SP25PK030 Professional Practice III

Faculty of Public Policies in Opava
Winter 2025

The course is not taught in Winter 2025

Extent and Intensity
0/3/62. 8 credit(s). Type of Completion: z (credit).
Guaranteed by
Mgr. et Mgr. Andrea Silberová, Ph.D.
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
Objectives: The objective of the course is to acquire professional knowledge and skills in assistance related to the preparation of special pedagogical training, preventive, educational and activation programs for the personal development of people with disabilities across age categories in the areas of physical, mental or social. Registration and analysis of specific manifestations of verbal and non-verbal communication of people with disabilities in the context of pedagogical and social communication in order to apply appropriate communication strategies. Practical application of appropriate communication strategies. Emphasis will be placed on the practical application of selected means of special pedagogical diagnostics, analysis and interpretation of the results of the orientation diagnostic process. Attention will be focused on the process of planning educational and activation activities.
Learning outcomes
Learning outcomes: Professional knowledge: - the student characterizes the variables influencing the socialization of people with disabilities - the student can describe educational and activation activities in the context of comprehensive personality development - the student becomes familiar with communication strategies in the context of social communication Professional skills: - the student verifies selected orientation diagnostic tools - the student records the course of educational and activation activities - the student describes specific manifestations resulting from disabilities - the student analyzes the data obtained and compares it with theoretical knowledge General competencies: - the student has knowledge of biological conditionality and social determination in the broader context of the development and formation of the human personality - the student can explain the importance of theoretical knowledge from pedagogy, special pedagogy, psychology and psychopathology for the practical work of a special educator
Syllabus
Content: 1. Content part of the portfolio: characteristics of selected educational and activation activities, description of the implementation of selected educational and activation activities, description of specific manifestations of the student during the activity in the form of a record sheet of orientation diagnostic observation, structure of preparation for educational and activation activities, analysis of the data obtained and comparison with theoretical foundations, evaluation of orientation diagnostic observation and assistant activities 2.-12. Assistantship practice
Literature
    required literature
  • KAPLÁNEK, M. a kol. Volný čas a jeho význam ve výchově. Praha: Portál, 2017. ISBN 978-80-262-1250-8.
  • BASLEROVÁ, P., MICHALÍK, J., FELCMANOVÁ, L. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání: obecná část. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5717-8.
  • PILÁT, M. Komunitní plánování sociálních služeb v současné teorii a praxi. Praha: Portál, 2015. ISBN 978-80-262-0932-4.
  • ČADILOVÁ, V., ŽAMPACHOVÁ, Z. Povolání: asistent pedagoga. Praha: Pasparta, 2021. ISBN 978-80-882-9097-1.
  • FONTANA, D. Sociální dovednosti v praxi. Praha: Portál, 2017. ISBN 978-80-262-1197-6.
    recommended literature
  • ADAMUS, P. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-661-4.
  • UZLOVÁ, I. Asistence lidem s postižením a znevýhodněním: praktický průvodce pro osobní asistenty. Praha: Portál, 2010. ISBN 978-80-7367-764-0.
  • MÜLLER, O. a kol. Terapie ve speciální pedagogice. Praha: Grada, 2014. ISBN 978-80-247-4172-7.
  • KENDÍKOVÁ, J. Vademecum asistenta pedagoga. Praha: Pasparta, 2020. ISBN 978-80-88290-50-6.
  • BRUMOVSKÁ, T., MÁLKOVÁ SEIDLOVÁ, G. Mentoring: výchova k profesionálnímu dobrovolnictví. Praha: Portál, 2010. ISBN 978-80-7367-772-5.
    not specified
  • JANKŮ, K. Speciální pedagogika osob s mentálním postižením: vybraná základní témata. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-640-9.
  • MATOUŠEK, O. Sociální služby – legislativa, ekonomika, plánování, hodnocení. Praha: Portál, 2011. ISBN 978-80-262-0041-3.
  • GRANT, D. That‘s the Way I Think: Dyslexia, dyspraxia, ADHD and dyscalculia explained. New York, NY: Routledge, 2017. ISBN 978-1-138-12622-0.
  • PIPEKOVÁ, J. Osoby s mentálním postižením ve světle současných edukativních trendů. Brno: MSD, 2006. ISBN 80-86633-40-3.
  • ČERNÁ, M. a kol. Česká psychopedie: speciální pedagogika osob s mentálním postižením. Praha: Karolinum, 2015. ISBN 978-80-246-3071-7.
Teaching methods
Introductory tutorial for the purpose of input information (content and organizational). The teacher has scheduled regular consultations, at which the student has the opportunity for an individual consultation meeting. Communication also takes place via e-mail.
Assessment methods
Participate in the introductory seminar on the professional practice subject, carry out ongoing practice according to the schedule set by the subject teacher, collect the necessary data for the portfolio content, process and submit the portfolio according to the specified structure.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
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