USPQP013 Professional Practice III

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
0/2/24. 8 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. Mgr. Eva Zezulková, Ph.D. (seminar tutor)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová
Timetable of Seminar Groups
USPQP013/A: Mon 23. 9. 8:05–9:40 C306, E. Zezulková
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(2) && USPQP009 Professional Practice II
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 goal of the second continuous practice is the application of specialized theoretical knowledge of biological conditioning and social determination in the broader context of the development and formation of a person's personality as part of methodological and coordination activities in the field of special pedagogical preventive and advisory services in education. Specifically, the practice is focused on the application of activities aimed at individuals and groups of children and youth with disabilities and with an increased risk of school failure or problems in personal and social development. It also concerns the verification of communication strategies and approaches in cooperation with parents/legal representatives of persons with physical, psychological or social disabilities in the application of stimulating, corrective, re-educational and compensatory activities. Its purpose is to professionally form a special pedagogue with the aim of increasing his professional practical knowledge from the field.
Learning outcomes
Expertise:
- the student orients himself in the scope and content of special pedagogical preventive and advisory services in education with an emphasis on the levels of support measures
- the student can describe the stages of diagnosis of special educational needs of a pupil, the methods and principles of pedagogical and special pedagogical diagnostics, especially in the case of educational problems of pupils for follow-up interventions in the school environment
- the student knows process schemes for solving educational and study problems in inclusive education
- the student knows general and innovative methods and forms of school teaching, didactic principles and the possibilities of using information technologies in education
- the student characterizes the difficulties of pupils interfering with the teaching process (learning and teaching problems, educational problems, personal problems, physical and health difficulties of pupils)
Professional skills:
- the student is able to apply selected diagnostic tools in order to identify the special needs of persons with disabilities in the physical, psychological or social area
- the student is able to formulate the conclusions of special pedagogical diagnostics and prognosis
- the student creates partial parts of the social rehabilitation program for persons with disabilities
- the student creates partial parts of the pedagogical rehabilitation program for pupils with special educational needs
- the student implements selected re-education, compensation and rehabilitation activities using special pedagogical methods with the application of individualized and individual approaches
- the student can implement the education of an individual or a group according to his own didactic preparations prepared in advance
- the student implements the education of children and pupils at risk or with special educational needs in a regular school under the supervision of a supervisor
General qualifications:
- the student reflects on experiences from his own teaching practice and purposefully uses reflection as a tool for professional learning
- the student makes independent and responsible decisions based on the framework assignment
- the student cooperates constructively in solving special pedagogical problems with other experts and his supervisor
- the student can summarize the opinions of other team members in order to apply them
- the student independently acquires additional professional knowledge, skills and general competences based on practical experience from this professional experience and its evaluation, but also by independent study of theoretical knowledge of the field
- the student can provide prepared specialized care to children, pupils and students with special educational needs, specifically with disabilities using special pedagogical methods or rehabilitation methods in cooperation with other experts
- the student can provide support and special pedagogical advice in solving problems in the development and education of children, pupils and students with special educational needs, specifically with disabilities at school and in the family
- the student can independently formulate and present the achieved results
Syllabus
  • The focus and tasks of continuous special education practice are based on the content of the study field of special education and is understood as an important part of shaping the graduate's profile. In accordance with this intention, facilities are also chosen for conducting guided practice, which provide opportunities to become familiar with various forms of educational work and to practically apply modified teaching and assessment methods in order to achieve educational goals with respect to the individual special needs of people with a disability.
  • Application of selected diagnostic tools in order to identify the special needs of persons with disabilities in the physical, psychological or social area. Formulation of conclusions of special pedagogical diagnostics. Implementation of selected re-education, compensation and rehabilitation activities using special pedagogical methods with the application of individualized and individual approaches.
Literature
    required literature
  • BASLEROVÁ, P., MICHALÍK, J., FELCMANOVÁ, L. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání: obecná část. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5717-8.
  • ČADILOVÁ, V., ŽAMPACHOVÁ, Z. Povolání: asistent pedagoga. Praha: Pasparta, 2021. ISBN 978-80-882-9097-1.
  • FONTANA, D. Sociální dovednosti v praxi. Praha: Portál, 2017. ISBN 978-80-262-1197-6.
  • KAPLÁNEK, M. a kol. Volný čas a jeho význam ve výchově. Praha: Portál, 2017. ISBN 978-80-262-1250-8.
  • PILÁT, M. Komunitní plánování sociálních služeb v současné teorii a praxi. Praha: Portál, 2015. ISBN 978-80-262-0932-4.
    recommended literature
  • ADAMUS, P. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-661-4.
  • BRUMOVSKÁ, T., MÁLKOVÁ SEIDLOVÁ, G. Mentoring: výchova k profesionálnímu dobrovolnictví. Praha: Portál, 2010. ISBN 978-80-7367-772-5.
  • KENDLÍKOVÁ, J. Vademecum asistenta pedagoga. Praha: Pasparta, 2020. ISBN 978-80-88290-50-6.
  • MÜLLER, O. a kol. Terapie ve speciální pedagogice. Praha: Grada, 2014. ISBN 978-80-247-4172-7.
  • ZIKL, P. Děti s tělesným a kombinovaným postižením ve škole. Praha: Grada, 2011. ISBN 978-80-247-3856-7.
    not specified
  • ČERNÁ, M. a kol. Česká psychopedie: speciální pedagogika osob s mentálním postižením. Praha: Karolinum, 2015. ISBN 978-80-246-3071-7.
  • GRANT, D. That‘s the Way I Think: Dyslexia, dyspraxia, ADHD and dyscalculia explained. New York, NY: Routledge, 2017. ISBN 978-1-138-12622-0.
  • JANKŮ, K. Speciální pedagogika osob s mentálním postižením: vybraná základní témata. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-640-9.
  • MATOUŠEK, O. Sociální služby – legislativa, ekonomika, plánování, hodnocení. Praha: Portál, 2011. ISBN 978-80-262-0041-3.
  • PIPEKOVÁ, J. Osoby s mentálním postižením ve světle současných edukativních trendů. Brno: MSD, 2006. ISBN 80-86633-40-3.
Assessment methods
In order to be awarded credit, the student is obliged to attend the introductory seminar to practice. As part of this continuous practice, the student will perform assistant work at the assigned workplace under the supervision of a designated worker, while keeping a pedagogical diary (portfolio). In addition to the mandatory parts relating to the characteristics of the facility and its description, the portfolio contains didactic preparation for group and individual activities (the content and scope will be specified by the head of practice).
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Information on the extent and intensity of the course: 24 hod. praxe.
The course is also listed under the following terms Accreditation winter.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2024/USPQP013