SP2005 Diagnostic Domain of Pupils with Behavioral Disorders

Faculty of Education
Spring 2027
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
doc. PhDr. Věra Vojtová, Ph.D. (lecturer)
PhDr. Mgr. et Mgr. Bc. Ivana Jůzová, Ph.D. (seminar tutor)
Guaranteed by
doc. PhDr. Věra Vojtová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: PhDr. Mgr. et Mgr. Bc. Ivana Jůzová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Prerequisites
75 % attendance
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
there are 10 fields of study the course is directly associated with, display
Abstract
The aim of the course is to acquaint students with the concept of the International Classification of Functioning, Disability and Health and using its principles in identifying the special educational needs of pupils.
Learning outcomes
Upon completion of the course, the student will: - know the basic characteristics of the Family of International Classifications system according to the World Health Organization (WHO) - be familiar with the basic terminology used in international classifications (terms such as health, disability, well-being). - be familiar with the historical context of the development of terminology and models of disability in relation to the care and support provided - Be familiar with the basic principles of the International Classification of Diseases - Be familiar with the basic principles of the International Classification of Functioning, Disability and Health - Know the basic scheme of the "Conceptual Model of Functioning and Disability" and its individual components - Understand the context of the use of international classifications according to WHO in the process of identifying special educational needs in individuals - Know the context of the development of standardized special pedagogical diagnostics in the Czech Republic - Be familiar with key documents related to the process of standardized special educational diagnostics (Catalogues for the Assessment of the Level of Special Educational Needs; Uniform rules for the provision of services of the SCC) - Know the key documents defining the conditions of special pedagogical diagnostics according to the student's specialization profiling
Key topics
OOutline: The importance of the World Health Organization and its activities. Family of International Classifications (FIC) and characteristics of its content. Basic terminology of health - disability - well-being. Models of Disability and their relation to terminology (FIC). International Classification of Diseases and its Basic Characteristics. International Classification of Functioning, Disability and Health and its Characteristics. Definition of the basic scheme of the "Conceptual Model of Functioning and Disability" and its components. The use of FIC principles in special educational practice in the Czech Republic. The development of standardized special educational diagnostics in the Czech Republic and the characteristics of key documents (Catalogues for the Assessment of the Degree of Special Educational Needs; Uniform Rules for the Provision of ŠPZ Services). The use of standardized rules in the context of specialized counselling workplaces (SCC with a focus on supporting pupils with a specific type of special educational needs).
Study resources and literature
    recommended literature
  • Valenta, M. a kol. (2012) Katalog posuzování míry speciálních vzdělávacích potřeb, Část II. Diagnostické domény pro žáky s mentálním postižením. Olomouc: PdF UP.
  • Baslerová, P. a kol. (2012) Katalog posuzování míry speciálních vzdělávacích potřeb, Část II. Diagnostické domény pro žáky se zrakovým postižením. Olomouc: PdF UP.
  • Čadová, E. a kol. (2012) Katalog posuzování míry speciálních vzdělávacích potřeb, Část II. Diagnostické domény pro žáky s tělesným postižením a zdravotním znevýhodněním. Olomouc: PdF UP.
  • Kucharská, A. a kol. (2007) Obligatorní diagnózy a obligatorní diagnostika ve speciálně pedagogických centrech. Praha: IPPP.
    not specified
  • PŘINOSILOVÁ, Dagmar. Diagnostika ve speciální pedagogice. Brno: Paido, 2007, 178 pp. ISBN 978-80-7315-157-7. info
  • MONATOVÁ, Lili. Speciálně pedagogická diagnostika z hlediska vývoje dětí. Brno: Paido, 2000, 92 s. ISBN 8085931869. info
  • SPOUSTA, Vladimír. Speciálně pedagogická diagnostika etopedická. 1st ed. Praha: Státní pedagogické nakladatelství, 1990, 105 pp. ISBN 80-210-1261-7. info
Approaches, practices, and methods used in teaching
The seminar, presentations, examples of good practice
Method of verifying learning outcomes and course completion requirements
Based on the selected case report (the student can use an already processed case), the student compiles an "overall picture of the health of the individual" according to the scheme (components and relevant domains) given in the International Classification of Functioning, Disability and Health (85 %). Attendance (10%) Active participation in classes (5%).
Language of instruction
Czech
Further Comments
The course is taught annually.
The course is taught every week.
The course is also listed under the following terms Spring 2023, Spring 2024, Spring 2025, Spring 2026.
  • Enrolment Statistics (Spring 2027, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2027/SP2005