KALASALINGAM UNIVERSITY Anand Nagar, Krishnankoil

KALASALINGAM UNIVERSITY Anand Nagar, Krishnankoil – 626190 DEGREE OF BACHELOR OF EDUCATION (B. Ed-Special) Hearing Impairment (With effect from the ac...
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KALASALINGAM UNIVERSITY Anand Nagar, Krishnankoil – 626190 DEGREE OF BACHELOR OF EDUCATION (B. Ed-Special) Hearing Impairment (With effect from the academic year 2010-2011) REGULATIONS

1. ELIGIBILITY FOR ADMISSION TO THE COURSE: A candidate shall be eligible for admission to the course leading to the Degree of Bachelor of Education (B.Ed ) provided: (i) The candidate has undergone

10+2+3 (15) or 11+1+3 (15) pattern of study and passed

the X and XII examinations conducted by the respective State Board or CBSE or any other recognized Board of Education/Examination and UG Degree examination of the UGC approved Universities in any one of the school subjects offered by the Directorate of School Education at the Secondary/Higher Secondary Education level. (ii)The Candidate has passed the UG or PG degree in Open University System without qualifying in 11 years SSLC examination and 1 year of Pre-University Course (PUC) examination or 10+2 pattern of school education examination shall not be considered for admission. (iii)The Candidate has passed the PG (5 year integrated course under 10+2+5 or 11+1+5 pattern of study shall be considered for admission. In such cases the marks obtained by the candidate in the first three years (in major and ancillary/allied subject alone) of the course alone shall be taken into account for admission. (iv)The Candidates has secured 45% marks in the Bachelor’s Degree other than subjects like economics and commerce for which PG qualification is mandatory. I n c a s e o f c a n d i d a t e s belonging to schedule caste and schedule tribes this minimum marks for e l i g i b i l i t y f o r a d m i s s i o n h o w e v e r i s a s p e r the norms prescribed by the State Govt. from time to time.

(v) Candidate who has passed PG Degree in Economics, Commerce, Home Science, Political Science, without undergoing 10+2+3 or 11+1+3 pattern of education shall not be considered for admission. vi) Candidates who have acquired higher qualification in the same subject in which they have acquired their first degree shall be given weight age. vii)The selection process shall include an assessment of the candidate’s knowledge of the concerned school subject, general knowledge and communication skills. The basis of selection shall be the aggregate of the marks of the qualifying examination and the entrance test. (viii) In case of Physically Challenged candidates, a minimum pass in the degree is enough. However, the basis of selection s h a l l be in accordance w i t h the regulations of the Kalasalingam University Guidelines for admission to B. Ed (HI) course. 2. DURATION OF THE COURSE: The course of study shall be for a duration of one academic year consisting of 200 working days / curriculum transaction days or 1200 hours (6 days per week @6 hours per day) excluding admission and examination days. The 200 working days will include teaching practice, internship and revision examination. 3. PROGRAMME CONTENT: The B. Ed (Special Education–HI) generalist course is to prepare teachers to teach in the inclusive/integrated set-up (Normal school as well as Special school). The programme will consist of a theory component and a practicum component. Theory Component Theory Component consists of Four Core Courses, Three Specialized Courses and Two Optional Courses with the following descriptions.

L - Lecture; T-Tutorial; P-Practical / Project work S .No.

Courses

L

T

P

Total Hours

I

Core Courses

1.

Education in the Emerging Indian Society

35

15

15

65

2.

Education Psychology and Persons with 35 disability

15

15

65

3.

Educational Planning and Management

35

15

15

65

35

15

15

65

CurriculumDesigning and Research

4

Nature & Needs of Various Disabilities–An Introducion.

II

Specialisation Courses

1

Facilitating Language and Communication Development in Children with H.I

35

15

15

65

2

Audiology And Aural Rehabilitation

35

15

15

65

3

Introduction to Speech And Speech Teaching 35 of the Hearing Impaired

15

15

65

III

Optional Courses

1.

Optional I

35

15

15

65

2.

Optional II

35

15

15

65

IV

General

1 2 3

Life Skills Course (SUPW) First Aid Moral and Value Education

4 4

6 6 3

Total for Theory Component

2 2 3 322

135

143

600

DETAILS OF COURSES INCLUDED IN THEORY COMPONENT (I) CORE COURSES 1. Education in the Emerging Indian Society 2. Educational Psychology and Persons with Disabilities 3. Educational Planning and Management, Curriculum Designing and Research 4. Nature and Needs of Various Disability –An introduction (II) SPECIALISATION COURSE 1. Facilitating Language and Communication Development in Children with HI 2. Audiology and Aural Rehabilitation 3. Introduction to Speech & Speech Teaching to the H.I (III) OPTIONAL SUBJECTS 1. Teaching of English Paper — I 2. Teaching of Tamil Paper — I 3. Teaching of Mathematics Paper — I 4. Teaching of Physical Science Paper — I 5. Teaching of Biological Science Paper — I 6. Teaching of History Paper-I 7. Teaching of Geography Paper — I 8. Teaching of Commerce and Accountancy Paper — I 9. Teaching of Economics Paper — I 10. Teaching of English Paper — II 11. Teaching of Tamil Paper — II 12. Teaching of Commerce and Accountancy Paper – II 13. Teaching of Economics Paper - II Explanatory Note Degree Optional Subject-I Optional Subject-II B.Litt

Teaching of Tamil Paper-II

B.A Tamil

Teaching of Tamil Paper II

B.A English

Teaching of Tamil Paper-I

Teaching of Tamil Paper-I OR Teaching of English Paper-I (for candidates who have studied English under Part-II in UG Degree) Teaching of English Paper-II Teaching of English Paper-I OR Teaching of Tamil Paper I (for candidates who have studied Tamil under Part-I in UG Degree)

P.G. Qualified candidates has to choose Optional-I and Optional-II papers based on the major subject in PG only PG only.

Weightage given for Theory Component Mark wise weightage given to Four Core Courses, Three Specialized Courses and Two Optional Courses is given below:

SI. No.

I

Theory Component

TitIe of the papers

Core Courses

Maximum Marks (100) Internal

(100) External

Marks

Marks

1.

Education in the Emerging Indian Society

20

80

2.

Educational and Persons with Disabilities

20

80

3.

Educational Planning and Management curriculum

20

80

20

80

Facilitating Language and Communication Development in children with Hearing Impairment

20

80

Audiology & Aural Rehabilitation

20

80

Introduction to Speech & Speech Teaching of the Hearing Impaired.

20

80

Designing and Research

4.

II

Nature & Needs of Various Disability – An Introduction

Specialization Course

1.

2.

3

III

Optional Course

1.

Optional I

20

80

2.

Optional II

20

80

IV

GeneraI

(i) Life Skills Course (ii) First Aid (iii)Moral and Value Education

Total Weightage for Theory Component

Mark wise weightage is not given. It is only for internalizing all the life related skills, First Aid, Moral and Value system 900

COMPONENTS OF INTERNAL ASSESSMENT S.NO 1.

COMPONENT

MAXIMUM MARKS

TESTS (Aggregate of marks obtained by each candidate in minimum 5 class tests converted into 10 )

10

ASSIGNMENTS 2

(Aggregate of marks obtained by each candidate in minimum 5 Assignments converted into 5 )

5

3

SEMINAR

5 TOTAL

20

PRACTICUM COMPONENT The Practicum Component consists of the following activities.

S.No Name of the Activity

Name of the Files /Records to be prepared

1.

Observation for optional I

Observation Record optional I

2.

Demonstration for optional I

Demonstration Record optional I

3.

Micro Teaching for Optional I

Micro Teaching File optional I

4.

Practice Teaching for Optional I

Teaching practice optional I File

5.

Preparation of Instructional Aids / Materials for Optional I

Instructional Material File optional I

6.

Construction of an achievement test and interpretation of test scores for Optional I

Test and Measurement File optional I

7.

Observation for optional II

Observation Record optional II

8.

Demonstration for optional II

Demonstration Record optional II

9.

Micro Teaching for Optional II

Micro Teaching File optional II

10.

Practice Teaching for Optional II

Teaching practice optional II File

11.

Instructional Aids/ Materials for Optional II

Instructional Material File optional II

12.

Construction of an achievement test and interpretation of test scores for Optional II

Test and Measurement File optional II

Application of Educational Technology (Development of Multimedia Package in their Parent discipline)

Educational Technology File

Facilitating Language and Communication development in children with H.I

Language and communication file. Individualised Educational Programme. Reading Books

Audiology & Aural Rehabilitation

Audiology file and Ear Mould making.

Introduction to Speech & Speech Teaching of the H.I.

Speech File, Speech Box.

13.

14.

15. 16.

No of Hrs.

200

20

200

20

10

20

30 25

17. Case Study (Individual student case study)

Case study Record

10

18. Action Research

Action Research Record

8

19. Conducting Psychology Experiments

Psychology Experiments Record

10

20. CBR activities

Visits File

5

21. Citizenship Training Camp (CT Camp)

CT Camp File

18

22. Physical Education

Physical Education File

12

23. SUPW

SUPW Record and products

6

24. School Text Book Review pertaining to optional I

Text Book Review File for optional I

6 -

25. Educational Tour Total Weightage for Practicum Component

Total Weightage for Practicum Component

600

(a)

Description with reference to Practicum Components

Activity No

Description

1.

Observation of relevant subject’s Senior Teachers classroom teaching minimum of 5 curriculum transaction periods / sessions for each optional course) before t h e commencement of internship/teaching practice.

2.

Demonstration by Subject Expert/Teacher Educator (Minimum of two classes per day for 5 days 10 x 2 = 20 classes and 5 days in the special school.

3.

Teaching Skills development - Micro Teaching practice for 5 teaching skills

4.

School based internship /teaching practice a.

The practice

teaching

will have to be undergone

in any one

of the

recognized schools approved by State/CBSE/Matriculation/ICSE/or AngloIndian Boards or any other recognized Board for a continuous period of 60 working days inclusive of teaching of both the optionals in special school, as well as regular school. Medium of internship /teaching practice may be decided by the Principals of Colleges of Education in consultation respective

teacher

educators

with the

based on the communication abilities of

student — teachers in either English or Tamil.

b. All graduates who obtained admission based on their UG mark should undergo Internship/Teaching Practice at upper elementary level classes i.e from Std. VI to VIII for all subjects and at secondary level classes i.e Std. IX and X for the relevant subject

studied at the UG level. All Post Graduates in any one

of the higher secondary level school subjects should undergo the internship / Teaching Practice at upper elementary, secondary and higher secondary levels.

c.

However, post graduates in Economics, Commerce and Accountancy, should undergo

the

internship / teaching practice

only at the

higher

secondary level for their master subject, at upper elementary level for all subjects and at the secondary level only if they had opted for English or Tamil as their second optional .

Teaching of Optional Course I i) ii)

Preparation of lesson plans (10 lesson plans for specialization &10 for generalization) Preparation and use of Educational Software materials based on

their

teaching lessons (minimum 2 teaching aids for each lesson plan) iii)

Downloading Web resources related to the optional course and evaluating the same.

Teaching of Optional Course II i)

Preparation of lesson plans (15 lesson plans for specialization &15 for generalization)

ii)

Preparation and use of Educational Software materials based on their teaching lessons (minimum 2 teaching aids for each lesson plan)

iii)

Preparation of Self —learning packages (Based on the principles of Branching programming-minimum of 15 frames

iv) 5.

Downloading Web resources related to the optional course and evaluating the same.

Construction and Administration of Teacher made Achievement test, analysis and interpretation of test scores.

6.

7 to 12. All these a c t i v i t i e s have to be carried out as above for optional II.

13.

Integrating Emerging Educational Technologies (Development of Multimedia Package in their Parent discipline).

14.

Facilitating Language and Communication development in children with H.I Individualized Educational Programme. Reading Books.

15. 16.

Audiology & Aural Rehabilitation. Different types of hearing loss and audiogram interpretation. Ear mould Making. Introduction to Speech & Speech Teaching of the H.I. Speech Box. Speech File.

17.

Case Study (Individual), Individualized Educational Programme.

18.

Action Research

19.

Conducting Psychological Experiments (Any six out of the following). Each student teacher has to perform any four psychology experiments from Group A and two psychology experiments from Group B.

Group A (Related to Adolescence) 1. Intelligence 2. Learning 3. Transfer of Training 4. Aptitude 5. Adjustment 6. Concept Formation 7. Level of Aspiration 8. Interest 9. Personality Types 10. Attention 11. Creativity 12. Achievement Motivation 20. CBR Activities - Visit

Group B (Related to Childhood) 1. Distraction of Attention 2.Division of Attention 3. Creativity 4. Piaget’s task 5.Non-Verbal Intelligence Test 6.Sociometry 7.Measure of Anger 8. Emotional Stability 9. Moral Values 10.Motivation 11.Span of Attention 12. Motor Skills

21. Camp : A 3 day Citizenship Training Camp either inside or outside the campus including night stays which are different from Scout camp/Guides camp/NSS Camp should be organized. All activities conducted in the three day Citizenship Training Camp should help the student - teachers to develop civic sense and social skills. 22. Physical Education related activities 23. SUPW: Each Student - teacher should acquire experience in the preparation of any five socially useful products which are tangible 24. Text book review: Each Student - teacher should review a school text book relevant to the subject of Optional I and prepare a report. Life Skills Course: Life Skills Course should consist of experiences related to a.

Stress Coping Management

b. Transactional Analysis c. Communication Skill Development d. Self Awareness and Self Motivation e. Positive — thinking f.

Emotional Intelligence

g. Time Management h. Empowerment This course should be organized as a bridge course soon after the commencement of the curricular transaction days. 4. ATTENDANCE Each candidate whose admission is approved by Kalasalingam University should gain 80 % (i.e 160 days) of attendance, failing which they will not be permitted t o appear for the B.Ed degree examination. (both written and practical examinations.)

5.

WRITTEN EXAMINATIONS Kalasalingam University will conduct both written and practical examination after

complying 200 curriculum transaction days. The written examinations will be held for Four Core Courses, Three Specialization Courses and Two Optional Courses. The pattern of question paper is given below. Each theory course question paper will be designed for 3 Hours duration which consists of Section A, Section B and Section C with the number of questions and allotments of marks as described below:

Section

Type of Questions

Very Short Answer Type A

Total Max. word limit Marks for each answer

10 x 2

20

50 words

6x5

30

200 words

2 x 15

30

600 words

Questions with open choice (Any Ten Questions out of Twelve Questions) Short Answer Type

B

Marks

Questions with open choice (Any Six Questions out of Eight Questions)

C

Questions) Essay Type Question with Internal Choice (Two Essay Questions) Total Marks

80

Passing Minimum for Written Examination Each candidate should apply for the written examination in the first attempt. A candidate shall be declared to have passed the Written Examination only if he or she secures not less than 50% in each of the nine courses internal and external examination together with a minimum of 45% in the external examination in each paper. Reappearance for Written Examination Each unsuccessful candidate shall be permitted t o reappear for the

written examinations

within the next three consecutive academic years. If the candidate fails to pass the examination after three appearances, she will be expected to undergo the course again.

Retotalling or Revaluation Candidates can apply for either retotalling

or revaluation or both to the Kalasalingam

University within 10 days after the publication of results by paying necessary fee prescribed by the University.

For practical teaching each candidate will select two lessons and prepare lesson plans on them for both Optional I & II

PRACTICAL EXAMINATION A Panel consisting of Three Members (One Convener and Two Members) duly appointed by the Kalasalingam University will examine the teaching competency o f each candidate and also his/ her practical works / Records. Students should develop and maintain Work Books/ Record Note Books and Other Reports of the activities related to all practicum components bearing the following weight age.

Activity No.

Name of the file to be submitted

Marks allotted

Group – A 1.

Observation Record for Optional I

10

2.

Demonstration Record for Optional I

10

3.

Micro Teaching File for Optional I

20

4.

Teaching Practice Optional I File

50

5.

Instructional Material File for Optional I

25

6.

Test and Measurement File for Optional I

25

Group-A Total

Activity No.

Name of the file to be submitted

140

Marks allotted

Group – B 7. 8. 9. 10. 11. 12.

Observation Record for Optional II

10

Demonstration Record for Optional II

10

Micro Teaching File for Optional II

20

Teaching Practice Optional II File

50

Instructional Material File for Optional II

25

Test and Measurement File for Optional II

25

Group-B Total

Activity No.

Name of the file to be submitted

140

Marks allotted

Group – C 13.

30

14.

Language and Communication file(I.E.P),Reading Books Audiology file, Ear mould making

15.

Speech file, Speech box

30 Group-C Total

40 100

Activity No.

Name of the file to be submitted

Marks allotted

Group – D 16.

Educational Technology File

10

17.

Case study Record

10

18.

Action Research Record

15

19.

Psychology Experiments Record

25

20.

CBR Record

5

21.

CT Camp File

15

22.

Physical Education Record

20

23.

SUPW Record

10

23.

Text Book Review Record pertaining to Optional I

10

Group-D Total

120

On the day of the practical examination, the members of the panel, conducts the practical examination in the subjects listed below in the Special School. Group - E Activity No.

Name of the file to be submitted

Marks allotted

1.

Practice Teaching – Optional I or Optional II

50

2.

Speech Teaching (Speech Correction) and Viva Voce

25

3.

Audiology (Evaluating Hearing Loss using Audio Meter) and Viva Voce Group - E Total

25 100

Grand Total Marks (Group A+B+C+D+E)

600

The practical examination will be conducted either before the commencement of the written examination or after the completion of written examination.

Passing Minimum for Practicum Components Each candidate s h o u l d apply for the practical examination in the first attempt. Candidates who have secured not less than 50% in each of the practical activities for which weightage is given, shall be deemed t o have passed in the practical examination.

Others will be treated as

unsuccessful candidates in the practical examination. All the records related to the Practical Components should be made available to the duly appointed Practical Examination Board at the time of Practical Examination and whose decision on the marks to be awarded shall be final.

Reappearance Component

for

Practicum

Each u n s u c c e s s f u l c a n d i d a t e shall b e p e r m i t t e d to r e a p p e a r f or t h e practical c o m p o n e n t s examinations within the next three consecutive academic year Classification of Successful Candidates A candidate shall be awarded the B. Ed degree if he/she has passed both the theory component and the practicum components Successful candidates shall be classified as specified hereunder by taking into account their total marks secured in Theory and Practical Examinations separately. Percentage of Marks

Classification

50 to 59

Second Class

60 to 74

First Class

75 and Above

Distinction

CORE COURSES

                                                                                                                                         PAPER  –  I  

Education  in  Emerging  Indian  Society     Objectives After studying this paper, the student teachers are expected to realize the following 1. Explain the history, nature, process and philosophy of education. 2. Spell out the aims and functions of education in general and special education in particular. 3. Describe the various systems of education with reference to general and special education. 4. Discuss the various roles of educational agencies in India. 5. Analyze the role of educational system in the context of Modern Ethos like democracy, socialism and secularism.   Unit  –  I  –  History  nature  and  philosophy  of  education                                                                                                                                  13  Hrs   1.1  The  conceptual  development  –  The  delineation  of  meaning  as  traditional  and  modernism       1.2  Nature  and  educational  implication  of  idealism,  naturalism,  pragmatism,  and  humanism   1.3  Principles  of  education  ad  special  education  and  different  commissions  and  committees                      (post  independence)   1.4  History,  nature,  aims  ,  objectives  and  functions  of  education  and  special  educations     1.5  Role  of  teacher  in  evolutionary  process  of  education.     Unit  II-­‐  Education  in  the  societal  context                                                                                                                                                                                  13  Hrs   2.1  Formal,  informal  and  non-­‐  formal  education   2.2  Functional  literacy,  continuous  and  life  long  education,  value  oriented  education,  community                         based  education   2.3  –  Open  learning,  distance  education  with  reference  to  general  and  special  education,  floating         universities.   2.4  -­‐  Equal  educational  opportunities  and  education  for  all   2.5  –  Education  and  human  resource  development          

  Unit  III  –  Educational  agencies  for  the  national  development                                                                                                      13  Hrs   3.1    Role  of  governmental  and  non  –  governmental  agencies  in  general  and  special  education  such  as   NCERT,DTERT,DIET,RCI,NCTE,MHRD,UGC  and  national  institutes  for  the  handicapped   3.2    Role  of  international,  governmental  &  non  governmental  agencies  in  general  and  special   education  like  UNICEF,  UNESCO  and  ACTIONAID,  CBM   3.3    Rights  of  Persons  with  Disabilities,  Right  to  education   3.4    Concessions  and  facilities  for  persons  with  disabilities.   3.5  Governmental  acts  and  schemes  ,  RCI  act  1982,  PWD  Act  1995,  National  Trust  Act    1999,  SSA,   RVM,  UNRPD  2008     UNIT  IV  –  Emerging  trends  in  education  and  special  education                                                                                          13  Hrs   4.1  Recent  trends  in  general  education  and  special  education   4.2  Concept  of  impairment,  Disability  and  handicapped   4.3  Normalization,  Integration  and  Inclusion   4.4  Nature  of  disabilities  and  its  impact  on  the  persons  with  disabilities   4.5  Future  of  special  education,  integrated  education  and  inclusive  education     UNIT  V  –  Education  and  Modern  Ethos                                                                                                                                                                                13  Hrs   5.1  Democracy,  socialism,  secularism     5.2    Constitutional  provisions  in  human  rights   5.3    Environmental  education     5.4  Women  education     5.5  Population  education              

      References   1.Aggarwal.J.C  (1992).  Development  and  planning  of  modern  education  ,  New  delhi:    Vikas  publishing   house  pvt  ltd.   2.  Anand  (1993).  The  teacher  and  education  in  emerging  Indian  society.  New  Delhi  :  NCERT   3.  Bhatt.  B.D(1996).  Educational  documents  in  india.  New  Delhi  :Arya  Book  Depot.   4.  Bhatia,  Kamala  and  Bhatia,  Balder(1997).  The  philosophical  and  sociological  foundations.  New  Delhi   :DOABA  house.   5.  Biswas  A.  (1992).  Education  in  india.  New  Delhi  :  Arya  book  depot.   6.  Biswas  A.  And  Aggarwal.  Education  in  india.  New  delhi  :  Arya  book  depot.     7.  Choudhary.  K.  C.  and  Sach  Deva  J.L(EDS)(1995).  Total  literacy  by  2000.  New  Delhi  :  IAE  association   8.  Evan,  P  .  And  verma,  V(ED)(1990)  special  education,  past  ,  present  and  future   9.  Mani  .M.N.G.(1992)Techniques  of  teaching  blind  children,  New  delhi,  Sterling  publishes.   10.  Mohanty,  jagannath  .  (1993)  Indian  education  in  emerging  society,  New  delhi  Sterling  publisher   pvt  ltd.   11.  Panda  K.C(1997)  Education  of  exception  children,  new  Delhi,  Vikas  publications.   12.  Sapra.  C.  L.  and  Ash  Agarwal,(Ed)(1987)  education  in  india  :  Some  critical  issues.  New  Delhi:   National  Book  organization.   13.  Saraswathi  .T.S  (1999).  Culture,  socialization  and  human  development,  sage  publication.   14.  Weber.  O.C.(1990)  Basic  philosophies  of  education.  Newyork  :  Holt  ,  RANIET                                                                                                                            

                                                                                                                                                       PAPER  –  II  

EDUCATIONAL  PSYCHOLOGY  AND  PERSONS  WITH    DISABILITIES     OBJECTIVES:     After  studying  this  Paper,  the  student  teachers  are  expected  to  realize  the  following  objectives:     1.      Discuss  the  concepts  and  principles  of  growth  and  development.   2.      Describe  the  various  theories  of  learning  and  their  implications  to  the  disabled.   3.      Explain  the  concepts  of  intelligence  and  aptitude  in  general  and  with  specific  reference                to  the  disabled.     4.      Spell  out  the  meaning  and  concept  of  personality  and  mental  health  and  their.                  implications  to  the  disabled   5.      Define  the  meaning  and  techniques  of  guidance  and  counseling  in  general  and  with                  special  reference  to  the  disabled.       Unit  –  I  :  Introduction  to  Psychology                                                    13  Hrs     1.1    Definition,  Nature  and  Scope  of  Psychology  and  Educational  Psychology.   1.2      Meaning,  Scope,  Methods  of  Educational  Psychology.   1.3      Role  of  Educational  Psychology  in  Education  and  Special  Education.   1.4      Schools  of  Psychology  -­‐Structuralism,  Functionalism,  Behaviorism,  Psychoanalysis  Gestalt     1.5      Implications  of  the  above  with  regard  to  specific  disabilities.       Unit  –  II:  Growth  and  Development                                      13  Hrs     2.1      Concepts  of  Growth  and  Development     2.2      Characteristics    and  Dimensions  of  Different  Development  –  Physical,  Cognitive,  Social,                            Moral,    Emotional  (Infancy  to  Adolesant  Period)   2.3      Development  Tasks  and  Hazards  at  different  stages  of  development   2.4        Influences  of  heredity  and  environment   2.5        Implications  of  the  above  with  regard  to  specific  disabilities.                    

      Unit  –  III  :  Learning,  Intelligence,  Creativity  and  Aptitude.                                    13  Hrs     3.1      Concept  formation  –  Meaning,  attributes,  Types.     3.2      Learning  –  Domains  and  Factors  affecting  learning  ,Theories  of  Learning  –  E.L.                      Thorndike,  Pavlov,  Skinner,  Kohler,  Clark.  L.Hull.  Application  of  the  theories  in                      special  education,  Types  of  Remembering,  Forgetting  and  Transfer  of  Learning.       3.3      Concept  and  meaning  of  Intelligence.    Theories  of  Intelligence  –  Spearman,  Guilford,                    Gardner  &  Sternberg,Concept  of  multiple  intelligence,  Intelligence  tests.    Creativity  –                                            Meaning,  Definitions,  Nature  of  creativity,  methods  of  fostering  creativity,   3.4    Concept  and  meaning  of  Aptitude  tests.  Individual  differences  their  implications  in                      education   3.5      Implications  of  the  above  with  regard  to  the  disability.       Unit  –  IV:  Personality  Development                              13  Hrs     4.1      Meaning,  Concept,  dimensions  of  personality,  determinants  of    personality     4.2      Theories  and  assessment  of  personality   4.3      Frustration  and  conflict,  adjustment  mechanisms  and  behavior  deviations   4.4      Mental  health  and  stable  personality     4.5      Implications  of  the  above  with  regard  to  disability         Unit  –  V:Guidance  and  counseling                                  13  Hrs     5.1      Nature,  meaning  and  scope  of  guidance  and  counseling   5.2      Role  of  home  and  school  in  guidance  and  counseling   5.3      Types  and  Techniques  guidance  and  counseling  with  reference  to  various                      disabilities   5.4      Vocational  Guidance  –  Assessment,  Training  and  perspectives.     5.5      Individual  problems  and  stress  management  through  counseling  and  Yoga.              

      References:      1.  Adams.J.A  (1992)  Learning  and  memory  :  An            introduction.  Homewood,  Illinois:  Dorsey  Press.   2.  Barcley.J.R  (1993)  Counseling  and  Philosophy.  San  Francisco.   3.  Brody.E.B.  and  Brod  y.N.  (1996).  Intelligence:  Nature,  determinants   4.  Butcher.H.J.  (1993).  Human  Intelligence:  Its  nature  and  assessment.            London:  Merhuen.   5.  Floelick.C.P.  (1988).  Guidance  Services  in  Schools.  New  York:  Allynn  &  Bacon.   6.  Gottfri  ed.A.W.  (1995).  Home  Environment  and  Early  Cognitive  Development.            San  Francisco.   7.  Guilford.J.B.  (1996).  Fields  of  Psychology  (E.d.,)  New  York:  van  Nostrand.     8.  Hunter,  Ian.M.R.  (1994).  Memory,  London:  Penguin  Books.   9.  Jones.A.P.  (1994).  Principles  of  Guidance,  New  York:  Holt.   10.  Keller.F.S  (1997).  The  Definitions  of  Psychology  (Ed.,)  New  York:  Appleton              Century.   11.  Munn.N.L.  (1997).  Introduction  to  Psychology  Delhi.   12.  Petri.H.L.  (1995).  Motivation:  Theory  and  research,  2nd  ed.,  Belmont,  Ca:                Wadsworth.   13.  Sawery.J.H.  apd  Telford.C  (1998).  Educational  Psychology  (2nd  ed.,)  New  Delhi:                Prentice  Hall  of  India.   14.  Simth,  mdaniel.  (1998).  Educational  Psychology,  New  York:  Allyn  &  Bacon.   15.  Skinner.  B.F.  (1997).  Verbal  Behaviour.  New  York:  Appleton  Century  Crofts.   16.  Travers.R.M.  (1993).  Educational  Psychology.  New  York:  Macmillan   17.  Traxler.A.J  (1990).  Techniques  of  Guidance  New  Delhi:  Prentice  Hall  of  India.   18.  Watson.J.B.  (1993).  Psychology  as  a  behaviorist  views  it.  Psycho.Rev.,  Vol.20.   19.  Woodworth.R.S.  (1994).  Experimental  Psychology  (rev.ed).  New  York:  Holt,                      

                                                                                                                                                   PAPER    III  

 Educational  Planning  and  Management,  Curricullum  Designing  and  Research     Objectives   After  studying  this  paper,  the  student  teachers  are  expected  to  realize  the  following  objectives:   1. Discuss  the  meaning,  need  and  scope  of  educational  management.   2. Define  the  concept  and  meaning  of  curriculum  and  instructional  strategies   3. Explain  the  concept  ,  meaning,  scope,  and  types  of  educational  technology   4. Describe  the  need  and  scope  of  educational  research.   5. Discuss  the  meaning  ,  scope  and  types  of  educational  evaluation.     Unit  I:  Educational  Management  

 

 

 

 

 

 

                           13  Hrs  

1.1 Definition  ,Meaning,  Need,  Scope  of  Educational  Managemant,  HM  and  Teacher  Duties  and   Responsibilities   1.2 Concept  and  principles  of  institutional  Planning  and  Management,  Admission,  School  plant   Classification  ,Provisions   1.3 Inspection  and  Supervision   1.4 Institutional  Organisation  ,  Administration  and  Evaluation   1.5 Types  of  Leadership  and  Organizational  Climate.   Unit  2:  Curriculum  

 

 

 

 

 

 

 

 

                           13  Hrs  

2.1    Definition,  Meaning  and  Principles  of  Curriculum   2.2    Principles  of  Curriculum  construction.   2.3    Curriculum-­‐Planning,  Implementation  and  Evaluation   2.4    Role  of  the  teacher  in  Curriculum  construction  implementation  and  evaluation.   2.5    Curriculum-­‐Planning,  and  evaluation  for  various  disabilities  and  meaning,  importance  and  types                        of  co-­‐curricular  activities        

  Unit  3:  Educational  Technology    

 

 

 

 

 

                     13  Hrs  

       3.1        Definition  ,  Meaning,  Scope  of  Educational  Technology  and  Information  &Communication                                technology(ICT)  ,Internet,  e-­‐mail,  tele-­‐teaching,  teleconference,  Web  based  learning,  e-­‐                                learning  etc  and  its  impact  on  education.          3.2      Role  and  types  of  audio  visual  aids  in  teaching  and  application  of  multimedia  in  teaching  and                                    learning.          3.3      Individualized  instruction  –  programmed  instruction  –  computer  assisted  instruction  and                                interactive  learning.        3.4      Systems  approach  –  systems  in  education-­‐definition,  Phases,  Steps  and  Principle          3.5      Environmental  modifications  and  use  of  assistive  technology  for  persons  with  disabilities  and                            barrier  free  environment                                  UNIT  IV  –  Educational  Research                                                                                                                                                                                                  13  Hrs   4.1        Definition  need  and  scope  of  educational  research     4.2      Principles  of  Research  in  Education  –  Action  Research   4.3      Problems  faced  in  educational  research,  sources  of  research  problems   4.4    Types  of  research  designs  in  educational  research   4.5      Overview  of  research  studies  in  special  education  in  India                  UNIT  V:  Educational  Evaluation                                                                                                                                                                                                        13  Hrs                5.1      Definition,  meaning    scope  and  types  of  evolution   5.2      Various  types  of  tests   5.3      Characteristics  of  a  good  test   5.4      Descriptive  statistics,  Measures  of  central    tendencies  (mean,  median,  mode)  standard                                  deviation,  Quartile  deviations     5.5      Constructions  of  different  graphs  and  diagrams  and  rank  order  correlation.        

                 References 1. Cima M Yeole. (1991). Educational Technology. Cima Myeole. 2. Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching competence Gavendra Prakashan. 3. Jaganath Mohanty. (1998). Studies in Educational Broadcasting. San subscription agency. 4. Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers 5. Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book Associated Publishers. 6. Sita Ram Sharma & A.L. Vohra. (1993). Encyclopaedia of Educational Technology. Anmol Publications. 7. Tara Chand. (1992). Educational Technology. Anmol Publication. 8. Aggarwal. Y.P. (1992) Research in Emerging Fields of Education concepts, trends and prospects. New Delhi Sterling Publishers. 9. Aggarwal. Y.P. (1994). Better sampling. New Delhi Sterling Publishers. 10. Anand. S.P. (1996). RCEB Tools for secondary class students. Bhubaneswar Shovan. 11. Belok, Michael. V. (1993). Naturalistic Research Paradigms. Meerut: Anu Books. 12. Buch. M.B. (1991). Fourth Survey of Research in Education. Vol I and II, New Delhi NCERT. 13. Martyn, Hammersley. (1996). case Studies in classroom research. Philadelphia Open University Press. 14. Shukla. S.P. (1996). Elements of Educational Research. Bombay Allied Publishers (P) Ltd. 15. Young, Pauline. V. (1992). Scientific Social Surveys and Research, Bombay Asia Publishing House, 16. D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO. 17. Govt. of India, Persons with Disability Act, 1995. 18. Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The Falmer Press. London. Ch. 4 & 14. 19. Zirpoli, T.J. & Mellor, K.J. (1993) Behaviour Management Application for Teachers and Parents Toronto Maxwell McMillan, Canada.

                                                                                 

                                                                                                                   PAPER  IV                Nature  And  Needs  Of  Various  Disabilities  –  An  Introduction  

Objectives:   The  Student  teacher  is  expected  to  acquire  a  basic  knowledge  on  identification  and  characteristics   of  various  disabilities  such  as   1. Blindness  and  low  vision   2. Hearing  Impairment   3. Mental  retardation  and  mental  illness   4. Loco  motor,  Neurological  and  leprosy  cured   5. Biogenic  and  other  disorders   6. Multiple  disabilities     UNIT  –  I  –  Sensory  Impairment                                                                                                                                                                                                    13  Hrs                Blindness,  Low  –  vision  and  hearing  impairment   1.1  Definition  and  Identification   1.2  Types  and  Characteristics   1.3  Causative  factions  and  Preventive  Measures.   1.4  Communication  Approaches.   1.5  Educational  Programmes.                Unit  –  II-­‐  Mental  retardation                                                                                                                                                                                                        13  Hrs   2.1  Definition  and  Identification  of  Mental      Retardation  and  mental  Illness.   2.2    Incidence  and  Prevalence,  Causes  and  Prevention.   2.3    Characteristics-­‐  Mild,  Moderate,  Severe  and  Profound          2.4      Types  and  Classification  of  Mental  Retardation  and  mental  Illness                      2.5      Intervention  and  Educational  Programmes.                                                                    Unit  –  III-­‐  Leprosy  Cured,  Neurological  and  Loco  motor  Disabilities                                                13  Hrs  

                                         3.1    Definiton  and  Classification   3.2    Incidence  and  Prevalence   3.3    Causes  and  Prevention   3.4    Types,  Classification  and  Characteristics.   3.5    Intervention  and  Educational  Programmes.                                            Unit  –  IV  –  Learning  Disabilities,  Autism,  and  other  Associated  Disorders.                          13  Hrs   4.1    Definition  and  identification  of  learning  Disabilities.  Autism  and  other  associated   disorders-­‐  epilepsy,  behavioral  disorders  and  emotional  disorders.   4.2    Incidence  and  prevalence   4.3    Causes  and  prevention   4.4    Types  and  Characteristics     4.5    Intervention  and  Educational  Programmes.                                            Unit  –  V  –  Various  Combinations  and  Disabilities                                                                                                                      13  Hrs   5.1    Definition  and  Identification   5.2    Incidence  and  Prevalence   5.3    Causes  and  Prevention   5.4    Characteristics   5.5    Intervention  and  Educational  Programmes.                              References  

1. Poremba,  C.  The  adolescent  and  young  adult  with  learning  disabilities  what  are  his   needs?   Children  with  Learning    Disabilities,  1976  pp.  142  –  148   2. Byrne,  M.  Shervanian,    C.,  Introdution  to  communicative  Disorders.  New  York  Harper  &   Row,  1977.   3. Mani.  M.N.G.  Techniques  of  teaching  blind  children.    New  Delhi  Sterling  Publishers,   1992.   4. Jangira,  N.K.,  &  Mani,  M.N.G.,  Integrated  Education  of  the  visually  handicapped,   Management  perspectives.  Gurgaon  Academic  Press,1991.   5. Harely,  R.K.,  and  Lawrence,  G.A.,  Visual  Impairment  in  the  schools.  Springfield,  IL   Charles  C.Thomas,1977.   6. Davis,  (Ed)  our  forgotten  children  Hard  of  hearing  pupils    in    the  schools.  Minneapolis   national  support  systems  project  1977.   7. Overtone,  T.  (1992).  Assessment  in  special  education  an  applied  approach.  New  York   McMillan       8. Panda  ,  K.C(1997).  Education  of  exception  children.  New  Delhi.  Vikas  publications.   9. Subba  Rao  T.A.(1992).  Manual  on  developing  communications  skills  in  mentally   retarded  persons,  N.I.M.H,  Secunderabad.   10. Van  Riper,  C.A  and  Emerick  ,  L.(1990),speech  corrections  –  an  introduction  to  speech   pathology,  and  audiology  8th  edition  and  ,  prentice  hall.   11. Taylor,  R.L.(1993)  assessment  of  exceptional  students  Education  psychological  al   procedures  .  Boston  allyn  Bacon.   12. Baine,  D.  (1988)  Handicapped  children  in  developing  countries,  assessment,  curriculum   and  instruction.  University  of  Alberta,  Alberta.   13. Longone,  3.(1990).  Teaching  retarded  learners  curriculum  and  methods  for  improving   instruction.  Allyn  and  Bacon  Boston.   14. Narayan  and  kutty  ,  A.T.T(1989)  handbook  for  trainers  of  the  mentally  retarder   persons.  Pre  primary  level.  N.I.  M.H,  Secundrabad.   15. Muricken,  jose.S.J  and  kareparambil,  G(1995)  persons  with  disabilities  in  society.   Trivandrum  Kerala  federation  of  the  Blind.        

                      SPECIALIZATION  COURSES                                       PAPER - V  

FACILITATING LANGUAGE, COMMUNICATION DEVELOPMENT IN CHILDREN WITH HEARING IMPAIRMENT Objectives After studying this paper, the student teachers are expected to realize the following objectives: 1. To understand the importance of communication and function of language as a means of communication. 2. To realize the need of early identification and intervention of Hearing Impairment for language development. 3. To study language development in a hearing person and the effect of hearing impairment on it 4. To understand the need to develop reading and writing skills to support receptive and expressive language. 5. To understand various types of assessments of language. Unit 1: Communication and Language - Definition and Scope

13 Hrs.

1.1 Definition and scope of communication. 1.2 Definition, nature and functions of verbal language 1.3 Biological and psychological foundations of language 1.4 Concept of critical period for language acquisition 1.5 Development of receptive and expressive language in hearing persons and in hearing impaired persons Unit 2: Methods and Techniques 13 Hrs. 2.1 Modes of Communication -Oral, Aural, Oral-Aural, Auditory Verbal (AVT). -Manual – sign language, Indian signing system (ISS), cued speech, finger spelling. -Methods of communication, (philosophy, justification, advantages & disadvantages,types & programmes in India) -Oralism -Total Communication (TC) -Educational bilingualism

2.2 Methods of Teaching Language to the Hearing Impaired Natural method - Concept Montessori, Frobel Structural method - Concept, Importance of Developing vocabulary and grammar. Combined Method: Concept Importance,Role of Teacher 2.3 Principals and techniques of teaching language to the Hearing Impaired through

News/Conversation- Story telling - Directed activity - Visit - Free play - Picture comprehension Dramatization - Poems - Unseen passages. 2.4 Teaching of texts and poetry for all levels and high school 2.5 Teaching grammar through conversational method and teaching formal grammar at all levels. Unit 3: Role of Functionaries 3.1 Impact of early identification and Intervention of hearing impairment for language development and the role of parents and other family members in it 3.2 Role of parents and teachers as equal partners in the process of language development of the Hearing Impaired 3.3 Importance of parent guidance and counselling and Home-training 3.4 Sociological implications — Attitude of siblings, peers, parents, teachers and community 3.5 Teachers role in Inclusion and community awareness programmes

13 Hrs.

Unit 4: Reading and Writing 13 Hrs. 4.1 Development of Motor coordination,- Visual Perception and Auditory Perception. 4.2 Reading readiness (pre-reading skills & sight vocabulary) 4.3 Development of Reading - Goals and Importance of Reading –Stages in the development of Reading – Reading Readiness – Ideo visual reading- Development of reading skills – Independent Reading 4.4 Types of Reading - According to purpose - (Functional, Recreational, Remedial and Developmental) - According to style of reading- (Loud Reading, Silent Reading) – According to the type of material-(Conversational ,Text based) – According to Level of assistance (guided, independent

4.5 Development of writing - Prewriting skill development - Goals and Importance of writing Development of writing {look and write, listen and write, write, writing with proper speed and comprehensive (legible) and spontaneous writing} Unit 5: Assessment of language 13 Hrs 5.1 5.2 5.3 5.4

Meaning, definition and scope in education Types of assessment (formal, informal tests and their selection) Standadardized language test: Meaning, scope and Indian tests Teacher Made test(according to goal, concept, questions, level of difficulty - Blue print

5.5 Classroom assessment techniques - Knowledge based/language based - Open ended/close ended - Direct/Indirect/inferential References 1. Bender, R., The conquest of deafness. Cleveland, OH Western Reserve University, 1985. 2. Davis, 3, (Ed.) Our forgotten children Hard-of hearing pupils in the schools. Minneapolis National Support Systems Project 1g77. 3. Davis, H., Silverman, S.R., Hearing and deafness. New York Holt, Rinehart & Winston, 1970. 4. Frisna, R., (Ed.) A bicentennial monograph on hearing impairment - Trends in the USA. The Volta Review, 1976 (4). 5. Hart, B.O. Teaching reading to the deaf, Washington, DC The Alexander Graham Bell Association for the Deaf. Inc., 1963. 6. Ling, D., Speech and the hearing-impaired child Theory and Practice. Washington, DC The Alexander Graham Bell Association for the Deaf. Inc., 1976. 7. Streng, A., Syntax, Speech and hearing. New York Grunne and Stration, 1972. 8. Furth, H.G., Thinking without language. New York Free Press 1966. 9. Jeffers, J., & Barley, M., Speech Reading (Lip reading). Spring field, IL Charles C. Thomas, 1975. 10. O’rourke, T., A basic course in manual communication, Siller Spring MD National Association of the Deaf, 1970. 11. Sanders, D.A., Aural rehabilitation. Englewood Cliffs, NJ: Prentice Hall, 1971.

PAPER VI AUDIOLOGY AND AURAL REHABILITATION Objectives After studying this paper, the student teachers are expected to realize the following objectives: 1. Describing the Anatomy and Physiology of the ear. Assessing the hearing capability of an individual. 2. Operating an Audiometer and assessing the hearing loss in adults, infants and children. 3. Understanding the function of hearing aids. 4. Understanding the use of hearing aids to compensate for the hearing impairment and development of language. 5. Counseling the parents regarding the role of hearing aids in rehabilitation of the hearing impaired child. Unit 1: Hearing Mechanism

13  Hrs  

1.1 Basic Anatomy and Physiology of hearing mechanism, outer, middle and inner ear 1.2 Definitions terminologies used for hearing impairment (hard of hearing, deaf, prelingual, post-lingual, sensory-neural, conductive) 1.3 Concept of impairment, disability, handicap with reference to Hearing Impairment. 1.4 Hearing loss - prenatal, perinatal, postnatal causes, types of hearing loss, prevention of hearing loss 1.5 Early identification of hearing loss - its importance, tests (subjective and objective) and other methods available. Unit 2: Audiometry 13 Hrs. 2.1 Sound, propagation of sound and parameters of sound zero dB reference for pressure and power 2.2 Puretone Audiometry and Speech audiometry, use of masking — parts and use of audiometers 2.3 Free field audiometry, aided and unaided audiograms 2.4 Interpretation of audiogram, concept of speech banana, basic and educational implications 2.5 Case reports and their interpretation

Unit 3: Amplification Devices and Strategies

13 Hrs.

3.1 Parts of a hearing aid, their functions 3.2 Types of hearing aids, Body worn, (B.T.E., in the ear and Computer Programmed Hearing Aid), and Parameters for determining good quality of Hearing aids. 3.3 Importance of ear moulds, Types of ear moulds. 3.4 Recent Development in Amplification Devices and Strategies Cochlear Implant. 3.5 Training parents regarding use and care and maintenance of hearing aids and moulds Unit 4: Classroom Management 4.1 4.2 4.3 4.4 4.5

13 Hrs.

Setting up of a classroom for hearing impaired children and Classroom acoustics — S/N ratio, ways to improve it Adjustment of children with various degrees of loss in one group Classroom amplification devices, hard-wire system, induction Loop system, FM system, infrared system, speech trainer Care and Maintenance of all group hearing aid systems Comparison between group hearing aid systems and individual hearing aids

Unit 5: Auditory Training

13 Hrs.

5.1 Auditory training definition, meaning and scope, and consequences of auditory training and auditory physiology, 7 sound test. 5.2 Stages of Auditory Training-Detection, discrimination, identification, comprehension 5.3 Use of gross sounds, environmental sounds and voice 5.4 Discrimination between speech sounds, loudness, stress and temporal factors like rhythm and pauses 5.5 Importance of Auditory training in the comprehension of spoken language

References 1. Brown, R. A first language the early stages. Cambridge, M.A. Harvard University Press. 1978. 2. Dale, P. Language development, New York Holt Rinehart & Winston 1976. 3. Templin, M., Certain language skills in children. Minneapolis University of Minnesota Press, 1957. 4. Trantham, C., & Pederson, Normal language development. Baltimore Williams & Wilkins Co., 1976. 5. Byrne, M., Shervanian, C., Introduction to Communicative Disorders. New York Harper & Rwo, 1977. 6. Emerick, L., Hatten, J., Diagnosis and evaluation in speech pathology. Englewood Cliffs, NJ Prentice-Hall, 1985. 7. Travis, E. (Ed) Handbook of speech pathology. Englewood Cliffs NJ Prentice Hall, 1971. 8. Winitx, H. From Syllable to conversation. Baltimore: University Park press, 1975. 9. Stark, 3. Reading failure: A language based problem. Asha, 1975 17, 832-834. 10. Jeffers & Barley, N., Speech reading (Lip reading). Spring field, IL Charles C. Thomas, 1975. 11. O’rourke, T., A basic course In manual communication, Siller Spring MD National Association of the Deaf, 1970. 12. Sanders, D.A., Aural Rehabilitation. Englewood Cliffs, N.J: Prentice-Hall, 1971.

PAPER VII INTRODUCTION TO SPEECH AND SPEECH TEACHING TO THE HEARING IMPAIRED Objectives After studying this paper, the student teachers are expected to realize the following objectives 1. To acquaint the student teacher with the Anatomy and Physiology of the Articulatory system. 2. To acquaint the student teacher with the normal development of speech. 3. To acquaint the student teacher with the development of speech in a Hearing Impaired child. 4. To acquaint the student teacher with the disorders in the speech of Hearing Impairedchildren. 5. To acquaint the student teacher with methods of correcting the disorders in the Speech of the Hearing Impaired, individually and in the classroom.

Unit 1: Speech Mechanism

13 Hrs.

1.1 Definition and functions of Speech 1.2 Mechanism of Speech Production, Respiratory, Phonatory,Resonatory,Articulatory and Nervous system. 1.3 Speech as an overlaid function 1.4 Mechanism of breathing, breathing for speech,vocal cord adjustment 1.5 Prerequisites for the production of speech Unit 2: Normal Speech - Production and Reception

13 Hrs.

2.1 Characteristics of Speech, Speech Intelligibility, Parameters of speech 2.2 Auditory Feedback, Feedforward mechanism, sense modalities in speech production 2.3 Non-segmental and Supra-segmental aspects of speech (voice, duration, pitch, loudness, quality, rhythm, rate, intonation, stress, accent, phrasing, pause) 2.4 Level of acquisition, Phonetic and Phonological automation

2.5 Multi-sensory speech reception, hearing and vision, hearing and touch, vision and touch.

Unit 3: Phonetics

13 Hrs.

3.1 Description and Definition (Vowels, Consonants and Diphthongs) of Speech sounds 3.2 Definition of Phonetics 3.3 Classification of Speech sounds (Vowels ,Consonants and Diphthongs) 3.4 Introduction to I.P.A. with reference to phonemes of regional languages 3.5 Relevance of Phonetics in the Correction of Speech of Hearing Impaired children Unit 4: Speech Perception, Production and Evaluation

13 Hrs.

4.1 Perception of Speech with and without Hearing Aid - Development of speech in a child with and without hearing impairment 4.2 and classification of speech error present in the speech of a hearing impaired child (Problems relating to voice, articulation, breathing or supra-segmental aspects of speech and speech intelligibility 4.3 Assessment of voice - vocalization, duration, loudness, pitch and voice quality 4.4 Assessment of speech sounds (articulation) vowels, consonants, diphthongs 4.5 Planning for correction of the error detected. (Lesson Plan) Unit 5: Remedial Measures

13 Hrs.

5.1 Models of speech teaching (developmental and correctional) 5.2 Stages of speech teaching developed by Dr. Ling 5.3 Consonant and vowel correction Place, manner and voicing and deviant patterns 5.4 Use of auditory global method and multi-sensory approach and electronic visual, tactile aids for correction of speech 5.5 Individual speech teaching and classroom speech teaching activities

References 1. Bender, R., The conquest of deafness. Cleveland, OH Western Reserve University, 1985. 2. Davis, J., (Ed.) Our forgotten children Hard-of hearing pupils in the schools. Minneapolis National Support Systems Project 1977. 3. Davis, H., Silverman, S.R., Hearing and deafness, New York Holt, Rinehart & Winston, 1970. 4. Frisna, R., (Ed.) A bicentennial monograph on hearing impairment Trends in the USA. The Volta Review, 1976 (4). 5. Hart, B.O. Teaching reading to the deaf, Washington, DC The Alexander Graham Bell Association for the Deaf. Inc., 1963. 6. Ling, D., Speech and the hearing-impaired child Theory and Practice. Washington, DC The Alexander Graham Bell Association’ for the Deaf. Inc., 1976. 7. Streng, A., Syntax, Speech and hearing. New York Grunne and Stration, 1972. 8. Furth, H.G., Thinking without language. New York Free Press 1966. 9. Brown, R. A first language the early stages. Cambridge, M.A. Harvard University Press. 10. Dale P. Language development, New York Holt Rinehart & Winston 11. Templin, M., Certain language skills in children. Minneapolis University of Minnesota Press,. 12. Trantham, C., & Pederson, 3, Normal language development. Baltimore Williams & Wilkins Co., 1976. 13. Byrne, M., Shervanian, C., Introduction to Communicative Disorders. New York Harper & rwo, 1977. 14. Emerick, L., Hatten, 3, Diagnosis and evaluation in speech pathology. Englewood Cliffs, NJ prentice-Hall, 1985. 15. Travis, E. (Ed) handbook of speech pathology. Englewood Cliffs NJ Prentice Hall, 1971. 16. Winib, H. From Syllable to conversation. Baltimore University park press, 1975. 17. Stark, 3. Reading failure A language based problem. Asha, 1975 17, 832-834. 18. Jeffers, 3. & Barley, M., Speech reading (Lip reading). Spring field, IL Charles C. Thomas,. 19. O’rourke, T., A basic course in manual communication, Siller Spring MD National Association of the Deaf, 1970. 20. Sanders, D.A., Aural rehabilitation. Englewood Cliffs, NJ Prentice-Hall, 1971.