| CODE | INE3626 | ||||||
| TITLE | Person Centred Planning - Early Intervention Techniques, School and Community | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||
| DESCRIPTION | This study-unit introduces the students to person and family centred support for persons with disability starting from early intervention, through to individual educational programmes at school, the transition from school to the adult world and inclusion in the community. Students will: - Be introduced to person and family centred support for persons with disability; - Be introduced to the theoretical and framework of Early intervention techniques and will develop basic early intervention skills; - Understand the development of older children with varying abilities; - Understand the necessity of setting up IEP/IFSP, designing and implementing IEP/IFSP in the world of school, work and in the community focusing on autonomy and self determination. Study-Unit Content: The following topics will be covered: - Person and family centred support systems and their underlying philosophy; - Early intervention theory and practice; - Knowledge base and practice within the field of early intervention; - The development of young children with varying abilities; - Introduction to the Portage Model and its implementation with emphasis on task analysis, teaching objectives and evaluation; - Collaboration with the transdisciplinary team including the parents and persons with disability to design, monitor and evaluate Individual Family Service Plans and Individual Education Plans and transition and support programmes into adulthood, the world of work and leisure. Main Text/s and any supplementary readings: Main Texts: - Shonkoff J., Meisels S., (2000). Handbook of early childhood intervention. (2nd ed.) Cambridge University Press. - Snell M., Brown F (2005) Instruction of children with severe disability (6th Ed.). - Turnbull R., Turnbull A., et al., (2015). Exceptional lives. special education in today’s schools. (8th Ed.) Pearson Education USA. - Contardi, A., - (2004) Verso l'Autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Carocci Editore (to be translated). Supplementary Readings: - Ford, A., (Ed.) (1997). The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities. Paul Brookes. - Janney, R., Snell, M., et al (1999). Teacher’s guide to inclusive practices: modifying schoolwork. Brookes: Publishing Company. - Snell M. et al (2000). Teacher’s guide to inclusive practices: collaborative training. Brookes: Publishing Company. - Turnbull R., Turnbull A., et al., (2011). Families, professionals and exceptionality: Positive outcomes through partnership and trust. (6th Ed.) Pearson Education USA. |
||||||
| RULES/CONDITIONS | In TAKING THIS UNIT YOU CANNOT TAKE INE3601 OR TAKE INE3620 | ||||||
| ADDITIONAL NOTES | Stand-alone Study-unit: Lectures are open to Visiting students | ||||||
| STUDY-UNIT TYPE | Lecture and Workshop | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | Jonathan Borg (Co-ord.) Anna Contardi Elena Tanti Burlo' |
||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
|||||||