CURRICULUM

OF

SPECIAL EDUCATION

(4-Years)
BS Program

(Revised 2016)

Higher Education Commission

Islamabad, Pakistan
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 CURRICULUM DIVISION, HEC
Prof. Dr. Mukhtar Ahmed Chairman, HEC

Mr. Fida Hussain Director General (Acad)

Ms. Ghayyur Fatima Director (Curri)

Mr. Rizwan Shoukat Deputy Director (Curri)

Mr. Abid Wahab Assistant Director (Curri)

Mr. Riaz-ul-Haque Assistant Director (Curri)

Composed by: Mr. Zulfiqar Ali, HEC, Islamabad

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 TABLE OF CONTENTS

1. Minutes of the meeting 6

2. Scheme of Studies for BS Special Education 11
3. Foundation Courses 13
4. Major Courses 33
5. Elective Courses 54
A: Intellectual and Developmental Delay (Mental Retardation) 54
B: Learning Disabilities 62
C: Visual Impairment 69
D: Physical and Health Impairment 75
E: Hearing Impairment 81
F: Autism Spectrum Disorders 89

6. MS, MPhil Special Education (Scheme of Studies) 96

7. Recommendations 97

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 PREFACE
The curriculum, with varying definitions, is said to be a plan of the teaching-
learning process that students of an academic programme are required to
undergo. It includes objectives & learning outcomes, course contents, scheme
of studies, teaching methodologies and methods of assessment of learning.
Since knowledge in all disciplines and fields is expanding at a fast pace and
new disciplines are also emerging; it is imperative that curricula be developed
and revised accordingly.

University Grants Commission (UGC) was designated as the competent

authority to develop, review and revise curricula beyond Class-XII vide Section
3, Sub-Section 2 (ii), Act of Parliament No. X of 1976 titled “Supervision of
Curricula and Textbooks and Maintenance of Standard of Education”. With the
repeal of UGC Act, the same function was assigned to the Higher Education
Commission (HEC) under its Ordinance of 2002, Section 10, Sub-Section 1
(v).

In compliance with the above provisions, the Curriculum Division of HEC

undertakes the revision of curricula after every three years through respective
National Curriculum Revision Committees (NCRCs) which consist of eminent
professors and researchers of relevant fields from public and private sector
universities, R&D organizations, councils, industry and civil society by seeking
nominations from their organizations.

In order to impart quality education which is at par with international standards,

HEC NCRCs have developed unified templates as guidelines for the
development and revision of curricula in the disciplines of Basic Sciences,
Applied Sciences, Social Sciences, Agriculture and Engineering in 2007 and
2009.

It is hoped that this curriculum document, prepared by the respective NCRC’s,

would serve the purpose of meeting our national, social and economic needs,
and it would also provide the level of competency specified in Pakistan
Qualification Framework to make it compatible with international educational
standards. The curriculum is also placed on the website of HEC
http://hec.gov.pk/english/services/universities/RevisedCurricula/Pages/default.aspx

(FidaHussain)
Director General (Academics)

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 CURRICULUM DEVELOPMENT PROCESS

STAGE-I STAGE-II STAGE-III STAGE-IV

CURRI. UNDER CURRI. IN DRAFT FINAL STAGE FOLLOW UP

CONSIDERATION STAGE STUDY

COLLECTION OF APPRAISAL OF 1ST PREP. OF FINAL QUESTIONNAIRE

DRAFT BY EXP. OF
REC CURRI.
COL./UNIV

CONS. OF CRC. FINALIZATION OF INCORPORATION OF COMMENTS

DRAFT BY CRC REC. OF V.C.C.

PREP. OF DRAFT BY APPROVAL OF PRINTING OF REVIEW

CRC CURRI.BY V.C.C. CURRI.

IMPLE.OF CURRI. BACK TO STAGE-I

Abbreviations Used:
CRC. Curriculum Revision
Committee
VCC. Vice Chancellor’s
Committee
EXP. Experts ORIENTATION
COL. Colleges COURSES
UNI. Universities
PREP. Preparation
REC. Recommendations

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Minutes of the Final Meeting:
A final meeting of National Curriculum Revision Committee (NCRC) for Special
Education was held at HEC Regional Centre, Karachi on May 10 – 12, 2016,
which was a follow up of preliminary meeting held at HEC Regional Centre,
Lahore on February 8 – 10, 2016, in Lahore, in which curricula for BS.4 years
was prepared while in final meeting courses for B.Ed. 4 years M. Phil & Ph. D
in Special Education were also proposed by the committee.
The following members attended the NCRC Meetings:
Sr. # Name & Designation Participants
1. Prof. Dr. Abdul Hameed
Dean
School of Social Sciences & Humanities Convener
University of Management & Technology
Lahore.
2. Prof. Dr. Anjum Bano Kazimi
Professor,
Humanities & Social Sciences Member
Iqra University, Karachi.
3. Dr. Humaira Bano
Assistant Professor / Incharge
Department of Special Education Member
University of Punjab, Lahore.
4. Dr. Muhammad Nadeem Iqbal
Assistant Professor Preliminary
Institute of Social Sciences Meeting
Bahauddin Zakariya University, Multan.
5. Dr. Shaheen Pasha
Assistant Professor
Department of Special Education Member
University of Education, Lahore.
6. Dr. Shaista Majid
Assistant Professor Member
Department of Special Education
Allama Iqbal Open University, Islamabad
7. Mr. Zahid Majeed Preliminary
Assistant Professor meeting
Department of Special Education
Allama Iqbal Open University, Islamabad
8. Dr. Muhamad Naseer-Uddin
Assistant Professor
Department of Education Member
Institute of Education & Research
Kohat University of Sciences & Technology
Kohat.
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9. Ms. Amina Asif Siddiqui
Principal / Assistant Professor
College of Speech Language & Hearing Member
Science
Ziauddin University, Karachi.
10. Mr. Hashim Khan Kakar
Director General
Social Welfare & Special Education Member
Quetta Education Complex, Brewery Road
Quetta
11. Mr. Javed Yousaf
Director
Special Education Complex, Member
Hayatabad, Peshawar
12. Dr. Faisal Anis,
Assistant Professor
Department of Special Needs Education Member
University of Management & Technology
Lahore.
13. Dr. Muhammad Iqbal Awan
Assistant Professor
Department of Special Education Member
Preston University, Islamabad
14. Ms. Ishrat Masood
Director General
Special Education Colony, Islamabad Member
15. Mrs. Rukh-e-Naz
Director
National Special Education Centre for Member
Intellectually
Disabled, Islamabad
16. Nabila Chaudhry
Principal
Rising Sun Institute, 544/2,Lahore Member
17. Mr. Rizwan Ahmed Lodhi
CEO
DEWA Institute of Special & Inclusive Preliminary
Education, DEWA, St-9, Block-3 meeting
Gulshan-e-Iqbal, Karachi.
18. Mr. Morris Khursheed
Chief Executive
Karachi Member

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 19. Abdul Basit
Senior Special Educationist
Department of Special Education Member
Government of the Punjab, Lahore.
20. Prof. Dr. Nasir Sulman
Professor / Chairman Secretary
Department of Special Education
University of Karachi

PROCEEDINGS:
The meeting started with the recitation of verses from the Holy Quran by Dr.
Muhammad Iqbal Awan. Ms. Ghayoor Fatima, Director (Curriculum) HEC
welcomed the participants & informed the members of the committee about
the procedure for finalizing the curriculum.

Prof. Dr. Abdul Hameed, Dean School of Social Sciences & Humanities
University of Management & Technology Lahore and convener of the meeting
briefly described the contemporary issues of special education and various
program of studies being taught in the universities of the developed countries,
their scheme of studies, duration & curriculum.

The secretary, of the meeting, Prof. Dr. Nasir Sulman Chairman Department of
Special Education, University of Karachi thanked the members for reposing
confidence & assure them of their fullest co-operation & intellectual inputs
during the course of proceedings. After lunch, the convener of the committee
conducted the remaining technical sessions.

Technical Session-1 (May 10, 2016): The committee unanimously approved

the final draft of BS 4 years curriculum of Special Education. The members
also discussed the BEd (4 years) scheme of study at structured level in detail.
All the members submitted their suggestions and after a long discussion,
committee revised and finalized the BEd 4 years scheme of studies in Special
Education. The members also proposed and reviewed the content of BEd 4
years courses along with the recent books available for in corporating as
bibliography. The session ended at 5:00 p.m.

Technical Session-2 (May 11, 2016): In this session the member discussed
and drafted the course title for MPhil and PhD Program in Special Education.
The session ended at 4:30 p.m.

Technical Session-3 (May 12, 2016): In the final session of the last day the
committee reviewed the curriculum BS 4 years, B-Ed 4 years, M. Phil & Ph. D
program of studies and submitted to the Director Curriculum-HEC.

The National Curriculum Review Committee on Special Education in its two

meetings at Lahore and Karachi deliberated on various challenges faced by
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higher education institutions and universities and came up with following
recommendations in order to meet these challenges:

a) In order to raise the awareness about persons with disabilities a new

subject “Inclusive Education” may be introduced as an optional
subject at Intermediate and Bachelors levels.
b) BS in Special Education will be an academic degree to pursue higher
studies in the field. Four year B.Ed. degree in Special Education will
be a professional degree and will replace the existing MA/MEd
degrees in Special Education. One year B.Ed. degree in Special
Education will discontinue in the year 2018.

c) These programmes will be offered in Universities/degree awarding

Institutions that are fully equipped in terms of human resources and
practical labs. The NCRC strongly recommended that special
measures may be taken to stop substandard programs in the best
interest of students with disabilities.

d) Special education is a growing field of study in Pakistan. Thousands

of special education teachers are required to meet the international
commitments for the provision of quality inclusive education to
children with disabilities. HEC should therefore, provide generous
financial support to the University departments offering the subject for
the purchase of equipment, books and development of infrastructure
within the institutions.

e) All Universities, both in public and private sectors, should be

encouraged to launch these degree programmes; BS special
education, BEd special education, higher education programs in
special education; MS/MPhil, PhD, etc.

f) Degree programmes in corollary areas such as speech language

therapy, audiology, occupational therapy, orthopedic and prosthetics
technician programmes, and Physical therapy etc. should also be
launched in the institutions offering Special Education to best serve
its clientele.

g) The service rules for the recruitment of special education teachers

may be changed to accommodate the graduates of new BS, BEd
special education degree programmes.

h) The standards for teacher educators should be expanded to include

special education in the National Accreditation Council for Teacher
Education (NACTE) in order to ensure the quality of teachers in
special education.

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i) Special Education Council should be established at National level to
certify Special Education teacher.

j) The number of students with disabilities in higher education

institutions is on the rise whereas universities are not fully prepared
to accommodate them. Keeping in view the UN Convention on the
Rights of Persons with Disabilities and other international
conventions there is need to promote inclusive education in the
higher education institutions in Pakistan. For this purpose inclusion
for all disabilities at university level should be encouraged through
allocation of extra marks in HEC university ranking system.

k) HEC should organize series of curriculum based training for the

orientation and development of faculty on teaching strategies and
adaptation of curriculum, instruction and evaluation in all regions.

l) In order to prepare a plan for training a national council on inclusive

education be establish to recommend measures to remove the
physical, academic and social barriers so that a conducive and
enabling environment can be created for this purpose.

m) It was realized that several recommendations made in previous

NCRCs on special education went unnoticed. We, therefore,
recommend that a steering committee should be constituted
comprising following members for an active follow up:

1. Prof. Dr. Abdul Hameed Chairman

2. Prof. Dr. Nasir Salman Member/Secretary
3. Dr. Humaira Bano Member
4. Dr. Tanzila Nabeel Member
5. Dr. Shaheen Pasha Member
6. Mr. Javaid Yousaf Member

n) Universities need to undertake research projects on various aspects

of disabilities but the attitudes and resultant priorities have become a
barrier to the allocation of funds for this important field. HEC should
earmark sufficient funds in order to boost the research activities in
the higher education institutions.
o) Keeping in view the rapid growth of special education as an
academic discipline there is a dire need to raise the number of
qualified faculty in all disability areas. PhD & MPhil programs in
special education are prepared to meet this national need. HEC
should encourage the universities to launch these programs.

p) It was also resolved that these recommendations should be placed

before the Commission in its forthcoming meeting.
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The meeting ended with of vote of thanks by the chair. The committee highly
appreciated the efforts made by the Ms. Ghayoor Fatima, Director Curriculum
HEC Islamabad and officials of HEC Regional Centre of both Lahore and
Karachi for making nice arrangements to facilitate the committee &
comfortable stay of the members.

SCHEME OF STUDIES FOR BS SPECIAL EDUCATION

(FOUR YEAR)
Compulsory Courses Credit
Hour
1 English I 3
2 English II 3
3 English III 3
4 Urdu 3
5 Pakistan Studies 2
6 Islamic Studies / Ethics 2
7 Mathematics 3
8 Logical Reasoning 3
9 Introduction to Computer 3
Total Credit Hours 25
General Courses*(courses from other
departments/discipline can be added)
1 Introduction to Psychology 3
2 Introduction to Sociology 3
3 Introduction to Education 3
4 Health and Nutrition 3
5 Media and Communication 3
6 Community Development 3
7 Physical Education 3
Total Credit Hours 21
Sr. Foundation Courses (Discipline Specific)
No.
1 Introduction to Special Education 3
2 Human Growth & Development 3
3 Introduction to Exceptionalities 3
4 Educational Psychology 3
5 Assessment of Disabilities 2+1
6 Foundation of Guidance & Counseling 3
7 Inclusive Education 3
8 Research in Special Education 3
9 Curriculum and Instructions 3
10 Health & Physical Special Education 3
Total credit Hours 30

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 Major Courses (Discipline Specific)
1 Language and Communication Disorders 3
2 Curriculum Adaptations for Children with Special Needs 3
3 Differentiated Instruction 3
4 Differentiated Practices in Assessment 3
5 Development and Implementation of IEP 3
6 Assistive Technology 3
7 Transitional Planning 3
8 Early Childhood Special Education 3
9 Physical Education for Special Needs 3
10 Introduction to Reading and Writing 3
11 School-Community Collaboration 3
12 Production of Resource Material 1+2
13 Administration & Management of Special Education 3
14 Research Project 3
15 Internship 3
Total Credit Hours 45

Elective Courses: Select any one area from A to E of the following:

A. Intellectual and Developmental Delay-IDD (Mental
Retardation)
1 Introduction to IDD (Mental Retardation) 3
2 Assessment Practices for IDD (Mental Retardation) 3
3 Functional and Independent Living Skills 3
4 Behavior Management 3
B. Learning Disabilities
1 Etiology of Learning Disabilities 3
2 Intervention and Assessment of Learning Disabilities 3
3 Teaching-Learning Process of Learning Disabilities 3
4 Instructional and Management Strategies for 3
Learning Disabilities
C. Visual Impairment
1 Etiology of Visual Impairment 3
2 Independent Living Skills for Children With Visual 3
Impairment
3 Orientation and Mobility 3
4 Teaching of Braille and Computer Applications 3
D. Physical and Health Impairment
1 Etiology of Physical and Health Impairment 3
2 Educational Intervention for Physical and Health 3
Impairment
3 Therapeutic Management of Physical and Health 3
Impairment
4 Educational Adaptation for Children with Physical 3

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 and Health Impairment
E. Hearing Impairment
1 Teaching of Children with Hearing Impairment 3
2 Speech and Language Development 3
3 Audiology and Hearing Disorders 3
4 Sign Language 3
F. Autism Spectrum Disorders
1 Autism Spectrum Disorders: Nature, Needs and 3
Etiology
2 Assessment and Teaching Methods for Children with 3
ASD
3 ASD and Associated Conditions 3
4 Therapeutic Intervention in ASD 3
Grand Total of Credit Hours 130

FOUNDATION COURSES

Course Title: Introduction to Special Education

Credit Hours: 3+0

Course Description:
The purpose of this course is to develop skills for recognizing and effectively
teaching students with various exceptionalities. Broad areas to be covered in
this course are areas of exceptionalities, major trends and issues in special
education with emphases on collaboration and inclusion, service delivery
models, roles of general and special class teachers, individual education
programs, and family and community involvement.
Learning Outcomes:
At the end of this course students will master the following:
1. Demonstrates knowledge and understanding of the history and
philosophy of Special Education.
2. Explain the roles of legislation and litigation in the general and special
education.
3. Identify the impact of special education and general education reforms
on students with exceptionalities.
4. Describe characteristics and classifications of students with
exceptionalities and the nature and impact of exceptional conditions.
5. Identify populations of exceptional learners by definition, characteristics,
appropriate assessments and interventions, continuum of services,
related services and agency and related professionals.
6. Discuss the relationship of home, school, and community environmental
conditions to the behavior and outlook of students with exceptionalities.

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 7. Identifies major issues in special education and the historical, social,
cultural, economic, and philosophical bases.
Course Outline:
Unit-1: Basic Concepts and Terms
1.1 Impairment, Disability and Handicap
1.2 Exceptional Children, Special Educational Needs and Special
Education
1.3 Segregation, Mainstreaming, Integration & Inclusion
1.4 Least Restrictive / Barrier Free Environment
1.5 Disability Across the Life-Span
1.6 Myths and Fact about Disability
Unit-2: Basic Models of Rehabilitation
2.1 Religious Model
2.2 Medical Model
2.3 Social Model
2.4 Human Rights Model
Unit-3: Special Education in Context, People, Concepts, and
Perspectives
3.1 Categories and Labels
3.2 History of Special Education
3.3 Understanding Exceptionality: An Ecological Perspective
3.4 Professionals Who Work with Individuals
3.5 Universal Design for Learning
Unit-4: Policies, Practices and Programs
4.1 Litigation and Legislation
4.2 Service Delivery Options
Unit-5: Parents, Families and Exceptionality
5.1 Parent-Professional Relationship
5.2 Stages of Parental Reaction to Disability
5.3 Working with Families
Recommended Books:
1. Farrell, M. (2008) Educating Special Children Newyork: Routledge.
2. Gupta, M (Dr) (2007) Special Education. New Delhi: KSK Publisher.
3. Prasad, S.B. (2004) Special Education. Jaipur: Pointer.
4. Algozzing B. and yesseldyke, J. (2006). The Fundamentals of Special
Education. California: Corwin Press.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed,
San Fransisco: Jossey Bass.
7. Maanum, J. L (2009) The General Educations Guide to Special Education.
3rd-ed California Corwin.

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8. Singh, D. (2008) Handbook of Special Education New Delhi: Kanishka.
Publisher.
9. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality, Austria: Thomsan

Course Title: Human Growth and Development

Credit Hours: 3+0
Course Description:
This course provides an overview of the theory and principles of human growth
and development from conception through adolescence. Content includes an
in-depth study of the interrelatedness of physical, cognitive, social and
emotional aspects of development. Development is studied in the context of
family, gender, culture, language, ability, socioeconomic, diversity, and society.

Learning Outcomes:
1. Demonstrate an understanding of theories, methods and research
findings of life-span psychology.
2. Describe how people change in terms of their cognitive, physical, social
& emotional development.
3. Compare and contrast the major developmental theorists and discuss
what each brings to or adds to the study of human development.
4. Summarize and evaluate the research on the relative contributions of
heredity (nature) versus environment (nurture) to various aspects of
development.
5. Identify some of the factors that put people at increased risk for
developing psychological problems at each stage of the lifespan.

Course Outline:
Unit-1: The Nature of Child Development
1.1 Definition and Concept of Development and Growth
1.2 Biological Periods of Life Span
(a) Prenatal
(b) Natal
(c) Postnatal
1.3 Role of Genetics in Child Development
1.4 Basic Biological Terms
Unit-2: Biological Processes, Physical Development and Perceptual
Development
2.1 Biological Beginnings
2.2 Physical Development and Health
2.3 Motor, Sensory and Perceptual Development
Unit-3: Cognition and Language
3.1 Cognitive Developmental Approaches
3.2 Information Processing

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 3.3 Intelligence
3.4 Language Development
Unit-4: Socio-emotional Development
4.1 Emotional Development
4.2 The Self and Identity
4.3 Gender
4.4 Moral Development
Unit-5: Social Contexts of Development
5.1 Families
5.2 Peers
5.3 Schools and Achievement
5.4 Culture and Diversity
Recommended Books:
1. Anne, A (2004) Child Development and Teaching Pupil with Special
Educational Needs. London: Routledge
2. Papalia, D.E. (et-al) (2001) Human Development 8th-ed Boston: McGraw-
Hill.
3. Lysoght, T. (2000) Handbook of Child Development Australia: Thomson.
4. Scroufe, L.A and Cooper, R.G. (1996) Child Development 3rd-ed New York:
McGraw-Hill.
5. Secfert, K.L and Haffing, R.J (1997) Child and Adolescent Development 4th-
ed. Boston Houghton Mifflin.
6. Farengra, S.J. and Ness, D. (2006) Encyclopedia of Education and Human
Development. Newyork: Pentagon.
7. Santrock, John W. (2011) Child Development. 13 th ed. New York: McGraw-Hill.
8. Charles worth, R. (2010) Understanding Child Development. 8 th e. Australia
Wadsworth.

Course Title: Introduction to Exceptionalities

Credit Hours: 3+0
Course Description:
Issues in the education of individuals with cognitive impairment, learning
disabilities, emotional disturbance, and physical handicaps are emphasized,
including inclusion and other placement options.
Course Description:
This course provides an overview of the different categories of exceptional
learners and designed to give teachers foundational knowledge and basic
understandings needed to work with students with exceptionalities. It focuses
on the learning and behavioral characteristics of students with exceptionalities.
Learner Outcomes:
1. Describe the different classifications of exceptional children and the
learning characteristics of each group of children.
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 2. Students will describe the cognitive, educational, and social-behavioral
characteristics of individuals with various types of disabilities.
3. Students will discuss the opportunities and services available for
individuals with disabilities throughout the lifespan.
4. Students will complete activities related to course topics and describe
how their awareness of disabilities and the related challenges has been
affected.

Course Outline:
Unit-1: Classification System of Exceptionalities
1.1 U.S. Department of Education’s Classification
1.2 International Classification of Diseases (ICD)
1.3 Diagnostic and Statistical Manual (DSM)
1.4 World Health Organization Classification
Unit-2: Persons with IDD (Mental Retardation)
2.1 Definition
2.2 Etiology
2.3 Classification and Characteristics
2.4 Assessment
2.5 Educational Consideration
2.6 Services
2.7 Transition into Adulthood
2.8 Technology
Unit-3: Persons with Learning Disability
3.1 Definition
3.2 Etiology
3.3 Classification and Characteristics
3.4 Assessment
3.5 Educational Consideration
3.6 Services
3.7 Transition into Adulthood
3.8 Technology
Unit-4: Persons with Emotional or Behavioral Disorders
4.1 Definition
4.2 Etiology
4.3 Classification and Characteristics
4.4 Assessment
4.5 Educational Consideration
4.6 Services
4.7 Transition into Adulthood
4.8 Technology
Unit-5: Gifted Children
5.1 Definition
5.2 Etiology

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 5.3 Classification and Characteristics
5.4 Assessment
5.5 Educational Consideration
5.6 Services
5.7 Transition into Adulthood
5.8 Technology
Unit-6: Persons with Speech and Language Disorders
6.1 Definition
6.2 Etiology
6.3 Classification and Characteristics
6.4 Assessment
6.5 Educational Consideration
6.6 Services
6.7 Transition into Adulthood
6.8 Technology
Unit-7: Persons with Hearing Impairment
7.1 Definition
7.2 Etiology
7.3 Classification and Characteristics
7.4 Assessment
7.5 Educational Consideration
7.6 Services
7.7 Transition into Adulthood
7.8 Technology
Unit-8: Persons with Visual Impairment
8.1 Definition
8.2 Etiology
8.3 Classification and Characteristics
8.4 Assessment
8.5 Educational Consideration
8.6 Services
8.7 Transition into Adulthood
8.8 Technology
Unit-9: Persons with Physical Disabilities
9.1 Definition
9.2 Etiology
9.3 Classification and Characteristics
9.4 Assessment
9.5 Educational Consideration
9.6 Services
9.7 Transition into Adulthood
9.8 Technology
Recommended Books:
1. Rao, V.K. (2001) Special Education. New Delhi APH Publisher.
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2. Sahu, B.K. (2002) Education of Exceptionalities Children, Ludhiana:
Kalyani Publisher.
3. Alcott, M. (2002) Children with Special Education Needs. 2nd-ed London
Hodder & Stoughton.
4. Chutaiani, Kar. (2002) Exceptional Children their Psychology and
Education. New Delhi. Sterling.
5. Smith, D.D (1998) Introduction to Special Education, Boston : Allyn &
Bacon.
6. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass.
7. Maanum, J. L (2009) The General Educations Guide to Special Education.
3rd-ed California Corwin.
8 Farrell, Michael (2008) Educating Special Children. New York: Routledge.
9 Bayat, M. (2012) Teaching Exceptional Children New York: McGraw-Hill.
Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria: Thomsan.

Course Title: Educational Psychology

Credit Hours: 3+0
Course Description:
Educational Psychology focuses on how psychological theory and concepts
can be understood and inform effective classroom practices. Topics include
cognitive and social development, theories of motivation and learning,
classroom management, individual and group differences and student
assessment. This course is required for those pursuing an education degree
but it is not necessary that one be in that degree program.
Learning Outcomes:
Students will:
1. Demonstrate the connection between psychological theories of
development and teaching and learning strategies.
2. Compare and contrast different teaching approaches, with a focus on
evaluating their strengths and limitations through a psychological lens.
3. Apply psychological learning theories to the development of classroom
management techniques.
4. Describe the basic elements of test construction in terms of their necessity
for reliable, valid testing.
5. Describe learning assessment techniques other than traditional testing, in
terms of their strengths and limitations.
6. Demonstrate an understanding of the interrelationships between teacher
behavior and student behavior.

Course Outline:
Unit -1: Introduction to Educational Psychology
1.1 Definition of Educational Psychology
1.2 The roles of research in Educational Psychology;
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Unit -2: Theories of Development
2.1 Aspects and issues of development
2.2 Development theories: Piaget’s and Vygotsky’s theories of
cognitive, Erikson’s personal and social development,
Kohlberg’s moral development
Unit -3: Student Diversity
3.1 Socioeconomic statues
3.2 Gender differences
3.3 Intelligence
3.4 Learning styles
Unit- 4: Behavioral Learning Theories
4.1 Classical and operant conditioning
4.2 Bandura’s social learning
Unit -5: Information Processing and Cognitive Theories of Learning
5.1 Information processing model, memory, metacognitive skills
5.2 How students learn and transfer concepts?
Unit-6: Student Centered and Constructivist Approaches to Instruction
6.1 Constructivist views of learning
6.2 Cooperative learning
6.3 Teaching problem solving and thinking skills
6.4 Accommodating Instruction to meet individual needs
6.5 Elements of effective instruction, student grouping, mastery
learning
6.6 Ways of individualizing instruction, use of technology
6.7 Educational programme for at risk students
Unit -7: Motivating Students to Learn
7.1 Definition of motivation
7.2 Theories of motivation
7.3 Enhancing motivation
Unit-8: Effective Learning Environments
8.1 What is effective learning environment?
8.2 Classroom management
8.3 Assessing Student Learning
8.4 Teaching objectives
8.5 The teaching and assessment, ways of evaluating
Recommended Readings:
1. Salkind N.J. (2008) Encyclopedia of Educational Psychology California:
SAGE.
2. Bhatia, K.K. (2007) Educational Psychology Ludhiana: Kalyani
3. Bhatia, K.K. and Behera, K.C. (1998) Education psychology Ludhiana. :
Kalyani.

21
4. Bhatia, K.K. (2002) Educational Psychology & Techniques, Ludhiana:
Kalyani.
5. Kundu, C.L (2002) Educational Psychology. New Delhi: Sterling.
6. Woolfolk, A (2002) Educational Psychology Boston: Allyn & Bacon.

Course Title: Assessment of Disabilities

Credit Hours: 2+1
This course teaches the rationale, content, technical adequacy, administration
and scoring of diagnostic educational instruments used with students with
disabilities. The emphasis is on identifying areas of educational need in
students with disabilities. Diagnostic and informal information is used to
formulate a written and oral report and recommendations for teachers and/or
parents.
Learning Outcomes:
Upon completion of this course, students will be able to:
1. Define and discuss various types of assessment and the steps of the
assessment process.
2. Correctly administer, score and interpret results from informal and formal
tests.
3. Select reliable and valid formal and informal assessment tools that meet
students’ educational and behavioral needs; make educational decisions
based on assessment results.
4. Select appropriate instruments that are technically sound and appropriate
to use with students with disabilities.
5. Interpret, from an instructional perspective, data from psychological reports
and other formal and informal reports.
6. Explain basic measurement concepts and terminology from required
readings, class discussions, and test administrations.
7. Administer, score, and interpret data from standardized intellectual,
language, achievement, diagnostic and adaptive behavior tests.

Course Outline:
Unit-1: Introduction to Assessment
1.1 Issues and challenges
1.2 Law and issues
Unit-2: Technical Prerequisites of Understanding Assessment
2.1 Descriptive Statistics
2.2 Reliability and Validity
2.3 An Introduction to Norm-Referenced and criterion-referenced
Assessment
Unit-3: Assessing Students
3.1 Tests of Educational Achievement
3.2 Standardized Diagnostic Testing
22
 3.3. Informal Assessment Techniques
3.4 Assessment of Behavior
3.5 Measures of Intelligence and Adaptive Behavior
3.6 Other Diagnostic Instruments
3.7 Early Childhood Assessment
Unit-4 to 6: Lab Work/Orientation to Measuring Instruments
Interpreting Assessment for Educational Intervention
Review case studies
Recommended Readings:
1. Ysseldyke, J. and Allgozzine, B. (2006) Effective Assessment for Students
with Special Needs California Corwin Press.
2. Robert, L.L. and Norman, E.G. (2003) Measurement and Assessment in
Teaching. Singapore: Pearson.
3. Venn, J.J. (2000) Assessing Students with special needs. 2nd-ed New Jercy:
Merril.
4. Freeman, R. (1998) Planning and Implementation Assessment London:
Kogan Page.
5. Wolfedale, S. (1992) Assessing Special Educational Needs. London:
Cassell.
6. Pierangeto, R. and Guliani, G. (2008) Understanding Assessment in the
Special Education Process California: Corwin Press.
7. Payne, D.A (2003) Applied Educational Assessment 2nd-ed Australia:
Wadsworth.
8. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria: Thomsan

Course Title: Foundation of Guidance and Counseling

Credit Hours: 3+0
Course Objectives:
This course aims to introduce school counseling theories and classroom
management techniques. It covers basic counseling knowledge and skills to
facilitate the personal growth of teachers and their students. Furthermore, the
course encourages teachers to practice their counseling skills within their
school settings.
Learning Outcomes:
After the completion of the course, the students will be able to:
1. Understand the academic and related problems of children and provide
them counseling accordingly.
2. To enable teachers improve their school environment by identifying
preventive methods and solutions to problems faced by them or groups
of students.
3. To enable apply the principles of Guidance and Counseling to improve
the performances of students in their academic pursuits or endeavors.
23
 4. Develop competencies to deal with children having special needs.
5. Apply critical thinking about counseling theories, counseling problems
and their cultural context as they affect counselor as well as the
counselee.
Course Outline:
Unit 1: Concept of Guidance and Counseling
1.1 Introduction
 Guidance Meaning and definitions
 Counseling Meaning and definitions
 Comparison between guidance and counseling
 Historical origin of guidance and counseling
 Principles of guidance
 The Islamic concept of guidance and counseling
Unit 2: Counseling Theories and Process
2.1 Counseling Theories
 Psychoanalytic Theory
 Adlerian Theory
 Existential Theory: Martin Heidegger
 Gestalt approach
 Client Centered Theory
 Cognitive Behavior Theory
2.2 Counseling Process
 Preparation stage (Establishing rapport, defining needs,
deciding roles)
 Counseling process: Attending, Integrative Understanding,
 Facilitating Action
 Termination stage (Termination of counseling process).

Unit 3: Guidance and Counseling Techniques

3.1 Techniques of counseling
 Academic Counseling Techniques
 Group Counseling Techniques
 Counseling Techniques for children with Special Needs
 Child & Adolescents Counseling Techniques
3.2 Techniques of guidance
 Observation
 Case study
 Interview
 Anecdotal records
Unit 4: Educational Guidance
4.1 Guidance in schools
 Educational and vocational guidance
 Individual and group guidance
 Tools and techniques of career guidance

24
  Guidance of children with special needs
 Religious and preventive guidance
 Guidance services (orientation, occupational information,
placement, follow-up, referral and remedial services,
distributive, adjustive and adoptive functions of guidance)
4.2 Personnel in guidance services
 Administrator
 Teacher
 Counselor
 Social worker
 Psychologist
 Librarian
Unit 5: Ethics of guidance and counseling
5.1 Ethics of Guidance
 Meaning of Confidentiality in Guidance
 Principles of Confidentiality
5.2 Ethics in Counseling
 Putting clients’ needs before your own,
 Taking Informed consent
 Keeping Confidentiality
Recommended Readings:
1. Thompson C.L. (2007) Counseling Children 7th-ed Australia: Thomson
Brooks / Cole.
2. Rao, S.N and Hari, M.S (2006) Guidance and Counseling. New Delhi:
Discovery.
3. Dash, B.N (2005) Guidance Services in School. New Delhi: Dominant
Publisher.
4. Pandey, V.C. (2005) Educational Guidance and Counseling. Delhi: ISHA
Books.
5. Chandra, R. (2004) Career Information and Guidance and Counseling:
ISHA Books. New Delhi.
6. Lakhsmi, K.S. (Encyclopedia of Guidance and Counseling. New Delhi:
Miltal.
7. Nugent, F.A (1994) An Introduction to the Profession of Counseling. New
York: Merrill.
8. Gladding, S.T. (1995) Group Work: a Counseling specialty 2nd-ed. New
Jercy: Merril.
9. Hackney, H.L (1996) the Professional Counselor 3rd-ed Boston: Allyn&
Bacon.
Course Title: Inclusive Education
Credit Hours: 3+0
Course Description:
This course will provide an overview of inclusion principles, policies and
philosophies underpinning inclusion. A variety of models of schooling for
25
students with a disability will be discussed, as well as approaches to teaching
these students in mainstream schools' setting. The focus will be on effective
teaching practice, adapting curriculum, and resources to support inclusion.
The role of teachers in successful inclusion will be highlighted. The overall
purpose of this course is to prepare teachers for an inclusive society free from
discrimination, injustice, hate and oppression in order to bring peace and
harmony.
Learning Outcomes:
On completion of this course, the student-teachers will be able to:
1. Rationalize inclusion to accommodate human diversity
2. Relate inclusion to all aspects of life and service delivery
3. Appreciate potential challenges and opportunities in inclusion
4. Understand and use the methods and strategies of enhancing/promoting
inclusion
5. Describe the roles of the community and society in general for
successful inclusion
6. Align inclusion philosophy with socio-political realities.

Agenda:

Unit 1: Introduction to Inclusive Education

1.1 Understanding inclusive education: meaning and definition
1.2 Benefits of inclusion
1.3 Difference between special, integrated and inclusive education
1.4 Sociological foundations of inclusive education
1.5 Barriers to Inclusion: systemic barriers, societal barriers and
pedagogical barriers
Unit 2: Reaching the Outreached
2.1 Fundamentals of inclusive school
2.2 Strategies for making schools inclusive
2.3 Need for differentiation in curriculum and assessment
2.4 Classroom management and teaching strategies – cooperative
learning and peer tutoring
2.5 Physical accessibility of schools and Universal Design of
Learning
Unit 3: Children with Disabilities in Regular Classroom
3.1 Identifying the basis of human human diversity
3.2. Educational approaches to address human diversity
3.3 Curriculum and Instructional Adaptations
3.4 Adaptations in educational assessment to accommodate
disabilities
3.5 Use of technology, teaching learning material and educational
aids

26
Unit 4: Networking for Inclusive Education
4.1 Developing collaboration with family and other caregivers
4.2 Developing Collaboration within school community
4.3 Collaborative teaching and team work
4.4 Mobilizing support from voluntary organizations, community,
special school, health care professional and local bodies
4.5 Understanding the role of BRCs, CRCs and school
management committees
Unit-5: National and International Movements for Inclusive Education
5.1 Convention on the Rights of Persons with Disabilities and other
UN Initiatives
5.2 Islamabad and Lahore Declarations on Inclusive Education in
2003, 2005 and 2015
5.3 Role of NGOs in promoting inclusive education
5.4 Punjab Inclusive projects 2015 and provincial govt. initiative
5.5 Financial planning and fund raising for inclusive education
Recommended Readings:
1. Bradley, D. F. (1997) Teaching Students in Inclusive Setting from theory to
Practice. Boston: Allyn& Bacon.
2. Friend, M. & Bursuck, W. D. (2012). Including Students with Special Needs:
A Practical Guide for Classroom Teachers6th ed.. Boston: Pearson.
3. Friends, M., Bursuck, W. and Hutchinson,N. (1998) Including exceptional
students : a practical guide for classroom teachers . Ontario: Allyn and
Bacon
4. Ministry of Social Welfare and Special Education (2005). Islamabad
Declaration. Retrieved from www.idp-
europe.org/docs/islamabadDeclaration.pdf on July 28, 2016
5. UN General Assembly, Convention on the Rights of Persons with
Disabilities : resolution / adopted by the General Assembly, 24 January
2007, A/RES/61/106, available at:
http://www.refworld.org/docid/45f973632.html [accessed 29 July 2016]
6. University of Management and Technology (2015). Lahore declaration on
inclusive education 2015. Department of Special Needs Education
7. Waldon, K.A. (1996) Introduction to Special Education : the inclusive
classroom. Albany : Delmar.
8. Westwood, P. (2007). Commonsense Methods for Children with Special
Educational Needs 5th- ed. London: Routledge
9. Winkelstern, J. A. &Jongsma, A. E. Jr. (2001). The Special Education
Treatment Planner. New York: John Wiley & Sons,

Course Title: Research in Special Education

Credit Hours: 3+0

27
Course Description:
The purpose of this course is to provide an introduction to research and a
variety of research approaches common to the field of education. Upon
completing the course, participants will be able to locate, understand,
evaluate, and interpret qualitative as well as quantitative educational research
and use these skills to identify possible Thesis or Project topics.
Learning Outcomes:
Upon completing the course, students will be able to:
1. Distinguish between qualitative and quantitative paradigms of research.
2. Read and evaluate qualitative and quantitative studies, their
methodologies and findings.
3. Identify the role of theory in research.
4. Formulate researchable issues in special education.
5. Identify and reflect on published research
6. Comprehend the role of ethics in research.
Course Outline:
Unit -1: Introduction and Approaches to Research
1.1 Nature of reality
1.2 Quantitative Approaches
1.3 Qualitative Approaches
1.4 Ethics and integrity in research
Unit -2: Formulating the Research Problem
2.1 Selecting a topic
2.2 Transforming the topic into measurable and manageable entity
2.3 Research Questions and Hypotheses
2.3 Literature Review
2.4 Conceptual/hypothetical framework
Unit -3: Instrument Development
3.1 Types of instruments
3.2 Qualities of a good instrument
3.3 Operationalization and scale Development
3.4 Tools of Qualitative Research
3.5 Pilot Testing
Unit-4: Data Collection and Analysis
4.1 Sampling and sampling procedures
4.2 Data collection Plan
4.3 Identification of Stake Holders
4.4 Data Management and Analysis
Unit-5: Research Report Writing
5.1 Structure the report
5.2 Proof reading and editing
5.3 Avoiding plagiarism
28
 5.4 Citations and References
Recommended Readings:
1. Taylor, B. (2006) Research Methodology New Delhi: PHI Learning
2. Gay, L.R. (1996) Educational Research 5th-ed Ohio: Merril.
3. Best, J.W (2003) Research in Education: New Delhi; Practice Hall.
4. Cohen, Lewis (2007) Research Methods in Education. 6th-ed London:
Routledge.
5. Mitchell, M.L. (2007) Research Design Explained 6th. Ed Australia:
Thomson.
6. McMurray, A.J.(2004) Research: A Commonsense Approach .Australia:
Thomas.
7. Holiday, A. (2007) Doing and Writing Qualitative Research London: SAGE.

Course Title: Curriculum & Instructions

Credit Hours: 3+0
Course Description:
This course is designed to provide a basic background in, as well as practical
opportunities with, general methods and materials appropriate for working with
students with disabilities. Emphasis will be placed on approaches to learning
and teaching, specific teaching and learning strategies, and the role of the
special educator in the school community. Participants will also explore the
selection, adaptation, and development of instructional materials across
curriculum areas, student needs and school environments.
Learning Outcomes:
Participants will:
1. Describe characteristic needs of students with mild to moderate
disabilities and critical components for their educational programs.
2. Demonstrate knowledge of differing learning needs of students and
demonstrate appropriate selection of teaching approaches and/or the
adaptation of teaching to the learning needs of individual students.
Approaches to teaching and learning will include: operant learning,
cognitive behavior modification, sociocultural theory of cognitive
development, and information processing theory.
3. Demonstrate knowledge of research based best instructional practices
for students with learning and behavior problems in major curriculum
areas, in social skills, or in other appropriate areas for a target group or
individual (Curricula for the development of motor, cognitive, academic,
social, language, affective, career and functional life skills for individuals
with exceptional learning needs.
4. Describe and explain the instructional planning process, including
considerations for general curriculum access and universal design of
instruction.
5. Describe and demonstrate methods to adapt existing curriculum and
commercial instructional materials.
29
Course Outline:
Unit-1: Introduction to Curriculum
1.1. Definition & Concept of Curriculum
1.2 Stages of Curriculum
(a) Curriculum Planning
(b) Curriculum Development
(c) Curriculum Implementation
(d) Curriculum Evaluation
1.3 Curriculum Models in Special Education
Unit-2: Instructional Planning
2.1 Foundation of Effective Instructions
2.2 Components of Effective Instructions
(a) Planning Instructions
(b) Managing Instructions
(c) Delivering Instructions
(d) Evaluation Instructions
Unit-3: Instructional Adaptations & Management
3.1 Classroom Management & Organization
3.2 Instructional Material
3.3 Instructional Methods
3.4 Special Instructional Adaptations
3.5 Basic Skill Instructions
Unit-4: Curricular & Instructional for Elementary Level
4.1 Curricular Considerations
4.2 Instructional Considerations
4.3 Promoting Self-Management Skills
4.4 Adaptive Management
Unit-5: Curricular Accommodations for Secondary Level
5.1 Secondary School Curricula
5.2 Program for Students in Secondary Schools
5.3 Methods of Facilitating Students in General Education
Classroom
Recommended Books:
1. Pandey, M. (2007) Principles of Curriculum Development New Delhi:
RAJAT.
2. Algozzine, B. and ysseldyke, J. (2006) Effective Instruction for Students
with Special Needs. California: Corwin Press.
3. Kelly, A.V. (2004) The Curriculum. 5th-ed London SAGE.
4. Rao, U.K (2005) Principles of Curriculum. New Delhi APH Publisher.
5. Nasir Sulman (Dr.) (2004) Curriculum and Instructional Practices in
Special Education. Karachi: Association of Special Children.
6. Killen, R. (2003) Effective Teaching Strategies. Australia: Thomson.
30
7. Singh, R.P. (2004) Teaching Strategies. New Delhi: APH Publishers.
8. Oliva, P.F (1997) Developing the Curriculum. 4th-ed. New York: Longman.
9. Khokhar, S.K. (2000) Method & Techniques of Teaching. New Delhi:
Sterling.

Course Title: Health and Physical Education

Credit Hours: 3+0
Learning Outcomes:
Course will bring awareness in students about the importance of Physical
Education (Sports and Games for PWDS).
Course will Promote Social interaction of PWDS in Society.
Course will stress on importance of sports and games for Pwds.
Course will enhance the PWDs potential in the area of educating through
sports and games.

Course Outline:
Unit-1: Introduction
1.1 Definition and Introduction to physical Education
1.2 Its meaning, scope and significance for PWDs
1.3 Role of sports for PWDs
1.4 Unified Sports for PWDs
1.5 Status of Physical education services for PWDs in Pakistan
Unit-2: Sports for PWDs and Their Adaptations
2.1 General introduction of sports for PWDs
2.2 Sports/Games for IDD (M.R)
2.3 Sports for Sensory Impaired
2.4 Sports for Physical Handicapped
2.5 Physical activities and adaptive sports for Pwds
Unit-3: Roles of Sports for Development
3.1 Motor Development through Sports and Games
3.2 Social Development through Sports and Games
3.3 Moral Development through Sports and Games
3.4 Communication Development through Sports and Games
Unit-4: Physical Education and Training
4.1 Assessment of motor Skills
4.2 Classification of Sports according to Abilities
4.3 Planning physical activities/programs for PWDs
4.4 Formal and informal training
4.5 Injuries and its management in sports
4.6 Transitional Hierarchy in sports
4.7 The role of sports to control the Behaviors /violence
Recommended Books:
1. Telljahann, S.K. (2007) Health Education 5th ed. Boston: McGraw-Hill
31
2. Pimento, B. (200) Healthy Foundation in Child Care. Australia: NELSON
3. Tiwari, S.R. (2006) History of Physical Education New Delhi: Chaman
Enterprises
4. Deepak, Jain (2003) Physical Activities for Secondary School Children New
Delhi: Khel Sahitya Kendra.
5. Butter, J.T. (2001) Principles of Health Education and Health Promotion. 3rd-
ed Australia words worth.
6. Rao, V.K. (2004) Physical Education. New Delhi APH Publishers.
7. Laker, Anthony (2002) The Sociology of Sports and Physical Education.
London: Routledge.
8. Hopper, B. (2000) Teaching Physical Education in the Primary School.
London: Routledge.
9. Inman, S. (et-al) (2003) Enhancing Personal Social & Health Education
London: Routledge.

32
 MAJOR COURSES

Course Title: Language and Communication Disorders

Credit Hours: 3+0
Course Description:
The course of Language & Communication Disorders provides an overview of
communications skills and disorders thereof. The graduate special
educationist shall also have an in depth understanding of stimulating the child
to develop verbal speech - language - reading skills and writing skills within the
classroom set up. S/He shall provide parental training/guidance and shall
identify the need for AAC devices and facilitate its use in the natural
environment.
Learning Outcomes:
At the end of this course the student shall:
1) Understand verbal and nonverbal communicative behaviors and the
disorders manifest in speech, language, listening and cognitive skills in
early/late childhood and adolescence.
2) Identify the symptoms thereof
3) Intervene using appropriate methods of screening
4) Make the necessary referrals to the speech - language pathologist when
required.
Course Outline:
Unit -1: Development of Speech and Language Skills in Children
1.1. Overview of language development
(a) Language Competence
(b) Language Performance
1.2 Components of Language
(a) Form: Phonology, Morphology, Syntax, Prosody
(b) Content: Semantics
(c) Use: Pragmatics
1.3 Overview Language and Cognition
1.4 Communicative intent and speech acts
1.5 Overview of Stages in Speech and language development
Unit-2: Disorders of Communication, and Dysphagia
2.1 Disorders of Speech: dysfluency, dysphasia, articulation and
phonological disorders, Cleft Lip & palate, Voice disorders
2.2 Disorders of Speech of neurogenic origin : dyspraxia,
dysarthria.
2.3 Disorders of language : language delay and deviance, Specific
language impairment
2.4 Disorders of Language c of neurogenic origin : childhood
aphasia, aphasia, dementia, TBI.
33
 2.5 Feeding and swallowing disorders
Unit-3: Assessment of Speech Language Disorders
3.1 Informal assessments
3.2 Formal assessments
Unit-4: Management of Communication Disorders
4.1 Language Stimulation in early childhood
4.2 Language stimulation for school aged children
4.3 Speech Correction
4.4 Alternative augmentative communication
Recommended Readings:
1. Algozzine, B. and yesseldyke, J. (2006) Teaching Students with
Communication Disorder. California: Corwin Press.
2. Ferguson, A. (2009) Researching Communication Disorders New York:
Palgrave MacMillan.
3. Shivarama, K. (2012) Communication Skills New Delhi: APH Publishers.
4. Haff, & (2005) Language Development. 3rd-ed Australia: Wadsworth.
5. Nash, M. (2002) Language Development Circle time Session to Omprove
Communication Skills. London: David Fulton.
6. Hartas, D. (2005) Language and Communication Difficulties London:
Continuum.
7. Fromkin, V. (2001) An Introduction to Language 4th-ed Australia: Thomson.
8. Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and
Bacon.

Course Title: Curriculum Adaptation for Children with Special

Needs
Credit Hours: 3+0
Course Descriptions:
The aim of this course is to provide an introduction to curriculum development.
Emphasis will be given to recent development associated with the curriculum
in different categories of exceptionalities. The course also aims to examine
selected principles and procedures of curriculum construction and in particular
emphasizes the place of instructional theory in the curriculum.
Learning Outcomes:
Completion of this course will enable the students to:
1. To define the term curriculum.
2. To explain the various concepts related with curriculum.
3. To outline the components of curriculum.
4. To differentiate contras between curriculum and instructional models.
5. To explain how discrete instructional strategies can be integrated into a
comprehensive approach to instruction

34
 6. To identify strategies for modifying classroom practices to meet the
needs of special children.
Course Contents:
Unit-1: Introduction
1.1 Definition and Concept of Curriculum
1.2 Need and Characteristics of curriculum.
1.3 Scope of curriculum
1.3.1 Curriculum Planning
1.3.2 Curriculum Development
1.3.3 Curriculum Implementation
1.3.4 Curriculum Evaluation.
1.4 Curriculum development Process in Pakistan
Unit-2: Curriculum and Special Needs
2.1 Types of Curriculum in Special Education
2.1.1 Normal Curriculum
2.1.2 Modified Curriculum
2.1.3 Developmental Curriculum
2.1.4 Individualization.
2.1.5 Core curriculum.
2.2 Curriculum and Special Education Needs.
2.2.1 Definition and Concept of Special Educational Needs
2.2.2 Special Needs and Curriculum Requirements.
Unit -3: Design of the Curriculum
3.1 Designs for Special Needs
3.2 General Design
3.3 Approaches the Balance
Unit 4: Aspects of Curriculum for Special Needs
4.1 The Importance of Clarity and Organization
4.2 Curriculum Structure
4.3 Teaching Methods
4.4Evaluation
Unit-5: Curriculum and Material Modifications
5.1 Matching Students and the Curriculum
5.2 Concerns Regarding Textbooks
5.3 Modifications of Existing Textbooks and Materials
5.4 Conceptual Organization Written the Curriculum
5.5 Incorporating Basic Skills
5.6 Home Work
Recommended Readings:
1. Ysseldyke, J. and Algozzine, B. Special Education: a practical approach for
Teachers 3rd-ed. Boston: Houghton Mifflin.
2. Singh, Raj (1994) Teaching Methods in Schools New Delhi: Common
Wealth.
35
3. Cole, S. (et-al) (2000) Adapting Curriculum and Instruction in Inclusive Classroom
2nd ed. Bloomington: The centre on Education and Lifelong Learning.
4. Tomlinson, C.A. (1999) The Differentiated Classroom Responding to the needs of
all learners. Alexandria: Association for Supervision and Curriculum Development.
5. Farrel, M. (2008) Educating Special Children New York: Routledge

Course Title: Differentiated Instruction

Credit Hours: 3+0
Course Description:
This course designed to give teachers the theory and skills to create and teach
lessons that are varied to meet the individual learning needs of all students.
Participants will engage in various learning activities through which they will
learn and implement teaching strategies designed to create multiple paths so
that students of different abilities, interest or learning needs experience equally
appropriate ways to absorb, use, develop and apply concepts as a part of the
daily learning process. The teacher will demonstrate proficiency in teaching
the same curricula to all students, but individualizing the complexity of the
content, learning activities and/or products so that all students are challenged
and no students frustrated.

Learning Outcomes:
????????????????????????????

Course Outline:
Unit-1: Approaches of Instruction
1.1 The Social Approach
1.2 The Behavior Approach
1.3 The Information Processing Approach
Unit-2: Instructional Planning
Step-1 Identify Classroom Demands
Step-2 Note Students Learning Strengths & Needs
Step-3 Check Potential Areas of Student Success
Step-4 Look for Potential Problem Areas
Step-5 Use Information to Brainstorm Adaptations
Step-6 Decide which Accommodations to Implement
Step-7 Evaluate Student Progress
Unit-3: Implementing Instruction
3.1 Teacher Expectations
3.2 Opportunities for Learning
3.3 Routines and Procedures
3.4 Transitions
3.5 Active Teaching
3.6 Achievement Motivation
36
Unit-4: Evaluating Instruction
4.1 Framework for Guiding Adaptation Decisions
4.2 An Instructional Accommodations Frameworks
Unit-5: Specifics Instructional Strategies for Exceptional Students
5.1 Strategies for Low-Incidence Exceptionalities
(a) Adaptations for Students with Severe or Multiple
Disabilities
(b) Adaptations for Students with Sensory Impairment
(c) Adaptations for Students with Physical or Health
Disabilities
(d) Adaptations for Students with Autism
5.2 Strategies for High Incidence Exceptionalities
(a) Accommodations for Students who are Gifted or
Developmentally Advanced
(b) Adaptation for Students with Communication Disorders
(c) Adaptation for Students with Learning & Behavior
Disabilities
(d) Adaptation for Students with Attention Deficit / Hyperactivity
Disorder (AD+HD)
Recommended Readings:
1. Algozzine, B. and Ysseldyke, J. (2006) Effective Instruction for Students
with Special Needs. California Corwin Press.
2. Fogarty, Robin and Pete, Brain M. ( 2011) Supporting Diffentiated
Instruction : a professional learning communities approach. Bloomington:
Solution Tree Press.
3. Sower, J. and Warner, Laverne.(2011) Differentiating Instruction with
centers in the Inclusive Classroom. Waco: Prufrock Press.
4. Karten, T.J. (2011) Inclusion Strategies and Interventions .Bloomington:
Solution Tree Press.
5. Waldon, K.A. ( 1996) Introduction to A Special Education: the inclusive
classroom. Albany : Delmar
6. Sands, D.J. (2000) Inclusive Education for the 21st Century. Australia :
Wadswoth
7. Friends, M., Bursuck, W. and Hutchinson,N. (1998) Including exceptional
students : a practical guide for classroom teachers. Ontario: Allyn and
Bacon.

Course Title: Differentiated Practices in Assessment

Credit Hours: 3+0
Course Description:
Assessment is constant and is useful to the student and the instructor. It tells
them both what is needed to make the next instruction meaningful and
37
responsive to the learner's needs. Through this course, students will gain the
skills and understanding for fairly and effectively assessing children who are
diverse in terms of ability. To enhance students’ ability to assess diverse
learners, the course will present and incorporate the principles of Universal
Design for Learning (UDL).

Learning Outcomes:
????????????????????????????????????

Course Outline:
Unit-1: Introduction
1.1 What is Assessment and Why do we do it?
1.2 Purposes of Assessments
1.3 Types of Assessment
1.4 Curriculum Based Assessment
(a) Basic Academic skills
(b) Content Area Assessments
Unit-2: The Assessment Process
2.1 Assessment and the IEP Process
2.2 Referral
2.3 Levels of Assessment
2.4 Role of Multidisciplinary
2.5 Stages of Assessment
Unit-3: Assessment in Inclusive Classrooms
3.1 Formative versus Summative Assessment
3.2 Considerations in Assessment
3.3 Selecting the Right Assessment Strategy
3.4 Standards Based Assessment
Unit-4: Informal Assessment Tools
4.1 Authentic Assessment
4.2 Performance Assessment
4.3 Observation
4.4 Interview
4.5 Teacher Designed Protocols
4.6 Portfolio Assessment
Unit-5: Formal Assessment Tools
5.1 Standardized Achievement Tests
5.2 Psychological Tests
5.3 Environmental Inventory Process
Unit-6: Adapting Assessment for Exceptional Students
6.1 Adaptations before the Test
6.2 Adaptations in Test Construction

38
 6.3 Adaptations Involving Test Administration
6.4 Alternative Test-Making Procedures
6.5 Changes in Grading Practice and Report Cards

Recommended Readings:
1. Pierangeto, R. and Guliani, G. (2008) Understanding Assessment in the
Special Education Process. California Corwin Press.
2. Algozzine, B. (2006) Effective Assessment for Students with Special Need
California: Corwin Press
3. Freeman, R. and Lewis, R. (1998) Planning and Implementation
Assessment London: Kogan
4. Friends, M., Bursuck, W. and Hutchinson, N. (1998) Including exceptional
students : a practical guide for classroom teachers. Ontario: Allyn and
Bacon
5. Westwood, P. (2007). Commonsense Methods for Children with Special
Educational Needs 5th ed. London: Routledge
6. Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and
Bacon.
7. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan

Course Title: Development and Implementation of IEP

Credit Hours: 3+0
Course Description:
This course will extend graduate students’ understanding of Individualized
Education Plan (IEP) planning, including the Individual Transition Plan, and
how to collaborate with parents and outside agencies. Included will be IEP
interpretation and accommodations for students with special needs.
Addressed will be the following: functional and basic academics,
communication, daily living skills, socialization, community experiences and
related services.
Learning Outcomes:
1. Demonstrate an understanding of the role and responsibilities of the
teacher in the design of Individual Education Programs (IEP), including
identification, referral, IEP development, and implementation.
2. The student will demonstrate how to interview, gather, and maintain
information from parents, families, teachers, and others for the purpose
of assessment and planning, developing, implementing, and evaluating
the individual education program.
3. Plan, implement and evaluate individualized programme plans for
children with disabilities.

Course Outline:
39
Unit 1: Introduction to IEP
1.1. Individualized Education Program (IEP)
1.2. Why IEP
1.3. Least Restrictive Environment (LRE)
(a) Teacher and parent interviews and recommendations
(b) Data-based observations of the pupil
(c) Consideration of the pupil’s previous history
(d) Academics and instruction
(e) Related services
(f) Employment
(g) Post-school adult living
(h) Daily living skills
(i) Functional vocational assessment
(j) Family Service Intervention Plans (FSIPs)
(k) Transition Planning
1.4. Individuals with Disabilities Education Act (IDEA)
Unit 2: IEP Process & Development Steps
2.1. Gathering Information
(a) Consultation with parents
(b) Consultation with Students
(c) Consultation with Previous Teachers
(d) Consultation with Other Professionals
Pre-referral interventions
2.2 Eligibility determination
2.3. Writing the IEP
2.4. Reviewing the IEP
2.5. Revising the IEP
2.6. IEP Components
2.7. Present levels of performance

Unit-3: Develop an Academic and learning characteristics and IEP

Services
3.1 Accommodation
(a) Modified
(b) Alternative
3.2 Related Services
(a) Social development
(b) Management needs
(c) Physical development
(d) Occupational therapy
(e) Physical therapy
(f) Orientation and mobility
(g) Speech language therapy

40
Unit-4: Goals and Objectives of IEP
4.1. Difference between goal and objectives
4.2. Properties of good objectives: Observable and Measurable
4.3. Conditions and context
4.4. Accuracy and rate and indicators for success
4.5. Provisions for multi-year goals
4.6. Required Members and Roles
(a) Assessment expert
(b) Special education teacher
(c) General education teacher
(d) Multi-professionals
(e) Parents
Unit-5: Review and Update the IEP
5.1 Update the Learning Expectations
5.2 Reporting Period
5.3 Record Ongoing Revisions to the IEP
5.4 Keep the IEP in the Documentation File
5.5 Record
5.6 Plan for the Student’s Transition
(a) The sending teacher
(b) The receiving teacher

Recommended Books:
1. Ministry of Education, Learning Media (2011) Collaborative of Success:
Individual Plan. New Zeeland: Learning Media Group.
2. N.C.S.E. (2006) Guideline on the Individual Education Plan Process.
Dublin: National Council of Special Education.
3. Barratt S. J. (2008). The Special Educator’s Tool Kit. New Delhi: SAGE
Publications India Pvt Ltd.
4. Winkelstern, J. A. & Jongsma, A. E. Jr. (2001). The Special Education
Treatment Planner. New York: John Wiley & Sons, Inc.
5. Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and
Bacon.
6. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan
7. Farrel, M. (2008) Educating Special Children New York: Routledge

Course Title: Assistive Technology

Credit Hours: 3+0
Course Description:
This course will orientate the students to the world of assistive technology in
higher education for students with disabilities. Assistive Technology Practices
will address the varying ways that assistive technologies are used to enrich

41
and enhance the education of students with learning differences. A key focus
will be assistive technologies that support specific learning strategies, such as
reading, note-taking, and writing. Students will be introduced to examples of
assistive hardware, software and mobile devices through specific disabilities.
Learning Outcomes:
1. A working definition of assistive and emerging technology.
2. Strategies for advising students with disabilities transitioning from high
school about the assistive technology process in higher education.
3. Differentiate key AT categories by function, including high tech and low tech
hardware and software.
4. Evaluate appropriate pieces of technology according to a student’s specific
disability and academic needs.
Course Outline:
Unit-1: Introduction
1.1 Introduction and Definition of Assistive Technology
1.2 Rationale/needs of Assistive Technology
1.3 Trends in Assistive Technology
Unit-2: Instruction and Assistive Technology
2.1 Impact of computers on instruction
2.2. Instructional delivery formats
2.3 Multidisciplinary teams and assistive technology
2.4 Planning for individual needs in software and hardware
Unit-3: Instructional Software
3.1 Computer Assisted Instruction/Computer Managed Instruction
3.2 Authoring packages
3.3 Hypermedia concepts
3.4 Evaluation of software
Unit-4: Assistive Devices for Visually Impaired
4.1 Assistive technology for Blind
(a) Note Takers
(b) Braille Displayers
(c) Screen Readers
(d) Embossers
(e) GPS
4.2 Assistive Technology for Low Vision
(a) Magnifiers
(b) Large Prints
Unit-5: Assistive Solutions for Hearing Impaired
5.1 Amplification technology
(a) Group Amplification Systems
(b) Individual Hearing Aid System
5.2 Alerting Technology
(a) Visual Devices
42
 (b) Vibrating Devices
5.3 Communication Technology
(a) Telecommunication Devices
(b) Captioning Devices
Unit-6: Assistive Solutions for Physically Disabled
6.1 Mobility Aids
(a) Wheel Chairs
(b) Canes
(c) Crutches
(d) Walkers
(e) Belts and vests
6.2 Independent Living Aids
(a) Bedroom Aids
(b) Bathroom/Toilet Aids
(c) Kitchen Aids
(d) Dressing Aids
(e) Grooming Aids
Unit-7: Assistive Technology for Mentally Retarded
7.1 Independent Living Aids
(a) Bedroom Aids
(b) Bathroom/Toilet Aids
(c) Kitchen Aids
(d) Dressing Aids
(e) Grooming Aids
7.2 Communication devices
7.3 Mobility Devices
Unit-8: Current assistive technology issues
8.1 Financing assistive technology
8.2 Assistive technology training
8.3 Family issues dealing with assistive technology
8.4 Inclusion and assistive technology
8.5 Cultural issues and assistive technology
Recommended Readings:
1. Davies, L.T. (2006) Meeting the Needs of your Most Able pupils: Design
and Technology. London: David Fulton.
2. Rao, V.K. (2005) Instructional Technology New Delhi: APH Publishers.
3. Lewis, R.B (1993) Special Education Technology California: Brooks
4. Norton, Pricella (2003) Teaching with Technology. Australia: Wadsworth.
5. Gragary, Church (1992) The Handbook of Assistive Technology. London:
Chapman & Hall.
6. Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and
Bacon.
7. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan
43
44
Course Title: Transitional Planning
Credit Hours: 3+0
Course Description:
This course provides participants with a conceptual framework for
understanding the philosophies and principles that guide transition practices.
As a result, students will develop the skills to establish and provide
comprehensive transition education services. The course will also emphasize
the importance of interagency collaboration and how schools can work with
vocational rehabilitation and community resources to ensure a successful
transition to post-secondary education, employment and independent living.
Learning Outcomes:
1. Understand the transition concept and process
2. Determine and conduct appropriate assessment activities
3. Develop long-term student plans for transition using a portfolio to frame
the process
4. Access appropriate agencies and resources
5. Use the transition process to ensure that students move from school to
community living and employment with appropriate support
Course Outline:
Unit-1: Introduction to Transition Planning
1.1 Process, concept & definition
1.2 Essential elements of effective transition
1.3 Roles and responsibilities
1.4 Age Appropriate activities for transition
Unit-2: Transition Assessment
2.1 Using Transition Assessment in IEP Transition Planning (formal,
informal assessment, interest inventories, job market – skill
assessment etc.)
2.2 Career/ Vocational Assessment
2.3 Family Involvement
Unit-3: Career Development
3.1 The Process of Progression in Career Development
3.2 Stages of Career Development
3.3 Transition Continuum
3.4 Labor Laws for Young Workers
Unit-4: Vocational Skills Training
4.1 Importance of pre-vocational training
4.2 Social and economic basis of vocational training
4.3 Assessment and planning for vocational training
4.4 Developing professional behavior
4.5 Sheltered workshops
4.6 Coordination with community agencies
45
Recommended Readings:
1. Fabian, H. and Dunlop, A.W (2002) Transition in the Early years. London:
Routledge.
2. Clark, G.M and Kolstoe, O.P (1995) Career Development of Transition
Education: 2nd-ed Boston: Allyn & Bacon.
3. Farrell, Michael (2008) Educating Special Children. New York: Routledge.
4. Bayat, M. (2012) Teaching Exceptional Children New York: McGraw-Hill.
5. Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and
Bacon.
6. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomson

Course Title: Early Childhood Special Education

Credit Hours: 3+0

Course Description:
?????????????????????
Learning Outcomes:
????????????????

Course Outline:
Unit-1: Introduction to Early Childhood Education
1.1 Foundation of Early Childhood Education
1.2 Scope of Early Childhood Education
1.3 Professional Preparation of Early Childhood Caregivers
1.4 Resources of Professional Development
1.5 Theory and Philosophy of Early Childhood Education
Unit-2: Early Childhood Special Education
2.1. Introduction
2.2 Early Childhood Intervention
2.3 Early Intervention Programme
2.4 Types of Early Childhood Special Education
2.5 Historical Perspective
2.6 Legal Foundation of Special Education
Unit-3: Overview of Early Childhood Special Education
3.1 Rational
3.2 Who are the Children being Served
3.3 Who are the workers in the Field
3.4 Roles and Responsibility
Unit-4: Laws
4.1 The IDEA
4.2 Families Rights and Services
4.3 Early Childhood Special Education Practices
(a) Methods
46
 (b) Evaluation & Assessment
(c) Individual Planning
(d) Technology
Unit-5: Domains of Development
5.1 Practical and Ethical Issues
5.2 Communication Development
5.3 Physical Development
5.4 Cognitive Development
5.5 Social and Emotional Development
5.6 Adaptive Development
Recommended Books:
1. Virurn, R. (2001) Early Childhood Education New Delhi: SAGE
2. Jones, Liz (2005) Early Childhood Studies. New York: Open University
Press.
3. Paasche, C.L. (2004) Children with Special Needs in Early Childhood
Setting. Australia; Delmar.
4. Hirsch land, D (2008) Collaboration International in Early Childhood. New
York: Oxford University. Press.
5. Jackson, H.L. and Beaver, N.H (2015) Early Education Curriculum.
Stanford: Cangage Learning.
6. Farrel, M. (2008) Educating Special Children New York: Rutledge
7. Mitchel, D. and Brown, R.L (1991) Early Intervention Studies for young
Children with Special Needs New York: Chapman & Hall.
8. Noonan, M.J. and McCormick, L. (1993) Early Intervention in Natural
Environments Methods & Procedure California: Brooks/Cole.

Course Title: Physical Education for Special Needs

Credit Hours: 3+0
Course Description:
This course focuses on physical activity participation for persons with a wide
range of abilities. Students will be introduced to fundamental principles such
as inclusion, accessibility, barriers, empowerment, and advocacy, as well as
the historical development of adapted physical activity. Students will be
exposed to a range of theoretical frameworks to facilitate a critical
understanding of how to promote successful physical activity participation
among persons with physical, sensor motor, intellectual, behavioral, and
psychological disabilities. Methods and strategies for planning inclusive,
adapted, and individualized programs in a variety of settings (community,
sport, schools) will be examined throughout the course.
Learning Outcomes:
By the end of this course, students will be able to:
1. Demonstrate a working knowledge of, and be able to apply, key
terms/concepts related to inclusive physical activity participation.

47
 2. Apply common models, frameworks, and approaches used when
developing inclusive physical activity opportunities.
3. Understand how to minimize or remove barriers to physical activity
participation for a number of disabilities.
4. Critically appraise accessibility issues in the context of physical activity
participation.
5. Explore, evaluate, and reflect on their awareness and understanding of
equity and diversity in physical activity settings.
6. Advocate responsibly and professionally for an accessible and inclusive
society.
Course Outline:
Unit-1: Introduction
1.1 Definition and Introduction to physical Education
1.2 Its meaning, scope and significance for PWDs
1.3 Role of sports for PWDs
1.4 Unified Sports for PWDs
1.5 Status of Physical education services for PWDs in Pakistan
Unit-2: Sports for PWDs and their Adaptations
2.1 General introduction of sports for PWDs
2.2 Sports/Games for IDD (M.R)
2.3 Sports for Sensory Impaired
2.4 Sports for Physical Handicapped
2.5 Physical activities and adaptive sports for PWDs
Unit-3: Roles of Sports for Development
3.1 Motor Development through Sports and Games
3.2 Social Development through Sports and Games
3.3 Moral Development through Sports and Games
3.4 Communication Development through Sports and Games
Unit-4: Physical Education and Training
4.1 Assessment of motor Skills
4.2 Classification of Sports according to Abilities
4.3 Planning physical activities/programs for PWDs
4.4 Formal and informal training
4.5 Injuries and its management in sports
4.6 Transitional Hierarchy in sports
6.7 The role of sports to control the Behaviors /violence
Recommended Books:
1. Morley, D. and Bailey, R. (2006) Physical Education and Sports. New York:
Rutledge.
2. Mande, P. (2001) Physical Children Active Teaching Buckingham: Open
University. Press.
3. Chandler, T. (2002) Sports and Physical Education London: Rutledge.

48
4. Hopper, B. (et-al) (2000) Teaching Physical Education in the Primary
School. London: Rutledge.
5. MacFadyen, T. (2002) Teaching Physical Education 11-18, London
Continuum.
6. Smell, F.L. (1996) Children and youth in sports. Madison: Brown Bench
Mark.

Course Title: Introduction to Reading and Writing

Credit Hours: 3+0
Course Description:
Reading and writing are essential links to literacy. Students with special need
intervention on both of these aspects and it is linked much to the
competencies of the teacher. This course work has been designed to provide
substantial information to the teachers whereby they can readily recognize,
develop and intervene for a reading and/or writing issue pertaining to a student
with special need. The course work addresses the concepts relating to reading
and writing at the process, procedural and intervention levels.
Learning Outcome:
The students after completion of the said course will be able to:
1. Understand reading and writing as an integral component of literacy.
2. Develop an in depth understanding of the processes involved in reading
and writing.
3. Feel at power with the instructional approaches specifically designed for
children with special needs.
4. Make use of instructional technology, methods and materials while planning
for a classroom intervention.
Course Outline:
Reading:
Unit-1: Introduction of Reading
1.1 Importance of teaching reading
1.2 Stages of reading development
1.3 Factors that influence reading
1.4 Reading process
Unit-2: Approaches of Teaching Reading
2.1 Whole language instruction
2.2 Explicit code-emphasis instruction
2.3 Integrating whole language and code-emphasis instruction
Unit-3: Elements of reading: Word Recognition and Reading
Comprehension
3.1 Word Recognition
(a) Phonic
(b) Sight words
49
 (c) Context clues
(d) Structural analysis
(e) Combining word-recognition clues
3.2 Reading Comprehension
(a) What is reading comprehension
(b) Strategies to promote reading comprehension
(c) Fluency in reading
(d) Comprehension of narrative materials
(e) Comprehension of expository materials
Unit-4: Teaching Strategies
4.1 Strategies for improving word recognition
(a) Building Phonological awareness
(b) Phonic methods
4.2 Strategies for Improving Fluency
(a) Repeated reading
(b) Predictable books
(c) Neurological impress method
4.3 Strategies for Improving Reading Comprehension
(a) Using basal readers
(b) Activating background knowledge
(c) Building meaning vocabulary and concepts
Unit-5:Assessment and Evaluation of Reading
5.1 Diagnostic Teaching
(a) Knowledge of the reading process
(b) Knowledge off correlates of reading disability
(c) Assumptions about students learning to read
(d) Individualized instructional program
5.2 Measures of Reading
(a) Informal reading inventory
(b) Reading miscue inventory
(c) Cloze procedure
(d) Teacher observation interviews, and teacher made tests
(e) Independent practice/application activities
WRITING:
Unit-6: Introduction to Writing
6.1 Importance of Writing Skill
6.2 Writing Process
(a) Planning
(b) Editing
(c) Revising
6.3 Principals for Teaching the Writing Process
Unit-7: Instructional Strategies for Teaching Writing
7.1 Strategies for Teaching Written Expression
7.2 Strategies for Teaching Spelling
50
 7.3 Strategies for Teaching Hand Writing
Unit-8: Assessment and Evaluation of Writing
8.1 Informal Monitoring of Student Writing
(a) Observing
(b) Conferencing
(c) Collecting writing samples
(d) Keeping records
8.2 Process Measures
(a) Writing process checklist
(b) Assessment conferences
(c) Self-assessment
8.3 Product Measures
(a) Holistic scoring
(b) Primary trait scoring
(c) Analysis
(d) Error analysis
(e) Responding to student writing
(f) Assessing grades
8.4 Reporting to Parents
(a) Explaining the rational
(b) Demonstrating the program
(c) Displaying the results
(d) Communicating Through report cards
Recommended Readings:
1. Bender, W.N. and Larkin, M.J. (2009) Reading Strategies for Elementary
Students with Learning Difficulties. 2nd-ed California: Corwin.
2. Montgomery, D. (2007) Spelling, Handwriting and Dyslexia. Oxen:
Rutledge.
3. Thomson, M. (2008) Supporting Students with Dyslexia in Secondary
Schools London: Rutledge.
4. Jamison, C. and Morgan, e. (2008) Managing Dyslexia at University.
London: David Fulton.
5. Squires, G. (2006) Supporting Children with Dyslexia. 2nd-ed New York:
Continuum.
6. Horns by, B. (2001) Dyslexia London: Whurr.
7. Riddick, B. (1996) Living with Dyslexia. London Rutledge.
8. Hallahan, D.P. (1996) Introduction to Learning Disability Boston: Allyn &
Bacon.

Course Title: School-Community Collaboration

Credit Hours: 3+0

Course Description:
???????????????????????????????????????
Learning Outcomes:
51
Course Outline:
Unit-1: Introduction
1.1 Definition and Concept of Community
1.2 Definition and Concept of Rehabilitation
1.3 Theories of Community Based Rehabilitation
1.4 Models of CBR
Unit-2: Mobilizing for Community Action
2.1 The Need of Community Involvement
2.2 Establishing a Core Group / Rehabilitation Committee
2.3 Need Assessment
2.4 Screening of Disabilities
2.5 Epidemiological Survey
2.6 Mobilizing Resources (Philanthropist, Professionals, NGO’s
Volunteers, Donors Agencies and Local Sources
2.7 Community Empowerment
Unit-3: Teachers Families and Communities
3.1 Corporate Involvement
3.2 Legislative Initiatives
3.3. Linkages within the Community
3.4 The Role of Advocate
3.5 Community As Educational Resource
Recommended Books:
1 Gestwicki, C. (2004) Home School and Community Relation: a guide to
working with families. 5th ed. Thomson: Delmar Learning.
2 Dukes, C and Smith, M. (2007) Working with Parents of Children with
Special Education Needs London: Paul Chapman.
3 Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and
Bacon.
4 Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan
5 Farrell, M. (2008) Educating Special Children New York: Routledge

Course Title: Production of Resource Material

Credit Hours: 3+0
Course Description:
The special education teachers have to use different instructional materials to
enhance the effectiveness of their instruction. They should be capable in
identifying, selecting and/or producing different kinds of instructional material
for this purpose. Similarly some hand-on experience of modifying and
customizing the instructional material according to special needs is essential.
This course is designed to enhance the knowledge and skills among the
prospective teachers of the children with special needs so that they could use
in using the instructional materials in the most efficient way.
52
Learning Outcomes:
On completion of this practical, the student will be able to:
1. Design and prepare teaching learning materials to suit the needs of
students with CP
2. Develop culturally appropriate and low cost adaptive devices for
communication and independent living.
Procedure:
The student is expected to:
1. Develop teaching learning aids for IEP, Group Teaching (curricular and co-
curricular activities) and career education and transition program.
2. Design age appropriate communication boards, picture cards, low cost
sensory integration devices and adaptive devices for self-help skills.
3. Submit all teaching aids and devices for evaluation.

Course Outline:
Unit-1: Foundation of instructional material
1.1 Instruction and learning
1.2 Media, messages and methods: definitions
1.3 Instructional communication
1.4 The role of media in instruction
Unit-2: Planning for instructional media
2.1 The ASSURE model
2.2 Analyzing the learner
2.3 Stating objectives
2.4 Selecting method, media and materials
2.5 Utilizing media and material
2.6 Requiring learning participation
2.7 Evaluating and revising the instructional plan
Unit-3: Principle and Procedures of Visual Material
3.1 The role of visuals in instruction
3.2 Visual literacy
3.3 Processes of visual design
3.4 Visual planning tools
3.5 Photography
3.6 Media portfolio
Unit- 4: Non-Projector Media
4.1 Real objects and models
4.2 Multimedia kits
4.3 Printed materials
4.4 Free and in expensive materials
4.5 Non-projected visuals
4.6 Display surfaces
53
Unit-5: Projected Visuals
5.1 Preparing transparencies
5.2 Preparing slides
5.3 Multimedia presentations
5.4 Multimedia file strips
Unit-6: Audio Materials
6.1 The hearing listening process
6.2 The audio formats
6.3 Producing cassettes tapes
6.4 Duplicating and editing audio tapes
6.5 Selecting audio materials
6.6 Utilizing audio materials
Unit-7: Video Films
7.1 Difference between film and video
7.2 Special attributes of motion media
7.3 Selecting motion media
7.4 Utilizing motion media
Unit-8: Computer Based Multimedia
8.1 The hypermedia
8.2 The interactive video
Unit-9: Future Trends
9.1 Trends in media and technology
9.2 New psychological technology
9.3 The future school
Recommended Readings:
1. Roblyer, M.D. (2006) Integrating Educational Technology into Teaching 4th-
ed. New Delhi: Pearson Education.
2. Sharma, Y.K. (2007) Fundamental Aspects of Educational Technology. New
Delhi; Kanishka.
3. Siddiqui, M.H. (2004) Technology in Higher Education New Delhi: APA
Publisher.
4. Kovalchick, A. and Dawsan, K. (2006) Encyclopedia of Education and
Technology New Delhi: Neel Kamal.
5. Jain, P. (2004) Educational Technology. New Delhi Dominant.
6. Yadav, N. (2003) A Hand book of Educational Technology. New Delhi:
Anmol Publications.
7. Siddiqui, M.H. (2004) Encyclopedia of Education Technology New Delhi.
APH Publishers.
8. Su Sayers, Jim, M. (2002) Issues in Design and Technology Teaching. New
York: Routledge.
9. Ellington, H. (2003) Handbook of Educational Technology 3 rd-ed New Jercy:
Kogan Page.

54
Course Title: Administration and Management of Special
Education
Credit Hours: 3+0
Course Description:
This required course will address the knowledge and skills educators need to
plan programs for students with disabilities. Emphasis will be on teaching and
supporting students within regular classes and typical school activities, based
on a vision of adult participation in typical community activities and settings.

Learning Outcomes:
???????????????????????????????

Course Outline:
Unit-1: Creating Change in National Education Systems
1.1 What are the catalysts?
1.2 Formulating policy
1.3 Enacting legislation
1.4 Allocating budgetary resources
Unit-2: Providing Support and Collaboration Across Sectors
2.1 Providing education and collaborating across sectors
2.2 Administering and implementing the policy – making it happen
Unit-3: Structuring and Re-Structuring the Education System
3.1 Early intervention and pre-school
3.2 Special schools
3.3 Regular primary schools
3.4 Support systems for regular schools
3.5 Secondary education
3.6 Tertiary education
Unit-4: Training Teachers
4.1 Pre-and In-service Training and Education
4.2 Regular and specialist teachers
Unit-5: Quality of Learning for Children with Disabilities
5.1 Organizations of people with disabilities
5.2 Leadership development
5.3 Accessible learning and teaching materials
5.4 Assistive technology and devices
5.5 Enabling environment at home and in the community
5.6 Access to Early Childhood Development
5.7 Improving learning outcomes
Recommended Readings:

55
1. Mohan, G.A. (2011) Understanding the Learner and Classroom
Management. New Delhi: Neel Kamal.
2. Baird, L.S and Post, J.E (1990) Management New York: Harper & Row.
3. Batman, T.S and Snell, S.A. (1996) Management: Building Competitive
Advantage. Chicago: RWIN.
4. Sharma, D. (2009) Human Resource Development in Schools. New Delhi:
APH Publisher. . .
5. Jones, J. (2005) Management Skills in School New Delhi: Paul Chapman.
6. Ediger, Marlow (2003) Improving School. Administration New Delhi:
Discovery.

Research Project
Internship

Major Course 14: Internship

Elective Courses
A. Intellectual and Developmental Delay (Mental Retardation)

Course Title: Introduction to IDD (Mental Retardation)

Credit Hours: 3+0

Course Description:
????????????????????????????

Learning Outcomes:
After completing the course, the students will be able to:
1. Discuss the characteristics of educational programming and approaches
to learning for children with mental retardation.
2. Plan education and training programmes for various categories of
children with IDD/MR) according to their abilities.
3. Develop individualized education plan (IEP) and teaching strategies in
the light of individual needs of IDD/(MRC).
4. Promote adequate strategies for primary and secondary groups relating
to behavioural management.
5. Help individuals discover vocational adjustment abilities.
6. Determine the future horizon to secure IDD/(MRC) from emerging
threats.
7. Increase understanding of teacher competencies for effectively dealing
with IDD/(MRC).

56
Course Outline:
Unit-1: Introduction
1.1 Philosophy of programme
1.2 Organizing programme
1.3 Concept and definition of IDD/ MR
1.4 Characteristics and Classification of IDD/MR
1.5 Causes of IDD/MR
1.6 Incidence, Prevalence, Prevention and classification
1.7 Characteristics and Grouping of learners
1.8 Intervention and Educational Programme
1.9 Individualized educational programme
Unit-2: Indicators of Learning Challenges
2.1 Essentials of learning
(a) Language
(b) Memory
(c) Attention
(d) Early Motor Skills
(e) Other Functions
2.2 Traditional approaches
2.3 Modern approaches, Piaget etc.
Unit-3: Educational Aspects for IDD/ MR Children
3.1 Development of Educational goals
3.2 Process of curriculum development
3.3 Teaching Methodologies, Strategies
3.4 Adaptation of curriculum
Unit-4: Education of Mild IDD/ MR Children
4.1 Reading readiness
4.2 Reading skills
4.3 Writing readiness
4.4 Writing skills
4.5 Mathematics skills
Unit-5: Education and Training of Moderate IDD/ MR Children
5.1 Daily living skills
5.2 Time concept
5.3 Money management
5.4 Measurement
5.5 Leisure skills
5.6 Motor skills
5.7 Vocational Training
Unit-6: Training & Rehabilitation of Severe/Profound IDD/MR Children
6.1 Caring
57
 6.2 Daily living skills
6.3 Motor skills
6.4 Social skills
6.5 Self-help skills
Unit-7: Development of Communication
7.1 Normal language development
7.2 Semantic features in language development
7.3 Language training
7.4 Experimental procedures
7.5 Syntactic structure and language Development
Unit-8: Pre-School Programme
8.1 Parents role
8.2 Learning activities:
(a) Gross motor
(b) Cognitive and fine motor
(c) Communication
(d) Social and self-help
8.3 Observing and recording the child's progress
Unit-9: Teaching Strategies
9.1 Modern strategies
9.2 Open classroom method
9.3 Individualized approaches
(a) Stages of Play
(b) Solitary Play
(c) Parallel Play
(d) Associative Play
(e) Co-operative Play
9.4 Group relation
(a) Role playing
(b) Empathy
(c) Group relation in the classroom
(d) Group discussion
Unit-10: Behavioural Management
10.1 Behaviour modification
10.2 Re-enforcement
10.3 Eliminating un-desirable behaviour
10.4 Behavioural intervention strategy
10.5 Substituting socially appropriate behaviour
10.6 Psycho-therapies
Recommended Books:
1. Algozzine, B. (2006) Teaching Students with Mental Retardation California
Corwin Press.
2. Drew, C.J (2000) Mental Retardation. 7th-ed. Columbus: Merrill
58
3. Reddy, G.L. (2004) Mental Retardation. New Delhi Discovery.
4. Patton, J.R. and Smith M.B. (1994) Mental Retardation 4th-ed. New York:
Mac Milan.
5. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
6. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
7. Farrel, M. (2008) Educating Special Children New York: Routledge.
8. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed San
Francisco Jersey Bass
9. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana: Kalyani
Publisher

Course Title: Assessment Practices for IDD (MR)

Credit Hours: 3+0

Course Description:
??????????????????????????????

Learning Outcomes:
Recent developments in the field of special education mandate that
identification of educational planning of special childcare should be based on
in-depth assessment and education using valid and reliable instruments and
methods. This course offers fundamental knowledge of such instruments
techniques and methods. Knowledge also be provided about the means to
make use of standardized tests available.
After successful completion of this course the students will be able to:
1. Understand the importance of assessment and evaluation for proper
education/rehabilitation of the special child
2. Identify various areas of child’s ability to be assessed for his/her proper
education/rehabilitation
3. List the wide range of formal as well as informal strategies of
assessment and evaluation
5. Select an appropriate assessment and evaluation strategy based on
his/her professional knowledge
6. Administer, score and interpret the assessment data
7. Use assessment information for the development of IEP (Individualized
Education Plan)
8. Update his/her professional knowledge by using modern means of
acquiring knowledge
Course Outline:
Unit-1: Foundations of Measurement and Evaluation
1.1 The historical developments
59
 1.2 From clinical to social approach
1.3 Assessment and decision-making
1.4 Individualized Education Plan
1.5 Pre-referral assessment
1.6 Referral assessment
1.7 Post referral assessment
1.8 Assessment and the IEP
Unit-2: Domains of Assessment and Evaluation
2.1 Medical domain
2.2 Physiological domain
2.3 Psychological domain
2.4 Educational domain
2.5 Social domain
Unit-3: Strategies of Assessment and Evaluation
3.1 Informal and formal strategies of assessment
3.2 Types of tests with regards to objectives and form
3.3 Tests and testing procedures
3.4 Standardized commercially available tests
3.5 Observation, task analysis and portfolio assessment
Unit-4: Test Development
4.1 Tests objectives
4.2 Table of specifications
4.3 Validity and reliability
4.4 Construction of test items
4.5 Test administration and scoring
4.6 Interpreting test results
Unit 5: Descriptive Statistics
5.1 Raw score and derived score
5.2 Levels of measurements
5.3 Measures of central tendency
5.4 Measures of dispersion
5.5 Correlation
5.6 Use of computers in test analysis
Unit-6: Test Evaluation
6.1 Test validity
6.2 Test reliability
6.3 Test norms
6.4 Reference manual
Unit-7: Interpretation and Reporting Test Results
7.1 Norm-referenced tests
7.2 Criterion referenced test
Unit-8: Educational Evaluation
60
 8.1 Evaluation and decision making
8.2 Evaluation models
8.3 Selection of appropriate model
Recommended Books:
1. Algozzine B. (2006) Effective Assessment for Students with Special Need.
California: Corwin Press.
2. Alhanaroro, J.A. (2002) The Teacher Guide to Assessment.
3. Freeman, R. and Lewis, R. (1998) Planning and Implementation
Assessment London. Kogan Page.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomson.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrell, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed San
Francisco Jossey-Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana: Kalyani
Publisher

Course Title: Functional and Independent Living Skills

Credit Hours: 3+0

Course Description:
???????????????????????????????

Learning Outcomes:
Functional and independent living course is designed to provide young people
skills that will aid in their successful transition into adulthood. It focuses on
personal development, independent living skills, education, and vocational
support.
This course strengthens clients’ skills in the areas of managing their own
affairs, participating in day-to-day life in the community and making decisions
that lead to self-determination.
Useful strategies for teaching students with intellectual disabilities include,
but are not limited to, the following techniques:
 Teach one concept or activity component at a time
 Teach one step at a time to help support memorization and
sequencing
 Teach students in small groups, or one-on-one, if possible
 Always provide multiple opportunities to practice skills in a number of
different settings
 Use physical and verbal prompting to guide correct responses, and
provide specific verbal praise to reinforce these responses

61
Unit-1: Introduction
1.1 Introduction to ILS
1.2 For Elementary, Middle, and Secondary Age Students with
Special Needs
Unit-2:
2.1 Response to Intervention
Unit 3:
3.1 Social Security, Work Incentives, and Benefits Planning
3.2 Positive Behavior Support
3.3 Adult Services
(a) Leisure Skills
(b) Social Skills
(c) Self-Determination Skills
(d) Choice Making
(e) Decision Making
(f) Goal Setting
(g) Problem Solving
(h) Self-Awareness
(i) Self-Advocacy Skills
(j) Independent Living Skills
(k) Money (Banking & Purchasing)
(l) Grocery Shopping (Specific Purchasing Skill)
(m) Home Maintenance Skills
(n) Meal Planning and Preparing
(o) Restaurant Skills
(p) Safety Skills
(q) Self-Care Skills
Unit 4: Functional Skills
4.1 Functional Reading Skills
4.2 Functional Math Skills
4.3 Going to Work
Recommended Books:
1. Surr, K. (2006) Science and Technology in Employment of Persons with
Mental Retardation New. Delhi: Kanishka Press.
2. Shah, R.K (2004) Educating Mentally Retarded Children. Jaipur: Avishtar.
3. Algozzine, B. (2006) Teaching Students with Mental Retardation California
Corwin Press.
4. Drew, C.J (2000) Mental Retardation. 7th-ed. Columbus: Merrill
5. Reddy, G.L. (2004) Mental Retardation. New Delhi Discovery.
6. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan

62
Course Title: Behavioral Management
Credit Hours: 3+0

Course Description:
?????????????????????????????

Learning Outcomes:
This course provides guidance for using behavioral supports which will:
1. Help the person learn effective behaviors which will assist them in
2. reaching their own personal goals;
3. Help the person learn to make responsible personal choices by helping
4. them to learn how to become responsible and
5. Minimize behaviors that put the individual and others at physical risk.
Course Outline:

Unit-1: Introduction
1.1 Purpose
1.2 Overview of Division Philosophy
1.3 Building Blocks of Self Determination
1.4 Consumer Rights
1.5 Unauthorized Techniques
Unit-2: Positive Behavioral Support Process
2.1 Overview
2.2 Functional Assessment / Information Gathering/Communication
2.3 Hypothesis Statements
2.4 Preventative Strategies
2.5 Intensive Support Strategies
2.6 Emergency Strategies
2.7 Restraints
2.8 Evaluate the Effectiveness of the Intervention
2.9 Debriefing Strategies
Unit-3: Planning for Supports
3.1 Including Behavioral Interventions in the Plan
3.2 Developing Outcomes
3.3 Evaluation and Documentation of Outcomes
Unit-4: Policies and Procedures
4.1 Behavior Support Review Committee
4.2 Consumer Rights Committee
4.3 Restraints and Seclusions
4.4 Reporting Rule
4.5 Staff Training

63
Unit-5: Gentle Teaching
5.1 Overview
5.2 What Staff Should Know
5.3 Core and Knowledge and Issues
5.4 Do’s and Don’ts
5.5 Key Strategies
5.6 Examples
5.7 Using Gentle Teaching During a Crisis
Recommended Books:
1. Brown, R.I. (1993) Behaviour & Social Rehabilitation and Training. Toronto:
Captus Press.
2. Wallor, R.J (2009) Functional Behavioral Assessment California: Corwin.
3. Tamner, RES. (2007) Social Behaviour of Children: New Delhi Concept
Publishers.
4. Rogers, Bill (2004) How to Manage Children Challenging Behavior. New
Delhi: Paul Chapman.
5. Zipoli, Thomas J (1997) Behavior Management 2nd-ed. Columbus: Merrill.

B. Learning Disabilities

Course Title: Etiology of Learning Disabilities

Credit Hours: 3+0

Course Description:
This course is spread of four units that cover the description learning
disabilities namely, dyslexia, dyscalculia, dysgraphaia and dysorthographia. It
also encompasses their etiology and assessment practices followed by
teaching and learning process. It also elaborates the instructional strategies for
children with learning disabilities.
Learning Outcomes:
This course achieves an in depth knowledge of early intervention, evaluation,
diagnosis and management of children presenting with any of the learning
disabilities. The course objectively facilitates the students in employing
stimulation for language processing. The graduates are equipped with the
knowledge and skills for appropriately using classroom strategies with and
without assistive devices.
Course Outline:
Unit-1: Introduction
Definition and concept of learning disabilities
1.1 Impact of LD on Academic Performance
1.2 The Bilingual Child

64
Unit-2: Causes
2.1 Neurogenic Causes
2.2 Heredity Factors
2.3 Environmental Factors
2.4 Neuro -Psychological Factors
Unit-3: Types of Learning Disabilities
3.1 Dyslexia
3.2 Dyscalculia
3.3 Dysgraphia
3.4 Dyorthographia
3.5 Associated Disorders (ADD,ADHD)
Unit-4: Signs and Symptoms
4.1 Characteristics of children learning disabilities
4.2 Socio-Communicative Interaction
4.3 Emotional Problems in learning disabilities

Recommended Books:
1. Hallahan, D.P. (1996) Introduction to Learning Disability Boston: Allyn &
Bacon.
2. Burke, P. (2000) Learning Disabilities in Children Oxford: Blackwell
Science.
3. Farrell, M. (2008) Educating Special Children. New York. Routledge.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed San
Francisco Jossey Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana: Kalyani
Publisher

Course Title: Intervention and Assessment of Learning

Disabilities
Credit Hours: 3+0

Course Description:
The course is designed to impart the knowledge and skills for complete
intervention and assessment of all learning disabilities. The graduate learns
how to collect information about the child from his/her caregivers, through
behavioural observations, and the use of standardized screening tools as well
as norm/criterion referenced tests.

65
Learning Outcomes:
On completion of the course the graduate shall be equipped to utilize all
assessment instruments, interpret the data collected, and develop treatment
plans. The graduate shall also maintain records and progress notes for later
reference through the process of intervention.
Course Outline:
Unit-1: Introduction to Assessment
1.1 Concept of Assessment
1.2 Multidisciplinary Evaluation and Assessment
1.3 Assessment needs for a assistive devices
Unit-2: Procedures of Assessment
2.1 Observation of Children in the classroom
2.2 Screening of Learning Disability
2.3 Measuring Student Progress before Intervention
2.4 Recording
2.5 Classifying and Placing Students
Unit-3: Types of Assessment
3.1 Formative Assessment
3.2 Summative Assessment
3.3 Norm –Referenced Assessment
3.4 Criterion –Referenced Assessment
Unit-4: Skills and Techniques of Assessment
4.1 Test Administration
4.2 Test Scoring
4.3 Test Interpretation and
4.4 Reporting Writing
Unit-5: Case History
5.1 Importance of Case History and Developmental Assessment
5.2 Areas of Case History
5.3 How to gather Information through Case History from
Multidisciplinary Team
5.4 Interpreting the Case History Performa
Unit-6: Assessment of Different Areas
6.1 Perception and Motor Proficiency
6.2 Language in bilingual population
6.3 Behaviour and Adaptive Behaviour
6.4 Vision and hearing
6.5 Intelligence of Children
6.6 Functional Skills
Unit-7: Assessment of Academic Areas
7.1 Pre-Academic Skills
66
 7.2 Reading
7.3 Mathematics
7.4 Written Language
7.5 Career and Vocational Skills

Recommended Books:
1. Emerson, Jane (2010) The Dyscalculia Assessment. London: Continuum
International.
2. Mather, Nancy (2009) Writing Assessment and Instruction for students with
Learning Disability 2nd-ed. Sanfrancisco: Jossey-Bass.
3. Hallahan, D.P. (1996) Introduction to Learning Disability Boston: Allyn &
Bacon.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jersey Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

Course Title: Teaching -Learning Process of Learning

Disabilities
Credit Hours: 3+0
Course Description:
This course is designed to teach the graduate about the complexities of the
learning mechanism in human beings. It provides a detailed understanding of
the sensory channels of input for information namely hearing and vision and
prioprioception and the role of cognition; which needs to be maximally
stimulated for learning to read, write and calculate.
Learning Outcome:
After the successful completion of the course the students will be able
to;
1. Implement all auditory, visual and proprioceptive stimuli to develop the
skills of phonology, phonetics.
2. Recognize the orthography and numeracy essential for classroom
learning.
3. Apply multisensory stimulation and conduct parental training to ensure
good learning skills.
Course Outline:
Unit-1: Introduction
1.1 Concept of Learning Process
67
 1.2 Phonological Skills and Metaphonology
1.3 Language Skill and Metalinguistic
Unit-2: Auditory Perceptual Skills
2.1 Auditory Memory
2.2 Auditory Sequences
2.3 Auditory Discrimination
2.4 Auditory Comprehension
Unit-3: Visual Perceptual Skills
3.1 Visual Memory
3.2 Visual Sequences
3.3 Visual Discrimination
3.3 Visual spatial Skills
Unit-4: Cognitive Skills
4.1 Working Memory
4.2 Attention
4.3 Judgment of Correctness
4.4 Problems solving skill
Unit-5: Proprioceptive Skills
5.1 Orthographia Skills
5.2 Gross motor skills
5.3 Fine motor skills
Unit-6: Motivational Problems
6.1 Identification
6.2 Social /Emotional Problems
Recommended Books:
1. Hazard, L.L. (2012) Foundation of Learning Claiming your Education. New
Delhi: Pearson.
2. Ysseldy ke, J. and Algozzine, B. (2006) Teaching Students with Learning
Disability California: Corwin Press.
3. Lefrancois, G.R. (2000) Theories of Human Learning Australia: Wads
Worth.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrell, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

68
Course Title: Instructional and Management Strategies for
Learning Disabilities
Credit Hours: 2+1
Course Description:
This course is designed to teach the graduate about the multisensory and
multidisciplinary approaches required for the development of literacy and
numeracy skills in children with learning disabilities. It also teaches the
graduate to develop and implement an Individualized Educational Plan for the
child in an inclusive setting, to manage the child within and outside the
classroom set up.
Learning Outcome:
1. After successful completion of this course the students will be able to ;
2. Executes appropriate methods of intervention
3. Builds the required instructional strategy for each child having a learning
disability
4. Teach and train the parents to ensure transfer and carryover of learnt
classroom skills.
5. Draft diagnostic and progress reports to maintain
6. Share the child’s progress records with the multidisciplinary team.
Course Outline:
Unit-1: Instructional Strategies and approaches
1.1 Instructional strategies;
1.2 Direct instruction
1.3 Sequential simultaneous structured multisensory approach
1.4 Learning strategy instruction
1.5 Holistic approach, word picture approach and analytical
approach
Unit-2: Multidisciplinary Team
2.1 Members of the Multidisciplinary Team
2.2 The Models of Multidisciplinary Team
2.3 Parental Role and Responsibility
Unit-3: Curriculum Modification
3.1 Framework for Modifying Curriculum
3.2 Modifying the Amount of Work
3.3 Modifying the Complexity of Tasks
3.4 Modifying Tests, Assessments, and Report
Unit-4: Assistive Devices
4.1 Use of Computer Software and the Word Processor
4.2 Use of Calculator
4.3 Use of Materials, Diaries, Files and Folders
Unit-5: Classroom Modifications
5.1 Classroom Modification and Management
69
 5.2 Dysgraphia; hand writing skills with appropriate tools
5.3 Dyscalculia: tactual and kinesthetic spelling and hand writing
instruction
5.4 Time management
Unit-6: Learning Skills
6.1 Working in a multidisciplinary team
6.2 Development of orthographic skills
6.3 Cognitive skills,
6.4 Psychosocial skills
6.5 Language, Reading and Spelling Skills
6.6 Numeracy and Math Skills
6.7 Learning through movement and music
Practicum
Case study:
formal/ Informal assessment.
Use and Implementation of IEP
Executing Classroom Instructions and Management
Utilization of Assistive Devices
Parental Counseling
Networking between multi-professionals and rehabilitation practitioners
Recommended Books:
1. Mather, N. (2009) Writing Assessment and Intervention for Students with
Learning Disabilities 2nd ed. Sanfransinco: Jossey-Bass.
2. Walden, K.A.(1992)Teaching Children with Learning Disabilities Strategies
for Success London: Chapman and Hall.
3. Hallahan, D.P. (1996) Introduction to Learning Disability Boston: Allyn &
Bacon.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher
9. Desi, Morli (2010) Rights based preventive approach for psychosocial well
being in childhood. Mumbai: Springer.
10. Reid, Gavin (2005). Learning Styles and Inclusion. London: Paul
Chapman Publishing.
11. Moltimore, Telly (2008) Dyslexia and learning style. USA: John Willy &
Sons.

70
 C. Visual Impairment
Course Title: Etiology of Visual Impairment
Credit Hours: 3+0
Course Description:
This course will provide information regarding nature, types and possible
causes of visual impairment. It will provide understanding about the impact of
visual impairment on personality development. The course will provide
comprehensive information about teaching methodologies and management of
visual impairment. It will give hands on experience on testing of vision and in
depth knowledge about optical and non-optical devices for low vision.
Learning Outcomes:
1 After completing this course students will be able to:
2 Identify different categories of visual impairment and their possible causes
3 Define and differentiate between blindness, partial sightedness and low
vision.
4 Understand different types of visual tests
5 learn about impact of visual impairment on different aspects of personality
development
6 Acquire skills related to classroom management of visual impairment
Course Outline:
Unit-1: Anatomy & Physiology of Eye
1.1 Structure & function of different parts of the eye
1.2 Visual acuity
1.3 Vision refraction
1.4 Signs and symptoms of visual impairment
1.5 Possible causes of visual impairment
Unit-2: Assessment of vision
2.1 Introduction
2.2 Need of comprehensive tests of vision and limitations of tests
2.3 Testing of vision using objective tests
2.4 Test of visual field and colour vision
2.5 Use of corrective technology
Unit-3: Implications of Visual Impairment
3.1 Introduction to visual impairment
3.2 Blindness, partial sighted & low vision
3.3 Physical implications
3.4 Social & emotional implications
3.5 Implications for the family & community
Unit-4: Management & Teaching methodologies for Low Vision
4.1 Types of residual vision
4.2 Optical & non optical aids for low vision
4.3 Assessment and training procedures to use low vision aids
71
 4.4 Educational adaptations for persons with low vision & visual
impairment
Unit-5: Management and teaching methodologies for visual impairment
5.1 Teaching methods used for students with visual impairment
5.2 Preparing teaching aids (Tactile & auditory)
Recommended Books:
1. Miller, D. (2005) Visual Needs. London: Continuum.
2. Dodds, Allan (1993) Rehabilitations Blind and Visual Impaired. London:
Chapman & Hall.
3. Webster, Alec and Roe, J. (1998) Children with Visual Impairment London:
Routledge.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

Course Title: Independent living skills for Children with Visual

Impairment
Credit Hours: 3+0
Course Description:
This course will provide comprehensive knowledge regarding all essential
factors related to independence skills, Psycho-social aspects of independence
and body awareness. It will develop skills regarding physical activities
according to the needs of persons with visual impairment. It will develop their
skill regarding training of ADL (activities of daily living) to persons with visual
impairment.
Learning Outcomes:
1. After completing this course students will be able to:
2. Have knowledge about essential factors related to independence skills
3. Develop better physical posture and body image in their students
4. Understand and explain environmental factors important for positive
teaching-learning environment
5. Design and implement physical activities and games according to
individual needs of children with visual impairment
6. describe importance of activities of daily living for visually impaired
persons

72
Course Outline:
Unit-1: Essential factors in independence training
1.1 Orientation
1.2 Mobility
1.3 Daily living skills
1.4 Self-motivation
1.5 Technologies
Unit-2: Psycho-social aspects for independence
2.1 Awareness among masses
2.2 Attitude towards handicapping conditions
2.3 Visually impaired persons and their families
2.4 Impact of Mannerism
2.5 Interaction of sighted and visually impaired persons
Unit-3: Motor development, body awareness & body posture
3.1 Impact of visual impairment of Motor development
3.2 Body awareness
3.3 Posture
Unit-4: Awareness of Environment
4.1 Listening skills
4.2 Use of hepatic sense system
4.3 Sources of information
4.4 Exploring the outside environment
Unit-5: Physical Activities & Games
5.1 Flexibility & exercises to improve it
5.2 Games for infant and children
5.3 An introduction to Para Olympics
Unit-6: Teaching Activities of Daily Living
6.1 Training in feeding, dressing & toileting
6.2 Encouraging order lines
6.3 Developing fine hand movements
6.4 Task analysis
Recommended Books:
1. Mamuiy, D. (2009) Life Skills Activities for Special Children 2nd-ed
Sanfransico. Jossey Bass.
2. Dash, N. (Dr.) (2011) Special Education Development of Imagery among
Visually Challenged Children. New Delhi: APH Publishing.
3. Maychell, K. and Smart, D. (1990) Beyowd Vision: training for work with
Visual Impaired people. Birkshire. NFER-Nelson.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher
73
6. Farrell, M. (2008) Educating Special Children Newyork: Routledge.
Course Title: Orientation & Mobility
Credit Hours: 3+0
Course Description:
This course is designed for students to have knowledge and practice related to
orientation & mobility which are essential skills for a visually impaired person
to live a normal life. This course contains definition of M & O, its importance,
different techniques and their application in classroom as well as outside
environment. This course will provide information and training for technology
used for mobility and orientation.
Learning Outcomes:
After studying this course students will be able to:
1 Have understanding of different mobility and orientation aids used for
visually impaired persons
2 Demonstrate different techniques of mobility they will learn during their
practical training
3 Develop maps for orientation of visually impaired persons
4 Use and teach latest techniques for orientation & mobility
Course Outline:
Unit-1: Introduction to Orientation & Mobility
1.1 History and definition of O & M
1.2 Difference between O & M
1.3 Role of O & M in developing independence
Unit-2: Planning and Developing Orientation
2.1 Orientation techniques
2.2 Orientation devices
2.3 Room exploration & familiarization
Unit-3: Mobility Aids
3.1 Categories of mobility aids
3.2 Dog oriented mobility training
3.3 Exploring a road pattern
3.4 Maps for blind persons
3.5 Gadgets for mobility (watches, mobiles etc.)
Unit-4: Mobility Techniques
4.1 Specific mobility techniques
4.2 Sighted guides
4.3 Cane techniques
Recommended Books:
1. Miller, D. (2005) Visual Needs. London: Continuum.
2. Dodds, Allan (1993) Rehabilitations Blind and Visual Impaired. London:
Chapman & Hall.

74
3. Webster, Alec and Roe, J. (1998) Children with Visual Impairment London:
Routledge.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed San
Francisco Jossey-Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana: Kalyani
Publisher

Course Title: Braille and Computer Applications

Credit Hours: 3+0
Course Description:
This course familiarizes the students with the importance and operational
aspects of Braille, which has stood the test of time and competition for the last
about 185 years. It also introduces them to basic devices used for teaching
blind and low vision children. Through the study of the course, the learners will
be motivated to know more about these and various other devices and
technologies and be in a position to help children with visual impairment to use
the needed devices with ease and speed.
Learning Outcomes:
After completing the course the student will be able to:
1. Acquire basic information about Braille, its relevance and some
important functional aspects.
2. Get basic information on types and significance of different Braille
device like perkins Brailler read and write English and Urdu Braille with
perfection
3 Get acquainted with the types and significance of basic devices relating
to Mathematics,
4 Use screen reading software
Course Outline:
Unit-1: History of Braille
1.1 Introduction of Louise Braille
1.2 Developmental phases of Braille
Unit-2: Braille System
2.1 Form
2.2 Major characteristics
Unit-3: Use of Perkin Brailler
3.1 Introduction of perkin Brailler
3.2 Typing
3.3 Erasing
75
 3.4 Correcting

Unit-4: Learning of Braille level I (simple without contractions)

(Practical)
4.1 Learning Urdu Braille
4.2 Learning English Braille
4.3 Introduction to Arabic Braille
Unit-5: Learning Urdu Braille Learning of Braille Level II (with with
Primer & contractions)
5.1 Learning English Braille
5.2 General Hints
5.3 Some standard rules
5.4 Contents sheets
5.5 Foot notes
5.6 Poetry
5.7 Place
5.8 Correspondence
5.9 Tables
Unit-6: Learning Mathematics
6.1 Use of abacus
6.2 Use of mathematic slate
6.3 Mathematics on Brailler
6.4 Use of calculator
6.5 Use of computer software
Unit-7: Assistive Technology Products
7.1 Alternative keyboards
7.2 Joysticks
7.3 Braille embossers
7.4 Screen readers
7.5 Wands & sticks
7.6 Touch screen
7.7 Text to Speech (TTS) or speech synthesizers

Recommended Books:
1. Salisbury, R. (2008) Teaching Pupils with Visual Impairment. London:
Routledge.
2. Main, M.N.G. (1997) Techniques of Teaching Blind. New Delhi: Sterling
Publication.
3. Farrel, M. (2008) Educating Special Children New York: Routledge.
4. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed San
Francisco Jossey-Bass
5. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana: Kalyani
Publisher
6. Dodds, Allan (1993) Rehabilitations Blind and Visual Impaired. London:
Chapman & Hall.
76
 D. Physical and Health Impairment
Introduction:
Physical and health impairments can dramatically affect quality of life, and
even shorten the life span if left untreated. It is one of major disabilities in
Pakistan as well and growing day by day. The objectives of the course is to
give the students an opportunity to understand main types of Physical and
health impairment with its signs and symptoms. Course also incorporates
various issues involved in assessment, intervention, rehabilitation and
instructional decisions made for educational placement of students with
physical and health impairment.
Learning Outcomes:
The objectives of the course are to:
1. Explain nature of Physical and Health Impairment
2. Enable the students to identify main types and characteristics of
physical and health impairment
3. Enable to recognize the specific problems and educational needs of
these children.
4. Remedial planning for the students with physical and health impairment
5. Explain the impact of rehabilitation on students with physical and health
impairment

Course Title: Etiology of Physical and Health Impairment

Credit Hours: 3+0

Course Description:
????????????????????????????????????
Learning Outcomes:
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Course Outline:
Unit-1: Introduction to Physical and health impairment
1.1 Physical Impairment
1.2 An overview of definitions
1.3 Causes and prevention
1.4 Incidence and prevalence
1.5 Muscular dystrophy
1.6 Multiple sclerosis
1.7 Absent limb/reduced limb function
Unit-2: Health Impairment
2.1 Heart Conditions
2.2 Hemophilia
77
 2.3 Allergies
2.4 Asthma
2.5 Diabetes
2.6 HIV/AIDS
2.7 Cancer
2.8 Other Blood disorders
Unit-3: Anatomy and Physiology of Human Body
3.1 Nervous System
(a) Types of Nervous System
(b) Anatomy
(c) Physiology
3.2 Muscles
(a) Types of Muscles
(b) Anatomy
(c) Physiology
3.3 Bones
(a) Anatomy
(b) Physiology
3.4 Joints
(a) Functions and Classification of joints
(b) Axel and Appendicular Skeleton
Unit-4: Physical Fitness and Motor Skills
4.1 Physical Performance
4.2 Anaerobic power and capacity
4.3 Tolerance of external exercise
4.4 Stages of early development
4.5 Psychomotor skills
4.6 Strength of Muscles
Unit-5: Neurological Conditions
5.1 Cerebral palsy
5.2 Spina bifida
5.3 Spinal cord injury
5.4 Polintekutues
5.5 Epilepsy
5.6 Poliomyelitis
5.5 Other neurological conditions
Unit-6: Muscular Problems
6.1 Muscular Dystrophy
6.2 Myotonia Congenital
6.3 Familiar Periodic paralysis
6.4 Myasthenia gravis
Unit-7: Orthopedic Difficulties
7.1 Amputations
7.2 Arthritis
78
 7.3 Ontogenesis imperfects
7.4 Hip Dislocation/ disorders

Unit-8: Assessment
8.1 Physiological: Articulation, Bowel and Bladder functions
8.2 Communication: Verbal and Non Verbal
8.3 Development: Cognitive and Physical
8.4 Assessment of Independent Living Skills
Recommended Books:
1. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
2. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
3. Farrel, M. (2008) Educating Special Children New York: Routledge.
4. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jersey Bass
5. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

Course Title: Educational Intervention for Physical and Health

Impairment
Credit Hours: 3+0

Course Description:
????????????????????????????????
Learning Outcomes:
???????????????????????????????

Course Outline:
Unit-1: Psychological and Educational Assessment
1.1 Social considerations in testing children with physical handicaps
1.2 Choosing Test Battery
1.3 Adaptations of Test and Test Items
1.4 Interpreting Test Results
Unit-2: Planning for Instructions
2.1 Identification of Special Needs
2.2 Instructional planning
3.3 Special Provision/ Arrangements
2.4 Guidelines for Barrier free schools
2.5 Accessibility
2.6 Writing aids
2.7 Planning: The traditional View and Alternative perspective
2.8 Modes of Planning: Daily, Weekly, Monthly and Annual Planning

79
Unit-3: Teaching Strategies
3.1 Effective Teaching
3.2 Creating Productive Learning Environment
3.3 Classroom layout and special furniture
3.4 Teacher Attitude and Professional Approach
3.5 Resource Organization
Unit-4: Assistive Technology
4.1 Empowering persons with disabilities through technology
4.2 Nature and Importance of aids
4.3 Classroom Technology
4.4 Using Time and Space effectively
4.5 Effective Use of Teaching Aids
4.6 Screen reading software
4.7 Speech recognition software and communication devices
4.8 Specialized exercise equipment
4.9 Augmentative and Alternative Devices
Unit-5: Physical Education and Sports
5.1 Physical Education and Sports
5.2 Pre-Activities Instruction
5.4 Arranging the indoor activities
5.5 Recreation and motor skills development
Recommended Books:
1. Algozzine, B. and ysseldyke, J. Teaching Students with Medical, Physical
& Multiple Disability. California.
2. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
3. Smith, D.D (1998) Introduction to Special Ed: Allyn & Bacon.
4. Farrell, M. (2008) Educating Special Children New York: Routledge.
5. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass
6. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

Course Title: Therapeutic Management of Physical and Health

Impairment
Credit Hours: 3+0

Course Description:
????????
Learning Outcomes:
????????????????
Course Outline:
Unit-1: Impact of Physical Disabilities
80
 1.1 Individual
1.2 Family
1.3 Society
Unit-2: Physiotherapy
2.1 Role of Physiotherapist
2.2 Physical Therapy for persons with disabilities
2.3 Role of Physiotherapist in classroom
Unit-3: Mobility Aids
3.1 Bioengineering Consideration
(a) Pelvic Stability
(b) Trunck Control
3.2 Wheel Chair
(a) Types
(b) Choice
(c) Modification
(d) Walking aid
(e) Molded Seating System
Unit-4: Physical Appliances
4.1 Sticks and Crutches
4.2 Foot Wears and Outhouses
4.3 Walking Frames
4.4 Calipers and Braces
Unit-5: Additional Problems of Children with Physical and Health
Impairment
5.1 Behavior and Emotional Problems
5.2 Communication Difficulties
5.3 Mobility and Orientation
5.4 Independent Living
Unit-6: Major Issues in Advocacy
6.1 Accessibility
6.2 Travel and Transportation
6.3 Alternative Living Arrangements
6.4 Employment
6.5 Marriage
6.7 Fundamental Rights
Unit-7: Rehabilitation
7.1 Engineering
7.2 Occupational
7.3 Social Interaction
7.4 Social Integration and Rehabilitation
7.5 Electrotherapy
Recommended Books:

81
1. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomas.
2. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
3. Farrell, M. (2008) Educating Special Children New York: Routledge.
4. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass
5. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

Course Title: Educational Adaptation for Children with Physical

and Health Impairment
Credit Hours: 3+0

Course Description:

Learning Outcomes:
????????????????????????????????
Course Outline:
Unit-1: Independent Living
1.1 Behavior influencing self-care skills
1.2 Toileting Training
1.3 Eating Skills
1.4 Grooming Skills
Unit-2: Interdisciplinary Approach
2.1 Interdisciplinary Process
2.2 Working with Other Professionals
3.3 Management of Services in Schools
2.4 Home School Relationship
Unit-3: Routine and Emergency Medical Procedures
3.1 School Protocol
3.2 Specific Conditions
3.3 Routine Pediatric Concerns
3.4 Functions of Home/School contact
Unit-4: Preparing Students for Employment
4.1 Supported Work Model
4.2 Transition from school to work
4.3 Employment and Related Services
Unit-5: Least Restrictive Environment
5.1 Placement in formal schools
5.2 Teaching Practices
(a) Source room programs
(b) Itinerant Teacher
82
 5.3 Architectural Designs
5.4 Services for students with physical and health impairment
5.5 Facilitating Mainstreaming

Recommended Books:
1. Telljohan, S.K. (2007) Health Education 5th-ed Boston: McGraw-Hill.
2. Butter, J.T. (2001) Principles of Health Education & Health Promotion. 3rd-
ed Australia Word worth.
3. Donatelle, R.J. (2002) Access to Health 7th-ed. San Francisco: Benjamin.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco JerseyBass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

E. Hearing Impairment

Course Title: Teaching of Children with Hearing Impairment

Credit Hours: 3+0
Course Description:
Hearing Disorders and Audiology is one of the major courses of the area of
hearing impairment. It provides the knowledge about the hearing loss, its
major types and assessment. Information about different diagnostic test of
hearing and selection of appropriate hearing aids according to hearing loss will
be discussed

Learning Outcomes:
The prospective teachers will be able to:
1. Understand anatomy and physiology of the hearing mechanism
2. Explore areas of hearing disorders
3. Understand the concept of audiology and audiometry process
4. Interpret audiological findings and relate/use it in daily teaching
Course Outline:
Unit-1: Concepts and Definitions
1.1 Etiology of Deafness
1.2 Anatomy of the ear
1.3 Acoustic and Sound Physics
1.4 Hearing and Hearing Mechanism

83
 1.5 Hearing Impairment
Unit-2: Hearing Disorders
2.1 Hearing Loss, nature and types
2.2 Consequences of Hearing Disorders
2.3 Etiology of childhood hearing impairment
2.4 Pre and peri-natal causes
2.5 Post-natal causes
2.6 Risk factors for childhood hearing impairment
Unit-3: Audiology: An Introduction
3.1 Concept of Audiology
3.2 Protocol of hearing screening according to age
3.3 Importance of early intervention
Unit-4: Behavioral Hearing Tests
4.1 Testing babies 6 months to 18months
4.2 Testing techniques 18-30 months
4.3 Testing techniques 2-6 & 3-6 years
4.4 Visual reinforcement audiometry
Unit-5: Pure-Tone Audiometry.
5.1 Hearing Assessment and the pure-tone Signal
5.2 PTA procedure
5.3 Sound Discovered and sound Re-Gained
5.4 Tympanometry
5.5 Masking
5.6 Audiogram and threshold measurement
5.7 Interpretation of audiograms
Unit-6: Auditory Evoked Potentials
6.1 Introduction of AEP’s
6.2 Methodology
6.3 Interpretation of ABR
6.4 Application of ABR
6.5 Hearing screening
Unit-7: Otoacoustic Emissions
7.1 Introduction
7.2 Classification
7.3 Origin of OAE’s
7.4 Clinical application of OAE’s
Unit-8: Hearing Aid Systems
8.1 Types of hearing aid systems
8.2 Hearing aid selection
8.3 Hearing aid management
Unit-9: Cochlear Implants
9.1 Introduction to Cochlear Implantation

84
 9.2 Benefits of cochlear implant
9.3 Classroom management for Children with Cochlear Implanted
Recommended Books:
1. Mahshie, J. (2006) Enchasing Communication Skills of Deaf & Hard of
Hearing Children in the Mainstream New York. DELMAR.
2. Singh, Mubarak. (2010) Education of Children with Special Needs. New
Delhi: Kanishka Publishers.
3. Sonia, G. (2007) Teaching Children with Special Needs New Delhi: SBS
Publishers.
4. Dhawan, M.I. (2005) Education of Children with Special Needs. Delhi:
ISHA Books.
5. Alice, M.R.K. (2004) Deaf Education. New Delhi. Sonali Publishers.
6. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
7. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
8. Farrel, M. (2008) Educating Special Children New York: Routledge.
9. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jersey Bass
10. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

Course Title: Speech and Language Development

Credit Hours: 3+0
Course Description:
Speech and language are the skills we use to communicate with others.
Speech is making the sounds that become words-the physical act of talking.
Language is our system of using words to communicate. It includes using
words and gestures to say what we mean, and understanding what others say.
Learning Outcomes:
The prospective teachers will be able to:
1. Understand the basics of speech and language
2. Learn about the processes of speech and language development
3. Identification and remedial strategies of speech and language disorders
Speech Development
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Course Outline:
Unit-1: Anatomy and physiology
1.1 Speech Organs
Unit-2: The Speech Mechanism
2.1 Acoustics of Speech
85
Unit-3: Parameters of Speech
3.1 Phonation
3.2 Resonation
3.3 Articulation
3.4 Respiration

Unit-4: Phonetics
4.1 International Phonetic Alphabets
4.2 Manner and Placement of Phonemes
Unit-5: Disorder of Speech
5.1 Voice Disorders
(a) Overview of Voice Disorders
(b) Overview of Speech Disorders
Unit 6: Language Development and Cognitive Skills
6.1 Components of Language (Non-Linguistic, Para-linguistic and
Meta Linguistic Features of Language)
(a) Semantic/Lexical Development
(b) Morphological Development
(c) Syntactic Development
(d) Pragmatic Development
6.2 Piaget’s Theory
Unit-7: Theories of Language Development
7.1 Psycho-Linguistic Theory
7.2 Behaviorism
7.3 Vygotsky Socio-Linguistic Theory
7.4 Chomsky Language Acquisition Device
Unit-8: Neural Development and Language
8.1 Cerebral Dominance and Handedness
8.2 Critical Age
Unit-9: Phonological Development
9.1 Stages of Phonological Development
9.2 Phonological Processes
(a) Substitution
(b) Omission
(c) Assimilation
Recommend Books:
1. McManus J (2006) Supporting Children with Speech & Language
Impairment and Associated Difficulties 2nd-ed London: Continuum Books.
2. William, L. and McLeod, S. (2011) Speech Sound Disorders in Children.
Australia: Engage Learning.
3. Workinger, M.S. (2005) Cerebral Palsy Resources Guide for Speech
Language Pathologists. Australia: Thomson.

86
4. Bunning, K. (2005) Speech and Language Therapy Intervention. London:
Whurr Publishers.
5. Monica, B. (2005) Speech and Language Clinical Process and Practice –
Baltimore: Paul H. Brooks.
6. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
7. Hegde, M.N. (1992) Clinical Methods & Practicum in Speech Language
Pathology London: Chapman & Hall.
8. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.

Course Title: Audiology & Hearing Disorders

Credit Hours: 3+0

Course Description:
????????????????????????????????
Learning Outcomes:
After completing the course prospective teachers will be able:
1. Know and understand a range of approaches in the teaching/education
of deaf children.
2. Learn different teaching skills related to different subjects
3. Demonstrate the ability to bring together information on an individual
deaf child from a range of sources, including either video or audio
recording, or tasks devised by the student.
5. Explain educational consequences of HIC
Course Outline:
Unit-1: Teaching-Learning Process
1.1 Teaching and Teaching Process
1.2 Learning and Learning Process
1.3 Teaching-Learning Process
Unit-2: Methods of Communication for HIC
2.1 Communication and Communication System for HIC
2.2 Oral/Aural Method of Communication
2.3 Total Communication
2.4 Lip reading
2.5 Cued speech
Unit-3: Educational Implications for CHI
3.1 Auditory skills
3.2 Language development
3.3 Social and emotional Development
3.4 Academic Development
Unit-4: Effective Strategies and Methods of Teaching for CHI
4.1 Effective teaching strategies
87
 4.2 Sign Language
4.3 Computer application
4.4 Role of parents in teaching of CHI
Unit-5: Instructional material for CHI
5.1 Assistive and Instructional Technology for CHI
5.2 Media, messages and methods: definitions
5.3 Instructional communication
5.4 The role of media in instruction for CHI
Unit-6: Methods of Teaching Speech to Children with Hearing
Impairment
6.1 Synthetic Method
6.2 Analytical Method
6.3 Combined Method
6.4 Ling Approach
Unit-7: Instructional Planning
7.1 Unit Planning
7.2 Lesson Planning
7.3 Components of Lesson Planning
Unit-8: Individualized Education Programme (IEP)
8.1 Individualized programming
8.2 Planning and monitoring of instruction
8.3 Choosing and developing material
Recommend Books:
1. Schow, R.L. (1996) Introduction to Audiologic Rehabilitation Boston: Allyn
& Bacon.
2. Estra books, W. (2006) Auditory Verbal Therapy & Practices Washington:
Abrendar Graham Bell.
3. Hull, R.H (1992) Aural Rehabilitation. 2nd-ed. London. Chapman & Hall.
4. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
4. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
5. Farrel, M. (2008) Educating Special Children New York: Routledge.
6. Wilmshurst, L. (2010) The Complete Guide to Special Education 2 nd-ed
San Francisco Jersey Bass
7. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher.

Course Title: Sign Language

Credit Hours: 3+0

Course Description:
???????????????????????
88
Learning Outcomes:
The prospective teachers will be able to:
1. Understand the concept of communication as whole with components
2. Learn different components of sign language
3. Aware the teachers about Pakistan Sign language

Course Outline:
Unit-1: Communication Approaches
1.1 Verbal Communication
1.2 Non-Verbal Communication
1.3 Total Communication
(a) Oral
(b) Aural
(c) Sign Language
Unit-2: Hand shapes
2.1 Basic Hand shapes
2.2 Central Hand shapes
2.3 Marginal Hand shapes
2.4 Problematic Cases
2.5 Meaningful Hand shapes
Unit-3: Sign Families
3.1 Opposites
3.2 Signs Related by Common Hand shape
3.3 Signs Related by Common Place of Articulation
3.4 Componential Signs
Unit-4: Extraneous Influences on PSL
2.1 PSL and Urdu
2.2 PSL and English
2.3 PSL and Gestures
2.4 PSL and Other Sign Languages
Unit-5: Non-manual Components of Signs
3.1 Mouth Pattern, Mouth Gesture and Facial Expression
3.2 Body Posture, Head Position and Eye Gaze
3.3 A Non-manual Parameter
Unit-6: Iconic signs
6.1 Pantomimic Modification
6.2 Pantomimic Modification
Unit 7: Morphology
7.1 Word Classes
7.2 Directionality
7.3 Aspects
89
 7.4 Completive Aspect
(a) Aspectual Modulation
(b) Complex Signs
(c) Numeral Incorporation
(d) LENA: ‘take’ and DENA: ‘give’
(e) Fusion
(f) Compounds

Unit-8: Syntax
8.1 Word Order
8.2 Predicates and Participants
8.3 Temporal Expressions
8.4 Function Signs
8.5 Modifying Constructions
8.6 Localization
8.7 Loci
8.8 Directionality
8.9 Positioning
8.10 Index
8.11 Eye Gaze
8.12 Role Play
8.13 Inconsistencies
Unit-9: Nonmanual Syntax
9.1 Affirmation and Negation
9.2 Interrogatives
9.3 Conditional Clauses

Note: Institution teaching this course should provide PSL

manual/CD for practice.
Recommended Books:
1. Mahshie, J. (2006) Enchasing Communication Skills of Deaf & Hard of
Hearing Children in the Mainstream New York. DELMAR.
2. Singh, Mubarak. (2010) Education of Children with Special Needs. New
Delhi: Kanishka Publishers.
3. Sonia, G. (2007) Teaching Children with Special Needs New Delhi: SBS
Publishers.
4. Dhawan, M.I. (2005) Education of Children with Special Needs. Delhi:
ISHA Books.
5. Alice, M.R.K. (2004) Deaf Education. New Delhi. Sonali Publishers.
6. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.
7. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
8. Farrel, M. (2008) Educating Special Children New York: Routledge.

90
9. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jersey Bass
10. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

F: Autism Spectrum Disorders

Paper 5.1: Autism Spectrum Disorders: Nature, Needs & Etiology
Paper 5.2: Assessment & Teaching Methods for Children with ASD
Paper 5.3: ASD & Associated Conditions
Paper 5.4: Therapeutics Interventions in ASD

Course Title: Autism Spectrum Disorders: Nature, Needs &

Etiology
Credit Hours: 3+0

Course Description:

Learning Outcomes:
On completion of this course, students will be able to:
1. Explain the Spectrum and evolution of understanding of Autism
Spectrum Disorders (ASD)
2. Describe the nature & characteristics of ASD
3. Explain the impairments in ASD
4. Explain the neuro-cognitive theories pertaining to ASD
5. Describe the learning characteristics of children with ASD
Course Outline:
Unit-1: Introduction to ASD
1.1 ASD: Concept, definition and characteristics
1.2 Historical perspective – Cultural perspective, myths, and
evolution of understanding the diagnosis
1.3 Prevalence and incidence
1.4 Types of ASD
1.5 Etiology, Recent Trends and Updates
Unit-2: Social Communication & Language across the spectrum
2.1 Non-Verbal Communication
2.2 Verbal Communication
2.3 Social emotional reciprocity
2.4 Interpersonal relationships
2.5 Variations across the spectrum
91
Unit-3: Thought and Behaviour in ASD
3.1 Motor and Verbal Stereotypes
3.2 Unusual Sensory Behaviours
3.3 Routines and Rituals
3.4 Play behaviours
3.5 Variations across the Spectrum

Unit-4: Neurocognitive Theories

4.1 Theory of Mind
4.2 Executive Functioning
4.3 Central Coherence
4.4 Implications in Learning and Educational Implications
4.5 Variations across the Spectrum
Unit-5: Learning Characteristics and Styles
5.1 Selective Attention
5.2 Motivation
5.3 Generalization & transfer
5.4 Uneven cognitive profile
5.5 Visual vs Auditory learning
Recommended Readings:
1. Seach, D. (2003) Supporting Children with Autism in Mainstream Schools.
Birmingham: The Question Publishers.
2. Randall, P. and Parker, J. (1996) Supporting the Families of Children with
Autism. Chichester: John Wiley & Sons.
3. Fribary, K.L. (2012) Educating Children with Exceptionalities. New York:
McGraw-Hill.
4. Aarons, M. and Giltens, T.( ) The Handbook of Autism London: Tavistock.
5. Smith, D.D (1998) Introduction to Special Education, Boston: Allyn &
Bacon.
6. Farrell, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jossey-Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher
9. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomsan.

Course Title: Assessment & Teaching Methods for Children

with ASD
Credit Hours: 3+0

Course Description:

92
Learning Outcomes:
On completion of this course, students will be able to:
1. Describe the techniques for screening and assessment of persons with
ASD
2. Explain the need and areas of assessment in ASD
3. Describe the teaching approaches and methods suitable for persons
with ASD
4. Use the appropriate strategies for teaching persons with ASD
5. Understand the need and concept of Inclusive Education
Course Outline:
Unit-1: Screening, Diagnosis & Assessment
1.1 Screening, diagnosis & assessment: concept and definition
1.2 Screening tools: M-CHAT, Screening Test for Autism
1.3 Diagnostic criteria: DSM-IV, DSM-V, ICD-10
1.4 Diagnostic tools: CARS, CARS II, Autism Behavior Checklist,
ADOS, Asperger’s
1.5 Syndrome Diagnostic Scale, RAADS; Indian Tools and Cultural
Adaptations
1.6 Differential Diagnosis
Unit-2: Functional Assessment
2.1 Need for Functional Assessment
2.2 Types of assessment
2.3 Methods of Assessment
2.4 Assessment of
(a) Language & communication
(b) Social behavior
(c) Motor skills
(d) Learning styles & strategies
(e) Challenging Behaviours
2.5 Tools of Functional Assessment – PEP-R, APEP, ABLLS, TTAP,
VABS II
Unit-3: Approaches to Teaching
3.1 Behavioural Approach:
(a) LOVAAS
(b) Applied Behavioral Analysis
(c) Discrete Trial Teaching
(d) Verbal Behavior Analysis
3.2 Developmental Approach
(a) Floor time
(b) Montessori
3.3 Structure and visual Supports – TEACCH
3.4 Naturalistic Approaches - Pivotal Response Training
3.5 Considerations for eclectic approaches and cultural adaptations
Unit-4: Teaching Method & Techniques
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 4.1 Stages of Learning – Acquisition, maintenance, fluency and
generalization
4.2 Principles of Teaching- concrete, iconic, symbolic,
4.3 Teaching Strategies – task analysis, prompting, fading, shaping,
chaining
4.4 Teaching Approaches – multi sensory, project method, play way
4.5 One to one teaching and group teaching

Unit-5: Inclusive Education

5.1 Concept and Definition
5.2 Types of Inclusion
5.3 Challenges to inclusion in ASD
5.4 Role of special educator for students with ASD
5.5 Importance of enabling social and physical environment
Recommended Readings:
1. Smith, D.D (1998) Introduction to Special Ed: Allyn & Bacon.
2. Farrel, M. (2008) Educating Special Children New York: Routledge.
3. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed San
Francisco Jersey Bass
4. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana: Kalyani
Publisher
5. Algozzine B. (2006) Effective Assessment for Students with Special Need.
California: Corwin Press.
6. Alhanaroro, J.A. (2002) The Teacher Guide to Assessment.
7. Freeman, R. and Lewis, R. (1998) Planning and Implementation
Assessment London. Kogan Page.
8. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An
Introduction to Exceptionality Austria Thomson.

Course Title: ASD & Associated Conditions

Credit Hours: 3+0
Course Description:
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Learning Outcomes:
On completion of this course, students will be able to:
1. Describe the characteristics & types of children with mental retardation
& cerebral palsy
2. Explain the characteristics & types of children with visual & hearing
impairments
3. Describe the characteristics of children with attention disorders &
psychiatric comorbidity
4. Discuss the educational implications for ASD children with various
associated conditions
Course Outline:
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Unit-1: ASD & Mental Retardation (MR)
1.1 MR: Concept and definition
1.2 Characteristics of MR
1.3 Causes of MR
1.4 Classification of MR
1.5 Educational implications for ASD children with MR

Unit-2: ASD & Cerebral Palsy (CP)

2.1 CP: Concept and definition
2.2 Characteristics of CP
2.3 Causes of CP
2.4 Types of CP
2.5 Educational implications for ASD children with CP
Unit-3: ASD & Sensory Impairment
3.1 VI & HI: Concept and definition
3.2 Characteristics of VI & HI
3.3 Causes of VI & HI
3.4 Types of VI & HI
3.5 Educational implications for ASD children with VI& HI
Unit-4: ASD & Psychiatric Co-morbidity
4.1 Types of Psychiatric Co-morbidity : anxiety, depression
4.2 Characteristics Psychiatric Co-morbidity
4.3 Causes of Psychiatric Co-morbidity
4.4 Management of Psychiatric Co-morbidity
4.5 Educational implications for ASD children with Psychiatric Co-
morbidity
Unit-5: ASD & Attention Deficit Disorders
5.1 Attention Deficits with and without Hyperactivity: Concept and
definition
5.2 Characteristics of children with ADHD
5.3 Causes of ADHD
5.4 Management of ADHD
5.5 Educational implications for ASD children with ADHD
Recommended Readings:
1. Cumine, V. (2010) Asperger Syndrome London Routledge.
2. Smith, D.D (1998) Introduction to Special Ed: Allyn & Bacon.
3. Farrel, M. (2008) Educating Special Children New York: Routledge.
4. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jersey Bass
5. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher
6. Seach, D. (2003) Supporting Children with Autism in Mainstream Schools.
Birmingham: The Question Publishers.

95
7. Randall, P. and Parker, J. (1996) Supporting the Families of Children with
Autism. Chichester: John Wiley & Sons.

96
Course Title: Therapeutics Interventions in ASD
Credit Hours: 3+0

Course Description:
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Learning Outcomes:
On completion of this course, students will be able to:
1. Plan for school readiness for children with ASD
2. Describe strategies to enable successful inclusion
3. Plan for social and recreational activities
4. Prepare and plan for transition into adolescence and adulthood
5. Support and guide persons with ASD
Course Outline:
Unit-1: School Readiness
1.1 Development of pre-learning skills: Attention, eye-contact, sitting
tolerance, imitation, compliance, cooperation, turn-taking skills,
on-task behavior;
1.2 Development of pre-academic skills: matching, sorting, grouping,
classification, pattern making, sequencing, labeling and other
skills
1.3 Development of Pre-reading concepts: picture reading, alphabet
identification,
1.4 Development of Pre writing concepts: controlled use of writing
implements (column, written lines), scribbling, tracing, copying
1.5 Development of Pre-math concepts: such as big – small, far -
near, more –less, counting and identification of numerals
Unit-2: Strategies for Transition to Inclusive Classrooms
2.1 Adaptations in physical environment
2.3 Instructional adaptations across environments
2.4 Adaptations in Classroom practices and curricular and co
curricular activities
2.5 Sensitization of the School environment
2.6 Assignments, examination and test taking strategies
Unit-3: Social, Leisure and Recreation
3.1 Role of Social and Recreation skills
3.2 Difference between socially acceptable and non-acceptable
behavior
3.3 Social competencies across life span stages
3.4 Teaching age appropriate social and recreation skills
3.5 Teaching individual and group social and recreation skills
Unit-4: Adolescence & Preparing for Adulthood
4.1 Impact of puberty and adolescence on persons with ASD

97
 4.2 Planning ahead for transition: self-regulation, maintaining social
proximity,
4.3 Teaching about the body and understanding own physical
changes
4.4 Sexuality: masturbation, regulation of emotions and needs
related to sexuality, & behavioural challenges, prevention of
sexual abuse
4.5 Marriage, Pregnancy, Ageing and Future life
Unit-5: Guidance and Counseling for Persons with ASD
5.1 Role of Psychologist / Counselor
5.2 Cognitive Behavioral Management
5.3 Training and involving the individual with ASD in the rehab
process through understanding 5.4 of own diagnosis
5.6 Enabling circles of peer supports
5.7 Empowering towards self-advocacy
Recommended Readings:
1. Seach, D. (2003) Supporting Children with Autism in Mainstream Schools.
Birmingham: The Question Publishers.
2. Randall, P. and Parker, J. (1996) Supporting the Families of Children with
Autism. Chichester: John Wiley & Sons.
3. Fribary, K.L. (2012) Educating Children with Exceptionalities. New York:
McGraw Hill.
4. Aarons, M. and Giltens, T. The Handbook of Autism London: Tavistock.
5. Smith, D.D (1998) Introduction to Special Ed: Allyn & Bacon.
6. Farrel, M. (2008) Educating Special Children New York: Routledge.
7. Wilmshurst, L. (2010) The Complete Guide to Special Education 2nd-ed
San Francisco Jersey Bass
8. Sahu, B.K. (2002) Education of Exceptionalities Children Ludhiana:
Kalyani Publisher

98
 MS, MPhil Special Education
Scheme of Studies
Sr.No Course Title Credit Hours
1 Diversity and Equity in Special Education 3
2 Policy and Management in Special Education 3
3 Differentiated Curriculum and Instructions 3
4 Qualitative Research Methods 3
5 Quantitative Research Methods 3
6-8 Area Courses (Any Three Courses) 9
a. Advanced Studies in Sensory Impairments
b. Advanced Studies in Developmental
Disabilities
c. Advanced Studies in Low Incidence
Disabilities
d. Advanced Studies in Inclusive Education
9-10 Thesis 6
Total 30
Eligibility requirements: 16 years (12+4) degree in special education with at
least CGPA 2.5/4.0. Note: the degree will be awarded on at least 2.5/4.0.
Ph.D. Special Education
Scheme of Studies
The total course work comprises 18 CRH.

1 Marginalization, Education and Inclusive Development 3

2 Technological Innovations and Evolving Concept of 3
Disability
3 Research in Special Education and Inclusion 3
4 Disability Studies in Socio-Political Context 3
5 Theories and Models of Differentiated Curriculum 3
6 Management and Governance of Special Education 3
7 Dissertation
Eligibility requirements: 18 years degree in special education with at least CGPA
3.0/4.0.
Note: the degree will be awarded on at least 3.0/4.0 achievements in course work
followed by comprehensive examination.

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 RECOMMENDATIONS
The National Curriculum Review Committee on Special Education in its two
meetings at Lahore and Karachi deliberated on various challenges faced by
higher education institutions and universities and came up with following
recommendations in order to meet these challenges:

1. In order to raise the awareness about persons with disabilities a new

subject “Inclusive Education” may be introduced as an optional subject at
Intermediate and Bachelors levels.
2. BS in Special Education will be an academic degree to pursue higher
studies in the field. Four year B.Ed. degree in Special Education will be a
professional degree and will replace the existing MA/MEd degrees in
Special Education. One year B.Ed. degree in Special Education will
discontinue in the year 2018.

3. These programmes will be offered in Universities/degree awarding

Institutions that are fully equipped in terms of human resources and
practical labs. The NCRC strongly recommended that special measures
may be taken to stop substandard programs in the best interest of
students with disabilities.

4. Special education is a growing field of study in Pakistan. Thousands of

special education teachers are required to meet the international
commitments for the provision of quality inclusive education to children
with disabilities. HEC should therefore, provide generous financial support
to the University departments offering the subject for the purchase of
equipment, books and development of infrastructure within the institutions.

5. All Universities, both in public and private sectors, should be

encouraged to launch these degree programmes; BS special education,
B.Ed special education, higher education programs in special education;
MS/M.Phil, Ph.D, etc.

6. Degree programmes in corollary areas such as speech language

therapy, audiology, occupational therapy, orthopedic and prosthetics
technician programmes, and Physical therapy etc. should also be
launched in the institutions offering Special Education to best serve its
clientele.

7. The service rules for the recruitment of special education teachers may
be changed to accommodate the graduates of new B.S, B.Ed special
education degree programmes.

8. The standards for teacher educators should be expanded to include

special education in the National Accreditation Council for Teacher
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 Education (NACTE) in order to ensure the quality of teachers in special
education.

9. Special Education Council should be established at National level to

certify Special Education teacher.

10. The number of students with disabilities in higher education institutions

is on the rise whereas universities are not fully prepared to accommodate
them. Keeping in view the UN Convention on the Rights of Persons with
Disabilities and other international conventions there is need to promote
inclusive education in the higher education institutions in Pakistan. For this
purpose inclusion for all disabilities at university level should be
encouraged through allocation of extra marks in HEC university ranking
system.

11. HEC should organize series of curriculum based training for the
orientation and development of faculty on teaching strategies and
adaptation of curriculum, instruction and evaluation in all regions.

12. In order to prepare a plan for training a national council on inclusive

education be establish to recommend measures to remove the physical,
academic and social barriers so that a conducive and enabling
environment can be created for this purpose.

13. It was realized that several recommendations made in previous NCRCs

on special education went unnoticed. We, therefore, recommend that a
steering committee should be constituted comprising following members
for an active follow up:

1. Prof. Dr. Abdul Hameed Chairman

2. Prof. Dr. Nasir Salman, Member/Secretary
3. Dr. Humara Bano Member
4. Dr. Tanzila Nabeel Member
5. Mr. Hashim Khan Kakar Member
6. Mr. Javaid Yousaf Member

14. Universities need to undertake research projects on various aspects of

disabilities but the attitudes and resultant priorities have become a barrier
to the allocation of funds for this important field. HEC should earmark
sufficient funds in order to boost the research activities in the higher
education institutions.
15. Keeping in view the rapid growth of special education as an academic
discipline there is a dire need to raise the number of qualified faculty in all
disability areas. PhD & M.Phil programs in special education are prepared
to meet this national need. HEC should encourage the universities to
launch these programs.
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16. It was also resolved that these recommendations should be placed
before the Commission in its forthcoming meeting.

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