EDUCATIONAL APPROACHES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS-INTELLECTUAL DISABILITIES

Course Information
TitleΠΑΙΔΑΓΩΓΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΣΤΗΝ ΕΙΔΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΜΕ ΕΜΦΑΣΗ ΣΤΗ ΝΟΗΤΙΚΗ ΑΝΕΠΑΡΚΕΙΑ / EDUCATIONAL APPROACHES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS-INTELLECTUAL DISABILITIES
CodeΕΠ.2.036
FacultyEducation
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Barbas
CommonYes
StatusActive
Course ID80003404

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 84
OrientationAttendance TypeSemesterYearECTS
CoreOrientation CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Class ID
600151560
Type of the Course
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
Required Courses
  • ΥΒ.1.005 SPECIFIC DEVELOPMENTAL DISORDERS-LEARNING DISABILITIES
  • ΥΒ.1.006 INTRODUCTION TO SPECIAL EDUCATION
  • ΥΒ.1.010 SOCIOLOGY OF EDUCATION
Learning Outcomes
Firstly, by the end of the course students will have delved into the crucial current issues of special education through experiential and theoretical processing (experience and evidence based practice) that attempts to answer (addresses) the following questions: which students should be included? What is the purpose of inclusion? What is the meaning of inclusion in peer culture, the relation between the development of learning skills and social inclusion, the aims of special education, the features of the relevant school settings? Secondly, the course will help students: •delve into the current crucial issues concerning the education of intellectually disabled children through experiential and theoretical processing that attempts to answer similar to the above questions, •train in qualitative research methods: all the above issues become topics of experiential in inclusive classes, •acquire the skills a researcher-educator needs •acquire the skills a special educator needs to cope with the current demands.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course provides a comprehensive coverage of the following pedagogical issues in special education: •Pedagogical approaches to the interpretation of learning problems •The role of processing methods in school learning and achievement-learning style-analytic vs. holistic processing methods •Learning as intentional behavioral modification, i.e. an activity modifying the meaning of school knowledge and of the self as student within the framework of symbolic interaction. •Defining the field of “special educational needs”: difficulties and conflicts-the relation between special and mainstream education in Greece. •Criteria for distinguishing between “special educational needs” and other learning problems. •The role of special education-special education settings: content and traits •Pedagogy of inclusion-“a school for all”: references to the historical background, socio-pedagogical issues, and critical approaches to the social and pedagogical vagueness and contradictions •The professional profile of the special educator: The course also provides an extensive discussion of the Education of intellectually disabled students, focusing on the following: •Intellectually disabled students’ traits-intrinsic causes and environmental influence-interpretative approaches •Social behavior-the stigma-the impact on social skills-the attitude and role of the family •The prevailing view about the education of intellectually disabled children-structure and content of special education in Greece. •Educational targets: achieving the maximum of independence in social life-components: social skills-stigma management-social integration of the disabled child into their immediate environment.
Keywords
special education, special educational needs, integration, inclusion, intellectual disability, self-determination, indepented living
Educational Material Types
  • Notes
  • Book
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Reading Assigment200.8
Tutorial200.8
Internship502
Written assigments210.8
Total1506
Student Assessment
Description
During the lectures and seminars students present their progress in the assignment, and receive feedback so as to improve it. At the end of the course students have to present orally an extensive discussion of the resource rooms they investigated, their structure, and the learning and social problems students face within the inclusive setting. Students have to explain and support the basic results of their study.
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Formative)
Bibliography
Course Bibliography (Eudoxus)
1. Μπάρμπας, Γ., Σχολείο και Μάθηση, μια αποκλίνουσα σχέση, «Προμηθεύς», 2007. 2. Hodapp, Ζώνιου-Σιδέρη, Σπανδάγου, Αναπτυξιακές θεωρίες και αναπηρία: νοητική καθυστέρηση, αισθητηριακές διαταραχές και κινητική αναπηρία, Μεταίχμιο, 2005.
Additional bibliography for study
Πανεπιστημιακές Σημειώσεις: 1. Ειδική Εκπαίδευση και η προσέγγιση της ένταξης, Γ. Μπάρμπα 2. Μ. Τζουριάδου, Γ. Μπάρμπας (επιμέλεια) Εκπαίδευση παιδιών με νοητική καθυστέρηση Επιπλέον: Ζώνιου-Σιδέρη, Α. (2011). Σύγχρονες ενταξιακές προσεγγίσεις. Τόμος Α΄ Θεωρία, Αθήνα: Εκδόσεις Πεδίο. Bruner, J. (1997). Πράξεις νοήματος. (Γ. Καλομοίρης, Μετάφραση). Αθήνα: Ελληνικά γράμματα. Charlot, B. (1999). Η σχέση με τη γνώση, Στοιχεία για μία θεωρία, (Μ. Καραχάλιος & Ε. Λινάρδου-Καραχάλιου, Μετάφραση). Αθήνα: Μεταίχμιο-έκφραση. Γκότοβος, Α. (1990). Η λογική του υπαρκτού σχολείου. Αθήνα: Gutenberg. Γκότοβος, Α. (1990). Παιδαγωγική αλληλεπίδραση, επικοινωνία και κοινωνική μάθηση στο σχολείο. Αθήνα: Gutenberg. Μπίκος, Κ. (2004). Αλληλεπίδραση και κοινωνικές σχέσεις στη σχολική τάξη. Αθήνα: Ελληνικά γράμματα. Goffman E. (2001). Στίγμα, Σημειώσεις για τη διαχείριση της φθαρμένης ταυτότητας, (μετ. Δ. Μακρυνιώτη). Αθήνα: εκδόσεις Αλεξάνδρεια.
Last Update
19-01-2017