Professional knowledge:

• The student explains the principles, historical background, and theoretical concepts of project-based learning;
• The student describes the specific features of project-based learning in the environment of special primary schools and its relationship to the Framework Educational Programme for Special Primary Schools (RVP ZŠS);
• The student understands the principles of differentiation, individualization, and inclusion in project design;
• The student knows the methods of evaluation and reflection in project-based learning.

Professional skills:

• The student designs and implements project-based learning in the environment of a special primary school;
• The student sets project objectives in accordance with the Framework Educational Programme for Special Primary Schools (RVP ZŠS) and the individual educational needs of pupils;
• The student adapts teaching methods and materials according to the type of pupils’ disabilities;
• The student coordinates teamwork and group work of pupils;
• The student applies elements of augmentative and alternative communication;
• The student prepares and evaluates project documentation (evaluation tables, reflections, portfolios).

Professional competencies:

• The student integrates theoretical knowledge from didactics and special education into the design of project-based learning;
• The student acts creatively and responsibly in the preparation and implementation of teaching;
• The student applies ethical and professional principles in working with pupils with special educational needs;
• The student supports cooperation, inclusion, and social integration of pupils;
• The student demonstrates the ability of self-reflection and planning of professional development.