Education and Disability

Education and Disability
Μάθημα: Education and Disability
Course Number: 5Ε24
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

COURSE OUTLINE

  • GENERAL
SCHOOL EDUCATION SCIENCES
DEPARTMENT PRIMARY EDUCATION
LEVEL OF STUDIES LEVEL 6
COURSE CODE 5Ε24 SEMESTER 5th
COURSE TITLE EDUCATION & DISABILITY
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
COURSE OFFERED TO ERASMUS STUDENTS: No
COURSE URL: https://eclass.duth.gr/courses/429456/
  • 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:

·         Describe the historical development of education for disabled students and the role of institutions in education and social inclusion.

·         Critically analyze special education systems, focusing on the concepts of segregation, exclusion, integration, and inclusion.

·         Interpret national educational policy for Special Education and its impact on educational practice.

·         Explain and evaluate contemporary pedagogical practices, such as differentiated instruction and co-teaching, that promote the educational inclusion of disabled students.

·         Examine the educational needs and challenges of students with blindness, deafness, learning difficulties, and autism from the perspective of Inclusive Education.

·         Develop critical thinking and a reflective stance toward practices of segregation and exclusion, promoting equality and inclusion in education.

 
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
Critical thinking

Equity and Inclusion

 
  • COURSE CONTENT
1.       Introduction to the Education of Disabled Students: Historical Context and Key Concepts

2.       The Development of Special Education in Greece

3.       Segregation, Exclusion, Integration, and Inclusion: Theoretical Approaches and Educational Practices

4.       National Educational Policy for Special Education: Directions and Challenges I

5.       National Educational Policy for Special Education: Directions and Challenges II

6.       Midterm Examination / Contemporary Institutions of Special Education: Special Schools

7.       Contemporary Institutions of Special Education: Inclusion Classes

8.       Contemporary Institutions of Special Education: Parallel Support and Special Assistant

9.       Contemporary Institutions of Special Education: Centers for Differential Diagnosis, Assessment, and Support

10.    Special Education Curricula I: Theory and Structure

11.    Special Education Curricula II: Applications and Challenges

12.    Differentiated Instruction

13.    Co-Teaching and Collaborative Practices
  • 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.
Activity Workload/semester
Lectures 39
Bibliographic research & analysis 56
Study 40
   
   
   
   
   
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 

Midterm Oral Examination: 20% of the final grade (may include short questions, either open- or closed-ended)

Final Written Examination: 80% of the final grade (comprising both open- and closed-ended questions to assess theoretical knowledge and critical analysis)

Language of assessment: Greek
  • SUGGESTED BIBLIOGRAPHY
Koutsoklenis, A. & Karagianni, Y. (2024). Neoliberal-neoconservative educational reforms and the inclusion in education of disabled students in greece: the case of the institution of special assistant. (2024). Social Sciences & Humanities Open. https://doi.org/10.1016/j.ssaho.2024.100863

Koutsoklenis, A., & Papadimitriou, V. (2021). Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1942565

Nteropoulou-Nterou, E., & Slee, R. (2019). A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts. International Journal of Inclusive Education, 23(7–8), 891–907. https://doi.org/10.1080/13603116.2019.1623331

Papadimitriou, V., & Koutsoklenis, A. (2023). The Extent of Late Hiring in Special Education: A Report on the Greek Institution of Parallel Support. International Journal of Disability, Development and Education, 70(7), 1264–1274. https://doi.org/10.1080/1034912X.2021.2010670