Exam Details
| Subject | Curriculum and Teaching Strategies for Persons with Mental Retardation | |
| Paper | ||
| Exam / Course | M.Ed Special Education in Mental Retardation(MEDSE) | |
| Department | National Centre for Disability Studies (NCDS) | |
| Organization | indira gandhi national open university | |
| Position | ||
| Exam Date | December, 2016 | |
| City, State | new delhi, |
Question Paper
Answer any three of the following questions. Each question is of five marks.
1. How would you teach functional Academics in inclusive setting for children with mental retardation
2. What are different 'Life Skills'? Give its broad classification.
3. Differentiate between learning aids and functional aids. Give examples.
4. Explain why professional competency should also include demonstrable knowledge of related ethics?
5. Explain merits and limitations of Self Employment Model for persons with mental retardation.
Answer any four of the following questions. Each question carry 15 marks.
6. Develop an IEP for a primary level child with mental retardation having hearing impairment as an additional disability.
7. Explain the importance of Vocational Transition Programme. Describe the 'Individualised Transition Plan (ITP).
8. What are the different types of Multi Sensorial Approaches? Differentiate between Behavioural Approach, Cognitive. Approach and Cognitive Behavioural Approach.
9. Discuss the different types of Peer tutoring? Give justifications for use of peer-tutor program for students with intellectual impairment.
10. Define curriculum. Explain the various approaches to curriculum development.
11. Discuss the impact of disability on the family and elucidate in relation to nuclear and joint family.
12. Describe the strategies to manage skill behaviour. Explain the steps in managing problem behaviours.
1. How would you teach functional Academics in inclusive setting for children with mental retardation
2. What are different 'Life Skills'? Give its broad classification.
3. Differentiate between learning aids and functional aids. Give examples.
4. Explain why professional competency should also include demonstrable knowledge of related ethics?
5. Explain merits and limitations of Self Employment Model for persons with mental retardation.
Answer any four of the following questions. Each question carry 15 marks.
6. Develop an IEP for a primary level child with mental retardation having hearing impairment as an additional disability.
7. Explain the importance of Vocational Transition Programme. Describe the 'Individualised Transition Plan (ITP).
8. What are the different types of Multi Sensorial Approaches? Differentiate between Behavioural Approach, Cognitive. Approach and Cognitive Behavioural Approach.
9. Discuss the different types of Peer tutoring? Give justifications for use of peer-tutor program for students with intellectual impairment.
10. Define curriculum. Explain the various approaches to curriculum development.
11. Discuss the impact of disability on the family and elucidate in relation to nuclear and joint family.
12. Describe the strategies to manage skill behaviour. Explain the steps in managing problem behaviours.
Other Question Papers
Departments
- Centre for Corporate Education, Training & Consultancy (CCETC)
- Centre for Corporate Education, Training & Consultancy (CCETC)
- National Centre for Disability Studies (NCDS)
- School of Agriculture (SOA)
- School of Computer and Information Sciences (SOCIS)
- School of Continuing Education (SOCE)
- School of Education (SOE)
- School of Engineering & Technology (SOET)
- School of Extension and Development Studies (SOEDS)
- School of Foreign Languages (SOFL)
- School of Gender Development Studies(SOGDS)
- School of Health Science (SOHS)
- School of Humanities (SOH)
- School of Interdisciplinary and Trans-Disciplinary Studies (SOITDS)
- School of Journalism and New Media Studies (SOJNMS)
- School of Law (SOL)
- School of Management Studies (SOMS)
- School of Performing Arts and Visual Arts (SOPVA)
- School of Performing Arts and Visual Arts(SOPVA)
- School of Sciences (SOS)
- School of Social Sciences (SOSS)
- School of Social Work (SOSW)
- School of Tourism & Hospitality Service Sectoral SOMS (SOTHSM)
- School of Tourism &Hospitality Service Sectoral SOMS (SOTHSSM)
- School of Translation Studies and Training (SOTST)
- School of Vocational Education and Training (SOVET)
- Staff Training & Research in Distance Education (STRIDE)
Subjects
- Aural Rehabilitation of Children with Hearing Impairment
- Curriculum and Teaching Strategies for Children with Hearing Impairment
- Curriculum and Teaching Strategies for Children with Visual Impairment
- Curriculum and Teaching Strategies for Persons with Mental Retardation
- Identification and Assessment of Children with Mental Retardation
- Psycho-Social and Educational Implication of Children with Visual Impairment