The study is focused on creating professional, pedagogical, psychological and communication competences as a precursor to the following master's study of Teaching of Special Education for Primary and Secondary Schools.

Degree programme objectives

The study is primarily focused on the creation of professional, pedagogical, psychological, communication and other competences as a prerequisite for the follow-up master study of Special Education for Primary or Secondary Schools (minor or major).

The program is implemented in the forms of full time attendance and combined studies. It is internally divided into the combination of six study fields (compulsory elective courses): Intellectual Disability combined with Speech Therapy, Hearing Impairment, Physical Disability, Visual Impairment, and Problem Behaviour. These fields create the basis for the following master studies.

The knowledge, skills and attitudes gained during the studies are the basis for competencies needed for the profession of a teacher assistant in mainstream schools for educational and supportive work (the study program reflects the current requirements of the Act No. 563/2004 Coll., On Teaching Staff and its Amendment No. 379/2015 Coll.). These competences also give full qualification for working as an instructor in leisure centres and special facilities dealing with the issues of special education.

The structure and content of the lectures, seminars and diagnostic and intervention practice within this bachelor study program Special Education Focused on the Education reflects the current requirements of the Act No. 563/2004 Coll., On Teaching Staff and its Amendment No. 379/2015 Coll.

This study program with the title Special Education Focused on the Education is one of the study programs enabling to become a pedagogical staff, which is included in the fields of education as non-teaching pedagogy, teaching and psychology in the Government Order no. 275/2016 Coll., On the Fields of Study in Higher Education.

Through studying for the Bachelor’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teaching assistant or other educational worker (e.g. free-time instructor in youth centres or after-school clubs, in various civic associations engaged in pedagogical activities) in an appropriate manner.

The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.

The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).

Study plans

Studies

  • Objectives

    The study is primarily focused on the creation of professional, pedagogical, psychological, communication and other competences as a prerequisite for the follow-up master study of Special Education for Primary or Secondary Schools (minor or major).

    The program is implemented in the forms of full time attendance and combined studies. It is internally divided into the combination of six study fields (compulsory elective courses): Intellectual Disability combined with Speech Therapy, Hearing Impairment, Physical Disability, Visual Impairment, and Problem Behaviour. These fields create the basis for the following master studies.

    The knowledge, skills and attitudes gained during the studies are the basis for competencies needed for the profession of a teacher assistant in mainstream schools for educational and supportive work (the study program reflects the current requirements of the Act No. 563/2004 Coll., On Teaching Staff and its Amendment No. 379/2015 Coll.). These competences also give full qualification for working as an instructor in leisure centres and special facilities dealing with the issues of special education.

    The structure and content of the lectures, seminars and diagnostic and intervention practice within this bachelor study program Special Education Focused on the Education reflects the current requirements of the Act No. 563/2004 Coll., On Teaching Staff and its Amendment No. 379/2015 Coll.

    This study program with the title Special Education Focused on the Education is one of the study programs enabling to become a pedagogical staff, which is included in the fields of education as non-teaching pedagogy, teaching and psychology in the Government Order no. 275/2016 Coll., On the Fields of Study in Higher Education.

    Through studying for the Bachelor’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teaching assistant or other educational worker (e.g. free-time instructor in youth centres or after-school clubs, in various civic associations engaged in pedagogical activities) in an appropriate manner.

    The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.

    The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).

  • Learning Outcomes

    After successfully completing his/her studies the graduate is able to:

    • to use the general knowledge and skills of special education
    • to use specialized knowledge and skills of special education actively
    • to master auxiliary educational and communication knowledge, skills and techniques
    • to apply approaches towards education and training of children and pupils with special educational needs (SEN) in their teaching
    • to work with children/pupils with special educational needs (SEN) at the level of a teacher assistant
    • to design and process a case study of a child/pupil with SEN methodologically
    • describe and analyse an educational situation using specialised terminology and rules of effective pedagogical communication and to propose a change; use their knowledge and skills in communication with pupils, parents and teachers in the school co
    • cooperate with various teachers at school and under their leadership to plan, implement and reflect on the sequence of teaching and activities in relation to the appropriate school curriculum;
    • use self-reflective skills to reflect on their actions: for example, to better justify and evaluate their arguments, to give voice to their emotions and their connection to some behaviour or to critically review their own attitudes towards educatio
    • use basic methods and tools of pedagogical diagnostics in teaching to support differentiation and individualization in teaching, thus gaining data which is available for the support of an individual pupil/client. The results can be communicated app
    • explain the basic principles of inclusive and special education; to reflect on their attitude towards diversity and its influence on their own teaching;
    • explain the basic concepts of developmental and social psychology and identify potential development difficulties or difficulties in social competences or pupil adaptation at school based on the knowledge of the dynamics of developmental and socia
  • Occupational Profiles of Graduates

    The employment of the graduates from the bachelor's study program Special Education Focused on the Education is assumed in the positions of the assistants in education, health care, and social affairs. They are here in a personal contact with children, pupils or adults with disabilities. The graduate is also ready for the communication and cooperation with parents of children and pupils, and teachers from special and regular schools.

    Readiness for the Profession and the Professional Adaptability to the Conditions and Requirements of the Practice

    The students should gaining the competences for the education of children/pupils with special educational needs in accordance with the Act No. 563/2004 Coll., On Teaching Staff and its Amendment No. 379/2015 Coll.

    Possible Professions and Institutions after Studies

    The employment of the graduates from this study program is assumed in the positions of the teacher assistants in schools for pupils with special educational needs, as teachers in kindergartens, speech therapist's assistants in kindergartens or social services facilities (if they have the specialization speech therapy and hearing impairment), tutors in special schools and school facilities for pupils wit SEN and in state administration, corporate management etc.

  • Regulated Professions
    • Teacher´s assistant
  • Practical Training

    The obligatory part of the bachelor's study program Special Education Focused on the Education (major) is a teaching practice for 10 credits.

    The department provides students with the workplaces it has been cooperating with for a long time. The students can obtain the practice there.

    The aim of the continuous practice is to show students basic diagnostic procedures used in special schools and facilities within the chosen specialization (intellectual disability and speech therapy, intellectual disability and visual impairment, intellectual disability and physical disability, intellectual disability and problem behaviour). The student writes a diary (portfolio).

    The aim of the practice is to show students the workplace, staff, the composition of the given group of pupils. The student should help in the position of an assistant at the assigned workplace under the supervision of a designated worker with regard to the chosen profile.

    The system of compulsory teaching practice is aimed at developing the students’ professional competences and preparing them for the full-fledged role of a teaching assistant. The aim of the teaching assistant practice is to acquire the necessary skills for individual work with a pupil outside the process of teaching (tutoring at school in the pupils’ homes) and also when working with a teacher during lessons.

    The teaching practice consists of a coherent system of consecutive subjects, which are taken from the third to the fifth semester of the degree. These are the subjects teaching assistant practice - tutoring 1, teaching assistant practice - tutoring 2, consisting of individual tutoring (60 hours), teaching assistant practice - teaching assistant 1 (60 hours) and teaching assistant practice - teaching assistant 2 (60 hours) and teaching assistant practice – teaching assistant 3. Overall, there 180 hours of teaching practice. In the third and fourth semesters, the teaching practice is followed by the subjects self-experiential preparation for the profession 1 and self- experiential preparation for the profession 2, in which the students of the teaching assistant practice reflect (24 hours). Their aim is to enable students to have real experience with selected themes (see seminar topics) regarding personal and professional development through experiential learning with an emphasis on reflection; to encourage students to gradually take responsibility for their own learning process (self-directed learning); to enable students to become aware of and, if necessary, to revise their attitudes towards their future profession.

    The system of teaching practice is regularly evaluated both through closed and open questions, both by students and the mentor teachers. The reflective seminars are also evaluated.

  • Goals of Theses

    Students must be aware of the current issues in the field of special education, be able to define the topic of their theses (research) clearly, describe the initial state of knowledge and propose adequate methods of solution, clearly and logically create the title of the thesis.

    The student is able to work with the adequate primary and secondary study sources, to quote them according to the valid standards and in accordance with the ethics of scientific work. He/she is able to lead discussions and argue with the authors, to draw their own conclusions and recommendations.

    The student can design his/her own quantitative or qualitative research, including a clear definition of objectives and the choice of adequate research methods in relation to the nature of the phenomenon under investigation, work with the appropriate method, including the ability to analyze quantitative and qualitative data and interpret and draw conclusions in an appropriate way.

    The student will demonstrate the stylistic competencies by the creation of his/her own text. The student is able to create the scientific work, maintain the logical line of the work composition without grammatical errors.

    The student will demonstrate the ability to ask questions and solve problems in an unconventional way, to formulate new ideas and conclusions of the thesis that would bring at least partially new knowledge about the phenomenon being studied or enrich the (new) methodological (in the area of research) or methodical procedures (in the field of education), in relation to clearly defined and selected target groups (elementary school pupils, secondary school students, groups with special educational needs, etc.).

    The standards of the final theses within the field of special education are prepared according to the Dean's Decree No. 1/2015, For the completion of the final theses (bachelor's, master's, rigorous and final theses of the life-long learning courses).

    The final work of the student demonstrates the ability to apply the knowledge and skills acquired during the course of study in working on a specific professional-pedagogical problem. The type of final thesis corresponds to the content and level of the given degree of study. The student chooses from the following types of works: a) theoretical-applied, b) theoretical-empirical (research), c) theoretical. The types of work and recommendations for their implementation are further guided by the APA manual. The length of the final thesis ranges from 81,000 to 130,000 characters, including gaps, i.e. 45-60 standard pages.

    The standards for the implementation of the final theses at different departments are in accordance with the Dean's Instructions No. 1/2015 on implementation of the final work (Bachelor's, Master’s, post-graduate non-PhD and final works for Life-long Education) in the version effective from 1.11.2015.

    The thesis follows the following goals based on the profile of the graduate of the Faculty of Education of MU. Students:

    - demonstrate an awareness of the current issues of their field of study, they can clearly and comprehensibly define the topic of the final thesis and its objectives, describe the initial state of knowledge and propose appropriate methods of achieving their stated goals;

    - work with appropriate primary and secondary sources of information, cite them according to a valid standard (APA) and in accordance with the ethics of academic work;

    - through the creation of their own text they demonstrate stylistic competence, and the ability to create an academic text;

    - demonstrate the ability to ask questions and solve problems, to formulate new ideas and conclusions that bring at least some new knowledge about the phenomenon being studied, or enrich the methodological (in the area of research) or methodical (in the area of education) procedures in relation to clearly defined target groups (pupils at primary and secondary school, groups with specific educational needs, etc.).

  • Access to Further Studies

    The graduate of the bachelor's study program Special Education Focused on the Education may (after fulfilling the entrance conditions) continue his/her studies in the master's study program Teaching of Special Education for Primary and Secondary Schools.

Basic information

Type
Bachelor's degree programme
Profile
academic
Degree
Bc.
Length of studies
3 years
Language of instruction
Czech Czech

113
number of active students

Faculty of Education
Programme guaranteed by