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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Thomas Gumpel
Coordinator Office Hours:
Wednesday, 1:00 - 2:30
Teaching Staff:
Prof Thomas Peter Gumpel
Course/Module description:
This course presents an introduction and survey of special needs populations for children and youth in the educational system.
Course/Module aims:
We will focus on different disabilities and their educational challenges, as well as specific interventions for each population.
Learning outcomes - On successful completion of this module, students should be able to:
We will emphasize principles in developing frameworks as well as the Individualized Educational Plan.
Attendance requirements(%):
85
Teaching arrangement and method of instruction:
Lectures, presentations
Course/Module Content:
Special Education in Israel
Physical disabilities
Intellectual disabilities
Autism
Emotional Disturbances, ADHD
Learning disabilities
Visual impairment
Gifted and talented
Transition and communication disorders
Severe disabilities
Classroom management
Response to intervetion
Required Reading:
*ברקלי, ר. א. (1997). לשלוט ב-ADHD. תל אביב: אוניברסיטת תל אביב.
*גומפל, ת. (1999). החינוך המיוחד בישראל לקראת שנות 2000: מאין באנו ולאן אנו חותרים? סוגיות בחינוך המיוחד ושיקום, 14(2), 71-82.
גמליאל, א. (1989). שילוב ילדים עוורים בבי"ס בישראל. סוגיות בחינוך המיוחד ושיקום, 6, 87-97.
*קוזמה, ש. (1994). מהי תסמונת דאון? In ק. סטריי-גונדרסון (עורכת), ילדים עם תסמונת דאון: מדריך להורים. ירושלים: דורות.
רונן, ח. (1990). פיגור שכלי. תל אביב: אוניברסיטת תל אביב.
Alberto, P., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Columbus, Ohio: Merrill.
Fuchs, Douglas, Mock, Devery, Morgan, Paul L., & Young, Caresa L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18(3), 157-171.
Halpern, A. S. (1985). Transitions: A look at the foundations. Exceptional Children, 51(6), 479-486.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional Children: Introduction to Special Education (10th ed.). Englewood Cliffs, NJ: Prentice Hall.
Hardman, M. L., Drew, C. J., Egan, M. W., & Wolf, B. (1990). Human Exceptionality: Society, school and family (3rd ed.). Boston: Allyn & Bacon.
*Grandin, T. (1995). Thinking in pictures. New York: Vintage.
*Gumpel, T. P., & Sharoni, V. (2007). Current best practices in learning disabilities in Israel. Learning Disabilities Research and Practice, 22(3), 202-209.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional Children: Introduction to Special Education (10th ed.). Englewood Cliffs, NJ: Prentice Hall.
*Mather, N., & Kaufman, N. (2006). Introduction to the special issue, part two: It's about the what, the how well, and the why. Psychology in the Schools, 43(8), 829-834.
Plucker, J. A., & Stocking, V. B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67(2), 534-548.
*Wong, B. Y. L. (1991). The relevance of metacognition to learning disabilities. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 231-258). San Diego: Academic Press.
Additional Reading Material:
none
Course/Module evaluation:
End of year written/oral examination 55 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 0 %
Assignments 8 %
Reports 37 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
none
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