Nagarjuna university B.ed

6.4
Computer Assisted (Aided) Instruction
6.5
Kindergarten and Montessori methods
Unit 7: Techniques of Teachings
7.1
Observation
7.2
Questioning
7.3
Dramatization
7.4
Simulation
7.5
Survey
7.6
Field Trips
7.7
Educational Games
Unit 8: Teaching Strategies
8.1 Principles of Teaching in Special Education
8.2 Stages: in Learning: Acquisition Maintenance and Generalization, Concept Learning -Matching,
Identification and Generalization
8.3 Teaching Approaches: Multi - Sensory Approach - VAKT, Behavioral Approach -Task Analysis,
Chaining, Modeling, Shaping, Prompting and fading Reinforcement, Cognitive Approach -
Cognitive Behavior Modification
8.4 Other Instructional Methods: Role play, Music, Art, Drama, Field trips
8.5 Teaching strategies for Severe and Profound Mentally Retarded: Task analysis, Positioning and
handling, Adaptation of teaching learning materials, Re-structuring of the learning environment, use
of Alternative and Augmentative devices
Unit 9: Teaching Learning Material
9.1 Importance of Teaching Learning Material (TLM)
9.2 Classification of Teaching Learning Material
9.3 Boards
9.4 Graphic Aids
9.5 3D Aids
9.6 Projected Aids
9.7 Activity Aids
Unit 10: Educational Provisions
10.1 Concept of normalization, integration, mainstreaming and inclusive education - their implications
in educational program
10.2 Placement Options: Special schools, Residential schools, Special class in mainstream Settings,
Itinerant and Resource Room
10.3 Vocational Training and Rehabilitation
10.4 Inclusive Model: SSA and NIOS
10.5 Social benefits and Schemes - State and Central governments, NGOs.

Reference books
1. Overton, T. (1992). Assessment in Special Education - An Applied Approach. New York McMillan.
2. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications.
3. Subba Rao, T.A, (1992). Manual on Developing Communication Skills in Mentally Retarded Persons,
NIMH, Secunderabad.
4. Van Riper, C.A. and Emerick, L. (1990), Speech Correction-An introduction to speech pathology and
audiology. Eighth Edition, Prentice Hall.
5. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological
Procedures. Boston: Allyn & Bacon.
6. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and
Instruction. University of Alberta, Alberta.
7. Longone, J. (1990). Teaching Retarded learners Curriculum and Methods for improving instruction.
Boston : Allyn & Bacon.
8. Narayan, J. & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded persons. Pre-
primary level. NIMH, Secunderabad.
9. Peshwaria, R. and Venkatesan. S. (1992) Behaviour of retarded children: A manual for Teachers.
NIMH, Secunderabad.
10. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. The Faimer Press.
11. Repp. A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall
12. King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San Diego Singular
Publishing Group.
13. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi Mittal Publication
14. Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi Reliance.
15. Narayan, J. (1999). Skill Training Series 1-9. NIMH, Secunderabad,
16. Myreddi, V. & Narayan, J. (2000). Functional Academics for Students with Mental Retardation,
NIMH, Secunderabad.
17. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental retardation,
NIMH, Secunderabad.
18. Narayan J. (1990). Towards independence series 1 to 9. Secunderabad : NIMH, Secunderabad.
19. Narayan J. (2003) Educating children with learning problems in regular schools. NIMH,
Secunderabad.
20. Video Films. (2002). Help them learn make it easy. NIMH, Secunderabad.
21. Satyanaraya and Sastry (2010). D.Ed. Sanghika Sastra Bodana Padhatulu. master minds, Sri Nagarjuna
Publishers, Guntur.

PAPER – 6 (BSPE-VI)
METHODS OF TEACHING CHILDREN WITH MENTAL REARDATION AND LEARNING
DIFFICULTIES
Objectives
After completing the paper the students will:
• Develop competency to screen, Assessment of students with learning difficulties
• Develop competency in planning and implementing special education methodology and training
for students with learning difficulties
• Develop competency in curriculum adaptations and implementing remedial education
methodology for students with learning difficulties
• Organize Resource Rooms for students with learning difficulties
Course Content
Unit 1: Learning Disability
1.1
Meaning of Disability and Learning Disability
1.2
Characteristics of Learning Disability
1.3
Causes of Learning Disability
1.4
Types of Learning Disability
1.5
Models of Learning Disability
Unit 2: Identification of Children with Learning Problems
2.1
Educational challenges faced by children with MR, SLD, Emotional disturbances, ADHD/ADD,
Autism, Sensory Disabilities and Locomotor Disabilities in the regular classroom
2.2
Process of Learning: Analyzing and locating areas of difficulty in the process of learning
2.3
Gathering Information: Teachers, Parents, Notebooks, Exam results
2.4
Screening and Assessment: Formal and Informal
2.5
Preparing a Report
Unit 3: Organization of Resource Room
3.1
Orientation to regular school administration - relevance and importance.
3.2
Training and coordination with regular education system
3.3
Organizing resource rooms methods and material
3.4
Coordination with families, evaluation provisions
3.5
Record maintenance
Unit 4: Organization and Development of an Inclusive Education Programme
4.1
Sensitization of school staff at different levels
4.2
Sensitization of parents and community
4.3
Sensitization of regular students
4.4
Creating a barrier free environment (provisions for students with visual and hearing impairments)
4.5
Strategies to facilitate inclusion between regular and special needs students.

Unit 5: Methodology of Teaching a Language of MR Individuals
5.1
Assessment- formal, informal methods
5.2
Modification of the curriculum
5.3
Planning a programme
5.4
Instructional strategies / resources
5.5
Evaluation
Unit 6: Methodology of Teaching Mathematic and its Concepts
6.1
Assessment- formal, informal methods
6.2
Modification of the curriculum
6.3
Planning a program
6.4
Instructional strategies / resources
6.5
Evaluation
Unit 7: Organization of a Resource Room
7.1
Developing a functional curriculum
7.2
Designing IEP
7.3
Scheduling for individual and group instruction
7.4
Designing activities to enhance social inclusion
7.5
Parental Involvement in the program
Unit 8: Training needs and Methods of Learning Disabilities
8.1 Attention deficit hyper activity disorder
8.2 Reading Disability
8.3 Writing disability
8.4 Arithmetic disabilities
Unit 9: Assessment approaches of Learning Disabilities
9.1
Sound Discrimination
9.2
Auditory Sequential Memory
9.3
Visual Discrimination
9.4 Free writing
9.5
Graded Spelling test
Unit 10: Inclusive Education of Disabled Learners
10.1 Meaning of Inclusive education
10.2 Barriers in Inclusive Education
10.3 Challenges in Implementing Inclusion education
10.4 Steps taken by the Government of India and Govt. of AP to promote Inclusive Education
10.5 Role of Family, Community and school in Inclusive Education

Reference books
1. Cark, G.M. & Kostoe, O.P. (1995) Career development and transition education for adolescents
with disabilities (2nd edition). Boston : Allyn & Bacon
2. Eaves, R.C. & Mc Laughin, P.J. (1993) Recent advances in special education and rehabilitation.
Boston : Andover Medical Publishers.
3. King - Sears, M.E. (1994) Curriculum based assessment in special education. San Diego: Singular
Publishing Group, Inc.
4. Mann, P.H., Suiter, P.A. & Mc Clung, R.M. (1992) A guide for educating mainstreamed students.
Boston : Allyn & Bacon.
5. Narayan, J & Kutty, A.T.T. (1989) Handbook for trainers of the mentally retarded persons- Pre-
primary level. NIMH, Secunderabad.
6. Shell, M.E.(1993). Instruction of students with severe disabilities (4th edition). Toronto :
Maxwell Macmillan Canada.
7. West, C.K., Farmer, J.A. & Wolff, P.M. (1991). Instructional design. Implications from
cognitive science. Englewood Cliffs (New Jersey) : Prentice Hall.
8. Santhanam,T,B.Prasad Babu,S.Sugandi and Digumurthi Bhaskara Rao(2007). Children with
Learning Disabilities. New Delhi: Sonali Publications
9. Longhorn, F. (1988) A sensory curriculum for very special people. A practical approach to
curriculum planning. Souvenir Press (Educational and Academic) Ltd.
10. Carr, J & Collin, S (1992). Working towards independence - A practical guide
to teaching people with learning disabilities. London : Jessica Kingsley.
11. Hulme, C. (1992). Working memory and severe learning difficulties. Hove,
Lawrence. Erlbawn.
12. Hogg, J. (1994). Making leisure provision for people with profound learning
and multiple disabilities. London : Lhapman, California.
13. Farmer, R. (1994) changing services for people with learning disabilities.
California Singular Pub. Group Allied, Hyderabad.
14. Smith, C.R. (1994). Learning Disabilities : The interaction of learner task &
setting (3rd edition). Boston : Allyn & Bacon
15. Michales, C.A (1994). Transition strategies for persons with learning
disabilities. California, Singular Pub. Group.
16. Sinha. B.L. (2001). Teaching learning & human behaviour. Anmol, New Delhi.

17. Hoover, J.J. (1995). Teaching students with learning problems to use study
skills - A teachers guide.
18. Lokananda Reddy, G. et. al. (2000). Learning disabilities: A practical guide to
Practitioners. Discovery Pub House, New Delhi.
19. Rourke, B.P. and Del Dotto, J.E. (1994). Learning Disabilities: A Neuro-
Psychological Perspective. Sage Pub, New Delhi.
20. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild
mental retardation, NIMH, Secunderabad.
21. Narayan J. (1990). Towards independence series 1 to 9. Secunderabad : NIMH,
Secunderabad.
22. Narayan J. (2003) Educating children with learning problems in regular schools
NIMH, Secunderabad.
23. Video Films. (2002). Help them learn make it easy. NIMH, Secunderabad.
24. Digumurti Bhaskara Rao and P.Prasad Babu (2010). D.Ed. Pradamika Vidya
mariyu Vidya Drukpadhalu. master minds, Sri Nagarjuna Publishers, Guntur.

PAPER 8 (BSPE – VIII)
Methods of Teaching English
Objectives
To enable the student teacher to:
• Develop an understanding of the nature of the objectives of teaching English Language at
the Primary/Upper primary School level.
• Develop the essential skills of language teaching and become proficient in the use of
modern methods, i.e (use of ICT, computers) and learning techniques.
• Improve command on spoken and written English
• Have a good grasp of the syllabus, teaching strategies and teaching material in English for
primary /Upper primary classes.
• Acquaint with latest reforms in evaluation and to develop latest techniques and tools for
testing the achievement of pupils.
Course Content

UNIT- I ASPECTS OF ENGLISH
1.1 INTRODUCTION
1.1.1 History of English language
1.1.2 Nature of language
1.1.3 Importance of Learning English as a second language in Indian context
with special reference to Andhra Pradesh.
1.1.4 Principles of learning the English Language
1.1.5 English as a Library Language.
1.2 TEACHING OF ENGLISH, SOME ASPECTS
1.2.1 Problems of learning the English language in Non- English medium
schools.
1.2.2 Characteristics of Good English teachers (Qualities / Abilities).

UNIT – II- OBJECTIVES OF TEACHING ENGLISH AT PRIMARY / UPPER
PRIMARY LEVEL:

UNIT – III – PHONETICS:
3.1 Introduction
3.2 Sounds and symbols
3.3 Syllables
3.4 Stress (word and sentence)
3.5 Intonation

3.6 Rhythm
3.7 Articulation

UNIT – IV LANGUAGE SKILLS
4.1 Listening
4.1.1 Introduction
4.1.2 Types of listening
4.1.3 Activities to develop listening skills
4.1.4 Rhymes stories, for listening and comprehension
4.1.5 Oral presentation - as suggested in the Reader/workbook.
4.1.6 Language games
4.1.7 Speech Reading
4.1.8 Auditory Training
4.1.9 Sound vocalization skills
4.1.10 Sound discrimination skills
4.1.11 Sound tracking
4.2 Speaking
4.2.1 Introduction
4.2.2 Activities to develop speaking
4.2.3 Rhymes
4.2.4 Teaching function / items by using different activities as suggested in the Reader /
Workbook.
4.2.5 Language for communication
4.3 Reading
4.3.1 Introduction
4.3.2 Types of reading – silent reading, reading aloud, intensive reading and extensive reading.
4.3.3 Methods of reading
4.3.4 Techniques of reading – Skimming and Scanning
4.3.5 Reading comprehension under reading the lines, reading between the lines, reading
beyond the lines and reading with involvement.
4.3.6 Strategies to develop reading – reading newspapers, short stories, comics etc.
4.3.7 Organic reading / Graphic reading.
4.4 Writing
4.4.1 Introduction
4.4.2 Mechanics of writing – Circles, strokes, curves, small / Capital letters, un-joined/ joined
Letters, words phrases and sentences
4.4.3 Techniques of developing correct spelling
4.4.4 Qualities for Goof Handwriting, shape, Size, Spacing etc.

4.4.5 Developing good handwriting using the Reader Workbook material.
4.4.6 Organization of writing – Writing short paragraphs using the clues given, using
Punctuation, paragraphing etc.
4.4.7 Writing composition – Picture composition, controlled/ guided composition
4.4.8 Creative Writing
Communicative Skills
4.5 Introduction
4.5.1 Communication – Meaning and definition
4.5.2 Principles of good communication
4.5.3 Personality Development through interpersonal and intrapersonal communication
4.5.4 Incorporating values through teaching (Classroom transaction)
4.6 Reference Skills
4.6.1 Use of Dictionary and Thesaurus
4.6.2 Use of Thesaurus

UNIT – V APPROACHES, METHODS AND TECHNIQUS:
5.1 Approaches
5.1.1 Introduction - Aural – Oral approach, structural approaches, situational approach and
communicative approach.
5.2 Methods
5.2.1
Introduction ( Child – centered/a activity based teaching)
5.2.2
The grammar translation method, Direct method, and Bilingual methods.
5.3 Techniques
5.3.1
Introduction
5.3.2
Types (oral presentation and practice, role –play , pair-work, dialogues etc).
5.3.3
Total physical response - body language
5.3.4
Preparation and use of substitution tables
5.3.5
Language games, tongue – twisters, cross-word, puzzles, riddles, rhymes etc.
5.4 Remedial Teaching

UNIT – VI TEACHING OF STRUCTURES AND VOCABULARY
6.1
Introduction to Structures
6.2
Teaching of Structures given in Readers from classes I to VII.
6.3
Functional Grammar and Usage
6.3.1 If clause, degrees of comparison, voice, tenses, question tags, direct and indirect speech,
correction of common errors etc.
6.3.2 Use of articles and prepositions.

UNIT – 7 TEACHING LEARNING MATERIAL (TLM)
7.1
Introduction to T.L.M
7.2
English Language kit – class wise which contains pictures of flowers, birds, animals, occupations
etc., Crayons, Flash-cards, pebbles, toys, small models, masks, puppets etc.
7.3
Match stick diagrams/Black board drawing
7.4
Computer Aided Instruction
7.5
Radio/ T.V/Tape-recorder/Newspaper clippings
7.6
Language laboratory
7.7
Concrete and semi-concrete material used for teaching children with MR.
UNIT – 8: PLANNING (Regular & Special)
1.1
Introduction
1.2
Year Plan
1.3
Unit Plan
1.4
Introduction of micro teaching
1.5
Period Plan
1.6
Teaching of prose, poetry and Supplementary Reader
1.7
Preparation of Activity Packs.

UNIT – 9: CURRICULUM AND TEXTBOOKS
9.1
Introduction
9.2
Need of a textbook
9.3
Qualities of a good textbook
9.4
Construction of knowledge with reference to NCF -2005’
9.5
Discourse oriented teaching
9.6
Narrative’ as a teaching tool
9.7
Analysis of textbook
UNIT- 10: EVALUATION
10.1 Introduction
10.2 The knowledge of Continuous Comprehensive Evaluation (CCE)
10.3 Tools and techniques of Evaluation
10.4 Types of Evaluation / Tests
10.5 Testing the Language skills ( L, S, R, W)
10.6 Designing a scholastic achievement test (SAT) along with Blue-print
Weightages, question wise analysis, scoring and marks key
Reference Books
• Methods of teaching English – By Jyosthva and Nageswara Rao master mind, Sri
Nagarjuna Publishers.
• Methods of Teaching English – By Smt Ch. Anne Vijayakumari, New Erraj Publications,
Guntur.
• Living English structure for schools – Longman
• An Elementary Refresher course – OUP

• How to use the Black Board in Teaching English – Longman – David Horbsburgh
• The teaching of structural words and sentence patterns stage I & II, III & IV (OUP) – by
Horns A.S.
• English as a foreign language – Longman by E.V.Gaten
• Teaching language as communication (OUP) – by Welwson, H.G.1978.
• How to increase Reading speed – Sterling Publisher – G.C.Ahuja, Prameela Ahuja
• Teaching English Grammar – T.R. Publication – Ganesh Bagshi
• Essentials of English Teaching - Geetha Nagaraju Vinod Pusthak Mandir Agra.
• English Language teaching – Orient Longman – R.K.Jain.
• Principles of Teaching English – by S.Venkateswaram , Vikas Publishing house Pvt
Limited
• Better English pronunciation – Cambridge – O’ Connor
• Every Man’s English Pronouncing Dictionary – (U.B.S), Daniel Jones
• Communicative tests of reading and writing English – By Acgomspm Sugan Ramssaran –
NCERT
• Drama – (ELBS) Charlyn Wessels.
• Methods of Teaching English by Grace India, master minds.

Paper – 11 (BSPE – XI)
CULTURAL STUDIES PROJECT
Marks Allotted: 50
Objectives
This Project work will enable the student teachers to:
1. Experience and respond to the finer aspects of different cultural forms
2. Understand the formation and dynamics of culture in the overall context
3. Explore the meanings, images, icons and cultural symbols embedded in human life
4. Appreciates unity and diversity of cultures of various social groups and community
5. Generate novel forms of cultural consciousness and social action
6. Learn more and more about cultural heritage of different communities
7. Document and represent the rich cultural and social contributions of communities and persons
8. Integrate cultural forms of life with different styles of pedagogy
9. Internalize the philosophy of work experience and appreciation
Course Content
Cultural Studies project work shall comprise the following Six areas.
1. Literature 2. Performing arts 3. Visual arts 4. Architecture 5. Handicrafts or Arts and
Crafts
Every student has to work with a five-member group of students by selecting any one activity
under the areas mentioned above.Duration of this programme is 5 working days = 30 instructional
hours
Activities suggested under each area:
Literature
1. Classical /Modern languages – Relevance to contemporary times
2. Articles, Documents, Newspaper clippings, Photographs of people who have done some work
in literature from
your State /Nation.
3. Holistic review of Epics / mythology, scriptures, Stories in all religions and its eternal values in
present context
(Upanishads, Quran, Holy Bible, Psalms, Bhagvat Gita, Ramayana, Maha Bharata, Shathakas,
Panchathantra,etc….)
4. Institutes of excellence in cultural studies(Eg: Kalakshetra, Food Technology, Textiles, M.F.
Hussians Instituteetc….)
5. Dynasties and Rulers who contributed for the growth of literature, Culture and Heritage.
6. Collection of famous Quotations on Education, Life, Values and definition of culture etc.
7. Collection of views of eminent thinkers in education and culture.
8. Quiz programmes on Indian art and culture
9. Idioms / Riddles
10. Incidents from literature to promote culture and its relevance to present days education

11. Contribution to Indian culture and heritage of Buddhism / Jainism / Christianity / Islam /
Zoroastrianism and others.
12. Study of recognized cultural and traditional practices in your region (eg: Andhra,
Rayalaseema and Telangana)
13. Survey / Write up of any State’s contribution in various fields of art / culture / education /
Heritage.
14. Collection of photos, slides, articles, relics, post cards and picture card, and brochures on
contribution of any one freedom fighter, historian, artist and craft man or any other significant
person.
15. Collection of Art books on different areas
16. Collection of information about Astrology, Vaastu sastra, Palmistry, etc…..
Performing Arts
1. Different dance forms of any State / Nation
2. Theoretical study of dance forms and their relationship in integration of movement, body and
articulation (By way of interviewing a person in the field/in any other way)
3. Folk dances of any Tribe/Region / State
4. Detailed information about any one of the regional theatrical forms of your state (eg.
BurraKatha, OgguKatha, HariKatha, Ram Leela, Raasleela, Bhabai, Dasavataram, Manch,
Yakshagana, Kathkali, Krishnaattam..)
5. Collection of classical music / folk music / traditional music / state songs / songs in national
languages
6. Contributions of Jewels of Carnatic music / Hindustani music / Western music – a comparative
study
7. Comparative study of dance forms of Nations (India and Countries of East and West)
8. Collection of songs in Regional languages related to birth, religious ceremonies, rituals,
wedding, harvest seasons and other functions along with their meanings
9. Collection of different musical instruments in India /Abroad (ancient / modern)
10. Music / Dance and its Therapeutic values
11. Celebrating festivals of India (of different regions)
Architecture:
1. Architectural set up of Temples, Mosques, Church, Synagogues and other places of
importance.
2. Sculptures in different places like museums, religious places etc… and its significance
3. Tradition in Folk painting (Mural, Cave, Kalankari, Nirmal, etc..)
Visual Arts:
1. Traditional costumes and Ornaments of any State.
2. Gestures -Stimulus variation skills and its roots in Music and dance in modifying Teachers’
behaviour
3. Slide presentation or Picture display of Geo-Physical features, flora –fauna, Monuments, crafts,
people and their religion, occupation of any Region / District / State / Country.
4. Visits to Monuments /Museums / Nature Parks / Sanctuaries in any district / state and
documenting the details.

5. Documentation of Ancient cities (eg. Vatican city, City of Jerusalem, Mathura, Kurukshetra
etc…).
6. Architectural set up of Temples, Mosques, Church, and other places of worship.
7. Different forms of Worship, Rituals and Scientific reasons behind them (Tree worship, Animal
worship, tribal
specific.)
8. Food and Delicacies in a given culture
9. Concept of marriages in India/Abroad
10. Health Traditions - Practice of Yoga, different types of medicines
Handicrafts:
1. Information of craft centres and compilation of activities.
2. Practical training in art and craft work in any one area (eg. Toy making, Cane work, Book
Binding, Pot making etc…) and Traditional crafts like Kalamkari, Nirmal paintings)
3. Information on handicrafts, which are practised in your district and State.
4. Lesser-known handicrafts, its revival and scope in modern times.
5. Pressure, conserve and develop of dying crafts (laughing crafts)

Paper – XII (BSPE – 12)
CASE STUDY PROJECT
Marks Allotted: 50
Objectives
This Project work will enable the student teachers to:
1. Understand the child / case in the overall context
2. Collect multidimensional information about the case understudy
3. Explore the developmental history of the child
4. Acquire knowledge about family and parental history
5. Understand the socialization processes and social history and behavior of the child
6. Focus attention on understanding the emotional and intellectual behavior of the child
7. Acquire skills of conducting case studies in educational institutions.
Course content
The Case Study Project work shall focus on the identification of any one of the typical cases from
schools / community as suggested below:
1. A child who is educationally backward
2. A child who has specific learning difficulties in school subjects
3. A child who has outstanding abilities and capable of high performance in school subjects,
creative, visual and performing arts, sports, games etc.
4. A child who manifests behavioral problems.
The student may adopt any one of the following tools for the purpose of conducting this study
1. Use of appropriate Psychological tests relevant to the case study such as intelligence, aptitude
and personality tests
2. Interview, inventories and developing questionnaires for the data collection
The suggestive format for undertaking this study is as follows
Case Study -Format
A. Introduction
1. Statement of the problems
2. Nature of problem
3. Objectives
4. Procedure –Tools and techniques used (Methodology adopted)
B. The process of data collection

1. Physical
2. Family background
3. Health conditions
4. School record- curriculum and co-curricular Activities
5. Emotional Behaviour
6. Social Behaviour
7. Intellectual Behaviour
8. Personality Traits (attitudes/aspirations/aptitudes)
9. Interests
10. Any other details
C. Reporting the case
1. Teachers Report
2. Parents Report
3. Peer groups Report
4. Personal/Self/Child's Report
D. Investigator's report/ Analysis of data to locate the causes and conditions
a. Findings
E. Follow up Activity/Suggestions/Remedial measures
a. For Parents
b. For Teachers
c. For Peer group
d. For others
Bibliography
Every student is expected to work independently.

Paper – XIII (BSPE – 13)
HEALTH EDUCATION PROJECT
Marks Allotted: 50
Objectives
This Project work will enable the student teachers to:
1. Understand the need and importance special of health education.
2. Explore the meanings, images and symbols associated with special health practices among
people related to MR.
3. Develop awareness among children and community members about the importance of health
and hygiene of MR.
4. Acquires knowledge about communicable diseases and preventive measures of MR.
5. Inculcate the values of good health and hygiene among children with MR.
6. Think about various dimensions in imparting health education areas MR.
7. Integrate various aspects of health in the teaching learning processes in special classes.
Course Content
Every student should select one individual activity under Health Education
The health education practical project work shall draw activities from the following themes
related to children with mental retardation.
1. Creating awareness about health and hygiene
2. Causes of poor or ill health
3. Vitamin deficiencies and causes of diseases
4. Communicable diseases and preventive measures to be taken
5. HIV / AIDS (Creating awareness for prevention)
6. Need for creating awareness for prevention of HIV/AIDS in our community
7. Any other related topic
Every student is expected to take up any one of the activities mentioned below individually for
Health Education programme involving students from his / her class or school
1. Thought of the day for school morning prayer
2. Discussions among students within or between different sections of the school
debate, quiz, brain storming, essay writing, poster exhibition in school and organizing
rallies in the school premises
4.Any other related activity

Paper – XIV (BSE – 14)
Special School Study Project
Marks Allotted: 50
Objectives
This Project work will enable the student teachers to:
1. Understand different aspects of the complexities of special schooling processes.
2. Reflect on formation of images, symbols and cultures of special schooling.
3. Observe the interactions among special children, teachers and administrators.
4. Know various special school records designed for specific purposes.
5. Understand the relationship between special school and community.
6. Acquire knowledge about the physical, infrastructural and human resources available in the
special schools.
7. Understand the curricular and co-curricular process in special schools.
8. Evaluate the school effectiveness and other functional aspects of special schools.
9. Explore the student support services available and achievements of special schools.
10. Understand the socioeconomic and cultural profile of special children and teachers.
Course Content
The special school study practical project shall comprise the following areas of study about a
special school related children with mental retardation.

1. Profile of the school
2. History of the School
3. Physical conditions
4. Human resources /teacher resources
5. Infra structural facilities /School building
6. School Governance
7. Special Services provided
8. Co-curricular activities provided
9. Records maintained
10. Details of dropouts
11. Results
12. Special achievements
13. Teacher resources
14. School – Community relationships
15. Any other dimension

Paper 15 (BSPE - XV)
Resource Room Organization Project
Marks Allotted – 50
Objectives
• This object will enable the student teachers to prepare lesion plans writing based on IEP
• Teaching in resource room
• Evaluation of teaching and learning
• Preparation teaching learning material (TLM) for the children with MR
• Use individual educational plans
Course Content
Organization of a resource room suitable for teaching children with MR.
Preparation of lesson plans based on IEP
Teaching children with MR using IEP lesson plans
Evaluating the learning of children with MR
Every student teacher should take care of there aspects of at least five children with different
levels of MR.

Paper – XVI & XVII (BSPE – 16 & 17)
Scholastic Achievement Record Method I / II
Marks Allotted: 50 (Method I) & 50 (Method II)
Objectives
This project work will enable the student teachers to
1. Understand the Scholastic Achievements of students in the subjects concerned.
2. Plan, design and conduct Scholastic Achievement tests appropriate to the level of the
students
3. Learn about how to construct test items under Scholastic Achievement test
4. Acquire knowledge with regard to the standardization of Achievement tools
5. Learn various data representation strategies and techniques
6. Acquire knowledge about simple, descriptive statistical techniques
7. Learn the techniques of interpretation of scores and findings
8. Evaluate learning outcomes of the students
Course Content
Every candidate shall independently plan, develop and administer the Scholastic Achievement
Test
The possible format suggested may be as follows.
Preliminaries
a. Title Page
b. Certificate from the mentor and faculty member
c. Declaration by the group
d. Content
1. Title of the Record
2. Introduction to the SAT Record
3. Importance of the SAT Record
4. Objectives of the SAT Record

5. Methodological Procedures (Details of the processes initiated / weightages worked out
for questions - Objectives and content items / difficulty level / item analysis / Time
Frame procedures)
6. Materials and cost of production
7. Final performance / presentation of the study / presentation of data
8. Analysis and interpretation of data (Descriptive Statistical analysis including graphical
and diagrammatic representations)
9. Reference material / Experts and institutions contacted
10. Any other related matter (Sample Copies of Students answer books, Question Papers)

Paper – XVIII (BSPE – 18) / XIX (BSPE – 19)
Teaching Practice and Internship Lesson Plans Record - Method I / II
(Method I) / Method II)
Marks Allotted: 100 (Method I) / 100 (Method II)
Objectives

This Project work will enable the student teachers to:
1. Get hands on experience in teaching lessons in the classroom
2. Acquire proficiency in planning the lessons with respect to objectives, content,
Learning, experiences and the teaching aids
3. Acquire proficiency in transacting the lesson within the time slots allotted to them
4. Select methods relevant to the lessons
5. Learn how to act as facilitator in the classroom
6. Understand the whole schooling process and functions
7. Explore new possibilities of teaching and learning

Course Content
Faculty members with mutual negotiation may evolve methodology wise lesson plan formats
Every student practice shall teach 3 lessons in each method in teaching practice in the college
with school/MR students under the supervision of teacher education.
Every student teacher shall teach 17 lessons in each methodology in 24 working days during
internship programme in cooperating schools under the supervision of the Head Master or any
other trained teachers in the schools who are referred to as supervising teacher.
The student teacher shall write the lesson plans as per the format and prepare relevant teaching
aids before entering the class. At the end of the internship programme all the student teachers
shall show the teaching aids prepared in both the methodologies and also submit at least 5
teaching aids to the Principal of the concerned college.
During this period the student shall be attached to a school and he shall have to undertake such
duties as are assigned to him / her by the Head Master of the school in both curricular and co-
curricular activities.
During internship period the concerned lecturers of the college of education will go round the
schools and observe the lessons of each student along with the supervising teachers and assess
these lessons jointly.
A certificate of satisfactory work by the Headmaster of the cooperating school shall be a
prerequisite for the candidate to appear for the final practical examination


Contact details :
Acharya Nagarjuna University
Nagarjuna Nagar, Guntur, Andhra Pradesh, Andhra Pradesh 522510 ‎
0863 234 6114 ‎

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