Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Pedagógiai és Pszichológiai Kar

Szervezet

PPK Neveléstudományi Intézet

Kód

PPK-NEV:332

Cím

Inkluzív pedagógia

Tervezett félév

Mindkét

Meghirdetve

2024/25/1

ECTS

4

Nyelv

en

Oktatás célja

The purpose of the course is to provide a general overview of inclusion. The class gives examples of supporting inclusion and the conditions of a segregation-free approach. It is an introductory course about differences among people and helps students understand what we mean by the core term. It focuses on SEN students and socioeconomic, ethnic, religious, gender diversity. The goal is to help future professionals recognize what kind of support they need to give students with different backgrounds such as disadvantage, SEN, socioeconomic differences, or even talent. The importance of an adaptive learning environment as recognition is a must they need to realize. This course gives the theoretical background and hands-on activities, and good practices to examine.

Tantárgy tartalma

Major topics: Primary directives, trends, and theory of Developmental Pedagogy – Inclusion -Special Needs Education in an international context. Analysis of Inclusion Process, Equity, and Equality Children in Inclusive and Exclusive Schools, Special Needs Children Typology, Differences and Similarities Enabling Environment for All, Aspects of the Efficiency, About the Intrinsic Motivation Narratives of Childhood Woman in Education Minorities, Refugees, Mobility The post-COVID situation, new competencies for children after lockdowns Inclusive Index Good practices   Learning activities, teaching methods Lectures Discussion on the topic Bringing requested materials such as photos of schools, classrooms Analyzing pictures, paintings, movies Cooperative learning tasks using Index for Inclusion Reports and papers creating a portfolio

Számonkérés és értékelés

Learning requirements, mode of evaluation, assessment criteria: All students must write a portfolio based on the conditions discussed during the first class. – value: 50% All students must have a ppt presentation in working groups of 2-3 students during the last three classes. – value: 50% The final grade is based on the assignments mentioned above. Mode of evaluation: Analysis of assignments, portfolio, and personal activity/work during classes and the discussed topics.    Criteria of evaluation: Understanding the course materials and the terminology.

Irodalomjegyzék

Compulsory reading list Ainscow, M. (2016) Diversity and Equity: A Global Education Challenge, New Zealand Journal of Educational Studies 51. (pp. 143-155). Ainscow, M., Dyson, A. & Weiner, S. (2013). From exclusion to inclusion: ways of responding in schools to students with special educational needs. CfBT Education Trust. http://files.eric.ed.gov/fulltext/ED546818.pdf Banks, J. A. (2014). An Introduction to Multicultural Education. Boston. Pearson. (pp. 1-20, 35-58). Booth, T. and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education, Bristol. Gay, G. (2015). The what, why, and how of culturally responsive teaching: international mandates, challenges, and opportunities, Multicultural Education Review, 7(3) 123-139. Gorski, P.C. (1999). A Brief History of Multicultural Education, Hamline University and EdChange http://www.edchange.org/multicultural/papers/edchange_history.html[05.02.2015.]  UNESCO. (2001). Understanding and responding to children's needs in inclusive classrooms: a guide for teachers. Unesco. http://unesdoc.unesco.org/images/0012/001243/124394e.pdf Additional pages: Policy Guidelines on Inclusion in Education, UNESCO 2009 Centre for Studies on Inclusive Education http://www.csie.org.uk/resources/ Early Inclusion project found by ERASMUS http://www.early-inclusion.eu/ Global Education Monitoring Report, UNESCO 2021

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