SP3941 Field: Education of Individuals with Intellectual Disabilities 1

Faculty of Education
Spring 2026
Extent and Intensity
0/3/0. 5 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 only offered to the students of the study fields 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. Intellectual development disorders: characteristics according to different authors, aetiology, classification. Possibilities of supporting people with mental disabilities from early age to adulthood. 3. Dementia: characteristics, manifestations, types, and support options for people with dementia. Socially conditioned mental disability: features, presentations, possibilities of supporting children. 4. Mild mental disability: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 5. Moderate mental retardation: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 6. Counseling services for children and pupils with mental disabilities in and outside school. Legislative anchoring. Support measures. 7. Possibilities of education for children, pupils and students with mental disabilities from preschool age to adulthood. Support in an inclusive and special school. Teaching assistant. Legislative anchoring. 8. Characteristics of RVP PV, RVP ZV, RVP ZŠS. Support measures. Principles of working with children and pupils with mental disabilities and autism spectrum disorders in inclusive and special schools. 9. Symptomatic speech disorders. Alternative and augmentative communication systems suitable for people with intellectual disabilities and ASD. 10. Comprehensive diagnostics focusing on mental disabilities and ASD. 11. Social services for people with mental disabilities. Nonprofit organizations. Especially pedagogical support. 12. Therapy and intervention for people with mental disabilities and their availability, application in practice. 13. Families with children with mental disabilities: phase of coping with the child's disability, family functioning, the role of siblings, vision for the future, possibilities of family 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 organizations. 15. Autistic spectrum disorders: characteristics, aetiology, prevalence, classification. Options for inclusion and support from early years to adulthood. Experts. Literature. Autistic spectrum disorders at school: diagnosis, characteristics of manifestations and their solutions, adjustment of conditions and environment. Principles of working with children and pupils with autism spectrum disorders in inclusive schools and schools established according to section 16, paragraph 9 of the Education Act as amended. Family of a child with ASD. Nonprofit organizations. 16. Concurrent disability with multiple defects. Characteristics, classification, diagnosis. Options for inclusion and support from early years to adulthood. 17. Adulthood of persons with mental disabilities. Specifics in behaviour, socialization, relationships, communication, sexuality, independence, education, professional application and spending free time. Support options. Community services for people with intellectual disabilities. 18. Sexual education of pupils with mental disabilities. The issue of sexuality of persons with mental disabilities. Partnership and parenting of people with intellectual disabilities. 19. Rights of persons with mental disabilities in national and international documents.
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.
  • 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/ped/jaro2026/SPROC_SP1b/index.qwarp
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught every week.
General note: Zapisují studenti psychopedie a somatopedie, nebo oftalmopedie nebo etopedie.
Listed among pre-requisites of other courses
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/SP3941