SP25PP009 Special Education of Children with Behavioural Disorders

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
13/13/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Julius Kopčanský, MBA, LL.B. (lecturer)
PhDr. Julius Kopčanský, MBA, LL.B. (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
Thu 19. 2. 8:05–10:30 C201, Tue 31. 3. 8:05–10:30 C201, Tue 14. 4. 8:05–11:20 C201, Tue 28. 4. 8:05–10:30 C201
  • Timetable of Seminar Groups:
SP25PP009/A: Thu 19. 2. 10:35–13:00 C201, Thu 12. 3. 8:05–10:30 C201, Tue 31. 3. 10:35–13:00 C201, Tue 28. 4. 10:35–13:50 C201, J. Kopčanský
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P) && ROCNIK(1)
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 course is to introduce the concept of inclusive approaches to the education of individuals at risk of and with behavioral disorders. It offers an overview of the concept of institutional care, orientation in strategic and methodological documents concerning the target groups of the field. The content includes ethological terminology, description and classification of key categories, subjects and objects.
Learning outcomes
Learning outcomes: Professional knowledge: - the student knows the meaning of special pedagogy in education and its anchoring in the system of sciences, knows the subject, goal and scope of action - the student masters education terminology, is familiar with the subjects and objects of special pedagogy care Professional skills: - the student can theoretically differentiate basic categories in the field of behavior at an elementary level, can describe them and explain certain connections - the student can describe the contextual framework of a disorder, a problem in the field of behavior, including etiology, causality and other contexts General competencies: - the student is familiar with professional sources and can critically process a short professional text on a topic, the conclusions of which have a clear informative value
Syllabus
Contents: 1. Ethopedics in the system of special education 2. Target groups of ethopedics 3. Behavioral and emotional disorders (PCHE) 4. Terminology of ethopedics 5. Educational process of ethopedics 6. Classification of behavioral disorders 7. Causal factors of PCHE 8. Manifestations of a child with sPCHE 9. Individual support and guidance of a student with sPCHE 10. Support for students with behavioral disorders in an inclusive environment 11. Counseling system 12. Institutional and protective education
Literature
    required literature
  • VOJTOVÁ, V. Úvod do etopedie: texty k distančnímu vzdělávání. Brno: Paido, 2008. ISBN 978-80-7315-166-9.
  • VOJTOVÁ, V. Kapitoly z etopedie I. Přístupy k poruchám emocí a chování v současnosti. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6311-2.
  • KALEJA, M. Etopedická propedeutika v inkluzivní speciální pedagogice. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-396-5.
  • MARTÍNEK, Z. Agresivita a kriminalita školní mládeže. Praha: Grada, 2015. ISBN 978-80-247-5309-6.
  • KALEJA, M. Determinanty edukace sociálně vyloučených žáků z pohledu speciální pedagogiky. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-544-0.
    recommended literature
  • HALLBERG, Ulrika a KLINGBERG, Gunilla. Children with special needs: an overview of knowledge on disability. SpringerBriefs in social work. Cham, Switzerland: Springer, [2023]. ISBN 978-3-031-28512-7.
  • HELUS, Z. Dítě v osobnostním pojetí: obrat k dítěti jako výzva a úkol pro učitele i rodiče. Praha: Portál, 2009. ISBN 978-80-7367-628-5.
  • ČAPEK, R. Odměny a tresty ve školní praxi: kázeňské strategie, zásady odměňování a trestání, hodnocení a klasifikace, podpora a motivace žáků. Praha: Grada, 2014. ISBN 978-80-247-4639-5.
  • STRICKLAND, Sam. They Don't Behave for Me: 50 Classroom Behaviour Scenarios to Support Teachers. Melton, Woodbridge: John Catt Educational, 2023. ISBN 978-1-3983-8866-6.
  • VOJTOVÁ, V. Inkluzivní vzdělávání žáků v riziku a s poruchami chování jako perspektiva kvality života v dospělosti. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5159-1.
  • PELIKÁN, J. Pomáhat být: otevřené otázky teorie provázející výchovy. Praha: Karolinum, 2002. ISBN 978-80-246-0345-2.
  • ELLIOTT, J., PLACE, M. Dítě v nesnázích: prevence, příčiny, terapie. Praha: Grada, 2002. ISBN 80-247-0182-0.
    not specified
  • ŘÍČAN, P., JANOŠOVÁ, P. Jak na šikanu. Praha: Grada, 2010. ISBN 978-80-247-2991-6.
  • ČERVENKA, K. Sud, který nemá dno?: Potřeby dětí s poruchami emocí a chování očima výchovných profesionálů. Brno: Masarykova univerzita, 2016. ISBN 978-80-210-8138-3.
  • KAUFFMAN, J. M., LANDRUM, T. J. Characteristics of Emotional and Behavioral Disorders of Children and Youth. New York, NY: Pearson, 2018. ISBN 978-0-13-444990-6.
  • MATOUŠEK, O., MATOUŠKOVÁ, A. Mládež a delikvence: možné příčiny, struktura, programy prevence kriminality mládeže. Praha: Portál, 2011. ISBN 978-80-7367-825-8.
  • ŠOLCOVÁ, I. Vývoj resilience v dětství a dospělosti. Praha: Grada, 2009. ISBN 978-80-247-2947-3.
Teaching methods
Study tools: JANKŮ, K. Etopedie. In E-learning course for students of the Special Education study program of the Faculty of Public Policy in Opava. Opava: Silesian University in Opava, 2021.
Assessment methods
Student requirements: 100% attendance in seminars, completion of assigned tasks and their presentation. Written test. 70% correct answers are required to successfully complete the course. 


Another requirement for completing the course is mandatory IN-PERSON participation in at least two educational activities (overall for the entire semester) as recommended by the guarantor of the study programme or the lecturer (e.g., lectures, seminars, or webinars given by external experts).


Students going abroad (ERASMUS) must successfully complete a written test (see above).

Language of instruction
Czech
Further Comments
Study Materials
The course can also be completed outside the examination period.
  • Enrolment Statistics (recent)
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