SYLLABUS

M-Sc. HUMAN DEVELOPMENT (HOME SCIENCE)

Session w.e.f 2012-13

Semester –III
THEORY:
Paper Name Max. Marks Exam
Theory Duration
XVI Communication 75 (60+15*) 3 hrs
Technologies
XVII Principles of Guidance & 75 (60+15*) 3 hrs
Counseling
XVIII Advanced Study of Human 75 (60+15*) 3 hrs
Development-II
XIX Women Studies 75 (60+15*) 3 hrs
XX Care of the Elderly 75 (60+15*) 3 hrs

PRACTICAL:
Paper Name Max. Marks Exam
Practical Duration
XXI Principles of Guidance & 60 4 hrs
Counseling
XXII Care of the Elderly 65 4 hrs

* Internal Assessment
 Semester – III
Paper XVI
Communication Technologies

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs

NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit-I
1. Concept of communication. Scope of communication, communication
process, approaches to communication.
2. Different media, their characteristics and use.
3. Use of video projector, slide/filmstrip projector computers.

Unit-II
4. Introduction to new communication technologies.
- Satellite distribution and broadcast networking.
- Close circuit television package on (cc TV) topics.
- Incorporating the use of video films in presentation i.e. the selected
clippings.
- Slides" Making use of slides with audio commentaries for presentations.
- Development and use of transparencies.
- Digital method of communication.
- Computer Graphic Designing.

5. Preparation of graphics for research reports/seminars/other presentation.

6. Designing-leaflets/pamphlets/booklets/cover pages/posters.
7. Presentations using power points.
REFERENCES:
1. Curran, J.et al (1977): Mass Communication and Society, London.
2. Banerjee (eds) (1985): Culture and Communication, Paroit Publishers,
Delhi.
3. Ruloof, M.E. and Miller, G.R. (eds) (1987): Interpersonal Process: New
Directions in Communication Research, Sage, USA.
4. Chatterjee, P.C. (1988): Broadcasting in India, New Delhi, Sage
Publications.
5. Berger, C.R. and Chaffee, S. (eds) (1987): Handbook of Communication
Science, Sage Publications, New Delhi.
6. Brown J., Lewis, R and Harcleroad, F. (1985): All instruction: Technology
Media and Methods, McGraw Hill, New Delhi.
7. Ellington, H. (1985): A Handbook of Educational Technology, Kogan Page,
London.

Semester - III
Paper XVII
Principles of Guidance and Counselling

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit -I
1. Meaning, Nature, need and principles of guidance.
2. Area of guidance-educational, vocational and personal guidance.
3. Group guidance-Techniques of group guidance.
4. Organisation of guidance services.
 Unit -II
5. Psychotherapy and Playtherapy
6. Counselling : meaning, need, aims and principles
7. Approaches to Counselling
8. Special areas in Counselling.
9. Counselling children with special concerns Child abuse, children with divorce,
children in step families, children in single parent families, children in alcoholic
families.
10. Counselling with exceptional children; gifted children, children with emotional
and behaviour disorders, learning disabled child, attention deficit hyperactivity
disorder, mentally retarded children, children with physical disability.

REFERENCES:

1. Bumard, P. (1999). Counselling skills training. New Delhi: Viva Books.

2. Manthel, R. (1997), Counselling: The skills of finding solutions to problems.
London: Routledge.
3. Nicolson, D & Ayers, H. (1995). Individual Counselling: Therapy and practice:
London: David Fulton.

Semester - III
Paper XVIII
Advanced Study in Human Development-II

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
 Unit –I
1. Youth/Young adulthood (20-35 years)
- Physical Development
-Developmental tasks.
-Sexuality, marriage, marital adjustment, parenthood.

2. Middle adulthood (35-50 years)

- Physical continuity and changes.
- Adult Intelligence.
- Personality development
- Role in family -Maintaining family relationships.
-Friendships
-Menopause in women. Adult sexuality, Vocational Development.
Unit -II
3. Late Adulthood (50-65 years)
- Continuity and change in personality
-The family life cycle.
-Social relationships.
-Grand parenthood-intergenerational relations.
-Retirement from formal work.
-Health and disease

4. Old age (65+ years)

- Physical aspects of aging.
-Change in cognitive abilities and creativity.
-Psychosocial development.
-Changes in family life cycle. Health and disease.
-Death, dying and bereavement.

REFERENCES:
1. Rice, F.P. (1992). Human development: A life span approach. New Jersey:
Prentice Hall.
2. Schiamberg, L.B. & Smith, K.U. (1982). Human Development. New York:
Macmillan.
3. Santrock, J.W. (1997). Life span development. Brown and Benchmark.
4. Lefrancois, G.R. (1996). The life span. New York: Wadsworth publishing.
5. Deals, S.M. & Lenker, L.T. (Eds.) (1999). Aging and identity. London:
Praeger.
 SEMESTER - III
Paper XIX
Women Studies

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit I

1. The rationale for Women's Studies.

- Meaning and significance
- Growth of women's studies in India and other countries.
- The women's movement in India
2. Theoretical perspectives in women's studies.
- Consequences of gender differences

3. Status of Women in India.

Unit – II

4. Understanding concepts related to gender differences from societal and

developmental perspective.
- Patriarchy
- Caste, class culture and gender interface
- Gender and education
- Economic empowerment and gender
- Development processes and programmes from women's perspective.

5. Problems and issues related to women in India

- Child marriage
- Female foeticide, infanticide
 - Female mortality
- Discrimination in nutrition and health care
- Socialization of girl child
- Dowry
- Violence
- Women's identity
- Educational opportunities and sex based education
- Employment
- Women in Politics
- Legal status of women

REFERENCES:

1. Astana. P. (1974) Women's movement in India. Vikas, Delhi.

2. Antony, M.L. (1985). Women's Rights: Dialogue, New Delhi.
3. Baker. H.A. Bertheide. G.W. and Others (Eds)(1980). Women Today: A multi
disciplinary approach to Women's Studies. Brooks/ Cole Publication.
4. Baral. J.K. and Patnaik. K. (1990). Gender Politics. New Delhi: Discovery.
5. Dak. T.M. (1988) Women and Work in Indian Society: Discovery, New Delhi.
6. Desai. N. (1988). A decade of Women's Movement in India: Himalaya,
Bombay.
7. Desai. N & Patel. V. Indian Women: Change and Challenges in the
International Decade: Popular Prakashan Bombay.
8. Gunew. A.R.(1990) Feminist Knowledge Critic and Constituent: Routledge,
London.
9. Gupta, N.K. & Sudan I.K.(1990) Women at work in developing economy:
Amol, New Delhi.
10. Joseph. A & Sharma K.(Eds)(1994). Whose News? The media and Women's
Issues: Sage. New Delhi.
11. Kalia. N.N. (1979). Sexism in Indian Education Vikas. New Delhi.
12. Jain, D & Banerjee. N.(1985). The Tyranny of House Hold: Investigative
essays on women and work: Vikas, New Delhi.
13. Okin, S.M. (1989), Justice, gender and family: Basic Books.N.Y.
14. Pant, N (1995) Status of girl child and women in India. Delhi: APH
15. Parashar, A. (1992). Women and Family law reforms in India: Uniform civil
code and gender equity: Sage. New Delhi.
 SEMESTER - III
Paper XX
Care of the Elderly

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit -I
1. Introduction
- Emergence and scope of gerontology and elderly care.
- Concept of aging and problems: Social, medical, psychological
problems, occupational etc.

2. Theoretical perspectives
- Theories: Disengagement theory, Activity theory, Human
development theory, Age stratification theory.

3. Aging Process
- Biological and physiological aspects; Psychological aspects; Social
aspect: Social Status, retired status, single status, economic status,
security, social adjustment and recognition;
- Spiritual aspects: Karma theory and religion;
- Economic aspects
Unit -II
4. Adjustment Patterns and Changing Lifestyles in Old Age
- Family patterns in later life: Changing roles and the aging family;
Conjugal: Husband - Wife Relations in old age; Sexual adjustment.
- Retirement years and marital adjustment.
- Intergenerational family relations; Grand parenthood; Widowhood/
Singlehood; Alternative lifestyle; Second marriage in the later life.
5. Work, leisure and retirement patterns
- Work - Meaning of work, individual motivation; Leisure; Retirement -
benefits, freedom of retirees, change in personal and social life,
problems like - sense of loss, women retirees.
- Attitude towards retirement: Poverty, poor health, retirement and
suicide, abandonment, liberation and diachronic solidarity.

6. Death Dying and Bereavement

- Impact of death on society; Attitude towards death; Denial and
thoughts of death; bereavement, grief and social setting.

7. Services and programs for the Aged

- Categories of services: Housing, health, leisure time activities;
institution for the aged, day care centres; economic programmes;
Re-engagement (after retirement).

REFERENCES:

1. Aiken, L.R. (1978). The psychology of later life, Philadelphia: WB Saunders Company.
2. Bergmann, Klaus (1972). Aged: Their understanding and care, London: Wolfe Pub.
3. Binstock, R.H. and E. Shanes (eds) (1986). Handbook of aging and social sciences. New
York : V.N. Reinhold Co.
4. Blau, Zana Smith (1983). Old age in a changing society, New York, New View Prints.
5. Bose, A.B. and K.D. Gangrade (1988). Aging in India: Problems and Potentialities. New
Delhi : Abhinav Pub.
6. Chowdhry Paul D. (1992). Aging and the aged. New Delhi : Inter India Pub.
7. Cook Alicia Skinner (1983). Contemporary Perspectives on Adult Development & Aging.
New York : Macmillan.
8. Cox Harold (1984). Later life: The reality of aging. New Jersy : Prentice Hall Inc.
9. Desai, K.G. (1985). Problems of the retired people in greater Bombay, Bombay: TISS,
Series No. 27.
10. Ghosh, B. (1988). Contemporary Social Problem in India, Bombay: Himalaya Pub.
11. Homban, D. (1978). Social Challenge of Aging. London: Groom Helm.
12. Johnson Elizabeth (1982). Growing old : Social problems of Aging. New York: Holt Rinehart
and Winston.
13. Kennedy Carroll (1988). Human Development. New York: Macmillan.
14. Kimmel Douglas (1974). Adulthood and Aging. New York: Wiley.
15. Mishra Saraswati (1987). Social Adjustment of Old Age. Delhi: B.R. Pub. Corp.
16. Pinkston, P.H. and N.K. Linsk (1984) . Care of the Elderly: A family approach . New York :
Pergamon Perss.
17. Schiamberg Lawrence, B. (1985). Human Development, New York : Macmillan.
18. Sharma, M.L. & T.M. Dak (1987). Aging in India: Challenge for the Society. Delhi: Janta
Pub.
 SEMESTER - III
Paper: XXI
Principles of Guidance and Counseling (Practical)

Max Marks: 60
Duration of Exam: 4 hrs

Practical
• Interaction with practicing counsellers and therapists through visit to school,
clinics, women centers and hospitals etc.
• Organizing parent education programs based on parents needs.
• A case study
• Reports and resource files to be maintained by students.

SEMESTER - III
Paper: XXII
Care of the Elderly (Practical)

Max Marks: 65
Duration of Exam: 4 hrs

Practical
• Visit to and report of old age centers / homes.
• Organize recreational activities in homes for the aged.
• Prepare case studies on any two inmates.
• Arranging special service / counseling activities for the aged with the help
of resource person, if necessary e.g. Yoga, Lectures etc.
 SYLLABUS

M.Sc. Human Development (Home Science)

Scheme of Examination, Session w.e.f. 2012-2013
Semester – IV
THEORY:

Paper Name Max. Marks Exam.

Theory Duraion
XXIII Mental Health in Developmental 75 (60+15*) 3 hrs
Perspective
XXIV Parent and community Education 75 (60+15*) 3 hrs
XXV Child & Human Rights 75 (60+15*) 3 hrs
XXVI Development of the Self ** 75 (60+15*) 3 hrs
XXVII Persons with Disabilities 75 (60+15*) 3 hrs

PRACTICAL
Paper Name Max. Marks Exam.
Practical Duration
XXVIII Parent and Community Education 40 4 hrs
XXIX Persons with Disabilities 40 4 hrs
Seminar 20
Internship 25

• Internal Assessment

Note: **In the place of Paper XXVI (Development of the Self) students may opt
for Dissertation in MSc-II, subject to the condition that the students has obtained
70% or more marks after II semester (M.Sc-I year)
 SEMESTER - IV
Paper XXIII
Mental Health in Developmental Perspective
Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.

Unit - I
1. Mental Health
• Definition, concept and importance of mental health, holistic health, well
being and happiness.
• National Mental Health Program of India (1982)
• Community mental health needs and programmes.
2. Infancy
• Implication of attachment and bonding for mental health, Maternal
Deprivation Syndrome.
• Intervention with families and professionals from allied fields.
3. Early Childhood Years
Signs, Causes, Prevention and Management of
• feeding problem, aggression,
• withdrawal, problems related to early schooling

4. Middle Childhood
Signs, Causes, Prevention and Management of
• truancy, school phobia
• Conduct disorder
• Childhood Depression , Child abuse (including child sexual abuse)
 Unit II
5. Adolescence
Signs, Causes, Prevention and Management of
• Problem related to sexuality, Academic Problems
• Aggression and Substance Abuse
• Depression and Suicide
6. Adulthood
Mental health problems in the community:
• Life events that cause stress e.g. separation due to death, migration etc.
• Substances abuse and addiction.
• Violence and sexual abuse
• Management of stress: counseling, training in relaxation, yoga, meditation.

REFERENCES:

1. Barry, P.D. (1990), Mental Health and Mental Illness (4th ed) Philadelphia: J.B.
Lippincott Co.
2. Bono, E.de(1991) handbook for the Positive Revolution, London: Penguin
Publications
3. Carler, F. & Cheesman, P(1988). Anxiety in childhood & adolescence-
encouraging self-help through relaxation training London: Croom Helm.
4. Goleman, D (1996) Emotional Intelligence. N.Y. : Bantam Books
5. Gopalkrishanan. N. (1994) Mental health and ou, Mumbai: Popular Prakashan.
6. Govt. of India. Ministry of Health & Family Welfare (1982). National Mental health
program for India.
7. Grahamm, P.J., Jegede, R.O., Kapur, M. Minde, C., Nikapota. A.P. & Sell, H.L.
(1983). A manual on child mental health and psychosocial development Part II,
for primary health workers, New Delhi WHO
8. Kapur, M. (1995), Mental Health of Indian Children, New Delhi: Sage
Publications.
 Semester - IV
Paper: XXIV
Parent and Community Education

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.

Unit I
1. Parenthood: meaning and different theoretical views:
- Tasks of 'Parenting' and being a competent parent
- Changing concept of parenthood and childhood.
2. Parent and community Education:
- Concept, principles, objectives and need
3. Parent involvement:
- In decision and policy development and other activities.
4. Involvement of fathers; need and role of fathers in child development
5. Techniques of Parent and community Education:
- Informal meeting, group and individual meetings.
- Parent and toy library
- Parent's corner and workshop/ demonstration centers
- Open house
- Written and printed materials
Unit II
6. Content of Parent and Community Education
- Development, problems, needs and rights of children
- Child rearing and disciplinary techniques, socialization and parental
beliefs in various socio-cultural settings.
- Importance of nutrition, hygiene, health and play for children
- Family planning: importance and methods
 7. Formulating curricula for parent and community education.
- Parent initiated curricula - need and assessment techniques.
- Expert oriented curricula- guidance and action oriented.
8. Contribution of different agencies and community centres in parent and
community education.
9. Contribution of different agencies and community centers in parent and
community education.
- Family planning centers
- Hospitals
- Maternity and child welfare centers
- Schools
- PTA
- ICDS
10. Contribution of different professionals in parent and community education.
11 Training programmes for young parents: content and need
12 Evaluation of parent and community education programmes.

REFERENCES:

1. Bigner.J(1979); Parent child relations: An introduction to parenting. N.Y.:

McMillan Pub.
2. Brim, Haman (1980): Learning to be parents, principles, programmes and
methods. Saga Pub.
3. Fine Marwin (1980): Handbooks on parent education, New York: Academic
Press Inc.
4. Goldolein, J.C. (Ed)(1994), toys, Child Development, Cambridge: Cambridge
University Press.
5. Gordon. Thomas (1975): Parent effectiveness training, New York: New
American Library.
6. Gillian, Pugh (1984): The needs of parents, practice and policy in parent
education, Macmillan
7. Gupte (1991); Speaking of Child Care, Everything You Wanted to Know: (2nd
Ed.) New Delhi: Sterling.
8. Lidhop. M (1987): Child rearing and Psycho-social Development New Delhi:
Ashish Publications.
9. Kulkarni, Sudha (1988): Parent Education, Jaipur: Rawat Pub.
10. Naidu, U.S. and Nakhate. V.S. (1985). Child Development Studies in India.
Bombay: Tata Institute of Social Sciences.
11. Wagh, Anutai (1984): Parent and Community Participation in the Preschool
Programme, New Delhi : NCERT.
 SEMESTER - IV
Paper: XXV
CHILD AND HUMAN RIGHTS

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit -I
1. Definition and Evolution of Rights.
- Human rights
- Child rights
- Women's rights
-Convention

2. Status of Indian Children and their rights

- Gender disparities (infanticide, foeticide, girl child)
- Children in difficult circumstances (Children of prostitutes, child
prostitutes, Child labour, street children and refugee children)
- Children with special needs.
Unit –II

3. Status of Women and their Rights

-Forms of violation of women's rights
-Violence against women in home, workplaces and society.
-Health and nutrition based deprivations
-Crime against women: Sexual harassment, rape
-Political discrimination
4. Classification of Human Rights
- Civil rights
- Political rights
- Economic rights
 - Educational rights
- Legal rights
- Social rights
- Cultural rights
- International rights
- Environmental and developmental rights.
5. Child Adoption and its Laws

REFERENCES:

1. Butteworth, D. and Fulmer, A. (1993). Conflict, Control Power, Perth : Child and Family
Consultants.
2. Bruner, T. (1986). Actual minds-possible words. London : Havard University Press.
3. Digumarti, B.R., Digurmarti, P.L. (1998). International Encyclopedia of Women (Vol.1). New
Delhi: Discovery.
4. D'Souza, C. and Menon, J. Understanding Human Rights (Series 1-4). Bombay: Research
and Documentation Centre, St. Plus College.
5. Dreze, Jean and Sen, Amartya (1989). Hunger and Public Action, U.K. Oxford University
Press.
6. Government of India (1992b). National Plan of Action: A commitment to the Child,
Department of Women and child Development, New Delhi.
7. Government of India (1993c). Education for All : The India Scene, Department of Education,
New Delhi.
8. Government of India (1993d), Ministry of Finance, Economic Survey 1992-93, New Delhi.
9. Government of India (1994), Ministry of Finance, Economic Survey 199394 New Delhi.
10. Government of Tamil Nadu (1993). Dr. J. Jayalalita 15 point Programme for Child Welfare,
Department of Social Welfare and Nutrious Meal Programme, Madras.
11. Kudchedkar, S. (Ed) (1998). Violence against Women : Women agaisnt violence. Delhi
Pencraft International.
12. National Institute of Nutrition (1993) : Nutrition Trends in India, National Institute of Nutrition,
Indian Council of Medical Research, Hyderabad.
13. National Institute of Public Corporation and Child Development (1993). A Statistics on
Children in India Packet Book 1993, New Delhi.
14. National Institute of Urban Affairs (1993. Urban Child : Issues and Strategies, in
collaboration with Planning Commission, Ministry of Urban Development and UNICEF, New
Delhi.
15. National Law School of India University and United National Children's Fund (1991). Report
of a Seminar on the Rights of the Child, National Law School of India University, Bangalore.
16. National Commission for Women (2001). A Decade of endeavour (1990-2000). New Delhi:
National Commission for Women.
17. Sachar, R.K., Verma, J., Dahawan, S., Prakash, Ved, Chopra, A and Adlaka, R. (1990). Sex
bias in health and medical care allocation, Indian Journal of Material and Child Health, 1(2)
63-65.'
18. UNICEF (1992), Rights of the Child : World Declaration and Plan of Action from the World
Summit for Children and the Convention on the Rights of the Child, New Delhi.
19. UNICEF (1990). Children and Women in India : A Situation Analysis; 1990, New Delhi.
20. UNICEF India (1993). Annual Report on Country Situation : 1990, New Delhi.
21. UNICEF (1993). Annex to the Annual Report on Goals and Indicators, New Delhi.
22. UNICEF (1993). Policy on Child Labour, New Delhi.
23. Weiner, Myron (1991). The Child and the State in India, U.K : Oxford University Press.
 SEMESTER - IV
Paper: XXVI
Development of the Self

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit I

1. Definitions of Development and Self

- Linking the individual and the group; self-concept and self esteem.
2. Approaches to self
- Enquiry and introspection. Memories of childhood and their influence.
3. The self in the life span
- Significance of birth, role of childhood experiences: changing roles and
responsibilities.
- With age; the sense of self at adolescence
- Influence of family, peers and school on the development of self esteem
- Community and culture in relation to the development of self.

Unit II

4. Gender Identity and the self

- Biological, psychological and cultural aspects of being male and female,
stereotypes, beliefs and gender discrimination.
- Cultural and sub cultural differences.

5. Role of spirituality and religion in the development of the self.

Experiences, values, beliefs and attitudes in society.

6. Self
 - Improvement techniques
REFERENCES:

1. Kakar, S. (1978). The inner world. New Delhi: Oxford University Press
2. Gandhi, M.K. (1927). An autobiography or the story of my experiments with
truth. Ahmedabad: Navajivan Trust.
3. Liewellyn-Jones, D. (1971). Every girl. London. Faber & Faber
4. Liewellyn-Jones. D. (1971). Every women. London. Faber and Faber
5. Mead. M.(1976). Male and Female UK. Penguin.
6. Bee.H.(1989). The developing child. New York:Harper & Row.

SEMESTER - IV
Paper: XXVII
Persons with Disabilities

Max. Marks: 75
Theory Exam: 60
Int. Assessment: 15
Duration of Exam: 3 hrs
NOTE:
• Examiner will set nine questions in all
• All the questions will carry equal marks
• Question No. -1 will be compulsory consisting of 5-10 short type questions
and spread over the entire syllabus
• The remaining eight questions will be set from units I & II, four questions
from each units.
• The candidates are required to attempt five questions. Question No -1 will
be compulsory, remaining four questions will be attempted by selecting two
questions from each unit.
Unit I

1. Definition and classification of exceptionality.

-philanthropic, medical, legal and the social.
2. Different types of impairments, causes and effects on individuals.
-Physical- cerebral palsy, epilepsy spina bifidia and spinal injuries.
-Mental retardation, gifted and learning disabilities.
-Emotional
-Sensory (visually and auditory impaired)
3. Techniques of identification, its assessment and educational modification and
intervention programme.
Unit-II
4. Attitude of people, family and community towards disability.
5. Physical and social barriers in the development of persons with disabilities,
modification of physical and social environment, enabling participation of
persons with disabilities as a contributing member of society.
6. Needs of exceptional children.
7. Examples of programmes and policies for persons with disabilities.

REFERENCES:

1. Baquer.A (1994). Disabled, Disablement, Disablism, New Delhi Voluntary

Health Association of India.
2. Council for advancement of people's action and rural technology (CAPART)
(1996), Disability: A strategy to promote the participation of people with
disabilities in programmes for rural development. New Delhi CAPART.
3. Kanga.F.(1990). Heaven on wheels. New Delhi: Penguin Books.
4. Narasimhan.M.C. & Mukherjee. A.K. (1986). Disability a continuing challenge.
New Delhi. Wiley Eastern Limited.
5. Oliver.M. (1996). Understanding Disability: From theory to practice. London:
Macmillan Press.
6. P. Immanuel. C. Koenig & S. Tesri (ds). Listening to sounds and signs:
Trends in deal education and communication (pp.1-4) Bangalore, India:
Chridtoffel-Blindenmission & Books for Change.
7. Pandey, R.S.& Advani.L. (1996). Perspectives in disability and rehabilitation,
New Delhi. Vikas Publishing House Private Limited.

Paper: XXVIII
Parent and Community Education (Practical)

Max Marks: 40
Duration of Exam: 4 hrs

Practicals
• Conducting home visits and interviewing/talking to parents.
• Arranging workshops for parents.
• Organizing parent education programs based on parents needs.
• Conducting parent - teacher meetings.
• Reports and resource files to be maintained by students.
 Paper: XXIX
Persons with Disabilities (Practical)

Max Marks: 40
Duration of Exam: 4 hrs

Practicals

• Planning and working with children and parents.

• Case study of persons with disability - a child and an adult.
• Case study of an organisation with particular reference to its physical and
social environment.