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EHCE7-en

  1. GENERAL

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE7

SEMESTER

A Elective

COURSE TITLE

Special Education Intervention Programs

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

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:

 
 
  1. LEARNING OUTCOMES
  1. COURSE CONTENT

 

       1. Planning IEP for students with Special Needs .

 

       2.  IEP Learning Disabilities planning for Elementary Schools Students.

 

       3. IEP Behavioral Problems planning for Elementary School Students.

       4.IEP Learning Disabilities planning for Secondary schools Students.                              

       5.IEP Behavioral Problems planning for Secondary schools Students.

       6.Intervention Programs for students with Mental Disabilities 1 .

       7. Intervention Programs for students with Mental Disabilities 2 .

8.      Intervention Programs for students with ASD 1

 

9.      Intervention Programs for students with ASD 2

 

10.   Intervention Programs for students with Special Needs and ICTs.

 

11.   Curriculum   for students with Special Needs.  

 

12.   Studies presentation-Final Evaluation.

 

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

Lectures/ Seminars

            39

Bibliographic research & analysis 

            31

Progress Study

           10

Study Creation 

            20

Total

       100= 4 ECTS

 

 

 

 

 

 

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

 
  1. SUGGESTED BIBLIOGRAPHY

 

   
   

 

Clark, C. 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.

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 Συμπεριφοράς στο Σχολείο. Οικοσυστημική Προσέγγιση.  Αθήνα: Ελληνικά Γράμματα.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.). Alexandria, VA: ASCD.

 Tsakiridou, E. & Alevriadou, A. (2017). A challenging approach concerning the cognitive strategies in problem solving situations by boys with and without intellectual disabilities using Markov chains. In A. Colombus (Ed.), Advances in Psychology Research. Volume 127. New York: Nova Press.

Williams, P. (1991). The Special Education Handbook. Milton Keynes, Philadelphia: Open University Press.

Burack, J.A., Evans, D.W., Lai, J., Russo, N., Landry, O., Kovshoff, H., Goldman, K.J., & Iarocci G. (2020). Edward Zigler’s legacy in the study of persons with intellectual disability: The developmental approach and the advent of a more rigorous and compassionate science. Journal of Intellectual Disability Research, 64(1), 1-6.

Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406

Charman, T., Stone, W. (2008). Social and communication development in autism spectrum disorders : early identification, diagnosis and intervention. Guilford: New York; London: Guiford.

Durand, V.M. (2015). Strategies for functional communication training. In F. Brown, J. L. Anderson, & R.L. De Pry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community settings (pp. 385– 396). Baltimore, MD: Paul H. Brookes Publishing Co.

G. Stoner & H. M. Walker (Eds.), Intervention for academic and behavior problems II: Preventive and remedial approaches (pp. 571–587). Bethesda, MD: National Association of School Psychologists.

Goldstein, S. & Jack, A. N. (2008).  Assessment of autism spectrum disorders. New York; London: Guilford.

Harniss, M. K., Stein, M. & Carnine, D. (2002). Promoting mathematics achievement. In M. R. Shinn,

Kasari, C. (2016). Social development research in ID/DD. In R. Hodapp & D. Fidler (Eds.), International review of research in developmental disabilities (pp. 149– 164). Elsevier Academic Press.

Lord, C., Bristol, M.M. & Schopler, E. (1993). Early intervention for children with autism and related developmental disorders. In : E. Schopler, M. van Bourgondien, Sc M. Bristol (Eds.) Pre-school issues in Autism. New York: Plenum Press.

Van Nieuwenhuijzen, M., Orobio de Castro, B., Wijnroks, L., Vermeer, A., & Matthys, W. (2009). Social problem solving and mild intellectual disabilities: Relations with externalizing behavior and therapeutic context. American Journal on Intellectual and Developmental Disabilities, 114, 42–51.

Vieillevoye, S., & Nader-Grosbois, N. (2008). Self-regulation during pretend play in children with intellectual disability and in normally developing children. Research in Developmental Disabilities, 29, 256–272.

Kαραμπατζάκη, Ζ. (2010). Θέματα Ειδικής Αγωγής και Εκπαίδευσης. Αθήνα: Πάραλος.