This study is to analyze the factors of cognitive engagement in content of the courses at AIOU. For this purpose, the unit entitled 'Futurology and Education of course "Trends and Issues in Education" code 3701for MS Leading to PhD program of AIOU was selected. The objectives of the project work were to identify and analyze the factors of cognitive engagement and to give suggestions for the improvement of the said course in the light of opinions of faculty members and students. The population of study was all faculty members of AIOU Faculty of education and all students of MS Leading to Ph.D. Program enrolled in semester spring 2009 who studied the said course. In view of the time and resources constraints, unit #1 entitled 'Futurology and Education of course "Trends and Issues in Education" code 3701for MS Leading to Ph.D program of AIOU was selected in order to collect the data through structured questionnaire designed for the purpose. The data was analyzed and the results were converted into percentages and mean scores. Findings were drawn and conclusion were made The language of the content is simple.

The purpose of the present study is to investigate the behavioral problems in the disabled students, thus explaining the poor social and behavioral functioning associated with learning disabilities and emotional disturbances. Students with physical disabilities were used as sample for the purpose of study. A checklist of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems was considered to obtain data. Students with disabilities were less accepted and liked and also perceived their self-worth and social acceptance to be lower than normal students. Group interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished them from the normal students. The findings highlight that majority of the disabled students have bitter behavioral expressions, and low achievement. The study supports the notion that there may be a common cognitive cause for both disability and behavior problems. The study is equally beneficial for trainers, researchers and special education trainee teachers.