FVP:UPPVMK028 Multisensory Concepts in Speci - Course Information

UPPVMK028 Multisensory Concepts in Special Education

Extent and Intensity

10/0/0. 4 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Eva Janků (lecturer)

Guaranteed by

Mgr. Kateřina Janků, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová

Timetable

Fri 25. 10. 16:25–18:50 C202, Fri 8. 11. 16:25–18:50 C309, Fri 22. 11. 18:05–19:40 C207, Fri 29. 11. 16:25–18:00 C207

Prerequisites (in Czech)

FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K) && ROCNIK(3)

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 (programme FVP, SPEP)

Course objectives

The essence of the course is to obtain theoretical and practical information about the possibility of working with multisensory concepts, and specifically with the Snoezelen method. The whole course consists of theoretically tuned lectures, which focus on the basic principles, determinants, possibilities and characteristics of the multisensory concept Snoezelen in the Czech conditions. Students simultaneously practice in the Snoezelen demonstration room, where they obtain information about use, aids, techniques and principles of work.

Learning outcomes

Expertise:
- the student is able to define multisensory concepts in general
- the student knows the history and context of the use of multisensory work in special pedagogy and other related disciplines
- the student is familiar with the epistemological foundations of the doctrine of the concept of Snoezelen
- the student knows the possibilities of using Snoezelen
- the student is able to describe the basic planes of the Snoezelen triangle
Professional skills:
- the student is able to assess and analyze the use of the room for a particular person, or. group of people
- the student applies knowledge of didactic principles, principles and conditions of using a multisensory room in a specifically created own methodology
General competences:
- the student is able to adapt the technique, aids and environment of a multisensory room
- the student is able to assess the use of the multisensory room environment according to individual and special needs of man in a specific way

Syllabus

• 1. Definition of multisensory concepts and their usability in special pedagogy.
• 2. Characteristics of multisensory concept in general, variability of multisensory concepts, goal and intention.
• 3. The concept of Snoezelen and its epistemological basis.
• 4. Definition of the Snoezelen triangle, including a detailed description of the three planes.
• 5. A person with special needs as the first factor in Snoezelen.
• 6. Special pedagogue as a guide and manager of Snoezelen's activities.
• 7. The environment of the multisensory room, including technology, aids and all equipment.
• 8. Principles, rules, and didactic principles of work in Snoezelen.
• 9. Examples of methodological use of Snoezelen in selected specific groups of people with disabilities.
• 10. Practical exercises in a multisensory room.
• 11. Practical exercises in a multisensory room.
• 12. Practical exercises in a multisensory room.

Literature

required literature
• FILATOVA, R. Snoezelen – MSE. Frýdek – Místek: Tiskárna Kleinwachter, 2014. ISBN 978-80-905419-3-1.
• FILATOVA, R., JANKŮ, K. Snoezelen. Frýdek – Místek: Tiskárna Kleinwachter, 2011. ISBN 978-80-260-0115-7.
• JANKŮ, K. Snoezelen v teorii, v praxi a ve výzkumu. Opava: Slezská univerzita v Opavě, Fakulta veřejných politik v Opavě, 2018. ISBN 978-80-7510-335-2.
• JANKŮ, K. Terapie ve speciální pedagogice – zaměření na osoby s těžkým postižením. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-326-2.
• JANKŮ, K. Využívání metody Snoezelen u osob s mentálním postižením. Ostrava: Ostravská univerzita, 2010. ISBN 978-80-7368-915-5.

recommended literature
• DAVIES, Ch. Creating Multi-sensory Environments. Practical ideas for teaching and learning. London and New York: Routledge, 2012. ISBN 978-0-415-57329-0.
• DOHERTY-SNEDDON, G. Neverbální komunikace dětí. Jak porozumět dítěti z jeho gest a mimiky. Praha: Portál, 2005. ISBN 80-7367-043-7.
• OPATŘILOVÁ, D. Edukace osob s těžkým postižením a souběžným postižením více vadami. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6221-4.
• OPATŘILOVÁ, D. Metody práce u jedinců s těžkým postižením a více vadami. Brno: Masarykova univerzita, 2005. ISBN 978- 80-210-3819-5.
• OŠLEJŠKOVÁ, H., VÍTKOVÁ, M. et al. Východiska, podmínky a strategie ve vzdělávání žáků s těžkým postižením na základní škole speciální. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6673-1.

not specified
• FILATOVA, R. METODICKÉ LISTY – číslo 1. Snoezelen-MSE z prostředí Dětského domova bl. M. A. Kratochvílové v Řepišti. Frýdek – Místek: Tiskárna Kleinwachter, 2015.
• FILATOVA, R. Využití kompenzačních pomůcek v praxi. Frýdek – Místek: Tiskárna Kleinwachter, 2014. ISBN 978-80-260-6333-9.
• JANKŮ, E., Janků, K. Snoezelen jako podpora edukace. Metodická řada. Jaro-léto-podzim-zima. Frýdek – Místek: Tiskárna Kleinwachter, 2018.
• PAGLIANO, P. The Multisensory handbook. A guide for children and adults with sensory learning disabilities. London: David Fulton Publishers, 2012. ISBN 978-0-415-59754-8.
• PAGLIANO, P. Using a Multisensory Environment. A practical Guide for Teachers. London: David Fulton Publishers, 2001. ISBN 1-85346-716-2.
• JANKŮ, K. Multismyslové koncepty ve speciální pedagogice. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

The condition for applying for the credit is a written elaboration and creation of a methodology of work in the multisensory room Snoezelen for a person / group of people with mental disabilities. Fulfillment of continuously assigned tasks.

Language of instruction

Czech

Further comments (probably available only in Czech)

The course can also be completed outside the examination period.

Teacher's information

In course of continuous study, students use the study material, processing it to fulfil selected correspondence assignments which will be discussed in conclusion of the course. At the exam, students demonstrate knowledge of compulsory literature and lectures of the in-person instruction. Students will be able to continuously consult the topics studied individually or in teams, via e-mail, or in consultations upon request.

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