SEMESTER I COURSE COURSE TITLE CREDITS | INTERNAL | EXTERNAL | TOTAL CODE MARKS | MARKS | MARKS ‘AT__ | Developments in Education a 20 80 700 and Special Education ‘A2__ | Psychology of Development 4 20 80 100 and Learning B8___| Identification, Assessment 4 20 80 100 and Needs of Children Withharon B9 | Curriculum And Teaching 4 20 80 100 Strategies for Children with EI__| Practical related to disability 4 100 00 100 TOTAL | 20 500 Engagement with field as part of courses indicated below: SILNo. | Task for the Teacher Educators Course Place T__| Assignment /Project AL Institute 2__| Assignment/ Project Az Institute 3 | Assessment & Identification of B7& BS Clinic / School, ete Needs (Specific disabilities) ‘Scanned wih CamScannerDEVELOPMENTS IN EDUCATION AND SPECIAL EDUCATION ‘Course Code: A 1 Credits: 04 Contact Hours: 60 Marks: 100 Introduction This course will enable leamers to explore education both general and special from historical perspective leading to contemporary India. The course also includes various commissions and policies and issues and trends in the field of education, special education and inclusive education in the national and international contexts covering all aspects of quantity and quality. Objectives After completing the course teacher educators will be able to © Trace development of general and special education system (PwDs) in India. © Appreciate implications of recommendations made by the various Committees and Commissions for educational (General and Special) developments in India. © Develop insight into the issues and challenges of present day education system. © Understand important quality related issues which need to be taken into account for revision/ development of new education policy. Unit 1: An Overview of Development of Education System 1.1 Shaping of Education in Pre-Independence India 1.2 Shaping of Education in Post-Independence India 1.3 Emerging Education in India and in the Global Context 1.4 Perspectives of Education for the Persons with Disabilities 1.5 Constitutional Provisions and Directive Principles Related to Education and Special Education Unit 2: Issues in Indian Education with Special Reference to Persons with Disabilities 2.1 Accessibility to School, Curriculum & Learning Resources and Attitudinal Barriers 22 Analysis of the Status of Elementary & Secondary Education for All. (SSA, RMSA,) and Issues for Bridging Gaps 23 Ensuring Equity Principles across Disabilities, Gender, Caste, Socially Disadvantaged Groups, Marginalized and their Specific Educational Problems 24 Challenges of Special Education, Inclusion, Systemic Reforms, Provisions and Support System, Public Private Partnership & NGO Initiatives 2.5 Support Systems to Meet Diverse Leaming Needs- Family, Community, School, Peer, Administrative and Resource Support ‘Scanned wih CamScannerUnit 3: Policies and Legislations for Education & Special Education Development of Special Education in India 3.1 National Legislations (RCI Act 1992, PWD Act 1995, National Trust Act, Biwako Millennium Framework) 3.2 International Legislations for Special Education and International Organisations (UNESCAP, UNCRPD, WHO, UNICEF, NESCO, UNDP, Action Aid, CBM) 3.3 National Policies (POA 1992, SSA, RMSA and RUSA) & Government Schemes and Provisions for Persons with Disabilities 3.4 Role of Governmental and non-governmental agencies in general and special education 3.5 Current issues~ Identifications, Labelling, cultural and linguistic diversity & advocacy Unit Quality Issues in Education 4.1 Indicators of quality related to teaching - learning strategies, classroom environment, and Student Assessment 4.2 Linking pedagogy with curriculum, contextual constructivism 4.3 Ensuring standards in Open & Distance Learning system — Non-formal education, face-to-face vs. Distance mode 4.4 Special and Inclusive education - Adopting flexible strategies for the acquisition and use of inputs and monitoring performance in inclusive set up 4.5 Quality enhancement in service delivery and community rehabilitation Unit 5: Current Trends and Future Perspective 5.1 Education as a development indicator, and enhancer of development indicators, 5.2 Education for sustainable development & Right based approach 5.3 International curriculum framework in the light of changing priorities and international perspectives 5.4 Education for conservation of environment and social change 5.5 Education for individual and national development Course Work/ Assignments * Trace development of education in India during pre-Independence * Identify Constitutional provisions ensuring equity and protection of human rights as well as non-discrimination ‘Study factors influencing special education as a discipline in India * Identify quality related issues of your State and suggest strategies to address them Suggested Readings * Anand, C.L. et.al, (1993), Teacher and Education in Emerging Indian Society, NCERT, New Delhi, ‘Scanned wih CamScannerCompendium of Schemes (2014). Department of Empowerment of Persons with Disabilities, Ministry of Social Justice and Empowerment, Govt. of India. Education Commission. (1964-1966). Ministry of Education, Government of India, New Delhi. Julka, A. (2014), Evaluation of the Implementation of the Scheme IEDSS in India. Department of Education of Groups with Special Needs. NCERT, New Delhi. Julka, A., Mukhopadhyay, S., Vyas, S., Sharma, M, Anupriya, C., & Salin, D, (2014), Including Children with Special Needs: Primary Stage. NCERT, New Delhi. Kumar, A. (2003). Environmental challenges of the 21" century, APH Publishing Corporation, New Delhi. Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers. MacMillan, New Delhi. National Policy on Education (1986). Ministry of Human Resource Development. Govt. of India, New Delhi. National University of Educational Planning and Administration (2014). Education for All Towards Quality with Equity: INDIA. NUEPA, New Del Ozial, A.O, (1977). Hand Book of School Administration and Management. Macmillan, London. Programme of Action (1992). Ministry of Human Resource Development. Govt. of India, New Delhi. Report of Core group on value orientation to education (1992). Planning commission, Govt of India. Salamatullah, (1979). Education in Social context, NCERT, New Delhi. School Education in India — Present Status and Future Needs (1986). NCERT, New Delhi. ‘Seventh All India School Education Survey (2002). NCERT, New Delhi. UNDP (1996). Human Development Reports. Oxford University Press. New York. UNESCO (2004). Education for All: The Quality Imperative. EFA Global Monitoring Report. Paris. UNESCO (2009). Report on Education for sustainable development. Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and Private Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning achievement at primary stage: International perspectives. NCERT. New Delhi. ‘Scanned wih CamScannerPSYCHOLOGY OF DEVELOPMENT AND LEARNING ‘Course Code: A 2 Credits: 04 Contact Hours: 60 Marks: 100 Introduction This course exposes leamers to the critical understanding of theoretical perspectives of development and implications for in teaching learning process. Through close observation of children in their natural environments would situate the theoretical knowledge within realistic frames. This course would also be able to equip them to reflect and critique the cognitive and information processing. Objectives After completing the course teacher educators will be able to * Explain the psychological principles and their application in specific context of education and special education. * Explain the principles and their implication for growth and development. © Critically analyse the process from the point of view of cognitive psychology. © Explain role of motivation in learning, learning processes and theories of personality. * Apply psychological aspects to teaching - learning situations. Unit 1: Overview Educational Psychology 1.1 Nature and scope of educational psychology 1.2 Principles of educational psychology 1.3 Methods of Educational Psychology 1.3.1 Observation 1.3.2 Experimental method 1,3.3Correlational 1.3.4 Clinical 1.3.5 Case Study 1.4 Applications of educational psychology to person with disabilities 1.5 Contemporary trends Unit 2: Understanding the Development of the Learner 2.1 Concept of Growth and Development 2.2 Methods of studying development: Longitudinal, Cross-sectional, Cohort sequence 2.3 Physical, social, emotional, moral development, play and language development 2.4 Cognitive Development: Piaget, Vygotsky and Kohlberg 2.5 Factors affecting Growth and Development Unit 3: Cognition and Information Processing 3.1 Sensation, Perception and Attention 3.2 Memory - Nature and types, factors affecting memory ‘Scanned wih CamScanner3.3 Thinking: Concept Formation, Reasoning, Problem solving 3.4 Intelligence: Nature, types, theories and assessment 3.4.1 Creativity 3.5 Individual differences and its educational implications for children with disabilities Unit 4: Motivation, Learning and Personality 4.1 Concept, definition and theories of Motivation 4.2 Classical and Contemporary Learning Theories: Behavioural, Cognitive and Social 4.3 Concept, definition and principles of personality development 4.4 Personality Theories- 4.4.1 Psychoanalytic-Freud & Neo-Freudians, Trait, Humanistic 4.4.2 Assessment of Personality 4.5 Implications in teaching-learning with reference to children with disabilities Unit 5: Psychological Aspects of Teaching 5.1 Individual differences in cognitive and affective areas and its educational Implications 5.2 Classroom climate, group dynamics 5.3 Peer tutoring, co-operative learning, self-regulated learning 5.4 Teacher effectiveness and competence 5.5 Guiding children with disabilities Course Work/ Assignments! Practicum ‘* Plan and conduct a survey about attitudes/ practices regarding one or more of the following: children with disabilities, prenatal development, prenatal hazards, school drop-out, motivation of children ‘© Conduct an experiment with Piagetian methods of evaluating cognitive development and submit a report ‘© Analyze any autobiography to explain human development Design a behaviour modification plan for a specific child Present information on cognitive styles and their effects on learning Transaction Lecture Method, Seminar, Group Discussion, Practical and Field work Essential readings ‘* Agarwal, 1.J.C (1994). Essentials of Educational Psychology. Vikas Publishing House, Pvt.Ltd., New Delhi. ‘* Chatterjee, S.K. (2000). Advanced Educational Psychology. Arunabhasen Books and ALLIED() Lid., Freud, $ (1935). A general Introduction to psychoanalysis. Live right, New York. Mangal, S.K. (1997). Advanced Educational Psychology. Prentice Hall of India Pvt., Ltd., New Delhi. ‘Scanned wih CamScannerMaslow, A.M. (1954). Motivation and Personality. Harper Press, New York. Morgan, C.T. (1961). Introduction to Psychology. McGraw Hill, New York. Mussen, P.H., Conger, J.J., & Kagan, J.(1969). Child development and personality. Harper & Row, New York, ‘Suggested Readings Bernard, H.W. (1972). Psychology of Learning and Teaching. Me Grow Hill, New York. Chauhan, S.S. (1996). Advanced Educational Psychology. Vikas Publishing House, New Delhi. DeCecco, J.P., & Crawford, W. (1977). Psychology of Learning and Instruction. Prentice Hall, New Delhi. Driscoll, P.M. (1994). Psychology of Learning for Instruction, Allyn & Becon, Boston. Hurlick, E.B. (1992). Child Development. Mc Grow Hill, New York. Joyce, M., & Others (1992). Models of Teaching. Holt Rinehart and Winston, New York. Bruce R. Joyce (Author), Marsha Weil (Author), Emily Calhoun Lindgren, H.C. (1976) Educational Psychology in the Classroom, John Wiley, New York. Mildred, C.R.F, (1978). Infants, Children: Their Development and Learning. Gran Hill, New York. (Indian Reprint). Panda, K.C. (1997). Elements of Child Development. Kalyani Publishers, New Delhi. Sharma, P. (1995). Basics on Development and Growth of a Child. Reliance Publication, New Delhi. Slavin, E.R. (2003). Educational Psychology: Theory and Practice (7" ed.). Allyn & Becon, Boston. Wilson, A.R., Rockbeck, M.C., & Michael, N.B. (1979). Psychological Foundations of Learning and Teaching. Me Grand Hill, New York. ‘Scanned wih CamScannerIDENTIFICATION, ASSESSMENT AND NEEDS OF CHILDREN WITH MENTAL RETARDATION/ INTELLECTUAL DISABILITY Course Code: B 8 ‘Contact Hours: 60 Introduction The course aims to develop an understanding of concept, etiology and characteristics of Persons with Mental Retardation/ Intellectual Disability (Pw/D).The said course would also help learners to appreciate the role of professionals to address the needs of these children in a holistic manner using team approach. Objectives After completing the course teacher educators will be able to © Understand the concept, etiology and characteristics of Persons with Intellectual Disability (Pw1D). Use appropriate instruments for assessment of PwID. * Describe the programming needs across different age levels of PwID. ‘© Utilize assessment information for educational programming, referral services and placement, * Comprehend the emerging future needs of PwID. Unit 1: Overview of Intellectual Disability 1.1 Definition, historical review, Prevalence of Intellectual Disability 1.2 Btiological factors of Intellectual Disability 1.2.1 Biological, environmental factors 1.2.2 Pre-natal, natal, post-natal causes 1.3 Classification of Intellectual Disability - Medical, Educational, Psychological criteria for classification and issues and current practices in certification of Intellectual Disability 1.4 Characteristics of Intellectual Disability 1,5 Intellectual Disability and Associated Conditions — Cerebral palsy, Autism, Sensory impairments, ADD, ADHD, Epilepsy Unit 2: Screening, Identification, Assessment and Diagnosis 2.1 Introduction to existing screening, identification and assessment / techniques trends in the field of intellectual disability 2.2 Approaches in and types of assessment 2.3 Methods and tools of assessment 2.3.1 Screening tools 2.3.2 Early identification ‘Scanned wih CamScanner2.3.3 Developmental assessment tools 2.3.4 Intellectual - various standardized assessment tools: Binet - WISC - VSMS - DST Indian adaptations and other Indian tools 2.3.5 Social, Behavioral, Language and Speech Assessment Tools and other Indian tools 2.3.6 Special educational — use of CRTs, construction, precautions to be taken for development with reference to programming 2.4 Introduction to existing educational assessment tools - Upanayan (0 - 6 years), NIMH ~ Aarambh (Early Childhood Special Education Inclusive Package), Indian adaptation of portage guide, Madras Developmental Programming Systems NIMH- Functional Assessment Checklists for Programming (FACP) and other relevant tools 2.5 Implications of the above for Inclusion Unit 3: Identification of Needs 3.1 Infancy and Early Childhood; EI & Family involvement (NIMH — Family Based Program Plan) 3.2 School age; placement alternative (special school, Resource Room, inclusive classroom), Multidisciplinary team collaboration and role of special education teacher 3.3 Transition and career development — ITP (Individualized Transition Plan) 3.4 Vocational Development; Employment, Types; emerging Job opportunity, Placement & follow- up 3.5 Implications of the above for Inclusion Unit 4: Use of Assessment Information 4.1 Use of assessment information - Medical, Special Educational, Psychological, Therapeutic and Vocational 4.2 Interpretation of assessment information to develop training goals 4,3 Use of Support Needs Assessment for Person Centered Planning 4A Writing of assessment report: for administrative purpose, for educational Programming, for referral and for alternative placement 4.5 Implications of the above for Inclusion 5: Emerging and Future Issues 5.1 Critical analysis of Human Rights and Legal Provision — International Instruments, Indian Legislations and Policies 5.2 Advocacy 5.3 Current Gender Issues - Socio Cultural and Economic 5.4 Advances in Technology 5.5 Implications of the above for Inclusion ‘Scanned wih CamScannerPracticum / Assignment / Engagement (Any One) School/ Clinic/ Community ‘* To conduct assessment of PwID using appropriate assessment tools ‘* To organize discussion program on role of a Special Educator in intervention from Infancy to Adulthood © To presentation a seminar on Community Based services for ID ¢ To conduct orientation and sensitization pro; ‘on disability issues for teachers, parents, and community members and present a report, Essential Readings Baine, D. (1988). Handicapped Children in Developing Countries, Assessment, Curriculum and Instructor. University of Alberta, Alberta. Jeyachandaran, P., & Vimala, V. (2000). Madras Developmental Programming System. Vijay Human Services, Chennai. King-Sears, H.E. (1994). Curriculum Based Assessment in Special Education. Singular publishing Group, San Diego. Mittler, P. (1976). Psychological Assessment of Mental and Physical Handicaps. Tavistock, London. Myreddi, V., & Narayan, J. (2004). FACP - PMR, NIMH, Secunderabad. Narayan, J. (2003).Grade Level Assessment Device for Children with Learning Problems in Regular Schools. NIMH, Secunderabad. Panda, K.C. (1997) Education of Exceptional Children. Vikas, New Delhi. ‘Suggested Readings Overton, J. (1992) Assessment in Special Education. An Applied Approach. Macmillan, New York. Overton, T. (2000). Assessment in Special Education: An Applied Approach, 3rd Ed, Prentice Hall Inc. Merril. Pun, M., & Sen, A.K. (1989) Mentally Retarded Children in India. Mittal Publication. New Delhi Smith, D.D. (2004). Introduction to Special Education. Training in an Age of Opportunity, 3rd Ed. Allyn & Becon. Boston. ‘Wehman.P., & Kuegel. J. (2004). Functional Curriculum, Pro-Ed. Austin. ‘Scanned wih CamScannerCURRICULUM AND TEACHING STRATEGIES FOR CHILDREN WITH MENTAL RETARDATION INTELLECTUAL DISABILITY Course Code: B9 Credits: 04 Contact Hours: 60 Marks: 100 Objectives After completing the course teacher educators will be able to * Explain the principles and approaches to curriculum development and instructional program, * Describe the various approaches for teaching students with Intellectual Disability. * Develop Curriculum for Pre-Primary, Primary, Secondary, Pre- Vocational and Vocational Level. * Use Instructional Program and methods in Inclusive Set ups. # Use teaching strategies and TLMs for PwID. Unit 1: Curriculum Development 1.1 Principles and Models of Curriculum development 1.2 Approaches to curriculum development~ Developmental, Functional, Ecological, SOME approach, Systems, and Task Analytic Approach 1.3 Instructional design Definition, Types, Merits and Demerits 1.4 Curricular Adaptation, Accommodation and Modification 1.5 Challenges and Implications for Inclusion Unit : Teaching Approaches 2.1 Developmental Approaches Montessori, Floor time 2.2 Mulli-sensory Approach~ Fernald, Orton and Gillingham 2.3 Behavioral Approach Applied Behavior Analysis (ABA), Discrete Trail Training 2.4 Cognitive Approach- Meta-cognitive Training, Cognitive Behavior Management 2.5 Integration of above in Inclusive Classroom Context Unit 3: Curricular Domains & Levels 3.1 Development of Curriculum at Pre-primary and Primary level- Personal, Social, Academic, Occupational and Recreational 3.2 Development of Curriculum at Secondary Ievel- Personal, Social, Academic, Occupational and Recreational 3.3 Development of Curriculum at pre-vocational and transitional level- Personal, Social, Academic, Occupational and Recreational ‘Scanned wih CamScanner3.4 Development of Curriculum at Vocational level~ Generic Skills and Work Related Skills, Personal skills related to routine, travel, Social Competencies, Job related behaviour- punctuality, regularity, Occupational skills- related to the job chosen inclusive of functional academics), Health/safety skills, First Aid 3.5 Implications of above in Inclusion Unit 4: Instructional Programs and Methods 4.1 Individualized Instruction - Concept, Types and Approaches 4.2 Collaborative Methods - Peer Tutoring, Co-operative Learning & Team teaching 43 Methods for social Inclusion, Social Skill Development & Self Regulation, Community Living, Life Skill Education 4.4. Universal design of Learning — Definition, Principles, Approaches & Strategies 45 Integration of above for Inclusion Unit 5: Teaching Strategies & TLM 5.1 Stages of learning, Principles of teaching, and Steps in teaching concepts 5.2 Teaching Strategies - Task Analysis, Prompting & Fading, Shaping, Chaining, Reinforcement, Play way method, Project method 5.3 Concept and type of Teaching materials and Learning materials, Functional Aids and Criteria for selecting appropriate TLM’s 5.4 Principles of adaptation, Adaptation of ADL material & functional academics 5.5 Integration of above for Inclusion Practicum/ Assignment/ Engagement in the field (Any One) © To present a report on adaption of curriculum for a student with Intellectual Disability in Inclusive setting * To develop curriculum for independent living and present a report * To present a Seminar on any of the teaching approaches. ‘+ To develop need based learning and functional aids for PwID Essential Readings ‘© Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instructor. University of Alberta, Alberta * Das, LP., & Baine, D. (1978) Intellectual Disability for Special Educators. Springfield: Charles C. Thomas. John, W., & Smith, R. (1971). An Introduction to Intellectual Disability. Me Grawhill New York. * Kauffman, JM, & Paynes, J.S. (1960) Intellectual Disability: Introduction and Personal Perspectives. Charges & Merril, Columbus. * Longone, J. (1990) Teaching Retarders Learners: Curriculum and Methods for Improving Instruction. Allyn and Bacon, Boston. ‘Scanned wih CamScannerNarayan, J., & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded Persons. Pre-Primary Level. NIMH, Secunderabad. Panda, K.C. (1997). Education of Exceptional Children. Vikas Publishers, New Delhi. Pehwaria, R., & Venkatesan, S. (1992). Behavioural retarded Children: A Manual for Teachers. NIMH, Secunderabad. Remington, B. (1991). The Challenge of Severe Mental Handicap. A Behaviour Analytic Approach. Wiley, New Jersey. Repp. A.C. (1983). Teaching the Mentally Retarded. Prentice Hall, New Jersey. Suggested Readings Kauffman, J. M. (1988). Teaching Students with Learning and Behaviour Problems. Merril Publishing Co. Kirk, S.A., & Gallaghar, J.J. (1979). Educating Exceptional Children. Hoffton & Mifflin. Boston. Lewis, R.B., & Doorlag, D.H. (2010). Teaching Students with Special Needs in General Education Classrooms. Pearson, London. Longone, J. (1990). Teaching Educable Mentally retarded Children. Allyn & Bacon, Boston. Mary, A. F. (1999). Curriculum and Teaching Strategies. Paul H. Brooks Publishing Co. Baltimore. Petersun, M.J., & Hitfie, M.M. (2003). Inclusive Teaching: Creating Effective Schools For all Learners. Allyn & Becon. Boston. West, C. K., Farmer, J. A., & Wolff, P.M. (1991). Instructional Design, Implications from Cognitive Science. Prentice Hall, New Jersey. ‘Scanned wih CamScannerSEMESTER I Area E 1: Teaching Practice Total Credits: 04 Hours: 120 Marks: 100 Each Teacher Educators is expected to prepare 8 lesson plans for classroom teaching at Diploma (4) and Graduate (4) courses, out of them 2 will be ICT based one at Diploma and one at Graduate All the lessons will be supervised by the concerned practical coordinator. Each student trainee will be allotted 2 classes for peer observation. Out of 8 lessons at least one lesson with innovative methods and one lesson with integration of technology should be considered while selecting the lessons. Out of total 8 lessons, 6 will be guided and 2 will be submitted independently by the trainees for evaluation. Trainees have to submit Teaching practice record along with the approved lesson plans with evaluation remarks signed by the practical supervisor and course coordinator of the class taught. Final lesson plan will jointly be evaluated by the external and internal examiners followed by viva-voce. ‘Scanned wih CamScanner