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Special Pedagogics
Study Course Description
Course Description Statuss:Approved
Course Description Version:6.00
Study Course Accepted:26.08.2024 14:03:40
| Study Course Information | |||||||||
| Course Code: | LUSDK_127 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Social Welfare and Social Work | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Silva Rupaine | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, socdk rsu[pnkts]lv, +371 67061575 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 4 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 8 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 20 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not necessary. | ||||||||
| Objective: | To provide students with an understanding of the theory and practice of special pedagogy, history and development trends in Latvia and the world. To provide basic knowledge about the cognitive process of children with developmental disabilities, basic issues of their pedagogical-psychological characteristics, basic principles of inclusive education. To teach students to use the acquired knowledge in their working life. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Subject and basic categories of special pedagogy. | Lectures | 1.00 | other | |||||
| 2 | Insight into the history of special pedagogy in Latvia and the world. | Lectures | 2.00 | other | |||||
| 3 | Latvian special education guidelines. | Lectures | 2.00 | other | |||||
| 4 | Special pedagogy branches. | Classes | 1.00 | other | |||||
| 5 | Types of pedagogy in special pedagogy. | Lectures | 2.00 | other | |||||
| 6 | Types and methods of child development assessment. | Classes | 1.00 | other | |||||
| 7 | Peculiarities of personality formation in children with developmental disorders. | Classes | 2.00 | other | |||||
| 8 | Special education programs. | Classes | 1.00 | other | |||||
| 9 | Development trends of inclusive education. Models of inclusive schools. | Classes | 1.00 | other | |||||
| 10 | Special pedagogical methods and techniques for working with children with various developmental disabilities, special needs - with visual impairments, mental disabilities, autism, Down syndrome and movement disorders in an inclusive school. | Classes | 2.00 | other | |||||
| 11 | Special pedagogical methods and techniques for working with children with various developmental disabilities, special needs - with visual impairments, mental disabilities, autism, Down syndrome and movement disorders in an inclusive school. | Lectures | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Subject and basic categories of special pedagogy. | Lectures | 1.00 | auditorium | |||||
| 2 | Insight into the history of special pedagogy in Latvia and the world. | Lectures | 1.00 | auditorium | |||||
| 3 | Latvian special education guidelines. | Lectures | 1.00 | auditorium | |||||
| 4 | Special pedagogy branches. | Classes | 1.00 | auditorium | |||||
| 5 | Types of pedagogy in special pedagogy. | Lectures | 1.00 | auditorium | |||||
| 6 | Types and methods of child development assessment. | Classes | 1.00 | other | |||||
| 7 | Peculiarities of personality formation in children with developmental disorders. | Classes | 1.00 | auditorium | |||||
| 8 | Special education programs. | Classes | 1.00 | auditorium | |||||
| 9 | Development trends of inclusive education. Models of inclusive schools. | Classes | 1.00 | auditorium | |||||
| 10 | Special pedagogical methods and techniques for working with children with various developmental disabilities, special needs - with visual impairments, mental disabilities, autism, Down syndrome and movement disorders in an inclusive school. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Students are offered the opportunity to observe lessons x primary school inclusive classes and extracurricular activities, meet with teachers, evaluate what they have seen. (In the remote period - analysis of video problem situations, video interviews). Students must do 4 independent works: • Glossary of terms “mini” (5-10 concepts related to special and / or inclusive education have been selected, an in-depth analysis of each term has been performed, several different sources have been used in the analysis of each term, a summary of the term analysis has been made). Portfolio - Useful information for a social worker in social pedagogical work with a child with special (special) needs and their family (structured information collection). • History of special (inclusive) education and educational principles in country X and Latvia - (any country in the world has been selected, a comparison with the situation in Latvia has been made). Problems of special (inclusive) education, solutions ____ Interview with a parent who has a child with special needs or an interview with a special pedagogue of choice. (Analysis of video interviews available on the Internet may also be available in the remote period). • Support measures for a pupil / child with __________ (developmental) disabilities - innovative offers and solutions, theory and practice (includes 1-3 specific practical techniques according to the individual (special) needs of the particular child). | ||||||||
| Assessment Criteria: | Class attendance - 10%. Homework - comparison of special or inclusive education in Latvia and ... in another country) - presented in the audience. Glossary + Portfolio - submitted electronically) - 30%. Attendance of lessons and classes x in primary school, evaluation of the lesson together with the teacher + interview with parents whose children have special needs or interview with a special pedagogue). In the distance learning period - analysis of video problem situations for a family with a child with special needs or video or described interviews with a special pedagogue - 30%. Lesson management / assistance in special education classes or extracurricular activities (in the remote study period - problem situations / video analysis) + modeled short plan of support measures or possible solutions and detailed description of 1-3 possible techniques. An offer of 1-3 specific practical techniques should be included according to the individual (special) needs of the particular child. - 30%. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | Exam (Written) | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students will be able to define the terms of special pedagogy and inclusive education; to describe the development trends of special and inclusive education in Latvia and abroad; to name and describe the branches of special pedagogy and the types and special programs of special pedagogy; to describe the manifestations of special needs of children, adolescents and young people in the educational process and in the non-educational environment; to name the ways of assessing the child's development and to understand the principles of using special pedagogical methods for different target groups of special needs; to identify the regulatory enactments regulating the field of special education; to understand the specifics of the Pedagogical Medical Commission in Latvia; to identify and describe support services for families with children with special needs - in the school environment and outside the educational environment. | ||||||||
| Skills: | Ability to gather relevant information about the educational opportunities of a child with special needs; Ability to choose the most suitable / appropriate offer for a family inclusive school model; Ability to use the concepts / terms of special pedagogy and inclusive education; Ability to determine the client's (child's) individual special needs; Ability to model a plan of support measures for a learner in a special education program; Ability to select and model special pedagogical methods / techniques in work with any of the target groups of special needs (children with visual impairments, mental disabilities, autism, Down syndrome, movement disorders, etc. in an inclusive school); Students develop the ability to create and maintain an inclusive environment that is emotionally and physically safe for children and young people; Develops the ability to use alternative means of communication in conversation with the child; Ability to explain and substantiate the need for a special educational program for a learner with developmental disabilities (in an interprofessional team for colleagues or the child's parents, etc.). | ||||||||
| Competencies: | Students develop the competence to think critically (evaluative): to differentiate inclusive school models and special education programs. Improves the competence to discuss and argue the opinion on the problems of inclusive education and development trends in Latvia and the possibilities for its improvement. Students develop the competence to understand the need to identify and attract and create new resources for a child with special needs, his family. Students develop the competence to accept otherness as well as the need to promote the acceptance of otherness in the community in order to promote an inclusive society. Students improve their competence to select the necessary, useful information for the social pedagogical work of a social worker with children with special needs and their families. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Iekļaujošā izglītība un speciālā izglītība. (2020). IZM. | ||||||||
| 2 | „Pētījums par bērniem ar speciālām vajadzībām sniedzamo atbalsta pakalpojumu izmaksu modeli iekļaujošas izglītības īstenošanas kontekstā”. (2017). Izglītības un zinātnes ministrija (IzM). | ||||||||
| 3 | Kļaviņa L. (2016). Dzīvesprasmju apmācība personām ar garīgās attīstības traucējumiem: metodiskais līdzeklis / Līga Kļaviņa, Gita Pavloviča. - Rīga: Aisma, profesionālās pilnveides un supervīzijas centrs,. - 87 lpp. | ||||||||
| 4 | Tūbele S., Landra T., Šūmane I., Burčaka M., Laganovska E., Kušnere S., Vīgante R. (2013). Metodiskais materiāls: pedagogiem darbam ar izglītojamiem ar jauktiem attīstības traucējumiem: rokasgrāmata. Rīga: Valsts Izglītības satura centrs. -72 lpp. | ||||||||
| 5 | Piktogrammas. (2014-2016). Rīgas Domes Lablājības departamenta projekts: „Vizuālā atbalsta materiālu darbnīcas pozitīvai uzvedībai bērniem un jauniešiem ar uzvedības traucējumiem”. | ||||||||
| 6 | Metodiskais materiāls pedagogiem darbam ar izglītojamiem, kuriem ir autisms. (2013). Liepājas Universitāte. | ||||||||
| 7 | Iekļaujošā izglītība bērniem ar speciālām vajadzībām Latvijā: Pētījuma gala ziņojums. (2020). Latvijas Republikas Saeima. | ||||||||
| Additional Reading | |||||||||
| 1 | Freimanis I. (2007). Ieskats speciālās skolas darbā. - Rīga: RaKa - 271 lpp. | ||||||||
| 2 | Mors M., Osis J., Samete D. (2021). Ģimeņu ar bērniem ar funkcionāliem traucējumiem izpētē balstīts atbalsta pakalpojums. Žurnāls „Sociālais darbs Latvijā” 1/2021. – 32.-37.lpp. | ||||||||
| 3 | Ziemele L. Īss ieskats tiflopedagoģijā. R., Zvaigzne ABC, 1994. | ||||||||
| 4 | Noteikumi par kritērijiem un kārtību, kādā speciālās izglītības iestādei piešķir speciālās izglītības attīstības centra statusu. (2016). MK Not. 187. | ||||||||
| 5 | Speciālā izglītība agrāk un tagad. Dr. Paed. Mārīte Rozenfelde. O8.06.2020. | ||||||||
| 6 | Par Cilvēkbērnu// Kā ir audzināt bērnu ar īpašām vajadzībām// Jana Krūmiņa. (video 42 min.) Situācija par ģimeni ar bērnu ar īpašām vajadzībām. | ||||||||
| 7 | Latvijas Speciālo pedagogu asociācijas mājaslapa. | ||||||||
| 8 | Orksa R. (2008). Bērns ar garīgās attīstības traucējumiem izglītības procesā: Pedagoģijas un psiholoģijas katedras studiju programmas "Speciālās izglītības skolotājs" zinātniski metodisko materiālu krājums. Rēzeknes Augstskola. Pedagoģijas fakultāte. Personības socializācijas pētījumu institūts. Speciālās pedagoģijas laboratorija. - Rēzekne: RA Izdevniecība, – 130 lpp. | ||||||||
| 9 | Rozenfelde M. (2008). Bērns ar attīstības traucējumiem vispārējās izglītības iestādē. Rēzeknes Augstskola. Pedagoģijas fakultāte. Personības socializācijas pētījumu institūts. Speciālās pedagoģijas laboratorija. - Rēzekne: RA Izdevniecība. - 89 lpp. | ||||||||
| 10 | Informācija par Latvijā standartizētiem testiem bērna intelekta un pamatprasmju izvērtēšanai. Informatīvs materiāls. VISC 2019. | ||||||||
| 11 | Bērna attīstības vērtēšanas kritēriju un individuālā izvērtējuma metodika. (no sociālā darbinieka komandā perspektīvas) (2019). LM. | ||||||||
| 12 | Valsts pedagoģiski medicīniskā komisija. (2021). | ||||||||
| 13 | Noteikumi par pedagoģiski medicīniskajām komisijām. (2012). MK noteikumi 709. Rīgā 2012.gada 16.oktobrī. | ||||||||
| 14 | Bērtule D. (2018). Bērnu ar cerebrālo trieku ģimeņu vajadzības un tās ietekmējošie faktori. Promocijas darbs. RSU. | ||||||||
| 15 | Tomele G. (2013). Minhenes funkcionālās attīstības diagnostika: Pirmais dzīves gads . Eiropas Sociālā fonda projekts "Līdzdalības un pakalpojuma uzlabošana vardarbībā cietušo 0-36 mēnešu veco bērnu sociālajā rehabilitācijā" (līgums Nr.1DP/1.5.2.2.2/12/APIA/SIF/008/87) | ||||||||
| 16 | Pprofesionālās darbības komponentu apraksts bērniem bāreņiem un bez vecāku gādības palikušajiem bērniem un bērniem ar psihiskiem un uzvedības traucējumiem ilgtermiņa rehabilitācijas procesā . 2014. LM. | ||||||||
| 17 | A systematic review of the roles of social workers in inclusive education for children with disabilities.( 2021). | ||||||||
| 18 | Special Education for Young Learners with Disabilities, (2019). edited by Festus E. Obiakor, and Jeffrey P. Bakken, Emerald Publishing Limited,. ProQuest Ebook Central. | ||||||||
| 19 | Tūbele S., Šteinberga A. (2004). Ievads speciālajā pedagoģijā. Rīga : RaKa. | ||||||||
| 20 | Liepiņa S. (2003). Speciālā psiholoģija. R., Izdevniecība RaKa. | ||||||||
| Other Information Sources | |||||||||
| 1 | Ainscow M. (1994). Special Needs in the Classroom: Teacher Resource Pack. Paris. UNESCO E-Book. | ||||||||
| 2 | UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994. Paris. | ||||||||
| 3 | UNESCO (1998). Reflections around the 48th session of the International Conference on Education. | ||||||||
| 4 | Par godu 21. martam tapusi izglītojoša filmiņa par Dauna sindromu. 11.03.2021. | ||||||||
| 5 | Domāt. Darīt Zināt. Skola 2030. (6/2020). Ziņu izdevums skolotāju atbalstam pilnveidotā mācību satura un pieejas īstenošana. | ||||||||
| 6 | Tereško A., Kondrova A., Rozenfelde M., Želve I. (2013). Bērns ar garīgās attīstības traucējumiem ģimenē. Metodiskais materiāls vecākiem Rīga: VISC,- 16 lpp. | ||||||||
| 7 | Kārkliņa I. (2017). "Iekļaujošās izglītības modeļi Latvijā": videolekcija. | ||||||||
| 8 | Dauna sindroma biedrības mājaslapa. | ||||||||
| 9 | Cita pasaule tepat līdzās (2004). Vēstnesis.lv. | ||||||||
