- Code
- PRD 213
- Name
- Education of Students with Special Needs in Preschool Education I
- Semester
- 3
- Lecture hours
- 3.00
- Seminar hours
- 1.00
- Laborator hours
- 0.00
- Credits
- 3.50
- ECTS
- 5.00
- Description
-
Special Needs (SN) has become interdisciplinary subject of study in the field of social sciences , with special importance in the field of sociology. Theoretical perspectives in the field of CA have analyzed the historical and cultural aspects that have determined its significance , in order to clarify how the SN settings have resulted in systematic exclusion of persons with disabilities ( PWDs ) from society . This module deals with the historical aspects , political , cultural , economic and related social prejudices SN from Kosovo origin or religious divine to the policies and practices that have influenced the way eugenics how human society to respond to disabled people by isolating them within a system of segregated social institutions . Social exclusion is that you become disabled is not justifiable behavior in human society today and is considered a violation of human rights . With the entry into force of the UN Convention on the Rights of PWD , engages society to change attitudes towards disabled first and necessary skills that few have . Emphasis on skills gives little opportunity to use the creative potential to the benefit of yourself and the community where they live , with proper support from society . Through services for people with disabilities , society should not only enable you to achieve the maximum potential for independent living , but also to create conditions for full participation in society as citizens with full rights . The module is in compliance with the objectives of the Lisbon Declaration for an inclusive society through education , the UN convention for disabled people , and with the Bologna process on higher education .
- Objectives
-
This subject deals with the attitude of society to education of people with disabilities in early childhood starting exempted practices to inclusive policies and development in today's times. In this case, theoretical perspectives on disability will be analyzed critically to understand different views on Disability and the role they have played in the response that society has formulated for Education of People with Disabilities (PWD). The course will provide students with an analysis of theories of social barriers disabled and educational sphere, so that students are aware of the disappearance of barriers and engage in enterprise social changes that enable disabled people to be included in society.
- Java
- Tema
- 1
- Psychology as a scientific field and the psychological aspects in Special Education.
- 2
- Introduction, models of disability (medical ‘individual’ versus social model), policy debates about SEN versus disability.
- 3
- Strategies and Policies to be adopted to improve Special Needs Education.
- 4
- Blindness and visual impairment – Focus on child development, perceptual and motor skills and cognitive development including the educational implications of this research for the learner and teacher.
- 5
- Children with hearing impairment. Ways of identifying and screening them, and adequate treatments and modifications to be adopted.
- 6
- Children with motor and psychomotor disabilities.
- 7
- What is dyslexia? Relationship of dyslexia to unimpaired reading processes. Impact of dyslexia on learning.
- 8
- Midterm Exam
- 9
- Children with learning disabilities and intellectually disabled children. Socio- psychological perspective - assessment, disclosure of hidden disability or learning difficulty and important policy issues.
- 10
- Autism and autism spectrum diseases.
- 11
- Roles and responsibilities of teachers, educational psychologist and other specialist staff – contributions and tensions.
- 12
- Children with down syndrome. Their screening and treatment.
- 13
- Special education realities and perspectives in Albania.
- 14
- Legal framework for the education of children with special needs in Albania.
- 15
- Review
- 16
- Final Exam
- 1
- demonstrate, through module coursework and examination, advanced knowledge of a range of core subject areas, defined in the BPS syllabus, addressed through the study of special educational needs
- 2
- demonstrate, through module coursework and examination, detailed, comprehensive knowledge and a critical understanding of an in-depth specialist subject area (SEN). Specifically, students will be able to engage in a comprehensive analysis of specific psychological research in two special educational needs groups.
- 3
- review and critically evaluate academic research work within the discipline and present logical and coherent arguments in support of conclusions.
- 4
- apply knowledge of psychological research in evaluating and assessing educational methods or materials in workshop and / or coursework activities
- 5
- discuss current issues and debates surrounding special and inclusive education, including an awareness of wider educational and political issues surrounding special educational needs.
- 6
- use knowledge of research methodologies and statistics to analyze and evaluate research work in SEN. This will be especially important in evaluating the validity of the psychological research evidence encountered during the focus on research within specific SEN groups.
- 7
- be able to identify the different kinds of Special Needs Education and the methodological approaches and strategies used to handle each of them.
- Quantity Percentage Total percent
- Midterms
- 1 30% 30%
- Quizzes
- 0 0% 0%
- Projects
- 0 0% 0%
- Term projects
- 1 15% 15%
- Laboratories
- 0 0% 0%
- Class participation
- 1 5% 5%
- Total term evaluation percent
- 50%
- Final exam percent
- 50%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 3 42
- Duties
- 1 4 4
- Midterms
- 1 1 1
- Final exam
- 1 2 2
- Other
- 0 0 0
- Total workLoad
- 113
- Total workload / 25 (hours)
- 4.52
- ECTS
- 5.00