KUK University MED

#1 August 24th, 2015, 12:44 PM

I want to get admission in M.Ed Special Education in Kurukshetra University and for that I want to get the syllabus so can you provide me that as it is very urgent for me?

Vinodt · #2 August 24th, 2015, 02:12 PM

As you want to get the syllabus of M.Ed Special Education of Kurukshetra University so here is the information of the same for you:

COURSE I: DEVELOPMENTS IN SPECIAL EDUCATION:
UNIT I:
1. CONCEPT OF SPECIAL EDUCATION
1.1 Concept of exceptionality and special education
1.2 Exceptionality and problems of classification and labeling
1.3 Need and scope of special education
1.4 Philosophy of special education
1.5 Sociological perspectives of Special Education

2. GROWTH OF SPECIAL EDUCATION
2.1 Historical development of Special Education
2.2 Continuum of Special Education
2.3 Educational options for Early Childhood Education
2.4 Family involvement in treatment and education of children with special needs

UNIT II:
3. AN OVERVIEW OF DIFFERENT DISABILITIES- CONCEPT, NATURE AND ASSESSMENT OF:
3.1 Visual impairment
3.2 Hearing impairment
3.3 Communication disorders
3.4 Physical disabilities

4. AN OVERVIEW OF DIFFERENT DISABILITIES- CONCEPT, NATURE, AND ASSESSMENT OF:
4.1 Learning disabilities
4.2 Intellectual deficits
4.3 Emotional and Behavioral disorders
4.4 Autism
4.5 Multiple disabilities

5. POLICY AND LEGISLATIVE PROVISIONS FOR SPECIAL NEEDS EDUCATION AND REHABILITATION
5.1 NPE-1986; POA-1992
5.2 RCI Act -1992
5.3 PWD Act - 1995
5.4 National Trust for Welfare of persons with Autism, cerebral Palsy, Mental Retardation and Multiple Disabilities ACT, 1999
5.5 National Policy for Persons with Disabilities -2006
5.6 International Legislation for special education- UN-ESCAP, UNCRPP
5.7 Sarva Shiksha Abhiyan and Rashtriya Madhyamik Shiksha Abhiyan.
5.8 Right to Education Act, 2009

UNIT III:
6. REHABILITATION SERVICES
6.1 Meaning, definition and types of rehabilitation
6.2 Types of rehabilitation programmes – Institution Based Rehabilitation and Community Based Rehabilitation
6.3 Role of family and community in the rehabilitation process
6.4 Appropriate vocational counseling and training, different techniques in counseling

7. CURRENT TRENDS AND ISSUES IN SPECIAL EDUCATION
7.1 Early identification and intervention
7.2 Individualized instruction
7.3 Advocacy
7.4 LRE
7.5 Collaboration
7.6 Attitudes and Awareness

UNIT IV:
8. EDUCATIONAL IMPLICATIONS OF DIFFERENT DISABILITIES
8.1 Educational programming
8.2 Specialized instruction and assistance from special teachers
8.3 Curricular modifications
8.4 Modifications in the learning environment

9. EQUAL OPPORTUNITIES
9.1 Role of UN in promoting Human Rights
9.2 Human rights for the disabled
9.3 Declaration of the rights of the disabled
9.4 Women with disabilities
9.5 Role of UNESCO, WHO and UNICEF in education and rehabilitation of the disabled

10. CURRENT TRENDS AND FUTURE PERSPECTIVES IN SPECIAL EDUCATION:
10.1 Normalization, Deinstitutionalization
10.2 Integration, Mainstreaming, Inclusion - Concept and Definition 5
10.3 Models of Integration and Inclusive Education
10.4 Schemes and facilities to achieve normalization
10.5 Open Distance Learning System

SELECTED READINGS:
Chapman, P. (2001). Theories of Inclusive Education. New Delhi: Sage
Desai, H. H. M. (1990). Human rights of the disabled. Bombay: National Association for the Blind.
Deno, E. (1973). Instructional Alternatives for Exceptional Children. Reston V AE.F
Dubey, S.N. (2001). Education Scenerio in India-2001. Authors Press.
Evans, R. C. & Mclaughlin, P. J. (1993). Recent advances in special education and rehabilitation. Boston: Andover Medical Publishers.
Evans, P. & Verma, V. (1990). Special education: Past, present, and future. London: The Falmer Press.
Farrell, M. (2003). Understanding special Educational Needs. London: Routledge
Friel, J. (1997). Children with special needs. Jessica Kinglsley Publication, London.
Hallahan, D. & Kauffman, J. M. (1991). Exceptional Children: Introduction to special Education. Englewood, NJ: Prentice Hall
Hardman, M. L., Drew, C. J., & Egan, M. W. (1999). Human Exceptionality: Society, School and Family. Boston: Allyn Bacon.
Gearhart, B. R., De Rhiter, J. A. & Sileo, T. W. (1986).Teaching mildly and moderately handicapped students. Englewood Cliffs, NJ: Prentice Hall
Hegarty, S. & Alur, M. (Eds) (2002). Education and Children with Special Needs: From Segregation to Inclusion. New Delhi: Sage Publications
Hewett, F. M. & Forness, S. R. (1984). Education of Exceptional learners. Massachusetts: Allyn and Bacan
MHRD (1992). Programme of action: New Delhi: MHRD.
Narsimhan, M. C. & Mukherjee, A. K. (1986). Disability- A continuing challenge. Calcutta: Wiley Eastern Publishing
NIVH (1992). Handbook for the Teachers of the Visually Handicapped. Dehradun: NIVH.
Smith, D. D. (1992). Introduction to special education. Boston: Allyn and Bacon.
Panda, K. C. (2003). Education of Exceptional Children. New Delhi: Vikas Publishing House PVT LTD.
Pandey, R. S. & Advani, L. (1995). Perspectives in Disability and Rehabilitation. New Delhi: Vikas Publishing House.
Rober, F. & Juanne, M.H. (1995). Foundation of education : The Challenge of Professional practice Allyn & Bacon.
Singh, J. P. & Das, M. K. (2005. Disability development in India. New Delhi: Kanishka Publishers
Yesseldyke, J. E., Algozzine, & Thurlow, M. L. (1998). Critical Issues in Special Education. New Delhi: Kanishka Publishers
WHO (2001). ICF (International Clsssification of Functioning, Disability and Health). Geneva: WHO

COURSE II: ADVANCED EDUCATIONAL PSYCHOLOGY AND HUMAN DEVELOPMENT
UNIT I:
1. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY
1.1 Nature and scope of educational psychology
1.2 Relationship of Psychology to Education
1.3 Schools of Psychology
1.4 Methods of Educational Psychology and their application to persons with special needs- Observation, Experimentation, Clinical and Case study
1.5 Psychological Implications of Disabilities

2. THEORETICAL FRAMEWORK FOR GROWTH AND DEVELOPMENT
2.1 Concept of growth and development
2.2 Stages and theories of development
2.3 Principles of development
2.4 Areas of development- Physical, Emotional, Intellectual, Moral and Social development
2.5 Developmental delays associated with disabilities.

UNIT II:
3. LEARNING PROCESS
3.1 Concept of learning
3.2 Theories of learning- Behavioral, cognitive and social
3.3 Perceptual approach to learning
3.4 Factors influencing learning
3.5 Thinking- Types, concept formation, problem solving, reasoning

4. MOTIVATION
4.1 Concept and types of motivation
4.2 Theories of motivation-
• Physiological Theory
• Psycho-analytical Theory
• Murray’s Need Theory
• Maslow Theory of Hierarchy of needs
• Theory of Achievement Motivation
4.3 Factors affecting motivation

UNIT III:
5. PERSONALITY AND SOCIALIZATION PROCESS
5.1 Meaning of personality
5.2 Determinants of personality
5.3 Approaches to personality- Trait and type.
5.4 Assessment of personality- Subjective and projective techniques.

6. INDIVIDUAL DIFFERENCES
6.1 Meaning of individual differences
6.2 Areas of individual differences
6.3 Determinants of Individual differences: Role of heredity and environment in developing individual differences.
6.4 Implications of individual differences for organizing educational programmes for children with special needs.

UNIT IV:
7. INTELLIGENCE
7.1 Meaning of Intelligence
7.2 Nature of Intelligence
7.3 Theories of Intelligence- Two factor Theory (Spearman), Multi-factor Theory, Group factor Theory, Guilford’s Model of Intellect, Hierarchical theory.
7.4 Measurement of Intelligence (Verbal and Non-verbal Tests)

8. CREATIVITY
8.1 Concept of Creativity.
8.2 Characteristics.
8.3 Role of teacher in Igniting and Developing creativity.
8.4 Importance of creativity in Education.

9. BEHAVIOUR MODIFICATION
9.1 Concept of abnormality
9.2 Characteristics of good mental health
9.3 Classification of Problem behaviour
9.4 Factors contributing to problem behaviours
9.5 Concept of Behaviour Modification - Principles, process and techniques of Behaviour Modification.

SELECTED READINGS:
Bigge, M. L. & Hunt, M. P. (1980). Psychological foundations of education. New York: Harper and Row Publishers.
Bower, G. H. & Hilgard, E. R. (1986). Theories of learning. New Delhi: Prentice Hall of India Pvt. Ltd.
Chauhan, S. S. (1996). Advanced Educational Psychology. New Delhi: Vikas Publishing House.
Lindgren, H. C. (1976). Educational Psychology in the classroom. New York: John Wiley.
Long, M. (2000). The psychology of education. London: Routledge
Marlowe, B. A. & Canestrari (Eds.) (2005). Educational Psychology in context. New Delhi: Sage
Schwean, V. L. & Saklofske, D. H. (Eds) (1999). Handbook of Psychosocial characteristics of exceptional children. Netherlands: Kluwer academic publisher
Panda, K. C. (1997). Elements of Child Development. New Delhi: Kalyani Publishers.
Sharma, P. (1995). Basics on development and growth. of a child. New Delhi: Reliance.
Tuttle, D. W. (1994). Self-esteem and adjusting with blindness. Illinois: Charles C. Thomas.
Wilson, A. R., Rockbeck, M. C. & Michael, N. B. (1979). Psychological foundations of learning and teaching. New York: McGraw Hill.

COURSE III: RESEARCH METHODOLOGY AND STATISTICS:
UNIT I:
1. EDUCATIONAL RESEARCH & SCOPE
1.1 Meaning, nature, need & scope of educational research
1.2 Scientific inquiry. Scientific method, nature and sources of knowledge.
1.3 Types of Research: Fundamental, applied & action
1.4 Action research: Meaning, characteristics, steps, and differences from applied research

2. FORMULATION OF RESEARCH PROBLEM
2.1 Identification, sources and criteria of research problem
2.2 Delineating and operationalizing variables
2.3 Review of related literature: Importance and sources
2.4 Hypothesis: Meaning, characteristics, sources, types, formulation, and uses

UNIT II:
3. SAMPLING
3.1 Population and sample concept
3.2 Need characteristics and steps of sampling
3.3 Probability sampling- simple random, cluster, stratified, systematic and multistage
3.4 Non-probability sampling - incidental, purposive, and quota

4. TOOLS AND TECHNIQUES
4.1 Characteristics of a good research tool
4.2 Characteristics, types and uses of questionnaire, rating scale, checklist, interview, observation, Projective and Socio-metric Techniques.
4.3 Tests- CRT, NRT and teacher made test, Translation and adaptation

5. APPROACHES TO RESEARCH
5.1 Historical research
5.2 Experimental and quasi-experimental research
5.3 Single subject experimental research
5.4 Descriptive research
5.5 Brief description of qualitative research

UNIT III:
6. DESCRIPTIVE STATISTICS
6.1 Types and characteristics of measurement scales-Nominal, ordinal, interval and Ratio
6.2 Frequency distribution, graphical representation of data
6.3 Measures of central tendency- Mean, Median, and Mode
6.4 Measures of dispersion- Range, AD, QD, SD and Variance
6.5 Measures of Relative position- Percentile and Percentile Rank

7. NPC AND MEASURES OF RELATIONSHIP
7.1 Normal probability curve- meaning, characteristics
7.2 Skewness and Kurtosis
7.3 Meaning, assumptions, computation and uses of Product Moment and Rank Difference correlation

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Contact Details:
Kurukshetra University
Kurukshetra,
Haryana 136119
India

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