The Institute of Chartered Financial Analysts of India University, Tripura, in short IUT was established in 2004 through an Act of the State Legislature (Tripura Act 8 of 2004). The UGC has included this university in the list of Universities under section 2 (f) of the UGC Act, 1956.
The University believes in creating and disseminating knowledge and skills in core and frontier areas through innovative educational programs as well as research, consultation and publication. It aims at developing a new cadre of professionals with a high level of competence, a deep sense of ethics, and a commitment to the code of professional conduct. The University offers Bachelor’s, Master’s and Doctoral programs in Management, Finance, Science and Technology, Information Technology, Arts, Commerce and Education.
The Faculty of Education, IUT is established to promote quality education, research, training and consultation in teacher training with a global perspective to meet the challenges of the fast changing trends in the field of education. To keep pace with the changing trends and developments, it aims at developing a new cadre of teaching professionals through a rigorous full-time campus-based program.
Prevalence of Mental Retardation is significant in urban as well as in rural areas. The history of training of professionals in the field of mental retardation is of recent origin in India. In the field of special education, the first training centre was started in 1953 at Bombay (Mumbai) by a voluntary agency, which offered a diploma in teaching persons with mental retardation. Two more centers, one each at Madras (Chennai), and Mumbai, initiated training programmes in special education in the year 1971. By the year 1980, there were nine special education training centres in the country. In 1995, the number of centers offering training was 40. Out of these, 27 were recognized and approved by Rehabilitation Council of India. In 2008, the number of the centres offering this course increased to 64. At present, there are 147 recognized centres in the country offering training in D.Ed.Spl.Ed.(MR).
A special education programme must be seen in the overall perspective of facilitation and rehabilitation of persons with mental retardation, keeping in view diverse socio-economic settings, rural/urban location, specific cultural groups and specific needs of the persons with mental retardation pertaining to age, severity, family background, ecological and social milieu. It is well recognized that children of the school going age with mental retardation will require services from different professionals. A special education programme should be able to assimilate knowledge and skills from different disciplines and integrate and include them into the educational programme where specialists would continue to serve as essential resource persons.
The Manpower Development Report on Mental Retardation developed by RCI envisages professional preparation for different categories of functioning: teaching, education, rehabilitation and vocational training, supervision and administration. The policy of RCI is to review the course curriculum after every five years to incorporate the recent development. In view of above, D.Ed.Spl.Ed. (MR) course, which was revised in 2008, needs a fresh look on the basis of many recent developments in the field of mental retardation. The RCI has, therefore, invited the members of the Expert Committee for the development of training programmes for the categories of Special Teachers for educating and training the persons with mental retardation at diploma level to go through the course structure, content, duration and all other allied issues. The present document is the outcome of an extensive exercise that has gone into the process of updating it.
The D.Ed.Spl.Ed. (MR) course aims to develop professionals for special education within a broad framework of education in the current millennium. The course will enable learners to acquire knowledge, develop competencies and practice skills to impart education to children with mental retardation.
The general objective of the course is to prepare special teachers at pre-primary (Nursery, Kindergarten etc.) and primary (I to IV – lower primary and V to VII – upper primary) levels to serve in the following settings:
- Special schools
- Integrated \ Inclusive setup
- Itinerant programmers
Knowledge Related Objectives
To build adequate knowledge in the following areas:
1) various aspects of disability, its impact and management
2) Key aspects of education like goals, function, technology and emerging trends
3) Educational needs of the children with disability and their management
4) Details of planning and executing curricular and co-curricular activities
5) Methods and techniques of teaching school subjects
6) Various areas of child development and the relevant mental processes
7) To be able to see the above mentioned aspects in the light of Indian context
Skill Related Objectives
To develop skills and competencies in the following areas:
1) Personal, professional and social competencies and skills required in teachers
2) Subject teaching as per requirement
3) Development and adaptation of instructional materials
4) Evaluation of the students, teacher and the educational programme
5) Planning and executing lessons (individualized and group)
6) Classroom management techniques
7) Individual and group parent interaction
Attitude Related Objectives
To develop desirable attitudes towards following issues:
1) Role and need of education in the modern world
2) Teaching profession and role of teachers in changing society
3) Guiding children and solving their academic/behavior problems
General Framework of the Course
The diploma course consists of 4 core papers and additional papers pertaining to specific disability areas. Though the number of papers pertaining to disability specialization may vary, the core papers are common across the specialization areas. Each paper will have a total of 90 hours for curriculum transaction.
Duration of the Course
The duration of the course will be two years (four semesters) (220 days consisting of 1320 hrs. each year, thus having a total of 440 days consisting of 2640 hours for theory and practicum)
Students who have passed 10+2 or equivalent with 50% of marks in any stream are eligible for the course.
Medium of Instruction
The medium of instruction will be English / Hindi / Regional language
The methodology of the course includes lectures, demonstration, project work, discussions, exposure visits to different schools / rehabilitation projects, participation in community meetings, medical camps and community development programmes, practice-teaching in the disability intervention programmes at grassroots level.
The course will be offered through semester or any other pattern as directed by RCI from time to time.
The intake for each year of the course will be 25 maximum.
Eighty per cent minimum attendance is required both in theory and practical to be eligible to appear in the semester end examination.
As per RCI's Scheme of Examination.
Certification as Registered Personnel
It is mandatory for every rehabilitation professional / personnel to obtain a “Registered Personnel / Professional Certificate” from the Rehabilitation Council of India to work in the field of special education in India. As continuous professional growth is necessary for the renewal of the certificate, the rehabilitation professional / personnel should undergo in-service programme periodically to update their professional knowledge.