Google+Responding+To+Reconsideration+Requests+With+No+Penalty+Notifications

Google+Responding+To+Reconsideration+Requests+With+No+Penalty+Notifications

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.
   

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

Major –V: VISUAL IMPAIRMENT: An Introduction

Course Code: 552

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course is designed to help students to understand the concept of visual 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 visual impairment.

 

OBJECTIVES

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

 

UNIT – 1:    Introduction

1. Definition and Classification
   
   1. Legal Definition
      
      1. Low Vision
         
      2. Legally Blind
         
   2. Educational Definition
      
2. Measurement of Vision
   
3. Causes of Visual Impairment
   

 

UNIT – 2:    Function of the Eye

1. Anatomy of the Eye
   
2. Physiology of the Eye
   

UNIT – 3:    Psychological and Behavioral Characteristics

1. Language Development
   
2. Intellectual Ability
   
3. Mobility
   
4. Academic Achievement
   
5. Social Adjustment
   

UNIT – 4:    Educational Considerations

1. Braille
   
2. Use of Remaining Sight
   
3. Listening Skills and Verbalism
   
4. Mobility Training
   
5. Information Communication Tools (ICT's Tools)
   
6. Service Delivery Models
   

UNIT – 5:    Transition

1. Independent Living
   
2. Employment
   

 

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.
   

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

Major – IV: MENTAL RETARDATION: An Introduction.

Course Code: 542

Credit Hours: 03

 

COURSE DESCRIPTIONS

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

 

ADVANCE ORGANIZERS

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

 

UNIT – 1:    Introduction

1. Definition of Mental Retardation in Comparative Perspective.
   
   1. American Association on Mental Retardation (AAMR) Definitions (1973, 1983)
      
   2. AAMR Definition 1992, 2002 AAMR
      
2. Classification in Mental Retardation
   
3. Causes of Mental Retardation
   

 

UNIT – 2:    Characteristics of Mental Retardation

1. Attention
   
2. Memory
   
3. Self-Regulation
   
4. Language Development
   
5. Academic Achievement
   
6. Social Development
   
7. Motivation
   

 

UNIT – 3:    Assessment

1. Intelligence Tests
   
2. Adaptive Skills
   
3. Vocational Assessment
   

 

UNIT – 4:    Early Intervention Programs

1. Portage Home based Program
   
2. Parent Outreach Program of Pakistan
   
3. Other Models
   

 

UNIT – 5:    Transition

1. Community Adjustment
   
2. Employment
   
3. Importance of the Family
   
4. Prospects for the Future
   

 

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.
   

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

Major – III: PRACTICUM (INTERNSHIP WITH DIFFERENT SERVICE PROVIDERS)

Course Code: 532

Credit Hours: 03

    

The Department of Special Education should offer Practicum opportunities to students in the form of Internships in the following areas:

    a).    Physio Therapy Centre

    b).    Occupational Therapy Centre

    c).    Speech and Language Therapy Centre

    d).    Visits Pediatric Units of Children Hospital

    e).    Psychological Clinics

    f).    Audio-logical Clinic

    g).    Optometric Clinic

    h).    Mobility Clinics

    i)    Low Vision Centres.

 

    Students spend their 45 hours (03 credit hours), 4 hours per day, 2 days per week in Second Semester of Third Year. This will provide them an opportunity to develop competencies related to work others' paramedical staff and work their own as well. In their role as Trainees, students work with special education teachers, general education personnel and various therapies' personnel. The students are under the joint supervision of field teachers or Para-medical staff on site and an academic staff member of university.

 

Finally, they should prepare a 'Reflective Journal' which will include their working experience in each setting.

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

Major – II:    EDUCATIONAL PROGRAMMING FOR SPECIAL CHILDREN

Course Code: 522

Credit Hours: 03

 

COURSE DESCRIPTIONS

An educational program consists of a sequence of learning activities carried out over an extended period of time to accomplish a number of long-term learning goals. The main emphasis of this course is to help students learn how to plan an educational program that can accommodate children with variety of disabilities and achieve different learning goals.

 

ADVANCE ORGANIZERS

1. Explain the role of education program in special education
   
2. Write objectives suitable for the various levels of different domains
   
3. Describe a procedure for building a plan for a continuous progress course
   
4. Be familiar with the various formats of lesson plans.
   
5. Construct a daily lesson plan.
   
6. Construct an individualized education program
   
7. Be able to use special educations teaching methodologies
   

 

UNIT – 1:    Curriculum and Instruction Planning

1. Curriculum and Instruction in Special Education
   
2. Choosing Curricular Goals
   
3. Learner Characteristics
   
4. Teacher Characteristics
   
5. Situational Variables
   
6. A Core Curriculum for Learners with Special Needs
   
7. Planning Curriculum and Instruction Through the Unit Approach
   
8. Components of the Instructional Unit
   

 

UNIT – 2:    Creating and Using Instructional Objectives

1. The use of Instructional Objectives in the Special Education
   
2. Stating the conditions of Learning
   
3. Criteria for Mastery
   
4. Writing Instructional Objectives at Different Domains
   
5. Using Bloom's Taxonomy
   
6. Long-Term and Short-Term Instructional Objectives
   
7. Sequencing of Instructional Objectives and Task Analysis
   

 

UNIT – 3:    Lesson Planning

1. Definition and Concepts
   
2. Basic Assumptions
   
   1. Written Plans
      
   2. A Continual Process
      
   3. The Problem of Time
      
   4. The Plan Book
      
3. Components of a Daily Lesson Plan
   
   1. Identification Data
      
   2. General Objectives
      
   3. Specific Objectives
      
   4. Content
      
   5. Key Point
      
   6. The Procedure
      
   7. Materials to be Used
      
   8. Assignment
      
4. Lesson Plan Formats
   

 

UNIT – 4:    Individual Plans

1. Goals, Objectives, and Outcomes
   
2. Alternatives to Help Students with Special Needs to Meet Goals and Outcomes
   
3. Developing IEP, IFSP and ITP
   
4. Areas of Special Learning Needs
   

 

UNIT – 5:    Special Teaching Methods and Evaluation

1. Special Teaching Methods
   
   1. Precision Teaching
      
   2. Ability Training
      
   3. Direct Instruction
      
   4. Learning Strategies Training
      
   5. Training and Implementing a Self-monitoring Program
      
   6. Study Skills Training
      
   7. Cognitive Skills Training
      
2. Evaluation of Learning
   
   1. Monitoring Student Understanding
      
   2. Monitoring Engaged Time
      
   3. Maintaining Record of Student Progress
      
   4. Informing Students Progress to Parents
      
   5. Using Data to Make Decisions
      

 

Recommended Books

 

1. Luftig, R.L. (1987) Teaching the Mentally Retarded Students: Curriculum, Methods and Strategies. Boston: Allyn and Bacon, Inc. pp. 103 – 130.
   
2. Callahan, J.F. and Clark, L.H. (1988) Training in the Middle and Secondary Schools: Planning for Competence. New York: MacMillan Publishing Company, pp. 101-127.
   
3. Ysseldyke, J.E. and Algozzine, B. (1995) Special Education: A Practical Approach for Teachers. (3^rd Ed.) Boston: Houghtorn Mifflin Co., pp. 108 – 162.
   

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

Major – I: PSYCHO-SOCIAL ASPECTS OF EXCEPTIONALITY

Course Code: 512

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course provides sociological, psychological, and developmental perspectives from which to approach intervention of children with special needs. An ecological framework is adopted in which the social contexts of the child are explored.

 

ADVANCE ORGANIZER

1. Trace Society's changing attitude toward children with disabilities
   
2. Describe how perspective on handicapism and social attitudes influence opportunities for individual with disabilities
   
3. Indicate ethical decisions that have a component of special education service
   
4. Train people with special needs in the area of psychosocial development
   

 

UNIT – 1    Social Attitudes Toward Disabled Population

1. Definition and Concept of Attitude
   
2. Cognitive, Co native and Affective Components of Attitude.
   
3. Social Attitudes Toward Disabled Population in Pakistan
   
4. How to Change Attitude
   
   1. Social Awareness Program
      
   2. International Convention on the Rights of Children
      
   3. Legislation
      

 

UNIT – 2:    Intervention Model in Pakistan

1. Educational Model
   
2. Religious Model
   
3. Medical Model
   
4. Psychological Model
   
5. Sociological Model
   

 

UNIT – 3:    Psycho-Social Training of Special Children

1. Self-Concept
   
2. Defense Mechanisms
   
3. Body Image
   
4. Severity of Handicap, Adjustment and Self-Concept.
   
5. Empathy vs. Sympathy
   
6. Issues of Gender, Sexuality and Disability
   

 

UNIT – 4:    Community and Professional Issues in Special Education

1. Life Stages, Families and Collaboration with other Professionals
   
   1. Early childhood Intervention
      
   2. Transition
      
   3. Working with Parents
      
   4. Involving Community Agencies and Business Groups
      
2. The Impact of Public Policy
   
   1. Factors that Drive the Profession
      
   2. School Reform
      
   3. Social Trends and Special Education in Perspective
      

UNIT – 5:    Social and Ethical issues

The Life Cycle: Issues and Ethics

1. Prenatal Issues and Ethics
   
2. Ethical Issues During the Early Years
   
3. Ethical Issues During the School years
   
4. Ethical Issues During the Adulthood
   
5. New Issues and Future Directions
   

 

 

Recommended Books

 

1. Miles, M. (1985) Social Attitudes Toward Disabled persons in Pakistan. Peshawar, Mental Health Centre.
   
2. Horne, M.D. (1985)
   Attitudes Towards Handicapped Students. London: Lawrence. Rslbaun
   
3. Eichstaedt, C.B. and Kalakian, L.H. (1982)
   Developmental/Adapted Physical Education: Making Ability Count. New York: MacMillan Publishing Co. pp. 47 – 58.
   
4. Ysseldyke, J.E. and Algozzine, B. (1995) Special Education: A Practical Approach for Teachers (3^rd Ed.) Geneva, Illinoosis: Houghton Mifflin Co., pp. 454 – 536.
   
5. Drew, C.J. and Hardman, M.L. (2000) Mental Retardation: A Life Cycle Approach (7^th Ed.). New Jersey: Merrill an Imprint of Prentice Hall, pp. 379 – 408.
   

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

Major – V: TEACHER DEVELOPMENT AND SCHOOL IMPROVEMENT

Course Code: 551

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course is designed to help students develop the skills required to function effectively as a special education teacher and/or team teacher with regard to providing for special educational needs of children. There is an emphasis on consultation and communication skills and their application in different situations, settings, and systems. The course will introduce students to computer hardware and software with particular emphasis on computer applications in special education settings. Finally, the course provides an opportunity to students to learn the maximum and productive use of audio-visual aids in the classroom.

 

ADVANCE ORGANIZERS

1. Explain why competencies is so absolutely essential to good teaching
   
2. Describe the essential elements in any plan: Deciding what one hopes to accomplish and how to accomplish it.
   
3. Explain the benefits of using audiovisual aids
   
4. Describe ways to mix instructional media
   
5. Understand the meaning, concept and importance of educational technology
   
6. Use computer in educational setting
   

 

UNIT – 1:    Perspectives in Teacher Development:

1. Competency based teacher education
   
2. Humanistic teacher education
   

 

UNIT – 2:    Pre-service Education of Special Education Teachers:

1. Courses offered in various pre-service special education teacher training programme.
   
2. Practicum in pre-service training of special education teachers.
   
3. Integration of theory and practice in pre-service training of special education teachers.
   

 

UNIT – 3:    In-service Training of Special Education Teachers:

1. Role of school based teacher training programme.
   
2. Role of centre based teachers training programmes.
   

 

UNIT – 4:    Techniques of Teacher Training:

1. Micro teaching
   
2. Mentoring
   
3. Peer teaching
   
4. Clinical supervision
   

 

UNIT – 5:    Educational Change:

1. Meaning of educational change
   
2. Process of educational change
   
3. Role of teachers, administrator community teachers and parents in educational change.
   

 

Recommended Books

 

1. Barth, R.S. (1991) Improving schools from within. San Francisco: Jossey-Bass.
   
2. Bass, B., & Avolio, B. (1994)
   Introduction in B. Bass and Bruce Avolio (Eds). Improving organizational effectiveness through transformational leadership. Thousands Oaks, CA: Sage Publications.
   
3. Begle, E. (1972) Teacher knowledge and pupil achievement in algebra (Technical Rep. No. 9). Stanford, CA.: Stanford University, School Mathematics Study Group.
   
4. Bickel, W.W. & Bickel, D.D. (1986) Effective schools, classrooms, and instruction: Implications for special education, Exceptional Children, 52, 489-500.
   
5. Senge, P.M. (1990) The fifth discipline: The art & science of the learning organization. New York: Doubleday.
   

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

Major – IV: FOUNDATIONS OF COUNSELING AND THERAPIES

Course Code: 541

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course offers an overview of, and basic training in, counseling techniques. The principle emphasis will be upon the application of counseling techniques, particularly to those who are experiencing academic and personal difficulties. Finally, students are required to study the role of different therapies for the purpose of referral, consultation, and collaboration with other personnel.

 

ADVANCE ORGANIZERS

1. Acquire basic information regarding the extent and nature of counseling and therapies.
   
2. Become aware of the nature, scope and importance of counseling and therapies
   
3. Organize effective counseling and therapies program for special children
   
4. Identify the process of students with special education needs
   
5. Adopt counseling to specific needs
   
6. Evaluate counseling and therapies services in school
   

 

UNIT – 1:    Introduction

1. Basic Concepts of:
   
   1. Counseling
      
   2. Guidance
      
   3. Therapy
      
   4. Consultancy
      
2. Counseling and Therapy: Nature, Need and Functions
   
3. Areas of Counseling and Therapy
   
4. The Counseling and Therapy Services
   
5. Ethical Perspective
   

 

UNIT – 2:    Counseling and Consultancy Personnel

1. Models of Consultancy
   
   1. Behavioral Model
      
   2. Problem Solving Model
      
   3. Eclectic Model
      
2. Characteristics of Consultants
   
   1. Model and Leader
      
   2. Personal Traits
      
   3. Knowledge and Skills
      
   4. Self-Discipline
      
   5. Time Management
      
   6. Objectives and Goals
      
   7. Empathy
      
   8. Expectations
      
   9. Freedom and Independence
      
3. Basic Skills
   
   1. Rapport Building
      
   2. Interview Administration
      
   3. Interpersonal Skills
      
   4. Human Relationship
      
   1. Professional Relationship
      

 

UNIT – 3:    Counseling Service

1. Placement Service
   
2. Follow-up Service
   
3. In-School Follow-up
   
4. Out-of-School Follow-up
   

 

UNIT – 4:    Therapies in Special Education

1. Physiotherapy
   
2. Occupational Therapy
   
3. Speech Therapy
   
4. Psycho Therapy
   
5. Music Therapy
   
6. Behavior Modification
   

   
    

UNIT – 5:    Dealing Common Behavior Problems

1. Immature Behaviors
   
2. Insecure Behaviors
   
3. Habit Disorders
   
4. Per Problems
   
5. Antisocial Behaviors
   

 

Recommended Books

 

1. Crow, L.D. (1974). Introduction to Education. North Quincy, Massachusetts: The Christopher Publishing House, pp. 184 – 202.
   
2. Kochhar, S.K. (1999). Guidance and Counseling. I New Delhi: Sterling Publishers Pvt. Ltd. pp. 1 - 82
   
3. Walker, J.E. and Shea, T.M. (1995).
   A Practical Approach for Educators (Sixth Ed.) New Jersey: Merrill Publishing Co., pp. 28 – 55.
   
4. Penso, D.E. (1987). Occupational Therapy for Children with Disabilities. London: Croom Helm
   
5. Jordan, Consultation in Special Education (1999) Howton and Muffler, Pub. Co.
   
6. Schaefer, C.E., and Millman, H.L. (1981). How to Help Children with Common Problems. New York: Van Nostrand Reinhold Company
   

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

Major – III: ASSESSING STUDENTS WITH SPECIAL NEEDS

Course Code: 531

Credit Hours: 03

 

COURSE DESCRIPTIONS

This course aims to introduce concepts, principles, and strategies underlying the assessment and monitoring of children with special needs. Its basic aims to develop professional skills in diagnostic assessment, consultation and reporting results.

 

ADVANCE ORGANIZERS

1. How is assessment used in the different phases of special education process
   
2. What are the decisions that school personnel make using assessment information?
   
3. What methods are used to collect assessment information?
   
4. What are the major assumptions underlying contemporary assessment practices
   
5. What guidelines should be followed in the assessment process?
   

 

UNIT – 1:    Introduction

1. Concept and Definition:
   
   1. Diagnosis
      
   2. Measurement
      
   3. Evaluation
      
   4. Assessment
      
2. Types of Assessment
   
   1. Informal (Curriculum based Assessment)
      
   2. Formal (tests/portfolio)
      
3. Steps in the Assessment Process
   
   1. Screening Students
      
   2. Classifying and Placing Students
      
   3. Instructional Intervention with Students
      
   4. Measuring Student progress
      
4. Measurement Concepts
   
   1. Basic Statistical Concepts
      
   2. Reliability
      
   3. Validity
      
   4. Norm-Referenced and Criterion-Referenced Testing
      

 

UNIT – 2:    Essential Skills

1. Test Scores and What they Mean
   
   1. Raw Scores
      
   2. Norm-Referenced Scores
      
   3. Criterion-Referenced Scores
      
2. Selecting and Evaluating Assessment Instrument
   
3. Test Administration, Scoring, Interpretation and Reporting
   

 

UNIT – 3:    Case History

1. Definition and Concept
   
2. Areas of Case History
   
3. How to gather Information through Case History
   
4. Working on Different Case History Proformas
   

 

UNIT – 4:    Assessment of Different Areas

1. Developmental Assessment
   
2. Assessment of Perception and Motor Proficiency
   
3. Assessment of Language
   
4. Assessment of Behavior
   
5. Assessing the Intelligence of Children with Special Needs
   
6. Assessment of Adaptive Behavior
   
7. Assessment of Functional Skills
   
8. Pre-Academic Skills
   

 

UNIT – 5    Assessment of Academic Areas

1. Assessment of Reading
   
2. Assessment of Mathematics
   
3. Assessment of Written Language
   
4. Assessment of Career and Vocational Skills
   

 

Recommended Books:

1. Mclouglin, J.A. and Lewis, R.B. Assessing Special Students. 2^nd ed. Columbus. Charles & Merrill, 1986.
   
2. Swausow, H.L. and Watson, B.L. Educational and Psychological Assessment of Exceptional Children. St. Loui. The C.V. Mosby, 1982.