(in Polish) Pedagogika osób niepełnosprawnych intelektualnie

elementary

Knowledge:

PONIiT_W02, PONIiT_W04, PONIiT_W12;

Skills:

PONIiT_U02, PONIiT_U06;

Social competence:

PONIiT_K01;

Subject Pedagogy Intellectual Disability presents and brings the essence and complex issues of intellectual disability, her origins, epidemiology, diagnosis and treatment. The aim of the course is to present the concept of intellectual disability and its multi-dimensionality of special education.

Subject Pedagogy Intellectual Disability presents complex issues of intellectual disability - Starting with the history of the disability rights by the current nosology, the criteria for its diagnosis and epidemiology to the issues of education, rehabilitation, treatment, care and education of people with intellectual disabilities in mild, moderate, severe and profound and people with disabilities coupled.

The lecture brings knowledge about the degrees of intellectual disability and on the accompanying variety of disorders, motor skills, cognitive, emotional and motivational-volitional.

Moreover, the subject referred aims to bring the topic of creativity of people with intellectual disabilities and art therapy as a form of rehabilitation of these units.

Knowledge:

PONIiT_W02 - the listener has knowledge of pedagogy people with intellectual disabilities including subject, teleology, terminology and theoretical range;

PONIiT_W04 - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial;

PONIiT_W12 - the listener has knowledge on how to design their own development paths and career advancement;

Skills:

PONIiT_U02 - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities for the purposes of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees;

PONIiT_U06 - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees.

Social competence:

PONIiT_K01 - the listener can recognize the needs of individuals with intellectual disabilities by showing sensitivity to the nature of their physical, intellectual and social development.

Knowledge:

PONIiT_W02 - the listener has knowledge of pedagogy people with intellectual disabilities including subject, teleology, terminology and theoretical range;

- To assess 3 (dst.) - the listener explains the founding of elementary education of people with intellectual disabilities - its subject, teleology, terminology and theoretical range based on primary literature;

- To assess 3.5 (dst. plus) - the listener explains the founding of elementary education of people with intellectual disabilities knowing its range of theoretical and independently distinguishing goals, objectives and definitions based on primary literature;

- To assess 4 (db.) - the listener explains the founding of elementary education of people with intellectual disabilities knowing its range of theoretical and independently distinguishing goals, objectives and definitions. Translators used in the theory of distinction, referring to the standards and procedures to be used in work on the unit with intellectual disabilities. It is based on the basic literature;

- To assess 4.5 (db. plus) - the listener explains elementary and detailed assumptions pedagogy people with intellectual disabilities knowing its range of theoretical and independently distinguishing goals, objectives and definitions. Translators used in the theory of distinction, referring to the standards and procedures to be used in work on the unit with intellectual disabilities. It is based on the basic and supplementary literature;

- To assess 5 (bdb.) - the listener explains in depth the assumptions of pedagogy people with intellectual disabilities knowing its range of theoretical and independently distinguishing goals, objectives and definitions. Translators used in the theory of distinction, referring to the standards and procedures to be used in work on the unit with intellectual disabilities. It is based on the basic and supplementary literature. Demonstrating an independent thinking provides examples.

PONIiT_W04 - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial;

- To assess 3 (dst.) - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial with reference to the primary literature;

- To assess 3.5 (dst. plus) - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial, which alone differentiates. Skillfully uses the basic literature;

- To assess 4 (db.) - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial, which alone differentiates. Interpreters used in theory distinction referring to the basic literature;

- To assess 4.5 (db. plus) - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial, which alone differentiates. It refers to the basic and supplementary literature;

- To assess 5 (bdb.) - the listener has knowledge of pedagogy people with intellectual disabilities including etiology and consequences of physical health, orientacyjno cognitive and psychosocial, which alone differentiates. It refers to the basic and supplementary literature giving examples.

PONIiT_W12 - the listener has knowledge on how to design their own development paths and career advancement;

- To assess 3 (dst.) - the listener has knowledge on how to design their own development paths and career advancement;

- To assess 3.5 (dst. plus) - the listener has knowledge on how to design their own development paths and career advancement, understanding the need to continuous education training;

- To assess 4 (db.) - the listener has knowledge on how to design their own development paths and career advancement, understanding at the same time the need for continuous training of professional emphasizing the creative development of their own personality;

- To assess 4.5 (db. plus) - the listener has knowledge on how to design their own development paths and career advancement. Understands the need for continuous training of professional and creative development of his own personality with the full acceptance of the fundamental values ​​of the educational system;

- To assess 5 (bdb.) - the listener has knowledge on how to design their own development paths and career advancement. Understands the need for continuous training of professional and creative development of his own personality with the full acceptance of the fundamental values ​​of the educational system. The starting point is considered empathetic identification with the position of individuals with intellectual disabilities.

Skills:

PONIiT_U02 - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities to the future conduct of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees;

- To assess 3 (dst.) - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities to the future conduct of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees, based on primary literature;

- To assess 3.5 (dst. plus) - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to the future conduct of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees, based on primary literature;

- To assess 4 (db.) - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to the future conduct of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in to varying degrees, based on primary and supplementary literature;

- To assess 4.5 (db. plus) - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to the future conduct of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees based on the primary, complementary and selected their literature;

- To assess 5 (bdb.) - the listener will be able to use theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to the future conduct of interpretation and analysis processes of rehabilitation, education, education, care and treatment of people with intellectual disabilities in to varying degrees based on the primary, complementary and their choice literature. Be able to discuss and construct applications.

PONIiT_U06 - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees;

- To assess 3 (dst.) - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees, based on primary literature;

- To assess 3.5 (dst. plus) - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees , based on the basic and supplementary literature;

- To assess 4 (db.) - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees, by using in addition literature indicated other sources of knowledge;

- To assess 4.5 (db. plus) - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees using in addition to the literature indicated other sources of knowledge. In addition, he can appeal to their own thoughts;

- To assess 5 (bdb.) - the listener is able to use theoretical knowledge for future assessment of the suitability of conventional methods, procedures and best practices for the implementation of tasks related to rehabilitation, education, education, care and treatment of people with intellectual disabilities in varying degrees, by using in addition literature indicated other sources of knowledge. In addition, he can appeal to their own thoughts. He leads a discussion and constructs their own conclusions.

Social competence:

PONIiT_K01 - the listener can recognize the needs of individuals with intellectual disabilities by showing sensitivity to the nature of their physical, intellectual and social development;

- To assess 3 (dst.) - the listener recognizes the needs of individuals with intellectual disabilities by showing sensitivity to the nature of their physical, intellectual and social development;

- To assess 3.5 (dst. plus) - the listener perceives and understands the needs of individuals with intellectual disabilities by showing sensitivity to the nature of their physical, intellectual and social development;

- To assess 4 (db.) - the listener perceives and understands the needs of individuals with varying degrees of intellectual disability showing sensitivity to the nature of their physical, intellectual and social development;

- To assess 4.5 (db. plus) - the listener perceives and understands the needs of individuals with varying degrees of intellectual disability showing sensitivity to the nature of their physical, intellectual and social development. Builds a friendly, warm relationship based on discipline and pedagogical optimism;

- To assess 5 (bdb.) - the listener perceives and understands the needs of individuals with varying degrees of intellectual disability showing sensitivity to the nature of their physical, intellectual and social development and making empathetic identification with the position of people with intellectual disabilities. Builds a friendly, warm relationship based on discipline and pedagogical optimism.

The final grade consists of joining the listener for the exam and positive his credit (knowledge of the course lectures and knowledge of basic and supplementary literature).