M 1011

PECS

M.Ed. DEGREE EXAMINATION, MAY 2011 (For the candidates admitted from the Academic Year 2009–2010) Elective Subject — EDUCATION FOR THE CHILDREN WITH SPECIAL NEEDS Time : 3 hours

Maximum marks : 100

PART I — (5 × 3 = 15 marks) Answer ALL questions. Each answer should not exceed 100 words. Each answer carries 3 marks. 1.

What is the need of educational psychology in teaching children with special needs?

C¯»õU SÇ¢øuPÐUS Pؤ¨£vÀ PÀ Eͯ¼ß ÷uøÁ ©ØÖ® •UQ¯zxÁ® ¯õx? 2.

Enumerate the learning characteristics of visually impaired children.

Ps£õºøÁU SøÓ²øh¯ SÇ¢øuPÎß Snõv\¯[PøÍ Á›ø\¨£kzxP. 3.

PÀÂ

Write the need and significance of individualized educational plan for the mentally retarded children.

©ÚÁͺa] SßÔ¯ SÇ¢øuPÐUPõÚ uÛ|£º PÀÂz vmhzvß ÷uøÁ ©ØÖ® •UQ¯zxÁzøu GÊxP.

4.

Write the need and importance of sheltered workshop for multiple disabled children.

£ÀÁøP

C¯»õø©²øh¯

SÇ¢øuPÐUS

EøÓÂh®

£o©øÚ°ß ÷uøÁ ©ØÖ® •UQ¯zxÁzøu GÊxP. 5.

State the necessity of need based curriculum for children with special needs.

÷uøÁ Ai¨£øh°»õÚ Pø»zvmhzvß ÷uøÁ ©ØÖ® •UQ¯zxÁzøu ÂÍUSP. PART II — (8 × 5 = 40 marks) Answer any EIGHT questions. Each answer should not exceed 200 words. Each answer carries 5 marks. 6.

Explain the emotional and social characteristics of learning disabled children.

PØÓÀ SøÓ£õkøh¯ SÇ¢øuPÎß ©ÚGÊa] ©ØÖ® \‰P Snõv\¯[PøÍ ÂÍUSP. 7.

What is perceptual deficit?

Mention the causes of

perceptual deficit.

¦»ÚÔÄU SøÓ£õk GßÓõÀ GßÚ? CUSøÓ£õmiØPõÚ Põµn[PøÍ SÔ¨¤kP. 8.

Explain the features and functions of RCI. RCI °ß ußø©PÒ ©ØÖ® £oPøÍ ÂÍUSP. 2

M 1011

9.

Describe the uses of assistive devices in teaching and learning visually impaired children.

Ps£õºøÁU SøÓ²øh¯ SÇ¢øuPÐUS PؤzuÀ PØÓ¾US £¯ß£k® Eu E£Pµn[PÎß £¯ßøPÍ ÂÁ›. 10.

State and explain the need and significance of teaching yoga to disabled children.

C¯»õø©U SÇ¢øuPÐUS ÷¯õPõ Pؤ¨£uß ÷uøÁ ©ØÖ® •UQ¯zuÁzøu SÔ¨¤mk ÂÍUSP. 11.

Define curriculum adaptation. Explain the way and means of curriculum adaptation for hearing impaired children.

Pø»zvmh uPÁø©zuÀ Áøµ¯Ö. Põx ÷PmP C¯»õU SÇ¢øuPÐUPõÚ Pø»zvmh uPÁø©¨¤ØPõÚ ÁÈPÒ ©ØÖ® •øÓPøÍ ÂÍUSP. 12.

How does disabled individuals differ in cognition and information processing ability?

ö\´vPøͨ £SzuÔuÀ vÓÛÀ ©õØÖz vÓߣøhzu |£ºPÒ G[VÚ® ÷ÁÖ£kQßÓÚº? 13.

Suggest methods and materials for teaching children with mental retardation.

©Ú

Áͺa]

£¯ß£kzuUTi¯

SßÔ¯

SÇ¢øuPÐUS

•øÓPÒ

©ØÖ®

Pؤzu¼À

E£Pnµ[øͨ

£›¢xøµUP.

3

M 1011

14.

Describe the various modes of communication used with the hearing impaired children.

Põx ÷PÍõu SÇ¢øuPÐUS £¯ß£k® uPÁÀöuõhº¦ •øÓPÎß £À÷ÁÖ ÁøPPøÍ ÂÁ›. 15.

Explain the various models of learning for the children with learning disabilities.

PØÓÀ SøÓ£õkøh¯ SÇ¢øuPÐUPõÚ PØÓÀ ©õv›PøÍ ÂÍUSP. 16.

Define neurological disability. Explain the various types of neurological disability.

|µ®¦\õº C¯»õø©ø¯ Áøµ¯Ö. |µ®¦\õº C¯»õø©°ß £À÷ÁÖ ÁøPPøÍ ÂÍUSP. 17.

How will you adopt tutorial method in teaching disabled children?

C¯»õø©U SÇ¢øuPÐUS Pؤzu¼À ]Ó¨¦ SÊU PؤzuÀ •øÓø¯ GÆÁõÖ £¯ß£kzxÁõ´? PART III — (3 × 15 = 45 marks) Answer ALL the questions. Each answer should not exceed 3 pages. Each answer carries 15 marks. 18.

(a)

Define mental retardation. Explain the etiological factors of mental retardation.

©ÚÁͺa] SßÖuÀ Áøµ¯Ö. SßÖu¾UPõÚ Põµn[PøÍ ÂÍUSP.

©ÚÁͺa]

Or 4

M 1011

(b)

Describe the development delays and disorders associated with disabilities.

Áͺa]

uõ©u©õu»õÀ

EshõS®

öuõhº¦øh¯

SøÓ£õkPøÍ ÂÁ›. 19.

(a)

Define learning. Explain the various types of learning disability and write the cause for the same.

PØÓø»

Áøµ¯Ö.

PØÓÀ

SøÓ£õmiß

£À÷ÁÖ ÁøPPøͲ® AÁØÔØPõÚ Põµn[PøͲ® ÂÍUSP. Or (b)

Explain the uses of software for individuals with special needs in teaching and remediation with illustration.

]Ó¨¦¨ ÷uøÁ²øh¯ |£ºPÐUS PؤzuÀ ©ØÖ® SøÓwºzuÀ

BQ¯ÁØÔØS

£¯ß£hUTi¯

ö©ßö£õ¸ÒPøÍ uUP Euõµn[PÐhß ÂÍUSP. 20.

(a)

Explain the different types of speech impairment and suggest the corrective programmes for the same.

÷£a_U SøÓ£õmiß £À÷ÁÖ ÁøPPøÍ ÂÍUQ AÁØÔØPõÚ ^ºö\´²® vmh[PøÍ £›¢xøµUP. Or

5

M 1011

(b)

Describe the nature, scope and techniques of educational guidance for the hearing impaired children.

÷PmS® vÓß SøÓ£õkøh¯ SÇ¢øuPÐUS PÀ ÁÈPõmh¼ß ußø©, •UQ¯zxÁ® ©ØÖ® ~m£[PøÍ ÂÁ›.

–––––––––––––

6

M 1011

MAY 2011 09-10 m1011.pdf

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