Course aims:

Speciality knowledge in teh field of The fundaments of special psychopedagogy The achievement of psychopedagogical strategies for SEN children, integrated in the mass educational system, based on the psychological/developmental particularities specific to SEN children
C3. The evaluation of the learning processes, results and progress for pre-school and primary school children C4. The managerial approach of the pre-school and primary school group, and of the educational process and activities for learning/social integration specific to the age of the targeted gro
C1: The design of educational programs for pre-school and primary school C2: Performing activities specific to the educational process for pre-school and primary school C8. Using the features of the education centred on the student in teh design, implementation and evaluation of the curriculum
CT4: The promotion of the values associated with the quality education, according to the internal educational policies and the European policies, based on knowing the specificity of the European educational field and Interculturality

Course Entry Requirements:

* To operate with the conceptual system specific to the special psychopedagogy and integration; * To approach in an integrative/scientific vision the fundamental aspects of the special psychopedagogy and of the integration psychopedagogy * To perf

Course contents:

A. 1 MODULES Conceptual delimitations and terminology 2 Aims and objectives specific to the special and integrating education 3, Didactic strategies for the special/integrated education 4. The SEN students’ evaluation in teh context of school inclusion 5. The design of the didactic activity for the SEN children in the mass education 6. The role of the personalized intervention plan for the SEN children in the mass education 7 The curricular adaptation – the fundamental element in the SEN children’s school integration 8 The desing of the personalised intervention plans for SEN children and the design of the adapted school programs Seminars based on the theme of the courses 1 Conceptual delimitations and terminology 2 Aims and objectives specific to the special and integrating education 3, Didactic strategies for the special/integrated education 4. The SEN students’ evaluation in teh context of school inclusion 5. The design of the didactic activity for the SEN children in the mass education 6. The role of the personalized intervention plan for the SEN children in the mass education 7 The curricular adaptation – the fundamental element in the SEN children’s school integration 8 The desing of the personalised intervention plans for SEN children and the design of the adapted school programs 1 Conceptual delimitations and terminology 2 Aims and objectives specific to the special and integrating education 3, Didactic strategies for the special/integrated education 4. The SEN students’ evaluation in teh context of school inclusion 5. The design of the didactic activity for the SEN children in the mass education 6. The role of the personalized intervention plan for the SEN children in the mass education 7 The curricular adaptation – the fundamental element in the SEN children’s school integration 8 The desing of the personalised intervention plans for SEN children and the design of the adapted school programs

Teaching methods:

Lecture Conversation Examples problematization, exercises Video materials Analysis of case study

Learning outcomes:

1 Conceptual delimitations and terminology 2 Aims and objectives specific to the special and integrating education 3, Didactic strategies for the special/integrated education 4. The SEN students’ evaluation in teh context of school inclusion 5. The design of the didactic activity for the SEN children in the mass education 6. The role of the personalized intervention plan for the SEN children in the mass education 7 The curricular adaptation – the fundamental element in the SEN children’s school integration 8 The desing of the personalised intervention plans for SEN children and the design of the adapted school programs

Learning outcomes verification and assessment criteria:

Final evaluation Written exam 70% - The correctitude and content of portfolio30% The scientific content of the papers 70% The implication tot eh seminar activities 30%

Recommended reading:

Petrovan Ramona Stefana, Integrare și incluziune la vârstele mici (educație timpurie și învățământ, Seria Didactica, Alba Iulia, 2019, 70.
Roşan, Adrian,, Editura Polirom., Iasi, 2015, 110.
Roşan, Adrian,, Psihopedagogie specială-modele de evaluare şi intervenţie, Polirom, iasi, 2015,