Early innervation for the development of children with intellectual disabilities 2300-J-PDS-WRWR-WW

Przedmiot „Metodyka kształcenia uczniów z lekką niepełnosprawnością intelektualną w szkole podstawowej” ma na celu przygotowanie przyszłych nauczycieli do skutecznej pracy z dziećmi, które wymagają specjalnego wsparcia w procesie edukacyjnym. W ramach zajęć studenci poznają specyfikę pracy z uczniami z lekką niepełnosprawnością intelektualną, a także rozwijają umiejętności niezbędne do tworzenia i wdrażania indywidualnych programów edukacyjnych dostosowanych do potrzeb tych uczniów.
Program obejmuje teoretyczne oraz praktyczne aspekty nauczania, w tym techniki i metody wspierające rozwój poznawczy, społeczny i emocjonalny uczniów. Studenci uczą się, jak diagnozować potrzeby edukacyjne i emocjonalne uczniów oraz jak planować i prowadzić zajęcia, które uwzględniają różnorodność metod nauczania, szczególnie z zakresu matematyki, języka polskiego i języka obcego.
Ważnym elementem kursu jest współpraca z rodziną ucznia oraz innymi specjalistami, takimi jak psycholodzy, logopedzi i pedagodzy specjalni, co pozwala na zintegrowane podejście do kształcenia. Studenci zdobędą również wiedzę na temat strategii pracy z uczniami o różnym poziomie trudności, metod wspierających rozwój ich umiejętności społecznych oraz sposobów na integrację tych uczniów w grupie rówieśniczej.
Celem przedmiotu jest nie tylko rozwój kompetencji pedagogicznych, ale także budowanie postaw empatycznych i otwartych na potrzeby uczniów z lekką niepełnosprawnością intelektualną, co przyczyni się do ich lepszej integracji w środowisku szkolnym i społecznym.

Term 2025Z:

The course "Early Support for the Development of Children with Intellectual Disabilities" aims to prepare students to work with children with intellectual disabilities during their early years. The course covers both theoretical concepts and practical skills essential for effective early intervention. Students will learn about the latest scientific research on the development of children with disabilities, as well as diagnostic tools for assessing their developmental needs.
The curriculum focuses on understanding the unique needs of children with intellectual disabilities and creating and implementing support plans to aid in their daily functioning. Students will learn to identify key areas requiring support, such as cognitive, emotional, social, and motor development, and how to tailor interventions to the specific needs of each child.
The course places a strong emphasis on collaboration with the child’s family, which plays a vital role in supporting development. Students will gain communication and teamwork skills necessary for working with parents, caregivers, and other specialists (e.g., speech therapists, physiotherapists, psychologists) to create an integrated support model. Challenges and opportunities for supporting children in both home environments and educational or therapeutic settings will also be discussed.

Prerequisites (description)

Students will acquire knowledge in both theory and practice related to early support for the development of children with intellectual disabilities.

Course coordinators

Monika Skura
Agnieszka Wołowicz

Type of course

obligatory courses

Mode

Classroom

Learning outcomes

Knowledge: The student knows and understands:
1. The basic concepts, theories, and methods related to early support for the development of children with intellectual disabilities.
2. The developmental processes of children with intellectual disabilities across various aspects (cognitive, emotional, social, motor).
3. The principles of diagnosis and early intervention in working with children with intellectual disabilities.
4. Various strategies and tools for supporting development, tailored to the individual needs of children.
5. The roles of the family and other professionals in the early support process and models of interdisciplinary collaboration.
6. The legal and institutional aspects of the support system for children with disabilities in Poland and worldwide.

Skills: The : student is able to:
1. Diagnose the developmental needs of children with intellectual disabilities at an early stage of life.
2. Develop and implement individualized development support programs, considering the specific needs and abilities of the child.
3. Apply various techniques and methods to support the cognitive, emotional, social, and motor development of children with intellectual disabilities.
4. Conduct observations and monitor children's progress, adjusting interventions to their evolving needs.
5. Collaborate with parents, caregivers, and specialists to create integrated support plans.
6. Communicate effectively with children with intellectual disabilities, using appropriate alternative and augmentative communication methods.

Social Competences: The : student is prepared to:
1. Work in an interdisciplinary team, collaborating with families and professionals from various fields (e.g., psychologist, speech therapist, physiotherapist).
2. Make responsible decisions regarding the development support of children with intellectual disabilities, prioritizing the child's well-being.
3. Uphold ethical standards in working with children and their families, demonstrating empathy, patience, and respect for individual differences.
4. Take actions to promote the inclusion of children with intellectual disabilities in educational and social environments.
5. Independently improve their knowledge of the latest methods and approaches in early intervention and therapy for children with disabilities.
6. Promote social awareness of the needs and abilities of children with intellectual disabilities.

Assessment criteria

Attendance and active participation in classes, knowledge of assigned readings, a quiz (options: open questions, closed questions, oral answer); the passing threshold is 60%.

Notes

Term 2025Z:

Methods and assessment criteria:
Attendance and active participation in classes, knowledge of assigned readings, a quiz (options: open questions, closed questions, oral answer); the passing threshold is 60%.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2300-J-PDS-WRWR-WW in USOSweb