Methodology of integrated education of students with moderate and severe intellectual disabilities

elementary

Knowledge:

PSI_TS2_W02; PSI_TS2_W03

Skills:

PSI_TS2_U7; PSI_TS2_U9

Social competence:

PSI_TS2_K01; PSI_TS2_K06

The subject covers the subject of integrated education of pupils with intellectual disabilities in a moderate and significant degree: education, revalidation, upbringing and care.

The course is devoted to the specificities of educating pupils with intellectual disabilities in a moderate and significant manner. The specificities of education are determined by: goals, forms, methods and tools adapted to the individual needs of a learner with a moderate and significant intellectual disability; integrated teaching and education based on multi-sensory learning of reality; developing his personal and social competences that will allow for maximum self-worth, decent and valuable life in adulthood.

Knowledge:

PSI_TS2_W02 - the student has knowledge about moderate and significant intellectual disability and knows its physical, cognitive and psychosocial consequences;

PSI_TS2_W03 - the student has knowledge about education, revalidation, upbringing and care of students with moderate and significant intellectual disability.

Skills:

PSI_TS2_U7 - the student is able to document educational and therapeutic work necessary to support the development of students with moderate and severe intellectual disabilities;

PSI_TS2_U9 - the student is able to independently design educational and therapeutic activities for students with moderate and severe intellectual disabilities, taking into account the content of the core curriculum of general education for students with moderate and severe intellectual disability and using the appropriate teaching and polisensory tool.

Social competence:

PSI_TS2_K01 - the student notices the needs of children and youth with intellectual disabilities;

PSI_TS2_K06 - the student demonstrates the need to acquire professional knowledge and further training.

75h. [75: 30 (25) = 3], 3ECTS

- participation in exercises: 15h.

-designing educational and therapeutic classes for students with moderate and severe intellectual disabilities, along with the preparation of documentation: 20h.

- development of a didactic-polisensory tool for working with a student with intellectual disabilities in a moderate and significant degree: 35h.

- independent reading: 5h.

3,0

- Student distinguishes degrees of intellectual disability, selectively characterizes moderate and significant intellectual disability and lists some physical, cognitive and psychosocial consequences; defines the process of education, revalidation, upbringing and care at work with a student with moderate and severe intellectual disability.

- Student in a basic way and with minor errors, develops documentation of educational and therapeutic work and designs classes for students with intellectual disabilities in a moderate and significant degree with a great help of the teacher with the help of basic teaching tools.

- Student recognizes the needs of individuals with varying degrees of intellectual disability; to a basic extent, demonstrates the need to acquire knowledge and to train in the field of methodical work with a student with moderate and severe intellectual disability.

3,5

- Student distinguishes and describes degrees of intellectual disability, precisely characterizes its moderate and significant degree and lists the complexity of physical, cognitive and psychosocial consequences; defines and explains the process of education, revalidation, upbringing and care at work with a student with moderate and severe intellectual disabilities.

- Student develops the documentation of educational and therapeutic work in a basic way and designs activities for students with intellectual disabilities in a moderate and significant degree with little help from the teacher using various teaching and polisensory tools.

- Student recognizes and understands the needs of individuals with varying degrees of intellectual disability; basically demonstrates and understands the need for gaining knowledge and training in methodological work with a student with moderate and severe intellectual disability.

4,0

- Student distinguishes and accurately describes degrees of intellectual disability, detailing its moderate and significant degree, and lists and explains the complexity of physical, cognitive and psychosocial consequences; defines and explains in detail the process of education, revalidation, upbringing and care in working with a student with moderate and severe intellectual disabilities.

- Student diligently develops documentation of educational and therapeutic work and designs classes for students with intellectual disabilities to a moderate and significant extent with the help of various teaching and polisensory tools that are attractive to students.

- Student recognizes and understands the needs of individuals with varying degrees of intellectual disability and reveals their sensitivity to their physical, psychological, emotional and social problems, which they confirm in practical activities; to a high degree, demonstrate and understand the need to acquire knowledge and training in the field of methodical work with a student with moderate and severe intellectual disability.

4,5

- Student distinguishes and accurately describes degrees of intellectual disability, detailing its moderate and significant degree, and lists and explains the complexity of physical, cognitive and psychosocial consequences - illustrating his knowledge with appropriate examples from the indicated literature; defines, explains in detail and presents the differences between the process of education, revalidation, upbringing and care at work with students with moderate and severe intellectual disabilities.

- Student diligently develops and verifies documentation of educational and therapeutic work; creatively designs activities for students with moderate and severe intellectual disability, using various teaching and polisensory tools that are attractive to students.

- Student recognizes and understands the needs of individuals with varying degrees of intellectual disability and reveals sensitivity to their physical, psychological, emotional and social problems, which is confirmed in practical activities, building a friendly, warm relationship based on discipline and pedagogical optimism; to a high degree, demonstrates and understands the need to acquire knowledge and training in the field of methodical work with a student with moderate and severe intellectual disabilities - shows activity in the acquisition of this knowledge and self-learning.

5,0

- Student distinguishes and accurately describes the degrees of intellectual disability, detailing its moderate and significant degree, and lists and explains the complexity of physical, cognitive and psychosocial consequences - illustrating his knowledge with relevant examples from the indicated and self-selected literature; defining in detail, explaining and presenting the differences between the process of education, revalidation, upbringing and care at work with a student with moderate and severe intellectual disability, summarizes knowledge.

- Student diligently develops and verifies documentation of educational and therapeutic work; creatively designs activities for students with moderate and severe intellectual disability, using various teaching and polisensory tools that are attractive to students; is able to modify the designed activities taking into account the existing, unexpected situational factors and presenting the results of the work draws conclusions and proposals for the future.

- Student recognizes and understands the needs of individuals with varying degrees of intellectual disability and reveals sensitivity to their physical, psychological, emotional and social problems, which is confirmed in practical activities, building a friendly, warm relationship based on discipline and pedagogical optimism; to a high degree, demonstrates and understands the need to acquire knowledge and to train in the field of methodical work with a student with moderate and severe intellectual disabilities - shows creative activity in acquiring this knowledge and self-learning.

The final grade consists of:

1. attendance - 2 absences are allowed; any overdue absence results in a reduction of the final grade by one degree;

2. reliable preparation and presentation of a didactic-polisensory tool for working with a student with intellectual disabilities to a moderate / significant degree;

3. reliable preparation of educational and therapeutic activities for students with moderate and severe intellectual disabilities and preparation of documentation.