INTRODUCTION
Nirmala Sadan is an Institute dedicated for the education, research and rehabilitation of persons with mental retardation. The TrainingCollege is recognized by Rehabilitation Council of India and assisted by Ministry of Social Justice and Empowerment Government of India. The D.Ed Special Education (MR) course (previously known as Diploma in Special Education (MR)) was started in the year 1990. The intake capacity of the course is 35 seats. The course prepares the students to work as special Educator in Special School, in Special class situation in regular schools and also to work in integrated set up in regular schools.
The Program of D.Ed in Special Education (IDD) is developed with following objectives:
- To develop an understanding of varying disabilities and theirimplications;
- To have knowledge of typical growth and development of learners and realize the psychological aspects influencing learning andeducation;
- To be aware of the underlying philosophies, evolutionary practices and the policy provisions facilitating education of children withdisabilities;
- To use various assessment tools and techniques for planning educational and other related interventions;
- To be aware of and apply various curricularstrategies;
- To appreciate various teaching approaches and use effective teachingstrategies;
- To apply various pedagogical approaches for teaching at elementary level
- To provide support in the use of various intervention and therapeutictechniques;
- To apply appropriate techniques to help students with high supportneeds;
- To develop an understanding about the concept, construct and facilitators of inclusive education;
- To realize the importance and role of family and community as a catalyst in the education of children withdisabilities.
Scope of theprogram
The D.Ed in Special Education (IDD) program will especially help the student trainees develop following competencies:
Knowledge based competencies:
- About various disabilities and their associatedconditions
- Differential needs of learners with disabilities ingeneral
- Differential needs of learners with ASD, ID andSL
- Various areas of child development and the relevant mentalprocesses
- Legislative provisions & policy guidelines for education and rehabilitationaspects
- Educational needs of the children with disability and theirmanagement
- Planning and execution of curricular andco-curricularactivities
- Methods and techniques of teaching of varioussubjects
Skill based competencies:
- Assessment and identification of learners with ASD, ID and SLD using multidisciplinary approach
- Interventional strategies of addressing learning styles and preferences.
- Use of curricular strategies, pedagogical approaches, adaptations and assessments
- Promotion of inclusive practices and involvement of family and community
- Development of specialized skills in planning and providing support services to high support need groups (Children with severedisabilities)
- Development of competencies to teach in varied settings including special school, inclusive schools, home based education and technology-based home learning environments
Value or Behavior based competencies:
- Promotion of school culture and ethos for inclusive educationalpractices
- Empowerment of families for equal partnership and advocacy of children
- Involvement of community for resource mobilization and support
- Promotion of inclusive practices with equity and quality
- Acceptance of every student with the belief and conviction that every child will learn.
It is envisaged that such a programme would widen the horizon for the teacher trainee on completion of the course, to teach in special schools, regular inclusive schools at elementary level,work in early intervention and preschool set up or undertake home based teaching to support those with high support needs. In all such settings, the trainees who have successfully completed the programme can practice online and blended teaching too with confidence
It is comprised of theory, practice teaching and practical courses.The Diploma in Education- Special Education (IDD) programme consists of 5 Common Courses and 7 Specialization Courses pertaining to the education of children with intellectual and developmental disabilities i.e., ASD and SLD. The programme is organized in such a manner that the content on the disabilities (ASD, ID and SLD) are spirally integrated in all courses as per requirement to prepare a cadre of special educators who develop competencies to meet their educationalneeds.
Each theory course has a total of 75 hours for curriculum transaction. The total weightage for each course in terms of marks will be 75, 40 percent internal and 60 percent external. In terms of credit, the entire program is prepared for 120 credits divided into two parts; theory- 60 credits and practical-60 credits. For curriculum transaction, each credit will be equal to 15 hours for theory and 25 hours for practical.
The duration of the programme will be two years (four semesters). Each semester will have at least 225 hours of theory papers (75 hours /paper) and 375 hours of practical. On completion of four semesters, the total theory hours would be 900 hours and practical would be 1500 hours. Details are given in a Table on course structure at16.0.
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Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible for the course. However, there shall be 5 percent relaxation in the percentage of marks (45%) in case the candidate belongs to SC/ST or PwDcategories.
The medium of instruction will be English / Hindi / Regional or state specific language.
The methodology of the courses includes lectures, demonstration, project work, discussionsexposure visits to different schools / rehabilitation projects, practice teaching, participation in communitymeetings, camps and community development programmes.
| Sem- Ester | Course | Hours/ (Credits) | Total Hours per Semester | Marks | Total Marks perSemester | ||
| Inter nal | Final | Total | |||||
| I 16.1.1. | 1.Introduction to Disabilities (common course) | 75 (05) | 225(T)+375( P)= 600 (30 Credits) | 30 | 45 | 75 | 225(T)+375(P) = 600 |
| 2.Characteristics of children with developmental disabilities | 75 (05) | 30 | 45 | 75 | |||
| 3.Assessment of Children with Developmental Disabilities | 75 (05) | 30 | 45 | 75 | |||
| Practicalhoursandmarks | 375 (15) | 225 | 150 | 375 | |||
| II 16.1.2. | 4.Child Development and Learning (common course) | 75 (05) | 225(T)+375( P)= 600 (30 Credits) | 30 | 45 | 75 | 225(T)+375(P) = 600 |
| 5.Curriculum Development | 75 (05) | 30 | 45 | 75 | |||
| 6. Teaching Approaches and Strategies | 75 (05) | 30 | 45 | 75 | |||
| Practicalhoursandmarks | 375 (15) | 225 | 150 | 375 | |||
| III 16.1.3. | 7.Education in Emerging Indian Society and School Administration (common course) | 75 (05) | 225(T)+375( P)= 600 (30 Credits) | 30 | 45 | 75 | 225(T)+375(P) = 600 |
| 8. Methods of Teaching in elementary School | 75 (05) | 30 | 45 | 75 | |||
| 9.Therapeutics | 75 (05) | 30 | 45 | 75 | |||
| Practicalhoursandmarks | 375 (15) | 225 | 150 | 375 | |||
| IV 16.1.4. | 10.Inclusive Education (common course) | 75 (05) | 225(T)+375( P)= 600 (30 | 30 | 45 | 75 | 225(T)+375(P) = 600 |
| 11.Family and Community | 75 (05) | 30 | 45 | 75 | |||
| (common course) | Credits) | ||||||
| 12.Management of groups with high support needs | 75 (05) | 30 | 45 | 75 | |||
| Practicalhoursandmarks | 375 (15) | 225 | 150 | 375 | |||
| Total | Grand Total | 2400 (120) | 2400 | 1260 | 1140 | 2400 | 2400 |
COUREWISE HOURS AND MARKS DISTRIBUTION
| Sl. No | Semester-I | Hours | Internal marks | External marks | Total |
| 16.2.1. | |||||
| I (a) | Assessment of Children with DevelopmentalDisabilities | 125 | 75 | 50 | 125 |
| II (a) | Individualized Education Programme (ASD,ID,SLD) | 150 | 90 | 60 | 150 |
| III (a) | Preparation of TLM for assessment and teaching & information and communication technology (ICT) | 100 | 60 | 40 | 100 |
| Total: | 375 | 225 | 150 | 375 | |
| 16.2.2. | Semester-II | ||||
| I(b) | Group Teaching – Special schools ASD, ID and remedial setting forSLD. | 150 | 90 | 60 | 150 |
| II(b) | Group Teaching – Resource room setting, | 150 | 90 | 60 | 150 |
| III(b) | Incorporation of technology and TLM in | 75 | 45 | 30 | 75 |
| different settings | |||||
| Total: | 375 | 225 | 150 | 375 | |
| 16.2.3. | Semester-III | ||||
| I (c) | Teaching in Regular / Inclusive School – allsubjects_ | 150 | 90 | 60 | 150 |
| II (c) | Therapeutics and behavioural support | 150 | 90 | 60 | 150 |
| III (c) | Development of teaching Learning materials UsingICT | 75 | 45 | 30 | 75 |
| Total: | 375 | 225 | 150 | 375 | |
| 16.2.4. | Semester -IV | ||||
| I (d) | Inclusive Practices using UDL Principles | 150 | 90 | 60 | 150 |
| II (d) | Working with groups with high support needs and severe disability. | 150 | 90 | 60 | 150 |
| III (d) | Project | 75 | 45 | 30 | 75 |
| 375 | 225 | 150 | 375 |
Intake capacity
The intake for each year of the course will be a maximum of 35.
Minimum Attendance
Eighty per cent minimum attendance is required both in theory and practical to be eligible to appearin the semester endexamination.
Examination Scheme
The course shall follow the RCI’s Scheme of Examination conducted from time to time.
FEE
Tuition fee – 25000 per year
Examination fee – as prescribed by RCI
HOSTEL ACCOMMODATION
Hostel accommodation to outstation candidates will be provided subject to availability on first come first served basis.
MINIMUM FOR PASS AND AWARDS OF DIPLOMA
Candidates obtain 40% pass marks in each Theory and 50% in each practical paper separately in internal and external assessments.
CLASS DECLARATION
75% and above – Distinction
60 – 74.9% – First Division
50 – 59.9 % – Second Division
40 – 49.9 % – Pass Class
No class shall be awarded in the 1st year Examination. Class will be awarded on the basis of aggregate marks obtained by a candidate in 1st year and 2nd year Examination in Theory and Practical combined.
Discipline
The candidates admitted shall be subjected to strict discipline inside and outside the campus and also in the hostel where accommodation is provided. The candidates are expected to maintain decorum, decency and discipline throughout their pursuance of the course with the staff, faculty and other supporting workers. The hostlers should follow the prescribed rules in the hostel. Infringement or violation of rules shall result in rustication from the hostel for period as decided by the management of the institute. Use of mobile phones cinematic dance and fashion show in the campus is strictly prohibited.
Ragging
Ragging is a crime prohibited under law. Anyone found indulging in the act of ragging will be punished by management and the law enforcing authorities.