PSYCHOLOGY APPLICATIONS IN SPECIAL EDUCATION
| Title | ΕΦΑΡΜΟΓΕΣ ΨΥΧΟΛΟΓΙΑΣ ΣΤΗΝ ΕΙΔΙΚΗ ΑΓΩΓΗ / PSYCHOLOGY APPLICATIONS IN SPECIAL EDUCATION |
| Code | ΨΥ-837 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600013569 |
Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 8 | 4 | 5 |
| Academic Year | 2024 – 2025 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600255313
|
| Section | Instructors |
|---|---|
| 1. Φοιτητές Ψυχολογίας | Anastasia Alevriadou |
| 2. Φοιτητές Άλλων Τμημάτων | Anastasia Alevriadou |
Course Type 2021
Specialization / Direction
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600255313
- eLearning:
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
Greek
Excellent Knowledge
English
Learning Outcomes
At the end of the course, students will be able to: (a)know the importance of special education from historical and contemporary perspectives, (b)identify current trends and critical issues in the field of special education, (c)get sensitive in matters about disability and social inclusion of people with special educational needs and/or disabilities, (d)recognize the role and responsibilities of special education teachers and form functional contexts of cooperation with the special scientific faculty and especially with psychologists, (e)support the students with special educational needs and /or disabilities and their families especially in the field of psycho-emotional functionning, (f) develop cooperative relationships with the family and the community.
General Competences
- Apply knowledge in practice
- Work in an interdisciplinary team
- 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)
The purpose of the course is to help students understand the basic concepts and theoretical approaches of special education and to familiarize them with the fields of application of psychology science in special education.In particular, the introductory part of the course discusses issues of definitions of special education and its aims. Additionally, specific categories of children and adolescents with special educational needs and/or disabilities (specific learning disabilities, intellectual disabilities, giftedness, ADHD ETC) are examined, while research-based psychoeducational interventions based on their specific characteristics are presented.
Keywords
special educational needs and/or disabilities, psychoeducational interventions, psychoeducational, emotional and psychosocial support
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Description
Use of audio-visual material Email to communicate with the students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 114 | 4.4 | ✓ | ||
| Laboratory Work | 13 | 0.5 | ✓ | ||
| Exams | 3 | 0.1 | ✓ | ||
| Total | 130 | 5 |
Student Assessment
Description
Students will be evaluated by their performance in the final written examination.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Smith, D.D. & Tyler, N.C. (2019). "ΕΙΣΑΓΩΓΗ ΣΤΗΝ ΕΙΔΙΚΗ ΑΓΩΓΗ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ-ΦΕΡΝΟΝΤΑΣ ΤΗΝ ΑΛΛΑΓΗ".(Eπιστ. Επιμέλεια Α.Σ. Αντωνίου, μετάφραση Α. Γρίβα). Αθήνα: εκδόσεις Gutenberg.
Additional bibliography for study
Alevriadou, Α., & Lang, L. (2011). Active citizenship & contexts of special education: A critical perspective. London: Cice. http://www.cicea.eu/docs/GUIDELINES/general/guidelines-12.pdf
Aλευριάδου, Α. & Γκιαούρη, Σ. (2009). Γενετικά σύνδρομα νοητικής καθυστέρησης. Αναπτυξιακή και εκπαιδευτική προσέγγιση. Θεσσαλονίκη: University Studio Press.
Αλευριάδου, Α.,Γκιαούρη, Σ., & Παυλίδου, Κ. (2016). Προβλήματα συμπεριφοράς σε άτομα με νοητική αναπηρία. Διαχείριση στο πλαίσιο της συμπεριληπτικής εκπαίδευσης. Αθήνα: Πεδίο.
Γκιαούρη, Σ., Αλευριάδου, Αναστασία, & Ραχανιώτη, Ε. (2022). Κοινωνική Ανάπτυξη παιδιών με Νοητική Αναπηρία και Σύνδρομο Down στη γενική και ενιαία εκπαίδευση.
ΕΓΧΕΙΡΙΔΙΟ ΑΝΟΙΚΤΗΣ ΠΡΟΣΒΑΣΗΣ
https://repository.kallipos.gr/simple-search?query=%CE%91%CE%9B%CE%95%CE%A5%CE%A1%CE%99%CE%91%CE%94%CE%9F%CE%A5
Γκιαούρη, Σ., Αντωνίου, Α.Σ., & Αλευριάδου, Α. (2021). Γέφυρες μετάβασης από το σχολείο στην εργασία και δια-βίου ανάπτυξη για άτομα με νοητική αναπηρία. Αθήνα:Παρισιάνου.
Heward, W. L. (2011). Παιδιά με ειδικές ανάγκες, Μια εισαγωγή στην ειδική εκπαίδευση.(Επιμ.: Α. Δαβάζογλου, Κ. Κόκκινος, Μτφρ.: Χ. Λυμπεροπούλου).
Μαλεγιαννάκη, Α.Χ.& Κοσμίδου, Μ. (2021). Νευροψυχολογία των γενετικών συνδρόμων. Αθήνα:Gutenberg.
Παντελιάδου, Σ. & Αργυρόπουλος, Β. (2011). Ειδική Αγωγή-Από την έρευνα στη διδακτική πράξη. Αθήνα: Πεδίο.
Last Update
03-03-2022
