At the end
of the course, the students will be able to:
1. Get
acquainted with civil society institutions related to special education
internationally, locally and regionally in the Arab world.
2. Explain how
to design educational programs for people with disabilities.
3. List the
methods of designing and implementing early intervention programmes immediately
after diagnosis.
4. Explain how
to design an individual plan with long-term and short-term goals.
5. Distinguish
the steps of using the formation and sequencing strategy.
6. Demonstrate
a therapeutic programme for reducing language disorders, and models for
applying the comprehensive integration program.
7. Compare the
steps for using instruction and hiding instruction for autistic children.
8. Analyse
problems in confronting difficulties encountered when applying individual
educational programmes.
9. Infer the
relationship between the pre-evaluation and the annual goals in the individual
educational program.
10. Understand
disabled persons’ strengths and how they can be used in designing appropriate
programmes.
11. Design a
therapeutic program for a type of disability.
12. Discover the
steps of using the formation and sequencing strategy.
13. Initiate a
treatment program to reduce language disorders, and models of applying the
comprehensive integration programme.
14. Discuss the
steps of employing instruction and hidden instruction for autistic children.
15. Appreciate the
value of maintaining confidentiality of information concerning disabled
children.
16. Diagnose
disability and design educational associated programmes
17. Design an
educational program for children with disabilities.
18. Apply a
remedial program for a type of disability.
19. Implement the
steps of using the formation and sequence strategy
20. Use a remedial
program to reduce language disorders, and models of application of the
comprehensive integration program.
21. Apply steps
to use instruction and hidden instruction for autistic children.
22. Use modern
technologies when giving presentations.
The content of the course
|
Week
|
Topic
|
|
1
|
The need to design effective programs, therapeutic
training for people with disabilities
|
|
2
|
Principles underlying special programmes for
childhood, early intervention strategies, and programmes for in preschool
|
|
3
|
Training on rehabilitation of the disabled;
general principles in the education and training of children with
disabilities
Individual educational programmes,
educational programmes for people with learning disabilities
|
|
4
|
Field visit
|
|
5
|
Accredited and self-training programmes
Self-regulation, problem-solving, and
organizational planning programmes
|
|
6
|
Midterm exam.
|
|
7
|
Discussion of programmes and field visit
reports
|
|
8
|
Direct training programme, design of
treatment intervention, and ensuring programme effectiveness
|
|
9
|
Acquisition of new behaviours, child learning,
educational development plan, steps of giving instruction
|
|
10
|
Steps in the formation and sequencing
strategy, steps to use instruction and hidden instruction for autistic
children
|
|
11
|
Final exam
|
References
Special
education for people with double needs, Fawqia Hassan Radwan, Al-Masirah
Publishing House, Amman, Jordan 2004
Teaching
students with special needs in regular schools, Jamal Al-Khatib, Dar Wael,
Amman, Jordan, 2004.
Raising
behaviourally disturbed children and adolescents, translated by Abdul Aziz
Al-Sayed Al-Shakhs Y and Zaidan Al-Sartawi, University Book House 1999.
