D Ed IDD 15821 Rev

D
Diplom
ma in Educcation-Speccial Ed
ducatiion
(In
ntellecctual and
a Develo
D pmen
ntal Diisabillities)
D.Ed.S
D Spl.Ed
d.(IDD
D)
Ju
uly, 20021
(w.e.f. 20211-22)
REHABILITAT
TION CO
OUNCIL OF
O INDIA
A
(Statutoryy Body off the Minisstry of Soccial Justicce & Emppowermentt)
Departmentt of Empoowerment of Persons with Dissabilities ((Divyangjan)
Goveernment off India
B
B-22, Qutab Instituttional Areea
New Delhi – 1110 016
www.rehabcoun
ncil.nic.in
Foreword
Change is said to be the only constant in life that assures progress in all fields including
educational practices. Historically education is seen as a short, but most influential bridge to
transform approaches and strategies for attaining progress. This helps in achieving national goals
as well as reducing the gaps between the haves and have-nots’ and also accomplish social
harmony. All children typical and special, who are the citizens of tomorrow form the hope and
aspirations for fulfilling the national and global development and peace. Therefore the
Sustainable Development Goal (SDG) 4 calls for ensuring inclusive and equitable education for
life-long learning opportunities for all.
The Rehabilitation Council of India (RCI) is mandated by an Act of RCI 1992 to develop
professionals and maintain standards so that educational needs and supports to persons with
disabilities are ensured. The RPWD Act 2016 and the National Education Policy 2020 have also
upheld inclusive practices for which reasonable accommodations, capacity building of teachers
and their professional development is implied. Keeping the provisions of these Acts, policies and
provisions of UNCRPD framework, RCI fulfils its obligation and accountability by revising its
curricula of programs.
The present revised Diploma Special Education is being offered as convergence of various
disabilities as mentioned in the RPWD Act 2016 as well as the provisions of NEP 2020, of
catering to foundational years in children with disabilities to facilitate appropriate elementary
education. Besides acquiring competencies to focus on various disability related needs, the
student-teachers undertaking this program would gain knowledge and develop competencies in
areas such as child development, family and community involvement and also curriculum
development and implementation strategies. It has built a foundation of the emerging Indian
society as well as that of inclusive practices in all areas of pedagogical practices, assessments and
undertaking the Universal design of learning, which in a way will help in education of all children
which is the need of the hour.
Ms. Anjali Bhawra, IAS

Secretary DEPwD & Chairperson RCI
MSJE, Govt. of India
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Rehabilitation Council of India 1
Preface
The Rehabilitation Council of India (RCI) is a statutory body functioning under the Department of
Empowerment of Persons with Disabilities (Divyangjan) (DEPwD), of the Ministry of Social Justice
& Empowerment (MSJ&E), Govt. of India. RCI has the mandate for human resource development to
facilitate rehabilitation of persons with disabilities. Established as a registered society in 1986, RCI
was accorded a legal status as ‘The RCI Act’ 1992. The Act has been amended in 2000 to enhance
the professional development programs in the field.
RCI develops, monitors and regulates both the pre-service and the in-service programs by offering a
gamut of training programs. These include formulating and standardizing norms, regulations and
content of syllabi for programs ranging from Certificate to Master’s and also the Continuing
Rehabilitation Education (CRE) programs for in-service trainings. The programs aim to develop
professionals, catering to the different requirements of disabilities such as assessment, early
intervention, inclusion, education, and therapeutics as well as community participation of persons
with disabilities. These programs are affiliated to various institutes and Universities across the
country and are conducted through both modes, face to face as well as by distance mode through
Open Universities. RCI also maintains registrations of qualified personnel and professionals in its
Central Rehabilitation Register (CRR) which provides an authorization to work in the field of
Rehabilitation and Special Education.
RCI constantly endeavours to upgrade and update its training programs so as to contribute towards
the achievement of national goals for a sustainable development. The Diploma in Special Education
offered in various disabilities is one of the most popular programs of RCI creating a cadre of special
teachers to work in elementary schools. The course content of the program are revised from time to
time so as to fulfill the provisions of various Acts and educational policy for students with disabilities
at different levels of school education. The present programmes developed with convergence of
disabilities are also intended to develop special teachers for fulfilling the national educational goal of
‘education for all.’ It is developed by experts from various fields of disabilities, academicians,
researchers and persons with disabilities themselves. The courses under each disability have been well
deliberated and designed and have a good blend of classic fundamentals as well as the modern trends.
Dr Subodh Kumar
Member Secretary
Rehabilitation Council of India
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
INDEX
TITLES Pg.No.
1.0 PREAMBLE 4
2.0 NOMENCLATURE AND OBJECTIVES OF THE PROGRAM 5
3.0 SCOPE OF THE PROGRAM 5
4.0 GENERAL FRAMEWORK OF THE PROGRAM 7
5.0 DURATION OF THE PROGRAM 7
6.0 ELIGIBILITY 7
7.0 MEDIUM OF INSTRUCTION 7
8.0 METHODOLOGY 7
9.0 STAFF REQUIREMENT 8
9.1 CORE FACULTY 8
9.2 VISITING FACULTY 9
9.3 STAFF(NON TEACHING) 10
10.0 INTAKE CAPACITY 10
11.00 MINIMUM ATTENDANCE 10
12.00 EXAMINATION SCHEME 10
13.0 REQUIREMENT OF PHYSICAL INFRASTRUCTURE AND
10
MATERIALS
13.1 PHYSICAL INFRASTRUCTURE 10

13.2 SPACE 10
13.3 MATERIAL 11
13.4 SPECIAL SCHOOL/FACILITIES FOR CONDUCTING

13
PRACTICALS
14.0 LIBRARY MATERIAL 13
15.0 CERTIFICATION AS REGISTERED PERSONNEL 13
16.0 COURSEWISE HOURS, CREDITS AND MARKS DISTRIBUTION 14
16.1 THEORY 14
16.2 PRACTICALS 15
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1.0. Preamble
The fundamental aim of education is to generate learners who are motivated, effective and are
increasingly responsible and contributory citizens. The 21st century additionally requires that the
learners also match the global requirements by being creative, communicative, critical thinkers
and collaborative. While the obligation of developing these abilities in learner rests on all
stakeholders, the teachers’ invariably form the pivot. So, teacher preparation and development
have a significant role in the national and global development.
The 21st century learning has also seen a change in the perspectives towards the learners. It is
increasingly recognized that they are diverse and diversity is valuable. The United Nations
Convention of Rights of Persons with Disabilities (UNCRPD) 2006, to which India is a signatory
notable views ‘disability has a human diversity’. So, the educational acts and policies in India
such as Right to Free and Compulsory Education (RTE) Act 2009 and its amendment in 2012,
the Rights of Persons with Disabilities (RPWD) Act 2016 and the National Education Policy
(NEP) 2020 have provided special attention and made provisions for education of students with
disabilities.
The Rehabilitation Council of India (RCI, 1992) is a statutory body under the Ministry of Social
Justice & Empowerment. RCI is mandated for the professional development through quality
training programs to strengthen education and rehabilitation of persons with disabilities. RCI
therefore develops standardized curricula and monitors the human resource development which
are conducted through RCI recognized institutes and Universities for a range of programs, i.e.,
Certificate to Master level programs.
The Diploma in Education - Special Education is formulated to prepare special teachers for children
with the disabilities specializing in Intellectual and Developmental Disabilities (IDD) which
includes, besides Intellectual Disability (ID), Specific Learning Disability (SLD) Autism Spectrum
Disorders (ASD). The special teacher can work in varying settings such as early intervention
centers, preschools and elementary schools. These centers or schools may be special or inclusive
in nature. The course also would prepare the teachers in a such way so that they can provide home
training or in the blended learning form if the need arises.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
2.0. Nomenclature of the program: Diploma in Education-Special Education
(Intellectual and Developmental Disability) i.e. D.Ed.Spl.Ed.(IDD)
Objectives of the Program:

The Program of D.Ed in Special Education (IDD) is developed with following objectives:
• To develop an understanding of varying disabilities and their implications;

• To have knowledge of typical growth and development of learners and realize the
psychological aspects influencing learning and education;
• To be aware of the underlying philosophies, evolutionary practices and the policy
provisions facilitating education of children with disabilities;
• To use various assessment tools and techniques for planning educational and other related
interventions;
• To be aware of and apply various curricular strategies;
• To appreciate various teaching approaches and use effective teaching strategies;
• To apply various pedagogical approaches for teaching at elementary level;
• To provide support in the use of various intervention and therapeutic techniques;
• To apply appropriate techniques to help students with high support needs;
• To develop an understanding about the concept, construct and facilitators of inclusive
education;
• To realize the importance and role of family and community as a catalyst in the
education of children with disabilities.
3.0 Scope of the program
The D.Ed in Special Education (IDD) program will especially help the student trainees develop
following competencies:
Knowledge based competencies:
• About various disabilities and their associated conditions

• Differential needs of learners with disabilities in general
• Differential needs of learners with ASD, ID and SLD
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• Various areas of child development and the relevant mental processes
• Legislative provisions & policy guidelines for education and rehabilitation aspects
• Educational needs of the children with disability and their management
• Planning and execution of curricular and co-curricularactivities
• Methods and techniques of teaching of various subjects
Skill based competencies:

• Assessment and identification of learners with ASD, ID and SLD using multidisciplinary
approach
• Interventional strategies of addressing learning styles and preferences.
• Use of curricular strategies, pedagogical approaches, adaptations and assessments
• Promotion of inclusive practices and involvement of family and community
• Development of specialized skills in planning and providing support services to high
support need groups (Children with severe disabilities)
• Development of competencies to teach in varied settings including special school,
inclusive schools, home based education and technology-based home learning
environments
Value or Behavior based competencies:

• Promotion of school culture and ethos for inclusive educational practices;
• Empowerment of families for equal partnership and advocacy of children;
• Involvement of community for resource mobilization and support;
• Promotion of inclusive practices with equity and quality;
• Acceptance of every student with the belief and conviction that every child will learn.
3.1. Employment opportunities

It is envisaged that such a programme would widen the horizon for the teacher trainee on
completion of the course, to teach in special schools, regular inclusive schools at elementary level,
work in early intervention and preschool set up or undertake home based teaching to support those
with high support needs. In all such settings, the trainees who have successfully completed the
programme can practice online and blended teaching too with confidence.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
4.0.General frame work of the programme
It is comprised of theory, practice teaching and practical courses.The Diploma in Education-

Special Education (IDD) programme consists of 5 Common Courses and 7 Specialization
Courses pertaining to the education of children with intellectual and developmental disabilities
i.e., ASD and SLD. The programme is organized in such a manner that the content on the
disabilities (ASD, ID and SLD) are spirally integrated in all courses as per requirement to prepare a
cadre of special educators who develop competencies to meet their educational needs.
Each theory course has a total of 75 hours for curriculum transaction. The total weightage for
each course in terms of marks will be 75, 40 percent internal and 60 percent external. In terms of
credit, the entire program is prepared for 120 credits divided into two parts; theory- 60 credits
and practical-60 credits. For curriculum transaction, each credit will be equal to 15 hours for
theory and 25 hours for practical.
5.0 Duration of the Programme
The duration of the programme will be two years (four semesters). Each semester will have at
least 225 hours of theory papers (75 hours /paper) and 375 hours of practical. On completion of
four semesters, the total theory hours would be 900 hours and practical would be 1500 hours.
Details are given in a Table on course structure at 16.0.
6.0 Eligibility
Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible
forthe course. However, there shall be 5 percent relaxation in the percentage of marks (45%) in
case the candidate belongs to SC/ST or PwD categories.
7.0 Medium of Instruction
The medium of instruction will be English / Hindi / Regional or state specific language.
8.0 Methodology
The methodology of the courses includes lectures, demonstration, project work, discussions,
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
exposure visits to different schools / rehabilitation projects, practice teaching, participation in
communitymeetings, camps and community development programmes.
9.0 Staff Requirements
The programme should have two faculty at least at the level of lecturer/assistant professor and one
instructor for each year (as mentioned under teaching faculty) of the programme and one will
assume the charge of coordinator / head, thus requiring a total teaching staff of six. In addition to
this, guest faculty may be invited to teach specific topics.
Teaching Faculty
9.1. Core faculty: The core faculty for each year will consist of the following staff:
Position 1: Faculty in Special Education (Full-time)
Essential qualifications:
a. Masters in Social Sciences, Humanities & Sciences
b. M.Ed. Spl.Ed.(ASD/ ID/ SLD) with two years of experience (post qualification) in teaching in
special school for children with ASD/ID/SLD or teaching in RCI approved long term
programmes.
Or
B.Ed. Spl.Ed.(ASD/ ID/ SLD) with five years of experience (post qualification) in teaching in
special school for children with ASD/ID/SLD or teaching in RCI approved long term
programmes.
Or
DMR / DSE (ASD/ ID/ SLD) / D.Ed. Spl.Ed (ASD/ ID/ SLD) with 10 years of experience
(post qualification) in teaching in special school for children with ASD/ID/SLD or teaching in
RCI approved long term programmes.
c. The candidate must have valid registration certificate with RCI
Position 2: Faculty in Psychology (Full-time)

Essential qualifications:
a. M.Phil. in Clinical Psychology or M.Phil. in Rehabilitation Psychology with two years of
experience (post qualification) in working with persons having ASD/ID/SLD or teaching in
RCI approved long term programmes.
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Or
Masters in Psychology with special paper on Clinical Psychology/Educational Psychology
with five years post qualification experience of working with persons having ASD/ID/SLD or
teaching in RCI approved long term programmes.
b. The candidate must have valid registration certificate with RCI
NOTE:
1. Whosoever from the full-time faculty position is the senior most by appointment will function
as the Programme Coordinator.
2. In case of a new institution, it can start with two core faculty as above, and two more full time
faculty in Special Education with qualification as given for Position 1 for 1st year must be
appointed before commencement of 3rd semester. It is preferred that these two full time
faculties are to have specialization in disability area other than that of the earlier appointed
faculty in special education. E.g., if the earlier appointed special educator is specialized in
ASD, the other two should be appointed with specialization in ID and SLD respectively.
Instructor (Technical): Two instructors should be appointed having a qualification of Bachelor

degree in any subject with D.Ed.Spl.Ed.(ASD/ ID/ SLD) with valid RCI registration. Both
instructors should not be from the same area of disability specialization. In case of new institution,
one full time instructor must be appointed before commencement of 3rd semester.
9.2. Visiting Faculty

The experts in their respective specialization and working in hospitals/ institutions or schools can be
requested to deliver lectures, demonstrations and to conduct practicals.
1. Occupational Therapist (Bachelor’s degree with minimum 2 years’ experience)
2. Speech Therapist (Bachelor’s degree with minimum 2 years’ experience)
3. Physiotherapist (Bachelor’s degree with minimum 2 years’ experience)
4. Psychiatrist/Pediatrician/Medical Professionals (Post Graduate Medical Qualification)
5. Social Worker (Master’s degree in Social Work with minimum 2 years’ experience)
6. Yoga Therapist (Diploma in Yoga with minimum 2 years’ experience)
7. Physical Education Teacher (certified Coach of Special Olympics with minimum 2 years of
experience)
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8. Music and Dance Teacher (Diploma or Degree in Performing Art with minimum 2 years of
experience)
9.3.Staff (Non-teaching)
1. Librarian/Library Assistant (01)
2. Multi-Task Staff (for typing, record keeping and accounts)(01)
3. Peon (01)
4. Watchman (01)
10.0. Intake capacity
The intake for each year of the course will be a maximum of 35.
11.0 Minimum Attendance
Eighty per cent minimum attendance is required both in theory and practical to be eligible to appear
in the semester end examination.
12.0 Examination Scheme
The course shall follow the RCI’s Scheme of Examination conducted from time to time.
13.0. Requirements of Physical Infrastructure and Materials
13.1 . Physical Infrastructure

1. An Institution having inter-disciplinary team of experts and a school for children with ASD
and ID to conduct the practice teaching and practical.
2. Regular school/ remedial clinic for carrying out the practice teaching and practical related to
SLD.
13.2 . Space
Sl.No. Type of Facilities (Essential) Area Remarks
1. Class Room – 2 40 sq. m. each
2. Class Room – 2 25 sq. m. each
3. Multipurpose Room/Hall -1 60 sq. m.
4. Library-1 60 sq. m. 5 Computers & Internet
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5. Toilet (Male-1, Female-1) 04 sq.m. each
6. Principal’s Room -1 15 sq. m.
7. Resource Room- 1 30 sq. m.
8. Faculty Room-1 40 sq. m.
9. Office Room-1 25 sq. m.
10. Lab. for Psychology/ICT-1 30 sq. m.
Sl.No. Type of Facilities (Desirable) Area Remarks

12. Hostel for Trainees -As per need
13. Space for Recreation and Sports 500 sq. m. If not available, then
collaboration with
nearby Institute/
University
14. Staff Quarters As per need
13.3 Material
Furniture for Staff:
1. Full time staff Tables - 5
Chairs - 5
Cupboards - 5
2. Visiting Faculty (as per need). Tables - 2

Chairs - 2
3. multi-task staff-cum-Accountant Table - 1
Chair - 1
4. Librarian/Library Assistant Table - 1
Chair - 1
5. Peon Chair - 1
Stool - 1 (or suitable
furniture)
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Furniture and Equipment for the Office
1. Cupboards (Steel) 04
2. Filing Cabinet 01
3. Computer with Printer 01
4. Phone 01
5.Photocopying Machine/Printer 01
6. Any context specific requirement
Furniture and Equipment for Classroom
1. Tables (for students) 30

2. Chairs (for students) 30
3. Audio Visual equipment (LCD) 02
4. Black Board 02
Teaching material (Demonstration)

-
All the test material as in
the syllabus for ASD, ID
and SLD
- Disability specific
teaching material for
ASD, ID and SLD.
- TLM suitable for ASD.
SLD and ID
Technology related relevant hardware and5 computers with active internet
software with internet connection connection (Wifi / suitable
internet connection)
Psychological test material set (for demonstration) as in the syllabus - 01
(e.g., VSMS, Bhatia Battery, BKT, SFB, MISIC, RPM, and WISC)
Play therapy equipment set (for demonstration) - 01
Furniture for Library
(minimum)
1. Library cupboards 10
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2. Library tables (large) 04
3. Library chairs 25
13.4. Special School /Facilities for conducting practicals
1. Special school having minimum 60 students. The special school must be having the capacity
to accommodate both the types of disability such as students with ASD and Students with ID.
School can have children who have ID as well as ASD.
2. Inclusive school(s) with minimum 20 children diagnosed as having ASD, ID, SLD.
3. The institute can have a tie-up and MoU with more than one special school/inclusive school
to meet the requirement of additional number of students prescribed above.
4. To carry out practicals related to students with SLD and students with ASD (high
functioning), such MoU should be entered into with inclusive schools and/or remedial centres
established exclusively for SLD and for ASD.
14.0. Library Material
1. Minimum eighty percent of the prescribed books as mentioned in suggested readings in each
course should be available. Those books that are given as suggested readings in more than
one course, must have more than one copy to facilitate access to many students. At least
twenty percent of the books should be in Hindi or regional language.
2. Journals (at least 2) peer reviewed journals on related disability.
15.0 Certification as Registered Personnel
It is mandatory for every rehabilitation professional / personnel to obtain a “Registered

Personnel/ Professional Certificate” from the Rehabilitation Council of India to work in the field
of special education in India. As continuous professional growth is necessary for the renewal of
the certificate, the rehabilitation professional / personnel should undergo in-service programme
periodically to update their professional knowledge. Each registered professional/personnel will
be required to get himself/herself re-registered periodically. The periodicity will be decided by
the council from time to time. The activities for enrichment training programs in the form of
Continuous Rehabilitation Education (CRE) is decided by the RCI.
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16.0. Coursewise Hours, Credits and Marks Distribution
16.1. Theory
Sem- Course Hours/ Total Hours Marks Total Marks

Ester (Credits) per Inter Final Total per Semester
Semester nal
I 1.Introduction to Disabilities 75 (05) 225(T)+375( 30 45 75 225(T)+375(P)
16.1.1. (common course) P)= 600 (30 = 600
2.Characteristics of 75 (05) Credits) 30 45 75
children with
developmental disabilities
3.Assessment of Children with 75 (05) 30 45 75

Developmental Disabilities
Practical hours and marks Æ 375 (15) 225 150 375

II 4.Child Development and Learning 75 (05) 225(T)+375( 30 45 75 225(T)+375(P)
16.1.2. (common course) P)= 600 (30 = 600
5.Curriculum Development 75 (05) Credits) 30 45 75
6. Teaching Approaches and 75 (05) 30 45 75

Strategies

III 7.Education in Emerging Indian 75 (05) 225(T)+375( 30 45 75 225(T)+375(P)
16.1.3. Society and School Administration P)= 600 (30 = 600
(common course) Credits)
8. Methods of Teaching in 75 (05) 30 45 75
elementary School
9.Therapeutics 75 (05) 30 45 75
IV 10.Inclusive Education (common 75 (05) 225(T)+375( 30 45 75 225(T)+375(P)
16.1.4. course) P)= 600 (30 = 600
11.Family and Community 75 (05) 30 45 75
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(common course) Credits)
12.Management of groups 75 (05) 30 45 75
with high support needs

Total Grand Total 2400 2400 1260 1140 2400 2400
(120)
COUREWISE HOURS AND MARKS DISTRIBUTION
16.2 Practicals
Sl. No Semester-I Hours Internal External Total

marks marks
16.2.1.
Assessment of Children with 125 75 50 125

I (a) Developmental Disabilities
II (a) Individualized Education Programme 150 90 60 150

(ASD,ID, SLD)
III (a) Preparation of TLM for assessment and 100 60 40 100

teaching & information and
communication technology (ICT)
Total: 375 225 150 375
16.2.2. Semester-II
I(b) Group Teaching - Special schools ASD, 150 90 60 150
ID and remedial setting for SLD.
II(b) Group Teaching – Resource room 150 90 60 150

setting,
III(b) Incorporation of technology and TLM in 75 45 30 75
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different settings
Total: 375 225 150 375

16.2.3. Semester-III
I (c) Teaching in Regular / Inclusive School - 150 90 60 150
all subjects_
II (c) Therapeutics and behavioural support 150 90 60 150
III (c) Development of teaching Learning 75 45 30 75

materials Using ICT
Total: 375 225 150 375
16.2.4. Semester -IV

I (d) Inclusive Practices using UDL Principles 150 90 60 150
II (d) Working with groups with high support needs 150 90 60 150
and severe disability.
III (d) Project 75 45 30 75
375 225 150 375
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1st Year - Semester I (Common course)
COURSE - I
INTRODUCTION TO DISABILITIES
Total Marks: 75 Total hours: 75
Learning outcomes:
On the completion of this course, the student-teachers will be able to:
• Explain the historical perspectives and paradigm shift in the models of disabilities
• Demonstrate knowledge about various causes and preventive aspects about different
disabilities.
• Describe the educational needs, implications and challenges in the management of
various types of disabilities.
• Describe the importance of early identification and intervention of children with
disabilities and twice exceptional (2e) children.
• Explain the importance of different agencies in human resource development
Unit 1: Understanding Disability

1.1 Historical perspectives of Disability - National and International & Models of Disability;
1.2 Concept, Meaning and Definition - Handicap, Impairment, Disability, activity limitation,
habilitation and Rehabilitation;
1.3 Definition, categories (Benchmark Disabilities) & the legal provisions for PWDs in India;
1.4 An overview of Causes, Prevention, prevalence & demographic profile of disability: National and
Global;
1.5Concept, meaning and importance of Cross Disability Approach and interventions;
Unit 2: Definition, Causes & Prevention, Types, Educational Implication, and Management of
2.1Locomotor Disability-Poliomyelitis, Cerebral Palsy/Muscular Dystrophy;
2.2 Visual Impairment-Blindness and Low Vision;
2.3 Hearing Impairment-Deafness and Hard of Hearing;
2.4 Speech and language Disorder;
2.5 Deaf-blindness and multiple disabilities;
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Unit 3: Definition, Causes & Preventive measures, Types, Educational Implications, and
Management of-
3.1 Intellectual Disability;
3.2 Specific Learning Disabilities;
3.3 Autism Spectrum Disorder;
3.4 Mental Illness, Multiple Disabilities;
3.5 Chronic Neurological conditions and Blood Disorders;
Unit 4: Early Identification and Intervention:

4.1 Concept, need, importance and domains of early identification and intervention of disabilities and
twice exceptional children;
4.2 Organising Cross Disability Early Intervention services;
4.3Screening and assessments of disabilities and twice exceptional children;
4.4 Role of parents, community, ECEC and other stakeholders in early intervention as per RPD- 2016
and NEP 2020;
4.5 Models of early intervention-(home-based, centre-based, hospital-based, combination) with
reference to transition from home to school;
Unit 5: Human Resource in Disability Sector:

5.1 Human resource development in disability sector – Current status, Needs, Issues and the
importance of working within an ethical framework;
5.2 Role of international bodies (International Disability Alliance (IDA) UNESCO, UNICEF UNDP,
WHO) in Disability Rehabilitation Services;
5.3 International conventions and Policies such as UNCRPD, MDGs and SDGs;
5.4 Role of National Institutes (AYJNISLD, ISLRTC, NIEPID, NIEPMD, NIEPVD, NILD, NIMHR,
PDUNIPPD, SVNIRTAR) in Disability Rehabilitation Services;
5.5 Role of Information and Communication Technology (ICT) in disability inclusive services
and development programs;
Suggested readings:
Abhi-Prerna (n.d.) Screening and identification. Ahemdabad, India: Sense International (India), Resource
and Information Unit on Deaf blindness
Agrawal, A., Shukla, D. (2006). Handbook of Neuro-Rehabilitation., (1st Ed.). Hyderabad, Paras Medical
Publication.
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Ashman, A. & Elkins, J. Eds. (2009).Education for Inclusion and Diversity. French’s Forest: Pearson
Education Australia
Bala, J.M., Rao, D.B., (2012). Hearing Impaired Student, (2nd Ed.). New Delhi, Discovery Publishing
House.
Banerjee, G. (2004). Legal rights of persons with disabilities. New Delhi, India: Rehabilitation Council of
India
Dunn, L.M., (1963). Exceptional children in the school special: Education in transition. Holt Rinehart and
Winston, USA.
Fox, A. M. (2005). An introduction to neuro-developmental disorders of children. New Delhi: The
National Trust
Gense, M. &Gense, D. (2005).Autism spectrum disorders and visual impairment. New York: AFB Press
GOI.(2016). The Rights of persons with Disabilities Act, 2016. New Delhi: Commercial Law Publishers
(India Pvt. Ltd
Hinchcliffe, A. (2003). Children with cerebral palsy: A manual for therapists, parents and community
workers. New Delhi, India: Vista.
Huebner, K. M., Prickett, J. G., Welch, T. R., &Joffee, E. (Eds.). (1995). Hand in hand: Essentials of
communication and orientation and mobility for your students who are deaf-blind (Vol. 1). New
York: AFB Press.
Kusuma, A., Reddy, L., Ramar, R., (2000). Education of Children with Special Needs, (1st Ed.). New
Delhi, Discovery Publishing House.
Lim, Levan &Quah, M.M. (2004).Educating Learners with diverse abilities. Singapore: McGraw-Hill
Education Asia
Menon, S & Feroze, V.R. (2014). Gifted: Inspiring Stories of people with disabilities. India: Random
House publishers.
Miles, B., &Riggio, M. (Eds.). (1999). Remarkable conversations: A guide to developing meaningful
communication with children and young adults who are deafblind. Watertown, MA: Perkins School
for the Blind
Narsimhan, M.C. & Mukherjee, A. K. (1986). Disability: A continuing Challenge, New Delhi: Willy
Eastern Limited
Rao, D.B., Kumari, A.R., Sundari, S.R., (2004) Deaf Education, (1st ed.). New Delhi, Sonali Publication.
Rozario, J., Karanth, P., (2003). Learning Disability in India: Willing the Mind to Learn, (1sted.). New
Delhi, Saga Publications India Pvt. Ltd.
Sharma, H. &Sobti, T (2018).An Introduction to Sustainable Development Goals. Asia: PEP
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Sharma, M.C. & Sharma, A.K. Eds (2004). Discrimination based on sex, caste, religion and Disability:
Addressing through educational challenges. New Delhi: NCTE
Singh, D., (2014). Disability and Special Needs-Dimensions and Perspectives (1st Ed.). New Delhi:
Kanishka Publication.
Singh, J.P., Dash, M.K. (2006). Disability Development of India Rehabilitation Council of India, (2nd
Ed.). New Delhi: Kanishka Publication.
United Nations Educational, Scientific, and Cultural Organization.(n.d.). It’s about ability: An
explanation of the Convention on the Rights of Persons with Disabilities. Geneva, Switzerland:
UNESCO
Watkins, S. (Ed.). (1989). INSITE model: A model of home intervention for infants, toddlers and
preschool aged multihandicapped sensory impaired children. (Vols. 1 & 2). Logan: Utah State
University.
Werner, D., Alkazi, R., Mirchandani, V. (1994). Disabled Village Children, (1st Ed.). New Delhi.
Voluntary Health Association of India
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Semester – I: THEORY:
COURSE II
CHARACTERISTICS OF CHILDREN WITH DEVELOPMENTAL
DISABILITIES
Total Marks: 75 Total Hours: 75
Learning Outcomes:
On completion of this course, the student teachers will be able to:

• Explain general concept of developmental disabilities
• Describe the learning characteristics of students with developmental disabilities in
general.
• Narrate the learning characteristics of students with autism spectrum disorders
• Narrate the learning characteristics of students with Intellectual disabilities.
• Narrate the learning characteristics of students of students with specific learning
disabilities
Course Content
Unit 1: Concept of developmental disabilities

1.1. Definition of developmental disabilities, developmental disorders, neurodevelopmental
disorders, developmental delays - meaning and concept
1.2. Early symptoms of developmental disabilities and risk factors
1.3. Early identification and referral for intervention and support services
1.4. Advantages of early detection and intervention of children with developmental
disabilities
1.5. Educational avenues for children with developmental disabilities
Unit 2: Learning characteristics of students with developmental disabilities

2.1. Concept and meaning of learning characteristics
2.2. Varied types of learners – e.g., visual learners, auditory learners, Tactile/kinesthetic
Learners
2.3. Basic principles in identifying the learning styles for planning instructional
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Programme.
2.4. Learning characteristics and the concept of multiple intelligences
2.5. Role of learning styles in evaluation of students with developmental disabilities.
Unit 3: Learning characteristics of students with ASD

3.1. Introduction to ASD (concept, aetiology, prevalence, incidence, historical perspective
cultural perspective, myths, recent trends and updates)
3.2. Understanding the Spectrum of Autism (communication, interactions, thought and
behaviours)
3.3. Neurocognitive Theories and their relevance in class room teaching
3.4. Sensory processing in Autism
3.5. Learning Characteristics and Styles across age and disabilities
Unit 4: Learning characteristics of students with ID

4.1 Basic understanding of intellectual disability, - definition, meaning and description,
(concept, aetiology, prevalence, incidence, historical perspective cultural perspective,
myths, recent trends and updates)
4.2 Classification of students with ID, learning environment and learning
4.3 Understanding strengths and needs of learners with Intellectual Disabilities
4.4 Learning characteristics, Cognitive process, Sequential processing of information in
children with ID
4.5 Level of intellectual disability and its relevance to learning characteristics.
Unit 5: Learning Characteristics of Students with SLD
5.1. Basic understanding of specific learning disability, definition and description (concept,
aetiology, prevalence, incidence, historical perspective cultural perspective, myths,
recent trends and updates), dyslexia, dysgraphia, dyscalculia, dyspraxia and
developmental aphasia.
5.2 Attention, perception, memory, thinking characteristics, motor perception,
5.3 Reading related characteristics
5.4 Writing related characteristics
5.5 Math related characteristics
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Suggested Readings:
Alkazi, R. (1999). The National Trust for Welfare of Persons with Autism, CP, MR & Multiple
Disabilities: Training Module.
Attwood, T. (2008). The complete guide to Asperger Syndrome. Jessica Kingsley
Barua M. & Daley T. (2008). Autism Spectrum Disorders. New Delhi: Aahan Publications
Bender, W. (2008). Learning Disabilities: Characteristics, Identification, and Teaching
Strategies. Pearson/Allyn and Bacon
Barua M. & Daley T. (2008). Autism Spectrum Disorders. New Delhi: Aahan Publications.
Dutta, S. K., & De, M (Eds) (2019). Understanding Autism: Through the Lens of parents
Jena, S.P.K. (2013). Learning Disability: Theory to Practice. India: SAGE Publications
Madhavan, T., & Kalyan, M. (1988). Mental Retardation – A Manual for Rehabilitation
Workers, NIMH, Secunderabad.
Narayan, J., Srinivas, N. C. (2007). Educating Children with Mental Retardation Having Autism
Spectrum Disorders, NIMH, Secunderabad.
Raj, F. (2015). Understanding Learning Difficulties. India: Cambridge English
Rehabilitation Council of India (2008). Autism, nature & needs-Kanishka Publishers
Rehabilitation Council of India (2013) Status of persons with disabilities 2012. J. Narayan
(Ed)New Delhi: RCI
Griffith, M. (2013). Developmental disabilities: A simple guide for service providers.
Rawal, S. (2010). Learning Disabilities in a Nutshell: A Parent-teacher Manual for
Understanding and the Management of Dyslexia, Dysgraphia, Dyscalculia and
Dyspraxia. India: Health Harmony
Rojahn, J,Mulick, J.A, Jacobson, J.W (1990). Hand book of intellectual and developmental
disabilities. New York: Springer
Thornton, C. (1990). Characteristics of persons with developmental disabilities.
https://aspe.hhs.gov/basic-report/characteristics-persons-developmental-disabilities-
evidence-survey-income-and-program-participation
Venkatesan, S. (2004). Children with developmental disabilities. New Delhi, India: Sage
Publications
Verma, P., Panshikar, A., Gupta, Y., Eds (2019). Be the Difference: Equality and Equity in
Education. S.R. Publishing House: New Delhi, India.
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Suggested web readings:
https://www.umsl.edu/divisions/optometry/PupilProject/LD.html
https://jan.ucc.nau.edu/~ldg/ese424/class/students/ld/characteristics.html
http://www.projectidealonline.org/v/specific-learning-disabilities/
https://otsimo.com/en/typical-characteristics-autism-spectrum-disorder/
https://www.cdc.gov/ncbddd/autism/signs.html
https://www.aboutkidshealth.ca/article?contentid=1494&language=english
https://www.ncbi.nlm.nih.gov/books/NBK332877/
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Semester - I
COURSE III
ASSESSMENT OF CHILDREN WITH DEVELOPMENTAL
DISABILITIES
Learning Outcomes:
• Explain the concept of screening, assessment, testing, measurement and evaluation,

• Describe the types of assessment used in educational context,differentiate formal and
informal assessment.
• Demonstrate understanding of various assessment tools used for children with
developmental disabilities,
• Describe the role of special educator in assessment process,
• Describe the process of assessment of students with ASD, ID and SLD.
Course Content
Unit 1: Concept of assessment
1.1. Definition and meaning of screening, assessment, evaluation, testing and measurement.
1.2. Assessment for diagnosis and certification – intellectual assessment, achievement,
aptitude and other psychological assessments.
1.3. Developmental assessment and educational assessment – entry level, formative and
summative assessments.
1.4. Formal and informal assessment – concept, meaning and role in educational. settings.
Standardised/Norm referenced tests (NRT) and teacher made/informal Criterion
referenced testing (CRT).
1.5. Points to consider while assessing students with developmental disabilities.
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Unit 2: Role of special educator in assessment
2.1. Screening tools – scope and importance in educational settings and tools used
2.2. Formal assessments carried out by special educator - curriculum based assessments,
educational evaluations, term end evaluations.
2.3. Informal assessment carried out by the teachers – Assessment for planning Individualised
educational Programmes (IEPs), Teacher made and criterion referenced tests in different
curricular domains.
2.4. Assessment of students who need high supports/having severe disabilities.
2.5. Teacher competencies and role of special education teacher in assessment in different
settings.
Unit 3: Assessment of individuals with ASD

3.1. Screening and Diagnosis: Criteria and Tools (e.g., Diagnostic and Statistical Manual
(DSM) 5, International Classification of Diseases (ICD 10). International Classification
of Functioning (ICF) Checklist, Modified Checklist for Autism in Toddlers (MCHAT-
R/F), Indian Scale for Assessment of Autism (ISAA), AIIMS-Modified INCLEN
Diagnostic Tool for Autism Spectrum Disorder (AIIMS Modified INDT-
ASD). Childhood Autism Rating Scale 2nd edition (CARS-2),
3.2. Assessments of Learning Styles and Strategies (Behavioural, Functional, adaptive,
Educational, and vocational)
3.3. Differential Diagnosis
3.4. Assessment of associated conditions
3.5. Documentation of assessment, interpretation and report writing
Unit 4: Assessment of students with ID

4.1. Purpose and significance of assessment for students with Intellectual disability
4.2. Assessment tools at Pre-school level: (e.g., Upanayan, Portage Guide to early Education,
and Aarambh)
4.3. Assessment tools at School ages: (e.g., Madras developmental Programming system-
MDPS, Behavioural Assessment Scale for Indian Children (BASIC-MR), Grade Level
Assessment Device for Children with Learning Problems in Schools (GLAD), and
Functional Assessment checklist for Programming (FACP), FACP -PMR)
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4.4. Preparation of material for assessment of various skills.
4.5. Documentation of Assessment Result, Interpretation, Report Writing.
Unit 5: Assessment of students with SLD

5.1. Assessment of perceptual, memory skills and cognitive skills and readiness skills
5.2. Assessment of attention, listening and speaking skills
5.3. Assessment of reading and writing skills
5.4. Assessment of math skills – computation and application
5.5. Assessment using various tools (e.g., First Screen, Behaviour Checklist for Screening
students with SLD (BCSLD), Grade Level Assessment Device for Children with
Learning Problems in Schools (GLAD), Diagnostic Test of Reading Disorders (DTRD),
Diagnostic Test of Learning Disability (DTLD). Documentation of assessment,
interpretation and report writing, DALI)
Suggested Readings:
Brue, A. W, Wilmshurst, L(2016). Essentials of Intellectual Disabilities, Assessment and

Identification. Boston: Wiley publishers
Doyle, B. T. & Doyle, E. (2004). Autism Spectrum Disorders - From A to Z - Assessment,
Diagnosis and More. New York: Future Horizons Incorporated, Future Horizons Inc.
Ekstrom, R.B. & Smith, D. (Eds.), Assessing individuals with disabilities in educational,
employment, and counseling settings. Washington, DC: American Psychological
Association.
Glasberg, Beth A. (2016). Functional Behaviour Assessment for People with Autism –
Making Sense of Seemingly Senseless Behaviour- London: Woodbine House.
Hayes, A.M., Dombrowski, E., Shefcyk, A., and Bulat.J (2018). Learning Disabilities Screening
and Evaluation Guide for Low- and Middle-Income Countries. RTI Press Publication No.
OP-0052-1804. Research Triangle Park, NC: RTI
Press. https://doi.org/10.3768/rtipress.2018.op.0052.1804
Lerner, J. W.,& Beverely.J. (2014). Learning Disabilities and Related Disabilities: Strategies for
Success, New York: Cengage Learning
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Lord, C., Rutter, M., DiLavore, m. D., P. C., Risi, S., Gotham, K., Bishop, S. L., Luyster, R. J.,
Guthrie, W. (2012). Autism Diagnostic Observation Schedule, Second Edition (ADOS-2).
CA: Western Psychological Services
Lord, C. Rutter, M., DiLavore, m. D., P. C., Risi, S., Gotham, K., Bishop, S. L., Luyster, R. J.,
McComas, J. J., Hoch, H., & Mace, F. C. (2000). Functional analysis. In E. S. Shapiro & T.
R. Kratochwill (Eds.), Conducting school-based assessments of child and adolescent
behavior. New York, NY: Guilford Press.
Overton, T. (2011). Assessing learners with special needs: An Applied Approach. New Jersey:
Prentice Hall
Ozonoff, S. (2018). Assessment of Autism Spectrum Disorder, Second Edition. United
Kingdom: Guilford Publications.
Assessment tools:
• Arya, S., Rao, L.G., Jayaram, M. & Deshpande, S.N. (2009). Indian Scale for Assessment of
Autism (ISAA). National Institute for the Mentally Handicapped, Secunderabad: NIMH.
• Guthrie, W. (2012). Autism Diagnostic Observation Schedule, Second Edition (ADOS 2.
CA: Western Psychological Services
• J. Krishnaswamy. (1992). The UPANAYAN early intervention programme. Madras: MNC.
• Jeyachandaran, P., & Vimala, V. (2000). Madras Developmental Programming System.
Madras: Vijay Human services
• Narayan, J.Rao, S, Myreddi V (2000) Functional assessment checklist for Programming,
Secunderabad: NIMH
• Narayan, J. (2008). Grade Level Assessment device for Children with Learning Problems in
Schools, Secunderabad: NIMH
• Oberoi,G (2020).First screen – New Delhi: Orkids.
• Paul, R., Sharma, S. AIIMS-Modified INCLEN Diagnostic Tool for Autism
• Spectrum Disorder (AIIMS Modified INDT-ASD). http://pedneuroaiims.org/Tools-
Combined.pdf
• Peshawaria, R. & Venkatesan, S. (1992): Behavioural Assessment Scales for Indian
Children with Mental Retardation. Secunderabad: NIMH
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• Partington, J. W. (2006). Assessment of Basic Language and Learning Skills, Revised
(ABLLS-R). Pleasant Hill, CA: Behavior Analysts.
• Robins, D., Fein, D., Barton, M. (2009). Modified Checklist for Autism in Toddlers, revised
with follow up (M-CHAT R/F). https://mchatscreen.com/mchat-rf/
• Schopler, E., Bourgondien, M. E. V., Wellman, G. J., Love S. R. (2010). Childhood Autism
Rating Scale 2nd edition (CARS-2). Los Angeles, CA: Western Psychological Services
• Swaroop,S&Mehta, D Diagnostic tool of learning disability Mumbai: SNDT women’s
university
• All the tools mentioned in the course content.
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PRACTICAL: Semester - I
COURSE – I (A)
ASSESSMENT OF CHILDREN WITH DEVELOPMENTAL
DISABILITIES
Learning Outcomes:
• Collect back ground information from the parent/caregiver of the student

• Collect and comprehend the assessment reports of therapeutic and psychological aspects
• Select suitable special educational assessment tools for students with ASD, ID and SLD
• Conduct educational assessment and generate comprehensive report
Task of the student trainee:
- Each student trainee will work with three students, - one each having ASD, ID and SLD.
- The student trainee will collect back ground information and case history in the prescribed
format used in the organisation /training institute.
- S/he should interview the parents, caregiver and/or significant others to elicit information.
- S/he should consult the psychologist and therapists to collect the respective assessment
information of the student being assessed and compile the information.
- S/he should select appropriate educational assessment tool for each of the students having
ASD, ID and SLD and assess the student. The tools can be grade level assessment,
functional assessment, current level assessment and academic assessment as the case may
be. The teacher trainee should appraise the need and select the suitable tools.
- S/he should assess the student and prepare a comprehensive report of the elicited
information and conducted assessments, and submit report.
- With ethical consideration in mind, the student trainee must ensure confidentiality of the
collected data.
Note: the organisation is responsible for seeking permission from the parents and school to
carry out the assessment.
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Recommended tools and readings
Tools
For ASD:
- M-CHAT R/F: Robins, D., Fein, D., Barton, M. (2009). Modified Checklist for Autism in
Toddlers, revised with follow up (M-CHAT R/F). https://mchatscreen.com/mchat-rf/
- AIIMS Modified INDT-ASD: Gulati, S. Kaushik, J. S., Chakrabarty, B., Saini, L., Sapra, S.,
Arora, N. K., Pandey, R. M., Sagar, R., Paul, V. K., Sharma, S. AIIMS-Modified INCLEN
Diagnostic Tool for Autism Spectrum Disorder. http://pedneuroaiims.org/Tools-
Combined.pdf
- ISAA: Arya, S., Rao, L.G., Jayaram, M. & Deshpande, S.N. (2009). Indian Scale for
Assessment of Autism (ISAA). National Institute for the Mentally Handicapped,
Secunderabad.
- CARS-2: Schopler, E., Bourgondien, M. E. V., Wellman, G. J., Love S. R. (2010).
Childhood Autism Rating Scale 2nd edition (CARS-2). Los Angeles, CA: Western
Psychological Services.
For ID:
- Madhuram Narayanan Centre for exceptional Children (1995) Upanayan Scale (Early
Intervention, (MNC)
- Bluma, S.M. Shearer, M.S. Frohman, A.M. & Hilliard, J.M. (2007) Portage guide to early
education (revised edition), Wisconsin: Portage project.
- Jayachandran, P.Vimala, V (1995) Madras Developmental Programming System. Madras:
Vijay Human services
- Myreddi, V., & Narayan, J. (2004). FACP – PMR, NIMH, Secunderabad.
- Narayan, J.Rao, S, Myreddi V (2000) functional assessment checklist for Programming,
(FACP) Secunderabad: NIMH
- Peshawaria, R. & Venkatesan, S. (1992): Behavioural Assessment Scales for Indian
Children with Mental Retardation. Secunderabad: NIMH
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For SLD:
- Swarup, S& Mehta D (1995). Behaviour Checklist for Screening the Learning Disabled
Mumbai:SNDT
- Narayan,J (2007) Grade Level Assessment Device for children with learning problems
(GLAD), Secunderabad: NIMH,
- Swarup, S&Mehta, D, Diagnostic Test of Learning Disability Mumbai: SNDT
- Singh, N.C (2015)Dyslexia Assessment for languages of India (DALI). New Delhi
- First Screen (Oberoi, G. (2020). New Delhi: Orkids,
Suggested readings:
Brue, A. W, Wilmshurust, L(2016). Essentials of Intellectual Disabilities, Assessment and

Identification. Boston: Wiley publishers
Doyle, B. T. & Doyle, E. (2004). Autism Spectrum Disorders - From A to Z -
Assessment,Diagnosis and More. New York: Future Horizons Incorporated, Future Horizons
Inc.
Ekstrom, R.B. & Smith, D. (Eds.), Assessing individuals with disabilities in educational,
employment, and counseling settings. Washington, DC: American Psychological Association.
Lerner, J. W., & Beverly.J. (2014). Learning Disabilities and Related Disabilities: Strategies for
Success, New York: Cengage Learning
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
COURSE – II (A)
INDIVIDUALISED EDUCATION PROGRAMME (ASD, ID, SLD)
On completion of this course, the student teachers will be able to
• Develop IEP based on the assessment details gathered.

• Select priority goals for teaching
• Derive specific objectives foe the priority goals
• Write the IEP including the above details, teaching strategies and evaluation methods
• Implement the IEP as planned using appropriate teaching strategies and TLM
• Document progress
Task of the student Trainee:
- Based on the comprehensive educational/current level assessment data, the trainee shall
select priority goals, develop an IEP for three students – one each with ASD, ID and SLD.
- Implement the IEP for a period of minimum 30 sessions (each session is minimum 60
minutes) for each student, using appropriate strategies and teaching learning material
- Monitor progress and maintain task analysis data/periodic/continuous evaluation data
- Carry out the term end evaluation and submit report including all the details of
planning, implementation and evaluation of IEP for all the three students.
Important Note: The theory content on IEP and Teaching strategies are in Semester II in
detail. Therefore, the teaching faculty has to ensure that the relevant content on IEP and
teaching strategies for carrying out IEP practicals is taught to the student trainee during this
practicals.
Suggested readings:
Attwood, T. (2008). The complete guide to Asperger Syndrome. UK: Jessica Kingsley
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Barua M. & Daley T. (2008). Autism Spectrum Disorders. New Delhi: Aahan Publications
Strategies, Ohio: Pearson/Allyn and Bacon
Cummings, C. (2000). Winning Strategies for Classroom Management Teaching. Book News,
Inc., Portland.
Rawal, S. (2010). Learning Disabilities in a Nutshell: A Parent-teacher Manual for
Understanding and the Management of Dyslexia, Dysgraphia, Dyscalculia and
Dyspraxia. India: Health Harmony
Sutherland, R., Robertson, S., & John, P. (2008). Improving Classroom Learning with ICT.
Routledge, New York.
Turnbull, A.P. Srickland, B.B. & Brantlay, J.C. (1990). Developing and Implementing
individualized education programme. London: Merrill
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COURSE – III(A)
PREPARATION OF TLM FOR ASSESSMENT AND TEACHING &
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
On completion of this practical, the student teachers will be able to
• Select appropriate teaching learning material for implementing IEP and other teaching
activities
• Use the technology appropriately in transacting lessons to the students
Task of the Student trainee:
- For assessment and implementation of IEP, the student trainee shall select or prepare
suitable TLM, assistive devices required for assessment activity or the lesson to be taught.
- Shall access material that is available online for carrying out the teaching activity in context
for part of the lessons.
- On completion of the assessment and teaching programme based on the IEP, the teacher
trainee shall submit the TLM used and also other innovative TLM if s/he has prepared.
- Shall provide access to the online material that was used during the assessment and
teaching programme.
Essential Readings:
• Grover, U (2004), Play, fun and learn,Secunderabad: NIMH publications

• Narayan J, Kutty, A.T.T, Jandhyala, S (1994) Towards independence series,
Secunderabad: NIMH
• Shah, D.B. (1991). Educational Technology for developing teaching competency. Surat:
Gavendra Prakashan,
• Sutherland, R., Robertson, S., & John, P. (2008). Improving Classroom Learning with
ICT. Routledge, New York.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
https://www.twinkl.com
http://www.ladyirwin.edu.in/download/2017/april-
2017/Inclusive%20school%20module%20for%20%20resource%20material.pdf
https://medinclusiveeducation.weebly.com/preparation-of-tlm.html
https://kidshealth.org/en/parents/iep.html
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
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Semester – II: (Common course)
COURSE IV
CHILD DEVELOPMENT AND LEARNING
Learning outcomes:
On the completion of this course, the student-teachers will be able to:
• Describe the developmental milestones and identify variations among children.

• Explain the process of development in infancy and childhood.
• Apply the knowledge of theories and factors affecting learning.
• Transfer the knowledge of psychological processes in class while working with a
child with special needs.
• Demonstrate skills of classroom managing skills and behavior problems.
Unit 1: Growth and Development

1.1 Definition and meaning of growth and development
1.2 Principles and factors affecting development
1.3 Nature vs. Nurture
1.4 Domains of development; Physical, social, emotional, cognitive, moral and language
1.5 Developmental milestones and identifying deviations and giftedness
Unit 2: Ages and stages of development (Birth to Childhood)

2.1 Prenatal (conception to birth)
2.2 Infancy (Birth to 2 year)
2.3 Toddler (2 to 4 years)
2.4 Early childhood (Up to 7 years)
2.5 Late childhood (7 to 14 years)
Unit 3: Psychology and Learning

3.1 Educational Psychology; relevance and scope for educators
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
3.2 Basic principles of learning given by Thorndike, Pavlov, Skinner, Bandura, Piaget and
Vygotsky
3.3 Learning styles and types of learners
3.4 Socio-cultural factors affecting learning
3.5 Implications for children with special needs
Unit 4: Psychological processes and their Implications for Children with different Disabilities
4.1 Attention; concept and factors affecting attention in classroom
4.2 Perception; concept and factors affecting perception
4.3 Memory; types and strategies to enhance memory of children
4.4 Intelligence; definition, meaning and significance of IQ, Gardner's theory of Multiple
Intelligences
4.5 Motivation intrinsic, extrinsic, factors affecting motivation
Unit 5: Classroom Management

5.1 Stimulating learning environment; physical and emotional
5.2 Common behaviour problems in children
5.3 Functional analysis of behaviour
5.4 Behaviour management techniques: Cognitive and behavioural
5.5 Modifying behaviours of children with special needs in inclusive and special classroom
Suggested readings:
Bhan S. (2014) Understanding Learners, A Handbook for Teachers, publishers; Prasad
Publications, N. Delhi, ISBN 978-93-84764-01-2
Freeman, J., (1985). The psychology of gifted children: Perspectives on development and
education. John Wiley & sons, New York.
Panda, KC (2001) Elements of Child Development (Sixth Revised Edition), Ludhiana
Kalyanam Publishers.
Sharma, P (1995) Basics on Kaul, V (1993) Early Childhood Education Programme, New Delhi,NCERT
Madhavan, T. Kalyan, M. Naidu, S. Peshawaria, R and Narayan, J (1989) Mental Retardation –
A Manual for Psychologists,
Muralidharan R (1990) Early Stimulation Activities for Young Children, New Delhi NCERT
Development and Growth of a Child. New Delhi: Reliance Publishing House.
Sharma, R and Sharma, R (2002) Child Psychology Atlantic: New Delhi.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Mohan Mathew (1972) Child Psychology in Indian Perspective
Jan Borms (1984) Human Growth and Development
Wallace, P.M. and Goldstein, J.M. (1944) An Introduction to Psychology (3rd Edition)
Madison: Brown and Benchmark Publishing
Lindgren H (1988) Educational Psychology in the Classroom, Harper andRaw
Panda,KC(1997) Educationand Exceptional Children,Vikas Publishing House, New Delhi
Arthur E. Dell Orto, Paul W. Power (2007) The Psychological and Social Impact of Illness and
Disability
Vicki L. Schwean, Donald H. Saklofske (1999) Handbook of Psychosocial Characteristics of Exceptional
Children
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Semester-II
COURSE: V
CURRICULUM DEVELOPMENT
Total Marks 75 Total Hours 75
Learning Outcomes:
• Explain the meaning of curriculum and instruction

• Demonstrate understanding of curricular strategies
• Develop curricular content based on the student assessment report.
• Adapt curricular content to meet the unique needs of the student.
• Develop/adapt curriculum for student with ASD. ID and SLD
Unit 1: Definition, Meaning and Approaches to Curriculum Development
1.1. Curriculum – definition, meaning and concept

1.2. Principles of curriculum development
1.3. Types of curricula – developmental, functional, ecological and eclectic
1.4. Approaches to curriculum transaction – child centered, activity centered, holistic
1.5. Points to consider for developing curriculum for students with diverse learning needs.
Unit 2: Models of Curriculum in Special and Inclusive Education

2.1. Models of curriculum and their application to varied educational settings, Role of
technology in curriculum development
2.2. Role of teacher in curriculum development
2.3. Curricular adaptation to meet the educational needs in different settings – special schools,
home based settings, inclusive schools, home learning context such as during pandemics
and other disasters.
2.4. Curriculum development for students with high support needs.
2.5. Planning curriculum based on the student’s profile and assessment.
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Unit 3: Curriculum Development for individuals with ASD
3.1. Perspective Taking and Executive Functioning
3.2. Social, Communication skills, Interactions and Emotional Regulation
3.3. Self-care, personal hygiene and independent living.
3.4. Academics, - literacy and numeracy skills, pre-vocational preparation
3.5. Self-advocacy, Community Participation, Civil Rights, Leisure and Recreation
Unit 4: Curriculum for students with ID

4.1. Curriculum Designing for Students with Intellectual Disability
4.2. Personal, social, functional academic and occupational, recreational skills
4.3. Curriculum development for pre-primary, primary and secondary levels
4.4. Curricular adaptation -accommodation, modification for inclusive settings
4.5. Curriculum evaluation process.
Unit 5: Curriculum for students with SLD
5.1 Learning outcomes at elementary stage adapting curriculum to the needs of students with
SLD
5.2. Teaching models – concept attainment model, direct instruction, role playing
5.3 Instructional planning – steps
5.4. Pyramid plan
5.5 Curriculum adaptation
Suggested Readings:
Baine, D. (2017). Developing community-referenced curricula for marginalized communities,

Alberta. Canada: Vector International
Berkowitz, S. (2018). Make the Connection: A Practical Guide to Parents and Practitioners for
Teaching the Nonverbal Child to Communicate - with AAC. Herding Cats Press.
Craven, R.G., Alexandra J.S., Tracey, M.D. (2015): Inclusive Education for Students with
Intellectual Disabilities.
Eredics,N, (2018) Inclusion in Action: Practical Strategies to modify Curriculum. New York:
Paul. H. Brookes Publishing Company.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Freeman, S. K., Dake, L. (1997). Teach Me Language: A Language Manual for Children with
Autism, Asperger's Syndrome and Related Developmental Disorders. United States: SKF
Books.
Martin, N., Hacker., B.J., Attermeier, S.M., (2004). The Carolina Curriculum for Preschoolers
with Special Needs, Baltimore: Paul.H. Brookes
Myles, B.S., Trautman, M.L., Schelvan, R.L. (2004). The Hidden Curriculum: Practical
Solutions for Understanding Unstated Rules in Social Situations. AAPI, USA
NCERT (2020). Guidelines for Development of E Content for Children with Disabilities;
Developed by subcommittee of experts constituted by the Ministry of Education;
Government of India: New Delhi, India.
Sennott S. & Loman S. (2015). Comprehensive Individualized Curriculum and Instructional
Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism
Spectrum Disorders. Portland State University Library. USA.
https://open.umn.edu/opentextbooks/textbooks/comprehensive-individualized-curriculum-
and-instructional-design-curriculum-and-instruction-for-students-with-developmental-
disabilities-autism-spectrum-disorders
Smith D.D. (2002) Introduction to Special Education: Teaching in an age of challenge, Boston,
Allyn & Bacon
Tomlinson., (2014): The Differentiated classroom: Responding the needs of all learners.
Alexandria, VA: ASCD
Wehmeyer, M.L, Brown, I., Percy, M., Shoegren, K.A.,Fung, W.L.A. (2007). A comprehensive
guide to intellectual and developmental disabilities, Baltimore: Paul.H. Brookes.
Wyse, D., Hayward.L., Pandya, J., (2015): Handbook of Curriculum, Pedagogy and Assessment.
London: Sage Publication
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Semester-II
COURSE: VI
TEACHING APPROACHES AND STRATEGIES
Learning Outcomes:
On completion of this course, the student teacher will be able to:
• Explain the principles of teaching

• Explain the various teaching strategies for teaching children with developmental
disabilities
• Describe the steps involved in developing and implementing IEP
• Select appropriate teaching strategies and teaching learning material (TLM) to transact
the curriculum content after identifying the learner needs
• Demonstrate competency in using the suitable teaching techniques for different
educational settings for students with ASD, ID and SLD
Course Content
Unit 1: Teaching principles and techniques
1.1. Stages of learning – Acquisition, maintenance, fluency and generalization

1.2. Principles of teaching – concrete, iconic/representational, symbolic
1.3 Teaching methods – e.g., multisensory, play way, Montessori, Project, Teaching
strategies – Principles of reinforcement, task analysis, prompting, fading, shaping
chaining
1.4. Selection and use of TLM, and Information and communication technology (ICT) for
teaching.
1.5. Evaluation – continuous and comprehensive evaluation, progress monitoring and
documentation.
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Unit 2: Individualised Educational Programme and teaching strategies
2.1. Concept, components of Individualised Educational Programme (IEP) and Individualised
family support programme (IFSP)
2.2. Developing IEP for homebased teaching programme, special school setting and inclusive
school setting. Teaching strategies for group teaching in special schools, individual, small
group and large group instruction
2.3. Class room management - team teaching, shadow teaching, peer tutoring and cooperative
learning, use of positive behavioural intervention strategies (PBIS)
2.4. Teaching strategies for individual with high support needs.
2.5. Teaching strategies for teaching in inclusive schools - Universal design for learning and
differentiated instruction.
Unit 3: Teaching strategies for individuals with ASD
3.1. Structure and Visual Support (TEACCH, Structured Teaching)

3.2. Behavioural Strategies and Approaches (e.g., Applied Behaviour Analysis (ABA), Verbal
Behaviour Analysis (VBA), Cognitive Behaviour Therapy (CBT), Reinforcement
3.4. Social Strategies and Approaches (e.g.,social stories, Comic strips, Peer-Mediated
Programs)
3.5. Strategies and Approaches (e.g., Learning Experiences and Alternate Program for Pre-
schoolers and their Parents (LEAP), Early Start Denver Model (ESDM), The Joint
Attention, Symbolic Play, Engagement & Regulation (JASPER), Floortime)
3.5. Consideration for Learning and Teaching Methods in ASD
Unit 4: Teaching strategies for students with ID
4.1. Teaching strategies for developing personal and social skills in students with ID
including mild to severe levels of ID, and individuals with high support needs
4.2. Strategies for teaching functional academics. Methods of curricular content and process
adaptations for students with intellectual disabilities
4.3. Management of challenging behaviours – functional assessment (antecedent, behaviour,
consequence), intervention strategies – Token economy, Contingency contracting,
Response cost, over correction, restitution and Differential Reinforcement and other
behavioural strategies.
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4.4. Group Teaching at various levels – pre-primary,primary levels, development and use of
TLM and ICT for ID
4.5. Various types of Evaluation: Entry level, Formative and Summative, Continuous and
Comprehensive Evaluation (CCE) in the Indian educational system
Unit 5: Teaching strategies for students with SLD

5.1 Strategies for teaching reading and comprehension: Multisensory teaching (e.g., Orton -
Gillingham method, Fernald method), spelling rules, error analysis
5.2. Strategies for teaching handwriting (adaptations), spelling (phonics and spelling rules)
and written expression (grammar, ideation, language usage)
5.3. Strategies for teaching math (number facts, computation, application)
5.4. Strategies to develop Metacognition
5.5. Peer-tutoring, co-operative learning, Co-teaching strategies
Suggested Readings:
Anderson, S. R., Jablonski, A. L., Thomeer, M. L., & Knapp, V. M. (2007). Self-help Skills for
People with Autism: A Systematic Teaching Approach. United States: Woodbine House.
Barua M. & Daley T. (2008). Autism Spectrum Disorders. New Delhi: Aahan Publications.
http://www.autism-
india.org/docs/Advocacy_Attachments_Autistic%20Spectrum%20Disorder%20A%20Guide
%20for%20Paediatricians.pdf
Carley, M. J. (2008). Asperger's From the Inside Out: A Supportive and Practical Guide for
Anyone with Asperger's Syndrome. United States: Penguin Publishing Group
Cummings, C. (2000). Winning Strategies for Classroom Management Teaching. Portland: Book
News, Inc.,
Frost, L. A. & Bondy, A. S. (2002). The Picture Exchange Communication System Training
Manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.
Jena, S.P.K. (2013). Learning Disability: Theory to Practice. India: SAGE Publications
Mesibov, G. B., Shea, V., Schopler, E. (2010). The TEACCH Approach to Autism Spectrum
Disorders. Springer, USA
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Myreddi, V, Narayan, J (1998). Functional Academics for students with mental retardation – A
guide for teachers, NIMH, Secunderabad
Narayan, J. et al (2003) Educating children with learning problems in Primary schools.
Secunderabad: NIMH
National Council of Educational Research and Training (2019). Including Children with Autism
in Primary Classrooms: A Teachers Handbook. Delhi, NCERT.
https://ncert.nic.in/pdf/publication/otherpublications/Including_Children_with_Autism_in_Pr
imary_Classrooms.pdf
Prater. M.A. (2016): Teaching students with high Incidence Disabilities: Strategies for Diverse
Classroom. Sage Publication
RCI (2013). Status of persons with disabilities in India 2012. New Delhi, India: Rehabilitation
Council of India
Rutgers, M.B., Provost M.C (2012). Strategies for teaching students with Disabilities in Inclusive
Classroom: A Case method Approach. New York,: Pearson
Sarva Shiksha Abhiyan (2013). Module on Training of Resource Teachers for Autism Spectrum
Disorders. SSA.
http://14.139.60.153/bitstream/123456789/1585/1/Training%20Module%20on%20Autism%
20Spectrum%20Disorders.pdf
Wehanger, M.L., Agran, M. (2005): Mental retardation and Intellectual disabilities: teaching
using innovative and research-based strategies, part-4, Pearson Custom Publishing/ Pearson
Merrill Prentice Hall,
https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strate
gies.html
https://wac.colostate.edu/resources/teaching/guides/ld/
https://files.eric.ed.gov/fulltext/ED491496.pdf
https://blog.stageslearning.com/blog/10-tips-for-teaching-young-children-with-autism-spectrum-
disorder
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
PRACTICAL: Semester - II
COURSE – I (B).
GROUP TEACHING IN SPECIAL SCHOOLS - (ASD, ID) AND
REMEDIAL SETTING (SLD)
Learning Outcomes:
On completion of this practical, the student teacher will be able to:
• Assess the current level of functioning of each student in the given curricular domain
• Plan lesson for the group, on a specific topic, keeping in mind the level of functioning of
each student in curricular and co-curricular areas, (blending cocurricular areas where
possible, into teaching a concept.)
• Organise suitably the group activity that all students can perform, and modify for those
who need a modification
• Organise suitable TLM and/or ICT support for the lesson.
• Teach the lesson and evaluate the achievement among the students
- The student trainee will work with groups of students with ASD, ID and SLD, executing at
least 8 lessons with each group, that is, a minimum of 24 lessons.
- The trainee will work on curricular areas with different class groups of students so as to have
experience with all severity levels and types. It is desirable to have exposure to students with
the associated conditions and /or additional disabilities which would give an opportunity to
the student trainee to work with a range of challenges in the students.
- The trainee can select co-curricular areas to blend into teaching concepts leading towards
holistic learning
- The lesson plans should be written in the prescribed format given by the training institute
and the written lessons corrected and approved by the course supervisor before carrying out
the lesson.
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- After the class, self-evaluation, peer evaluation and the teacher’s evaluation are to be carried
out.
- The student trainee should submit all the corrected lesson plans, evaluations and the
TLM used and details of web access/ICT on completion of the practicals
The trainee may consult the special teacher (in that special school) of the group of students for
which a lesson is to be planned.
Each lesson plan is to be submitted before implementation for approval. The trainee will not be
allowed to conduct the instruction class unless the lesson plan is approved by the master trainer
Note: Besides classrooms practice teaching, each trainee has to observe the teaching of the
special educator for 10 lessons and submit a report of observation
Suggested Readings:
Frost, L. A. & Bondy, A. S. (2002). The Picture Exchange Communication System Training
Manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.
Mesibov, G. B., Shea, V., Schopler, E. (2010). The TEACCH Approach to Autism Spectrum
Myreddi, V, Narayan, J (1998). Functional Academics for students with mental retardation – A
guide for teachers, NIMH, Secunderabad
Mather N and Goldstein S (2001). Learning Disabilities and Challenging Behaviors: A Guide to
Intervention and Classroom Management: Brookes Publishing Company.
Narayan, J. et al (2003) Education of students with learning problems in Primary schools.
Secunderabad: NIMH
http://www.autism-
india.org/docs/Advocacy_Attachments_Autistic%20Spectrum%20Disorder%20A%20Guide
%20for%20Paediatricians.pdf
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COURSE– II (B) –
GROUP TEACHING – RESOURCE ROOM SETTING – ASD, ID, SLD
Learning Outcomes:
On completion of this practical, the student teachers will be able to:
• Organise resource rooms for students with ASD, ID and SLD

• Will equip the resource room with the required assessment, teaching and learning material
and technological support as required
• Will coordinate with the class teacher in terms of the difficulty of the student in learning
and design remedial lessons for the same for a group of students with learning needs (ASD,
SLD, ID)
• Execute the remedial programmes and maintain documents related to the remedial
programmes
• Continue to work with the regular teacher
Task of the Student trainee:
- The student trainee will work with the groups of students having ASD, ID and SLD in
resource room setting. Each group will have a minimum of 5 students with a specific
disability, (ASD, SLD, ID).
- A total of 24 lessons are to be taught each disability group having a minimum of 8 lessons.
- The lessons must be corrected and approved by the supervisor
- The student trainee is responsible for collecting back ground details form the regular class
teacher, learning profile and the learning problem the student is facing
- The student trainee should conduct the educational assessment, identify the areas to be
supported and plan lessons in line with the needs expressed by the class teacher.
- Execute the lessons and share the details with that class teacher.
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- The student trainee with develop worksheets and other TLMs suitably, use technology and
also equip the resource room with additional material
- Evaluate the effect of teaching on the student and difficulties faced in imparting instructions
and suggest changes for improving the programme
- On completion of the teaching lessons, the trainee will submit the record of the work
done with each group in detail along with the TLM
Suggested Readings:
• Bender, W. (2008). Learning Disabilities: Characteristics, Identification, and Teaching

• Martin, L, C. [2009]. Strategies for Teaching Students with Learning Disabilities: Corwin
Press
• Mather N and Goldstein S (2001). Learning Disabilities and Challenging Behaviors: A
Guide to Intervention and Classroom Management: Brookes Publishing Company, 1st
edition.
• Mesibov, G. B., Shea, V., Schopler, E. (2010). The TEACCH Approach to Autism Spectrum
• Myreddi, V, Narayan, J (1998). Functional Academics for students with mental retardation –
A guide for teachers, NIMH, Secunderabad
• Narayan, J et al (2003) Education of students with learning problems in Primary schools.
Secunderabad: NIMH
• Rao, S., Narayan, J (2001). Aarambh package for school readiness of student with
disabilities. Secunderabad: NIMH
• Sarva Shiksha Abhiyan (2013). Module on Training of Resource Teachers for Autism
Spectrum Disorders. SSA.
20pectrum%20Disorders.pdf
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COURSE– III (B) –
INCORPORATION OF TECHNOLOGY AND TLM IN DIFFERENT
SETTINGS
Learning Outcomes:
• Select technological support – both hardware and software to suit the needs of the learners
• Develop lessons using technology that can be used for group teaching
• Select suitable no tech, low tech and high tech TLM for the lessons that s/he plans to teach
the student sin Group teaching settings and resource room settings
Tasks of the student trainee:
- In the group teaching in special and resource teaching setting during this semester, the
student trainee should select appropriate technological support based the learner need and
the lessons chosen to be taught.
- The trainee may develop e content for some of the lessons and use for teaching the lesson.
- While submitting the report of the practicals the trainee should submit a separate
report of the technology and TLM used during the lessons and submit the
TLM/hardware and link to the software.
Suggested readings:
Bondy, A., Frost, L. (2012). A Picture's Worth: PECS and Other Visual Communication
Strategies in Autism. Bethesda, MD: Woodbine House.
Boser, K.I., Goodwin, M.S., & Wayland, S.C. (2013). Technology Tools for Students with
Autism: Innovations that Enhance Independence and Learning. Brookes Publishing.
Cormier, C., & Natale, N. (2014). Assistive Technology Guide to Maximize Learning for
Children with Autism. Create Space Independent Publishing Platform. UK.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Boot, F.H. Louw, J.S, Kuo, H.J andChen, R. (2019): Intellectual disability and Assistive
Technology. Frontiers in Public Health.
Giulio E. Lancioni, & Nirbhay, N. Singh (2014): Assistive Technologies for People with
Diverse Abilities. Springer.
Lancioni, G.I., Sigafoos, J. o’Reilly, M.F., Singh, N.N (2012): Assistive Technology:
Intervention for Individuals with Severe/ Profound and Multiple Disabilities. Springer.
Green, J (2011).The Ultimate Guide to Assistive Technology in Special Education. New York:
Prufrock Press
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Semester – III (Common course)
COURSE VII
EDUCATION IN EMERGING INDIAN SOCIETY AND SCHOOL
ADMINISTRATION
Learning out comes:
On the completion of this Course, the teacher trainees will be able to:
• Define Education, describe functions of Education and aims of Education;

• Describe relationship between Education and Philosophy;
• Appreciate the role of various agencies in educational development of children—both
non-disabled and disabled;
• Narrate various education commissions and policies of education;
• Describe the importance of School administration and documentation
Course Content:
Unit 1: Nature of Education:

1.1. Meaning and definition of education;
1.2. Aims of Education: character building, education as means of livelihood, for social
efficiency social aim, cultural development and transmission;
1.3. Education in 21st century in India;
1.4. Formal, Informal and Non-Formal Education;
1.5. Functions of Education—Nation Building, National Integration, Social Integration
Bringing about peace and harmony in the society and inculcating values and ethos;
Unit 2: Philosophical Foundations of Education

2.1. Meaning and definition of philosophy, Relationship of philosophy with educational
practices;
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2.2. Different Educational philosophies—Idealism, Naturalism Pragmatism and Humanism—
an overview;
2.3. Prominent Educational Philosophers— John Dewey, Kilpatrick, Rousseau, —their
principles and aims of education;
2.4. Indian Educational Philosophers— Gandhi, Aurobindo, Rabindra Nath Tagore and
Vivekanand—their principles and aims of education;
2.5. Teacher and the learner: ancient ideals of a teacher, teacher in modern education; roles,
functions and traits of a teacher;
Unit 3: Agencies of Education

3.1. Different agencies of education: Formal, Informal and Non-formal;
3.2. Modes of Education: Regular, Open, Distance & Online, Blended learning;
3.3. Regular School, Inclusive School and Special School, Home Education, Home-based
Program, Family Community and Mass Media;
3.4. Roles of Governmental Organizations—NCERT, SCERT, NCTE, UGC, Ministry of
Education;
3.5. Roles of various national and international Non-Governmental Organizations (NGOs) in
promoting of educational opportunities for children with disabilities;
Unit 4: Educational Provisions in India

4.1. Indian constitutional and education: Directive Principles, Fundamental Rights and Duties,
Constitutional Provisions on Education;
4.2. Acts and Provisions: Free and compulsory education as fundamental rights (article 21A of
2002) and RTE Act 2009 and Amendments; Educational provisions enshrined in RPWD
Act, 2016;
4.3. Various Education Commissions since Independence: The University Education
Commission (1948-49), the Secondary Education Commission 1952 -53, Kothari
Commission report 1964- 66;
4.4. National Education Policy 1986, Plan of Action 1992 and National Education Policy 2020;
4.5. Equality of opportunity in educational institution and inclusive education at different
levels: elementary, secondary and higher education;
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Unit 5: School Administration:
5.1. Meaning, definition and principles of School Administration and School Organization;
5.2. Organization of Special School and Inclusive School;
5.3. Code and conduct of teacher, duties and responsibilities of the head of school;
5.4. Annual school plan and Preparation of time-table, Continuous and Comprehensive
Evaluation (CCE);
5.5. Maintenance of school-record--progress report, cumulative record, case histories;
Suggested Readings:
Bhatia K. and Bhatia B.D. (1994). Theory and Principles of Education. Doaba House
Chandra, S.S. (2003) Indian Education Development, Problems, Issues and Trends, Meerut: R.
Lal Book Depot.
Dash B. N. (1993). Teacher and Education in the Emerging Indian Society, Dominant Publishers
and Distributors
Dash, M & Dash, N. (2017). School Management. New Delhi. Atlantic Publishers and
Distributors Pvt Ltd; 1st edition.
Ghosh, Sunanda & Mohan, Radha (2015). Education in Emerging Indian Society: The
Challenges and Issues. New Delhi, PHI Learning Private Limited.
Kochhar S.K. (2011). School Administration and Management. New Delhi, Sterling Publications
Pvt Ltd,
NCERT. Teacher and Education in Emerging Indian Society
Pearson series in Education (2012). Teacher in Emerging Indian Society. New Delhi, Pearson
Education India.
R.P. Pathak (2013). Bhartiya Samaj men Shiksha. New Delhi, Pearson Education India.
Samuel, R. S. (2015). Education in Emerging India. New Delhi, PHI Learning Private Limited.
Saxena, N.R.S., Gupta, M. (2020). Philosophical Foundations of Education, R. Lall Publishers
Taneja. V. R (1990). Educational Thoughts and Practices. Sterling Publishers, New Delhi
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Semester - III
COURSE – VIII:
METHODS OF TEACHING IN ELEMENTARY SCHOOL
Total Hours: 75 Total Marks: 75
Learning Outcomes:
On completion of this course the student teachers will be able to:
• Demonstrate competencies teaching different subjects in regular elementary schools
• Explain the role of Science, Mathematics, Social Science and Language in day-to-day life
and relevance to modern society.
• Demonstrate understanding the importance of teaching materials and technology in
teaching learning process of different subjects.
• Explain the aims, methods and teaching techniques that can be used to facilitate learning
for children with ASD, ID, SLD in regular schools
• Explain the various aspects of planning and evaluation in the teaching of subjects and
language.
Course Content
Unit 1: Methods of teaching
1.1. Teaching learning environment – the transaction of content from teacher to the learner –
the role of teacher.
1.2. the concept of Micro teaching and Macro teaching and its relevance to regular school
teaching learning environment
1.3. Approach and methods of teaching - context, differences and importance
1.4. Teaching in regular elementary schools - Establishing a positive classroom climate to
enable teaching and learning, use of TLM and technology, importance of Activity based
learning (ABL) and Continuous and comprehensive evaluation (CCE).
1.5. Different teaching methodology of subject areas in inclusive schools – teaching in
regular schools where children with ASD, SLD, ID are included.Use of UDL to teach in
regular elementary class.
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Unit 2: Teaching Social and Environmental Science
2.1. Aims, objectives and importance of teaching Social and environmental Science
2.2. Curricular transaction of Social and environmental Science at elementary level.
2.3. Different Approaches and techniques of teaching Social and environmental Science
2.4. Application of technology in teaching in regular elementary schoolcurriculum
2.5. Adaptations in Social and environmental Science for children with ASD, ID &SLD.
Unit 3:Teaching Mathematics

3.1. Role and Importance of teaching Mathematics, in day-to-day living.
3.2. Different approaches and techniques of teaching Mathematics.
3.3. Teaching math skills in elementary schools ranging from basic premath and number
concepts and computation and applications at elementary school levelusing various
techniques.
3.4. Application of technology in teaching math in regular elementary schools
3.5. Application of math concepts at elementary level for students with ASD,ID ad SLD.
Unit 4: Teaching English

4.1. Need and importance of including the teaching learning of English in school curriculum.
4.2. Teaching English in the elementary classes based on the prescribed curriculum
4.3. Approaches and techniques of teaching English, use of appropriate TLM.
4.4. Use of technology in teaching English at elementary level
4.5. Teaching English in inclusive class – adaptations for children with ASD, ID &SLD
Unit 5: Teaching of Regional Language

5.1. Role and importance of teaching regional language in daily life.
5.2. Approaches and techniques of teaching regional Language based on the prescribed
curriculum of elementary classes.
5.3. Study skills and reference skills
5.4. Language games in teaching language especially with vocabulary and grammar,
appropriate use of TLM and technology
5.5. Facilitating learning regional Language for children with ASD, SLD and ID
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Suggested Readings:
Aggarwal. J.C. (1992). Development and planning of Modern Education. New Delhi
Anand. (1993). The Teacher & Education in Emerging Indian Society. New Delhi NCERT
Anmol Publication Pvt. Ltd.
Biswas. A. and Aggarwal, J.C. (1992). Education in India. New Delhi Arya Book Depot.
Das, R.C. (1992). Science Teaching in School. New Delhi: Sterling Publishing.
Dash, B.N. (2006). Content-cum-Method of Teaching of Social Studies. New Delhi: Kalyani
Publication.
Kochhar, S.K. (2001). Teaching of Social Studies. New Delhi: Sterling Publications.
Kohli, V.K. (2006). How to Teach Science. Ambala: Vivek Pub.
Kumar, Sudhir and Ratan, P.N. (2003). Teaching of Mathematics. New Delhi:
Mangal, S. K. (2007). Teaching of Mathematics. New Delhi: Arya Book Depot
Rose, R. Confronting obstacles to inclusion: International responses to developing inclusive
education. London, UK: Routledge.
Sachdeva, M.S. (2007). Teaching of English. Patiala: Twenty First Century Publications.
Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication.
Suggested websites:
• English Language skills – www.bchmsg.yolasite.com.skills

• Micro Lesson - www.edusys.co.blog.microlesson
• Teaching of Mathematics and Science in English – www.researchgate.net.science
• Teaching of Mathematics NCERT – ncert.nic.in.math pdf
• Top 10 Language Learning games – Dr. Moku – dmoku.com
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Semester-III
Course – IX –
THERAPEUTICS
Learning Outcomes:
• Demonstrate basic understanding of the therapies required for students with ASD, ID and
SLD
• Demonstrate competencies in working in coordination with the therapists
• Design and incorporate therapeutic activities wherever appropriate in class room activities
• Incorporate recreational therapy in classroom activity and co-curricular activity
• Coordinate with clinical therapists (PT, OT, ST and Psychologist) in implementing
therapeutic activity.
Course content
Unit 1: Concept and understanding of clinical therapies

1.1. Definition, need and importance of therapies for children with developmental disabilities
1.2. Behavioural therapy- management of problem behaviours, cognitive behavioural therapy,
(CBT), Positive behavioural intervention supports (PBIS).
1.3. Occupational therapy – definition, aim, scope and techniques in class room setting.
1.4. Physio therapy - definition, aim, scope and techniques in class room setting.
1.5. Speech therapy - definition, aim, scope and techniques in class room setting.
Unit 2: Concept and understanding of recreational therapies

2.1.Need and importance of recreational therapies for children with developmental
Disabilities
2.2. Types of recreational therapies and their importance from the teacher’s perspective
2.3. Yoga therapy – aim, scope and role in education of children with developmental
Disabilities, therapeutic yoga
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
2.4. Play therapy - aim, scope and importance for children with developmental Disabilities,
special Olympics, international and Indian scenario
2.5. Music and performing arts – aim, scope and importance for children with developmental
disabilities.
Unit 3: Therapies for Individuals with Autism Spectrum Disorders
3.1. Development of Speech, language and communication: Implications for across the
spectrum of ASD
3.2. Alternative & Augmentative Communication (AAC) systems, communication aids &
devices:
3.3. Sensory processing and development of motor skills in ASD
3.4. Developing Interpersonal Skills.Behaviour regulation & role of counselling for persons
with ASD
3.5. Therapeutic recreation for students with ASD.
Unit 4: Therapeutic Intervention for Children with ID

4.1. Management of problem behaviours in students withintellectual disabilities
4.2. Relevance, roleand techniques of physiotherapy for students with ID
4.3. Role and techniques of occupational therapy and sensory integration for students with ID
4.4. Techniques & strategies for Speech & Language intervention to students with Intellectual
disability.
4.5 Recreational Therapy for students with Intellectual Disability: Yoga, Music, Play &
Movement therapy
Unit 5: Therapies for students with Specific Learning Disabilities

5.1. Occupational therapy: Need, assessment, scope, nature of intervention
5.2. Behaviour therapy: Need, assessment, scope, nature of intervention
5.3 Language therapy: Need, assessment, scope, nature of intervention
5.4. Behavioural interventions: Positive behavioural intervention support (PBIS).
5.5. Therapeutic recreation: Need, assessment, scope, nature of intervention
Suggested Readings:
Boxill, H., Chase, K.M. (2007). Music therapy for developmental disabilities. California: Pro Ed
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Bienkowska,I., (2019). Sensory Integration: Development disorder and Treatment.
Carroll, J.M (2020). Art Therapy and Individuals with Developmental Disabilities, London:
Jessica Kingsley Publishers
Schaefer, C.E. Cangelosi,D.M. (2002). Play Therapy Techniques.
Connolly, B. Montgomery, P (2005) Therapeutic Exercise in Developmental Disabilities. New
Jersey: Slack Inc.
Crenshaw, D.A, Stewart, A.L. (2014). Play therapy_ A comprehensive Guide to theory and
Practice, New York: The Guilford Press
Jackman H.l. (1999): Sing Me a Story. California: Crown Press, Inc.
Jayachandran, P (1988). Teaching Yogacaras to mentally retarded persons, Madras: Vijay
Human services
Kranowitz, C. S. & Newman J. (2010). Growing an In-Sync Child: Simple, Fun Activities to
Help Every Child Develop, Learn and Grow. Penguin, USA.
Nordoff,P., Robbins.C., (2006). Music Therapy in Special Education.
https://files.eric.ed.gov/fulltext/EJ914615.pdf
Peshawaria, R & Venkatesan, S. (1992). Behaviour approach in teaching mentally retarded
children. A Manual for teachers. Secunderabad: National Institute for the Mentally
Handicapped
Rao, T.A.S. (1992) Manual on Developing Communication Skills in Mentally Retarded Persons,
NIMH, Secunderabad
Schopler, E. & Mesibov, G. B. (2013). Behavioural Issues in Autism. Springer, USA
Special Olympics resources - https://resources.specialolympics.org/health/funfitness
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PRACTICAL: Semester - III
COURSE – I (C)
TEACHING IN REGULAR/INCLUSIVE SCHOOL -ALL SUBJECTS
Learning Outcomes:
• Prepare lessons to teach in regular primary schools for the primary classes in all subjects
• Will teach all students in the class
• Will adapt lesson to meet the need of the student with diverse learning need in the class –
ASD, ID, SLD
• Will use suitable teaching learning material including technological support
Task of the student teacher:
• The teacher trainee will plan and conduct lessons in regular elementary class/ inclusive
schools in all subjects
• The teacher trainee must teach at least 8 lessons in each subject namely, English, math,
language and environmental sciences in different classes (8 lessons X 4 subjects =32
lessons).
• In addition, the student trainee must organise 10 lessons in at least three co-curricular
activities.
• Should use the appropriate TLM and technological supports
• Every lesson must be implemented only after the written approval of the
supervisor/designated authority.
• On completion of teaching, a report on the teaching experience, the strength in
his/her teaching and the lessons learnt for better performance must be prepared and
submitted along with the lesson plan log and the TLM used and technology links
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Suggested Readings:
Dash, B.N. (2006). Content-cum-Method of Teaching of Social Studies. New Delhi: Kalyani
Publication.
Julka, A, (2014). Including children with special needs, Primary stage, New Delhi: NCERT
https://ncert.nic.in/pdf/publication/otherpublications/SpecialNeeds.pdf
Sharma,P and Singh, R. (2007) Gearing up for inclusive Education, New Delhi: SCERT.
http://14.139.60.153/bitstream/123456789/4082/1/Gearing%20Up%20for%20Inclusive%20
Education%20SCERT.pdf
Kohli, V.K. (2006). How to Teach Science. Ambala: Vivek Pub.2006.
NCERT (2012). Teaching English at Primary level.
https://ncert.nic.in/del/pdf/English_Primary_level.pdf
Sarva Shiksha Abhiyan (2013). Module on Training of Resource Teachers for Autism Spectrum
Disorders. SSA.
20Spectrum%20Disorders.pdf
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COURSE– II (C)
THERAPEUTICS AND BEHAVIOURAL SUPPORT
Learning Outcomes:
• Assess the student for the supports required in terms of therapies and behavioural
aspects and refer to support
• Work along with the therapists and psychologist to develop class room activities that
would facilitate the positivebehavioural intervention supports (PBIS)
• Will plan for music and art therapies, yoga and other relevant therapies with the support
of the respective expert
• Implement the planned activities in class room and school activities
Tasks of the student trainee:

- The trainee should assess at least 4 students each for physio therapy, occupational
therapy and speech therapy and behavioural support
- Incorporate art, music and yoga therapy in the teaching contexts
- Develop the activity plans and implement in individual and group situations with
students with ASD, ID and SLD.
- The trainee shall develop the report of the programme carried out and submit
report with a self-evaluation
Suggested readings:
Alberto, P.A. & Trontman, A:C. (1995). Applied Behaviour Analysis for Teachers (4th
edition). London: Merrill Publishing Company.
Connolly, B. Montgomery,P (2005)Therapeutic Exercise in Developmental Disabilities. New
Jersey: Slack Inc.
Jackman H.l. (1999): Sing Me a Story. California: Crown Press , Inc.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Jayachandran, P (1988). Teaching Yogasanas to mentally retarded persons, Madras: Vijay
Human services
Peshawaria, R & Venkatesan, S. (1992). Behaviour approach in teaching mentally retarded
children. A Manual for teachers. Secunderabad: National Institute for the Mentally
Handicapped
Rickson, D.J, Mc Ferron, J (2007). Music Therapy in Special Education.
https://files.eric.ed.gov/fulltext/EJ914615.pdf
Subba Rao, T.A. (1992) Manual on Developing Communication Skills in Mentally Retarded
Persons , NIMH, Secunderabad.
Shesrborne, V. (1990). Developmental movement for children, Cambridge: Cambridge
University Press.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Course– III (C)
DEVELOPMENT OF TEACHING LEARNING MATERIALS USING ICT
Learning Outcomes:
• Differentiate educational technology and technology in education

• Define ICT and its use with example
• Demonstrate competency in basic operation of computer application
• Use the technology to develop worksheets and other teaching supports
- The trainee will choose areas ( three different subjects of the primary school curriculum)
and develop content for teaching students in an inclusive class groups having students
with ASD, ID and SLD for whom it is prepared
- Using UDL principles the trainee will develop one lesson each based on e learning
principles
- Teach the selected inclusive class group using the UDL principles
Submit report of the teaching and evaluation
Suggested readings:
Boser, K.I., Goodwin, M.S., & Wayland, S.C. (2013). Technology Tools for Students with
Autism: Innovations that Enhance Independence and Learning. Brookes Publishing.
Cormier, C., & Natale, N. (2014). Assistive Technology Guide to Maximize Learning for
Children with Autism. Create Space Independent Publishing Platform. UK.
Lancioni, G.E & Singh, N.N., (2014): Assistive Technologies for People with Diverse Abilities.
N.Y: Springer.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Lancioni, G.E.,Sigafoos,J., o’Reilly M.F., Singh,N.N. (2012) : Assistive Technology :
Intervention for Individuals with Severe/ Profound and Multiple Disabilities. N.Y: Springer.
Green, J (2011). The Ultimate Guide to Assistive Technology in Special Education. New York:
Prufrock Press
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Semester-IV (Common Course)
COURSE X
INCLUSIVE EDUCATION
Learning Objectives:
On completion of this course, the student-teachers will be able to:
• Describe importance of diversity
• Explain the concept of inclusive education
• Describe various supports needed for inclusive education
• Explain the curricular strategies for inclusive education
• Enumerate the curricular strategies for inclusive education
• Explain the role of agencies for collaborating for inclusion
Unit I: Diversity and Inclusivity

1.1 Meaning and concept of diversity
1.2 Learner diversity
1.3 Disability as a human diversity
1.4 Diversity for sustainability
1.5 Strength of diversity for inclusivity
Unit II: Concept and Meaning of Inclusive Education:

2.1 Meaning and defining inclusion
2.2 Principles of inclusion
2.3 Integration vs. Inclusive education
2.4 Barriers and facilitators of inclusive education
2.5 Framework, Acts, Policy provisions for inclusive education
Unit III: Creating supports for inclusive education

3.1 Early identification and intervention for inclusion
3.2 Foundational literacy for inclusive education
3.3 Empowering families for inclusion
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3.4 Sensitizing stakeholders and schools for inclusive education
3.5 Teacher preparation for inclusive education
Unit IV: Curricular strategies for inclusive education

4.1 Curricular challenges for students with disabilities and twice exceptional children
4.2 Need for curricular adaptations
4.3 Inclusive practices; Adaptations, accommodations and modifications
4.4 Types of curricular adaptations
4.5 Differentiated instructions and Universal design of learning
Unit V: Collaborations for inclusive education

5.1 Special schools and inclusive schools
5.2 Special educators and general teachers
5.3 Social welfare dept and Dept of education
5.4 Special and general teacher education programs
5.5 Voluntary organizations and Govt. agencies
Suggested readings:
Alur, M., Timmons, V., (2012). Inclusive Education Across Cultures, (3 rd ed.)., New Delhi, Saga
Publication India Pvt Ltd.
Alur, M., & Bach, M. (2012). The Journey for Inclusive Education in the Indian Sub-Continent, New
York: Routledge (Taylor&Francis). https://www.routledge.com/The-Journey-for-Inclusive-
Education-in-the-Indian-Sub-Continent/Alur-Bach/p/book/9780415654500
Banerjee, R. & Mehendale, A. (2006) Understanding Inclusive Practice and Community Initiatives to
Make Education Accessbile to All, SSA Karnataka
Bela, K., (2017)., Creating Inclusive Education: समावेशीशश ा, (2nd ed.)., Agra, Shri Vinod Pustak
Mandir.
Dash, N., (2012)., Inclusive Education for Children with Special Need, (1st ed.)., New Delhi, Atlantic
Publishers.
Gross, M.U.M., (1993). Exceptionally gifted children. Routledge, New York.
Panigrahi, S.C., Biswal, A.,(2012). Teaching Education, (1st ed.). New Delhi, APH Publication
Corporation.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Puri, M. & Abraham, G. (2004) Handbook of Inclusive Education for Educators, Administrators and
Planners: Within Walls, Without Boundaries. New Delhi: Sage Publication
https://us.sagepub.com/en-us/nam/handbook-of-inclusive-education-for-educators-administrators-
and-planners/book227266
http://14.139.60.153/bitstream/123456789/4082/1/Gearing%20Up%20for%20Inclusive%20Educatio
n%20SCERT.pdf
Singh, A.J., Vrik, K.A., (2014)., Inclusive Education, (1st ed.)., Patiala, Twenty First Century Publication.
Tilstone, C and Rose, R. (2003) Strategies to promote Inclusive Practice, London: Routledge
(Taylor&Francis).https://www.routledge.com/Strategies-to-Promote-Inclusive-Practice/Rose-
Tilstone/p/book/9780415254854
UNDP (2000) Beyond Tokenism - A Guidebook for Teacher's on How to Implement Inclusive Education
in the Regular Class, New Delhi: The National Trust & UNDP
Vlachou, D. A. (1997) Struggles for Inclusive Education: An Ethnographic Study Disability, human
rights, and society, Open University Press
Vrik. J., Arora, A., Sood, R.S., (2010)., Fundamentals of Inclusive Education, (1st ed.)., Patiala, Twenty
First Century Publication
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Semester IV: (Common course)
Course -XI
FAMILY AND COMMUNITY
Total Marks: Total Hours: 75
Learning outcomes
On completion of this course the student teacher will be able to:
• Explain the basic nature and role of family in development of a child
• Describe the ways and means of involving and empowering families of children with
disabilities.
• Explain the role of family in education of children with disabilities
• Discuss the role of community in disability rehabilitation
• Enumerate the community role in education of children with disabilities.
Course Content
Unit 1: Understanding Family
1.1 Family; meaning, definition and characteristics - Families in the Indian context
1.2 Structure, types of families and its impact on children’s development.
1.3 Family culture and practices & its influence on children’s mental and physical well-
being.
1.4 Parenting and its types and its impact on children’s education.
1.5 Challenges of parents of 21st century modern day learners.
Unit 2: Family and disability

2.1 Stages of reaction and impact and coping of having a child with disability.
2.2 Involving parents in diagnosis, fitment of aids and acceptance of disability by family.
2.3 Importance of family involvement and advocacy in interventional practices.
2.4 Concept, components and strategies of family empowerment.
2.5 Partnering for interventional practices.
Unit 3: Role of Family in Early Childhood Care and Education (ECCE)

3.1 Parents as first teachers and family as first school.
3.2 Role of family in developing and executing IFSP and IEPs
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3.3 Family’s role in developing foundational literacy in young children.
3.4 Supporting learning at home, school and in after school activities.
3.5 Role of family in facilitating inclusive education
Unit 4: Community for Disability Rehabilitation

4.1 Concept and types of communities
4.2 Role of community in prevention early identification, and intervention of disability
4.3 Community based inclusive development – need, importance and strategies
4.4 Creating enabling environments- mobilising local community resources towards the
rehabilitation of persons with disabilities.
4.5 Issues and challenges in rehabilitation of child with disability in the community
Unit 5 : Role of community in education of children with disabilities.

5.1 Community awareness about disabilities - early identification, intervention and
education.
5.2 Community support for home based education and in times of disasters.
5.3 Collaboration with Aganwadis and other Governmental agencies for education of
children with disabilities
5.4 Community as a stakeholder in special and inclusive education
5.5 Safeguarding children with disabilities and their families in the communities.
Suggested Readings
Chen, D. and Haney, M. (1999) Promoting learning through Active interaction. Project PLAI,
Final report. ERIC Document Reproduction Service No. ED 432118.
Hanson, M. J., & Lynch, E.W. (2004). Understanding Families: Approaches to diversity,
disability, and risk. Baltimore, MD: Paul H. Brookes.
Harris. K.R., & Graham,S. (2010).Working with families of young children with special needs.
New York, Guilford publications
Hurlock E. B. (1981), Child Development, Newyork: Mc Graw- Hill
Hyun,E (1998) Making Sense of Developmentally and Culturally Appropriate Practice in Early
Childhood education. New York: Peter Lang.
Kaul, V (1993) Early Childhood Education Programme, New Delhi: NCERT
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Millington, M. and Marini,I.(2015) Families in Rehabilitation Counselling: A community based
rehabilitation approach. Singapore: Springers Publishing Company.
Muralidharan R (1990). Early Stimulation Activities for Young Children, New Delhi: NCERT
Nagar, S. B., (2016). Essentials of Community Based Rehabilitation. New Delhi: Jaypee
brothers.
Peshawaria.R, Menon, D.K , Ganguly R. Roy, S. Pillay R.P.R.S. & Gupta A (1995):Family
needs schedule, Secunderabad: NIEPID.
Pruthvish, S. (2006). Community Based Rehabilitation. New Delhi: Jaypee Brothers.
Sharma, P (1995). Basics on Development and Growth of a child. New Delhi: Reliance
Publishing House.
Webster, E. J. V (1993) Working with parents of young children with disabilities, California:
Singular Publishing Group
WHO (2010). Community Based Rehabilitation: CBR guidelines,
WHO (2015) Capturing the difference we make. CBR indicator manual.
https://apps.who.int/iris/bitstream/handle/10665/199524/9789241509855_eng.pdf?sequence=
1
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Semester-IV
COURSE XII
MANAGEMENT OF GROUPS WITH HIGH SUPPORT NEEDS
Learning Outcomes:
• Define those who have high support needs

• Explain the assessment procedures for individuals who have high support needs
• Describe various methods for planning and management of individuals with high support
needs
• Demonstrate understanding of working with individuals in need of high support in home
and school/organisations
• Select and use appropriate technology in extending support
Course Content
Unit 1: Understanding groups with high support needs

1.1. Definition, description and understanding of high support needs, severe/profound
disabilities
1.2. Working with individuals having high support needs – strength, issues and challenges
1.3. Concept of assistance and support at various stages for persons with high support
needs– childhood, adolescence, adulthood.
1.4. Levels of support (IASSIDD) – limited, intermittent, extensive, pervasive
1.5. Service avenues for groups with high support needs
Unit 2: Assessment of high support needs

2.1. Formal and informal assessments – medical, therapeutic, psychological assessments
2.2. Assessment of family resources and family support system
2.3. Assessment of current level of functioning – personal care, communication and social
skills, mobility
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2.4. Assessment of need for assistive devices
2.5. Interpreting assessment results to plan the support programme
Unit 3: Management of Individuals with High Support Needs

3.1. Steps involved in planning assessment
3.2. Coordination of multidisciplinary team members in management of high support needs
3.3. Working with family
3.4. Optimal utilization of government supports
3.5. Documentation, progress monitoring and evaluation
Unit 4: Competencies of the Care Giver

4.1. Knowledge and Insight about the condition and acceptance
4.2. Intervention Development - programme planning for individuals with high support
needs.
4.3. Addressing common medical issues and health related resources
4.4. Making reasonable adjustments including, physical comforts and positioning,
Communication, environment, meeting personal needs, maintaining privacy, prevention
from exploitation, caring for emotional health, meeting leisure and recreation needs
4.5. Exercising fundamental rights of people with disabilities
Unit 5: Use of technology in Management of High Support Needs

5.1. Definition, use and optimum support in management programme through technology.
5.2. Assistive technology for communication- use of AAC and other devices
5.3. Assistive technology for recognition of emotions and improvement of social and
cognitive skills
5.4. Application of Technology in Lesson Planning, report writing and Evaluation
5.5. Advantages and disadvantages of Assistive technology
Suggested Readings:
Blacher, J. (Ed.) (1984) Severely Handicapped Young Children and Other Families: Research in
Review Orlando: Academic Press Inc.
Orlove, F.P, Sobsey, D., Gilles, D.L.(2017). Educating Students with Severe and Multiple
Disabilities A Collaborative Approach. New York: Paul H Brookes Publishing Co.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Moon, M.S. et.al (1990) Helping persons with severe mental retardation get and keep
employment, Baltimore, Brookes Publishing Co
Myreddi et al (2007) FACP PMR, Secunderabad: NIMH
Myreddi, V., et al. (2007). Teaching Students with Profound Mental Retardation - A Guide for
Teachers and Parents, Secunderabad, NIMH.
Ostlund, D (2015). Students with profound and multiple disabilities in education in Sweden:
teaching organisation and modes of student participation. Research and Practice in
Intellectual and Developmental Disabilities 2 (2): 148-164.
Suggested webreadings:
• Family and community services (2014). https://engage.dss.gov.au/wp-

content/uploads/2015/05/ATT-1-Leading-Clinical-Practice-and-Supporting-Individuals-
with-Comp.pdf
• Lombardi,P Multiple disabilities. (2015). https://granite.pressbooks.pub/understanding-and-
supporting-learners-with-disabilities/chapter/multiple-disabilities/
• http://www.parentcenterhub.org/multiple/
• https://web.archive.org/web/20110614214114/http://www.angelswithspecialneeds.org/mont
hly/severe-and-multiple-disabilities/
• http://www.nsnet.org/start/severe.pdf
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
PRACTICAL: Semester - IV
COURSE– I (D)
INCLUSIVE PRACTICES USING UDL PRINCIPLES
Total Mark: 125 Total Hours: 125
Learning Outcomes:
On completion of this practical, the student trainee will be able to:
• Use the principles of Universal Design for learning and design lessons in all lessons of
primary class subjects
• Will teach in inclusive classrooms taking into account the needs of diverse learners in the
class
• Will use the appropriate technology and the TLM to transact lessons providing multiple
modes of input
• Will develop evaluation methods that allows students to use multiple modes of out put
• Meet the individual needs of students using multiple modes of engagements
- The student trainee will prepare 5 lessons each in each subject namely, English, Language,
Math and environmental sciences foe classes upto 5th grade. The lessons can be for different
class levels and should be a total of 20 lessons covering all classes and all subjects.
- The lessons can be blended with cocurricular areas such as art, craft, music, games drama
and story as long as it meets the lesson ‘s objective
- The trainee should ensure that all students in class including those with disabilities are
considered for planning the lessons based on the principles of UDL and differentiated
instructions
- The lessons must be taught after the approval of the supervisor
- The trainee would submit a report along with the lesson plans including methods and
material and a self-appraisal.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Suggested Readings:
Baglieri,S. & Shapiro,A., (2012): Disability Studies and the Inclusive Classroom, Routledge
Tailor and Francis Group New York and London.
Chennat,S. (2020): Disability Inclusion & Inclusive Education, eBook, Deptt. of Education,
University of Delhi. Springer
Hall, E., Isaacs, D. (2012). Seven Keys to Unlock Autism: Making Miracles in the
Classroom. United Kingdom: Wiley.
Universal design for Learning www.cast.org
http://14.139.60.153/bitstream/123456789/4082/1/Gearing%20Up%20for%20Inclusive%20
Education%20SCERT.pdf
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COURSE– II (D)
WORKING WITH GROUPS WITH HIGH SUPPORT NEEDS AND SEVERE
DISABILITIES
Learning Outcomes:
• Assess students with high support needs

• Plan IEP for them in consultation with therapeutic supports and medical concerns
• Implement the IEP and work in coordination with the other professionals
• Work with parents to help their child with high support need lead towards independent
living
- The trainee will assess four students having sever/profound disabilities requiring high
supports
- Trainee will also assess the need for technological support and assistive devices
- Collect information from therapist and professionals and incorporate in the IEP
- Out of the four such students with high support needs. Work with two of them at
school/intuitional environment and two in home environment.
- Help the care giver to learn the techniques that are specific to the student.
- After implementing the programme for a period of 15 sessions / student(each session
for an hour), evaluate the student and submit report .
Suggested Readings:
Blacher, J. (Ed.) (1984) Severely Handicapped Young Children and Other Families: Research in
Review, Orlando: Academic Press Inc.
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Orelove, F.P., Sobsey,D., Gilles, D.L. (2017). Educating Students with Severe and Multiple
Disabilities A Collaborative Approach. New York: Paul H Brookes Publishing.
Moon, M.S. et.al (1990) Helping persons with severe mental retardation get and keep
employment, Baltimore, Brookes Publishing Co
Myreddi, V., et al. (2007). Teaching Students with Profound Mental Retardation - A Guide for
Teachers and Parents, Secunderabad, NIMH.
Lombardi,P Multiple disabilities. (2015). https://granite.pressbooks.pub/understanding-and-
supporting-learners-with-disabilities/chapter/multiple-disabilities/
http://www.parentcenterhub.org/multiple/
https://web.archive.org/web/20110614214114/http://www.angelswithspecialneeds.org/monthly/s
evere-and-multiple-disabilities/
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Course– III (d)
PROJECT
Learning Outcomes:
On completion of this practical, student teachers will be able to:
• Demonstrate competency in developing a project

• Will carry out the project that is relevant to teaching children with developmental
disabilities
- The trainee shall select an area of interest in special and inclusive education relating to
ASD, ID and/or SLD. It can be an assignment or it can be relevant to teaching, creating
awareness among public, school students, parent groups or any relevant groups
- Prepare a project which may be using material available around or using technology – for
example, it can be a learning aid, pamphlet/booklet to teach or create awareness, board
games or other play activities for children, anything relevant and innovative.
- The project should be completed in all aspects and submitted.
Suggested readings:
• Staley, J. (2008). Enticing the learning, UK: University of Birmingham

• Walliman, N (2005). Your research Project, New Delhi: Vistaar Publications
• https://makerfairerome.eu/en/three-innovative-projects-for-people-with-mobility-disabilities/
• https://www.fromthegrapevine.com/health/5-projects-are-helping-people-disabilities
• https://zeroproject.org/innovative-practices/
• https://classroom.synonym.com/project-ideas-people-disabilities-8459557.html
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Steering Committee:
Smt. Anjali Bhawra, IAS,
Secretary, DEPwD, MSJ&E, Govt. of India & Chairperson, RCI
Dr Subodh Kumar,
Member Secretary, RCI
Development Committee:
Core Courses:
Prof. S.R. Mittal - Chairperson
Delhi University
Expert members:
Mr. Akhil Paul
Director, Sense International India
Prof. Amitav Mishra
Professor, IGNOU
Mrs. Anuradha Bagchi
Helen Keller Institute, Navi Mumbai
Dr. Apoorva Panshikar
S.N.D.T. University, Mumbai
Dr. Jayanthi Narayan
Ex-Dy.Director, N.I.M.H. (NIEPID), Secunderabad
Mrs. Nisha Grover
Akshar Trust, Gujarat
Mr. Rajesh Ramachandran
N.I.E.P.M.D., Chennai
Dr.Shilpa Manogana
N.I.E.P.I.D., Secunderabad
Prof. Sujata Bhan
HOD Special Education, S.N.D.T., Mumbai
Prof. (Retd.)Sushma Sharma
Dept. of Education, Kurukshetra University, Haryana
Dr. Varsha Gathoo
HOD Education, AYJNISHD, Mumbai
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021
Specialization courses (Intellectual Disability, Autism Spectrum Disorder, Specific Learning
Disability):
Dr. Jayanthi Narayan - Chairperson
Ex-Dy.Director, NIMH (NIEPID), Secunderabad
Expert members
Dr. A.D. Paswan
SIRTAR, Rohtak
Prof. Amitav Mishra
Professor, IGNOU
Dr.Apoorva Panshikar
S.N.D.T. University, Mumbai
Shri Asok Chakraborty
Shelter, Kolkata
Dr. Himangshu Das
Director, NIEPVD, Dehradun
Prof. Jaychandran
Director, Vijay Human Services
Dr. Jessa Grace
Sneha Sadan, Kerala
Prof.(Retd.) Dr. Mallika Banerjee
Kolkata University (Pradip Centre, Kolkata)
Dr.Nibedita Patnaik
N.I.E.P.I.D., Secunderabad
Dr.Nidhi Singhal
Action for Autism, Delhi
Compilation credit
Prof. Amitav Mishra
Professor, IGNOU
Dr. Jayanthi Narayan
Ex-Dy.Director, NIMH (NIEPID), Secunderabad
Convener
Dr. Sandeep Tambe
Assistant Director, RCI
D.Ed.Spl.Ed(IDD)-2021 / 30-07-2021

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Ms. Anjali Bhawra, IAS

5.0 DURATION OF THE PROGRAM 7

13.1 PHYSICAL INFRASTRUCTURE 10

13.4 SPECIAL SCHOOL/FACILITIES FOR CONDUCTING

14.0 LIBRARY MATERIAL 13

15.0 CERTIFICATION AS REGISTERED PERSONNEL 13

16.0 COURSEWISE HOURS, CREDITS AND MARKS DISTRIBUTION 14

Objectives of the Program:

• To develop an understanding of varying disabilities and their implications;

3.0 Scope of the program

Knowledge based competencies:

• About various disabilities and their associated conditions

Skill based competencies:

Value or Behavior based competencies:

3.1. Employment opportunities

It is comprised of theory, practice teaching and practical courses.The Diploma in Education-

5.0 Duration of the Programme

7.0 Medium of Instruction

9.0 Staff Requirements

Position 2: Faculty in Psychology (Full-time)

Instructor (Technical): Two instructors should be appointed having a qualification of Bachelor

9.2. Visiting Faculty

10.0. Intake capacity

11.0 Minimum Attendance

12.0 Examination Scheme

13.0. Requirements of Physical Infrastructure and Materials

13.1 . Physical Infrastructure

Sl.No. Type of Facilities (Desirable) Area Remarks

2. Visiting Faculty (as per need). Tables - 2

Furniture and Equipment for Classroom

1. Tables (for students) 30

Teaching material (Demonstration)

13.4. Special School /Facilities for conducting practicals

14.0. Library Material

15.0 Certification as Registered Personnel

It is mandatory for every rehabilitation professional / personnel to obtain a “Registered

Sem- Course Hours/ Total Hours Marks Total Marks

3.Assessment of Children with 75 (05) 30 45 75

Practical hours and marks Æ 375 (15) 225 150 375

6. Teaching Approaches and 75 (05) 30 45 75

Practical hours and marks Æ 375 (15) 225 150 375

Practical hours and marks Æ 375 (15) 225 150 375

COUREWISE HOURS AND MARKS DISTRIBUTION

Sl. No Semester-I Hours Internal External Total

Assessment of Children with 125 75 50 125

II (a) Individualized Education Programme 150 90 60 150

III (a) Preparation of TLM for assessment and 100 60 40 100

II(b) Group Teaching – Resource room 150 90 60 150

III(b) Incorporation of technology and TLM in 75 45 30 75

Total: 375 225 150 375

II (c) Therapeutics and behavioural support 150 90 60 150

III (c) Development of teaching Learning 75 45 30 75

Total: 375 225 150 375

16.2.4. Semester -IV

Unit 1: Understanding Disability

Unit 4: Early Identification and Intervention:

Unit 5: Human Resource in Disability Sector:

On completion of this course, the student teachers will be able to: