Program learning outcomes(plo) and course learning outcomes (clo) for B. Ed. In special education(hi)
Following programs fall under BOS - special education
- B. Ed. Special Education - Hearing Impairment
- B. Ed. Special Education - Learning Disability
- B. Ed. Special Education - Intellectual Disability
- B. Ed. Special Education - Autism Spectrum Disorder
- M. Ed. Special Education - Hearing Impairment
Program Outcome For B. Ed. In Special Education
The B. Ed. (Special Education) program aims to develop Special Education teachers/Educators for children with disabilities for various settings (including Inclusive, Special, Open School and Home Based Education). The B. Ed. (Special Education) program will prepare human resources to enable them to acquire knowledge and develop competencies and skills to impart education and training effectively to children with disability as well as all other children and this being teachers for all children. After completing the B. Ed. (Special Education) program the student-teachers will:
- Understand and apply knowledge & skills about human development, contemporary Indian education, and pedagogy of various school subjects and assessment for learning.
- Acquire knowledge & skills about nature and educational needs of children with disabilities as well as of few select specific disabilities.
- Develop conceptual understanding of education provisions and skills for working with children with various disabilities in Special and inclusive settings.
- Enhance knowledge and skills for professional development.
Program Specific Outcomes For B. Ed. In Special Education
B. Ed. Special Education - Hearing Impairment
The B. Ed. Spl Ed program aims to develop special education teachers/educators for children with disabilities and in particular for children with hearing impairment for various educational settings (Inclusive, Special, Open School, Home Based services etc.). The B. Ed. Spl. Ed. (Hearing Impairment) program will prepare human resources to enable them to acquire knowledge and competencies to impart effective education to children with hearing impairment and other disabilitieswith adequate emphasis on education of ALL children. The program further aims to develop special teachers/educators who are able to 3 deliver the best in all the roles like classroom teacher, resource teacher, itinerant teacher, cross disability teacher facilitator.
B. Ed. Special Education - Learning Disability
The B. Ed. Spl Ed program aims to develop special education teachers/educators for children with disabilities and in particular for children with learning disability for various educational settings (Inclusive, Special, Open School, Home Based services etc.). The B. Ed. Spl. Ed. (learning disability) program will prepare human resources to enable them to acquire knowledge and competencies to impart effective education to children with Learning Disability and other disabilitieswith adequate emphasis on education of ALL children. The program further aims to develop special teachers/educators who are able to 3 deliver the best in all the roles like classroom teacher, resource teacher, itinerant teacher, cross disability teacher facilitator.
B. Ed. Special Education - Intellectual Disability
The B. Ed. Spl Ed program aims to develop special education teachers/educators for children with disabilities and in particular for children with intellectual disability for various educational settings (Inclusive, Special, Open School, Home Based services etc.). The B. Ed. Spl. Ed. (intellectual disability ) program will prepare human resources to enable them to acquire knowledge and competencies to impart effective education to children with Intellectual Disability and other disabilitieswith adequate emphasis on education of ALL children. The program further aims to develop special teachers/educators who are able to 3 deliver the best in all the roles like classroom teacher, resource teacher, itinerant teacher, cross disability teacher facilitator.
B. Ed. Special Education - Autism Spectrum Disorder
The B. Ed. Spl Ed program aims to develop special education teachers/educators for children with disabilities and in particular for children with Autism Spectrum Disorder for various educational settings (Inclusive, Special, Open School, Home Based services etc.). The B. Ed. Spl. Ed. (Autism Spectrum Disorder) program will prepare human resources to enable them to acquire knowledge and competencies to impart effective education to children with Autism Spectrum Disorder and other disabilitieswith adequate emphasis on education of ALL children. The program further aims to develop special teachers/educators who are able to 3 deliver the best in all the roles like classroom teacher, resource teacher, itinerant teacher, cross disability teacher facilitator.
Course Outcomes For B. Ed. Special Education
Course A 1 Human Growth And Development
After studying this course the student-teachers will be able to:
- Explain the process of development with special focus on infancy, childhood and adolescence
- Critically analyze developmental variations among children
- Comprehend adolescence as a period of transition and threshold of adulthood
- Analyze different factors influencing child development.
Course A 2 Contemprory India And Education
After studying this course the student-teachers will be able to
- Explain the history, nature and process and Philosophy of education
- Analyse the role of educational system in the context of Modern Ethos
- Understand the concept of diversity
- Develop an understanding of the trends, issues, and challenges faced by the contemporary Indian Education in global context
Course A 3 Learning, Teaching And Assessment
After completing this course, the student-teachers will be able to:
- Comprehend the theories of learning and intelligence and their applications for teaching children
- Analyse the learning process, nature and theory of motivation
- Describe the stages of teaching and learning and the role of teacher
- Situate self in the teaching learning process
- Analyze the scope and role of assessment in teaching learning process in order to introduce dynamic assessment scheme for educational set up towards enhanced learning.
Course A 4 (A) Pedagogy Of Teaching Science
After completing the course the student-teachers will be able to:
- Explain the role of science in day to day life and its relevance to modern society.
- Describe the aims and objectives of teaching science at school level.
- Demonstrate and apply skills to select and use different methods of teaching the content of sciences.
- Demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences.
- Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences.
Course A 4 (B) Pedagogy Of Teaching Mathematics
After completing the course the student-teachers will be able to:
- Explain the nature of Mathematics and its historical development with contribution of Mathematicians.
- Describe the aims and objectives of teaching Mathematics at school level.
- Demonstrate and apply skills to select and use different methods of teaching Mathematics.
- Demonstrate competencies of planning for teaching Mathematics, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences.
- Demonstrate skills to design and use various evaluation tools to measure learner achievement in Mathematics.
Course A 4 (C) Pedagogy Of Teaching Social Science
After completing the course the student-teachers will be able to:
- Explain the concept, nature and scope of social science.
- Develop competencies for designing unit and lesson plans, as well as tools of evaluation for social science teaching.
- Develop skills in preparation and use of support materials for effective social science teaching.
- Develop the ability to organize co-curricular activities and community resources for promoting social science learning.
Course A 5 (A) Pedagogy Of Teaching Hindi
प्रस्तुत पाठ्यक्रम द्वारा विद्यार्थियों इस योग्य होंगे कि-
- व्यक्ति तथा समाज के जीवन और विकास में भाषा का योगदान से परिचित होंगे ।
- मुलभुत भाषा कौशलों और भाषा अधिगम में उनकी भूमिका का अनुभव करेंगे ।
- इकाई नियोजन और पाठ योजना कि प्रक्रिया में कुशल होंगे ।
- हिंदी शिक्षण के विशिष्ठ व्यावहारिक उद्देश्यों के निर्धारण और लेखन में सक्षम होंगे ।
- हिंदी शिक्षण के अधिगम लक्ष्यों कि प्राप्ति केलिए प्रयोज्य शिक्षण विधियो का प्रयोग करेंगे ।
- हिंदी शिक्षण के उद्देश्यों कि सहज प्राप्ति के लिए सहायक उपकरणो के निर्माण और उपयोग में दक्ष होंगे ।
- भाषा अधिगम में सतत एवं व्यापक मूल्यांकन प्रविधी के उपयोग कुशलतापूर्वक करेंगे।
- चिन्तन दैननिदनी और पोर्टफोलियो निर्माण कि प्रविधी का उपयोग करेंगे ।
Course A 5 (B) Pedagogy Of Teaching English
Objectives
After completing the course the learners will be able to:
- Explain the principles of language teaching, and evolution and trends in English literature.
- Prepare an instructional plan in English
- Adapt various approaches and methods to teach English language.
- Use various techniques to evaluate the achievement of the learner in English.
Course A 5 (C) Pedagogy Of Teaching Language (Regional Language)-Marathi
प्रस्तुत पाठ्यक्रम द्वारे विद्यार्थी खालील योग्यता प्राप्त करतील.
- व्यक्ती व समाज दोन्हीच्या जीवन व विकासात भाषेचे काय योगदान आहे ते जाणून घेतील.
- मूलभूत भाषा कौशल्य व भाषा अध्ययनात त्यांची काय भूमिका आहे हे त्यांना अनुभवता येईल .
- पाठ नियोजन व घटक नियोजनात ते पारंगत होतील .
- मराठी भाषा शिक्षणाच्या विशेष व्यवहारिक उद्देष्ठांचे निर्धारण करणे व ती उद्दिष्टे लिहिणे यात ते कुशल होतील.
- मराठी भाषेच्या अध्ययनाची उद्दिष्टे पूर्ण करण्याकरिता पूर्व नियोजित विविध अध्यापन पद्धतींचा ते उपयोग करू शकतील.
- मराठी अध्यापनाची उध्दीष्टे सहज सध्या करण्यासाठी अध्ययन -अध्यापन सहायक साधनांची निर्मिती व त्यांचा वापर करण्यात ते सक्षम होतील.
- सातत्यपूर्ण सर्वंकश मूल्यमापनाच्या पद्धतींचा भाषा अध्ययन -अध्यापनात कौशलतेने उपयोग करतील .
- कृती संशोधनाद्वारे भाषा अध्ययनात विद्यार्थ्यंना येणाऱ्या अडचणी जाणून घेतील व त्यावर उपचारात्मक उपाययोजना करण्यास शिकतील.
- दयनंदिनी/रोजनिशी व पोर्टफोलिओ निर्माण करून त्याचा वापर करण्यास शिकतील.
B 6 Inclusive Education
After completing the course the student-teachers will be able to:
- Explain the construct of inclusive education & the progression from segregation towards valuing& appreciating diversity in inclusive education
- Explicate the national &key international policies & frameworks facilitating inclusive education
- Enumerate the skills in adapting instructional strategies for teaching in mainstream classrooms
- Describe the inclusive pedagogical practices & its relation to good teaching.
- Expound strategies for collaborative working and stakeholders support in implementing inclusive education.
B 7 Introduction To Sensory Impairment/Disabilies
After completing this course, the student-teachers will be able to:
- Name the different types of sensory impairments &its prevalence& describe the process of hearing & implications of various types of hearing loss
- Explain the issues & ways to address challenges in educating students with hearing loss
- Describe nature, characteristics & assessment of students with low vision & visual impairment
- Suggest educational placement and curricular strategies for students with low vision & visual impairment
- Explicate the impact of deaf-blindness & practices for functional development.
B 8 Introduction To Nerodevelopmental Disabilities
After completing the course the student-teachers will be able to:
- Discuss the characteristics and types of learning disability.
- Describe the tools, areas of assessment and apply intervention strategies to enhance learning
- Explain the characteristics and types of Intellectual disability.
- Describe the tools, areas of assessment and prepare and apply intervention strategies for independent living
- Explain the characteristics and types of Autism spectrum Disorder
- Describe the tools, areas of assessment and apply intervention strategies
B 9 Introduction To Locomotor And Multiple Disabilities
After completing the course the student-teachers will be able to
- Identify the persons with Locomotor disabilities such as Cerebral Palsy, Amputees, Polio, Leprosy cured, Muscular dystrophies, Neural and spinal defects and Multiple disabilities.
- Plan an effective program for creating awareness about the persons with Locomotor disabilities and Multiple disabilities.
- Plan an effective therapeutic and program for the persons with Locomotor disabilities and Multiple disabilities and to refer for medical intervention if necessary.
- Plan an effective educational program and functional activities for the persons with Locomotor disabilities and Multiple disabilities.
B 10 (A) Guidance And Counselling
After completing this course the student-teachers will be able to:
- Apply the skills of guidance and counseling in classroom situations
- Describe the process of development of self-image and self-esteem
- Appreciate the types and issues of counseling and guidance in inclusive settings
B 10 (B) Early Childhood Care And Intervention
After undertaking the course the student-teachers will be able to:
- Explain the biological & sociological foundations of early childhood education
- Describe the developmental systems approach and role responsibilities of interdisciplinary teams for early education of children with disabilities
- Enumerate the inclusive early education pedagogical practices
- Understand the dynamics of early intervention
B 10 (C) Orientation And Mobility
After completing the course the student-teachers will be able to:
- Describe the nature and scope of O&M as also the O& M related responsibilities of the special teacher.
- Acquire basic knowledge of human guide techniques.
- Describe pre-cane and cane travel skills and devices.
- Get acquainted with the importance and skills of training in independent living for the visually impaired.
B 10 (D) Community Based Rehabilitation
After completing this course the student-teachers will be able to:
- Explain the concept, principles and scope of community based rehabilitation
- Learn the strategies for promoting public participation in CBR
- Apply suitable methods for preparing persons with disability for rehabilitation within the community
- Provide need-based training to persons with disabilities
- Develop an understanding of the role of government and global agencies in CBR
B 10 (E) Application Of Ict In Classroom
After completing the course the student-teachers will be able to:
- Gauge the varying dimensions in respect of ICT and Applications in Special Education
- Delineate the special roles of ICT Applications
- Acquire Familiarity with Different Modes of Computer-Based Learning
B 10 (F) Management Of Learning Disability
After completing the course the student-teachers will be able to:
- Explain the concept, causes and characteristics of learning disabilities.
- Discus different types of learning disabilities and its associated conditions
- Develop teacher made assessment test in curricular areas
- Plan appropriate teaching strategies as per the specific needs of children with learning disability.
B 10 (G) Gender And Disability
After completion of this course the student-teachers will be able to
- Develop an understanding of human rights based approach in context of disability
- Explain the impact of gender on disability
- Describe the personal and demographic perspectives of gender and disability
- Analyse the issues related to disabled women and girl children
- Describe the role of advocacy and legislation in creating gender equity
B 11 (A) Applied Behaviour Analyses
After learning the course the student-teachers will be able to:
- Develop and understanding of the underlying principles and assumptions of applied behavioural analysis
- Use various measures of behavioural assessment
- Apply methods of ABA in teaching and learning environments
- Integrate techniques of ABA in teaching programs
- Select suitable strategies for managing challenging behaviours
B 11 (B) Communication Option: Oralism
After learning this course the student-teachers will be able to:
- Discuss the Aural Oral Options with reference to persons with hearing impairment in the context of India
- Discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation
- Exhibit beginner level hands on skills in using these options
- Motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses.
B 11 (C) Communication Options : Manualism
After learning this course the student-teachers will be able to:
- Discuss the two manual options with reference to Indian special schools
- Discuss the relevant issues like literacy, inclusion and training with reference to manual options
- Describe manual options in the light of issues like language, culture and identify
- Exhibit beginner level hands on skills in using manual options
- Motivate self to learn and practice more skills leading to linguistic adequacy and fluency.
B 11 (D) Augmentative And Alternative Communication
After learning this course the student-teachers will be equipped with a basic knowledge of:
- Concept of AAC,
- AAC systems,
- AAC assessment,
- Programme planning and strategies
B 11 (E) Braille And Assistive Devices
After completing the course the student-teachers will be able to:
- Acquire basic information about Braille, its relevance and some important functional aspects;
- Get basic information on types and significance of different Braille devices;
- Get acquainted with the types and significance of basic devices relating to Mathematics,
- Science, Geography and Low Vision as also on sources of their availability.
B 11 (F) Vocational Training, Transition & Job Placement
After learning this content the student-teachers will be able to
- Develop an understanding of vocational education & its relevance for PWD's.
- Carry out vocational assessment and make vocational training plan.
- Plan for transition from School to job.
- Identify various avenues for job placement.
- Facilitate PWD's in making choice of vocational trades.
- Acquire the concept of independent living and empowerment.
C 12 Assessment And Identification Of Learning Disability And Needs
After completion of this course, the student-teachers will be able to:
- Comprehend the concept, the history, causes and manifestations of Learning Disability.
- Describe and differentiate among different types of Learning Disability.
- Understand the assessment and the assessment procedures for Learning Disability diagnosis.
- Explain the domains and tools for assessment.
C13 Curriculum Designing, Adaptation And Evaluation
After completion of this course, the student-teachers will be able to:
- Describe the principles, types, and areas of curriculum
- Acquire knowledge about learning hierarchies to help planning
- Discuss the different instructional planning and its use
- Demonstrate skills in applying different adaptations for inclusive education
- Make effective use of different forms of evaluation
C14 Educational Intervention And Teaching Strategies
After completing the course the student-teachers will be able to
- Explain the purpose and define the principles of educational intervention
- Discuss the various Teaching Strategies across the curricular hierarchies
- Link the teaching Strategies to the curricular areas
- Provide specific strategies for core and collateral curriculum
- Plan Programme for skill, process and curricular deficits
C15 Technology & Disabilty
After completing the course the student-teachers will be able to
- Explain the meaning , scope and use of Technology
- Analyse the learning needs in relation to Technology
- Understand and use the various types of technology for presenting, engaging, and evaluating
- Discuss the trends and issues related to the use of technology
C 16 Psycho-Social And Family Issues
After completing the course the student-teachers will be able to:
- Explain the concept of psycho-social issues
- Reflect on various dimensions of Psycho-social issues among children with learning disabilities
- Understand various Family issues of children with LD
- Learn the importance of intervening strategies and ways of handling issues
- Discuss the concept of networking and liaisoning with the parents, community, family, school and NGO's
D 17 Reading And Reflecting On Text
After completing the course the student-teachers will be able to:
- Reflect upon current level of literacy skills of the self
- Show interest and begin working upon basic skills required to be active readers in control of own comprehension.
- Show interest and begin working upon basic skills required to be independent writers
- understanding adequate intent, audience and organization of the content.
- Prepare self to facilitate good reading writing in students across the ages.
- Find reading writing as learning and recreational tools rather than a course task.
D 18 Drama And Art In Education
After completing the course the student -teachers will be able to:
- Exhibit Basic understanding in art appreciation, art expression and art education
- Plan and implement facilitating strategies for students with and without special needs
- Discuss the adaptive strategies of artistic expression
- Discuss how art can enhance learning
D 19 Basic Research And Statistics (Project)
After completion of this course the student-teachers will be able to
- Describe the concept and relevance of research in education and special education
- Develop an understanding of the research process and acquire competencies for conducting a research
- Explain the various types of tools used in conducting research
- Describe the methods of measurement and organization of data
- Apply suitable measures for data analysis
