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Pedagogy for Children With Special Functions (Vision, Hearing) Disorders
Study Course Description
Course Description Statuss:Approved
Course Description Version:6.00
Study Course Accepted:13.02.2024 08:53:03
| Study Course Information | |||||||||
| Course Code: | REK_016 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Medical Services | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Ilze Klatenberga | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, rk rsu[pnkts]lv, +371 20271291 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 1 | Lecture Length (academic hours) | 4 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 7 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 28 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Pedagogy, didactics, special pedagogy, developmental psychology. | ||||||||
| Objective: | Theoretical knowledge and practical skills providing. Encouraging student interest about children with special needs (hearing/visual impairment) social and pedagogic integration. Special education support. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Early diagnostics and early intervention (children with hearing/visual impairment). Hearing/visual diagnostic with pedagogical methods. | Lectures | 1.00 | auditorium | |||||
| 2 | Verbal speech formation and development. Hearing technical support (hearing aids, cochlear implants). | Classes | 1.00 | auditorium | |||||
| 3 | Pedagogical process organization preschool age children with hearing loss. Dactyl speech development role for children with hearing loss. | Classes | 1.00 | auditorium | |||||
| 4 | Types of schools for children with hearing/visual impairments in the special education system. The positives and negatives of teaching children with hearing/visual impairments: • In a special preschool educational institution (group) • At home under the guidance of a specialist. | Classes | 1.00 | auditorium | |||||
| 5 | Learning systems for children with hearing impairment in nowadays (oralism, total communication, bilingual method). | Classes | 1.00 | auditorium | |||||
| 6 | Conversational language development in subject-practical teaching lessons, its importance in the general and language development of children with hearing impairment. Characteristics of pedagogical methods of hearing/vision survey. | Classes | 1.00 | auditorium | |||||
| 7 | Organization of the work of developing hearing perception in a special preschool educational institution and school. | Classes | 1.00 | auditorium | |||||
| 8 | Goals, tasks and content of the process of social integration of children and adults with visual/hearing impairments. Developing speech hearing in individual work hours. Characterization of speech material. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Individual work – preparing for tests, preparing presentations for seminars, independent work with literature sources on given topics. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | • Active participation in lectures and practical classes 10% • The case analysis and evaluation 20% • Independent work presentations 20% • At the end of the course a written exam 50% | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Student acquires basic knowledge and competence of children with hearing/visual impairment education process, specific and methods. | ||||||||
| Skills: | Student will be able to organize the work of correction for children with impairment, using consistent developing methods. | ||||||||
| Competencies: | Students will be able to practically apply the acquired knowledge and skills of children with impaired speech and language disorders, evaluation and adjustment work. | ||||||||
| Clinical Skills: | |||||||||
| No. | Skill | Level | |||||||
| 1 | Ling Six-Sound Test | A - Beginner level | |||||||
| 2 | Ling Six-Sound Test | B1 - Basic level | |||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Baķa A., Grunevalds K. Grāmata par aprūpi.- R.: Preses nams, 1998. (izdevums akceptējams). | ||||||||
| 2 | Flēminga I. Zīdaiņa attīstība un attīstības traucējumi. Rīga: Zvaigzne, 1999. (izdevums akceptējams). | ||||||||
| 3 | Paļučins V., Preobraženskis N. Ausu, kakla un deguna slimības. Rīga: Zvaigzne, 1982. (izdevums akceptējams). | ||||||||
| 4 | Šēnveilers R., Ptoks M. Foniatrija un pedagoģiskā audioloģija | ||||||||
| 5 | Cochlear implants / [edited by] Susan B. Waltzman, J. Thomas Roland, Jr. 3rd ed. New York : Thieme, c2014. xii, 256 | ||||||||
| 6 | Uzore D. Rokasgrāmata nedzirdīgu un vājdzirdīgu bērnu vecākiem. 1997. (izdevums akceptējams) | ||||||||
| 7 | Debonis A. David, Donohne L. Constance Surreey of Audiology, Fundamentals for Audiologists and Health Professionals, United States of America, 2020. | ||||||||
| 8 | Laua A. „Latviešu literārās valodas fonētika”. Zvaigzne ABC, 1997. (izdevums akceptējams) | ||||||||
| 9 | Liepiņa S. „Speciālā psiholoģija”. RAKA, 2008. (izdevums akceptējams) | ||||||||
| 10 | Neurocognitive Approaches to Developmental Disorders: a festschrift for Uta Frith. - Hove, 2008. (izdevums akceptējams) | ||||||||
| 11 | Назарова, Н. М. Специальная педагогика. М: Смисл, 2005. (izdevums akceptējams) | ||||||||
| 12 | Piažē Ž. Bērna intelektuālā attīstība. – Rīga, 2002. (izdevums akceptējams) | ||||||||
| 13 | Plinta Ē. „Runas veidošana bērniem ar dzirdes traucējumiem”. „Mācību apg.”, 1998. (izdevums akceptējams) | ||||||||
| 14 | Tavartkiladze G. A., Šmatko N. D. Dzirdes traucējumu diagnosticēšana bērniem. Rēzekne, Rēzeknes augstskola, 2008. (izdevums akceptējams) | ||||||||
| 15 | Madell J. R., Flexer C. Pediatric Audiology Diagnosis, Technology and Management. United States of America, 2014. | ||||||||
| Additional Reading | |||||||||
| 1 | Liepiņa S. „Speciālo skolu skolēnu ar garīgās attīstības traucējumiem pedagoģiski psiholoģiskie raksturojumi”. Rīga, 1994. | ||||||||
| 2 | Teivāns E. „Ievads speciālajā pedagoģijā”. Zvaigzne ABC, 1994. | ||||||||
| 3 | Cochlear implantation outcomes in children with global developmental delay Leila Monshizadeh, Seyed Basir Hashemi, Mehdi Rahimi and Mostafa mohammadi | ||||||||
| 4 | Executive Function training for deaf children: impact of a music intervention Mason, K ; Marshall, C ; Morgan, G | ||||||||
| Other Information Sources | |||||||||
| 1 | www.lm.gov.lv | ||||||||
| 2 | www.strazduskola.lv | ||||||||
| 3 | www.lns.lv | ||||||||
| 4 | www.rnbi.lv | ||||||||
