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B9ED403CCT
(Inclusive Education)
32
©
ISBN: 978-93-80322-32-2
First Edition: August, 2018
Second Edition: July, 2019
Third Edition: March, 2022
2022
60
1000
(Inclusive Education)
For B.Ed. 4 th Semester
On behalf of the Registrar, Published by:
Directorate of Distance Education
Maulana Azad National Urdu University
Gachibowli, Hyderabad-500032 (TS), Bharat
Director: dir.dde@manuu.edu.in Publication: ddepublication@manuu.edu.in
Phone: 040-23008314 Website: manuu.edu.in
Course Revision Committee
Prof. Mushtaq Ahmed I. Patel
Professor, Education (DDE)
Prof. Najmus Saher
Professor, Education (DDE)
Dr. Sayyad Aman Ubed
Associate Professor, Education (DDE)
Dr. Banwaree Lal Meena
Assistant Professor, Education (DDE)
Dr. Mohd Akmal Khan
Directorate of Distance Education, MANUU
Dr. Abdul Basit Ansari
Directorate of Distance Education, MANUU
Mr. Faheem Anwar
Directorate of Distance Education, MANUU
32
(Editorial Board-1st and 2nd Edition)
(Subject Editor)
Prof. Mohd. Moshahid
Dept of Education & Training, MANUU, Hyderabad
(Language Editor)
Prof. Najmus Saher
Professor and Programme Coordinator, B.Ed. (DM)
Directorate of Distance Education
Maulana Azad National Urdu University, Hyderabad
32
(Editorial Board-3rd Edition)
(Subject Editors)
Prof. Mushtaq Ahmed I. Patel
Professor, Education (DDE)
Prof. Najmus Saher
Professor, Education (DDE)
Dr. Sayyad Aman Ubed
Associate Professor, Education (DDE)
Dr. Banwaree Lal Meena
Assistant Professor, Education (DDE)
(Language Editor)
Dr. Mohd Akmal Khan
Directorate of Distance Education
Maulana Azad National Urdu University
32
1
2
3
8
9
10
13 1:
36 2:
60
3:
82
1998
(3)
(4) (2)
(1)
2020
‘‘ ’’
(Challenges)
1998
1998
2004
DEB UGC
SLM
‘ ‘
‘
5
9
155
(Learner Support Centre)
(SMS)
‘
146
"
2005
"
SC, ST
(Inclusive Education)
1
Introduction to Inclusive and Special Education
(Introduction) 1.1
(Objectives) 1.2
: 1.3
Inclusive Education : Meaning, Definition, Need & Importance
Inclusive Education : Meaning & Definition) 1.3.1
(Significant of Inclusive Education) 1.3.2
Inclusive Education - Need & Importance 1.3.3
(Challenges of Inclusive Education) 1.3.4
(Limitation of Inclusive Education) 1.3.5
1.4
(Special Education : Meaning, Definition, Need & Importance)
(Special Education : Meaning, & Definition) 1.4.1
(Need & Importance of Special Education) 1.4.2
(Impairment, Disability and Handicappedness)
1.5
1.6
(Concept of Integration, Segregation and Mainstreaming)
(Intergrated Education) 1.6.1
(Eduction of Segregation) 16.2
(Education of Mainstreem) 1.6.3
1.7
(Point to be Remembered)
(Glossary) 1.8
(Unit End Execrcise) 1.9
(Suggested Books for Further Readings)
1.9
13
(Introduction) 1.1
45
195026
2009 (2002) 1-14
86
146
2010
1
2005
" "
(Objective) 1.2
1.3
(Inclusive Education - Meaning, Definition, Need & Importance)
1.3.1
14
The Salamancha
" " Statement and Framework for Action (1994)
UNESCO
a
b
c
"
"
"
("Mainstreaming is the education of mainly handicapped children in the regular
classroom. It is based on the philosphy of equal opportunity that implemented
throug individual planning to promote appopriate learning achievement
andsocial normalisation." - Stephen and Blackhurt)
"
"
1950 26
15
"
15
29(1) "
14
45
1
6-14
86 "
21(1)
21
2010
6-14
51(1)
6-14
"
"
16
" "
" "
" "
" "
(School) i
(Teacher) ii
17
(Curriculam) iii
(Parents)
iv
(Sexual Discrimination)
v
18
(Society) vi
(Educational Policy) vii
(Poverty) viii
(Objectives of Inclusive Education) 1.3.2
a
b
19
c
d
e
f
g
h
i
(Need & Significant of Inclusive Education) 1.3.3
a
b
c
d
e
f
g
h
(Cultural Pluralism) i
j
2005
20
"
"
(Challanges of Inclusive Education) 1.3.4
•
•
•
•
•
•
•
•
21
•
•
•
In Service Teacher
Pre Service Teacher Education
Education
Pre Service Teacher Education
In Service Teacher Education
(Scope of Inclusive Education) 1.3.5
(School and Inclusive Education) i
" "
22
(Society and Inclusive Education) ii
(Human Devlopment & Inclusive Education)
iii
(Human Rights & Inclusive Eduation) iv
(Social Justice & Inclusive Education) v
23
(vi
(Role of Inclusive Education in Philosophical Development)
Information and CommunicationTechnology
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
24
2
______________________________________________________________________
______________________________________________________________________
1.4
(Special Education - Meaning, Definition, Need & Importance)
(Special Education Meaning, Definition) 1.4.1
Pedrodeleon 16
Bonet 1620
1955
1767
Hinki
Breadwood
(Lips Reading)
19
1882
Anniesharp
1931
1986 1992
(Special
(Children with Special Needs)
Education)
25
Krik)
(Need and Importance of Special Education) 1.4.2
26
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
______________________________________________________________________
(Impairment, Disability and Handicappedness)
1.5
"
"
"
"
World Health Organisation
Impairment means, abnormalities of bady structure and appearance and organ or system
fuction resulting from any in principle impairment represents disturbances at the organ
level.-(WHO 1976)
Disability-reflect the consequences of impairment in terms of performance and activity
by the individual.
Handicap on the other hand, refers to disadvantages experienced by the individual as a
27
result of impairment and disabilities handicaps this reflects interaction with an adaption to the
individual's surroundings.
(Physical Disability)
(1
(Mental Disability)
(2
(Handicappedness) (3
(Physical Disability)
(1)
(Visual Disability)
(i
(Speech Disability) (ii
(Hearing Disability) (iii
(Physical Disability) (iv
(Visual Disability)
(i
(Speech Disability) (ii
(Hearing Disability) (iii
28
(Physical Disability) (iv
(Mental Disability)
(2)
(a
(b
(Learning Disabled) (a
(Mentally Disabled) (b
I.Q.
90
(Handicappedness) (3)
29
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
______________________________________________________________________
3
______________________________________________________________________
______________________________________________________________________
1.6
(Concept of Integration, Segregation and Mainstreaming)
(Intergrated Education) 1.6.1
30
31
Education of Segregation) 1.6.2
(Education of Mainstreaming) 1.6.3
Howe
Wang
Importance of Mainstream Education)
32
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
______________________________________________________________________
1.7
(Point to be Remembered)
""
(Glossory) 1.8
33
(Unit end Excrcise) 1.9
(1)
(2)
(3)
(4)
(5)
34
(1)
(2)
(3)
(4)
(5)
2
3
4
(Suggested Books for Further Readings)
1.10
1) Jha, M.M. (2002) School without wall: Inclusive Education for all , Oxford Publication.
2) Wingzer, M.A. (1998) The inclusive Movement and Teacher Change: Where are the
limits, McGill Journal of Education.
3) Maitra, K. and Saxena, V. (eds) (2008) Inclusive: Issues and Perspective, New Delhi.
4) Ministry of Human Resource Development. (2005). Inclusive Education of Children
and youth with disabilities (IECYD), Government of Indian, New Delhi.
5) Alur, M. (1998), Invisible Children: A Study of policy exclusion. A thesis submited for
the digree of Philosophy. Department of policy studies,University of London.
6) Peters, S. (2003) Inclusive Education: Achieving Education for all by Including those
with disabilities and special education needs. Washington, D.C. World Bank.
7) Alur, Mithu and Michael Bach (eds). (2004) Inclusive Education: From Rhetoric to
Reality - The North South Dialoge II. New Delhi.
8) Booth, T. and M. Ainscwo (eds). (1998). From Them to Us :An International Study of
Inclusion in Education. London: Routledge.
9) Mittal, S.R.(eds) (2006) Inegrated and Inclusive Education: Kanishka Publiation, New
Delhi.
35
2
(Differently abled Children and thier Educational Inclusion)
(Introduction) 2.1
(Objectives) 2.2
(Mentally Retarded Children) 2.3
Types of Mentally Retarded Children 2.3.1
(Characteristics of Mentally Retarded Children 2.3.2
(Couses of Mentally Retarded Children 2.3.3
(Identification of Mentally Retarded Children 2.3.4
(Educational Provision of Mentally Retarded Children
2.3.5
(Visual Impaired Children) 2.4
(Types of Visual Impaired Children) 2.4.1
(Characterstics of Visual Impaired Children) 2.4.2
(Couses of Visual Impaired Children) 2.4.3
( Identification of Visual Impaired Children ) 2.4.4
2.4.5
(Educational Provision for Visual Impaired Children)
(Hearing Impaired Children) 2.5
(Typs of Hearing Impaired Children) 2.5.1
(Characterstics of Hearing Impaired Children) 2.5.2
(Couses of Hearing Impaired Children) 2.5.3
(Identification of Hearing Impaired Children) 2.5.4
2.5.5
(Educational Provision for Hearing Impaired Children)
36
(Learning Disabled Children) 2.6
(Types of Learning Disabled Children) 2.6.1
(Characteristics of Learning Disabled Children) 2.6.2
2.6.3
(Causes of Learning Disabled Children)
(Idetification of Learning Disabled Children) 2.6.4
2.6.5
(Educational Provision for Learning Disabled Children)
2.7
(Points to be Rememberd)
(Glossary) 2.8
(Unit End Excercise) 2.9
(Suggested Books for Further Readings)
2.10
37
(Introduction) 2.1
(Gifted)
(Objectives) 2.2
38
Mentally Retarded Children 2.3
IQ
110 90 IQ 70 75 Intelligence Quotient
Definitions of Mental Retardation
Benda
39
American Association of Mental Deficiency - AAMD
PWD Act-1995
Types of Mentally Retarded Children 2.3.1
(Educable Mentally Retarded Children)
IQ
IQ 7050
Trainable Mentally Retarded Children
50 35 IQ
Dependent Mentally Retarded Children
25 IQ
40
IQ
Characteristics of Mentally Retarded Children 2.3.2
70 IQ 1
2
3
4
5
6
70 50 IQ
7
8
9
10
11
12
13
2.3.3
Causes of Mentally Retarded Children /
(B) (A)
41
75
50 Robinson and Robinson
23 23
(Chromosomes) 46
SyphilisRubella
2.3.4
Identification of Mentally Retarded Children
(Intelligence Test) IQ (A)
(Sociometric Technique)
(B)
(Adaptive Behaviour)
(C)
(Observation) (D)
(Case Study) / (E)
42
(Cummulative Record) (F)
Educational Programme for MRC
2.3.5
IQ
70 50 IQ
1
2
3
15
10 4
6
7
:
43
1
2
3
4
5
6
7
8
Learning by doing
9
Role of Parents
1
2
3
4
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
44
2
______________________________________________________________________
______________________________________________________________________
Visual Impaired Children 2.4
:
20/200
200
20
:
Lense
(Types of Visual Impairment) 2.4.1
Partial Visual Impairment 1
Colour Blindness 2
Night Blindness 3
20/200 20/70
70 200
45
Colour Blindness
Night Blindness
(Characteristics of Visual Impaired Child) 2.4.2
1
70
2
3
4
5
(Causes of Visual Impaired Children) 2.4.3
(A)
(Rubella) (B)
(Retina)
(Tissues)
46
(Infectious Diseases) (C)
Incubator
(D)
2.4.4
(Identification of Visually Impaired)
(Medical Test) (A)
Snellen Chart (1)
Opthelmologist (2)
Keynote Telebinoculos (3)
Optometrist (4)
(Observation Method) (B)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
2.4.5
(Educational Programmes for Visual Impaired Children)
Braille 1
2
Magnifying Glass
3
47
4
Globe
5
6
7
8
(Teaching Strategies of Visual Impaired Child)
1
2
3
4
5
6
7
8
9
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
48
______________________________________________________________________
Hearing Impaired Children 2.5
Decibel
0-20 (dB)
(dB) 27
(dB) 90
2.5.1
Types of Hearing Impaired Children
dB
Mild Impairment
1
27 dB - 55 dB
Moderate Impairment
2
56 dB - 70 dB
70 56
Severe Impairment
3
71-90 dB
Deaf
Profound Cases 4
91 dB
49
2.5.2
Characteristic of Hearing Impaired Children
1
2
3
4
5
6
7
8
(Causes of Hearing Impaired Children) 2.5.3
(A)
(B)
Syphilis Rubella
50
(Identification of Hearing Impaired Children) 2.5.4
(Medical Checkup) (A)
(Case Study) (B)
(Observation Method) (C)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
2.5.5
(Educational Programmes for Hearing Impaired Children)
Arrangement for Hearing Aids 1
Oral Approaches
2
Approaches
Lip Reading
3
Finger Spelling Sign Language
4
CCTV TV
5
Teaching Strategy
51
1
2
3
6
4
5
6
7
8
9
10
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
______________________________________________________________________
Learning Disabled Children 2.6
Kirk - 1963
National Advisory Committee on Handicapped Children (NACHD) USA-1986
52
(Types of Learning Disabled Children) 2.6.1
Auditory Processing Disorder (APD) (1)
Dyscalculia (2)
Dysgraphia (3)
Dyslexia (4)
Language Processing Disorder (5)
Non-Verbal Learning Disabilities (6)
Visual Perceptual/Visual Motor Deficit (7)
Attention Deficit/ Hyperactivity Disorder(ADHD) (8)
Characteristics of LDC 2.6.2
1
2
3
4
93 39 61 16
5
< >
6
7
8
53
1966 Task Force
1
2
3
4
5
6
7
(Causes of Learning Disability) / 2.6.3
(Organic) (A)
(Genetic) (B)
(Environmental) (C)
(High Fever) (1)
(Head Injury) (2)
(Pre-Mature Birth) (3)
(Anoxia) (4)
(Physical Disability) (5)
(Turners Syndrome)
(1)
Hyper activity
(2)
(1)
(2)
(Measles) (3)
54
(4)
(5)
(6)
(Identification of Learning Disability)
2.6.4
(Testing Technique) (A)
Norm Reference Test (1)
Criterian Reference Test (2)
Process Test (3)
Intelligence Test (4)
Information Reading Inventory (5)
(Observational Method) (B)
(1)
(2)
(3)
/ (4)
/
/ (5)
(6)
/ (7)
(8)
52 2521 12
(9)
" - " " + x "
(10)
2.6.5
(Educational Programme for Learning Disabled Children)
1
2
55
3
Special Class
Teaching Approaches
Basal Teaching Approach 1
Phonic Approach 2
Language Experience Approach 3
Approachs
Teaching Strategies
1
2
3
4
5
6
7
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
56
2
______________________________________________________________________
______________________________________________________________________
2.7
(Point to be Remembered)
70 IQ
dB 27
dB
125
(Glossary) 2.8
Mentally Retarded Children
57
Lense Visual Impaired Children
Cummulative Record
Partial Visual Impairment
Colour Blindness
Night Blindness
Hearing Impaired Children
Hearing Aids
(Unit End Exercise) 2.9
1
b a
d c
IQ
2
90 75 b 75 50 a
130 110 d 110 90 c
Cascade Model 3
b a
d c
dB 90 bD 71
4
b
a
d
c
58
IQ 5
50 35 b 25 a
75 70 d 75 50 c
1
2
3
4
5
6
1
2
3
4
(Suggested Books for Further Readings)
2.10
2014
o
2004 o
2001 o
o Chauhan, S.S (1995) Advanced Educational Psychology. Vikas Publishing House PVT
LTD. N Delhi
o Mangal, S .K (1991). Educational Psychology. Prakash Brothers Ed ucational
Publishers, Ludhiana
o Sahu, B K (1993). Education of the Exceptional Children. Kalyani Publishers, N Delhi
59
3
(Excluded / Marginalized Sections of the Society and their Education)
(Introduction) 3.1
(Objective) 3.2
Women 3.3
3.3.1
(Causes of Educational backwordness of Women)
(Statergies of Educational Inclusion of Women) 3.3.2
(Schedule Cast) 3.4
3.4.1
(Causes of Educational backwordness of Schedule Cast)
3.4.2
(Statergies of Educational Inclusion of Schedule Cast)
(Schedule Tribe) 3.5
3.5.1
(Causes of Educational backwordness of Shedule Tribe)
3.5.2
(Statergies of Educational Inclusion of Schedule Tribe)
(Minorities) 3.6
3.6.1
(Causes of Educational backwordness of Minorities)
(Statergies of Educational Inclusion) 3.6.2
3.7
(Points to be Remembered)
(Glossary) 3.8
(Unit End Exercise) 3.9
(Suggusted Books for Further Readings)
3.10
60
(Introduction) 3.1
(Objectives) 3.2
(Women) 3.3
74.04%
65.46% 2011
33%
2013-14
80%
61
3.3.1
(Causes of Educational backwordness of Women)
(Attitude of Social Costoms and Traditionalism) 1
(Utilities of Girls in Family) 2
(Lack of Suitable Schools for Girls)
3
(Mixed or Co-Educational Institution) 4
(Cover)
62
(Feeling of Insecurity) 5
(Child Labour)
6
16
(Child Labour)
(Ignorance of Educational Benifit)
7
(Poverty) 8
70
(Lack of Educational Awareness in Parents) 9
63
(Imbalanced Preferences of Girls Child)) 10
(Lack of Lady Teacher) 11
(Strategies for Inclusion of Girls in Education) 3.3.2
(Awareness of Women Education) 1
(Guarantee of safety in school) 2
(Flaxable Time Table of School) 3
(Exemption and Sponsorship) 4
64
(Establishment of Girl's School) 5
(Apointment of Lady Teacher) 6
(Awareness of Educational Benifits) 7
(Non Formal Education and Alternative School) 8
(Education of Schedule Caste Students) SC 3.4
65
Varna
16.2%
66% 2011
70
3.4.1
(Causes of Educational Backwardness)
(Family and Economical Backwordness) 1
(Differences besed on Caste) 2
(Involement of Child in Household work) 3
(Family's Educational Stand) 4
66
(Maslow)
(Lack of Proper School Environment) 5
(Dalit Literature)
(Weak and Inadequate Infrastructure) ) 6
(Social Distance)
7
70
67
3.4.2
(Statergies of Educational Inclusion of Schedule Tribe)
1
(Appropriate Implementation of Educational Programme)
(Flexable Curriculum and Content) 2
(Improving School Facilities) 3
(Training for Teacher in Multiculturalism)
4
68
5
6
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
______________________________________________________________________
(Scheduled Tribes) 3.5
366 25
342
90 8.6 2011
69
10
59%
(Causes of Educational Backwordness of ST) 3.5.1
(Source of Education and Problem of Mother Tongue)
1
( Unhealthy Behavior of Teacher)
2
70
(Lack of Relevance to Teaching Methods) 3
( Unnaturalistic Setting of School) 4
5
(Teacher's Lack of Awareness from their Mother Tongue)
(Unfaimiliar With the Usual School Procedures)
6
71
3.5.2
(Strategies of Inclusion of Schedule Tribes in Education)
(Provision of Books in Tribal Languages) 1
CIL NCERT
(Specific Training program of Teachers)
2
NCERT
3
(Representation of Tribal Society and Great Personalities in the Curriculum)
SCERT NCERT
NCERT
(Establishment of Ashram School) 4
5
72
6
(Monitering School Attendance in ST Area ) 7
(Continuous Movement For School Enrollment) 8
9
(Providing a Pleasant Friendly Atmosphere in the Classroom)
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
73
(Minorities) 3.6
14.23% 79.80% 2011
0.37% 0.70% 1.72% 2.30%
74.3%
71.8%
67.5%
57.3%
36.4%
25 6-14
(Causes of Educational Backwardness of Minorities) 3.6.1
(Poverty and Economic Problems) 1
74
(Strict and Narrow View of Tradition)
2
(Parental Illiteracy) 3
(Sectarian Tensions and Insecuity) 4
(Profession) 5
(Feelings of being a Minorities) 6
75
(Hidden Curriculum ) 7
(Difference) 8
9
600
3.6.2
1
76
(Expanding the Syllabus of Madrassas) 2
SPQEM
(Emphasis on Women's Education) 3
4
(Proper Implematation of Educational Schemes for Minorities)
5
(Inclution of Intellectual and Religious Leader in Educationa Publicity)
6
(Increasing Employement Opporotunities for Educated Youth)
77
(Check your progress)
1
______________________________________________________________________
______________________________________________________________________
2
______________________________________________________________________
______________________________________________________________________
3.7
(Points to be Remembered)
74.04%
65.46% 2011
33%
2013-14
80%
Varna
2011
66% 16.2%
366 25
342
78
90 8.6 2011
10
59%
(Glossary) 3.8
Backwardness
Utilities
Mixed
Insecurity
Poverty
Exemption
Social Distance
Multiculturalism
Unfamiliar
Minorities
Illiteracy
Sectarian Tensions
(Unit End Excercise) 3.9
1
2
79
3
8.6% 8.2%
59%
4
8.6% 8.2%
59%
2011 5
65.46% 74.04%
80% 59%
1
2
3
4
5
1
2
3
4
5
6
80
(Sugusted Books for Further Readings)
3.10
1. Sachar Committee Report. (2006), Social Economic And Educational Status Of Muslim
Community
2. In India, Cabinet Secretariat, Government Of India, New Delhi [2].
3. Anand, M. (2005). Dalit Women: Fear and Discrimination. NewDelhi: Isha Books.
4. Ansari, Ashfaq. Husain. (2007). Basic Problems of OBC and Dalit Moslims. New
Delhi: Serials Publications.
5. Arun, C.J. (2007). Constructing Dalit Identity. New Delhi: Rawat Publications.
6. Bakshi, S. R. and Bala, K.(2000). Social and Economic Development of Scheduled
Tribes. New Delhi: ISBN Publications.
7. Bakshi, S.R.(2006) .Social Empowerment of Harijans. Delhi: Vista International
Publications.
8. Baradwaj, A. N. (1985). Problems of Scheduled Castes and Scheduled Tribes in India.
New Delhi: Light and Life Publications.
9. Beteille, A.(1992). The Backward Classes in Contemporary India. Delhi: Oxford
University Press.
10. Bharadwaj, A.(2002).Welfare of Scheduled Castes in India : Gandhi's Social Approach;
Ambedkar's Political Approach; Constitutional Safeguards and Schemes for Welfare of
Scheduled castes. New Delhi: Deep & Deep Publications.
11. Bhatt, U. (2005). Dalits: From Marginalization to Mainstream. New Delhi: Vista
International
12. Zelliot, E. (1992). From Untouchables to Dalit. New Delhi: Manohar Publications.
13. Grey, M. (2004). The Unheard Scream: The Struggles of Dalit Women in India. New
Delhi: Centre for Dalit- Subaltern Studies.
81
Inclusive Education
: Time
2 Hrs Maximum. Marks 35 :
05
.1
(5x1 = 5 Marks) 1
(200) 8
.2
(5x4= 20 Marks)
4
(500)
2 .3
(10x1= 10 Marks) 10
1 :
(i)
(ii)
I.Q (iii)
(iv)
(v)
82
-2
(Disability) (Handicap)
-3
-4
-5
-6
-7
-8
-9
-10
-11
(i)
(ii)
(iii)
83
500032-
DTP Sale Counter, Directorate of Translation & Publications
Room No. G-09, H. K. Sherwani Centre for Deccan Studies
Maulana Azad National Urdu University, Gachibowli,Hyderabad-500032
M: 9394370675, 9966818593, Email: directordtp@manuu.edu.in
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Branch: Gachibowli, Hyderabad
Counter Timings
Monday To Friday
09:30 a.m. To 05:30 p.m.
30% 2 25% 1
500/-
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