FVP:UPPVMK027 Activation and Therapies in Sp - Course Information

UPPVMK027 Activation and Therapies in Special Education

Extent and Intensity

10/0/0. 3 credit(s). Type of Completion: z (credit).

Teacher(s)

PaedDr. Irena Johanka Savková, MBA (lecturer)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)

Guaranteed by

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

Timetable

Fri 26. 9. 8:55–11:20 C207, Fri 10. 10. 9:45–13:00 C207, Fri 31. 10. 8:55–11:20 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 aim of the subject is to introduce students to the issues of therapeutic and activating approaches in the context of special education. Students will become familiar with the definition and characteristics of activating activities and therapies, their theoretical foundations, structure and organization of work, main goals, principles, and conditions for the implementation of these interventions. Attention is also given to the importance of activating and therapeutic techniques in the current education system for individuals with special educational needs and their incorporation into educational practice.

Learning outcomes

Expert Knowledge
- define and theoretically delimit activation and therapeutic approaches in the context of special education, - describe the historical development of the use of therapies and activation techniques, - explain interdisciplinary theoretical foundations and contexts of therapy application in the field of special education, - characterize psychotherapy as the starting discipline for therapeutic approaches in the education of individuals with special needs.
Expert Skills
- analyze the relationship between therapeutic approaches and ontogenetic development and apply this model within educational diagnostics, - identify and describe the methods, means, and procedures of selected therapeutic techniques, - propose and structure the goal, partial goals, and methodological framework for the implementation of activation or therapeutic activities, - assess the conditions, circumstances, and potential risks when planning and implementing therapeutic or activation interventions.
General competencies
- to express and justify the relationship between special pedagogical influence and therapeutic-activating interventions, - to describe and explain the structure and principles of methodological guidance for a specific activating or therapeutic activity, - to independently design, prepare, and present a model therapeutic or activating intervention that meets the needs of individuals with special educational needs.

Syllabus

• 1. Definition of activation activities, therapeutic methods, and approaches in special education
• Familiarization with the terminological framework and classification of activation and therapeutic approaches. Distinction between educational, rehabilitation, and therapeutic interventions in a special pedagogical context. Introduction to the systematic incorporation of these methods into support measures and individual educational plans.
• 2. Historical development of the use of therapies and activation techniques in the care of individuals with special needs
• Analysis of the development of therapeutic and activation concepts from a charitable approach to a modern multidisciplinary model. Reflection on changes in society, legislation, and professional discourse. Overview of developments in the Czech Republic and abroad.
• 3. Theoretical foundations and interdisciplinary connections of therapies in special education
• Analysis of the ontogenetic triangle as a framework for therapeutic planning. Connecting therapies with the system of psychotherapy, physiotherapy, occupational therapy, and social work. Emphasizing the bio-psycho-social model in consideration of individuals with disabilities.
• 4. Goals, intentions, and functions of activation and therapeutic interventions in the education and support of individuals with disabilities
• Specification of goals according to the type of disability and starting points of the intervention – development of functions, compensation for deficits, support for autonomy and quality of life. Differentiation between rehabilitative, educational, and psychosocial benefits. Individualization of approaches as a basis for effectiveness. 5. Stages of the therapeutic process and the role of the special educator in activation and therapeutic work
• Overview of the structure of the therapeutic process – from diagnosis through planning and implementation to evaluation of effectiveness. The role of the educator as a facilitator, methodologist, and coordinator of support. Ethical aspects including dignity, consent, and a safe framework.
• 6. Expressive therapies: art therapy, music therapy, drama therapy, dance and movement therapy
• Characteristics of individual forms of expressive therapies, their principles and techniques. Explanation of the therapeutic potential of nonverbal expression and working with emotions. Opportunities for incorporation into both school and extracurricular practice. 7. Occupational Therapy in the Context of Special Educational Support
• Presentation of occupational therapy as a means of developing independence, motor skills, and work habits. Target groups and indications within special education. Examples of good practice from inclusive and institutional environments.
• 8. Animal Therapy: Hippotherapy, Canistherapy, Felinotherapy and Their Use in Individuals with ASD and Intellectual Disabilities
• Analysis of the therapeutic influence of contact with animals – sensory regulation, motivation, relational aspects. Specifics and contraindications in the use of different species of animals. Methodological aspects of conducting animal therapy with children with autism and intellectual disabilities. 9. Basic stimulation and multisensory concepts (e.g. snoezelen) in working with students with severe and combined disabilities
• Description of the concept of basic stimulation and the principles of snoezelen as an environment for sensory tuning and communication. The use of touch, rhythm, sound, light, and movement to establish contact, stabilize, and support neurodevelopmental functions.
• 10. Choosing therapies and activation approaches with regard to the type and degree of disability and individual needs
• Criteria for selecting suitable interventions – age, type of disability, cognitive and sensory abilities, cultural context. Functional diagnostics as a basis for a personalized support plan. Interdisciplinary collaboration in the decision-making process.
• 11. Therapy and activation activities as part of the education of students with severe multiple disabilities
• Options for sensory activation, structured work with the body, use of rituals and natural situations to support learning and perception. Cooperation with teaching assistants, physiotherapists, and families. Alternative and augmentative strategies. 12. Reflection and evaluation of therapeutic and activation interventions in the context of school practice
• Forms and tools for assessing effectiveness – case studies, observational scales, educational documentation. The importance of team supervision, planning changes, and adapting approaches. Ethical principles of evaluation for vulnerable groups.

Literature

required literature
• JANKŮ, K. Aktivizační činnosti a terapie ve speciální pedagogice. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.2022.
• JANKŮ, K. Multismyslové koncepty ve speciální pedagogice. Distanční studijní text. Opava: Slezská univerzita v Opavě, Fakulta veřejných politik v Opavě, 2022.
• SAVKOVÁ, I. J., GEJDOŠ, M. Koncept Bazální stimulace. In: Disputationes scientificae Universitatis catolicae in Ružomberok. Ružomberok: VERBUM – vydavateľstvo KU, 2017, roč. 17, č. 4/A, s. 103-110. ISSN 1335-9185.
• SEIDL, Z. Neurologie pro studium i praxi. 3., zcela přepracované vydání. Praha: Grada Publishing, 2023. ISBN 978-80-271-3710-7.
• JANKŮ, K. Terapie ve speciální pedagogice – zaměření na osoby s těžkým postižením. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-326-2.
• CALDWELL, P., HORWOOD, J. Intenzivní interakce a senzorická integrace: u osob s PAS. Praha: Portál, 2022. ISBN 978-80-262-1890-6.

recommended literature
• SAVKOVÁ, I. J., FRANIOK, P. Development of sensory perception in pupils with severe menatal disorders and mutliple disabilities. Proceedings of In ternational Conference Educational Challenges in Centra Europe fakulty of Arts, Palacký University Olomouc,
• RADKIN, Honzák. Emoce: od A do P. Galén, 2020. ISBN 978-80-7492-517-7.
• VOLEMANOVÁ, M. Přetrvávající primární reflexy: opomíjený faktor problémů učení a chování. 2. rozšířené vydání. Statenice: INVTS, 2022. ISBN 978-80-907369-0-0.
• FERTAĽOVÁ, Terézia a ONDRIOVÁ, Iveta. Demence: nefarmakologické aktivizační postupy. Grada, 2020. ISBN 978-80-271-1463-4.
• FICOVÁ, L. Hry na rozvoj dílčích funkcí u dětí: optické a akustické vnímání, jemná motorika a prostorová orientace. Pedagogika. Praha: Grada, 2020. ISBN 978-80-271-1045-2.
• BLYTHE, S., G. Reflexes, movement, learning and behaviour. Gloucestershire: hawthorn press, 2023. ISBN 978-1-912480-78-4.

not specified
• POLÁKOVÁ, Petra. Jak rozvíjet pohyb, emoce a smysly: pozorné a spokojené dítě. Praha: Grada, 2019. ISBN 978-80-271-0760-5.
• JANKŮ, K. a JANKŮ E. Methodological support for the use of Snoezelen in the education of special elementary schools pupils. 1. vyd. Opava: Fakulta veřejných politik v Opavě, 2023 JANKŮ, K. (ed.), SMROKOWSKA-REICHMANN, A., RIBES CASTELLS, R. a JOSÉ CID RO
• ZEZULKOVÁ, Eva a JANKŮ, Kateřina (ed.). Current questions of special education: parental resilience and support in raising children with special needs. Opava: Silesian University in Opava, 2023. ISBN 978-80-7510-567-7.
• SAVKOVÁ, I. J. Holistic music therapy as one of thepreventive activities min pupils with problém behavior. Social pathology prevention, Silesian Univerzity Faculty of public policies in Opava, volume VII/ISSUE1, 2021, ISSN 2464-5877, ISSN 2464-5885. SKU
• BAZALOVÁ, B., Psychopedie. Praha: Grada, 2023. ISBN: 978-80-271-3725-1.
• WESTMAN KOCÁBOVÁ, M. Arteterapie: od individuální zkušenosti ke kolektivním souvislostem. Praha: Euromedia Group, 2023. ISBN 978-80-242-8780-5.
• KOKOT S. A neurodevelopmental approach to learning disabilities: diagnosis and treatment, London: Routlege, 2023. ISBN 978-02-0396-270-1.
• KOLÁŘ, P. Rehabilitace v klinické praxi. Druhé vydání. Praha: Galén, 2020. ISBN 978-80-7492-500-9.

Teaching methods

Constructivist-oriented teaching methods:- working with case studies,- guided group discussion and reflection,- problem-based learning (solving practical situations from practice),- working with authentic materials (recordings, video clips, descriptions of practice),- practicing model situations and interventions,- independent work with professional literature and its application,- support for self-reflection and professional awareness.

Assessment methods

Teamwork – active collaboration of students on assigned tasks within the group, emphasizing knowledge sharing and practical application of theoretical knowledge.
Homework – independent processing of thematically focused tasks that support the consolidation and expansion of the material discussed.
Completion of partial team tasks – ongoing preparation of specific parts of a larger project or task that subsequently serve for the final presentation.
Development and presentation of a specific activation activity – creation and defense of a PowerPoint presentation focused on a specific activation or therapeutic method, including its theoretical and practical analysis.
Submission of outputs to the electronic Submission Portal – submission of completed works and presentations through the university system for feedback and evaluation.
Note for students on foreign mobility:
Evaluation is carried out in the form of completing partial tasks and sending the PowerPoint presentation to the electronic Submission Portal.

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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