SP25PK036 Special Education II

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
9/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Jana Srovnalová (lecturer)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
Mgr. Kateřina Janků, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable
Fri 27. 2. 8:55–11:20 C204, Fri 6. 3. 9:45–12:10 C209, Fri 10. 4. 10:35–13:00 C206
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K) && ROCNIK(1) && SP25PK034 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

The course Special Education II builds directly on Special Education I, which was taught in the winter semester. Both courses follow the same thematic structure; however, Special Education I serves as an introductory and foundational overview of key concepts, terminology, and figures in the field of special education, whereas Special Education IIfocuses on deepening, expanding, and contextualizing these topics.


Not all topics were fully covered in Special Education I; therefore, selected themes will be further elaborated, explored in greater depth, and complemented with additional perspectives in Special Education II. Greater emphasis will be placed on working with English-language academic texts, comparative analysis of terminology, critical reflection, and the application of knowledge in the context of contemporary trends in special education in English-speaking countries and in the Czech Republic.


Students will:


  • broaden their knowledge of English terminology related to special education and the symptomatology of disabilities,


  • deepen their understanding of key figures from English-speaking countries who have significantly influenced the development of special education,


  • continue developing skills in working with English-language texts and searching for relevant information related to special education,


  • gain a more detailed overview of English terminology in the fields of speech therapy (logopedics), deaf education (surdopedics), visual impairment education (ophthalmopedics), physical disability (somatopedics), intellectual disability (psychopedics), and autism spectrum disorders.

Learning outcomes
Learning outcomes: Professional knowledge: - the student will expand their active and passive vocabulary - deepen their knowledge of English terminology related to the field of special education by learning isolated English terms and by working with foreign language texts - the student will gain an overview of selected current publications by English-speaking authors related to the field of special education and improve their current knowledge of the field by searching for information - the student will deepen their knowledge of important figures from English-speaking countries related to the field of special education - the student will expand their language knowledge in the field of special needs (physical, psychological and social) - the student will improve their knowledge in the field of speech therapy, deaf and hard of hearing, ophthalmology, somatopathology, psychopedics and in the field of autism spectrum disorders in the English language in connection with the knowledge acquired in the Czech language Professional skills: - the student will improve their understanding of the English language - the student will deepen his/her overview of education and employment opportunities for people with special needs in selected areas of English-speaking countries and in the Czech Republic by working with texts and independently searching for information in the media - the student will expand his/her awareness of employment opportunities and other life realizations for people with special needs by watching short documentaries and discussing them General competencies: - the student will expand his/her awareness of educational processes in other European countries
Syllabus
Contents: 1. Personalities of special education in English-speaking countries, their contribution in the European and world context Terminology in special education in a broader and narrower context Classification of special education, comparison with terminology in English-speaking countries Psychopaedics, comparison with terminology in English-speaking countries 2. Autism spectrum disorders, comparison with terminology in English-speaking countries Somatopedics, comparison with terminology in English-speaking countries Speech therapy, comparison with terminology in English-speaking countries Surdopedia, comparison with terminology in English-speaking countries 3. Ophthalmology, comparison with terminology in English-speaking countries Symptomatology of disability, comparison with terminology in English-speaking countries Care for persons with disabilities in English-speaking countries, coordinated rehabilitation, comparison Current trends in children's education and students with special educational needs in English-speaking countries
Literature
    required literature
  • 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
  • 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
  • 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.
  • 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.
    recommended literature
  • 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.
  • RIMM, S. B., SIEGLE, D., DAVIS, G. A. Education of the Gifted and Talented. Boston: Pearson, 2017. ISBN 978-0-13-382710-1.
  • 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.
  • BOWEN, C. Children’s Speech Sound Disorders. Hoboken: Wiley Blackwell, 2015. ISBN 978-1-118-63402-8.
    not specified
  • MATHIESON, K. Inclusion in the EYFS. Maidenhead: Open University Press, 2015. ISBN 978-0-33-526270-0.
  • MACBLAIN, S., LONG, L., DUNN, J. Dyslexia, Literacy and Inclusion: Child-centred Perspectives. London: SAGE, ISBN 978-1-44629-843-5.
  • LEWIS, A., NORWICH, B. Special Teaching for Special Children? Pedagogies for Inclusion. Maidenhead: Open University Press, 2004. ISBN 978-0-335-21405-3.
  • 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.
Teaching methods
Study tools:  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

Course Completion – Requirements for Course Credit (Special Education II)


The student must meet the following requirements:


1) Active participation in seminars (minimum 75% attendance)


Engagement in discussions, work with texts, and group activities.



2) Ongoing assignments (during the semester)


The student submits at least two of the following outputs:

  • a short academic reflection in English on a selected topic in special education,
  • an annotated summary of a professional article in English,
  • a micro-presentation in English (5–7 minutes),
  • a short audio or video commentary on a selected topic.


A) Inclusive Classroom Idea – Inclusive Classroom Activity Proposal in English


The student develops an inclusive educational activity proposal for a classroom in English (1–2 pages), which will include:

  • Aim of the activity – what students should acquire or develop,
  • Description of the activity – how it will be implemented in practice,
  • Adaptations for learners with SEN – how the activity is adjusted to meet the needs of students with special educational needs,
  • Support for whole-class inclusion – how the activity promotes cooperation and participation of all students,
  • Key professional terminology in English (3–5 terms).

The assignment will also include a short reflection (approximately ½–1 page in English) in which the student states:

  • why they chose the topic/activity,
  • what they learned through this task,
  • how they could use this proposal in their future teaching practice.

OR


B) Participation in Summer School – Critical Thinking & AI (June)


The student participates in a summer school focused on critical thinking and artificial intelligence (Critical Thinking & AI).


After completion, the student submits a short reflection in English (1–2 standard pages), which will include:

  • what they learned about critical thinking and AI,
  • how critical thinking can be applied in education,
  • how AI may relate to special education (e.g. assistive technologies, inclusive tools, ethical issues, etc.).


Alternative Course Completion for Erasmus+ Students (Special Education II)


Students who participate in an Erasmus+ study mobility or internship during the semester may obtain course credit for Special Education II through an alternative form of assessment.


The student is required to complete the following:


1) Written reflection in English (2–3 standard pages)


The reflection must include:


  • a brief description of their experience abroad (study / internship),


  • reflection on personal and professional development,


  • a connection between at least one topic from Special Education II and their experience abroad (e.g. inclusion, special educational needs, work with learners with SEN, assistive technologies, educational approaches, etc.).


2) Short online colloquium (20–30 minutes)


During the colloquium, the student will:



  • briefly present their experience in English,


  • answer 2–3 questions from the teacher in English.

Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
  • Enrolment Statistics (recent)
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