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EHCE12-en

  1. GENERAL

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE12

SEMESTER

B

COURSE TITLE

Internship (II) in Special Education Structures

COORDINATOR

ZOI KARABATZAKI

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

10

 

 

 

 

 

 

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:

 

Internship i

 

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

 
 
  1. LEARNING OUTCOMES

Learning Outcomes

. Upon successful completion of the course students will be able to :

·          observe the behavior of students with disabilities and special educational needs

·         observe and evaluate students with special educational needs /disabilities,  prioritize heir possibilities and difficulties in  the learning process,

·          evaluate these students using pedagogical assessment tools

·         plan and implement educational interventions 

·         suggest ways of intervention and support these students,

·         develop an Individualized Education Program (IEP),

·         planning and implement teaching including students with special educational needs / disabilities

 

General Skills

Name the desirable general skills upon successful completion of the module

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. COURSE CONTENT

1. Method for teaching and IEP plan  for students with Reading Difficulties.

2. Method for teaching and IEP plan  for  students with   Grammar Difficulties.

3. Method for teaching and IEP plan  for  students with   Writing Difficulties.

4. Method for teaching and IEP plan  for  students with Dyscalculia.

5. Method for teaching and IEP plan  for students with Communication Problems.

6. Method for teaching and IEP plan  for  students with Behavioral Problems.

7. Method for teaching and IEP plan  for  students with Social  Problems.

8. Method for teaching and IEP plan  for  students with  Physical Disabilities.

9. Method for teaching and IEP plan  for Gifted Students .

10 Method for teaching and IEP plan  for  students with  Intellectual Disabilities.

11. Method for teaching and IEP plan  for students with  Attention Deficit Hyperactivity Disorder .

12 Evaluation of IEP plan

13 Feedback
  1. LEARNING & TEACHING METHODS – EVALUATION

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.

Activity

Workload/semester

Seminars

36

IEP Plan

32

Teaching method

32

 Internship present in Schools

150

Total course

250=10ECTS

 

 

 

 

 

 

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 meetings with supervisiors is obligatory

The language of evaluation is English.

The evaluation method is both Formative

and final.

 

During the meetings with the supervisors they will beplanning  Individualized Intervention Programs for students with  Special Educational Needs based on the literature. Internship supervisors will give specific instructions for their design.

 

Purpose of evaluation: Students ` progress in relation to the objectives of the Internship, their constant feedback  and the possible modification of the design of Individualized Intervention Program.

 

Evaluation criteria: The pedagogical and scientific design of the Individualized Intervention Programs

according to the instructions provided by the supervisors.

 

Instructions can be found by students in the e-class

 
  1. SUGGESTED BIBLIOGRAPHY
  • Capper, C.A., Frattura, E. and Keyes, M.W. (2000). Meeting the needs of students of all abilities. How leaders go beyond inclusion. U.S.A.: Corwin Press.
  •  Clark, C. Dyson, A. Milward, A. and Skidmore, D. (1996). Innovatory practice in mainstream schools for special educational needs. University of Newcastleupon-Tyne. Department for Education London: HMSO.
  • Department for Education and Skills (2001). Special educational needs code of practice. Ref: DfES/581/2001. U.K.: DfES.
  • Downing, J.E. and Eichinger, J. (2002). Educating students with diverse strengths and needs together. In Downing, J.E. Including students with severe and multiple disabilities in typical classrooms. Practical strategies for teachers. Second edition. Baltimore, London, Toronto, Sydney: Brookes.
  • Molnar, A. , Lindquist, B. (1993). (Μετ.- επιμ. Καλαντζή – Αζίζι Α.). Προβλήματα
  • Stone, Y. (1995). Mobility for Special Needs, London : Cassell
  • Walberg H. J. & Wang, M. C. (1987). Effective educational practices and provisions for individual differences. In Wang, M.C., Reynolds, M.C. & Walberg, H.J. (eds). Handbook of special education. Research and practice. Volume 1: Learner characteristics and adaptive instruction, pp. 113-130. Pergamon Press.
  • Wallace, M. J. (1998). Action research for language teachers. U.K.: Cambridge University Press.
  • Westling, D.L. and Fox, L. (2000). Teaching students with severe disabilities. Second edition. U.S.A.: Merrill, Prentice Hall.
  • Williams, P. (1991). The Special Education Handbook. Milton Keynes, Philadelphia: Open University Press.
  • Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: a meta-analysis. Journal of consulting and clinical psychology, 71(1), 136.