Ο Πρόεδρος και τα μέλη του Διδακτικού Προσωπικού καλωσορίζουν τους νεοεισαχθέντες φοιτητές του Τμήματος.
Στόχος μας είναι η παροχή των κατάλληλων εργαλείων, σε κάθε μέλος του Τμήματος. Επιλέξτε εδώ για να δείτε τις 
COURSE OUTLINE
- GENERAL
| SCHOOL | EDUCATION SCIENCES | ||||
| DEPARTMENT | PRIMARY EDUCATION | ||||
| LEVEL OF STUDIES | LEVEL 6 | ||||
| COURSE CODE | SEMESTER | 4th | |||
| COURSE TITLE | INCLUSIVE EDUCATION | ||||
| 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 | |||
| 3 | 5 | ||||
| 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 | ||||
| PREREQUISITES:
|
No | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek / English | ||||
| COURSE OFFERED TO ERASMUS STUDENTS: | Yes | ||||
| COURSE URL: | https://eclass.duth.gr/courses/ALEX03293/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course. | |
| Upon completion of the course, the student will be able to:
• Identify the main models of understanding disability and grasp key concepts such as disability, impairment, ableism(LO15). • Understand the socio-historical and scientific dimensions of education for disabled people in Greece and internationally (LO7, LO15). • Comprehend and distinguish key concepts in inclusive education (e.g., exclusion, segregation, integration, inclusion) (LO2, LO15). • Evaluate the economic, pedagogical, and social arguments and counterarguments for the inclusion of disabled students in general education (LO15). |
|
| 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 |
| Equity and Inclusion
Critical thinking
|
|
- COURSE CONTENT
| 1. Course Introduction – Introduction to the Scientific Field of Inclusive Pedagogy
2. Disability Studies in Education 3. Models of Disability I 4. Models of Disability II 5. Illness and Impairment 6. Ableism& Disablism 7. Philanthropy & Institutions / Eugenics 8. Discourse and Disability / Cultural Representations of Disability 9. Origins of Inclusive Education Internationally and in Greece 10. International and National Policies for the Inclusion of Disabled Students 11. Arguments For and Against Inclusive Education 12. Research Evidence on Inclusive Education 13. Linking Educational and Social Inclusion |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHING METHOD Face to face, Distance learning, etc. |
Face to face | ||||||||||
| USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Use of ICT in Teaching, Use of ICT in Teaching in Communication with students | ||||||||||
| 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. |
|
||||||||||
| 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 |
Written Assignment & Written Examinations with Short-Answer and/or Extended-Answer and/or Closed-Ended Questions
Written Assignment (20%) + Written Examination (80%) The written assignment is submitted on the day of the course examination via the eClass platform. The summative written examination (final) takes place after the completion of lectures during the examination period. Examination questions are based on the full range of knowledge covered in the course and include content from the textbook and accompanying materials. Language of assessment: Greek / English
|
- SUGGESTED BIBLIOGRAPHY
| Barnes, C., Oliver, M., & Barton, L. (Eds.). (2002). Disability studies today. Blackwell Publishers.
Slee, R. (2018). Inclusive education isn’t dead, it just smells funny. Routledge. Watson, N., & Vehmas, S. (Eds.). (2019). Routledge handbook of disability studies (2nd ed.). Routledge. |
