| Statuss(Aktīvs) | Izdruka | Arhīvs(0) | Studiju plāns Vecais plāns | Kursu katalogs | Vēsture |
| Course title | Integration in Vocational Education |
| Course code | Peda3020 |
| Credit points (ECTS) | 3 |
| Total Hours in Course | 81 |
| Number of hours for lectures | 16 |
| Number of hours for seminars and practical classes | 16 |
| Independent study hours | 49 |
| Date of course confirmation | 20/04/2011 |
| Responsible Unit | Institute of Mechanics and Design |
| Course developers | |
| Mg. paed., Anda Zvīgule |
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| There is no prerequisite knowledge required for this course | |
| Course abstract | |
| In study course students promote development of knowledge on the pedagogical methods, resources for independent learning and self-education, personal development people with special needs. Students develop understanding on assessment professional risk factors and limits in professions people with sensor, movement, mental, behavioural disorders. The students develop knowledge and share experience on the responsibility, legal and ethical aspects of the pedagogical process in vocational schools. | |
| Learning outcomes and their assessment | |
| • Knowledge: terminology of inclusive education, pedagogical methods in professional education, including information technology resources, resources for independent learning and self-education, promoting personal development of people with special needs.
• Skills: to analyze, compare and evaluate different resources of special professional school’s pedagogy, to discuss about tendencies of personal development people with special needs, to evaluate critically ability to help students with special needs, to assess borders of pedagogical competence, to use knowledge on special education processes for being involved in social activities for implementing inclusive ideas in society. • Competence: Ability to evaluate role of special educations’s knowledge in learning process, be competent in problem situations and to make decisions considering special knowledge in professional activities, practically use results of different researches in special education and inclusion. |
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| Compulsory reading | |
| 1. Profesiju apraksti cilvēka funkcionālo sistēmu noslodzes raksturošanai darba izpildes laikā. Rīga: Valsts aģ.„Sociālās integrācijas centrs”, 2007. 585 lpp.
2. Cooper P., Jacobs B. From Inclusion to Engagement: Helping Students Engage with Schooling through Policy and Practice. Chichester, West Sussex ; Malden, MA: Wiley-Blackwell. 2006. 240 p. 3. Пенин Г.Н., Назарова Н.М. Специальная педагогика. Mосква: Академия, 2009. 352 c. 4. Auger R. The School Counselor's Mental Health Sourcebook. London: SAGE Publications Ltd. 2009. 216 p. |
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| Further reading | |
| 1. Andrēziņa R. Bērnu garīgā veselība. Rīga: Nacionālais Apgāds, 2010. 44 lpp.
2. Smith P.K., Cowie H. Understanding Children’s Development. Oxford: Blackwell. 2003. 568 p. 3. Ginsberg M.B. Transformative Professional Learning. Thousand Oaks: Corwin Press. 2011. 184 p. |
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| Periodicals and other sources | |
| 1. Mašošins J., Krutova E. Latvijas izglītības sistēmas tiesiskā harmonizācija: virzieni, metodes. Socialo Zinatnu Vestnesis. Daugavpils universitāte, Nr.2, 2009, 81.-100.lpp.
2. Zaļaiskalne A. Pārmaiņu vadība profesionālās izglītības satura pilnveidošanā Latvijā: promocijas darbs vadībzinātnes doktora grāda iegūšanai, apakšnozare: izglītības vadība. Rīga: Latvijas Universitāte, 2014. 179 lp. 3. Žurnāls "Life Span and Disability" ISSN: 2035-5963 |
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