FVP:USPQK034 Special Education Diagnosis of - Course Information

USPQK034 Special Education Diagnosis of Speech Therapy

Extent and Intensity

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

Teacher(s)

Mgr. Karolína Janštová (lecturer)

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.

Timetable

Fri 8. 3. 8:05–10:30 C309, Fri 22. 3. 10:35–13:00 C401, Fri 5. 4. 8:05–10:30 C401

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

• Special Education of Persons with Impaired Communication Abilities (programme FVP, SPEP)

Course objectives

The aim of the subject is to master the diagnosis of the special educational needs of children/pupils with impaired communication skills, to outline the main problems of the pupil, to determine the plan of pedagogical support and the scope of intervention activities. Attention will be paid to the search for students at risk of developing impaired communication skills and to selected diagnostic methods that can be applied as part of an orientational speech therapy examination. Emphasis will be placed on the diagnosis of the prerequisites for the development of reading literacy, the analysis of the obtained data and their evaluation.

Learning outcomes

Expertise:
- the student is able to list the methods and principles of logopedic diagnostics for the educational problems of pupils
- the student is able to describe the principles of orientational speech therapy diagnosis of a student at risk of impaired communication skills
- the student can describe the stages of speech therapy diagnosis of the special educational needs of a student with impaired communication skills
- the student can clarify the specifics of the education of a pupil with impaired communication skills
- the student can explain the principles of modifying general methods in education and training with respect to the special needs of a student with impaired communication skills
- the student can explain the impact of impaired communication skills on the learning process, its mechanisms
- the student can characterize pupils' difficulties resulting from impaired communication skills and interfering with the teaching process
- the student can define types of impaired communication ability, their specific manifestations, characterize methods and procedures of pedagogical intervention within the framework of providing support measures during education
Specific expertise:
- the student is able to clarify the methods and principles of individual special pedagogical and psychological diagnosis of students with impaired communication skills for the purposes of determining support measures and processing proposals for student education in a class set up for students with speech disorders and the need to use alternative communication systems
- the student can explain the importance of speech therapy intervention procedures and programs for the purpose of developing the student's communication skills and communication competence in the area of spoken and written speech and participate in the evaluation
Professional skills:
- the student is able to provide speech therapy diagnostics for special education and apply new special education methods for follow-up interventions in the school environment
- the student can prepare and continuously participate in the adjustment of conditions for the education of students with impaired communication skills
- the student can initiate screening activities aimed at children and pupils with an increased risk of impaired communication skills
- the student can provide methodical support to the school's pedagogical staff with an emphasis on the specifics of teaching and the possibilities of students with impaired communication skills
- the student can propose methods and forms of work with pupils with impaired communication skills and promote their introduction into teaching
Specific professional skills:
- the student can independently apply special pedagogical diagnostic procedures aimed at pupils with special educational needs and especially at pupils listed in § 16, paragraph 9 of the School Act within the specialization of speech therapists with a focus on working with pupils with speech disorders
- the student can independently apply speech therapy methods of stimulation, education, re-education, compensation of students with symptomatic speech disorders
General qualifications: - 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 cooperate constructively with other experts in solving special pedagogical problems
- the student is able to independently acquire additional professional knowledge, skills and general competence based mainly on practical experience and its evaluation, but also by independent study of theoretical knowledge of the field
- the student is able to provide specialized care to children, pupils and students with special educational needs, specifically with impaired communication skills in cooperation and in connection with other disciplines

Syllabus

• 1. Special pedagogical diagnostics, speech therapy, theoretical starting points
• 2. Orientation diagnosis of language and speech skills
• 3. General and special methods of logopedic diagnostics
• 4. Diagnostics according to language levels (phonetic-phonological, lexical-semantic, morphological-syntactic, pragmatic)
• 5. Effects of impaired communication skills on education
• 6. Analysis of diagnostic conclusions for the purposes of support measures (pedagogical support plan, individual education plan)
• 7. Specifics of a student with impaired communication skills
• 8. Partial function deficits
• 9. Diagnostic competence of the school special pedagogue - speech therapist
• 10. Interdisciplinary cooperation
• 11. Cooperation with parents and children
• 12. Repetitorium of the curriculum

Literature

required literature
• ALLEN, K., E., MAROTZ, L., R. Přehled vývoje dítěte od prenatálního období do osmi let. Praha: Portál, 2002. ISBN 80-7178-614-4.
• BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Školní zralost: co by mělo umět dítě před vstupem do školy. Brno: Computer Press, 2010. ISBN 978-80-251-2569-4.
• FEUERSTEIN, R., FALÍK, L. J., FEUERSTEIN, R. S., BOHÁCS, K. Myslet nahlas - mluvit nahlas: přístup k rozvoji řeči. Praha: Portál, 2017. ISBN 978-80-262-1168-6.
• KEJKLÍČKOVÁ, I. Vady řeči u dětí. Praha: Grada, 2016. ISBN 978-80-247-3941.
• LECHTA, V. Symptomatické poruchy řeči u dětí. Praha: Portál, 2011. ISBN 978-80-7367-977-4.
• ROSENFELD-JOHNSON, R. Assessment and Treatment of the Jaw. USA: TalkTools, 2005. ISBN 978-1-932460-25-X.

recommended literature
• KLENKOVÁ, J. Logopedie: narušení komunikační schopnosti, logopedická prevence, logopedická intervence v ČR, příklady z praxe. Praha: Grada, 2006. ISBN 80-247-1110-9.
• VRBOVÁ, R. a kol. Katalog podpůrných opatření. Dílčí část pro žáky s potřebou podpory ve vzdělávání z důvodu narušené komunikační schopnosti. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5712-3.
• ZEZULKOVÁ, E., JANKŮ, K., ODSTRČILÍKOVÁ, Y. Učitelé versus inkluzivní vzdělávání. Opava: Slezská univerzita v Opavě, 2021. ISBN 978-80-7510-444-1.
• ZEZULKOVÁ, E. a kol. Vybrané otázky logopedické teorie a praxe. Ostrava: Ostravská univerzita, 2017. ISBN 978-80-7464-961-5.
• ZEZULKOVÁ, E. Logopedická prevence v předškolním věku. Ostrava: Ostravská univerzita, 2008. ISBN 978-80-7368-562-1.
• ZEZULKOVÁ, E. Vybrané faktory komunikační kompetence žáků v primárním vzdělávání. Opava: Slezská univerzita, 2015. ISBN 978-80-7510-162-4.

not specified
• BYTEŠNÍKOVÁ, I. Koncepce rané logopedické intervence v České republice: teorie, výzkum, terapie. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-7561-0.
• CHLEBORADOVÁ, B., KOPEČNÝ, P. Speciálněpedagogická diagnostika logopedická. Brno: Masarykova univerzita, 2019. ISBN 978-80-210-9643-1.
• KOPEČNÝ, P., CHLEBORADOVÁ, B. Komunikační a simulační techniky logopedické. Brno: Masarykova univerzita, 2019. ISBN 978-80-210-9599-1.
• LECHTA, V. Terapie narušené komunikační schopnosti. Praha: Portál, 2011. ISBN 978-80-7367- 901-9.
• PEUTELSCHMIEDOVÁ, A. Logopedické poradenství. Příklady a analýzy. Praha: Grada, 2009. ISBN 978-80-247-2666-3.
• VRBOVÁ, R. a kol. Metodika práce se žákem s narušenou komunikační schopnosti. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3312-7.
• JANŠTOVÁ, K. Speciálně pedagogická diagnostika logopedická. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

Application of the diagnostic procedure of selected sub-competencies of communication competence according to the teacher's instructions. Combined exam (oral/practical).

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
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.

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