| Modulname |
Soziale und schulische Inklusion (Social & Educational Inclusion) (UNIC: University of Deusto) |
| Gebiet |
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| Profil |
Profil Freie Studien
Profil Lehramt
Profil International
Profil Wissensvermittlung
|
| CPs |
5 CP |
| Campus |
Hier geht
es zum Vorlesungsverzeichnis |
| Voraussetzungen |
The module is held in English. A good knowledge of English is therefore a prerequisite for participation in the module. |
| Besonderheiten |
TN-Plätze: 9/55 Termin der ersten Sitzung: September 9, 2024 at 16:30 CEST Anmeldung: For registration please fill out nomination form till 30.06.2024: https://forms.gle/Ntd4RjMk6L8ZFnRh9 After successful registration, please send an email with registration confirmation to ecampus-optionalbereich@rub.de. This is necessary so that registration in Campus can take place after successful completion of the module. Zusammensetzung der Endnote: The final grade is made up of the assignments that students have to submit after completing each unit. The various tasks are weighted as follows: Unit 1 task: 12.5 %, Unit 2 task: 37.5 %, Unit 3 task: 27.5 %, Unit 4 task: 22.5 %. Prüfungstermin: In principle there is no exam as such; assessment is continuous |
| Blockseminar |
Ja |
| Vorkenntnisse |
The module is held in English. A good knowledge of English is therefore a prerequisite for participation in the module. |
| Veranstaltungszeit |
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| Dozenten |
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| Arbeitsaufwand |
Processing of tasks, active participation in meetings, preparation and follow- up of meetings |
| Literatur |
ACT. (n.d.). Disability history exhibit . http://dhss.alaska.gov/gcdse/Pages/history/pdf_guide.aspx • AMADO, A. N. & Mc BRIDE, M. (2001). Increasing person-centered thinking:Improving thequalityofperson-centeredplanning.Amanualfor person-centeredplanningfacilitators . UniversityofMinnesota,Instituteon Community Integration. • AMERICAN PSYCHOLOGICAL ASSOCIATION. (2023). Inclusive language guide (2nd ed.). https://www.apa.org/about/apa/equity-diversity- inclusion/language-guidelines.pdf • BAINES, L. (2008). A teacher’s guide to multisensory learning: Improving literacy by engaging the senses . Association for Supervision and Curriculum Development. • BOOTH, T. Y AINSCOW, M. (2005). Guía para la evaluación y mejora de la educación inclusiva. Desarrollando el aprendizaje y la participación en las escuelas . Gobierno Vasco. Departamento de educación, universidades e investigación. • CAMILLERI, L.J., Maras, K., & Brosnan, M. (2022). The impact of using digitally-mediated social stories on the perceived competence and attitudes of parents and practitioners supporting children with autism. Plos One . https://doi.org/10.1371/journal.pone.0262598 • CENTRO NACIONAL DE RECURSOS PARA LA EDUCACION ESPECIAL (1990). Las necesidades educativas especiales del niño con deficiencia motora. M.E.C. • CENTRO NACIONAL DE RECURSOS PARA LA EDUCACION ESPECIAL (1990). Las necesidades educativas especiales del niño con deficiencia auditiva . M.E.C. • CHADD (n.d.). ADHD and school. Strategies to help with school success: A toolkit for parents of children with ADHD . https://chadd.org/for- parents/adhd-and-school-a-toolkit-for-parents/ • COSTA, M., PÉRINO, O., & RAY-KAESER, S. (n.d.). TUET: Toys & games usability evaluation tool. Manual & questionnaire. English version . • DALY, M. (2006). Social exclusion as concept and policy template in the European Union (CES Working Paper No. 135). Center for European Studies, Queen’s University. • DANIEL, B. & WASSELL, S. (2002). The school years: Assessing and promoting resilience in vulnerable children . Jessica Kingsley Publishers. • FARAONE, S. V. et al. (2021). The World Federation of ADHD international consensus statement: 208 Evidence based conclusions about the disorder. Neuroscience and Biobehavioral Reviews , 128, 789-818. https://doi.org/10.1016/j.neubiorev.2021.01.022 |
| Modulteil |
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| Modultyp |
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| Modulanbieter |
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| Inhalt |
Teil 1 und 2: Social & Educational Inclusion: Timetable Monday and Wednesday 16:30-17:30 CEST/CET. Classes will start September 6 and end December 20, 2024 In this module, different practices for social and school inclusion will be discussed. The following topics will be covered: Unit I Social inclusion and exclusion. Concept, Statistics, Language. Unit II Disability in education. Concepts, Methodologies, Activities and Interventions. Unit III Disability in social work and social education. Definition, Legislation, Models,Person CenteredPlanning. Unit IV Other special educational needs in education (Learning disabilities, ADHD, disadvantaged students...). Concepts, Methodologies, Activities and Interventions. |
| Lernziele |
The student ... - Analyze different theoretical models and reflect on their impact in various social and educational contexts - Distinguishes between different theoretical models - Identifies the impact different models can have in different contexts - Identifies and analyzes different images of disability and their impact in different social and educational contexts - Designs activities and interventions that take into consideration the needs and circumstances of different groups |
