SPECIAL EDUCATION FOR B.A.

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

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

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 15 3. B.Ed. in Special Education 52 (14+1 Model) i) Scheme of Studies 52 ii) Details of Courses 53 4. Curriculum for B.Ed. in Special Education 76 (14+2 Model) i) Scheme of Studies 76 ii) Details of Courses 77 5. Curriculum for M.A. in Special Education 99 i) Scheme of Studies 100 ii) Details of Courses 101 6. Curriculum for M.Ed. in Special education 122 i) Scheme of Studies 122 ii) Details of Courses 125 7. Recommendations 165 3

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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

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

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 1998. 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, 2004. 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

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

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

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. (12 + 3 year model) and (12 + 4 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

SCHEME OF STUDIES 12 + 3 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. 12 + 4 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) 12 + 3 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

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

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

12 + 4 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

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 1.1.1 Disease, Disorder, Abnormal, Atrophy 1.1.2 At-Risk, Impairment, Disability, Handicap 1.1.3 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

4: Current Trends and Issues 4.1 Integration 4.2 Inclusive Education 4.2.1 Early Intervention 4.2.2 Transition from School to Work 4.2.3 Labelling and classification 4.2.4 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

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

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

3.2 Learning Typologies 3.2.1 Bloom s Taxonomy 3.2.2 The Gagne and Briggs Typology 3.3 Learning Theories 3.3.1 Pavlov and Classical Conditioning 3.3.2 Thorndike and Instrumental Conditioning 3.3.3 Skinner and Operant Conditioning 3.3.4 Bandura and Social Learning Theory 3.3.5 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 5.1.1 Behaviouristic Theory 5.1.2 Need Theories 5.1.3 Atkinson s Achievement Motivation Theory 5.1.4 Attribution Theory 5.1.5 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

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 1.3.1 Biology and Environment 1.3.2 Development is Dynamic 1.3.3 Development Occurs in a Social Context 1.3.4 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

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

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 1.2.1 Planning Instruction 1.2.2 Managing Instruction 1.2.3 Delivering Instruction 1.2.4 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 4.1.1 Orientation and Mobility Aids 4.1.2 Listening Skills Training 4.1.3 Braille 4.1.4 Enhanced Image Devices 4.1.5 Audio Aids 4.1.6 Optical Character Recognition Devices 4.1.7 Computer Softwares 4.2 For Hearing Impairment 4.2.1 Total Communication 4.2.2 Cued Speech 4.2.3 Assistive Learning Devices 4.2.4 Oral/Aural Approach 22

4.2.5 Information Communication Technologies (ICTs Tools) 4.2.6 Sign Language 4.3 For Physical Disabled 4.3.1 Wheel Chair 4.3.2 Prosthesis 4.3.3 Artificial Limbs 4.3.4 Conductive Education 4.4 For Mental Retardation 4.4.1 Montessori Teaching Methods and Material 4.4.2 Behaviour Modification 4.4.3 Functional Academic Skills 4.4.4 Self-help skills 4.4.5 Teaching Kits 4.4.6 Computer Softwares 4.4.7 Psychotherapy 4.4.8 Psychiatric Support 4.4.9 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, 1986. 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

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. 1.2.1 Curriculum Planning 1.2.2 Curriculum Development 1.2.3 Curriculum Implementation 1.2.4 Curriculum Evaluation 1.3 Curriculum in Special Education 1.3.1 Normal Curriculum 1.3.2 Modified Curriculum 1.3.3 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

2.5 Social Curriculum 3: Curricular and Instructional Accommodations at Elementary Level 3.1 Curricular Considerations 3.1.1 Academic Instruction 3.1.2 Social Skills 3.1.3 Transitional Needs 3.2 Instructional Consideration 3.2.1 Enhancing Content Learning Through Listening 3.2.2 Modifying Oral Presentations 3.2.3 Adapting Reading Tasks 3.2.4 Enhancing Written Responding 3.2.5 Involving Peers, Cooperative Learning 3.2.6 Modifying the Temporal Environment 3.2.7 Modifying in Classroom Arrangement 3.2.8 Enhancing Motivation 3.2.9 Promoting Self-Management 3.2.10 Adaptive Instruction 4: Curricular and Instructional Accommodations at Secondary Level 4.1 Secondary School Curricula 4.1.1 Special Education Curriculum in Secondary Schools 4.1.2 Determining Curricular Needs of Students 4.2 Programmes for Students in Secondary Schools 4.2.1 Role of Personnel 4.2.2 Collaborative Role of the Special Education Teacher 4.2.3 Role of the Parent 4.3 Methods for Facilitating Students in General Education Classes 4.3.1 Accommodations 4.3.2 Study Skills 5: Art, Creativity and Career Education 5.1 Teaching of Art 5.1.1 Basic Materials 5.1.2 Developmental Stages 5.1.3 Art Activities at the Various Development Stages 5.2 Creativity 5.2.1 Basic Concepts 5.2.2 Developmental Stages 5.2.3 How to Develop Creativity in Special Children 5.3 Music 5.3.1 Role of Music in Special Education 5.3.2 Activities, Suggestions and Strategies 5.4 Career Education 5.4.1 Defining Career Education 5.4.2 The Life-Centred Career Education Model 25

5.4.3 Three Stages of Career Education 5.4.4 Career Education Curriculum Recommended Books: Marsh, C and Willis, G (1995). Curriculum: Alternative Approaches and ongoing Issues. NewJersy: Merrill Pub. Co. pp. 3 37. Hewett, F M and Forness, S R (1984). Education of Exceptional Learners. Boston: Allyn and Bacon, Inc., pp.61 108. Smith, T E C et.al (1995). Teaching Students with Special Needs in Inclusive Settintgs. Boston: Allyn and Bacon, p. 378 443. Luftig, R L (1987). Teaching the Mentally Retarded Student: Curriculum Methods, and Strategies. Boston: Allyn and Bacon, p. 443 396. 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: 1.1.1 Diagnosis 1.1.2 Measurement 1.1.3 Evaluation 1.1.4 Assessment 1.2 Types of Assessment 1.2.1 Informal (Curriculum based Assessment) 26

1.2.2 Formal (tests/portfolio) 1.3 Steps in the Assessment Process 1.3.1 Screening Students 1.3.2 Classifying and Placing Students 1.3.3 Instructional Intervention with Students 1.3.4 Measuring Student Progress 1.4 Measurement Concepts 1.4.1 Basic Statistical Concepts 1.4.2 Reliability 1.4.3 Validity 1.4.4 Norm-Referenced and Criterion-Referenced Testing 2: Essential Skills 2.1 Test Scores and What they Mean 2.1.1 Raw Scores 2.1.2 Norm-Referenced Scores 2.1.3 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

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. 2002 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: 1.1.1 Counselling 1.1.2 Guidance 1.1.3 Therapy 1.1.4 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

2: Counselling and Consultancy Personnel 2.1 Models of Consultancy 2.1.1 Behavioural Model 2.1.2 Problem Solving Model 2.1.3 Eclectic Model 2.2 Characteristics of Consultants 2.2.1 Model and Leader 2.2.2 Personal Traits 2.2.3 Knowledge and Skills 2.2.4 Self-Discipline 2.2.5 Time Management 2.2.6 Objectives and Goals 2.2.7 Empathy 2.2.8 Expectations 2.2.9 Freedom and Independence 2.3 Basic Skills 2.3.1 Rapport Building 2.3.2 Interview Administration 2.3.3 Interpersonal Skills 2.3.4 Human Relationship 2.3.5 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

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

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

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, 489-500. 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

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 1.4.1 Social Awareness Program 1.4.2 International Convention on the Rights of Children 1.4.3 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 4.1.1 Early childhood Intervention 4.1.2 Transition 4.1.3 Working with Parents 4.1.4 Involving Community Agencies and Business Groups 4.2 The Impact of Public Policy 4.2.1 Factors that Drive the Profession 4.2.2 School Reform 4.2.3 Social Trends and Special Education in Perspective 5: Social and Ethical issues 5.1 The Life Cycle: Issues and Ethics 5.1.1 Prenatal Issues and Ethics 5.1.2 Ethical Issues During the Early Years 5.1.3 Ethical Issues During the School years 5.1.4 Ethical Issues During the Adulthood 5.2 New Issues and Future Directions 33

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

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 3.2.1 Written Plans 3.2.2 A Continual Process 3.2.3 The Problem of Time 3.2.4 The Plan Book 3.3 Components of a Daily Lesson Plan 3.3.1 Identification Data 3.3.2 General Objectives 3.3.3 Specific Objectives 3.3.4 Content 3.3.5 Key Point 3.3.6 The Procedure 3.3.7 Materials to be Used 3.3.8 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 5.1.1 Precision Teaching 5.1.2 Ability Training 5.1.3 Direct Instruction 5.1.4 Learning Strategies Training 5.1.5 Training and Implementing a Self-monitoring Programme 5.1.6 Study Skills Training 5.1.7 Cognitive Skills Training 5.2 Evaluation of Learning 35

5.2.1 Monitoring Student Understanding 5.2.2 Monitoring Engaged Time 5.2.3 Maintaining Record of Student Progress 5.2.4 Informing Students Progress to Parents 5.2.5 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

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. 1.1.1 American Association on Mental Retardation (AAMR) Definitions (1973, 1983) 1.1.2 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

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

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 1.1.1 Legal Definition 1.1.1.1 Low Vision 1.1.1.2 Legally Blind 1.1.2 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

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 1.1.1 Hard of Hearing 1.1.2 Deaf 1.2 Classification of Hearing Impairment 1.3 Causes of Hearing Impairment 40

1.3.1 Conductive, Sensor neural, and Mixed Impairments 1.3.2 Impairments of the Outer Ear 1.3.3 Impairments of the Middle Ear 1.3.4 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