M.Ed.

SPECIAL EDUCATION

SYLLABUS

Hearing Impairment

M.Ed. Special Education

SEMESTER - I
Course Course Title Credi Internal External Total marks
Code ts marks marks
(CIA) (TEE)

Min Max Min Max Min Max

CORE PAPERS

Development in education and

MSA1 special education 4 10 20 40 80 50 100

Psychology of development and

MSA2 learning 4 10 20 40 80 50 100

SPECIALIZATION PAPERS

Identification, assessment and needs

MSL1 of children with Learning Disability 4 10 20 40 80 50 100

Identification, assessment and needs

MSI1 of children with mental retardation / 4 10 20 40 80 50 100
intellectual disability
Identification, assessment and needs
MSH1 of children with Hearing 4 10 20 40 80 50 100
Impairment.
Identification, assessment and needs
MSV1 of children with Visual Impairment 4 10 20 40 80 50 100

PRACTICAL PAPERS

Practical Related to Disability:

MSLP Preparation & Administration of 4 25 50 25 50 50 100
1 Teacher Made Test (TMT)

Practical Related to Disability:

MSIP1 Preparation & Administration of 4 25 50 25 50 50 100
Teacher Made Test (TMT)
Audiological & Speech Evaluation
MSHP Management 4 25 50 25 50 50 100
1

Practical Related to Disability:

MSVP Preparation & Administration of 4 25 50 25 50 50 100
1 Teacher Made Test (TMT)
SEMESTER - II

Course Course Title Credits Internal External Total marks

Code marks marks

Min Max Min Max Min Max

CORE PAPERS

Curriculum Design and

MSA4 Development 4 10 20 40 80 50 100

Research methodology and

MSA3 statistics 4 10 20 40 80 50 100

SPECIALIZATION PAPERS

Curriculum and teaching

MSL2 strategies for children with 4 10 20 40 80 50 100
Learning Disability
Curriculum and teaching
MSI2 strategies for children with 4 10 20 40 80 50 100
intellectual disability
Curriculum and teaching
MSH2 strategies for children with 4 10 20 40 80 50 100
Hearing Impairment
Curriculum and teaching
MSV2 strategies for children with 4 10 20 40 80 50 100
Visual Impairment
PRACTICAL PAPERS

Practical related to
MSLP2 disability(LD): Teaching 4 25 50 25 50 50 100
Practice
Practical related to disability
MSIP2 (ID): Teaching Practice 4 25 50 25 50 50 100

Language & Educational

MSHP2 Evaluation (HI) 4 25 50 25 50 50 100

Practical related to disability

MSVP2 (VI): Teaching Practice 4 25 50 25 50 50 100
SEMESTER - III

Course Course Title Credits Internal External Total marks

Code marks marks

Min Max Min Max Min Max

CORE PAPERS

Perspectives in teacher
MSA6 education-in-service and pre- 4 10 20 40 80 50 100
service
Educational Evaluation
MSA7 4 10 20 40 80 50 100

SPECIALIZATION PAPERS

Therapeutics and assistive

MSL4 devices for CWLD 4 10 20 40 80 50 100

*Dissertation (Synopsis
submission)
(LD/ID/HI/VI)
Therapeutics and assistive
MSI4 devices for CWID 4 10 20 40 80 50 100

Assistive Devices & Services

MSH4 for Individuals with Hearing 4 10 20 40 80 50 100
Impairment
Application of Advanced
MSV4 Technology and Persons with 4 10 20 40 80 50 100
Visual Impairment
PRACTCAL PAPERS

Field Engagement / Internship

MSLP3 as a teacher educator 4 25 50 25 50 50 100

Field Engagement / Internship

MSIP3 as a teacher educator 4 25 50 25 50 50 100

Field Engagement/Internship as
MSHP3 a Teacher Educator 4 25 50 25 50 50 100

Field Engagement / Internship

MSVP3 as a teacher educator 4 25 50 25 50 50 100
SEMESTER - IV

Course Course Title Credits Internal External Total marks

Code marks marks

Min Max Min Max Min Max

CORE PAPERS & ELECTIVE PAPERS

MSA5 Inclusive Education 4 10 20 40 80 50 100

Elective Courses (Any One)
4 10 20 40 80 50 100
Educational Management
MSE1
Educational Technology
MSE2
Guidance and counseling
MSE3

SPECIALIZATION PAPERS
Adulthood and family issues
MSL3 4 10 20 40 80 50 100
Adulthood and family issues
MSI3 4 10 20 40 80 50 100
Adulthood and family issues
MSH3 4 10 20 40 80 50 100
Adulthood and family issues
MSV3 4 10 20 40 80 50 100

PRACTICAL PAPERS
Field engagement / internship
MSLP4 as a teacher trainer 4 25 50 25 50 50 100

Field engagement / internship

MSIP4 as a teacher trainer 4 25 50 25 50 50 100

Field Engagement / Internship

MSHP4 as a Teacher Educators 4 25 50 25 50 50 100

Field engagement / internship

MSVP4 as a teacher trainer 4 25 50 25 50 50 100
SEMESTER – V

Course Course Title Credits Internal External Total marks

Code marks marks

Min Max Min Max Min Max

MSLD Dissertation 16 100 200 100 200 200 400

MSID Dissertation 16 100 200 100 200 200 400

MSHD Dissertation 16 100 200 100 200 200 400

MSVD Dissertation 16 100 200 100 200 200 400

DEVELOPMENTS IN EDUCATION AND SPECIAL EDUCATION

Course Code: MSA1 Credits: 04

Contact Hours: 60 Marks: 100

Introduction

This course will enable learners to explore education both general and special from
historical perspective leading to contemporary India. The course also includes various
commissions and policies and issues and trends in the field of education, special
education and inclusive education in the national and international contexts covering all
aspects of quantity and quality.

Objectives
After completing the course teacher educators will be able to
• Trace development of general and special education system (PwDs) in India.
• Appreciate implications of recommendations made by the various Committees
and Commissions for educational (General and Special) developments in India.
• Develop insight into the issues and challenges of present day education system.
• Understand important quality related issues which need to be taken into account
for revision/ development of new education policy.

Unit 1: An Overview of Development of Education System

1.1 Shaping of Education in Pre-Independence India
1.2 Shaping of Education in Post-Independence India
1.3 Emerging Education in India and in the Global Context
1.4 Perspectives of Education for the Persons with Disabilities
1.5 Constitutional Provisions and Directive Principles Related to Education and
Special Education

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

Unit 4: Quality Issues in Education

4.1 Indicators of quality related to teaching - learning strategies, classroom
environment, and Student Assessment
4.2 Linking pedagogy with curriculum, contextual constructivism
4.3 Ensuring standards in Open & Distance Learning system – Non-formal
education, face-to-face vs. Distance mode
4.4 Special and Inclusive education - Adopting flexible strategies for the acquisition
and use of inputs and monitoring performance in inclusive set up
4.5 Quality enhancement in service delivery and community rehabilitation

Unit 5: Current Trends and Future Perspective

5.1 Education as a development indicator, and enhancer of development indicators
5.2 Education for sustainable development & Right based approach
5.3 International curriculum framework in the light of changing priorities and
international perspectives
5.4 Education for conservation of environment and social change
5.5 Education for individual and national development

Course Work/ Assignments

• Trace development of education in India during pre-Independence
• Identify Constitutional provisions ensuring equity and protection of human
rights as well as non-discrimination
• Study factors influencing special education as a discipline in India
• Identify quality related issues of your State and suggest strategies to address them
Suggested Readings
• Anand, C.L. et.al. (1993). Teacher and Education in Emerging Indian Society,
NCERT, New Delhi.
• Compendium of Schemes (2014). Department of Empowerment of Persons
with Disabilities, Ministry of Social Justice and Empowerment, Govt. of India.
• Education Commission. (1964-1966). Ministry of Education, Government of
India, New Delhi.
• Julka, A. (2014). Evaluation of the Implementation of the Scheme IEDSS in
India. Department of Education of Groups with Special Needs. NCERT, New
Delhi.
• Julka, A., Mukhopadhyay, S., Vyas, S., Sharma, M, Anupriya, C., & Salin, D.
(2014). Including Children with Special Needs: Primary Stage. NCERT, New
Delhi.
• Kumar, A. (2003). Environmental challenges of the 21st century, APH
Publishing Corporation, New Delhi.
• Mohanty, J., (1986). School Education in Emerging Society, sterling
Publishers. MacMillan, New Delhi.
• National Policy on Education (1986). Ministry of Human Resource
Development. Govt. of India, New Delhi.
• National University of Educational Planning and Administration (2014).
Education for All Towards Quality with Equity: INDIA. NUEPA, New Delhi.
• Ozial, A.O. (1977). Hand Book of School Administration and Management.
Macmillan, London.
• Programme of Action (1992). Ministry of Human Resource Development.
Govt. of India, New Delhi.
• Report of Core group on value orientation to education (1992). Planning
commission, Govt of India.
• Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
• School Education in India – Present Status and Future Needs (1986). NCERT,
New Delhi.
• Seventh All India School Education Survey (2002). NCERT, New Delhi.
• UNDP (1996). Human Development Reports. Oxford University Press. New York.
• UNESCO (2004). Education for All: The Quality Imperative. EFA Global
Monitoring Report. Paris.
• UNESCO (2009). Report on Education for sustainable development.
• Varghese, N.V. (1995). School Effects on Achievement: A Study of Government
and Private Aided Schools in Kerala. In Kuldip Kumar (Ed.) School
effectiveness and learning achievement at primary stage: International
perspectives. NCERT.
 PSYCHOLOGY OF DEVELOPMENT AND LEARNING

Course Code: MSA2 Credits: 04

Contact Hours: 60 Marks: 100

Introduction

This course exposes learners to the critical understanding of theoretical perspectives of

development and implications for in teaching learning process. Through close
observation of children in their natural environments would situate the theoretical
knowledge within realistic frames. This course would also be able to equip them to
reflect and critique the cognitive and information processing.

Objectives
After completing the course teacher educators will be able to
• Explain the psychological principles and their application in specific context
of education and special education.
• Explain the principles and their implication for growth and development.
• Critically analyse the process from the point of view of cognitive psychology.
• Explain role of motivation in learning, learning processes and theories of personality.
• Apply psychological aspects to teaching - learning situations.

Unit 1: Overview Educational Psychology

1.1 Nature and scope of educational psychology
1.2 Principles of educational psychology
1.3 Methods of Educational Psychology
1.3.1 Observation
1.3.2 Experimental
method
1.3.3Correlational
1.3.4 Clinical
1.3.5 Case Study
1.4 Applications of educational psychology to person with disabilities
1.5 Contemporary trends

Unit 2: Understanding the Development of the Learner

2.1 Concept of Growth and Development
2.2 Methods of studying development: Longitudinal, Cross-sectional, Cohort sequence
2.3 Physical, social, emotional, moral development, play and language development
 2.4 Cognitive Development: Piaget, Vygotsky and Kohlberg
2.5 Factors affecting Growth and Development

Unit 3: Cognition and Information Processing

3.1 Sensation, Perception and Attention
3.2 Memory - Nature and types, factors affecting memory
3.3 Thinking: Concept Formation, Reasoning, Problem solving
3.4 Intelligence: Nature, types, theories and assessment
3.4.1 Creativity
3.5 Individual differences and its educational implications for children with disabilities

Unit 4: Motivation, Learning and Personality

4.1 Concept, definition and theories of Motivation
4.2 Classical and Contemporary Learning Theories: Behavioural, Cognitive and Social
4.3 Concept, definition and principles of personality development
4.4 Personality Theories-
4.4.1 Psychoanalytic-Freud & Neo-Freudians, Trait, Humanistic
4.4.2 Assessment of Personality
4.5 Implications in teaching-learning with reference to children with disabilities

Unit 5: Psychological Aspects of Teaching

5.1 Individual differences in cognitive and affective areas and its educational
Implications
5.2 Classroom climate, group dynamics
5.3 Peer tutoring, co-operative learning, self-regulated learning
5.4 Teacher effectiveness and competence
5.5 Guiding children with disabilities

Course Work/ Assignments/ Practicum

• Plan and conduct a survey about attitudes/ practices regarding one or more of
the following: children with disabilities, prenatal development, prenatal hazards,
school drop-out, motivation of children
• Conduct an experiment with Piagetian methods of evaluating cognitive
development and submit a report
• Analyze any autobiography to explain human development
• Design a behaviour modification plan for a specific child
• Present information on cognitive styles and their effects on learning

Transaction
Lecture Method, Seminar, Group Discussion, Practical and Field work
Essential readings

• Agarwal, I.J.C (1994). Essentials of Educational Psychology. Vikas Publishing

House, Pvt.Ltd., New Delhi.
• Chatterjee, S.K. (2000). Advanced Educational Psychology. Arunabhasen Books
and ALLIED(P) Ltd.,
• Freud, S (1935). A general Introduction to psychoanalysis. Live right, New York.
• Mangal, S.K. (1997). Advanced Educational Psychology. Prentice Hall of India
Pvt., Ltd., New Delhi.
• Maslow, A.M. (1954). Motivation and Personality. Harper Press, New York.
• Morgan, C.T. (1961). Introduction to Psychology. McGraw Hill, New York.
• Mussen, P.H., Conger, J.J., & Kagan, J.(1969). Child development and
personality. Harper & Row, New York.

Suggested Readings
• Bernard, H.W. (1972). Psychology of Learning and Teaching. Mc Grow Hill,
New York.
• Chauhan, S.S. (1996). Advanced Educational Psychology. Vikas Publishing
House, New Delhi.
• DeCecco, J.P., & Crawford, W. (1977). Psychology of Learning and
Instruction. Prentice Hall, New Delhi.
• Driscoll, P.M. (1994). Psychology of Learning for Instruction. Allyn &
Becon, Boston.
• Hurlick, E.B. (1992). Child Development. Mc Grow Hill, New York.
• Joyce, M., & Others (1992). Models of Teaching. Holt Rinehart and Winston,
New York. Bruce R. Joyce (Author), Marsha Weil (Author), Emily Calhoun
• Lindgren, H.C. (1976) Educational Psychology in the Classroom. John Wiley,
New York.
• Mildred, C.R.F. (1978). Infants, Children: Their Development and Learning.
Gran Hill, New York. (Indian Reprint).
• Panda, K.C. (1997). Elements of Child Development. Kalyani Publishers,
New Delhi.
• Sharma, P. (1995). Basics on Development and Growth of a Child. Reliance
Publication, New Delhi.
• Slavin, E.R. (2003). Educational Psychology: Theory and Practice (7th ed.).
Allyn & Becon, Boston.
• Wilson, A.R., Rockbeck, M.C., & Michael, N.B. (1979). Psychological
Foundations of Learning and Teaching. Mc Grand Hill, New York.
RESEARCH METHODOLOGY AND STATISTICS

Course Code: MSA3 Credits: 04

Contact Hours: 60 Marks: 100

Introduction
This course aims to develop within the student a temperament for scientific thinking and
research. It orients the student to the methods of conducting research, analysis of data,
and enables him/her to prepare research proposal and report subscribing to the standard
norms and criteria.

Objectives
After completing the course teacher educators will be able to
• Develop a conceptual understanding of research, its need and ethical
research practices.
• Describe the types, methods and process of research.
• Apply statistical techniques for analysis of data.
• Explain the methods and techniques of qualitative research.
• Prepare research proposal and report.

Unit 1: Scientific Knowledge and Research

1.1 Sources and philosophy of knowledge
1.2 Scientific thinking and research
1.3 Role of theory in research
1.4 Need for research in Education and Special Education
1.5 Ethics in research

Unit 2: Types and Methods of Research

2.1 Types of research- Quantitative, Qualitative, Fundamental, Applied, Action
2.2 Methods of Research:
• Descriptive
• Correlational
• Ex-post facto
• Experimental; Designs (i) Pre-experimental, (ii) Pre-Post designs, (iii) Quasi
Experimental design, (iv) single subject design
2.3 Variables- Types and threats
2.4 Process of research- Selection of problem, Review of literature, Sampling;
Types and selection process, Hypothesis
 - Instruments; tests, questionnaire, interview, observation schedule, rating scale
- Data collection and analysis
2.5 Standardization of research instrument- Selection of items, reliability and
validity and norms

Unit 3: Methods of Quantitative Analysis

3.1 Parametric and non-parametric tests: Concept and difference
3.2 Descriptive Statistics:
- Measures of Central Tendency
- Correlations; Product-moment, Biserial-r, Point-biserial, Phi-
coefficient, Regression analysis
3.3 Inferential statistics
- Underlying concepts: Sampling error, standard error of mean, confidence
level, degrees of freedom, one tail-two tail test, type I and type II errors
- Student t- test, ANOVA, Ancova, Chi-square, Sign Test, Mann Whitney U
test, Kruskal-Wallis test
3.4 Computer applications for analysis
3.5 Tabulation and graphic representation

Unit 4: Qualitative Research Methods and Analysis

4.1 Grounded theory
4.2 Ethnography and case study
4.3 Narrative/discourse and visual methodologies
4.4 Mixed method
4.5 Themes, coding and presentation

Unit 5: Preparing Research Proposal & Report

5.1 Components of research proposal
5.2 Presentation of proposal
5.3 Writing of thesis/dissertation
5.4 Writing technical paper for publication
5.5 Research management

Assignments/ Course Work/ Practicum

• Review a research paper published in refereed journal
• Prepare and present a research proposal
• Review a text book and submit a report
• Analyze a set of data using computer application
Transaction
The research concepts and processes included in this course should be taught using
examples from special education and disability studies. The topics from statistics should
be explained through variables, hypothesis and type of data collected in selected
research studies. Evaluation may be done by asking students to select and apply suitable
statistical measure to a given set of data.
Essential Readings
• Agarwal, A.N. (2002). Quantitative Methods. Vrinda Publishing, New Delhi.
• Best, J.W., & Kahn, J.V. (1996). Research in Education. Prentice-Hall, New Delhi.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences.
Academic Press, New York.
• Desu, M.M., & Raghavarao, D. (1990) Sample Size Methodology. Academic
Press, Boston.
• Dooley, D. (1997). Social Research Methods. Prentice-Hall, New Delhi.
• Gaur,A.S., & Gaur, S. S.(2009). Statistical Methods for Practice and
Research: A Guide to Data Analysis Using SPSS. Sage Publishers, New Delhi.
• Greene, S., & Hogan, D. (2005).Researching children's experience. Sage
Publication, London.
• Grewal, P.S. (1990). Methods of Statistical Analysis. Sterling Publishers, New Delhi.
• Guptha, S. (2003). Research Methodology and Statistical Techniques. Deep &
Deep Publishing, New Delhi.
• Hegde, M. N. (2003). Clinical research in communicative disorders. PRO-ED:
Austin, Texas
• Khan, M.S. (2005). Educational research. Ashish Publishing House: New Delhi
• Koul, L. (1996). Methodology of Educational Research. Vikas Publishing
House, New Delhi.
• Potti, L.R. (2004). Research Methodology.
Yamuna Publications,
Thiruvananathapuram.
• Siegel, A., & Castellen, N.J. (1988). Non Parametric statistics for Behavioural
Sciences. McGraw-Hill, New York.
• Silverman, D. (2012). Qualitative Research. Sage Publication, London.

Suggested Readings
• Berg, B.L., & Lune, H. (2011). Qualitative Research Methods for the Social
Sciences. Pearson Publication, Boston.
• Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education:
An introduction to theory and methods (5th ed). Pearson, Boston.
• Lipsey, M.W. (1990). Design Sensitivity: Statistical Power for Experimental
Research. Sage Publications, Newbury Park, CA.
• Singh, A. K. (2004).Tests Measurement and Research Methods in Behavioural
Science. Tata McGraw-Hill Publishing, New Delhi.
CURRICULUM DESIGN & DEVELOPMENT

Course Code: MSA4 Credits: 04

Contact Hours: 60 Marks: 100

Introduction

Changes in society constantly demand new knowledge and skills and require the
continuous development of our educational system. This course will provide the trainee
the foundational know-how and theoretical underpinning of curriculum development
from design and implementation to evaluation and an informed and critical
understanding about curriculum differentiation

Objectives
After completing the course teacher educators will be able to
• Define and identify different components of curriculum.
• Understand and analyse various approaches to curriculum development.
• Explain and demonstrate curriculum differentiation.

Unit 1: Nature of Curriculum

1.1 Definition and scope of curriculum
1.2 Bases of Curriculum-philosophical, sociological and psychological
1.3 Principles of curriculum transaction
1.4 Fundamentals of curriculum development: knowledge based, activity based,
skill based and experience based
1.5 Historical and contemporary evolution of curriculum

Unit 2: Approaches & Types of Curriculum Development

2.1 Developmental Approach
2.2 Functional Approach
2.3 Eclectic Approach
2.4 Ecological Approach
2.5 Expanded Core Curriculum
2.6 Hidden Curriculum

Unit 3: Principles of Curriculum Construction

3.1 Curriculum & Ideology
 3.2 Curriculum as a Social Construct
3.3 Differentiating between Curriculum Design and Curriculum development
3.4 Theories of Curriculum Development
3.5 Universal Design of Learning for Curriculum Development

Unit4: Curriculum Development & Instructional Design

4.1 Differentiation of Curriculum
4.2 Pedagogical Theories and curriculum transaction
4.3 Material and Instructional Adaptations
4.4 Assessment and Evaluation

Unit 5: Critical Issues in Curriculum

5.1 Organisation of learning opportunities for diverse needs
5.2 Designing integrated and inter-disciplinary learning experiences
5.3 Collaborative curriculum
5.4 Alignment of curriculum and modes of assessment
5.5 Curricular trends

Transaction

Group discussion, lecture-cum-discussion, panel discussion, school visits and teaching

observations, individual assignment of lesson planning based on learning needs in the
classroom.

Course Work/ Practical/ Field Engagement

• Write a 2000 word essay describing a curriculum in action in an inclusive school
• Adapt any one lesson in collaboration with a regular teacher within a secondary
school text book (using one of the approaches to curriculum development) to
meet the needs of children with disabilities
Essential Readings
• Aggarwal, D. (2007).Curriculum development: Concept, Methods and
Techniques. Book Enclave, New Delhi.
• Alexander, R. J. (2001). Culture and pedagogy: International comparisons in
primary education. Oxford and Boston, Blackwell.
• Daniels, H., & Goodland, J. (1979). Curriculum Enquiry the Study of
Curriculum Practices. McGraw Hill, New York.
• Daniels, H., & Porter, J. (2011). Educational theories, cultures and learning: A
critical perspective. Routledge, London.
 • Ornstein, A. C., Pojak, E. F., & Ornstein, S. B. (2006). Contemporary issues
in curriculum. Allyn & Bacon, Boston.
• Wiles, J. (2009). Leading Curriculum Development. Corwin Press, New Jersey.
• Wiles, J.W., & Joseph, B. (2006). Curriculum Development: A Guide to
Practice. Pearson Publication, London.

Suggested Readings
• CIET(2006). The process of Making National Curriculum Framework-2005: A
Video documentary both in Hindi and English, CIET,NCERT, New Delhi.
• Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum and
Assessment K-12 (Professional Development). Association for Supervision &
Curriculum Development, Alexandria.
• Westbrook, J., Durrani, N., Brown, R., Orr D., Pryor J, Boddy, J., & Salvi, F.
(2013). Pedagogy, Curriculum, Teaching Practices and Teacher Education in
Developing Countries. Final Report. Education Rigorous Literature Review.
Department for International Development.
• Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design. Association for
Supervision and Curriculum Development, Alexandria.
• Wiles, J. W., & Bondi, J. C. (2010). Curriculum Development: A Guide to
Practice. Prentice Hall, New Jersey.
INCLUSIVE EDUCATION

Course Code: MSA5 Credits: 04

Marks: 100 Hours: 60

Introduction

This course will prepare teacher trainees to develop insights into models, evolution,
current issues and strategies for developing inclusive learning environments. This
course will promote collaborative skills in the trainees in order to address special
learning needs in the classroom.

Objectives
After completing the course teacher educators will be able to
• Explain the philosophical, sociological and rights perspective of inclusive education.
• Develop skills in using a wide range of tools, instructional strategies, and social
supports to assist students with disabilities learn effectively.
• Develop the skills associated with inter-personal relationships, managing relations
in educational settings, problem-solving in educational settings, leadership and
working in teams to promote inclusion.

Unit 1: Perspectives in Inclusive Education

1.1 Historical perspective of Inclusive education globally and in India
1.2 Approaches to disability and service delivery models
1.3 Principles of inclusive education
1.4 Key debates in special and inclusive education
1.5 Research evidence on efficacy and best practices associated with inclusive education

Unit 2: Covenants and Policies Promoting Inclusive Education- A Critique

2.1 International Declarations: Universal Declaration of Human Rights (1948),
World Declaration for Education for All (1990)
2.2 International Conventions: Convention Against Discrimination (1960),
United Nations Convention on Rights of a Child (1989), United Nations
Convention of Rights of Persons with Disabilities (UNCRPD) (2006),
Incheon Strategy (2012)
2.3 International Frameworks: Salamanca Framework (1994)
2.4 National Commissions & Policies: Kothari Commission (1964), National
Education Policy (1968), National Policy on Education (1986), Revised
 National Policy of Education (1992), National Curricular Framework
(2005), National Policy for Persons with Disabilities (2006)
2.5 National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act
(1995), National Trust Act (1999), SSA (2000), RTE (2009) and amendment
2012, RMSA (2009), IEDSS (2013)
Unit 3: Building Inclusive Schools
3.1 Identifying barriers to Inclusion- Attitudinal, Systemic and Structural
3.2 Ensuring Physical, Academic and Social Access
3.3 Leadership and Teachers as Change Agents
3.4 Assistive Technology
3.5 Whole School Development

Unit 4: Building Inclusive Learning Environments

4.1 Classroom Management
4.2 Effective Communication
4.3 Promoting Positive Behaviour
4.4 Reflective Teaching
4.5 Peer mediated instruction: Peer tutoring, Co-operative learning

Unit 5: Planning for Including Diverse Learning Needs

5.1 Universal design of learning
5.2 Adaptations and accommodations for sensory impairments
5.3 Adaptations and accommodations for children with multiple disabilities
5.4 Adaptations and accommodations for children with neuro-developmental disabilities
5.5 Adaptations and accommodations for children with intellectual impairment
5.6 Adaptations and accommodations for gifted children

Unit 6: Collaborations
6.1 Models of collaboration
6.2 Working with Parents
6.3 Managing Conflict
6.4 Co-teaching
6.5 Mentoring and Coaching

Transaction

Interactive course with discussion as well as field work to get first-hand experience
of coteaching mainstream classrooms with children with disability
 Course Work/ Practical/ Field Engagement
• Study the impact of UNCRPD on RTE’s provisions for children with disabilities
• Review of research in any one area in inclusive education and highlight its
implications for the practitioner
• Develop a differentiated lesson with content, process, and products adapted to
suit a specific learner
• Implement the lesson plan above in a regular school using one of the models
of collaborative teaching. Write your reflections in a journal
Essential Readings
• Clough, P., & Corbett, J. (2000). Theories of Inclusive Education. Paul Chapman
Publishing, London.
• Constitution of India (1950). Article 41, Ministry of Law and Justice, New Delhi.
• Jha, M. M. (2002). School Without Walls: Inclusive Education for All. Oxford,
Heinemann.
• Jorgensen, C. M., Mc Sheehan, M., & Sonnenmeier, R. M. (2009). Essential best
practices in inclusive school. Institute on Disability/UCE, University of New
Hampshire
• Mukhopadhyay, S., & Mani, M. N. G. (2002). Education of Children with
Special Needs, in Govinda, R. (2002) (Ed) India Education Report. Oxford
University Press, New Delhi.
• Peterson, M., & Hittie, M. (2009). Inclusive teaching: The journey towards
creating effective schools for all learners. Merrill, New Jersery.
• Skidmore, D. (2004) Inclusion: The Dynamic of School Development, Open
University Press, Buckingham.
• Villa, R. A., & Thousand, J. S. (2005) Creating An Inclusive School, Association
for Supervision and Curriculum Development. ASCD, Alexandria.
• Wade, S. E. (2000). Inclusive Education: A Casebook and Readings for
Prospective and Practicing Teachers. Lawrence Erlbaum Associates, New
Jersery.
Suggested Readings
• Berry, B., Daughtrey, A., & Weider, A. (2010). Teacher leadership: Leading the
way to effective teaching and learning. Centre for Teaching Quality,
Washington, DC.
• Carr, J. F., Herman, N., & Harris, D. E. (2005) Creating Dynamic Schools
through Mentoring, Coaching, and Collaboration. ASCD, Alexandria.
• Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies:
Improving all students’ social lives and learning. Paul H. Brookes, Baltimore.
• Kunc, N. (2000). Rediscovering the right to belong. In R. A. Villa & J. Thousand
(Eds.), Restructuring for caring and effective education: Piecing the puzzle
 together Brookes. Baltimore.
• Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies
for effective instruction. Prentice-Hall, New Jersery.
• Odom, S. L., McConnell, S. R., Ostrosky, M., Peterson, C., Skellenger, A.,
Spicuzza, R., Chandler, L. K., McEvoy, C. A., & Favazza, P. C. (1993). Play
time/social time: Organizing your classroom to build interaction skills.
Communication Skill Builders, Tucson, AZ.
• UNESCO (1994). The Salamanca statement and framework for action on special
needs education. Paris.
 PERSPECTIVES IN TEACHER EDUCATION - IN-SERVICE AND
PRE-SERVICE

Course Code: MSA6 Credits: 04

Contact Hours: 60 Marks: 100
Introduction
This course intends to orient the student about the aims and purpose of teacher
education and critically reflect on its’ status in India with specific reference to the
developments in the field of special and inclusive education as well as identify the
issues and challenges. A critical understanding of pre-service and in-service education
of teachers in special and inclusive education would promote skills of designing and
evaluating curriculum as well as capacities in transacting teacher training programs with
essential inputs.

Objectives
After completing the course teacher educators will be able to
• Gain insight and understand development of Teacher Education with
reference to education of children with disabilities.
• Reflect on issues and problems related with teacher preparation for
education of children with disabilities.
• Familiar with responsibilities of different organisations in preparation of
competent teachers and critically examine it.
• Appreciate importance of in-service programmes and develop capacity to plan
and execute it as per specific need and purpose.
• Appraise the existing teacher education curriculum and its relevance, issues
and challenges.

Unit 1: Understanding Teacher Education (TE)

1.1 Concept, Aims and Objectives of TE
1.2 Significance of TE in India
1.3 Types of TE: Pre-service and In-service; Continued development of Teacher
as a Professional
1.4 Structure of TE in India and Organizations/Agencies involved
1.5 Factors influencing the practices in TE and quality
 Unit 2: TE and Education of Children with Disabilities
2.1 Early Initiatives in preparing teachers for children with disabilities in India
2.2 Establishment of various national institutes and development of TE in
special education
2.3 Establishment of RCI as a statutory body in standardizing and promoting
TE in special education
2.4 Changes in School Education for Children with Disabilities and its Impact on TE
2.5 Paradigm shift from Segregation to Inclusion Impacting TE

Unit 3: Pre-service TE in Education of Children with Disabilities

3.1 Changing scenario of teacher education curriculum and evolving priorities
3.2 Characteristics of TE framework developed by RCI, structure and
organisation of different components of TE Curriculum
3.3 Components of Pre-service TE: overview of courses at different levels, weight
age of course work and evaluation
3.4 Various components of TE curriculum and their transactional modalities
3.5 Organisation, transaction and evaluation of different components of TE
curriculum including school based practicum, and internship

Unit 4: Continued Teacher Development Program

4.1 Need and modalities for continuing professional development of a teacher
(Continuing Rehabilitation Education (CRE), Workshop, Seminar,
Conferences, Projects, Exchange programmes) and their advantages and
limitations
4.2 Structures and models of in-service teacher education- sub-district, district,
State, regional and national level organisations and their role, voluntary
efforts
4.3 Modes (face to face, distance modes, on line and mixed modes) and models
(induction, one shot, recurrent, cascade, multi-site, school based, and course
work) of in-service TE
4.4 Planning an in-service TE programme- preliminary considerations (purpose,
duration, size of group, activities and budget)
4.5 Designing and organizing an in-service TE programme- assessment of
training needs, identifying essential components, guidelines

Unit 5: Issues and Challenges in TE for Education of Children with Disabilities

5.1 Teacher motivation and working conditions; opportunities for professional
development
5.2 Organizing TE: Conventional versus ODL
5.3 Collaboration/linkage between MHRD/ NCTE and MSJE/ RCI
 5.4 Single disability versus cross disability approach in TE and addressing
disability issues in general education curriculum
5.5 ICT and TE

Course Work/ Practical/ Field Engagement

• Prepare a checklist/schedule to collect information about curriculum transaction
either in Diploma or B.Ed. in Special Education Courses in any Training
Institute. Take interview of at least 10 student teachers and analyse the data to
suggest improvement in quality of training
• Prepare a checklist/schedule to collect information from employer about
competency of passed out student teachers. Take interview of at least 5 principals
of schools having
children with disabilities and analyse the data to suggest improvement in quality
of training and the need for in-service training

Suggested Readings
• NCTE (1998). Policy Perspectives in Teacher Education: Critique
and Documentation, New Delhi.
• Saxena, N.R., Mishra, B.K., & Mohanty, R.K. (1998). Teacher Education, R-
Lall Book Depot, Meerut.
• Sharma, R.A. (2002). Teacher Education. International Publication House, Meerut.
EDUCATIONAL EVALUATION

Course Code: MSA7 Credits: 04

Contact Hours: 60 Marks: 100

Introduction

Education is a continuous process which begins with evaluation and ends with
evaluation. This course intends to orient the learners with the foundation, scope and
practices followed in educational evaluation and undertaking adaptations to suit the
needs of children with disabilities. The course also takes the learners one step ahead by
building an understanding of the contemporary evaluation practices as well as
programme evaluation.

Objectives
After completing the course teacher educators will be able to
• Explain the key concepts of evaluation and describe the developments in evaluation.
• Describe the scope of evaluation in education.
• Describe the use of evaluation as an effective tool in teaching-learning process.
• Describe the ways & means of evaluation of programmes.
• Explain the current trends in evaluation.
Unit 1: Foundations in Evaluation
1.1 Concept of testing, measurement, assessment and evaluation
1.2 Difference between investigation, auditing, monitoring & evaluation
1.3 Principles of Evaluation
1.4 Areas of Evaluation
1.5 The evolution of the evaluation function; i) Measurement/ comparison,
Transparency/ accountability, ii) Understanding/ learning/ decision making/
positive accountability

Unit 2: Scope of Evaluation

2.1 Problem-solving and decision-making
2.2 Positive accountability and excellence in education
2.3 Knowledge construction and capacity building of learners
2.4 Organizational learning and change, and strategic planning
2.5 Advocacy & communication

Unit 3: Teaching-learning and Evaluation

3.1 Evaluation of learning, for learning and in learning- Contexts, Need & Nature
 3.2 Tools for evaluation and process of standardization
3.3 Equity & fairness in evaluation including adaptations & Accommodations
3.4 Report writing: Format, Content & Mechanics
3.5 Mastery Level Learning
Unit 4: Programme Evaluation & Review
4.1 Concept, need, goals and tools
4.2 Evaluation of instructional programmes
4.3 Techniques of programme evaluation
4.4 Reliability, validity and sensitivity in programme evaluation
4.5 Reviewing outcomes

Unit 5: Current Trends in Evaluation

5.1 Knowledge based evaluation
5.2 Performance Based Evaluation: Role play, Concept maps
5.3 Authentic Evaluation: Interviews, Writing samples, Projects, Exhibitions,
Reflective Journals
5.4 Self evaluation: Rubrics & Rating scales
5.5 Exams: Online, On-demand, Take-home Power Tests & Open book

Transaction & Evaluation

• Lecture-cum-demonstration, Workshops on developing tools for content and
programme evaluation
• Assignments, Presentations and Class Tests

Practicum
• Observe and prepare a report on evaluation practices at any two levels in
(i) a Mainstream and (ii) a Special school. Critically analyze the evaluation
practices.
• Develop a format for self evaluation for teachers in special or mainstream.
• Develop tools one each for Knowledge based, Performance based & Authentic
evaluation for children with disabilities studying in a class or a subject of your
choice.

Essential Readings
• Airasian, P.W. (1991). Classroom Assessment. Mc Graw-Hill, New York.
• American Educational Research Association, American Psychological
Association, and National Council on Measurement and Education. (1999).
Standards for educational and psychological testing. Washington, DC:
American Educational Research Association.
• American Federation of Teachers, National Council on Measurement in
Education, and the National Education Association. (1990). Standards for
 teacher competence in educational assessment of students. Washington, DC:
Author.
• Gipps, (1996). Assessment for learning. In Little, A. and Wolf, A. (eds)
Assessment in transition: Learning, monitoring and selection an international
perspective. Oxford Pergamon Press, London.
• Gronlund, N.E., & Linn, R. ( 1990). Measurement and evaluation in teaching
(6th Edition). Macmillan, New York.
• Hamayan, (1995). Approaches to alternative assessment. "Annual Review of
Applied Linguistics," 15, 212-226.
• Headington (2003). Monitoring, Assessment, Recording, Reporting &
Accountability. II-Ed, David Fulton Pub. , London.
• Hibbard, K. M. and others. (1996). A teacher's guide to performance-based
learning and assessment. Alexandria, VA: Association for Supervision and
Curriculum Development.
• Mathew, S. (2005). Evaluation: curricular strategies and adaptations for children
with hearing impairment. Kanishka: New Delhi.
• Mathew, S. & Mishra, A. (2010). Knowledge based evaluation of students with
hearing impairment. Journal of NCED, 2(1), 26-33.
• Mathew, S. (2010). Educational Evaluation .Curriculum and teaching strategies
for CWHI. MED SEDE (HI) Manual, IGNOU, New Delhi.
• Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in
psychology (IVED). Harcourt Brace College Publishers, New York.
• NSW syllabuses: Assessment for, as and of Learning. Retrieved
from syllabus.bos.nsw.edu.au/support.../assessment-for-as-and-of-
learning on 10.4.2015
• Programme evaluation and review technique. Retrieved
from http://www.inc.com/encyclopedia/program-evaluation-
and-review- techniquepert.html on 10.4.2015
• School self-evaluation. http://www.education.ie/en/Schools-
Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/Scho
ol- SelfEvaluation.html on 10.4.2015
• School self-evaluation. Retrieved from http://schoolself-
evaluation.ie/postprimary/index.php/what-school-self- evaluation/?
doing_wp_cron=1429505616.9318289756774902343750 on 10.4.2015
• UNICEF (2006). New trends in development evaluation. Retrieved from
http://www.unicef.org/ceecis/New_trends_Dev_EValuation.pdf on 16.4.2015
• Wiggins, G. (1993) Assessing studentsperformance.SanFrancisco:Jossey-Bass.

Suggested Readings
• Braden, J. (2001). The clinical assessment of deaf people’s cognitive abilities.
In clark,M. D.; Marschark, M., & Kretchmer, M.(Eds.). Context, cognition and
 deafness, Galludet University press, Washington. Pg.14-37.
• Elliot, S.N., Kratochwill, T. R., & Gilbertson, A. G. (1998). The Assessment
Accommodation Checklist: Who, What, Where, When, Why and Who?
Teaching Exceptional Children, 31(2), 10 –14.
• Eriksen, S.C. (1969). The teacher made test. Memo to the Faculty, no.35.
AnnArbor: Centre for Research on learning and teaching, University of
Michigan.
• Fernandez, H. (2008). Knowledge based achievement of students with hearing
impairment on different types of assessment. Unpublished Master Disseratation,
University of Mumbai.
• Frechtling, J.A. (1991). Performance assessment: Moonstruck or the real thing?
Educational Measurement: Issues and Practices, 10(4), 23-25.
• Jacob, L. C., Chase, C. N. (1992). Developing and using tests effectively: A
guide for faculty. Josse-Bass Publishers, San Francisco.
• Junaid, I.M., & Muhammad, D. N. (2002). Assessing nomadic children’s
learning achievement: what tools and which strategies? Retrieved from
curriculum.pgwc.gov.za/resource_files/22153409_16.doc
• Linn. R.L, Baker, E. L., & Dunbar, S. B. (1991). Complex Performance
based assessment. Educational Researcher, 20(8), 15-21.
• Mathew, S. (2010). Impact of Knowledge Based Evaluation on Achievement of
Students with Hearing Impairment: An Experimental Study. A PhD Thesis
(Unpublished), MJP Rohilkhand University.
• Meyer, C.A. (1992) .What is the difference between Authentic and Performance
assessment? Educational Leadership,49(8),39-40
• Mountain, A. (2005). Science assessment of deaf students: Considerations and
implications of state accountability. Measurements. MSSE Masters Project.
Submitted to the National Technical Institute for the Deaf, Rochester Institute of
Technology, New York.
• Musselman, C.R., Lindsey. P. H., & Wilson A. K. (1988). An evaluation of
recent trends in preschool programming for hearing impaired children. Journal
of Speech and Hearing Disorders, 53, 71-88.
• Nair, P. (2005). A study of the effectiveness of individualized instructional
material on mastery of mathematical concepts related to time in children with
hearing impairment. Unpublished Master Dissertation, University of Mumbai.
• Stiggins, R.J. (1994). Student-Centered classroom assessment. MacMillan, New
York
• Tannenbaum, J.E. (1996). Practical Ideas on Alternative Assessment for ESL
Students. ERIC Clearinghouse on Languages and Linguistics Washington DC,
ERIC Identifier ED395500, 1-6.
Disability Specialization HEARING IMPAIRMENT
 IDENTIFICATION, ASSESSMENT AND NEEDS OF INDIVIDUALS WITH
HEARING IMPAIRMENT

Course Code: MSH1 Credits: 04

Contact Hours: 60 Marks: 100

Introduction
The course aims to develop an understanding of applications of various Audiological,
speech, language and communication assessments for recommendations of various
educational practices. The said course would also help learners to appreciate the role of
professionals to address the needs of the child with hearing impairment in a holistic
manner using team approach.

Objectives
After completing the course teacher educators will be able to
• Explain audiological evaluation and reflect its application in education of CWHI.
• Describe speech of children and reflect its use in evaluation of CWHI.
• Explain various issues related to assessment of language and communication
of CWHI.
• Explain the practices in educational assessment including the setting up of
an educational assessment centre.
• Describe the importance of team approach and reflect on their role in
assessment and identification of needs.

Unit 1: Audiological Assessment, Identification and Addressing Needs

1.1 Overview and need of various audiological assessment
1.2 Choice and selection of audiological tests according to age and functional
abilities of the child
1.3 Overview of audiological assessment of children with additional/ associated
disabilities
1.4 Selection of modality / method of management (auditory, speech reading vs
manual communication) based on aided performance (aided audiogram &
speech identification)
1.5 Recommendation of educational set-up (special, partial integration vs inclusive
education) based on aided performance (aided audiogram & speech
identification) as one of the factors

Unit 2: Speech Assessment, Identification and Addressing Needs

2.1 Overview of acoustics of speech; Classification of speech sounds based on
 major acoustic cues

2.2 Compare and contrast speech development in typical developing children and CWHI
2.3 Phonological errors as a function of audiogram configuration (flat, gradually
sloping and steeply sloping) and degree of hearing loss
2.4 Selection of appropriate strategies, material, and equipment for teaching speech
2.5 Need for use of regional language based speech assessment tests

Unit 3: Language & Communication Assessment, Identification and Addressing Needs

3.1 Parameters of selecting medium of instruction for CWHI: Language/s used at
home, school & society
3.2 Language assessment of the deaf: Challenges and concerns (standardized
versus teacher made tools; Setting norms of children ‘with’ versus ‘without’
disability; modality dependent nature of language; measuring receptive
language; identifying measurable indicators)
3.3 Biological foundations and research in early language experiences in the past
two decades: From input to uptake
3.4 Processing sign languages in early years: Neural reorganization; Access to age
appropriate language; Ease of intake; Universal grammar; Modality dependent
versus modality independent components
3.5 Studying language assessment component in ICF; Recommendations related to
language assessment reflecting in National Curriculum Framework (NCF)

Unit 4: Educational Assessment, Identification and Addressing Needs

4.1 Concept & principles of Educational Assessment
4.2 Scope & priorities in educational assessment
4.3 Methods, Techniques & tools for educational assessment & Reporting:
Formal & Informal
4.4 Outcomes of educational assessment: Identification, addressing educational
needs; linking with pedagogical decisions
4.5 Setting up of an educational assessment clinic/centre: Need & Requirements
(essentials & Desirables)

Unit 5: Team Approach in Assessment, Identification & Assessing Needs

5.1 Team Approach: concept & types (Multidisciplinary, Interdisciplinary and
Transdisciplinary);
5.2 Role of various stakeholders: professionals, personnel, parent and the child;
5.3 Constitution of team with respect to CWHI: Considerations on child’s age,
severity and associated conditions;
5.4 Team’s role before, during and after assessment; Identifying and addressing the
need and planning IEP / IFSP
 5.5 Team’s role in outcome measures: Periodic assessment and evaluation; review
of performance against previously set goals

Course Work/ Practical/ Field Engagement

• Compiling a set of 10 aided audiograms and aided speech identification scores
for selection of modality, method of communication and educational set-up.
• Review two IEP records and reflect upon the role responsibilities and team approach
• Reflections on changing trends in language assessment beyond syntax
(semantics & pragmatics)
• Compiling of recently developed speech tests in India and critically analysing them
• Visit an educational assessment clinic / centre and review the different tools
available for educational evaluation of children with hearing impairment.

Transaction & Evaluation

Lecture-cum-demonstration, Assignments and Class tests

Essential Readings
• Beattie, R. G. (2001). Ethics in Deaf Education: The First Six Years. Academic
Press Inc., New York.
• English, K.M. (2002). Counseling Children with Hearing Impairment and Their
Families. Allyn and Bacon, Boston.
• Gipps, C. (1996). Assessment for learning. In Little, A. and Wolf,A. (eds)
Assessment in transition: Learning, monitoring and selection an international
perspective. Oxford Pergamon Press, London.
• Gronlund, N.E., & Linn, R. ( 1990). Measurement and evaluation in teaching (6 th
Edition). Macmillan, New York.
• Headington, R (2003). Monitoring, Assessment, Recording, Reporting &
Accountability (2nd ed.). David Fulton. London.
• Jalvi, R., Nandurkar, A., & Bantwal A., (2006). Introduction to Hearing
Impairment. Kanishka Publication, New Delhi.
• Johnson, C. D., & Seaton, J. (2010). Educational audiology handbook (2nd ed.).
Clifton Park: Delmar Cengage Learning Delmar Cengage Learning
• Lane, V.W., & Molyneaux, D. (1992). The dynamics of communicative
development. Prentice Hall Inc., Englewood Cliffs.
• Martin, F. N., & Clark, J.G. (2012). Introduction to Audiology (11th ed.). Pearson
Education. Boston.
• Martin, F.N., & Clark, J.G. (2009). Introduction to Audiology(10 th ed.).Pearson
Education, Boston.
• Mathew, S. (2005). Evaluation: curricular strategies and adaptations for children
with hearing impairment. Kanishka Publication, New Delhi.
• Mathew, S. (2005). Evaluation: Curricular Strategies and Adaptations for
Children with Hearing Impairment, Kanishka Publication, New Delhi,

• Mathew, S. (2010). Educational Evaluation .Curriculum and teaching strategies

for CWHI. MED SEDE (HI ) Manual, IGNOU, New Delhi.
• Mathew, S., & Mishra, A. (2010). Knowledge based evaluation of students with
hearing impairment. Journal of NCED, Vol 2, Issue 1, page 26-33.
• Mc. Laughlin, J. A. & Lewis, R .B. (2001).Assessing students with special needs
(Ed.V). Merrill & Prentice Hall, New Jersey.
• Mehrens,W.A., & Lehmann, I. J.(1991).Measurement and evaluation in
psychology(IVED). Harcourt Brace College. New York.
• Newby, H. A., & Popelka, G. R. (1992). Audiology (6th ed.). Appleton-
Centurycrofts, New York.
• Northern, J.L., & Downs, M.P. (2002). Hearing in Children. 5th Edition.
Williams and Wilkins, Philadelphia: Lippincott.
• Owens, R.E. (2012). Language development: An introduction (8th ed.). Pearson,
Boston.
• Status of Disability in India (2007). Hearing Impairment and Deaf-blindness.
Rehabilitation Council of India, New Delhi.
• Yoshinaga-Itano, C. (2003). From screening to early identification and
intervention: Discovering predictors to successful outcomes for children with
significant hearing loss. Journal of deaf studies and deaf education, 8(1), 11-30.

Suggested Readings
• Bess, F. H., & Humes, L. E. (1990). Audiology: The fundamentals. Williams &
Wilkins, London.
• Billeaud, F.P. (2003). Communication Disorders In Infants and Toddlers:
Assessment And Intervention. 3rd ed. Butterworth Heinemann.
• Hamayan, E. V. (1995). Approaches to alternative assessment. Annual Review
of Applied Linguistics, 15, 212-226.
• Harrison, M., Roush, J., & Wallace, J. (2003). Trends in age of identification and
intervention in infants with hearing loss. Ear and Hearing, 24(1), 89-95.
• Hibbard, K. M., & others. (1996). A teacher's guide to performance-based
learning and assessment. Alexandria, VA: Association for Supervision and
Curriculum Development.
• Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2nd, 3rd & 4th
eds.). Williams and Wilkins. Baltimore.
• Madell, J.R., & Flexer, C. (2008) Pediatric Audiology: Diagnosis, Technology
and Management. Thieme Medical Publishers, New York.
• Paul, P.V., & Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction
for Health and Education Professionals. Jones and Bartlett Learning, Boston.
• Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for
Parents. Plural Publishing, San Diego.

• Yoshinaga-Itano, C. (2003). Universal newborn hearing screening programs

and developmental outcomes. Audiological Medicine, 1(3), 199-206.
• Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., & Mehl, A.L. (1998).
Language of early and late identified children with hearing loss. Pediatrics,
102(5), 1161-1171.
 CURRICULUM AND TEACHING STRATEGIES FOR CHILDREN WITH
HEARING IMPAIRMENT

Course Code: MSH2 Credits: 04

Contact Hours: 60 Marks: 100

Introduction
Having the foundations of curriculum design and approaches, the learners will find its
applications while studying and designing the curriculum for children with hearing
impairment. The course is especially design to add on the specialised curricular
requirements of children with hearing impairment and strategies in both special and
inclusive classrooms.

Objectives
After completing the course teacher educators will be able to
• Describe the curricular needs, framework and practices emerged out of the
paradigm shift in education.
• Explain the bases, types and strategies of curricular adaptations.
• Understand the concept and strategies in differentiated instructions.
• Explain the processes and theories of literacy development.
• Explain the multiple literacy and their applications in curriculum.

Unit 1: Curricular Needs at Different Levels

1.1 Paradigm shift in education: school, teacher, learner & curriculum for 21st century
1.2 Causes of learning difficulties in children with hearing impairment
1.3 Differential curricular needs of early and late intervened children with
hearing impairment
1.4 Curricular framework for Early intervention & Early Childhood Education
1.5 Domains of development facilitating the school readiness for inclusive education

Unit 2: Curricular Adaptations

2.1 Bases of curricular adaptations & decision making
2.2 Step wise curricular approach and its adaptation
2.3 Types of accommodations, modifications and its applications
2.4 Strategies of adaptation of text of different school subjects
2.5 Adaptation in evaluation
 Unit 3: Differentiated Instructions
3.1 Relevance & Concept
3.2 Elements of differentiated instructions (Knowing the learner, assessing the
learner, school climate, instructional strategies, adjustable assignments)
3.3 Need assessment & Decision making
3.4 Learning pyramid
3.5 Mastery level learning

Unit-4: Literacy Development & Teaching Strategies

4.1 Deafness & literacy issues;
4.2 Theories of literacy development and their applications
4.3 Processes involved in reading & writing
4.4 Processes involved in speaking, listening & signing in literacy development
4.5 Meta cognitive strategies & instructional practices

Unit 5: Research & Development in Literacy

5.1 Research in literacy: An overview
5.2 Priority areas of research
5.3 Identifying the gaps in literacy research
5.4 Readings in Researches on literacy development at different levels in the past
two decades
5.5 Evidence based practices in literacy development

Course Work/ Practical/ Field Engagement

• Select a text of your choice and adapt the content in terms of knowledge,
language, presentations illustrations
• Write an essay on the Montessori curriculum and its relevance to children with
hearing impairment
• Profile the current level of functioning of literacy (one child )
• Present an article published after 2011 in an indexed journal on literacy

Transaction & Evaluation

Lecture cum demonstration, Self-learning & Workshop

Essential Readings
• Armstrong, D. G. (1989). Developing & documenting the curriculum . Allyn
& Baccon, London.
• Beane J. A., Toeepfen, C. F., Allen, S. J. (1986). Curriculum planning &
Development. Allyn & Bacon, London.
• Gregory, S., Powers, P., & Watson, S.(1998).Issues in Deaf Education. David
& Fulton. London.
 • Judy, W. (1998). Adapting instructions to accommodate students in inclusive
settings. Pearson Publication, London.
• Mishra, A. (2012).Research of deaf and hard of hearing in India. Status of
Disability in India, Rehabilitation Council of India, New Delhi.

• Owens, R.E. (2012). Language development: An introduction (8th ed.).

Pearson, Boston.
• Sampson, M., Allen, R. V., & Sampson, M. B. (1991). Pathways to literacy.
Holt Rinehail & Winston Inc., London.
• Spodek, B., & Saracho, O. N.(2006). Handbook of Research on the Education
of Young Children. (II Ed). Lawrence Erlbaum, London.
• Status of Disability in India (2007). Hearing Impairment and Deaf-blindness.
Rehabilitation Council of India, New Delhi.
• Stokes, J. (2000). Communication options. In J. Stokes (Ed.), Hearing
impaired infants – Support in the first eighteen months. Whurr Publishers Ltd.,
London.
• Tannen, D., & Tanner, L. (1995). Curriculum development : Theory to Practice
(III Ed.). Merryl & Prentice, New Jersey.
• Tompkinns, G. E., & Hoskisson, K. (1995). Language arts: Content &
Teaching Strategies( III Ed. ). Merryl & Prentice, New Jersey.
• Wallang, M. G. (2007). Sign Linguistics and Language Education for the Deaf:
An Overview of North-East Region. Academic Excellence, New Delhi.

Suggested Readings
• Ornstein, A. C., & Behar –Horenstein, L. S. (1999). Contemporary Issus in
Curriculum (II Ed.). Allyn & Bacon, London.
• Searfoss, L. W., & Readence, J. E. (1989). Helping children Learn to Read.
Allyn & Bacon, London.
ADULTHOOD AND FAMILY ISSUES

Course Code: MSH3 Credits: 04

Contact Hours: 60 Marks: 100

Introduction
The course is designed to develop learners’ insight into transitional process from
adolescence to adulthood and issues related to adulthood of individuals with hearing
impairment. The learners are expected to appreciate the need for planning adulthood
towards promoting their independent leaving, higher and vocational education as well
as employment. The course would build suitable capacities so that the learners can
address the family, community and cultural issues through suitable interventional plan.

Objectives
After completing the course teacher educators will be able to
• Appreciate the importance of planning and implementing transition services
for preparing adolescents towards adulthood.
• Explain strategies of developing independent living skills and preparing them
for gainful employment.
• Describe communication, cultural and family issues to reflect in planning of services.

Unit 1: Transition from Adolescence to Adulthood

1.1 Transition: Concept and challenges as perceived by D/deaf adolescents and
their families
1.2 Domains of transition: Educational, independent living, social-cultural and
employment
1.3 Factors influencing transition: Academic and personal achievement, aspiration
& motivation, interaction & complexities, environmental barriers, late deafened
adults; concept of self and self efficacy
1.4 Role of support and facilitators: Family, peers, community; agencies and
environmental support
1.5 Planning and implementing transition services

Unit 2: Independent Living

2.1 Concept and its importance
2.2 Money management and related financial skills
2.3 Health and physical fitness skills
2.4 Life skills: Social-etiquette and mannerism
 2.5 Leisure time, hobbies and recreational activities

Unit 3: Higher Education, Vocational Education & Employment

3.1 Higher Education: Need, scope, status of higher education
3.2 Vocational education: Need, scope, status of vocational education
3.3 Selecting suitable higher education & vocational streams
3.4 Career choices: job seeking skills and facing interviews
3.5 Work adjustment skills; Job related social skills

Unit 4: Community& Cultural Issues

4.1 Diversity in DEAF WORLD
4.2 Comparison of Hearing world-Deaf world on culture and group identity and
communication options
4.3 Legal issues regarding communication accessibility
4.4 Views of Cochlear Implantees and hearing aid users towards Deaf culture
4.5 Facilitating societal inclusion of individual with hearing impairment

Unit 5: Family Issues

5.1 Role & challenges of families in fostering adjustment, personality
development, independent living employment and marriage
5.2 Raising of hearing children by Deaf parents: Deaf Child Deaf Parent (DCDP);
Deaf Child Hearing Parent (DCHP) issues
5.3 Communication patterns and parenting issues in families with Deaf parents
and hearing children
5.4 Identifying family needs and Supporting towards resource mobilization,
family networking and facilitating availability of welfare schemes
5.5 Advocacy at family and individual levels; Strategies

Practicum/ Field Engagement

• Prepare a poster on family advocacy
• Hold a mock interview session and write your reflections upon it
• Interview a family to identify ‘need and support’
• Have a focussed group discussion Deaf culture in India, and submit a reflective
essay on the same
• Make a pamphlet regarding financial management for the D/deaf adult

Transaction & Evaluation

• Lecture-cum-demonstration
• Inviting Deaf adults to share their experiences & success stories.
Essential Readings
• Annable G., Walters, C., Strensta, D., Symanzik, S, Tuuuyb. L., & Sterwer, N.
(2003). Students with disabilities, Transition from postsecondary education to
work, Winnipeg. Canadian centre for disability studies, Manitoba.
• Christensen, K.M., & Gilbert, L.D. (1993). Multicultural Issues in deafness,
White Plairs, Longman, New York.
• Narayansamy, S., Kamraj, J., & Rangasayee, R. (2006). Family, Community and
the hearing impaired child.: Kanishka Publishers, New Delhi.
• Parasins, L.A.(1996). Cultural and Language Diversity and Deaf Experience.
Cambridge University Press, New York.

Suggested Readings
• Bowe F.G. (2003). Transition for deaf and hard of hearing students: A blueprint
for change, Journal of deaf studies and deaf education 8(40;485-93
ASSISTIVE DEVICES & SERVICES FOR INDIVIDUALS WITH HEARING
IMPAIRMENT

Course Code: MSH4 Credits: 04

Contact Hours: 60 Marks: 100

Introduction
The course will assist learners to know about technological devices required and used in
various interventional settings and also the schemes available to procure the individual
aids and appliances. The course also envisages to arouse curiosity amongst learners
about various technological advancements and research and development in the said
area.

Objectives
After completing the course teacher educators will be able to
• Describe the available schemes and reflect on status of services for individuals
with hearing impairment and suggest ways to improve.
• Understanding about individual and group listening devices used by CWHI
in schools.
• Discuss role of technology in facilitating communicative educational and
social functioning of language.
• Understanding about use of assistive devices & methods in the management of
CWHI in schools/ clinics.
• Explain the present and future technologies, research developments and
evidence based practices facilitating the education of CWHI.

Unit 1: Schemes & Services for Individuals with Hearing Impairment

1.1 Schemes for persons with disabilities of various ministries/departments of
central and state government in early intervention, rehabilitation, education and
employment;
1.2 Schemes for availing aids and appliances: ADIP and other schemes
1.3 Services for individuals with hearing impairment: Types, availability, coverage
and quality
1.4 Delivery of services; Role of various stakeholders, planning, implementing,
collaboration, challenges and issues
1.5 Appraisal of services: Methods of measuring outcomes and suggesting plan of action
Unit 2: Listening and Assistive Devices in Audiological Management
2.1 Hearing aids: Overview to hearing aids; Overview to electro-acoustic
characteristics and need to study same; Importance of ear moulds and its
modifications
2.2 Cochlear Implant: Overview to cochlear implants; Need and importance for
regular mapping
2.3 FM system: Components, Functioning, Types, Advantages and disadvantages
2.4 Induction loop systems & Hardwire systems: Components, Functioning,
Types, Advantages and disadvantages
2.5 Criteria for recommendation of one device over the other; Role of special
educators in measuring outcome of listening devices

Unit 3: Assistive Devices in Management of Language & Communication

3.1 Meta level understanding of use of technology for language development
3.2 Access to whole language: Challenges of communication options and use of
technology for ways to overcome
3.3 Use and availability of social media for sign language users:
Communicative, educational and social purposes
3.4 Orientation to web based Curriculum Based Measurement (CBM) tools
3.5 Tele captioning of popular media and its role in literacy development

Unit 4: Technology & Methods in Management of Speech

4.1 Parameters measured in phonation and suprasegmental aspects of speech using
advanced technology and their application
4.2 Need and methods to analyse and to correct articulation of speech
4.3 Selecting management techniques for phonation and suprasegmental aspects
of speech
4.4 Selecting management methods for facilitating articulation in CWHI
4.5 Methods to improve speech intelligibility; Measurement of outcome

Unit 5: Assistive Devices in Educational Management

5.1 Impact of Technology on education: Present & Future
5.2 Assistive technologies for personal and educational purposes: Devices &
Processes and their application
5.3 Mainstream Technologies: Universal Designs; its Concept, Principles &
product design
5.4 Research & Developments in Educational technology: national & international
5.5 Evidence Based Practices
Course Work/ Practical/ Field Engagement
• Compare the application of the technology in classroom teaching between a
developing and a developed country
• Undertake a survey of available services in your locality and reflect on their
status for individuals with hearing impairment. Prepare a report.
• Analysis of electro-acoustic characteristics of 5 hearing aids and write a report
• Use social media to link with individuals with deafness and submit report on
your experience
• Interaction with a D/deaf adult to find out role of technology in his/her social
life. Write your reflections
• Measure the speech intelligibility of 2 children with hearing impairment
• Compare schemes available in your state / country with any state / country

Transaction & Evaluation

Self learning, Lecture-cum-demonstration & Workshops

Essential Readings
• Andersson, C. (2014). Assistive Technology for the Hearing-impaired, Deaf
and Deafblind. Springer, London.
• Beattie, Rod G. (2001). Ethics in Deaf Education: The First Six Years.
Academic Press Inc. New York.
• Berg, F. (2008). Speech Development Guide for Children With Hearing Loss.
San Diego: Plural Publishing.
• Dillon, H. (2001). Hearing aids. Thieme Medical Publications, New York.
• English, K. M. (2002). Counselling Children with Hearing Impairment and
Their Families. Allyn and Bacon, Boston.
• Huang, D. (1998). Speech skill build-up for children. Tiger DRS Inc.
http://www.drspeech.com
• Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2nd, 3rd & 4th
eds.). Williams and Wilkins, Baltimore.
• Krumenacker, S. (2014). Hearing Aid Dispensing Training Manual. Plural
Publishing. San Diego.
• Kumar, K. L. (2009).Educational Technology: A Practical Textbook for
Students, Teachers, Professionals and Trainers. New Age International, New
Delhi.
• Mathew, S. M. (2012).Technology for persons with hearing impairment.
Status of Disability in India-2012. Rehabilitation Council of India, NewDelhi.
• Owens, R.E. (2012). Language development: An introduction (8th ed.).
Pearson, Boston.
• Owens, R.E. (2012). Language development: An introduction (8th
ed.).Pearson, Boston.
• Rapp, W. H. (2014). Universal design for learning in action. Baltimore MD: Brooks
• Sandlin, E. R. (1995). Handbook of hearing aid amplification: Theoretical and
technical considerations. (vol. I).Singular Publishing Group, Inc. San Diego.
• Stewart, D. A., & Kluwin, T.N. (2001).Teaching Deaf & Hard of Hearing
Students : Content , Strategies & Curriculum. Allyn & Bacon, London.
• Taylor, B., Mueller, H. G.(2011). Fitting and Dispensing Hearing Aids.
Plural Publishing, San Diego.
• Waldman, D., & Roush, J. (2010). Your child’s Hearing Loss; A Guide for
Parents. Plural Publishing, San Diego.
Suggested Readings
• Allum, D.J. (1996). Cochlear Implant Rehabilitation in Children and Adults.
Whurr Publishers, London.
• Maltby, M.T. (1994). Principles of Hearing Aid Audiology. Whurr Publishers,
London.
• Pollack, M. C. (1980). Amplification for the hearing impaired. Grune &
Stratton, New York.
• Tweedie, J. (1987). Children’s Hearing Problems, Their Significance, Detection
and Management. The Bath Press, Bristol.
• Valente, M. (1996). Hearing aids standards, options and limitations. Thieme
Medical Publishers, Inc., New York.
• Valente, M., Dunn, H. H., & Roeser, R. J. (2000). Audiology- treatment.
Thieme Medical Publishers, New York.
• Wong, L. H., & Louise, M. (2012). Evidence-Based Practice in Audiology:
Evaluating Interventions for Children and Adults with Hearing Impairment.
Plural Publishing, San Diego.
Practicum - HI

Semester – I

Course Code: MSHP1 Credits: 04 Hours: 120 Marks: 100

A. Audiological & Speech Evaluation and Management at Different Levels

Sl. Tasks Settings Specific activities Hrs Mark

for s
No. Submission
Teacher
s
Educators
1 Observing Audiologica • Behavioural 6 5 Journal
behavioural l clinic Observation with
audiological Audiometry (2 reflection
tests in children children) s
below the age of
2 year
• Visual
Reinforcement
Audiometry (2
children)
2 Observing Audiologica • Conditioned play 6
behavioural l clinic audiometry (2
audiological children)
tests in children • Speech
between 2 to 5 audiometry (Closed-
years set testing) (2
children)
3 Observing Audiologica • Conditioned play
behavioural l clinic audiometry (2
audiological children of
tests in children 3 years and above)
• Speech
audiometry: Open-
set testing (2
children of 5 years
and above)
4 Observing Audiologica • Immittance 6 5
physiological l clinic audiometry (2
and electro- children)
physiological • Otoacoustic
testing emission (2 children)
• Auditory
Evoked potentials (2
children)
5 Observing Audiologica • Hearing aid 12 5
hearing aid trail l clinic selection (digital and
and analogue) (2
measurement of children each)
outcome • Measurement of
aided audiogram (2
children)
• Measurement of aided
speech detection /
identification (2
children)
6 Use aided Audiologica • Making 6 5
audiogram and l clinic recommendations
speech regarding mode of
identification training and
scores to make educational
recommendatio placement using
ns aided audiogram and
Speech audiometry
(10 children
in different age groups)
7 Listening Audiological • Prepare lesson 6 5
training plans for listening
training for children
aged 2 years. (2
plans)
• Prepare lesson
plans for listening
training for children
aged 5 years. (2
plans)
• Prepare lesson
plans for speech
reading training for
children aged 6 years.
8 Screening for Inclusiv • Administer a checklist 12 10
hearing loss e having signs and
using checklists school/ symptoms of hearing
clinic loss and behavioural
observation on primary
school children (20
children)
9 Troubleshootin Specia • Carrying out 6 5
g hearing aids l Ling’s 6 sound test
school (2 children)
• Troubleshooting
hearing aids (2
children)
10 Room acoustics Special • Suggesting 6 5
school / modifications for
Inclusiv classroom acoustics to
e school optimize auditory and
visual reception of
speech (1 inclusive
school and 1 special
school).
11 Observin Speech • Evaluation of 6 5
g clinic phonation in normal
phonation hearing children and
evaluatio CWHI (2 each)
n
12 Observing Speech • Evaluation of articulation 6 5
clinic
articulatio in normal hearing
n children and CWHI
evaluation (2 each)
13 Screening Specia • Screening of 6 10
for l articulation of CWHI (4
articulation school children)
problems
14 Measuring Specia • Measuring 12 10
intelligibility l intelligibility of speech
of speech School of typically developing
children and CWHI (6
each)
15 Home training Speech • Based on the 6 10
and counseling & auditory, speech and
Hearing language abilities of
clinic/ children, prepare
Special home training
school / activities (2 children)
inclusive • Counsel family
school regarding home training
activities to improve
listening skills,
articulation and
language.
16 Use of Apps for Clinic • Use of free 6 5
Speech downloadable apps for
outcomes measuring outcomes of
phonation and
articulation of CWHI
17 Psychologica Clinic • Observe, Undertake and 12 10 Practica
l Assessment / Interpret results of l record
School psychological test on
assessment of
intellectual functioning
by using Bhatia Battery/
WISCIndian
Adaptation.
Semester - II

Course Code: MSHP2 Credits: 04 Hours: 108 Marks: 90

B. Language and Educational Evaluation

Sl. Tasks Education Specific activities Hrs Marks Submiss

for a l i on
No.
Teacher settings

Educators
1 Compilation Educationa Collect different tools 10 5 Journa
of tools l available for evaluation l with
available for assessment of typically hearing reports
educational centre/ children and those with &
evaluation clinic hearing
reflection
impairment s

2 Case History Studying the case history 5 5

of 5 CWHI with a special
focus on educational
history of parents ,
language and biographic &
educational background of
CWHI
3 Administratio Observe the 10 5
n of language administration of language
assessment tests (2 standardized and 4
Tools non standardized ) on 5
children and report the
findings
4 Tools for Observe the 5 5
evaluation of
administration of two
CWHI in other
tests/checklist/rating
areas like
communication scale on CWHI at
, socio- different levels and
emotional report the findings
maturity Preschool-1 child
Primary-1 child
5 Tools for Observe the 10 5
scholastic
administration of tests
achievemen
for assessing
t and
literacy
achievemen scholastic achievement
t and literacy achievement
at different levels
Preschool level -2 children
Primary-2 children
6 Observation Observe the educational 10 5
of Educational evaluation of CWHI at
evaluation different levels and
study
the findings in
different areas -
CWHI below 5 years: (5
no.)
CWHI above 5 years: (5
no.)
7 Conductin Carryout the 20 20
g educational evaluation
educationa of 5 CWHI
l Preschool/Primary-3
evaluation
Secondary-2
8 Tool Develop one tool for 15 10
developmen assessment of
t language
/school subject
9 Development Develop materials for 15 10
of materials developing pre reading
for literacy and pre writing skills
development
10 Lesson Develop 3 lesson plans 8 20
plannin and demonstrate any one
g model lesson plan
11 Psychologica Clinic Observe, undertake and 12 10 Practica
l Assessment / interpret results of l record
School following psychological
test:
A. Any test of
assessing
personality
B. Any test of assessing
occupational interest
and aptitude
Total 120 100
Semester - III

Course Code: MSHP3 Credits: 04 Hours: 120 Marks: 100

Field Engagement/ Internship as a Teacher Educators

Sl. Tasks Education Specific activities Hr Mark SubmiSsi

for al s s on
No.
Teacher settings

Educators
1 Understandin Teach Understanding the 6 5 Journal
g er organization’s vision, mission with
trainin & its programs and activities reports
the
Organizati g
&
on institut
reflectio
e
2 Understandi offerin Study the calendar of 14 ns
ng the activities, schedules,
g
operational distribution of work
diplom
plans assigned to the teaching,
a
clinical and administrative
/degree staff.
3 Coordinati teacher 30 20
Support the coordinator in
on support training
implementing the activities
program
based on the approved
me
calendar of activities & other
schedule; Observing the
regularity & punctuality of
students, Supporting the
students in filling up
examination forms and other
procedures of the Institute /
University
4 Teachin Assisting the faculty 40 40
g members in planning &
support preparing the lectures
through PPTs & reference
materials, Demonstration of
practical based activities,
preparing TLM, assisting
faculty in supervising practical
based activities/lesson
planning, undertaking at
 practice teaching
schools/clinical set up
5 Librar Supporting the students & 6 15
y faculty members in
suppo identifying offline and online
rt resources including reference
books and journals
6 Mainstrea Inclusiv Visit a school and create 24 20
m / General e awareness about inclusive
school school education of children with
placement disabilities through PPT and
prepare a report
Study the readiness
( facilitators & barriers )of the
school in promoting inclusive
education
through a tool
Semester - IV

Course Code: MSHP4 Credits: 04 Hours: 120 Marks: 100

Field Engagement/ Internship as a Teacher Educators

Sl. Tasks Education Specific activities Hr Mark Submissio

for al s s n
No.
Teacher settings

Educators
1 Coordinati Support the coordinator in 10 10 Journ
on support implementing the activities al
based on the approved with
calendar of activities & report
s&
other schedule;
reflections
Observing the regularity &
punctuality of students ,
Supporting the students in
filling
up examination forms and
other
procedures of the Institute /
University
2 Teachin Assisting the faculty 30 30
g members in planning &
support preparing the lectures
through PPTs & reference
materials,
Demonstration of practical
based activities, preparing
TLM, assisting faculty in
supervising practical based
activities/lesson planning,
undertaking at practice
 teaching schools/clinical set
up
3 Learnin Coaching support to weak 30 30
g performers for achieving the
support content mastery

4 Librar Supporting the students & 10 10

y faculty members in
suppo identifying offline and online
rt resources including reference
books and journals
5 Evaluatio Assist faculty in developing 10 10
n support tests, observing internal test/
examination activities,
evaluating class test papers
& reporting under faculty
supervision.
Supporting the coordinator &
faculty members in
compiling marks for
calculation of IA
6 Researc Preparing a research 30 30
h proposal for the organization
Support under guidance of faculty
based on their needs and
available resources.
AREA-C ELECTIVE COURSES
Note: Any one to be offered
Course Code Title Credits Marks

MSE-1 Educational Management 4 100

MSE-2 Educational Technology 4 100

MSE-3 Guidance and Counselling 4 100

EDUCATIONAL MANAGEMENT

Course Code: MSE-1 Credits: 04

Contact Hours: 60 Marks: 100
Introduction
Educational management is a field of study and practice concerned with the operation
of educational organizations. The field draws links from diverse disciplines such as
economics, general management & Information technology. The course content
included in the present program hence includes inputs from varied disciplines and is
envisaged to equip the learners to understand the know- how’s of managing educational
institutes on the basis of total quality management principles.

Objectives
After completing the course teacher educators will be able to
• Explain the basic fundamental areas of management.
• Describe the skills required for enhancing institutional quality for sustained
development.
• Enumerate the skills required for capacity building of human resources.
• Explain the skills needed to manage data for various information
management processes.
• Prepare cost effective budgets, proposals and describe ways of managing
financial resources.

Unit 1: Foundations in Educational Management

1.1 Definition & Concept: Management as an art, science, organization, person
& a discipline
1.2 Approaches to management; a) Classical approach, b) Human relation
approach, c) Systems approach, d) Contingency approach
1.3 Principles & processes of management
1.4 Styles of management; autocratic, laissez-faire, transactional, contingency
1.5 Leader vs. Manager; role competencies

Unit 2: Total Quality Management in Education

2.1 Concept of Quality and issues in Quality management of educational institutes
2.2 Educational applications
2.3 Assessment of educational institutions
2.4 Strategic planning & Sustainable development
2.5 Implementing TQM
Unit 3: Human Resource Management
3.1 Manpower planning, talent acquisition & management
3.2 Employee benefits, welfare & Performance appraisals systems- 360 degree approach
3.3 Training, development & capacity building
3.4 Organizational behaviour; climate & culture
3.5 Individual & group dynamics, conflict management & negotiations

Unit 4: Educational Management Information Systems (EMIS)

4.1 Need, relevance and National agencies for EMIS
4.2 Internal & external stakeholders of EMIS
4.3 Tools & process for collecting and disseminating data & using information
4.4 Constituting indicators & data monitoring plans
4.5 Dissemination, distribution & publication of data

Unit 5: Financial Management

5.1 Need &Importance of financial management in educational institutes
5.2 Basic concepts in accounting
5.3 Importance & types of budgeting
5.4 Resource mobilisation& allocation
5.5 Proposal writing for funding in educational institutes

Transaction
Lectures, Field visits, Self-study

Course Work/ Field Work

• Proposal writing for fund raising of an educational institution
• Review performance appraisals from 2 educational institutions one each
from a teacher training college and other from special school

Suggested Readings
• Bhardwaj, K. S., (2014). Human Resource Development in Education.
Partridge Publication, Gurgaon.
• Bush, T., & Paul, L. S. (2006). Principles and Practice of Educational
Management. Chapman A Sage Publications Company, London.
• Chatterjee, B. K. (2011). Finance for Non – Finance Managers. Jaico
Publishing House, New Delhi.
• Deshmukh, A.V., & Naik. A. P. (2010). Educational Management. Himalaya
Publishing House Pvt. Ltd., Mumbai.
• Dessler, G. (2012). Human Resource Management. Prentice Hall, London.
• Dimmock, C. (2012). Leadership in Education: Concept, Themes and Impact.
Routledge, New York.
• Leithwood, K., & Jantzi, D. (1999). Changing Leadership for Changing Times.
Open University Press, London.
• Lewls, T. (2012). Financial Management Essentials: A Handbook for NGOs.
• Mathis, R. L., & Jackson, J. H. (2010). Human resource management (13th ed.).
• Mukhopadhya, M. (2011). Total Quality Management in Education. Sage
publications India Pvt. Ltd. New Delhi.
• Nkomo, S. M., Fottler, M. D., & McAfee, R. B. (2010). Human resource
management applications: Cases, exercises, and skill builders (7th ed.).
• Pande, S., & Basak, S. (2012). Human Resource Management. Text and
Cases. Amazon Digital South Asia Services, Inc.
• Rayner, S. (2007). Managing Special and Inclusive Education. Sage Publications
Ltd. London.
• Senge, P. (2007). A Fifth discipline Resource. Schools that lead: Nicholas
Brealey Publishing, London.
• Senge, P.M. (1994). The fifth Discipline; The Art & Practice of The Learning
Organization. Currency Doubleday, New York.
• Shapi, J. (N.K). Writing a Funding Proposal.
• Ulrich, D., & Brockbank, W. (2005). The HR Value Proposition. Boston:
Harvard Business School Press. (ISBN-13: 978-1591397076 or ISBN-10:
1591397073)
EDUCATIONAL TECHNOLOGY

Course Code: MSE-2 Credits: 04

Contact Hours: 60 Marks: 100
Objectives
After completing the course teacher educators will be able to
• Discuss roles of Educational Technologists in various contexts.
• Apply appropriate instructional strategies.
• Develop appropriate instructional media.
• Integrate suitable ICT effectively in teaching-learning-evaluation.
• Suggest suitable modality of instruction (Online, Blended, etc.).

Unit 1: Educational Technology

1.1 Concept, Definition and Scope of Educational Technology
1.2 Need and Role of Educational Technologists in India
1.3 Growth of conceptual framework of Educational Technology: ET1, ET2, ET3 …
1.4 Systems Approach; Meaning, Scope and Components
1.5 Communication Process
1.5.1 Meaning and components
1.5.2 Models of communication: Simple, Osgood and Schramm, Gerbner’s mode
1.5.3 Interaction analysis: Equivalent Category System and Flander’s
Interaction Analysis System

Unit 2: Instructional Technology

2.1 Concept and Definition of Instructional Technology
2.2 Theories and Models of ISD: Dick & Carrey, Gagne, Kirk and Guftason
2.3 Steps in developing Instructional design :Learner analysis, Content analysis,
Deciding entry and terminal behaviour, Preparing test, Selection of method,
Selection of media, Development of material, Tryout, Formative and summative
evaluation
2.4 Methods & Models Instructional designs for Large Group and Individual Instructions
2.5 Co-operative and Individual Learning Strategies for children with disabilities

Unit 3: Instructional and Interactive Learning

3.1 Interactive learning: concept, need and components
3.2 Instructional Media for children with Special needs
3.3 Interactive learning Material for children with disabilities
3.4 Development of Interactive learning Material
3.5 Integrating ICTs for children with special needs (e.g. Social Media,
Collaborative tools and techniques such as Blogging, ICT tools for research,
 bibliography, etc)

Unit 4: ICT For Inclusion

4.1 ICT for 21st century learning
4.2 Dilemmas and Realities about applications in ICT in inclusive education
4.3 Potentials of ICT in inclusive education-Access, equity, participation, Skill
development and life- long learning
4.4 ICT for teaching-learning
4.5 Role of ICT in curriculum transaction

Unit 5: Recent Trends in Technology

5.1 Online Learning
5.2 Blended Learning
5.3 5.3 M-Learning
5.4 MOOC
5.5 OER

Course Work/ Practical/ Field Engagement

• Prepare an observation report of classroom teaching based on Flanders
Interaction analysis
• Prepare and plan an educational display on a bulletin board using charts,
diagrams, graphs, posters, cartoons and comics
• Prepare a story board in any one unit of a subject for a child with disability
• Present a research paper on appilcation of any one recent trend in
inclusive education
• Seminar on issues in application of ICT in inclusive education

Suggested Readings
• Bhatt, B. D., & Sharma, S. R. (2003). Educational Technology concept and
Technique (Modern Education Series). Kanishka Publisher, New Delhi.
• Diana, L. O. (2001). Multimedia – Based Instructional Design: Computer –
Based Training. Jossey – Bass
• Horton, W. (2001). Designing web-based Training. John Wiley & Sons. New Jersey.
• Kumar, K., Kumar, S. (2004). ICT Skill Development. GBD Publications,
Gurusar Sadhar.
• Mukhopadhyay, M (1990). Educational Technology Challenging Issues.
Sterlings Publisher’s Pvt. Ltd. New Delhi.
• Rosenberg, M.J. (2001). E-Learning. McGraw Hill, New York.
• Sallis, E., & Jones, G. (2002). Knowledge Management in Education London:
 Kogan Page Ltd.

• Santhosh, V. (2009). Information communications technology for teacher

education. Kanishka Publisher, New Delhi.
• Schank, R.C. (2001). Virtual Learning. McGraw Hill. London.
• Shehzad, A. (2007). Teacher’s Handbook of Educational Technology. Anmol,
Pubishing Pvt. Ltd., New Delhi.
• Singh, T. (2009). ICT Skill Development. Tandon Brothers, Ludhiana.
• Venkataiah, N. (2002), Educational Technology. APH Publication Corporation,
New Delhi.
GUIDANCE AND COUNSELING

Course Code: MSE-3 Credits: 04

Contact Hours: 60 Marks: 100
Objectives
After completing the course teacher educators will be able to
• State the basic concepts in Guidance &Counselling.
• Discuss Educational, Vocational and Personal Guidance.
• Describe testing devices and non-testing techniques of guidance.
• Analyze the problems faced by students in the contemporary world.
• Discuss the problems faced by children with disabilities.

Unit 1: Education and Career Guidance

1.1 Concept, principles, Objectives and need for guidance at various educational levels
1.2 Types of Guidance: Individual and group, Personal, Educational and Vocational
1.3 Career Development needs of students. Changing scenarios in a global world
1.4 Tests and Techniques for Guidance: Testing techniques (Aptitude, Interest,
Achievement & Personality) Non-testing techniques (Interview, Case study,
observation, Diary, anecdotal and commutative record)
1.5 Essential services in a school guidance program

Unit 2: Vocational Guidance

2.1 Factors influencing choice of career
2.2 Theories: Vocational Choice, Vocational development and Career
development theories
2.3 Assessment of Vocational maturity
2.4 Occupational information in Guidance 2.5 Guidance for students with disabilities.

Unit 3: Fundamentals of Counselling

3.1 Concept and nature of counselling
3.2 Scope and objectives of counselling
3.3 Stages of the counselling process
3.4 Counselling techniques
3.5 Ethical principles and issues

Unit 4: Group approaches in Vocational Counselling and Guidance

4.1 Types, areas and approaches of Counselling
4.2 Steps and skills in the counselling process
 4.3 Advantages and Disadvantages of Group Guidance techniques
4.4 Essential services in school and community based guidance programs
4.5 Placement, research, evaluation services and Job study- i) Job description, ii)
Job specification, iii) Job analysis, iv) Job satisfaction

Unit 5: Assessment in Educational and Vocational Guidance and Counselling

5.1 Assessment of underachievement and challenges
5.2 Assessment of giftedness and special strengths
5.3 Career test construction, administration, scoring and interpretation
5.4 Crisis Intervention; Grief, relationships, depression, Academic, stress,
violence, abuse
5.5 Role of counsellor in the contemporary context

Course Work/ Practical/ Field Engagement

• Visit different Guidance Centres and write a report
• Review a film for counselling
• List the resources required and their optimum use in managing a school
guidance programme
• Develop a career choice assessment tool in view of personal characteristics of any
• Child with disabilities and available opportunities
• Prepare a brochure on career opportunities for children with different disabilities

Essential Readings

• Naik, P.S. (2013). Counselling Skills for Educationists. Soujanya Books, New Delhi.
• Nayak, A.K. (1997). Guidance and Counselling. APH Publishing, Delhi.
• Rao, V. K., & Reddy, R.S. (2003). Academic Environment: Advice, Counsel
and Activities. Soujanya Books, New Delhi.
• Shah, A. (2008). Basics in Guidance and Counselling. Global Vision
Publishing House.
• Sharma, V.K. (2005). Education and Training of Educational and Vocational
Guidance. Soujanya Books, New Delhi.

Suggested Readings
• Kapunan, R.R. (2004). Fundamentals of Guidance and Counselling. Rex
Printing Company, Phillipines.
 Pal, O.B. (2011). Educational and Vocational Guidance and Counselling. Soujanya Books,
New Delhi.
 AREA D DISSERTATION

DISSERTATION

Total Credits: 16 Marks: 400

Dissertation will be compulsory for all regular students. The students will work under the guidance of a
supervisor to be allotted by the HOD/Principal of the Department/ College. Students are expected to
complete the Dissertation work in four phases in Second Year.
Phase 1: Synopsis Submission
In the first Year the students have to develop the Research proposal (Synopsis) and present the same in
the Faculty Seminar at the end of the first Year.
Phase 2: Review of Literature and Development of Tools
During the Second Year the student has to conduct review of literature and develop relevant tools for their
research projects. Students have to present a seminar on collected review of literature and tools developed
in the faculty seminar and seek feedback and incorporate suggestions given by the faculty.
Phase 3: Data collection
In phase three, students must complete data collection and data analysis.
Phase 4: Data analysis, Results Discussion and Thesis Submission
In phase four students must complete Data analysis, Results and Discussion and report writing and submit
the final report at the end of Second Year.