Children with Developmental challenges

By Mrs.V.Kavitha Kiran   |   The English and Foreign Languages University (Host University)
Education is a powerful instrument of social change, and often initiates upward movement in the social structure. The goals of education are the same for all children provided that these goals are balanced and brought in harmony with the individual needs of each child. In order to truly teach these children, it is important  to  get a good grasp of what they are truly capable of achieving. Every child is different so it is needed to take the time to really study all of the information that is available so that the best direction to take the child's education can be given. Special education includes learning disabilities (such as dyslexia), communication disorders, emotional and behavioral disorders (such as ADHD), physical disabilities  (such as osteogenesis imperfecta, cerebral palsy, muscular dystrophy, spina bifida, and Friedreich's ataxia), and developmental disabilities (such as autistic spectrum disorders including autism and Asperger syndrome and intellectual disability) and many other disabilities.  Students with these kinds of disabilities are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, or a resource room.

Learners enrolled: 3061


Course Status : Ongoing
Course Type : Core
Duration : 6 weeks
Start Date : 06 Jul 2020
End Date : 30 Nov 2020
Exam Date :
Enrollment Ends : 14 Oct 2020
Category :
  • Teacher Education
  • Level : Undergraduate

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    Week 1                                                                                                                           Assignments 
    1.          Introduction to Developmental Challenges in children
    2.  Hearing Impairment
    3. Slow Learners     
    4. Learning Disabilities
    5. Cerebral Palsy  

    Week 2                                                                                                                           Assignments
    1.                  Behaviour Disorders
    2. Down Syndrome
    3. Visually Impaired    
    4.          Speech and Language Disorders
    5.          Physical Disabilities

    Week 3                                                                                                                           Assignments
    1.                 Welfare Organizations
    2. Introduction to teaching special children
    3. Historical perspectives 
    4. Learning theories
    5. Visual impairment 

    Week 4                                                                                                                           Assignments
    1.                 Hearing impairment 
    2. Modes of teaching
    3. Multiple disabilities
    4. Socio-emotional  behavioural difficulties
    5. Barriers in inclusive education

    Week 5                                                                                                                           Assignments
    1.                 Introduction to special education
    2. Learn with spledcn. Needs
    3. Shifting models of disability
    4. Edcn. Provisions
    5. O & M-Barriers to inclusive edcn.

    Week 6                                                                                                                           Assignments
    1.                 Guidelines for inclusive edcn.
    2.         Curriculum adaptations
    3. Managing inclusive edcn
    4. Recent initiatives in spledcn
    5. Regular school teachers competencies


    1. Advani, L. (2002). “Education: A Fundamental Right of Every Child Regardless of His/Her Special Needs”. Journal of Indian Education; Special Issue on Education of Learners with Special Needs. New Delhi: NCERT. 
    2. Alur, M. (2002). “Special Needs Policy in India”, in S. Hegarty and M. Alue (eds), Education and Children with Special Needs: From Segregation to Inclusion. New Delhi: Sage.
    3. Applebee, A. (1998). Curriculum and Conversation: Transforming Traditions of Teaching and Learning. Reviewed by B. Day and T. Yarbrough, Journal of Curriculum Studies, 30 (3): 357–74. 
    4. Balasubramanian, K. (2004). The Helping Hand (A Short Story about a Disabled Child). Hyderabad: Spark-India. Baquer, A. and A. Sharma (1997). Disability: Challenges vs. Responses. New Delhi: CAN


    Mrs.V.Kavitha Kiran

    The English and Foreign Languages University (Host University)
    Mrs.V.Kavitha Kiran, Scientist AICRP-Home Science-Child Development  Component PGRC, Professor Jayashankar Telangana State Agriculture University Rajendranagar.Self-driven, detail-oriented professional leveraging advanced analytical and research talents to excel. Good academic background and genuine interest in research and teaching. Multi-faceted,  efficient, and reliable. Presently teaching in the department of Human Development and Family Studies and working on Research Project Development and Validation of  Parenting Index
    Qualification                 – B. Sc – Rural Home Science, ANGRAU,Hyd
                                              M. Sc – Human Development and Family Studies ANGRAU,Hyd
    Experience                   – Assistant Professor in Department of Human Development and Family Studies – 
                                             February 2018 to Jan5th  2019 
                                             Scientist-AICRP-CD – Jan 5th till Date

    Areas of experience      : Teaching in the department of Human Development and Family Studies
                                               Presently working on Research Project Development and Validation of  Parenting Index
    Teaching Experience     :Teaching experience– 10 months as Assistant Professor   

                                              Taught undergraduate courses using ICT models and interactive session
                                              Assistance teacher in Post Graduate course
    Research experience    : Currently working on Development and Validation of Parenting Index
                                              Counseling for families in crisis


    30 per cent for in course Assessment And 70 Per cent for end term proctored exam