Social and cultural aspects of intellectual disability Field of study: Special Education
Programme code: W3-NMPC19.2023

In terms of knowledge, graduates know and understand the basics of education and rehabilitation of people with intellectual disabilities; aims, tasks, subject of pedagogy of people with intellectual disabilities - historical perspective; concepts, models and definitions of intellectual disabilities; place of a student with intellectual disabilities in the education system in Poland and other countries; the issue of personality and the scope of competences of a teacher (educator); developmental needs and tasks of people with intellectual disabilities in different periods of life; issues of early developmental support of a child with intellectual disabilities in different periods of life; issues of early development support for the child with intellectual disabilities, the role of the family of the child, and systems of social support [PS_NI_E1_SKANI_1]

In terms of skills, the graduate is able to analyse the cultural and social aspects of intellectual disability; determine the quality of life of people with intellectual disabilities, including the role of socio-cultural factors; present strategies of destigmatisation and destereotyping of people with intellectual disability in the context of rehabilitation solutions, rehabilitation, educational, and therapeutic solutions; analyse social participation as a legitimisation of the rights of people with intellectual disabilities [PS_NI_E1_SKANI_2]

In terms of social competence, the graduate is ready for self-reflection on professional development [PS_NI_E1_SKANI_3]

In terms of social competence, the graduate is ready to use the knowledge gained to analyse pedagogical events [PS_NI_E1_SKANI_4]

reviewing literature, documentation, tools and materials as well as the specifics of the syllabus and the range of activities indicated in it as required for full participation in classes

reading the literature indicated in the syllabus; reviewing, organizing, analyzing and selecting source materials to be used in class

activities involving the repetition, refinement and consolidation of practical skills, including those developed during previous classes or new skills necessary for the implementation of subsequent elements of the curriculum (as preparation for class participation)

agreeing on materials complementary to those indicated in the syllabus, supporting the implementation of tasks resulting from or necessary for class participation

reading through the syllabus and getting acquainted with its content

getting acquainted with the class schedule, possibly in the presence of the year tutor, in order to optimize participation in classes, including those supplementary to the core subjects listed in the pursued study programme

devising a task implementation strategy embracing the division of content, the range of activities, implementation time and/or the method(s) of obtaining the necessary materials and tools, etc.

exploring the studied content, inquiring, considering, assimilating, interpreting it, or organizing knowledge obtained from the literature, documentation, instructions, scenarios, etc., used in class as well as from the notes or other materials/artifacts made in class

a set of activities aimed at performing an assigned task, to be executed out of class, as an obligatory phase/element of the verification of the learning outcomes assigned to the course

reading through the academic teacher’s comments, assessments and opinions on the implementation of the task aimed at checking the level of the achieved learning outcomes

a set of activities undertaken independently and on the student's own initiative, aimed at expanding the depth and scope of knowledge and skills, their revision and repetition, retention or verification, also activities carried outside the university, e.g., in a culture promoting or educational institution, a laboratory, in the open air, etc.; also self-education