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EHCE5-en

  1. GENERAL

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG LEVEL 7

COURSE CODE

EHCE5

SEMESTER

A

COURSE TITLE

Internship I in Special Education Structures

COORDINATOR

AGATHI STATHOPOYLOY

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:

NO

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

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

The students will be able to Know the concept of the observation,  the teaching organization, methods/ teaching techniques, teaching materials and their use, Information and Communication Technologies, the social structure of the class, the  psychological sense of the class and planning observation protocols.

 

 

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

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

 

 

orking in an international environment

Working in an interdisciplinary environment Production of new research ideas

Critical thinking

Promoting free, creative and inductive reasoning

 

 

  1. COURSE CONTENT

1.  Observation and recording methods in the classroom.

2.  Observation: methods/ teaching techniques.

3.  Observation: teaching materials and their use.

4.   Observation: Information and Communication Technologies.

5.  Observation: social structure of the class.

6.   Observation: psychological sense of the class.

7.  Observation: Individual observation of pupils with special educational    needs.

8.   Assessment questionnaire for learning disabilities.

9.  Assessment questionnaire for emotional problems.

10.Assessment questionnaire for behavioral problems.

11.Assessment questionnaire for communication problems.

12.  Presentation of a final evaluation of a student with special educational needs.

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

Seminars

Observation

Questionnaire use

Internship present in Schools

Total course

Workload/semester

36

32

32

150

250

 

STUDENT EVALUATION

Description of the evaluation process

 

Assessment Language, Assessment Methods,                              Formative             or Concluding, Multiple Choice Test,

 

 

 

 

 

 

The language of evaluation is English.

 

The evaluation method is so Formative as well as final.

 

 
         

 

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

The students during their Internship in the schools will  complete  observation protocols

and questionnaires for children with special educational needs.

 

During scheduled meetings, the supervisors enrich the instructions. In the last meeting, they  will conduct the final evaluation of the students’ work.

 

Purpose of the evaluation: Students ` progress  in relation to the objectives of the Internship and  constant feedback.

 

 

Evaluation criteria: The pedagogical and scientific completion of the Observation Protocols and questionnaire

 

 

Instructions can be found by students in the e-class

 

 

  1. SUGGESTED BIBLIOGRAPHY

 

  • Alexander, D. (1998). Prevention of mental retardation: Four decades of research. Mental Retardation and Developmental Disabilities Research Reviews, 4, 50-58.
  • American Association on mental Retardation. (1992). Mental Retardation: Definition, Classification, and Systems of Supports, 9th Washington, DC.
  • Brooks, R., Sukhnandan, L., Flanagan, N. and Sharp, C. (1999). Creating a climate for learning. Strategies to raise achievement at Key Stage 2. U.K.: National Foundation for Educational Research. Capper, C.A., Frattura, E. and Keyes, M.W. (2000). Meeting the needs of students of all abilities. How leaders go beyond U.S.A.: Corwin Press.
  • Clark, Dyson, A. Milward, A. and Skidmore, D. (1996). Innovatory practice in mainstream schools for special educational needs. University of Newcastle-upon-Tyne. Department for Education London: HMSO.
  • Cole, P. (1998). Developmental Versus Difference Approaches to mental Retardation: A theoretical Extension to the present debate, American Journal on mental retardation, (102), 4, 379-391.

 

  • Department for Education and Skills (2001). Special educational needs code of practice. Ref: DfES/581/2001. K.: DfES.
  • Downing, J.E. and Eichinger, J. (2002). Educating students with diverse strengths and needs together. In Downing, E. Including students with severe and multiple disabilities in typical classrooms.
  • Practical strategies for teachers. Second edition. Baltimore, London, Toronto, Sydney: Brookes.
  • Muyskens, P. & Ysseldyke, J. E. (1998). Student academic responding time as a function of classroom ecology and time of The Journal of Special Education, 31(4): 411-424.
  • Nojan, M. (1985). Use of class time in adaptive instruction programs: An educational production- function Dissertation Abstracts International, 45(11-A): 3309.
  • Stone, (1995). Mobility for Special Needs, London : Cassell
  • Walberg H. J. & Wang, M. C. (1987). Effective educational practices and provisions for individual 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
  • Williams, P. (1991). The Special Education Handbook. Milton Keynes, Philadelphia: Open University
  • Clark, Dyson, A. Milward, A. and Skidmore, D. (1996). Innovatory practice in mainstream schools for special educational needs. University of Newcastle-upon-Tyne. Department for Education London: HMSO.
  • Cole, P. (1998). Developmental Versus Difference Approaches to mental Retardation: A theoretical Extension to the present debate, American Journal on mental retardation, (102), 4, 379-391.
  • Department for Education and Skills (2001). Special educational needs code of practice. Ref: DfES/581/2001. K.: DfES.
  • Downing, J.E. and Eichinger, J. (2002). Educating students with diverse strengths and needs together. In Downing, E. Including students with severe and multiple disabilities in typical classrooms.
  • Practical strategies for teachers. Second edition. Baltimore, London, Toronto, Sydney: Brookes.
  • Muyskens, P. & Ysseldyke, J. E. (1998). Student academic responding time as a function of classroom ecology and time of The Journal of Special Education, 31(4): 411-424.
  • Nojan, M. (1985). Use of class time in adaptive instruction programs: An educational production- function Dissertation Abstracts International, 45(11-A): 3309.
  • Stone, (1995). Mobility for Special Needs, London : Cassell
  • Walberg H. J. & Wang, M. C. (1987). Effective educational practices and provisions for individual 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
  • Williams, P. (1991). The Special Education Handbook. Milton Keynes, Philadelphia: Open University