USPQK016 Counseling and Intervention for Pupils with Specific Learning Disabilities

Faculty of Public Policies in Opava
Summer 2024
Extent and Intensity
6/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Mgr. et Mgr. Eva Dostalová, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Jarmila Pipeková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.
Timetable
Fri 23. 2. 13:05–15:30 C205, Fri 8. 3. 13:05–15:30 C312
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(K) && 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
The aim of the subject is to expand knowledge and skills in the area of counseling (within the applicable legislation and the range of services offered), diagnostics (psychological and special-pedagogical) and educational procedures aimed at mitigating, eliminating or compensating problems related to specific learning disorders.
Learning outcomes
Expertise:
- the student will describe the manifestations of individual types of specific learning disorders and their influence on the educational process of the student
- the student defines the services of a pedagogical-psychological counseling center intended for students with specific learning disabilities
- the student will describe the services provided to pupils with specific learning disabilities by the school counseling office and the cooperation in the multidisciplinary team at the school
Professional skills:
- the student is able to analyze pupils' risky expressions in the area of literacy skills
- the student can propose appropriate measures related to the general conditions of education of pupils with specific learning disabilities in regular classes
- the student is able to implement intervention programs for the purpose of developing partial reading and math literacy skills
General qualifications:
- the student is able to adequately reflect the special educational needs of pupils with an increased risk in the area of acquiring read and written forms of speech
- the student is able to establish cooperation with other experts in order to remove demotivating influences and determine support measures in the education of pupils with specific learning disabilities
- the student is able to search for new knowledge in the field in order to apply it to special educational programs
Syllabus
  • 1. Specific learning disabilities - basic terminology
  • 2. History and etiology of specific learning disabilities
  • 3. Attention deficit hyperactivity disorder and its influence on education
  • 4. Preschool age and partial functions
  • 5. Comprehensive diagnosis of pupils at risk of developing specific learning disorders
  • 6. Education of pupils with specific learning disabilities – educational path, strategies for supporting pupils with specific learning disabilities in education, factors affecting the education of pupils with specific learning disabilities
  • 7. Legislative norms governing the education of pupils with specific learning disabilities
  • 8. Counseling services at school and school counseling facilities, recommendations vs. report from the counseling center, pedagogical support plan vs. individual education plan
  • 9. Principles of special pedagogical intervention and stimulation of partial functions in the practice of primary schools
  • 10. Dyslexia, dysgraphia, dysorthography, dyscalculia and dyspraxia - compensatory procedures
  • 11. Teaching foreign languages to students with specific learning disabilities
  • 12. Computer and intervention programs for students with specific learning disabilities
Literature
    required literature
  • BARTOŇOVÁ, M. Specifické poruchy učení: text k distančnímu vzdělávání. Brno: Paido, 2018. ISBN 978-80-7315-266-6.
  • JANDERKOVÁ, D., KENDÍKOVÁ, J., KLÉGROVÁ, J., STRNADOVÁ, I., SWIERKOSZOVÁ, J., ŽENATOVÁ, Z. SPU a ADHD. Praha: Raabe, 2016. ISBN 978-80-7496-215-8.
  • JUCOVIČOVÁ, D., ŽÁČKOVÁ, H. Katalog podpůrných opatření: dílčí část pro žáky s potřebou podpory ve vzdělávání z důvodu specifických poruch učení a chování. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5714-7.
  • MICHALOVÁ, Z. Specifické poruchy učení. Havlíčkův Brod: Tobiáš, 2016. ISBN 978-80-7311-166-3.
  • ZELINKOVÁ, O. Poruchy učení: dyslexie, dysgrafie, dysortografie, dyskalkulie, dyspraxie, ADHD. Praha: Portál, 2015. ISBN 978-80-262-0875-4.
    recommended literature
  • BABTIE, P., EMERSON, J. Dítě s dyskalkulií ve škole. Praha: Portál, 2018. ISBN 978-80-262-1304-8.
  • BLAŽKOVÁ, R. Didaktika matematiky se zaměřením na specifické poruchy učení. Brno: Masarykova univerzita, 2017. ISBN 978-80-210-8673-9.
  • KREJČOVÁ, L., HLADÍKOVÁ, Z. Zvládáme specifické poruchy učení: dyslexie, dysortografie, dysgrafie. Brno: Edika, 2019. ISBN 978-80-266-1400-5.
  • KUCHARSKÁ, A., POKORNÁ, D., MRÁZKOVÁ, J. a kol. Třístupňový model péče (3MP) ve školách zapojených v projektu RAMPS-VIP III. Praha: Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání pedagogických pracovníků, 2014.
  • ZELINKOVÁ, O. Dyspraxie: vývojová porucha pohybové koordinace. Praha: Portál, 2017. ISBN 978-80-262-1266-9.
    not specified
  • AKHUTINA, T. V., PYLAEVA, N. M. Overcoming Learning Disabilities: A Vygotskian-Lurian Neuropsychological Approach. Cambridge: Cambridge University Press, 2015. ISBN 978-1-107-53165-9.
  • DOSTALOVÁ, E., VIKTORIN, J. Přístupy a strategie ve vzdělávání žáků se specifickými poruchami učení na základních školách hlavního vzdělávacího proudu. Opava: Slezská univerzita, 2020. ISBN 978-80-7510-422-9.
  • FRANKOVÁ, A. Prístupy k inkluzívnemu vzdelávaniu žiakov s vývinovými poruchami učenia z pohľadu učiteľov v spolupráci s externými poradenskými subjektmi a rodičmi v Slovenskej republike. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-7558-0.
  • JUCOVIČOVÁ, D., ŽÁČKOVÁ, H. Školní hodnocení a žáci se specifickými poruchami učení a chování: (využitelné pro základní i střední školy). Praha: D + H, 2017. ISBN 978-80-87295-25-0.
  • KREJČOVÁ, L., HLADÍKOVÁ, Z. Český jazyk a cizí jazyky: žáci se specifickými poruchami učení na 2. stupni ZŠ. Praha: DYS-centrum, 2017. ISBN 978-80-87581-10-0.
  • VIKTORIN, J. Poradenství a intervence u žáků se specifickými poruchami učení. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Processing a case study of a student with specific learning disabilities based on the student's own experience or practice, or as specified by the teacher. Participation in the written test is conditional on processing a case study of a student with specific learning disabilities. To pass the test, the student must achieve at least 70%.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Teacher's information
Personal contact in lessons, consultation hours. During ongoing studies, the student uses study support and processes selected correspondence tasks. Here, at the same time, he will demonstrate his knowledge of compulsory literature and contact teaching lectures. The student will be able to continuously consult individually studied subject topics via e-mail, individual or group consultations. The subject has an e-learning course prepared in IS SU and a team established in MS Teams, which also serves as another possible tool for communication with the teacher and between students.
The course is also listed under the following terms Accreditation summer, Summer 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2024/USPQK016