1. Understanding Educational and Career Guidance
1.1 Meaning, Need of Guidance
1.2 Objectives of Career Guidance: Self-Understanding, Self-Discover, Self-Reliance, Self-Direction, Self-Actualization
1.3 Scope of Career Guidance Programme, Process and Factors Affecting Career Development
1.4 Career Development Needs of the Students
2. Essential Services in Educational Guidance Programme
2.1 Types of Guidance Services; Orientation, Information, Counselling, Placement, Follow- Up, and Research & Evaluation
2.2 School Guidance Committee: Constitution, Roles and Functions
2.3 Place of Guidance in School Curriculum
2.4 Role of Principal and Teachers in School Guidance Programmes
3. Understanding Counselling
3.1 Meaning, Nature and Scope of Counselling
3.2 Objectives of Counselling: Resolution of Problems, Modification of Behavior, Promotion of Mental Health
3.3 Relationship between Guidance and Counselling
3.4 Stages and Techniques of the Counselling Process
4. Types and Guidance and Counselling
4.1 Types of Guidance: Educational, Vocational and Career
4.2 Uses of Group Process in Counselling
4.3 Areas of Counselling: Family Counselling, Parental Counselling, Adolescent Counselling. Counselling of Girls, Counselling of Children Belonging to Special Groups
4.4 Peer Counselling: Its Concept and the Relevance to The Indian Situation
5. Introduction to Inclusive Education
5.1 Concept and Characteristics of Inclusive Education
5.2 Objectives and Scope of Inclusive Education
5.3 Advantages of Inclusive Education for the Individual and Society
5.4 Difference between Special Education, Integrated Education and Inclusive Education
5.5 Recommendations of Education Commissions and Committees on Inclusive Education
5.6 National and International Initiatives for Inclusive Education
6. Teacher Preparation for Inclusive Education
6.1 Skills and Competencies of Teachers and Teacher Educators for Secondary Education in Inclusive Settings
6.2 Roles, Responsibilities and Professional Ethics Teacher in Inclusive Education
6.3 N.C.F 2005 and NCFTE 2009 Curriculum for Teacher Preparation and Transaction Modes
6.4 Basic Techniques and Tools of Inclusive Evaluation of Cognitive and Non-Cognitive Outcome
6.5 Role of Different National and International Agencies (Institutions, Universities) In Promoting Inclusive Education
6.6 Recent Trends of Research in Inclusive Education
6.7 Supportive Services for Inclusion and Research
7. Children with Diverse Needs and Utilization of Resources
7.1 Introduction to Children with Diverse Needs
7.2 Children with Sensory Disabilities
7.3 Children with Social and Emotional Problems
7.4 Scholastic Backwardness, Underachievement and Slow Learners
7.5 Children with Special Health Problems and Environmental
Disadvantages
7.6 Role of Teachers Working in Inclusive Schools
7.7 Resources for Teachers in Developing Academic Skills
7.8 Role of Technology for Meeting Diverse Needs of Learners
7.9 Types of Services, Approaches, Strategies, Personnel Involved and
Their Roles and Responsibilities
7.10 Identifying the Required Resources for Children with Varied Special
Needs
8. Socially Disadvantaged Children in India: Status and Provisions
8.1 Meaning of Socially Disadvantaged Children
8.2 Socially Disadvantaged Section in India-The Scheduled Castes, Scheduled Tribes, Educationally Backward Minorities and Slum Children
8.3 Provisions in the Constitution of India for Social Group Equity and Education of Socially Disadvantaged Sections
8.4 National Policy on Education (1986), POA, 1992 and National Curriculum Framework, 2005
8.5 Achievement of Socially Disadvantages Children
8.6 Practical: Prepare a Term Paper on Various Components of Guidance and Counselling
