UPPVMK049 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
Mgr. Kateřina Janků, Ph.D.
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(1951) && 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
1. Terminology and Development of Approaches to ASD 2. Clinical Picture and Characteristic Symptoms of ASD 3. Classification and Description of Individual Autism Spectrum Disorders 4. Diagnosis and Differential Diagnosis of ASD 5. Therapeutic Approaches and Interventions for Individuals with ASD 6. Education of Children and Students with ASD 7. Special Educational Methods for Working with Students with ASD 8. Supportive Measures and Individual Educational Plans (IEPs) 9. Compensatory and Educational Aids 10.Communication Strategies and Support for Communication in Individuals with ASD 11.Social and Counseling Services for Individuals with ASD and Their Families 12.International Approaches to the Care of Individuals with ASD.
Literature
    required literature
  • STRAUSSOVÁ, Romana. Autismus a raný vývoj: od projevů k terapii. Praha: Grada, 2025. ISBN 978-80-271-5128-8.
  • ŽAMPACHOVÁ, Z., ČADILOVÁ, V. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu poruchy autistického spektra nebo vybraných psychických onemocnění. Praha: Wolters Kluwer, 2023. ISBN 978-80-7676-621-1.
  • 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.
  • 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 a 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.
  • COTTINI, L., VIVANTI, G. Autismus. Jak pracovat s dětmi a dospívajícími s poruchami autistického spektra. Logos. 2017. ISBN 978-80-906707-1-6.
  • 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-oriented teaching methods:- working with case studies,- guided group discussion and reflection,- problem-based learning (solving practical situations from practice),- working with authentic materials (recordings, video clips, descriptions of practice),- practicing model situations and interventions,- independent work with professional literature and its application,- support for self-reflection and professional awareness.
Assessment methods

Assessment methods: Teamwork, homework, completion of individual team assignments, and a reflective assignment. Once the reflective assignment has been submitted to the IS submission folder (Odevzdávárna), the student may register for the final written test. Final assessment: A written test consisting of 30 multiple-choice questions, each with four answer options and one correct answer.


Note for Erasmus students and students on international mobility programmes: Assessment consists of completing the individual assignments specified in IS and the final written test. Assessment consists of completing individual assignments as specified in the Information System (IS) and a final written test

Language of instruction
Czech
Teacher's information
In course of continuous study, students use the study material, processing it to fulfil selected correspondence assignments which will be discussed in conclusion of the course. At the exam, students demonstrate knowledge of compulsory literature and lectures of the in-person instruction. Students will be able to continuously consult the topics studied individually or in teams, via e-mail, or in consultations upon request.
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
The course is also listed under the following terms Winter 2019, Winter 2021, Winter 2022, Winter 2023, Winter 2024, Winter 2025.
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