Pedagogy Internship WNP-PSZ-PPTY
Pedagogical practice is to enable you to gain personal experience in educational and therapeutic work and to verify theoretical preparation for future professional work. The result of the student's participation in this stage of the internship will be the development of didactic and therapeutic competences through:
- familiarizing with the specificity of work in kindergarten and school in the field of supporting students with special educational needs;
- familiarization with the way of functioning, organization and work of all entities and the applicable documentation;
- observing and cooperating with the supervisor of the given institution's practice;
- planning and co-conducting classes and analysis of the work and its effects;
- keeping records of the course of educational and therapeutic activities.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Term 2018/19: | Term 2019/20: | Term 2020/21: |
Learning outcomes
Knowledge:
PSI_W17 - the student has a basic knowledge of organizational assumptions and the structure of the institution's functioning;
PSI_SN_W08 - the student has basic knowledge about the specifics of the functioning of children / students in the context of regularity and development abnormalities.
PSI_TS2_W03 - the student has knowledge about education, therapy and rehabilitation of children / students with intellectual and visual disabilities.
Skills:
PSI_TS2_U03 - the student has diagnostic skills allowing to recognize the situation of children / students with intellectual and visual disabilities;
PSI_TS2_U07 - the student has the ability to keep documentation of educational and therapeutic work necessary to support the development of children / students with intellectual and visual disabilities;
PSI_TS2_U09 - the student is able to design and co-run classes for children / students with intellectual and visual disabilities using the appropriate methods of work with the teacher.
Social competence:
PSI_TS2_K06 - the student is aware of the level of his knowledge and skills and understands the need for continuous training;
PSI_SN_K06 - the student is responsibly preparing for his didactic-educational and caring work.
Assessment criteria
3.0:
- The student has a basic knowledge of organizational assumptions and the structure of the facility's operation; the student has elementary and ordered knowledge regarding the specificity of children / students in the context of regularity and developmental abnormalities; the student has a basic knowledge of education, therapy and rehabilitation of children / students with intellectual and visual disabilities.
- The student has diagnostic skills allowing to recognize the situation of children / students with intellectual and visual disabilities; can document educational and therapeutic work necessary to support the development of children / students with intellectual and visual disabilities, and design and co-lead classes with a teacher for children / students with intellectual and visual disabilities using appropriate working methods.
- The student is basically aware of the level of his knowledge and skills and understands the need for continuous training; in addition, he is responsibly preparing for the work of a special educator.
3.5:
- The student has a basic knowledge of the organizational assumptions and structure of the institution's functioning, defines and explains them; the student has elementary and ordered knowledge about education, therapy and rehabilitation of children / students with intellectual and visual disabilities - defines and explains their subject, scope, teleology, terminology and methodology; the student has a basic knowledge of the specifics of the functioning of children / students and explains it in the context of regularity and development abnormalities;
- The student has the diagnostic skills allowing to recognize the situation of children / students with intellectual and visual disabilities, looking for the causes of dysfunction; is able to document educational and therapeutic work necessary to support the development of students with intellectual and visual disabilities and on the basis of it to design and conduct classes with children / students with intellectual and visual disabilities using appropriate methods of work, in cooperation with a teacher - specialist.
- The student is aware of the level of his knowledge and skills and understands the need for continuous training, in addition, he is responsibly preparing for the work of a special pedagogue - he appreciates the specificity of this work.
4.0:
- The student has a complex knowledge of the organizational assumptions and structure of the institution's functioning, defines and explains them; the student has complex and ordered knowledge about education, therapy and rehabilitation of children / students with intellectual and visual disabilities - defines and explains their subject, scope, teleology, terminology and methodology; the student has full knowledge of the specifics of the functioning of children / students and explains it in the context of regularity and development abnormalities.
- The student has diagnostic skills allowing to recognize the situation of children / students with intellectual and visual disabilities, finds the causes of dysfunctions and analyzes them; is able to document educational and therapeutic work necessary to support the development of children / students with intellectual and visual disabilities and based on it's own ideas to design and conduct classes with children / students with intellectual and visual disabilities using a variety of work methods, in cooperation with a specialist teacher.
- The student is aware of the level of his knowledge and skills and understands the need for continuous training - he shows self-criticism, moreover, he is responsibly preparing for the work of a special pedagogue, presenting it in individual practice - he appreciates the specificity of this work.
4.5:
- The student has a complex knowledge of the organizational assumptions and structure of the institution's functioning, defines them, explains them and analyzes them; the student has complex and ordered knowledge about education, therapy and rehabilitation of children / students with intellectual and visual disabilities - defines and explains their subject, scope, teleology, terminology and methodology; the student has full knowledge about the specifics of the functioning of children / students and explains it and analyzes in the context of regularity and development abnormalities.
- The student has diagnostic skills allowing to recognize the situation of children / students with intellectual and visual disabilities, finds the causes of dysfunction, analyzes them and draws conclusions; is able to conduct and compare documentation of educational and therapeutic work necessary to support the development of children / students with intellectual and visual disabilities and based on their own creative ideas to design and co-lead classes with a teacher for children / students with intellectual and visual disabilities using not only appropriate but also creative and activating methods of work.
- The student is aware of the level of his knowledge and skills and understands the need for continuous training - showing self-criticism remains open to new knowledge and skills, in addition, responsibly and creatively preparing for the work of a special pedagogue, presenting it in individual practice - appreciates the specificity of this work.
5.0:
- The student has a complex knowledge of the organizational assumptions and structure of the institution's functioning, defines them, explains, analyzes and presents them; the student has complex and ordered knowledge about education, therapy and rehabilitation of children / students with intellectual and visual disabilities - defines, explains, analyzes and presents their subject, scope, teleology, terminology and methodology; the student has full knowledge about the specifics of the functioning of children / students, explains it, analyzes and presents in the context of regularity and development abnormalities.
- The student has diagnostic skills allowing to recognize the situation of children / students with intellectual and visual disabilities, finds the causes of dysfunction, analyzes them, draws conclusions and constructs questions; can carry out, compare and verify documentation of educational and therapeutic work necessary to support the development of children / students with intellectual and visual disabilities and based on their own creative ideas to design and co-lead classes with a teacher for children / students with intellectual and visual disabilities using not only appropriate but also creative and activating methods of work - can create modifications of the classes;
- The student is aware of the level of his knowledge and skills and understands the need for continuous training - showing self-criticism remains open to new knowledge and skills, in addition, responsibly and creatively preparing for the work of a special pedagogue, presenting it in individual and team practice - appreciates the specificity of this work .
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: