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jäœehL MÁça® fšéæaš gšfiy¡fHf«TAMIL NADU TEACHERS EDUCATION UNIVERSITY

(Established under Tamil Nadu Act 33 of 2008) Regulations for the Two

(Intellectual Disability &

For the Academic (Applicable for 2015

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jäœehL MÁça® fšéæaš gšfiy¡fHf«TAMIL NADU TEACHERS EDUCATION UNIVERSITY

(Established under Tamil Nadu Act 33 of 2008) Chennai - 600 097

Regulations & Syllabus wo-Year B.Ed Special Education (Intellectual Disability & Inclusive Education)

Degree Programme cademic Year 2015-2016 & 2016(Applicable for 2015-2016 Batch only)

jäœehL MÁça® fšéæaš gšfiy¡fHf« TAMIL NADU TEACHERS EDUCATION UNIVERSITY

Special Education Inclusive Education)

2016 & 2016-2017

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jäœehL MÁça® fšéæaš gšfiy¡fHf« TAMIL NADU TEACHERS EDUCATION UNIVERSITY DEGREE IN BACHELOR OF EDUCATION

SPECIAL EDUCATION (INTELLECTUAL DISABILITY & INCLUSIVE EDUCATION)

for the Two-Year B.Ed Special Education (Intellectual Disability & Inclusive Education) Degree Programme in Colleges of Education – Full Time and Regular

Pre-Service Teacher Education REGULATIONS For the Academic Year 2015-2016 & 2016-2017 (Applicable for 2015-2016 Batch Only)

1. ELIGIBILITY FOR ADMISSION TO THE B.Ed PROGRAMME A candidate shall be eligible for admission to the B.Ed programme (in Government /Government Aided/Self-Financing Colleges of Education) leading to the Degree of Bachelor of Education (B.Ed) provided: (i) The candidates should have undergone 10+2+3 (15) or 11+1+3 (15) pattern of

study and passed the qualifying examination conducted by the respective State Board or CBSE or any other recognized Board of Education / Examination and UG Degree Examination of the UGC recognized Universities in any one of the school subjects offered by the Directorate of School Education at the Secondary / Higher Secondary Education level.

(ii) Candidates, who have passed the UG or PG Degree under Open University System without qualifying in 11 years SSLC Examination and one year of Pre-University Course (P.U.C) examination or 10 +2 pattern of School Education Examination are not eligible for admission, even if they subsequently qualify in 1 year SSLC and 1year PUC or 10+2 pattern of School Education Examination.

(iii) Candidates, who have studied more than one main subject in Part III/Part IV

(under Double / Triple Major System) of UG Degree course should have to choose only one of the main subjects and should have applied for that optional only. In such cases, marks obtained by the candidates in two / three major subjects shall be taken in to account to arrive at the percentage of marks as stipulated in item (ix) herein.

(iv) Candidates, who have passed any degree under Additional Degree Programme with less than three years duration, are not eligible for admission.

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(v) Candidates, who have passed under four year Dual Degree Programme with two major subjects under Part III are not eligible for admission.

(vi) Candidates, who have qualified the P.G. Degree in the subjects in Home Science,

Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and Philosophy with not less that 50% of marks are eligible for admission, subject to the condition that the major subject in the UG and PG Degrees shall be one and the same.

(vii) Candidates, who have qualified the PG Degree (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 candidates in the first three years (in major and ancillary or allied subjects alone) of the course alone shall be taken in to account for admission to B.Ed. Degree programme for the subjects in Tamil/Urdu (Urdu in Self-Financing Colleges only), English, Mathematics, Physical Science (Physics), Physical Science (Chemistry), Biological Science (Botany), Biological Science (Zoology), History, Geography, and Computer Science. The marks obtained by the candidates in the last two years (4th & 5th year) alone shall be taken into account for admission to B.Ed. Degree programme for subjects in Home Science, Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and Philosophy.

(viii) Equivalent Subjects

a) Candidates who have done their UG Degree in Applied Mathematics can apply for Mathematics.

b) Candidates, who have done their UG Degree in Applied Physics, Geo-Physics, Bio-Physics and Electronics, can apply for Physical Science.

c) Candidates, who have done their UG Degree in Applied Chemistry, can apply for Physical Science.

d) Candidates, who have done their UG Degree in Bio-Technology, Plant-Biology, and Plant Bio-Technology, can apply for Biological Science.

e) Candidates, who have done their UG Degree in Environmental Science and Micro-Biology, can apply for Biological Science.

f) Candidates, who have done their UG Degree in Applied Geography, can apply for Geography.

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g) Candidates, who have done their UG Degree in Computer Science, Information Technology and Computer Application, can apply for Computer Science.

h) Post Graduate candidates in Economics, Commerce, Home Science, Political

Science, Sociology, Psychology, Philosophy, Logic, and Indian Culture with not less than 50% (irrespective of their UG Marks) of marks in PG Degree or in the interdisciplinary subject, which are being declared equivalent by the respective University can apply.

i) Candidates, who have done their PG Degree in Nutrition and Dietetics are eligible to apply for Home Science.

j) Candidates, who have done their UG Degree in the school subjects are eligible for

admission to B.Ed. However, those who have done the UG in the subjects for which equivalence is not covered under the G.O.(1D)No.168, Higher Education (G1) Department, Dated 07.07.2015, shall have to obtain an equivalence certificate for the respective subjects from the University concerned to consider their admission to B.Ed Degree programme.

k) Candidates, who have done their UG level without language Tamil or other Indian Languages under Part-I and are awarded degree with English and Main subjects concerned will be considered for admission to B.Ed subject to the condition that they have to qualify in Tamil Language Test conducted by the TNPSC for the purpose of employment.

l) Candidates, who have done their Bachelor’s Degree in Engineering or Technology with specialization in Science and Mathematics or any other qualification equivalent thereto, are eligible for admission to B.Ed Degree programme.

(ix) Candidates, with the following marks in the UG Degree are eligible for admission to B.Ed Degree programme with the subjects in Tamil/Urdu (Urdu in Self-Financing Colleges only), English, Mathematics, Physical Science (Physics), Physical Science (Chemistry), Biological Science (Botany), Biological Science (Zoology), History, Geography, and Computer Science. The marks obtained in UG Degree alone shall be taken to arrive at the eligibility even if they possess PG Degree in the same subject. For the subject in Home Science, Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and Philosophy, PG Degree with not less than 50% marks is mandatory and the subjects in UG and PG shall be one and the same.

Community/Category Minimum Marks OC 50% BC/ BCM 45% MBC / DNC 43% SC /SCA/ ST 40%

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a) Marks obtained by the candidates in the UG Degree Course Part-III / IV Major and Allied including Practical [Tamil/Urdu (Urdu in Self-Financing Colleges only), English, Mathematics, Physical Science (Physics), Physical Science (Chemistry), Biological Science (Botany), Biological Science (Zoology), History, Geography, and Computer Science] alone shall be taken in to account to arrive at the percentage of marks mentioned above. Marks obtained under Part-V subjects shall not be taken into account to arrive at the percentage of marks. If the candidates possess PG Degree in these subjects, weightage of marks for the highest qualification in the relevant subject will be given as follows and added to the base marks for Ranking. However, minimum marks mentioned in the ‘item (ix)’ is mandatory for the subjects in Tamil/Urdu (Urdu in Self-Financing Colleges only), English, Mathematics, Physical Science (Physics), Physical Science (Chemistry), Biological Science (Botany), Biological Science (Zoology), History, Geography, and Computer Science and not less than 50% of marks for the subjects in Home Science, Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and Philosophy.

Highest Qualification Weightage of marks

a) Candidates with PG (Except the subjects Home Science, Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and Philosophy, since PG Degree is the requisite qualification for admission to B.Ed Degree.)

4 (four) marks

b) Candidates with M.Phil. 5 (five) marks c) Candidates with Ph.D. 6 (six) marks

b) Marks obtained by the candidates in the PG Degree [Home Science, Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and Philosophy] shall be considered eligible for admission, but weightage marks will not be given as mentioned in ‘item (ix) (a)’.

c) To arrive at above percentage of marks, the marks obtained by the candidates

in Major / Ancillary / Allied subjects (Part –III & IV) including practical alone shall be taken in to account.

d) For the students who have done their Bachelor’s Degree in Engineering or

Technology, the marks obtained in their Degree shall be taken into account.

e) Rounding of the marks to the next higher integer shall not be permitted.

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f) The candidates who are qualified in UG Degree under Open University System after passing 10th Standard and +2 Examinations shall alone be considered for admission to B.Ed Degree programme.

g) The candidates who are qualified in UG Degree under Open University

System without passing 10th Standard and +2 Examinations and subsequently passing 10th and +2 examinations are not eligible for admission to B.Ed Degree programme.

(x) Candidates, who have passed PG Degree in Economics, Commerce, Home Science,

Political Science, Sociology, Psychology, Philosophy, Logic, and Indian Culture without undergoing 10+2+3 or 11+1+3 pattern of education, are eligible for admission.

(xi) In the case of Differently-Abled (Physically and Visually Challenged) candidates, a

minimum pass in the requisite qualification is enough. However, the basis of selection shall be in accordance with the Regulations of the University / Government of Tamil Nadu Guidelines for Admission to B.Ed Degree programme in force from time to time.

2. DURATION OF THE B.Ed SPECIAL EDUCATION DEGREE PROGRAMME The B.Ed programme shall be of two academic years, which can be completed in a

maximum of three years from the date of admission to the programme. There shall be 200 working days each year exclusive of the period of examination and admission. The Colleges of Education shall work for a minimum of 36 hours in a week (five or six days), during which physical presence in the institution of all the teachers (Teacher Educators) and student-teachers is necessary to ensure their availability for advice, guidance, dialogue and consultation as and when needed. 3. PROGRAMME CONTENT The B.Ed programme will consist of Theory Courses in ‘Perspectives in Education’, ‘Curriculum and Pedagogic Studies’, ‘Specialization Courses’, and ‘Practical Components’. DETAILS OF THEORY COURSES

i) Perspectives in Education

Course Code Name of the Course FPEPL Psychology of Learners and Learning FPEEC Education in Contemporary India FPEES Education and Socialization FPEET Essentials of Teaching and Learning

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ii) Curriculum and Pedagogic Studies Course Code

Name of the Course FCPTA Pedagogy of Tamil : Part –I ( Methodology) FCPEN Pedagogy of English : Part –I ( Methodology) FCPUR Pedagogy of Urdu: Part –I ( Methodology) FCPMA Pedagogy of Mathematics : Part –I ( Methodology) FCPCS Pedagogy of Computer Science : Part –I ( Methodology) FCPPS Pedagogy of Physical Science : Part –I ( Methodology) FCPBS Pedagogy of Biological Science : Part –I ( Methodology) FCPHI Pedagogy of History : Part –I ( Methodology) FCPGE Pedagogy of Geography : Part –I ( Methodology) FCPEC Pedagogy of Economics: Part –I ( Methodology) FCPCA Pedagogy of Commerce and Accountancy : Part –I ( Methodology) FCPHS Pedagogy of Home Science : Part –I ( Methodology) FCPSS Pedagogy of Social Science : Part –I ( Methodology)

FCPAL Assessment of Learning (Compulsory course for all)

SCPTA Pedagogy of Tamil : Part –II (Content Mastery) SCPEN Pedagogy of English : Part –II (Content Mastery) SCPUR Pedagogy of Urdu: Part –II (Content Mastery) SCPMA Pedagogy of Mathematics : Part –II (Content Mastery) SCPCS Pedagogy of Computer Science : Part –II (Content Mastery) SCPPS Pedagogy of Physical Science : Part –II (Content Mastery) SCPBS Pedagogy of Biological Science : Part –II (Content Mastery) SCPHI Pedagogy of History : Part –II (Content Mastery) SCPGE Pedagogy of Geography : Part –II (Content Mastery) SCPEC Pedagogy of Economics: Part –II (Content Mastery) SCPCA Pedagogy of Commerce and Accountancy: Part –II (Content Mastery) SCPHS Pedagogy of Home Science : Part –II (Content Mastery) SCPSS Pedagogy of Social Science : Part –II (Content Mastery)

iii) Specialization Courses

Course Code

Name of the Course FSIPD Introduction to Persons with Disabilities-Intellectual Disability FSIAN Assessment and Identification of Needs of Persons with

Intellectual Disability FSICE Curriculum Designing, Adaptation and Evaluation for Special and

Inclusive Education SSIEI Educational Intervention and Teaching Strategies for Children

with Intellectual Disability with Skill Based Options SSITD Technology and Disability SSIPF Psycho-Social and Family Issues and Basic Research Methods

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SCHEME OF EXAMINATION FOR TWO YEARS

B.Ed Special Education (Intellectual Disability & Inclusive Education) First Year: Theory Courses

Year Theory Practical Total 1 900 200 1100 2 250 250 500

Total 1150 450 1600

GROUP – A: PERSPECTIVES IN EDUCATION COURSE

CODE

NAME OF THE COURSE INTERNAL

MARKS EXTERNAL

MARKS TOTAL

MARKS FPEPL Psychology of Learners and Learning 30 70 100 FPEEC Education in Contemporary India 30 70 100 FPEES Education and Socialisation 30 70 100 FPEET Essentials of Teaching and Learning 30 70 100 Sub-Total 120 280 400

GROUP – B: CURRICULUM AND PEDAGOGIC STUDIES

COURSE CODE

NAME OF THE COURSE

INTERNAL

MARKS

EXTERNAL MARKS

TOTAL MARKS

FCPTA Pedagogy of Tamil : Part –I ( Methodology) 30

70

100

FCPEN Pedagogy of English : Part –I ( Methodology) FCPUR Pedagogy of Urdu: Part –I ( Methodology) FCPMA Pedagogy of Mathematics : Part –I ( Methodology) FCPCS Pedagogy of Computer Science : Part –I

( Methodology) FCPPS Pedagogy of Physical Science : Part –I

( Methodology) FCPBS Pedagogy of Biological Science : Part –I

( Methodology) FCPHI Pedagogy of History : Part –I ( Methodology) FCPGE Pedagogy of Geography : Part –I ( Methodology) FCPEC Pedagogy of Economics : Part –I ( Methodology) FCPCA Pedagogy of Commerce and Accountancy : Part –I

( Methodology) FCPHS Pedagogy of Home Science : Part –I ( Methodology) FCPSS Pedagogy of Social Science : Part –I ( Methodology) FCPAL Assessment of Learning (Compulsory Course for All) 30 70 100 Sub-Total 60 140 200

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B.Ed Special Education (Intellectual Disability & Inclusive Education)

First Year: Details of Practical Components S. No ACTIVITIES AND RECORDS MARKS

1. School Internship (4 Weeks) (Allotment of schools for School Internship for student- teachers are subject to prior approval from the concerned District Educational Authorities. The Principals of the Colleges of Education have to submit the School Internship Schedule to the Tamil Nadu Teachers Education University)

2 Observation Records a) Inclusive School i) Observation Record : Level - I (5 Marks) (10 Observations of Mentor Classes pertaining to the school subject of student- teachers) ii) Observation Record : Level - II (5 Marks) (10 Observation of Mentor Classes pertaining to the school subject of the student-teachers) b) Group Teaching Observation in Major Disability (5 Marks) c) Other than Major Disability (10 Observations) minimum three schools (5 Marks)

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3 Demonstration Records (Demonstration by Teacher Educators, Subject Experts/Senior School Teachers and Peer Teachers) i) Demonstration Record : Level - I (5 Marks) (5 Observations of Demonstration Classes pertaining to the school subject of the student-teachers) ii) Demonstration Record : Level - II (5 Marks) (5 Observation on Demonstration Classes pertaining to the school subject of the student- teachers)

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GROUP – C: SPECILIZATION COURSES FSIPD Introduction to Persons with Disabilities-Intellectual

Disability 30 70 100 FSIAN Assessment and Identification of Needs of Persons

with Intellectual Disability 30 70 100 FSICE Curriculum Designing, Adaptation and Evaluation for

Special and Inclusive Education 30 70 100 Sub-Total 90 210 300 GRAND TOTAL (400+200+300) 900

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4. Micro teaching Records a) Inclusive School 1) Micro Teaching Record : Level - I (5 Marks) i) Practicing any 5 skills pertaining to the school subject of the student-teachers ii) Observing and rating of any 5 Peer's Micro teaching lessons pertaining to the school subject of the student-teachers. 2) Micro Teaching Record : Level -II (5 Marks) Practicing any 5 skills pertaining to the school subject of the student-teachers ii) Observing and rating of any 5 Peer's Micro teaching lessons pertaining to the school subject of the student-teachers. b) Major Disability Microteaching/Task Analysis for Intellectual Disability (5 skills) (10 Marks)

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5 Preparation of Teaching and Learning Materials (TLM) (a) Level – I (10 TLM pertaining to the school subject of the student-teachers) ( 5 Marks) (b) Level – II (10 TLM pertaining to the school subject of the student-teachers) (5 Marks)

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6 Test and Measurement Record (Based on the Marks available in the School Mark Registers) a) Level – I (5 Marks) b) Level – II (5 Marks)

10 7 Case Study Record – Individual (Special Education only) a) Inclusive school (Level II)

b) Identification of Intellectual Disability and its implications. 5

8 Psychology Experiment Record (3 Verbal and 3 Performance tests) Studying and describing DST, CPM, SFB, VSMS. Observing assessment of children using any three of the above. Conducting 3-tests, prepare assessment reports and recording the diagnosis and recommendations.

10

9 Citizenship Training Camp Record (Camp should be organised for a period of 5 days with prior approval from the Tamil Nadu Teachers Education University)

10

10 Institutional Visit Visit to Special School for children with Intellectual Disability and other Major Disability

5

11 Lesson Plan Record Lesson planning for subject selected (10) 5+5 and lesson planning focusing adaptation and evaluation (10) 5+5

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12 Behaviour Modification Record (Observation of behaviour in the classroom setting for modification of behaviour)

a) Increasing the desirable behaviour b) Decreasing the undesirable behaviour

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13. Individualised Education Programme Record Observing two children’s teaching learning methods and techniques in the classroom setting

50

14. Therapeutic Intervention Record (Speech, Physio & O.T) 20 GRAND TOTAL 200 NOTE:

(a) Level - I refers to Standard VI to VIII (Upper Primary), compulsory for all student - teachers. For activities pertaining to Level - I, student-teachers shall select either Standard VI or VII or VIII as per the requirement of the Co-operative schools.

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(b) Level - II refers to Standard IX & X (Secondary) for UG qualified student - teachers / Standard XI & XII (Higher Secondary / Senior Secondary) for PG qualified student - teachers.

B.Ed Special Education (Intellectual Disability & Inclusive Education)

Second Year: Theory Courses GROUP – A: CURRICULUM AND PEDAGOGIC STUDIES

COURSE

CODE NAME OF THE COURSE INTERNAL MARKS

EXTERNAL MARKS

TOTAL MARKS

SCPTA Pedagogy of Tamil : Part –II (Content Mastery)

15

35

50

SCPEN Pedagogy of English : Part –II (Content Mastery) SCPUR Pedagogy of Urdu : Part –II (Content Mastery) SCPMA Pedagogy of Mathematics : Part –II (Content Mastery) SCPCS Pedagogy of Computer Science : Part –II (Content

Mastery) SCPPS Pedagogy of Physical Science : Part –II (Content

Mastery) SCPBS Pedagogy of Biological Science : Part –II (Content

Mastery) SCPHI Pedagogy of History : Part –II (Content Mastery) SCPGE Pedagogy of Geography : Part –II (Content Mastery) SCPEC Pedagogy of Economics : Part –II (Content Mastery) SCPCA Pedagogy of Commerce and

Accountancy : Part –II (Content Mastery) SCPHS Pedagogy of Home Science : Part –II (Content Mastery) SCPSS Pedagogy of Social Science : Part –II (Content Mastery) Sub-Total 15 35 50

GROUP – B : SPECILIZATION COURSES COURSE

CODE NAME OF THE COURSE INTERNAL

MARKS EXTERNAL

MARKS TOTAL MARKS

SSIEI Educational Intervention and Teaching Strategies for Children with Intellectual Disability and Basic Research method.

30

70

100

SSITD Technology and Disability ( Intellectual Disability)

15 35 50 SSPFI Psycho-Social and Family Issues 15 35 50

Sub-Total 60 140 200 GRAND TOTAL (50+200) 250

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B.Ed Special Education (Intellectual Disability & Inclusive Education) Second Year: Details of Practical Components

S.NO ACTIVITIES AND RECORDS Marks

1 School Internship (16 weeks) Special School, Inclusive School and School for other than Major Disability Internship (6 + 8 + 2 Weeks) (Allotment of Schools for School Internship for student-teachers are subject to prior approval from the concerned District Educational Authorities. The Principals of the Colleges of Education have to submit the School Internship Schedule to the Tamil Nadu Teachers Education University)

2 Teaching Competency a) Inclusive School (40 Marks) i) Level – I (Pertaining to the school subject of the student-teachers) ii) Level – II (Pertaining to the school subject of the student-teachers) b)Special School (40 Marks) c) Other than Major Disability School (20 Marks)

100

3 Lesson Plan Records a) Inclusive School i) Lesson Plan Record : Level - I (5 Marks) (30 Lesson Plans pertaining to the school subject of the student- teachers) ii) Lesson Plan Record : Level - II (10 Marks) (30 Lesson Plans pertaining to to the school subject of the student- teachers) b) Special School (10 Marks) 15 Lesson Plans c) Other Disabilities (5 Marks) 5 Lesson Plans

30

4 Test and Measurement Records (Inclusive School) (Based on the Achievement Tests conducted by the student teachers) Level – I (Pertaining to the school subject of the student teachers) Level – II (Pertaining to the school subject of the student teachers)

30

5 Preparation and Use of Teaching and Learning Materials (TLM) a) Inclusive School i) Preparation and Use of 30 TLM : Level – I (5 Marks) ii) Preparation and Use of 30 TLM : Level – II (5 Marks) b)Special School (10 Marks) Preparation and Use of 30 TLM

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6 Report on Organisation of Non-Scholastic Activities a)Inclusive School (10 Marks) (Conducting any 4 non-scholastic activities such as Exhibition, Celebration of Important Days, Festivals, Role Play, Dramatization, Quiz, School Assembly, Awareness Programmes, Rally, etc. in the Co-

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SCHEME OF CONTINUOUS AND COMPREHENSIVE EVALUATION FOR

FULL COURSE (30 MARKS) [Psychology of Learners and Learning; Education in Contemporary India; Education and Socialization; Essentials of Teaching and Learning; Pedagogy of a School Subject: Part –I (Methodology); Assessment of Learning; Introduction to Persons with Disabilities-Intellectual Disability; Assessment and Identification of Needs of Persons with Intellectual Disability; Curriculum Designing, Adaptation and Evaluation for Special and Inclusive Education; Educational Intervention and Teaching Strategies for Children with Intellectual Disability with Skill Based Options]

S.No Components Marks 1. Assignments (An average of Two Assignments) 10 2. Seminar 10 3. Class Tests (An average of 2 Unit Tests) 10

Total 30

operative schools either at Level – I or Level – II by the student - teachers) b) Special School (10 Marks) (Working as teacher assistant for prayers / assembly, checking hearing device, attendance, home work/class work, writing diaries, preparing TLM, teaching practice sessions recapitulation, and break times)

7 Field Trip Record / Education Tour Record (Organisation, participation and reporting on One-day Field

Trip/Education Tour related to any concept of B.Ed Curriculum with prior approval from the competent authorities and the Tamil Nadu Teachers Education University)

10

8 Pre-vocational and Vocational Intervention (Identify potential employment opportunities, functionally assess the student, select the most appropriate training experiences and placements with respect to the abilities and need of the individual and prospective employer)

10

9 Individualized Educational Plan (3 Children with intellectual disability ) 30

GRAND TOTAL 250 NOTE:

(a) Level - I refers to Standard VI to VIII (Upper Primary), compulsory for all student - teachers. For activities pertaining to Level - I, student-teachers shall select either Standard VI or VII or VIII as per the requirement of the Co-operative schools. (b) Level - II refers to Standard IX & X (Secondary) for UG qualified student - teachers / Standard XI & XII (Higher Secondary / Senior Secondary) for PG qualified student - teachers.

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SCHEME OF CONTINUOUS AND COMPREHENSIVE EVALUATION FOR

HALF A COURSE (15 MARKS) [Pedagogy of a School Subject: Part –II (Content Mastery); Technology and Disability; Psycho-Social and Family Issues and Basic Research Methods]

S.No Components Marks 1 Assignments (An average of Two Assignments) 5 2 Seminar 5 3 Class Tests (An average of 2 Unit Tests) 5

Total 15

MEDIUM OF INSTRUCTION Each candidate admitted into B.Ed Programme in any one the Colleges of Education affiliated to Tamil Nadu Teachers Education University needs to select the Medium of Instruction either as English or as Tamil (as per the availability of Medium of Instruction in the College of Education). After the last date of admission, Principals of the Colleges of Education should submit the name list along with the Medium of Instruction opted by each candidate to Tamil Nadu Teachers Education University. In case, if the admitted candidates prefer to change their Medium of Instruction at later stage of the programme, it should be permitted only after obtaining necessary written permission from the Tamil Nadu Teachers Education University, prior to the publication of Nominal Roll. Medium of Instruction chosen by the candidate to pursue the B.Ed programme will be indicated in the B.Ed programme Transfer Certificate alone. Classroom instruction shall be carried out separately for the different medium of instruction. ATTENDANCE Each candidate whose admission is approved by Tamil Nadu Teachers Education University should gain 85% (170 days) of attendance, failing which he/she will not be permitted to appear for the B.Ed degree examination (both written and practical examination). However, as per the decision of the Syndicate of Tamil Nadu Teachers Education University in its meeting held on 10.08.2010, candidates who are able to gain attendance only upto 75% on medial ground, will be permitted to appear for the examination after getting condonation of attendance, adhering to the norms of Tamil Nadu Teachers Education University. EXAMINATIONS

Each candidate whose admission is approved by Tamil Nadu Teachers Education University should apply for written examination and practical examinations in the first attempt itself. Candidates who have failed to satisfy the minimum attendance norms of Tamil Nadu Teachers Education University will not be permitted to appear for the written examination. Such candidates appearance in the practical examination will stand cancelled automatically.

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SCHEME OF TERM-END EXAMINATION

FIRST YEAR: FOR A FULL COURSE

(Question paper pattern for Term-End Examination (70 Marks) for a duration of 3 hours)

Section

Type of Questions No. of

Questions Marks allotted

for each question

Total Marks

A Very short answer type (Maximum of 50 words or half a page for each question )

5 out of 7 2 10 B Short Answer

(Maximum of 200 words or two pages for each question)

6 out of 8 5 30 C Essay Type

(Maximum of 400 words or four pages for each question)

2 (with internal choice)

15 30 Total Marks 70

SCHEME OF TERM-END EXAMINATION

SECOND YEAR: FOR A FULL COURSE AND FOR HALF A COURSE

(Question paper pattern for Term-End Examination (35 Marks) for a duration of 1 ½ hours)

Type of Course Type of Questions Marks Total Marks Maximum words / page limits for each question

Full Course Essay Questions ( 7 out of 10 ) 7 x 10 70 600 words/ 5 pages for each

Question Half a Course Essay Questions

( 5 out of 7 ) 5 x 7 35 300 words/ 3 pages for each Question

PASSING MINIMUM FOR WRITTEN EXAMINATION Each candidate who appears for the written examination in the first attempt shall be declared to have passed the Written Examination only if he/she secures not less than 50% in aggregate in each course with a minimum of 45% in the external examination (in each full course and half a course). All other candidates shall be deemed to have failed in the Written Examination. A candidate who fails in one or more courses in the Written Examination shall be permitted to appear again only for those courses in which he/she failed.

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RE-TOTALING OR REVALUATION Candidate can apply for either retotalling or revaluation or both to the Tamil Nadu

Teachers Education University within 10 days after the publication of results by paying necessary fee prescribed by the University. REAPPEARANCE FOR WRITTEN EXAMINATION

Each unsuccessful candidate shall be permitted to reappear for the written examination within next three consecutive academic years. PRACTICAL EXAMINATION

A panel consisting of two examiners (one Convener and one Member) duly appointed by the Tamil Nadu Teachers Education University will examine the teaching competency of each candidate and also his/her practical work records. PASSING MINIMUM FOR PRACTICAL EXAMINATION

Each candidate who appears for the practical examination in the first attempt shall be declared to have passed the Practical Examination only if he/she secures not less than 50% in aggregate in each practical activities / components. All other candidates shall be deemed to have failed 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 their decision on the marks to be awarded shall be final. REAPPERANCE FOR PRACTICAL EXAMINATION Each unsuccessful candidate shall be permitted to reappear for the practical components examination within the next three consecutive academic years in the main examinations only. CLASSIFICATION OF SUCCESSFUL CANDIDATES A candidate shall be awarded the B.Ed degree if he/she has passed both the theory courses and the practical components. Successful candidates shall be classified as specified hereunder by taking into account of their secured marks in Theory and Practical Examinations separately.

WRITTEN EXAMINATION PRACTICAL EXAMINATION Percentage of Marks Classification Percentage of Marks Classification

50 to 59 Second Class 50 to 59 Second Class 60 to 74 First Class 60 to 74 First Class

75 and above Distinction 75 and above Distinction

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for the Two-Year B.Ed Special Education (Intellectual Disability & Inclusive Education)

Degree Programme For the Academic Year 2016-2017 (Applicable for 2015-2016 Batch only)

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Educational Intervention and Teaching Strategies for Children with Intellectual Disability and Basic Research Methods

Objectives: After completing the course student-teachers will be able to • Appreciate and orient oneself in understanding, planning and using intervention appropriately and demonstrate it. • Realize the importance of developing IEP, acquire the required competencies for its development, implementation and evaluation. • Understand basic of learning and teaching and acquire competency to select and demonstrate appropriate teaching strategies for teaching in different curriculum areas. • Understand nature and identification maladaptive behaviour and develop insight into various modes of its management. • Develop understanding of various therapeutics interventions, their objectives, scope, modalities, and require intervention. • Describe the concept and relevance of research in education and special education. • Develop an understanding of the research process and acquire competencies for conducting a research. • Apply suitable measures for data organization and analysis. Unit 1: Intervention 1.1 Concept, Significance, Rationale, Scope, Advantages of Early Intervention 1.2 Types of Early Intervention 1.3 Intervention Techniques 1.4 Record Maintenance and Documentation 1.5 Implication of Early Intervention for pre-school Inclusion Unit 2: Individualized Education Programme 2.1 Need, Importance and Historical Perspective of IEP 2.2 Steps and Components of IEP 2.3 Developing, Implementation and Evaluation of IEP for PwID and its associated conditions 2.4 IFSP – Planning and writing 2.5 Application of IEP for Inclusion

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Unit 3: Teaching Strategies and TLM 3.1 Stages of Learning 3.2 Principles of Teaching 3.3 Multi-sensory Approaches – Montessori Methods, VAKT Method, Orton - Gillingham Method, Augmentative and Alternative Communication 3.4 Teaching Strategies – Task Analysis, Chaining, Shaping, Modeling, Prompting, Fading and Reinforcement, Role Play, Play Way method 3.5 Development and Use of TLM for ID Unit 4: Intervention for Mal-adaptive Behavior 4.1 Definition and types of Mal-adaptive behavior 4.2 Identification of Mal-adaptive behavior 4.3 Functional Analysis and Behavior Modification Techniques, Cognitive Behavior Techniques (CBT) 4.4 Management of Mal-adaptive behaviour at Home and School, Parental Counseling - Individual, Group and Community 4.5 Ethical Issues in behaviour management and implications for Inclusion Unit 5: Social Approach 5.1 Social story 5.2 Comic strips 5.3 Peer-mediated programs Unit 6: Teaching Methods and Strategies 6.1 Physical environment and classroom organization 6.2 Task analysis & reinforcement 6.3 Joint Action Routines 6.4 Visual Strategies 6.5 Visual Activity Schedules Unit 7: Introduction to Research 7.1 Scientific Method 7.2 Research: Concept and Definition

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7.3 Application of Scientific Method In Research 7.4 Purpose of Research 7.5 Research in Education and Special Education Unit 8: Types and Process of Research 8.1 Types of Research - Basic/Fundamental - Applied - Action 8.2 Process of Research - Selection of Problem - Formulation of Hypothesis - Collection of Data - Analysis of Data & Conclusion 8.3 Tools of Research: Tests, Questionnaire, Checklist and Rating Scale 8.4 Professional Competencies for Research Unit 9: Action Research 9.1. Introduction to Action Research 9.2. Action Research Process 9.3. Importance of Action Research 9.4. Analysis of Data process 9.5. Action Research in Teaching Learning Environment Unit 10: Measurement and Analysis of Data 10.1 Scale for measurement: Nominal, Ordinal, Interval and Ratio 10.2 Organization of data: Array, Grouped distribution 10.3 Measures of central tendency and Dispersion: Mean, Median and Mode, Standard Deviation and Quartile deviation 10.4 Correlation: Product Moment and Rank Order Correlation

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10.5 Graphic representation of data Essential Readings • Alberto, P.A., & Trontman, A:C. (1995). Applied Behaviour Analysis for Teachers (4th edition). Merrill Publishing Company, London. • Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta, Alberta, • Berkell, D.E.I & Brown, J.M. (1989). Occupational Transaction from school to work for persons with disabilities, Longman, London. • Evans, P., & Verma, V. (1990). Special Education. Past Present and Future. Falmer Press, Lewes. • Gardiner, M.D. (1985). The principles of exercise therapy. CBS Publishers & Distributors. Delhi. • Jacobs, K. (1990). Occupational therapy: Work related programmes and assessment. Little Brown, Boston. • Jayachandra, P. (2001) Teaching yogasanas for persons with mental retardation. Vijay Human Services, Chennai. • Jeyachandaran, P., & Vimala, V. (2000). Madras Developmental Programming System. Vijay Human Services, Chennai. • Lngone, J. (1990). Teaching Retarded learners Curriculum and Methods for Mentally Handicapped. • Myreddi, V., & Narayan J. (1998). Functional Academics for students with mild mental retardation, NIMH, Secunderabad. • Narayan, J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad. • Narayan, J. (2003). Educating children with learning problems in regular schools NIMH, Secunderabad. • Narayan, J. (1998). Grade Level Assessment Device for Children with Learning Problems in Regular Schools, NIMH, Secunderabad. • Narayan, J., Myreddi, V., & Rao, S. (2002). Functional Assessment Checklist for programming • Overton, T. (1992). Assessment in Special Education an Applied Approach. New • Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas • Pandit, A., & Grover U (2001), Self Instructional Modules on occupational therapy/physiotherapy, BED (MR) SPE, Bhoj University, Bhopal.

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• Peshawaria, R., & Venkatesan, S. (1992). Behaviour approach in teaching mentally • Repp A.C. (1983). Teaching the Mentally Retarded, New Jersey, Prentice Hall King- • Sears, H.E. (1994). Curriculum Based Assessment in Special Education. SanDiego Singular Publishing Group. • Shesrborne, V. (1990). Developmental movement for children. Cambridge University Press. Cambridge. • Subba Rao, T.A. (1992), Manual on Developing Communication Skills in mentally retarded persons, NIMH, Secunderabad. • Swaminathan, M. (1990) Play activity for young children. India: UNICEF. • Thomson, A., Skinner, A., & Piercy, J. (1991). Tidy’s physiotherapy (Twelfth edition). Butterworth – Heinmann Ltd, Oxford. • Van Riper, C.A., & Emerick, L. (1990). Speech Correction – An introduction to Speech Pathology & Audiology, Eighth Edition, Prentice Hall Suggested Readings • David W. (1998). Teaching and Learning in the Early Years. Routledge, New York. • Jackman H.L. (1999). Sing Me a Story: Tell Me a Song. Crown Press, Inc., Calfornia. • Mastropieri S. (1987). Effective Instruction for Special Education, Little, Brown and Company, Inc. • Narayan, J., & Kutty, A.T.T. (1989). Handbook for Trainers of the Mentally Retarded persons. Pre-primary level. NIMH, Secunderabad. • Orntein, A.C. (1990). Strategies for Effective Teaching. Harper and Row, Publishers, Inc • Peshwaria, R., & Venkatesan. S. (1992) Behavioural retarded children A manual for Publication. • Pun, M., & Sen, A.K. (1989) Mentally Retarded Children in India. New Delhi. • Robert A. G., & Steven F.W. (1993). Strategies for Teaching Students with Mild to Severe Mental Retardation, London and Philodelphia: Jessica Kingsley Publisers. • Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Teachers. NIMH, Secunderabad. • Van Riper, C.A., & Emerick. L. (1990), Speech Correct • Best, J. W., & Kahn, J. V. (1996). Research in Education Prentice-Hall of India, New Delhi. • Dooley, D. (1997). Social Research Methods. Prentice-Hall of India, New Delhi. • Grewal, P.S. (1990). Methods of Statistical Analysis. Sterling Publishers, New Delhi.

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• Guptha, S. (2003). Research Methodology and Statistical Techniques. Deep & Deep Publishing, New Delhi. • Koul, L. (1996). Methodology of Educational Research. Vikas Publishing House, New Delhi.

• Potti, L.R. (2004). Research Methodology. Yamuna Publications,Thiruvananathapuram.

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TECHNOLOGY AND DISABILITY (INTELLECTUAL DISABILITY) Objectives: After completing the course the student-teachers will be able to Explain the construct of inclusive education & the progression from segregation towards valuing & appreciating diversity in inclusive education. Explicate the national & key international policies & frameworks facilitating inclusive education. Enumerate the skills in adapting instructional strategies for teaching in mainstream classrooms. Describe the inclusive pedagogical practices & its relation to good teaching. Expound strategies for collaborative working and stakeholders support in implementing inclusive education. Understand the nature of ICT, its basis, development and use. Use computer programme and software for the benefit of children with ID. Develop skills and competencies in use of Punarjani and C-DAC and integrate technology for instructions and inclusion. Apply technology for developing lesson plan and adapted assistive devices.

Unit 1: Introduction to Inclusive Education 1.1 Marginalisation vs. Inclusion: Meaning & Definitions 1.2 Changing Practices in Education of Children with Disabilities: Segregation, Integration & Inclusion 1.3 Diversity in Classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity 1.4 Principles of Inclusive Education: Access, Equity, Relevance, Participation & Empowerment 1.5 Barriers to Inclusive Education: Attitudinal, Physical & Instructional Unit 2: Polices and Frameworks Facilitating Inclusive Education 2.1 International Declarations: Universal Declaration of Human Rights (1948), World Declaration for Education for All (1990)

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2.2 International Conventions: Convention against Discrimination (1960), Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006) 2.3 International Frameworks: Salamanca Framework (1994), Biwako Millennium Framework of Action (2002) 2.4 National Policies: National Curricular Framework (2005), National Policy For Persons With Disabilities (2006) 2.5 National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013) Unit 3: Adaptations, Accommodations and Modifications for Inclusive Academic Instructions 3.1 Meaning, Difference, Need & Steps 3.2 Specifics for Children with Sensory Disabilities, Neuro-Developmental Disabilities, Loco Motor & Multiple Disabilities 3.3. Universal Design for Learning: Multiple Means of Access, Expression, Engagement & Assessment 3.4. Co-Teaching Methods: One Teach One Assist, Station-Teaching, Parallel Teaching, Alternate Teaching & Team Teaching 3.5 Differentiated Instructions: Content, Process & Product. Peer Mediated Instructions: Class Wide Peer Tutoring, Peer Assisted Learning Strategies Unit 4: Technology Based Instructions 4.1 Enhancing Technology Friendly Practices among Teachers. 4.2 Computer-Assisted & Computer Managed Instructions, E- learning,Use of Net Search and Websites 4.3 Disability Friendly Technology – Punarjani, and e-learning Framework developed by C- DAC 4.4 Developing Technology Integrated Lessons – Individual and Group 4.5 Implications of Technology based instruction in Inclusion Unit 5: Application of Technology 5.1 Application of Technology in Lesson Planning, Worksheet Preparation, Report writing and Evaluation 5.2 Application of Technology in Assistive Devices – For example, JAWS,Smart-phones, Screen Readers

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5.3 Application of Technology in Instruction – Individual, small group and large group 5.4 Advantages, merits and demerits 5.5 Implications for inclusion Practical & Field Engagement I. Visit Special Schools of any two Disabilities & an Inclusive school & write observation report highlighting pedagogy II. Prepare a Checklist for Accessibility in Mainstream Schools for Children with Disabilities III. Design a Poster on Inclusive Education IV. Prepare a Lesson Plan on any one School subject of your choice using any one Inclusive Academic Instructional Strategy Transactions Group discussions following videos and visits. Debate for Inclusion vs. Segregation & Self study for legislations and frameworks Course Work/ Practical/ Field Engagement (Any One) Special/ Inclusive Schools/ Institute

1. To organise competitions for co-curricular activities at Local, District and State level 2. To organize exhibition on products prepared by PwIDs and to raise funds through

auction/sale for training livelihood and talent enhancement 3. To organize workshops for use ICT for disability friendly activities 4. To develop technology supported lesson plans for PwID 5. To use mass media/Multimedia for creating awareness on disability in rural areas

Essential Readings Alberto, P.A. & Trontman, A:C. (1995). Applied Behaviour Analysis for Teachers (4th

edition). London: Merrill Publishing Company. Baine, D. (1988) Handicapped Children in Developing Countries,

Assessment,Curriculum and Instruction. University of Alberta, Alberta, Berkell, D.E.I & Brown, J.M. (1989). Occupational Transaction from school to work

for persons with disabilities, London: Longman. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. Gardiner, M.D. (1985). The principles of exercise therapy. Delhi: CBS Publishers &

Distributors.

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Jacobs, K (1990). Occupational therapy: Work related programmes and assessment,Boston: Little Brown.

Jayachandra, P. (2001) Teaching yogasanas for persons with mental retardation, Chennai: Vijay Human Services.

Jeyachandaran, P. Vimala, V. (2000). Madras Developmental Programming System Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for Mentally Handicapped. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental retardation, NIMH, Secunderabad. Narayan J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad. Narayan J. (2003) Educating children with learning problems in regular schools NIMH,

Secunderabad. Narayan, J. (1998) Grade Level Assessment Device for Children with Learning Problems

in Regular Schools, NIMH, Secunderabad. Narayan, J. Myreddi, V. Rao, S. (2002). Functional Assessment Checklist for

programming Overton, T. (1992). Assessment in Special Education an Applied Approach. New Delhi. Panda, K.C. (1997).Education of Exceptional Children. New Delhi Vikas Pandit, A & Grover U (2001), Self Instructional Modules on occupational

therapy/physiotherapy, BED (MR) SPE, Bhoj University, Bhopal. Sears, H.E. (1994) Curriculum Based Assessment in Special Education. SanDiego

Singular Publishing Group. Shesrborne, V. (1990). Developmental movement for children, Cambridge: Cambridge

University Press. Subba Rao, T.A. (1992), Manual on Developing Communication Skills in mentally

retarded persons, NIMH, Secunderabad. Swaminathan, M. (1990) Play activity for young children. India: UNICEF. Thomson, A., Skinner, A. & Piercy, J. (1991). Tidy’s physiotherapy (Twelfth edition).

Oxford: Butterworth – Heinmann Ltd. Van Riper, C.A. and Emerick L (1990) Speech Correction – An introduction to Speech

Pathology & Audiology, Eighth Edition, Prentice Hall Kulkarni, S.S. (1986). Introduction to Education Technology, New Delhi: Oxford & IBH

Publishing Co. McMillan, J.H. & Schumarcher, S. (1989). Research in Education: A Conceptual

Introduction, New York: Harper & Collins. Mehra, Vandana (2004) Educational Technology, New Delhi : S S Publishers. Mohanty, J. (1992). Educational Technology, New Delhi: Deep and Deep Publication. Mukhopadhaya, M. (ed.) (2005). Education Technology Knowledge Assessment, New

Delhi: Shipra Publications. R., Robertson, S. and Peter John. (2009). Improving Classroom Learning with ICT, New

York: Routledge. Takewale, R. G. (1995).

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Richmond, W. R. (ed.) (1900). The Concept of Education Technology: A Dialogue with Yourself, London: Weidenfield and Nicolson.

Sampath, K., Pannirselvam, A. & Santhanam, S. (1990). Introduction to Educational Technology, New Delhi: Sterling Publishers Private Limited.

A.C.Ornstein (1990). Strategies for Effective Teaching. Harper and Row, Publishers, Inc. David W. (1998). Teaching and Learning in the Early Years. London and New York:

Routledge. Jackman H.L. (1999). Sing Me a Story: Tell Me a Song. Calfornia: Crown Press, Inc. Mastropieri S. (1987). Effective Instruction for Special Education, Little, Brown and

Company, Inc. Narayan, & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded

persons. Pre-primary level. NIMH, Secunderabad. Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children A manual for

Publication. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi. Robert A. Gable and Steven F.W. (1993). Strategies for Teaching Students with Mild to

Severe Mental Retardation, London and Philodelphia: Jessica Kingsley Publisers. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech

pathology and Audiology. Eighth Edition, Prentice Hall. Cima M Yeole. (1991). Educational Technology. CimaMyeole. D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO. Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching

competency GavendraPrakashan.

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PSYCHO-SOCIAL AND FAMILY ISSUES Objectives : After completing the course student-teachers will be able to • Realise importance and role of family in rehabilitation of children with ID. • Develop insight into various Psycho-social issues and their impact on rehabilitation on PwID, misconception and social practices and develop based approach. • To realize importance of family involvement in rehabilitation process by forming parents self help group and parent association. • Understand various Adolescent related issues and challenges their implication for rehabilitation of PwIDs and to explore probable employment opportunities for them . • Comprehend role of community and community participation and models, advantages / disadvantages of CBR programme for PwIDs. Unit 1: Family 1.1 Family – Concept, Definition and Characteristics 1.2 Types of family 1.3 Reaction and Impact of disability on family 1.4 Needs of family and counselling 1.5 Role of family in rehabilitation of PWID Unit 2: Psycho-Social Issues 2.1 Attitude of family, Community, Peer Group, Teachers, Co-workers 2.2 Myths, misconception and social practices 2.3 Difference between Intellectual Disability and Mental Illness 2.4 Psycho-Social Issues – Exploitation, Delinquency, child labour and child Abuse 2.5 Rights and Advocacy Unit 3: Involving Families 3.1 Training and involving families in the rehabilitation process 3.2 Parent professional relationship 3.3 Formation of Parent Self-Help Group 3.4 Parent Associations

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3.5 Empowering Families Unit 4: Adolescent Issues 4.1 Physiological Changes; Implication in Emotional and Social Development 4.2 Interpersonal relationship – Parents, Siblings, Extended family, Single child, Peer group 4.3 Employment, Sexuality, Marriage, Alternative options, Pre- marital counselling 4.4 Ethical Issues 4.5 Challenges and Implications Unit 5: CBR and CPP (Community People Participation) 5.1 Concept, Definition and Scope of CBR 5.2 Models of CBR – Advantages and Disadvantages 5.3 Types of Community Resources and their mobilization 5.4 Organizing services for PwID in the community 5.5 Role of Special Educator, Family, Community and PwID in CBR Course Work/ Practical/ Field Engagement (Any One) Special/ Inclusive School/ Institute • To conduct workshops on formation of Parent Self Help Group, Sibling SHG • To prepare and present a report on assessment of family needs • To conduct survey on awareness of families about Govt. Schemes for PwID • To study and submit a report on attitude of neighbours, teachers and non-teaching staff Essential Readings

• Basu, S., Das, P., & Chakravarty, I. (2007). Family Life of the Disabled Aged, Ageing and Society: Indian Journal of Gerontology, 17 (3 & 4), 75 – 81.

• Blacher, J. (1984) Severely Handicapped Young Children and Other Families: Research in Review, Academic Press Inc, Ovlandio.

• Cramer, H., & Carlin, J. (2008). Family Based Short Breaks (Respite) for Disabled Children: Results from the Fourth National Survey, British Journal of Social Work, Vol. 38 (6), 1060 – 1075.

• Dale, N. (2000). Working with families of Children with Special Needs: Partnership and Practice. Brunner- Routledge , East Sussex.

• Fewell, R., & Vadasy, P. (1986). Families of Handicapped Children: Needs and Supports across the Life-span. Texas: Ro-ed Inc.

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• Findler, S. (2000). The Role of Grandparents in the Social Support System of Mothers of Children with a Physical Disability, Families in Society, Vol. 81 (4), 370 – 381.

• Garginolo, R.M. (1985). Working with Parents of Exceptional Children: A Guide for Professionals. Houghton-Miffin, Boston.

• Kashyap, L. (1996). Measurement Issues in Family Centered Social Work, in Bharat, S. (Ed.) Family Measurement in India, Sage Publications, New Delhi.

• Peshawaria, R., Menon, D.K., Ganguly, R., Roy, S., Pillay, R.P.R.S., & Gupta, A. (1995). Understanding Indian families having persons with Mental Retardation, NIMH, Secunderabad.

• Taylor, R.L. (1993). Assessment of Exceptional Students Educational and psychological procedures. Allyn and Bacon, Boston. Suggested Readings

• Bennett, T., Lingerfelt, V., & Nelson, D.E. (1990). Developing Individual and Family Support Plans – A Training Manual, Cambridge M.A. Brooklint Books

• . • Desai, AN (1990) Helping the Handicapped: Problems & prospects, New Delhi, Ashish Publishing House.

• Dunst, C., Trivette, C., & Deal, A. (1988). Enabling and empowering families. Cambridge, MA: Brookline Books.

• Dyson, S. (1987). Mental Handicap: Dilemmas of Parent-Professional Relations. Croon Helm, London.

• Glendinning, C. (1986). A Single Door: Social Work with the Families of Disabled Children. Allen and Unwin Ltd., London.

• Mann, P.H., Suiter P.A., & Mc Laughhin R.M. (1992). A Guide for educating mainstreamed students, Allya & Bacon, Boston.

• Waugh, A. (1976). Working with parents and community. New Delhi: • NCERT. • Webster, E. J. (1993). Working with parents of young children with

disabilities. Singular Publishing Group, California.