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Semester Eighth: B.S. in Special Education University of Karachi

Major – I: INTERNSHIP IN MENTAL RETARDATION

Course Code: 622

Credit Hours: 03

Major – II: INTERNSHIP IN VISUAL IMPAIRMENT

Course Code: 632

Credit Hours: 03

Major – III: INTERNSHIP IN LEARNING DISABILITY

Course Code: 642

Credit Hours: 03

Major – IV: INTERNSHIP IN HEARING IMPAIRMENT

Course Code: 652

Credit Hours: 03

Major – V: INTERNSHIP IN PHYSICAL DISABILITY

Course Code: 662

Credit Hours: 03

    Practical Teaching will consist of a planned program based on following experiences:

1.   Attachment as teaching assistant in different classes for a period of one month.

2. Carefully supervised practicum where students will plan I.E.P. and demonstration 10 lessons. There practicum will be carefully supervised and all teachers working with students will evaluate the performance. This information will then be shared and discussed with students. Emphasis will be on development of proper competence and work attitude in the student teachers.

1.1        Observation

1.2        Group Teaching

1.3        I.E.P. Development

1.4        Internship school management

Examples of internship activities included:

a) Teaching Observation skills

b) Teaching organization skills (following daily schedules) 

c) Providing instructional support, parallel curriculum, and efforts to actively modify the general education curriculum adoptions. 

d) Use of augmentative and alternative communication (AAC) techniques to support individuals with visual impairments and multiple disabilities 

e) Consultation with classroom staff to support newly acquired communication skills 

f) Social skills instruction using peer tutoring arrangements 

g) Consultation with teachers to facilitate the generalization of social skills across school and vocational settings 

h) Instruction of functional reading skills that include choice-making to enhance daily living activities and sight words to facilitate transition between classes 

i) A functional behavior assessment was conducted to understand a frequent and complicated set of behaviors 

j) Consultation and collaboration with the paramedical personnel to develop appropriate intervention

Semester Seventh V: B.S. in Special Education University of Karachi

Major – V: COMMUNICATION DISORDERS: An Introduction

Course Code: 651

Credit Hours: 03

COURSE DESCRIPTIONS

This course will assist students towards an understanding of communication disorders in children and the skills and strategies necessary for the teaching of children with these disorders. Emphasis will be placed upon the varying approaches to systematic intervention in school settings, program design, its implementation and evaluation for such children.

ADVANCE ORGANIZERS

1. What definition is used for students with communication disorders?

2. How are levels of communication disorders differentiated?

3. What are the primary characteristics of students with communication disorders?

4. What instructional approaches and teaching tactics are appropriate for students with communication disorders?

UNIT – 1:    Introduction

1.1 Definition and Concept of:

1. Speech
   
2. Language
   
3. Communication
   

1.2 Definition and Types of Communication Disorder General Causes

UNIT – 2:    Language Development

1. Sequence of Development
   
2. Theories of Development
   

UNIT – 3:    Language Disorders

1. Classification
   
2. Strategies for Assessment and Intervention
   
3. Delayed Language Development
   
4. Language Disorders Associated with:
   
   3.4.1. Aphasia
   
   3.4.2. Dysphasia
   

UNIT – 4:    Speech Disorders

1. Voice Disorders
   
2. Articulation Disorders
   
3. Fluency Disorders
   
4. Speech Disorders Associated with Neurological Damage (Dysarthria)
   
5. Educational Consideration
   

UNIT – 5:    Other Issues

1. Early Intervention
   
2. Speech and Language Therapy
   
3. Augmentative and Alternative Communication
   
4. Students with Communication Disorders in Regular Education Classrooms
   
5. Parent Participation
   

Recommended Books

1. Hallahan, D.P. and Kauffman, J.M. (1997)
   Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon.
   
2. Heward, W.L. and Orlansky, M.D. (1992) Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company
   
3. Smith T.E., et al. (1995) Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon.
   
4. Ysseldyke, J.E. and Algozzine, B. (1995) Special Education: A Practical Approach for Teachers. Boston: Houghton Mifflin.
   

Semester Seventh IV: B.S. in Special Education University of Karachi

Major – IV:     EMOTIONAL AND BEHAVIORAL DISORDERS: An Overview

Course Code: 641

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course will assist students towards an understanding of emotional disturbance and behavior disorders in children and the skills and strategies necessary for the teaching of children with these disorders. Emphasis will be placed upon the varying approaches to systematic intervention in school settings, program design, its implementation and evaluation for such children.

 

ADVANCE ORGANIZERS

1. What definition is used for students with emotional or behavioral disorders?
   
2. How are levels of emotional or behavioral disorders differentiated?
   
3. What are the primary characteristics of students with emotional or behavioral disorders?
   
4. What instructional approaches and teaching tactics are appropriate for students with emotional or behavioral disorders?
   

 

UNIT – 1:    Introduction

1. Definition
   
2. Prevalence
   
3. Types
   
4. Classification (types)
   
5. Causes
   

   1.5.1 Biological Factors
   

   1.5.2 Ecological (family, school, community, economics).
   

 

UNIT – 2:    Psychological and Behavioral Characteristics

1. Intelligence and Achievement
   
2. Social and Emotional
   
3. Traumatic Brain Injury (TBI)
   
4. Schizophrenia, Autism and other pervasive Developmental Disorders
   

 

UNIT – 3:    Assessment:

1. Standardized Achievement Tests
   
2. Intelligence Testing
   
3. Reading, Writing and Mathematics Inventories and Checklists
   
4. Wide range Achievement Test.
   

 

UNIT – 4:    Educational Considerations

1. Instructional Strategies for Reading, Writing and Mathematics
   
2. Educational Intervention for Attention Deficit Hyperactivity Disorders Learning
   

1. Importance of Integrated Services
   
2. Strategies that work
   

 

UNIT – 5:    Intervention Models

1. Biogenic Model
   
2. Psychodynamic Model
   
3. Psycho-educational Model
   
4. Humanistic Model
   
5. Ecological Model
   
6. Behavioral Model
   

 

UNIT – 5:    Other Issues

1. Early Intervention
   
2. Transition
   
3. Students with Emotional or Behavioral Disorders in regular classrooms
   
4. Parent Participation
   

 

Recommended Books

 

1. Hallahan, D.P. and Kauffman, J.M. (1997) Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon.
   
2. Heward, W.L. and Orlansky, M.D. (1992) Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company
   
3. Smith T.E.,
   et al. (1995) Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon.
   
4. Ysseldyke, J.E. and Algozzine, B. (1995) Special Education: A Practical Approach for Teachers. Boston: Houghton Mifflin.
   

Semester Seventh III: B.S. in Special Education University of Karachi

Major – III: LEARNING DISABILITY: An Introduction

Course Code: 631

Credit Hours: 03

 

COURSE DESCRIPTIONS:

This course is designed to help students to understand the concept of learning disability, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with learning disability.

 

ADVANCE ORGANIZERS

1. What definition is used for students with learning disability?
   
2. How are levels of learning disability differentiated?
   
3. What are the primary characteristics of students with learning disability?
   
4. What instructional approaches and teaching tactics are appropriate for students with learning disability?
   

 

UNIT – 1:    Introduction

1. Concept of Learning Disability
   
   1. Definition of Learning Disabilities
      
   2. Prevalence
      
   3. Types
      
   4. Discrepancy Criteria for identification
      
2. Causes
   
   1. Organic and Biological Factors
      
   2. Genetic Factors
      
   3. Environmental Factors
      
   4. Neuro Psychological Factors
      

 

UNIT – 2:    Psychological and Behavioral Characteristics

1. Inter-individual Variation
   
2. Intra individual Variation
   
3. Academic Achievement Problems
   
4. Perceptual, Perceptual-Motor and General Coordination Problems
   
5. Disorders of Attention and Hyperactivity
   
6. Memory, Cognitive and Metacognitive Problems
   
7. Social – Emotional Problems
   
8. Motivational Problems
   

 

UNIT – 3:    Assessment:

1. Standardized Achievement Tests
   
2. Informal Reading, Writing and Mathematics Inventory
   
3. Formative Evaluation
   
4. Authentic Assessment
   

 

UNIT – 4:    Educational Considerations

1. Educational Methods for Academic Problems
   
2. Educational Methods for Attention Deficit Hyperactivity Disorder
   
3. Behavior Problems
   

 

UNIT – 5:    Other Issues

1. Service Delivery Models
   
2. Early Intervention
   
3. Transition
   
4. Students with Learning Disabilities in General Education
   

 

Recommended Books

 

1. Hallahan, D.P. and Kauffman, J.M. (1997)
   Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon.
   
2. Heward, W.L. and Orlansky, M.D. (1992) Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company
   
3. Smith T.E., et al. (1995) Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon.
   
4. Ysseldyke, J.E. and Algozzine, B. (1995) Special Education: A Practical Approach for Teachers. Boston: Houghton Mifflin.
   

 

Semester Seventh II: B.S. in Special Education University of Karachi

Major – II:    PHYSICAL DISABILITIES: An Introduction

Course Code: 621

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course is designed to help students to understand the concept of physical disability, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with physical disability.

 

ADVANCE ORGANIZERS

1.    What definition is used for students with physical disability?

1. How are levels of physical disability differentiated?
   
2. What are the primary characteristics of students with physical disability?
   
3. What instructional approaches and teaching tactics are appropriate for students with physical disability and health impairments
   

 

UNIT – 1:    Introduction

1.1    Definition

        1.2    Classification

        1.3    Guidelines for Determining Level of Impairment

 

UNIT – 2:    Psychological and Behavioral Characteristics

1. Cognitive
   
2. Academic
   
3. Physical
   
4. Health Related
   
5. Behavioral
   
6. Personality Characteristics
   

 

UNIT – 3:    Selected Physical and Health Impairments

1. Asthma
   
2. Cancer (Childhood)
   
3. Cerebral Palsy
   
4. Cystic Fibrosis
   
5. Diabetes (Juvenile Diabetes)
   
6. Human Immunodeficiency Virus (HIV)
   
7. Infectious Diseases
   
8. Muscular Dystrophy
   
9. Seizure Disorders
   
10. Spinal Bifida
    
11. Traumatic Brain Injury
    
12. Others
    

 

UNIT – 4:    Educational Considerations

1. Prosthetics, Orthotics, and Adaptive Devices for Daily Living
   
2. Individualized Planning
   
3. Educational Placement
   
4. Educational Goals and Curricula
   
5. Neurological Rehabilitation
   
6. Physiotherapy
   
7. Hydrotherapy
   
8. Conductive Education
   
9. Pastoral Management
   

 

UNIT – 5:    Special Educators at Work

1. Early intervention
   
2. Transition
   
3. Students with Physical Disabilities in Regular Education Classrooms
   
4. Inter-Link Services
   
5. Career Education
   

 

Recommended Books

 

1. Hallahan, D.P. and Kauffman, J.M. (1997)
   Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon.
   
2. Heward, W.L. and Orlansky, M.D. (1992) Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company
   
3. Smith T.E., et al. (1995) Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon.
   
4. Ysseldyke, J.E. and Algozzine, B. (1995) Special Education: A Practical Approach for Teachers. Boston: Houghton Mifflin
   

Semester Seventh I: B.S. in Special Education University of Karachi

Major – I:    HEARING IMPAIRMENT: An Introduction

Course Code: 611

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course is designed to help students to understand the concept of hearing impairment, its definition, classification, causes and prevention. Students will focus on the development of teaching and programming skills required for the teaching of children with hearing impairment.

 

ADVANCE ORGANIZERS

What definition is used for students with hearing impairment?

2.    How are levels of hearing impairment differentiated?

3.    What are the primary characteristics of students with hearing impairment?

4.    What instructional approaches and teaching tactics are appropriate for students with hearing impairment

 

UNIT – 1:    Introduction

1. Definition
   
   1. Hard of Hearing
      
   2. Deaf
      
2. Classification of Hearing Impairment
   
3. Causes of Hearing Impairment
   

   1.3.1. Conductive, Sensor neural, and Mixed Impairments
   

   1.3.2. Impairments of the Outer Ear
   

   1.3.3. Impairments of the Middle Ear
   

   1.3.4. Impairments of the Inner Ear
   

 

UNIT – 2:    Function of the Ear

1. Anatomy of the Ear
   
2. Physiology of the Ear
   

 

UNIT – 3:    Measurement of Hearing Ability

1. Pure-Tone Audiometry
   
2. Free Field Audiometry
   
3. Speech Audiometry
   
4. Test for Young and Hard to-Test Children
   
5. School Screening
   
6. Bone Conduction Test.
   
7. Tempanometry
   
8. Auto Acoustic Test
   
9. Distraction Test.
   

 

UNIT – 4:    Psychological and Behavioral Characteristics

1. Language and Speech
   
2. Intellectual
   
3. Academics Achievement
   
4. Social Adjustment
   

 

UNIT – 5:    Educational Consideration

1. Oral Approach: Auditory-Verbal Approach and speech reading
   
2. Hearing Appliances
   
3. Sign Language
   
4. Cute Speech
   
5. Total Communication
   
6. Augmentative Communication Devices
   
7. Makaton
   
8. Career Education
   

 

Recommended Books

 

1. Hallahan, D.P.. and Kauffman, J.M. (1997)
   Exceptional Learners: Introduction to Special Education: Boston: Allyn and Bacon.
   
2. Heward, W.L. and Orlansky, M.D. (1992) Exceptional Children: An Introductory Survey of Special Education. New York: MacMillan Publishing Company
   
3. Smith T.E., et al. (1995) Teaching Students with Special Needs in Inclusive Settings. Boston: Allyn and Bacon.
   
4. Ysseldyke, J.E. and Algozzine, B. (1995) Special Eduation: A Practical Approach for Teachers. Boston: Houghton Mifflin Company.