Optional Paper V : M.S in Special Education

Optional Paper V: COMMUNITY BASED REHABILITATION OF PEOPLE

WITH DISABILITIES

Credit Hours: 03

Unit 1: Introduction

1.1 Definition and concept of rehabilitation

1.2 Theories of community based rehabilitation

1.3 Prevention of disabilities

Unit 2: Philosophy of rehabilitation

2.1 Philosophical influences on rehabilitation

2.2 Islamic philosophy

2.3.2 Western philosophy

2.4 A framework for rehabilitation

Unit 3: Mobilizing for community action

3.1 The need of community involvement

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

Unit 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

Unit 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), 51-54.

Wolfensberger, W (1972). The principle of normalization in human services.Toronto, Ontario: National Institute on Mental Retardation.

_____________________________________________________________

Optional Paper VI:     EARLY INTERVENTION

Unit 1:        Perspective, Policies and Practices

1. History of concern for Early Intervention
   1. Changing Perspectives
      
   2. Changing Policies
      
2. Service Delivery Models
   1. For Infants & Toddlers
      
   2. For 3-5 Year Olds
      
   3. For 5-Year Old
      
3. Current Practices
   1. Family Centered Intervention
      
   2. Naturalistic / Functional Curriculum
      
   3. Integration
      
   4. General Case Instruction
      
   5. Naturalistic Teaching Approaches
      
   6. Trans-disciplinary Team Approach
      
   7. Transition Planning
      

Unit     2:    Assessment and Program Development

1. Assessment
   

   a)    Assessment for Early Intervention
   
   b)    Evaluating Child Development and Learning
   
   
   1. Assessment Curriculum System for Early Childhood
      
   2. Parent Involvement
      
2. The Individualized Family Support Program (IFSP)
   
3. Individualized Educational Plan Development
   

2.4.    Home Based Program

Unit     3:    Naturalistic Curriculum Model

1. Traditional Curriculum Models
   
2. A Naturalistic Model
   1. Content of Instruction
      
   2. Context of Instruction
      
   3. Instructional Methods
      
   4. Evaluation Methods
      
3. Implementing a Naturalistic Curriculum
   

Unit     4:    Instructional Principles

1. Providing Assistance
   1. Prompts
      
   2. Graduated Guidance
      
   3. Cues
      
   4. Errorless Procedures
      
   5. Fading
      
2. Providing Encouragement
   1. Positive Reinforcement
      
   2. Shaping and Selective Reinforcement
      
   3. Environmental Arrangements
      
   4. Guidelines for Providing Effective Encouragement
      
3. Promoting Generalization
   1. Formulating General Case Objectives
      
   2. General Case Instruction
      
   3. Generalization Procedures
      

Unit     5:    Specialized Instructional Techniques

1. Communication Skills
   
2. Social Skills
   
3. Physical Development Skills
   
4. Adaptive Development Skills
   
5. Intervention in National Environment
   
6. Group Instruction
   

Unit:    6:    Program Organization, Management and Transition

1. Programmatic Variables
   
2. Program Management
   
3. Transition in Early Childhood
   
4. Planning Transition
   
5. Barriers to Transition Planning
   

Textbook:

Noonan, M.J., & McCormick, L. (1993). Early Intervention in National in Natural Environment. California: Brooks.



References:

• Apolloni, T., Cooke, T.P., (1978). Integrated Programming at the infant, toddler, and preschool levels. In M.J., Guralnick (Ed.)., Early Intervention and the Integration of Handicapped and non-Handicapped Children (pp.147-166). Baltimore: University Park Press.
  
• Bailey, D. B., (1989). Assessment and its importance in early intervention. In D.B., Bailey & M. Wolery(Eds.)., Assessing infants and preschoolers with handicaps (pp.1-22) Columbus, OH: Merrill.
  
• Brown, R.I., and Mitchell, D., (1991). Early Intervention Studies for Young Chidlren with Special Needs. London: Chapman & Hall.
  
• Drum, D.J., and Lawler, A.C., (1988). Developmental Interventions. London: Merill.
  
• Noonan, Mary Jo, and Linda McCormick. (1993). Early Interventions in Natural Environments: Methods and Procedure. California: Brooks / Cole.
  
• Haley, S.M., Hallenborg, S.C., & Gans, B.M., (1989). Functional assessment in young children with neurological impairments. Topics in Early Childhood Special Education, 9(1), 106-126.
  
• Shearer, M., & Shearer, D. (1972). The Portage Project: A model for early childhood. Exceptional Children, 39, 210-217.
  
• Kenward, D., and Roberts, J., (1993). A Workbook of Group-Analytic Intervention London: Routeledge.
  
• Virman, R., (2001). Early Childhood Education New Delhi: SAGE.
  

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Final project

The aim of this study is to understanding consumer house-buying behavior from the consumers' perspective in the time of recession. In view of the existing literature exploring consumer decision making and purchasing behavior in electronic items, the purpose of this research was threefold hypothesis:

 

1. To propose a conceptual model of consumer decision making within the frame of consumer behavior.
   
2. Psychological impact of recession on consumers and consumers' recession behavior (their changing attitudes in buying and consumption patterns).
   
3. Relationship between recession and the purchasing of households.
   

We have used this approach, based on our two decades of consumer trend forecasting and analysis, to advise electronic appliances across sectors on the recession's likely impacts on long-term consumer behavior.

Recession

"Recession is a normal (albeit unpleasant) part of the business cycle; however, one-time crisis events can often trigger the onset of a recession. A recession generally lasts from six to 18 months, and interest rates usually fall in during these months to stimulate the economy by offering cheap rates at which to borrow money".

Recession in Pakistan

Keeping in view the global trends and how we in Pakistan tend to follow it like imbecile sheep, massive laying off of employees has been observed in manufacturing, industry, FMCG, banking and services sectors without ever understanding what recession is and whether our economy has been in recession already before it hit the US on the morning of January 21, 2008 when even the US markets were closed for a holiday! So, what is recession? It is a prolonged period of time when a nation's economy is slowing down, or contracting. Such a slowdown is characterized by a number of different trends, including: — People buying less stuff — Decrease in factory production — Growing unemployment — Slump in personal income — An unhealthy stock market By the conventional definition, this slowdown has to continue for at least six months to be considered a recession.

If we see the economic activity trend in Pakistan, due to massive load shedding, closure of factories and terrorism, Pakistan has been in a state of recession long before it hit the US. Inflation rate has been 15 per cent according to The Economist in the past one year and real GDP growth will slow sharply in fiscal year 2008/09 (July-

 

June), but will average five per cent per year between 2009/10 and 2012/13, driven by private consumption and investment.

The economy will remain dependent on textiles, other manufacturing and services that are facing a tough time due to incessant energy shortage.

The rate of depreciation of the Pakistan rupee against the US dollar will increase in 2009 13, compared with the preceding five years. The value of the currency will fall from an average of PRs70.3: US$1 in 2008 to PRs90: US$1 in 2013.

The conclusion is that the economy of Pakistan has been in recession since 2003. In such a drastic situation, lying off will not solve the problems but only would add to them.

Consumer Behavior

 

"One definition of consumer behavior is "The study of individuals, groups, or organizations and the processes they use to select, secure, use, and dispose of products, services, experiences, or ideas to satisfy needs and the impacts that these processes have on the consumer and society" (Hawkins, 2004). Another definition according to the American Marketing Association is that consumer behavior is "the dynamic interaction of affect and cognition, behavior, and environmental events by which human beings conduct the exchange aspects of their lives." More generally, consumer behavior is the psychology behind marketing and the behavior of consumers in the marketing environment (American Marketing Association, 2006)."

Key findings about consumer behavior

 

Consumers rarely weigh up all the costs and benefits of choices. Instead, purchasing decisions may be made automatically, habitually, or be heavily influenced by an individual's emotions or the behavior of others. This also means that consumers tend not to use all of the information available to them when shopping. Instead, people are more likely to read information when they perceive a benefit from doing so.

 

Consumers use mental short-cuts to help speed up decision-making. These short-cuts can distort consumers' decisions. Short-cuts can include relying on labels or brand names that are recognized, and being influenced by the way in which information is presented and the context in which a decision is made.

 

 

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Scheme of Study for M.S in Special Education

Agenda Item No. 1: Scheme of Study for M.S in Special Education

1. First Semester: Core Courses Offered by the Faculty
   
   711. Research Methodology I                     03 Credit Hours
   
   721. Research Methodology II                03 Credit Hours
   
   731. Communication Skills                    03 Credit Hours
   
2. Second Semester: Compulsory Courses Offered by Department
   

712. Research Practices                    03 Credit Hours

722. Statistical Practices                   03 Credit Hours

 732. Writing a Research Paper    03 Credit Hours

1. Optional Courses Offered by the Department
   

Candidate will select any TWO of the following:

742. Foundations of Special Education                   03 Credit Hours

752. Psycho-Social Aspects of Exceptionality         03 Credit Hours

762. Curriculum and Instructional Practices in         03 Credit Hours

Special Education

772. Inclusive Education                    03 Credit Hours

782. Community Based Rehabilitation of People with Disabilities    03 Credit Hours

    792. Early Intervention                    03 Credit Hours

D. Dissertation                            06 Credit Hours

                                    30 Credit Hours

A. COMPULSORY COURSES OFFERED BY THE DEPARTMENT

Compulsory Paper I: RESEARCH PRACTICES

Credit Hours: 03

Course Outline:

Unit I: THE NATURE AND SCOPE OF SOCIAL RESEARCH

1. What is social research?

2. Research and theory

3. The scientific approach

4. Stages of the research process

Unit II: FORMULATION OF THE RESEARCH PROBLEM

1. Selection of a general topic

2. Literature review and the exploratory study

3. Specification of objectives and hypotheses

4. Concepts and variables

Unit III: MEASUREMENT AND THE PROBLEM OF CAUSALITY

1. Levels of measurement: nominal, ordinal, interval and ratio

2. Reliability and validity

3. Construction of composite scores: typology, index and scaling

4. Problems of making causal inference


Unit IV: SELECTION OF STUDY DESIGN

1. Basic elements of study design

2. Major types of design and their relative functions

3. Experimental design

4. Social survey

5. Case study: its exploratory nature

6. Evaluative research

Unit V: SAMPLING

1. Population and the source list

2. Sampling errors and sample size

3. Selection of sample units: probability and non-probability

Unit VI: METHODS OF DATA COLLECTION

1. Interview and questionnaire

2. Observation

3. Documents and content analysis

4. Unobtrusive measures

5. Rating Scales

Unit VII: ANALYSIS AND INTERPRETATION OF DATA

1. Editing, coding, and tabulation

2. Statistical analysis: Description and inference

3. The meanings and implications of results: why so and so what?

Unit VIII: Preparation of the Documents

1. Designing a Research Apparatus

2. Formulating the research proposal

2. Writing the research report

Books Recommended:

• Royce, A. Singleton, Bruce C. Straits, 2004. Approaches to Social Research, Oxford University Press
  
• Juliet, M. Corbin, Anselm Strauss. 2004. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Paperback Pub. Co
  
• Robert E. Stake. 2004. The Art of Case Study Research, Paperback Pub. Co
  
• Creswell, Gohn W. 2003. Research Design (Qualitative and Mix method Approaches), 2^nd edition, Sage Publication
  
• Thakur, Deaendra. 2003. Research Methodology in Social Sciences. Deep & Deep Publication Pvt. Ltd. New Delhi. India
  
• Neumann, W. Lawrence. Social Research Methods: Qualitative and Quantitative Approaches. 3^rd edition.
  
• Neil, J. J.Salkind. 2002. Exploring Research. Prentice Hall Inc.
  

_______________________________________________________

Compulsory Paper II: STATISTICAL PRACTICES

Credit Hours:    03

COURSE DESCRIPTION

An elementary course in methods applied to statistical problems; resolution of assigned or chosen problems appropriate for statistical applications. Statistical approaches dominate research. The learner lacking this expertise is greatly limited in justifying chosen directions in research methodology. In addition, the desire to keep abreast in a particular field can be seriously hampered by lack of knowledge of statistical procedures and terminology.

IV. OBJECTIVES/GOALS

The participant will:

1. Recognize problems, which are suitable for statistical resolution.
   
2. Define the problem through the statement of a hypothesis.
   
3. Distinguish between parametric and non-parametric indicated data.
   
4. Identify statistical procedures, which are available.
   
5. Determine which statistical procedure best suits a particular problem.
   
6. Apply the selected statistical procedure to assist in the statistical analysis of data appropriate to investigations involving gender diversity, learning styles, teaching models, values, etc..
   
7. Analyze the statistical results.
   
8. Propose a norm to which the statistical results may be compared.
   
9. Compare the statistical results to the norm in order to accept or reject the original hypothesis.
   

COURSE OUTLINE:

Unit 1: INTRODUCTION

a. Symbols for Populations and Samples
b. Population
c. Sampling

1. Simple Random Sampling
2. Cluster Sampling
3. Stratified Sampling

d. Variables
e. Measurements

1. Interval Scale
2. Ordinal Scale
3. Nominal Scale

Unit 2: MEASURES OF CENTRAL TENDENCY

a. Mean for Ungrouped & Grouped Data
b. Median for Ungrouped & Grouped Data
c. Mode for Ungrouped & Grouped Data

Unit 3: MEASURES OF VARIABILITY

a. Variance and Standard Deviation for Ungrouped Data
b. Variance and Standard Deviation for Grouped Data
c. Standard Deviation and Normal Curve
d. z scores (population and a single point of interest)
e. Standard Scores
f. Standard Error of the Mean
g. Quartile Deviation
h. Semi-interquartile Range
i. Range

Unit 4: HOW TO CHOOSE STATISTICAL MODELS

a. Level of Measurement
b. Number of Groups
c. Number of Categories
d. Category Size
e. Nature of Groups
f. Data
g. Parametric and Nonparametric Models

Unit 5: INTERVAL MODELS

a. t-Test for one group
b. t-Test for unpaired (independent) data
c. t-Test for paired (related) data
d. One-way Analysis of Variance

Unit 6: INTERVAL CORRELATION MODEL

a. What is Correlation?

1. How to Construct a Scattergram
2. A perfect positive correlation
3. A perfect negative correlation

b. Pearson Product-Moment Coefficient

Unit 7: ORDINAL MODELS

a. Wilcoxon Signed-Ranks
b. Mann-Whitney U Test
c. Kruskal-Wallis Test
d. Friedman Test

Unit 8: NOMINAL TESTS

a. Chi Square 2 X 2
b. Chi Square 2 X 3

Unit 9: TABLES

a. Probabilities Associated with Values as Extreme as the Observed Values of z in the Normal Distribution
b. Critical Values of t
c. 1 Percent and 5 Percent Points for the F-Distribution
d. Critical Values of Chi Square

TEXTBOOK(S)

Field, Maurice H. Statistics For Educational Projects. Martin, Tennessee: Center for Environmental and Conservation Education, 2004 (Web Draft).

OTHER RESOURCES

Anderson, Alan J. B. (1989). Interpreting data: a first course in statistics. London; New York: Chapman and Hall.

Blommers, Paul J. (1977). Elementary statistical methods in psychology and education. Lanham, Md.: University Press of America.

Bohrnstedt, George W. (1988). Statistics for social data analysis. Itasca, Ill. F.E. Peacock Publishers.

Bruning, James L. (1987). Computational handbook of statistics. Glenview, Ill.: Scott, Foresman.

Casley, D. J. (1988). The collection, analysis, and use of monitoring and evaluation data. Baltimore: Published for the World Bank, the John Hopkins University Press.

Couch, James V. (1982). Fundamentals of statistics for the behavioral sciences. New York: St. Martin's Press.

Cox, C. Philip (Charles Philip. (1987). A handbook of introductory statistical methods. New York: Wiley.

Downing, Douglas. (1989). Statistics the easy way. New York: Barron's.

Everitt, Brian. (1983). Advanced methods of data exploration and modelling. London, Exeter, N.H.: Heinemann Educational Books.

Ferguson, George Andrew. (1989). Statistical analysis in psychology and education. New York: McGraw-Hill.

Kurtz, Norman R. (1983). Introduction to social statistics. New York: McGraw-Hill.

Ostle, Bernard. (1988). Statistics in research : basic concepts and techniques for research workers. Ames: Iowa State University Press.

Sirkin, R. Mark. (1995). Statistics for the social sciences. Thousand Oaks, Calif.: Sage Publications.

Sprinthall, Richard C. (1990). Basic statistical analysis. Englewood Cliffs, N.J.: Prentice Hall.

Compulsory Paper III: Writing a Research Paper

Credit Hours    :    03

Course Description

This course will help to develop skills in critical thinking and critical reading skills, research and argumentative writing. In this course, the candidate will continue to develop writing process as s/he plan, draft, revise, edit and proofread his/her work. Candidate will use intuitive ideas as the basis for their own research project.

After completing this course, candidate should be able to

• read critically and analyze an author's rhetorical techniques
  
• evaluate sources for currency, relevance, authority, accuracy and purpose
  
• synthesize sources
  
• integrate source material into your writing using paraphrases, summaries and quotations
  
• develop a manageable research topic and suitable purpose
  
• develop a thesis that reflects the purpose and guides the direction of an essay
  
• develop sound research strategies and methods
  
• use library resources to find a variety of books, scholarly and popular periodical articles, and Internet sources
  
• take notes on sources, outline and draft a research essay
  
• construct a lengthy argument that is coherent and well-organized
  
• develop an argument that uses sound logic, analysis and persuasion
  
• use evidence and research findings to support an analysis or argument thoroughly and accurately
  
• give credit to and document sources using APA in-text citations and a works cited page
  
• avoid plagiarism
  
• revise, edit and proofread your writing
  
• present your research and ideas to a college-level audience in your own voice
  
• use computer technology to complete the above tasks efficiently
  

Course Outline:

Unit 1: Introduction.

1.        Introduction to professional paper writing and publication.

2.        How to start writing a conference paper.

3.        Problems of writing a paper.

4.        What is plagiarism and how to avoid it?

Unit 2: Professional Paper Writing

1.        Classification of professional papers.

2.        Styles of paper writing.

3.        Practical exercises.

Unit 3: Title, Author and Keywords

1.        Writing requirements.

2.        Linguistic features of professional paper.

3.        Practical exercises.

Unit 4: Abstract

1.        Functions of abstract.

2.        Linguistics features of abstract writing.

3.        Basic steps for abstract writing.

Unit 5: Introduction

1.        General functions of introduction.

2.        Structural and stylistic features of introduction.

3.        Practical exercises.

Unit 6: Textual Development

1.        Description.

2.        Logical development.

3.        Reasoning and persuasion

4.        Papers of experimental nature.

5.        Process of writing, technology, materials and equipment.

Unit 7: Conclusion, Acknowledgements, References, Appendixes and Footnotes

1.        Conclusion: results, discussion and recommendations.

2.        How to write and how not to write acknowledgements.

3.        Principles of writing references, appendixes and footnotes.

Unit 8: Paper Publication Abroad

1.        Correspondence between author and editor.

2.        Copyright.

3.        Reflections and practical exercises.

Unit 9: Academic Conferences

1.        Writing an academic conference paper.

2.        Writing an academic conference speech script.

3.        Types of delivery - paper presentations, posters and workshops.

4.        Evaluating the effectiveness of presentations.

Unit 10: International Conferences

1.        Organizing an international conference: preparatory work.

2.        Work in the course of the conference.

3.        Chairing an international conference; plenary session; panel discussion.

Required Texts:

Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA: Corwin Press.

Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd edition.) Thousand Oaks, CA: Sage.

Recommended Texts:

Krathwohl, D. R. (1998). Methods of educational and social science research: An integrated approach. Long Grove, IL: Waveland Press.

Additional Texts and Readings:

American Psychological Association. (2001). Publication Manual of the American Psychological Association. (5th edition). Washington, DC: Author.

________________________________________________________________________

B. OPTIONAL COURSES OFFERED BY THE DEPARTMENT

Optional Paper I: Foundations of Special Education

Credit Hours    : 03

Unit 1: THE HISTORICAL PERSPECTIVES

1. Legislative and Litigative History
   
2. Models, Theories, and Philosophies that Provide the Basis for Special Education Practice (in developed countries)
   

Unit 2: SPECIAL EDUCATION IN PAKISTAN

1. The Current Legislation, Regulations, Policies, Litigation, and Ethical Issues
   
2. Assessment, Need Assessment of Prevalence,
   
3. Continuum of services
   
   1. Supplemental Services and Supports
      
   2. Specialized Health Care Needs
      
   3. Assistive Technology
      

Unit 3: STUDY OF SOCIAL ACCEPTANCE

1. Variations in Beliefs, Traditions and Values Across Cultures and within Society
   
2. Relationship among and between the Child, Family and Schooling.
   

Unit 4: THE ISSUES AND TRENDS

1. Early Childhood Special Education
   
2. The Provision of Adult Services
   
3. The Provision of Elderly Services
   
4. Inclusive Education
   

Unit 5: THE RIGHTS AND RESPONSIBILITIES

1. Role & Responsibilities of the Government
   
2. Role & Responsibilities of the Civil Society
   
3. Role & Responsibilities of parents, students, teachers, and other professionals
   

REQUIRED TEXTS:

Danforth, S. & Taff, S. D. (2004). Crucial readings in special education. Upper Saddle River, New Jersey: Pearson Education, Inc.

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.

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.

______________________________________________________________________________________

Optional Paper II: Psycho-Social Aspects of Exceptionality

Credit Hours    : 03

UNIT – 1:    Social Attitudes Toward Population with Disabilities

1. Definition and Concept of Attitude
   
2. Cognitive, Conative and Affective Components of Attitude
   
3. Social Attitudes toward Disabled Population in Pakistan
   
4. How to Change Attitude
   
   1. Social Awareness Program
      
   2. International Convention on the Rights of Children
      
   3. Implementation of legislation
      

UNIT – 2:    Intervention Model in Pakistan

1. Educational Model
   
2. Religious Model
   
3. Medical Model
   
4. Psychological Model
   
5. Sociological Model
   
   UNIT – 3:    Psycho-Social Training of Special Children
   
   1. Severity of Handicap, Adjustment and Self-Concept
      
   2. Defence Mechanisms
      
   3. Body Image
      
   4. Empathy Vs Sympathy
      
   5. Issues of Gender, Sexuality and Disability
      

   UNIT – 4:    Community and Professional Issues in Special Education
   

   Early Childhood Intervention
   
   Transition
   
   Working with Parents
   
   Involving Community Agencies and Business Groups
   
   Factors that Drive the Profession
   
   School Reform
   

   UNIT – 5:    Social and Ethical Issues
   

   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
      
   2. New Issues Future Directions
      
   Recommended Books:
   
   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, pp. 379 – 408.
   
   Eichstaedt, C. B. and Kalakian, L. H. (1982). Developmental / Adapted Physical Education: Making Ability Count. New York: MacMillan Publishing Co. pp. 47 – 58.
   
   Ysseldyke, J. E. and Algozzine, B. (1995). Special Education: A Practical Approach for Teachers, (3^rd Ed.). Geneva, Illinoosis: Houghton Mifflin Co., pp. 4545 – 536.
   
   ________________________________________________________________
   
   
   Optional Paper III :    Curriculum and Instructional Practices in Special Education
   
   Credit Hours    :    03
   
   UNIT – 1:    Introduction
   
   1. Definition and Concept of Curriculum
      
   1.2.    Curriculum Development
   
   Definition and Concept
   
   Curriculum Planning
   
   Curriculum Implementation
   
   Curriculum Evaluation
   
   1. Curriculum in Special Education
      
      Normal Curriculum
      
      Modified Curriculum
      
      Developmental Curriculum
      
   UNIT – 2:    Flexibility in Curriculum
   
   1. Approaches and Activities useful in Improving Attention and Retention
      
   2. Approaches and Activities useful in Improving Visual and Auditory Perception
      
   3. Approaches and Activities useful in Improving Motoric Responding and Active Participation
      
   4. Approaches and Activities useful in Improving and Acquiring Environmental Knowledge and Skill
      
   5. Social Curriculum
      
   UNIT – 3:    Curricular and Instructional Accommodations at Elementary Level
   
   1. Curricular Consideration
      
      Academic Instruction
      
      Social Skills
      
   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
      
   UNIT – 4:    Curricular and Instructional Accommodations at Secondary Level
   
   1. Secondary School Curricula
      
      Special Education Curriculum in Secondary Schools
      
      Determining Curricular Needs of Students
      
   2. Programs for Students in Secondary Schools
      
      Role of Personnel
      
      Collaborative Role of the Special Education Teacher
      
      Role of the Parent
      
   3. Methods for Facilitating Students' in General Education Classes
      
      Accommodations
      
      Study Skills
      

   UNIT – 5:    Art, Creativity and Career Education
   

   1. Teaching of Art
      
      Basic Materials
      
      Art Activities at the Various Development Stages
      
   2. Creativity
      
      Basic Concepts
      
      Developmental Stages
      
      How to Develop Creativity in Special Children
      
   3. Music
      
      Role of Music in Special Education
      
      Activities, Suggestions and Strategies
      
   4. Career Education
      
      Defining Career Education
      
      The Life-Centered Career Education Model
      
      Three Stages of Career Education
      
      Career Education Curriculum
      
   Recommended Books:
   
   Marsh, C. and Willis, G. (1995). Curriculum: Attention Approaches and Ongoing
   
   Issues. New Jersey: Merrill Publishing 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 Settings. 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. 433 – 396.
   
   Optional Paper IV: Inclusive Education
   
   Credit Hours    : 03
   
   Unit 1: Introduction
   
   1.1 Definition and Concept of Inclusion
   
   1.2 Rationale for Inclusive Education
   
   1.2.1 The Ethical Issues
   
   1.2.2 The Socialization Issues
   
   1.2.3 Developmental issues
   
   1.2.4 The Cost Issue
   
   1.3 Supporting Inclusion
   
   1.3.1 Structuring Child-Child Interactions
   
   1.3.2 Planning Classroom Activities
   
   1.3.3 Professional Collaboration
   
   1.4 Benefits of Inclusion
   
   1.4.1 Benefits for Children with Disabilities
   
   1.4.2 Benefits for Typically Developing Children
   
   
    
   1.4.3 Benefits for Families
   
   1.4.4 Benefits for Society
   
   1.5 Concerns and Challenges of Inclusion
   
   Unit 2: Inclusive Strategy
   
   2.1 Identity Classroom Environmental, Curricular, and
   
   Instructional Demands
   
   2.2 Note Student Learning Strengths and Needs
   
   2.3 Check for Potential Areas of Student Progress
   
   2.4 Look for Potential Problem Areas
   
   2.5 Use Information Gathered to Brainstorm instructional
   
   Adaptations
   
   2.6 Decide which adaptations to Implement
   
   2.7 Evaluate Student Progress
   
   Unit 3: Inclusion Models
   
   3.1 Programs where Students Receive Intervention in Special
   
   Education Settings
   
   3.1.1 Special Class Approach
   
   3.1.2 Resource Room Model
   
   3.2 Programs where Students Receive Education in General
   
   Education Classroom
   
   3.2.1 Regular Education Initiative
   
   3.2.2 Inclusion
   
   3.3 Methods to Enhance Inclusion of Students with Disabilities
   
   Unit 4: Adaptations Necessary for Inclusion
   
   4.1 Student with Low-Incidence Disabilities
   
   4.1.1 Students with Moderate, Severe, or Multiple Disabilities
   
   4.1.2 Students with Sensory Impairments
   
   4.1.3 Students with Physical or Health Disabilities
   
   4.1.4 Students with Autism
   
   4.2 Students with High-Incidence Disabilities
   
   4.2.1 Students with Communication Disorders
   
   4.2.2 Students with learning and Behavior Disabilities
   
   4.3 Other Students with Special Needs
   
   4.3.1 Attention Deficit/Hyperactivity Disorder (ADHD)
   
   4.3.2 Students who are Gifted and Talented
   
   4.3.3 Students who are Culturally Diverse
   
   4.3.4 Students who are At-Risk
   
   Unit 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
   
   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.
   
   ______________________________________________________________________________
   
   Optional Paper V: COMMUNITY BASED REHABILITATION OF PEOPLE
   
   WITH DISABILITIES
   
   Credit Hours: 03
   
   Unit 1: Introduction
   
   1.1 Definition and concept of rehabilitation
   
   1.2 Theories of community based rehabilitation
   
   1.3 Prevention of disabilities
   
   Unit 2: Philosophy of rehabilitation
   
   2.1 Philosophical influences on rehabilitation
   
   2.2 Islamic philosophy
   
   2.3.2 Western philosophy
   
   2.4 A framework for rehabilitation
   
   Unit 3: Mobilizing for community action
   
   3.1 The need of community involvement
   
   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
   
   Unit 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
   
   Unit 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), 51-54.
   
   Wolfensberger, W (1972). The principle of normalization in human services.Toronto, Ontario: National Institute on Mental Retardation.
   
   ______________________________________________________________________________
   
   Optional Paper VI:     EARLY INTERVENTION
   
   Unit 1:        Perspective, Policies and Practices
   
   
   1. History of concern for Early Intervention
      
      1. Changing Perspectives
         
      2. Changing Policies
         
   2. Service Delivery Models
      
      1. For Infants & Toddlers
         
      2. For 3-5 Year Olds
         
      3. For 5-Year Old
         
   3. Current Practices
      
      1. Family Centered Intervention
         
      2. Naturalistic / Functional Curriculum
         
      3. Integration
         
      4. General Case Instruction
         
      5. Naturalistic Teaching Approaches
         
      6. Trans-disciplinary Team Approach
         
      7. Transition Planning
         

   Unit     2:    Assessment and Program Development
   

   1. Assessment
      

      a)    Assessment for Early Intervention
      
      b)    Evaluating Child Development and Learning
      
      
      1. Assessment Curriculum System for Early Childhood
         
      2. Parent Involvement
         
   2. The Individualized Family Support Program (IFSP)
      
   3. Individualized Educational Plan Development
      
   2.4.    Home Based Program
   
   Unit     3:    Naturalistic Curriculum Model
   
   
   1. Traditional Curriculum Models
      
   2. A Naturalistic Model
      
      1. Content of Instruction
         
      2. Context of Instruction
         
      3. Instructional Methods
         
      4. Evaluation Methods
         
   3. Implementing a Naturalistic Curriculum
      
   Unit     4:    Instructional Principles
   
   
   1. Providing Assistance
      
      1. Prompts
         
      2. Graduated Guidance
         
      3. Cues
         
      4. Errorless Procedures
         
      5. Fading
         
   2. Providing Encouragement
      
      1. Positive Reinforcement
         
      2. Shaping and Selective Reinforcement
         
      3. Environmental Arrangements
         
      4. Guidelines for Providing Effective Encouragement
         
   3. Promoting Generalization
      
      1. Formulating General Case Objectives
         
      2. General Case Instruction
         
      3. Generalization Procedures
         

   Unit     5:    Specialized Instructional Techniques
   

   1. Communication Skills
      
   2. Social Skills
      
   3. Physical Development Skills
      
   4. Adaptive Development Skills
      
   5. Intervention in National Environment
      
   6. Group Instruction
      

   Unit:    6:    Program Organization, Management and Transition
   

   1. Programmatic Variables
      
   2. Program Management
      
   3. Transition in Early Childhood
      
   4. Planning Transition
      
   5. Barriers to Transition Planning
      
   Textbook:
   
   Noonan, M.J., & McCormick, L. (1993). Early Intervention in National in Natural Environment. California: Brooks.
   
   
   
   References:
   

• Apolloni, T., Cooke, T.P., (1978). Integrated Programming at the infant, toddler, and preschool levels. In M.J., Guralnick (Ed.)., Early Intervention and the Integration of Handicapped and non-Handicapped Children (pp.147-166). Baltimore: University Park Press.
  
• Bailey, D. B., (1989). Assessment and its importance in early intervention. In D.B., Bailey & M. Wolery(Eds.)., Assessing infants and preschoolers with handicaps (pp.1-22) Columbus, OH: Merrill.
  
• Brown, R.I., and Mitchell, D., (1991). Early Intervention Studies for Young Chidlren with Special Needs. London: Chapman & Hall.
  
• Drum, D.J., and Lawler, A.C., (1988). Developmental Interventions. London: Merill.
  
• Noonan, Mary Jo, and Linda McCormick. (1993). Early Interventions in Natural Environments: Methods and Procedure. California: Brooks / Cole.
  
• Haley, S.M., Hallenborg, S.C., & Gans, B.M., (1989). Functional assessment in young children with neurological impairments. Topics in Early Childhood Special Education, 9(1), 106-126.
  
• Shearer, M., & Shearer, D. (1972). The Portage Project: A model for early childhood. Exceptional Children, 39, 210-217.
  
• Kenward, D., and Roberts, J., (1993). A Workbook of Group-Analytic Intervention London: Routeledge.
  

Virman, R., (2001). Early Childhood Education New Delhi: SAGE.

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