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Old January 24th, 2012, 07:06 PM
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Default Nagarjuna university B.ed

When will Nagarjuna university conduct entrance exam for admission in its B.ed course? what will be key dates for Nagarjuna university B.ed entrance exam? From which sources can students get information about fee structure of Nagarjuna university B.ed program?

Acharya Nagarjuna University is a well known university situated in Andhra Pradesh ..
here I am giving you information about admission in B.ed course offered by Acharya Nagarjuna University

B.ED admission :

Duration : 1 year

Eligibility :
You have to passed Bachelor’s degree or any other qualification recognized equivalent from well recognized University with a minimum of 50% marks in aggregate.
For admission you have to pass an entrance examination with good marks organizes by college administration ..

Syllabus :
Syllabus Code Paper Name of the Paper
BSPE - 01 Paper - I Education in India - A Global Perspective
BSPE – 02 Paper – II Educational Psychology and Persons with Disabilities
BSPE – 03 Paper – III Educational Management, Technology, Research and
Evaluation
BSPE – 04 Paper – IV Mental Retardation – Its Multidisplinary Aspects
BSPE – 05 Paper – V Curriculum and Teaching Strategies
BSPE – 06 Paper - VI Methods of Teaching 1: Children with Mental
Retardation and learning Difficulties
BSPE – 07 Paper – VII Methods of Teaching 2 : Methods of Teaching
Telugu
BSPE - 08 Paper - VIII Methods of Teaching 2 : Methods of Teaching
English




Demonstration Teaching
The teacher educator of Method – 1 should give 5 (Five) demonstrations in a Special School
(MR) and the teacher educator of Method – 2 should give 5 (Five) demonstrations in a regular
secondary school recognized in the government.
Teaching Practice
Every student teacher should teach 5 (five) lessons in each methodology to the respective students
under the supervision of the college concerned methodology lecturer.
Internship Programme
Every student teacher should teach 15 (Fifteen) lessons in each methodology to the respective
students under the supervision of the concerned school (special/ regular) subject teacher. The
college teacher educators should also periodically visit the schools and monitor the internship
programme.

Practical Examiners
The practical examiners, both internal and external, concerned to papers IX, XI, XII, XIII, XIV,
XV, XVI should be compulsorily recognized by ANU and be registered with RCI.
The external practical examiners of Methods of Teaching – 2 (Telugu or English) should be
drawn either from Special Education Colleges of Education and also from general Colleges of
Education affiliated to the university offering regular B.Ed Course, who have eligibility in
concerned teaching methodologies and whose names are approved by the University.
The university shall not appoint any internal examiners for the practical examinations hence the
colleges offering B.Ed.Spl.Edu (MR) should have the required teaching staff.
The methodology (only Telugu and or English) lecturers need not be registered with RCI as their
qualifications are different from special teacher educators, but shall be approved by the university.
IV. Working Hours / Instructional Hours
1. Every college is expected to work for 6 hours on each working day.
The timings of the institution / college shall be from
a. Morning Session: 10.00 a.m. to 1.00 p.m or 9.00 a.m. to 1.00 p.m.
b. Afternoon Session: 2.00 p.m. to 5.00. p.m or 2.00 p.m. to 4.00 p.m.
2. The college should not run B.Ed. Programme on shift system and the working hours of
the college should be minimum of 6 hours in a day. Any deviation from this rule may
lead to the disaffiliation and cancellation of recognition by the University, A.P.State
Government and RCI.
V. Rules of Attendance
1. The degree of Bachelor of Education shall be conferred on a candidate who, after getting
admission into the B.Ed course as specified above, has pursued a “Regular course of
study” or in the “Distance Mode” as herein prescribed and fulfilled the conditions laid-
down for the attendance of students and passed the prescribed teaching examination both
in theory and practical.
2. A regular course of study means attendance at not less than 80% in Teaching instructional
period and 100% of attendance during the period of practice teaching cum internship of the
B.Ed. programme. In special cases the Vice- Chancellor may condone deficiency of
attendance not exceeding 10% on the recommendation of the Principal, based on medical
certificate by an authorized medical officer approved by the principal.
3. The names of students who are contiguously absent for then days or more without any
leave sanctioned or who do not maintain a minimum of 50% average attendance in any
particular subject at a given time, will be given readmission during the next academic year
as per the request of the student with the permission of the Vice-Chancellor of the
University concerned. A monthly consolidated attendance will be displayed on the college
notice board on 5th of every month.
4. The students who do not have adequate attendance will not be considered for the award of
scholarships of any kind of financial aid by the college or any other Government or Quasi
Government agency.

5. Students who do not have adequate attendance will not be permitted to appear for theory
examination and such students have to rejoin the course with exemption from the entrance
test. The admission of all such students will be over and above the sanctioned ceiling of
seats for the college.
6. Attendance shall be reckoned from the date of admission as per the almanac communicated
by the University.

VI. SELECTION OF METHODOLOGY OF TEACHING
Every student is expected to select one methodology out of the two (Telugu and English) given in
the curriculum in addition to the five general subjects and compulsory methodology on mental
retardation and learning disabilities (BSPE -06).

VII. GENERAL RULES FOR EXAMINATION
1. All Examinations of the University shall be held at Headquarters of the University or at
such places and on such dates as may be notified.
2. Applications for permission to appear for an Examination shall be made on the prescribed
form, accompanied by three passport size full face photographs (not profile) along with
the necessary certificates. The prescribed fee should be paid in any State bank of India
through University challana in University examination account No. 3 before the last date
fixed by the Acharya Nagarjuna University.
3. When a student’s application is found to be in order, the Principal of the college issued the
attested hall ticket to the students. The Principal will then ensure that the student has
complied with all the conditions regarding eligibility criteria and only then, issue the hall
ticket to him/her. The hall ticket thus issued to the student shall have to be produce by the
student in the examination hall.
4. A student who fails to present himself for the examination due to any cause whatsoever
except shortage of attendance or one who fails to pass the examination shall not be entitled
to claim refund of the whole or part of the examination fee or ask for the reservation of the
same for a subsequent examination or examinations.
5. A student who has been allowed to appear at the examination of the University once, but
has not been able to appear or has failed to pass the examination may be permitted to
appear at the same examination again without putting in any further attendance, provided
he / she does not change the subject or subjects originally selected by him / her.
6. A student after he / she has been declared successful in an examination shall be given a
certificate setting forth the year of the examination, the subjects in which he / she was
examined and the division in which he / she was placed.
7. No student shall be allowed to put in attendance for or appear at two examinations at one
and the same time. This rule does not apply to the examination for Diploma or Certificate
Course conducted by the University. In other words, no student shall be allowed to pursue
more than one-degree course at a time.
8. Students who have appeared once at any examination of the university need not put in
fresh attendance if they want to re-appear for the same examination not with-standing the
fact that new subjects may have been introduced or the groups of subjects have been
changed by the university. They will, however, have to appear at the examination
according to the scheme of examination and the syllabus in force.

9. Whenever a course or a scheme of examination changes, one more examination in the
following year shall be conducted according to the old syllabus / regulations. Students not
availing themselves of this chance or failing at this examination shall take the examination
thereafter according to the changed syllabus regulations.
10. No admissions / readmissions are to be made after the expiry of two weeks from the date
of commencement of instructions.
11. No supplementary or any other examination shall be conducted during the instruction
period.
12. Students will be allotted to B.Ed, Special Education (MR) course at the time of admission,
strictly depending on the merit secured at the common entrance test and subject to the
rules and regulations in force from time to time, including reservation.
13. Instruction in various subjects shall be provided by the College as per the scheme of
instruction and syllabi prescribed.
14. The programme of instruction, examination and vacation shall be notified by the
University / Govt.of A.P.
15. The medium of instruction shall be English. Student can write the examination (Theory &
Practicals) either in English or Regional Language.
16. University examinations shall be held as prescribed in the scheme of the examination.
17. The course of study shall consist of class lectures, tutorials, teaching practice and practical
/ Project record work.
18. The examination in the theory papers will be a written examination. Besides the
Written examination there will be practical examinations.
19. Principal of the College of education should depute their teachers for examination work
as and when assigned by the University. Examination work assigned by the University is
part of duty of every teacher educator. Any kind of avoidance / negligence of examination
duty shall be treated as violation of the Code of Conduct.

VIII. AWARD OF DIVISION
Division
Theory
Practicals
I Class
60% and above
70% and above
II Class
50% to 59%
55% to 69%
III Class
40% to 49%
40% to 54%
Page 10
1. The results of examination Theory (Part I) and Practical (Part II) shall be published separately.
The student shall be declared to have passed part I theory and Part II practical, if he/she obtains,
not less than 40% of marks in each Paper/Record? Internal Assessment / University Practical
examination in aggregate.
2. Student, who have not passed the examinations in the first attempt along with the batch in
which they were admitted are not eligible for rank, Gold medals, Prizes etc.

IV. IMPROVEMENT OF DIVISION
1. When a student has passed in one or more papers/ subjects in the first attempt in the
regular examinations(s) conducted by the University for his / her batch, paper wise
improvement is permissible only in those papers.
2. A student is permitted to appear for paper wise improvement only once.
3. A student who wishes to improve his / her performance may be permitted to do so if he
she appears in the immediate next regular examination conducted by the university.
4. Regular examination means an examination conducted at the end of the academic year for
which the students were admitted and had undergone instruction.
5. A student appearing for paper-wise improvement is permitted to have the better of the two
awards for the purpose of award of division.
6. Improvement in aggregate is permitted only after the students have exhausted the chances
of paper-wise improvement as per the following conditions.
a) Aggregate improvement is permissible only when a candidate appears in all papers /
subjects but not piecemeal. Further the student has to appear for improvement examination
as per the scheme of examination and syllabus in vogue at the time of taking his / her
examination.
b) When a student appears for improvement in any examination, he / she may be permitted to
have the better of the two aggregates i.e., the original or improvement.
c) The candidate is allowed for improvement in aggregate by appearing not more than two
times.

X. APPEARANCE AND REAPPEARANCE FOR THE EXAMINATION
1. Students who have completed practical work specified in the curriculum alone are eligible
to appear for theory and practical examination of B.Ed course. No student without the
completion of practice teaching, internship and practical record work is allowed for final
university level practical and theory examinations.
2. The college will have the discretion of not allowing the students to appear for the final
theory examination in case their practical work as prescribed is not satisfactory or
incomplete at the time of sending the application for examination. Such candidates will
have to seek fresh admission or readmission in the subsequent years to complete their
practical work.
3. A student who fails in the theory part of the examination may be allowed to reappear
either in the concerned theory paper / papers in which he / she failed or in all the theory
papers, at any subsequent examination without putting in further attendance, provided he /
she does not change the subjects originally offered by him / her.
4. Students who have appeared once at any examination of the university need not put in
fresh attendance if they want to reappear at the same examination not withstanding the fact
that new subjects may have been introduced or group of subjects changed by the

university. They will, however, have to appear at the examination according to the scheme
of examination and the syllabus in force.
5. In case teaching practice cum internship and other practical projects / records are not
satisfactorily completed, the candidate will be permitted to appear for the final
examination only after completing such practical work after seeking admission to B.Ed.
Special Education (MR) as a casual student and producing thereafter, certificates of
satisfactory work in the required areas.
6. A student who fails in the examination by not securing the aggregate of 40% in the Theory
and Practicals will be allowed to appear once again in any two or more of the papers of his
/ her choice for the purpose of securing the prescribed aggregate marks in the theory.
7. Attendance at N.C.C. / N.S.S. Camps or inter-collegiate or Inter University or Inter-state
or National or International matches or Debates, youth festivals or educational excursions
if they form the part of the curriculum, or attendance at such other inter-university, inter-
college activities, as approved by the university, will not be counted as absence. However,
the aggregate of such absence should not exceed two weeks in the entire course period.

XI. TEACHING STAFF
The teaching staff should be qualified as per the norms of RCI and be approved by the University
before the commencement of every academic year. There should be one lecturer to each subject
and a principal, preferably, with Ph.D.in (special) Education.
XII. TEACHING FCULTY AS MENTORS
1. It is envisaged to introduce the concept of mentorship in the Colleges’ of Education. Each
lecturer in the College will act as a mentor. They will be entrusted the responsibility of
Mentorship, who will be responsible for monitoring the overall progress of the student teacher,
i.e., attendance, preparation of special projects, teaching practice cum internship and his overall
participation in the B.Ed.Spl.Ed.(MR) programme. Each mentor will be allotted a minimum of 15
student teachers and he/she will take care of his/her progress and participation in the B.Ed.
Spl.Edu (MR) Programme. Each mentor, besides providing overall guidance, is also responsible
for resolving of any problems faced by the students. Mentor will authenticate the report prepared
by student–teachers and conduct of various special projects of the B.Ed.Spl.Ed. (MR)
Programme.
2. The Principal of the college is expected to submit the list of mentors and the students allotted to
each mentor to the Chairperson, Board of Studies in Education within a month of starting the
course.

XIII. PATTERN OF THEORY QUESTION PAPER
Duration of every theory paper will be of 3 hours and maximum number of marks is 100. The
question paper comprises two sections. Section – A consists of 10 short answer type questions
with internal choice representing each unit of the course. The student is expected to answer each
question in about one and half page. Each question carries 8 marks. Section – B consists of only
one essay type question wit internal choice from any of the 10 units of the course. The student is
expected to answer in about 4 pages. This question carries 20 marks.

Acharya Nagarjuna University
FACULTY OF EDUCATION
B.Ed. Special Education (MR) Degree Examination
Subject:
Paper :
Time : 3 Hrs.
Max. Marks: 100

Part A (Marks 10 X 8 = 80)
Part - A Consists of 10 questions with internal choice representing each unit of the course.
The student is expected to answer each question in about one and half page. Each question carries 8 Marks.
Unit 1. A
Or
Unit 1. B
Unit 2 . A
Or
Unit 2. B
Unit 3 . A
Or
Unit 3 . B
Unit 4 . A
Or
Unit 4. B
Unit 5 . A
Or
Unit 5. B
Unit 6 . A
Or
Unit 6. B
Unit 7 . A
Or
Unit 7. B
Unit 8 . A
Or
Unit 8. B
Unit 9 . A
Or
Unit 9. B
Unit 10 . A
Or
Unit 10.
Part B: (Marks 1 X 20 = 20)
Answer the following essay question by following internal choice. The student is expected to answer in about 4 pages
Essay question carries 20 Marks.
11. A
Or
11. B

\APER – 1 (BSPE-I)
EDUCATION IN INDIA: A GLOBAL PERSPECTIVE
Objectives
After studying this paper, the student teachers are expected to realize the following
1. Explain the history, nature, process and philosophy of education.
2. Spell out the aims and functions of education in general and special education in particular.
3. Describe the various systems of education with reference to general and special education.
4. Discuss the various roles of educational agencies in India.
5. Analyze the role of educational system in the context of Modern Ethos like democracy, socialism
and secularism.
Course Content
Unit 1: Definition, process and philosophy of education
1.1
Definition and Meaning of Education
1.2
Aims of Education
1.3
Functions of Education
1.4
Philosophies and includes idealism, naturalism, pragmatism humanism and constructivism
1.5
Historical perspective of Education in India and Abroad
Unit 2: Education and Various Commissions
2.1
Principles of education and special education and Inclusive Education
2.2
Aims, objectives and functions of special education and inclusive education
2.3
Direction and priorities of general and special education and inclusive education
2.4
Recent trends in Indian Education and special education and inclusive education
2.5
Education for All movement, Education through 21st Century, Various Commissions.
Unit 3: Education in the Social Context
3.1
Formal, Informal and Non-formal Education.
3.2
Functional literacy, continuous and Life Long Education.
3.3
Community Based Rehabilitation including education.
3.4
Open Learning, Distance Education with reference to General and Special Education and
Inclusive education
3.5
Value -Oriented Education.
Unit 4: Educational Agencies for the National Development
4.1
Educational challenges for economic and socio-political development.
4.2
Role of home, community school, society, and mass media.
4.3
Role of Governmental and non-governmental agencies in general and special education.
Such as -NCERT, SCERT, RCI, NCTE.
(a) Resource mobilization through funding agencies and concessions/facilities for the disabled.
Education
(b)
Govt. Policies, Acts and Schemes such as NPE, 1986, POA, 1992, RCI Act 1992, IEDSS, Scheme,
SSA 1992, PD Act 1995, National Trust Act, 1999, Biwako Millennium Framework and its
implications.
(c)
International Legislation for Special Education
4.4 International organizations, National Institutes for Handicapped, UN Organizations and
International Non-Governmental Organizations (INGOs) such as UNICEF, UNESCO,
WHO,UNDP, Action Aid and CBM
4.5 International and national legislation including UNCRPD

Unit 5: Education and the Modern Ethos
5.1
Democracy, socialism and secularism.
5.2
Equalization of educational opportunities.
5.3
Education and human resource development.
5.4
Planning and management of human resource development.
5.5
Unit 6: Emerging trends in Special and Inclusive Education
6.1
Concept of impairment, disability (activity limitation) and participation restrictions and their
implications
6.2
Concepts and principles of inclusion.
6.3
Inclusive Education a rights based model
6.4
Community linkages and partnership of inclusion
6.5
Role of special schools and special teachers/educators in facilitating inclusive education
Unit 7: Education and Social Change
7.1
Education and social change
7.2
Education and modernization
7.3
Education and socialization
7.4
Education and culture
7.5
Education and vocationalization
7.6
Education in Indian Constitution
Unit 8: Human Rights Education
8.1
Human Rights Education
8.2
Fundamental Rights
8.3
Fundamental Duties
8.4
Child Rights
8.5
Rights of Disabled Children
Unit 9: Education and Integration
9.1
Education and Emotional Integration
9.2
Education and National Integration
9.3
Education and International Understanding
9.4
Peace Education
9.5
Culture and Integration
Unit 10: Values in Education
10.1 Meaning and Importance of Needs
10.2 Concept of Basic Human Values
10.3 Classification of Values
10.4 Value Development through Education
10.5 Teaching of Values

Reference books
1. Anand. (1993). The Teacher & Education in Emerging Indian Society. New Delhi NCERT.
2. Saraswathi. T.S. (1999). Culture, Socialization and Human Development. Sage Publications.
3. Steven. B. (1998). School and Society. Sage Publications.
4. Suresh. D. (1998). Curriculum and child development. Bhargava.
5. Taneja. V.R. (1998). Educational Thoughts and Practice. Delhi University Publications.

6. Weber. O.C. (1990). Basic Philosophies of Education. New York Holt, Rinehart and Winston.
7. Aggarwal. J.C. (1992). Development and planning of Modern Education. New Delhi Vikas
Publishing House Pvt. Ltd.
8. Biswas. A. and Aggarwal, J.C. (1992). Education in India. New Delhi Arya Book Depot.
9. Bhat. B.D. (1996). Educational Documents in India. New Delhi Arya Book Depot.
10. Bhatia, Kamala and Bhatia, Balder. (1997). The Philosophical and Sociological Foundations.
New Delhi Doaba House.
11. Biswas. A. (1992). Education in India. New Delhi Arya Book Depot.
12. Mohanty, Jagannath. (1993). Indian Education in the Emerging Society. New Delhi Sterling
publishers Pvt. Ltd.
13. Sapra. C.L. and Ash Aggarwal, (Ed.,) (1987). Education in India some critical Issues. New Delhi
National Book Organisation.
14. Choudhary. K.C. and Sachdeva, L. (Eds) (1995). Total literary by 2000.. New Delhi IAE
Association.
15. Digumarti Bhaskara Rao, M.Srihari,V.Dayakara Reddy, V.Lalini (2010). B.Ed.Vidya Adharalu.
master minds, Sri Nagarjuna Publishers, Guntur.
16. Digumarti Bhaskara Rao, M.Srihari, (2010). D.Ed.Vardhamana Bharatha Desamulo Vidya. master
minds, Sri Nagarjuna Publishers, Guntur.

PAPER – 2 (BSPE-II)
EDUCATIONAL PSYCHOLOGY AND PERSONS WITH DISABILITIES
Objectives
After studying this paper, the student trainees are expected to realize the following objectives:
1. Explain the Concepts and principles of growth and development.
2. Describe the various theories of learning and their implications to the disabled.
3. Explain the concepts of intelligence and aptitude in general and with specific reference to
the PWDs.
4. Explain the concept of personality and mental health and their implications to the
PWDs
5 Define the meaning and techniques of guidance and counseling in general and with special
reference to the PWDs
Course Content
Unit 1: Introduction to Psychology
1.1
Definition, Nature and Scope of Psychology.
1.2
Educational psychology: scope and relevance to general education.
1.3
Role of educational psychology in special education.
1.4
Theories of motivation, attention and perception and its application in education.
1.5
Implications of the above with regard to specific disabilities.
Unit 2: Growth and Development
2.1
Meaning, Definitions and Principles of Growth and Development.
2.2
Influences of heredity and environment.
2.3
Stages of Development with reference to children with disabilities.
2.4
Developmental needs from infancy through adolescents
2.5
Developmental delay and deviancies
Unit 3 Learning
3.1
Definition, Meaning of Learning and Concept formation.
3.2
Learning -Domains and factors affecting learning.
3.3
Theories of learning (behavioural, cognitive and social) , and their application to special education
3.4
Memory and strategies for enhancing memory
3.5
Implications of the above with regard to various disabilities.
Unit 4: Intelligence, Aptitude and Creativity
4.1
Meaning and definition of intelligence and aptitude.
4.2
Theories of intelligence
4.3
Concept of Creativity, its process, characteristics of creative people, and teacher’s role in
stimulating creativity.
4.4
Introduction to Psychological testing - objectives, principles and tests of intelligence,
Aptitude and creativity (SFB, DMT, WISC-R, CPM/SPM, DAT/BLAT, DST)
4.5
Implications of the above with regard to various disabilities.
Unit 5: Personality
5.1
Meaning and Definition of personality.
5.2
Theories of personality
5.3
Frustration and conflict, defence mechanisms and behaviour deviations,
5.4
Mental health and signs and symptoms of maladjustment
5.5
Implications of disabilities in personality assessment.
Page 17
Unit 6: Adjustment
6.1
Adjustment - Meaning, Types, Characteristics
6.2
Types of Adjustment
6.3
Measurement of adjustment
6.4
Maladjustment
6.5
Defensive Mechanisms
6.6
Adjustment Problems of Disabled Children
Unit 7: Motivation
7.1
Meaning, Nature and Characteristics of Motivation
7.2
Kinds of motivation
7.3
Methods of motivation
7.4
Motivation of disabled children
7.5
Achievement motivation
Unit 8: Mental Health of Teacher and Taught (Students)
8.1
Meaning and purposes of Mental Health.
8.2
Characteristics of mentally healthy Individual
8.3
Reasons or causes for mentally Illhealth
8.4
Role of school in promoting mental health in students
8.5
Mental Health of Teachers
8.6
Reasons for Teachers Mental Illhealth
8.7
Mental Health Maintenance in Special Schools
Unit 9: Guidance and Counselling
9.1 Meaning, nature and scope of guidance and counselling and role of home.
9.2 Approaches and techniques of guidance and counselling with reference to various disabilities.
9.3 Vocational guidance, assessment, training, avenues and perspectives
9.4 Discipline and management of class room behaviour problems.
9.5 Yoga and other adjunctive aids.
Unit 10: Educational Statistics
10.1 Importance of statistics in education and Psychology
10.2 Tabulation of Data and its educational significance
10.3 Measures of Central Tendencies
10.4 Measures of Variability
10.5 Measures of Divergence
10.6 Normal Probability Curve
10.7 Correlation
10.8 Graphical Representation

Reference books
1.
Adams J.A. (1992). Learning and memory An introduction. Homewood, Illinois Dorsey Press.
2.
Brody. E.B. and Brody. N. (1996). Intelligence Nature, determinants and consequences. New York
: Academic Press,
3.
Butcher. H.]. (1993). Human Intelligence: Its nature and assessment. London Merhuen.
4.
Gottfried. A.VV. (1995). Home Environment and Early cognitive Development. San Francisco.
Page 18
5.
Guilford. ].B. (1996). Fields of Psychology (ed.,) New York: Van Nostrand.
6.
Hunter, Ian. M.R. (1994). Memory, London: Penguin Books.
7.
Keller. F.S. (1997). The Definitions of Psychology (Ed,). New York: Appleton century.
8.
Munn. N.L. (1997). Introduction to Psychology. Delhi.
9.
Petri. H.L. (1995). Motivation: Theory and Research, 2nd ed., Belmont, Cawadsworth.
10.
Sawrey. J.H. and Telford. C. (1998). Educational Psychology (2nd ed.,) New Delhi Prentice Hall
of India.
11.
Simth, Mdaniel. (1998). Educational Psychology. New York : Allyn & Bacon.
12.
Skinner. B.F. (1997). Verbal Behaviour. New York: Appleton century Crofts.
13.
Travers. R.M. (1993). Educational Psychology. New York: Macmillan,
14.
Watson. LB. (1993). Psychology as a behaviourist views t Psycho. Rev., Vol. 20.
15.
Woodworth. R.S. (1994). Experimental Psychology, New York: Hot
16.
Barciey. J.R. (1993). Counselling and Philosophy. San Francisco.
17.
Floelick. C.P. (1988). Guidance Services in Schools. New York: Allynn & Bacon.
18.
Jones. A.P. (1994). Principles of Guidance. New York: Holt.
19.
Traxier. A. .1. (1990). Techniques of Guidance New Delhi Prentice Hall of India.
20.
Digumarthi Bhaskar Rao, V.krishnaMurthy,K.S.Sudheer Reddy (2009). B.Ed.Vidya Manovignana
Sasthra Adharalu. master minds, Sri Nagarjuna Publishers, Guntur.
21.
Digumarthi Bhaskara Rao, and B. Prasad Babu (2010). D.Ed.Educational Psychology. master
minds, Sri Nagarjuna Publishers, Guntur.

PAPER – 3 (BSPE-III)
EDUCATIONAL MANAGEMENT, TECHNOLOGY, RESEARCH
AND EVALUATION
Objectives
After studying this paper, the student teachers are expected to realize the following objectives:
Discuss the meaning, need and scope of educational management.
Define the concept and meaning of curriculum and instructional strategies.
Explain the concept, meaning, scope and types of educational technology.
Describe the need and scope of educational research.
Discuss the meaning, scope and types of educational evaluation.
Course Content
Unit 1: Educational Management
1.1
Definition, Meaning, Need, Scope of Educational Management.
1.2
Concept and Principles of Institutional Planning and Management, Admission with focus on zero
rejection
1.3
Inspection, supervision and mentoring.
1.4
Institutional Organization, Administration and Evaluation.
1.5
Types of Leadership and Organizational Climate
Unit 2: Curriculum
2.1
Definition, Meaning and Principles of Curriculum,
2.2
Principles of curriculum development and disability wise curricular adaptations.
2.3
Curriculum planning, implementation and evaluation - implications for disabilities and role of
teacher.
2.4
Types and importance of co-curricular activities
2.5
Adaptations of co-curricular activities.
Unit 3: Instructional Strategies
3.1
Theories of instruction - Bruner and Gagne .
3.2
Approaches to instruction -cognitive, behavioural, and eclectic.
3.3
Design instruction -macro design.
3.4
Organizing individual, peer, small group, large group instructions.
3.5
Teaching materials -aids and appliances, other equipment -development.
Unit 4: Educational Technology
4.1
Definition, meaning and scope of educational technology and Information &
Communication Technology (ICT) and its impact on education.
4.2
Role and types of audio-visual aids in teaching and application of multimedia in teaching and
learning
4.3
Individualized instruction -Programmed instruction, computer assisted instruction and interactive
learning.
4.4
Environmental modifications and use of assistive technology for persons with Disabilities &
Barrier free environment.
4.5
TLM: Importance, need and guidelines on use of TLM with reference to various disabilities.

Unit 5: Class Room Communication
5.1
Meaning and process of communication
5.2 Types of Communication
5.3 Mechanics of Communication
5.4
Factor affecting communication
5.5
Communication barriers and their remedies
Unit 6: Classroom Interaction and Analysis
6.1
Classroom Interaction: Teacher behaviour and Teaching Behaviour
6.2 Flander’s Interaction Analysis category Systems
6.3 Reciprocal Category System
6.4 Equivalent Talk Category System
6.5 Verbal Interaction category system
Unit 7: Basics of Computers
7.1
Generations, Types and Characteristics of Computers
7.2
Essential components of computers: Input and Output devices
7.3
Types of Memory
7.4
Computer Languages
7.5
Operating Systems
Unit 8: Computers and Education
8.1 MS Office - Programs
8.2 Internet and World Wide Web
8.3 Computers in Teaching and Learning
8.4 Computers in Student Evaluation
8.5 Users and Application of Computers in Education
Unit 9: Educational Research
9.1 Definition, Need and Scope of Educational Research
9.2 Principles of Research in Education
9.3 Types of Research - fundamental, applied and action
9.4 Tools of Research
9.5 Overview of research studies in special education in India.

Unit 10: Educational Evaluation
10.1 Definition, Meaning, Scope and Types of Evaluation.
10.2 Various types of Tests.
10.3 Characteristics of a good Test
10.4 Descriptive Statistics - Measures of Central Tendencies, Measures of Variability, Measures of
Divergence, Rank Order Correlation.
10.5 Presentation of data - graphs, tables and diagrams.
Reference books
1. Cima M Yeole. (1991). Educational Technology. Cima Myeole.
2. Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching competency
Gavendra Prakashan.
3. Jaganath Mohanty. (1998). Studies in Educational Broadcasting. San subscription agency.
4. Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers
5. Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book Associated Publishers.

6. Sita Ram Sharma & A.L. Vohra. (1993). Encyclopaedia of Educational Technology. Anmol
Publications.
7. Tara Chand. (1992). Educational Technology. Anmol Publication.
8. Aggarwal. Y.P. (1992) Research in Emerging Fields of Education concepts, trends and prospects.
New Delhi Sterling Publishers.
9. Aggarwal. Y.P. (1994). Better sampling. New Delhi Sterling Publishers.
10. Anand. S.P. (1996). RCEB Tools for secondary class students. Bhubaneswar Shovan.
11. Belok, Michael. V. (1993). Naturalistic Research Paradigms. Meerut: Anu Books.
12. Buch. M.B. (1991). Fourth Survey of Research in Education. Vol I and II, New Delhi
NCERT.
13. Martyn, Hammersley. (1996). case Studies in classroom research. Philadelphia Open University
Press.
14. Shukla. S.P. (1996). Elements of Educational Research. Bombay Allied Publishers (P) Ltd.
15. Young, Pauline. V. (1992). Scientific Social Surveys and Research, Bombay Asia Publishing
House,
16. D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO.
17. Govt. of India, Persons with Disability Act, 1995.
18. Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The Falmer Press.
19. Zirpoli, T.J. & Mellor, K.J. (1993) Behaviour Management Application for Teachers and Parents
Toronto Maxwell McMillan, Canada.
20. Sudhakar, Ravindra Babu, D.S.Kumar and Digumarti Bhaskara Rao (2010).B.Ed.Vidya Sankatika
Sastram and Computer Vidya, master minds, Sri Nagarjuna Publishers, Guntur.

PAPER – 4 (BSPE-IV)
MENTAL RETARDATION - ITS MULTIDISCIPLINARY ASPECT
Objectives
After completing the paper the Teacher Trainee will:
• Comprehend the Physiological aspect of Mental Retardation
• Comprehend Motor Developmental aspects in Mental Retardation
• Develop competency in enhancing communication skills among children with Mental Retardation
• Demonstrate competency in working with multi-disciplinary team
• Narrate the procedure to provide refl, networking as well services to MR children
Course Content
Unit 1: Physiological Aspects
1.1
Neurological aspects — Autonomous Nervous System, Central Nervous System, Peripheral
Nervous System.
1.2
Associated Impairments — Cerebral Palsy, Epilepsy, ADD, ADDH, Autism.
1.3
Genetic aspects
1.4
Endocrinal influences
1.5
Preventive measures
Unit 2: Developmental and Behavioural Aspects in Relation to Mental Retardation
2.1
Developmental stages - Physical, social, cognitive, language, emotional and moral.
2.2
Developmental delays and their implications in the life cycle
2.3
Adaptive deficits - self-help areas, emotional, social cognitive and language areas
2.4
Behaviour Management: Functional analysis and strategies for intervention
2.5
Management of behaviour problems in the home. Ethical Issues in behaviour management
Unit 3: Communication Aspects
3.1
Language, Speech and Communication: Concept and Definition
3.2
Speech Disorders: Types and Intervention
3.3
Language: Components Disorders and Intervention
3.4
Communication: Prerequisite skills, process, and disorders and intervention
3.5
Modes of communication: Alternative and Augmentative
Unit 4: Motor Aspects
4.1
Gross motor and fine motor development and impairments
4.2
Neuromotor, eye-hand, sensory motor, perceptual motor difficulties
4.3
Locomotor/mobility related problems
4.4
Physiotherapy, occupational therapy - their implications and adaptations in classroom management
4.5
Activities to enhance motor functions in children with mental retardation

Unit 5: Working with Multi-Disciplinary Team
5.1
Personnel and parents involved in multi-disciplinary team
5.2
Nature of coordination with multi-disciplinary team
5.3
Referral agencies, linkages, networking and follow-up
5.4
Empowerment of families and mobilization of support
5.5
Need for inter-departmental linkages at State and national levels in the services for mentally
retarded children
Unit 6: Community Based Rehabilitation
6.1
CBR: concept and Definition
6.2
Scope of CBR
6.3
Models of CBR
6.4
Role of special educator/ family / community /person with disability/ in CBR
6.5
Challenges and implications
Unit 7 Psychological Characterstics of Mental Retardation
7.1
Learning and Memory
7.2 Personality and Motivation
7.3 Creative Thinking
7.4 Attention and Perception
7.5 Social and emotional Characteristics
Unit 8: Educational Interventions for Mentally Retarded Individuals
8.1
Pre School Intervention
8.2 School Intervention: Special class/special school
8.3 Post School Adjustment
8.4 Mainstreaming, Integration in regular schools
8.5 Role of teacher
Unit 9: Manegment of Mentally Retarded Individuals
9.1
Management of Mildly Retarded
9.2
Management of Moderately Retarded
9.3
Management of Severely Retarded
9.4
Role of Parents, Professionals and Community
9.5
Management of Schools meant for MR Individuals
Unit 10: Services for Mentally Retarded Individuals
10.1 Health Services
10.2 Educational Services
10.3 Training Services
10.4 Home Based Services
10.5 Community Based Services

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.
Page 24
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, 3. (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. 5. (1992) Behavioural 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. 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

PAPER – 5 (BSPE-V)
CURRICULUM AND TEACHING STRATEGIES
Objectives
After completing of the paper the Teacher Trainees will:
• Develop curricular guidance and instructional methods for children with MR
• Select the appropriate content area for various age level and severity levels
• Formulate the IEP and apply suitable strategy for the given group of children with Mental
Retardation
• Demonstrate competency to train children with Mental Retardation in different co-curricular
activity
• Describe various educational provision available for Mental Retardation children
Course Content
Unit 1: Development of Educational Programme
1.1
Instructional Design
1.2
Individualized educational Plan: Need and components
1.3
Development of goals: Long term, short term and specific objectives
1.4
Evaluation of Goals and Maintenance of Records
1.5
Conducting an IEP meeting
Unit 2: Curriculum Development
2.1
Curriculum: Concept, Definition, and aims
2.2
Principles of Curriculum Development
2.3
Approaches to Curriculum: Developmental, Ecological and Functional
2.4
Adaptation of curriculum
2.5
Emerging trends in Curriculum Development.
Unit 3: Curriculum Content - Various Stages
3.1
Infancy (0-3years) Early intervention Preschool (3-6years) Sensory motor, Self help skills, Motor
training, Communication and Socialization, Pre-academic skills
3.2
Functional Academics
3.3
School Level( 6-15years) Self help skills, Communication, Gross and fine motor skills, Functional
academics, possibility of academic integration, concept of National Open School, functional
communication, pre-vocation skills, social competency skills, pre-employment and occupational
skills, domestic skills -
3.4
Prevocational (15- 18)years National Institute of Open School, Prevocational skills
3.5
Severe and Profound Retardation: Self help, Mobility, Communication, Leisure and Recreational,
Prevocational/Vocational
Unit 4: Co-Curricular Activities
4.1
Relevance and Importance of co - curricular skills
4.2
Visual Arts (arts and crafts) and stimulation material
4.3
Performing Arts (dance, music, drama, mimicry, puppetry)
4.4
Physical education, yoga, play, sports and games, Leisure skills and recreational activities
4.5
Emerging trends and activities - Special Olympics, very special arts, special youth festivals, special
national and international days

Unit 5: Methods and Approaches of Teaching
5.1
Student Centered and Teacher Centered Teaching Methods
5.2
Lecture method and Lecture Demonstration Method
5.3
Heuristic Method
5.4
Project Method
5.5
Problem Solving Method
5.6
Inductive and Deduction Approaches
Unit 6: Modern Methods of Teaching
6.1
Micro Teaching
6.2
Team Teaching
6.3
Programmed Instruction

Last edited by Aakashd; February 5th, 2020 at 01:25 PM.
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  #2  
Old February 11th, 2012, 01:39 PM
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Join Date: Nov 2011
Default Re: Nagarjuna university B.ed

You were looking for the admission in Acharya Nagarjuna University in B.Ed. course. The university has published the notification to take admission in M.Ed course only till date. I suggest you to keep a track on the official website of the university because the admission notification will be published very shortly.
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  #3  
Old March 16th, 2012, 03:44 PM
MANDEEP54
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Default Nagarjuna university notifications 2012

Is Nagarjune University published admission notification for year 2012? If yes then on which website can I see admission notification? Is this available on Nagarjuna University?
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  #4  
Old November 25th, 2012, 04:18 PM
palash das
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Default Re: Nagarjuna university B.ed

when will publish the notification for distance bed course in Nagarjun University in 2013?lenght of course ? fees for the course ? Nagarjun University affilated institute's address in Kolkata? is this course accepted by west bengal school service commission?
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  #5  
Old February 22nd, 2013, 08:52 PM
t.lkiran
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Default Re: Nagarjuna university B.ed

anubedrevalutionresultsdate2013announcement
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  #6  
Old February 24th, 2015, 07:08 PM
rajesh kumar banik
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I want to see the admission list of b.ed of session 2014 _2015
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  #7  
Old March 2nd, 2015, 02:47 PM
rajesh kumar banik
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Default list of new admission of b.ed in nagarjuna university of 2014_2015

How will I see the list of new admission of b.ed of 2014_2015 in nagarjuna university?
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Old May 28th, 2015, 12:26 AM
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Please reuuest me of achayra nagarjuna university cancelled b ed college
Name .
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Old August 7th, 2019, 11:00 PM
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Hi buddy I need Nagarjuna university B.Ed. 2nd Semester Exams Timetable, June-2019 so will you plz let me know when its exam time table going to be published by university ??
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  #10  
Old August 7th, 2019, 11:02 PM
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Default Re: Nagarjuna university B.ed

As you are asking for Nagarjuna university B.Ed. 2nd Semester Exams Timetable, June-2019 so on your demand I am providing same here :

Nagarjuna university B.Ed. 2nd Semester Exams Timetable, June-2019



Courses Offered by university
College of Arts

S.No Course of study Intake Duration of the Course
1 M.A. Economics 45 2years
2 M.A. Rural Development 25 2years
3. M.A Political Science 25 2 years
4. M.A. Public Administration 25 2 years
5. M.A Sociology 25 2 years
6. M.S.W (Master of Social Work) 40 2 years
7. M.A History 25 2 years
8. M.A Ancient History & Archaeology 25 2 years
9. M.A Mahayana Buddhist Studies 14 2 years
10. M.A Telugu 40 2 years
11. M.A Sanskrit 15 2 years
12. M.A English 40 2 years
13. M.A Hindi 40 2 years
14. M.Com 45 2 years
15. M.B.A 90 2 years
16. M.B.A (International Business) 50 2 years
17. M.B.A (Hospital Administration) 30 2 years
18. M.H.R.M 35 2 years
19. M.T.T.M(Master of Tourism and Travel Management) 35 2 years
20. LL.M 40 2 years
21. M.A Journalism & Mass Communication 30 2 years
22. M.Ed., 35 2 years
23. P.G. Diploma in Ambedkar Studies 30 2 years
24. M.L.I.Sc 20 2 years
College of Science
S.No Course of study Intake Duration of the Course
1. M.Sc. Aquaculture 30 2 years
2. M.Sc Bio-chemistry 24 2 years
3. M.Sc. Biotechnology 24 2 years
4. M.Tech Biotechnology 20 2 years
5. M.Sc. Botany 40 2 years
6. M.Sc. Chemistry 42 2 years
7. M.Sc. Electronics & Instrumentation Technology 16 2 years
8. M.Sc. Environmental Sciences 24 2 years
9. M.Sc. Foods & Nutritional Science 28 2 years
10. M.Sc. Geology 18 2 years
11. M.C.A. 60 3 years
12. M.Sc. Mathematics 55 2 years
13. M.Sc. Microbiology 28 2 years
14. M.Sc. Nano-Biotechnology 24 2 years
15. M.Sc. Nano-Technology 40 5 years
16. M.Sc. Physics 40 2 years
17. M.Sc. Statistics 25 2 years
18. M.Sc. Statistics (QR & OR) 20 2 years
19. M.Sc. Zoology 42 2 years

Address
Acharya Nagarjuna University,
Nagarjuna Nagar, Guntur - 522 510 .,
Andhra Pradesh, India.
Ph.No: 0863-22346114,
Fax:0863-2293320
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