USPQK014 Professional Practice IV

Faculty of Public Policies in Opava
Summer 2024
Extent and Intensity
0/4/240. 12 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Kateřina Janků, Ph.D. (seminar tutor)
doc. Mgr. Eva Zezulková, Ph.D. (seminar tutor)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(K) && ROCNIK(2) && USPQK013 Odborná praxe III – průběžná
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
The goal of continuous practice in the last semester is to verify highly specialized theoretical knowledge in the field of special education and related fields, in order to identify special needs and the ability to decide on the implementation of special education support measures. The student should demonstrate the ability to analyze the symptoms of disability in the context of pedagogical and social communication and apply complex special pedagogical diagnostics. Among other things, also draw up a plan of corrective, re-educational and compensatory activities with children, pupils, students or clients with disabilities and implement selected activities with the application of special pedagogical methods. The student's self-evaluation activity is intertwined with all activities of continuous practice.
Learning outcomes
Expertise:
- the student orients himself in the scope and content of special pedagogical preventive and advisory services in education with an emphasis on the degree of support measures and depending on the type of disability
- the student orients himself in the scope and content of activation and educational activities within social care services with an emphasis on types of disability
- the student knows the possibilities of using information and communication technologies for alternative forms of communication
- the student characterizes the peculiarities and specifics of support measures of individual degrees and their application in a specific type and degree of disability
- the student knows the methods and possibilities of special pedagogical diagnostics and procedures for verifying the analysis of obtaining information about an individual
- the student can draw up a plan of support measures for a specific student
- the student will explain the importance and factors of effective cooperation between actors of inclusive education
- the student knows the context of the counseling process associated with school and social inclusion
Professional skills:
- the student independently applies complex special pedagogical diagnostics and identifies the special needs of people across age categories
- the student decides on the implementation of special pedagogical measures
- the student independently processes programs for the inclusion of children, pupils, students or clients with special educational needs
- the student independently implements demanding re-education, compensation and rehabilitation activities using special pedagogical methods with the application of individualized and individual approaches
General qualifications:
- the student knows the didactic principles of creating and preparing demanding re-education, compensation and rehabilitation activities
- the student knows the principles of modifying demanding teaching and assessment methods in order to achieve educational goals with respect for the individual special needs of persons with disabilities
- the student can independently formulate and present the achieved results, or reflect them in their daily practice
- the student can independently provide specialized care to children, pupils and students with special educational needs
- the student is able to implement and provide special pedagogical advice in solving problems in the development and education of children, pupils and students with special educational needs, specifically with disabilities at school and in the family
- the student is able to assess and evaluate the education of a pupil with special educational needs with the help of support measures
Syllabus
  • The focus and tasks of continuous special education practice are based on the content of the special education 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 guided practice, which provide opportunities to become familiar with various forms of educational work and to practically apply modified teaching and assessment methods in order to achieve educational goals with respect to the individual special needs of people with a disability.
  • Application of complex special educational diagnostics, identification of special needs of persons across age categories, implementation of special educational measures, development of programs for the inclusion of children, pupils, students or clients with special educational needs, implementation of demanding re-education, compensation and rehabilitation activities using special educational methods with the application of individualized and individual approaches.
Literature
    required literature
  • BASLEROVÁ, P., MICHALÍK, J., FELCMANOVÁ, L. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání: obecná část. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5717-8.
  • ČADILOVÁ, V., ŽAMPACHOVÁ, Z. Povolání: asistent pedagoga. Praha: Pasparta, 2021. ISBN 978-80-882-9097-1.
  • KAPLÁNEK, M. a kol. Volný čas a jeho význam ve výchově. Praha: Portál, 2017. ISBN 978-80-262-1250-8.
  • KENDLÍKOVÁ, J. Asistent pedagoga. Praha: Raabe, 2017. ISBN 978-80-7496-349-0.
  • PILÁT, M. Komunitní plánování sociálních služeb v současné teorii a praxi. Praha: Portál, 2015. ISBN 978-80-262-0932-4.
    recommended literature
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. Inkluzivní vzdělávání v podmínkách současné české školy. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5383-0.
  • HÁJKOVÁ, V., STRNADOVÁ, I. Inkluzivní vzdělávání: teorie a praxe. Praha: Grada, 2010. ISBN 978-80-247-3070-7.
  • MANĚNOVÁ, M. Učitel primárního vzdělávání ve vztahu k ICT: výzkum současného stavu. Hradec Králové: Gaudeamus, 2009. ISBN 978-80-7435-026-9.
  • MATOUŠEK, O. Sociální služby – legislativa, ekonomika, plánování, hodnocení. Praha: Portál, 2011. ISBN 978-80-262-0041-3.
  • ZIKL, P. Využití ICT u dětí se speciálními potřebami. Praha: Grada, 2011. ISBN 978-80-247-3852-9.
    not specified
  • ADAMUS, P. Strategie uplatňované v edukaci žáků s poruchami autistického spektra. Ostrava: Montanex, 2016. ISBN 978-80-7225-436-1.
  • BENDOVÁ, P., ZIKL, P. Dítě s mentálním postižením ve škole. Praha: Grada, 2011. ISBN 978-80-247-3854-3.
  • D‘HAEM, J. Inclusion: The Dream and the Reality Inside Special Education. Lanham, Maryland: Rowman & Littlefield Publishers, 2016. ISBN 978-1-4758-2487-2.
  • JANKŮ, K. Speciální pedagogika osob s mentálním postižením: vybraná základní témata. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-640-9.
  • KALEJA, M. ed. Inkluzivní dimenze primárního a sekundárního vzdělávání ve speciální pedagogice. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-692-8.
Assessment methods
In order to be awarded credit, the student is obliged to attend the introductory seminar to practice. In addition, the student will carry out professional work falling within the competence of a special pedagogue at the assigned workplace under the supervision of a designated worker, keeping a pedagogic diary (portfolio). The portfolio contains the following parts: record sheets of student/client observations and other diagnostic procedures, content analysis of the diagnostic process and description of risk manifestations or special needs, proposal of the Pedagogical Support Plan (PLPP) according to legislative requirements, preparations for group and individual activities within the framework of pedagogical intervention, evaluation of applied activities, evaluation of the student by the supervisor.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Information on the extent and intensity of the course: 6 týdnů praxe.
Teacher's information
Introductory tutorial for the purpose of input information (content and organization). The teacher has scheduled regular consultations, at which the student has the option of an individual consultation meeting. Communication takes place, among other things, via e-mail.
The course is also listed under the following terms Accreditation summer, Summer 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2024/USPQK014