SP25PK046 Autism Spectrum Disorders

Faculty of Public Policies in Opava
Winter 2026
Extent and Intensity
9/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
PaedDr. Irena Johanka Savková, MBA (lecturer)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
PaedDr. Irena Johanka Savková, MBA
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable
Fri 16. 10. 13:55–15:30 C203, Fri 23. 10. 12:15–15:30 C203, Fri 30. 10. 8:05–10:30 C206
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && 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 prepare students for the specifics of raising and educating students with autism spectrum disorders, to create conditions for their education, and to introduce students to new trends in the education of students with autism spectrum disorders.
Learning outcomes
Expert knowledge: - The student knows the classification and characteristics of individual autism spectrum disorders and understands their symptomatology and etiology. - They are familiar with the legislative framework for the education of students with autism spectrum disorders. - They have an overview of the system of counseling and support services for children and adults with autism spectrum disorders. - They understand basic therapeutic approaches and intervention methods for individuals with autism spectrum disorders. - They know the structure and possibilities of the educational and social system in the Czech Republic in relation to individuals with autism spectrum disorders. - They are capable of working with professional texts in the field of special education, psychology, and related disciplines and utilizing them in practice. - They are familiar with the range of therapeutic approaches and support tools for individuals with autism spectrum disorders, including recognizing evidence-based methods. Professional skills: - The student is capable of identifying the special educational needs of students with ASD and applying them in the development of an individual educational plan. - They can plan, implement, and reflect on support measures in teaching students with ASD, considering their individual abilities and needs. - They apply theoretical knowledge when using special methods and forms of work (e.g., structured learning, visualization, TEACCH, AAC, etc.). - They utilize appropriate teaching aids, which they are able to independently design, create, and implement into their teaching. - They apply knowledge in the area of communication with individuals with ASD, including the use of alternative and augmentative communication. - They can provide basic counseling to legal guardians and the educational team at the school. General competencies: - The student is able to independently apply acquired theoretical knowledge in pedagogical practice and reflect on its effectiveness. - He/she is capable of effectively collaborating with a multidisciplinary team (educator, assistant, psychologist, special educator, therapist, social worker). - He/she is oriented in ethical issues related to working with individuals with autism spectrum disorders (ASD). - He/she supports inclusion and social integration of individuals with ASD within education and the wider society. - He/she is prepared to further develop professionally and monitor current trends in the field of education and support for individuals with autism spectrum disorders.
Syllabus
Contents: 1. Development and changes in approaches to childhood autism, demographic characteristics 2. Characteristic manifestations, deficits and behavior 3. Description of individual autism spectrum disorders 4. Diagnosis of autism spectrum disorders 5. Differential diagnosis 6. Intervention for individuals with autism spectrum disorders 7. Education of individuals with autism, compulsory school attendance 8. Structured learning method, TEACCH program 9. Key areas of development 10. Counseling 11. Organizations for the support of individuals with autism 12. Care for individuals with autism abroad
Literature
    required literature
  • STRAUSSOVÁ, Romana. Autismus a raný vývoj: od projevů k terapii. Praha: Grada, 2025. ISBN 978-80-271-5128-8. info
  • ŽAMPACHOVÁ, Zuzana and Věra ČADILOVÁ. Katalog podpůrných opatření: dílčí část: pro žáky s potřebou podpory ve vzdělávání z důvodu poruchy autistického spektra nebo vybraných psychických onemocnění. 3. vydání. Praha: Wolters Kluwer, 2023. ISBN 978-80-7676-621-1. info
  • GRANDIN, T. Jak to vidím já: osobní pohled na autismus a Aspergerův syndrom. Praha: Pragma, 2022. ISBN 978-80-242-7858-2.
  • CALDWELL, P., HORWOOD, J. Intenzivní interakce a senzorická integrace: u osob s PAS. Praha: Portál, 2022. ISBN 978-80-262-1890-6.
  • OSTATNÍKOVÁ, D. A KOL. Autismus od A po S. Bratislava: Ikar, 2022. ISBN 978-80-551-8129-5.
  • HRDLIČKA, M. Mýty a fakta o autismu. Praha: Portál, 2020. ISBN 978-80-262-1648-3
  • THOROVÁ, K. Poruchy autistického spektra. Praha: Portál, 2016. ISBN 978-80-262-0768-9.
    recommended literature
  • ADAMUS, Petr. Metodika práce s žáky s poruchou autistického spektra v inkluzivním vzdělávání. Ostrava: Ostravská univerzita, 2020. Metodika práce s žáky s poruchou autistického spektra v inkluzivním vzdělávání. ISBN 978-80-7599-238-3. info
  • ARENS-WIEBEL, C. Autismus. 2. vyd. Stuttgart: Kohlhammer Verlag, 2023. ISBN 978-3-17-044072-2.
  • AUTISM RESEARCH INSTITUTE. (2023). Autism Research Review International, 37 (2). (dostupné na: https://autism.org/wp-content/uploads/2023/06/ARRI_2023_Volume37_No2.pdf)
  • DUNDON, R. Mé dítě má autismus: jak o tom mluvit s ním, rodinou i okolím. Praha: Portál, 2021. ISBN 978-80-262-1835-7.
  • KARUNOVÁ, H., CIESLAR, J., FLEKAČOVÁ, L., BEDNÁROVÁ, L., PAZOURKOVÁ, L. et al. Komunikační mosty: v podpoře rozvoje osob s poruchami autistického spektra a jiných skupin jedinců s postižením. Olomouc: Univerzita Palackého v Olomouci, 2021. ISBN 978-80-24
  • KEARNEY, A. J. Jak porozumět aplikované behaviorální analýze: Úvod do ABA pro rodiče, učitele a další profesionály. 1. vydání. Praha: Pasparta, 2020. ISBN 978-80-88290-48-3.
  • PRICE, Devon. Autismus bez masky: odhalte tváře neurodiverzity a žijte autenticky. Žádná velká věda. V Brně: Jan Melvil Publishing, 2024. ISBN 978-80-7555-208-2.
  • RADKIN, Honzák. Emoce: od A do P. Galén, 2020. ISBN 978-80-7492-517-7.
    not specified
  • BALDINI, L. Aspergerův žák. Praha: Ikar, 2025. ISBN: 978-80-249-5718-0
  • CIGÁNKOVÁ, Vladimíra and Přemysl MIKOLÁŠ. Metodika integrace dětí s poruchami autistického spektra do mateřských škol: Autismus jako integrační problém a možnosti jeho řešení. Ostrava, 2016. ISBN 978-80-7225-414-9. info
  • COTTINI, L., VIVANTI, G. Autismus. Jak pracovat s dětmi a dospívajícími s poruchami autistického spektra. Logos. 2017. ISBN 978-80-906707-1-6. info
  • GRANDIN, T. Mozek autisty: myšlení napříč spektrem. Praha: Mladá fronta, 2014. ISBN 978-80-204-3115-8.
  • GRANDIN, T. Zvířata v překladu: autistická mysl jako klíč k pochopení chování zvířat. Selce: Csy, 2015. ISBN 978-80-971852-1-3.
  • HRDLIČKA, M., KOMÁREK, V. ed. Dětský autismus: přehled současných poznatků. Praha: Portál, 2014. ISBN 978-80-262-0686-6.
  • RICHMAN, S. Výchova dětí s autismem: aplikovaná behaviorální analýza. Praha: Portál, 2015. ISBN 978-80-262-0984-3.
Teaching methods

Constructivist and experiential teaching approaches, including lectures, case studies, guided group discussions, problem-based learning, analysis of practical situations, work with authentic materials and video demonstrations, practice of communication and support strategies, and independent study of professional literature.


Emphasis is placed on integrating theoretical knowledge with practical applications, providing individualised support for autistic people, fostering critical thinking and self-reflection, and developing professional competencies.

Assessment methods

Teamwork and Independent Work – Active participation and collaboration during classes, solving practical situations, working with case studies, and applying professional knowledge. These activities are an integral part of the teaching process but do not constitute a separate examination requirement.


Practice Tests – Voluntary assessment and reinforcement of professional knowledge through electronic quizzes in the Silesian University Information System (IS SU), with opportunities for repeated attempts and feedback. The results do not contribute to the final assessment.


Individual Reflective Assignment – An independent written assignment of 2–3 standard pages integrating theoretical knowledge with a proposal for individualized support for a person with autism in a specific situation. The assignment must include the student's personal and professional reflection. It must be submitted in PDF format via the electronic Submission Folder in IS SU and is assessed on a pass/fail basis.


Course Credit Test – An electronic written test administered through IS SU, consisting of 10 subject-specific multiple-choice questions, each with four possible answers, of which only one is correct. A minimum score of 7 points is required to pass.


Course Completion Requirements – Students must first submit and successfully complete the individual reflective assignment before taking the course credit test.


ERASMUS Students and Students Participating in International Mobility Programmes – The same requirements apply as for full-time and part-time students. Both compulsory components can be completed electronically through IS SU.


Detailed requirements, assessment criteria, and relevant deadlines are published in the course materials available in IS SU.


Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
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