Academic and phychosocial support to students with learning disabilities

Course Information
TitleΜαθησιακή και ψυχοκοινωνική στήριξη μαθητών με μαθησιακές δυσκολίες / Academic and phychosocial support to students with learning disabilities
CodeΠΕ302
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Doikou
CommonNo
StatusActive
Course ID600003472

Programme of Study: Paidagōgikī epistīmī 2016

Registered students: 7
OrientationAttendance TypeSemesterYearECTS
Eidikī AgōgīCompulsory Course2110

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
600032669
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
This seminar aims to underscore the importance and the need for provision of academic, emotional and social support to students with learning disabilities for the purpose of enhancing successful completion of their education and promoting their psychosocial development. More specifically: The students are expected to: - acquire sufficient knowledge concerning the difficulties of pupils with learning disabilities in the use of cognitive and metacognitive strategies and in study skills - acquire sufficient knowledge concerning the psychosocial difficulties pupils with learning disabilities - understand the importance of the provision of academic and psychosocial support to pupils with learning disabilities in the school context - develop skills of critical evaluation of research - develop research skills by conducting a research project on a topic related to the content of the course
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This seminar aims to underscore the importance and the need for provision of academic, emotional and social support to students with learning disabilities for the purpose of enhancing successful completion of their education and promoting their psychosocial development. More specifically, the course aims to familiarise the students with educational programmes and methods that are orientated to this goal. The difficulties of the students with learning disabilities in the use of cognitive strategies as well as their difficulties in the psychosocial domain are first described. Methods for cognitive strategies and study skills instruction are examined. In addition, the framework of the design, the implementation and the evaluation of prevention or intervention programmes of psychosocial support for these students is explored from a risk and resilience perspective. Special emphasis is placed on the need for development of emotional and social skills of the students with learning disabilities and improvement of their social interaction with their peers. Examples of social and emotional learning programmes and social skills training programmes are discussed. 1. Difficulties of students with learning disabilities in the use of cognitive and metacognitive strategies and in study skills 2. Psychosocial difficulties of students with learning disabilities: behavioural and emotional difficulties 3. Academic support: enhancing the use of cognitive and metacognitive strategies and study skills of students with learning disabilities- 4. Academic support:Teaching methods and techniques. 5. Exemplary programmes to address the difficulties of students with learning disabilities in the use of cognitive and metacognitive strategies 6. Psychosocial support for the students with learning disabilities. Theoretical context. The enhancement of resilience 7. Social skills training programmes. Aims, content, teaching methods, assessment. 8. social and emotional learning programmes. Aims, content, teaching methods, assessment. 9. Exemplary Social skills training programmes for students with learning disabilities 10. Exemplary social and emotional learning programmes for students with learning disabilities 11. The role of the teacher: The relationship between teacher and students with learning disabilities. Social support from teachers 12. Teacher-parent partnership. Collaboration between general and special education teachers 13. Evaluation of the course's content-critical approach: Identification of issues for further investigation.Challenges that the teacher faces in the context of provision of social support for students with learning disabilities.
Keywords
Specific learning disabilities, resilience, learning strategies, academic support, social skills training, social-emotional learning
Educational Material Types
  • Notes
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Power point elearning
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars261.0
Reading Assigment853.4
Project702.8
Written assigments702.8
Total25110.0
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Report (Formative)
  • παρουσίαση ερευνητικής εργασίας στην τάξη/ συμμετοχή στα σεμινάρια (Formative, Summative)
Bibliography
Additional bibliography for study
Ενδεικτική βιβλιογραφία Ελληνόγλωσση Weare, K. & Gray, G. (2000). Η προαγωγή της ψυχικής και συναισθηματικής υγείας στο σχολείο – Παγκόσμια Οργάνωση Υγείας-Γραφείο Ευρώπης/ Μετ. Κ. Σώκου Αθήνα: Ελληνικά Γράμματα. Δαβάζογλου, Α & Κόκκινος, Κ. (2003). Η σχέση του σχολείου με οικογένειες που έχουν παιδιά με μαθησιακές δυσκολίες, Παιδαγωγική Επιθεώρηση, 35, 97-114. Goleman, D. (1998) Η συναισθηματική νοημοσύνη / Μετ. Α. Παπασταύρου. Αθήνα: Ελληνικά Γράμματα Δόικου-Αυλίδου, Μ. (2006). Ψυχοκοινωνική στήριξη των μαθητών με ειδικές μαθησιακές δυσκολίες: Αντιλήψεις φοιτητών/τριών για το ρόλο του εκπαιδευτικού, Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρείας Βορείου Ελλάδος, 4, 89-118. Δόικου-Αυλίδου, Μ. (2006). Ο ρόλος του εκπαιδευτικού στην αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με μαθησιακές δυσκολίες: Απόψεις εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης, Παιδαγωγική Επιθεώρηση, 41, 93-116. Δόικου-Αυλίδου, Μ. (2007). Η αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με ειδικές μαθησιακές δυσκολίες: Η συμβολή των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης, στο Πανευρωπαϊκό Συνέδριο "Η ευρωπαϊκή διάσταση της ειδικής αγωγής. Ανάδυση μιας άλλης φυσιογνωμίας" (σσ. 240-253). Θεσσαλονίκη: University Studio Press. Ζαφειροπούλου, Μ. & Παπαδοπούλου-Φαρμάκη, Μ. (2004). Μαθησιακές δυσκολίες: Εναλλακτικοί τρόποι αξιολόγησης και αντιμετώπισης, στο Μ. Ζαφειροπούλου & Κλεφτάρας Γ. (επίμ.). Εφαρμοσμένη κλινική ψυχολογία του παιδιού (σσ. 19-64). Αθήνα: Ελληνικά Γράμματα. Ίσαρη, Φ. (2007). Η ανάπτυξη της ψυχικής ανθεκτικότητας: Μια εναλλακτική προσέγγιση στα πλαίσια της εκπαίδευσης και των μαθησιακών δυσκολιών. Στο Βιβλίο Πρακτικών Πανευρωπαϊκό Συνέδριο: Η Ευρωπαϊκή διάσταση της ειδικής αγωγής: Ανάδυση μιας άλλης φυσιογνωμίας (σσ. 276-283). Θεσσαλονίκη: University Studio Press. Ματσόπουλος, Αναστάσιος (Επιμ) (2011). 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Last Update
02-03-2017