institute of special needs education

Institute of Special Needs Education

Winter and summer semester

Module I: On the other side of the mirror - art, education and therapy of people with

disabilities

Theater and drama in education and therapy

20 ECTS

Speaking with your hands. The mystery of sign language and deafness

In the world of senses - sensory intagration therapy

Exeptionality and disability. Outsider art artists and their place in symbolic culture

Course card

Course title Theater and drama in education and rehabilitation

Semester

(winter/summer) winter/summer ECTS 5

Lecturer(s) Grażyna Aondo-Akaa

Department Institute of Special Needs Education

Course objectives (learning outcomes)

- to introduce to theoretical basis of theater therapy

- to learn how to plan and realize pedagogical activities basing on theater and drama

- to experience creative activities basing on individual scenic expression

- to learn how to stimulate child’s creative expression

- to know theater methods and techniques

Prerequisites

Knowledge

Not required

Skills Not required

Courses completed Not required

Course organization

Form of classes W (Lecture)

Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 30

Teaching methods:

Lecture

Discussion

Individual case study

Workshop

Text analysis

Presentation

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

schools

Field

classes

Lab

orato

ry

tasks

Indiv

idual

pro

ject

Gro

up p

roject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er (visit in

theater fo

r

peo

ple w

ith

disab

ility)

X

X

X

X

X

Assessment criteria

Active participation in classes and workshops

Participation in discussion

Indiwidual presentation about theater and disability in the origin country

Comments

Course content (topic list)

-role of theater in one’s life

- theater as a space for therapy

- benefits of theater therapy

- different theater techniques (Image Theater, Forum Theater, shadow theater, cards of role, sculptures,

photos etc.)

- elementary theater tasks in theater live plan and theater doll plan

- form, doll and puppet animation

- voice and move improvisation

- use of drama in education

- strategies of drama

- theater work with children, teenagers and adults

Compulsory reading

Boal Augusto (2014), Games for actors and non-actors

Way Brian (1992), Development through drama

Recommended reading

Course card

Course title

In the world of the senses - sensory integration therapy

Semester


Lecturer(s) Dr Anna Gagat-Matuła

Department

Faculty of Pedagogy and Psychology



(in terms of knowledge) strengthening students' knowledge of the typology and characteristics of

disorders of sensory integration processes according to J. Ayres; the methods of diagnosis used in detecting

these disorders and the principles of SI therapy, as well as familiarizing students with selected strategies

used in SI therapy

(in terms of skills) providing students with skills enabling the initial identification of sensory integration

disorders in children of different ages, enabling the implementation of preventive measures and therapeutic

recommendations in the field of sensory integration disorders included in the area of psychopedagogical

interactions, and enabling the implementation of selected elements of the AI strategy in their own

pedagogical work in order to optimize it.

(in terms of competences) making people aware of the role of cooperation between specialists in

transdisciplinary teams working with children with sensory integration disorders, as well as between

specialists and members of the child's family environment based on responsibility, understanding and

empathy

Prerequisites

Knowledge Basic knowledge of the theory of sensory integration. Courses completed:

Skills Basic skills enabling initial identification of sensory integration disorders in children

Courses completed Basics of sensory integration teaching methods

Course organization


Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 15 0

Teaching methods:

- assimilation of knowledge: interactive lectures, discussions, analysis of scientific articles

- problem solving: brainstorming

- practical activities: demonstration of exercises, instructions, exercise simulation, - elements of workshops

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

schools

Field

classes

Lab

orato

ry

tasks

Indiv

idual

pro

ject

Gro

up p

roject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

x

x

x

x

x

x

Assessment criteria

Attendance and active participation in exercises. Development of sensory paths and

books.

Presentation of a group project of a workshop nature. Individual project - case study.

Comments


• The concept of Sensory Integration, the course of SI processes (stages), SI disturbances and the scale of

the phenomenon,

• The main assumptions of the SI theory (neural plasticity, sequencing, integrity of the nervous system,

adaptive responses, internal sensory drive)

• Ontogenetic development of perceptual-motor integration - levels of integration

• Characteristics and importance of basic sensory systems (vestibular, proprioceptive and tactile systems)

• Typology and characteristics of sensory integration disorders. Immediate and distant consequences of

disrupting AI processes.

• Purpose and principles and importance of AI therapy

• Methods of diagnosis used in detecting sensory integration disorders (clinical observation, questionnaire

methods, South Californian Sensory Integration Tests, child's sensory profile)

• Therapeutic equipment used in therapy using the Sensory Integration method.

• Using in pedagogical work elements of the strategy of working with a child with hypersensitivity /

hypersensitivity of the vestibular / proprioceptive / tactile system / sense of hearing / sight / taste / smell

• Pedagogical work with a child with movement disorders based on SI disorders (with dyspraxia and / or

problems in the field of fine motor skills)

Compulsory reading

A.C. Bundy, S. J. Lane. Sensory Integration: Theory and Practice, Eurospan, 2019

A. J. Ayres, J. Robbins. Sensory Integration and the Child: Understanding Hidden Sensory Challenges,

Western Psychological Services, 2005

Recommended reading

A.C. Bundy, S. J. Lane. Sensory Integration: Theory and Practice, Eurospan, 2019

A. J. Ayres, J. Robbins. Sensory Integration and the Child: Understanding Hidden Sensory

Challenges, Western Psychological Services, 2005

Ayres A.J. Proprioceptive facilitation elicited through the upper extremities. Part I: Background. Am.

J. Occup. Ther. 1955;9:1–9. [PubMed] [Google Scholar]

Ayres A.J. Proprioceptive facilitation elicited through the upper extremities. Part II: Application. Am.

J. Occup. Ther. 1955;9:57–58.

Ayres A.J. Sensory integrative processes and neuropsychological learning disability. Learn. Disord.

1968;3:41–58

Ayres A.J. Proprioceptive facilitation elicited through the upper extremities. Part III: Scientific

Application to Occupational Therapy. Am. J. Occup. Ther. 1955;9:121–126.

Ayres A.J. Sensory Integration and Learning Disorders. Western Psychological Services; Los Angeles,

CA, USA: 1972.

Ayres A.J. Sensory Integration and the Child: Understanding Hidden Sensory Challenges. Western

Psychological Services; Los Angeles, CA, USA: 2005. [Google Scholar]

Bundy A.C., Lane S.J. Sensory Integration: Theory and Practice. 3rd ed. F.A. Davis; Philadelphia,

PA, USA: in press.

Parham L.D., Roley S.S., May-Benson T.A., Koomar J., Brett-Green B., Burke J.P., Cohn E.S.,

Mailloux Z., Miller L.J., Schaaf R.C. Development of a fidelity measure for research on the

effectiveness of the Ayres Sensory Integration® intervention. Am. J. Occup. Ther. 2011;65:133–142.

Schaaf R.C., Mailloux Z. Clinician’s Guide for Implementing Ayres Sensory Integration: Promoting

Participation for Children with Autism. AOTA Press; Bethesda, MD, USA: 2015.

Smith Roley S., Mailloux Z., Miller-Kuhaneck H., Glennon T. Understanding Ayres’ Sensory

Integration. OT Practice. 2007

Kilroy E., Aziz-Zadeh L., Cermak S. Ayres theories of autism and sensory integration revisited: What

contemporary neuroscience has to say.

Course card

Course title Speaking with your hands. The mystery of sign language and deafness

Semester


Lecturer(s) Justyna Kotowicz

Department Institute of Special Pedagogy


The course aims to shed light on deafness seen from medical and cultural perspective, on sign language

defined as a fully-flagged natural language of deaf community, on deaf identity and education for deaf

individuals.

Prerequisites

Knowledge

Not required

Skills

Not required

Courses completed

Not required

Course organization


Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 30

Teaching methods:

e-learning

Discussion

Presentation

Lecture

Individual case study

Workshop

Text analysis

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

schools

Field

classes

Lab

orato

ry

tasks

Indiv

idual

pro

ject

Gro

up p

roject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

X

X

X

X

Assessment criteria

Presence- one absence is allowed

Discussion participation and activity during coursework

Every student has to prepare scientific subject connected with deafness and sign

language – as a presentation

Every student has to prepare a game/ activity adapted to deaf students or prepared to

spread the knowledge about deafness/ sign language

Comments


1. Deafness seen from different perspective: medical and cultural perspective (Humphries et al.,

2014)

2. Sign language as a natural language used by deaf community (Baker & Woll, 2010)

3. Deaf culture as a part of deaf identity (Marschark & Spencer, 2003)

4. Education for deaf: history and new approaches (Mitchell & Karchmer, 2012)

5. Deaf individuals bilingualism: sign language and spoken language/ written language (Grosjean,

2013)

Compulsory reading

Baker, A., & Woll, B. (2010). Sign Language Aquisition. Modern Language Journal, 94(3), 531–532.

https://doi.org/10.1075/bet.14

Grosjean, F. (2013). The Bilingual & the Bicultural Person In the Hearing & in the Deaf World.

Sign Language Studies, 1077(1), 307–320. https://doi.org/10.1353/sls.1992.0020

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2014). Ensuring

language acquisition for deaf children: What linguists can do. Language, 90(2), 31–52.

https://doi.org/10.1353/lan.2014.0036

Marschark, M., & Spencer, P. E. (2003). Oxford handbook of deaf studies, language, and education, 2, 505.

https://doi.org/10.1002/dei.182

Mitchell, R. E., & Karchmer, M. A. (2012). Demographic and Achievement Characteristics of Deaf and

Hard-of-Hearing Students. The Oxford Handbook of Deaf Studies, Language, and Education: Second

Edition, 1(January 2019), 1–27. https://doi.org/10.1093/oxfordhb/9780199750986.013.0003

Recommended reading

Morford, J. P., & Carlson, M. L. (2011). Sign perception and recognition in non-native signers of

ASL. Language Learning and Development, 7(2), 149–168.

https://doi.org/10.1080/15475441.2011.543393

Morgan, G. (2014). On language acquisition in speech and sign: Development drives combinatorial

structure in both modalities. Frontiers in Psychology, 5, 1217.

https://doi.org/10.3389/fpsyg.2014.0121

Course card

Course title Exceptionality and Disability. Outsider art artists and their place in symbolic

culture

Semester


Lecturer(s) Dr Elżbieta Lubińska-Kościółek

Department

Faculty of Pedagogy and Psychology



The course focuses on providing students with basic information for recognizing and understanding person

described as being twice exceptional (dual exceptional), talented person with disability, who belongs to the

world of visual art.

The characteristics of this population and the process of the inclusion of artists with a disability in the

symbolic culture will be discussed.

Tips for teachers and parents will be also provided to improve instruction and interactions to meet the

requirements the unique needs of talented people with disabilities.

Prerequisites

Knowledge no required

Skills no required

Courses completed no required

Course organization


Group type

A (large

group)

K (small

group) L (Lab)

S

(Seminar)

P

(Project)

E

(Exam)

Contact hours 30

Teaching methods:

- assimilation of knowledge: interactive lectures, discussions, analysis of scientific articles

- problem solving: brainstorming

- practical activities: workshop, visiting an outsider art galleries

Assessment methods:

E –

learnin

g

Did

actic gam

es

Classes in

scho

ols

Field

classes

Lab

orato

ry

tasks

Ind

ivid

ual

pro

ject

Gro

up

pro

ject

Discu

ssion

particip

ation

Stu

den

t’s

presen

tation

Written

assignm

ent

(essay)

Oral ex

am

Written

exam

Oth

er

x

x

x

x

Assessment criteria

Presence in classes and active participation in discussion.

Presentation of the art work of a selected outsider art/art brut artist with a disability or

the activities of institutions supporting this group of artists in the student's country.

Comments


Human exceptionality - human diversity in needs, characteristics, and lifestyle

The basic terms - gifted, talented, gifted/ld, gifted /other disability, savant syndrome, asynchronous

development

Art brut/outsider art – terminology

Museums ang galleries – the open space for the people with disability

Characteristic and understanding gifted person with disability – case studies of art brut/outsider art artists

Compulsory reading

Robert J. Sternberg, Janet E. Davidson (2005), Conceptions of Giftedness, Cambridge University Press

Lucienne Peiry (200g), Art Brut: The Origins of Outsider Art, Flammarion

Recommended reading:

Baum S. (ed.) (2004), Twice-Exceptional and Special Population of Gifted Students

Treffert D., The savant syndrome: an extraordinary condition. A synopsis: past, present, future

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2677584/

Cardinal R. (1972). Outsider Art. London: Studio Vista.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2677584/

institute of special needs education

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