INTELLECTUAL DISABILITIES: PSYCHOLOGICAL APPROACH

Informationen zur Lehrveranstaltung
TitelINTELLECTUAL DISABILITIES: PSYCHOLOGICAL APPROACH / INTELLECTUAL DISABILITIES: PSYCHOLOGICAL APPROACH
CodeΨΥ-631
FakultätPhilosophische
Cycle / Level1. Grund- und Hauptstudiengang
SemesterSpring
CommonNein
StatusAktiv
Course ID600020295

Studienplan: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 21
FachrichtungForm des KursbesuchsSemesterJahrECTS
KORMOSWahlveranstaltung635

Informationen zur Veranstaltung
Akademisches Jahr2022 – 2023
KurslehrdauerSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600212888
Veranstaltungstyp
  • Persönliche Anwesenheit
Elektronischer Zugang zu Unterrichtsmaterialien
Erasmus
The course is also offered to exchange programme students.
Sprache
  • Englisch (Lehre, Prüfung)
Allgemeine Kompetenzen
  • Anwendung des Wissens in der Praxis
  • Anpassung an neue Situationen
  • Arbeit in einem multidisziplinären Umfeld
  • Produktion von neuen Forschungsideen
  • Planung und Projektmanagement
  • Respektieren von Vielfalt und Multikulturalität
  • Kritik und Selbstkritik
  • Förderung des freien, kreativen und induktiven Denkens
Lehrmaterialien
  • Buch
  • Skript
  • Interaktive Übungen
Einsatz von Informations- und Kommunikationstechnologie
IKT-Nutzung
  • Einsatz von IKT in der Lehre
  • Einsatz von IKT in der Bewertung der Studierenden
Unterrichtsorganisation
ActivitiesArbeitsbelastungECTSEinzelarbeitGruppenarbeitErasmus
Vorlesungen903.5
Erstellen einer Arbeit / v. Arbeiten381.5
Prüfung20.1
Total1305
Bewertung der Studierenden
Beschreibung des Verfahrens
  • Schriftliche Prüfung mit Multiple-Choice-Fragen (Endnote)
  • Schriftliche Prüfung mit Problemlösung (Endnote)
Empfohlene Bibliographie
zum Kurs (Eudoxos)
International review of research in developmental disabilities. Volume 50 [electronic resource] Fifty years of research in intellectual and developmental disabilities Κωδικός Βιβλίου στον Εύδοξο: 77645655 Edited by Robert M. Hodapp, Deborah J. Fidler Volume 50, Pages 1-332 (2016) Νευροψυχολογία των Γενετικών Συνδρομών (2021) Επιμελητής: Χρυσή-Αμαρυλλίς Μαλεγιαννάκη Επιμελητής: Μαίρη-Ελένη Κοσμίδου Εκδόσεις: Gutenberg
Weitere Bibliographie
Alevriadou, Α., & Lang, L. (2011). Active citizenship & contexts of special education: A critical perspective. London: Cice. Alevriadou, A., & Tsakiridou, E. (2010). The use of strategies in embedded figures tasks by boys with and without organic mild mental retardation: A review and some experimental data. In M. Barnes (Editor), Genes, brain and development: The neurocognition of genetic disorders. Cambridge, MA: Cambridge University Press. Agran, M., Hughes, C., Thoma, C. A., & Scott, L. A. (2016). Employment social skills: What skills are really valued? Career Development and Transition for Exceptional Individuals, 39, 111-120. Burack, J. A., Russo, N., Flores, H., Iarocci, G., & Zigler, E. (2011). The more we know, the less we know, but that's OK: Developmental implications for theory, methodology, and interpretation. In J. A. Burack, R. M. Hodapp, G. Iarocci & E. Zigler (Eds.), Handbook of intellectual disabilities and development (pp. 3-12). New York: Oxford University Press. Carter, E. W. (2017). The promise and practice of peer support arrangements for students with intellectual and developmental disabilities. International Review of Research in Developmental Disabilities, 52, 141-174. Friedman, C., & Rizzolo, M. C. (2018). Friendship, quality of life, and people with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities, 30, 39-54. Hodapp, R., Burack, J.& Zigler, E. (Eds.) (1990). Issues in the developmental approach to mental retardation. Cambridge, Mass: MIT Press. Hodapp, R., DesJardin, J., & Ricci, L. (2003). Genetic syndromes of mental retardation: Should they matter for the early interventionist? Infants and Young Children, 16, 152–160. Iarocci, G., Yager, J., Rombough, A., & McLaughlin, J. (2008). The development in social competence among persons with Down syndrome: From survival to social inclusion. In L.M. Glidden (Ed.), International Review of Research in Mental Retardation (Vol. 35, pp. 87–110). Toronto, CA: Elsevier Inc. Mavropalias, T., Alevriadou, A. & Rachanioti, E. (2019). Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International Journal of Developmental Disabilities. doi.org/10.1080/20473869.2019.1675429 Ryan, S. M., Nauheimer, J. M., George, C. L., & Dague, E. B. (2017). “The most defining experience”: Undergraduate university students’ experiences mentoring students with intellectual and developmental disabilities. Journal of Postsecondary Education and Disability, 30(3), 283-298. Thirion-Marissiaux, A., & Nader-Grosbois, N. (2008). Theory of mind ‘‘beliefs’’, developmental characteristics and social understanding in children and adolescents with intellectual disabilities. Research in Developmental Disabilities, 29, 547–566. Giaouri, S., Alevriadou, A., & Tsakiridou, E. (2010). Theory of mind abilities in children with Down syndrome and non-specific intellectual disabilities: An empirical study with some educational implications. Procedia Social and Behavioral Sciences 2, 3883–3887. Ypsilanti, A., Grouios, G., Alevriadou, A., & Tsapkini, K. (2005). Expressive and receptive vocabulary in children with Williams and Down syndromes. Journal of Intellectual Disability Research, 49, 353-364.
Last Update
25-08-2021