Study plan

Compulsory subjects
- Inclusive special education
- Psychology of Disability and Disorders of mental development
Selective choice courses – syllabus 1, 2 (1 course)
- Speech therapy, Education of individuals with hearing impairment, Education of individuals with mental impairment, Education of individuals with social-pathological phenomenon in behaviour, Specific learning difficulties, Multiple disabilities, Special andragogy, Addictology
The themes of state doctoral examination are given by the structured content of the relevant subject.
Part of the state doctoral examination is a debate consisting of dissertation propositions which represent the essential parts of the dissertation thesis. The alternative could be represented by the defence of rigorous thesis.

As the doctoral thesis there are accepted: original research theories, comparison from historical perspective, methodological and empirical thesis or thesis which represent appropriate combination of preceding designs. The expert committee of Doctoral study programme of Special Education stands for following requirements: empirical research preference; the doctoral thesis contains: definition of the topic and basic terms, summary of actual research and study process, description of research methodology (information about research process, design, research sample, methods of collecting and analysing the data), presentation of research results, discussion and interpretation of results, formulation of conclusion. The scope of the doctoral thesis is approximately 150 standard pages.

The state doctoral examination is focused on achieving the knowledge from the field of special inclusive education and pathopsychology. It deals with students' competences - to be able to express deep knowledge of the subject and the educational field, and also to describe pedagogy from historical and actual perspective; systematically know significant theories, concepts and methods which represent the main areas in the field in national and also international context; to be able to choose, plan, implement and evaluate the research process in the particular field of study and also in pedagogy itself; to recognize processes and phenomenon in educational reality; to enrich the academic knowledge along with the respect to the research ethics; be familiar with the organization of academic community and its varieties; to be able to be a part of the national and international academic community including publishing, planning research projects and gaining sources for the realization.

Part of the doctoral studies is continuous publishing; the minimal publishing standard is 4 studies of which the doctoral student is the main author or co-author - one of the studies is in the journal registered in the database WOS or SCOPUS, and one study in reviewed journal or chapters in publications. The active presentation (seminar papers) in four seminars or at conferences - 2 in the Czech Republic and 2 abroad (the scholarship is possible) and publication in collection. It is compulsory to be a part of the teaching the subject Inclusive special education and particular specializations (4 semesters). In four-year doctoral study programme - Special education contains compulsory foreign language at the level C1, optional at the level B1 and compulsory internship abroad (minimum of 7 weeks).
In the ISP (Individual study plan) the milestones are set as a requirements of the study programme (f.e. Defence of the Dissertation thesis project – during the first year of the study; defence of the Research theses – after the third study year if the Rigorous thesis procedure is undertook; The defence of the Dissertation thesis – usually after the fourth study year).

1. The use of student-centered teaching methods for students with learning disabilities
2. Facilitating Academic Achievements in Deaf and Hard of Hearing Learners in Inclusive Education Programmes Using Bilingual Educational Methodologies: A Case Study of Inclusive Special Schools in Akwa Ibom State – Nigeria
3. Inclusive Education the way for future for Fiji schools: A comparative case study of Inclusive Education in the Czech Republic Schools in Brno and Fiji Primary Schools
4. Analysis of social services provided to individuals with intellectual disabilities in Slovakia
5. The development of professional skills of children living in institutional care within the context of their preparation for independent life
6.The analysis of reading skills of pupils with specific learning difficulties
7. Peer social support of children with problem behaviour
8. Assessment and Self-evaluation in Foreign Language Teaching to Learners with Specific Learning Disorders