FVPAA048 Specific Learning Disability

Fakulta veřejných politik v Opavě
zima 2022
Rozsah
2/1/0. 8 kr. Ukončení: zk.
Vyučující
PhDr. Mgr. Jan Viktorin, Ph.D. (cvičící)
Garance
Mgr. Kateřina Janků, Ph.D.
Fakulta veřejných politik v Opavě
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
The aim of the course is to familiarized students with the basic terminology of specific learning disabilities from the international perspective. The main types of specific learning disabilities will be characterized. Furthermore, students will be introduced to contemporary provision provided for students with specific learning disabilities and concepts of remediation care. Students will be introduced to the factors that are crucial for efficiency of inclusive school environment.
Výstupy z učení
Student will be familiarized with the terminology of specific learning disability from international perspective. Student will be introduced to the features of selected specific learning disabilities. Student will be familiarized with the principles of provision and remediation care provided to students with specific learning disabilities. Student will be able to define key aspects affecting the inclusive school environment.
Osnova
  • The definition of the Specific Learning Disability (SLD) and connected terminology.
  • The term Dyslexia from international perspective.
  • The term Dysgraphia from international perspective.
  • The term Dysorthographia from the Czech perspective.
  • The term Dyscalculia from international perspective.
  • The concept of Dyspraxia from international perspective.
  • The term ADHD from international perspective.
  • The provisions provided for students with SLD in school environment.
  • Conditions for efficient Inclusive Education.
Literatura
    povinná literatura
  • BARTOŇOVÁ, M. Approaches to Students with Learning Disorders in Inclusive School Environment. Brno: Masaryk University, 2014. ISBN 978-80-210-7110-0.
  • FREDERICKSON, N. a CLINE, T. Special Educational Needs, Inclusion and Diversity. Berkshire: Open University Press, 2009. ISBN 978-033-5221462.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. a VRUBEL, M. Inclusion in Education for Students with Special Educational Needs from the Perspective of Research. Brno: Masaryk University, 2014. ISBN 978-80-210-7152-0.
  • FRIEND, M. a BURSUCK, W. D. Including Students with Special Needs: A Practical Guide for Classroom Teachers. Boston: Pearson, 2014. ISBN 978-0-13-217972-0.
  • HAMMEKEN, P. A. The Teacher’s Guide to Inclusive Education: 750 Strategies for Success!: A Guide for All Educators. Thousand Oaks: Corwin Press, 2007. ISBN 9781890455101.
  • HANKS, R. Common SENse for the Inclusive Classroom: How Teachers Can Maximise Existing Skills to Support Special Educational Needs. Philadelphia: Jessica Kingsley Publishers, 2011. ISBN 978-1-84905-057-9.
  • HEWARD, W. L., ALBERT-MORGAN, S. R. a KONRAD, M. Exceptional Children: An Introduction to Special Education. Boston: Pearson, 2017. ISBN 978-0-13-516042-8.
  • LOVEY, J. Supporting Special Educational Needs in Secondary School Classrooms. London: David Fulton Publishers, 2002. ISBN 1-85346-832-0.
  • SCHWEAN, V. L. a SAKLOFSKE, D. H. (ed). Handbook of Psychosocial Characteristics of Exceptional Children. New York: Kluwer Academic / Plenum Publishers, 1999. ISBN 0-306-46063-7.
Výukové metody
interactive seminar, discussion, practical examples
Metody hodnocení
active participation on lectures, assigned reading during semester
Vyučovací jazyk
Angličtina
Informace učitele
Detail information will be given at the beginning of the course by lecturer.
Další komentáře
Předmět je dovoleno ukončit i mimo zkouškové období.
Předmět je zařazen také v obdobích zima 2021, léto 2022, léto 2023, zima 2023, léto 2024.