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.