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CONTINUING REHABILITATION EDUCATION PROGRAMMES

RCI is responsible for development and standardisation of training courses in the field of Special Education & Rehabilitation and also to update the knowledge & skills of professionals working in different areas of disability. The Council has taken a decision that attending two CRE's 5 days duration each is a pre-condition for revalidation of registration for the professional/personnel. The information regarding Continuing Rehabilitation Education (CRE) Topics and Programme being conducted at selected RCI approved Training Institutions Nationwide is given underneath for the Rehabilitation Professionals & Personnel working in disability areas, so that they can join the nearby centre to upgrade their professionals skills.

Objectives

The Council supports relevant CRE programmes with the following objectives :-

  1. To upgrade the knowledge & skills of in service & practising Rehabilitation Professionals & Personnel already registered with the RCI u/s 19 of the RCI Act of 1992.
  2. To update Professional knowledge of Masters Trainers working in the field of Rehabilitation & Special Education.

Important Information for Professionals/Personnel

  1. All the professionals/personnel must continue to attend one CRE programme. Altogether 10 days of CRE programmes are to be attended within a span of 7 years for renewal of registration.
  2. Professionals/personnel may attend or present papers at International Seminars/ Conferences / Workshops and National Seminars / Workshops/Conferences, etc. approved by RCI to be considered equivalent to CRE of proportionate duration.
  3. Short term training programmes of one week or more approved by RCI and conducted by National Institutes / Composite Regional Centres (CRCs) or other organizations to be considered equivalent to CRE of 5 days.
  4. Credit equivalent to 3 days of CRE are to be given for publication of an article in an international journal or publication of a book on special education / rehabilitation (more than 100 pages). Credit equivalent to one day of CRE to be given for publication of an article in a national journal / newspaper/ contribution of a chapter in a book/ keynote address/ guest speaker in a national level seminar approved by RCI.
  5. Short courses of minimum 2 days duration conducted by the National Institutes (NIs) and Composite Regional Centre (CRCs) to be approved by the RCI, so that participants completing programmes of total 10 days in any combination of 2 to 3 days duration or two CRE's of 5 days duration in 7 years from the date of registration with the Council will make them eligible for renewal of Registration.
  6. Master trainer and faculty development programmes will also be treated equivalent to CRE programmes for renewal of registration of proportionate duration.
  7. One may choose any topic of interest from the approved list of topics irrespective of his/her professional area of disability.
  8. Upgradation of qualification by acquiring higher qualification to be also considered for renewal of registration.
  9. The practice of sending blank CRE certificates to the institutions has been discontinued. The certificate will be available online subject to receipt of list of participants with their CRR No. father/husband’s name and CRE attendance sheet along with audited utilization certificate, income expenditure statement, and report etc.
  10. For any further information / clarification contact the Council or concerned Institution.

.Note: Rehabilitation Social Worker working in the field of HI/VI may be allowed to attend the CRE programmes alongwith Special Education Teacher in this field

 

Important Information for Recognised Institutions for conducting CRE

 

Every year the RCI invites applications from the short listed recognised training Institutes to conduct CRE programmes on topics’/ theme approved by the Council. List of 72 such institutes    made available for information.

 

              1. On receipt of willingness from the institute, the request is processed subject to fulfillment of following conditions:-

 

  1. All Previous accounts of CRE’s clear with no outstanding dues.

  2. Reports of previous CRE’s submitted

  3. Unutilized grant, if any, refunded

  4. The institute willing to follow RCI’s norms..

 

                2. Willingness to conduct Second or Third CRE programme will be entertained only after fulfillment of following  

                  conditions:-

 

  1. Audited Accounts including utilization certificate duly certified by Chartered Accountant of 1st or 2nd CRE’s as the case may be.

  2. Report of 1st batch or 2nd CRE as the case may be.

  3. The excess expenditure over & above the sanction shall be met out by the organizer. No additional funds will be released by the Council.

  4. Participants should be registered in CRR (except bridge course persons / Foundation Course).

 

  3.       The certificates for the CRE will be sent by the RCI well in time. In case, they are not received institution may get in

                   touch immediately with the Council.

 

  4.        The following is the budget provision in the 5 days CRE

a.                                

                     BUDGET PROVISION FOR FIVE  DAYS CRE PROGRAMME

 Sl.No.

5 Days CRE Programme 

 

1

Honorarium to the Programme Coordinator

 Rs.1500.00
2

Honorarium for the Resource Persons/Faculty

@Rs.300/- per hour, Rs.1800/- (Rs.300 X 6 Hrs) per day Honorarium for 5 days

 Rs.9000.00
3 Stationary, Tele-communication, Photocopying, Printing, Typing and other miscellaneous expenses Rs.5000/- Rs.5000.00
4

Snacks, Tea, Lunch etc.

@Rs.75/- per person per day, Rs.2250/- for 30 persons per day (Rs.75 X 30 persons)

Rs.6750

Expenses for 5 days

 Rs.11250.00
5

Boarding & Lodging expenses for outstation participants

@ Rs.100/- per person per day, maximum for 10 outstation Participants

Expenses for 5 days

 Rs.5000.00
6 Contingency Rs.3250.00
Total  Rs.35000.00
R.C.I. Contribution shall be  Rs. 20,000.00

 

Note

  1. Traveling expenses will be borne by the participants.

  2. Local Resource Persons/Faculty should be utilized to minimize the cost. Except honorarium of Rs.300/- no other expenses should be reimbursed.

  3. Local and regional participants should be encouraged to participate in the programme.

  4. Registration fee of Rs.500/- will be charged from the participants/sponsorer by the organizing institute.

  5. The participants from the organizing institution are restricted for 2 only.

 

SUGGESTED TOPICS FOR CRE PROGRAMME-(2005-2006)

 

Note:  The themes / topices designed for 2006-07 for 5 days duration are also applicable for 2007-08. You are requested to send your willingness to conduct  CRE programmes with duration 5 days  and topic / theme of your interest.

 

CRE programme sanctioned for the year 2008-09

 

AREAS:      HEARING IMPAIRMENT          LOCOMOTOR IMPAIRMENT

                   MENTAL ILLNESS                      MENTAL RETARDATION

                   VISUAL IMPAIRED BULTI-DISABLED AND DEAF-BLIND CHILDREN

                   VISUAL IMPAIRMENT    CP & Multiple Disabilities

 

 

Area             HEARING IMPAIRMENT                                                                           TOP

S.No.

 CRE Programms in the field of Hearing Impairment

1

 Recent Developments in auditory Technology ( for Audiologists & Speech Pathologist)
  • Hearing aids and amplification devices 
  • Different testing procedures (2 days )
  • Orientation and demonstration
  • Cochlear implant

2

 Auditory Neuropathy and Dysynchrony  - ( for Audiologists and Speech Pathologists)

3

 Amplification strategies ( for Social Workers, Special Educators and Audiologists)
  • New developments in  classroom 
  • Effective use of individual aids 
  • Classroom management strategies 

4

 Hearing Impairment with Additional Disabilities ( for Audiologist & Special Education teachers)
  • Identification of other impairment 
  • Assessment of magnitude and impact of other impairment on learning 
  • Rehabilitation and educational needs 
  • Strategies to address the needs
5 Screening Procedures for Early Identification for Hearing Impairment  ( for Educators are Social Workers)
  • Identification of Hearing Impairment
  • Different screening procedures for identification of hearing loss in all age group 
  • Aim of screening 
  • Taking case history and importance 
  • Testing methods 
6 Integrated Education Programme (IEP) for Children with HI
  • Assessment - hearing, speech, language, psychological and communication numerical ability 
  • What is IEP, strengths, weaknesses of IEP
  • IEP as a planning tool
  • Use of IEP in teaching and record keeping 
7 Parent -Infant - Programme and Mothers' Training ( for Special Educators and Social Workers)
  • As a prerequisite for pre-school
  • Understanding cause, extent and impact of hearing impairment 
  • Assessment of loss, eudiometry, amplification
  • Care and management of hearing loss
8 Development of Intelligible Speech ( for Special Educators & Audiologists)
9 Integrated Education of Children of Hearing Impairment ( for Special Educators and Social Workers )
  • What is Integrated Education ? difference between Integrated & Inclusive Education
  • Needs of Hearing Impaired child in regular class room 
  • Management of peers 
  • Examination and Grading Pattern
10 Alternative Strategies for Students with Hearing - Not covered by school system
  • Understanding of target groups 
  • Understanding of needs, social, emotional, communication, education, physical
  • Different forms of education 
  • Strategies for inclusion 
11 Community Approaches to Rehabilitation of Persons with Mental Retardation
  • Rehabilitation needs of persons with mental retardation
  • Community approaches to rehabilitation
  • Community resources, sensitization of community in rehabilitation 
  •  Role of community 
  • Planning and implementation of community approaches to 

 

 

 

Area                    LOCOMOTOR IMPAIRMENT                                        TOP

 

S.No.

Topic

Target group 

Content

Resource person

1

 Above Knee Endo skeletal Cross leg Prosthesis

Certificate Diploma and Degree Holders 

 

 Fabrication fitting and gait training, recent advances in lower extremity Prosthesis, demonstration on patients. 

Experiences P & O professionals with sufficient experience in the concerned field, PMR specialist, Othopaedic surgeon, OT & PT, Rehab. Social Worker, Rehab. & Clinical Psychologists. 

2

Management of Naturopathic Limb with reference to prevention of Secondary Disability 

 Orthotis and Prosthetis, MRW, Rehab Therapy Assistant  (Locomotor)

Causes of naturopathic limb assessment methods, prevention and surgical/medical intervention, occupation and physiotherapy management, psychological problems & intervention strategies, Orthotic fabrication and fitting the conventional and latest techniques   

 Experienced P & O professionals with sufficient experience in the concerned field, Diabetologist, PMR specialist , Orthopaedic surgeon, OT & PT, Rehab. Social Worker, Rehab. & Clinical Psychologists.
3 Barrier free access for persons with Locomotor Impaired  Special Educators, Counselors, Psychologists, Rehab. Professionals such as  MRWs, P & O, Rehab. Therapy Assistant (Locomotor Impairment) Access & accessibility, legislation and access, access Auditing, issues & concerns Rehab. Professionals, Architects & Engineers with adequate knowledge on Accessibility for PwDs, persons from advocacy groups exposed to the subject, lawyers with adequate knowledge on  legislation on disability, officials from the Office of State Commissioner of Disability, PMR specialists.
4 Recent Advances in P & O  P & O professionals  Pneumatic & hydraulic powered types of Upper Extremity Prosthosis, upper extremity Orthosis, Mayo-electronically and computer controlled different types of Upper Extremity Prosthosis application of CAD/CAM Knowledge of newer materials  P & O Professionals exposed to the concerned field , PMR Specialists, Eelct4ronic, Electrical & Bio-medical Engineers  
5 Recent trends in Orthotics for Spinal Cord Injured  P & O professionals  Overview of Spinal Injury, Spinal Orthotics, Upper Extremity Orthotics, Lower Extremity Orthotics.  PMR Specialists, P & O Professionals exposed to the concerned field.
6 Recent technology for Gait Analysis P & O professionals  Biomechanics of normal Gait, various methods of Gait analysis, various equipments available for Gait analysis. PMR Specialists, P & O Professionals exposed to the concerned field.

 Note: The target group and the resource persons should be registered with RCI/MCI/ Nursing Council India except PT, OT.

 

Area                   MENTAL ILLNESS                                                                             TOP

 

S.No.

Title

Target group 

Content

Resource person

1

 Care and Management of Persons with Chronic Mental Disorders 

Psychologist, General Physicians, Social Workers, Psychologist, Hospital Nurse

 Identification Mental Disorders, Causes, diagnosis, Assessment of Disability, Medical Services, various therapies  

Psychiatrist, Social Workers, Psychologist

2

 Development of Alternative to Hospital Services 

Social Workers, Psychologist,Care Givers, Health Workers, CBR Workers

 Day care Cente4r, Half way home, Community Based Rehabilitation 

Psychiatrist, Social Workers, Psychologist

3

 Community Services for Mentally ill with Chronic Illness. Social Workers, counselors, Care Givers, Hospital Nurse, Health Workers, CBR Workers Psychosocial Education, Medical Management, Role of Family members and community in rehabilitation and awareness programs, Self help groups, Support Groups  Psychiatrist, Social Workers, Psychologist

4

 Policies, Programs, Legislation and Disability Certification for Mental Illness Psychiatrist, Social Workers, Psychologist, Care Givers, Hospital Nurse, Health Workers, CBR Workers PWD Act 1995, Mental Health Act 1987, National district Mental Health Programme, Various Welfare Scheme. Legal Exp. Psychiatrist, Social Workers, Psychologist
5. Counseling and Behavior Management Skills including Social Support System Psychologist, Counselors, CBR workers, social Workers, Care Giver  Counseling Techniques, Psychological Treatment, various behavioural Therapy  Psychologist, Psychiatrist, Social Worker

 

 

 

Area    -          MENTAL RETARDATION                                                                                              TOP

 

Sl.

No.

Title

Target Group 

Contents

Resource Persons
1 Prevention, early identification and early intervention  Medical Professionals, Special Educators, Therapist, Social Worker Rehabilitation Psychologist Causes, Syndromes , Preventive Care during Prenatal, natal and Post natal
  • Developmental Screening and Assessment 
  • Early Intervention, stimulation 
 Medical Professionals, Special Educators, therapist, Social Worker Rehabilitation Psychologist 
2 Early Child Hood Special Education Special Educators Child Development, Impact of Impairment on development, self help skills and social skills, behavior modification and parent training Medical Professionals, Special Educators, therapist, Social Worker Rehabilitation Psychologist 
3 Training Program in Special Educators  Special Educators Assessment, Curriculum development, IEP, TLM Medical Professionals, Special Educators, therapist, Social Worker Rehabilitation Psychologist 
4 Integrated and Inclusive Education  Special Educators assessment, Curriculum development, IEP, TLM, Class room environment and Behavior management, Development inclusive environment Medical Professionals, Special Educators, therapist, Social Worker Rehabilitation Psychologist 
5 Transition from School to work Special Educators, Vocational Instructors Meaning and concept, transition planning, assessment of pre-vocational and vocational skills Special Educators, Vocational Instructors
6 Vocational Training and Employment Special Educators, Vocational Instructors Skill training, vocational counseling and guidance, work behavior gain Employment Special Educators, Vocational Instructors
7 Leisure Time Activity Special Educators, Therapist, Social Worker Rehabilitation Psychologist Play and Recreational activities, Special Olympics, Community Cultural Programs Special Educators, Therapist, Social Worker Rehabilitation Psychologist
8 application of Technology in Educaiton and Training  Special Educators, Therapist, Social Worker Rehabilitation Psychologist ICT, e-mail, website, on line teaching, development of cognitive skills, information technology Special Educators, Therapist, Social Worker Rehabilitation Psychologist
9 Family Needs and Support services Special Educators, Therapist, Social Worker Rehabilitation Psychologist Counselling and Guidance  Assessment of Family needs, Family Therapy, Support systems Special Educators, Therapist, Social Worker Rehabilitation Psychologist
10 Social and Community Living  Special Educators, Therapist, Social Worker Rehabilitation Psychologist Integration in social activities, community integration, main streaming, change in community attitude  Special Educators, Therapist, Social Worker Rehabilitation Psychologist
11 Assistive Devices for Persons with Mental Retardation Special Educators, Therapist, Social Worker Rehabilitation Psychologist Need assessment, Educational and Training materials, Adaptation, ADIP Special Educators, Therapist, Social Worker Rehabilitation Psychologist
12 Psychological Assessment for Disability Certification Rehabilitation Psychologist, Psychiatrist, Educators Developmental Assessment, Intellectual Assessment and Assessment of Adaptive behavior Rehabilitation Psychologist, 
13 Behavior management of Persons with Mental Retardation  Special Educators and Rehabilitation Psychologist  Learning Principles, adaptive and Management of Maladaptive Behavior  Special Educators and Rehabilitation Psychologist
14 Training Program on Counseling skills Medical Professionals, Special Educators, therapist, Social Worker Rehabilitation Psychologist Counselling Skills, Techniques and process Rehabilitation Psychologist, Counselors
15 Developing Communication skills in Mentally Retarded Children  Medical Professionals, Special Educators, Therapist, social Worker Rehabilitation Psychologist Audio logical Assessment, speech and language development and training. Modes of Communication, Augmentative Communication.  Speech Therapist 
16 Therapeutic intervention in Mental Retardation Special Educators, Therapist, Social Worker Physiotherapy and Occupational Therapy Physiotherapy and Occupational Therapist
17 Community Based Rehabilitation Medical Professionals, Special Educators, therapist, Social Worker, Care Givers Models of CBR, Aspect of CBR, Home based training, convergence approach in Community, Need Assessment, Role of Parents. Medical Professionals, Special Educators, Therapist, Social Worker
18 Community approaches to Mental Retardation Medical Professionals, Special Educators, Therapist, Social Worker, Care Givers Rehabilitation needs of Persons with Mental Retardation, Community Approaches to Rehabilitation, Community Resources, Sensitization of Community in Rehabilitation, Role of Community in Planning and Implementation Medical Professionals, Special Educators, Therapist, Social Worker
19 Management of Sexual Needs of Persons with Mental Retardation  Medical Professionals special Educators, Therapist, Social Worker , Care Givers Sexual Development, sexual needs, protection from sexual abuse, marriage relationship, Interpersonal Relationship, Genetic Counseling, Legal Provision related to marriage, property, Awareness about HIV/ADIS Medical Professionals, Special Educators, Therapist, Social Worker
20 Social Security and Legal Aspect in Mental Retardation Medical Professionals special Educators, Therapist, Social Worker , Care Givers Legislation, Acts, Policies, Programs, Concessions and benefits Legal Expert Disability Professionals
21 Research in Mental Retardation Medical Professionals special Educators, Therapist, Social Worker , Rehabilitation Psychologist Research Methodology, tools, Research Technique, Data Collection, Analysis of Data, Report writing. Medical Professionals special Educators, Therapist, Social Worker , Rehabilitation Psychologist

 

  Area    -           VISUAL IMPAIRED MULTI-DISABLED AND DEAFBLIND CHILDREN                         TOP

Sl.

No.

Title

Contents with

practical inputs

 Reference Materials

1.

 Assessment

  •  Why assessments ?

  • What is assessment ?

  • Challenges in assessing deafblind & multisensory impaired children

  • Clinical Vs Functional Assessment 

  • Functional Hearing and Vision assessment 

  • Effects of Varying Degrees of Gearing Loss on Function, Treatment and Educational Needs

  • Assessment Tools (Formal Assessment) available in Idia

  • Learning Through doing (BPA and NIVH) 

  • Callier - Azusa Scale.

  • Case Studies and hands on work with children 

  • Assessment of activities of daily living, communication, social skills, academics, orientation and mobility, motor development and leisure activites

 Vision - for doing Assessing functional vision of learners who are Multiply Disabled, Stuart Aitken & Marriamma Buultjens, 1992

 

Deafblind infants & Childre -A Development Guid, J. M. Maulunes, J.A. Treffey, 1982

 

Understanding Indian Families, NIMH, 1995

 

Functional curriculum for students & Clients with Multi-disabilities, ICEVI, 1993

Manual for parents & Care givers for children with visual impairment & additional disabilities, BPA, 

 

Teaching children who are deafblind - contact communication and learning, Stuart Aitken, Marriamma B, Catherine clark, Jane T. Eyre, Laura Pease, 2000

 

Learning through doing - A manual for parents and care givers of children who are visually impaired with additional disabilities, BPA, 2002

 

Understanding Deafblindness-Issues, Perspectives and Strategies-Volume-I and volume II, Linda Alsop, 2002

 

Knowing about Deafbliness, Sense International (India)

2.

 Early Intervention and detection
  • Why early intervention 
  • Normal child development 
  • Areas of intervention 
  • Impact of sensory loss on development and growth 
  • Early Infant Stimulation
  • Family Intervention and Support 
  • Psycho-Social Impacts and needs of Multiple Disabilities and Deafblindness
  • High Risk Factors Associated with Hearing Loss 
  • High Risk factors Associated with Visual Impairment 
  • Identification of High Risk Factors
  • Services available in India and appropriate referrals 
  • Education Needs and Intervention
  • Need for appropriate nutrition 
  • Multi-disciplinary approach of intervention

3.

 Strategies for working with VIMD & Db
  • Models of  service delivery
  • Special Schools Set Up 
  • Deafblind Units
  • Resource Units
  • Community Base Rehabilitation
  • Home Base Education
  • Inclusive Education
  • Needs based therapeutic intervention
  • Case studies, videos and filed visits 
  • Sensory Integration
  • Use of Sensory Rooms 
  • Preparing Multi sensory toys 
  • Individual teaching Vs Group teaching 

 4.

 Teaching of communication 
  • Speech, language and communication
  • Impact of sensory loss on communication development
  • Importance and functions of communication 
  • Conversations - initiating and developing 
  • Various modes of communication used be deafblind/multiple handicapped children 
  • alternate and augmentative communication
  • Improving receptive and expressive language

5.

 Curriculum and Teaching Techniques for ADL, O & M, Personal grooming, and safety and security.
  • Activities of Daily Living (Toilet  Training, Brushing, Bathing, and hygiene, Dressing and Undressing, Personal grooming, Eating Skills)
  • Orientation and Mobility Spatial relationship 
  • Concept of Size and Shape 
  • Time and distance 
  • Barriers 
  • Physical safety
  • Avoiding hazards
  • Landmarks
  • Barrier-free environment 

6.

 Strategies for behaviour management 
  • What is problem behaviour
  • Principles of behaviour management 
  • Functions of behaviour
  • Problem behaviour and Sensory behaviour
  • Methods of behaviour management
  • Sensory Integration approach to understanding behaviour
7. Working with parents of Db and VIMD children 
  • Importance of professional -parents relationship
  • Understanding the family Need and dynamics 
  • Counselling family members about the needs of deafblind/multiple handicapped children 
  • Involving family in intervention/rehabilitation process
8. Transition planning, pre-vocational and vocational skills
  • What is vocational rehabilitation
  • Why transitional planning 
  • steps in transitional planning
  • Personal future planning 
  • Finding appropriate vocation in community 
  • Training and support 
  • Vocational Placement and follow up 
  • Sex Education

 
9. Utilising available government schemes for promoting education of Db/VIMD
  • Where does Multiple Disabilities and Deafblindness stand (Legal Validity, Certification, access)
  • Legislation o Disabilities in India
  • The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995
  • Rehabilitation Council of India Act 1992
  • National Trust for Welfare of Persons with autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999
  • Provisions under Indian Constitution (article 41 and 45) 
  • National Policy on Persons with Disabilities 
  • ADIP Scheme
  • Schemes of various departments of Govt. of India
  • Community  Resource mobilization
  • Managing Awareness and Preventive camps Effecting Changes - Building a sensitive Community
10. Research needs in the area of VIMD/Db
  • What is research 
  • Importance and needs of research in the field of disability 
  • Various Research Methods 
  • Current Trends in the research in the area of deafblindness
  • Future perspectives of research in the field of deafblindness
  • Finding areas of research in the field of deafblindness  
11 Asistive devices to promote independence in VIMD/Db For Vision / Hearing Needs:
  • Screen Enlargers/Readers
  • Speech Recognition systems 
  • Talking watches/ cell phones 
  • Speech Synthesizers
  • Refreshable Braille
  • Braille Embossers
  • Magnifiers
  • Hearing -aids
  • Cochlear Implantation 
  • Corneal Transplantation 
  • Talking computer software 

 For Mobility Needs:

  • On-Screen Keyboard Programs Keyboard Filters
  • Touch Screens
  • alternative Input Devices

For Language Needs:

  • Screen Review Utilities 
  • Assistive Devices for Learning Impairments 
  • Word Prediction Programme 
  • Reading Comprehension Programme
  • Reading Tools And Learning Disabilities Programme
  • Considerations for Choosing Devices 
  • Repair and Maintenance 

 

AREA:                               VISUAL IMPAIRMENT 

 Sl.No.

Title  

Contents with practical inputs

Resource Persons  

1

 Teaching of Braille reading and writing to VI

  1. Reading readiness-need, importance & methods 

  2. Methods of teaching Braille-Braille reading behaviours. Two hand reading, multiple fingers reading 

  3. Revision of standard English Braille 

  4. Developing Braille writing skills 

 Teacher educators for teaching teachers of VI

2 Teaching of Survival Skills to VI
  1. Concept, need and importance of survival skills to VI children
  2. Methods of teaching survival skills 
  3. Methods of preparing  TLM for teaching survival skills
  4. Practical demonstration of teaching survival skills to VI children
 Teacher educators for teaching teachers of VI
3 Teaching of Mathematics to VI
  1. Teaching the use of Braille mathematics code 
  2. Teaching the use of Taylor Frame and abacus in learning calculations 
  3. Teaching Geometry and the use of tactile drawing devices
  4. Reading & interpreting tactile diagrams and  charts 
  5. Practical demonstration  of teaching maths to VI
 Teacher educators for teaching teachers of VI
4 Teaching of Science to VI
  1. Teaching  of Science through adapted instructional material 
  2. Significance & importance of Science learning 
  3. Special methods of teaching Physics, Chemistry, Biology & general Science 
  4. Use of talking devices and other adaptation 
  5. Group approach to lab. work 
  6. Requirement of a lab for visually impaired learners
  7. Practical demonstration of teaching Science to VI
 Teacher educators for teaching teachers of VI
5 Emerging technologies and Computer aided software for screen reading like JAWS etc.
  1. Different screen reading software for the use of VI persons
  2. Introduction to teaching essential components for Jaws for Windows
  3. Teaching various programmes like Ms Word, Ms Excel and Ms Power Point  to VI Persons using Jaws
  4.  Teaching browsing internet to VI using Jaws
 Professionals of teaching Screen reading softwares to VI
6 Importance of Orientation & Mobility, Sensory training and interpersonal communication for VI
  1. Concept, need and importance of sensory training for congenital VI children 
  2. Methods of training various senses 
  3. Techniques of teaching orientation & mobility 
  4. Concept of interpersonal skills 
  5. Need, importance and techniques of teaching interpersonal skills to VI children 
 Teacher educators for teaching teachers of VI
7 Rehabilitation of people with Low-Vision
  1. Definition of Low Vision
  2. Demographic pattern 
  3. Assessment procedure & Assessment kit 
  4. Causes of Low Vision
  5. Low Vision devices & computer aided  devices 
  6. Procedure for certification 
 Low Vision experts
8 Employment opportunities for VI- Traditional and modern approaches 
  1. Development of need based curriculum for teaching various vocational skills leading to employment of VI persons 
  2. Identification of employment venues for VI persons both in terms of inhabitance and level of education 
  3. Visit to work places where blind are successfully & gainfully employed 
 Placement Officers, Vocational trainers & Teacher Educators
9 Preparing instructional Materials for teaching of various curricular areas to VI
  1. Concept, need and importance of TLM instructional material 
  2. Guidelines for preparing TLM for use with VI children
  3. Practical demonstration of preparing cost effective TLM and their use in teaching different curricular contents
 Teacher educators for teaching teachers of VI
10 Entrepreneurship development programmes for Vocational Instructors and Vocational Counsellors
  1. Career option 
  2. Conceptual Model 
  3. Possible opportunities of self-employment 
  4. Market survey, importance & process
  5. Role of Bankers /Various Financial schemes by State & Central Govt.
  6. Role of District Industrial Development Corporation 
  7. Entrepreneurship / Self employment ability for VI
 Placement Officers & Teacher Educators
11 Training of adapted physical education activities for Physical Education Teachers
  1. Need & Importance of Physical Education for VI
  2. Concept of adapted Physical Education 
  3. Indoor games 
  4. adapted outdoor games 
  5. Teaching Yoga 
 Physical Education teachers of VI & Yoga Instructors
12 Teaching of Creative Arts to VI
  1. Concept of creative arts 
  2. Need and importance of creative arts for VI 
  3. Methods of teaching creative arts 
  4. Materials to be used 
  5. Activities to enhance creativity 
 Teacher educators for teaching teachers of VI
13 Planning and implementation of a community Based Rehabilitation programme for rehabilitation of VI
  1. Concept of CBR
  2. Principles of planning a CBR program 
  3. Strategies for implementing a CBR program 
  4. Evaluation of a CBR program 
  5. Visit to a CBR program 
 Teacher educators for teaching teachers of VI

AREA:          CP & Multiple Disabilities

Sl.no Topics
1 Community Based Programmes (CRE) for children with CP & Multiple Disabilities
2 Using Basic Nemodevelopmental Therapy (NDT) and Sensory Integration (SI) with Classroom context for children with CP & Multiple Disabilities
3 Training young children with CP & Multiple including  Visual Impairment.

 

NOTE: Council Reserve its Right to change the process of conducting CRE for the purpose of RENEWAL.

 

Institutions shortlisted for conducting CRE programs during 2006-07

 

 

Sl.No.

Name Of Institution

1.

Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally Handicapped, Vivekananda Nagar, Dilsukh Nagar, Hyderabad - 500 660

2.

National Institute for the Mentally Handicapped,

Manovikas Nagar, P.O. Bowenpally, Secunderabad, Pin - 500 011

3.

Sweekar Rehabilitation Institute for Handicapped,

Upkar Circle, Picket, Secunderabad - 500 003

4.

Dept. of Special Education,

Andhra University , Vishakha pa tnam. (A.P.)

5.

Shishu Sarothi, Centre for Rehabilitation and training for Multiple

disability, off. Ramakrishna Mission Road , Birubai, Guwahati - 781016

6.

J.M. Institute of Speech & Hearing,

Inder Purl, P.O. Keshri Nagar,Patna - 800 023

7.

"Aakansha", Lions School for the Mentally Handicapped,

Lions Den, Jalvihar Colony, Raipur-492007, Chhattisgarh

8.

Department of Rehabilitation,

Safdatjung Hospital , Ansari Nagar,New Delhi-l 10 016.

9.

AADI, Fonnerly, Spastics Society of Northen India ,

Balbir Saxena Marg, Hauz Khas, New Delhi - 110016

10.

Amar Jyoti Rehabilitation and Research Centre,

Karkardooma, Vikas Marg, Delhi - 110 092

11.

Jamia Millia Islamia, Institute of Advanced Studies in Education,

Faculty of Education Mualana Mohammed Ali Jauhar Marg, New Delhi-l10025.

12.

Chandra Bhushan Singh Memorial,

Shiksha Evam Punervash Sansthan, 4, Hasanpur, I.P.Extension,

Near Hasanpur Depot, Delhi-II 00 17

13.

Action For Autism,

T 370 F Chirag Gaon" 3ra Floor New Delhi-ll0057.

14.

Blind Relief Association,

Lal Bahadur Shastri Marg, New Delhi 110003

15.

ISIC,

Sector -5 ,Vasant Kunj, New Delhi - 110070

16.

Pandit Deen Dayal Upadhayaya Institute for the Physically Handicapped (MOSJ&E),

4, Vishnu Digamber Marg, New Delhi - 110002

17.

Sh.K.L. Institute for the Deaf,

51, Vidyanagar, Bhavnagar - 364 002

18.

Blind People Association,

 Dr. Vikram sarabai Road, Vastrapur, Ahmedabad

19.

Department of Speical Education,

Kurushetra University , Kurushetra,Haryana.

20.

"Shravan" Centre for Rehabilitation of Adult Persons with Mental Retardation,

Gandhi Nagar, Near Mahila Ashram, Rohtak-124001

21.

Deepshikha Insitute for Child Development & Mental Health,

Arya Samaj Mandir, Sharadchand road, Ranchi- :83400 1

22.

Dr. S.R Chandrashekar Institute of Speech & Hearing,

Hennur Road , Bangalore -560084

23.

St.Agnes Special School Bedore,

 Mangalore-57s 002

24.

All India Institute for Speech & Hearing,

Manasa Gangothri, Mysore - 570 006

25.

Institute of Health Sciences,

College of S &H, A. B, Shetty Circle , ManJtalore - 575001

26.

Manipal Academy of Higher Education,

 Kasturba Medical College , Manipal-576 119

27.

The Richmond Fellowship Society ( India ),

Asha, 501, 47m Cross, 9ID Main Jayanagar,V Block, Bangalore-560 041

28.

Shree Ramana Maharishi Academy

For the Blind, (Regd.),3rd Cross, 3rd Phase, (Near Ragi Gudda), J.P. Nagar, Bangalore-78.

29.

The Spastics Society of Kamataka,

 31, sm cross, off - Sm Main, Indira , Nagar, 1st stage, Bangalore

30.

J.S.S. Mahavidyapeetha, J.S.S Institute of Speech & Hearing,

J.S.S Dental College Campus, Sri Shivarathreshwarangar, Mysore- 570015

31.

Mobility India ,

Bangalore

32.

AWH Institute for the Mentally Handicapped,

Post Box No-59, 171194A, M'Square Complex, Pavamani Road , Calicut -673001

33.

National Institute of Speech & Hearing,

Palace Road , Poojappura, Trivandrum , Kerala-6950 12

34.

Digdarshika Institute of Rehabilitation & Research,

 E-7/80 & Arera Colony, Bhopal- 462016

35.

Kushabhau Thakre Composite Regional Centre For Persons with Disabilities,

Near Old SOS Village , Khajuri Kalan Marg, PO - Piplani, Bhopa l-462021

36.

All India Institute of Physical Medicine & Rehabilitation,

Haji Ali Park, Khadye Marg, Mahalaxmi, Mumbai - 400 034

37.

Ali Yavar Jung National Institute for the Hearing Handicapped,

Kishenchand Marg, Bandra (W), Mumbai - 400 050

38.

Topoiwala National Medical College,

C/o Dean, BYL Nair Charitable Hospital, Dr. A.L. Nair Road , Mumbai - 400 008

39.

Mind's College of Education Research,

Society for the Care Treatment and Training of Children in Need of Social Care, Sewri

Hills, Sewri Road , Mumbai - 400 033

40.

S.N.D.T. Women's University,Deptt. of Special Education,

Sir Vithaldas Vidyavihar, Juhu Road, Santacrux (W), Mumbai - 400 049

41.

Ayodhya Charitable Trust,

Near SRP, Gate No.2, Vikas Nagar, Wahowadi Village , Pune-411 040

42.

Hellan Kellar Inst. For the Deaf & Deaf Blind,

(Aditya Birla Centre), Plot No. CC-l, TIC Industrial Area, Shil- Mahape Road , Opp. Thane-

Belapur Road , Vasbi, Navi Mumbai-400701

43.

National Association for the Blind,

Rustain Aplaiwala Complex, 124- 127, Cotton Depot, Cotton Green, Bombay-400005

44.

Montfort Centre for Education,

Danakgre, Tura, Meghalaya - 794 101

45.

Chetna Institute for the Mentally Handicapped,

Teachers Training Centre, Ai3, Naya pa lli, Bhubaneshwar

46.

National Institute of Rehabilitation Training and Research,

Olatpur, P.o. Bairoi, Distt. Cuttuck-754 010

47.

Vinayaka Mission's College of Paramedical Sciences

(Aarupa dai Veedu Medical College and Hospital Campus), Cuddalore Main Road , Kirwnambakkam, Bahour Commune Panchayat, Pondicherry-607402

48.

Research Education and Audiological Development Society (READS),

Dundlod House, Civil Lines,Jaipur - 302019

49.

Schieffeline Leprosy Research and Training Centre,

Karigiri, S.L.R. Sanatorium P.O. North Areo Distt. Tamil Nadu - 632 106

50.

IHRDC, Sri Ramakrishna Mission Vidyalaya College of Education,

Sri Ramakrishna Vidayalaya Post, Coimbatore - 641 020

51.

Little Flower Convent Hr. Sec. School for the Deaf,

Old No-127, New no-4, G.N. Road , Cathedral P.O, Chennai-600006

52.

The Clarke School for the Deaf "Sadhana",

No.3, 3ra Street, Dr. Radhakrishna Road , Mylapore, Chennai - 600 004

53.

Spastic Society of Tamil Nadu,

Opp. T.T.T.I., Taramani Road, Chennai - 600 113

54.

S.B.T.T.T. College, Anbagam Institute for the Mentally Handicapped Children,

Anbagam Extn. DRO Colony, Madurai - 625 007

55.

Deptt. of Rehabilitation Science,

Holy Cross College , Tiruchirapalli- 620 002

56.

Christian Medical College ,

P.O. Thorapudi, Vellore - 632002

57.

Avinashlingam Deemed University,

Institute of Home Science & Hr. Education for Women Coimbatore - 641 043

58.

Sri Ramachandra Medical College & Research Institute, Deemed University,

Porur, Chennai - 600 116

59.

Bala Vidyalaya Institute for Teachers Training

18, IS( Cross Street, Shastri Nagar, Chennai-600014

60.

Vijay Human Services,

#4, Lakshmipuram, 3ra Street, Royapettah, Chennai-6000 14

61.

Chetna (A Society of the Welfare of Handicapped),

Sector - C, Aliganj, Lucknow - 226 020

62.

Institute of Advance Studies in Education,

MJP Rohilakhand University , Bareilly- 243 006 (UP)

63.

Banaras Hindu University ,

Faculty of Education, Kamachha, Varanasi

64.

Integrated Institute for the disabled,

karaundi, B.H.U., Varanasi- 221005

65.

UP Institute,

Allahabad

66.

National Institute for the Visually Handicapped,

116, Rajpur Road, Dehradun - 248 001

67.

National Institute for the Orthopaedically Handicapped,

Bon- Hoogbly, B.T.Road, Calcutta-700 090

68.

Indian Institute of Cerebral Palsy,

Spastic Society of Eastern India , P- 35/1, Taratolla Road , Calcutta - 700 099

69.

Ramakrishna Mission BlindBoy's Academy,

Narendrapur - 743 508

70.

Manovikas kendra, Rehabilitation and Research Institute for the Handicapped,

482, Madudah, Plot )-24, Sec-J,Eastem Metropolitan By pa ss,Calcutta-700 078.

71.

Department of Applied Psycology,

University of Calcutta , Rasbehari Siksha Pranan 92 Acharya Prafulla Chandra Road ,

Kolkatta-700009

72.

Speech- & Hearing Institute and Research Centre,

State Resourse Center (HI) 10 Mandeville Garden , Kolkatta-7000 19

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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