USPQK036 Special Education Diagnosis of Hearing Impairment

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
9/0/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
PaedDr. Yveta Odstrčilíková, Ph.D. (lecturer)
Guaranteed by
PaedDr. Yveta Odstrčilíková, 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
Course objectives
The aim of the course is to master the diagnosis of the special educational needs of children/pupils with hearing impairment, to outline the main problems of the pupil, to determine the plan of pedagogical support and the scope of intervention activities depending on the recommended support measures. Attention will be paid to selected diagnostic methods that can be applied within the framework of special pedagogical diagnostics of students with hearing impairment. Emphasis will be placed on the diagnosis of the prerequisites for the development of communication strategies, reading literacy, analysis of the obtained data and their evaluation.
Learning outcomes
Expertise:
- the student can characterize the goals of diagnosis in connection with the individualization of the approach in the education of students with hearing impairment
- the student is able to list the methods and principles of logopedic-surdopedic diagnostics for the educational problems of students with hearing impairment
- the student can describe the stages of diagnosis of the special educational needs of a pupil with a hearing impairment
- the student is able to clarify the specifics of the education of a hearing-impaired student
- the student can explain the principles of modification of general methods in education and training with respect to the special needs of a hearing impaired student
- the student can explain the impact of impaired communication skills of a student with a hearing impairment on the process and learning styles, adaptability, flexibility
- the student can characterize pupils' difficulties resulting from impaired communication skills due to hearing impairment interfering with the teaching process
- the student is able to characterize difficulties, specific manifestations of individual types of hearing defects
- the student is able to characterize the methods and procedures of special pedagogical intervention within the provision of support measures in the education of students with hearing impairment
Specific expertise:
- the student is able to clarify the methods and principles of individual special pedagogical and psychological diagnosis of pupils with hearing impairment for the purposes of determining support measures and processing proposals for the pupil's education in a class/school set up for pupils with hearing impairment
- the student can explain the importance of logopedic-deaf interventional procedures and programs for the purpose of developing the student's communication skills and abilities in the area of sign language, oral and written speech, and participate in the evaluation
Professional skills:
- the student is able to provide special pedagogical diagnosis of logopedic-deaf-pedagogic and apply new special pedagogical methods for follow-up interventions in the school environment
- the student can prepare and continuously participate in the adjustment of the conditions for the education of students with hearing impairment
- 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 hearing impairment
- the student can propose methods and forms of work with pupils with hearing impairment and promote their introduction into teaching
Specific professional skills:
- the student can independently apply special pedagogical diagnostic procedures aimed at pupils with special educational needs and especially at pupils listed in § 16, paragraph 9 of the School Act within the specialization of deaf therapists with a focus on working with pupils with hearing impairment
- the student can independently apply deaf-pedic methods of stimulation, education, re-education, compensation of students with hearing impairment
- the student can explain the psychological aspects in the education of students with hearing impairment with reflection on the types of hearing impairment
Syllabus
  • 1. Diagnostics of hearing defects in the Czech Republic and its comparison with foreign diagnostics (selected tests)
  • 2. Weakening of auditory perception and hearing disorders in the context of diagnostic methods, impact on linguistic levels of speech
  • 3. Development of hearing impaired children and their diagnosis
  • 4. Dynamic diagnosis and its influence on the learning processes of students with hearing impairment
  • 5. General and special methods of logopedic-surdopedic diagnostics, theoretical starting points
  • 6. Compensation of hearing defects, early intervention, programs for the development of language skills of pupils with hearing impairment
  • 7. Impaired communication ability due to hearing impairment and school success/failure
  • 8. Analysis of diagnostic conclusions for the purposes of support measures (pedagogical support plan, individual education plan)
  • 9. Specifics of the education of a hearing-impaired student
  • 10. Effects of hearing impairment on education
  • 11. Psychological aspects of education of students with hearing impairment
  • 12. Repetitorium of the curriculum
Literature
    required literature
  • BARVÍKOVÁ, J. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu sluchového postižení a oslabení sluchového vnímání: dílčí část. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5710-9.
  • HORÁKOVÁ, R. Surdopedie: texty k distančnímu vzdělávání. Brno: Paido, 2011. ISBN 978-80-7315-225-3.
  • HORÁKOVÁ, R. Sluchové postižení – úvod do surdopedie. Praha: Portál, 2012. ISBN 987-80-262–0084-0.
  • LECHTA, V. a kol. Diagnostika narušené komunikační schopnosti. Praha: Portál, 2003. ISBN 80-7178-801-5.
  • ODSTRČILÍKOVÁ, Y., PAPAJOVÁ, K., VOLNÁ, P. Sluchová percepce: poznatky teorie a praxe. Opava: Slezská univerzita, 2022. ISBN 978-80-7510-490-8.
    recommended literature
  • DOLEŽALOVÁ, L., HORÁKOVÁ, R. Komunikační a simulační techniky surdopedické. Brno: Masarykova univerzita, 2019. ISBN 978-80-210-9678-3.
  • LANGER, J. Komunikace osob se sluchovým postižením. Olomouc: Univerzita Palackého, 2013. ISBN 978-80-244-3674-6.
  • POTMĚŠIL, M. a kol. Metodika práce se žákem se sluchovým postižením. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3310-3.
  • TARCSIOVÁ, D. Posunkový jazyk a vzdelávanie nepočujúcich. Bratislava: IRIS, 2019. ISBN 978-80-82000-40-8.
  • ZEZULKOVÁ, E., JANKŮ K., ODSTRČILÍKOVÁ, Y. Učitelé versus inkluzivní vzdělávání. Opava: Slezská univerzita v Opavě, 2021. ISBN 978-80-7510-444-1.
    not specified
  • JANOTOVÁ, N. Odezírání u sluchově postižených. Praha: Septima, 1999. ISBN 80-7216-82-6.
  • KOMORNÁ, M. Systém vzdělávání osob se sluchovým postižením v ČR a specifika vzdělávacích metod při výuce. Praha: Česká komora tlumočníků znakového jazyka, 2008. ISBN 978-80-87218-18-1.
  • LANGER, J., SOURALOVÁ, E., HORÁKOVÁ, R. Taktilní znakový jazyk: manuál k výuce a studiu. Praha: o.s. LORM – Společnost pro hluchoslepé, 2010. ISBN 978-80-254-8457-9.
  • ROBERTSON, L. Literacy and Deafness: Listening and Spoken Language. San Diego: Plural Publishing, Inc., 2014. ISBN 978-1-59-756557-8.
  • SOURALOVÁ, E. Surdopedie II. Olomouc: Univerzita Palackého, 2005. ISBN 80-244-1008-7.
  • ODSTRČILÍKOVÁ, Y. Speciálně pedagogická diagnostika surdopedická. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Application of the diagnostic procedure of selected sub-competencies of communication competence according to the teacher's instructions. Combined exam (oral/practical).
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.
The course is also listed under the following terms Accreditation winter.
  • Permalink: https://is.slu.cz/course/fvp/winter2024/USPQK036