DPS005 Special Education

Faculty of Arts
Autumn 2022
Extent and Intensity
0/0/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Pavla Pitnerová, Ph.D. (lecturer)
doc. PhDr. Bohumíra Lazarová, Ph.D. (lecturer)
Mgr. Roman Švaříček, Ph.D. (assistant)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: PhDr. Pavla Pitnerová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable
Fri 30. 9. 13:00–14:40 B2.43, 15:00–16:40 B2.43, Fri 11. 11. 8:20–10:00 B2.43, 10:20–12:00 B2.43, Fri 25. 11. 13:00–14:40 B2.43, 15:00–16:40 B2.43
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
there are 11 fields of study the course is directly associated with, display
Course objectives
This course connects three disciplines that are close to each other: special education, didactics and school counselling. The focus of interest of all these disciplines is primarily on pupils with special educational needs. In the part dealing with special education students will learn about diagnostics of special educational needs and manage selected processes of work with these needs. They will prepare to pursue inclusive education. In the diagnostic part they will learn about various concepts of pedagogical diagnostics, distinguish various types of diagnoses, achieve an understanding of the qualitative approach to pedagogical diagnostics, grasp the sense of diagnostic measuring in education and learn to recognize selected methods of pedagogical diagnostics. In the final part they will be introduced to the role of external counselling institutions and the work of counselling centres at schools and learn to mediate counselling services.
Learning outcomes
At the end of the course the student will be able to: • to explain and to reflect the principles of inclusive education at the level of culture, politics and practice of the school in their educational and educational activities; • can critically reflect on its own attitude towards inclusive education and its own ability to create an inclusive classroom environment; • Be able to organize, effectively communicate and lead the work of a multidisciplinary team; • in collaboration with parents, pupil and counseling facility, can develop an individual educational plan, a pedagogical support plan; • will be familiar with the basic methods and forms of work with the heterogeneous group (adaptation of ways of mediating the curriculum, teaching materials, organizational forms of work, class organization, evaluation, etc.) and will be able to use them appropriately in teaching; • can modify learning materials and activities with respect to pupils' needs; • will know the standard compensatory aids, special teaching aids and support or replacement communication systems for pupils with SEN.
Syllabus
  • Outline 1.Groups of pupils with special educational needs in school settings (deficiencies in reasoning, sensory and physical defects, inferior pupils, gifted pupils, pupils with learning and behavioural deficiencies, foreigners and socially disadvantaged pupils); characteristics of these groups as related to various branches of special education.
  • 2.Scope of work with groups of pupils with special educational needs in school settings; supportive and balancing measures; legislation related to pupils with special educational needs; integration and inclusion; plans for individual education.
  • 3.Socio-pathological phenomena in school settings (lies and deception, truancy, and roaming, smoking, alcoholism, drug abuse, sexual delinquency, aggression, vandalism, theft, bullying, self-harm, suicidal tendencies, etc.).
  • 4.Prevention in schools; options and limits of precautions in school settings; health support in schools.
  • 5.Diagnostics in teaching; branches of pedagogical diagnostics; diagnoses in educational settings; diagnostic procedures and methods; diagnostics in education, special education and psychology.
  • 6.Counselling services at schools (school counselling centres, career guides, prevention consultants, school psychologists and special educators).
  • 7.Counselling services of specialist institutions (educational and psychological advisory centres, centres of special education, centres of educational care); role of non-profit organizations within services of school counselling institutions.
Literature
    required literature
  • GAVORA, Peter. Akí sú moji žiaci? : pedagogická diagnostika žiaka. 2., aktualiz. vyd. Nitra: Enigma. 216 s. ISBN 9788089132911. 2010. info
    recommended literature
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. 2., doplněné a aktualizova. Praha: Wolters Kluwer. 398 stran. ISBN 9788075520142. 2016. info
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika. 343 s. ISBN 9788073576790. 2012. info
    not specified
  • SLOWÍK, Josef. Speciální pedagogika. 2., aktualizované a doplně. Praha: Grada. 162 stran. ISBN 9788027100958. 2016. URL info
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika. 343 s. ISBN 9788073576790. 2012. info
  • PELIKÁN, Jiří. Základy empirického výzkumu pedagogických jevů. 2. nezměněné vydání. Praha: Karolinum. 270 stran. ISBN 9788024619163. 2011. info
  • VÍTKOVÁ, Marie. Speciální pedagogika (Special education). In Baštecká, B. (ed.). Psychologická encyklopedie. Aplikovaná psychologie. Vydání první. Praha: Portál, s.r.o. p. 375-379. 1615. publikace. ISBN 978-80-7367-470-0. 2009. info
  • SLOWÍK, Josef. Speciální pedagogika. Praha: Grada. 160 pp. ISBN 978-80-247-1733-3. 2007. info
  • SLOWÍK, Josef. Speciální pedagogika. 1st ed. Praha: Grada. 160 pp. ISBN 978-80-247-1733-3. 2007. info
  • Integrativní speciální pedagogika : integrace školní a sociální. Edited by Marie Vítková. 2. rozšířené a přepraco. Brno: Paido. 463 stran. ISBN 8073150719. 2004. info
  • DITTRICH, Pavel. Pedagogicko-psychologická diagnostika. Vyd. 2., upr. Jinočany: H & H. 121 s. ISBN 8085467062. 1993. info
Teaching methods
The course leans on four pillars: instructors’ lectures, study of professional literature, students’ team and individual work in seminars, and active student discussions with instructors. Students will be introduced to various diagnostic methods and join instructors in analysing and interpreting results in terms of educational and psychological counselling for pupils with special educational needs.
Assessment methods
The course is concluded with a written test. Students’ work is regularly evaluated during the course.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught each semester.
General note: Rozvrh naleznete na webových stránkách Ústavu pedagogických věd: http://www.phil.muni.cz/wupv/home/studium/obory/vzdelavani/doplnujici-pedagogicke-studium-dps.
Information on the extent and intensity of the course: blokově.
Information on course enrolment limitations: !UZB005
The course is also listed under the following terms Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018, Autumn 2019, Autumn 2020, Autumn 2021, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2022, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2022/DPS005