MS2- Specialisation Module-Psychoeducational diagnosis

obligatory courses

Classroom

The main aim of the course is to introduce students with functions, principles and different types of diagnosis, to present selected diagnostic methods and techniques used to assess developmental processes and learning difficulties of children and young people. Students will learn about selected methods, techniques and strategies for educational and psychological diagnosis (to the extent enabling future cooperation with a diagnostician- a psychologist).

Within the module, the following issues will be discussed:

The basics of psychoeducational diagnosis- a lecture

Educational diagnosis of developmental deficits in children- seminar

Diagnosis of learning difficulties- seminar

Bogdanowicz M. - Ryzyko dysleksji - problemy diagnozowania

Frydrychowicz A., Koźniewska E, Sobolewska M., Zwierzyńska E.: Testy psychologiczne i pedagogiczne w poradnictwie- przewodnik metodyczny. Warszawa: Centrum Metodyczne Pomocy

Pedagogiczno- Psychologicznej, 2004

Górniewicz E. - Pedagogiczna diagnoza specyficznych trudności w czytaniu i pisaniu

Harrower M.: Projekcyjne aspekty rysunku. W: Szustrowa T.: Wybrane zagadnienia testów projekcyjnych. Warszawa : Polskie Towarzystwo Psychologiczne, 1989 pomocy Psychologiczno-Pedagogicznej Ministerstwa

Knowledge:

Students have basic knowledge of typical structures and institutions (educational, cultural and political) supporting disabled people

Students have basic knowledge of social relationships between a disabled person and their environment and social institutions

Students know the different kinds of social bonds made by disabled people, described by Pedagogy and related sciences

Students gain elementary knowledge of psychosocial difficulties of disabled people and the conditions for their social functioning

Students have learnt about different methods, tools and techniques for diagnosing developmental and functional problems of disabled people. This knowledge would enable them to describe specific conditions of the processes of education and rehabilitation and to describe the structures of certain institutions.

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 disabled people and to diagnose their developmental problems.

Students are able to diagnose and analyse specific needs of disabled people as well as the process of educating and supporting them

Students know how to read and use degrees of disability and the norms and principles of the systems of education and support for disabled people in order to design adequate educational interventions.

Students can use gained knowledge and skills within their practical trainings.

Students are able to analyse proposed solution of certain diagnostic problems, to suggest adequate resolutions and to apply them in practice.

Students are able to prepare multimedia presentations concerning basic theories and terminology in special education.

Competences:

Students show profound awareness of their knowledge and skills in terms of diagnosing developmental disorders. They understand the need for continuous personal development and further 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 a diagnosis and to determine its priorities.

Students feel responsible for the effects of their work (supporting development of disabled people). 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.

Success criteria:

Students will be allowed to take the exam after completing particular classes. Examination will take a form of conversation based on the essay prepared for one of the lessons; its aim will be to assess students’ knowledge and their diagnostic skills.

Methods of working with families of a disabled person

Założenia:/ Assumptions:

Students will gain basic knowledge about the concept of family, including the family of a disabled person.

Short description:

The main aim of the course is focused around introducing students with certain difficulties faced by the families of disabled people and all the possible ways of supporting them.

Full description:

Within the module the following subjects will be discussed:

Understanding the family as a system

Problems among siblings of children with disabilities

Family system diagnosis

Specific problems in families of disabled children

Cooperation vs. support for the parents of disabled child

Specific nature of establishing and maintaining contact with the family of disabled person

Concluding contracts with families

Programmes developing parental competence

Helping the families (especially the children) in which one of the members suffers from mental illness

Legal issues in terms of helping the family

Efekty uczenia:

Knowledge:

Students are able to describe the family situation of disabled people

Students are aware of various problems that may be encountered by the siblings of a disabled person

Students know certain ways of supporting families of a disabled person

Skills:

Students are able to enter into a contract with the family of a disabled person

They are able to prepare a plan of support for the family of a disabled person

Attitudes:

Students are able to adopt an appropriate attitude towards the family of a disabled person

Students know and understand ethical and legal issues associated with helping the family of a disabled person

Attendance (two absences allowed), active participation in the lessons (obligatory reading, taking the floor), preparing an essay, final test.