Basics of special education for teachers WH-FP-SP-3I-PodPed
The subject presents and introduces the essence and complex problems of psychomotor development disorders in the cognitive, motor and emotional and social dimensions of children, students with special educational needs. The aim of the course is to present the concept of disability, especially intellectual disability and its multidimensionality in special pedagogy - from definition, current nosology, to the issues of education, therapy, revalidation and care.
(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się
(in Polish) Grupa przedmiotów ogólnouczenianych
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
Knowledge:
PSI_W01 - the student has knowledge of special education covering the subject, teleology, terminology and theoretical scope.
PSI_W04 - the student has knowledge of education, therapy and revalidation of people with special educational needs.
Skills:
PSI_U02 - the student is able to use theoretical knowledge in the field of special education in order to present specific processes and phenomena in the field of education, therapy and revalidation as well as social support for people with special educational needs.
Competences:
PSI_K01 - the student is aware of the level of his knowledge and skills in the field of education, therapy, and revalidation of people with special educational needs.
30 hours [30:30 (25) = 1], 1 ECTS
- participation in classes: 30 hours
Assessment criteria
Knowledge:
- the student has knowledge of special education, including the subject, teleology, terminology and theoretical scope;
- with a grade of 3.0 - the student explains the basic assumptions of special education, including pedagogy of people with intellectual disabilities - its subject, teleology, terminology and theoretical scope based on the basic literature on the subject;
- with a grade of 3.5 - the student explains the basic assumptions of special education, including the pedagogy of people with intellectual disabilities, knowing its theoretical scope and independently distinguishing goals, tasks and definitions based on the basic literature on the subject;
- with a grade of 4.0 - the student explains the basic assumptions of special education, including the pedagogy of people with intellectual disabilities, knowing its theoretical scope and independently distinguishing goals, tasks and definitions. He explains the distinctions used in the theory, referring to the norms and procedures used in working with an individual with special educational needs. It is based on the basic literature on the subject;
- with a grade of 4.5 - the student explains the elementary and detailed assumptions of special education, especially the pedagogy of people with intellectual disabilities, knowing its theoretical scope and independently distinguishing goals, tasks and definitions. He explains the distinctions used in the theory, referring to the norms and procedures used in working with an individual with special educational needs. It is based on the basic and supplementary literature on the subject;
- with a grade of 5.0 - the student explains in depth the assumptions of special education, especially the pedagogy of people with intellectual disabilities, knowing its theoretical scope and independently distinguishing goals, tasks and definitions. He explains the distinctions used in the theory, referring to the norms and procedures used in working with an individual with special educational needs. It is based on the basic and supplementary literature on the subject. Demonstrating independent thinking, he gives appropriate examples.
- the student has knowledge about education, therapy and revalidation of people with special educational needs;
- with a grade of 3.0 - the student has elementary knowledge of education, therapy and revalidation of people with special educational needs. It refers to the basic literature on the subject;
- with a grade of 3.5 - the student has elementary knowledge of education, therapy and revalidation of people with special educational needs. Independently distinguishes and classifies disorders of psychomotor development, based on the basic literature on the subject;
- with a grade of 4.0 - the student has elementary knowledge about education, therapy and revalidation of people with special educational needs. Independently distinguishes and classifies, explains and compares psychomotor development disorders, based on the basic literature on the subject;
- with a grade of 4.5 - the student has in-depth knowledge of education, therapy and revalidation of people with special educational needs. Independently distinguishes and classifies, explains and compares psychomotor development disorders, based on the basic and supplementary literature on the subject;
- with a grade of 5.0 - the student has in-depth knowledge of education, therapy and revalidation of people with special educational needs. It independently distinguishes and classifies, explains and compares psychomotor development disorders, based on the basic and supplementary literature on the subject. Demonstrating independent thinking, he gives appropriate examples and draws constructive conclusions.
Skills:
- the student is able to use theoretical knowledge in the field of special education in order to present specific processes and phenomena concerning education, therapy, revalidation and social support for people with special educational needs.
- for the grade 3.0 - the student is able to use the basic theoretical knowledge in the field of special education in order to present specific processes and phenomena concerning education, therapy and revalidation and social support for people with special educational needs, based on the basic literature on the subject;
- for the assessment of 3.5 - the student is able to use the basic theoretical knowledge in the field of special education and related disciplines in order to present specific processes and phenomena concerning education, therapy and revalidation and social support for people with special educational needs, based on the basic literature on the subject;
- with a grade of 4.0 - the student is able to use the basic theoretical knowledge in the field of special education and related disciplines in order to present specific processes and phenomena concerning education, therapy and revalidation and social support for people with special educational needs, based on the basic literature on the subject; Can make an independent analysis and interpretation of the above processes;
- for the grade 4.5 - the student is able to use complex and structured theoretical knowledge in the field of special education and related disciplines in order to present specific processes and phenomena concerning education, therapy and revalidation and social support for people with special educational needs, based on the basic and supplementary literature on the subject. Can make an independent analysis and interpretation of the above processes;
- with a grade of 5.0 - the student is able to use complex and structured theoretical knowledge in the field of special education and related disciplines in order to present specific processes and phenomena regarding education, therapy and revalidation and social support for people with special educational needs, based on the basic and supplementary literature on the subject. Can make an independent analysis and interpretation of the above processes. Referring to relevant examples and his own thoughts - he constructs conclusions.
Competences:
- the student is aware of the level of his knowledge and skills in the field of education, therapy, and revalidation of people with special educational needs.
- with a grade of 3.0 - the student is aware of the level of his knowledge and skills in the field of education, therapy, and revalidation of people with special educational needs.
- for the assessment of 3.5 - the student is aware of the level of his knowledge and skills in the field of education, therapy, revalidation of people with special educational needs, while self-assessing their own competences;
- with a grade of 4.0 - the student is aware of the level of his knowledge and skills in the field of education, therapy, revalidation of people with special educational needs, while self-assessing their own competences; understands the need for continuous professional training and personal development;
- with a grade of 4.5 - the student is aware of the level of his knowledge and skills in the field of education, therapy, revalidation of people with special educational needs, while self-assessing their own competences; understands the need for continuous professional training and personal development; understands that the teacher - a special educator should develop personal knowledge and skills;
- with a grade of 5.0 - the student is aware of the level of his knowledge and skills in the field of education, therapy, revalidation of people with special educational needs, while self-assessing their own competences; understands the need for continuous professional training and personal development. In addition, he understands that the teacher - a special educator should develop personal knowledge and skills, setting the directions of his own development and education.
The final grade consists of the student taking the oral test and passing it successfully (knowledge of didactic classes and knowledge of basic and supplementary literature).
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: