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190060 PS Categorical Remedial Educational Theory with Special Need (2020S)
Category and Inclusion a Perspective from the Global South
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Sa 01.02.2020 06:30 to Th 20.02.2020 09:00
- Registration is open from Tu 25.02.2020 09:00 to Fr 28.02.2020 09:00
- Deregistration possible until Th 30.04.2020 09:00
Details
max. 35 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Please pay attention that on Thursday June 4th there are two blocks with a change of rooms.
Because of Corona, we will have to think about an alternative to our schedule in june. I will post details on moodle, how we will organise the presentations. However, in the meantime please follow the instructions I gave you in the first block for our online-discussion and critical comments (which are in e-learning format anyway).- Monday 02.03. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 03.03. 11:30 - 16:30 Seminarraum 1 Sensengasse 3a 1.OG
- Tuesday 02.06. 09:45 - 16:30 Seminarraum 4 Sensengasse 3a 1.OG
- Wednesday 03.06. 09:45 - 11:15 Hörsaal 1 Sensengasse 3a 1.OG
- Thursday 04.06. 08:00 - 11:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 04.06. 13:15 - 16:45 Seminarraum 7 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Mitarbeit, schriftliche kritische Kommentare, Referat, schriftliche Arbeit
Minimum requirements and assessment criteria
Da die LV auf Englisch abgehalten wird, müssen die Studierenden im Stande sein englischen Texte und Präsentationen verstehen und folgen zu können. Die Note setzt sich aus drei Teilbereichen zusammen:
Mitarbeit 20%, Referat/Präsentation 30%, Abschlussarbeit 50%
Mitarbeit 20%, Referat/Präsentation 30%, Abschlussarbeit 50%
Examination topics
Reading list
Bickenbach, J. E. (2009): Disability, Culture and the UN Convention. Disability and Rehabilitation, Vol. 31 (14), 1111-1124
Bowker, G. C./ Star, S. L. (1999): Sorting Things Out. Classification and Its Consequences. (Cambridge Mass./London, MIT Press)
Furnham, A./ Baguma, P. Cross-Cultural Differences in Explanations for Health and Illness: A British and Ugandan Comparison. Mental Health, Religion & Culture, 1999, Vol.2(2), p.121-134, Vol., 121
Hofstede, G. (2001): Culture's Consequences. Comparing Values, Behaviors, Institutions and Organizations across Nations. (Thousands Oaks/London/New Delhi, SAGE)
Holzer, B. et al. (Ed.) (1999): Disability in Different Cultures: Reflections on Local Concepts. (Bielefeld, Transcript)
Ingstad, B./ Whyte, S. R. (Ed.) (1995): Disability and Culture. (Berkeley/Los Angeles/London, University of California Press)
Jenkins, R. (Ed.) (1998): Questions of Competence: Culture, Classification and Intellectual Disability. (Cambridge/New York/Oakleigh, Cambridge University Press)
Klingner, J. K. et al. (2007): Race, Culture and Developmental Disabilities. In: Odom, S. L., et al. (Ed.): Handbook of Developmental Disabilities. (New York/London, The Guilford Press), 55-75
Reynolds, S. (2010): Disability Culture in West Africa: Qualitative Research Indicating Barriers and Progress in the Greater Accra Region of Ghana. Occupational Therapy International, Vol. 17 (4), 198-207
Riddell, L./ Watson, N. (2003): Disability, Culture and Identitiy. (Essex, Pearson Education)
Üstün, T. B. et al. (Ed.) (2001): Disability and Culture. Universalism and Culture. Icidh-2 Series. Published on Behalf of the World Health Organisation. (Seattle, Hofgrefe & Huber)
Bowker, G. C./ Star, S. L. (1999): Sorting Things Out. Classification and Its Consequences. (Cambridge Mass./London, MIT Press)
Furnham, A./ Baguma, P. Cross-Cultural Differences in Explanations for Health and Illness: A British and Ugandan Comparison. Mental Health, Religion & Culture, 1999, Vol.2(2), p.121-134, Vol., 121
Hofstede, G. (2001): Culture's Consequences. Comparing Values, Behaviors, Institutions and Organizations across Nations. (Thousands Oaks/London/New Delhi, SAGE)
Holzer, B. et al. (Ed.) (1999): Disability in Different Cultures: Reflections on Local Concepts. (Bielefeld, Transcript)
Ingstad, B./ Whyte, S. R. (Ed.) (1995): Disability and Culture. (Berkeley/Los Angeles/London, University of California Press)
Jenkins, R. (Ed.) (1998): Questions of Competence: Culture, Classification and Intellectual Disability. (Cambridge/New York/Oakleigh, Cambridge University Press)
Klingner, J. K. et al. (2007): Race, Culture and Developmental Disabilities. In: Odom, S. L., et al. (Ed.): Handbook of Developmental Disabilities. (New York/London, The Guilford Press), 55-75
Reynolds, S. (2010): Disability Culture in West Africa: Qualitative Research Indicating Barriers and Progress in the Greater Accra Region of Ghana. Occupational Therapy International, Vol. 17 (4), 198-207
Riddell, L./ Watson, N. (2003): Disability, Culture and Identitiy. (Essex, Pearson Education)
Üstün, T. B. et al. (Ed.) (2001): Disability and Culture. Universalism and Culture. Icidh-2 Series. Published on Behalf of the World Health Organisation. (Seattle, Hofgrefe & Huber)
Association in the course directory
BM 18
Last modified: Mo 07.09.2020 15:21
Anhand von ausgewählter Literatur werden unterschiedliche Themenblöcke diskutiert. Darunter fallen verschiedene Behinderungskategorien aber auch Bereiche wie Einstellungen, Gesetzgebung, Kommunikation, Religion etc. Zudem werden die Sustainable Development Goals (SDGs) miteinbezogen. Diese lösen die mit 2015 ausgelaufenen MDGs (Millennium Development Goals) ab.