ML: Education of a disabled child 1 WF-PS-NWDN1
The aim of the lectures is to show and make students aware of the variety of problems and difficulties: upbringing children with different types of disabilities, which parents and educators of disabled children meet with. The lectures do not aspire to a comprehensive discussion of the educational problems of various types of disability. In the lectures we will present the types of disability and the resulting educational difficulties. Another aim of the lecture is to provide the listeners with advice, tips, recommendations and practical knowledge on the discussed issue of raising a disabled child. Another goal is to encourage students to take an interest in the problem of disabled children.
The programme and content of the lectures:.
1. Problems of raising children with disabilities in the family
The essence and properties of upbringing.
Objectives of educating a disabled child.
Independence
Emotional resistance
Optimism
Self-acceptance
2. Ability to function socially
3. Environmental conditions of educational impacts
4. Psychological and social situation of children with disabilities
Basic assumptions
Stage of disability
Awareness of limitations
Stage of attempts to function with disability
Disability Adaptation Stage
5. Raising autistic children
Characteristics of autistic children disorders
Dynamics of development of children with autism.
Causes of autism
Dysfunction diagnosis and therapy
6. Upbringing children with speech disorders
Difficulties in speaking as a specific type of disability of a child
Child speech development
late speech development
Speech and articulation disorders in children
Role of the family in shaping the child's proper speech - family prevention
7. Upbringing visually impaired and blind children
Upbringing blind and partially sighted children
Psychosocial consequences of missing or damaged vision analyzer.
Learning everyday life activities
8. Shaping the self acceptance attitude of children with hearing loss.
Types and causes of hearing loss
Beginning of teaching a child with a hearing impairment
9.9. Specificity of development of a child with physical disabilities
Difficult situations in the life of a child with physical disabilities, difficult situations
Upbringing of physically incapacitated children
Specificity of the development of a disabled child
Formation of mental immunity
Form of credit:.
* admission to the examination is conditional on passing one reading in each semester, activity at lectures, examination for the end of the first and second semester
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Term 2021/22_Z:
The aim of the lectures is to show and make students aware of the variety of problems and difficulties: upbringing children with different types of disabilities, which parents and educators of disabled children meet with. The lectures do not aspire to a comprehensive discussion of the educational problems of various types of disability. In the lectures we will present the types of disability and the resulting educational difficulties. Another aim of the lecture is to provide the listeners with advice, tips, recommendations and practical knowledge on the discussed issue of raising a disabled child. Another goal is to encourage students to take an interest in the problem of disabled children. 1. Problems of raising children with disabilities in the family Form of credit:. |
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
Student has knowledge of what is psychology of how it differs from other scientific disciplines, what are its branches, and are their fields of research. Student has knowledge about the importance of the processes and mechanisms of learning and education. He knows what is the responsibility of the psychologist and knows the rules of ethics. He/she understands the importance of stress, crises and conflicts in human life, and has the knowledge on how to prevent and combat this phenomenon. He is able to analyze and interpret the role of factors that contribute to health, addictions and about potential disturbances in the development and pathology of mental processes. He/she understands the determinants of mental development of people with disabilities with various mental disabilities.
Skills: U04, U07, U10, U12.
He can choose the techniques and methods of psychological forms of difunctions. He/she can recognise data to identify issues characteristic for different types of disabilities and provide appropriate assistance to plan and execute psychological help. He/she can plan and orginise profilactic and educational action.
Social competence: K01, K05, K06.
Student has qualities of openness and willingness to enter into relations with others. He/she is prepared for sel-study and improving skills according to the emerging needs. Student has competence in counseling and crisis intervention.
Assessment criteria
Knowledge
After listening to the lectures, the student should be able to define, explain, distinguish, present and formulate problems related to the education of a disabled child in a clear and transparent manner.
Skills
Students attending lectures should acquire skills in the analysis of problems related to the education of a disabled child. He or she should acquire the ability to develop, organise, classify and compare. It should also acquire the ability to draw conclusions on the basis of theorems, verify and predictability and establish criteria for the recognition of motives and causes. It should also acquire the skills to lead and implement new projects.
Competences
After listening to the lectures, the student should acquire the following competences: caution and criticism in expressing opinions, acquiring the ability to work in a team and manage it, being open to new problems, and showing responsibility for the decisions made. He or she should be open and creative, sensitive to the problems of another person and capable of discussion and compromise.
For the assessment ndst. (2) is not able to use the knowledge transferred in theory and practice.
For the evaluation of the Institute of Public Affairs. (3) makes partial use of the knowledge acquired
For db (4) assessment, he is able to correctly use the acquired knowledge and to discuss the following issues
For bdb (5) the student correctly uses the knowledge gained during the lectures. It can be applied in practice and in theory and is able to solve the everyday problems of a child with disabilities on its own.
The condition of passing the course is active participation in lectures and passing one literature in this field.
Bibliography
Literature:
1. Arusztowicz B., Bąkowski H., Dziecko kalekie jakiego nie znamy, Warszawa,1989.
2. Dziak A., (red.) Aby dziecko było sprawne, Warszawa PZWL, 1993.
3. Dykcik W. (red.) Autyzm. Kontrowersje i wyzwania. Poznań 1999.
4. Gałkowski T., Stawowy-Wojnarowska, Wychowanie dzieci głuchych w wieku przedszkolnym, Warszawa WSiP, 1983.
5. Gałkowski T., Dziecko autystyczne w środowisku rodzinnym i
szkolnym, Warszawa, WSiP, 1995.
6. Goralówna M., Hołyńska B., Rehabilitacja małych dzieci z wadą
słuchu,Warszawa, PZWL,1984.
7. Jaklewicz H., Autyzm wczesnodziecięcy. Diagnoza, przebieg, leczenie. Gdańsk, Gdańskie Wyd. Ped., 1993.
8. Korzon A., Wychowanie słuchowe dzieci z wadą słuchu, Katowice, Infograf, 1993
9. Sachajska E., Uczymy poprawnej wymowy, Warszawa WSiP, 1987.
10. Tyczek I., Logopedia, Warszawa PWN, 1981.
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Term 2021/22_Z:
1. Arusztowicz B., Bąkowski H., Dziecko kalekie jakiego nie znamy, Warszawa,1989. |
Notes
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Term 2021/22_Z:
lack |
Additional information
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