Type of course: |
Compulsory |
Language of instruction: |
Romanian |
Erasmus Language of instruction: |
English |
Name of lecturer: |
Ramona Stefana Petrovan |
Seminar tutor: |
Ramona Stefana Petrovan |
Form of education |
Full-time |
Form of instruction: |
Class |
Number of teaching hours per semester: |
56 |
Number of teaching hours per week: |
4 |
Semester: |
Autumn |
Form of receiving a credit for a course: |
Grade |
Number of ECTS credits allocated |
4 |
Course aims:
- Identifying and analysing the main domains/ components of the special psychopedagogy;- Identifying and understanding the specific of the main categories of persons with special needs or in difficulty;- Knowing the main categories of intervention and action for persons with special needs, especi
- Debates upon the main types of deficiencies
- Debates upon the evolution of the children presenting disabilities and the possibilities for their integration in the mass educational system - Case studies for children presenting various types of deficiencies. The role of the dedicated interventional plans. Examples of adapted curricula
Course Entry Requirements:
Achieving psychopedagogical interventional strategies for children with special educational needs, based on the psychological particularities/ specific development particularities for these children
Course contents:
1. Conceptual delimitations and specific terminology 2. Elements of psychopedagogy for the mentally disabled 3. Sensorial visual deficiencies 4. Sensory auditory deficiencies 5. Motor deficiencies 6. Language disorders 7. Socio- affective and behavioural disorders 8. Related deficiencies a) Deafness - ablepsia b) Autism c) Psychomotor and emotional instability; ADHD syndrome d) Instrumental disorders: dyslexia, dysgraphia, dyscalculia
Teaching methods:
Lecture, conversation, exemplification
Learning outcomes:
- Debates upon the main types of deficiencies - Debates upon the evolution of the children presenting disabilities and the possibilities for their integration in the mass educational system - Case studies for children presenting various types of deficiencies. The role of the dedicated interventional plans. Examples of adapted curricula
Learning outcomes verification and assessment criteria:
Written exam 70%, Seminar works 30%
Recommended reading:
Gherguţ, Alois,
Psihopedagia persoanelor cu cerinţe speciale.Strategii diferenţiate şi incluzive în educaţie, Editura Polirom
, Iași
, 2009
, 1-75
44. Verza, E.; Verza, F.E.,
Tratat de psihopedagogie specială,, Editura Universităţii
, Bucureşti
, 2011
, 1-50
Petrovan R,
– Elemente de psihopedagogie specială și psihopedagogia integrării, Seria Didactica
, Alba Iulia
, 2018
, 40
Vrăsmaş, T.,
Învăţământul integrat şi/sau inclusiv,, Ed. Aramis
, București
, 2001
, 1-65
20. Magerotte G, Willaye E,
Intervenţia comportamentală clinică. Formarea în A.B.A, Editura ASCR
, Cluj Napoca
, 2012
, 1-45