SP25PK032 Professional Practice IV

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
0/0/320. 16 credit(s). Type of Completion: z (credit).
Guaranteed by
Mgr. et Mgr. Andrea Silberová, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: doc. Mgr. Eva Zezulková, Ph.D.
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
Objectives: Acquiring professional knowledge and skills in assistance related to the preparation of collective special educational training, preventive, educational and activation programs in order to support the personal development of people with disabilities across age categories in the areas of physical, mental or social. Registration and analysis of specific manifestations of verbal and non-verbal communication of people with disabilities in the context of pedagogical and social communication in order to apply appropriate communication strategies. Practical application of appropriate communication strategies. Emphasis will be placed on the application of selected means of orientational special educational diagnostics. Attention will be paid to the practical application of individualized approaches, risk analysis and derivation of special educational measures.
Learning outcomes
Learning outcomes: Professional knowledge: - the student characterizes the variables influencing the socialization of people with disabilities - the student is able to design educational and activation activities in the context of comprehensive personality development - the student applies appropriate communication strategies in the context of social communication - the student verifies selected special educational methods and approaches Professional skills: - the student implements selected educational and activation activities - the student registers specific manifestations resulting from disabilities - the student analyzes the data obtained and derives special educational measures General competencies: - the student has knowledge of biological conditionality and social determination in the broader context of the development and formation of the human personality - the student is able to explain the importance of theoretical knowledge of pedagogy, special education, psychology and psychopathology for the practical activities of a special educator
Syllabus
Content: 1. Content structure of the portfolio: case study of a selected student/person, describing the course of education/personal development during the relevant school year, orientation diagnostics using the orientation diagnostic observation record sheet, description of modified methods/individualized approaches, preparation of selected individual/collective educational and activation activities (goals, tasks, methods, course, evaluation, self-reflection), recording of the course of implementation of selected educational and activation activities using the elements of individualized approaches (description of own assistant activities), description of the applied communication strategy, risk analysis, special pedagogical measures 2.-12. Continuous assistant practice
Literature
    required literature
  • FONTANA, D. Sociální dovednosti v praxi. Praha: Portál, 2017. ISBN 978-80-262-1197-6.
  • KAPLÁNEK, M. a kol. Volný čas a jeho význam ve výchově. Praha: Portál, 2017. ISBN 978-80-262-1250-8.
  • ČADILOVÁ, V., ŽAMPACHOVÁ, Z. Povolání: asistent pedagoga. Praha: Pasparta, 2021. ISBN 978-80-882-9097-1.
  • KENDÍKOVÁ, J. Asistent pedagoga. Praha: Raabe, 2017. ISBN 978-80-7496-349-0.
  • BASLEROVÁ, P., MICHALÍK, J., FELCMANOVÁ, L. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání: obecná část. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5717-8.
    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. Hradec Králové: Gaudeamus, 2009. ISBN 978-80-7435-026-9.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. Inkluzivní vzdělávání v podmínkách současné české školy. Brno: Masarykova univerzita, 2010. ISBN 978-80-210-5383-0.
  • MATOUŠEK, O. Sociální služby – legislativa, ekonomika, plánování, hodnocení. Praha: Portál, 2011. ISBN 978-80-262-0041-3.
  • ZIKL, P. Využití ICT u dětí se speciálními potřebami. Praha: Grada, 2011. ISBN 978-80-247-3852-9.
    not specified
  • ADAMUS, P. Strategie uplatňované v edukaci žáků s poruchami autistického spektra. Ostrava: Montanex, 2016. ISBN 978-80-7225-436-1.
  • BENDOVÁ, P., ZIKL, P. Dítě s mentálním postižením ve škole. Praha: Grada, 2011. ISBN 978-80-247-3854-3.
  • D‘HAEM, J. Inclusion: The Dream and the Reality Inside Special Education. Lanham, Maryland: Rowman & Littlefield Publishers, 2016. ISBN 978-1-4758-2487-2.
  • BRUMOVSKÁ, T., MÁLKOVÁ SEIDLOVÁ, G. Mentoring: výchova k profesionálnímu dobrovolnictví. Praha: Portál, 2010. ISBN 978-80-7367-772-5.
Assessment methods
Participate in an introductory seminar on the professional practice subject, carry out ongoing practice according to the schedule set by the subject teacher, collect the necessary data for the portfolio content, prepare the portfolio according to the specified structure
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
  • Enrolment Statistics (recent)
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