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SNDT Women’s University (Sndt.digitaluniversity.ac)

Syllabus – B. Ed. in Special Education (Learning Disability, Mental Retardation & Visual Impairment)

SNDT Women’s University 1, Nathibai Thackersey Road,

Mumbai 400 020 Revised - 2008

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B.ED. (SPL. ED.) COURSE

(Recognized by RCI & �CTE)

Specialization: Learning Disabilities / Mental Retardation /

Visual Impairment

COURSE OBJECTIVE:

The course is designed to enable the student teachers to:

1. understand and respond to the educational, physical and vocational needs of persons

with disabilities.

2. develop skills in systematic assessment.

3. develop curriculum for persons with mental Retardation (MR), Learning disabilities

(LD) and visual Impairment (VI).

4. plan and implement educational programmes needed for the children with special

needs (MR, LD, VI)

5. Familiarize themselves with the management of special education programmes for

children with MR, LD, VI.

6. Coordinate and collaborate with parents, family, doctors and the community to help

children with disabilities become productive and useful members of the society.

7. Develop abilities and skills to create awareness and sensitivity in the society towards

persons with disabilities.

8. Promote and facilitate inclusion of children with special education needs in the

mainstream.

ADMI�ISTRATIVE REGULATIO�S

ELIGIBILITY :

• Minimum of 45% marks in graduation from a recognized University.

• Parents of special children can audit the course if they do not meet the eligibility

criterion.

The minimum percentage of Marks (45%) is not required for in – service teacher

with at least two years of work experience A candidate must provide a valid

proof Of service.

DURATIO� OF THE COURSE

• One academic year, divided into two semesters of 18 weeks each.

• Vacation of two to three weeks between semesters.

MEDIUM OF I�STRUCTIO� :

• Classroom sessions : English

• Practical & field work : English or any of the Indian languages used by the institution

where field work is conducted.

• Examination : English

RULES OF CO�DUCT A�D / OR ATTE�DE�CE :

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• The students are not allowed to serve during the period of training.

• The students are not allowed to pursue any other course of study or appear at any

other examination during the period of training.

• The students are required to participate in all scheduled activities.

• The students are required to take all examinations and undertake all practical work.

• A student will not be given a retest if she fails to appear for the regular test.

Permission for the retest may be granted only under special circumstances.

• 80% attendance in each semester is compulsory as eligibility for appearing for end

semester examination.

• 100% completion of practice teaching and the practical work is required to appear for

the examination.

• If a student is unable to complete her work due to illness she may be allowed to

complete it before the examination on production of a medical certificate. However,

the final decision will be taken by the Director of the Centre.

CREDITS:

The B. Ed. (Special Education) course carries a total of 72 credits i.e. 32 for theory

and 40 for practical work.

CREDITS :

One credit implies one hour of theory session per week OR,

Three hour of practical work per week.

COURSE OF STUDY FOR B.Ed. SPECIAL EDUCATIO� DEGREE:

Part I Theory and related practical assignments.

Part II Practicum

EVALUATIO�:

Percentage of Marks Grade Description Grade Point

70 and above O Outstanding 6

60 to 69 A Very good 5

50 to 59 B Good 4

Below F Fail Below 4

I. The students performance is evaluated continuously throughout the course (for Part I

and Part II)

II. The students have to pass separately in each course paper of Part I and consolidated

practical work of Part II.

III. 50% weightage to internal and external examininations.

IV. A students who has failed in internal examination in any theory paper of Part I may be

allowed to appear for external examinations.

V. A student who has failed in internal as well as external examinations may be allowed

to reappear for external as well as internal examination in the course paper she has

failed, for two consecutive years only. The same may be reflected in the mark sheet.

VI. In Practicum Part II a student unable to obtain at least ‘B’ Grade in the aggregate will

be considered failed. Students having failed in practice teaching will have to re-

register in B.ED.(Special Education) course in order to get the Degree.

VII. If a student has passed in practice teaching but has failed in consolidated practical

work she may be allowed to reappear in the unit / section of the practical work in

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which she has failed, because of which she is unable to obtain ‘B’ Grade in aggregate

of practical work.

ELIGIBILTY FOR ADMISSIO� TO THE E�D SEMESTER EXAMI�ATIO�

The students are allowed to appear in the examination at the end of each

semester provided they satisfy requirements of attendance and satisfactory

completion of practical work.

EXAMI�ATIO� FEES :

First Semester Examination : As per University rules.

Second Semester Examination : As per University rules.

Refund of Examination Fees : As per University rules.

B. ED. (Spl. Ed. ) Course. Credit Marks

Part I Theory 32 800

Part II Practicum 40 1000

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SYLLABUS FORMAT

�.B. Total Hours specified in the syllabus indicate work hours to be put in by each student

L: No. of lectures/week, P/T: Practical or tutorials in hrs/week, D: Duration of theory

paper for exam in hrs, TP: Theory marks, P/V: Practical/Viva Voce marks,

T: Total

Part I Theory

Pap

er

�o.

Semester A. Core Papers Credit L P/

T

D TP (Exter

nal)

TW

(Interna

l)

P/V T (avg

of TP

&

TW)

A1 2nd

Semester

Education in Emerging

Indian Society 4 2 3 100 100 100

A2 1st

Semester

Introduction to Special

Education 4 2 3 100 100 100

A3 1st

Semester

Educational Psychology

and the Disabled 4 2 3 100 100 100

A4 2nd

Semester

Educational management,

Curriculum Design &

Research

4 2 3 100 100 100

B. SPECIALIZATIO� :

(Any One)

Learning Disability (LD)

Mental Retardation (MR)

Visual Impairment (VI)

B1 1st

Semester

LD: Introduction to

Learning Disabilities 4 2 3 100 100 100

B2 1st

Semester

LD: Assessment of children

with Learning Disabilities 4 2 3 100 100 100

B3 1st

Semester

LD: Introduction and

Remediation in Learning

Disabilities

4 2 3 100 100 100

B4 1st

Semester

MR: Identification and

Assessment of Mental

Retardation

4 2 3 100 100 100

B5 1st

Semester

MR: Mental Retardation :

The Multidisciplinary

Perspective

4 2 3 100 100 100

B6 1st

Semester

MR: Mental Retardation :

Curriculum and Teaching

Strategies

4 2 3 100 100 100

B7

1st

Semester

VI: Introduction to the

Education of Visually

Impaired Children

4

2

3

100

100

100

B8

1st

Semester

VI: Educational Perspective

of visual Impairment

4

2

3

100

100

100

6

B9 1st

Semester

VI: Instructional Methods

for the Visually Impaired 4 2 3 100 100 100

C. AUXILIRY PAPERS

(Any One)

C1 2nd

Semester

Teaching of language and

Social Studies 4 2 3 100 100 100

C2 2nd

Semester

Teaching of Maths and

Science 4 2 3 100 100 100

Part II Practicum

D Semester PRACTICUM Credit L P/T D TP TW P/V T

Learning

Disabilities

D1 Both

Semesters

Practice of

Teaching (40

lessons)

16 4 400 400

D2 Both

Semesters

Case Study (2) 4 2 200 200

D3 Both

Semesters

Peer

Observation 1 1 25 25

D4 1st

Semester

Preparation of

T-L Aids 2 2 50 50

D5 Both

Semesters

Visits 1 1 25 25

D6 2nd

Semester

Community

Work in

Urban/Rural

area

3 2 75 75

D7 2nd

Semester

Internship 3 2 75 75

D8 1st

Semester

Administration

of

Standardized

Test & Report

Writing

2 1 50 50

D9 1st

Semester

Development

&

Administration

of Teacher

Made Test

2 2 50 50

D10 2nd

Semester

Curriculum

Adaptation 3 2 75 75

D11 1st

Semester

Vacation Plan 1 1 25 25

D12 2nd

Semester

Co Curricular

Activities 2 1 50 50

Mental

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Retardation

D13 Both

Semesters

Practice of

Teaching (40

lessons)

16 4 400 400

D14 Both

Semesters

Case Studies

(2) 4 2 100 100

D15 Both

Semesters

Peer


D16 1st

Semester

Preparation of

T-L Aids 2 2 50 50

D17 2nd

Semester

Visits 1 1 25 25

D18 2nd

Semester

Community

Work in

Urban/Rural

area

3 2 75 75

D19 2nd

Semester


D20 2nd

Semester

Observation &

Report on

Function of

School System

2 1 50 50

D21 2nd

Semester

Co-Curricular

Activities 2 1 50 50

D22 2nd

Semester

Project Work 3 1 75 75

D23 1st

Semester

Development

of vacation

plan

1 1 25 25

D24 2nd

Semester

Curricular

Adaptation 2 1 50 50

Visual

Impairment

D25 Both

Semesters

Practice of

Teaching (40

lessons)

6 4 400 400

D26

Both

Semesters

Case Studies

(2)

4

2

100

100

D27 Both

Semesters

Peer


D28

1st

Semester

Preparation of

T-L Aids

2

1

50

50

D29 Both

Semesters

Visits 1 1 25 25

D30 2nd

Semester

Community

Work in 3 1 75 75

8

Urban/Rural

area

D31 2nd

Semester


D32 2nd

Semester

Braille

Training 3 1 75 75

D33 1st

Semester

Orientation &

Mobility 2 1 50 50

D34 1st

Semester

Daily Living

Skills 1 1 25 25

D35 1st

Semester

Sensory

Training 2 1 50 50

D36 2nd

Semester

Assistive

Devices 2 1 50 50

D37 2nd

Semester

Preparation of

Adaptive Tests 2 1 50 50

D38 2nd

Semester

Training in

Computer

Education for

the Visually

Impaired

2 1 50 50

Sum 16 19 800 1000 1800

Total work

hours for

student/week

(A+B+C+D)

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CORE PAPER

A 1 EDUCATIO� I� EMERGI�G I�DIA� SOCIETY

Credits: 4

Hours : 60 Marks : 100

OBJECTIVES:

After studying this paper, the students teachers are expected to realize the

following objective

1 Explain the nature, process and philosophy of special education

2 Spell out the aims and functions of education and special education

3 Describe the various systems of education with reference to general and special

education

4 Discuss the various roles of educational agencies in India

5 Analyses the role of educational system in the context of modern ethos like

democracy, socialism and secularism

Course Content ( 10 Hrs)

Unit I : �ature, Process and Philosophy of Education

1.1 Its conceptual development – the delineation of its meaning in traditional and modern

times.

1.2 Nature and Philosophy of Idealism, Naturalism, Pragmatism and Humanism

1.3 Nature and Philosophy of special education

1.4 Implications of Idealism, Naturalism, Pragmatism and Humanism in special education

1.5 Role of teachers in the process of education

Practicum/Internal Assignment

• Book/Film / Article review in the light of philosophies taught.

Unit II : Educational Aims ( 12 Hrs)

2.1 Aims and functions of education

2.2 Aims, objectives and functions of special education

2.3 Direction and priorities of general and special education

2.4 Recent trends in modern Indian Education including special education

2.5 Education For All movement, Education through 21st century, National Policy on

Education including special education

Practicum/ Internal Assignment

• Survey of trends in Education

Unit III: Education in the Social Context (14 Hrs)

3.1 Formal, Informal and Non – formal Education

3.2 Continuous and Life – long Education

3.3 Community Based Education

3.4 Open Learning, Distance Education with reference to General and Special Education

3.5 Value Oriented Education


• Seminar on different types of education systems

.

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Unit IV: Educational Agencies for �ational Development (14Hrs)

4.1 Educational challenges for economic and socio – political

development

4.2 Role of home, school, society and mass media

4.3 Role of Government and Non – Government agencies in general and special

education. Example : NCERT, SCERT, RCI, NCTE and National Institutes for

Handicapped and International Non Government Organization (INGOs) like

UNICEF, UNESCO, ACTIONAID, CBM, Resource mobilization through funding

agencies and concession / facilities for the disabled

4.4 Implication of science and technology on general and special education


• Presentation on Role of given NGO’s and INGO’s.

Unit V : Education and the Modern Ethos (10 Hrs.)

5.1 Democracy, Socialism and Secularism

5.2 Constitutional provisions in human rights

5.3 Equalization of educational opportunities

5.4 Education and human resource development

5.5 Planning and management of human resource development


• Group discussion on Human right’s and Educational opportunities for PWD.

.

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CORE PAPER

A2 I�TRODUCTIO� TO SPECIAL EDUCATIO�AL

Credits: 4


OBJECTIVES:

After studying this paper, the student teachers are expected to realize the following objectives

1 Understand the different concepts, characteristics, trends and issues in special

education

2 Discuss the nature, types, characteristics and educational implications of sensory

impairment

3 Discuss the nature, types, characteristics and educational implications of orthopedic

conditions, neurological dysfunction and learning disabilities

4 Explain the nature, types, characteristics and educational implications of mental

retardation

5 Examine the nature, scope and issues in career education and rehabilitation of persons

with special needs

Course Content:

Unit I : Introduction (10Hrs)

1.1 Impairment, Disability, Handicap: Concept and Characteristics

1.2 Exceptionally: Concept and Types

1.3 Special Education: Definition and History

1.4 Service Delivery Systems

1.5 Changing Trends and Issues in Special Education


• Group discussion on Changing trends and issues in Special Education

Unit II: Sensory Impairment (VI, HI) (12Hrs)

2.1 Hearing and visual Impairment:

2.2 Types of Hearing Impairment and Visual Impairment.

2.3 Etiological factors

2.4 Associated Conditions

2.5 Educational Implications.


• Presentation on Educational Implications of with sensory impairments

in a given case.

Unit III: Orthopaedic Conditions and �eurological Dysfunction (14Hrs)

And Learning Disabilities (LD)

3.1 Orthopaedic Conditions: Muscular Dystrophy, Spine Bifida, Osteogenesis

Imperfecta, Poliomyelites, Cerebral Palsy

3.2 L. D.: Definition Characteristics and Types

3.3 ADD and ADHD

3.4 Etiological factors

3.5 Educational Implications


.

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• Presentation on Educational Implications of with orthopedic and neurological

impairments in a given case.

Unit IV: Mental Retardation (10 Hrs)

4.1 Definition and Characteristics

4.2 Classification

4.3 P. D. D.: Definition and Types

4.4 Etiological Factors

4.5 Educational Implications


• Presentation on Educational Implications of with Mental Retardation

in a given case.

Unit V : Career Education and Rehabilitation (14Hrs)

5.1 Habilitation and Rehabilitation: Concept, Nature and Need

5.2 Education for Independent Living

5.3 Vocational training and job opportunities

5.4 Legal issues in rehabilitation

5.5 Challenges and implications


• Report on visit to a given Centre for Vocational training and employment for persons

with disability.

.

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CORE PAPER

A3 EDUCATIO�AL PSYCHOLOGY A�D THE DISABLED

Credits: 4


OBJECTIVES :

After studying this paper, the student teachers are expected to realize the

following objectives

1 Understand the nature of human growth and development and development through

various theoretical perspectives on human development

2 Examine the factors that adversely affect human growth and development

3 Understand the importance of psychological process in the learning and education of

special children

4 Describe the meaning and techniques of guidance and counseling in general and with

special reference to the disabled

Course Content :

Unit I : Development Psychology (12 Hrs.)

1.1 Concepts and principles of growth and development

1.2 Development from conception to adulthood (development tasks)

1.3 Development aspects of childhood and preadolescence

1.4 Theories of development : (Piaget, Kohlberg, Bronfenbrenner)

1.5 Developmental deviancies


• Presentation on developmental deviances

Unit II: Psychological Processes (12 Hrs.)

2.1 Psychology : definition, methods of study

2.2 Educational psychology : scope and relevance – sensation, attention,

perception, memory and forgetting

2.3 Learning : definition, theories of learning, factors affecting learning

2.4 Motivation : definition, theories. Thinking : definition, tools and types

2.5 Implication of the above with regard to the disabled


• Development of teaching learning related to one of the material to enhance

psychological processes

Unit III: Intelligence and Aptitude (12 Hrs.)

3.1 Intelligence : concept, theory and testing

3.2 Aptitude : concept and theories

3.3 Creativity : definition and elements

3.4 Individual differences, their importance in education

3.5 Implications of the above for the disabled


Presentation on Management of individual differences in classroom

Unit IV: Personality Development (12 Hrs.)

4.1 Personality : Concept, definitions and domains

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4.2 Theories and assessment of personality

4.3 Frustration and conflict

4.4 Mental health, mental illness and factors affecting mental health

4.5 Implications of the above with regards to the disabled


• Group discussion on a given case with respect to the theories taught.

Unit V: Guidance and Counseling (12 Hrs.)

5.1 Guidance and Counseling : nature, meaning and scope

5.2 Techniques of guidance and counseling with reference to the disabled

5.3 Vocational guidance – assessment, training, avenues and perspective

5.4 Individual problems and stress management through counseling and yoga

5.5 Role of home and school in guidance and counseling


• Seminar on techniques of Guidance and Counseling

.

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COREPAPER

A4 EDUCATIO�AL MA�AGEME�T, CURRICULUM DESIG�I�G

A�D RESEARCH

Credits: 4


OBJECTIVES:

After studying paper, the student teachers are expected to realize the following

objectives

1 Understand the meaning, and scope of educational management

2 Understand the concept and meaning of curriculum and types of

educational technology

3 Explain the concept, meaning, scope and types of educational technology

4 Describe the need and scope of educational research

5 Discuss the meaning, scope and types of educational evaluation

Course content :

Unit 1 : Educational Management (12 Hrs.)

1.1 Educational management : meaning, need, scope, system approach,

matrix management

1.2 Concept and Principles of Institutional Planning and Management, Admission,

School plant, Classification, Provisions, Records and report writing.

1.3 Staff : recruitment, development, appraisal

1.4 Institutional Organisation, Administration, Inspection and Supervision and

Evaluation

1.5 Types of Leadership and Organizational Climate


• Assessment of management practices followed in a school visited

Unit 2 : Curriculum and Instructional Strategies (14 Hrs.)

2.1 Curriculum : Concept, types and approaches

2.2 Principles of curriculum development

2.3 Curriculum Planning, implementation and evaluation in Special Education

2.4 Institutional Strategies and analyzing teacher behavior

2.5 Models of teaching – concept and scope, Concept Attainment Model,

Development Model, Role Play Model


• Practice Teaching in simulated settings

Unit 3 : Educational Technology (14 Hrs.)

3.1 Educational Technology : Concept and Scope

3.2 Instructional Technology: Objectives, planning and implementation3.3

Individualized Instruction and application of A. V. aids and media in teaching

and learning

3.4 Programmed Instruction, Computer Assisted Instruction and Interactive

Learning

3.5 Emerging educational and rehabilitation technology for the disabled. Role of

computer and other devices.

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• Development of CAI material

Unit 4 : Educational Research (10 Hrs.)

4.1 Educational Research : need and scope

4.2 Principles of Research in Education

4.3 Tools of Research

4.4 Types of Research in special education in Indian context


• Develop a questionnaire on a given topic

Unit 5 : Educational Evaluation (10 Hrs.)

5.1 Meaning, scope and types of evaluation

5.2 Types of Tests

5.3 Characteristics of a good test, construction of test, items for CRT, NRT, Teacher

Made Test

5.4 Descriptive statistics, Measures of central tendency (Mean, Median, Mode),

Measure of variability (Standard Derivation, Quartile Deviation)

5.5 Inferential statistics, correlation, rank order correlation, construction of different

graphs and diagrams


• Development of a table of Specifications.

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SPECIALIZATIO� PAPER

B1 I�TRODUCTIO� TO LEAR�I�G DISABILITY

Credits: 4

Hours : 60 Marks:100

OBJECTIVES :

After studying this paper, the student teacher is expected to

1. describe the nature, concept and definition of learning disabilities

2. described some theories used in the understanding of L.D.

3. narrate the causes of learning disabilities-medical, neurological and

psycho- social

4. list the type of common learning disabilities found among children

5. identify the areas of information processing in learning

Course Content :

Unit 1 : Introduction to LD (10Hrs)

1.1 Nature, concept and definition and Characteristics of Students with LD

1.2 Historical overview of LD

1.3 Contribution of Orton – Gillingham, Myklebust, Kephart, Fernald,

Cruickshank, Kirk, Kim Reid & heshko

1.4 LD : Adulthood issues

1.5 Services for the LD National and International scenario


• Group discussion on Issues related to LD

Unit 2 : Causes of LD (12 Hrs)

2.1 Medical

2.2 Social and Psycho-neurological

2.3 Language Impairments and LD

2.4 Deficits in Information Processing

2.5 LD and associated conditions (ADD & ADHD)


• Analyze the causes of LD of a case.

Unit 3 : Types of LD (12Hrs )

3.1 Specific LD in Reading

3.2 Specific LD in Writing

3.3 Specific LD in Math

3.4 Non-verbal LD

3.5 Socio-Emotional problems in LD


• Diagnose a Case based on profile given.

Unit 4 : Cognitive Processes in Learning and deficiencies in (14Hrs)

4.1 Attention

4.2 Perception

4.3 Memory

4.4 Language

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4.5 Thinking


• Presentation on the importance of any given process in Learning

Unit 5: Language and Children with LD (12 Hrs)

5.1 Language Development and Bilingualism

5.2 Systems of Language

5.3 Oral Language – Listening and Speaking

5.4 Written Language – Reading and Writing

5.5 Language implications in LD


• Identify Language Deficits in a given case

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B2 ASSESSME�T OF CHILDRE� WITH LEAR�I�G DISABILITIES

Credits: 4


OBJECTIVES :

After studying this paper, the students are expected to

1. Explain the meaning and concept of screening, identification and

assessment of children with L.D.

2. Use the techniques of assessment for learning children with disabilities.

3. Demonstrate skills in diagnosing the educational problems encountered by

learning disabled children.

4. Demonstrate ability to construct / develop tools for assessment to identify areas of

deficits in children with L.D.

5. Demonstrate the ability to write reports and discriminate findings of the

assessment.

Course Content :

Unit 1 : Assessment of Learning Disability (10 Hrs.)

1.1 Concepts of screening and identification of learning disabled children

1.2 Assessment of the educational needs of disabled children

1.3 Need for early intervention of children with learning disability

1.4 Identification criteria – Inclusion, Exclusion and Discrepancy

1.5 Distinction between learning disability, slow learner and mental retardation


• Preparation of checklist for screening LD

Unit 2 : Types of Assessment (12 Hrs.)

2.1 Formal Assessment

2.2 Criterion Referenced Tests and Norm Referenced Tests

2.3 Teacher made tests

2.4 Functional assessment

2.5 Interpretation of tests reports / results for educational programming


• Presentation on Types of Assessment

Unit 3 : Assessment areas (14 Hrs.)

3.1 Motor area

3.2 Perceptual area

3.3 Attention and Memory

3.4 Thinking

3.5 Social emotional area


• Development of an Assessment tool in the given area

Unit 4 : Assessment of basic curricular skills (12 Hrs.)

4.1 Readiness skills

20

4.2 Reading skills

4.3 Writing skills

4.4 Math skills

4.5 Spellings


• Development of an Assessment tool in the given curricular skill

Unit 5 : Assessment Tools (12 Hrs.)

5.1 Use of assessment tools

a) Wechlers Intelligence Scale

b) Bender Gestalt Visuo-Motor Test

c) Indian adoptation of Standord-Binet Test of intelligence

by S.P. Kulsreshtha

Formal Tests : a) Behavioural Checklist for Screening the LD (BCSLD)

b) Diagnostic Test of Learning Disability (DTLD)

c) Swarup-Mehta test of thinking strategies (TTS)

d) Diagnostic Test of Reading Disorders (DTRD)

e) Aston Index for Screening Children with

Learning difficulties.

5.2 Informal and Teacher Made Tests

5.3 Other tools of assessment – Observation, Interviews, Questionnaires, Rating Scales,

Checklist.

5.4 Types of records

5.5 Writing case reports


• Differential diagnosis a case based on given reports

• Preparation and use of interviews / observation schedule for informal assessment

21


B3 I�TERVE�TIO� A�D REMEDIATIO� OF LEAR�I�G DISABILITIES

Credits: 4


OBJECTIVES : After studying this paper, the student teachers are expected to

1. Describe the principles, types and area of curriculum

2. Demonstrate skills in applying different intervention programmes for

the children with learning disability.

3. Make effective use of appropriate teaching strategies as per the

specific needs of children with learning disability.

4. Acquire knowledge of therapeutic techniques and practices to be

used with individuals with L.D. and their parents.

Course Contents : Unit 1

: Curriculum Design (10 Hrs.

1.1 Curriculum Design : Concept, Definition and Principles

1.2 Types of Curriculum – core, collateral and support

1.3 Designing an Adaptive Curriculum

1.4 Individual Education Plan (IEP)

1.5 Further Education plan (FEP) and Life Long Education


• Prepare a FEP for a selected case

Unit 2 : Remediation / Approaches and Areas (12 Hrs.)

2.1 Concept: Principles and Perspectives

2.2 Behavioural approach

2.3 Cognitive approach

2.4 Multi sensory approach

2.5 Collaborative teaching approach


• Discussion on Approaches used in Remediation

Unit 3 : Remediation in Cognitive and Meta- (14 Hrs.)

cognitive Processes 3.1 Attention

3.2 Perception

3 .3 Memory

3.4 Thinking

3.5 Language


• Preparation of Remedial material in Given process

Unit 4 : Remediation in Curricular area / skills (14 Hrs.)

4.1 Reading

4.2 Writing

4.3 Spelling

4.4 Math

4.5 Social skills


22

• Preparation of Remedial material in Given skill

Unit 5 : Management of Children with LD in inclusive class’s (10 Hrs)

Concept, Importance & �eeds of :

5.1 Curriculum Adaptation

5.2 Management of Students with LD in regular classroom :

- Peer Tutoring

-Co-operative learning

- Team Teaching

5.3 Behaviour modification

5.4 Guidance and Counselling :

- Definition, Scope and Techniques

5.5 Community Partnership


• Group Discussion on ‘Effectiveness of any given method of management of children

with LD’.

• Identification of counselling needs in the field of LD.

References:

Specialization : Learning Disabilities

1. Adamson & Adamson

2. Handbook of Specific LearningDisabilities, Gardner

Press USA 1979

2. Bala, Jampala Madhu Bender, William N. Methods of Teaching Exceptional

Children, 2004

3. Bender, William N. Identification and Teaching StrategiesLearning Disabilities,

charctristics identification and coching catagaries allyn bacon, 1995

5. Caroll Weller, Clifford

Adaptive Language Disorders of Youth, Adults with Learning

disabilities,SingularPub.,California 1992.

6. Eddy G.L.

Slow learners : Their psychology & instruction, New Delhi – Discovery

Pub. 1997

7. Harwell, Joan M.

Complete Learning Disabilities Handbook, Ready to use Techniques for

Teaching Learning Handicapped Students, 1989

8. Hayes and Stevenson

Teaching ED/LD Child, Vol. I to IV, Acropolis Books Ltd., 1980

9. Higgins, Judith (etal)

Practical Ideas that Really work for students with Dyslexia and other reading

Disorders, 2003

10. John Jerry L.

Handbook for Remediation of Research Diffculties Prantice Hall – 1985

11. Langone, John

Teaching Students with Mild & Moderate Learning problems, Allyn & Bacon,

Boston 1990

12. Mark Selikowitzi

Dyslexia and other Learning Disabilities, Oxford Univ, Press – 1998

13. McAfee, Jeanette L.

23

Navigating The Social World, 2002

14. Muncy, Patricia, Ed

Complete book of Illustrated Reading & Writing Activities for the Primary

Grades, 1995.

15. Myklebust, Helmer

Progress in Learning Disabilities, Guene and Stratton – New York – 1983

16. P. Rourke and E. Del Dotto Learning Disabilities, 1994

17. Pierangelo, Roger and Robert Jacoby

Parent’s complete Special Education Guide, 1996

18. Reddy G.L. & Ramar R.

Education of children with special needs, New Delhi – Discovery Pub. 2000

19. Reid. Kim

Teaching the Learning Disabled, Allyn and Bacon, Baston, 1988

20. Sedlak, Robert A.

Instructional Methods for Students with Learning & Behaviour Problems

21. Strichart, S.S.

Teaching Study Strategies to Students with Learning Disabilities, Allyn &

Bacon Boston 1993

22. Swady, Ebara E.R.

Diagnosis & Correction of Reading, Difficulties, Allyn & Bacon Boston 1989

23. Taylor, Barbara and others

Reading Difficulties : Instruction and Assessment, Random House, New York,

1988

24. Wong. Bernice Y.L.

The ABCs of Learning Disabilities, 1996.

24


B4 IDENTIFICATION AND ASSESSMENT OF MENTAL

RETARDATION Credits: 4

Hours : 60 Marks :

OBJECTIVES :

After studying this paper the student teachers are expected to

1. Describe the historical perspective, concept and nature of mental

retardation

2. Describe the types, tools and procedures of assessment and evaluation of

mental retardation.

3. Delineate the various areas of assessment in mental retardation

4. Appreciate the importance of differential assessment in program planning

for student with mental retardation.

5. Analyze the implication of mental retardation on family and community

Course Content

Unit 1: Mental Retardation – �ature and �eeds (10Hrs)

1.1 Historical perspective of mental retardation

1.2 Concept and definition of mental retardation

1.3 Prevalence and incidence of mental retardation

1.4 Classification of mental retardation – medical, educational, psychological

1.5 Characteristics of mental retardation – learning, psycho-social and physical


• Group Discussion on factors that affect prevalence and incidence of MR in India

Unit 2: Mental Retardation – Identification, Assessment & Evaluation (12 hrs)

2.1 Screening, identification, assessment – concept and definition

2.2 Purpose of assessment in mental retardation

2.3 Evaluation – concept and types ( formative & summative)

2.4 Tools of assessment – tests, observation, interview

2.5 Teacher competencies in conducting assessment and evaluation


• Seminar on advantages and disadvantages of identification of children with MR

Unit 3: Mental Retardation – Areas of Assessment (14 Hrs.)

3.1 Psychological assessment – Wechsler Intelligence Scales, Binet-Kamat

3.2 Educational assessment – Madras Development Programming Scale

3.3 Assessment of adaptive behavior – Adaptive Behavioral Scale, VSMS

3.4 Functional assessment – Functional Assessment Checklist for Programming

3.5 Behavioral assessment – Behavioral Assessment Scale for Indian Children with MR


• Preparation of a teacher made test for functional assessment of a given child with MR

Unit 4: Mental Retardation – Differential Assessment (14 Hrs.)

4.1 Assessment of speech and language skills.

4.2 Assessment of perceptual motor skills

25

4.3 Assessment of sensory integration skills

4.4 Issues in assessment of mental retardation – personal, professional, procedural

4.5 Interpretation of assessment results and program planning


• Planning of an educational program on the basis of an assessment report

Unit 5: Mental Retardation – Family & Community �eeds Assessment (10Hrs)

5.1 Effect on parents and extended family members

5.2 Effect on siblings

5.3 Guidance and counseling

5.4 Community support and participation

5.5 Legal and constitutional provisions


• Seminar on Government policies and constitutional provisions for persons with MR

26


B5 MENTAL RETARDATION – THE MULTIDISCIPLINARY

PERSPECTIVE

Credits: 4

Hours : 60 Marks :100

OBJECTIVES :

Above studying this paper the student teachers are expected to

1. Describe the etiological factors and appropriate prevention measures

for mental retardation.

2. Enumerate the disabling conditions associated with mental retardation

3. Analyze the nature of language and communication disorders in

persons with mental retardation

4. Identify appropriate therapies, for development of motor skills in persons

with mental retardation.

5. Discuss the role of the multidisciplinary team in rehabilitation of persons

with mental retardation.

Course Contents :

Unit 1 : Etiology and Prevention and Mental Retardation (10 Hrs.)

1.1 Genetic Disorders

1.2 Chromosomal deviations

1.3 Congenital factors

1.4 Environmental factors

1.5 Preventive measures


• Presentation on environmental factors causing MR in India

Unit 2: Co-morbidity with Mental Retardation (16 Hrs.)

2.1 Cerebal palsy

2.2 Autism

2.3 Behavioral disorders

2.4 Sensory Impairments : VI, HI, Deafblindness

2.5 ADD & ADHD


Preparation of an intervention program for a given child with MR and co-morbid condition

Unit 3 : Communication Aspects of Mental Retardation (12 Hrs.)

3.1 Language, Communication and speech-concept & definition

3.2 Speech disorders – Types and intervention

3.3 Language – components, disorders, intervention

3.4 Communication – process and types

3.5 Alternative & Augmentative communication


• Preparation of visual aids for enhancement of communication skills

27

Unit 4 : Motor Aspects of Mental Retardation (12 Hrs.)

4.1 Gross and fine motor impairments

4.2 Perceptual – motor difficulties

4.3 Sensory integration disorders

4.4 Adaptive aids and devices

4.5 Implications for intervention


• Preparation of need based and cost effective adaptive aids for motor development

Unit 5 : Intervention – The Multidisciplinary Approach (10 Hrs.)

5.1 The Multidisciplinary team-need & structure

5.2 Role of educators-special & general education teachers

5.3 Role of therapists-speech, occupational & physiotherapist

5.4 Role of a social worker

5.5 Role of parents and family


• Seminar on role of family and community in intervention of M

28


B6 MENTAL RETARDATION: CURRICULUM AND TEACHING

STRATEGIES

Credits : 4

Marks : 100

Hours : 60

OBJECTIVES :

After studying this paper the student teachers are expected to

1. Describe the types of curriculum and educational programs suitable for

students with mental retardation.

2. Develop need-based instructional plans for students with mental

retardation

3. Select appropriate instructional approaches and techniques for a given

student with mental retardation

4. Formulate age appropriate curriculum for students with mental retardation

5. Describe the implications of full inclusion for organization of services

Course Content :

Unit 1 : Curriculum Development (12 Hrs.)

1.1 Curriculum – definition, aims and principles

1.2 Curricular approaches – developmental, ecological

1.3 Individualized educational plan

1.4 Person centered plans

1.5 Group educational plan


• Preparation of ecological inventory for a given case

Unit 2: Instructional Planning (12 Hrs.)

2.1 Curricular areas – motor, self care, communication, social, Functional academics,

vocational, recreation

2.2 . Instructional design

2.3 Goals – long term, short term, behavioral objectives

2.4 Scheduling instruction

2.5 Evaluation – procedural, performance, product


• Preparation of an instructional plan in a given curricular area

Unit 3 : Instructional Approaches & Techniques (12Hrs.)

3.1 Behavioral – Applied Behavioral Analysis

3.2 Cognitive – Cognitive Behavioral Modification, Meta-cognitive strategies

3.3 Multi-sensory – Montessori method, VAKT

3.4 Peer mediated – Cooperative Learning, Peer tutoring

3.5 Techniques – task analysis, chaining, prompting, reinforcement


• Seminar on critical evaluation of any two instructional approaches

29

Unit 4 : Educational Placement & Age Appropriate Curriculum (12 Hrs.)

4.1 Educational placement – Cascade of educational services

4.2 Infancy & early childhood years – early intervention

4.3 School years – special school curriculum, adaptive curriculum

4.4 Transitional years – sex education, pre-vocational, vocational training

4.5 Adulthood job training & employment


• Report on educational facilities for MR in the city

Unit 5 : Emerging Paradigms (12 Hrs.)

5.1 Normalization – concept & principles

5.2 Integration & inclusion – NIOS, non formal education

5.3 Community Based Rehabilitation

5.4 Life Skill Preparation

5.5 Role of Central & State Govts and NGOs in education of students with mental

retardation.


• Preparation of life skill curriculum

• REFERE�CES : Specialization : Mental Retardation 1. Ammerman & Herson

Handbook of Behaviour Therapy with Children and Adults, Allyn & Bacon,

Boston, 1993.

2. Ashwini Mahajani

A study on “Cerebal Palsy Children with Mental Retardation” 1998

3. Bala, Jampala Madhu

Methods of Teaching Exceptional Children, 2004

4. Beirne-Smith, Mary and James Patton

Mental Retardation, 1994

5. Bender and Valletutti, P.J.

Teaching the Moderately and Severely Handicapped child Vol. I to III

6. Boiley and Garder

The Handicapped Child, Churchill Living Stores, 1975

7. Council for Exceptional Children

Survival Guide for the First year Special Education Teacher

8. Ellen R. Browning

Teaching Students with Behaviour and Serve Emotional Problems, Allyn &

Bacon Inc., 1983.

9. Kenneth F. Ruder. Hichel D. Smith Development Language intervention,

University Press, Baltimore, 1984

10. Kumta, N.B.

Mental Retardation : A Multidisciplinary Aproach, K.E.M. Hospital, Bombay

11. Langone, J.

Teaching Retarded Learners, Allyn and Bacon, Boston, 1980

12. Lufting, R.L.

Teaching the Mentally Retarded Children : Curriculum, Methods and Strategies,

Oxford University, Press, New York, 1987.

13. Max L. Huff and Robert Gwy. Gibby

30

The Mentally Handicapped children with severe handicap, Edward Arnold,

London, 1987.

4. McAfee, Jeanette L.

Navigating The Social World, 2002

15. Michael Beveridge and Gina Curti – Ramsden

Children with Language Disability, Open University Press – Meltun, Keynes,

1987

16. Neiswroth, J.T. and Smith,

R.M.Retardation : Issues, Assessment and Intervention, Mc Graw, New Delhi,

1978

17. Pidikiti Swathi

A study on “The Families Having Children with Mental Retardation”, 1998

18. Pierangelo, R. & Giuliani G.A.

Transition services in Special Education, Allyn & Bacon, 2003

19. Reddy G.L. & Ramar R.

Education of children with special needs, New Delhi - Discovery Pub. 2000

20. Rep. Alan, C.

Teaching the Mentally Retarded, Parentice Hall Inc., New Jersey, 1988.

21. Rusch. F.R. and Mithaug. P.E.

Vocational Training for M.R. Adults Research Press : Illunois, 1980

22. (Eds.) Samuel J. Merels & Jack P. Shonekoff

Handbook of Early Childhood intervention, Cambridge University Press, 1990

23. Smith, D.D.

Introduction to Special Education Teaching in an Age of opportunity, Allyn &

Bacon, 2003

24. Thatcher, J.

Teaching Reading to Mentally Retarded children, Groom Helm, London, 1984.

25. Venkatesan & Vepuri V.

Mental Retardation in India, Concept New Delhi, 1995

31

SPECIALISATION PAPER

B7 INTRODUCTION TO THE EDUCATION OF VISUALLY IMPAIRED

CHILDREN

Credits : 4

Marks : 100

Hours : 60

OBJECTIVES :


1. Narrate the evolutionary process of visual impairment

2. Define blindness and other types of visual impairment

3. Describe the impact of visual impairment on the personality development

of the child

4. Plan child-centered educational service for low vision children

5. Enumerate the nature of services for visually impaired children with

additional disabilities

Course Content :

Unit 1 : Historical Perspectives of Education of Visually Impaired (12Hrs)

Children

1.1 Historical development in India and Abroad

1.2 Evolutionary process in attitude changes towards blindness

1.3 Mainstreaming of disabled persons in the society

1.4 Psychological implications of blindness

1.5 Sociological implications of visual impairment


• Seminar on changing attitude of society towards the visually impaired.

Unit 2: �ature of Visual Impairment (12 Hrs.)

2.1 Concept of impairment, handicap and disability, classification, assessment and

teaching strategies with reference to blindness

2.2 Definition of legal blindness, educational and economic blindness and low vision

2.3 Incidence and prevalence of visual impairment

2.4 Effects of blindness on growth and development – physical, social, emotional and

intellectual

2.5 Transition to adulthood : problems faced by the visually impaired adolescents,

adults and gender issues


• Presentation on issues related to visually impaired adults.

Unit 3 : Implications of visual impairment on personality Development (12hrs)

3.1 Effects of early blindness on personality development

3.2 Effects of early blindness on academic achievement

3.3 Stereotypic attitudes towards blindness

3.4 Attitudes of parents, siblings and society towards the visually impaired

3.5 Attitude change


• Group discussion on implications of visual impairment on aspects of personality

development .

32

Unit 4 : Educational of Students with Low Vision (12 Hrs.)

4.1 Identification and assessment of low vision

4.2 Educational problems of low vision children

4.3 Vision training programme

4.4 Optical and non-optical devices for the low vision

4.5 Environmental modifications for the low vision


• Development of materials for vision stimulation.

Unit 5 : Visual Impaired Children with Associated Disabilities (12 Hrs.)

5.1 Visual Impairment and associative disabilities – hearing impairment, mental

retardation, loco motor and neurological disorders, learning disabilities

5.2 Assessment of visual impaired children with associated disabilities

5.3 Educational implication

5.4 Auxiliary services – modality and implication

5.5 Current status of education of visually impaired children with associated disabilities


• Preparation of status report on current status of education of multiply disabled

visually impaired students in India.

33


B8 EDUCATIONAL PERSPECTIVE OF VISUAL IMPAIRMENT

Credits : 4

Marks : 100

Hours : 60

OBJECTIVES :

After studying this paper, the student teachers are expected to realize the following

objectives

1. List the common eye defects of children and adults.

2. Use the tests appropriate for assessing the capabilities of visually impaired

children

3. Describe various educational service options available for visually

impaired children

4. Narrate the need and nature of curricular adaptation for visually impaired.

5. Plan educational services leading to rehabilitation of visually impaired

adults.

Course Content:

Unit 1 : Anatomy and Physiology of the eye (12 Hrs.)

1.1 Structure and function of human eye

1.2 Visual acuity, refraction, fusion, depth perception

1.3 Visual deficit – tunnel vision, loss of visual fields, central scotoma, low vision

1.4 Refractive errors – myopia, hyperopia, presbiopia

1.5 Common eye diseases and other courses of visual impairment – cataract, glaucoma,

corneal ulcer, cortical visual impairment, Retinitis Pigmentosa, Trachoma


• Visit to an eye hospital.

Unit 2 : Assessment Procedures (12 Hrs.)

2.1 Clinical assessment of visual impairment

2.2 Functional assessment procedures

2.3 Importance of early identification and intervention

2.4 Commonly used adopted tests of assessment

2.5 Selective educational placement services


• Development of materials for assessment of functional vision.

Unit 3 : Educational Services (12 Hrs.)

3.1 Cascade of services delivery system

3.2 Programmes of residential nature

3.3 Inclusive and integrated education and types resource model itinerant model

combined model, cluster approach

3.4 Child centered education including non formal education alternative3.5 Role

functionaries – head special teacher, classroom teacher, parents and peers


• Discussion on the various service delivery systems followed in Mumbai for the

education of UI.

34

Unit 4 : Curricular Adaptation (12 Hrs.)

4.1 Curricular adaptations – direct and indirect services, material development and

presentation

4.2 Plus curriculum

4.3 Principles of instructional methods – duplication, modification, substitution and

omission

4.4 Use of appropriate technology in the education of visually impaired children

a) Traditional appliances – slate and stylus, abacus, taylor frame

b) Modern appliances for Braille reading, writing, mobility and mathematics

scientific aids and computerization.

4.5 Creative arts and adapted physical education, and Yoga, strategies for copying with

stress.


• Development of material for teaching concepts to the children with UI.

Unit 5: Education for Rehabilitation (12 Hrs.)

5.1 Concept of rehabilitation

5.2 Types of rehabilitation programmes

5.3 Community participatory rehabilitation

5.4 The role of multipurpose rehabilitation workers and para teachers

5.5 Government concessions for the visually impaired


• Development of materials for awareness of VI in the community.

35


B9 I�STRUCTIO�AL METHODS FOR VISUALLY IMPAIRED

Credits : 4

Marks: 100

Hours : 60

OBJECTIVES :


1. List various approaches to be adopted in teaching visually impaired

children

2. Demonstrate expertise in teaching plus curricular skills to visually

impaired children

3. Demonstrate techniques of teaching language skills to visually impaired

children

4. Demonstrate methods of teaching mathematics to visually impaired

children

5. Demonstrate methods of teaching science and social studies to visually

impaired children.

Course Content:

Unit 1: �eed for various approaches in Teaching Visually Impaired Children (12 Hrs.)

1.1 Process of providing non-visual experience to visual ideas

1.2 Learning stages – sensory motor, concrete operation and abstract thinking (logical

operations)

1.3 Compensatory instruction for concept development and learning (metacognitive

strategies)

1.4 Preparation and adaptation of instructional material and methods in teaching

visually impaired children and the use of teaching material

1.5 Sensory training – importance, objectives and procedures

- Tactile sense

- Auditory sense

- Olfactory sense

- Kinesthetic sense &

- Intersensory co-ordination


• Development of teaching learning material for the blind using sensory stimulation.

Unit 2 : Teaching plus Curricular Skills (12 Hrs.)

2.1 Reading Braille

2.2 Writing Braille – techniques of teaching Braille writing skills

2.3 Use of print medium in the case of low vision children

2.4 Techniques of teaching orientation and mobility

2.5 Techniques of teaching daily living skills


• Development of pre-Braille material.

36

Unit 3 : Methodology of Teaching Languages (12 Hrs.)

3.1 Pre-requisite skills for language development

3.2 Whole language experience approach to language development

3.3 Verbalism and Verbalization

3.4 Factors affecting language development

3.5 Evaluation of language development skills


• Development of material for teaching the language concepts for the blind.

Unit 4 : Methodology of Teaching Mathematics (12 Hrs.)

4.1 Factors contributing to learning mathematics

4.2 Concretisation of abstract ideas for the visually impaired

4.3 Use a mathematical devices – abacus, taylor frame and geo board

4.4 Mathematical Braille code

4.5 Evaluation of mathematical concepts acquired by visually impaired children.


• Development of material for teaching of mathematical concepts to the blind.

Unit 5 : Methodology of Teaching (a) Science and (b) Social Science (12 Hrs.)

5.1 Methods of teaching science to visually impaired children with the help of relevant

material

5.2 Presentation of tactile diagrams – general principles, use of maps and globe

5.3 Play way method and filed trips in teaching social science

5.4 Presentation and use of different types of maps and globe and relevant material

5.5 Evaluation of learning in science and social science


• Preparation of games\tactile diagrams for teaching concepts of science.

REFERE�CES :

Specialization : Visual Impairment

1. Bryan J.H. & Bryan G.H.

1979)Exceptional Children, Sherman Oaks, C.A. Allied

2. C.L. Kundu (2000)

Editor-in-chief, Status of Disability in India 2000, RCI, New Delhi, 110 015.

3. Exmas, P. & Verma, V. (1990)

Special Education Past, Present and Future.

The Falmer Press.

4. Hanmimen, K.A. (1975)

Teaching the Visually Handicapped - Charles

5 .King Sears, E. (1994)

Curriculum Based Assessment in Special Education. San Diago : Singular Publishing

group.

6 Lowenfeld B. (1971)

The Visually Handicaped Child in School.

7 .Mani M.N.G. (1997)

Amazing Abacus, S.R.K. Vidyalaya, Coimbatore

8 .Mani M.N.G. (1992)

Concept Development of Blind Children, S.R.K. Vidyalaya, Coimbatore

9. Mani M.N.G. (1985)

Education of Visually Impaired in Normal Schools.

37

UNIESCO Discussion Document, S.R.K. Vidyalaya, Coimbatore

10 Mani M.N.G. (1992)

Techniques of Teaching Blind Children, New Delhi : Sterling Publishers.

11. Mittler, P. (1976)

The Psychological Assessment of Mental and Physical Handicap London : Tavistock

12 Panda K.C. (1998)

Development of Education of Visually Handicapped Children in India, New Delhi :

Asish Publishing (in press)

13. Panda K.C. (1997)

Education of Exceptional Children : Vikas Publication, New Delhi

14 Evans N.M. (1995)

Ophthalmology, Second Edition Oxford University Press.

15 Sally S. Mangold (1982) New York

A teachers guide to the Special Educational Needs of Blind and usually handicapped

children American foundation for the blind.

16.Jkrik, Horton, Unesco, (1988)

Education of Visually impaired Pupils or ordinary School, UNESCO

17. Geraldine T. Scholl, (1986)Foundation of education for the Blind and Visually

Handicapped Children and Youth, American Foundation for the Blind, INC, New York

children American foundation for the blind.18.Heather Mason & Stephen Mc Call, (1997)

Visual impairment access to education for children and young people, David Fulton

Publishers London

38

AUXILARY PAPER

C1 TEACHI�G OF LA�GUAGE A�D SOCIAL STUDIES

Hours : 60 Credits : 4

Marks: 100

Objectives : After studying this paper the student teachers are expected -

1. To understand the principles of language learning.

2. To acquire practical knowledge of teaching language.

3. To understand the methods of techniques of teaching social studies.

4. To develop level appropriate instructional material for teaching language and

social studies.

Course Content:

Unit 1. Significance of role of language and social studies in curriculum of life. (12 hrs)

1.1 Importance of language: Cognitive and affective development

1.2 Language learning in multi -lingual society

1.3 Relevance of learning social studies

1.4 Objectives of teaching language and social studies at various levels.

1.5 Organisation of language and social studies curriculum at lower

higher levels.


• Prepare a curriculum in language/social studies at lower/higher levels.

Unit 2. Teaching of language (12 hrs)

2.1 Psychology of language learning

2.2 Readiness for language learning

2.3 Maxims of teaching language

2.4 Approaches to teaching language

a) structural b) communicative c) language experience

d) phonetics e) multi sensory

2.5 Methods : a) translation b) Direct c) Grammar


• Seminar on approaches to language teaching

Unit 3. Aspects of Language (12hrs)

3.1 Listening, speaking, reading writing

3.2 Activities of language teaching: language games, drill,

competition, tactile and audio aids, library role play, music.

3.3 Effective Language Teacher: qualification, role and responsibilities.

3.4 Planning and evaluation.


• Preparation of a lesson using the various activities of language teaching.

Unit 4. Teaching of Social Studies (12hrs)

4.1 Importance, procedures and advantage of a) story telling

b) Role play c) Group and self study d) programmed learning

f) field study.

39

4.2 Curriculum planning and organisation of content.

4.3 Curricular Approaches a)Coordination ,b)Correlational,c) Concentric

d)Spiral e)Integrated F) Regressive approaches

4.4 Role and effectiveness of teacher.

4.5 Educational Implications for Children with special needs in inclusive setting


• Preparation of a lesson in social studies for an inclusive class using

curricular approaches

Unit 5. Implementation and Evaluation (12hrs)

5.1 Appraisal of syllabi and textbooks.

5.2 Year plan, Unit plan, lesson plan

5.3 Assessment and Evaluation: significance and purpose

5.4 Methods of Evaluation: Formal and Informal

5.5 Tools of Evaluation:


• Appraise the Syllabi/textbook of a given board

40

AUXILIARY PAPER

C2 TEACHI�G OF SCIE�CE A�D MATHS

Hours : 60

Credits : 4

Marks: 100

Objectives : After studying this paper the student teachers are expected -

1. To understand the pragmatic importance of maths and science as school

subjects.

2. To learn appropriate methods and techniques for learning mathematics.

3. To develop competency in teaching science.

4. To acquire skills for developing instructional material for maths and

science.

Course Content:

Unit 1. Introduction to Teaching Maths and Science (12hrs)

1.1 Importance of maths and science in curriculum and life.

1.2 Objectives of teaching Maths and Science at Primary, Elementary

Secondary levels.

1.3 Cognitive aspects : Concepts and operations, reasoning and problem

solving.

1.4 Curriculum : Aids and equipment planning and adaptations.

1.5 Evaluation : Needs, methods, tools.


• Seminar on relevance of teaching maths and science to children with special needs.

Unit 2. Science Maths at Primary and Elementary Level (12hrs)

2.1 Concept Development in Science Maths.

2.2 Scientific inquiry and Problem solving.

2.3 Sequential Curriculum: Concept and Development

2.4 Application of Maths in life.


• Preparation of material for development of a concept in

science / maths at Primary/ elementary level. .

Unit 3. Teaching of Maths at Secondary Level (12hrs)

3.1 Development of concept in maths at secondary level.

3.2 Teaching of maths – Arithmetic Geometry and Algebra at Secondary

level.

3.3 Teaching of science at Secondary level.

3.4 Aids and Equipments in teaching Science and Maths

3.5 Teaching of Science and Maths of its relationship to school subjects and

co-curricular activities (seminars, games, exhibitions)


• Preparation of material for development of a concept in

41

science / maths at Secondary level. .

Unit 4. Approaches to Teaching Maths and Science (12hrs)

4.1 Principles and maxims of Teaching

a) known to unknown

b) easy to difficult

c) concrete to abstract

d) whole to part

e) particular to general

f) empirical to rational

4.2 Methods of teaching

a) Lecture cum demonstration

b) Laboratory

c) Heuristic

d) Project

e) Inductive - deductive

f) Analytic - Synthetic

g) Problem - solving

h) Programmed Learning

I) Group and self study

j) Story telling

4.3 Diagnostic and Remedial Teaching : Need and Significance

4.4 Importance of organisation of activities/facilities related to

Science and Maths : Club, games, quiz, seminar, workshop,

exhibition, laboratory, musium, herbarium, acquarium botanical

garden.

4.5 Educational Implications.


• Preparation of material for teaching science/maths in a play way method.

Unit 5. Use of Instructional material: Development and Selection (12hrs)

5.1 Appraisal of syllabi for science and maths

5.2 Critical Evaluation and selection of text books

5.3 Types and importance of a) audio aids : radio, tape recorder

b) Tactile aids : models, magnetic board, peg board.

5.4 Technological aids : computer device and CAI

5.5 Preparation of instructional material


Critically appraise a give textbook of science/maths.

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