FVP:UPPVMK032 Professional Practice IV - Course Information

UPPVMK032 Professional Practice IV

Extent and Intensity

0/0/320. 16 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

Fri 23. 2. 16:25–18:50 C208

Prerequisites (in Czech)

FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K) && ROCNIK(3) && UPPVMK030 Professional Practice III

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

• Special Education (programme FVP, SPEP)

Course objectives

Acquisition of professional knowledge and skills in assistance related to the preparation of collective special education training, preventive, educational and motivational programmes for personal development of disabled people across all age categories in the physical, psychological or social area. Registration and analysis of specific manifestations of verbal and non-verbal communication of disabled people in the context of pedagogical and social communication in order to implement appropriate communication strategies. Practical application of appropriate communication strategies. Emphasis will be placed on the application of select means of indicative of special education diagnostics. Attention will be paid to the practical application of individualized approaches. The focus and assignments of the observation special education work experience is based on the content of the course Special education and is seen as an important part of shaping the graduate’s profile. Facilities for observation work experience are chosen in line with this objective, across relevant departments which deal with the issues of disabled people.

Learning outcomes

Expertise:
- the student implements selected educational and activation activities
- the student registers specific manifestations resulting from the disability
- the student analyzes the obtained data and derives special pedagogical measures
Professional skills:
- the student characterizes the variables influencing the socialization of people with disabilities
- the student is able to design educational and activating activities in the context of complex personality development
- the student applies appropriate communication strategies in the context of social communication
- the student verifies selected special pedagogical methods and approaches
General competences:
- the student has knowledge of biological conditionality and social determination in the broader context of human development and formation
- the student is able to explain the importance of theoretical knowledge of pedagogy, special pedagogy, psychology and psychopathology for the practical activities of a special pedagogue

Syllabus

• 1. Educational and motivational activities in a narrower sense.
• 2.-4. Structure of the preparation of selected educational and motivational activities.
• 5.-12. Practical application and evaluation of activities implemented, with an emphasis on self-reflection in assistant practice.

Literature

required literature
• 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.
• ADAMUS, P. Strategie uplatňované v edukaci žáků s poruchami autistického spektra. Ostrava: Montanex, 2016. ISBN 978-80-7225-436-1.
• BARTOŇOVÁ, M., VÍTKOVÁ, M. et al. Inkluze ve škole a ve společnosti jako interdisciplinární téma. Brno: Masarykova univerzita, 2015. ISBN 978-80-2108-093-5.
• BARTOŇOVÁ, M., VÍTKOVÁ, M. Inkluzivní vzdělávání v podmínkách současné české školy. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5383-0.
• PILÁT, M. Komunitní plánování sociálních služeb v současné teorii a praxi. Praha: Portál, 2015. ISBN 978-80-262-0932-4.
• UZLOVÁ, I. Asistence lidem s postižením a znevýhodněním. Praktický průvodce pro osobní asistenty. Praha: Portál, 2010. ISBN 978-80-7367-764-0.

recommended literature
• HÁJKOVÁ, V., STRNADOVÁ, I. Inkluzivní vzdělávání: [teorie a praxe]. Praha: Grada, 2010. ISBN 978-80-247-3070-7.
• MANĚNOVÁ, M. Učitel primárního vzdělávání ve vztahu k ICT: (výzkum současného stavu) : monografie. Hradec Králové: Gaudeamus, 2009. ISBN 978-80-7435-026-9.
• MATOUŠEK, O. Sociální služby – legislativa, ekonomika, plánování, hodnocení. Praha: Portál, 2011. ISBN 978-80-262-0041-3.
• MÜLLER, O. Terapie ve speciální pedagogice. Praha: Grada, 2014. ISBN 978-80-247-4172-7.
• ZIKL, P. Děti s tělesným a kombinovaným postižením ve škole. Praha: Grada, 2011. ISBN 978-80-247-3856-7.
• ZIKL, P. Využití ICT u dětí se speciálními potřebami. Praha: Grada, 2011. ISBN 978-80-247-3852-9.

not specified
• ADAMUS, P. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-746-4661-4.
• BENDOVÁ, P., ZIKL, P. Dítě s mentálním postižením ve škole. Praha: Grada, 2011. ISBN 978-80-247-3854-3.
• BRUMOVSKÁ, T., MÁLKOVÁ SEIDLOVÁ, G. Mentoring. Výchova k profesionálnímu dobrovolnictví. Praha: Portál, 2010. ISBN 978-80-7367-772-5.
• FONTANA, D. Sociální dovednosti v praxi. Praha: Portál, 2017. ISBN 978-80-262-1197-6.
• ČERNÁ, M. a kol. Česká psychopedie: speciální pedagogika osob s mentálním postižením. Praha: Karolinum, 2015. ISBN 978-80-246-3071-7.
• JANKŮ, K. Speciální pedagogika osob s mentálním postižením. Vybraná základní témata. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-640-9.
• KALEJA, M. ed. Inkluzivní dimenze primárního a sekundárního vzdělávání ve speciální pedagogice. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-746-4692-8.
• VALENTA, M., MÜLLER, O. Psychopedie: [teoretické základy a metodika]. Praha: Parta, 2013. ISBN 978-80-732-0187-6.
• FLORIAN, L. Achievement and Inclusion in Schools. Routledge, 2017. ISBN 978-113-8809-000.

Assessment methods

Participation in the introductory seminar to work experience. Submission of a portfolio according to the assigned structure: preparing selected collective educational and motivational activities (objectives, assignments, methods, processes, evaluation, self-reflection), record of implementation of selected educational and motivational activities, using elements of individualized approaches, description of the communication strategy applied, risk analysis, special education measures.

Language of instruction

Czech

Further comments (probably available only in Czech)

The course can also be completed outside the examination period.
Information on the extent and intensity of the course: 8T/týden = 40 hod.

Teacher's information

Introductory tutorial for the purpose of input information (content and organization). The teacher has regular consultations, at which the student has the opportunity for an individual consultation meeting. Communication also takes place via e-mail.

• Enrolment Statistics (recent)
  
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