FVP:USPQK031 Counseling and Intervention fo - Course Information

USPQK031 Counseling and Intervention for Pupils with Disorders of Language and Speech Development

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.

Prerequisites (in Czech)

FAKULTA ( FVP ) && TYP_STUDIA ( N ) && FORMA ( K ) && ROCNIK ( 2 )

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 orientate in the process of special pedagogical counseling and intervention of children/pupils with disorders of language and speech development and at-risk manifestations in the mentioned area. Provide timely speech therapy intervention and implement student intervention with the recommendation of support measures in accordance with the individual educational plan. Provide consulting services and information about compensatory and other aids applicable to education.

Learning outcomes

Expertise:
- the student can explain process schemes for solving educational and study problems in inclusive education
- the student can justify the basic principles of the conceptual and legislative framework of the process of school inclusion of children/pupils with disorders of speech and language development
- the student can name general and innovative methods and forms of school teaching, didactic principles and the possibilities of using information technology in the education of pupils with impaired communication skills
- the student can characterize the difficulties of students with impaired communication skills interfering with the teaching process
- the student can define the types of impaired communication ability and specific learning disorders, their specific manifestations, characterize methods and procedures of pedagogical intervention within the framework of providing support measures during education
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 can apply methodical and coordination skills in the creation of a system of special pedagogical preventive and advisory services in education
- the student can process programs for the inclusion of children and youth with special educational needs
- the student can provide the most demanding special pedagogic services (special pedagogic diagnostics, creation and application of new special pedagogic methods) for subsequent interventions in the school environment
- the student can prepare and continuously participate in the adjustment of the conditions for the education of students with impaired communication skills at school and coordinate special educational counseling services at school
- 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 language and speech development disorders
- the student can participate in the creation of individual educational plans, pedagogical support plans with the aim of improving the quality of care for a group of pupils with impaired communication skills or the risk of developing special educational needs
- the student is able to coordinate and methodically guide teaching assistants at school
- the student can design a personality development program for a child/pupil with language and speech development disorders with an emphasis on cognitive abilities and specific skills that predict success
Specific professional skills:
- the student is able to independently apply logopedic methods of stimulation, education, re-education, compensation of students with disorders of language and speech development
- the student is able to provide special pedagogical counseling in the field of corrective, educational, re-educational and compensatory procedures for students with language and speech development disorders

Syllabus

• 1. Communication competence in school curriculum documents (Framework educational program for preschool education, Framework educational program for basic education, Framework educational program for the field of education, elementary special school)
• 2. The concept of the advisory system in education when providing services to pupils with speech and language disorders
• 3. Pedagogical intervention - starting points
• 4. Pedagogical intervention for pupils with disorders of speech and language development who do not require modification of the educational program
• 5. Establishing the first level of support measures for the purposes of educating pupils with impaired communication skills and specific learning disorders based on a speech defect (pedagogical support plan)
• 6. Pedagogical intervention for students with impaired communication skills
• 7. Determination of 2nd - 5th level of support measures for the purposes of education of students with impaired communication skills (individual education plan)
• 8. Methodical support for pedagogues and legal representatives of pupils with speech to carry out the prescribed speech therapy exercises of the pupil
• 9. Support of sensorimotor, cognitive and social development to create primary school skills and to prevent specific learning disorders
• 10. Preparation and implementation of collective 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 their evaluation I
• 11. Preparation and implementation of individual 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 their evaluation II
• 12. Creation of didactic and methodical materials for the development of communication, creation of worksheets

Literature

required literature
• 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.
• 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.
• VRBOVÁ, R. a kol. Metodika práce se žákem s narušenou komunikační schopnosti. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3312-7.
• ZEZULKOVÁ, E. Vybrané otázky logopedické teorie a praxe. Ostrava: Ostravská univerzita, 2017. ISBN 978-80-7464-961-5.
• ZEZULKOVÁ, E., JANKŮ, K., ODSTRČILÍKOVÁ, Y. Učitelé versus inkluzivní vzdělávání. Opava: Slezská univerzita v Opavě, 2021. ISBN 978-80-7510-444-1.

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.
• KUTÁLKOVÁ, D. Mutismus. Metodika reedukace. Praha: Septima, 2007. ISBN 978-80-7216-241-3.
• LECHTA, V. Terapie narušené komunikační schopnosti. Praha: Portál, 2011. ISBN 978-80-7367- 901-9.
• VRBOVÁ, R. a kol. Metodika práce asistenta pedagoga při aplikaci podpůrných opatření u žáků s narušenou komunikační schopností. Olomouc: Univerzita Palackého, 2015. ISBN 978-80-244-4475-8.
• ZEZULKOVÁ, E. Vybrané faktory komunikační kompetence žáků v primárním vzdělávání. Opava: Slezská univerzita, 2015. ISBN 978-80-7510-162-4.
• PEUTELSCHMIEDOVÁ, A. Logopedické poradenství. Příklady a analýzy. Praha: Grada, 2009. ISBN 978-80-247-2666-3.

not specified
• KOPEČNÝ, P. Logopedická intervence u osob se zdravotním postižením ve věku mladé dospělosti. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-7339-5.
• LECHTA, V. Symptomatické poruchy řeči u dětí. Praha: Portál, 2011. ISBN 978-80-7367-977-4.
• ZEZULKOVÁ, E. Rozvoj komunikační kompetence žáků s lehkým mentálním postižením. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-690-4.
• ZEZULKOVÁ, E. Vybrané faktory komunikační kompetence žáků v primárním vzdělávání. Opava: Slezská univerzita v Opavě, 2015. ISBN 978-80-7510-162-4.
• ZEZULKOVÁ, E. Poradenství a intervence u dětí a žáků s poruchami jazykového a řečového vývoje. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

Ongoing fulfillment of assigned correspondence tasks within the specified deadlines.

Language of instruction

Czech

Further comments (probably available only in Czech)

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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