190023 SE Diagnostics, Rehabilitation and Therapy with Focus on Special Educational Needs (2017S)
Diagnostics, Counseling, Therapy
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 01.02.2017 06:30 to Mo 20.02.2017 09:00
- Registration is open from Th 23.02.2017 09:00 to Tu 28.02.2017 09:00
- Deregistration possible until Mo 20.03.2017 09:00
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Tuesday
07.03.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
21.03.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
25.04.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
09.05.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
23.05.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
13.06.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
27.06.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
-Bereitschaft, sich mit wissenschaftlichen Texten kritisch zu beschäftigen
-Aktive Teilnahme durch Gruppenarbeiten, Diskussionen, Reflexionen, Präsentation im Plenum (40 %)
-Schriftliche Arbeit: Seminarbeit (60 %)
-Aktive Teilnahme durch Gruppenarbeiten, Diskussionen, Reflexionen, Präsentation im Plenum (40 %)
-Schriftliche Arbeit: Seminarbeit (60 %)
Minimum requirements and assessment criteria
Bereitschaft zur wissenschaftlichen Auseinandersetzung mit dem Thema, mündliches Gespräch, Seminararbeit.
Examination topics
Reading list
Basisliteratur wird im Moodle bereitgestellt (Grundlagentexte)
Cavet, J. & Sloper, P. (2004): Participation of Disabled Children in Individual Decisions About Their Lives and in Public Decisions about Service Development. In: Children & Society, 18(February): 278-290.
Cross, J. (1989). Recording: parents, professionals and their perceptions of partnership. In: Scottish Educational Review, 21 (2): 106-116.
Fasching, H. (2014). Vocational education and training and transitions into the labour market of people with intellectual disabilities. In: European Journal of Special Needs Education, DOI: 10.1080/08856257.2014.933546.
Online unter: http://www.tandfonline.com/doi/full/10.1080/08856257.2014.933546
Fasching, H. (2013). Grounded Theory als Methodologie in der lebensgeschichtlichen Forschung mit Menschen mit intellektueller Beeinträchtigung. In: Heilpädagogische Forschung, Band XXXIX, Heft 2, 125-139.
Fasching, H. (2012). Career counseling at school for placement in sheltered workshops? In: British Journal of Learning Disabilities, 42 (1), 52-59.
Hetherington, S.A., Durant-Jones, L. & Johnson K. et al. (2010): The Lived Experience of Adolescents with Disabilities and Their Parent in Transition Planning. In: Focus on Autism and Other Developmental Disabilites, Vol. 25 (3): 163-172.
Todd, L. (2007): Partnerships for Inclusive Education. A critical approach to collaborate working. London, New York: Routledge.
Turnbull, A. / Turnbull, H. / Erwin, E. J et al. (2011): Families, Professionals, and Exceptionality: Positive Outcomes through Partnerships and trust. 6th Edition. Upper Saddle River: Pearson Merrill/Prentice Hall.
Wehman, P. (2013): Life Beyond the Classroom. Transition Strategies for young people with disabilities. 5th Edition. Baltimore, London, Sydney: Paul Brookes publishing.
Cavet, J. & Sloper, P. (2004): Participation of Disabled Children in Individual Decisions About Their Lives and in Public Decisions about Service Development. In: Children & Society, 18(February): 278-290.
Cross, J. (1989). Recording: parents, professionals and their perceptions of partnership. In: Scottish Educational Review, 21 (2): 106-116.
Fasching, H. (2014). Vocational education and training and transitions into the labour market of people with intellectual disabilities. In: European Journal of Special Needs Education, DOI: 10.1080/08856257.2014.933546.
Online unter: http://www.tandfonline.com/doi/full/10.1080/08856257.2014.933546
Fasching, H. (2013). Grounded Theory als Methodologie in der lebensgeschichtlichen Forschung mit Menschen mit intellektueller Beeinträchtigung. In: Heilpädagogische Forschung, Band XXXIX, Heft 2, 125-139.
Fasching, H. (2012). Career counseling at school for placement in sheltered workshops? In: British Journal of Learning Disabilities, 42 (1), 52-59.
Hetherington, S.A., Durant-Jones, L. & Johnson K. et al. (2010): The Lived Experience of Adolescents with Disabilities and Their Parent in Transition Planning. In: Focus on Autism and Other Developmental Disabilites, Vol. 25 (3): 163-172.
Todd, L. (2007): Partnerships for Inclusive Education. A critical approach to collaborate working. London, New York: Routledge.
Turnbull, A. / Turnbull, H. / Erwin, E. J et al. (2011): Families, Professionals, and Exceptionality: Positive Outcomes through Partnerships and trust. 6th Edition. Upper Saddle River: Pearson Merrill/Prentice Hall.
Wehman, P. (2013): Life Beyond the Classroom. Transition Strategies for young people with disabilities. 5th Edition. Baltimore, London, Sydney: Paul Brookes publishing.
Association in the course directory
M6.3
Last modified: Mo 07.09.2020 15:36
Inhaltliche, didaktische Beschreibung:
Im Seminar soll den Studierenden zuerst anhand einer theoretischen Einführung das Thema näher gebracht werden. In Kleingruppenarbeiten sollen die Studierenden ausgewählte Aspekte partizipativer Kooperation/Collaboration in der Entscheidungsfindung im Rahmen der Bildungs- und Berufsberatung theoretisch erarbeiten und praktisch erproben. Der Fokus richtet sich hierbei vor allen auf die Arbeit mit Jugendlichen und deren Eltern.