SP6040 Education of Individuals with Intellectual Disabilities

Faculty of Education
Spring 2026
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
doc. PhDr. Mgr. Barbora Bazalová, Ph.D. (lecturer)
Mgr. et Mgr. Tereza Hormandlová, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Mgr. Barbora Bazalová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: doc. PhDr. Mgr. Barbora Bazalová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable of Seminar Groups
SP6040/KombiSem01: Fri 20. 2. 8:00–11:50 A23 učebna, Fri 20. 3. 8:00–11:50 A23 učebna, T. Hormandlová
SP6040/PrezSem01: Mon 12:00–13:50 A51 učebna, T. Hormandlová
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
Abstract
The goal of the course is to adopt the current concept of terminology focused on disorders of intellectual development and autism spectrum disorders, also the current insights and possibilities of special educational diagnostics. Education and inclusive education will be mentioned.
Learning outcomes
At the end of the course, the student will be able to:
- have a general knowledge of the pedagogy of people with intellectual disabilities;
- apply the approaches to the education of children and pupils with intellectual disabilities and autism spectrum disorders;
- master the effective approaches for pupils with disorders of intellectual development. Their work will be as a teaching assistants.
Key topics
1. Characteristics of the field, a subject, goals, terminology, and interdisciplinary cooperation. History, current trends, experts, literature. 2. Characteristics of disorders of intellectual development according to different authors, aetiology, and classification. Possibilities of supporting people with mental disabilities from an early age to adulthood. 3. Cognitive skills. 4. Mild DOD: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 5. Moderate, severe and profound DOD: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 6. Counselling services in and outside school. Support measures. 7. Possibilities of education from preschool age to adulthood. Support in an inclusive and special school. 8. Characteristics of curriculum. Support measures. Special approaches in inclusive and special schools. 9. Symptomatic speech disorders. Alternative and augmentative communication systems. 10. Comprehensive diagnostics. 11. Social services. Nonprofit organisations. 12. Therapies and interventions. 13. Families. Literature on the topic. 14. Down syndrome: characteristics, aetiology, classification, personality specifics. Options for inclusion and support from early years to adulthood. Farmers. Literature. Family of a child with DS. Nonprofit organisations. 15. Autism spectrum disorders: characteristics, aetiology, prevalence, classification. Options for inclusion and support from early years to adulthood. Experts. Literature. Nonprofit organisations. 16. Multiple impairments. Characteristics, classification, diagnosis. Options for inclusion and support from early years to adulthood. 17. Adulthood. Community services. 18. Sexual education. 19. Human rights, international documents.
Study resources and literature
  • Bartoňová, M., Bazalová, B., Pipeková, J. (2007) Psychopedie: texty k distančnímu vzdělávání. Brno: Paido.
  • Bazalová, B. (2014) Dítě s mentálním postižením a podpora jeho vývoje. Praha: Portál.
  • Bazalová, B. (2017) Autismus v edukační praxi. Praha: Portál.
  • Bendová, P., Zikl, P. (2011) Dítě s mentálním postižením ve škole. Praha: Grada.
  • Černá, M. a kol. (2015) Česká psychopedie: speciální pedagogika osob s mentálním postižením. Praha: Karolinum.
  • Lechta, V. (2011) Symptomatické poruchy řeči u dětí. Praha: Portál.
  • Müller, O. (ed.) a kol. (2014) Terapie ve speciální pedagogice. Praha: Grada.
  • Přinosilová, D. (2007) Diagnostika ve speciální pedagogice: texty k distančnímu vzdělávání. Brno: Paido.
  • Selikowitz, M. (2011) Downův syndrom: definice a příčiny, vývoj dítěte, výchova a vzdělání, dospělost. Praha: Portál.
  • Thorová, K. (2016) Poruchy autistického spektra. Praha: Portál.
  • Vágnerová, M. (2014) Současná psychopatologie pro pomáhající profese. Praha: Portál.
  • Valenta, M., Michalík, J., Lečbych, M. a kol. (2018) Mentální postižení. Praha: Grada.
  • Valenta, M., Müller, O. (2013) Psychopedie: teoretické základy a metodika. Praha: Parta.
  • Bazalová, B. (2023). Psychopedie. Grada.
Approaches, practices, and methods used in teaching
Lectures with the active participation of students.
Method of verifying learning outcomes and course completion requirements
The evaluation will be criterion-based, with an emphasis on activity in class, the completion of seminar tasks in class and seminar tasks from professional practice with a target group of people with ID and DS, a control test and an oral exam. The exact description will be in the interactive syllabus before the beginning of the semester.
Language of instruction
Czech
Study support
https://is.muni.cz/auth/el/1441/jaro2026/SP3640/
Further Comments
Study Materials
The course is taught annually.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2026/SP6040