SP25PP012 Professional Practice I

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
0/4/48. 6 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Denisa Janků (seminar tutor)
Ing. Iveta Šupíková (assistant)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable of Seminar Groups
SP25PP012/A: Mon 16. 2. 15:35–18:50 C201, D. Janků
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
Objectives: The student consolidates general pedagogical, special pedagogical and psychological knowledge by observing and registering special pedagogical processes and phenomena. He compares the observed phenomena and processes with educational constructs in the context of variables influencing the socialization of a person with a disability. He understands the mutual relationships of biological conditionality and social determination in the formation of a person's personality. The focus and tasks of the listening special pedagogical practice are based on the content of the study field of special pedagogical science and are understood as an important part of shaping the graduate's profile. In accordance with this intention, facilities for holding listening practice are also selected, across the relevant departments that deal with the issues of people with disabilities.
Learning outcomes
Learning outcomes:
Professional knowledge: 


  • the student is familiar with the conceptual documents and legislative framework of the process of social inclusion of people with disabilities in the areas of physical, mental or social
  • the student characterizes the variables influencing the socialization of people with disabilities
  • the student can describe special educational phenomena and processes 



Professional skills: 

  • the student records the conditions of educational reality in a selected facility
  • 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

Syllabus
Content: 1. Conceptual documents and legislative framework of the process of social inclusion of people with disabilities in the areas of physical, mental or social 2. Variables influencing the socialization of people with disabilities 3.-8. Special pedagogical phenomena and processes in educational reality, observation, registration 9.-12. Assistantship practice
Literature
    required literature
  • PÍŠOVÁ, M. ed. 2007. Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, 2007. ISBN 978-80-7395-024-8.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. et al. Inkluze ve škole a ve společnosti jako interdisciplinární téma. Brno: Masarykova univerzita, 2015. ISBN 978-80-210-8093-5.
  • ZEZULKOVÁ, E., JANKŮ, K., ODSTRČILÍKOVÁ, I. Učitelé versus inkluzivní vzdělávání. Opava: Slezská univerzita v Opavě, 2021. ISBN 978-80-7510-444-1.
  • ADAMUS, P., ZEZULKOVÁ, E., KALEJA, M., FRANIOK, P. Inkluzivní vzdělávání v kontextu proměn českého školství. Ostrava: Ostravská univerzita, 2016. ISBN 978-80-7464-884-7.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. Inkluzivní vzdělávání v podmínkách současné české školy. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5383-0.
  • 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.
    recommended literature
  • SLOWÍK, J. Inkluzivní speciální pedagogika. Praha: Grada, 2022. ISBN 978-80-271-3010-8.
  • TANNENBERGEROVÁ, M. Průvodce školní inkluzí aneb jak vypadá kvalitní základní škola současnosti. Praha: Wolters Kluwer, 2016. ISBN 978-80-7552-008-1.
  • FLORIAN, L., BLACK-HAWKINS, K., ROUSE, M. Achievement and Inclusion in Schools. New York, NY: Routledge, 2017. ISBN 978-1-138-80901-7.
  • HÁJKOVÁ, V., STRNADOVÁ, I. Inkluzivní vzdělávání: teorie a praxe. Praha: Grada, 2010. ISBN 978-80-247-3070-7.
  • ZILCHER, L., SVOBODA, Z. Inkluzivní vzdělávání: efektivní vzdělávání všech žáků. Praha: Grada, 2019. ISBN 978-80-271-0789-6.
  • LECHTA, V. ed. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
Teaching methods
Further reading: Convention on the Rights of Persons with Disabilities Decree No. 72/2005 Coll., on the provision of counselling services in schools and school counselling facilities, as amended Decree No. 27/2016 Coll., on the education of pupils with special educational needs and gifted pupils, as amended Act No. 109/2002 Coll., on the provision of institutional or protective education in school facilities and on preventive educational care in school facilities and on amendments to other acts, as amended Act No. 108/2006 Coll., on social services, as amended Act No. 561/2004 Coll., on preschool, primary, secondary, higher vocational and other education, as amended
Assessment methods
Student requirements: To be awarded credit, the student is required to attend an introductory seminar on practice. The student also completes a listening practice, keeps the required records, which he/she submits to the teacher in the form of a portfolio. Submission of the portfolio according to the specified structure is a condition for awarding credit. Content structure of the portfolio: name of the facility, its function, target group of facility users, conditions for supporting the comprehensive development of facility users, description of selected special pedagogical phenomena and processes, analysis of the data obtained and comparison with theoretical bases.


Requirements for Completion for Students Undertaking a Work Placement:


The student is required to inform the course instructor that the necessary materials have been submitted in order to fulfill the requirements if the international placement is completed in an earlier semester than the Professional Practice course in which the recognition of professional practice in an educational institution will be requested.


In order to be awarded course credit, the student is required to:


  • Collect the necessary information for the portfolio (in relation to the host institution of the international placement).
  • Prepare the portfolio according to the prescribed structure.
  • Submit the portfolio (once) via the “Assignment Submission” system in the required format (.docx) and by the deadline set by the instructor, with the file named Portfolio_surname.
  • Submit the portfolio (once), prepared in an institution providing educational, developmental, and activation activities within social care services or social prevention services pursuant to Act No. 108/2006 Coll., via the course “Assignment Submission” system in the required format (.docx) and by the deadline set by the instructor, with the file named Portfolio_surname.
  • Submit the student placement evaluation – only in the case of institutions providing educational, developmental, and activation activities within social care services or social prevention services.
  • Submit confirmation of completion of the placement (attendance record) – only in the case of institutions providing educational, developmental, and activation activities within social care services or social prevention services.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
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