Raising a disabled child

elementary

PS_W02; PS_U07;PS_K03

Level of course: basic

Objectives of the course: The aim of the lectures in semesters I and II is to show and to raise awareness of various educational problems resulting from various types of disabilities. The other objective of the lectures is to understand the needs of the child, to acquire and develop the ability to work with a disabled child and to work with the parents of a disabled child.

Effect of education: the ability to approach the upbringing of a disabled child.

Prerequisites: Knowledge of the education of a disabled child.

Contents of lectures:

1. Problems of raising children with disabilities

2. Family and the upbringing of a disabled child

3. The essence and characteristics of education.

4. Objectives of raising a disabled child:

Self-reliance

Emotional Resistance

Optimism

Self-acceptance

5. Skills of the child

disabled

6. Environmental conditions of educational interactions

7. Psychological and social situation of children with disabilities.

8. Basic assumptions

9. Stages of experiencing disability

10.Studium to realize their limitations

11.Studium of tests of functioning with disability

12.Studium of adaptation to disability

13.Education of autistic children

14. Characteristics of autistic children

Growth dynamics of children with autism.

Reasons for autism

Diagnosis of disorders and therapy

15.Education of children with speech disorders

16. The role of the family in shaping the correct speech of the child

17.Duilding children with visual impairment and blindness

18.Social consequences of lack or damage

visual analyzer.

19. Formation of self-acceptance of children with a defect

hearing.

20.Specific definition of developmentally impaired child

21.Driving children with disabilities

22.Measurement of mental immunity of children

disabled

Assessment methods: Written examination. The material presented in lectures and given reading

Literatura.

1.Miłkowska G., Olszak-Krzyzanowska B. (red.) Teraźniejszość i przyszłość osób niepełnpsprawnych, Kraków 2008.

2.Szczepankowski B., Wspomaganie rozwoju dziecka

niesłyszącego.Warszawa 2009.

3.Łobocki M. Teoria wychowania w zarysie.Bydgoszcz 2003.

4.Kielin J., Jak pracować z rodzicami dzieci upośledzonych,

Gdańsk 2003.

5.Kowalik S.,Psychologia rehabilitacyjna,Warszawa 2007.

Bibliografia:

1. Arusztowicz B., Bąkowski H., Dziecko kalekie jakiego nie znamy,Warszawa,1989.

2. Dziak A., (red.) Aby dziecko było sprawne, Warszawa " PZWL, 1993.

3. Dykcik W. (red.) Autyzm. Kontrowersje i wyzwania. Poznań "1999.

4. Gałkowski T., Dziecko autystyczne w środowisku rodzinnym i szkolnym,Warszawa,WSiP,1995.

6. Goralówna M., Hołyńska B. Rehabilitacja małych dzieci z wadą słuchu,Warszawa,PZWL,1984.

7. Jaklewicz H.. Autyzm wczesnodziecięcy. Diagnoza, przebieg, leczenie. Gdańsk, Gdańskie Wyd.Ped.,1993.

8. Korzon A. Wychowanie słuchowe dzieci z wadą słuchu, Katowice, Infograf, 1993

9. Zamkowska A. Systemy kształcenia integracyjnego w wybranych krajach Unii Europejskiej, Radom 2004.

10. Ferenz K., Kozioł E., Kompetencje nauczyciela wychowawcy, Zielona Góra 2002.

Kościelska M.,Oblicza upośledzenia,Warszawa1995.

11.Wyczesany J., Kształcenie zintegrowane dzieci o specyficznych potrzebach edukacyjnych,Kraków 2002.

12.Obuchowska I. (red.) , Dziecko niepełnosprawne w rodzinie,Warszawa 1995.

Knowledge: W01, W07, W08, W10, W12, W13, W14.

He has knowledge of what psychology deals with, in what is different from other disciplines, what are his disciplines, what they deal with. He knows the importance of processes and mechanisms of learning and education. He knows what is the responsibility of the psychologist and knows the rules of ethics. He understands the importance of stress, crises, conflicts in human life and has knowledge of how to prevent and counteract these phenomena. It is able to analyze and interpret the role of factors conducive to health behavior, addiction, prevention of potential developmental disorders and pathologies in mental processes. Understands mental development in people with disabilities with various mental disorders.

Skills: U04, U07, U10, U12.

Identify the techniques and methods of psychological help appropriate to the dysfunctional forms. She can identify problems specific to different types of disability and provide appropriate psychological help. She plans and conducts psycho-psychiatric and psycho-educational influences.

Social competencies: K01, K05, K06.

He has competences that allow him to be open and ready to interact with other people. He can improve his knowledge and skills depending on emerging needs. He has competences in psychological help and crisis intervention.

Knowledge

After listening to lectures, students should be able to clearly and distinctly define, explain, distinguish, present and form problems related to the education of a disabled child.

Skills

Student attending the lectures should acquire skills in analyzing problems related to the upbringing of a disabled child. He should acquire the skills to develop, organize, classify and compare. He should also acquire the skills to draw conclusions on the basis of assertions, verifications and predictions and set criteria for the recognition of motives and causes. He should acquire the skills to lead and implement new projects.

competence

After listening to the lectures, the following competences should be acquired: caution and criticism in expressing opinions, acquiring teamwork skills and directing them, being open to new problems, showing responsibility for decisions. He should be open and creative, sensitive to other people's problems and able to discuss and compromise.

To evaluate ndst. (2) không thể sử dụng trong truyền thông lý và thực thi.

For evaluation dst. (3) partially utilize the acquired knowledge

The db (4) evaluates correctly and uses the knowledge gained and is able to discuss

At bdb (5) the student correctly uses the acquired knowledge during lectures. She is able to apply it in practice and in theory and is able to solve everyday problems of a disabled child.

The condition of passing the course is active participation in lectures and passing one selected reading in each semester.