MIHE LMS

1.1 Understanding Disability — models and types

1.2 Intellectual & Developmental Disabilities, Autism & Multiple Disabilities

1.3 Functional Assessment & Vocational Profiling

1.4 Self-Determination & Self-Advocacy

1.5 Work, Occupation, Vocation & the Dignity of Labour

1.6 Pre-Vocational to Vocational to Skill Continuum

1.7 The World of Work & Emerging / Future Skills

1.8 Rights-Based Approach & the UNCRPD

1.9 RPwD Act 2016 — Vocational Rights & Reasonable Accommodation

1.10 Benchmark Disability, Reservation & Government Schemes

1.11 NEP 2020 & UGC Accessibility — Disability Inclusion

1.12 Gender & Disability in Work — a cross-cutting lens

2.1 NEP 2020 & the 5+3+3+4 Transformation

2.2 Three Forms of Work in School Education

2.3 Pre-Vocational Education Across School Stages

2.4 Vocational Education in Grades 9–12 (NCF-SE)

2.5 Inclusion, Accommodation, Skill Labs & Kaushal Melas

2.6 Introduction to NSQF

2.7 National Credit Framework (NCrF)

2.8 Community Colleges, B.Voc & M.Voc

2.9 Sector Skill Councils, Qualification Packs & Occupational Standards

2.10 Recognition of Prior Learning & Multiple Entry–Exit Pathways

2.11 Disability Inclusion in Higher Education

2.12 The National Disability Ecosystem & National Institutes

2.13 NIOS, RCI & CRC Systems; Employment Models in India

2.14 Indian Models of Excellence & International Best Practice

3.1 What is Transition Planning

3.2 Transition Assessment

3.3 Individual Transition Planning (ITP)

3.4 School-to-Work & School-to-Higher-Education Transition

3.5 Employment Outcomes

3.6 Community Participation & Integration

3.7 Independent Living

3.8 Relationships & Continued Self-Advocacy

3.9 Supported Decision-Making (introduced)

3.10 Measuring Adult-Life Outcomes

3.11 Person- & Family-Centred Transition (bridge to NOS 7)

4.1 Why Vocational Programmes Matter

4.2 Community & Labour-Market Assessment

4.3 Employer Mapping

4.4 Learner & Cohort Profiling

4.5 Identifying Vocational Opportunities & Future Jobs

4.6 Feasibility Assessment

4.7 Delivery Models

4.8 Planning a Vocational Centre

4.9 Infrastructure, Accessibility & Universal Design in Skill Centres

4.10 Designing Skill Labs & Assistive-Technology Infrastructure

4.11 Budgeting & Financial Planning

4.12 Funding — CSR, Government Schemes & Grants

4.13 Industry & Community Partnerships

4.14 Compliance, Affiliation & Governance Structures

5.1 Principles of Curriculum Design

5.2 NSQF Alignment & Customising Entry-Level Qualifications

5.3 Occupational Standards & Qualification Packs

5.4 Functional Academics

5.5 Technical Skill Development

5.6 Self-Determination Curriculum

5.7 Digital Literacy Curriculum

5.8 Task Analysis

5.9 Writing Learning Outcomes

5.10 Lesson Planning & Developing Accessible Materials

5.11 Universal Design for Learning

5.12 Evidence-Based & Task-Analytic Teaching

5.13 Project-Based & Experiential Learning

5.14 Assistive Technology, AAC & AI for Accessibility

5.15 Positive Behaviour Support, Job Coaching & Fading

6.1 Principles of Vocational Assessment

6.2 Competency-Based Assessment

6.3 Portfolio Assessment

6.4 Accommodations in Assessment

6.5 Certification Pathways (joint SSC + SCPwD; ABC)

6.6 Recognition of Prior Learning (applied)

6.7 Monitoring & Evaluation

6.8 Quality Assurance Systems

6.9 Data, MIS & Record-Keeping

6.10 Outcome Indicators & Continuous Improvement

7.1 Understanding Employment Pathways

7.2 Supported Employment

7.3 Competitive Employment

7.4 Employer Engagement & Sensitisation

7.5 Internship & Apprenticeship Models

7.6 Job Development & Placement

7.7 Workplace Accommodation

7.8 Entrepreneurship for Persons with Disabilities

7.9 Family-Based Enterprises

7.10 Social Enterprises

7.11 Financial Literacy

7.12 Marketing & Outreach

7.13 Families as Partners & Family-Centred Planning

7.14 Supported Decision-Making, Guardianship & Legal Issues

7.15 Community-Based Rehabilitation & Resource Mapping

7.16 Building Sustainable Support Networks & Community Integration

8.1 Professional Ethics & Code of Conduct

8.2 Safeguarding & Child Protection

8.3 Protection of Adults at Risk & Abuse Prevention

8.4 POSH & Grievance-Redressal Mechanisms

8.5 Occupational Health & Safety in Workshops

8.6 Worksite Safety & Risk Assessment for Placements

8.7 First Aid, Emergencies & Duty of Care

8.8 Confidentiality, Data Protection & Consent

8.9 Reflective & Accountable Professional Practice

9.1 Communication Skills

9.2 Digital Literacy & Employment Skills

9.3 Professional & Workplace Conduct

9.4 Diversity, Gender Sensitivity & Disability Etiquette

9.5 Entrepreneurship & Self-Employment Awareness

9.6 Financial & Legal Literacy

9.7 Green Skills & Sustainability

9.8 Career Management & Lifelong Learning

P1 Observation Framework

P2 Learner Assessment

P3 Programme Assessment

P4 Employer Observation

P5 Community Mapping

P6 Reflection & Reporting

C1 Selecting a Project

C2 Needs Assessment

C3 Design

C4 Curriculum / Instrument

C5 Assessment Plan

C6 Employment Strategy

C7 Family Engagement

C8 Final Presentation