Diploma in Education-Special Education

(Multiple Disabilities)

D.Ed.Spl.Ed. (MD)
July, 2023
(w.e.f. 2023-24)

REHABILITATION COUNCIL OF INDIA

(Statutory Body of the Ministry of Social Justice & Empowerment)
Department of Empowerment of Persons with Disabilities (Divyangjan)
Government of India
B-22, Qutab Institutional Area
New Delhi – 110 016
www.rehabcouncil.nic.in
 INDEX

TITLES Pg.No.

1.0 PREAMBLE 2

2.0 NOMENCLATURE AND OBJECTIVES OF THE PROGRAMME 2

3.0 SCOPE OF THE PROGRAMME 3

4.0 GENERAL FRAMEWORK OF THE PROGRAMME 4

5.0 DURATION OF THE PROGRAMME 5

6.0 ELIGIBILITY 5

7.0 MEDIUM OF INSTRUCTION 5

8.0 METHODOLOGY 5

STAFF REQUIREMENT 5

9.1 CORE FACULTY 6

9.0
9.2 VISITING FACULTY 7

9.3 STAFF (NON-TEACHING) 7

10.0 INTAKE CAPACITY 7

11.00 MINIMUM ATTENDANCE 7

12.00 EXAMINATION SCHEME 8

REQUIREMENT OF PHYSICAL INFRASTRUCTURE AND
8
MATERIALS
13.1 PHYSICAL INFRASTRUCTURE 8
13.0
13.2 SPACE 8

13.3 MATERIAL 8
13.4 SPECIAL SCHOOL/FACILITIES FOR CONDUCTING
9
PRACTICALS
14.0 LIBRARY MATERIAL 10

15.0 CERTIFICATION AS REGISTERED PERSONNEL 10

16.0 COURSE WISE HOURS, CREDITS AND MARKS DISTRIBUTION 10

16.1 THEORY 13 – 68

16.2 PRACTICALS 69 - 79

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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 learners rests on all stakeholders,
the teachers’ invariably form the pivot. So, teacher preparation anddevelopment have a significant
role in 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
notably 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 theNational Education Policy (NEP) 2020
have provided special attention and made provisions for education of students with disabilities.

The Rehabilitation Council of India (RCI, 1993) 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 disabilities specializing in Multiple Disabilities (MD) which includes, besides Cerebral Palsy
(CP), Deafblindness (Db) Multiple Disabilities (MD). 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 wouldprepare the teachers in such a
way so that they can provide home training or in the blended learning form if the need arises.-

2.0. Nomenclature of the programme: Diploma in Education-Special Education

(Multiple Disabilities) i.e. D.Ed.Spl.Ed.(MD)

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Objectives of the Programme:
The Programme of D.Ed in Special Education (MD) 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 otherrelated
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 Programme

The D.Ed in Special Education (MD) programme 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 CP, Db and MD.
 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-curricular activities
 Methods and techniques of teaching of various subjects

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Skill based competencies:

 Assessment and identification of learners with CP, Db and MD 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.

4.0. General frame work of the programme:

It is comprised of theory, practice teaching and practical courses. The Diploma in Education- Special
Education& Inclusive Education (MD) programme consists of 5 Common Courses and 7
Specialization Courses pertaining to the education of children with Multiple Disabilities i.e., CP, Db,
and MD The programme is organized in such a manner that the content on the disabilities (CP, Db,
and MD) are spirally integrated in all courses as per requirement to prepare a cadre of special
educators who develop competencies to meet their educational needs.

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5.0 Duration of the Programme:
The duration of the programme will be of 2 years. Each year will have 1200 hours leading to 40
credits for each year (30 hours = 1 credit). The weightage to the programme will be 60% practical
and 40% theory

i) The first year will comprise of 720 hours of practical and 480 hours of theory.

ii) The second year will also have 1200 hours which will include 720 hours of practical and 480 hours
of theory. The theory hours will also include 60 hours of Employability skills. The resources for the
separate module are freely downloadable at www.employabilityskills.net. This module will enable
and empower the trainees with readiness skills for applying, preparing for interviews and developing
soft skills for working as professionals in supporting diverse clients across different setups. The
module will comprise of practicals and theory and will be assessed formatively for internal marks and
summatively with a final exam.

6.0 Eligibility:
Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligiblefor the
course.

7.0 Medium of Instruction:

The medium of instruction will be English / Hindi / Regional language or State specific language.

8.0 Methodology:
The methodology of the courses includes lectures, demonstration, project work, discussions, exposure
visits to different schools / rehabilitation projects, practice teaching, participation in community
meetings, 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.

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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.(MD) with two years of experience (post qualification) in teaching in special
school for children with CP/Db/MD or teaching in RCI approved long-term programmes.
Or
B.Ed. Spl.Ed. (MD/Db/CP) or its equivalent with five years of experience (post qualification) in
teaching in special school for children with CP/Db/MD or teaching in RCI approved long-term
programmes.
Or
DSE (CP/Db/MD)/D.Ed. Spl.Ed (CP/Db/MD) with 10 years of experience (post qualification) in
teaching in special school for children with CP/Db/MD 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 CP/Db/MD or teachingin RCI
approved long term programmes.
Or
Masters in Psychology with special paper on Clinical Psychology/Educational Psychology with
five years' post qualification experience of working with personshaving CP/Db/MD 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 willfunction
as the Programme Coordinator.

2. In case of a new institution, it can start with two core faculty as above, and two morefull time
faculty in Special Education with qualification as given for Position 1 for 1st year must be

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 appointed before commencement of 3rd semester. It is preferred that thesetwo 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 CP, the other two should
be appointed with specialization in Db and MD respectively.

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

degree in any subject with D.Ed.Spl.Ed.(CP, Db/MD) 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 2years
of experience)
8. Music and Dance Teacher (Diploma or Degree in Performing Art with minimum 2years
of experience)

9.3. Staff (Non-teaching)

1. Librarian/Library Assistant
2. Multi-Task Staff (for typing, record keeping and accounts)

3. Peon
4. Watchman

10.0. Intake capacity

The intake for each year of the course will be a maximum of 35 as per RCI norms.

11.0 Minimum Attendance

Eighty percent minimum attendance is required both in theory and practical to be eligible to

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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 withCP,
Db, and MD to conduct the practice teaching and practical.

2. Regular school/ remedial clinic for carrying out the practice teaching and practicalrelated
to CP, Db, and MD.

13.2. Space
Sl. No. Type of Facilities (Essential) Area Remarks
1. Class Room – 2 40 sq. m. each

2. Multipurpose Room/Hall -1
3. Library-1
4. Toilet (Male-1, Female-1)
5. Principal’s Room -1
6. Resource Room- 1
7. Faculty Room-1
8. Office Room-1
9. Lab. for Psychology/ICT-1
10. Hostel for Trainees
11 Space for Recreation and Sports If not available, then
collaboration with nearby
Institute /
University
12 Staff Quarters As per need

13.3 Material Furniture for Staff:

1. Full time staff Tables
Chairs
Cupboards
2. Visiting Faculty (as per need). Tables
Chairs
3.Multi-task staff-cum-Accountant Table
Chair
4. Librarian/Library Assistant Table

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 Chair
5. Peon Chair
Stool
Furniture and Equipment for theOffice
1. Cupboards (Steel)
2. Filing Cabinet
3. Computer with Printer
4. Phone
5. Photocopying Machine/Printer
6. Any context specificrequirement
Furniture and Equipment forClassroom
1. Tables (for students)
2. Chairs (for students)
3. Audio Visual equipment (LCD)
4. Black Board
Teaching material(Demonstration)
- All the test material as in the syllabus for CP, Db,
MD
- Disability specific teaching material for CP,Db
and MD.
- TLM suitable for CP, Db and MD
Technology related relevant hardwareand 5 computers with active internet connection (Wi-
software with internet connection Fi/ 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) - 01Furniture for Library
(minimum)
1. Library cupboards
2. Library tables (large)
3. Library chairs
13.4. Special Schools /Facilities for conducting practical
1. Each training institute conducting the D.Ed.Spl.Ed.(MD) must have own special school with a
minimum of 50 students with CP as well as Db/MD having UDID numbers or UDID enrolment
numbers with disability certificate. These students need to be varying in grades and age groups for
exposure of student trainees for early intervention, preschool and elementary classes. School
should be enrolled for UDISE and fill in all data required for UDISE
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 2. For promoting inclusive education as per RPwD Act 2016 the training institute conducting the
D.Ed.Spl.Ed.(MD) may have their own inclusive schools having a minimum of 50 students with
disabilities including 40 students with CP as well as Db/MD at primary level impairment having
UDID numbers or UDID enrolment numbers with disability certificate. School should be enrolled
for UDISE and fill in all data required for UDISE.

3. The institute can have a tie-up and MoU with more than one special school/inclusive school to
meet the requirement of the additional number of students prescribed above.
4. To carry out practical's related to students with CP and students with MD/Db, such MoUshould
be entered into with inclusive schools and/or Government schools through BRC/DRCs who are
working with children with CP, Db and MD through schools or home-based programmes.

14.0. Library Material

1. Minimum eighty percent of the prescribed books as mentioned in suggested readings ineach
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. Atleast 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 disability
rehabilitation and special education in India. A Student who has attended the training and completed
the requirements for all modules successfully will be qualified as a Special Educator - Personnel and
be eligible to work in the field of Rehabilitation in India as a Special Educator (Multiple Disability).
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 renew his registration periodically. The periodicity will be decided by the council from time
to time. The activities for enrichment training programmes in the form of Continuous Rehabilitation
Education (CRE) is decided by the RCI.

16.0 Coursewise Hours, Credits And Marks Distribution

Paper name Hours Credits Internal External Total

marks marks
Year I Theory
1.Introduction to Disabilities (common 75 2.5 30 45 75
course)
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2. Characteristics of children with 75 2.5 30 45 75
Multiple Disabilities
3. Assessment of children with Multiple 75 2.5 30 45 75
Disabilities
4. Child Development and Learning 75 2.5 30 45 75
(common Course)
5. Curriculum Development 75 2.5 30 45 75
6. Teaching Approaches and Strategies 75 2.5 30 45 75
TOTAL 450 15 180 270 450
Year I Practicals
I (a) Assessment of Children with
150 5 90 60 150
Multiple Disabilities
II (a) Individualized Education
Programme 150 5 90 60 150
(CP,Db, MD)
III (a) Preparation of TLM for
assessment and teaching and
75 2.5 45 30 75
Information and Communication
Technology (ICT)
I (b) Group Teaching – Special schools
150 5 90 60 150
CP, Db, MD)
II (b) Group Teaching – Resource room
setting, (Orientation & Mobility), Sign 150 5 90 60 150
language, Braille
III (c) Incorporation of technology and
75 2.5 45 30 75
TLM in different settings.
Total 750 25 450 300 750
TOTAL FOR YEAR I 1200 40 630 570 1200
YEAR II
Paper name Hours Credits Internal External Total
marks marks
Year II Theory
7 Education in Emerging Indian Society 45 1.5 18 27 45
and School Administration (common
course)
8. Methods of Teaching in Elementary 75 2.5 30 45 75
School
9. Therapeutics 75 2.5 30 45 75
10. Inclusive Education (common 75 2.5 30 45 75
course)
11. Family and community (common 45 1.5 18 27 45
course)
12. Management of groups of high 75 2.5 30 45 75
support group,
13. Employability skills 60 2 20 40 60
TOTAL 450 15 176 274 450
Year II Practical
I (c) Teaching in Regular / Inclusive
School - all subjects_ 150 5 90 60 150

II (c) Therapeutics and behavioural

150 5 90 60 150
support
III (c) Development of teaching
75 2.5 45 30 75
Learning materials Using ICT

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I (d) Inclusive Practices using UDL
150 5 90 60 150
principles
II (d) Working with groups of people
with high support needs and severe 150 5 90 60 150
disabilities.
II (d) Project 75 2.5 45 30 75
Total 750 25 450 300 750
TOTAL YEAR 2 1200 40 626 574 1200

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 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 disability
● Demonstrate knowledge about various causes and preventive aspects about different
disabilities.
● Describe the Educational needs, implications and challenges in the management ofvarious
types of disability
● Describe and analyze the importance of early identification and intervention ofchildren with
disabilities and twice exceptional (2e) children.
● Explain the importance of different agencies in human resource development

Course Content:

Unit 1: Understanding Disability

1.1 Historical perspectives of Disability - National and International & Models ofDisability;
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 inIndia;
1.4 An overview of Causes, Prevention, prevalence & demographic profile of disability:National
and Global;
1.5 Concept, meaning and importance of cross disability approach and interventions;

Unit 2: Definition, Causes & Prevention, Types, Educational Implication, andManagement

2.1 Locomotor Disability-Poliomyelitis, Cerebral Palsy/Muscular Dystrophy;
2.2 Visual Impairment-Blindness and Low Vision;
2.3 Hearing Impairment-Deafness and Hard of Hearing;

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2.4 Speech and language Disorder;
2.5 Deafblindness and multiple disabilities;

Unit 3: Definition, Causes & Preventive measures, Types, Educational Implications, and
Management

3.1. Intellectual Disability;

3.2. Specific Learning Disabilities;
3.3. Autism Spectrum Disorder;
3.4. Mental Illness,
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;
4.2. Organising Cross Disability Early Intervention services;
4.3. Screening and referral;
4.4. Role of parents, community, ECCE and other stakeholders in early intervention asper RPD-
2016 and NEP 2020;
4.5. Models of early intervention- (home-based, center-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 (AYJNISHD, ISLRTC, NIEPID, NIEPMD, NIEPVD,NILD,
NIMHR, PDUNIPPD, SVNIRTAR) in Disability Rehabilitation Services;
5.5 Role of Information and Communication Technology (ICT) in disability inclusiveservices
and development programmes;

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Suggested Readings:

 Abhi-Prerna (n.d.) Screening and identification. Ahmedabad, 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.
 Ashman, A. & Elkins, J. (Ed.). (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
 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.
 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.

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 Rozario, J., Karanth, P., (2003). Learning Disability in India: Willing the Mind to Learn, (1st
Ed.). New Delhi, Saga Publications India Pvt. Ltd.
 Sense International India. (2014). Handbook on Deafblindness. Ahmedabad: Sense
International India.
 Sharma, H. &Sobti, T (2018). An Introduction to Sustainable Development Goals. Asia: PEP
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
 Werner, D., Alkazi, R., Mirchandani, V. (1994). Disabled Village Children, (1st Ed.). New
Delhi. Voluntary Health Association of India.

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 COURSE - II
CHARACTERISTICS OF CHILDREN WITH MULTIPLE DISABILITIES

Total Marks: 75 Total Hours: 75

Learning Outcomes:

On the completion of this course, the student teachers will be able to:
• Explain general concept of multiple disabilities
• Demonstrate understanding of learning characteristics of students with multipledisabilities in
general.
• Illustrate the learning characteristics of students with Cerebral palsy.
• Describe the learning characteristics of students with Deafblindness.
• Explain the learning characteristics of students with Multiple Disabilities.

Course Content

Unit 1: Concept of Multiple Disabilities

1.1. Definition and manifestations of Multiple Disabilities - cognitive motor, neuro-behavioral,

neuro-anatomical and neuro-physiological, global developmental delays- meaning and concept.

1.2. Early symptoms of Multiple 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 Multiple Disabilities.
1.5. Educational avenues for children with Multiple Disabilities.

Unit 2: Learning characteristics of students with Multiple Disabilities

2.1. Concept and meaning of learning characteristics.

2.2. Varied types of learners – e.g., Visual learners, Auditory
learners,Tactile/ Kinaesthetic Learners.
2.3. Basic principles in identifying the learning styles for planning instructional Programme.
2.4. Concept of Multiple Intelligence and Learning styles of students with MultipleDisabilities.
2.5. Role of learning styles in evaluation of students with Multiple Disabilities.

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Unit 3: Learning characteristics of students with Cerebral Palsy

3.1. Introduction to CP (concept, aetiology, prevalence, incidence, historical perspective cultural

perspective, myths, recent trends and updates)
3.2. Understanding the types of Cerebral Palsy (motor type, topographical distribution).
3.3. Understanding the primary conditions of impaired motor control (Gross, Fine and oro-motor
control), impaired motor coordination, muscle tone, balance and posture.
3.4. Understanding secondary and associated conditions - difficulty feeding & swallowing,
poor/inadequate nutrition, respiratory issues, intellectual impairment,vision loss, hearing loss,
epileptic seizures.
3.5. Learning Characteristics of children with Cerebral Palsy with needs related to attention,
memory, sensory-motor perception, language/communication, cognition, and /specific learning
difficulties, and other occurring conditions across ages and disabilities.

Unit 4: Learning characteristics of students with Deafblindness

4.1 Basic understanding of Deafblindness, - definition, meaning and description, (concept,
aetiology, prevalence, incidence, historical perspective cultural perspective, myths, recent
trends and updates)
4.2 Classification of Deafblindness based on age of onset, degree of losses,
4.3 Different Syndromes leading to Deafblindness
4.4 Impact of Deafblindness on communication, mobility, social relationships and on all learning
and various learning styles of children.
4.5 Communication challenges-Different modes of communication and different ways to develop
effective communication, Communication basis of challenging behaviours.

Unit 5: Learning Characteristics of Students with Multiple Disabilities

5.1 Learning characteristics of children with Multiple Disabilities with the combination of
intellectual impairment: - sensory impairment, ASD, Loco-motor impairment, any other
disability
5.2 Learning characteristics of children with Multiple Disabilities with the combinationof Loco-
motor impairment:-ASD, sensory impairment, any other disability.
5.3 Learning characteristics of children with Multiple Disabilities with the combination ofASD: -
sensory impairment, any other disability.

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Rehabilitation Council of India 18
5.4 Learning Characteristics of Students with Blood disorder (Haemophilia, Thalassemia,
Sickle Cell Disease) with other combinations.
5.5. Learning Characteristics of Students with chronic neurological conditions with other
combinations.

Suggested Readings:

 Alsop, L (2002) Understanding Deafblindness: Issues, Perspectives, and Strategies. Hope, Inc
A Resource Manual for Understanding and Interacting with Infants, Toddlers and Preschool
 Age Children with Deaf-Blindness(1993). Ski-Hi Institute. HOPE Publishing.
 Bender, W. (2008). Multiple Disabilities: Characteristics, Identification, and Teaching
Strategies. Pearson/Allyn and Bacon
 Chou KL. Diagnosis and differential diagnosis of Parkinson
disease. https://www.uptodate.com/contents/search. Accessed May 26, 2020.
 Cogher, L, Savage, E. & Smith, M. (1992) Cerebral Palsy: The Child and Young Person.
 London, Chapman & Hall.
 Dormans, J., & Pellegrino, L. (Eds.). (1998). Caring for children with cerebral palsy: A team
approach. Baltimore, MD: Paul H. Brookes Publishing Co.
 Education of children with Deafblindness and Additional Disabilities – Source book for
Master Trainers – National Institute for the Mentally Handicapped, Secunderabad, India.
 Griffith, M. (2018). Developmental disabilities: A simple guide for service providers.
Hinchcliffe A, (2007). Children with Cerebral Palsy: A Manual for Therapists, Parents
and Community Workers, Sage Publications India Pvt Ltd.

 Fox, M. An introduction to Neuro developmental disorders in Children, The National Trust

Narayan, J., Srinivas, N. C. (2007). Educating Children with Deafblind, NIMH, Secunderabad
Miles, B. & Riggio, M., (Eds.). (1999). Remarkable Conversations- A guide to developing
 meaningful communication with children and adults who are deafblind. Perkins
School for the Blind, USA.
 Rehabilitation Council of India (2008). Multiple Disabilities, nature & needs-Kanishka
Publishers.
 Rojahn, J,Mulick, J.A, Jacobson, J.W (1990). Hand book of Developmental disabilities. New
York: Springer.
 R Pogrund, D Sewell, et al. (2012) TAPS: Teaching age-appropriate purposeful skills:
Anorientation and mobility curriculum for students with visual impairments. Texas School

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Rehabilitation Council of India 19
 for the Blind and Visually Impaired. Austin.
 Sense International India. (2014). Handbook on Deafblindness.
Ahmedabad: SenseInternational India.
 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
inEducation. S.R. Publishing House: New Delhi, India.

Suggested web readings:

https://www.umsl.edu/divisions/optometry/PupilProject/LD.html
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/
https://www.ninds.nih.gov/Disorders/All-Disorders/Cerebral-Palsy-
Information-Pagehttps://www.ucpsc.org/ucpsc-wp/wp-
content/uploads/2017/06/cp-understand.pdf
http://www.iicpindia.org/PDF/What%20is%20Cerebral%20Palsy.pdf
https://www.physio-pedia.com/Hambisela_Project:_Cerebral_Palsy 7
Modules

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Rehabilitation Council of India 20
 COURSE – III
ASSESSMENT OF CHILDREN WITH MULTIPLE DISABILITIES

Total Marks: 75 Total Hours: 75

Learning Outcomes:

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

• Explain the concept of screening, assessment, testing, measurement and evaluation.

• Describe the types of assessment used in educational context, differentiate formal andinformal
assessment.
• Demonstrate understanding of various assessment tools used for children with multiple
disabilities.
• Describe the role of special educator in assessment process.
• Describe the process of assessment of students with CP, Db, MD.

Course Content

Unit 1: Concept of assessment

1.1. Definition and meaning of screening, assessment, testing, measurement andevaluation.

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 andsummative
assessments.
1.4. Formal and informal assessment – concept, meaning and role in educational settings.
Standardised/Norm referenced tests (NRT), teacher made/informal, Criterion Referenced
Testing (CRT) and Learning Media Assessment (LMA).
1.5. Points to consider while assessing students with multiple disabilities- primary,secondary with
associated conditions and any other challenges.

Unit 2: Role of Special Educator in assessment

2.1. Screening tools – scope and importance in educational settings and tools used

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Rehabilitation Council of India 21
2.2. Formal assessments carried out by Special Educator - curriculum based assessments,
educational evaluations, ecological assessment (home, equipment, school, community
context/settings) 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 with high support needs/severe disabilities.
2.5. Teacher competencies and role of special education teacher in assessment in differentsettings,
engage with a multidisciplinary team which includes parents/caregivers as partners.

Unit 3: Assessment of students with Cerebral Palsy

3.1. Screening and Diagnosis: Criteria and Tools: Overview of Diagnostic StatisticalManual, ICD-10
and International Classification of Functioning (ICF). The Carolina Curriculum for Infants &
Toddlers with Special Needs (CCITSN), Developmental Checklists- The Carolina Curriculum
for Preschoolers with Special Needs (CCPSN), ABILHANDS-Kids (6-15 years). Screening for
Primitive and Retained Primitive Reflexes.
3.2 Functional assessments - Behavioural, Functional, Adaptive, Educational, Academic, and
Ecological (equipment, home, community, equipment modifications).
3.3. Assessment of associated conditions (difficulty feeding & swallowing, poor/inadequate
nutrition, respiratory issues, intellectual impairment, vision loss, hearing loss, epileptic
seizures).
3.4. Differential Diagnosis- Muscular Dystrophy, Spinal Cord Injury and Neural Tube Defects.
3.5. Documentation of assessment, interpretation and report writing.

Unit 4: Assessment of students with Deafblindness

4.1 Assessing needs across different areas – Vision (Structure and function of eye), Hearing
(structure and function of ear) Communication, Personal, Motor, Social, Orientation and
Mobility, Academics, and Behaviour
4.2 Challenges in assessment of children with deafblindness and children with vision impairment
with additional disabilities
4.3 Strategies to be considered before assessment, during assessment, after assessment (e.g.,
positioning, materials, environment, persons) and Methods and techniques of

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Rehabilitation Council of India 22
 observation and recording (e.g., video, notes).
4.4 Van Dijk and Robbie Blaha approaches for children with deafblindness
4.5 Identifying and assessing delayed development
● Ecological assessments
● Callier Azuza scale for assessment
● Oregon Project Inventory
● INSITE Model

Unit 5: Assessment of students with Multiple Disabilities

5.1 Introduction to Physical, functional, educational, and ecological assessment.

5.2. Developmental Checklists for assessment (Upanayan, Portage, PEP)
5.3. Functional assessment for programming and teaching (FACP, FACP-PMR, MDPS, assessment
of sensory and motor, Supports Intensity Scale, I-CAN, any other indigenous assessment) -
Behavioural Assessment (BASIC-MR) and Curriculum based assessment (GLAD,
AARAMBH).
5.4 Identification of Learning Styles and Strategies- Assessment of associated conditions.
5.5. Role of Multidisciplinary, Interdisciplinary and Trans disciplinary approach to assessment,
referral agencies, linkages, networking and documentation.

Suggested Readings:

Baine, D. (1988). Handicapped Children in Developing Countries, Assessment, Curriculum

Instruction. Alberta: University of Alberta.
Bhandari R., Narayan J. (ed) 2009 Creating Learning Opportunities-A step by step guide to teaching
students with Vision Impairment and additional disabilities, includingDeafblindness
Stillman, R., & Battle, C. (1985). Callier-Azusa Scale (H):Scales for the Assessment of
Communicative Abilities. Callier Center for Communication Disorders, University of Texas at
Dallas.
Cooper, J., &Heron, T., &Heward, W. (2020). Applied Behavior Analysis. Pearson Publications.
David W. (1998). Teaching and Learning in the Early Years. London and New York: Routledge.
Huebner, K. M., Prickett, J. G., Welch, T. R., &Joffee, E. (Eds.). (1995). Hand in hand:

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Rehabilitation Council of India 23
 Essentials of communication and orientation and mobility for your students who are deaf-blind.
(Vol. 1). New York: AFB Press.
Longhorn, L. (2010). A Sensory Approach for very special people: a practical approach to curriculum
planning. Souvenir Press Ltd.
Kamen, D. S., Davies, S. J., Kahn, L. E., Nollman, D. S., & Perrault, S. (n.d.). I.C.A.N.: A functional
skills assessment of the deafblind. Watertown, MA: Perkins School for the Blind.1995.
Koenig, Alan J.; Holbrook, M. Cay. (1995) Learning media assessment of Students With Visual
Impairment.Texas School for the Blind and Visually Impaired, Austin.
King-Sears, H.E. (1994).Curriculum based Assessment in Special Education. San Diego Singular
Publishing Group.
Learning through doing- A manual for parents and caregivers of children who are visually impaired
with additional disabilities. BPA and NIVH, Dehradun, 2002.
Longone, J. (1990). Teaching Retarded Learners Curriculum and Methods for Improving Instruction.
Boston: Allyn and Bacon.
Learning through doing- A manual for parents and caregivers of children who are visuallyimpaired
with additional disabilities. BPA and NIVH, Dehradun, 2002.
Panteliadis, P.C. (2018), Cerebral Palsy a multidisciplinary approach. Springer Publications.
Rowland, C (ed.). (2009).Assessing Communication and Learning in Young Children Whoare
Deafblind or Who Have Multiple Disabilities. Design to Learn Projects of Oregon Health &
Science University.
Sense International India. (2016). Screening and Assessment Formats for Children with
Deafblindness and Multi-Sensory Impairments. Ahmedabad: Sense International India
The Oregon Project for preschool children who are blind or visually impaired,(2007) Publication
Medford, Oregon : Southern Oregon Education Service District.
Overton, T.(1992). Assessment in Special Education – An Applied Approach. New York: McMillan
International Edition
Rosenbaum, L. P., &Rosenbloom. L., (2012). From Diagnosis to Adult Life, Mac Keith Press,
United Kingdom.
Van Dijk, J. (1986). An educational curriculum for deafblind multi-handicapped persons.

Assessment tools:
- Children's Hand Use Questionnaire, (3-8 years) or (6-18 year)-

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Rehabilitation Council of India 24
 https://www.cheq.se/miniquestionnaire
- Goal Attainment Scale (GAS)
- Jayanthi, N (2003)., Grade Level Assessment Device, NIMH.
- J. Krishnaswamy. (1992). The UPANAYAN Early intervention programme. Madras:MNC.
- Jeyachandaran, P., & Vimala, V. (2000). Madras Developmental ProgrammingSystem.Madras:
Vijay Human services.,
- M-CHAT R/F: Robins, D., Fein, D., Barton, M. (2009) - Modified Checklist for Autism in
Toddlers, revises with follow-u (M-CHAT R/F) https://mchatscreen.com/mchat-rf/
- Manual Abilities Classification System (MACS).
- Parents Evaluation of Development Status
- Short Sensory Profile (SSP)
- Quality of Upper Extremity Skills Test (QUEST)
- Communication Function Classification System (CFCS).
- Eating and Drinking Ability Classification System (EDACS)
- Supports Intensity Scale - Children's Version™ (SIS-C)™ (2016)

Suggested web readings:

https://www.cheq.se/miniquestionnaire [APGAR SCORES]
https://www.urmc.rochester.edu/childrens-hospital/developmental- disabilities/conditions/cp.aspx
https://www.neurogenbsi.com/assets/frontend/pdf/books/7-Parent-Guide-for-Cerebral-
Palsy.pdf
https://dsel.education.gov.in/sites/default/files/publication/modulea5.pdf Cerebral Palsy and
Locomotor impairment.
https://niepid.nic.in/disabled_village_children.pdf

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 COURSE: IV
CHILD DEVELOPMENT AND LEARNING
Total Marks: 75 Total Hours: 75

Learning Outcomes:

On 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 childwith
special needs.
 Demonstrate skills of classroom managing skills and behavior problems.

Course Content:

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;

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 Basic principles of learning given by Thorndike, Pavlov, Skinner, Bandura, Piagetand Vygotsky;
3.2. Learning styles and types of learners;
3.3. Socio-cultural factors affecting learning;
3.4. Implications for children with special needs;

Unit 4: Psychological processes and their Implications for Children with differentDisabilities

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
Intelligence;
4.5. Motivation intrinsic, extrinsic, factors affecting motivation;

Unit 5: Classroom Management

5.1. Stimulating learning environment; physical and emotional;
5.2. Common behavior problems in children;
5.3. Functional analysis of behavior;
5.4. Behavior management techniques: Cognitive and behavioral;
5.5. Modifying behaviors of children with special needs in inclusive and specialclassroom;

Suggested Readings:

Bhan S. (2014) Understanding Learners, A Handbook for Teachers, publishers; PrasadPublications,

N. Delhi, ISBN 978-93-84764-01-2
Gathoo, V., Palkar, G., Mathur, D., Mhatre, P., Kapoor, D., & Veling, S. (2023). Curricular
Framework for Cross Disability Early Intervention and School Readiness: PEHAL (Birth to 3 years)
and NIPUN Inclusive (3 to 6 years) (1st ed.). Rehabilitation Council of India.(ISBN) 978-81-
962808-0-2
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.

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Rehabilitation Council of India 27
Sharma, R and Sharma, R (2002) Child Psychology Atlantic: New Delhi.Mohan M., (1972) Child
Psychology in Indian Perspective
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 and Raw

Panda, KC (1997) Education and Exceptional Children, Vikas Publishing House, New DelhiArthur
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. Springer

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 COURSE - V
CURRICULUM DEVELOPMENT

Total Marks 75 Total Hours 75

Learning Outcomes:

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

• 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 students with CP, Db, MD.

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 teacher and
role of technology in curriculum development
2.2. Curriculum for sexual and reproductive health.
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.

Unit 3: Curriculum Development for students with Cerebral Palsy

3.1. Activities of Daily Living and Life skills.

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3.2. Early learning of self, object and environment and readiness skills for explorationthrough
motor, sensory and perceptual channels.
3.3. Pre -Literacy/Numeracy skills, Academics and functional academics.
3.4. Social, Emotional, Communications skills, Emotion Regulation, Self-Determinationskills and
creative exploratory art, dance, movement.
3.5. Self-advocacy, Community Participation, Civil Rights, Leisure and Recreation

Unit 4 Curriculum for students with Deafblindness

4.1 Types of curricula for students with Deafblindness (Spiral, Academic, Expanded/ Plus and
Functional).
4.2 Functional Curriculum- Need for children to have meaningful age appropriate functional
activities to benefit them throughout life and implement opportunities for daily living skills,
social relationships, and leisure activities.
4.3 Thematic curricula and aligning the regular curriculum goals with the goals identifiedin the IEP
4.4 Academic curriculum for high functioning students with Deafblindness - Developinglanguage
and communication, Teaching regular school academics.
4.5 Teaching of Expanded Core Curriculum to students with Deafblindness.

Unit 5: Curriculum for students with Multiple Disabilities

5.1 Motor, Sensory, Personal, Social/Emotional, Language and
Communication,Recreational, leisure, and life skills.
5.2 Pre-academics, Functional Academics and Academics: Reading, Writing, Maths, Spelling,
environmental awareness
5.3 Curriculum development for preschool, and primary/elementary levels (foundation,
preparatory).
5.4 Plus or compensatory curriculum
5.5 Alternate curriculum

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
BBTeaching the Nonverbal Child to Communicate - with AAC. Herding Cats Press.

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Evans, P and Verma, V (Eds.) (1990) Special Education. Past present and Future. The Faimer Press.
Eredics, N, (2018) Inclusion in Action: Practical Strategies to modify Curriculum. New York:Paul.
H. Brookes Publishing Company.
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.
Learning through doing- A manual for parents and care givers of children who are visually impaired
with additional disabilities, BPA and NIVH, Dehradun, 2002
The Education of Dual Sensory Impaired Children: recognising and developing ability by Etheridge
D.
Martin, N., Hacker., B.J., Attermeier, S.M., (2004). The Carolina Curriculum for Preschoolerswith
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.
Sense International India. (2018). A Comprehensive Handbook on curriculum adaptation for
Inclusive Education of Students with Deafblindness and Multi-Sensory Impairments. Ahmedabad:
Sense International India
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
Aitken, S., Buultjens,M, & Clark. C., et al., (1990). Teaching children who are deafblind – Contact
communication and learning, Letts.
Towards Inclusive communities. The Spastics Society of TamilNadu-2000

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Wehmeyer, M.L, Brown, I., Percy, M., Shoegren, K.A., Fung, W.L.A. (2007). Acomprehensive guide
to intellectual and developmental disabilities, Baltimore: Paul.H. Brookes.
Wyse, D., Hayward.L., Pandya, J., (2015): Hand book of Curriculum, Pedagogy and Assessment.
London: Sage Publication

Suggested Web Readings

https://www.who.int/reproductivehealth/publications/general/9789241598682/en/
https://www.advocatesforyouth.org/resources/fact-sheets/sexual-health-education-for-young-
people-with-disabilities/
https://open.umn.edu/opentextbooks/textbooks/comprehensive-individualized-curriculum- and-
instructional-design-curriculum-and-instruction-for-students-with-developmental- disabilities-
autism-spectrum-disorders.

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 COURSE - VI
TEACHING APPROACHES AND STRATEGIES

Total Marks: 75 Total Hours: 75

Learning Outcomes:

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

• Explain the principles of teaching

• Explain the various teaching strategies for teaching children Multiple Disabilities.
• Describe the steps involved in developing and implementing IEP.
• Select appropriate teaching strategies and teaching learning material (TLM) including multi-
media to transact the curriculum content after identifying the learner needs.
• Demonstrate competencies in using the suitable teaching techniques for different educational
settings including blending teaching (online/face-to-face) for students with CP, Db and MD.

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, simple to complex, whole
to part, known to unknown.
1.3 Teaching methods – e.g., multisensory, play way, Montessori, Project, Teaching strategies –
Principles of reinforcement, task analysis/task slicing, prompting, fading, shaping chaining,
modeling, cueing, Reinforcement, Behavioral contracts, TokenEconomy.
1.4. Selection and use of TLM (UDL principles), Assistive technology/devices, and Information and
communication technology (ICT) for teaching classroom management, .
1.5. Evaluation – continuous and comprehensive evaluation, progress monitoring and documentation.

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Unit 2: Individualized 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 home based 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. Classroom management - team teaching, shadow teaching, peer tutoring and cooperative
learning, use of positive behavioural intervention strategies (PBIS).
2.4. Teaching strategies for individuals 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 students with Cerebral Palsy

3.1. Strategies and Approaches (e.g., Joint Attention, Symbolic Play, Engagement & Regulation
(JASPER), Learning Experiences and Alternate Program for Preschoolers and their Parents
(LEAP), Early Start Denver Model (ESDM).
3.2. Promote participation/access across classroom and beyond- Physical considerations- space,
seating and positioning, storage of student devices such as wheelchair/AAC equipment,
duration, adapted equipment, manipulative/s and personalized. Strategiesrelated to schedules
and duration based student’s levels of arousal.
3.3. Adapt or Modify lessons teaching learning materials, and evaluations for teaching Literacy,
Numeracy and Functional Academics including using multi-media wherever appropriate,
3.4 Adapt or Modify performance and proficiency standards in subject learning through
accommodations and exemptions, promote social skills, (e.g.,Art educationalactivities, social
stories, Comic strips, Peer-Mediated Programmes).
3.5. Strategies and Approaches (e.g.,Conductive Education, Motor Learning Practices beyond
therapy, Response to Intervention.

Unit 4: Teaching strategies for students with Db

4.1 Creating a Positive Learning Environment for effective teaching and successful learning-
Offering choices, Involving the child in the entire process of the activity , Hand over hand and
hand under hand techniques, real life learning, Individual and Group teaching, Turn Taking

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4.2. Multi-sensory approach – Using multi-sensory approach in a variety of activities of daily living
and classroom participation
4.3. Use of different types of calendars for conversation, Anticipation and importance of routines,
Meaningful and motivating schedule
4.4 Encouraging literacy through: Early reading for children (e.g., calendars, meanings
of objects), Exposure to print and/or Braille/ Sign language/ symbols and total communication
for children, Different approaches for teaching reading (e.g., whole language, phonetics)
4.5 i) Considerations promoting Learning-Physical Environment (eg. Auditory, Visual, Tactual)
ii) Techniques for teaching Orientation and Mobility skills.

Unit 5: Teaching Strategies for students with MD.

5.1 Strategies of teaching pre academic, Academic and functional academic skills:reading, writing
and arithmetic
5.2 Developing Strategies for Teaching-Learning: Individualized and group learning, TLM,
Assistive technology
5.3 Strategies of teaching through Structured teaching method, AAC and PBI at various
environment.
5.4 Strategies for Developing social, recreational and leisure skills, sports, yoga, and veryspecial
art.
5.5 Strategies of Creating Prosthetic Environment in School and Home: SeatingArrangements,
Positioning and Handling Techniques

Suggested Readings:

Bhandari R. &Narayan. J. (ed) 2009 Creating Learning Opportunities-A step by step guide to teaching
students with Vision Impairment and additional disabilities, includingDeafblindness
Callier-Azusa Scale (H),(1985) Scales for the Assessment of Communicative Abilities. by Robert
Stillman and Christy Battle. Published University of Texas at Dallas.
David W. (1998). Teaching and Learning in the Early Years. London and New York: Routledge.

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Rehabilitation Council of India 35
Kamen, D. S., Davies, et al. (1995). A functional skills assessment of the deafblind.
Watertown, MA: Perkins School for the Blind.
Koenig, Alan J.; Holbrook, M. Cay.(1995) Learning Media assessment of Students With Visual King-
Sears, H.E. (1994) Curriculum based Assessment in Special Education. San Diego Singular
Publishing Group.
Learning through doing- A manual for parents and caregivers of children who are visually impaired
with additional disabilities, (2002). BPA and NIVH, Dehradun, 2002.
Longone, (1990). Teaching Retarded Learners Curriculum and Methods for Improving Instruction.
Boston: Allyn and Bacon.
Learning through doing- A manual for parents and caregivers of children who are visually impaired
with additional disabilities. (2002). BPA and NIVH, Dehradun, 2002.
Rowland, C (ed.). (2009).Assessing Communication and Learning in Young Children Whoare
Deafblind or Who Have Multiple Disabilities. Design to Learn Projects of Oregon Health &
Science University.
Sense International India. (2018). A Comprehensive Handbook on curriculum adaptation for
Inclusive Education of Students with Deafblindness and Multi-Sensory Impairments.
Ahmedabad: Sense International India.
Sharon Anderson, Susan Boigon, Kristine Davis, Cheri deWaard. The Oregon Project [kit]
(2007): for preschool children who are blind or visually impaired. Oregon Education
ServiceDistrict.
Overton, T.(1992). Assessment in Special Education – An Applied Approach. New York:
McMillan International Edition.
Rosenbaum, & L. P., Rosenbloom. Lewis., (2012). From Diagnosis to Adult Life, Mac KeithPress,
United Kingdom.
Van Dijk, J. (1986). An educational curriculum for deafblind multi-handicapped persons.
Perkins Learning.
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.
Assessment tools

. Goal Attainment Scale (GAS)

. Short Sensory Profile (SSP)

. J. Krishnaswamy. (1992). The UPANAYAN early intervention programme. Madras:

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Rehabilitation Council of India 36
MNC.

. Jeyachandaran, P., & Vimala, V. (2000). Madras Developmental Programming System.

Madras: Vijay Human services.

. Manual Abilities Classification System (MACS).

. Quality of Upper Extremity Skills Test (QUEST)

. Communication Function Classification System (CFCS).

. Eating and Drinking Ability Classification System (EDACS)

. Supports Intensity Scale - Children's Version™ (SIS-C)™ (2016)

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Rehabilitation Council of India 37
PRACTICAL
COURSE – I (a)
ASSESSMENT OF CHILDREN MULTIPLE DISABILITIES

Total Marks: 125 Total Hours: 125

Learning Outcomes:

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

• Collect background information from the parent/caregiver of the student

• Collect and comprehend the assessment reports of therapeutic and psychologicalaspects
• Select suitable special educational assessment tools for students with CP, Db andMD.
• Conduct educational assessment and generate comprehensive report

Task of the student trainee:

- Each student trainee will work with three students, - one each having CP, Db andMD.
- The student trainee will collect background information and case history in theprescribed format
used in the organisation /training institute.
- S/he should interview the parents, caregiver and/or significant others to elicitinformation.
- 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 an appropriate educational assessment tool for each of the studentshaving CP,
Db and MD and assess the student. The tools can be grade level assessment, functional
assessment, current level assessment and academic assessmentas the case may be. The teacher
trainee should appraise the need and select the suitable tools.
- S/he should contact the parents, caregiver and other stakeholders for identifying the level of
support required for children with Cerebral Palsy, Deafblindness, Multiple disabilities,.

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Rehabilitation Council of India 38
- S/he should assess the student and prepare a comprehensive report of the elicited
information/assessment carried out and submit the report.
- With ethical consideration in mind, the student trainee must ensure confidentiality ofthe collected
data.
Note: the organisation is responsible for seeking permission from the parents and school tocarry
out the assessment.

Recommended tools and readings

For CP/ Db /MD:

- 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
- R. Gill., & Armstrong, F. (Eds)(2014) Teaching And Learning In Diverse And Inclusive
Classrooms. Routledge.
- Bluma, S.M. Shearer, M.S. Frohman, A.M. & Hilliard, J.M. (2007).Portage guideto early
education (revised edition). Wisconsin: Portage project.
- Bole, V.S, & Bole, S.V., (2007). Early Management of Cerebral Palsy includingchildren with
developmental delay. Jaypee, New Delhi
- 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.
- ISAA: Arya, S., Rao, L.G., Jayaram, M. & Deshpande, S.N. (2009). Indian Scale for
Assessment of Autism (ISAA). NIMH, Secunderabad.
- 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/
- Myreddi, V., & Narayan, J. (2004). FACP – PMR,NIMH,Secunderabad.
- Peshawaria, R. & Venkatesan, S. (1992).Behavioural Assessment Scales for IndianChildren
with Mental Retardation. NIMH. Secunderabad.
- Sushterman, P.M. (2015). The Cerebral Palsy Tool Kit: From Diagnosis toUnderstanding. CP
Now. United States.

- Vykuntaraja, Kn., (2014). Cerebral Palsy and Early Stimulation. Jaypee Brothers, New Delhi
- Oberoi, G. (2020). First Screen. New Delhi:Orkid.
- Callier-Azusa Scale (H), Scales for the Assessment of Communicative Abilities. by Robert
Stillman and Christy Battle. Published in 1985 by the University of Texas.Dallas.

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Rehabilitation Council of India 39
Suggested web readings:

• https://cprn.org/
• https://coe.uoregon.edu/cds/files/2018/01/Motivational-Assessment-Scale-II.pdf
• https://www.canchild.ca/en/diagnoses/cerebral-palsy
• https://www.ninds.nih.gov/
• https://www.cerebralpalsyguide.com/
• https://depts.washington.edu/Db peds/Screening%20Tools/CSHQ.doc [Children'sSleep Habits
Questionnaire]
• https://www.readingrockets.org/article/reading-together-tips-parents-children-cerebral-palsy
• http://kskits.org/writing-family-guided-ifsp-outcomes

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Rehabilitation Council of India 40
PRACTICAL

COURSE – II (a).
INDIVIDUALIZED EDUCATION PROGRAMME (CP, DB AND MD)

Total Marks:150 Total Hours: 150

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 from the priority goals.
• Make necessary plans.
• Implement, monitor and evaluate the programme.
• Write the IEP including the above details, teaching strategies and evaluation methods.
• Implement the IEP as planned using appropriate teaching strategies and TeachingLearning
Materials (TLM).
• Document progress.

Task of the student Trainee:

- Based on the comprehensive educational/current level assessment data, the traineeshall
select priority goals, develop an IEP for three students–one each with CP, Db,and MD.
- 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 a 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 practical is taught to the student trainee during thispractical.

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Rehabilitation Council of India 41
Suggested readings:

Cummings, C. (2000). Winning Strategies for Classroom Management Teaching. Book News,
Inc.,Portland.
Department of Special Education (1994). Functional assessment checklist for Programming:
(guidelines for using the checklist). Secunderabad: NIPM.
Jayachandran, P & Vimla, V (1983) Madras developmental programming system.
Madras:Vijay human service.
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
Peshawaria, R & Venkatesan, S (1992). Behavioural assessment scales for Indian childrenwith
mental retardation. Secunderabad: NIPM.
Sense International India. (2014). Handbook on
Deafblindness. Ahmedabad: SenseInternational India.
Twatchman, C.D.,& Twatchman, B. J. (2011). The IEP from A to Z: How to Create Meaningful and
Measurable Goals and Objectives, United States, John Wiley & Sons,Inc.
Hill, & Corry (Eds). (2001). Deafblind Intervention Strategies for the Home – DISH: A resource for
parents of children with deafblindnes. Utah Schools for the Deaf and the Blind, Deafblind
Services Division.
Analyzing the Communication Environment to Increase Functional Communication Rowland, Charity
Schweigert, Philip. JASH, vol. 18, no. 3, 1993, pp. 161-176..1993.

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Rehabilitation Council of India 42
PRACTICAL
COURSE – III(a)
PREPARATION OF TLM FOR ASSESSMENT AND TEACHING
(INCLUDING AAC) & INFORMATION AND COMMUNICATION
TECHNOLOGY
Total Marks:75 Total Hours:75

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

• Select appropriate teaching learning material for implementing IEP and other teachingactivities
• 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 preparesuitable
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 incontext for
part of the lessons.
- On the completion of the assessment and teaching programme based on the IEP, the teacher
trainee shall submit the TLM used and also other innovative TLM ifs/he hasprepared.
- Shall provide access to the online material that was used during the assessment andteaching
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,
NewYork
Bullis, Michael (Ed.) Fielding, Glen (Ed.). Communication Development in Young with Deaf-
Blindness. Literature Review: Monmouth, Oregon: Oregon State System of Higher Education,
Teaching Research Institute1988.
Stremel, Kathleen; Bixler, Betsy; Morgan, Susanne; Layton, Kristen. (2002). Communication Fact
Sheets for Parents - National Technical Assistance Consortium for Children and Young Adults
Who Are Deaf-Blind.(NTAC).
Communication Matrix: Especially for Parents. (2004) Rowland. Charity. — Oregon Health &
Science University.
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Rehabilitation Council of India 43
Suggested web readings:
https://www.twinkl.comhttp://www.ladyirwin.edu.in/download/2017/apri2017/Inclusive%20s
chool%20module%20for%20%20resource%20material.pdfhttps://medinclusiveeducation.
weebly.com/preparation-of-
tlm.htmlhttps://kidshealth.org/en/parents/iep.htmlhttps://www2.ed.gov/parents/needs/spece
d/iepguide/index.ht

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Rehabilitation Council of India 44
PRACTICAL
COURSE–I(b).
GROUP/PAIRED TEACHING (CURRICULAR AND CO- CURRICULAR) IN
SPECIAL SCHOOLS- (CP, DB AND MD)
Total Marks: 150 Total Hours: 150
Learning Outcomes:
On the completion of this practical, the student teacher will be able to:

• Assess the current level of functioning of each student in the given curricular domains

• Plan lessons for the group, on a specific topic, keeping in mind the level of functioning of
each student in curricular and co-curricular areas, (blending co-curricular 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.

Task of the student trainee:

- The student trainee will work with groups of students with CP, Db and MD executing atleast
8 (5 curricular & 3 co-curricular) lessons with each group, that is, a minimum of 24 lessons.

- The trainee will work on curricular and co-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 an arrangement 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 instituteand
the written lessons corrected and approved by the course supervisor before carrying out the
lesson.

- After the class, self-evaluation, peer evaluation and the teacher’s evaluation are to be carriedout.

- 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 practical.

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Rehabilitation Council of India 45
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 shall be allowed
to conduct the instructions only after approval by the master trainer.

Note: The student trainee must be first trained in each of the co curricular areas by an expert in yoga,
physical education, music, dance, and art and crafts. Besides classrooms practice teaching, each
trainee has to observe the teaching of the special educator for 10 lessons and submit a reportof
observations.

Suggested Readings:
Bluma, S.M. Shearer, M.S. Frohman, A.M. & Hilliard, J.M. (1976) Portage guide to early
education (revised edition), Wisconsin: Portage project.
Department of Special Education (1994). Functional assessment checklist for Programming:
(guidelines for using the checklist). Secunderabad: NIMH.
Peshawaria, R & Venkatesan, S (1992). Behavioural assessment scales for Indian childrenwith mental
retardation. Secunderabad: NIMH
Turnball, A.P. Srickland, B.B. & Brantlay, J.C. (1990). Developing and Implementing an
individualized education programme. London: Merrill
Jeyachandran, P. Yoga for the Mentally Retarded, Vijay Human Service Centre, Chennai. Cooley,
E. (1987).
Communication At Home and In the Community: Helpful Strategies & Suggestions From Parents
& Families With a Child Who is Deaf-Blind - The National Family Association for Deaf-Blind
(NFADB) ; The National Technical Assistance Consortium for Children and Young Adults Who
Are Deaf-Blind (NTAC),2000.

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PRACTICAL
COURSE - II
GROUP / PAIRED TEACHING - RESOURCE ROOM SETTING - CP, DB
AND MD
Total Hours: 150 Total Marks: 150

Learning Outcomes:

On the completion of this practical, the student teachers will be able to:
● Organise resource rooms for students with CP, Db and MD.
● Equip the resource room with the required assessment, teaching and learning material and
technological support and create necessary support systems as required.
● Coordinate with the class teacher in terms of the difficulty of the student in learning and design
appropriate programme for the same for a group of students with learning needs ofCP, Db and
MD.
● Execute the learning programmes and maintain documents related to the learningprogrammes.

● Work continuously with the regular teacher

Task of the Student trainee:

- The student trainee will work with the students with CP, Db and MD in resource room setting.
Each group will have a minimum of 3 students with a group of disability, (CP, Dband MD). A
total of 24 lessons are to be taught – 8 from each disability with a minimum of 8 lessons on each.

- The lessons must be corrected and approved by the supervisor

- The student trainee is responsible for collecting background details from the regular classteacher,
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.

- Teach the lessons and share the details with that class teacher.
- The student trainee will develop worksheets and other TLMs suitably, use technology andalso
equip the resource room with additional material

- Evaluate and reflect on the effect of teaching on the student and difficulties faced inimparting
instructions and suggest changes for improving the programme

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Rehabilitation Council of India 47
- On completion of the teaching lessons, the trainee will submit the record of the workdone
with each group in detail along with the TLM

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: VivekPub.
Kumar, Sudhir and Ratan, P.N. (2003). Teaching of Mathematics. New Delhi:Mangal, S. K. (2007).
Teaching of Mathematics. New Delhi: Arya BookDepot

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 CenturyPublications.Sharma, P.
(2011). Teaching of English: Skill and Methods. Delhi: ShipraPublication.
Hand In Hand: Essentials of Communication and Orientation and Mobility for Your Students
Who Are Deaf-Blind: Volume I - Huebner, Kathleen Mary (Ed.); Prickett, Jeanne Glidden
(Ed.); Welch, Therese Rafalowski (Ed.); Joffee, Elga (Ed.) — AFB Press: 1995, xliv,687.
Huebner, Kathleen Mary, and et.al. (1995). Hand in hand: essentials of communication and
orientation and mobility for your students who are deafblind: volumes I and II. New York: AFB
Press.
Klein, M. Diane, Deborah Chen, and Michelle Haney. (2000). Promoting learning through active
interaction: a guide to early communication with young children who have multipledisabilities.
Paul Brookes, Baltimore.
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.mathpdf
• Top 10 Language Learning games – Dr. Moku –dmoku.com

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Rehabilitation Council of India 48
PRACTICAL
COURSE– III (b)
INCORPORATION OF TECHNOLOGY AND TLM IN DIFFERENT
SETTINGS

Total Marks: 75 Total Hours: 75

Learning Outcomes:

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

● 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 teachthe
student in 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 on the learner need andthe lessons
chosen to be taught.

- The trainee may develop E-content for some of the lessons and use it for teaching the lesson.
- While submitting the report of the practicals the trainee should submit a separatereport 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 Strategiesin
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.
Boot, F.H. Louw, J.S, Kuo, H.J and Chen, R. (2019): Intellectual disability and AssistiveTechnology.
Frontiers in Public Health.
Giulio E. Lancioni, & Nirbhay, N. Singh (2014): Assistive Technologies for People with Diverse
Abilities. Springer.
Green, J (2011). The Ultimate Guide to Assistive Technology in Special Education. New York:
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 Prufrock Press
Lancioni, G.I., Sigafoos, J. o’Reilly, M.F., Singh, N.N (2012): Assistive Technology: Interventionfor
Individuals with Severe/ Profound and Multiple Disabilities. Springer.
Sense International India. (2014). Handbook on Deafblindness. Ahmedabad: Sense International
India.• 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:
PrufrockPress

Suggested web readings:

http://www.progressivephonics.com/phonics-books/beginner-phonics-books
https://www.teacherspayteachers.com
https://www.pathstoliteracy.org/
https://www.twinkl.com
http://www.ladyirwin.edu.in/download/2017/april-
2017/Inclusive%20school%20module%20for%20%20resource%20material.pdf

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 COURSE VII
EDUCATION IN THE EMERGING INDIAN SOCIETY AND SCHOOLADMINISTRATION
Marks: 45 Total Hours: 45

Learning outcomes:
 On the completion of this course, the student-teacher 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;
 Understand various education commissions and policies of Education;
 Describe the importance of School Administration and documentation

Course Content:
Unit 1: Nature and agencies of Education:
1.1. Meaning, definition and aims of education
1.2. Education in the 21st century in India
1.3. Formal, Informal and Non-Formal education
1.4 Functions and modes of education Regular, Open, Distance& Online, Blended learning, Mainstream,
Inclusive and Special School, Home-based education
1.5 Role of Government and Non- Govt agencies of education

Unit 2: Philosophy and Educational Foundations in India

2.1. Different Educational philosophies—Idealism, Naturalism Pragmatism and
Humanism—an overview
2.2. National and International Educational Philosophers— Gandhi, Aurobindo, Rabindra Nath Tagore,
Vivekanand, John Dewey, Lock e,Piaget, Rousseau, Maria Montessori
2.3. Indian constitutional and education: Directive Principles, Fundamental Rights and Duties,
Constitutional Provisions on Education
2.4. Acts and Provisions: Free and compulsory education as fundamental rights (article21A of 2002)
and RTE Act 2009 and Amendments; Educational provisions enshrinedin RPWD Act, 2016
2.5. Education Commissions since Independence and National Education Policy 1986, Plan of Action
1992 and National Education Policy (NEP) 2020

Unit 3: School Administration:

3.1 Meaning, definition and principles of School Administration and School Organization

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3.2 Organization of Special School and Inclusive School
3.3 Code and conduct of teacher, duties and responsibilities of the head of school
3.4 Annual school plan and Preparation of time-table, Continuous and ComprehensiveEvaluation (CCE)
3.5 Maintenance of school-record--progress report, cumulative record, case histories

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 COURSE - VIII
METHODS OF TEACHING IN ELEMENTARY SCHOOL
Total Hours: 75 Total
Marks:75

Learning Outcomes:
On the 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 lifeand
relevance to modern society.
● Demonstrate understanding the importance of teaching materials and technology inteaching the
learning process of different subjects.
● Explain the aims, methods and teaching techniques that can be used to facilitate learningfor
children with CP, Db and MD in regular schools.
● Explain the various aspects of planning and evaluation in the teaching of subjects andlanguage.

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 schoolteaching
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 basedlearning (ABL)
and Continuous and Comprehensive evaluation (CCE).
1.5. Different teaching methodology of subject areas in inclusive schools – teaching in regularschools
where children with CP, Db and MD are included. Use of UDL to teach in regularelementary
class.

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 school curriculum.

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2.5. Adaptations in Social and environmental Science for children with CP, Db and MD.

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 pre math and numberconcepts
and computation and applications at elementary school level using 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 CP, Db and MD.

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 CP, Db and MD.

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 prescribedcurriculum
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 CP, Db and MD.

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

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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: VivekPub.
Kumar, Sudhir and Ratan, P.N. (2003). Teaching of Mathematics. New Delhi:Mangal, S. K. (2007).
Teaching of Mathematics. New Delhi: Arya BookDepot
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 CenturyPublications.
Sense International India. (2018). A Comprehensive Handbook on curriculum adaptation forInclusive
Education of Students with Deafblindness and Multi-Sensory Impairments. Ahmedabad: Sense
International India
Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: ShipraPublication.

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.mathpdf

. Top 10 Language Learning games – Dr. Moku –dmoku.com

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 COURSE – IX
THERAPEUTICS

Total Marks: 75 Total Hours: 75

Learning Outcomes:

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

● Demonstrate basic understanding of the therapies required for students with CP, Db andMD.
● Demonstrate competencies in working in coordination with the therapists.
● Design and incorporate therapeutic activities wherever appropriate in classroom activities.
● Incorporate recreational therapy in classroom activity and co-curricular activity.
● Coordinate with clinical therapists (PT, OT, ST and Psychologist) in implementingtherapeutic
activity.

Course content

Unit 1: Concept and understanding of clinical therapies

1.1. Definition, need and importance of therapies for children with multiple 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 classroom setting.
1.4. Physiotherapy - definition, aim, scope and techniques in classroom setting.
1.5. Speech therapy - definition, aim, scope and techniques in classroom setting.

Unit 2: Concept and understanding of recreational therapies

2.1. Need and importance of recreational therapies for children with multiple disabilities.
2.2. Types of recreational therapies, their importance from the teacher’s perspective
2.3. Aroma therapy, Massage therapy, Yoga therapy – Aim, Scope and Role in education of
children with multiple Disabilities.
2.4. Play therapy - Aim, Scope and Importance for children with multiple disabilities, Adapted
Physical education, Special Olympics- Indian and International settings.
2.5. Music and performing arts – Aim, Scope and Importance for children with Multiple disabilities.

Unit 3: Therapies for students with Cerebral Palsy

3.1. Oro-motor feeding and drooling management therapy, Development of Speech,
language and communication: Implications across the spectrum of CP.
3.2. Alternative & Augmentative Communication (AAC) systems- No tech/Low tech, Mid tech, and
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 High tech.
3.3. Sensory processing disorder and management through functional therapy across home
programs, fitness therapy & context focused therapy for children with CP.
3.4 Evidence Based Therapies for Cerebral Palsy (Bobath, Neuro Developmental Therapy, Strength
Training/Functional Physical therapy, Movement Opportunities via Education (MOVE).
3.5 Overview of Adjunct Therapy: Hydrotherapy, Hippotherapy, Animal Assisted therapy, Suit
therapy, and Vojta.
Unit 4: Therapies for students with Db
4.1 Introduction to Sensory Integration, Sensory Integration Disorders - Sensory Motor Based
Disorders, Sensory Modulation disorders and Sensory Integration disorders.
4.2 Implications of Sensory Integrative (SI) Disorders- over/ under responsive to sensory inputs as
well as easily fatigued or in constant movement, general classroom activities for children with
tactile, vestibular and proprioceptive dysfunction.
4.3 Key principles of Sensory Integration Therapy and its management, specific objectives of SI
Therapy, behaviors indicating possible sensory integration dysfunction.
4.4 Communication- Development of receptive and expressive communication, Braille, Sign
language, Tadoma, and Speech.
4.5 Understanding Audiological assessment, types of audiometry, types of hearing aids and
devices, its use for listening, care and maintenance.
Unit 5: Therapies for students with Multiple Disabilities.
5.1 Occupational therapy - basic understanding of functional management- Hand function- sensory
integration therapy, Activities of Daily Living (ADL), application of OT in classroom, home,
and community.
5.2 Physiotherapy – basic understanding of physical and motor management techniques. Basic
postural management, prevention of contracture and deformities; management of specific
conditions - Spina Bifida, Muscular Dystrophy and Poliomyelitis. Assistivedevices.
5.3 Speech and Language therapy- Speech problems and its management, languageassessment
and its intervention to enhance communication, and communication aids.
5.4 Behavioral Therapy: Management of Problem Behaviours, PBIS; implementation of
Behavioural Management goals within classroom.
5.5 Alternate Therapeutic programme (Fine Arts and any other therapy)

Suggested Readings:

Ayres. J-Sensory Integration and the Child, 1979. Los Angeles, CA. Western PsychologicalServices.
Bly, L. -Components of Normal Movements during the First Year of Life and Abnormal Motor
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 Development, 1983. Therapy Skill Builders.
Berkell, D.E.l & Brown, J.M. (1989). Occupational Transaction from school to work for persons
with disabilities, London: Longman.
Bienkowska,I., (2019). Sensory Integration: Development disorder and Treatment
Carroll, J.M (2020). Art Therapy and Individuals with Developmental Disabilities, London: Jessica
Kingsley Publishers
Connolly, B. Montgomery, P (2005) Therapeutic Exercise in Developmental Disabilities. New
Jersey: SlackInc.
Crenshaw, D.A, Stewart, A.L. (2014). Play therapy_ A comprehensive Guide to theory andPractice,
New York: The Guilford Press
Case-Smith J,-Development of Hand Skills in the Child, 1992. AOTA, Inc., Rockville.
Coupe, J & GolDb art, J (Eds) (1988) Communication before speech: Normal development and
impaired communication, London: Croom Helm Publication.
Gardiner, M.D. (1985). The principles of exercise therapy. Delhi: CBS Publishers &
Distributors.
Goetz. L., Guess, D., and Camphell K. S., (1987) innovative programme design for individuals
with dual sensory impairments. London: Paul H. Brookes.

Jac Kranowitz, C. S. & Newman J. (2010). Growing an In-Sync Child: Simple, Fun Activities to
Help Every Child Develop, Learn and Grow. Penguin,USA.
Muralidharan R (1990). Early Stimulation Activities for Young Children. New Delhi: NCERT.
Reich, P. A., (1986) Language Development, New Jersey: Prentice Hall.
Schumway, Cook & Woollacott. (1995). Motor Control Theory and Practical Applications,Williams
and Wilkins, Baltimore.
Van Riper, C & Emerick’ L. (1994) Speech correction, an introduction to speech pathology and
audiology, New Jersey: Prentice Hall.
Kohli, T. (1987). Portage basic training course for early stimulation of pre-school children in
India. Delhi: UNICEF.
Grocke, D & Wigram, T., (2006). Receptive Methods in Music Therapy - Techniques and Clinical
Applications for Music Therapy Clinicians, Educators and Students. Jessica Kingsley
Publishers.
Schaefer, C.E. Cangelosi,D.M. (2002). Play TherapyTechniques.
Bush J. (1997). The Handbook of School Art Therapy: Introducing Art Therapy into a School System.
Charles C Thomas Pub Ltd.
Ganim, B. (1999) Art and Healing: Using expressive art to heal your body, mind, and spirit. New
York: Three Rivers Press.
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Suggested Websites:
 https://www.asha.org/public/speech/disorders/aac/
 https://www.communicationmatters.org.uk/
https://resources.specialolympics.org/health/funfitness

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 COURSE – X
INCLUSIVE EDUCATION

Total Marks: 75 Total Hours: 75

Learning Outcomes:

On the 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;

Course Content:

Unit 1: Diversity and Inclusivity

1.1. Meaning and concept of diversity;
1.2. Learner diversity;
1.1. Disability as a human diversity;
1.2. Diversity for sustainability;
1.5. Strength of diversity for inclusivity;

Unit 2: 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 3: 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;
3.4. Sensitizing stakeholders and schools for inclusive education;
3.5. Teacher preparation for inclusive education;
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Unit 4: Curricular strategies for inclusive education
4.1. Curricular challenges for students with disabilities;
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 5: 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 programmes;
5.5. Voluntary organizations and Govt. agencies;

Suggested Readings:

Alur, M., Timmons, V., (2012). Inclusive Education Across Cultures, (3rd. 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 Initiativesto
Make Education Accessible to All, SSA Karnataka
Bela, K., (2017)., Creating Inclusive Education: समावेशी शश¢◌ा, (2nd ed.)., Agra, Shri Vinod

Pustak Mandir.
Dash, N., (2012)., Inclusive Education for Children with Special Need, (1st ed.)., New Delhi,Atlantic
Publishers.
Julka, A, (2014). Including children with special needs, Primary stage, New Delhi: NCERT
https://ncert.nic.in/pdf/publication/otherpublications/SpecialNeeds.pdf
Panigrahi, S.C., Biswal, A., (2012). Teaching Education, (1st ed.). New Delhi, APH Publication
Corporation.
Puri, M. & Abraham, G. (2004) Handbook of Inclusive Education for Educators, Administratorsand
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
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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%2
0Education%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
Beyond Tokenism - A Guidebook for Teacher's on How to Implement Inclusive Education in the
Regular Class. (2002). 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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 COURSE –XI
FAMILY AND COMMUNITY
Total Hours: 45 Total Marks:45

Learning outcomes
On the 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 withdisabilities.
 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: Role of family in education of children
1.1 Family; meaning, definition ,structure and characteristics
1.2 Role of family in child practices and its impact on the physical and emotional well-being.
1.3 Role of family in developing and executing IFSP and IEP
1.4 Facilitating and supporting learning at home, school and in after school activities
1.5 Role of family in facilitating inclusive education

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 community in education of children with disabilities.
3.1 Role of community in creating awareness about disabilities – prevention, early identification,
intervention, education and for creating a barrier free environment
3.2 Community as a stakeholder in building inclusive society
3.3 Mobilizing local community support and resources for education and rehabilitation
3.4 Facilitating collaboration with Aganwadis and other Govt agencies.
3.5 Safeguarding rights of 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
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 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

Millington, M. and Marini,I.(2015) Families in Rehabilitation Counselling: A community based

rehabilitation approach. Singapore: Springers Publishing Company
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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 COURSE- XII
MANAGEMENT OF CHILDREN/GROUPS WITH HIGH SUPPORT NEEDS

Total Marks: 75 Total Hours: 75

Learning Outcomes:

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

• Define high support needs.

• Explain the assessment procedures for individuals with high support needs
• Describe various methods, techniques and approaches for planning and management of
individuals with high support needs
• Demonstrate understanding of working with individuals in need of high support in homeand
school/organisations
• Select and use appropriate technology and assistive devices in extending support

Course Content
Unit 1: Understanding groups with high support needs
1.1. Definition, description and understanding of high support needs, severe/profounddisabilities &
its implications
1.2. Working with individuals with high support needs – strength, issues and challenges
1.3. Concept of assistance and support at various stages for persons with high support needs–
childhood and adolescence.
1.4. Levels of support (AAIDD) – limited, intermittent, extensive, pervasive
1.5. Service avenues for children with 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. sensory issues,
social skills, mobility and recreation.
2.4. Assessment of need for plus curriculum and assistive devices.
2.5. Interpreting assessment results to plan the support programme.

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Unit 3: Management of Individuals with High Support Needs
3.1. Steps involved in planning assessment, coordination of multidisciplinary team members in
management of high support needs across age-groups & settings
3.2. Management strategies for High support needs promoting participation through activities
:Teaching Techniques and approaches, Sensory motor Stimulation & Sensory Integration, Total
Communication, Behaviour Management, Orientation & Mobility
3.3. Working with family including self-care for Caregivers.

3.4. Optimal utilization of Government support.

3.5. Documentation, progress monitoring and evaluation.

Unit 4: Competencies of the Caregiver

4.1. Knowledge, insight about the condition, acceptance, ability to identify types and kinds of support
needed to enable supported decision making, skills/ability to seek/search, advocate for access to
benefits, schemes and ability to network/advocate through and withparent groups..
4.2. Intervention Development - programme planning for individuals with high support needs.
4.3. Addressing common medical issues (back-care) and health related issues promotingphysical and
emotional well-being of self and family.
4.4. Making reasonable adjustments including, physical comforts and positioning, Communication,
environment, meeting personal needs, maintaining privacy, preventionfrom exploitation, caring
for emotional health, meeting leisure and recreation needs.
4.5. Advocating and exercising Rights of people with disabilities.

Unit 5: Use of technology in Management of High Support Needs

5.1. Define needs and access optimum support for management through technology.
5.2. Assistive technology for communication- use of AAC and other devices; Assistivetechnology
for recognition of emotions and improvement of social and cognitive skills.
5.3. Application of Technology-digital portfolio (including low cost) in lesson planning, report
writing and evaluation.
5.4. Advantages and disadvantages of Assistive technology.
5.5. Concept & Need of Assistive Devices for Persons with Multiple Disabilities.

Suggested Readings:
Blacher, J. (Ed.) (1984) Severely Handicapped Young Children and Other Families: Research in

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Review Orlando: Academic PressInc.
Orlove, F.P, Sobsey, D., Gilles, D.L.(2017). Educating Students with Severe and Multiple
Disabilities A Collaborative Approach. New York: Paul H Brookes PublishingCo.
Moon, M.S. et.al (1990) Helping persons with severe mental retardation get and keep employment,
Baltimore, Brookes PublishingCo
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.
NIEPMD © Publications 2020. High Support Needs: Parents Need
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.
Sense International India. (2014). Handbook on Deafblindness. Ahmedabad: Sense International
India.

Suggested web readings:

● 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://www.aclu.org/sites/default/files/field_document/faq_about_supported_decision_ma
king.pdf
● https://www.aclu.org/sites/default/files/field_document/faq_about_supported_decision_ma
king.pdf
● https://web.archive.org/web/20110614214114
● /http://www.angelswithspecialneeds.org/monthly/severe-and-multiple-disabilities/
http://www.nsnet.org/start/severe.pdf

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 COURSE- XIII
EMPLOYABILITY SKILLS
Total Marks 60 Total hours 60

www.employabilityskills.net

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PRACTICAL

COURSE – I (c)
TEACHING IN REGULAR/ INCLUSIVE/ SPECIAL SCHOOL -ALL
SUBJECTS

Total Marks: 150 Total Hours: 150

Learning Outcomes:

On the completion of this practical, the student teacher will be able to:

● Prepare lessons to teach in regular primary schools for the primary classes in all subjects
● Teach all students in the class
● Adapt lessons to meet the needs of the student with diverse learning needs in the class –CP, Db
and MD.
● 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/ inclusiveschools
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-curricularactivities.
● Should use the appropriate TLM and technological supports
● Every lesson must be implemented only after the written approval of thesupervisor/designated
authority.
● On completion of teaching, a report on the teaching experience, the strength in his/herteaching
and the lessons learnt for better performance must be prepared and submittedalong 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
Sense International India. (2018). A Comprehensive Handbook on curriculum adaptation forInclusive
Education of Students with Deafblindness and Multi-Sensory Impairments. Ahmedabad: Sense
International India
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%20Inclus
ive%20Education%20SCERT.pdf
Kohli, V.K. (2006). How to Teach Science. Ambala: VivekPub.2006.

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 PRACTICAL
COURSE– II (c)
THERAPEUTICS AND BEHAVIOURAL SUPPORT

Total Marks: 150 Total Hours: 150

Learning Outcomes:

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

● 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 classroom activities thatwould
facilitate the PBIS.
● Will plan for music and art therapies, yoga and other relevant therapies with the supportof the
respective expert.
● Implement the planned activities in classroom and school activities.

Tasks of the student trainee:

- The trainee should assess at least 4 students each for physiotherapy, occupational therapyand
speech therapy and behavioural support
- Incorporate art, music and yoga therapy in the teaching contexts
- Develop the activity plans and implement them in individual and group situations withstudents
with CP, Db and MD. .
- The trainee shall develop the report of the programme carried out and submit report witha 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.
Cowen. S. V., (2011). Therapeutic Massage and Bodywork for Autism Spectrum Disorders: Aguide
for Parents and Caregivers. Singing Dragon Publishers, United Kingdom.
Jackman H. (1999): Sing Me a Story. California: Crown Press ,Inc.
Jayachandran, P (1988). Teaching Yogasanas to mentally retarded persons, Madras: VijayHuman

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Rehabilitation Council of India 71
 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.

NCERT (2012). Teaching English at Primary level.

https://ncert.nic.in/del/pdf/English_Prmary_level.pdf
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%20Auti
sm%20Spectrum%20Disorders.pdf
https://tisserandinstitute.org/the-case-for-an-evidence-based-aromatherapy-practice/
https://www.massagetherapy.com/articles/special-needs-children https://iris.peabody.vanderbilt.edu/

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PRACTICAL

COURSE– III (c)

DEVELOPMENT OF TEACHING LEARNING MATERIALS USING ICT

Total Marks: 75 Total Hours: 75

Learning Outcomes:

On the completion of this practical, the student teacher will be able to:

• Differentiate educational technology and technology in education.

• Define ICT and its use with an example.
• Demonstrate competency in basic operation of computer application.
• Use the technology to develop worksheets and other teaching supports.
Task of the student trainee:

- The trainee will choose areas ( three different subjects of the primary school curriculum)and
develop content for teaching students in inclusive class groups having students with CP, Db
and MD for whom it is prepared.
- Using UDL principles the trainee will develop one lesson each based on e learningprinciples.
- 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.
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

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Suggested web readings:

https://www.twinkl.com http://www.ladyirwin.edu.in/download/2017/april-
2017/Inclusive%20school%20module%20for%20%20resource%20material.pdf
https://www.aicte-india.org/sites/default/files/AT/ICT%20UNESCO.pdf

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PRACTICAL

COURSE– I (d)
INCLUSIVE PRACTICES USING UDL PRINCIPLES

Total Mark: 150 Total Hours: 150

Learning Outcomes:

On the 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 theclass
• 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

Task of the student trainee:

- The student trainee will prepare 5 lessons each in each subject namely, English, Language,Math
and environmental sciences for classes upto 5th grade. The lessons can be for different class
levels and should be a total of 20 lessons covering all classes and allsubjects.
- The lessons can be blended with co curricular 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.

Suggested Readings:

Baglieri,S. & Shapiro,A., (2012): Disability Studies and the Inclusive Classroom, Routledge Tailor
and Francis Group New York and London.
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Rehabilitation Council of India 75
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 theClassroom. United
Kingdom: Wiley.
Hall, E.T, Meyer, A, & Rose, H.D.,(Eds.). (2012. Universal Design for Learning in the Classroom
Practical Applications (What works for Special Needs Learner), Guildford Press, New York.
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

Baglieri,S. & Shapiro,A., (2012): Disability Studies and the Inclusive Classroom, Routledge Tailor
and Francis Group New York and London.

Suggested Web Readings:

. https://impactofspecialneeds.weebly.com/udl.html

. Universal design for Learning www.cast.org

. https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

. http://udlstudio.cast.org/

. http://udlexchange.cast.org/home

. http://udl-toolkit.cast.org/home
. http://lessonbuilder.cast.org/

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PRACTICAL
COURSE– II (d)
WORKING WITH GROUPS WITH HIGH SUPPORT NEEDS AND
SEVEREDISABILITIES
Total Marks: 150 Total Hours: 150

Learning Outcomes:

On the completion of this practical, the student teacher will be able to:

• 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 independentliving

Task of the student trainee:

- The trainee will assess four students having severe/profound disabilities requiring highsupports
- 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 a home environment.
- Help the caregiver to learn the techniques that are specific to the student.
- After implementing the programme for a period of 15 sessions / student (each sessionfor an
hour), evaluate the student and submit a report .

Suggested Readings:

Blacher, J.(Ed.)(1984)Severely Handicapped Young Children and Other Families: Research in

Review, Orlando: Academic Press Inc.
Lombardi, P Multiple disabilities. (2015).https://granite.pressbooks.pub/understanding-and-
supporting-learners-with-disabilities/chapter/multiple-disabilities/
Moon,M.S.et.al (1990) Helping persons with severe mental retardation get and keep employment,
Baltimore, Brookes Publishing Co
Myreddi,V.,etal.(2007).Teaching Students with Profound Mental Retardation-A Guide for Teachers
and Parents, Secunderabad, NIMH.
Orelove,F.P.,Sobsey,D.,Gilles,D.L.(2017).Educating Students with Severe and MultipleDisabilities
A Collaborative Approach. New York: Paul H Brookes Publishing.
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Suggested web readings:

o http://www.parentcenterhub.org/multiple/
o https://web.archive.org/web/20110614214114/http://www.angelswithspecialneeds.org/m
onthly/severe-and-multiple-disabilities/
o http://disabilityaffairs.gov.in/content/page/national-handicapped-finance-and-
development- corporation.php
o https://granite.pressbooks.pub/understanding-and-supporting-
learners-with- disabilities/chapter/multiple-disabilities/

Recommended materials:

. A.T. Thressiakutty and L.Govinda Rao; Transition of Persons with Mental

Retardationfrom School to Work – A Guide; National Institute for the Mentally
Handicapped, Secunderabad. (2001)

. International Labour Organisation (1985) Vocational rehabilitation of the mentally

restored(second edition) Geneva, ILO Publishing Co.

. Identification of Jobs Suitable for persons with Disabilities – Ministry of Social Justice
andEmpowerment, Govt. of India.

. Moon, M.S. et.al (1990) Helping persons with severe mental retardation get and
keepemployment, Baltimore, Brookes Publishing Co.

. National Institute for the Mentally Handicapped (1990) Vocational Training and
Employment for persons with mental retardation, Secunderabad – NIMH
Publication.
. National Handicapped Finance & Development Corporation (1997) Ministry of SocialJustice and
Empowerment, Govt. of India.

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PRACTICAL
COURSE– III (d) -
PROJECT

Total Marks: 75 Total Hours: 75

Learning Outcomes:

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

• Demonstrate competency in developing a project

• Will carry out the project studies of innovations as part of pre-service preparation, inductionand
mentoring that is relevant to teaching children with Multiple disabilities

Task of the student trainee:

- The trainee shall select an area of interest in special and inclusive education relating to CP,MD
and/or Db . 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
Suggested web readings:

● 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
● https://www.gettingsmart.com/2018/01/preparing-students-for-future-success-with-pbl-and-
sel-2/

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