Creating An Inclusive School Syllabus

Creating An Inclusive School Syllabus, Course Content, Unit Wise Topics And Suggested Books For B.Ed 1st And 2nd Year And All The 4 Semesters In English Free Download PDF

Creating An Inclusive School Syllabus

Creating An Inclusive School Syllabus For B.Ed First Year, Second Year, And Semester 1st, 2nd, 3rd, 4th, 5th, 6th, 7th And 8th In English Language Free Download PDF For The Session 2020 - 2021 - 2022

Creating An Inclusive School

  • Max. Marks :50
  • Time: 1.30 Hours
  • (Theory: 40, Internal: 10)


NOTE FOR PAPER SETTER

  1. Paper setter will set five questions in all, out of which students will be required to attempt three questions.
  2. Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.
  3. Two long answer type questions will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.


Course Outcomes (COs)

After the transaction of the course, student teachers will be able:

  1. To define the concept of Disability, Inclusion, Psychosocial construct of disability and identity.
  2. To analyze the policy and programme inititatives in the area of inclusion and barrier to learning.
  3. To adopt appropriate teaching learning strategies and guidance and counselling strategies for inclusive practices.
  4. To know and maintain the individualized education plan.


Course Content / Syllabus

Unit I

Inclusive education:

  • Meaning, nature, need and philosophy of inclusive education.
  • Models of inclusion,
  • Barriers to learning and participation.
  • Implementation and strategies for inclusion in society and school.
  • Constitutional provisions-Govt. policies and practices:
  • National Policy of Persons with Disabilities Act 2006,
  • Sarva Shiksha Abhiyan in terms of Inclusive Education.
  • Psycho-social and educational characteristics, functional limitations, role of family and community participation with reference to-Loco motor Impairment, Hearing Impairment, Visual Impairment, Learning Impairment and Mental retardation


Unit-II

Inclusive practices in classrooms

  • School readiness and support services for inclusive education.
  • Teacher competencies, role of class teachers and resource teachers in inclusive education.
  • Guidance and counselling in inclusive education.
  • Teaching learning strategies in inclusive education: co- operative learning, peer tutoring, social learning, multisensory learning.
  • Individual Educational Programme (IEP) and use of emerging technologies.


Practicum/ Sessionals

Any one of the following:

  1. Preparation of status report on school education of children with diverse needs.
  2. Evaluation of text books from the perspective of differently abled children.
  3. Field visit to school/institutions promoting inclusive practices and discussion with teachers and observation and analysis of teaching learning practices.
  4. Analysis of policy document (national, international) related to diversity.
  5. Planning and conducting multi level teaching in the local school.
  6. Critical review of policy and practice and panel discussion by a group of students.
  7. Make a list of existing resources in the local area and discuss their use and limitations based on survey of five inclusive schools.
  8. Study of forms of inequities in the society, education, health, civic participation, social justice and gender.
  9. Case study of a Child with Disability in a village.


Suggested Readings / REFERENCE BOOKS:

  • Alur Mithu and Michael Bach, (2009), The Journey For Inclusive Education In The Indian Sub-Continent. UK:Routledge
  • Dettmer, p., Dyck,N.and Thurston, L.P.(1999). Consultation collaboration and teamwork for students with special needs, Needham Heyats, M.a Allyn &Bacon
  • Epstein, C. (1984) Special Children in Regular Classrooms. Virginia: Reston Publishing Company, Inc
  • Frostig, M, and, P. Maslow (1973) Learning Problems in the Classroom: Prevention and Remediation. New York: Grune & Stratton.
  • Jorgensea, C.M.ed(1998). R restructuring High Schools for all Students: Taking inclusion to the next level, Baltimore: Paul H. brookes.
  • Hallahan, D & Kauffman, J.M. (1991). Exceptional Children: Introduction to special Education, Englewood, NJ: Prentice Hall.

Note: This Is The General Pattern Of The Syllabus For Creating An Inclusive School Subject For B.Ed. The Topics, Units, Course Content, Question Paper Pattern And Recommended Author Books May Vary From Your B.Ed College Or University.

B.Ed Syllabus

Inclusive Education Syllabus

Inclusive School Syllabus

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