Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697750185115.pdf (India)
Diploma in Early Childhood Special Education (Intellectual Disability) D.E.C.S.E.

(ID) July, 2023 (w.e.f.

2023-24) REHABILITATION COUNCIL OF INDIA (Statutory Body of the Ministry of Social Justice & Empowerment) Department of Empowerment of Persons with Disabilities (Divyangjan) Government of India B-22, Qutab Institutional Area New Delhi – 110 016 www.rehabcouncil.nic.in TITLES 1.0 PREAMBLE Index Pg.

No.
2.0 NOMENCLATURE AND OBJECTIVES OF THE PROGRAM 3.0 SCOPE OF THE PROGRAM 4.0 GENERAL FRAMEWORK OF THE PROGRAM 5.0 DURATION OF THE PROGRAM 6.0 ELIGIBILITY 7.0 MEDIUM OF INSTRUCTION 8.0 METHODOLOGY 9.0 INTAKE CAPACITY 10.0 MINIMUM ATTENDANCE 11.0 ANNUAL PROGRAMME STRUCTURE WITH THE BREAKUP OF HOURS AND CREDITS (THEORY AND PRACTICALS) 12.0 EXAMINATION SCHEME 13.0 CRITERIA OF PASSING 14.0 AWARD OF DIPLOMA 15.0 CERTIFICATION AS REGISTERED PERSONNEL 2 2 2 3 3 4 4 4 4 4 4 5 5 5 5 16.0 REQUIREMENT OF PHYSICAL INFRASTRUCTURE AND MATERIALS 5 - 8 STAFF REQUIREMENT: CORE FACULTY VISITING FACULTY STAFF (NON-TEACHING) PHYSICAL INFRASTRUCTURE SPACE MATERIAL SPECIAL SCHOOL/FACILITIES FOR CONDUCTING PRACTICALS 17.0 COURSEWISE HOURS, CREDITS AND MARKS DISTRIBUTION 9-28 17.1 Year 1: Theory and Practicals 17.2 Year 2: Theory and Practicals D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 1 1.0 Preamble The training programs in India, currently focuses on persons with Intellectual Disability in the school going age and vocational age.

The importance of early detection and suitable training and management is well known.

As observed, a trend in the general education, the early childhood education has emerged as an important area of focus.
The children with developmental delay (DD) or at risk for Intellectual Disability (ID) certainly need supportive education.

Worldwide currently, there is a trend towards enhancing early childhood special education.

This being the critical period, appropriate intervention at the right time arrests further damage and helps parents mold their attitude positively towards management of the child with DD/ID.
The early childhood special education focuses on children below 6 years of age and has various modes and avenues of imparting training based on the ability of the target group children.

This could be home based training, center-based training, regular pre-schools or Anganwadis or balawadis.
This requires training of manpower to be versatile in terms of reaching out to the families by being an itinerant teacher, management of home/center-based training programme and management of children with disabilities in regular or special pre- schools in groups.

The early childhood special educator also is expected to work as a member along with inter- disciplinary team for management of such children.
While designing the curriculum, legislative measures have kept in view along with inclusion of the disabled children alongside the community.

To provide all of these competencies, a programme leading to Diploma in Early Childhood Special Education is planned.

2.0 Nomenclature of the Course: Diploma in Early Childhood Special Education (ID) – D.E.C.S.E.(ID).

Objectives The overall objectives of the course include: 1.
To provide competencies to the trainees in early detection and assessment for programming.

2.

To train them to work as a member of inter-disciplinary team.

3.

To provide strategies teaching for early childhood special education in various settings.

4.

To be a link between home and the school.

5.

To prepare the children for primary schools.

6.

To equip the trainees with competencies in planning and management of early childhood special education programme.

3.0 Scope of the Programme The D.Ed.


in Special Education (ECSE) program will especially help the student trainees develop following competencies: Knowledge based competencies:  About various disabilities and their associated conditions  Differential needs of learners with disabilities in ECSE  Various areas of child development and the relevant mental processes D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 2  Legislative provisions & policy guidelines for education and rehabilitation aspects  Educational needs of the children with disability and their management   Methods and techniques of teaching Planning and execution of curricular and co-curricular activities Interventional strategies of addressing learning needs Skill based competencies:  Assessment and identification of needs of children with ECSE (ID) using inter-disciplinary approach   Use of curricular strategies, methos, and techniques of teaching   Development of specialized skills in planning and providing services to children in ECSE  Development of competencies to teach in varied settings including special school, inclusive schools, home based education and technology-based home learning environments Promotion of inclusive practices and involvement of family and community Value or Behavior based competencies:  Empowerment of families for equal partnership and advocacy of children;   Acceptance of every student with the belief and conviction that every child will learn.
Involvement of community for resource mobilization and support; 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, work in early intervention and preschool set up, anganwadis, or undertake home based teaching to support those with ID in ECSE groups.

4.0 General Framework of the course It is comprised of theory and practical courses.
The Diploma in Education- Early Childhood Special Education (ECSE)- ID programme consists of 6 courses and 6 p r a c t i c a l c o u r s e s pertaining to the education of children with intellectual disabilities between the ages 3 years to 6.

The programme is organized in such a manner that the content in this programme is spirally integrated in all courses as per requirement to prepare a cadre of special educators who develop competencies to meet their educational needs.
Of the total weightage for each course in terms of marks, the weightage will be 40 percent internal and 60 percent external.

In terms of credit, the entire program is prepared for 40 credits divided into two parts; theory- 24 credits and practical- 36 credits.

For curriculum transaction, each credit will be equal to 30 hours e a c h for theory and practical.
5.0 Duration of the programme: One academic year The duration of the programme will be of 1 year comprising of 1200 hours leading to 40 credits (30 hours = 1 credit).

The weightage to the programme will be 60% practical and 40% theory.

The course work will comprise of 720 hours of practical and 480 hours of theory.

The theory hours will also include 60 hours of Employability skills.

The resources for the module are freely downloadable at www.employabilityskills.net.
This module will enable and empower the trainees D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 3 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 of practicals and theory and will be assessed formatively for internal marks and summatively with a final exam.
6.0 Eligibility Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible for the course.

7.0 Medium of instruction The medium of instruction will be English / Hindi / Regional or state specific language.

8.0 Methodology The methodology of the courses includes lectures, demonstration, project work, discussions, exposure visits to different schools / rehabilitation projects, practice teaching, participation in community meetings, camps and community development programmes.
9.0 Intake capacity: The number of seats at each training center will be as per RCI norms.

10.0 Minimum attendance/ working days: Eighty per cent minimum attendance is required both in theory and 100% practical to be eligible to appear in the term end examination.
11.0 Annual programme structure with the breakup of hours and credits (theory and practicals) Subject Hours / Credits Internal Marks External Marks Total Paper Theory I II III IV V VI TOTAL Practical I Introduction to Early Childhood Special Education Child Development and Approaches to Learning Assessment of children in Early Childhood Special Education Curriculum Development and Teaching Strategies Interdisciplinary aspects in ECSE Employability skills Preparation of TLM and adaptive devices 90 (03) 30 90 (03) 30 90 (03) 30 90 (03) 30 60 (02) 60 (02) 20 20 60 60 60 60 40 40 90 (03) 36 54 90 90 90 90 60 60 480 90 D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 4 II III IV Individualized Education Programme Group Teaching Therapeutics a. physio therapy, occupational therapy and speech therapy and behavioural support 180 (06) 72 120 (04) 48 120 (04) 48 24 60 (02) 108 72 72 36 180 120 120 60 b. dance, drama, music, sports activities in the teaching contexts Individualized Family Service Programme 180 (06) 72 30 Field visit and observation reports 60 (02) 30 (01) 24 V VI TOTAL 36 60 108 0 180 30 640 1200 12.0 Examination Scheme The programme shall follow the Scheme of NBER - Examination conducted from time to time.
13.0 Criteria for passing Examination will be conducted in English/Regional language.

Minimum passing marks will be 40% in each theory (internal – 40%, external – 40%) and 50% in each practical paper.

RCI Scheme of Examination will be followed for conducting the examination.

14.0 Award of diploma Diploma in Early Childhood Special Education (ID) certificate will be issued by NBER-RCI.
15.0 Certification as Registered Personnel It is mandatory for every rehabilitation professional / personnel to obtain a “Registered Personnel/ Professional Certificate” from the Rehabilitation Council of India to work in the field of disability rehabilitation and special education in India.
A Student who has attended the training and completed the requirements for all modules successfully will be qualified as a Special Educator - Personnel and be eligible to work in the field of Rehabilitation in India as a Special Educator Early Childhood (Intellectual Disabilities).

As continuous professional growth is necessary for the renewal of the certificate, the rehabilitation professional / personnel should undergo in-service programme periodically to update their professional knowledge.
Each registered professional/personnel will be required to get himself /herself renew his registration periodically.

The periodicity will be decided by the council from time to time.

The activities for enrichment training programmes in the form of Continuous Rehabilitation Education (CRE) is decided by the RCI.
16.0 Infrastructure requirements for starting the programme a) Human Resource Requirements Position 1: Faculty for special education (Full time) Essential Qualifications: a) Master in Social Sciences, Humanities, and Sciences.

b) DECSE (MR/ID) with five-year experience (or) D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 5 DED SE (MR/ID) with five years’ experience (or) BED SE (MR/ID) with two years’ experience (or) MED SE (MR/ID) c) Having valid CRR number Position 2: Faculty for Psychology (Full Time) Essential Qualifications a.

Master in Psychology with M.Phil.

in Clinical Psychology or M.Phil.


in Rehabilitation Psychology (or) Or Masters in Psychology with special paper on Clinical Psychology/Educational Psychology with two years post qualification experience of working with persons ID or teaching in RCI approved long term programmes.

b.
b.

The candidate must have valid registration certificate with RCI Position 3: Special Educator (Part Time/ Full Time) Qualification: Bachelor degree in any subjects with DECSE (MR/ID) with registration of RCI Note: The programme should have two faculty at least at the level of lecturer/assistant professor (as mentioned under teaching faculty) of the programme and one will assume the charge of coordinator / head, thus requiring a total teaching staff of three.
In addition to this, guest faculty may be invited to teach specific topics.

a.

Visiting Faculty in their respective The experts having Diploma with five years’ experience respective or Degree specialization in hospitals or institutions would be lectures, requested demonstrations and conduct practicals deliver to and working to Essential 1.

Occupational Therapist 2.

Speech Therapist 3.

Physiotherapist 4.

Pediatrician/Medical Professionals possessing at least MBBS 5.

Social Worker 6.

Yoga Teacher 7.


Drama/Dance/Music Teacher 8.

Physical Education Teacher b.

Staff (Non-teaching) 1.

Librarian 2.

Computer Operator-cum-Clerk 3.

Peon 4.

Chowkidar b) Library The training center should have a minimum of 10 books per paper as prescribed in the syllabus and a minimum of 2 journals in related to disability rehabilitation.

D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 6 Physical Infrastructure 1.
An Institution having inter-disciplinary team of experts and a school for children with ID with a minimum of 50 children to conduct the practice teaching and practical.

2.

Inclusive ECE school/ remedial clinic for carrying out the practice teaching and other practical.

Space Sl.No.

Type of Facilities (Essential) Area Remarks Class Room – 2 -3 Class Room – 2 Multipurpose Room/Hall -1 Library-1 60 sq.

m. 60 sq.

m. 5 Computers & Internet Toilet (Male-1, Female-1) 04 sq.m.
each Principal’s Room -1 Resource Room- 1 Faculty Room-1 Office Room-1 10.

Lab.

for Psychology/ICT-1 15 sq.

m. 30 sq.

m. 40 sq.

m. 25 sq.

m. 30 sq.

m. 1.

2.

3.

4.

5.

6.

7.

8.

9.

Sl.No.

Type of Facilities (Desirable) Area Remarks 12.

13.

Hostel for Trainees -As per need Space for Recreation and Sports If not available, then collaboration nearby Institute/ University with 14.

Staff Quarters As per need Material Furniture for Staff: 1.

Full time staff 2.

Visiting Faculty (as per need).


3. multi-task staff-cum-Accountant Tables Chairs Cupboards Tables Chairs Table Chair - - - - - - - D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 7 4.

Librarian/Library Assistant 5.

Peon Table Chair Chair Stool - - - - (suitable furniture) Furniture and Equipment for the Office 1.

Cupboards (Steel) 2.

Filing Cabinet 3.

Computer with Printer 4.

Phone 5.

Photocopying Machine/Printer 6.


Any context specific requirement Furniture and Equipment for Classroom 1.

Tables (for students) 2.

Chairs (for students) 3.

Audio Visual equipment (LCD) 4.
Black Board Teaching material (Demonstration) - All the test material as in the syllabus for ID - Disability specific teaching material for ID - TLM suitable for ID - TLM suitable for ID - TLM suitable for ID Technology related relevant - hardware and 5 computers with active internet - software with internet connection (Wi-Fi/ suitable internet connection) Psychological test material set (for demonstration) as in the syllabus - 01 (e.g., VSMS, Bhatia Battery, BKT, SFB, MISIC, RPM, and WISC, The UPANAYAN early intervention programme, Madras Developmental Programming System.
Madras: Vijay Human services, Functional assessment checklist for Programming, Grade Level Assessment device for Children with Learning Problems in Schools, ARAMBH) Play therapy equipment set (for demonstration) - 01 Furniture (minimum) 1.

2.

3.

Library cupboard Library tables (large) Library chairs Library for D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 8 CURRICULUM FOR THEORY PAPERS PAPER-I: INTRODUCTION TO EARLY CHILDHOOD SPECIAL EDUCATION Total Marks: 90 Total hours: 90 Objectives On completion of this paper, the trainee is expected to i. Narrate and explain the definition of Intellectual Disability, developmental delay and at risk, classification and prevention.

ii.

Demonstrate understanding of the basic nervous system.

iii.
iii.

Demonstrate the current state of early childhood special education and related issues and trends.

iv.

Aware of the early childhood programme in the country.
Content Unit I: Overview of Disability- Definition, prevalence, types and characteristics (24hrs) 1.1 Disabilities overview: RPwD Act 2016; WHO; International Classification of Functioning, Disability and Health (ICF) 1.2 Hearing Impairment & Speech and Language Disability 1.3 Visual Impairment & Low Vision 1.4 Cerebral Palsy, Deaf blindness, & Multiple Disabilities 1.5 Neuro-muscular and Locomotor Disabilities 1.6 Autism Spectrum Disorders, Intellectual Disability, & Specific Learning Disability Unit II: Understanding Intellectual Disability (22hrs) 2.1 Definition – Intellectual Disability Intellectual Disability, developmental delay, at risk, multiple disabilities (American Association of Intellectual and Developmental Disabilities RPwD Act, ICD-10, DSM-5 -TR) 2.2 Classification - Educational, Psychological and Medical 2.3 Basics of nervous system - brain development, structure and functions 2.4 Different forms of ID -Down syndrome, hydrocephaly, microcephaly, metabolic disorders Unit III: Causes, Prevention, and Associated Conditions (22hrs) 3.1 Causes - pre-natal, natal, post-natal, 3.2 Prevention - immunization, infant care, health care 3.3 Nutrition and diet, health and hygiene D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 9 3.4 Associated conditions - Epilepsy, Attention Deficit Hyperactive Hyperactivity (ADHD), Autism, Speech and Language Impairment, Fragile X Syndrome Unit-IV – Understanding Early Childhood Special Education (22hrs) 4.1 Early childhood special education – significance, nature and scope 4.2 Early childhood special education – concerns and challenges in the sector 4.3 Emerging trends, programmes, and agencies (ICDS) in early childhood special education 4.4 Inclusion – concept and need Suggested Readings Agrawal, A., Shukla, D. (2006).
Handbook of Neuro-Rehabilitation., (1st Ed.).

Hyderabad, Paras Medical Publication.

Ashman, A.

& Elkins, J. Eds.

(2009).

Education for Inclusion and Diversity.

French’s Forest: Pearson Education Australia Banerjee, G. (2004).

Legal rights of persons with disabilities.

New Delhi, India: Rehabilitation Council of India Dunn, L.M., (1963).

Exceptional children in the school special: Education in transition.

Holt Rinehart and Winston, USA.

Fox, A. M. (2005).
Fox, A. M. (2005).

An introduction to neuro-developmental disorders of children.

New Delhi: The National Trust Gense, M. &Gense, D. (2005).Autism spectrum disorders and visual impairment.

New York: AFB Press GOI.(2016).

The Rights of persons with Disabilities Act, 2016.

New Delhi: Commercial Law Publishers (India Pvt.

Ltd Kaul, V. (1993).

Early Childhood Education Programme.

New Delhi: NCERT Kusuma, A., Reddy, L., Ramar, R., (2000).

Education of Children with Special Needs, (1st Ed.).
New Delhi, Discovery Publishing House.

Lim, Levan &Quah, M.M.

(2004).Educating Learners with diverse abilities.

Singapore: McGraw- Hill Education Asia Menon, S & Feroze, V.R.

(2014).

Gifted: Inspiring Stories of people with disabilities.

India: Random House publishers.Miles, B., &Riggio, M.

(Eds.).

(1999).

Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind.

Watertown, MA: Perkins School for the Blind Narayan, J.

(Ed.)
(Ed.)

(1999) School Readiness for children with special needs.

Secunderabad: NIMH.

Narsimhan, M.C.

& Mukherjee, A. K. (1986).

Disability: A continuing Challenge, New Delhi: Willy Eastern Limited Rao, D.B., Kumari, A.R., Sundari, S.R., (2004) Deaf Education, (1st ed.).

New Delhi, Sonali Publication.

Rozario, J., Karanth, P., (2003).

Learning Disability in India: Willing the Mind to Learn, (1sted.).

New Delhi, Saga Publications India Pvt.

Ltd. Sharma, H. &Sobti, T (2018).


An Introduction to Sustainable Development Goals.

Asia: PEP D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 10 Sharma, M.C.

& Sharma, A.K.

Eds (2004).

Discrimination based on sex, caste, religion and Disability: Addressing through educational challenges.

New Delhi: NCTE Singh, D., (2014).

Disability and Special Needs-Dimensions and Perspectives (1st Ed.).

New Delhi: Kanishka Publication.

Singh, J.P., Dash, M.K.

(2006).


Disability Development of India Rehabilitation Council of India, (2nd Ed.).

New Delhi: Kanishka Publication.

United Nations Educational, Scientific, and Cultural Organization.

(n.d.).

It’s about ability: An explanation of the Convention on the Rights of Persons with Disabilities.

Geneva, Switzerland: UNESCO D.E.C.S.E.


(ID)-2023 30-05-2023 Rehabilitation Council of India 11 CHILD DEVELOPMENT AND APPROACHES TO LEARNING Paper-II: Total Marks: 75 Total hours: 75 Objectives On completion of this paper, the trainee is expected to  Describe the developmental milestones and identify variations among children.

 Explain the process of development in infancy and childhood.

 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.

 Demonstrate skills of classroom managing skills and behavior problems.
Unit 1: Growth and Development across lifespan (24 hours) 1.1 Concept of growth and development 1.2 Principles and factors affecting development 1.3 Domains of development: Physical, social, emotional, cognitive, play, moral, and communication 1.4 Developmental milestones and identifying deviations and giftedness Unit 2: Ages and stages of development (Birth to Childhood) (22 hours) 2.1 Prenatal (conception to birth) Infancy (Birth to 2 year) 2.2 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 Principles of Learning (22 hours) 3.1 Concept, definition and stages of learning 3.2 Varied types of learners – e.g., visual learners, auditory learners, Tactile/kinesthetic Learners 3.3 Basic principles of learning given by Thorndike, Pavlov, Skinner, Bandura, Piaget and Vygotsky 3.4 Learning processes – attention, perception, memory, motivation, and emotion D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 12 Unit –4 - Methods of Learning and Teaching (22 Hours) 4.1.
Modes of teaching – Multisensory, play way, Montessori, Project-based, Experiential, part vs whole, distributed practice, experiential learning through concrete (enactive), pictorial (iconic) and symbolic Teaching strategies – Principles of reinforcement, task analysis, prompting, fading, shaping chaining Learning through play, creative stories and performing arts (drama, art, music, dance) Traditional positive teaching practices in India 4.2 4.2 4.3 Suggested Readings Arthur E. Dell Orto, Paul W. Power (2007) The Psychological and Social Impact of Illness and Disability Bhan S. (2014) Understanding Learners, A Handbook for Teachers, publishers; Prasad Publications, N. Delhi, ISBN 978-93-84764-01-2 Grover, U (2004), Play, fun and learn, Secunderabad: NIMH publications Panda, KC (2001) Elements of Child Development (Sixth Revised Edition), Ludhiana Kalyanam Publishers.
Sharma, R and Sharma, R (2002) Child Psychology Atlantic: New Delhi.

D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 13 Paper-III: ASSESSMENT OF CHILDREN IN EARLY CHILDHOOD SPECIAL EDUCATION Total Marks: 90 Total hours: 90 Objectives On completion of this paper, the trainee is expected to 1.

Identify children with developmental delay/Intellectual Disability and make suitable referrals.

2.
2.

Demonstrate knowledge of assessment of the child with developmental delay/Intellectual Disability for suitable individualized programme planning.

3.

Plan and execute suitable ECSE programme.

Content Unit 1: Concept of assessment (24 hours) 1.1.

Definition and meaning of screening, assessment, evaluation, testing and measurement.

1.2.

Assessment for diagnosis and certification – intellectual assessment, achievement, aptitude and other psychological assessments.

1.3.
1.3.

Developmental assessment and educational assessment – entry level, formative and summative assessments.

1.4.

Formal and informal assessment – concept, meaning and role in educational.

settings.

Standardized/Norm referenced tests (NRT) and teacher made/informal Criterion referenced testing (CRT).

1.5.

Points to consider while assessing students with developmental disabilities.

Unit 2: Role of special educator in assessment (22 hours) 2.1.
Screening tools – scope and importance in educational settings and tools used 2.2.

Formal assessments carried out by special educator - curriculum based assessments, 2.3. educational evaluations, term end evaluations.

Informal assessment carried out by the teachers – Assessment for planning Individualized educational Programmes (IEPs), Teacher made and criterion referenced tests in different curricular domains.

2.4.

Assessment of students who need high supports/having severe disabilities.

2.5.
2.5.

Teacher competencies and role of special education teacher in assessment in different settings.

Unit 3: Assessment of students with ID (22 hours) 3.1 Purpose and significance of assessment for students with Intellectual disability 3.2 Assessment tools at Pre-school level: (e.g., Upanayan, Portage Guide to early Education, and Aarambh, FACP – Pre-primary checklist, MDPS) 3.3 Preparation of material for assessment of various skills.

D.E.C.S.E.
D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 14 3.5 Documentation of Assessment Result, Interpretation, Report Writing.

Unit 4 - Development of service programmes across settings (22 Hours) 4.1 Various special educational service provisions - Deno's cascade - relevance to ECSE.

4.2 Centre based and home based - need, types and strategies in various setting s-rural urban.

4.3 Role of Family and community resources in planning and implementation of ECSE programme.
4.4 Quality indicators for Early childhood programs - Initiatives taken by the central and state government e.g., PEHAL and NIPUN Suggested Reading : Baine, D. (1988) Handicapped children in developing countries: Assessment, curriculum and instruction.

Edmonton (Alberta): University of Alberta.

Brue, A. W, Wilmshurst, L(2016).

Essentials of Intellectual Disabilities, Assessment and Identification.

Boston: Wiley publishers Ekstrom, R.B.

& Smith, D.

(Eds.
& Smith, D.

(Eds.

), Assessing individuals with disabilities in educational, employment, and counseling settings.

Washington, DC: American Psychological Association.

Overton, T. (2011).

Assessing learners with special needs: An Applied Approach.

New Jersey: Prentice Hall Gathoo, V., Palkar, G., Mathur, D., Mhatre, P., Kapoor, D., & Veling, S. (2023).
Curricular Framework for Cross Disability Early Intervention and School Readiness: PEHAL (Birth to 3 years) and NIPUN Inclusive (3 to 6 years) (1st ed.).

Rehabilitation Council of India.

(ISBN) 978- 81-962808-0-2 Assessment tools:  J. Krishnaswamy.

(1992).

The UPANAYAN early intervention programme.

Madras: MNC.

 Jeyachandaran, P., & Vimala, V. (2000).

Madras Developmental Programming System.


Madras: Vijay Human services  Narayan, J.Rao, S, Myreddi V (2000) Functional assessment checklist for Programming, Secunderabad: NIMH  Narayan, J.

(2008).

Grade Level Assessment device for Children with Learning Problems in Schools, Secunderabad: NIMH  All the tools mentioned in the course content.

1.

Narayan, J.

& Kutty, A.T.T.

(1989) Handbook for trainers of the mentally retarded persons - Pre-primary level.

Secunderabad: NIMH.

2.

Narayan, J.


& Menon, O.K.

(1989) Organization of special class in a regular school.

Secunderabad: NIMH.

3.

Seth, K. (1996) Minimum specifications for pre-school.

New Delhi: NCERT.

4.

ARAMBH Package developed by NIMH, Secunderabad 5.

Gathoo, V., Palkar, G., Mathur, D., Mhatre, P., Kapoor, D., & Veling, S. (2023).

Curricular Framework for Cross Disability Early Intervention and School Readiness: PEHAL (Birth to D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 15 3 years) and NIPUN Inclusive (3 to 6 years) (1st ed.).

Rehabilitation Council of India.


(ISBN) 978-81-962808-0-2 Web resources: https://open.umn.edu/opentextbooks/textbooks/early-childhood-literacy-engaging-and-empowering- emergent-readers-and-writers-birth-age-5 www.niepmd.tn.nic.in/publication.php https://www.education.gov.in/sites/upload_files/mhrd/files/nipun_bharat_eng1.pdf https://wcd.nic.in/sites/default/files/national_ecce_curr_framework_final_03022014%20%282%29.

pdf D.E.C.S.E.
pdf D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 16 CURRICULUM DEVELOPMENT AND TEACHING STRATEGIES Total Marks 90 Total Hours 90 Paper-IV: Objectives On completion of this paper, the trainee is expected to 1.

Demonstrate knowledge on curriculum development instructional methods and materials.

2.

Demonstrate skills in adapting curriculum and instructional methods for children with developmental delay/Intellectual Disability.

3.
3.

Demonstrate knowledge in strategies teaching personal, social, pre-academic and recreational activities in various settings for children below 6 years.

Evaluate learning outcomes.

4.

5.

Combine and adapt various approaches to suit for the children with developmental delay/Intellectual Disability.

Content Unit 1: Definition, Meaning and Approaches to Curriculum Development 1.1.

Curriculum – definition, concept, and types (developmental, functional, ecological and eclectic) 1.2.
Approaches to curriculum transaction – child centered, activity centered, holistic 1.3.

Curricular adaptation to meet the educational needs in different settings – special schools, home based settings, inclusive schools, home learning context such as during pandemics and other disasters 1.4.

Universal Design for Learning and Differentiated Instruction 1.5.

Selection and use of TLM, and Information and communication technology (ICT) for teaching.

Unit- 2 Curricular Areas 20 Hours 2.1.


Daily living skills – Eating, toileting, bathing, brushing, dressing, grooming and bed-time routine 2.2.

Motor, Sensory, Social Emotional, Language and communication, 2.3.

Recreational, leisure, and life skills.

Pre-academics, Foundational Literacy and Numeracy: Reading, Writing, Maths, Spelling, building school readiness and environmental awareness 2.4.

Curriculum development for preschool (foundation & preparatory).

2.5.
2.5.

Child protection and safety across all settings D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 17 Unit –III- Programme development, Planning and Implementation of Teaching Strategies 20 Hours 3.1.

Organization of physical setting in the classroom for teaching – seating arrangements, teaching aids, preparation of time management schedule, individualized attention.

3.2.

Using the resources of the inter-disciplinary team of experts – in small groups.
3.4 Developing Individual Family Support Plan (IFSP) and IEP 3.5 Use of technology in early childhood special education augmentative, assistive devices, computer-based education.

Unit-IV- Management of Challenging Behavior 20 Hours 4.1.

Concept and types of challenging behavior 4.2 Functional Assessment of challenging behavior 4.3 Management of challenging behavior namely Token economy, Response cost, and Differential Reinforcement.

and other behavioural strategies.


4.3 Use of Positive Behaviour Supports – visual activity schedules, self-regulation cards, transition cards etc.

Suggested Readings: Baine, D. (2017).

Developing community-referenced curricula for marginalized communities, Alberta.

Canada: Vector International Bos, C.S.

& Vaughu, S. (1994) Strategies for teaching students with learning and behaviour problems.

Boston: Allyn and Bacon.

Berkowitz, S. (2018).


Make the Connection: A Practical Guide to Parents and Practitioners for Teaching the Nonverbal Child to Communicate - with AAC.

Herding Cats Press.

Craven, R.G., Alexandra J.S., Tracey, M.D.

(2015): Inclusive Education for Students with Intellectual Disabilities.

Eredics,N, (2018) Inclusion in Action: Practical Strategies to modify Curriculum.

New York: Paul.

H. Brookes Publishing Company.

Julka, A, (2014).


Including children with special needs, Primary stage, New Delhi: NCERT https://ncert.nic.in/pdf/publication/otherpublications/SpecialNeeds.pdf Martin, N., Hacker., B.J., Attermeier, S.M., (2004).

The Carolina Curriculum for Preschoolers with Special Needs, Baltimore: Paul.H.

Brookes Myles, B.S., Trautman, M.L., Schelvan, R.L.

(2004).

The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations.
AAPI, USA Myreddi, V. & Narayan, J.

(1998) Functional Acsdemics for students \'/itl1 Intellectual Disability - A guide for teachers.

Secunderabad: NIMH.

Narayan, J.

& Kutty, A.T./.

(1989) Handbook for trainers of the mentally retarded persons - Pre- primary level.

Secunderabad: NIMH.

Narayan, J.

(Ed.)

(1999) School readiness for children with special needs.

Secunderabad: NIMH.

NCERT (2020).

Guidelines for Development of E Content for Children with Disabilities; D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 18 Developed by subcommittee of experts constituted by the Ministry of Education; Government of India: New Delhi, India.

NCERT (2012).Teaching English at Primary level.

https://ncert.nic.in/del/pdf/English_Primary_level.pdf Romila, S. (1997) School Readiness programme.

New Delhi: NCERT.

Sennott S. & Loman S. (2015).


Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum State University Library.

USA.

Disorders.

Portland Tomlinson., (2014): The Differentiated classroom: Responding the needs of all learners.

Alexandria, VA: ASCD Wehmeyer, M.L, Brown, I., Percy, M., Shoegren, K.A.,Fung, W.L.A.

(2071).
(2071).

A comprehensive guide to intellectual and developmental disabilities, Baltimore: Paul.H.

Brookes.

Wyse, D., Hayward.L., Pandya, J., (2015): Handbook of Curriculum, Pedagogy and Assessment.

London: Sage Publication D.E.C.S.E.


(ID)-2023 30-05-2023 Rehabilitation Council of India 19 Paper-V: INTERDISCIPLINARY ASPECTS IN ECSE Total hours: 60 Total Marks: 60 Objectives Screen problems relating to movement and posture in children with developmental On completion of this paper, the trainee is expected to 1.

Aware of principles and strategies for assessment and management of difficulties in speech and language areas.

2. delay/Intellectual Disability.

3.


Aware of principles, practices and adaptations for play and yoga therapy.

4.
Aware of and demonstrate competencies using them appropriately, in family and community resources for training, care and management of children with developmental delay/Intellectual Disability in different settings Content Unit –I- Therapeutics 1.1 Physiotherapy concept, aims and scope 1.2 Occupational Therapy and sensory integration therapy concept, aims and scope 1.3 Speech and language therapy - concept, aims and scope 1.4 Alternative and Augmentative Communication and use of Assistive Devices 1.5 Integrating activities across classroom, home and community Unit- II- Yoga and Play 2.1 Yoga - concept, aims and scope 2.2 Play – concept, aims and scope 2.3 Adapted physical education, adapted sports and games 2.4 Integrating activities across classroom, home and community 20 Hours 20 Hours Unit –III- Role of Family in Early Childhood Care and Education 20 Hours 3.1 Family - definition, impact of having a child with developmental delay/Intellectual Disability, role of family in the care and management process.
3.2 Working with families with developmental delay/Intellectual Disability, techniques, family intervention, rapport building, home visit, case history taking, parental empowerment.

3.3 Role of community in the care and management process, self-advocacy, forming of parent self-help groups, group dynamics, assisting and counselling parents.

3.4 Involving family in the adjustment process of children with developmental delay.
Siblings and neighborhood influence on adjustability of children with developmental delay.

3.5 Agencies working for persons with developmental delay/Intellectual Disability, D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 20 basic skills in sharing assessment findings, information about various schemes beneficial to parents of children with developmental delay/Intellectual Disability.
Unit -IV- Multi-stakeholder collaboration to promote inclusion and diversity 4.1 4.2 4.3 4.4 4.5 Diversity – concept Frameworks, acts, policies and other provisions for inclusive education Barriers and facilitators to inclusion Collaboration between school teachers and special educators Collaboration between government and voluntary agencies Suggested Readings: Carroll, J.M (2020).

Art Therapy and Individuals with Developmental Disabilities, London: Jessica Kingsley Publishers Crenshaw, D.A, Stewart, A.L.
(2014).

Play therapy_ A comprehensive Guide to theory and Practice, New York: The Guilford Press Grover, U (2004), Play, fun and learn,Secunderabad: NIMH publications Jayachandran, P (1988).

Teaching Yogacaras to mentally retarded persons, Madras: Vijay Human services Kranowitz, C. S. & Newman J.

(2010).

Growing an In-Sync Child: Simple, Fun Activities to Help Every Child Develop, Learn and Grow.

Penguin, USA.

Peshawaria, R & Venkatesan, S. (1992).


Behaviour approach in teaching mentally retarded children.

A Manual for teachers.

Secunderabad: National Institute for the Mentally Handicapped Peshawaria, R., Menon, .D.K., Ganguly, R., Roy, S., Pillary, R.P.R.S.

& Gupta, A.

(1995) Understanding Indian families having persons with Intellectual Disability.

Secunderabad: NIMH.

Rao, T.A.S.

(1992) Manual on Developing Communication Skills in Mentally Retarded Persons, NIMH, Secunderabad Schaefer, C.E.
Cangelosi,D.M.

(2002).

Play Therapy Techniques Sharma,P and Singh, R. (2007) Gearing up for inclusive Education, New Delhi: SCERT.

http://14.139.60.153/bitstream/123456789/4082/1/Gearing%20Up%20for%20Inclusive%20 Education%20SCERT.pdf Special Olympics resources - https://resources.specialolympics.org/health/funfitness D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 21 Paper-VI.

EMPLOYABILITY SKILLS Total Marks: 60 Total hours: 60 www.employabilityskills.net D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 22 PRACTICALS Paper I: PREPARATION OF TLM AND ADAPTIVE DEVICES (90 hours) On completion of this practical, the teacher trainees will be able to • Select appropriate teaching learning material for implementing IEP and other teaching activities • Task of the Student trainee: - For assessment and implementation of IEP, the student trainee shall select or prepare suitable TLM, assistive devices required for assessment activity or the lesson to be taught.
- On completion of the assessment and teaching programme based on the IEP, the teacher trainee shall submit the TLM used and also other innovative TLM if s/he has prepared.

Shall provide access to the online material that was used during the assessment and teaching programme.

D.E.C.S.E.
D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 23 Paper-II: INDIVIDUALIZED EDUCATIONAL PROGRAMME (180 Hours) On completion of this course, the teacher trainees will be able to • Develop IEP based on the assessment details gathered.
• Select priority goals for teaching • Derive specific objectives foe the priority goals • Write the IEP including the above details, teaching strategies and evaluation methods • Implement the IEP as planned using appropriate teaching strategies and TLM • Document progress Task of the student Trainee: - Based on the current level assessment data, the trainee shall select priority goals, develop - an IEP for 3 students across domains Implement the IEP for a period of minimum 12 sessions (each session is minimum 40 minutes) for each student, using appropriate strategies and teaching learning material - Monitor progress and maintain task analysis data/periodic/continuous evaluation data Carry out the term end evaluation and submit report including all the details of planning, implementation and evaluation of IEP for all the 3 students and appear for a viva voce.
D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 24 Total hours 120 Total marks 120 Paper-III: GROUP TEACHING Objective: On the completion of this practical, the teacher trainees will be able to: ● Organize resource rooms for children attending ECSE programmes ● Equip the resource room with the required assessment, teaching learning material and technological support and create necessary support systems as required ● Coordinate with the class teacher in terms of the difficulty of the student in learning and design appropriate programme for the children in ECSE programmes ● Execute the learning programmes and maintain documents related to the programmes.
● Collaborate with the regular teacher and other support team Task of the Student trainee:  The teacher trainee is expected to teach a minimum of 20 lessons in the area of motor, communication, self-help', social, pre-academic and recreation skills in special pre-schools (10 lessons) and regular pre-schools (10 lessons) where children with developmental delay/Intellectual Disability and integrated.
 The student trainee will plan each lesson in the prescribed form; get it corrected by the faculty before imparting instruction.

 Suitable teaching learning materials may be obtained and/or developed for use.
- - - The lessons must be corrected and approved by the supervisor The student trainee is responsible for collecting background details from the regular class teacher, learning profile and the learning problem the student is facing The student trainee should conduct the educational assessment, identify the areas to be supported and plan lessons in line with the needs expressed by the class teacher.

Teach the lessons and share the details with that class teacher.

D.E.C.S.E.
D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 25 Paper-IV: THERAPEUTIC INTERVENTION (120 Hours) Learning Outcomes: On completion of this practical, the teacher trainees will be able to:  Demonstrate insight into child’s sensorial, behavioural, communication and motor and communication difficulties of children with developmental delay/Intellectual Disability.

.
.

 Select and use suitable activities(dance/drama/music/sports) for enhancing overall development of children with developmental delay/Intellectual Disability.
Tasks of the student trainee: - The trainee should assess at least 6 children each for physio therapy, occupational therapy and speech therapy and behavioural support (120 hours) - The student trainee will plan and teach at least 10 lessons incorporating dance, drama, music, sports activities in the teaching contexts to group of children in ECSE programme (80 hours) - Develop the activity plans and implement in individual and group situations with children in ECSE programme The trainee shall develop the report of the programme carried out and submit report with a self- evaluation D.E.C.S.E.
(ID)-2023 30-05-2023 Rehabilitation Council of India 26 Paper-V: INDIVIDUALIZED FAMILY SERVICE PROGRAMME (180 Hours) On completion of this course, the teacher trainees will be able to • Develop IFSP based on the assessment details gathered.
• Select priority goals for teaching • Derive specific objectives for the priority goals • Write the IFSP including the above details, teaching strategies and evaluation methods • Implement the IFSP as planned using appropriate teaching strategies and TLM • Document progress Task of the student Trainee: - Based on the current level assessment data, the trainee shall select priority goals, - develop an IFSP for 3 students across domains Implement the IFSP for a period of minimum 12 sessions (each session is minimum 40 minutes) for each student, using appropriate strategies and teaching learning material - Monitor progress and maintain task analysis data/periodic/continuous evaluation data Carry out the term end evaluation and submit report including all the details of planning, implementation and evaluation of IFSP for all the 3 students and appear for a viva voce.
D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 27 Paper-VI.

FIELD VISIT AND OBSERVATION REPORTS (30 Hours) On completion of this course, the teacher trainees will be able to  Observe children in the ECSE programme in different school settings  Submit observation reports Task of the student Trainee:  Visit a ECSE school  Observe children with ID in the ECSE programmes in different settings in the school viz.
classroom, play area, assembly, lunch, and free time (25 hours Observation) using a format provided to them Write a report on 10 observations (5 hours in reporting writing) highlighting the behavior of the children, their interaction with teachers and peers, the play patterns etc.

D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 28 D.E.C.S.E.

(ID)-2023 30-05-2023 Rehabilitation Council of India 29