SP3640 Education of Individuals with Intellectual Disabilities

Faculty of Education
Spring 2026
Extent and Intensity
0/4/0. 6 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
doc. PhDr. Mgr. Barbora Bazalová, Ph.D. (lecturer)
Mgr. Pavel Sochor, 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
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
Course objectives
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.
Syllabus
1. Characteristics of the field, a subject, goals, terminology, and interdisciplinary cooperation. History, current trends, experts, literature. 2. Disorders of intellectual development: characteristics according to different authors, aetiology, classification. 3. Mild DOD: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 5. Moderate DOD: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 6. Counselling services in and outside school. Legislative anchoring. Support measures. 7. Possibilities of education. Support in an inclusive and special school. 8. Characteristics of curriculum. Support measures 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: coping strategies. Support from experts. 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. School: diagnosis, characteristics of manifestations and their solutions, adjustment of conditions and environment. Principles of working with children in inclusive schools and schools established according to section 16, paragraph 9 of the Education Act, as amended. The family of a child with ASD. Nonprofit organisations. 16. Multiple impairment. Characteristics, classification, diagnosis. Options for inclusion and support from early years to adulthood. 17. Adulthood: Specifics in behaviour, socialisation, relationships, communication, sexuality, independence, education, professional application and spending free time. Support options. Community services. 18. Sexual education. Partnership and parenting. 19. Human rights.
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.
Teaching methods
Lectures with the active participation of students.
Assessment methods
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
The course is taught annually.
The course is taught every week.
The course is also listed under the following terms Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2026, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2026/SP3640