Print syllabus(in Polish) Metodyka kształcenia zintegrowanego uczniów z niepełnosprawnością intelektualną w stopniu lekkim
General data
| Course ID: | WNP-PS-MKILE |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | (unknown) |
| Name in Polish: | Metodyka kształcenia zintegrowanego uczniów z niepełnosprawnością intelektualną w stopniu lekkim |
| Organizational unit: | Faculty of Education |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | Polish |
| Subject level: | elementary |
| Learning outcome code/codes: | Knowledge: PSI_TS2_W02; PSI_TS2_W03. Skills: PSI_TS2_U07; PSI_TS2_U09. |
| Short description: |
The seminar covers the methodology of integrated education of students with mild intellectual disability - its subject, goals and tasks. |
| Full description: |
Classes are devoted to the specificity of educating students with mild intellectual disability at the first stage of education. The fundamental goal of the subject content is to familiarize the student with the theoretical and practical foundations of integrated education of students with mild intellectual disability - familiarity with the program and organizational specificity of the educational and educational process as well as with methodological issues of the student's multidirectional activity in relation to his / her developmental areas: cognitive, physical , emotional and social. |
| Bibliography: |
(in Polish) 1. Brudnik E.: "Ja i mój uczeń pracujemy aktywnie. Przewodnik po metodach aktywizujących", SFS, Kielce 2002. 2. Chrzanowska I.: "Pedagogika specjalna: od tradycji do współczesności", Impuls, Kraków 2015. 3. Gajdzica Z.: "Podręcznik w procesie kształcenia uczniów z lekkim upośledzeniem umysłowym", UŚ, Katowice 2002. 4. Gajdzica Z., Wyczesany J.: "Uwarunkowania edukacji i rehabilitacji uczniów o specjalnych potrzebach w rozwoju", AP, Kraków 2006. 5. Głodkowska J.: "Wrażliwość edukacyjna w kształtowaniu doświadczeń matematycznych u dzieci upośledzonych umysłowo w stopniu lekkim", WSPS, Warszawa 1998. 6. Gołębniak B.: "Uczenie metodą projektów", WSiP, Warszawa 2002. 7. Kosińska A., Polak A., Żiżka D.: "Uczę metodą ośrodków pracy. Materiały pomocnicze dla nauczycieli", WSiP, Warszawa 1999. 8. Krasoń K.: "Twórczość - ekspresja - aktywność artystyczna w rozwoju dzieci i młodzieży", UŚ, Katowice 2011. 9. Podleśna M.: "Elementarz do nauki czytania dla I etapu nauczania uczniów z niepełnosprawnością intelektualną", Harmonia, Gdańsk 2017. 10. Tkaczyk G.: "Problemy uczenia się, nauczania, wychowania i rehabilitacji dzieci niepełnosprawnych intelektualnie w kontekście aplikacji metody ośrodków pracy", UMCS, Lublin 2003. 11. Tkaczyk G.: "Program kształtowania i korekcji pojęć społeczno-przyrodniczych u uczniów niepełnosprawnych intelektualnie w okresie wczesnoszkolnym", UMCS, Lublin 2006. 12. Zasępa E.: "Osoba z niepełnosprawnością intelektualną. Procesy poznawcze", Impuls, Kraków 2019. |
| Efekty kształcenia i opis ECTS: |
Knowledge: PSI_TS2_W02 - the student has knowledge of intellectual disability to a slight degree and knows its physical, cognitive and psychosocial consequences. PSI_TS2_W03 - the student has knowledge of the specificity of integrated education of students with mild intellectual disability. Skills: PSI_TS2_U07 - the student is able to keep records of educational and therapeutic work necessary to support the development of students with mild intellectual disabilities. PSI_TS2_U09 - the student is able to independently develop, implement and present a project of educational classes for students with mild intellectual disabilities - for the first educational stage. 60 h [60: 30 (25) = 2], 2 ECTS - participation in the seminar: 30 hours - independent reading: 5 h - preparation, implementation and presentation of a full, reliable project of integrated educational classes for students with mild intellectual disabilities: 25 h |
| Assessment methods and assessment criteria: |
- 3,0 - Student distinguishes degrees of intellectual disability, selectively characterizes light intellectual disability and lists some physical, cognitive and psychosocial consequences; defines the integrated education process. - The student develops documentation of educational and therapeutic work in a basic way and with minor errors as well as develops, implements and presents the basic educational project for students with mild intellectual disabilities. - 3,5 - Student distinguishes and describes degrees of intellectual disability, accurately characterizing a light degree and lists the complexity of physical, cognitive and psychosocial consequences; defines and explains the specificity of the integrated education process for students with mild intellectual disabilities. - The student basically develops documentation of educational and therapeutic work and develops, implements and presents a complex educational project for students with mild intellectual disabilities. - 4.0 - Student distinguishes and accurately describes the degree of intellectual disability, characterizing in detail a light degree and lists and explains the complexity of physical, cognitive and psychosocial consequences; defines and explains in detail the specificity of the integrated education process for students with mild intellectual disability. - The student reliably develops documentation of educational and therapeutic work and develops, implements and presents a complex educational project for students with mild intellectual disabilities with presentation of various ideas for its implementation. - 4.5 - Student distinguishes and precisely describes the degrees of intellectual disability, characterizing in detail a light degree and lists and explains the complexity of physical, cognitive and psychosocial consequences, illustrating his knowledge with relevant examples from the indicated literature; defines and explains in detail the specificity of the integrated education process for students with mild intellectual disability, adapting the conditions and content of teaching to the development and educational needs of students. - Student reliably develops and verifies the documentation of educational and therapeutic work; develops, implements and presents a complex educational project for students with mild intellectual disabilities with a presentation of various ideas for its implementation - uses self-constructed teaching aids. - 5,0 - Student distinguishes and accurately describes degrees of intellectual disability, characterizing in detail a light degree and lists and explains the complexity of physical, cognitive and psychosocial consequences, illustrating his knowledge with relevant examples from selected and selected literature; defines and explains in detail the specificity of the integrated education process of students with mild intellectual disability, adapting the conditions and content of teaching to the development and educational needs of students - levels of adaptation. - Student reliably develops and verifies the documentation of educational and therapeutic work; constructs educational and therapeutic programs using his own knowledge and ideas; develops, implements and presents a complex educational project for students with mild intellectual disabilities with a presentation of various ideas for its implementation - uses self-constructed teaching aids; based on the results of the project work, constructs conclusions. The final grade consists of: 1. attendance - 3 excused absences are allowed; A student who has exceeded the limit of admissible excused absences will be charged with an oral answer regarding the material presented / implemented as part of the course; 2. reliable preparation, implementation and presentation of a project of educational classes for students with mild intellectual disability, for the first educational stage. |
Copyright by Cardinal Stefan Wyszynski University in Warsaw.
