FVP:USPQP016 Counseling and Intervention fo - Course Information
USPQP016 Counseling and Intervention for Pupils with Specific Learning Disabilities
Faculty of Public Policies in OpavaSummer 2025
- Extent and Intensity
- 13/13/0. 3 credit(s). Type of Completion: z (credit).
- Teacher(s)
- PhDr. Mgr. et Mgr. Eva Dostalová, Ph.D. (lecturer)
PhDr. Mgr. et Mgr. Eva Dostalová, Ph.D. (seminar tutor) - Guaranteed by
- doc. PhDr. Jarmila Pipeková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová - Prerequisites (in Czech)
- FAKULTA ( FVP ) && TYP_STUDIA ( N ) && 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
- Special Education of Persons with Impaired Communication Abilities (programme FVP, SPEP)
- Special Education with Focus on Education (programme FVP, SPEP)
- Course objectives
- The aim of the subject is to expand knowledge and skills in the area of counseling (within the applicable legislation and the range of services offered), diagnostics (psychological and special-pedagogical) and educational procedures aimed at mitigating, eliminating or compensating problems related to specific learning disorders.
- Learning outcomes
- Expertise:
- the student will describe the manifestations of individual types of specific learning disorders and their influence on the educational process of the student
- the student defines the services of a pedagogical-psychological counseling center intended for students with specific learning disabilities
- the student will describe the services provided to pupils with specific learning disabilities by the school counseling office and the cooperation in the multidisciplinary team at the school
Professional skills:
- the student is able to analyze pupils' risky expressions in the area of literacy skills
- the student can propose appropriate measures related to the general conditions of education of pupils with specific learning disabilities in regular classes
- the student is able to implement intervention programs for the purpose of developing partial reading and math literacy skills
General qualifications:
- the student is able to adequately reflect the special educational needs of pupils with an increased risk in the area of acquiring read and written forms of speech
- the student is able to establish cooperation with other experts in order to remove demotivating influences and determine support measures in the education of pupils with specific learning disabilities
- the student is able to search for new knowledge in the field in order to apply it to special educational programs - Syllabus
- 1. Specific learning disabilities - basic terminology
- 2. History and etiology of specific learning disabilities
- 3. Attention deficit hyperactivity disorder and its influence on education
- 4. Preschool age and partial functions
- 5. Comprehensive diagnosis of pupils at risk of developing specific learning disorders
- 6. Education of pupils with specific learning disabilities – educational path, strategies for supporting pupils with specific learning disabilities in education, factors affecting the education of pupils with specific learning disabilities
- 7. Legislative norms governing the education of pupils with specific learning disabilities
- 8. Counseling services at school and school counseling facilities, recommendations vs. report from the counseling center, pedagogical support plan vs. individual education plan
- 9. Principles of special pedagogical intervention and stimulation of partial functions in the practice of primary schools
- 10. Dyslexia, dysgraphia, dysorthography, dyscalculia and dyspraxia - compensatory procedures
- 11. Teaching foreign languages to students with specific learning disabilities
- 12. Computer and intervention programs for students with specific learning disabilities
- Literature
- required literature
- BARTOŇOVÁ, M. Specifické poruchy učení: text k distančnímu vzdělávání. Brno: Paido, 2018. ISBN 978-80-7315-266-6.
- JANDERKOVÁ, D., KENDÍKOVÁ, J., KLÉGROVÁ, J., STRNADOVÁ, I., SWIERKOSZOVÁ, J., ŽENATOVÁ, Z. SPU a ADHD. Praha: Raabe, 2016. ISBN 978-80-7496-215-8.
- JUCOVIČOVÁ, D., ŽÁČKOVÁ, H. Katalog podpůrných opatření: dílčí část pro žáky s potřebou podpory ve vzdělávání z důvodu specifických poruch učení a chování. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5714-7.
- MICHALOVÁ, Z. Specifické poruchy učení. Havlíčkův Brod: Tobiáš, 2016. ISBN 978-80-7311-166-3.
- ZELINKOVÁ, O. Poruchy učení: dyslexie, dysgrafie, dysortografie, dyskalkulie, dyspraxie, ADHD. Praha: Portál, 2015. ISBN 978-80-262-0875-4.
- recommended literature
- BABTIE, P., EMERSON, J. Dítě s dyskalkulií ve škole. Praha: Portál, 2018. ISBN 978-80-262-1304-8.
- BLAŽKOVÁ, R. Didaktika matematiky se zaměřením na specifické poruchy učení. Brno: Masarykova univerzita, 2017. ISBN 978-80-210-8673-9.
- KREJČOVÁ, L., HLADÍKOVÁ, Z. Zvládáme specifické poruchy učení: dyslexie, dysortografie, dysgrafie. Brno: Edika, 2019. ISBN 978-80-266-1400-5.
- KUCHARSKÁ, A., POKORNÁ, D., MRÁZKOVÁ, J. a kol. Třístupňový model péče (3MP) ve školách zapojených v projektu RAMPS-VIP III. Praha: Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání pedagogických pracovníků, 2014.
- ZELINKOVÁ, O. Dyspraxie: vývojová porucha pohybové koordinace. Praha: Portál, 2017. ISBN 978-80-262-1266-9.
- not specified
- AKHUTINA, T. V., PYLAEVA, N. M. Overcoming Learning Disabilities: A Vygotskian-Lurian Neuropsychological Approach. Cambridge: Cambridge University Press, 2015. ISBN 978-1-107-53165-9.
- DOSTALOVÁ, E., VIKTORIN, J. Přístupy a strategie ve vzdělávání žáků se specifickými poruchami učení na základních školách hlavního vzdělávacího proudu. Opava: Slezská univerzita, 2020. ISBN 978-80-7510-422-9.
- FRANKOVÁ, A. Prístupy k inkluzívnemu vzdelávaniu žiakov s vývinovými poruchami učenia z pohľadu učiteľov v spolupráci s externými poradenskými subjektmi a rodičmi v Slovenskej republike. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-7558-0.
- JUCOVIČOVÁ, D., ŽÁČKOVÁ, H. Školní hodnocení a žáci se specifickými poruchami učení a chování: (využitelné pro základní i střední školy). Praha: D + H, 2017. ISBN 978-80-87295-25-0.
- KREJČOVÁ, L., HLADÍKOVÁ, Z. Český jazyk a cizí jazyky: žáci se specifickými poruchami učení na 2. stupni ZŠ. Praha: DYS-centrum, 2017. ISBN 978-80-87581-10-0.
- VIKTORIN, J. Poradenství a intervence u žáků se specifickými poruchami učení. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
- Assessment methods
- Processing a case study of a student with specific learning disabilities based on the student's own experience or practice, or as specified by the teacher. Active participation in the seminar (100% attendance required). Participation in the written test is conditional on processing a case study of a student with specific learning disabilities. To pass the test, the student must achieve at least 70%.
- Language of instruction
- Czech
- Follow-Up Courses
- Further Comments
- The course can also be completed outside the examination period.
- Enrolment Statistics (Summer 2025, recent)
- Permalink: https://is.slu.cz/course/fvp/summer2025/USPQP016