B.Ed. Special Education (Learning Disability)
Brief Description of the Programme:
The B. Ed. Special Education (Learning Disability) program is an undergraduate professional degree designed to meet the educational standards of the Rehabilitation Council of India (RCI). It aims to prepare competent educators capable of addressing the diverse needs of students with learning disabilities.
| Duration | 2 Yrs |
| Fees PA | 1,16,000/- |
| Minimum Eligibility Criteria | Candidates having passed with 50% or more marks in aggregate in the Bachelor’s degree and/or in Master’s degree in Sciences/Social Sciences/ Humanities/ Bachelor’s in Engineering or Technology with specialization in Science and Mathematics with 55% marks or any other qualification equivalent thereto. |
| Criteria for Preparation of Merit List | Merit preparation/shortlisting of candidates shall be on the basis of score in SAT/ MRNAT 2024/ Graduation Qualifying Examination. |
Note: Manav Rachna now accepts Pearson Test Score for admission- In case the candidate has opted for an additional subject in class 12th, aggregate shall be calculated counting the best 5 subjects including English as one of the subjects.
Key Features:
- Accredited by the Rehabilitation Council of India (RCI).
- A professionally oriented curriculum focusing on practical and field-based activities.
- Emphasis on competency-based teaching-learning methods to cater to individual student needs.
- Distinguished faculty members and experts from esteemed institutions facilitate teaching and learning.
- Instruction is delivered bilingually to accommodate students from diverse linguistic backgrounds.
- Interdisciplinary approach to provide comprehensive education and professional training.
- The internship-based teaching-learning model offers hands-on experience for students.
- Field exposure through visits, workshops, seminars, expert lectures, and conferences.
- Strong emphasis on professional training and holistic personality development to enhance career opportunities and promote research and development initiatives.
Programme Educational Objective
PEO1 To groom professional and humane teachers with key competencies pertinent to local and global scenario.
PEO2 To educate students to succeed in higher studies and thrust areas of research in the field of Education and other related fields.
Programme Outcomes
After the completion of the program, the students will:
PO1 Demonstrate core values: Commitment to profession; honour diversity and ensure inclusion; ethical integrity.
PO2 Demonstrate competencies such as; Communication skills; working effectively with students and parents; drive for achieving improved student learning outcomes.
PO3 Demonstrate professional/technical knowledge of the physical, social, and intellectual development of students.
PO4 Demonstrate knowledge and understanding of: differentiating teaching to meet the specific learning needs of students; both school education and teacher education-related subjects.
PO5 Demonstrate knowledge required to design lesson plan learning sequences, implement teaching strategies using ICT, set explicit, challenging, and achievable learning goals for all students.
PO6 Demonstrate professional competencies/practices that are required to manage classroom activities by establishing and maintaining orderly and workable routines.
PO7 Demonstrate professional competencies required to select, use and develop informal and formal, diagnostic, formative, and summative assessment strategies to assess student learning, provide timely feedback to students, and participate in assessment moderation activities.
PO8 Demonstrate competencies and actions required for keeping oneself professionally engaged independently and participate in learning to update knowledge and practice.
PO9 Demonstrate the ability to conduct research in related thrust areas.
PO10 Demonstrate the ability to connect with the community and provide solutions at educational, environmental, and social levels.
PO11 Demonstrate an attitude of reflection, social entrepreneurship, and innovation.
PROGRAM SPECIFIC OUTCOMES -B.Ed. S.E.(LD)
PSO 1 Demonstrate the skills of carrying out screening, assessment, and identification of children with disabilities.
PSO 2 Demonstrate the skills of curriculum planning and implementation for children with disabilities.
PSO 3 Demonstrate the skills of IEP planning and lesson planning for children with disabilities.
PSO 4 Demonstrate the practical and theoretical understanding of learning theories and their classroom implications.
PSO 5 Demonstrate the skills of applying the principles of universal design for learning in inclusive classrooms.
PSO 6 Demonstrate the skills of using ICT for teaching children with disabilities.
The consistency of PEOs with the Mission of the School of Education and Humanities is established through the correlation matrix given below-
| Program Educational Objectives (PEOs) | M1 | M2 | M3 | M4 |
| To groom professional and humane teachers with key competencies pertinent to local and global scenario. | 3 | 3 | 3 | 2 |
| To educate students to succeed in higher studies and thrust areas of research in the field of Education and other related fields. | 2 | 3 | 2 | 1 |
PROGRAM STRUCTURE
| B.Ed. Special Education (2022-24) | |||||||||||||
| MANAV RACHNA UNIVERSITY | |||||||||||||
| SCHOOL OF EDUCATION & HUMANITIES | |||||||||||||
| SEMESTER – 1 | |||||||||||||
| SUBJECT CODES |
SUBJECT NAME | **OFFERING DEPARTMENT | *COURSE NATURE (Hard/Soft/ Workshop/ NTCC) |
COURSE TYPE (Core/Elective / University Compulsory) |
L | T | P | NO. OF CONTACT HOURS PER WEEK | NO. OF CREDITS | ||||
| EDH148-T | Human Growth and Development | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 | ||||
| EDH148-P | Human Growth and Development | 0 | 0 | 2 | |||||||||
| EDH150-T | Assessment and Identification of Needs | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 | ||||
| EDH150-P | Assessment and Identification of Needs | 0 | 0 | 2 | |||||||||
| EDH167-B | Creating an Inclusive Classroom | EDU | HARD | CORE | 4 | 0 | 0 | 4 | 4 | ||||
| EDH108-T | Pedagogy of Social Science | EDU | HARD | ELECTIVE | 3 | 0 | 2 | 5 | 4 | ||||
| EDH108-P | Pedagogy of Social Science | ||||||||||||
| EDH160-T | Pedagogy of Science | ||||||||||||
| EDH160-P | Pedagogy of Science | ||||||||||||
| EDH110-T | Pedagogy of Mathematics | ||||||||||||
| EDH110-P | Pedagogy of Mathematics | ||||||||||||
| EDS151 | Introduction to Sensory Disabilities (VI, HI, Deaf-blind) | EDU | SOFT | ELECTIVE | 2 | 0 | 0 | 2 | 2 | ||||
| MOOC | Sensory Disabilities | NPTEL | MOOC | 0 | 0 | 0 | 0 | ||||||
| EDS153 | Introduction to Locomotor & Multiple Disabilities (Deaf-Blind, CP, MD) | EDU | SOFT | CORE | 2 | 0 | 0 | 2 | 2 | ||||
| EDO154 | Practical: Cross Disability and Inclusion | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 2 | ||||
| CDO105 | Professional Communication 1 | UNIVERSITY | CORE | 2 | 0 | 0 | 2 | 1 | |||||
| TOTAL (L-T-P/CONTACT HOURS/CREDITS) | 19 | 0 | 6 | 25 | 23 | ||||||||
| SEMESTER – 2 | |||||||||||||
| SUBJECT CODES |
SUBJECT NAME | **OFFERING DEPARTMENT | *COURSE NATURE (Hard/Soft/ Workshop/ NTCC) |
COURSE TYPE (Core/Elective / University Compulsory) |
L | T | P | NO. OF CONTACT HOURS PER WEEK | NO. OF CREDITS | ||||
| EDH149-T | Contemporary India and Education | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 | ||||
| EDH149-P | Contemporary India and Education | 0 | 0 | 2 | |||||||||
| EDH156-T | Learning Teaching and Assessment | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 | ||||
| EDH156-P | Learning Teaching and Assessment | 0 | 0 | 2 | |||||||||
| EDH157-T | Curriculum Designing, Adaptation and Evaluation | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 | ||||
| EDH157-P | Curriculum Designing, Adaptation and Evaluation | 0 | 0 | 2 | |||||||||
| EDH127-T | Pedagogy of English | EDU | HARD | ELECTIVE | 3 | 0 | 2 | 5 | 4 | ||||
| EDH127-P | Pedagogy of English | ||||||||||||
| EDH130-T | Pedagogy of Hindi | ||||||||||||
| EDH130-P | Pedagogy of Hindi | ||||||||||||
| EDS152 | Introduction to Neuro Developmental Disabilities (LD, ID/ MR, ASD) | EDU | SOFT | CORE | 1 | 0 | 2 | 3 | 2 | ||||
| EDO164 | Disability Specialization | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 2 | ||||
| EDW165 | Drama and Arts in Education | EDU | WORKSHOP | CORE | 0 | 0 | 3 | 3 | 2 | ||||
| LWS124 | Laws Relating to Persons with Disabilities | LAW | SOFT | CORE | 1 | 1 | 0 | 2 | 2 | ||||
| TOTAL (L-T-P/CONTACT HOURS/CREDITS) | 14 | 1 | 13 | 28 | 24 | ||||||||
| SEMESTER – 3 | |||||||||
| SUBJECT CODES |
SUBJECT NAME | **OFFERING DEPARTMENT | *COURSE NATURE (Hard/Soft/ Workshop/ NTCC) |
COURSE TYPE (Core/Elective / University Compulsory) |
L | T | P | NO. OF CONTACT HOURS PER WEEK | NO. OF CREDITS |
| EDH240-T | Intervention and Teaching Strategies | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 |
| EDH240-P | Intervention and Teaching Strategies | 0 | 0 | 2 | |||||
| EDH241-T | Technology and Disability | EDU | HARD | CORE | 3 | 0 | 0 | 5 | 4 |
| EDH241-P | Technology and Disability | 0 | 0 | 2 | |||||
| EDO242 | Disability Specialization | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 4 |
| EDO243 | Main Disability Special School | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 4 |
| EDS244 | Psycho-Social and Family Issues | EDU | SOFT | CORE | 1 | 0 | 2 | 3 | 2 |
| EDW245 | Reading and Reflecting on Texts | EDU | WORKSHOP | CORE | 0 | 0 | 3 | 3 | 2 |
| EDW254 | Basic Research and Statistics (EPC) | EDU | WORKSHOP | CORE | 0 | 0 | 3 | 3 | 2 |
| EDW258 | Inclusive Pedagogy | EDU | WORKSHOP | CORE | 0 | 0 | 3 | 3 | 2 |
| TOTAL (L-T-P/CONTACT HOURS/CREDITS) | 7 | 0 | 15 | 22 | 24 | ||||
| SEMESTER – 4 | |||||||||
| SUBJECT CODES |
SUBJECT NAME | **OFFERING DEPARTMENT | *COURSE NATURE (Hard/Soft/ Workshop/ NTCC) |
COURSE TYPE (Core/Elective / University Compulsory) |
L | T | P | NO. OF CONTACT HOURS PER WEEK | NO. OF CREDITS |
| EDS248 | Applied Behaviour Analysis | EDU | SOFT | CORE | 1 | 0 | 2 | 3 | 2 |
| MOOC | Guidance and Counseling | NPTEL | MOOC | ELECTIVE | 0 | 0 | 0 | 0 | 2 |
| MOOC | Early Childhood Care & Education | ||||||||
| EDS246 | Guidance and Counseling | EDU | SOFT | 1 | 0 | 2 | 3 | ||
| EDS247 | Early Childhood Care & Education | ||||||||
| EDS249 | Community Based Rehabilitation | ||||||||
| EDS250 | Application of ICT in Classroom | ||||||||
| EDS251 | Gender and Disability | ||||||||
| EDS252 | Management of Learning Disability | EDU | SOFT | ELECTIVE | 1 | 0 | 2 | 3 | 2 |
| EDS253 | Vocational Training, Transition & Job Placement | ||||||||
| EDO255 | Practical-Cross disability and Inclusion | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 4 |
| EDO256 | Other Disability Special School | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 4 |
| EDO257 | Inclusive School | EDU | FIELD ENGAGEMENT | CORE | 0 | 0 | 0 | 0 | 4 |
| TOTAL (L-T-P/CONTACT HOURS/CREDITS) | 3 | 0 | 6 | 9 | 18 | ||||
| *COURSE NATURE | Hard course (H): A course having L-T-P and/or O component ; L(Lecture), T(Tutorial), P(Practical) and O(Outcome) |
| Soft Course (S): A course aimed at development of a person’s emotional, social, ethical, professional and creative potentials. The course shall have L-P and/or O component | |
| Workshop course(W): A completely ‘hands on’ course conducted in laboratory, aimed at developing application/ implementation/ designing skills of a person. The course shall have P component | |
| Field Engagement(F): The course involves observation or teaching in various settings such as inclusive schools, special schools etc. | |
| **OFFERING DEPARTMENT NAMES | |
| EDU- Department of Education | |
| Law- Faculty of Law | |
| *** Electives are subject to change according to expertise available/ required. | |
| LAW/MGT/FL Course | Program Core | Program / Discipline Electives | Project(s) |
| Professional Communication 1 | Human Growth and Development | Pedagogy of Social Science | Practical: Cross Disability and Inclusion |
| Laws Relating to Persons with Disabilities | Human Growth and Development Lab | Pedagogy of Social Science Lab | Disability Specialization |
| Assessment and Identification of Needs | Pedagogy of Science | Disability Specialization | |
| Assessment and Identification of Needs Lab | Pedagogy of Science Lab | Main Disability Special School | |
| Creating an Inclusive Classroom | Pedagogy of Mathematics | Practical-Cross disability and Inclusion | |
| Introduction to Locomotor & Multiple Disabilities (Deaf-Blind, CP, MD) | Pedagogy of Mathematics Lab | Other Disability Special School | |
| Contemporary India and Education | Introduction to Sensory Disabilities (VI, HI, Deaf-blind) | Inclusive School | |
| Contemporary India and Education Lab | Sensory Disabilities | ||
| Learning Teaching and Assessment | Pedagogy of English | ||
| Learning Teaching and Assessment Lab | Pedagogy of English Lab | ||
| Curriculum Designing, Adaptation and Evaluation | Pedagogy of Hindi | ||
| Curriculum Designing, Adaptation and Evaluation Lab | Pedagogy of Hindi Lab | ||
| Introduction to Neuro Developmental Disabilities (LD, ID/ MR, ASD) | Guidance and Counseling | ||
| Drama and Arts in Education | Early Childhood Care & Education | ||
| Intervention and Teaching Strategies | Guidance and Counseling | ||
| Intervention and Teaching Strategies | Early Childhood Care & Education | ||
| Technology and Disability | Community Based Rehabilitation | ||
| Technology and Disability | Application of ICT in Classroom | ||
| Psycho-Social and Family Issues | Gender and Disability | ||
| Reading and Reflecting on Texts | Management of Learning Disability | ||
| Basic Research and Statistics (EPC) | Vocational Training, Transition & Job Placement | ||
| Inclusive Pedagogy | |||
| Applied Behaviour Analysis |
Scheme & Syllabus
B.Ed. Special Education programme is a professional course of two years duration. The maximum period in which a candidate must qualify for the degree shall be three academic years, failing which he/ she shall not be allowed to continue his/ her studies for the program.
The programme follows the choice-based credit system. The total credit requirement for the award of the B.Ed. Special Education degree ranges between 85 and 95 depending upon the specified curriculum and scheme of examination of B.Ed. Special Education program. The distribution of credits over the semesters of the programme is as specified in the table below:
| Total Credits | |
| Semester | Credits |
| 1 | 23 |
| 2 | 24 |
| 3 | 24 |
| 4 | 18 |
| Total | 89 |
Career Opportunities
The field of special education offers a diverse array of career paths for graduates of the B.Ed. Special Education program. With the increasing focus on inclusive education and support for students with disabilities, there is a growing demand for qualified professionals in various roles within the education sector. Some of the rewarding career opportunities for graduates include:
-
- Special Education Teachers
- Learning Support Teachers
- Resource Room Teachers
- Inclusion Coordinators
- Educational Therapists
- Behavior Intervention Specialists
- Assistive Technology Specialists
- Special Education Administrators
- Educational Consultants
- Advocates and Policy Analysts
- Researchers and Scholars
- Entrepreneurs and Edupreneurs
CO-PO Mapping
SEMESTER-1
| SUBJECT CODES |
SUBJECT NAME | CO | Course Statement | PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PSO 1 | PSO 2 | PSO 3 | PSO 4 | PSO 5 | PSO 6 |
| EDH148T | Human Growth & Development | CO 1 | To explain the concept of growth & development. | 1 | 1 | 3 | 1 | 1 | — | — | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | To explain the process of development with special focus on infancy, childhood and adolescence. | 1 | 1 | 3 | 2 | 1 | — | — | — | — | — | 2 | 2 | 3 | 1 | 3 | — | — | ||
| CO 3 | To critically analyze developmental variations among children. | 1 | 1 | 3 | 3 | 2 | 1 | 3 | 1 | 1 | 1 | — | 3 | 2 | 2 | 1 | 2 | 1 | ||
| CO 4 | To develop the conceptual understanding of learning theories. | 1 | 2 | 3 | 3 | 3 | 1 | 1 | — | — | — | 2 | 2 | 3 | 1 | — | — | — | ||
| CO 5 | To comprehend adolescence as a period of transition and threshold of adulthood. | 1 | 2 | 3 | 1 | 1 | — | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 3 | 2 | ||
| CO 6 | To analyze different factors influencing child development. | 1 | 3 | 3 | 3 | 2 | 1 | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 | ||
| EDH148P | Human Growth & Development | CO 1 | To carryout child observation in various settings. | 1 | 2 | 3 | 2 | 1 | 2 | 3 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | To identify developmental milestones among children. | 2 | 2 | 3 | 2 | 1 | — | 3 | — | — | — | 2 | 2 | 3 | 1 | 3 | — | — | ||
| CO 3 | To carryout case study and journal writing. | 1 | 2 | 3 | 3 | — | — | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 3 | 2 | ||
| EDH150T | Assessment and Identification Of Needs | CO 1 | To Conceptualize the concept, history and causes of learning disabilities. | 1 | 1 | 1 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | To analyze the impact of learning disability. | 1 | 2 | 2 | 2 | — | 1 | 2 | 1 | 2 | 1 | — | 2 | 3 | 2 | 1 | 1 | — | ||
| CO 3 | To describe and differentiate among different types of learning disabilities. | — | — | 2 | 2 | 2 | 1 | 3 | 1 | 1 | 1 | — | 3 | 2 | 2 | 1 | 2 | 1 | ||
| CO 4 | To gain knowledge about the assessment and the assessment procedures. | — | — | 1 | 2 | 1 | — | 2 | 3 | 1 | 1 | 1 | 3 | 1 | 1 | 2 | 2 | 1 | ||
| CO 5 | To develop the skills for carrying out the diagnosis of learning disability. | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 6 | To explain the domains and tools of assessment. | — | 1 | 1 | 2 | 2 | 1 | 3 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 1 | 2 | 2 | ||
| EDH150P | Assessment and Identification Of Needs | CO 1 | To learn about Diagnosing the case based on case profiles | 1 | 1 | 1 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | Tolearn about the Development of TMTs to assess various domains and curricular areas | 1 | 2 | 2 | 2 | — | 1 | 2 | 1 | 2 | 1 | — | 2 | 3 | 2 | 1 | 1 | — | ||
| CO 3 | To describe and differentiate among different types of learning disabilities. | — | — | 2 | 2 | 2 | 1 | 3 | 1 | 1 | 1 | — | 3 | 2 | 2 | 1 | 2 | 1 | ||
| EDH108T | Pedagogy of School Subjects (Social Science) | CO 1 | Explain the concept, nature and scope of social science. | 1 | — | —- | —- | — | — | — | 2 | 3 | — | — | — | 2 | — | 3 | — | — |
| CO 2 | Develop competencies for designing unit and lesson plans, as well as tools of evaluation for social science teaching. |
1 | 3 | —- | 3 | 3 | 1 | 3 | —- | —- | — | 1 | — | 3 | 3 | —- | 1 | — | ||
| CO 3 | Develop skills in preparation and use of support materials for effective social science teaching. | — | 1 | 1 | 2 | —- | 3 | —- | 2 | —- | — | — | — | 1 | — | —- | — | — | ||
| CO 4 | Develop the ability to organize co-curricular activities and community resources for promoting social science learning. | — | 1 | — | 1 | —- | 1 | —- | —- | —- | 1 | — | — | 1 | 1 | —- | — | |||
| CO 5 | To develop the skills required for adaptation modification and accomodation in social science curriculum. | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 6 | Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences. | 1 | 1 | 2 | — | 3 | — | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | ||
| EDH108P | Pedagogy of School Subjects (Social Science) | CO 1 | Explain the students about how to prepare a unit of social science content for a given child with disabilities | 1 | — | —- | —- | — | — | — | 2 | 3 | — | — | — | 2 | — | 3 | — | — |
| CO 2 | Help students develop an Action Research Plan on a problem related to teaching and learning in Social Science | 1 | 3 | —- | 3 | 3 | 1 | 3 | —- | —- | — | 1 | — | 3 | 3 | —- | 1 | — | ||
| CO 3 | Develop skills in preparation and use of support materials for effective social science teaching. | — | 1 | 1 | 2 | —- | 3 | —- | 2 | —- | — | — | — | 1 | — | —- | — | — | ||
| EDH160T | Pedagogy of School Subjects (Science) | CO 1 | To understand the concept, nature and scope of Science. | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | — | 2 | 2 | 2 | 3 | 2 |
| CO 2 | To develop the skills for designing lesson plan and unit plan. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | To develop understanding of approaches and methods of teaching sciences. | 1 | 1 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | To develop the skills required for adaptation modification and accomodation in science curriculum. | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 5 | Demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences. | — | 3 | 2 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 6 | Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences. | 1 | 1 | 2 | — | 3 | — | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | ||
| EDH160P | Pedagogy of School Subjects (Science) | CO 1 | To teach the students about Pedagogical analysis | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | — | 2 | 2 | 2 | 3 | 2 |
| CO 2 | Developing an Action Research Plan on a problem related to teaching and learning of Sciences to students with disabilities to students with disabilities. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | Construction of a diagnostic test for unit along with a remedial plan. | 1 | 1 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 | ||
| EDH110T | Pedagogy of School Subjects (Mathematics) | CO 1 | To understand the concept, nature and scope of Mathematics. | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | — | 2 | 2 | 2 | 3 | 2 |
| CO 2 | To develop the skills for designing lesson plan and unit plan. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | To develop understanding of approaches and methods of teaching mathematics. | 1 | 1 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | To develop the skills required for adaptation modification and accommodation in maths curriculum. | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 5 | Demonstrate competencies of planning for teaching mathematics, designing pupil centered teaching learning experiences. | — | 3 | 2 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 6 | Demonstrate skills to design and use various evaluation tools to measure learner achievement in mathematics. | 1 | 1 | 2 | — | 3 | — | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | ||
| EDH110P | Pedagogy of School Subjects (Mathematics) | CO 1 | To teach the students about Pedagogical analysis | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | — | 2 | 2 | 2 | 3 | 2 |
| CO 2 | Developing an Action Research Plan on a problem related to teaching and learning of Mathematics to students with disabilities to students with disabilities. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | Construction of a diagnostic test for unit along with a remedial plan. | 1 | 1 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 | ||
| EDH167B | Creating An Inclusive Classroom | CO 1 | To understand the concept of diversity and inclusion. | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 1 | 1 | 2 | — | 3 | 3 | 3 | 3 | 3 | 3 |
| CO 2 | Explicate the national & key international policies & frameworks facilitating inclusive education. | 1 | — | — | — | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | ||
| CO 3 | To develop the skills for adaptation and modification with respect to various disabilities. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | To apply the principles of Universal Design for Learning in teaching learning process. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 1 | 3 | 3 | 2 | 3 | 3 | ||
| EDH167B | Creating An Inclusive Classroom | CO 1 | To understand the concept of diversity and inclusion. | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 1 | 1 | 2 | — | 3 | 3 | 3 | 3 | 3 | 3 |
| CO 2 | Explicate the national & key international policies & frameworks facilitating inclusive education. | 1 | — | — | — | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | ||
| CO 3 | To develop the skills for adaptation and modification with respect to various disabilities. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| EDS151T | Introduction to Sensory Disabilities (VI, HI, Deaf-Blind) | CO 1 | To have the knowledge of concept, definition, causes and types of hearing impairment. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | To recognize the concept, definition, causes and types of visual impairment. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — | ||
| CO 3 | To recognize the concept, definition, causes and types of deafblindness. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — | ||
| CO 4 | To develop the skills for carrying out the diagnosis of sensory disabilities and provide educational and supportive services. | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | — | — | 2 | 2 | 2 | 2 | 2 | 1 | ||
| EDS151P | Introduction to Sensory Disabilities (VI, HI, Deaf-Blind) | CO 1 | To have the knowledge of concept, definition, causes and types of hearing impairment. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | To recognize the concept, definition, causes and types of visual impairment. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — | ||
| EDS153T | Introduction to Locomotor & Multiple Disabilities (Deaf-Blind, CP, MD) | CO 1 | To describe the concept, history and causes of locomotor disabilities. | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | To analyze the impact of locomotor disability. | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | To develop the skills for carrying out the diagnosis of multiple disabilities | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — | ||
| CO 4 | To explain the domains and tools of assessment | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 | ||
| EDS153P | Introduction to Locomotor & Multiple Disabilities (Deaf-Blind, CP, MD) | CO 1 | Undertake a case study after identifying a child with cerebral palsy or a child with Multiple Disabilities. Assess the child’s difficulties in activities of daily living and academic activities and develop an intervention plan. | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | Develop a checklist to identify the infrastructural barriers at work places | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| EDO154 | Cross Disability and Inclusion | CO 1 | To develop the skill of classroom observation. | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | To carryout screening and identification of children with disabilities. | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | To develop practical knowledge about all disabilities. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — | ||
| CO 4 | To identify different service delivery models: inclusive schools and special schools | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 | ||
| EDS107 | Communicative English | CO1 | Demonstrate accuracy in the usage of grammar in their communication | —- | 1 | 1 | 2 | 3 | 1 | —- | 2 | —- | 3 | 3 | — | — | — | — | — | — |
| CO2 | showcase skills while Communicating verbally | —- | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 3 | 3 | — | — | — | — | — | — | — | ||
| CO3 | Display proficiency while using morphology and syntax of English language | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | — | — | — | — | — | — | ||
| CO4 | Express themselves accurately in writing | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | — | — | — | — | — | — | ||
| CO5 | Use different techniques while reading for comprehension | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | — | — | — | — | — | — | ||
| EDO144 | CCA | CO 1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 3 | 2 | — | — | — | — | — | — | 3 | 3 | 2 | — | — | — | — | — | — |
| CO 2 | Student teachers will demonstrate team work and group activities | 3 | 2 | 1 | — | — | — | — | 2 | 1 | 2 | 1 | — | — | — | — | — | — | ||
| CO 3 | Student teachers demonstrate skill at organizing and participating in activities related to their cognitive domain | 3 | 3 | — | — | — | — | — | 1 | 1 | 1 | 1 | — | — | — | — | — | — | ||
| CO 4 | Student teachers will demonstrate skills at organizing and participating in activities related to affective domain | 3 | 2 | — | — | — | — | — | 3 | 3 | 2 | 3 | — | — | — | — | — | — | ||
| CO 5 | Student teachers will demonstrate skills at organizing and participating in activities related to psychomotor domain | 3 | 3 | — | — | — | — | — | 3 | 3 | 3 | 2 | — | — | — | — | — | — | ||
| SEMESTER 2 | ||||||||||||||||||||
| SUBJECT CODES |
SUBJECT NAME | CO | Course Statement | PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PSO 1 | PSO 2 | PSO 3 | PSO 4 | PSO 5 | PSO 6 |
| EDH149T | Contemporary India and Education | CO 1 | Explain the history,nature and process and Philosophy of Education | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 |
| CO 2 | Examine the role of educational system in the context of modern ethos | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 | ||
| CO 3 | Examine the role of Diversity and its components | 3 | 3 | 3 | 3 | 2 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | ||
| CO 4 | Develop an understanding of the trends, issues and challenges faced by the contemporary Indian Education in Global context | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 1 | 3 | 1 | 2 | 2 | 3 | 1 | 3 | 3 | 3 | ||
| CO 5 | Reflect upon the Laws and Rights made for PWDs | 3 | 2 | 1 | 1 | 1 | — | 1 | — | 2 | 2 | 1 | 3 | 3 | 2 | 1 | 2 | 1 | ||
| CO 6 | Analyze the issues and trends in education | 2 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | ||
| EDH149P | Contemporary India and Education | CO 1 | Learn about Comparative study of different settings | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 |
| CO 2 | Examine about the Conflicts and social movements in India: Women, Tribal and Person with Disablities | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 | ||
| CO 3 | Examine about First generation learners | 3 | 3 | 3 | 3 | 2 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | ||
| EDH156T | Learning Teaching and Assessment | CO 1 | Comprehend the theories of learning and intelligence and their applications for teaching children. | 1 | 1 | 1 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | Analyze the learning process, nature and theory of motivation. | 1 | 1 | 1 | — | — | — | 1 | — | — | — | 2 | 2 | 3 | 1 | 3 | — | — | ||
| CO 3 | Describe the stages of teaching and learning and the role of teacher. | — | — | 2 | 2 | 2 | 1 | 3 | 1 | 1 | 1 | — | 3 | 2 | 2 | 1 | 2 | 1 | ||
| CO 4 | Analyze the scope and role of assessment in teaching learning process in order to introduce dynamic assessment scheme for educational set up towards enhanced learning. | 1 | 1 | 1 | — | — | — | 1 | — | — | — | 2 | 2 | 3 | 1 | — | — | — | ||
| CO 5 | To identify the social, economic and physical diversity that exists amongst learners & challenges in Inclusive Education | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 | ||
| CO 6 | To develop the skills to manage a classroom in an inclusive setup | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 2 | ||
| EDH156P | Learning Teaching and Assessment | CO 1 | Preparation of Self study report on individual differences among learners | — | — | — | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | Prepare a leaflet for parents on better emotional management of children | 1 | 1 | 1 | — | — | — | 1 | — | — | — | 2 | 2 | 3 | 1 | 3 | — | — | ||
| CO 3 | Observation of children belonging to any three stages of development and describing applications of development in teaching-learning contexts. | 2 | 2 | 1 | 3 | 1 | 1 | 1 | — | 3 | 2 | 2 | 1 | 2 | 1 | |||||
| EDH157T | Curriculum Designing, Adaptation and Evaluation | CO 1 | Describe the principles, types, and areas of curriculum. | 3 | 3 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 |
| CO 2 | To understand the curriculum hierarchies of various subjects. | 3 | 3 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | To understand the components of instructional planning. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | To develop the skills required for curriculum adaptation modification and accomodation. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 5 | To develop the skills required for IEP and Lesson Planning. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 6 | To develop the skills of curriculum evaluation. | 1 | — | 1 | — | 3 | — | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | ||
| EDH157P | Curriculum Designing, Adaptation and Evaluation | CO 1 | To apply curriculum hierarchies in various subjects. | 3 | 3 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 |
| CO 2 | To carryout curriculum adaptation modification and accommodation for a given lesson. | 3 | 3 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | — | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | To carryout of curriculum evaluation of various lessons. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 1 | 3 | 3 | 2 | 3 | 3 | ||
| EDH127T | Pedagogy of School Subjects (English) | CO 1 | Explain the principles of language teaching, and evolution and trends in English literature | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 |
| CO 2 | Prepare an instructional plan in English. | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | Use various techniques to evaluate the achievement of the learner in English. | — | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | — | — | — | — | — | — | ||
| CO 4 | Adapt various approaches and methods to teach English language | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 | ||
| CO 5 | Develop proficiency in all the four skills of English lanuage | — | 1 | 1 | 2 | — | — | — | — | — | 3 | 3 | 2 | 1 | 1 | — | — | — | ||
| CO 6 | Use appropriate learning Resources while teaching English language | — | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | — | 2 | 2 | 1 | 1 | — | — | ||
| EDH127P | Pedagogy of School Subjects (English) | CO 1 | Design teaching programme based on error analysis | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 |
| CO 2 | Develop an Action Research Plan for measuring the effectiveness of a given teaching approach in English | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | Develop lesson plans for the teaching of prose and poetry | — | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | — | — | — | — | — | — | ||
| EDH130T | Pedagogy of School Subjects (Hindi) | CO 1 | Comprehend the Nature of Language | 2 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | — | — | — | 2 | 2 | 2 | 1 | 3 | 2 |
| CO 2 | Develop proficiency in all the four skills of Hindi lanuage | 3 | 1 | 1 | 2 | — | 3 | — | — | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | Use appropriate learning Resources while teaching Hindi language | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | —- | — | — | — | — | — | — | ||
| CO 4 | Assimilatevarious approaches,methods and techniques to teach Hindi | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | — | —- | 2 | 2 | 2 | 1 | 3 | 2 | ||
| CO 5 | Evaluate different language items and skills skillfully | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 3 | — | 2 | 3 | 2 | 1 | 1 | — | — | — | ||
| CO 6 | Use appropriate learning Resources while teaching English language | — | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | — | 2 | 2 | 1 | 1 | — | — | ||
| EDH130P | Pedagogy of School Subjects (Hindi) | CO 1 | Design teaching programme based on error analysis | 2 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | — | — | — | 2 | 2 | 2 | 1 | 3 | 2 |
| CO 2 | Develop an Action Research Plan for measuring the effectiveness of a given teaching approach in Hindi | 3 | 1 | 1 | 2 | — | 3 | — | — | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | Develop lesson plans for the teaching of prose and poetry | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | —- | — | — | — | — | — | — | ||
| EDS152T | Introduction to Neuro-Developmental Disabilities (LD, ID/MR, ASD) | CO 1 | To conceptualise the characteristics and types of learning disability. | 1 | 1 | 2 | 2 | — | — | 1 | 1 | 1 | — | — | 2 | 2 | 3 | 3 | — | — |
| CO 2 | To analyze the impact of Intellectual disability. | 1 | 1 | 1 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 2 | 2 | 3 | — | — | ||
| CO 3 | To develop the skills for the tools, areas of assessment and prepare and apply intervention strategies for independent living. | 1 | 1 | 1 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 2 | 2 | 3 | — | — | ||
| CO 4 | To explain the domains and tools of assessment | — | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | — | — | 2 | 2 | 2 | 2 | 3 | 2 | ||
| EDS152P | Introduction to Neuro-Developmental Disabilities (LD, ID/MR, ASD) | CO 1 | Develop an Assessment Tool for a child with learning disability in the given area | 1 | 1 | 2 | 2 | — | — | 1 | 1 | 1 | — | — | 2 | 2 | 3 | 3 | — | — |
| CO 2 | Prepare a transition plan from school to college for an LD Child | 1 | 1 | 1 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 2 | 2 | 3 | — | — | ||
| EDO164 | Disability Specilization | CO 1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | Student teachers will learn skills of Teaching | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | To develop the skill of classroom observation. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — | ||
| CO 4 | To carryout screening and identification of children with disabilities. | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 | ||
| LWS124 | Laws Relating to Persons with Disabilities | CO 1 | To develop an understanding of broad framework of the Constitution of India | 2 | 1 | 2 | 2 | 3 | 1 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | — |
| CO 2 | To explain the rights of Women & the Legal Framework | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 2 | — | ||
| CO 3 | To explain the rights of Persons with Disabilities & the Legal Framework | 2 | 2 | 1 | 2 | 1 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | — | ||
| CO 4 | To discuss the support systems for Persons with Disabilities | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 1 | 3 | 2 | 2 | 3 | — | ||
| EDW165 | Drama and Art in Education | CO 1 | To develop the skills to use visual art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 3 | 1 | 3 | 3 | — |
| CO 2 | To develop the skills to use literary art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 3 | 1 | 3 | 3 | — | ||
| CO 3 | To develop the skills to use performing art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 3 | 1 | 3 | 3 | — | ||
| CO 4 | To develop the skills to integrate technology and art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 3 | 1 | 3 | 3 | 3 | ||
| FLS102 | Foreign Language (German) | CO 1 | Students will be able to exchange greetings and introductions using formal and informal expressions. They will be able to ask and answer simple questions. | 2 | 3 | 3 | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| CO 2 | Students will be able to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. | 2 | 3 | 3 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | ||
| CO 3 | Students will be able to identify key details in short, highly-contextualized audio text dealing with a familiar topic, relying on repetition and extra linguistic support when needed. Students will be able to discuss likes and dislikes, understand simple conversations about familiar topics (e.g., greetings, weather, sports, hobbies and daily activities,) with repetition when needed. | 1 | 1 | 2 | — | — | — | — | 3 | 1 | — | — | — | — | — | — | — | — | ||
| CO 4 | Students will be able to differentiate certain patterns of behavior in the cultures of the German- speaking world and the student’s native culture. Students will be able to describe various places, location, themselves using simple sentences and vocabulary. | 1 | 3 | 3 | — | — | — | — | 2 | 1 | — | — | — | — | — | — | — | — | ||
| FLS103 | Foreign Language (French) | CO 1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| CO 2 | Learn Basic vocabulary that can be used to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. Express their likes and dislikes. | 2 | 3 | 3 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | ||
| CO 3 | Describe themselves, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | — | — | — | — | 2 | 1 | — | — | — | — | — | — | — | — | ||
| CO 4 | Students will be able to understand audio text and comprehend to the same. They will be able to form paragraph using auxilary verb and basic verbs. | 1 | 1 | 2 | — | — | — | — | 3 | 1 | — | — | — | — | — | — | — | — | ||
| CO 5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of Francophonic countries. | 1 | 1 | 3 | — | — | — | — | 3 | 2 | — | — | — | — | — | — | — | — | ||
| SEMESTER 3 | ||||||||||||||||||||
| SUBJECT CODES |
SUBJECT NAME | CO | Course Statement | PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PSO 1 | PSO 2 | PSO 3 | PSO 4 | PSO 5 | PSO 6 |
| EDH240T | Intervention and Teaching Strategies | CO 1 | To explain the Purpose and Define the Principles of Educational Intervention. | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — |
| CO 2 | To understand Processing Deficit and develop Educational Intervention Plan. | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 3 | To discuss the various Teaching Strategies across the Curricular Hierarchies. | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| CO 4 | To link the teaching Strategies to the curricular area | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | ||
| CO 5 | To provide specific strategies for Core and Collateral Curriculum | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 6 | To Plan Programme for Skill, Process, and Curricular Deficits. | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 2 | 3 | 1 | ||
| EDH240P | Intervention and Teaching Strategies | CO 1 | To identify the need of Educational Intervention. | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — |
| CO 2 | To develop educational intervention plan\tool for a given process | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 3 | To develop educational intervention plan\tool for a given skill | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| EDH241T | Technology and Disability | CO 1 | Explain the meaning, scope and use of Technology. | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | Analyze the learning needs in relation to Technology | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 3 | Understand and use the various types of technology for presenting, engaging, and evaluating |
— | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 2 | 3 | 1 | ||
| CO 4 | Discuss the trends and issues related to the use of technology | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — | ||
| CO 5 | Situate self in the teaching learning process by learning the use of technology | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 6 | Learn about Maxims of Teaching through technology | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| EDH241P | Technology and Disability | CO 1 | Develop a tool to assess the learning needs for instructional planning. | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 2 | 3 | 1 |
| CO 2 | To develop low-cost material for presentation, engagement and expression. | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — | ||
| CO 3 | To analyze the types of assistive devices used in schools | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| EDS244T | Psycho-Social and Family Issues | CO 1 | Explain the concept of psycho-social issues | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 |
| CO 2 | Reflect on various dimensions of Psycho-social issues among children with learning disabilities | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 3 | Understand various Family issues faced by children with LD | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| CO 4 | Learn the importance of intervening strategies and ways of handling issues | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| EDS244P | Psycho-Social and Family Issues | CO 1 | Explain the concept of psycho-social issues | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 |
| CO 2 | Reflect on various dimensions of Psycho-social issues among children with learning disabilities | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 3 | Understand various Family issues faced by children with LD | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| EDO242 | Disability Specilization | CO 1 | To develop the skill of classroom observation. | 1 | 1 | 2 | 2 | — | 2 | 1 | 1 | 1 | — | — | 2 | 3 | 1 | 3 | — | — |
| CO 2 | To demonstrate the skill of lesson planning | – | – | – | 3 | 3 | – | – | – | – | — | – | – | 3 | 3 | 2 | 2 | |||
| CO 3 | To demonstrate the skill of IEP formulation | – | – | 2 | 3 | 1 | – | 1 | – | – | — | – | 2 | 3 | 3 | 2 | 2 | |||
| CO 4 | Student teachers will learn skills of Teaching | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| EDO243 | Main Disability Special School | CO 1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | Student teachers will learn skills of Teaching | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | To develop and deliver the lessons in special education and inclusive setup | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | To carryout adaptation and modification as per the need of students. | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| EDW245 | Reading and Reflecting on Texts | CO 1 | Explain concept and imporatnce of Reflection through reading especially in context of teaching profession. | 2 | 2 | — | 3 | — | 1 | — | 2 | — | — | 3 | — | — | — | — | — | — |
| CO 2 | Read and respond to a variety of texts in different ways as reader and writer. | 2 | 3 | — | 2 | — | 1 | — | 2 | — | — | 2 | — | — | — | — | — | — | ||
| CO 3 | Engage in Interactive groups discussions with respect to reading and reflection activities. | 2 | 2 | — | 2 | — | 1 | — | 2 | — | — | 2 | — | — | — | — | — | — | ||
| CO 4 | Explore different ways of developing reflective and critical thinking in personal and professional spaces. | 3 | 3 | — | 2 | — | 1 | — | 3 | — | — | 3 | — | — | — | — | — | — | ||
| SEMESTER 4 | ||||||||||||||||||||
| SUBJECT CODES |
SUBJECT NAME | CO | Course Statement | PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PSO 1 | PSO 2 | PSO 3 | PSO 4 | PSO 5 | PSO 6 |
| EDS246 | Guidance and Counselling | CO 1 | To apply the skills of guidance and counselling in classroom situations | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To describe the process of development of self-image and self-esteem | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 3 | To identify the types and issues of counselling and guidance in inclusive settings | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — | ||
| CO 4 | To develop the skills of Vocational Guidance | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | ||
| EDS246P | Guidance and Counselling | CO 1 | To carryout counselling and report writing on a selected case | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To conduct parent counselling sessions | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| EDS247 | Early Childhood Care and Education | CO 1 | To explain the biological & sociological foundations of early childhood education. | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 |
| CO 2 | To describe the developmental systems approach and role responsibilities of interdisciplinary teams for early education of children with disabilities. | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 3 | To design early intervention plan for children with disabilities | — | 1 | 1 | 1 | — | — | 1 | — | 1 | — | 2 | 2 | 3 | 3 | 2 | 2 | 1 | ||
| CO 4 | Enumerate the inclusive early education pedagogical practices. | — | — | 2 | 2 | 1 | 1 | 1 | 1 | 1 | — | 1 | 2 | 3 | 2 | 3 | 3 | 2 | ||
| EDS247P | Early Childhood Care and Education | CO 1 | To develop journal on developmental milestones | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To develop creative teaching learning materials | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| EDS248T | Applied Behaviour Analysis | CO 1 | To explain the Purpose and Define the Principles of Applied Behaviour Analysis | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — |
| CO 2 | To classify Adaptive and Maladaptive Behaviours | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | To develop a conceptual understanding of learning theory and their applications | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | ||
| CO 4 | To apply various strategies to manage challenging behaviours | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | ||
| EDS248P | Applied Behaviour Analysis | CO 1 | To assess and analyze Adaptive and Maladaptive Behaviour | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 |
| CO 2 | To develop IEP for managing Adaptive and Maladaptive Behaviours | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | ||
| EDS249 | Community Based Rehabilitation | CO 1 | To explain the concept, principles, and scope of community-based rehabilitation. | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To apply the strategies for promoting public participation in CBR | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 3 | To apply suitable methods for preparing persons with disability for rehabilitation within the community. | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 2 | 3 | 1 | ||
| CO 4 | To provide need-based training to persons with disabilities. | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — | ||
| EDS249P | Community Based Rehabilitation | CO 1 | To provide exposure to Community Based Rehabilitation Programme | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To conduct community awareness programs | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 3 | Conduct a focus group discussion on a selected disability issue with school/college students | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 2 | 3 | 1 | ||
| EDS250 | Application of ICT in Classroom | CO 1 | To understand the dimensions of ICT and Applications in Education | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To delineate the special roles of ICT Applications | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 3 | To acquire familiarity with different modes of Computer-Based Learning | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — | ||
| CO 4 | To analyze the learning needs in relation to Technology | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| EDS250P | Application of ICT in Classroom | CO 1 | To develop ICT based Teaching & Learning materials | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 3 |
| CO 2 | To create lesson plans based upon the principles of UDL using ICT | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 3 | ||
| EDS251 | Gender and Disability | CO 1 | To develop an understanding of human rights based approach in context of disability. | 2 | 1 | 2 | 2 | 3 | 1 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | — |
| CO 2 | To explain the impact of gender on disability | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 2 | — | ||
| CO 3 | To describe the personal and demographic perspectives of gender and disability. | 2 | 2 | 1 | 2 | 1 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | — | ||
| CO 4 | To describe the personal and demographic perspectives of gender and disability. | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 1 | 3 | 2 | 2 | 3 | — | ||
| EDS251P | Gender and Disability | CO 1 | To assess and analyze the issues of women with disabilities | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 2 | — |
| CO 2 | To evaluate the acts/policies for women with disabilities with respect to current scenario. | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 1 | 3 | 2 | 2 | 3 | — | ||
| EDS252 | Management of Learning Disability | CO 1 | To explain the concept, causes and characteristics of learning disabilities | 1 | 1 | 1 | 2 | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 |
| CO 2 | To discuss different types of learning disabilities and its associated conditions | — | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 1 | ||
| CO 3 | To understand and use the various types of technology for presenting, engaging, and evaluating | — | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 3 | 2 | 3 | 1 | ||
| CO 4 | To develop teacher made assessment test in curricular areas | 1 | — | 1 | 2 | — | — | — | — | — | — | — | 1 | 3 | 2 | 2 | — | — | ||
| EDS252P | Management of Learning Disability | CO 1 | To develop TMTs to assess various domains and curricular areas | 1 | 2 | 2 | 2 | — | 1 | 2 | 1 | 2 | 1 | — | 2 | 3 | 2 | 1 | 1 | — |
| CO 2 | To describe and differentiate among different types of learning disabilities. | — | — | 2 | 2 | 2 | 1 | 3 | 1 | 1 | 1 | — | 3 | 2 | 2 | 1 | 2 | 1 | ||
| EDS253 | Vocational Training, Transition and Job Placement |
CO 1 | Develop an understanding of vocational education & its relevance for PWD’s. | 2 | 2 | — | 3 | — | 1 | — | 2 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | Carry out vocational assessment and make vocational training plan | 2 | 3 | — | 2 | — | 1 | — | 2 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | — | ||
| CO 3 | Plan for transition from School to job | 2 | 2 | — | 2 | — | 1 | — | 2 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | — | ||
| CO 4 | Facilitate PWD’s in making choice of vocational trades | 3 | 3 | — | 2 | — | 1 | — | 3 | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | — | ||
| EDS253 | Vocational Training, Transition and Job Placement |
CO 1 | Students will learn how to Administer any vocational assessment tool | 2 | 2 | — | 3 | — | 1 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | 3 |
| CO 2 | Plan for transition from School toVocational Jobs | 2 | 2 | — | 2 | — | 1 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — | ||
| EDW254 | Basic Research and Basic Statistics (EPC) | CO 1 | To describe the concept and relevance of research in education and special education | — | — | 1 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | — |
| CO 2 | To develop tools for conducting research | — | — | 1 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | — | ||
| CO 3 | To identify the problem and formulate hypothesis | 1 | 1 | 1 | 3 | 1 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | — | ||
| CO 4 | To develop skills for data analysis | 1 | 1 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | — | ||
| EDO255 | Cross disability and Inclusion | CO 1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — |
| CO 2 | Student teachers will learn skills of Teaching | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| CO 3 | Student teachers will develop and deliver the lessons in special education and inclusive setup | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | Student teachers will carryout adaptation and modification as per the need of students | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| EDO256 | Other Disability Special School | CO 1 | Students will be able to identify various disabilities | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 |
| CO 2 | Students will carry out adaptations and modifications as per needs of cwsn | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | Students will create IEPs and lesson plans | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | Students will learn skills of Teaching in a special school | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | ||
| EDO257 | Inclusive School | CO 1 | Students will Identify the needs of children with disability | — | 1 | 1 | 2 | 2 | — | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 |
| CO 2 | Students will Plan and implement group teaching lessons | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 3 | 3 | 2 | 3 | 3 | ||
| CO 3 | Students will Carryout Adaptation and modification as per need of the child | — | 3 | 3 | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | 3 | 3 | 2 | 3 | 3 | ||
| CO 4 | Students will Carryout evaluation of the lessons. | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | — | ||
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed. SPECIAL EDUCATION (2022-2024)
| Sr No | Roll Number | Name of Student |
| 1 | 2K22EDUN04001 | Kulsum |
| 2 | 2K22EDUN04002 | Shania Shabbir |
| 3 | 2K22EDUN04003 | Preeti |
| 4 | 2K22EDUN04004 | Neetika Yadav |
| 5 | 2K22EDUN04005 | Nidhi Baweja |
| 6 | 2K22EDUN04006 | Priyanka Kumari |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed. SPECIAL EDUCATION (2021-2023)
| Sr NO | Roll Number | Name of Student |
| 1 | 2K21EDUN04001 | Khushi Goswami |
| 2 | 2K21EDUN04002 | Nikita Vats |
| 3 | 2K21EDUN04003 | Pragya Sharma |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed. SPECIAL EDUCATION (2020-2022)
| Sr NO | Roll Number | Name of the Student |
| 1 | 2K20EDUN04001 | Debarati Basu |
| 2 | 2K20EDUN04002 | Ishita Singh |
| 3 | 2K20EDUN04003 | Kirti Yadav |
| 4 | 2K20EDUN04004 | Priyanka Sarkar |
| 5 | 2K20EDUN04005 | Riya Kapoor |
Detailed Syllabus
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