SP25PK053 Interactive and Robotic Tools in the Education of Students with Intellectual Disabilities

Faculty of Public Policies in Opava
Winter 2026
Extent and Intensity
6/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Petra Poláčková (lecturer)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
Mgr. Eva Janků
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable
Fri 13. 11. 13:05–15:30 C306, Fri 27. 11. 8:05–10:30 C206
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K) && 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 course is to introduce students to the possibilities of effectively integrating interactive and robotic tools into educational activities for pupils with intellectual disabilities. Students will learn how to appropriately apply these tools in teaching based on various criteria. They will become familiar with creative ways of using the tools to develop literacy, mathematical concepts, problem-solving skills, and algorithmic thinking. The course will also develop students’ ability to design and implement simple educational activities using these tools.
Learning outcomes

Professional Knowledge:

  • knowledge of the categorization of interactive and robotic tools used with pupils with intellectual disabilities
  • knowledge of various criteria for assessing the suitability of tools used in the education of pupils with intellectual disabilities
  • knowledge of various possibilities for organizing teaching and forms of work in connection with the integration of interactive and robotic tools into the education of pupils with intellectual disabilities
  • knowledge of the functions of interactive and robotic tools in individual areas of learning for pupils with intellectual disabilities

Professional Skills:

  • ability to operate the most commonly used interactive and robotic tools in the education of pupils with intellectual disabilities
  • ability to appropriately select tools according to the individual needs of pupils with intellectual disabilities
  • ability to appropriately set tasks using the tools, focusing on individual areas of learning for pupils with intellectual disabilities

Professional Competences:

  • the student is able to purposefully apply their knowledge and skills concerning the special needs of pupils with intellectual disabilities when using, supporting, and selecting interactive and robotic tools
  • the student is able to independently decide on appropriate support for a particular pupil with an intellectual disability through the use of interactive and robotic tools
  • the student is able to provide care and support in ensuring the availability and appropriate use of interactive and robotic tools for an individual pupil
Syllabus
1. Categories of interactive and robotic tools in the context of special education and criteria for assessing their suitability.
2. Organization of work and forms of activities involving interactive and robotic tools in special schools.
3. The benefits of interactive and robotic tools in the learning areas of pupils with intellectual disabilities (cognitive, communication, motor, social, and practical areas).
4–6. Practical demonstrations – Code-a-Pillar and Pillar, Bee-Bot, Ozobot, Sphero BOLT, selected applications: Book Creator, SoundingBoard, GoTalk, etc.
Literature
    required literature
  • KOPECKÝ, Kamil, René SZOTKOWSKI, Lukáš KUBALA, Veronika KREJČÍ a Martin HAVELKA. Moderní technologie ve výuce: (o moderních technologiích ve výuce s pedagogy pro pedagogy). Olomouc: Pedagogická fakulta Univerzity Palackého v Olomouci, 2021.
  • Růžičková, Veronika; Špinarová, Gabriela (2022): Digitální technologie ve vzdělávání žáků se speciálními vzdělávacími potřebami.
  • DIGIFOLIO. Digitální gramotnost [online]. Praha: Metodický portál RVP.cz, 2022 [cit. 2025-08-21]. Dostupné z: https://digifolio.rvp.cz/view/view.php?id=13123&rate=5
  • MPSV. Strategie digitální gramotnosti ČR 2015–2020 [online]. Praha: Ministerstvo práce a sociálních věcí, 2015 [cit. 2025-08-21]. Dostupné z: https://www.mpsv.cz/web/cz/strategie-digitalni-gramotnosti-cr
  • REDECKER, Christine. Evropský rámec digitálních kompetencí pedagogů (DigCompEdu) [online]. 2018 [cit. 2025-08-21]. Dostupné z: https://ucitel21.rvp.cz/front.home/evropsky-ramec-digitalnich-kompetenci-pedagogu-digcompedu
Assessment methods

The aim of the course credit assignment is to demonstrate the ability to integrate modern technologies into teaching in a pedagogically meaningful way. Each student will independently design and develop a detailed lesson plan for one class, incorporating one of the digital tools introduced during the semester in a meaningful way.

Structure of the Submitted Assignment
Each lesson plan must be submitted in writing and must include the following sections:


  1. Lesson Context: Target group (students’ age/grade level), subject, lesson topic, and duration.


  2. Learning Objectives: Specification of what students will know, understand, or be able to do by the end of the lesson.


  3. Teaching and Learning Process (Lesson Plan): A timetable outlining the individual stages of the lesson (evocation, realization of meaning, and reflection).


  4. Integration of a Digital Tool:


    • The name of the selected tool and justification for its selection.


    • A specific description of how and when students will use the tool (e.g., independently creating a mind map or providing anonymous feedback).


    • Send the activity you have created to the following email address: zstesinska@gmail.com.


To receive course credit, all criteria must be met at the “Meets Expectations” level:


  • Pedagogical Purpose: The digital tool must not serve merely as a gimmick or an end in itself; it must demonstrably support the achievement of the stated learning objective.


  • Methodological Soundness: The lesson structure must be logical and realistic in terms of timing.


  • Formal Quality: The assignment must be clearly structured, comprehensible, and free of significant grammatical errors.

Language of instruction
Czech
Teacher's information

Face-to-face instruction and consultation hours. During their independent study, students use the study support materials and complete selected correspondence assignments. In doing so, they demonstrate their knowledge of the required literature and the content covered in the face-to-face lectures.

Students may consult individually studied course topics on an ongoing basis via email, through individual or group consultations. An e-learning course is available in the IS SU system, and a team has been created in MS Teams. These platforms also serve as additional means of communication between the instructor and students, as well as among students themselves.

Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
The course is also listed under the following terms Winter 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2026/SP25PK053