EHCE11-en

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE 11

SEMESTER

B Mandatory

COURSE TITLE

Assessment of Special Education

Needs

COORDINATOR

AGATHI STATHOPOULOY

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1. Introduction to the concept of evaluation of students with Special Educational Needs.
2.  Alternative forms of evaluation –PORTOFOLIO.
3. Gathering family, developmental and educational profile information- Individual Educational Program.
4. Intelligence quality tests .- Wisc V.
5.  Test for Assessing Emotional and Behavioral Problems .
6.  Early detection tools for reading, writing and math difficulties-Dyslexia detection tools .
7. Children’s drawing as an early detection tool.
8. Test detection of Developmental Coordination Disorder.
9.  Assessment of learning disabilities in students with autism spectrum disorder (ASD).
10. Assessment of learning disabilities in students with borderline intelligence and mild mental retardation.
11. Writing assessment report.
12. Studies presentation-Final Evaluation.
13. Feedback.

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

Instructions can be found by students in the e-class

• American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed). Washington, DC: Author.

• Anastasi A. & Urbina, S. (1997). Psychological testing ( 7th ed.). Upper Saddle River, NJ: Prentice Hall.
•  Frankenburg , W. , K. & Dodds , J. B. (1967). The Denver Developmental Screenig Test. Journal of Pediatrics , 71 , 181 – 191.
•  Frostig M. (1963). Developmental test of visual perception. Los Angeles: Consulting Psychologist’s Press.
• Griffiths , M. , I. (1973). Early detection by developmental screening . In Griffihs , M. , I. (ed.).The Young Retarded Child : Medical Aspects of Care 11- 19 . Edinburgh & London : Churchill Livigstone.
• Magnusson, D. (1967). Test theory. Reading, MA: Addison-Wesley. Pearson. (2009). Wechsler individual achievement test (3rd ed.). San Antonio, TX: Author. Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Bloomington, MN:Pearson.
• Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales (2nd ed.). Bloomington, MN: Pearson. Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). Bloomington, MN: Pearson
• Trundt, K. M. (2013). Construct bias in the differential ability scales, (DAS-II): a comparison among African American, Asian, Hispanic, and White ethnic groups (Published doctoral dissertation). University of Texas, Austin, TX. U.S.
• Census Bureau. (2009). Current population survey. Retrieved from http://www.census.gov/cps/
• Wechsler, D. (2001). Individual achievement test–2nd ed. (WIAT-II). San Antonio, TX: Psychological Corporation. Wechsler, D. (2003). WISC-IV: Administration and scoring manual. San Antonio, TX: Psychological Corporation.
•  Wechsler, D. (2012). The Wechsler preschool and primary scale of intelligence (4th ed.). Bloomington, MN: Psych Cooperation.
• Wechsler, D. (2014). Wechsler intelligence scale for children (5th ed.). Bloomington, MN: Psych Cooperation.
• Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (2016). WISC-V assessment and interpretation. Waltham, MA: Academic Press. Weiss, L. G., Saklofske, D. H., Prifitera, A., & Holdnack, J. A. (2006). WISC-IV advanced clinical interpretation. Burlington, MA: Academic Press.
• Wicherts, J. M., & Dolan, C. V. (2010). Measurement invariance in confirmatory factor analysis: An illustration using IQ test performance of minorities. Educational Measurement: Issues and Practice, 29, 39 – 47. http://dx.doi.org/10.1111/j.1745-3992.2010.00182.x
• Syed, E. U., Hussain, S. A., & Mahmud, S. (2007). Screening for emotional and behavioral problems amongst 5-11 years old school children in Karachi, Pakistan. Social Psychiatry, Psychiatric Epidemiology, 42, 421-427.
• Rauschenberger, M., Baeza–Yates, R., & Rello, L. (2019). Technologies for dyslexia. Web Accessibility: A Foundation for Research, 603-627.
• Rauschenberger, M., Lins, C., Rousselle, N., Hein, A., & Fudickar, S. (2019, September). Designing a new puzzle app to target dyslexia screening in pre-readers. In Proceedings of the 5th EAI International Conference on Smart Objects and Technologies for Social Good (pp. 155-159).
• Helland, T., Jones, L. Ø., & Helland, W. (2017). Detecting preschool language impairment and risk of developmental dyslexia. Journal of Research in Childhood Education, 31(2), 295-311.
• Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T., & Baird, G. (2011). IQ in children with autism spectrum disorders: data from the Special Needs and Autism Project (SNAP). Psychological medicine, 41(3), 619-627.
• Ratcliffe, B., Wong, M., Dossetor, D., & Hayes, S. (2015). The association between social skills and mental health in school-aged children with autism spectrum disorder, with and without intellectual disability. Journal of autism and developmental disorders, 45, 2487-2496.
• Vuijk, P. J., Hartman, E., Scherder, E., & Visscher, C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of intellectual disability research, 54(11), 955-965.
• Fernell, E., & Ek, U. (2010). Borderline intellectual functioning in children and adolescents–insufficiently recognized difficulties. Acta Paediatrica, 99(5), 748-753.
• Flanagan, D. P., & Alfonso, V. C. (2017). Essentials of WISC-V assessment. John Wiley & Sons.
• Flanagan, D. P., & Alfonso, V. C. (2017). Essentials of WISC-V assessment. John Wiley & Sons.
• Miller, J. L., Saklofske, D. H., Weiss, L. G., Drozdick, L., Llorente, A. M., Holdnack, J. A., & Prifitera, A. (2016). Issues related to the WISC-V assessment of cognitive functioning in clinical and special groups. WISC-V clinical use and interpretation, 287-34
• Καραμπατζάκη, Ζ. (2010). Τεστ Ανίχνευσης Αναπτυξιακής Διαταραχής Ψυχοκινητικού Συντονισμού. Αθήνα: Πάραλος.:
• ΣΤΑΛΙΚΑΣ, Α., ΤΡΙΛΙΒΑ Σ., ΡΟΥΣΣΗ Π. (2012). Τα ψυχομετρικά εργαλεία στην Ελλάδα. Αθήνα:Πεδίο.