D.Ed. Special Education HI First Semester Theory Papers Complete Syllabus

Share this on

Table of Contents

COURSE – I INTRODUCTION TO DISABILITIES (Total Marks: 75 ) (Total hours: 75)

Learning outcomes:

On the completion of this course, the student-teachers will be able to:
• Explain the historical perspectives and paradigm shift in the models of disabilities
• Demonstrate knowledge about various causes and preventive aspects about different
disabilities.
• Describe the educational needs, implications and challenges in the management of
various types of disabilities.
• Describe the importance of early identification and intervention of children with
disabilities and twice exceptional (2e) children.
• Explain the importance of different agencies in human resource development

Unit 1: Understanding Disability

1.1 Historical perspectives of Disability – National and International & Models of
Disability;
1.2 Concept, Meaning and Definition – Handicap, Impairment, Disability, activity
limitation, habilitation and Rehabilitation;
1.3 Definition, categories (Benchmark Disabilities) & the legal provisions for PWDs in
India;
1.4 An overview of Causes, Prevention, prevalence & demographic profile of
disability: National and Global;
1.5Concept, meaning and importance of Cross Disability Approach and interventions;

Unit 2: Definition, Causes & Prevention, Types, Educational Implication, and Management of

2.1Locomotor Disability-Poliomyelitis, Cerebral Palsy/Muscular Dystrophy;
2.2 Visual Impairment-Blindness and Low Vision;
2.3 Hearing Impairment-Deafness and Hard of Hearing;D.Ed.Spl.Ed(HI)-2021 / 30-07-2021
Rehabilitation Council of India 46
2.4 Speech and language Disorder;
2.5 Deaf-blindness and multiple disabilities;

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

3.1 Intellectual Disability;
3.2 Specific Learning Disabilities;
3.3 Autism Spectrum Disorder;
3.4 Mental Illness, Multiple Disabilities;
3.5 Chronic Neurological conditions and Blood Disorders;

Unit 4: Early Identification and Intervention:

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

Unit 5: Human Resource in Disability Sector:

5.1 Human resource development in disability sector – Current status, Needs, Issues
and the importance of working within an ethical framework;
5.2 Role of international bodies (International Disability Alliance (IDA) UNESCO,
UNICEF UNDP, WHO) in Disability Rehabilitation Services;
5.3 International conventions and Policies such as UNCRPD, MDGs and SDGs;
5.4 Role of National Institutes (AYJNISLD, ISLRTC, NIEPID, NIEPMD, NIEPVD,
NILD, NIMHR, PDUNIPPD, SVNIRTAR) in Disability Rehabilitation Services;
5.5 Role of Information and Communication Technology (ICT) in disability inclusive
services and development programmes;

Suggested readings:

Abhi-Prerna (n.d.) Screening and identification. Ahemdabad, India: Sense International
(India), Resource and Information Unit on Deaf blindness
Agrawal, A., Shukla, D. (2006). Handbook of Neuro-Rehabilitation., (1st Ed.).
Hyderabad, Paras Medical Publication.
Ashman, A. & Elkins, J. Eds. (2009).Education for Inclusion and Diversity. French’s
Forest: Pearson Education Australia
Bala, J.M., Rao, D.B., (2012). Hearing Impaired Student, (2nd Ed.). New Delhi,
Discovery Publishing House.
Banerjee, G. (2004). Legal rights of persons with disabilities. New Delhi, India:
Rehabilitation Council of India
Dunn, L.M., (1963). Exceptional children in the school special: Education in transition.
Holt Rinehart and Winston, USA.
Fox, A. M. (2005). An introduction to neuro-developmental disorders of children. New
Delhi: The National Trust
Gense, M. &Gense, D. (2005).Autism spectrum disorders and visual impairment. New
York: AFB Press
GOI.(2016). The Rights of persons with Disabilities Act, 2016. New Delhi: Commercial
Law Publishers (India Pvt. Ltd
Hinchcliffe, A. (2003). Children with cerebral palsy: A manual for therapists, parents and
community workers. New Delhi, India: Vista.
Huebner, K. M., Prickett, J. G., Welch, T. R., &Joffee, E. (Eds.). (1995). Hand in hand:
Essentials of communication and orientation and mobility for your students who are
deaf-blind (Vol. 1). New York: AFB Press.
Kusuma, A., Reddy, L., Ramar, R., (2000). Education of Children with Special Needs,
(1st Ed.). New Delhi, Discovery Publishing House.
Lim, Levan &Quah, M.M. (2004).Educating Learners with diverse abilities. Singapore:
McGraw-Hill Education Asia
Menon, S & Feroze, V.R. (2014). Gifted: Inspiring Stories of people with disabilities.
India: Random House publishers.
Miles, B., &Riggio, M. (Eds.). (1999). Remarkable conversations: A guide to developing
meaningful communication with children and young adults who are deafblind.
Watertown, MA: Perkins School for the Blind
Narsimhan, M.C. & Mukherjee, A. K. (1986). Disability: A continuing Challenge, New
Delhi: Willy Eastern Limited
Rao, D.B., Kumari, A.R., Sundari, S.R., (2004) Deaf Education, (1st ed.). New Delhi,
Sonali Publication.
Rozario, J., Karanth, P., (2003). Learning Disability in India: Willing the Mind to Learn,
(1sted.). New Delhi, Saga Publications India Pvt. Ltd.
Sharma, H. &Sobti, T (2018).An Introduction to Sustainable Development Goals. Asia:
PEP
Sharma, M.C. & Sharma, A.K. Eds (2004). Discrimination based on sex, caste, religion
and Disability: Addressing through educational challenges. New Delhi: NCTE
Singh, D., (2014). Disability and Special Needs-Dimensions and Perspectives (1st Ed.).
New Delhi: Kanishka Publication.
Singh, J.P., Dash, M.K. (2006). Disability Development of India Rehabilitation Council of
India, (2nd Ed.). New Delhi: Kanishka Publication.
United Nations Educational, Scientific, and Cultural Organization.(n.d.). It’s about ability:
An explanation of the Convention on the Rights of Persons with Disabilities. Geneva,
Switzerland: UNESCO
Watkins, S. (Ed.). (1989). INSITE model: A model of home intervention for infants,
toddlers and preschool aged multihandicapped sensory impaired children. (Vols. 1 &
2). Logan: Utah State University.
Werner, D., Alkazi, R., Mirchandani, V. (1994). Disabled Village Children, (1st Ed.).
New Delhi. Voluntary Health Association of India

COURSE – II FUNDAMENTALS OF HEARING, DEAFNESS AND AUDIOLOGICAL MANAGEMENT (Total Marks 75) (Total Hours 75)

Learning outcomes:

On the completion of this course, the student-teachers will be able to:
• Describe the anatomy of ear and physiology of hearing
• Explain the causes, prevention and classification of hearing loss
• Describe the amplification devices and their optimum utilization
• Interpret the Audiological information and its use in education
• Describe the basic working, operation & maintenance of hearing aids & Cochlear
implants.

Unit 1: Hearing & Deafness

1.1 Importance of hearing
1.2 Parts of the ear and process of hearing
1.3 Introduction to physics of sound, production and propagation of sound
1.4 Physical and psychological attributes of sound
1.5 Hearing Impairment – Definition, Classification in terms of age of onset, type, degree,
nature

Unit 2: Causes, Prevention and Effects of Deafness

2.1 Causes and prevention of hearing loss
2.2 Effects of Hearing impairment on various domains of development, education and
employment
2.3Hearing loss impacting speech perception
2.4 Early identification and critical period for learning language and hearing
2.5 Developmental milestones of auditory behaviour

Unit 3: Identification of Deafness and Assessment of Hearing

3.1 Formal and informal assessment of hearing
3.2 Conditioning for auditory assessment
3.3 Audiometery for children
3.5 Audiograms and its interpretation
3.5 Speech banana and its interpretations

Unit 4: Amplification Devices

4.1Hearing aids – Parts, functioning and types
4.2 Importance of binaural hearing aid amplification
4.2 Classroom amplification system and Assistive Listening Devices
4.3 Hearing aid care, maintenance and troubleshooting
4.5Orientation to Cochlear implants

Unit 5: Auditory Learning

5.1Listening for daily living and learning
5.2 Pre-requisites and Audiological information for auditory training and learning
5.3 Stages of auditory training
5.4 Auditory verbal approach; principles and strategies
5.5 Activities for auditory training group and individual.

COURSE III LANGUAGE AND COMMUNICATION (Total hours: 75) (Theory hours: 75)

Learning outcomes:

On undergoing the course the student teachers will be able to:
• Describe the concepts of communication and language
• Explain the various modes and methods of linguistic communication
• Assess language formally and informally
• Explain and use the methods and techniques of developing language
• Undertake activities for developing literacy skills in DHH students

Unit 1: Communication & Language

1.1 Communication: Definition, Meaning and Scope
1.2 Classification of Communication: Linguistic and Non-linguistic
1.3 Language: Definition, Characteristics and Functions
1.4 Phases of language developmental in typical children
1.5 Pre-requisites for language development &impact of deafness

Unit 2: Modes and methods of Linguistic Communication

2.1 Oralism: Principles, Justification, Limitations
2.2 Educational Bilingualism: Principles, Justification, Limitations
2.3 Total Communication: Principles, Justification, Limitations
2.4 New Trends in Oralism – Auditory Verbal Approach (AVA): Principles, Pre requisites &
Stages
2.5 Sign Language & Signing System- distinguishing features

Unit 3: Assessment of Language

3.1 Assessment: Meaning, Definition & Scope
3. 2 Formal Assessment: Standardized language tests
3.3 Informal Assessment: Importance, types and documentation
3.4 Teacher Made Test (TMT): Development & implementation
3.5 Basic Language Competence: Concept & use in assessing specific language aspects

Unit 4: Methods and techniques of language development in DHH students

4.1 Principles of teaching language
4.2 Methods of teaching language; Natural, Structural & Combined
4.3 Techniques of teaching language: News conversation, Directed activity, Visits,
Storytelling
4.4 Dramatization, play and activities for language development
4.5 Poems and rhymes for developing language and supra-segmental

Unit 5: Literacy for DHH children

5.1 Meaning and types of literacy skills (reading, writing, numeracy, digital, financial, health
and civic)
5.2 Pre-requisites of literacy and impact of deafness
5.3 Importance and development of foundational literacy
5.4 Reading; stages, types and activities for developing and scaffolding
5.5 Writing; stages, types and activities for developing and scaffolding