DED HI 1st YEAR BOOK SET

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DED HI 1st YEAR BOOK SET 

Part 1 – CHILD DEVELOPMENT AND LEARNING

This book describes the developmental milestones and identify variations among children. It also explains the process of development in infancy and childhood. On the completion of this course, student-teachers will be able to apply the knowledge of theories and factors affecting learning.
transfer the knowledge of psychological processes in class while working with a child with special needs.
Shikha Pokhriyal is RCI licensed Special Education Teacher currently working with the Directorate of Education, Government of the NCT of Delhi. A teacher by day and a reader-writer by night, she is BA, B.Ed, MA, CTET and DSSSB qualified and has been working with diverse learners since 2018. Visit her website specialeducationnotes.co.in for more insights.

Preface

Persons with disabilities are an integral part of our society. Their rights, entitlements and opportunities, as well as services for their specific needs, have to be made available and assured, in the same way that they are made available for other persons in our rich social fabric. Inclusion of persons with disabilities into the mainstream of society needs to be accelerated.
This module series on D.Ed.Spl.Ed. Intellectual and Developmental Disabilities (IDD) is formulated to prepare special teachers for children with the disabilities specializing in Intellectual and Developmental Disabilities (IDD) which includes, besides Intellectual Disability (ID), Specific Learning Disability (SLD), Autism Spectrum Disorders (ASD). It also contains updated information and recent developments in the disability sector and will become an important source of information for all the stakeholders working for the rehabilitation of PwDs.
This module is an outcome of the combined efforts of group of eminent rehabilitation experts. This training module is a compilation of information sourced from various materials/literature, researches, internet etc. I also gratefully acknowledge and recognize their contributions. I hope that this material is utilised as a Reference Guide for Government functionaries, teachers, students and other stakeholders across the country.
This book describes the developmental milestones and variations among children. It also explains the process of identify development in infancy and childhood. On the completion of this course, student-teachers will be able to apply the knowledge of theories and factors affecting learning, transfer the knowledge of psychological processes in class while working with a child with Shikha Pokhriyal special needs.

Contents

Preface

Unit-1 Growth and Development

1.1 Definition and Meaning of Growth and Development
1.2 Principles and Factors Affecting Development
1.3 Nature vs. Nurture
1.4 Domains of Development; Physical, Social, Emotional, Cognitive, Moral and Language
1.5 Developmental Milestones and Identifying Deviations and Giftedness

Unit-2 Ages and Stages of Development

(Birth to Childhood)

2.1 Prenatal (Conception to Birth)
2.2 Infancy (Birth to 2 Year)
2.3 Toddler (2 to 4 Years)
2.4 Early Childhood (Up to 7 Years)
2.5 Late Childhood (7 to 14 Years)

Unit-3 Psychology and Learning

3.1 Educational Psychology. Relevance and Scope for Educators
3.2 Basic Principles of Learning Given by Thorndike, Pavlov, Skinner, Bandura, Piaget and Vygotsky
3.3 Learning Styles and Types of Learners
3.4 Socio-cultural Factors Affecting Learning
3.5 Implications for Children with Special Needs

Unit-4 Psychological Processes and their Implications for C

hildren with Different Disabilities
4.1 Attention; Concept and Factors Affecting Attention in Classroom
4.2 Perception; Concept and Factors Affecting Perception
4.3 Memory; Types and Strategies to Enhance Memory of Children
4.4 Intelligence; Definition, Meaning and Significance of IQ. Gardner’s Theory of Multiple Intelligences
4.5 Motivation Intrinsic, Extrinsic, Factors Affecting
Motivation

Unit-5 Classroom Management

5.1 Stimulating Learning Environment; Physical and Emotional
5.2 Common Behaviour Problems in Children
5.3 Functional Analysis of Behaviour
5.4 Behaviour Management Techniques:
Cognitive and Behavioural
5.5 Modifying Behaviours of Children with Special
Needs in Inclusive and Special Classroom
Bibliography

Part -2 INTRODUCTION ΤΟ DISABILITIES

This book explains the historical perspectives and paradigm shift in the models of disabilities and also demonstrate knowledge about various causes and preventive aspects about different disabilities. It describes the educational needs, implications and challenges in the management of various types of disabilities and the importance of early identification and intervention of children with disabilities and twice exceptional (2e) children.
Shikha Pokhriyal is RCI licensed Special Education Teacher currently working with the Directorate of Education, Government of the NCT of Delhi. A teacher by day and a reader-writer by night, she is BA, B.Ed, MA, CTET and DSSSB qualified and has been working with diverse learners since 2018. Visit her website specialeducationnotes.co.in for more insights.

Contents

Unit-1 Understanding Disability

1.1 Historical Perspectives of Disability-National and International and Models of Disability
1.2 Concept, Meaning and Definition-Handicap, impairment, Disability, Activity Limitation, Habilitation and Rehabilitation
1.4 An Overview of Causes, Prevention, Prevalence and Demographic Profile of Disability: National and Global
 1.5 Concept, Meaning and Importance of Cross Disability Approach and Interventions

Unit-2 Definition, Causes and Prevention, Types, Educational Implication, and Management

2.1 Locomotor Disability-Poliomyelitis, Cerebral Palsy! Muscular Dystrophy
2.2 Visual Impairment-Blindness and Low Vision
2.3 Hearing Impairment-Deafness and Hard of Hearing
2.4  Speech and Language Disorder
2.5 Deaf-Blindness and Multiple Disabilities

Unit-3 Definition, Causes and Preventive Measures, Types, Educational Implications, and Management

3.1 Intellectual Disability
3.2 Specific Learning Disabilities
3.3 Autism Spectrum Disorder
3.4 Mental Illness
3.5 Chronic Neurological Conditions and Blood Disorders

Unit-4 Early Identification and Intervention

4.1 Concept, Need, Importance and Domains of Early Identification and Intervention of Disabilities and Twice Exceptional Children
4.2 Organising Cross Disability Early Intervention Services
4.3 Screening and Assessments of Disabilities and Twice Exceptional Children
4.4 Role of Parents, Community, ECEC and other Stakeholders in Early Intervention as per RPD-2016 and NEP 2020
4.5 Models of Early Intervention-(Home-Based, Centre- Based, Hospital-Based, Combination:) with Reference to Transition from Home to School

Unit-5 Human Resource in Disability Sector

5.1 Human Resource Development in Disability Sector- Current Status, Needs, Issues and the Importance of Working with in an Ethical Framework
5.2 Role of International Bodies (International Disability Alliance (IDA) UNESCO, UNICEF UNDP, WHO) in Disability Rehabilitation Services
5.3 International Conventions and Policies such as UNCRPD, MDGs and SDGs
5.4 Role of National Institutes (AYJNISLD, ISLRTC, NIEPID, NIEPMD, NIEPVD, NILD, NIMHR, PDUNIPPD, SVNIRTAR) in Disability Rehabilitation Services
5.5 Role of Information and Communication Technology
(ICT) in Disability Inclusive Services and Development Programmes
Bibliography
Index

Part -3 DSE(HI) MANUAL

Curricular Strategies and Adaptations for Children with Hearing Impairment

Introduction

Numerous components together contribute to achieve the goals of education. The curriculum, curricular and co-curricular activities, teaching learning strategies, instructional designs and the process of evaluation are some of the components that help in achieving/ meeting both, the short term and long term objectives of education. The study material provided in this manual could help in understanding these components.
The Unit I informs about the various definition, meaning and scope of curriculum. While giving the different principles and types of curriculum the unit writers have also explained about the various kinds of steps involved in the preparation of curriculum.
Unit II gives in detail the existing curriculum for the pre- schoolers and also touches on the aspects of adaptation. It discusses in details, the adaptations required for children with hearing impairment.
Unit III throws light on different cocurricular strategies. The unit writers have incorporated lots of examples and strategies to suit the needs of children with hearing impairment.
Unit IV gives information about the importance and ways to develop literacy skills in children with hearing impairment. The prerequisites of literacy skills, so also the activities to develop these are discussed in this unit.
Unit V focuses on the teaching learning process and also the strategies for grouping the children for instructions.
Unit VI is the yardstick given to the teachers to assess the educational programme. The unit writer has given in details the various types of evaluation and strategies used for it.

Contents

Foreword
Introduction
                                  1 . Introduction to Curriculum
                            2. Existing Curriculum and Adaptations
                      3. Co-curricular Activities: Planning and Execution
                                  4. Development of Literacy Skills
                              5. Curricular StrTechniques of Evaluation

Part – 4 DSE(HI) MANUAL

Fundamentals of Speech and  Speech Teaching

Introduction

A hearing defect therefore can profoundly affect an individual’s life. It poses serious obstacles to speech acquisition and development especially if it is congenital. Concentrated and systematic effort must be made to work with the child with hearing impairment for improving his speaking skills. The teacher’s role is of paramount importance both in speech evaluation as well as in speech teaching for such children.
Chapter I explains the structure and functions of the various systems involved in speech production. The parameters of speech as well as the characteristics of normal speech are discussed. The reasons for regarding speech as an overlaid function are explained.
Chapter II outlines the process of speech sound production. The consonants are described in terms of their manner and place of articulation as well as voicing features. Vowels classification in terms of tongue advancement and lip rounding is explained.
Chapter III describes the development of speech in children with and without hearing impairment. The various stages in speech development are elaborated on. It also explains the factors that could influence speech development in both the groups.
Chapter IV highlights the speech problems found in individuals with hearing impairment, namely, articulation, voice and supraseg- mental errors. It also covers the effect of respiratory problems on speech. Speech intelligibility measures and their importance are also discussed.
Chapter V provides information on evaluating the speech of the hearing impaired child. How to examine the structures and functions of the oral peripheral mechanism is explained. It further describes the procedure for carrying out phonetic level and phonological level evaluations. Finally, it explains how profiling of speech should be done for children in the classroom.
Chapter VI reflects on the principles and strategies of speech development and speech correction. The various approaches and models used for teaching speech to children with hearing impairment are described. Ling’s developmental model is explained using examples.
Chapter VII deals with aids and equipment for development of speech in the hearing impaired. The different sensory aids such as speech trainers, tactile aids and visual aids that are available for teaching speech are explained. The advantages and disadvantages of each are also summarized.
Chapter VIII describes the importance of the home environment and the need to ensure optimal conditions. The stress is on the fact that the child with hearing impairment has to be facilitated at each stage of speech development and parents working in tandem with teachers could make a lot of difference.

Contents

Foreword
 Introduction
1. Speech Production
 2. Description of Speech Sounds
3. Development of Speech
4. Speech Problems in Children with Hearing Impairment
5. Evaluation of Speech
6. Teaching Speech to Children with Hearing Impairment
7. Aids and Equipment for Development of Speech
8. Home Environment

Part – 4 DSE(HI) MANUAL

Fundamentals of Hearing, Hearing Impairment and Audiological Management

Foreword

“A book that fills the mind with beauty and opens the heart to what is lovely and lovable is a treasure forever”. It allows transmission of knowledge from generation to generation and from place to place. Books have always been our best friend and a source of learning. We read and write for many purposes, most of the time they are either social or academic.
This manual attempts to serve the academic needs in the field of Special Education and Rehabilitation. Disability Studies are mostly dependent on western books and literature with very little being available within the country. An effort has been made to fill in the gaps that existed, by preparing the manuals that would be simple in approach, easy to understand and serving the students  needs. We hope that they will prove to be an effective tool not only for students and teachers, but also for parents, NGOs and organizations of persons with disability. The manual attempts to consciously follow the course syllabus and in the process explore the general and disability specific issues. In the process of creating such specifically tailored manuals for the courses, there are possibilities of oversights or errors despite our being careful. The Council would like to invite your suggestions and comments so that the subsequent editions, revised versions can be improved upon.
Time and again, it was emphasized that there is a great dearth of study material for the students as well as the teachers for the various diploma level courses in discipline of Special Education and Rehabilitation of the Council. This set the Council to take the onerous task of manual preparation. Lots of effort has gone into the process, by the authors and the editors. Searching for the appropriate and relevant material that should go into the manual, readily understood by the trainee has been a gigantic responsibility executed with extreme care by the specialist team chosen for this purpose.
The Council would like to thank everyone associated with this project for their contribution. We hope that the manuals are able to unlock the doors of knowledge and successfully develop an insight into the world of persons with disability.
(Dr. J.P. Singh) Member-Secretary

Introduction

A hearing defect therefore can profoundly affect an individual’s life. It poses serious obstacles to speech acquisition and development especially if it is congenital. Concentrated and systematic effort must be made to work with the child with hearing impairment for improving his speaking skills. The teacher’s role is of paramount importance both in speech evaluation as well as in speech teaching for such children.
Chapter I explains the structure and functions of the various systems involved in speech production. The parameters of speech as well as the characteristics of normal speech are discussed. The reasons for regarding speech as an overlaid function are explained.
Chapter II outlines the process of speech sound production. The consonants are described in terms of their manner and place of articulation as well as voicing features. Vowels classification in terms of tongue advancement and lip rounding is explained.
Chapter III describes the development of speech in children with and without hearing impairment. The various stages in speech development are elaborated on. It also explains the factors that could influence speech development in both the groups.
Chapter IV highlights the speech problems found in individuals with hearing impairment, namely, articulation, voice and supraseg- mental errors. It also covers the effect of respiratory problems on speech. Speech intelligibility measures and their importance are also discussed.
Different subjective and objective procedures for hearing assessment in children are discussed. The techniques used with children and interpretation of the assessments is also discussed.
Unit 5 discusses the different amplification devices for persons with hearing impairment. Introduction to educational Audiology is provided and detailed discussion about the individual amplification devices, their parts, functions and types follows. Classroom amplification devices, assistive listening devices and cochlear implants are also discussed in this unit.
Unit 6 provides an orientation to the hearing aid selection procedures. The difficulties encountered in hearing aid selection in children are discussed, followed by the procedures used. The concept of aided audiogram and its educational relevance are also discussed here.
The last unit of the paper deals with hearing aid maintenance and trouble-shooting. Identification of simple faults in the classroom, trouble-shooting and minor repairs are discussed. The role of the teachers in guiding parents in hearing aid acceptance, use and care and maintenance are also included.

Contents

Foreword
Introduction
                                               1. Hearing
                           2. Identification of Hearing Impairment
                                         3. Assessment of Hearing
                               4. Amplification Devices and Accessories
                        5. Orientation to Hearing Aid Selection Procedures
6. Hearing Aid Maintenance and Trouble-shooting

Part -6 DSE(HI) MANUAL

Language and Communication

Foreword

“A book that fills the mind with beauty and opens the heart to what is lovely and lovable is a treasure forever”. It allows transmission of knowledge from generation to generation and from place to place. Books have always been our best friend and a source of learning. We read and write for many purposes, most of the time they are either social or academic.
This manual attempts to serve the academic needs in the field of Special Education and Rehabilitation. Disability Studies are mostly dependent on western books and literature with very little being available within the country. An effort has been made to fill in the gaps that existed, by preparing the manuals that would be simple in approach, easy to understand and serving the students needs. We hope that they will prove to be an effective tool not only for students and teachers, but also for parents, NGOs and organizations of persons with disability. The manual attempts to consciously follow the course syllabus and in the process explore the general and disability specific issues. In the process of creating such specifically tailored manuals for the courses, there are possibilities of oversights or errors despite our being careful. The Council would like to invite your suggestions and comments so that the subsequent editions, revised versions can be improved upon.
Time and again, it was emphasized that there is a great dearth of study material for the students as well as the teachers for the various diploma level courses in discipline of Special Education and Rehabilitation of the Council. This set the Council to take up the onerous task of manual preparation. Lots of effort has gone into the process, by the authors and the editors. Searching for the appropriate and relevant material that should go into the manual, readily understood by the trainee has been a gigantic responsibility executed with extreme care by the specialist team chosen for this purpose.
The Council would like to thank everyone associated with this project for their contribution. We hope that the manuals are able to unlock the doors of knowledge and successfully develop an insight into the world of persons with disability.
(Dr. J.P. Singh) Member-Secretary

Introduction

The content of the paper is systematically divided into six units. In the first unit, you will get to know the basic concept of communication. One of the most popular yet controversial issues of ‘sign versus speech’ is part of this unit. Honest efforts have been made to give you an objective and reason based perspective of the battle of methods. Hope it will help you deal with the issue intellectually rather than emotionally.
Unit 2 aims at giving a kaleidoscopic view of the concept language. Intricacies of its structure, functions and characteristics are unfolded for you to appreciate the complex and yet very interesting nature of the concept-language. The unit also discusses the notions like competence and performance which are so crucial for understanding the language related problems/solutions of the deaf children.
For decades, thousands of scholars have been working and will continue to work into the area of language development/acquisition. There exists rich and in depth literature discussing details of how, why and when do children acquire the command over the most significant tool called language. Unit 3 brings a few droplets for you from that ocean. Keep relating this information with your language teaching activities.
Language testing is central to language teaching. Yet, language assessment remains to be a neglected area in the field of special education of the deaf-particularly in India. Unit 4 intends to provide you a strong theoretical base so that you as a teacher of new generation do not commit the same errors as those committed by the earlier generation of the teachers.
What a teacher of the deaf does for 6 hours a day and thinks about for 24 hours a day is teaching language to the deaf. Unit 6 brings you face to face with the theory and the practice of various methods, techniques and principles of language. After internalizing this information, you may find the goal of language development more achievable.

Contents

Foreword
Introduction
1. Introduction to Communication
 2. Introduction to Language
3. Language Development in Hearing Children
                                     4. Assessment of Language
 5.  Assessing Basic Language Competence
6. Teaching Language
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