Objectives of the Programme: 

The Program of D.Ed. in Special Education (IDD) is developed with the following objectives: 

• To develop an understanding of varying disabilities and their implication

• To know the typical growth and development of learners and to realize the psychological aspects influencing learning and education

• To be aware of the underlying philosophies, evolutionary practices, and policy provisions facilitating the education of children with disabilities 

• To use various assessment tools and techniques for planning educational and other related interventions

• To be aware of and apply various curricular strategies

• To appreciate various teaching approaches and use effective teaching strategies

• To apply various pedagogical approaches for teaching at the elementary level

• To provide support in the use of various interventions and therapeutic techniques

• To apply appropriate techniques to help students with high support needs 

• To develop an understanding of the concept, constructs, and facilitators of inclusive education

• To realize the importance and role of family and community as a catalyst in the education of children with disabilities

Scope of the Programme:

 The D.Ed in Special Education (IDD) program will especially help the student trainees develop the following competencies: 

Knowledge-based competencies: 

• About various disabilities and their associated conditions 

•  Differential needs of learners with disabilities in general 

•  Differential needs of learners with ASD, ID, and SLD 

• Various areas of child development and the relevant mental processes 

• Legislative provisions & policy guidelines for education and rehabilitation aspects

• Educational needs of children with disability and their management 

• Planning and execution of curricular and co-curricular activities

• Methods and techniques of teaching various subjects

Skill-based competencies: 

• Assessment and identification of learners with ASD, ID, and SLD using a multidisciplinary approach 

• Interventional strategies for addressing learning styles and preferences

• Use of curricular strategies, pedagogical approaches, adaptations, and assessments 

•  Promotion of inclusive practices and involvement of family and community

• Development of specialized skills in planning and providing support services to high-support need groups (Children with severe disabilities) 

• Development of competencies to teach in varied settings, including special schools, inclusive schools, home-based education, and technology-based home learning environments 

Value or Behavior-based competencies: 

• Promotion of school culture and ethos for inclusive educational practices

• Empowerment of families for equal partnership and advocacy of children

• Involvement of the community for resource mobilization and support

• Promotion of inclusive practices with equity and quality

Acceptance of every student with the belief and conviction that every child will learn 

Employment Opportunities:

It is envisaged that such a programme would widen the horizon for the teacher trainee on completion of the course, to teach in special schools, regular inclusive schools at elementary level, work in early intervention and preschool set up, or undertake home-based teaching to support those with high support needs. In all such settings, the trainees who have completed the programme can practice online and blended teaching too with confidence.

General Framework of the Programme:

 It is comprised of theory, practice teaching, and practical courses. The Diploma in Education- Special Education (IDD) programme consists of 5 Common Courses and 7 Specialization Courses about the education of children with Intellectual and Developmental Disabilities, i.e., ASD, ID and SLD. The programme is organized in such a manner that the content on the disabilities (ASD, ID, and SLD) is spirally integrated into all courses as per the requirement to prepare a cadre of special educators who develop competencies to meet their educational needs.

Duration of the Programme:

The duration of the programme will be 2 years. Each year will have 1200 hours, leading to 40 credits for each year (30 hours = 1 credit). The weightage to the programme will be 60% practical and 40% theory 

ii) The first year will comprise 720 hours of practical and 480 hours of theory. 

ii) The second year will also have 1200 hours, which will include 720 hours of practical and 480 hours of theory. The theory hours will also include 60 hours of Employability skills. The resources for the separate module are freely downloadable at www.employabilityskills.net. This module will enable and empower the trainees with readiness skills for applying, preparing for interviews, and developing soft skills for working as professionals in supporting diverse clients across different setups. The module will comprise practicals and theory and will be assessed formatively for internal marks and summatively with a final exam.

Eligibility:

Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible for the course.

Medium of Instruction:

The medium of instruction will be English or Kannada (state-specific language).  

Methodology:

The methodology of the courses includes lectures, demonstrations, project work, discussions, exposure visits to different schools/rehabilitation projects, practice teaching, and participation in community meetings, camps, and community development programmes.

Intake capacity:

The intake for each year of the course will be a maximum of 35 as per the RCI norms. 

Minimum Attendance:

Eighty per cent minimum attendance is required both in theory and practical to be eligible to appear in the semester end examination.

Examination Scheme:

The course shall follow the RCI’s Scheme of Examination conducted from time to time.

Hostel Accommodation:

Hostel accommodation to outstation candidates will be provided, subject to availability on a first-come first first-served basis.  

Fee:

The fees will be charged as prescribed by the Rehabilitation Council of India and St Agnes Teacher Training Institute for Special Education.

Class Declaration:

• 75% and above           -   Distinction

• 60 – 74.9%                  -   First Division

• 50 – 59.9%                  -   Second Division

• 40 – 49.9%                  -   Pass Class

No class shall be awarded in the 1st year Examination.  Class will be awarded based on aggregate marks obtained by a candidate in the 1st year and 2nd year examinations in Theory and Practical combined.

Discipline:

The candidates admitted shall be subjected to strict discipline inside and outside the campus, and also in the hostel where accommodation is provided.  The candidates are expected to maintain decorum, decency, and discipline throughout their pursuit of the course with the staff, faculty, and other supporting workers.  The hostellers should follow the prescribed rules in the hostel.  Infringement or violation of rules shall result in rustication from the hostel for a period as decided by the management of the institute.  

Ragging:

Ragging is a crime prohibited under law. Anyone found indulging in the act of ragging will be punished by management and the law enforcing authorities.

Faculty