MADHYA PRADESH PARAMEDICAL COUNCIL

6th Floor, Satpura Bhawan, Bhopal

Syllabus & Guidelines

Schedule Serial No. 3

Subject: - AUDIOLOGY

No. of Admission: - 0-50 Admission per year

S.N.

Duration/

Degree/

Diploma/ Certificate

Syllabus

Teaching faculty with minimum qualification & experience

Non teaching state qualification & experience

Library

Laboratory with equipment

Building

Remark

Teaching

Hostel

1.

1 Years (12 Month)

Appendix ‘A’ enclosed

Detailed Enclosed.As per the RehibalitioncounCouncil of India recommandation

.

 

SYLLABUS FOR THE DIPLOMA COURSE IN AUDIOMETRY

1. Duration of the Course:

2. Medium of Instruction:

FACULTY:

1. Speech and hearing Specialists:

2Nos.

M.Sc. Speech and Hearing Qualification

2. E.N.T. Doctor 2 Nos.

3. Clinical Psychologists 1 Nos.

EQUIPMENT:

Pure-Tone Audiometer 4 Nos.

Ear mol equipment 2 Nos.

Hearing Aid repairs Kits. 10 Nos.

SUBJECTS:

1. English

2. EAR: Anatomy, Functions.

3. ELECTRONICS:

        1. Technical Information.
        2. Parts of Audiometer.
        3. Function of Parts.
        4. Functions of Hearing Aids.
        5. Repairs of Hearing Aids.
        6. 4. METHODOLOGY:

              1. Testing of Hearing, PTA Only.
              2. Vacuum Testing Procedure.
              3. Pitfalls in Testing.
              4. Instructions to patients.

5. RECORDING PROCEDURES:

1. Plotting of Audiogram.

2. Maintaining records of patients.

6. EAR MOULD MAKING:

1. Ear moulds impression.

2. Cutting.

3. Polishing.

PRACTICAL WORK:

Every day minimum 2 to 3 hours should be allocated for practical training along with theory classes.

JUSTIFICATION FOR DIPLOMA COURSE:

Diploma holders in Audiometry Technician Course would be useful in assisting the Speech and Hearing specialist in helping/augmenting the technical work. An Audiometry Tech. Cannot independently function expect under the guidance of the qualified Speech and Hearing specialist.

Audiometry technicians would be useful in conducting camps for deafness detection hearing aid distribution/survey camps to find out incidence of speech and hearing disorders in general population.

Speech and Hearing specialist.

SYLLABUS

(DIPLOMA IN SPECIAL EDUCATION- HEARING IMPAIRED) DSE (H.I.)

REHABILITATION COUNCIL OF INDIA

A DIPLOMA COURSE IN TEACHING OF THE HEARING IMPAIRED

a) NOMENCLATURE OF THE COURSE:

(a.1) Diploma in Special Education – Hearing Impaired DSE (H.I.). An under Graduate Level Course.

b) OBJECTIVE OF THE COURSE:

(b.1) General Objectives: To prepare skilled and efficient teachers of the Hearing Impaired to work effectively in special schools for the deaf, the units attached to the regular schools, and provide guidance to the parents regarding their involvement and support for the child’s overall development and Education.

(b.2) Instructional Objectives & contents of the Course: Refer subject papers.

c) ENTRY REQUIREMENTS:

i) Minimum Educational requirement for admission to this course will be Ten plus Two (10 + 2) 12th Standard pass or its equivalent from any board or university in India. NOTE: The candidate must have secured minimum 50% marks and the selection will be on the basis of merit. However, preference will be given to those already working in the field of education of the deaf, keeping in the mind the state requirement for entry to the course.

d) DURATION OF THE COURSE: One academic year, preferably July to May.

e) FORMAT OF TEACHING LECTURES/DISCSSION/SEMINARS/PRACTICAL DEMONSTRATION ETC.: Theoretical subjects will be taught in class in close relationship with practical subjects. Teaching would generally take the form of discussions & teaching trainee will record their observations, for detail refers subject paper.

f) EXAMINATIONS: As per Annexure I.

g) RECOMMENDED TEACHING MATERIAL BOOK-TESTS, ETC. WHENEVER AVAILABLE INDIAN AUTHOR TEXT MAY ALSO BE INDICATED:

As per Annexure II.

h) RECOMMENDED FOR TEACHERS/STUDENTS RATIO:

The recommended ratio for these courses is 1: 7. NOTE: The minimum number of Trainees for conducting these courses should be 10, in which case the number of teachers will be

2. i) MINIMUM REQUIREMENT OF PERSONNELS, MATERIALS AND SPACE FOR PROPER CONDUCT OF THE COURSE: ESSENTIAL PERSONNELS: Three full time faculty members. -2 educators, one speech & Audiology person. (i.1) In charge of the Training Course: - Master degree, trained teacher of the Deaf with 2 years experience

OR

– Graduate, trained teacher of the Deaf with 5 years experience. (i.2) Lecturer in Education: - Master degree, trained teacher of the Deaf with 2 years experience. – Graduate, trained teacher of the deaf with 5 years experience. (i.3) Lecturer Speech & Audiology: - M.Sc. Speech and Hearing with 2 years experience. – B.Sc. Speech and Hearing with minimum of 5 years of experience.

DESIRABLE:

(I) CLINICAL ASSISISTANTS/SPEECH AND AUDIOLOGY: - M.Sc. Speech and Hearing. – B.Sc. Speech and Hearing with 2 years experience. (II) CLINICAL ASSISTANTS/TRAINED TEACHERS OF THE DEAF: - Graduate, trained teacher of the Deaf with 2 years experience. – Guest faculty to be invited whenever necessary. - Part-time teachers and supervisors: - These should be either from training institutions or from the schools chosen for Practice-teaching-ratio preferably 1:2. SPACE:

- Principals Office : 12’ x 15’

- Lecturer’s room : 12’ x 15’

- One room for the clerical staff : 12’ x 15’

- One lecture room :12’ x 15’

- Preferably one sound-treated room : 12’ x 15’

well equipped for audio metric testing,

individual speech training etc.

- One classroom for demonstration etc. : 15’ x 20’

(Fitted with group hearing aids system

Y other equipment.)

- Common room for girls : 12’ x 15’

- Common room for boys : 12’ x 15’

- Library – cum – study room : 15’ x 20’

- One room for Ear Mould lab and repairs : 15’ x 20’

of Hearing aids

- Availability of the Practice Teaching School

MATERIALS REQUIRED:

1. Diagnostic Audiometer.

2. Speech trainer.

3. Tape recorder and cassettes.

4. Mirrors – 4.

5. Toys and play material.

6. Ear mould, larynx model.

FURNITURE & EQUIPMENT FOR OFFICE & CLASSROOM: Minimum furniture & equipment for running a training programme should be arranged. Library material, books (initial 200 titles) periodicals/journals. Videocassettes.

In service Training: Faculty especially the core faculty will be periodically encouraged to attend conferences, seminars, workshops, short term courses, in view of updating their knowledge & skills.

PRACTICUM:

  1. Visits to Institutions.
  2. Observation of classroom teaching and demonstration less.
  3. Clinical Observations.
  4. Material Development & Craft subject practice.
  5. Working as Teacher’s aids.
  6. Practice Teaching.
  7. Practicum in school situations attached to each of the theory subjects.
  8. Final practical lesson in language.

PAPER – I

TEACHER, CURRICULUM AND EDUCATION OF THE HEARING IMPAIRED.

Objectives: - To familiarise the trainees with the aims and objectives of general education. – To enable the trainees to trace the history of the H.I. education with special references of India. – To acquaint the trainees with the different models of educational facilities for the hearing impaired and their management. – To equip the trainees with the knowledge of formulating timetable. – To make the trainee teacher aware of the importance of planning and developing curriculum to suit the needs of groups and individual child. – To acquaint the trainees with curricula.

Course Content:

1. Definition History, Development, Philosophy and aims of education.

2. Objectives of education with specific reference to the Hearing Impaired.

3. History of education of the H.I. with special reference to India.

4. Different types of programme available in the country. National Education Policy:

    1. Integrated Education and New Education Policy.
    2. Segregated (special schools, units in regular schools).
    3. Factors to be considered in educational placement.
    4. R.C.I. Act 1992.
    5. PWD Act 1995.
    6. Welfare measures of the Government.

5. Problems faced by educators in teaching the Hearing Impaired.

    1. Multilingualism.
    2. Socio-economic conditions.
    3. Infra-structure/-Personal/-Space/-Educational Aids.

6. Organisation and management of schools for the hearing handicapped.

(a) Role and duties of the head of Institute.

(b) Records to be maintained by schools.

(c) Record to be maintained by teachers.

(d) Role, duties and qualities of a teacher.

(e) Formulation of Time- table.

(f) Organisation of curricular and co-curricular activities.

(g) Role of physical education.

(h) Importance of Art and development of pre-vocational skills.

(i) Classroom management.

7. Orientation to the Basic concept of multiple handicapped and arranging learning environment to suit individual differences.

(a) The hearing impaired blind child.

(b) The hearing impaired retarded child.

(c) The aphasic child.

(d) The hearing impaired autistic child.

(e) The hearing impaired C.P. child.

(f) The characteristics of a learning disabled child.

(g) Grouping for Instruction.

8. Organisation of study circles, symposium, conference, seminar and public awareness programme.

(a) Role of Parents, Role of community and parent guidance.

(b) Organisation of study circles and seminars for public awareness.

Curriculum:

9. Definition and principles of curriculum development.

10. Comparative Study of curricula for H.I. – Pre-school. – Pre-primary. – Primary. – Post primary.

PAPER-II

METHODS OF TEACHING LANGUAGE & OTHER SUBJECTS:

Objectives:

1. To acquaint the trainee teacher with normal development of Language.

2. To acquaint the trainee teachers with different functions of Language.

3. To acquaint the trainee teachers to different modes and means of communication and different methods of teaching the H.I.

4. To equip the trainee teachers with the knowledge of teaching reading and writing to hearing impaired children.

TOPIC 1.

(a) Definition scope and nature of communication.

(b) Modes of system of communication used by with the H.I. and language and signing system Cued speech.

TOPIC 2.

1. Aural (Acoupaedic)

2. Oral.

3. Aural – Oral.

4. Manual System (sign language, finger spelling, Cued speech)

5. Total Communication.

Methods:

1. Principle of teaching language to the H.I.

2. Methods of teaching language. – Natural. – Material Reflective Method.

3. Techniques of Language at Primary and Upper Primary Level (through activity, story telling, news, visits, etc.).

4. Development of

(i) Reading skills

        1. Loud Reading.
        2. Silent Reading
        3. Comprehensive reading

(ii) Writing skills

      1. Handwriting.
      2. Expressive writing.

5. Use of Language textbooks and grammar at:

(a) Primary

(b) Upper Primary Level.

6. Methods of assessment of language attainments in H.I. children.

      1. Use of attainment tests.
      2. Use of linguistic tests.
  1. Methods of teaching
    1. Other School Subjects
        1. Primary.
        2. Upper primary school
    1. Music
    2. Art and Craft
    3. Physical education.

8. Instructional Planning for Hearing Impaired.

(A) Formulating Instructional objectives.

(B)Task analysis of teaching content for the hearing impaired student.

(C) Selecting appropriate instructional materials and teaching strategies.

(D) Selecting learning experience.

(E) Use of Evaluation for improving instruction.

(F) Management and organisation of classroom grouping for instruction.

9. Different approaches to evaluation and tests. (Evaluation techniques).

 

 

 

PAPER-III

AUDIOLOGY AND AURAL REHABILITATION

Objectives: -

To equip the trainee with the basic principles of Audiology and its applications in class room teaching.

- To familiarise the trainee with the aids used in aural rehabilitation.

– To acquaint the trainee with the recent developments in Audiology and their applications in the field of education.

1. Introduction to physics of sound, production and propagation of sound physical and Psychological attributes of sound, concept of threshold of audibility, threshold of pain and speech banana – dB concept.

2. Anatomy and Physiology of the Ear.

3. Hearing Loss-nature, causes and classification.

4. Sceening and Identification assessment of hearing six sound test (Ling) importance of early Identification of hearing impairment. Informal screening. PT audiometry and speech audiometry.

5. Equipments used for formal and informal hearing assessment, hearing testing using an audiometer conditioning techniques plotting of an audio-grams, interpretation of audiograms, its educational implications.

6. Hearing aids, its importance, types of hearing aids, description of main components of hearing aids, classroom amplification devices and other assistive listening devices (ALB).

7. Design of School and Classroom for hearing impaired children importance of room acoustics.

8. Ear mould, its importance, custom Ear mould making, types of ear moulds and a brief note on ear mould modification.

9. Maintenance and care of hearing aids and ear moulds, trouble shooting and minor repairs of individual hearing aids.

10. Introduction to Aural Rehabilitation -

        1. Selection of hearing aids (use of aided audiogram)
        2. Role of teachers in guiding parents, in optimum use of hearing aids and their maintenance, prevention of hearing loss, conservation of hearing in children.
        3. Auditory Training and its importance in development of listening skills.
        4. Speech Reading, its importance and amplification in classroom teaching.

11. Orientation to cochlea implant.

 

PAPER-IV

SPEECH AND TRAINING OF SPEECH TO THE HEARING IMPAIRED.

Objectives: -

To orient the teacher trainee with normal aspects of speech i.e. functions, role and characteristics of normal speech.

– To orient them with pre-requisites for normal speech development, stages and factors affecting development, so as to enable them to make a comparative study of speech acquisition in normal and the hearing impaired.

– To equip the teacher trainee with the knowledge of speech organs and processes involved in speech production.

– To orient them with knowledge of speech sounds

– its production and classifications with special emphasis to the regional language. – To orient them to different techniques of developing intelligible speech in the hearing impaired children.

– To orient them the role of supra segmental in intelligible speech.

– To make them identify common speech defects in the hearing impaired and learn to correct them.

– Appropriate referral to the concerned specialists as and when required.

1. Language and Communication:

(a) Biological and Psychological foundations of language.

(b) Effects of deafness on Language Development.

(c) Importance of critical period in language development in the first years in Hearing Impaired children.

2. Speech:

    1. Definition
    2. Different parameters of speech.
    3. Characteristics of normal speech.
    4. 3. Human Speech Apparatus:

      (a) Respiratory system.

      (b) Phonatory system.

      (c) Articulatory system.

      (d) Structure of speech organs.

      (e) Active & Passive articulation.

      (f) Co-articulation.

      4. Acquisition of Speech in Normal Children:

      (a) Stages of normal speech development.

      (b) Factors influencing normal speech.

      5. Speech Development in Hearing Impaired:

      (a) Factors influencing speech development in hearing impaired children.

      (b) Stages of development – vocabulary syntactic and phonological development in hearing impaired children.

      6. Classification of Speech Sounds:

      (a) Vowels Vs Consonants.

      (b) Place of Articulation.

      (c) Manner of Articulation.

      (d) Regional Language Phonetics.

      (e) Speech sound system of regional language.

      (f) Suprasegmental features, intonation, rhythm, accent, stress syllabification, assimilation, rate of speech

      7. Speech Problems of Hearing Impaired:

    5. Definition of abnormal speech, concept of abnormality.
    6. Classification of speech problems.
    7. Voice Problems.
    8. Articulatory problems.
    9. Problems in acquired and congenital hearing loss.
    10. Evaluation of speech in terms of voice, articulation Suprasegmental features.
  1. Teaching Speech to the Hearing Impaired:
    1. General model of teaching development and corrective.
    2. Different approaches and techniques used in teaching.
    3. Correction of defect.
    4. Correcting voice problem.
    5. Group and individual.
    6. 9. Role of Parents Family in:

      (a) Speech stimulation.

      (b) Home training.

      (c) Stabilisation and generalisation.

      10. Aids and Appliances in Developing and Correction of Speech and Voice:

      (a) Auditory aids.

      (b) Visual aids.

      (c) Tactile aids.

       

       

       

       

       

      PAPER-V

      CHILD DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

      Objectives:

      (a) To familiarise the trainee teacher with normal child development.

      (b) To introduce the trainee teachers to the deficits in the handicapped child with special reference to the H.I. child.

      (c) To expose the trainee teacher to various way of meeting the needs of the hearing handicapped child in particular.

      Course Contents:

      1. Psychology:

      Introduction to Psychology Subject

      – matter, scope.

      2. Branches:

      Relevance of Psychology for teachers.

      3. Child Development:

      How the child grows and develops (hearing and deaf)?

      (a) Sensori – motor.

      (b) Emotional.

      (c) Socialisation process and the role of the family.

      (i) Parent child interactions.

      (ii) Rejection.

      (iii) Overprotection.

      (iv) Indifference.

      (v) The good enough family climate.

      (vi) And the concepts of a healthy & personality.

      (vii) The deaf child at school/role of the teachers.

      (d) Play – stages of play, to the development of the child language through play.

      (e) Cognitive and intellectual development:

      1. What is intelligence?

      2. Factors affecting intelligence.

    7. Specific Psychosocial problems of deaf children in relation to age of onset and severity of hearing loss.
    8. Can other senses compensate?
    9. The effects of different types of family climate on the child personality development.

4. Learning:

(a) What is learning?

(b) Attention, Motivation.

(c) Types of learning.

(d) Factors that facilitate learning.

(e) Creativity and how it can be encouraged.

(f) Learning disabilities and related remedial work.

5. Memory:

(a) Short term memory.

(b) Long term memory.

7. Discipline:

(a) What is discipline?

(b) The effective use of reward and punishment.

7. Practical case study:

(a) Normal hearing child comparison.

(b) Hearing Impaired child between 2 children (preferably of comparable age & background.)

Practical 35 hours: 39 periods:

All lectures and theory will be linked to Practical which will consist of providing the trainee teachers with opportunities to make observation of infants and children in naturalistic settings. The objectives is to provide exposure and practical experience to the trainee teachers to enhance their understanding of: (a) The growth and development trends of children in the age groups: 0 – 3 years, 3 – 5 years, 5 – upwards.

(b) Concepts like intelligence, learning, learning disabilities etc.

(c) The judicious use of reward and punishment.

(d) The effects of different types of family climate on the child’s personality development.

(e) Case history taking and interviewing parents.

f) Guidance work with parents.

(g) Remedial work with children. A total of 39 hours are allocated towards this practical work. All-important, aspects of the growth and development of children within the context of their family and clinic setting that can be observed will be scrutinised. The trainee teachers under supervision of the supervisor/lecture.

Teaching Practicals:

1. All lectures and theory will be linked to Practical, which will consist of providing the trainee teachers with opportunities to make observation of infants and children in naturalistic settings. The objective is to provide exposure and practical experience to the trainee teachers to enhance their understanding.

2. The trainees must observe demonstration/model lesson on all subjects. Lessons In practicals to be divided: 20 in language + 20 in school subjects.

LANGUAGE

Conversation in Pre-school - 3

Language Prose - 5

Language Poetry - 3

Language, composition & grammar - 4

Story telling - 3

(a) For lip reading - 1

(b) For Comprehension - 1

(c) For teaching new words concept 1

Activity lesson 2



20

Other School Subject

Mathematics - 6 (in pre-primary, primary & upper primary.)

Social Studies - 8 Speech Lessons - 10 - 30 marks

Science - 6 Auditory Training - 10 -



(a) Through Instruments 20

(b)Through Speech Comprehension.

SCHEME OF EXAMINATION FOR COURSE IN DIPLOMA IN SPECIAL EDUCATION IN H.I.

The following are the tentative examination details for Diploma in Special Education of the Hearing Impaired – DSE (H.I.). Internal Assessment and Final Examination. The Internal Assessment will carry a maximum of 20 marks in each subject for the theory papers. This would include:

(a) Mid term examination 10 marks

(b) One Assignment 5 marks


(c) Two class tests 5 marks

Total 20 marks


 

 

 

 

 

 

 

 

 

 

FINAL EXAMINATION

S.

No.

Paper Subjects/Theory practicals

Theory

Practice/

Teaching clinical (Annual work)

Final Practical Exam.

I.A.

Final exam.

Total

1.

 

2.

 

3.

4.

 

5.

Teacher Education & Education of the hearing impaired/practice teaching.

Curriculum & Methods of teaching Language & other subjects.

Audiology & Aural Rehabilitation/Audiology.

Speech & Teaching of speech to the Hearing Impaired/Speech Pathology.

Child Development & Psychology of Education.

20

 

20

 

20

20

 

20

80

 

80

 

80

80

 

80

100

 

100

 

100

100

 

100

-

 

200

 

50

50

 

-

 

 

100

 

50

50

 

-

Total

500

300

200

Total of Theory + Practicals = 1000 marks.

MINIMUM FOR PASS & CLASSIFICATION OF SUCCESSFUL CANDIDATES: 1. The student to qualify for examination should put in a minimum of 75% attendance in both theory and practical classes. 2. A candidate must secure 35% of marks in clinical work/practice teaching failing which he will not be allowed to take final examination. 3. A student to pass the examination should secure atleast 35% of marks in each of the theory paper including internal assessment and 35% in each of the practicals. He should secure 40% in aggregate of all theory and practical exams. 4. Those of the candidates who fail in more than three subjects in theory should repeat the whole of the examination. If any one fails in less than three subjects in theory, they shall be allowed to appear in failed subjects only. 5. Eligibility for Repeaters: A candidate failing in the examination is allowed to reappear for the exams within the subsequent September and March exams in three years under the following conditions/terms. (a) Candidate failing in more than three subjects should repeat all the theory and practical examinations. The Internal Assessment and Practical Clinical Work marks obtained in the study year of the students will be carried forward to the subsequent exams for declaration of results. (b) Candidate failing in less than three subjects either in theory or in practical or two theory and one practicals or two practical and one theory are entitled to take exams in the failed subjects only. The Internal Assessment and Practical/Clinical work marks obtained in the study year of the students will be carried forward to the subsequent exams for declaration of results.

GUIDELINES FOR PRACTICAL EXAMINATION:

The student trainee will be assessed on the basis of his overall performance during the year. The centre should maintain lesson plans, progress reports, work journals of student based on which internal marks are awarded. At the time of final examination student should be able to provide (a) Practical work journal (b) teaching/therapy kits/aids if any, (c) ear moulds etc. In the practical student may be assessed in evaluation of speech & language, speech articulation voice therapy etc. The practice teaching will be assessed on the basis of lesson plans, assessment of actual teaching etc. For detail guidelines centres beginning of the year.

Declaration of Class/Division:

The candidate securing 40% aggregate total marks in theory and practicals are declared to have passed the examination in the class/division as given below:

I. 70% and above – distinction.

II. 60% and above – 1st division.

III. 50% and above – 2nd division.

IV. 40% and above – pass.

Awarded of Certificate:

Based on the results I the examination, the successful candidates will be awarded Diploma in Special Education (Hearing Impaired) by the authorities.

NOTE: The system of examination & evaluation of student performance can be modified from time to time by the Rehabilitation Council of India.

LIST OF PRESCRIBED BOOKS FOR SPECIAL EDUCATION (H.I.)

PAPER –I

TEACHER, CURRICULUM AND EDUCATION OF THE H.I.

(1) Oral Education Today, Tomorrow – Mulhland A.Ed.

(2) Curriculum, Cognition and content – Greek Kopp.

(3) The Secret of child – Montessori M.

(4) Theme: Methods of Communication – D.M.Braybrock.

(5) Educating the deaf – Moore D.F.

(6) Deaf School Child – Conrad R.

(7) Education of Deaf Children Issues Theory and Practice. – Quigley S.P.

(8) Purpose in Curriculum. – Nesbit Stanley.

(9) Principles of Education – Raymond T.

(10) Methodology of Teaching – Bhatia and Arora.

(11) Studies in Educational Teaching and - V.S.Mathur.

(12) Measurement and Evaluation. – Gronlund.

(13) Teaching Reading to Deaf Children – Hert B.O.

(14) Teaching Techniques in Primary Maths. – Williams J.D.

(15) Curriculum: Practical Considerating - W.A. Fennimore and others.

(16) Language across the curriculum – John F.Kerr.

(17) New Co opportunities and Deaf Child – Alex and Ewing.

(18) Teaching Deaf Children to talk - Ewing.

(19) Curriculum: Content and Change – Sister Alice M. Kirby.

(20) Curriculum Guide: Hearing Impaired, birth to three Years and their parents. – Winifred H. Northcott.

PAPER – II

METHODS OF TEACHING LANGUAGE & OTHER SUBJECTS:

(1) Language for the preschool Deaf child – Grace Harris.

(2) Language Learning and Deafness – Alice Strone and Kretschmer.

(3) A World of Language for Deaf Children-Van Uden.

(4) Natural Language for Deaf Children –M.A.Groht.

(5) Language Development in Children. -M.M.Lowis.

(6) Language Development in Deaf and Partially Hearing Children. -D.C.M. Dale. (7) Early Language. -D.C.Villires P&J.

(8) Language Development & Language Disorders. -Bloom & Lahey.

(9) Can Deaf Child Acquire Language. - Brennan.

(10) Language perspectives. -Wade B.

(11) Language and Personality in Deaf Children. -Lewis M.M.

(12) Child Language, Learning & Linguistics. – Crystal D.

(13) Language in Infancy and Childhood – Cruttenden.

(14) Thanking Without Language. – Furth H.C.

(15) Child Language Disorders. - Dorethy.

(16) The Development of Communication – Natalie.

(17) Teaching of Language to Deaf Children – Agnes Lack.

(18) Language for the Preschool Deaf Child – Lascman.

PAPER – III

AUDIOLOGY NAD AURAL REHABILITATION

(1) Applied Audiology for Children – D.M.C. Dale.

2) Auditory Assessment of Difficult to Test – Rober T. Fulber.

3) Auditory Training for Children – Mary Wood White Hurst.

4) The Joy of Listening: An Auditory Training Programme. - Janice Balkier Light.

5) Amplification for the Hearing Impaired – Bollack M.C.

6) Medical Aspect of Deafness – C.A. Powell.

7) Physics of Sound – C.A. Powell.

8) Hearing and Deafness. –Davis Silverman.

9) Educational Audiology (1984) – Tucker Molan & I.

10) Basis of Hearing Science (1984). – Durant J & Lovrints J.

PAPER IV

SPEECH & TEACHINGS OF SPEECH TO THE HEARING IMPAIRED

1. Speech and Deafness - Calvert & Silverman. A text for learning and teaching. A. G. Bell Association for the Deaf, Washington D.C.

2. Speech and Hearing Impaired Child. - Ling D. A.G. Bell Association for the Deaf, Washington D.C.

3. Aural habilitation: The foundation of verbal learning in hearing impaired children – Ling and ring, A.G. Bell Association for the Deaf, Washington D.C.

4. Human communication and its Disorders. Daniel R. Boone 2nd Edition. Prentice Hall, Englewood and Elena Plante Cliffs, New Jersey 07632 or Prentice Hall of India Private Ltd., New Delhi.

5. Language for the preschool Deaf children Grace M. Harris Grune and Stratton Inc. Orland. FL. 32887

6. Hearing and Communication Disorders Wirz and Wingard The Mac-Millan Press Ltd.

7. Hearing aids, lip-reading and clear Ewing and Ewing Speech. Manchester University Press, Manchester.

8. Hearing Impaired Children under five-a guide for parents and teachers. Manchester University Press, Manchester.

9. Teaching speech to the Deaf children Van Riper C. Englewood Cliffe- Prentice Hall 1984.

10. Phonetics Principles and Practice 2nd edition. Singh and K.S. Singh. University Park Press. / Baltimore.

11. Teaching of Speech – Hay cook G.S.

12. The Speech Chain – Benes P.B.& Pinson E.

13. Verbal Behaviours -Slinner B.F.

14. Measurement of Hearing Aids and their use C, A. Powell.

15. Teaching Deaf children to talk – Ewing & Ewing.

16. The Physics of Speech – D.E. Fry.

PAPER – V

CHILD DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY


1. Deafness and Child Development – Meadow K.P.

2. Deaf and their Problems – Hodgson K.W.

3. The Psychology of Deafness – Myklebust H.R.

4. Cognitive, Social and Emotional Development - S.M. Louis & W.A. Fennimore.

5. Educational Psychology – Stone.

6. Psychology and Communication in Deaf Children – Savage R.S. & Evons L.& Savage J.F.

7. The Psychology of the Deaf Child – Piaget J & Inhelder B.

8. Child Development – Musser, Kongu & Kernmer.

9. Child Psychology and Child Guidance – S.V. Kale.

MISCELLANEOUS:

1. Journey into Silence – Ash lay J.

2. Our Deaf Children. 80’s – Bloom F.

3. History the Conquest of Deafness – Benden R.E.

4. Aphasia – Dareley.

5. The Story of My Life. – Keller Melon.

6. Hearing Impaired Children under 5- Ewing A.W.G. & Ewing E.C.

7. Diseases of the Ear, Nose & Throat – Scott Brown W.G. (Editor)

8. Significance of Children’s Play – Case J.E.

9. Creativity, Art & The Young Child – Britain W.L.

10. Aids to Reading – Horner P.

11. Phonetics and the Teaching of Kading – Hughes J.M.

12. Mathematics: Friend or Foc. – Evans D.

13. Play Therapy All Books of A.G. Bell – Virgin N.