(in Polish) Osoby o szczególnych potrzebach

psychology

intermediate

PS_W04; PS_W15; PS_U07; PS_K01

Interest in the subject matter.

The aim of the subject is to develop the ability to recognize the needs of various groups of recipients with special needs in accordance with the principles of social inclusion and universal design of devices, objects and services.

The aim of the subject is to develop the ability to recognize the needs of various groups of recipients with special needs in accordance with the principles of social inclusion and universal design of devices, objects and services. Participants will learn the basic definitions and categories of people with special needs, with particular emphasis on presenting communication and social barriers characteristic of each of these groups and the social and psychological consequences of exclusion. Participants will also acquire knowledge of stereotypes, prejudices and discrimination and develop the ability to respond to discriminatory and stereotyping behavior. The aim of the subject is also to raise awareness of the special needs of various social groups, which may result in the creation of an environment friendly to all its members, including people with special needs. The subject also aims to provide knowledge in the field of universal design, as an essential element of social inclusion.

During the classes, students will have the opportunity to take part in a number of practical exercises (such as simulation of the functioning conditions of people with motor and sensory disabilities, analysis of their own environment in terms of accessibility for people with special needs and an attempt to solve accessibility problems) which will allow them to better understand what social exclusion is and what real problems people with special mobility needs encounter in their everyday functioning, as well as will help counteract stereotyping and discrimination of these people.

Participating in classes will not only provide knowledge about disabilities and other causes of social exclusion, but will also provide students with practical skills related to working with people with special needs, and will also allow them to develop their social competences enabling the inclusion of these people.

• Beaudry, J-S. (2016). Beyond (models of) disability? Journal of Medicine and Philosophy, 41, 210–228.

• Charytonowicz J, Nowakowski P. (2009). Wybrane problemy jakości środowiska życia osób niepełnosprawnych. Wrocław: Jesień Wieku.

• Galasiński D. (2013). Osoby niepełnosprawne czy z niepełnosprawnością? Niepełnosprawność-zagadnienia, problemy, rozwiązania, 4(9).

• Organizacja Narodów Zjednoczonych. (2016). Leaving no one behind: the imperative of inclusive development. Report on the World Social Situation 2016. Organizacja Narodów jednoczonych: Nowy Jork.

• Pooley, C. (2016). Mobility, Transport and Social Inclusion: Lessons from History. Social Inclusion, 4(3), 100–109.

• Wesselmann, E. D., Grzybowski, M. R., Steakley-Freeman, D. M., DeSouza, E. R., Nezlek, J. B., & Williams, K. D. (2016). Social exclusion in everyday life. In P. Riva & J. Eck (Eds.), Social exclusion: Psychological approaches to understanding and reducing its impact (pp. 3–23). Springer International Publishing.

• World Health Organisation (WHO). (2011). World report on disability. World Health Organization.

• World Health Organization (WHO). (2002). Towards a common language for functioning, disability and health ICF. World Health Organization.

• Uchwała Sejmu Rzeczypospolitej Polskiej z dnia 1 sierpnia 1997 r. – Karta Praw Osób Niepełnosprawnych (M.P.z 1997r., nr 50)

• Ustawa z dnia 19 lipca 2019 r. o zapewnieniu dostępności osobom ze szczególnymi potrzebami (Dz.U. z 2019 r. poz. 1696).

Knowledge:

W1 – The student knows the basic definitions and concepts related to various categories of groups at risk of social exclusion.

W2 – The student knows the characteristics of physical, psychological and social barriers hindering the social inclusion of people with special needs.

W3 – The student knows the mechanisms and causes of stereotypes and prejudices regarding people with special needs.

Skills:

U1 – The student is able to identify barriers that hinder the social inclusion of people with special needs in his or her own environment.

U2 – The student is able to cooperate with other people in solving accessibility problems.

U3 – The student is able to identify false and stereotyping attitudes and beliefs that hinder the social inclusion of people with special needs.

Social competence:

K1 – The student is sensitive to the needs of people with mobility limitations and other people at risk of social exclusion.

K2 – The student is aware of the social consequences of excluding people with special needs.

K3 – The student understands the social consequences of stereotyping and discrimination.

K4 – The student understands the importance of social inclusion to improve the quality of life of people with special needs.

very good grade (5) – The student has knowledge about the categories of people with special needs, their everyday difficulties and the physical and social barriers they encounter. Is able to characterize individual groups and their needs, with particular emphasis on people with disabilities. Knows the issue of social exclusion and inclusion and the mechanisms of creating stereotypes, prejudices and discrimination, and can also point to examples of preventing these phenomena that are available to most members of society. The student is able to use the acquired knowledge in practice by solving real problems posed during classes.

good grade (4) – The student has at least 80% of the knowledge discussed in classes and can use it in practice.

satisfactory grade (3) – The student has at least 60% of the knowledge discussed in classes and is partially able to use this knowledge in practice.

unsatisfactory grade (2) – The student has less than 60% of the knowledge discussed in classes and is unable to use it in practice.

n/a