USPQP043 Projektové vyučování u žáků se SVP

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
0/26/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Ilona Bolzonella (seminar tutor)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable of Seminar Groups
USPQP043/A: No timetable has been entered into IS. I. Bolzonella
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
Course objectives

The course is focused on the theoretical, didactic, and methodological foundations of project-based learning, with an emphasis on its application in the environment of a special primary school.

Students become familiar with the principles, phases, and organizational forms of project-based learning and learn how to adapt them according to the needs of pupils with special educational needs.

Emphasis is placed on the development of creativity, cooperation, and a reflective approach of the teacher, as well as on the ability to plan, implement, and evaluate project-based teaching in accordance with the Framework Educational Programme for Special Primary Schools (RVP ZŠ speciální) and the principles of inclusion.

Learning outcomes

Professional knowledge:

  • The student explains the principles, historical background, and theoretical concepts of project-based learning;
  • The student describes the specific features of project-based learning in the environment of special primary schools and its relationship to the Framework Educational Programme for Special Primary Schools (RVP ZŠS);
  • The student understands the principles of differentiation, individualization, and inclusion in project design;
  • The student knows the methods of evaluation and reflection in project-based learning.


Professional skills:

  • The student designs and implements project-based learning in the environment of a special primary school;
  • The student sets project objectives in accordance with the Framework Educational Programme for Special Primary Schools (RVP ZŠS) and the individual educational needs of pupils;
  • The student adapts teaching methods and materials according to the type of pupils’ disabilities;
  • The student coordinates teamwork and group work of pupils;
  • The student applies elements of augmentative and alternative communication;
  • The student prepares and evaluates project documentation (evaluation tables, reflections, portfolios).


Professional competencies:

  • The student integrates theoretical knowledge from didactics and special education into the design of project-based learning;
  • The student acts creatively and responsibly in the preparation and implementation of teaching;
  • The student applies ethical and professional principles in working with pupils with special educational needs;
  • The student supports cooperation, inclusion, and social integration of pupils;
  • The student demonstrates the ability of self-reflection and planning of professional development.
Syllabus

1. Introduction to project-based learning, history, principles, and objectives.
2. Project-based learning in the context of the Framework Educational Programme for Special Primary Schools (RVP ZŠ speciální), interdisciplinary relations.
3. Phases of project-based learning – planning, implementation, evaluation, and documentation.
4. The role of the teacher and the pupil, the facilitative role of the teacher, pupil autonomy.
5. Individualization and differentiation, adaptation of activities for pupils with special educational needs.
6. Communication strategies and teamwork, cooperative learning, cooperation with the teaching assistant.
7. Interdisciplinary connections in projects, linking educational areas, cooperation with institutions.
8. Project of the National Institute of Folk Culture – We Are at Home Here.
9. Project-based learning in practice I – inclusion and social aspects, cooperation.
10. Project-based learning in practice II – discussion.
11. Preparation of the final project – consultations and finalization.
12. Evaluation and reflection – methods of assessment of pupils and the teacher.
13. Project presentations – presentation and defense of student proposals, evaluation, and discussion.

Literature
    required literature
  • LECHTA, Viktor, ed. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
  • SLOWÍK, Josef. Inkluzivní speciální pedagogika. 1st ed. Grada, 2022, 240 pp. ISBN 978-80-271-3010-8. info
  • ZILCHER, Ladislav and Zdeněk SVOBODA. Inkluzivní vzdělávání: efektivní vzdělávání všech žáků. Praha: Grada Publishing, 2019. ISBN 978-80-271-0789-6. info
    recommended literature
  • BARTOŇOVÁ, Miroslava. Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. Brno: Masarykova univerzita (MUNI Press), 2017. ISBN 978- 80-210-6560-4.
  • BARTOŇOVÁ, Miroslava a Marie VÍTKOVÁ. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. Brno: Masarykova univerzita (MUNI Press), 2018. ISBN 978-80-210-9189-4.
  • BARTOŇOVÁ, Miroslava, Alena SEDLÁČKOVÁ a Marie VÍTKOVÁ. Inkluzivní didaktika v praxi základní školy: teorie, výzkum a praxe. Brno: Masarykova univerzita (MUNI Press), 2020. ISBN 978-80-210-9585-4 (print); ISBN 978-80-210-9831-2 (e-kniha).
    not specified
  • KASÍKOVÁ, H. Kooperativní škola, kooperativní učení. Praha, Portál, 2016 978-80-262-0983-6.
  • KLÍMOVÁ, Kamila a kol. Edukace žáků se speciálními vzdělávacími potřebami v českém jazyce. 1. vyd. Brno: Masarykova univerzita (MUNI Press), 2020. ISBN 978-80-210-9834-3 (e-kniha).
  • SLOWÍK, J. Speciální pedagogika. 2., aktualizované a doplněné vydání. Praha: Grada, 2016. ISBN 978-80-271-0095-8. info
  • SCHAUEROVÁ, Alena, MAŇÁKOVÁ Magdalena. Regionální folklor do škol: manuál pro učitele. Tady jsme doma. Strážnice: Národní ústav lidové kultury, 2015. ISBN 978-80-88107-01-9.
Assessment methods

A condition for obtaining course credit is the written preparation and development of a project-based learning activity on the assigned topic and its subsequent presentation. Completion of continuously assigned tasks is required.

Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course can also be completed outside the examination period.
Teacher's information

Personal contact in teaching and consultation hours. The student completes selected correspondence assignments and at the same time demonstrates knowledge of the required literature and lectures from contact teaching. The student will be able to continuously consult individually studied course topics via e-mail, individual consultations, or group consultations.

  • Enrolment Statistics (recent)
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