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
(winter/summer) winter/summer ECTS 5
Lecturer(s) Dr Anna Gagat-Matuła
Department
Faculty of Pedagogy and Psychology
Institute of Special Needs Education
Course objectives (learning outcomes)
(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
Form of classes W (Lecture)
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
Course content (topic list)
• 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
(winter/summer) winter/summer ECTS 5
Lecturer(s) Justyna Kotowicz
Department Institute of Special Pedagogy
Course objectives (learning outcomes)
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
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:
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
Course content (topic list)
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
(winter/summer) winter/summer ECTS 5
Lecturer(s) Dr Elżbieta Lubińska-Kościółek
Department
Faculty of Pedagogy and Psychology
Institute of Special Needs Education
Course objectives (learning outcomes)
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
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:
- 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
Course content (topic list)
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.