UPPVMP009 Special Education of Children with Behavioural Disorders

Faculty of Public Policies in Opava
Summer 2024
Extent and Intensity
13/13/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Mgr. Michaela Šedá, Ph.D. (lecturer)
PhDr. Mgr. Michaela Šedá, Ph.D. (seminar tutor)
Guaranteed by
doc. PhDr. et PhDr. Martin Kaleja, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.
Timetable
each odd Tuesday 8:05–9:40 C312, except Tue 26. 3., except Tue 9. 4. ; and Tue 16. 4. 8:05–9:40 C312, Tue 30. 4. 8:05–9:40 C312
  • Timetable of Seminar Groups:
UPPVMP009/A: each odd Tuesday 11:25–13:00 C201, except Tue 26. 3., except Tue 9. 4. ; and Tue 16. 4. 11:25–13:00 C201, Tue 30. 4. 11:25–13:00 C201, M. Šedá
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 course objective is to provide the necessary basic theoretical knowledge of the special education discipline of ethopedics, outline the historical and interdisciplinary contexts of the society in relation to integrative and inclusive education of pupils with behavioural problems and conduct disorder. By its content, the course clarifies the current legislation on the relevant issues that relate to the thematic clusters mentioned below. It provides an overview of the concept of institutional care, familiarity with strategic and methodological documents relating to target groups of the discipline. Etopedical terminology, classification and description of key categories, subjects and objects are incorporated into the course content.
Learning outcomes
Professional Knowledge:
- students know the importance of ethopedic special education and its anchoring in the science system, they know the subject, purpose and extent of it
- students master ethopedic terminology and are well versed in the subjects and objects of special educational care
- students are well versed in the discipline of historiography and know its main representatives, including their social contribution
Professional Skills:
- students can theoretically differentiate basic categories of behaviour on an elementary level, they can describe and explain certain connections
- students can describe contextual framework of disorders, problems in behaviour, including etiology, causality and other contexts
- students can diversify etiology and basic symptomatology of disorders and problem behaviour
General qualification:
- students are familiar with professional sources and can handle short academic texts on the topic whose conclusions have a clear predictive value critically
- students can process an extract of key findings of the studied work independently, they can create book conspecti and formulate the main conclusions relevant to the topic they are dealing with
Syllabus
  • 1. Special pedagogy of children with behavioural disorders as a special education discipline: concept, importance, subject.
  • 2.-3. Special pedagogy of children with behavioural disorders and its conception in the Czech Republic and in the world.
  • 4.-5.General philosophical and pedagogical approaches of the society to persons with behavioural disorders.
  • 6. Approaches of special educational to persons with behavioural disorders.
  • 7. Terminological bases and interdisciplinarity of special pedagogy children with behavioural disorders.
  • 8. Interdisciplinarity of special pedagogy of children with behavioural disorders. Classification of subjects and objects.
  • 9. Special pedagogy of children with behavioural disorders, causality, contextual and definitional framework behavioural disorders.
  • 10. Special pedagogy of children with behavioural disorders, causality, contextual and definitional framework of problem behaviour.
  • 11. Special pedagogy of children with behavioural disorders, causality, contextual and definitional framework of risk behaviour.
  • 12. Revision of curriculum.
Literature
    required literature
  • KALEJA, M. Teorie a praxe etopedie. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-419-1.
  • KALEJA, M. Základy etopedie. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-271-5.
  • KALEJA, M. Etopedická propedeutika v inkluzivní speciální pedagogice. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-396-5.
  • KALEJA, M., ZEZULKOVÁ, E. School Education of Roma Socially Disadvantaged Pupils in the Czech Republic: Basic Description of the Current Situation. Ostrava: University of Ostrava, 2014. ISBN 978-80-7464-629-4.
  • KVITOVÁ, J., PUGNEROVÁ, M. Přehled poruch psychického vývoje. Praha: Grada, 2016. ISBN 978-80-247-5452-9.
  • KYUCHUKOV, H., KALEJA, M., SAMKO, M. (Eds.) Roma 01: Linguistic, Cultural, and Educational Issues of Roma. München: LINCOM GmbH, 2014. ISBN 978-3862885824.
  • UHLÍKOVÁ, P., GOETZ, M. ADHD Porucha pozornosti s hyperaktivitou. Praha: Galen, 2010. ISBN 978-80-7262-630-4.
  • ŘÍČAN, P., JANOŠOVÁ, P. Psychologie školní šikany. Praha: Grada, 2016. ISBN 978-80-247-2992-3.
  • MARTÍNEK, Z. Agresivita a kriminalita školní mládeže. Praha: Grada, 2015. ISBN 978-80-247-5309-6.
    recommended literature
  • KALEJA, M., PREČUCHOVÁ-ŠTEFANOVIČOVÁ, A., ŠULOVSKÁ, M., SMETANOVÁ, D. Prejavy správania u vybraných skupín žiakov základnych škôl. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-89726-17-2.
  • ČERNÍKOVÁ, V. Sociální ochrana. Praha: Policejní akademie, 2005. ISBN 80-7251-207-2.
  • HÁLA, J. Úvod do teorie a praxe vězeňství. České Budějovice: Vysoká škola evropských a regionálních studií, 2005. ISBN 80-86708-05-5.
  • JŮZL, M. Penitenciaristika a penologie II. Brno: IMS Brno, 2013. ISBN 978-80-87-182-34-5.
    not specified
  • ADAMUS, P., FRANIOK, P., KALEJA, M., ZEZULKOVÁ, E. Vzdělávací strategie v edukaci vybraných skupin žáků se speciálními vzdělávacími potřebami. Ostrava: Ostravská univerzita, 2015. ISBN 978-80-7464-798-7.
  • 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.
  • KALEJA, M. (Ne)připravený pedagog a žák z prostředí sociální exkluze. Opava: Slezská univerzita v Opavě, 2015. ISBN 978-80-7510-160-0.
  • KALEJA, M., PREČUCHOVÁ-ŠTEFANOVIČOVÁ, A., ŠULOVSKÁ, M. Problémové správanie verzus poruchy správania u žiakov základnych škôl. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-89726-18-9.
  • ROSEN, L. H. Bullying in School. Palgrave Macmillan, 2017. ISBN 978-1137598929.
  • JANKŮ, K. Etopedie. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
100% attendance at seminars, processing of assigned tasks and their presentation. A written test. 70% of correct answers are required to pass the course.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
The course is also listed under the following terms Winter 2019, Accreditation summer, Summer 2021, Summer 2022, Summer 2023, Summer 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2024/UPPVMP009