Exam Details
| Subject | Curriculum and Teaching Strategies for Children with Visual Impairment | |
| 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
Write short notes on any three of the following questions Each question carries 5 marks.
1. Discuss strategies for teaching Braille in brief.
2. What are plus curricular needs of visually impaired children
3. Define 'Verbalism' and mention significance of concreteness to overcome Verbalism.
4. What is the importance of sensory training for children with visual impairment?
5. Briefly discuss the use of Information Communication Technology for children with visual impairment.
Attempt any four questions from Part -B. Question no. 11 is compulsory. Each question carries 15 marks.
6. Discuss appropriate vocational counselling and Training Techniques for students with visual impairment.
7. "Computerization in braille book production is a boon to children with visual impairment." Do you agree with this view? Justify your answer with suitable examples.
8. Explain different teaching methods and teaching learning materials for teaching mathematics to children with visual impairment.
9. Discuss the role of various agencies involved in the rehabilitation of visually impaired children both at national and international level.
10. What is parental reaction to blindness? How can guidance programmes help visually impaired persons adjust better in family and community
11. "Visually impaired persons acquire same information as that of sighted if they are provided modern reading devices." Critically evaluate this statement with suitable examples.
OR
"Kinesthesis and visualization are helpful for a visually impaired person to correlate with other senses." Do you agree with this view? Justify your answer with suitable examples.
1. Discuss strategies for teaching Braille in brief.
2. What are plus curricular needs of visually impaired children
3. Define 'Verbalism' and mention significance of concreteness to overcome Verbalism.
4. What is the importance of sensory training for children with visual impairment?
5. Briefly discuss the use of Information Communication Technology for children with visual impairment.
Attempt any four questions from Part -B. Question no. 11 is compulsory. Each question carries 15 marks.
6. Discuss appropriate vocational counselling and Training Techniques for students with visual impairment.
7. "Computerization in braille book production is a boon to children with visual impairment." Do you agree with this view? Justify your answer with suitable examples.
8. Explain different teaching methods and teaching learning materials for teaching mathematics to children with visual impairment.
9. Discuss the role of various agencies involved in the rehabilitation of visually impaired children both at national and international level.
10. What is parental reaction to blindness? How can guidance programmes help visually impaired persons adjust better in family and community
11. "Visually impaired persons acquire same information as that of sighted if they are provided modern reading devices." Critically evaluate this statement with suitable examples.
OR
"Kinesthesis and visualization are helpful for a visually impaired person to correlate with other senses." Do you agree with this view? Justify your answer with suitable examples.
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