FVP:UPPVMK021 Special Education of People wi - Course Information

UPPVMK021 Special Education of People with Visual Impairments

Extent and Intensity

12/0/0. 4 credit(s). Type of Completion: zk (examination).

Teacher(s)

Mgr. Marta Kolaříková, Ph.D. (lecturer)

Guaranteed by

Mgr. Marta Kolaříková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.

Timetable

Fri 23. 2. 13:05–15:30 C207, Fri 8. 3. 13:05–15:30 C309, Fri 5. 4. 13:55–16:20 C205, Fri 12. 4. 8:55–11:20 C309

Prerequisites (in Czech)

FAKULTA ( FVP ) && TYP_STUDIA ( B ) && FORMA ( K ) && ROCNIK ( 2 )

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

• Special Education (programme FVP, SPEP)

Course objectives

The aim is to penetrate deeper into the issue of working with people with visual impairments. Part of the course will be interactive workshops during which students will work with assistive devices using experiential methods, learning to read and write Braille, penetrating into the possibility of leisure activities. The theoretical concept of the course is built on current findings of opthalmopedia so that the students cannot understand the essence, capabilities and limitations stemming from visual impairment.

Learning outcomes

Professional knowledge:
- students will acquire and demonstrate knowledge of basic terminology and the establishment of special educational discipline of opthalmopedia
- students can describe basic severe visual impairment and the degrees of visual impairment
- students can characterize the mental development of individuals with visual impairment in individual age periods age with their characteristic milestones
- students are familiars with the specific educational opportunities, counselling services and leisure activities
Professional skills:
- students will learn the basics of Braille and spatial orientation - students can work with assistive devices, know their possibilities and limits
- students will try typhlographic work, they will be able to create a basic embossed image, while avoiding the errors often made by lay typhlographics
General qualification:
- students will be qualified not only to use their knowledge and skills for specific work with visually impaired individuals of various ages, but also to better respond to their needs
- students can propose activities and assistive devices according to the individual clients’ options; at the same time, the methods of the course will encourage the development of critical thinking, creativity and the students' ability to make decisions independently and responsibly

Syllabus

• 1. Definition and characteristics of ophthalmology (pedagogy of the visually impaired) as a scientific field, including structure, position in the system of sciences, interdisciplinary links, contemporary terminology.
• 2. History of care for visually impaired individuals here and abroad.
• 3. Development of visual perception, the most common causes of visual impairment in terms of type, etiology, symptoms and manifestations.
• 4. Consequences of visual impairment on the education of students with visual impairment and on their lives - an overview of individual disorders/impairment/impairment of vision.
• 5. Characteristics of blind people, people with residual vision, visually impaired people and people with binocular vision disorders, specifics of their psychological development.
• 6. Communication of the visually impaired. Braille.
• 7. Typhloandragogy and typhlogerontagogy. Loss of sight, impact on psychological development, possibilities of re-education and compensation.
• 8. Educational opportunities and consulting services. Specifics of teaching blind and visually impaired students. Leisure activities of the visually impaired.
• 9. Saturation of special educational needs.
• 10. Compensatory aids for visually impaired individuals. The creation of aids for the visually impaired and the principles of their creation.
• 11. Self-care and training of self-care and practical skills for the visually impaired (personal hygiene – washing, using the toilet; dressing, putting on shoes, eating, dining, orientation in the school environment, preparing aids for the lesson).
• 12. Spatial orientation and independent movement of the visually impaired.

Literature

required literature
• FINKOVÁ, D. Rozvoj hapticko-taktilního vnímání osob se zrakovým postižením. Olomouc: Univerzita Palackého, 2011. ISBN 978-80-244-2742-3.
• FINKOVÁ, D., LUDÍKOVÁ, L., RŮŽIČKOVÁ, V. Speciální pedagogika osob se zrakovým postižením. Olomouc: Univerzita Palackého, 2007. ISBN 978-80-244-1857-5.
• FINKOVÁ, D., RŮŽIČKOVÁ, V., KROUPOVÁ, K. Mimoškolní aktivity a speciálněpedagogické působení na osoby se zrakovým postižením [CD-ROM]. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3083-6.
• LOPÚCHOVÁ, J. Pedagogika zrakovo postihnutých: Vybrané kapitoly. Bratislava: MABAG, 2008. ISBN 978-80-89113-53-8.
• LOPÚCHOVÁ, J. Stručný prehľad terminológie z pedagogiky zrakovo postihnutých. Bratislava: Iris, 2010. ISBN 978-80-89256-52-5.
• LOPÚCHOVÁ, J. Základy pedagogiky zrakovo postihnutých. Bratislava: Iris, 2011. ISBN 978-80-89238-61-3.
• RŮŽIČKOVÁ, V., KROUPOVÁ, K. Pohled na samostatný pohyb a prostorovou orientaci osob se zrakovým postižením. Olomouc: Univerzita Palackého, 2017. ISBN 978-80-244-5273-9.
• POŽÁR, L. Psychológia postihnutých (patopsychológia). Bratislava: RETAAS, 2005. ISBN 80-89113-21-4.

recommended literature
• FIDLEROVÁ, D. Hra jako prostředek reedukace zraku v mateřské škole. Pardubice, 2015. ISBN 978-80-260-9209-4.
• FINKOVÁ, D. Základy tyflopedie: předmět, cíle, techniky prostorové orientace a komunikace. Olomouc: Univerzita Palackého, 2010. ISBN 978-80-244-2627-3.
• KAVALÍROVÁ, K. Nevidomý ve vaší firmě. Praha: Okamžik, 2012. ISBN 978-80-86932-29-3.
• NIELSEN, L. Učení zrakově postižených dětí v raném věku. Praha: ISV, 1998. ISBN 80-858-6626-9.
• SLOUKA, I. a kol. Studium výuky prostorové orientace zrakově postižených: metodická příručka ke kurzu v rámci projektu č. CZ.1.07/1.3.00/19.0001 Specializace pedagogických pracovníků na výuku prostorové orientace zrakově postižených. Brno: Tribun EU.
• SMÝKAL, J. Studie a statě. Brno: Technické muzeum v Brně, 2011. ISBN 978-80-86413-82-2.

not specified
• JESENSKÝ, J. Tyflografické výzkumy a studie. Praha: ÚV SI v ČSR, 1983.
• JESENSKÝ, J. Základy komprehenzivní tyflopedie. Díl I, Přehled systému komprehenzivní tyflopedie. Hradec Králové: Gaudeamus, 2002. ISBN 80-7041-329-8.
• JESENSKÝ, J. Základy komprehenzivní tyflopedie. II. díl, Kategorie komprehenzivní tyflopedie. Hradec Králové: Gaudeamus, 2003. ISBN 80-7041-555-X.
• RŮŽIČKOVÁ, V., KROUPOVÁ, K., KRAMOSILOVÁ, Z. Zrakový trénink a jeho podmínky. Olomouc: Univerzita Palackého, 2016. ISBN 978-80-244-5096-4.
• MILLS, M. The Politics of Differentiation in Schools. Routledge, 2017. ISBN 978-1138797246.
• KOLAŘÍKOVÁ, M. Oftalmopedie. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

Handing in the assigned task (creating an aid for the visually impaired), reading Braille with visual support. Oral exam.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course can also be completed outside the examination period.

Teacher's information

In course of continuous study, students use the study material, processing it to fulfil selected correspondence assignments which will be discussed in conclusion of the course. At the exam, students demonstrate knowledge of compulsory literature and lectures of the in-person instruction. Students will be able to continuously consult the topics studied individually or in teams, via e-mail, or in consultations upon request.

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