderabad.

Directory of Rehabilitation Resources for Persons with Hearing Impairment in India. (2000), AYJNIHH Publication. • Education. Gallaudet Research Institute, Working Paper 89-3, Gallaudet University, Washington, D.C.

Evans, L. (1982). Total Communication, Structure and Strategy. Washington D.C.: Gallaudet College Press.

Ezell, H.K., & Justice, L.M.(2005). Programmatic Research On Early Literacy: Several Key Findings. IES 3rd Annual Research Conference: American Speech Language & Hearing Association (ASHA).

Frank, S. (1985). Reading Without Nonsense. New York: Teachers College Press.

Ghate, P. (1996). Indian Sign System. AYJNIHH In-House Publication: Mumbai.

Ghate, R.A. (2009). Survey of Teachers’ Opinion on Status of Education of the Deaf. Unpublished Report of RCI, New Delhi.

Heller, Robert (1999). Effective Leadership. Dk Publishing: New York.

Huddar, A. (2008).Language and Communication. DSE Manuals. Rehabilitation Council of India, New Delhi.

Improve Reading Comprehension. American Annals of the Deaf, 139, 378-386. • Indian Sign Language Dictionary .(2001). Sri Ramakrishna Mission Vidyalaya, Coimbatore.



Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the Curriculum: Principles for Achieving Access in Deaf Language. American Annals of the Deaf, 132, 46-51.

Lewis, Rena B. & Doorlag, Donald H. (1999). (5th Ed) Teaching Students with Special Needs in General Education Classrooms. Prentice Hall Inc. New Jersy.

Woodward, J., Vasishta, M., & de Santis, S. (1985). An introduction to the Bangalore variety of Indian Sign Language. Gallaudet Research Institute Monograph No. 4, Gallaudet Research Institute. Washington, D.C

Vasishta, M.M., Woodward, J., & De Santis, S. (1981). An Introduction to Indian Sign Language: Focus on Delhi.All India Federation of the Deaf, New Delhi.

Websites for Signed Dictionaries. Woodward, J. (1993). "The Relationship

of Sign Language Varieties in India, Pakistan and Nepal". Sign Language Studies (78), 15–22.




Proposed 2-yr B.Ed.Spl.Ed.(HI) at AIISH

(Not Existent) PERFORMING AND VISUAL ARTS IN EDUCATION

Course: Soft Core – EPC Credits: 02 (1:1:0) Contact Hours: 1 L + 2 T / week Marks: (25 + 25 + 50) 100


teachers will be able to: Exhibit Basic understanding in art

appreciation, art expression and art education.

Plan and implement facilitating strategies for students with and without special needs.

Discuss the adaptive strategies of artistic expression.

Discuss how art can enhance learning.

Unit 1: Introduction to Art Education 1.1 Art and art education: Meaning, scope

and difference 1.2 Artistic expression: Meaning and

strategies to facilitate 1.3 Art therapy: Concept and application to

students with and without disabilities 1.4 Linking Art Education with Multiple

Intelligences 1.5 Understanding emerging expression of

art by students

Unit 2: Performing Arts: Dance, Music and Drama

2.1 Range of art activities related to dance, music & drama

2.2 Experiencing, responding and appreciating dance, music & drama

2.3 Exposure to selective basic skills required for dance, music & drama



2.4 Dance, Music & Drama: Facilitating interest among students: planning and implementing activities

2.5 Enhancing learning through dance, music & drama for children with and without special needs: Strategies and Adaptations

Unit 3: Visual Arts

4.1 Range of art activities in visual arts 4.2 Experiencing, responding and

appreciating visual art 4.3 Exposure to selective basic skills in

visual art 4.4 Art education: Facilitating interest

among students: planning and implementing activities

4.5 Enhancing learning through visual art for children with and without special needs: Strategies and adaptations

Unit 4: Media and Electronic Arts

5.1 Range of art activities in media and electronic art forms

5.2 Experiencing, responding and appreciating media and electronic arts

5.3 Exposure to selective basic skills in media and electronic arts

5.4 Media and electronic arts: Facilitating interest among students: planning and implementing activities

5.5 Enhancing learning through media and electronic art for children with and without special needs: strategies and adaptations

Transaction

This course should be taught through a series of workshops, seminars and presentations, Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy,



material and evaluation should be taught through workshops and specific case studies.

Essential Readings Finlay, Victoria. The brilliant History of

Color in Art. Getty Publications, China. Shirley, Greenway. (2000). Art, an A to

Z guide. Franklin Watts: USA Vaze, Pundalik. (1999). How to Draw

and Paint Nature. Jyosna Prakashan: Mumbai

Ward, Alan. (1993) Sound and Music. Franklin Watts: New York.

Suggested Readings Baniel, Anat. (2012). Kids beyond

limits. Perigee Trade: New York Beyer, E. London. (2000). The arts,

popular culture and social change Efland, A. D. (1990). A history of Art

Education: Intellectual and social currents in teaching the visual arts. New York, NY: Teachers College Press.

Gair, S. B. (1980). Writing the arts into individualized educational programs. Art Education, 33(8), 8–11

Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication: London

Heller, R. (1999). Effective Leadership. DK Publishing: New York.

Lewiecki-Wilson C. & B. J. Brueggemann (Eds.), Disability and the teaching of writing: A critical sourcebook. Boston, MA: Bedford/St. Martin's.

Nyman, L. & A. M. Jenkins (Eds.), Issues and approaches to art for students with special needs (pp. 142–154). Reston, VA: National Art Education Association.





(Not Existent) VISUAL ARTS IN EDUCATION Course: Soft Core – EPC Credits: 02 (1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100












art by students

Unit 2: Visual Arts and Its Relevance to Learning

3.1 Range of art activities in visual arts 3.2 Experiencing, responding and

appreciating visual art 3.3 Exposure to selective basic skills in

visual art 3.4 Art education: Facilitating interest

among students: planning and implementing activities

3.5 Enhancing learning through visual art



for children with and without special needs: Strategies and adaptations

Unit 3: Relevant Varieties of Visual Arts

for School-aged Children 3.1 Activities for drawing, colouring and

printing: Processes, benefits and application in instruction

3.2 Paper work and related craft activities: Processes, benefits and application in instruction

3.3 Working with clay: Processes, benefits and application in instruction

3.4 Working with fibres, fabrics and other materials: Processes, benefits and application in instruction

3.5 Construction of 3-dimensional products: Processes, benefits and application in instruction







Transaction

This course should be taught through a series of workshops, seminars and presentations, Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be



taught through workshops and specific case studies.















(Not Existent) PERFORMING ARTS IN EDUCATION Course: Soft Core – EPC Credits: 02 (1:1:0) Contact Hours: 1L + 2T / week Marks: (25 + 25 + 50) 100












art by students

Unit 2: Performing Arts: Dance and Music 2.1 Range of art activities related to dance

and music 2.2 Experiencing, responding and

appreciating dance and music 2.3 Exposure to selective basic skills

required for dance and music 2.4 Dance and music: Facilitating interest

among students: planning and



implementing activities 2.5 Enhancing learning through dance and

music for children with and without special needs: Strategies and Adaptations

Unit 3: Performing Arts: Drama

3.1 Range of art activities related to drama 3.2 Experiencing, responding and

appreciating drama 3.3 Exposure to selective basic skills

required for drama 3.4 Drama: Facilitating interest among

students: planning and implementing activities

3.5 Enhancing learning through drama for children with and without special needs: Strategies and Adaptations







Transaction

This course should be taught through a series of workshops, seminars and presentations, Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be taught through workshops and specific



case studies.





Ward, Alan. (1993) Sound and Music. Franklin Watts: New York.






Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication: London

Heller, R. (1999). Effective Leadership. DK Publishing: New York.

Lewiecki-Wilson C. & B. J. Brueggemann (Eds.), Disability and the teaching of writing: A critical sourcebook. Boston, MA: Bedford/St. Martin's.






Term Work (I Semester): Pre-instructional Observation & Practice

Course: Practicum Credits: 03 (L:T:P = 0:0:3) Hours: 41 hours (in all) Marks: (25 + 25 + 50) 100

PRACTICUM: DISABILITY SPECIALISATION – HEARING IMPAIRMENT – II

Course: Hard Core Practicum Credits: 04 (L:T:P = 0:0:4) Contact Hours: 10P / week Marks: (25 + 25 + 50) 100

Teaching to Children with Hearing

Impairment (41 hours) o Observation of children with

different kinds of special needs included in regular/special schools

o Observation of instruction to children with hearing impairment in special schools

o Micro teaching with relevance to teaching children with hearing impairment

Tasks Educational Settings

Specific activities

Aural intervention

Institute/ Clinic Carrying out daily listening checks on children with hearing impairment (5 children)

Use Aided Audiogram for (2 children each) a. Linking Ling’s

6 Sound test b. Selecting

modality of training (Auditory, Speech reading, combination)

c. Selecting method of communication (Oral vs Manual)

Speech intervention

Institute/Clinic Observing individual speech teaching sessions (2 children)

Observing group teaching sessions (2 children)

Planning and executing lesson plan for teaching non-segmental, Segmental and Supra segmental aspects of speech (2 children)

Learning and Institute/school/ISL To learn and



practicing ISL centre practice Basic vocabulary, Common phrases, Conversations, sample subject Texts, Stories in signs.(preferably involving a Deaf individual and taught by certified signer)

Classroom observation of

teaching

Special school for children with

hearing impairment

Preschool-Observing and reporting classroom teaching for various subjects as per the time table of the school-Minimum 18 school periods a. Language b. School

subjects c. CO-

curricular Primary-Observing

and reporting classroom teaching for various subjects as per the time table of the school-Minimum 18 school periods a. Language b. School subjects c. Co-curricular

Lesson planning

Institute Supervised activity by college faculty with specific feedback

Delivering Lessons

Special School 20 Lessons (Science/Maths-5, Social Science-5, Language-8, Art-2)

Individualised lessons

5 lessons on 1 student

Delivering lessons

Inclusive school 4 lessons of school periods indicating



appropriate curricular adaptations

Visit to other than practice

teaching school

Special school Observing infrastructure and curricular transactions



IV Semester

Existing in 1-yr B.S.Ed.(HI) Programme at AIISH Proposed 2-yr B.Ed.Spl.Ed.(HI) Programme at AIISH

PRACTICUM: CROSS DISABILITY AND INCLUSION – II


Course: Soft Core Practicum Credits: 04 (L:T:P = 0:0:4) Contact Hours: 10P / week Marks: (25 + 25 + 50)100


Specific activities

Infrastructure of an

Inclusive school

Inclusive school

Studying the extent of barrier free environment (Infrastructure including Assistive devices, Human resource & inclusive teaching practices)

Classroom teaching

observations

Observing 10 lessons (5 language +5 subjects) and writing reports

Assisting Teacher

Working as a teacher assistant for Prayers/ Assembly, Checking hearing devices, Attendance, Home work/Class work, Writing diaries, Preparing TLM, Teaching practice sessions recapitulation and break times.




Term Work II: Practice Teaching in Special Pre-school & School Settings

Course: Practicum Credits: 03 (0:0:3) Contact Hours: (6 P/ week) 96 hours Marks: (25 + 25 + 50) 100

FIELD ENGAGEMENT: SPECIAL SCHOOL FOR HEARING IMPAIRMENT

Course: Hard Core Field Engagement Credits: 04 (L:T:P = 0:0:4) Contact Hours: 10P / week Marks: (25 + 25 + 50)100

I. Carrying out Educational Assessment (14 hours)

Administering school readiness to special preschool children with hearing impairment to assess preparedness for mainstreaming

Grade level assessment procedures for children in segregated/special schools and consequent decision making about – o Nature of educational placement (level &

type of educational setting) o Planning and implementing appropriate

educational goals and strategies o Referrals for other support services


Specific activities

Teacher assistant **

Special school for children with hearing Impairment

Working as teacher assistant for prayers/assembly, checking hearing device, attendance, home work/class work, writing diaries, preparing TLM, teaching practice sessions recapitulation and break times.

II. Preparation for Instruction (14 hours)

Preparation of lesson plans

Preparation of relevant teaching – learning material

Practicing functioning as a teacher **

Undertaking continuous whole day teaching using daily dairy system for planning and recording.

III. Practice Teaching in Special/Segregated Preschools and Schools for Children with Hearing Impairment (40 hours)

Employing natural and structural methods in teaching the children with hearing impairment

Instruction through aural-oral and auditory-verbal approach with children with hearing impairment

Employing alternative communication strategies like manual and combined modes in instruction when necessary

Understanding school examination **

Assisting in exam related planning, setting question papers, assessing, entering outcome in records, writing progress reports, feedback to students and parents, drawing pedagogic decisions.

IV. Evaluation as Part of Instruction in Special/Segregated Classrooms (14 hours)

Planning blue print

Developing balanced assessment materials

Carrying out assessment as part of instruction in special / segregated classrooms

Understanding beyond classrooms

Participating in School committees meetings, Sports, Picnics, trips, visits, Parent Teacher Association (PTA)



meeting, competitions, Celebrations, annual gatherings, medical checkups-any 3

Development of (TLM),

Worksheet

Developing 3 Teaching Learning Material (TLM) and 10 worksheets for the assigned class.

Document study

Reading and reporting on academic calendars, time table, diaries, work books, progress reports, case files, parent meeting reports, certificates, and forms to avail exemptions and concessions, assessment formats for pre-school.

Use of internet and modern technology for improving the class

Special school for children with hearing impairment

Using technology for classroom teaching, art education, record keeping, communication, downloading power points, AVs for concept development involving students.

Compilations of language teaching material news, conversation, stories and unseen pictures.

Compiling language material news, conversations, stories and unseen pictures, Directed activities.

Program and presentation

Power point presentation on consolidations, reflections and take away points



from field engagement to be able to become a teacher.




Term Work I (II Semester): Practice Teaching of Methodology Subjects in Mainstream Schools

Course: Term Work Credits: 03 (L:T:P = 0:0:9) Hours: (9 P / week) 144 hours Marks: 100

FIELD ENGAGEMENT: INCLUSIVE SCHOOL Course: Hard Core Field Engagement Credits: 04 (L:T:P = 0:0:4) Contact Hours: 10P / week Marks: (25 + 25 + 50) 100

I. Preparation for Instruction (14 hours)

Preparing lesson plans for instruction in methodology subjects

Preparing relevant teaching–learning materials for instruction in methodology subjects

II. Practice Teaching Methodology Subjects

(80 Hours)

Teaching of methodology paper - 1

Teaching of methodology paper - 2 III. Evaluation as Part of Instruction (20 hours)

Planning blue print

Developing balanced assessment materials

Carrying out assessment as part of instruction in regular schools

IV. Individualised Educational Services for

Learners with Hearing Impairment in Mainstream Schools (30 hours)

Identifying candidates for individualised educational services (among mainstreamed children) using appropriate assessment procedures Planning and implementing adapted instruction

Understanding the children in the

classroom

Inclusive School

Studying the background of children in the allotted class

Understanding the plans

Studying the half yearly, Monthly & Unit plans and Calendar of activities and Progress report

Teaching support Assisting the teachers in Adaptation of content, Lesson planning, Scheduling, Preparing TLM & Planning celebrations.

Remedial support Teaching special children for specialised support for achieving the content mastery-2 students

Student evaluation Assist the teachers in developing Teacher made tests, Marking scheme, Scoring key, Exam supervision, Evaluation of answer scripts & Reporting.




(Not Existent) FIELD ENGAGEMENT: OTHER DISABILITY SPECIAL SCHOOL


Course: Soft Core Field Engagement Credits: 04 (L:T:P = 0:0:4) Contact Hours: 10P / week Marks: (25 + 25 + 50) 100


Specific activities

Teacher assistant

Special school of other

disability

Studying the background of the children in the allotted class & working as teacher assistant for Prayers/assembly, Attendance, Home work/class work, Writing diaries & Assisting in school celebrations.

Document study

Reading and reporting on Academic calendars, Time table, Diaries, Work books, Progress reports, Case files, 3 Parent meeting reports, Certificates, Forms to avail exemptions and concessions, Assessment formats for pre-school

Use of internet

and modern

technology for

improving the class

processes

Using technology for classroom teaching, Art education, Record keeping, Communication, Downloading power points, AV’s for concept development involving students.

M.Ed.Spl.Ed. (HI) Syllabus: AIISH Existing & AIISH …academic year 2015-16. 2.0 Progamm e Offered &...

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Transcript of M.Ed.Spl.Ed. (HI) Syllabus: AIISH Existing & AIISH …academic year 2015-16. 2.0 Progamm e Offered &...