M.Ed Syllabus - 2019-2020

Avinashilingam Institute for Home Science and Higher Education for Women,
Coimbatore - 641043
M.Ed Special Education (Visual Impairment /Hearing Impairment)
Two Years Programme (with Practical)
Scheme of Instruction and Examination
(For students admitted from 2019- 20 onwards)
Programme Specific Outcomes:
1. Apply the knowledge of Philosophy, Psychology, Sociology, Administration and

Technology for the enhancement of General/Special Teacher Education Programme
2. Emerge as a scientific researcher to meet the diverse need of the children with
visual/hearing impairment.
3. Evolve as a/an able and inspiring teacher educator in special education, entrepreneur
and moulder of value based inspiring teacher
4. Apply the innovations obtained out of research in the field of education and special
education
5. Engage in independent and lifelong learning in the broadest context of technological
change in promotion of education of the children with visual/hearing impairment
Hrs. of Scheme of
Instruction Hrs. Examination No of
Part Course Code Title of the Paper of Total
Credits
The Exam
Practical CIA CE
ory
Semester I
I 19MDSC01 Developments in
Education and Special 5 2 3 30 70 100 4
Education
19MDSC02 Psychology of
Development and 4 3 3 30 70 100 4
Learning
19MDSCV1 Specialization
(or) Identification, 5 2 3 30 70 100 4
19MDSCH1 Assessment and Needs of
Children with Visual
1
Hrs. of Scheme of
Credits
The Exam
Practical CIA CE
ory
Impairment
(or)
Identification,
Assessment and Needs of
Children with Hearing
Impairment
19MDSCV2 Specialization
(or) Curriculum and Teaching
19MDSCH2 Strategies for Children
with Visual Impairment
4 3 3 30 70 100 4
(or)
Curriculum and Teaching
Strategies for Children
with Hearing Impairment
19MDSPV1 Specialization Practical I-
(or) Visual Impairment

19MDSPH1
(or) - 6 3 100 100 3
Specialization Practical I-
Hearing Impairment
Adult Education 1 1 Remarks -

II
Internship in Clinics/Institutes – 1 week during semester break*
Semester II
19MDSC03 Research Methodology

3 3 3 30 70 100 3
and Statistics
I
19MDSC04 Curriculum Design and
3 2 3 30 70 100 3
Development
19MDSC05 Therapeutics and 3 2 3 30 70 100 2

Assistive Devices
2
Hrs. of Scheme of
Credits
The Exam
Practical CIA CE
ory
Specialization
Application of Advanced
Technology and Persons
19MDSCV3
with Visual Impairment
(or) 5 2 3 30 70 100 4
(or)
19MDSCH3
Assistive Devices and
Services for Individuals
with Hearing Impairment
19MDSPV2 Specialization Practical II

-Visual Impairment
(or)
(or) - 6 3 100 100 3
19MDSPH2
Specialization Practical II
-Hearing Impairment
19MEDI1A Inter disciplinary 4 3 30 70 100 4

Course
Environmental Education
19MDSC06 Mini Project - 1 - 100 - 100 2
Adult Education 1 1 Remarks 1
II
Internship at Special/Inclusive Schools - 2 weeks during summer vacation**
Semester III
I
19MDSC07 Perspectives in
Teacher Education -
4 2 3 30 70 100 4
In-service and Pre-
service
19MDSC08 Educational
4 3 3 30 70 100 4
Evaluation
3
Hrs. of Scheme of
Credits
The Exam
Practical CIA CE
ory
19MDSC09 Guidance and

counselling 1 - 3 30 70 100 4
(Self study course)
19MDSC10 Educational
Planning and Policy 4 1 3 30 70 100 3
Making
Specialization
Adulthood and
Family Issues
19MDSCV4
Related to
(or) Individuals with
19MDSCH4 Visual Impairment
4 3 3 30 70 100 4
(or)
Adulthood and
Family Issues
Related to
Individuals with
Hearing `Impairment
Professional
- - - - - - 2
Certification Course
Thesis - 1 - - - - -
Research
1 - - - - -
Colloquium/Seminar
II 19MDSPV3/ Internship at
Special/Inclusive schools 3 200 - 200 5
19MDSPH3
**
Field Engagement *** 5 - - - - -
Internship in clinics/institutes* - 1week during semester break
Semester – IV
4
Hrs. of Scheme of
Credits
The Exam
Practical CIA CE
ory
I 19MDSC11 Inclusive Education 5 2 3 30 70 100 4
19MDSE1A Elective
(or) Educational Technology
5 2 3 30 70 100 4
19MDSE1B (or)
Educational Management
19MDSC15 Thesis - 5 - 100 100 200 6
II 19MDSPV4/ Internship as a Teacher

- 8 - 200 - 200 5
19MDSPH4
19MDSPV5/ Internship in
Clinics/Institutes* - 8 - 100 - 100 5
19MDSPH5
Research Colloquium/
1 - - - - -
Seminar
Total Marks 2900 92
MOOC course ( out of class hours ) 2
5
 Internship in Clinics/Institutes at the end of 1st & 3rd Semester (1+1week). The marks will be added and
given at the end of 4th Semester under Course code 19MDSPV5/19MDSPH5
 Internship in Special/Inclusive Schools at the end of 2 nd Semester during summer vacation. The marks
will be added and given at the end of 3rd Semester under Course code 19MDSPV3/19MDSPH3
 Field Engagement during 3rd and 4th Semester 19MDSPV4/19MDSPH4
 Other course to be undergone by the students:
- MOOC Course - 2 credits
Note :Total Credits to earn the degree is 92
6
Developments in Education and Special Education
Semester I Hours of instruction/week: 5(T)+2(P)

19MDSC01 No. of credits: 4
Objectives:
To enable the students to
1. trace development of general and special education system (PWDs) in India
2. comprehend the implications of recommendations made by the various Committees
and Commissions for educational(General and Special) developments in India
3. understand important quality related issues which need to be taken into account for
revision/ development of new education policy
Unit 1: An Overview of Development of Education System (15+6) Hours

1.1 Shaping of Education in Pre Independence India
1.2 Shaping Of Education in Post Independence India
1.3 Emerging Education in India and in the Global Context
1.4 Perspectives of Education for the Persons with Disabilities
1.5 Constitutional Provisions and Directive Principles Related to Education and
Special Education.
Unit 2: Issues in Indian Education with Special Reference to Persons with Disabilities
(15+6) Hours
2.1 Accessibility to School, Curriculum & Learning Resources and Attitudinal
Barriers.
2.2 Analysis of the Status of Elementary & Secondary Education for All. (SSA,
RMSA,) and Issues for Bridging Gaps
2.3 Ensuring Equity Principles across Disabilities, Gender, Caste, Socially
Disadvantaged Groups, Marginalized and their Specific Educational Problems
2.4 Challenges of Special Education, Inclusion, Systemic Reforms, Provisions and
Support System, Public Private Partnership& NGO Initiatives
2.5 Support Systems to Meet Diverse Learning Needs- Family, Community,
School, Peer, Administrative and Resource Support
Unit 3: Policies and Legislations for Education & Special Education Development of
Special Education in India. (15+6) Hours
3.1 National Legislations (RCI Act 1992, PWD Act 1995, National Trust Act,
Biwako Millennium Framework
3.2 International Legislations for Special Education and International
Organisations (UNESCAP, UNCRPD, WHO, UNICEF, NESCO, UNDP,
Action Aid, CBM.
3.3 National Policies (POA 1992, SSA, RMSA and RUSA) & Government
Schemes and Provisions for Persons with Disabilities
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3.4 Role of Governmental and non-governmental agencies in general and special
education.
3.5 Current issues - Identifications, Labelling, cultural and linguistic diversity &
advocacy.
Unit 4: Quality Issues in Education (15+6) Hours

4.1. Indicators of quality related to teaching - learning strategies, classroom
environment, and Student Assessment
4.2. Linking pedagogy with curriculum, contextual constructivism.
4.3 Ensuring standards in Open distance learning system - non formal education,
face to face vs. Distance mode.
4.4 Special and Inclusive education - Adopting flexible strategies for the
acquisition and use of inputs and monitoring performance in inclusive set up
4.5. Quality enhancement in service delivery and community rehabilitation
Unit 5: Current Trends and Future Perspective (15+6) Hours

5.1 Education as a development indicator, and enhancer of development
indicators
5.2 Education for sustainable development & Right based approach
5.3 International curriculum framework in the light of changing priorities and
international perspectives.
5.4 Education for conservation of environment and social change
5.5 Education for individual and national development.
Course work/Assignments
 Trace development of education in India during pre-Independence
 Identify Constitutional provisions ensuring equity and protection of human rights as
well as non-discrimination
 Study factors influencing special education as a discipline in India
 Identify quality related issues of your State and suggest strategies to address them.
Total Hours: 75 + 30
Course Outcome:
On completion of the course the students will be able to
1. understand and trace the development of educational system in India and specific to
Special Education
2. seek solutions for the issues and challenges of present day education system
3. transfer the knowledge on the Policies and Legislations related to Special Education
to the School Authorities and other Stake holders
4. familiarize in quality teaching - learning strategies, classroom environment, and
student assessment
5. critically analyse the current trends in educating the younger generation for national
development
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Text Books:
1. Kaushal Sharma. (2007). Emerging Trends in Inclusive Education. IVY Publication.
2. Agasthya, R. (1976). A Hand Book of Education in India. Wardha.
3. Chaube, S. N. (2011). A Text Book of Educational Philosophy. Wisdom Press.
4. Lulla, B. P. (1978). Current Trends in Modern Education. Prakash Brothers
Reference Books:
1. Bryk, A. (2018). Charting Chicago School Reform: Democratic localism as a lever for
change. London., Routledge.
2. Department of Education, NCERT(2002). National Policy on Education,1986. New
Delhi: Seventh All India School Education Survey, Ministry of HRD.
3. Govt of India. (1992). Report of Core group on Value Orientation to Education. New
Delhi: Planning commission.
4. Govt. of India. (1986). National Policy on Education. New Delhi: Ministry of HRD.
5. Govt. of India (1992). Programme of Action (NPE). New Delhi: Ministry of HRD.
6. Govt of India. (2009). Right to Education: UNESCO‟s Report on Education for
Sustainable Development. New Delhi: Ministry of Law and Justice.
7. Kumar.A. (2003). Environmental Challenges of the 21st Century. New Delhi: APH
Publishing Corporation.
8. Levin, H. (2018). Privatizing education: Can the school marketplace deliver freedom
of choice, efficiency, equity, and social cohesion? London: Routledge.
9. Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice.
Newyork: Guilford Publications.
10. Ministry of Education. (1964-1966). „Education Commission “Kothari Commission”.
Education and National Development. New Delhi:Ministry of Education.
11. Suvarna, K. S., Layton, C., & Bancroft, J. D. (Eds.). (2018). Bancroft's Theory and
Practice of Histological Techniques E-Book. Gurgaon., Elsevier Health Sciences.
12. UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University
Press.
13. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global
Monitoring Report. Paris.
14. Wiseman, A. W. (Ed.). (2018). Annual Review of Comparative and International
Education 2017. UK., Emerald Publishing Limited.
15. Wilmshurst, L., & Brue, A. W. (2018). The complete guide to special education:
Expert Advice on Evaluations, IEPs, and helping kids succeed. London: Routledge.
Web Links:
1. http://www.d.umn.edu/~fguldbra/educ1101/chapter8.html
2. http://www.kkhsou.in/eslm/DIPLOMA/D.El.Ed/2nd%20Year/English/Course%2012
D/75-94.pdf
3. http://shodhganga.inflibnet.ac.in/bitstream/10603/11248/11/11_chapter%204.pdf
4. http://content.inflibnet.ac.in/data-server/eacharya-
documents/548158e2e41301125fd790cf_INFIEP_72/79/ET/72-79-ET-V1-S1__l_.pdf
9
Psychology of Development and Learning
Objectives :
1. gain knowledge on the psychological principles and their application in specific
context of education and special education.
2. analyse the role of motivation in learning, learning processes and theories of
personality
3. apply psychological aspects to teaching - learning situations.
Unit 1: Overview Educational Psychology (12+9) Hours

1.1 Nature and scope of educational psychology
1.2 Principles of educational psychology
1.3 Methods of Educational Psychology
1.3.1 Observation
1.3.2 Experimental method
1.3.3 Correlational
1.3.4 Clinical
1.3.5 Case Study
1.4 Applications of educational psychology to person with disabilities
1.5 Contemporary trends
Practicum: Plan and conduct a survey about attitudes /practices regarding one or more of the
following: children with disabilities, prenatal development, prenatal hazards, school drop-
out, motivation of children.
Unit 2: Understanding the Development of the Learner (12+9) Hours

2.1 Concept of Growth and Development
2.2 Methods of studying development: Longitudinal, Cross-sectional, Cohort
sequence
2.3 Physical, social, emotional, moral development, play and language
development
2.4 Cognitive Development: Piaget, Vygotsky and Kohlberg
2.5 Factors affecting Growth and Development
Practicum: Conduct an experiment with Piagetian methods of evaluating cognitive
development and submit a report
Unit 3: Cognition and Information Processing (12+9) Hours

3.1 Sensation, Perception and Attention
3.2 Memory - Nature and types, factors affecting memory
3.3 Thinking: concept formation, reasoning, problem solving
3.4 Intelligence: Nature, types, theories and assessment
3.4.1 Creativity
10
3.5 Individual differences and its educational implications for children with
disabilities
Practicum: Analyse any autobiography to explain human development
Unit 4: Motivation, Learning and Personality (12+9) Hours

4.1 Concept, definition and theories of Motivation
4.2 Classical and Contemporary Learning Theories: Behavioural, Cognitive and
Social
4.3 Concept, definition and principles of personality development
4.4 Personality Theories-
4.4.1 Psychoanalytic-Freud & Neo-Freudians, Trait, Humanistic
4.4.2 Assessment of Personality
4.5 Implications in teaching-learning with reference to children with disabilities
Practicum: Design a behaviour modification plan for a specific child.
Unit 5: Psychological Aspects of Teaching (12+9) Hours
5.1 Individual differences in cognitive and affective areas and its educational
Implications
5.2 Classroom climate, group dynamics
5.3 Peer tutoring, co-operative learning, self-regulated learning
5.4 Teacher effectiveness and competence
5.5 Guiding children with disabilities
Practicum: Present information on cognitive styles and their effects on learning
Course Outcome
On completion of the course the students will be able to:
1. use appropriate psychological methods to assess persons with disabilities
2. survey to analyse the status of persons with disabilities
3. analyse the cognitive development of an individual
4. critically analyse the principles and their implication for growth and development
5. guide children with disabilities in their educational pursuits
Text Books:
1. Mangal, S.K (2011). Advanced Educational Psychology 2nd Edition.New Delhi :PHI
Learning Private Ltd.
2. Purabi Jain. (2012). Educational Psychology. NewDelhi: Wisdom Press
3. Dash, B. (2011). Text Book of Educational Psychology. New Delhi : Wisdom Press.
4. Kumar., B. (2009). Educational Psychology. New Delhi: APH Publishing House.
5. Robinson, S. (2009). Foundations of Educational psychology 2nd Edition. New Delhi:
Ane Books.
6. Sharma. (2009). Educational Psychology. New Delhi: APH Publishing House.
11
Reference Books:
1. Anderman, E., & Corno, L. (Eds.). (2013). Handbook of Educational Psychology.
London: Routledge.
2. Bernstein, D. (2018). Essentials of Psychology. Boston: Cengage Learning.
3. Chauhan, S.S. (2006). Advanced Educational Psychology. New Delhi: Vikas Publishing
House Pvt. Ltd.
4. Crow, L.D. & Crow.A. (2008). Human Development and Learning. New Delhi: Surjeet
Publications.
5. Dandekar, W.N. & Sanyogtala. M. (2002). Psychological Foundations of Education (3rd
Ed.). New Delhi: McMillan India Ltd.
6. Daniels, H. & Edwards, A. (2004). Psychology of Education. New York: Routledge.
7. Kincheloe, L. & Horn Jr, R. A. (2007). The Praeger Handbook of Education and
Psychology. New Delhi: Atlantic Publishers & Distributers (p)Ltd.
8. Meltzer, L. (Ed.). (2018). Executive Function in Education: From Theory to Practice.
Guilford Publications.
9. Sluckin, W. (2018). Early Learning in Man and Animal. London:Routledge.
10. Wixted, J. T. (2018). Stevens' Handbook of Experimental Psychology and Cognitive
Neuroscience, Developmental and Social Psychology (Vol. 4). New Jersey: John Wiley &
Sons.
Web Links:
1. https://www.simplypsychology.org/piaget.html
2. https://en.wikipedia.org/wiki/Developmental_psychology
3. http://ncse.ie/wp-content/uploads/2014/10/ChildrenWithSpecialEdNeeds1.pdf
4. http://www.parentcenterhub.org/ld/14_05_13_web.pdf
5. http://www.indiana.edu/~educy520/sec5982/week_3/cohen88.pdf
6. https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0035_2017.pdf
7. http://www.ncert.nic.in/announcements/oth_announcements/pdf_files/NLEPT_Catalo
gue.pdf
12
Identification, Assessment and Needs of Children with Visual Impairment

19MDSCV1 No. of credits: 4
Objectives:
1. trace the historical development of visual impairment and discuss the attitudinal
change of society over time
2. understand the causes and implications of different eye disorders
3. develop skills to identify and assess children with blindness, low vision, and
children with visual impairment and multiple disabilities
UNIT 1: Evolving Concept and Definition of Visual Impairment (15+6) Hours

1.1 History of visual impairment
1.2 Attitudinal and behavioural change of the society towards persons with visual
impairment
1.3 Paradigm shift from charity through medical and social to right based
approach
1.4 Factors affecting changing societal attitude and policy perspectives with
reference to persons with visual impairment: Self-help movements, Service
delivery organizations, Judiciary and quasi-judicial bodies,UN Bodies, and
media
1.5 Classification of visual Impairment: WHO, International Classification of
Functioning, Disability and Health (ICF), and domestic legislations.
Practicum: Prepare a questionnaire to identify the approach followed by an inclusive school
towards the education of children with disabilities
Unit 2: Eye Disorders: Etiology and Implications (15+6) Hours

2.1 Neurological causes of visual impairment: cortical visual impairment
2.2 Disorder related to refraction: myopia, hyperopia, presbyopia, astigmatism
2.3 Disorders related to receptive aspects of the eye: retinal detachment, retinitis
pigmentosa, Retinipathy of prematurity, optic atrophy, aninidia, and macular
degeneration, and albinism
2.4 Muscular and related disorders: nystagmus, strabismus, amblyopia
2.5 Vitamin A deficiency, cataract, glaucoma, corneal ulcer, trachoma, and colour
blindness.
Practicum: Visit an eye hospital/primary health centre/compository rehabilitation camp and
observe persons with different eye disorders and write a report
13
Unit 3: Identification and Assessment procedures of children with Blindness and Low
Vision (15+6) Hours
3.1 Methods and tools for assessment of children with blindness: Functional
Skills Inventory for the Blind, Oregon project for visually impaired and
Pre-schoolers, 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 on Visually Handicapped children
3.2 Identification of children with low vision and psychosocial implications of low
vision
3.3 Functional vision assessment: selection of methods and tools for functional
vision assessment of persons with low vision: low vision assessment by Jill
Keeffe, Lea Tests
3.4 Concept and methods of visual efficiency training
3.5 Preparation of teacher made tools for functional assessment of vision and
skills.
Practicum: Prepare and administer a teacher made tool for functional assessment of vision
and visual skills of a child with low vision and submit a report
Unit 4: Identification and Assessment Procedures of Children with Visual Impairment

and Multiple Disabilities (15+6) Hours
4.1 Concept of children with visual impairment and multiple disabilities
4.2 Role of multidisciplinary team of professionals in assessment of children with
VI&MD
4.3 Functional assessment methods and tools for VI&MD: physical, vision,
hearing, tactual, and communication skills assessment
4.4 Implications of vision loss in adapting available tools of assessment for
persons with visual impairment
4.5 Preparation of teacher made tools for functional assessment of VI&MD.
Practicum: Prepare and administer a teacher made tool for functional assessment of vision,
hearing, tactual, communication and functional skills of children with VI&MD and submit a
report
Unit 5: Needs of Persons with Visual Impairment (15+6) Hours
5.1 Infancy and early childhood: early stimulation and early intervention
5.2 School age: placement alternatives, collaboration of special and regular
teacher
5.3 Transition Period: self-identity, self-esteem, and self-image
5.4 Vocational Development: emerging job opportunities
5.5 Adulthood issues: sexuality and marriage, recreation and leisure; geriatric
groups: disintegrating family system, social security, CBR and community
support
14
Practicum: Critically analyse any psychological test you have studied for its applicability
and identify items to be adapted for the persons with visual impairment in Indian context.
Course Outcome:
1. identify various types of disorders in persons with visual impairment
2. use appropriate methods and tools for assessment of children with blindness
3. prepare and administer a teacher made tool for functional assessment of children with
visual impairment and multiple disabilities
4. critically examine the needs arising at different stages of persons with visual
impairment
5. acquire skills to plan and implement vision efficiency training for children with low
vision
Text Books:
1. Frampton, M. E. (2006). Education of the Blind : A Study of Methods of Teaching

the Blind. Cosmo Publications
2. Juurmaa, J. (1967). Ability Structure and Loss of Vision. American Foundation for
the Blind.
3. Mukhopadhyay, S.(1989). Source Book for Teaching of Visually Impaired. New
Delhi:National Council of Educational Research and Training
4. Sharma, A. (2003). Achievement of Visually Handicapped. New Delhi: Sarup and
Sons.
5. Singh.V.P. (2004). Education of the Blind and Visually Impaired. New Delhi: Sarup
and Sons.
Reference Books:
1. Bhan, S. & Swarup, S. (2010). Functional Skills Inventory for the Blind. Mumbai:
National Association for the Blind.
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. New Delhi: Voice and vision.
3. Dimri,A. (2002). Prepration of Norms of WISC-R (Verbal) for the Visually
Handicapped. Dehradun: NIVH.
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. Lueck,A.H. (2004). Functional Vision- A Practitioner guide to Evaluation &
Intervention. New York: AFB Press.
6. Magee, L. (2018). Psychosocial Issues in Pediatric Oculoplastic Conditions. In
Pediatric Oculoplastic Surgery (pp. 291-296). Switzerland., Springer, Cham.
15
7. Magnusson, C., Hedvall, P. O., & Caltenco, H. (2018). Co-designing Together with
Persons with Visual Impairments. In Mobility of Visually Impaired People
Switzerland., Springer, Cham.
8. Mani, M.N.G. (2001). Reading Preference Test (REPT) for Children with Low
Vision. Coimbatore: International Human Resource Development Centre for the
Disabled.
9. Moore, L. (2018). The Everything Parent's Guide to Children with Special Needs: A
Reassuring, Informative Guide to Your Child's Well-being and Happiness. New
Delhi., Everything Books.
10. Sacks. S. Z. & Silberman, R.K. (2005). Educating Students Who have Visual
Impairments with other Disabilities, Maryland: Paul H Brookes
11. Salvia, J., Ysselduke, J.E. & Bolt,S. (10Ed) (2007), Assessment in Special &
Inclusive Education. USA: Houghton Mifflin
12. Scheiman,M., Scheiman,M. & Whittaker,S.G. (2007), Low Vision Rehablitation,
SLACK Incorporated: USA.
Expert advice on evaluations, IEPs, and helping kids succeed. London., Routledge.
Web Links:
1. https://www.youtube.com/watch?v=TPfU-knqxGU
2. http://sped.wikidot.com/visual-impairments
3. http://www.perkinselearning.org/videos/webcast/strategies-assessing-and-teaching-
students-visual-and-multiple-disabilities
16
Identification, Assessment and Needs of Children with
Hearing Impairment
Semester I Hours of instruction/week:5(T)+2(P)

19MDSCH1 No. of credits: 4
Objectives:
1. understand audiological evaluation and reflect its application in education of
CWHI
2. identify speech of children and reflect its use in evaluation of CWHI
3. explore various issues related to assessment of language and communication of
CWHI
Unit 1: Audiological Assessment, Identification and Addressing Needs (15+6) Hours

1.1 Overview and need of various audiological assessment
1.2 Choice and selection of audiological tests according to age and functional
abilities of the child
1.3 Overview of audiological assessment of children with additional/ associated
disabilities
1.4 Selection of modality / method of management (auditory, speech reading vs
manual communication) based on aided performance (aided audiogram &
speech identification)
1.5 Recommendation of educational set-up (special, partial integration vs
inclusive education) based on aided performance (aided audiogram & speech
identification) as one of the factors
Practicum: Compiling a set of 10 aided audiograms and aided speech identification scores
for selection of modality, method of communication and educational set-up.
Unit 2: Speech Assessment, Identification and Addressing Needs (15+6) Hours

2.1 Overview of acoustics of speech; Classification of speech sounds based on
major acoustic cues
2.2 Compare and contrast speech development in typical developing children and
CWHI
2.3 Phonological errors as a function of audiogram configuration (flat, gradually
sloping and steeply sloping) and degree of hearing loss
2.4 Selection of appropriate strategies, material, and equipment for teaching
speech
2.5 Need for use of regional language based speech assessment tests
Practicum:Review two IEP records and reflect upon the role responsibilities and team
approach
17
Unit 3: Language & Communication Assessment, Identification and Addressing Needs
(15+6) Hours
3.1 Parameters of selecting medium of instruction for CWHI: Language/s used at
home, school & society
3.2 Language assessment of the deaf: Challenges and concerns (standardized
versus teacher made tools; Setting norms of children „with‟ versus „without‟
disability; modality dependent nature of language; measuring receptive
language; identifying measurable indicators)
3.3 Biological foundations and research in early language experiences in the past
two decades: From input to uptake
3.4 Processing sign languages in early years: Neural reorganization; Access to
age appropriate language; Ease of intake; Universal grammar; Modality
dependent versus modality independent components
3.5 Studying language assessment component in ICF; Recommendations related
to language assessment reflecting in National Curriculum Framework (NCF)
Practicum: Reflections on changing trends in language assessment beyond syntax
(semantics & pragmatics)
Unit 4: Educational Assessment, Identification and Addressing Needs (15+6) Hours

4.1 Concept & principles of Educational Assessment
4.2 Scope & priorities in educational assessment
4.3 Methods, Techniques & tools for educational assessment & Reporting:
Formal & Informal
4.4 Outcomes of educational assessment: Identification, addressing educational
needs; Linking with pedagogical decisions
4.5 Setting up of an educational assessment clinic/centre: Need & Requirements
(Essentials & Desirables)
Practicum: Compiling of recently developed speech tests in India and critically analysing
them
Unit 5: Team Approach in Assessment, Identification & Assessing Needs (15+6) Hours
5.1 Team Approach: concept & types (Multidisciplinary, Interdisciplinary and
Trans-disciplinary);
5.2 Role of various stakeholders: professionals, personnel, parent and the child;
5.3 Constitution of team with respect to CWHI: Considerations on child‟s age,
severity and associated conditions;
5.4 Team‟s role before, during and after assessment; Identifying and addressing
the need and planning IEP / IFSP
5.5 Team‟s role in outcome measures: Periodic assessment and evaluation;
review of performance against previously set goals
Practicum: Visit an educational assessment clinic / centre and review the different tools
available for educational evaluation of children with hearing impairment.
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Course Outcomes:
1. interpret audiograms and assess the educational needs of children with different types
and degrees of hearing loss
2. evaluate the speech of children with hearing impairment
3. use appropriate strategies, material, and equipment for teaching speech
4. utilize appropriate methods, techniques & tools for educational assessment of children
with hearing impairment
5. promote team approach in assessment and identification of needs of children with
hearing impairment
Text Books:
1. Bernstein, D. K. (1997). Language and Communication Disorders in Children. Allyn
And Bacon.USA.
2. Easterbrooks, S. R. (2002). Language Learning in Children Who Are Deaf and Hard
of Hearing Multiple Pathways. Allyn And Bacon.USA.
3. Grunwell, Pamela. (1995). Developmental Speech Disorders : Clinical Issues and
Practical Implications. Delhi: Aitbs Publishers.
4. Reddy, L.G. (2004). Languages Disorders and Intervention Strategies : A Practical
Guide to the Teachers. New Delhi: Discovery Publishing House.
5. Shulman, B. B. (2010). Language Development: Foundations, Processes, and Clinical
Applications. Burlington: Jones and Bartlet Publishers
Reference Books:
1. Eggermont, J. J. (2017). Hearing Loss: Causes, Prevention, and Treatment.
Cambridge: Academic Press.
2. Hardman, M. L., Drew, C. J., & Egan, M. W. (2017). Human exceptionality: School,
community, and family. Canada: Nelson Education.
3. Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired
Infants – Support in the first eighteen months. London: Whurr Publishers Ltd.
4. Mansfield, J. (2017). Effective Communication with People who Have Hearing
Difficulties: Group Training Sessions. London: Routledge.
5. Martin, F. N. & Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston:
Pearson Education.
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.
Web Links:
1. https://consensus.nih.gov/1993/1993hearinginfantschildren092html.htm
2. https://www.infanthearing.org/coordinator_orientation/section2/10_asha_guidelines.pdf
3. https://www.in.gov/isdh/files/Assessment_Guideline__finalized_January_2015.pdf
19
Curriculum and Teaching Strategies for Children with Visual Impairment

Objectives:
1. understand the importance of various basis to curriculum development
2. critically examine an expanded core curriculum for children with visual
impairment on the basis of situational analysis
3. adapt the school curriculum keeping in mind the principles of curriculum
adaptation in different curricular skill areas
Unit 1: Basic Curriculum Areas and Skills (12+9) Hours

1.1 Curricular skills related to cognitive domain
1.2 Curricular skills related to psychomotor domain
1.3 Curricular skills related to affective domain
1.4 Core curriculum, collateral curriculum, and support curriculum
1.5 Curriculum adaptation: Need and principles
Practicum: Identify and present various curricular domains in the given chapter from a text
book
Unit 2: Introduction to Expanded Core Curriculum (12+9) Hours

2.1 From plus curriculum to expanded core curriculum
22 Philosophical basis
2.3 Psychological basis
2.4 Sociological basis
2.5 Ethical considerations
Practicum: Adapt the school curriculum in any one subject keeping in mind the principles of
curriculum adaptation
Unit 3: Steps in Expanded Core Curriculum Development (12+9) Hours

3.1 Assessment of needs with reference to accessing school curriculum
3.2 Designing a need based curriculum: situational analysis for selection ofskills
and method of teaching
3.3 Developing a collaborative curriculum
3.4 Implementation of the curriculum
3.5 Critical evaluation of the curriculum
Practicum: Design the curriculum for a child with visual impairment
20
Unit 4: Strategies for Teaching (12+9) Hours
4.1 Specific teaching strategies: task analysis, co-activity, pre teaching, self -
verbalization, direction giving, generalization, feature enhancement, and use
of kinaesthetic movement
4.2 Teaching reading to students with visual impairment: Reading aloud, peer
reading, organic reading, and whole language approach
4.3 Strategies for writing skills: guided and independent writing
4.4 Strategies for teaching math: concrete, experiential, role play, and origami
4.5 Strategies for teaching use of ICT: demonstration, verbal instruction, and
peer tutoring
Practicum: Develop a lesson plan for a child with VI on a particular topic
Unit 5: Approaches to Curriculum Development for Visual Impairment and Multiple

Disabilities (12+9) Hours
5.1 Ecological
5.2 Multisensory
5.3 Thematic
5.4 Functional
5.5 Experiential
Practicum: Develop a thematic curriculum for a child with VI&MD
Course Outcome
1. acquire knowledge on various curricular domains
2. adapt curriculum to meet the needs of children with visual impairment
3. design a need based curriculum for children with visual impairment
4. apply appropriate teaching strategy in teaching reading, writing, and math
5. critically examine approaches to curriculum development for VI&MD
Text Books:
1. Frampton, M.E. (2006). Education of the Blind : A Study of Methods of Teaching the
Blind. New Delhi: Cosmo Publications.
2. Mukhopadhyay, Sudesh. (1989). Source Book for Teaching of Visually Impaired.
New Delhi: National Council of Educational Research and Training.
3. Vijayan, P.& Naomi,V. G. (2005). Handbook: Education of Visually Impaired
Children with Additional Disabilities. New Delhi: Rehabilitation Council of India.
Reference Books:
1. Bhan, S. & Swarup, S. (2010). Functional skills inventory for the blind. Mumbai:
National Association for the blind.
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. New Delhi: Voice and vision.
21
3. Dimri,A. (2002). Prepration of Norms of WISC-R (Verbal) for the Visually
Handicapped. Dehradun: NIVH.
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. Lueck,A.H. (2004). Functional Vision- A Practitioner Guide to Evaluation &
Intervention. New York: AFB Press.
6. Magee, L. (2018). Psychosocial Issues in Pediatric Oculoplastic Conditions. In
Pediatric Oculoplastic Surgery (pp. 291-296). Switzerland., Springer, Cham.
7. Magnusson, C., Hedvall, P. O., & Caltenco, H. (2018). Co-designing together with
persons with visual impairments. In Mobility of Visually Impaired People
Switzerland., Springer, Cham.
8. Mani, M.N.G. (2001). Reading Preference Test (REPT) for Children with Low
Vision. Coimbatore: International Human Resource Development Centre for the
Disabled.
9. Moore, L. (2018). The Everything Parent's Guide to Children with Special Needs: A
reassuring, informative guide to your child's well-being and happiness. New Delhi.,
Everything Books.
10. Sacks. S. Z. & Silberman, R.K. (2005). Educating Students Who have Visual
Impairments with other Disabilities, Maryland: Paul H Brookes
11. Scheiman,M., Scheiman,M. & Whittaker,S.G. (2007), Low Vision Rehablitation,
SLACK Incorporated: USA.
Web Links:
1. https://research-education-edu.blogspot.in/2014/08/types-of-curriculum.html
2. http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curriculum%20lectures
%20en/ curriculum%20concepts%20nature%20and%20purposes.pdf
3. http://www.dsnetworkaz.org/PDF/PREP/part_vi.pdf
22
Curriculum and Teaching Strategies for Children with
Hearing Impairment
Objectives:
1. describe the curricular needs , framework and practices emerged out of the
paradigm shift in education
2. explain the bases, types and strategies of curricular adaptations
3. understand the concept and strategies in differentiated instructions
Unit 1: Curricular Needs at Different Levels (12+9) Hours

1.1 Paradigm shift in education: school, teacher, learner & curriculum for 21st
century
1.2 Causes of learning difficulties in children with hearing impairment
1.3 Differential curricular needs of early and late intervened children with hearing
impairment
1.4 Curricular framework for Early Intervention & Early Childhood Education
1.5 Domains of development facilitating the school readiness for inclusive
education
Practicum: Select a text of your choice and adapt the content in terms of knowledge,
language , presentations illustrations
Unit 2: Curricular Adaptations (12+9) Hours

2.1 Bases of curricular adaptations & decision making
2.2 Step wise curricular approach and its adaptation
2.3 Types of accommodations, modifications and its applications
2.4 Strategies of adaptation of text of different school subjects
2.5 Adaptation in evaluation
Practicum: Write an essay on the Montessori curriculum and its relevance to children with
hearing impairment
Unit 3: Differentiated Instructions (12+9) Hours

3.1 Relevance & Concept
3.2 Elements of differentiated instructions (Knowing the learner, assessing the
learner, school climate, instructional strategies, adjustable assignments)
3.3 Need assessment & Decision making
3.4 Learning pyramid
3.5 Mastery level learning
Practicum: Profile the current level of functioning of literacy ( one child )
23
Unit 4: Literacy Development & Teaching Strategies (12+9) Hours
4.1 Deafness & literacy issues;
4.2 Theories of literacy development and their applications
4.3 Processes involved in reading & writing
4.4 Processes involved in speaking, listening & signing in literacy development
4.5 Meta cognitive strategies & instructional practices
Practicum: Present an article published after 2011 in an indexed journal on literacy
Unit 5: Research & Development in Literacy (12+9) Hours

5.1 Research in literacy: An overview
5.2 Priority areas of research
5.3 Identifying the gaps in literacy research
5.4 Readings in Researches on literacy development at different levels in the past
two decades
5.5 Evidence based practices in literacy development
Practicum: Review any two recent research in special education and report the same in
detail.
Course Outcomes:
1. devise curricular adaptation to meet the needs of individuals with hearing impairment
2. utilize meta cognitive strategies and instructional practices to develop literacy among
children with hearing impairment
3. explain the processes and theories of literacy development
4. application of differentiated instructional strategy in classroom situation
5. critically examine the gaps in literacy research.
Text Books:
1. Greer, R. D. (2008). Verbal Behavior Analysis : Inducing and Expanding New Verbal
Capabilities in Children with Language Delays. Boston: Pearson Education.
2. Jolliffe, Wendy. (2012). Teaching Systematic Synthetic Phonics in Primary Schools.
London: Sage Publications
3. Oyiborhoro, John M A. (2005). Aural Rehabilitation for People with Disabilities.
California: Elsevier Academic Press.
Reference Books:
1. Beattie, R.G. (2001). Ethics in Deaf Education: The First Six Years. New York:
Academic Press Inc.
2. Headington (2003). Monitoring, Assessment, Recording, Reporting &
Accountability. 2nd Ed.London: David Fulton.
3. Manley, G. A., Gummer, A. W., Popper, A. N., & Fay, R. R. (Eds.). (2017).
Understanding the Cochlea (Vol. 62). Switzerland., Springer.
4. Martin, F. N. Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson
Education.
24
5. Mathew, S. (2005). Evaluation: curricular strategies and adaptations for children
with hearing impairment. New Delhi: Kanishka Publications.
6. Mathew, S. (2010). Educational Evaluation .Curriculum and Teaching Strategies for
CWHI. MED SEDE (HI ) manual, New Delhi : IGNOU
7. Owens, R.E. (2012). Language development: An introduction (8th ed.) Boston:
Pearson
8. Paul, P.V. Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction for Health
and Education Professionals. Boston: Jones and Bartlett Learning.
9. Rehabilitation Council of India (2007). Status of Disability in India - 2007: Hearing
Impairment and Deaf-blindness. New Delhi: Rehabilitation Council of India.
10. Snoddon, K., & Underwood, K. (2018). The social relational model of deaf childhood
in action. In The Palgrave Handbook of Disabled Children‟s Childhood Studies (pp.
85-100). London: Palgrave Macmillan.
11. Waldman, D., & Roush, J. (2010). Your Child‟s Hearing Loss; A Guide for Parents.
San Diego: Plural Publishing.
12. Watson, D., Jones, A., & Potter, H. (2018). Expressive Eyebrows and Beautiful
Bubbles: Playfulness and Children with Profound Impairments. In The Palgrave
Handbook of Disabled Children‟s Childhood Studies (pp. 177-190). Palgrave
Macmillan, London.
Web Links:
1. https://research-education-edu.blogspot.in/2014/08/types-of-curriculum.html
2. http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curriculum%20lectures
%20en/ curriculum%20concepts%20nature%20and%20purposes.pdf
3. http://www.dsnetworkaz.org/PDF/PREP/part_vi.pdf
25
Specialization Practical I -Visual Impairment
Semester I Hours of instruction/week: 6

19MDSPV1 No. of credits: 3
Objectives:
1. observe the signs and symptoms for identification of visual impairment
2. prepare age appropriate lesson plans to suit the various needs of children with
visual impairment
3. train children with visual impairment to use of the assistive devices for effective
learning of concepts
S.No. Task Settings Specific activities Hrs Marks

1 Vision Schools/Low  Prepare lesson plans for vision stimulation
stimulation vision centres training for children aged 2 years. (2 plans)
training  Prepare lesson plans for vision stimulation
18 20
training for children aged 5 years. (2 plans)
 Prepare lesson plans for vision stimulation
training for children aged 12 years.
2 Screening for Inclusive  Administer a checklist having signs and
vision loss school/ clinic symptoms of vision loss and behavioral
12 15
using observation on primary school children (20
checklists children)
3 Use of Special school  Observe & train the use of assistive devices
assistive 12 15
devices
4 Lighting, Special school /  Get trained to optimize learning through
contrast & Inclusive school providing appropriate lighting & other 13 15
colour facilities.
5 Home training Eye clinic/  Based on the visual abilities of children,
and Special school/ prepare activities for training (2 children)
counseling inclusive school  Counsel family regarding visual efficiency 13 10
training to foster the use of residual vision for
DLS, O&M.
6 Use of Apps Clinic  Use of free downloadable apps for the use of
10 15
CWVI
7 Psychological Clinic / School  Observe, undertake and interpret results of
Assessment psychological test on assessment of
12 10
intellectual functioning by using Bhatia
Battery / WISC-Indian Adaptation.
Total 90 100
26
Course Outcomes:
1. prepare lesson plans for vision stimulation training for children aged 2 to 12 years
2. screen children with vision loss using the checklist
3. train children with vision loss to use assistive devices
4. carryout and interpret the results of the psychological tests to the visually
impaired
5. make use of the softwares, apps in the education and rehabilitation of the
children with visual impairment
27
Specialization Practical I -Hearing Impairment
Semester I Hours of instruction/week: 6

19MDSPH1 No. of credits: 3
Objectives:
1. understand the procedure for audiometry and interpret the results for the education and
rehabilitation of the children with hearing impairment
2. optimize residual hearing through proper use of hearing aids and training on listening
3. prepare lesson plans for teaching speech to the hearing impaired

1 Observing Audiological  Conditioned play audiometry (2
behavioural Clinic children of 3 years and above)
audiological tests  Speech audiometry: Open-set 12 5
in children testing (2 children of 5 years and
above)
2 Observing Audiological  Immittance audiometry (2
physiological and Clinic children)
electro-  Otoacoustic emission (2 children) 12 5
physiological  Auditory Evoked potentials (2
testing children)
3 Observing Audiological  Hearing aid selection (digital and
hearing aid trail Clinic analogue)
and measurement  (2 children each)
of outcome  Measurement of aided audiogram
7 5
(2 children)
 Measurement of aided speech
detection / identification (2
children)
4 Use aided Audiological  Making recommendations
audiogram and Clinic regarding mode of training and
speech educational placement using
7 20
identification aided audiogram and Speech
scores to make audiometry (10 children in
recommendations different age groups)
5 Listening training Audiological  Prepare lesson plans for listening
(2 plans) 8 10
 Prepare lesson plans for listening
28
(2 plans)
 Prepare lesson plans for speech
reading training for children aged
6 years.
7 Troubleshooting Special  Carrying out Ling‟s 6 sound test

hearing aids School (2 children)
10 10
 Troubleshooting hearing aids (2
children)
9 Observing Speech  Evaluation of phonation in normal
phonation clinic hearing children and CWHI (2 6 10
evaluation each)
10 Observing Speech  Evaluation of articulation in
articulation Clinic normal hearing children and
6 10
evaluation CWHI (2 each)
11 Home training Speech &  Based on the auditory, speech and

and counselling Hearing clinic language abilities of children,
/ Special prepare home training activities (2
school / children)
10 10
inclusive  Counsel family regarding home
school training activities to improve
listening skills, articulation and
language.
12 Use of Apps for Clinic  Use of free downloadable apps
Speech outcomes for measuring outcomes of
6 5
phonation and articulation of
CWHI
13 Psychological Clinic /  Observe, undertake and interpret
Assessment School results of psychological test on
assessment of intellectual
6 10
functioning by using Bhatia
Battery / WISC-Indian
Adaptation.
Total 90 100
29
Course Outcomes:
1. recommend the mode of training and educational placement using aided audiogram and
Speech audiometry
2. prepare lesson plans for listening training for CWHI aged 2-5 years
3. critically analyse the phonation and articulation in hearing children and CWHI
4. counsel and guide the family regarding home training activities to improve listening
skills, articulation and language
5. carryout and interpret the results of the psychological tests to the hearing impaired
30
Adult Education
Semester I & II Hours of instruction/ week: 1 (T) + 1(P)
19MDXCS1 No. of credits:1
Objectives:
1. expose them to community work through adult education

2. provide opportunities to plan adult education program
3. undertaking research on adult education issues and challenges
Unit 1 Literacy and Role of Various Agencies to Eradicate Illiteracy in India 6

Functional Literacy, Non-formal Education, Formal Education, emergence of
NEAP and NLM. Literacy Level in India-Rural, Urban. Men, Women literate
population in Tamil Nadu and Coimbatore. NLM, Technology Mission,
Technology Demonstration. District, Voluntary Agencies: Government
Universities: NSS, Adult Education Department, Our University - NSS
Voluntary
Unit 2 Methods of Adult Education Program 6
Motivational techniques. Individualized Instruction, Workshop, Group
discussion, Preparation and use of Audiovisual Aids, News Paper, Booklet,
Pamphlet, Dramatization, Puppet Show, Folk Drama, Dance etc.
Unit 3 Organizing Adult Education Program and Its Evaluation 6
Planning: Selection of Volunteers, Selecting the Area- target groups, Fact
finding in selected areas. Conducting Adult Education programs: Organizing
Classes, Facilities in centre, Mobilization of resources, Linkage with social
inputs, Efforts for better family living of the learners. Norms set up by NLM,
Records and Registers of center and learners; Achievement of learners.
Unit 4 Research in Adult Education 6
Concept, Selection of the Problem, Research Design, Interpretation of
Research Findings. Action Research Project.
Unit 5 Follow-Up Program 6
Need for follow-up action, Provision of Literature, Wall News papers, local
libraries, JSN and libraries, Provision for Follow-up action through linkage
with all developmental programs of health, Sanitation, Nutrition, Socio-
Economic improvement through nationalized banks and self-employment.
Total 30
Course Outcomes
1. understand the role of various agencies to eradicate illiteracy in India
2. apply various motivational techniques for Adult Education
3. plan and organize Adult Education Program in local community
4. identify problems in Adult Education and conduct Action Research
5. follow-up action related to problems and issues encountered.
31
Reference Books:
1. Pandya.R (2010), Adult and Non Formal Education. New Delhi: Gyan Books Pvt. Ltd.
2. Ramabrahman, I, (2005), Adult Education: Policy and Performance. New Delhi: Gyan
Books Pvt. Ltd.
3. Gupta, N.L. (2000), Education, Culture and Human Values. New Delhi :Gyan Books
Pvt. Ltd.
4. Pandey, V.C., (2005), Literacy and Non-Formal Education. New Delhi: Gyan Books
Pvt. Ltd.
5. Rajenra Prasad, D., (2008), Adult Education. New Delhi: APH Publishing
Corporation.
Journals:
1. Current Trends in Adult Education. New Delhi : Sarup & Sons.
2. International Journal of Adult and Life Long Education : International Institute of

Adult and Life Long Education
3. The Indian Journal of Adult Education. New Delhi: Indian Adult Education
Association (IAEA).
4. Development of Adult, Continuing and Non-Formal Education in India. New Delhi
Concept Publishing Company.
32
Internship in Clinics/Institutes
Semester I Duration : 1week

No. of credits*
Objectives:
1. observe the signs and symptoms for identification of visual/hearing impairment
2. understand the process of optometry/audiometry
3. explain the importance of observation for the interpretation of case
Marks
Task Settings Specific activities Duration
50
Visual Impairment
Observing vision Opthalmology  Behavioural Observation (2
tests in young clinic children)
25
children and  Observing clinical assessment of 1 week
adolescents vision (2 children) (during I
Observing Optometry clinic  Observing the process of optometry semester break)
Optometry for selection of suitable optical aids. 25
department
Hearing Impairment
Observing Audiological  Behavioural Observation Audiometry
behavioural clinic (2 children)
audiological tests  Visual Reinforcement Audiometry (2 25
in children below children)
the age of 2 year 1 weeks
Observing Audiological  Conditioned play audiometry (2 (during I
behavioural clinic children) semester break)
audiological tests  Speech audiometry (Closed-set
25
in children testing) (2 children)
between 2 to 5
years
 Marks and the credits will be added and given at the end of 4th Semester
33
Course Outcomes:
1. screen children with vision loss/hearing loss
2. examine the process of optometry/audiometry
3. acquire knowledge on observation
4. critically examine the case report
5. apply appropriate devices on basis of severity
34
Research Methodology and Statistics
Semester II Hours of instruction/week: 3(T)+3(P)
Objectives:
1. develop a conceptual understanding of research, its need and ethical research
practices
2. apply statistical techniques for analysis of data
3. explain the methods and techniques of qualitative research
Unit 1: Scientific Knowledge and Research (9+9) Hours

1.1 Sources and philosophy of knowledge
1.2 Scientific thinking and research
1.3 Role of theory in research
1.4 Need for research in Education and Special Education
1.5 Ethics in research
Practicum: Review a research paper published in refereed journal
Unit 2: Types and Methods of Research (9+9) Hours

2.1 Types of research
 Quantitative
 Qualitative
 Fundamental
 Applied
 Action
2.2 Methods of Research:
 Descriptive
 Correlational
 Ex-post facto
 Experimental: Designs (i) Pre-experimental (ii) Pre-Post designs (iii) Quasi
Experimental design (iv) single subject design
2.3 Variables- Types and threats
2.4 Process of research- Selection of problem, Review of literature, Sampling:
Types and selection process, Hypothesis
- Instruments: tests, questionnaire, interview, observation schedule, rating scale
-Data collection and analysis
2.5 Standardization of research instrument- Selection of items, reliability and
validity and norms
Practicum: Prepare and present a research proposal
35
Unit 3: Methods of Quantitative Analysis (9+9) Hours
3.1 Parametric and non-parametric tests: Concept and difference
3.2 Descriptive Statistics:
Measures of Central Tendency,
Correlations- Product Moment, Biserial-r, Point-biserial, Phi-coefficient,
Regression analysis
3.3 Inferential statistics
 Underlying concepts: Sampling error, standard error of mean, confidence
level, degrees of freedom, one tail-two tail test, type I and type II errors
 Student t- test, ANOVA, Ancova, Chi-square, Sign Test, Mann Whitney U
test, Kruskal-Wallis test
3.4 Computer applications for analysis
3.5 Tabulation and graphic representation
Practicum: Review a text book and submit a report
Unit 4: Qualitative Research Methods and Analysis (9+9) Hours

4.1 Grounded theory
4.2 Ethnography and case study
4.3 Narrative/discourse and visual methodologies
4.4 Mixed method
4.5 Themes, coding and presentation
Practicum: Analyse a set of data using computer application
Unit 5: Preparing Research Proposal & Report (9+9) Hours

5.1 Components of research proposal
5.2 Presentation of proposal
5.3 Writing of thesis/dissertation
5.4 Writing technical paper for publication
5.5 Research management
Practicum: Prepare a research proposal
Course Outcomes:
1. understand the types, methods and process of research
2. identify research problems in the field of Special Education
3. acquaint knowledge on writing research proposals
4. analyse and interpret data and submit a report
5. compute data using application
36
Text Books
1. Best, J.W. & Khan,J.V. ( 2003). Research in Education. USA: Prentice-Hall Inc.
2. Cohen,L., Manion, L . & Morrison, K. (2007). Research Methods in Education. New
York: Routledge.
3. Gall, M.D., Gall, J.P. & Borg,W.R. (2007). Educational Research. U.S.A: Pearson.
4. Gupta, S.P. (2008 ). Statistical Methods. New Delhi: Sultan Chand & Sons
Educational Publishers.
5. Krishnaswamy, O.R. ( 1993). Methodology of Research in Social Science. New
Delhi: Himalaya Publishers.
Reference Books:
1. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to Research
in Education. US., Cengage Learning.
2. Berg, B.L. and Lune, H (2011) Qualitative Research Methods for the Social Sciences.
New Delhi: Pearson Publication.
3. Bernard, H. R. (2017). Research methods in anthropology: Qualitative and
quantitative approaches. Maryland., US., Rowman & Littlefield.
4. Gravetter, F. J., & Forzano, L. A. B. (2018). Research Methods for the Behavioral
Sciences. US.,Cengage Learning.
5. Green, J., & Thorogood, N. (2018). Qualitative methods for health research. New
Delhi., Sage.
6. Gupta, S. (2003) Research Methodology and Statistical Techniques. New Delhi:
Deep & Deep Publishing.
7. Mukherji, P., & Albon, D. (2018). Research Methods in Early Childhood: An
Introductory Guide.New Delhi: Sage Publications.
8. Potti, L.R. (2004) Research Methodology. Thiruvananathapuram: Yamuna
Publications
9. Silverman, D. (2012) Qualitative Research New Delhi: Sage Publication
10. Singh, A. K. (2004).Tests Measurement and Research Methods in Behavioural
Science. New Delhi: Tata McGraw-Hill Publishing.
Web Links
1. https://www.spss-tutorials.com/spss- what-is- it
2. https://onlinecourses.science.psu.edu/stat100/node/18
3. http://epgp.inflibnet.ac.in/ahl.php?csrno=12
4. socsccybraryamu.ac.in/index.php/video-lectures/video- lectures/items/view/0187
37
Curriculum Design and Development

Objectives:
1. understand different components of curriculum
2. analyse various approaches to curriculum development
3. explain and demonstrate curriculum differentiation
Unit 1: Nature of Curriculum (9+6) Hours

1.1 Definition and scope of curriculum
1.2 Bases of Curriculum-philosophical, sociological and psychological
1.3 Principles of curriculum transaction
1.4 Fundamentals of curriculum development: knowledge based, activity based,
skill based and experience based
1.5 Historical and contemporary evolution of curriculum
Practicum: Write a 2000 word essay describing a curriculum in action in an inclusive school
Unit 2: Approaches & Types of Curriculum Development (9+6) Hours

2.1 Developmental approach
2.2 Functional approach
2.3 Eclectic approach
2.4 Ecological approach
2.5 Expanded core curriculum
2.6 Hidden curriculum
Practicum: Adapt any one lesson in collaboration with a regular teacher within a secondary
school text book (using one of the approaches to curriculum development) to meet the needs
of children with disabilities
Unit 3: Principles of Curriculum Construction (9+6) Hours

3.1 Curriculum and ideology
3.2 Curriculum as a social construct
3.3 Differentiating between curriculum design and curriculum development
3.4 Theories of curriculum development
3.5 Universal design of learning for curriculum development
Practicum: Analyse a text book and describe the method followed in its construction
38
Unit 4: Curriculum Development & Instructional Design (9+6) Hours
4.1 Differentiation of curriculum
4.2 Pedagogical theories and curriculum transaction
4.3 Material and instructional adaptations
4.4 Stages in curriculum development
4.5 Assessment and evaluation
Practicum: Draft a plan for curriculum transaction
Unit 5: Critical Issues in Curriculum (9+6) Hours

5.1 Organisation of learning opportunities for diverse needs
5.2 Designing integrated and inter-disciplinary learning experiences
5.3 Collaborative curriculum
5.4 Alignment of curriculum and modes of assessment
5.5 Curricular trends
Practicum: Browse on recent trends and issues in curriculum
Course Outcomes:
1. define and identify different components of curriculum
2. design curriculum using different approaches and types to meet the needs of children with
disabilities
3. construct Universal Design of Learning
4. adapt curriculum for children with disabilities
5. critically analyse the issues in curriculum
Text Books:
1. Aggarwal, D. (2007): Curriculum Development: Concept, Methods and Techniques.
New Delhi. Book Enclave.
2. Hale, J.A.(2008). A Guide to Curriculum Mapping : Planning, Implementing, and
Sustaining the Process. USA: Crowin Press
3. Prasad, J. (1997). Advanced Curriculum Construction. New Delhi: Kanishka
Publishers
Reference Books:
1. Alexander R. J. (2001) Culture and pedagogy: International Comparisons in Primary
Education. Oxford and Boston: Blackwell.
2. Daniels, H and Porter J. (Eds.) (2011) Educational theories, Cultures and Learning: A
Critical Perspective. London: Routledge.
3. Ornstein, A. C., Pojak, E. F. & Ornstein, S. B. (2006). Contemporary Issues in
Curriculum. New York: Allyn & Bacon.
4. Westbrook, J., Durrani, N., Brown, R., Orr D., Pryor J, Boddy, J., Salvi, F. (2013)
Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing
39
Countries. Final Report. Education Rigorous Literature Review. Department for
International Development.
5. Wiles, J. (2009) Leading Curriculum Development. USA:Corwin Press
6. Wiles, J.W. & Joseph, B. (2006): Curriculum Development: A Guide to Practice.
Pearson Publication.
7. Wiggins, G & Mc Tighe, J (2nd Ed) (2005) Understanding by Design, Alexandria,
VA: Association for Supervision and Curriculum Development
Web Links:
1. http://www.unom.ac.in/asc/Pdf/CURRICULUM%20DESIGN%20AND%20DEVEL
OPMENT-1.pdf
2. http://www.ncl.ac.uk/ltds/resources/curriculum/
3. http://www.flinders.edu.au/teaching/teaching-strategies/curriculum-development/a-
curriculum-process.cfm
40
Therapeutics and Assistive Devices
Objectives:
1. identify the need for therapeutics and assistive devices.
2. describe how therapeutic and assistive devices can impact the lives of individuals with
learning disabilities.
3. explain the importance of collaboration and team work.
Unit 1: Introduction to Therapeutics (9+6) Hours
1.1 Concept, scope and need for therapeutics
1.2 Types of therapies – occupational therapy, speech and language, and counselling
1.3 Assessment of needs and decision making for therapeutic intervention
1.4 Service delivery models [clinics, in-school]
1.5 Collaboration through multi, inter and trans-disciplinary approach
Unit 2: Occupational Therapy (9+6) Hours

2.1 Occupational therapy: concept and importance
2.2 Assessment and identification of needs
2.3 Areas of occupational therapy - attention, motor, percepto-motor, sensory integration
2.4 Classroom interventions and use of assistive devices
2.5 Evaluating results, reviewing and setting goals
Unit 3: Speech and Language Therapy (9+6) Hours

3.1 Speech and language therapy: concept and importance
3.2 Components of speech and language therapy
3.3 Assessment and identification of the needs
3.4 Classroom interventions
3.5 Evaluating results, reviewing and setting goals
Unit 4: Counselling Therapy (9+6) Hours

4.1 Counselling: concept, importance and scope
4.2 Principles, ethics and basic skills in counseling
4.3 Assessment and identification of the needs
4.4 Therapies in counseling: Behavioural, cognitive, cognitive-behavioural, play therapy, Art-
based therapies, bibliotherapy
4.5 Classroom intervention, monitoring progress and providing feedback
41
Unit 5: Assistive Devices (9+6) Hours
5.1 Assistive Devices: Concept, Importance and Role
5.2 Assessment and Identification of the Needs
5.3 Types of Assistive Devices for specific learning needs: organization, reading, writing,
mathematics, language
5.4 Benefits and limitations of using assistive devices
5.5 Information and Communication Technology for individuals with learning disabilities
Total Hours = 45 + 30
Practicum/ Field Engagement
 Conduct a collaborative meeting with a therapist to set targets and goals for a student
 Visit a therapeutic clinic and prepare a report on the visit based on observations of the
procedures being followed
 Observe a child in the classroom and report the results pre and post therapy
 Assess a child for therapeutic and assistive devices and make recommendations
 Demonstrate 5 techniques or tools used in therapy by either an OT or a ST for in-class
intervention
 Conduct a demonstration of a Circle Time for mainstream teachers to help them
provide in-class support for a child with counselling needs
 Discuss the benefits of therapy with a parent
 Conduct a workshop for teachers on when and how to make referrals for therapeutic
intervention
 Conduct a hands-on workshop for teachers using ICT as an assistive device
Course Outcomes:
1. critically analyse and take decisions for Therapeutic Interventions
2. select appropriate assistive devices for occupational therapy
3. set goals for Speech and Language therapy based on the evaluation of assessment of
needs
4. familiarize ICT and apps for individuals with learning disabilities
5. acquaint knowledge in Counseling Therapies
Text Books:
1. Mangold, Sally S. (1982). Teacher1s Guide to the Special Educational Needs of Blind
and Visually Handicapped Children. American Foundation For The Blind.
2. Mukhopadhyay, Sudesh. (1989). Source Book for Teaching of Visually Impaired.
National Council Of Educational Research And Training.
42
3. Rekha Sharma. (2016). Autism and Developmental Disabilities : Current Practices
and Issues. Sonali Publications
4. Singh, J. P. (2007). Technology for the Blind: Concept and Context. Kanishka
Publishers
Reference Books:
1. Anderson, C., & Van Der, G. A. (2005). Speech and Language Therapy: Issues in
professional practice. London: Whurr.
2. Christiansen, C., Baum, C., & Bass-Haugen, J. (2005). Occupational therapy:
performance, participation and well-being. SLACK Inc., New Jersey.
3. Creek, J. (2008). The Core Concepts of Occupational Therapy: A Dynamic
Framework for Practice. Churchill Livingstone, Edinburgh.
4. Feltham, C. (2010). Critical Thinking in Counselling and Psychotherapy. London:
Sage.
5. Feltham, C., & Horton, I. (2012). The Sage Handbook of Counselling and
Psychotherapy. Sage, London.
6. Hatcher, C. (2011). Making Collaborative Practice Work: A Model for Teachers and
SLTs. J & R Press, Guilford.
7. Paul, R., & Norbury, C. (2012). Language Disorders from Infancy through
Adolescence: Listening, Speaking, Reading, Writing, and Communicating (4th ed.).
Elsevier, Mosby.
8. Schell, B. A. B., Gillen, G., & Scaffa, M., (2014). Willard and Spackman's
Occupational Therapy. LWW; Twelfth, New York.
9. Speake, J. (2003). How to Identify and Support Children with Speech and Language
Difficulties. LDA, London.
Web Links:
1. http://www.pbs.org/parents/education/learning-disabilities/strategies-for-
learningdisabilities/assistive-technology-devices/
2. http://www.rehabcouncil.nic.in/writereaddata/deafblind.pdf
3. http://www.rehabcouncil.nic.in/writereaddata/hi.pdf
4. https://www.sciencedirect.com/topics/medicine-and-dentistry/vision-assessment
43
Application of Advanced Technology and Persons with Visual Impairment

Objectives :
1. understand various technological devices for promoting quality of life of persons
with visual impairment
2. critically analyse suitability/ appropriateness of various technological devices for
persons with visual impairment
3. explore various trends in research on technology for persons with visual
impairment
Unit 1: Introduction to Technology for the Visually Impaired (15+6) Hours

1.1 Historical perspective of assistive technology in the rehabilitation of persons
with visual impairment
1.2 Concept, need and importance of assistive technology with specific reference
to the Indian context
1.3 Types of Assistive Technologies
1.4 Special roles of technology for facilitating empowerment of persons with
visual impairment
1.5 Hardware, software, cybernetics and systems, with special reference to
persons with visual impairment- an overview
Practicum: Draw up a list of addresses of suppliers of technological devices for persons with
visual impairment
Unit 2: Technological Devices-Traditional and Modern for the Education of the Visually
Impaired (15+6) Hours
2.1 Writing Technologies: Braille Slates of different types, Brailler-- mechanical
and electrical, computers with screen readers and computer-based screen
magnifiers and screen readers for Indian languages, Braille Notetakers and
Smart Brailler
2.2 Reading Technologies: Braille, Refreshable Braille Displays, Stand-Alone
reading machines, OCR systems, scanner/ camera-based OCR systems, Indian
languages scanning software and Text to Speech (TTS), screen readers for
phones and tablets, Smart Phone and DAISY players
2.3 Technology for Mathematicsand Science Education: Abacus, Taylor Frame,
Geo Kit, measuring tapes-- strengths and limitations; softwares for accessing
Mathematics and Science text, hardwares and softwares for making Science
Lab accessible: AutomaticStir Station (hardware), Drop Counter( hardware),
Sci-Voice (software),Talking Interferential Therapy Machine( hardware),
Talking Lab Quest and Talking Logger
44
2.4 Braille Production Technologies: Sterotyping Machines- mechanical and
electrical, Braille translation software with special reference to Indian
languages, embossers and printers, Braille labeling systems, tactile diagrams
and graphics production devices
2.5 Critical analysis of the devices mentioned under Unit 2.1 to 2.4 in the context
of the Indian situation
Practicum: Find out recent gadgets/devices for the education and rehabilitation of the
visually impaired.
UNIT 3: Technologies for Facilitating Independent Living for Persons with Visual
Impairment (15+6) Hours
3.1 Mobility Devices: canes -- rigid, collapsible, folding and Smart Canes; Global
Positioning Systems (GPS), ultra sonic devices, vibrating technologies
3.2 Fitness and Health: Thermometer-- tactile and audio, Talking Blood Glucose
Meter, Talking Blood Pressure Device, Talking Medcenter Pill Organizer
System, Talking Pedometer, weighing machine- Braille and Talking
3.3 Recreational Devices-- Chess Board, playing cards, adapted Ludo and Snakes
and Ladders, adapted Scrabble, adapted puzzles, Talking Chess, audio Cricket
Ball and audio Football, adapted Table Tennis/ Show Down, Goleball,
adapted Volley Ball
3.4 Home management Devices: audible/ vibratory Liquid Level Indicator,
Talking Measuring Cup, Talking Food Thermometer, Talking Kitchen Scale,
Talking Microwave Oven, Talking Timer, Braille and Talking Alarm Clocks
and Watches, Needle Threader
3.5 Critical analysis of devices mentioned under Unit 3.1 to 3.4
Practicum: Survey the availability and use of technology in one special school and one
inclusive school and prepare a critical report.
Unit 4: Employment-Related Technologies for the Visually Impaired (15+6) Hours

4.1 Braille Shorthand Machine
4.2 Dictaphone
4.3 Dictation Software
4.4 Application of screen reading technologies for promoting/ diversifying
employment opportunities
4.5 Making workplaces and available workshop equipment and other machines
accessible to persons with visual impairment-- guidelines and principles
Practicum: Analyse critically the efficacy of any two traditional/modern devices from Unit
2 to Unit 4
45
Unit 5: Procurement and Assessment of Technological Devices for Persons with Visual
Impairment (15+6) Hours
5.1 Sources of availability and maintenance of technology devices
5.2 Resource mobilization for procurement of devices
5.3 ADIP scheme of the Government of India, Department of Empowerment of
Persons with Disabilities
5.4 Parameters for assessing efficacy/ suitability of devices in the Indian context
5.5 Recent trends in research on technology for visually impaired
Practicum: Find out the recent schemes for the visually impaired
Course Outcome
1. identify the assistive technology available for visually impaired
2. illustrate various devices to facilitate the education of persons with visual impairment
3. facilitate persons with visual impairment for independent living using technology
4. provide suggestions to make workplace disabled friendly using technology
5. acquire knowledge on recent technology available for persons with visual impairment
Text Books:
1. Frampton, M. E. (2006). Education of the Blind : A Study of Methods of Teaching the

Blind. New Delhi. Cosmo Publications.
2. Juurmaa, J.(1967). Ability Structure and Loss of Vision. American Foundation For
The Blind.
3. Vijayan,P. Ed. (2009). Education of Visually Impaired Children with Additional
Disabilities. New Delhi. Kanishka Publishers.
4. Pumani, B. (1993). Hard Book : Visual Handicap. New Delhi. Ashish Publishers.
5. Vijay Pratap Singh. (2004). Education of the Blind and Visually Impaired. New
Delhi. Sarup
Reference Books:
1. Fernandez, G, Koening. C, Mani. M.N.G & Tensi. S. (1999). See with the Blind.
Bangalore: Books for Change
2. Mani. M.N.G. (1997). Amazing Abacus. Coimbatore: S.R.K. Vidyalaya.
3. Proceedings: Asian Conference on Adaptive technologies for the Visually Impaired
(2009). New Delhi: Asian Blind Union
4. Scheiman,M., Scheiman,M. & Whittaker,S.G. (2007). Low Vision Rehablitation.
USA: SLACK Incorporated
5. Singh, J.P. (2003). Technology for the Blind-- Concept and Context. New Delhi:
Kanishka Publication.
6. Taraporevala, S & D‟Sylva C (Eds). (2014); Equip Your World- A Synoptic View of
Access Technology for the Visually Challenged, Dehradun: .NIVH.
46
Web Links:
1. https: //www.afb.org/prodmain.asp
2. http://www.independentliving.com/products.asp?dept=141&deptname=New-Products
3. http: //shop.lighthouseguild.org
4. https: //www.afb.org/prodmain.asp
47
Assistive Devices and Services for Individuals with Hearing Impairment

Objectives :
1. be aware about individual and group listening devices used by CWHI in schools
2. understand the use of assistive devices & methods in the management of CWHI in
schools / clinics
3. familiarize with present and future technologies, research developments and
evidence based practices facilitating the education of CWHI
Unit 1: Schemes & Services for Individuals with Hearing Impairment (15+6) Hours
1.1 Schemes for persons with disabilities of various ministries/departments of
central and state government in early intervention, rehabilitation, education
and employment;
1.2 Schemes for availing aids and appliances: ADIP and other schemes;
1.3 Services for individuals with hearing impairment: Types, availability,
coverage and quality;
1.4 Delivery of services; Role of various stakeholders, planning, implementing,
collaboration, challenges and issues;
1.5 Appraisal of services: Methods of measuring outcomes and suggesting plan of
action
Practicum: Compare the application of the technology in classroom teaching between a
developing and a developed country
Unit 2: Listening and Assistive Devices in Audiological Management (15+6) Hours

2.1 Hearing aids: Overview to hearing aids; Overview to electro-acoustic
characteristics and need to study same; Importance of ear moulds and its
modifications
2.2 Cochlear implants: Overview to cochlear implants; Need and importance for
regular mapping;
2.3 FM systems: Components, Functioning, Types, Advantages and
disadvantages
2.4 Induction loop systems & Hardwire systems: Components, Functioning,
Types, Advantages and disadvantages
2.5 Criteria for recommendation of one device over the other; Role of special
educators in measuring outcome of listening devices
Practicum: Undertake a survey of available services in your locality and reflect on their
status for individuals with hearing impairment. Prepare a report.
48
Unit 3: Assistive Devices in Management of Language & communication (15+6) Hours
3.1 Meta level understanding of use of technology for language development
3.2 Access to whole language: Challenges of communication options and use of
technology for ways to overcome
3.3 Use and availability of social media for sign language users: Communicative,
educational and social purposes
3.4 Orientation to web based Curriculum Based Measurement (CBM) tools
3.5 Tele captioning of popular media and its role in literacy development
Practicum: Analysis of electro-acoustic characteristics of 5 hearing aids and write a report
Unit 4: Technology & Methods in Management of Speech (15+6) Hours

4.1 Parameters measured in phonation and suprasegmental aspects of speech using
advanced technology and their application
4.2 Need and methods to analyse and to correct articulation of speech
4.3 Selecting management techniques for phonation and suprasegmental aspects
of speech
4.4 Selecting management methods for facilitating articulation in CWHI
4.5 Methods to improve speech intelligibility; Measurement of outcome
Practicum: Use social media to link with individuals with deafness and submit report on
your experience. Measure the speech intelligibility of 2 children with hearing impairment.
Unit 5: Assistive Devices in Educational Management (15+6) Hours

5.1 Impact of Technology on education: Present & Future
5.2 Assistive technologies for personal and educational purposes: Devices &
Processes and their application
5.3 Mainstream Technologies: Universal Designs; its Concept, Principles &
product design
5.4 Research & Developments in Educational technology: national &
international
5.5 Evidence Based Practices
Practicum: Interaction with a Deaf adult to find out role of technology in his/her social life.
Write your reflections. Compare schemes available in your state / country with any state /
country
Course Outcome :
1. guide the hearing impaired to avail aids and appliances through various schemes
2. suggest listening and assistive devices in audiological management at schools/institutions
3. analyse the challenges in communication options and facilitate the use of technology to
overcome
4. facilitate articulation in children with hearing impaired
5. familiarize with the role of technology in the education of children with hearing impaired
49
Text Books:
1. Bamford. (1994). Hearing Impairment, Auditory Perception and Language Disability :
Studies in Disorders of Communication. Aitbs Publishers.
2. Grunwell, Pamela. (1995). Developmental Speech Disorders : Clinical Issues and
Practical Implications. Aitbs Publishers.
3. Haynes, William O. (2006). Communication Disorders in the Classroom : An
Introduction for Professionals in School Settings. Jones and Bartlet Publishers.
4. Northern, Jerry L. (1991). Hearing in Children. Lippincott Williams and Wilkins.
5. Vijay Pratap Singh. (2004). Educating Deaf Child. Sarup.
6. Webster, Alec. (1986). Deafness, Development and Literacy. Methuen and Co. Ltd.
Reference Books:
1. Andersson,C. (2014).Assistive Technology for the Hearing-impaired, Deaf and
Deafblind . Amazon Pub.
2. Beattie, Rod G. (2001). Ethics in Deaf Education: The First Six Years. New York:
Academic Press Inc.
3. Berg, F. (2008). Speech Development Guide for Children With Hearing Loss. San
Diego: Plural Publishing.
4. Dillon, Harvey (2001). Hearing aids. New York: Thieme Medical Publications.
5. Krumenacker, S. (2014). Hearing Aid Dispensing Training Manual. San Diego:
Plural Publishing.
6. Kumar,K. L. (2009).Educational Technology: A Practical Textbook for Students,
Teachers, Professionals and Trainers .Amazon Pub.
7. Mathew,S.M. (2012).Technology for persons with hearing impairment. Status of
Disability in India-2012. NewDelhi: RCI
8. Owens, R.E. (2012). Language development: An introduction (8th ed.) Boston:
Pearson
9. Stewart,D.A. & Kluwin,T.N. (2001).Teaching Deaf & Hard of Hearing Students :
Content , Strategies & Curriculum. London : Allyn & Baccon
10. Waldman, D., & Roush, J. (2010). Your child‟s Hearing Loss; A Guide for Parents.
San Diego: Plural Publishing.
11. Taylor, Brian Mueller, H. Gustav (2011). Fitting and Dispensing Hearing Aids. San
Diego: Plural Publishing.
Web Links:
1. http://sped.wikidot.com/assistive-technology-for-students-with-hearing-impairments
2. https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-
Classroom.pdf
3. https://www.chs.ca/sites/default/files/mhg_images/CHS003_AccessibilityGuide_EN_
APPROVED.PDF
50
Specialization Practical II - Visual Impairment
Semester II Hours of instruction/week: 6

19MDSPV2 No. of credits: 3
Objectives :
1. assess scholastic achievement and literacy achievement of the children with
visual impairment
2. develop readiness materials and prepare lesson plans to teach plus curricular skills
to the visually impaired
3. create awareness on prevention of vision loss to the community
Marks
# Task Settings Specific activities Hrs
(100)
1. Compilation of
Collect various tools available for
tools available
functional vision evaluation & 8 9
for educational
educational evaluation
evaluation
2. Case History Studying the case history of 5 CWVI
with a special focus on educational
8 5
history of parents and biographic &
educational background of CWVI
3. Administration Observe the administration of tests
of assessment related to visual impairment (2
9 5
tools standardized and 4 non standardized ) on
Educational 5 children and report the findings
4. Tools for assessment
Observe the administration of two
evaluation of centre/
tests/checklist/rating scale on CWVI at
CWVI in other clinic
different levels and report the findings 8 10
areas like socio
Preschool-1 child
emotional
Primary-1 child
maturity
5. Tools for Observe the administration of tests for
scholastic assessing scholastic achievement and
achievement and literacy achievement (use of
literacy Braille/assistive devices) at different 8 6
achievement levels. Reading & writing skills.
Primary-2 children
Secondary -2 children
51
Marks
(100)
6. Observation of Observe the educational evaluation of
educational CWVI at different levels and study the
evaluation findings in different areas 8 10
CWVI below 5 years: 5 no.
CWVI above 5 years : 5 no.
7. Conducting Carryout the educational evaluation of 5
educational CWVI
7 10
evaluation Primary/secondary-3
Sr.Secondary-2
8. Tool Develop activities to assess functional
9 10
development vision
9. Development of
Develop materials for readiness
materials for plus 9 15
activities, Braille, DLS and O&M
curriculum
10. Lesson planning Prepare 3 lesson plans to teach
DLS,O&M and Braille and demonstrate 9 10
any one model lesson plan
11. Psychological Observe, undertake and interpret results
assessment of following psychological test:
Clinic /
A. Any test of assessing personality 7 10
School
B. Any test of assessing
occupational interest and aptitude
Total 90 100
Course Outcome :
1. utilize tools available for functional vision evaluation and educational evaluation
2. develop activities for functional assessment of children with visual impairment
3. critically analyse needs, trends and issues with respect to children with visually impaired
4. familiarize in developing teaching learning material for children visually impaired
5. administer psychological tests to assess personality, occupational interest and aptitude of
individuals with visual impairment
52
Specialization Practical II -Hearing Impairment
Semester II Hours of instruction/week: 6

18MDSPH2 No. of credits: 3
Objectives :
1. develop materials for pre reading and pre writing skills
2. prepare lesson plans for the hearing impaired
3. undertake and interpret results of psychological tests on personality, occupational
interest and aptitude of the hearing impaired.
Marks
(100)
1 Compilation of Educational Collect different tools available for
tools available for assessment evaluation of typically hearing
7 5
educational centre/clinic children and those with hearing
evaluation impairment
2 Case History Studying the case history of 5 CWHI
with a special focus on educational
history of parents , language and 10 10
biographic & educational background
of CWHI
3 Administration of Observe the administration of
language language tests (2 standardized and 4
7 10
assessment Tools non standardized ) on 5 children and
report the findings
4 Tools for Observe the administration of two
evaluation of tests/checklist/rating scale on CWHI
CWHI in other at different levels and report the
areas like findings 7 10
communication, Preschool-1 child
socio emotional Primary-1 child
maturity
5 Tools for scholastic Observe the administration of tests
achievement and for assessing scholastic achievement
literacy and literacy achievement at different
achievement levels
Preschool level -2 children 7 10
Primary-2 children
53
Marks
(100)
6 Observation of Observe the educational evaluation of
Educational CWHI at different levels and study
evaluation the findings in different areas 8 5
CWHI below 5 years: 5 no.
CWHI above 5 years : 5 no.
7 Conducting Carryout the educational evaluation
educational of 5 CWHI
8 10
evaluation Preschool/Primary-3
Secondary-2
8 Tool development Develop one tool for assessment of
10 10
language /school subject
9 Development of Develop materials for developing pre
materials for reading and pre writing skills
10 10
literacy
development
10 Lesson planning Develop 3 lesson plans and
demonstrate any one model lesson 7 10
plan
11 Psychological Clinic / School Observe, undertake and interpret
assessment results of following psychological
test:
9 10
A. Any test of assessing personality
B. Any test of assessing occupational
interest and aptitude
Total 90 100
Course Outcome :
1. select and administer the tools available for educational evaluation of CWHI at different
levels
2. develop materials for pre reading and pre writing skills for CWHI
3. understand administration of language tests for the hearing impaired and interpret the
results for education and rehabilitation.
4. familiarize in developing teaching learning material for children with hearing impaired
5. administer psychological tests to assess personality, occupational interest and aptitude of
individuals with hearing impairment
54
Environmental Education (IDC)
Semester II Hours of instruction/ week: 4

19MEDI1A No. of credits:4
Objectives :
To enable the student to
1. understand the basic principles and practices of environmental education at secondary and
Higher Secondary level
2. appreciate the importance and the role of an individual with its associated problems
3. acquire knowledge of ecosystem and its importance in environmental education
Unit I Introduction to Environmental Education
Definitions of the study. Environmental education nature, meaning and scope of

Environmental Education. Aims and objectives of teaching Environmental 12
Education.
Practicum: Visit to Local Zoo, Museum, Botanical Garden, Dam etc.
Unit II Natural Resources and Associated Problems
Forest Resources: Use and over Exploitation Water Resources : Use and Utilization
of surface and ground water, floods, draught conflicts over water, National water
policy, facts about water resources, water cycle, water resources, water cycle,
different forms of water. Mineral resources: Use of Exploitation, environmental 12
effects of extracting and using mineral resources. Land Resources: Land degradation,
Soil Erosion, Desertification. Role of an Individual in conservation of Natural
Resources.
Practicum: Prepare a file related natural resources – forest, water, land and mineral.
Unit III Ecosystems
Concept, Definition of Ecosystem. Structure and functions of ecosystem. Producers,

consumers and decomposers and energy flow in ecosystem. Food chains, Food webs 12
and ecological pyramids. Forest ecosystem, aquatic ecosystem.
Practicum: Prepare a working and non-working model on Ecosystem with low-cost
material.
Unit IV Environmental Pollution
Air Pollution and its effects in human health. Greenhouse effect, Acid rain, Primary
and secondary air pollutant, Effective of pollutants on plant. Water pollution, control 12
of water pollution, Sources of Water Pollution and major causes, Water borne
diseases.
55
Land pollution. Land pollutants, Pesticides, chemistry of pesticides – chlorinated
hydrocarbon, Ecological effects of pesticide, control of pesticide pollution Noise
pollution – Definition, causes of Noise Pollution, Ecological effects of Noise
Pollution, control of Noise pollution, summary of Recommended noise exposure
limit (WHO -1980).Thermal Pollution – Sources – Ecological effects, control of
Thermal Pollution.
Practicum: Develop strategies and implement Pollution-free Environment.
Unit V Social Issues and Environment
Resettlement and rehabilitation of people, its problems and concerns. Environmental

ethics: Issues and possible solutions. Consumerism and waste products management.
Environment Protection Act – Air (Prevention and control of pollution) Act, Water 12
(Prevention and control of pollution) Act, Wildlife Protection Act, Forest
Conservation Act. Issue involved in enforcement of environmental legislation, Public
Awareness.
Practicum: Create awareness related to environmental legislations among public.
Total Hours: 60
Course Outcome :
1. identify the associated problems in natural resources on over exploration
2. acquaint knowledge on the functions of ecosystem
3. develop strategies and implement pollution-free environment
4. create awareness related to environmental legislations among public
5. understand the social issues and acts applicable for preventing and control of pollution
Text Books:
1. Agarwal, K.C. (2001). Environmental Biology.Bikanir: Nidi Publications. Ltd.
2. Arumugam, N. (1998). Concepts of Ecology.Nagarkoil: Saras Publications,
3. C.P.R. Environmental Education Centre. Noise Pollution. Chennai: Aiyar Foundations.
4. C.P.R. Environmental Education Centre. Water A Book of Facts and Activities. Chennai:
Aiyar Foundations.
5. Gleick, H.P. (1993). Water in crisis. Pacific Institute for Studies in Developmental
Environmental and security. Oxford: Stockholm Env. Institute, Oxford University press.
6. McKinney, M.L. &Schocb, R.M. (1996). Environmental Science Systems and Solutions.
Web enhanced edition.
56
Reference Books:
1. Pérez-Rodríguez, U., Varela-Losada, M., Lorenzo-Rial, M. A., & Vega-Marcote, P. (2017).
Attitudinal Trends of Teachers-in-Training on Transformative Environmental Education.
2. Sjöström, J., & Eilks, I. (2017). Reconsidering Different Visions of Scientific Literacy and
Science Education Based on the Concept of Building. Cognition, Metacognition, and Culture
in STEM Education: Learning, Teaching and Assessment.
3. Yawar, S. A., & Seuring, S. (2017). Management of social issues in supply chains: a
literature review exploring social issues, actions and performance outcomes.
Web Links:
1. https://www.sciencedirect.com/science/article/pii/S026974911631380X
2. http://www.jstor.org/stable/24880906
57
Internship at Special/Inclusive Schools
Semester II Duration: 2 weeks
(during summer vacation)
No. of credits: **
Objectives :
1. screen for visual/hearing loss
2. evaluate Braille reading/speech intelligibility of the children with visual/hearing
impairment respectively.
3. manage classrooms to optimise learning for the children with visual/hearing impairment.
Mar
ks
Visual Impairment
1 Screening for Inclusive  Screening for visual defects
50
visual problems School
1week
2 Evaluating Braille Special School  Evaluating reading skills of non disabled and
50
reading speed CWVI (6 each)
Hearing Impairment
1 Screening for Special School  Screening of articulation of CWHI (4
articulation children) 50
problems
1week
2 Measuring Special School  Measuring intelligibility of speech of typically
intelligibility of developing children and CWHI (6 each) 50
speech
Total 2
100
weeks
** Marks and Credits will be given at the end of 3rd Semester
Course Outcome :
1. familiarize on screening of visual defects of CWVI
2. acquire knowledge on articulation defects of CWHI
3. apply the techniques for developing reading skills of non disabled and CWVI
4. develop speech intelligibility of non disabled and CWHI
5. create appropriate situations for developing speech and language for CWHI
58
Perspectives in Teacher Education - In-Service and Pre-Service
Semester III Hours of instruction/week: 4(T)+2(P)

Objectives :
1. gain insight and understand development of Teacher Education with reference to
education of children with disabilities
2. familiar with responsibilities of different organisations in preparation of competent
teachers and critically examine it
3. appreciate importance of in-service programmes and develop capacity to plan and
execute it as per specific need and purpose
Unit 1: Understanding Teacher Education (TE) (12+6) Hours

1.1 Concept, Aims and Objectives of TE;
1.2 Significance of TE in India;
1.3 Types of TE: Pre-service and In-service; Continued Development of Teacher
as a Professional
1.4 Structure of TE in India and Organizations/Agencies Involved;
1.5 Factors influencing the practices in TE and quality
Practicum: Prepare a checklist/schedule to collect information about curriculum transaction
either in Diploma or B.Ed. in Special Education Courses in any Training Institute.
Unit 2: TE and Education of Children with Disabilities (12+6) Hours

2.1 Early Initiatives in preparing teachers for children with disabilities in India;
2.2 Establishment of various national institutes and development of TE in special
education
2.3 Establishment of RCI as a statutory body in standardizing and promoting TE
in special education
2.4 Changes in School Education for Children with Disabilities and its Impact on
TE
2.5 Paradigm shift from Segregation to Inclusion Impacting TE
Practicum: Take interview of at least 10 student teachers and analyse the data to suggest
improvement in quality of training.
Unit 3: Pre-service Teacher Education of Children with Disabilities (12+6) Hours

3.1 Changing scenario of teacher education curriculum and evolving priorities;
3.2 Characteristics of TE framework developed by RCI, structure and organisation
of different components of TE Curriculum;
3.3 Components of Pre-service TE: overview of courses at different levels,
weight age of course work and evaluation
3.4 Various components of TE curriculum and their transactional modalities;
59
3.5 Organisation, transaction and evaluation of different components of TE
curriculum including school based practicum, and internship.
1. Practicum: Prepare a checklist/schedule to collect information from employer about
competency of passed out student teachers.
Unit 4: Continued Teacher Development Program (14+6) Hours

4.1 Need and modalities for continuing professional development of a teacher
(Continuing Rehabilitation Education {CRE}, workshop, seminar,
conferences, projects, exchange programmes) and their advantages and
limitations;
4.2 Structures and models of in-service teacher education-sub-district, district,
State, regional and national level organisations and their role, voluntary
efforts;
4.3 Modes (face to face, distance modes, on line and mixed modes) and models
(induction, one shot, recurrent, cascade, multi-site, school based, and course
work) of in-service TE;
4.4 Planning an in-service TE programme- preliminary considerations (purpose,
duration, size of group, activities and budget);
4.5 Designing and organizing an in-service TE programme- assessment of training
needs, identifying essential components, guidelines.
2. Practicum: Take interview of at least 5 principals of schools having children with
disabilities and analyse the data to suggest improvement in quality of training and the
need for in-service training.
Unit 5: Issues and Challenges in TE for Education of Children with Disabilities

(10+6) Hours
5.1 Teacher motivation and working conditions; opportunities for professional
development;
5.2 Organizing TE: Conventional versus ODL
5.3 Collaboration/linkage between MHRD/NCTE and MSJE/RCI
5.4 Single disability versus cross disability approach in TE and addressing
disability issues in general education curriculum
5.5 ICT and TE.
Practicum: Browse for recent developments in ICT for TE
Total Hours: 60+30
60
Course Outcome :
1. reflect on issues and problems related with teacher preparation for education of
children with disabilities
2. critically analyse the changes in school education for children with disabilities
3. evaluate the various components of Pre-service Teacher Education
4. be aware of the In-service Teacher Education programme and suggest improvement in
the quality of training
5. appraise the existing teacher education curriculum and its relevance, issues and
challenges
Text Books:
1. Anand, C.L. (2000). Teacher Education in Emerging India. New Delhi: NCERT.
2. National Council For Teacher Education (NCTE, 1998). Competency Based and
Commitment Oriented Teacher Education for Quality School Education : Initiation
Document
Reference:
1. NCTE Publication. (1998). Policy perspectives in Teacher Education: Critique and
Documentation. NCTE, New Delhi
2. Saxena, N.R.; Mishra, B.K & Mohanty, R.K. (1998). Teacher Education, Meerut: R-
Lall Book Depot.
3. Sharma, R.A.(2002). Teacher Education. Meerut: International Publication House.
Web links:
1. https://scholar.google.co.in/scholar?hl=en&as_sdt=0%2C5&q=Teaching+and+Teache
r+Behaviour+&btnG=
2. https://scholar.google.co.in/scholar?hl=en&as_sdt=0%2C5&q=Structure+of+Teacher
+Education+in+the+Indian+Context&btnG=
61
Educational Evaluation

Objectives :
1. explain the key concepts of evaluation and describe the developments in evaluation
2. describe the ways & means of evaluation of programmes
3. explain the current trends in evaluation
Unit 1: Foundations in Evaluation (12+9) Hours

1.1 Concept of testing, measurement, assessment and evaluation
1.2 Difference between investigation, auditing, monitoring & evaluation
1.3 Principles of evaluation
1.4 Areas of Evaluation
1.5 The evolution of the evaluation function: i) Measurement/ comparison,
Transparency/ accountability, ii) Understanding/ learning/ decision
making/positive accountability
Practicum: Observe & prepare a report on evaluation practices at any two levels in a
mainstream school.
Unit 2: Scope of Evaluation (12+9) Hours

2.1 Problem-solving and decision-making
2.2 Positive accountability and excellence in education
2.3 Knowledge construction and capacity building of learners
2.4 Organizational learning and change, and strategic planning
2.5 Advocacy & communication
Practicum: Observe & prepare a report on evaluation practices at any two levels in a
special school.
Unit 3: Teaching-Learning and Evaluation (12+9) Hours

3.1 Evaluation of learning, for learning and in learning- Contexts, Need & Nature
3.2 Tools for evaluation and process of standardization
3.3 Equity & fairness in evaluation including adaptations & Accommodations
3.4 Report writing: Format, Content & Mechanics
3.5 Mastery Level Learning
Practicum: Critically analyse the evaluation practices
62
Unit 4: Programme Evaluation & Review (12+9) Hours
4.1 Concept, need, goals and tools
4.2 Evaluation of instructional programmes
4.3 Techniques of programme evaluation
4.4 Reliability, validity and sensitivity in programme evaluation
4.5. Reviewing outcomes
Practicum: Develop a format for self evaluation for teachers in special or mainstream
Unit 5: Current trends in Evaluation (12+9) Hours

5.1 Knowledge based evaluation
5.2 Performance based evaluation: role play, concept maps
5.3 Authentic evaluation: Interviews, writing samples, projects, exhibitions,
reflective journals
5.4 Self evaluation: rubrics & rating scales
5.5 Exams: Online, on-demand, take-home power tests & open book
Practicum: Develop tools one each for Knowledge based, Performance based & Authentic
evaluation for children with disabilities in a subject of your choice.
Course Outcome :
1. critically analyse the evaluation practices in various types of schools
2. understand the scope of evaluation in education
3. apply the tools for evaluation of teaching-learning
4. develop format for self evaluation for Institutions/Schools/Programmes/Teachers/etc.
5. familiarize in the use of evaluation as an effective tool in teaching-learning process
Text Books:
1. Headington (2003). Monitoring, Assessment, Recording Reporting & Accountability.
2nd Ed. London: David Fulton Publishing.
2. Mathew, S. (2010). Educational Evaluation .Curriculum and Teaching Strategies for
CWHI. MED SEDE (HI) Manual, New Delhi : IGNOU
3. National Council For Teacher Education (NCTE, 1998). Competency Based and
Commitment Oriented Teacher Education for Quality School Education : Initiation
Document
Reference Books:
1. Braden,J.(2001).The clinical assessment of deaf people‟s cognitive
abilities.Washington: Galludet University Press.
2. Mathew, S. (2005). Evaluation: Curricular Strategies and Adaptations for Children
with Hearing Impairment. New Delhi: Kanishka.
3. Arora, G.L., Panda & Pranati. (2000). Fifty Years of Teacher Education in India : Post
Independence Developments. New Delhi : NCERT.
63
4. Cropley, A. J., & Dave, R. H. (2014). Lifelong Education and the Training of
Teachers: Developing a Curriculum for Teacher Education on the Basis of the
Principles of Lifelong Education (Vol. 5). Elsevier.
Weblinks:
1. https://scholar.google.co.in/scholar?hl=en&as_sdt=0%2C5&q=Teaching+and+Teache
r+Behaviour+&btnG=
2. https://scholar.google.co.in/scholar?hl=en&as_sdt=0%2C5&q=Structure+of+Teacher
+Education+in+the+Indian+Context&btnG=
64
Guidance and Counselling
(Self study course)
Semester III Hours of instruction per week: 1
19MDSC09 No. of credits:4
Objectives :
To enable the student teacher to:
1. state the basic concepts in Guidance &Counselling.

2. discuss Educational, Vocational and Personal Guidance.
3. describe testing devices and non-testing techniques of guidance.
4. analyze the problems faced by students in the contemporary world.
5. discuss the problems faced by children with disabilities
Unit I Education and Career Guidance
Concept, principles, Objectives and need for guidance at various educational levels, Types
of Guidance: Individual and group, Personal, Educational and Vocational, Career
Development needs of students. Changing scenarios in a global world, Tests and 3
Techniques for Guidance: Testing techniques (Aptitude, Interest, Achievement &
Personality) Non-testing techniques (Interview, Case study, observation, Diary, anecdotal
and commutative record), Essential services in a school guidance program
Unit II Vocational Guidance

Factors influencing choice of career, Theories: Vocational Choice, Vocational
3
development and Career development, theories, Assessment of Vocational maturity
Occupational information in Guidance, Guidance for students with disabilities.
Unit III Fundamentals of Counselling

Concept and nature of counselling, Scope and objectives of counselling, Stages of the 3
counselling process, Counselling techniques, Ethical principles and issues
Unit IV Group approaches in Vocational Counselling and Guidance

Types, areas and approaches of Counselling, Steps and skills in the counselling process,
Advantages and Disadvantages of Group Guidance techniques, Essential services in school 3
and community based guidance programs, Placement, research, evaluation services and
Job study- i) Job description, ii) Job, specification, iii) Job analysis, iv) Job satisfaction
65
Unit V Assessment in Educational and Vocational Guidance and Counselling
Assessment of underachievement and challenges, Assessment of giftedness and special

strengths, Career test construction, administration, scoring and interpretation, Crisis
3
Intervention; Grief, relationships, depression, Academic, stress, violence, abuse, Role of
counsellor in the contemporary context
Total Hours: 15
Course Outcomes:
On successful completion of this course, student teachers will be able to
1. Visit different Guidance Centres and write a report
2. Review a film for counselling
3. List the resources required and their optimum use in managing a school guidance
programme
4. Develop a career choice assessment tool in view of personal characteristics of any
5. Child with disabilities and available opportunities
6. Prepare a brochure on career opportunities for children with different disabilities
Reference Books:
1. Naik, P.S. (2013). Counselling Skills for Educationists. Soujanya Books, New Delhi.
2. Nayak, A.K. (1997). Guidance and Counselling. APH Publishing, Delhi.
3. Rao, V. K., & Reddy, R.S. (2003). Academic Environment: Advice, Counsel and
Activities. Soujanya Books, New Delhi.
4. Shah, A. (2008). Basics in Guidance and Counselling. Global Vision Publishing
House.
5. Sharma, V.K. (2005). Education and Training of Educational and Vocational
Guidance. Soujanya Books, New Delhi.
6. Kapunan, R.R. (2004). Fundamentals of Guidance and Counselling. Rex Printing
Company, Phillipines.
7. Pal, O.B. (2011). Educational
66
Educational Planning and Policy Making
Semester III Hours of instruction per week: 4(T)+1(P)
19MDSC10 No. of credits:3
Objectives :
To enable the student to :
1. identify the need, scope and purpose of Educational planning in terms of national and
Community needs
2. develop the skills in planning using a variety of administrative strategies
3. understand the relationship between educational policy , planning and finance
4. acquaint with the various five year plans in India and their implications in the field of
education
5. get knowledge about the role of World Bank in Educational Policy and Financing in India
Unit I Concept, need and process of educational planning
Concept and nature of educational planning, need and importance. Types of

educational planning; Process of District level planning and Institutional planning, 12+3
Critical view of educational planning in India
Practicum: Planning for School concerned activities-budgeting, Curricular and Co-
Curricular Activities.
Unit II Formulation of Educational policy
Need and importance of Educational policy. Types of Educational Policy- National,

State Level, Institutional, Long term and Short term. Policy Objectives. Process of
policy formulation- preparation of discussion document, State and National level
consultations , consultation with all stakeholders, Constitution of Steering committee
and task forces, presentation of draft document in CABE and Parliament. 12+3
Practicum: Estimation of institutional cost for a school and Preparation of a blue
print for expenditure control in the school.
67
Unit III Principles and Techniques of Educational Planning
Guiding principles of Educational Planning, Methods and Techniques of planning,

Approaches to Educational Planning- Social demand approach, Man power approach 12+3
and Return of Investment approach.
Practicum: Critical analysis of School Education Act of a State
Unit IV Educational Policy, Planning and Finance
Relationship of Policy making and planning. Principles and basic concepts in

educational finance- National and State budgets and allocation of finance for
12+3
education. Critical appraisal of educational policies and planning in Contemporary
India.
Practicum: Planning a school budget
Unit V Five Year Plans relevant
Five year Plans in India- its historical background and its impact. Globalisation and
Education. Role of International Institutions- IMF and World Bank. 12+3
Practicum: Panel Discussion on Five Year Plans, Objectives and Target. Critical
analysis of World Bank Aid to Education in Cotemporary India.
Course Outcome:
On successful completion of this course, the learners will be able to
1. Describe the purpose of Educational planning in terms of national and Community needs
2. Use a variety of administrative strategies in Educational Institutions
3. Analyse educational policy , planning and finance
4. Describe the contribution of five year plans in India and their implications in the field of
education
5. Describe the role of World Bank in Educational Policy and Financing in India
Text books:
1. Dhandapani, R. 1986) Facets of Educational Policy. Gandhigram Institute of Rural Health
And Family Trust
2. Samuel Raj, A. (1984) India1s Educational Policy Select Books Publishers And
Distributors
3. Sharma, S.r.(1991) National Policy On Education. New Delhi. Anmol Publication.
4. Shukla, P.D. (1988). New Education Policy in India. New Delhi. Sterling Publishers Private
Limited
68
5. Strike, Kenneth A (1978) Ethics and Educational Policy. New York. Routledge & Kegan Pau
6. Walton, john (1969)Administration and Policy-making in Education. John Hopkins Press
7. Pogrow, Stanley. (1983). Education in the Computer Age : Issues of Policy, Practice, and
Reform. New Delhi. Sage Publications
Reference Books:
1. Bell & Bell, (2006). Education, Policy and Social Class.Routledge.

2. Bell.L& Stevenson. H. (2006). Educational Policy: Process, Themes and Importance.
Routledge.
3. Bowe, R., Ball, S. J., & Gold, A. (2017). Reforming Education and Changing Schools: Case
studies in policy sociology (Vol. 10). Routledge.
4. Chau,Ta-Ngoc, (2003). Demographic aspects of Educational Planning. Paris: International
Institute for Educational Planning.
5. Husén, T., & Kogan, M. (Eds.). (2014). Educational research and policy: how do they relate?.
Elsevier.
6. Mathur,S.P. (2001). Financial administration and management. India: The Indian Publication.
7. Padma. R. &Vasantha. R. (2005). Education in India. New Delhi: National Book Trust
8. Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford
Publications.
9. Scheerens. J. (2000). Improving School Effectiveness. Paris: International Institute for
Educational Planning.
Web Links:
1. https://en.wikipedia.org/wiki/Education_policy
2. https://en.wikipedia.org/wiki/National_Policy_on_Education
3. https://en.unesco.org/themes/education-policy-planning
4. http://www.nuepa.org/New/download/NEP2016/ReportNEP.pdf
69
Adulthood and Family Issues Related to
Individuals with Visual Impairment
Objectives:
1. understand the issues in the family of a person with visual impairment
2. knowledge about the challenges faced at different stages of transition of a person with
visual impairment
3. develop the skills to prepare an Individualized Transition Plan and Individuals Family
Science Plan
Unit 1: Role of Family in the Continuum of Support System (12+9) Hours

1.1 Adjustment and accommodation to the birth of a special child
1.2 Organization and family functioning
1.3 Family involvement in infancy and early childhood
1.4 Family involvement in school age
1.5 Family involvement in transition to adulthood
Practicum: The teacher trainees should develop an Individualized Transition Plan for a
children with visual impairment
Unit 2: Transition Issues (12+9) Hours

2.1 Transition from home to school
2.2 Transition from school to college
2.3 Transition from education to work
2.4 Meaning and definition of individualized transition plan (ITP)
2.5 Role of family in developing ITP
Practicum: The teacher trainees should develop an Individualized Family Service Plan
(IFSN) for a family of a person with visual impairment
Unit 3: Family Issues in Adulthood (12+9) Hours

3.1 Higher Education
3.2 Career Education
3.3 Life skills Education
3.4 Marriage and home skill management
3.5 Rehabilitation of adventitious visually impaired
Practicum: The teacher trainees should critically examine any two schemes under equal
opportunity schemes
70
Unit 4: Planning Family Support Services (12+9) Hours
4.1 Concept and objectives of family support services
4.2 Components of family support services
4.3 Identifying family needs
4.4 Individualized family service plan (IFSP) under PL 99-457
4.5 Preparing an IFSP in Indian context
Practicum: Prepare an IFSP and evaluate
Unit 5: Equal Opportunity Provisions: Schemes and Facilities (12+9) Hours

5.1 Schemes for education of children from pre-school to higher and tertiary
education
5.2 Schemes and facilities for vocational training and skill development
5.3 Schemes and statutory provisions to promote employment, self-employment,
and livelihoods
5.4 Concessions for persons with visual impairment
5.5 Concept and types of parent family partnerships
Practicum: find out the recent schemes and facilities available for vocational training
and skill development
Total Hours: 60+45
Course Outcome:
1. analyse the role of family as a support system from birth to adulthood
2. develop individualized transition plan (ITP) for individuals with visual impairment
3. provide guidance to marriage and home skill management for individuals with visual
impairment
4. prepare individualized family service plan(IFSP) for visually impaired
5. develop a critical understanding of schemes for equal opportunities
Text Books:
1. Chadha, A. (2008). Educating Children with Special Needs. New Delhi. A P H Publishing.
2. Lynda. (2000). Special Educational Needs and Early Years Care and Education. Bailliere
Tindall.
3. Mubarak Singh. (2010). Education of Childran with Special Needs. New Delhi. Centrum
Press Publication
4. Sharma, Anjul. (2003). Achievement of Visually Handicapped. Sarup.
5. Vijayan, Premavathy. (2009). Education of Visually Imparired Children with Additional
Disabilities. New Delhi. Kanishka Publication.
71
Reference Books:
1. 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.
2. Kirk, S.A., Gallagher, J.J. & Anstasiow, N.J. (2000). (9Ed) Educating Exceptional
Children. New York: Houghton Mifflin Company.
3. Narayan, J. & Riggio, M. (2005). Creating Play Environment for Children. USA:
Hilton/Perkins.
4. Patil, H.J.(2008). (5Ed). Concessions for the Blind. Mumbai: National Association
for the Blind.
5. Shah, A. (2008). Basics in Guidance and Counselling. New Delhi: Global Vision
Publishing House.
6. Fernald,L.D. & Fernald,P.S. (2001). Introduction to Psychology (5Ed.). New Delhi:
A.I.T.B.S Publishers:
7. Morgan,C.T.,King,R.A.,Weisz,J.R. & Schopler,J. (2002). Introduction to Psychology.
(7Ed.). New Delhi: Tata McGraw Hill Publishing
8. Furlong, M.J., Gilman, R. & Huebner, E.S. (2014). Handbook of Positive Psychology
in Schools. New York: Routledge.
Web Links:
1. https://www.ucl.ac.uk/bartlett/casa/sites/bartlett/files/migrated-files/paper114.pdf
2. https://link.springer.com/chapter/10.1007/978-1-4757-5375-2_20
3. https://academic.oup.com/gerontologist/article/45/6/747/553034
72
Adulthood and Family Issues Related to
Individuals with Hearing Impairment
Objectives :
1. appreciate the importance of planning and implementing transition services for
preparing adolescents towards adulthood
2. explain strategies of developing independent living skills and preparing them for
gainful employment
3. understand communication, cultural and family issues to reflect in planning of
services
Unit 1: Transition from Adolescence to Adulthood (12+9) Hours

1.1 Transition: Concept and challenges as perceived by D/deaf adolescents and
their families
1.2 Domains of transition: Educational, independent living, social-cultural and
employment;
1.3 Factors influencing transition: Academic and personal achievement,
aspiration & motivation, interaction & complexities, environmental barriers,
late deaf adults; concept of self and self efficacy
1.4 Role of support and facilitators: Family, peers, community; agencies and
environmental support
1.5 Planning and implementing transition services
Practicum: Prepare a poster on family advocacy
Unit 2: Independent Living (12+9) Hours

2.1 Concept and its importance
2.2 Money management and related financial skills;
2.3 Health and physical fitness skills,
2.4 Life skills: Social-etiquette and mannerism
2.5 Leisure time, hobbies and recreational activities
Practicum: Hold a mock interview session and write your reflections upon it
Unit 3: Higher Education, Vocational Education & Employment (12+9) Hours

3.1 Higher Education: Need, scope, status of higher education
3.2 Vocational education: Need, scope, status of vocational education
3.3 Selecting suitable higher education & vocational streams
3.4 Career choices: job seeking skills and facing interviews
3.5 Work adjustment skills; Job related social skills
Practicum: Interview a family to identify „need and support‟ for individuals with hearing
impaired.
73
Unit 4: Communit and Cultural Issues (12+9) Hours
4.1 Diversity in Deaf World
4.2 Comparison of Hearing world-Deaf world on culture and group identity and
communication options;
4.3 Legal issues regarding communication accessibility;
4.4 Views of cochlear implantees and hearing aid users towards Deaf culture;
4.5 Facilitating societal inclusion of individual with hearing impairment.
Practicum: Have a focussed group discussion Deaf culture in India, and submit a reflective
essay on the same
Unit 5: Family Issues (12+9) Hours

5.1 Role & challenges of families in fostering adjustment, personality
development, independent living employment and marriage
5.2 Raising of hearing children by Deaf parents: Deaf Child Deaf Parent (DCDP);
Deaf Child Hearing Parent (DCHP) issues
5.3 Communication patterns and parenting issues in families with Deaf parents
and hearing children;
5.4 Identifying family needs and Supporting towards resource mobilization,
family networking and facilitating availability of welfare schemes
5.5 Advocacy at family and individual levels; Strategies
Practicum: Prepare pamphlet regarding financial management for the D/deaf adult
Total Hours: 60+45
Course Outcome :
1. provide awareness regarding family, peers, community, agencies and environmental
support during transition from adolescence to adulthood of individuals with hearing
impairment
2. support individuals with hearing impairment on independent living
3. guide the individuals with hearing impairment for higher education and career choices
4. facilitate societal inclusion of individual with hearing impairment
5. familiarize advocacy at family and individual levels
Text Books:
1. Narasimhan, M.c.. (1987). Disability : A Continuing Challenge. Wiley Eastern.

2. Dash, Neena. (2005). Essentials of Exceptionality and Special Education. Chennai.
Atlantic Publishers.
3. Northern, Jerry L. (1991). Hearing in Children. Lippincott Williams and Wilkins.
4. Maitra, Krishna. (2008). Inclusion Issues and Perspectives. New Delhi. Kanishka
Publication.
74
5. Easterbrooks, S.R. (2002). Language Learning in Children Who Are Deaf and Hard
of Hearing Multiple Pathways. New York. Allyn And Bacon.
Reference Books:
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 Research Project.
2. Dunst.C, Trivette.C & Deal.A (1996). Enabling & empowering families. Principles &
Guidelines for Practice. Cambridge, MA : Brookline Books.
3. Gregory Susan, Bishop Juliet and Sheldon Lasley, (1999), Psychological perspectives
of deafness. New York. Cambridge University,
4. Scheetz nancy, A. (2000). Orientation to Deafness. UK: Allyn and Bacon
5. Ed Par Ila, (1966). Cultural diversity and the deaf experiences. USA: Cambridge
university press.
6. Christensen, K.M.& Gilbert, L.D.(1993). Multicultural Issues in Deafness. New York:
Longman
7. Parasins, L.A.(1996). Cultural and Language Diversity and Deaf Experience. New
York: Cambridge University Press
8. Narayansamy, S,Kamraj , J. & Rangasayee,R (2006) Family, Community and the
Hearing Impaired Child. New Delhi: Kanishka Publishers
9. Annable G., Walters, C., Strensta, D., Symanzik, S, Tuuuyb. l, Sterwer, N (2003)
Students with Disabilities, Transition from Post Secondary Education to Work.
Winnipeg, Manitoba: Canadian Centre for Disability Studies.
Web Links:
1. https://ilearn.careerforce.org.nz/mod/book/tool/print/index.php?id=53
2. http://etheses.lse.ac.uk/1497/1/U111456.pdf
3. https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/456/Psychosocial%20De
velopment_Main%20Document_IJA_revised_clean.pdf?sequence=1
75
Internship at Special/Inclusive Schools
Semester III Hours of instruction/week: 3(P)
19MDSPV3/19MDSPH3 No. of credits: 5
Objectives :
1. screen for visual/hearing loss
2. evaluate Braille reading/speech intelligibility of the children with visual/hearing
impairment respectively
3. manage classrooms to optimise learning for the children with visual/hearing
impairment
Mar
ks
Visual Impairment
1 Classroom seating Special school /  Suggesting modifications for classroom
arrangement Inclusive seating arrangements based on the visual
School conditions of the individuals to optimize 50
visual learning for the low vision children (1
1week
inclusive school and 1 special school).
2 Training in Special school /  Preparing maps and fostering mobility
mobility skills Inclusive through O&M training. 50
School
Hearing Impairment
1 Room acoustics Special school /  Suggesting modifications for classroom
Inclusive acoustics to optimize auditory and visual
50
School reception of speech (1 inclusive school and 1
special school).
1week
2 Screening for Inclusive  Administer a checklist having signs and
hearing loss using school/ symptoms of hearing loss and behavioural
50
checklist Clinic observation on primary school children (20
children)
Total 2
100
weeks
rd
** Marks and Credits will be given at the end of 3 Semester
Course Outcome :
1. suggest modifications for classroom seating arrangements for visually impaired
2. acquire knowledge in acoustics for children with hearing impairment
3. provide O&M training to visually impaired
4. administer a checklist to screen hearing loss among primary school children
5. select appropriate devices for screening vision/hearing loss.
76
FIELD ENGAGEMENT
Semester III Hours of instruction/week: 5
No. of credits: ***
Objectives :
1. understand the routine of the teacher training institutes
2. create awareness about inclusive education of children with disabilities
3. understand the operational plans of the teacher training institutes
Educational
# Task Specific activities Hrs Marks
settings
1 Understandin Understanding the organization‟s vision, mission & its
g the programs and activities 6 5
Organization
2 Understandin Study the calendar of activities, schedules, distribution
g the of work assigned to the teaching, clinical and
10 5
operational administrative staff.
plans
3 Coordination Support the coordinator in implementing the activities
support Teacher based on the approved calendar of activities & other
training schedule;
institute 21 15
Observing the regularity & punctuality of students ,
offering Supporting the students in filling up examination forms
diploma and other procedures of the Institute / University
/degree
4 Teaching Assisting the faculty members in planning & preparing
teacher
support the lectures through PPTs & reference materials,
training Demonstration of practical based activities, preparing
programme 22 40
TLM, assisting faculty in supervising practical based
activities/lesson planning, undertaking at practice
teaching schools/clinical set up
5 Library Supporting the students & faculty members in
support identifying offline and online resources including 8 15
reference books and journals
6 Mainstream / Inclusive Visit a school and create awareness about inclusive
General school education of children with disabilities through PPT
school and prepare a report
8 20
placement Study the readiness ( facilitators & barriers )of the
school in promoting inclusive education through a
tool
Total 75 100
*** The marks and the credits will be added and given at the end of the 4th semester
77
Course Outcome :
1. plan the calendar of activities and schedule of a special/inclusive school
2. prepare teaching learning material for the education of children with special needs
3. facilitate online and offline resources for students in the teaching-learning process
4. create awareness about inclusive education of children with disabilities among school
authorities
5. acquire knowledge on planning the programmes for special / inclusive school.
78
Internship in Clinics/Institutes
Semester III During semester break

No. of credits*
Objectives:
1. teach Braille to visually impaired/speech reading to hearing impaired
2. understand the process of optometry/audiometry
3. acquaint knowledge in interpretation of report
Marks
Task Settings Specific activities Duration
50
Visual Impairment
Observing and Institutes  Learning of Unified English
learning Braille (UEB) literary code and
25
use of advance Braille 1 week
Mathematics and Science Code. (during I
Observing, Institutes  Teaching of ICT to visually impaired semester break)
learning . students 5 classes 25
and teaching
Hearing Impairment
Observing Audiological  Immittance audiometry (2 children)
behavioural Clinic • Otoacoustic emission (2 children)
audiological tests • Auditory Evoked potentials (2 25
in children below children)
the age of 2 year
 Observing Audiological  Hearing aid selection (digital and
hearing aid trail Clinic analogue) (2 children each)
and measurement •Measurement of aided audiogram (2
of children) 1 weeks
outcomebetween 2  Making recommendations regarding (during I
to 5 years mode of training and educational semester
placement using aided audiogram and
 Use aided break)
Speech audiometry (10 children in 25
audiogram and
different age groups
speech
identification  Prepare lesson plans for listening
scores to make training for children aged 2 to 5 years.
recommendations (2 plans)
 Prepare lesson plans for speech
 Listening
reading training for children aged 6
training years
 The marks and the credits will be added and given at the end of 4th Semester
79
Course Outcome :
1. identify children with visual impairment
2. identify children with hearing impairment
3. teach ICT to visually impaired
4. train speech reading to hearing impaired children
5. recommend mode of training and educational placement
80
Inclusive Education
Semester IV Hours of instruction/week: 5(T)+2(P)

Objectives :
1. acknowledge the philosophical, sociological and rights perspective of inclusive
education
2. develop skills in using a wide range of tools, instructional strategies, and social supports
to assist students with disabilities learn effectively
3. equip the skills associated with inter-personal relationships, managing relations in
educational settings, problem-solving in educational settings, leadership and working in
teams to promote inclusion
Unit 1: Perspectives in Inclusive Education (15+6) Hours

1.1 Historical perspective of Inclusive education globally and in India
1.2 Approaches to disability and service delivery models
1.3 Principles of inclusive education
1.4 Key debates in special and inclusive education
1.5 Research evidence on efficacy and best practices associated with inclusive
education
Practicum: Study the impact of UNCRPD on RTE‟s provisions for children with disabilities
Unit 2: Covenants and Policies Promoting Inclusive Education- A Critique (15+6) Hours
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), United
Nations Convention on Rights of a Child (1989), United Nations Convention on
Rights of Persons with Disabilities (UNCRPD) (2006), Incheon Strategy (2012)
2.3 International Frameworks: Salamanca Framework (1994)
2.4 National Commissions & Policies: Kothari Commission (1964) National
Education Policy (1968), National Policy on Education (1986), Revised National
Policy of Education (1992), National Curricular Framework Education (2014),
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 (2009) and Amendment 2012,
RMSA (2009 ) IEDSS (2013)
Practicum: Review of research in any one area in inclusive education and highlight its
implications for the practitioner
81
Unit 3: Building Inclusive Schools (15+6) Hour
3.1 Identifying barriers to inclusion- attitudinal, systemic and structural
3.2 Ensuring Physical, Academic and Social Access
3.3 Leadership and Teachers as Change Agents
3.4 Assistive Technology
3.5 Whole School Development
Practicum: Develop a differentiated lesson with content, process, and products adapted to suit a
specific learner
Unit 4: Building Inclusive Learning Environments (15+6) Hours

4.1 Classroom Management
4.2 Effective Communication
4.3 Promoting positive behaviour
4.4 Reflective Teaching
4.5 Peer mediated instruction: peer tutoring, cooperative learning
4.6 Collaborations-Models of collaboration, Working with Parents, Managing
Conflict, Co-teaching-Mentoring and Coaching
Practicum: Implement the lesson plan above in a regular school using one of the models of
collaborative teaching. Write your reflections in a journal.
Unit 5: Planning for Including Diverse Learning Needs (15+6) Hours

5.1 Universal design of learning
5.2 Adaptations and accommodations for sensory impairments
5.3 Adaptations and accommodations for children with multiple disabilities
5.4 Adaptations and accommodations for children with neuro-developmental
disabilities
5.5 Adaptations and accommodations for children with intellectual impairment
5.6 Adaptations and accommodations for gifted children
Practicum: Suggest ways to accommodate the gifted children in an inclusive school.
Total Hours: 75+30
Course Outcome :
1. analyse the rresearch evidences on efficacy and best practices associated with inclusive
education
2. acquire knowledge on the covenants and ppolicies ppromoting Inclusive Education
3. promote inclusive learning environment
4. suggest adaptations and accommodations for children with disabilities
5. understand Universal Design of Learning
82
Text Books:
1. Sharma, B.(2011). Inclusive Education. New Delhi. Kanishka Publishers, Distributors

2. Mete. J. (2016). Inclusive Education. New Delhi. Kanishka Publishers
3. Sharma, K. (2007).Emerging Trends in Inclusive Education. New Delhi. IVY
Publication
4. Jha M.M. (2010). From Special to Inclusive Education in India Pearson Education
5. Madhu Singh. (2016) Inclusive Education : Education is Our Right. New Delhi. Ane
Books
6. Mustafa, K M. (2016). Inclusive Education : Thourght and Practice. New Delhi. A P H
Publishing
Reference Books:
1. Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive Education: Policy, Contexts
and Comparative Perspectives. London: Routledge
2. Berry, B., Daughtrey, A., & Weider, A. (2010). Teacher leadership: Leading the way to
effective teaching and learning. Washington, DC: Centre for Teaching Quality
3. Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies: Improving
all students‟ social lives and learning. Baltimore, MD: United Paul H. Brookes.
4. Clough, P., & Corbett, J. (2000) Theories of Inclusive Education, London: Paul Chapman
Publishing, Sage
5. Curran, C. M., & Petersen, A. J. (2017). Handbook of Research on Classroom Diversity
and Inclusive Education Practice. IGI Global.
6. Jha, M. M. (2002) School Without Walls: Inclusive Education for All Oxford:
Heinemann
7. Jorgensen, C. M., Mc Sheehan, M. & Sonnenmeier, R. M. (2009) Essential best practices
in inclusive schools
8. O'Hanlon, C. (Ed.). (2017). Inclusive education in Europe. Routledge.
9. Peterson, M. & Hittie, M. (2009) Inclusive teaching: The journey towards creating
effective schools for all learners. Merrill.
10. Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing Inclusive Education
Through Multi-Tiered System of Support. Inclusion, 6(1), 3-18.
11. Skidmore, D. (2004) Inclusion: The Dynamics of School Development, Open
University Press, UK
12. Watkins, A., & Ebersold, S. (2016). Efficiency, Effectiveness and Equity within
Inclusive Education Systems. In Implementing Inclusive Education: Issues in Bridging
the Policy-Practice Gap Emerald Group Publishing Limited.
Web Links:
1. www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus.../special_ed_final1.pdf
2. unesdoc.unesco.org/images/0018/001866/186611e.pdf
3. https://www.onlinejournal.in/IJIRV2I7/194.pdf
83
Educational Technology
19MDSE1A No. of credits: 4
Objectives :
1. apply appropriate instructional strategies
2. develop appropriate instructional media
3. integrate suitable ICT effectively in teaching-learning-evaluation
Unit 1: Educational Technology (15+6) Hours

1.1 Concept, definition and scope of Educational Technology
1.2 Need and Role of Educational Technologists in India
1.3 Growth of conceptual framework of Educational Technology: ET1,ET2, ET3.
1.4 Systems Approach: meaning, scope and components
1.5 Communication Process
1.5.1 Meaning and components
1.5.2 Models of communication: Simple, Osgood and Schramm, Gerbner‟s
mode
1.5.3 Interaction analysis: Equivalent category system and Flander‟s
Interaction analysis system
Practicum: Prepare an observation report of classroom teaching based on Flanders
Interaction analysis
Unit 2: Instructional Technology (15+6) Hours

2.1 Concept and Definition of Instructional Technology
2.2 Theories and Models of ISD: Dick & Carrey, Gagne, Kirk and Guftason
2.3 Steps in developing Instructional design : Learner analysis, Content analysis,
Deciding entry and terminal behaviour, Preparing test, Selection of method,
Selection of media, Development of material, Tryout, Formative and
summative evaluation,
2.4 Methods & Models of Instructional designs for Large Group and Individual
Instructions
2.5 Co-operative and Individual Learning Strategies for children with disabilities
Practicum: Prepare and plan an educational display on a bulletin board using charts,
diagrams, graphs, posters, cartoons and comics.
84
Unit 3: Instructional and Interactive Learning (15+6) Hours
3.1 Interactive learning: concept, need and components
3.2 Instructional Media for children with Special needs
3.3 Interactive learning Material for children with disabilities
3.4 Development of Interactive learning Material
3.5 Integrating ICTs for children with special needs (e.g. Social Media,
Collaborative tools and techniques such as Blogging, ICT tools for research,
bibliography, etc)
Practicum: Prepare a story board in any one unit of a subject for a child with disability.
Unit 4: ICT for Inclusion (15+6) Hours

st
4.1 ICT for 21 century learning
4.2 Dilemmas and Realities about applications in ICT in inclusive education
4.3 Potentials of ICT in inclusive education-Access, equity, participation, Skill
development and lifelong learning
4.4 ICT for teaching-learning
4.5 Role of ICT in curriculum transaction
Practicum: Present a research paper on appilcation of any one recent trend in inclusive
education
Unit 5: Recent Trends in Technology (15+6) Hours

5.1 Online Learning
5.2 Blended Learning
5.3 M-Learning
5.4 MOOC
5.5 OER
Practicum: Seminar on issues in application of ICT in inclusive education
Total Hours: 75+30
Course Outcome :
1. understand the roles of Educational Technologists in various contexts
2. plan and develop Instructional design for children with disabilities
3. develop interactive learning material for children with disabilities
4. use ICT in curriculum transaction effectively and efficiently
5. suggest suitable modality of instruction (Online, Blended, etc.)
Text Books :
1. Bhatt, B. D. and Sharma, S. R. (2003). Educational Technology Concept and
Technique (Modern Education Series) New Delhi: Kanisha publishers.
2. Horton, W (2001): Designing web-based Training John Wiley & Sons.
3. Kumar, K and Kumar, S (2004). ICT Skill Development. Gurusar Sadhar: GBD
Publications.
85
Reference Books:
1. Bouck, E. C., Flanagan, S. M., & Cosby, M. D. (2018). Apps as Assistive
Technology. In Encyclopedia of Information Science and Technology, Fourth Edition
(pp. 266-276). IGI Global.
2. Farmer, L. S. (2018). Educational Technology and Intellectual Property. In
Encyclopedia of Information Science and Technology, Fourth Edition (pp. 2477-
2491). IGI Global.
3. Sallis, E & Jones, G (2002) Knowledge Management in Education. London: Kogan
Pvt. Ltd.
4. Santhosh, V. (2009). Information communications technology for teacher education.
New Delhi: Kanishka Publishers.
5. Schank, R.C. (2001) Virtual Learning. NewDelhi: McGraw Hill.
6. Shehzad, A. (2007). Teacher‟s Handbook of Educational Technology, New Delhi:
Anmol, pubishing Pvt. Ltd.
7. Singh, T. (2009). ICT Skill Development. Ludhiana: Tandon Brothers.
8. Smith, P. A., & Bowers, C. (2018). Serious Games Advancing the Technology of
Engaging Information. In Encyclopedia of Information Science and Technology,
Fourth Edition US: IGI Global.
9. Rosenberg, M.J. (2001) e-learning New York: McGraw Hill.
10. Venkataiah, N. (2002), Educational Technology. New Delhi: APH Publication
Corporation
Web links
1. https://www.gse.harvard.edu
2.ttps://www.oecd.org/
3. https://onlinelibrary.wiley.com/doi/pdf/10.1002/kpm.1391.
86
Educational Management
19MDSE1B No. of credits: 4
Objectives :
1. explain the basic fundamental areas of management
2. enumerate the skills required for capacity building of human resources
3. be equipped the skills to manage data for various information management processes
Unit 1: Foundations in Educational Management (15+6) Hours

1.1 Definition & Concept: Management as an art, science, organisation, person &
a discipline
1.2 Approaches to management: a) Classical approach b) Human relation
approach c) Systems approach d) Contingency approach
1.3 Principles & processes of management
1.4 Styles of management: autocratic, laissez-faire, transactional, contingency
1.5 Leader vs. Manager; role competencies
Practicum: Critically analyse the pros and cons of different approaches to management in
special education institutions
Unit 2: Total Quality Management in Education (15+6) Hours

2.1 Concept of Quality and issues in Quality management of educational institutes
2.2 Educational applications
2.3 Assessment of educational institutions
2.4 Strategic planning & Sustainable development
2.5 Implementing TQM
Practicum: Observe institution management system and report
Unit 3: Human Resource Management (15+6) Hours

3.1 Manpower planning, talent acquisition & management
3.2 Employee benefits, welfare & Performance appraisals systems- 360 degree
approach
3.3 Training, development & capacity building
3.4 Organisational behaviour; climate & culture,
3.5 Individual & group dynamics, conflict management & negotiations
Practicum: Collect information on the training facilities pertaining to HRM in the field of
special education available online
87
Unit 4: Educational Management Information Systems (EMIS) (15+6) Hours
4.1 Need, relevance and National agencies for EMIS
4.2 Internal & external stakeholders of EMIS
4.3 Tools & process for collecting and disseminating data & using information
4.4 Constituting indicators & data monitoring plans
4.5 Dissemination, distribution & publication of data
Practicum: Trace the recent trends in EMIS
Unit 5: Financial Management (15+6) Hours

5.1 Need &Importance of financial management in educational institutes
5.2 Basic concepts in accounting
5.3 Importance & types of budgeting
5.4 Resource mobilisation & allocation
5.5 Proposal writing for funding in educational institutes
Practicum: Write a proposal for fund raising of an educational institution
Total Hours: 75 +30
Course Outcome
1. critically analyse different approaches to management in special education
2. take active part in implementing Total Quality Management in Education
3. plan and organize training programme for capacity building
4. acquaint skills required for enhancing institutional quality for sustained development
5. prepare cost effective budgets, proposals and describe ways of managing financial
resources
Text Books:
1. Bush, T. & and Paul, L. S. (Eds.) (2006) Principles and Practice of Educational
Management. New Delhi: A Sage Publications Company
2. Leithwood, K., Jantzi, D. (1999). Changing Leadership for Changing
Times.U.K. Open University Press
3. Rayner, S., (2007).Managing Special and Inclusive Education.New Delhi:Sage
Publications Ltd.
Reference:
1. Ashima, V., Deshmukh, & Naik.A. P (2010). Educational Management. Mumbai.
Himalaya Publishing House Pvt Ltd
2. Bhardwaj, K. S., (2014). Human Resource Development in Education. Partridge
Publication.
3. Chatterjee, B. K. (2011). Finance for Non - Finance Managers. New Delhi: Jaico
Publishing House
4. Dessler. G. (2012). Human Resource management. Amazon Publishers
5. Dimmock, C., (2012). Leadership in Education: Concept, Themes and Impact. New
York, Routledge
88
6. Eacott, S. (2015). Educational leadership relationally: A theory and methodology for
educational leadership, management and administration. US: Springer.
7. Emerson, K., & Nabatchi, T. (2015). Collaborative governance regimes. Georgetown
University Press.
8. Entwistle, N. (Ed.). (2015). Handbook of Educational Ideas and Practices (Routledge
Revivals). London. Routledge
9. Gunn, S. (2017). Globalisation, education and culture shock. US. Taylor & Francis.
10. Lewls, T. (2012).Financial Management Essentials: A Handbook for NGOs.
11. Mathis, R. L., & Jackson, J. H. (2010). Human resource management (13th ed.)
12. Mukhopadhya.M (2011).Total Quality Management in Education. India: Sage
publications India pvt ltd
13. Morgado, E. M. M., Ortuño, R. A. C., Yang, L. L., & Ferreras-Fernández, T. (2018).
Adaptation of Descriptive Metadata for Managing Educational Resources in the
GREDOS Repository. In Online Course Management: Concepts, Methodologies,
Tools, and Applications. US: IGI Global.
14. Pande. S & Basak. S (2012). Human Resource Management. Text and Cases. India:
Amazon Digital South Asia Services, Inc.
15. Rice, M. F. (2015). Diversity and public administration. New York: ME Sharpe
16. Sallis, E. (2014). Total quality management in education. London: Routledge.
17. Senge.P. (2007).A Fifth discipline Resource. Schools that lead. London: Boston:
Nicholas Brealey Publishing
18. Ulrich, D., & W. Brockbank. (2005). The HR Value Proposition. Boston: Harvard
Business School Press. (ISBN-13: 978-1591397076 or ISBN-10: 1591397073).
Weblinks
1. https://onlinelibrary.wiley.com/doi/pdf/10.1002/kpm.1391.
2. https://www.gse.harvard.edu
3. 2.ttps://www.oecd.org/
89
Internship as a Teacher
Semester IV Hours of instruction/week: 8
19MDSPV4 / 19MDSPH4 No. of credits: 5
Objectives:
1. understand the requirements of coordination in pre-service education
2. demonstrate practical to the pre service trainees
3. support learning to the pre service trainees
Hrs Marks
# Task Specific activities
(75) (100)
1 Coordination Support the coordinator in implementing the activities
support based on the approved calendar of activities & other
schedule;
Observing the regularity & punctuality of students , 20 10
Supporting the students in filling up examination forms
and other procedures of the Institute / University
2 Teaching Assisting the faculty members in planning & preparing
support the lectures through PPTs & reference materials,
Demonstration of practical based activities, preparing
TLM, assisting faculty in supervising practical based 20 25
activities/lesson planning, undertaking at practice
teaching schools/clinical set up
3 Learning Coaching support to weak performers for achieving the
20 15
support content mastery
4 Library Supporting the students & faculty members in
support identifying offline and online resources including 20 10
reference books and journals
5 Evaluation Assist faculty in developing tests, observing internal
support test/ examination activities, evaluating class test papers
& reporting under faculty supervision. 20 10
Supporting the coordinator & faculty members in
compiling marks for calculation of IA
6 Research Preparing a research proposal for the organization under
Support guidance of faculty based on their needs and available 20 30
resources.
Marks for Field Engagement during 3rd Semester 100
Total 120 200
90
Course Outcome :
1. plan calendar of activities & other schedule
2. plan and conduct practical based activities for children with special needs
3. coach weak performers for achieving the content mastery
4. identify offline and online resources for teaching learning process
5. evaluate the outcomes of the pre service trainees
91
Internship in Clinics/Institutes*
Semester IV Hours of instruction/week: 8

19MDSPV5 / 19MDSPH5 No. of credits 5
Objectives :
1. create community awareness on disability
2. identify the recent trends in the education of disabled
3. critical analyse the needs, trends and issues with respect to disabilities.
Duration Marks
Task Settings Specific activities
(50)
Advocacy 1. Create community awareness on disability 15 Hours 20
2. Suggest an implementation programme for 15 Hours
20
restoring rights of persons with disability.
3. Participate in 2 camps and create awareness on 15 Hours
Clinics/ 20
prevention & treatment.
Institute 4. Support the adult disabled through community 15 Hours
s 20
participation (CBR,SHG)
15 Hours
5. Critical analysis of needs, trends and issues
20
with respect to disabilities.
Total 75 Hours 100
Course Outcome :
1. promote rights of persons with disability
2. plan and organize camps to create awareness on prevention and treatment
3. encourage community participation to support adult disabled
4. familiarize in needs, trends and issues with respect to disabilities
5. gain knowledge on community resources
I Semester - 50
III Semester - 50
IV Semester - 100
---------------------
Total - 200 / 2 = 100
---------------------
92

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Avinashilingam Institute for Home Science and Higher Education for Women,

Two Years Programme (with Practical)

Scheme of Instruction and Examination

(For students admitted from 2019- 20 onwards)

Programme Specific Outcomes:

1. Apply the knowledge of Philosophy, Psychology, Sociology, Administration and

19MDSPV1 Specialization Practical I-

(or) Visual Impairment

Adult Education 1 1 Remarks -

19MDSC03 Research Methodology

19MDSC05 Therapeutics and 3 2 3 30 70 100 2

19MDSPV2 Specialization Practical II

19MEDI1A Inter disciplinary 4 3 30 70 100 4

19MDSC06 Mini Project - 1 - 100 - 100 2

Adult Education 1 1 Remarks 1

19MDSC09 Guidance and

Field Engagement *** 5 - - - - -

Internship in clinics/institutes* - 1week during semester break

I 19MDSC11 Inclusive Education 5 2 3 30 70 100 4

19MDSC15 Thesis - 5 - 100 100 200 6

II 19MDSPV4/ Internship as a Teacher

Total Marks 2900 92

MOOC course ( out of class hours ) 2

Semester I Hours of instruction/week: 5(T)+2(P)

Unit 1: An Overview of Development of Education System (15+6) Hours

Unit 4: Quality Issues in Education (15+6) Hours

Unit 5: Current Trends and Future Perspective (15+6) Hours

Unit 1: Overview Educational Psychology (12+9) Hours

Unit 2: Understanding the Development of the Learner (12+9) Hours

Unit 3: Cognition and Information Processing (12+9) Hours

Unit 4: Motivation, Learning and Personality (12+9) Hours

Semester I Hours of instruction/week: 5(T)+2(P)

UNIT 1: Evolving Concept and Definition of Visual Impairment (15+6) Hours

Unit 2: Eye Disorders: Etiology and Implications (15+6) Hours

Unit 4: Identification and Assessment Procedures of Children with Visual Impairment

1. Frampton, M. E. (2006). Education of the Blind : A Study of Methods of Teaching

Semester I Hours of instruction/week:5(T)+2(P)

Unit 1: Audiological Assessment, Identification and Addressing Needs (15+6) Hours

Unit 2: Speech Assessment, Identification and Addressing Needs (15+6) Hours

Unit 4: Educational Assessment, Identification and Addressing Needs (15+6) Hours

Semester I Hours of instruction/week: 4(T)+3(P)

Unit 1: Basic Curriculum Areas and Skills (12+9) Hours

Unit 2: Introduction to Expanded Core Curriculum (12+9) Hours

Unit 3: Steps in Expanded Core Curriculum Development (12+9) Hours

Unit 5: Approaches to Curriculum Development for Visual Impairment and Multiple

Unit 1: Curricular Needs at Different Levels (12+9) Hours

Unit 2: Curricular Adaptations (12+9) Hours

Unit 3: Differentiated Instructions (12+9) Hours

Unit 5: Research & Development in Literacy (12+9) Hours

Semester I Hours of instruction/week: 6

S.No. Task Settings Specific activities Hrs Marks

Semester I Hours of instruction/week: 6

S.No. Task Settings Specific activities Hrs Marks

 Prepare lesson plans for listening

7 Troubleshooting Special  Carrying out Ling‟s 6 sound test

11 Home training Speech &  Based on the auditory, speech and

To enable the students to

1. expose them to community work through adult education

Unit 1 Literacy and Role of Various Agencies to Eradicate Illiteracy in India 6

1. Current Trends in Adult Education. New Delhi : Sarup & Sons.