SPECIAL EDUCATION FOR B.A.

Transcription

1 CURRICULUM OF SPECIAL EDUCATION FOR B.A. (Hons), B.Ed., M.A./M.Ed. (Revised 2004) HIGHER EDUCATION COMMISSION HIGHER EDUCATION COMMISSION ISLAMABAD 1

2 CURRICULUM DIVISION, HEC Prof. Dr. Altaf Ali G. Shaikh Qazi Riaz Ahmad Malik Ghulam Abbas Miss Ghayyur Fatima Mr. M. Tahir Ali Shah Mrs. Noshaba Awais Adviser (HRD) Director Curriculum Deputy Director Deputy Director Assistant Director Assistant Director Composed by Mr. Zulfiqar Ali, HEC Islamabad 2

3 CONTENTS 1. Introduction 7 2. Curriculum for B.A. (Hons) in Special Education (12 + 3) and (12 + 4) Model 10 i) Scheme of Studies 11 ii) Details of Courses B.Ed. in Special Education 52 (14+1 Model) i) Scheme of Studies 52 ii) Details of Courses Curriculum for B.Ed. in Special Education 76 (14+2 Model) i) Scheme of Studies 76 ii) Details of Courses Curriculum for M.A. in Special Education 99 i) Scheme of Studies 100 ii) Details of Courses Curriculum for M.Ed. in Special education 122 i) Scheme of Studies 122 ii) Details of Courses Recommendations 165 3

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5 PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum of a subject, one can judge the state of intellectual development and the state of progress of a nation. The world has turned into a global village, new ideas and information are pouring in a constant stream. It is, therefore, imperative to update our curricula by introducing the recent developments in the relevant fields of knowledge. In exercise of the powers conferred by Sub-section (1) of section 3 of the Federal Supervision of Curricula Textbooks and Maintenance of Standards of Education Act 1976, the Federal Government vide Notification No. D773/76-JEA (Cur.), dated December 4, 1976, appointed Higher Education Commission as the Competent Authority to look after the Curriculum Revision work beyond Class XII at Bachelor level and onwards to all Degrees, Certificates and Diplomas awarded by Degree Colleges, Universities and other Institutions of higher education. In pursuance of the above decisions and directives, the Commission is continually performing curriculum revision in collaboration with the Universities. According to the decision of the special meeting of Vice-Chancellors Committee, curriculum of a subject must be reviewed after every 3 years. For the purpose, various Committees are constituted at the national level comprising senior teachers nominated by the Universities. Teachers from local degree colleges and experts from user organizations, where required, are also included in these Committees. The National Curriculum Revision Committee on Special Education in its meeting held in May 2004 at HEC Islamabad finalized the draft curriculum after due consideration of the comments and suggestions received from the Universities and Colleges where the subject under consideration is taught. The Final draft prepared by the National Curriculum Revision Committee duly approved by the Competent Authority is being circulated for implementation by the Universities. July 2004 (PROF. DR. ALTAF ALI G. SHAIKH) Adviser (HRD) 5

6 CURRICULUM DEVELOPMENT STAGE-I STAGE-II STAGE-III STAGE-IV CURRI. UNDER CONSIDERATION CURRI. IN DRAFT STAGE FINAL STAGE FOLLOW UP STUDY COLLECTION OF REC APPRAISAL OF 1 ST DRAFT BY EXP. OF COL./UNIV PREP. OF FINAL CURRI. QUESTIONNAIRE CONS. OF CRC. FINALIZATION OF DRAFT BY CRC INCORPORATION OF REC. OF V.C.C. COMMENTS PREP. OF DRAFT BY CRC APPROVAL OF CURRI. BY V.C.C. PRINTING OF CURRI. REVIEW Abbreviations Used: CRC. Curriculum Revision Committee VCC. Vice-Chancellor s Committee EXP. Experts COL. Colleges UNI. Universities PREP. Preparation REC. Recommendations IMPLE. OF CURRI. ORIENTATION COURSES BACK TO STAGE-I 6

7 INTRODUCTION According to WHO estimates there are about 10 per cent of the total population of developing countries suffering from some sort of disabilities. Of these 2.5 per cent are with severe disabilities. All these need special education services. This number is very colossal and a country like Pakistan could not ignore such a large proportion of its population that need special education. Realizing this situation the Government of Pakistan along with NGOs has set up a system of special education. There are about 300 special education institutions catering for only 4 per cent of the population of persons with special needs through trained and untrained teachers. Presently there are four Universities offering teacher training programmes in the area of special education. These programmes are approved by the statutory bodies of the respective Universities. The HEC being a coordinating body at national level initiated to involve all stakeholders to prepare a uniform curriculum at graduate and post-graduate levels in the area of special education. For this purpose, professionals and special educators were involved to prepare the curriculum according to the guidelines proposed in the National Education Policy A National Curriculum Revision Committee meeting was held May 17-19, 2004 to finalize the draft curriculum prepared in its preliminary meeting of Special Education held on 19-21, January, The following members attended the meeting: 1. Dr. Muhammad Mahmood Hussain Awan Convener Incharge Department of Special Education Allama Iqbal Open University Islamabad. 2. Prof. Dr. Abdul Hameed Member Professor/Chairman Department of Special Education University of the Punjab Lahore. 3. Dr. Nasir-ud-Din Member Associate Professor Department of Special Education University of the Punjab Lahore. 7

8 4. Dr. Hamid Rauf Member Paediatric Surgeon National Institute for Handicapped St. 9, G-8/2, Islamabad. 5. Col. (R) Hamid Hussain Naqvi Member Principal Sir Syed Academy for the Deaf Rawalpindi. 6. Dr. Nasir Sulman Member Assistant Professor Hamdard Institute of Education and Social Sciences, Hamdard University Karachi. 7. Mrs. Sadaf Noveen Member Speech Therapist National Institute for Handicapped St.9, G-8/2, Islamabad. 8. Mr. Muhammad Iqbal Joyia Member Assistant Professor Department of Education Federal Urdu University of Arts Science & Technology, Main Office, G-7/1 Islamabad. 9. Mr. Humayun Khan Member Department of Sociology University of Malakand Chakdara. 10. Dr. Tahir Sharif Malik Member General Secretary Chambeli Institute, 20/B Satellite Town Rawalpindi. 11. Mrs Rubina Mahmood Awan Member Senior Teacher National Institute of Special Education St.14, Rooh Afza Market G-7/2, Islamabad. 8

9 12. Mrs. Mussarat Abid Member Deputy Director National Institute of Special Education St.14, Rooh Afza Market G-7/2, Islamabad. 13. Dr. Shagufta Shahzadi Secretary Department of Special Education University of Karachi Karachi. The agenda of the meeting was as under:- 1. To finalize the curriculum of B.A. (Hons) (12+3 and 12+4) in Special Education. 2. To finalize the course of B.Ed. (14+1) in Special Education 3. To finalize the course of B.Ed. (14+2) in Special Education. 4. To finalize the course of M.A. in Special Education 5. To finalize the course of M.Ed. in Special Education. The meeting started with the recitation of the Holy Quran. Prof. Dr. Altaf Ali G. Shaikh, Adviser (HRD) apprised members of the Committee about efforts of HEC regarding promotion of developing curriculum of higher education in Pakistan on international standards. With the permission of the members Dr. M. Mehmood Hussain Awan, Department of Special Education, Allama Iqbal Open University, Islamabad was nominated as Convener of the meeting while Dr. Shagufta Shahzadi, University of Karachi was nominated as Secretary of the Committee. The draft curriculum of Special Education programmes were discussed and necessary changes were incorporated. The curriculum finalized by the NCRC are annexed. 9

10 AIMS Curriculum for B.A. (Hons) in Special Education (12 + 3) and (12 + 4) Model The two proposed models of B.A. Programme i.e. ( year model) and ( year model) are aimed to develop in students:- 1. The ability, attitude and the competencies essential to become a good trained teacher at different levels of special education. 2. The understanding of principles and procedures fundamental to teaching learning process. 3. The ability to plan and conduct the teaching in accordance with the special needs of children. 4. The capacity to work and adjust in both regular and special school environment and develop a suitable moral and ethical code of conduct to live and work with students, with fellow teachers and with seniors in equal and subordinate roles. 5. Effective teaching skills in order to organize and provide services related to the special needs of children. OBJECTIVES: 1. To create an awareness about Special Education and its related concepts. 2. To acquaint learner with the classification of special children according to their special needs. 3. Child development with the purpose to find out the functional level of the child with special needs through out life span. 4. To design the instruction, model and strategies for special children. 5. To propose curriculum adaptations and transitional plan for special children. 6. To create understanding about counseling, consultancy and therapies needed for special children. 7. To develop skills in diagnostic assessment, consultation and reporting results. 8. To provide opportunities to understand social anthropological, psychological and developmental perspective to approach intervention of children with special needs. 9. To enhance knowledge about ethical and moral obligation and intervention strategies keeping in view cultural and ethical values. 10.To acquaint learner with personal and professional skills necessary to act as an agent of change/role model in understanding special children. 10

11 SCHEME OF STUDIES year model 60 credit hours course including 6 credit hours comprising compulsory courses, 18 credit hours distributed among collative courses and 36 credit hours given to major courses year model 90 credit hours course including 6 credit hours comprising compulsory courses, 18 credit hours distributed among collative courses and 66 credit hours given to major courses. FIRST SEMESTER (10 credit hours) year model FIRST YEAR 1. Compulsory subjects: Any two of the following - ½ credit hour each: English/Urdu/Islamiyat/Pakistan Studies. 2. Collative Subjects/Minor Courses Select any two from offered courses in the same Faculty 3 credit hours each - 6 credits 3. Major Subject Paper I: Introduction to Special Education - 3 credits SECOND SEMESTER (10 credit hours) 1. Compulsory Subjects Any two of the following - ½ credit hour each: English/Urdu/Islamiyat/Pakistan Studies. 2. Collative Subject/Minor Course Select any two from offered courses in the same Faculty 3 credit hours each - 6 credits 3. Major Subject Paper II: Exceptionalities: An Overview - 3 credits 11

12 FIRST SEMESTER (10 credit hours) SECOND YEAR 1 Compulsory subjects: Any two of the following ½ credit hour each: English/Urdu/Islamiyat/Pakistan Studies. 2. Collative Subjects/Minor Courses - 3 credits Select any one from offered courses in the same Faculty 3. Major Subjects Paper III: Educational Psychology Paper IV: Child Development and Growth - 3 credits - 3 credits SECOND SEMESTER (10 credit hours) 1 Compulsory subjects: Any two of the following ½ credit hour each: English/Urdu/Islamiyat/Pakistan Studies. 2. Collative Subjects/Minor Courses - 3 credits Select any one from offered courses in the same Faculty 3. Major Subjects Paper V: Teaching strategies for Special Education - 3 credits Paper VI: Curriculum Development for Special Children - 3 credits FIRST SEMESTER (10 credit hours) THIRD YEAR 1 Compulsory subjects: Any two of the following ½ credit hour each: English/Urdu/Islamiyat/Pakistan Studies. 2. Major Subjects: Paper-VII: Assessing Students with Special Needs - 3 credits Paper VIII: Foundations of Counselling and Therapies - 3 credits Paper IX: Teacher Development and School - 3 credits Improvement SECOND SEMESTER (10 credit hours) 1 Compulsory subjects: Any two of the following ½ credit hour each: 12

13 English/Urdu/Islamiyat/Pakistan Studies. 1. Major Subjects Paper X: Psycho-Social Aspects of Exceptionality Paper XI: Education Program for Special Children Paper XII: Practicum in the Form of Internships in the Following Areas: - 3 credits - 3 credits - 3 credits 1. Physio Therapy centers 2. Occupational Therapy centers 3. Speech and Language Therapy 4. Pediatric Units at Hospitals 5. Psychological Clinics 6. Special Education Centers 13

14 year model Scheme of Studies for first 3 years will be same as in 12+3 model FOURTH YEAR FIRST SEMESTER (15 credit hours) Included all major courses Paper XIII: Mental retardation: An Introduction - 3 credits Paper XIV: Visual Impairment: An Introduction - 3 credits Paper XV: Hearing Impairment: An Introduction - 3 credits Paper XVI: Physical Disabilities: An Introduction - 3 credits Paper XVII: Learning Disability: An Introduction - 3 credits SECOND SEMESTER (15 credit hours) Included all major courses Paper XVIII: Emotional and Behavioural Disorder: An Introduction - 3 credits Paper XIX: Communication Disorder: An Introduction - 3 credits Paper XX: Giftedness: An Introduction - 3 credits Paper XXI: Specific Disability Practical - 6 credits 14

15 DETAILS OF COURSES CURRICULUM FOR B.A. (HONS) First Semester Paper I: Credit Hours: 03 FIRST YEAR INTRODUCTION TO SPECIAL EDUCATION COURSE DESCRIPTIONS: This course is designed for students to introduce exceptional children and to the field of Special Education. The aim behind this is that the students should know more about the concepts which are necessary for the understanding of special child. The course covers knowledge about special children, categories of exceptionalities, and special educational needs. It also includes historical roots of this discipline and recent developments made by different developed and developing nations. The main emphasis is placed on providing basic conceptual framework of the subject to the students. COURSE CONTENTS 1: Basic Concepts in Special Education 1.1 Concepts and Definition Disease, Disorder, Abnormal, Atrophy At-Risk, Impairment, Disability, Handicap Special Children, Special Education, Special Educational Needs 1.2 Categories of Special Children 1.3 Perspectives on Disabilities Psycho-medical Perspective Social Perspective Teacher Development Perspective Disability Perspective 2: Origins of Special Education 2.1 People and Ideas 2.2 Growth of the Discipline 2.3 Professional and Parent Organizations 2.4 Legislation (USA, Japan, U.K., India). 3: Special Education System 3.1 Segregation 3.2 Integration 3.3 Inclusion 15

16 4: Current Trends and Issues 4.1 Integration 4.2 Inclusive Education Early Intervention Transition from School to Work Labelling and classification Assessment and Placement 5: Service Delivery Model 5.1 Individualized Family Support Programme (IFSP) 5.2 Individualized Education Programme (IEP) 5.3 Individualized Transitional Plan (ITP) 5.4 Community Based Rehabilitation 5.5 A Continuum of Services Level 1: Regular Classroom Level 2: Special Education Teacher Level 3: Itinerant Teacher Level 4: Resource Teacher Level 5: Diagnostic Prescriptive Centre Level 6: Hospital or Homebound Instruction Level 7: Self-Contained Class Level 7: Special Day School Level 9: Residential School Recommended Books: Smith (1998). Introduction to Special Education (3 rd Ed.) Boston: Allyn & Bacon. Ysseldyke (1991). Critical Issues in Special Education. Boston: Houghton Mifflin. Hallahan (1991). Exceptional Children (4 th ed.). Columbus: Merrill Pub.Co. Mitchell, D (1999). Early Intervention Studies for young children with special needs. London: Chapman and Hall. Second Semester Paper II: EXCEPTIONALITIES: An Overview Credit Hours: 03 COURSE DESCRIPTIONS: This course provides students with an opportunity to understand knowledge about each category of exceptionalities. Through this course, emphasis has been laid upon the part played by special school in detecting, identifying, assessing and meeting the needs of children with different special educational needs. 16

17 OBJECTIVES: 1. To compare categorical and non-categorical perspectives of students with disabilities. 2. To discuss general cross categorical characteristics of students with disabilities. 3. To make comparisons of students with different categories. 4. Discuss organic and environmental causes of various disabilities. COURSE CONTENTS 1: Classification System of Exceptionalities 1.1 U.S. Department of Education s Classification 1.2 International Classification of Diseases (ICD) 1.3 Diagnostic and Statistical Manual (DSM) 1.4 World Health Organization Classification 2: Psycho-intellectual Exceptionalities 2.1 Mental Retardation 2.2 Learning Disability 2.3 Gifted and Talented 2.4 Attention Deficit Hyperactivity Disorder 2.5 Autism 2.6 Behaviour Problem 3: Sensory Impairment 3.1 Hearing Impairment 3.2 Visual Impairment 3.3 Deaf-Blind 4: Physical Disabilities 4.1 Orthopaedic Impairments 4.2 Health Impairments 4.3 Multiple Disabilities 5: Emotional Disorder 5.1 Definition, Concept, Prevalence 5.2 Classification 5.3 Characteristics Anxiety Obsessive Temper Tantrums Social Problems 17

18 Recommended Books: Haring, N G (1986). Exceptional Children and Youth. Columbus: Merrill. Heward, B (2000). Exceptional Children, New Jersey: Prentice Hall. Smith D D (1998). Introduction to Special Education. Boston: Allyn & Bacon. B.A. (Hons.) SECOND YEAR First Semester Paper III: EDUCATIONAL PSYCHOLOGY Credit Hours: 03 COURSE DESCRIPTIONS: This course aims to provide students with a basic understanding of the dynamics of human learning and motivation. It also focuses on different aspects of individual differences and the mechanism of information processing through which human being making things remember or forgotten. OBJECTIVES: 1. To identify the implications that studying educational psychology has for classroom practice. 2. To explain how reflective teaching uses educational psychology to improve professional decision making. 3. To explain how theories define the process of learning. 4. To differentiate among various factors causing differences between learners. 5. To explain learner is motivation on the basis of behavioural, cognitive and humanistic theories. COURSE CONTENTS 1: Introduction 1.1 Definition and Concept of Educational Psychology 1.2 Scope of Educational Psychology 1.3 Educational Psychology and Instructional Decision Making 2: Individual Differences 2.1 IQ, Cognitive Style and Creativity 2.2 Socio-economic Status, Cultural and Gender Differences 3: The Psychology of Learning 3.1 Definition and Concept of Learning 18

19 3.2 Learning Typologies Bloom s Taxonomy The Gagne and Briggs Typology 3.3 Learning Theories Pavlov and Classical Conditioning Thorndike and Instrumental Conditioning Skinner and Operant Conditioning Bandura and Social Learning Theory Cognitive and Constructivist Views of Learning (Ausbel, Bruner and Vygotsky) 3.4 Conditions of learning 4: Neo-cognitive model 4.1 Information Processing in Learning and Memory 4.2 Associationist and Constructivist Views of Memory 4.3 Information Processing Models 4.4 Rote Learning 4.5 Meaningful Verbal Learning 5: Motivation 5.1 Basic Concepts of Motivation Behaviouristic Theory Need Theories Atkinson s Achievement Motivation Theory Attribution Theory Intrinsic Motivation Theory 5.2 Establishing and Maintaining Students Success Expectations 5.3 Helping Students to Value Learning Recommended Books: Eggfen, Paul & Don Kauchak: (1999) Educational Psychology: Windows on Classroom (4 th Ed.) Merrill. Biehler, Robert F and Jack Snowman (1990): Psychology Applied to Teaching (6 th Edition). Houghton Mifflin Company. Gage, N L and David C Berliner (1991). Educational Psychology (5 th Ed.) Houghton Mifflin Company). Good, Thomas L and Jere Brophy: (1995). Contemporary Educational Psychology. (5 th Ed). Longman. Charlton, Tony and Kenneth David. (1993). Managing Misbehavior in Schools (2 nd ed.) Routledge. Dale H Schunk: (1991) Learning Theories: An Educational Perspective. (2 nd ed). Merrill. Santrock J W (2001). Educational Psychology. (International Edition). McGraw Hill. 19

20 Second Semester Paper IV: Credit Hours: 03 HUMAN GROWTH AND DEVELOPMENT Course Descriptions: This course addresses factors involved in child development and the problems of each period. As well, preventive and remedial phases of atypical development are examined. OBJECTIVES: 1. To define biological and environmental processes of development and explain how these two processes interact. 2. To describe important characteristics of child development theories. 3. To describe various developmental stages and explain general trends during these stages. 4. To explain the sequence of development in various areas. COURSE CONTENTS 1: The study of Child Development 1.1 Methods of Studying Children 1.2 Theories of Child Development 1.3 Themes in the Study of Child Development Biology and Environment Development is Dynamic Development Occurs in a Social Context Development is Flexible 1.4 Aspects of Development 1.5 Developmental Milestones 2: A New Life Begins 2.1 Conception ad Heredity 2.2 Prenatal Development 2.3 Birth and the Newborn 3: Development of Infancy 3.1 Physical 3.2 Cognitive and Language 3.3 Social and Emotional 3.4 Personality Development 3.5 The Social Context of Infancy 20

21 4: Early Childhood Development 4.1 Physical, Cognitive, and Language 4.2 Social and Emotional 4.3 Personality Development 4.4 The Social Context of Early Childhood 5: School-Age Children 5.1 Physical, Cognitive, and Language Development in School Age Children 5.2 Social and Emotional Development in School Age Children 5.3 Personality Development 5.4 The Social Context of School Age Children 6: Development in Adolescence 6.1 Physical, Cognitive and Language Development in Adolescence 6.2 Social and Emotional Development in Adolescence 6.3 Personality Development 6.4 The Social Context of Adolescence Recommended Books: Irwin, D B & Simons, J A (1994). Lifespan Developmental Psychology. Dubuque: Brown & Benchmark Publishers. Bee, H (1995). The Developing Child. (7 th ed). NewYork: Harper Collins College Publishers. Stewart, A C & Friendman, S (1987). Child Development: Infancy through Adolescence. New York: John Wiley & Sons. Craig, G J (1996). Human Development. (7 th ed). New Jersy: Prentice Hall. Harris, M & Butter worth, G (2002). Developmental Psychology: A student s handbook. New York: Psychology Press Ltd. Santrock, J W (2002). A topical approach to Life-Span Development. New York: McGraw Hill Second Semester Paper V: Credit Hours: 03 TEACHING STRATEGIES IN SPECIAL EDUCATION COURSE DESCRIPTIONS: This course is designed to provide student with an opportunity to develop an insight related to the teaching strategies used in special education. The basic aim of the course is to design and implement an intervention and educational programme for a child with special needs. 21

22 OBJECTIVES: 1. To identify the major components of instruction. 2. To explain the steps involved in presenting instruction. 3. To know the use of feedback in the process of instruction. 4. To describe the ways in which teachers can adjust instruction to meet individual students needs. 5. To identify strategies for modifying classroom instruction. COURSE CONTENTS 1: Instructional Planning 1.1 Foundations of Effective Instruction 1.2 Components of effective Instruction Planning Instruction Managing Instruction Delivering Instruction Evaluating Instruction 2: Instructional Environment 2.1 Classroom Management and Organization 2.2 Instructional Materials 2.3 Instructional Methods (Direct Instruction, Cooperative Learning, Precision teaching, Self-learning, peer tutoring). 3: Instructional Adaptations 3.1 Basic Skills Instructions to Special Children 3.2 Instruction of Subject-Area Content to Special Children 3.3 Adaptations related to Help Special Students success in Independent Practice 4: Assistive Devices 4.1 For visual Impairment Orientation and Mobility Aids Listening Skills Training Braille Enhanced Image Devices Audio Aids Optical Character Recognition Devices Computer Softwares 4.2 For Hearing Impairment Total Communication Cued Speech Assistive Learning Devices Oral/Aural Approach 22

23 4.2.5 Information Communication Technologies (ICTs Tools) Sign Language 4.3 For Physical Disabled Wheel Chair Prosthesis Artificial Limbs Conductive Education 4.4 For Mental Retardation Montessori Teaching Methods and Material Behaviour Modification Functional Academic Skills Self-help skills Teaching Kits Computer Softwares Psychotherapy Psychiatric Support Dietary Support 5: Professional Partnerships 5.1 The Basics of Collaboration 5.2 Special Education and Related Services 5.3 Parent-Professional Collaboration 5.4 Collaboration with Multi-Professional 5.5 Team Teaching Recommended Books: Kochar, S K (2000). Methods and Techniques of Teaching. New Delhi: Sterling. Polloweay, E A (et al). Strategies for teaching learners with special needs. (4 th ed). Columbus: Merrill, Murijis, D and Reynolds, D (2001). Effective Teaching, London: Paul Chapman. Pasanella, A L and Volkmore, C B (1981). Teaching Handicapped Students in the Mainstream. 2 nd Ed.Charles & Merrill. 23

24 Second Semester Paper VI: Credit Hours: 03 CURRICULUM DEVELOPMENT FOR SPECIAL CHILDREN COURSE DESCRIPTIONS: The aim of this course is to provide an introduction to curriculum development. Emphasis will be given to recent development associated with the curriculum in different categories of exceptionalities. The course also aims to examine selected principles and procedures of curriculum construction and in particular emphasizes the place of instructional theory in the curriculum. OBJECTIVES: 1. To conceptualize the term curriculum 2. To describe the various concepts related with curriculum 3. To outline the components of curriculum 4. To differentiate between curriculum and instructional models 5. To explain how discrete instructional strategies can be integrated into a comprehensive approach to instruction 6. To provide practical suggestions for modifying classroom practices to meet the needs of special children COURSE CONTENTS 1: Introduction 1.1 Definition and Concept of Curriculum 1.2 Stages of Curriculum Development Curriculum Planning Curriculum Development Curriculum Implementation Curriculum Evaluation 1.3 Curriculum in Special Education Normal Curriculum Modified Curriculum Developmental Curriculum 2: Flexibility Curriculum 2.1 Approaches and Activities useful in improving Attention and Retention 2.2 Approaches and Activities useful in Improving Visual and Auditory Perception 2.3 Approaches and Activities useful in Improving Motoric Responding and Active Participation 2.4 Approaches and Activities useful in Improving in Acquiring Environmental Knowledge and Skill 24

25 2.5 Social Curriculum 3: Curricular and Instructional Accommodations at Elementary Level 3.1 Curricular Considerations Academic Instruction Social Skills Transitional Needs 3.2 Instructional Consideration Enhancing Content Learning Through Listening Modifying Oral Presentations Adapting Reading Tasks Enhancing Written Responding Involving Peers, Cooperative Learning Modifying the Temporal Environment Modifying in Classroom Arrangement Enhancing Motivation Promoting Self-Management Adaptive Instruction 4: Curricular and Instructional Accommodations at Secondary Level 4.1 Secondary School Curricula Special Education Curriculum in Secondary Schools Determining Curricular Needs of Students 4.2 Programmes for Students in Secondary Schools Role of Personnel Collaborative Role of the Special Education Teacher Role of the Parent 4.3 Methods for Facilitating Students in General Education Classes Accommodations Study Skills 5: Art, Creativity and Career Education 5.1 Teaching of Art Basic Materials Developmental Stages Art Activities at the Various Development Stages 5.2 Creativity Basic Concepts Developmental Stages How to Develop Creativity in Special Children 5.3 Music Role of Music in Special Education Activities, Suggestions and Strategies 5.4 Career Education Defining Career Education The Life-Centred Career Education Model 25

26 5.4.3 Three Stages of Career Education Career Education Curriculum Recommended Books: Marsh, C and Willis, G (1995). Curriculum: Alternative Approaches and ongoing Issues. NewJersy: Merrill Pub. Co. pp Hewett, F M and Forness, S R (1984). Education of Exceptional Learners. Boston: Allyn and Bacon, Inc., pp Smith, T E C et.al (1995). Teaching Students with Special Needs in Inclusive Settintgs. Boston: Allyn and Bacon, p Luftig, R L (1987). Teaching the Mentally Retarded Student: Curriculum Methods, and Strategies. Boston: Allyn and Bacon, p First Semester Paper VII: Credit Hours: 03 B.A. (Hons.) THIRD YEAR ASSESSING STUDENTS WITH SPECIAL NEEDS COURSE DESCRIPTIONS: This course aims to introduce concepts, principles, and strategies underlying the assessment and monitoring of children with special needs. Its basic aims to develop professional skills in diagnostic assessment, consultation and reporting results. OBJECTIVES: 1. To use assessment in different phases of special education process. 2. To make decisions for students placement using assessment information. 3. To know methods used to collect assessment information? 4. To explain the major assumptions underlying contemporary assessment practices. 5. To point out guidelines should be followed in the assessment process? COURSE CONTENTS 1: Introduction 1.1 Concept and Definition: Diagnosis Measurement Evaluation Assessment 1.2 Types of Assessment Informal (Curriculum based Assessment) 26

27 1.2.2 Formal (tests/portfolio) 1.3 Steps in the Assessment Process Screening Students Classifying and Placing Students Instructional Intervention with Students Measuring Student Progress 1.4 Measurement Concepts Basic Statistical Concepts Reliability Validity Norm-Referenced and Criterion-Referenced Testing 2: Essential Skills 2.1 Test Scores and What they Mean Raw Scores Norm-Referenced Scores Criterion-Referenced Scores 2.2 Selecting and Evaluating Assessment Instrument 2.3 Test Administration, Scoring, Interpretation and Reporting 3: Case History 3.1 Definition and Concept 3.2 Areas of Case History 3.3 How to gather Information through Case History 3.4 Working on Different Case History Proformas 4: Assessment of Different Areas 4.1 Developmental Assessment 4.2 Assessment of Perception and Motor Proficiency 4.3 Assessment of Language 4.4 Assessment of Behaviour 4.5 Assessing the Intelligence of Children with Special Needs 4.6 Assessment of Adaptive Behaviour 4.7 Assessment of Functional Skills 4.8 Pre-Academic Skills 5: Assessment of Academic Areas 5.1 Assessment of Reading 5.2 Assessment of Mathematics 5.3 Assessment of Written Language 5.4 Assessment of Career and Vocational Skills Recommended Books: Mclouglin, J A and Lewis, R B 1986 Assessing Special Students. 2 nd ed. 27

28 Columbus. Charles & Merrill. Swausow, H L and Watson, B L 1982 Educational and Psychological Assessment of Exceptional Children. St. Loui. The C V Mosby. Carr, M Assessment in Early Childhood Setting. Lodow: Paul Chapman Venn, J J 2000 Assessing Students with Special Needs. 2 nd ed. New Jersy: Merrill. Salvia, J. and Ysseldyke, J.E. (1991). Assessment (5 th Ed,) Boston: Houghton Mifflin. Walsh, W.B. and Betz, N.E (1990). Test and Assessment. (2 nd Ed). New Jersey: Prentice Hall. First Semester Paper VIII: FOUNDATIONS OF COUNSELLING AND THERAPIES Credit Hours: 03 COURSE DESCRIPTIONS: This course offers an overview of, and basic training in, counselling techniques. The principle emphasis will be upon the application of counselling techniques, particularly to those who are experiencing academic and personal difficulties. Finally, students are required to study the role of different therapies for the purpose of referral, consultation, and collaboration with other personnel. OBJECTIVES: 1. To describe basic information regarding the extent and nature of counselling and therapies. 2. To explain the nature, scope and importance of counselling and therapies. 3. To organize effective counselling and therapies programme for special children. 4. To identify the process of students with special education needs. 5. To adopt counselling to specific needs. 6. To evaluate counselling and therapies services in school. COURSE CONTENTS 1: Introduction 1.1 Basic Concepts of: Counselling Guidance Therapy Consultancy 1.2 Counselling and Therapy: Nature, Need and Functions 1.3 Areas of Counselling and Therapy 1.4 The Counselling and Therapy Services 1.5 Ethical Perspective 28

29 2: Counselling and Consultancy Personnel 2.1 Models of Consultancy Behavioural Model Problem Solving Model Eclectic Model 2.2 Characteristics of Consultants Model and Leader Personal Traits Knowledge and Skills Self-Discipline Time Management Objectives and Goals Empathy Expectations Freedom and Independence 2.3 Basic Skills Rapport Building Interview Administration Interpersonal Skills Human Relationship Professional Relationship 3: Counselling Service 3.1 Placement Service 3.2 Follow-up Service 3.3 In-School Follow-up 3.4 Out-of-School Follow-up 4: Therapies in Special Education 4.1 Physiotherapy 4.2 Occupational Therapy 4.3 Speech Therapy 4.4 Psycho Therapy 4.5 Music Therapy 4.6 Behaviour Modification 5: Dealing Common Behaviour Problems 5.1 Immature Behaviours 5.2 Insecure Behaviours 5.3 Habit Disorders 5.4 Personal Problems 5.5 Anti-social Behaviours 29

30 Recommended Books: Kochhar, S K (1999). Guidance and Counselling. New Delhi: Sterling Publishers Pvt. Ltd. Walker, J E and Shea, T M (1995). A Practical Approach for Educators (Sixth Ed.) New Jersey: Merrill Publishing Co. Penso, D E (1987). Occupational Therapy for Children with Disabilities. London: Croom Helm Jordan, 1999 Consultation in Special Education Howton and Muffler, Pub. Co. Schaefer, C E, and Millman, H L (1981). How to Help Children with Common Problems. New York: Van Nostrand Reinhold Company. Additional Readings: Barki, B G. Guidance and Counselling. A manual. New Delhi, Sterling. Gledding, S T (1991), Group work: A Counseling Speciality. (2 nd Ed). New Jersey: Merrill Pub. Co. Nugert, F A (1994). An Introduction to the Profession of Counselling. (2 nd Ed.) New York, Prentice Hall. 30

31 First Semester Paper IX Credit Hours: 03 TEACHER DEVELOPMENT AND SCHOOL IMPROVEMENT COURSE DESCRIPTIONS: This course is designed to help students to develop the skills required to function effectively as a special education teacher and/or team teacher with regard to providing for special educational needs of children. There is an emphasis on consultation and communication skills and their application in different situations, settings, and systems. The course will introduce students to computer hardware and software with particular emphasis on computer applications in special education settings. Finally, the course provides an opportunity to students to learn the maximum and productive use of audio-visual aids in the classroom. OBJECTIVES: 1. To explain perspectives in teacher development. 2. To describe pre-service and in-service training of special education teachers. 3. To differentiate between various techniques of teacher training. 4. To identify the causes of educational change. COURSE CONTENTS 1: Perspectives in teacher development 1.1 Competency based teacher education 1.2 Humanistic teacher education 2: Pre-service Training of Special Education teachers 2.1 Courses offered in various pre-service special education teacher training programme 2.2 Practicum in pre-service training of special education teachers 2.3 Integration of theory and practice in pre-service training of special education teachers 3: In-service Training of Special Education Teachers 3.1 Role of school based teacher training programme. 3.2 Role of centre based teachers training programmes. 4: Techniques of Teacher Training: 4.1 Micro teaching 4.2 Mentoring 31

32 4.3 Peer teaching 4.4 Clinical supervision 5: Educational Change: 5.1 Meaning of educational change 5.2 Process of educational change 5.3 Role of teachers, administrator community teachers and parents in educational change. Recommended Books: Ysseldyke, J E and Algozzine, B (1995) Special Education: a Practical Approach for Teachers (3 rd Ed.) Geneva, Illinoisans: Houghton Mifflin Co. Barth, R S (1991). Improving schools from within. San Francisco: Jossey-Bass. Bass, B, & Avolio, B (1994). Introduction in B. Bass and Bruce Avolio (Eds). Improving organizational effectiveness through transformational leadership. Thousands Oaks, CA: Sage Publications. Bickel, W W & Bickel, D D (1986). Effective schools, classrooms, and instruction: Implications for special education, Exceptional Children, 52, Senge, P M (1990). The fifth discipline: The art & science of the learning organization. New York: Doubleday. Second Semester Paper X: PSYCHO-SOCIAL ASPECTS OF EXCEPTIONALITY Credit Hours: 03 COURSE DESCRIPTIONS: This course provides sociological, psychological, and developmental perspectives from which to approach intervention of children with special needs. An ecological framework is adopted in which the social contexts of the child are explored. OBJECTIVES: 1. To explain Society s changing attitude towards children with disabilities. 2. To describe how perspective on handicapism and social attitudes influence opportunities for individual with disabilities. 3. To indicate ethical decisions that have a component of special education service. 4. To organize training of people with special needs in the area of psychosocial development. 32

33 COURSE CONTENTS 1: Social Attitudes Toward Disabled Population 1.1 Definition and Concept of Attitude 1.2 Cognitive, Conative and Affective Components of Attitude. 1.3 Social Attitudes Toward Disabled Population in Pakistan 1.4 How to Change Attitude Social Awareness Program International Convention on the Rights of Children Legislation 2: Intervention Model in Pakistan 2.1 Educational Model 2.2 Religious Model 2.3 Medical Model 2.4 Psychological Model 2.5 Sociological Model 3: Psycho-Social Training of Special Children 3.1 Self-Concept 3.2 Defence Mechanisms 3.3 Body Image 3.4 Severity of Handicap, Adjustment and Self-Concept 3.5 Empathy Vs. Sympathy 3.6 Issues of Gender, Sexuality and Disability 4: Community and Professional Issues in Special Education 4.1 Life Stages, Families and Collaboration with other Professionals Early childhood Intervention Transition Working with Parents Involving Community Agencies and Business Groups 4.2 The Impact of Public Policy Factors that Drive the Profession School Reform Social Trends and Special Education in Perspective 5: Social and Ethical issues 5.1 The Life Cycle: Issues and Ethics Prenatal Issues and Ethics Ethical Issues During the Early Years Ethical Issues During the School years Ethical Issues During the Adulthood 5.2 New Issues and Future Directions 33

34 Recommended Books: Miles, M (1985). Social Attitudes Toward Disabled persons in Pakistan. Peshawar, Mental Health Centre. Horne, M D (1985). Attitudes Towards Handicapped Students. London: Lawrence. Rslbaun. Eichstaedt, C B and Kalakian, L H (1982): Developmental/Adapted Physical Education: Making Ability Count. New York: MacMillan Publishing Co. Ysseldyke, J E and Algozzine, B (1995). Special Education: A Practical Approach for Teachers (3 rd Ed.) Geneva, Illinoosis:Houghton Mifflin Co. Drew, C J and Hardman, M L (2000). Mental Retardation: A Life Cycle Approach (7 th Ed.). New Jersey: Merrill an Imprint of Prentice Hall. Second Semester Paper XI: EDUCATIONAL PROGRAMMING FOR SPECIAL CHILDREN Credit Hours: 03 COURSE DESCRIPTIONS: An educational programme consists of a sequence of learning activities carried out over an extended period of time to accomplish a number of long-term learning goals. The main emphasis of this course is to help students learn how to plan an educational programme that can accommodate children with variety of disabilities and achieve different learning goals. OBJECTIVES: 1. To explain the role of education programme in special education. 2. To write objectives suitable for the various levels of different domains. 3. To describe a procedure for developing a lesson plan according to various formats. 4. To develop an individualized education programme. 5. To use special educations teaching methodologies. COURSE CONTENTS 1: Curriculum and Instruction Planning 1.1 Curriculum and Instruction in Special Education 1.2 Choosing Curricular Goals 1.3 Learner Characteristics 1.4 Teacher Characteristics 1.5 Situational Variables 1.6 A Core Curriculum for Learners with Special Needs 1.7 Planning Curriculum and Instruction Through the Unit Approach 34

35 1.8 Components of the Instructional Unit 2: Creating and Using Instructional Objectives 2.1 The use of Instructional Objectives in the Special Education 2.2 Stating the conditions of Learning 2.3 Criteria for Mastery 2.4 Writing Instructional Objectives at Different Domains 2.5 Using Bloom s Taxonomy 2.6 Long-Term and Short-Term Instructional Objectives 2.7 Sequencing of Instructional Objectives and Task Analysis 3: Lesson Planning 3.1 Definition and Concepts 3.2 Basic Assumptions Written Plans A Continual Process The Problem of Time The Plan Book 3.3 Components of a Daily Lesson Plan Identification Data General Objectives Specific Objectives Content Key Point The Procedure Materials to be Used Assignment 3.4 Lesson Plan Formats 4: Individual Plans 4.1 Goals, Objectives, and Outcomes 4.2 Alternatives to Help Students with Special Needs to Meet Goals and Outcomes 4.3 Developing IEP, IFSP and ITP 4.4 Areas of Special Learning Needs 5: Special Teaching Methods and Evaluation 5.1 Special Teaching Methods Precision Teaching Ability Training Direct Instruction Learning Strategies Training Training and Implementing a Self-monitoring Programme Study Skills Training Cognitive Skills Training 5.2 Evaluation of Learning 35

36 5.2.1 Monitoring Student Understanding Monitoring Engaged Time Maintaining Record of Student Progress Informing Students Progress to Parents Using Data to Make Decisions Recommended Books: Luftig, R L (1987). Teaching the Mentally Retarded Students:Curriculum, Methods and Strategies. Boston: Allyn and Bacon, Inc. Callahan, J F and Clark, L H (1988). Training in the Middle and Secondary Schools: Planning for Competence.New York: MacMillan Publishing Company. Ysseldyke, J E and Algozzine, B (1995). Special Education:A Practical Approach for Teachers. (3 rd Ed.) Boston: Houghtorn Mifflin Co. Second Semester Paper XII: PRACTICUM (INTERNSHIP WITH DIFFERENT SERVICE PROVIDERS) Credit Hours: 03 The Department of Special Education should offer Practicum opportunities to students in the form of Internships in the following areas: a). b). c). d). e). f). g). h). i). Physiotherapy Centre Occupational Therapy Centre Speech and Language Therapy Centre Visits Paediatrics Units of Children Hospital Psychological Clinics Audio-logical Clinic Optometric Clinic Mobility Clinics Low Vision Centres Students spend their 45 hours (03 credit hours), 4 hours per day, 2 days per week in Second Semester of Third Year. This will provide them an opportunity to develop competencies related to work others paramedical staff and work their own as well. In their role as Trainees, students work with special education teachers, general education personnel and various therapies personnel. The students are under the joint supervision of field teachers or Paramedical staff on site and an academic staff member of university. Finally, they should prepare a Reflective Journal which will include their working experience in each setting. 36

37 FOURTH YEAR First Semester Paper XIII: MENTAL RETARDATION: An Introduction Credit Hours: 03 COURSE DESCRIPTIONS: This course is designed to help students to understand the concept of mental retardation, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with mental retardation. OBJECTIVES: 1. To define students with mental retardation. 2. To identify levels of retardation differentiated. 3. To explain the primary characteristics of students with mental retardation? 4. To point out approaches and teaching tactics appropriate for students with mental retardation. COURSE CONTENTS 1: Introduction 1.1 Definition of Mental Retardation in Comparative Perspective American Association on Mental Retardation (AAMR) Definitions (1973, 1983) AAMR Definition 1992, 2002 AAMR 1.2 Classification in Mental Retardation 1.3 Causes of Mental Retardation 2: Characteristics of Mental Retardation 2.1 Attention 2.2 Memory 2.3 Self-Regulation 2.4 Language Development 2.5 Academic Achievement 2.6 Social Development 2.7 Motivation 3: Assessment 3.1 Intelligence Tests 3.2 Adaptive Skills 3.3 Vocational Assessment 4: Early Intervention Programs 4.1 Portage Home based Program 37

38 4.2 Parent Outreach Program of Pakistan 4.3 Other Models 5: Transition 5.1 Community Adjustment 5.2 Employment 5.3 Importance of the Family 5.4 Prospects for the Future Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J E and Algozzine, B (1995). Special Eduation: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. 38

39 Second Semester Paper XIV: VISUAL IMPAIRMENT: An Introduction Credit Hours: 03 COURSE DESCRIPTIONS: This course is designed to help students to understand the concept of visual impairment, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with visual impairment. OBJECTIVES: 1 To define students with visual impairment. 2 To categorise visual impairment. 3 To explain the primary characteristics of students with visual impairment. 4. To point out approaches and teaching tactics that are appropriate for students with visual impairment. COURSE CONTENTS 1: Introduction 1.1 Definition and Classification Legal Definition Low Vision Legally Blind Educational Definition 1.2 Measurement of Vision 1.3 Causes of Visual Impairment 2: Function of the Eye 2.1 Anatomy of the Eye 2.2 Physiology of the Eye 3: Psychological and Behavioural Characteristics 3.1 Language Development 3.2 Intellectual Ability 3.3 Mobility 3.4 Academic Achievement 3.5 Social Adjustment 4: Educational Considerations 4.1 Braille 4.2 Use of Remaining Sight 4.3 Listening Skills and Verbalism 4.4 Mobility Training 39

40 4.5 Information Communication Tools (ICT s Tools) 4.6 Service Delivery Models 5: Transition 5.1 Independent Living 5.2 Employment Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J E and Algozzine, B (1995). Special Eduation: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. First Semester Paper XV: HEARING IMPAIRMENT: An Introduction Credit Hours: 03 COURSE DESCRIPTIONS: This course is designed to help students to understand the concept of hearing impairment, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with hearing impairment. OBJECTIVES: 1. To define students with hearing impairment. 2. To identify levels of hearing impairment differentiated. 3. To explain the primary characteristics of students with hearing impairment. 4. To point out approaches and teaching tactics are appropriate for students with hearing impairment. COURSE CONTENTS 1: Introduction 1.1 Definition Hard of Hearing Deaf 1.2 Classification of Hearing Impairment 1.3 Causes of Hearing Impairment 40

41 1.3.1 Conductive, Sensor neural, and Mixed Impairments Impairments of the Outer Ear Impairments of the Middle Ear Impairments of the Inner Ear 2: Function of the Ear 2.1 Anatomy of the Ear 2.2 Physiology of the Ear 3: Measurement of Hearing Ability 3.1 Pure-Tone Audiometry 3.2 Free Field Audiometry 3.3 Speech Audiometry 3.4 Test for Young and Hard to-test Children 3.5 School Screening 3.6 Bone Conduction Test. 3.7 Tempanometry 3.8 Auto Acoustic Test 3.9 Distraction Test. 4: Psychological and Behavioural Characteristics 4.1 Language and Speech 4.2 Intellectual 4.3 Academics Achievement 4.4 Social Adjustment 5: Educational Consideration 5.1 Oral Approach: Auditory-Verbal Approach and speech reading 5.2 Hearing Appliances 5.3 Sign Language 5.4 Cute Speech 5.5 Total Communication 5.6 Augmentative Communication Devices 5.7 Makaton 5.8 Career Education Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. 41

42 Ysseldyke, J E and Algozzine, B (1995). Special Eduation: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. Moores Educating the Deaf. First Semester Paper XVI: PHYSICAL DISABILITIES: An Introduction Credit Hours: 03 COURSE DESCRIPTIONS: This course is designed to help students to understand the concept of physical disability, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with physical disability. OBJECTIVES: 1. To define students with physical disability. 2. To identify levels of physical disabilities. 3. To describe characteristics of students with physical disability. 4. To point out approaches and teaching tactics are appropriate for students with physical disability and health impairments. COURSE CONTENTS 1: Introduction 1.1 Definition 1.2 Classification 1.3 Guidelines for Determining Level of Impairment 2: Psychological and Behavioural Characteristics 2.1 Cognitive 2.2 Academic 2.3 Physical 2.4 Health Related 2.5 Behavioural 2.6 Personality Characteristics 3: Selected Physical and Health Impairments 3.1 Asthma 3.2 Cancer (Childhood) 3.3 Cerebral Palsy 3.4 Cystic Fibrosis 3.5 Diabetes (Juvenile Diabetes) 3.6 Human Immunodeficiency Virus (HIV) 42

43 3.7 Infectious Diseases 3.8 Muscular Dystrophy 3.9 Seizure Disorders 3.10 Spinal Bifida 3.11 Traumatic Brain Injury 3.12 Others 4: Educational Considerations 4.1 Prosthetics, Orthotics, and Adaptive Devices for Daily Living 4.2 Individualized Planning 4.3 Educational Placement 4.4 Educational Goals and Curricula 4.5 Neurological Rehabilitation 4.6 Physiotherapy 4.7 Hydrotherapy 4.8 Conductive Education 4.9 Pastoral Management 5: Special Educators at Work 5.1 Early intervention 5.2 Transition 5.3 Students with Physical Disabilities in Regular Education Classrooms 5.4 Inter-Link Services 5.5 Career Education Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J.E. and Algozzine, B. (1995). Special Eduation:A Practical Approach for Teachers. Boston: Houghton Mifflin Company. 43

44 First Semester Paper XVII: LEARNING DISABILITY: An Introduction Credit Hours: 03 COURSE DESCRIPTIONS: This course is designed to help students to understand the concept of learning disability, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with learning disability. OBJECTIVES: 1. To define students with learning disability. 2. To identify learning disabilities. 3. To narrate characteristics of students with learning disability. 4. To describe approaches and teaching tactics are appropriate for students with learning disability. COURSE CONTENTS 1: Introduction 1.1 Concept of Learning Disability Definition of Learning Disabilities Prevalence Types Discrepancy Criteria for identification 1.2 Causes Organic and Biological Factors Genetic Factors Environmental Factors Neuro Psychological Factors 2: Psychological and Behavioural Characteristics 2.1 Inter-individual Variation 2.2 Intra individual Variation 2.3 Academic Achievement Problems 2.4 Perceptual, Perceptual-Motor and General Coordination Problems 2.5 Disorders of Attention and Hyperactivity 2.6 Memory, Cognitive and Metacognitive Problems 2.7 Social-Emotional Problems 2.8 Motivational Problems 44

45 3: Assessment 3.1 Standardized Achievement Tests 3.2 Informal Reading, Writing and Mathematics Inventory 3.3 Formative Evaluation 3.4 Authentic Assessment 4: Educational Considerations 4.1 Educational Methods for Academic Problems 4.2 Educational Methods for Attention Deficit Hyperactivity Disorder 4.3 Behaviour Problems 5: Other Issues 5.1 Service Delivery Models 5.2 Early Intervention 5.3 Transition 5.4 Students with Learning Disabilities in General Education Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J E and Algozzine, B (1995). Special Eduation: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. 45

46 Second Semester Paper XVIII: EMOTIONAL AND BEHAVIOURAL DISORDERS: An Overview Credit Hours: 03 COURSE DESCRIPTIONS: This course will assist students towards an understanding of emotional disturbance and behaviour disorders in children and the skills and strategies necessary for the teaching of children with these disorders. Emphasis will be placed upon the varying approaches to systematic intervention in school settings, program design, its implementation and evaluation for such children. OBJECTIVES: 1. To define students with emotional or behavioural disorders. 2. To identify levels of emotional or behavioural disorders differentiated. 3. To explain the primary characteristics of students with emotional or behavioural disorders? 4. To point out approaches and teaching tactics are appropriate for students with emotional or behavioural disorders. COURSE CONTENTS 1: Introduction 1.1 Definition 1.2 Prevalence 1.3 Types 1.4 Classification (types) 1.5 Causes Biological Factors Ecological (family, school, community, economics). 2: Psychological and Behavioural Characteristics 2.1 Intelligence and Achievement 2.2 Social and Emotional 2.3 Traumatic Brain Injury (TBI) 2.4 Schizophrenia, Autism and other pervasive Developmental Disorders 3: Assessment 3.1 Standardized Achievement Tests 3.2 Intelligence Testing 3.3 Reading, Writing and Mathematics Inventories and Checklists 3.4 Wide range Achievement Test. 46

47 4: Educational Considerations 4.1 Instructional Strategies for Reading, Writing and Mathematics 4.2 Educational Intervention for Attention Deficit Hyperactivity Disorders Learning 4.3 Importance of Integrated Services 4.4 Strategies that work 5: Intervention Models 5.1 Biogenic Model 5.2 Psychodynamic Model 5.3 Psycho-educational Model 5.4 Humanistic Model 5.5 Ecological Model 5.6 Behavioural Model 6: Other Issues 6.1 Early Intervention 6.2 Transition 6.3 Students with Emotional or Behavioural Disorders in regular classrooms 6.4 Parent Participation Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children:An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J E and Algozzine, B (1995). Special Eduation: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. 47

48 Second Semester Paper XIX: COMMUNICATION DISORDERS: An Introduction Credit Hours: 03 COURSE DESCRIPTIONS: This course will assist students towards an understanding of communication disorders in children and the skills and strategies necessary for the teaching of children with these disorders. Emphasis will be placed upon the varying approaches to systematic intervention in school settings, programme design, its implementation and evaluation for such children. OBJECTIVES: 1. To define students with communication disorders. 2. To identify levels of communication disorders differentiated. 3. To explain characteristics of students with communication disorders. 4. To point out approaches and teaching tactics are appropriate for students with communication disorders. COURSE CONTENTS 1: Introduction 1.1 Definition and Concept of: Speech Language Communication 1.2 Definition and Types of Communication Disorders 1.3 General Causes 2: Language Development 2.1 Sequence of Development 2.2 Theories of Development 3: Language Disorders 3.1 Classification 3.2 Strategies for Assessment and Intervention 3.3 Delayed Language Development 3.4 Language Disorders Associated with: Aphasia Dysphasia 4: Speech Disorders 4.1 Voice Disorders 4.2 Articulation Disorders 4.3 Fluency Disorders 48

49 4.4 Speech Disorders Associated with Neurological Damage (Dysarthria) 4.5 Educational Consideration 5: Other Issues 5.1 Early Intervention 5.2 Speech and Language Therapy 5.3 Augmentative and Alternative Communication 5.4 Students with Communication Disorders in Regular Education Classrooms 5.5 Parent Participation Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J E and Algozzine, B (1995). Special Education: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. Second Semester Paper XX: Credit Hours: 03 GIFTEDNESS: An Overview COURSE DESCRIPTIONS: This course is concerned with the nature and identification of giftedness and talent in children and with ways of catering for the needs of such children. Enrichment and acceleration will be explored in detail and major planning models for gifted and talented children will be analyzed. OBJECTIVES: 1. To define students with gifted and talented. 2. To identify levels of gifted and talented. 3. To explain the primary characteristics of students with giftedness and talentedness. 4. To point out approaches and teaching tactics are appropriate for students with giftedness and talentedness. 49

50 COURSE CONTENTS 1: Introduction 1.1 Definition and Concept 1.2 Origins of Giftedness Genetic and other Biological Factors Social Factors 1.3 Identification of Giftedness 2: Characteristics of Gifted Children 2.1 Cognitive 2.2 Academic 2.3 Physical 2.4 Behavioural 2.5 Communication 2.6 Creativity 3: Social Considerations 3.1 Cultural Values Regarding Gifted Students and their Education 3.2 Gifted Students who are underachievers 3.3 Gifted Students with Disabilities 3.4 Gifted Students from Low Socio-Economic background 4: Educational Considerations 4.1 Acceleration 4.2 Model of Enrichment 4.3 Teachers of Gifted Students 5: Other Issues 5.1 Early Intervention 5.2 Transition 5.3 Gifted and Talented in Regular Education Classrooms 5.4 Parent Participation Recommended Books: Hallahan, D P and Kauffman, J M (1997). Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon. Heward, W L and Orlansky, M D (1992). Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company. Smith T E, et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. Ysseldyke, J E and Algozzine, B (1995). Special Education: A Practical Approach for Teachers. Boston: Houghton Mifflin Company. 50

51 Second Semester Paper XXI: PRACTICUM (SPECIFIC DISABILITY PRACTICAL) Credit Hours: 06 Practical Teaching will consist of a planned programme based on following experiences: 1. Attachment as teaching assistant in different classes for a period of one month in any one of the following disability: 1. Mental Retardation 2. Hearing Impairment 3. Visual Impairment 4. Physical Disability 2. Carefully supervised practicum where students will plan IEP and demonstration 30 lessons. There practicum will be carefully supervised and all teachers working with students will evaluate the performance. This information will then be shared and discussed with students. Emphasis will be on development of proper competence and work attitude in the student teachers. 1. Observation 2. Group Teaching 3. IEP Development 4. Internship school management Examples of practicum activities included: Teaching Observation skills. Teaching organization skills (following daily schedules). Providing instructional support, parallel curriculum, and efforts to actively modify the general education curriculum adoptions. Use of augmentative and alternative communication (AAC) techniques to support individuals with visual impairments and multiple disabilities. Consultation with classroom staff to support newly acquired communication skills. Social skills instruction using peer tutoring arrangements. Consultation with teachers to facilitate the generalization of social skills across school and vocational settings. Instruction of functional reading skills that include choice-making to enhance daily living activities and sight words to facilitate transition between classes. A functional behaviour assessment was conducted to understand a frequent and complicated set of behaviours. Consultation and collaboration with the paramedical personnel to develop appropriate intervention 51

52 First Semester: B.Ed. in SPECIAL EDUCATION (14+1 Model) SCHEME OF STUDIES 1. Introduction to Special Education 2. Introduction to Exceptional Children 3. Human Development and Learning 4. Curriculum for Special Children 5. Educational Diagnosis and Assessment in Special Education Second Semester: 6. Learning and Instructional Programme 7. Optional I 8. Optional II 9. Teaching of Exceptional Children in Regular Classroom 10. Practicum 52

53 DETAILS OF COURSES B.Ed. in Special Education (14+1 Model) First Semester Paper I: Introduction to Special Education 03 Credit Hours Max. Marks: 100 Course Descriptions: This course is designed for students to introduce exceptional children and to the field of Special Education. The aim behind this is that the students should know more about the concepts which are necessary for the understanding of special child. The course covers knowledge about special children, categories of exceptionalities, and special educational needs. It also includes historical roots of this discipline and recent developments made by different developed and developing nations. The main emphasis is placed on providing basic conceptual framework of the subject to the students. OBJECTIVES: When students complete this course, they will be able to: 1. To explain the concept of special education. 2. To indicate the recipient of special education. 3. To evaluate social attitudes toward disabled population. 4. To explain the historical roots of special education. 5. To identify the major ways in which special education services are provided. 6. To explain the concept of individualized education programme and individualized family service plan. COURSE CONTENTS 1: Basic Concepts in Special Education 1.1 Definition and Concept of: Disease, Disorder, Abnormal, Atrophy At-Risk, Impairment, Disability, Handicap Special Children, Special Education, Special Educational Needs 1.2 Categories of Special Children 1.3 Labelling and its consequences 53

54 2: Origins of Special Education 2.1 People and Ideas 2.2 Growth of the Discipline 2.3 Professional and Parent Organizations 2.4 Legislation 3: Study of Special Education System 3.1 System of Special Education in USA 3.2 System of Special Education in Europe 3.3 System of Special Education in Japan 3.4 System of Special Education in India 3.5 System of Special Education in Pakistan 4: Current Trends and Issues 4.1 Integration 4.2 Inclusive Education 4.3 Early Intervention 4.4 Transition from secondary School to Adulthood 5: Service Delivery Model 5.1 Individualized Family Support Program (IFSP) 5.2 Individualized Education Program (IEP) 5.3 Individualized Transactional Plan (ITP) 5.4 Community Based Rehabilitation 5.5 A Continuum of Services Level 1: Regular Classroom Level 2: Special Education Teacher Level 3: Itinerant Teacher Level 4: Resource Teacher Level 5: Diagnostic Prescriptive Centre Level 6: Hospital or Homebound Instruction Level 7: Self-Contained Class Level 8: Special Day School Level 9: Residential School Recommended Books: Smith (1998). Introduction to Special Education (3 rd Ed.) Boston: Allyn & Bacon. Ysseldyke (1991). Critical Issues in Special Education. Boston: Houghton Mifflin. Hallahan (1991). Exceptional Children (4 th ed.). Columbus:Merrill pub.co. Mitchell, D (1999). Early Intervention Studies for young children with special needs. London: Chapman and Hall. 54

55 First Semester Paper II: Introduction to Exceptional Children 03 Credit Hours Max. Marks: 100 Course Descriptions: This course provides students with an opportunity to understand knowledge about each category of exceptionalities. Through this course, emphasis has been laid upon the part played by special school in detecting, identifying, assessing and meeting the needs of children with different special educational needs. OBJECTIVES: 1. To compare categorical and non-categorical perspectives of students with disabilities. 2. To explain general cross categorical characteristics of students with disabilities. 3. To identify students with various special needs. 4. To differentiate between organic and environmental causes of various disabilities. COURSE CONTENTS 1: Classification System of Exceptionalities 1.1 US Department of Education s Classification 1.2 International Classification of Diseases (ICD) 1.3 Diagnostic and Statistical Manual (DSM) 1.4 World Health Organization Classification 2: Learning Disability 2.1 Definition, Prevalence and Classification 2.2 Characteristics of Learning Disabled Children 2.3 Specific Disorders a) Attention Deficit Disorders b) Dyslexia 3: Gifted and Talented Children 3.1 Definition, Concepts, and Prevalence 3.2 Characteristics 3.3 Identification and Instructional Approaches 4: Emotional and Behaviour Disorders 4.1 Definition, Concept, Prevalence 4.2 Classification 4.3 Characteristics 55

56 4.4 Specific Disorders a) Anxiety b) Oppositional Behaviour c) Temper Tantrums d) Social Problems e) Autism 5: Physical and other Health Impairments 5.1 Definition, Concept, and Prevalence 5.2 Classification 5.3 Characteristics 5.4 Specific Impairments a). Traumatic Brain Injury b). Epilepsy c). Polio d). Asthma e). Arthritis f). Diabetes Cancer g). Cardiac Problems h). Tuberculosis i). Others Recommended Books: Haring, N G (1986). Exceptional Children and Youth. Columbus: Merrill. Heward, B (2000). Exceptional Children, New Jersey: Prentice Hall Smith D D (1998). Introduction to Special Education. Boston: Allyn & Bacon. Bigge, L J (1991). Teaching Individuals with Physical and Multiple Disabilities (Third ed.). New Jersey: Merrill Pub. Co. First Semester Paper III: Human Development and Learning 03 Credit Hours Max. Marks: 100 Course Descriptions: A foundation course in the theories, patterns, and principles of development prenatal through adolescence, in depth, including the study of physical, socialemotional, cognitive and language development of typical and atypical individuals. An examination of theories to include Piaget, Erickson, Vygotsky, Skinner, and others and their implications for cognitive, linguistic, physical, and social-emotional development. An exploration of human development in the context of gender, family, culture, and society. 56

57 OBJECTIVES: 1. To explain merits and demerits of theories in the field of human development and learning. 2. To discuss basic research strategies to identify child development. 3. To evaluate of both the sequence of child development and the processes that underlie it. 4. To identify impact of context and culture on child development. 5. To explain interdependency of all domains of development- physical, cognitive, emotional, and social. COURSE CONTENTS 1: Theory and Research in Child Development 1.1 Child Development as an Interdisciplinary, Scientific, and Applied Field 1.2 Basic Themes and Issues a) Organismic versus Mechanistic Child b) Continuity versus Discontinuity in Development c) Nature verses Nurture d) A balanced point of view 1.3 Historical Foundations 1.4 Common Methods Used to Study Children 2: Foundations of Development 2.1 Biological Foundations, Prenatal Development, and Birth 2.2 Infancy: Early Learning, Motor Skills, and Perceptual Capacities 2.3 Physical Growth 3: Cognitive and Language Development 3.1 Piagetian and Vygotsky Perspectives 3.2 An Information-Processing Perspectives 3.3 A Psychometric Perspective 3.4 Language Development 4: Personality and Social Development 4.1 Emotional Development 4.2 Self and Social Understanding 4.3 Moral Development 4.4 Development of Sex-Related Differences and Gender Roles 5: Contexts of Development 5.1 The Family 5.2 Peers, Media, and Schooling 57

58 Recommended Books: Irwin, D B & Simons, J A (1994). Lifespan Developmental Psychology. Dubuque: Brown & Benchmark Publishers. Bee, H (1995). The Developing Child. (7 th ed). New York: Harper Collins College Publishers. Craig, G J (1996). Human Development. (7 th ed). New Jersy: Prentice Hall. Harris, M & Butter Worth, G (2002). Developmental Psychology: A student s handbook. New York: Psychology Press Ltd. Santrock, J W (2002). A topical approach to Life-Span Development. New York: McGraw Hill. First Semester Paper IV: CURRICULUM FOR SPECIAL CHILDREN 03 Credit Hours Max. Marks: 100 Course Descriptions: The aim of this course is to provide an introduction to curriculum development. Emphasis will be given to recent development associated with the curriculum in different categories of exceptionalities. The course also aims to examine selected principles and procedures of curriculum construction and in particular emphasizes the place of instructional theory in the curriculum. OBJECTIVES: 1. To define the term curriculum. 2. To explain the various concepts related with curriculum. 3. To outline the components of curriculum. 4. To differentiate contras between curriculum and instructional models. 5. To explain how discrete instructional strategies can be integrated into a comprehensive approach to instruction. 6. To identify strategies for modifying classroom practices to meet the needs of special children. COURSE CONTENTS 1: Introduction 1.1 Definition and Concept of Curriculum 1.2 Definition and Concept of: Curriculum Planning Curriculum Development Curriculum Implementation Curriculum Evaluation 58

59 1.3 Curriculum in Special Education Normal Curriculum Modified Curriculum Developmental Curriculum 2: Curriculum and Special Needs 2.1 Definition and Concept of Special Educational Needs 2.2 Special Needs and Curriculum Requirements 3: Design of the Curriculum 3.1 Design for Special Needs 3.2 General Design 3.3 Approaches the Balance 4: Aspects of Curriculum for Special Need 4.1 The Importance of Clarity and Organization 4.2 Curriculum Structure 4.3 Teaching Methods 4.4 Evaluation 5: Curriculum Development and Delivery 5.1 Curriculum and Learner Development 5.2 Mastery Learning 5.3 Common Core Curriculum 5.4 Individualization 5.5 The Future Recommended Books: Brennan, W K (1987). Curriculum for Special Needs. Milton Keynes: Open University Press. Mary D Wilson (1985). The Curriculum in Special School, New York: Longman First Semester Paper V: 03 Credit Hours Max. Marks: 100 Course Descriptions: Educational Diagnosis and Assessment in Special Education This course aims to introduce concepts, principles, and strategies underlying the assessment and monitoring of children with special needs. Its basic aims to develop professional skills in diagnostic assessment, consultation and reporting results. 59

60 OBJECTIVES: 1. To explain the use of different assessment methods in various phases of special education process. 2. To guide school personnel make using assessment information. 3. To discuss with different methods used to collect assessment information. 4. To explain the major assumptions underlying contemporary assessment practices. 5. To specify the guidelines that should be followed in the assessment process. COURSE CONTENTS 1: Introduction 1.1 Definition and Concept of: Assessment Test Measurement Evaluation Portfolio 1.2 Steps in the Assessment Process Screening Students Classifying and Placing Students Instructional Intervention with Students Measuring Student Progress 1.3 Measurement Concepts Basic Statistical Concepts Reliability Validity Norm-Referenced and Criterion-Referenced Testing 2: Essential Skills 2.1 Test Scores and What they Mean Raw Scores Norm-Referenced Scores Criterion-Referenced Scores 2.2 Selecting and Evaluating Assessment Instrument 2.3 Test Administration, Scoring, Interpretation and Reporting 3: Case History 3.1 Definition and Concept 3.2 Areas of Case History 3.3 How to gather Information through Case History 3.4 Working on Different Case History Proformas 60

61 4: Assessment of Different Areas 4.1 Developmental Assessment 4.2 Assessment of Perception and Motor Proficiency 4.3 Assessment of Language 4.4 Assessment of Behaviour 4.5 Assessing the Intelligence of Children with Special Needs 4.6 Assessment of Adaptive Behaviour 5: Assessment of Academic Areas 5.1 Assessment of Reading 5.2 Assessment of Mathematics 5.3 Assessment of Written Language 5.4 Assessment of Career and Vocational Skills Recommended Books: Mclouglin, J A and Lewis, R B, Assessing Special Students. 2 nd ed. Columbus. Charles & Merrill, Swausow, H L and Watson, B L, Educational and Psychological Assessment of Exceptional Children. St. Loui. The C V Mosby, Carr, M, Assessment in Early Childhood Setting. Lodow: Paul Chapman, Venn, J J, Assessing Students with Special Needs. 2 nd ed. New Jersey: Merrill, Salvia, J and Ysseldyke, J E (1991). Assessment (5 th Ed.), Boston: Houghton Mifflin. Walsh, W B and Betz, N E (1990). Test and Assessment. (2 nd Ed). New Jersey: Prentice Hall. 61

62 Second Semester Paper VI: Learning and Instructional Programme 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTIONS: This course involves a study of the concepts of learning theory and applications of the principles of learning to instructional programme. It provides focuses on the design and evaluation of an instructional program for a child with special needs. OBJECTIVES: 1. To define learning and instruction. 2. To describe the influence of the nature of learning on instructional method. 3. To describe the implications of learning style on instructional delivery. 4. To explain how theories of learning can influence student learning. 5. To define and describe the various taxonomies of educational objectives and their significance. 6. To write objectives suitable for the various levels of domains. 7. To define and understand the concept of task analysis. 8. To prepare an IEP for a child with special needs. 9. To describe different methods of instructions for a child with special needs. 10. To explain how instructional strategies can be adapted to meet the needs of students with exceptionalities. COURSE CONTENTS 1: Specific Principles of Learning 1.1 Definition and Concept of Learning 1.2 Principles of Learning a) Concept Learning b) Verbal Learning c) Discrimination Learning d) Learning Connected Discourse 1.3 Theories of Learning 2: Instructional Objectives and Task Analysis 2.1 Relationship of Annual Goals and Instructional Objectives to the IEP 2.2 Annual Goals 2.3 Instructional Objectives 2.4 Task Analysis and Skill Sequencing 2.5 Methods of Generating Task Analysis 62

63 3: Instructional Strategies 3.1 Basic Teaching Model 3.2 Application of General principles Influencing Acquisition 3.3 Application of General Principles Influencing Retention 3.4 Application of General Principles Influencing Transfer of Knowledge 4: Reinforcement Conditions 4.1 Positive Reinforcement 4.2 Type of Reinforcers 4.3 Designing a Token-Reinforcement System 4.4 Selection of Reinforcers 4.5 Delivery of Reinforcement 4.6 Self-Management: Implications for Developing Independent Behaviour 5: Technology and Children with Exceptionality 5.1 Assistive Technology and independence 5.2 Instructional Technology 5.3 Technology for Assessing Classroom Performance 5.4 Technology and the Future Recommended Books: Wehman, P and McLaughlin, P J (1981). Programme Development in Special Education: Designing Individualized Education Programme. New York: Mc-Graw Hill Book Co. Coutinho, M J and Repp, A C (1999). Inclusion: The Integration of Students with Disabilities. Belmont, CA: Wadsworth Pub. Co., pp

64 Second Semester Paper VII: Optional I (student will select any one of the following): i) Teaching Reading to Exceptional Children ii) Teaching Science to Exceptional Children iii) Teaching Oral Language to Exceptional Children 03 Credit Hours Max. Marks: 100 i) Teaching Reading to Exceptional Children Course Descriptions: A study of the nature of reading disability, diagnostic and corrective instructional techniques and materials for use with students in regular and self-contained classroom. OBJECTIVES: 1) To identify the major features of the reading process. 2) To describe activities for building vocabulary when teaching children with special needs. 3) To describe the major aspects of reading comprehension when teaching children with special needs. 4) To describe the steps in effective study. 5) To distinguish among various types of problem readers. 6) To plan activities for children with special needs to include directed reading, supervised reading. 7) To conduct diagnostic and assessment tools of reading difficulties in detail. COURSE CONTENTS PART A (35 Marks) Assessment of Reading Skills: 1. Consideration of Reading in Assessment 2. Diagnostic Reading Scales 3. Test of Reading Comprehension 4. Informal Reading Inventory 5. Formal Reading Tests Recommended book: McLoughlin, J A (1986). Assessing Special Students. Columbus: Merrill Pub. Co., pp.,

65 PART B (35 Marks) Teaching Reading Skills: 1. Reading in the Curriculum 2. Teaching Reading Skills 3. General Approaches to Reading Instruction 4. Implementing the Reading Program 5. Activities Recommended Books: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co., pp Stakes, R and Hornby, G (1988). Meeting Special Needs in Mainstream Schools: A Practical Approach to Teachers. London: David Fulton Pub. Co., pp PART C (35 Marks) Practicum: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. ii) Teaching Science to Exceptional Children PART A (35 Marks) Assessment: 1. Assessing Students 2. Assessing the Learning Environment 3. Assessing Instructional Material 4. Basic Problems for the Understanding of Science Concepts 5. Formal and Informal Methods Recommended Book: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co., pp PART- B (35 Marks) Remediation: 1. Goals and Objectives 2. Major Approaches to Teaching Science 3. Instructional Methodologies 4. Adaptations and Modifications 65

66 5. Computer Application in Teaching of Science for Children with Special Needs Recommended Book: Thurber, W A and Collette, A T (1977). Teaching Science in Today s Secondary Schools (2 nd ed.). Boston: Allyn and Bacon, pp PART C (30 Marks) Practicum: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. iii) Teaching Oral Language to Exceptional Children Course Descriptions: A study of the nature of Oral Language, diagnostic and corrective instructional techniques and materials for use with students in regular and self-contained classroom. OBJECTIVES: 1. To identify the major features of the oral language. 2. To describe activities for development of oral language when teaching children with special needs. 3. To describe the major aspects of oral language when teaching children with special needs. 4. To describe the steps involve in oral language development. 5. To distinguish among various types of oral language problems. 6. To plan activities in the area of oral language development for children with special needs. 7. To conduct diagnostic and assessment tools of oral language difficulties in detail. PART A (35 Marks) Assessment: 1. Consideration in Assessment of Oral Language 2. Comprehensive Measures of Oral Language a. Strategies for Assessing Articulation b. Strategies for Assessing Comprehension Oral language c. Assessment of Oral Language within the Context of the classroom. 66

67 Recommended Books: McLoughlin, J A and Lewis, R B (1986). Assessing Special Children (2 nd ed.). Columbus: Merrill Pub. Co., pp Venn, J J (2000). Assessing Students with Special Needs (2 nd ed.). New Jersey: Merrill Pub. Co., pp PART B (35 Marks) Remediation: 1. Language Programming within the Curriculum 2. Instructional Approaches 3. Important Areas 3.1 Pronunciation 3.2 Spelling 4. Instructional Activities 5. Remedial Models Recommended Book: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. PART C (30 Marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. 67

68 Second Semester Paper VIII: Optional II: Student will select any one of the following: i) Teaching Writing to Exceptional Children ii) iii) Teaching Mathematics to Exceptional Children Teaching Art and Creative Skills to Exceptional Children i). Teaching Writing to Exceptional Children: COURSE DESCRIPTIONS: Theories and practices of writing as related to the education of students with special needs and handicapping conditions. Specific topics include assessment, individualized educational plans, instructional delivery, and inclusive writing programs for exceptional children. OBJECTIVES: 1. To develop and/or improve rate, comprehension and quality of writing of children with special needs. 2. To develop and /or improve writing skills and written products of children with special needs. 3. To make writing skills meaningful for children with special needs. 4. To develop and/or improve writing skills necessary for living with community. 5. To foster motivation and interest of special children in developing writing skills. Part A (35 Marks) Assessment of Writing Difficulties: 1. Consideration in Assessment of Writing Language 2. Strategies for Assessing Spelling 3. Strategies for Assessing Handwriting 4. Strategies for Assessing Composition 5. Assessment within the Context of the Classroom Recommended Books: McLoughlin, J A (1986). Assessing Special Students. Columbus: Merrill Pub. Co., pp., Venn J J (2000). Assessing Students with Special Needs (2 nd ed.). New Jersey: Merrill Pub. Co., pp

69 Part B (35 Marks) Remediation: 1. Definition and Concept 2. The Classification of Learning Difficulties in Writing 2.1 The Development of Writing 2.2 Remediation of Writing and Spelling Difficulties 3. Writing Difficulties 3.1 Difficulties in Composition, Formulation, and Planning Grammatical Structure 3.2 Difficulties with Handwriting 4. Spelling and other Difficulties 4.1 Spelling Difficulties 4.2 Problems with Punctuation and Space 5. Formal and Informal Measures Recommended Book: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co., pp PART C (30 Marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. ii) Teaching Mathematics to Exceptional Children: COURSE DESCRIPTIONS: Developing a comprehensive perspective of diagnostic and corrective needs of individual with mild disabilities. Emphasis will stress on concept and skill development. OBJECTIVES: 1. To develop and/or improve rate, comprehension and quality of mathematics skills of children with special needs. 2. To develop and /or improve mathematical skills and its products of children with special needs. 3. To make mathematical skills meaningful for children with special needs. 69

70 4. To develop and/or improve mathematical skills necessary for living with community. 5. To foster motivation and interest of special children in developing mathematical skills. Part A (35 Marks) Assessment: 1. Considerations in Assessment of Mathematics 2. Keymath Diagnostic Arithmetic Test 3. Other Formal and Informal Measures 4. Diagnosis of Mathematical Problems 5. Assessment of Mathematical Skills within the Context of the Classroom Part B (35 Marks) Remediation: 1. Definition and Concept of Mathematics Disorder 2. The Classification of Learning Difficulties in Mathematics 3. The Remediation of Difficulties in Mathematics 4. Specific Difficulties in Mathematics 4.1 Difficulty with Reading and Writing Numbers 4.2 Difficulty with Calculations 4.3 Spatial Difficulties 5. Higher Order Difficulties in Mathematics 5.1 Difficulty in understanding mathematics 5.2 Difficulty with the Language of Mathematics PART C (30 Marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. Recommended Books: Harding, L (1986). Learning Disabilities in the Regular Education Classroom. London: Croom Helm. Segal, S and Varma, V (1991). Prospects for People with Learning Difficulties. London: David Fulton Publishers. Shears, B and Suewood (1986). Teaching Children with Learning Difficulties. London: Croom Helm. Stakes, R and Hornby, G (1988). Meeting Special Needs in Mainstream Schools: A Practical Guide for Teachers. London: David Fulton Publishers. 70

71 iii) Teaching Art and Creative Skills to Exceptional Children: COURSE DESCRIPTIONS: Provides the student with an understanding of developmentally appropriate curriculum and practice focusing on the importance of Art, Play, Music, and Creativity. Consideration will be given to adaptations to meet the specific needs of mild-moderate level of exceptional children. Part A (35 marks) Art Activities for Children with Special Needs: 1. The Art of Slow Learners 2. Subject Matter selected by slow learners 3. Methods of teaching 4. Suitable individual activities 5. The value of Art for children with special needs Part B (35 marks) Art Activities for Gifted Children: 1. Assessment of Art Skills 2. Special arrangements in Art for Gifted Children 3. Suitable Art Activities 4. Teaching the Gifted Childs 5. Enrichment and Acceleration Part C (30 marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. Recommended Book: Gaitskell, C D et al., (1982). Children and their Art: Methods for Elementary Schools (4 th ed.). San Diego: Harcourt Brace Jovanovich, Inc. 71

72 Second Semester Paper IX: 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTIONS: Teaching Exceptional Children in Regular Classroom A study of models for the planning and delivering of instruction to students with special educational needs who require an individualized general curriculum with emphasis on methods for meeting these needs within the regular classroom. OBJECTIVES: 1. To define mainstreaming and describe the models of mainstreaming. 2. To identify the variables that affect mainstreaming and plan how to remove it. 3. To define effective instruction and good pedagogy. 4. To design a model for effective instruction and implement on it. 5. To define IEP and design it according to the special educational needs of children. 6. To work effectively with special students, paraprofessionals, regular classroom teachers, and parents of exceptional children. 7. To explain how to design a mainstreamed environment. COURSE CONTENTS 1: Mainstreaming: An Overview 1.1 Definition and Concept of Mainstreaming 1.2 Benefits of Mainstreaming a) Benefits for the Regular Classroom Student b) Benefits for the Exceptional Student c) Benefits for the Teachers d) Benefits for the School e) Benefits for the Society 1.3 Setting the Stage for Mainstreaming a) Attitudes b) Preparation c) Facilitating the Development of Peer Relationships 2: Effective Instruction 2.1 Definition and Concept 2.2 Good Pedagogy 2.3 A Model for Effective Instruction 2.4 Instructional Strategies 3: Strategies to Develop Individualized Program 3.1 Identification and Assessment 72

73 3.2 Individualized Education Programme 3.3 Assessment Based Instruction 3.4 Evaluation 4: Feelings, Expectations, and Interactions 4.1 The Importance of Good Personal Interaction 4.2 Handicapped Student or Handicapping Situations 4.3 Teacher Expectation and Student Behaviour 4.4 The Quality of Student Interaction 4.5 Enhancing Interaction between Exceptional students and their Peers 4.6 Strategies for Working with Significantly Others a) Paraprofessionals b) Regular Class Teachers c) Parents 5: Designing a Mainstreamed Environment 5.1 The Learning Environment a) Physical Facilities b) Affective Climate c) Instructional Materials, Equipment and Resources d) Scheduling 5.2 Classroom Management a) Instructional Management b) Behavioural Management 5.3 The Instructional Process Recommended Books: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. Gearheart, B R et al. (1988). The Exceptional Student in the Regular Classroom (4 th ed.). Columbus: Merrill Pub. Co. Ysseldyke, J K and Algozzine, B (1995). Special Education: A Practical Approach to Teachers (3 rd ed.). Boston: Houghton Mifflin Co. Second Semester Paper X: PRACTICUM 03 Credit Hours Max. Marks: 100 Practical Teaching will consist of a planned programme based on following experiences: 1. Attachment as teaching assistant in different classes for a period of one month in any one of the following area of specialization: 1.1 Hearing Impairment 1.2 Visual Impairment 73

74 1.3 Physical Handicap 1.4 Learning Disability 1.5 Mental Retardation 3. Carefully supervised practicum where students plan and teach 30 lessons. There practicum will be carefully supervised and all teachers working with students will evaluate the performance. This information will then be shared and discussed with students. Emphasis will be on development of proper competence and work attitude in the student teachers. Examples of practicum activities included: Teaching organization skills (following daily schedules). Providing instructional support, parallel curriculum, and efforts to actively modify the general education curriculum. Use of augmentative and alternative communication (AAC) techniques to support individuals with visual impairments and multiple disabilities. Consultation with classroom staff to support newly acquired communication skills. Social skills instruction using peer tutoring arrangements. Consultation with teachers to facilitate the generalization of social skills across school and vocational settings. Instruction of functional reading skills that include choice-making to enhance daily living activities and sight words to facilitate transition between classes. A functional behaviour assessment was conducted to understand a frequent and complicated set of behaviours. Consultation and collaboration with the paramedical personnel to develop appropriate intervention. The Practicum opportunity in Special Education designed to serve as a culmination of the student s training to work with exceptional children. The experience provides students with the opportunity for guided application and practice of skills learned through coursework and earlier field based survey, and the opportunity for continued skill acquisition and development. Upon successful completion of Practicum, Students will be able to: a) select content area goals appropriate to the teaching site; b) administer and, when necessary, construct initial and ongoing assessment measures; c) construct an in-class individualized education programme for at least one student; d) maintain student performance data and records; e) plan and deliver daily instruction; 74

75 f) provide an organized instructional programme for individuals and groups; g) evaluate the classroom instructional programme; h) effectively communicate with parents, teachers, principals, and other school personnel; i) provide assistance in training others; j) make specialized adaptations for students with special needs; k) performs practicum requirements in a thoroughly professional and ethical manner. The Bachelor of Education special needs examination shall be held in two parts. PART-1 THEORY The Scheme of Studies for the examination shall be: PART-II Practical Skill in Teaching It shall consist of: (a) Critical evaluation of 20 lessons through participant observation in a real class room situation in the disability area. (b) Teaching Practice for six weeks comprising at least sixty lessons in the disability area offered by the candidate conducted under the supervision of the authorities of the colleges in which the candidate has received education; and (c) Examination of Practical Skill in Teaching in two lessons in the disability area. The medium of examination shall be either Urdu or English at the option of the candidate. 3. The Examination shall be open to: Any graduate of any recognized University who, after passing the examination for the Degree of B.A./B.Sc. (Not less than second division) and not older than 26 years, has undergone the course of teacher education for the degree for one academic year at a College of Education affiliated to the University. 75

76 CURRICULUM FOR B.Ed. in SPECIAL EDUCATION (14+2 Model) SCHEME OF STUDIES First Semester: 1. Introduction to Special Education 2. Introduction to Exceptional Children 3. Human Development and Learning 4. Curriculum for Special Children Second Semester: 5. Educational Diagnosis and Assessment in Special Education 6. Learning and Instructional Programme 7. Teaching of Exceptional Children in Regular Classroom 8. Survey of Programmes for Exceptional Learners Third Semester: 9. Foundations of Counselling and Therapy 10. Transitions Practices in Special Education 11. Independent Study in Special Education 12. Teaching Strategies in Special Education Fourth Semester: 13. Psycho-Social Aspects of Exceptionality 14. Optional I 15. Optional II 16. Practicum 76

77 DETAILS OF COURSES Details of following five courses will be same as provided in 14+1 Model i) Introduction to Special Education ii) Introduction to Exceptional Children iii) Human Development and Learning iv) Curriculum for Special Children v) Educational Diagnosis and Assessment in Special Education Second Semester Paper VI: Learning and Instructional Programme 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTIONS: This course involves a study of the concepts of learning theory and applications of the principles of learning to instructional programme. It provides focuses on the design and evaluation of an instructional programme for a child with special needs. OBJECTIVES: 1. To define learning and instruction. 2. To describe the influence of the nature of learning on instructional method. 3. To describe the implications of learning style on instructional delivery. 4. To explain how theories of learning can influence student learning. 5. To define and describe the various taxonomies of educational objectives and their significance. 6. To write objectives suitable for the various levels of domains. 7. To define and understand the concept of task analysis. 8. To prepare an IEP for a child with special needs. 9. To describe different methods of instructions for a child with special needs. 10.To explain how instructional strategies can be adapted to meet the needs of students with exceptionalities. COURSE CONTENTS 1: Specific Principles of Learning 1.1 Definition and Concept of Learning 1.2 Principles of Learning (a) Concept Learning (b) Verbal Learning (c) Discrimination Learning (d) Learning Connected Discourse 1.3 Theories of Learning 77

78 2: Instructional Objectives and Task Analysis 2.1 Relationship of Annual Goals and Instructional Objectives to the IEP 2.2 Annual Goals 2.3 Instructional Objectives 2.4 Task Analysis and Skill Sequencing 2.5 Methods of Generating Task Analysis 3: Instructional Strategies 3.1 Basic Teaching Model 3.2 Application of General Principles Influencing Acquisition 3.3 Application of General Principles Influencing Retention 3.4 Application of General Principles Influencing Transfer of Knowledge 4: Reinforcement Conditions 4.1 Positive Reinforcement 4.2 Type of Reinforcers 4.3 Designing a Token-Reinforcement System 4.4 Selection of Reinforcers 4.5 Delivery of Reinforcement 4.6 Self-Management: Implications for Developing Independent Behaviour 5: Technology and Children with Exceptionality 5.1 Assistive Technology and Independence 5.2 Instructional Technology 5.3 Technology for Assessing Classroom Performance 5.4 Technology and the Future Recommended Books: Wehman, P and McLaughlin, P J (1981). Programme Development in Special Education: Designing Individualized Education Programme. New York: Mc-Graw Hill Book Co. Coutinho, M J and Repp, A C (1999). Inclusion: The Integration of Students with Disabilities. Belmont, CA: Wadsworth Pub. Co., pp

79 Second Semester Paper VII: 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTIONS: Teaching of Exceptional Children in Regular Classroom A study of models for the planning and delivering of instruction to students with special educational needs who require an individualized general curriculum with emphasis on methods for meeting these needs within the regular classroom. OBJECTIVES: 1. To define mainstreaming and describe the models of mainstreaming. 2. To identify the variables that affect mainstreaming and plan how to remove it. 3. To define effective instruction and good pedagogy. 4. To design a model for effective instruction and implement on it. 5. To define IEP and design it according to the special educational needs of children. 6. To work effectively with special students, paraprofessionals, regular classroom teachers, and parents of exceptional children. 7. To explain how to design a mainstreamed environment. COURSE CONTENTS 1: Mainstreaming: An Overview 1.1 Definition and Concept of Mainstreaming 1.2 Benefits of Mainstreaming a) Benefits for the Regular Classroom Student b) Benefits for the Exceptional Student c) Benefits for the Teachers d) Benefits for the School e) Benefits for the Society 1.3 Setting the Stage for Mainstreaming a) Attitudes b) Preparation c) Facilitating the Development of Peer Relationships 2: Effective Instruction 2.1 Definition and Concept 2.2 Good Pedagogy 2.3 A Model for Effective Instruction 2.4 Instructional Strategies 79

80 3: Strategies to Develop Individualized Programme 3.1 Identification and Assessment 3.2 Individualized Education Programme 3.3 Assessment Based Instruction 3.4 Evaluation 4: Feelings, Expectations, and Interactions 4.1 The Importance of Good Personal Interaction 4.2 Handicapped Student or Handicapping Situations 4.3 Teacher Expectation and Student Behaviour 4.4 The Quality of Student Interaction 4.5 Enhancing Interaction Between Exceptional students and their Peers 4.6 Strategies for Working With Significantly Others a) Paraprofessionals b) Regular Class Teachers c) Parents 5: Designing a Mainstreamed Environment 5.1 The Learning Environment a) Physical Facilities b) Affective Climate c) Instructional Materials, Equipment and Resources d) Scheduling 5.2 Classroom Management a) Instructional Management b) Behavioural Management 5.3 The Instructional Process Recommended Books: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. Gearheart, B R et al. (1988). The Exceptional Student in the Regular Classroom (4 th ed.). Columbus: Merrill Pub. Co. Ysseldyke, J K and Algozzine, B (1995). Special Education: A Practical Approach to Teachers (3 rd ed.). Boston: Houghton Mifflin Co. 80

81 Second Semester Paper VIII: Survey of Programmes for Exceptional Learners 03 Credit Hours 100 Marks COURSE DESCRIPTION: A field-based course which emphasize on, to observe working of available programme/services for exceptional children. Attention will give to the various types of programmes serving exceptional learners including educational, clinical, rehabilitation and residential services. Field experiences are sequential in difficulty. Early experiences (survey of programmes) focus on observation of existing facilities. Semester-IV stresses classroom management, lesson planning, case study, clinical report writing, and actual teaching including work with single students and small groups. Students will require to preparing a REFLECTIVE JOURNAL after each day visits. Third Semester Paper IX: Foundations of Counselling and Therapies 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTIONS: This course offers an overview of, and basic training in, counselling techniques. The principle emphasis will be upon the application of counselling techniques, particularly to those who are experiencing academic and personal difficulties. Finally, students are required to study the role of different therapies for the purpose of referral, consultation, and collaboration with other personnel. OBJECTIVES: 1. To acquire basic information regarding the extent and nature of counselling and therapies. 2. To explain aware of the nature, scope and importance of counselling and therapies. 3. To organize effective counselling and therapies programme for special children. 4. To identify the process of students with special education needs. 5. To adopt counselling to specific needs. 6. To evaluate counselling and therapies services in school. 81

82 COURSE CONTENTS 1: Introduction 1.1 Basic Concepts of: Counselling Guidance Therapy 1.2 Counselling and Therapy: Nature, Need and Functions 1.3 Areas of Counselling and Therapy 1.4 The Counselling and Therapy Services 1.5 Ethical Perspective 2: Counselling and Therapy Personnel 2.1 Effectiveness Guidelines Model and Leader Personal Traits Knowledge and Skills Self-Discipline Time Management Objectives and Goals Empathy Expectations Freedom and Independence 2.2 Basic Skills Rapport Building Interview Administration Interpersonal Skills Human Relationship Professional Relationship 3: Counselling Service 3.1 Placement Service 3.2 Follow-up Service 3.3 In-School Follow-up 3.4 Out-of-School Follow-up 4: Therapies in Special Education 4.1 Physiotherapy 4.2 Occupational Therapy 4.3 Speech Therapy 4.4 Psycho Therapy 4.5 Music Therapy 4.6 Behaviour Modification 5: Dealing Common Behaviour Problems 5.1 Immature Behaviours 82

83 5.2 Insecure Behaviours 5.3 Habit Disorders 5.4 Personal Problems 5.5 Antisocial Behaviours Recommended Books: Crow, L D (1974). Introduction to Education. North Quincy, Massachusetts: The Christopher Publishing House. Kochhar, S K (1999). Guidance and Counselling. New Delhi: Sterling Publishers Pvt. Ltd. Walker, J E and Shea, T M (1995). A Practical Approach for Educators (Sixth Ed.) New Jersey: Merrill Publishing Co. Penso, D E (1987). Occupational Therapy for Children with Disabilities. London: Croom Helm. Third Semester Paper X: Transitions Practices in Special Education 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTION: This course analyses the relationship of secondary schooling to job placement. Drawing upon recent research, the course is concerned with issues such as: academic, personal, social, employability, and daily living skills and knowledge that are needed for a satisfactory and satisfying adult life. OBJECTIVES: 1. Determine the career education models and their modification to serve students with special needs. 2. Differentiate between a career development curriculum and a totally academic curriculum. 3. Explain pre-vocational and occupational programming required for people with special needs. 4. Plan job placement, training and supervision programme for people with special needs. 5. Train people with special needs in self-advocacy. COURSE CONTENTS 1: Transition: An Overview 1.1 Secondary Special Education in Perspective Introduction Historical Overview Career Education 83

84 1.1.4 Transition 1.2 A Proposed Secondary Special Education Model Introduction Philosophical Foundations Educating Adolescents with Disabilities Research Rationale Independent Living for Persons with Disabilities Transition from School to Adult Living Proposed Model of Career Development and Transition Education 2: Prevocational and Occupational Programming 2.1 Introduction 2.2 Instructional Content for Prevocational and Occupational Information 2.3 Instructional Alternatives for Teaching Occupational Skills 2.4 Issues in Prevocational and Occupational Planning and Programming 2.5 Individualized Planning for Prevocational and Occupational Training 3: Job Placement, Training, and Supervision 3.1 Introduction 3.2 Job Placement 3.3 Job Training 4: Transition of Students from School to Adult Independent Living 4.1 Introduction 4.2 Systematic Planning 4.3 Communication with Students and Their Families 4.4 Communication between Schools and Service Providers 4.5 Training in Life Career and Transition Skills 4.6 Post-Secondary Vocational Training Alternatives 4.7 Post-Secondary Personal-Social Skills and Independent Living Training 4.8 Residential and Leisure Alternatives 4.9 Employment Alternatives 4.10 Generic Community Services 5: Trends and Issues 5.1 Introduction 5.2 The School-Based Career Development and Transition Education Model 5.3 Trends in Career Development and Transition Education Issues Recommended Book: Clark, G M and Kilstoe, O P (1995). Career Development and Transition Education for Adolescents with Disabilities (2 nd ed.) Boston: Allyn and Bacon. 84

85 Third Semester Paper XI: Independent Study in Special Education 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTION: Independent exploration of a specific topic in depth under the individual super vision of a faculty member. Could include a unique case study, exploration of potential research topic, extensive reading in area of interest, participation in clinics, grant projects, forums, or workshops. Third Semester Paper XII: 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTION: TEACHING STRATEGIES IN SPECIAL EDUCATION This course is designed to provide student with an opportunity to develop an insight related to the teaching strategies used in special education. The basic aim of the course is to design and implement an intervention and educational program for a child with special needs. OBJECTIVES: 1. Identify the major components of instruction. 2. Point out steps involved in presenting instruction. 3. Explain procedure for using feedback and the process of instructions. 4. Identify the ways in which teachers can adjust instruction to meet individual students needs. 5. Plan strategies for modifying classroom instruction. COURSE CONTENTS 1: Instructional Planning 1.1 Foundations of Effective Instruction 1.2 Components of effective Instruction Planning Instruction Managing Instruction Delivering Instruction Evaluating Instruction 2: Instructional Environment 2.1 Classroom Management and Organization 85

86 2.2 Instructional Materials 2.3 Instructional Methods (Direct Instruction, Cooperative Learning, Precision teaching, Self-learning, peer tutoring). 3: Instructional Adaptations 3.1 Basic Skills Instructions to Special Children 3.2 Instruction of Subject-Area Content to Special Children 3.3 Adaptations related to Help Special Students success in Independent Practice 4: Assistive Devices 4.1 For Visual Impairment Orientation and Mobility Aids Listening Skills Training Braille Enhanced Image Devices Audio Aids Optical Character Recognition Devices Computer Software 4.2 For Hearing Impairment Total Communication Cued Speech Assistive Learning Devices Oral/Aural Approach Information Communication Technologies (ICTs Tools) Sign Language 4.3 For Physical Disabled Wheel Chair Prosthesis Artificial Limbs Conductive Education 4.4 For Mental Retardation Montessori Teaching Methods and Material Behaviour Modification Functional Academic Skills Self-help skills Teaching Kits Computer Software Psychotherapy Psychiatric Support Dietary Support 5: Professional Partnerships 5.1 The Basics of Collaboration 5.2 Special Education and Related Services 5.3 Parent-Professional Collaboration 86

87 5.4 Collaboration with Multi-Professional 5.5 Team Teaching Recommended Books: Kochar, S K (2000). Methods and Techniques of Teaching. New Delhi: Sterling. Polloweay, E A (et al). Strategies for teaching learners with special needs. (4 th ed). Columbus: Merrill, Murijis, D and Reynolds, D (2001). Effective Teaching, London: Paul Chapman. Pasanella, A L and Volkmore, C B (1981). Teaching Handicapped Students in the Mainstream. 2 nd Ed. Charles & Merrill. Fourth Semester Paper XIII: Credit Hours: 03 COURSE DESCRIPTION: PSYCHO-SOCIAL ASPECTS OF EXCEPTIONALITY This course provides sociological, psychological, and developmental perspectives from which to approach intervention of children with special needs. An ecological framework is adopted in which the social contexts of the child are explored. OBJECTIVES: 1. Trace Society s changing attitude toward children with disabilities. 2. Describe how perspective on handicapism and social attitudes influence opportunities for individual with disabilities. 3. Indicate ethical decisions that have a component of Special Education service. 4. Train people with special needs in the area of psychosocial development. COURSE CONTENTS 1: Social Attitudes Toward Disabled Population 1.1 Definition and Concept of Attitude 1.2 Cognitive, Conative and Affective Components of Attitude. 1.3 Social Attitudes Toward Disabled Population in Pakistan 1.4 How to Change Attitude Social Awareness Programme International Convention on the Rights of Children Legislation 2: Intervention Model in Pakistan 2.1 Educational Model 2.2 Religious Model 87

88 2.3 Medical Model 2.4 Psychological Model 2.5 Sociological Model 3: Psycho-Social Training of Special Children 3.1 Self-Concept 3.2 Defence Mechanisms 3.3 Body Image 3.4 Severity of Handicap, Adjustment and Self-Concept. 3.5 Empathy Vs Sympathy 3.6 Issues of Gender, Sexuality and Disability 4: Community and Professional Issues in Special Education 4.1 Life Stages, Families and Collaboration with other Professionals Early Childhood Intervention Transition Working with Parents Involving Community Agencies and Business Groups 4.2 The Impact of Public Policy Factors that Drive the Profession School Reform Social Trends and Special Education in Perspective 5: Social and Ethical issues 5.1 The Life Cycle: Issues and Ethics Prenatal Issues and Ethics Ethical Issues During the Early Years Ethical Issues During the School years Ethical Issues During the Adulthood 5.2 New Issues and Future Directions Recommended Books: Miles, M (1985). Social Attitudes Toward Disabled persons in Pakistan. Peshawar, Mental Health Centre. Horne, M D (1985). Attitudes Towards Handicapped Students. London: Lawrence. Rslbaun. Eichstaedt, C B and Kalakian, L H (1982): Developmental/Adapted Physical Education: Making Ability Count. New York: McMillan Publishing Co. Ysseldyke, J E and Algozzine, B (1995). Special Education: A Practical Approach for Teachers (3 rd Ed.) Geneva, Illinois: Houghton Mifflin Co. Drew, C J and Hardman, M L (2000). Mental Retardation: A Life Cycle Approach (7 th Ed.). New Jersey: Merrill an Imprint of Prentice Hall. 88

89 Fourth Semester Paper XIV: Optional (student will select any one of the following) i) Teaching Reading to Exceptional Children ii) Teaching Science to Exceptional Children iii) Teaching Oral Language to Exceptional Children 03 Credit Hours Max. Marks: 100 COURSE DESCRIPTIONS: i) Teaching Reading to Exceptional Children A study of the nature of reading disability, diagnostic and corrective instructional techniques and materials for use with students in regular and self-contained classroom. OBJECTIVES: 1. Identify the major features of the reading process. 2. Describe activities for building vocabulary when teaching children with special needs. 3. Describe the major aspects of reading comprehension when teaching children with special needs. 4. Describe the steps in effective study. 5. Distinguish among various types of problem readers. 6. Plan activities for children with special needs to include directed reading, supervised reading. 7. Conduct diagnostic and assessment tools of reading difficulties in detail. COURSE CONTENTS PART A (35 Marks) Assessment of Reading Skills: 1. Consideration of Reading in Assessment 2. Diagnostic Reading Scales 3. Test of Reading Comprehension 4. Informal Reading Inventory 5. Formal Reading Tests Recommended Book: McLaughlin, J A (1986). Assessing Special Students. Columbus: Merrill Pub. Co. 89

90 PART B (35 Marks) Teaching Reading Skills: 1. Reading in the Curriculum 2. Teaching Reading Skills 3. General Approaches to Reading Instruction 4. Implementing the Reading Programme 5. Activities Recommended Books: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. Stakes, R and Hornby, G (1988). Meeting Special Needs in Mainstream Schools: A Practical Approach to Teachers. London: David Fulton Pub. Co. PART C (30 Marks) Practicum: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. PART A (35 Marks) Assessment: ii) Teaching Science to Exceptional Children 1. Assessing Students 2. Assessing the Learning Environment 3. Assessing Instructional Material 4. Basic Problems for the Understanding of Science Concepts 5. Formal and Informal Methods Recommended Book: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. PART B (35 Marks) Remediation: 1. Goals and Objectives 2. Major Approaches to Teaching Science 3. Instructional Methodologies 4. Adaptations and Modifications 5. Computer Application in Teaching of Science for Children with Special Needs 90

91 Recommended Book: Thurber, W A and Collette, A T (1977). Teaching Science in Today s Secondary Schools (2 nd ed.). Boston: Allyn and Bacon. PART C (30 Marks) Practicum: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. iii) Teaching Oral Language to Exceptional Children COURSE DESCRIPTIONS: A study of the nature of Oral Language, diagnostic and corrective instructional techniques and materials for use with students in regular and self-contained classroom. OBJECTIVES: 1. Identify the major features of the oral language. 2. Describe activities for development of oral language when teaching children with special needs. 3. Describe the major aspects of oral language when teaching children with special needs. 4. Describe the steps involve in oral language development. 5. Distinguish among various types of oral language problems. 6. Plan activities in the area of oral language development for children with special needs. 7. Conduct diagnostic and assessment tools of oral language difficulties in detail. PART A (35 Marks) Assessment: 1. Consideration in Assessment of Oral Language 2. Comprehensive Measures of Oral Language a. Strategies for Assessing Articulation b. Strategies for Assessing Comprehension Oral Language c. Assessment of Oral Language within the Context of the classroom. Recommended Books: McLaughlin, J A and Lewis, R B (1986). Assessing Special Children (2 nd ed.). Columbus: Merrill Pub. Co. 91

92 Venn, J J (2000). Assessing Students with Special Needs (2 nd ed.). New Jersey: Merrill Pub. Co. PART B (35 Marks) Remediation: 1. Language Programming within the Curriculum 2. Instructional Approaches 3. Important Areas Pronunciation: Spelling: 1. Instructional Activities 2. Remedial Models Recommended Book: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. PART C (30 Marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. 92

93 Fourth Semester Paper XV: Optional II: Student will select any one of the following: i) Teaching Writing to Exceptional Children ii) Teaching Mathematics to Exceptional Children iii) Teaching Art and Creative Skills to Exceptional Children i) Teaching Writing to Exceptional Children: COURSE DESCRIPTIONS: Theories and practices of writing as related to the education of students with special needs and handicapping conditions. Specific topics include assessment, individualized educational plans, instructional delivery, and inclusive writing programs for exceptional children. OBJECTIVES: 1. To develop and/or improve rate, comprehension and quality of writing of children with special needs. 2. To develop and /or improve writing skills and written products of children with special needs. 3. To make writing skills meaningful for children with special needs. 4. To develop and/or improve writing skills necessary for living with community. 5. To foster motivation and interest of special children in developing writing skills. Part A (35 Marks) Assessment of Writing Difficulties: 1. Consideration in Assessment of Writing Language 2. Strategies for Assessing Spelling 3. Strategies for Assessing Handwriting 4. Strategies for Assessing Composition 5. Assessment within the Context of the Classroom Recommended Books: McLaughlin, J A (1986). Assessing Special Students. Columbus: Merrill Pub. Co. Venn, J J (2000). Assessing Students with Special Needs (2 nd ed.). New Jersey: Merrill Pub. Co. 93

94 Part B (35 Marks) Remediation: 1. Definition and Concept 2. The Classification of Learning Difficulties in Writing The Development of Writing Remediation of Writing and Spelling Difficulties 3. Writing Difficulties 3.1 Difficulties in Composition, Formulation, and Planning Grammatical Structure 3.2 Difficulties with Handwriting 4. Spelling and other Difficulties 4.1 Spelling Difficulties 4.2 Problems with Punctuation and Space 5. Formal and Informal Measures Recommended Book: Wood, J W (1989). Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. PART C (30 Marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. ii) Teaching Mathematics to Exceptional Children: COURSE DESCRIPTIONS: Developing a comprehensive perspective of diagnostic and corrective needs of individual with mild disabilities. Emphasis will stress on concept and skill development. OBJECTIVES: 1. To develop and/or improve rate, comprehension and quality of mathematics skills of children with special needs. 2 To develop and /or improve mathematical skills and its products of children with special needs. 3 To make mathematical skills meaningful for children with special needs. 4 To develop and/or improve mathematical skills necessary for living with community. 94

95 5 To foster motivation and interest of special children in developing mathematical skills. Part A (35 Marks) Assessment: 1. Considerations in Assessment of Mathematics 2. Keymath Diagnostic Arithmetic Test 3. Other Formal and Informal Measures 4. Diagnosis of Mathematical Problems 5. Assessment of Mathematical Skills within the Context of the Classroom Part B (35 Marks) Remediation: 1. Definition and Concept of Mathematics Disorder 2. The Classification of Learning Difficulties in Mathematics 3. The Remediation of Difficulties in Mathematics 4. Specific Difficulties in Mathematics 4.1 Difficulty with Reading and Writing Numbers 4.2. Difficulty with Calculations 4.3. Spatial Difficulties 5. Higher Order Difficulties in Mathematics 5.1. Difficulty in Understanding Mathematics 5.2. Difficulty with the Language of Mathematics PART C (30 Marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. Recommended Books: Harding, L (1986). Learning Disabilities in the Regular Education Classroom. London: Croom Helm. Segal, S and Varma, V (1991). Prospects for People with Learning Difficulties. London: David Fulton Publishers. Shears, B and Suewood (1986). Teaching Children with Learning Difficulties. London: Croom Helm. Stakes, R and Hornby, G (1988). Meeting Special Needs in Mainstream Schools: A Practical Guide for Teachers. London: David Fulton Publishers. 95

96 iii) Teaching Art and Creative Skills to Exceptional Children: COURSE DESCRIPTIONS: Provides the student with an understanding of developmentally appropriate curriculum and practice focusing on the importance of Art, Play, Music, and Creativity. Consideration will be given to adaptations to meet the specific needs of mild-moderate level of exceptional children. Part A (35 marks) Art Activities for Children with Special Needs: 1. The Art of Slow Learners 2. Subject Matter selected by slow learners 3. Methods of teaching 4. Suitable individual activities 5. The value of Art for children with special needs Part B (35 marks) Art Activities for Gifted Children: 1. Assessment of Art Skills 2. Special arrangements in Art for Gifted Children 3. Suitable Art Activities 4. Teaching the Gifted Childs 5. Enrichment and Acceleration Part C (30 marks) Practical: Practicum experience in school/community settings. Designed to provide opportunities for students to observe and demonstrate effective instructional practices supervised by school personnel and university/college faculty member. Recommended Books: Gaitskell, C D et al., (1982). Children and their Art: Methods for Elementary Schools (4 th ed.). San Diego: Harcourt Brace Jovanovich, Inc. Clark Barbara (1988). Growing up Gifted (3 rd ed.) London: Merrill Publishing Co. 96

97 Fourth Semester Paper XVI: PRACTICUM 03 Credit Hours Max. Marks: 100 Practical Teaching will consist of a planned programme based on following experiences: 1. Attachment as teaching assistant in different classes for a period of one month in any one of the following area of specialization: 1.1 Hearing Impairment 1.2 Visual Impairment 1.3 Physical Handicap 1.4 Learning Disability 1.5 Mental Retardation 2. Carefully supervised practicum where students plan and teach 30 lessons. There practicum will be carefully supervised and all teachers working with students will evaluate the performance. This information then will be shared and discussed with students. Emphasis will be on development of proper competence and work attitude in the student teachers. Examples of practicum activities included: Teaching organization skills (following daily schedules). Providing instructional support, parallel curriculum, and efforts to actively modify the general education curriculum. Use of augmentative and alternative communication (AAC) techniques to support individuals with visual impairments and multiple disabilities. Consultation with classroom staff to support newly acquired communication skills. Social skills instruction using peer tutoring arrangements. Consultation with teachers to facilitate the generalization of social skills across school and vocational settings. Instruction of functional reading skills that include choice-making to enhance daily living activities and sight words to facilitate transition between classes. A functional behaviour assessment was conducted to understand a frequent and complicated set of behaviours. Consultation and collaboration with the paramedical personnel to develop appropriate intervention. The Practicum opportunity in Special Education designed to serve as a culmination of the students training to work with exceptional children. The experience provides students with the opportunity for guided application and practice of skills learned through coursework and earlier field based survey, and the opportunity for continued skill acquisition and development. 97

98 Upon successful completion of Practicum, Students will be able to: a) select content area goals appropriate to the teaching site; b) administer and, when necessary, construct initial and ongoing assessment measures; c) construct an in-class individualized education programme for at least one student; d) maintain student performance data and records; e) plan and deliver daily instruction; f) provide an organized instructional programme for individuals and groups; g) evaluate the classroom instructional programme; h) effectively communicate with parents, teachers, principals, and other school personnel; i) provide assistance in training others; j) make specialized adaptations for students with special needs; k) performs practicum requirements in a thoroughly professional and ethical manner; 98

99 Curriculum for M.A. (Special Education) THE COURSE: The course prepares special educators who are competent to deal with a wide range of exceptionalities in both adults and children and who are prepared research and extend knowledge in the professional field. This is a demanding course which requires a high degree of academic study aimed at relating a variety of relevant disciplines. At the same time, the degree programme has a strong practical component which requires appropriate interpersonal skills. OBJECTIVES: To produce qualified, skilful and competent special educators, teacher trainers, inquisitive researchers, counselling experts, special education planners and curriculum designers and in-fact special educational leaders in different exceptionalities and capable to face the educational challenges of present era. Structure and content: M.A. in Special Education is a 30 credit hours course consisting of all core courses. The programme integrates the theory and practice of special education. Academic studies include a variety of subjects related to understanding the different exceptionalities encountered by special educators. Students take part in observational, instructional and clinical work based placements. In the final year, a research project is carried out and students choose a related area of particular interest for in-depth study. Assessment: The form of assessment throughout the course is by coursework and examination. Coursework include presentation, assignments, term paper, case studies, practicals and a final year research project report. 99

100 SCHEME OF STUDIES The following will be the revised scheme of studies in M.A. Special Education: First Semester Credit Hour: 15 Paper I: Paper II: Paper III: Paper IV: Paper V: Early Intervention Inclusive Education Teaching Academic Subjects to Special Children Management and Administration of Special Education Educational Research Second Semester Credit Hours: 15 Paper VI: Paper VII: Paper VIII: Paper IX: Paper X: Working with Parents of children with Special Needs Transition from School Life to Independent Adult Life Behaviour Management Community Based Rehabilitation Research Thesis 100

101 DETAILS OF COURSES First Semester Paper I: EARLY INTERVENTION Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTIONS: This course will give students an opportunity to learn the needs of young exceptional children. Special attention will be given to understand various early intervention programmes (like portage) and screening tools (Like APGAR scale, Balthazar test and Bailey test) with the aim to apply such structured programme and tools to their own community, school environment and classroom environment. OBJECTIVES: Following are the objectives of M.A. Special Education: 1. To define and differentiate between early detection, early intervention and early childhood programme. 2. To explain features of quality early intervention programme. 3. To describe types and different settings of early intervention programme. 4. To discuss curriculum and characteristics of early intervention programme for children with special needs. 5. To distinguish between developmental sequence and developmental milestones. 6. To distinguish between normal and exceptional development. 7. To discuss developmental disabilities in terms of range and variations as well as factors that determine if a disability will seriously interfere with a child s development. 8. To describe early education practices that are a blend of developmental and behavioural principle. 9. To learn how to provide facilitation in different developmental areas through Portage, Disabled Village Children, WHO Manual, and etc. COURSE CONTENTS 1: Introduction 1.1 Importance of Early Intervention 1.2 Identification of Handicapped and At-Risk Infants and Pre-Schoolers 1.3 Screening Instruments 2: Likeness and Differences Among Children 2.1 Normal and Exceptional Development 2.2 Developmental Disabilities: Causes and Classification 101

102 3: Early Childhood Programmes 3.1 The Developmental Behavioural Approach 3.2 Arranging the Learning Environment 3.3 Type of Early Childhood Programmes Home-Based programmes Centre-Based programmes Combined Home-Centre Programmes 3.4 Curriculum in Early Childhood Special Education Programmes Remediating Teaching Basic Processes Teaching Developmental Tasks Teaching Psychological Constructs Teaching Pre-Academic Skills 4: Facilitation in Development 4.1 Facilitating Social Development 4.2 Facilitating Speech, Language, and Communication Development 4.3 Facilitating Pre-Academic and Cognitive Learning 4.4 Facilitating Self-Care and Independence Skills 4.5 Managing Problem Behaviours 5: Portage Guide to Early Childhood Education 5.1 U.K. PGEE Model 5.2 Pakistani PGEE Model Recommended Books: Heward, W L and Orlansky M D (1992). Exceptional Children: An Introductory Survey of Special Education (4 th ed.) New York: MacMillan Pub. Co. Allen, K E and Schwartz I S (1996). The Exceptional Child: Inclusion in Early Childhood Education (3 rd ed.) New York: Delmar Pub. Co. Additional Readings: Bredekamp, S (Ed) (1987). Developmentally appropriate practice in early childhood programmes serving children from birth through age 8. Washington, D.C: National Association for the Education of Young Children. Allen, K E, and Goetz, E M (1982). Early childhood education: Special problems, special solutions. Rockville, M.D: Aspen Systems. Thurman, S K and Widerstrom, A H (1990). Infants and young children with special needs. Baltimore: Brookes. 102

103 First Semester Paper II: INCLUSIVE EDUCATION Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: This course aims to provide opportunity for students to acquire those skills necessary for inclusive education and to transmit these skills to children with special needs working in regular classroom settings ADVANCE ORGANIZER: 1. Define and explain the term inclusion. 2. Discuss inclusion in terms of critical learning periods, teachable movements and regular classroom settings. 3. Discuss the challenges associated with implementing inclusive educations programmes in their own community. 4. Describe the knowledge and training needed to work with children with special needs in inclusive educations programmes. 5. Analyse alternative point of view on inclusion as the philosophical and instructional basis for educating students with special needs. 6. Describe adaptation that can make for students with mild and severe disabilities. 7. Explain how the use of effective classroom materials and instruction methods can benefit to students with special needs. COURSE CONTENTS 1: Introduction 1.1 Definition and Concept of Inclusion 1.2 Rationale for Inclusive Education The Ethical Issues The Socialization Issues Developmental issues The Cost Issue 1.3 Supporting Inclusion Structuring Child-Child Interactions Planning Classroom Activities Professional Collaboration 1.4 Benefits of Inclusion Benefits for Children with Disabilities Benefits for Typically Developing Children Benefits for Families Benefits for Society 1.5 Concerns and Challenges of Inclusion 103

104 2: Include Strategy 2.1 (I) = Identity Classroom Environmental, Curricular, and Instructional Demands 2.2 (N) = Note Student Learning Strengths and Needs 2.3 (C) = Check for Potential Areas of Student Progress 2.4 (L) = Look for Potential Problem Areas 2.5 (U) = Use Information Gathered to Brainstorm instructional Adaptations 2.6 (D) = Decide which adaptations to Implement 2.7 (E) = Evaluate Student Progress 3: Inclusion Models 3.1 Programmes where Students Receive Intervention in Special Education Settings Special Class Approach Resource Room Model 3.2 Programmes where Students Receive Education in General Education Classroom Regular Education Initiative Inclusion 3.3 Methods to Enhance Inclusion of Students with Disabilities 4: Adaptations Necessary for Inclusion 4.1 Student with Low-Incidence Disabilities Students with Moderate, Severe, or Multiple Disabilities Students with Sensory Impairments Students with Physical or Health Disabilities Students with Autism 4.2 Students with High-Incidence Disabilities Students with Communication Disorders Students with learning and Behaviour Disabilities 4.3 Other Students with Special Needs Attention Deficit/Hyperactivity Disorder (ADHD) Students who are Gifted and Talented Students who are Culturally Diverse Students who are At-Risk 5: Analyzing Instructional Environment 5.1 Organization of Inclusive Classroom 5.2 Group Formation for all Students for Instruction in Inclusive Classroom 5.3 Instructional Materials for Inclusive Classrooms 5.4 Instructional Methods in Relation to Student Needs 104

105 Recommended Books: Allen, K E and Schwartz, I S (1996). The Exception Child: Inclusion in Early Childhood Education. Albany, New York: Delmar Pub. Co. Friend, M and Bursuck, W (1996). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Boston: Allyn and Bacon. Smith, T E C et al. (1995). Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon. First Semester Paper III: Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: TEACHING ACADEMIC SUBJECTS TO SPECIAL CHILDREN This course introduces students to factors that are important in the organization of learning in special schools as well as regular educational set up. It seeks to develop some of the skills necessary for effective teaching related to children with special needs. The purpose is to help students develop the specialized teaching and instructional skills required for working with special children in primary and secondary schools. Students will focus on the development of teaching and programming skills in different academic subjects/areas. OBJECTIVES: 1. To develop and/or improve rate, comprehension and quality of reading of children with special needs. 2. To develop and/or improve writing skills and written products of children with special needs. 3. To make mathematics meaningful for children with special needs. 4. To develop and/or improve personal and social skills necessary for living with community. 5. To foster motivation and interest of special children in academic subject areas. COURSE CONTENTS 1: Reading Difficulties 1.1 Definition and Concept 1.2 The Classification of Reading Disability Organic/Neurological Explanations Functional Approach Environmentalist Explanations 105

106 1.3 Dyslexia in Adults and Children 1.4 Remediation of Specific Reading Difficulties Visual Motor Auditory Verbal Auditory Visual Integration Higher Order Conceptual and Language Problems 2: Writing Difficulties 1. Definition and Concept 2. The Classification of Learning Difficulties in Writing 3. The Development of Writing 4. Remediation of Writing and Spelling Difficulties 4.1 Writing Difficulties i) Difficulties in Composition, Formulation, and Planning Grammatical Structure ii) Difficulties with Handwriting 4.2 Spelling and other Difficulties Spelling Difficulties Problems with Punctuation and Space 3: Visual Motor Problems and Activity Level 3.1 Definition and Concept 3.2 The Classification of Visual Motor Difficulties 3.3 Remediation of Visual Motor Difficulties Visual Perceptual Difficulties Motor Difficulties (Clumsiness) Difficulty with Attention and Activity Level. 4: Difficulties in Mathematics 4.1 Definition and Concept 4.2 The Classification of Learning Difficulties in Mathematics 4.3 The Remediation of Difficulties in Mathematics Specific Difficulties in Mathematics Difficulty with Reading and Writing Numbers Difficulty with Calculations Spatial Difficulties Higher Order Difficulties in Mathematics Difficulty in understanding mathematics Difficulty with the Language of Mathematics 5: Personal and Social Skills 5.1 Definition and Concept 5.2 The Classification of Social Skills Problems 5.3 The Remediation of Personal and Social skills 106

107 Recommended Books: Harding, L (1986). Learning Disabilities in the Regular Education Classroom. London: Croom Helm. Segal, S and Varma, V (1991). Prospects for People with Learning Difficulties. London: David Fulton Publishers. Shears, B and Suewood (1986). Teaching Children with Learning Difficulties. London: Croom Helm. Stakes, R and Hornby, G (1988). Meeting Special Needs in Mainstream Schools: A Practical Guide for Teachers. London: David Fulton Publishers. First Semester Paper IV: Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: MANAGEMENT AND ADMINISTRATION OF SPECIAL EDUCATION This course sets out to address certain basic issues related to the management and administration of special educational institutions. The issues selected for this course include: responsibilities for special education schools, organizational arrangements, student-related issues, selection of personnel, staff development and strong community and school relations. OBJECTIVES: 1. Define and explain the role of management and administration in the context of special education. 2. Enable students to organize special schools according to the special needs of the children and provide them a quality-learning environment. 3. Develop among students the skills of record keeping, arrangements of extra curricular activities and maintenance of discipline in school. 4. Develop among students the skills of human resource development. 5. Develop among students the skills to maintain satisfactory relationship with community. COURSE CONTENTS 1: Administering Special Education: An Overview. 1.1 Exclusion, Mainstreaming and Inclusion 1.2 Public Education in the Knowledge Age The Knowledge Worker Expectation of Schools in the Knowledge Age 1.3 Responsibilities of Schools in Special Education Responsibilities and Competencies 107

108 1.3.2 Legislation and People with Disabilities 2: Organizational Arrangements 2.1 The Elements of Organization Culture Policy Procedures Goals Objectives Organizational Structure 2.2 Organizational Designs Large School Medium Sized Rural Area s School 3: Student-Retarded Issues 3.1 Enrolment Projections 3.2 Student Records Use and Access Confidentiality Storage Transfer 3.3 Extra-Curricular Activities 3.4 Discipline 4: Personnel Administration 4.1 Position Descriptions 4.2 Recruitment Recruitment Policy Recruitment Activities Personnel Search Procedure Evaluation 4.3 Selection Selection Committee Selection Criteria Applicant Information Interview Final Selection 4.4 Staff Development Needs and Objectives Target Groups Relevant Resources Programme Format, Responsibilities and Logistics Programme Content and Materials Implementation Evaluation 108

109 4.5 Personnel Evaluation 4.6 Supervision 4.7 Teacher Dismissal 5: School and Community Relations 5.1 Communicating with the External Community General Communication Strategy Citizen Advisory Committee NGOs of the School Area Volunteers and para-professionals 5.2 Communicating with Parents Understanding Parents Improving Parent-Teacher Conferences Dealing with Advocacy Groups 5.3 Communicating through the Media Defining the News Working with Reporters 5.4 Communicating with the Internal Community Written Communications Internal Advisory Committee Procedures for Conducting Meetings Recommended Books: Podemski, R S et al., (1995). Comprehensive Administration of Special Education (2 nd ed.) Englewood Cliffs, New Jersy: Merrill, an imprint of Prentice Hall Rayner, S and Ribbins, P (1999). Headteachers and Leadership in Special Edution. London: Cassell. First Semester Paper V: EDUCATIONAL RESEARCH Credit Hour: 03 Max. Marks: 100 COURSE DESCRIPTION: This course aims to develop in students knowledge and skills necessary to design, conduct and evaluate appropriate and relevant research in the area of Special Education. OBJECTIVES: At the end of the course the student will be able to: 1. To define the Research characteristics and functions of educational research. 2. To identify and analyze, select and state a research problem. 109

110 3. To identify and make use of sources of research problem. 4. To enable distinguish between and state research hypotheses. 5. To distinguish between and explain various types of research. 6. To enlist and prepare/collect appropriate tools of research. 7. To write a research report. COURSE CONTENTS 1. Role of Research in Education 1.1 Education as Science 1.2 Scientific Method 1.3 Educational Research (Definition, Scope) 1.4 Important Contribution of Educational Research 2. The Problem 2.1 Identification and importance of the problem 2.2 Sources of problem 2.3 Refining and stating the problem 2.4 Delimiting the problem 3. Hypothesis 3.1 Definition and importance 3.2 Kinds of Hypothesis 3.3 Stating the Hypothesis 4. Literature Review 4.1 Definition and importance 4.2 Primary and Secondary Sources 4.3 Bibliography, References and Footnotes 4.4 Use of modern Internet facilities 5. Sampling 5.1 Population and Samples 5.2 Kinds of Sampling 5.3 Selection of Appropriate Samples 6. Types of Research 6.7 Pure and Applied Research 6.7 Historical Research 6.7 Descriptive Research 6.7 Experimental Research 6.7 Action Research 7. Tools of Research 7.1 Questionnaires 7.2 Interviews 110

111 7.3 Tests 7.4 Scales, Checklists, Inventories 8. Statistical Analysis 8.1 Organization of Data 8.2 Measures of Central Tendency 8.3 Measures of Variability 8.4 Measures of Relationship 8.5 T-Test and Chi-square Test 8.6 Interpretation of Data 9. Research Report 9.1 Essential parts of a Research Report 9.2 Bibliography, References, Appendices, Typographical Standards Suggested Readings: Allan, G, Skinner, C (1991); Handbook for Research Students in Social Sciences, London, Routledge. Brog, W R and Gall, M D (1989); Educational Research, An Introduction, 5 th Ed., New York, Longman. DeVallis, R F (1991); Scale Development Theory and Applications. (2 nd Edition) London Sage. Gay, L R (1992); Educational Research for Analysis and Application, New York Macmillan Publishing Co. Gilbert, N. (1993); Analyzing Tabular Data: Loglinear and Logistic Models for Researchers. London, UCL. Gilbert, N (1992); Research Social Life, London, Sage. Gillort, S (1991); Empirical Foundations of Educational Research. Prentice Hall, Inc., Cliff, New Jersey. Leedy, P (1992). Practical Research Planning and Design: New York, Macmillan. Marsh, C (1998); Exploring Data: an Introduction to data analysis for Social Scientist, Cambridge, Polity. Marvin, C Alkin, (1992); Encyclopaedia of Educational Research 6 th ed., Macmillan Publishing Company, New York. Michael Young, (1992); Innovation and research in Education, Kegan Paul, London. Robson, C (1993); Real World Research: A resource for Social Scientists and Parishioners researchers, Oxford: Blackwell. Viersma, W (1986); Research Methods in Education, An Introduction, Boston, Allyn and Bacon Inc. 111

112 Second Semester Paper VI: Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: WORKING WITH PARENTS OF CHILDREN WITH SPECIAL NEEDS This course is designed to help teachers work more effectively with exceptional parents. In order to achieve, a greater understanding of these parents and to be able to assess, recognize and anticipate behaviour unique to exceptional families, it is essential for teachers to become more knowledgeable about them about their hope, joy, disappointment, frustration. The primary aim of this course is to explore and understand factors which motivate parents of exceptional children to respond in ways not necessarily apparent during parent-teacher meetings and to discuss alternative strategies which teachers may wish to consider in dealing with challenging situations. Ethical concerns in conducting meetings, and teacher turn-out, are also discussed. OBJECTIVES: 1. To broaden teacher s traditional pedagogical role by acquiring facilitative communication skills with parents of exceptional children. 2. Explore the reciprocal expectations and stereotypes that teachers and parents of exceptional children may hold which can contribute to negative relationship. 3. To provide the students with an understanding of exceptional families particularly of their realities and their means of coping with them. 4. To develop inter-personal factors which contribute to facilitative parentteacher relationships. 5. Understand in some detail a number of potentially troublesome parentteacher encounters. COURSE CONTENTS 1: Understanding the Dynamics of Families with an Exceptional Child 1.1 Basic Principles of Family Dynamics 1.2 Defence Mechanisms 1.3 A Handicapped Child in the Family: Expectation, Reality, and Reaction 1.4 From Shock to Acceptance (The Stages of Mourning) Stage I Denial Stage II Bargaining Stage III Anger Stage IV Depression Stage V Acceptance 112

113 1.5 Toward Understanding parents of Exceptional Children Periods of Change During the Growth of the Exceptional Child Family Integration Siblings Community and Family Support Professional Helpers 2: Basic Principles of Interviewing 2.1 Personality Characteristics and Interpersonal Style 2.2 Parent Teacher Conference The setting of the Conference The Establishment of Goals 2.3 Interview The Information-oriented Interview The Experimental Interview Listening 2.4 Avoiding of Negative Responses Defensive Behaviour Lecturing and Moralizing Silences Over talk Teachers Self-disclosure Termination 3: Specific Strategies Useful in Working with parents of Exceptional Children 3.1 Establishing rapport 3.2 Nonverbal Behaviour and Para-linguistics 3.3 Minimal Encourages to Talk 3.4 Other Helpful Leads 3.5 Micro-training 3.6 Attending Behaviour 3.7 Paraphrasing 3.8 Timings 3.9 The use of Questions 3.10 Home Conferences 3.11 Referrals 3.12 Self-Help Organizations 3.13 Parent Volunteers 4: Working with Problem Parents 4.1 Hostile Parents 4.2 Uncooperative Parents 4.3 Perfectionist Parents 4.4 Professional Parents 4.5 Dependent parents 113

114 4.6 Overly Helpful Parents 4.7 Overprotective Parents 4.8 Neglectful Parents 4.9 Parents as a Client 4.10 Fighting Parents 4.11 Mentally Retarded and Emotionally Disturbed Parents 4.12 Involved-Uninvolved Parents 4.13 Ethical Concerns 4.14 Teacher Turnout 5: Resources to Help Teachers Help parents 5.1 Social Service Agencies 5.2 Self Help Groups 5.3 Assistance for Parents of Children with Specific Disabilities 5.4 Legal Rights of Parents and Handicapped Children 5.5 Literature About Handicapped Conditions 5.6 Equipment, Accessories and Educational Toys Recommended Books: Seligman, M (1979). Strategies for Helping Parents of Exceptional Children: A Guide for Teachers. New York: The Free Press, A Division of MacMillan Pub. Co. Inc. Blacher, J (1984). Severely Handicapped Young Children and Their Families: Research in Review. Orlando: Academic Press, Inc. Second Semester Paper VII: Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: TRANSITION FROM SCHOOL AGE TO INDEPENDENT ADULT LIFE This course analyses the relationship of secondary schooling to job placement. Drawing upon recent research, the course is concerned with issues such as: academic, personal, social, employability, and daily living skills and knowledge that are needed for a satisfactory and satisfying adult life. OBJECTIVES: 1. To examine career education models to determine how it might be modified to more successfully serve students with special needs. 2. To examine arguments that support a career development curriculum versus a totally academic curriculum. 114

115 3. To study advanced material needed for pre-vocational and occupational programming required for people with special needs. 4. To plan a training programme that specifically addresses the job placement, training and supervision of people with special needs. 5. To train people with special needs in self-advocacy. 6. To encourage people with special needs to set goals for themselves. COURSE CONTENTS 1: Transition: An Overview. 1.1 Secondary Special Education in Perspective Introduction Historical Overview Career Education Transition 1.2 A Proposed Secondary Special Education Model Introduction Philosophical Foundations Educating Adolescents with Disabilities Research Rationale Independent Living for Persons with Disabilities Transition from School to Adult Living Proposed Model of Career Development and Transition Education 2: Prevocational and Occupational Programming 2.1 Introduction 2.2 Instructional Content for Prevocational and Occupational Information 2.3 Instructional Alternatives for Teaching Occupational Skills 2.4 Issues in Prevocational and Occupational Planning and Programming 2.5 Individualized Planning for Prevocational and occupational Training 3: Job Placement, Training, and Supervision 3.1 Introduction 3.2 Job Placement 3.3 Job Training 4: Transition of Students from School to Adult Independent Living 4.1 Introduction 4.2 Systematic Planning 4.3 Communication with Students and Their Families 4.4 Communication between Schools and Service Providers 4.5 Training in Life Career and Transition Skills 4.6 Post-secondary Vocational Training Alternatives 115

116 4.7 Post-secondary Personal-Social Skills and Independent Living Training 4.8 Residential and Leisure Alternatives 4.9 Employment Alternatives 4.10 Generic Community Services 5: Trends and Issues 5.1 Introduction 5.2 The School-Based Career Development and Transition Education Model 5.3 Trends in Career Development and Transition Education Issues Recommended Book: Clark, G M and Kilstoe, O P (1995). Career Development and Transition Education for Adolescents with Disabilities (2 nd ed.) Boston: Allyn and Bacon. Second Semester Paper VIII: BEHAVIOUR MANAGEMENT Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: The primary goal of this course is to manage behaviour and learning problems of children and youth with special needs in ethical, effective and efficient way as they learn to explore, manipulate and ultimately control their surroundings for personal satisfaction and benefit and for the betterment of the society. OBJECTIVES: 1. To define behaviour management and explain its scope. 2. To discuss ethical issues with regard to the use of behaviour management intervention. 3. To describe procedures for the individualized nation of the education of learners with special needs. 4. To discuss the principals of behaviour modification and use them practically. 5. To characterize the steps involved in the behaviour change process 6. To comprehend methods of increasing and decreasing behaviour. 7. To implement techniques to facilitate parent teacher collaboration. COURSE CONTENTS 1: An Introduction to Behaviour Management 1.1 Definition of Behaviour Management 116

117 1.2 Ethics of Behaviour Management The Question of Ethics Ethical Perspective The Rights of Children 1.3 Individualized Programmes 2: Principles of Behaviour Modification 2.1 Principles of Reinforcement Principle 1: Reinforcement is Dependent on the Exhibition of the Target Behaviour Principle 2: The Target Behaviour is to Be Reinforced Immediately After it is Exhibited Principle 3: During the Initial Stages of the Behaviour Change Process, the Target Behaviour is Reinforced Each Time it is Exhibited Principle 4: When the Target Behaviour Reaches a Satisfactory Level, it is Reinforced Intermittently Principle 5: Social Reinforcers Are Always Applied with Tangible Reinforcers 2.2 Consequences of Behaviour Positive Reinforcement Extinction Negative Reinforcement Punishment Effects of Consequences Generalization Discrimination 2.3 Schedules of Reinforcement Continuous Schedules Fixed and Variable Schedules Fixed Ratio Schedules Variable Ratio Schedules Fixed Interval Schedules Variable Interval Schedules 3: Steps in the Behaviour Change Process 3.1 Selecting a Target Behaviour 3.2 Collecting ad Recording Baseline Data Observer Reliability 3.3 Identifying Reinforcers Preference Scales Preference lists Interview with Child Interview with Parent or Teacher Direct Observation Phrasing out Reinforcers 117

118 3.3.7 Reinforcement Area 3.4 Implementing the Intervention and Collecting and Recording Intervention Data Promoting 3.5 Evaluating the Effects of Intervention Supplement 1: Children s Reinforcement Survey Schedule Supplement 2: Sample Reinforcers 4: Increasing and Decreasing Behaviour 4.1 Methods of Increasing Behaviour Positive Reinforcement Shaping Contingency Contracting Token Economy Modelling 4.2 Methods of Decreasing Behaviour Aversive in the Educational Setting Differential Reinforcement Extinction Reprimands Loss of Privileges Time out Characteristics of the Child Consistency of Application Child s Understanding of the Rules Characteristics of the Time-Out Area Duration of Time-out Evaluation of Effectiveness Overcorrection Satiation Punishment Desensitization 5: Parent training and Home-school collaboration 5.1 Need for Collaboration 5.2 Parents reactions, problems, and needs 5.3 An integrative framework 5.4 Parent training purposes Objectives Selecting and assessing the target behaviour Home reinforcers Parents training programme 5.5 Home-school collaboration Passport Daily report cards 118

119 Supplement 1: Parent-teacher interview Supplement 2: Parent training lessons Recommended book: Walker, J E and Shea, T M (1995). Behaviour Management: A practical approach for EDUCATORS. New Jersey: Merrill, an imprint of Prentice Hall. Second Semester Paper IX : Credit Hours: 03 Max. Marks: 100 COURSE DESCRIPTION: COMMUNITY BASED REHABILITATION OF PEOPLE WITH DISABILITIES The aim of this course is to provide basic theoretical and practical knowledge required for initiating a community based rehabilitation project. The course also aims to demonstrate how contemporary theories and research can be used to advance our understandings about how to involve and use community for people with special needs. OBJECTIVES: 1. To understand the scope, advantages and potential contributions of community based rehabilitation project for people with disabilities. 2. To familiar with the organization of community based rehabilitation projects in Pakistan according to the local needs and problems. 3. To enable of creating, evaluating and improving community based rehabilitation projects on their own. COURSE CONTENTS 1: Introduction 1.1 Definition and concept of rehabilitation 1.2 Theories of community based rehabilitation 1.3 Prevention of disabilities 2: Philosophy of rehabilitation 2.1 Philosophical influences on rehabilitation Islamic philosophy Western philosophy 2.2 A framework for rehabilitation 3: Mobilizing for community action 3.1 The need of community involvement 119

120 3.2 Establishing a core group/rehabilitation committee 3.3 Need assessment 3.4 Screening of disabilities 3.5 Epidemiological surveys 3.6 Mobilizing resources (Philanthropist, professionals, volunteers, donor agencies and local resources 4: Management of the CBR programme 4.1 Role of NGOs 4.2 Proposal designing 4.3 Project implementation 4.4 Recording progress 4.5 Evaluation of the programme 5: Use of media 5.1 Media and audiences 5.2 Using the traditional media 5.3 Multi-media strategies 5.4 Disability awareness 5.5 Monitoring, evaluation, feedback and follow-up. Recommended Books: Intagliata, J, Kraus, S, and Willer, B, (1980). The impact of deinstitutionalization on a community-based service system. Mental Retardation. Polard A, Hall, H, & Kiernan, C (1979). Community services planning. In P.R. Magrab & J O Elder (Eds). Planning services to handicapped persons: Community education, health. Baltimore, MD: Brookes. Schalock, R L (1985). Comprehensive community services: A plea for interagency collaboration. In R H Bruininks & K C Lakin (eds). Living and learning in the least restrictive environment. Baltimor, MD. Brookes. Mamula, R A & Newman, N. (1973). Community placement of the mentally retarded. Springfield, IL Thomas. Rhodes, L E, & Valenta, L (1985). Industry-based supported employment: An enclave approach. Journal of the Association for Persons with Severe Handicaps. Wald, B A & Rhodes, L E (1984). Developing model vocational programmes in rural settings for adults with severe retardation: The mobile crew model. Paper presented at the meeting of the Association for Persons with Severe Handicaps, Chicago, IL. Wolfensberger, W (1969). Twenty predictions about the future of residential services in mental retardation. Mental Retardation, 6(7), Wolfensberger, W (1972). The principle of normalization in human services. Toronto, Ontario: National Institute on Mental Retardation. 120

121 Second Semester Paper X: THESIS Credit Hour: 03 Max. Marks: 100 The purpose of the thesis is to have students demonstrate their capacity for original and independent research project work at an advanced level, by applying in an area of their own choosing, related to professional practice, the skills and knowledge developed in a previously completed research methodology course. The writing style should develop by each university on their own or use prescribed APA format. 121

122 CURRICULUM FOR M.Ed. SPECIAL EDUCATION The M.Ed. Special Education programme is designed to prepare teachers for children with special needs in following four areas: 1) Visual Impairment 2) Hearing Impairment 3) Mental Retardation 4) Physical Handicaps Students besides direct teaching will be encouraged to conduct action research and perform literature review to acquire professional sufficiency in survey of characteristics, related education needs of children (elementary through adolescence) who vary from normal in mental, physical, psychological and social characteristics and to manage special needs through remedial teaching techniques. OBJECTIVES: M.Ed. Special Education program is based on empirically test model of teaching and learning, which lead to the development of: To provide insight into the field of special education to meet the present and future needs and challenges. To acquaint the teachers with latest curricula, teaching techniques and methodologies. An understanding of exceptionality and early intervention. An appreciation of the impact of disability upon an individual. Attitudes and skills in the areas of assessment, instruction and management. Knowledge of relevant research literature. An understanding of Community Based Rehabilitation (CBR) as a goal of Special Education. To meet country s increasing demand of trained personnel for inclusive setup. SCHEME OF STUDIES A) COMPULSORY COURSES i) Foundations of Education ii) Educational Research iii) Curriculum Development and Instruction iv) Face-to-Face Component v) Educational Psychology 122

123 vi) vii) viii) Perspectives of Special Education Handicapped Person in the Community Teaching Strategies B) AREA OF SPECIALIZATION Following four areas include in specialization a) Visual Impairment b) Hearing Impairment c) Mental Retardation d) Physical Handicaps/Other Impairments C) PRACTICUM Distribution of courses in each specialization a) Visual Impairment o Braille System Practical Course o Independence Training for the Visually Handicapped o Special Education for the Visually Handicapped b) Hearing Impairment o General Introduction to the Hearing Impaired o Psychology of Deafness and Child Development o Speech and Hearing o Audiology and Audiometry c) Mental Retardation o Introduction & Assessment of Mentally Retarded Children o Education of Mentally Retarded Children d) Physical Handicaps/Other Impairments o Physical Handicaps o Educational Adaptations for Children with Physical Handicaps D) ELIGIBILITY FOR ADMISSION B.Ed./BS.Ed. 123

124 Semester-wise Distribution 1 st Semester Educational Psychology Perspectives of Special Education Handicapped Person in the Community Foundation of Education Educational Research Curriculum Development and Instruction 2 nd Semester Students can take any specialization of two credits along with two core courses. Visual Impairment Braille System Practical Course Independence Training for the Visually Handicapped Special Education for the Visually Handicapped Hearing Impairment General Introduction to the Hearing Impaired Psychology of Deafness and Child Development Speech and Hearing Audiology and Audiometry Mental Retardation Introduction & Assessment of Mentally Retarded Children Education of Mentally Retarded Children Physical Handicap Physical Handicaps Educational Adaptation for Children with Physical Handicaps 124

125 Core Courses Teaching Strategies Face-to-Face Component/Practicum* *Face-to-Face Component comprises a) 2 Practical workshops at the end of each semester. Weighage 25% b) Four weeks teaching practice in special education institutions in related disability area. Weighage 25% c) Two final lessons. Weighage 50% Students are required to demonstrate 40 lessons during teaching practice. Lesson plans must indicate special needs and the strategies to meet such needs through compensatory/remedial teaching using assistive technology. The students are encouraged to improve/make up their deficiencies to achieve maximum professional perfection in pedagogical areas related to education of special children. 125

126 DETAILS OF COURSES FIRST SEMESTER Paper 1 EDUCATIONAL PSYCHOLOGY OBJECTIVES (Special Reference to Children with Disabilities): - To explain the significance of educational psychology. - To discuss the growth and development during childhood and adolescent. - To explain the concept of human needs/individual differences/special needs. - To discuss the nature of learning and motivation. - To explain concept of testing. COURSE CONTENTS 1. Introduction to Educational Psychology 1.1 Nature of Educational Psychology 1.2 Functions of Educational Psychology 1.3 Historical Issues Involved in Educational Psychology 1.4 Educational Psychology Related to Handicapped Children 2. The Normal Process of Child Development 2.1 The Need for Knowledge of Child Development in Special Education 2.2 Normal Development 2.3 Developmental Testing & its Value 2.4 Environmental Factors and Development 3. Cognitive Development (Concept Formation) 3.1 Piaget Theory of Cognitive Development 3.2 Sensory Motor Stage 3.3 The Proportional Stage 3.4 The Concrete Operational Stage 3.5 The Formal Operational Stage 4. Social Development (Affective Development) 4.1 Methods of Influence 4.2 Family as a social institution 4.3 Peer's group 4.4 Play 5. Moral Development 5.1 Meaning of Morality 5.2 Moral Internalization 5.3 Pattern of Moral Development 5.4 The role of school in Moral Education 126

127 6. Individual Differences and the Development of Personality 6.1 Factors that account for individual differences 6.2 Cognitive differences 6.3 Physical and social difference 6.4 Development of self-concept 7. Psychology in Learning and Teaching 7.1 The nature and type of learning 7.2 Stimulus response theory and its application in Special Education 7.3 Cognitive theories of learning 7.4 Theories & Process of Teaching 8. Evaluation and Assessment 8.1 The nature and function of educational evaluation 8.2 The role of standards and criteria of evaluation 8.3 Planning for Instruction & Evaluation 8.4 Educational reporting 8.5 The diagnosis of learning difficulties 9. Evaluation and Assessment 9.1 Concept of counselling and guidance 9.2 Methods of counselling and guidance 9.3 Parent counselling 9.4 Special Education teachers as Advocates and Ombudsman Recommended Books: Skinner, Charles, E (1993), Educational Psychology, 4 th ed. New Delhi, Prentice Hall of India Private Limited. Worell, Judith and William E Stilwell (1981), Psychology for Teachers and Students, New York, McGraw Hill Company. Freud, S (1993) New Introduction Lectures in Psycho Analysis, New York, Norton. Rashid, M Dr Coordinator (1997) Educational Psychology, Code 840, Islamabad: Allama Iqbal Open University. Slavin, R E (1994), Educational Psychology, 4 th ed. Boston: Allyn and Bacon Harris, M & Butter Worth, G. (2002), Developmental Psychology: A student s handbook, New York: Psychology Press Limited. 127

128 PERSPECTIVE OF SPECIAL EDUCATION OBJECTIVES: - To describe the background and basic concepts in special education and current trends of this discipline. - To enumerate the factors, which have determined plight of the children with special needs. - To state the magnitude of the problems and characteristics of different categories of children with special needs. - To indicate the attitudes of society towards the handicapped. - To describe the social psychology and rehabilitation process of handicapped children. - To determine the needs of handicapped children. - To analyze various types of Special Education provisions. COURSE CONTENTS 1. Introduction to Basic Concepts, Terminology of Special Education and related fields 1.1 Introduction 1.2 Objectives 1.3 Need for Special Education 1.4 Handicap, Disability and Impairment 1.5 Definition and Scope of Special Education 1.6 Definition and Scope of Social Education 1.7 Definition and Scope of Social Welfare 1.8 Definition and Scope of Rehabilitation 1.9 Self-Assessment Questions 2. The Historical Roots and Development of Special Education 2.1 Introduction 2.2 Objective 2.3 Primitive and Ancient Period 2.4 Middle-age (USA) 2.5 Renaissance and Coming of the New Age in the USA 2.6 Evolution in the Status of the Disabled Persons 2.7 Modern Age 2.8 Major Factor which Determines the Plight of the Handicapped 2.9 Self-Assessment Questions 3. Basic Data on Special Progress and Statistics of Children in Pakistan 3.1 Introduction 3.2 Objectives 3.3 Background 128

129 3.4 Basic Demographic Data, Density, Rural-Urban Dispersal, Labour Force, Unemployment 3.5 State of Economy 3.6 Social Progress 3.7 Incidence of Disability and Statistics of Children Population 3.8 Self-Assessment Question 4. The Magnitude of the problem and Categories of Handicapped Children 4.1 Introduction 4.2 Objectives 4.3 Categories of Handicapped Children 4.4 Characteristics of the Speech and Hearing Impaired 4.5 Characteristics of the Blind and Visually Handicapped 4.6 Characteristics of the Mentally Retarded 4.7 Characteristics of the Physically Handicapped 4.8 Self-Assessment Question 5. Attitudes towards Handicap in the Individual, Family & Community 5.1 Introduction 5.2 Objective 5.3 Positive and Negative Attitudes 5.4 Attitude as Cultural Phenomenon 5.5 Goffman's Theory of Stigma 5.6 Handicapped Persons in the Community 5.7 Handicapped person in the Family 5.8 Self-Assessment Questions 6. The Social Psychology of the Handicapped 6.1 Introduction 6.2 Objectives 6.3 What is Social Psychology? 6.4 Social Psychology of the Handicapped 6.5 Normality and Abnormality 6.6 Disability as Deviance 6.7 Sociology of Handicapped Children 6.8 Labelling 6.9 Self-Assessment Questions 7. The Curriculum Needs of Handicapped Children 7.1 Introduction 7.2 Objectives 7.3 What is Curriculum? 7.4 What are Special Education Needs? 7.5 Curriculum Design for Special Educational Needs 7.6 Teaching Methods and Techniques 129

130 7.7 Individualized Instructions 7.8 Aspects of Curriculum for Special Needs 7.9 Self-Assessment Question 8. The Organization of Services for Special Education and the Rehabilitation of Handicapped Children 8.1 Introduction 8.2 Objectives 8.3 Residential School/Day School 8.4 Itinerant Teacher/Peripatetic Teacher 8.5 Special Education Consultants 8.6 Resource Room 8.7 Medical/Social Welfare Services 8.8 Vocational Rehabilitation 8.9 Self-Assessment Question 9. Current Trends and Issues in Special Education 9.1 Introduction 9.2 Objectives 9.3 Integration 9.4 Segregation 9.5 Mainstreaming 9.6 Least Restrictive Environment 9.7 Self-Assessment Question Recommended Books: Heward, B (2000), Exceptional Children, New Jersey: Prentice Hall. Smith D D (1998), Introduction to Special Education. Boston: Allyn & Bacon. Awan MMH (1988), Perspectives of Special Education, Islamabad: Allama Iqbal Open University. 130

131 Paper 3 THE HANDICAPPED PERSON IN THE COMMUNITY OBJECTIVES: - To explain the nature of handicaps and its impact on family. - To identify sources and ways of psycho social adjustment of children with disability. - To state the significance of work potential and vocational training for rehabilitation. - To analyze the community attitudes toward people with disability and how to promote positive attitude. - To identify assistive devices and resources to minimize affects of handicaps. COURSE CONTENTS 1. Handicapped Person and Special Needs 1.1 Impairment 1.2 Disability 1.3 Handicap 1.4 Definition of Handicapped Person 1.5 Growing up with Disability 1.6 Special Education of the Handicapped 2. The Handicapped Child in the Family 2.1 Normal Parent with Handicapped Child 2.2 Neglect and Over-Protection 2.3 Self-Concept 2.4 Fostering Independence in the Handicapped 2.5 Socio-Economic pressure 3. The Medical Approach to the Handicapped 3.1 Visual Impairment (Definitions, Classification) 3.2 Hearing Impairment (Definitions, Classification) 3.3 Mental Retardation (Definitions, Classification) 3.4 Physical Handicap (Diagnosis, Diseases) 3.5 Visual Impairment (Diagnosis Diseases) 3.6 Hearing Impairment (Causes, Conditions) 3.7 Mental Retardation (Causes, Diseases, Management) 3.8 Physical Handicap (Causes, Diseases) 131

132 4. The Psycho-social Adjustment of the Handicapped Person 4.1 Normal and Exceptional Pattern of Behaviour 4.2 Psycho-Social Adjustment and Handicapped 4.3 Assessment of Strengths and Weaknesses 4.4 Multidisciplinary Approach towards Rehabilitation of the Handicapped 4.5 Role of Community Based Supportive Programmes 5. Work Potential and Vocational Opportunity 5.1 The Pattern of Disablement in Relation to Work 5.2 The Need for Employment of the Disabled 5.3 From School to the world of work 5.4 Aims and Scope of Vocational Rehabilitation 5.5 Becoming Impaired During Adult Life 6. The Physical Environment, Outdoor Mobility and Access 6.1 Interaction of Architecture. Adaptation for the Disabled 6.2 Outdoor Mobility for Handicapped Persons 6.3 Access to the Building 6.4 Attitude and Role of Human Help 6.5 Recreation 7. Community Attitude and Actions 7.1 Community 7.2 Types of Community 7.3 The Kinship and Neighbourhood Community 7.4 Socialization 7.5 Community Care 7.6 Role of Professional Worker 7.7 Role of NGO 8. Aids and Support for Various Categories of the Handicapped 8.1 Disability and Assistance 8.2 Aids and Support for Blind/Visually Handicapped 8.3 Hearing Aids and Support 8.4 Aids/Support to the Mentally Retarded 8.5 Aids/Support to the Physically Handicapped 132

133 9. National Resources, Education and the Cost of Care 9.1 Efficient use of Scarce National Resources 9.2 Personal Income 9.3 Relative Cost of Care 9.4 Education and Care Recommended Books: Segal, S and Varma, V (1991), Prospects for People with Learning Difficulties. London: David Fulton Publishers. Wood, J W (1989), Mainstreaming: A Practical Approach for Teachers. Columbus: Merrill Pub. Co. Ysseldyke (1991), Critical Issues in Special Education. Boston: Houghton Mifflin. Awan, MMH (1989), Handicapped Person in the Community, Islamabad: Allama Iqbal Open University. Clark, G M and Kilstoe, O P (1995), Career Development and Transition Education for Adolescents with Disabilities (2 nd ed.). Boston: Allyn & Bacon. Paper 4 Paper 5 Paper 6 Foundation of Education Educational Research Curriculum Development and Instruction Details of courses as prescribed by the Board of Studies of the respective universities. AREA OF SPECIALIZATION OBJECTIVES: BRAILLE PRACTICAL COURSE IN ENGLISH AND URDU - To explain the Braille System of communication (both reading and writing) as compared with normal print in Urdu & English. - To specify and use the Braille code including contractions for the English & Urdu language. - To use the Perkins Brailler. - To transcribe correctly and accurately printed copy into Urdu & English Braille. - To help you to master Braille so that you can read it quickly and fluently by sighted methods, that is by eye rather than by touch. Format of the English Braille Course based on the Royal National Institute for Blind s Braille Primer. In parallel to this course is a course for learning Urdu Braille. The Urdu Braille course follows the English Braille course. The two Braille codes have some common features the basic from of the Braille cell, some letters are identical 133

134 but for the most part they are different, especially in the use of contractions. The final examination will a timed examination. It will consist of three elements. a) Transcribing a piece of text into Braille b) Transcribing a piece of Brailed material into text c) Reading a piece of Brailed material and answering questions on it Part I ENGLISH BRAILLE 1. Courses Introduction 2. Broad Aims and Objectives of the Course 3. Format of the Course Need for Braille Brief History of English Braille 1. The Braille System: 1.1 Form 1.2 Major Characteristics 2. The Perkins Brailer 2.1 Some Hints on Using the Perkins Brailer 2.2 Erasing 2.3 Correcting Using the Braille Primer The Capital Letter Sign 1. Setting Out 1.1 General Hints 1.2 Some Standard Rules 1.3 Contents Sheet 2. Word Division 2.1 Footnotes 2.2 Poetry 2.3 Plays 2.4 Correspondence 3. Pictures and Illustrations 3.1 Tables Recommended Books: Awan, MMH Dr. Coordinator (1989), Urdu Braille, Islamabad, Allama Iqbal Open University. RNIB (1969), Braille Primer, London, Royal National Institute for the Blind. Thomas, David (1982). The Experience of Handicapped London: Methuen & Co. Ltd. 134

135 INDEPENDENCE TRAINING FOR VISUALLY HANDICAPPED CHILDREN OBJECTIVES: - To differentiate between orientation mobility and daily living skills. - To explain psycho social dimensions of independence for children with visual impairment (VIC). - To discuss the significance of awareness about self and environment. - To analyze the importance of physical activities and games for promoting flexibility in children with vision problems. - To select appropriate mobility aid and techniques according to needs of VIC. COURSE CONTENTS 1. Essential Factors in Independence Training 1.1 Orientation 1.2 Mobility 1.3 Daily Living Skills 1.4 Self-Motivation 1.5 Other Factors 2. The Psycho-Social Dimensions of Independence 2.1 Attitudes towards blindness and the impact of these attitudes on visually handicapped 2.2 Blind people and their families 2.3 The interaction of sighted and blind people 2.4 Mannerisms 3. Motor Development, Body Awareness and Posture 3.1 Motor Development 3.2 Body Awareness 3.3 Posture 4. Becoming Aware of the Environment 4.1 Acquiring Listening Skills 4.2 The Haptic Sense System 4.3 Different Sources of Information for Orientation 4.4 Exploring the Outside Environment 5. Physical Activities and Games 5.1 Exercises to improve flexibility 5.2 Movement and orientation in the Gymnasium 5.3 Running games for infants 5.4 Ball games for juniors 135

136 5.5 Rhythm in movement and leisure activities 6. Teaching Daily Living Skills 6.1 Task Analysis 6.2 Early Training in self-feeding and dressing 6.3 Encouraging orderliness 6.4 Developing fine hand movements 7. Mobility Aids and Techniques 7.1 Categories of Mobility Aids 7.2 Specific Mobility Techniques 7.3 Room Exploration and Familiarization 8. Mobility Aids and Techniques-II 8.1 Sighted Guide Techniques 8.2 Cane Techniques 9. Mobility Aids and Techniques-III 9.1 Exploring a Road Pattern 9.2 Maps for Blind People Recommended Books: Hurton J Kirk (1986), A Training Guide for Field Workers, New York: Helen Keller International. Kelly Jerry (1991), Recreational Programming for Visually Impaired Children & Youth, New York: American Foundation for the Blind. Tooze, Doris (1981), Independence Training for Visually Handicapped Children, London: Croom Helem. Awan, MMH (1989), Independence Training for the Visually Handicapped Children (Code 677), Islamabad: Allama Iqbal Open University. SPECIAL EDUCATION FOR THE VISUALLY HANDICAPPED OBJECTIVES: - To perceive the structure and function of the visual impairment. - To apprehend the structure and function of the normal eye. - To be acquainted the causes and educational implications of common eye condition. - To judge the methods of vision testing and correction and be aware of observation methods within a classroom. - To define low vision and functional vision. - To explain the factors affecting low vision and how to utilize the low vision through the use of different aids. - To describe the methods of communication for the visually impaired child 136

137 including the production of tactile material. - To visualize the differences between the development of normal young child and visually impaired child in language, social and emotional areas and to develop suitable remedial programmes. - To be aware of the importance of early contact with the pre-school child and his family. - To keep in mind the curricula needs of the older visually impaired student. COURSE CONTENTS 1. Implications of Visual Handicap 1.1 Introduction 1.2 Objectives 1.3 Meaning of blindness, partial sight and visual impairment 1.4 Intellectual Implications 1.5 Physical Implications 1.6 Social and emotional implications 1.7 Implications for the family and community 2. Anatomy and Physiology of the Eye 2.1 Introduction 2.2 Objectives 2.3 Structures and functions of different parts of the eye 2.4 Visual acuity of the normal eye 2.5 Introduction to vision refraction tests 2.6 Signs and symptoms of possible visual impairment 3. Common Conditions of the Eye 3.1 Introduction 3.2 Objectives 3.3 Different causes of visual impairment 3.4 Common conditions of refractive errors and their treatment 3.5 Concept of eye donation movements 3.6 Factors affecting visual impairment in Pakistan 3.7 Educational implications of common eye conditions 4. Assessment of Vision 4.1 Introduction 4.2 Objectives 4.3 The need for comprehensive testing of vision and limitation of tests 4.4 Testing of vision using objective tests 4.5 Testing of visual field and colour vision 4.6 Correcting sub-normal vision 4.7 Subjective/observational assessment by the Teacher 5. Residual or Low Vision 5.1 Introduction 137

138 5.2 Objectives 5.3 Definition of low or residual vision and Functional vision 5.4 The pioneering work of Barrage in USA in the 1960's and other important historical aspects 5.5 The work of Birmingham University, UK in the 1970's in developing the 'Look and Think' procedure 5.6 Application of the 'Look and Think' procedure 5.7 The use and construction of observational Checklist 6. Management of Visual Impairment 6.1 Introduction 6.2 Objectives 6.3 Factors effecting visual performance by the low vision child 6.4 Use of low vision aids in Pakistan 6.5 Low vision aids (a) Optical aids and their uses for the visually handicapped child 6.6 Low vision aids (b) Electronic aids, e.g. Closed circuit TV (CCTV) 6.7 Non-optical aids 6.8 Assessment and training procedures to use low vision aids 7. Communication Skills 7.1 Introduction 7.2 Objectives 7.3 Reading and Writing Skills of the Braillist 7.4 Reading and Writing skills for the Print User 7.5 Listening skills; early Skills to Sophisticating Skills 7.6 Presentation of: a) Braille Material, b) Print Material to the c) Visually Impaired Child 8. The Curriculum for the Young Visually Impaired Child 8.1 Introduction 8.2 Objectives 8.3 Differences between normal and the young visually impaired child's language development 8.4 Cognitive development of the visually impaired child and the need for specific concept learning experience e.g. environmental awareness 8.5 Development of body image, orientation and mobility skills 8.6 Development of self-help, independence and social skills 8.7 Importance of pre-school help for the visually impaired child and his family 138

139 9. The Older Visually Handicapped Child 9.1 Introduction 9.2 Objectives 9.3 Practical Way of Developing Social, Self-Help and Independence Skills 9.4 The Emotional problems of the Visually Impaired Adolescent Including the late Onset of Visual Impairment 9.5 Advanced Study Skills, e.g. Sophisticated Listening Skills, use of Talking Books, use to Talking Calculators, Computers, Tape Recorders, Typing skills 9.6 Vocational and Career Guidance and the Development of appropriate programme 9.7 Integration into the Community through Planned Programmes Recommended Books: Booth, Tony and Potts Patricia, (1983), Integrating Special Education, U.K Baril Blackwell Ltd. Chapmen, Elizabeth K & Stone, Juliet M (1988), The Visually Handicapped child in Your Classroom, Oxford: Baril Black Well Ltd. Gearhearth, Bill R & Weishahn, Mel W (1984), The Exceptional Student in the Regular Classroom, 3 rd ed. USA, Mosby. Harley, Randall K (1984), Visual Impairment in the Schools, Springfield: Charles C Thomas Publishers. Kokaska, Charles, J Brolin, Donn E (1985), Career Education for Handicapped Individuals, 2 nd ed. Ohio: Merrill. Miller, Stephen, J H (1984), Person s Diseases of Eye, 7 th ed. New York: Merrill. Shaista Adeeb, Coordinator (1989), Special Education for Visually Handicapped, Code 678. Islamabad: Allama Iqbal Open University. OBJECTIVES: GENERAL INTRODUCTION TO HEARING IMPAIRMENT - To present the terminology vital to the understanding of the course reading and discussion. - To develop a background or awareness of the nature of the special needs of hearing impaired children (HIC). - To study the anatomy of the ear and causes of deafness. - To explain the process of hearing, and what is referred to as hearing for speech. - To examine the need for the assessment and classification of hearing; to gain the basic concepts of measuring sound. - To evaluate the consequences of pre-linguistic hearing impairment on all aspects of child development. - To examine the external factors of deafness that impairs normal 139

140 development in children. - To create an understanding of the additional educational needs of a hearing-impaired child; to discuss the curriculum implications of those needs. - To provide awareness that the response to hearing impairment is related to age, background and degree or nature of the hearing loss. - To give information about the range of provision that can be utilized. - To encourage student s awareness of the need to develop resources within their culture and community; to assist the education of HIC. COURSE CONTENT 1. Concepts and Definitions 1.1 The Nature of Hearing Impairment 1.2 Degree of Hearing Loss 1.3 Hearing for Speech 1.4 Diagnosis of Hearing Impairment 1.5 Properties of Sound 1.6 Measuring Hearing 1.7 The Consequences of Hearing Impairment 2. Anatomy of the Ear and Causes of Deafness 2.1 Anatomy of the ear 2.2 Etiology of Deafness a) Causes of Conductive deafness b) Causes of sensory-neural deafness 3. Sound Pathways 3.1 Definition of sound 3.2 Characteristics of sound a) Frequency b) Intensity c) Duration 3.3 The measurement of sound a) Sensitivity b) Recording measurement of hearing c) Pure tone audiogram 3.4 Speech as measured sound 4. Assessment and Classification of Hearing in Children 4.1 Reading an audiogram 4.2 Bone conduction 4.3 Exercise 140

141 5. Developmental Consequences of Deafness 5.1 Starting school 5.2 Language development and deafness 5.3 Incidental or contextual learning 5.4 Parents as teachers 5.5 Need and responses 5.6 The development of deaf children 5.7 Alternative skills 6. Social and Emotional Consequences of Deafness 6.1 Multidisciplinary approach 6.2 Isolation 6.3 Parental Reaction 6.4 Need for counselling 6.5 Support services available 7. Educational Consequences of Deafness 7.1 Auditory skills 7.2 Language development 7.3 Teaching of mathematical concepts to the Hearing Impaired Children 7.4 Curricular needs for the deaf 8. Patterns of provision 8.1 Various school provisions 8.2 Pre-School Counselling 8.3 Early Diagnosis 8.4 Factors Affecting School placement and Support 8.5 Communication Methods 9. Provision in Pakistan 9.1 The Development of Special Education in Pakistan 9.2 Diagnosis Medical and Audiological Response 9.3 Provision of pre-school Counselling 9.4 Discussion Education, Training and Facilities 9.5 Communication Methods in Pakistan 9.6 Integration 9.7 Development of Professional Training Recommended Books: Nolan & Tucker (1981), The Hearing Impaired Child and his Family, London: Souvenir Press. Michael Reed (1984), Educating Hearing Impaired Children, Milton Keynes: Open University Press. Alec Webster (1986), Deafness Development and Literacy, London: Methuen. Majid Shaista (1991), General Introduction to Hearing Impaired (Code 680), Islamabad: Allama Iqbal Open University. 141

142 THE PSYCHOLOGY OF DEAFNESS & CHILD DEVELOPMENT OBJECTIVES: - To explain the theories of language acquisition. - To identify the types of deafness and degrees of deafness. - To point out the impact of deafness on intelligence. - To explain the process of reading, writing and thinking. - To discuss the procedure of social and psychological development. - To specify the attitudes towards deafness and their effects on the child. COURSE CONTENTS 1. Language Acquisition 1.1 Language acquisition 2. Language Development 2.1 Parent-child interaction 2.2 Patterns of progress 2.3 Access to language 2.4 Strategies for language development 3. The Development of Concepts, Perception and Cognition 3.1 Language and cognitive development 3.2 Approaches to learning 3.3 Discovery and control 3.4 Help from the teacher 3.5 A final Word 3.6 Piaget's stages of child development 4. Deafness and Intelligent 4.1 What is intelligence? 4.2 Intelligence and hearing-impairment 4.3 Language, Perceptional Cognition 4.4 Some tankard tests 5. Reasoning and Memory 5.1 Remembering, Recall and Association 5.2 Perception and Memory 5.3 Ionic and Echoic memories 5.4 Memory Process 5.5 The Brain, Sensory Perception and Memory 142

143 6. Reading, Writing and Thinking 6.1 Language: Written, Spoken and Inner 6.2 Language and Reading 6.3 Curricular Approaches 7. Social and Psychological Development 7.1 Nature-Nurture 7.2 Early development 7.3 Social Maturity 7.4 Hearing-Impairment and the family 7.5 Self-concept and Self-awareness 7.6 Social Self 7.7 The pattern of Social Development 7.8 Curriculum and Social Implications 8. Personality Development 8.1 Aspects of development in younger children 8.2 Moral and Ethical development 9. Attitudes towards Deafness and Their Effects on the Child 9.1 Attitudes and Adjustment 9.2 Professional Diagnosis and Responses 9.3 From Child's standpoint Recommended Books: Nolan & Tucker (1981), The Hearing Impaired Child and his Family, London: Souvenir Press. Michael Reed (1984), Educating Hearing Impaired Children, Milton Keynes: Open University. M M Lewis (1968), Language and Personality in Deaf Children, London: NFEAR. R. Conrad (1979), The Deaf School Child, Language and Cognitive Function: Harper and Row. Majid Shaista (1991), Psychology of Deafness & Child Development (Code 681). Islamabad: Allama Iqbal Open University. 143

144 SPEECH AND HEARING OBJECTIVES: - To explain the physics of sound. - To give practical information about pure-tone audiometry. - To examine hearing aids fitting and maintaining. - To explain the process of auditory training for all ages. - To narrate parts of speech their phonetic symbols and the relevance to language development. - To describe the process of auditory training. COURSE CONTENTS 1. The Physics of Sound 1.1 The Characteristics of Sound 1.2 The Waveform 1.3 Fundamental Frequency and Harmonics 1.4 The Sound Spectrum 1.5 Measurement of sound levels and the decibel scale 1.6 Acoustic Properties 1.7 Assessment of sound levels: Loudness and Pitch 1.8 A Scale of Everyday Sounds 1.9 Resonance 1.10 Sound in the Classroom 2. Pure-Tone Audiometry 2.1 Hearing Assessment and the pure-tone Signal 2.2 Diagnostic Procedures 2.3 Management and Rehabilitation 2.4 Sound Discovered and sound Re-Gained 2.5 Hearing Aids 3. Speech Audiometry 3.1 Some Theories of Speech Perception 3.2 Historical Background to The Development 3.3 Speech Tests: Modes of Presentation 3.4 Speech Test Materials 4. Hearing Aids 4.1 Historical and Technical Review 4.2 Components and Characteristics of a Hearing Aid 4.3 Ear-Moulds 4.4 Batteries 4.5 Selection of Hearing Aids 4.6 Maintenance of Hearing Aids 144

145 4.7 Hearing-Aid Systems 4.8 Auditory Experience in Childhood 4.9 Questions 4.10 Answers 5. Auditory Awareness and Auditory Awareness 5.1 Auditory training 5.2 Auditory training improves a child's hearing? 5.3 Auditory training begin when the hearing impaired children have been provided with hearing aids 5.4 Specific training for a child fitted with a hearing aid 5.5 Uni-neural and binaural listening 5.6 Playing games involving movement in response to sounds 'seen' well as heard by the child, e.g. a drum beat 5.7 Define antonyms. Give some examples of useful antonyms to teach the hearing impaired to aid listening and speech skills. 5.8 Use of synonym in auditory and speech training 5.9 Give examples of some of the changing needs of the developing child in auditory training Hearing-impaired child need constant reminder and continuing auditory up dating throughout school years into adulthood 6. Steps in Auditory Training 6.1 Auditory training enhance the children understanding of the lessons resented by the teacher. 6.2 Routine of hearing aid checking part of the auditory training programme 6.3 Difference in work with the group aid and work with the auditory training unit 6.4 Use of group aid or an auditory training unit in the use of his personal hearing aid 6.5 A teacher be advised to vary the use of aids if available in the classroom 6.6 Planning auditory training programme when the children have the opportunity to 'listen' all day 6.7 Auditory training programme be of benefit to the children if the school has no auditory aids? 7. Phonetics, Speech Production and Hearing 7.1 Introduction 7.2 The history of speech science 7.3 Phonetics and the characteristics of languages 7.4 Individual speech sounds and running speech 7.5 The International Phonetic Alphabet 7.6 Syntax and morphology 7.7 The acquisition of language 145

146 8. Voice Production and Speech 8.1 Introduction 8.2 The anatomy and physiology of speech production 9. Common Speech Defects in Deaf Children 9.1 Introduction 9.2 The speech organs and speech sounds Recommended Books: Somerset Education (1981), Ways and Means-3, Amplification Systems and Auditory Authority, Globe Education. Ballantye, Deborah (1990), Handbook of Audiological Techniques, Butter Worth-Heinemann Ltd. BPCC Wheatons Ltd. Exeter, Great Britain. Bamford, Johan and Saunders (1985), Hearing Impaired Auditory Perception and Language Disability, London: Edward Arnold Publisher Ltd. Majid Shaista (1991), Speech & Hearing (Code 682), Islamabad: Allama Iqbal Open University. OBJECTIVES: AUDIOLOGY AND AUDIOMETRY - To explain the pure tone threshold and its measurement. - To describe clinical techniques in audiometry. - To discuss the techniques for assessment of hearing loss. - To identify hearing aids, their range and properties. - To point out ear moulds, their properties and predication. - To appreciate acoustics and the classroom. COURSE CONTENTS 1. Pure-Tone Threshold and Its Measurement 1.1 The development of audiology 1.2 Research and education 1.3 Non-genetic causes and characteristics of congenital/neo-natal impairment 1.4 Genetic causes 1.5 Progressive hearing-loss 1.6 Sudden or rapid loss of hearing 1.7 Noise-induced deafness 2. Clinical Techniques in Audiometry 2.1 Pure-Tone Threshold and its measurement 2.2 Pure-Tone Audiometry 2.3 Bone Conduction Measurement 146

147 2.4 Masking Types of masking noise Masking in air-conduction and bone-conduction Shadow-masking 3. Hearing Tests 3.1 Neo-natal 3.2 Infants 6-18 months 3.3 Infants months 3.4 Children 30 months and over 4. Assessment of Information and Responses 1. Audiometric Procedures 1.1 Assessment of responses 1.2 Recording results 1.3 Loudness and discomfort test 1.4 Assessment of LDS information 2. The Relationship Between the Pure-Tune Audiogram and Hearing for Speech 2.1 The sensation of loudness 2.2 Hearing-aid characteristics and loudness 3. Selection Procedures for Provision of Implication Through Hearing Aids 4. A Study of Pure-Tone Audiogram 4.1 The basic procedures 4.2 Normal hearing 4.3 Slight non-aural hearing-loss 4.4 Moderate conductive hearing loss 4.5 Noise induced hearing-loss 4.6 High-frequency sensory-neural hearing-loss 4.7 Severe/profound bilateral hearing-loss 4.8 Unilateral hearing-loss 5. Assessment for Programmes of Auditory and Speech Training 5.1 Parental and family involvement 5.2 Other factors 5.3 Teacher assessment of training needs 5. Hearing Aids: Their Range and Properties 1. Introduction 1.1 Current priorities in research 1.2 Review 147

148 2. Principals of Amplification Through Hearing Aids and Possible Modifications 2.1 Basic components and functions 2.2 Telecoil or electro-magnetic induction 2.3 Comparative signal-to-noise advantages 2.4 Peak-clipping (PC) 2.5 Tone-Control 3. Some Technical Developments in Improving Signal-Noise Ratios 3.1 Automatic gain control 3.2 Frequency transposition 3.3 Body-worn and post-aural aids 4. Two Other Types of Aids 4.1 Bone-conduction aids 4.2 Infra-aural aids 5. Classroom Implication 5.1 F-M radio transmission 5.2 Two possible systems 5.3 Auditory training units and group hearing-aids systems 5.4 Infra-red systems 5.5 Vibrio-tactile aids 6. Ear-Moulds: Their Properties and Predication 1. The Function of an Ear-Mould 2. Ear-N Mould Material 2.1 Choice of materials 2.2 Materials for one-stage moulds 3. Types of Ear-Mould Impressions 4. Ear-Mould Acoustics 5. Modification of Ear-Moulds 5.1 Venting 5.2 Damping 5.3 Horning 6. Ear-Mould Impressions 6.1 The importance of fit 6.2 Impression materials 148

149 7. Ear Impression Technique 7.1 Prior essentials 7.2 Two basic methods 8. Types of Ear-Mould and Their Making 8.1 Most common formats 8.2 The making process 9. Ear-Mould Maintenance 10. Guidelines for Ear-Mould Replacement 10.1 Some common conditions and problems 10.2 Current development 7. Hearing-Aid Components 1. Introduction 2. Receivers: Their Tone, Type and Performance 2.1 Basic characteristics 2.2 Connecting leads 2.3 Acoustic data: a) Body-worn aids b) Post-aural aids 3. Selection of a Receiver 3.1 The receiver in a hearing-aid system 3.2 selection criteria 4. Acoustic Feedback 4.1 The major factors 4.2 Acoustic feedback and body-worn aids 5. The Abuse of Personal & Complex Hearing-Aid Systems 5.1 The basic argument about dual use. 5.2 "Real-ear" measurement 5.3 Dual-use systems 6. Maintenance of Hearing Aids 7. Assessors and the Complete Hearing Aid 8. Acoustics and the Classroom 8.1 Introduction 8.2 The Nature of a School and its Acoustic Conditions 8.3 Noise Reduction in a Classroom 8.4 Classroom Equipment 8.5 Audio-Visual Aids 8.6 The Teacher's Task 149

150 9. Assessment of Hearing Impairment 9.1 The Health Unit and its Staff 9.2 Assessment Centres, Local and Specialist 9.3 The ENT Specialist 9.4 Other Professional Staff 9.5 The Responsibilities of Schools and Teachers 9.6 Professional Support Staff 9.7 The Responses of Parents and other Children 9.8 The Child 9.9 Some Further Words Recommended Books: Nolan & Tucker (1984), Educational Audiology, London: Croom Helem. Daniel and Agnes Ling (1980), Aural Habilitation London: Alexander Graham Bell Association. Michael Reed (1984), Educating Hearing Impaired Children, Milton Keynes: Open University. Somerset Education (1981), Ways and Means-3, Amplification Systems and Auditory Authority, Globe Education. Ballantye, Deborah (1990), Handbook of Audiological Techniques, Butter Worth-Heinemann Ltd. BPCC Wheatons Ltd. Exeter, Great Britain, Majid Shaista (1991), Speech & Hearing (Code 682), Islamabad: Allama Iqbal Open University. 150

151 INTRODUCTION AND ASSESSMENT OF MENTALLY RETARDED CHILDREN OBJECTIVES: - To explain assessment of mentally retarded children (MRC). - To identify causes & characteristics of various categories of MRC. - To describe educational implications of mental retardation. - To discuss need of intelligence testing and adaptive behaviour scales. - To explain the assessment procedures for: i) Cognitive skills ii) Motor skills iii) Linguistic skills iv) Self-help skills v) Vocational skills - To describe importance of parents counselling and involvement for rehabilitation of MRC. - To identify the problems involved in adjustment of MRC. COURSE CONTENTS 1. Introduction & Assessment of Mentally Retarded Children 1.1 Defining mental retardation 1.2 Earlier concepts and definitions 1.3 Current definitions of mental retardation 1.4 Definitions based on intelligence test scores 1.5 Changing attitudes towards the retarded 2. Classification and Types of Mental Retardation 2.1 Mild retardation 2.2 Moderate retardation 2.3 Severe/profound retardation 2.4 Down syndrome 2.5 Hydro-cephaly 2.6 Micro-cephaly 2.7 Autism 3. Characteristics of Mentally Retarded 3.1 Personal and social characteristics 3.2 Physical and health characteristics 3.3 Behaviour and body problems 3.4 Learning characteristics 3.5 Language and communication 151

152 4. Causes of Mental Retardation 4.1. Physical causes of mental retardation: i) Chromosomal and genetic causes ii) Pre-natal iii) Natal iv) Post-natal 4.2 Environmental and social causes 4.3 Brain damage and related conditions 4.4 Psychological factors in mental retardation 5. Assessment of Mental Retardation 5.1 Learning 5.2 Emotional development 5.3 Physical development 5.4 Attention memory and concept formation 6. Major Concerns Issues 6.1 Family patterns 6.2 Family issues 6.3 Family adaptation 6.4 Parents Professional relationship 6.5 Legal issues 6.6 Educational rights 7. Implication of Mental Retardation 7.1 Purpose of assessment 7.2 Areas of assessment 7.3 Initial assessment/screening 7.4 Curriculum based assessment 7.5 Evaluation and score keeping 8. Intelligence Testing 8.1 Defining intelligence 8.2 Factors affecting intelligence 8.3 The vanilla and social maturity scale 8.4 Measures of adaptive behaviour, technical information & application 9. Adaptive Behaviour Scales 9.1 Concept of adaptive behaviour 9.2 Assessing coping skills 9.3 The vanilla and social maturity scale 9.4 Measures of adaptive behaviour, technical information and application 10. Assessment of Cognitive Skills (Educational Assessment) 10.1 Assessment of reading skills 152

153 10.2 Assessment of written expression Assessment of Mathematics 10.4 Assessment of learning style, interest and motivation 11. Assessment of Motor Skills 11.1 Fine motor skills 11.2 Gross motor skills 11.3 Perceptual motor process: visual and auditor 11.4 Motor free visual perception test 12. Linguistics Skills 12.1 Language and language acquisition theories 12.2 Assessment of expressive language: i) Receptive language ii) Articulation assessment iii) Morphology and syntax iv) Semantics and pragmatics 13. Self Help Skills 13.1 Toilet training 13.2 Feeding 13.3 Personal hygiene 13.4 Dressing 13.5 Personal information 14. Assessment of Vocational Skills 14.1 Career development 14.2 Factor for vocational assessment 14.3 Vocational aptitude 14.4 Job analysis 14.5 Situational assessment 14.6 Job-site assessment 15. Parents Involvement 15.1 Role of Parents 15.2 Nature of involvement: i) Conference ii) Interview iii) Counselling etc Monitoring the programme 15.4 Cooperation 15.5 Education 16. Rehabilitation of Mentally Retarded Children 16.1 Need for rehabilitation, identification of problems 16.2 Approaches to rehabilitation 16.3 Behaviour modification in rehabilitation 153

154 16.4 Follow up programme for rehabilitated children 16.5 Vocational rehabilitation in Pakistan. 17. Counselling and Psychotherapy 17.1 Psycho-therapeutic approaches 17.2 Mental Hygiene and Teacher 17.3 Behaviour management, role of resource teacher in Behaviour Management 17.4 Evaluation of Specialized Treatment 18. Problems of Adjustment 18.1 Maladaptive behaviour 18.2 Problems of infancy and early childhood 18.3 Problems in later childhood 18.4 Problems in puberty and adolescence Recommended Books: Dres, J C, Logan, R D Hardman, L M (1984), Mental Retardation A Life Cycle Approach, Columbus: Bell and Howell Information Company. Hallas, H C, Fraser, I W MacGillivray, C R (1982), The care and Training of Mentally Handicapped A manual for the earning Professions, Bristol: WRIGHT PSG. Marci, J Hanson, (1987), Teaching the infant with Down s Syndrome, PRO-Ed. Inc. Venn, J J (2000). Assessing Students with Special Needs, 2 nd ed. New Jersey: Merrill. Nabeel Tanzila (2000), Introduction and Assessment of Mentally Retarded Children, (Code 688), Islamabad: Allama Iqbal Open University. 154

155 EDUCATION OF MENTALLY RETARDED CHILDREN OBJECTIVES: - To discuss the characteristics of educational programming and approaches to learning for children with mental retardation. - To plan education and training programmes for various categories of children with mental retardation according to their abilities. - To develop individualized education plan (IEP) and teaching strategies in the light of individual needs of MRC. - To promote adequate strategies for primary and secondary groups relating to behavioural management. - To help individuals discover vocational adjustment abilities. - To determine the future horizon to secure MRC from emerging threats. - To increase understanding of teacher competencies for effectively dealing with MRC. - To identify merits and demerits of Institutionalization & Deinstitutionalization. COURSE CONTENTS 1. Educational Programming 1.1 Philosophy of programme 1.2 Organizing programme 1.3 Grouping of learners 1.4 Individualized educational programme 2. Approaches to Learning 2.1 Essentials of learning 2.2 Traditional approaches 2.3 Modern approaches, Piaget etc. 3. Curriculum for Mentally Retarded Children 3.1 Development educational goals 3.2 Process of curriculum development 3.3 Adaptation of curriculum 4. Education of Mildly Retarded Children 4.1 Reading readiness 4.2 Reading skills 4.3 Writing readiness 4.4 Writing skills 4.5 Mathematics skills 155

156 5. Education and Training of Moderately Retarded Children 5.1 Daily living skills 5.2 Time concept 5.3 Money management 5.4 Measurement 5.5 Leisure skills 5.6 Motor skills 5.7 Vocational Training 6. Training & Rehabilitation Of Severely/Profoundly Retarded Children 6.1 Caring 6.2 Daily living skills 6.3 Motor skills 6.4 Social skills 6.5 Self-help skills 7. Development of Communication 7.1 Normal language development 7.2 Semantic features in language development 7.3 Language training 7.4 Experimental procedures 7.5 Syntactic structure and language Development 8. Pre-School Programme 8.1 Parents role 8.2 Learning activities: i) Gross motor ii) Cognitive and fine motor iii) Communication iv) Social and self-help 8.3 Observing and recording the child's progress 9. Teaching Strategies 9.1 Modern strategies 9.2 Open classroom method 9.3 Individualized approaches 9.4 Group relation i) Role playing ii) Empathy iii) Group relation in the classroom iv) Group discussion 10. Lesson Planning 10.1 Selection of appropriate activities 10.2 Steps of lesson planning 10.3 Preparation audio-video aids 156

157 11. Role of Primary and Secondary Groups 11.1 Primary group (Parents, peer group, siblings) 11.2 Secondary group: i) Medical Officer ii) Physiotherapist iii) Speech therapist iv) Social caseworker v) Psychotherapist 13. Behavioural Management 13.1 Behaviour modification 13.2 Re-enforcement 13.3 Eliminating un-desirable behaviour 13.4 Behavioural intervention strategy 13.5 Substituting socially appropriate behaviour 13.6 Psycho-therapies 14. Vocation 14.1 Observation/checklists 14.2 Interview method 14.3 Question method 14.4 Progress report: Design and record 14.5 Follow up 15. Vocational Adjustment 15.1 Vocational planning 15.2 Pre-vocational training 15.3 Vocational training 15.4 Job formation 15.5 Competitive employment 16. Adolescent and Adult Concern 16.1 Leisure time and recreation 16.2 Vocational status 16.3 Marriage 16.4 Residential services 16.5 Aged retarded 17. Future Horizon 17.1 Emerging concerns 17.2 Professional 17.3 Social 17.4 Training 157

158 18. Competencies of the Teacher 18.1 Personal 18.2 Professional 18.3 Social 18.4 Training of teacher 19. Institutionalization & De-institutionalization 19.1 Development of institution 19.2 Factors favouring institutionalization 19.3 Factors favouring de-institutionalization 19.4 Issues and solutions. Recommended Books: Drew, C J and Hardman, M L (2000), Mental Retardation A Life Cycle Approach (7 th Ed.) New Jersey: Merrill. Yesseldyke, J E and Algozzine, B (1995), Special Education: A Practical Approach for Teachers (3 rd Ed), Geneva, Houghton Mifflin Company. Shea Thomas M, Bauer Anne M (1985), Parents and Teachers of Exceptional Students. Walter J Harris, Pamela N B Schutz (1986), The Special Education Resource Programme: Rationale And Implementation, London: Merrill Publishing Company. Nabeel Tanzila Dr (2004), Education of Mentally Retarded Children (Code 689). OBJECTIVES: PHYSICAL HANDICAP - To determine physical handicaps. - To explain anatomy and physiology of human body. - To describe physical fitness and motor skills. - To identify neurological, muscular, orthopaedic difficulties, health impairments and their affects. - To propose preventive strategies to overcome effects of physical handicaps and additional problems. - To point out major issues in advocacy for rehabilitation of persons with physical handicaps. COURSE CONTENTS 1. Introduction to Physical Handicaps 1.1 Physical Handicaps 1.2 Causes 1.3 Prevalence 158

159 2. Anatomy & Physiology of the Human Body I 2.1 Nervous system i) Anatomy ii) Physiology 2.2 Muscles i) Types ii) Anatomy iii) Physiology 3. Anatomy & Physiology of Human Body II 3.1 Bone i) Anatomy ii) Physiology 3.2 Joints 3.3 Functional of Classification of Joints 3.4 Axel & Appendicular Skeleton 4. Growth of Physical Fitness and Motor Skills 4.1 Physical Performance 4.2 Anaerobic Power & Capacity 4.3 Tolerance of External exercise 4.4 Muscle Strength 4.5 Course of Early Development 4.6 Maturation & Psychomotor 4.7 Factors Limiting Psychomotor skills 5. Neurological Conditions 5.1 Cerebral Palsy 5.2 Convulsive Disorder 5.3 Spinal bifida 5.4 Polintekutues 5.5 Other Neurological conditions 6. Muscular Problems 6.1 Muscular Dystrophy 6.2 Myotonia Congenital 6.3 Familiar periodic paralysis 6.4 Myasthenia gravis 7. Orthopaedic Difficulties 7.1 Amputation 7.2 Arthritis 7.3 Ontogenesis imperfects 7.4 Hip Disorder 159

160 8. Health Handicaps 8.1 Amputation 8.2 Heart disease 8.3 Hemophilia 8.4 Allergies 8.5 Asthma 8.6 Diabetes 9. Assessment 9.1 Physiological: Articulation, bowel and blander function 9.2 Communication: Verbal & Von-verbal 9.3 Development: Cognitive and physical 9.4 Commutative assessment 10. Effects of Physical Disabilities 10.1 Individual 10.2 Family 10.3 Society 11. Physiotherapy 11.1 Role of Physiotherapist 11.2 Physical Therapy for Cerebral Palsy, muscular dystrophy 11.3 Problem solving skills in the Classroom 12. Counselling 12.1 Significance 12.2 Difference Between Counselling and Guidance 12.3 Professional preparation of the Counsellor 12.4 Counselling as Developmental Approach 13. Mobility Aids-I 13.1 Bioengineer Consideration i) Pelvic Stability ii) Truck Control 13.2 Wheel Chair i) Types ii) Choice iii) Modification iv) Walking Aids in Wheel Chair 13.3 Moulded Seating System 14. Mobility Aids-II 14.1 Sticks and Crutches 14.2 Foot Wears and Outhouses 14.3 Walking Frames 14.4 Callipers & Braces 160

161 15. Prevention 15.1 Concept 15.2 Prevention of Physic Logical Upset 15.3 Child Life Programme 15.4 Preventing Primary Disability 16. Physical Handicapped Children with Additional Problems 16.1 Definition 16.2 Diagnosis 16.3 Development of Services 17. Major Issues in Advocacy 17.1 Access 17.2 Travel and Transpiration 17.3 Alternative Living Arrangement 17.4 Employment 17.5 Marriage 18. Rehabilitation 18.1 Engineering 18.2 Occupational 18.3 Social Interaction 18.4 Social Integration and Rehabilitation Recommended Books: McCarthy Gillian T (1984), The Physically Handicapped Child An Interdisciplinary Approach to Management, London: Redwood Burn Ltd. Nagel, Donald A (1982), Physically Handicapped Children A Medical Atlas for Teacher, Florida: Grune & Stratton, Inc. Haring, Norris, G et. al. (1986), Exceptional Children and youth, 4 th ed. Columbus: Charles E Merrill Publishing Co. 161

162 OBJECTIVES: EDUCATIONAL ADAPTATION FOR CHILDREN WITH PHYSICAL DISABILITIES - To explain programmes for educational assessment and placement of children with physical handicaps and other impairments (CPH)/OI. - To plan Individualized Education Programme (IEP) and instructional strategies for meeting special needs of CPH/OI. - To promote self help skills in CPH. - To develop competencies to work with other professionals and seeking parents cooperation. - To appreciate routine and emergency medical procedure. - To select appropriate re-enforcer for acknowledgement of students successes. - To provide adequate information about career choice. - To help promote cooperation to form special needs group. - To identify factors promoting Least Restrictive Environment (LRE). COURSE CONTENTS 1. Education of Handicapped children 1.1 Defining the population 1.2 Nature of handicapping conditions 1.3 Educational implications 2. Psychological and Educational Assessment 2.1 Special Considerations in testing children with PH 2.2 Choosing a test battery 2.3 Adaptations of test and test items. 2.4 Interpreting test results 3. Placement in Ordinary School 3.1 Teacher competencies 3.2 Peripatetic/special services 3.3 Parents involvement in placement 4. Planning for Instruction 4.1 Identification of special needs 4.2 Special provisions/arrangements 4.3 Guidelines for barrier-free school facilities 5. Planning for Instruction 5.1 Perspective and rationale 5.2 Planning the traditional view 5.3 An alternative perspective 162

163 5.4 Planning cycles 5.5 Daily Planning 5.6 Weekly Planning & yearly planning 6. Teaching Strategies-I 6.1 Effective teaching 6.2 Creating Productive-learning environments 6.3 Key features of a classroom 6.4 Teacher behaviour and its effects 7. Teaching Strategies II 7.1 Resource organizations 7.2 Classroom technology and group process 7.3 Using time and space effectively 8. Teaching Aids and Equipment 8.1 Nature and imports of aids & equipment 8.2 Teaching aids and their effective use 8.3 Preparation of aids and equipment 9. Physical Education and Sports 9.1 Pre-activities instruction 9.2 Arranging the indoor activities 9.3 Recreation and motor skills programming 10. Individualized Education Programme (IEP) 10.1 Individualized programming 10.2 Planning and monitoring of instruction 10.3 Choosing and developing material 11. Self Help Skills 11.1 Behaviour influencing self-care skills learning 11.2 Toilet training 11.3 Eating skills 11.4 Dressing skills 12. Interdisciplinary Approach 12.1 In-disciplinary process 12.2 Working with other professionals 12.3 Framework in the schools 12.4 Involvement of volunteer agencies and Organizations 13. Parents Participation 13.1 Family Professional Cooperation 13.2 Parents teachers associations (PTA) 13.3 Social Integration 163

164 13.4 Functions of home/school contact 14. Routine and Emergency Medical Procedures 14.1 School Protocol 14.2 Specific conditions 14.3 Routine paediatric concerns 14.4 Acute paediatric concerns 15. Re-Enforcement 15.1 Reinforcement 15.2 Re-enforcers 15.3 Effective use of re-enforcer 15.4 Schedules of re-enforcement 16. Preparing Students for Employment 16.1 The supported work model 16.2 Transition form school to work 16.3 Employment and related services 17. Special Needs Groups 17.1 Nature of Special Groups 17.2 Acceptance in the Community 17.3 Acceptance on the job 17.4 Recreation 18. The Least Restrictive Environment 18.1 Placement informal school 18.2 Teaching practices a) Resource Room Programme b) Itinerant Teacher Recommended Books: Calhoun, Mary Lynne (1997), Teaching and Learning Strategies for Physically Handicapped Students, USA: Universal Lithographers Inc. Cratty, Bryant J & Breen, James E (1972), Educational Games for Physically Handicapped Children, Colorado: Love Publishing Company. Meyen, Edward L Vergason Glenn A & Whelan, Richard J (1975), Alternatives for Teaching Exceptional Children, Colorado: Love Publishing Company. 164

165 FACE-TO-FACE COMPONENT HALF CREDIT (For M.Ed. Special Education) This course comprises one 3 days workshop, one-month teaching practice and two final lessons. * Course code 846: Teaching Strategies (For M.Ed. Special Education). * This course has also been taken from M.Ed. Programme of teacher education. Please see details over there. Practical Component Code No.675 Full Credit (For M.A in Special Education). This course comprises two days workshop and one-month teaching practice, two final lessons and project work. RECOMMENDATIONS 1. B.A. (Hons) in Special Education may be offered by the Universities with full-fledged facilities and proper faculty arrangements. 2. Provincial Centres/Resource Centres for coordination of University Special Education Programmes may be established. 3. Latest Books, journals and material on Special Education are rarely available in the country. If available these are costly. Hence Library budget of the universities cannot afford to purchase the books according to requirements. It is recommended that HEC may import the books from its own funds and supply to the universities, other institutions and organizations offering Special Education Programmes. 4. Since three Universities viz-a-viz AIOU, Karachi and Punjab are excelling in teacher training in Special Education for last two decades, it is therefore recommended that HEC may encourage other universities to establish Special Education Department. Faculty development programme according to propose scheme of studies in Special Education be arranged to suit implementation of the courses. 165

166 5. Universities already offering degree programme in Special Education may offer Post-graduate Diploma (PGD) programme in the area of specialization like Speech and Language Therapy, Audiology, Braille, Low Vision, sign language, Assessment and Diagnosis, Parents Counselling, rehabilitation, counselling, inclusive education, assessment referral, occupational therapy and career education. 6. The HEC may inform and pursue the prospective employers like Public Service Commissions about updated status of the B.A. (Hons) in Special Education for due weighage while determining the merit. 7. All teacher training colleges may be directed to include Special Education component in their core courses. 8. Pakistan Council of Special Education may be formed to register professionals affiliation, support and monitoring of centres/ institutes/universities working in the field of Special Education on the pattern of Pakistan Medical & Dental Council and Pakistan Engineering Council. 9. A panel of experts in the field of Special Education may be formed in order to provide over all assistance for offering Special Education programmes at other universities. 10. Website on Special Education in Pakistan may be developed reflecting details of all institutions, departments, universities and organizations. 11. HEC may sponsor the seminars, symposiums, participation of university s academician abroad and a Pakistan Journal of Special Education. 166