Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy for Children With Special Functions (Vision, Hearing) Disorders
Course Code
REK_016
Branch of Science
Educational sciences; General Pedagogy
ECTS
3.00
Target Audience
Medical Services
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Ilze Klatenberga
Structure Unit Manager
Liāna Deklava
Structural Unit
Department of Rehabilitation
Contacts
Riga, 26a Anninmuizas boulevard, rk@rsu.lv, +371 20271291
About Study Course
Objective
Theoretical knowledge and practical skills providing. Encouraging student interest about children with special needs (hearing/visual impairment) social and pedagogic integration. Special education support.
Preliminary Knowledge
Pedagogy, didactics, special pedagogy, developmental psychology.
Learning Outcomes
Knowledge
1.Student acquires basic knowledge and competence of children with hearing/visual impairment education process, specific and methods.
Skills
1.Student will be able to organize the work of correction for children with impairment, using consistent developing methods.
Competences
1.Students will be able to practically apply the acquired knowledge and skills of children with impaired speech and language disorders, evaluation and adjustment work.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
Individual work – preparing for tests, preparing presentations for seminars, independent work with literature sources on given topics.
In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal.
|
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
• Active participation in lectures and practical classes 10%
• The case analysis and evaluation 20%
• Independent work presentations 20%
• At the end of the course a written exam 50%
|
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Early diagnostics and early intervention (children with hearing/visual impairment). Hearing/visual diagnostic with pedagogical methods.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Verbal speech formation and development. Hearing technical support (hearing aids, cochlear implants).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Pedagogical process organization preschool age children with hearing loss. Dactyl speech development role for children with hearing loss.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Types of schools for children with hearing/visual impairments in the special education system. The positives and negatives of teaching children with hearing/visual impairments:
• In a special preschool educational institution (group)
• At home under the guidance of a specialist.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Learning systems for children with hearing impairment in nowadays (oralism, total communication, bilingual method).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Conversational language development in subject-practical teaching lessons, its importance in the general and language development of children with hearing impairment. Characteristics of pedagogical methods of hearing/vision survey.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Organization of the work of developing hearing perception in a special preschool educational institution and school.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Goals, tasks and content of the process of social integration of children and adults with visual/hearing impairments. Developing speech hearing in individual work hours. Characterization of speech material.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Baķa A., Grunevalds K. Grāmata par aprūpi.- R.: Preses nams, 1998. (izdevums akceptējams).
2.
Flēminga I. Zīdaiņa attīstība un attīstības traucējumi. Rīga: Zvaigzne, 1999. (izdevums akceptējams).
3.
Paļučins V., Preobraženskis N. Ausu, kakla un deguna slimības. Rīga: Zvaigzne, 1982. (izdevums akceptējams).
4.
Šēnveilers R., Ptoks M. Foniatrija un pedagoģiskā audioloģija
5.
Cochlear implants / [edited by] Susan B. Waltzman, J. Thomas Roland, Jr. 3rd ed. New York : Thieme, c2014. xii, 256
6.
Uzore D. Rokasgrāmata nedzirdīgu un vājdzirdīgu bērnu vecākiem. 1997. (izdevums akceptējams)
7.
Debonis A. David, Donohne L. Constance Surreey of Audiology, Fundamentals for Audiologists and Health Professionals, United States of America, 2020.
8.
Laua A. „Latviešu literārās valodas fonētika”. Zvaigzne ABC, 1997. (izdevums akceptējams)
9.
Liepiņa S. „Speciālā psiholoģija”. RAKA, 2008. (izdevums akceptējams)
10.
Neurocognitive Approaches to Developmental Disorders: a festschrift for Uta Frith. - Hove, 2008. (izdevums akceptējams)
11.
Назарова, Н. М. Специальная педагогика. М: Смисл, 2005. (izdevums akceptējams)
12.
Piažē Ž. Bērna intelektuālā attīstība. – Rīga, 2002. (izdevums akceptējams)
13.
Plinta Ē. „Runas veidošana bērniem ar dzirdes traucējumiem”. „Mācību apg.”, 1998. (izdevums akceptējams)
14.
Tavartkiladze G. A., Šmatko N. D. Dzirdes traucējumu diagnosticēšana bērniem. Rēzekne, Rēzeknes augstskola, 2008. (izdevums akceptējams)
15.
Madell J. R., Flexer C. Pediatric Audiology Diagnosis, Technology and Management. United States of America, 2014.
Additional Reading
1.
Liepiņa S. „Speciālo skolu skolēnu ar garīgās attīstības traucējumiem pedagoģiski psiholoģiskie raksturojumi”. Rīga, 1994.
2.
Teivāns E. „Ievads speciālajā pedagoģijā”. Zvaigzne ABC, 1994.
3.
Cochlear implantation outcomes in children with global developmental delay Leila Monshizadeh, Seyed Basir Hashemi, Mehdi Rahimi and Mostafa mohammadi
4.
Executive Function training for deaf children: impact of a music intervention Mason, K ; Marshall, C ; Morgan, G
Other Information Sources
1.
www.lm.gov.lv
2.
www.strazduskola.lv
3.
www.lns.lv
4.
www.rnbi.lv