SP4041 Teaching of Pupils with SEN I - communication impairments and specific learning disabilities

Faculty of Education
Autumn 2024
Extent and Intensity
0/4/0. 5 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
doc. PhDr. Ilona Bytešníková, Ph.D. (lecturer)
doc. Mgr. et Mgr. Karel Červenka, Ph.D. (lecturer)
PhDr. Mgr. et Mgr. Bc. Ivana Jůzová, Ph.D. (lecturer)
Mgr. Kateřina Richterová (lecturer)
PhDr. Mgr. Petra Dvořáčková (seminar tutor)
PhDr. Mgr. Veronika Včelíková, Ph.D. (seminar tutor)
Providers of Specific teaching support
Zbyněk Cincibus (přepisovatel)
Mgr. et Mgr. Bc. Pavla Wernerová (přepisovatel)
Guaranteed by
doc. PhDr. Ilona Bytešníková, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: doc. PhDr. Ilona Bytešníková, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable of Seminar Groups
SP4041/KombiSem01: Fri 20. 9. 8:00–11:50 učebna 52, Fri 11. 10. 14:00–17:50 učebna 52, Fri 25. 10. 12:00–15:50 učebna 52, Fri 22. 11. 16:00–19:50 učebna 52, P. Dvořáčková, V. Včelíková
SP4041/PrezSem01: Tue 8:00–9:50 učebna 34, Tue 14:00–15:50 učebna 10, P. Dvořáčková, V. Včelíková
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 aim of the course is to equip students with the knowledge of the most common forms of impaired communication ability (ICA) and specific learning disabilities (SLD), which they can encounter in the practice of elementary and secondary schools. Students will acquire theoretical and practical knowledge in ICA and SLD for efficient support of pupils in education.
Learning outcomes
After completing the course, the student will be able to:
- Understand the basic terminology of impaired communication ability (ICA) and specific learning disabilities (SLD)
- Define the specifics of the educational process for pupils with impaired communication ability/specific learning disabilities
- Describe the specifics of personality of pupils with impaired communication ability/specific learning disabilities with regard to the educational process
- Define the influence of individual types of ICA and SLD on the pupil's educational process
- Describe the influence of individual types of ICA and SLD on pupil's personality development
- Apply the assesment of SLD in pupils
- Propose appropriate measures to modify the educational process for students with SLD or ICA
- Cooperate in a multidisciplinary team during the remediation of the SLD
Syllabus
  • Syllaby ICA
  • 1. Definition of communication, impaired communication ability.
  • 2. Screening of impaired communication ability - key categories in the educational process
  • 3. Interdisciplinary cooperation in supporting pupils with impaired communication ability, communication with parents
  • 4. Dyslalia - characteristic of impaired communication ability (etiology, symptoms, principles of speech therapy intervention); support of the pupil with this ICA in the educational process
  • 5. Specific language impairment - characteristics of impaired communication ability (etiology, symptoms, principles of speech therapy intervention); support of the pupil with this ICA in the educational process
  • 6. Mutism - characteristics of impaired communication ability (etiology, symptoms, principles of speech therapy intervention); support of the pupil with this ICA in the educational process
  • 7. Fluency disturbance - characteristics of impaired communication ability (etiology, symptomatology, principles of logopedic intervention); support of the pupil with this ICA in the educational process
  • 8. Disturbance of speech sound - characteristics of impaired communication ability (etiology, symptomatology, principles of speech therapy); support of the pupil with this ICA in the educational process
  • 9. Creation of aids and support materials for pupils with impaired communication ability
  • 10. Alternative and augmentative communication - use of AAC elements in the educational process
  • 11. Possibilities of communication skills stimulation in the educational process
  • 12. Support for pupils with ICA in the classroom
  • Syllaby SLD
  • 1. Definition of the specific learning disorders (SLD) and their causes-the fundamental concepts of the SLD (dyslexia, dysgraphia, dyspraxia/developmental coordination disorder, others)
  • 2. The aetiology of specific learning disability according to current theories
  • 3. Definition of LMD, ADHD, ADD, and their relationship to SLD
  • 4. Assessment of specific learning disabilities during compulsory schooling
  • 5. Characteristics of the educational process for pupils with the SLD in elementary and secondary school
  • 6. The personality of the studebt with SLD in the educational process
  • 7. System of education in individuals with SLD and the use of support measures
  • 8. The systemic approach to the education of students with SLD: teachers, family therapist, classmates, a pupil, school, remediation care, leisure activities
  • 9. Principles of remediation of SLD in elementary school – Compensatory methods focused on dyslexia, dysgraphia, dyscalculia, others.
  • 10. Remediation of SLD – Visual, auditory perception, spatial orientation, gross and fine motor skills, attention, memory, speech.
  • 11. Application of remediation procedures in the teaching practice of secondary schools
  • 12. Teaching aids in SLD
Literature
    required literature
  • BARTOŇOVÁ, Miroslava, Pavla PITNEROVÁ, Marie VÍTKOVÁ, Lucie PROCHÁZKOVÁ, Dagmar PŘINOSILOVÁ, Petra RÖDEROVÁ, Barbora BOČKOVÁ, Jiřina KLENKOVÁ and Lenka DOLEŽALOVÁ. Vzdělávání žáků se speciálními vzdělávacími potřebami ve středním školství. Texty k distančnímu vzdělávání. Brno: Paido, 2013, 259 pp. ISBN 978-80-7315-243-7. info
  • KLENKOVÁ, Jiřina. Logopedie : narušení komunikační schopnosti, logopedická prevence, logopedická intervence v ČR, příklady z praxe. Vydání 1. Praha: Grada, 2006, 224 stran. ISBN 9788024711102. URL info
    recommended literature
  • BENDOVÁ, Petra. Dítě s narušenou komunikační schopností ve škole. Vydání 1. Praha: Grada, 2011, 150 stran. ISBN 9788024738536. URL info
  • POKORNÁ, Věra. Teorie a náprava vývojových poruch učení a chování. Vydání čvrté. Praha: Portál, 2010, 333 stran. ISBN 9788073678173. URL info
  • ZELINKOVÁ, Olga. Poruchy učení : dyslexie, dysgrafie, dysortografie, dyskalkulie, dyspraxie, ADHD. 11. vyd. Praha: Portál, 2009, 263 s. ISBN 9788073675141. info
Teaching methods
Interactive seminar, discussion, practical examples
Assessment methods
the requirement is to prepare two education aids - one for each field of study (SLD – 50 %, ICA – 50 %). The instructions and submission deadline will be specified at the beginning of the course by the teacher.
- Active participation in the seminars and at least 80% attendance

Termination: Exam = written test. Students must achieve at least 75% for the successful completion. The final test consists of questions focusing on both subject areas (SLD, ICA).
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 4 bloky pro kombinované studium.
The course is also listed under the following terms Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2024/SP4041