UPPVMD020 Speech Therapy Prevention

Faculty of Public Policies in Opava
Summer 2024
Extent and Intensity
9/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. Mgr. Eva Zezulková, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.
Timetable
Sat 6. 4. 8:05–12:10 C303, 13:05–16:20 C303
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(C) && ROCNIK(2)
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 course objective is to provide students with didactic competence to implement the principles of speech therapy prevention in the broadest sense (primary, secondary, tertiary). Attention will be paid to the application of forms and progressive methods and application of means of language development and development of speech skills, with an emphasis on intense stimulation of specific skills and cognitive functions. The issue will be addressed in terms of adoption a comprehensive approach to the development of language and speech skills, including coordination professional speech therapy.
Learning outcomes
Professional Knowledge:
- students can define the technical terminology and principles of speech therapy prevention
- students define the selected areas of speech therapy prevention
- students give reasons for the principles of a comprehensive approach to the development of language and speech skills at early and preschool age
- students are familiar with the structure of counselling services within the relevant departments
Professional Skills:
- students can apply knowledge of the support of specific skills and cognitive functions
- students accept symptoms of disability in the context of speech therapy prevention
- students implements preventive stimulus program for the development of language and speech skills
General qualification:
- students can stimulate the development of specific skills and cognitive functions to support speech and language pupils in primary education, using appropriate didactic resources
- students can independently formulate and present the results, and reflect them in their daily
- students can define the assignment of professional activities, coordinate them and bear ultimate responsibility for their results
Syllabus
  • 1. Speech therapy intervention, definition of terminology.
  • 2. Organization of speech therapy in the Czech republic, legislative framework.
  • 3. Ontogenetic development of speech.
  • 4. Comprehensive approach to the development of language and speech skills.
  • 5. Principles and speech therapy prevention.
  • 6. Specific skills and cognitive functions that support the development of speech.
  • 7. Selected areas tentative diagnosis of speech development.
  • 8. Special educational methods and forms of support for the development of language and speech skills of children.
  • 9. Didactic means of the development of speech and language.
  • 10. Communication skills of the pedagogue, speech pattern.
  • 11. Planning and implementation of activities to promote the development of natural speech.
  • 12. Revision of the curriculum.
Literature
    required literature
  • BOČKOVÁ, B., BYTEŠNÍKOVÁ, I., HORÁKOVÁ, R., KOPEČNÝ, P. Options in speech therapy intervention from an early age to adulthood. Brno: Masaryk University, 2016. ISBN 978-80-210-8411-7.
  • BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Školní zralost. Brno: Edika, 2015. ISBN 978-80-2660-793-9.
  • KLENKOVÁ, J. Logopedie. Praha: Grada, 2006. ISBN 80-247-1110-9.
  • KUTÁLKOVÁ, D. Jak připravit dítě do 1. třídy: rozvoj obratnosti, smyslové vnímání, řeč, náměty na hry, kresba, školní zralost. Praha: Grada, 2005. ISBN 80-247-1040-4.
  • LIPNICKÁ, M. Logopedická prevence v MŠ. Praha, Portál, 2013. ISBN 978-80-262-0381-0.
  • ZEZULKOVÁ, E. Vybrané faktory komunikační kompetence žáků v primárním vzdělávání. Opava: Slezská univerzita v Opavě, 2015. ISBN 978-80-7510-162-4.
    recommended literature
  • KOLLÁRIKOVÁ, Z., PUPALA, B. Předškolní a primární pedagogika: Predškolská a elementárna pedagogika. Praha: Portál, 2010. ISBN 978-80-7367-828-9.
  • PIAGET, J., INHELDER, B. Psychologie dítěte. Praha: Portál, 2010. ISBN 978-80-7367-798-5.
  • VYGOTSKIJ, L. S. Psychologie myšlení a řeči. Praha: Portál, 2004. ISBN 80-7178-943-7.
  • VYBÍRAL, Z. Psychologie komunikace. Praha: Portál, 2009. ISBN 978-80-7367-387-1.
  • ZEZULKOVÁ, E. Jazyková a komunikativní kompetence dětí s mentálním postižením. Ostrava: Ostravská univerzita, 2011. ISBN 978-80-7368-991-9.
  • ZEZULKOVÁ, E., RAKUSOVÁ, J. Výchova řeči v pedagogické praxi. Distanční text. Ostrava: Ostravská univerzita, 2011. ISBN 978-80-7368-974-2.
    not specified
  • ALLEN, K. E., MAROTZ, L. R. Přehled vývoje dítěte od prenatálního období do osmi let. Praha: Portál, 2002. ISBN 80-7178-614-4.
  • DVOŘÁKOVÁ, H. a kol. Rozvíjíme dovednosti hrubé a jemné motoriky dětí. Praha: Raabe, 2015. ISBN 978-80-7496-187-8.
  • KUTÁLKOVÁ, D. Průvodce vývojem dětské řeči. Logopedická prevence. Praha: Galén, 2009. ISBN 978-80-7262-598-7.
  • LECHTA, V. Symptomatické poruchy řeči u dětí. Praha: Portál, 2008. ISBN 978-80-7367-433-5.
  • LECHTA, V. (ed.) Základy inkluzivní pedagogiky: dítě s postižením, narušením a ohrožením ve škole. Praha: Portál, 2010. ISBN 978-80-7367-679-7.
  • PRŮCHA, J. Dětská řeč a komunikace: poznatky vývojové psycholingvistiky. Praha: Grada, 2011. ISBN 978-80-247-3603-7.
  • OTEVŘELOVÁ, H. Školní zralost a připravenost. Praha: Portál, 2016. ISBN 978-80-262-1092-4.
  • LEJSKA, M. Poruchy verbální komunikace a foniatrie. Brno: Paido, 2003. ISBN 80-7315-038-7.
  • VRBOVÁ, R. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu narušené komunikační schopnosti. Olomouc: Univerzita Palackého, 2015. ISBN 978-80-244-4648-6.
  • VRBOVÁ, R. a kol. Metodika práce asistenta pedagoga při aplikaci podpůrných opatření u žáků s narušenou komunikační schopností. Olomouc: Univerzita Palackého, 2015. ISBN 978-80-244-4475-8.
  • ZEZULKOVÁ, E. Logopedická prevence. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Presentation of a report onh speech issues is a prerequisite for signing up for to the credit test. Passing a credit test according to the evaluation indicators.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
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.
The course is also listed under the following terms Summer 2025.
  • Enrolment Statistics (recent)
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