FVP:UPPVMK009 Special Education of Children - Course Information

UPPVMK009 Special Education of Children with Behavioural Disorders

Extent and Intensity

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

Teacher(s)

PhDr. Mgr. Jan Viktorin, Ph.D. (lecturer)

Guaranteed by

doc. PhDr. et PhDr. Martin Kaleja, Ph.D.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.

Timetable

Fri 26. 2. 9:45–11:20 C206, Fri 12. 3. 13:55–16:20 C201, Fri 9. 4. 9:45–11:20 C202, Fri 16. 4. 12:15–14:40 C309, Fri 30. 4. 8:05–9:40 C309

Prerequisites (in Czech)

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

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 course objective is to provide the necessary basic theoretical knowledge of the special education discipline of ethopedics, outline the historical and interdisciplinary contexts of the society in relation to integrative and inclusive education of pupils with behavioural problems and conduct disorder. By its content, the course clarifies the current legislation on the relevant issues that relate to the thematic clusters mentioned below. It provides an overview of the concept of institutional care, familiarity with strategic and methodological documents relating to target groups of the discipline. Etopedical terminology, classification and description of key categories, subjects and objects are incorporated into the course content.

Learning outcomes

Professional Knowledge:
- Students know the importance of ethopedic special education and its anchoring in the science system, they know the subject, purpose and extent of it.
- Students master ethopedic terminology and are well versed in the subjects and objects of special educational care.
- Students are well versed in the discipline of historiography and know its main representatives, including their social contribution.

Professional Skills:
- Students can theoretically differentiate basic categories of behaviour on an elementary level, they can describe and explain certain connections.
- Students can describe contextual framework of disorders, problems in behaviour, including etiology, causality and other contexts.
- Students can diversify etiology and basic symptomatology of disorders and problem behaviour.

General qualification:
- Students are familiar with professional sources and can handle short academic texts on the topic whose conclusions have a clear predictive value critically.
- Students can process an extract of key findings of the studied work independently, they can create book conspecti and formulate the main conclusions relevant to the topic they are dealing with.

Syllabus

• 1. Special pedagogy of children with behavioural disorders as a special education discipline: concept, importance, subject
• 2.-3. Special pedagogy of children with behavioural disorders and its conception in the Czech Republic and in the world
• 4.- 5.General philosophical and pedagogical approaches of the society to persons with behavioural disorders
• 6. Approaches of special educational to persons with behavioural disorders
• 7. Terminological bases and interdisciplinarity of special pedagogy children with behavioural disorders
• 8. Interdisciplinarity of special pedagogy of children with behavioural disorders. Classification of subjects and objects
• 9. Special pedagogy of children with behavioural disorders, causality, contextual and definitional framework behavioural disorders
• 10. Special pedagogy of children with behavioural disorders, causality, contextual and definitional framework of problem behaviour
• 11. Special pedagogy of children with behavioural disorders, causality, contextual and definitional framework of risk behaviour
• 12. Revision of curriculum

Literature

required literature
• KALEJA, M. Speciálněpedagogické aspekty ve vzdělávání sociálně vyloučených žáků. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014.
• KALEJA, M. Teorie a praxe etopedie. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2013. ISBN 978-80-7464-419-1.
• KALEJA, M. Základy etopedie. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2013. ISBN 978-80-7464-271-5.
• KALEJA, M. Etopedická propedeutika I. Opava: FVP SLU, 2018.
• KALEJA, M. 2013. Etopedická propedeutika v inkluzivní speciální pedagogice. Ostrava: Pedagogická fakulta Ostravské univerzity v Ostravě. ISBN 978-80-7464-396-5.
• KALEJA, M., ZEZULKOVÁ, E. School Education of Roma Socially Disadvantaged Pupils in the Czech Republic: Basic Description of the Current Situation. Ostrava: Faculty of Education, University of Ostrava, 2014. ISBN 978-80-7464-629-4
• KVITOVÁ, J.; PUGNEROVÁ, M. Přehled poruch psychického vývoje. Praha: Grada, 2016. ISBN 978-80-247-5452-9.
• KYUCHUKOV, H.; KALEJA, M.; SAMKO, M. (Eds.) Roma 01: Linguistic, Cultural, and Educational Issues of Roma. München : LINCOM GmbH, 2014. ISBN 9783862885824.
• UHLÍKOVÁ, P.; GOETZ, M. ADHD Porucha pozornosti s hyperaktivitou. Galen, 2010. ISBN 978-80-7262-630-4.
• ŘÍČAN, P., JANOŠOVÁ, P. Psychologie školní šikany. Praha Grada, 2016, ISBN 978-80-247-2992-3.
• MARTÍNEK, Z. Agresivita a kriminalita školní mládeže. 2., aktualizované a rozšířené vydání. Praha: Grada, 2015. ISBN 978-80-247-5309-6.

recommended literature
• KALEJA, M., PREČUCHOVÁ-ŠTEFANOVIČOVÁ, A., ŠULOVSKÁ, M., SMETANOVÁ, D. Prejavy správania u vybraných skupín žiakov základnych škôl. Bratislava: Pedagogická fakulta Univerzity Komenského v Bratislave, 2014. ISBN 978-80-89726-17-2.
• ČERNÍKOVÁ, V. Sociální ochrana. Praha: Policejní akademie, 2005. ISBN 80-7251-207-2.
• HÁLA, J. Úvod do teorie a praxe vězeňství. České Budějovice: Vysoká škola evropských a regionálních studií, 2005. ISBN 80-86708-05-5.
• JŮZL, M. Penitenciaristika a penologie II. Brno: IMS Brno, 2013. ISBN 978-80-87-182-34-5.
• JŮZL, M. Základy penologie a penitenciaristiky. Praha: UJAK, 2016.

not specified
• ADAMUS, P., FRANIOK, P., KALEJA, M., ZEZULKOVÁ, E. Vzdělávací strategie v edukaci vybraných skupin žáků se speciálními vzdělávacími potřebami. Ostrava: Pedagogická fakulta Ostravské univerzity v Ostravě, 2015. ISBN 978-80-7464-798-7.
• ADAMUS, P., ZEZULKOVÁ, E., KALEJA, M., FRANIOK, P. Inkluzivní vzdělávání v kontextu proměn českého školství. Ostrava: Pedagogická fakulta Ostravské univerzity v Ostravě, 2016. ISBN 978-80-7464-884-7.
• KALEJA, M. (Ne)připravený pedagog a žák z prostředí sociální exkluze. Opava: CEV, FVP Slezské univerzity v Opavě, 2015. ISBN 978-80-7510-160-0.
• KALEJA, M. (Ne)připravený pedagog a žák z prostředí sociální exkluze. Opava: CEV, FVP Slezské univerzity v Opavě, 2015. ISBN 978-80-7510-160-0.
• KALEJA, M., PREČUCHOVÁ-ŠTEFANOVIČOVÁ, A., ŠULOVSKÁ, M. Problémové správanie verzus poruchy správania u žiakov základnych škôl. Bratislava: Pedagogická fakulta Univerzity Komenského v Bratislave, 2014. ISBN 978-80-89726-18-9.
• ROSEN, Lisa H. Bullying in School. Palgrave Macmillan, 2017. ISBN 9781137598929.
• JANKŮ, K. Dítě s poruchou chování a emocí. Ostrava, Pedagogická fakulta, 2009. Distanční studijní text. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě.
• Elektronicky dostupné časopisy: Social pathology and Prevention, Speciální pedagogika, Štúdie zo špeciálnej pedagogiky, Adiktologie

Assessment methods

Conditions for signing up for the oral exam: 100% attendance in seminars, elaboration of an assignment and its presentation 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

Personal contact during instruction, consultation hours. During their studies, students use the study material to elaborate selected correspondence assignments. At the same time, students demonstrate knowledge of compulsory literature and of the in-person lectures. Students will be able to continuously consult the topics studied individually via e-mail, or in individual or team consultations upon request. The course has an LMS course which is used for electronic communication with the instructor and among students.

• Enrolment Statistics (Summer 2021, recent)
  
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