641043. B.Ed. Special Education (Visual Impairment/Hearing Impairment) Scheme of Instruction and Examination (For Students Admitted from 2015-16 & Onwards)

Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore -641043. B.Ed. Special Education (Visual Impairment/Hearing Impairment) Scheme of Instruction and Examination (For students admitted from 2015-16 & onwards)

Hrs. of Hrs. Scheme of No. of Part Course code Title of the Paper Instruction of Examination Total Credits T P Exam CIA CE First Semester Human Growth and 15BDSC01 4 1 3 50 50 100 5 Development Introduction to Sensory 15BDSC02 4 3 50 50 100 5 Disabilities Introduction to Neuro 15BDSC03 Developmental 4 3 50 50 100 4 Disabilities Introduction to 15BDSC04 Locomotor and Multiple 4 3 50 50 100 5 Disabilities

I Specialization 1. Identification of Children with Visual Impairment and 15BDSSV1 Assessment of Needs (or) (or) 5 2 3 50 50 100 5 15BDSSH1 2. Identification of Children with Hearing Impairment and Assessment of Needs

Discipline Specific Elective (DSE) I 15BDSEV1 1. Braille and Assistive II (or) Devices 3 3 3 50 50 100 4 (or) 15BDSEH1 2. Early Childhood Care and Education

Internship – Observation

III at Special and Inclusive 4 Schools

Hrs. of Hrs. Scheme of No. of Part Course code Title of the Paper Instruction of Examination Total Credits T P Exam CIA CE Second Semester Learning, Teaching and 15BDSC05 4 2 3 50 50 100 5 Assessment Contemporary India and 15BDSC06 5 3 50 50 100 5 Education 1. Pedagogy of Teaching 15BDSSM1 Mathematics (or) (or) 15BDSSS1 2. Pedagogy of Teaching 5 2 3 50 50 100 5 (or) Science 15BDSSA1 (or) 3. Pedagogy of Teaching Social Science I Pedagogy of Teaching 15BDSSE1 5 2 3 50 50 100 5 English Specialization 1. Curriculum Designing, Adaptation and Evaluation for 15BDSSV2 Children with Visual (or) Impairment 5 2 3 50 50 100 5 15BDSSH2 (or) 2. Curriculum Designing, Adaptation and Evaluation for Children with Hearing Impairment Internship – Observation 4 III 15BDSI01 at Special and Inclusive 200 200 8 weeks Schools Third Semester Assessment and 15BDSC07 4 2 3 50 50 100 5 Evaluation I Drama and Art in 15BDSC08 4 2 3 50 50 100 4 Education

Hrs. of Scheme of Hrs. Course Instruction of Examination No. of Part Title of the Paper Total T P Exam Credits code CIA CE

15BDSC09 Teacher Behaviour 1 3 100 100 4 (Self Study Course)

1. Special Education (VI) 15BDSCV1 (or) 1 100 100 2 (or) 2. Special Education (HI) 15BDSCH1 (Computer Based Test)

Specialization 1. Educational Intervention and Teaching Strategies I 15BDSSV3 for Children with Visual (or) Impairment 5 2 3 50 50 100 5 15BDSSH3 (or) 2. Educational Intervention and Teaching Strategies for Children with Hearing Impairment Specialization 1. Technology and Education of Children 15BDSSV4 with Visual Impairment 50 50 (or) (or) 5 2 3 100 5 15BDSSH4 2. Technology and Education of Children with Hearing Impairment Discipline Specific Elective (DSE) II 15BDSEV2 1. Orientation and Mobility (or) (or) II 100 5 15BDSEH2 2. Communication Options: 3 2 3 50 50 Oralism/ Aural Rehabilitation and Auditory Verbal Approach

Hrs. of Scheme of Hrs. Course Instruction of Examination No. of Part Title of the Paper Total code Exam Credits T P CIA CE

II Generic Elective (GE) 2 3 100 100 2

Internship – Practice 15BDSI02 Teaching of School Subjects 200 200 8 at Special Schools 8 III Internship – Practice weeks 15BDSI03 Teaching of Language at 200 200 8 Special Schools

Fourth Semester 15BDSC10 Inclusive Education 4 3 50 50 100 5 15BDSC11 Gender, School and Society 4 2 3 50 50 100 5 Basic Research and 50 50 15BDSC12 Statistics 4 2 3 100 5

Reading and Reflecting on 15BDSC13 3 2 3 50 50 100 4 Text Specialization I 1. Psycho Social and Family Issues of 15BDSSV5 Individuals with Visual (or) Impairment 5 2 3 50 50 100 5 15BDSSH5 (or) 2. Psycho Social and Family Issues of Individuals with Hearing Impairment 1. Practical I - School Subject and Language for Children with 15BDSSV6 Visual Impairment (or) (or) 4 2 100 100 4 15BDSSH6 2. Practical I - IV School Subject and Language for Children with Hearing Impairment 1. Practical II - Visual 15BDSSV7 Impairment (or) (or) 4 2 100 100 4 15BDSSH7 2. Practical II - Hearing Impairment Hrs. of Hrs. Scheme of Course Instruction of Examination No. of Part Title of the Paper Total T P Exam Credits code CIA CE

Internship – Practice Teaching Children with 4 15BDSI04 200 200 8 Special Needs at Special weeks III Schools Internship – Practice 4 15BDSI05 200 Teaching at Inclusive weeks 200 8 Schools

TOTAL 3600 157

Semester Subject Course/Components Hours of Number Credit/ Total code Instruction of course credits week/course courses Part V A. Ability Enhancement Courses

I. Ability Enhancement Compulsory Courses (AECC) 3 15BAES01 Environmental Studies 2 Remarks 1 Communication Skills- I / 15BSCS01/ 2 3 - Remarks 2 15BSSS01 Soft Skills - I 15BSCS02/ Communication Skills II/ 3 3 - Remarks 2 15BSSS02 Soft Skills II II. Skill Enhancement Courses (SEC) 2 - 3 a. Value Added course 40 hrs - Remarks 1 b. Co-curricular Courses By the end of 15BDCGT1/1 Certificate Course on Gandhian Varied Remarks 1 3 Semester 5BDCWS1 Studies/ Gender & Education/ Duration /15BDCIA1 Ambedkar Studies B. Extra – curricular course

1-2 14BDXC01 CSS 1 1 Remarks 2

1 15BXLT01 Leadership Training Remarks 1 Total Credits (Part IV) 8 Total Credits to earn the degree 1. Part I II, III & IV components - 157 2. Part V components - 10 Total - 167 credits

Other Courses offered by the department: A. Generic Elective (GE) Course 15BDSO01- Family, Community and Children with Disabilities B. Value Added Course 15BSEV01 - Orientation to Sign Language

Human Growth and Development Semester I Hours of instruction/week: 4(T)+1(P) 15BDSC01 No. of credits: 5

Objectives To enable the student teacher to: • explain the process of development with special focus on infancy, childhood and adolescence • critically analyze developmental variations among children • comprehend adolescence as a period of transition and threshold of adulthood • analyze different factors influencing child development

Unit 1 Approaches to Human Development 1.1 Human development as a discipline from infancy to adulthood 1.2 Concepts and Principles of development 1.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence, Adulthood) 12 1.4 Nature vs Nurture 1.5 Domains (Physical, Sensory- perceptual, Cognitive, Socio-emotional, Language and Communication, Social relationship)

Unit 2 Theoretical Approaches to Development 2.1 Cognitive & Social - Cognitive theories (Piaget, Vygotsky, Bruner, Bandura) 2.2 Psychosocial theory (Erikson) 2.3 Psychoanalytic Theory (Freud) 12 2.4 Ecological Theory (Bronfrenbrenner) 2.5 Holistic Theory of Development (Steiner)

Unit 3 The Early Years (Birth to Eight Years) 3.1 Prenatal development - Conception, stages and influences on prenatal development 3.2 Birth and Neonatal development - Screening the newborn - APGAR Score, Reflexes and responses, neuro-perceptual development 12 3.3. Milestones and variations in Development 3.4 Environmental factors influencing early childhood development 3.5 Role of play in enhancing development

Unit 4 Middle Childhood to Adolescence (From nine years to eighteen years) 4.1 Emerging capabilities across domains of physical and social emotional 4.2 Emerging capabilities across domains related to cognition - metacognition, creativity, ethics 12 4.3 Issues related to puberty 4.4 Gender and development 4.5 Influence of the environment (social, cultural, political) on the growing child Unit 5 Transitions into Adulthood 12

1 5.1 Psychological well-being 5.2 Formation of identity and self-concept 5.3 Emerging roles and responsibilities 5.4 Life Skills and independent living 5.5 Career Choices

Practicum: 1. Observe children in various settings and identify milestones achieved. 2. Seminar on human development 15 3. Writing Journal for reflection and case study

Total Hours: 60(T)+15(P)

References: 1. Berk, L. E. (2000). Human Development. New York : Tata Mc.Graw Hill Company. 2. Brisbane, E. H. (2004). The Developing Child. USA: Mc.Graw Hill. 3. Cobb, N. J. (2001). The Child Infants, Children and Adolescents. California: Mayfield Publishing Company 4. Hurlocl, E. B. (2005). Child Growth and Development. New York: Tata Mc.Graw Hill Publishing company. 5. Hurlocl, E. B. (2006). Developmental Psychology - A Life Span Approach. New Delhi: Tata Mc.Graw Hill Publishing company. 6. Mittal, S. (2006). Child development- Experimental Psychology. Delhi: Isha Books. 7. Nisha, M. (2006). Introduction to Child Development. Delhi: Isha books. 8. Papalia, D. E. & Olds, S. W. (2005). Human development. New York: Tata Mc.Graw Hill Publishing company. 9. Santrock, J. W. (2006). Child Development. New York: Tata Mc.Graw Hill Publishing Company. 10. Santrock, J. W. (2007). Adolescence. New Delhi: Tata Mc.Graw Hill Publishing Company.

2 Introduction to Sensory Disabilities Semester I Hours of instruction/week: 4 15BDSC02 No. of credits: 5

Objectives To enable the student teacher to: • identify the different types of sensory impairments and its prevalence& describe the process of hearing & implications of various types of hearing loss • explain the issues & ways to address challenges in educating students with hearing loss • describe nature, characteristics & assessment of students with low vision & visual impairment • suggest educational placement and curricular strategies for students with low vision & visual impairment • explicate the impact of deaf-blindness & practices for functional development

Unit 1 Hearing Impairment - Nature and Classification 1.1 Types of sensory impairments - Single (Hearing Impairment & Visual Impairment) and Dual sensory impairment (Deaf-blindness) 1.2 Importance of hearing 1.3 Process of hearing and its impediment leading to different types of hearing loss 10 1.4 Definition of hearing loss, demographics & associated terminologies - deaf/ Deaf/ deafness/ hearing impaired/ disability/ handicapped 1.5 Challenges arising due to congenital and acquired hearing loss

Unit 2 - Impact of Hearing Loss 2.1Characteristics of learners with hearing loss and impact of different degrees of hearing impairment on communication 2.2 Language and communication issues attributable to hearing loss and need for early Intervention 2.3 Communication options, preferences & facilitators of individuals with hearing 12 loss 2.4 Issues and measures in literacy development and scholastic achievement of students with hearing loss 2.5 Restoring techniques using human (interpreter) & technological support (hearing devices)

Unit 3 Visual Impairment - Nature and Assessment 3.1. Process of Seeing and Common Eye Disorders in India 3.2. Blindness and Low Vision--Definition and Classification 3.2. Demographic Information--NSSO and Census 2011 10 3.4. Importance of Early Identification and Intervention 3.5. Functional Assessment Procedures

Unit 4 Educational Implications of Visual Impairment 13 4.1. Effects of Blindness--Primary and Secondary

3 4.2. Selective Educational Placement 4.3. Teaching Principles 4.4. Expanded Core Curriculum--Concept and Areas 4.5. Commonly Used Low Cost and Advanced Assistive Devices

Unit 5 Deaf-blindness 5.1 Definition, causes, classification, prevalence and characteristics of deafblindness 5.2 Effects and implications of deaf-blindness on activities of daily living & education 5.3 Screening, Assessment, Identification & interventional strategies of deaf- 15 blindness 5.4 Fostering early communication development - Methods, assistive devices and practices including AAC 5.5 Addressing orientation, mobility & educational needs of students with deafblindness

Total Hours: 60 References: 1. Holbrook, C. M. & Koenig, A. J. (2000). Foundations of Education, Vol I: History and Theory of Teaching Children and Youths with Visual Impairments. (2nd ed). New York : AFB Press 2. Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired Infants – Support in the first eighteen months. London: Whurr Publishers Ltd. 3. Mani, M.N.G. (2001). Reading Preference Test (REPT) for Children with Low Vision. Coimbatore - International Human Resource Development Centre for the Disabled. 4. Martin, F. N. & Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education. 5. National Institute for the Visually Handicapped. (2015). Information Booklet on Visual Impairment in India. Dehradun: Government of India. 6. Nerbonne, M. A. & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation. 6th ed. Boston: Pearson Education. 7. Northern, J. L. & Downs, M. P. (2002). Hearing in Children. (5th Ed.) Philadelphia: Williams & Wilkins 8. Sataloff, R. T. & Sataloff, J. (2005). Hearing Loss. (4th Ed.). London: Taylor & Francis. 9. Vijayan, P. & Naomi, V. G. (2005). Handbook: Education of Visually Impaired Children with Additional Disabilities. New Delhi: Rehabilitation Council of India. 10. Vijayan, P. & Vaijayanthi. R. (2002). Handbook : Visual Impairment - Awareness cum Training Packages in Disability. New Delhi: Indira Gandhi National Open University.

Introduction to Neuro Developmental Disabilities Semester I Hours of instruction/week: 4

4 15BDSC03 No. of credits: 4

Objectives To enable the student teacher to: • discuss the characteristics and types of learning disability • describe the tools, areas of assessment and apply intervention strategies to enhance learning • explain the characteristics and types of Intellectual disability • describe the tools, areas of assessment and prepare and apply intervention strategies for independent living • explain the characteristics and types of Autism Spectrum Disorder • describe the tools, areas of assessment and apply intervention strategies

Unit 1 Learning Disability - Nature and Needs 1.1 Concept and definition 1.2 Types and characteristics 1.3 Associated conditions 1.4 Contributions of Orton-Gillingham, Myklebust, Kephart, Fernald, Cruickshank, 12 Kirk, Kim Reid and Resko 1.5 Services for Persons with Learning Disability - National and International scenario

Unit 2 Learning Disability - Intervention 2.1 Strategies for reading, writing and math 2.2 Curricular adaptation 2.3 Individualized Education Plan(IEP) 12 2.4 Transition Education 2.5 Life long education

Unit 3 Intellectual Disability – Nature and Needs 3.1 Concept and definition 3.2 Types and characteristics 3.3 Associated conditions 12 3.4 Services for Persons with Intellectual Disability - National and International scenario 3.5 Tools and Areas of assessment

Unit 4 Intervention Strategies for Children with Intellectual Disability 4.1 Strategies for functional academics and social skills 4.2 Assistive devices, Adaptations 4.3 Individualized Education Plan 12

4.4 Life skill education 4.5 Vocational training and independent living

5 Unit 5 Autism Spectrum Disorder - Nature, Needs and Intervention 5.1 Definition, types and characteristics 5.2 Tools and areas of assessment 5.3 Instructional approaches 12 5.4 Teaching methods 5.5 Vocational training and career opportunities

Total Hours: 60

References: 1. Accardo,P.J., Magnusen,C. and Capute, A.J. (2000). Autism: Clinical and Research Issues. Baltimore: York Press. 2. Ashok. C. A, (2006). Principles of Management on Employment of Persons with Mental Retardation. New Delhi: Kanishka Publishers. 3. Fox, A.M. (2003). Neuro-Developmental Disorders. New Delhi: National Trust. 4. Howlin, P. and Cohen, S.B. (2000). Teaching Children with Autism to Mind Read. England : Wiley. 5. Myreddi, V. & Narayan, J. (2000). Functional Academics for Students with Mental Retardation. Secunderabad.: NIMH. 6. Nakra, O. (2002). Children with Learning Difficulties. New Delhi: Allied Publishers Limited. 7. Raj, F. (2010). Breaking Through - A Hand Book for parents and teachers of children with specific learning disabilities. Secunderabad: Vifa Publications. 8. Reddy, G. L. & Rama, R. (2000). Education of children with special needs. New Delhi: Discovery Pub. 9. Simpson, R. L. & Myles, B. S. (2008). Educating children and youth with autism: strategies for effective practice. (2nd edition). Texas: Pro Ed. 10. Smith, D.D. (2003). Introduction to Special Education Teaching in an Age of opportunity. Boston: Allyn & Bacon.

6 Introduction to Locomotor and Multiple Disabilities

Semester I Hours of instruction/week: 4 15BDSC04 No. of credits: 5

Objectives To enable the student teacher to: • identify the persons with Locomotor disabilities such as Cerebral Palsy, Amputees, Polio , Leprosy cured, Muscular dystrophies, Neural and spinal defects and Multiple disabilities • plan an effective programme for creating awareness about the persons with Locomotor and Multiple disabilities • plan an effective therapeutic and programme for persons with Locomotor and Multiple disabilities and to refer for medical intervention if necessary • plan an effective educational programme and functional activities for persons with Locomotor and Multiple disabilities

Unit 1 Cerebral Palsy (CP) 1.1 Concept, definitions and characteristics of Neurological Dysfunctions - Cerebral Palsy 1.2 Classification and types of Cerebral Palsy 12 1.3 Emerging trends, issues and range of services. 1.4 Assessment of functional difficulties of Cerebral Palsy 1.5 Assessment of abnormalities of joints and movements (Gaits).

Unit 2 Rehabilitation of Children with Cerebral Palsy 2.1 Provision of therapeutic intervention and referral of children with CP 2.2 Implications of functional limitations of children with CP in education 2.3 Creating prosthetic environment in school and home - seating arrangements, positioning and handling techniques at home and school 12 2.4 Facilitating teaching-learning of children with CP in school, IEP, developing TLM 2.5 Assistive technology to facilitate learning and functional activities

Unit 3 Amputees, Polio, Spinal Cord Injuries, Spina-bifida and Muscular Dystrophy 3.1. Definition, meaning and classification 3.2. Assessment of functional difficulties 3.3. Provision of therapeutic intervention and referral 12 3.4. Implications of functional limitations for education and creating prosthetic environment in school and home - seating arrangements, positioning and handling techniques at home and school 3.5. Facilitating teaching-learning - IEP, Developing TLM; Assistive technology Unit 4 Multiple Disabilities and Other Disabling Conditions 12 4.1 Multiple Disabilities - Meaning and Classifications

7 4.2 Various combinations of multiple disabilities 4.3 Associated conditions of multiple disabilities 4.4 Motor and sensory conditions 4.5 Other disabling conditions such as Leprosy Cured students, Tuberous Sclerosis and Multiple Sclerosis.

Unit 5 Rehabilitation of Multiple Disabilities 5.1 Implications of functional limitations for education 5.2 Creating prosthetic environment in school and home - seating arrangements, positioning and handling techniques at home and school 12 5.3 Facilitating teaching-learning - IEP, Developing TLM 5.4 Assistive technology 5.5 Recent practices in the rehabilitation of multiple disabilities

Total Hours: 60

References: 1. Archie. (2003). Children with Cerebral Palsy: A Manual For Therapists, Parents And Community Workers. Vistar Publication, New Delhi. 2. Bobalg, O. (2006). Teaching Students with Mental, Physical and Multiple Disabilities. New Delhi: Corwin Press. 3. James. E. Y. (2007). Critical issues in Special Education. New Delhi: Kanishka Publication. 4. Miller, F. and Bachrach, S.J. (2012). Cerebral Palsy: A Complete Guide for Caregiving. Baltimore: A Johns Hopkins Press. 5. Reddy, G. L. & Ramar, R. (2000). Education of children with special needs. New Delhi: Discovery Publishers. 6. Smith, D.D. (2003). Introduction to Special Education Teaching in an Age of opportunity. Boston: Allyn & Bacon.

8 Identification of Children with Visual Impairment and Assessment of Needs

Semester I Hours of instruction/week: 5(T)+2(P) 15BDSSV1 No. of credits: 5

Objectives To enable the student teacher to: • describe the structure of eye and common eye defects • explain the etiology of visual impairment • analyse the implications of visual impairment and identify their needs • develop skills to identify and assess children with visual impairment • describe the needs and develop skills to assess children with visual impairment and multiple disabilities(VIMD)

Unit 1 Anatomy and Physiology of Human Eye 1.1 Structure and function of human eye 1.2 Normal vision development and process of seeing 1.3 Principles of refraction and refractive errors 13 1.4 Concept and definitions of blindness and low vision 1.5 Concept of visual acuity, visual field, depth perception and contrast sensitivity

Unit 2 Types of Visual impairment and Common Eye Disorders 2.1 Loss of visual acuity 2.2 Loss of visual field 2.3 Colour vision defect and loss of contrast sensitivity 2.4 Refractive errors, vitamin A deficiency, cataract, glaucoma, corneal ulcer, 15 trachoma, albinism, retinal detachment, retinitis pigmentosa, retinopathy of prematurity, cortical visual impairment, optic atrophy, nystagmus, amblyopia, and macular degeneration 2.5 Educational implications of different eye disorders

Unit 3 Implications of Visual Impairment and Needs of Visually Impaired 3.1 Psychosocial implications of visual impairment 3.2 Factors affecting implications of visual impairment - Age of onset, degree of vision, type of vision loss, prognosis, and socio economic status of the family 3.3 Effect of visual impairment on growth and development - physical, motor, language, socio-emotional, and cognitive development 13 3.4 Educational needs of the visually impaired and need for expanded core curriculum 3.5 Implications of low vision and needs of children with low vision

Unit 4 Identification and Assessment of Visual Impairment 17 4.1 Interpretation of clinical assessment of vision

9 4.2 Functional assessment of vision - Concept, need and methods 4.3 Tools of functional assessment of vision and skills - Functional skills inventory for the blind (FSIB), Low Vision Assessment by Jill Keeffe, Lea tests, and Portfolio assessment 4.4 Tools for psychological assessment of the visually impaired - Vithoba Paknikar Performance Test, A short Scale IQ measure for the visually impaired based on WISC-R, Adapted EPQ, Adapted Blind Learning Aptitude Test, Concept development for blind children, Reading Preference Test, Cornell Medical Index for Visually Handicapped Children 4.5 Report writing

Unit 5 Assessment of Learning Needs of Children with VIMD 5.1 Concept and definition of VIMD 5.2 Etiology of VIMD 5.3 Impact of VIMD on learning and development 5.4 Screening, identification, and assessment of visually impaired children with 17 associated disabilities 5.5 Multidisciplinary assessment of visually impaired children with associated disabilities

Practicum: 1. Present a seminar on implications of visual impairment on the personality of the visually impaired. 2. Prepare material on early indicators of visual impairment and prevention of visual 30 impairment. 3. Carry out functional assessment of skills of a blind, a low vision, and a VIMD child and submit a report of their assessment.

Total Hours: 75(T)+30(P)

References: 1. Barraga, N. C. (1980). Sequences of Visual Development. Austin: University of Texas. 2. Bhan, S. & Swarup, S. (2010). Functional Skills Inventory for the Blind. Mumbai: National association for the blind. 3. Bhandari, R. & Narayan J. (2009). Creating learning opportunities: a step by step guide to teaching students with vision impairment and additional disabilities, including deafblindness. India: Voice and Vision. 4. Hyvarinen, L. & Jacob N. (2011). What and how does this child see: assessment of visual functioning for development and learning. Finland: Vistest Ltd. 5. Jangira, N.K. Mukhopadhyay, M., Mani M.N.G., & RoyChoudary. (1988). Source Book for Training Teachers of Visually Impaired. New Delhi: NCERT. 6. Leat, S.J., Shute R.H., & Westall, C.A. (1999). Assessing children’s vision: A handbook. Oxford: Butterworth-Heinemann. 7. Mani, M.N.G. (2001). Reading Preference Test (REPT) for Children with Low Vision.

10 Coimbatore: International Human Resource Development Centre for the Disabled. 8. Scholl, G. T. (Ed.) (1986). Foundations of the education for blind and visually handicapped children and youth: Theory and Practice. New York: AFB Press. 9. Singh, T.B. (1986). Eyssenck Personality Questionnaire (EPQ) for the Visually Handicapped. Dehradun: NIVH. 10. Vijayan, P. & Geetha, T. (2006). Integrated and Inclusive Education. New Delhi: Kanishka Publishers. 11. Vijayan, P. & Naomi, V. G. (2005). Education of Children with Low Vision. New Delhi: Kanishka Publishers. 12. Vijayan, P. & Vaijayanthi. R. (2002). Handbook : Visual Impairment - Awareness cum Training Packages in Disability. New Delhi: Indira Gandhi National Open University 13. Warren, D.H. (1983). Blindness and Early Childhood Development. New York: AFB Press. .

11 Identification of Children with Hearing Impairment and Assessment of Needs Semester I Hours of instruction/week: 5(T)+2(P) 15BDSSH1 No. of credits: 5

Objectives To enable the student teacher to: • explain the need and techniques for early identification of hearing loss in children • acquire knowledge in the area of audiological assessment and its relevance in education • discuss communicative and language related needs of children with hearing impairment • understand the need for assessment of various processes involved in production of speech • describe and identify different components of educational assessment and analyse various educational needs of individuals with hearing impairment

Unit 1 Early Identification of Hearing Loss - Need and Strategies 1.1 Need for early identification of hearing loss 1.2 Overview to behavioural and objective techniques in screening for hearing loss 1.3 Team members involved in hearing screening and their role 15 1.4 Use of checklists and behavioural observation in early identification of hearing loss by school teachers (congenital & acquired) 1.5 Referral of children based on signs and symptoms of hearing loss

Unit 2 Audiological Assessment 2.1 Orientation - Sound, physical and psychological parameters/attributes, concept of dB HL vs dB SPL, auditory milestones in typical children (0-2 years) 2.2 Assessment & methods of assessment - Subjective & Objective tests, orientation to these tests and their importance 2.3 Audiometer - block diagram, parts & use; types of audiometry [sound field 15 (BOA, VRA) & close field]; role of special educators in conditioning for pure tone audiometry 2.4 Audiogram - Understanding of audiogram and its implication in assessing the educational needs of children with different types and degrees of hearing loss 2.5 Concept of unaided, aided audiograms, Speech spectrum and its applications

Unit 3 Assessment of Language and Communication 3.1 Communication - Concepts and types (Linguistic versus Non Linguistic) 3.2 Receptive and Expressive Language - Concept, types (verbal and manual) and structure 3.3 Developmental milestones in typically growing children; impact of deafness on communication and language with reference to clinical (type, degree, onset) and 15 environmental (parental participation, access to language early intervention services) factors 3.4 Assessing communication and language - Developmental checklists, scales, standardized tools and assessing language samples using parameters of measurement (productivity, complexity, correctness and communicativeness)

12 3.5 Identification of needs related to communication and language

Unit 4 Assessment of Speech 4.1 Respiration and Phonation - Pre-requisites, process, types and need for assessment 4.2 Basics of Articulation and phonology (active and passive articulators; classification of vowels and consonants; assessment of articulation) 15 4.3 Suprasegmental aspects of speech and its assessment 4.4 Milestones of speech development in typically developing children 4.5 Speech Intelligibility - concept, factors & assessment

Unit 5 Educational Assessment and Identification of Needs 5.1 Educational assessment - Concept and scope 5.2 Factors affecting educational performance - individual, family and environment 5.3 Types of Assessment - Norm referenced and Criterion Referenced test, Comprehensive and Continuous assessment, Summative and Formative, Formal and Informal, conventional and alternate, Performance based and curriculum based 15 5.4 Tools and techniques of Educational Assessment - Observations, Interviews, Developmental scales, Standardized and Criterion based tests, Teacher Made Tests at different levels and classroom assessment techniques (Conventional and Modern). 5.5 Current trends and challenges in assessment - Independent, dual purpose and constructivist perspective and adaptations

Practicum: 1. Compiling checklists (at least two) to identify hearing impairment in children 2. Using the audiograms of children (at least two), identify the audiological needs of each 3. Profiling the speech of children (at least two) by using a speech assessment kit 30 4. Record the interaction with the three year old typically developing child and write your brief reflections in terms of use of vocabulary and syntax 5. Compile various tools used for educational assessment of children.

Total Hours: 75(T)+30(P)

References: 1. Martin, F. N. & Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education. 2. Northern, J. L. & Downs, M.P. (2002). Hearing in Children. 5th Edition. Philadelphia: Lippincott Williams and Wilkins. 3. Rehabilitation Council of India. (2007). Status of Disability in India - 2007: Hearing Impairment and Deaf-blindness. New Delhi: Rehabilitation Council of India. 4. Jalvi R, Nandurkar A. & Bantwal, A. (2006). Introduction to hearing impairment. New Delhi:

13 Kanishka Publication. 5. Linn, R. L. & Gronlund, N. E. (1995). Measurement and Assessment in Teaching. 7th ed, New Jersy: Prentice hall publication. 6. Nitko, A. J. (1983). Educational Tests and Measurement, An Introduction. New York: Harcourt Brace Publication.

14 Braille and Assistive Devices

Semester I Hours of instruction/week: 3(T)+3(P) 15BDSEV1 No. of credits: 4

Objectives To enable the student teacher to: • acquire basic information about Braille, its relevance and some important functional aspects • get basic information on types and significance of different Braille devices • familiarize with Mathematical devices in teaching children with visual impairment • get acquainted with the types and significance of basic devices relating to Science, Geography and Low Vision as also on sources of their availability

Unit 1 Braille 1.1 Louis Braille and the Evolution of Braille 1.2 Continuing relevance of Braille vis-a-vis Audio Material; Braille signs, contractions and abbreviations - English Braille 9 1.3 Braille signs and symbols - regional language 1.4 Braille reading and writing processes 1.5 Mathematical Braille codes (Nemeth Codes) and science notations

Unit 2 Braille Devices - Types, Description and Relevance 2.1 Slate and Stylus 2.2 Braille writer 2.3 Electronic Devices— note takers and refreshable Braille displays 9 2.4 Braille embossers 2.5 Braille translation software

Unit 3 Taylor Frame 3.1 Setting of numbers and digits 3.2 Setting of various mathematical signs like plus, minus, multiplication and division 9 3.3 Addition and subtraction 3.4 Multiplication 3.5 Division

Unit 4 Abacus and Geometry Kit 4.1 Setting of numbers 4.2 Setting of addition and subtraction 4.3 Setting of multiplication 9 4.4 Setting of division 4.5 Teaching geometry using Geometry Kit

Unit 5 Other Devices – Types, Description and Relevance 9

15 5.1 Geography - Maps - relief, embossed, models 5.2 Science Material 5.3 Low vision aids - optical, non-optical, vision training material 5.4 Schemes 5.5 Sources of availability

Practicum: 1. Observe at least five devices in use in at least five school periods. 2. Draw up an item-wise price list of at least ten devices from different sources. 3. prepare a presentation – Oral/ Powerpoint – on the relevance of Braille for children with visual impairment 45 4. Prepare a report on the availability and use of Mathematical devices (at least two) in one special school and on inclusive school 5. Make a report on the application of at least two non-optical devices for children with low vision.

Total Hours: 45(T)+45(P)

References: 1. The Royal National Institute for the Blind. (1971). A Restatement of the Layout, Definitions and the Rules of the Standard English Braille System London: The Royal National Institute for the Blind. 2. Ashkroft, S.C. & Henderson, F. (1963). Programmed Instruction in Braille. Pittsburgh : Stanwick House. 3. Lowenfeld, B. (1969). Blind Children Learn to Read. Springfield: Charles C. Thomas. 4. Mani, MNG (1997). Amazing Abacus. Coimbatore: SRVK Vidyalaya. 5. NIVH. (1980). Manual on Bharti Braille. Dehradun: NIVH. 6. Olson, Myrna R. (1981). Guidelines and Games for Teaching Efficient Braille Reading. New York: AFB. 7. Proceedings - All India Confederation of the Blind. (2001). National Conference on Past and Present Status of Braille in India New Delhi: All India Confederation of the Blind.

16 Early Childhood Care and Education

Semester I Hours of instruction/week: 3(T)+3(P) 15BDSEH1 No. of credits: 4

Objectives To enable the student teacher to: • explain the biological & sociological foundations of early childhood education • describe the developmental systems approach and role responsibilities of interdisciplinary teams for early education of children with disabilities • enumerate the inclusive early education pedagogical practices • apply different approaches and techniques in studying children • develop network for care and education of children

Unit 1 The Early Years - An Overview 1.1 Facts about early childhood learning and development 1.2 Neural plasticity 1.3 Critical periods of development of motor, auditory, visual, linguistic and cognitive skills 9 1.4 Sensitive periods of learning - Maria Montessori’s framework windows of opportunity and learning timelines of development in young children 1.5 Integrating theories of development & learning for early childhood education curricula

Unit 2 Early Education of Children with Disabilities 2.1 Young children at risk and child tracking 2.2 Interdisciplinary assessments and intervention plans 2.3 Developmental systems model for early intervention (Guralnick, 2001) 2.4 Curricular activities for development of skills of - imagination, joy, creativity, 9 symbolic play, linguistic, emergent literacy, musical, aesthetic, scientific and cultural skills 2.5 Evidenced based practices for early intervention

Unit 3 Inclusive Early Childhood Educational (ECE) Practices 3.1 Natural environments, service delivery models and importance of universal designs of learning (UDL) 3.2 Practices for inclusive ECE programs - adaptations of physical environment and equipments, visual support materials, parent partnerships, friendships and 9 engagements with typical children 3.3 Principles of inclusive ECE practices 3.4 Full participation; open ended activities 3.5 Collaborative planning

Unit 4 Methods of Studying Children 9

17 4.1 Approaches – cross sectional and longitudinal approaches 4.2 Techniques – observation, interview, questionnaire 4.3 Projective techniques and their application in special education 4.4 Considerations while selecting methods to study children 4.5 Developmental tasks

Unit 5 Developing Network 5.1 Collaborating with parents and family, and developing Individualised Family Service Plan (IFSP) 5.2 School readiness and transitions 9 5.3 Networking with professionals 5.4 Community for successful rehabilitation 5.5 Tapping support from local authorities and village leaders

Practicum: 1. Developing a journal on developmental milestones and learning timelines of children from 0 to 8 years 2. Participation in workshop and develop 5creative teaching learning materials for 45 children in inclusive early childhood education programs

Total Hours: 45(T)+45(P)

References: 1. Costello, P. M. (2000).Thinking Skills & Early Childhood Education. London: David Fulton Publishers. 2. Krogh, S. L. & Slentz, K. (2001). Early Childhood Education, Yesterday, Today & Tomorrow.

London: Lawrence Erlbaum Associates Publishers. 3. Narayan J. (2003). Educating Children with Learning Problems in Regular schools. Secunderabad. : NIMH. 4. Video Films. (2002). Help Them Learn Make It Easy. NIMH, Secunderabad. 5. Vijayan, P. & Geetha, T. (2006). Integrated & Inclusive education. Sage Publications : New Delhi.

18 Internship – Observation at Special and Inclusive Schools

Semester I Duration: 4 hrs. per week No. of credits: *

Objectives: To enable the student teacher to: • know various approaches in teaching children with special needs in special schools, integrated and inclusive setting • understand the techniques and strategies in teaching children with Sensory Disabilities, Neuro Developmental Disabilities, Locomotor and Multiple Disabilities • apply various methods of teaching children with special needs • develop skills in preparing Teaching Learning Material (TLM) to meet the needs of children with special needs

Tasks for Disability Education Hrs the Focus Setting (60) Description Teacher Trainees Sensory Disability Special school 25 Minimum 30 Classroom - VI/ HI school Periods observation Neurological Disabilities & Minimum 3 25 Minimum 30 Multiple Disabilities Special schools school Periods for other disabilities Any Disability Inclusive Schools 10 Minimum 10 school Periods

Marks - *

* Credits and Marks will be given at the end of Second Semester

Learning, Teaching and Assessment

Semester II Hours of instruction/week: 4(T)+2(P) 15BDSC05 No. of credits: 5

Objectives To enable the student teacher to: • comprehend the theories of learning and intelligence and their applications for teaching children • analyse the learning process, nature and theory of motivation • describe the stages of teaching and learning and the role of teacher • situate self in the teaching learning process • analyze the scope and role of assessment in teaching learning process in order to introduce dynamic assessment scheme for educational set up towards enhanced learning.

Unit 1 Human Learning and Intelligence 1.1 Human learning - Meaning, definition and concept formation 1.2 Learning theories - - Behaviourism - Skinner, Thorndike - Cognitivism - Piaget, Kohlberg - Social Constructism - Vygotsky, Bandura 12 1.3 Intelligence - - Concept and definition - Theories - Two-factor, Multifactor, Triarchic Theory (Robert Steinberg) 1.4 Creativity - Concept, definition and characteristics 1.5 Implications for classroom teaching and learning

Unit 2 Learning Process and Motivation 2.1 Sensation - Definition and sensory process 2.2 Attention - Definition and affecting factors 2.3 Perception - Definition and types 12 2.4 Memory, thinking, and problem solving 2.5 Motivation - nature, definition and Maslow’s Theory

Unit 3 Teaching Learning Process 3.1 Maxims of teaching 3.2 Stages of teaching - Plan, implement, evaluate, reflect 3.3 Stages of learning - Acquisition, maintenance, generalization 3.4 Learning Environment - Psychological and physical 12 3.5 Leadership role of teacher in classroom, school and community

Unit 4 Overview of Assessment and School System 12

20 4.1 Assessment - conventional meaning and constructivist perspective 4.2 ‘Assessment of Learning’ and ‘Assessment for Learning’ - Meaning and difference 4.3 Comparing and contrasting assessment, evaluation, measurement, test and examination 4.4 Formative and summative evaluation, Curriculum Based Measurement 4.5 Revisiting key concepts in school evaluation - filtering learners, marks, credit, grading, choice, alternate certifications, transparency, internal-external proportion, improvement option

Unit 5 Assessment - Strategies and Practices 5.1 Strategies - (Oral, written, portfolio, observation, project, presentation, group discussion, open book test, surprise test. untimed test, team test, records of learning landmark, cloze set/open set and other innovative measures) Meaning and procedure 5.2 Typology and levels of assessment items - open ended and cloze ended; direct, indirect, inferential level 5.3 Analysis, reporting, interpretation, documentation, feedback and pedagogic 12 decisions 5.4 Assessment of diverse learners - Exemptions, concessions, adaptations and accommodations; 5.5 School examinations - Critical review of current examination practices and their assumptions about learning and development; Efforts for exam reforms - Comprehensive and Continuous Evaluation (CCE), NCF (2005) and RTE (2009)

Practicum: 1. Report submission - observation of children belonging to any three stages of development and describing applications of development in teaching-learning contexts 2. Preparation of Self study report on individual differences among learners 3. Prepare a leaflet for parents on better emotional management of children 30 4. Compilation of 5 CBM tools from web search in any one school subject 5. Team presentation of case study on assessment outcome used for pedagogic decisions 6. Report on community participation in school assessment or study recent ASAR report to understand school independent assessment. Total Hours: 60(T)+30(P)

References:

21 1. Berk, L.E. (2003). Child Development, 6th Edition. New Delhi: Prentice Hall of India Pvt. Ltd. 2. Chauhan, S.S. (2013). Advanced Educational Psychology. Delhi: Jain Book Agency. 3. Jain, M. (2010). Encyclopaedia of Educational Psychology, New Delhi: Anshah Publication House. 4. Misra, G., Jha, A., & Woolfolk, A.(2012). Fundamentals of Educational Psychology. 11thedn Noida: Pearson Publication 5. Panch, R. (2013). Educational Psychology: Teaching and Learning Perspectives. New Delhi: McGraw Hill Education (India) Private Limited. 6. Paul, P. (2009). Language and deafness. California: Singular Publishing Group.

22 Contemporary India and Education

Semester II Hours of instruction/week: 5 15BDSC06 No. of credits: 5

Objectives To enable the student teacher to: • explain the history, nature and process and Philosophy of education • analyse the role of educational system in the context of Modern Ethos • understand the concept of diversity • develop an understanding of the trends, issues, and challenges faced by the contemporary Indian Education in global context

Unit 1 Philosophical Foundations of Education 1.1 Education - Concept, definition and scope 1.2 Agencies of Education - School, family, community and media 1.3 Philosophies of Education - idealism, naturalism, pragmatism, existentialism, humanism, constructivism and connectionism 15 1.4 Historical Perspective of Indian Education (Gandhi, Tagore, Krishna Murthy, Aurobindo) 1.5 Contemporary Indian Perspective

Unit 2 Understanding Diversity 2.1 Concept of Diversity 2.2 Types of Diversity - Gender, linguistic, cultural, socio-economic and disability 2.3 Diversity in learning and play 15 2.4 Addressing diverse learning needs 2.5 Diversity - Global perspective

Unit 3 Contemporary Issues and Concerns 3.1 Universalisation of School Education, Right to Education and Universal Access 3.2 Issues of a) Universal enrolment b) Universal retention c) Universal learning 3.3 Issues of quality and equity - Physical, economic, social, cultural and linguistic, particularly w.r.t girl child, weaker sections and disabled 3.4 Equal educational opportunity - (i) Meaning of equality and constitutional 15 provisions (ii) Prevailing nature and forms of inequality, including dominant and minority groups and related issues 3.5 Inequality in schooling - Public-private schools, rural-urban schools, single teacher schools and other forms of inequalities in school systems

23 Unit 4 Education Commissions and Policy 4.1 Constitutional provisions on education that reflect National Ideals - Equality, liberty, secularism, and social justice 4.2 National Commissions and Policies - Kothari Commission (1964), NPE and POA (1986, 1992), National Policy for Persons with Disabilities (2006) 4.3 National Acts - RCI Act, 1992, PWD Act, 1995, NT Act, 1999, RTE Act (2009 15 &2012). 4.4 Programmes and Schemes - IEDC (1974, 1983), SSA (2000, 2011), RMSA, 2009, IEDSS, 2009 4.5 International Conventions and Policies - Salamanca Declaration and Framework, 1994, UNCRPD, 2006, MDG, 2015, INCHEON strategies

Unit 5 Issues and Trends in Education 5.1 Challenges of education from preschool to senior secondary 5.2 Inclusive education as a rights based model 5.3 Complementarily of inclusive and special schools 15 5.4 Language issues in education 5.5 Community participation and community based education

Total Hours: 75

References: 1. Biswal, U. N. (2005). Philosophy of Education. New Delhi: Dominant Publisher 2. Dash, B. (2009). Encyclopaedia of Education in Emerging Society (Vols. I, II,&III). New Delhi: Dominant Publishers and Distributors. 3. Dhawan, M. (2007). Philosophy of Education. New Delhi: Isha Books. 4. Ghosh, S. (2009). Education in Emerging Indian Society. New Delhi: PHI Learning Pvt. Ltd. 5. Government of India (GoI). (1986/92). New Education Policy. MHRD: New Delhi. 6. Government of India (GoI). (2010). Right to Education Act 2009. New Delhi: MHRD. 7. Guha, Ramchandra. (2007). India after Gandhi: The History of the World's Largest Democracy. Delhi: Macmillon. 8. Kashyap, S. C. (2009). The Constitution of India. New Delhi: National Book Trust. 9. Pathak, R. (2007). Philosophical and Sociological Perspective of Education. New Delhi: Atlantic Publishers. 10. Seetharamu.A. (2008). Philosophies of Education. New Delhi: APH Publishing House. 11. Sharma, Y. (2007). Education for Values, Environment and Human Rights. New Delhi: Deep and Deep Publications. 12. Siddiqui, M. (2008). Philosophical and Sociological Foundations of Education. New Delhi: APH Publishing Corporation.

24 Pedagogy of Teaching Mathematics

Semester II Hours of instruction/week: 5(T)+2(P) 15BDSSM1 No. of credits: 5

Objectives To enable the student teacher to: • explain the nature of Mathematics and its historical development with contribution of Mathematicians • describe the aims and objectives of teaching Mathematics at school level • demonstrate and apply skills to select and use different methods of teaching Mathematics • demonstrate competencies of planning for teaching Mathematics, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences • demonstrate skills to design and use various evaluation tools to measure learner achievement in Mathematics

Unit 1 Nature of Mathematics 1.1 Meaning, nature, importance and value of mathematics 1.2 Axioms, postulates, assumptions and hypothesis in mathematics. 1.3 Historical development of notations and number systems 1.4 Contribution of mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya, 13 Euclid, Pythagoras) 1.5 Perspectives on psychology of teaching and learning of mathematics- Constructivism, Enactivism, Vygotskyian perspectives, and zone of proximal development.

Unit 2 Objectives and Instruction Planning in Mathematics 2.1 Aims and objectives of teaching mathematics in elementary and secondary schools 2.2 Bloom’s Taxonomy of educational objectives and writing objectives in behavioural terms 2.3 Lesson planning - Importance and basic steps. Planning lesson of Arithmetic, 16 Algebra and Geometry. 2.4 Unit planning - Format of a unit plan. 2.5 Pedagogical analysis - meaning and need and procedure for conducting pedagogical analysis. classification of content, objective, evaluation, etc

Unit 3 Strategies for Learning and Teaching Mathematics 3.1 Concept formation and concept attainment - concept attainment model for learning and teaching of concepts. 3.2 Learning by exposition - advanced organizer model 16

3.3 Methods of teaching- lecture, discussion, demonstration, inductive-deductive, analytic-synthetic, problem-solving, and project

25 3.4 Techniques of Teaching Mathematics - Oral Work, Written Work, Drill-Work, Brain-Storming and Computer Assisted Instruction (CAI) 3.5 Creating different situations of learning engagement - group learning, individual learning, small-group, cooperative (peer-tutoring, jigsaw etc.), and situational/contextual learning

Unit 4 Teaching-Learning Resources in Mathematics for Students with Disabilities 4.1 Mathematics laboratory - concept, need, and equipment for setting up a mathematics laboratory 4.2 Utilization of learning resources in mathematics - charts and pictures, weighing and measuring instruments, drawing instruments, models, concrete materials, 15 surveying instruments with reference to children with disabilities 4.3 Bulletin boards and mathematics club 4.4 Abacus, Cussionaire Rods, Fractional Discs, Napier Strips. 4.5 Calculators, computers, smart boards, multimedia presentations, and special aids and appliances for children with disabilities

Unit 5 Assessment and Evaluation for Mathematics Learning 5.1 Assessment and evaluation-concept, importance and purpose 5.2 Error analysis, diagnostic tests, identification of hard spots and remedial measures. 5.3 Tools and techniques for formative and summative assessments of learner 15 achievement in mathematics and comprehensive and continuous evaluation in mathematics 5.4 Preparation of diagnostic and achievement test 5.5 Adaptations in evaluation procedure for students with disabilities

Practicum: Any one of the following - 1. Pedagogical analysis of a unit of content from secondary school Mathematics Syllabus. 2. Preparation of a multimedia presentation on a topic with special reference to students with disabilities 30 3. Construction of a question paper based on current CBSE format/concerned State Board of education, preparing its Scoring key, and marking scheme. 4. Analyzing errors committed by school children in Mathematics and preparing a remedial plan. 5. Developing an Action Research proposal for a problem related to teaching and learning of Mathematics with reference to students with disabilities Total Hours: 75(T)+30(P)

References: 1. Chambers, P. (2010).Teaching Mathematics. New Delhi: Sage Publication South Asia.

26 2. David, H., Maggie, M. & Louann, H. L. (2007). Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners. Canada: Amazon Books. 3. James, A. (2005). Teaching of Mathematics. New Delhi: Neelkamal Publication. 4. Keeley, P. K. & Cheryl, T. R. (2011). Mathematics Formative Assessment. Canada: Sage Publications. 5. Kumar, S. (2009). Teaching of Mathematics. New Delhi: Anmol Publications. 6. Mukhopadhyaya, S., Jangira, N. K., Mani, M.N. G., & Raychaudhary, N. (1987). Sourcebook for Training Teachers of Visually Handicapped. Delhi: NCERT. 7. NCERT. (2005). National Curriculum Framework. New Delhi: NCERT. 8. NCTE. (2009). National Curriculum Framework for Teacher Education. New Delhi: NCTE. 9. IGNOU. (2000). Teaching of Mathematics (ES-342) Blocks 1-4. New Delhi: IGNOU. 10. NCERT. (2006). Text Books of Mathematics for class-VI to X. New Delhi: NCERT.

27 Pedagogy of Teaching Science

Semester II Hours of instruction/week: 5(T)+2(P) 15BDSSS1 No. of credits: 5

Objectives To enable the student teacher to: • explain the role of science in day to day life and its relevance to modern society • describe the aims and objectives of teaching science at school level • demonstrate and apply skills to select and use different methods of teaching the content of sciences • demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences • demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences

Unit 1 Nature and Significance of Science 1.1 Nature, scope, importance and value of science 1.2 Science as an integrated area of study 1.3 Science and modern indian society - Relationship of science and society 13 1.4 Impact of science with special reference to issues related with environment, industrialization and disarmament 1.5 Role of science for sustainable development

Unit 2 Planning for Instruction 2.1 Aims and objectives of teaching science in elementary and secondary school 2.2 Bloom’s Taxonomy of educational objectives and writing objectives in behavioural terms 2.3 Lesson planning – importance and basic steps. planning lesson for an explanation, 15 demonstration, and numerical problem in teaching of sciences. 2.4 Unit planning – format of a unit plan. 2.5 Pedagogical analysis - meaning and need. guidelines for conducting pedagogical analysis

Unit 3 Approaches and Methods of Teaching Sciences 3.1 Process approach, direct experience approach, inductive-deductive approach, 3.2 Lecture, demonstration, discussion, problem-solving, concept-mapping, programmed instruction, team teaching, seminar, Computer Assisted Learning (CAL) 3.3 Project method and heuristic method 17 3.4 Creating different situations of learning engagement - group learning, individual learning, small group, cooperative (peer-tutoring, jigsaw etc.), situated/contextual learning with reference to children with disabilities 3.5 Constructivist approach and its use in teaching science

28 Unit 4 Learning Resources with reference to Children with Disabilities for Teaching Science 4.1 Teaching learning aids – need, importance, selection, use and classification of aids based on type of experience, audio visual aids, multimedia, charts, and models (tactile and visual) 4.2 Importance of co-curricular activities-science club, science exhibition, science text books-characteristics and significance with reference to children with 15 disabilities 4.3 The science laboratory-planning organization of lab, storage, record keeping and safety of scientific equipments with reference to children with disabilities 4.4 Aquarium, Vivarium – Role in teaching with setting & maintaining 4.5 Museum, Botanical and Zoological Garden - Role in teaching

Unit 5 Evaluation 5.1 Evaluation-concept, nature and need 5.2 .Norm referenced & criterion referenced evaluation, comprehensive and continuous evaluation - concept and significance, scholastic and co-scholastic assessment 15 5.3 Tools and techniques for formative and summative assessments 5.4 Preparation of diagnostic test and achievement test 5.5 Adaptations of evaluation procedure with reference to children with disabilities

Practicum: Any one of the following - 1. Pedagogical analysis of a unit from Science content. 2. Preparation of a multimedia presentation on a topic from Science content keeping students with disabilities in view. 3. Developing an Action Research Plan on a problem related to teaching and 30 learning of Sciences to students with disabilities to students with disabilities. 4. Construction of a diagnostic test for unit along with a remedial plan. 5. Comparative analysis of prescribed syllabus and textbooks of different Boards Curricular innovations in respective subject areas 6. Curricular adaptations for teaching Sciences to students with disabilities..

Total Hours: 75(T)+30(P)

References: 1. Buxton, A C. (2010). Teaching Science in Elementary and Middle School. NewDelhi: Sage Publications. 2. Bybee.w.Roger (2010) The Teaching of Science 21st Century Perspective National Science Teachers. Association, USA 3. Henninen, K. A. (1975). Teaching of Visually Handicapped, Ohio: Charles E. Merrill Publishing Company

29 4. Joshi, S. R (2005). Teaching of Science. New Delhi: A.P.H Publishing Corporation. 5. Kelley, P. & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments, Sydney: North Rocks Press. 6. Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage Publications. 7. Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling Publishers. 8. Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987). Sourcebook for training teachers of visually impaired, Delhi: NCERT. 9. Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons. 10. Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset. 11. Siddiqui, N.N & Siddiqui, M. N. (1994). Teaching of science today & tomorrow, Delhi: Doaba House. 12. Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications 13. UNESCO. (1966). Source Book for Science Teaching, Paris: UNESCO. 14. Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep Publishers. 15. Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal Publications.

30 Pedagogy of Teaching Social Science Semester II Hours of instruction/week: 5(T)+2(P) 15BDSSA1 No. of credits: 5

Objectives To enable the student teacher to: • explain the concept, nature and scope of social science • develop competencies for designing unit and lesson plans, as well as tools of evaluation for social science teaching • develop skills in preparation and use of support materials for effective social science teaching • develop the ability to organize co-curricular activities and community resources for promoting social science learning

Unit 1 Nature of Social Sciences 1.1 Concept, scope and nature of social science 1.2 Difference between social sciences and social studies 1.3 Aims and objectives of teaching social science at school level. 13 1.4 Significance of social science as a core subject 1.5 Role of social science teacher for an egalitarian society

Unit 2 Curriculum and Instructional Planning 2.1 Organization of social science curriculum at school level 2.2 Instructional Planning - Concept, need and importance 2.3 Unit plan and lesson plan - Need and importance 15 2.4 Procedure of Unit and lesson Planning 2.5 Adaptation of unit and lesson plans for children with disabilities

Unit 3 Approaches to Teaching of Social Science 3.1 Curricular approaches - a) Coordination b) Correlational c) Contentric d) Spiral e) Integrated f) Regressive 3.2 Methods of teaching social science - Lecture, discussion, socialized recitation, source and project method. 3.3 Devices and techniques of teaching social studies – Narration, description, illustration, questioning, assignment, field trip, story telling, Role play, Group and self study, programmed learning, inductive thinking, Concept mapping, 17 expository teaching and problem solving 3.4 Accommodations required in approaches for teaching children with disabilities 3.5 Instructional material for teaching of social science - Time-lines & Genealogical charts, Maps & Globes, Use of different types of Boards(Smart boards, Chalk Board, Flannel Board), Tape-records, Radio, Television, Films & Filmstrips, Overhead Projector, Social science games and Power Point Presentation. Adaptations of material for teaching children with disabilities

Unit 4 Evaluation of Learning in Social Science 15

31 4.1 Purpose of evaluation in social science 4.2 Techniques of evaluating learner achievement in social Science - Written and Oral tests, Observation Tools, Work Samples, Portfolio 4.3 Assessment - tools and techniques of Continuous and Comprehensive Evaluation (CCE) for curricular and co-curricular subjects 4.4 Construction of teacher made test 4.5 Diagnostic testing and enrichment techniques for children with disabilities

Unit 5 Social Science Teacher as a Reflective Practitioner 5.1 Being a reflective practitioner- use of action research 5.2 Developing an Action Research Plan for solving a problem in teaching- learning of social science. 15 5.3 Case study - Need and importance for a school teacher 5.4 Development of a professional portfolio/ teaching journal 5.5 Competencies for teaching social science to children with disabilities

Practicum: 1. Prepare a unit of social science content for a given child with disabilities 2. Develop an Action Research Plan on a problem related to teaching and learning in Social Science 30 3. Adapt teaching learning materials for a child with disabilities. 4. Develop questions and achievement tests in social science 5. Organize activities like quiz, mock-parliament, field trips, exhibitions and any other co-curricular activities in schools Total Hours: 75(T)+30(P)

References: 1. Aggarwal, D.D. (2000). Methods of Teaching Geography. New Delhi: Sarup & Sons. 2. Aggarwal, J.C. (2008). Teaching of social studies: A practical approach .(4th ed). UP: Vikas Publishing House Pvt Ltd. 3. Chauhan, S. S. (2008). Innovations in teaching learning process. UP: Vikas Publishing House Pvt. Ltd. 4. Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation. 5. Duplass, J. A. (2009). Teaching elementary social studies. New Delhi: Atlantic Publishers. 6. George Alex, M. & Manad Amman. (2009). Teaching Social Science in Schools : NCERT'S New Textbook Initiative. New Delhi: NCERT. 7. Mangal & Uma. (2005). Samajik Shikshan. New Delhi: Arya Book Depot. 8. Sharma, R. A. (2008). Technological foundation of education. Meerut: R.Lall Books Depot. 9. Sharma, R. N. (2008). Principles and techniques of education. Delhi: Surjeet Publications. 10. Singh,Y. K. (2009). Teaching of history: Modern methods. New Delhi: APH Publishing Corporation.

Pedagogy of Teaching English

32 Semester II Hours of instruction/week: 5(T)+2(P) 15BDSSE1 No. of credits: 5

Objectives To enable the student teacher to: • explain the principles of language teaching, and evolution and trends in English literature • prepare an instructional plan in English • adapt various approaches and methods to teach English language • use various techniques to evaluate the achievement of the learner in English

Unit 1 Nature of English Language and Literature 1.1 Principles of Language Teaching 1.2 Language Proficiency - Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency( CALP) 13 1.3 English Language in the school context - An evolutionary perspective 1.4 Current trends in modern English literature in Indian context 1.5 Teaching as second language in Indian context

Unit 2 Instructional Planning 2.1 Aims and objectives of teaching English at different stages of schooling 2.2 Instructional Planning - Need and importance 2.3 Unit and lesson plan - Need and importance 15 2.4 Procedure of unit and lesson planning 2.5 Planning and adapting units and lessons for children with disabilities

Unit 3 Approaches and Methods of Teaching English 3.1 Difference between an approach and a method 3.2 Task based approach, co-operative learning, language across curriculum, communicative language teaching, Bilingual, Eclectic and Constructive approach 3.3 Method Teaching of Prose, Poetry, Drama, Grammar and Vocabulary - i) Translation method, ii) Structural – Situational method, iii) Direct method 17 3.4 Development of four basic language skills - Listening, speaking, reading, and writing 3.5 Accommodation in approaches and techniques in teaching children with disabilities

Unit 4 Instructional Materials 4.1 Importance of instructional material and their effective use 4.2 The use of the instructional aids for effective teaching of English - Smart boards, chalk board, flannel board, pictures/ picture-cut-outs, charts, tape-records, radio, 15 television, films & filmstrips, overhead projector, language laboratory, language games, reading cards, worksheets, handouts, and power point presentation 4.3 Construction of a teacher made test for English proficiency 4.4 Teaching portfolio

33 4.5 Adaptations of teaching material for children with disabilities

Unit 5 Evaluation 5.1 Evaluation - concept and need 5.2 Testing language skills and language elements (vocabulary, grammar and phonology) 15 5.3 Adaptation of evaluation tools for children with disabilities 5.4 Individualized assessment for children with disabilities 5.5 Error analysis, diagnostic tests and enrichment measures

Practicum: 1. Design teaching programme based on error analysis 2. Develop an Action Research Plan for measuring the effectiveness of a given teaching approach in English. 3. Develop work sheet (interactive including language games) 30 4. Prepare worksheets to enrich vocabulary among secondary students with disabilities. 5. Develop lesson plans for the teaching of prose and poetry. 6. Critically analyze any one poem or essay of a well known poet or writer..

Total Hours: 75(T)+30(P) References: 1. Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. New Delhi: Kalyani Publishers. 2. Bhatia, K.K. and Kaur, Navneet. (2011). Teaching and Learning English as a Foreign Language. Ludhiana: Kalyani Publishers. 3. IGNOU CTE – 02 Certificate in Teaching of English. (1989). The structure of English. New Delhi: IGNOU. 4. IGNOU EEG – 02 Elective Course in English. (1989). The structure of modern English Blocks (1 to 7). New Delhi: IGNOU. 5. Krishna Swamy. (2003). Teaching English: Approaches, Methods and Techniques. New Delhi: Macmillan Publication. 6. Sachdeva, M. S. (2007). Teaching of English. Patiala: Twenty First Century Publications. 7. Sahu, B. K. (2004). Teaching of English. Ludhiana: Kalyani Publishers. 8. Shaik, M. & Gosh, R. N. (2005). Techniques of Teaching English. Hyderabad: Neelkamal Publications. 9. Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication.

34 Curriculum Designing, Adaptation and Evaluation for Children with Visual Impairment Semester II Hours of instruction/week: 5(T)+2(P) 15BDSSV2 No. of credits: 5

Objectives To enable the student teacher to: • define curriculum, its types and explain its importance • demonstrate techniques of teaching functional academic skills • explain importance and components of independent living skills • explain curricular adaptations with reasonable accommodations illustrate how physical education and creative arts activities can be adapted for the children with visual impairment

Unit 1 Concept and Types of Curriculum 1.1 Concept, Meaning and need for curriculum 1.2 Curricular approaches in Special Education - Developmental, functional, eclectic and universal design for learning approach 1.3 Types of curriculum - Need based, knowledge based activity based and skill 15 based and hidden curriculum 1.4 Curriculum planning, implementation and evaluation. Role of Special Teachers of the visually impaired. 1.5 Core curriculum and expanded core curriculum - Meaning, need and components

Unit 2 Teaching Functional Academics Skills 2.1 Learning media assessment 2.2 Braille reading readiness 2.3 Techniques of teaching Braille 15 2.4 Techniques of teaching print to children with low vision 2.5 Braille aids and devices, optical devices for print reading and writing

Unit 3 Teaching of Independent Living Skills 3.1 Independent living skills - Meaning, importance, components 3.2 Orientation and Mobility - Need and importance, techniques of teaching mobility, sighted guide and pre-cane, cane techniques and mobility aids 3.3 Daily living skills - Assessment of needs and techniques of teaching age appropriate daily living skills 15 3.4 Sensory efficiency - Importance and procedures for training auditory, tactile, olfactory, gustatory, kinaesthetic senses and residual vision 3.5 Techniques of teaching social interaction skills, leisure and recreation skills and self -determination.

Unit 4 Curricular Adaptation 15

35 4.1 Curricular adaptation - Need, importance and process 4.2 Reasonable accommodation - Need and planning 4.3 Planning of lessons for teaching Expanded Core Curriculum – Individualized Education Program writing 4.4 Pedagogical strategic - Cooperative, learning, Peer tutoring, reflective teaching, multisensory teaching 4.5 Preparation of teaching learning material for ECC - Reading Readiness kit, Flash cards, Sensory Kits, and Mobility Maps

Unit 5 Curricular Activities 5.1 Curricular activities - Meaning and need for adaptation 5.2 Adaptation of physical education activities and yoga 5.3 Adaptation of games and sports - both indoor and out door 5.4 Creative Arts for the children with visual impairment 15 5.5 Agencies/Organisations promoting - sports, culture and recreation activities for the visually impaired in India – Indian Blind Sports Association, Chess Federation of India, Paralympic Committee of India, Abilympics, World Blind Cricket

Practicum: 1. Prepare reading readiness material for pre-school children with visual impairment 2. Preparation and presentation of a kit to develop sensory efficiency. 3. Select one chapter from a primary level text book of your choice and adapt it for 30 learners with visual impairment. 4. Adapt one diagram and one map from secondary classes into non-visual format.

Total Hours: 75(T)+30(P) 1. Aggarwal, J.C. (2005). Curriculum development. Delhi: Shipra Publication. 2. Arora,Vicky. (2005). Yoga with visually challenged. New Delhi: Radhakrishna Publication. 3. Baratt, Sarah, H. (2008). The special education tool kit. New Delhi: Sage Publication. 4. Cutter, J. (2006). Independent Movement and travel in Blind Children. North Carolina: IAP 5. Lowenfeld, B. (1971). Our blind children: Growing and learning with them. Springfield: Charles C. Thomas. 6. Mani, M.N.G. (1992). Techniques of teaching blind children. New Delhi: Sterling Publishers Pvt. Ltd. 7. Mani, M.N.G. (1997). Amazing Abacus. Coimbatore: S.R.K. Vidyalaya Colony. 8. Mason, H. & Stephen McCall et al. (2003) Visual Impairment – Access to Education for Children and Young people. London: David Fulton Publishers. 9. Sharma, R.A. (2011). Curriculum development and instruction. Meerut: R. Lall book depot. 10. Vijayan, P. & Naomi, V. G. (2010). Education of children with low vision. New Delhi: Kanishka Publication.

36 Curriculum Designing, Adaptation and Evaluation for Children with Hearing Impairment Semester II Hours of instruction/week: 5(T)+2(P) 15BDSSH2 No. of credits: 5

Objectives To enable the student teacher to: • familiar with concept of curriculum and explain the importance of designing it for children with hearing impairment in the context of 21st Century learning skills • develop capacity of developing literacy skills of reading and writing in children with hearing impairment • describe the need for curricular adaptation and decide suitable adaptation and undertake it • appreciate the need for curricular evaluation and describe the tools and methods for evaluating it

Unit 1 Curriculum and It’s Designing 1.1. Curriculum-Concept, Types and Models 1.2. Approaches and Steps for Curriculum Designing 1.3. Curricular Needs of children with hearing impairment in Scholastic Areas 15 1.4. Curricular Needs of children with hearing impairment in Non-scholastic Areas 1.5. Curricular Framework for 21st Century

Unit 2 Developing Literacy Skills - Reading 2.1. Pre-requisites for Reading and Emergent Reading Skills 2.2. Assessment of Reading Skills at Different Levels 2.3. Approaches and strategies to Develop reading Skills and Independent Reading 15 2.4. Types and Models of Developing Reading Skills 2.5. Challenges and Remedial Strategies

Unit 3 Developing Literacy Skills - Writing 3.1. Pre-requisites for Writing and Emergent Writing Skills 3.2. Assessment of Written Language at Different Levels 3.3. Components and Types of Writing 15 3.4. Steps and Strategies in Developing Writing 3.5. Challenges and Remedial Strategies

Unit 4 Curricular Adaptation 4.1. Curricular Adaptation - Meaning and Principles 4.2. Need Assessment and Decision Making for Adaptation 4.3. Adapting Curriculum - Content, Teaching-Learning Material, and Instruction 15 4.4. Types of Adaptation and Process 4.5. Adaptation and Accommodations in Student’s Evaluation and Examinations

Unit 5 Curricular Evaluation 15

37 5.1. Concept and need for curricular evaluation 5.2. Factors associated with curricular evaluation (learner, content, instructor and resources) 5.3. Areas of curricular evaluation - Context, input, process and product 5.4. Methods and tools for curricular evaluation 5.5. Challenges in curricular evaluation

Practicum: 1. Study the syllabus, annual calendar and time table of any class in a school and write your brief reflections on how syllabus is converted into action plan. 2. Go through any pre-school curriculum and write your reflections on how this differs from school curriculum in terms of structure, activities and evaluation. 30 3. Take any two pages from either history or science text book from secondary section and adapt the content and presentations of the same for a child with hearing impairment. .

Total Hours: 75(T)+30(P)

References: 1. Gathoo, V. (2006). Curricular Startegies and Adaptations for children with Hearing Impairment. New Delhi: Kanishka Publishers 2. Marsh, C.J. (2004). Key concepts for understanding curriculum. Routledge Falmer. 3. Moores, D.F., Martin, D.S. (2006). Deaf Learner: developments in curriculum and Instruction. Gallaudet University Press. 4. Fontas, I. (2001). Guiding reader and Writers (Grades 3-6): Teaching comprehension, Genre and Context Literacy. Portsmouth, NH: Heinemann. 5. Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. 6. Sharma Madhulika. (2013). Education Management, Curriculum Development and Teaching Techniques.New Delhi: Kanishka Publishers.

38 Internship – Observation at Special and Inclusive Schools

Semester II Duration: 4 hrs./week 15BDSI01 No. of credits: 8

S.No. Tasks for the Disability Education Hrs Teacher Trainees Focus Setting (60) Description 1.1 Classroom VI/HI Special school 30 Observation of all observation subjects at different level, minimum 50 school Periods. 1.2 a. Lesson planning for VI/HI For Special 10 10 lessons subjects selected school & Inclusive Set up b. Lesson planning VI/HI For Special 10 10 lessons focussing on school & adaptation, evaluation Inclusive Set up 1.3 a. Micro teaching & General Institute 5 10 lessons simulated teaching on selected skills b. Micro teaching & VI/HI Institute 5 10 lessons simulated teaching on 5 each from lessons planned in 1.2

Marks - 200

39 Assessment and Evaluation

Semester III Hours of instruction/week: 4(T)+2(P) 15BDSC07 No. of credits: 5

Objectives To enable the student teacher to: • acquaint with the basic scientific concepts and practices in educational measurement • tabulate and find out some standard meaning from the raw scores by using statistical procedures • develop skills and competencies for the use of the techniques in the field • interpret the result of educational measurement • understand the use of various tools of evaluation

Unit 1 Introduction to Assessment and Evaluation 1.1 Concept of Assessment and Evaluation. 1.2 Principles of assessment. 1.3 Assessment of affective learning – attitude and values. 1.4 Evaluation – meaning and types – formal, informal, oral, written, formative, 15 summative, placement, diagnostic and performance based evaluation, criterion referenced and norm referenced. 1.5 The purpose and place of evaluation.

Unit 2 Taxonomy of Instructional Objectives 2.1 Introduction to Bloom’s Taxonomy 2.2 Cognitive domain 2.3 Affective domain 10 2.4 Psychomotor domain 2.5 Setting up instructional objectives for persons with special needs.

Unit 3 Tools of Evaluation 3.1 Tests 3.2 Questionnaire 3.3 Observation, check lists and rating scale 15 3.4 Anecdotal record 3.5 Critical incidents and interview

Unit 4 Test Construction 4.1 Test – Types and tests items 4.2 Principles of test construction 4.3 Steps in test construction 10 4.4 Item analysis 4.5 Criteria of a Good Test – Validity, reliability objectivity and usability.

Unit 5 Trends in Evaluation 10

40 5.1 Innovations in Examination – Grading, choice based credit system, open house, question bank and central valuation 5.2 ICT in evaluation 5.3 Need for semesterisation 5.4 Continuous Internal Assessment of non-scholastic and scholastic achievement; Portfolio assessment 5.5 Self assessment and development of Rubrics

Practicum: 1. Prepare a diagnostic test on any content. 2. Prepare a check list for students’ assessment on any topic in your subject. 3. Prepare different forms of objective type test items on any topic in your subject. 30 4. Prepare a blue print for IX std on any topic in your subject. 5. Prepare a question bank with all types of questions.

Total Hours: 60(T)+30(P)

References: 1. Bhatia. K.K. (1985). Measurement and Evaluation in Education. Ludhiana: Prakash Brothers Educational Publishers. 2. James W. Pophan. (1988). Educational Evaluation. New Jersey: Prentice-Hall. 3. Norman, E., Gronkind & Robert L. Linn. (1990). Measurement and Evaluation in Teaching. 6th Edition. New York: Macmillan Publishing Company. 4. Rajagopal, K.R. (2006). Evaluation, Elements of Statistics and Researches in Education. Chennai: Shantha Publications. 5. Rao. V.K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth Publishers. 6. Safaya R.N. & B.D. (2000). Educational Psychology and Guidance. New Delhi: Dhanpal Ral Publishing Company. 7. Suddhendu Biswas. (1991). Topics in Statistical Methodology. New Delhi: V.R. Damodharan for Wiley Eastern Limited.

41 Drama and Art in Education

Semester III Hours of instruction/week: 4(T)+2(P) 15BDSC08 No. of credits: 4

Objectives To enable the student teacher to: • exhibit basic understanding in art appreciation, art expression and art education • plan and implement facilitating strategies for students with and without special needs • discuss the adaptive strategies of artistic expression • discuss how art can enhance learning

Unit 1 Introduction to Drama and Art in Education 1.1 Art and art education - Meaning, scope and difference 1.2 Artistic expression - Meaning and strategies to facilitate 1.3 Art therapy - Concept and application to students with and without disabilities 12 1.4 Linking art education with multiple intelligences 1.5 understanding emerging expression of art by students

Unit 2 Performing Arts - Dance and Music 2.1 Range of art activities related to dance and music 2.2 Experiencing, responding and appreciating dance and music 2.3 Exposure to selective basic skills required for dance and music 2.4 Dance and Music - Facilitating interest among students - planning and 12 implementing activities 2.5 Enhancing learning through dance and music for children with and without special needs - strategies and adaptations

Unit 3 Performing Arts - Drama 3.1 Range of art activities in drama 3.1 Experiencing, responding and appreciating drama 3.3 Exposure to selective basic skills required for drama 3.4 Drama - Facilitating interest among students - planning and implementing 12 activities 3.5 Enhancing learning through drama for children with and without special needs - strategies and adaptations

Unit 4 Visual Arts 4.1 Range of art activities in visual arts 4.2 Experiencing, responding and appreciating visual art 4.3 Exposure to selective basic skills in visual art 12

4.4 Art education - Facilitating interest among students - planning and implementing

42 activities 4.5 Enhancing learning through visual art for children with and without special needs - strategies and adaptations

Unit 5 Media and Electronic Arts 5.1 Range of art activities in media and electronic art forms 5.2 Experiencing, responding and appreciating media and electronic arts 5.3 Exposure to selective basic skills in media and electronic arts 5.4 Media and electronic arts - Facilitating interest among students - planning and 12 implementing activities 5.5 Enhancing learning through media and electronic art for children with and without special needs - strategies and adaptations

Practicum: 1. ‘Hot seating’ activity for historical / contemporary personalities wherein students play the role of that personality to advocate his/her opinions/decisions/thought processes. (for example, Akbar, Hitler, Galileo, Bhagat Singh etc) 2. Portfolio submission of the basic skills exposed in any one of the art forms of choice. 3. Write a self reflective essay on how this course on art will make you a better teacher. 30 4. Learn and briefly explain how music notations are made. Submit a brief report OR learn and explain the concept of composition in visual art. Submit a brief report. OR make and submit a sample advertisement for a product OR Learn Mudras of a classical dance forms and hold a session for the students. Submit photo report of the same OR Carry out web search on Indian sculpture and submit a brief compilation. 5. Observe an art period in a special school and briefly write your reflections on it.

Total Hours: 60(T)+30(P)

References: 1. Baniel, Anat. (2012). Kids beyond limits. New York: Perigee Trade. 2. Finlay, Victoria.(2000). The brilliant History of Color in Art. China: Getty Publications. 3. Greene, Sheila & Hogan, Diane. (2005).Researching children's experience. London: Sage Publication: 4. Shirley, Greenway. (2000). Art, an A to Z guide. USA: Franklin Watts 5. Vaze, Pundalik. (1999). How to Draw and Paint Nature. Mumbai: Jyosna Prakashan. 6. Ward, Alan.(1993) Sound and Music. New York: Franklin Watts.

43 Teacher Behaviour (Self Study Course) Semester III Hours of instruction/week: 1 15BDSC09 No. of credits: 4

Objectives To enable the student teacher to: • understand the importance of professional etiquette • describe and define the components of school-wide positive behavior support • assess and create a positive learning environment in schools • build strong, positive relationships with children and youth • use a positive teaching approach • organize an effective classroom management system for all students, particularly those with exceptional learning needs

Unit 1 Introduction to Teacher Behavior 1.1 Meaning, nature and importance 1.2 Professional etiquette - Meaning, definition, its importance 1.3 Teacher Etiquette - Attire, punctuality, effectiveness 3 1.4 Behaviour in meetings 1.5 Behaviour in classroom and communication.

Unit 2 Teacher Behavior and Classroom Climate 2.1 Classroom climate - Meaning, factors contributing towards positive classroom climate 2.2 Assessment of classroom climate - Various tools and methods - Correct use of social skills assessments 3 2.3 Positive behavior support system for classroom and non-classroom environments 2.4 Data collection system for evaluating individual student behavior 2.5 Steps involved in developing a classroom management plan/disclosure document.

Unit 3 Orchestration of the Elements in the 21st Century Classroom 3.1 Critical role of classroom management, rules and procedures, disciplinary interventions 3.2 Teacher-student relationships, mental set, getting off to a good start 3.3 A new way of thinking about classroom management, functional behavioural analysis and intervention planning 3 3.4 Basics of applied behaviour analysis 3.5 Technology use for classroom and behaviour management.

Unit 4 Building an Emotionally Safe and Engaging Environment 3 4.1 Meaning of emotionally safe environment

44 4.2 Ways to deal with feelings that interfere with learning, skills that invite kids to cooperate 4.3 Pitfalls of punishment - alternatives that lead to self-discipline, solving problems together 4.4 Steps that engage children’s creativity and commitment, praise that doesn’t demean, criticism that doesn’t wound 4.5 Parent-teacher partnership, reducing or eliminating disruptive and rule-violation behaviour

Unit 5 Legal and Ethical Practices for the Benefit of all Learners within the Classroom 5.1 Basic responsibilities of the teacher, student and parent 5.2 Positive expectations and being a good manager 5.3 Designing lessons to help students reach mastery, becoming a professional, 3 individuals with disabilities – no child left behind 5.4 Classroom management 5.5 Select and implement the least intensive intervention consistent with the needs of individuals with exceptionalities

Total Hours: 15

References: 1. Evertson, C.M. & Emmer, E.T. (2009). Classroom Management for Elementary Teachers. (8th edition). New Jersey: Pearson. 2. Glasberg, B. (2005). Functional behaviour assessment for people with autism. Bethesda, MD: Woodbine House. 3. Cipani, E. (2004). Classroom Management for All Teachers. (2nd edition). New Jersey: Pearson Prentice Hall. 4. James. E. Y. (2007). Critical issues in Special Education. New Delhi: Kanishka Publication. 5. RCI. Status of Disability in India - 2000, 2003 & 2010. New Delhi: Rehabilitation Council of India. 6. Reddy. G. L. (2000). Education of Children with Special Needs. New Delhi: Discovery Publishers. 7. Roger. P. (2008). Teaching in a Special Education Classroom. New Delhi: Corwin Press.

45 Educational Intervention and Teaching Strategies for Children with Visual Impairment

Semester III Hours of instruction/week: 5(T)+2(P) 15BDSSV3 No. of credits: 5 Objectives To enable the student teacher to: • explain various theoretical perspectives related to intervention & teaching strategies • demonstrate techniques of teaching Mathematics to visually impaired children • acquire necessary competencies and skills for teaching science and assessment of the learners with special reference to children with visual impairment • acquire and apply necessary skills for adapting TLM in social science and assessment of the learners with special reference to children with visual impairment • describe the process of assessment visual efficiency and classroom management for children with low vision

Unit 1 Theoretical Perspectives 1.1 Difference among methods, approaches and strategies 1.2 Intervention - Concept, Scope and Importance 1.3 Intervention for lately blinded students- Role of special teachers/ educators 15 1.4 Mediated teaching-learning - Concept, need and procedure. 1.5 Enriched teaching for concept development - Converting visual concepts into accessible experiences

Unit 2 Teaching of Mathematics 2.1 Coping with mathematics phobias 2.2 Conceptualization of mathematical ideas - processes and challenges for children with visual impairment 2.3 Preparation and use of tactile materials 15 2.4 Mental arithmetic abilities- Concept, importance and application 2.5 Evaluation procedures with special reference to the needs of children with visual Impairment

Unit 3 Teaching of Science 3.1 Providing first-hand experience in the class and the school environment 3.2 Inclusive/collaborative learning for laboratory work 3.3 Science teaching learning materials and equipment - i) Preparation and use of TLM, ii) Locating and procuring Science equipment 15 3.4 Problem solving and learning by doing approach for visually impaired students 3.5 Evaluation procedure with particular reference to practical and adaptations in examination questions

Unit 4 Teaching of Social Science 15 4.1 Techniques of preparation and presentation of adapted Tactile maps, diagrams,

46 and Globe 4.2 Procuring, adapting and use of different types of models 4.3 Organizing field trips 4.4 Teaching Skills - Dramatization, narration, explanation, story-telling, and role play 4.5 Evaluation of concepts and skills in social science with particular reference to Geography.

Unit 5 Teaching of Children with Low Vision 5.1 Visual Stimulation - Concept and procedure 5.2 Selection of an appropriate medium of reading and writing 5.3 Techniques and procedures for developing reading and writing skills 15 5.4 Orientation and Mobility for low vision children 5.5 Classroom management- Seating arrangement, adjustable furniture, illumination, non-reflecting surfaces and colour contrast Practicum: 1. Prepare and use two teaching learning materials for teaching Maths/ Science/ Social Science. 2. Prepare a short concept paper (about 500 words) on developing a science 30 laboratory for the visually impaired students. 3. Functionally assess the vision of a low vision child and plan a teaching programme. Total Hours: 75(T)+30(P) References: 1. Fernandez, G., Koening, C, Mani. M.N.G. and Tensi. S. (1999). See with the Blind. Banglalore: Books for Change 2. Jackson, J. (2007). Low Vision Manual. Edingurgh: Butterworth Heinemann (Elsevier) 3. Mani, M.N.G. (1992). Techniques of Teaching Blind Children. New Delhi: Sterling Publishers Pvt. Ltd. 4. Macnaughton, J. (2005). Low Vision Assessment. Edingurgh: Butterworth Heinemann (Elsevier) 5. Mason, H. and Stephen McCall et al. (Ed.) (2003). Visual Impairment – Access to Education for Children and Young people. London: David Fulton Publishers. 6. Macnaughton, J. (2005). Low Vision Assessment. Edingurgh: Butterworth Heinemann (Elsevier) 7. Niemann, S. & Jacob, N. (2009) Helping Children who are Blind. California: The Hesperon/ Chennai, Chetana Charitable Trust 8. Punani, B. & Rawal, N. (2000). Handbook for Visually Impaired. Ahmedabad: Blind Peoples’ Association 9. Vijayan, P. & Naomi, V. G. (2010). Education of children with low vision. New Delhi: Kanishka Publication.

47 Educational Intervention and Teaching Strategies for Children with Hearing Impairment Semester III Hours of instruction/week: 5(T)+2(P) 15BDSSH3 No. of credits: 5

Objectives To enable the student teacher to: • understand about programmes for early intervention of infants and children with HI • describe the need, stages and importance of auditory listening & Speech reading for facilitating development of spoken language of children with hearing impairment • explain various approaches to teaching, strategies for speech intervention • describe methods, techniques and options to facilitate language and communication • explain the concept, principles and practices, linkages and outcomes of educational intervention

Unit 1 Need and Strategies for Early Intervention of Hearing Loss 1.1 Parent-infant programmes for children with HI - Overview, need, requirements and plan of action 1.2 Pre-school training programmes - Overview, need, requirements and plan of action 1.3 Individual Speech-Language Therapy Programmes - Overview, need, 15 requirements and plan of action 1.4 Impact of early intervention on school outcomes 1.5 Intervention of late identified children with hearing impairment - Challenges and strategies

Unit 2 Auditory Learning (AVT & Auditory Training) & Speech Reading 2.1 Concept of ‘Auditory Listening’ - Unisensory & Multisensory approaches 2.2 Auditory training - Importance, types (Individual & Group) and Stages 2.3 Auditory Verbal Therapy - Principle, importance and role of teacher 2.4 Auditory Training and AVT - Pre-requisites, challenges, similarities and 15 differences 2.5 Speech Reading - Concept, importance, pre-requisites, challenges and role of teacher

Unit 3 Speech Intervention strategies 3.1 Approaches to teaching speech - Auditory Global Approach; Multi-sensory Syllable unit approach; Ling’s Approach 3.2 Formulation of Lesson plan - Long term goals; Short term goals; Activities for teaching correct production of various vowels and consonants 15 3.3 Orientation to acoustics of speech 3.4 Strategies for production of speech - Modelling and shaping through auditory, visual, tactile modalities 3.5 Individual and group speech teaching - Strengths and challenges Unit 4 Communication and Language Teaching Strategies 15 4.1 Methods of teaching language - Natural, structural and combined

48 4.2 Principles and techniques of developing language 4.3 Communication Options - Compare and contrast 4.4 Communication Options - Justification and challenges 4.5 Tuning the environment (Home and School) for facilitating language and Communication

Unit 5 Educational Intervention Strategies 5.1 Educational Intervention - Concept, need and areas (curricular & co curricular) and Types of educational intervention (group, individual, developmental, remedial) 5.2 Principles and practices in early educational intervention – Family centred, contextualised (natural & inclusive environment) & integrated (collaborative) 15 support and services 5.3 Maxims, methods of teaching & lesson planning (group, individual, developmental, and remedial) 5.4 Partnership of various professionals & agencies in educational intervention 5.5 Child and family outcomes of early educational intervention

Practicum: 1. Observe any two activities in a Parent-infant programme / pre-school programme and write a report. 2. Classify the vowels and consonants of your language into low, mid & high frequency and make word list for auditory training 3. Read and reflect upon five lesson plans for teaching speech to children with 30 hearing impairment 4. Select a story and write for three levels (pre-school, third and seventh standard) using appropriate complexity of language (vocabulary & syntax) 5. Read and reflect upon five lesson plans for teaching curricular subjects to children with hearing impairment. Total Hours: 75(T)+30(P) References: 1. Nerbonne, M. A. & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation. 6th ed. Boston: Pearson Education. 2. Rhoades, E., & Duncan, J. (2010). Auditory-verbal practice: Toward a family centered approach. Springfield: Illinois: Charles C. Thomas 3. Estabrooks, W., (2006). Auditory-Verbal therapy and practice. Washington DC: Alexander Graham Bell Association for Deaf. 4. Ling, D. (2002). Speech hearing-impaired child: Theory and practice. 2nd Ed. Deaf and hard of hearing. 5. Guralnick, M, J, (2005).The Developmental Systems Approach to Early Intervention. London: PAULH Brooks. 6. Reddy, G. L. (2004). Hearing Impairment An Educational Consideration. New Delhi: Discovery Publishing House.

Technology and Education of Children with Visual Impairment

Semester III Hours of instruction/week: 5(T)+2(P) 15BDSSV4 No. of credits: 5

Objectives To enable the student teacher to: • relate the concept and nature of educational technology and ICT to the education of children with visual impairment • acquire knowledge of the concept and nature of adaptive technology and explain underlying principles and techniques • get familiar with technologies for print-access for children with visual impairment • describe and use different technologies for teaching low vision children as also various school subjects • demonstrate understanding of computer-based teaching-learning processes

Unit 1 Introducing Educational and Information Communication Technology 1.1. Educational Technology - Concept, importance, and scope 1.2. Difference between Educational Technology and Technology in Education 1.3. Special significance and goals of technology for the education of children with visual impairment 15 1.4. Information and Communication Technology (ICT) - Concept and special significance for teaching-learning of the visually impaired 1.5. ICT and the UN Convention on the Rights of Persons with Disabilities.

Unit 2 Adaptive Technologies 2.1. Concept and purposes 2.2. Basic Considerations - Access, affordability, and availability 2.3. Addressing user's perspectives in developing adaptive technologies 15 2.4. Roles of IIT's and the scientific community 2.5. Universal/Inclusive Design - Concept, advantages, and limitations.

Unit 3 Access to Print for the Visually Impaired 3.1. Screen readers with special reference to Indian languages; magnifying software, and open source software 3.2. Braille Note takers and Stand-alone Reading Machines 3.3. Braille translation software with particular reference to Indian languages and 15 Braille embossers 3.4. On-Line libraries and bookshare 3.5. Daisy books, recordings, and smart phones

Unit 4 Assistive Technologies for the Visually Impaired with Reference to School Subjects and Low Vision 15 4.1. Mathematics - Taylor Frame, Abacus, Geo Board, Algebra and Math Types,

50 Measuring Tapes, Scales, and Soft-wares for teaching Math 4.2. Science - Thermometers, Colour Probes, Scientific and Math Talking Calculators, Light Probes, and Weighing scales and Soft-wares for teaching Science. 4.3. Social Science - Tactile/Embossed Maps, Charts, Diagrams, Models of Different Types, Auditory Maps, Talking compass, and GPS 4.4. Low vision devices - Optical, Non-Optical and Projective 4.5. Thermoform and Swell Paper technology and softwares for developing tactile diagrams

Unit 5 Computer-Aided Learning 5.1. Social Media 5.2. Creation of Blogs 5.3. Tele-Conferencing 15 5.4. Distance Learning and ICT 5.5. e-Classroom - Concept and adaptations for children with visual impairment

Practicum: Any three of the following - 1. Prepare a list of devices for Mathematics and Science available for the visually impaired in one special school and one inclusive school. 2. Write a short list of hints and suggestions you will offer to the scientific community for motivating them to develop adaptive technologies for the visually impaired. 3. Make a short report (in about 500 words) on the advantages and limitations as well as sources of availability in respect of any print-access technology indicated 30 in Unit 3 above. 4. Make a case study of a student with low vision at the secondary stage, indicating clearly his educational needs and how you can address them. 5. Prepare a report on the possibilities and prospects available for the visually impaired students through the use of computers. 6. Prepare a short note (in about 400 words) on various aspects of a classroom and how it could be made accessible to the visually impaired.

Total Hours: 75(T)+30(P)

References: 1. Biwas, P.C. (2004). Education of children with Visual Impairment: in inclusive education. Delhi: Abhijeet Publication. 2. Chaudhary, Monica. (2006). Low Vision Aids. New Delhi: Japee Brothers

51 3. Mani. M.N.G. (1997).Amazing Abacus. Coimbatore: S.R.K. Vidyalaya Press. 4. Punani, B. & Rawal, N..(2000). Handbook for Visually Impaired. Ahmedabad: Blind Peoples’ Association 5. Scheiman, M., Scheiman, M. & Whittaker,S. (2006). Low Vision Rehabilitation:a practical guide for occupational therapists. Thorefore (New Jersy): Slack Incorp. 6. Singh, J.P (2003). Technology for the Blind: Concept and Context. New Delhi: Kanishka Publication 7. Vijayan, P. & Naomi, V. G. (2010). Education of Children with low Vision. New Delhi: Kanishka Publication

52 Technology and Education of Children with Hearing Impairment

Semester III Hours of instruction/week: 5(T)+2(P) 15BDSSH4 No. of credits: 5

Objectives To enable the student teacher to: • enumerate various listening devices and describe ways of effective usage and maintenance • create awareness and basic exposure to state-of-the-art technology for management of various aspects of speech • narrate the range of technological applications that can be used for facilitating communication and language • explain the present and future technologies facilitating the education of children with hearing impairment • identify different resources (financial & human) to obtain technology

Unit 1 Listening Devices and Classroom Acoustics 1.1.Listening devices - Types (Individual & Group), functioning of Hearing aids, classification of hearing aids based on style (body level, ear level), technology (analog, programmable, digital), Ling’s six sound test and other outcome measures 1.2.Ear moulds - Types, importance, care & maintenance 1.3.Classroom amplification devices - Individual, Speech Trainer & group, Hard wire, loop induction, infra-red & FM systems, their importance in educational 15 management 1.4.Cochlear Implant, middle ear implant, BAHA & Auditory Brainstem implant - Candidacy, components, functioning & importance with special reference to ADIP 2014 scheme 1.5.Comparison between individual hearing aids, group hearing aids & cochlear implant and their care & maintenance

Unit 2 Technology for Management for Speech 2.1 Computer based training aids / equipment for management of speech (Dr.Speech; Vaghmi; Speech viewer) 2.2 Use of computer based speech equipment for management of voice in children with hearing impairment 2.3 Use of computer based speech equipment for management of supra-segmental 15 features of speech in children with hearing impairment 2.4 Basic infrastructure required for using computer based speech training aids/ equipment 2.5 Tele Speech Therapy

Unit 3 Technology Facilitating Language and Communication 15

53 3.1 Low cost technology and its application in development of teaching learning material 3.2 Electronic and web-based technology applications - TV, digital Recorders, downloaded AV films, search engines, online learning material, language apps 3.3 Web based technology for using and training of ISL 3.4 Sign to text and text to sign technology 3.5 Augmentative and Alternative Communication for children with hearing impairment with additional/associating concerns

Unit 4 Technology Facilitating Education 4.1 Technology and its impact on education - Changing Trends in teaching & learning 4.2 Technology products for educational purposes - Listening (Induction loop/FM/IR), Visual (Speech to text/text to speech) Audio-Visual (computer based learning & self-learning packages, Multimedia) 4.3 Technology Based Educational Services - online - learning, web based learning, 15 computer assisted learning, video remote interpreting, C-Print technology, open, close and real time captioning 4.4 ICT and education of children with hearing impairment - Planning, implementation & evaluation of teaching-learning 4.5 Future technologies - Universal design - Meaning & scope

Unit 5 Resource Mobilisation for Technology 5.1 Agencies for Aids & Appliances - Government and non-government 5.2 Eligibility criteria for availing funding under government schemes 5.3 Procedure for availing funding from different agents 5.4 Challenges encountered with cost involved in maintenance of devices after 15 availing funding and ways to overcome 5.5 Agencies / Strategies to locate required human resources for various services and referrals

Practicum: 1. Draw a neat labelled block diagram of hearing aid. Prepare a list of tips for minor trouble shooting 2. Prepare a list of agencies for procuring equipment and software for teaching speech 30 3. Make a story using web based content, pictures, images and video clips 4. Compile different educational apps 5. Compile a list of government and non-government funding agencies for aids & appliances. Total Hours: 75(T)+30(P) References: 1. Bess, F. H., & Humes, L. E. (1990). Audiology: The fundamentals. London: Williams & Wilkins.

54 2. Katz, J. ( 1994). Handbook of Clinical Audiology. (4th ed.). Baltimore: Williams and Wilkins. 3. Berg, F. (2008). Speech Development Guide for Children with Hearing Loss. San Diego: Plural Publishing. 4. Taylor, Brian M., H. Gustav (2011). Fitting and Dispensing Hearing Aids. San Diego: Plural Publishing. 5. Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for Parents. San Diego: Plural Publishing. 6. Mathew, S.M. (2012).Technology for persons with hearing impairment. Status of Disability in India-2012.NewDelhi: RCI 7. Stewart, D.A. & Kluwin, T.N. (2001).Teaching Deaf & Hard of Hearing Students : Content , Strategies & Curriculum. London : Allyn & Baccon

55 Orientation and Mobility Semester III Hours of instruction/week: 3(T)+2(P) 15BDSEV2 No. of credits: 5

Objectives To enable the student teacher to: • describe the nature and scope of O&M as also the O&M related responsibilities of the special teacher • acquire basic knowledge of human guide techniques • describe pre-cane and cane travel skills and devices • get acquainted with the importance and skills of training in independent living for the visually impaired

Unit 1 Introduction to Orientation and Mobility 1.1 Orientation and Mobility - Definition, importance and scope 1.2 Basic terminologies associated with O&M - Trailing, landmarks, clues, cues, shoreline, squaring off, clockwise direction, sound masking, sound shadow 1.3 Roles of other senses in O&M training 9 1.4 Special responsibilities of special teacher/ educator with reference to O&M training 1.5 Blindfold - Rationale and uses for the teacher

Unit 2 Human/Sighted Guide Technique 2.1 Grip 2.2 Stance 2.3 Hand Position 9 2.4 Speed Control 2.5 Negotiating - Narrow spaces, seating arrangements, staircases, muddy paths

Unit 3 Pre-Cane Skills 3.1 Upper and lower body protection 3.2 Room familiarization 3.3 Using oral description for orientation 9 3.4 Search patterns 3.5 Building map reading skills

Unit 4 Cane Travel Techniques and Devices 4.1 Canes - Types, parts, six considerations 4.2 Cane travel techniques - Touch technique, touch and drag technique, diagonal cane technique 9 4.3 Use of public transport

4.4 Asking for help - When and How 4.5 Electronic devices, tactile and auditory maps - Description and uses

Unit 5 Training in Independent Living Skills 5.1 Self Care, gait and posture 5.2 Personal grooming 5.3 Eating skills and etiquette 9 5.4 Identification of coins and currency notes 5.5 Basics of signature writing

Practicum: Undertake any two of the following - 1. Act as a sighted guide in different situations/settings. 2. Prepare a list of canes and other devices available with various sources along with prices. 3. Undergo an experience of moving under a blindfold for a few minutes and 30 describe it were about 200 words. 4. Make a short PowerPoint/ oral presentation were about 5 minutes were on the importance of O&M for the visually impaired. 5. Draw up a list of important clues /cues/landmarks which the visually impaired student can use in the school.

Total Hours: 45(T)+30(P)

References: 1. Cutter, Joseph (2006). Independent Movement and Travel in Blind Children. North Carolina: IAP 2. Fazzi, D. L. & Petersmeyer, B. A. (2001). Imagining the Possibilities: Creative Approaches to Orientation and Mobility Instruction for Persons who are Visually Impaired. New York: AFB Press. 3. Knott, N. I. (2002). Teaching Orientation and Mobility in the Schools: An Instructor’s Companion. New York: AFB Press. 4. Vijayan, P. & Victoria, N.G. (2009). Teaching Orientation and Mobility Skills to Persons with Visual Impairment. Coimbatore: Saradalaya Press. 5. Vijayan, P. and Vaijayanthi. R. (2002). Handbook: Visual Impairment - Awareness cum Training Packages in Disability. New Delhi: Indira Gandhi National Open University.

57 Communication Options - Oralism/Aural Rehabilitation and Auditory Verbal Approach Semester III Hours of instruction/week: 3(T)+2(P) 15BDSEH2 No. of credits: 5

Objectives To enable the student teacher to: • discuss the Aural Oral Options with reference to persons with hearing impairment in the context of India • discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation • exhibit beginner level hands on skills in using these options • motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses

Unit 1 Understanding Hearing Loss in Real Life Context 1.1 Basic awareness on paradigms of D/Deafness (Medical and Social) 1.2 Basic awareness on deafness and communicative access - Challenges and concerns 1.3 Basic awareness on autonomy, inclusion and identity with reference to oral 9 options 1.4 Oral / aural verbal options and realistic expectations of family and teachers 1.5 Importance of neural plasticity and early listening opportunities

Unit 2 Advanced Understanding of Oral Options 2.1 Difference between uni sensory and multi sensory approach in oralism 2.2 Oracy to Literacy - Why and How 2.3 Speech Reading - Need, role and strategies in all communication options 2.4 Training and guidance on aural oral practices for families and tuning home 9 environment - Current scenario, importance and strategies 2.5 Tuning mainstream schools/classrooms for aural oral communication - do’s and don’ts

Unit 3 Skill Development Required for Oralism 3.1 Practicing interpreting audiograms and exposure to goal setting in listening skills 3.2 Practicing Motherese (addressing /talking to young children) and age appropriate discourse with children using appropriate language, turn taking and eye contact 3.3 Practicing fluency skills in verbal communication - spontaneous conversations, narrations and loud reading 9 3.4 Practicing skills in story telling /narrations/jokes/ poems / nursery rhymes 3.5 Ongoing monitoring and assessing auditory functioning and speech development - Reading model formats used for the purpose (checklists, recordings, developmental scales)

58 Unit 4 Skill Development Auditory Verbal (AV) Approach 4.1 AV Approach - Meaning, misconcepts and justification 4.2 Stages of Auditory Hierarchy 4.3 Understanding listening strategies, techniques of AV approach and their relation to listening environment 9 4.4 Reading model plans and observing a few weekly individual sessions 4.5 Developing instructional material for AVT sessions linking listening, language and cognition

Unit 5 Implementing Oralism and AV Approach in Indian Special Schools and Summing Up 5.1 Use of oralism and AV approach in Indian special schools - Current scenario 5.2 Oralism / AV Approach - Prerequisites for special schools 5.3 Strategies of implementation oral communication policy and fulfilling 9 prerequisites 5.4 Resource mobilization for listening devices - (ADIP, Organized Charity, CSR, Fund Raising Events, Web Based Fund Raising) 5.5 Reflections on the course - From theory to practice to initiating change

Practicum: 1. Watching Video’s Of Individual Sessions and Classroom Teaching 2. Role Play and Dramatization 3. Developing Learning Material for Facilitating Connectivity Among Listening, 30 Language and Cognition 4. Recording Self Narrated Stories / Poems and Writing Reflections Upon It 5. Interacting with Non Disabled Children for Practicing Expansion Of Ideas

Total Hours: 45(T)+30(P)

References: 1. RCI (2010) Communication Options and Students with Deafness. Rehabilitation Council Of India:New Delhi 2. Paul, P. V. (2009). Language and Deafness. Boston: Jones and Bartlett. 3. Borden, G. J., Harris, K. S. & Raphael, L. J. (2005). Speech Science Primer (4th) Philadelphia: Lippincott Williams and Wilkins. 4. Ling, D. (1990) Acoustics, Audition and Speech Reception. (Cd).Alexandria: Auditory Verbal International. 5. Heller, R. (1999). Managing Change. New York: Dk Publishing.

59 Internship – Practice Teaching of School Subjects at Special Schools & Internship – Practice Teaching of Language at Special Schools

Semester III Duration: 8 weeks 15BDSI02 & 15BDSI03 No. of credits: 8 + 8

Tasks for the Teacher Disability Education S.No. Trainees Focus Setting No. of Lessons a. Classroom observation VI/HI Special School Minimum 30 1.1 school Periods b. Visit to other special VI/HI Special School Minimum 2 schools schools a. Lesson planning and VI/HI Special School/ 30 lessons 1.2 execution on different levels Resource Room for all subjects b. Lesson planning and VI/HI Special School/ 20 lessons execution on different levels Resource Room for selected subjects Individualised Teaching VI/HI Special School/ 20 IEPs 1.3 lessons on selected subjects Resource Room Observation of support VI/HI Institute/ Depending on the 1.4 services Clinic specialization

Marks - 200 + 200

60 Inclusive Education

Semester IV Hours of instruction/week: 4 15BDSC10 No. of credits: 5

Objectives To enable the student teacher to: • explain the construct of inclusive education & the progression from segregation towards valuing & appreciating diversity in inclusive education • explicate the national &key international policies & frameworks facilitating inclusive education • enumerate the skills in adapting instructional strategies for teaching in mainstream classrooms • describe the inclusive pedagogical practices & its relation to good teaching • expound strategies for collaborative working and stakeholders support in implementing inclusive education

Unit 1 - Introduction to Inclusive Education 1.1 Marginalisation vs. Inclusion - Meaning & Definitions 1.2 Changing practices in education of children with disabilities - Segregation, integration & inclusion 1.3 Diversity in classrooms - Learning styles, linguistic & socio-cultural multiplicity 8 1.4 Principles of inclusive education - Access, equity, relevance, participation & empowerment 1.5 Barriers to inclusive education - Attitudinal, physical & instructional

Unit 2 Polices and Framework Facilitating Inclusive Education 2.1 International Declarations - Universal Declaration of Human Rights (1948), World Declaration for Education for All (1990) 2.2 International Conventions - Convention against discrimination (1960), Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006) 2.3 International Frameworks - Salamanca Framework (1994), Biwako Millennium Framework of Action (2002) 2.4 - National Commissions & Policies - Kothari Commission (1964) National 14 Education Policy (1968), National Policy On Education (1986), Revised National Policy Of Education (1992), National Curricular Framework (2005), National Policy for Persons with Disabilities (2006) 2.5 - National Acts & Programs - IEDC (1974), RCI Act (1992), PWD Act (1995), National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013)

Unit 3 Adaptations Accommodations and Modifications 14 3.1 Meaning, difference, need & steps

61 3.2 Specifics for children with sensory disabilities 3.3 Specifics for children with neuro-developmental disabilities 3.4 Specifics for children with loco motor & multiple disabilities 3.5 Engaging gifted children

Unit 4 Inclusive Academic Instructions 4.1 Universal design for learning - Multiple means of access, expression, engagement & assessment 4.2 Co-teaching methods - One teach one assist, station-teaching, parallel teaching, alternate teaching & team teaching 14 4.3 Differentiated instructions - Content, process & product 4.4 Peer mediated instructions - Class wide peer tutoring, peer assisted learning strategies 4.5 ICT for instructions

Unit 5 Support System and Collaborations for Inclusive Education 5.1 Stakeholders of inclusive education & their responsibilities 5.2 Advocacy & leadership for inclusion in education 10 5.3 Family support & involvement for inclusion 5.4 Community involvement for inclusion 5.5 Resource mobilisation for inclusive education

Total Hours: 60 References: 1. Bartlett, L. D. & Weisentein, G. R. (2003).Successful Inclusion for Educational Leaders. New Jersey: Prentice Hall. 2. Giuliani, G. A. & Pierangelo, R. (2007). Understanding, Developing and Writing IEPs. New Delhi: Sage Publishers. 3. Gore, M. C. (2004). Successful Inclusion Strategies for Secondary and Middle School Teachers. New Delhi: Sage Publishers. 4. Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs: from Segregation to Inclusion. New Delhi: Sage Publishers. 5. Karant, P. & Rozario, J. (2003).Learning Disabilities in India. New Delhi: Sage Publishers. 6. Karten, T. J. (2007). More Inclusion Strategies that Work. New Delhi: Sage Publishers. 7. Rayner, S. (2007).Managing Special and Inclusive Education. New Delhi: Sage Publishers.

62 Gender, School and Society

Semester IV Hours of instruction/week: 4(T)+2(P) 15BDSC11 No. of credits: 5

Objectives To enable the student teacher to: • familiar with the existing socialization pattern in the society, functioning of institutions and disseminate gender sensitive approaches • understand necessary historical context facilitated the emergence and growth of women’s studies as an academic representative of Women’s movements in India and west • equip with information and tools to help young Students to understand how culture and media constructs and shapes gender identity and choices through various ways and the extent to which they, as consumers and citizens, are being well informed. • equip the student to understand major aspects of critique of development through a gender lens and its global and local contexts • develop competencies to incorporate monitoring and evaluation in your programmes promoting Gender Equality

Unit 1 Introduction to Gender studies 1.1 Gender concepts - Sex and Gender 1.2 Social construction of gender 1.3 Gender discrimination 10 1.4 Gender roles 1.5 Gender inequality - in terms of caste, class and religion

Unit 2 Gender issues in schools 2.1 Gender and Education 2.2 Gender bias in enrolment, curriculum, content, drop out 2.3 Recent trends in girls education 14 2.4 Using gender lenses for curriculum and textbooks 2.5 Using gender lenses for teaching-learning and assessment strategies

Unit 3 Gender and Society 3.1 Gender and Family systems - Joint and Nuclear family 3.2 Marriage - Concept and definition, monogamy, polygamy polyandry, multiple roles and role conflict 3.3 Issues related to marginalized women - Status of dalit women, tribal women, 14 minority women and physically challenged women. 3.4 Victims of violence 3.5 Issues related to third gender - Issues of the rights of sexual minorities and transgender.

Unit 4 Gender Equality 10

63 1.1 International instruments 1.2 National legislation 1.3 Major instruments promoting gender equality internationally 1.4 Key components of the laws for promoting gender equality 1.5 Preventing domestic violence in India

Unit 5 School and Society for Gender Justice 5.1 Identifying solutions for gender biases, discrimination and gender based violence in curricula and textbooks 5.2 Gender-sensitive teaching and learning strategies and empowering learning environment 12 5.3 The role of teachers in promoting Gender Equality 5.4 Involving stakeholders in designing and implementing Gender Equality 5.5 Advocating for GE – advocacy, awareness raising, campaign, gender block, mandate, mass media, target public

Practicum: 1. Self-assessment of teacher training needs. 2. Group activities on Sex and Gender, Expectations for boys and girls, Gender Parity and Gender Equality, Gender biases, Experiencing gender inequalities and discrimination, Gender-based violence (GBV), Gender mainstreaming, Normative support for gender equality. 30 3. Group discussions on - issues persist internationally. Problems remain to be solved in India. 4. Gender-sensitive teacher behaviour, 5. Simulation Activity/Group Discussion - Involving stakeholders to identify gender issues, as well as possible solutions to addressing them effectively. Total Hours: 60(T)+30(P) References: 1. Aikman, Sheila and Unterhalter, Elaine (eds.). (2007). Practising Gender Equality in Education. UK: Oxfam. 2. Balakrishnan, A. (2005). Rural Landless women Labourers- Problems and Prospects. New Delhi: Kalpaz Publications. 3. Bathla& Sonia. (1998). Women, Democracy and the Media: Cultural and Political Representations in the Indian Press. New Delhi: Sage. 4. Rege, Sharmila (ed), (2003). Sociology of Gender: The Challenge of Feminist Sociological Knowledge. New Delhi: Sage. 5. Singh &InduPrakash. (1991). Indian Women: The Power Trapped. New Delhi: Galaxy Pubishers. 6. Sheela, V. (2003). Employment of Women in the unorganized manufacturing sector. Jaipur: University Book House Private limited.

64 Basic Research and Statistics

Semester IV Hours of instruction/week: 4(T)+2(P) 15BDSC12 No. of credits: 5

Objectives To enable the student teacher to: • describe the concept and relevance of research in education and special education • develop an understanding of the research process and acquire competencies for conducting a research • understanding the nature of population and sampling process • apply suitable measures for data organization and analysis

Unit 1 Introduction to Research 1.1 Research- Concept, Definition and Meaning of Research 1.2 Nature and significance of research in Education 1.3 Criteria of Good Research and Qualities of a Researcher 12 1.4 Funding agencies for Research 1.5 Research in Special Education

Unit 2 Types and Process of Research 2.1 Types of Research - Basic/Fundamental, applied, action 2.2 Process of research 2.3 Tests – NRT, CRT and Teacher made Test 12 2.4 Tools of research - Questionnaire, interview, checklist and rating scale 2.5 Application of the test and tools

Unit 3 Sampling and Variables 3.1 Concept of statistical population 3.2 Characteristics of good sample 3.3 Types of sampling 12 3.4 Techniques of sampling 3.5 Variables - Concept, definition and types

Unit 4 Basic Elements in Statistics 4.1 Concept of parameter and statistics- Concept, meaning and definition 4.2 Use of statistics in research 4.3 Frequencies and continuous measures 4.4 Scale for measurement - Nominal, ordinal, interval and ratio 12 4.5 Organization of data - Array, grouped distribution

Unit 5 Measurement and Analysis of Data 12

65 5.1 Measures of Central Tendency and Dispersion - Mean, Median and Mode, Standard deviation and Quartile deviation 5.2 Skewness and Kurtosis 5.3 Normal Probability Curve 5.4 Correlation - Product Moment r and Rank Order Correlation 5.5 Graphic representation of data

Practicum: 1. Prepare two teacher made test based on the lessons 2. Select a problem in your class and find the solution applying action research 30 3. Find out the correlation between test scores of your own class

Total Hours: 60(T)+30(P)

References: 1. Guptha, S. (2003) Research Methodology and Statistical Techniques. New Delhi: Deep & Deep Publishing. 2. Kothari, C.R.(2006).Research Methodology. India: New Age International Pvt .Ltd. 3. Paneerselvam,R.(2004).Research Methodology. New Delhi: PHI Learning Pvt.Ltd. 4. Potti, L. R. (2004) Research Methodology. Thiruvananathapuram: Yamuna Publications 5. Rajagopal, K. R. (2006). Evaluation, Elements of Statistics and Research in Education. Chennai: Shantha Publications. 6. Sambath, K.P.(2006).Introduction to Educational Technology. NewDelhi:Sterling Publications Pvt.Ltd. 7. Vashist,S.(2006).Practice of Educational Evaluation. New Delhi: Anmol Publications Pvt,Ltd.

66 Reading and Reflecting on Text

Semester IV Hours of instruction/week: 3(T)+2(P) 15BDSC13 No. of credits: 4

Objectives To enable the student teacher to: • reflect upon current level of literacy skills of the self • show interest and begin working upon basic skills required to be active readers in control of own comprehension • show interest and begin working upon basic skills required to be independent writers understanding adequate intent, audience and organization of the content • prepare self to facilitate good reading writing in students across the ages • find reading writing as learning and recreational tools rather than a course task

Unit 1 Reflections on Literacy 1.1 Literacy and current university graduates - status and concerns 1.2 Role of literacy in education, career and social life 1.3 Literacy, Thinking and Self Esteem 9 1.4 Literacy of Second Language / English - Need and Strategies 1.5 Basic Braille Literacy

Unit 2 Reflections on Reading Comprehension 2.1 Practicing responses to text - personal, creative and critical 2.2 Meta cognitive awareness of reading processes and strategies applied for meaning making 2.3 Developing good reading skills and habits in primary level students 9 2.4 Activities and strategies 2.5 Basic understanding of reading comprehension of children with hearing impairment and learning disability

Unit 3 Skill Development in Responding to Text 3.1 Indicators of text comprehension - retelling, summarizing, answering, predicting, commenting and discussing 3.2 Practicing responding to text (using the indicators) for recreational reading material (narrations) and school textbooks (description) 3.3 Practicing responding to text (using the indicators) for reports, policy 9 documents and news (expositions) and editorial, academic articles, advertisement copy, resume (argumentation) 3.4 Practicing web search 3.5 Practicing rapid reading and comprehensive reading

Unit 4 Reflecting upon Writing as a Process and Product 9

67 4.1 Understanding writing as a process - content (intent, audience and organization) 4.2 Understanding writing as a process - language (grammar, vocabulary, spelling) 4.3 Understanding writing as a process - surface mechanics (handwriting, neatness, alignment and spacing) 4.4 Practicing self editing and peer editing of sample texts 4.5 Practicing evaluating students writing using parameters - productivity, correctness, complexity, text organization and literary richness

Unit 5 Practicing Independent Writing 5.1 Practicing writing - picture description/ expansion of ideas / essays / stories 5.2 Practicing daily leaving writing - applications / agenda - minutes/ note taking 5.3 Practicing converting written information into graphical representation 9 5.4 Practicing filling up surveys, forms, feedback responses, checklists 5.5 Reflections on the course - from theory to practice to initiating process to improve self Practicum: 1. Have a peer editing of independently written essays and discuss your reflections upon this experience. 2. Prepare a feedback form for parents and for teachers focussing on differences in the two forms due to different intent and audience. 30 3. Develop a short journal of graphical representation of 3 newspaper articles on school education using the options given in. 4. Visit a book store for young children, go through the available reading material including exercise books, puzzles etc and make a list of useful material for developing early literacy skills. Total Hours: 45(T)+30(P) References: 1. Evans, J. (2005). Spelling Made Easy. Basing Stoke: McMillan. 2. Haldon, S. (2005). Materials for language teaching. Interaction package. Allyn & Bacon Oxford: Modern English Publications. 3. Hartley,V. (2005). Learning English Handwriting. Nashville: TN: Nelson 4. Hubbard, P.J. (2005). A Training course for TEFL,ELBS. UK: Oxford University Press. 5. Kettering, J. (2005). Developing Communicative Competency- Interaction Activities in English as a Second Language. Pittsburgh: Pittsburgh University Press. 6. Miller.D (2002).Reading With Meaning: Teaching Comprehension in the Primary Grades. New York: Stenhouse Publishers. 7. Ramabhadracharyulu, G. & Sarojini, B. (2009). Methods of Teaching English. Hyderabad: Neelkamal Publications Pvt. Ltd. 8. Shankar, P. (2013). Teaching of English. New Delhi: APH Publishing. 9. Ur & Wright. (2005). 5 Minute Practice Activities. Cambridge: Oxford University Press. 10. Ur. (2005). Grammar Practice Activities. Cambridge: Oxford University Press.

68 Psycho Social and Family Issues of Individuals with Visual Impairment

Semester IV Hours of instruction/week: 5(T)+2(P) 15BDSSV5 No. of credits: 5

Objectives To enable the student teacher to: • describe the effect of birth of a child with visual impairment on the family • analyze the role of family and parental concerns related to their child with visual impairment from birth to adulthood • explain the role of parent, community partnership in the rehabilitation of a person with visual impairment • develop different skills to empower families in meeting the challenges of having a child with visual impairment

Unit 1 Family of a Child with Visual impairment 1.1 Birth of a child with visual impairment and its effect on parents and family dynamics 1.2 Parenting styles - Overprotective, authoritative, authoritarian, and neglecting 15 1.3 Stereotypic attitudes related to visual impairment 1.4 Need for attitude modification 1.5 Counseling for parents and family members

Unit 2 Role of Family 2.1 Role of family in early stimulation, concept development and early intervention 2.2 Role of siblings and extended family 2.3 Impact of immediate society on the family and child with Visual Impairment 15 2.4 Awareness on attitudinal change in society 2.5 Developing network

Unit 3 Parental Issues and Concerns 3.1 Choosing an educational setting 3.2 Gender and disability 3.3 Transition to adulthood- sexuality, marriage and employment 15 3.4 Parent support groups 3.5 Attitude of professionals in involving parents in IEP and IFSP

Unit 4 Rehabilitation of Children with Visual impairment 4.1 Concept of habilitation and rehabilitation 4.2 Community Based Rehabilitation (CBR) and Community Participatory Rehabilitation (CPR) 15 4.3 Legal provisions, concessions and advocacy 4.4 Vocational rehabilitation - need and challenges 4.5 Issues and challenges in rural settings

Unit 5 Meeting the Challenges of Children with Visual Impairment 5.1 Enhancing prosocial behaviour 5.2 Stress and coping strategies 5.3 Recreation and leisure time management 15 5.4 Challenges of adventitious visual impairment 5.5 Soft skills and social skills training

Practicum: 1. Interview family members of three children with visual impairment (congenital /adventitious and blind, low vision and VIMD) and analyze their reactions and attitude towards the child. 2. Prepare and present a list of activities how parents, siblings, and grandparents can be engaged with the child with visual impairment. 30 3. Prepare charts/conduct street plays/make oral presentations to remove myths related to visual impairment. 4. Visit schools for the visually impaired and make presentations before the parents on government concessions and auxiliary services available.

Total Hours: 75(T)+30(P)

References: 1. Narayan, J. & Riggio, M. (2005). Creating play environment for children. USA: Hilton/Perkins. 2. Bhandari, R. & Narayan, J. (2009).Creating learning opportunities: a step by step guide to teaching students with vision impairment and additional disabilities, including deafblindness. India: Voice and vision. 3. Shah, A. (2008). Basics in guidance and Counselling. New Delhi: Global Vision Publishing House. 4. Venkatesan, S. (2003). Children with Developmental Disabilities: A training guide for parents, teachers and care givers. New Delhi: Sage Publications. 5. Vijayan, P. & Victoria N. G. (2005). Handbook: Education of Visually Impaired Children with Additional Disabilities. New Delhi: Rehabilitation Council of India. 6. Vijayan, P. & Vaijayanthi. R. (2002). Handbook : Visual Impairment - Awareness cum Training Packages in Disability. New Delhi: Indira Gandhi National Open University.

70 Psycho Social and Family Issues of Individuals with Hearing Impairment

Semester IV Hours of instruction/week: 5(T)+2(P) 15BDSSH5 No. of credits: 5

Objectives To enable the student teacher to: • explain psycho social development of early childhood • describe the role of family on psycho social development • to understand the family needs and find self- ready to support families for empowering the child with disability • ensure family involvement in educational programs

Unit 1 Psychosocial Aspects and Disability 1.1 Psychosocial development - meaning, need and importance 1.2 Overview of psychosocial development 1.3 Wellbeing and quality of life 15 1.4 Implications of hearing impairment on domains of psychosocial development 1.5 Role of family in psychosocial development of children with hearing impairment

Unit 2 Role of Family and Community 2.1 Role of parents, siblings and family members 2.2 Role of peers 2.3 Role of community in psychosocial development of children with hearing impairment 15 2.4 Challenges and issues in psychosocial development of children with hearing impairment. 2.5 Coping strategies.

Unit 3 Family Needs 3.1 Identifying Family Needs for information, decision making, skill transfer and referral 3.2 Fostering family’s acceptance of child’s impairment and creating a positive environment 3.3 Building parents’ confidence for making informed choices (communication options, options for listening devices, school placement) and Advocacy 15 3.4 Supporting family in raising children with hearing impairment - Facilitating availing of concessions, facilities and scholarship & other benefits 3.5 Encouraging family participation in self-help groups and family support networking.

Unit 4 Family Empowerment 15

71 4.1 Encouraging family centred practices, parent self- efficacy belief and family involvement in child’s learning and parenting 4.2 Encouraging family acceptance of listening devices and ensuring its regular use 4.3 Supporting family in fostering and developing communication and language 4.4 Involving family in fostering and developing play, recreation and values 4.5 Encouraging family involvement in educational programme and participation in community based rehabilitation programme.

Unit 5 Guidance and Counseling 5.1 Meaning of Guidance and Counseling 5.2 Need for Guidance and Counseling for Persons with Hearing Impairment and their Family 15 5.3 Approches and techniques of Guidance and Counseling with Hearing Impairment 5.4 Vocational Assessment, Guidance and Counseling 5.5 Yoga and other adjunctive aids( Music, Dance and Art)

Practicum: 1. Compile five activities that could be undertaken to foster parents acceptance of their child’s impairment 2. Select a tool to measure parent’s self-efficacy and administer it on three parents 30 and submit with brief reflections. 3. Attend a parent meeting of a special school and report tips provided for fostering parent advocacy

Total Hours: 75(T)+30(P)

References: 1. Caspe, M., Lopez, M. E., Chu, A., & Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement. Cambridge, MA: Harvard Family Re- search Project. 2. Gregory, S., Bishop, J. and Sheldon, L. (1999), Psychological perspectives of deafness: Cambridge University, 3. Narayanansamy, S., Kansara, J. and Rangasayee, R. (2006). Family, Community and the Hearing child. New Delhi., Kanishka Publishers. 4. Reddy,. G. L. (2004). Hearing Impairment An Educational Consideration. New Delhi: Discovery Publishing House. 5. Scheetz, N. A. (2000). Orientation to Deafness. UK: Allyn and Bacon

72 Practical I - School Subject and Language for Children with Visual Impairment / Practical I - School Subject and Language for Children with Hearing Impairment

Semester IV Hours of instruction/week: 4 15BDSSV6/15BDSSH6 No. of credits: 4

Objectives: To enable the student teacher to: • understand and do the pedagogic analysis of school subject and language • prepare different teaching aids relevant to school subject and language • conduct mini project and action research in current issues in the field of education • organize club activities for the school children • develop literacy skills among school children through various activities

Unit 1 Teaching Learning Materials (TLM) 1.1 Preparation of teaching aids, improvised aids and models based on Edgar Dale’s Cone of Experience 1.2 Development of improvised teaching aids and models – 2D and 3D 1.3 Drawing, handwriting and chart preparation tips, preparation of slides and film strips hands on experience and feedback 12 1.4 Presentation and documentation of audio-visual aids 1.5 Preparation of self learning materials, types of programmed learning – preparation of model programmes in each type, use of teaching machines, computer assisted instruction- preparation of lessons in e-learning

Unit 2 Pedagogy and Lesson Plan 2.1 Understanding and practicing various kinds of pedagogy 2.2 Use of appropriate resources and strategies and their combination in the content delivery, Use of drill, review, supervised study, oral work, group work, self study and home work 2.3 Demonstration and preparation of lesson plans using – Herbartian steps, ALM method, ABL method, use of mind maps in lesson plans, preparation of unit plan, term plan, year 12 plan, sequencing learning experiences 2.4 Use of local specific and economic ideas, encouraging students’ participation in lesson building, use of group activities, conduct of brain storming sessions and catering to individual differences in classroom teaching. 2.5 Preparation of instructional material record

Unit 3 Areas of Study 3.1 Analyzing and reporting of curriculums of State Boards, CBSE, ICSE and other countries on the following aspects such as - Arrangement of the lessons, activities, grammatical exercises, presentation of pictures in the text book, examples given in the content, printing, 12 texture of the text book and age appropriateness. 3.2 Conducting Mini Project pertaining to any relevant/current issue in the field of education. Reporting the Mini Project. Case Study of a learner during internship.

73 3.3 Conducting an Action Research in the classroom - Defining the problem, constructing scientific steps to be carried out, and conduct of mock sessions to find out the solution. Reporting the Action Research Project 3.4 Preparation of Web-based Record related to school subject and language 3.5 Construction and documentation of Achievement Test

Unit 4 Album, Workbook and Journal Preparation, Club Activities and SUPW 4.1 Album preparation – specifying different needs of the learner of different contents 4.2 Preparation of grammatical exercise work book (any one grammatical aspect) for the students of particular standard. 4.3 Preparation & presentation of the language skill journal - writing stories – 3 for 3 different levels (children first-hand experience, on newspaper items, events, etc.), paragraphs for loud reading from books, newspaper etc – 3, nursery rhymes / poems for recitation – 3, framing the main theme of a passage or story and summarize it – 3 passages for 3 different 12 level, elaborating ideas – writing expansions of any 1 idea like – ‘time is money’, ‘cleanliness is godliness’, writing picture descriptions – 2 each for 3 different levels – total 6, captioning the pictures – 5, pictures for the activities to be selected creatively from the story books, magazines, advertisements, manual, websites, etc 4.4 Understanding the need for holding clubs, rules & regulations of club and club activities, pooling of members for the club, holding periodical meetings and club activities 4.5. Preparation socially useful productive work

Unit 5 Literacy Skills to the School Children 5.1 Planning and preparing language games, picture description, imaginary interview, telephone talk, extempore, listening and speaking skills using audio and video CD/DVDs for skill development. 5.2 Preparing and enacting drama, miming, puppet show, role play, presentation of tableau for specific context in hand. 12 5.3 Conducting different language games and minimal pairs to make the students familiarize with different structures and use it in day – today life situations -dialogue writing, composition writing, letter writing, report writing, writing critical analysis. 5.4 SQ3R method of reading, note making for any five topics, note taking for any five newspaper content, reproduction exercises, preparation of annotated bibliographies 5.5 Completion of a story; developing stories from hints, report writing

Total Hours: 60

74 Practical II –Visual Impairment

Semester IV Hours of instruction/week: 4 15BDSSV7 No. of credits: 4 Objectives: To enable the student teacher to: • adapt and modify the curriculum to meet the needs of children with special needs • assess functional vision of the children with visual impairment and plan intervention • prepare and use teaching learning material for sensory training • plan and teach daily living skills for children with children with visual impairment • understand the roles of institutes and organizations for persons/children with special needs

Unit 1 Adaptation and Modification 1.1 Journal preparation on adaptation and modification needs of students with disability for inclusive education 1.2 Model curricular adaptations for the children with visual impairment and any other one disability at any one level –pre primary, primary, secondary to be listed and described 1.3 Text book adaptations - 2 adaptations at 3 levels (total 6). Selecting a page from the school textbook of History, science, Civics, EVS or Economics and adapting the page including 12 adaptation of - language, presentation / organization of the knowledge, illustrations (graphs, pictures, diagrams) and assessment exercises 1.4 Practicing and documenting of adaptation in co-curricular activities 1.5 Practicing and documenting adaptations in Games and Sports for the children with visual impairment

Unit 2 Identification, Assessment and Intervention for Children with Low Vision 2.1 Screening of impaired vision – distance vision, near vision, visual field, contrast sensitivity and colour vision 2.2 Functional vision assessment and vision training for enhancing visual efficiency 2.3 Activities and material preparation for vision stimulation 12 2.4 Developing reading and writing activities for Low Vision children 2.5 Using different types of Low Vision aids – Optical, Non-optical and Electro optical devices

Unit 3 Sensory Training 3.1 Preparation and use of TLM for – Vision skills 3.2 Preparation and use of TLM for – Auditory skills 3.3 Preparation and use of TLM for – Olfactory skills 10 3.4 Preparation and use of TLM for – Tactile skills 3.5 Preparation and use of TLM for – Kinetic skills

75 Unit 4 Daily Living Skill 4.1 Preparing a checklist to assess the daily living skills of children with special needs 4.2 Recording the daily living skills of children with VI, ID, MR and MD 4.3 Planning IEP to develop the daily living skills among children with visual impairment 10 4.4 Teaching of the following Daily Living Skills – Brushing the teeth, Toileting, Bathing, Dressing and Undressing, Eating, Telephone use, etc. 4.5 Evaluating the performance and report writing

Unit 5 Institution and Clinic Visits 5.1 Visit to Eye Hospital/Clinic. Observation and report writing on Clinical Assessment 5.2 Organizing field visit for children with visual impairment 5.3 Visit and report writing - Special Schools, Integrated and Inclusive set up for children with special needs 16 5.4 Visit and report writing of Governmental and NGOs working for persons with special needs 5.5 Visit and report writing of National Institutes (Any two)

Total Hours: 60

76 Practical II – Hearing Impairment

Semester IV Hours of instruction/week: 4 15BDSSH7 No. of credits: 4

Objectives: To enable the student teacher to: • adapt and modify the curriculum to meet the needs of children with special needs • assess the language level of the children with hearing impairment and plan intervention • identify the speech errors and teach speech to children with hearing impairment • familiarize with various hearing aids and classroom amplification devices • understand the roles of institutes and organizations for persons/children with special needs

Unit 1 Adaptation and Modification 1.1 Journal preparation on adaptation and modification needs of students with disability for inclusive education 1.2 Model curricular adaptations for the children with hearing impairment and any other one disability at any one level –pre primary, primary, secondary to be listed and described 1.3 Text book adaptations - 2 adaptations at 3 levels (total 6). Selecting a page from the school textbook of History, science, Civics, EVS or Economics and adapting the page as per the 12 language of the children with hearing Impairment, including adaptation of - language, presentation / organization of the knowledge, illustrations (graphs, pictures, diagrams) and assessment exercises 1.4 Practicing and documenting of adaptation in co-curricular activities 1.5 Practicing and documenting adaptations in Games and Sports for the children with special needs

Unit 2 Language Assessment and Intervention 2.1 Using Standardized Test Tools for assessing skills in language 2.2 Preparation of Teacher Made Tests to assess the language level of the children with hearing impairment 2.3 Administration of tests among 3 children with hearing impairment and interpreting the results 12 2.4 Planning IEPs for 1 children with hearing impairment. Preparing 5 lesson plans for teaching language 2.5 Journal preparation and practice on Educational Bilingualism and Alternative Augmentative Communication. Preparation of Sign Language Album

77 Unit 3 Speech Teaching 3.1 Making diagrams of sagittal sections and writing description of sounds in regional language 3.2 Preparing word-lists for sounds of regional language (with pictures in IMF) 3.3 Planning activities of group speech teaching - with respect to non-segmentals (duration control, loudness control, pitch control), segmental (phonetic and phonological) , and 10 supra-segmental (intonation, stress, rate) 3.4 Making and using speech kit, handling aids & equipments (observation) related to speech teaching 3.5 Identifying speech errors in hearing impaired and correcting the errors. Preparation of Speech Record

Unit 4 Audiology and Aural Rehabilitation 4.1 Identifying parts of the ear from the model/picture of ear 4.2 Identifying parts of the audiometer, pediatric assessment (observation 2 cases), conditioning and play audiometry (observation), orientation to aided and non aided audiograms, audiogram interpretation (10 audiograms – unaided and aided) 4.3 Identifying and handling types/parts of individual hearing aids, trouble-shooting of hearing aids, correct use and wear of hearing aids, cell change criteria, dynamic range and threshold of discomfort, six sound test (on 10 children at least) 10 4.4 Auditory Training (planning, execution and documentation) - individual lessons (20 min each) 5 lessons, group lessons (20 min each) 5 lessons, levels of Auditory Training – gross non Speech, fine non speech, gross speech and fine speech (with segmental, supra segmental and non segmental aspects) 4.5 Getting familiar group amplification system, observation and documentation of hearing aid selection procedure, ear mould making, intervention session with Cochlear Implant

Unit 5 Institution and Clinic Visits 5.1 Visit to Audiological Clinic. Observation and report writing on Clinical Assessment 5.2 Visit and report writing - Special Schools for children with special needs 5.3 Observation and report writing - inclusive set up. 16 5.4 Visit and report writing - Governmental and NGOs working for persons with special needs 5.5 Visit and report writing - National Institutes (Any two)

Total Hours: 60

78 Internship – Practice Teaching Children with Special Needs at Special Schools

Semester IV Duration: 4 weeks 15BDSI04 No. of credits: 8

Tasks for the Disability Education S.No. Teacher Trainees Focus Setting No. of Lessons 1.1 Classroom VI/HI, LD, Special schools Observation of all observation ID/MR, MD for other subjects at different disabilities level, minimum 15 school Periods 1.2 Lesson planning and Special schools 25 lessons execution on Any for other different levels for Disability disabilities/ Resource Room selected subjects

1.3 a. Individualised VI/HI, LD, Special schools 20 lessons Teaching lessons on ID/MR, MD for other different levels for disabilities/ Resource Room selected subjects

Marks - 200

79 Internship – Practice Teaching at Inclusive Schools

Semester IV Duration: 4 weeks 15BDSI05 No. of credits: 8

Tasks for the Disability Education S.No. Teacher Trainees Focus Setting No. of Lessons 1.1 Classroom Any Inclusive Schools Observation of all observation Disability subject at different level , minimum 15 school Periods 1.2 Lesson planning and Inclusive Schools 25 lessons execution on Any different levels for Disability selected subjects

1.3 Individualised Any Inclusive Schools 20 lessons Teaching lessons Disability

Marks - 200

80 Leadership Training

Semester I Hours of Instruction per week: 1(T)+1(P) 15BXLT01 No. of credits: 1

Objectives To enable the student • know the concepts and theories of leadership • appreciate the characteristics of a good leader • analyze the Leadership in Organizations and Groups • adopt the recent trends in leadership • create Personal Leadership Development Plans to guide them throughout their lives

Unit 1 Introduction to Leadership 1.1 Leadership - Definition, concept 1.2 Different styles of leadership. 1.3 Integrated psychological theory 3+3 1.4 Transactional and transformational theories 1.5 Leader–member exchange theory

Unit 2 Leadership Attributes and characteristics 2.1 Adaptability, integrity, intellectual versatility, objectivity, organizational savvy 2.2 Self-awareness, self-confidence, self-motivation 2.3 Positive attitude toward others and work and tolerance of ambiguity 3+3 2.4 Team building, time management, evacuation and safety measures, problem solving 2.5 Authority Vs. Responsibility, delegation and acceptance

Unit 3 Leadership and Communication 3.1 Leadership communication – purpose, strategy and structure 3.2 Basics of effective Communication, Barriers to Communications, Verbal & Non- verbal communication 3+3 3.3 Emotional intelligence 3.4 Interpersonal communication and the art of listening 3.5 Conducting effective meeting, Leadership communication and ethics

Unit 4 Leadership and organizational behaviour 4.1 Organizational behavior-meaning, elements, models 4.2 Organizational roles 4.3 Understanding group process and decision making 3+3 4.4 Setting SMART goals 4.5 Creating organizational culture

81 Unit 5 Recent trends in leadership - 5.1 International Perspectives in Leadership 5.2 Women leadership 5.3 Leadership for Sustainability 3+3 5.4 Leadership Practices-Power, Influence, Impact 5.5 Mastery of critical competencies related to technology and innovation, strategic workforce planning

Total Hours 15(T)+15(P)

References: 1. Iyer,P. (2014 ). The secret of Leadership. USA: Portfolio penguin 2. Lewis, D. & Kanji, N. (2009). Non-governmental organizations and development. London and New York: Routledge, Taylor and Francis Group. 3. Razik, T.A. & Swanson, A.D. (2010). Fundamental Concepts of Educational Leadership and Management (3rd ed.). New York: Allyn & Bacon. 4. Montana, P. J& Bruce H. (2008). Management. New York: Barron's Educational Series, Inc. 5. Schultz, Duane P. Schultz, Sydney Ellen (2010). Psychology and work today : an introduction to industrial and organizational psychology (10th ed.). Upper Saddle River, N.J.: Prentice Hall. 6. Tittemore, James A. (2003). Leadership at all Levels. Canada: Boskwa Publishing.

Leadership Training Criteria Marks Leadership Training Camp 50 CIA test 50 Total 100

Remarks will be given based on the total marks Marks Remarks 85-100 Excellent 70-84 Very Good 55-69 Good 40-54 Fair Less than 40 Not completed

82 Family, Community and Children with Disabilities (Generic Elective Course)

Semester III Hours of instruction/week: 2 15BDSO01 No. of credits: 2

Objectives To enable the student teacher to: • understand the role of parents in the education of children with disabilities • provide information and support to families and communities towards acceptance of children with disabilities • develop linkages to provide suitable services to persons with disabilities • organize community awareness programmes on education and rehabilitation of children with disabilities

Unit 1 Parent Empowerment 1.1 Needs of Parents - Psycho-social, economic, and Cultural 1.2 Parental reaction and attitudes to the child with disabilities 1.3 Types of stress and coping mechanism 6 1.4 Parent as equal partners in intervention 1 .5 Parent as advocates

Unit II Family Involvement 2.1 Needs and Resources of Family 2.2 Types of family and their impact on the child with disabilities 2.3 Social structure- types of communities, cultural identity, multi-lingualism 6 2.4 Role of family members (siblings, grand parents and others) at various developmental stages 2.5 Support and Services for family

Unit 3 Community Participation 3.1 Myths, Misconceptions and Prejudices - Intervention 3.2 Community Resources and its Mobilization 3.3 Role of community in prevention, identification, and intervention of 6 disabilities 3.4 Supporting families 3.5 Promoting voluntarism

Unit 4 Facilitating education of children with disabilities 4.1 School readiness-Role of family and community 4.2 Transition - Home to school 6 4.3 Educational options- home, centre and school based 4.4 Family, school, and community partnership 4.5 Indicators of effective family and community support

Unit 5 Community Based Rehabilitation 5.1 Scope, need and importance 5.2 Organization of CBR- WHO Matrix 6 5.3 Types of programmes for community awareness and participation 5.4 Mass media and materials for community awareness 5.5 Universal Design- Barrier-free environment

Total Hours: 30 References: 1. Madhubala, J. (2007). Hearing Impaired Students. New Delhi: Discovery Publishers. 2. Narayanansamy, S., Kansara, J. and Rangasayee, R. (2006). Family, Community and the Hearing child. New Delhi., Kanishka Publishers. 3. Pebbett, K. (2006). Management of Cerebral Palsy. New Delhi: Sage Publishers. 4. Prasasd, J. & Prakash, R (2007). Education of the Handicapped Children. New Delhi: Kanishka Publishers. 5. Reddy, G. L. & Kusuma, M. (2000). Education of Children with Special Needs. New Delhi: Discovery Publishers. 6. Rehabilitation Council of India. (2007). Status of Disability in India – 2007. New Delhi: RCI. 7. Saraswathi. T.S. (1999). Culture, Socialization and Human Development. New Delhi: Sage Publications. 8. Video Films. (2002). Help Them Learn Make It Easy. NIMH, Secunderabad. 9. Vijayan, P. & Geetha,. T. (2006). Integrated and Inclusive Education. NewDelhi: Kanishka Publishers.