Special education

General data

Course ID:	2300-GPTE-CM4-SE
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	Special education
Name in Polish:	CM4 - Special education
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	obligatory courses
Mode:	Classroom
Short description:	The main aim of the course is to introduce students with various issues related to diagnosing, supporting and educating children with different kinds of learning difficulties (sensory disabilities, dyslexia, dyscalculia, dyspraxia, autism, ADHD, ADD, language impairment)
Full description:	The following issues will be discussed within the course: - Different kinds of learning difficulties (sensory disabilities, dyslexia, dyscalculia, dyspraxia, autism, ADHD, ADD, language impairment) - Selected diagnostic methods (ASTON Index, Phonological Awareness Battery, observations, interviews with the parents) - Methods of working with children with different kinds of learning difficulties (different ways of support) - Possible classroom strategies - Cooperation with the parents
Bibliography:	Literature: - T. Attwood, ADD: Practical Activities in School, First and Best in Education Ltd, Corby 1995. - P. Cooper, K. Ideus, Attention Deficit/ Hyperactivity Disorder, David Fulton Publishers, London 2000. - M. Farrell, The effective teacher’s guide to behavioural and emotional disorders, Routledge 2011 - K.Hall, Asperger Syndrome, the Universe and Everything, Jessica Kingsley Publishers, London and Philadelphia 2001. - G. Hannell, Dyscalculia: Action plans for successful learning, David Fulton Publishers, London 2013. - G. Hannell, Dyslexia: Action plans for successful learning, Palmer Educational Publications, North Adelaide 2003. - J. Massey, Meeting the needs of students with dyslexia, Network Continuum, New York 2008. - P. Ott, How to detect and manage dyslexia, Heinemann Educational Publishers 1997. - J.Pollock, E. Waller, Day-to-day dyslexia in the classroom, Routledge, London and New York 1997. - O.Sacks, The man who mistook his wife for a hat and other clinical tales, A Touchstone Book, New York 1998. - http://www.dyspraxiafoundation.org.uk/
Learning outcomes:	Knowledge Students have basic knowledge of different types of learning difficulties in primary and secondary school children. Students gain elementary knowledge of emotional and social difficulties exhibited by children with learning difficulties. Students gain basic knowledge of various diagnostic methods applied in special education in the British School. Students learn about different systems of support in the British educational system (SEN Dept.,ELS Dept., in-class support, withdrawals, idividal assistants, shadow teachers). Students are aware of the standards and principles behind the educational process of the SEN children. Students understand the importance of a specific relationship between the children with learning difficulties and their therapists. Students have knowledge of possible classroom strategies applied by the teachers of the SEN child. Skills: Students are able to apply and integrate theoretical knowledge from the realm of special education and related sciences in order to analyse complex problems of SEN children and to diagnose their developmental problems. Students are able to recognise and analyse specific needs of the children with learning difficulties. Students can anticipate practical consequences of the process of educating, assisting and supporting children with learning difficulties. Students know how to read and use psychological opinions in order to design adequate educational interventions. Students are able to analyse proposed solutions of certain diagnostic problems; to suggest adequate resolutions; and to apply them in practice. Students are able to prepare an IEP (Individual Educational Plan) for a child with learning difficulties based on their knowledge of elementary theories, terminology and resources in the field of special education. Competences: Students understand the need for continuous personal development and further education in the field of special education. Students are able to work within diagnostic teams and to cooperate with other specialists and institutions. They understand the importance and the need for professional behaviour, to comply with the principles of professional ethics. Students are able to plan and conduct a basic diagnosis of learning difficulties and to determine its priorities. Students understand the need for professional behaviour and confidentiality when dealing with the parents of the children with special educational needs. Students feel responsible for the effects of their work (supporting development of the SEN children and supporting their parents). They can identify and solve various dilemmas associated with diagnostic process. Students have mastered the skill of self-education; are able to find necessary information and to develop their diagnostic skills.
Assessment methods and assessment criteria:	Success criteria: - Students will be asked to prepare an IEP (Individual Educational Plan) based on their knowledge of different types of learning difficulties and present it during a short oral examination at the end of the course - attendance, active participation in the classes

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.