Course Information
TitleΜαθησιακή και ψυχοκοινωνική στήριξη μαθητών με μαθησιακές δυσκολίες / Academic and psychosocial support to students with learning disabilities
CodeΠΕΕΑ202
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Doikou
CommonNo
StatusActive
Course ID600018129

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
600148480
Course Category
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
The students are expected to: - acquire knowledge concerning the theory and research regarding psychological resilience, and understand the role of academic and psychosocial support as protective factors for students with specific learning disabilities - get familiarised with methods and techniques that are used for the academic support of the students with specific learning disabilities and aim to the enhancement of their learning strategies - acquire knowledge regarding the construct of social and emotional competence and the importance of the implementation of programmes aiming at enhancing the social and emotional skills of students with specific learning disabilities - acquire knowledge and get familiarised with the objectives and the context of design of programmes of psychosocial support by critically analysing relevant programmes that have been successfully implemented - explore the educator’s role in the promotion of psychosocial development of students with learning disabilities and in the implementation of programmes that aim to the development of social and emotional skills - develop research skills by conducting a small research project on a topic related to the content of the course
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This seminar aims to underscore the importance and the need for provision of academic, emotional and social support to students with learning disabilities for the purpose of enhancing successful completion of their education and promoting their psychosocial development. More specifically, the course aims to familiarise the students with educational programmes and methods that are orientated to this goal. The difficulties of the students with learning disabilities in the use of cognitive strategies as well as their difficulties in the psychosocial domain are first described. Methods for cognitive strategies and study skills instruction are examined. In addition, the framework of the design, the implementation and the evaluation of prevention or intervention programmes of psychosocial support for these students is explored from a risk and resilience perspective. Special emphasis is placed on the need for development of emotional and social skills of the students with learning disabilities and improvement of their social interaction with their peers. Examples of social and emotional learning programmes and social skills training programmes are discussed. 1. Difficulties of students with learning disabilities in the use of cognitive and metacognitive strategies and in study skills 2. Psychosocial difficulties of students with learning disabilities: behavioural, emotional and social difficulties 3. The construct of resilience. Social and emotional competence. Prevention and intervention for students with specific learning disabilities. The concept of support 4. Academic support: enhancing the use of cognitive and metacognitive strategies and study skills of students with learning disabilities- methods and techniques. 5. Exemplary programmes to address the difficulties of students with learning disabilities in the use of cognitive and metacognitive strategies 6. Psychosocial support: theoretical background of programmes of psychosocial support. Social and emotional learning. Social skills learning 7. Social and emotional learning programmes: Aims, content, teaching methods, assessment. Implementation of social and emotional learning programmes for students with learning disabilities 8. The outcomes of exemplary social and emotional learning programmes for students with learning disabilities 9. Social skills training programmes. Aims, content, teaching methods, assessment. 10. The role of the teacher in the psychosocial support of students with learning disabilities and in the implementation of programmes. Teacher-parent partnership. Collaboration between general and special education teachers 11. Presentation of students’ research projects – discussion 12. Presentation of students’ research projects – discussion 13. Evaluation of the course's content-critical approach: Identification of issues for further investigation. Challenges that the teacher faces in the context of provision of social support for students with learning disabilities.
Keywords
specific learning disabilities, social support, academic support, social and emotional learning programmes, social skills training programmes
Educational Material Types
  • Slide presentations
  • Book
  • άρθρα από επιστημονικά περιοδικά
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 Assigment502
Project602.4
Written assigments51.52.1
Total187.57.5
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • προφορική παρουσίαση εργασιών (Formative, Summative)
Bibliography
Additional bibliography for study
Ελληνόγλωσση Weare, K. & Gray, G. (2000). Η προαγωγή της ψυχικής και συναισθηματικής υγείας στο σχολείο – Παγκόσμια Οργάνωση Υγείας-Γραφείο Ευρώπης/ Μετ. Κ. Σώκου Αθήνα: Ελληνικά Γράμματα. Δαβάζογλου, Α & Κόκκινος, Κ. (2003). Η σχέση του σχολείου με οικογένειες που έχουν παιδιά με μαθησιακές δυσκολίες, Παιδαγωγική Επιθεώρηση, 35, 97-114. Goleman, D. (1998) Η συναισθηματική νοημοσύνη / Μετ. Α. Παπασταύρου. Αθήνα: Ελληνικά Γράμματα Δόικου-Αυλίδου, Μ. (2006). Ψυχοκοινωνική στήριξη των μαθητών με ειδικές μαθησιακές δυσκολίες: Αντιλήψεις φοιτητών/τριών για το ρόλο του εκπαιδευτικού, Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρείας Βορείου Ελλάδος, 4, 89-118. Δόικου-Αυλίδου, Μ. (2006). Ο ρόλος του εκπαιδευτικού στην αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με μαθησιακές δυσκολίες: Απόψεις εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης, Παιδαγωγική Επιθεώρηση, 41, 93-116. Δόικου-Αυλίδου, Μ. (2007). Η αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με ειδικές μαθησιακές δυσκολίες: Η συμβολή των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης, στο Πανευρωπαϊκό Συνέδριο "Η ευρωπαϊκή διάσταση της ειδικής αγωγής. Ανάδυση μιας άλλης φυσιογνωμίας" (σσ. 240-253). Θεσσαλονίκη: University Studio Press. Ζαφειροπούλου, Μ. & Παπαδοπούλου-Φαρμάκη, Μ. (2004). Μαθησιακές δυσκολίες: Εναλλακτικοί τρόποι αξιολόγησης και αντιμετώπισης, στο Μ. Ζαφειροπούλου & Κλεφτάρας Γ. (επίμ.). Εφαρμοσμένη κλινική ψυχολογία του παιδιού (σσ. 19-64). Αθήνα: Ελληνικά Γράμματα. Ίσαρη, Φ. (2007). Η ανάπτυξη της ψυχικής ανθεκτικότητας: Μια εναλλακτική προσέγγιση στα πλαίσια της εκπαίδευσης και των μαθησιακών δυσκολιών. Στο Βιβλίο Πρακτικών Πανευρωπαϊκό Συνέδριο: Η Ευρωπαϊκή διάσταση της ειδικής αγωγής: Ανάδυση μιας άλλης φυσιογνωμίας (σσ. 276-283). Θεσσαλονίκη: University Studio Press. Ματσόπουλος, Αναστάσιος (Επιμ) (2011). Από την ευαλωτότητα στην ψυχική ανθεκτικότητα: εφαρμογές στο σχολικό πλαίσιο και στην οικογένεια. Αθήνα: Παπαζήσης. Μόττη-Στεφανίδη, Φ. (2006). Το φαινόμενο της ψυχικής ανθεκτικότητας κατά τη διάρκεια της ανάπτυξης του παιδιού και του εφήβου : Σύντομη ανασκόπηση. Παιδί και Έφηβος: Ψυχική Υγεία και Ψυχοπαθολογία, 8(1), 9-22. Παντελιάδου, Σ. (2000). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη: Τι και γιατί. Αθήνα: Ελληνικά Γράμματα. Πλατσίδου, Μ. (2010). Η συναισθηματική νοημοσύνη: Θεωρητικά μοντέλα, τρόποι μέτρησης και εφαρμογές στην εκπαίδευση και στην εργασία. Αθήνα: Gutenberg. Πολυχρόνη, Φ. (2012). Δεξιότητες μελέτης μαθητών με και χωρίς αναγνωστικές δυσκολίες. Στο Χατζηχρήστου, Χ. & Μπεζεβέγκης, Η. (Επιμ), Θέματα ανάπτυξης και προσαρμογής στην οικογένεια και στο σχολείο (σσ. 205-211). Αθήνα: Πεδίο. Πούλου, Μ. (2008). Κοινωνική και συναισθηματική μάθηση: Μια προσέγγιση πρόληψης και αντιμετώπισης των συναισθηματικών και συμπεριφορικών δυσκολιών. Στο Δ. Νικολόπουλος (Επιμ.). 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Last Update
19-11-2020