KARTA KURSU. Wykład ogolnouczelniany INCLUSIVE EDUCATION INCLUSIVE EDUCATION. Kod Punktacja ECTS* 2

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1 KARTA KURSU Nazwa Nazwa w j. ang. Wykład ogolnouczelniany INCLUSIVE EDUCATION INCLUSIVE EDUCATION Kod Punktacja ECTS* 2 Koordynator Assoc. prof. dr. Alvyra Galkiene Zespół dydaktyczny Opis kursu (cele kształcenia) During the course, the studies include the analysis of the conception of the inclusive education of people with disabilities as well as the characteristics of organising their education. Historical development of the situation of the disabled in society from exclusion towards inclusion is discussed as well as value-based, ethical and legal discourses of the recognition of a person s rights, and different aspects of heterogeneous groups education are analysed. Warunki wstępne Wiedza The students will know the main dimensions and the legal basis of inclusive education system, the principles of curriculum differentiation according to special needs, ways of lesson organization in heterogeneous classroom, and ways of shaping interpersonal interaction in a heterogeneous community. Umiejętności The students will be able to recognize a pupil s special needs, to design an individual program taking into account the nature of the special needs of the pupil, to make a lesson plan in a heterogeneous classroom, to make an informal activity plan for a heterogeneous group, to team up pedagogues, specialists, and parents in order to increase the efficiency of the education of pupils with special needs in general classrooms. Kursy K1 Conception of inclusive education, its place in education system, concepts, object, functions, multidimensionality, and link to other scientific fields. K2 The origins of inclusive education and historical development in global, Lithuanian and Polish contexts. The shift of the socio-educational situation of people with disabilities from exclusion towards inclusion. Ethics of the disability: social and biological dimension. K3 Legal regulation of inclusive education. Legal acts regulating human rights: Universal Declaration of Human Rights, UN Declaration of the Rights of the Child, UN Convention of the Rights of Persons with Disabilities, major Lithuanian and Polish legal acts. K4 Formation of the most favourable educational environment. Perception and classification of special needs. Alignment of curriculum (teaching plan, subject curricula) and the pupil s learning abilities. Curricula individualisation level and types in Lithuania and Poland. K 5 The nature of special needs of pupils with mental disorders. Principles, methods and application of curriculum individualisation to pupils with mental disorders. K6 Inclusive education organisation for pupils with visual disorders. Inclusive 1

2 education of the blind: challenges and possibilities. Building favourable educational environment for the blind at general schools. K 7 Inclusive education organization for pupils with hearing disorders. Inclusive education of pupils with hearing loss: challenges and possibilities. Building favourable educational environment for pupils with hearing loss at general schools. K 8 Education of pupils with movement disorders under the conditions of inclusion. Variety of special needs. Dimensions of the most favourable educational environment: curriculum, open educational environment, compensational equipment; ergonomic tools, therapeutic exercise, alternative and augmentative communication. K 9 Learning disorders. Reasons and general characteristics of learning disorders. Identification of special needs in cases of the following: general, specific, non-verbal disorders. Principles and methods of designing adapted curricula according to the pupils special educational (learning) needs. K 10 Behavioural and/or emotional disorders. Reasons of the disorders and the nature of special needs. Possibilities and ways of the education of pupils with behavioural and emotional disorders at general schools. K 11 Special pedagogical assistance system and its application. Providers of special and special pedagogical assistance, and their functions; institutional and interinstitutional partnership networks; child welfare commission, and its roles. Coordination of inclusive education on the level of educational institution. K 12 A lesson in a heterogeneous classroom. Lesson planning through the cooperation between specialists. Curriculum differentiation and activity integration during the lesson. Ways of lesson organization with the leadership of a single pedagogue, a pedagogue and a special pedagogical assistance provider combining education in the classroom and other educational environment. Pupil achievement assessment during the lesson by applying inclusive education strategies. K 13 The basics of heterogeneous group formation. A person s needs in the hierarchy of community values. Concept of otherness and its incorporation into community value system. Shaping interpersonal relationships in a heterogeneous community. K 14 Social inclusion of people with disabilities. Interinstitutional co-operation of schools implementing special and general education. The role of nongovernmental organizations in the development of inclusion. Professional prospects of people with disabilities. K 15 Reflection. Inclusive education development possibilities in Poland and Europe. 2

3 Efekty kształcenia Wiedza Efekt kształcenia dla kursu W 01, They know the basic dimensions of inclusive education system. W 02, They know the legal basis of inclusive education. W 03, They know the principles of curriculum differentiation according to special needs. W 04, They know ways of lesson organization in a heterogeneous classroom. W 05, They understand the principles of interpersonal interaction in a heterogeneous community and harmonious society. Odniesienie do efektów kierunkowych W 01 - K 1 W 02 K2, K3 W 03 K4 W 04 K11, K12 W 05 K13, K14 Umiejętności Efekt kształcenia dla kursu U 01 They can recognize a pupil s special needs. U 02 They can prepare an individual program taking into consideration the nature of the pupil s special needs. U 03 They can make a lesson plan for a heterogeneous class. U 04 They are able to make an informal activity plan for a heterogeneous group. U 05 They are able to foresee the main goals and methods of teaming up pedagogues, specialists, and parents in order to increase the efficiency of the education of pupils with special needs. Odniesienie do efektów kierunkowych U 01 K5 K10 U 02 K4 K10 U03 K 12 U 04 K13 U05 K11, K14 Kompetencje społeczne Efekt kształcenia dla kursu K01, Education democratization, and the implementation of equal personal rights in education. K02, Getting to know a pupil and recognizing his/her needs. K03, Building the most favourable educational environment. Odniesienie do efektów kierunkowych K01- K 1, K 2, K 3, K 15 K02 K 5, K 6, K 7, K 8, K 9, K 10 K03 K 4, K 11, K 12, K 13, K 14 3

4 E learning Gry dydaktyczne Ćwiczenia w szkole Zajęcia terenowe Praca laboratoryjna Projekt indywidualny Projekt grupowy Udział w dyskusji Referat Praca pisemna (esej) Egzamin ustny Egzamin pisemny Inne Team learning Organizacja Forma zajęć Wykład (W) Ćwiczenia w grupach A K L S P E Liczba godzin 15 Opis metod prowadzenia zajęć Heuristic lecture, simulation, demonstration, group tasks, discussion, reflection, e-learning Formy sprawdzania efektów kształcenia W01 W02 + W03 + W04 + W05 U01 + U02 U03 + U04 + U05 K01 K02... Kryteria oceny Goal achievement level: The highest (9-10 points: knows, understands, applies, analyses, synthetizes, is able to evaluate): % anticipated subject results achieved. Average (7-8 points: knows, perceives, applies, analyses, synthetizes): % anticipated subject results achieved. 4

5 Obligatory minimum (5-6 points: knows, understands but does not apply nor analyse): % anticipated subject results achieved. Unsatisfactory (2-4 points: knows but does not understand, or neither knows nor understands): % anticipated subject results achieved. Uwagi Treści merytoryczne (wykaz tematów) 1. The conception of inclusive education and its place in educational system. 2. The origins of inclusive education and historical development in the global, Lithuanian and Polish contexts. 3. Legal regulation of inclusive education. 4. Formation of the most favourable educational environment. 5. The nature of special needs of pupils with mental disorders. 6. Inclusive education organisation for pupils with visual disorders. 7. Inclusive education organization for pupils with hearing disorders. 8. Education of pupils with movement disorders under the conditions of inclusion. 9. Learning disorders. 10. Behavioural and/or emotional disorders. 11. Special pedagogical assistance system and its application. 12. A lesson in a heterogeneous classroom. 13. The basics of heterogeneous group formation. 14. Social inclusion of people with disabilities. 15. Reflection Wykaz literatury podstawowej 1. Armstrong, A. Ch, Spandagou, I., Armstrong, D. Inclusive Education : International Policy and Practice. Los Angeles : SAGE ebook. 2. Baran, J. Olszewski, S. Swiat pełen znaczeń kultura i niepełnosprawność. Kraków: Impuls, Cierpiałowska, T. Studenci z niepełnosprawnością: problemy funkcionowania edukacyjnego i psychospołecznego. Kraków: Wydawnictwo Naukowe UP, Convention against Discrimination in Education. 14 December 1960, Paris. Accessible by 5. Daniels, H., Garner, PH. Inclusive education. Oxon: Routledge, Accessible by 6. Dash, M. Education of Exeptional choldren. New Delhi: Atlantik, Galkienė, A. Samopoczucie a sukces zawodowy pedagoga pracującego w klasach integracyjnych. Szerląg (ed) Wymiary współczesnej edukacji na Litwie: Wybrane aspekty. Kraków: Impuls, 2005, p Kugelmass J. W., Galkienė A Democratic Reform and the Emergence of Special Needs Education in Lithuania. European Journal of Special Needs Education, Vol. 18, p Olszewski, S., Parys, K., Trojańska, M. Przestrzenie życia osób z niepełnosprawnością. Kraków: Wydawnictwo Naukowe UP, Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Accessible by Policy Guidelines on Inclusion in Education. Accessible by Travers, J. Day, Th. Special and Inclusive Education : A Research Perspective. Oxford : Peter Lang, Internationaler Verlag der Wissenschaften, ebook. 5

6 Wykaz literatury uzupełniającej 1. Cicchelli, T., Ashby-Davis, C. Teaching Exceptional Children and Youth in the Regular Classroom. New York: Syracuse University Press, Bilans godzinowy zgodny z CNPS (Całkowity Nakład Pracy Studenta) Ilość godzin w kontakcie z prowadzącymi Wykład 15 Konwersatorium (ćwiczenia, laboratorium itd.) - Pozostałe godziny kontaktu studenta z prowadzącym 20 Lektura w ramach przygotowania do zajęć 15 Ilość godzin pracy studenta bez kontaktu z prowadzącymi Przygotowanie krótkiej pracy pisemnej lub referatu po zapoznaniu się z niezbędną literaturą przedmiotu Przygotowanie projektu lub prezentacji na podany temat (praca w grupie) - - Przygotowanie do egzaminu - Ogółem bilans czasu pracy 50 Ilość punktów ECTS w zależności od przyjętego przelicznika 2 6