Syllabi For B.Ed. Special Education (Mental Retardation) Of Punjab University, Chandigarh

Name of the course: Bachelor of Education Special Education
(Mental Retardation) (B.Ed. Spl. Edn. (M.R)
NATUE AND PURPOSE OF COURSE:
It is in this background that Section 26 of our Persons with Disabilities Act –1995,
enjoins upon all the appropriate Governments and the local authorities to “Ensure that every
child with a disability has access to free education in an appropriate environment till he
attains the age of eighteen years.”
The UN Convention on the Rights of Persons With Disabilities which our
Government has already ratified in October 2007, recognizes through Article 24, the right
of persons with disabilities to education. For realizing this right, the Convention calls upon
Member-States, inter-alia, to ensure that children with disabilities are not excluded from
free and compulsory primary and secondary education, on the basis of disability and that
they receive ‘effective individualized support measures in environments that maximize
academic and social development, consistent with the goal of full inclusion’. In this
important context, our country's “The Right of Children to Free and Compulsory Education
Act, 2009 “assumes special significance. It provides for quality educational opportunities to
be made available to children with disabilities as well, along with necessary infrastructural
facilities and support services including trained teachers. It is, therefore, incumbent upon us
all to redouble our efforts with utmost vigour and sincerity to create educationally

conducive environments for our disabled children. We have, of course, a long way to
traverse. The literacy rate among persons with disabilities is reported to be just about 49
percent. Only about 9 percent of disabled youngsters manage to complete secondary
education. Para 48 of the National Policy for Persons with Disabilities, seeks to ensure “that
every child with disability has access to appropriate pre-school, primary and secondary
level education by 2020.” In order to work towards realizing this huge target, we need a
large cadre of appropriately and adequately trained teachers, apart from other requisite
support services and technologies.
Our teachers have to play a decisive role in bringing about a qualitative change in
the lives of persons with disabilities. They have to imbibe the desired positive attitudes
towards disability, viewing it as a special challenge to human ingenuity and resourcefulness
and not a terrible affliction or obstruction. They have to understand the real meaning of
inclusion-- a basic mindset, a philosophy of life and not just a matter of rhetoric or a cliché.
And, of course, they have to acquire all necessary knowledge and skills for successful and
efficient discharge of their onerous responsibilities. The proposed Special Education B.Ed.
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course seeks to fulfil this important goal--preparing competent, creative, committed and
confident teachers of children with Mental Retardation.
OBJECTIVE OF THE COURSE:
The B.Ed. (Special Education in Mental Retardation programme aims to develop teachers
for children with mental retardation for various settings. The B.Ed. (Special Education)
(MR) course prepare human resources to enable them to acquire knowledge and develop
competencies and skills to impart education and training effectively to all children including
children with special needs.
The B.Ed. (Special Education) programme aims to prepare the students for the following:
(i) To acquire knowledge about change in the prevailing and emerging Indian
society in view of recent trends in education and national development.
(ii) To identify the special needs of children and develop confidence in them to
realize their potentials and abilities to meet the national development with self
respect, dignity and freedom.
(iii) To develop skills and competencies to cater to the needs of children with mental
retardation in general, and special class settings in particular, in cognitive,
affective and skill domains.
(iv) To equip in various techniques of teaching and evaluation in special and
inclusive set up.
ADMINISTRATIVE REGULATIONS:
A. ELIGIBILITY:
i. Eligibility for this B.Ed course is B.A./B.Sc. or equivalent degree at graduation
level.
ii. Minimum of 45% (40% in case of SC/ST) marks in graduation from a
recognized university
iii. Admission will be done as per reservation policy of Chandigarh Administration.
iv. Other rules and regulations applicable as per the Chandigarh Administration and
Panjab University.
B. ADMISSIONS:
As decided by the Chandigarh Administration & Panjab University either through
Written Test/Counseling or both.
C. RESERVATION OF SEATS:
Reservation policy of Chandigarh Administration will be followed.
Total Seats -- 25
U.T. Pool (60%) -- 15
U.T. Pool General -- 13
U.T. Pool SC -- 02
Non-U.T. Pool (40%) -- 10
U.T. Pool General -- 09
U.T. Pool SC -- 01
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D. DURATION OF COURSE:
One academic year. (annual system as per the university policy)
E. MEDIUM OF INSTRUCTION:
i. Classroom sessions: English/Hindi/Punjabi
ii. Practical & field work: English/Hindi/Punjabi
iii. Examination: English/Hindi/Punjabi.
F. CONDUCT & ATTENDANCE: As per University rules.
i. The students are required to participate in all scheduled activities.
ii. The students are required to take all examinations and undertake all practical
work.
iii. 75% attendance is compulsory as eligibility for appearing for examination.
iv. 100% completion of practice teaching and practical work is required to appear
for the examination
v. Students has to pass separately in internal and external of each course paper of
theory and practical. No leaves will be granted during the House
Examinations
vi. On passing the annual examination, a candidate will be placed on the basis of
aggregate marks are as under:
i. 50% or above but below 60% marks : IInd Division
ii. 60% or above but below 75% marks : Ist Division
iii 75% or above marks : 1st Division with Distinction
vii. Aggregate percentage of marks of after the annual examination obtained shall
be entered in DMC/Degree to be awarded by the University.
viii. 100% completion of Practice teaching and Practical work is required to appear
for the examination.
ix. The students performance is evaluated continuously throughout the course.
x. Examination will be conducted in English as per the Panjab University rules. A
minimum of 40% in each theory paper with an aggregate 50% in all the
theory papers is required for passing the theory while a minimum of 50% is
essential for passing in practicals. A combination of internal and external
evaluation of 20% and 80% respectively will be followed for theory papers.
The theory examination will be held for a total of 80 marks and the internal
evaluations of term examinations of 20% will be added to make it 100%.
xi. Other Rules and regulation in respect of eligibility conditions, attendance fee
structure will apply to students approved by Chandigarh administration &
Panjab University.
G. GUIDELINES FOR CONTINUOUS ASSESSMENT:
1. Terminal Evaluation : 80 Marks
2. Internal Assessment : 20 Marks
a. Mid-term examination Theory : 5 marks
b. Assignment/ Fieldwork : 10 marks
c. Participation in classroom discussion: 3 marks
d. Attendance : 2 marks
Which includes:
Below 75%: 0 marks
80% - 85%: 1 mark
85% and above: 2 marks
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H. NUMBER OF SEATS : 25 (twenty five).
I. FEE STRUCTURE : As per Chandigarh Administration &
University rules
J. EXAMINATION & EVALUATION : As per university rules.
In Practicals it will be 60% internal and 40% external. The examination will be
conducted for Group teaching, Resource room teaching, English teaching in regular
school and evaluation will be done by the internal and external examiners. Record
submission of IEP will be made during the final examination where external
examiner will conduct viva. External as well as internal examiners marks will be
considered for finalizing the marks.
House Examinations:
Two House examinations will be conducted by the college. In order to become
eligible to appear in the University Examination, the student are required pass the
examinations.
Student using unfair means in the house examinations are liable to expelled from
the college.
K. TEACHING PEDAGOGY:
1. Classroom participation is facilitated and encouraged through:
i. Lecture Method
ii. Discussion Method
iii. Demonstration method
iv. Multimedia
v. Practical & hands on
2. Co-curricular activities like debates, quiz competition, poster making and
college making can organized during the course of studies.
L. AWARD OF DEGREE :
Panjab University will award degree in B.Ed.( Special Education) speculating
in mental Retardation. Specified rules and regulations of the university will be
followed while awarding the degree.
M. CERTIFICATION AS A REGISTERED PROFESSIONAL:
It is mandatory for every 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. As continuous professional growth is necessary
for the renewal of the certificate, the teachers as well as educators in special
education should undergo in-service certificate, the teachers as well as educators in
special education should undergo in service programme periodically to update their
professional knowledge.
N. Identity Card:
It is mandatory for every student of the college to keep the Identity cum library
card while entering the institutional premises. The student can borrow two books
from the library. Duplicate Identity card will be issued on payment of Rs. 50/- if
lost or damaged..
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O. Library Rules:
1. The college provides library facilities to all the students on production of their
identity cum library cards.
2. Students are responsible for the books taken on the cards.
3. Loss of the borrower’s card should be immediately reported to the librarian who
will issue a duplicate card on payment.
4. Students can borrow two books at a time for a period of 10 days.
5. A fine of Rs. 1 per day per volume will be levied if a book is kept beyond
permissible period of 10 day. In case the member does not pay the fine, the
librarian is authorized to detain his card till the amount is paid.
6. If book is much in demand, the librarian may curtail the number of days or even
in the list of reference books which cannot be issued and may be used in the
library only.
7. Books issued may be recalled at any time.
8. Re-issue of the same book to the same student will be permitted if the book is not
required by others.
9. Reference books, rare books, thesis, journals, periodicals & temporarily reserved
books will not be issued.
10. A person losing, defacing, underlining or otherwise damaging books shall be
required to pay the entire cost of the book replacement.
11. The books reported to have been lost shall be either replaced by the latest edition
or paid for at the price available in the latest catalogues/books plus 10% of the
price as service charges.
12. In case the book is out of print or rare and its price is not available, the librarian
will decide the amount to be charged i.e. the cost of the lost book to be realized
from the member shall be calculated by adding 10% price to the original cost of
the book every year from the date of its publication till the case is settled and cost
thus arrived at shall be further enhanced by 10%.
13. A student found tearing off or removing pages or illustrations from a book or
journal will be strictly with. A fine upto Rs. 100 will be imposed.
14. Borrowers should not get the mutilated books issued without getting the signature
of the librarian mutilated place otherwise they will be held responsible for
mutilation.
15. Books borrowed from the library must be returned to the librarian and should not
b passed on to others.
16. The student will surrender the library card along with readers ticket to the
librarian after returning all the books at the end of the academic session and get
NO DUES certificate.
17. Students must get the issued books checked by the official deputed for this
purpose before leaving the library.
18. Book bank facility is provided to the economically weaker students.
P. LABORATORIES:
College provides the facilities of well equipped and well maintained laboratories
to the students facilitating them to enhance their teaching skills through
experiments, demonstrations and presentation. The college has Special education
Lab, Psychology lab and Computer Lab.
Q. REFUND OF SECURITIES: Refund of Securities:
The application for the refund of securities must be accompanied by No Dues
Certificate from the head of various departments, college office, Librarian etc.
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3. General Framework of the Course:
The B.Ed special education course in Mental Retardation consists of theory papers as per
the following scheme:
i. Common Papers : 4
ii. Specialization Papers : 4.
iii. Methodology Papers or : 1
Methods related to specialization
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FACULTY OF EDUCTION, PANJAB UNIVERSITY
B.Ed. Special Education (Mental Retardation)
Structure of Course
THEORY PAPERS
S.No. PAPER NAME OF PAPERS
1. I Education in India : A Global Perspective
2. II Nature & Needs of various Disabilities – An Introduction
3. III Educational Psychology & Persons with Disabilities
4. IV Educational Planning & Management, Curriculum Designing
& Research.
5. V Identification and assessment of persons with mental
retardation.
6. VI Mental retardation & its multidisciplinary aspects.
7. VII Curriculum and Teaching Strategies
8. VIII Methodology of Teaching Children with Learning Difficulties
in an inclusive set Up
9. IX { Teaching of Language and Social Studies
{ Teaching of Science & Maths
PRACTICAL PAPERS:
S.No. PAPER NAME OF PAPERS
1. X Individualized Education Programme
2. XI Teaching Practice – Special School
3. XII Teaching Practice – Resource Room –Regular School
4. XIII Teaching Practice of Methodology Papers – Regular Schools
5. XIV Skill training in Mental Retardation & additional disability
areas- Autism, Cerebral Palsy, & Sensory impairment.
6. XV Preparation of Teaching Learning Materials
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FACULTY OF EDUCTION, PANJAB UNIVERSITY
B.Ed. Special Education (Mental Retardation)
Structure of Course
THEORY PAPERS
COMMON PAPERS
SPECIALIZATION PAPERS:
METHODOLOGY PAPERS:
S.No. PAPER NAME OF PAPERS HRS INTERNAL
MARKS
EXTERNAL
MARKS
MARKS
1. I Education in India : A Global
Perspective
60 20 80 100
2. II Nature & Needs of various
Disabilities – An Introduction
60 20 80 100
3. III Educational Psychology &
Persons with Disabilities
60 20 80 100
4. IV Educational Planning &
Management, Curriculum
Designing & Research.
60 20 80 100
Total Hours 240 Total Marks 400
S.No. PAPER NAME OF PAPERS HRS INTERNAL
MARKS
EXTERNAL
MARKS
MARKS
1. V Identification and assessment of
persons with mental retardation.
60 20 80 100
2. VI Mental retardation its
multidisciplinary aspects.
60 20 80 100
3. VII Curriculum and Teaching
Strategies
60 20 80 100
4. VIII Methodology of Teaching
Children with Learning
Difficulties in an inclusive set Up
60 20 80 100
Total Hours 240 Total Marks 400
S.No. PAPER NAME OF PAPERS
(Any One)
HRS INTERNAL
MARKS
EXTERNAL
MARKS
MARKS
1. IX Teaching of Language and Social
Studies
OR
Teaching of Science and Maths
60
60
20
20
80
80
100
100
Total Hours 60 TOTAL MARKS 100
10
PRACTICAL PAPERS:
S.No. PAPER NAME OF PAPERS HOURS INTERNAL
MARKS
EXTERNAL
MARKS
TOTAL
MARKS
1. X Individualized
Education Programme
100 120 80 200
2. XI Teaching Practice –
Special School
150 120 80 200
3. XII Teaching Practice –
Resource Room –
Regular School
100 100 50 150
4 XIII Teaching Practice of
Methodology Papers
– Regular Schools
100 120 80 200
5 XIV Skill training in Mental
Retardation &
additional disability
areas- Autism,
Cerebral Palsy, &
Sensory impairment.
100 120 80 200
6 XV Preparation of
Teaching Learning
Materials
50 30 20 50
Total Hours 600 Total Marks 1000
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COMMON PAPERS
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PAPER - 1
EDUCATION IN INDIA: A GLOBAL PERSPECTIVE
Max. Marks 80
60 Hrs
Objectives
After studying this paper, the student teachers are expected to realize the following
1. Explain the history, nature, process and philosophy of education.
2. Spell out the aims and functions of education in general and special education in
particular.
3. Describe the various systems of education with reference to general and special
education.
4. Discuss the various roles of educational agencies in India.
5. Analyze the role of educational system in the context of Modern Ethos like
democracy, socialism and secularism.
Instructions for Paper Setters.
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 No1 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 (10 X 2 =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 (4X 15 marks).
Course Content
Unit 1 Philosophy of education & Education in Social Context 15 Hrs.
1.1 Definition, Meaning, Aims & Functions of Education
1.2 Philosophies: idealism, naturalism, pragmatism humanism and constructivism
1.3 Historical perspective of Education in India and Abroad
1.4 Formal, Informal and Non-formal Education. Functional literacy, continuing and life
long education.
1.5 Community Based Rehabilitation including education.
1.6 Open Learning, Distance Education with reference to General and Special Education
and inclusive education
Unit 2: Special Education and Inclusive Education 15 Hrs.
2.1 The concept and Principles of education and special education and Inclusive
Education
2.2 Aims, objectives and functions of special education and inclusive education
2.3 Special schools and special teachers/educators in facilitating inclusive education
2.4 Direction and priorities of general and special education and inclusive education and
role of special schools and special teachers/ educators in facilitating inclusive
education.
2.5 Recent trends in Indian Education special education and inclusive education;
Inclusive education as a rights based model.
2.6 Education For All movement, Education through 21st Century, Various
Commissions.
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Unit 3: Educational Agencies for the National Development 15 Hrs.
3.1 Educational challenges for economic and socio-political development.
3.2 Role of home, community school, society, and mass media.
3.3 Role of Governmental and non-governmental agencies in general and special
education. Such as -NCERT, SCERT, RCI, NCTE.
(a) Resource mobilization through funding agencies and concessions/facilities for
the disabled.
(b) Govt. Policies, Acts and Schemes such as NPE, 1986, POA, 1992, RCI Act 1992,
IEDSS, Scheme, SSA 1992, PD Act 1995, National Trust Act, 1999, Biwako
Millennium Framework and its implications.
(c) International Legislation for Special Education
3.4 International organizations, National Institutes for Handicapped, UN Organizations
and International Non-Governmental Organizations (INGOs) such as UNICEF,
UNESCO, WHO, UNDP, Action Aid and CBM
3.5 International and national legislation including UNCRPD
Unit 4 : Modern Educational Ethos & Emerging trends in Special and
Inclusive Education 15 Hrs.
4.1 Democracy, socialism and secularism.
4.2 Constitutional provision in human rights & Equalization of educational opportunities.
4.3 Education and human resource development; planning and management of human
resource development
4.4 Concept of impairment, disability (activity limitation) and participation restrictions and
their implications
4.5 Community linkages and partnership of inclusion
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Reference books
1. Anand. (1993). The Teacher & Education in Emerging Indian Society. New Delhi
NCERT.
2. Saraswathi. T.S. (1999). Culture, Socialization and Human Development. Sage
Publications.
3. Steven. B. (1998). School and Society. Sage Publications.
4. Suresh. D. (1998). Curriculum and child development. Bhargava.
5. Taneja. V.R. (1998). Educational Thoughts and Practice. Delhi University
Publications.
6. Weber. O.C. (1990). Basic Philosophies of Education. New York Holt, Rinehart and
Winston.
7. Aggarwal. J.C. (1992). Development and planning of Modern Education. New
Delhi Vikas Publishing House Pvt. Ltd.
8. Biswas. A. and Aggarwal, J.C. (1992). Education in India. New Delhi Arya Book
Depot.
9. Bhat. B.D. (1996). Educational Documents in India. New Delhi Arya Book Depot.
10. Bhatia, Kamala and Bhatia, Balder. (1997). The Philosophical and Sociological
Foundations. New Delhi Doaba House.
11. Biswas. A. (1992). Education in India. New Delhi Arya Book Depot.
12. Mohanty, Jagannath. (1993). Indian Education in the Emerging Society. New Delhi
Sterling publishers Pvt. Ltd.
13. Sapra. C.L. and Ash Aggarwal, (Ed.,) (1987). Education in India Some critical
Issues. New Delhi National Book Organisation.
14. Choudhary. K.C. and Sachdeva, L. (Eds) (1995). Total literary by 2000.. New Delhi
IAE Association.
15
PAPER – 2
NATURE AND NEEDS OF VARIOUS DISABILITIES -AN INTRODUCTION
Max Marks 80
60 Hrs
Objectives
The student teacher is expected to acquire a basic knowledge on identification and
characteristics of various disabilities such as
1. Blindness and Low Vision
2. Hearing Impairment
3. Mental Retardation and Mental Illness
4. Locomotors, Neurological and Leprosy Cured
5. Neuro-developmental Disorders
6. Multiple Disabilities, Deaf blindness
Instructions for Paper Setters.
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 No1 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 (10 X 2 =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 (4X 15 marks).
Course Content
Unit 1: Sensorial Impairment: Blindness & Low Vision & Hearing Impairment
13 Hrs.
1.1 Definition and Identification
1.2 Incidence and Prevalence
1.3 Characteristics Causes and Prevention
1.4 Intervention and Educational Programmes
1.5 Types of Hearing Loss and Characteristics
1.6 Modes of Linguistic Communication and Educational Programmes
Unit 2: Mental Retardation, Mental Illness
12 Hrs.
2.1 Definition and Identification of Mental Retardation and Mental Illness
2.2 Incidence and Prevalence, Causes and Prevention
2.3 Characteristics -Mild, Moderate, Severe, Profound
2.4 Types and Classification of Mental Retardation and Mental Illness
2.5 Intervention and Educational Programmes
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Unit 3: Leprosy Cured, Neurological and Locomotor Disabilities, Multiple Disabilities
& various combinations. 20 Hrs
3.1 Definition, Identification and Classification
3.2 Incidence and Prevalence, Types & characteristics
3.3 Causes and Prevention
3.4 Intervention and Educational programmes .
Unit 4: Learning Disabilities & Autism Spectrum Disorder 15 Hrs.
4.1 Concept and Definition
4.2 Characteristics
4.3 Etiological Factors
4.4 Types and Associated Conditions
4.5 Intervention and Educational Programmes
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Reference books
1. Poremba, C. The adolescent and young adult with learning disabilities what are his
needs? What are the needs of those abilities of children and youth. Tuisa The
Association for Children with Learning Disabilities, 1967 pp. 142-148.
2. Byrne, M., Shervanian, C., Introduction to Communicative Disorders. New York
Harper & Row, 1977.
3. Mani, M.N.G., Techniques of teaching blind children, New Delhi Sterling Publishers,
1992.
4. Jangira, N.K., & Mani, M.N.G., Integrated Education of the visually Handicapped,
Management Perspectives. Gurgaon Academic Press, 1991.
5. Harely, R.K., and Lawrence, G.A., Visual Impairment in the Schools. Springfield, IL
Charles
6. Davis, (Ed.) Our forgotten children Hard-of hearing pupils in the schools.
Minneapolis National Support Systems Project 1977.
7. Overton, T. (1992). Assessment in Special Education An Applied Approach. New
York McMillan.
8. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas
Publications.
9. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Retarded Persons, NIMH, Secunderabad.
10. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to
speech pathology and Audiology. Eighth Edition, Prentice Hall.
11. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and
Psychological Procedures. Boston Allyn Bacon.
12. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
curriculum and Instruction. University of Alberta, Alberta.
13. Longone, (1990). Teaching Retarded learners Curriculum and Methods for
improving instruction. Allyn and bacon Boston.
14. Narayan, & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons. Pre-primary level. NIMH, Secunderabad.
15. Peshwaria, R. and Venkatesan (1992) Behavioural retarded children A manual for
Teachers. NIMH, Secunderabad.
16. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future.
The Faimer Press.
17. Muricken, Jose S.J. and Kareparampil, G (1995). Persons with Disabilities in
Society. Trivandrum Kerala Federation of the Blind.
18. Myreddi, V. & Narayan, J. Educating Children, Secunderabad, NIMH
19. Narayan, J. Educating Children with Learning Problems in Regular Schools,
Secunderabad, NIMH.
18
PAPER - 3
EDUCATIONAL PSYCHOLOGY AND PERSONS WITH DISABILITIES
Max. Marks 80
60 Hrs.
Objectives
After studying this paper, the student trainees are expected to realize the following
objectives:
1. Explain the Concepts and principles of growth and development.
2. Describe the various theories of learning and their implications to the disabled.
3. Explain the concepts of intelligence and aptitude in general and with specific reference
to the PWDs.
4. Explain the concept of personality and mental health and their implications to the
PWDs
5 Define the meaning and techniques of guidance and counselling in general and with
special reference to the PWDs
Instructions for Paper Setters.
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 No1 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 (10 X 2 =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 (4X 15 marks)
Course Content
Unit 1: Introduction to Psychology 15 Hrs.
1.1 Definition, Nature and Scope of Psychology.
1.2 Educational psychology: scope and relevance to general education.
1.3 Role of educational psychology in special education.
1.4 Theories of motivation, attention and perception and its application in education special
reference to specific disabilities.
1.5 Meaning, Definitions and Principles of Growth and Development.
1.6 Influences of heredity and environment.
1.7 Stages of Development with reference to children with disabilities.
1.8 Developmental needs from infancy through adolescents & Developmental delay and
deviancies
Unit 2: Intelligence & Learning 15 Hrs.
2.1 Meaning and definition of intelligence& Theories of intelligence
2.2 Introduction to Psychological testing – objectives, principles and tests of intelligence,
aptitude and creativity (SFB, DMT, WISC-R, CPM/SPM, DAT/BLAT, DST) and their
implications with regard to various disabilities.
2.3 Implications of the above with regard to various disabilities.
2.4 Definition, Meaning of Learning Concept formation & Learning -Domains and factors
affecting learning.
2.5 Theories of learning (behavioural, cognitive and social) , and their application to
Special Education
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2.6 Memory and strategies for enhancing memory its implications with regard to various
disabilities.
Unit 3 Aptitude, Creativity and Personality 15 Hrs.
3.1Meaning and definition of aptitude.
3.2 Concept of Creativity, its process, characteristics of creative people, and teachers role in
stimulating creativity its implications with regard to various disabilities.
3.3 Meaning and Definition of personality &Theories of personality
3.4 Frustration and conflict, defence mechanisms and behaviour deviations,
3.5 Mental health and signs and symptoms of maladjustment
3.6 Implications of disabilities in personality assessment.
Unit 4: Guidance & Counselling 15 Hrs.
4.1 Meaning, nature and scope of guidance and counselling and role of home.
4.2 Approaches and techniques of guidance and counselling with reference to various
disabilities.
4.3 Vocational guidance, assessment, training & avenues and perspectives
4.4 Discipline and management of class room behaviour problems.
4.5 Yoga and other adjunctive aids
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Reference books
1. Adams J.A. (1992). Learning and memory An introduction. Homewood, Illinois
Dorsey Press.
2. Brody. E.B. and Brody. N. (1996). Intelligence Nature, determinants and
consequences. New York : Academic Press,
3. Butcher. H.]. (1993). Human Intelligence: Its nature and assessment. London
Merhuen.
4. Gottfried. A.VV. (1995). Home Environment and Early cognitive Development. San
Francisco.
5. Guilford. ].B. (1996). Fields of Psychology (ed.,) New York: Van Nostrand.
6. Hunter, Ian. M.R. (1994). Memory, London : Penguin Books.
7. Keller. F.S. (1997). The Definitions of Psychology (Ed.,). New York: Appleton
century.
8. Munn. N.L. (1997). Introduction to Psychology. Delhi.
9. Petri. H.L. (1995). Motivation: Theory and Research, 2nd ed., Belmont,
Cawadsworth.
10. Sawrey. J.H. and Telford. C. (1998). Educational Psychology (2nd ed.,) New Delhi
Prentice Hall of India.
11. Simth, Mdaniel. (1998). Educational Psychology. New York : Allyn & Bacon.
12. Skinner. B.F. (1997). verbal Behaviour. New York : Appleton century Crofts.
13. Travers. R.M. (1993). Educational Psychology. New York: Macmillan,
14. Watson. LB. (1993). Psychology as a behaviourist views t Psycho. Rev., Vol. 20.
15. Woodworth. R.S. (1994). Experimental Psychology, New York: Hot
16. Barciey. J.R. (1993). Counselling and Philosophy. San Francisco.
17. Floelick. C.P. (1988). Guidance Services in Schools. New York : Allynn & Bacon.
18. Jones. A.P. (1994). Principles of Guidance. New York: Holt.
19. Traxier. A. .1. (1990). Techniques of Guidance New Delhi Prentice Hall of India.
.
21
PAPER - 4
EDUCATIONAL PLANNING AND MANAGEMENT, CURRICULUM DESIGNING
AND RESEARCH
Max. Marks 80
60 Hrs.
Objectives
1. After studying this paper, the student teachers are expected to realize the following
objectives:
2. Discuss the meaning, need and scope of educational management.
3. Define the concept and meaning of curriculum and instructional strategies.
4. Explain the concept, meaning, scope and types of educational technology.
5. Describe the need and scope of educational research.
6. Discuss the meaning, scope and types of educational evaluation.
Instructions for Paper Setters.
a) Theory paper shall be of 8O marks and shall comprise of nine questions evenly
distributed unit wise. The candidates shall be required to attempt five
questions.
b) Question No1 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 (10 X 2 =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 (4X 15 marks)
Course Content
Unit 1: Educational Management 15 Hrs.
1.1 Definition, Meaning, Need, Scope of Educational Management.
1.2 Concept and Principles of Institutional Planning and Management, Admission with
focus on zero rejection
1.3 Inspection, supervision and mentoring.
1.4 Institutional Organization, Administration and Evaluation.
1.5 Types of Leadership and Organizational Climate
Unit 2: Curriculum & Instructional Strategies 15 Hrs.
2.1 Curriculum planning, implementation and evaluation – implications for disabilities
and role of teacher.
2.2 Development and disability wise curricular adaptations.
2.3 Types adaptation and importance of co-curricular activities
2.4 Theories of instruction – Bruner and Gagne .Approaches to instruction -cognitive,
behavioural, and eclectic.
2.5 Design instruction -macro design.
2.6 Organizing individual, peer, small group, large group instructions.
2.7 Teaching materials -aids and appliances, other equipment -development.
22
Unit 3 : Educational Technology 15 Hrs.
3.1 Definition, meaning and scope of educational technology and Information &
Communication Technology (ICT) and its impact on education.
3.2 Role and types of audio-visual aids in teaching and application of multi media in
teaching and learning
3.3 Individualized instruction -Programmed instruction, computer assisted instruction and
interactive learning.
3.4 Environmental modifications and use of assistive technology for persons with
Disabilities & Barrier free environment.
3.5 TLM: Importance, need and guidelines on use of TLM with reference to various
disabilities.
Unit 4. Educational Research & Evaluation 15 Hrs.
4.1 Definition, Need and scope of educational research Principles of Research in Education.
4.2 Types of research - fundamental, applied and action
4.3 Tools of research.
4.4 Overview of research studies in special education in India.
4.5 Definition, Meaning, scope and types of evaluation, Various types of tests. &
Characteristics of a good test
4.6 Descriptive statistics - measures of central tendencies (Mean, Median, Mode); Standard
Deviation, Rank Order Correlation.
4.7 Presentation of data - graphs, tables and diagrams.
23
Reference books
1. Cima M Yeole. (1991). Educational Technology. Cima Myeole.
2. Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching
competency Gavendra Prakashan.
3. Jaganath Mohanty. (1998). Studies in Educational Broadcasting. San subscription
agency.
4. Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers
5. Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book
Associated Publishers.
6. Sita Ram Sharma & A.L. Vohra. (1993). Encyclopaedia of Educational Technology.
Anmol Publications.
7. Tara Chand. (1992). Educational Technology. Anmol Publication.
8. Aggarwal. Y.P. (1992) Research in Emerging Fields of Education concepts, trends
and prospects. New Delhi Sterling Publishers.
9. Aggarwal. Y.P. (1994). Better sampling. New Delhi Sterling Publishers.
10. Anand. S.P. (1996). RCEB Tools for secondary class students. Bhubaneswar
Shovan.
11. Belok, Michael. V. (1993). Naturalistic Research Paradigms. Meerut: Anu Books.
12. Buch. M.B. (1991). Fourth Survey of Research in Education. Vol I and II, New
Delhi NCERT.
13. Martyn, Hammersley. (1996). case Studies in classroom research. Philadelphia
Open University Press.
14. Shukla. S.P. (1996). Elements of Educational Research. Bombay Allied Publishers
(P) Ltd.
15. Young, Pauline. V. (1992). Scientific Social Surveys and Research, Bombay Asia
Publishing House,
16. D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO.
17. Govt. of India, Persons with Disability Act, 1995.
18. Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The
Falmer Press.
19. Zirpoli, T.J. & Mellor, K.J. (1993) Behaviour Management Application for
Teachers and Parents Toronto Maxwell McMillan, Canada.
24
SPECIALIZATION PAPERS
25
PAPER - 1
IDENTIFICATION AND ASSESSMENT OF PERSONS WITH MENTAL
RETARDATION
Max Marks 80
60 Hrs
Objectives:
After completing the paper the Teacher Trainees will:
1. Comprehend historical perspective, nature and needs and characteristics of Persons
with Mental Retardation
2. Describe classification and other associated conditions with Mental Retardation
3. Describe various assessment tools, procedures and evaluation techniques
4. Develop competence for assessment of adaptive behaviour among children with
Mental Retardation
5. Understand psycho-social implications of Mental Retardation.
Instructions for Paper Setters.
a) Theory paper shall be of 8O marks and shall comprise of nine questions evenly
distributed unit wise. The candidates shall be required to attempt five
questions.
b) Question No1 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 (10 X 2 =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 (4X 15 marks)
Course Content
Unit 1: Mental Retardation - Nature, needs and Identification & Social Perspective
15Hrs
1.1 Historical perspective of the concept of mental retardation. Updating nomenclature
regarding terminology in Mental Retardation
1.2 Definition of mental retardation - lCD - 10, AAIDD, WHO, Legal definition (PWD Act)
in India used for certification; incidence and prevalence.
1.3 Classification of MR (medical, educational, psychological).
1.4 Screening and identification of mental retardation in pre-school, school, adolescence
and adulthood.
1.5 Mental Retardation and its Psycho-Social Aspects- exploitation, delinquency, Child
labour, Child abuse, misconceptions & social practice
1.6 Rights and Advocacy; sex education & marriage
Unit 2: Associated impairments 15Hrs
2.1 Introduction to associated conditions and educational implications
2.2 Sensory impairments - vision, hearing
2.3 Motor impairments - cerebral palsy, congenital deformities, muscular dysfunction
2.4 Epilepsy
2.5 Emotional disorders and Autism
Unit 3: Assessment and Evaluation & Assessment of Adaptive Behaviour
15 Hrs
3.1 Assessment: concept and definition, purpose ;Tools of assessment: tests (NRT, CRT,
teacher made) observation and interview
3.2 Areas of Assessment – psychological, educational, behavioral ecological and clinical
assessment for varied ages and severity levels (Pre-School, School Level &Vocational).
Tools for assessment of Adaptive Behaviour
26
3.3 Evaluation methods – formative and summative
3.4 Interpretation of assessment results and program, reporting, recording & documentation
and followup.
3.5 Assessment tools with reference to Indian context interpretation of results in order to
formulate a functional plan
3.6 Evaluation and Follow up
Unit 4: Transitional and Vocational Assessment & Employment
15 Hrs
4.1 Support Intensity Scale
4.2 Vocational assessment
4.3 Transition from School to Work
4.4 Vocational training
4.5 Employment Models: Supported, Sheltered, Home - Based, Self - Employment,
Inclusive)
27
Reference books
1. Overton, T. (1992). Assessment in Special Education An Applied Approach. New York
McMillan.
2. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications.
3. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Retarded Persons, NIMH, Secunderabad.
4. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech
pathology and Audiology. Eighth Edition, Prentice Hall.
5. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological
Procedures. Boston : Allyn & Bacon.
6. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instruction. University of Alberta, Alberta,
7. Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for improving
instruction. Boston : Allyn & Bacon
8. Narayan, 3. & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons. Pre-primary level. NIMH, Secunderabad.
9. Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children A manual for
Teachers. NIMH, Secunderabad.
10. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The
Faimer Press.
11. Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall
12. King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San
Diego Singular Publishing Group.
13. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi Mittal
Publication.
14. Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi Reliance.
15. Narayan, J. Myreddi, V. Rao, S. (2002). Functional Assessment Checklist for
Programming, NIMH, Secunderabad.
16. Jeyachandaran, P. Vimala, V. (2000). Madras Developmental Programming System
17. Myreddi, V. & Narayan, J. FACP – PMR, NIMH, Secunderabad.
18. Narayan, J. Graduate Level Assessment Device for Children with Learning Problems in
Regular Schools, NIMH, Secunderabad.
19. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental
retardation, NIMH, Secunderabad.
20. Narayan J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad.
21. Narayan J. (2003) Educating children with learning problems in regular schools NIMH,
Secunderabad.
22. Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad.
28
PAPER - 2
MENTAL RETARDATION - ITS MULTIDISCIPLINARY ASPECT
Max Marks 80
60 Hrs
Objectives:
After completing the paper the Teacher Trainee will:
1. Comprehend the Physiological aspect of Mental Retardation
2. Comprehend Motor Developmental aspects in Mental Retardation
3. Develop competency in enhancing communication skills among children with
Mental Retardation
4. Demonstrate competency in working with multi-disciplinary team
5. Narrate the procedure to provide refl, networking as well services to MR children
Instructions for Paper Setters.
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 No1 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 (10 X 2 =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 (4X 15 marks)
Course Content:
Unit 1: Physiological, Developmental & Behavioural aspects in relation to MR
15 Hrs
1.1 Neurological aspects — Autonomous Nervous System, Central Nervous System,
Peripheral Nervous System.
1.2 Associated Impairments — Cerebral Palsy, Epilepsy, ADD, ADHD, Autism.
1.3 Genetic aspects & Endocrinal influences
1.4 Preventive measures
1.5Developmental stages - Physical, social, cognitive, language, emotional and moral.
1.6 Developmental delays and their implications in the life cycle
1.7 Adaptive deficits - self-help areas, emotional, social cognitive and language areas
1.8 Behaviour Management: Functional analysis and strategies for intervention
1.9 Management of behaviour problems in the home. Ethical Issues in behaviour
management
Unit 2: Communication Aspects 15 Hrs
2.1 Language, Speech and Communication: Concept and Definition
2.2 Speech Disorders: Types and Intervention
2.3 Language: Components Disorders and Intervention
2.4 Communication: Prerequisite skills, process, and disorders and intervention
2.5 Modes of communication: Alternative and Augmentative
29
Unit 3: Motor Aspects 15 Hrs
3.1 Gross motor and fine motor development and impairments
3.2 Neuromotor, eye-hand, sensory motor, perceptual motor difficulties
3.3 Locomotor/mobility related problems
3.4 Physiotherapy, occupational therapy - their implications and adaptations in classroom
management
3.5 Activities to enhance motor functions in children with mental retardation
Unit 4: Working with multi-Disciplinary Team & CBR
15Hrs
4.1 Personnel and parents involved in multi-disciplinary team
4.2 Nature of coordination with multi-disciplinary team
4.3 Referral agencies, linkages, networking and follow-up
4.4 Empowerment of families and mobilization of support
4.5 Need for inter-departmental linkages at State and national levels in the services for
mentally retarded children
4.6 CBR: concept and Definition, Scope of CBR , Models of CBR Role of special educator/
family / community /person with disability/ in CBR Challenges and implications
30
Reference books
1. Overton, T. (1992). Assessment in Special Education An Applied Approach. New York
McMillan.
2. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications.
3. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally
Retarded Persons, NIMH, Secunderabad.
4. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech
pathology and Audiology. Eighth Edition, Prentice Hall.
5. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological
Procedures. Boston : Allyn & Bacon
6. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instruction. University of Alberta, Alberta.
7. Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for improving
instruction. Boston : Allyn & Bacon
8. Narayan, J. & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons. Pre-primary level. NIMH, Secunderabad.
9. Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children: A manual for
Teachers. NIMH, Secunderabad.
10, Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The
Faimer Press.
11. Repp. A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall
12. King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San
Diego: Singular Publishing Group.
13. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi : Mittal
Publication.
14. Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi, Reliance.
15. Narayan, J. (1999). Skill Training Series 1-9, NIMH Secunderabad.
16. Myreddi, V. & Narayan, J. (2000). Functional Academics for Students with Mental
Retardation, NIMH Secunderabad.
17. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental
retardation, NIMH, Secunderabad.
18. Narayan J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad.
19. Narayan J. (2003) Educating children with learning problems in regular schools NIMH,
Secunderabad.
20. Video Films. (2002). Help them learn make it easy. NIMH, Secunderabad
31
PAPER - 3
CURRICULUM AND TEACHING STRATEGIES
Max Marks 80
60 Hrs
Objectives:
After completing of the paper the Teacher Trainees will:
1. Develop curricular guidance and instructional methods for children with MR
2. Select the appropriate content area for various age level and severity levels
3. Formulate the IEP and apply suitable strategy for the given group of children with
Mental Retardation
4. Demonstrate competency to train children with Mental Retardation in different cocurricular
activity
5. Describe various educational provision available for Mental Retardation children
Instructions for Paper Setters.
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 No1 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 (10 X 2 =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 (4X 15 marks)
Course Content
Unit 1: Curriculum Development 15 Hrs.
1.1 Curriculum: Concept, Definition, and aims; Principles of Curriculum Development
1.2 Approaches to Curriculum: Developmental, Ecological and Functional
1.3 Adaptation of curriculum & Emerging trends in Curriculum Development.
1.4 Instructional Design, Individualized educational Plan: Need and components
1.5 Development of goals: Long term, short term and specific objectives
1.6 Evaluation of Goals and Maintenance of Records
1.7 Conducting an IEP meeting
Unit 2: Curriculum Content - Various Stages 15 Hrs
2.1 Infancy (0-3years) Early intervention Preschool (3-6years) Sensory motor, Self help
skills, Motor training, Communication and Socialization, Pre-academic skills
2.2 Functional Academics
2.3 School Level( 6-15years) Self help skills, Communication, Gross and fine motor skills,
Functional academics, possibility of academic integration, concept of National Open
School, functional communication, pre-vocation skills, social competency skills, preemployment
and occupational skills, domestic skills –
2.4 Prevocational (15- 18)years National Institute of Open School, Prevocational skills
2.5 Severe and Profound Retardation: Self help, Mobility, Communication, Leisure and
Recreational, Prevocational/Vocational
32
Unit 3: Teaching Strategies 15 Hrs
3.1 Principles of Teaching in Special Education
3.2 Stages in Learning: Acquisition ,Maintenance and Generalization, Concept Learning –
Matching, Identification and Generalization
3.3 Teaching Approaches: Multi - Sensory Approach – VAKT, Behavioral Approach –Task
Analysis, Chaining, Modeling, Shaping, Prompting and fading Reinforcement, Cognitive
Approach - Cognitive Behavior Modification; Other Instructional Methods: Role play,
Music, Art, Drama, Field trips
3.4 Teaching strategies for Severe and Profound Mentally Retarded: Task analysis,
Positioning and handling, Adaptation of teaching learning materials, Re-structuring of the
learning environment, use of Alternative and Augmentative devices
3.5 Relevance and Importance of co – curricular skills
3.6Visual Arts (arts and crafts) and stimulation material & Performing Arts (dance, music,
drama, mimicry, puppetry)
3.7 Physical education, yoga, play, sports and games, Leisure skills and recreational
activities
3.8 Emerging trends and activities - Special Olympics, very special arts, special youth
festivals, special national and international days
Unit 4: Educational Provisions 15 Hrs
4.1 Concept of normalization, integration, mainstreaming and inclusive education - their
implications in educational program
4.2 Placement Options: Special schools, Residential schools, Special class in mainstream
Settings, Itinerant and Resource Room
4.3 Vocational Training and Rehabilitation
4.4 Inclusive Model: SSA and NIOS
4.5 Social benefits and Schemes - State and Central governments, NGOs.
33
Reference books
1. Overton, T. (1992). Assessment in Special Education - An Applied Approach. New York
McMillan.
2. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications.
3. Subba Rao, T.A, (1992). Manual on Developing Communication Skills in Mentally
Retarded Persons, NIMH, Secunderabad.
4. Van Riper, C.A. and Emerick, L. (1990), Speech Correction-An introduction to speech
pathology and audiology. Eighth Edition, Prentice Hall.
5. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological
Procedures. Boston : Allyn & Bacon.
6. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment,
Curriculum and Instruction. University of Alberta, Alberta.
7. Longone, J. (1990). Teaching Retarded learners Curriculum and Methods for improving
instruction. Boston : Allyn & Bacon.
8. Narayan, J. & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded
persons. Pre-primary level. NIMH, Secunderabad.
9. Peshwaria, R. and Venkatesan. S. (1992) Behaviour of retarded children: A manual for
Teachers. NIMH, Secunderabad.
10. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The
Faimer Press.
11. Repp. A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall
12. King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San
Diego Singular Publishing Group.
13. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi Mittal
Publication
14. Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi Reliance.
15. Narayan, J. (1999). Skill Training Series 1-9. NIMH, Secunderabad,
16. Myreddi, V. & Narayan, J. (2000). Functional Academics for Students with Mental
Retardation, NIMH, Secunderabad.
17. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental
retardation, NIMH, Secunderabad.
18. Narayan J. (1990). Towards independence series 1 to 9. Secunderabad : NIMH,
Secunderabad.
19. Narayan J. (2003) Educating children with learning problems in regular schools. NIMH,
Secunderabad.
20. Video Films. (2002). Help them learn make it easy. NIMH, Secunderabad.
34
PAPER - 4
METHODLOGY OF TEACHING CHILDREN WITH LEARNING DIFFICULTIES
IN AN INCLUSIVE SET UP
Max Marks 80
60 Hrs
Objectives:
After completing the paper the students will:
1. Develop competency to screen, Assessment of students with learning difficulties
2. Develop competency in planning and implementing special education methodology
and training for students with learning difficulties
3. Develop competency in curriculum adaptations and implementing remedial
education methodology for students with learning difficulties
4. Organize Resource Rooms for students with learning difficulties
Instructions for Paper Setters.
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 No1 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 (10 X 2 =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 (4X 15 marks)
Unit 1: Identification of children with Learning Problems (15 hrs)
1.1 Educational challenges faced by children with MR, SLD, Emotional disturbances,
ADHD/ADD, Autism, Sensory Disabilities and Locomotor Disabilities in the regular
classroom
1.2 Process of Learning: Analyzing and locating areas of difficulty in the process of
learning
1.3 Gathering Information: Teachers, Parents, Notebooks, Exam results
1.4 Screening and Assessment: Formal and Informal
1.5 Preparing a Report
Unit 2: Organization of Resource Room (15 hrs)
2.1 Orientation to regular school administration - relevance and importance.
2.2 Training and coordination with regular education system
2.3 Organizing resource rooms methods and material
2.4 Coordination with families, evaluation provisions, Record maintenance
2.5 Developing a functional curriculum & Designing IEP
2.6 Scheduling for individual and group instruction
2.7 Designing activities to enhance social inclusion & Parental Involvement in the program
Unit 3: Organization and Development of an Inclusive Education Program (15 hrs)
3.1 Sensitization of school staff at different levels
3.2 Sensitization of parents and community
3.3 Sensitization of regular students & regular teachers
3.4 Creating a barrier free environment (provisions for students with visual and hearing
impairments)
3.5 Strategies to facilitate inclusion between regular and special needs students.
Unit 4: Methodology of teaching Language, Maths & Concepts
(15 hrs)
4.1 Assessment- formal, informal methods
4.2 Modification of the curriculum
35
4.3 Planning a program
4.4 Instructional strategies / resources
4.5 Evaluation
36
Reference books
1. Cark, G.M. & Kostoe, O.P. (1995) Career development and transition education for
adolescents with disabilities (2nd edition). Boston : Allyn & Bacon
2. Eaves, R.C. & Mc Laughin, P.J. (1993) Recent advances in special education and
rehabilitation. Boston : Andover Medical Publishers.
3. King - Sears, M.E. (1994) Curriculum based assessment in special education. San Diego:
Singular Publishing Group, Inc.
4. Mann, P.H., Suiter, P.A. & Mc Clung, R.M. (1992) A guide for educating mainstreamed
students. Boston : Allyn & Bacon.
5. Narayan, J & Kutty, A.T.T. (1989) Handbook for trainers of the mentally retarded
persons- Pre-primary level. NIMH, Secunderabad.
6. Shell, M.E.(1993). Instruction of students with severe disabilities (4th edition). Toronto :
Maxwell Macmillan Canada.
7. West, C.K., Farmer, J.A. & Wolff, P.M. (1991). Instructional design. Implications from
cognitive science. Englewood Cliffs (New Jersey) : Prentice Hall.
8. Longhorn, F. (1988) A sensory curriculum for very special people. A practical approach
to curriculum planning. Souvenir Press (Educational and Academic) Ltd.
9. Carr, J & Collin, S (1992). Working towards independence – A practical guide to
teaching people with learning disabilities. London : Jessica Kingsley.
10. Hulme, C. (1992). Working memory and severe learning difficulties. Hove, Lawrence.
Erlbawn.
11. Hogg, J. (1994). Making leisure provision for people with profound learning and
multiple disabilities. London : Lhapman, California.
12. Farmer, R. (1994) changing services for people with learning disabilities. California
Singular Pub. Group Allied, Hyderabad.
13. Smith, C.R. (1994). Learning Disabilities : The interaction of learner task & setting (3rd
edition). Boston : Allyn & Bacon
14. Michales, C.A (1994). Transition strategies for persons with learning disabilities.
California, Singular Pub. Group.
15. Sinha. B.L. (2001). Teaching learning & human behaviour. Anmol, New Delhi.
16. Hoover, J.J. (1995). Teaching students with learning problems to use study skills - A
teachers guide.
17. Lokananda Reddy, G. et. al. (2000). Learning disabilities: A practical guide to
Practitioners. Discovery Pub House, New Delhi.
18. Rourke, B.P. and Del Dotto, J.E. (1994). Learning Disabilities : A Neuro-Psychological
Perspective. Sage Pub, New Delhi.
19. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental
retardation, NIMH, Secunderabad.
20. Narayan J. (1990). Towards independence series 1 to 9. Secunderabad : NIMH,
Secunderabad.
21. Narayan J. (2003) Educating children with learning problems in regular schools NIMH,
Secunderabad.
22. Video Films. (2002). Help them learn make it easy. NIMH, Secunderabad.
37
PAPER: IX
TEACHING OF LANGUAGE AND SOCIAL STUDIES
Option-I
Marks 80
60hr.:
Instructions for paper-setter/ Examiners
For Part A as well as Part B following are the instructions:
a). From both the parts, One question consisting of 5 short answer type questions will
be compulsory ( 2X5=10.)
b). From both the parts two long type question be set from each unit(15 marks)
c). The candidate is required to attempt the compulsory short answers type questions
and too long type questions from each unit.
d) In all the candidates shall answer six questions i.e. three questions from each part
separately.
PART-A
Unit I: Significance and Role of Language in Curriculum & Life
1.1Language: Nature & Importance (cognitive and affective development)
1.2 Objectives of teaching language at primary and secondary level, Principles & Maxims
of teaching language
1.3 Methods of teaching language: Translation, Direct & Bilingual
1.4 Organization of language curriculum at primary and secondary level.
Unit II: Aspects of Language
2.1 Developing Language Skills: Listening, Speaking, Reading, Writing
2.2 Approaches to teaching language: Structural, Situational, Communicative, Phonetics &
Multi sensory
2.3 Teaching Vocabulary & Pronunciation
2.4 Teaching Skills & Qualities of a good Language Teacher
2.5 Lesson Planning, Evaluation & Language Laboratory
Part – B
Teaching of Social Studies
Course Content:
Unit III: Significance and Role of Social Studies in Curriculum & Life
3.1 Social Studies: Concept, Nature & Scope
3.2 Objectives of Teaching Social Studies at Primary and Secondary level
3.3 Organisation of Social Studies Curriculum at Primary and Secondary level
3.4 Principles of curriculum construction
Unit, Concentric and Topical Approaches Short comings in the existing curriculum and
suggestions
Unit IV: Teaching of Social Studies: Methods, Lesson Planning and Evaluation
4.1 Methods: Storytelling, Role play, Group and Self Study, Problem solving and
Discussion. Project method
4.2 Audio visual aids, improvised aids, improvised aids
4.3 Qualities of social studies teacher
4.4 Lesson Planning: Concepts and Steps of lesson planning & importance of lesson
planning
4.5 Evaluation: Concept, types, evaluation process
38
Books Recommended:
Teaching of Language
1. Balasubramaniam, T. (1981). A Textbook of English Phonetics for Indian Students.
Mumbai: Macmillan India Ltd.
2. Bhandari, C.S. and Other (1966). Teaching of English, A Handbook for Teachers. New
Delhi: Orient Longmans,
3. Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. New Delhi:
Kalyani Publishers.
4. Bindra, R. (2005). Teaching of English. Jammu: Radha Krishan Anand and Co.
5. Carroll, B.J. (1972). System and Structures of English. London: Oxford University Press.
6. French, F.G. (1963). Teaching English as an International Language. London: OUP.
7. Hornby, A.S. (1999). The Teaching of Structural Words and Sentence Patterns. London:
OUP.
8. Kohli, A.L. (1999). Techniques of Teaching English. New Delhi: Dhanpat Rai and
Company.
9. Billous, F.L (1961). The Techniques of language Teaching. London: Longmans.
10. Sharma, D.K. (1999). Hindi Shikshan Vidiyan. Ludhiana: Tondon Publications.
11. Khanna, Jyoti (2006). Hindi Shikshan. New Delhi: Dhanpat Rai and Compony.
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 Pub.
4. Singh, Gurmit and Kaur, Jasvir (2007). Teaching of Social Studies. Ludhiana: Kalyani
Publishers.
5. Shaida, B.D.( 1962). Teaching of Social Studies. Jalandhar: Punjab Kitab Ghar.
6. Taneja, V.R. (1965). Teaching of Social Studies.
39
PAPER: IX
OR
TEACHING OF SCIENCE AND MATHS
Option-II
Hrs : 60
Instructions for paper-setter/ Examiners
For Part A as well as Part B following are the instructions:
a). From both the parts, One question consisting of 5 short answer type questions will
be compulsory ( 2X5=10.)
b). From both the parts two long type question be set from each unit(15 marks)
c). The candidate is required to attempt the compulsory short answers type questions
and too long type questions from each unit.
d) In all the candidates shall answer six questions i.e. three questions from each part
separately.
COURSE OBJECTIVES:
After studying this paper the student teachers are expected to:
1. 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
Course Content:
Unit –I: Science: Meaning, Characteristics, Importance
1.1 Blooms Taxonomy of Educational Objectives
1.2 Objectives of Teaching Science, Methods of stating objectives
1.3 Science Curriculum: Importance; objectives and Principles
1.4 Methods of Teaching Science: Lecture cum Demonstration, Laboratory, Heuristic,
Project method, Inductive-deductive, Problem-solving, Concept mapping
Unit – II: Inter-Disciplinary approach in teaching Science
2.1 Lesson planning: objective, steps(with examples from Physical Sciences & Life
Sciences)
2.2 Evaluation in Science: Need, Types of Evaluation (Characteristics and Limitations)
2.3 Science Club, Science Museums, Science Fair, Scientific Hobbies, Field
Trips(Importance, Organisation and Objectives)
2.4 Science Teaching Models: Meaning, Importance and Types
40
Part – B
Teaching of Mathematics
COURSE OBJECTIVES:
This paper would enable the student to:
1. Understand the importance of Mathematics in life
2. Develop the skill of designing Mathematics curriculum
3. Develop the skill in planning the lesson keeping in view of the different methods of
teaching and teaching aids to be used
1. Enable the pupil teacher to equip the non-formal mathematics education
Unit III: Maths: Importance, Objectives
3.1 Teaching of Mathematics: Objectives, Values; Mathematics
3.2 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)
3.3 Teaching aids for mathematics
Unit-IV
4.1 Planning for Effective Instruction: Meaning and Purpose (year plan, unit plan and lesson
plan)
4.2 Non-formal Mathematics Education: Mathematics Clubs, Mathematics Fairs (Purposes,
Levels, Organisation and Advantages)
4.3 Aesthetic Structure: order-pattern- sequence;
4.4 Evaluation. Concept, Process, Types
41
Books Recommended:
Teaching of Maths
1. Arora, S.K. ( 2000). How to Teach Mathematics. New Delhi: Sterling Publishers Pvt.
Ltd.
2. Gakhar, S.C. & Jaidka, M.L (2003). Teaching of Mathematics. Panipat: N.M. Publishers.
3. James Anice, (2009). Teaching of Mathematics. Neel Kamal Publications Pvt. Ltd.
4. Kumar, Khushwinder and Kaur, Jaspreet (2004). Learning Mathematics-Lab Experience.
Patiala: 21st century Publications.
5. Kumar, Sudhir & Ratan, P.N. (2003). Teaching of Mathematics. New Delhi: Anmol
Publications Pvt. Ltd.
6. M. Mustafa (2004). Teaching of Mathemataiacs, New Trends and Innovations. New
Delhi: Deep & Deep Publications Pvt. Ltd.
7. Mangal, S.K. (2003). Teaching of Mathematics. Ludhiana: Tandon Publications.
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, Raghuvir & Kaur, Interjeet (2007).A Text Book of Science for Class
X New Delhi: NCERT.
3. Gupta, V.K. (1994). Life Science Education Today. Chandigarh: Arun Pub. House.
4. Joshi, R. Kulkarni, V.G. & Sinha, Somdatta (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. Narendra Vaidya, N. (1971). The Impact of Science Teaching. New Delhi: Oxford and
IBH Pub. Co.
8. New UNESCO (2004). Source Book for Science, France UNESCO.
9. Sharma, R.C. (1998-1999). Modern Science Teaching. New Delhi: Dhanpat Rai Pub. Co.
10. Siddiqui, N.H. and Siddiqi, M.N. (1983). Teaching of Science Today and Tomorrow.
Delhi: Doaba House.
11. Sood, J.K (1987). Teaching of Life Science, A Book of Methods. Chandigarh: Kohli .U.
12. Vishin, G.L. & Ticku, S.P.
42
COURSE CONTENT FOR PRACTICUM
S.No. PAPERS CONTENT HOURS Total
Marks
1. Individualized Education
Programme
Educational assessment and
programme planning (IEP for at least
2 children with MR
100 200
2. Teaching Practice Special
School
a) 18 observations each for children in
special schools & 18 observations for
children in an inclusive set up
b) Classroom teaching of children with
mental retardation at various levels
from preprimary, primary, secondary,
prevocational levels. A total of 30
lessons should be taught including 12
curricular and 8 co-curricular lessons,
using suitable methods and materials.
150 200
3 Teaching Practice
Resource Room-Regular
School
(a) Organization of Resource room
(b) Resource room teaching of children
with learning problems in regular
schools.
A minimum of 30 lessons (10 Maths,
10 English, 10 Regional
Language/Hindi) must be taught,
following educational assessment and
suitable programming – methods and
materials.
100 150
4 Teaching Practice of
Methodology Papers –
Regular Schools
a) Observation in regular classrooms
for language teaching
b) Teaching language to regular
primary classes (choice of language left
to the students -
English/Hindi/Punjabi). A minimum of
10 lessons with suitable teaching
learning materials.
c) Teaching of 10 subject classes opted
at graduation level.
100 200
5 Skill training in Mental
retardation & additional
disability areas – Autism,
Cerebral Palsy & Sensory
impairment
Skill training in Mental Retardation and
additional disability areas such as
Autism, Cerebral Palsy and sensory
impairments (HI & VI).
100 200
6 Preparation of Teaching
Learning Material
Preparation of learning aids 50 50
TOTAL 1000
*******