Monday, March 14, 2011

Scheme of Study for M.S in Special Education

10:18 AM  Aisha Amjad  No comments

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), 2nd 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. 3rd 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 (7th 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, (3rd 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 (7th 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, (3rd 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.

Posted in:

0 comments:

Post a Comment