INTELLECTUAL DISABILITIES: PSYCHOLOGICAL APPROACH

Informazioni sull’Insegnamento
TitoloINTELLECTUAL DISABILITIES: PSYCHOLOGICAL APPROACH / INTELLECTUAL DISABILITIES: PSYCHOLOGICAL APPROACH
CodiceΨΥ-631
FacultyFilosofia
Ciclo / Livello di Studi1. Corso di Laurea
Semestre di InsegnamentoSpring
CommonNo
StatoAttivo
Course ID600020295

Programma di Studio: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 21
IndirizzoTipo di FrequenzaSemestreAnnoECTS
KORMOSFacoltativo a scelta libera635

Informazioni sull’Insegnamento
Anno Accademico2022 – 2023
SemestreSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600212888
Organizzazione della Didattica
  • In presenza
Materiali Online
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Inglese (Insegnamento, Esame)
Abilita’ Generali
  • Applicazione pratica delle conoscenze acquisite
  • Adattamento a nuove situazioni
  • Lavoro in equipe interdisciplinari
  • Produzione di nuove idee di ricerca
  • Progettazione e gestione di progetti
  • Rispetto verso la diversita’ e la multiculturalita’
  • Fare riflessioni critiche e autocritiche
  • Promuovere il pensiero indipendente, creativo e intuitivo
Tipologia di Materiale Didattico
  • Libro
  • Appunti
  • Esercizi interattivi
Use of Information and Communication Technologies
Use of ICT
  • Uso delle TIC   nell’ insegnamento
  • Uso delle TIC nella comunicazione con gli studenti
  • Uso delle  TIC nella valutazione degli studenti
Organizzazione dell’Insegnamento
ActivitiesCarico di LavoroECTSIndividualeGruppoErasmus
Conferenze903.5
Elaborazione tesina/tesine381.5
Esame20.1
Total1305
Student Assessment
Student Assessment methods
  • Prova scritta strutturata a scelta multipla (Sommativa)
  • Prova scritta con soluzione di problemi (Sommativa)
Bibliography
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. doi.org/10.1080/20473869.2019.1675429 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.
Last Update
25-08-2021