UPPVMP027 Activation and Therapies in Special Education

Faculty of Public Policies in Opava
Winter 2026
Extent and Intensity
13/13/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
PaedDr. Irena Johanka Savková, MBA (lecturer)
PaedDr. Irena Johanka Savková, MBA (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
Fri 16. 10. 8:05–10:30 C306, Fri 23. 10. 8:05–9:40 C306, Fri 30. 10. 15:35–17:10 C206, Fri 6. 11. 8:05–9:40 C306, Fri 20. 11. 8:05–9:40 C306, Fri 4. 12. 8:05–9:40 C306
  • Timetable of Seminar Groups:
UPPVMP027/A: Fri 16. 10. 10:35–12:10 C306, Fri 23. 10. 9:45–11:20 C306, Fri 30. 10. 17:15–18:50 C206, Fri 6. 11. 9:45–12:10 C306, Fri 20. 11. 9:45–10:30 C306, Fri 4. 12. 9:45–12:10 C306, I. Savková
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P) && ROCNIK(3)
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 introduce students to the issues of therapeutic and activating approaches in the context of special education. Students will become familiar with the definition and characteristics of activating activities and therapies, their theoretical foundations, structure and organization of work, main goals, principles, and conditions for the implementation of these interventions. Attention is also given to the importance of activating and therapeutic techniques in the current education system for individuals with special educational needs and their incorporation into educational practice.
Learning outcomes
Expert Knowledge
- define and theoretically delimit activation and therapeutic approaches in the context of special education, - describe the historical development of the use of therapies and activation techniques, - explain interdisciplinary theoretical foundations and contexts of therapy application in the field of special education, - characterize psychotherapy as the starting discipline for therapeutic approaches in the education of individuals with special needs.
Expert Skills
- analyze the relationship between therapeutic approaches and ontogenetic development and apply this model within educational diagnostics, - identify and describe the methods, means, and procedures of selected therapeutic techniques, - propose and structure the goal, partial goals, and methodological framework for the implementation of activation or therapeutic activities, - assess the conditions, circumstances, and potential risks when planning and implementing therapeutic or activation interventions.
General competencies
- to express and justify the relationship between special pedagogical influence and therapeutic-activating interventions, - to describe and explain the structure and principles of methodological guidance for a specific activating or therapeutic activity, - to independently design, prepare, and present a model therapeutic or activating intervention that meets the needs of individuals with special educational needs.
Syllabus
  • 1. Definition of activation activities, therapeutic methods, and approaches in special education
  • Familiarization with the terminological framework and classification of activation and therapeutic approaches. Distinction between educational, rehabilitation, and therapeutic interventions in a special pedagogical context. Introduction to the systematic incorporation of these methods into support measures and individual educational plans.
  • 2. Historical development of the use of therapies and activation techniques in the care of individuals with special needs
  • Analysis of the development of therapeutic and activation concepts from a charitable approach to a modern multidisciplinary model. Reflection on changes in society, legislation, and professional discourse. Overview of developments in the Czech Republic and abroad.
  • 3. Theoretical foundations and interdisciplinary connections of therapies in special education
  • Analysis of the ontogenetic triangle as a framework for therapeutic planning. Connecting therapies with the system of psychotherapy, physiotherapy, occupational therapy, and social work. Emphasizing the bio-psycho-social model in consideration of individuals with disabilities.
  • 4. Goals, intentions, and functions of activation and therapeutic interventions in the education and support of individuals with disabilities
  • Specification of goals according to the type of disability and starting points of the intervention – development of functions, compensation for deficits, support for autonomy and quality of life. Differentiation between rehabilitative, educational, and psychosocial benefits. Individualization of approaches as a basis for effectiveness. 5. Stages of the therapeutic process and the role of the special educator in activation and therapeutic work
  • Overview of the structure of the therapeutic process – from diagnosis through planning and implementation to evaluation of effectiveness. The role of the educator as a facilitator, methodologist, and coordinator of support. Ethical aspects including dignity, consent, and a safe framework.
  • 6. Expressive therapies: art therapy, music therapy, drama therapy, dance and movement therapy
  • Characteristics of individual forms of expressive therapies, their principles and techniques. Explanation of the therapeutic potential of nonverbal expression and working with emotions. Opportunities for incorporation into both school and extracurricular practice. 7. Occupational Therapy in the Context of Special Educational Support
  • Presentation of occupational therapy as a means of developing independence, motor skills, and work habits. Target groups and indications within special education. Examples of good practice from inclusive and institutional environments.
  • 8. Animal Therapy: Hippotherapy, Canistherapy, Felinotherapy and Their Use in Individuals with ASD and Intellectual Disabilities
  • Analysis of the therapeutic influence of contact with animals – sensory regulation, motivation, relational aspects. Specifics and contraindications in the use of different species of animals. Methodological aspects of conducting animal therapy with children with autism and intellectual disabilities. 9. Basic stimulation and multisensory concepts (e.g. snoezelen) in working with students with severe and combined disabilities
  • Description of the concept of basic stimulation and the principles of snoezelen as an environment for sensory tuning and communication. The use of touch, rhythm, sound, light, and movement to establish contact, stabilize, and support neurodevelopmental functions.
  • 10. Choosing therapies and activation approaches with regard to the type and degree of disability and individual needs
  • Criteria for selecting suitable interventions – age, type of disability, cognitive and sensory abilities, cultural context. Functional diagnostics as a basis for a personalized support plan. Interdisciplinary collaboration in the decision-making process.
  • 11. Therapy and activation activities as part of the education of students with severe multiple disabilities
  • Options for sensory activation, structured work with the body, use of rituals and natural situations to support learning and perception. Cooperation with teaching assistants, physiotherapists, and families. Alternative and augmentative strategies. 12. Reflection and evaluation of therapeutic and activation interventions in the context of school practice
  • Forms and tools for assessing effectiveness – case studies, observational scales, educational documentation. The importance of team supervision, planning changes, and adapting approaches. Ethical principles of evaluation for vulnerable groups.
Literature
    required literature
  • SAVKOVÁ, I. J. Aktivizační činnosti a terapie ve speciální pedagogice 1. Teoretická východisky, plánování a evaluace. Distanční studijní text. Opava: Slezská univerzita v Opavě, Fakulta veřejných politik v Opavě,2026.
  • HADAČOVÁ, M. Aktivity pro děti s těžkým kombinovaným postižením. Praha: Portál, 2024. ISBN 978-80-262-2152-4.
  • FRIEDLOVÁ, K. Bazální stimulace podle prof. Dr.Fröhlicha. Tábor: Asociace poskytovatelů sociálních služeb ČR, 2024. ISBN 978-80-88361-40-4.
  • CALDWELL, P., HORWOOD, J. Intenzivní interakce a senzorická integrace: u osob s PAS. Praha: Portál, 2022. ISBN 978-80-262-1890-6.
  • MÜLLER, O. Terapie ve speciální pedagogice. Praha: Grada, 2014. ISBN 978-80-247-4172-7.
    recommended literature
  • BLYTHE, S., G. Reflexes, movement, learning and behaviour. Gloucestershire: hawthorn press, 2023. ISBN 978-1-912480-78-4.
  • FERTAĽOVÁ, Terézia a ONDRIOVÁ, Iveta. Demence: nefarmakologické aktivizační postupy. Grada, 2020. ISBN 978-80-271-1463-4.
  • FICOVÁ, L. Hry na rozvoj dílčích funkcí u dětí: optické a akustické vnímání, jemná motorika a prostorová orientace. Pedagogika. Praha: Grada, 2020. ISBN 978-80-271-1045-2.
  • RADKIN, Honzák. Emoce: od A do P. Galén, 2020. ISBN 978-80-7492-517-7.
  • VOLEMANOVÁ, M. Přetrvávající primární reflexy: opomíjený faktor problémů učení a chování. 2. rozšířené vydání. Statenice: INVTS, 2022. ISBN 978-80-907369-0-0.
  • VOLEMANOVÁ, M. Teoretické základy neuro-vývojové stimulace. Statenice: INVTS s.r.o., 2021. ISBN 978-80-907369-4-8.
    not specified
  • BAZALOVÁ, B., Psychopedie. Praha: Grada, 2023. ISBN: 978-80-271-3725-1.
  • JANKŮ, K. a JANKŮ E. Methodological support for the use of Snoezelen in the education of special elementary schools pupils. 1. vyd. Opava: Fakulta veřejných politik v Opavě, 2023 JANKŮ, K. (ed.), SMROKOWSKA-REICHMANN, A., RIBES CASTELLS, R. a JOSÉ CID RO
  • POLÁKOVÁ, Petra. Jak rozvíjet pohyb, emoce a smysly: pozorné a spokojené dítě. Praha: Grada, 2019. ISBN 978-80-271-0760-5.
  • SAVKOVÁ, I. J. Holistic music therapy as one of thepreventive activities min pupils with problém behavior. Social pathology prevention, Silesian Univerzity Faculty of public policies in Opava, volume VII/ISSUE1, 2021, ISSN 2464-5877, ISSN 2464-5885. SKU
  • SAVKOVÁ, Irena Johanka; Eva ZEZULKOVÁ; Veronika BOULTEROVÁ; Dita MOHELSKÁ; Magda BLAHOVÁ; Pavla MUSILOVÁ; Veronika FALTUSOVÁ; Zdeněk ČERMÁK and Alena BAZIKOVÁ. Celostní muzikoterapie v praxi pomáhajících profesí (Holistic music therapy in helping professions). 2025th ed. Opava: Slezská univerzita v Opavě, 2025, 102 pp. ISBN 978-80-7510-615-5. URL info
  • WESTMAN KOCÁBOVÁ, M. Arteterapie: od individuální zkušenosti ke kolektivním souvislostem. Praha: Euromedia Group, 2023. ISBN 978-80-242-8780-5.
  • ZEZULKOVÁ, Eva a JANKŮ, Kateřina (ed.). Current questions of special education: parental resilience and support in raising children with special needs. Opava: Silesian University in Opava, 2023. ISBN 978-80-7510-567-7.
  • ZEZULKOVÁ, E. a M. KALEJA. Základní východiska edukace žáků se speciálními vzdělávacími potřebami. Ostrava: Ostravská univerzita v Ostravě, 2013. ISBN 978-80-7464-272-2.
Teaching methods


Constructivist and experiential teaching approaches, including case studies, guided group discussions, problem-based learning, solving practical situations, working with authentic materials (records, video demonstrations, and examples from professional practice), simulation of real-life situations and selected intervention procedures, independent study of professional literature, and application of acquired knowledge. Emphasis is placed on critical thinking, self-reflection, and the development of professional competencies.

Assessment methods

Group and Individual Work – active participation and collaboration during classes, completion of practical tasks, and application of professional knowledge. These activities form part of the teaching process but are not separate requirements for obtaining course credit.


Practice Test – voluntary assessment of knowledge through an online quiz in the IS SU Information System, with unlimited attempts and professional feedback.


Credit Test – 10 questions focusing on the practical application of activation and therapeutic approaches. Students must achieve at least 8 out of 10 points to pass. A maximum of 3 attempts is permitted, and the highest score is taken into account.


Individual Reflective Assignment – an independently written paper of 2–3 standard pages combining professional knowledge with a proposal for the practical application of a selected approach and the student's personal and professional reflection. The assignment must be submitted in PDF format through the electronic Submission Folder in IS SU.


Requirements for Obtaining Course Credit – successful completion of the credit test and satisfactory completion of the individual reflective assignment. The same requirements apply to full-time and part-time students, including Erasmus students and students participating in international mobility programmes.


Detailed instructions, assessment criteria, and submission deadlines are published in the course study materials in IS SU.

Language of instruction
Czech
Teacher's information
In course of continuous study, students use the study material, processing it to fulfil selected correspondence assignments which will be discussed in conclusion of the course. At the exam, students demonstrate knowledge of compulsory literature and lectures of the in-person instruction. Students will be able to continuously consult the topics studied individually or in teams, via e-mail, or in consultations upon request.
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
The course is also listed under the following terms Winter 2019, Winter 2022, Winter 2023, Winter 2024, Winter 2025.
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