| Statuss(Aktīvs) | Izdruka | Arhīvs(0) | Studiju plāns Vecais plāns | Kursu katalogs | Vēsture |
| Course title | Special Pedagogy |
| Course code | Peda3028 |
| 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 terminology of special pedagogy and inclusion, pedagogical methods, resources for independent learning and self-education, personal development people with special needs. Students develop understanding on philosophy of inclusion, its nature, types and functions, peculiarities of students with special needs in field of perception, behaviour and understanding. The students develop knowledge and share experience on variety of teaching methods for students with sensor, mental etc. disorders | |
| Learning outcomes and their assessment | |
| After completing the course, student will have:
• Knowledge: terminology of special education and inclusion, pedagogical methods including information technology resources, resources for independent learning and self-education, personal development people with special needs. • Skills: to analyze, compare and evaluate different resources of special pedagogy, to discuss tendencies of personal development people with special needs, to evaluate critically ability to help students with special needs, 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. Tūbele S., Šteinberga A. Ievads speciālajā pedagoģijā. Rīga: RaKa, 2004. 112 lpp.
2. Freimanis I. Ieskats speciālās skolas darbā. Rīga: RaKa, 2007. 272 lpp. 3. Liepiņa S. Speciālā psiholoģija. Rīga: RaKa, 2003. 312 lpp. 4. Andrēziņa R. Bērnu garīgā veselība. Rīga: Nacionālais Apgāds, 2010. 44 lpp. |
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| Further reading | |
| 1. Smith P.K., Cowie H. Understanding Children’s Development. Oxford: Blackwell. 2003. 568 p.
2. Štāls M. Mūsu dzīves pabērni, viņu audzināšana un mācīšana. Rīga: Valters un Rapa, 1936. 460 lpp. 3. Skola visiem. Palīgs pedagogiem, psihologiem un vecākiem. Rīga: SAC, 2002. 391 lpp. |
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| Periodicals and other sources | |
| 1. Latvijas Ārsts: Latvijas Ārstu biedrības žurnāls XXI gadsimta mediķiem. Rīga: Latvijas Ārstu biedrības sabiedrība. ISSN 1019-5068.
2. Life Span and Disability. An Interdisciplinary Journal. ISSN 2035-5963. 3. Педагогика. Москва ISSN 0869-561X |
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