USPQP023 Special Education II

Faculty of Public Policies in Opava
Summer 2025
Extent and Intensity
0/26/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Jana Srovnalová (seminar tutor)
Guaranteed by
Mgr. Kateřina Janků, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: doc. Mgr. Eva Zezulková, Ph.D.
Timetable of Seminar Groups
USPQP023/A: Wed 12:15–13:50 C208, J. Srovnalová
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(1) && USPQP021 Special Education 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
Students will expand their knowledge of means of expression - English terminology in relation to special pedagogy and the symptomatology of disability. They will further deepen their knowledge about the personalities of English-speaking countries, who have fundamentally influenced the development of the scientific field of special education. Emphasis will continue to be placed on working with foreign language texts and their understanding, searching for information related to special pedagogy. Students will also get a more detailed overview of English terminology in the field of speech therapy, deaf therapy, ophthalmology, somatopedia, psychopathy and issues of autism spectrum disorders.
Learning outcomes
Professional Knowledge: The student will expand both active and passive vocabulary, deepening knowledge of English terminology related to special education by learning isolated English terms and working with foreign-language texts. The student will gain an overview of selected current publications by English-speaking authors related to special education, enhancing existing knowledge by researching relevant information. The student will deepen understanding of significant figures from English-speaking countries in the field of special education. The student will expand linguistic knowledge in the area of special educational needs (physical, psychological, and social). The student will improve expertise in Logopaedia (speech and language therapy),Surdopaedia (education of individuals with hearing impairments), Ophthalmopaedia (education of individuals with visual impairments), Somatopaedia (education of individuals with physical disabilities), Psychopaedia (education of individuals with intellectual and developmental disabilities), and autism spectrum disorders (ASD) in English, building upon knowledge acquired in Czech. Professional Skills: The student will enhance comprehension of the English language. The student will deepen understanding of education and employment opportunities for individuals with special educational needs in selected English-speaking countries and in the Czech Republic by working with texts and conducting independent research using media sources. The student will broaden awareness of employment possibilities and other forms of life fulfillment for individuals with special educational needs by watching short documentaries and engaging in discussions about them. General Competencies: The student will expand awareness of educational processes in other European countries.
Syllabus
  • 1. Personalities of special education in English-speaking countries, their contribution in the European and world context
  • 2. Terminology in special pedagogy in a broader and narrower context
  • 3. Classification of special pedagogy, comparison with terminology in English-speaking countries
  • 4. Psychopedia, comparison with terminology in English-speaking countries
  • 5. Autism spectrum disorder, comparison with terminology in English-speaking countries
  • 6. Somatopedia, comparison with terminology in English-speaking countries
  • 7. Speech therapy, comparison with terminology in English-speaking countries
  • 8. Surdopedia, comparison with terminology in English-speaking countries
  • 9. Ophthalmopedia, comparison with terminology in English-speaking countries
  • 10. Symptomatology of disability, comparison with terminology in English-speaking countries
  • 11. Care of a person with a disability in English-speaking countries, coordinated rehabilitation, comparison
  • 12. Current trends in the education of children and pupils with special educational needs in English-speaking countries
Literature
    required literature
  • HEWARD, W. L., ALBER-MORGAN, S. H., KONRAD, M. Exceptional Children: An Introduction to Special Education. Boston: Pearson, 2018. ISBN 978-0-13-402711-1.
  • KROUPOVÁ, K. a kol. Slovník speciálněpedagogické terminologie. Praha: Grada, 2016. ISBN 978-80-247-5264-8.
  • PEER, L., REID, G. Special Educational Needs: A Guide for Inclusive Practice. London: SAGE, 2016. ISBN 978-1-4739-0454-5.
  • PEIRANGELO, R., GIULIANI, G. A. The Educator‘s Diagnostic Manual of Disabilities and Disorders. San Francisco, CA: Jossey-Bass, 2007. ISBN 978-0-7879-7812-9.
  • REYNOLDS, C. R., VANNEST, K. J., FLETCHER-JANZEN, E. Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults Disabilities and Other Exceptional Individuals. Hoboken: Wiley & Sons, 2014. ISBN 978-0-470-94940-5
    recommended literature
  • BOWEN, C. Children's Speech Sound Disorders. Hoboken: Wiley Blackwell: 2015. ISBN 978-1-118-63402-8.
  • FRIEND, M., BURSUCK, W. D. Including Students with Special Needs: A Practical Guide for Classroom Teachers. Boston: Pearson, 2019. ISBN 978-0-13-475409-3.
  • MCLEOD, S., BAKER, E. Children‘s Speech: An Evidence-Based Approach to Assessment and Intervention. Boston: Pearson, 2016. ISBN 978-0-132-75596-2.
  • MURDOCH, B. E. Acquired Speech and Language Disorders: A Neuroanatomical and Functional Neurological Approach. Chichester: Wiley-Blackwell, 2010. ISBN 978-0-470-02567-3.
  • RIMM, S. B., SIEGLE, D., DAVIS, G. A. Education of the Gifted and Talented, Boston: Pearson, 2017. ISBN 978-0-13-382710-1.
    not specified
  • FREDERICKSON, N. Special Educational Needs, Inclusion and Diversity. Maidenhead: Open University Press, 2015. ISBN 978-0-33-526290-8.
  • HEHIR, T. New Directions in Special Education: Eliminating Ableism in Policy and Practice. Cambridge, MA: Harvard Education Press: 2005. ISBN 978-1-89179-262-5.
  • LEWIS, A., NORWICH, B. Special Teaching for Special Children? Pedagogies for Inclusion. Maidenhead: Open University Press, 2004. ISBN 978-0-335-21405-3.
  • MACBLAIN, S., LONG, L. a DUNN, J. Dyslexia, Literacy and Inclusion: Child-centred Perspectives, London: SAGE, 2015. ISBN 978-1-44629-843-5.
  • MATHIESON, K. Inclusion in the EYFS. Maidenhead: Open University Press, 2015. ISBN 978-0-33-526270-0.
  • KNAPOVÁ, L. Odborný anglický jazyk pro speciální pedagogy. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Language Entry Requirement: B1 level according to the Common European Framework of Reference. Requirements for Course Completion: To successfully obtain the course credit, students must fulfill the following requirements: 1) Active participation 2)Completion of ongoing assignments throughout the semester 3) Final project Details regarding the final project requirements will be specified during the introductory session and in the interactive syllabus. Requirements for Erasmus+ Students: Monthly submission of a short report – Students must describe the model of education for children with special needs in the host country, including personal experiences if applicable. Final online presentation – Specific requirements will be outlined in the interactive syllabus.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course can also be completed outside the examination period.
General note: Odborný anglický jazyk pro speciální pedagogy II.
The course is also listed under the following terms Accreditation summer, Summer 2024.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2025/USPQP023