University of madras [Established under the Act of Incorporation XXVII of 1857 – Madras University Act 1923]

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Total Teaching Hours : 30 Hours


  1. To develop understanding of the needs and problems of persons with disability.

  2. To understand policies, programmes and services available to persons with disability.

  3. To provide opportunities for social work intervention to the persons with persons

Course Content:

Unit I (6 Hours)

Impairment, Handicap, disability & Differently Abled, meaning, nature, type. Extent of Disability in India; Various Categories of Persons with disability –

Physical, orthopedic, visual, motor & sensory, mental – their needs and problem,

multiple disability.
Unit : II (6 Hours)

Historical development of services & programmes for the various categories of

persons with disability. institutional and Non –institutional services for various

groups, management of institutions of disabled people.

Unit III (6 Hours)

Causation of Disabilities, Disabled People in Society and societal response,

Prevention of diseases causing disability, safety measures to avoid disabilities,

Rehabilitation – concept, nature and efforts by Government and Non-Government

Organizations, institutions and problems in rehabilitation, Community Based

Rehabilitation, Rehabilitation Education and Management of Rehabilitation,

Rehabilitation Council of India.
Unit: IV (6 Hours)

UN Declaration of Human Rights of Disabled Persons. International year for

Disabled, Efforts by International organizations for prevention, welfare &

rehabilitation of disabled. Legislation with reference to persons having disabilities. Mental Health Act, The Person with Disabilities (Equal

Opportunities, Protection of Rights and Full Participation) Act, 1995.

Welfare Services for disabled.

Unit : V (6 Hours)

Work, Occupation and Disability, Factors specific to disabled elderly people;

and Children, social work in traditional setting. The changing context of social

work practice. Social Work intervention for creating supportive environment.

List of Readings

  1. Narashimha, M.C. Disability: A Continuing Challenge, Willey Eastern

& A.K.Mukherjee Ltd., New Delhi, 1986.

  1. Wilson B.R & Rehabilitation Studies, Cambridge University

D.L.McMillan, Press, 1997.

3. Oliver, Michale Social work – Disabled People and Disabling Envir-

onment, Jessi Kingsely Publishers, London, 1993.

4. Gajendra Gadkar, S.N. Disabled in India; Somaiya Publications Pvt. Ltd.,

Bombay, 1983.
5. Bequer Ali & Disability: Challengers, Response, Concerned

Anjali Sharma Action, New Delhi, 1997.

6. Kitchlu, T.N A Century of Blind Welfare in India, Penman

Publishers, New Delhi,1991.

7. Batra, Sushma Social Integration of the Blind, Concept, New Delhi,

8. Abidi, Javed No Pity. Health for the Millions. Vol. 21, No.6

Voluntary Health Association of India (VHAI), New

Delhi, 1995.

9. Baquer Ali Disabled, disablement, Disablism, VHAI, New Delhi,

10. Barnes, Colin Disables People in Britain and Discrimination: A

Case for Anti – Discrimination Legislation, Hurst &

Company, London, 1991.

11. Bhargava, Mahesh Introduction to Exceptional Children: Their Nature

and Educational Provisions, Sterling Publishes Pvt.

Ltd., New Delhi, 1994.
12. Bhushan, Shashi The Situation of the – Handicapped in India,

Institute of Social Sciences, New Delhi, 1988.

13. Chainani, M.L. Rehabilitation of Physically Handicapped, Popular

Prakashan, Bombay, 1971

14. Chattopadhyay, Anjana All India Directory of Educational an Vocational

Training Institutes for the Handicapped. Patriot

Publishers, New Delhi, 1986.

  1. Narasimhan, MC & Disability: A continuing Challenge, Willey Eastern

A.K. Mukherjee Ltd., New Delhi, 1986.
16. Desai, Beena Armed Forces & Disability. Health for the Milllions,

Vol.21 No.6,VHAI, New Delhi, 1995.

17. Government of India National Plan of Action: International Year of

Disabled Persons 1992. Government of India.

18. Gupta, Shivani, Overcoming Disability, Health for the Millions

Vol.21 No.6,VHAI, New Delhi, 1995.

19. International Co-operatives for the Disabled: Organization and

Labour office Development. International Labour office, Geneva,


  1. Isherwood, Aillicnet M. Coping with Disability, W.R.Chambers Ltd.,

Edinburgh, 1986.
21. Khosla,Mehrin Strengthening Families and Person with Mental

Retardation. Health for the Millions, 1995.

22. Mani, D.Rama The Physically Handicapped in India: Policy and

Programme, Ashish Publishing House, New Delhi.

23. Murty, S.P.Gopalan Workbook on Community Based Rehabilitation

Services. Karnataka Welfare Association for the

Blind, Action Aid: Disability Division, Bangalore.
24. Oliver, Michael Understanding Disability Macmillan Press Ltd.,

London, 1996.

25. Oliver, Michael The Policies of Disablement Macmillan Press Ltd.,

London, 1990.

26. Shapiro, Joseph No Pity- People with Disabilities Forgoing A New Civil

Rights Movement Universal Book Traders, Delhi, 1993.

27. UNICEF, What is Disability? UNICEF, New Delhi.
28. Werner, David Disabled Village Children: A Guide for Community

Workers, Rehabilitation Workers and Families. VHAI,

New Delhi, 1994.

Paper III




  • To help the students to acquire the skills necessary to develop and maintain

Satisfying and stable relationship.

  • To gain knowledge on the services available for the welfare of the family.

Unit 1 (6 Hrs)
The family

Definition, Importance of the family for Individual, Types of family, changing

Trends, Characteristics and functions, the family Life Cycle – Formative,

Expanding, and Contracting stages, functions and problems in the different stages.

Unit 2 (6 Hrs)

Definition, Types of marriages – Love, arranged, arranged love marriages. Love &

Infatuation, Marriage - A sacrament, Purpose of Marriage, Positive and Negative

Reasons for marriage – right outlook, Need for marital preparation and Pre Marital

Counselling, Dating, Courtship, Choosing the Life Partner, Premarital Intimacy.
Unit 3 (6 Hrs)
Conjugal Harmony

Husband and Wife relationship: Differences between Men and Women, Accepting

Differences, mutual adjustments, changing roles of husband & wife today (Career

Women), and appropriate division of roles.

Communication in Marriage

Importance of communication in marriage, Communication between partners,

Importance of listening in marriage, handling conflicts in marriage, indicators of

Marital Success.

Unit 4 (6 Hrs)

Definition, determinants of sexuality, Sex education – female reproductive system,

Male reproductive system, fear of sex, Pregnancy and Birth. Family planning.
Unit 5 (6 Hrs)
Family Disorganization

Factors contributing to family Organization/Disorganization, Families in Difficult

Situations: Harassment and violence in families, Addiction, Extra – marital affairs,

Marital Rape, STD, HIV/AIDS, Separation, Divorce, Desertion, Single Parent

Families. Need to protect yourself in marriage.

Family Welfare Services

Pre – marital Counselling, Family Counselling Centres, Family Court, All

Women’s Police Station.


  1. Betty, Carter and Monica, MCGoldrick, The Changing Family Life Cycle – A

framework for Family Therapy, II Ed.

2. Emile, Joseph, de, Smedt, (1964), Married Love – An Enquiry and Dialogue

with People; Geoffrey Chapman, London.

3. Evely, Millis, Duvall, Family Development, II Ed.

4. Kaila, H., L., (2005), Women, Work And Family, New Delhi; Rawat


  1. Kapadia, K., M.,(1968), Marriage and Family in India; Oxford University Press

  2. Klemers, Marriage and Family Relationships.

  3. Marie, Mascarenhas, (1999), Family Life Education of Value Education.

  4. Pimeta, J., Grooming you for Marriage, St. Paul’s Publications.

  5. William, J., Goode, (1989), The Family; Prentice Hall of India, Pvt.Ltd.,

New Delhi.






  • To develop theoretical understanding of development and planning.

  • To enable students gain an understanding of the administrative machinery

Involved in development.

  • To provide Knowledge on various methods, strategies and development efforts.

  • To understand the role and contribution of professional social work in the

Development process.
Unit 1 (8 Hrs)
Planning: Concept, Types of Planning, Planning Process and Importance of

Planning for Development.

Development: Concept, Indicators – Human Development Index, Physical

Quality of life Index, Human Poverty Index, Gender Related Index,

Development Strategies with Specific Reference to Balanced & Unbalanced

Unit 2 (6 Hrs)
Participatory Planning: Peoples Participation – Concept, Factors Promoting &

Hindering Peoples Participation. Techniques of Participation with Specific

Reference to Participatory Rural Appraisal & Participatory Need Assessment.
Unit 3 (6 Hrs)
Development Planning In India: Need, Goals of Rural and Urban Development,

Critical Analysis of the Five Year Plans till the current Plan. Understanding the

Concept of Globalization, Liberalization, Privatization and Its Impact on the poor.

73rd and 74th amendment and Its Impact on Rural and Urban Management.

Unit 4 (6 Hrs)
Structure & Levels of Planning at Centre, State, District and at Block levels. Brief History of Urban Local Bodies in Urban Areas; Forms of Urban Local Government in India, Corporation, Towns Notified Areas and Cantonment Boards.
Unit 5 (6 Hrs)
Role of NGOs in Rural and Urban Development:

Concept of Voluntary Organisation in Rural / Urban Development. Critical Analysis

Of Voluntary Action in I ndia; Role of International Funding Agencies in


1.Abdul Kalam. A.P.J& Rajan, Y.S, (1998), India 2020 – A Vision for the New Millennium Penguin Publication
2. Agarwal, A.N, (1998), Indian Economy: Nature, Problem & Progress, Vikas Publications New Delhi.
3. Bhat, Anil, (2001), Development & Social Justice: Micro Action by Weaker Sections, Sage Publications, New Delhi.
4. Puri, V.K & Misra S.K (1988), Indian Economy Himalayan Publishing house, New Delhi.
5. Dhingra C.Ishwari, (1998), The Indian Economy, Sultan Chand & Sons, New Delhi.
6. Datt & Sundaram K.P.M.,(2007), 54th Ed. Indian Economy.S.Chand, Company New

7.Dubhashi P.R, (1994), Rural Development Administration in India, Popular Press, Bombay

8. Desai Vasanth, (1998), Rural Development, Vol. 1&2. Himalaya Publishing house,

New Delhi

9. Gupta S.P.(1993), Liberalization and impact on the Indian Economy, Macmillian

India Ltd

10. Jain S.C, (1985). Community Development & Panchayat Raj in India, Allied

Publishers Ltd., Chennai

11. Jain S.C, (1985), Rural Development Institutions & Strategies. Rawat

Publications, Jaipur

12. Jain S.C, (1985), Grass with out Roots: Rural Development under Government Auspices, Rawat Publications, New Delhi
13.Kapila Uma, (2007), India’s Economic Development Since 1947, Academic Foundation, New Delhi
14. Sharma, Kampa Prasad, (1993), Participation Planning at the Grass Roots, Sterling

Publishers, New Delhi



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List of Courses on Soft-Skills for UG Course

S. No.

Course Code

Course Title



UOM S 001




UOM S 003




UOM S 005




UOM S 007




  • enable students to build a repertoire of functional vocabulary and to move from the lexical level to the syntactic level.

  • train students to summon words, phrases relevant to the immediate communication tasks.

  • enable students to comprehend the concept of communication.

  • teach students the four basic communication skills- Listening, Speaking, Reading and Writing.

UNIT 1: Recap of language skills – vocabulary, phrase, clause, sentence.

UNIT 2: Fluency building.

UNIT 3: Principles of Communication.

UNIT 4: Types of Communication.

UNIT 5: LSRW in Communication.
Recommended Texts

  • Monippally, Matthukutty. M. 2001. Business Communication Strategies. 11th Reprint. Tata McGraw-Hill. New Delhi.

  • Sasikumar. V and P.V. Dhamija. 1993. Spoken English: A Self-Learning Guide to Conversation Practice. 34th Reprint. Tata McGraw-Hill. New Delhi.

  • Swets, Paul. W. 1983. The Art of Talking So That People Will Listen: Getting Through to Family, Friends and Business Associates. Prentice Hall Press. New York.

  • Hewings, Martin. 1999. Advanced English Grammar: A Self-Study Reference and Practice Book for South Asian Students. Reprint 2003. Cambridge University Press. New Delhi.

  • Lewis, Norman. 1991. Word Power Made Easy. Pocket Books.

  • Hall and Shepherd. The Anti-Grammar Grammar Book: Discovery Activiies for Grammar Teaching. Longman






  • train students to become aware of their thinking style and to enable them to convert thinking into performance.

  • prepare students to evolve metal models for intra-personal and inter-personal transactions.

  • make students reflect and improve their use of body language – posture, gesture, facial expression, tone.

UNIT I: Thinking and Articulation – cognitive, affect, critical, creative aspects of articulation.

UNIT II: Acquisition of Oral and Aural Skills.

UNIT III: Communication Boosters – body language.

UNIT IV: Function of Cultural Codes in Presentation – etiquette.

UNIT V: Models of Presentation.
Recommended Texts

  • Powell. In Company. MacMillan.

  • Cotton, et al. Market Leader. Longman.

  • Pease, Allan. 1998. Body Language: How to Read Others Thoughts by their Gestures. Sudha Publications. New Delhi.

  • Gardner, Howard. 1993. Multiple Intelligences: The Theory in Practice: A Reader. Basic Books. New York.

  • De Bono, Edward. 2000. Six Thinking Hats. 2nd Edition. Penguin Books.

  • De Bono, Edward. 1993. Serious Creativity. Reprint. Harper Business.


  1. To make students understand the concepts and components of personality, thereby to apply the acquired knowledge to themselves and to march towards excellence I their respective academic careers.

  2. To enable students to keep themselves abreast of general knowledge and current information.

  3. To bring out creativity and other latent talents with proper goal setting so that self-esteem gets enhanced.

  4. To sharpen memory skills and other study skills which are vital for academic excellence.

  5. To give training for positive thinking which will keep the students in a good stead at the time of crisis.

Unit I- Introduction

  • Definition of Personality

  • Components of Personality – structural and functional aspects.

  • Determinants of Personality- biological, psychological and socio-cultural factors.

  • Assessment of Personality – observation, interview and psychological tests.

  • Misconceptions and Classifications.

  • Need for personality development.

Unit II- Self-Awareness and Self Motivation

  • Self analysis through SWOT and Johari widow.

  • Elements of motivation.

  • Seven rules of motivation.

  • Techniques and strategies for self motivation.

  • Motivation checklist and Goal setting based on the principle of SMART.

  • Self motivation and life.

Unit III- General Knowledge and current affairs

  • Regional, National and International events.

  • Geographical, political and historical facts.

  • Information on sports and other recreational activities.

  • Basic knowledge with regard to health and health promotion.

Unit IV- Memory, decision making and study skills

  • Definition and importance of memory.

  • Causes of forgetting.

  • How to forget (thought stopping), how to remember (techniques for improving memory)

  • The technique of passing exams.

  • The rational decision making process.

  • Improving creativity in decision making and components of creativity.

Unit V- Power of positive thinking

  • Thinking power- seven steps for dealing with doubt.

  • Traits of positive thinkers and high achievers,\

  • Goals and techniques for positive thinking.

  • Enhancement of concentration through positive thinking.

  • Practicing a positive life style.


The course would include the following practical exercises.

Ice-breaking, Brainstorming and stimulation exercises. Thought stopping. Memory and study skills training.


  1. Mile, D.J. (2004). Power of positive thinking. Delhi: Rohan Book Company.

  2. Pravesh Kumar. (2005). All about self-motivation. New Delhi: Goodwill Publishing House.

  3. Dudley, G.A. (2004). Double your learning power. Delhi: Konark Press. Thomas publishing Group Ltd.

  4. Lorayne, H. (2004). How to develop a super power memory. Delhi: Konark Press. Thomas publishing Group Ltd.

  5. Hurlock, E.B. (2006). Personality Development, 28th Reprint. New Delhi: Tata McGraw Hill.

Objective: The major objective in introducing the Computer Skills course is to impart training for students in Microsoft Office which has different components like MS Word, MS Excel, MS Access, Power point etc., at two levels based on their knowledge and exposure. It provides essential skills for the user to get adapted to any work environment, as most of the systems in any6 work place have MS Office installed for their day to day activities. The course is highly practice oriented rather than regular class room teaching.
Pre-requisite: NIL.
Unit I: Introduction to Computers – Classification of Computers; Role of Computers in society; Inside the Computers – Hardware (processing, memory, i/o, storage), Software (systems, application), CPU, OS, (DOS, Windows, Unix, Linux), Storage Devices; Programming – Overview, need for languages, skills; Networking Basics; Virus; Hacking.
Unit II: Word Processing – Open, Save and close word document; Editing text – tools, formatting, bullets; Spell Checker; Navigating in word – keyword, Mouse; document formatting – paragraph alignment, indentation, headers and footers, numbering; printing – preview, options.
Unit III: File Management – Understanding the importance of file management; backing of files, navigating thru My Computer and Windows Explorer; Files and Folders – editing, retrieving, deleting, renaming, subfolders – manipulate windows – maximize, minimize; Power point basics – terminology, templates, viewing.
Unit IV: Spreadsheets – MS Excel – opening, entering text and data, formatting, navigating; Formulas – entering, handling and copying; Charts – creating, formatting and printing, header and footer, centering data, printing.
Unit V: Networks – Internet Explorer – components; www – working, browsing, searching, saving – Bookmark – favorite, create, delete – Printing a web page; email – creating, receiving, reading and sending messages.
Note: Unit II to Unit V needs exposure thru practicals.

  1. Introduction to Computers – Peter Norton, Tata McGraw-Hill.

  1. Microsoft 2003 – Jennifer Ackerman Kettel, Guy Hat-Davis, Curt Simmons, Tata


1. Internal assessment could be based on Theory and/or practicals.

2. End semester is based on practicals.

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