USPQP009 Professional Practice II

Faculty of Public Policies in Opava
Summer 2025
Extent and Intensity
0/2/24. 6 credit(s). Type of Completion: z (credit).
Teacher(s)
PaedDr. Irena Johanka Savková, MBA (seminar tutor)
doc. Mgr. Eva Zezulková, Ph.D. (seminar tutor)
Mgr. Denisa Janků (assistant)
Mgr. et Mgr. Andrea Silberová (assistant)
Mgr. Klára Truparová (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
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(1) && USPQP004 Professional Practice I
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 ongoing semester practice of students is the application of special pedagogical, pedagogical-psychological and other theoretical knowledge, biological conditioning and social determination in the wider context of the development and formation of a person's personality within the framework of special pedagogical, preventive and counseling services in education.
Learning outcomes
Expertise:
- the student orients himself in the scope and content of special pedagogical preventive and advisory services in education
- the student orients himself in the scope and content of activation and educational activities within social care services
- the student knows special pedagogical therapeutic approaches in the care of a person with a disability and the possibilities of their use
- the student knows the rules of development, care, upbringing and education of persons with physical, psychological or social disabilities and disadvantages
- the student can characterize current curriculum documents, explain changes related to easier access to education and ensuring equality in education, orientation towards an individual approach to the needs of learners
- the student defines diagnostic tools and their use in orientation pedagogical diagnostics and special pedagogical diagnostics of individuals
Professional skills:
- the student is able to apply selected diagnostic tools in order to identify the special needs of persons with disabilities in the physical, psychological or social area
- the student creates partial parts of the social rehabilitation program for persons with disabilities
- the student creates partial parts of the pedagogical rehabilitation program for pupils with special educational needs
- the student implements selected re-education, compensation and rehabilitation activities using special pedagogical methods
General qualifications:
- the student knows the principles of modifying 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 provide special pedagogical support and counseling 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
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. At the same time, the student learns and verifies the provision of the most demanding special pedagogic services, such as special pedagogic diagnostics, creation and application of new special pedagogic methods. Furthermore, it verifies the functionality of communication strategies and approaches in solving non-standard and complex problems requiring the consideration of other factors resulting from special pedagogical phenomena and processes.
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.
  • FONTANA, D. Sociální dovednosti v praxi. Praha: Portál, 2017. ISBN 978-80-262-1197-6.
  • KAPLÁNEK, M. a kol. Volný čas a jeho význam ve výchově. Praha: Portál, 2017. ISBN 978-80-262-1250-8.
  • PILÁT, M. Komunitní plánování sociálních služeb v současné teorii a praxi. Praha: Portál, 2015. ISBN 978-80-262-0932-4.
    recommended literature
  • ADAMUS, P. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-661-4.
  • BRUMOVSKÁ, T., MÁLKOVÁ SEIDLOVÁ, G. Mentoring: výchova k profesionálnímu dobrovolnictví. Praha: Portál, 2010. ISBN 978-80-7367-772-5.
  • MÜLLER, O. a kol. Terapie ve speciální pedagogice. Praha: Grada, 2014. ISBN 978-80-247-4172-7.
  • UZLOVÁ, I. Asistence lidem s postižením a znevýhodněním: praktický průvodce pro osobní asistenty. Praha: Portál, 2010. ISBN 978-80-7367-764-0.
  • ZIKL, P. Děti s tělesným a kombinovaným postižením ve škole. Praha: Grada, 2011. ISBN 978-80-247-3856-7.
    not specified
  • ČERNÁ, M. a kol. Česká psychopedie: speciální pedagogika osob s mentálním postižením. Praha: Karolinum, 2015. ISBN 978-80-246-3071-7.
  • JANKŮ, K. Speciální pedagogika osob s mentálním postižením: vybraná základní témata. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-640-9.
  • MATOUŠEK, O. Sociální služby – legislativa, ekonomika, plánování, hodnocení. Praha: Portál, 2011. ISBN 978-80-262-0041-3.
  • PIPEKOVÁ, J. Osoby s mentálním postižením ve světle současných edukativních trendů. Brno: MSD, 2006. ISBN 80-86633-40-3.
  • WALTON, E. The Language of Inclusive Education: Exploring speaking, listening, reading and writing. New York, NY: Routledge, 2016. ISBN 978-1-138-79435-1.
Assessment methods
In order to be awarded credit, the student is obliged to attend the introductory seminar to practice. In addition, the student performs assistant work at the assigned workplace under the supervision of a designated worker, keeps a pedagogical diary (portfolio). Each student's portfolio contains, apart from the mandatory part (characteristics and description of the facility in which the practice is carried out), two case studies, the scope and content of which will be specified by the practice manager.
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 summer, Summer 2024.
  • Enrolment Statistics (Summer 2025, recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2025/USPQP009