UMANG – RED CROSS INSTITUTE OF SPECIAL EDUCATION ( M
ORDINANCES
AND
OUTLINES OF TESTS, SYLLABI AND COURSES OF READING
FOR
BACHELOR OF EDUCATION SPECIAL EDUCATION (MENTAL RETARDATION)
{B.ED. Special Education (M.R.)}
2011 and 2012 Examinations
Umang- Red Cross Institute of Special Education
Baba Farid Cultural Centre, Kkp Road, Faridkot- 151203 (Punjab)
Ph. 01639-252515
(Run By : Indian Red Cross Society , District Branch, Faridkot )
Approved by R.C.I. New Delhi
Affiliated to Punjabi University, Patiala.
Ordinances
For
Bachelor of Special Education (Mental Retardation)
1. An Examination for the degree if Bachelor of Special Education (Mental Retardation) in all written papers shall be held in the month of April or at such other dates as may be fixed by the Academic Council. The Examination for Practical, Skill in Teaching shall be held in the months of May or at such other dates as may be fixed by the Academic Council.
2. The Examination shall be open to:
a) Any Graduate of this University of any other statutory University, who after passing the examination for the Bachelor’s degree in the faculty with 50% of marks. Had undergone the course of training for the Degree of Bachelor of Special Education (Mental Retardation) for one year at a college, admitted to the privileges of the University for this Examination and * has attended not less than 75% of the periods held in Practical work, in each paper/subject during the academic year.
(The College shall be required to deliver at least 75% of the total number of lectures prescribed for each paper/subject). The shortage in the attendance of lectures by the candidates will be condoned as per rules made by the University from time to time. The students failing short of required percentage beyond that in a subject shall not be permitted to appear in the examination.
A candidate who becomes ineligible in Part- I for want of minimum attendance stands ineligible for Part- II or in Part- III also and vice-versa
Each candidate to become eligible in the University examination and will also has to fulfill the following conditions:
i. to qualify in the House Test securing at least 20 marks in each theory papers of Part- I. (In case a Candidate does not fulfill this requirement, he will have to rejoin)
ii. to attend at least 75% of the total periods pertaining to Practical in Part- II or Part- III.
b) Any graduate who having become eligible in terms of clause 2(a) does not appear in the appear in the examination or having appeared in the examination has failed and is recommended by the principal of his college, provided that he appears in the examination within a period of three years from the date of completion of the course.
3. Every candidate shall submit his application on the prescribed form through principal of the college; he has most recently attended, along with a certificate of good moral character.
4. The amount of admission fee to be paid by a candidate shall be as prescribed:
1) For improvement of marks / division the fee will be as prescribed.
2) Last date by which admission form and fees must reach the Registrar shall be as follows:
|Annual Examination |Without |With |With |With |With |
| |Late Fee |Rs.800/- |Rs.1200/- |Rs. 5000/- |Rs. 10,000/- |
| | |Late Fee |Late Fee |Late Fee |Late Fee |
|Regular |21st December |12th January |12th February |28th February |15th March |
|Students | | | | | |
|Private Students |15th October |15th November |15th December |15th January |15th March |
|Supplementary |15th July |31st July |16th August |31st August |10th September |
|Examination | | | | | |
No Examination form will be accepted after this date.
5. The examination shall consist of the three parts as under:
Part – I : Theory
Part – II : Practical in Non-Disability Area
Part – III : Practical in Disability Area
The scheme of examination and syllabus shall be as prescribed.
6. Internal assessment marks as indicated under the parts concerned shall be recorded by the teacher- in charge during the period of training. The marks thus awarded shall be forwarded by the Principal to the University office in two installments i.e. award of 10 marks by 15th November and of 10 marks by 15th February. The University may appoint an Inspector to inspect the record of the internal assessment of the lesson etc.
7. English or Punjabi shall be the medium of examination except in the case of Classical and modern Indian Languages in which the medium of examination will be the allied modern Indian language for classical language and the particular Indian langrage for Modern Indian langrage.
The candidates, who have not studied the subject of Punjabi in lower exam, may answer questions in Hindi medium.
Candidates offering teaching of Indian languages (Hindi, Punjabi and Urdu) in the B.Ed. Special Education (Mental Retardation) Course shall be allowed to answer their questions in the relevant language. Candidates offering teaching of Music shall be allowed to answer their questions either in Hindi or Punjabi or English at their option. Question paper shall be set both in English or Punjabi Languages.
8. The number of marks required to pass the examination shall be as under:
Part – I: The minimum pass marks in each paper will be 40% and 50% in the aggregate. Provided that where there is practical, a candidate shall be required to pass in theory and practical examinations separately.
Part-II: The minimum pass marks for each teaching subjects as well as in other practical papers will be 50% and also in the aggregate shall be 50%
Part- III: The minimum marks for each practical subject in Disability area will be 50% also in the aggregate shall be 50%.
Grace marks shall be allowed according to Ordinances relating to Award of Grace Marks.
9. A candidate who is unable to clear the examination within four consecutive chances shall not be allowed to continue his/ her studies for the B.Ed. Special Education (Mental Retardation) course.
Provided that a candidate who is unable to appear in one or more chances owing to illness will be given next succeeding one or more chances missed by the principal of the college as per ordinances.
10. A candidate who fails shall be permitted to take the examination in part or parts in which the fails; provided he passes in all the parts within four consecutive chances commencing with the first chance availed of. Such a candidate shall pay prescribed admission fee on each occasion. This concession shall, however, be subject to the following conditions:
A candidate who fails in one paper only of Part-I securing atleast 50% marks in the aggregate of the remaining papers shall, if he so desires, be given exemption from reappearing in such papers but, in order to pass the examination, he shall secure 40% marks in the remaining papers and 50% in aggregate of all the papers of Part-I taken together:
Provided that for the purpose of the concession, he shall be permitted to appear in the supplementary examination of the same year and at the next annual examination in the following year on payment of prescribed admission fee on each occasion.
A candidate who does not obtain 50% marks in Part –II shall be required to appear in Part-II as a whole. However, he shall be permitted to appear in the supplementary examination of following year on payment of prescribed admission fee on each occasion.
A candidate who does not obtain 50% marks in Practical in Disability Area in Part- II shall be permitted to appear in the supplementary examination of the same year on payment of prescribed admission fee on each occasion.
11. The successful candidates shall be classified as under:
a) 60 per cent and above, first division.
b) 50 percent and above, but less than 60 per cent, second division.
c) Below 50 per cent, third division
i) Total of Part -I
ii) Total of Part-II
iii) Total of part-III
The result published will indicate the divisions mentioned above and the marks obtained by the candidate on the combined total of Part-I, Part-II and Part-III. The detailed certificate will indicate marks obtained in each of the Theory papers (Part-I) and the marks obtained in Part-II and Part-III in (i) and (ii) separately. The merit of a candidate shall be determined on the basis of the total score in Part-I, Part-II and Part -III. But the candidates to be on the merit list must secure at least 55% in each part separately
12. Four weeks after the termination of the examination or as soon as may be the registrar shall publish a list of the candidates who have passed.
13. The marks awarded to a candidate in the internal assessment will be carried forward at his option when he is permitted to reappear in a part or parts in subsequent examination. The marks obtained by a candidate in internal assessment shall be valid even if he remains absent in the external examination
14. A person who has already passed the examination from the college affiliated to the University for the degree of B.Ed Special Education (mental retardation) or may offer as and additional subject a Main craft other than one in which he has already passed Such a candidate may be admitted to examination on payment of prescribed admission/and examination fee- The candidate shall have to join a college admitted to the privileges of the University, for training in the said specialization and the college shall supply internal assessment award to the University in accordance with the ordinance laid down for the purpose.
i. College will allow admission in those subjects where facilities are available.
15. (i) A person who has already passed the B.Ed Special Education (Mental Retardation) examination from this University may be allowed to offer as an additional subject : any of the relevant subjects other than those in which he/she has already passed the B.Ed Special Education (Mental Retardation) Examination in case of teaching subject such as language, Mathematics, Science or social studies the candidate should have already passed the graduate/ Post- graduate examination with that particular subject as an elective subject. In addition to the written paper, the candidate shall undergo practical test in the teaching of the additional subject taken by him/her and for this he shall complete one month school practice under approved supervision.
ii) In the training colleges affiliated to the Punjabi University, Patiala, candidates who have passed B.Ed Special Education (Mental Retardation) form this university can join as casual students. The rules pertaining to the Teaching subject. This will include one month teaching practice under the supervision of the training college covering demonstration, observation and discussion lesson etc. The required teaching aids pertaining to the additional subject will have to be deposited.
iii) A teacher, who has a teaching experience of 5 years in a recognized educational institute and wants to offer a teaching subject as an additional subject, will be exempted from teaching practice. However, he/She will have to deliver the required discussion, lessons and will deposit the relevant teaching aids in the teaching institution. The candidates will deposit fee for one quarter and will send his/her admission form and fee for examination through the concerned Principal.
iv) The examination for such candidate shall be held in the month of April or on such other dates as may be fixed by the academic Council for the Annual Examination. The amount of admission fee to be paid for appearing in additional subject under this ordinance shall be as prescribed.
v) The minimum number of marks for passing the additional subjects for B. Ed. Special Education (Mental Retardation) examinaiton shall be 40% in Theory Part I & 50% in Non-Disability area (Part- II) and Disability (Part- III) Area separately.
Syllabus
Bachelor of Special Education (B.Ed) (Mental Retardation)
2010-11 Examinations
Outlines of Tests
The syllabi of B.ed special education (mental retardation) the above course will consist of following three parts:
Part- I: Theory 900 Marks
Part- II: Practical in Non Disability Area 250 Marks
Part- III: Practical in Disability Area 350 Marks
Total 1500 Marks
PART- I THEORY
(i) Evaluation in this part will be external as well as internal.
(ii) Each theory paper will be of three hours duration. This part will consist of nine papers.
Course Structure
|Course |Name of the Paper | Evaluation Scheme |
|Part – I (Theory) |Hours |MM |IA |TEE |TOTAL |PASS MARKS |
|CORE PAPERS | | | | | |IA |TEE |
|PAPER-1 |
|PAPER-5 |
|PAPER-7 |
|PAPER- 10 |
|PAPER- 13 |Training |160 |150 |90 |60 |150 |54 |
| |in Mental | | | | | | |
| |Retardatio| | | | | | |
| |n | | | | | | |
|Total in Practical (Part- II & III) |640 |600 |360 |240 |600 |216 |96 |
|Grand Total |1180 |1500 |540 |960 |1500 | | |
Key Words: MM- Maximum Marks; IA- Internal Assessment; TEE- Term End Examination
CORE PAPER
PAPER- 1
NATURE AND NEEDS OF VARIOUS DISABILITIES - AN
INTRODUCTION
Objectives MM- 100.
Time- 3 hrs.
The student teacher is expected to acquire a basic knowledge on identification and characteristics of various disabilities such as:
1. Blindness and Low Vision
2. Hearing Impairment
3. Mental Retardation and Mental Illness
4. Locomotor, Neurological and Leprosy Cured
5. Biogenic and other disorders
6. Multiple Disabilities
Course Contents
Unit 1: Blindness and Low Vision 10 Hrs.
1.1 Definition and Identification
1.2 Incidence and Prevalence
1.3 Characteristics
1.4 Causes and Prevention
1.5 Intervention and Educational Programmes
Unit 2: Hearing Impairment 10 Hrs.
2.1 Definition and Identification
2.2 Incidence and Prevalence
2.3 Causes and Prevention
2.4 Types of Hearing Loss and Characteristics
2.5 Intervention, Communication Approaches and Educational Programmes
Unit 3: Mental Retardation 10 Hrs.
3.1 Definition and Identification of Mental Retardation and Mental Illness
3.2 Incidence and Prevalence, Causes and Prevention
3.3 Characteristics - Mild, Moderate, Severe, Profound
3.4 Types and Classification of Mental Retardation and Mental Illness
3.5 Intervention and Educational Programmes
Unit 4: Leprosy Cured, Neurological and Locomotor Disabilities 10 Hrs.
4.1 Definition and Classification
4.2 Incidence and Prevalence
4.3 Causes and Prevention
4.4 Types, Classification and Characteristics
4.5 Intervention and Educational programmes
Unit 5: Learning Disabilities, Autism and other Associated Disorders 10 Hrs.
5.1 Definition and Identification of Learning Disabilities. Autism and other associated disorders – epilepsy, behavioural disorders and emotional disorders.
5.2 Incidence and Prevalence
5.3 Causes and Prevention
5.4 Types and Characteristics
5.5 Intervention and Educational Programmes
Unit 6: Various Combinations of Disabilities 10 hrs.
6.1 Definition and Identification
6.2 Incidence and Prevalence
6.3 Causes and Prevention
6.4 Characteristics
6.5 Intervention and Educational Programmes
References
1. Poremba, C. The adolescent and young adult with learning disabilities what are his needs? What are the needs of those abilities of children and youth. Tuisa The Association for Children with Learning Disabilities, 1967 pp. 142-148.
2. Byrne, M., Shervanian, C., Introduction to Communicative Disorders. New York Harper & Row, 1977.
3. Mani, M.N.G., Techniques of teaching blind children, New Delhi Sterling Publishers, 1992.
4. Jangira, N.K., & Mani, M.N.G., Integrated Education of the visually Handicapped, Management Perspectives. Gurgaon Academic Press, 1991.
5. Harely, R.K., and Lawrence, G.A., Visual Impairment in the Schools. Springfield, IL Charles C. Thomas, 1977.
6. Davis, (Ed.) Our forgotten children Hard-of hearing pupils in the schools. Minneapolis National Support Systems Project 1977.
7. Overton, T. (1992). Assessment in Special Education An Applied Approach. New York McMillan.
8. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications.
9. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Retarded Persons, NIMH, Secunderabad.
10. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech pathology and Audiology. Eighth Edition, Prentice Hall.
11. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological Procedures. Boston Allyn Bacon.
12. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, curriculum and Instruction. University of Alberta, Alberta.
13. Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for improving instruction. Allyn and bacon Boston.
14. Narayan, & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded persons. Pre-primary level. NIMH, Secunderabad.
15. Peshwaria, R. and Venkatesan (1992) Behavioural retarded children A Manual for Teachers. NIMH, Secunderabad.
16. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The Faimer Press.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class Response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
PAPER- 2
EDUCATION IN EMERGING INDIA
Objectives MM- 100
Time- 3 hrs.
After studying this paper, the student teachers are expected to realize the following
1. Explain the history, nature, process and philosophy of education.
2. Spell out the aims and functions of education in general and special education in particular.
3. Describe the various systems of education with reference to general and special education.
4. Discuss the various roles of educational agencies in India.
5. Analyze the role of educational system in the context of Modern Ethos like democracy, socialism and secularism.
Course Content
Unit 1: History, Nature, Process and Philosophy of Education 10 Hrs.
1.1 Definition and Meaning of Education
1.2 Overview of Philosophies of Education- Idealism, Naturalism & Pragmatism; Contribution of Indian Philosophers: Gandhi, Tagore and Aurobindo
1.3 Aims of Education
1.4 Functions of Education
1.5 Role of Teacher
Unit 2: Education and Various Commissions 10 Hrs.
2.1 Principal of education and special education
2.2 Aims, objectives and functions of special education.
2.3 Direction and priorities of general and special education.
2.4 Recent trends in Indian Education and special education.
2.5 Education For All movement, Education through 21st Century, National
Policy on Education including Special Education.
Unit 3: Education in the Social Context 10 Hrs.
3.1 Formal, Informal and Non-formal Education.
3.2 Functional literacy, continuous and Life Long Education.
3.3 Community Based Education.
3.4 Open Learning, Distance Education with reference to General and Special Education.
3.5 Value - Oriented Education.
Unit 4: Educational Agencies for the National Development 10 Hrs.
4.1 Educational challenges for economic and socio-political development.
4.2 Role of home, school, society and mass media.
4.3 Role of Governmental and non-governmental agencies in general and special
education. Such as - NCERT, SCERT, RCI, NCTE and National Institutes for
Handicapped, UN Organizations and International Non-Governmental
Organizations (INGOs) such as UNICEF, UNESCO, WHO, Action Aid andCBM.
(a) Resource mobilization through funding agencies and concessions/facilities for the disabled. Education
(b) Govt. Policies, Acts and Schemes such as NPE, 1986, POA, 1992, RCI Act 1992, IEDC Scheme, 1992, PD Act 1995, National Trust Act, 1999, Biwako Millennium Framework and its implications.
(c) International Legislation for Special Education
Unit 5: Education and the Modern Ethos 10 hrs.
5.1 Democracy, socialism and secularism.
5.2 Constitutional provisions in human rights.
5.3 Equalization of educational opportunities.
5.4 Education and human resource development.
5.5 Planning and management of human resource development.
5.6 Environmental Education
Unit 6: Emerging trends in Special Education 10 Hrs.
6.1 Concept of impairment, disability and handicap and their implications.
6.2 Normalization - principles and concept and types - process of integration and inclusion.
6.3 Nature of disabilities and its impact on the person with disability.
6.4 Community awareness of special education, integrated education and inclusive education
6.5 Future of special education, integrated education and inclusive education.
References
1. Anand. (1993). The Teacher & Education in Emerging Indian Society. New Delhi NCERT.
2. Saraswathi. T.S. (1999). Culture, Socialization and Human Development. Sage Publications.
3. Steven. B. (1998). School and Society. Sage Publications.
4. Suresh. D. (1998). Curriculum and child development. Bhargava.
5. Taneja. V.R. (1998). Educational Thoughts and Practice. Delhi University Publications.
6. Weber. O.C. (1990). Basic Philosophies of Education. New York Holt, Rinehart and Winston.
7. Aggarwal. J.C. (1992). Development and planning of Modern Education. New Delhi Vikas Publishing House Pvt. Ltd.
8. Biswas. A. and Aggarwal, J.C. (1992). Education in India. New Delhi Arya Book Depot.
9. Bhat. B.D. (1996). Educational Documents in India. New Delhi Arya Book Depot.
10. Bhatia, Kamala and Bhatia, Balder. (1997). The Philosophical and Sociological Foundations. New Delhi Doaba House.
11. Biswas. A. (1992). Education in India. New Delhi Arya Book Depot.
12. Mohanty, Jagannath. (1993). Indian Education in the Emerging Society. New Delhi Sterling publishers Pvt. Ltd.
13. Sapra. C.L. and Ash Aggarwal, (Ed.,) (1987). Education in India Some critical Issues. New Delhi National Book Organisation.
14. Choudhary. K.C. and Sachdeva, L. (Eds) (1995). Total literary by 2000.. New Delhi IAE Association.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
PAPER- 3
EDUCATIONAL PSYCHOLOGY AND PERSONS WITH DISABILITIES
Objectives MM- 100
Time- 3 hrs.
After studying this paper, the student teachers are expected to realize the following objectives
1. Discuss the concepts and principles of growth and development.
2. Describe the various theories of learning and their implications to the disabled.
3. Explain the concepts of intelligence and aptitude in general and with specific reference to the disabled.
4. Spell out the meaning and concept of personality and mental health and their implications to the disabled.
5. Define the meaning and techniques of guidance and counselling in general and with special reference to the disabled.
Course Content
Unit 1: Introduction to Psychology 10 Hrs.
1.1 Definition, Nature and Scope of Psychology.
1.2 Educational psychology: scope and relevance to general education.
1.3 Role of educational psychology in special education.
1.4 Theories of motivation, attention and perception and its application in education.
1.5 Implications of the above with regard to specific disabilities.
Unit 2: Growth and Development 10 Hrs.
2.1 Concept, Definition and Meaning of Growth and Development.
2.2 Influences of heredity and environment.
2.3 Stages of Development with reference to children with disabilities.
2.4 Developmental needs of childhood and pre-school stage.
2.5 Developmental deviancies and related issues with regard to various disabilities
Unit 3 Learning 10 Hrs.
3.1 Definition, Meaning and Concept formation.
3.2 Learning - Domains and factors affecting learning.
3.3 Theories of learning with reference to special need children and their application in special education – an overview.
3.4 Remembering, forgetting and transfer of learning.
3.5 Implications of the above with regard to various disabilities.
Unit 4: Intelligence and Aptitude 10 Hrs.
4.1 Definition and meaning of intelligence and aptitude.
4.2 Theories of intelligence and intelligence tests,
4.3 Concept of Aptitude and Aptitude tests,
4.4 Individual differences and their implications in education.
4.5 Implications of the above with regard to various disabilities.
Unit 5: Personality 10 Hrs.
5.1 Definition, Meaning and dimensions of personality.
5.2 Theories of personality – an overview and assessment
5.3 Frustration and conflict, adjustment mechanisms and behaviour deviations, Mental health
5.5 Impact of various disabilities on personality – an overview
Unit 6: Guidance and Counselling 10 Hrs.
6.1 Nature, meaning and scope of guidance and counselling.
6.2 Role of home and school in guidance and counselling.
6.3 Techniques of guidance and counselling with reference to various disabilities.
6.4 Vocational Guidance — assessment, training, avenues and perspectives.
6.5 Individual problems and stress management through counselling and Yoga.
References
1. Adams J.A. (1992). Learning and memory An introduction. Homewood, Illinois Dorsey Press.
2. Brody. E.B. and Brody. N. (1996). Intelligence Nature, determinants and consequences. New York : Academic Press,
3. Butcher. H.]. (1993). Human Intelligence: Its nature and assessment. London Merhuen.
4. Gottfried. A.VV. (1995). Home Environment and Early cognitive Development. San Francisco.
5. Guilford. ].B. (1996). Fields of Psychology (ed.,) New York: Van Nostrand.
6. Hunter, Ian. M.R. (1994). Memory, London : Penguin Books.
7. Keller. F.S. (1997). The Definitions of Psychology (Ed.,). New York: Appleton century.
8. Munn. N.L. (1997). Introduction to Psychology. Delhi.
9. Petri. H.L. (1995). Motivation: Theory and Research, 2nd ed., Belmont, Cawadsworth.
10. Sawrey. J.H. and Telford. C. (1998). Educational Psychology (2nd ed.,) New Delhi Prentice Hall of India.
11. Simth, Mdaniel. (1998). Educational Psychology. New York : Allyn & Bacon.
12. Skinner. B.F. (1997). verbal Behaviour. New York : Appleton century Crofts.
13. Travers. R.M. (1993). Educational Psychology. New York: Macmillan,
14. Watson. LB. (1993). Psychology as a behaviourist views t Psycho. Rev., Vol.
15. Woodworth. R.S. (1994). Experimental Psychology, New York: Hot
16. Barciey. J.R. (1993). Counselling and Philosophy. San Francisco.
17. Floelick. C.P. (1988). Guidance Services in Schools. New York : Allynn & Bacon.
18. Jones. A.P. (1994). Principles of Guidance. New York: Holt.
19. Traxier. A. .1. (1990). Techniques of Guidance New Delhi Prentice Hall of India.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
PAPER- 4
EDUCATIONAL PLANNING AND MANAGEMENT, CURRICULUM DESIGNING AND RESEARCH
Objectives MM- 100
Time- 3 hrs.
After studying this paper, the student teachers are expected to realize the following objectives:
1. Discuss the meaning, need and scope of educational management.
2. Define the concept and meaning of curriculum and instructional strategies.
3. Explain the concept, meaning, scope and types of educational technology.
4. Describe the need and scope of educational research.
5. Discuss the meaning, scope and types of educational evaluation.
Course Content
Unit 1: Educational Management 10 Hrs.
1.1 Definition, Meaning, Need, Scope of Educational Management.
1.2 Concept and Principles of Institutional Planning and Management, Admission, School Plant Classification, Provisions.
1.3 Inspection and supervision.
1.4 Institutional Organization, Administration and Evaluation.
1.5 Types of Leadership and Organizational Climate.
Unit 2: Curriculum 10 Hrs.
2.1 Definition, Meaning and Principles of Curriculum,
2.2 Principles of curriculum construction.
2.3 Curriculum - planning, implementation and evaluation.
2.4 Role of the teacher in curriculum construction, implementation and evaluation.
2.5 Curriculum planning and evaluation for various disabilities and meaning, importance and types of co-curricular activities.
Unit 3: Instructional Strategies 10 Hrs.
3.1 Theories of instruction- Skinner, Gagne, Burner
3.2 Approaches to instruction
3.3 Models of Teaching
3.4 Simulated techniques of microteaching
3.5 Skills of micro teaching and their relevance in special education
Unit 4: Educational Technology 10 Hrs.
4.1 Definition, meaning and scope of educational technology and Information & Communication Technology (ICT) and its impact on education.
4.2 Role and types of audio-visual aids in teaching and application of multi media in teaching and learning
4.3 Individualized instruction - Programmed instruction, computer assisted instruction and interactive learning.
4.5 Environmental modifications and use of assistive technology for persons with Disabilities & Barrier free environment.
Unit 5: Educational Research 10 Hrs.
5.1 Definition, Need and scope of educational research
5.2 Principles of Research in Education.
5.3 Problems faced in educational research, Sources of Research Problems,
5.4 Types of research designs in educational research.
5.5 Overview of research studies in special education in India.
Unit 6: Educational Evaluation 10 Hrs.
6.1 Definition, Meaning, scope and types of evaluation.
6.2 Various types of tests.
6.3 Characteristics of a good test
6.4 Descriptive statistics, measures of central tendencies (Mean, Median, Mode); Standard Deviation, Quartile Deviations and Correlation
5. Construction of different graphs and diagrams and rank order correlation.
References
1. Cima M Yeole. (1991). Educational Technology. Cima Myeole.
2. Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching competence Gavendra Prakashan.
3. Jaganath Mohanty. (1998). Studies in Educational Broadcasting. San subscription agency.
4. Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers
5. Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book Associated Publishers.
6. Sita Ram Sharma & A.L. Vohra. (1993). Encyclopaedia of Educational Technology. Anmol Publications.
7. Tara Chand. (1992). Educational Technology. Anmol Publication.
8. Aggarwal. Y.P. (1992) Research in Emerging Fields of Education concepts, trends and prospects. New Delhi Sterling Publishers.
9. Aggarwal. Y.P. (1994). Better sampling. New Delhi Sterling Publishers.
10. Anand. S.P. (1996). RCEB Tools for secondary class students. Bhubaneswar Shovan.
11. Belok, Michael. V. (1993). Naturalistic Research Paradigms. Meerut: Anu Books.
12. Buch. M.B. (1991). Fourth Survey of Research in Education. Vol I and II, New Delhi NCERT.
13. Martyn, Hammersley. (1996). case Studies in classroom research. Philadelphia Open University Press.
14. Shukla. S.P. (1996). Elements of Educational Research. Bombay Allied Publishers (P) Ltd.
15. Young, Pauline. V. (1992). Scientific Social Surveys and Research, Bombay Asia Publishing House,
16. D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO.
17. Govt. of India, Persons with Disability Act, 1995.
18. Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The Falmer Press. London. Ch. 4 & 14.
19. Zirpoli, T.J. & Mellor, K.J. (1993) Behaviour Management Application for Teachers and Parents Toronto Maxwell McMillan, Canada.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Methodology Papers
Paper- 5 (a)
Teaching of English
Objectives MM- 100
Time- 3 hrs.
To enable the student teachers to:
1. The nature and characteristics of language and mother tongue and use of the language
2. The required skills and their inter links for mastering the language
3. The various approaches for planning of successful language teaching.
4. The preparation of instructional materials, projects, teaching aids, tasks and tests for effective teaching.
5. The techniques of evaluating their own teaching as well as the students
6. The art of applying the learning principles, concepts and techniques in actual operation.
Course Content
Unit- 1 10 Hrs
(i) English in Indian today:
a) Role of English in India: International language, window on the world, library language, link language.
b) Conditions under which English is learnt and taught, declining standards.
i) What language is and how it is learnt. It’s nature and linguistic principles, implications for teaching English, general principles of teaching and learning English.
Unit- 2 10 Hrs
i. Methods and approaches of teaching English/Classroom Techniques.
a) Grammar Translation methods with special reference of mother tongue in learning English foreign language.
b) Direct method.
c) Bilingual method.
d) Structural approach and teaching through situations.
e) General principles of selection and grading.
f) Language skills: the order in which to be introduced.
g) Basic principles of effective language practice.
ii. Developing Language skills: Listening and speaking:
a) Features of English pronunciation, elementary knowledge of English sounds.
b) Teaching English pronunciation.
c) Choosing a teaching Model: Criteria for teaching model.
d) Word stress, sentence stress, rhythm, intonation patterns and their implications.
e) Other characteristics of good class-room speech.
Unit- 3 10 Hrs.
(i) Developing language Skills: Reading
Teaching the mechanics of reading: eye span, problems of spelling and script, letter and non-letter methods, substitution tables, primers.
(ii) Teaching silent reading for comprehension:
a) Intensive and extensive reading.
b) Procedures for teaching passage for intensive reading.
c) Comprehension questions.
d) Developing skills of extensive reading.
e) Retardation in reading.
f) Reading aloud.
Unit- 4 10 Hrs.
(i) Semantic Structure of English
a) Teaching of vocabulary: Levels of meaning, word meaning in Teaching of Context, use of dictionary and thesaurus.
b) How to expand pupil’s vocabulary
(ii) Syntax
General introduction to learning and teaching English grammar
a) Functional grammar and formal grammar.
b) Methods of teaching grammar.
c) Teaching grammatical structure and usage of English grammar.
Unit- 5 10 Hrs
(i) Developing the writing skills:
a) Teaching writing to beginners
b) Choice of script, material and techniques of copying form blackboard, flash cars, copy books, substitution tables, dictation and spellings,
(ii) Teaching composition
(a) What is involved? Recall of necessary structures, vocabulary, spellings, punctuation and organization of ideas.
(b) Dangers of free composition in early stages: importance of gradual transition from carefully controlled composition to free composition.
(iii) Teaching Poetry:
a) Argument for and against including poetry in the school English course.
b) Teaching poetry to beginners for pleasure. Practice of rhythm and pronunciation.
c) Teaching poetry in higher classes, choice of poems, techniques of teaching-avoiding lengthy explanation, plenty of choral repetition, oral questioning.
Unit- 6 10 Hrs
a. Audio-visual aids to English teaching: advantages of audio-visual aids: black board charts pictures and flash cards, brief mention of more expensive aids: tape recorder, radio films, gramophone, epidiascope, television, OHP. LCD, projector, computer.
b. Tests and examination, importance of tests and examination, essentials of a good text, objective and essay type examination, oral tests.
c. Planning scheme of work: importance of planning works, how to make a lesson plan, points to ensure in practice teaching.
d. General advice on techniques and procedures: group and oral work, questioning techniques, seating arrangement, note book, home work, school library.
BOOKS RECOMMENDED
a) Bhatia,k.k.: Teaching and learning English as a foreign language.
b) Chapman,L.R.H.: Teaching English to beginners, Longmans, London.
c) Fisby,A.W.: Teaching English: Notes and comments in English overseas,E.L.B.S.,1970,London.
d) Kohli,A.L.: Techniques of Teaching English.
e) N.C.E.R.T.: English for today book I & II at home and school, 1970.
f) Pahuja, N.P: Teaching of English, anmol.
g) Seely,John: Oxford guide to writing and speaking teaching of English.
h) Venkateswaran, S.: Principles of Teaching English.
i) Venugopal, K.R.: Methods of teaching English, Neel kamal.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Paper- 5 (b)
Teaching of Punjabi
Objectives MM- 100
Time- 3 hrs.
1. ftfdnkoEh- nfXngeK ftu gzikph gVkT[D ns/ f;ZyD bJh o[uh g?dk eoBk .
2. ftfdnkoEh- nfXnkgeK ftu ;e{b gZXo s/ wks Gk;ak gzikph B{Pz gVkT[D ;zpzXh g/;a nkT[dhnK w[;aebK jZb eoB bJh :"r pDkT[D. .
3. ftfdnkoEhnK - nfXnkgeK ftu f;oiBksfwe T[gukoksfwe ns/ nB[;zXkBsfwe e[;absktk dk ftek; eoBK.
4. T[BK ftu nB[d/;aBksfwe fefonktK gzikph ftu eokT[D bJh :'rsk g?dk eoBh.
5. b'V nB[;ko jtkbk g[;seK dh tos' eoB dh nkds gkT[Dh .
6. ftfdnkoEh nfXnkgeK ftu gzikph ;pzXh tZy- tZy gqeko dhnK Gkf;ae ;kfjse ns/ p”fXe fefonktK ns/ :”rsktK dk ftek; eoBK.
f;b/p;
Unit- 1 10 Hrs.
1. wks Gk;ak d/ pZu/ d/ ihtB ns/’ f;Zfynk ftZu :"rdkB.
2. wks Gk;ak dh f;Zfynk dk wjZst , T[d/;a ns/ f;XKs.
3. gzikph Gk;ak dk fBek; ns/ ftek;.
4. fbZgh , r[ow[yh fbZgh dk iBw s/ ftek;.
Unit- 2 10 Hrs.
1. ;[DB e';ab- gzikph Gk;ak ftZu wjZssk , b'VhdhnK ;aosK ns/ nfGnk;.
2. w"fye gqrNkn- wjZst , Gk;’ak dk ;a[ZX T[ukoB , w"fye fefonktK (nkg;h rZbpks, Gk;aD ekjDh ;[DkT[Dk , tkd fttkd , r';aNh)
3. ;a[ZX T[ukoB ftXh ns/ n;a[X T[ukoB dk ;[Xko .
Unit- 3 10 Hrs
1. gVB dh f;Zfynk ( tkose)
1) gVB dh f;Zfynk dhnK ftXhnK , ;{yw gVqkJh ns/ ;E{b gVkJh w'B gkm ns/ T[Zuh gkm
2) wks Gk;ak f;ykT[D ftZu gkm g[;seK dk ;EkB.
3) gkm g[;seK ftZu ;’[Xko fbnkT[D d/ :sB.
4) pZfunK nzdo gVQB o[uhnK B{z T[s/fis eoBK.
5) ;e{b ftZu gkm g[;sekbk dk wjZst ns? fJ; ftZu ;[Xko fbnkT[D d/ :sB.
6) pZfunK d/ nzdo gVQB dhnK n;odko nkdsK gqdkB eoBk.
Unit- 4 10 Hrs.
1. fbyDk f;ykT[Dk
1) fbyDk f;ykT[D dh fsnkoh
2) fbyDk f;ykT[D dhnK ftfXnK
3) fbys ouBK bJh ftf;anK dh u'D
4) ;[zdo fbyDk f;ykT[D
5) ;apd i'VK ftZu ;[Xko
6) p'b fbys dk wjZst
7) fbysh ezw ns/ xo d/ ezw dh ;[XkJh
Unit- 5 10 Hrs.
1. eftsk
1) wB[Zyh ihtB ftZu eftsk dk ;EkB
2) eftsk gVkT[D dhnK ftXhnK
3) uzrh eftsk gVkT[D ftZu o[ektNK
4) b'e rhsK dh ftfdne wjZssk
2. ftnkeoD gVQkT[Dk
1) Gk;ak ftZu ftnkeoD dk wjZst ns/ T[d/;a
2) ftnkeoD gVkT[D dhnK ftXhnK
Unit- 6 10 Hrs
1. uzr/ gzikph nfXnkge d/ r[D
2. wks- Gk;ak f;Zfynk ftZu d/yD ;[DB ;jkfJe ;kXBK dh tos'.
3. wks- Gk;ak f;Zfynk dk w[bKeD.
4. gkm :'iBk dh fsnkoh.
g[;se ;{uh
1H n?; He/H e'SV ns/ ;zs f;zx GkNhnk- wks Gk;ak dh f;Zfynk.
2H nkoH n?bH nj{ik - wks Gk;ak dh f;Zfynk.
3H vkH fJzdod?t f;zx Bzdok- nkX[fBe gzikph nfXnkgB.
4H vkH ;H;H i';ah - gzikph Gk;ak ns/ ftnkeoD.
5H vkH joehos f;zx- gzikph ;apd o{g ns/ ;apd i'V e';a .
6H jouzd f;zx pokV - wks Gk;ak dh ;wZoEk.
7H vkH i;tzs f;zx i; - wks Gk;ak dh f;Zfynk ftXh.
8H i;tzs f;zx- gzikph f;Zfynk ftXh.
9H NhH nkoH ;aowk - wks Gk;ak dh f;Zfynk.
10H vkH gq/qw gqek;a f;zx- gzikph Gk;ak dk ;o's s/ pDso.
11H wfjzdo f;zx - gzikph fet/ gVQkJh ikt/ .
12H vkH XBtzs e"o - gzikph Gk;ak dk nfXn?B , gzikph :PBhtof;Nh ,gpbhe/;aB fpTPo'.
13H Billows, F.L.: The Techniques of language Teaching.
14H Gurrey, P.: Teaching of the Mother Tongue in secondary School.
15H Rybum, W.M.: Teaching of Mother tongue
16H Unesco: Teaching of Modern Languages.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Methodology Paper – 5 (C)
Teaching of Hindi
M.M – 100
Time- 3 Hrs.
Objective
1- fgUnh f'k{k.k fof/k;ksa ls ifjfpr djokukA
2- fp|kfFkZ;ksa esa fgUnh&f'k{k.k ds fy, Hkk"kk lca/kh ;ksXrkvksa dk fodkl djukA
3- lgk;d lkexzh ds fuekZ.k ,ao iz;ksx dh dq'kyrk dk fodkl djukA
4- lkfgR; dh fofHkUu fo/kkvksa ij ik,&;kstuk fuekZ.k dq'kyrk dk fodkl djukA
5- Hkkoh f'k{kdksa esa ewY;kadu {kerk dk fodkl djukA
Syllabus
Unit – 1 10 Hrs
1- Hkk"kk izd`fr vkSj bldk egÙoA
2- fgUnh Hkk"kk dk egÙo&ekr`Hkk"kk ds :i esa ,ao jk"fV`; Hkk"kk ds :i esaA
3- Hkk"kk f'k{k.k ds mÌs';A
4- Hkk"kk f'k{k.k ds flU)kr ,ao lw=A
Unit – 2 10 Hrs
1- r| f'k{k.k & vfHkizk;] lksiku ,ao fof/k;kaA
2- i| f'k{k.k & vfHkizk;] mÌs';] lksiku ,ao fof/k;kaA
Unit – 3 10 Hrs
1- okpu f'k{k.k & egÙo] mÌs';] lw{e LFkwy okpu ,ao izfØ;kA
2- jpuk f'k{k.k & vfHkizk;] mÌs';] fof/k;ks] jpuk] dk;Z] l'ksa/ku dh fof/kA
3- O;kdj.k f'k{k.k & egÙo] mÌs'; ,ao fof/k;ka
Unit – 4 10 Hrs
1- cksypky dh f'k{kk & egÙo] mÌs';] Hkk"k.k nsuk] okn&fookn] dfork mPpkj.k o dgkuh lqukukA
2- mPpkj.k dh f'k{kk & egÙo] mÌs';] mPpkj.k nks"k ds dkj.k ,ao mik;A
3- x|] i|] O;kdj.k jpuk dh ikm ;kstuk] egÙo ,ao lksikuA
Unit – 5 10 Hrs
1- n`'; & JO; lk/ku ! iz;ksx ,ao egÙoA
2- fgUnh va/;kid ds xq.kA
3- fgUnh ikB; iqLrd ds xq.kA
Unit – 6 10 Hrs
1- fgUnh esa ewY;kadu & vfHkizk;] egÙo] ijh{kkvksa esa nks"k ,ao lq/kkjA
2- ijh{kk ds fofo/k izdkjksa dk Hkk"kk esa iz;ksx ,ao vkn'kZ iz'u&i= ds flU)krA
izLrkfor iqLrdsa
1- yky jke fogkjh 1996&97 fgUnh f'k{k.k] jLrksxh ,a.M dEiuh] esjBA
2- ,e- ,e- HkkfV;k] fgUnh&f'k{k.k fof/k;ksa] V.M+u ifCyds'kut yqf/k;kukA
3- lQk;k j?kqukFk & fgUnh f'k{k.k fof/k] iatkc fdukc ?kj tkya/kjA
4- 'kekZ Mh- ,y- fgUnh f'k{k.k & izf'k{k.k] nso uxj izdk'ku] t;iqjA
5- HkkfV;k] ,e- ,l- vkSj ukjax lh- ,y- vk/kqfud fgUnh f'k{k.k fof/k;ka izdk'k cznlZ ifCy'kj] yqf/k;kukA
6- lwn fot;] fgUnh f'k{k.k fof/k;ka] V.Mu ifCyds'ku] yqf/k;kukA
7- izlkn ds'ko] fgUnh f'k{k.k] /kuir jk; ,.M lUl] fnYyhA
8- flag lkfo=h] fgUnh f'k{k.k] yk;y cqd fMiks] esjBA
9- flUgk izlkn 'k=q?u] fgUnh Hkk"kk dh f'k{k.k fof/k] fnYyh iqLrd lnu] iVukA
10- t; tloUr flag] vk/kqfud fgUnh f'k{k.k] U;q cqd dEiuh] tkyU/kjA
11- thr ;ksxsUnz HkkbZ] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd efUnj] vkxjkA
ewY;kadu
ckgjh ijh{kk vad & 80
vkarfjd ijh{kk vad & 20
vkarfjd ijh{kk ds vk/kkj ij &
d½ ?kjsyw ijh{kk vad & 5
[k½ nks loZfÙke vf/kU;kl vad & 5
x½ d{kk iz'ukoyh vad & 5
?k½ d{k mifLFkfr] O;ogkj ,ao mÙkjdkjh vad & 5
iz'u i= gsrq funsZ'k&
1- iz'u i= ds rhu Hkkx gksxa & d] [k] x
2- Hkkx ¼d½ esa ikap iz'u iwNs tk,axas] izR;sd iz'u 2 vadks dk gksxkA
2x5 =10
3- Hkkx ¼[k½ esa ls pkj iz'ku gksaxs] dksbZ nks djus gksxsA izR;sd iz'u 5 vadksa dk gksxkA laf{Ir mÙkj yxHkx 100 'kCnksa dk gksuk pkfg,A
5x2 =10
4- Hkkx ¼x½ esa ls 6 iz'ku gksaxs] izR;sd iz'u 10 vadksa dk gksxkA mÙkj yxHkx 200 'kCnksa dk gksuk pkfg,A
10x6 =60
Paper- 6 (a)
Teaching of Social Studies
Objectives MM- 100
Time- 3 hrs.
To enable the student teachers to :
1. Understand the nature and concept of social studies.
2. Understand the aims and objectives of teaching of social studies.
3. Get a acquainted with various methods of teaching social studies at various levels.
4. Get acquainted with various methods of the achievement of students in social studies.
5. Prepare different teaching aids.
6. Develop a proper understanding of current events as related to socio-politico-economic conditions of the country.
7. Develop power of analysis, reasoning and judgment through different activities.
8. Establish cause and effect relationship between historical events, geographical phenomena and economic conditions.
Unit- 1 10 Hrs
1. Meaning, scope and importance of social studies.
2. Aims and objectives of teaching of social studies.
Unit- 2 10 Hrs.
1. Methods of teaching social studies: Story telling, lecture, discussion, source project and problem solving method.
2. Devices of teaching social studies: Assignments questioning, Illustration and Exposition.
Unit- 3 10 Hrs.
1. Need and importance of social studies room.
2. Social studies text book: Need, importance and qualities.
Unit- 4 10 Hrs.
1. Audio Visual Aid: Meaning, importance, projective and non-projective teaching aids: Overhead projector, slide projector, chalk board, maps, charts, diagram, model, picture, graphs and globe.
2. Social studies teacher: Qualities and role.
Unit- 5 10 Hrs.
1. Current affairs in social studies : Meaning, importance and method.
2. Evaluation in social studies: Modern concept and importance. Different type of text: Essay type test, objective and short answer type.
Unit- 6 10 Hrs.
1. Social studies curriculum: Principles and approaches to topical and chronological and concentric curriculum construction.
2. Lesson plan in social studies.
BOOKS RECOMMENDED
1. Aggarwal,J.C.: Teaching of social Studies.
2. Binning and binning: Teaching of Social Studies in Secondary schools, Mc Graw Hill.
3. Kochher, S.K.: Teaching of Social Studies.
4. Nasiah,K.: Social Studies in schools, Oxford.
5. Sandhu,P.K.: Teaching of social Studies (Punjabi).
6. Shaida, B.D. and Shaida, A.K.: Teaching of social Studies.
7. Wesley, E.N.: Teaching of social studies in High School .
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Paper- 6 (b)
Teaching of Home Science
Objectives MM- 100.
Time- 3 hrs.
To enable the student teachers to:
i) Understand Home Science and application of many sciences to home science.
ii) Creating interest among students in the study of home science.
iii) Learn new & interesting methods of teaching home science.
iv) Understand the principles, concepts, and terms for teaching of home science and to use them in class room situations.
v) Prepare and make use of audio visual aids in teaching of home science.
Course Content
Unit- 1 10 Hrs.
1. Meaning and scope of Home science.
2. Importance of home science teaching in schools.
3. Aims of teaching home science and its place in school curriculum.
Unit- 2 10 Hrs.
1. General principles of teaching home science.
2. Different methods for teaching home science such as demonstrations, lecture, project work, group work, practical work, assignment methods.
Unit- 3 10 Hrs.
1. Use of teaching aids in home science.
2. Curriculum of home science in school-study of the existing syllabus in school, principles of selection and planning the home science course in schools.
Unit- 4 10 Hrs.
1. Maintenance of records in Home Science-log book, stock book, store book, account book.
2. Value and place of text book.
Unit- 5 10 Hrs.
1. Organization of home science room in the school. Care and purchase of necessary equipment for the home science rooms, inexpensive and improvised equipment to facilitate functional and economical class room and home activities.
2. Qualities and role of a good home science teacher
Unit- 6 10 Hrs.
1. Lesson planning – need and importance, principles and steps in lesson planning, essentials of a good plan.
2. Evaluation in home science.
3. A course often practical by the pupil teacher on the following. Cooking, laundry, housewifery.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Paper- 6 (c)
Teaching of Commerce
Objectives MM- 100
Time- 3 hrs.
To enable the student teachers to :
1. Understand the nature and scope of commerce at the school stage.
2. Learn the methods of teaching of commerce.
3. Understand the latest concepts of evaluation and to deve3lop different tools of evaluation in commerce.
4. Develop the skill pf preparing lesson plan in subject.
Course Content
Unit- 1 10 Hrs.
i) Nature, scope and objective of teaching of elements of commerce at school level.
ii) Instructional facility and material required for its teaching:
a) The importance of proper equipment and material for effective instructions.
b) Physical facilities, equipment and instructional materials necessary for the project.
c) Criteria for the selection of text books, reference books and journals.
iii) Competencies desired of commerce student passing out senior secondary stage.
Unit- 2 10 Hrs.
i) Basic principles and practice of teaching commerce:
a) General principles, techniques, practices of teaching general business subjects.
b) Critical analysis of methods of teaching with reference to elements of commerce.
• Lecture method
• Group dynamics in teaching general business
• Question answer method
• Discussion method
• Group dynamics in teaching general management
• Case study method
• Role Playing
Unit- 3 10 Hrs.
i) Techniques of teaching commerce subjects: Questioning, drill, assignment narration, observation, examination and illustration.
ii) Analysis of learning experience, direct and contrive experience, dramatization, field trips exhibits, films, films strips, visual aids and source methods.
Unit- 4 10 Hrs.
i) Planning and writing assignments.
ii) Community resources and their use.
iii) Qualities and professional growth of commerce teachers.
Unit- 5 10 Hrs.
i) Evaluation of student’s achievement:
a) Need of testing and various devices of testing.
b) Role of teacher in evaluation students.
c) Criteria for evaluation of a general business education programme in school.
d) Grading and recording test results.
e) Using test results as a basis for remedial measures.
f) Administration of aptitude and other prognostic tests.
Unit- 6 10 Hrs
i) Guidance and placement:
a) Importance of guidance programme in general business subject.
b) Role and competencies of commerce teacher.
ii) Co- curricular activities in teaching elements of commerce.
iii) Lesson planning in commerce.
BOOKS RECOMMENDED
1. Douglas,Plamford and Anderson: Teaching Business subjects, prentice hall.
2. Musselman and Hann: Teaching Book-keeping and accounting, Mc Graw Hill.
3. Tonne, Iopham and Freeman: Methods of teaching business subjects. Mc Graw Hill.
4. Tonne, Herbert, A.: Principles of Business Education, Mc Graw Hill.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(II) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Paper- 6 (d)
Teaching of Music (Vocational and Instrumental)
Objectives: MM- 100
Time- 3 hrs.
i. Acquaint with history and developments of Music, relationship of music with other school subject
ii. Be equipped with various types of ragas and different tals.
iii. Be familiar with folk music and different sounds.
iv. Teach music to children at different stages.
v. Improve the basic knowledge of the students in different types of music in various gharabas,
vi. Understand the principles, concepts and techniques of teaching music and to use them in actual teaching.
Syllabus
Unit- 1 10 Hrs.
i. Aims and objectives of music as subject in school curriculum.
ii. A brief history of Indian music.
iii. Music and other fine arts.
Unit- 2 10 Hrs.
i. Voice culture.
ii. Musical and non- musical sounds.
iii. The effects of music on behaviour, activity, fatigue and emotion.
Unit- 3 10 Hrs.
i. Folk- music, its role and significance in education
ii. Lay, its emotional aesthetic significance and essentials of training in rhythm.
Unit- 4 10 Hrs.
i. Methods of teaching music at different stages in schools.
ii. Training for appreciation of music.
Unit- 5 10 Hrs.
i. Qualities and effective music education of the following.
a. Vakgyabar (composer)
b. Music Teacher
c. Singer
d. Vadak(Player)
Unit- 6 10 Hrs.
i. Evaluation in Music
ii. Lesson Planning
BOOKS RECOMMENDED
i. Awasthi, G.C : Teaching of Music
ii. Garg,P.L. : Sangeet karlaya hathras : sangeet visharad
iii. Madan,P.L. : Teaching of Music
iv. Kanna, Jyoti : Teaching of Music
v. Srivastava, Girish Chander : Tabla vadan, part-1 and Part-2
vi. Srivastava Girish Chander : Tabla vadan, part-1 and part -2
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(ii) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
SPECIALISATION PAPERS
PAPER - 7
IDENTIFICATION AND ASSESSMENT OF PERSONS WITH MENTAL RETARDATION
Objectives MM- 100
Time- 3 hrs.
After studying this paper, the student teachers are expected to realize the following objectives.
1. Define mental retardation and its characteristics and classification.
2. Comprehend the nature, and needs of persons with mental retardation, historical perspectives. Causes, prevention, screening and identification.
3. Describe various assessment procedures, assessment procedures, assessment tools, and evaluation techniques.
4. Analyze the psycho-social implications of mental retardations.
5. Relate psycho-social implications appropriate to the issues pertaining to family and community.
Course Content
Unit 1: Mental Retardation- Nature, needs and identification 10 Hrs
1. Historical perspective of the concept of mental retardation.
2. Definition of mental retardation- AAMR, WHO (ICD), legal definition in India used for certification, incidence and prevalence.
3. Classification of mental retardation – medical, educational, psychological and characteristics.
4. Screening and identification of mental retardation in pre-natal, infancy, childhood, adolescence and adulthood.
5. Causes and prevention, Pre-conceptional, pre-natal, prenatal, and postnatal.
Unit 2 : Additional impairments 10 Hrs
1. Introduction to associated conditions and educational implications
2. Sensory impairments- vision, hearing
3. Motor impairments- cerebral palsy, congenital deformities , muscular dysfunction
4. Epilepsy
5. Emotional disorders and Autism
Unit 3: Assessment and Evaluation 10 Hrs
1. Definition of assessment and evaluation , concept , scope
2. Types continuous and periodic assessment , formative and summative evaluating
3. Types of assessment – psychological, educational, Behavioural and clinical assessment for varied ages and severity levels.
4. Norm reference test (NRI) and criterion reference test (CRT) and curriculum based assessment.
5. Interpretation of assessment results and programmer.
Unit 4: Assessment of Adaptive Behavior 10 Hrs
1. Tools for assessment of Adaptive Behavior
2. Assessment tools with reference to Indian context
3. Assessment of adaptive and mal adaptive behavior
4. Documentation and recording
5. Evaluation
Unit:5 Mental Retardation- Social Perspective 10 Hrs
1. Mental Retardation and Mental illness- differences
2. Mental retardation and its Psycho- social aspects- sexual problems/ exploitation. delinquency, Child lab our, child abuse, rights and advocacy
3. Misconceptions and social practices
4. Constitutional provisions and their implications
5. Legislation relating to services for mentally retarded children. Schemes and benefits provided by Government.
Unit 6 : Working with parents, family and Community 10 Hrs
1. Impact on parents and parental attitudes.
2. Guidance and counseling for parents and family members of mentally retarded children
3. Family intervention
4. Empowering families- mobilizing resources and supports
5. Community awareness and cooperation’s
References
1. Overton, T. (1992). Assessment in Special Education An applied Approach. New York Mc Milan
2. Panda, K.C. (1997). Education of Exceptional children. New Delhi Vices Publication.
3. Subba Rao. T.A. (1992). Manual on developing communication skills in Mentally retarded persons, NIMH, Secunderabad.
4. Van Riper, C.A. and emetic. L. (1990) Speech correction – An introduction to speech pathology and audio logy. Eighth edition, prentice hall.
5. Tayler, R.L (1993). Assessment of exceptional students’ educational and psychological procedures, Boston Ellyn bacon.
6. Baine, D. (1988) Handicapped children in developing countries, Assessment curriculum and instruction University of Alberta Alerta,
7. Lon gone, 3 (1990). Teaching retarded learners curriculum and methods for improving instruction. Ellyn and bacon Boston.
8. Narayan, 3 & Kutty, A.T.T. (1989). Handbook for trainers of the mentally retarded persons. Pre- primary level, NIMH, Secunderabad.
9. Peshawar, R. and Venkatesan. 5. (1992) Behavioural retarded children a manual for Teachers. NIMH, Secunderabad.
10. Evans. P and versa, V. (Ads) (1990) Special Education Past present and future. The fairer Press.
11. Repp A.C. (1983) Teaching the Mentally retarded, new jersey, Prentice hall.
12. King- sears, H.E. (1984) Curriculum Based assessment in special education. San Deego singular publishing Group.
13. Pun, N. & Sen. A.K. (1989) Mentally retarded Children in India . New Delhi Mattel Publication.
14. Sharma, P. (1995). Basics on development and Growth of a child , New Delhi reliance.
15. Narayan, J. Myreddi, V. Rao, S. (2002). Functional assessment checklist for programming , Secunderabad, NIMH.
16. Jeyachandaran, P. Vimala, V. (2000) Madras Developmental Programming system
17. Myreddi, V.& Narayan, J. FACP- PMR, Secunderabad, NIMH
18. Narayan, J. Graduate level assessment device for children with learning problems in regular schools, Secunderabad, NIMH.
19. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental retardation , Secunderabad, NIMH
20. Narayan J. (1990) Towards independence series 1 to 9. Secunderabad : NIMH
21. Narayan J. (2003) Education children with learning problems in regular school NIMH. Secunderabad.
22. Video films. NIMH (2002). Help them learn make it easy.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(ii) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
PAPER – 2
MENTAL RETARDATION – ITS MULFTIDSCIPLINARY ASPECT
Objective MM- 100
Time- 3 hrs.
After studying this paper, the student teachers are expected to realize the following objectives:
1. Comprehend the physiological and psychological aspects of mental retardation.
2. Enumerate the motor developmental aspects of mental retardation.
3. Narrate the nature of the communicative aspects associated with mental retardation.
4. Demonstrate competency in working with multi- disciplinary team.
5. Narrate the procedures to provide referral, networking as well as services to mentally retarded students.
Course Content:
Unit 1: Physiological Aspects 10 Hrs
1. Neurological aspects- Autonomous Nervous system, central nervous system, peripheral nervous system.
2. Associated Impairments- cerebral palsy, Epilepsy, ADD, ADDH, Autism.
3. Genetic aspects
4. Endocrinal influences
5. Other associated problems related to mental retardation
Unit 2: Developmental and Behavioural Aspects in Relation to Mental Retardation
10 Hrs
1. Developmental stages- physical, Social, Cognitive, Language, Emotional and moral.
2. Developmental delays and their implications in the life cycle.
3. Adaptive deficits- self – help areas, emotional, social cognitive and language areas
4. Maladaptive (Problem) behaviours- functional analysis
5. Ethical issues in strategies for management , of maladaptive behaviour in home and classroom settings
Unit 3: Communication Aspects 10 Hrs
1. Development of speech and language
2. Functional communication ; receptive and expressive language for children with mental retardation
3. Hearing speech disorders- classroom management
4. Home training – role of parents
5. Activities to enhance communicative skills of children with mental retardation
Unit 4: Motor Aspects 10 Hrs
1. Gross motor and fine motor development and impairments.
2. Neuromotor , eye- hand , sensory motor, perceptual motor difficulties.
3. Locomotor/ mobility related problems
4. Physiotherapy, occupational therapy- their implication and adaptation in classroom management
5. Activities to enhance motor functions in children with mental retardation
Unit 5: Working with multi- disciplinary team 10 Hrs.
1. Personnel involved in multi- disciplinary team
2. Nature of coordination with multi – disciplinary team
3. Referral agencies, Linkages, Networking and follow- up
4. Assessment of the abilities of mentally retarded children
5. Need for inter – departmental linkages at state and national levels in the services for mentally retarded children
Unit 6: Community Based Rehabilitation 10 Hrs
1. Definition and scope
2. Education for independent living
3. Strengths and limitations of CBR
4. Role of special educator in CBR
5. Challenges and implications
References
i. Overton, T. (1992). Assessment in Special Education An Applied Approach. New York McMillan.
ii. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications.
iii. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Retarded Persons, NJMH, Secundarabad.
iv. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech Pathology and Audiology. Eighth Edition, Prentice Hall.
v. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological Procedures. Boston Allyn bacon.
vi. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta, Alberta.
vii. Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for improving instruction. Allyn and bacon Boston.
viii. Narayan, J. & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded persons. Pre-primary level. NIMH, Secunderabad.
ix. Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children : A manual for Teachers. NIMH, Secunderabad.
x. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The Faimer Press.
xi. Repp. A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall
xii. King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San Diego: Singular Publishing Group.
xiii. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi : Mittal Publication.
xiv. Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi, Reliance.
xv. Narayan, J. (1999). Skill Training Series 1-9, Secunderabad, NIMH
xvi. Myreddi, V. & Narayan, J. (2000). Functional Academics for Students with Mental
xvii. Retardation, Secunderabad, NIMH.
xviii. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental retardation, Secunderabad, NIMH.
xix. Narayan J. (1990). Towards independence series 1 to 9. Secunderabad : NIMH
xx. Narayan J. (2003) Educating children with learning problems in regular schools NIMH: Secunderabad.
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(ii) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
PAPER- 9
CURRICULUM AND TEACHING STRATEGIES
Objectives MM- 100
Time- 3 hrs.
After studying this paper, the student teachers are expected to realize the following Objectives.
1. Develop curricular guidance and instructional methods for children with mental retardation.
2. Select the appropriate content area for various age levels and severity levels
3. Formulate the IEP and apply suitable strategy for the given group of children with mental retardation
4. Demonstrate competency to train children with mental retardation in different co-curricular activities
5. Describe various educational provisions available for mentally retarded children
6. Organize resource room and teaching children with learning problems in regular classroom in the resource room, coordinating with the regular class teacher
Course Content
Unit 1: Curriculum Development 10Hrs
1. Aims, concept, principles and approaches (clinical teaching, diagnostic, prescriptive teaching, multi- sensory, ecological approach and computer assisted Instructions.
2. Steps in development of curricular guidelines for children with mental retardation
3. Individualized educational programme
4. Group educational programme in special and inclusive set ups.
5. Emerging trends in curriculum development.
Unit 2 : Introduction to Instruction 10 Hrs
2.1 Theories of instruction - Burner, Gagne and Skinner.
2.2 Approaches to instruction - cognitive, behavioural, and eclectic.
2.3 Design instruction - macro design.
2.4 Organizing individual, peer, small group, large group instructions.
2.5 Teaching materials - aids and appliances, other equipment - development.
Unit 3 : Curriculum Content- Various stages 10 Hrs
1. Pre- school ( early intervention) / Early childhood years- infant stimulations sensory motor training self- help communication pre- academic and social skills
2. Primary age level- self-help, concepts, functional communication, functional academics, pre vocational skills, domestic skill and social skills – severely and profoundly retarded
3. Secondary age level and pre- vocational level- concept, functional academics, Possibility of academic integration. concept of national open school , functional communication, pre- vocation skills social competency skills, pre – employment and occupational skills, domestic skills- severely/ profoundly retarded
4. Strategies for teaching- task analysis, acquisition, maintenance and generalization, modeling, shaping, chaining, prompting, fading reinforcement.
5. Record maintenance and monitoring progress.
Unit 4: Teaching children with learning problems in Resource room setting
10 Hrs.
4.1 Characteristics of children with learning problems in regular schools- Borderline intelligence, specific learning disabilities, scholastic backwardness due to other reasons.
4.2 Assessment of children with learning difficulties
4.3 Organization of resource room
4.3 Adapting teaching strategies
4.5 Coordinating with regular school teachers
Unit 5: Co-Curricular Activities 10 Hrs.
5.1 Relevance and Importance
5.2 Visual Arts (arts and crafts) and stimulation material
5.3 Performing Arts (dance, music, drama, mimicry, etc)
5.4 Physical education, yoga, play, sports and games, Leisure skills and recreational activities
5.5 Emerging trends and activities - Special Olympics, very special arts, special youth festivals, special national and international days
Unit 6: Educational Provisions 10 Hrs.
6.1 Concept of normalization, integration, mainstreaming and inclusive education - their implications in educational provision
6.2 Special schools, Residential schools
6.3 Special class in ordinary school, consultant and itinerant teacher, resource room, Community Based Rehabilitation
6.4 Vocational Training and Rehabilitation
6.5 Social benefits and schemes - State and Central governments, NGOs.
References
i. Van Riper, C.A. and Emerick, L. (1990), Speech Correction-An introduction to speech pathology and audiology. Eighth Edition, Prentice Hall.
ii. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological Procedures. Boston Allyn bacon.
iii. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta, Alberta.
iv. Longone, J. (1990). Teaching Retarded learners Curriculum and Methods for improving instruction. Allyn and bacon Boston.
v. Narayan, J. & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded persons. Pre-primary level. NIMH, Secunderabad.
vi. Peshwaria, R. and Venkatesan. S. (1992) Behaviour of retarded children: A manual for Teachers. NIMH, Secunderabad.
vii. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The Faimer Press.
viii. Repp. A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall
EVALUATION
Theory Examination (External) 80 Marks
Internal assessment 20 Marks
(i) Performance in house Examination 5 Marks
(ii) The two best assignments 5 Marks
(iii) Class response/Punctuality 5 Marks
(iv) Seminar/quiz 5 Marks
INSTRUCTIONS FOR THE PAPER-SETTER
The question paper will consist of three sections: A, B, and C. Sections A will carry 5 objective type questions which will cover the entire syllabus uniformly carrying 2 marks each. Section B will carry 2 short answer type questions carrying 5 marks each and Section C will have two questions form the respective units of the syllabus and will carry 10 mark each.
INSTRUCTIONS FOR THE CANDIDATES
Candidates are required to attempt all questions from the section A and any two from Section B as per the instruction given in the question paper. They need to attempt all questions in Section- C of the question paper.
Practical Papers
Paper-10
Teaching Practice in Non-Disability Area
Total Marks: 150 Total Hours- 160 Hrs.
Practice Teaching Component will consist of the following:-
i. Unit Planning and Lesson Planning Formats
ii. Demonstration of Lessons one in each subject
iii. Teaching 15 Lessons in each of the two subjects, at any General High School under the direct supervision of Staff Member of the Centre and the Concerned Staff of the School
==============================
Paper- 11
Core Training in Teaching Skills (Micro Teaching)
Total Marks : 50 Total Hours- 50 Hrs.
Core Teaching Skills
i) Classroom Management
ii) Stimulus Variation
iii) Skill of Probing Question
iv) Skill of Reinforcement
v) Illustrating with Examples
vi) Using Black Board and other Teaching Aids
Paper- 12
Psychological Practical
Total Marks : 50 Total Hours- 50 Hrs.
Candidates are required to Prepare two Experimental Report using prescribed Psychological Tests choosing One from Intelligence Test and One from Behavioural Assessment Scales using Psychological Test Formats.
i. Intelligence Test : A Battery Performance Test of Intelligence by Bhatia, seven coloured progressive matrices, Wechsler Test, Seguin Form Board Test, Stanford-Binet Test or any other as available with the College.
ii. Behavioural Assessment : BASIC-MR, MDPS, VSMS, DST, VAPS
========================================
Paper-13
Training in Mental Retardation (Individualised Education Programme)
Total Marks : 150 Total Hours- 160 Hrs.
(i) Practical Training in curricular Activities
(ii) Training in preparation of appropriate Learning Aids for Mentally Retarded children.
(iii) practical Training in Co-Curricular activities (Participatory Learning) Yoga, Visual Arts of Performing Arts (Music, Dance, Drama). Sports and Games, Art and Craft, Recreation and Leisure activities.
(iv) Development and Training of Self-Help Skills.
====================================
Paper-14
Teaching Practice in Disability Area
Total Marks: 150 Total Hours- 160 Hrs.
1. Curricular Activities in Group Teaching
i) Points to consider in Group teaching of children with Mental Retardation; Need for individualizing objectives within groups.
ii) Organizing activities; Time Table alternating on-seat and off-seat activities.
iii) Sequence within Teaching – Motivation, Learner Behaviour, Reinforcement, Format of Lesson Plans – Self-Evaluation and Group Discussions.
iv) Sample Lesson Plans; suggested Learning Material and Aids. Role of Technology in Special Education for the Mental Retardation.
Assignments
• Actual Classroom Teaching under direct supervision in any Special Schools (20 lessons)
• Demonstration Classes
• Writing Lesson Plans based on Group Assessment and Group Evaluation, Self-Evaluation and Discussion.
2. Group Teaching in Co-Curricular Activities
i) Importance of Co-Curricular Activities - suitability of various activities to children with Mental Retardation at different levels; Recreation and Leisure Skills.
ii) Preparation for Art and Craft and Yoga Materials and Method.
iii) Preparation for Sports and Games Materials and Methods.
iv) Sample Lessons - Suggested Activities - Procedure, Materials and Suitability.
90 60 150
Paper- 15
Training on Equipment Related to Mental Retardation
Total Marks : 50 Total Hours- 60 Hrs.
Disability Related equipment in Mental Retardation
i) Concept of Learning and Functional Aids - (NRT) types and use
ii) Assessment Tools – Norm Referenced Tests – Intelligence and Achievement Tests, Criterion Referenced Tests and Functional Assessment Tools. MDPS, FACP, Vocational Assessment (VAPS).
iii) Functional Academics: Reading, Writing and Mathematics Teaching Special Materials – Generalisation (Time, Money, Measurement and Functional Academics).
iv) Adaptive Equipments for Teaching Activities for Daily Living.
v) Adaptations for Domestic and Pre-Vocational Activities.
Assignments
Select or develop suitable teaching/ learning aids for teaching any one activity from the above given area for children with Mental Retardation and prepare a report on it.
B.Ed Special Education (Mental Retardation)
Instructions for Paper Setters/Candidates
Time 3 Hours Maximum Marks :80
The question paper is to be set in three sections as details :
Section A
Answer all 5 questions in one or two sentences
(from entire syllabus) 2x5=10
Section B
Answer any two questions out of three within 100 words 2x5=10
(From entire syllabus)
Section C
This section should have 12 questions, two each from 6 units with internal
choice and a candidate is to attempt one question from each of 6 units.
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