Current issues in special education

Course Information
TitleΣύγχρονα θέματα Ειδικής Αγωγής / Current issues in special education
CodeΠΕΕΑ201
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorSouzana Panteliadou
CommonNo
StatusActive
Course ID600018128

Programme of Study: Paidagōgikī Epistīmī: Eidikī Agōgī, Paidagōgikī tou Scholeíou, Synechizómenī Ekpaídeusī

Registered students: 11
OrientationAttendance TypeSemesterYearECTS
Special EducationCompulsory Course117.5

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Class ID
600148479
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
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)
  • English (Examination)
Learning Outcomes
The goal in this course is to familiarize students with the theoretical background, the historical development and the current thinking in special education. In specific, issues regarding the concept of disability within the social model, the definitions of inclusion, inclusive education and integration and the prerequisites for any inclusion implementation are discussed. Special education and inclusion is critically presented, through the rationale of the disability movement and it is also enriched with the disability studies rationale. A special emphasis is placed on current national and international issues, referring to the theory and the implementation of special education.
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 international context
  • 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
Keywords
Special education, inclusion, inclusive education, disability, disability studies, research
Educational Material Types
  • Notes
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures261.0
Reading Assigment753
Written assigments883.5
Other / Others
Total1897.6
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Bashan, B. & Holsblat, R. (2012). Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program, Mentoring & Tutoring: Partnership in Learning, 20 (2), pp. 207-226. Friend, M., Cook, L., Hurley-Chamberlain, D & Shamberger, C. (2010). Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education, Journal of Educational and Psychological Consultation, 20 (1), pp. 9-27. Halvorsen, A. T. & Neary, Th. (2001). Building inclusive schools. Tools and strategies for success. Allyn & Bacon. Kimberly, E. Bryant, D. Dieker, L., Pearl C. & Kirkpatrick, R. M. (2012). Planning in the Middle: Co-Planning Between General and Special Education, Journal of Educational and Psychological Consultation, 22(3), pp. 208-226. Lampropoulou, V. & Padeliadu, S. (1997). Teachers of the deaf as compared with other groups of teachers on attitudes towards people with disabilities and inclusion. Annals of the Deaf, 142(1), 26-33. Loreman, T. Deppeler, J. & Harvey, D. (2010). Inclusive Education – Supporting diversity in the classroom. Routledge. Mavropoulou, S. & Padeliadu, S. (2002). Teachers’ Causal Attributions for Behaviour Problems in relation to Perceptions of control. Educational Psychology, 22(2), 191-202. Mavropoulou, S., & Padeliadu, S. (2000). Greek Teachers’ Perception of Autism and Implications for Educational Practice : A Preliminary Analysis. Autism , 4(2), 173-183 Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58 Padeliadu, S. & Lampropoulou, V. (1997). Attitudes of special and regular education teachers towards school integration. European Journal of Special Needs Education, 12(3), 173-183. Padeliadu, S. (1998). Time demands and experienced stress in Greek mothers of children with Down’s syndrome. Journal of Intellectual Disability Research, 42(2), 144-153. Shallcross, T. & Robinson, J. (1999). A Model of Participation in Continuing Professional Develoment and Evaluation through Action Research in Educating for Sustainability, Journal of In-Service Education, 25(3), pp. 403-422. Swain, J. & French, S. (2008). Disability on equal terms. Sage Publications. Walsh. J. M. (2012). Co-Teaching as a School System Strategy for Continuous Improvement, Preventing School Failure: Alternative Education for Children and Youth, 56(1), pp. 29-36. Wang, Q. (2008) A generic model for guiding the integration of ICT into teaching and learning, Innovations in Education and Teaching International, 45(4), pp. 411-419. Zames Fleische, D. & Zames, F. (2001).The Disability Rights Movement. Temple University Press. Λαμπροπούλου, Β., & Παντελιάδου, Σ. (2000). Ειδική Αγωγή στην Ελλάδα – Κριτική Θεώρηση Στο Α. Κυπριωτάκης (επιμ.) «Πρακτικά Πανευρωπαϊκού Συνεδρίου Ειδικής Αγωγής, (156-170). Πανεπιστήμιο Κρήτης, Ρέθυμνο. Παντελιάδου Σ., Χιδερίδου-Μάνδαρη, Α. (2010). Μαθησιακές Δυσκολίες και Εκπαιδευτικοί. Εμπειρίες Γονέων. Πρακτικά 2ου Πανελλήνιου Συνεδρίου Εταιρείας Ειδικής Παιδαγωγικής Ελλάδος, «Η Ειδική Αγωγή αφετηρία εξελίξεων στην Επιστήμη και στην Πράξη», (1011-1019), ΕEΠΕ, Αθήνα. Παντελιάδου, Σ. & Αργυρόπουλος, Β. (Επιστημ. Επιμέλεια) (2011). Ειδική αγωγή: Από την έρευνα στη διδακτική πράξη, (σελ. 299). ΠΕΔΙΟ, Αθήνα. Παντελιάδου, Σ. (2005).Σχολική ένταξη και αρτιμελισμός στην εκπαίδευση. Στο Π. Αγγελίδης (Επιμ.) Συμπεριληπτική εκπαίδευση – Από το περιθώριο στην συμπερίληψη (107-122). Κυπροέπεια, Λεμεσός. Παντελιάδου, Σ. (2007). Η μέθοδος της παρατήρησης και οι εκπαιδευτικές πρακτικές. Στο Β. Σβολόπουλος (επιμ.), Σύνδεση Εκπαιδευτικής Έρευνας και Πράξης. Η Ακαδημαϊκή πλευρά (145-156). Ατραπός, Αθήνα. Παντελιάδου, Σ. (2007). Πολιτική της αναπηρίας και εκπαιδευτική ένταξη. Στο Σ. Μαυροπούλου (επιμ.), Η κοινωνική ένταξη σε σχολείο και η μετάβαση σε χώρο εργασίας για τα άτομα στο φάσμα του αυτισμού: Θεωρητικά ζητήματα και εκπαιδευτικές παρεμβάσεις (5-18). ΓΡΑΦΗΜΑ, Θεσσαλονίκη. -Συναφή επιστημονικά περιοδικά: ⎼ Journal of Special Education ⎼ Exceptional Children ⎼ Educational Psychology ⎼ Journal of Inclusive Education ⎼ Remedial and Special Education
Last Update
17-02-2020