SED–119 SEID–31

B.Ed. DEGREE EXAMINATION —

JUNE, 2018.
(Special Education)
ASSESSMENT AND IDENTIFICATION OF NEEDS
(INTELLECTUAL DISABILITIES)

Time : 3 hours Maximum marks : 75

PART A — (2  15 = 30 marks)

Answer ALL questions not exceeding 5 pages each.

1. (a) Enlist the causes of Intellectual Disability.

©ÚÁͺa] SøÓ£õk HØ£kÁuØPõÚ
Põμn[PøÍ £mi¯¼kP.

Or
(b) Discuss about the screening procedures
followed to identify children with Intellectual
Disability.
©ÚÁͺa] SøÓ£õkøh¯ SÇ¢øuPøÍ
PshÔ¯ ¤ß£ØÓ¨£k® vøμ°hÀ
|øh•øÓPÒ SÔzx ÂÁõv.
2. (a) Elaborate about various approaches in
assessment.
©v¨¥miß £À÷ÁÖ AqS•øÓPÒ SÔzx
ÂÍUSP.

Or
(b) Discuss about the assessment tools used at
school level.
£ÒÎ AÍÂÀ £¯ß£kzu¨£k® ©v¨¥mkU
P¸ÂPÒ SÔzx ÂÁõv.

PART B — (6  5 = 30 marks)

Answer any SIX questions not exceeding 2 pages each.

3. State the importance and purpose of record

maintenance.
£vÄ£μõ©›zu¼ß •UQ¯zxÁ® ©ØÖ® ÷|õUP®
SÔzx SÔ¨¤kP.

4. State the difference between an IFSP and an IEP.

uÛ|£º Sk®£ Eu vmh® ©ØÖ® uÛ|£º PÀÂz
vmh® – ÷ÁÖ£kzxP.

5. List out the schemes / programmes for

Empowerment of Persons with Disabilities.
FÚ•ØÓ |£ºPÎß ÷©®£õmiØPõÚ
|»zvmh[PøÍ £mi¯¼kP.

2 SED–119
6. Distinguish Screening from Identification.

vøμ°kuÀ ©ØÖ® PshÔuÀ – ÷ÁÖ£kzxP.

7. Define assessment. State the purpose of

assessment.

©v¨¥k Áøμ¯Ö. ©v¨¥mk ÷|õUP® SÔzx

SÔ¨¤kP.

8. Explain about the vocational assessment tools for

Independent living.

uØ\õº¦ ÁõÌøÁ ©v¨¥k ö\´¯ £¯ß£kzu¨£k®

öuõÈÀ\õº ©v¨¥mk P¸ÂPÒ SÔzx ÂÍUSP.

9. Describe the need for family and parental need

assessment in planning IFSP.

uÛ|£º Sk®£ Eu vmhzøu vmhªh Sk®£

©ØÖ® ö£Ø÷Óõ›ß ÷uøÁø¯ ©v¨¥k ö\´u¼ß
AÁ]¯® SÔzx ÂÁ›.

10. Enlist the need for pre-school and school

assessment.

•ß£¸Á £ÒÎ ©ØÖ® £ÒÎ ©v¨¥miß ÷uøÁø¯

£mi¯¼kP.

3 SED–119
 PART C — (5 × 3 = 15 marks)

Answer ALL questions.

11. State the methods of assessment.

©v¨¥mk •øÓPøÍ SÔ¨¤kP.

12. Define adaptive behaviour. List out the tools to

assess adaptive behaviour.
uPÁø©UP¨£mh |hzøu – Áøμ¯Ö. uPÁø©UP¨£mh
|hzøuø¯ ©v¨¥k ö\´¯ £¯ß£kzu¨£k®
P¸ÂPøÍ £mi¯¼kP.

13. What is transition? Explain the skills to be

developed during transition.
{ø»©õØÓ® GßÓõÀ GßÚ? {ø»©õØÓzvß÷£õx
÷©®£kzu¨£h ÷Ási¯ vÓßPÒ SÔzx ÂÍUSP.

14. Mention the areas of assessment.

©v¨¥mk £SvPøÍ SÔ¨¤kP.

15. Define Intellectual Disability according to DSM V

and RPwD Act, 2016.
DSM V ©ØÖ® RPwD-ß £i ©ÚÁͺa]
SøÓ£õmøh Áøμ¯Ö.

——–––––––––

4 SED–119
 SED–120 SEID-32

B.Ed. (Special Education) DEGREE

EXAMINATION – JUNE, 2018.
Third Semester

CURRICULUM DESIGNING, ADAPTION AND

EVALUATION (INTELLECTUAL DISABILITIES)

Time : 3 hours Maximum marks : 75

PART A — (2  15 = 30 marks)
Answer ALL questions not exceeding 5 pages each.

1. (a) Developing Curriculum for children with

intellectual disabilities in inclusion is a
challenging task. Critically Evaluate.
EÒÍh[Q¯ PÀ°À ©ÚÁͺa]
SøÓ£õkøh¯ SÇ¢øuPÐUS Pø»zvmh®
ÁiÁø©zuÀ \Áõ»õÚx. ©º\Ú® ö\´P.

Or
(b) Discuss about the curriculum to be followed
at Prevocational level.
•ßöuõÈÀ £°Ø] {ø»°À ¤ß£ØÓ ÷Ási¯
Pø»zvmh® SÔzx ÂÁõv.
2. (a) Discuss about Adaptation, Accommodation
and Modification for Co–Curriculum.

CønPø»zvmhzvÀ uÊÄuÀ, uPÁø©zuÀ

©ØÖ® ©õØÔ¯ø©zuÀ SÔzx ÂÁõv.

Or

(b) Enlist the types and approaches in

curriculum designing.

Pø»zvmh ÁiÁø©zu¼ß ÁøPPÒ ©ØÖ®

AqS•øÓPøÍ ÂÁ›.

PART B — (6  5 = 30 marks)

Answer any SIX questions not exceeding 2 pages each.

3. List out the principles in curriculum development.

Pø»zvmh ÁiÁø©zu¼ß ÷Põm£õkPøÍ

£mi¯¼kP.

4. State the models of early intervention with its

advantages and limitations.

B쮣Põ» Cøh±miß ©õv›PøÍ Auß |ßø©

©ØÖ® SøÓ£õkPÐhß ÂÁ›.

2 SED–120
5. As a special educator how will you teach
menstrual hygiene to an adolescent girl with
intellectual disability?
]Ó¨£õ]›¯μõP ©ÚÁͺa] SøÓ£õkøh¯
ö£sSÇ¢øuPÐUS GÆÁõÖ ©õuÂhõ´ Põ»zvÀ
÷£n÷Ási¯ _Põuõμzøu PØÖUöPõk¨¥º.

6. State the importance of record maintenance and

documentation. Mention its types.
£vÄ£õμõ©›zuÀ ©ØÖ® BÁn¨£kzxu¼ß
•UQ¯zxÁ® ©ØÖ® Auß ÁøPPÒ SÔzx ÂÁ›.

7. Discuss the need for curriculum adaptation in

inclusive set up.
EÒÍh[Q¯ PÀ°À Pø»zvmh uPÁø©zu¼ß
÷uøÁ SÔzx ÂÁõv.

8. State the need for family involvement in

pre-school and primary level.
•ß£¸Á £ÒÎ ©ØÖ® öuõhUP {ø» PÀ°À
Sk®£ Dk£õmiß ÷uøÁ SÔzx ÂÁ›.

9. Enlist the steps in curriculum development.

Pø»zvmh® E¸ÁõUSu¼ß £iPøÍ ÂÁ›.

10. Discuss about the emerging trends in evaluation.

©v¨¥miÀ Áͺ¢x Á¸® ÷£õUS SÔzx ÂÁõv.

3 SED–120
 PART C — (5  3 = 15 marks)
Answer ALL questions.

11. Explain the criteria to be followed while designing

curriculum for children with mental retardation.
©ÚÁͺa] SøÓ£õkøh¯ SÇ¢øuPÐUS
Pø»zvmh® ÁiÁø©zu¼À ¤ß£ØÓ ÷Ási¯
Ai¨£øh PõμoPÒ SÔzx ÂÍUSP.

12. State the need for sensory stimulation in Early

Intervention.
B쮣Põ» Cøh±miÀ ¦»ßysku¼ß ÷uøÁ
SÔzx ÂÁ›.

13. What do you understand by adaptation and

modification?
uÊÄuÀ ©ØÖ® ©õØÔ¯ø©zuÀ SÔzx }º AÔÁx
¯õx?

14. Write short notes on National Skill development

Scheme.
÷u]¯ vÓß ÷©®£õmk vmh® SÔzx ]Ö SÔ¨¦
ÁøμP.

15. What do you understand by functional academics?

ö\¯À£õmkUPÀ SÔzx }º AÔÁx ¯õx?

——–––––––––

4 SED–120
 SED–121 SEID–33

B.Ed. (Special Education) DEGREE

EXAMINATION – JUNE, 2018.
Third Year

INTERVENTION AND TEACHING STRATEGIES

(INTELLECTUAL DISABILITIES)

Time : 3 hours Maximum marks : 75

PART A — (2 × 15 = 30 marks)

Answer ALL questions not exceeding 5 pages each.

1. (a) Describe the importance of collaborating

with families in providing early intervention
services. As a special educator how will you
develop an IFSP plan?

B쮣Põ» Cøh±miÀ Sk®£zxhß

Cøn¢x ö\¯À£kÁuß •UQ¯zxÁ® SÔzx
ÂÁ›. ]Ó¨£õ]›¯μõP uÛ|£º Sk®£ EuÂ
vmhzøu }º GÆÁõÖ ÁiÁø©¨¥º?

Or
 (b) Explain about Individualized Educational
Programme (IEP) for Children with
Intellectual Disabilities.

©ÚÁͺa] SøÓ£õkøh¯ SÇ¢øuPÐUPõÚ

uÛ|£º PÀÂzvmh® SÔzx ÂÍUSP.

2. (a) Discuss the strategies to be adopted to

prevent behaviour problems of children at
early stage.
CÍ®£¸ÁzvÀ |hzøu ¤μa\øÚPøÍ ukUP
¤ß£ØÓ¨£k® AqS•øÓPÒ SÔzx ÂÁõv.

Or
(b) Elaborate about various teaching strategies
employed for children with Intellectual
Disabilities.
©ÚÁͺa] SøÓ£õkøh¯ SÇ¢øuPÐUPõÚ
£À÷ÁÖ PؤzuÀ AqS•øÓPÒ SÔzx
ÂÁõv.

PART B — (6 × 5 = 30 marks)

Answer any SIX questions not exceeding 2 pages each.

3. Explain the principles of inclusive ECE practices.

EÒÍh[Q¯ B쮣{ø»U PÀ塧 ÷Põm£õkPøÍ
ÂÍUSP.

2 SED–121
4. What are the essentials and goals of Early
Intervention?
B쮣Põ» Cøh±miß ÷uøÁ ©ØÖ® SÔU÷PõÒPÒ
¯õøÁ?

5. Discuss about record maintenance.

£v÷Ák £μõ©›zuÀ SÔzx ÂÁõv.

6. Enlist the types of Speech, Language and Hearing

Disorders and Intervention.
÷£a_, ö©õÈ ©ØÖ® ÷PmhÀ SøÓ£õkPÒ ©ØÖ®
Auß Cøh±kPÎß ÁøPPÒ SÔzx ÂÁ›.

7. Explain the steps and components of IEP.

uÛ|£º PÀÂzvmhzvß £iPÒ ©ØÖ® TÖPøÍ
ÂÍUSP.

8. Explain about multisensorial approach in teaching

children with Intellectual Disabilities.
©ÚÁͺa] SøÓ£õkøh¯ SÇ¢øuPÐUS PؤUP
£¯ß£kzu¨£k® £À¦»ß AqS•øÓ SÔzx
ÂÍUSP.

9. Define Physiotherapy. State its objective and

Modalities.
C¯ß•øÓ ]Qaø\ Áøμ¯Ö. Auß ÷|õUP® ©ØÖ®
ÁÈ•øÓPøÍ ÂÁ›.

3 SED–121
10. Explain the role of Cognitive Behaviour
Techniques in problem behaviour management.
|hzøu ¤μa\øÚ ÷©»õsø©°À AÔÄ\õº |hzøu
EzvPÎß £[S SÔzx ÂÍUSP.

PART C — (5 × 3 = 15 marks)

Answer ALL questions.

11. What is adaptive behaviour?

uPÁø©UP¨£mh |hzøu GßÓõÀ GßÚ?

12. Write short notes on IFSP.

uÛ|£º Sk®£ Eu vmh® ]ÖSÔ¨¦ ÁøμP.

13. What is functional analysis?

ö\¯À£õmk B´Ä GßÓõÀ GßÚ?

14. How will you teach breathing techniques to

children with Intellectual Disabilities in Yoga?
÷¯õPõÂÀ ©ÚÁͺa] SøÓ£õkøh¯ SÇ¢øuPÐUS
GÆÁõÖ ‰a_¨£°Ø] PØÖUöPõk¨¥º?

15. What are the principles of teaching?

Pؤzu¼ß ÷Põm£õkPÒ ¯õøÁ?

–––––––––––––

4 SED–121
 SED–122 SEHI–31

B.Ed. DEGREE EXAMINATION —

JUNE, 2018.
Third Semester

Special Education
ASSESSMENT AND IDENTIFICATION OF NEEDS

Time : 3 hours Maximum marks : 75

PART A — (2  15 = 30 marks)
Answer ALL questions.
1. (a) Explain the impact of clinical and
environmental factors on language and
communication of CWHI.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øuPÎß
ö©õÈ ©ØÖ® uPÁÀ öuõhº¤À ©¸zxÁ ©ØÖ®
_ØÖ`ÇÀ \õº¢u PõμoPÎß uõUPzvøÚ
ÂÍUSP.
Or
(b) Distinguish aided and unaided audiogram
and explain the correlation with speech
spectrum.
ö\ÂzxønU P¸Â²hß ©ØÖ® P¸Â°ßÔ
ö\ÂzvÓß ÁøμUPmhzvß ÷ÁÖ£õkPøͲ®
÷£a_ Ásn¨£hzxhß EÒÍ öuõhºø£²®
ÂÍUSP.
2. (a) Individual, family and environment factors
plays a vital role in the education of CWHI.
Discuss.

ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øu°ß

PÀ°À uÛ¨£mh, Sk®£ ©ØÖ® _ØÖ`ÇÀ
PõμoPÒ •UQ¯ £[S ÁQUQßÓÚ – ÂÍUSP.

Or

(b) Describe the speech development milestones

in typically developing children.

C¯À£õÚ Áͺa]²ÒÍ SÇ¢øuPÎß ÷£a_

Áͺa]¨ £iPøÍ ÂÁ›.

PART B — (6 × 5 = 30 marks)

Answer any SIX questions.

3. What is the role of school teachers in early

identification?

öuõhUP{ø» PshÔu¼À £ÒÎ B]›¯ºPÎß £[S

GßÚ?

4. Compare dBHL and dBSPL.

dBHL ©ØÖ® dBSPL J¨¤kP.

2 SED–122
5. Distinguish verbal and manual communication
options.
Áõ´ö©õÈ ©ØÖ® øP÷¯k uPÁÀ £›©õØÓ
¸¨£zvØS® EÒÍ ÷ÁÖ£õkPÒ ¯õøÁ?

6. Write a note on types of communication options.

uPÁÀ £›©õØÓ ÁøPPÒ Â¸¨£[PøÍ ]Ö SÔ¨¦
ÁøμP.

7. Write the classification of vowels.

E°öμÊzxUPÎß ÁøP±miøÚ GÊxP.

8. Explain the challenges faced by special educations

in the educational assessment of CWHI.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øu°ß PÀÂ
©v¨¥miÀ ]Ó¨£õ]›¯ºPÒ GvºöPõÒЮ
¤μa]øÚPøÍ ÂÍUSP.

9. Differentiate conventional and alternate

assessment.
ÁÇUP©õÚ ©ØÖ® ©õÖ£mh ©v¨¥miØS® EÒÍ
÷ÁÖ£õkPÒ ¯õøÁ?

10. How superasegmental aspects of speech can be

assessed?
÷£a]ß ]Ó¨¦ £S¨¦ TÖPÎß A®\[PøÍ GÆÁõÖ
©v¨¤h»õ®?
3 SED–122
 PART C — (5 × 3 = 15 marks)

Answer ALL questions.

11. What are the objective tests in audioligical

assessment?
J¼÷PmhÀ £›÷\õuøÚUPõÚ ¦ÓÁ¯ ÷\õuøÚ
¯õøÁ?

12. What are the pre-requisites for respiration?

_Áõ\zvØPõÚ Ai¨£øhz ÷uøÁPÒ ¯õøÁ?

13. What is the difference between summative and

formative evaluation?
Tmk ©v¨¥miØS®, E¸ÁõUP ©v¨¥miØS® EÒÍ
Âzv¯õ\® GßÚ?

14. Write the importance of aided audiogram.

ö\ÂzxønU P¸Â ö\ÂzvÓß ÁøμUPmhzvß
•UQ¯zxÁzøu GÊxP.

15. List out the standard tools in assessing language

of CWHI.
ö\ÂzvÓß SøÓ£õk Eøh¯ SÇ¢øuPÎß
ö©õÈø¯ AÍÃk ö\´²® u쨣kzu¨£mh
P¸ÂPøÍ £mi¯¼kP.

——–––––––––

4 SED–122
 SED–123 SEHI–32

B.Ed. (Special Education) DEGREE

EXAMINATION – JUNE, 2018.
Third Semester

CURRICULUM DESIGNING, ADAPTATION AND

EVALUATION
Time : 3 hours Maximum marks : 75

PART A — (2 × 15 = 30 marks)

Answer the question not exceeding 5 pages.

1. (a) How do you assess reading skills of CWHI of
primary level by using different strategies?
£À÷ÁÖ EzvPøÍ £¯ß£kzv B쮣
{ø»°À EÒÍ ö\ÂzvÓß SøÓ£õkøh¯
SÇ¢øuPÎß Áõ]zuÀ vÓøÚ GÆÁõÖ
©v¨¤kú?
Or
(b) Adapting curriculum is a complex process,
Justify.
uPÁø©¨¦ Pø»zvmh® Gߣx J¸ ]UP»õÚ
ö\´•øÓ&{¯õ¯¨£kzxP.
2. (a) What is curricular evaluation? Describe the
important areas of curricular evaluation in
detail.
Pø»zvmh ©v¨¥k Gߣx GßÚ? Pø»zvmh
©v¨¥miß •UQ¯ £SvPøÍ Â›ÁõP
ÂÍUSP.
Or
(b) Explain different methods and tools for
curricular evaluation.
Pø»zvmh ©v¨¥miß £À÷ÁÖ •øÓPÒ ©ØÖ®
P¸ÂPøÍ ÂÍUSP.

PART B — (6 × 5 = 30 marks)

Answer any SIX questions not exceeding 2 pages.

3. What are the approaches for curriculum
designing?
Pø»zvmh® E¸ÁõUP¼ß AqS•øÓPÒ ¯õøÁ?
4. What are the types and models of curriculum?
Pø»zvmhzvß ÁøPPÒ ©ØÖ® ©õv›PÒ ¯õøÁ?
5. Explain the curricular framework for 21st century.
21® ¡ØÓõsiØPõÚ Pø»zvmhU Pmhø©¨ø£
ÂÁ›.
6. What is the need assessment for curricular
adaptations?
Pø»zvmh uPÁø©¨¤ß ©v¨¥mk ÷uøÁPÒ
GßÚ?
2 SED–123
7. What are the components and types of writing
skills?
GÊx® vÓÛß TÖPÒ ©ØÖ® ÁøPPÒ ¯õøÁ?
8. Explain the types of curricular adaptations for
CWHI.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øuPÐUS EÒÍ
Pø»zvmh uPÁø©¨¤ß ÁøPPøÍ ÂÁ›.
9. Explain briefly about adopting curriculum for
CWHI.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øuPÐUPõÚ
Pø»zvmh® uPÁø©zuÀ £ØÔ ÂÁ›UP.
10. What are challenges in curricular evaluation?
Pø»zvmh ©v¨¥miß \ÁõÀPÒ ¯õøÁ?

PART C — (5  3 = 15 marks)

Answer ALL question not exceeding 1 page.

11. What are the curricular needs of CWHI scholostic
areas?
PÀÂ\õº £SvPÎÀ ö\ÂzvÓß SøÓ£õkøh¯
SÇ¢øuPÎß Pø»zvmh ÷uøÁPÒ ¯õøÁ?
12. Explain the models in developing reading skills of
CWHI.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øuPÎß £iUS®
vÓøÚ ÷©®£kzx® ©õv›PøÍ ÂÍUSP.

3 SED–123
13. List out the pre-requisites for writing skills of
CWHI.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øuPÎß GÊx®
vÓßPÐUPõÚ Ai¨£øhzuSvPÒ ¯õøÁ?

14. Differentiate adaptation and accommodation.

uPÁø©¨¦ ©ØÖ® Á\vPøÍ ÷ÁÖø©¨£kzxP.

15. What do you mean by curricular evaluation?

Pø»zvmh ©v¨¤hÀ Gߣuß ö£õ¸Ò ¯õx?

–––––––––––––––

4 SED–123
 SED–124 SEHI–33

B.Ed. (Special Education) DEGREE

EXAMINATION – JUNE, 2018.
Third Semester

INTERVENTION AND TEACHING STRATEGIES

Time : 3 hours Maximum marks : 75

PART A — (2 × 15 = 30 marks)

Answer ALL questions.

1. (a) What are the communication options

available for CWHI? Explain in detail.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øu°ß uPÁÀ
£›©õØÓ {ø»PÒ ¯õøÁ? ÂÍUSP.

Or
(b) What is auditory training? Explain the
stages of auditory training with suitable
examples.
÷PmhÀ £°Ø] GßÓõÀ GßÚ? ÷PmhÀ
£°Ø]°ß {ø»PøÍ \›¯õÚ
Euõμn[PÐhß ÂÍUSP.
2. (a) How pre-school training helps the CWHI?
Discuss the requirement and plan of action
for pre-school.
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øuPÐUS
£ÒÎ •ß £¸Á £°Ø] GÆÁõÖ EuÄQÓx?
CUSÇ¢øuPÎß £ÒÎ •ß£¸Á ÷uøÁø¯
ÂÍUQ ö\¯Àvmh® u¯õ›zx ÂÍUSP.

Or
(b) Explain the methods of teaching language in
detail with examples.
ö©õÈ Pؤzu¼ß •øÓPøÍ Euõμn[PÐhß
ÂÁ›.

PART B — (6 × 5 = 30 marks)

Answer any SIX questions.

3. Explain the requirements for individual speech

and language therapy.
uÛ ©ØÖ® SÊ ÷£a_ ©ØÖ® ö©õÈ £°Ø]UPõÚ
÷uøÁPøÍ ÂÍUSP.

4. Write a short note on PIP.

PIP-]Ö SÔ¨¦ ÁøμP.

5. What are the principles of AVT?

AVT-°ß ÷Põm£õkPÒ ¯õøÁ?

2 SED–124
6. What is multi-sensory syllable unit approaches?
©Ài ö\ßé› ]»£À ³Ûm – AqS•øÓ GßÓõÀ
GßÚ?

7. Differentiate individual and group speech

teaching.
uÛ ©ØÖ® SÊ ÷£a_ Pؤzu¾US EÒÍ
÷ÁÖ£õkPøÍ ÷ÁÖ£kzxP.

8. Explain the techniques of developing language.

ö©õÈø¯ ÷©®£kzxÁuØPõÚ EzvPøÍ ÂÁ›UP.

9. How environment influences the language and

communication of CWHI?
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øu°ß ö©õÈ
©ØÖ® uPÁÀ öuõhº¤øÚ _ØÖ`ÇÀ PõμoPÒ
GÆÁõÖ £õvUQßÓÚ?

10. What is the role of a family in early educational

intervention?
öuõhUPUPÀ Cøh±miÀ Sk®£zvß £[S GßÚ?

PART C — (5 × 3 = 15 marks)

Answer ALL questions.

11. What will be the impact of early intervention on

school outcomes of CWHI?
ö\ÂzvÓß SøÓ£õkøh¯ SÇ¢øu°ß
£ÒÎUPÀ塧 B쮣 Cøh±miß uõUP® GßÚ?
3 SED–124
12. What do you understand by auditory listening?
÷PmhÀ PÁÛzuÀ £ØÔ } ¦›¢x öPõshx GßÚ?

13. What are the acoustics of speech?

÷£a_ J¼°¯À GߣøÁ ¯õøÁ?

14. Describe the features of cued speech.

Q³k–÷£a]ß •UQ¯ A®\[PøÍ ÂÁ›.

15. What are the types of educational intervention?

PÀÂ Cøh±miß ÁøPPÒ ¯õøÁ?

–––––––––––––

4 SED–124
 SED–125 SEVI–31

B.Ed. (Special Education) DEGREE

EXAMINATION — JUNE, 2018.
Third Semester
IDENTIFICATION OF CHILDREN WITH VISUAL
IMPAIRMENT AND ASSESSMENT OF NEEDS

Time : 3 hours Maximum marks : 75

PART A — (2  15 = 30 marks)

Answer the question not exceeding 5 pages each.

1. (a) Explain in detail the structure and functions

of human eye.
©Ûu Psoß Aø©¨¦ ©ØÖ® ÷Áø»Pøͨ
£ØÔ Â›ÁõP ÂÍUSP.

Or
(b) Elucidate in detail about the factors affecting
implications of visual impairment.
£õºøÁ SøÓ£õmiÚõÀ EshõS®
¤μa\øÚUPõÚ PõμoPÒ £ØÔ ÂÍUP©õP
GkzxøμUPÄ®.
2. (a) Describe the activities of functional vision
assessment for children with low vision.
SøÓ£õºøÁ SÇ¢øuPÐUPõÚ ö\¯À£õmk
£õºøÁ ©v¨¥k ö\¯ÀPøͨ £ØÔ ÂÍUSP.

Or
(b) Discuss in detail the learning needs of
children with VIMD.
£õºøÁ SøÓ£õmkhß £ÀÁøP SøÓ£õkøh¯
SÇ¢øuPÎß PØÓÀ ÷uøÁPøͨ £ØÔ
›ÁõP ÂÁõv.

PART B — (6  5 = 30 marks)

Answer any SIX of the question not exceeding

2 pages each.

3. Explain the different types of refractive errors.

JλPÀ SøÓ£õmiß ÁøPPøÍ ÂÍUSP.

4. Give detail account on process of seeing.

£õºøÁ ö\¯À£k® Âuzøu ÂÍUSP.

5. Explain the condition, cause and treatment of

Cataract.
Ps¦øμ ÷|õ°ß {ø», Põμn® ©ØÖ® ]Qaø\ £ØÔ
ÂÍUSP.
2 SED–125
6. Write a brief note on Retinitis pigmentosa.
öμmiÛmiì ¤Uö©ß÷hõ\õ £ØÔ ÂÍUSP.

7. How visual impairment affects motor

development?
£õºøÁ SøÓ£õk GÆÁõÖ C¯UP Áͺa]ø¯
£õvUQßÓx?

8. Write the procedure for visual acuity test.

£õºøÁ vÓß ÷\õuøÚ°ß ö\¯À•øÓø¯ GÊxP.

9. Explain any two functional assessment tools.

ö\¯À£õk ©v¨¥møh AÍUS® P¸ÂPÎÀ H÷uÝ®
CμsiøÚ¨ £ØÔ ÂÍUSP.

10. Enumerate the concept and definition of VIMD.

VIMD & P¸zx ©ØÖ® Áøμ¯øÓø¯ ÂÍUSP.

PART C — (5  3 = 15 marks)

Answer ALL questions not exceeding 1 page each.

11. Define visual impairment.

£õºøÁ SøÓ£õk & Áøμ¯øÓ.

12. What is visual filed?

£õºøÁ £μ¨¦ GßÓõÀ GßÚ?

3 SED–125
13. Write any three educational needs of visually
impaired students.
£õºøÁ SøÓ£õkøh¯ ©õnÁºPÎß H÷uÝ® ‰ßÖ
PÀÂ\õº ÷uøÁPøÍ GÊxP.

14. Write short note on Reading Preference test.

Áõ]¨¦ •ßÝ›ø© ÷\õuøÚ £ØÔ SÔ¨¦ GÊxP.

15. Why early identification is important?

B쮣U Põ» PshÔu¼ß •UQ¯zxÁ® ¯õx?

——–––––––––

4 SED–125
 SED–126 SEVI–32

B.Ed. (Spl. Ed) DEGREE EXAMINATION –

JUNE, 2018.
Third Semester

CURRICULUM, ADAPTATION AND STRATEGIES

FOR TEACHING EXPANDED CURRICULUM

Time : 3 hours Maximum marks : 75

PART A — (2 × 15 = 30 marks)

Answer the question not exceeding 5 pages each.

1. (a) Discuss in detail the types of curriculum.

£À÷ÁÖ ÁøP¯õÚ Pø»zvmhzøu¨ £ØÔ
ÂÁõv.

Or
(b) Explain in detail the Braille devices and
optical devices for students with visual
impairment.
£õºøÁ SøÓ£õkÒÍ ©õnÁºPÐUPõÚ
¤öμ´À ©ØÖ® B¨iUPÀ E£Pμn[Pøͨ
£ØÔ Â›ÁõP ÂÍUSP.
2. (a) Enumerate in detail the different types of
mobility technique.

£À÷ÁÖ ÁøP¯õÚ |h©õk® ²zvPøÍ

ÂÍUSP.

Or
(b) Describe the need, importance and format
lesson plan for IEP.
IEP&ß ÷uøÁ, •UQ¯zxÁ® ©ØÖ® £õh®
GÊxuÀ £ØÔ SÔ¨¤kP.

PART B — (6 × 5 = 30 marks)

Answer any SIX of the question not exceeding 2 pages

each.

3. Write elaborately about curricular approaches in

special education.
]Ó¨¦ PÀ°À Pø»zvmh AqS•øÓPøͨ £ØÔ
GÊxP.

4. Explain the process of curriculum development.

Pø»zvmh E¸ÁõUPzvß ö\´•øÓø¯ ÂÍUSP.

5. Why learning media assessment is important?

PØÓÀ FhPzøu ©v¨¥k ö\´Áuß •UQ¯zxÁ®
GßÚ?

2 SED–126
6. Discuss the different techniques of teaching
Braille writing.
¤öμ´À GÊu PؤUP¨£k® ²zvPøÍ ÂÁõv.
7. Mention the components of independent living
skills.
uÛzx ÁõÊ® vÓßPÎß EmTÖPøÍ SÔ¨¤kP.
8. Write a brief note on procedure and importances of
auditory training.
ö\ÂzvÓß £°Ø]°ß ö\´•øÓ ©ØÖ®
•UQ¯zxÁzvøÚ GÊxP.
9. Explain the principles of curriculum adaptation.
Pø»zvmh uPÁø©zu¼À EÒÍ Âv•øÓPøÍ
ÂÍUSP.
10. Write the concept and importances of adapted
physical education.
uPÁø©UP¨£mh Âøͯõmk PÀ塧 P¸zx
©ØÖ® •UQ¯zxÁ[PøÍ GÊxP.

PART C — (5 × 3 = 15 marks)

Answer ALL questions not exceeding 1 page each.

11. Write short note on hidden curriculum.

©øÓUP¨£mh Pø»zvmh® £ØÔ SÔ¨¦ GÊxP.
12. What is Braille reading readiness?
¤öμ´À Áõ]UP u¯õº£kzxuÀ GßÓõÀ GßÚ?

3 SED–126
13. What do you mean by task analysis?
ö\¯À £S¨£õ´Ä £ØÔ }º AÔÁÚ ¯õøÁ?

14. What is reflective teaching?

¤μv£¼¨¦ PؤzuÀ GßÓõÀ GßÚ?

15. Mention the need of creative arts for children with

visual impairment.
£õºøÁ SøÓ£õkøh¯ SÇ¢øuPÐUS £øh¨¦
Pø»PÎß ÷uøÁPøÍ SÔ¨¤kP.

–––––––––––––

4 SED–126
 SED–127 SEVI–33

B.Ed. Spl.Ed. DEGREE EXAMINATION –

JUNE, 2018.
Third Semester

INTERVENTION AND TEACHING STRATEGIES

Time : 3 hours Maximum marks : 75

PART A — (2 × 15 = 30 marks)
Answer the following not exceeding 5 pages each.

1. (a) Discuss in detail the methods of converting

visual concepts into accessible experiences
for students with visual impairment.
£õºøÁ SøÓ£õkøh¯ ©õnÁºPÐUS Põm]
P¸zxUPøÍ AqPUTi¯ AÝ£Á©õP ©õØÔ
Aø©US® •øÓPøͨ £ØÔ Â›ÁõP ÂÁõv.

Or
(b) Explain in detail the different adaptive
mathematical devices for students with
visual impairment.
£õºøÁ SøÓ£õkøh¯ ©õnÁºPÐUPõÚ
uPÁø©UP¨£mh Pou P¸Â/
E£Pμn[Pøͨ £ØÔ Â›ÁõP ÂÍUSP.
2. (a) As a future special educator how will you
teach science experimental concepts to
students with visual impairment?
GvºUPõ» ]Ó¨¦ B]›¯μõP }[PÒ £õºøÁ
SøÓ£õkøh¯ ©õnÁºPÐUS AÔ¯À
ö\´•øÓPøÍ GÆÁõÖ PØÖUöPõk¨¥ºPÒ?

Or
(b) Describe the techniques of preparing and
presenting adapted tactile materials.
uPÁø©UP¨£mh öuõknºÄ E£Pμn[PøÍ
u¯õº ö\´x ÁÇ[S® ~m£zvøÚ SÔ¨¤kP.

PART B — (6 × 5 = 30marks)
Answer any SIX of the question not exceeding
2 pages each.

3. Write the concept and importance of intervention.

Cøh±miß P¸zx ©ØÖ® •UQ¯zxÁzøu GÊxP.

4. Discuss the roles and responsibilities of special

educators in providing intervention.
Cøh±mk AΨ£vÀ ]Ó¨¦ B]›¯ºPÎß £[S
©ØÖ® ö£õÖ¨¦PøÍ ÂÁõv.

5. Mention the challenges faced by students with

visual impairment in learning mathematics.
£õºøÁ SøÓ£õkøh¯ ©õnÁºPÒ Pou £õhzøu
PØ£vÀ GvºUöPõÒЮ \ÁõÀPøÍ SÔ¨¤kP.

2 SED–127
6. Describe the need and importance of collaborative
learning method in laboratory work.
B´ÁP ö\¯ÀPÎÀ Tmk PØÓÀ •øÓ°ß ÷uøÁ
©ØÖ® •UQ¯zxÁzøu¨ £ØÔ SÔ¨¤kP.

7. How learning by doing approach is useful for

students with visual impairment?
£õºøÁ SøÓ£õkÒÍ ©õnÁºPÐUS ö\¯À ÁÈ
PØÓÀ AqS•øÓ GÆÁõÖ EuÄQÓx?

8. Discuss briefly about the teaching skills required

in teaching social science to students with visual
impairment.
£õºøÁ SøÓ£õkøh¯ ©õnÁºPÐUS \‰P
AÔ¯ø» Pؤ¨£vÀ ÷uøÁ¨£k® PؤUS®
vÓßPøͨ £ØÔ ÂÍUP©õP ÂÁõv.

9. Explain the need and importance of field trip.

Pͨ£¯nzvß ÷uøÁ ©ØÖ® •UQ¯zxÁzøu
SÔ¨¤kP.

10. Write elaborately about the need of selecting an

appropriate medium of reading and writing for
students with visual impairment.
£õºøÁ SøÓ£õkøh¯ ©õnÁºPÐUS HØ£ GÊu
©ØÖ® £iUP ÷uøÁ¯õÚ FhP[PøÍ ÷uºÄ
ö\´Áuß ÷uøÁø¯¨ £ØÔ ÂÍUP©õP GÊxP.

3 SED–127
 PART C — (5 × 3 = 15 marks)

Answer ALL questions not exceeding 1 page each.

11. Write short note on mediated teaching learning.

|k{ø» PؤzuÀ PØÓÀ £ØÔ SÔ¨¦ GÊxP.

12. What is mental mathematics?

©ÚUPnUS GßÓõÀ GßÚ?

13. What do you mean by first-hand experience?

•uÀ–øP AÝ£Á® £ØÔ }º AÔÁÚ ¯õøÁ?

14. Mention the uses of adapted tactile diagrams.

öuõknºÄ £h[PÎß £¯ßPøÍ SÔ¨¤kP.

15. What is visual stimulation?

£õºøÁ yskuÀ GßÓõÀ GßÚ?

–––––––––––––

4 SED–127