SP25PK051 Tutoring of Pupils with Special Educational Needs II

Faculty of Public Policies in Opava
Winter 2025

The course is not taught in Winter 2025

Extent and Intensity
0/4/22. 4 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 course is focused on acquiring competencies to improve the effectiveness of the learning process for students with special educational needs in order to compensate for educational deficits. Students will be introduced to the process of individualizing educational goals for students with special educational needs. Attention will be paid to the individual approach to tutoring, the application of recommended teaching methods and the preparation of appropriate teaching materials. Emphasis will be placed on the process of cooperation with the school, family and non-profit organizations in tutoring.
Learning outcomes
Learning outcomes: Professional knowledge: - the student characterizes the variables influencing the learning process - the student describes special pedagogical phenomena and processes - the student explains the principles of modifying general methods in education and training with respect to the special needs of students with special educational needs Professional skills: - the student is familiar with the basic principles of pedagogical communication and modifies the conditions of the communication context - the student applies appropriate communication strategies and approaches within the framework of cooperation in tutoring students, planning the course and content of tutoring, mapping the student's learning style - the student is able to apply individualized methods and forms of work with students with special educational needs General competencies: - the student is able to analyze and record the conditions and factors of educational reality through systematic observation - the student is able to analyze and compare the data obtained from reality with theoretical knowledge - the student is able to reflect on the experience from his/her own pedagogical practice and use reflections as tools for professional learning in a targeted manner - the student is able to make independent and responsible decisions based on a framework assignment - the student is able to cooperate constructively with other experts in solving special pedagogical problems
Syllabus
Content: 1. Specifics of education of pupils with special educational needs, support measures in the education of pupils with special educational needs, work with the disadvantaged and the learning strategy of the pupil, individualized forms of work in tutoring, mapping the learning style of pupils with special educational needs, principles of individual teaching in tutoring, cooperation with the school and family in tutoring, cooperation with the tutor in planning the content of tutoring. Introduction to the content structure of the portfolio: individual tutoring plan of the pupil, preparation for tutoring, description of selected special pedagogical phenomena and processes in tutoring, analysis and reflection of tutoring results. Cooperation with the school and family in tutoring, cooperation with the tutor in planning the content of tutoring, cooperation with the family in implementing tutoring, formulation of recommendations for parents in tutoring pupils. 2.-12. Tutoring pupils, analysis, reflection
Literature
    required literature
  • ZEZULKOVÁ, E., KALEJA, M. Základní východiska edukace žáků se speciálními vzdělávacími potřebami. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-272-2.
  • MRÁZKOVÁ, J., ZAPLETALOVÁ, J. Metodika pro nastavování katalogu podpůrných opatření ve školách ve spolupráci se školskými poradenskými zařízeními. Praha: NÚV, 2014/2016. ISBN 978-80-7481-085-5.
  • KUCHARSKÁ, A., MRÁZKOVÁ, J. a kol. Metodika práce školního speciálního pedagoga. Praha: NÚV, 2014. ISBN 978-80-7481-035-0.
  • VALENTA, M., KREJČOVÁ, L., HLEBOVÁ, B. Znevýhodněný žák: deficity dílčích funkcí a oslabení kognitivního výkonu. Praha: Grada, 2020. ISBN 978-80-271-0621-9.
  • KENDÍKOVÁ, J. Asistent pedagoga. Praha: Raabe, 2017. ISBN 978-80-7496-349-0
    recommended literature
  • BENDOVÁ, P. Základy speciální pedagogiky nejen pro speciální pedagogy. Hradec Králové: Gaudeamus, 2015. ISBN 978-80-7435-422-9.
  • KENDÍKOVÁ, J. Vademecum asistenta pedagoga. Praha. Pasparta, 2020. ISBN 978-80-88290-50-6.
  • MERTIN, V., KREJČOVÁ, L. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer Česká republika, 2012. ISBN 978-80-7357-679-0.
  • BARTOŇOVÁ, M. Specifické poruchy učení: text k distančnímu vzdělávání. Brno: Paido, 2018. ISBN 978-80-7315-266-6.
  • PÍŠOVÁ, M. ed. Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, 2007. ISBN 978-80-7395-024-8.
    not specified
  • BARTOŇOVÁ, M. Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6560-4.
  • VALIŠOVÁ, A., KASÍKOVÁ, H. eds. Pedagogika pro učitele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
  • ŠVARCOVÁ, I. Mentální retardace. Vzdělání, výchova, sociální péče. Praha: Portál, 2011. ISBN 978-80-7367-889-0.
  • PILÁT, M. Komunitní plánování sociálních služeb v současné teorii a praxi. Praha: Portál, 2015. ISBN 978-80-262-0932-4.
  • SVOBODA, J., JOCHMANNOVÁ, L. Krizové situace výchovy a výuky. Praha: Triton, 2015. ISBN 978-80-7387-935-8.
Assessment methods
Participate in the introductory seminar for the subject, carry out tutoring according to the schedule, 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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