ML: A child with intellectual disability WF-PS-N-NDZNI
The aim of the lectures is to show and familiarize students with the problems of a child with intellectual disability. Problems of children with mild and deep disabilities will be discussed. Students will be introduced to the etiology of mental retardation. Factors that work during utero, during labor and after delivery will be discussed. The personality characteristics and functioning of children with varying degrees of disability will also be presented. Students will also be familiarized with the process of family and social rehabilitation as well as the main problems and needs of mentally handicapped children.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
Knowledge: W01, W07, W08, W10, W12, W13, W14.
Has knowledge about what psychology does, how it differs from other sciences, what are its disciplines, what they do in detail. Has knowledge of the importance of processes and mechanisms of learning and upbringing. He knows what the responsibility of the psychologist is and knows the rules of ethics. Understands the importance of stress, crises, conflicts in human life and has knowledge about how to prevent and counteract these phenomena. Is able to analyze and interpret the role of factors conducive to health behaviors, addictions, preventing potential developmental disorders and pathologies in the field of mental processes. Understand the conditions of mental development in disabled people with various mental dysfunctions.
Skills: U04, U07, U10, U12.
Is able to choose techniques and methods of psychological help appropriate for given dysfunctional forms. Is able to recognize problems specific to various types of disability and provide appropriate psychological help. Is able to plan and carry out psycho-preventive and psycho-educational interactions.
Social competences: K01, K05, K06.
Has competences that allow openness and readiness to enter into relationships with other people. Can independently supplement knowledge and skills depending on the emerging needs of change. Has competences in the field of psychological assistance and crisis intervention.
participation in the lecture: 30 hours
preparation of the paper: 15 hours
preparation for the exam: 45 hours
total hours: 90:30 = 3
ECTS number: 3
Completion of one selected reading in the field of intellectual disability.
Assessment criteria
Knowledge
After listening to lectures, students should be able to clearly and clearly define, explain, distinguish, present and formulate problems related to raising a disabled child.
Skills
Students participating in lectures should acquire skills in analyzing problems related to raising a disabled child. Should acquire the ability to develop, organize, classify and compare. He should also acquire skills to derive conclusions based on theorems, verification and prediction, and set criteria for recognizing motives and causes. He should also acquire skills to lead and implement new projects.
competence
After listening to lectures, students should acquire the following competences: caution and criticism in expressing opinions, acquire the ability to work in a team and lead it, be open to new problems, show responsibility for decisions made. He should be open and creative, sensitive to other people's problems and able to discuss and compromise.
On the final rating (2) cannot use the transferred knowledge in theory and practice.
For the assessment of (3) partly uses acquired knowledge
For the assessment db (4) correctly uses and is able to use the acquired knowledge and is able to discuss
For a very good (5) grade, the student correctly uses the knowledge acquired during lectures. He can apply it in practice and theory, and is able to solve everyday problems of a disabled child
Bibliography
1. Buchnat M., Tylewska-Nowak B., (2013), Dzieci i młodzież z niepełnosprawnością intelektualną w systemie edukacji, Warszawa.
2. Zawiślak A., (2011), Jakość życia osób dorosłych z niepełnosprawnością intelektualną, Warszawa.
3. Trzebińska D., (2012), Język i dyskurs codzienny osób z niepełnosprawnością intelektualną, Kraków.
4. Kielin J., Klimek-Markowicz A., (2016), Krok po kroku. Nauczanie i terapia dzieci z umiarkowaną, znaczną i głęboką niepełnosprawnością intelektualną, Gdańsk.
5. Puschel Siegfried M., (2009), Ku lepszej przyszłości. Zespół Downa. Poradnik dla rodziców i opiekunów, Poznań.
6. Bobińska K., Pietras T., (2012), Niepełnosprawność intelektualna - etiopatogeneza, epidemiologia, diagnoza, terapia, Wrocław.
7. Błeszyński J., (2013), Niepełnosprawność intelektualna. Mowa- język-komunikacja, Gdańsk.
8. Jakoniuk-Diallo A., Kubiak H., (2010), O co pytają rodzice dzieci z niepełnosprawnością, Warszawa.
9. Chodkowska M., (2012), Osoby z upośledzeniem umysłowym w stereotypowym postrzeganiu społecznym, Lublin.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: