FVP:UPPVMK026 Practice in Special Educationa - Course Information

UPPVMK026 Practice in Special Educational Diagnostics

Extent and Intensity

9/0/0. 4 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Zuzana Pavelová (lecturer)

Guaranteed by

doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová

Timetable

Fri 6. 12. 9:45–13:00 C207, 13:55–18:00 C207

Prerequisites (in Czech)

FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K) && ROCNIK(3)

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 of the course is to equip students with the professional ability to orient themselves in professional documentation and participate in the creation of selected documentation materials that serve as a source of information about professional activities of a special pedagogue (reports from internships, excursions, record sheets, observation concepts, preparations for practice ). Emphasis will be placed on special pedagogical phenomena and processes in the context of compliance with the prescribed structure of the document. Attention will also be paid to specific documents in the form of auditory or audiovisual recordings.

Learning outcomes

Expertise:
- the student knows the methods of special pedagogical diagnostics
- the student understands the meaning of keeping professional documentation for the purpose of comprehensive human development
Professional skills:
- the student verifies the practical application of the basic means of special pedagogical diagnostics
- the student will gain experience with the creation of selected documentation materials
General competences:
- the student is ready to cooperate with other experts
- the student is familiar with the process schemes of counseling services within the relevant departments
- seeks new knowledge in the field in order to apply it to special educational and remedial programs

Syllabus

• 1. Diagnostic competences of a special educator.
• 2.Specifics of child development in the context of current social conditions 3. Diagnostic tools for the purpose of identifying the special needs of children and pupils with disabilities in the physical, psychological or social field.
• 4.Examination of children of preschool and younger school age (school maturity, learning disabilities) 5.Diagnostic methods of children and pupils (observation, interview, didactic tests) and their evaluation 6.Record sheets of diagnostic tools 7. Analysis of available professional documentation (conclusions of examinations in school counselling centres, recommendations for education).
• 8. Individual education plan (principles of development, cooperation with school counselling centre, school counselling centre).
• 9.Educational support plan (principles of development, cooperation with school counselling centre).
• 10. Competences of SPC, PPP 11. Analysis of the audio recording, conclusions.
• 12. Analysis of video recording, conclusions.

Literature

required literature
• BENDL, S., HANUŠOVÁ, J., LINKOVÁ, M. Žák s problémovým chováním. Praha: Triton, 2016. ISBN 978-80-7387-703-3.
• BITTMANN, J., BITTMANNOVÁ, L. Podpora začlenění žáka s autismem do třídního kolektivu: Prevence šikany prostřednictvím besed se spolužáky, rodiči a pedagogy. Praha: Pasparta, 2017. ISBN 978-80-88163-53-4.
• KALEJA, M., ZEZULKOVÁ, E. The Context of Special Educational Needs of Selected Pupils in Primary Education. Ostrava: University of Ostrava, 2012. ISBN 978-80-7464-171-8.
• KREJČÍŘOVÁ, D., SVOBODA, M., VÁGNEROVÁ, M. Psychodiagnostika dětí a dospívajících. Praha: Portál, 2015. ISBN 978-80-262-0899-0.
• KUTÁLKOVÁ, D. Jak připravit dítě do 1. třídy: rozvoj obratnosti, smyslové vnímání, řeč, náměty na hry, kresba, školní zralost. Praha: Grada, 2005. ISBN 80-247-1040-4.

recommended literature
• KOLLÁRIKOVÁ, Z., PUPALA, B. Předškolní a primární pedagogika: Predškolská a elementárna pedagogika. Praha: Portál, 2010. ISBN 978-80-7367-828-9.
• PIAGET, J., INHELDER, B. Psychologie dítěte. Praha: Portál, 2010. ISBN 978-80-7367-798-5.
• VYGOTSKIJ, L. S. Psychologie myšlení a řeči. Praha: Portál, 2004. ISBN 80-7178-943-7.
• ZEZULKOVÁ, E. Rozvoj komunikační kompetence žáků s lehkým mentálním postižením. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-690-4.
• ZEZULKOVÁ, E. a kol. Vybrané otázky logopedické teorie a praxe. Ostrava, Ostravská univerzita, 2017. ISBN: 978-80-7464-961-5.
• KUCHARSKÁ, A. a kol. Obligatorní diagnózy a obligatorní diagnostika ve speciálně pedagogických centrech, 2007. ISBN978-80-86856-42-1.
• VOLEMANOVÁ, M. A. Přetrvávající primární reflexy: Opomíjený faktor problémů učení a chování. INVTS 2020

not specified
• ALLEN, K. E., MAROTZ, L. R. Přehled vývoje dítěte od prenatálního období do osmi let. Praha: Portál, 2002. ISBN 80-7178-614-4.
• EVERITT, J. G. Lesson Plans. Rutgers University Press, 2018. ISBN 978-0813587608.
• JEDLIČKA, R. a kol. Poruchy socializace u dětí a dospívajících. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
• KENDÍKOVÁ, J. Vademecum asistenta pedagoga. Praha: Pasparta, 2016. ISBN 978-80-88163-12-1.
• OTEVŘELOVÁ, H. Školní zralost a připravenost. Praha: Portál, 2016. ISBN 978-80-262-1092-4.
• ZEZULKOVÁ, E. Praktika ve speciálně pedagogické diagnostice. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

Student requirements: Continuous performance of assigned tasks (creation of documentation materials) Credit is awarded on the basis of the presentation of the assigned tasks from diagnostics.

Language of instruction

Czech

Further Comments

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

• Enrolment Statistics (recent)
  
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