Pedagogy intellectually disabled

Knowledge:

PSI_TS2_W01, PSI_TS2_W03;

Skills:

PSI_TS2_U01;

Competence:

PSI_TS2_K06.

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.

The subject presents and brings issues concerning the operation of a family with a child with intellectual disabilities.

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:

PSI_TS2_W01 - the student has knowledge of pedagogy people with intellectual disabilities, including subject, teleology, terminology and theoretical range;

PSI_TS2_W03 - the student knowledgeable about education, treatment and rehabilitation of people with intellectual disabilities and their historical, biological, psychological and medical grounds;

Skills:

PSI_TS2_U01 - the student is able to use theoretical knowledge of pedagogy people with intellectual disabilities in order to present specific processes and phenomena of rehabilitation, education, upbringing and care, therapy and social support of people with intellectual disabilities;

Competence:

PSI_TS2_K06 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees;

60 h [60: 30 (25) = 2], 2 ECTS

- participating in the lecture: 15 h

- independent reading: 15 h

- preparation for the exam: 25 h

- consultations: 5 h

In the academic year 2018/2019:

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

- participating in the lecture: 15 h

- independent reading: 15 h

- preparation for the exam: 40 h

- consultations: 5 h

In the 2019/2020 academic year:

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

- participation in the lecture: 15 h

- independent reading: 15 hours

- preparation for the exam: 40 h

- consultations: 5 h

Knowledge:

PSI_TS2_W01 - the student has knowledge of pedagogy people with intellectual disabilities, including subject, teleology, terminology and theoretical range;

- to assess 3 - the student 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 - the student 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 - the student 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 - the student 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 - the student 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.

PSI_TS2_W03 - the student knowledgeable about education, treatment and rehabilitation of people with intellectual disabilities and their historical, biological, psychological and medical grounds;

- to assess 3 - the student has an elementary knowledge of education, treatment and rehabilitation of people with intellectual disabilities and their historical, biological, psychological, and medical basics. It refers to the primary literature;

- to assess 3.5 - the student has an elementary knowledge of education, treatment and rehabilitation of people with intellectual disabilities. Isolated differentiates and classifies historical basis, biological, psychological and medical above processes based on primary literature;

- to assess 4 - the student has an elementary knowledge of education, treatment and rehabilitation of people with intellectual disabilities. Isolated differentiates and classifies explains and compares historical basis, biological, psychological and medical above processes based on primary literature;

- to assess 4.5 - the student has in-depth knowledge on education, treatment and rehabilitation of people with intellectual disabilities. Isolated differentiates and classifies explains and compares historical basis, biological, psychological and medical above processes based on primary and supplementary literature;

- to assess 5 - the student has in-depth knowledge on education, treatment and rehabilitation of people with intellectual disabilities. Isolated differentiates and classifies explains and compares historical basis, biological, psychological and medical above processes based on primary and supplementary literature. Demonstrating to independence of thought provides examples and emerges constructive conclusions.

Skills:

PSI_TS2_U01 - the student is able to use theoretical knowledge of pedagogy people with intellectual disabilities in order to present specific processes and phenomena of rehabilitation, education, upbringing and care, therapy and social support of people with intellectual disabilities;

- to assess 3 - the student is able to use basic theoretical knowledge of pedagogy people with intellectual disabilities in order to present specific processes and phenomena of rehabilitation, education, upbringing and care, therapy and social support people with intellectual disabilities, based on primary literature;

- to assess 3.5 - the student is able to use basic theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to present specific processes and phenomena of rehabilitation, education, upbringing and care, treatment and support social people with intellectual disabilities, based on primary literature;

- to assess 4 - the student is able to use basic theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to present specific processes and phenomena of rehabilitation, education, upbringing and care, therapy and social support of people with intellectual disabilities, based on primary literature. He can make their own analysis and interpretation of such processes;

- to assess 4.5 - the student is able to use a complex and orderly theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to present specific processes and phenomena of rehabilitation, education, upbringing and care, therapy and social support people with intellectual disabilities, based on the basic and supplementary literature. He can make their own analysis and interpretation of such processes;

- to assess 5 - the student is able to use a complex and orderly theoretical knowledge of pedagogy people with intellectual disabilities and related disciplines to present specific processes and phenomena of rehabilitation, education, upbringing and care, therapy and social support people with intellectual disabilities, based on the basic and supplementary literature. He can make their own analysis and interpretation of such processes. Referring to relevant examples and own thoughts - constructs conclusions.

Competence:

PSI_TS2_K06 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees;

- to assess 3 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees;

- to assess 3.5 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees, while making a self-assessment of their own competence;

- to assess 4 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees, while making a self-assessment of their own competence. Understands the need for continuous training of professional and personal development;

- to assess 4.5 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees, while making a self-assessment of their own competence. Understands the need for continuous training of professional and personal development and expressing a desire to deepen their knowledge and skills;

- to assess 5 - the student is aware of the level of their knowledge and skills in education, rehabilitation, treatment, care and education of the individual with intellectual disabilities in varying degrees, while making a self-assessment of their own competence. Understands the need for continuous training of professional and personal development. In addition willing to deepen their knowledge and skills, setting the directions of their development and education.

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