Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
Course ID600020295

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 21
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Class Information
Academic Year2022 – 2023
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
General Prerequisites
Very good Knowledge of English language.
Learning Outcomes
Upon successful completion of the course, students will: gain a basic understanding of the theoretical approaches of intellectual disabilities know the terminology and definitions of intellectual disabilities distinguish the cognitive, learning, and psycho-social characteristics of children and adolescents with intellectual disabilities become familiar with the criteria and means of assessing intellectual disabilities Know the neuropsychological profiles of basic genetic syndromes like Down syndrome, Prader-Willi syndrome, Williams syndrome etc become familiar with intervention programs and the supportive role of the family
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Introduction to the study of Intellectual Disabilities 2. Definition issues and Classification, Epidemiology – Etiology 3. The Developmental Approach of Intellectual Disabilities 4. Motivational and Personality Factors in the Performance of the individuals with Intellectual Disabilities 5. Intellectual disabilities: Etiology – related cognitive profiles, strategies and educational planning challenges 6. Genetic syndromes associated with intellectual disabilities: An overview (Down syndrome, Williams, Prader-Willi, etc). 7. Self determination and choices for people with intellectual disabilities 8. Social skills and friendships for individuals with intellectual disabilities- Intervention programs 9. Employment and Intellectual Disabilities- Post-High School Transition for Individuals with Down syndrome 10. Life skills for persons with intellectual disabilities 11. Intervention issues and intellectual disabilities from a psychological perspective 12. Family issues and intellectual disabilities 13. Conclusions
intellectual disabilities, cognitive profiles, employment issues, genetic syndromes, social skills
Educational Material Types
  • Notes
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
ICT will be used in many ways. In course teaching, in communication with students and in student assessment. Use of audio-visual equipment in teaching Use of emails in communicating with students
Course Organization
Written assigments381.5
Student Assessment
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Assignment (Summative)
  • Report (Formative)
Course Bibliography (Eudoxus)
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
Additional bibliography for study
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. 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.
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