B.Ed. SPECIAL EDUCATION (Specialization in Learning Disability) (Semester System) 2011-12 COURSE OBJECTIVES: The course is designed to enable the pupil teachers:
1. To acquire knowledge about change in the prevailing and emerging Indian Society in view of recent trends in education and its national goals.
2. To develop skills and competence to cater to the needs of children with Learning Disabilities and other special needs.
3. To Coordinate and collaborate with parents, family, doctors and community in general to help children with Learning Disabilities to become productive and useful members of society.
4. To equip them with various techniques of inclusive teaching and evaluation in special education.
GUIDELINES: 1.1. The duration of the course for the degree of B.Ed. Special Education (Specialization in Learning Disability) shall be of one year which would comprise of two Semesters of six months duration each and the number of working days for transacting curriculum shall not be less than 180 days. 2.1. A person who possesses the following qualifications shall be eligible to join the course:– Minimum of 50% (45% in case of SC/ST) marks in B.A/B.Sc or an equivalent degree at graduate level depending upon requirement of particular course, from a recognized University. Admission will be done as per reservation policy of the University. 2.2. No one who is in employment (whole-time, part-time or honorary service) shall be allowed to join B.Ed. Special Education (Specialization in Learning Disability) without taking leave from his/her institution/office, etc. from the date of commencement of the academic session to the conclusion of his/her examination including all the practicals. 3.1. Only those students shall be eligible to appear in the examination who possess the qualification laid down in Regulation 2.1 and has attended the prescribed course of instruction during each semester in the academic year in the University and should also: (i) be of good character; (ii) have attended at least 75 per cent of (i) lectures and (ii) practicum separately in each paper during every semester proceeding the examination. 3.2. The deficiency in the attendance may be condoned as follows;
a) Up to 15% of the lectures delivered in a theory paper (s) to the best advantage of the student by Chairperson.
b) The Vice–Chancellor, in exceptional cases, on the recommendation of the Chairperson, may condone up to 10 lectures in a paper(s) to the best advantage of the student.
3.3. The candidate who does not fulfill the attendance requirement of any course will have to repeat the instruction in the course when it is offered next. 4.1. English shall be the medium of instruction, however, the medium of the examination shall be English, Hindi and Punjabi. 4.2. The examination shall be conducted at the end of each semester or as decided by the Vice-Chancellor from time to time. 4.3. The last date for receipt of Examination admission form with and without late fee shall be as prescribed by the Syndicate from time to time. 4.4. The assessment of each course will be on the basis of University examination at the end of each Semester. The University examination will be held according to the outlines of tests, syllabi and course of reading approved by the Academic Council from time to time. 5. To be declared pass in a Semester Examination, a candidate must have obtained 40% marks in each theory paper, internal assessment and practicum separately. 6.1. The marks obtained by the candidate in internal assessment shall remain valid and will be carried forward even if s/he does not appear or fails in the written theory examination. If the candidate fails in the internal assessment, s/he shall have to rejoin the department for a period to be determined by the Chairperson, subject to a minimum of one month, in order to qualify in the internal assessment. If s/he passes in the internal assessment, s/he shall be deemed to have passed the examination. 6.2. The student who fails in any paper will be allowed to appear in that particular paper only for a maximum of two times within two years with the same syllabus s/he appeared. If the student fails to pass the examination after two attempts, s/he will be required to undergo the new course again. 6.3. A student who has failed in course/s of first semester shall be eligible to clear the same alongwith the examination of Second Semester but the student who has failed in Second Semester, will appear in the examination alongwith the students of First Semester of next Session. The dates of additional examination shall be declared by the Vice-Chancellor, in necessary beyond these months. 7. (i) A candidate who passes in Theory but fails in any Practicum s/he will be required to reappear only in that practicum in which s/he has failed. The candidate shall take the examination according to the old syllabus. (ii) A candidate who passes in Practical, but fails in Theory, s/he shall be required to appear only in Theory. The candidate shall take the examination according to the old syllabus. 8. The students’ performance shall be evaluated continuously throughout the Course (Semester I and Semester II). The guidelines for continuous assessment shall be followed as under: (i) Theory Paper Evaluation - 80 Marks (ii) Internal Assessment - 20 Marks, which includes: a) Mid-term Examinations (Theory) - 5 Marks
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b) Assignment/ Presentations -10 Marks c) Participation in Classroom Discussion - 2 Marks d) Attendance - 3 Marks Which includes: Attendance Below 75% - 0 mark 75% -80% - 1 mark 81% - 85% - 2 marks 86% and above - 3 marks NO.OF SEATS: 25 (Reservation as per Panjab University rules) FEE STRUCTURE: As per university rules 9. Certification for Internship will be awarded by the Chairperson of the Department on the recommendation of the Head of the Institution where Internship would be held (after submission of Internship Report). 10.1. The Controller of Examinations shall publish the result of the examination within four weeks after the termination of the examination, or as soon thereafter as is possible. Merit list shall be prepared on the basis of marks obtained in Theory, Internal Assessment and Practicum taken together. 10.2. Successful candidates shall be classified on the basis of the marks obtained by them in Theory, Internal Assessment and Practicum taken together:–
(a)
Those who obtain 75 percent or more of the aggregate marks.
:
First Division with Distinction
(b)
Those who obtain 60 percent or more but less than 75 percent of the aggregate marks.
:
First Division
(c)
Those who obtain 50 per cent or more but less than 60 per cent of the aggregate marks.
:
Second Division
(d)
Those who obtain 40 percent or more but less than 50 per cent of the aggregate marks.
:
Third Division
11. It is mandatory for every pupil teacher of Special Education to obtain a “Registered Professional Certificate” from the Rehabilitation Council of India to work in the field of special Education in India. After completion of the course, the students need to register themselves with the Rehabilitation Council of India (RCI) to obtain registration number in order to work as authorized special educators. 12. A person who has qualified for the award of the B.Ed. Special Education (Specialization in Learning Disability) degree from the Panjab University shall be allowed to appear as a private candidate in a subject/s in which he appeared earlier, with a view to improve his/her previous performance. S/he may appear in the First Semester and Second Semester examinations or any of the examinations, simultaneously or separately. For this purpose, s/he shall be given two chances within a period of two years from the year of his passing the B.Ed. Special Education (Specialization in Learning Disability) examination. S/he shall avail of these chances along with next two examinations.
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13. The result of the candidate shall be declared only if s/he improves his/her performance. 14. Re-evaluation of the Papers shall be done as per University norms. General Instructions for all theory papers:
a) Theory paper shall be of 80 marks & shall comprise of nine questions in all. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread evenly over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks)
c) In addition to Question No. 1, candidates shall be required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
d) PRACTICUM: All practicals would be evaluated internally.
TEACHING PEDAGOGY 1. Classroom teaching will be facilitated and encouraged through:
Lecture method
Discussion method
Demonstration method
Multimedia
2. Co-curricular activities like debates, quiz competition, poster making and collage making will be organized during the course.
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B.Ed. Special Education( Specialization in Learning Disability) Semester System Semester – I Theory Assessment
Papers
External
Internal
Total
Paper- I
Education in India: A Global Perspective
80
20
100
Paper- II
Educational Psychology and Persons with Disabilities
80
20
100
Paper-III
Nature and Needs of Various Disabilities
80
20
100
Paper IV
Teaching of Language and Social Studies OR Teaching of Science and Mathematics
80
20
100
Total
320
80
400
Practicum:
Sr.No.
ITEMS
Marks
1(a)
Practice Teaching (Eight Lessons plans)
200
1(b)
Practice Teaching (Two Assessment Lessons )
100
2.
Preparation of Two Teaching Learning Aids (with file)
100
3.
Black Board Writing Skills (with file)
50
4.
One Case Study (on any Disability)
25
5.
Visits and Report Writing (Two)
50
6.
Psychological Tests (five)
50
7.
Identification of Children with Special Needs
25
Total
600
Semester II Theory Assessment
Papers
External
Internal
Total
Paper- I
Learning Disability
80
20
100
Paper-II
Assessment of Children with Learning Disabilities
80
20
100
Paper-III
Intervention and Remediation in Learning Disabilities
80
20
100
Paper-IV
Educational Planning And Management, Curriculum Designing And Research
80
20
100
Total
320
80
400
Practicum:
Sr.No.
ITEMS
Marks
1(a)
Practice Teaching (Eighteen Lesson Plans: Learning Disability)
300
1(b)
Practice Teaching (Two Remedial Assessment Lessons )
50
2.
Administration of four Standardized Tests (L.D.)
50
3.
Preparation of Teaching Learning Aids (Two)
50
4.
Development and Administration of Teacher Made Tests
50
5.
Curriculum Adaptation (LD)
50
6.
One Case study with Individualised Educational Programme
50
Total
600
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PAPER - I 60 Hrs EDUCATION IN INDIA: A GLOBAL PERSPECTIVE Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions. b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To analyze the role of educational system in the context of modern ethos.
2. To understand the nature, process and philosophy of education.
3. To bring awareness about sociology of education with reference to the Indian context.
4. To know the roles of various national and international educational agencies.
Course Content Unit I:
Constitutional Provisions for Education
National Policy of Education 1986 & POA 1992 (Special Ref. to Educational, Individual & Social Aims)
RCI Act, 1992, PWD Act 1995, National Trust Act 1999, National Policy for the Disabled 2006, RTE Act, 2010.
Unit II:
Philosophy of Education: Concept, Nature, Scope and Relationship of Education and Philosophy
Idealism, Naturalism, Pragmatism and Humanism & their contributions in Education
Inclusion: Concept and Principles.
Unit III:
Functional Literacy, Community Based Rehabilitation including education.
Open Learning, Distance Education with reference to General and Special Education.
Characteristics of Formal, Informal and Non – Formal Education with special reference to agencies of education
Unit IV:
Educational Agencies for Development:
- Universalization of Elementary Education (Sarv Shiksha Abhiyan): Concept, Implementation,
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- Life Long Education: Meaning & Scope
Role of Government and Non-Government agencies in special education(NCERT, RCI, NCTE, UNICEF, UNESCO, WHO, UNCRPD and National Institutes for the Handicapped).
National Curriculum Framework (2005) with reference to Aims of Education, Systemic Reforms and Education of children with special needs.
Practical Assignment: 1. Presentation on any one of the topics mentioned above 2. One assignment related to any one of the above topics. Reference Books :
1. Aggarwal,J.C. (1992) Development and Planning of Modern Education. New Delhi: Vikas Publishing House Pvt. Ltd.
2. Anand,C.L.(1983) The Teacher and Education in Emerging Indian Society. New Delhi: NCERT.
3. Bhatia,B. and Bhatia,K. (2007) The Philosophical and Sociological Foundations of Education. New Delhi: Doaba House.
4. Bhatt, B.D. (1996) Educational Documents in India. New Delhi: Arya Book Depot.
5. Biswas, A. (1992) Education in India. New Delhi: Arya Book Depot.
6. Biswas,A.and Aggarwal,J.C. (1992) Education in India. New Delhi: Arya Book Depot.
7. Choudhary,K.C. and Sachdeva,L.(Eds.) (1995) Total literacy by 2000. New Delhi: IAE Association.
8. Mohanty,J.(1993) Indian Education in the Emerging Society. New Delhi: Sterling Publishers Pvt. Ltd.
9. Sapra,C.L.and Aggarwal,A.(Eds.) (1987) Education in India some critical Issues. New Delhi: National Book Organisation.
10. Saraswathi,T.S.(1999) Culture, Socialization and Human Development. New Delhi: Sage Publications.
11. Steven, B. (1998) School and Society. New Delhi: Sage Publications.
12. Suresh, D. (1998) Curriculum and Child Development. New Delhi: Bhargava Publishers.
13. Taneja,V.R. (1998) Educational Thoughts and Practice. New Delhi: Delhi University Publications.
14. Weber,O.C. (1990) Basic Philosophies of Education. NewYork: Holt,Rinehart and Winston.
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PAPER - II EDUCATIONAL PSYCHOLOGY AND PERSONS WITH DISABILITIES (60 Hours) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the nature of human growth through various theoretical perspectives of human development; various theories of learning and their implications.
2. To understand the importance and educational implications of Intelligence, Emotions and Motivation.
3. To understand the importance and educational implications of personality, Adjustment and Mental Health & Hygiene.
4. To familiarize students with the basics of Guidance and Counselling.
Course Content:
Unit I:
Educational Psychology: Nature and Scope, Role of Educational Psychology in Special Education.
Growth and Development: Concept, Characteristics, Principles and Stages of development, Influence of Heredity and Environment.
Learning: Definition, Methods of learning, Laws of learning and their educational application; Learning Theories : Trial and Error (Thorndike); Classical Conditioning (Pavlov) ; Operant Conditioning (Skinner)
Unit II:
Intelligence: Meaning, Characteristics and theories of intelligence (Spearman, Gardner), Types of Intelligence tests.
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Motivation: Meaning and functions of motives in learning, Concept of creativity and teacher’s role in nurturing creativity.
Memory: Meaning, strategies for enhancing memory.
Units III:
Personality: Meaning, Characteristics, theories of personality (Erikson, Eyesenck, & Allport), Effect of Disability on Personality.
Defence Mechanisms, Frustration and Conflict
Mental Health: Concept, Symptoms of Maladjustment, Role of Family, Teacher and Counsellor
Unit IV:
Guidance: Concept, Nature & Types (Personal, Educational and Vocational)
Counselling: Concept, Principles, Approaches (directive, non-directive & eclectic), Counselling for students with Learning disability and their Parents.
Discipline and management of class room behavior problems
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books :
1. Adams, J.A. (1992) Learning and Memory-An introduction. Illinois: Dorsey Press.
2. Barclay, J.R. (1993) Counselling and Philosophy. San Francisco: Jossy- Bass.
3. Brody,E.B. and Brody,N. (1996) Intelligence: Nature, determinants and consequences. New York : Academic Press.
4. Butcher, H. (1993) Human Intelligence: Its nature and assessment. London : Merhuen.
5. Floelick,C.P. (1988) Guidance Services in Schools. New York : Allyn and Bacon.
6. Gottfried,A.W.(1984) Home Environment and Early Cognitive Development-Longitudinal Research. London: Academic Press.
7. Guilford, B. (1996) Fields of Psychology. New York: Van Nostrand.
8. Hunter, Ian. M.R. (1994) Memory. London: Penguin Books.
9. Jones, A.P.(1994) Principles of Guidance. New York: Holt Rinehart.
10. Keller, F.S.(1997) The Definitions of Psychology. New York: Appleton century.
11. Munn, N.L. (1997) Introduction to Psychology. Delhi: IBH.
12. Petri, H.L. (1995) Motivation: Theory and Research, (2nd ed.) Belmont: Cawadsworth.
13. Sawrey,J.H. and Telford,C.(1998) Educational Psychology (2nd ed.) New Delhi: Prentice Hall of India.
14. Skinner,B.F. (1997) Verbal Behaviour. New York : Appleton Century Crofts.
15. Smith,D.M. (1998) Educational Psychology. New York : Allyn & Bacon.
16. Travers,R.M.(1993) Educational Psychology. New York: Macmillan.
17. Traxier,A.I. (1990) Techniques of Guidance New Delhi: Prentice Hall of India.
18. Woodworth, R.S. (1994) Experimental Psychology, New York: Holt –Rinehart.
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PAPER - III NATURE AND NEEDS OF VARIOUS DISABILITIES -AN INTRODUCTION 60 Hrs. Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Mark INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks)
c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the different concepts, characteristics, trends and issues in Special Education
2. To understand the nature, types, characteristics and educational implications of Sensory Impairment
3. To understand the nature, types, characteristics and educational implications of Intellectually Exceptional children.
4. To understand the nature, types, characteristics and educational implications of Learning Disabilities
COURSE CONTENTS:
Unit I:
Exceptional children – Concept, Causes and Categories, challenges of children with special needs.
Special Education: Concept, Objectives, Importance, Role of a Special Educator, Special Classroom.
Issues and Changing trends in Special Education
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Unit II:
Visual Impairment: Definition and Characteristics, Causes, Categories, Behavioural Indicators and Education of the Visually Impaired.
Hearing Impairment: Definition and Characteristics, Causes, Categories, Behavioural Indicators, Education of Hearing impaired.
Speech Impairment: Definition and Characteristics, Causes, types, Behavioural Indicators, Education of Children with Speech Impairment.
Unit III:
Mental Retardation: Definition, Causes, Characteristics, Classification, Educational provisions.
Autism Spectrum Disorders: Definition, Causes, Characteristics, types, Identification Educational Programmes.
Multiple Disabilities: Definitions, Causes, Characteristics, Identification, Educational Programmes.
Unit IV:
Learning Disability: Definition, Causes, Characteristics, Classification, Identification, Educational provisions.
Leprosy Cured, Neurological and Locomotor Disabilities: Definition, Causes, Characteristics, Classification, and Educational Programmes.
Distinction between children with Learning Disabilities, Slow Learners and children with Mental Retardation.
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books :
1. Baine,D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta: Alberta.
2. Byrne,M. and Shervanian,C.(1977) Introduction to Communicative Disorders. New York: Harper & Row.
3. Davis,J.Ed. (1977) Our forgotten Children: Hard of hearing pupils in the schools. Minneapolis: Audio Visual Library service. University of Minnesota.
4. Evans,P and Verma,V. (Eds.) (1990) Special Education. Past, Present and Future. New York :The Falmer Press.
5. Harely,R.K. and Lawrence,G.A. (1977),Visual Impairment in the Schools. Springfield, III. U.S.A: Thomas Publishing.
6. Jangira,N.K.and Mani,M.N.G. (1991) Integrated Education of the Visually Handicapped, Management Perspectives. Gurgaon : Academic Press.
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7. Longone,J. (1990). Teaching Retarded learners Curriculum and Methods for improving Instruction. Boston: Allyn and Bacon.
8. Mani,M.N.G.(1992) Techniques of teaching blind children. New Delhi: Sterling Publishers.
9. Muricken,S.J.and Kareparampil,G.(1995) Persons with Disabilities in Society. Kerala: Federation of the Blind.
10. Myreddi,V.and.Narayan,J.(1998)Functional Academics for students with Mental Retardation-A guide for teachers .Secunderabad : NIMH
11. Narayan,J. and Kutty,A.T.T. (1989) Handbook for Trainers of the Mentally Retarded persons pre-primary level. Secunderabad: NIMH.
12. Narayan,J.(2003) Educating Children with Learning Problems in Regular Schools, Secunderabad : NIMH.
13. Overton,T. (1992) Assessment in Special Education- An Applied Approach. New York : McMillan.
14. Panda, K.C. (1997) Education of Exceptional Children. New Delhi: Vikas Publications.
15. Peshwaria,R. and Venkatesan,S.(1992) Behavioural Assessment scales for Indian children with Mental Retardation :A manual for Teachers. Secunderabad: NIMH.
16. Subba Rao,T.A. (1992) Manual on Developing Communication Skills in Mentally Retarded Persons. Secunderabad: NIMH.
17. Taylor,R.L. (1993) Assessment of Exceptional Students: Educational and Psychological Procedures. Boston: Allyn and Bacon.
18. Van Riper,C.A. and Emerick,L.(1990),Speech Correction-An introduction to speech Pathology and Audiology. (8th Ed), New Delhi: Prentice Hall.
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PAPER: IV TEACHING OF LANGUAGE AND SOCIAL STUDIES (60 HOURS) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks GENERAL INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) This paper is divided into two parts i.e. Part A- which includes Unit I & II and Part B which includes Unit III & IV. Each part is of 40 marks.
b) This paper will be set by TWO PAPER SETTERS, Part-A (Language) Part –B (Social Studies)
COURSE OBJECTIVES:
To understand the nature, principles and the significance of language in curriculum & Life.
To acquire practical knowledge of teaching language through different teaching methods and techniques in order to develop appropriate instructional material for the same.
To understand the nature, principles and the significance of social studies in curriculum and life.
To acquire practical knowledge of teaching Social Studies through different teaching methods and techniques in order to develop appropriate instructional material for the same.
Part – A Teaching of Language Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, spread over the Part-A Teaching of Language syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt 2 long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks)
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Course Content:
Unit I:
Language: Nature & Importance (Cognitive, Affective and Cognitive), Principles of Teaching & Learning Language)
Maxims of teaching language & Objectives of teaching language at primary and secondary level.
Methods and Approaches of Teaching of Language: Grammar Translation, Direct & Bilingual, Structural —Situational approach.
Organization of language curriculum at primary and secondary level.
Unit II:
Developing Language Skills: Listening, Speaking, Reading, Writing
Teaching Pronunciation & Vocabulary:
- Vocabulary: Meaning, Context, Use Of Dictionary, Expansion, Selection And Gradation of vocabulary
- Pronunciation: Stress, Rhythm, Intonation.
Micro Teaching : Introducing a Lesson, Stimulus variation, Questioning, Reinforcement; Qualities of a Good Language Teacher
Lesson Planning : Herbartian Model, Language Laboratory (set-up, uses and limitations)
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
PART – B TEACHING OF SOCIAL STUDIES Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, evenly spread over the Part-B Teaching of Social Studies, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt 2 long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks)
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Course Content:
Unit III:
Social Studies: Concept, Nature & Scope
Objectives of Teaching Social Studies at Primary and Secondary level
Organization of Social Studies Curriculum at Primary and Secondary level
- Curriculum Methods: Unit, Concentric and Topical
- Shortcomings in the existing curriculum and suggestions
Unit IV:
Methods: Storytelling, Role play, Group and Self Study
Problem Solving and Discussion.
Lesson Planning: Bloom Model.
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books : Teaching of Language
1. Balasubramaniam,T.(1981) A Textbook of English Phonetics for Indian Students. Mumbai: Macmillan India Ltd.
2. Bhandari,C.S.et.al.(1966) Teaching of English: A Handbook for Teachers. New Delhi: Orient Longman.
3. Bhatia, K.K. (2006) Teaching and Learning English as a Foreign Language. New Delhi: Kalyani Publishers.
4. Billous, F.L (1961) The Techniques of language Teaching.London: Longman.
5. Bindra, R. (2005) Teaching of English. Jammu: Radha Krishan Anand and Co.
6. Carroll, B.J. (1972) System and Structures of English. London: Oxford University Press.
7. French, F.G. (1963) Teaching English as an International Language. London: Oxford University Press.
8. Hornby,A.S.(1999) The Teaching of Structural Words and Sentence Patterns. London: Oxford University Press.
9. Khanna, J. (2006) Hindi Shikshan. New Delhi: Dhanpat Rai and Co.
10. Kohli, A.L. (1999) Techniques of Teaching English. New Delhi: Dhanpat Rai and Co.
11. Sharma,D.K. (1999) Hindi Shikshan Vidiyan. Ludhiana: Tandon Publications.
Teaching of Social Studies
1. Aggarwal, J.C. (1982) Teaching of Social Studies. New Delhi: Vikas Publications.
2. Kochar, S.K (1983) Teaching of Social Studies. New Delhi: Sterling Publications.
3. Mehta, D.D. (2004) Teaching of Social Studies. Ludhiana: Tandon Publishers.
4. Shaida,B.D. (1962) Teaching of Social Studies. Jalandhar: Punjab Kitab Ghar.
5. Singh ,G.and Kaur,J. (2007) Teaching of Social Studies. Ludhiana: Kalyani Publishers.
6. Taneja,V.R.(1965) Teaching of Social Studies .Chandigarh :Mohindra Capital Publishers.
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PAPER: IV TEACHING OF SCIENCE AND MATHS (60 HOURS) Max. Marks:100 Theory: 80 Marks Internal Assessment: 20 Marks GENERAL INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) This paper is divided into two parts i.e. Part A- which includes Unit I & II and Part B which include unit III & IV. Each part is of 40 marks.
b) This paper will be set by two paper setters, Part-A (Science) Part –B (Maths)
COURSE OBJECTIVES: After studying this paper the student teachers are expected to 1. To understand the pragmatic importance of Math’s and Science as school subjects 2. Learn appropriate methods and techniques for learning mathematics 3. Develop competency in teaching Science & Maths 4. Acquire skills for developing instructional material for Math’s and Science Part – A Teaching of Science Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, spread over the Part-A Teaching of Science, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt 2 long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks) Course Content:
Unit –I:
Science: Meaning, Characteristics, Importance
Blooms Taxonomy of Educational Objectives
Objectives of Teaching Science, Methods of Stating objectives
Science Curriculum: Importance; objectives and Principles
Methods of Teaching Science: Lecture cum Demonstration, Laboratory, Heuristic, Project method, Inductive-deductive, Problem-solving, Concept mapping
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Unit – II:
Inter-Disciplinary approach in teaching Science
Lesson planning: objective, steps(with examples from Physical Sciences & Life Sciences)
Evaluation in Science: Need, Types of Evaluation (Characteristics and Limitations)
Science Club, Science Museums, Science Fair, Scientific Hobbies, Field Trips (Importance, Organisation and Objectives)
Science Teaching Models: Meaning, Importance and Types
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Part – B Teaching of Mathematics COURSE OBJECTIVES: This paper would enable the student to
1. To understand the importance of Mathematics in life
2. Develop the skill of designing Mathematics curriculum
3. To Develop the skill in planning the lesson keeping in view of the different methods of teaching and teaching aids to be used
4. To enable the pupil teacher to equip the non-formal mathematics education
Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, spread over the Part-A Teaching of Mathematics, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt two long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks)
Unit III:
Teaching of Mathematics: Objectives, Values; Mathematics
Curriculum: Principles, Approaches, Curriculum Construction (Logical, Psychological, Topical, Concentric and Spiral); Methods of teaching Mathematics; Techniques of teaching mathematics (Oral work, written work, Drill work, Assignments, Means of securing speed & accuracy)
18
Unit-IV
Planning for Effective Instruction: Meaning and Purpose (year plan, unit plan and lesson plan)
Non-formal Mathematics Education: Mathematics Clubs, Mathematics Fairs (Purposes, Levels, Organisation and Advantages)
Aesthetic Structure: order-pattern- sequence;
Evaluation. Concept, Process, Types, Tools & Techniques.
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books : Teaching of Maths
1. Arora,S.K.( 2000) How to Teach Mathematics. New Delhi: Sterling Publishers Pvt. Ltd.
2. Gakhar,S.C. and Jaidka,M.L.(2003) Teaching of Mathematics. Panipat: N.M. Publishers.
3. James,A. (2009) Teaching of Mathematics. Hyderabad: Neel Kamal Publications.
4. Kumar,K.and Kaur,J.(2004) Learning Mathematics-Lab Experience. Patiala: 21st century Publications.
5. Kumar,S and Ratan,P.N. (2003) Teaching of Mathematics. New Delhi: Anmol Publications.
6. Mangal, S.K. (2003) Teaching of Mathematics. Ludhiana: Tandon Publications.
7. Mustafa, M. (2004) Teaching of Mathematics, New Trends and Innovations. New Delhi: Deep & Deep Publications Pvt. Ltd.
8. Sidhu, K.S. (1998) Teaching of Mathematics. New Delhi: Sterling Publications Pvt. Ltd.
Teaching of Science
1. Das, R.C.(1989) Science Teaching in School. Ludhiana: Prakash Brothers.
2. Garg, K.K., Singh, and Kaur,I.(2007) A Text Book of Science for Class X. New Delhi: NCERT.
3. Gupta, V.K. (1994) Life Science Education Today. Chandigarh: Arun Publishing. House.
4. Joshi, R., Kulkarni,V.G. and Sinha,S.(1999) A Text Book of Science of Class X New Delhi: NCERT.
5. Kulshreshtha, S.P. (2005) Teaching of Science. Meerut: R. Hall Book Depot.
6. Mangal,S.K. (1997) Teaching of Science. New Delhi: Arya Book Depot.
7. Sharma,R.C. (1998) Modern Science Teaching. New Delhi: Dhanpat Rai Publishing. Co.
8. Siddiqui,N.H. and Siddiqui,M.N.(1983) Teaching of Science Today and Tomorrow. Delhi: Doaba House.
9. Sood,J.K.(1987) Teaching of Life Science: A Book of Methods. Chandigarh: Kohli Publishers.
10. UNESCO (2004) Source Book for Science. France: UNESCO.
11. Vaidya,N.(1971) The Impact of Science Teaching. NewDelhi: Oxford Publishing. Co.
12. Vishin,G.L.and Ticku,S.P.(1998) A New Approach to Teaching of Science. Ludhiana: Vinod Publications.
19
SEMESTER-II PAPER-I INTRODUCTION TO LEARNING DISABILITIES (60Hours) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To acquaint the students with the nature, concept and definition & types of learning disabilities.
2. To provide remediation for Learning Disabilities in Reading, Writing and Mathematics.
3. To know about problems and treatment in specific learning deficiencies.
4. To use appropriate approaches and related techniques for helping Learning Disabled children.
Course Content:
Unit I
Historical overview of Learning Disabilities
Concept, Definition, Characteristics, Causes and Types
Educational programmes for Learning Disability
LD: Issues in Adulthood
20
Unit II:
Types of LD
Specific LD in Reading- dyslexia
Specific LD in Writing- dysgraphia
Specific LD in Math- dyscalculia
Non-verbal LD (NVLD), Dyspraxia, Sensory motor disorders; Secondary manifestations - Socio-emotional problems in LD
Unit III:
Problems and Treatment in Specific Learning Deficiencies
Attention Deficit
Thinking & Reasoning abilities related to language usage
Attention Deficit Hyperactivity Disorders (ADHD)
Unit IV:
Approach for helping Learning Disabled Children
Contribution of Orton – Gillingham, Myklebust, Kephart, Fernald, Kirk in learning disabilities
Behaviour modification
Cognitive training
Management of students with LD in the inclusive classroom: Peer tutoring, cooperative learning, team teaching and shadow teaching
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books :
1. Adamson,W.CandAdamson,K.K.(1979)Handbook of Specific Learning Disabilities,USA: Gardner Press.
2. Bryan,T.and Bryan,J.H. (1978) Understanding Learning Disabilities.(2nd Ed.). California: Alfred Publishing Co.
3. John,S.W and Morasky,R.L.(1980) Learning Disabilities. New York: Allyn and Bacon .
4. Langone,J (1990) Teaching Students with Mild and Moderate Learning problems, New York: Allyn & Bacon.
5. Lerner,J. W (1985) Learning Disabilities. Boston: Houghton Mifflin .
6. Raj,F. (2010) Breaking Through: A Hand book for parents and teachers of children with Specific Learning Disabilities, Secunderabad: Vifa Publishers .
7. Reddy,L.G., Ramaa,R. and Kusuma,A. (2000)Learning Disabilities: A Practical Guide to Practitioners. New Delhi: Discovery Publishers.
21
PAPER-II ASSESSMENT OF CHILDREN WITH LEARNING DISABILITIES (60 HOURS) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks)
c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the meaning and concept of Screening, Identification and Assessment of Children with Learning Disabilities
2. To demonstrate skills in using different types of assessment procedures for Learning Disabled children
3. To use other tools and techniques of assessment for Learning Disabled children
4. To demonstrate ability to assess and identify areas of deficits in children with Learning Disabilities
Course Content:
Unit I:
Assessment of Children with Learning Disability
Concepts of Screening and Identification of children with learning disabilities
Assessment, Measurement & Evaluation of Educational Needs of Children with Learning Disabilities
Need for Early Intervention of children with Learning Disabilities
Identification Criteria –Inclusion Criteria, Exclusion Criteria and Discrepancy
Unit II:
Types of Assessment
Features and uses of following assessment tools:
a) Wechsler’s Intelligence Scale (WISC)
b) Bender Gestalt Visuo-Motor Test
c) Indian adaptation of Stanford-Binet test of Intelligence by S.P. Kulsreshtha
d) Diagnostic Test of Learning Disability (DTLD)
e) Aston Index for Screening Children with Learning Difficulties
f) Grade Level Assessment Device for children with learning problems in regular schools (GLAD)
22
g) Vineland Social Maturity Scale (VSMS)
Criterion Referenced Tests and Norm Referenced Tests
Teacher made Tests and Curriculum Based Assessment
Functional Assessment of life skills and ecological assessment
Interpretation of tests reports and results for educational programming
Unit III:
Tools & Techniques for Assessment (Meaning, Characteristics, Merits and Demerits)
Observations
Interviews
Questionnaires
Rating Scales
Check Lists
Case Study
Anecdotal Record
Cumulative Record
Unit IV:
Assessment areas / and basic curricular skills
Memory
Attention and Perception
Language – Listening, Thinking and Speaking in first Language And second Language)
Social Emotional Areas
Reading skills including Pre academics
Writing skills including Pre academics
Spelling skills
Maths skills
Practical Assignment: Preparation and use of interviews/observation schedule for informal assessment.
23
Reference Books :
1. Ashlock,P.(1972) Errors Patterns in Competition. A Semi-Programmes Approach. Columbus: Ohio-Charles .
2. Bender,W.N.(1995) Identification and Teaching Strategies for Learning Disabilities. New York: Allyn Bacon .
3. Lee,S.H. , Harris,K.R. and Graham.S. (2003) Handbook of Learning Disabilities. London: Guilford Publishers.
4. Lerner, J. W (1985) Learning Disabilities. Boston: Houghton Mifflin .
5. Lindsay, G. (1984) Screening for children with Special Needs. London: Croom Helm.
6. Swady,E.R. (1989) Diagnosis and Correction of Reading. Difficulties. Boston: Allyn & Bacon.
7. Taylor,B. et.al (1988) Reading Difficulties: Instruction and Assessment. New York: Random House.
8. Venkateswarlu,D. (2005) Diagnosis and remediation of mathematical difficulties. New Delhi: Neel Kamal publications.
24
PAPER –III
INTERVENTION AND REMEDIATION IN LEARNING DISABILITIES (60 HOURS)
Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks and shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To be able to describe the principles, types and areas of curriculum
2. To demonstrate skills in applying different intervention programmes for students with learning disability
3. To make effective use of appropriate teaching strategies as per the specific need of students with learning disability in the area of cognitive & metacognitive processes.
4. To make effective use of appropriate Teaching strategies as per the specific needs of students with Learning Disabilities in curricular areas.
Course Content:
Unit I:
Curriculum: Definition, Concept
Approaches to Curriculum Development: Developmental, Child centered, Subject based, Holistic and Eclectic
25
Curriculum Adaptation : Curricular & Co-curricular: Concept and Process
Individual Education Plan (IEP), Further Education Plan (FEP)
Unit II:
Remediation /Approaches and Areas
Remediation: Concept, Principles and Perspectives
Behavioral approach
Cognitive approach
Multi sensory approach
Collaborative teaching approach, Professional and Teacher Collaboration
Yoga and other adjunctive aids
Instrumental Enrichment
Unit III:
Remediation in Cognitive & Meta-Cognitive Processes
Attention and perception – strategies for enhancing arousal, sustenance, attention span and auditory and visual motor perception
Memory – strategies for enhancing short-term, long-term and sequential memory
Thinking and reasoning – strategies for enhancing thinking and reasoning skills
Language – strategies for enhancing receptive and expressive language
Meta-Cognition: Strategies for Enhancing Meta-Cognition & Study Skills
Unit IV:
Remediation in Curricular Areas/skills
Reading
Written Expression Skills
Spellings
Mathematics
Social skills
Practical (Assignment)
To generate awareness conduct a survey of schools catering to the needs of Learning Disability in Chandigarh.
26
Reference Books :
1. Adamson ,W.C and Adamson, K.K (1979) Handbook of Specific Learning Disabilities. USA : Gardner Press.
2. Ashlock,P. (1972). Errors Patterns in Competition. A Semi-Programmes Approach. Columbus: Ohio-Charles.
3. Bender,W. N. (1995) Identification and Teaching Strategies for Learning Disabilities. New York: Allyn & Bacon .
4. Chadha,A. (2002) A guide to educating children with Learning Disabilities. New Delhi: Vikas publication.
5. Fernald, G. (1943) Remedial Technique in Basic School Subjects. New York: Mc Graw Hill .
6. Hayes,R.P and Stevenson,M.G (1980) Teaching the Emotionally Disturbed Learning Disabled Child. Vol. I to IV. California : Acropolis Books Ltd.
7. John,J.L.(1985) Handbook for Remediation of Reading Difficulties. Boston: Prentice Hall.
8. Langone,J. (1990) Teaching Students with Mild and Moderate Learning problems, New York: Allyn & Bacon .
9. Lee,S.H., Harris,K.R., Graham,S. (2003) Handbook of Learning Disabilities, London:Guilford Publishers.
10. Lerner, J. W. (1985) Learning Disabilities. Boston: Houghton Mifflin.
11. Lerner,J.W.andKliner.F.(2005) Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies.10th Edition. New York: Houghton Mifflin Company.
12. Mather,N and Goldstein,S. (2001) Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Brookes Publishing Company.
13. Myklebust, H. (1983) Progress in Learning Disabilities. New York: Gruene and Stratton.
14. Narayan,J.(2002) Educating children with learning problems in the Primary School. Secunderabad: NIMH.
15. Panda, K.C. (1997) Education of Exceptional Children. New Delhi: Vikas Publishing
16. Pandey,J. and Thapa.( 2008) Perspectives on Learning Disabilities in India: Current practices and prospects. New Delhi: Sage Publications .
17. Raj,F. (2010) Breaking Through – A hand book for parents and teachers of children with specific learning disabilities. Secunderabad: Vifa Pub .
18. Reddy,G.L. and Rama,R. (2000) Education of children with special needs. New Delhi: Discovery Publishers.
19. Reddy,G.L.(1997) Slow learners : Their psychology and Instruction. New Delhi: Discovery Pub.
20. Reddy,L.G., Ramaa R. and Kusuma, A. (2000) Learning Disabilities: A practical Guide for Practitioners. New Delhi: Discovery Publishers.
21. Reid, K. ( 1988 ) Teaching the Learning Disabled. Boston: Allyn and Bacon.
22. Smith,D.D. (1981) Teaching the Learning disabled Child. New Jersey :Prentice Hall
23. Strichart,S.S. (1993) Teaching Study Strategies to Students with Learning Disabilities. Boston: Allyn & Bacon .
27
24. Swady, E.R.(1989) Diagnosis and Correction of Reading Difficulties, Boston: Allyn & Bacon .
25. Taylor,B. et.al(1988) Reading Difficulties:Instruction and Assessment. New York : Random House.
26. Venkateswarlu,D.( 2005) Diagnosis and remediation of Mathematical difficulties. New Delhi: Neel Kamal publications .
28
PAPER –IV EDUCATIONAL PLANNING AND MANAGEMENT, CURRICULUM DESIGNING AND RESEARCH (60 HOURS) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the concepts and scope of school organization, administration and management.
2. To gain knowledge about the principles of curriculum construction.
3. To become familiar with curriculum planning and its implementation in special education.
4. To acquaint the students with the need of educational research.
5. To understand the use of simple statistical techniques in educational research.
Course Content:
Unit I:
School Organisation, Administration and Management
School Organization & administration: Meaning, objectives, Need & scope
Educational Management: Characteristics, Need & Scope
Institutional Planning: Concept and Principles; and Admission with Focus on Zero Rejection
Supervision and Inspection: Aims, Types, Methods of supervision, Modern trends in supervision and SWOT Analysis
Unit II:
Curriculum, Planning and Co-Curricular Activities
29
Curriculum Design: Principles ,Types of Curriculum (Core, Co-lateral and Support)
Curriculum & Syllabus, Curriculum & Text book
Curriculum planning & implementation in Special Education
Co-curricular activities: Meaning, Types, Adaptation of co-curricular activities.
Unit III:
Educational Research and Methodology
Educational Research – Meaning, Characteristics, Scope
Types of Research :Fundamental, Applied and Action
Methods of Research: Historical, Descriptive, Experimental(Characteristics & Its Essentials)
Sampling: Meaning, Characteristics, Types (Meaning, Characteristics, Values)
Unit IV:
Elementary Statistics
Presentation of Data : Tables and Graphic Representation
Descriptive Statistics - Measures of Central Tendencies (Mean, Median, Mode); Standard Deviation
Correlation : Rank Order Correlation, Product Moment Correlation
Instruction – Use of Simple Calculators is permitted for examination purposes. Reference Books :
1. Aggarwal, Y.P. (1992) Research in Emerging Fields of Education Concepts, Trends and Prospects. New Delhi: Sterling Publishers.
2. Aggarwal, Y.P. (1994) Better sampling. New Delhi : Sterling Publishers.
3. Anand, S.P.(1996) RCEB Tools for secondary class students. Bhubaneswar: Shovan Publishers.
4. Belok, V. (1993) Naturalistic Research Paradigms. Meerut: Anu Books.
5. Buch,M.B. (1991) Fourth Survey of Research in Education. Vol I and II. New Delhi: NCERT.
6. Chand,T. (1992) Educational Technology.Pune: Anmol Publication.
7. Evans, P. and Varma.V (1990) Special Education Past, Present and Future. New York :The Falmer Press.
8. Hammersley,M.(1996) Case Studies in classroom Research. Philadelphia :Open University Press.
9. Mangal, K.(1990) Fundamentals of Educational technology. New Delhi: Prakash Brothers
10. Mohanty,J.(1998)Studies in Educational Broadcasting. New Delhi : Deep &Deep Publications..
11. Persons with Disability Act, (1995). Govt. of India, Publication
12. Ruhela,S.(1991)Educational Technology: A systematic Text Book. Chennai: Associated Publishers.
13. Sharma,S.R and Vohra,A.L (1993) Encyclopedia of Educational Technology. Pune: Anmol Publications.
14. Shukla, S.P. (1996) Elements of Educational Research. Bombay: Allied Publishers (P) Ltd.
30
15. Young,V.(1992) Scientific Social Surveys and Research. Bombay : Asia Publishing House.
16. Zirpoli,T.J. and Mellor, K.J. (1993) Behaviour Management: Application for Teachers and Parents. Toronto: Maxwell McMillan.
NOTE: List of latest books as approved by RCI (copy of letter enclosed) for Special References to the B.Ed (Special Education) with specialization in Learning Disability. The titles will be added to the syllabus paper wise after receiving the Names of the publisher and the year of publishing
Sr.no
Author
Title
1.
M.Jaya
Primary School Teachers Skill To Help Dyscalculia Children
2.
Neena Dash
Essentials Of Exceptionality And Special Education
3.
Ajay Das
Right To Education
4.
J.Mcharty
Inclusive Education
5.
B. Billiam – Dharma Raja
Special Education
6.
Neena Dash
Inclusive Education
7.
T.Loreman
Inclusive Education
8.
मधुलिका शमा
विलशष्ट बािक
9.
Algozzine
Strategies And Lessons For Improving Basic Early Literacy Skills
10.
Alur
Inclusive Education Across Cultures
11.
Barratt
The Special Educator’s Tool Kit
12.
Bowen
The Autism Inclusion Toolkit
13.
Cockburn
Mathematical Misconceptions Ss
14.
Lougy
Teaching Young Children With ADHD
15.
Reid
The Sage Handbook Of Dyslexia
16.
Rogers
Behavior Management With Young Children
17.
Simpson
Autism Spectrum Disorders
18.
Wall
Autism And Early Years Practice, 2e
19.
Hodkinson
Key issues in special educational needs and inclusion
20.
Johns
401 practical adaptations for every classroom
21.
Algozzine
Teaching students with medical, physical, and multiple disabilities
22.
Brown
Aspects of asperger’s
23.
Das
Reading difficulties and dyslexia
24.
Hegarty
Education and children with special needs
25.
Jones
Developing school provision for children with dyspraxia
26.
karten
More inclusion strategies that work
27.
Lindberg
Classroom management techniques for working with students with significant disabilities
28.
Pierangelo
Understanding , developing , and writing effective IEPS
29.
Pittman
Helping children with autistic spectrum disorders to learn
30.
Porter
Educating young children with special needs
31
31.
Porter
Researching learning difficulties
32.
Shotton
Pupil friendly IEPS and target sheets , 2e
33.
Sliva
Teaching inclusive mathematics to special learners ,k-6
34.
Tebbett
Management of cerebral palsy
35.
Thurlow
Testing students with disabilities ,2e
36.
Boult
176 Ways To Involve Parents, 2e
37.
Burrello
Educating All Students Together
38.
Campbell
Working With Support In The Classroom
39.
Clausen-May
Teaching Maths To Pupils With Different Learning Styles
40.
Deiro
Teaching With Heart
41.
Deshler
Teaching Adolescents With Disabilities
42.
Dukes
A Practical Guide To Pre-School Inclusion
43.
Galton
Learning And Teaching In The Primary Classroom
44.
Glasgow
Facilitators Guide To What Successful Teachers Do
45.
Glass
Curriculum Design For Writing Instruction
46.
Guerin
Addressing Learning Disabilities And Difficulties
47.
Allen
Collaborative Peer Coaching That Improves Instruction
48.
Compton
Supporting Numeracy
49.
Dyson
Schools And Special Needs
50.
First
Individuals With Disabilities
51.
Jones
Developing School Provision For Children With Dyspraxia
52.
Lougy
Teaching Your Children With Adhd
53.
Marris
Escape From Exclusion
54.
Milstein
Restructuring Schools
55.
Orange`
44 Smart Strategies For Avoiding Classroom Mistakes
56.
Pavey
The Dyslexia-Friendly Primary School
57.
Porter
Educating Young Children With Special Need’s
58.
Sanders
Building School-Community Partnerships
59.
Udelhofe
Keys To Curriculum Mapping
60.
Walker
Strategies For Teaching Differently
1. To acquire knowledge about change in the prevailing and emerging Indian Society in view of recent trends in education and its national goals.
2. To develop skills and competence to cater to the needs of children with Learning Disabilities and other special needs.
3. To Coordinate and collaborate with parents, family, doctors and community in general to help children with Learning Disabilities to become productive and useful members of society.
4. To equip them with various techniques of inclusive teaching and evaluation in special education.
GUIDELINES: 1.1. The duration of the course for the degree of B.Ed. Special Education (Specialization in Learning Disability) shall be of one year which would comprise of two Semesters of six months duration each and the number of working days for transacting curriculum shall not be less than 180 days. 2.1. A person who possesses the following qualifications shall be eligible to join the course:– Minimum of 50% (45% in case of SC/ST) marks in B.A/B.Sc or an equivalent degree at graduate level depending upon requirement of particular course, from a recognized University. Admission will be done as per reservation policy of the University. 2.2. No one who is in employment (whole-time, part-time or honorary service) shall be allowed to join B.Ed. Special Education (Specialization in Learning Disability) without taking leave from his/her institution/office, etc. from the date of commencement of the academic session to the conclusion of his/her examination including all the practicals. 3.1. Only those students shall be eligible to appear in the examination who possess the qualification laid down in Regulation 2.1 and has attended the prescribed course of instruction during each semester in the academic year in the University and should also: (i) be of good character; (ii) have attended at least 75 per cent of (i) lectures and (ii) practicum separately in each paper during every semester proceeding the examination. 3.2. The deficiency in the attendance may be condoned as follows;
a) Up to 15% of the lectures delivered in a theory paper (s) to the best advantage of the student by Chairperson.
b) The Vice–Chancellor, in exceptional cases, on the recommendation of the Chairperson, may condone up to 10 lectures in a paper(s) to the best advantage of the student.
3.3. The candidate who does not fulfill the attendance requirement of any course will have to repeat the instruction in the course when it is offered next. 4.1. English shall be the medium of instruction, however, the medium of the examination shall be English, Hindi and Punjabi. 4.2. The examination shall be conducted at the end of each semester or as decided by the Vice-Chancellor from time to time. 4.3. The last date for receipt of Examination admission form with and without late fee shall be as prescribed by the Syndicate from time to time. 4.4. The assessment of each course will be on the basis of University examination at the end of each Semester. The University examination will be held according to the outlines of tests, syllabi and course of reading approved by the Academic Council from time to time. 5. To be declared pass in a Semester Examination, a candidate must have obtained 40% marks in each theory paper, internal assessment and practicum separately. 6.1. The marks obtained by the candidate in internal assessment shall remain valid and will be carried forward even if s/he does not appear or fails in the written theory examination. If the candidate fails in the internal assessment, s/he shall have to rejoin the department for a period to be determined by the Chairperson, subject to a minimum of one month, in order to qualify in the internal assessment. If s/he passes in the internal assessment, s/he shall be deemed to have passed the examination. 6.2. The student who fails in any paper will be allowed to appear in that particular paper only for a maximum of two times within two years with the same syllabus s/he appeared. If the student fails to pass the examination after two attempts, s/he will be required to undergo the new course again. 6.3. A student who has failed in course/s of first semester shall be eligible to clear the same alongwith the examination of Second Semester but the student who has failed in Second Semester, will appear in the examination alongwith the students of First Semester of next Session. The dates of additional examination shall be declared by the Vice-Chancellor, in necessary beyond these months. 7. (i) A candidate who passes in Theory but fails in any Practicum s/he will be required to reappear only in that practicum in which s/he has failed. The candidate shall take the examination according to the old syllabus. (ii) A candidate who passes in Practical, but fails in Theory, s/he shall be required to appear only in Theory. The candidate shall take the examination according to the old syllabus. 8. The students’ performance shall be evaluated continuously throughout the Course (Semester I and Semester II). The guidelines for continuous assessment shall be followed as under: (i) Theory Paper Evaluation - 80 Marks (ii) Internal Assessment - 20 Marks, which includes: a) Mid-term Examinations (Theory) - 5 Marks
3
b) Assignment/ Presentations -10 Marks c) Participation in Classroom Discussion - 2 Marks d) Attendance - 3 Marks Which includes: Attendance Below 75% - 0 mark 75% -80% - 1 mark 81% - 85% - 2 marks 86% and above - 3 marks NO.OF SEATS: 25 (Reservation as per Panjab University rules) FEE STRUCTURE: As per university rules 9. Certification for Internship will be awarded by the Chairperson of the Department on the recommendation of the Head of the Institution where Internship would be held (after submission of Internship Report). 10.1. The Controller of Examinations shall publish the result of the examination within four weeks after the termination of the examination, or as soon thereafter as is possible. Merit list shall be prepared on the basis of marks obtained in Theory, Internal Assessment and Practicum taken together. 10.2. Successful candidates shall be classified on the basis of the marks obtained by them in Theory, Internal Assessment and Practicum taken together:–
(a)
Those who obtain 75 percent or more of the aggregate marks.
:
First Division with Distinction
(b)
Those who obtain 60 percent or more but less than 75 percent of the aggregate marks.
:
First Division
(c)
Those who obtain 50 per cent or more but less than 60 per cent of the aggregate marks.
:
Second Division
(d)
Those who obtain 40 percent or more but less than 50 per cent of the aggregate marks.
:
Third Division
11. It is mandatory for every pupil teacher of Special Education to obtain a “Registered Professional Certificate” from the Rehabilitation Council of India to work in the field of special Education in India. After completion of the course, the students need to register themselves with the Rehabilitation Council of India (RCI) to obtain registration number in order to work as authorized special educators. 12. A person who has qualified for the award of the B.Ed. Special Education (Specialization in Learning Disability) degree from the Panjab University shall be allowed to appear as a private candidate in a subject/s in which he appeared earlier, with a view to improve his/her previous performance. S/he may appear in the First Semester and Second Semester examinations or any of the examinations, simultaneously or separately. For this purpose, s/he shall be given two chances within a period of two years from the year of his passing the B.Ed. Special Education (Specialization in Learning Disability) examination. S/he shall avail of these chances along with next two examinations.
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13. The result of the candidate shall be declared only if s/he improves his/her performance. 14. Re-evaluation of the Papers shall be done as per University norms. General Instructions for all theory papers:
a) Theory paper shall be of 80 marks & shall comprise of nine questions in all. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread evenly over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks)
c) In addition to Question No. 1, candidates shall be required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
d) PRACTICUM: All practicals would be evaluated internally.
TEACHING PEDAGOGY 1. Classroom teaching will be facilitated and encouraged through:
Lecture method
Discussion method
Demonstration method
Multimedia
2. Co-curricular activities like debates, quiz competition, poster making and collage making will be organized during the course.
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B.Ed. Special Education( Specialization in Learning Disability) Semester System Semester – I Theory Assessment
Papers
External
Internal
Total
Paper- I
Education in India: A Global Perspective
80
20
100
Paper- II
Educational Psychology and Persons with Disabilities
80
20
100
Paper-III
Nature and Needs of Various Disabilities
80
20
100
Paper IV
Teaching of Language and Social Studies OR Teaching of Science and Mathematics
80
20
100
Total
320
80
400
Practicum:
Sr.No.
ITEMS
Marks
1(a)
Practice Teaching (Eight Lessons plans)
200
1(b)
Practice Teaching (Two Assessment Lessons )
100
2.
Preparation of Two Teaching Learning Aids (with file)
100
3.
Black Board Writing Skills (with file)
50
4.
One Case Study (on any Disability)
25
5.
Visits and Report Writing (Two)
50
6.
Psychological Tests (five)
50
7.
Identification of Children with Special Needs
25
Total
600
Semester II Theory Assessment
Papers
External
Internal
Total
Paper- I
Learning Disability
80
20
100
Paper-II
Assessment of Children with Learning Disabilities
80
20
100
Paper-III
Intervention and Remediation in Learning Disabilities
80
20
100
Paper-IV
Educational Planning And Management, Curriculum Designing And Research
80
20
100
Total
320
80
400
Practicum:
Sr.No.
ITEMS
Marks
1(a)
Practice Teaching (Eighteen Lesson Plans: Learning Disability)
300
1(b)
Practice Teaching (Two Remedial Assessment Lessons )
50
2.
Administration of four Standardized Tests (L.D.)
50
3.
Preparation of Teaching Learning Aids (Two)
50
4.
Development and Administration of Teacher Made Tests
50
5.
Curriculum Adaptation (LD)
50
6.
One Case study with Individualised Educational Programme
50
Total
600
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PAPER - I 60 Hrs EDUCATION IN INDIA: A GLOBAL PERSPECTIVE Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions. b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To analyze the role of educational system in the context of modern ethos.
2. To understand the nature, process and philosophy of education.
3. To bring awareness about sociology of education with reference to the Indian context.
4. To know the roles of various national and international educational agencies.
Course Content Unit I:
Constitutional Provisions for Education
National Policy of Education 1986 & POA 1992 (Special Ref. to Educational, Individual & Social Aims)
RCI Act, 1992, PWD Act 1995, National Trust Act 1999, National Policy for the Disabled 2006, RTE Act, 2010.
Unit II:
Philosophy of Education: Concept, Nature, Scope and Relationship of Education and Philosophy
Idealism, Naturalism, Pragmatism and Humanism & their contributions in Education
Inclusion: Concept and Principles.
Unit III:
Functional Literacy, Community Based Rehabilitation including education.
Open Learning, Distance Education with reference to General and Special Education.
Characteristics of Formal, Informal and Non – Formal Education with special reference to agencies of education
Unit IV:
Educational Agencies for Development:
- Universalization of Elementary Education (Sarv Shiksha Abhiyan): Concept, Implementation,
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- Life Long Education: Meaning & Scope
Role of Government and Non-Government agencies in special education(NCERT, RCI, NCTE, UNICEF, UNESCO, WHO, UNCRPD and National Institutes for the Handicapped).
National Curriculum Framework (2005) with reference to Aims of Education, Systemic Reforms and Education of children with special needs.
Practical Assignment: 1. Presentation on any one of the topics mentioned above 2. One assignment related to any one of the above topics. Reference Books :
1. Aggarwal,J.C. (1992) Development and Planning of Modern Education. New Delhi: Vikas Publishing House Pvt. Ltd.
2. Anand,C.L.(1983) The Teacher and Education in Emerging Indian Society. New Delhi: NCERT.
3. Bhatia,B. and Bhatia,K. (2007) The Philosophical and Sociological Foundations of Education. New Delhi: Doaba House.
4. Bhatt, B.D. (1996) Educational Documents in India. New Delhi: Arya Book Depot.
5. Biswas, A. (1992) Education in India. New Delhi: Arya Book Depot.
6. Biswas,A.and Aggarwal,J.C. (1992) Education in India. New Delhi: Arya Book Depot.
7. Choudhary,K.C. and Sachdeva,L.(Eds.) (1995) Total literacy by 2000. New Delhi: IAE Association.
8. Mohanty,J.(1993) Indian Education in the Emerging Society. New Delhi: Sterling Publishers Pvt. Ltd.
9. Sapra,C.L.and Aggarwal,A.(Eds.) (1987) Education in India some critical Issues. New Delhi: National Book Organisation.
10. Saraswathi,T.S.(1999) Culture, Socialization and Human Development. New Delhi: Sage Publications.
11. Steven, B. (1998) School and Society. New Delhi: Sage Publications.
12. Suresh, D. (1998) Curriculum and Child Development. New Delhi: Bhargava Publishers.
13. Taneja,V.R. (1998) Educational Thoughts and Practice. New Delhi: Delhi University Publications.
14. Weber,O.C. (1990) Basic Philosophies of Education. NewYork: Holt,Rinehart and Winston.
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PAPER - II EDUCATIONAL PSYCHOLOGY AND PERSONS WITH DISABILITIES (60 Hours) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the nature of human growth through various theoretical perspectives of human development; various theories of learning and their implications.
2. To understand the importance and educational implications of Intelligence, Emotions and Motivation.
3. To understand the importance and educational implications of personality, Adjustment and Mental Health & Hygiene.
4. To familiarize students with the basics of Guidance and Counselling.
Course Content:
Unit I:
Educational Psychology: Nature and Scope, Role of Educational Psychology in Special Education.
Growth and Development: Concept, Characteristics, Principles and Stages of development, Influence of Heredity and Environment.
Learning: Definition, Methods of learning, Laws of learning and their educational application; Learning Theories : Trial and Error (Thorndike); Classical Conditioning (Pavlov) ; Operant Conditioning (Skinner)
Unit II:
Intelligence: Meaning, Characteristics and theories of intelligence (Spearman, Gardner), Types of Intelligence tests.
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Motivation: Meaning and functions of motives in learning, Concept of creativity and teacher’s role in nurturing creativity.
Memory: Meaning, strategies for enhancing memory.
Units III:
Personality: Meaning, Characteristics, theories of personality (Erikson, Eyesenck, & Allport), Effect of Disability on Personality.
Defence Mechanisms, Frustration and Conflict
Mental Health: Concept, Symptoms of Maladjustment, Role of Family, Teacher and Counsellor
Unit IV:
Guidance: Concept, Nature & Types (Personal, Educational and Vocational)
Counselling: Concept, Principles, Approaches (directive, non-directive & eclectic), Counselling for students with Learning disability and their Parents.
Discipline and management of class room behavior problems
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books :
1. Adams, J.A. (1992) Learning and Memory-An introduction. Illinois: Dorsey Press.
2. Barclay, J.R. (1993) Counselling and Philosophy. San Francisco: Jossy- Bass.
3. Brody,E.B. and Brody,N. (1996) Intelligence: Nature, determinants and consequences. New York : Academic Press.
4. Butcher, H. (1993) Human Intelligence: Its nature and assessment. London : Merhuen.
5. Floelick,C.P. (1988) Guidance Services in Schools. New York : Allyn and Bacon.
6. Gottfried,A.W.(1984) Home Environment and Early Cognitive Development-Longitudinal Research. London: Academic Press.
7. Guilford, B. (1996) Fields of Psychology. New York: Van Nostrand.
8. Hunter, Ian. M.R. (1994) Memory. London: Penguin Books.
9. Jones, A.P.(1994) Principles of Guidance. New York: Holt Rinehart.
10. Keller, F.S.(1997) The Definitions of Psychology. New York: Appleton century.
11. Munn, N.L. (1997) Introduction to Psychology. Delhi: IBH.
12. Petri, H.L. (1995) Motivation: Theory and Research, (2nd ed.) Belmont: Cawadsworth.
13. Sawrey,J.H. and Telford,C.(1998) Educational Psychology (2nd ed.) New Delhi: Prentice Hall of India.
14. Skinner,B.F. (1997) Verbal Behaviour. New York : Appleton Century Crofts.
15. Smith,D.M. (1998) Educational Psychology. New York : Allyn & Bacon.
16. Travers,R.M.(1993) Educational Psychology. New York: Macmillan.
17. Traxier,A.I. (1990) Techniques of Guidance New Delhi: Prentice Hall of India.
18. Woodworth, R.S. (1994) Experimental Psychology, New York: Holt –Rinehart.
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PAPER - III NATURE AND NEEDS OF VARIOUS DISABILITIES -AN INTRODUCTION 60 Hrs. Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Mark INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks)
c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the different concepts, characteristics, trends and issues in Special Education
2. To understand the nature, types, characteristics and educational implications of Sensory Impairment
3. To understand the nature, types, characteristics and educational implications of Intellectually Exceptional children.
4. To understand the nature, types, characteristics and educational implications of Learning Disabilities
COURSE CONTENTS:
Unit I:
Exceptional children – Concept, Causes and Categories, challenges of children with special needs.
Special Education: Concept, Objectives, Importance, Role of a Special Educator, Special Classroom.
Issues and Changing trends in Special Education
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Unit II:
Visual Impairment: Definition and Characteristics, Causes, Categories, Behavioural Indicators and Education of the Visually Impaired.
Hearing Impairment: Definition and Characteristics, Causes, Categories, Behavioural Indicators, Education of Hearing impaired.
Speech Impairment: Definition and Characteristics, Causes, types, Behavioural Indicators, Education of Children with Speech Impairment.
Unit III:
Mental Retardation: Definition, Causes, Characteristics, Classification, Educational provisions.
Autism Spectrum Disorders: Definition, Causes, Characteristics, types, Identification Educational Programmes.
Multiple Disabilities: Definitions, Causes, Characteristics, Identification, Educational Programmes.
Unit IV:
Learning Disability: Definition, Causes, Characteristics, Classification, Identification, Educational provisions.
Leprosy Cured, Neurological and Locomotor Disabilities: Definition, Causes, Characteristics, Classification, and Educational Programmes.
Distinction between children with Learning Disabilities, Slow Learners and children with Mental Retardation.
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books :
1. Baine,D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta: Alberta.
2. Byrne,M. and Shervanian,C.(1977) Introduction to Communicative Disorders. New York: Harper & Row.
3. Davis,J.Ed. (1977) Our forgotten Children: Hard of hearing pupils in the schools. Minneapolis: Audio Visual Library service. University of Minnesota.
4. Evans,P and Verma,V. (Eds.) (1990) Special Education. Past, Present and Future. New York :The Falmer Press.
5. Harely,R.K. and Lawrence,G.A. (1977),Visual Impairment in the Schools. Springfield, III. U.S.A: Thomas Publishing.
6. Jangira,N.K.and Mani,M.N.G. (1991) Integrated Education of the Visually Handicapped, Management Perspectives. Gurgaon : Academic Press.
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7. Longone,J. (1990). Teaching Retarded learners Curriculum and Methods for improving Instruction. Boston: Allyn and Bacon.
8. Mani,M.N.G.(1992) Techniques of teaching blind children. New Delhi: Sterling Publishers.
9. Muricken,S.J.and Kareparampil,G.(1995) Persons with Disabilities in Society. Kerala: Federation of the Blind.
10. Myreddi,V.and.Narayan,J.(1998)Functional Academics for students with Mental Retardation-A guide for teachers .Secunderabad : NIMH
11. Narayan,J. and Kutty,A.T.T. (1989) Handbook for Trainers of the Mentally Retarded persons pre-primary level. Secunderabad: NIMH.
12. Narayan,J.(2003) Educating Children with Learning Problems in Regular Schools, Secunderabad : NIMH.
13. Overton,T. (1992) Assessment in Special Education- An Applied Approach. New York : McMillan.
14. Panda, K.C. (1997) Education of Exceptional Children. New Delhi: Vikas Publications.
15. Peshwaria,R. and Venkatesan,S.(1992) Behavioural Assessment scales for Indian children with Mental Retardation :A manual for Teachers. Secunderabad: NIMH.
16. Subba Rao,T.A. (1992) Manual on Developing Communication Skills in Mentally Retarded Persons. Secunderabad: NIMH.
17. Taylor,R.L. (1993) Assessment of Exceptional Students: Educational and Psychological Procedures. Boston: Allyn and Bacon.
18. Van Riper,C.A. and Emerick,L.(1990),Speech Correction-An introduction to speech Pathology and Audiology. (8th Ed), New Delhi: Prentice Hall.
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PAPER: IV TEACHING OF LANGUAGE AND SOCIAL STUDIES (60 HOURS) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks GENERAL INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) This paper is divided into two parts i.e. Part A- which includes Unit I & II and Part B which includes Unit III & IV. Each part is of 40 marks.
b) This paper will be set by TWO PAPER SETTERS, Part-A (Language) Part –B (Social Studies)
COURSE OBJECTIVES:
To understand the nature, principles and the significance of language in curriculum & Life.
To acquire practical knowledge of teaching language through different teaching methods and techniques in order to develop appropriate instructional material for the same.
To understand the nature, principles and the significance of social studies in curriculum and life.
To acquire practical knowledge of teaching Social Studies through different teaching methods and techniques in order to develop appropriate instructional material for the same.
Part – A Teaching of Language Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, spread over the Part-A Teaching of Language syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt 2 long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks)
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Course Content:
Unit I:
Language: Nature & Importance (Cognitive, Affective and Cognitive), Principles of Teaching & Learning Language)
Maxims of teaching language & Objectives of teaching language at primary and secondary level.
Methods and Approaches of Teaching of Language: Grammar Translation, Direct & Bilingual, Structural —Situational approach.
Organization of language curriculum at primary and secondary level.
Unit II:
Developing Language Skills: Listening, Speaking, Reading, Writing
Teaching Pronunciation & Vocabulary:
- Vocabulary: Meaning, Context, Use Of Dictionary, Expansion, Selection And Gradation of vocabulary
- Pronunciation: Stress, Rhythm, Intonation.
Micro Teaching : Introducing a Lesson, Stimulus variation, Questioning, Reinforcement; Qualities of a Good Language Teacher
Lesson Planning : Herbartian Model, Language Laboratory (set-up, uses and limitations)
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
PART – B TEACHING OF SOCIAL STUDIES Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, evenly spread over the Part-B Teaching of Social Studies, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt 2 long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks)
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Course Content:
Unit III:
Social Studies: Concept, Nature & Scope
Objectives of Teaching Social Studies at Primary and Secondary level
Organization of Social Studies Curriculum at Primary and Secondary level
- Curriculum Methods: Unit, Concentric and Topical
- Shortcomings in the existing curriculum and suggestions
Unit IV:
Methods: Storytelling, Role play, Group and Self Study
Problem Solving and Discussion.
Lesson Planning: Bloom Model.
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books : Teaching of Language
1. Balasubramaniam,T.(1981) A Textbook of English Phonetics for Indian Students. Mumbai: Macmillan India Ltd.
2. Bhandari,C.S.et.al.(1966) Teaching of English: A Handbook for Teachers. New Delhi: Orient Longman.
3. Bhatia, K.K. (2006) Teaching and Learning English as a Foreign Language. New Delhi: Kalyani Publishers.
4. Billous, F.L (1961) The Techniques of language Teaching.London: Longman.
5. Bindra, R. (2005) Teaching of English. Jammu: Radha Krishan Anand and Co.
6. Carroll, B.J. (1972) System and Structures of English. London: Oxford University Press.
7. French, F.G. (1963) Teaching English as an International Language. London: Oxford University Press.
8. Hornby,A.S.(1999) The Teaching of Structural Words and Sentence Patterns. London: Oxford University Press.
9. Khanna, J. (2006) Hindi Shikshan. New Delhi: Dhanpat Rai and Co.
10. Kohli, A.L. (1999) Techniques of Teaching English. New Delhi: Dhanpat Rai and Co.
11. Sharma,D.K. (1999) Hindi Shikshan Vidiyan. Ludhiana: Tandon Publications.
Teaching of Social Studies
1. Aggarwal, J.C. (1982) Teaching of Social Studies. New Delhi: Vikas Publications.
2. Kochar, S.K (1983) Teaching of Social Studies. New Delhi: Sterling Publications.
3. Mehta, D.D. (2004) Teaching of Social Studies. Ludhiana: Tandon Publishers.
4. Shaida,B.D. (1962) Teaching of Social Studies. Jalandhar: Punjab Kitab Ghar.
5. Singh ,G.and Kaur,J. (2007) Teaching of Social Studies. Ludhiana: Kalyani Publishers.
6. Taneja,V.R.(1965) Teaching of Social Studies .Chandigarh :Mohindra Capital Publishers.
16
PAPER: IV TEACHING OF SCIENCE AND MATHS (60 HOURS) Max. Marks:100 Theory: 80 Marks Internal Assessment: 20 Marks GENERAL INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) This paper is divided into two parts i.e. Part A- which includes Unit I & II and Part B which include unit III & IV. Each part is of 40 marks.
b) This paper will be set by two paper setters, Part-A (Science) Part –B (Maths)
COURSE OBJECTIVES: After studying this paper the student teachers are expected to 1. To understand the pragmatic importance of Math’s and Science as school subjects 2. Learn appropriate methods and techniques for learning mathematics 3. Develop competency in teaching Science & Maths 4. Acquire skills for developing instructional material for Math’s and Science Part – A Teaching of Science Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, spread over the Part-A Teaching of Science, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt 2 long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks) Course Content:
Unit –I:
Science: Meaning, Characteristics, Importance
Blooms Taxonomy of Educational Objectives
Objectives of Teaching Science, Methods of Stating objectives
Science Curriculum: Importance; objectives and Principles
Methods of Teaching Science: Lecture cum Demonstration, Laboratory, Heuristic, Project method, Inductive-deductive, Problem-solving, Concept mapping
17
Unit – II:
Inter-Disciplinary approach in teaching Science
Lesson planning: objective, steps(with examples from Physical Sciences & Life Sciences)
Evaluation in Science: Need, Types of Evaluation (Characteristics and Limitations)
Science Club, Science Museums, Science Fair, Scientific Hobbies, Field Trips (Importance, Organisation and Objectives)
Science Teaching Models: Meaning, Importance and Types
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Part – B Teaching of Mathematics COURSE OBJECTIVES: This paper would enable the student to
1. To understand the importance of Mathematics in life
2. Develop the skill of designing Mathematics curriculum
3. To Develop the skill in planning the lesson keeping in view of the different methods of teaching and teaching aids to be used
4. To enable the pupil teacher to equip the non-formal mathematics education
Instructions For Paper-Setter/Examiners
a) Theory paper shall be of 40 marks. The candidates shall be required to attempt one short answer type and two long answer type questions.
b) Question No. 1 shall be compulsory, consisting of 5 short answer type questions, spread over the Part-A Teaching of Mathematics, to be answered in 20 to 25 words and carrying 2 marks each. (5x2=10 marks) c) In addition to Question No. 1, candidates are required to attempt two long answer type questions, by selecting one from each of the two units. Each unit shall have two questions of 15 marks each. (2x15=30 marks)
Unit III:
Teaching of Mathematics: Objectives, Values; Mathematics
Curriculum: Principles, Approaches, Curriculum Construction (Logical, Psychological, Topical, Concentric and Spiral); Methods of teaching Mathematics; Techniques of teaching mathematics (Oral work, written work, Drill work, Assignments, Means of securing speed & accuracy)
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Unit-IV
Planning for Effective Instruction: Meaning and Purpose (year plan, unit plan and lesson plan)
Non-formal Mathematics Education: Mathematics Clubs, Mathematics Fairs (Purposes, Levels, Organisation and Advantages)
Aesthetic Structure: order-pattern- sequence;
Evaluation. Concept, Process, Types, Tools & Techniques.
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books : Teaching of Maths
1. Arora,S.K.( 2000) How to Teach Mathematics. New Delhi: Sterling Publishers Pvt. Ltd.
2. Gakhar,S.C. and Jaidka,M.L.(2003) Teaching of Mathematics. Panipat: N.M. Publishers.
3. James,A. (2009) Teaching of Mathematics. Hyderabad: Neel Kamal Publications.
4. Kumar,K.and Kaur,J.(2004) Learning Mathematics-Lab Experience. Patiala: 21st century Publications.
5. Kumar,S and Ratan,P.N. (2003) Teaching of Mathematics. New Delhi: Anmol Publications.
6. Mangal, S.K. (2003) Teaching of Mathematics. Ludhiana: Tandon Publications.
7. Mustafa, M. (2004) Teaching of Mathematics, New Trends and Innovations. New Delhi: Deep & Deep Publications Pvt. Ltd.
8. Sidhu, K.S. (1998) Teaching of Mathematics. New Delhi: Sterling Publications Pvt. Ltd.
Teaching of Science
1. Das, R.C.(1989) Science Teaching in School. Ludhiana: Prakash Brothers.
2. Garg, K.K., Singh, and Kaur,I.(2007) A Text Book of Science for Class X. New Delhi: NCERT.
3. Gupta, V.K. (1994) Life Science Education Today. Chandigarh: Arun Publishing. House.
4. Joshi, R., Kulkarni,V.G. and Sinha,S.(1999) A Text Book of Science of Class X New Delhi: NCERT.
5. Kulshreshtha, S.P. (2005) Teaching of Science. Meerut: R. Hall Book Depot.
6. Mangal,S.K. (1997) Teaching of Science. New Delhi: Arya Book Depot.
7. Sharma,R.C. (1998) Modern Science Teaching. New Delhi: Dhanpat Rai Publishing. Co.
8. Siddiqui,N.H. and Siddiqui,M.N.(1983) Teaching of Science Today and Tomorrow. Delhi: Doaba House.
9. Sood,J.K.(1987) Teaching of Life Science: A Book of Methods. Chandigarh: Kohli Publishers.
10. UNESCO (2004) Source Book for Science. France: UNESCO.
11. Vaidya,N.(1971) The Impact of Science Teaching. NewDelhi: Oxford Publishing. Co.
12. Vishin,G.L.and Ticku,S.P.(1998) A New Approach to Teaching of Science. Ludhiana: Vinod Publications.
19
SEMESTER-II PAPER-I INTRODUCTION TO LEARNING DISABILITIES (60Hours) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To acquaint the students with the nature, concept and definition & types of learning disabilities.
2. To provide remediation for Learning Disabilities in Reading, Writing and Mathematics.
3. To know about problems and treatment in specific learning deficiencies.
4. To use appropriate approaches and related techniques for helping Learning Disabled children.
Course Content:
Unit I
Historical overview of Learning Disabilities
Concept, Definition, Characteristics, Causes and Types
Educational programmes for Learning Disability
LD: Issues in Adulthood
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Unit II:
Types of LD
Specific LD in Reading- dyslexia
Specific LD in Writing- dysgraphia
Specific LD in Math- dyscalculia
Non-verbal LD (NVLD), Dyspraxia, Sensory motor disorders; Secondary manifestations - Socio-emotional problems in LD
Unit III:
Problems and Treatment in Specific Learning Deficiencies
Attention Deficit
Thinking & Reasoning abilities related to language usage
Attention Deficit Hyperactivity Disorders (ADHD)
Unit IV:
Approach for helping Learning Disabled Children
Contribution of Orton – Gillingham, Myklebust, Kephart, Fernald, Kirk in learning disabilities
Behaviour modification
Cognitive training
Management of students with LD in the inclusive classroom: Peer tutoring, cooperative learning, team teaching and shadow teaching
Practical Assignment:
1. Presentation on any one of the topics mentioned above.
2. One assignment related to any one of the above topics.
Reference Books :
1. Adamson,W.CandAdamson,K.K.(1979)Handbook of Specific Learning Disabilities,USA: Gardner Press.
2. Bryan,T.and Bryan,J.H. (1978) Understanding Learning Disabilities.(2nd Ed.). California: Alfred Publishing Co.
3. John,S.W and Morasky,R.L.(1980) Learning Disabilities. New York: Allyn and Bacon .
4. Langone,J (1990) Teaching Students with Mild and Moderate Learning problems, New York: Allyn & Bacon.
5. Lerner,J. W (1985) Learning Disabilities. Boston: Houghton Mifflin .
6. Raj,F. (2010) Breaking Through: A Hand book for parents and teachers of children with Specific Learning Disabilities, Secunderabad: Vifa Publishers .
7. Reddy,L.G., Ramaa,R. and Kusuma,A. (2000)Learning Disabilities: A Practical Guide to Practitioners. New Delhi: Discovery Publishers.
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PAPER-II ASSESSMENT OF CHILDREN WITH LEARNING DISABILITIES (60 HOURS) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks)
c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the meaning and concept of Screening, Identification and Assessment of Children with Learning Disabilities
2. To demonstrate skills in using different types of assessment procedures for Learning Disabled children
3. To use other tools and techniques of assessment for Learning Disabled children
4. To demonstrate ability to assess and identify areas of deficits in children with Learning Disabilities
Course Content:
Unit I:
Assessment of Children with Learning Disability
Concepts of Screening and Identification of children with learning disabilities
Assessment, Measurement & Evaluation of Educational Needs of Children with Learning Disabilities
Need for Early Intervention of children with Learning Disabilities
Identification Criteria –Inclusion Criteria, Exclusion Criteria and Discrepancy
Unit II:
Types of Assessment
Features and uses of following assessment tools:
a) Wechsler’s Intelligence Scale (WISC)
b) Bender Gestalt Visuo-Motor Test
c) Indian adaptation of Stanford-Binet test of Intelligence by S.P. Kulsreshtha
d) Diagnostic Test of Learning Disability (DTLD)
e) Aston Index for Screening Children with Learning Difficulties
f) Grade Level Assessment Device for children with learning problems in regular schools (GLAD)
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g) Vineland Social Maturity Scale (VSMS)
Criterion Referenced Tests and Norm Referenced Tests
Teacher made Tests and Curriculum Based Assessment
Functional Assessment of life skills and ecological assessment
Interpretation of tests reports and results for educational programming
Unit III:
Tools & Techniques for Assessment (Meaning, Characteristics, Merits and Demerits)
Observations
Interviews
Questionnaires
Rating Scales
Check Lists
Case Study
Anecdotal Record
Cumulative Record
Unit IV:
Assessment areas / and basic curricular skills
Memory
Attention and Perception
Language – Listening, Thinking and Speaking in first Language And second Language)
Social Emotional Areas
Reading skills including Pre academics
Writing skills including Pre academics
Spelling skills
Maths skills
Practical Assignment: Preparation and use of interviews/observation schedule for informal assessment.
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Reference Books :
1. Ashlock,P.(1972) Errors Patterns in Competition. A Semi-Programmes Approach. Columbus: Ohio-Charles .
2. Bender,W.N.(1995) Identification and Teaching Strategies for Learning Disabilities. New York: Allyn Bacon .
3. Lee,S.H. , Harris,K.R. and Graham.S. (2003) Handbook of Learning Disabilities. London: Guilford Publishers.
4. Lerner, J. W (1985) Learning Disabilities. Boston: Houghton Mifflin .
5. Lindsay, G. (1984) Screening for children with Special Needs. London: Croom Helm.
6. Swady,E.R. (1989) Diagnosis and Correction of Reading. Difficulties. Boston: Allyn & Bacon.
7. Taylor,B. et.al (1988) Reading Difficulties: Instruction and Assessment. New York: Random House.
8. Venkateswarlu,D. (2005) Diagnosis and remediation of mathematical difficulties. New Delhi: Neel Kamal publications.
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PAPER –III
INTERVENTION AND REMEDIATION IN LEARNING DISABILITIES (60 HOURS)
Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks and shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To be able to describe the principles, types and areas of curriculum
2. To demonstrate skills in applying different intervention programmes for students with learning disability
3. To make effective use of appropriate teaching strategies as per the specific need of students with learning disability in the area of cognitive & metacognitive processes.
4. To make effective use of appropriate Teaching strategies as per the specific needs of students with Learning Disabilities in curricular areas.
Course Content:
Unit I:
Curriculum: Definition, Concept
Approaches to Curriculum Development: Developmental, Child centered, Subject based, Holistic and Eclectic
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Curriculum Adaptation : Curricular & Co-curricular: Concept and Process
Individual Education Plan (IEP), Further Education Plan (FEP)
Unit II:
Remediation /Approaches and Areas
Remediation: Concept, Principles and Perspectives
Behavioral approach
Cognitive approach
Multi sensory approach
Collaborative teaching approach, Professional and Teacher Collaboration
Yoga and other adjunctive aids
Instrumental Enrichment
Unit III:
Remediation in Cognitive & Meta-Cognitive Processes
Attention and perception – strategies for enhancing arousal, sustenance, attention span and auditory and visual motor perception
Memory – strategies for enhancing short-term, long-term and sequential memory
Thinking and reasoning – strategies for enhancing thinking and reasoning skills
Language – strategies for enhancing receptive and expressive language
Meta-Cognition: Strategies for Enhancing Meta-Cognition & Study Skills
Unit IV:
Remediation in Curricular Areas/skills
Reading
Written Expression Skills
Spellings
Mathematics
Social skills
Practical (Assignment)
To generate awareness conduct a survey of schools catering to the needs of Learning Disability in Chandigarh.
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Reference Books :
1. Adamson ,W.C and Adamson, K.K (1979) Handbook of Specific Learning Disabilities. USA : Gardner Press.
2. Ashlock,P. (1972). Errors Patterns in Competition. A Semi-Programmes Approach. Columbus: Ohio-Charles.
3. Bender,W. N. (1995) Identification and Teaching Strategies for Learning Disabilities. New York: Allyn & Bacon .
4. Chadha,A. (2002) A guide to educating children with Learning Disabilities. New Delhi: Vikas publication.
5. Fernald, G. (1943) Remedial Technique in Basic School Subjects. New York: Mc Graw Hill .
6. Hayes,R.P and Stevenson,M.G (1980) Teaching the Emotionally Disturbed Learning Disabled Child. Vol. I to IV. California : Acropolis Books Ltd.
7. John,J.L.(1985) Handbook for Remediation of Reading Difficulties. Boston: Prentice Hall.
8. Langone,J. (1990) Teaching Students with Mild and Moderate Learning problems, New York: Allyn & Bacon .
9. Lee,S.H., Harris,K.R., Graham,S. (2003) Handbook of Learning Disabilities, London:Guilford Publishers.
10. Lerner, J. W. (1985) Learning Disabilities. Boston: Houghton Mifflin.
11. Lerner,J.W.andKliner.F.(2005) Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies.10th Edition. New York: Houghton Mifflin Company.
12. Mather,N and Goldstein,S. (2001) Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Brookes Publishing Company.
13. Myklebust, H. (1983) Progress in Learning Disabilities. New York: Gruene and Stratton.
14. Narayan,J.(2002) Educating children with learning problems in the Primary School. Secunderabad: NIMH.
15. Panda, K.C. (1997) Education of Exceptional Children. New Delhi: Vikas Publishing
16. Pandey,J. and Thapa.( 2008) Perspectives on Learning Disabilities in India: Current practices and prospects. New Delhi: Sage Publications .
17. Raj,F. (2010) Breaking Through – A hand book for parents and teachers of children with specific learning disabilities. Secunderabad: Vifa Pub .
18. Reddy,G.L. and Rama,R. (2000) Education of children with special needs. New Delhi: Discovery Publishers.
19. Reddy,G.L.(1997) Slow learners : Their psychology and Instruction. New Delhi: Discovery Pub.
20. Reddy,L.G., Ramaa R. and Kusuma, A. (2000) Learning Disabilities: A practical Guide for Practitioners. New Delhi: Discovery Publishers.
21. Reid, K. ( 1988 ) Teaching the Learning Disabled. Boston: Allyn and Bacon.
22. Smith,D.D. (1981) Teaching the Learning disabled Child. New Jersey :Prentice Hall
23. Strichart,S.S. (1993) Teaching Study Strategies to Students with Learning Disabilities. Boston: Allyn & Bacon .
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24. Swady, E.R.(1989) Diagnosis and Correction of Reading Difficulties, Boston: Allyn & Bacon .
25. Taylor,B. et.al(1988) Reading Difficulties:Instruction and Assessment. New York : Random House.
26. Venkateswarlu,D.( 2005) Diagnosis and remediation of Mathematical difficulties. New Delhi: Neel Kamal publications .
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PAPER –IV EDUCATIONAL PLANNING AND MANAGEMENT, CURRICULUM DESIGNING AND RESEARCH (60 HOURS) Max. Marks: 100 Theory: 80 Marks Internal Assessment: 20 Marks INSTRUCTIONS FOR PAPER-SETTER/EXAMINERS
a) Theory paper shall be of 80 marks & shall comprise of nine questions evenly distributed unit wise. The candidates shall be required to attempt five questions.
b) Question No. 1 shall be compulsory, consisting of 10 short answer type questions, spread over the whole syllabus, to be answered in 20 to 25 words and carrying 2 marks each. (10x2=20 marks) c) In addition to Question No. 1, candidates are required to attempt 4 long answer type questions, by selecting one from each of the four units. Each unit shall have two questions of 15 marks each. (4x15=60 marks)
COURSE OBJECTIVES:
1. To understand the concepts and scope of school organization, administration and management.
2. To gain knowledge about the principles of curriculum construction.
3. To become familiar with curriculum planning and its implementation in special education.
4. To acquaint the students with the need of educational research.
5. To understand the use of simple statistical techniques in educational research.
Course Content:
Unit I:
School Organisation, Administration and Management
School Organization & administration: Meaning, objectives, Need & scope
Educational Management: Characteristics, Need & Scope
Institutional Planning: Concept and Principles; and Admission with Focus on Zero Rejection
Supervision and Inspection: Aims, Types, Methods of supervision, Modern trends in supervision and SWOT Analysis
Unit II:
Curriculum, Planning and Co-Curricular Activities
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Curriculum Design: Principles ,Types of Curriculum (Core, Co-lateral and Support)
Curriculum & Syllabus, Curriculum & Text book
Curriculum planning & implementation in Special Education
Co-curricular activities: Meaning, Types, Adaptation of co-curricular activities.
Unit III:
Educational Research and Methodology
Educational Research – Meaning, Characteristics, Scope
Types of Research :Fundamental, Applied and Action
Methods of Research: Historical, Descriptive, Experimental(Characteristics & Its Essentials)
Sampling: Meaning, Characteristics, Types (Meaning, Characteristics, Values)
Unit IV:
Elementary Statistics
Presentation of Data : Tables and Graphic Representation
Descriptive Statistics - Measures of Central Tendencies (Mean, Median, Mode); Standard Deviation
Correlation : Rank Order Correlation, Product Moment Correlation
Instruction – Use of Simple Calculators is permitted for examination purposes. Reference Books :
1. Aggarwal, Y.P. (1992) Research in Emerging Fields of Education Concepts, Trends and Prospects. New Delhi: Sterling Publishers.
2. Aggarwal, Y.P. (1994) Better sampling. New Delhi : Sterling Publishers.
3. Anand, S.P.(1996) RCEB Tools for secondary class students. Bhubaneswar: Shovan Publishers.
4. Belok, V. (1993) Naturalistic Research Paradigms. Meerut: Anu Books.
5. Buch,M.B. (1991) Fourth Survey of Research in Education. Vol I and II. New Delhi: NCERT.
6. Chand,T. (1992) Educational Technology.Pune: Anmol Publication.
7. Evans, P. and Varma.V (1990) Special Education Past, Present and Future. New York :The Falmer Press.
8. Hammersley,M.(1996) Case Studies in classroom Research. Philadelphia :Open University Press.
9. Mangal, K.(1990) Fundamentals of Educational technology. New Delhi: Prakash Brothers
10. Mohanty,J.(1998)Studies in Educational Broadcasting. New Delhi : Deep &Deep Publications..
11. Persons with Disability Act, (1995). Govt. of India, Publication
12. Ruhela,S.(1991)Educational Technology: A systematic Text Book. Chennai: Associated Publishers.
13. Sharma,S.R and Vohra,A.L (1993) Encyclopedia of Educational Technology. Pune: Anmol Publications.
14. Shukla, S.P. (1996) Elements of Educational Research. Bombay: Allied Publishers (P) Ltd.
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15. Young,V.(1992) Scientific Social Surveys and Research. Bombay : Asia Publishing House.
16. Zirpoli,T.J. and Mellor, K.J. (1993) Behaviour Management: Application for Teachers and Parents. Toronto: Maxwell McMillan.
NOTE: List of latest books as approved by RCI (copy of letter enclosed) for Special References to the B.Ed (Special Education) with specialization in Learning Disability. The titles will be added to the syllabus paper wise after receiving the Names of the publisher and the year of publishing
Sr.no
Author
Title
1.
M.Jaya
Primary School Teachers Skill To Help Dyscalculia Children
2.
Neena Dash
Essentials Of Exceptionality And Special Education
3.
Ajay Das
Right To Education
4.
J.Mcharty
Inclusive Education
5.
B. Billiam – Dharma Raja
Special Education
6.
Neena Dash
Inclusive Education
7.
T.Loreman
Inclusive Education
8.
मधुलिका शमा
विलशष्ट बािक
9.
Algozzine
Strategies And Lessons For Improving Basic Early Literacy Skills
10.
Alur
Inclusive Education Across Cultures
11.
Barratt
The Special Educator’s Tool Kit
12.
Bowen
The Autism Inclusion Toolkit
13.
Cockburn
Mathematical Misconceptions Ss
14.
Lougy
Teaching Young Children With ADHD
15.
Reid
The Sage Handbook Of Dyslexia
16.
Rogers
Behavior Management With Young Children
17.
Simpson
Autism Spectrum Disorders
18.
Wall
Autism And Early Years Practice, 2e
19.
Hodkinson
Key issues in special educational needs and inclusion
20.
Johns
401 practical adaptations for every classroom
21.
Algozzine
Teaching students with medical, physical, and multiple disabilities
22.
Brown
Aspects of asperger’s
23.
Das
Reading difficulties and dyslexia
24.
Hegarty
Education and children with special needs
25.
Jones
Developing school provision for children with dyspraxia
26.
karten
More inclusion strategies that work
27.
Lindberg
Classroom management techniques for working with students with significant disabilities
28.
Pierangelo
Understanding , developing , and writing effective IEPS
29.
Pittman
Helping children with autistic spectrum disorders to learn
30.
Porter
Educating young children with special needs
31
31.
Porter
Researching learning difficulties
32.
Shotton
Pupil friendly IEPS and target sheets , 2e
33.
Sliva
Teaching inclusive mathematics to special learners ,k-6
34.
Tebbett
Management of cerebral palsy
35.
Thurlow
Testing students with disabilities ,2e
36.
Boult
176 Ways To Involve Parents, 2e
37.
Burrello
Educating All Students Together
38.
Campbell
Working With Support In The Classroom
39.
Clausen-May
Teaching Maths To Pupils With Different Learning Styles
40.
Deiro
Teaching With Heart
41.
Deshler
Teaching Adolescents With Disabilities
42.
Dukes
A Practical Guide To Pre-School Inclusion
43.
Galton
Learning And Teaching In The Primary Classroom
44.
Glasgow
Facilitators Guide To What Successful Teachers Do
45.
Glass
Curriculum Design For Writing Instruction
46.
Guerin
Addressing Learning Disabilities And Difficulties
47.
Allen
Collaborative Peer Coaching That Improves Instruction
48.
Compton
Supporting Numeracy
49.
Dyson
Schools And Special Needs
50.
First
Individuals With Disabilities
51.
Jones
Developing School Provision For Children With Dyspraxia
52.
Lougy
Teaching Your Children With Adhd
53.
Marris
Escape From Exclusion
54.
Milstein
Restructuring Schools
55.
Orange`
44 Smart Strategies For Avoiding Classroom Mistakes
56.
Pavey
The Dyslexia-Friendly Primary School
57.
Porter
Educating Young Children With Special Need’s
58.
Sanders
Building School-Community Partnerships
59.
Udelhofe
Keys To Curriculum Mapping
60.
Walker
Strategies For Teaching Differently
