Diploma in Special Education (Intellectual and Developmental Disabilities) (R.C.I)

D.Ed.Spl.Ed.(IDD)

Diploma in Education – Special Education (Intellectual and Developmental Disabilities)

Rehabilitation Council of India

N/A

Diploma

2 academic years

Non Semester

A pass in 10+2/H.Sc/Intermediate with 50% of marks and 45% marks for S.C/S.T candidates.

Marks obtained in the qualified examination: 60 Marks
Participation in Sports Activities: 10 Marks
(Intl. Level:10, Nat. Level: 08, State Level:06, District level: 04)
Applicant with disability: 10 Marks
Parent/Sibling/Ward of Pw.D: 05 Marks
Interview: 15 Marks

• Primary Teacher in G.O and N.G.Os to train Children with C.P.
• Primary Teacher in Inclusive School.
• Service provider to empower Children with C.P.

R.C.I approved Syllabus.

Pass Mark: Theory: 40%
Practice: 50%

As per R.C.I’s Scheme of Examination

National Board of Examination in Rehabilitation, New Delhi

To develop an understanding of varying disabilities and their implications;

To have knowledge of typical growth and development of learners and realize the psychological aspects influencing learning and education;

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

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

To be aware of and apply various curricular strategies;

To appreciate various teaching approaches and use effective teaching strategies;

To apply various pedagogical approaches for teaching at elementary level;

To provide support in the use of various intervention and therapeutic techniques;

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

To develop an understanding about the concept, construct and facilitators of inclusive education;

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

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

Interventional strategies of addressing learning styles and preferences.

Use of curricular strategies, pedagogical approaches, adaptations and assessments

Promotion of inclusive practices and involvement of family and community

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

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

Promotion of school culture and ethos for inclusive educational practices;

Empowerment of families for equal partnership and advocacy of children;

Involvement of community for resource mobilization and support;

Promotion of inclusive practices with equity and quality;

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