USPQP030 Education of Children and Pupils with Impaired Communication Abilities

Faculty of Public Policies in Opava
Winter 2023
Extent and Intensity
13/13/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Karolína Janštová (lecturer)
Mgr. Karolína Janštová (seminar tutor)
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 20. 10. 8:05–10:30 C309, Fri 10. 11. 13:05–15:30 C311, Fri 24. 11. 8:05–10:30 C201, Fri 15. 12. 13:05–15:30 C310
  • Timetable of Seminar Groups:
USPQP030/A: Mon 25. 9. 15:35–17:10 C306, Mon 9. 10. 15:35–17:10 C306, Mon 23. 10. 15:35–17:10 C306, Mon 6. 11. 15:35–17:10 C306, Mon 20. 11. 15:35–17:10 C306, Mon 4. 12. 15:35–17:10 C306, K. Janštová
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && 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 content of the course expands and deepens the basic theoretical starting points in accordance with the current state of knowledge of the scientific discipline. Emphasis will be placed on the areas of speech therapy intervention for children, pupils and students with impaired communication skills and specific learning disorders based on speech defects for the purpose of determining support measures. Attention will be paid to the conditions for the development of pupils' communication competence in the context of the educational curriculum of inclusive education and special education. Attention will be paid to strengthening communication competence in the context of preventing school failure and motivation for lifelong learning.
Learning outcomes
Expertise:
- the student can explain the principles of modifying general methods in education with respect to the special needs of pupils
- the student can explain the regularities of the learning process, its mechanisms, types, course and conditions under which it takes place
- the student can characterize the difficulties of pupils interfering with the teaching process (learning and teaching problems, educational problems, personal problems, physical and health difficulties of pupils)
- the student can reproduce highly specialized theoretical knowledge of biological conditioning and social determination in the broader context of the development and formation of the human personality
- the student can define specific learning disorders, their specific manifestations, characterize methods and procedures of pedagogical intervention within the framework of providing support measures during education
- the student is able to 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 students, lifelong learning process, education for life and employment of graduates on the international labor market
Specific expertise:
- 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
- the student can explain the possibilities of developing the communication skills of students in a special elementary school
Professional skills:
- the student is able to cooperate in adjusting the conditions for the education of students with impaired communication skills at school and to coordinate special educational counseling services
- the student can initiate contact activities aimed at students with impaired communication skills with an increased risk of school failure or problems in personal and social development
- 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 promote methods and forms of working with pupils with impaired communication skills and their introduction into teaching
- the student can provide instructions on the use of special aids and didactic materials
- the student can participate in the creation of documents within the framework of support measures for students with impaired communication skills (pedagogical support plans, individual educational plans)
- the student is able to coordinate and methodically guide teaching assistants at school with an emphasis on supporting the development of students' communication competence
Specific professional skills:
- the student can independently apply special pedagogical procedures within the specialization of speech therapists with a focus on working with pupils with speech disorders and pupils with symptomatic speech disorders
- the student can provide special pedagogical advice in the field of corrective, educational, re-educational and compensatory procedures for students with impaired communication skills
Syllabus
  • 1. Repetitory of basic concepts in speech therapy
  • 2. Specifics of support measures for the purposes of educating pupils with impaired communication skills and specific learning disorders based on speech impairment
  • 3. Aspects of pedagogical communication
  • 4. Intervention procedures and programs for the purpose of developing communication skills and communication competence in the area of spoken and written speech and their evaluation
  • 5. Biological, linguistic and cognitive foundations of speech (selected theories)
  • 6. Support of sensorimotor, cognitive and social development to create primary school skills and to prevent specific learning disorders
  • 7. Impaired speech development, influence on the acquisition of read and written forms of speech
  • 8. Creation of didactic and methodical materials for the development of communication
  • 9. Pupil with impaired communication ability in education
  • 10. Conditions of education of students with impaired communication skills in the context of curriculum documents
  • 11. Professional competence of a special pedagogue within the speech therapist specialization focusing on working with pupils with speech disorders
  • 12. Repetitorium of the curriculum
Literature
    required 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.
    recommended literature
  • BYTEŠNÍKOVÁ, I. Koncepce rané logopedické intervence v České republice: teorie, výzkum, terapie. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-7561-0.
  • DVOŘÁK, J. Logopedický slovník. Žďár n. Sázavou: Logopaedica clinica, 2001. ISBN 80-902536-28.
  • KOUKOLÍK, F. Mozek a jeho duše. Praha: Galén, 2014. ISBN 978-80-7492-069-1.
  • NEUBAUER, K., SKÁKALOVÁ, T. Poruchy komunikace u dospělých a stárnoucích osob. Hradec Králové: Gaudeamus, 2015. ISBN 978-80-7435-640-7.
  • PEUTELSCHMIEDOVÁ, A. Logopedické poradenství. Příklady a analýzy. Praha: Grada, 2009. ISBN 978-80-247-2666-3.
  • PRŮCHA, J. Dětská řeč a komunikace: poznatky vývojové psycholingvistiky. Praha: Grada, 2011. ISBN 978-80-247-3603-7.
    not specified
  • 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.
  • ZEZULKOVÁ, E. Edukace dětí a žáků s narušenou komunikační schopností. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Presentation of the paper on the topic Supporting the development of language and speech skills in the context of the development of reading literacy. Submission of the report in written form supplemented by a presentation in ppt format. is a condition of registration for the written exam.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
The course is also listed under the following terms Accreditation winter, Winter 2024.
  • Enrolment Statistics (Winter 2023, recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2023/USPQP030