SP25PK015 Pedagogical Diagnostics and Counseling

Faculty of Public Policies in Opava
Winter 2025

The course is not taught in Winter 2025

Extent and Intensity
9/0/0. 3 credit(s). Type of Completion: z (credit).
Guaranteed by
doc. PaedDr. Vlasta Cabanová, PhD.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: doc. Mgr. Eva Zezulková, Ph.D.
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 subject is to familiarize oneself with and learn about the dynamic cognitive process focused on individuals with disabilities in the sense of identifying their significant personality characteristics. Comprehensive knowledge of the personality in all its components, mutual relationships and connections becomes a basic condition for the implementation of special pedagogical diagnostics and subsequently support, which is based on the result of the diagnostic process and at the same time leads to a more precise diagnosis in its course. The aim is also to obtain a basic overview and basic knowledge of pedagogical diagnostics, including the psychological peculiarities of individuals/pupils. Another aim is to acquire theoretical and practical knowledge in the field of counselling. To understand the educational and teaching problems of pupils and to be able to recognize them in an orientational way. To have an overview of counselling institutions, the content of their work, especially in the pedagogical diagnostic area. To be able to apply knowledge from the field of diagnostics and counselling in school and other practice
Learning outcomes
Learning outcomes: Professional knowledge: - the student gains insight into the issues of pedagogical diagnostics - the student is familiar with the methods of pedagogical diagnostics - the student gains knowledge about the differences between diagnostics and diagnosis - the student gains an overview and application of basic diagnostic examination methods - the student is familiar with and gains an overview of the counseling system and service providers in the Czech Republic - the student becomes familiar with the issues of classroom climate and career counseling for students with special educational needs Professional skills: - the student acquires an overview of basic and additional diagnostic methods, an overview of the criteria for assessing speech development based on specific manifestations of non-verbal and verbal communication of individuals with disabilities - the student applies basic knowledge, principles and differences in diagnostics in practical activities - the student uses the acquired knowledge to determine basic intervention procedures for the comprehensive development of individuals/students - the student applies the acquired skills in comprehensive preparation in presentation activities General competencies: - the student applies knowledge, specific peculiarities in the development of an individual for his further personal development, development of communication and other cognitive functions - the student applies modification of diagnostic-intervention procedures and approaches - the student acquires basic competencies in pedagogical diagnostics and counseling - the student demonstrates knowledge of pedagogical diagnostics in cooperation in an interdepartmental framework - the student acquires knowledge in the specifics of career counseling for students in the mainstream education stream - the student acquires an overview of pedagogical diagnostic tools in education (school practice)
Syllabus
Contents: 1. Pedagogical diagnostics, terminology and introduction to the issue Areas of pedagogical diagnostics Diagnostic methods and their classification Types of pedagogical diagnostics 2. Pedagogical diagnostics and interventions Pedagogical diagnostics in the educational process Diagnostics from the perspective of individual development A comprehensive perspective in diagnostics 3. Diagnostic tools in school practice Pedagogical diagnostics focused on the class, school Pedagogical diagnostics in counseling Repetition
Literature
    required literature
  • JANDERKOVÁ, D. Pedagogická diagnostika a vybrané problémy na 1. stupni ZŠ. Praha: Raabe, 2018. ISBN 978-80-7496-389-6.
  • MERTIN, V., KREJČOVÁ, L. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer, 2016. ISBN 978-80-7552-014-2.
  • KRATOCHVÍLOVÁ, J., SYSLOVÁ, Z., FIKAROVÁ, T. Pedagogická diagnostika v MŠ. Praha, Portál 2018. ISBN 978-80-262-1324-6.
  • PORUBČANOVÁ, D. Pedagogická diagnostika v edukačnej teórii a praxi. Týn nad Vltavou: Nová Forma, 2019. ISBN 978-80-7612-137-9.
  • ŠILONOVÁ, V. Inkluzívne prístupy k edukácii detí predškolského veku. Ružomberok: Verbum, 2021. ISBN 978-80-561-0863-5.
    recommended literature
  • ALLEN, K. E., MAROTZ, L. R. Přehled vývoje dítěte od prenatálního období do 8 let. Praha: Portál, 2005. ISBN 80-7367-055-0.
  • SWIERKOSZOVÁ, J. Pedagogická diagnostika dětského vývoje pro učitele primárního vzdělávání. Ostrava: Ostravská univerzita, 2004. ISBN 80-7368-018-1.
  • MÁLKOVÁ, G. Zprostředkované učení: jak učit žáky myslet a učit se. Praha: Portál, 2009. ISBN 978-80-7367-585-1.
  • KASÁČOVÁ, B., CABANOVÁ, M. et al. Pedagogická diagnostika v teórii a aplikáciách. Banská Bystrica: Belianum, 2013. ISBN 978-80-557-0606-1.
  • HRABAL, V. st., HRABAL, V. ml. Diagnostika. Pedagogicko-psychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Univerzita Karlova, 2004. ISBN 80-246-0319-5.
  • ZELINKOVÁ, O. Pedagogická diagnostika a individuální vzdělávací program: nástroje pro prevenci, nápravu a integraci. Praha: Portál, 2011. ISBN 978-80-262-0044-4.
    not specified
  • VIKTORIN, J., VÍTKOVÁ, M. Pracovníci školního poradenského pracoviště v inkluzivním prostředí škol hlavního vzdělávacího proudu v Jihomoravském kraji. Štúdie zo špeciálnej pedagogiky. 2018, roč. 7, č. 1, s. 24-47. ISSN 2585-7363.
  • KRATOCHVÍLOVÁ, J. Systém hodnocení a sebehodnocení žáků: zkušenosti z České republiky i Evropských škol. Brno: MSD, 2011. ISBN 978-80-7392-169-9.
  • KATZ, J. Resource Teachers: A Changing Role in the Three-Block Model of Universal Design for Learning. Winnipeg: Portage & Main Press, 2013. ISBN 978-1-55379-501-8.
  • BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let. Brno: Edika, 2015. ISBN 978-80-266-0658-1.
Teaching methods
Study tools:  ODSTRČILÍKOVÁ, Y. Pedagogická diagnostika a poradenství. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Student Requirements: The condition for registering for the test is to complete the task according to the teacher's requirements.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
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