The methodological module of education and development support for persons with intellectual disabilities 2300-J-PS-MM
The methodological module of education and supporting the development of individuals with intellectual disabilities includes the following topics: teaching methods for students with mild intellectual disabilities in early education, adapting educational content for children with mild intellectual disabilities, and the constructivist paradigm. Students also learn how to design and evaluate individual educational-therapeutic programs at the primary education stage, as well as the organization of education for students with mild intellectual disabilities at the secondary and tertiary educational stages. The program also covers the education and upbringing of students with moderate and severe intellectual disabilities in various educational institutions. Furthermore, the module addresses methods of working with individuals with severe intellectual disabilities and organizing rehabilitation-educational activities. The subjects include:
Methodology of teaching students with mild ID in primary school (30 hours, K)
Methodology of teaching and upbringing children with ID in kindergarten (30 hours, K)
Methodology of teaching and upbringing students with moderate and severe intellectual disabilities (30 hours, K)
Methodology of individual lessons (15 hours, K)
Methodology of rehabilitation-educational lessons (30 hours, K)
Methodology of extracurricular lessons (15 hours, K)
Mode
Field classes
Prerequisites (description)
Course coordinators
Learning outcomes
Knowledge:
The student knows and understands the methodology of teaching students with mild intellectual disability at various educational stages, including early childhood education and stages II and III. K_W17
The student knows and understands the principles of adapting curriculum content for children with mild intellectual disability and the rules for tailoring the curriculum to the individual needs of the student. K_W17
The student is familiar with the constructivist paradigm in the context of educating children with intellectual disabilities and understands its application in pedagogical practice. K_W10
The student knows the methodology and principles of developing Individual Educational and Therapeutic Programs (IPET) at the first educational stage. K_W12
The student has knowledge of teaching and upbringing methods for students with moderate and severe intellectual disability and understands the specific nature of work in different types of educational institutions. K_W17
The student knows the principles of organizing revalidation and educational activities and understands the methodology of working with individuals with severe intellectual disability. K_W16
Skills:
The student is able to plan and conduct educational activities adapted to the needs of students with mild intellectual disability in early childhood education. K_U08
The student can adapt teaching content to the capabilities of students with mild intellectual disability and create appropriate teaching materials. K_U08
The student is able to design an Individual Educational and Therapeutic Program (IPET) at the first educational stage, taking into account educational and therapeutic goals. K_U06
The student is able to plan and implement revalidation and educational activities tailored to the needs of children with moderate and severe intellectual disability. K_U05
The student can conduct individual classes based on methods suitable for working with children with severe intellectual disability, considering their individual needs and abilities. K_U06
The student can organize and carry out extracurricular activities that support the development of students with intellectual disability. K_U05
Social Competences:
The student is prepared to work in an interdisciplinary team, collaborating with teachers, therapists, and parents to support the development of children with intellectual disabilities. K_K04
The student is ready to adapt pedagogical activities to the changing needs of students with intellectual disabilities and to engage in reflection on their own pedagogical practice. K_K01
The student is committed to applying ethical and professional standards in working with children with intellectual disabilities and their families. K_K06
The student is prepared to undertake actions aimed at integrating students with intellectual disabilities within the school and social environment. K_K05
Assessment criteria
Written exam, after prior completion of all required components (attendance, quizzes) for each subject within the module, or based on the average grade from individual subjects.
Bibliography
According to the arrangements made by the instructors of individual subjects.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: