Dr. S. R. Chandrasekhar Institute of Speech and HearingDr. S. R. Chandrasekhar Institute of Speech and Hearing Kariyanapalya, Hennur Main Road, Lingarajapuram, Bengaluru, Karnataka

Dr. S. R. Chandrasekhar Institute of Speech and Hearing

Kariyanapalya, Hennur Main Road, Lingarajapuram, Bengaluru, Karnataka 560084

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Self Study Report of

Dr. S.R. Chandrasekhar Institute

of Speech and Hearing Hennur Main Road, Kariyanapalya, Lingarajapuram,

Bangalore – 560 084

Submitted by

Dr. Madhuri Gore Principal

www.speechear.org ,

[email protected]

http://www.speechear.org/

mailto:[email protected]



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PREFACE

The Steering Committee of the college followed the process of gathering campus wide

information diligently. The information collected was organized by the members as the Self

Study Report presented here. All the members of the team have worked hard to collect,

discuss the matter that is being presented and the Self Study Report (SSR) is presented with

the approval of all the members of the Dr. SRCISH team Each criterion in the SSR was

prepared by a different member of the team and I am thankful to all of them, and the

members of the various committees for their zeal and commitment. I thank the management

for the continued support to all the members of the team. This immense commitment has

made the SSR unique. The SSR reflects the work done in the Institute and the process of

preparing it has given insight into the lacunae and what can be done to enhance the level of

performance.

Dr. S.R. Chandrasekhar Institute of Speech and Hearing is an institute with a dedicated team

and a college vision. Right from its inception in 1977, the leadership emphasized quality and

The college have been able to work towards enhancing that aspect by constantly

benchmarking against higher standards.

The growth of the institute has been in terms of the need felt from time to time, hence the

work was not limited to provision of clinical services and public education. It extended into

noise measurement, education of the children with hearing impairment and manpower

development.

The college is still growing and planning to offer new courses. The work was recognized

through a few awards that we received. As early as 1980 the founder Director Dr. S.R.

Chandrasekhar received the Rajyotsava Award. In 2003-04, RCI named Dr.

S.R.Chandrasekhar Institute of Speech and Hearing as aninstitution with ―Excellence in

Achievemnt‖‖. More recently, in 2015, the State Government bestowed the best individual

award to the Chairman of the Trust for the work done in the disability sector. Through these

years, The college also has been involved in many disability and rehabilitation projects in

Karnataka.

The Institute that started with 14 staff moved from being a purely clinical institution to

become a fully fledged college with over 200 students offering a wide range of services and



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academic courses. The following are the various Clinical and Educational services being

offered since inception of the Institute in 1977.

Therapy, Diagnostic services, Camps Rural area 1977, School Screening Camps 1977,

Specialised services , Correspondence therapy 1982-1985, Preschool for children with

hearing impairment – 1987, Sunaad School for the Children with Hearing Impairment –

1988, Hearing Conservation 1995, COM DEALL 2000, Sign Language 1999, Neonatal

hearing screening – 2000, Video Stroboscopy for voice assessment – 2002, Behaviour

Therapy – 2006, Learning Disability Unit - 2006, Mothers Training Centre - 2007, Smile

Train clinic – 2009, Deaf Medical services – 2016, In terms of the physical structure the

growth has been equally strong and is as follows. 1977, 1982, 1995 – Ground, First, Second

Floors 1990 – School Building, 2003 – 2006 Speech Lab and Hearing Lab, AVT

Laboratory, Hostel - 2006, 2014 – Third floor – the college block with gym, multipurpose

hall along with class rooms and seminar hall. Quality of service has always been an important

aspect. The Institute was the first in the speech and hearing institutions in the country to have

ISO certification. The establishment of systems and processes system in the departments

helped to streamline work and the college continue to put efforts in order to maintain

standards. As can be seen in the SSR, The college has identified these areas and are

committed to making Dr. SRCISH an institution of excellence in all aspects. The college

always maintained a close contact with our alumni for feedback, support and networking.

Their inputs have helped us add value to the curriculum. Recently a formal association was

formed. Students‘ involvement in curriculum enrichment has been put into practice as well.

The policies of the institute are overseen by fifteen members Board of Trustees, of the

institute. The Management Committee Members (MCM) look after the operations

periodically the undersigned has the honour to submit the SSR of Dr. S.R. Chandrasekhar

Institute of Speech and Hearing to the accreditation authorities. I am immensely grateful to

all faculty and staff for their support in generating this SSR.



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SL.NO CONTENT PAGE NO.

1. Executive Summary and SWOC 6-15

2. Profile of the Institution 16-35

3. Criteria-wise Evaluative Report 36-146

4. Criteria I: Curricular Aspects 36-52

5. Criteria II: Teaching Learning and Evaluation 53-75

6. Criteria III: Research, Consultancy and Extension 76-100

7. Criteria IV: Infrastructure and Learning Resources 101-122

8. Criteria V: Student Support and Progression 123-138

9. Criteria VI: Governance and Leadership 139-149

10. Criteria VII: Innovations Best Practices 150-153

11. Evaluative Reports of the Department 154-185

12. Declaration 186

13. Compliance 188



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Executive Summary and SWOC,

Profile of the Institution &

Criterion-wise Evaluative Report



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Executive Summary and SWOC of

“Self Study Report” Of

Dr. S.R. Chandrasekhar Institute of Speech and Hearing

Hennur main road, kariyanapalya, lingarajapuram

Dr. S.R. Chandrasekhar Institute of Speech and Hearing, Hennur main road,

Kariyanapalya, Lingarajapuram, pin code 560084, state – Karnataka, and the web site is

www.speechear.org , [email protected] The college is affiliated to Bangalore University,

Bangalore, and type of the college is Co-education and is self financing, the affiliating university at

provides conferment of autonomy and the college has not applied for autonomy. Location of the

college is Bangalore city; the facilities available on the campus are auditorium, seminar complex with

infrastructure facilities, Auditorium/seminar complex with infrastructural facilities, Sports

facilities, gymnasium, Boys‘ hostel 01, Number of inmates: 32 , Facilities - Water cooler,

TV Room, Power Generator, Hot water facility- Girls‘ hostel, Number of hostels 01, Number

of inmates: 96, Water cooler, TV Room, Power Generator, Hot water facility, Cafeteria, and

First aid. Location of the campus and area in sq.mts: Location – Urban, Lingarajapuram

Bangalore, Campus area in mts. 2428.11sq.mts (0.6 acres) Built up area in sq. mts. Ground

floor : 761.80, 1st floor : 761.80, 2nd floor : 761.80, 3rd floor : 915 , B.Ed. Special Education

(HI) and a PG diploma course in AVT is proposed. College has introduced a subject called

―Disability and Care‖ in the university.

Dr. S.R. Chandrasekhar Institute of Speech and Hearing was established in 1977 and is under

the aegis of Bangalore Speech and Hearing Trust, with the objective of providing clinical

services to the people of Bangalore and adjoining rural areas. The Institute was started with

the following aims and objectives.

The Institute began with 14 staff of which 9 were Clinical staff. From its inception the

Institute was equipped with 3 high quality sound treated rooms and clinical audiometers. The

Institute began as a single storey facility which within 5 years was upgraded to a 2 storey

structure. In 1990, the Sunaad Kannada School for the Hearing Impaired was constructed and

in 1995 the second floor i.e. the academic block was formed along with high quality rooms

for therapy. More labs were added in 2003 and the school was expanded and the hostel

building constructed. Third floor of the institute was constructed in 2014. From the early

years the Institute offered high quality clinical services which have been constantly upgraded

to meet the higher standards. This has resulted in large number of referrals from ENT


mailto:[email protected]



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surgeons, Pediatricians, Psychologists and Teachers. The Institute had support from

Government of India and Government of Karnataka, Lions Club International Fund, Rotary

International and Public for the purchase of equipment and construction. In 1984, a unique

therapy program for parents of children with hearing impairment or mental retardation was

created with detailed written activities titled the ―Correspondence therapy project‖. This was

funded by Government of India. Of the 100 children who were recruited for this course,

some 4 - 5 have kept in touch and 2 of them are graduates and employed by the Government

of Andhra Pradesh.

The institute‘s aim of serving persons with disabilities was further augmented with the

opening of the integrated school for the children with hearing impairment in collaboration

with R.V. School in 1984. This was sustained until the government funded the same through

RV school itself. Due to the need felt by parents of hearing impaired children for a school in

the local language, a preschool programme was begun in 1987 that involved the parents along

with children, followed by a school for the children with hearing impairment in 1988 named

Sunaad School. The school now has 173 children on roll and is situated in the campus of the

Institute.

In continuing with the philosophy of inclusion, a unique section called the Mothers‘ Training

Centre was started in 2008. The philosophy of this program is based on the oral aural

approach of habilitation. This centre empowers mothers of children with hearing impairment

to stimulate their children under guidance of a senior staff, herself a successful mother.

The institute offers a program for cochlear implantees, the first in Bangalore and the 2nd in

the state, while it is the only one in the state to offer sign language training. It was the first

institute in Bangalore to offer neonatal hearing screening. Although the early focus was on

hearing loss the institute has expanded its repertoire to offer specialized services to children

with specific language impairment, autism spectrum disorders, children with cleft lip and

palate and for persons with voice disorders, laryngectomy and learning disabilities. Another

aspect which the Institute has worked upon is noise measurement and creating public

awareness about the effects of noise.

The Institute has grown as a multi level training institute conducting short term courses in

Sign language, to D.SE (HI), BSLPA, MASLP, M.Sc (Speech Language Pathology), M.Sc

(Audiology) and Ph.D in Speech and Hearing. The Institute is affiliated to Bangalore

University and the courses are recognized by the Rehabilitation Council of India (A statutory



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authority established by Parliamentary Act, Government of India, to regulate courses dealing

with rehabilitation of persons with disabilities).

The Institute encourages the acquisition of new skills by the staff through refresher courses,

conducting seminars and conferences. This commitment to quality has lead to recognition of

institutes‘ reports by lead agencies in this sector, including the government.

Since its inception in 1977 the institute has grown from strength to strength for 39 years and

strong commitment in clinical and academic domains. Although started by one man with the

backing of a trust, the support received through successive leaders has expanded its base and

a greater focus towards the future the following in the brief write up of executive summary of

SSR criterion wise.

1. Criterion-I Curricular aspect

The programs offered are recognized by Rehabilitation Council of India and are affiliated to

Bangalore University, Karnataka. The programs implemented meticulously follow the

syllabus of the affiliating university which in turn complies to national apex body

Rehabilitation Council of India. The college offers - under graduate , post graduate and PhD

programs. The college has constituted committees faculty enrichment programs, annual

calendar of events which maintain academic calendar and other time tables. The college has

constituted curriculum committees for all aspects of the programs. These committees identify

the deficiencies in the curriculum and initiate corrective actions by conducting enrichment,

value adding courses and problem based learning. All programs have implemented systematic

feedback mechanism. Different stakeholders feedbacks are collected analyzed and actions are

initiated. The committees consider employability and entrepreneurship, stakeholders

feedback for enriching the curriculum.

2. Criterion-II Teaching learning and evaluation

The college has an admission cell. The admission process is systematic and transparent and

complies with the regulatory guidelines of the Bangalore University. The procedure for

securing admissions for all courses is published in the prospectus, college website and

through media. After the admission process is complete, the students undergo a detailed

orientation about the course, classes and clinics and the rules to be followed throughout the



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institute. An induction ceremony is organized to welcome the new admissions to the institute.

The clinical staffs in the clinical units (departments) identify the slow and advanced learners

in each group and modify their teaching methods to suit each student. Remedial classes are

conducted for students who are identified to be having difficulty understanding concepts.

Efforts are made to reduce the dropout rate and increase the pass percentage by conducting

special classes and carrying out demonstrations to aid in better grasping of concepts. The

campus includes facilities for the varied needs of the differently-abled students, such as

ramps, elevator and toilet for the physically disabled. The teaching learning process

incorporates experimental learning and student-centred learning using advanced ICT

facilities. Semester system is followed in all the programs. Varied teaching methods involve

didactic lectures, invited lectures by eminent researchers of the field, project work, seminars,

workshops, hands-on-training and such other methods. The institute carries out programs to

improve teachers quality on a continuous basis. The college has employed a total of 20

teachers, constituting 4 Professors, 3 Associate Professors and 13 Lecturers. Of these, 5 have

completed PhD and others hold Masters degrees. Two Lecturers are currently pursuing PhD.

Faculty regularly enrich their knowledge and skills and are up to date with recent research

and innovations pertaining to their field by attending national and international conferences

and workshops. The institute also organizes such conferences and workshops as a part of

Continuing Rehabilitative Education. The college has mechanism to determine teachers‘

learning process, teachers‘ quality and academic infrastructure by obtaining feedback. The

teachers fill out self performance appraisal once a year and academic audit by bodies like

Rehabilitation Council of Indian and Local Inquiry Committee is performed annually. The

college follows evaluation methods prescribed by Bangalore University. This involves both

formative and summative ass essment of the students. All the programs have well defined

program educational objectives and course objectives and are provided with Bangalore

University approved syllabus copy. All these are well mapped with learning outcome and

graduate attributes.

3. Criterion-III Research Consultancy and extension

The college systematically initiates research promotion policies. The college has a research

committee. This committee drafts and evaluates research promotion, resources mobilization,

facilities and publications of varied programs. Faculty have identified research topics and

research is under progress. Research facilities, monetary support is provided for faculty and



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student research. Research methodology sessions, sabbatical leave for research and work load

remissions are provided as research promotional policies. The departments have subscribed

necessary journals of their speciality. Intensive research ambience is provided on the campus.

The departments have procured necessary advanced equipments to carry out regular research.

Faculty have published papers in international journals, a larger number of papers in national

peer reviewed journals, and presented papers in both national and international conferences.

The faculty and the departments have identified their expertise for consultancy. Faculty

provide guest lectures; participate in curriculum design process and research. The college has

a committee for extension activities and ISR. Through the committee the college has

established excellent activities towards community service including health and environment

awareness and citizenship role. All departments have made collaborations with the counter

part for technical education, industrial service and research.

4. Criterion-IV Infrastructure and learning resources

The college provides admirable physical facilities and spread over . 0.6 acres of land the built

up area is 2428.11sq.mts and disabled friendly. Excellent and state of the art lectures seminar

halls and student‘s facilities including hostels are of the infrastructure. The college has

hostels one each for girls and boys with the capacity of 96 & 32 respectively. The college

provides a gymnasium. The college strongly encourages varied sports and student

participation in inter college university events. Health care facility, Yoga room and rain water

plant is provided. Ground accident insurance and building safety, first aid service facilities

are available. The college has, canteen, auditorium, 02 Transport buses. The college provides

telecom and intercom facilities. Infrastructure committee constituted maintains and expands

infrastructure. The college provides group insurance and the building is covered under

maintenance contract. The college has a library with 2198.25 SFT. (205 SQ. MTS) of floor

area and seating capacity of 50. The library open at 8:30 a.m. The students borrow and renew

books with the help of library staff. Library has a web access and has WiFi and remote access

of IP. The users can access the data anywhere in the campus. The library is automated with

open sources software Athenauem Light 5, Customised Software. The digital library is

equipped with 14 systems and high end printer (Connected to Xerox Machine) . The library

has internet speed of 40mpbs, The ratio of library books to students is 1:10. The average

number of books added in the last 3 years is around 90 books The library provides

reprographic manuscript, referral section, download & printing, interlibrary loan by providing



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introductory letter, bibliographic completion, remote access to E-resources, user orientation

and assistant in searching the data base. The library is user friendly and also disabled

friendly. The college provides state of the art IT facilities and all labs comply with regulatory

guidelines. The licence of software are available and qualified clinical supervisors, lecturers

& Associate Professors train students on available software.. The college has a total

of 90 computer systems spread over all the departments. The computer student ratio is 1:4

for UG and 1:2 for PG, LAN facilities are made available. The ICT facilities are extensively

used for innovative teaching learning. The clinical & research experiences are rich &

teaching is through demonstrations & videos building and equipment maintenance separate

budget is provided. The college maintains safety norms and checks and has deployed fire

fitting equipment across the campus.

5. Criterion-V Student Support and Progression

The college publishes a students book let annually that is provided to students on the

admission day. The book let provides information needed such as facilities, placement,

departments, institutional profile, NSS activities, academic calendars and other details.

College provides government scholarships to SC/ST and economical weaker section.

Scholarship is also provided to general merit candidates. Specific support facilities are

available to cater to diverse needs of the students. Insurance and health care facilities are

made available to students. The college practices mentorship effectively. Mentor mentee list

maintained. Efforts are made to reduce the dropout and increase the pass percentage by

conducting remedial classes. College has conducted personality development session. The

college and the departments strongly encourage sports, cultural and extracurricular activities.

The college has participated inter collegiate events and has availed good number of prizes.

The college has established student association, grievance Redressal committee, women

empowerment committee, SHE committee, library advisory committee, alumni association,

parent teacher meet, and such similar committees under IQAC. The departments have

maintained student progression data and regular analyses the results. Placement cell is active

and helps the students to get their placement in various organizations such as hearing aid

company and special school. Students participate in IQAC as members provide feedback on

courses, programs, infrastructure, and library and faculty performance



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6. Criterion-VI : Governance, Leadership and Management

The college has clearly stated its vision, mission, goals and objectives. The institute intends

to serve the community by producing competitive and learned graduates, post graduates and

research scholars who excels in meeting the industrial requirements of education service and

research. The roles and responsibilities for different hierarchy are well defined. The college

follows decentralization and participative discussion in governance. The organizational

structure is well depicted. The college has constituted governing council for the institution

under the guidance of the trust. Principal is the ex officio secretary. The governing council

reviews the performance of the institution under various parameters once in each semester.

The college prepares perspective planned document and evalua tes the performance as per the

document. The internal organizational structure is well established. Heads of the departments

are provided with accountability empowerment and autonomy. The institution has initiated

quality improvement strategies through the IQAC. The important measures undertaken are

improvement in teaching, learning, research development, extension activities, industrial

interaction and internship. Faculty submit self performance appraisal and are recognized for

their academic and research contribution. Through well established IQAC, various academic

and administrative activities of the institute are monitored. Students participate in governance

through the IQAC.

7. Criterion-VII: Innovation and Best Practices

The college has a committee for environment activities which conducts green

audits. The college maintains a green belt on campus. Numerous activities

including tree plantation and public awareness are conducted in coordination

with staff and students. The college has initiated energy conservation measures,

such as water harvesting and energy consumption is being monitored. Guest

lectures on management of hazardous waste and E-waste are conducted. The

college has initiated innovative practices such as AVT program and Voice

clinic. These efforts promote learning beyond syllabus content, co-curricular

and extra-curricular activities.



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SWOC Analysis:

Strengths-

The college conducts enrichment courses‘ problem based learning has identified and

designed by the college to meet the curriculum deficiencies. Feedback system for

improvement

Only centre which offers three Master level courses in speech and hearing in the country

Only institution in southern India to have sign language

Dynamic internship program

The college caters to diverse needs of learner by identifying and counselling the slow

learners and mentorship. ICT, Wi-Fi, ramp ,lift facilities for specially abled person

Innovative teaching learning process;

Research initiated by faculties & students involved in projects. Good teacher quality meets

the regulatory requirements‘ College has published good number of publications, and has

significant contributions in extension activities and institutional social responsibility.

Promoting UNCRPD by employing persons with disabilities.

Excellent rehabilitation programs geared to help HI and ASD children at several levels

Strong infra structure-with many laboratories and well equipped classrooms and High

emphasis on clinical quality. Excellent physical facilities, library resources and ICT facilities

add to the quality resources. Excellent outreach program- mobile bus and school screening,

PWD friendly Infrastructure, Strong clinical support with rooms equipped with CCTV,

College provides student insurance, numerous faculty development activities, book bank

facilities, strong encouragement for sports and cultural activities. Well articulated learning

outcomes and mechanism to achieve them, intensive faculty development and welfare

activities and Transparent evaluation methods. Excellent constancy and collaborations,

conducive physical, clinical facilities, library resources and advanced ICT facilities. strong

student support ,progression and activities. Decentralized administration & customers

participate in decision making. Biometric Attendance for the faculty members.

Weaknesses

The college identifies areas for improvement in all its constituents through IQAC and actions

are initiated. There are no weaknesses that affect the organization mission and comply with

all regulatory requirements.

Highly skilled staff and thus opportunities for growth



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Opportunity

Getting the institution autonomous and deemed to be university status.

Quality system getting certified by national and international agencies.

Challenges

To maintain the competitiveness of the system in quality.



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Profile of the Institution



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Profile of the Affiliated / Constituent College

1. Name and Address of the College:

Name : Dr. S.R. Chandrasekhar Institute of Speech and Hearing

Address : Hennur Main Road, Kariyanapalya, Lingarajapuram, Bangalore – 84.

City : Bengaluru Pin:560084 State: Karnataka

Website : www.speechear.org

2. For Communication:

Designation

Name

Telepho

ne with STD code

Mobile Fax Email

Principal Dr. Madhuri

Gore

080 25460405/ 25470037

25467829 [email protected]

Vice Principal Prof. Dr.

Rashmi Bhat,

080 25460405/ 25470037

25467829 [email protected]

Steering

Committee

Co-ordinator

Prof.

Dr. Rashmi Bhat,

080 25460405/

25470037

25467829 dr.srcish@gm

ail.com

3. Status of the institution:

Affiliated

College

Constituent

Any other (specify)

4. Type of Institution:

a. By Gender




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i. For Men

ii. For Women

iii Co-education

By Shift

Regular

Day

Evening

5. It is a recognized minority institution?

Yes

No

If yes specify the minority status (Religious/linguistic/ any other) and provide

documentary evidence.

6. Sources of funding:

Grant- in-aid

Government

Self- financing

Any other

7. a. Date of establishment of the college: (dd/mm/yyyy)

01-06-1993

b. University to which the college is affiliated /or which governs the college (If it is

a constituent college) Bangalore University

c. Details of UGC recognition: Not Applicable



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Under Section Date, Month & Year

(dd-mm-yyyy) Remarks(If any)

i. 2 (f) 20 January 2012 -

ii. 12 (B) 20 January 2012 -

(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act)

d. Details of recognition/approval by statutory/regulatory bodies other than UGC

(AICTE, NCTE, MCI, DCI, PCI, RCI etc.)

(i) Approval is by Rehabilitation Council of India (Details given below)

Under Section/

clause

Recognition/Approv

al details

Institution/Departm

ent Programme

Day,

Month

and

Year

(dd-mm-

yyyy)

Validity

Remarks

Certificate No. 8-10/ D.Ed.Spl.Ed

(HI)/RCI/11286

D.Ed.Spl.Ed (HI) 18.04.2016 2016-17 to 2018-19

Certificate No: 8-

10/B.Ed.Spl.Ed (HI)/13/RCI/2108

B.Ed. Spl.Ed. HI 18.05.2015 2015-16 &

2016-17

Certificate No.8-

10/BASLP/99/RCI/112

BSLPA

(Permanent Affiliation)

08.08.2012 2012-13 to

2016-17

Certificate No. 8- 10/MASLP/07/

RCI/10959

MASLP 01.04.2016 2016-17 to 2018-19

Certificate No. 8-

10/M.Sc (Aud)/RCI/10958

M.Sc (Audiology) 01.04.2016 2016-17 to

2018-19

Certificate No. 8-10/M.Sc

(SLP/RCI/10957

M.Sc (Speech Language Pathology)

01.04.2016 2016-17 to 2018-19

(Enclose the recognition/approval letter)



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ii) Bangalore University- Approval details.

Under Section/ Clause Recognition/Approval

details Institution/

Department/Programme

Day,

Month,

and year

Validity

ACA-3A3/DRSRCISH/2012-

2016

B.Ed. Spl. Ed. HI 09.05.2015 2015-2016

ACA-3A3/DRSRCISH/2013-

2014

BSLPA

(Permanent Affiliation)

23.07.2014 2013-2014 to

2017-2018

ACA-3A3/S.No/2016-2017 MASLP 16.09.2016 2016-2017

ACA-3A3/S.No/2016-2017 M.Sc (Speech Language

Pathology)

16.09.2016 2016-2017

ACA-3A3/S.No/2016-2017 M.Sc (Audiology) 16.09.2016 2016-2017

8. Does the affiliating university Act provide for conferment of autonomy (as recognized

by the UGC), on its affiliated colleges? Yes only after NAAC accreditation

Yes No

If yes, has the College applied for availing the autonomous status?

Yes No

9.Is the college recognized : Rehabilitation Council of India in 2002

a. by UGC as a College with Potential for Excellence (CPE)?

Yes No

If yes, date of recognition: …………………… (dd/mm/yyyy)

b. for its performance by any other governmental agency?

Yes No



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Date of recognition :

2013 Nadaprabhu Kempegowda Utsav Prashanthi 2013 conferred on

Rtn M.S. Venkatesh by BBMP

2013 World Disabled Day - 2013 - Nenapina Kanike

2013 Vye Awards 2013 - Vasavi Youth Club

2013 39th Aryabhata International Award - Aryabhata Sanskritika Sangha

2014 Vasavi Hostel Trust - Launching of Golden Jubilee Project

2015 Sri M.S. Venkatesh Abhinandana Samiti

Public Relations Council of India Chanakya Award

Education Excellence Award

Narayanamma Prashasti from Kannada Sahitya Parishat

2015 Institute was conferred with 1st ICAI-CSR Best Not for Profit Organization

Award from the Institute of Chartered Accountants of Indias –

Corporate Social Responsibility 2014

2015 Education Excellence Awards - Brands Academy

Paraspara Award - Parasparas Charitable Trust

2015 Karnataka Small Business Owner Association - SME Excellence Award

in Social Responsibilities

2015 State Award Rajya Prashasti on World Disabled Day

Doctor of Social Award - Academy of Universal Global Peace

10. Location of the campus and area in

sq.mts:

Location * Urban, Lingarajapuram Bangalore-560084

Campus area in sq. mts. 2428.11sq.mts (0.6 acres)

Built up area in sq. mts. a) Ground floor : 761.80 b) 1st floor : 761.80

c) 2nd floor : 761.80 d) 3rd floor : 915

(* Urban, Semi-urban, Rural, Tribal, Hilly Area, any others specify)



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11. Facilities available on the campus (Tick the available facility and provide

numbers or other details at appropriate places) or in case the institute has an

agreement with other agencies in using any of the listed facilities provide

information on the facilities covered under the agree ment

• Auditorium/seminar complex with infrastructural facilities

• Sports facilities

∗ play ground : Does not have own play ground (500 mtrs from public play

ground)

∗ swimming pool NO

∗ gymnasium

Hostel

∗ Boys‘ hostel

Number of hostels 01

i i. Number of inmates: 32

iii. Facilities (mention available facilities) Water cooler, TV Room, Power

Generator, Hot water facility

∗ Girls‘ hostel

i. Number of hostels 01

ii. Number of inmates: 96

iii. Facilities (mention available facilities) Water cooler, TV Room, Power

Generator, Hot water facility

∗ Working women‘s hostel – No - Accommodation (house) available for

Warden and security person

i. Number of inmates- NA

ii. Facilities (mention available facilities)- NA

• Residential facilities for teaching and non-teaching staff (give numbers

available — cadre wise) – Not Available

Cafeteria - Yes

Health center



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First aid, Inpatient, Outpatient, Emergency care facility, Ambulance- Doctor available in

house.Only first aid available. Vehicle provided to hospital.

Health center staff

Qualified doctor Full time Part-time

Qualified Nurse No Part-time

• Facilities like banking, post office, book shops: No

• Transport facilities to cater to the needs of students and staff: Available-Yes

• Animal house- No

• Biological waste disposal- as per rules through BBMP

• Generator or other facility for management/regulation of electricity and voltage: Present

• Solid waste management facility - No Biogas plant. Through BBMP only

• Waste water management- only underground drainage through BWSSB

• Water harvesting- YES

12. Details of programmes offered by the college (Give data for current academic

year)

SI.

No.

Programme

Level

Name of the Programme/ Course

Duratio

n

Entry

Qualification

Medium

of instruction

Sanctioned/ approved Student strength

No. of students

admitted

1. UNDER GRADUATE

Sl. No.

Programme Level

Name of the Programm

e/ Course

Duration

Entry Qualification

Medium of instructi

on

Sanctioned Student

Strength

Number of student

s admitte

d

i) Under-

graduate

BSLPA

4 years; 6

semesters + 1 academi

10 + 2 or equivalent/2

years of Pre University/Pre-Degree

English 40 40



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c year internship

Exam

ii) Post-graduate

MASLP (Master in Audiolog

y and Speech

Language Pathology)

2 years; 4 Semeste

rs

BSc Speech & Hearing /BASLP/

BSLPA

English 20 15

M.Sc

(Audiology)

2 years;

4 Semeste

rs

BSc Speech

& Hearing/ BASLP/

BSLPA

English 10 6

M.Sc

Speech Language

Pathology

2 years;

4 Semeste

rs

BSc Speech

& Hearing BASLP/

BSLPA

English 10 9

iii) M.Phil NO COURSE

iv) Ph. D.

Ph.D in

Speech and

Hearing

3 years;

6 Semeste

rs for Regular

4 years; 8

Semesters for

Part-time

M.Sc

(Speech language

Pathology) (M.Sc

Audiology

MASLP

English As per

University

regulations

04

v)

Certificate course not under

University

Sign language

A Level

B Level

C Level

6 months 6 months

6 months

NA 72

Mothers Training

3 years (in service training)

NA 27

vi) B.Ed.

B.Ed. Special

Education (HI)

2 years; 4

semesters

Any degree English 25 2

viii)

Any Other: Diploma under RCI and

internship

1) DSE (HI)

2 years; 4

semesters

PUC with any subject

combination

English 25 7



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2) Interns from St. Ann‘s College, Bengaluru- doing Bachelor in Rehabilitation Science come as interns

3) Students of Psychology, social work, medical electronics, and

BASLP students from other colleges come for internship

placements and students of Architecture, engineering Nursing for

guidance for dissertations

13. Does the college offer self-financed Programmes?

Yes No

If yes, how many? 8

All programs are self financed. One Diploma, one certificate level, 2UG, 3 PG excluding

doctoral.

14. Were programmes introduced in the college during the last five years if any?

Yes No Number 3

If yes, how many?

B.Ed. Special Education (HI) and a PG diploma course in AVT is proposed. College has

introduced a subject called ―Disability and Care‖ in the university.

15. List the departments: (respond if applicable only and do not list facilities like

Library, Physical Education as departments, unless they are also offering academic

degree awarding programmes. Similarly, do not list the departments offering common

compulsory subjects for all the programmes like English, regional languages etc.)

Faculty Departments

(eg. Physics, Botany, History

etc.)

UG PG Research

Science Speech Language Studies - -

Hearing Studies - -



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1) Department of Speech & Language Studies

a) Speech Diagnostic Unit

b) Speech Therapy Unit

c) Speech & Voice Sciences Unit

d) Outreach Service and Internship Unit DEALL Unit

e) Psychology Unit

f) Mobile speech Unit

2) Department of Hearing Studies

a) Audiology Diagnostic Unit (Hearing & Vestibular systems)

b) ENT Unit

c) Noise trauma & Hearing Conservation Unit

d) Auditory Verbal Therapy Unit

e) Special Education Evaluation & remediation Unit

f) Mothers training Unit

g) Hearing Aid selection and fitting Unit

h) Ear Moulds and Hearing Aid repairs maintenance Unit

i) Mobile hearing clinic

j) Sign Language Unit

- Skype based remote interpreting services

- Sign language support for free medical consultation

Any Other (Specify):

- Sunaad School for children with Hearing Impairment

- Sign-Bee programme, Association with IEEE

16. Number of Programmes offered under (Programme means a degree course like BA,

B.Sc, MA, M.Com…)

a. Annual system Nil

b. Semester system: 7



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c. trimester system Nil

17. Number of Programmes with

a. Choice Based Credit System 5

b. Inter/Multidisciplinary Approach Nil

c. Any other (specify and provide details NA

18. Does the college offer UG and/or PG programmes in Teacher Education?

Yes No

a. Year of Introduction of the programme(s) 03/02/2014 (dd/mm/yyyy)

and number of batches that completed the programme : 2 batches completed

b. NCTE recognition details (if applicable) : NA as it is recognized by RCI

Notification No.: ED163/UBV/2013

Date: 17/08/2013 (dd/mm/yyyy)

Validity: RCI approval…until 2016-17 batch

c. Is the institution opting for assessment and accreditation of Teacher Education Programme

separately?

Yes No

19. Does the college offer UG or PG programme in Physical Education?

Yes No

If yes,

a. Year of Introduction of the programme(s)………………. (dd/mm/yyyy)

and number of batches that completed the programme

b. NCTE recognition details (if applicable) Notification No.: ………………………..

Date : …………………………… (dd/mm/yyyy)

Validity :…………… ………



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c. Is the institution opting for assessment and accreditation of Physical Education Programme

separately? Not applicable

Yes No

20. Number of teaching and non-teaching positions in the Institution

*Psychologist and MSW

21. Qualifications of teaching staff-(as recommended by RCI)

Professor Associate Professor

Assistant Professor

Clinical

teaching staff

Total

Permanent teachers

PhD 3 F 1F 1F _ 5

MPhil _ 1F _ 1F* 1

MSc. 1M 1M 13(8F+5M) 4F 1M 7F,*

2F**

22

M.Ed. _ _ - -

BSc. _ _ 1F 3F 4

Positions

Teaching faculty

NonClinical -

teaching

staff

Technical

Staff

Non

Teaching

Staff

Professor

Associate

Professor

Assistant

Professor

*M *F *M *F *M *F *M *F *M *F *M *F

Recommended by

the RCI

Recruited

3 - 4 - - - 18 - 3 - 18 29

Yet to recruit

Sanctioned by the

Management/

society or other

authorized bodies

Recruited

01 03 03 05 07 01 11 +

5

03 04 18

(including

2

librarian)

29

Yet to recruit 0 0 1 0 1 0 0 0 0 0 0

*Psychologist and MSW



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MBBS

DLO

_ _ 1M _ 1

Temporary teachers- none

PhD _ _ _ _ _

MPhil _ _ _ _ _

PG _ _ _ _ _

Part time /guest teachers

PhD 1M 1F 1M _ _ 3

MPhil _ _ _ _ -

PG _ 1M

1M 1F( spl

subjects)

_ 2

*4F are Psychologists and 1F is MSW

**result awaited

22. Number of Visiting Faculty /Guest Faculty engaged with the College

6

23. Furnish the number of the students admitted to the college during the last four

academic years.

Course : BSLPA

Categories Year 1

(2016-17)

Year 2

(2015-16)

Year 3

(2014-15)

Year 4

(2013-14)

M F M F M F M F

SC+ Nil Nil 1 Nil Nil Nil Nil Nil

ST+ 1 Nil Nil 1 Nil Nil Nil Nil

OBC 2 8 1 2 1 3 3 4

General 6 23 8 27 8 28 1 32

Others - - - - - - - -

Course : MASLP

Categories Year 1

Year 2

(2015-16)

Year 3

(2014-15)

Year 4

(2013-14)

M F M F M F M F



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SC+ 1 Nil Nil Nil Nil Nil Nil Nil

ST+ Nil Nil Nil Nil Nil Nil Nil Nil

OBC/BC 1 1 Nil Nil 1 1 Nil 1

General 4 14 5 15 1 12 3 7

Others - - - - - - - -

Course : MSc. Audiology

Categories Year 1

(2016-17)

Year 2

(2015-16)

Year 3

(2014-15)

Year 4

(2013-14)

M F M F M F M F

SC+ Nil Nil Nil Nil Nil Nil 1 Nil


OBC/BC/3B 1 2 Nil 1 1 1 1 Nil

General 1 6 2 3 1 6 2 2

Others - - - - - - - -

Course : MSc. Speech Language Pathology

Categories Year 1

(2016-17)

Year 2

(2015-16)

Year 3

(2014-15)

Year 3

(2013-14)

M F M M F F M F

SC+ Nil Nil Nil 1 Nil Nil 1 1

ST+ Nil Nil Nil Nil Nil Nil 1 1

OBC/BC Nil 1 Nil Nil Nil Nil Nil Nil

General 1 8 Nil 8 Nil Nil 2 2

Others - - - - - - - -



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Course : B.Ed Special Education (HI)

Categories Year 1

(2016-17)

Year 2

(2015-16)

Year 3

(2014-15)

Year 4

(2013-14)

M F M F M F M F

SC+ Nil Nil Nil Nil Nil 1 Nil Nil


OBC Nil Nil Nil Nil Nil Nil Nil 1

General Nil Nil Nil Nil Nil 1 1 2

Others - - - - - - - -

Course : D.Ed SE (HI)

Categories Year 1

(2016-17)

Year 2

(2015-16)

Year 3

(2014-15)

Year 4

(2013-14)

M F M F M F M F

SC+ 1 Nil Nil 2 1 1 Nil 1

ST+ Nil Nil Nil 1 Nil Nil Nil Nil

OBC Nil Nil Nil 4 Nil 1 5 Nil

General 1 1 1 1 Nil 1 Nil 1

Others - - - - - - - -

Course : PhD

Categories Year 1

(2015-16)

Year 1

(2015-16)

Year 2

(2014-15)

Year 3

(2013-14)

M F M F M F M F

SC+ Nil Nil Nil Nil 1* 1* Nil Nil


OB Nil Nil Nil Nil Nil Nil Nil Nil

General Nil 1** Nil 3 3* 1+3* Nil 1

Others Nil Nil Nil Nil Nil Nil Nil Nil

+ College gives 50% concession in tuition fee to all SC/ST candidates seeking admission to

courses



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* Enrolled under Maharashtra University of Health Sciences, Nasik

** Enrolled under SRU

24. Details of students enrolled in the Institute during the current academic year (2016-

2017):

Student

Enrolment

UG PG Ph.D *

Diploma /

Certificate

Self-Funded

M F T M F T M F T M F T M F T

Number of

students from

the same State

where the

college is

located

1 9 10 3 5 8 - - - 2 1 3 6 15 21

Number of

students from

other States

8 22 30 6 25 31 - - - - - - 14 47 61

Number of

NRI students

- - - - - - - - - - - - - - -

Number of

foreign

students

- - - - 2

- - - - - - - - 2 2

* Admissions not conducted by BU

25. Dropout rate in UG and PG (average of the last two batches) UG

PG 2.5

26. Unit Cost of Education 2015-16

(Unit cost = total annual recurring expenditure (actual) divided by total number of students

enrolled )

Total annual

Recurring INR

Salaries

INR

As per existing

Student strength

As per total intake

allowed



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Including

Salary

37292157.0 37292157.0

199

Rs. 1, 87, 397.0

37292157.0

225

Rs.1,65, 743.0

Excluding

Salary

1,22, 46, 999.0 1, 22, 46, 999.0

199

Rs. 61, 542.0

1, 22, 46, 999.0

225

Rs. 54,431.0

27. Does the college offer any programme/s in distance education mode (DEP)?

Yes No

If yes

a) is it a registered centre for offering distance education programmes of another

University

Yes No

b) Name of the University which has granted such registration.

c) Number of programmes offered

d) Programmes carry the recognition of the Distance Education Council.

Yes No



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29 . Is the college applying for

Accreditation : Cycle 1 Cycle 2 Cycle 3 Cycle 4

Re-Assessment

(Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4 refers to re-

accreditation)

30. 30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment

only) : Not Applicable

Cycle 1: ……………… (dd/mm/yyyy) Accreditation Outcome/Result….…....

Cycle 2: ……………… (dd/mm/yyyy) Accreditation Outcome/Result…….....

Cycle 3: ……………… (dd/mm/yyyy) Accreditation Outcome/Result…….....

* Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an

annexure.

31. Number of working days during the last academic year : 299

32. Number of teaching days during the last academic year

(Teaching days means days on which lectures were engaged excluding the

examination days)

240 (14 weeks per semester; including clinical teaching in holiday postings. UG and PG

teaching are staggered since UG program finishes about a month before PG, and

consequently begins earlier.

28. Provide Teacher-student ratio for each of the programme/course offered

Course Teacher-student ratio

UG 1:14

PG 1: 8

PhD 1.1:1 (course work)

Certificate courses: a) Sign language

b) Mothers training

1:10

1:14

DSE (HI) 1:7

B.Ed. Special Education (HI) 3:2



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33. Date of establishment of Internal Quality Assurance Cell (IQAC) IQAC

19/08/2011 (dd/mm/yyyy)

34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to

NAAC : Not Applicable

AQAR (i) ……………… (dd/mm/yyyy)

AQAR (ii) ……………… (dd/mm/yyyy)

AQAR (iii) ……………… (dd/mm/yyyy)

AQAR (iv) ……………… (dd/mm/yyyy)

35. Any other relevant data (not covered above) the college would like to include. (Do

not include explanatory/descriptive information)

No



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Criterion - I :

Curricular Aspects



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Criterion I: Curricular Aspects

1.1 Curriculum Planning and Implementation

1.1.1 State the vision and mission of the institution, and how it is communicated to the

students, teachers, staff and other stakeholders?

Vision and Mission Statement

The vision and mission as follows:

Vision

A world without activity limitation for persons with communication disorders.

Mission

Develop to exceed income needs world class human resources

Research that ensures

Develop clinical services that promote equal opportunities at affordable cost.

Develop cutting edge science and technology to achieve our vision.

Initiate preventive and pre-emptive action to avoid conditions leading to disabilities.

Develop programmes in a whole life perspective and reduce the burden of family members

of people with communication disorders.

Create and provide infrastructure, laboratory, library and related facilities as stipulated by

University and statutory bodies.

The Vision and Mission is prominently displayed in all departments / floors, library, labs and

activity areas and the students, Student hand books, website, brochures, book marks,

quarterly magazine also carry it, thereby the Institute ensures that the vision and mission is

known and remembered by everyone. have occupied high level managerial post in leading

hearing aid companies and institutes as well as NGOs, and Hearing Instrument Industry in

India and abroad for e.g. Advanced Bionics a Cochlear implant manufacturing company

based in the USA, Widex and Resound, hearing aid manufacturers based in European Union,

FIVE paediatric therapy chain which was begun by one of our alumni, etc.)

1.1.2. How does the institute develop and deploy action plans for effective

implementation of the curriculum? Give details through specific examples.

The Institute makes a calendar of events based on the University calendar. The calendar

committee takes all aspects like holidays and forthcoming events into consideration to plan.

Next the curriculum committee plans the allotment of subjects with the Principal as the

chairperson. Subjects are allotted to faculty based on their specialization/area of interest and



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time tables are made. The teaching faculty make a lesson plan and the teaching method to be

utilized and clinical staff plan for teaching clinical aspects in syllabus. These plans are

submitted to the Principal, who monitors the schedule every month. The implementation of

these within the department are under the head of the department. Tests are conducted as

scheduled. The examination coordinator takes care to ensure tests are conducted and

evaluated. The institute arranges visits to labs and museums (such as Brain Lab in

NIMHANS) that add value to their learning. Talks from eminent personalities and alumni on

different subjects are organized. The brain laboratory in NIMHANS has specimens of human

brains and gives students an understanding of the development, the anatomy and physical

effects of trauma correlated with functional deficits. Students can interact and are allowed to

touch the specimens that promotes learning. The institute recognizes the participatio n of the

industry in the learning process. Latest products and industry requirements are presented to

the students and the faculty routinely. The institute also encourages participation of the

industry in conducting short term learning opportunities. 3rd year BSLPA Students work up a

client and make presentation during Clinical conference. Masters students present journal

articles in the journal club. Opportunities are given for co-curricular activities.

1.1.3. What type of Support – procedural and practical do the teachers receive from the

University and/or institution for effective curriculum delivery and transaction on the

curriculum provided by the affiliating University or other statutory agency?

The University provides the calendar and provides guidelines on the type of evaluation to be

done.

The institution provides the infrastructure for the same-such as equipment, library, class

rooms and through the Principal, Heads of Department, or senior faculty help junior staff

with respect to the method of teaching. To keep the quality of teaching and knowledge base

of faculty high, the institution also conducts some teacher training programs and deputes

faculty to other workshops, conferences.. The aim is to provide an environment that is

stimulating and supports academic learning. All efforts are made to keep to the spirit of the

exercise. For e.g- when environment science was an extra subject, the students were taken on

a field trip by environmental experts from IISc. Mentoring of students is done by staff to

increase their participation and remove glitches in implementation These steps ensure

effective curriculum delivery.



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Rehabilitation Council of India: RCI supports seminars and training of staff and making

appropriate recommendations of minimum standards required.

1.1.4. Specify the initiatives taken up or contributions made by the institution for

effective curriculum delivery and transaction on the curriculum provided by the

affiliating University or other Statutory agency.

Teaching is regular and planned. Use is made of LCD projectors that are there in each class

room. This ensures better learning. Tests are conducted and those performing poorly, are

given a chance to better their scores in the process of continuous evaluation. Students are

encouraged to attend regional/national deliberations addressing key curricular issues. The

Institute has a system of evaluating clinical skills which are evaluated immediately and

feedback given. The knowledge of rationale, procedure skill and interpretation of a test or

therapy procedure are weighed and separately evaluated. The institute is one of the few

institutions in the filed that regularly conducts camps to ensure that skills acquired are used in

rural areas using the science to reach people. With respect to integrating theory and clinical

skills, there are clinical conferences and journal clubs, presentations for students to showcase

their knowledge.

Ours is the only institution to routinely orient first year students to sign language. All first

year BASLP students get a twenty hour program of functional sign language. First year

students are also posted in specialised programs like mothers training centre run for children

with hearing loss and their mothers, DEALL for children with autism spectrum disorder and

developmental delays, and behaviour modification in the psychology unit. This exposure is

continuous and helps them get an understanding of the issues faced by mothers and the

therapists. The posting helps in exposing them to different rehabilitation options so that when

they deal with clinical population independently, they are able to decide the referral

directions. In addition these postings go hand in hand with their clinical practicum and

theory. The institute supports extra and co curricular activities, and students encouraged to

conduct and take part in sports day, Talents day.

1.1.5. How does the institute network and interact with beneficiaries such as industry,

research bodies and the university in effective operationalisation of the curriculum?

The institute has close contacts with the industry and many training programs are organized

to ensure that staff are up-to-date about hearing aid features and cochlear implant

programming. Industry conducts campus interviews every year and many students get



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selected for jobs. Conferences conducted in the Institute have been supported by the Indian

Council for Medical Reasearch (ICMR), Karnataka State Pollution Control Board

(KSPCB) and Industry. The conferences conducted are in areas such as laryngectomy,

dysphagia, cochlear implants that are of interest to both medical and allied medical sciences,

and are supported by ICMR. Conferences on noise pollution, noise measurement have been

supported by the KSPCB. The institute has close contacts with government institutions- The

principal of the institute is a member of the executive council of the All India Institute of

Speech and Hearing (AIISH). The HoD Speech language studies and Principal have been on

the AIISH research committee. The institute has close contacts with NIMHANS and interns

have been posted there. Contacts have also been maintained to promote research in the

institute. Senior faculty have agreed to be a part of the institute‘s research committee, notably

Dr. S. R. Savithri, Director All India Institute of Speech and Hearing, Mysore and an expert

in speech science, forensic science, Dr. N. Shivashankar, Professor, Department of Speech

Pathology and Audiology, NIMHANS with expertise in the clinical aspects of neurological

communication disorders are some of the members on the research committee. Contacts have

been maintained with the St. Johns Medical College, since the institute had a neonatal hearing

screening program there and the Association for the Physically Disabled (APD) where interns

are posted and support provided in conferences about disability. The APD has a strong rural

base and is a leading NGO in providing service to the disabled. The institute has also hosted

meetings for the IEEE special interest group on Communication Disability. Staff are

members of the special interest group that consists of engineers and speech and hearing

professionals to meet the needs of persons with hearing impairment.

With respect to the University, the institute participates in the meetings conducted for

effective operationalisation of the curriculum. The institute has also suggested new optional

papers (Disability and Care) and courses on disabillity/ habilitation such as the PG Diploma

in AVT through the Board of Studies.

1.1.6. What are the contributions of the institution and/or its staff members to the

development of the curriculum by the university?

Staff of the institute were in the core committee constituted by the Rehabilitation Council of

India during syllabus revision in 2009. The syllabus revision committee is constituted from

time to time following feedback from students and teaching faculty. Staff have participated

at various levels in the same activity. The staff of the institute are represented in the Board of

Studies (4 members) as well as the Chairperson of the Board of Studies, and make additional



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suggestions to include certain items. For e.g. the course on Otorhinolaryngology is not

present in the RCI syllabus, but is present in our syllabus, to make it compatible with

UNCRPD and ground reality. India is a signatory to the rights of the persons with disability

and thus the syllabus included extra papers to ensure it fell in line with the UNCRPD. When

the university asked departments to propose courses for the choice based credit system, the

institute proposed a course titled ―Disability and Care‖ (which it also offers). The disability

and care orients students to causes and habilitation available for persons with hearing, vision,

orthopaedic and neurologic disabilities.

1.1.7. Does the institution develop curriculum for any of the courses offered other than

those under the purview of the affiliating University by it? If ‗yes‘, give details on the

process (‘Needs Assessment‘, design, development and planning) and the courses for

which the curriculum has been developed.

Yes. The institute offers three courses that are not in the purview of the affiliating university.

Needs assessment: PG diploma D.Ed (H.I) When the institute started the Sunaad Kannada

School for Hearing Impaired children there were no trained teachers available, so the institute

started a PG diploma for teachers of the deaf in 1987 for which it developed the curriculum.

After the RCI started the UG diploma course, the institute continued the UG diploma course.

Introductory course on Sign language : The institute started a Sign Language Unit since

there were a number of persons with profound hearing loss who had difficulty in

communicating with hearing persons. tt was felt important to start such a unit. to assist

hearing impaired persons and their family members to communicate. The institute was the

first in the private sector and 2nd in India to start a unit on Sign Language. The staff in the

unit consist of a sign language coordinator, two fluent signers that are deaf. Curriculum was

developed for a 40 hour introductory course in sign language in the year 2000. The

introductory course includes basic signs that can be used to communicate, followed by an

exam. Currently we offer it to students in Jyothi Nivas college as a value addition course.

The unit also offers the sign language courses that are tailor made to needs such as for

workers in Boeing, and Metro. The sign language unit has previously offered interpretation

services to H.I. individuals in court and has trained metro workers and managers of Boeing

International to interact with hearing impaired persons. The institute also conducted a

SignBee contest along with the IEEE special interest group to create awareness of sign

language in school children. The SignBee contest was conducted on the lines of the

internationally known SpellBee. Many school children participated. This activity was



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conducted by the IEEE Special interest group in collaboration with the institute and is the

first in the world. IEEE has special interest groups and the SIG here is for disability.

1.1.8. How does the institute analyze/ensure that the stated objectives of curriculum are

achieved in the course of implementation?

The institute conducts tests students and collects feedback from staff, students and clients

periodically to ensure that the stated objectives are met. Periodical interaction with alumni

internship centres and employers too add to our efforts.

1.2. Academic flexibility

1.2.1 Specify the goals and objectives and give details of the certificate/diploma/skill

courses offered by the institute.

Name

of course

Goals and objectives Details

BASLP prepare student for a clinical course in

communication disorders- basic

assessment and therapy

4 year degree course

MASLP Prepare student for assessment and

therapy of communication disorders in

adults and children with and without

hearing loss and integrate all findings.

Dual degree in speech,

language and hearing. 2

years masters program

M.Sc.(Audiology) prepare student for a clinical course in

assessment and therapy for persons with

hearing disorders in schools to hospitals

2 years masters program

in Audiology

M.Sc.(Speech

language Pathology)

Prepare student to work as a speech

language pathologist in different set ups.

2 years masters program

in Speech Language

pathology

Ph.D. (Speech and

Hearing)

Research 3 years program

B.Ed(HI) Teachers training Two year PG program

DSE(H.I.) Teachers training Diploma-Two year UG

program

Sign language Communicate in sign language Certificate course- No



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qualification. 40 hour

course

PG diploma AVT To provide training to function as an

auditory verbal therapist

1 year PG course. Passed

in the academic council

Language

Facilitator

Facilitate language in children with

hearing impairment

Certificate course- No

educational

qualification. Mother of

HI child. 3 years

1.2.2. Does the institute offer programs that offer twinning?

Institute does not offer twinning program as this is not permitted by affiliating university.

1.2.3. Give details on the various institutional provisions with reference to Academic

flexibility and how has it been helpful to students in terms of skill development,

Academic mobility, progression to higher studies and improved potential for

employability.

Flexibility is subject to provisions as under RCI and Bangalore University.

The institute does not offer choice based credit system in the true sense since the minimum

requirements in the syllabus are regulated by the RCI. We organise lectures that lead to value

addition from those in the field or related fields. Eminent speakers from India or those

overseas visiting Bangalore are invited to talk and contribute to broadening the students‘

horizons. Orientation programs like those conducted by Hanen – ―More than words‖ enrich

student coursework and add to their employability. The Hanen program is a world famous

program run to help speech language pathologists work with children with communication

disorders including autism spectrum disorder. The speakers are those that have a vast

experience, and offer orientation talks in teaching institutions that encourage skills and

provide value addition.. Eminent scientists or entrepreneurs also serve as guest faculty. The

institute encourages interdisciplinary research. Staff are part of the IEEE special interest

groups.



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1.2.4. Does the institute offer self financed programs? If yes, list them and indicate how

they differ from other programmes with respect to admission, curriculum, fee structure,

teacher qualification, salary etc.

The courses offered by the institute are:

1. UG- BASLP, B.Ed.( Spl. Ed. H.I.)

2. MASLP, M.Sc. (SLP), M.Sc. (AUD)

3. Ph.D (Speech and Hearing)

4. DES (H.I.)/D Ed (HI)

5. Certificate in Sign language

6. Language Facilitator

All programmes offered by the institute are self financed and the teachers have qualification

as specified by the Rehabilitation Council of India. Salary is the same for all programs and

depends on the post occupied, qualification and experience.

Fees charged are approved by the University. The curriculum is based on that provided by the

RCI and modified to meet BU norms with respect to Units. The students learn about the

admission dates and procedure through word of mouth, from the institute website or they visit

the institute in persona and enquire. A minimum cut off percentage of 50% is required by the

Bangalore university for them to enrol in the BSLPA program Admission process is as

defined by the university for degree course and by RCI in diploma course. The certificate

course offered to those interested.

1.2.5. Does the college provide additional skill oriented programs relevant to regional

and global employment markets? If yes, provide details of such programmes and their

beneficiaries.

The institute hosts the Auditory Habilitation and Application Training (AHAT) program that

helps staff to be oriented to auditory verbal therapy and enhances skill in therapy which is

relevant globally for quality therapy. This is conducted by Cochlear Medical Device

Company India Pvt. Ltd. It is a 5 day program which includes intensive hands on training of

staff who are involved in Auditory Verbal Therapy at the institute. This in turn trickles down

to students who are supervised by the same staff. Other orientation programs like ―Hanen -

More than words‖ are organized by our a lumnus which add value to course work and are

relevant for employment globally. Similarly, workshops on dysphagia have been arranged.

Product updates are being held periodically. All our UG students get an orientation to sign

language in the first semester.



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PG students are given a short training in the use of SPSS for which a curriculum has been

developed. The SPSS is a statistical software that is used to analyze data in speech language

pathology and Audiology. However, learning to use it is difficult, hence staff proficient in its

use were asked to design a curriculum that would enable them to use it easily.

Certificate courses in sign language have been arranged for many persons besides family

members and those who seek sign language, Metro workers (employees of BMCRL

corporation), some Government agencies, the priests of the Bangalore Diocese and some

students from colleges. Jyothi Nivas College has approached the institute to provide sign

language course for their students. Sign language orientation course has been conducted for

school children and a Sign Bee competition held - first of its kind in the world.

The institute has also in the process of providing an 8 week skill development program in

hearing aids along with GN Resound.

1.2.6. Does the university provide for the flexibility of combining the conventional face

to face and distance mode of education for students to choose courses and combinations

of their choice?

No. Since the course is clinical, distance mode cannot be used. Students cannot choose

courses of their choice due to syllabus restrictions. However, students can choose to learn

another skill for e.g- Sign language and get a certificate for the same if they so desire. Some

PG students may opt for greater clinical learning in their vacation.

1.3. Curriculum Enrichment.

1.3.1. Describe the efforts made by the institution to supplement the University‘s

curriculum to ensure that the academic programmes and institutions goals and

objectives are integrated.

The institute arranges postings of students to various departments in the institute such as the

Mothers training centre, DEALL, ASD School, ENT and ear mould unit and camps in the

mobile speech and hearing unit. The institute arranges visits to the laboratory of medical

college hospitals so that they have a deeper understanding of the anatomy, physiology and

pathology to which they do not have a first hand experience as medical students do. To

enhance learning of anatomy, some models have also been purchased. Masters students are

posted to the NICU along with staff for neonatal hearing screening. Internship programme is

designed to prepare students for the real world by posting them to different kinds of centers

ranging from hospital to special schools. A total of 18 posting sites have been included for



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internship. This comprises of around 5 hospitals and remaining are special schools,

rehabilitation centers and clinics. The interns get an opportunity to get exposed to different

types of clinical setups apart from the institute. The feedback in the monthly meetings has

been very positive with reference to the internship. All first year UG students get an

orientation to sign language, some of them have chosen to complete the course..

Institute provides a 40 hour sign language course to students of Jyothi Nivas College. Also,

efforts are taken in bridging the gap between WHO reports on disability, UN convention on

Disability issues, etc and the curriculum in vogue.

1.3.2. What are the efforts made by the institution to enrich and orga nize the

curriculum to enhance the experience of students so as to cope with the needs of the

dynamic employment market?

The Institute arranges visits to other centres such as the Spastics Society of Karnataka. These

centers give the interns experience about dealing with and educational options for children

and individuals with special needs. Interns are posted to various centres such as a community

centre, schools, and hospitals including NIMHANS, so that they have a good clinical

experience. Hospitals like NIMHANS expose the interns to a hospital set up of Audiology

and Speech Language Pathology and helps them understand team approach to dealing with

any communication disorder. Students thus are exposed to more varieties of cases than they

could have been if posted only in the institute. Students learn to interact with different

professionals and learn to work independently. Similarly the Institute accepts students for

internship postings from other colleges from the same field (MAPS at Mangalore, Martho ma

college at Calicut) and related disciplines like Otorhinolaryngology (Ramaiah Hospital,

Rajarajeshwari hospital etc.), psychology and rehabilitation science. They are posted from 15

days to 1 month and their posting are at the Departments of Speech and Language Studies,

Hearing Studies, AVT Unit and Mothers‘ Training Centre.

Talks are arranged from alumni to help students understand the work ethics and professional

practices For e.g. Mr. Prasanna Hegde talked about issues in assessment of speech disorde rs

to UG students. He also gave insights about the issues that arise while managing a clinic. Ms.

Sowmya Menon spoke about professional practices to PG students. She is an entrepreneur

and gave inputs about choosing carefully the career paths. The institute organises conferences

and seminars for niche areas.



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1.3.3. Enumerate the efforts made by the institution to integrate the cross cutting issues

such as gender, climate change, environmental education, human rights, IT etc into the

curriculum.

The University has added courses in environment, society and culture, public health,

computers and Indian constitution. We have added value to these courses by exposing

students to eminent persons- for e.g. Mr. Harish Bhat, an eminent environmentalist from

I.I.Sc. arranged a field study in addition to teaching the subject so that students learned to

appreciate nature. Debates on the occasion of Independence Day on India‘s achievements-

Mangalyaan, and Freedom struggle. Talks have been arranged on Environment and health,

and womens rights by the ‗Swach Bharath ― and Womens Empowerment committees. Ms

Alphonsa and Ms. Manu (Psychologist and MSW respectively) teach about society and

human behaviour. Mr. Jayaram, who is qualified to be Microsoft Certified System Engineer

and System Developer by WINDOWS, taught the introductory course on computers.

All students are encouraged to use technology in their presentations. Each class room is

equipped with an LCD projector, and the seminar hall with a smart board. The computer

assisted learning lab accessible even to 1st year UG students, has computers loaded with

videos and audio recordings to enhance learning. Live presentations have been made by

using camera in the lab and transmitting the same to demonstrate procedures suc h as video

stroboscopy in the speech science lab and vestibular assessment in the department of Hearing

studies lab. These tests are otherwise rare as compared to the routine tests and video

demonstrations help educate all students uniformly.

1.3.4. What are the various value added courses/enrichment programmes offered to

ensure a holistic development of students?

Moral and ethical values- Personality development talks given by many distinguished

individuals such as Dr. Sridevi and Dr. Venkatesh Aithal. They spoke acquisition of

leadership skills and team approach. Talks are delivered by Alumni, and Senior Professionals

on topics like Clinic management and entrepreneurship skills.

Employable life skills- Workshops/seminars are conducted, at least one per semester

Better career options- Training and opportunity to present papers. Talks from alumni about

options available.

Community orientation- Camps are routinely conducted every week, so students learn to

participate in the community



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1.3.5. Citing a few examples enumerate on the extent of use of the feedback from

stakeholders in enriching the curriculum.

The listed changes were made after student feedback was obtained

a) To increase reliability of marking between supervisors, we defined the clinical skill and

its value. Hence students were assessed in a manner that was reliable and acceptable.

b) Students are given exposure to sign language for 20 hours in the first year after some

students expressed the interest., staff from the sign language unit conduct sign language

classes for the 1st year students and exams are conducted for them at the end of the semester.

c) Video recordings are used to illustrate case studies after a positive effect of learning was

seen. Videos for basic testing were also made. With the consent of the client, rare cases were

video recorded and the recordings used for academic and clinical teaching.

d) Client feedback resulted in the following changes. These changes also demonstrated to

students the importance of being disabled friendly.

1. The college added the disabled friendly toilet and in elevator. Staff were trained in sign

language to enable them to interact with deaf clients.

2. Sign Language supported free medical consultation for the Deaf was tried out as a

pioneering activity to indicate to students that creating accessibility is an important goal.

1.3.6. How does the institution monitor and evaluate quality of enrichment programs?

The college collects feedback from the students after resource persons interact or make their

presentation. The college also observe if there is an effect on student attitude/work after the

same.

1.4. Feedback System

1.4.1. What are the contributions of the Institution in the design and development of the

curriculum prepared by the University?

The staff of the Institute serve as members of the Board of Studies. Some of them have

served as members of BOS in other universities such as SRU, Mysore and KSOU and add

dimensions to the vision of the staff to enhance curriculum. Due to this contribution, we

have added certain papers like Otorhinolaryngology for UG students, although not in the RCI

syllabus. We have also used a practical method of examining students with respect to clinical

work. Workstations are prepared and students attend one workstation and then move to the

next to carry out the tests and they will be evaluated on their efficiency in carrying out

different test procedures.



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1.4.2. Is there a formal mechanism to obtain feedback from students and stakeholders

on curriculum?

i. Yes. The feedback committee collects feedback from students at the end of every year.

IF ―yes‘ how is it communicated to the University and made use internally for

curriculum enrichment and introducing changes and new programs?

Feedback thus obtained is analysed by an external faculty and the same communicated with

the Principal who takes necessary action.

ii. Alumni and Employers give feedback and the same is being suitably incorporated in the

classroom diadactics as well as in the clinics. The college also have a formal method to

obtain feedback on internship program which is used to change centres or change the

methods used in those centres. This feedback has enriched our internship program. Feedback

is communicated to the RCI and changes implemented through the Board of Studies of

University.

1.4.3 How many new programs were introduced by the institution in the last four years?

One course- B.Ed. Spl Ed and one paper on ―Disability and Care‖. This is an elective paper

for 3rd semester Masters students offered of the Bangalore University by the institute under

the CBCS (Choice Based Credit System) scheme of Bangalore University in 2016. Students

of Psychology from Montfort College have availed this facility. Another course – PG

Diploma program of Auditory Verbal therapy (AVT) of one year has been approved by the

Bangalore University. The program will be conducted by the institute with support from

Cochlear medical Device India Pvt. Ltd. It is open for admissions in June 2017 with 10 seats

for those with basic qualification requirement being a graduate degree in Audiology/ Speech

language pathology/ speech and hearing or special education. The course emphasizes on

practical exposure in rehabilitating cochlear implant and hearing aid recipients which we are

able to support from our AVT unit.

What was the rationale for introducing new courses/programs?

i. The B.Ed. course was introduced to meet the shortage of teachers dealing with disabilities.

ii.‗Disability and Care‘, was introduced to increase the interdisc iplinary understanding of

disability issues and to increase awareness among students of higher education to facilitate

inclusive higher education.



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iii) The PG Diploma in AVT is proposed to increase availability of therapeutic services to

children who undergo cochlear implantation.

1.4.4. Does the institution use the guidelines of statutory bodies (UGC/ AICTE / State

Councils of HE and other bodies) for developing and/or restructuring the curricula?

Yes – The institute uses RCI and Bangalore University guidelines as they are applicable to

our courses.

1.4.5. How are the existing courses modified to meet the emerging/ changing national

and global trends?

The syllabus for the courses we conduct is given by the RCI. We communicate to the

committee and some through the Board of Studies. We incorporate some changes ourselves

in the Institute. As India is signatory to UNCRPD (United Nations Conventions on Rights of

Persons with Disability) due modifications to meet and suit UNCRPD needs had to be

incorporated though not yet introduced as formal changes by RCI. For example we as

teachers had to shift our focus from medical to social model i.e. reference to persons should

be made as clients and conditions that he/she suffers should come later and person should

come earlier accordingly it is not hearing impaired or hearing disabled, it is child with or

person with hearing disability / impairment. Similarly terms like stutterer or aphasic etc.

should not be used and they should be referred as person with stuttering or person with

Aphasia (Condition the person suffers). Similarly it is the right of the individual with

disability to have equal participation / opportunity for intervention, education, vocational

training, social status and rights. No longer should it be taught as a social welfare measure or

charity but as rights issue.

The institute gives adequate exposure to students to understand these issues through

interaction with the disabled persons and their families.



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1.5. Best Practices in Curricular Aspects

1.5.1. What are the quality sustenance and quality enhancement measures undertaken

by the institution during the last five years in curricular aspects?

Feedback is taken from students with reference to teaching and clinics, and performance in

exams is assessed. The Institute conducts Seminars and workshops and arranges guest

lectures. A feedback is taken after the conference, and from alumni, staff and management.

Steps have been taken to enhance infrastructure and student participation.

The steps taken are as follows:

1. Introducing practical work to improve skills in addition to theory and clinical work

2. Enhancing exposure through variety and number in different setups

3. Arranging guest lectures in addition to regular lectures by calling experts

4. Exposing students to international experts as and when they visit India

5. Conducting at least two workshops every year by the departments of Speech Language

Studies and Hearing Studies, to help our staff and students be updated with the latest

advancements in speech language and hearing sciences. In addition, the senior students get to

experience the organization involved in conducting a workshop.

6. A quarterly newsletter (ISHLINK) gets published in the institute, which carries news

about the happenings in the institute, news about the recent advancements in the fields of

speech, language and swallowing rehabilitation and hearing sciences. Students Association of

Speech and Hearing (SASH) activities are included. In addition, an article written by one

faculty is published every quarter.

7. Posting faculty to attend national and international Seminars conference and workshops to

update their knowledge so that this knowledge can be optimally utilized in clinical teaching,

patient care and research activities which directly re flect in the clinic‘s improvement.

8. Conducting refreshment training program/skill development program in addition to regular

monitoring. The include recent advancements in hearing aid technologies, hearing aid

programming techniques to cater to the client‘s exact requirements and information about

evidence based rehabilitation and evaluation techniques.

9. Maintaining existing equipment and adding new state of the art equipment to enhance

capacity building. This helps in improving the students to understand the usage aspects of

various equipment, while incorporating time efficiency to the test protocols.

10. Encouraging staff to write and take up research projects.



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11. Awards to students for academic excellence in each year and in each batch have been

instituted by our donors and the trustees. The students receive a cash prize and a certificate to

appreciate their hard work and efforts.

1.5.1 What best practices in ‗Curricular Aspects‘ have been planned/ implemented by

the institution?

To increase knowledge base and expose students to different experts across the country, the

institute regularly conducts two national level seminars with RCI accreditation. Many of

these were supported by ICMR. Dr. SRCISH was partner in conducting Indocleft

International Conference (2010, 2011 and 2012) as part of Smile-train. This was organized by

the Maxillofacial department of Bhagwan Mahaveer Jain hospital. Six of our students

presented papers in the conference. Dr. B. S. Premalatha was a part of the panel discussion

and also chaired one session in the conference.

The institute has supported the conduction of national seminars: Dr. SRCISH was a partner in

conducting 42nd ISHACON, which was conducted in Bengaluru. Senior faculty Dr. Madhuri

Gore, Dr. Rashmi J. Bhat and Dr. B. S. Premalatha were in the scientific committee. Ms.

Megha Sasidharan and other staff from each department were in the stage management

committee.

We have introduced consultant based new OPD system from January 2010. Senior faculty of

the institute are assigned days of the week when they will be present in the OPD unit. They

will offer their consultation and counselling services for the newly registered cases and guide

the clinicians towards the test protocol to be followed for each case. Students get opportunity

to develop individualized skills in counselling, empathy and appreciation towards various

intervention procedures, organizational skill in terms of flow and management of large no of

clientele, efficiency in time management, leading to leadership qualities need for self

employability and corporate behaviour. Students learn to work as a part of a team which is all

additional to regular curriculum activities. Student presentations have been encouraged in

conferences under guidance of staff.

Any other relevant information regarding curricular aspects which the college would

like to include.

We have initiated curricular research.



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Criterion II:

Teaching - Learning

and Evaluation



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Criterion II: Teaching - Learning and Evaluation

2.1 Student Enrolment and Profile

2.1.1 How does the college ensure publicity and transparency in the admission

process?

Publicity is given through the following measures

a. Prospectus: Necessary details about the institute and courses are printed in the prospectus

every year and given to the interested candidates after recording necessary details.

b. Institution‘s Website: Necessary notifications/information are published on the

institution‘s website

c. Advertisement in Regional/National Newspapers

d. Participation in exhibitions and events putting up stalls in educational events conducted by

event management organizations, and news papers sending SMS, captioning in TV programs

at prime time, giving orientation to 12th std students as career guidance. Word of mouth,

Radio/Audio visual talks/Cable TV serial ads and Maintaining high profile academic staff.

Senior faculty from the institute have participated in phone in programs of the aakashvani

where listeners had questions about hearing and speech problems and about courses run by

the institute etc.(Dr.MN.Nagaraja,Rashmi.j.Bhat,Dr.Premalatha). During the admission

time,a video about the facilities at the institute is played in Kerala doordarshan networks(the

video was made by Kairali network). Faculty also conduct course awareness talks in P.U.

level colleges during January-February.

The Institute follows University and RCI regulations in ensuring transparency. The

admissions for PG and doctoral programmes are conducted by the Bangalore University,

where transparency is ensured.

We follow rules of RCI and Bangalore University and admit all candidates without any

discrimination on the basis of merit and as per rules of Bangalore University for reservation.

Admission for PG courses is conducted by the University. At least three senior faculty from

the institute participate in the admission process as admission committee members. For

instance, Dr.Madhuri Gore, Dr.Rashmi Bhat and Dr.Premalatha were the members for both

2015 and 2016 admission committees. The cut off percentage for admission at entry level is

50% for UG, PG and doctoral programmes.



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2.1.2 Explain in detail the criteria adopted and process of admission (Ex. (i) merit (ii)

common admission test conducted by state agencies and national agencies (iii)

combination of merit and entrance test or merit, entrance test and interview (iv) any

other) to various programmes of the Institution.

Admissions are conducted as per criteria laid down by RCI and Bangalore University norms

for B.Sc. and M.Sc. courses. Reservation is as per Govt. of Karnataka rules. Entrance test is

conducted by the University only for Doctoral Programme.

2.1.3 Give the minimum and maximum percentage of marks for admission at

entry level for each of the programmes offered by the college and provide a

comparison with other colleges of the affiliating university within the city/district.

The minimum and maximum marks for UG programs are 50% and 87% respectively.

In case of the PG programs , 50% and 70% respectively. This minimum is relaxed by 5% for

the undergraduate level students if they belong to SC category.

2.1.4 Is there a mechanism in the institution to review the admission process

and student profiles annually? If ‗yes‘ what is the outcome of such an effort and

how has it contributed to the improvement of the process?

The admission process is reviewed informally. There has been a sustained effort in

encouraging local students into the courses which has slowly reaped dividends.

2.1.5 Reflecting on the strategies adopted to increase/improve access for following

categories of students, enumerate on how the admission policy of the institution and

its student profiles demonstrate/reflect the National commitment to diversity and

inclusion

Admission policy of the institute reflects the policy of RCI and that of the Banga lore

university which incorporate the national strategies for inclusion of all varieties of individuals

and the need to cater to diverse populations.

∗ SC/ST / ∗ OBC

Very few students belonging to the SC/ST and OBC Categories take admission. Those who

have been admitted are directed to the commission for availing concession in fees & book

bank etc.



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∗ Women - Institute need not have to do anything especially in this regard as majority

students opting for courses in the institute are generally women accounting up to 90% of

admission.

∗ Differently abled -3% reservation with in reservation quota is provided for Differently-

abled. We have had 2 students with a hearing disability so far in the Speech and Hearing

courses and several with orthopaedic disabilities in the Diploma for teachers of hearing

impaired.at present, a student with visual impairment has been admitted to M.Sc(Speech-

language pathology).

Hearing disability: One student with moderate-severe hearing loss in both ears was admitted

to the undergraduate course in 2010.He was regularly monitored for hearing levels and the

adequacy of the amplification provided. Additional help in the form of individual tutoring as

and when necessary was provided.

∗ Economically weaker sections

Deferred fee payment where ever merit and economical backwardness are found. Student is

given a job at the end of the course and will pay off the amount in easy installments from the

salary.

Few applicants for the undergraduate course could not pay the specified amount of education

fees.Such students were given the opportunity to complete the course.They are then made to

take up positions as clinical supervisors and pay off the amount due while working(A case in

Point is Ms.Shashirekha, A clinical supervisor)

∗ Minority community- Institute has been registered under Post Matric & Merit Cum

means -National scholarship Portal (2.0).The students belonging to the minority community

are directed to the needful through this scheme

∗ Any other

Sponsored candidates from NGO working for disabled in a few courses have been admitted.



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2.1.6 Provide the following details for various programmes offered by the institution

during the last four years and comment on the trends. i.e. reasons for increase /

decrease and actions initiated for improvement.

Programmes Number of applications Number admitted Demand ratio

UG

1.BASLP

40 40 1:1

PG

1.MASLP

20 19 1:1

2.M.Sc. (SLP) 9 9 1:1

3.M.SC.(Audiology) 6 6 3:5

M.Phil. No programme

Ph.D. 5 3 5:3

Integrated

PG Ph.D

No programme

Value added

1.

2.

3.

Certificate 20 20 1:1

Diploma 17 17 1:1

PG Diploma In process

Any other

1

2

3

Generally, there are lesser number of applications to the specialized post graduate courses as

it restricts job opportunities to teaching and research set ups. MASLP is the most preferred

degree in the Indian scenario. However, with increasing interest in engaging in research,

students are opting for specialized degrees.



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2.2 Catering to Student Diversity

2.2.1 How does the institution cater to the needs of differently- abled students and

ensure

adherence to government policies in this regard?

We have barrier free environment for mentally, physically challenged persons as well as deaf

persons by way of provision for lift, toilets and sign language. We have restriction of space

for creating any further facility. As number of visually handicapped accessing the institute

and its facilities are negligible, there is no Braille press and Braille reading facility.

2.2.2 Does the institution assess the students‘ needs in terms of kno wledge and

skills be fore the commencement of the programme? If ‗yes‘, give details on the

process.

No

2.2.3 What are the strategies adopted by the institution to bridge the knowledge gap of

the enrolled students (Bridge/Remedial/ Add- on/Enrichment Courses, etc.) to enable

them to cope with the programme of their choice?

If students have conversational difficulty in English , classes are organized for such students

since many belong to other states. They are given conversational kannada classes also .

2.2.4 How does the college sensitize its staff and students on issues such as gender,

inclusion, environment etc.?

Expert talks are conducted by eminent people in the field organized by respective

committees. (ex: Environment consciousness by Ms. Manu G.C)

2.2.5 How does the ins titution ident ify and respond to special educational/learning

needs of advanced learners?

Students are constantly under supervision and monitoring right from 1 st Semester. They are

corrected, guided to develop the right attitude by modelling.

Most of our faculty and staff are highly committed and become a source of encouragement

and models. We encourage learning by analysis as it will help in clinics and practice.

Committee for slow learners takes care of students who are identified post internal

assessment tests and semester exams .Members monitor performances over the course



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duration by interacting with class teachers as well as subject teachers. Mentorship program

also exists. (Annexure 1-List of committees pertaining to criterion 2)

2.2.6 How does the institute collect, analyze and use the data and informatio n o n the

academic perfo rmance (through the programme duration) of the s tudents at

risk of drop out (students from the disadvantaged sections of society, physically

challenged, slow learners, economically weaker sections etc. who may

discontinue their studies if some sort of support is not provided)?

Result analysis after every semester exam helps identify students who are poor performers.

Mentorship program identifies problems faced by students on a 1:1 basis. There is a

committee for slow learners that monitors the academically disadvantaged & takes timely

necessary action.

2.3 Teaching-Learning Process

2.3.1 How does the college plan and organize the teaching, learning and

evaluation schedules? (Academic calendar, teaching plan, evaluation blue print, etc.)

The committee for preparation of academic calendar prepares the calendar of events in

accordance with the Bangalore University schedule. The committee for curriculum

preparation assigns subjects per faculty per semester. A lesson plan is then prepared and

submitted to the principal as per the prescribed format in order to complete the syllabus

within the university stipulated 56 hours. Students are assessed on the basis of assignments,

attendance and test performances. Class teacher analyzes the results and updates the Principal

on the same during the faculty meetings. The committee for slow learners monitors poor

performers and their progress over the semester.

(Academic calendar, teaching plan, evaluation blue print, etc.)

2.3.2 How does IQAC contribute to improve the teaching –learning process?

A faculty meeting is conducted once a month by the Principal. All faculty members are

expected to give a feedback on the status of classes as per the schedule. The class teachers as

well as specific subject teachers then give feedback about students who are performing

poorly in class, attendance issues etc. If there are students who seem to have difficulty in

grasping concepts, the subject teacher is asked to give extra time individually to take care of

the issue. Suggestions are welcomed about modifying classroom teaching such that it is made



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more students friendly. There is a mentorship program in place where one faculty is assigned

to approximately 10-12 students.

2.3.3 How is learning made more student-centric? Give details on the support

structures and systems available for teachers to develop skills like interactive

learning, collaborative learning and independent learning among the students?

The student teacher ratio is 40:1 in an undergraduate classroom. At post graduate level, it‘s

20:1for MASLP and 10:1 for specialized M.Sc .Each mentor takes care of 10 students

.Teachers also are available for individual tutoring when students are not able to cope in a

group situation. Students can approach teachers beyond class hours to discuss subjects or

projects or class presentations. The library is equipped with computer assisted learning lab

which allows students to learn basic concepts in audiology and speech- language pathology

through interactive modules .Assignments are given in each paper where students have to

carry out critical reading at the well-equipped library .Library also has online resources for

the most recent information with respect to subjects covered. At the clinical units, students

are expected to carry out group assignments which help them in collaborative learning.

Clinical conferences and journal clubs also contribute to the same as they both are a team

effort. Students are actively involved in the in house workshops and seminars conducted as

volunteers to give them an exposure to event management. The topics are picked up in such a

way so as to give them hands on training that is more industry and community oriented and

not institute centric. When new procedures/equipment are introduced into the market, the

departments make it a point to organize demonstrations and hands on training so that the

students are aware of the newer technology and trends in management .Motivational talks

also are organized keeping in mind the overall personality development of a

student.(Annexure 3).

- CALL

2.3.4 How does the institution nurture critical thinking, creativity and scientific

temper among the students to transform them into life- long learners and

innovators?

The students participate in clinical conference and journal clubs every week during which

lively debates are held with respect to the point at issue .They are encouraged to prepare and

present papers at regional and national level seminars and conferences .In addition, they are

also allowed to attend such activities that are held at other teaching institutions across the



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country .The college arranges for invited talks by visiting experts from universities within

and outside India to expand the students‘ knowledge and to familiarize them with the

profession in the real world. Correspondence between the students and authors of articles

presented during Journal clubs is encouraged pre and post presentation. Motivational talks by

reputed speakers are a regular occurrence. In addition, as a part of the curriculum, they are

expected to carry out practical work using equipment, especially in the department of Hearing

studies, where they get a chance to explore various options etc.

2.3.5 What are the technologies and facilities available and used by the faculty

for effective teaching? Eg: Virtua l laboratories, e- learning - resources from

National Programme on Technology Enha nced Learning (NPTEL) and National

Miss ion on Educat io n thro ugh Informatio n and Communication

Technology (NME- ICT), open educational resources, mobile education, etc.

Faculty use power point presentations in the classrooms. They also enrich the presentations

with videos of clients and demonstrate client evaluations. Some concepts are explained using

the CALL at the library especially for first year students .The c linical conferences focus on

rare conditions where the presenters review information in detail so that it is like a tutorial on

a specific topic.. The campus is Wi-Fi enabled .Streaming and Skype technologies are used to

facilitate lab based demonstrations to larger gatherings of staff and students.

CALL at the library : Computer assisted lab was established in the year 2013.This lab

contains 18 computers ,out of which 12 are used for the said activity.Basic concepts that the

students have to master which are available as video demonstrations have been downloadd

onto these computers and students of first year as well as faculty make use of these modules

to supplement classroom learning.In addition,e books and ejournals have been downloaded

onto these computers providing easy access to students.(400 e books and 15 e journals).

2.3.6 How are the students and faculty exposed to advanced level of knowledge

and skills (blended learning, expert lectures , seminars, workshops etc.)?

Students as well as faculty attend workshops/seminars conducted by other teaching institutes.

The institute annually organizes a minimum of 2 national level conferences/workshops (one

in audiology and one in speech- language pathology). The focus is generally new

developments and trends in practice of the profession. Expert lectures ranging in duration

from 1 hour to half a day and sometimes an entire day also are organized regularly. In

addition, new equipment, rehabilitation resources and techniques etc are demonstrated by



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Company representatives regularly. If a faculty is deputed for a workshop/seminar held

elsewhere, then he/she is expected to summarize the information for the rest of the faculty

and supervisor level staff. (Annexure 2 & annexure 3).

2.3.7 Detail (process and the number of students \benefitted) on the academic,

personal and psycho-social support and guidance services (professional

counseling/mentoring/academic advise) provided to students?

Individual mentoring is available to students at post graduate level where an independent

dissertation work has to be carried out in the 2nd year. All senior faculty are recognized as

guides and junior faculty with minimum 3 years experience serve as co-guides for

dissertations.1: 1 interaction is a must during the preparation of the dissertation. Mentoring

also happens when faculty guide clinical conferences and journal clubs. There is a mentorship

program in place with 10-12 students assigned to one faculty. Efforts are made to assign

mentors who see them in class regularly so that overall progress monitoring becomes easier.

The in house psychologist also counsels and guides needy students and monitors them

individually.

2.3.8 Provide details of innovative teaching approaches/methods adopted by

the faculty during the last four years? What are the efforts made by the

institution to encourage the faulty to adopt new and innovative approaches and

the impact of such innovative practices on student learning?

From using the blackboard, teachers have moved to using power point presentations. Each

class is equipped with a projector and a laptop is available at the library for class purposes.

Management has also provided a smart board for one of the classrooms. Since the course is

clinically oriented, all opportunities to expose students to variety of conditions are utilized

,either by posting them in hospital setups, video demonstrations of rare clinical conditions,

interactions with family members of individuals with disabilities ,successful disabled

individuals who are mainstreamed etc. Because of such exposure, our students are in high

demand at the job market because they are able to cater to a variety of disabilities. Audiology

graduates of the institute for example are preferred over students of other similar institutions

because of the versatility of experience.



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2.3.9 How are library resources used to augment the teaching- learning

process?

At the completion of each topic, subject teacher provides the pertinent references and small

exercises to monitor that students have actually looked it up in the resources available at the

library. Sometimes students have to prepare small presentations on relevant topics for which

they need to fully utilize the library. CALL is an additional fac ility students make use of.

2.3.10 Does the institution face any challenges in completing the curriculum within the

planned time frame and calendar? If ‗yes‘, elaborate on the challenges encountered and

the institutional approaches to overcome these.

Since the lesson plan is prepared at the beginning of the semester once topics are assigned by

the Principal, curriculum is completed within the planned schedule. There is regular

monitoring of the progress of coverage of syllabus by the principal. By the end of third month

during a semester, if it appears that the schedule is not being met; arrangements are made to

take extra classes after the regular working hours or on Saturdays. However, this is a very

rare occurrence.

2.3.11 How does the institute monitor and evaluate the quality of teaching

learning?

Highest Qualification

Professors

Associate

Professors

Assistant

Professors total

male female male Female male female

Permanent teachers

D.Sc./D.Litt.

Ph.D. 3 1 1 5

M.Phil. 1 1

PG 1 1 5 7 14

Temporary teachers



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Regular unit tests are held for undergraduate level students and progress monitored during the

monthly meetings. Student feedback is taken at the end of the semester about faculty so that

appropriate modifications can be made to the teaching style and methodology for the next

semester. The department heads regularly take oral feedback from students regarding ongoing

classes and suggestions are made to the faculty if changes are to be made. In addition, faculty

share experiences of student quality of answers with other faculty in semester exams,

including teachers from other colleges in the University.

2.4 Teacher Quality

2.4.1 Provide the following details and elaborate on the strategies adopted

by the college in pla nning and manageme nt (recruitment and retention) of its

human resource (qualified and competent teachers) to meet the changing requirements

of the curriculum

Faculty are employed as per the rules of the institute. They start teaching only after 2 years

of exposure to working in a clinic. They are also supported for applying and pursuing their

doctorates. At present, 2 faculty are pursuing PhD.s

2.4.2 How does the institution cope with the growing demand/ scarcity of

qualified senior faculty to teach new programmes/ modern areas (emerging areas) of

study being introduced (Biotechnology, IT, Bioinformatics etc.)? Provide details on

the efforts made by the institution in this direction and the outcome during the last

three years.

Ph.D.

M.Phil.

PG

Part-time teachers

Ph.D. 2 1 3

M.Phil.

Clinical supervisor

M.Sc 1M 11F

B.Sc 4F



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Faculty are allowed to participate in seminars and workshops on OOD. They then are

required to disseminate the knowledge acquired to rest of the faculty and students.

2.4.3 Providing details on staff development programmes during the last four

years elaborate on the strategies adopted by the institution in enhancing the

teacher quality.

a) Nomination to staff development programmes.

Academic Staff Development

Programmes

Number of faculty nominated

Refresher courses

All

HRD programmes

All

Orientation programmes All

Staff training conducted by the

university

5

Staff training conducted by

other institutions

.

Nil

Summer / winter schools,

workshops, etc.

Nil

Annexure 4 has details of workshops /seminars attended by faculty

b) Faculty Training programmes organized by the institution to empower and

enable the use of various tools and technology for improved teaching-learning

Teaching learning methods/approaches



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Handling new curriculum

Content/knowledge management

Select ion, deve lopment and use o f enr ichment materials

Assessment

Cross cutting issues

Audio Visual Aids/multimedia

OER‘s

Teaching learning material development, selection and use

When the University decided to change the existing system to CBCS ,the faculty attended a

training program organized by the university for making a new curriculum/syllabus. There

was also training on how to assess the students on a continual basis and how to p repare the

question papers for end of semester examinations. However ,major modifications in the

subjects and contents to be covered come under the jurisdiction of RCI and we do not have

the independent authority to do the same .The college makes all efforts to keep the students

abreast with new technology and trends that are prevalent across the world by arranging for

expert lectures etc.

b) Percentage of faculty

invited as resource persons in Workshops / Seminars / Conferences organized by

external professional agencies-

part ic ipated in externa l Workshop s / Seminars / Conference s recognize d

by na t iona l/ interna t io na l professional bodies

presented papers in Workshops / Seminars / Conferences conducted or recognized by

professional agencies

At least 6 faculty are called as resource persons by external agencies regularly.(15%).Details

are in annexure 5 a&5b.

The institute annually organizes a minimum of 2 national level conferences/workshops (one

in audiology and one in speech-language pathology) :

The national level conferences are RCI approved and are thus attractive to practising

professionals who amass credit points for their recognition.They are attended by students and

faculty of the institute as well as professionals and students across India,especially form

South India.The number of attendees usually is about 200.



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Highlight of our conferences are the hands-on training available from industry experts as well

as the video illustrations and demonstrations. .One of the items in the agenda always is a

panel discussion including the beneficiaries and experts .This is appreciated by the

participants as they get a chance of personal interactions with clients .

The institute organizes expert talks, demonstrations of new equipment,software

demonstrations etc regularly. Depending on the topic, clinical staff and faculty attend these

.durations may range from one hour to the entire day.(Example-The faculty development

program was attended by all clinical and teaching faculty for the whole day).

University provided a training on converting the annual syllabus to the CBCS scheme that

was attended by senior faculty separately for the Undergraduate and masters level programs

and by senior faculty of education for the B.Ed (Spl edu) program.

Hearing studies conducted a workshop on Vestibular system in March 2015 and one on

cochlear implants in March 2016 followed by a 2 day workshop on rehabilitation in August

2016. Department of Speech-Language studies had workshops on Dysphagia,

Laryngectomy and Neurocommunicative Disorders.

The workshop on vestibular system covered the basic concepts including anatomy and

physiology ,disorders of the system and ways of assessment.the theoretical issues were

supplemented by demonstrations of the tests on volunteers by experts form the field.A panel

discussion was conducted where clients with vestibular issues,ENT doctors and audiologists

were the panelists who provided answers to the student participants.

The seminars on Cochlear implants was focussed on the need,candidacy,the surgical

techniques involved ,complications etc.participants were exposed to videos of the

procedures.there were live mapping sessions and fine tuning activities where students got

hands on training.

The rehabilitation workshop was a continuation of the earlier program.This was focussed on

how to improve listening,speech language development and management other behaviour

issues of children who had undergone the surgery.Highlight was the video demonstration of

children in various age groups undergoing therapy.

Workshops on Neurocommunicative disorders and Laryngectomee also had the same pattern

where equal emphasis was given to theory and practise.Clients with the mentioned conditions

interacted with the participants to answer their questions on management and quality of life.



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2.4.4 What policies/systems are in place to recharge teachers? (eg: providing

research grants, study leave, support for research and academic publications

teaching experience in other national institutions and specialized programmes

industrial engagement etc.)

Institute has earmarked 2 lakhs each per department for in house research.

Study leave is provided for faculty pursuing their Doctoral degree.

Academic publications in Journals are rewarded with Rs.5000.

At least two of the faculty are permitted to attend ISHA as OOD.

Faculty are given 10 OODs for attending to examination work of other universities as well as

to attend seminars/conferences.

One project using the research grant has been completed. This was conducted by an

ex.faculty of Department of Speech-language studies on children‘s language development

and assessment.A software for conducting experiments in endogenous potentials was

purchased for the Department of Hearing Studies.

Dr. Rashmi. J. bhat was given a month‘s El for writing her thesis.Same was accorded to Dr.

Anita Reddy.

Dr.Anita Reddy, Dr. Premalatha and co-authors, Ms. Lydia Solomon and co-author were

rewarded after their publications.

The faculty who represent Institute obtain OOD for attending annual coference of ISHA.

At least two of the faculty are permitted to attend ISHA as OOD.

Senior faculty ,professor Rangasayee,Dr.madhuri Gore,Dr.Premamlatha and

Dr.Rashmi.J.Bhat are regularly asked to be resource persons at workshops conducted

elsewhere in the state and country.OOD is granted for the same.These senior faculty are also

PhD committee members ,Board of stuidies as well as board of evaluation members of not

only Bangalore University but of other universities across Ind ia. Annual meetings or semester

wise meetings have to be attended for which OOd is permitted.Conducting viva voce and

evaluating answer scripts of other universities also is permitted under OOD.

2.4.5 Give the number of faculty who received awards / recognition at the state,

national and international level for excellence in teaching during the las t

four years . Enunciate how the institutional culture and environment

contributed to such performance/achievement of the faculty.



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Padmasree Dr.Kameswaran Oration award –Dr.Madhuri Gore-2014-Conferred by ISHA.

S.Manoharan Oration –Professor Rangasayee-2015-TNISHA

Ratna Oration award to Dr .B.S .Premalatha for the year 2017.

These are awards instituted by the national and state level bodies of the Indian speech and

Hearing association every year for contributions to the field.They are based on a process of

nomination and evaluation and are decided upon the academic as well as clinical strength of

the individual .This involves a citation and honouring of the awardee.The Kameswaran award

is for outstanding work in the field of audiology and the Ratna oration is for work in speech

and language pathology.

2.4.6 Has the institution introduced evaluation of teachers by the students and

external Peers? If yes, how is the evaluation used for improving the quality of the

teaching-learning process?

Yes, student feedback is collected at the end of every semester and evaluation of the same is

carried out by the Director, Technical. Faculty are given the feedback individually and

suggestions are made if improvement is necessary. Informal external evaluation is generally

obtained from industries that employ our graduates

2.5 Evaluation Process and Reforms

2.5.1 How does the institution ensure that the stakeholders of the institution

especially students and faculty are aware of the evaluation processes?

During the regular meetings, Principal makes sure that all faculty are aware of the process

and on what points they will be evaluated. At the beginning of the semester, faculty from the

Psychology unit familiarizes the students regarding the process and reiterates the same at the

end of the semester when she distributes the feedback forms.

2.5.2 What are the major evaluation reforms of the university that the

institution has adopted and what are the reforms initiated by the institution on its

own?

Institute has to follow the university reforms. We have moved from the annual exam patterns

to semester wise evaluations since the last 5 years. Recently,university introduced CBCS

scheme that had to be followed by all colleges from 2013.Clinical practicum examinations

are in the form of viva voce but focussed on case presenatations, use of equipment,therapy

techniques with clients rather than checking theoretical background that was in vogue earlier.



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Thus the idea is to evaluate how students are able to apply their knowledge of the subject in

client management be it evaluation or rehabilitation.

2.5.3 How does the institution ensure effective implementation of the evaluation

reforms of the university and those initiated by the institution on its own?

The institute has to implement all reforms according to the guidelines of the University.

Reforms initiated at the institute are geared for clinical service improvement. They are based

on client feedback and are monitored regularly at various levels.An independent audit is

conducted at the department level once a year to monitor the activity and efforts are made to

alleviate the problem areas. This is carried out by a colleague from a different

department.HOD s carry out department level audits at-least once a week to ensure customer

satisfaction

2.5.4 Provide details on the formative and summative assessment approaches adopted

to measure student achievement. Cite a few examples which have positively impacted

the system.

Unit wise tests are conducted by subject teachers along with assignments and an average

performance is obtained that contributes towards the 30 marks given as internal assessment.

During clinical postings ,daily evaluations are done and feedback is given to the student that

allows him/her to improve in the future. This has positive impact on the student‘s clinical

skills as an obvious improvement is noticed over the duration of postings. Attendance at

classes and clinics is maintained so that students who do not appear to be meeting the

university criteria are warned and then a note sent to the family regarding the same. If

attendance is poor due to ill health or some other major reason, students are allowed to

compensate for the same during their vacation postings.

2.5.5 Detail on the significant improvements made in ensuring rigor and transparency

in the internal assessment during the last four years and weight ages assigned for

the overall development of students (weight age for behavioural aspects, independent

learning, communication skills etc.

Daily Clinical evaluations are based on certain criteria which is displayed on the student

notice board at the respective departments. At the end of the day, student performance is

summarized and the clinical supervisor discusses the evaluation with the student and takes an

acknowledgement for the same in a register.



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2.5.6 What are the graduate attributes specified by the college/ affiliating

university? How does the college ensure the attainment of these by the students?

As per the university, students have to complete a four year course of BSLPA including an

year of internship and then they become eligible to enter M.Sc which is a 2 year course.

Students who have not completed the mandatory internship cannot join M.Sc. All efforts are

made by the college to ensure that they get alternate/compensatory postings if they fail to

meet the required duration due to ill health or some other reason. The year wise competencies

as prescribed by RCI are ensured during the training as well as in summative assessments.

2.5.7 What are the mechanisms for redressal of grievances with reference to

evaluation both at the college and University level?

If student misses out on a unit test, subject teachers either give an alternate test or an

assignment to make up for the same. Semester end exam grievances are taken up by the

University as per their procedure. Students can either apply for a revaluation or reappear for

the examination one year later. University also gives grace marks if the student fails to clear

the paper by one/two marks, the application for which has to be forwarded through the

Principal .Academic superintendent and the university liaison officer follow up on the

grievances and maintain records of the same.

2.6. Student performance and Learning Outcomes

2.6.1 Does the college have clearly stated learning outcomes? If ‗yes‘ give details on

how the students and staff are made aware of these?

Each course has a clearly stated learning outcome that is stated in the syllabus as per RCI

guidelines. At the beginning of the course, the faculty teaching a particular subject will

introduce the subject with the expected learning outcomes. Details are given in annexure 6.

2.6.2 Enumerate on how the institution monitors and communicates the progress and

performance of students through the duration of the course/programme? Provide an

analysis of the students results/achievements (Programme/course wise for last four

years) and explain the differences if any and patterns of achievement across the

programmes/courses offered.

The committee for result analysis carries out overall result analysis for undergraduate as well

as post graduate level exams. The information is discussed with respective subject teachers



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and suggestions are given for improvement in teaching methods, innovative practises etc. A

committee for slow learners takes care of the poor performers and monitors progress over the

semester. A mentorship program also exists which will provide additional help if needed

The results of the last four years are listed.

Results UG PG

1 2 3 4 5 1 2 3 4 5

Pass

Percentage

2014-

15

2013-

14

2012-

13

2011-

12

2010-

11

2014-

15

2013-

14

2012-

13

2011-

12

2010-

11

I Sem

BSLPA

53% 90% 87% 98% 66% - - - - -

II Sem

BSLPA

83% 93% 90% 98% 70% - - - - -

III Sem

BSLPA

71% 90% 93% 89% 52% - - - - -

IV Sem

BSLPA

100% 93% 93% 89% 74% - - - - -

V Sem

BSLPA

97% 98% 89% 89% 100% - - - - -

VI Sem

BSLPA

90% 93% 89% 89% 100% - - - - -

I Sem

MASLP

- - - - - 93% 91% 100% 86% 100%

II Sem

MASLP

- - - - - Res

(NP)

73% 100% 100% 100%

III Sem

MASLP

- - - - - 82% 100% 100% 100% 88%

IV Sem

MASLP

- - - - - 73%

Res

2(NP)

100% 100% 100% 100%

I Sem M.Sc

(SLP)

- - - - - 100% 75% 86% 100% 100%

II Sem - - - - - Res 100% 100% 75% 100%



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M.Sc (SLP) (NP

III Sem

M.Sc (SLP)

- - - - - 100% 100% 75% 83% 100%

IV Sem

M.Sc (SLP)

- - - - - 67%

1 NP

100% 100% 100% 100%

I Sem M.Sc

(Aud)

- - - - - 88% 33% 50% 100% 100%

II Sem

M.Sc (Aud)

- - - - - Res

(NP)

50% 100% 80% 100%

III Sem

M.Sc (Aud)

- - - - - 67% 100% 100% 100% 100%

IV Sem

M.Sc (Aud)

- - - - - 66%

75% 100% 100% 100%

*First semester B.S.L.P.A results could be poorer because the students have just come out

of school level and are not aware of the writing style required. Some of our first year students

have a language difficulty and are not very fluent in verbal and written English. Some may

not have a biology background and face difficulty when they have to study the medical

subjects. Annexure 7 gives subject wise details of results.

2.6.3 How are the teaching, learning and assessment strategies of the institution

structured to facilitate the achievement of the intended learning outcomes?

By following the university and the college calendar, it is ensured that there is an orderly

progression in knowledge dissemination to the students. Expert talks add on to the basic

concepts taught in class. Assessments carried out on a regular basis and feedback given to

students ensures that they can make up for any lacunae in learning in a timely manner.

2.6.4 What are the measures/initiatives taken up by the institution to enhance

the social and economic re levance (s tudent placements,

entrepreneurship, innovation and research aptitude developed among students etc.) of

the courses offered?

Placement cell is present and arranges for on campus interviews. All vacancies available are

displayed on the student notice board and contacts provided for further needful. Industry

experts are invited for guest lectures to keep the students in touch with the market trends



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.Annual 3 day workshops are conducted (one in audiology and one in speech- language

pathology where experts from throughout India are the invited speakers. Generally these

lectures are accompanied by Hands on training sessions).Topics are chosen in such a way so

that students are abreast with the current state of art knowledge in the field. Ex; Department

of Hearing studies conducted a workshop on Vestibular system in March 2015 and one on

cochlear implants in March 2016 followed by a 2 day workshop on rehabilitation post CI in

August 2016. Department of Speech-Language studies had workshops on Dysphagia,

Laryngectomy and Neuro communicative Disorders. Annexure 2 gives details of expert talks

organized at the institute. Annexure 3 also lists out long duration seminars and workshops

organized by the institute that are compulsory for post graduate students to attend

.Undergraduates of third year also attend such events and the second year students partially

attend depending on the topic.

2.6.5 How does the institution collect and analyze data on student pe rformance and

learning outcomes and use it for planning and overcoming barriers of learning?

The committee for result analysis is responsible for analysing the university results.

Respective subject teachers are made aware of the overall performance. Suggestions are

given for improvement in teaching methodology, use of innovative techniques etc. The

committee for slow learners takes the poor performers under its care and guides them as and

when needed.

2.6.6 How does the institution monitor and ensure the achievement of learning

outcomes?

Learning outcomes are monitored through clinical performances as well as through

discussions in the classroom, clinical conferences and Journal clubs .Mentors will also

monitor performances and collect as well as give feedback to students under their care during

the mentorship meetings that are held once in 30 days.

2.6.7 Does the institution and individual teachers use assessment/ evaluation outcomes

as an indicator for evaluating student pe rformance, achievement of learning

objectives and planning? If ‗yes‘ provide details on the process and cite a few

examples. Any other relevant information regarding Teaching-Learning and Evaluation

which the college would like to include.



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Yes, we check if the concept is understood by the student. Even though theory marks are very

high, the student may not be able to utilize the knowledge clinically if concepts are not clear

which gets reflected during the clinical viva voce. Such evaluations are carried out mid

semester as well as at the end of the term focussing on client description ,diagnostic skills,

problem solving and decision making skills regarding fitment of devices, choice of therapy

etc. They are also evaluated on their interaction and counselling skills and given feedback on

their performance .Parent/caregiver feedback is a valuable tool used to give an idea about the

student therapist‘s ability to deal with a child/adult with disability.



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Criterion III: Research,

Consultancy and Extension



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Criterion III: Research, Consultancy and Extension

3.1. Promotion of Research

3.1.1. Does the institution have recognized research center/s of the affiliating University

or any other agency/organization?

The Institute is recognised to conduct the doctoral program in Speech and Hearing by

Bangalore University.

3.1.2. Does the Institution have a research committee to monitor and address the issues

of research? If so, what is its composition? Mention a few recommendations made by

the committee for implementation and their impact.

The Institute has a research committee to monitor and address the issues of research. The

committee consists of a statistician and an external member for different areas of speciality.

Some members are Dr. S.R. Savithri, Director AIISH, and Dr. N. Shivashankar, Professor,

NIMHANS. Students and staff present their proposals to the committee after an initial

presentation in the department. Some recommendations in past research proposal meetings

are: Study on effect of age on DPOAE I/O function-To reduce the age groups and increase

the number in two age groups so that clear outcomes could be obtained. The ICF model to

study Third Party Disability in Mothers of Children with Autism was commended.

3.1.3. What are the measures taken by the institution to facilitate smooth progress and

implementation of research schemes/ projects? Autonomy to the principal investigator,

timely availability or release of resources, adequate infrastructure and human

resources, time-off, reduced teaching load, special leave etc. to teachers, support in

terms of technology and information needs, facilitate timely auditing and submission of

utilization certificate to the funding authorities, any other.

The institution provides resources, support and time. The institute has a good library and

internet facility. The institute releases money for purchase of equipment and some autonomy

to the Principal investigator. Seed money has been given to initiate research. To facilitate

research, some reduction in teaching/work load has been given whenever possible and is

indicated in the timetable. Librarian may obtain extra references if possible.



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3.1.4. What are the efforts made by the institution in developing scientific temper and

research culture and aptitude among students?

The institute encourages students and staff to present papers and publish them. UG students

learn to participate in conferences and awards have been instituted if student papers are

accepted and awarded. Exposure to eminent research persons with respect to research is

arranged.

MSc students present articles in Journal club and participate in the research proposal

discussions.

The SPSS software has been purchased to enable staff and students to use it. Students were

given a short training to use the software.

3.1.5. Give details of the faculty involvement in active research (Guiding student

research, leading Research Projects, engaged in individual/collaborative research

activity, etc.

All staff guide or are involved in student research for presentation in conferences All senior

staff are involved in guiding dissertations and also guide papers or involve students in their

work. Junior staff are taken as Co-Guides so that they learn along with senior staff. Some

details are as follows-

Dr. B.S. Premalatha is a recognised guide in Bangalore University and guides 4 doctoral

students and leads research in the department of speech language studies.

Dr. Madhuri Gore is recognised by Sri Ramachandra University as Co-Guide for one

student.

Dr. Rashmi Bhat leads the research in the department of hearing studies.

Mr. Prashathi Poovaiah is a Co Investigator with Dr. Rajalakshmi, All India Institute of

Speech and Hearing in an extra mural project titled ―Normative data for click rate

induced facilitation for assessing temporal integration.‖

3.1.6. Give details of workshops/ training programmes/ sensitization progra mmes

conducted/organized by the institution with focus on capacity building in terms of

research and imbibing research culture among the staff and students.

Capacity building in students: The institute conducts a clinical conference and journal club

every week. The clinical conference is a client that has been thoroughly worked up and the

information presented. This enables UG students of the final year to learn to get proper data

and present it.



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PG students present a journal article and thoroughly evaluate it with a staff member as guide.

They learn to evaluate research. Besides this. students are given training in research as part

of their curriculum, in both UG and PG programmes. PG students do a dissertation as part of

their course work. They prepare a research proposal in consultation with their guide, meet the

statistician, plan it and later present it to an audience comprising of staff, students and an

external expert. Staff as members of the ISHA BC proposed a session devoted to students.

Students were encouraged to present research papers. To enable masters students be familiar

with SPSS software, an in house, training program was held for Masters Students in the

summer holidays. The training was carried out by two staff familiar with the software. A

training module was made for the beginner level.

Capacity building in staff: To build capacity, all staff- clinical and teaching attend the

presentation of research proposals and participate in evaluating them.

Workshops and seminars: Staff were deputed to attend the programme conducted by

NIMHANS on application of statistics. Staff are encouraged to attend conferences, seminars

conducted elsewhere to increase their knowledge base.

An in house half a day workshop was conducted to orient staff with SPSS software.

Books and library: Access is provide to journals for both staff and students.

3.1.7. Provide details of prioritised research areas and the expertise available with the

institution.

Research areas

1. Bullying of disabled children: Team of Clinical Psychologist, Spl.Edu, SLPs

2. Voice : SLPs and lead by Dr Anita Reddy

3. Laryngectomy: SLPs lead by Dr B S Premalatha

4. Swallowing: SLPs lead by Dr B S Premalatha

5. Maxillofacial disorders: SLPs lead by Ms. Anita Reddy

6. Brain damage: SLPs and Audiologists lead by Dr B S Premalatha and Dr Rashmi Bhat

7. Cochlear Implants: Audiologists, AVT Therapists Lead by Dr Madhuri Gore

8. Vestibular disorders: Audiologists lead by Dr Rashmi Bhat

9. Noise in community: Audiologists lead by Dr Rashmi Bhat

10. ICF: Faculty and Clinical staff lead by Prof. Rangasayee



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3.1.8. Enumerate the efforts of the institution in attracting researchers of eminence to

visit the campus and interact with teachers and students?

The Institute has instituted Dr. S. R. Chandrasekhar annual Travel Fe llow ship at a cost of Rs.

10 lakhs. Through this fellowship we have had visits from Dr. William Hal Martin, eminent

Audiologist and Director of Audiology, National University of Singapore. His inputs led to

the creation of ―Karna‖ (a manikin with a sound level meter) under the guidance of Prof.

Rangasayee to educate the public on dangerous levels of sound. This also won the 2nd prize in

the IEEE SIG conference. Last year, Dr. Vishaka Rawool, Professor, West Virginia

University, USA visited us on 27 and 28th January 2016. This year, Dr. Lily Cheng,

professor, San Diego State University, and President of the world body of Speech and

Hearing Associations, was the Dr. S. R. Chandrasekhar annual Travel Fellow. She made a

presentation on ―Multicultural issues and their relevance to Speech aaaand Language

Pathology. The Institute has been able to attract eminent international scholars like Dr.

Sumitrajit Dhar, Dr. J.W. Hall, Dr. Richard Tyler, Dr.Vishwa Bhat who have addressed our

students and interacted with them. Dr. Pratibha Karanth has kindly consented to serve as

Professor Emeritus and guide in research and development.

3.1.9. What percentage of the faculty has utilized Sabbatical Leave for research

activities? How has the provision contributed to improve the quality of research and

imbibe research culture on the campus?

Till date one of the staff were given sabbatical leave - Ms. Roshni Pillai to continue Ph.D. in

Mysore. Six staff (approximately 11% based on current staff strength) have been permitted to

carry on their doctoral work while working till date, of which three have obtained a doctorate,

and three are working towards it.

3.1.10. Provide details of the initiatives taken up by the institution in creating

awareness/advocating/transfer of relative findings of research of the institution and

elsewhere to students and community (lab to land).

The DEALL program was initiated when Dr. Karanth was a visiting faculty here. It was the

first place where the program began and has continued since. Some of the research linked to

this programme, by students from this institute has been published and has resulted in the

development of manuals for use of caregivers.

The institute has developed a protocol for evaluating auditory processing in children 3-7

years and these have been utilised clinically routinely by our students, and have proved to be



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useful. Should be this They have also been applied for therapy for APD. Other areas are

Voice analysis, and ad concha stimulation for young hearing impaired children.

3.2. Resource Mobilization for Research

3.2.1 What percentage of the total budget is earmarked for research? Give details of

major heads of expenditure, financial allocation and actual utilization.

Clinical research is possible because we have a good case load, good outreach programme

and many varieties of disorders. This serves as a resource.

Financial allocation: 0.37% of the total budget is earmarked for research (not including the

cost of equipment). Some seed money is given to staff to conduct research- Rs. 10,000.00 for

5 Ph.D. holders and Rs.5000.00 for those with masters degree (23).

Equipment: An average of Rs. 20.0 lakhs are allocated for equipment every year for

purchase, maintenance and use. All equipment in the institute can be utilised for research at

specified times on working days. The institute upgrades equipment every year, adding on

equipment with better facilities or replacing those that cannot be repaired. It is ensured that

equipment remains in calibration by objective measurements annually and subjective every

day.

2015-16

Last purchase for institute for 5 years

Equipment cost

Allocated in INR

AMC

INR

Insurance

INR

part

replacement

INR

Maintenance/ use

20 lakh 1,72,895.00

1,90,814.00 5,91,713.00 Rs. 20,000.00

Library-8,19,917.00

Journals- 8,31,833.00

NA NA Books –

Rs.1.2 lakhs

Photocopier Rs.1.2 lakhs



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S.No. Equipment Date of

Purchase

Amount (Rs)

1 Computerised Speech Lab 2011 4,58,297.00

2 DPOAE & TEOAE 2011 5,40,750.00

3 Fonix Hearing Equipment 2011 3,51,941.00

4 GSI 61 Speech Audio Meter 2011 5,28,204.00

5 GSI Tympstar Ver 2.0 2011 5,43,,264.00

6 GSI Tympster Middle Ear Analyser 2011 2,39,679.00

7 Hearing Aid Analyser & Speech

Analyser

2011 83,593.00

8 Hearing Test Instrument 2011 7,45,408.00

9 UV Earmould Equipment 2011 4,81,771.00

10 Audiology Equipment 2012 19,54,242.67

11 Bera and OAE System 2012 7,87,802.00

12 Hearing Aids 2012 44,186.00

13 Microphone Preamplifer 2012 93,192.00

14 Otoscopes for Audio Dept. 2012 11,014.00

15 Audio software P300 2013 1,99,706.00

16 Otoport DP + TE Equipment 2013 3,78,000.00

17 Otoscopes for Audio Dept. 2013 10,128.00

18

Biologic Audex OAE screener 30.06.2014 695000.00

19 Otodynamics 7.03.2014 378000.00

20 Algo 3i 7.03.2014 800000.00

21 GSI 61 15.05.2014 531000.00

22 ABR Biologic Navigator Pro 16.07.2014 15,56,696.00

23 Inventis Piano Plus VRA 1.07.2014 4,41,000.00



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24 Ling waves 1.07.2014 7,20000.00

25 Arphi diagnostic audiometers(2) 25.09.2015 1,22000.00

26 GSI tympstar Pro 17.10.2015 650,000.00

27 RMS computer based ENG system 9.09.2015 1,89,000.00

28 Otoscope 9.09.2015 50640.00

29 Arphi Pediatric audiometer 5.08.2015 21000.00

30 Global Real audiometer 24.02.2016 1,48,000.00

31 Fujitsu lap top (2) 21.07.2016 56000.00

Library: The institute has a library with journals, books and internet facilities. There are 18

journals out of which 10 are international journals. Back issues are available for 5 of those

from 1978. The librarian gets references as required. The institute is we ll equipped with

books. On an average Rs 7- 8 lakhs are spent for library every year.

Support to staff: Staff are given leave to present their work and a sum of Rs.5000/- given to

one staff from each department provided they apply through the proper channel for

presentation of the paper. They may present their work on official duty. In certain niche areas

staff are encouraged to attend seminars/conferences even if they are not presenting on official

duty. All staff get a chance to attend one of the conferences. Thus total man days that are

allocated are on an average about 45 days annually.

Papers accepted for publication are given a cash award of Rs. 5000.00 Staff are encouraged

to attend conferences. Those registered for Ph.D. are permitted to complete their work on

duty.

3.2.2. Is there a provision in the institution to provide seed money to the faculty for

research? If so, specify the amount disbursed and the percentage of the faculty that has

availed the facility in the last four years?

Rs. 7.2 lakhs was sanctioned for research. So far, one person has utilised Rs.1 lakh for a

study on child language. A project on Bullying of children with special needs has been

sanctioned the sum of Rs. 2 lakhs. Other submitted projects are under review. Seed money to



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individual researchers has been allocated- Rs.10, 000.00 to Ph.D. holders and Rs.5000.00 for

staff with master‘s degrees.

3.2.3. What are the financial provisions made available to support student research

projects by students?

Students that win a prize will receive a sum of Rs.2000/-

3.2.4. How do the various departments/units/staff of the institute interact in

undertaking inter-disciplinary research? Cite examples of successful endeavours and

challenges faced in organizing interdisciplinary research.

Two interdepartmental studies within the institute are ongoing at present: one on children

with CI and another on persons with ANSD. One challenge is staff attrition.

Another study being carried out in collaboration with the ENT surgeon on intraoperative

measures. The staff of the institute have applied for IEEE projects on standards which may be

considered as inter disciplinary.

a) P.I. Prof R.Rangasayee; The proposed work is towards developing standards for

accessible primary health care devices as 6.5 % of Non Disabled persons and 18.5 % of

Disabled people do not have access to primary health care due to in adequate devices (WHO

Report on Dsiability,2011).

b) PAR - P2650 has been granted. The president is Dr. Mohan Rajagopal, an engineer. Vice

president- Dr. Madhuri Gore. This is a project to develop standards for prescreening of

hearing.

3.2.5. How does the institution ensure optimal use of various equipment and research

facilities of the institution by its staff and students?

The institute gives specific time for research (since June 2015 to junior staff). Students are

permitted to use some of the equipment on Saturdays and appointments for the use of those

equipment reduced. Masters students get priority in using advanced equipment.

3.2.6. Has the institution received any special grants or finances from the industry or

other beneficiary agency for developing research facility? If ‗yes‘ give details.

Under Process



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3.2.7. Enumerate the support provided to the faculty in securing research funds from

various funding agencies, industry and other organisations. Provide details of ongoing

and completed projects and grants received during the last four years.

Management encourages staff to apply for projects and provides support in execution of the

same.

Ongoing projects:

a) Bullying and its impact on students with special needs; Project Director: Dr Prathiba

Karanth; Co-directors: Prof R Rangasayee, Mrs Alphonsa Joseph, Mrs. Padmaprabha, Ms.

Manu

b) PAR - P2650- President- Dr. R. Mohan. Vice Chair- Dr.Madhuri Gore; The IEEE-SA

standards board approved the PAR; Duration: 03-Sep-2015 to 31-Dec-2019.

c) AIISH extra mural project titled ―Developing norms for click rate induced facilitation for

measuring temporal integration‖ Co investigator Mr. Prashasthti Poovaiah. (14-09-2016)

Completed projects

1. Hearing Conservation- Sir Dorabjee Tata Trust- Rs. 4 lakhs 1997-1998

2. Prevalance and Incidence of Hearing loss. WHO project through Christofel Blinden

Mission- Rs. 50 lakhs 1998-2008

3. Comparison of outcomes in Digital and non digital hearing aids- Widex International-

Rs.1 lakh. 2004.

4. Clinical services to persons with cleft lip and palate-Smile train –Rs. 2.4 Lakhs/year

5. Film on effects of noise- Rs. 1 lakh Karnataka State Pollution Control Board KSPCB

Nature of

Project

Duration Title of

Project

Name of

funding

agency

Total Grant Total

grant

received

sanctioned received

Major 1998-2008 Prevalence

and

Incidence of

Hearing loss

Christofel

Blinden

Mission

Rs. 50

Lakhs

Rs. 50

Lakhs

Rs. 50

Lakhs

Major 1997-1998 Hearing

Conservatio

n

Sir.

Dorabjee

Tata Trust

Rs. 4Lakhs Rs. 4

Lakhs

Rs. 4

Lakhs

Minor 1999 Film titled KSPCB Rs.1 Lakh Rs. 1 Rs. 1



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―Spotha‖

(Blast) in

Kannada

Lakh Lakh

Industry

Sponsored-

2004 Comparison

of outcomes

in Digital

and non

digital

hearing aids

Widex

Internationa

l

Rs. 1.2

Lakhs

Rs. 1.2

Lakhs

Rs. 1.2

Lakhs

Clinical

Project

2010 Clinical

services to

people with

cleft lip and

palate

Smile train

internationa

l

Rs. 2.4

Lakhs

Rs. 2.4

Lakhs

Rs. 2.4

Lakhs

Interdisciplin

ary

2015 PAR -

P2650

Pre

audiometric

screening

- - -

Interdisciplin

ary

2014 Language

Developmen

t in school

children

Promise

foundation

and Dr.

SRCISH

Rs. 1 Lakh Rs. 1

Lakh

Rs. 1

Lakh

Students

project

2010 Neurogenic

stuttering

Dr.S.R.C.I.

S.H.

Rs. 5000.00 Rs.

5000.0

Rs.

5000.0

SRCISH 2015 Bullying Dr.S.R.C.I.

S.H.

Rs. 2 Lakhs Yet to

begin

3.3 Research Facilities

3.3.1. What are the research facilities available to the students and research scholars

within the campus?

The institute is equipped with labs and equipment as follows-

Speech science lab- 4 labs and 4 equipment including videostroboscopy

Hearing lab—3 labs and equipment for OAE testing and Vestibular testing



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Audiometric suites-6- with Audiometers, equipment to record OAEs, Auditory Evoked

Potentials,

Hearing aid lab-1- hearing aid test box.

SPSS software

Library with journals, internet

The institute has a large clinical population which is utilised for clinical research.

Experienced highly qualified Faculty

3.3.2. What are the institutional strategies for planning, upgrading and creating

infrastructural facilities to meet the needs of researchers especially in the new and

emerging areas of research?

Budgeting: The institute plans for upgradation of infrastructure to meet new needs Equipment

is also obtained through voluntary organisations such a Lions Clubs International

Fund/Rotary International. Some of the upcoming areas are identified and equipment

obtained in that manner.

Seed money is provided to faculty to conduct research and publish the same. This is expected

to result in greater funding from bodies such as ICMR and DST. It encourages staff to apply

for projects.

3.3.3. Has the institution received any special grants or finances from the industry or

other beneficiary agency for developing research facilities?? If ‗yes‘, what are the

instruments / facilities created during the last four years.

Under Process

3.3.4. What are the research facilities made available to the students and research

scholars outside the campus / other research laboratories?

Outside students may use the library at a cost and may collect data from our patients after

following the procedure given. Namely-

1. A request letter is given from the head/HOD of department from the outside institution on

letter head, identifying the student and stating the method.

2. The method and ethical clearance are scrutinised by the Director Technical, Principal and

HODs. If approved then they are permitted to collect data.



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3.3.5. Provide details on the library/ information resource centre or any other fa cilities

available specifically for the researchers?

There is no specific resource centre for researchers. They may avail all services as others.

The librarian assists in getting references from other institutions. They may get priority in

photocopying. They may choose their shift- Monday to Friday or Tuesday to Saturday if they

wish.

3.3.6. What are the collaborative research facilities developed/created by the research

institutes in the college. For ex. Laboratories, library, instruments, computers, new

technology etc.

1. Ongoing work with Mr. Nitin Sisodia of SOHUM on development of ABR system.

2. 2D gadget for assessment of recreational listening level.

3.4. Research Publications and Awards

3.4.1. Highlight the major research achievements of the staff and students in terms of

∗ Patents obtained and filed (process and product) -Nil

∗ Original research contributing to product improvement

Intraoperative measures based on a presentation in conference has led to change in product of

Cochlear Corporation.

∗ Research studies or surveys benefiting the community or improving the services

CBM study on prevalence of hearing loss added to the WHO data world wide. This was

published. The study highlighted the importance of CBR in habilitation of hearing impaired

persons.

∗ Research inputs contributing to new initiatives and social development

Prevalence studies

Ad concha stimulation

3.4.2. Does the Institute publish or partner in publication of research journal(s)? If

‗yes‘, indicate the composition of the editorial board, publication policies and whether

such publication is listed in any international database?

Institute publishes a news letter. Staff are members of the editorial board along with the

Director (Technical). Staff are on other editorial boards.



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1. Dr.B.S. Premalatha is on the editorial board of Journal of Laryngology and Voice.

2. Prof. R. Rangasayee is in the Reviewers panel of Disability and Rehabilitation and

Journal Disability and Management and Special Education

3. Dr. Madhuri Gore serves a reviewer for JAIISH and JISHA.

3.4.3. Give details of publications by the faculty and students:

∗ Publication per faculty as included in Annexure

∗ Number of papers published by faculty and students in peer reviewed journals

(national / international): 125

∗ Number of publications listed in International Database (for Eg: Web of Science,

Scopus, Humanities International Complete, Dare Database - International Social

Sciences Directory, EBSCO host, etc.): 4

∗ Monographs: 7 articles

∗ Chapter in Books: 8

∗ Books Edited: 5

∗ Books with ISBN/ISSN numbers with details of publishers -6

∗ Citation Index:

∗ Impact factor: highest impact factor is listed 3.547

3.4.4. Provide details (if any) of

∗ Research awards received by the faculty

Student guided by staff have received best paper award in conferences.

∗ recognition received by the faculty from reputed professional bodies and agencies,

nationally and internationally, incentives given to faculty for receiving state, national

and international recognitions for research contributions.

The institute has a research committee and follows the code of ethics to check for

malpractices. Faculty are rewarded within the system for publishing- A cash award of

Rs.5000/- per paper is given. Faculty also receives recognition from reputed bodies.

Professor Rangasayee is nominated to the Audiology Committee and Speech Language

Education Committee of International Association of Logopedics and Phoniatrics - A

Federation of Association of Audiologists and Speech language Pathologists in 59 countries



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He is a Member of ICMR ENT Research Committee

He is a Member of BIS, New Delhi

Manohar Oration to Prof R. Rangasayee

Padmashree Dr.S. Kameswaran oration to Dr. Madhuri Gore

Dr.Madhuri Gore was a member of the AIISH research committee.

Dr.B.S. Premalatha is currently a member of the AIISH research committee

3.5. Consultancy

3.5.1. Give details of the systems and strategies for establishing institute -industry

interface.

The Institute maintains a close contact with the industry, be it hearing aid, cochlear implants

or hospitals that employ Speech Pathologists and Audiologists and staff try to keep

themselves updated.. The industry provides training for staff with respect to their products

from time to time. The consultive collaborative committee arranges for institute- industry

interaction.

3.5.2. What is the stated policy of the institution to promote consultancy? How is the

available expertise advocated and publicized?

The institute promotes consultancy. The institute encourages students from other disciplines

to do research in related areas of hearing or speech language science, which will then

promote consultancy. The institute renders consultancy services to the government with

respect to the Suvarna Arogya Suraksha Trust, NIPCCD and to NGOs. This is however not

charged.

3.5.3. How does the institution encourage the staff to utilize their expertise and available

facilities for consultancy services?

Staff may do so in with permission. Institute staff are permitted to provide their services at a

charge or freely, depending on the organisation.

• Consultancy Collaborative Linkage Committee and area of specialisation

• Prof. Rangasayee- Aural Rehabilitation

• Dr. Madhuri Gore- Cochlear Implants

• Dr. Rashmi J Bhat- Auditory Processing Disorders

• Dr. B. S. Premalatha- Laryngectomy

• Ms. Anita Reddy- Voice



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• Ms.Alphonsa Joseph- Learning Disabilities, Behaviour Management, ASD

3.5.4. List the broad areas and major consultancy services provided by the institution

and the revenue generated during the last four years

Consultancy 2011-2012 2012-

2013

2013-2014 2014-2015 2015-2016

Cochlear

Implant

Rs.

2,65,000.0

Rs.

76,500.0

Rs.

3,45,000.0

Rs. 2,57,400.0 Rs.95000.00

NIPCCD Technical

consultant

Free

Technical

consultant Free

SSK 2.4 lac 2.4 lac 2.4 lac 2.4 lac NA

Smile Train 5,32,537 4,85,877 3,91,102 NA NA

3.5.5. What is the policy of the institution in sharing the income generated through

consultancy (staff involved: Institution) and its use for institutional development?

Income generated by staff is used to develop the institute or support various activities.

3.6. Extension Activities and Institutional Social Responsibility (ISR)

The Institute conducts school screening camps since inception and other camps. It also

participates in camps organised for geriatric population such as Yogakshema organised by

the Rotary every year in which staff and students participate. The institute has also

participated in the government testing of persons working in the Vidhana Soudha, and

received a commendation. Students participated in a walkathon for children with autism

spectrum disorders and deaf day activities. Sign assisted medical services were provided for

persons with hearing handicaps, as part of this social responsibility.

3.6.1. How does the institution promote institution-neighbourhood community network

and student engagement, contributing to good citizenship, service orientation and

holistic development of students?



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Students from the institute have participated in the pulse polio program and volunteer in the

autism awareness programs conducted by DEALL. Institute permits children from schools in

the neighbourhood to do part of their socially useful productive work in the departments.

Institute conducts camps- school screening in government schools, in Frazer Town. Interns

have been posted to APD and Divya Shanti school, near the Institute. Institute also does free

neonatal hearing screening in Vani Vilas hospital.

3.6.2. What is the Institutional mechanism to track students‘ involvement in various

social movements/activities which promote citizenship roles?

Students report if they are involved in any of these activities. Some are members of Rotaract

Club.

3.6.3. How does the institution solicit stakeholder perception on the overall performance

and quality of the institution?

Through student feed back annually and half yearly, staff meetings and meeting parents from

time to time.

3.6.4. How does the institution plan and organize its extension and outreach

programmes? Providing the budgetary details for last four years, list the major

extension and outreach programmes and their impact on the overall development of

students.

The extension activity committee plans the activities.

Extension Activity Committee

1. Ms. Daly Sebastian- Chairperson

2. Mr. Prashasthi Poovaiah – Extension Officer

3. Mr. Shobin James

4. Ms. Premakumari C.B

Camps are funded by the Lions/ Rotary clubs. The institute participates in camps under the

title of Yoga Kshema, for geriatric persons. The institute has recently launched a mobile

testing facility- a bus that is sound treated and can be used for testing, funded by the LCIF..

The cost of the bus was about Rs. 70,00,000.00 and the equipment Rs.20,00,000.00.

Equipment is available for hearing testing, middle ear testing and neonatal hearing screening.

At least 1000 neonates are tested annually and 5000 school children. The bus is sent out

every alternate day to conduct testing. One staff has been assigned to take care of these



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―camps‖ maintain records and follow up. Students get a holistic view by participating in

camps..

3.6.5. How does the institution promote the participation of students and faculty in

extension activities including participation in NSS, NCC, YRC and other National/

International agencies?

All students have to participate in camps. The institute has applied for NSS and has been

permitted to be have a self financing NSS unit on 31/08/16.

3.6.6. Give details on social surveys, research or extension work (if any) undertaken by

the college to ensure social justice and empower students from under-privileged and

vulnerable sections of society?

The college has arranged for hearing screening of high risk neonates in Vani Vilas hospital

twice a week. These neonates are from economically weak families. Students accompany the

staff. These babies are followed up if they are diagnosed to fail the screening test.

The institute has a hearing aid bank, and gives free hearing aids to economically backward

persons. Students from government hearing schools are screened for speech and hearing

problems. The D.SE students and B.Ed. students conduct surveys in their towns. BSLPA and

masters students carry out camp statistics. Institute had previously participated in a WHO

survey.

3.6.7. Reflecting on objectives and expected outcomes of the extension activities

organized by the institution, comment on how they complement students‘ academic

learning experience and specify the values and skills inculcated.

Students learn to work in rural and non standard environments. They learn to use scie nce to

reach people. They also appreciate the difficulties faced by persons in rural areas.

3.6.8. How does the institution ensure the involvement of the community in its reach out

activities and contribute to the community development? Detail on the init iatives of the

institution that encourage community participation in its activities?

Local organisers are encouraged to start screening programs for persons with hearing and

speech impairment and arrange for service. Technical guidance is provided.



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3.6.9. Give details on the constructive relationships forged (if any) with other

institutions of the locality for working on various outreach and extension activities.

The institute works closely with Association for the Physically Handicapped (APD). Camps

in Tiptur and Hoskote are being organized.

Students of Clarence High School and St. Charles High School, come to the institute to carry

out their SUPW, and assist in the activities of the institute.

3.6.10. Give details of awards received by the institution for extension activities

and/contributions to the social /community development during the last four years.

2013 Nadaprabhu Kempegowda Utsav Prashanthi 2013 conferred on

Rtn M.S. Venkatesh by BBMP

2013 World Disabled Day - 2013 - Nenapina Kanike

2013 Vye Awards 2013 - Vasavi Youth Club

2013 39th Aryabhata International Award - Aryabhata Sanskritika Sangha

2014 Vasavi Hostel Trust - Launching of Golden Jubilee Project

2015 Sri M.S. Venkatesh Abhinandana Samiti

Public Relations Council of India Chanakya Award

Education Excellence Award

Narayanamma Prashasti from Kannada Sahitya Parishat

2015 Institute was conferred with 1st ICAI-CSR Best Not for Profit Organization

Award from the Institute of Chartered Accountants of Indias –

Corporate Social Responsibility 2014

2015 Education Excellence Awards - Brands Academy

Paraspara Award - Parasparas Charitable Trust

2015 Karnataka Small Business Owner Association - SME Excellence Award

in Social Responsibilities

2015 State Award Rajya Prashasti on World Disabled Day

Doctor of Social Award - Academy of Universal Global Peace

3.7.1 Collaboration

3.7.1. How does the institution collaborate and interact with research laboratories,

institutes and industry for research activities. Cite examples and benefits accrued of the



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initiatives - collaborative research, staff exchange, sharing facilities and equipment,

research scholarships etc.

The institute conducted research for Cochlear Corporation to evaluate a new speech processor

and one by Widex International to compare digital and non digital hearing aids. This gave an

understanding of issues involved and made us a partner in increasing the life of the

instrument. Staff of the institute were also involved in the development of the Indian cochlear

implant initiated by Dr. A.P.J. Abdul Kalam. Work with CDAC, Trivandrum in development

and TOT of Digital Programmable hearing aids. Professor R Rangasayee is Member of the

ICMR ENT Research committee.

3.7.2. Provide details on the MoUs/collaborative arrangements (if any) with institutions

of national importance/other universities/ industries/Corporate (Corporate entities) etc.

and how they have contributed to the development of the institution.

The Institute is associated with AYJNIHH for ADIP scheme through Dr.Vasanthi Anand of

Manasa ENT Centre. This association will ensure the participation of the Institute in the

ADIP scheme of Government of India. An MoU with ―SOHUM‖ for clinical trials of ABR

equipment is under consideration. This will enable the institute to participate in the

development of an instrument and positive spinoffs.

An MoU with All India Institute of Speech and Hearing for an extra mural grant where our

staff Mr. Prashathi Poovaiah is Co Investigator.

3.7.3. Give details (if any) on the industry-institution-community interactions that have

contributed to the establishment / creation/up-gradation of academic facilities, student

and staff support, infrastructure facilities of the institution viz. laboratories / library/

new. technology /placement services etc.

The institute received hearing aids and money for two projects- one to evaluate outcomes of

digital hearing technology on language acquisition and another from the industry to evaluate

a speech processor. Student placement happens when the industry conducts interviews on

campus. These lead to increased exposure. Industry collaboration leads to support for the PG

Diploma AVT course.



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3.7.4 Highlighting the names of eminent scientists/participants who contributed to the

events, provide details of national and international conferences organized by the

college during the last four years.

Sl No. Year Title of Conference/Wokshop/Seminar/Talk- (National seminars

in Bold. Eminent speakers listed)

1.

2016

Implantable Hearing Devices: Now and Beyond: Dr Mohan

Kameswaran, Dr. Sunil Dutt, Dr. Asha Yathiraj, AIISH; Mr. Apurva Kumar, Dr. Krishna Y,Manipal University; Mr. Ranjith R,MERF.

2. Auditory Processing Disorders – Dr. Vishaka Rawool Cognition and language acquisition –Dr. Mary Beth

Brinson,Clinical Director, Cochlear Corporation PTY. Ltd.

Australia

Genetic aspects of communication disorder-

3.

2015

Cognitive load and Auditory processing by Dr.Sushmit Mishra

4. Organizational Behaviour by Drs.Sreedevi and Venkatesh Aithal,

Australia

5. Dysphagia -Mr. Vijay Kumar, SRU, Dr. Sreenivas , Bangalore

6. AAHAT by Jaspal Chowdhary

7. ENT and Audiology by Dr. Krishna Reddy, UK

8. Traumatic brain Injury- A multidisciplinary approach-Dr.

Rajalaxmi, Dr.Ramesh, SJMC, Dr. Jamuna Rajeshwaran, Dr.N.Shivashankar NIMHANS Dr. Annamma George,

9. Extending the Boundaries of Clinical Audiology: Focus on the

Vestibular System – Dr. Kirtane, Hinduja Hospital,Dr. Sabari Girish, Command Hospital, Dr. Shankar Medikeri, Dr. Vanaja Bharatiya Vidya Peeth University, Dr Kaushlendra Kumar, Dr. Sujit Kumar

Sinha, AIISH.

10.

2014

Training for Auditory Processing-Ms. Lois Kam Heyman

11. Assessment of Neurogenic Communicative disorders-Illustrative

Case studies-, Dr. M Jayaram, Dr.N.Shivashankar NIMHANS, Dr.

Pratibha Karanth, Dr. Jayashree Bhat, Manipal, Ms.Usha Dalvi Mumbai University Ms.Gayatri Hattangadi, Mumbai University

12. Auditory Processing disorders-Dr.Vishwa Bhat

13. Candidacy for cochlear implants by Mr.Saji. Marruthurkara,

Sydney Australia

14. Diversity in Deaf Issues by Dr. Ingela , Sweden

15.

2014 Rehabilitation of multiply handicapped individuals with cochlear implants by Ms.Dagmar Harmannova, Czekolovakia



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16. Parent training for troubleshooting of CI

17. Neurological intraoperative monitoring and the Audiologist.Tinnitus and Audiologist's Role by Dr.William Hal Martin, University of Singapore

18. Dangerous decibels by Dr.W.H Martin

19. AAC by Dr.Parimala – Australia

20. Early Intervention by Mr.Kushal Raj- USA

21. Neuroradiology for students by Dr.Babu Philip, SJMC

22.

2013

Phonak Hearing Technology hands on training by Mr.Avinash

Grubb

23. Diseases of the ear; ENT-Audiology partnership by Dr.Krishna Reddy

24. Seminar on AEPs by Dr.James W. Hall,III

25. ENT's experience with Audiology by Dr.Krishna Reddy

26. AAHAT- by Jaspal Chowdhary

27. New trends in CI by Mr. Saji M.

28. Translational Research In Audiology by Dr.Kamakshi Gopal,

University of Texas

29. 3 day national conference on aging and its effect on

Speech,Language and Hearing- Dr. Maiya M. Dr. M Jayaram,

Dr.N. Shivashankar, Dr. B.K. Yamini, NIMHANS

30. Language Development an introduction by Dr. Lakshmi Venkatesh

31. Application of "It takes two to talk" in Autism by Ms.Anne Mcdade ( through alumnus of institute)

32. One day Seminar on Rehabilitation of the Deaf-Blind by

Ms.Brahada

33. Seminar on Parent/Caregiver Implemented Intervention: An Introduction to the Hanen Approach by Ms. Cindy Smith

34.

2012

Clinical Leadership by Dr. Sreedevi Aithal & Dr. Venkatesh Aithal –

University of Brisbane

35. Updates in Cochlear Implant Programming by Mr. Saji Marthurkara – Sydney, Australia

36. Current trends in Clinical pediatric audiology Dr. Jerry Northern

37. New methods for a reliable diagnostic evaluation by Dr. Hans

Oswald



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3.7.5. How many of the linkages/collaborations have actually resulted in formal MoUs

and agreements? List out the activities and beneficiaries and cite examples (if any) of

the established linkages that enhanced and/or facilitated:

a) Curriculum development/enrichment – A formal MoU was made for SMILE train, and

SSK

b) an MOU was formed with Manasa ENT clinic, to enable children to get services after

implantation in the ADIP scheme.

b) Internship/ On-the-job training – SSK, Apollo hospital

c) Summer placement – not applicable

d) Faculty exchange and professional development -SSK

e) Research- NIMHANS and St. John‘s Medical College Hospital

f) Consultancy –MOU with SSK, Sagar Hospital, Manasa ENT centre and SMILE train.

MOU with SOHUM is under consideration.

g) Extension –through the internship program, students of the institute are sent to

Association for the Physically handicapped, and other centres so that they may reach more

persons. In addition, through linkages with Lions and Rotary clubs, camps are arranged.

h) Publication – Students have presented papers along with faculty from different

institutions. A paper which got published through this posting is

Meera S, Jaslin, T, Ramesh K., and Shivashankar N (2013) Brief Report: An unusual

manifestation of diagnostic overshadowing of PDD… not otherwise specified: a five year

longitudinal case study. Journal of Autism and Developmental Disorders, 46(6), 1491-1494.

1.

2011

Evaluation of Tinnitus treatment drugs using the microelectrod array

techniques by Dr. Kamakshi Gopal- University of Texas

2. National workshop on ―Noise measurement and conservation of

hearing in industrial workers ‖- Dr. Munjal, IISc, Dr.Rajamohan ICMR, Mr. Sudhir Bhanu,, SAIL, Prof. Roopa Nagarajan, SRU, Dr.

Manjula P, AIISH, DR. Krishna Y, Manipal.

3. OAEs by Dr. Sumitrajit Dhar., North western

University( Two day National seminar)

4. Audiology for Cochlear Implant- Eminent Personalities- Dr. Hans, Dr. Medikeri, Dr. Sunil Dutt, Ms. Jaspal Choudhry, Mr. Apurv

Kumar

42. Dysphagia and its management by Dr. Ravi Narsiah, USA

43. Swallowing disorders by Mrs. Veena Mohan, NJ, USA



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i) Student Placement – for internship. The institute has a tie up with 18 centres including 5

hospitals, special schools and rehabilitation clinics where the interns are posted and deliver

their services. In addition they get exposure to independent handling of cases in different set

ups

j) Twinning programmes - nil

k) Introduction of new courses- Applied for PG Diploma course in Auditory Verbal

Therapy, help from Cochlear Corporation to obtain faculty for the same. MOU is under

consideration. This will give considerable assistance to run this specialised course, the second

in the country and will benefit many CI recipients and their families.

l) Student exchange - Nil

m) Any other – students and staff get exposure to latest products from the industry,

3.7.6. Detail on the systemic efforts of the institution in planning, establishing and

implementing the initiatives of the linkages/ collaborations. Any other relevant

information regarding Research, Consultancy and Extension which the college would

like to include.

The institute has systematically established linkages with various organisations to provide

services for persons with communication and hearing disorders.

One utility of these linkages has been in planning a dynamic internship program. The institute

has shortlisted institutions where students will learn and allows outside interns to be posted

here. Our students have thus had opportunity to have more learning than is possible within

just the institute.

Students from external speech and hearing institutions choose to be posted here since they see

it as a centre with greater opportunity for learning. Other students that are posted here for

internship are from related medical disciplines such as Otorhinolaryngology. ENT Post

graduate students are posted in various departments in the institute and learn the tests and

rehabilitation options available for the speech language and hearing impaired individuals.

This is significant in spreading awareness as well as making other professionals aware in

making appropriate referrals to help patients get correct treatments. One effect of these

postings has been on one hand greater interaction and more referrals.

The institute is gearing for more collaboration. The MOU under consideration from SOHUM

will ensure participation of the institute in the development of an ABR for neonatal

screening. Starting the AVT course with support from experts will add value to the course. A

PG diploma program of one year duration has been approved by the Bangalore University.



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The programme is jointly conducted by the institute and Cochlear Medical India Pvt Ltd. It is

open for admissions for June 2017 with 10 seats for those with basic qualification

requirement being a graduate degree in Audiology/ Speech-Language Pathology / Speech and

Hearing, or Special Education. The course emphasizes on practical exposure in rehabilitating

Cochlear Implant and Hearing Aid recipients which we are able to support from our AVT

unit.

The other area planned is to participate in larger arenas, such as with the IEEE special interest

group under the initiative of the Director Technical which increases cross discipline

interactions to develop standards for Pre- Screening. A cascade effect was that of IEE SIG

along with the institute reaching out to conduct sign language course and increased the reach

and sensitised children and their families to sign language. The IEEE along with Institute

conducted a SignBee competition for school children, the first in the world. The primary

level school children were given training on finger spelling and then SignBee competition

was conducted for them. Words, sentences and stories were given and the students were

asked to fingerspell them. Sign Language coordinator Mrs Margaret Joseph and fluent deaf

signers based on their expertise judged the event.

The institute has moved out of its boundaries in teaching. The sign language unit has

conducted an orientation course as part of a value enhancement course for students of

Jyothi Nivas college. Fifty under graduate students of Psychology from the college

underwent a one month programme in the Sign Language Unit at the institute. Classes on

Sign Language was given for two hours per day

Greater involvement in university matters such as proposing an elective course has resulted in

Montfort College approaching us to conduct the elective paper titled disability and care. The

students of III sem MSc Psychology had availed the facilities offered by the staff where in

Mrs Padmaprabha, Mr Prashasti Poovaiah and Mrs Alphonsa Joseph had delivered classes on

communication disorders and covered 5 units as in the paper.

The efforts of the institute to get involved for research formally have been successful with

one of our staff being a co investigator in an extramural project. We look to reaching more

persons with disabilities and engaging in more collaborative research by working with other

centres in coming out with fruitful outcomes in terms of projects or studies



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Criterion - IV: Infrastructure

and Learning Resources



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Criterion IV: Infrastructure and Learning Resources

4.1 Physical Facilities

4.1.1 What is the po licy of the Institut io n for creatio n and enhancement of

infrastructure that facilitate effective teaching and learning?

Of the seven mission statements, two of them viz the first, ―Develop need felt world class

human resources‖ and the last one, ―Create and provide infrastructure, laboratories, library

and related facilities as stipulated by University and Statutory bodies‖, provide sufficient

scope for enhancing effective teaching and learning.

The institute has given a good library and spends around eight and a half to ten lakhs towards

maintenance of library i.e Purchase of Books and Journals. This is in line with our mission

(point‘s no.1 & 7) to develop world class learning resources. The classrooms are provided

with LCD projectors for teaching (theory and practicals) and video illustrations. Academic

infrastructure is available as per RCI norms.

4.1.2 Detail the facilities available for

a) Curricular and co-curricular activities – classrooms, technology enabled learning spaces,

seminar halls, tutorial spaces, laboratories, botanical garden, Animal house, specialized

facilities and equipment for teaching, learning and research etc.

LCD projectors- 6 nos

Auditorium-1

Gym & Health Care Center-1

Multi-purpose Hall-1

Each class room, Seminar hall & Auditorium equipped with LCD projectors.

4 classrooms, Seminar Hall & Auditorium have been fitted with air conditioners.

All Classrooms have been provided with furniture.

Lockers for Students and Staff

Seminar hall- 1

Tutorial spaces:

Classrooms: Total 9 classrooms:

BSc- 3;

Msc- 3;

DSE-2;



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B.Ed-1 :

Laboratories: 3 Laboratories provided:

(A) Hearing Science Lab- 20x24ft divided into 2 cubicles and 2 halls – fully sound treated

and air conditioned.

(B) Speech Science Lab- 20x24ft with 3 enclosures and one hall fully sound treated fully air

conditioned. Students are given hands on experience in their clinical practicum, using

different software employed in assessment & treatment of various speech & voice disorders.

The software are also used for research in this field.

(C) Auditory Verbal Therapy Lab – 4 partially sound treated rooms and one hall fully air

conditioned.

Botanical garden: Yes

Animal house: NA

Specialized facilities and equipment for teaching, learning and research etc:

Mothers‘ Training Center:

Own building facility. „Mothers‟ training‟ is a program focused on preparing and training the

mothers of Hearing Handicapped children on verbal interaction, communicative needs using

daily activities for developing verbal communication, speech, questioning and conversation,

developing reading and writing skills in the child with impairment. The whole family through

mother is geared/ prepared to provide a stimulating, enriching atmosphere for the

development of speech as communication tool and help the hearing child with impairment get

integrated in the main stream and regular school education.

SUNAAD- School for children with hearing impairment

Sunaad School caters to the needs of over 200 Hearing Impaired children towards bringing

them into mainstream academics through very special teaching and grooming.

Communication DEALL- Developmental Eclectic Approach for Language learning a

specialised program for children with Autism and other developmental disorders. DEALL is

a well documented early intervention program for children who are diagnosed as having

(PDD NOS) Pervasive Developmental Disorder not otherwise specified/ Autism Spectrum

disorder. DEALL program was devised by Dr. Prathiba Karanth at the Institute in 2002.

The DEALL Program is for 10 months for five days a week with 12 Children in a group. The

session duration is for 3 hrs per day. 3 therapist, (Developmental therapist/ Psychologist,

speech language pathologist and occupational therapist / physio therapist), work as a team to

help children improve their social skills, emotions, cognition, communication, gross and fine

motor skill and activities of daily living. The program has group sessions, where goals are set



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according to the development of the child. Mid and final assessments are done once in 06

months. Children are enrolled in regular schools / and in special schools based on their skill

level.

Occupational therapy/ Physiotherapy

Occupational therapy/ Physiotherapy is focused more on improving persons/ child‘s

functional abilities. Assessments are done such as fine, gross, activities of daily living,

sensory integration, spasticity, reflexes, muscle tone, and muscle power etc. Child injuries

and postural correction and recommendation of orthotics are also seen. Therapy session are

held for neurological disorders, musclo- skeletal disorders and for post natal issues.

Psychology Unit

a) Works with children with behavioural and Communication disorders, Runs a School for

children with Autism Specturm Disorders and Slow learners .

b) Intervention services for learning disability are provided.

They provide counselling, behaviour therapy, parental support.

Assessments conducted at the Psy. Department

IQ (verbal and non verbal) assessment :Developmental assessment,IQ and LD (Level 1

&2),IQ and early academic skills assessment,IQ - Special School.

Special tests :Childhood Autism Rating Scale (Cars),Attention Deficit Hyperactive Disorder

(ADHD -Rating Scale), Behavioral analysis, Memory Profiling,Personality and motivation,

Neuro cognitive assessment battery- children & adults.

c) NIOS : National Institute of Open Schooling

NIOS is to provide education for slow learners, it has 5 children in class till grade X.

Curriculum is based on the open school syllabus. School is conducted for five days a week

for 7and half hrs a day. The objective is to train school drop outs, to write the national

institute of open schooling exam.

Yoga is a part of the curriculum for children who are attending the school

OUTREACH CENTRES :

Mobile Bus : we have a bus which is fully equipped with audio - diagnostic instruments for

conducting a complete audiological test battery to test individuals who have a hearing

impairment. This bus goes within & around Bangalore city and other places to facilitate

hearing evaluation for individuals by way of camps. It is totally Air Conditioned.

Spastic Society of Karnataka: The Institute deputed 2 staff along with UG & PG

students in shifts to provide speech assessment and speech therapy to individuals with

communication disorders.



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Mahaveer Jain Hospital: The institute worked in collaboration with Mahaveer Jain

Hospital in a project called Smile train to provide speech assessment to children and

adults with Cleft lip & Palate. These individuals were reffered to our institute for speech

therapy.

CSI Hospital: Staff and students of UG & PG are deputed for providing Neo Natal

Screening services.

Vanivilas Hospital : Staff and students of UG & PG are deputed for providing Neo -

Natal Screening services

K C Raju Multispecialty Clinic: Staff and students of UG & PG are deputed for

providing Neo -Natal Screening services. Now this activity has been moved to Shishuka

Hospital, which is a branch of the same Hospital but focusing on Paediatric Group.

Internship Centres: We have entered into agreement with 21 Institutes/ hospitals/

rehabilitation centres for posting of interns.. This gives scope for enhancing inter-disciplinary

collaboration, professional training, and team participation and management. This makes us

unique as compared to any other institute in the country in providing multi- lateral/ clinical/

semi independent work exposure to trainees.

Sl.

No. NAME OF INTERNSHIP CENTER

1. NIMHANS HOSPITAL

2. VYDEHI HOSPITAL

3. ST.MARTHA‘S HOSPITAL

4. JAIN HOSPITAL

5. ST.JOHNS HOSPITAL

6. COMMAND HOSPITAL

7. COMDEALL- HRBR LAYOUT

8. AKSHADHAA FOUNDATION (Ms Sumana Dutta)

9. COM-DEALL-ISH

10. ISH-Seshadhripuram

11. APD

12. DIVYA- DOWNS

13. ST MARY SNEHALAYA SCHOOL



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14. DEEPIKA SPECIAL SCHOOL

15. ASHADEEP

16. ASHA BASAVESHWARNAGAR

17. ASHA REHAB, Commercial Street

18. UMEED ASHA KIRAN

19. SAMBHAV FOUNDATION

20. BUBBLES CENTER FOR AUTISM

21. Dr SRC ISH

Clinical practicum- The UG & PG students are posted in different departments & their

respective units for exposure on multidisciplinary rehabilitative services. This exposure richly

enhances the clinical skills and experiences.

AUDIOLOGY DIAGNOSTICS

a) Double room suite facility- 6 no.s sound proof and centralized AC.

b) Single room facility- 1 fully sound proof room with AC for Hearing Aid fitting and fine

tuning

Air conditioned sound treated rooms for testing at II Floor - 4 Nos

Auditory Verbal Therapy Unit (1 hall and 4 rooms for individual Therapy )

Room for Cochlear Implant Mapping -01 Nos

Cochlear implant telemetry/ prescription Mapping- 1 room

Hearing Aid Repair Lab-1

Ear mould preparation Lab-1

Parent counselling-1

Speech Diagnostics: adult patients and counselling rooms-2

6 open partially separated enclosures.

Case-history and consultant rooms-3 enclosures

Therapy- 32 therapy cubicles- in first floor.

Library and information Centre:

A) Staff Reading Room and Cubicles- 1

B) Main Reading Hall for Students- 1

Computer Hall - 1



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Computer enclosures – 1

Computerized Assisted Learning Lab – 1

B) Xerox Facility- 4 Nos.

Co-curricular activities

The Dr. SRCISH Institute has created adequate and state-of-the-art infrastructure for

organizing academic events and cultural programmes.

b) Extra –curricular activities – sports, outdoor and indoor games, gymnasium,

auditorium, NSS, NCC, cultural activities, Public speaking, communication skills

development, yoga, health and hygiene etc.

Sports- Yes both intra college and inter collegiate competitions.

Facilities for both outdoor and indoor games has been provided.

Gymnasium- yes

Auditorium- 1

NSS- Yes we have begun from NSS this current year 2015-16.

NCC- No

Cultural activities- are held as talent‘s day, ethnic day, festival celebrations.

Co- curricular activity is allotted to students for a single hour every week. They hold

competitions; Attendance and credit points are given to students present for that hour.

Public speaking- Communication skills development- talks are arranged for students on life

skill development & various field related topics at the beginning of every year. The bachelor

students have Clinical conference every week, where they have to present a case study. The

Master‘s students have to present a journal article and discussion with audience.

Yoga, health and hygiene – a gymnasium has been provided for both students and staff.

Coffee/Tea and Snacks Counter for Students and Staff and Clients.

Excursion for staff: is held once a year. by staff recreation club.

4.1.3 How does the institution plan and ensure that the available infrastructure is in

line with its academic growth and is optimally utilized? Give specific examples of the

facilities developed/augmented and the amount spent during the last four years (Enclose

the Master Plan of the Institution / campus and indicate the existing physical

infrastructure and the future planned expansions if any).

Yes. The Dr. SRCISH has augmented the infrastructure by providing new facilities, by

renovating the old buildings, extending the existing buildings and constructing new blocks.

Expansion of academic block in the third floor, along with a gym and health centre and a



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multi-purpose hall for students and staff for extracurricular activities and a seminar hall for

meetings.

Purchase of software, instruments that are vogue in the areas related to the field.

The details are:

• Campus Networking and Internet connectivity to all the departments

• Provision of Wi-Fi to all the departments

• Underground Telephone Cabling and provision of Telephones to the faculty

• Construction of Buildings for the Academic Departments, Hostels for students.

• Providing personal computers to the faculty members

• Renovation of the Library, Hostel Blocks, Counselling Centre,

• Smart Classrooms.

• Extension of Central Library and Hostel blocks.

• Sound proofing the Labs

• Meeting Clinical requirements

• Constructing class Rooms

• Installing Lift

• 24 Hours Generator

The amount spent on completed projects and the amount allotted to the ongoing projects is

shown below:

Statement showing the particulars of completed/ongoing projects in ISH Campus as on

12.10.2009.

Projects Under Progress:

S.No. Name of the Project Cost of the Project

1 Internally funded project on study of bullying in inclusive schools .

Bullying has been a barrier for inclusive education of children with special needs. This study

aims to develop an indigenous - & evaluation the presence & type of bullying among

children with special needs & typical peers started in 2016.

2. Project in the offing SINTRON: Indo-Swedish proposal titled ―RAAM – A

reconfiguration digital platform for hearing solutions.‖ This study is being done with Imsys

AB, Sweden with Swedish Institute of technology.

3. ―Application of NAL Specification for Esophageal speakers.‖

4. ―Voice characteristics in individuals with Auditory Neuropathy spectrum disorders‖.



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4.1.4 How does the institution ensure that the infrastructure facilities meet the

requirements of students with physical disabilities?

Institute has provided Lift, ramp at entrance, wheel chair and toilet for physically

handicapped.

4.1.5 Give details on the residential facility and various provisions available within

them:

Hostel Facility – Accommodation available-

Capacity : 24 rooms for girls (96 inmates), Occupancy – 94 out of 96 8 rooms for

boys (32 inmates), Occupancy –28 out of 32.

Washing Machine: Washing machine are placed on the Terrance room IVth Floor

Canteen facility is available on campus.

Recreational facilities, gymnasium, yoga center, etc.

gymnasium, Yoga centre, indoor and outdoor games etc.

Indoor games : Table tennis, caroms, Chess etc

Outdoor games : Shuttle badminton, Cricket, Volleyball , and Foot Ball

Computer facility including access to internet in hostel

given in hostel but is available in library from 9:00 a.m. to 8 p.m.

Facilities for medical emergencies - Yes Doctor is available on campus from

10:00 a.m. till 4:00 p.m.

Internet and Wi-Fi facility- yes available on campus and library.

Recreational facility-commo n room with audio-visual equipments-yes available in

Hostel and Institute.

Available residential facility for the staff and occupancy Constant supply of safe

drinking water - Residential facilities available only for hostel Assistant warden, on

campus. Water filters (Reverse Osmosis System) have been placed in the hostels in each

floor. Water cooler is kept in the second floor.

Security : Yes 24 hrs. All class rooms are equipped CCTV so that the principal can monitor

activity of the class room. Facial Digital Attendance is being maintained for students‘

attendance. Total campus is secured by CCTV which can be remotely viewed. Fire alarm is

installed in all the labs. Fire extinguishers are placed in all the floors.



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4.1.6 What are the provisions made available to students and staff in terms of health

care on the campus and off the campus?

ENT doctor is available in the institute from 10:00am to 4:00pm for staff and students.

Part time Gynaecologist on Wednesdays

Part time ENT (Phono surgeon) on Wednesdays

4.1.7 Give details of the Common Facilities available on the campus

–spaces for special units like IQAC, Grievance Redressal unit, Women‘s Cell, Counselling

and Career Guidance, Placement Unit, Health Centre, Canteen, recreational spaces for staff

and students, safe drinking water facility, auditorium, etc.

Spaces for Special units.

IQAC: Yes. The IQAC/Principal‘s Cabin is located in the third floor.

Grievance Redressal unit: yes. Room No.TF312 in third floor.

Guidelines for grievance redressal cell

1. The suggestion box containing complaints suggestions is opened once a week in the

presence of Principal/Director Technical by Mr. Jayaram – System Manager

2. Depending on the nature of complaint / suggestion and concerned section will be asked to

respond.

3. After receiving the response from concerned section /unit/department and depending upon

gravity of complaint or merit of suggestion – the Chairman of the Grievance Redressal

Committee will be informed and file handed over.

4. If the file calls for collective decision like change of caterer at the canteen etc the

committee meeting will be called at a fixed time and date.

5. Committee upon deliberation will redress or implement suggestion.

6. The identified staff /department will take action as per Redressal Committee

recommendation to implement.

Student related grievances

1. Students meet the class teacher if she/he have a grievance regarding marks/or teaching etc.

2. Class teacher meets the concerned clinical supervisor or faculty and tries to solve the

issue and reports to the Principal.

3. If student is not satisfied, the matter is referred to the Head of the Department and later to

Principal. The final authority on academics is the Director (Technical).

4. Action is taken to prevent reoccurrence of grievance by administrative measures /

counselling along with Welfare Officer.

5. Hostel related grievances regarding water, food, clean linen, misbehaviour, truancy etc are



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dealt through the Resident Warden, Warden, Welfare Officer, Principal, Director (Technical),

Chairman in that hierarchy.

Staff related grievances

1. Staff approaches the Head of the Department to complain about any technical, peer or

student related matter.

2. If the matter cannot be solved by Head of Departments, then it goes to Principal and later

to Director (Technical) and Chairman

The last grievance meeting was held on 16th December 2015 under the chairmanship of

Director Dr. M.S.Venkatesh and other Management Committee members (MCM).

Women‘s Cell: yes. Room No.TF-312 in 3rd Floor.

A sexual harassment committee is present for any issue related to women‘s (staff and

students) grievances.

Counselling and Career Guidance: Yes. A psychologist, the Principal and the class co-

ordinator handle issues related to students. Career guidance is given by faculty along with the

principal in the Principal‘s room.

Placement Unit: Yes. Room No. TF-310 in 3rd Floor.

Dr.Rashmi Bhat, Vice Principal is the placement officer. She co-ordinates the campus

interviews held by different companies in the institute premises. The availability of posts is

intimated to the placement officer, who puts up a notice on the student notice board.

Amplifon has been consistently conducting campus interviews and in the event have made 7-

8 selections out of whom 3-4 are still working with Amplifon.

Health Centre: Yes. Room No. GF- 09 in the ground floor.

ENT dept is located in Ground floor –GF-09. An ENT doctor is available on part time basis

everyday for 6 days and a Gynaecologist is available on Wednesday afternoons for women

faculty, students and deaf individuals (with a sign language interpreter).

Canteen: Yes, a cafeteria and a kiosk area is available on the campus.

Recreational spaces for staff and students : Yes,

a gymnasium, and multi-purpose hall are provided in the third floor and an auditorium in the

third floor.

Safe drinking water facility: Yes, water filters with reverse osmosis are provided in the

ground and second floors of the institute and cooler in the 2nd floor and also in the cafeteria

and hostels.

Auditorium: Yes , an auditorium (FF-101) is provided in the first floor with 200 seating

capacity, stage, podium air conditioning audio visual facilities and a green room.



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4.2 Library as a Learning Resource

4.2.1 Does the library have an Advisory Committee? Specify the composition of such

a committee. What significant initiatives have been implemented by the committee to

render the library, student/user friendly?

Yes, the committee advises on library improvement and inventory development. In addition it

helps in framing library rules and regulation, library budget sanctioning, overall development

of library.

4.2.2 Provide details of the following:

Total area of the library (in Sq. Mts.)

Total seating capacity

Working hours (on working days, on holidays, before examination days, during

examination days, during vacation)

Layout of the library (individual reading carrels, lounge area for browsing and relaxed

reading, IT zone for accessing e-resources)

1. (a) LIBRARY :

(b) Built in area in sq. meters: 2198.25 SFT. (205 SQ. MTS)

(*1 sq.ft. = 0.093 sq.mt)

2. Working hours of the library

On working days (MON- FRI) 8-30AM TO 8-00PM

On holidays (SAT) 9-00 AM TO 5-00 PM

On Examination days SAME AS ABOVE

3. One main hall: consisting of stack area of books and journal and reading hall for students

capacity of 50 seating capacity

1. Computer section with 15 systems

2. Computer assisted learning laboratory with 17 computers.

Staff reading hall and cubibles (10 cubicles) , xerox section and spiral binding section.



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4.2.3 How does the library ensure purchase and use of current titles, print and e-

journals and other reading materials? Specify the amount spent on procuring new

books, journals and e-resources during the last four years.

Librar

y

holdings

Year -1

Year – 2

Year – 3 Year - 4

Number

Total

Cost

Number

Total

Cost

Number

Total

Cost

Number

Total

Cost

Text books 08 07 20 10

Reference

Books

88 30,000/- 83 35,000/- 70 65,000/- 55 90,000/-

Journals/

Periodicals

14 6,10,927/- 14 7,41,477/- 16 7,48,267/- 11 8,19,910/-

e-resources 01 01 01 01

Any other

(specify)

2011-12 86 books (Rs.1,80,000.00) 14 journals (Rs.4,16,345.00)

2012-13 96 books (Rs.30,000.00) 15 journals (Rs.6,10,927.00)




Books:

Download from internet / procurement of catalogue from the publishers or suppliers,

Circulate among the staff members and department .After circulating the book list among the

staff members and departments, After the circulation of the list and selected books from the

list provided, the compilation of the list will be made by librarian. Same will be listed and

recommendation will be taken from the Principal for further proceeding. After the

recommendation of the list of books from the principal the same will be sent to the Director

Technical (DT) to seek the advice for the purchase of the same. After the advice of the

Academic adviser same will be presented to the Chairman.

The Chairman will be the deciding authority for the financial matter / purchase. After the

opinion of the Chairman the books will ordered. Usually we are opting one supplier for the

supply of books , because they will offer good percentage of discounts and supply the books

as early as possible.



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JOURNALS:

Same Procedure will be followed for purchasing of other reading materials

Past 5 years we have spent 4 lakhs on books and 34 lakhs on subscribing National and

International Journals.

4.2.4 Provide details on the ICT and other tools deployed to provide maximum access

to the library collection?

OPAC

Electronic Resource Management package for e-journals

Federated searching tools to search articles in multiple databases

Library Website

In-house/remote access to e-publications

Library automation

Total number of computers for public access

Total numbers of printers for public access

Internet band width/ speed 2mbps-10 mbps-1 (GB)

Institutional Repository

Content management system for e-learning

Participation in Resource sharing networks/consortia (like

Inflibnet)

ICT AVAILABLE, OPAC (Open Public Access Catalogue) is available in the library‘s main

system as students and staff can use this facility with the help of library staff.

We have a broad band connection, for use by students and staff. 14 computers are available

for use of students and staff. Out of 14, two computers are reserved for staff.

We have unique facility like COMPUTER ASSISTED LEARNING LABORATORY which

has preloaded software/documents. The documents available in this system are a rare

collection like conference proceedings, test materials, Audio Visual test materials, e-books, e-

journals etc, helpful for students to prepare for classroom presentation, clinical conference

and journal club.



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4.2.5 Provide details on the following items:

Average number of walk-ins : 70-80 (Including staff and student)

Average number of books issued/returned: 20-22

Ratio of library books to students enrolled: 1: 12

Average number of books added during last three years 90-100

Average number of login to opac : (OPAC)

Average number of login to e-resources : 05-07

Average number of e-resources downloaded/printed : At the time of dissertation/

presentation, research is more average is 8-10

Number of information literacy trainings organized:

Details of ―weeding out‖ of books and other materials : usually once in a year checked

and if found that the books condition (pages are coming out of the binding, binding is torn

etc,) we will rebind it. Usually missing books, books which are lost and paid by students will

be mentioned as withdrawn in Accession register

4.2.6 Give details of the specialized services provided by the library

Manuscripts

Reference

Reprography

ILL (Inter Library Loan Service)

Information deployment and notification (Information

Deployment and Notification)

Download

Printing

Reading list/ Bibliography compilation

In-house/remote access to e-resources

User Orientation and awareness

Assistance in searching Databases

INFLIBNET/IUC facilities

1. Providing reference journal articles which were not available in our collection from

various other sources to staff and students.

2. The college has reprographic services: Xerox facility, Scanning facility, Printing facility

( Printing facility is common for various department to print their report ) and Spiral Binding.



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3. Interlibrary loan facility is available to staff and students. Also, students are allowed

from other colleges with the help of introduction letter from Head of the institution /

Librarian to use our library.

4. Information related to our institute, other institute, notification related to job etc are being

displayed on the library notice board.

5. The college has internet facility of 24 hours, and the library working hours is 8.30 am to 8

pm. After closing of the library same connection will be transferred to the hostel through

LAN. Our campus is wifi enabled.

6. Users orientation is conducted once in a year at the time of Induction ceremony.

7. The college issues the Borrowers Tickets to students and staff members. For Under

Graduate students we are issuing 2 cards, the validity of cards are till finishing of the course

including Internship. For Post graduate students they can keep books till the end of the 4 th

semester examination. Only upon returning the books and library card, library will issue the

‗No Due‘ Certificate.

Procedures for

1. Xeroxing facility: Xerox Facility is available to students and staff members. The

Students can take Xerox by paying nominal charges of 0.75 Paise for single side and for

both the sides Rs. 1-00 and for staff members, if it is official, we need requisition slip signed

by the Senior staff Member or Head of the Department.

2. Printing Facility is available for students and staff members. The students can take

printout from the personal mail and nominal charges per page (Rs.1 .00) will be charged for

staff members. Access through the LAN is provided to the departments for photocopying

and the Xerox machine in the library can also be used as a Printer.

3. Issuing of books and journals: we have facility of issue of books to the students (Diploma

students, Under Graduate Students, Post Graduate Students) and Staff. The UG Students are

permitted to keep the library book for a period of 3 days and can renew twice if the

reservation request is not there by the other students. The PG students are allowed to keep the

books for 7 days. We issue 2 cards for each student and one book per card. A late fee of

Rs.2/- per day is collected for late return of books. For staff members, we issue 2 cards and

the duration is 15 days. Reference books will be issued to staff members on request and

overnight duration the reference books will be issued. For UG and PG we will Xerox the

required chapters or page for reference or presentation purpose.



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4. Digital Library: contains downloaded books and E- journals and the list is provided and

put up in the computer section and Computer Assisted Laboratory (in book format).

5. Procedure for Inter library using facility for students: The libraries (MSRMC, SJMC,

SRI RAJARAJESWARI MEDICAL COLLEGE, BANGALORE MEDICAL COLLEGE ,

ALL INDIA INSTITUTE OF SPEECH AND HEARING etc), allow students with an

introduction letter from the institution authorized by the Head of the Institution / the

librarian, to make use of the library.

4.2.7 The college has Enumerate on the support provided by the Library staff to the

students and teachers of the college.

1. Current Awareness services

2. Reprographic services

3. Reference services

4. Selective dissemination services

5. Clipping services related to our filed / University news

There are archives of 850 volumes of journals which are in bound form. This will aid in

preparing for dissertation, projects and presentations. In addition, we have a few soft copies of

journals and books which are downloaded from the Internet. They are mostly utilized the same

for research purposes.

In addition to the above services, if any article is required by staff, but not available in our

library, the library staff will help in providing the same through various sources.

4.2.8 What are the special facilities offered by the library to the visually/physically

challenged persons? Give details.

The college has provided lift facility and wheel chair facility for physically challenged

persons.

4.2.9 Does the library get the feedback from its users? If yes, how is it analyzed and

used for improving the library services. (What strategies are deployed by the Library

to collect feedback from users? How is the feedback analyzed and used for further

improvement of the library services?)

The student representatives and staff representatives of collect feedback from all students and

staff. It is complied and given to the chairperson of library committee. An agenda is formed

and a meeting is held with the library committee and suggestions are put forward to make



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necessary changes within a given time period. A follow up is made by holding another

meeting at the end of the given time period on the actions taken.

4.3 IT Infrastructure

4.3.1. Give details on the computing facility available (hardware and software) at the

institution.

• Number of computers with Configuration (provide actual number with exact

configuration of each available system) 90-P4, core 2 duo, dual core, 2GB RAM, 80 to 500

GB HDD, TFT Monitors.

• Computer-student ratio : 2:1

• Stand alone facility : Yes

• LAN facility : Available

• Wifi facility : Available

• Licensed software : Window s 7, SPSS, MS Office, Open Office, Ubuntu.

• Number of nodes/ computers with Internet facility : 60

• Any other

4.3.2 Detail on the computer and internet facility made available to the faculty and

students on the campus and off-campus?

Yes. Internet facility is available in all floors. The internet facility (Wi-Fi) is available in the

hostels after working hours. 40 MBPS leased line from airwave solutions; 4MBPS VPN

from BSNL supported by MHRD, Govt of India under section 12G. Faculty are provided

with computer and internet facility. For students, a common browsing centre at library is

available for use, which has 14 computers with internet facility. Wi Fi network connectivity

is available in both Ladies and Men‘s hostels

4.3.3 What are the institutional plans and strategies for deploying and upgrading the

IT infrastructure and associated facilities?

Institutions plan to upgrade its computer systems and the provision made in the annual budget

for update, deployment and maintenance of the computers in the institution Systems are

purchased with 3 years or 5 years warranty and upgraded the same once the warranty period

expired if required and also . We receive donated computers every 6 months from Rotary



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Club, Bangalore south under Sankya project& LIONS CLUB, Bangalore East and old

electronics sent to E-Waste a initiative managed by Rotary Sankya Foundation.

4.3.4 Provide details on the provision made in the annual budget for procurement, up

gradation, deployment and maintenance of the computers and their accessories in the

institution (Year wise for last four years)

The activities have been planned in such a way that, the IT infrast ructure and associated

facilities are always at par with the state-of-the-art technology. Upgradation of the LAN to 1

Gpbs has been completed in 3 phases spread across 2009-10, 2010-11 & 2011-12.

Upgradation of server was done in 2012-13

Up to 10 computers will be upgraded every year. Wi-Fi coverage extended to all the floors,

including hostels and campus. Maintenance & support is provided by system administrator.

Every year separate budget is allocated for IT Department.

2011-12 05.00

2012-13 04.00

2013-14 06.30

2014-15 07.00 Rupees In Lakhs

4.3.5 How does the institution facilitate extensive use of ICT resources including

development and use of computer-aided teaching/ learning materials by its staff and

students?

Most of the faculty of the institute is well experienced in use of computer aided

teaching/learning materials. The new faculty recruits are encouraged to join Computer

training workshops organized by the university and outside institutions where they are trained

to use advanced teaching tools using computers. University also organizes such type of in-

house programmes for the faculties time to time. Institute has provided remote controlled

LCD Projector facilities in each of the class rooms and the seminar hall where the teaching

learning activities are performed. This LCD Projectors have the facility of Projecting Power-

point Presentation and the short films with Audio-Video capability. CALL (Computer

Assisted Learning Lab), where students can access subject videos and pdf files.



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4.3.6 Elaborate giving suitable examples on how the learning activities and technologies

deployed (access to on-line teaching - learning resources, independent learning, ICT

enabled classrooms/learning spaces etc.) by the institution place the student at the

centre of teaching-learning process and render the role of a facilitator for the teacher.

The institute started a receiving satellite teaching programme for Diploma programme in

Special Education 2007 through virtual class rooms equipped with ICT, connecting the

expertise from all over India (RCI). It facilitates live interaction with the teacher from any

part of the country. The student has been placed at the centre of teaching learning process.

Digital library is also made available to all these centers. Available resources are in the

form of Digital Books & DVDs that come along with text books.

CALL (Computer Assisted Learning Lab): students have access to videos related to

subject of study (Anatomy of each structure of human body, Physiology,etc) and pdf files.

Webinars: Staff members have attended webinars conducted by recognized professional

bodies. Conferences are also held through videoconferencing system.

Videos: Some clinical aspects can only be obtained through video illustrations. Access to

the web gives them a visual display of the working mechanisms of various systems of the

the human body related to Brain, Speech, Voice, Respiration, Articulation, Resonance &

Hearing.

Details of computerized hardware and software available in the institute as ICT resources:

Hardware:

There 1 Centralized server

Software:

Proxy Server, DHCP Server, DNS Server, Mail Server,

Computerized Digital Library Portal, Antivirus Server,

Web Applications

Total number of computers:

Approximately 90

LAN facilities and its configuration:

Centralized LAN facility with 1Gbps bandwidth.

• Licensed software:

All computers have original OS and 300 user license

Microsoft office 2007,Licensed tally ver12,Adobe

package, SPSS server edition, Corel draw, PageMaker,



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Drspeech, Vagmi etc.Bera, Neuro Audio

• Central computing facility and its use by staff and students:

The staff and students can share the information through network. Also staff and student can

access network resources.

• Faculty facilitation to prepare computer aided teaching/learning materials:

All the classrooms have been provided with Projector facilities and the laptop system is

connected to multimedia projectors and all computers have internet accessibility

4.3.7 Does the Institution avail of the National Knowledge Network connectivity

directly or through the affiliating university? If so, what are the services availed of?

Yes

4.4 Maintenance of Campus Facilities

4.4.1 Does the institution ensure optimal allocation and utilization of the available

financial resources for maintenance and upkeep of the following facilities (substantiate

your statements by providing details of budget allocated during last four years)?

ITEM 2011-2012 2012-2013 2013-

2014

2014-

2015

a. Building 3,198,101.00 1,992,482.00 5,768,29.00 1,059,691.00

b. Furniture 48,974.00 63,375.00 - 46,000.00

c. Equipment - 125,776.00 1,844,979.00 403,120.00

d. Computers 91,072.00 177,195.00 7,346.00 87,064.00

e. Vehicles 381,689.00 305,685.00 286,466.00 495,105.00

f. Any other 24,684,299.00 26,129,128.00 26,948,524.00 28,225,626.00

4.4.2 What are the institutional mechanisms for maintenance and upkeep of the

infrastructure, facilities and equipment of the college?

Full time system administrator present in the institute for maintenance of the equipment.

AMC‘S for equipment like AC, Water purifier, fire extinguishers, smoke detectors, CCTV,

generators & UPS.



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4.4.3 How and with what frequency does the institute take up calibration and other

precision measures for the equipment/ instruments?

Frequency of calibration: Calibration of audiological equipments is required to ensure

accuracy in measurement of hearing. It is divided into subjective and objective calibration.

Subjective calibration includes daily checks of equipments and biological check. A daily

and weekly examination for any visible damage to the instruments, knobs, cables,

transducers are made. Listening check involves look out for distortions, outputs, crosstalks.

Objective calibration is performed primarily using a Sound Level meter and is done once in

a year under the annual maintenance contract. The Hearing Aid Technician & System

Administrator deal with day to day support. For the rest biological calibration is carried out

on a daily basis and instrumental once in 3 months with support from engineers from

respective companies. The equipment is also insured. The speech science lab equipments

are calibrated whenever necessary. All equipments are insured .In addition the Institute has

AMC for repair/maintenance of computers, photo copying machines and some equipments.

4.4.4 What are the major steps taken for location, upkeep and maintenance of sensitive

equipment (voltage fluctuations, constant supply of water etc.)?

Any other relevant information regarding Infrastructure and learning Resources which the

college would like to include.

The college has an online UPS for maintenance. The labs are fitted with air conditioners to

prevent over heating of instruments



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.

Criterion - V: Student

Support and Progression



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Criterion V: Student Support and Progression

5.1 Student Mentoring and Support

5.1.1 Does the institution publish its updated prospectus/handbook annually? If ‗yes‘,

what is the information provided to students through these documents and how does

the institution ensure its commitment and accountability?

Yes. The institute publishes the prospectus/handbooks annually. The prospectus will contain

information about introduction about the courses conducted at the graduate, post graduate and

Doctoral level and also mention about the eligibility criteria, reservation of seats at the post

graduation level, entrance examination for Ph.D level, procedure to submit the application.

Types of job opportunity available to the passed out students after completion of their course

such as in NGO sector, hospital set up, special school set up, industrial set up and also

independent practice.

5.1.2 Specify the type, number and amount of institutional scholarships / freeships

given to the students during the last four years and whether the financial aid was

available and disbursed on time?

The institute has been giving scholarship in terms of ―learn now and pay later‖ scheme to

deserving students who are really interested in pursuing the course but unable to do so due to

financial instability. Institute also awarded to students who have done brilliantly in their

studies by securing University ranks. Undergraduate students‘ who received cash awards for

the last 5 years.

0 2010-11 (April

2012)

2011-12 (April

2013)

2012-13

(April 2014)

2013-14

(April

2015)

2014-15 (April

2016)

I B.Sc Deepthi

Deechama

Ann Leethu

Thomas

Eliza Baby Srividya.

V

Amritha Lakshmi

S Nath

II B.Sc Mereen Susan

Raju

Deepthi

Dechamma

Alfiya J.S. Eliza

Baby

Srividya .V

III B.Sc Ruth Rupavathy

Victor

Hannah Baby Nissi Acha

Jacob

Alfiya

J.S.

Eliza Baby

I DSE

(HI)

Sr. Scholastic Sr. Margaret Sunita .B B.

Sunitha

Jayasimha

II DSE Sandhya Ashok Sandhya Ashok Margarette S. B. Suresh



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(HI) Goni Goni Jayasimh

a

B.Ed

(HI)

Nil Nil Nil Nil Mamatha B.V

Overall

for B.Sc

& M.Sc

Gagan Bajaj Sowmya M

Nayak

Nil Nil Nil

The following are the post graduate students of Masters in Audiology and Speech Language

Pathology who received cash awards for the last 5 years.

Year 2010-11

(April 2012)

2011-12

(April

2013)

2012-13 (April

2014)

2013-14 (April

2015)

2014-15

(April

2016)

I

MASLP

Soumya

Nayak

Nayana

T.J.

Vaishnavi

Ramadas

Hannah Baby Subhashini

.D

II

MASLP

Gagan Bajaj Linta

Samuel

Nayana T.J. Vaishnavi

Ramadas

Hannah

Baby

The following are the post graduate students of Masters in Audiology who received cash

awards for the last 5 years.

Year 2010-11

(April 2012)

2011-12 (April

2013)

2012-13

(April

2014)

2013-14

(April

2015)

2014-15 (April

2016)

I M.Sc

Aud

Kinariwala

Ishitha Anil

& Sharanya

Sornam N.S. Usha Rani

.C

Arathi

Soman

Tessy Henry

Gomez

II M.Sc

Aud

Lydia

Solomon

Kinariwala Ishita

Anil

Sornam

N.S.

Usha Rani

.C

Arathi Soman

The following are the post graduate students of Masters in speech language pathology who

received cash awards for the last 5 years.

Year 2010-11

(April 2012)

2011-12

(April 2013)

2012-13 (April

2014)

2013-14 (April

2015)

2014-15

(April 2016)



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I M.Sc

Spch

Krishna

Sharma

Anusha Saju Joyce Mary

Mathai

Tanvi Pawana P

Poojary

II M.Sc

Spch

Katherine

Mathew

Krishna

Sharma

Anusha Saju Joyce Mary

Mathai

Tanvi

July 2015

Sl.NO. Name Award Name Details

1 Srividya. V Late Ramakrishna Reddy

Award

Lion Kiran Kumar/Rs.5,000/-/First

Rank in BSLPA

2 Hannah baby LateV.V.Sampath Kumar

Merit Award

Lion V.S.Shanthavadhan

/Rs.5000/- /First Rank in I MASLP

3 Usha Rani C Past International Director

Lion. V.Venkatakrishna

Reddy Merit Award

Lion. Venkatakraishna Reddy

Merit Award /Rs.5,000/-/University

Rank in M.Sc (Aud)

4 Eliza Baby Lions Club of Bangalore East

Award

Lion. Kiran Kumar /Rs.5,000/-

/First Rank in II BSLPA

5 Vaishnavi

Ramadas

Smt.Vasanthi Venugopal

Venugopal Merit Award

Lion. V.Shrinivassan

MJF/Rs.5,000/-/university Rank in

MASLP

6 Tanvi Srinidhi Foundation Merit

Award

CAD.L.Suresh Babu /Rs.5,000/-

/First Rank in I.M.Sc (SLP)

7 Alfiya J.S Book Paradise Merit Award Rtn.M.S.Venkatesh /Rs.5,000/-

/First Rank in III BSLPA

8 Arathi

Soman

Past International Director

Lion.V. Vekatakrishna Reddy

Merit Award

Lion V.K. Shanmugavel

/Rs.5,000/- First Rank in M.Sc

(Aud)

9 Joyce Mary

Mathai

M.K.Dattaraj Charitable Trust

Merit Award

Rtn. M.K.Dattaraj /Rs.5,000/-

/University Rank in M.Sc (Speech

Language Pathology)

10 S.Jayasimha SS Electronics Merit Award Lion. Ashwathanarayana Swamy

/Rs.5000/- /First Rank in I DSE

(HI)

11 B.Sunitha Sri P.V.Ramachandra Reddy Lion.Pramod /Rs.5,000/- / First



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Merit Award Rank in II DSE (HI)

Sl.No. Name Details

1 Ms. Alfiya Mohammed Merit award for

II year BSLPA

2 Ms. Joyce Mary Mathai Merit award for

I year Masters in Speech Language Pathology

3 Ms. Nayana.T.J, Merit award for II year

Masters in Audiology & speech Language Pathology

4 Ms. Eliza Baby Merit award for

I year BSLPA

5 Ms. Usha Rani Merit award for

I year Masters in Audiology

6 Ms. Vaishnavi Ramdass Merit award for

I year Masters in Audiology & Speech Language

Pathology

7 Ms. Sornam. N.S, Merit award for

II year Masters in Audiology

8 Ms. Nissi Acha Jacob Merit Award for

III year BSLPA

5.1.3 What percentage of students receives financial assistance from state

government, central government and other national agencies?

Two of our final PG students have received financial assistance from ICMR funding agency

to attend international conference such as Annual symposium on voice.

5.1.4 What are the specific support services/facilities available for?

i. Students from SC/ST, OBC and economically weaker sections

ii. Students with physical disabilities

iii. Overseas students

iv. Students to participate in various competitions/National and International

v. Medical assistance to students : health centre , health insurance etc.

vi. Organizing coaching classes for competitive exams

vii. Skill development (spoken English, computer literacy, etc.,)



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viii. Support for ―slow learners‖

ix. Exposure s o f students to other inst itut io n o f h i g he r learning/

corporate/business house etc.

x. Publication of student magazines

i) Students from SC/ST, OBC and economically weaker sections

Our Institute has a very good system for supporting students. Institute has been supporting

students belonging to SC/ST/OBC community and also economically weaker section by

providing financial support such as concession in their fees structure.

The following are the students who have availed fees concession till now from 2011 onwards.

Bachelor of speech language and hearing sciences

Year Name of the student Caste Details

2011-12 Sashi Rekha SC Deferred Payment

2012-13 Akash Kumar .J ST 50% Concession in Tuition Fees

Baldwin Mangte ST 50% Concession in Tuition Fees

2013-14 Soniya .Y Deferred Payment (for IV, V & VI Semester)

2014-15 Nil

2015-16 Anil Kumar SC 50% concession in Tuition Fees

Zumongi Kikon ST 50% concession in Tuition Fees

List Of Students Who Have Been Given Concession In Fees (MASLP/M.Sc(Slp) & M.Sc

(Aud)

2011-12 Mahalakshmi .B SC 50% concession in Tuition Fees

2012-13 Christina Walling ST 50% concession in Tuition Fees

2013-14 Vimalathithan SC 50% concession in Tuition Fees

Charulatha SC 50% concession in Tuition Fees

2014-15 Shefali 30% of Semester Fees (for III & IV



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Semester)

Shova Adhikari 30% of Semester Fees (for III & IV

Semester)

2015-16 Supriya G.S. SC 50% concession in Tuition Fees

ii) Students with physical disabilities

Lift facilities and also disable friendly toilets are available to students with physical

disability.

iv & v) Students to participate in various competitions/National and International

Medical assistance to students: health centre, health insurance etc. Medical and health

facilities,

Insurance facility is provided to students. The insurance policy no. 67020248152300000001

dated 29th June 2015 for the period of from 29/06/2015 to 28/06/2016 for the amount of Rs.1

Lakh for one person. The insurance has been made with New India Assurance Co. Ltd has

been renewed with the following details and renewed with the insurance policy

no.67020248162300000001 dated 29th June 2016, for the period of from 29/06/2016 to

28/06/2017 for the amount of Rs.1 Lakh for one person.

The following are the students availed the facility of the insurance for the last 5 years.

Sl.No Date Name Amount. Cheque No

1 21-01-

2010

Mr.Shobin James-(M.Sc

student)

25,000/- 354309

2 13-5-2011 Ms.Joel Thankam Mathai

(M.Sc student)

2250/- 436096

3 04-04-

2015

Manasa Raju -(M.Sc student) 9646/- DD-

021060441500089

4 30-11-15 Mstr. Kaushik 10000/- CORP00002510251

vii) Skill development (spoken English, computer literacy, etc.)

Spoken English classes are conducted to students in the first year of their UG program to

monitor their spoken English with giving importance to communicate with clients.



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All students are given support in skill development. Additional skills such as basics in sign

language to all UG students‘ use of software such as SPSS are provided. Two of our lecturers

were indentified in the department of speech language studies and hearing sciences

respectively conducted ten hours SPSS orientation program to PG students.

viii) Support for ―slow learners‖

Week students are mentored by their class teachers along with Principal and Psychologist as

and when needed.

5.1.5 Describe the efforts made by the institution to facilitate entrepreneurial skills,

among the students and the impact of the efforts.

The facilitation of entrepreneurial skills is built into the curriculum as a paper at UG and one

PG program. Talks are arranged from alumni who are themselves entrepreneurs.

5.1.6 Enumerate the policies and strategies of the institution which promote

participation of students in extracurricular and co- curricular activities such as sports,

games, Quiz competitions, debate and discussions, cultural activities etc.

• additional academic support, flexibility in examinations

• special dietary requirements, sports uniform and materials

• Any other

Students participate in sports, quiz competitions in both inter and intra institutional

competitions. Institute supports the student association in all their activity by funding talents

day, sports day and gear such as the net, racquets, balls, etc.

Additional academic support is provided through the class teacher. Students who have

learning disabilities are given additional time in exams to write, and permission obtained

from the government the same. Classmates are roped in to support the student, in case of any

health issues.

5.1.7 Enumerating on the support and guidance provided to the students in preparing

for the competitive exams, give details on the number of students appeared and

qualified in various competitive exams such as UGC-CSIR- NET, UGC-NET, SLET,

ATE / CAT / GRE / TOFEL / GMAT / Central /State services, Defense, Civil Services,

etc.

Since Speech and Hearing is a professional course, most of the students get employment

instantaneously after the completion of the same. For students who wish to go abroad for



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higher studies, department permits them to take time off and permission from their clinical

time as and when required to prepare for TOFEL/GRE.

5.1.8 What type of counselling services are made available to the students (academic,

personal, career, psycho-social etc?)

Institute has well established psychology department which actively involved in student

counselling in terms of their academic performance as well personal issues are discussed if

required. Each class has a class teacher who may help students with minor problem, if needed

HOD and Principal meet their parents to solve the issues.

5.1.9 Does the institution have a structured mechanism for career guidance and

placement of its students? If ‗yes‘, detail on the services provided to help students

identify job opportunities and prepare themselves for interview and the percentage of

students selected during campus interviews by different employers (list the employers

and the programmes).

Yes. Institute has placement coordinator. Coordinator will help the graduate and post

graduates of the institute to find placement. Campus interviews are arranged and conducted

in collaboration with various recruiting agencies such as hearing aid industries, hospitals,

special school and private practitioners both in India and abroad. All communication and

notification regarding interview are decided in coordination with placement officer who is

nominated by the institute. Various companies approach Placement officer to arrange and

display the same in student notice board. Alumni also guide the students on what is expected

of them once they work, and how they should carry themselves, the pitfalls they may expect

and how to select jobs.

5.1.10 Does the institution have a student grievance redressal cell? If yes, list (if any)

the grievances reported and redressed during the last four years.

Yes. The Dr. S. R. Chandrasekhar Institute of Speech and Hearing adopted the practice of

sorting out grievances of various people interacting with it, through a mechanism of GRC

receiving and attending to the complaints/suggestions through suggestion boxes arranged at

key locations of the campus. A grievance is addressed by student meeting with class teacher

who may bring it up to the notice of Principal



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5.1.11 What are the institutional provisions for resolving issues pertaining to sexual

harassment?

Institute has sexual harassment elimination cell/committee to take care of such complaint to

resolve the issue. Committee consists of:

Dr. Prathiba Karanth – Chair person

Dr. Shobha Srinath – Member

Sr. Genevieve – Member

Dr. Madhuri Gore- Member

Dr. Anita Reddy – Member

Mrs. Prema Kumari C.B – Member (SC)

5.1.12 Is there an anti-ragging committee? How many instances (if any) have been

reported during the last four years and what action has been taken on these?

Yes. The Institute had taken the following precautions to avoid the occurrence of ragging

within the college and hostel premises:-

1. Institute has an anti ragging committee to look after the matter related to ragging.

2. The Toll- free Ant-ragging help line number, from the UGC, was communicated to the new

students. This number could be used by the students to impress any distress, faced by them,

due to ragging.

3. During the Induction ceremony, the new students, their parents were assured that no

ragging would take place.

4. The senior students were warned about the legal consequences that would follow if any of

them were found guilty of ragging.

These above mentioned steps assisted, in making the Institute as a ‗Ragging-Free‘ Zone. No

ragging has occurred/been reported in the last 4 years. First year students are isolated in the

hostel and during the postings in the clinics.

The committee consists of:

Mrs. Alphonsa Joseph, nodal officer as nominated by the institute as well from university,

Dr Madhuri Gore, Principal and Deputy Director

Dr. Rashmi J Bhat, Vice principal and HOD of Dept of hearing sciences

Dr. B. S. Premalatha, HOD of Dept of speech language studies

Wardens, Mrs. Lovely George and Padmaprabha

Senior Clinical Supervisors



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Student representative

5.1.13 Enumerate the welfare schemes made available to students by the institution

Institute has adopted many social welfare schemes for students such as Insurance policy up to

Rs. 1 lakh, subsidized canteen facilities and students counselling support. Student support is

headed by Dr.B.S. Premalatha Head of department of speech language studies, as

Chairperson to monitor student activities and provide support. Institute has also reduced fees

in case of disasters and also provide ―earn while you learn‖ support.

5.1.14 Does the institution have a registered Alumni Association? If

‗yes‘, what are its activities and major contributions for institutional, academic and

infrastructure development?

Yes. Association comprises of President, secretary and 5 office bearers. Association meets

twice a year in the institute premises. Association has been registered under Karnataka

registration act wide number DRB-3/SOR/132/16-17 dated 12/09/2016. Alumni association

is chaired by Mr.Suman Gowda for smooth functioning of the activity at the Institute. The

Institute has introduced ‗Dr. S.R. Chandrasekhar Best Alumni award‘.

5.2 Student Progression

5.2.1 Providing the percentage of students progressing to higher education or

employment (for the last four batches) highlight the trends observed.

Student progression %

UG to PG 62.6%

PG to M.Phil. Nil

PG to Ph.D. Nil

Employed

• Campus selection

• Other than campus recruitment

Employed – UG 37.39%

Employed – PG 90%



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5.2.2 Provide details of the programme wise pass percentage and completion rate for

the last four years (cohort wise/batch wise as stipulated by the university)? Furnish

programme-wise details in comparison with that of the previous performance of the

same institution and that of the Colleges of the affiliating university within the

city/district.

UG programme wise pass percentage and completion rate for the last four years

Pass percentage 2011-2012 2012-2013 2013-2014 2014-2015

1st sem BSLPA 98% 87% 90% 53%

2nd sem BSLPA 98% 90% 93% 83%

3rd sem BSLPA 89% 93% 90% 71%

4th sem BSLPA 89% 93% 93% 100%

5th sem BSLPA 89% 89% 98% 97%

6th sem BSLPA 89% 89% 93% 90%

PG programme wise pass percentage and completion rate for the last four years

Pass percentage 2011-2012 2012-2013 2013-2014 2014-2015

1st sem MASLP 86% 100% 91% 93%

2nd sem MASLP 100% 100% 73%

3rd sem MASLP 100% 100% 100% 82%

4th sem MASLP 100% 100 100% 73%

1stSemM.sc Speech 100% 86% 75% 100%

2ndsemM.sc Speech 75% 100% 100% Res(NP)

3rd semester M.sc

Speech

83% 75% 100% 100%

4th semester M.sc

Speech

100% 100% 100% 67% (NP)

1st Semester M.sc

Audiology

100% 50% 33% 88%

2nd semester M.sc

audiology

80% 100% 50% Res(NP)

3rd semester M.sc

audiology

100% 100% 100% 67%



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4th semester M.sc

audiology

100% 100% 75% 66%

PG programme wise Rank order in JUNE 2014

SL.NO. NAME DETAILS

1 Vaishnavi Ramdas Rank-1-M.Sc (MASLP)

2 Anjum Zahra Naqvi Rank-2-M.Sc (MASLP

3 Sharon George Rank-3-M.Sc (MASLP)

4 Joyce Mary Malathi Rank-1-M.Sc (SLP)

5 Krithika L.R. Rank-2-M.Sc (SLP)

6 Brincy A.C Rank-3-M.Sc (SLP)

7 Usha Rani C Rank-1-M.Sc (Aud)

8 Prakruthi C.Shetty Rank-2-M.Sc (Aud)

We are rated and spoken of as best Institute compared to other speech and hearing colleges in

terms of the training received, by our past students. We do not have details of the other

colleges.

5.2.3 How does the institution facilitate student progression to higher level of education

and/or towards employment?

Institute provides PG courses for those who have completed UG program. Some students

who have completed UG course and prefer to work in the institute will be recruited if

vacancy is available. Institute gives students who need more help permitting them to attend

more/extra classes. We also provide guidance and recommendation letters to deserving

students.

5.2.4 Enumerate the special support provided to students who are at risk of failure and

drop out?

Institute takes care of its students to improve their performance so as to reduce dropout rate.

Principal, along with the institute psychologist, makes sure that she meets the student and

their parents as and when necessary to sort out the problem and also to provide support

through the respective class teacher. Academic support is provided. These students are

monitored every month to prevent failure.



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5.3 Student Participation and Activities

5.3.1 List the range of sports, games, cultural and other extracurricular activities

available to students. Provide details of participation and program calendar.

Institute provides a range of activities to students to showcase their talents, and to participate

in extracurricular activities. The events conducted by Students Association of Speech and

Hearing (SASH) are:

Cultural activities are monitored by the cultural committee which comprises of

Chairperson: Cultural secrtary:

Suman. N. Sarath

The following are the cultural activities our students involve:

New year celebrations

Onam festival celebration

Ganesh Chathurthy

Diwali celebrations

Christmas celebrations

Sport activities are monitored by the Sports committee which comprises of

Chairperson:

Prashasthi Poovayya

Sports secretary:

John Wesley.

Assistant sports secretary: Andrews

The following are the sport activities our students involve

Table tennis

Carom

Chess

Shuttle,

Cricket

Gym



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5.3.2 Furnish the details of major student achievements in co- curricular,

extracurricular and cultural activities at different levels: University / State / Zonal /

National / International, etc. for the previous four years.

Institute encourages students to participate in co curricular, extracurricular and cultural

activities at different levels. Institute has well established student association called SASH

which conducts sport day, talents day, cultural day, ethnic day, teacher‘s day, fresher‘s day

and farewell to B.Sc III yrs & M.Sc II yrs organized by the college union. Students

association also conduct sports day at the college which includes cricket, volleyball,

badminton, carom, chess, Sudoku, and table tennis. Students association also organise talents

day which is inter-class competitions. Items such as dances, music, comedy shows,

photography, movie making, etc. are organised. Our students participate in intercollegiate

sport competition and dance competition. They have won the 2nd prize in women‘s throw ball

competition organized by ISHA BC and 3rd in Cricket.

Sl.no Activity Year wise

1st Prize Throw ball 2014-2015

3rd Prize Cricket 2014-2015

5.3.3 How does the college seek and use data and feedback from its graduates and

employers, to improve the performance and quality of the institutional provisions?

College uses feedback from different organizations to improve the performance of the

student‘s community. Industry communicates in terms of giving preference to our students.

Other institutes give preference to our interns. Our students are absorbed in jobs or selected

for higher courses soon after and at times even before results are declared.

5.3.4 How does the college involve and encourage students to publish materials like

catalogues, wall magazines, college magazine, and other material? List the

publications/ materials brought out by the students during the previous four academic

sessions.

College encourages students to actively participate in exhibitions. Students make a wall

magazine. They are encouraged to compose public education materials, charts and models.

Every newsletter issue of the institute will contains special section report on students

participation in activities such as seminar attended participated and presented. Students have



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their own notice board to exhibit the SASH activity. Students of undergraduates and post

graduates are encouraged to send article for publication in both national and international

Journal and also present papers in national and international conferences. The paper

presented by students as main authors/ contributing authors and also publication of the same.

5.3.5 Does the college have a Student Council or any similar body?

Give details on its selection, constitution, activities and funding.

Yes. Through its students association named ―Students Association of Speech and Hearing‖,

News Letter Magazine abbreviated as SASH. The student body conducts election to select

office bearers for SASH for every year. President, General Secretary, Treasurer, Assistant

treasurer, Cultural Secretary and ,Sports Secretary, Assistant Sports Secretary, Editor for

SASH committee, Food secretary and. Assistant food secretary.

5.3.6 Give details of various academic and administrative bodies that have student

representatives on them.

The college has constituted internal quality assurance cell. The members are from cross

section of different stakeholders. Students, faculty, parents participate by being members on

different committee of the IQAC. Few of the important committees are Library, Research,

Student Council, Grievance Redressal, feedback and such similar committees

5.3.7 How does the institution network and collaborate with the Alumni and former

faculty of the Institution. Any other relevant information regarding Student Support

and Progression which the college would like to include.

Institute has alumni association which meets regularly to share their experience and Organize

events. Former staff and students visit the Institute periodically and deliver lectures,

updates etc. Eg., Dr. Vishwa Bhat, from William Paterson University, Dr. Sridevi and Dr.

Venkatesh Aithal, from Queensland University, Ms. Veena N R, a specialist in dysphagia,

and Ms. Sowmya Menon an entrepreneur. They also donate books to the library. Former

students speak to the students and also arrange for talks from eminent persons, and arrange

for donations of books to the library.



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Criterion - VI: Governance,

Leadership and

Management



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Criterion VI: Governance, Leadership and Management

6.1 Institutional Vision and Leadership

6.1.1 State the vision and mission of the Institution and enumerate on how the

mission statement defines the institution‘s distinctive characteristics in terms of

addressing the needs of the society, the students it seeks to serve, institution‘s traditions

and value orientations, vision for the future, etc.?

Vision and Mission Statement

Dr. S. R. Chandrasekhar Institute of Speech and Hearing, Bangalore, having been established

as a public institution with public participation and generous contributions, constantly made

efforts to have proper and achievable vision and mission as follows:

Vision

A world without activity limitation for persons with communication disorders.

Mission

Develop need felt world class human resources

Research that ensures human rights

Develop clinical services that promote equal opportunities at affordable cost.

Develop cutting edge science and technology to achieve our vision.

Initiate preventive and pre-emptive action to avoid conditions leading to disabilities.

Develop programmes in a whole life perspective and reduce the burden of family members

of people with communication disorders.

Create and provide infrastructure, laboratory, library and related facilities as stipulated by

University and statutory bodies.

The Institute was established to serve the persons with hearing and speech impairments.

Accordingly, the vision statement envisages ―A world without activity limitation for persons

with communication disorders‖. The mission statement, 7 of them covering initiatives

towards world class human resources, ensuring human rights, equality at affordable costs,

cutting edge science and technology, preventive and pre-emptive action, reducing burden of

families and creating related facilities are in consonance with the objectives in terms of

meeting needs of society.



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6.1.2 What is the role of top management, Principal and Faculty in design and

implementation of its quality policy and plans?

The faculty and principal propose changes in existing conditions and structure. They also

provide list of requirements to the top management. The top management makes the final

decision. The principal and faculty meet every week to discuss issues related to student,

facilities. Feedback forms are collected semester wise from students and incidental

feedback is obtained periodically from stakeholders.

6.1.3 What is the involvement of the leadership in ensuring :

• The policy statements and action plans for fulfilment of the stated mission

The institution has an IQAC with principal as its chairperson. The institution has

conducted SWOC analysis of the constituents of the system and has identified areas for

improvement in each constituent. Action plans have been drawn to improve those

identified areas over a time schedule.

• formulation of action plans for all operations and incorporation of the sam into the

institutional strategic plan

The faculty and management plan the activities for the forthcoming year, in terms of money

required and expected. Participation in state, regional, national and international events

contribute to the formulation of action plans.

• Interaction with stakeholders - Committee for Stakeholders grievances.

The IQAC has a committee for stakeholders grievances redressal. This committee interact

with students, parents, alumni, faculty and similar stakeholders to get suggestions for

improvement and grievance redressal.

• Proper support for policy and planning through need analysis, research

inputs and consultations with the stakeholders

Done at the level of the faculty and necessary approval is taken.

• Reinforcing the culture of excellence

The students are recognized for their outstanding performance every year through awards or

merit certificates.

• Champion organizational change

In consonance with UNCRPD, efforts have been initiated to provide Skype based sign

language interpretation services. An MOU has been obtained with Manasa ENT centre for

cochlear implant surgery under ADIP scheme. We had a sign language supported medical



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consultation which was scheduled on all Wednesday‘s in the institute. In house, the students

are well aware that they can be agents of change. They are a part of the governing council.

6.1.4 What are the procedures adopted by the institution to monitor and evaluate

policies and plans of the institution for effective implementation and improvement from

time to time?

Institute monitors and evaluate policies and plans through meetings. Weekly/monthly

meetings are carried out within the department; between the Principal, heads of various

departments and staff, and staff and management once in three to four months. The

governing council is held twice a year.

6.1.5 Give details of the academic leadership provided to the faculty by the top

management?

Under the IQAC, institutional academic coordinators are designated. The academic

coordinator is accountable, empowered and has the required autonomy to maintain

competitive academic environment. The departmental heads and the unit heads are provided

with relevant leadership.

6.1.6 How does the college groom leadership at various levels?

The institutional administration is decentralized. Different stakeholders participate at

different levels of administration and organizational structure. Faculty, students, alumni and

non-teaching staff participate as members of various committees of the IQAC, providing

excellent platform for leadership grooming.

6.1.7 How does the college delegate authority and provide operational autonomy to the

departments / units of the institution and work towards decentralized governance

system?

Principal is the head of the institution. Authority is delegated in horizontal manner to the vice

principal, HODs and other representatives. Each department/unit is under the direct

supervision of the Head of the department. The Heads of the departments/units implement

strategies to improve academic training, clinical services and research. Several committees

have been constituted in the institute. They play a key role in planning and implementation of

activities in different spheres of functioning.



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6.1.8 Does the college promote a culture of participative management? If ‗yes‘,

indicate the leve ls of part ic ipat ive management.

The institution provides decentralized and participative governance involving student alumni

and parents at different levels of the administration of its constituents.

6.2 Strategy Development and Deployment

6.2.1 Does the Institution have a formally stated quality policy? How is it

developed, driven, deployed and reviewed?

The vision and mission define the quality of work. Work related to students is judged by

results as well as their feedback. Clinical work is judged by client satisfaction or complaints.

6.2.2 Does the Institute have a perspective plan for development? If so, give the aspects

considered for inclusion in the plan.

The college has an established mechanism to generate perspective planned document for the

development of the organization with short term and long term goals and objectives. The

college conducts SWOC analysis identifies the differences and thereby initiates continuous

improvement in all the constituencies of the system. The aspects considered for perspective

planning are curriculum, academic flexibility, teaching learning process, teacher quality,

learning outcomes, research, library facilities, IT facilities, student support, governance,

environment and innovative practices.

6.2.3 Describe the internal organizational structure and decision making processes.

The administrative, academic and head for internal quality assurance cell is the principal. The

institutional coordinators such as the Academic, Administration, Examination and Human

resources deal with respective activities through different stakeholders.

6.2.4 Give a broad description of the quality improvement strategies of the institution

for each of the following

Teaching & Learning

Research & Development

Community engagement

Human resource management

Industry interaction



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• Teaching & Learning-Teacher training, well equipped library, organizing Continuing

Rehabilitation Education (CRE) based on the curriculum, attending conferences/workshops

organized by other institutions/hospitals.

• Research & Development-Funding is provided to the staff of the institute for research

projects. Students are encouraged to undertake research activities under supervision.

• Community engagement – Camps and outreach programmes are conducted with student

and staff participation.

• Human resource management- Institute trains staff to manage various kinds of

activities. For e.g. we had a hearing- impaired engineer who was involved in instrument

maintenance and teaching sign language.

• Industry interaction – Company representatives provide demonstrations of their new

products and software which helps the faculty to be updated in their respective field. We are

in the process of signing a MOU with ‗SOHUM‘, which is an indigenous ABR instrument.

6.2.5 How does the Head of the institution ensure that adequate information (from

feedback and personal contacts etc.) is available for the top management and the

stakeholders, to review the activities of the institution?

Through meetings such as governing body meetings, or management faculty meetings, the

status of any change is presented to the members.

6.2.6 How does the management encourage and support involvement of the staff in

improving the effectiveness and efficiency of the institutional processes?

Research publications in peer reviewed journals get Rs. 5000/-

Conference participations is considered as OOD

Rs.5000/- is given per department for attending one national conference per year.

Management asks for suggestions

6.2.7 Enumerate the resolutions made by the Management Council in the last year and

the status of implementation of such resolutions.

Item in resolution date Status

Mobile speech and hearing clinic to

be more effective

28/1/2015 Work is completed, the bus is functional

Land for institute activities-10 29/7/2015 4 acres of land is being inspected.



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acres

Scrutiny of papers by lawyers

6.2.8 Does the affiliating university make a provision for according the status of

autonomy to an affiliated institution? If ‗yes‘, what are the efforts made by the

institution in obtaining autonomy?

Yes.

6.2.9 How does the Institution ensure that grievances / complaints are promptly

attended to and resolved effectively? Is there a mechanism to analyze the nature of

grievances for promoting better stakeholder relationship?

The grievances redressal cell (GRC) has been constituted in the institute under the IQAC.

The GRC identifies stakeholder‘s grievances through meetings and are resolved effectively.

6.2.10 During the last four years, had there been any instances of court cases filed by

and against the institute ? Provide details on the issues and decisions of the courts on

these?

No.

6.2.11 Does the Institution have a mechanism for analyzing student feedback on

institutional performance? If ‗yes‘, what was the outcome and response of the

institution to such an effort?

The institutional performance assessment has been initiated on the following parameters -

Infrastructure, library, results, academic audit, teacher performance, course and programme,

evaluation by students.

6.3 Faculty Empowerment Strategies

6.3.1 What are the efforts made by the institution to enhance the professional

development of its teaching and non teaching staff?

Teaching staff are deputed for conferences and special training programs. No outside training

is provided for non-teaching non technical staff. Non-teaching technical staff were deputed

for training. For e.g., to make ear moulds.



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6.3.2 What are the strategies adopted by the institution for faculty empowerment

through training, retraining and motivating the employees for the roles and

responsibility they perform?

Besides deputing staff for technical conferences, the institution also arranges motivating talks

and some linked to gender issues. On July 7, 2016, a talk was organized by the women

empowerment committee of the institute on the topic ‗Know our rights and be empowered‘.

The institute rewards those who have performed well - in terms of paper publication with a

certificate and a fixed amount of Rs. 5000/- per paper. The faculty members are encouraged

to participate as resource persons in state, regional or international events.

6.3.3 Provide details on the performance appraisal system of the staff to evaluate and

ensure that information on multiple activities is appropriately captured and considered

for better appraisal.

Institutional coordinators, heads of the department and chairman of the IQAC reviews the self

performance appraisal of the faculty. Based on the improvement needed, actions are initiated

to increase the academic strengths of those faculty.

6.3.4 What is the outcome of the review of the performance appraisal reports by the

management and the major decisions taken? How are they communicated to the

appropriate stakeholders?

Actions are initiated by HR consultants of the institute. Decision would depend on the review.

6.3.5 What are the welfare schemes available for teaching and non teaching staff?

What percentage of staff have availed the benefit of such schemes in the last four years?

Teaching and non teaching staff are covered against accident for a sum of Rs. 1 lakh. Non

teaching staff with income below Rs. 15,000.00 per month are eligible for ESI.

6.3.6 What are the measures taken by the Institution for attracting and retaining

eminent faculty?

Institution selects eminent persons and offers a decent salary. Three positions of professor

emeritus have been approved.



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6.4 Financial Management and Resource Mobilization

6.4.1 What is the institutional mechanism to monitor effective and efficient use of

available financial resources?

The institute audits its accounts internally and through chartered accountants and all loops

holes are closed. The Director keeps a close watch on all items that pass in and out of the

institute. Records are properly maintained.

6.4.2 What are the institutional mechanisms for internal and external audit? When was

the last audit done and what are the major audit objections? Provide the details on

compliance.

Internal and external auditing is carried out every year.

6.4.3 What are the major sources of institutional receipts/funding and how is the

deficit managed? Provide audited income and expenditure statement of academic and

administrative activities of the previous four years and the reserve fund/corpus

available with Institutions, if any.

Major source of income is through student fees and public donations. Some deficits are

managed through clinical services, and some by trustees who raise the money.

6.4.4 Give details on the efforts made by the institution in securing additional funding

and the utilization of the same (if any).

Careful management and proper investments have added to the income. Donations from the

LCIF and Rotary International are worth mentioning.

6.5 Internal Quality Assurance System (IQAS)

6.5.1 Internal Quality Assurance Cell (IQAC)

a. Has the institution established an Internal Quality Assurance Cell (IQAC)? .6 If

‗yes‘, what is the institutional policy with regard to quality assurance and how has it

contributed in institutionalizing the quality assurance processes?

Yes, the college has established decentralized and participative IQAC and has drawn policy

guidelines for achieving the internal quality assurances.



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b. How many decisions of the IQAC have been approved by the management /

authorities for implementation and how many of them were actually implemented?

A few changes have been approved

1. Remodelling of the AVT lab

2. Permission to paint the wall near the MTC by students

3. Attendance monitoring of BSLPA students through biometrics.

c. Does the IQAC have external members on its committee? If so, mention

any significant contribution made by them.

Yes.

d. How do students and alumni contribute to the effective functioning of the IQAC?

The representatives of alumni association are the external members of the IQAC. Through

their participation in the IQAC committee meetings, the external members contribute to the

overall development of the institution.

e. How does the IQAC communicate and engage staff from different constituents of

the institution?

The members of the different constituents of the system are included as part of the internal

quality assurance cell and gets appropriate updates as and when required.

6.5.2 Does the institution have an integrated framework for Quality assurance of the

academic and administrative activities? If ‗yes‘, give details on its operationalisation.

The internal quality assurance cell monitors academic and administrative activities. The

institutional coordinators for academics monitors the performances in curriculum, research

and teaching learning process through exclusive committees assigned to them. The

administrative coordinator reviews the performance in infrastructure, governance and student

affairs.

6.5.3 Does the institution provide training to its staff for effective implementation of

the Quality assurance procedures? If ‗yes‘, give details enumerating its impact.

All the positions and designations under the IQAC have well defined accountability, policies,

procedures and documentation guidelines.



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6.5.4 Does the institution undertake Academic Audit or other external review of the

academic provisions? If ‗yes‘, how are the outcomes used to improve the institutional

activities?

The institute has a mechanism for academic audit once in 2 semesters. Deficiencies as per the

academic audit are identified and actions are thereby initiated. Affiliating Universities and

regulatory authorities conduct external academic audit for continuation of affiliation and

permission of the section.

6.5.5 How are the internal quality assurance mechanisms aligned with the

requirements of the relevant external quality assurance agencies/regulatory authorities?

The IQAC incorporates the parameters for monitoring and implementing quality assurances

across all constituents of the system. The mechanism also incorporates the regulatory

authority‘s requirements.

6.5.6 What institutional mechanisms are in place to continuously review the teaching

learning process? Give details of its structure, methodologies of operations and

outcome?

The college has a functional and effective IQAC. An institutional level academic coordinator

has been designated. This coordinator monitors the teaching learning process. The teaching

learning process is well defined by the regulatory authorities including the learning outcome

and methods to achieve them.

6.5.7 How does the institution communicate its quality assurance policies, mechanisms

and outcomes to the various internal and external stakeholders?

The college has documented policies procedures, practice and accountability for each

constituent of the system. The necessary guidelines for maintaining the documents are

provided to the concerned.

Under the governance, management and leadership, the IQAC has been constituted. The

appropriate documents for finance management, faculty empowerment and strategic planning

are maintained. Perspective planned document prepared for ensuing 5 years.



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Criterion - VII: Innovations

and Best Practices



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Criterion VII: Innovation and Best Practices

7.1. Environment consciousness

7.1.1. Does the Institute conduct a green audit of its campus and facilities? Yes

7.1.2. What are the initiatives taken by the college to make the campus eco-friendly?

- Green belt is maintained on a daily basis in the campus

- Solar panels for heating water have been provided in the hostels

- Rain water harvesting has been established

7.2. Innovations

Give details of the innovations introduced during the last four years which have created a

positive impact on the functioning of the college

- Mobile speech and hearing clinic has been established in order to cater to a large number of

individuals in and around Bangalore. This bus facility is being used while camps are

conducted by the institute. The mobile clinic is equipped with a portab le audiometer, which

enables field testing.

- The clinical services have been extended to include Saturdays, in order to cater to larger

numbers of individuals, especially children

- ―Karna‖, the mannequin. This is a mannequin that is used to monitor recreational listening

levels in individuals who are exposed to noise or music on a daily basis. This is being used in

our institute as well as in camps that are being conducted. This was developed as an

innovative project in collaboration with IEEE and Mr. Hiremath from Flexitron.

- Ramps, railings, and certain accessibility features have been added without causing major

damage to existing built structure

7.3. Best practices

1. Title of the practice 1: Revised AVT program initiated in 2011

a. Goal: To improve the assessment and management services being provided to children

with Hearing Impairments

b. The context: An increasing number of children are being diagnosed with hearing

impairments and many even undergo Cochlear Implants in the recent years. This dic tates the

need for protocols that best serve these children. At the institute we recognized that there was

a need for establishing evidence-based practices in Bangalore, since we were getting referrals

from a large number of private hospitals. This prompted us to revise the existing program

within our campus.



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c. The practice: Children are enrolled in the program based on an initial assessment,

including Audiological, Speech and Language, and an assessment based on the Integrated

Scales of Language Development, which includes skills of audition, pragmatics and

language, Listening Development Scale, and Categories of Perception. Post enrolment, re-

assessments are done once in 3 months. Once in 6 months, sessions of every child are video

recorded and transcribed. This gives a feedback for improving clinical practice as well as

enhances scholarly activities such as research presentations. These children are monitored by

an AVT therapist and audiologist.

d. Evidence of success: On a daily basis, around 15 children are seen in the AVT unit. There

has been an excellent follow-up with children who have even progressed to school- level

education. Last year (2015) we saw 45 children in AVT. We have been able to present our

work in various forums, such as CIGICON (E.g. Bajaj, G. & Gore, M. presented a paper

titled, ‗Effect of Frequency Re-Allocation on the Vowel Perception in Children with

Cochlear Implants‘ at CIGICON Lucknow, which received the 2nd prize for oral presentation

in Audiology) and many of our postgraduate students have completed their dissertations

under the supervision of the teaching staff running AVT unit (E.g. Effect of therapy in

temporal perception on word recognition in noise, 2013).

e. Problems encountered and resources required: Parents of hearing impaired children do

not often follow the language requirements as stipulated in the program. For example,

children often attend school in Kannada, and attend therapy in English, while the mother

might speak in a different language at home.

2. Title of the practice 2 : Voice clinic re-established in 2012

a. Goal: To improve the accuracy of diagnosis of organic pathology leading to voice

disorders, in order to support the assessment and management of these disorders.

b. The context: Prior to the establishment of the clinic, we were only using perceptual and

acoustic measures as part of our pre- and post- therapy protocols. We felt the need for

understanding the underlying organic pathology, as this is an important component of our

therapeutic process, therefore we added stroboscopy. Now with this addition, we are able to

plan better treatment for voice disorders.

c. The practice : Once the assessment is done, we enroll patients for voice therapy. After the

initial 8 sessions, or whenever the clinicians senses progress in the patient‘s voice, a re-

assessment is done to document and monitor progress. Once progress is satisfactory, and

patient‘s voice quality improves then the patient is discharged and called for regular follow-



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ups once in 3 months. The patients are seen by a Speech Language Pathologist and a

consultant ENT.

d. Evidence of success: The clinic caters to a wide variety of patients, including children and

adults. Last year we saw 52 individuals with voice disorders. We are in a position to correla te

our perceptual, acoustic and stroboscopic findings and gain insightful knowledge for both

clinical and scholarly activities. For example, a boy of 11 years who was diagnosed with

Ventricular Dysphonia due to recurrent laryngeal web, attended voice therapy and we were

able to identify and stabilize use of his true vocal folds for communication. We are currently

in the process of preparing this case study in the form of a manuscript.

e. Problems encountered and resources required: We are able to provide stroboscopic

evaluation only once a week as we do not have an in-house Phono-surgeon who is trained in

the procedure.

Committee:

1) Environment Committee:

Chair- Ms. Manu

Members- Ms. Mili M. M.; Ms. Roxanne B.

Activities undertaken

1. A tree was planted as part of green initiative by his Holiness Swami Veereshananda

Saraswathi, Ramakrishna Math, Tumkur, on 27th June 2016.

2. Dr. Meenakshi Bharath, renowned Gynaecologist and President of Loksatta Party gave a

talk on waste management at Dr. S. R. C. ISH, on 2nd August 2016.

3. LED lights have replaced regular bulbs in the Institute.



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Department Wise

Evaluative Report



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Evaluative report of the Department of Hearing studies

1. Name of the Department: Department of Hearing Studies

2. Year of establishment: 1993

3. Is the Department part of a college/Faculty of University? Part of College

4. Names of the programs offered:

BSLPA- Undergraduate degree of three years duration with one year of internship,

with intake of 40.

MASLP- Post graduate degree of two years duration, combined program where students

specialize in both Audiology and Speech- language pathology with an intake of 20.

M.SC (Audiology)-Post graduate degree of two years duration with an intake of 10

D.S.E (HI)-Diploma course for educators of the deaf of two years duration with an intake of

25. B.Ed (HI)-2 batches of 1 year have been completed. Now it is a two year course.

In addition, the Department also hosts ENT PGs from Medical Colleges as internees for a

week‘s duration. Examples- Adichunchanagiri Medical College, Mandya ;Rajarajeshwari

Medical College ,Bengaluru; M.S.Ramaiah Medical College, Bengaluru ;BLDE medical

College, Bijapur; MVJ Medical College, Bengaluru. Department is an internship center for

Speech and Hearing colleges from Karnataka and Kerala, namely, Nitte Institute of Speech

and Hearing; Fr. Mueller‘s College of Speech and Hearing;Mangalore academy of

Professional Sciences; National Institute of Speech and Hearing,Trivandrum;AWH College

of Speech and Hearing, Calicut, Marthoma College of Speech and Hearing,Kasaragod.

Exposure is also provided to students of Rehabilitation Science (St.Ann‘s College,

Bengaluru) and students of Post graduate diploma in early intervention conducted By

COMDEALL trust, Bengaluru.

5. Interdisciplinary programs and departments involved: The department is involved

with the department of Speech Language studies, unit of Psychology and Sunaad school for



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the Hearing impaired for the successful conduction of the diploma, undergraduate and post

graduate level programs.

6. Courses in collaboration with other universities, industries, foreign institutions:

Till 2016, there were no such programs. However, plans are underway for a 30 hour training

program for post graduate students of 2nd year on ―Recent technology in digital hearing aids‖

which will be conducted on Saturdays in collaboration with GN Resound India Ltd, an

industry stalwart. This course will include theoretical background as well as hands on training

in programming. This program is expected to begin mid-October 2016.

7. Details of programs discontinued, if any, with reasons: Nil

8. Examination system: Same as college as under Bangalore University that is at the end

of each semester, there is an University level examination.

9. Participation of the Department in the courses offered by other departments:

BSLPA and MASLP courses include exposure to both audiology and speech language

pathology. Thus there is intensive interaction with the department of Speech language studies

in terms of delivering the course content and clinical exposure to stude nts. Clinical

conferences which focus on case studies necessitate close collaboration with Department of

Speech language studies and also with the Psychology unit.

10. Faculty profile with name, qualification, designation, area of specialization, and

experience:

Name Qualification Designation Area of interest No. of

years of

expertise

Madhuri Gore PhD (Speech

and Hearing)

Professor and

Principal

Aural Rehabilitation

Diagnostic Audiology

Cochlear Implants

33 years

Rashmi J Bhat PhD (Speech

and Hearing)

Professor and HOD Aural Rehabilitation


Hearing Aids

Electrophysiology

Auditory Processing Disorders

Noise Measurement and

hearing conservation

23 years



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Megha Sasidharan MSc

(Audiology)

Lecturer


Cochlear Implants

Electrophysiology

Auditory Neuropathy

7 years

Sujay Dasgupta

MASL

P

Lecturer Noise Measurement and




15 years

Prashasti Poovaiah MSc

(Audiology)

Lecturer Psychophysics

Electrophysiology

Pediatric Audiology

Hearing Aids

5 years

Nit ish Ranjan Patel MSc (Speech

and Hearing)

Lecturer Diagnostic Audiology

Hearing Aids

Vestibular evaluation

4.4 years

Shobin James MSc

(Audiology)

Lecturer Hearing Aids

Cochlear Implants

5 years

Vaishnavi Ramadas MASLP Lecturer Auditory Neuropathy

Cochlear Implants

Electrophysiology


1.5 years

Megha Ravindran MASLP Clin ical Supervisor Cochlear Implants

Hearing Aids


Auditory Processing Disorders

Noise Measurement and


Auditory Neuropathy

4 months

Aleena Joseph MASLP Clin ical Supervisor Diagnostic

audiology,apd

rehabilitation,hearing

device

fitting<neonatal

screening.

1-6 years

Suman N MASLP Clin ical Supervisor Hearing Aids

Electrophysiology

Cochlear Implants


1-6 years

Deena Priya B J. MSc (Speech

and Hearing)

Clin ical Supervisor Electrophysiology 1-6 years

Rency Rachel

Mathews

MSc (Speech

and Hearing)

Clin ical Supervisor Diagnostic

audiology,rehabilitati

on of children with

cochlear

implants,hearing

devce fitting.

1 year

(Resigned

)

Jinsi Elsa Itty BASLP Junior Clin ical

Supervisor

Diagnostic

audiology,neonatal

hearing

screening,hearing aid

fitting.

1-6 years

Jinumol MASLP Clinical

supervisor

Diagnostic

audiology,rehabilitation

4

months

Tessy Gomez M.Sc audiology

Clinical supervisor

Diagnostic audiology,rehabilitation

3 months



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Ms.Padmaparabha

M.Phil; Med (HI), M.ed

(Gen Ed)

Reader(Education)

Co-ordinator

DSE

Education of the deaf 30 years

Ms.Premakumari B.Sc 9Speech and

Hearing)

Lecturer ,DSE

Camp coordinator

Diagnostic audiology

Rehabilitation

Hearing aid fitting

22 years

Ms.Ratna Shetty MA and DEd in HI

Co ordinator,

mothers training Unit

Rehabiliatation for the hearing impaired

10 years

Ms.Kalpana

Hegde

BSc , BEd Therapist for CI Auditory verbal therapy 10 years

Ms.Maria Goretti Diploma in

higher education

Sign Language

Coordinator

Sign Language 5

months

Ms.Prema

Lohia*

10th Std Sign Language

Instructor.

Sign Language 8 years

Mr.Devraj Diploma in

Electronics

Ear mould and

hearing aid repair

Hearing aid technology,

Ear molds, Equipment maintenance , Electronics

30 years

Mr.Ibrahim* 10th Std Ear mould Ear mold making 8 years

Dr.Srinivas MBBS, DLO ENT ENT 1 year

*Individuals with hearing impairment

Annexure 1 –Profiles of department staff.

11. List of senior visiting fellows, adjunct faculty, emeritus professors: As applicable to

College

12. Percentage of classes taken by temporary faculty- program-wise information: As

applicable to College

13. Program-wise student teacher ratio: approximately 20:1(11 faculty with 185students

approximately. Internees do not attend classes and are under the supervision of respective

supervisors at the centers).



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14. Research thrust areas as recognized by major funding agencies :

a) Tele technology for the development of remote monitoring and therapy.

b) Noise measurement and conservation of hearing

c) Neonatal hearing screening.

d) Development of indigenous tests to suit the Indian population.

e) Development of normative data for newly introduced tests.

15. Number of faculty with ongoing projects from a) national, b) international funding

agencies and c) total grants received. Give names of funding agencies, project title and

grants received:

One collaborative project with All India Institute of speech and hearing (Prashasti Pooviah )

with one faculty as co- investigator with no funding.

Major funding was obtained for 10 years (1998-2008) by Christoffel Blinden Mission of

Germany amounting to Rs.50,00,000. This was headed by faculty in Audiology

(Rashmi.J.Bhat) ,aim being establishing the prevalence of hearing impairment and prevention

of hearing impairment in rural Bengaluru.

A collaborative project was also undertaken with Rehabilitation Council of India as a part of

National program on prevention and control of deafness(NPPCD) for 1 year,2007-8,with

funding of about Rs.2,00,000.Training for PHC doctors, Nurses ,school teachers, parents and

village level rehabilitation workers were conducted at Mandya, Hubli Dharwad .Contribution

of the department was also in the form of preparation of three public education posters that

are being used even now during camps and awareness meetings.

16. Special research laboratories sponsored by/created by industry or corporate bodies:

Mobile Speech and Hearing Unit (including two OAE screeners, one automatic ABR

screener, one diagnostic immittance meter and one diagnostic audiometer) Funded by Lion‘s

club International Fund amounting to Rs.80,00,000.



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The purpose is to reach the unreached as the mobile is equipped with state of the art facilities

for testing hearing, differential diagnosis and certification, if disability is present. The mobile

is sound treated to ensure that noise levels are within permissible limits. This facility is

available for organizers of camps and school screening that have been arranged in and

around Bengaluru.

17. Publications: As in annexure 2 and FDS.

Representative publications for 2015

1. Ansari, M.S., & Raghunath,, R. (2015). Neurophysiologic measures of auditory

brainstem responses to Hindi Speech stimulus in typically developing children. Indian J Otol,

21(260-265).

2. Shetty.P& Bhat,R.J (2015). Classroom noise and quality of life in Primary school

teachers. International Journal of Innovative Education, 1 (3).

3. Solomon.L & Aithal.R. (2015). Audiological correlates of renal tubular Acidosis- A

single case study. Journal of otolaryngology ENT research

18. Details of patents and income generated: Nil

19. Faculty selected nationally, internationally to visit other laboratories, institutions,

industries in India and abroad:

1. Dr. Madhuri Gore visited Shangai Qiying Deaf Children School and Xin Hua Hospital in

October, 2015 and gave a talk on the status of deaf education in India.

2. Mr. Prashasti and Mr. Suman represented the department at an international workshop on

Dangerous decibels held at Singapore university in June 2016.

3. Professor Rangasayee was invited as a representative of the Indian Speech and Hearing

professionals in Ireland, August 2016 in the International Association of Logopedics and

Phoniatrics meeting where he chaired a session.



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4. Dr. Rashmi Bhat was invited as a resource person for a national level consensus

development workshop on Speech audiometry at Manipal Academy of Higher education in

November 2016.

20. Faculty serving in national committees, international committees, editorial boards

and any other:

1. ISHA scientific review committee members-Dr.Madhuri

Gore,Dr.Rashmi.J.Bhat,Professor Rangasayee

2. Bangalore chapter- ISHA EC members, President elect for the year 2017-18;President

elect for the national body of ISHA for the year 2017-18 (Dr.Gore)

3. Guest editor of ISHA monograph on Cochlear Implants-Dr.Gore

4. Member of JAIISH editorial board-Dr.Gore

5. Member of ICMR ENT research committee-Prof.Rangasayee.

6. Member of Bureau of Indian Standard, New Delhi-Prof Rangasayee

7. Member of the Audiology committee of International Association of Logopedics &

Phoniatrics-prof Rangasayee.

8. Members of ICMR technical advisory committee for Project on hearing screening being

carried out by Department of ENT, St.John‘s Hospital-Professor Rangasayee, Dr. Gore, Dr.

Bhat.

21. Faculty recharging strategies (Refresher/orientation programs/workshop/training

programs and similar programs):

As included in Annexure 3 with details of programs conducted )

22. Number of student projects year-wise distribution:

2008-10 9-11 10-12 11-13 12-14 13-15

17 19 7 8 8 7



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Details are given in annexure 4

23. Awards/recognitions received at a national/international levels by faculty and

students:

Best paper in language - Meera S.S & Dr. Rashmi Bhat in ISHACON ,2011. Padmasree

Kameswaran oration Award was conferred on Dr.Gore for the year 2014. Manoharan oration

award was conferred on Professor Rangasayee- by Tamilnadu branch of ISHA for 2015. Mr.

Suman and MS. Vaishnavi – obtained award for the second best project for the mannequin to

measure loudness levels of mobile phones given by IEEE in 2015. - Mr.Bibin & DR. Rashmi

Bhat were added the best oral paper in the national level workshop on Vestibular system

held at institute in march 2015. - Ms.Praisy,Mr.Alex &Ms.Megha Sasidharan-ISHA

Bengaluru chapter ,Sep 2016.

Ms. Tessy Gomez, Dr. Rashmi Bhat, Ms. Megha Sasidharan were conferred the best papers

award in AUDICON 3 held at Manipal in September 2016 on Speech Audiometry.

24. Seminars/conferences/workshops organized with source of funding and details of

participants:

Listed below are the few workshops that have been conducted over the years.

Sl.no Title duration Recognised and funded

Student attended

Professionals attended

Amount spent

1 National workshop on

Noise measurement and

Conservation of hearing in

Industrial workers

3 days

1.12.11 to 3.12.11

RCI credits as CRE.

ICMR-50,000Rs

KSPCB-30,000Rs.

RCI-30,000

ENT trust-25,000

150 30 Rs.2,03,380/

2 National seminar on

audiology for

3 days

29.03.2012-

RCI credits as CRE.

Advanced

170 33 RS.1,56,970/



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CI 31.03-2012 Bionics-20,000/IOB-15,000/

Cochlear-

30,000/

Medel-

33,000/

3. National

workshop on Extending the

boundaries of clinical

audiology: Vestibular system

3 days

12.03.2015-14.03.2015

RCI credits

as CRE.

LVB-

50,000/

Global

audiology services-

50,000/

AB-25,000/

149 36 1,80,000/

4. National

level workshop on

Implantable hearing devices-now

and beyond

3 days.

10.03-2016-

12.03.2016

RCI credits

as CRE

LVB-50,000/

Global audiology services-

50,000/

Medel-50,000/

Cochlear-40,000/

AB-25,000/

GN resound-25,000/

Widex-25,000/

Arphi electronics-

15,000/.

ISHA-

155 40 RS.2,00,000



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10,000/

Others-

20,000/

5 National

level workshop on rehabilitation

of CI recipients

2 days.

19.08.2016-20.08.2016

RCI credits

as CRE

ISHA-

20,000/

AB-25,000/

Cochlear-

145 35 Rs.1,82,000/

25. Student profile progamme-wise: Student profile for the year 2016-17 is given in the

following table

Sl.No Name of course

No.Of students admitted /intake

Gender distribution

State-wise distribution

other

1 1 year

BSLPA

40/40 9M:31F Karnataka-10

Kerala-23 TN-3 AP-2

Delhi-1 Kashmir-1

SC-nil

ST-1

2 2 year

BSLPA

40/40 11M:29F Karnataka-11

Kerala-18 AP-2 Delhi-2

TN-5 Manipur-1

Rajasthan-1

Sc-1

ST-1 OBC-2

3 3 Year BSLPA

39/40 9M:30F Kerala-16. Karnataka-13 TN-6

Bihar-1 Maharashtra-1

WB-1 Rajasthan-1

SC-nil ST-nil OBC-4

4 Internees

38/40 4M:34F Kerala-19 Karnataka-9

TN-7 Delhi-1

WB-1 Maharashtra-1

SC-nil ST-nil

OBC-4 BC-3

5 1 year

MASLP

20/20+1Supernumerary 6M:15F Karnataka-2

Kerala_14



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TN-2 AP-1 Srilanka_2

6 2 Year MASLP

17/20 5M:12 F Karnataka-5 Kerala-4 TN-1

AP-2. Odisha-3

Chattisgarh-1

GM-all

7 1 year M.Sc audiology

10/10 2M:8F Karnataka-2 Kerala_2 TN-3

AP-1 NEPAL-1

Delhi-1


5/10 2M:3F Karnataka-1 Kerala-2 TN-1

WB-1

GM-all

9 1 year DSE(HI)

2/25 2M Karnataka-2 SC-1

10 2 year

DSE(HI)

8/25 1M;7F Karnataka-4

kerala-1 AP-3

SC-1

ST-1

11 B.Ed(HI) 0/25

26. Diversity of students:

As seen in the above table ,higher percentage of students are from Kerala .Over the years,

there has been an increasing trend seen with respect to students from Karnataka joining

undergraduate level course. There is also an increasing trend in term of the M: F ration in

BSLPA intake.

27. How many students have cleared civil services/defense services examinations, NET,

SET, GATE, USMLE, PLAB, GPAT, NCLEX, CGFNS, IELTS, and other competitive

examinations:

Alumni of the college who are working in US, UK, European countries appear for

competitive exams such as IELTS & other exams required by associations of hearing

professionals. Apart from this, our courses are not eligible for civil service exams.



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28. Student progression: Following table shows data for the last few years .

Results UG PG

1 2 3 4 5 1 2 3 4 5

Pass

Percentage

2014-15 2013-

14

2012-13 2011-

12

2010-

11

2014-

15

2013-

14

2012-

13

2011-12 2010-11

I Sem BSLPA 53% 90% 87% 98% 66% - - - - -

II Sem BSLPA 83% 93% 90% 98% 70% - - - - -

III Sem

BSLPA

71% 90% 93% 89% 52% - - - - -

IV Sem

BSLPA

100% 93% 93% 89% 74% - - - - -

V Sem BSLPA 97% 98% 89% 89% 100% - - - - -

VI Sem

BSLPA

90% 93% 89% 89% 100% - - - - -

I Sem MASLP - - - - - 93% 91% 100% 86% 100%

II Sem

MASLP

- - - - - Res

(NP)

73% 100% 100% 100%

III Sem

MASLP

- - - - - 82% 100% 100% 100% 88%

IV Sem

MASLP

- - - - - 73%

Res

2(NP)

100% 100% 100% 100%

I Sem M.Sc

(SLP)

- - - - - 100% 75% 86% 100% 100%

II Sem M.Sc

(SLP)

- - - - - Res

(NP

100% 100% 75% 100%

III Sem M.Sc

(SLP)

- - - - - 100% 100% 75% 83% 100%

IV Sem M.Sc

(SLP)

- - - - - 67%

1 NP

100% 100% 100% 100%

I Sem M.Sc

(Aud)

- - - - - 88% 33% 50% 100% 100%

II Sem M.Sc

(Aud)

- - - - - Res

(NP)

50% 100% 80% 100%

III Sem M.Sc

(Aud)

- - - - - 67% 100% 100% 100% 100%

IV Sem M.Sc

(Aud)

- - - - - 66%

75% 100% 100% 100%

Detailed paper-wise and semester-wise result analysis is as seen in annexure 5.



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29. Diversity of staff: We have staff from various regions of India. The following table

denotes the state-wise and gender-wise distribution.

Sl.No. State names No.of Individuals

Gender distribution

1 Karnataka 14 9F;5 M

2 Kerala 8 7F;1M

3 Tamilnadu 2 2F

4 Bihar 1 1M

5 West Bengal

1 1M

30. Code of ethics for research followed by the departments:

ISHA code of ethics has to be followed by all professionals. The Institute has a research

committee which scrutinizes the research proposals to evaluate the feasibility, financial and

ethical constraints and guides the applicants on the same. The student dissertations have to be

presented to the department staff for initial approval. After modifications, they are presented

to the research committee that includes not only the respective guides, co-guides as well as A

Biostatistician and a subject expert. All proposals have to be presented for a minimum

duration of ten minutes with the title, need for the study ,method followed and statistics to be

utilized as well as the implication of the study.

31. Number of faculty who were awarded higher education: 2

32. List of post doctoral ,doctoral students and research associates : Nil

33. Number of post graduate students getting financial assistance from the

institution: As applicable to college.

34. Was any need assessment undertaken before the development of new programs?

If so, Highlight the methodology:

All are well established programs and new ones have not been developed.

35. Does the department get feedback :

Patients: case history section;



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Alumni: College office;

students: college office;

Curriculum: Alumni & Industry

36. Give details of student enrichment programs (special lectures, workshops,

seminar) involving external experts.

As included in Annexure 3

37. List the teaching methods adopted by the faculty for different programs

including clinical teaching:

Classroom lectures and tutorials

Practical demonstrations,

video demonstrations,

online resources.

Expert talks .

Attending workshops where exposure can be expanded.

First year students visit anatomy lab at St.John‘s hospital for exposure.

38. How does the department ensure that the program objectives are constantly met

and learning outcomes are monitored?

Course calendar Semester plan Daily monitoring Examination calendar

Yes; as per the University

Yes; as per the College and

University

Yes, done by clinical supervisors

Yes; as per the University

39. Highlight the participation of students and faculty in extension activities:

Undergraduates and postgraduates regularly attend camps, parental awareness programs and

neonatal hearing screening at three hospitals, under the supervision of senior clinical faculty.

40. Give details of ‗beyond syllabus scholarly activities‘ of the department :



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- Talks given by external experts As included in annexure 3

Participation in workshops and seminars conducted by other speech and hearing institutes

across India-As seen in FDS

- Preparation of manuals for standard operating procedures for the usage of equipments at

the department. This is given in annexure 6.

41. State whether the program/department is accredited/ graded by other agencies.

If yes, give details.

Yes, recognized by RCI and Bangalore University.

42. Briefly highlight the contribution of the department in generating new

knowledge basic or applied:

- The protocol for issuance of disability certificate has been revised to make the process

‗fault-free‘ by adding ABR and OAEs, left thumb impression, and by taking a colour

photograph of the client.

- The digital programmable hearing aid developed by CDAC, Trivandrum (under Ministry

of Information Technology), is being tuned and given to the needy clients who procure the

aids online. These hearing aids cost less than Rs. 6000. Thus, the institute promotes ‗Make

in India‘ policy of the Government.

- We are in the process of redefining the role of Audiologist in the light of ICF-Disability

and Health so as to include the impact of hearing impairment on a person‘s life and in

universal design.

- Second year postgraduate students carry our dissertation work to enhance applied clinical

knowledge

- Utilizing the knowledge gained by interactions with clients to improve our service

delivery.

- Development of a mannequin for measurement of loudness levels of personal listening

devices and mobile phones in the lines of the dangerous decibels program deviced by

Dr.William Martin of Singapore University .This will be used to spread awareness regarding

music induced hearing loss.

43. Future plans of the department:

- To provide neonatal hearing screening services to more hospitals



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- To provide Universal neonatal hearing screening services

- To promote prevention and early intervention of children with Hearing impairment in

NPPCD districts

- To develop vestibular assessment clinic.

- To offer tinnitus retraining therapy.

- To prepare test manuals disorder wise.

- To develop a training unit for auditory processing skill development.



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Department of Speech Language Studies

Name of the Department: Department of Speech Language Studies

1. Year of establishment : 1983

2. Is the Department part of a college/Faculty of University? Part of College

3. Names of the programs offered :

BSLPA- Undergraduate degree of three years duration with one year of internship, with

intake of 40.

MASLP- Post graduate degree of two years duration, combined program where students

Specialize in both Audiology and Speech-language pathology with an intake of 20.

M.Sc (Speech language pathology)-Post graduate degree of two years duration with an

intake of 10

Ph.D in speech and Hearing, Bangalore University.

D.S.E (HI)-Diploma course for educators of the deaf of two years duration with an intake

of 25.

B.Ed (HI)-2 batches of 1 year have been completed. Now it is a two year course.

Department is an internship center for Speech and Hearing colleges from Karnataka and

Kerala, namely,

1. NITTE Institute of Speech and Hearing; Mangalore.

2. Fr. Muller‘s College of Speech and Hearing; Mangalore.

3. Mangalore academy of Professional Sciences; Mangalore.

4. National Institute of Speech and Hearing, Trivandrum;

5. AWH college of Speech and Hearing, Calicut,

6. Marthoma College of Speech and Hearing, Kasaragod.

In addition, the Department also hosts ENT PGs as internees from Medical Colleges for a

week‘s duration. Examples-

1. Adichunchanagiri Medical College, Mandya ;

2. Rajarajeshwari Medical College ,Bangalore;

3. M.S.Ramaiah Medical College, Bangalore ;

4. BLDE medical College, Bijapur;

5. MVJ Medical College, Bangalore.

Exposure is also provided to students of Rehabilitation Science (St.Ann‘s College,

Bengaluru) and students of Post graduate diploma in early intervention conducted By

COMDEALL trust, Bangalore.



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4. Interdisciplinary programs and departments involved : The department is involved

with the department of Hearing studies, unit of Psychology and Sunaad School for the

Hearing impaired for the successful conduction of the diploma, undergraduate and post

graduate level programs.

5. Courses in collaboration with other universities, industries, foreign institutions :

Till 2016, there were no such programs. However, plans are underway to start collaboration

with University for voice analysis, dysphagia assessment etc

6. Details of programs discontinued, if any, with reasons : Nil

7. Examination system: Same as college as under Bangalore University that is at the end

of each semester, there is a University level examination.

8. Participation of the Department in the courses offered by other departments :

BSLPA and MASLP courses include exposure to both audiology and speech language

pathology. Thus there is intensive interaction with the department of Hearing studies in terms

of delivering the course content and clinical exposure to students. Clinical conferences which

focus on case studies necessitate close collaboration with Department of Hearing studies and

also with the Psychology unit.

9. Faculty profile with name, qualification, designation, area of specialization, and

experience :

Sl. no

Faculty Name &

Qualification

Designation Area of Specialization / Interest

1 Prof. R Rangasayee

M.Sc.[Speech & Hearing]

Director - Technical

Guide and Research Supervisor for PhD studies at

MUHS Nasik, Areas: Rehabilitation of persons

with Speech, Language & Hearing Impairment, Diagnostic and Educational Audiology,

Infrastructure for Speech, Hearing and communication

centers, Organizational matter & HR, ICF.

2 Dr. B. S.

Premalatha PhD[Speech

& Hearing]

Professor and

HOD, Dept .of Speech

Language

Guide and Research Supervisor for Ph.D.

studies at Bangalore University Communication and Swallowing Disorders,

management in head and neck cancer Adult



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3

Sl. no

Faculty Name &

Qualification


Studies language disorders, voice & its disorders,

Speech Language production and processing

3 Dr.Anita

Reddy PhD [ Speech

& Hearing]

Associate

Professor

Voice Disorders, Maxillofacial Anomalies

Fluency Disorders

4 Mr. Rinnu Joseph

Chacko MASLP

(Audiology & Speech, language

Pathology)

Lecturer Voice & fluency disorders , Adult neuro communication disorders, Neuro imaging

in speech, language

5 Ms. Reeta

Jaya Philip MASLP (Audiology &

Speech, language

pathology )

Lecturer Autism Spectrum Disorder, Voice, TBI

Communication impairment following Traumatic brain injury, registered for Ph.D. – Bangalore Part Time

6 Ms.Mereen Rose Babu

Lecturer Voice Disorders, Maxillofacial Anomalies. Registered for Ph.D. – Bangalore

University, Part Time.

7 Ms. Sneha

Mareen Varghese M.Sc (Speech

and Hearing)

Lecturer Language acquisition, Language

impairment in Children literacy, fluency disorders

8 Ms. Deborah

Deanne Athaide MASLP

Lecturer Child language disorders, Neuro

speech & language disorder.



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4

Sl. no

Faculty Name &

Qualification


(Audiology &

Speech Language Pathology)

9 Dr. Mili Mary Mathew

PhD (Speech, Language Pathology)

Lecturer Multimodal communication AAC, Motor Speech disorders

10 Ms. H. R. Sreemathi

M.Sc[Speech & Hearing]

Clinical Supervisor

Child Language Disorders

11 Ms.Shasirekha

B.Sc (Speech & Hearing)

Jr. Clinical

Supervisor

Adult and child language

disorders-Assessment and intervention

12 Roxanne Briggs

Clinical supervisor

Child language disorders

13 Novomi Mery Clinical

supervisor

Child language disorders and fluency

disorders

14 Kausalya

Sahani

Clinical

supervisor

Adult language disorders and fluency

disorders

15 Ms. Alphonsa Joseph

M.Sc. (Psychology)

Associate Professor &

HOD Psychology unit

Learning Disability, Adolescent Guidance, Educational Planning for children with

ASD, Behaviour Therapy, Family Counseling.

16 Ms. Sushma M. R. M. Sc (Psychology)

Developmental Therapist

Management of Autism Spectrum Disorders



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Sl. no

Faculty Name &

Qualification


17 Mrs.

Mageetha M.Sc (Psychology),

B.Ed, M.R., Dip-LD, DSE

(HI), M.Sc (Yoga)

NIOS

Instructor, Yoga Therapist

Special Education (Hearing impaired &

Learning Disability) and Mental Retardation, Therapist for special children and general

18 Ms. Nandini.

S. M.Sc (Psychology

Junior

Psychologist

Training Autistic children, Behavioral

therapy, Assessment training, learning disability

19 Ms. Jasmine M.J. M.Sc (Psychology)

Junior Psychologist

Training Autistic children, Assessments, Behavioral therapy, Learning disability

20 Ms. Jayashree M.Sc

Psychology

Junior Psychologist

Training Autistc children, Assessments, Behavioral therapy, Learning disability

Annexure 1 –Profiles of department staff.

10. List of senior visiting fellows, adjunct faculty, Emeritus Professor:

As applicable to College

11. Percentage of classes taken by temporary faculty- program-wise information : As

applicable to College

12. Program-wise student teacher ratio : approximately 20:1(11 faculty with 185students

approximately. Internees do not attend classes and are under the supervision of respective

supervisors at the centers).

13. Research thrust areas as recognized by major funding agencies :

1. Speech and language assessment in geriatric population

2. Swallowing disorders in neuro degenerative disorders

3. Role of AAC in clinical population

4. Gestural communication in infants

5. Voice disorders and its assessment



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6. Use of technology for assessment of speech disorders

14. Number of faculty with ongoing projects from a) national, b) international funding

agencies and c) total grants received. Give names of funding agencies, project title and

grants received :

Yet to receive information from funding agencies about the acceptance of the project

15. Special research laboratories sponsored by/created by industry or corporate bodies:

Mobile Speech and Hearing Unit (including two OAE screeners, one automatic ABR

screener, one diagnostic immittance meter and one diagnostic audiometer) and Speech and

Language assessment funded by Lion‘s club International Fund amounting to Rs.80, 00,000.

The purpose is to reach the unreached as the mobile Speech and Hearing unit is equipped

with state of the art facilities for testing hearing, differential diagnosis and certification if

disability is present. The mobile bus is sound treated to ensure that noise levels are within

permissible limits. This facility is available for organizers of camps and schools screening

that have been arranged in and around Bengaluru.

16. Publications : As in annexure 2 and FDS.

Representative publications for 2015

1. Ansari, M.S., & Raghunath, R. (2015). Neurophysiologic measures of auditory brainstem

responses to Hindi Speech stimulus in typically developing children. Indian J Otol, 21(260-

265).

2. Premalatha B.S., Varghese S.M., Gundelli. R. Role of a speech therapist in the

assessment and management of psychogerm dysphagia : a case report Int. J. Health Su. Res.

2015 5 (5):579-583.

3. Patterns in the emergence of hand actions in typically developing infants. Mathew M.

and Manjula R. (2015). Journal of Communication Disorders, Deaf Studies and Hearing

Aids, 3(3), 1-5.

4. ―Singers and non Singers perception of vocal vibrato‖ Anitha Reddy and Uma

Subramaniah (2014), ―Journal of Voice, 5, 11(603-610).

5. Premalatha B.S., Sujatha and Mercen Role Babu ―Dysphagia and its management in

Hemi Mandibulectemcy – A case report ―Journal of research and advancement in dentistry

Vol. 4:2 (201-206)

17. Details of patients and income generated : Nil



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18. Faculty selected nationally, internationally to visit other laboratories, institutions,

industries in India and abroad :

1. Dr. Premalatha visited Tata Memorial Hospital October, 2015 and gave a talk and

chaired the session on the status of dysphagia in head and neck cancer

2. Professor Rangasayee was invited as a representative of the Indian Speech and Hearing

professionals in Ireland, August 2016 in the International Association of Logopedics and

Phonetics meeting where he chaired a session.

3. Dr.Mili Mary Mathew presented and attended the 7th International Society for Gesture

Studies Conference in Paris, July 18th-22th. The poster that was presented was titled,

―Role of mirror neurons and metalizing system in gesture production‖ (Mathew & Jie, 2016)

4. Ms. Reeta Philip added to a paper on present Brain Disorders and

Therapeutics, 24th

-26th

August 2015, London.

19. Faculty serving in national committees, international committees, editorial boards

and any other :

1. ISHA scientific review committee members- Professor Rangasayee, Dr. B. S. Premalatha.

2. Bangalore chapter- ISHA EC member-Dr.B.S. Premalatha

3. Reviewer for JAIISH editorial board-Dr.B.S. Premalatha

4. Reviewer for Journal of laryngeology and voice -- Dr.B.S. Premalatha

5. Editorial member for Journal of Laryngology and Voice-- Dr.B.S. Premalatha

6. Member of ICMR ENT research committee-Prof.Rangasayee.

7. Member of Bureau of Indian Standard, New Delhi-Prof Rangasayee

8. Member of the Audiology committee of International Association of Logopedics &

Phonetics- Prof Rangasayee.

20. Faculty recharging strategies (Refresher/orientation programs/workshop/training

programs and similar programs) :

As included in Annexure 3 with details of programs conducted

21. Number of student projects year-wise distribution :

2008-10 9-11 10-12 11-13 12-14 13-15

17 19 7 8 8 7

Details are given in annexure 4



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22. Awards/recognitions received at a national/international levels by faculty and

students:

Dr. Ratna Oration award was conferred on Dr.B.S.Premalatha for the year 2016 by Indian

speech and Hearing Association.

Manoharan oration award to Professor Rangasayee-Tamilnadu branch of ISHA,

2015.

B. S. Premalatha and Ms. Smita Caren Mathias best paper award―Speech and Swallowing

assessment in a case of subtotal Glossectomy, International Conference on a Communication

Rehabilitation after head and neck cancers, Conducted by Tata Memorial Hospital, Mumbai

on 8th – 10th June 2015

Reeta Philip and Premalatha B.S best poster presentation ―Clinical examination of

swallowing difficulties in individuals with TBI‖ 2 days National Conference on TBI- A

Multidisciplinary Approach conducted by Dr. S.R. Chandrasekhar Institute of Speech and

Hearing. Sept 10th-11th 2015

Suman and Premalatha B.S ― Therapeutic use of Botox in the management of failed

TEP- A case report, Tan ISHA CON held at Chennai , 2014 won best oral presentation.

Best oral paper - Sharon G., and Premalatha B.S Code Switching and Code Mixing as an

Invention Strategies in Multilingual aphasic- A case study, 2013

Best paper in language - Nayana S and Premalatha B.S. Therapy outcome following

stroke-a case report‖ in 5th National Women‘s Science Congress held at Bidar, Nov, 2012.

23. Seminars/conferences/workshops organized with source of funding and details of

participants :

Listed below are the few workshops that have been conducted over the years.

Sl.no Title Duration Recognized and funded Stude

nt and

professionals

attended

Amount spent

1 National

conference on Aging and its

effects on Hearing, Speech,

language and

3 days

19th - 21st Sept 2013

RCI credits as CRE.

ICMR New Delhi,

Widex India Pvt

Ltd,

Starkey India Pvt

Ltd,

Vaibhav Speech



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communication and Hearing Center, Mysore

AIISH, Mysore,

Bangalore Chapter

of ISHA BC,

ISHA MAIN

2 National

seminar on Assessment of neurogenic

communication disorders-

illustrative case studies

3 days

21st-23r August 2014

RCI credits as CRE.

ICMR, NEW Delhi,

Vaibhav speech and

hearing center,

Meenakshi ENT

Specialty center, Bangalore

Indian speech and

hearing association,

Nayak hearing care

clinic, Bangalore

Magpie Speech

language therapy center, Bangalore.

3. National

conference on Traumatic brain

injury- A multi disciplinary approach

2 days

10.09.2015-11.09.2015

RCI credits as CRE.

Vaibhav speech and hearing center,

Meenakshi ENT Specialty center,

Bangalore

Lakshmi Vilas

Bank

Sravana Speech and Hearing centre,

Kerala,

Indian speech and

hearing association,

Plexus neuro center,

Bangalore

220 Rs.

2,12,671=50

4. National seminar on

Dysphagia: Basics and Insights for

speech pathologists

1 day 28th Feb 2015

RCI credits as CRE,

Vaibhav speech and

hearing center.

127 Rs. 49,066/



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5 Seminar on living with laryngectomy

1 day. 19/02/2016

RCI credits as CRE,

Vaibhav speech and

hearing center,

Shreyaas health

care Coimbatore,

Meenathki ENT

center, Bangalore

190 Rs.77,642

24. Student profile progamme-wise : Student profile for the year 2016-17 is given in the

following table

Sl.No Name of course No. Of students admitted /intake

Gender distribution

State-wise distribution

other

1 1 year BSLPA 40/40 9M:31F Karnataka-10 Kerala-23

TN-3 AP-2

Delhi-1 Kashmir-1

SC-nil ST-1

2 2 year BSLPA 40/40 11M:29F Karnataka-11 Kerala-18

AP-2 Delhi-2

TN-5 Manipur-1 Rajasthan-1

Sc-1 ST-1

OBC-2

3 3 Year BSLPA 39/40 9M:30F Kerala-16. Karnataka-13 TN-6

Bihar-1 Maharashtra-1

WB-1 Rajasthan-1

SC-nil ST-nil OBC-4

4 Internees 38/40 4M:34F Kerala-19

Karnataka-9 TN-7

Delhi-1 WB-1 Maharashtra-

1

SC-nil

ST-nil OBC-4

BC-3

5 1 year MASLP 20/20+1Supernumerary 6M:15F Karnataka-2 Kerala_14

TN-2 AP-1 Srilanka_2

6 2 Year MASLP 17/20 5M:12 F Karnataka-5

Kerala-4

GM-all



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TN-1 AP-2. Odisha-3

Chattisgarh-1


10/10 2M:8F Karnataka-2 Kerala_2

TN-3 AP-1

NEPAL-1 Delhi-1


5/10 2M:3F Karnataka-1 Kerala-2

TN-1 WB-1

GM-all

9 1 year DSE(HI) 2/25 2M Karnataka-2 SC-1

10 2 year DSE(HI) 8/25 1M;7F Karnataka-4

kerala-1 AP-3

SC-1

ST-1

11 B.Ed(HI) 0/25

25. Diversity of students : As seen in the above table, higher percentage of students are

from Kerala .Over the years, there has been an increasing trend seen with respect to students

from Karnataka joining undergraduate level course. There is also an increasing trend in term

of the M: F ration in BSLPA intake.

26. How many students have cleared civil services/defense services examinations, NET,

SET, GATE, USMLE, PLAB, GPAT, NCLEX, CGFNS, IELTS, and other competitive

examinations :

Alumni of the college who are working in US, UK, European countries appear for

competitive exams such as IELTS & other exams required by associations of hearing

professionals. Apart from this, our courses are not eligible for civil service exams.

27. Student progression : Following table shows data for the last few years.

28.

Results UG PG

1 2 3 4 5 1 2 3 4 5

Pass

Percentage

2014-

15

2013-

14

2012-

13

2011-

12

2010-

11

2014-

15

2013-

14

2012-

13

2011-

12

2010-

11

I Sem BSLPA

53% 90% 87% 98% 66% - - - - -

II Sem

BSLPA

83% 93% 90% 98% 70% - - - - -

III Sem BSLPA

71% 90% 93% 89% 52% - - - - -

IV Sem BSLPA

100% 93% 93% 89% 74% - - - - -



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V Sem BSLPA

97% 98% 89% 89% 100% - - - - -

VI Sem

BSLPA

90% 93% 89% 89% 100% - - - - -

I Sem MASLP

- - - - - 93% 91% 100% 86% 100%

II Sem MASLP

- - - - - Res (NP)

73% 100% 100% 100%

III Sem MASLP

- - - - - 82% 100% 100% 100% 88%

IV Sem MASLP

- - - - - 73% Res

2(NP)

100% 100% 100% 100%

I Sem M.Sc (SLP)

- - - - - 100% 75% 86% 100% 100%

II Sem

M.Sc (SLP)

- - - - - Res

(NP

100% 100% 75% 100%

III Sem M.Sc (SLP)

- - - - - 100% 100% 75% 83% 100%

IV Sem

M.Sc (SLP)

- - - - - 67%

1 NP

100% 100% 100% 100%

I Sem M.Sc

(Aud)

- - - - - 88% 33% 50% 100% 100%

II Sem M.Sc (Aud)

- - - - - Res (NP)

50% 100% 80% 100%

III Sem

M.Sc (Aud)

- - - - - 67% 100% 100% 100% 100%

IV Sem M.Sc (Aud)

- - - - - 66%

75% 100% 100% 100%

Detailed paper-wise and semester-wise result analysis is as seen in annexure 5.

29. Diversity of staff : We have staff from various regions of India. The following table

denotes the state-wise and gender-wise distribution.

Sl.No. State names No. of Individuals Gender distribution

1 Karnataka 8F;0 M

2 Tamilnadu 1F;0M

3 Andhra Pradesh 1M; 1F

4 Kerala 1M; 8F

4. Orisa 1F

5 Maharastra 1F

30. Code of ethics for research followed by the departments :

ISHA code of ethics has to be followed by all professionals. The Institute has a research

committee which scrutinizes the research proposals to evaluate the feasibility, financial and

ethical constraints and guides the applicants on the same. The student dissertations have to be

presented to the department staff for initial approval. After modifications, they are presented



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to the research committee that includes not only the respective guides, co-guides as well as A

Biostatistician and a subject expert. All proposals have to be presented for a minimum

duration of ten minutes with the title, need for the study, method followed and statistics to be

utilized as well as the implication of the study.

31. Number of faculty who were awarded higher education : 2

Anita Reddy been awarded PhD degree from Bangalore University. 2016

Mili Mary Mathew been awarded PhD degree from Mysore university 2016

32. List of post doctoral ,doctoral students and research associates : 4

Doctoral Students

Smita Caren Mathias

Srividya Balaji

Reeta Philips

Mareen Rose

33. Number of post graduate students getting financial assistance from the institution :

As applicable to college.

34. Was any need assessment undertaken before the development of new programs? If

so, Highlight the methodology :

All are well established programs and new ones have not been developed.

35. Does the department get feedback :

Yes. Department gets feedback from various levels regarding the activity and clinical

services,

1. Patients: case history section;

2. Alumni: College office;

3. Students: college office;

4. Curriculum: Alumni & professionals

36. Give details of student enrichment programs (special lectures, workshops, seminar)

involving external experts.

As included in Annexure 3

37. List the teaching methods adopted by the faculty for different programs including

clinical teaching :

Classroom lectures and tutorials

Practical demonstrations,

video demonstrations,



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Online resources.

Expert talks.

Attending workshops where exposure can be expanded.

First year students visit anatomy lab at St.John‘s hospital for exposure and brain

museum, Pathology lab at NIMHANS

38. How does the department ensure that the program objectives are constantly met

and learning outcomes are monitored?

Course calendar Semester plan Daily monitoring Examination calendar

Yes; as per the

University

Yes; as per the

College and University

Yes, done by clinical

supervisors

Yes; as per the

University

39. Highlight the participation of students and faculty in extension activities :

Undergraduates and postgraduates regularly attend camps, parental awareness programs and

neonatal hearing screening at three hospitals, under the supervision of senior clinical faculty.

40. Give details of ‗beyond syllabus scholarly activities‘ of the departme nt :

1. Talks given by external experts As included in annexure 3

2. Participation in workshops and seminars conducted by other speech and hearing

institutes across India-As seen in FDS

3. Preparation of manuals for standard operating procedures for the usage of eq uipments at

the department. This is given in annexure 6.

41. State whether the program/department is accredited/ graded by other agencies. If

yes, give details

Yes, recognized by RCI and Bangalore University.

42. Briefly highlight the contribution of the department in generating new knowledge

basic or applied :

- Preparation of pamphlets to educate public education reg. speech, language and

swallowing disorders.

- Conducting conferences/seminar and workshops to orient students about disorder and

intervention of the speech language disorders

- Build up of specialized clinics to assessment and therapy of various disorders such as

neuro degenerative, dysphagia fluency impairments

- Development of AAC devices to enhance verbal communication



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5

- Use of high tech voice assessment and therapeutic protocol for professional voice users

- Building up interaction with various organization like nightingale trust, Parkinson society

of Karnataka to post out student for better clinical exposure.

- We are in the process of redefining the role of speech language pathologist in the light of

ICF-Disability and Health so as to include the impact of the same impairment on a person‘s

life and in universal design.

- Second year postgraduate students carry our dissertation work to enhance applied clinical

knowledge

- Utilizing the knowledge gained by interactions with clients to improve our service

delivery.

43. Future plans of the department :

- To provide language and cognitive assessment in elderly population

- To provide feeding assessment to infants

- To promote development of specialized clinics for neurodegenerative disorder clients

- To offer usage of AAC to clinical population for better communication

- To establish dysphagia clinic to needy patients in and around Bangalore

- To prepare test manuals disorder wise.

- To enhance clinical skill of UG and PG students

- To offer improvised therapeutic technique for all types of disorder.

- To develop a training unit for auditory processing skill development.



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Declaration



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Declaration by the Head of the Institution

I hereby certify that the data included in the Self Study Report (SSR)

are true to the best of my knowledge.

This SSR is prepared by the institution after internal discussions and

no part thereof has been outsourced.

I am aware that the Peer team will validate the information provided

in this SSR during the peer team visit.

Place: Bengaluru Principal of the Institution

Date:



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8

Compliance



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9

Certificate of compliance

(Affiliated/Constituent/Autonomous Colleges and Recognized Institutions)

This is to certify that Dr. S. R. Chandrasekhar Institute of Speech and Hearing

fulfils all norms

1. Stipulated by Bangalore University and

2. Regulatory Council/Body Viz., Rehabilitation Council of India and

3. The affiliation and recognition is valid as on date.

It is noted that NAAC‘s accreditation, if granted, shall stand cancelled

automatically, once the institution loses its University affiliation or Recognition

by the Regulatory Council, as the case may be.

In case the undertaking submitted by the institution is found to be false then the

accreditation given by NAAC is liable to be withdrawn. It is also agreeable that

the undertaking given to NAAC will be displayed on the college website.

Date : Principal/Head of the Institution

Place: Bangalore

Documents

Dr. S. R. Chandrasekhar Institute of Speech and HearingDr. S. R. Chandrasekhar Institute of Speech and Hearing Kariyanapalya, Hennur Main Road, Lingarajapuram, Bengaluru, Karnataka