MED204

समावेशित शिक्षा
Year / Semester: 
2nd Year
Objective: 

To assist the learners to understand the children with special needs, to enable the students to explain the various dynamics of Special and Inclusive Education and enable the students to organize appropriate programmes of education and other related services for them.

 Block I: The Concept of Exceptional Children or Children with Special Needs 

Unit 1 : Meaning of Exceptional Children, Positive and Negative Deviations 
Unit 2 : Concepts of Impairment, Disability and Handicap 
Unit 3: Types of Exceptional Children 
Unit 4: Needs and Problems of Exceptional Children 

Block II: Special Education, Integrated, Mainstreaming and Inclusive Education 
Unit 5: Meaning and Scope of Special Education 
Unit 6: Principles of Special Education, Objectives of Special Education 
Unit 7: Types of Special Education Services, The Resource /Itinerant Teacher, Aids and Room 
Unit 8: Meaning of Integrated Education, Mechanics/ Nature of Integrated Education, Scope of Integrated Education, Importance of Integrated Education 
Unit 9: National and International Policies and Legislations with respect to Special and Inclusive Education
Unit 10: The NPE (1986) and the POA, National Knowledge Commission-Recommendations, National Curriculum Framework –School Education 2009 relating to integrated Education 
Unit 11: Mainstreaming, Components of Mainstreaming, Efficacy of Mainstreaming, Issues in integration 
Unit 12: Concept of Inclusion in Education, Components of Inclusion in Education, Advantages of Inclusive Education, Issues in Inclusive Education 
 
Block III: Inclusive Education for Children with Hearing Impairment 
Unit 13: Meaning of hearing impairment, Classification of Hearing Impaired Children, Characteristics of Hearing Impaired Children 
Unit 14: Identification and placement of Hearing Impairment, Care and Training of Hearing Impaired 
Unit 15:Educational Inclusion of Children with Hearing Impairment, Role of Teacher 

Block IV: Inclusive Education for Children with Visual Impairment 
Unit 16: Meaning of Visually Impaired Children, Classification of Visually impaired Children, Characteristics of Visually impaired Children 
Unit 17:Identification and Placement of Visually Impaired Children, Care and Training of Visually Impaired Children
Unit 18:Educational Inclusion of Children with Visually Impairment, Role of the Teacher 
 
Block V: Inclusive Education for Children with Mental Retardation 
Unit 19:Concept of Mental Retardation, Mental Retardation and Mental Illness, Classification of MR,Characteristics for MR children,Specific Characteristics of EMR, TMR and CMR Children 
Unit 20:Identification and Placement of MR Children,Care and Training of Educable Mentally Retarded Children 
Unit 21:Educational Inclusion of Children with Mental Retardation,Role of the Teacher 
 
Block VI: Inclusive Education for Children with Learning Disability 
Unit 22:Concept of Learning Disability,The Learning Disability, and MR children,The LD, Backward Children and Slow Learners,Characteristics of LD Children,Types of Learning Disability 
Unit 23:Identification and Placement of LD Children,Care and Training of LD Children 
Unit 24:Educational Inclusion of Children with Learning Disability,Role of the Teacher 
 
Block VII: Inclusive Education for Children with Giftedness 
Unit 25:Concept of Gifted Children,Identification of Gifted Children,Characteristics of Gifted Children 
Unit 26:Educational Programme for the Gifted,Inclusive Education Programmes for the Gifted,Underachieving Gifted Children 
Suggested Readings: 
  •  M.Dash: Education of Exceptional Children: Atlantic Publishers and Distributors, New Delhi
  • M.Bhargava: Vishisth Shiksha, Bhargava Publication, Agra
  • S.Kirk: Educating Exceptional Children, Hough Mifflin, Boston
  • K.C.Panda: Education of Exceptional Children: Atlantic Publishers and Distributors, New Delhi