SPp607 Inclusive didactics I - functional literacy

Faculty of Education
Spring 2020
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
doc. PhDr. Ilona Bytešníková, Ph.D. (lecturer)
Mgr. Markéta Olbertová (seminar tutor)
Guaranteed by
doc. PhDr. Ilona Bytešníková, Ph.D.
Department of Special and Inclusive Education - Faculty of Education
Contact Person: PhDr. Mgr. Ilona Fialová, Ph.D.
Supplier department: Department of Special and Inclusive Education - Faculty of Education
Prerequisites
The final state examination in the field of Special Education and associated fields is prerequisite for the course application.
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 the course is directly associated with
Course objectives
Learning outcomes of the course unit The aim of the subject is to acquire basic knowledge, intervention approaches and strategies in the education of pupils with special educational needs in the environment of the inclusive school and school environment for pupils with special educational needs. To develop the knowledge, skills and competences of students in teaching and to support the functional literacy of pupils with special educational needs. The aim of the subject is to equip students with the fundamental knowledge, abilities and competences in education and support the literacy of individuals with special educational needs.
Learning outcomes
After the course the student will be able to:
• understand and apply curriculum,
• understand and set the rules for classroom management (instructional design, classroom rules, etc.)
• manage interventions and approaches to pupils with special educational needs in the context of inclusive didactics with an emphasis on functional literacy of pupils.
• apply various strategies and approaches in development of the students´ literacy abilities, support project teaching/learning and appropriate alternative teaching strategies.
Syllabus
  • 1. Curricular support in the literacy. Minimal educational outcomes according to FEP. Czech language and its application in the literacy and educational processes with an emphasis on students with specific learning disability.
  • 2. Reading as a fundament for pre-literacy. Psychological framework for reading and writing. Initial methods of reading and writing.
  • 3. Literacy domains. Literacy as part of complex language competences.
  • 4. Reading skills, strategies and methods. Reading workshops. Contemporary communication technologies for the support of the literacy.
  • 5. Literacy within the pupils with specific learning disabilities. Individualization and differentiation in educational process.
  • 6. Factors affecting the development of the literacy.
  • 7. Project learning as a tool for the development of the literacy.
  • 8. Causes, specifics and consequences of illiteracy and intervention. Support for At-risk students.
  • 9. Development of the literacy in diverse educational fields. Interdisciplinary connections.
  • 10. Teachers competences in the development of the literacy in students.
  • 11. Assessment of the student´s reading abilities. International comparison of the literacy level in students.
  • 12. Outcomes evaluation and assessment in the heterogenous classroom.
Literature
    required literature
  • Zákon č. 561/2004 Sb. o předškolním, základním, středním a vyšším odborném vzdělávání, ve znění pozdějších předpisů (školský zákon)
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. 2., doplněné a aktualizova. Praha: Wolters Kluwer, 2016. 398 stran. ISBN 9788075520142. info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Jiří Foltýn. Šesté, rozšířené a př. Praha: Portál, 2013. 562 stran. ISBN 9788026203674. info
  • HAVEL, Jiří and Veronika NAJVAROVÁ. Rozvíjení gramotnosti ve výuce na 1. stupni ZŠ (Development of the Literacy on the Primary School Level). 1. vyd. Brno: Masarykova univerzita, 2011. 111 pp. ISBN 978-80-210-5714-2. info
  • DOLEŽALOVÁ, Jana. Funkční gramotnost : proměny a faktory gramotnosti ve vztazích a souvislostech. Vyd. 1. Hradec Králové: Gaudeamus, 2005. 88 s. ISBN 8070411155. info
  • HAVEL, Jiří, Bohumíra FABIÁNKOVÁ and Miroslava NOVOTNÁ. Výuka čtení a psaní na 1. stupni základní školy. In Výuka čtení a psaní na 1. stupni základní školy. Brno: Paido, 1999. 81 pp. ISBN 80-85931-64-8. info
    recommended literature
  • FASNEROVÁ, Martina. Prvopočáteční čtení a psaní. Vydání 1. Praha: Grada, 2018. 282 stran. ISBN 9788027102891. info
  • BARTOŇOVÁ, Miroslava. Specifické poruchy učení : text k distančnímu vzdělávání. 2., rozšířené a aktualiz. Brno: Paido, 2018. 243 stran. ISBN 9788073152666. info
  • ČERNÁ, Olga. Čtení není žádná nuda : náměty k rozvíjení čtenářské gramotnosti a radosti ze čtení. Vydání první. Praha: Portál, 2014. 118 stran. ISBN 9788026207207. info
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Vyd. 4. Praha: Portál, 2014. 383 s. ISBN 9788026207412. info
  • HANSEN ČECHOVÁ, Barbara. Nápady pro rozvoj a hodnocení klíčových kompetencí žáků. Vyd. 1. Praha: Portál, 2009. 117 s. ISBN 9788073673888. info
  • RABUŠICOVÁ, Milada and Ladislav RABUŠIC. Kulturní klima v rodině a funkční gramotnost dítěte (The Cultural Climate in the Family and Children's Functional Literacy). In Modernizace a česká rodina. I. Brno: Barrister & Principal, 2003. p. 125-144, 20 pp. Sociální studia. ISBN 80-86598-61-6. info
Teaching methods
Seminar, group discussions, cooperative learning, assigned reading, critical thinking, presentation of the good practice examples.
Assessment methods
Written exam (75 % at least for passing the exam)
Submission of the structure of the teaching lesson focused on supporting literacy (50 %),
exhibition of the differentiation strategies in reading with interdisciplinary overlapping (50 %).
Language of instruction
Czech
Further Comments
The course is taught annually.
The course is taught: every week.

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