.
Basics of Special Pedagogy for Mentally Impaired Children
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:01.02.2024 12:41:37
| Study Course Information | |||||||||
| Course Code: | REK_262 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Medical Services | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Andra Vabale | ||||||||
| 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) | 4 | Lecture Length (academic hours) | 4 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 7 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 28 | ||||
| Total Contact Hours | 44 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Anatomy, physiology, pedagogy, history of pedagogy, psychology. | ||||||||
| Objective: | Explain the goals and objectives of special education in dealing with mentally retarded children, children with learning disabilities. Explain the degrees of mental disorders, clinical, psychological and pedagogical diagnosis (methods and techniques). Explain a typical and atypical child development, causes of mental retardation and the concept of retardation. To give an insight into the dysfunction of central nervous system (CNS), and the underlying clinical syndromes of mental retardation. To give an insight into the meaning of autistic spectrum disorder. To evaluate the role of pedagogical medical commission in choosing education programs for children with mental retardation. To give an insight into the history of special education from the Roman times till the 20th century. Provision of special education for children with mental retardation in Latvia. Creation of individual adjustment programs and plans, cooperation with parents/guardians. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | A typical and atypical child development. Comprehension of mental retardation concept. Mental retardation causes (after Grunevalda). Central nervous system (CNS) dysfunction, genetic disorders. Special pedagogy, basics of terminology. Classification of mental disorders and degrees of disorders. | Lectures | 1.00 | auditorium | |||||
| 2 | The most significant mental retardation-causing clinical syndromes. Down's syndrome, Patau syndrome, Rett syndrome, Williams syndrome. Characteristics of language and intellectual development process. Pervasive developmental disorder. Autistic spectrum disorder. Asperger's syndrome. Audio speech therapists objectives in diagnosis and therapy of communication and language disorders. | Lectures | 1.00 | auditorium | |||||
| 3 | Learning disorder causes, classification. Role of audio speech therapist in training programme modification. Individual training and therapy programmes. Main tasks–rehabilitation,socialization and education.Forms–individual, group work,work with family. Special educational institutions in LV, their aims and objectives in dealing with mentally disturbed children. Different teaching methods and techniques. Possibilities of Montessori in rehabilitation.Alternative aids systems and their application | Lectures | 1.00 | auditorium | |||||
| 4 | Historical aspect of special education. Ancient civilization and people with disabilities. Egyptian papyrus, doctors Imhotep (3000 BC) manuscripts. Treatment for the mentally disabled in Sparta and ancient Greece. Ancient and medieval legislation on human rights. Antique medical and philosophical views about people with disabilities. | Lectures | 1.00 | auditorium | |||||
| 5 | Presentations and discussions of typical and atypical child development and mental retardation causes. | Classes | 1.00 | auditorium | |||||
| 6 | Presentations and discussions on mental disorders caused by different syndromes. Video analysis of the material. | Classes | 1.00 | auditorium | |||||
| 7 | Presentations and discussions on the autistic spectrum disorders in children. Educational planning in a special school/development centres. Video analysis of the material. | Classes | 1.00 | auditorium | |||||
| 8 | Seminar on mental development delay and learning disorders differential diagnostics. | Classes | 1.00 | auditorium | |||||
| 9 | Individual presentations, lesson plan development and management. Creation of individual training programmes and plans for children with varying degrees of mental retardation. Clinical case studies from audio speech therapists view. Guidelines for rehabilitation of children. Directions of correction and educational plans. | Classes | 3.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Individual work with literature on given topics. 2. Preparation for tests and seminars. 3. Preparation of presentations (group work). 4. Preparation and demonstration of individual lessons. 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, lessons and discussions, as well as in individual and group presentations – 50%. Exam – theoretical questions – 30%, analysis of clinical cases – 20%. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | On completion of the study course, students acquire the basic knowledge and expertise in special pedagogy and history of special pedagogy. Students will know the goals and objectives of special education, will gain knowledge of mental retardation interference levels, and learning disabilities, and mental retardation causing clinical syndromes. The student will acquire knowledge of special education programmes in Latvia; will be able to demonstrate knowledge in creation of individual correction programmes and plans. | ||||||||
| Skills: | On successful mastering of the study course students will be able to determine the degrees of mental disorder, to make pedagogical diagnosis and develop the educational process guidelines for children with mental retardation. Will be able to assess training opportunities for children with learning disabilities. Will be able to choose a variety of pedagogical methods and techniques, as well as will be able to create individual programmes and plans to suit the patient's functional capabilities. | ||||||||
| Competencies: | As a result of successful mastering of the study course students will be able to practically apply the acquired knowledge and skills in assessment of language/communication skills of children with mental disabilities, disorder diagnosis and treatment process. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Baka, A., Grunevalds, K. Grāmata par aprūpi. Rīga: Preses Nams, 1998. 326 lpp. (izdevums akceptējams) | ||||||||
| 2 | Farell, M. The effective teacher’s guide to moderate, severe and profound learning difficulties : practical strategies (Conitive impaiments) 2nd ed., Routledge, 2006 – 96. (izdevums akceptējams) | ||||||||
| 3 | Malofejevs, N. Rietumeiropa: sabiedrības un valsts attieksmes pret personām ar attīstības traucējumiem evolūcija. Rēzekne, 2008. (izdevums akceptējams) | ||||||||
| 4 | Zamskis, H. Speciālās pedagoģijas vēsture. Rīga: Raka, 2007. 236 lpp. (izdevums akceptējams) | ||||||||
| 5 | Autisms un autiska spektra traucējumi. Sast. A. Vabale, RSU, 2008, 112.lpp. (izdevums akceptējams) | ||||||||
| Additional Reading | |||||||||
| 1 | Liepiņa, S. Speciālā psiholoģija. Rīga: Raka, 2008. 312 lpp. | ||||||||
| 2 | Veclava , V., Aldenrūda, U., Ilsteds, S. Bērni, kuriem ir autisms un Aspergera sindroms. Feturum un autori, 2012, 143 lpp. | ||||||||
| 3 | Smita, K., Strika, L. Mācīšanās traucējumi: no A līdz Z. Rīga: Raka, 1998. 340 lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | Rett syndrome. Patau Syndrome (Trisomy 13). Villiams Syndrome. Fragile X Syndrome. Phenylketonuria. Turner Syndrome. From Mary Kugler, R.N., former About.com Guide, updated October 22, 2006. | ||||||||
| 2 | Creutzfeldt- Jakob Disease. From Christine Kennard, former About.com Guide, updated: November 30, 2006. | ||||||||
