Credits : 4 Marks : 100 Hours : 60 OBJECTIVES :
After studying this paper, the student teachers are expected to realize the following objectives
1. List the common eye defects of children and adults.
2. Use the tests appropriate for assessing the capabilities of visually impaired children
3. Describe various educational service options available for visually impaired children
4. Narrate the need and nature of curricular adaptation for visually impaired. 5. Plan educational services leading to rehabilitation of visually impaired adults.
Course Content:
Unit 1 : Anatomy and Physiology of the eye (12 Hrs.) 1.1 Structure and function of human eye
1.2 Visual acuity, refraction, fusion, depth perception
1.3 Visual deficit – tunnel vision, loss of visual fields, central scotoma, low vision 1.4 Refractive errors – myopia, hyperopia, presbiopia
1.5 Common eye diseases and other courses of visual impairment – cataract, glaucoma, corneal ulcer, cortical visual impairment, Retinitis Pigmentosa, Trachoma
Practicum/ Internal Assignment • Visit to an eye hospital.
Unit 2 : Assessment Procedures (12 Hrs.)
2.1 Clinical assessment of visual impairment 2.2 Functional assessment procedures
2.3 Importance of early identification and intervention 2.4 Commonly used adopted tests of assessment 2.5 Selective educational placement services Practicum/ Internal Assignment
• Development of materials for assessment of functional vision.
Unit 3 : Educational Services (12 Hrs.)
3.1 Cascade of services delivery system 3.2 Programmes of residential nature
3.3 Inclusive and integrated education and types resource model itinerant model combined model, cluster approach
3.4 Child centered education including non formal education alternative3.5 Role functionaries – head special teacher, classroom teacher, parents and peers Practicum/ Internal Assignment
• Discussion on the various service delivery systems followed in Mumbai for the education of UI.
34
Unit 4 : Curricular Adaptation (12 Hrs.)
4.1 Curricular adaptations – direct and indirect services, material development and presentation
4.2 Plus curriculum
4.3 Principles of instructional methods – duplication, modification, substitution and omission
4.4 Use of appropriate technology in the education of visually impaired children a) Traditional appliances – slate and stylus, abacus, taylor frame
b) Modern appliances for Braille reading, writing, mobility and mathematics scientific aids and computerization.
4.5 Creative arts and adapted physical education, and Yoga, strategies for copying with stress.
Practicum/ Internal Assignment
• Development of material for teaching concepts to the children with UI.
Unit 5: Education for Rehabilitation (12 Hrs.)
5.1 Concept of rehabilitation
5.2 Types of rehabilitation programmes 5.3 Community participatory rehabilitation
5.4 The role of multipurpose rehabilitation workers and para teachers 5.5 Government concessions for the visually impaired
Practicum/ Internal Assignment
35 SPECIALIZATIO PAPER
B9 ISTRUCTIOAL METHODS FOR VISUALLY IMPAIRED Credits :4 Marks: 100
Hours : 60 OBJECTIVES :
After studying this paper, the student teachers are expected to realize the following objectives 1. List various approaches to be adopted in teaching visually impaired
children
2. Demonstrate expertise in teaching plus curricular skills to visually impaired children
3. Demonstrate techniques of teaching language skills to visually impaired children
4. Demonstrate methods of teaching mathematics to visually impaired children
5. Demonstrate methods of teaching science and social studies to visually impaired children.
Course Content:
Unit 1: eed for various approaches in Teaching Visually Impaired Children (12 Hrs.) 1.1 Process of providing non-visual experience to visual ideas
1.2 Learning stages – sensory motor, concrete operation and abstract thinking (logical operations)
1.3 Compensatory instruction for concept development and learning (metacognitive strategies)
1.4 Preparation and adaptation of instructional material and methods in teaching visually impaired children and the use of teaching material
1.5 Sensory training – importance, objectives and procedures - Tactile sense
- Auditory sense - Olfactory sense - Kinesthetic sense & - Intersensory co-ordination Practicum/ Internal Assignment
• Development of teaching learning material for the blind using sensory stimulation.
Unit 2 : Teaching plus Curricular Skills (12 Hrs.) 2.1 Reading Braille
2.2 Writing Braille – techniques of teaching Braille writing skills 2.3 Use of print medium in the case of low vision children 2.4 Techniques of teaching orientation and mobility 2.5 Techniques of teaching daily living skills Practicum/ Internal Assignment
36
Unit 3 : Methodology of Teaching Languages (12 Hrs.)
3.1 Pre-requisite skills for language development
3.2 Whole language experience approach to language development 3.3 Verbalism and Verbalization
3.4 Factors affecting language development 3.5 Evaluation of language development skills Practicum/ Internal Assignment
• Development of material for teaching the language concepts for the blind. Unit 4 : Methodology of Teaching Mathematics (12 Hrs.) 4.1 Factors contributing to learning mathematics
4.2 Concretisation of abstract ideas for the visually impaired
4.3 Use a mathematical devices – abacus, taylor frame and geo board 4.4 Mathematical Braille code
4.5 Evaluation of mathematical concepts acquired by visually impaired children. Practicum/ Internal Assignment
• Development of material for teaching of mathematical concepts to the blind. Unit 5 : Methodology of Teaching (a) Science and (b) Social Science (12 Hrs.)
5.1 Methods of teaching science to visually impaired children with the help of relevant material
5.2 Presentation of tactile diagrams – general principles, use of maps and globe 5.3 Play way method and filed trips in teaching social science
5.4 Presentation and use of different types of maps and globe and relevant material 5.5 Evaluation of learning in science and social science
Practicum/ Internal Assignment
• Preparation of games\tactile diagrams for teaching concepts of science. REFERECES :
Specialization : Visual Impairment 1. Bryan J.H. & Bryan G.H.
1979)Exceptional Children, Sherman Oaks, C.A. Allied 2. C.L. Kundu (2000)
Editor-in-chief, Status of Disability in India 2000, RCI, New Delhi, 110 015. 3. Exmas, P. & Verma, V. (1990)
Special Education Past, Present and Future. The Falmer Press.
4. Hanmimen, K.A. (1975)
Teaching the Visually Handicapped - Charles 5 .King Sears, E. (1994)
Curriculum Based Assessment in Special Education. San Diago : Singular Publishing group.
6 Lowenfeld B. (1971)
The Visually Handicaped Child in School. 7 .Mani M.N.G. (1997)
Amazing Abacus, S.R.K. Vidyalaya, Coimbatore 8 .Mani M.N.G. (1992)
Concept Development of Blind Children, S.R.K. Vidyalaya, Coimbatore 9. Mani M.N.G. (1985)
37 UNIESCO Discussion Document, S.R.K. Vidyalaya, Coimbatore
10 Mani M.N.G. (1992)
Techniques of Teaching Blind Children, New Delhi : Sterling Publishers. 11. Mittler, P. (1976)
The Psychological Assessment of Mental and Physical Handicap London : Tavistock 12 Panda K.C. (1998)
Development of Education of Visually Handicapped Children in India, New Delhi : Asish Publishing (in press)
13. Panda K.C. (1997)
Education of Exceptional Children : Vikas Publication, New Delhi 14 Evans N.M. (1995)
Ophthalmology, Second Edition Oxford University Press. 15 Sally S. Mangold (1982) New York
A teachers guide to the Special Educational Needs of Blind and usually handicapped children American foundation for the blind.
16.Jkrik, Horton, Unesco, (1988)
Education of Visually impaired Pupils or ordinary School, UNESCO
17. Geraldine T. Scholl, (1986)Foundation of education for the Blind and Visually Handicapped Children and Youth, American Foundation for the Blind, INC, New York children American foundation for the blind.18.Heather Mason & Stephen Mc Call, (1997) Visual impairment access to education for children and young people, David Fulton Publishers London
38 AUXILARY PAPER
C1 TEACHIG OF LAGUAGE AD SOCIAL STUDIES
Hours : 60 Credits : 4 Marks: 100 Objectives :
After studying this paper the student teachers are expected - 1. To understand the principles of language learning. 2. To acquire practical knowledge of teaching language.
3. To understand the methods of techniques of teaching social studies.
4. To develop level appropriate instructional material for teaching language and social studies.
Course Content:
Unit 1. Significance of role of language and social studies in curriculum of life. (12 hrs) 1.1 Importance of language: Cognitive and affective development
1.2 Language learning in multi -lingual society 1.3 Relevance of learning social studies
1.4 Objectives of teaching language and social studies at various levels. 1.5 Organisation of language and social studies curriculum at lower higher levels.
Practicum/ Internal Assignment
• Prepare a curriculum in language/social studies at lower/higher levels. Unit 2. Teaching of language (12 hrs)
2.1 Psychology of language learning 2.2 Readiness for language learning 2.3 Maxims of teaching language 2.4 Approaches to teaching language
a) structural b) communicative c) language experience d) phonetics e) multi sensory
2.5 Methods : a) translation b) Direct c) Grammar Practicum/ Internal Assignment
• Seminar on approaches to language teaching
Unit 3. Aspects of Language (12hrs) 3.1 Listening, speaking, reading writing
3.2 Activities of language teaching: language games, drill, competition, tactile and audio aids, library role play, music. 3.3 Effective Language Teacher: qualification, role and responsibilities. 3.4 Planning and evaluation.
Practicum/ Internal Assignment
• Preparation of a lesson using the various activities of language teaching.
Unit 4. Teaching of Social Studies (12hrs) 4.1 Importance, procedures and advantage of a) story telling b) Role play c) Group and self study d) programmed learning f) field study.
39 4.2 Curriculum planning and organisation of content.
4.3 Curricular Approaches a)Coordination ,b)Correlational,c) Concentric d)Spiral e)Integrated F) Regressive approaches
4.4 Role and effectiveness of teacher.
4.5 Educational Implications for Children with special needs in inclusive setting
Practicum/ Internal Assignment
• Preparation of a lesson in social studies for an inclusive class using curricular approaches
Unit 5. Implementation and Evaluation (12hrs) 5.1 Appraisal of syllabi and textbooks.
5.2 Year plan, Unit plan, lesson plan
5.3 Assessment and Evaluation: significance and purpose 5.4 Methods of Evaluation: Formal and Informal
5.5 Tools of Evaluation: Practicum/ Internal Assignment
40 AUXILIARY PAPER
C2 TEACHIG OF SCIECE AD MATHS
Hours : 60 Credits :4
Marks: 100 Objectives :
After studying this paper the student teachers are expected -
1. To understand the pragmatic importance of maths and science as school subjects.
2. To learn appropriate methods and techniques for learning mathematics. 3. To develop competency in teaching science.
4. To acquire skills for developing instructional material for maths and science.
Course Content:
Unit 1. Introduction to Teaching Maths and Science (12hrs) 1.1 Importance of maths and science in curriculum and life.
1.2 Objectives of teaching Maths and Science at Primary, Elementary Secondary levels.
1.3 Cognitive aspects : Concepts and operations, reasoning and problem solving.
1.4 Curriculum : Aids and equipment planning and adaptations. 1.5 Evaluation : Needs, methods, tools.
Practicum/ Internal Assignment
• Seminar on relevance of teaching maths and science to children with special needs. Unit 2. Science Maths at Primary and Elementary Level (12hrs)
2.1 Concept Development in Science Maths. 2.2 Scientific inquiry and Problem solving.
2.3 Sequential Curriculum: Concept and Development 2.4 Application of Maths in life.
Practicum/ Internal Assignment
• Preparation of material for development of a concept in science / maths at Primary/ elementary level. .
Unit 3. Teaching of Maths at Secondary Level (12hrs) 3.1 Development of concept in maths at secondary level.
3.2 Teaching of maths – Arithmetic Geometry and Algebra at Secondary level.
3.3 Teaching of science at Secondary level.
3.4 Aids and Equipments in teaching Science and Maths
3.5 Teaching of Science and Maths of its relationship to school subjects and co-curricular activities (seminars, games, exhibitions)
Practicum/ Internal Assignment
41 science / maths at Secondary level. .
Unit 4. Approaches to Teaching Maths and Science (12hrs) 4.1 Principles and maxims of Teaching
a) known to unknown b) easy to difficult c) concrete to abstract d) whole to part e) particular to general f) empirical to rational 4.2 Methods of teaching
a) Lecture cum demonstration b) Laboratory c) Heuristic d) Project e) Inductive - deductive f) Analytic - Synthetic g) Problem - solving h) Programmed Learning I) Group and self study j) Story telling
4.3 Diagnostic and Remedial Teaching : Need and Significance 4.4 Importance of organisation of activities/facilities related to Science and Maths : Club, games, quiz, seminar, workshop, exhibition, laboratory, musium, herbarium, acquarium botanical garden.
4.5 Educational Implications. Practicum/ Internal Assignment
• Preparation of material for teaching science/maths in a play way method. Unit 5. Use of Instructional material: Development and Selection (12hrs) 5.1 Appraisal of syllabi for science and maths
5.2 Critical Evaluation and selection of text books
5.3 Types and importance of a) audio aids : radio, tape recorder b) Tactile aids : models, magnetic board, peg board.
5.4 Technological aids : computer device and CAI 5.5 Preparation of instructional material
Practicum/ Internal Assignment