Special Pedagogics (LUSDK_127)
About Study Course
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.
Prerequisites
Not necessary.
Learning outcomes
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.
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.).
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.
Study course planning
| Study programme | Study semester | Program level | Study course category | Lecturers | Schedule |
|---|---|---|---|---|---|
| Social work, SD | 6 | Bachelor’s | Required | Silva Rupaine |
