USPQP004 Professional Practice I

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
0/2/24. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Denisa Janků (seminar tutor)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
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 of Seminar Groups
USPQP004/A: Thu 26. 9. 18:05–19:40 C201, D. Janků
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(1)
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
Course objectives
With this subject - listening practice - the student expands and deepens general pedagogical, special pedagogical and psychological knowledge by observing and registering special pedagogical processes and phenomena. It compares observed phenomena and processes with educational constructs in the context of variables influencing the socialization of a person with a disability and disadvantage. Understands and can interpret the interrelationships of biological conditioning and social determination on the formation of a person's personality. The focus and tasks of auditory special pedagogic practice are based on the content of the special pedagogy study program and are understood as an important part of shaping the graduate's profile. In accordance with this intention, facilities are also chosen for conducting listening practice, across the relevant departments that deal with the issue of persons with disabilities and disadvantages.
Learning outcomes
Expertise:
- the student can characterize biological conditioning and social determination in the broader context of the development and formation of the human personality for educational and formative purposes
- the student orients himself in conceptual documents and the legislative framework of the process of social inclusion of persons with physical, psychological or social disabilities
- the student characterizes the variables influencing the socialization of persons with disabilities
- the student can describe special pedagogical phenomena and processes
- clarify the principles of modification of general methods in upbringing and education with respect to the special needs of persons with physical, psychological or social disabilities and disadvantages
Professional skills:
- the student analyzes educational and social rehabilitation programs for persons with disabilities
- the student analyzes the specific manifestations of verbal and non-verbal communication of persons with disabilities and modifies the conditions of the communication context
- the student applies appropriate communication strategies and approaches in interpersonal communication with persons with physical, psychological or social disabilities and disadvantages across age categories
- the student can apply methods and forms of work with pupils with special educational needs and promote their introduction into teaching and social inclusion
General qualifications:
- thanks to systematic observation, the student can analyze and record the conditions and factors of the educational reality in the selected facility
- the student is able to analyze and compare real-world data with theoretical knowledge
- the student is able to reflect on experiences from his/her own teaching practice and use reflection as a tool for professional learning
- the student is able to make independent and responsible decisions based on the framework assignment
- student to cooperate constructively with other experts in solving special pedagogical problems
Syllabus
  • 1. Concept documents and legislative framework of the process of social inclusion of persons with physical, mental or social disabilities
  • 2. Variables influencing the socialization of persons with disabilities
  • 3.-12. Observation of special pedagogical phenomena and processes in the educational reality during assistant practice, description of selected special pedagogical phenomena and processes, analysis of the detected data and comparison with theoretical starting points for the analysis of a specific situation
Literature
    required literature
  • ADAMUS, P., ZEZULKOVÁ, E., KALEJA, M., FRANIOK, P. Inkluzivní vzdělávání v kontextu proměn českého školství. Ostrava: Ostravská univerzita, 2016. ISBN 978-80-7464-884-7.
  • BARTOŇOVÁ, M. Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6560-4.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. et al. Inkluze ve škole a ve společnosti jako interdisciplinární téma. Brno: Masarykova univerzita, 2015. ISBN 978-80-210-8093-5.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. Inkluzivní vzdělávání v podmínkách současné české školy. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5383-0.
  • PÍŠOVÁ, M. ed. 2007. Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, 2007. ISBN 978-80-7395-024-8.
  • ZEZULKOVÁ, E., JANKŮ, K., ODSTRČILÍKOVÁ, I. Učitelé versus inkluzivní vzdělávání. Opava: Slezská univerzita v Opavě, 2021. ISBN 978-80-7510-444-1.
    recommended literature
  • FLORIAN, L., BLACK-HAWKINS, K., ROUSE, M. Achievement and Inclusion in Schools. New York, NY: Routledge, 2017. ISBN 978-1-138-80901-7.
  • HÁJKOVÁ, V., STRNADOVÁ, I. Inkluzivní vzdělávání: teorie a praxe. Praha: Grada, 2010. ISBN 978-80-247-3070-7.
  • LECHTA, V. ed. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
  • SLOWÍK, J. Inkluzivní speciální pedagogika. Praha: Grada, 2022. ISBN 978-80-271-3010-8.
  • TANNENBERGEROVÁ, M. Průvodce školní inkluzí aneb jak vypadá kvalitní základní škola současnosti. Praha: Wolters Kluwer. 2016. ISBN 978-80-7552-008-1.
  • ZILCHER, L., SVOBODA, Z. Inkluzivní vzdělávání: efektivní vzdělávání všech žáků. Praha: Grada, 2019. ISBN 978-80-271-0789-6.
    not specified
  • Úmluva o právech osob se zdravotním postižením
  • Vyhláška 72/2005 Sb., o poskytování poradenských služeb ve školách a školských poradenských zařízeních, ve znění pozdějších předpisů
  • Vyhláška č. 27/2016 Sb., o vzdělávání žáků se speciálními vzdělávacími potřebami a žáků nadaných, ve znění pozdějších předpisů
  • Zákon č. 109/2002 Sb., o výkonu ústavní výchovy nebo ochranné výchovy ve školských zařízeních a o preventivně výchovné péči ve školských zařízeních a o změně dalších zákonů, ve znění pozdějších předpisů
  • Zákon č. 108/2006 Sb., o sociálních službách, ve znění pozdějších předpisů
  • Zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání, ve znění pozdějších předpisů
Assessment methods
In order to be awarded credit, the student is obliged to attend the introductory seminar to practice. Furthermore, the student completes listening practice, keeps the required records, which he submits to the teacher in the form of a portfolio. Submitting a portfolio according to the established structure is a condition for credit. Content structure of the portfolio: name of the device, its function; target group of device users; conditions for supporting comprehensive development of device users; description of selected special pedagogical phenomena and processes; analysis of the detected data and comparison with theoretical starting points for the analysis of a specific situation.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course can also be completed outside the examination period.
Information on the extent and intensity of the course: 24 hod. praxe.
The course is also listed under the following terms Accreditation winter, Winter 2021, Winter 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2024/USPQP004