Prospectus
Amar Jyoti Global Centre for Training in
Special Education
Diploma in Special Education :
Mental Retardation ; Deaf & Hard of Hearing
2013 – 2014
Amar Jyoti Charitable Trust
Karkardooma, Vikas Marg, Delhi – 110092
Tel : 011-46866200 Extn : 204 , 227
Website : www.amarjyotirehab.org
Email : [email protected]
Index
Page No.
Amar Jyoti – An introduction
1
D.Ed. Special Education (Mental Retardation)
2
D.Ed. Special Education ( Deaf & Hard of Hearing)
5
Guidelines for two year course
8
Rules & Regulations
10
Instruction to Candidates
11
Application Form
12 - 14
Fee structure
15
Amar Jyoti – An introduction
Amar Jyoti is a voluntary organization working in the field of disability with a holistic approach
to rehabilitation, with a vision to place persons with disabilities on the same platform as the
non – disabled.
Amar Jyoti has pioneered the concept of inclusion since 1981 and has been promoting the
education of children by meeting the medical, psychosocial , educational and vocational needs of
children under the same roof. Therapeutic interventions of physiotherapy, occupational , speech
and play therapies are an integral part of the service.
To support this mission the importance of capacity building of teachers and parents is well
established.
Amar Jyoti Rehabilitation & Research Centre
1
D.Ed SPECIAL EDUCATION
(MENTAL RETARDATION)
The manpower Development Report on Mental Retardation developed by RCI envisages
professionals’ preparation for different categories of functioning: teaching, education,
rehabilitation and vocational training, supervision and administration.
To meet the demand for Special Educators . Amar Jyoti Global Centre for Training in Special
Education has been conducting the Teacher Training programmes recognized by RCI since 1998,
with interdisciplinary approach to teaching and therapy. The centre has also been organizing
distance mode course offered by IGNOU and an e- learning programme “ Aspects of hearing
Difficulties for Children and young people”, in collaboration with Roehampton University
London . Continued Rehabilitation Education is carried on through custom – made ten day
courses for professionals from Mauritius and other places on demand.
Prevalence of Mental Retardation is significant in urban as well as rural areas. The history of
training professionals in the field of mental retardation is of recent origin in India. In the field of
special education, the first training center was started in 1953 at Bombay by a voluntary agency,
which offered a diploma in teaching persons with mental retardation. Two more centres, one
each at Madras and Mumbai, initiated training programmes in special education in the year 1971.
By the year 1980, there were nine special education training centres in the country. By 1986,
there were only six training centres and the remaining centres had been closed down. In 1995,
the number of centers offering training was 40. Out of these, 27 were recognized and approved
by Rehabilitation Council of India. At present (2008), there are 64 recognized centres in the
country offering training in D.Ed. SE (MR).
A special education programme must be seen in the overall perspective of habilitation and
rehabilitation of person with mental retardation, keeping in view diverse socio-economic
settings, rural/urban location, culture groups and specific needs of the persons with mental
retardation pertaining to age, severity, and family background, ecological and social milieu. It is
well-recognized that children of the school age with mental retardation will require services from
different professionals. A special education programme should be able to assimilate knowledge
and skills from different disciplines and integrate and include them into the educational
programme, where specialist would continue to serve as essential resource persons.
General objectives
To prepare special teachers at pre-primary (Nursery, kindergarten etc.) and primary (I to IV –
lower primary and V to VII- upper primary) levels to serve in the following settings:



Special Schools
Integrated/Inclusive set-up
Itinerant Programmers
2
Knowledge related objectives
To build adequate knowledge in the following areas:







Various aspects of disability, its impact and management
Key aspects of education like goals, functions, technology and emerging trends
Educational needs of the children with disability and their management
Details of planning and executing curricular and co-curricular activities
Methods and techniques of teaching school subjects
Various areas of child development and the relevant mental processes
To be able to see the above mentioned aspects in the light of Indian context.
Skill related objectives
To develop skills and competencies in the following areas:







Personal, professional and social competencies and skills required in the teachers
Subject teaching as per requirement
Development and adaptation of instructional materials
Evaluation of the students, teacher and the educational programme
Planning and executing lessons (individualized and group)
Classroom management techniques
Individual and group parent interaction
Attitude related objectives
To develop desirable attitudes towards the following issues:




Role and need of education in the modern world
Teaching profession and role of teachers in the changing society
Guiding children and solving their academic/behavior problems
Educational and communication related potentials of children with mental retardation
Content of Course:
Theory
Ist YearI.
II.
III.
IV.
V.
VI.
Introduction to Disabilities (Core)
Human Growth Development & Life Span Approach
Teaching Strategies and Material Development
Training Adaptive Skills and Functional Academics
Educational Psychology (Core)
Therapeutics
3
IInd YearI.
Education in Emerging Indian Society (Core)
II.
Persons with Mental Retardation and Associated Disabilities
III.
Curricular Strategies
IV.
Family & Community
V. Planning and Management of Education for Children with Disabilities (Core)
VI.
Programming for Transition Prevocational/Life Skills
Practical
Ist YearI. Assessment and Individualized Educational Programme (Mild, Moderate & Severe MR cases)
II. Group Teaching Curricular Activities (15 Lesson Plan)
III. Group Teaching Co- Curricular Activities (15 Lesson Plan)
IV. Therapeutics (OT, PT & ST) and Behaviour Modification.
V. Information and Communication Technology
IInd YearI. Assessment and Individualized Educational Programme (Autistic, CP & Multiple Disable
cases)
II. Group Teaching Curricular Activities for associated disabilities Autism, CP & Multiple
Disability (15 Lesson Plan)
III. Group Teaching Co- Curricular Activities for associated disabilities Autism, CP & Multiple
Disability (15 Lesson Plan)
IV. Preparation of Project
V. Work Education and Programming for Transition
4
D.ED SPECIAL EDUCATION
(DEAF & HARD OF HEARING)
The life style and the environmental pollutions have led to the steep rise in the cases registered as
hearing impaired in recent years. This silent and hidden disability is homogeneous in terms of
age, gender and region. Dealing with children having hearing impairment, requires attitudes and
skills along with knowledge of their psychosocial needs. The need based training of these
children opens the way for their successful inclusion in the mainstream schools later.
Training of professionals in the field of Special Education is the major objective of
Rehabilitation Council of India. This has been indicated by the Man – Power development
Report published by RCI.
The national goal of “ Universalization of Elementary Education” and “ Education for All”, can
be achieved if children with hearing impairment are trained in readiness skills for
communication and learning.
Diploma in Education- Special Education –DHH addresses the special needs of children who are
deaf and hard of hearing . About 81 centres in India, registered with RCI , offer this course.
Amar Jyoti Rehabilitation and Research centre is one of the four centres in Delhi, The holistic
approach of Amar Jyoti and the availability of interdisciplinary professional team is very helpful
in catering to the needs of children and to develop appropriate skills in teachers for training
them.
Nomenclature of the Course
Diploma in Education-Special Education- Deaf & Hard of Hearing (D.Ed-SE-DHH)
General Objectives
Diploma in special education-Special education –Deaf & Hard of Hearing aims to develop the
professionals for Special education within a broad framework of education, to serve in all the
settings:
Special schools
Integrated Schools
Inclusive schools
Itinerant/ Resource teacher
Knowledge related objectives
To build adequate knowledge in the following areas:
5
1)
2)
3)
4)
5)
6)
Child rights and fundamental freedoms
Communication options for children Deaf & Hard of Hearing and informed choices
Various legislations, declarations, policies and frameworks pertaining to disabilities
Various aspects of hearing, hearing loss, its impact and management
Methods and techniques of teaching language and other school subjects
Various areas of child development and the relevant mental processes
Skill related Objectives
To develop skills and competencies in the following areas:
1) Personal, professional & social competencies & skills required in teachers,
2) Development of communication skills in children based on the informed choices.
3) Introductory training in using ‘ Verbal Language’, ‘ Indian Sign Language’ (ISL) and ‘
Total Communication ‘ (TC) for helping children acquire skills in language and speech.
4) Subject teaching as per requirement,
5) Auditory Training and speech stimulation,
6) Development and adaption of instructional materials,
7) Classroom management techniques,
8) Individual and group parent interaction.
Attitude related objectives
To develop desirable attitudes towards following issues:
1) Respecting and accepting individual differences in children Deaf & Hard of Hearing
2) Creating equal opportunities , protection of rights and full participation of Children Deaf
& Hard of Hearing in the inclusive society
3) Educational and communication related potentials of children Deaf & Hard of Hearing
4) Creating awareness in society regarding the personal social aspects of disability.
General framework of the course:
The diploma course consists of:
4 core papers (common across the different areas of specialization), 6 disability specific papers
and 2 School Subjects (Content cum Methodology paper). Each theory paper has been allocated
6 credits, of 15 hours each.
Practical work which includes school visits, observations of lessons, individualized teaching,
skill development, Clinical Practicum and Teaching practice, about 1560 hours of total exposure.
Course pattern: The course includes four core papers, six disability papers and two school
subjects to be covered in two years. The details are as mentioned below:
6
S.No Title of the Paper
Core paper
1
Introduction to disabilities
2
Psychology and Child Development
3
Education in Emerging Indian Society
4
Planning and Management of special and Inclusive education
Disability Specific Papers
5
Education of Children of deaf and hard of hearing
6
Language and Communication
7
Fundamentals of Hearing, Hearing Impairment & Audiological management
8
Fundamentals of Speech and Speech teaching
9
Curricular Strategies and Adaptations of lesson for children with Hearing
Impairment
10
Family, Community and the deaf & hard of hearing child
School Subjects ( Content Cum Method)
11
Content and methodology of Teaching Science and Mathematics
12
Content and Methodology of Teaching Social Science
S.No
1
2
3
4
5
6
7
Practical Work
School visits
Observation of lessons, Reports, Teaching Practical
(disability &non disability area)
Individualized Teaching
Skill Development :
Study of Grammar
Introduction to ISS, ISL, FS
CBR
Text adaptation
Clinical Practicum :
Audiology
Speech
Psychology
Content test (text books from std I to std iv )
(text books from std v to std vii )
Full Time Teaching Practice
7
year
First
First
second
Second
First
First
First
First
Second
Second
Second
Second
Year
First
First
First
First
First& second
Second
Second
First
First
Second
First
Second
First & Second Year
Guidelines for Two Year Diploma Programme for
DEd.SE (MR) & DEd. SE (DHH) Course
Duration of the Course
The duration of the course will be of 2 years.
Eligibility
Minimum qualification is 10+ 2 passed in any stream
Passed the entrance exam The All India Online Aptitude Test conducted by RCI.
Note : Student should not be enrolled in any other full time course, else the admission in the
programme would automatically stands null and void.
Admission Procedure
The candidates who have successfully cleared the online Aptitude Test needs to purchase the
form and submit it duly filled in one’s own hand writing before the due date.
No. of Seats
The number of students is enrolled in the programme as per the guidelines of the RCI. Present
intake capacity of a study centre is twenty five.
Reservation
As per the state norms, out of twenty five, two and three seats are reserved for ST and SC
respectively. One seat is reserved for Person with disability as per the PWD ACT.
It is subject to vary as per the norms of the state government.
Medium of instruction
The medium of instruction will be bilingual with predominating English and Hindi.
Attendance
80% attendance every month during the course work is must. Failing which the student would
not be eligible to appear in the exams.
Internal Assessment
Student would be assessed continuously throughout the year on the basis of their performance in
all the academic activities, assignments, workshops, presentations and academic records
submitted by them. The participation, attitude towards work and the interest in the curricular and
co-curricular activities is also assessed.
8
Scheme of Examination
The term end exams will be conducted annually as per the RCI. Examination will be conducted
in English and /Hindi.
Criteria to Pass:
A minimum of 40 percent in each theory paper and 50 percent in practical is mandatory.
9
Rules & Regulations for admission to DEd.SE (MR) & DEd. SE (DHH) Course
1) Admission to Diploma in Education MR & DHH for the academic session 2013 – 14 will
be strictly on the basis of merit of All India online Aptitude test 2013.
2) The candidates who have qualified on the All India Online Aptitude Test may approach
Amar Jyoti Global Centre for Training in Special Education between 23rd July, 2013 and
30th July, 2013.
3) In case more than one applicant obtaining equal marks in the All India Online Aptitude
Test , admission will be made on the basis of merit in 10+2 examination and the score on
the personal interview.
4) Last date for application & submission of the admission form for the academic session
2013 – 14 will be 30th July, 2013.
5) The list of selected candidates will be displayed at the notice board of Amar Jyoti
Rehabilitation and Research Centre (First floor- CGC department) on 31st July, 2013.
6) The selected candidates must deposit the programme fee positively by 5th August 2013,
before 1:00 pm.
7) The final list of admitted candidates, who have deposited the fees by 5th August, 2013
will be sent to Rehabilitation Council of India office by email for final approval.
8) If any seats, after closing of admission on 5th August 2013, are lying vacant, the same
will be filled up after further instructions from Rehabilitation Council of India (RCI).
10
Instructions to Candidates
The selected candidate should download the application form from the
www.amarjyotirehab.org ..
Amar Jyoti website :
1) Instructions contained in the Prospectus should be read carefully before filling up this
Form.
2) The candidate should fill the application form in his/her own handwriting after carefully
reading the instructions.
3) The furnishing of false information or suppression of any factual information in the
application form would be an automatic disqualification and render the candidate unfit
for admission.
4) If the furnishing of information or suppressing of any factual information in the
Application Form comes to the notice of the authorities at any time during a candidate’s
training at the Institute, his/ her name will be struck – off the rolls without exception.
5) All answers must be given in words and not by dashes and dots. No column should be left
blank.
6) Incomplete application form will not be considered or processed.
7) The centre has a special committee to look into the cases of sexual harassment and
disciplinary negligences.
11
APPLICATION FORM
Application No AJCT 2013-14/ ……….
Application for Admission in Diploma Programme
SESSION - 20….. - 20…..
Affix Passport
Size
Photograph
Of the
Candidate
Please write the Programme code enrolled intoD.Ed.SE (MR)
D.Ed.SE (DHH)
1. D.Ed.SE (MR) – Diploma in Education Special Education (Mental Retardation)
2. D.Ed.SE (DHH) - Diploma in Education Special Education (Deaf and Hard of Hearing)
Medium in which candidate will appear in examination: Hindi / English
The Application Form should be filled in by candidate in his / her own handwriting.
Name of the Candidate (in full block letters as given in High School Certificate)
First Name
Middle Name
Surname
Father’s Name (in full block letters as given in High School Certificate)
Date of Birth
D
D
Complete Postal Address
M
M
Y
E
Permanent Address
A
R
Phone:………………….. Mobile: ………………… Email Id: ………………………...
12
Nationality: Indian / Foreigner Sex : Male/ Female Category :
SC
ST
Disabled
Any other:………………………………………………………..
(Enclose Photocopy of the certificate as proof)
Annual Income of self/ parent/ guardian Rs. ……………
Details of Qualification:
Examination
Passed
Name of the
School/
College
Year of
Passing
University
/ Board
Subjects Taken
Aggregate %
of Marks
Class
Division
X/SSC
Equivalent
ISC/Sr.Sec/
Intermediate
10+2
equivalent
Higher
Qualification
a)
b)
Are you a parent/ sibling of a child with special needs:
Yes/ No
Have you worked with Persons having special needs ? If yes, give details………………….
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Your interest in extra – curricular activities
…………………………………………………………………………………………………
………………………………………………………………………………………………….
13
GEN
Please attach the following documents :
1. Result of All India online Aptitude test 2013.
2. Statement of marks of Intermediate / Higher Secondary (10+2) or equivalent qualifying
exam.
3. Attested copy of proof of date of birth (10th certificate).
4. Attested copy of character certificate issued by Gazette Officer (in original).
5. Proof for SC/ST/ Disability Certificate.
6. Certificate of higher education qualification, if any.
Place:
Date:
Signature of Applicant
DECLARATION BY THE CANDIDATE
I …………………………………hereby declare that the information given above is true and
correct to the best of my knowledge and belief.
I further declare that I shall abide by the rules and regulations of the institute and training centre.
I am aware that admission will be cancelled in case the details furnished by me prove to be
wrong.
In case of discontinuation of course due to personal reasons, I will not ask to reimburse the
Tuition Fee.
Date:
Signature of Applicant
14
Fee Structure
S.No
Particulars
Amount
Payment to be made
1
Application Form
Rs. 700/-
Once only
2
Charges for library, Resource room and
local exposure visits
Tuition fee per annum
Rs. 5000/-
Per year
Rs. 33,000/-
For one year
Total
Rs. 38,700/-
3
*Caution fee
Rs. 5000/-
Once in two years
( to be refunded after the
successful completion of the
programme )
1. The total amount should be deposited by Demand Draft in favour of Amar Jyoti
Charitable Trust payable at New Delhi.
2. Examination fee as decided by the Board of Examination appointed by Rehabilitation
Council of India will be paid by the candidate.
3. No Tuition fee refund can be claimed/ or permitted if the candidate joins the course and
withdraws after 48 hours of the admission.
4. The amount for application form is non – refundable.
15