USPQP021 Special Education I

Faculty of Public Policies in Opava
Winter 2026
Extent and Intensity
0/26/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Jana Srovnalová (seminar tutor)
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 of Seminar Groups
USPQP021/A: Mon 21. 9. 10:35–12:10 C306, Mon 5. 10. 10:35–12:10 C306, Mon 12. 10. 10:35–12:10 C306, Mon 19. 10. 10:35–12:10 C306, Mon 26. 10. 10:35–12:10 C306, Mon 2. 11. 10:35–12:10 C306, Mon 9. 11. 11:25–13:00 C306, Mon 16. 11. 11:25–13:00 C306, Mon 23. 11. 11:25–13:00 C306, Mon 30. 11. 10:35–12:10 C306, Mon 7. 12. 10:35–12:10 C306, Mon 14. 12. 10:35–12:10 C306, J. Srovnalová
Prerequisites (in Czech)
FAKULTA(1951) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(1) && !NOWANY(USPQP022 Special Education I)
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

Students will expand their knowledge of linguistic means and English terminology related to special education and the symptomatology of disabilities. They will deepen their understanding of key figures from English-speaking countries who have significantly influenced the development of special education.


Emphasis is placed on working with academic texts in English, reading comprehension, and information retrieval in relation to special education topics.


Students will also become familiar with the basics of methodology for teaching English to learners with special educational needs (SEN), including:

  • adaptation of language content,
  • multisensory approaches,
  • and the creation of teaching materials to support English language learning in inclusive practice.

The course provides an overview of terminology and methodological strategies used when working with learners with autism spectrum disorder (ASD), ADHD, speech and language disorders, specific learning difficulties, and other types of disadvantages.

Learning outcomes

After completing the course, the student will be able to:

  • use appropriate English terminology in the field of special education,
  • describe key concepts related to SEN, including ASD, ADHD, speech and language disorders, and specific learning difficulties,
  • explain basic principles of inclusive education and language support for learners with SEN,
  • identify key figures in special education from English-speaking countries and describe their contribution to the field.
  • work effectively with academic and professional texts in English related to special education,
  • search for, critically evaluate, and use English-language sources,
  • adapt English language activities for learners with SEN,
  • design simple teaching materials and activities appropriate for specific groups of learners with SEN.
  • reflect on inclusive practice in an international context,
  • apply theoretical knowledge to practical educational situations,

demonstrate greater sensitivity and professionalism when working with learners with special educational nee

Syllabus
  • Key figures in special education in English-speaking countries and their contribution in European and global context
  • Terminology in special education (general and specific); basic professional vocabulary
  • Classification of special education and comparison with terminology in English-speaking countries
  • Psychopedagogy – terminology and approaches in Czech and English contexts
  • Autism Spectrum Disorder – terminology, classification, and approaches in English-speaking countries
  • Introduction to methodology of teaching English to learners with SEN
  • Teaching English to learners with speech and language disorders – adaptation, support, strategies
  • Teaching English to learners with ASD – structured teaching, visual support, reduced language load
  • Teaching English to learners with ADHD – short activities, movement-based learning, pace regulation
  • Teaching English to learners with specific learning difficulties (e.g. dyslexia) – multisensory approaches, phonological support
  • Language activities and games for learners with SEN – adaptation of ESL methods, creation of teaching aids

    • Design of a teaching aid and sample language activity for a learner with SEN – presentation and reflection 




Literature
    required literature
  • HEWARD, W. L., ALBER-MORGAN, S. H., KONRAD, M. Exceptional Children: An Introduction to Special Education. Boston: Pearson, 2018. ISBN 978-0-13-402711-1.
  • KROUPOVÁ, K. a kol. Slovník speciálněpedagogické terminologie. Praha: Grada, 2016. ISBN 978-80-247-5264-8.
  • PEER, L., REID, G. Special Educational Needs: A Guide for Inclusive Practice. London: SAGE, 2016. ISBN 978-1-4739-0454-5.
  • PEIRANGELO, R., GIULIANI, G. A. The Educator‘s Diagnostic Manual of Disabilities and Disorders. San Francisco, CA: Jossey-Bass, 2007. ISBN 978-0-7879-7812-9.
  • REYNOLDS, C. R., VANNEST, K. J., FLETCHER-JANZEN, E. Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults Disabilities and Other Exceptional Individuals. Hoboken: Wiley & Sons, 2014. ISBN 978-0-470-94940-5
    recommended literature
  • BOWEN, C. Children's Speech Sound Disorders. Hoboken: Wiley Blackwell: 2015. ISBN 978-1-118-63402-8.
  • FRIEND, M., BURSUCK, W. D. Including Students with Special Needs: A Practical Guide for Classroom Teachers. Boston: Pearson, 2019. ISBN 978-0-13-475409-3.
  • MCLEOD, S., BAKER, E. Children‘s Speech: An Evidence-Based Approach to Assessment and Intervention. Boston: Pearson, 2016. ISBN 978-0-132-75596-2.
  • MURDOCH, B. E. Acquired Speech and Language Disorders: A Neuroanatomical and Functional Neurological Approach. Chichester: Wiley-Blackwell, 2010. ISBN 978-0-470-02567-3.
  • RIMM, S. B., SIEGLE, D., DAVIS, G. A. Education of the Gifted and Talented, Boston: Pearson, 2017. ISBN 978-0-13-382710-1.
    not specified
  • FREDERICKSON, N. Special Educational Needs, Inclusion and Diversity. Maidenhead: Open University Press, 2015. ISBN 978-0-33-526290-8.
  • HEHIR, T. New Directions in Special Education: Eliminating Ableism in Policy and Practice. Cambridge, MA: Harvard Education Press: 2005. ISBN 978-1-89179-262-5.
  • LEWIS, A., NORWICH, B. Special Teaching for Special Children? Pedagogies for Inclusion. Maidenhead: Open University Press, 2004. ISBN 978-0-335-21405-3.
  • MACBLAIN, S., LONG, L. a DUNN, J. Dyslexia, Literacy and Inclusion: Child-centred Perspectives, London: SAGE, 2015. ISBN 978-1-44629-843-5.
  • MATHIESON, K. Inclusion in the EYFS. Maidenhead: Open University Press, 2015. ISBN 978-0-33-526270-0.
  • KNAPOVÁ, L. Odborný anglický jazyk pro speciální pedagogy. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods

Language Entry Requirement: B1 level according to the Common European Framework of Reference. Requirements for Course Completion: To successfully obtain the course credit, students must fulfill the following requirements: 1) Active participation 2)Completion of ongoing assignments throughout the semester 3) Final project/ Terminology Test. Details regarding the final project requirements will be specified during the introductory session and in the interactive syllabus. 


 


Requirements for Erasmus+ Students: Monthly submission of a short report – Students must describe the model of education for children with special needs in the host country, including personal experiences if applicable. Final online presentation – Specific requirements will be outlined in the interactive syllabus.


Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
General note: Odborný anglický jazyk pro speciální pedagogy I.
The course is also listed under the following terms Winter 2023, Winter 2024, Winter 2025.
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