The Rehabilitation Council of India (RCI) is a statutory body functioning under the Department of Empowerment of Persons with Disabilities (Divyangjan) (DEPwD), of the Ministry of Social Justice & Empowerment (MSJ&E), Govt. of India. RCI has the mandate for human resource development to facilitate rehabilitation of persons with disabilities. Established as a registered society in 1986, RCI was accorded a legal status as ‘The RCI Act’ 1992. The Act has been amended in 2000 to enhance the professional development programs in the field.

The Diploma in Education - Special Education is formulated to prepare special teachers for children with the disabilities specializing in Intellectual and Developmental Disabilities (IDD) which includes, besides Intellectual Disability (ID), Specific Learning Disability (SLD) Autism Spectrum Disorders (ASD). The special teacher can work in varying settings such as early intervention centers, preschools and elementary schools. These centers or schools may be special or inclusive in nature. The course also would prepare the teachers in a such way so that they can provide home training or in the blended learning form if the need arises.

Nomenclature of the program: Diploma in Education-Special Education (Intellectual and Developmental Disability) i.e. D.Ed.Spl.Ed.(IDD)

 

Objectives of the Program:

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

• 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.

Scope of the program

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

Skill based competencies:

• 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

Value or Behavior based competencies:

• Promotion of school culture and ethos for inclusive educational practices;
• Empowerment of families for equal partnership and advocacy of children;
• Involvement of community for resource mobilization and support;
• Promotion of inclusive practices with equity and quality;
• Acceptance of every student with the belief and conviction that every child will learn.

Employment opportunities

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

.General frame work of the programme

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

Each theory course has a total of 75 hours for curriculum transaction. The total weightage for each course in terms of marks will be 75, 40 percent internal and 60 percent external. In terms of credit, the entire program is prepared for 120 credits divided into two parts; theory- 60 credits and practical-60 credits. For curriculum transaction, each credit will be equal to 15 hours for theory and 25 hours for practical.

Duration of the Programme

The duration of the programme will be two years (four semesters). Each semester will have at least 225 hours of theory papers (75 hours /paper) and 375 hours of practical. On completion of four semesters, the total theory hours would be 900 hours and practical would be 1500 hours. Details are given in a Table on course structure at 16.0.

Eligibility

Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible forthe course. However, there shall be 5 percent relaxation in the percentage of marks (45%) in case the candidate belongs to SC/ST or PwD categories.

Medium of Instruction

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