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(i) Pedagogical Concerns
(a) Curriculum: Meaning, Principles, types of curriculum organization, approaches.
(b) Planning: lnstructional Plan- Year Plan, Unit Plan, Lesson Plan
(c) Instructional material and resources: Text Books, Work books, Supplementary material AV aids, Laboratories, Library, Clubs-Museums-Community, Information and Communication Technology.
(d) Evaluation: Types, tools, Characteristics of a good test, Continuous and Comprehensive Evaluation, Analysis and interpretation of Scholastic Achievement Test.
(ii) Inclusive Education
(a) Understanding diversities: concept types (disability as a dimension of diversity)
(b) Disability as a social construct, classification of disability and its educational implications:
1. Sensory Impairment (Hearing Impairment, Visual Impairment and Deaf Blind)
2. Cognitive Disabilities: (Autism Spectrum Disorder; Intellectual Disability and Specific Learning Disability)
3. Physical Disabilities: celebral palsy and loco motor
(c) Philosophy of inclusion with special reference to children with disability.
(d) Process of Inclusion: concern issues across disabilities.
(e) Constitutional Provisions
(iii) Communication & interaction
Theory of Communication, Types of Communication, Communication & language, Communication in the classroom, barriers in communication.
(iv) Understanding Learning
Concept, Nature of Learning – input-process-outcome, Factors of Learning – Personal and Environmental, Approaches to learning and their applicability — Behaviourism (Skinner, Pavlov, Thorndike), Constructivism (Plaget, Vygotsky), Gestalt (Kohier, Koffka) and Observational (Bandura), Dimensions of Learning — Cognitive. Affective and Performance, Motivation and Sustenance- its role in learning, Memory & Forgetting, Transfer of Learning. Design of Learning activities and classroom processes, pedagogic practices, and creating democratic learning environments that include diverse children’s knowledge and social experiences in the classroom.
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