Everything You Need to Know About the Diploma in Early Childhood Special Education (Intellectual Disability)

 The D.E.C.S.E. (ID) course is an RCI Certification Program for special educator for intellectual disability.

In this post, we can take a look at eligibility, duration, learning outcomes, career opportunities, exam eligibility, and fee expectations for this course.

Who Can Apply? (Eligibility Criteria)

To join the D.E.C.S.E. (ID) program, you must:

• Have completed 10+2 (or equivalent) in any stream

• Have scored a minimum of 50% marks

• Be genuinely interested in working with children with developmental delays or intellectual disabilities

📝 Note: Some institutions may offer relaxations for SC/ST or differently-abled candidates as per government norms.

Starting from the 25-26 batch those who have completed class X before 1990 are nor eligible

⏳ How Long Is the Course? (Duration)

• The course runs for 1 academic year

• It includes a total of 1200 hours

  • 480 hours of Theory

  • 720 hours of Practicals

The course is worth 40 credits in total.

What Will This Course Equip You For?

The program prepares you with knowledge, skills, and values required to work with children aged 0 to 6 years who have or are at risk of Intellectual Disability (ID) or have been diagnosed with ID

You will learn:

• Early identification and assessment of developmental delays

• Planning and implementing Individualized Education Plans (IEPs) and Family Service Plans (IFSPs)

• Creating and using teaching–learning materials (TLMs) and adaptive devices

• Strategies for inclusive education, behavioural management, and therapeutic interventions

• Working collaboratively with families, professionals, and the community

• Skills in speech, occupational, yoga, and play therapy

💡 Employability skills like communication, teamwork, interview preparation, and ethics are also part of the curriculum.

What Career Paths Can You Take? (Employability Opportunities)

After completing D.E.C.S.E. (ID), you can work as a Special Educator for Early Childhood – Intellectual Disability, in roles such as:

• Special educator in pre-primary or early intervention centers

• Home-based or community-based educator for young children with ID

• Anganwadi or Balwadi support teacher

• Inclusive preschool facilitator

• Member of early intervention teams in hospitals or therapy centers

Once registered with RCI, you are legally certified to work in disability rehabilitation settings across India.

Eligibility for Exams

To appear for the term-end examinations, you must:

• Maintain at least 80% attendance in theory classes

• Have 100% attendance in practical training

• Successfully complete and submit:

  • Lesson plans

  • IEP/IFSP reports

  • TLMs

  • Field visit documentation

  •  Exams include internal assessments (40%) and external evaluations (60%).

What About the Fees?

The fee structure can vary across institutions. Typically, you can expect:

Component	Approximate Range (INR)
Tuition Fees	₹20,000 – ₹40,000/year
Practical/Fieldwork Fees	₹5,000 – ₹10,000
Registration/Exam Fees	₹2,000 – ₹3,000
Materials & Books	₹3,000 – ₹5,000

📍 Course Fees may vary depending on the institution and comes to approximately ₹60,000 in total

List of RCI approved Courses and Institutions

ECSE Syllabus - Practical Papers

Total: 6 papers, 720 hours

Paper I: Preparation of TLM and Adaptive Devices

Hours: 90
Marks: 90 (36 Internal + 54 External)
Objectives:

• Select/prepare suitable TLM and assistive devices

• Link TLM to IEP and assessment goals
  Student Tasks:

• Prepare and submit TLM used in teaching and assessment

• Submit additional innovative TLM, online resources used

Paper II: Individualized Educational Programme (IEP)

Hours: 180
Marks: 180 (72 Internal + 108 External)
Objectives:

• Develop IEPs for 3 students

• Plan teaching goals, strategies, evaluation methods

• Implement and document progress
  Student Tasks:

• Implement 12 sessions (minimum 40 mins each) per student

• Maintain task analysis, periodic data

• Submit complete IEP report and appear for viva

Paper III: Group Teaching

Hours: 120
Marks: 120 (48 Internal + 72 External)
Objectives:

• Teach in both special and regular pre-schools

• Collaborate with class teachers and plan lessons
  Student Tasks:

• Plan and teach 20 lessons (10 in special pre-schools, 10 in inclusive)

• Use suitable TLM, align with learning profiles

• Document planning, teaching, feedback

Paper IV: Therapeutic Intervention

Hours: 120 (split into 60 + 60)
Marks: 120 (48 Internal + 72 External)
Components:
a. Therapy:

• Assess 6 children each for:

  • Physiotherapy

  • Occupational therapy

  • Speech therapy

  • Behavioural support

b. Activities:

• Plan & conduct 10 lessons using:

  • Dance, drama, music, sports
    Student Tasks:

• Submit reports with self-evaluation

• Document individual/group sessions

Paper V: Individualized Family Service Programme (IFSP)

Hours: 180
Marks: 180 (72 Internal + 108 External)
Objectives:

• Develop IFSPs for 3 students

• Set family-centred goals, strategies, and evaluations
  Student Tasks:

• Implement 12 sessions per child

• Use appropriate strategies and TLM

• Maintain documentation and submit reports

• Viva voce at end

Paper VI: Field Visit and Observation Reports

Hours: 30
Marks: 30 (Internal only)
Objectives:

• Observe children in different ECSE settings
  Student Tasks:

• Visit an ECSE school

• Observe children during classroom, play, assembly, lunch, free time

• Submit 10 observation reports (based on 25 hrs observation + 5 hrs report writing)

• Highlight behaviors, peer/teacher interaction, play patterns

Practical Credits

Paper	Hours	Credits (Hours ÷ 30)
I. Preparation of TLM and Adaptive Devices	90	3
II. Individualized Educational Programme (IEP)	180	6
III. Group Teaching	120	4
IV. Therapeutics
– a. OT/PT/ST/Behavioural Support (60)
– b. Music/Dance/Drama/Sports (60)	120	4
V. Individualized Family Service Programme (IFSP)	180	6
VI. Field Visit and Observation Reports	30	1

Total Practical Credits = 3 + 6 + 4 + 4 + 6 + 1 = ✅ 24 credits - 30 hours/credit

ECSE - Syllabus - Theory

Here is a complete syllabus summary for the Diploma in Early Childhood Special Education (Intellectual Disability) – D.E.C.S.E.(ID) as per the official RCI document (2023–24):

THEORY PAPERS

Paper	Title	Hours	Marks (Int + Ext)
I	Introduction to Early Childhood Special Education	90	30 + 60 = 90
II	Child Development and Approaches to Learning	90	30 + 60 = 90
III	Assessment of Children in ECSE	90	30 + 60 = 90
IV	Curriculum Development and Teaching Strategies	90	30 + 60 = 90
V	Interdisciplinary Aspects in ECSE	60	20 + 40 = 60
VI	Employability Skills	60	20 + 40 = 60

📌 Total Theory Hours: 480
📌 Total Marks (Theory): 480

Credits: 3 each for the first 4 papers and 2 each for 5th and 6th papers = 16 credits

 Paper I: Introduction to Early Childhood Special Education

1. Unit I – Overview of Disability

2. Unit II – Understanding Intellectual Disability

3. Unit III – Causes, Prevention, and Associated Conditions

4. Unit IV – Understanding Early Childhood Special Education

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Paper II: Child Development and Approaches to Learning

1. Unit I – Growth and Development Across Lifespan

2. Unit II – Ages and Stages of Development

3. Unit III – Principles of Learning

4. Unit IV – Methods of Learning and Teaching

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Paper III: Assessment of Children in ECSE

1. Unit I – Concept of Assessment

2. Unit II – Role of Special Educator in Assessment

3. Unit III – Assessment of Students with ID

4. Unit IV – Development of Service Programmes Across Settings

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Paper IV: Curriculum Development and Teaching Strategies

1. Unit I – Definition, Meaning, and Approaches to Curriculum Development

2. Unit II – Curricular Areas

3. Unit III – Programme Development, Planning and Implementation of Teaching Strategies

4. Unit IV – Management of Challenging Behaviour

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Paper V: Interdisciplinary Aspects in ECSE

1. Unit I – Therapeutics

2. Unit II – Yoga and Play

3. Unit III – Role of Family in Early Childhood Care and Education

4. Unit IV – Multi-stakeholder Collaboration to Promote Inclusion and Diversity

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Paper VI: Employability Skills

• (Integrated module – content available at www.employabilityskills.net)

• No explicit unit titles listed in the syllabus document, but includes:

• Communication Skills

• Self-Management

• ICT Skills

• Entrepreneurial Skills

• Green Skills

Syllabus: Practicals

Definition of Employability

Employability refers to the set of skills, knowledge, attitudes, and personal attributes that make an individual capable of getting, keeping, and successfully performing a job.

It is not just about getting a job, but also about:

• Being able to adapt to changes at the workplace

• Communicating well, working in teams, solving problems

• Demonstrating responsibility, reliability, and willingness to learn

Key Components of Employability Skills

1. Basic Literacy Skills – Reading, writing, numeracy, listening, speaking

2. Thinking Skills – Problem-solving, decision-making, planning

3. Social Skills –  Appropriate greeting, teamwork, respect, cooperation, 

4. Work Ethics – Punctuality, honesty, responsibility, self-motivation

5. Adaptability – Coping with change, flexibility

6. Technology Use – Basic computer or device handling

7. Self-Management – Goal setting, time management, hygiene, grooming

8. Emotional Regulation - Managing frustrations, naming emotions, self-calming

9. Communication Skills - receptive and expressive language, turn taking - not interrupting when others are talking talk, speaking politely - Please, Thank you, Sorry.

Now, let's expand a little bit on Emotional Regulation and Communication skills.

Emotional Regulation: Managing one’s feelings in appropriate and constructive ways

Key Aspects:

1. Identifying Emotions – Recognizing basic emotions like happy, sad, angry, scared

2. Labeling Feelings – Being able to say, "I feel angry" or "I am nervous"

3. Coping Strategies – Using calming tools (deep breathing, counting to 10, stress balls)

4. Frustration Tolerance – Handling small delays or mistakes without meltdown

5. Impulse Control – Waiting for turn, not shouting or interrupting

6. Conflict Resolution – Walking away or asking for help instead of fighting

7. Self-Calming – Using techniques to return to a calm state after being upset

8. Positive Self-Talk – Learning to say, “I can try again” or “It’s okay to make mistakes”

Communication Skills: Expressing needs, listening, and interacting effectively

Key Aspects:

1. Expressing Needs Clearly – Saying “I need help,” “I need a break,” or “Can I go to the toilet?”

2. Listening Skills – Paying attention, not interrupting, following directions

3. Speaking Politely – Using phrases like “please,” “thank you,” “excuse me”

4. Asking for Help – Knowing whom to ask and how to ask appropriately

5. Nonverbal Communication – Eye contact, gestures, facial expressions

6. Understanding Social Cues – Noticing if someone is busy, upset, or bored

7. Turn-Taking in Conversations – Letting others talk, answering appropriately

8. Workplace Communication – Responding to supervisors, reporting problems, using appropriate tone

How to Teach These in ECSE-ID Context:

• Use role plays and visual cards (for feelings, polite phrases, social cues)

• Teach one skill at a time, reinforce with praise and repetition

• Create social stories (e.g., “What to do when I feel angry” or “How to ask for help at work”)

In the Context of Persons with Special Needs

Employability includes functional and vocational training, life skills, and workplace behavior that support:

• Independence

• Inclusion in mainstream or supported employment

• Confidence and dignity in work settings

Rights of Persons with Disabilities at the Workplace

As per the Rights of Persons with Disabilities Act, 2016 – India

Persons with disabilities (PwDs) have the right to equality, dignity, and non-discrimination in the workplace. These rights are protected by law to ensure inclusion, safety, and opportunity in employment.

 1. Right to Equal Opportunity

• PwDs must be given fair and equal access to jobs.

• Employers must not reject a candidate just because of their disability.

2. Right to Non-Discrimination

• No one can be treated unfairly or unequally because of their disability.

• This applies to hiring, salary, promotion, training, and dismissal.

3. Right to Reasonable Accommodation

• The workplace must make adjustments to help the person perform their job.
  Examples:

  • Providing a ramp or accessible toilet

  • Modifying work hours

  • Assigning suitable job tasks

  • Using assistive devices or technology

4. Right to Safe and Accessible Work Environment

• The physical space must be barrier-free, safe, and easy to navigate.

• This includes signage, elevators, accessible restrooms, and proper lighting.

5. Right to Protection from Harassment

• PwDs have the right to be free from verbal, emotional, physical, or sexual harassment.

• Employers must create a supportive and respectful work culture.

6. Right to Grievance Redressal

• Every workplace with more than 20 employees must appoint a Liaison Officer to handle disability-related complaints.

• PwDs can file complaints about discrimination or unfair treatment.

 Why It Is Important to Be Aware of These Rights

1. ✅ Empowerment – Knowing rights builds confidence and self-advocacy

2. ✅ Safety – Helps prevent mistreatment or exploitation

3. ✅ Equality – Promotes fair chances in work and growth

4. ✅ Legal Support – Provides a way to seek justice when rights are violated

5. ✅ Inclusive Society – Creates workplaces where everyone can contribute and succeed

Functions of RCI (Rehabilitation Council of India – Established in 1992)

The Rehabilitation Council of India (RCI) was established as a statutory body in 1992 under Rehabilitation Council of India Act, 1992. It works under the Ministry of Social Justice and Empowerment, Government of India. Its main aim is to regulate training and maintain standards in the field of rehabilitation and special education for persons with disabilities.

 1. Standardization of Training

• Prescribes minimum standards of education and training for rehabilitation professionals.

• Approves and monitors training courses across India.

2. Recognition of Institutions

• Grants recognition to training institutions in rehabilitation and special education.

• Conducts inspections to ensure institutions meet quality benchmarks.

3. Registration of Professionals

• Maintains the Central Rehabilitation Register (CRR) of qualified professionals.

• Ensures that only registered professionals can legally practice in the field of disability and rehabilitation.

4. Monitoring and Regulation

• Monitors the conduct and ethics of registered professionals.

• Takes action against unrecognized institutions and unqualified practitioners.

 5. Promotion of Research and Development

• Encourages research, innovation, and development of new rehabilitation techniques and inclusive teaching methods.

6. Awareness and Advocacy

• Organizes public awareness campaigns on disability rights, inclusion, and rehabilitation services.

• Promotes community participation and sensitization.

7. Advisory Role to the Government

• Advises the central and state governments on disability-related policies, programs, and legislative matters.

What is Symmetrical Tonic Neck Reflex - STNR

 STNR stands for Symmetrical Tonic Neck Reflex.

It is a primitive reflex seen in infants that helps prepare the body for crawling.

How STNR Works:

When the baby's head moves, the arms and legs respond in a specific way:

• Head bends forward (flexion):
  → Arms bend (flex) and legs straighten (extend)

• Head tilts back (extension):
  → Arms straighten (extend) and legs bend (flex)

🕒 When does STNR appear and disappear?

• Emerges: Around 6 to 9 months of age

• Inhibits (disappears): By 11 to 12 months

This timing helps the baby transition from lying to crawling.

🚩 If STNR persists beyond 12 months:

It may indicate neurological immaturity and can affect:

• Crawling

• Sitting posture

• Hand-eye coordination

• Classroom skills like copying or writing

Regression in Milestones

What is Regression in Milestones?

Regression in developmental milestones refers to the loss of previously acquired skills in areas such as speech, motor abilities, social interaction, or toileting.

In Simple Terms:

If a child could do something earlier (like walk, talk, or feed themselves) but later stops doing it or forgets how, that is called regression.

Why is Regression Important?

• Typical development usually progresses forward—skills build upon each other.

• Regression is a red flag and often signals an underlying issue such as:

• Neurological disorders (e.g., Rett Syndrome, Childhood Disintegrative Disorder, epilepsy)

• Emotional trauma or extreme stress

• Sensory regression (like in autism spectrum disorder)

• Brain injury or illness

Examples of Regression:

Area	Skill Lost	Example
Language	Talking	A child who used to say “mama” and “bye-bye” stops speaking entirely.
Motor	Walking	A toddler who could walk starts crawling again or refuses to walk.
Social	Eye contact or play	A child who smiled and played with others becomes withdrawn.
Toilet training	Dryness	A child who was toilet-trained begins bedwetting or soiling again.

🚩 When to Be Concerned:

• If the regression is persistent (not just temporary)

• If it affects multiple domains

• If it happens suddenly without any physical illness

What to Do:

• Document when the regression began and what skills were lost

• Refer to a pediatrician, developmental specialist, or neurologist

• Begin or adjust intervention plans based on updated assessments

Augmentative and Alternative Communication (AAC)

What is AAC?

AAC refers to methods of communication used to help individuals who are unable to use verbal speech effectively. It includes both low-tech and high-tech options that augment (support) or replace natural speech.

Types of AAC:

Type	Description	Examples
Unaided AAC	Does not use external tools	Gestures, facial expressions, sign language
Aided Low-Tech AAC	Uses physical tools, no electronics	Picture boards, communication books, PECS (Picture Exchange Communication System)
Aided High-Tech AAC	Involves electronic devices	Speech-generating devices, apps on tablets (e.g., Avaz, Proloquo2Go)

Purpose in ECSE:

• Supports language development

• Encourages social interaction

• Reduces challenging behaviours due to communication frustration

• Empowers children to express needs, feelings, and choices

APGAR Score and Its Relevance in Early Childhood Special Education

What is APGAR Score?

The APGAR Score is a quick assessment tool used immediately after birth to evaluate a newborn baby’s physical condition and determine whether they need immediate medical care.

APGAR is an acronym:

Letter	Stands For	What It Assesses
A	Appearance	Skin color
P	Pulse	Heart rate
G	Grimace	Reflex response to stimulation
A	Activity	Muscle tone
R	Respiration	Breathing effort and rate

Scoring System:

Each category is scored 0, 1, or 2, for a total out of 10 points.

Score	Interpretation
7–10	Normal; healthy baby
4–6	Fair; may need help (e.g., oxygen)
0–3	Critical; immediate resuscitation required

When Is It Given?

• At 1 minute after birth (initial adaptation)

• At 5 minutes after birth (response to care)

• Sometimes again at 10 minutes if needed

 Important Note in ECSE:

• A low APGAR score may be an early indicator of birth complications but does not diagnose intellectual disability or developmental delay.

• It can be one of the early risk factors to watch for during developmental surveillance.

Components of Case History in ECSE

In the context of Early Childhood Special Education (ECSE)—especially when supporting children with Intellectual Disability (ID)—a well-structured case history provides essential information for assessment, individualized planning (IEP/IFSP), and ongoing intervention.

Here are the core components of a Case History:

1. Identifying Information

• Child’s full name

• Date of birth and age (chronological and developmental)

• Gender

• Address and contact details

• Language(s) spoken at home

• School/center details (if applicable)

2. Referral Information

• Who referred the child (parent, doctor, anganwadi worker, teacher)

• Date and reason for referral

• Presenting concerns (e.g., speech delay, behavioral issues, developmental delay)

3. Family Details

• Family composition (parents, siblings, caregivers)

• Education and occupation of parents

• Socioeconomic status

• Any family history of disability or mental health concerns

4. Prenatal, Perinatal, and Postnatal History

• Prenatal: maternal health, infections, medications, stress, nutrition, alcohol or substance exposure

• Perinatal: type of delivery, gestational age, birth weight, APGAR score, NICU admission

• Postnatal: milestones, feeding, immunization, neonatal illnesses (e.g., jaundice, seizures)

5. Developmental Milestones

• Age of achieving:

  • Gross motor (sitting, walking)

  • Fine motor (grasp, hand use)

  • Language (babbling, first words)

  • Cognitive and play behaviors

  • Social-emotional skills (smiling, response to name)

• Any regression of milestones

6. Medical History

• Current or past illnesses (e.g., epilepsy, recurrent fevers)

• Hospitalizations or surgeries

• Medications (ongoing or discontinued)

• Vision and hearing check-ups

7. Educational History (if applicable)

• Early intervention services

• Preschool or day-care experience

• Performance in group settings

• Special services received (speech therapy, OT, physiotherapy)

8. Social and Behavioral Observations

• Interaction with peers and adults

• Play patterns (parallel, associative, imaginative)

• Temperament

• Challenging behaviours (if any)

9. Communication Profile

• Receptive and expressive language

• Gestures or signs used

• Use of  Augmentative and Alternative Communication - AAC (if any)

• Echolalia or stereotyped speech

10. Functional Skills / Activities of Daily Living (ADLs)

• Toileting

• Eating and feeding

• Dressing

• Sleep patterns

• Self-help abilities

11. Strengths and Interests

• What does the child enjoy?

• What motivates the child?

• Specific talents (e.g., music, puzzles)

12. Parent/Caregiver Concerns and Expectations

• Parent’s understanding of the child's condition

• Family’s goals for the child

• Cultural beliefs or practices influencing intervention