(in Polish) Konwersatorium pedagogiczne w języku angielskim na poziomie B2+: Promoting social inclusion: between dream and reality WNP-PS-ANG-2

The course Promoting Social Inclusion: Between Dream and Reality aims to introduce students to the theories, strategies, and practices related to promoting social inclusion. The course examines the challenges society faces in the context of marginalization of social and individual groups. Students will analyze various approaches to social integration, both at the global and local levels, including political strategies, actions of non-governmental organizations, and social initiatives. The course focuses on critical reflection regarding the reality of social inclusion efforts, highlighting the gap between theoretical aspirations and the practical difficulties of implementing such actions in social life. The classes engage students in analyzing case studies, debating, and participating in discussions regarding potential barriers and possible solutions for the inclusion of marginalized groups.

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) PO/S1 - obszar nauk społecznych - I stopień/JM

Subject level

elementary

Learning outcome code/codes

(in Polish) symbole efektów uczenia się dla kierunku pedagogika specjalna, studia jednolite magisterskie: PS_W4, PS_W16, PS_U1, PS_U14, PS_U17, PS_U18, PS_K1,

Type of subject

obligatory

Preliminary Requirements

Basic knowledge of sociology, social psychology, and issues related to social policy and social development. The ability to analyze social phenomena and reflect on issues of marginalization and social exclusion. Familiarity with fundamental theories of social integration and experience in working with social groups in an educational or organizational context is desirable.

Course coordinators

Janusz Surzykiewicz
Patrycja Uram

Learning outcomes

The student knows and understands the theories, strategies, and tools used in promoting social inclusion.
The student understands the challenges related to the integration of marginalized groups and is aware of different approaches to social inclusion at both global and local levels.
The student is familiar with methods for assessing the effectiveness of social inclusion efforts and can identify the gap between theoretical aspirations and practical challenges.
The student is able to analyze selected strategies for promoting social inclusion and evaluate their effectiveness.
The student can formulate proposals for social inclusion actions based on case study analysis.
The student possesses the ability to critically evaluate political actions, NGO initiatives, and local efforts related to social integration.

Assessment criteria

Proficiency in reading English is required.
Each topic will first be delivered as a lecture on the subject, followed by discussion based on further readings. The final grade consists of:
- Participation in classes and attendance (maximum of 1 absence allowed) = up to 25 points.
- Preparation of a paper (1500–2000 words) = up to 25 points.
- Written exam (25 multiple-choice questions) at the end of the semester = up to 50 points.
The final grade is the sum of the attendance points, paper preparation points, and final exam points.

Grading Criteria:
90–100 points - grade 5
80–89 points - grade 4+
65–79 points - grade 4
50–64 points - grade 3+
40–49 points - grade 3

Grading Criteria Descriptions:
Grade 5: The student has an excellent understanding of the origins, strategies, and key topics of social inclusion, easily describing the limitations and difficulties faced by society and institutions in implementing social inclusion strategies. The student excellently describes the issues of measuring outcomes and evaluating various actions in the fields of education, society, culture, and politics. The student is able to analyze the benefits, limitations, and risks associated with social inclusion and can easily plan different social inclusion strategies, while also considering the directions for the development of social inclusion. The student demonstrates a reliable approach to collaboration with specialists and institutions involved in the social inclusion network.

Grade 4: The student has a good understanding of the origins, strategies, and key issues of social inclusion, easily describing the limitations and difficulties faced by society and institutions in implementing social inclusion strategies. The student correctly describes the issues of measuring outcomes and evaluating various actions in the fields of education, society, culture, and politics. The student is able to analyze the benefits, limitations, and risks associated with social inclusion and can easily plan different social inclusion strategies, while also considering the directions for the development of social inclusion. The student demonstrates a reliable approach to collaboration with specialists and institutions involved in the social inclusion network.

Grade 3:The student has basic knowledge of the origins, strategies, and key issues of social inclusion, easily describing the limitations and difficulties faced by society and institutions in implementing social inclusion strategies. The student describes the main issues of measuring outcomes and evaluating various actions in the fields of education, society, culture, and politics. The student is able to analyze the basic benefits, limitations, and risks associated with social inclusion and can create basic plans for social inclusion strategies, while also considering the directions for the development of social inclusion. The student demonstrates a reliable approach to collaboration with specialists and institutions involved in the social inclusion network.

Grade 2: The student does not possess fundamental knowledge of the origins, strategies, and key topics of social inclusion, does not describe the limitations and difficulties faced by society and institutions in implementing social inclusion strategies. The student does not address the measurement of outcomes and evaluation of various actions in the fields of education, society, culture, and politics. The student is unable to analyze the basic benefits, limitations, and risks associated with social inclusion and cannot create basic plans for social inclusion strategies. The student does not demonstrate a reliable approach to collaboration with specialists and institutions involved in the social inclusion network.

Bibliography

Kay Al-Ghani,Lynda Kenward (2011). From Home to School with Autism: How to Make Inclusion a Success. Jessica Kingsley Publisher. https://books.google.de/books?id=woYe5BOs6RQC&printsec=frontcover&dq=free+books +inclusion&hl=desa=Xved=0ahUKEwj3k6XDroLXAhVlKMAKHfiRA6cQ6AEISTAF#v=onepage&q&f=false
Metody i kryteria oceniania:

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of WNP-PS-ANG-2 in USOSweb