ALTERNATIVE PROGRAMMES FOR STUDENTS WITH MENTAL RETARDATION

Course Information
TitleΕΝΑΛΛΑΚΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ ΓΙΑ ΜΑΘΗΤΕΣ ΜΕ ΝΟΗΤΙΚΗ ΚΑΘΥΣΤΕΡΗΣΗ / ALTERNATIVE PROGRAMMES FOR STUDENTS WITH MENTAL RETARDATION
CodeΓΚΑ.017
Interdepartmental ProgrammeDPMS PSychopaidagōgikī tīs Éntaxīs <<Éna Scholeío gia Ólous>> (2017-sīmera)
Collaborating SchoolsEarly Childhood Education
Philosophy and Education
Pre-school Education and Educational Design of the University of the Aegean
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Barbas
CommonNo
StatusActive
Course ID80002938

Programme of Study: DPMS PSychopaidagōgikī tīs Éntaxīs <<Éna Scholeío gia Ólous>> (2017-sīmera)

Registered students: 30
OrientationAttendance TypeSemesterYearECTS
PSYCΗOPAIDAGŌGIKES SYNISTŌSES TŌN EIDIKŌN EKPAIDEUTIKŌN ANAGKŌN Compulsory Course belonging to the selected specialization (Compulsory Specialization Course)327

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours6
Class ID
600131770
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction)
Prerequisites
Required Courses
  • ΑΚΟ.002 EPISTEMOLOGY OF DISABILITY AND DIVERSITY
  • ΒΚΑ.010 EPISTEMOLOGY OF SPECIAL EDUCATION
  • ΒΚΑ.011 TRANSDISCIPLINARY EDUCATION
Learning Outcomes
Graduate students acquire the specialized knowledge required to design an educational program which will serve the target for most effective independent living, and which will encompass the basic parameters concerning the development of social skills, the management of the stigma of disability and the development of social relations.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in an interdisciplinary team
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
• to explore the concepts of intelligence-competence-performance. • to help students distinguish between intellectual deficits and specific developmental disorders. • to teach them how to assess and diagnose mental deficits • to present disability as a social problem and the concept of stigma • to analyze the social, cognitive and learning characteristics of individuals with learning deficits. • To introduce the principles of independent living, self-determination, quality of life, and of functional programs for children with intellectual disorder
Educational Material Types
  • Notes
  • Book
  • Articles
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
Description
power-point program in teaching
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures39
Seminars30
Fieldwork45
Reading Assigment60
Internship50
Written assigments26
Total250
Student Assessment
Description
At the end of the course, students submit a written assignment that concerns the study and evaluation of a child or adolescent with intellectual disability and the design of a suitable intervention program.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Report (Formative)
Bibliography
Additional bibliography for study
Μπάρμπας, Γ. Αντιφάσεις και προοπτικές στη σχολική ένταξη μαθητών με νοητική ανεπάρκεια, Εισήγηση στο 4ο Πανελλήνιο Συνέδριο Θεραπευτικής Γυμναστικής, Θεσσαλονίκη, 2010 Εκπαιδευτικό υλικό του έργου ΕΠΕΑΕΚ: ΕΠΙΝΟΗΣΗ - Εξειδίκευση Εκπαιδευτικών - Ειδικού Εκπαιδευτικού Προσωπικού και Παραγωγή Εκπαιδευτικού Υλικού για Ήπια Νοητική Καθυστέρηση, 2008 Schalock, R.L. The concept of quality of life: what we know and do not know, Journal of Intellectual Disabilities Research, 48(3), 203-216, 2004 Bouck, E.C. Functional Curriculum Models for Secondary Students with Mild Mental Impairment, Education and Training in Developmental Disabilities, 44(4), 435-443, 2009
Last Update
19-01-2017