PROGRAMME GUIDE

Certificate in Early Childhood Special

Education Enabling Inclusion

Intellectual Disability (CESEIID)

School of Continuing Education

Indira Gandhi National Open University
New Delhi

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 Electronic version of the prospectus is
available for download at:
[Link]

RECOGNITION

IGNOU is a CENTRAL UNIVERSITY established by Act of Parliament in 1985 (Act No.

50 of 1985). IGNOU Degrees/Diplomas/Certificates are recognise by all the member
institutions of the Association of Indian Universities (AIU) and are at par with Degrees/
Diplomas/Certificates of all Indian Universities/Deemed Universities/Institutions.

Certificate in Early Childhood Special Education Enabling Inclusion

Intellectual disability

We welcome you to this join initiative of Indira Gandhi National Open University and
Rehabilitation Council of India!

This Certificate Programme will equip you to work as a member of an interdisciplinary team
providing early intervention and education to children during the period of early childhood, in a
variety of settings such as inclusive set-ups and special schools.

The successful completion of the Programme will enable you to register as ‘Personnel’ in
category B in the Central Rehabilitation Register of RCI.

IGNOU offers its Programmes of study through the distance education mode. This
Programme Guide will help you to understand the distance mode of learning as well as
give you an overview about the Certificate Programme and the method in which it will
be implemented.

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PROGRAMME COORDINATORS
Prof. Rekha Sharma Sen
Discipline of Child Development
School of Continuing Education,
IGNOU, New Delhi – 110068

Dr. Alok Kumar Upadhyay

Associate Professor
Discipline of Child Development
School of Continuing Education,
IGNOU, New Delhi – 110068

Dr. Hemlata Chand

Assistant Professor
Discipline of Child Development
School of Continuing Education,
IGNOU, New Delhi – 110068

MATERIAL PRODUCTION
Mr. Rajiv Girdhar Ms. Vijaya Brijwal
Assistant Registrar Assistant Registrar
MPDD, IGNOU, New Delhi MPDD, IGNOU, New Delhi

December, 2024
© lndira Gandhi National Open University 2024
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without
permission in writing from the Indira Gandhi National Open University, New Delhi
Further information on the Indira Gandhi National Open University Courses may be obtained from the University’s
Office at Maidan Garhi, New Delhi - 110068
Printed and Published on behalf of Indira Gandhi National Open University, New Delhi
Laser Composer: Tessa Media & Computers, C-206, Shaheen Bagh, Jamia Nagar, New Delhi

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4
 CONTENTS

1. The University 7
1.1 Objectives 7
1.2 Features 8
1.3 The Credit System 8

2. Instructional System of an ODL Programme 9

2.1 Self-Instructional Print Material 9
2.2 Audio-Video Programmes 9
2.3 Counseling Sessions 10
2.4 Teleconferencing 11
2.5 Interactive Radio Counseling / Internet Audio Counseling 12

3. University Rules 13
3.1 Open Access 13
3.2 Scholarships and Reimbursement of Fee 13
3.3 Validity of Admission 13
3.4 Incomplete and Late Applications 13
3.5 Simultaneous Registration 13
3.6 IGNOU Website 13

4. The School of Continuing Education (SOCE), NCDS & RCI 14

5. Introduction Certificate Programmes in Early Childhood Special Education 17
Enabling Inclusion Intellectual Disability 17
5.1 About the Programme 17
5.2 Relevance of the Programme 17
5.3 Target Group 18
5.4 Aims and Objectives of the Programme 18
5.5 Programme Details 20
5.6 Programme Framework and Contents 20

6. Delivery System 28
7. Operational Schedule 30
8. Evaluation 31
8.1 Evaluation of Theory Courses 31
8.2 Evaluation of Project work 31
8.3 Marking Scheme 32

9. Assignment
10. Term-End Examination (TEE) 32

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11. General Instructions 34
12. Online Facilities 36
13. Some Forms for Your Use 37
Annexure I : List of RCI Approved Programme Work Centres
Annexure II : Form for Change/Correction of Address
Annexure III : Form for Non-receipt of Materials
Annexure IV : Form for Early Declaration of Result of Term End Examination
Annexure V : Form for Obtaining Duplicate Grade Card/Mark sheet
Annexure VI : Form for Issue of Migration Certificate
Annexure VII : Form for issue of Provisional Certificate
Annexure VIII : IGNOU Policy Regarding Sexual Harassment at the Workplace
Annexure IX : Student Satisfaction Survey

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1. THE UNIVERSITY
The Indira Gandhi National Open University established in 1985 through an Act of Parliament,
ranks as one of the premier educational institutions in the world. It has contributed significantly to
the development of higher education in India through the distance mode and has established its
credibility as a leading Open University in the World.

In the face of an ever-increasing demand for higher education, upgradation of skills and need for
continuous training of the workforce, IGNOU is fast developing into a sustainable system for
enhancing seamless access to education in the country and also abroad. The mission of IGNOU is to
advance the frontiers of knowledge and provide sustainable and learner-centric quality education,
skill upgradation and training to all by using innovative technologies and methodologies. IGNOU
also acts as a national resource centre for expertise and infrastructure in the ODL system. It is an
apex body responsible for ensuring the sharing of professional capabilities and resources.

The University is committed to quality in all its activities – teaching, research, training and
extension. IGNOU offers academic Programmes that are need-based, unconventional and vocation-
oriented with a focus on socio-economic development and serving the disadvantaged. The
Programmes are at the awareness, certificate, diploma, degree (Bachelor’s, Master’s and Doctoral)
levels and offered through multiple instructional packages with the convergence of different
methodologies and technologies. The University caters to learners from rural and tribal areas,
physically challenged, jail inmates, rehabilitation houses, government and non-government sectors,
parents, home- makers, the employers and the employed. The University has put special focus on
women, socially and economically disadvantaged groups, the north-east region, and other tribaland
low literacy areas of the country. The University has also opened special Work Centress to address
specific educational needs of disadvantaged learners.

Thus, IGNOU serves useful function by offering various academic Programmes that lead to
Certificates, Diplomas and Degrees. It develops and produces courses for delivery through open
learning and distance education mode (ODL), online mode and MOOCs. It is actively involved in
research, training and extension education activities.

1.1 Objectives
In order to fulfill its mission of providing access to quality education to all, the University aims at
the following objectives:

• impart education and knowledge through various means suited to the open and distance
education mode;
• democratizing higher education by taking it to the door steps of the learners;
• provide higher education to large sections of the population, particularly to the disadvantaged
segments of society;
• providing access to high quality education irrespective of age, gender, region and religion;
• offering need based academic Programmes by giving professional and vocational orientation to
the courses;
• promote national integration and strengthen the natural and human resources of the country
through the medium of education.

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1.2 Features
IGNOU has certain unique features such as:
• National and international jurisdiction

• Flexible admission rules

• Individualized study
• Flexibility in terms of place, pace and duration of study
• Use of latest information and communication technologies

• Effective student support services network

• Socially and academically relevant Programmes based on need analysis

• Cost-effective Programmes

• Modular approach to Programmes

• Resource sharing, collaboration and networking with Conventional Universities, Open
Universities and other Institutions/Organizations.

1.3 The Credit System

In IGNOU, the worth of a Programme of study is denoted in terms of credit system, defined in
terms of learner study hours. One credit is equivalent to 30 learning hours. On an average, each
Block of a theory Course represents one credit, i.e., a learner on an average would require 30 hours
to complete the study of a Block.

Thus, each Course has a certain number of credits – 4 or 6 or 8. This means that the Course will
require 120 or 180 or 240 hours of study, respectively. The study hours for a particular theory
Course include reading the study material, writing the related assignment, viewing audio-video and
participating in teleconference session. In case of Practical or Project Work Course, the study hours
for a particular include carrying out the stated activities and writing the required reports.

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2. INSTRUCTIONAL SYSTEM OF AN ODL PROGRAMME
The instructional system of IGNOU is learner-oriented. In this, the learner is an active participant in
the teaching-learning process. The University follows a multi-media approach for instruction i.e.
self-instructional print material, audio-video Programmes, assignments, activities, check your
progress exercises, face-to-face counseling sessions/contact sessions, teleconferencing and
interactive radio counselling, among others. In order to build skills and competencies, there are
laboratory-based Practical Courses as well as field-based Practical Courses requiring interaction
with relevant organizations, children, family members, teachers, staff, and other functionaries,
depending upon the needs of a specific Programme of study. Skills and competencies are also built
through Internship/Project Work Courses where the learners work in specified contexts for a certain
specified duration to develop specific skills.

Let us understand each of these components in some more depth.

2.1 Self-instructional Print Material

As a student of this Early Childhood Special Education Enabling Inclusion Intellectual Disability,
you will study five (5) printed Courses. The print material you would receive is written in self-
instructional style and will be supplied to you in the form of five (5) Courses of this Certificate
Programme. Each Course is on a specific theme and has a specific code number assigned to it (e.g.,
Theory courses; BCD-101, BCD-106, BCD-107 and Project Work; BCDP-105 and BCDP-106).
The printed study material for theory courses are in the form of a Volume. A Volume contains a
certain number of blocks and each block contains a certain number of units.

The Units of each Block have a certain thematic unity and are arranged in a logical sequence. As
you go through the Blocks, you would see that each Unit has a “structure”. This structure indicates
the components of the Unit, its sections and sub-sections. So, you get an overview of what each
Unit has to offer. The “Introduction” given in the Unit tells you what to expect in the Unit and
includes its objectives. This gives you an idea of what you should aim to achieve while studying the
Unit. This is followed by the main body of the Unit which is divided into various sections and sub-
sections. The “Let Us Sum Up” section towards the end summarizes the information contained in
the Unit, while the “Glossary” provides a list of difficult words, phrases or terms and their meaning.

Interspersed throughout the Unit are “Check Your Progress Exercises”. These are for you to work
through as you go through the Unit. Answers to these exercises are given at the end of each Unit.
However, in certain cases these exercises are in the form of activities to be carried out by you, for
which implicit answers may not be provided; however, hints are given. You do not have to send
these “Check Your Progress Exercises” for evaluation to the University.

The printed material for Project Work is available in the form of Two Project Manuals with all
guidelines. The manuals will help you in conducting the practical exercises under the supervision of
supervisor allotted at the Work Centre.

2.2 Audio-Video Programmes

The learning package also contains audio-video Programmes which are produced by the University
for clarification, supplementing and enhancement of understanding of the course material given to
the student. These Programmes are normally of 25-30 minutes duration. These are used at the Work
Centres during counseling sessions which are duly scheduled and notified by the Co-ordinator of

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Work Centres for the benefit of the students. The video Programmes are also telecast on Gyan
Darshan. Similarly, the audio Programmes are also broadcast by GyanVani / Gyandhara radio
channels.

If you make use of the audio and video components along with the print material, you will be able
to understand the subject matter better, prepare for field-based work and apply the concepts
explained through the print material more effectively. This is particularly true with regard to
planning and carrying out of practical work and project work/internship.

2.3 Counselling Sessions

IGNOU Counselling Class is a tutoring activity held at Learner Support Centres. IGNOU Classes
are systematically organized in face-to-face mode sessions during the year, mostly on weekends at
the Learners Support Centres/Study Centre. Generally, the Academic Counselling and Practicals of
all the IGNOU Programmes are done at Learners Support Centres/Study Centres under the
supervision of the Regional Centre. But due to uniqueness of this Programme and MoU with
Rehabilitation Council of India (RCI), the Academic Counselling and Practicals of this Programme
will be done at RCI recognized Work Centres in collaboration with Regional Centre. These Work
Centres have trained and specialized professionals in Intellectual disability. The Counselling and
Practical sessions of the Programme would be guided by these professionals. The counselling
sessions are held as per schedule drawn by the Work Centres. Attendance in 80% of counselling
sessions is compulsory.

Classes are also organized by the Regional Centres in collaboration with the Work Centre (WC) in
Online mode/Virtual mode. The counseling sessions is conducted through various online platforms
such as Google meet, Zoom, YouTube etc. IGNOU Work Centre prepares counselling class
schedule and intimate to the learners well in advance via post, email, social media etc. The
counselors perform various roles, such as facilitating learners about the subject matter content,
assessing assignments, providing motivation and encouragement and supervising research/term
papers/project work.

(Note: University issues guidelines on counseling sessions from time to time which are to be
adhered to by the Work Centres).
Number of Counseling Sessions to be conducted at the Work Centre
The number of counseling sessions for theory, practical and project work/internship Courses in this
Certificate programme will be as under. The student has to mandatorily attend 90% of the
counseling sessions, the record of which will be maintained by the Work Centre and will be
communicated to the Regional Centre.
Course No. of Study Counseling Number of Duration
Credits hours hours Counseling
(30 hours sessions
per credit)
BCD-101 8 240 24 12 2 Hours each
BCD-106 8 240 24 12 2 Hours each
BCD-107 8 240 24 12 2 hours each
BCDP-105 8 240 48 12 4 hours each
BCDP-106 8 240 48 12 4 hours each

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Role of Academic Counselor
The Counselling Sessions are conducted by the Academic Counsellor who is a knowledgable and
experienced faculty of Colleges/Universities/Institutions. Academic Counsellor plays a very crucial
role by being the link between the learner and the University. The Academic Counselors provide
help, support, and advice to the learners in their academic progress. Academic Counselors provide
the needed face-to-face support to the learners in achieving their academic goals and explaining
difficult concepts in the study material and clarifying doubts.
 Components of Academic Counseling
Academic counseling consists of the following aspects:
1) Tutoring
2) Information, discussion and advice on subject related matters
3) Resolving specific difficulties related to the Course
4) Advice regarding non-academic difficulties that may be hindering academic progress
 Responsibilities of Academic Counselor
The responsibilities of Academic Counselor are described as follows:
1) Participate in the orientation Programme for Academic Counselors
2) Participate in the induction meeting
3) Knowledge regarding IGNOU, its rules, regulations, features and courses of the University
4) Understanding the concept of open and distance learning (ODL)
5) Understanding the characteristics of an ODL learner
6) Understanding the student support service system of IGNOU
7) Knowing the unique features of self-instructional materials of IGNOU courses
8) Knowledge about the Certificate Programme in Early Childhood Special Education
Enabling Inclusion Intellectual disability.
9) Conducting counseling sessions at the Work Centress, discuss the content, clarify the
doubts of the learners
10) Providing support and guidance to the learners in their academic progress
11) Help the learners in doing their assignments, evaluate the assignments, provide proper
feedback to them and submit marks to the Work Centres
12) Help the learners in doing Project Work.
13) Help the learners in preparing for Term End examination
14) Guiding the students to use the library facilities, audio-video materials, interactive radio
counselling sessions and teleconferencing sessions
15) Assessing the learners’ progress, motivate them and provide help and guidance to the
learners to complete the Programme successfully.

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2.4 Teleconferencing
Teleconferencing is essentially a live, interactive audio or audio-visual meeting that ensures
connectivity between geographically dispersed participants. Here, participants communicate via
telecommunication networks using their tablets, mobile phones, laptops, desktop computers, and
even specially designed tech-enabled meeting rooms. The schedule of teleconferencing is available
at [Link] Conferencing helps in the following
manners:
• provides equitable access to resources to learners especially to those in rural and remote places
• facilitates rapid access to information.
• makes learning interactive, participatory and dialogue based.
• facilitates collaborative learning through exchange of information, sharing of resources, team work.
• provides a virtual learning environment when access to real experiences is not feasible.
The schedule of Gyan Darshan is available at [Link] aboutignou/icc/empc/ gyantime
2.5 Interactive Radio Counseling / Internet Audio Counseling
Interactive Radio Counseling (IRC) involves live counseling is provided on radio by invited experts
from different Gyanvani radio stations in the country. Students can ask questions right from their
homes through telephone by availing the facility of toll-free telephone number provided for this
purpose from selected cities. Gyandhara is an internet audio counseling service offered by IGNOU.
Students can listen to the live discussions by the teachers and experts in the field on the topic of the
day and interact with them through telephone and chat modes. Learners can access Gyandhara
through mobile devices. The schedule of IRC is available at [Link]
icc/empc/irc.

The learner-centric instructional system of IGNOU

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3. UNIVERSITY RULES

3.1 Open Access

Access to the Programme is open to all, subject to fulfillment of minimum eligibility criteria.

3.2 Scholarships and Reimbursement of Fee

Reserved categories, viz., Scheduled Castes, Scheduled Tribes, Other Backward Classes and
Physically Handicapped students have to pay the fee at the time of admission to the University
along with other students.

Physically Handicapped students admitted to IGNOU are eligible for Government of India
scholarships. They are advised to collect scholarship forms from the respective State Governments,
Directorate of Social Welfare or the office of the Social Welfare Officer and submit the filled-in
forms to them through the concerned Regional Director.

Similarly, SC/ST and other Backward Class students have to submit their scholarship forms to the
respective State Directorates of Social Welfare or to the Office of the Social Welfare Officer,
through the concerned Regional Director of IGNOU for reimbursement of Programme fee.

3.3 Validity of Admission

Admissions are done twice in a year, i.e., January & July session of every year. Candidates who are
offered admissions have to join on or before the due dates specified by the University. In case they
want to seek admission for the next session, they have to apply afresh and go through the admission
process again.

3.4 Incomplete and Late Applications

Incomplete and late application forms/re-registration forms and forms furnishing false information
can be rejected without any intimation to the candidates. The candidates are, therefore, advised to
fill the relevant columns carefully and enclose attested copies of all the necessary certificates asked
for, and submit the form on or before the due date.

3.5 Simultaneous Registration

As per the latest UGC guidelines, you can simultaneously enroll in two academic Programmes at
undergraduate/postgraduate levels. However, as per RCI’s rules you cannot take admission in two
RCI recognized programmes simultaneously. For more details refer to [Link]
[Link]/userfiles/Notification%20Simultaneous%20programs%202-9- [Link]

Note: Registration fees of Rs. 500/- for the Certificate Programme once paid will not be refunded
under any circumstances. Programme fees of Rs. 7,800 may, however, be refunded if admission is
not given for any reason.

3.6 IGNOU Website

You may access all relevant information from the University Website at [Link]

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4. THE SCHOOL OF CONTINUING EDUCATION (SOCE) NCDS
AND RCI

The School of Continuing Education (SOCE), when conceptualized, started with Programmes in
two broad disciplinary areas: Rural Development and Women’s Education. In the process of its
growth, certain important areas of concern were identified and addressed through a number of
Programmes such as Rural Development, Child Development, Disability, Youth and Development
Work, Nutrition, Food Safety and Dietetics.

SOCE presently has the following four Disciplines:

School of
Continuing
Education

Rural Nutritional Child Home

Development Sciences Development Science

The School of Continuing Education also has its social media accounts on Twitter, Facebook and
Instagram. You can follow, like and share our posts to be informed with the updates, notices and
other information about Courses offered and school activities.

URL link for Twitter: [Link]

URL link for Facebook: IGNOU-117232631247939
[Link]
Given below are the QR Code for our Social media handles.

QR Code for Twitter

QR Code for Facebook

QR Code for Instagram

The Discipline of Child Development in SOCE is devoted to the study of childhood and human
development in the socio-cultural context, with particular focus on the critical earlychildhood years.
The Programmes of study offered in this Discipline provide an understanding of the developmental

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challenges and life-cycle issues in a life-span perspective. The focal areas in the Discipline of Child
Development for Programme development are the following: Early Childhood Care and Education
(ECCE); Foundational Stage Education; Inclusion of Children with Disabilities; Training Parents
and Family Members of Children with Disabilities; Early and Middle Childhood, Adolescence and
Adulthood; Understanding and Nurturing the Development of the Individual in the Familial and
Cultural Context; and Counselling and Family Therapy.

The discipline offers the following Programmes:

Research Degree

• PhD in Child Development

Master’s Degree
• Master of Science in Counselling and Family Therapy, [Link]. (CFT)
Post Graduate and Diploma
• Post Graduate Diploma in Early Childhood and Foundational Stage Education (PGDECFE)
• Post Graduate Diploma in Counselling and Family Therapy (PGDCFT)

• Diploma in Early Childhood Care and Education (DECE)

Certificate
• Certificate in Nutrition and Child Care (CNCC-2)
• Certificate in Early Childhood Special Education Enabling Visual Impairment (CESEIVI)
• Certificate in Early Childhood Special Education Enabling Intellectual Disability (CESEIID)
• Certificate in Early Childhood Special Education Enabling Hearing Impairment (CESEIHI)
Awareness Programme
• Awareness-cum-Training Package for Parents of Children with Disability- Visual Impairment
(NCD-102)

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 NATIONAL CENTRE FOR
DISABILITY STUDIES (NCDS)
National Centre for Disability Studies (NCDS) was established to cater to the educational,
vocational and rehabilitation needs of persons with disabilities (PwD) through a wide range of
activities. NCDS being a nodal educational Centre of IGNOU for persons with disabilities, has a
bigger role to play for ensuring mainstreaming and equal participation of PwDs in the society.
• To develop innovative approaches and policies for education, training and rehabilitation of
PwDs;
• To conduct research and development activities for educational and vocational development of
PwDs;
• To collaborate and co-ordinate with national as well as international agencies/ organizations/
institutions and concerned departments of Central and State Governments for support in
implementation of their plans and schemes related to PwDs;
• To identify and develop innovative academic activities as may be useful for implementing the
provisions of the Rights of Persons with Disabilities Act, 2016;
• To develop a network of academics and professionals to work in close agreement with cohesive
environment for overall development of PwDs.

INTRODUCTION TO THE REHABILITATION

COUNCIL OF INDIA
The Rehabilitation Council of India Act, 1992, which took effect on 22nd June 1993 and was later
amended in 2000, serves two primary purposes. First, it addresses the pressing need for uniformity
and ensures minimum standards and quality of education and training in the field of disability.
Second, it aims to monitor and regulate the services provided to individuals with disabilities. To
achieve these objectives, the RCI has been entrusted with specific responsibilities. One of the key
roles of the RCI is to develop standardized syllabi for various rehabilitation courses, ensuring
consistency and excellence in the training of personnel and professionals in the areas of
Rehabilitation and Special Education. Furthermore, the council maintains the Central Rehabilitation
Register, which includes records of all qualified professionals and personnel working in the field of
Rehabilitation and Special Education.

The Act also addresses the issue of unqualified individuals providing services to persons with
disabilities. It empowers the RCI to take action against such unauthorized practitioners,
safeguarding the interests and well-being of those with disabilities.

In summary, the Rehabilitation Council of India Act has twin objectives:

Standardizing and regulating the training of personnel and professionals in the field of
Rehabilitation and Special Education.

Maintaining a Central Rehabilitation Register for registering professionals and personnel involved
in the field.

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The primary objective of the RCI is to regulate and set training policies and programs in the domain
of disability and rehabilitation. It establishes minimum standards of education and training for
various categories of professionals dealing with individuals with disabilities. Any training
institution offering disability and rehabilitation programs must obtain recognition from the RCI to
ensure compliance with these standards. Additionally, it is mandatory for all professionals
graduating from RCI recognized training centers to register with the council in order to practice in
the field of disability and rehabilitation.

5. INTRODUCTION TO THE CERTIFICATE PROGRAMME IN

EARLY CHILDHOOD SPECIAL EDUCATION ENABLING
INCLUSION- INTELLECTUAL DISABILITY
5.1 About the Programme
Indira Gandhi National Open University (IGNOU), in collaboration with the Rehabilitation Council
of India (RCI), has taken a pioneering step by introducing the Certificate Programmes in Early
Childhood Special Education Enabling Inclusion Intellectual Disability. This is a groundbreaking
initiative of School of Continuing Education (SOCE), with support of National Centre for Disability
Studies (NCDS) IGNOU for its implementation for promoting inclusion at grassroot level i.e.,
family, school and community. At the heart of this programme lies IGNOU’s unwavering
commitment to create a positive impact in the lives of children with Intellectual Disability and
empower them to thrive in a world that often presents unique challenges. We firmly believe that
every child, regardless of their abilities, deserves equal opportunities to learn, grow, and lead
fulfilling lives.

This comprehensive Certificate Programme is designed to equip aspiring educators, parents,

caregivers, and professionals with the necessary knowledge and skills to support early childhood
special education, focusing specifically on Intellectual Disability. With a thoughtful blend of theory,
practical training, and hands-on experiences, participants will gain a deeper understanding of the
diverse needs of children with Intellectual Disability, as well as effective strategies for fostering
their holistic development during early childhood years

IGNOU’s collaboration with the Rehabilitation Council of India ensures that the programme
adheres to the highest standards of quality and professionalism. By addressing the unique
challenges faced by children with Intellectual Disability from a young age, we aim to promote an
inclusive society that values diversity and enables every child to reach their full potential. The
graduates of this Programme will play a pivotal role in creating nurturing and supportive
environments that facilitate learning, independence, and social integration for children with
Intellectual Disability.

5.2 Relevance of the Programme

The Certificate Programme in Early Childhood Special Education Enabling Inclusion Intellectual
Disability holds immense relevance in the context of the National Education Policy (NEP) 2020,
which emphasizes inclusivity and equitable education for all learners. This Programme aligns with
the NEP 2020’s vision to transform the educational landscape in India, ensuring that no child is left
behind, regardless of their abilities.

First and foremost, the NEP 2020 underscores the importance of early childhood care and
education, recognizing the critical role of early interventions in a child's development. By focusing
17
on early childhood special education for children with Intellectual Disability, this Programme
addresses the needs of this specific demographic group from the foundational years onwards. Early
identification and support for children with Intellectual Disability can significantly impact their
cognitive, social, and emotional development, setting the stage for lifelong learning.

Furthermore, the NEP 2020 promotes a multi-disciplinary approach to education, fostering

collaboration among various stakeholders, including educators, parents, caregivers, and experts.
The collaborative nature of this Certificate Programme, involving the School of Continuing
Education (SOCE), the National Centre for Disability Studies (NCDS), and the Rehabilitation
Council of India (RCI), exemplifies the NEP 2020 emphasis on partnerships for inclusive
education.

Moreover, the NEP 2020 advocates for the integration of special education into mainstream
education, promoting inclusive classrooms where students with disabilities can learn alongside their
peers without disabilities. By training educators and caregivers in early childhood special education
for Intellectual Disability, this programme contributes to building a more inclusive educational
system that accommodates the diverse needs of all learners. The graduates of this Programme will
be able to provide specialized support to regular teachers to fulfill all the developmental needs of
young children in their classrooms.

The NEP 2020 also recognizes the importance of technology in enhancing accessibility and
promoting personalized learning experiences. In this regard, the Programme emphasis on practical
training and hands-on experiences equips participants with the skills to leverage assistive
technologies and innovative teaching methods to create an inclusive and engaging learning
environment for children with Intellectual Disability.

5.3 Target Group

Qualification: Any person who has the minimum eligibility of 12th pass to individuals with
advanced degrees in in any field including education, psychology, healthcare can apply for the
Programme.
Gender: Inclusive and open to learners of all genders.
Age group: 18 Years and above
Employment status: The Programme is appropriate for individuals who are currently employed in
the field of education, healthcare, or related sectors, as well as those who are unemployed or
seeking new career opportunities.
Area of residence: Both rural and urban areas depending upon the availability of Work Centres.
5.4 Aims and Objectives of the Programme of Study
The aim of this Programme is to enable you to participate in the creation of an inclusive society that
facilitates the full participation of children with disabilities and their families through networks and
appropriate supports in a barrier-free environment.

The specific objectives of the Programme are:

• To develop a comprehensive understanding of disability and its types as per RPwD Act, 2016.

• To develop a comprehensive understanding of the fundamental concepts and principles of early

childhood development
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• To develop an understanding about developmental milestones and developmental delays during
early childhood years.

• To develop an understanding about disability and an attitude of empathy and sensitivity

towards persons with disabilities;

• To be aware of the importance of prevention and early detection of Intellectual Disability and
to be able to screen children for disabilities and provide referral;

• To develop the conviction that a child with Intellectual Disability can learn and benefit from
early intervention and education;

• To learn the strategies, methods and skills of providing early intervention and early childhood
education to children so as to foster children’s all round development including development of
physical, motor, cognitive, language, socio-emotional and personal care abilities;

• To develop the skills of creating networks and partnerships with families of children with
Intellectual Disability and professionals working for them;

• To know the various educational options and to facilitate the inclusion of the children in the
home, school and community; and

• To adapt the physical, social and teaching-learning environment so as to provide the required
support to the children to develop their potential, acquire concepts and develop abilities.

LEARNING OUTCOMES OF THE PROGRAMME

This Certificate Programmes will equip you with the knowledge, attitudes, strategies and skills to
foster the all-round development of young children with Intellectual Disability and have a positive
influence on their lives. This Certificate Programme will enable you to work as a member of an
interdisciplinary team providing early intervention and early childhood education to children with
Intellectual Disability up to the age of 6 years, in a various setting such as inclusive set ups and
special schools. The specific learning needs of the target group that will be addressed through
this Programme are as follows:
Knowledge: Acquire comprehensive understanding of the nature of Intellectual Disability, its
impact on child development, and the specific educational strategies and interventions that can
support children with Intellectual Disability during the early childhood years.

Attitudes: Develop positive and empathetic attitude towards individuals with Intellectual
Disability, promoting inclusion, equality, and respect for their rights and dignity.

Strategies: Learn practical strategies and techniques for addressing the unique learning and
developmental needs of children with Intellectual Disability during the early childhood years,
including individualized educational plans, assistive technology, and adaptive teaching
methodologies.

Skills: Acquire a wide range of skills, including effective communication with children with
Intellectual Disability, mobility training, collaboration with families and interdisciplinary teams,
assessment and evaluation techniques, and the ability to create inclusive learning environments.

Ethical Standards: Adherence to ethical considerations involved in working with children with
Intellectual Disability, such as maintaining confidentiality, respecting cultural diversity, and
upholding professional standards of practice.

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5.5 Programme Details Offer and Coverage
The CESEIID Programme is offered in July and January sessions of every year. It is offered
through RCI approved Work Centress as given in (Annexure 1).

Eligibility for Admission

Anyone who has passed 10+2 or equivalent examination of a Board recognized by IGNOU.

Duration
According to IGNOU’S policy of flexibility the Programme can be completed in a minimum of one
year and a maximum period of 3 years, i.e., admission is valid for 3 years.

Medium of Instruction and Examination

Presently CESEIID is offered by the University through the medium of English. At present printed
course material and assignments are sent to learner in the medium of English. Later on, it would be
translated in Hindi. Learner may submit the assignments and attempt the term-end examination in
English and Hindi languages.

Programme Fee
The Programme fee is `7800/-. This includes Participation in counselling sessions and the guidance
for Project Work that will be provided by the Work Centres.
5.6 Programme Framework and Contents
The Programme comprises three Theory Courses and two Project Work courses. The Programme is
of 40 credits. The ratio of Theory Courses and Project Work is 60:40. This works out to 24 credits
of theory and 16 credits of Project Work. In terms of hours, it is 720 hours of theory and 480 hours
of practicum in the form of Project Work. All Theory Courses and both Project Work courses are
compulsory.

Table 5.1 The structure of the Programme and the credit weightage of Courses are as follows:
Code Name of the Programme Credits Code
CESEIID Certificate in Early Childhood Special Education 40 CESEIID
Enabling Inclusion- Intellectual Disability
Course Code Title of the Course Type of Course Credits
BCD-101 Introduction to Disability Theory 8
BCD-106 Foundations of Early Childhood Development and Theory 8
Education
BCD-107 Early Intervention and Early Childhood Education for Theory 8
Children with Intellectual Disability
BCDP-105 Project Manual-1: Individualized Family Support Plan Project 8
(Parent- Infant Programme)
BCDP-106 Project Manual-2: Individualized Education Plan and Project 8
Group Teaching (Preschool Programme)
Total Credits 40

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Course wise Details
Course 1: Introduction to Disability (Theory- 8 Credits)

This is the first theory Course of the Programme titled ‘Certificate in Early Childhood Special
Education Enabling Inclusion (Intellectual Disability)’. Its purpose is to develop in you an
understanding of the 21 disabilities recognized under RPwD Act, 2016. This course provides a
comprehensive understanding of disabilities as outlined by the RPwD Act 2016 and also equips
learners with foundational understanding of these diverse conditions, fostering a more inclusive and
informed perspective towards individuals with disabilities. Disabilities, as defined by the Rights of
Persons with Disabilities (RPwD) Act, 2016 in India, encompass a wide range of conditions that
significantly impact individuals' lives. Understanding these definitions and types is vital because it
informs policies, support systems, and societal attitudes towards individuals with disabilities.
Through this course, divided into five comprehensive blocks, you will explore the evolving
perspectives on disability, various sensory, intellectual, mental, and locomotor disabilities, as well
as other specific conditions.

Block 1 of the course, “Paradigm Shift in Disability,” describes the evolving perspectives towards
disability. It introduces you to the types, causes, and prevention of disabilities and provides an
overview of the Rights of Persons with Disabilities (RPwD) Act, 2016 and NCFFS 2022. This
block helps learner in exploring the significant legislative and social shifts that influence our
understanding and approach to disability. Block 2, “Sensory Disabilities,” focuses on disabilities
related to the senses. This block covers intellectual disability, low vision, deafness, hard of hearing,
and speech and language disabilities. It aims to provide detailed insights into how these sensory
impairments affect individuals and the specific needs and interventions required to support them.
Block 3, “Intellectual Disability and Mental Illness,” examines conditions that impact cognitive and
mental functioning. You will learn about intellectual disability, specific learning disabilities, autism
spectrum disorder, and mental illnesses. This block emphasizes understanding the unique
challenges faced by individuals with these conditions and the importance of educational and support
strategies. Block 4, “Locomotor Disability,” addresses disabilities affecting movement and physical
functioning. It includes units on locomotor disability, muscular dystrophy, dwarfism, leprosy-cured
individuals, acid attack victims, and cerebral palsy. This block provides comprehensive information
on the physical and social impacts of these disabilities and discusses rehabilitation and support
mechanisms. Block 5, “Other Disabilities,” covers a range of conditions not classified under the
previous blocks. This block includes attention deficit hyperactivity disorder, hemophilia, sickle cell
disease, thalassemia, Parkinson’s disease, multiple sclerosis, and multiple disabilities. It aims to
broaden your understanding of the diverse nature of disabilities and the various medical, social, and
educational interventions necessary for effective support.

Table 5.2: Course 1: Introduction to Disability (Theory- 8 Credits)

Block Title Unit No. Unit Title

Block 1- Paradigm Shift in Unit 1 Changing Perspectives Towards Disability

Disability
Unit 2 Disability- Types causes and Prevention

Unit 3 National Curricular Framework for

Foundational Stage (2022)

21
 Unit 4 RPwD Act, 2016- An Overview

Block 2- Sensory Disabilities Unit 5 Visual Impairment

Unit 6 Low Vision

Unit 7 Deafness and Hard of Hearing

Unit 8 Speech and Language Disability

Block 3- Intellectual Disability Unit 9 Intellectual Disability

and Mental Illness
Unit 10 Specific Learning Disability

Unit 11 Autism Spectrum Disorder

Unit 12 Mental Illness

Block 4- Locomotor Disability Unit 13 Locomotor Disability

Unit 14 Muscular Dystrophy

Unit 15 Dwarfism

Unit 16 Leprosy Cured

Unit 17 Acid Attack Victims

Unit 18 Cerebral Palsy

Block 5- Other Disabilities Unit 19 Attention Deficit and Hyperactivity Disorder

Unit 20 Hemophilia

Unit 21 Sickle Cell Disease

Unit 22 Thalassemia

Unit 23 Parkinson’s Disease

Unit 24 Multiple Sclerosis

Unit 25 Multiple Disabilities

Course -2: Foundations of Early Childhood Development and Education (Theory- 8 Credits)

This Course provides a comprehensive understanding of the fundamental concepts and principles
related to early childhood development and disabilities. It aims to equip learners with the
knowledge and skills necessary to support the development and inclusion of children with
disabilities, particularly those with Intellectual Disability, in early childhood settings.

The Course is divided into five blocks, each covering specific topics.

Block 1 lays the groundwork for understanding basic concepts of child development. It explains the
critical periods in child development, emphasizing their significance in shaping future outcomes.

22
The block addresses the interplay of heredity and environment, illustrating how both elements
contribute to a child's growth and development.

Block 2 focuses on developmental milestones during early childhood, this block provides an in-
depth exploration of various dimensions of growth. It examines physical development, tracing the
changes in body size and function and discusses fine and gross motor development, emphasizing
the progression of movement skills. It covers concept development, investigating how children
begin to understand their world and cognitive and language development, respectively, highlighting
the emergence of thought processes and communication skills. Lastly the block explores the stages
of socio- emotional development, underscoring the importance of emotional regulation and social
interactions during this critical phase.

Block 3 emphasizes the role of family and society in the development of children, particularly
children with disability. It discusses the fundamental needs and rights of children, advocating for
their protection and welfare. It focuses on the unique challenges faced by children with disabilities
and their families, exploring how family dynamics and support systems influence development.
Finally, block addresses the importance of building positive attitudes toward children, fostering an
inclusive environment that recognizes and respects their rights and capabilities.

In Block 4 is dedicated to the principles and practices of early childhood special education. It
introduces the meaning and significance of early childhood special education, highlighting its role
in promoting optimal development. It discusses various service delivery models for early
intervention, emphasizing the importance of timely support for children with special needs. It
explores educational approaches and opportunities available to these children, and focuses on
planning for inclusion in preschool settings. Block addresses the significance of play in
development and examine factors affecting play, recognizing its vital role in learning and
socialization.

Block 5 examines the role of government policies and initiatives in supporting children with
disabilities and fostering accessible environments. It reviews education policies, legislations,
programmes, and schemes designed to enhance the quality of education for children with
disabilities. It outlines specific government-supported schemes, concessions, and entitlements
aimed at improving accessibility. It provides insights into the concepts of access, accessibility, and
barriers faced by children. it explains different types of barriers as physical, social, psychological,
print etc. Finally, block focuses on removing architectural barriers in buildings and making
community spaces accessible, highlighting the importance of universal design a barrier-free
environment in promoting inclusivity and universal learning design for equal opportunities in
education for all children.

Overall, Course-2 provides a solid foundation in early childhood development and disability,
equipping learners with the necessary knowledge and understanding to promote inclusive practices
in early childhood settings, specifically focusing on Intellectual Disability.

23
Table 5.3- Course 2: Foundations of Early Childhood Development and Disability (Theory)
Block Title Unit No. Unit Title
Block 1- Introduction to Child 1. Basic Concepts in Child Development
Development 2. Critical Periods and Principles of Development
3. Factors Influencing Development
4. Influence of Heredity and Environment on
Development
Block 2- Milestones of 5. Physical Development during Early Childhood
Development During Early 6. Motor Development during Early Childhood
Childhood
7. Concept Development during Early Childhood
8. Cognitive Development during Early Childhood
9. Language Development during Early Childhood
10. Stages of Socio-emotional Development during
Early Childhood
Block 3- The Child in the family 11. The Needs and Rights of Children
and Society 12. The Child with Disability and the Family
13. Building Positive Attitudes
Block 4- Early Childhood 14. Early Childhood Special Education- Meaning and
Special Education Significance
15. Services Delivery Models for Early Intervention
16. Educational Approaches and Opportunities
17. Planning for Inclusion in Preschool
18. The importance of Play in Development
19. Factors Affecting Play and Kinds of Play
Block 5- Government Support 20. Education Policies, Legislations, Programmes
for Children with and Schemes of The Government
Disabilities and Barrier Free
21. Government Supported Schemes Concessions and
Environment
Entitlements
22. Understanding Access, Accessibility and Barriers

23. Removing Barriers in Buildings (Architectural

Barriers)
24. Making Community Spaces Accessible
Course 3: Enabling Inclusion in Early Childhood for Children with Intellectual disability
(Theory- 8 Credits)
The purpose of this Course is to provide a detailed understanding of the disability condition
‘Intellectual Disability’. As a teacher/community facilitator working with children with disabilities,
you have a crucial role in facilitating their all round development. As a first step in your preparation
for this role as a facilitator, you yourself need to be convinced about the potential of children with

24
disabilities and acknowledge that disability is not a barrier to living a fulfilling and enriched life.
Your convictions will help you in spreading awareness and carry out advocacy to remove
prejudices. The purpose of this Theory Course 3 – BCD -107, is to equip you to perform the various
roles outlined above, so that you may have a positive influence on the lives of those you are
associated with. The hope is that this orientation and sensitization would get communicated to all,
paving the path for a more inclusive society. This course BCD-107 comprises 4 Blocks. Block 1
focuses on nature of intellectual disability, prevention, some associated disabilities, assessment,
diagnosis and referral ad assessment of Individualized Educational Plan for children with
intellectual disability. Block 2 of the course is dedicated to the learning process, teaching strategies,
and methods aimed at promoting the physical development of children with intellectual disabilities.
The teaching strategies are examined comprehensively within the frameworks of task analysis and
reinforcement. Detailed discussions are provided regarding strategies for enhancing gross and fine
motor skills, as well as communication skills. Block 3 focuses on the promotion of daily living
skills, the enhancement of social and personal competencies, functional academics, and cognitive
development, all aimed at preparing children with intellectual disabilities for primary school.
Cognitive development is explored in depth under the categories of sensory development and
concept formation. Additionally, the area of functional academic skills is addressed, with specific
examples related to reading, writing, and numeracy. Block 4 centers on leisure and recreational
activities, the integration of Information and Communication Technology (ICT) into the teaching-
learning process, and the understanding and management of common challenging behaviors
observed in children with intellectual disabilities.

Course 3: Enabling Inclusion in Early Childhood for Children with Intellectual Disability
Course 2: Enabling Inclusion in Early Childhood for Children with Intellectual Disability
(Theory- 8 Credits)
Block Unit No. Unit Title
Block 1- Nature and 1. Nature and Characteristics of Intellectual Disability
Effect of Intellectual 2. Causes and Prevention of Intellectual Disability
Disability and Cerebral
Palsy 3. Some Associated Disabilities
4. Assessment for Diagnosis and Referral
5. Assessment for IEP
6. Individualized Programme Planning
Block 2- Assessment 7. The Process of Learning
and Programme 8. Teaching Strategies: Task Analysis
Planning
9. Teaching Strategies: Reinforcement
10. Fostering Gross Motor Development
11. Fostering Fine Motor Development
12. Developing Communication Skills
Block 3- Curriculum 13. Training in Daily Living
and Strategies 14. Activities for Teaching Daily Living Skills
15. Enhancing Social and Personal Skills
16. Fostering Cognitive Development: Sensory
Development
17. Fostering Cognitive Development: Concept
Development

25
 18. Teaching Functional Academics: Reading and Writing
19. Teaching Functional Academics: Numeracy
20. Activities to Support Primary Schooling
Block 4- Managing 21. Leisure and Recreational Activities
Children with 22. ICT in Teaching Learning (New Unit)
Intellectual Disability
23. Difficult Behaviours: Causes and Techniques for
Management
24. Some Types of Difficult Behaviours
Project Work

The Course consists of two Project Manuals: Project Manual-1 and Project Manual-2. Each manual
focuses on a specific aspect of Project Work related to early childhood special education and
enabling inclusion for children with intellectual disability. For details you may refer to Project
Manuals. Through the completion of these Project Work, learners will have the opportunity to apply
theoretical knowledge to real-life scenarios. They will develop essential skills in planning,
implementing, and evaluating individualized and group-based interventions for children with
intellectual disability. This practical experience will enhance their abilities as early childhood
special education professionals and enable them to create inclusive and supportive learning
environments for children with intellectual disability.

Course -4: Project Manual 1- Individualized Family Support Plan for Children with
Intellectual disability (BCDP-105)

This Project Work requires you to work with a child between 1 to 3 years of age and prepare and
implement an Individualized Family Support Plan (IFSP). You could work with a child below
one year if you are comfortable. This Project Work -A comprises 10 practical activities. Each of
these has been described in detail further in Part 1 of the Project Manual 1.

Course 4: Project Manual 1: Individualized Family Support Plan (8-Credits)

Practical 1 Collecting Background Information about the Child and the Family
Practical 2 Observing the Child and the Family
Practical 3 Interviewing the Child’s Family members
Practical 4 Ecological Assessment
Practical 5 Conducting Functional Assessment of the Child
Practical 6 Developing A Detail Profile of the Child and the Family
Practical 7 Identifying Half-yearly Goals and Developing Objectives
Practical 8 Making Individualized Family Support Plans for Intervention
Practical 9 Scheduling an Activity Plans over the Two-month Duration
Practical 10 Implementing the IFS Plan, Writing Reports of IFSP Sessions and Evaluating the
Child’s progress

26
Course -5: Project Manual 2- Individualized Education Plan for and Group Teaching
(BCDP-106)

This Project Work requires you to work with a child between 3 to 6 years of age and prepare and
implement an Individualized Education Plan (IEP) and Group Teaching. In the text we have
referred to IEP as “Intervention Plan” and “Teaching Plan” as well. Thus, the terms ‘IEP’ or
“Intervention Plan” or “Teaching Plan” mean the same thing. You could work with a child below
one year if you are comfortable. This project manual 2 comprises 10 practical activities. Each of
these has been described in detail further in Part 1 of the Project Manual B.

In Part II of Project Manual 2 you will teach 4-6 children together in the age group 3-6 years using a
topic/ theme. Take a group of four children if they are all children with intellectual disability. It can
be a group of six children if it is an inclusive group, comprising children with intellectual disability
and those without disability. In these practicals, learners will first select topics or themes along with
their respective sub-topics or sub-themes. Next, they will develop group activity plans based on the
identified sub-themes. Finally, they will implement the group activity plan on a daily basis, monitor
and record the children’s progress, and conduct a summative evaluation to assess overall outcomes.

Course 5 : Project Manual 2: Preschool Programme; Individualized Education Plan and

Group Teaching (8-Credits) Part -I
Practical 1 Collecting Background Information about the Child and the Family
Practical 2 Observing the Child and the Family
Practical 3 Interviewing the Child’s Family members, Teaches and the Child
Practical 4 Ecological Assessment
Practical 5 Conducting Functional Assessment of the Child
Practical 6 Developing A Detail Profile of the Child and the Family and the School
Practical 7 Identifying Annual Goals and Developing Objectives
Practical 8 Making Individualized Education Plans for Intervention
Practical 9 Scheduling the Teaching Plans/IEP over the Two-month Duration
Practical 10 Implementing the IEP Plans, Writing Reports of IEP Sessions and
Evaluating the Child’s progress
Part -II
Practical 11 Selecting Topics/Themes and Sub-topics/Sub-themes
Practical 12 Developing Group Activity Plans for the Activities Identified for the Two Sub-
themes
Practical 13 Daily Implementation of Group Activity Plan, recording Children’s
progress and Summative Evaluation

27
Aim of Project Work

The purpose of Project Work is to enable you to acquire skills of working with young children with
intellectual disability. You will develop the skills of

1. Identifying themes of teaching-learning, and planning activities based on the theme to achieve
four- monthly objectives and, finally, annual goals laid out for each child

2. Implementing these activities among children with intellectual disability

3. Evaluating children’s learning and your own teaching strategies.

6. DELIVERY SYSTEM
Registration and Enrolment

For the July & January session, you have to register for the Programme. The Admission Forms can
be submitted online through Online Admission System at [Link] by
the Indian Student. Currently, the facility is available for the Programmes offered through Common
Prospectus except entrance test based Programmes. The prospective learners are required to create
their user ID and password for logging in the system and upload the required documents along with
the submission of the Admission Form. There is no need to send the printed copy of the Admission
Form to the Regional Centre. The Programme fee can be paid online using payment Gateway
through net banking, debit/credit card or UPI. Once the admission form is submitted online, the
students can track the progress of their admission. A message is sent on the mobile number and
email ID registered with the System once admission is confirmed. In case of any discrepancy in the
Admission Form, the prospective students are advised to remove the discrepancy within a stipulated
time. Failing to do so will lead to rejection of admission form. The prospective learners submitting
the Admission Form through this System can download the Prospectus free from IGNOU website
[Link] However, fee as prescribed from time to time will be charged as
registration fee along with the Programme fee.

IGNOU Admission 2024: Application & Fee

A step-by-step process of filling IGNOU registration form is as follows:

Step 1.1: Visit the official website of IGNOU. Click on 'Register Online' and then on 'Fresh
Admission'. IGNOU application process is completely online. Candidates willing to apply must
visit the official website and fill out the form.

Step 1.2: Click on For Merit Based Programmes of SOCE (CESEIID).

Step 1.3: Click on New Registration Option.

Step 1.4: Log in using the credentials created during the registration process, fill out the form, pay
the registration fee of Rs. 500/- and submit it.

Step 1.5: After the scrutiny of Applications at IGNOU, you will receive Admission Offer Letter.

Step 1.6: After receiving the offer letter, you are required to pay the Admission Fees (Rs. 7,800/-).

Step 1.7: Once the admission process is completed, the selected student will receive admission
confirmation via email or on the student portal

28
List of Documents Required during IGNOU Admission:

The list of documents required during IGNOU admissions is as follows:

• Passport size photograph

• Identity card
• Academic certificate (s)
• Birth certificate or documentary proof of birth
• Experience certificate, if applicable
Dispatch of Printed Study Material

The Material Production and Distribution Division (MPDD) is one of the most important
subsystems of the Distance Education and Open Learning System. Material Production &
Distribution Division handles the production and distribution of self- instructional material for
various Programmes and courses of the University. It is responsible for timely printing and dispatch
of study materials to the learners as well as to Regional Centres/Work Centress of IGNOU. It also
undertakes the activity of synchronization of production of materials, printing the required number
of these materials, storing and inventory control of these materials and dispatching them to the
individual learners (course-wise and medium-wise), IGNOU’s RCs/SCs through the postal system.
By nature the entire task is a complex operation and is compounded by a large number of students
changing their addresses, medium of instruction and courses very often.

The University has taken a decision to offer option of e-material to the students. Those students
who have opted for e-material will be given discount of 15% on the Programme Fee. This is also a
way to encourage the learners towards e-leaning.

To Check IGNOU Study Material Status

Candidates need to provide their 9- or 10-digit enrollment number which they received at the time
of receiving of admission confirmation message. They need to enter the enrolment number and
click on submit to find the current status of study material dispatch from IGNOU.

Digital Study Material and Assignments

The University has a provision to provide soft copy of the self-learning material in place of printed
material. A learner opting for the soft copy will be given a discount of 15% in the Programme Fee.
The Option to this effect has to be indicated by the learners while filling in the Online Admission
Form. Such learners will not be given printed self-learning material. The University has digitized
the study material for different programmes. The digitized material is available on e-Gyankosh, the
digital repository of the University. The University encourages the use of digital study material. It
has been decided that as an incentive 15% concession shall be given to the students who opt for
digital study material in place of printed study material. The University sends study material to all
the students and if a student does not receive the same for any reason; whatsoever, the University
shall not beheld responsible for that. Assignments for the current session are made available on the
website. Students are advised to download the same. For non-receipt of study material, learners are
required to write to the Registrar, Material Production and Distribution Division, IGNOU, Maidan
Garhi, New Delhi – 110 068.

29
7 OPERATIONAL SCHEDULE
Operational Schedule for the Students enrolled for the July Session
• September - October: Dispatch of the self-learning materials
• 31st March of subsequent year: Submission of Term-end Examination Form
• (Online) and Assignments (at the Study Centre).
• June of subsequent year: Term-end Examinations: Completion of the Programme. Issue
of Grade Card & Provisional Certificate (GCPC) (by post)
• Award of Original Diploma (In the Convocation)
Operational Schedule for the Students enrolled for the January Session
• March - April: Dispatch of the self learning materials to the students.
• 30th September of that year: Submission of Term-end Examination Form
• (Online) and Assignments (at the Study Centre).
• December of that year: Term-end Examinations
• Completion of the Programme: Issue of Grade Card & Provisional Certificate (GCPC) (by
post)
• Award of Original Diploma (In the Convocation)
This is the schedule if you want to complete the Programme in one year. However, if due to any
unavoidable reasons, you are unable to complete the Programme within one year, please do not feel
tense and worry about it. You can complete the Programme in a duration of up to 3 years. There is
flexibility in assignment submission and taking of term end examination, as explained further, that
enables you to complete the programme in the subsequent session(s), but within the maximum
period of three years.
If you could not complete assignments or examinations of any Course in one year, then you can
complete them in the next session. The assignments for theory Coursers are uploaded once on the
University website in January of the particular year and these assignments are valid for the two
admission cycles/ admission session of that year – January and July. In case you miss to submit
your assignment by the last date of assignment for the session for which you are enrolled, you have
to do the assignments meant for the next year. This means that if you are enrolled in July 2024
session and you miss to submit the assignment till 30th March 2025, you would need to take the next
assignment for July 2025 session which will be uploaded on the University website in January
2026. Similarly, if you are enrolled in July 2024 session and miss to submit the assignment till 31st
March 2025, you would need to take the next assignment for July 2025 session which will be
uploaded on the University website in January 2026.

You may appear for term-end examination of one or more Courses at a time. Please note that
normally examinations in all the five Courses will be held two times every year - June and
December. However, in the first year of admission you can take the examination for any or all
Courses only after one year. This means that if you have enrolled for July 2024 session, you can
take TEE for the first time in June 2025. After that, you can take the examination in June and/or
December of each year, till your registration remains valid. So, in the three year period, which is the
maximum duration of the programme, you have 5 opportunities to sit for the examination.

30
8 EVALUATION
8.1 Evaluation of Theory Courses
The Course 1, 2 and 3 of the Certificate Programme are theory courses. The evaluation for theory
courses comprises two aspects:
• Continuous Evaluation – one compulsory assignment for each theory Course
• Term-End Examination (TEE) – one for each theory Course
You are required to score at least 40% marks in both continuous evaluation (assignments) as well as
Term End Examination of each Course separately. In the final result all the assignments of a Course
carry 30% weightage, while 70% weightage is given for Term End Examination.

Table 8.1: Evaluation Methodology for Theory Courses 1, 2 and 3

Course Continuous Assessment Term End Examination

Component(s) Weightage Component(s) Weightage

1 Assignment 30% Term End Examination 70%

2 Assignment 30% Term End Examination 70%

3 Assignment 30% Term End Examination 70%

8.2 Evaluation of Project Work

There is one level of evaluation for each component of the Project Work 1 & 2. Supervision:
At the Work Centres by the Supervisor

Each Practical Activity of each Project Work, including your interactions with the child and the
family, conduct of Activity Sessions/ Teaching Sessions at the child’s home or early childhood
education centre and the written records you develop for each practical, will be guided by the
Supervisor. The Supervisor will provide the project completion certificate that needs to be sent
along with project files to the Headquarter. The learner also need to submit the Self Certification of
original work along with the project file. Format of both the certificates is provided at the end of
Project Manuals.

Project File: All the written records of each practical activity of each Project Work 1, and 2 have to
be compiled together as Project File. You will have two Project Files - one each for Project Work 1,
and 2. Both the Project Manual 1, and 2 needs to be done under the guidance of the Supervisor at
the work centre. After completion of the project send the Project Files at following address stating
the name of the Certificate Programme clearly on the cover:

Project Manual 1, and 2 for Certificate in Early Childhood Special

Education Enabling Inclusion - Intellectual disability (CESEIID)
Block 3, Room No. 19 Student Evaluation Division
Indira Gandhi National Open University Maidan Garhi

Keep a photocopy of all the Project Files with you before posting them. In case Project File is
misplaced, you can submit the photocopy.
31
Evaluation of the Project

The evaluation of the Project file will be done at IGNOU Headquarter by a panel of experts and
they will enter the marks in Annexure A of each project file.

8.3 Marking Scheme

The performance of the students will be assessed under ‘Numerical Marking Scheme’. Depending
on the percentage of marks secured by a candidate, the divisions will be awarded as follows:
I Division with Distinction (if applicable) 75% and above
I Division - 60% to 74.9%
II Division - 50% to 59.9%
III Division - 40% to 49.9%
Unsuccessful - Below 40%
The notional correlates of the letter grades and percentage of marks are mentioned in Table 2.

Table 2: Correlates of the Letter Grades and Percentage of Marks

Qualitative Value Letter Grade Percentage of Marks
Excellent A 70
Very Good B 60
Good C 50
Satisfactory D 40
Failure E Below 40%

9 ASSIGNMENTS
Assignments are an integral and compulsory component of the instructional system and constitute a
part of continuous evaluation. The purpose of assignments is to provide you an opportunity of
articulating your assimilated knowledge and understanding into written form and also to test your
capacity of transferring the theoretical learning from the Courses to practical situations. Thus, the
assignments practically enhance your understanding as well as skills of articulation and expression
in writing.

You will have to do one assignment for each theory course. Each assignment is of 100 marks and
carries 30% weightage towards the final evaluation of the Course. You will have to work on these
assignments and should submit the assignment responses to the Coordinator of the allotted Work
Centres in accordance with the given assignments’ submission schedule. As explained in section
titled ‘Operational Schedule’, irrespective of the year and session of the registration, you need to
submit the latest assignments uploaded on the website. You will not be allowed to appear for the
Term End Examination (TEE) for any Course if you have not submitted the assignment in time for
that Course. If you appear in Term End Examination without submitting the assignments, the result
of the TEE would be liable to be cancelled. Therefore, you are advised to take your assignments
seriously. All the assignments are Tutor Marked Assignment (TMA) which shall be evaluated by
the academic counselor. There will be one assignment for each theory Course.

32
Assignments are to be downloaded from IGNOU website ([Link]) at student’s zone.
Normally, the assignment marks are declared along with the Term End Exam results. Link for
downloading assignments: [Link]

Instructions
1) The top of the first page of your response sheet should look like this:
• Name:
• Enrollment No.:
• Programme Title:
• Course Title:
• Course Code:
• Full Address:
• Assignment Code:
• Name of your Work Centre:
• Date:
• Signature:
2) Use A-4 size plain or ruled paper for your responses, write on both sides with margin and tie all
the pages carefully Course wise.
3) Write the question number with each answer. The assignment responses should be complete in
all respects. Before submission you should ensure that you have answered all the questions in
all assignments. Incomplete assignments bring you poor grades.
4) You should write in your own handwriting and only handwritten assignments are accepted.
5) Write each assignment separately. All the assignments should not be written in continuity.
6) Last date for submitting the assignments for July Session is 31st March of the next year and for
January Session is 30th September.
Guidelines

1) Planning: Read the assignments carefully. Go through the self-learning material on which they
are based. Make some points regarding each question and then rearrange these in a logical
order. Do not copy your answers from the Units/Blocks

2) Organization: Be a little more selective and analytical. Give attention to your introduction and
conclusion. The introduction must offer your brief interpretation of the question and how you
propose to develop it. The conclusion must summarize your response to the question.

Make sure that your answer

a) is of the approximate words as stated for each question for each question;
b) is logical, coherent and has clear connections between sentences and paragraphs;
c) is written correctly giving adequate consideration to your expression, style and
presentation;
3) Presentations: Once you are satisfied with your answers, you can write down the final version
for submission, writing each answer neatly and underline the points you wish to emphasize.

33
4) Submission: You have to send the assignment-responses to the Work Centres you are attached
to as per schedule. The instructions given in the assignments should be kept in mind while you
prepare and submit the assignment responses.
5) If you do not complete the assignments according to time schedule of the relevant academic
session, then you have to attempt the new assignment questions of the next session and submit
the assignment responses according to the schedule of that session.
6) Do not copy from the response sheets of other learners. If copying is noticed, the assignments
of such learners will be rejected.

7) Once you get the pass grade in an assignment, you cannot re-submit it for improvement of
grade. Assignments are not subject to re-evaluation except for factual errors, if any, committed
by the evaluator.

The discrepancy noticed by you in the evaluated assignments should be brought to the notice of the
Coordinator of the Work Centre, so that the correct score is forwarded by him to the Student
Evaluation Division at Headquarters. Score communicated by the Work Centre through any mode
other than the award list will not be acceptable to the University for taking your score of
assignments on your record. In case you find that the score indicated in the assignment sheet of your
Tutor Marked Assignment has not been correctly reflected or is not entered in your grade card, you
are advised to contact the Coordinator of your Work Centre with a request to forward correct award
list to the Student Evaluation Division (SED) at the Headquarters.

Do not enclose or express doubts for clarification if any about study material or assignment along
with the assignment. Send your doubts in a separate cover to the Programme Coordinator or
Director of School of Continuing Education at IGNOU, Maidan Garhi, New Delhi-110068. Give
your complete enrolment number, name, address, phone/mobile number, title of the Course, and the
number of the Unit or the assignment, etc. on top of your letter.
We strongly advise you not to copy the assignments, Supervised Practicum and Project work
from each other’s work or to buy these from the Market. Use of any such unfair means will
lead to your work being disqualified and you will have to do the assignment again.

10 TERM END EXAMINATION

The Term End Examination (TEE) is a major component of the evaluation system of theory
Courses with 70% weightage for each Course in the final result. There is one term-end examination
paper foreach Course, i.e., you will have to clear all three papers towards completing the certificate
Programme. Each paper is of three hours duration and will be marked out of 100 Marks which
will later be converted into 70% weightage.
The term end written examination may comprise:
• essay-type questions testing analytical and conceptual comprehension.
• case materials/problem-solving activities/practical questions.
• short answer questions and objective questions.
Learners who do not qualify in the Term End Examination can reappear in the next examination.
However, you need to successfully complete all the Courses within 3 years of your registration,
i.e., during the admission validity period.
The University conducts term-end examination (TEE) twice a year i.e. in June and in December of
every year. Please see the details mentioned in the section on ‘Operational Schedule’ to appear

34
for TEE under each cycle. In case you fail (less than 40%) in the TEE, you will be eligible to
reappear in the next TEE for that Course, till the final span of the Programme i. e. prior to
completion by you of the maximum duration of 3 years. However, please note that you can appear
for examination for the first time only after completion of one year.
Examination date-sheets (schedule which indicate the date and time of examination for each
Course) are notified through the IGNOU website.
It is a pre-requisite to submit the online examination form with prescribed fee (revised from time to
time) per Course. Only one form is to be submitted for all the Courses you are appearing in TEE.
You can choose examination centre anywhere in India from the list of centres notified in the
IGNOU website. The code of your chosen centre is to be filled up as Examination Centre Code. The
exam centre will be allotted on first come first serve basis. In case the sitting at the centre has
exhausted you can select the alternate centre. However, if Examination Centre chosen by you is not
activated, you will be allotted to any other Examination Centre under the same Region. Change of
Examination Centre, once allotted, is not permissible under any circumstances.
The dates for submission of examination forms are given below.
For June For December Fees Late fee Mode of
TEE TEE submission
1stMarch to 1stSeptember to Examination fee @ `200/-
31stMarch 30thSeptember per Course (revised from Online submission
time to time) [Link]
1stApril to 1st October to 20th `300/-
20thApril October
21stApril to 21st October to `500/-
30thApril 31st October
1stMay to 1stNovember to `1000/-
15thMay 15thNovember
Please ensure:
• Assignment(s) as applicable for the Course(s) filled for appearing in the TEE has been
submitted.
• Registration for the Course(s) is valid and not time barred.
• Minimum duration (one year) for appearing in Course(s) has been completed.
University uploads Hall Ticket / Examination Intimation Slip of the term-end examination on the
University’s website: [Link]. Students can download the same for the examination
purpose from the website.

11 GENERAL INSTRUCTIONS
• A record of your progress is maintained at IGNOU, New Delhi.
• Please save all the information that University sends you and keep the Programme Guide
handy.
• Do write to us if you have any difficulties while working through the Programme. Remember
to intimate the relevant authority sufficiently in advance, if there is any change of address. This
will help the concerned authority to send you course material, any information and letters
promptly, without any delay or the risk of their being lost.

35
• Please try to attend as many counseling sessions as possible so as to get the best out of the
Programme.
• When you receive the study materials, read the Units carefully and note down the important
points. You can use the space in the broad margin of the printed pages for making notes and
writing your comments.
• Answer ‘Check Your Progress’ questions and complete ‘Activities’ given in the study
materials. Please remember, the answers to them are not to be sent to us. The purpose is to
enable you to evaluate your own performance and keep you on the right track. They will
enhance your comprehension of the subject matter. You can compare your answers to Check
Your Progress questions with those given at the end of the Unit.

12 ONLINE FACILITIES
Please visit the IGNOU website ([Link]) from time to time for the general updates. A
few important links under the site are enlisted here.
i) Schools of Studies: Where you will get the information about the Programme offered by
different schools. The CESEIID Programme is offered by the School of Continuing Education
(SOCE).
ii) Students Support: Results; download facilities for assignment, old question papers; queries
about admission, registration, material despatch details, address checking, convocation; TEE
date sheet; examination form; campus placement, prospectus etc.
iii) Divisions: Under this section, there are links for Material Production and Distribution Division,
Regional Service Division, Student Registration Division and Student Evaluation Division.
iv) Student Registration Division: This link will give you information about admission.
v) Student Evaluation Division: This link gives information about TEE and results.
vi) Electronic Media Production Centre: You will get the information about the Interactive
Radio Counseling and Teleconferencing schedules.

13 SOME FORMS FOR YOUR USE

Annexure I: List of RCI Approved Programme Work Centres
Annexure II: Form for Change/Correction of Address
Annexure III: Form for Non-receipt of Materials
Annexure IV: Form for Early Declaration of Result of Term End Examination
Annexure V: Form for Obtaining Duplicate Grade Card/Mark sheet
Annexure VI: Form for Issue of Migration Certificate
Annexure VII: Form for Issue of Provisional Certificate
Annexure VIII: IGNOU Policy Regarding Sexual Harassment at the Workplace
Annexure IX: Student Satisfaction Survey
Note: 1. Forms for Term End Examination and Re-evaluation of Result of Term End Examination
are to be submitted online ([Link]). Please check IGNOU website for change in the
format, address, mode of submission and fee (if any) before submission of the form.

36
 List of RCI Approved Work Centres (Annexure 1)
S. No Regional Centre Work Centre
1. Lucknow (RC LSC 2700) Suveera Institute for Rehabilitation and Disabilities,
IGNOU Regional Centre, 102/83 A Maharishi Nagar Vistar
5-C/INS-1, Sector – 5, Bhitoli Chauraha, IIM Road, Lucknow 226013
Vrindavan Yojna, Telibagh (Lucknow) Phone: 9415101769,8935031769
Phone : 0522-2442832, Email: suveerawelfaretrust@[Link]
E Mail : rclucknow@[Link]
Facebook Page: Ignou RC Lucknow, Twitter :
@IGNOULucknow
2. RC Delhi -1 (RC LSC 4000) Vision institute for Applied Studies,
IGNOU Regional Centre Plot No.: 40, Sector -20 B, H.U.D.A
J-2/1, Block B-1, Mohan Cooperative Near Traffic Training Park,
Industrial Estate, Mathura Road, Faridabad, Haryana
New Delhi - 110044 Phone: 0129-2222175, 2222167, 9311305291
Contact No.: 011-46552431 Email: director@[Link], visionfbd@[Link]
Email: rcdelhi1@[Link]
3. Shimla (RC LSC 1100) Composite Regional Centre for Skill Development,
Regional Director Rehabilitation & Empowerment of Persons with
IGNOU Regional Centre Disabilities, Sundernagar
Block No. 9, SDA Complex, Kasumpti, Near Mahamaya Temple, HP-175018,
Shimla, HP-171009 Phone: 01907-266638, 267638, 9816269638
Phone: +91-0177-2624612 / 2624613 Email: crcsnr@[Link], mssaini6367@[Link]
Toll- Free Number - 1800 180 8055 Fax: +91-
0177-2624611
Email: rcshimla@[Link]
4. Karnal (RC LSC 1000) Renu Vidya Mandir
Ignou Regional Centre Khewra-Meerut Road, Bahalgarh, Sonipat 131021
Plot No. 5, Sector-12 (Part-1), Phone:0130-6690 1 19 Mob:8572899973
Urban Estate Email: rvmharyana@[Link]
Karnal-132001 Haryana
Email: rckarnal@[Link]
5. Saharsa (RC LSC 8600) IGNOU Regional Deepalaya Institute for Mental Health & Rehabilitation
Centre Saharsa Laxmi Niwas, Koshi Chowk, Reg Off: Kailash Puri, Srinagar Hata, Purnea, 854301,
Saharsa – 852201, Bihar, E-mail: (Bihar) Administrative Office : NH-31 Bypass Road, East
rcsaharsa@[Link] Phone: 06478-219015, of Newalal Chowk, Madhopara, Puria, Bihar Phone:
06478-295252 06454-240515, 9430059260 Email:
deepalaya@[Link]
6. Chennai (RC LSC 2500) Madhuram Narayanan Centre for Exceptional Children
84/1, PeriyarThidal, E.V.K. Sampath Salai, 18 Prakasam Street =T Nagar
Vepery, Chennai - 600 007. Chennai-600017
Phone : 044 -2661 8338 / 8438 / 8039 / 8040 / Ph.044-28340574
8489 Email-mnc@[Link]
E-mail : rcchennai@[Link]
7. Jharkhand
Deepshikha Institute for Child Development & Mental
Ranchi (RC LSC 3200) IGNOU Regional
Health Ara Gate, Namkum, Ranchi Jharkhand
Centre Krishna Mall, 2nd Floor, Ashok Nagar
Phone: 0651 - 2306203, 2207161. 2960080, 6570685,
Ranchi - 834002 Jharkhand.
Mob: 9334423789 Email: deepshikhainfo@[Link]
Ph No : 0651-2244677 / 2244688 / 2244699
deepshikha@[Link]
Email rcranchi@[Link]

8. RC Delhi-2 (RC LSC 2900) Manovikas Comprehensive Rehabilitation and Research

IGNOU Regional Centre Delhi-2 IAEA Centre, 60A Radhey Puri Extn-1, Swami Dayanand Marg,
HOUSE 17-B Indraprastha Estate, Ring Road, Near Jagat Puri Crossing, Delhi – 110051
New Delhi - 110 002 INDIA Tel. No.: 011 - 49058710, 9911107772
E-Mail: rcdelhi2@[Link] Email: mcs@[Link]

37
 INDIRA GANDHI NATIONAL OPEN UNIVERSITY
STUDENT EVALUATION DIVISION

APPLICATION FORM FOR CHANGE OF ADDRESS/CORRECTION OF NAME

Date: _____________________
To
Registrar, SRD Please tick the appropriate box:
IGNOU
Change/Correction of Address
Maidan Garhi
New Delhi-110068 Correction of Name

THROUGH CONCERNED REGIONAL DIRECTOR

Enrolment No. ..................................................... Programme ..........................................................
Name (in caps) ..................................................................................................................................

1. DETAILS FOR CHANGE/CORRECTION OF MAILING ADDRESS

New Address Old Address

................................................................ .......................................................................
................................................................ .......................................................................
................................................................ .......................................................................
City ...................... Pin ........................... City ...................... Pin ..................................
State ....................................................... State ..............................................................

2. CORRECTION OF NAME
(For correction in the spelling of name please attach an attested photocopy of 10th class
Certificate)

Name as recorded ............................................................................................. (IN CAPITAL LETTERS)

Correct Name ................................................................................................... (IN CAPITAL LETTERS)

_______________________________
Signature of Student

Phone/Mobile Number ..........................

______________________________________________________________________________
For Office Use

Control Number ............................. Lot No. ................................... Date ......................................

38
The Regional Director
.....................................................
.....................................................
.....................................................

Sub : Non-receipt of Study Material & Assignments

Enrolement No.

Programme Medium of Study

I have not received the study Materials/Assignments in respect of the following :

Sl. No. Course Code Blocks Assignments

I have remitted all the dues towards the course fee and there is No change is my address given as follows :

Name and Address : ........................................ Signature : ...................................................

........................................ Date : ...................................................

........................................

........................................

For Official Use

Date of despatch of study material/assignments to students ...............................................................................

39
40
 INDIRA GANDHI NATIONAL OPEN UNIVERSITY
STUDENT EVALUATION DIVISION

APPLICATION FORM FOR EARLY DECLARATION OF RESULT OF TERM-END

EXAMINATION
(Rules & regulations are mentioned on the reverse side of this form. Please go through them carefully before filling
up the form).
1. Name : ......................................................................................................................................................
2. Programme: Enrolment No:
3. Address: ...................................................................................................................................................
..................................................................................................................................................
.................................................................................... Pin
4. Reason for early declaration of result: ......................................................................................................
..................................................................................................................................................................
(enclose a copy of the documentary evidence specifying the reason for early declaration)
5. Courses(s) detail for early evaluation:-
S. No. Course Code Date of Examination
1. ———————————— ——————————————
2. ———————————— ——————————————
3. ———————————— ——————————————
4. ———————————— ——————————————
6. Exam. Centre details, from where you have to appear/appeared at Term-end Examination:-
Exam. Centre Code: Address of Exam. Centre: __________________________
__________________________
__________________________
__________________________
7. Fee detail:
(The fee for early declaration of result is Rs. 1000/- per course, which is to be paid through demand draft
drawn in favour of ‘IGNOU’ & payable at the City of Evaluation Centre)

No. of Course(s): ………….…… X Rs. 1000/-= Total Amount: …..........................

Demand Draft No.: ………………………… Date: ……......................................

Issuing Bank: .……………………………………………………………………......................

Date:............................. (Signature of the student)

P.T.O.

41
 RULES & REGULATIONS FOR EARLY DECLARATION OF RESULTS
1. Request for early declaration of results will be entertained for final semester/year or maximum of 4 backlog
courses only, subject to the following conditions:-
i) The student has been selected for higher study/employment and statement of marks/grade card is required
to be produced to the institute by a particular date, which is before the prescribed dates of declaration
of the University’s results.
ii) The student has completed all the other prescribed components except the term-end examination of
the courses, for which early evaluation has been sought.
2. Application for early declaration, for the reasons such as to apply for recruitment/higher study/post and
promotion purpose etc. will not be entertained.
3. Application without enclosing documentary evidence specifying the reason for early declaration will not be
entertained.
4. Application form must reach at the following address before the date of the examination for the course (s)
for which early evaluation is sought:-

[Link]. Address of Evaluation Centre Jurisdiction of Evaluation Centre

1. Dy. Registrar All Examination Centres within Delhi-1, Delhi-2,
Evaluation Centre
Block-5, IGNOU, Maidan Garhi Delhi-3, All Schools and Divisions at Hqs.
New Delhi-110068
2. Dy. Registrar All Examination Centres in Chennai, Hyderabad,
Evaluation Centre, Periyar Thidal Port Blair, Vijayawada, Trivandrum, Cochin, Ban-
No.50, EVK Sampath Road galore, Madurai, Panaji, Nagpur and Sub-RC
Vepery Chennai – 600 007 Vatakara.
3. Dy. Registrar All Examination Centres in Patna, Raipur,
Evaluation Centre Bhuvneshwar, Koraput, Siliguri and
IGNOU Regional Centre Raghunathganj.
2nd Floor, Biscomaun Tower
W. Gandhi Maidan, Patna -800 001
4. Dy. Registrar All Examination Centres in Lucknow, Varanasi,
Evaluation Centre, IGNOU Regional Aligarh, Dehradun, Noida, Karnal, Chandigarh,
Centre, B-1/33, Sector-H, Aliganj Khanna, Shimla, Jammu and Srinagar,
Lucknow – 226 024
5. Dy. Registrar All Examination Centres in Pune, Ahmedabad,
Evaluation Centre, IGNOU Regional Bhopal, Jabalpur, Jaipur, Rajkot and Mumbai.
Centre, 1st Floor, MSFC Building
270, Senapati Bapat Road, Pune-411016
6. Dy. Registrar
All Examination Centres in Guwahati, Itanagar,
Evaluation Centre, IGNOU Regional
Imphal, Shilong, Agartala, Gangtok, Kohima and
Centre, H/No.71, GMC Road
Aizwal.
Christian Basti, Guwahati – 781 005
7. Dy. Registrar
Evaluation Centre All Examination Centres in Kolkata, Darbhanga
IGNOU Regional Centre and Ranchi.
Bikash Bhavan, 4th Floor, North Block,
Bidhan Nagar (Salt Lake City)
Kolkata-700091.

42
 Control No.................................

INDIRA GANDHI NATIONAL OPEN UNIVERSITY

Maidan Garhi, New Delhi-110 068

APPLICATION FORM FOR OBTAINING DUPLICATE GRADE CARD/ MARKSHEET

Name ...............................................................................................

Enrolment No.

Address ............................................................................
............................................................................
............................................................................
............................................................................

Pin

Programme .................................................................................................................................................
Month and Year of the Exam. .....................................................................................................................
Centre from where appeared at
last examination ..........................................................................................................................................
Bank Draft / IPO No. ............................................................... Dated .......................................................
for Rs. 200/- in favour of IGNOU, New Delhi ...........................................................................................

..................................................................
Signature

Dated ........................................................................

Note : Fee for duplicate grade card Rs.200/-. The duplicate grade card/mark sheet will be sent by
Registered post.
The filled in form with the requisite fee is to be sent to :
The Registrar (Student Evaluation Division)
Indira Gandhi National Open University
Maidan Garhi,
New Delhi-110 068

43
44
 INDIRA GANDHI NATIONAL OPEN UNIVERSITY
(To be submitted at the concerned Regional Centre)

Application Form for Issue of Migration Certificate

(To be filled in by the Applicant – Before filling in the form, see instruction on reverse)

1. Name :....................................................................................................................................
2. Father’s/Husband’s Name :...........................................................................................................
3. Address ........................................................................................................................................
....................................................................................................................Pin ..........................
4. Particulars of last examination ......................................................................................................
Examination Passed Year of Passing Enrolment No. Marks Obtained Grades Obtained
(Programme)

5. Name of the Regional Centre and Study Centre in which the Candidate is attached
.....................................................................................................................................................
6. Name of the University to which the Candidate wants to migrate
.....................................................................................................................................................
Draft Details
Amount Rs. __________________ D.D. No. ________________ Date _______________
Bank Name ____________________________ Place of Issue ______________________

(To be filled in by the Admissions Division)

1. The information furnished by Shri/Smt./Km. __________________________________________ is correct
as per scholar register.
2. He/She may be issued the Migration Certificate applied for _______________________________
Date __________________ Dealing Assistant__________________ Section Officer _______________

I hereby declare that the information provided is correct to the best of my knowledge and I have paid all fee
due to the University. In the event of any of the above information being found incorrect, the Certificate
shall be liable to cancellation by the University.
Received the Migration Certificate No. _______________________ dated ___________

Date: ________________ Signature of the Applicant

45
 INSTRUCTIONS

1. A fee of Rs. 500/- should be remitted by way of a Demand Draft drawn in favour of IGNOU and
payable at concerned Regional Centre/City.
2. At the time of submission of the application for issue of Migration Certificate the student should
attach xerox copy of consolidated Statement of Marks of Provisional Certificate issued by this
University (duly attested) for verification.
3. Duplicate Migration Certificate can be issued on payment of Rs. 500/- only in case it has been lost,
destroyed or mutilated on submission of an Affidavit drawn up on a non-judicial stamp paper of the
value of Rs. 10/- to be sworn before a Magistrate on the following format.

“I, _________________________________Son/daughter/wife of _________________________ resident

of ___________________________________________________________________ hereby solemnly
declare that the Migration Certificate No. ___________________ dated ___________ issued to me by

the ___________________________ to enable me to join _____________________ ______________

University has been lost and I did not join any other University on the basis of the same nor have I
submitted the same for joining any other University. In case the lost Migration Certificate is found, I shall

deposit the same to the University”.

46
 INDIRA GANDHI NATIONAL OPEN UNIVERSITY
Student Evaluation Division
Maidan Garhi, New Delhi-110 068

APPLICATION FORM FOR ISSUE OF PROVISIONAL CERTIFICATE

Enrolment No.

Programme Title ....................................................................................

Regional Centre ..............................................................................

Name ..................................................................................................

Father’s Name ..................................................................................................

Month and year of last
examination in which you
have completed the Programme ..................................................................................................

Mailing Address ..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................

(Please Enclose a copy of your complete grade card.)

Filled in Application Form should be sent to:

The Registrar (Student Evaluation Division)

IGNOU,
Maidan Garhi,
New Delhi-110068

Date ........................................... ...............................................

Signature
47
48
IGNOU POLICY FOR PREVENTION, PROHIBITION AND PUNISHMENT
OF SEXUAL HARASSMENT OF WOMEN AT THE WORPLACE
IGNOU has adopted a policy for the prevention, prohibition and punishment of sexual harassment of
women at workplace in compliance to the directive of Hon'ble Supreme Court of India.
Information on this policy, rules and procedures can be accessed from the IGNOU website [Link].
Any incident of sexual harassment may be reported to the Regional Director of the Regional Centre, you
are attached to or to any of the persons whose contact details are given in the following table.

Regional Centre Committee against Sexual Harassment (RCCASH) has been constituted at each Regional
Centre.
For Complaints please write to:
Address at IGNOU (Hqrs.):
Chairperson, RSDCASH, Regional Services Division, Indira Gandhi National Open University, Maidan
Garhi, New Delhi-110 068
Email: rsdcash@[Link]
OR
Address at your Regional Centre:
Chairperson, Regional Centre Committee against Sexual Harassment (RCCASH) (Address of your
Regional Centre).

49
 Indira Gandhi National Open University
Student Satisfaction Survey
Kind Attention: All Past and Present Students of IGNOU!
Now you rank our Performance...
Dear Student,
As the largest distance education institution in the world. We have always endeavoured to imbibe values and skills
for the development of knowledge and competencies. And it is our belief that you as the former or present student
are the best person to judge how far we have succeeded in our efforts. To gain your invaluable impression, we
present here a short questionnaire. All you have to do is fill it and maill it back to us. You can also fill this questionnaire
online by logging on to [Link]. Your invaluable inputs shall guide us towards a direction where we shall
imporve our services and evolve more student-friendly study programmes.
Vice-Chancellor, IGNOU.

Enrolment No. ............................................. Name .............................................................................................

Gender : M F Age Group : Below 30 31-40 41-50 Above 51


Programme of Study ..........................................................................................................................................

Year of Enrolment .......................................................... Year of Completion ...................................................
Regional Centre ......................................... State ................................... Study Centre ....................................
Please Indicate your satisfaction level by putting a tick mark on your choice.

Serial Questions Very Satisfied Average Dissatisfied Very

No. Satisfied Dissatisfied
1. Concepts are clearly explained in the
printed learning material
2. The learning materials were received
in time
3. Supplementary study material
(like video/audio) available
4. Academic counsellors explain the
concepts clearly
5. The counselling sessions were
interactive
6. Changes in the counselling schedule
were communicated to you on time
7. Examination procedures were clearly
given to you
8. Personnel in the study centres are helpful
9. Academic counselling sessions are well
organised
10. Guidance from the Programme Coordinators
and Teachers from the School0
11. Assignments are returned in time
12. Feedback on the assignments helped in
clarifying the concepts
13. Project proposals are clearly marked and
discussed
14. Studying in this programme provided the
knowledge of the subject
15. Results and grade card of the examination
were provided on time
16. Overall, I am satisfied with the programme

After filling cut out this questionnaire and mail it to:

STRIDE, Block-14, IGNOU, Maidan Garhi, New Delhi-110 068

50