| Course Unit Title | EARLY INTERVENTION TO DEVELOPMENT PROBLEMS AT PRE-PRIMARY EDUCATION |
| Course Unit Code | SED401 |
| Course Unit Details | |
| Number of ECTS credits allocated | 6 |
| | Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Evaluate the importance of Early Identification and Early Intervention for developmental disabilities/disorders.
- Outline the basic characteristics/symptoms of various developmental disabilities, such as sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
- Identify the early signs for each developmental; disability/disorder presented in class, e.g. sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
- Employ intervention strategies to support pre-primary school students with various developmental disabilities.
- Explain the role of the pre-primary school teacher in the identification of developmental disabilities.
- State and debate for the importance of the pre-primary school teacher during the intervention process.
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| Mode of Delivery | Face-to-face |
| Prerequisites | NONE | Co-requisites | NONE |
| Recommended optional program components | NONE |
| Course Contents | Introduction
- Definition of Learning Difficulties
- Introduction to special education
- Special education in Cyprus (Historical overview and current situation)
- Developmental Disabilities/Disorders
Definition, clinical characteristics/symptoms, diagnosis and intervention for
- Sensory Difficulties
- Motor Difficulties
- Mental Retardation
- Down Syndrome
- Autism and Asperger’s Syndrome
- Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder
- Dyslexia
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| Recommended and/or required reading: |
| Textbooks | - Course Handbook
- Heward, W. L. Παιδιά με ειδικές ανάγκες: Μια εισαγωγή στην ειδική εκπαίδευση (Επ.Επ.: Δαβάζογλου, Α. & Κόκκινος, Κ.). Εκδόσεις: Τόπος, 2011.
- Λιβανίου, Ε. Μαθησιακές δυσκολίες και προβλήματα συμπεριφοράς στην κανονική τάξη. Εκδόσεις: ΚΕΔΡΟΣ, 2005.
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| References | - Μ. Τζενάκη & Ι. Μιχελογιάννης, Μαθησιακές δυσκολίες. Εκδόσεις: ΓΡΗΓΟΡΗ, 1998.
- Β. Σακκάς, Μαθησιακές δυσκολίες και οικογένεια: Παιδαγωγική και κοινωνιοψυχολογική προσέγγιση. Εκδόσεις: ΑΤΡΑΠΟΣ-ΠΕΡΙΒΟΛΑΚΙ, 2001.
- Χ. Ιωακειμίδη, & Ι. Γεωργούδης, Μαθησιακές δυσκολίες. Δυσλεξία. Θεωρία και πράξη. Εκδόσεις: ΙΔΙΩΤΙΚΗ ΕΚΔΟΣΗ, 2004.
- Α. Κυπριωτάκης, Τα ειδικά παιδιά και η αγωγή τους. Αθήνα: Εκδόσεις Γρηγόρη, 2000.
- Ε. Κάκουρος, Το Υπερκινητικό Παιδί. Ελληνικά Γράμματα, 2001
- Ε. Λιβανίου, Μαθησιακές Δυσκολίες και προβλήματα συμπεριφοράς στην κανονική τάξη. ΚΕΔΡΟΣ, 2004.
- Μ. Τζουριάδου. Παιδιά με ειδικές εκπαιδευτικές ανάγκες. ΠΡΟΜΗΘΕΥΣ, 1995.
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| Planned learning activities and teaching methods | The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web (e-learning platform) for students to use in combination with the textbooks. During lectures some case studies are presented and discussed. For better understanding short-films and movies may be used.
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| Assessment methods and criteria | | Reports – Assignments (x3) | 40% | | Final Exam | 60% |
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| Language of instruction | Greek |
| Work placement(s) | NO |
