UPPVMP016 Inclusive Pedagogy

Faculty of Public Policies in Opava
Winter 2023
Extent and Intensity
13/13/0. 3 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Kateřina Janků, Ph.D. (lecturer)
Mgr. Kateřina Janků, Ph.D. (seminar tutor)
Guaranteed by
prof. PhDr. Marie Vítková, CSc.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.
Timetable
Thu 12:15–13:00 C203
  • Timetable of Seminar Groups:
UPPVMP016/A: Thu 13:05–13:50 C203, K. Janků
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P) && ROCNIK(2)
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 aim and essence of this course is to introduce the student to current trends in special pedagogy in the context of societal social and cultural change. The course includes not only theoretical laws and information about current legislative and curricular valid documents, but also knowledge that is applied in current practice and relates to direct education in various social settings, in various forms.
Learning outcomes
Expertise:
- the student characterizes the current special pedagogy in comparison with its history, its goals and current focus
- the student is familiar with the terms that are used to identify people with disabilities in the spirit of specific legal documents
- the student is able to briefly evaluate various special pedagogical strategies related to inclusion and integration
- the student is familiar with the current special pedagogical literature of domestic and partly foreign provenance
- the student knows the essence of establishing special workplaces of intervention type, can name and characterize them
Professional skills:
- the student is able to assess the degree and extent of disability according to various schemes
- the student analyzes the situation of a person with disabilities in all his important levels - biological, psychological, social, educational
- the student is able to use and apply some technical and compensatory aids
- the student is able to purposefully apply such work procedures that take into account the special needs of people with disabilities in specific situations
General competences:
- the student is familiar with the modification of special pedagogical work towards people with disabilities
- the student is able to apply knowledge from the field to the preparation of the educational process
- the student applies modifications of special pedagogical methods usable in working with people with disabilities on the basis of valid documentation of a legislative nature
Syllabus
  • 1. Educational policy of the Czech Republic, current trends in education, legislative and curricular documents.
  • 2. Inclusion and inclusive pedagogy.
  • 3. Comparison of approaches to inclusion in Czech education with current trends abroad.
  • 4. The concept of support measures in inclusive education.
  • 5. Specifics of support measures - individual educational plan, pedagogical support plan, individual educational plan, legislation and methodological measures.
  • 6. Conditions of inclusive education (personnel, organizational, psychosocial, material ...).
  • 7. Inclusive education and inclusive teaching (pupil heterogeneity, inclusive didactics, curriculum).
  • 8. Pedagogical-psychological services in inclusive education.
  • 9. Assistance in inclusive teaching.
  • 10. Conditions and risk factors of inclusive education.
  • 11. The concept of early intervention for pupils with special educational needs.
  • 12. The course of the diagnostic process in school (orientation and special pedagogical diagnostics of inclusive education).
  • 13. Individually differentiated learning approaches for pupils with special educational needs, specifics of the assessment process.
Literature
    required literature
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. et al. Strategie vzdělávání žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí základní školy. Brno: Paido, 2016. ISBN 978-80-7315-255-0.
  • BARTOŇOVÁ, M. Approaches to Students with Learning Disorders in Inclusive School Environment. Brno: Masaryk University, 2014. ISBN 978-80-210-7110-0.
  • BARTOŇOVÁ, M. Students with Intellectual Disability in Inclusive Education Settings. Brno: Masaryk University, 2014. ISBN 978-80-210-6817-9.
  • LECHTA, V. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
  • MICHALÍK, J., BASLEROVÁ, P., FELCMANOVÁ, L. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého, 2015. ISBN 978-80-244-4654-7.
  • ZILCHER, L., SVOBODA, Z. Inkluzivní vzdělávání. Efektivní vzdělávání všech žáků. Praha: Grada, 2019. ISBN 978-80-271-0789-6.
    recommended literature
  • BAYAT, M. Teaching Exceptional Children. Routledge, 2017. ISBN 978-113-8802-193.
  • JANKOVÁ, J., MORAVCOVÁ, D. Asistent pedagoga a dítě se zrakovým postižením. Praha: Pasparta, 2017. ISBN 978-80-88163-61-9.
  • KACHLÍK, P., ČERVENKA, K., VOJTOVÁ, V. et al. Inkluze jako cesta k předcházení rozvoji problémů v chování. Brno: Masarykova univerzita, 2016. ISBN 978-80-210-8509-1.
  • KALEJA, M., ZEZULKOVÁ, E. Školská inkluze versus exkluze: Vybrané kontexty vzdělávání sociálně vyloučených dětí a žáků s potřebou podpůrných opatření. Ostrava: Ostravská univerzita, 2016. ISBN 978-80-7464-840-3.
  • KENDÍKOVÁ, J., VOSMIK, M. Jak zvládnout problémy dětí se školou?: děti se speciálními vzdělávacími potřebami ve škole. Praha: Pasparta, 2016. ISBN 978-80-88163-3.
  • POTMĚŠIL, M. a kol. Sociální prostředí ve škole a inkluzivní vzdělávání. Olomouc: Univerzita Palackého, 2018. ISBN 978-80-244-5295-1.
  • ZEZULKOVÁ, E., JANKŮ, K. Team work as targeted support of inclusion in education. In ICERI 2019, 12th International Conference of Education, Research and Innovation. Seville: ICERI, 2019. s. 1803-1808. ISBN 978-84-09-14755-7.
  • ZEZULKOVÁ, E., JANKŮ, K. The partnership with parents of pupils in inclusive education. In EDULEARN 2020, 12th annual International Conference on Education and New Learning Technologies. Mallorca: IATED, 2020. s. 1180-1188. ISBN 978-84-09-17979-4.
  • ZEZULKOVÁ, E., KALEJA, M. Základní východiska edukace žáků se speciálními vzdělávacími potřebami. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-272-2.
    not specified
  • GAVENDOVÁ, N. Kognitivně-behaviorální přístupy v praxi pedagoga. Praha: Grada, 2021. ISBN 978-80-271-2501-2.
  • JEDLIČKA, R. a kol. Poruchy socializace u dětí a dospívajících. Prevence životních selhání a krizová intervence. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
  • KALEJA, M. (Ne)připravený pedagog a žák z prostředí sociální exkluze. Opava: Slezská univerzita, 2015. ISBN 978-80-7510-160-0.
  • PRŮCHA, J., KANSANEN, P. Školní vzdělávání ve Finsku. Praha: Karolinum, 2015. ISBN 978-80-246-3184-4.
  • VOSMIK, M. Inkluze a kariérové poradenství. Praha: Raabe, 2018. ISBN 978-80-7496-357-5.
  • BARTOŇOVÁ, M., VÍTKOVÁ, M. Inkluzivní pedagogika. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
80% participation in seminars, elaboration of the assigned task in the range of 10 standard pages and its presentation (formal requirements for the seminar work will be handed over at the beginning of the semester). Successful completion of the oral exam according to the evaluation indicators.
Language of instruction
Czech
Further Comments
Study Materials
The course can also be completed outside the examination period.
The course is also listed under the following terms Winter 2019, Accreditation winter, Winter 2021, Winter 2022, Winter 2024.
  • Enrolment Statistics (Winter 2023, recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2023/UPPVMP016