{"id":17642,"date":"2014-09-29T16:26:40","date_gmt":"2014-09-29T15:26:40","guid":{"rendered":"http:\/\/www.ffzg.unizg.hr\/anglist\/?p=17642"},"modified":"2015-02-10T13:28:18","modified_gmt":"2015-02-10T12:28:18","slug":"ucenici-s-posebnim-potrebama-sljepoca-i-ovladavanje-drugim-jezikom-2","status":"publish","type":"post","link":"https:\/\/anglist.ffzg.unizg.hr\/?p=17642","title":{"rendered":"U\u010denici s posebnim potrebama : sljepo\u0107a i ovladavanje drugim jezikom"},"content":{"rendered":"

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER 2014\/2015<\/span><\/strong><\/span><\/p>\n

DVOPREDMETNI STUDIJ<\/span><\/strong><\/span><\/p>\n

9. semestar<\/span><\/strong><\/span><\/p>\n

Naziv kolegija<\/span><\/strong>: <\/span>U\u010denici s posebnim potrebama: sljepo\u0107a i ovladavanje drugim jezikom<\/span><\/span>
Nositelj kolegija<\/strong>: prof. dr. sc. Renata Geld, docent
<\/span><\/p>\n

ECTS-bodovi: <\/b>3<\/span><\/p>\n

Jezik: <\/b>engleski<\/span><\/p>\n

Trajanje: <\/b>1 semestar<\/span><\/p>\n

Status: <\/b>izborni<\/span><\/p>\n

Oblik nastave: <\/b>2 sata predavanja + <\/b>2 sata seminara<\/span><\/p>\n

Uvjeti: <\/b>—<\/span><\/p>\n

Ispit:<\/b> kontinuirana evaluacija (2 testa i projektni zadatak)<\/span><\/p>\n

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week<\/b><\/span><\/td>\ntopics<\/b><\/span><\/td>\n<\/tr>\n
1<\/span><\/td>\nFundamental concepts: blindness, legal blindness, visual impairment, individual differences<\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nMotor and cognitive development: spatial cognition, joint attention, symbolic play, operational thinking<\/span>Social interaction: prelinguistic development, theory of mind<\/span><\/td>\n<\/tr>\n
3<\/span><\/td>\nLanguage development (part I): L1 development, relationship between language and thought, early words of blind children<\/span><\/td>\n<\/tr>\n
4<\/span><\/td>\nLanguage development (part II): the issue of verbalism, lexicon, morphology, syntax, semantics, pragmatics<\/span><\/td>\n<\/tr>\n
5<\/span><\/td>\nFundamental issues in L2 development<\/span><\/td>\n<\/tr>\n
6<\/span><\/td>\nREVISION – Test 1<\/span><\/td>\n<\/tr>\n
7<\/span><\/td>\nThe visually impaired at school: everyday challenges\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
8<\/span><\/td>\nThe visually impaired at school: the L2 classroom<\/span><\/td>\n<\/tr>\n
9<\/span><\/td>\nThe tactile exploration of the world and its relation to reading, writing, listening and speaking<\/span><\/td>\n<\/tr>\n
10<\/span><\/td>\n\u00a0Ways of testing theory in practice<\/span><\/td>\n<\/tr>\n
11<\/span><\/td>\n\u00a0REVISION – Test 2<\/span><\/td>\n<\/tr>\n
12<\/span><\/td>\nWays of testing theory in practice: microproject I \u2013 plans and drafts<\/span><\/td>\n<\/tr>\n
13<\/span><\/td>\nConsolidation<\/span><\/td>\n<\/tr>\n
14<\/span><\/td>\nWays of testing theory in practice: microproject II – reports\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
15<\/span><\/td>\nWays of testing theory in practice: microproject II – reports\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Na\u010din rada:<\/b> Na nastavi se o\u010dekuje visok stupanj pripremljenosti i interakcije studenata. Uspje\u0161nost na kolegiju se mjeri navedenim testovima u 6. i 11. tjednu nastave te aktivnim sudjelovanjem u osmi\u0161ljavanju i provo\u0111enju mikro projekata.<\/span><\/p>\n

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Cilj:<\/b> Stjecanje uvida u povezanost jezika, iskustva i ostalih kognitivnih sposobnosti te osnovnu problematiku ovladavanja jezikom kod slijepih u\u010denika. Razvijanje kriti\u010dkog promi\u0161ljanja postoje\u0107ih pristupa u pou\u010davanju i njihove prilagodbe iskustvenim potrebama slijepih. Po zavr\u0161enom kolegiju studenti \u0107e:<\/span><\/p>\n

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–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 mo\u0107i uspje\u0161no primijeniti teorijska znanja o prirodi jezika i njegovoj povezanosti s ostalim domenama znanja na znanja vezana uz pristup pou\u010davanju slijepe i slabovidne djece i mlade\u017ei<\/span><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 mo\u0107i uspje\u0161no osmisliti na\u010dine provjere odre\u0111enih teorijskih pretpostavki i spoznaja u praksi<\/span><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ste\u0107i istra\u017eiva\u010dke kompetencije u podru\u010djima koja se bave vezama izme\u0111u jezika i ostalih kognitivnih sposobnosti te u podru\u010djima koja se bave percepcijskim karakterom znanja<\/span><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 biti osposobljeni za samostalno razmi\u0161ljanje i zaklju\u010divanje o vezama izme\u0111u teorije i prakse i relevantnosti odre\u0111enih aspekata teorije za podru\u010dja u\u010denja i pou\u010davanja jezika kod slijepe i slabovidne djece i mlade\u017ei<\/span><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 nau\u010diti prilagoditi nastavni materijal i osmisliti nove oblike nastavnog materijala koji su primjereniji i efikasniji od postoje\u0107ih materijala koji se koriste\u00a0 u pou\u010davanju slijepe i slabovidne djece<\/span><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 konsolidirati prethodno ste\u010dena znanja o prirodi jezika, usvajanju jezika i pouci jezika s obzirom na uvid u karakteristike slijepe i slabovidne djece i mlade\u017ei te specifi\u010dnosti njihovog jezi\u010dnog razvoja i u\u010denja.<\/span><\/p>\n

Studenti \u0107e razviti sposobnost pronala\u017eenja relevantne literature, njenog kriti\u010dkog i\u0161\u010ditavanja, sinteze i prezentacije; razvit \u0107e sposobnost argumentiranog i kriti\u010dkog sudjelovanja u diskusijama, prihva\u0107anja komentara o svome radu i otvorenosti prema stavovima i idejama sugovornika; razvit \u0107e po\u010detne istra\u017eiva\u010dke kompetencije. Razvit \u0107e osje\u0107aj profesionalnosti za rad s osobama s posebnim potrebama.<\/span><\/p>\n

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Obavezna ispitna literatura:<\/b><\/span><\/p>\n

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Bigelow, A. E. (2005) Blindness. In B. Hopkins (Ed.),Cambridge Encyclopedia of Child Development<\/i>. Cambridge, UK: Cambridge University Press.<\/span><\/p>\n

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Bigelow, A. E.\u00a0 (2003) The development of joint attention in blind infants.\u00a0Development and Psychopathology, 15,<\/i>\u00a0259-275.<\/span><\/p>\n

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Couper, H. (1996) Teaching modern languages to visually impaired children. The Language Learning Journal<\/i> 13:1, 6-9.<\/span><\/p>\n

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D\u2019Angiulli, A. and Kirby, M. (2011) From inclusion to creativity through haptic drawing: unleashing the \u201cuntouched\u201d in educational contexts. The Open Education Journal, 4,<\/i> 67-79.<\/span><\/p>\n

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Geld, R. (2014) Investigating meaning construal in the language of the blind: a cognitive linguistic perspective. Suvremena lingvistika<\/i> 77. 27-59.<\/span><\/p>\n

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Geld, R. and \u010cuti\u0107, A. (2014) Salience of topology in the strategic construal of English particle verbs in blind users of English. In Peti-Stanti\u0107, A. and Stanojevi\u0107, M.-M.(eds.) Language as Information: Proceedings from CALS 2012<\/i>. Frankfurt \/ New York: Peter Lang Verlag.<\/span><\/p>\n

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Geld, R. and \u0160imuni\u0107, M. (2009) A case study of a blind speaker of English as L2, In Brdar, M., Omazi\u0107, M. i Pavi\u010di\u0107-Taka\u010d V. (eds.) Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects, <\/i>Newcastle: Cambridge Scholars Publishing.<\/span><\/p>\n

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Guinan, H. (1997) ESL for Sudents with visual impairments. Journal of Visual Imapairment and Blindness, <\/i>91(6), 555-563.<\/span><\/p>\n

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Hollins, M. (2000) Vision Impairment and Cognition. In Silverstone, B., Lang, M.A., Rosenthal, B.P., Faye, E.E. (eds.) The Lighthouse Handbook on Vision Impairment and Vision Rehabilitation.<\/i> Oxford University Press.<\/span><\/p>\n

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Jedynak, M. (2011) Across the borders of typhlopedagogy and SLA: New research problems, recent findings, perspectives. In Pawlak, M. (ed.) Extending the Boundaries of Research on Second Language Learning and Teaching. <\/i>Springer-Verlag Berlin Heidelberg.<\/span><\/p>\n

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Landau, B. and Gleitman, L. R. (1985) Language and experience: Evidence from the blind child. <\/i>Cambridge, MA: Harvard University Press. (selected chapters)<\/span><\/p>\n

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Milian, M. and Pearson, V. (2005) Studnets with visual impairments in a dual.language program: A case study. Journal of visual impairment and blindness<\/i>, 99(11), 715-720.<\/span><\/p>\n

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P\u00e9rez-Pereira, M. and Conti-Ramsden, G. (1999) Language Development and Social Interaction in Blind Children. <\/i>Hove and New York: Psychology Press. (selected chapters)<\/span><\/p>\n

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Dodatna ispitna literatura:<\/b><\/span><\/p>\n

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Bigelow, A.\u00a0 (1995)\u00a0 The effects of blindness on the early development of the self.\u00a0 In Rochat, P. (Ed.),\u00a0The self in early infancy:\u00a0 Theory and research<\/i>.\u00a0 Advances in Psychology Book Series, pp. 327-347.\u00a0 Amsterdam:\u00a0 North-Holland-Elsevier Science Publishers.<\/span><\/p>\n

Bigelow, A.\u00a0 (1992)\u00a0 The development of blind children’s ability to predict what another sees.\u00a0\u00a0Journal of Visual Impairment and Blindness, 86<\/i>(4), 181-184.<\/span><\/p>\n

Bigelow, A.\u00a0 (1992). Locomotion and search behavior in blind infants.\u00a0\u00a0Infant Behavior and Development, 15<\/i>, 179-189.\u00a0<\/span><\/p>\n

Bigelow, A.\u00a0 (1991)\u00a0 The effect of distance and intervening obstacles on visual inference in blind and sighted children.\u00a0\u00a0International Journal of Behavioral Development, 14<\/i>(3), 273-283.<\/span><\/p>\n

Bigelow, A.\u00a0 (1991)\u00a0Hiding in blind and sighted children.\u00a0\u00a0Development and Psychopathology, 3<\/i>, 301-310.<\/span><\/p>\n

Bigelow, A.\u00a0 (1991)\u00a0 Spatial mapping of familiar locations in blind children.\u00a0\u00a0Journal of Visual Impairment and Blindness, 85<\/i>(3), 113-117.<\/span><\/p>\n

Bigelow, A.\u00a0 (1990) Relationship between language and thought in young blind children.\u00a0\u00a0Journal of Visual Impairment and Blindness, 84<\/i>(8), 414-419.<\/span><\/p>\n

Bigelow, A.\u00a0 (1988) Blind children’s concepts of how people see.\u00a0\u00a0Journal of Visual Impairment and Blindness, 82<\/i>(2), 65-68.<\/span><\/p>\n

Bigelow. A.\u00a0E. (1987)\u00a0 Early words of blind children.\u00a0\u00a0Journal of Child Language, 14<\/i>, 47-56.<\/span><\/p>\n

Conroy, P. (2006). Strategies for Assisting Students with Visual Impairments in the<\/span><\/p>\n

Classroom. Colorado Association of Paraprofessionals, Denver, CO.<\/span><\/p>\n

Fortin, M.\u00a0et al.\u00a0(2008) Wayfinding in the blind: larger hippocampal volume and supranormal spatial navigation.\u00a0Brain,\u00a0<\/i>131: 2995-3005.<\/span><\/p>\n

Nikoli\u0107, T. (1987) Teaching a foreign language in schools for blind and visually impaired children. Journal of Visual Impairment and Blindness, 81, 62-66.<\/span><\/p>\n

Rosel, J. et al. (2005) Verbalism in the narrative language of children who are blind and sighted. Journal of Visual Imapairment and Blindness, 99<\/i>(7), 1-22.<\/span><\/p>\n

Thinus-Blanc, C. and Gaunet, F. (1997) Representation of space in blind persons: Vision as a spatial sense? Psychological Bulletin, 121<\/i>, 20-42.<\/span><\/p>\n

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\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER 2014\/2015 DVOPREDMETNI STUDIJ 9. semestar Naziv kolegija: U\u010denici s posebnim potrebama: sljepo\u0107a i ovladavanje drugim jezikom Nositelj kolegija: prof. dr. sc. Renata Geld, docent ECTS-bodovi: 3 Jezik: engleski Trajanje: 1 semestar Status: izborni Oblik nastave: 2 sata predavanja + 2 sata seminara Uvjeti: — Ispit: kontinuirana evaluacija (2 testa […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[48],"tags":[],"class_list":["post-17642","post","type-post","status-publish","format-standard","hentry","category-9-semestar-nastavnicki-smjer-dvopredmetni"],"_links":{"self":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/17642","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=17642"}],"version-history":[{"count":7,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/17642\/revisions"}],"predecessor-version":[{"id":20289,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/17642\/revisions\/20289"}],"wp:attachment":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=17642"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=17642"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=17642"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}