UNIT-II
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Terminologies and Basic Concepts in the Field.
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(15%)
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The unit focuses on understanding the basic terms used in the area. Terminologies in the field.
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Who is an exceptional child
What is special education
Impairment, disability, handicap
The types of services available & people related to them
Rehabilitation-definition & brief concept.
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UNIT-III
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(15%)
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Issues and Current Concepts
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The unit discusses the issues in the field related to judging the efficacy of various programs.
Idea of normalization and its effect on the population, giving rise to various issues.
Why special classes and efficacy of the same
Labelling-advantages & disadvantages
Deinstitutionalization
Non-categorical education
Mainstreaming/integration-the definition, process, constraints, models
All the above areas are dealt with focussing on researches that have taken place.
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UNIT-IV
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(20%)
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Different Disabling Conditions
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This unit presents an overview of the types of handicapping conditions and management of the same from different orientations.
Mentally challenged
Behaviour disordered
Communication disordered
Visually impaired
Hearing impaired
Gifted
Learning disabled
Physically handicapped
Emphasis on definition, causes, characteristics, assessment and intervention for change.
The need for early intervention, assessment and intervention is stressed on.
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UNIT-V
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Parental Coping
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(10%)
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The unit deals with sensitising the students, towards parental reactions, acceptance and help required to cope with presence of an exceptional child in the family.
The initial trauma alter birth of an exceptional child in the family
Stages parents go through to come to terms with the condition.
Our role as HDFS workers
Parental behaviours that can restrict the development of such children.
Crisis points in the family life.
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PRACTICAL
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Hours
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25
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UNIT -II
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Gather information of latest trends, services available etc. through newspapers, magazines and other media.
Take home assignments.
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5%
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UNIT -IV
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Visiting agencies and institutions functioning in this area for an agency case study.
Observation /Case studies of children with disability in home/school/ therapy centres.
Interview the teachers of special school and parents to find out their hopes, aspirations, attitudes and difficulties faced.
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20%
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REFERENCES
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Balsara, M. (2011) Inclusive Education for Special Children. New Delhi: Kanishka Publishers
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Bowley, A.H. & Gardner. (1980). The Handicapped Child (4th ed.) Edinburgh: Churchill Livingstone.
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Critical issues in dealing with Disabilities in India- paper by G.Vaswami.
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Dhawan, M (2011). Education of Children with Special Needs. New Delhi: Isha Books
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Hallahan,D.P.& Kauffman,J.M.(1978). Exceptional Children: Introduction to Special Education. New Jersey: Prentice Hall Inc.
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Haring. N.G. (1974). Behaviour of Exceptional Children: An Introduction to Special Education, Columbus, Ohio: Charles E. Merrill Publishing Co.
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Frewett, F.M. & Forness, S.R.(1986). Education of Exceptional Learners. (3rd ed.). USA: Allyn & Bacon, Inc. Massachusetts.
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Korchin, S.J.(1986). Modern Clinical Psychology Principle of Intervention in the Clinic and Community. New Delhi: CBS Publishers and Distributors.
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Philip, M. & Duckworth,D. (1985). Children with Disabilities and their Families: A Review of Research. Windsor, berks; NFER-NELSOW Pub. Co.
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Services and Programmes for Children, Children DECE-3 (1995). Children with Special Needs- Block 2. IGNOU, New Delhi.
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Services and Programmes for Children, Children with Special Needs- Unit 4 IGNOU School of continuing Education. New Delhi.
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Statistics on Children in India (1994). National Institute of Public Co-operation and Child Development. New Delhi.
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Smith, T., Pollyway, E., Patton, J. Dowdy, C. (2011) Teaching Students with Special Needs in Inclusive Settings. PHI Learning Pvt. Ltd. New Delhi.
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Werts, M., Culatta, R. & Tompkins, J. (2011) Fundamentals of Special Education. PHI Learning Pvt. Ltd. New Delhi.
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Evaluations
Three class tests on theoretical concepts.
One evaluation on PRACTICAL field experiences.
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The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
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ACADEMIC YEAR
2015-2016
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B.Sc. (F. C. Sc.)
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YEAR
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II
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Core Compulsory:
HDF 1504
Fieldwork - I
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CREDIT
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5 (0+5)
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Semester
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IV
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HOURS
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10
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OBJECTIVES
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Become aware of intervention programs that address needs of children, women, youth, elderly and families.
Opportunity to work in a setting for a specified period of time on a continuous basis, so as to understand:
Needs of the clients.
Philosophy and approaches to program planning, implementation and evaluation.
Availability, generation & use of resources.
Linkages between theory and practice.
Understand the role of a HDFS professional as a team member while giving program
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COURSE CONTENT
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UNIT-I
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Orientation to the Setting
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(10%)
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Observation and rapport building
Understanding the clients- characteristics, contextual features, special needs.
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UNIT-II
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Planning, preparation and implementation of the program
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(50%)
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Identify themes for planning.
Make developmentally appropriate and contextually relevant plans.
Incorporate feedback.
Gather materials/resources.
Implement the plan on field.
Use appropriate methods and communication skills.
Be flexible with plan and be able to handle emergencies
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UNIT-III
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Evaluation and Self Awareness
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(30%)
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Evaluate self and peer performance.
Reflect upon and discuss the achievement of objectives.
Preparedness for fieldwork – Pre and Post.
Wind up the on field participation
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UNIT-IV
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Reflection and Reporting
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(10%)
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Students’ reflection on the fieldwork process.
Report writing- reflections on their learning
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REFERENCES
Specific REFERENCES, reading materials, reports in line with the settings / agencies and client groups will be provided to students by fieldwork supervisors in the course of the program.
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Learning Experiences
Visits to agencies, participation in ongoing programs for understanding nature and scope of different types of programs.
Activities for understanding people and settings; household visits, surveys, focused discussions, interviews, observations in a variety of situations, people.
Plan and implement selected aspects of a program.
Conduct and participate in awareness building programs like exhibitions, melas, film / slide shows.
Organize programs for community welfare or education.
Prepare simple information and communication materials like posters, brochures, and flashcards.
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Evaluation
On going, continuous evaluation including on field implementation of the program, preparation for implementation and ability to evaluate self, others and program effectiveness objectively.
Evaluations will also be based on student reports. Regularity, responsible and responsive behavior in line with theoretical principles will also be considered.
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