FVP:UPPVMK022 Special Education of People wi - Course Information

UPPVMK022 Special Education of People with Physical Disabilities

Extent and Intensity

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

Teacher(s)

PhDr. Mgr. et Mgr. Eva Dostalová, Ph.D. (lecturer)

Guaranteed by

prof. PhDr. Marie Vítková, CSc.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.

Timetable

Fri 23. 2. 11:25–13:00 C309, 15:35–16:20 C207, Fri 8. 3. 11:25–13:00 C309, 15:35–16:20 C309, Fri 26. 4. 11:25–16:20 C205

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 essence of the course remedial pedagogy is to obtain basic theoretical and practical information concerning this discipline and on the education of physically disabled people in society. Remedial pedagogy is a discipline that deals with individuals with disabilities of various combinations and degrees in childhood and adulthood. The course covers not only theoretical background of remedial pedagogy, but also description of typical and common physical disabilities, including explanations of terminology and orientation of special educators in the education of children and pupils with physical disabilities, and specifically children with cerebral palsy.

Learning outcomes

Professional Knowledge:
- students can talk about the development of the views of the society on individuals with physical disabilities
- students know the theoretical concepts and terminology of remedial pedagogy
- students can characterize remedial pedagogy as a scientific discipline
- students know the ontogenetic development of a healthy child and can assess changes in the development of children's motor skills and movement
- students can characterize school readiness related to the physical development of children
- students can manage classification of movement defects by cause and symptomatic signs
- students know the characteristics of cerebral palsy, its peculiarities and specifics
- students can describe the resulting physical disabilities and their peculiarities in both physical and mental dimension of a person
- students can define deformations, amputations, malformations
- students know the nature and support needed by pupils with impaired mobility in regular education and they know the inclusion of pupils with physical disabilities and health handicaps
Professional skills:
- students can characterize a child with cerebral palsy and principles of working with the child at school
- students understand the concept of complex rehabilitation care in the Czech Republic for individuals with physical disabilities
- students can discuss the education of children with physical disabilities
- students can enumerate and describe the basic compensation and rehabilitation aids especially for physically disabled people
General qualification:
- students can assess the support and education of children and adults with disabilities across a wide range of disorders and disabilities in special education
- students know the specific assistive devices for disabled people
- students orientate themselves in partial special pedagogic procedures and strategies that are suitable for people with physical disabilities
- students concretize somatopathies as a partial part of special pedagogy and thus its specific interests and means

Syllabus

• 1. Special pedagogical discipline of somatopedia, its origin, possibilities, goals and essence, basic terminology.
• 2. Development of society's views on individuals with somatic and health limitations. The current concept of an individual with a physical disability, illness and health impairment. Theoretical basis. Definitional framework of the issue.
• 3. Excursion into the history of caring for people with physical disabilities, illness and health impairment. Prominent personalities of somatopedia – Jedlička, Bakule, Bartoš, Chlup and others.
• 4. Ontogeny of the child with a focus on motor skills, development of children's motor skills and momentum.
• 5. Etiology of physical disabilities, general symptoms.
• 6. Classification and characteristics of types of physical disabilities. The most common combination of physical disabilities.
• 7. Consequences of types of physical disability on education.
• 8. Cerebral palsy. Characteristics of cerebral palsy, characteristics of a child with cerebral palsy. Peculiarities and specifics of the development of a child with different types of MO.
• 9. Sick and debilitated individual. Characteristics and categorization. An individual with a chronic disease, an individual who is terminally ill. The impact of illness on education. Health impairment.
• 10. Acceptance of an individual with an illness or disability in the family - special educational context. Compensating agents. Types of family education.
• 11. Coordinated (complex) rehabilitation care - definition of the concept, goals, components. Educational rehabilitation. Medical rehabilitation. Social rehabilitation. Occupational rehabilitation.
• 12. Professional training of persons with physical disabilities, illnesses and health impairments.
• 13. Support and education of individuals with physical disabilities in the Czech Republic. System of education of children and pupils with physical disabilities.

Literature

required literature
• GOGOVÁ, T., HARČARÍKOVÁ, T., KRAJČÍ, P., NÉMETH, O. Pedagogika telesne postihnutých, chorých a zdravotne oslabených raného a predškolského veku. Bratislava: Iris, 2013. ISBN 978-80-89238-82-8.
• HARČARÍKOVÁ, T. Pedagogika telesne postihnutých, chorých a zdravotne oslabených v kontextoch edukácie. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-631-7.
• HARČARÍKOVÁ, T., KOLLÁROVÁ, E. Základy pedagogiky telesne postihnutých, chorých a zdravotne oslabených. Bratislava: Iris, 2016. ISBN 978-80-89726-81-3.
• JANKŮ, K. Kapitoly ze somatopedie. Ostrava: Ostravská univerzita, 2017. ISBN 978-80-7464-954-7.
• JANKŮ, K., HARČARÍKOVÁ, T. Multidimenzionalita tělesného postižení z pohledu komplexní rehabilitační péče. Ostrava: Ostravská univerzita, 2016. ISBN 978-80-7464-886-1.
• RENOTIÉROVÁ, M. Některé významné osobnosti oboru somatopedie v českých zemích. Olomouc: VUP, 2007. ISBN 978-80-244-1861-2.

recommended literature
• ADAMUS, P. Vzdělávání žáků s kombinovaným postižením. Ostrava: Ostravská univerzita, 2017. ISBN 978-80-7464-975-2.
• BARTOŇOVÁ, M., VÍTKOVÁ, M., VRUBEL, M. Inclusion in Education for Students with Special Educational Needs from the Perspective of Research. Brno: Masaryk University, 2014. ISBN 978-80-210-7152-0.
• RENOTIÉROVÁ, M. Somatopedické minimum. Olomouc: UP, 2002. ISBN 978-80-244-0532-6.
• VALENTA, M. a kol. Přehled speciální pedagogiky. Rámcové kompendium oboru. Praha: Portál, 2014. ISBN 978-80-262-0602-6.
• VÍTKOVÁ, M. Somatopedické aspekty. Brno: Paido, 2006. ISBN 978-80-7315-134-0.
• ŽIŽKA, Z. Pomůcky pro osoby se zdravotním postižením. Praha: Národní rada osob se zdravotním postižením, 2012. ISBN 978-80-87181-07-2.

not specified
• FIALOVÁ, I., OPATŘILOVÁ, D., PROCHÁZKOVÁ, L. Somatopedie. Texty k distančnímu vzdělávání. Brno: Paido, 2016. ISBN 978-80-7315-233-8.
• JANKOVSKÝ, J. Ucelená rehabilitace dětí s tělesným a kombinovaným postižením. Praha: TRITON, 2006. ISBN 80-7254-730-5.
• OPATŘILOVÁ, D. Analýza současného stavu inkluzivního vzdělávání v České republice u jedinců s tělesným postižením v předškolním a základním vzdělávání. Brno: Masarykova univerzita, 2009. ISBN 978-80-210-5030-3.
• OPATŘILOVÁ, D. Pedagogická intervence v raném a předškolním věku u jedinců s mozkovou obrnou. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5266-6.
• WINN TUTWILER, S. J. Teachers As Collaborative Partners. Routledge, 2017. ISBN 978-0805839005.
• VÍTKOVÁ, M. Somatopedie. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

Passing a written exam according to the evaluation indicators.

Language of instruction

Czech

Further comments (probably available only in Czech)

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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