USPQP026 Didactics of Special Primary School Subjects

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
13/13/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Eva Janků (lecturer)
Guaranteed by
PaedDr. Irena Johanka Savková, MBA
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová
Timetable
Fri 11. 10. 13:05–16:20 C206, Fri 29. 11. 12:15–16:20 C207
  • Timetable of Seminar Groups:
USPQP026/A: Thu 3. 10. 17:15–19:40 C204, Thu 7. 11. 17:15–19:40 C204, Thu 5. 12. 17:15–19:40 C204, E. Janků
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && 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 of the subject is to equip students with theoretical knowledge and practical skills in the area of didactics of individual subjects, methodological procedures and their application in the educational process of special primary school pupils. In the theoretical context of didactic knowledge, the content of the subject will focus on the student being able to scientifically correctly and at the same time explain to the students the social and natural phenomena that the student encounters in everyday life. Students will fully master the issue of education of special primary school pupils with an emphasis on methodology and didactic aspects of individual educational areas and disciplines.
Learning outcomes
Expertise:
- the student is able to characterize the concept of mental disability and the specifics of the education of special primary school pupils
- the student knows the legislation regarding school issues of educating pupils with moderate, severe and profound mental disabilities
- the student can describe the system of counseling services for pupils with mental disabilities
- the student can describe the specifics of the education of pupils with a more severe degree of mental disability (didactic principles, teaching methods, intervention strategies) and the psychological peculiarities of pupils with moderate, severe and profound mental disabilities
- the student can name general and innovative methods and forms of school teaching, didactic principles and the possibilities of using information technology in education
Specific expertise:
- the student can characterize the methods and forms of teaching for the education of pupils with mental disabilities based on the new findings of science
Professional skills:
- the student can define the special educational needs of pupils with mental disabilities in relation to the creation of an individual educational plan
- the student can apply teaching methods and forms of work to students with mental disabilities
- the student is able to use acquired theoretical knowledge in the teaching of pupils with a more severe degree of mental disability
- the student can use special methods and procedures within the subject didactics, which lead to equipping the student with key competencies
Specific professional skills:
- the student can independently apply didactic principles, teaching methods and forms in the educational process of special elementary school pupils
- the student is able to determine methodological procedures in the teaching of pupils with moderate, severe and profound mental disabilities, taking into account their individual capabilities
General qualifications:
- the student is able to reflect on experiences from his/her own teaching practice and use reflection as a tool for professional learning
- the student is able to independently acquire additional professional knowledge, skills and general competence based mainly on practical experience and its evaluation, but also by independent study of theoretical knowledge of the field
Syllabus
  • 1. Terminological basis of the educational process
  • 2. Special pedagogical diagnostics focusing on pupils with more severe mental disabilities
  • 3. Specifics of the educational process of students with a more severe degree of mental disability (didactic principles, teaching methods, intervention strategies), psychological peculiarities of special elementary school students
  • 4. Characteristics and specifics of the Framework educational program for the field of education, elementary special school
  • 5. Initial reading methodology, analytical-synthetic method, global reading method, social reading method
  • 6. Methodology of initial writing in special elementary school
  • 7. Methodology of speech education
  • 8. Methodological recommendations for the teaching of mathematics and its application in a special elementary school
  • 9. Alternative and augmentative communication used in the education of special primary school pupils
  • 10. Methodology of art, music, physical and work education
  • 11. ICT in the education of pupils in a special primary school
  • 12. VOKS method
Literature
    required literature
  • HANÁK, P. a kol. Zkušenosti z aplikace nových metod práce při vzdělávání žáků se speciálními vzdělávacími potřebami. Brno: Tisk Coprint, s.r.o., 2011. ISBN 978-80-254-0022-8.
  • KREJČÍŘOVÁ, O. Metodická specifika počátečního vzdělání jedinců s mentálním postižením. Olomouc: Univerzita Palackého, 2013. ISBN 978-80-244-3713-2.
  • VALENTA, M., JARMANOVÁ, J., Metodika práce asistenta pedagoga: podpora ve výtvarné výchově u žáků s mentálním postižením. Olomouc: Univerzita Palackého, 2015. ISBN 978-80-244-4718-6.
  • VALENTA, M., PETRÁŠ, P. Metodika práce se žákem s mentálním postižením. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3311-0.
  • VALENTA, M., MÜLLER, O. Psychopedie: teoretické základy a metodika. Praha: Parta, 2021. ISBN 978-80-7320-290-3.
    recommended literature
  • ADAMUS, P. Strategie uplatňované v edukaci žáků s poruchami autistického spektra. Ostrava: Montanex, 2016. ISBN 978-80-7225-436-1.
  • ADAMUS, P., VANČOVÁ, A., LŐFFLEROVÁ, M. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Ostravská univerzita, 2017. ISBN 978-80-7464-957-8.
  • MLČÁKOVÁ, R. Grafomotorika a počáteční psaní. Praha: Grada, 2009. ISBN 978-80-247-2630-4.
  • MÜLLER (ed.) O. a kol. Terapie ve speciální pedagogice. Olomouc: Univerzita Palackého, 2014. ISBN 978-80-247-4172-7.
  • OLZER, L., DRLÍČKOVÁ, S. Celostní muzikoterapie v institucionální výchově. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3323-3.
    not specified
  • BENDOVÁ, P. Alternativní a augmentativní komunikace 1. Olomouc: Univerzita Palackého, 2013. ISBN 978-80-244-3703-3.
  • KAMIŠ, K. Český jazyk a počáteční psaní na 1. stupni ZŠ a ZŠS. Praha: Univerzita Jana Amose Komenského, 2014. ISBN 978-80-7452-042-6.
  • KNAPCOVÁ, M. Výměnný obrázkový systém – VOKS. Praha: Institut pedagogickopsychologického poradenství ČR, 2006. ISBN 80-86856-14-3.
  • VALENTA, M., MICHALÍK, J., LEČBYCH, M. a kol. Mentální postižení. Praha: Grada, 2018. ISBN 978-80-271-0378-2.
  • VAN MANEN, M. Pedagogical Tact: Knowing What to Do When You Don’t Know What to Do. New York, NY: Routledge, 2015. ISBN 978-1-62958-275-7.
  • DOSTALOVÁ, E. Didaktika předmětů základní školy speciální. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Active participation 100%. Written test, 75% of correct answers are required to pass the course.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
The course is also listed under the following terms Accreditation winter.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2024/USPQP026