Contemporary special education

elective courses

Forms of classes: classes 20h

Teaching methods applied: text analysis, discussion, presentations

The subject is focused on the analysis of key trends in the development of research and methodological challenges of contemporary special education. The following issues will be discussed as part of the course: 1. Ways of understanding disability - paradigm shifts, misunderstandings and their consequences. 2. Development of inclusive education globally - genesis, functions, development trends and perspectives. 3. Diagnosis of special educational needs and developmental disorders - causes and consequences of the growth of statements. 4. Evidence-based practices in special education - concept, sources of pressure for dissemination and dilemmas. 5. Intervention research in contemporary special education - meaning, methodological rigor, benefits. 6. Universal design in learning- a new trend in practice and research. The concept of UDL, differentiation of practices, effectiveness in teaching students with special needs and typically developing students. 7. Individualization and personalization - development of knowledge on differentiated instruction and its implications for improving practice. 8. Competency profiles of teachers and special educators in inclusive education - development of knowledge on the determinants of the effectiveness of education in inclusive classrooms. 9. Quality of life - the importance of the concept in contemporary special education. Development of the concept and meotd of measurement.

1. Amor, A. M., et al. (2025). A new quality of life index to enhance the inclusion of primary education students with intellectual and developmental disabilites in Spain: A preliminary study. Research in Developmental Disabilities, 161. 104975. 2. Gordon-Gould, P., Hornby, G. (2023). Inclusive eduction at the crossroads. Routledge: London & New York. 3. King-Sears, M. E., Stefanidis, A., Evmenova, A., Rao, K., Mergen, R. L., Owen, L. S., & Strimel, M. M. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122(103956), 1-15. 4. Lindner, K-T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrativesynthesis, International Journal of Inclusive Education, 1-21. 5. Shapiro, A. (2022). Over diagnosed or over looked? The effect of age at time of school entry on students receiving special education services. Exceptional Children, 89(2); 6. Szumski, G. (2006 i nast.). Integracyjne kształcenie niepełnosprawnych. Sens i granice zmiany edukacyjnej. Warszawa: PWN.; 7. Szumski, G., Smogorzewska, J., Grygiel, P., Orlando, A.M. (2019). Examining the effectiveness of natulistic social skills training in developing social skills and theory of mind in preschoolers with ASD. Journal of Autism and Developmental Disorders, 49, 2822-2837.; 8. Talbott, E, i in. (2023). Evidence-based assessment in special education research: Advencing the use of evidence in assessment tools and empirical processes. Exceptional Children, 89(4), 467-487.

Knowledge | The graduate knows and understands:

WG_01 - to the extent necessary for existing paradigms to be revised - a worldwide body of work, covering theoretical foundations as well as general and selected specific issues - relevant to a particular discipline within the social sciences

WG_02 - the main development trends in the disciplines of the social sciences in which the education is provided

WG_03 - scientific research methodology in the field of the social sciences

WK_01 - fundamental dilemmas of modern civilisation from the perspective of the social sciences

Skills | The graduate is able to:

UK_05 - speaking a foreign language at B2 level of the Common European Framework of Reference for Languages using the professional terminology specific to the discipline within the social sciences, to the extent enabling participation in an international scientific and professional environment

Social competences | The graduate is ready to

KO_01 - fulfilling the social obligations of researchers and creators

KO_02 - fulfilling social obligations and taking actions in the public interest, in particular in initiating actions in the public interest

KO_03 - think and acting in an entrepreneurial manner

Description of requirements related to participation in classes, including

The permitted number of explained absences: two absences allowed, requirement to read the indicated text for each class

Principles for passing the classes and the subject (including resit session)

Active participation in discussions about the text - including quality of argumentation, recognition of limitations of the study/analysis and suggestions for research development on the topic, introductory speech on one topic for about 20 minutes

Methods for the verification of learning outcomes: Quality of the prepared presentation - consideration of the main theses in the literature, logical quality of the argument, relevant selection of literature; involvement in discussions - quality of arguments used, originality of reflections.

Evaluation criteria: Evaluation of presentations - a scale of 1-10 points, evaluation of involvement in discussions -1-10 points. The condition for passing is to obtain at least 5 points from each of the two critters.