The aim of the course is to provide basic knowledge about pupils with special educational needs, to characterize the educational context of work with students with disabilities and social disadvantages. Students will receive detailed information on the needs andspecifics of target groups of special pedagogy: children and pupils with physical, visual, hearing and mental disabilities, impaired communication skills, specific learning and behavioural disorders, combined disabilities etc. They will also be acquainted with the basic offer of special pedagogical support provided inthe inclusive education and the current role of special pedagogical centres and the system of special pedagogical educational facilities in the Czech Republic.
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (10.09.2024)
Cíl předmětu - angličtina
Understanding the basic principles of working with students with special educational needs. Understanding and ability to argue about the possibilities within the educational context of working with students with health impairments and social disadvantages. Familiarizing students with the needs and specifics of target groups in special education: children and pupils with physical, visual, hearing, and mental disabilities, communication skills disorders, specific learning and behavioral disorders, combined disabilities, etc. Understanding and ability to theoretically/practically apply the basic offerings of special pedagogical support provided within inclusive education. Understanding the current role of special pedagogical centers and the system of facilities for special pedagogical education in the Czech Republic.
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (10.09.2024)
Deskriptory - angličtina
Student's study load
Total 1/0, 2 credits (60 hours)
12 hours is direct student instruction.
Self-study: 18
Preparation for lecture: 10
Preparation for final paper: 10
Exam Preparation:10
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (10.09.2024)
Literatura - angličtina
MITCHELL, D., SUTHERLAND, D. WhatReally Works in Special and InclusiveEducation. Using Evidence-BasedTeachingStrategies.London:Routledge, 2020, ISBN 978-04-294-0192-3.
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (25.10.2020)
Požadavky ke zkoušce - angličtina
The student will prepare a comparative study assessing inclusive trends in education in the Czech Republic and in his/her country.
The student will demonstrate basic knowledge in the field of special education and individual pedagogy with an overlap to the education of children, pupils and students.
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (10.09.2024)
Sylabus - angličtina
1. Constitution and development of special pedagogy as a scientific field with its interdisciplinary connections.
2. A person with a disability and his/her special needs with emphasis on traditional and newly assigned target groups of special pedagogy.
3. Reflections on society's relationship to people with disabilities and disadvantages, periodization of care for people with disabilities.
4. The concept of special educational needs in the current concept of support for children and pupils with disabilities / disadvantages in the Czech education system, inclusive education, the views of professionals on inclusion. International trends.
5. Child / pupil in the system of support measures, catalogs of support measures for pupils with SEN and basic principles of pedagogical work with a pupil with SEN, preparation of teachers for work with a class in which pupils with SEN are included.
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (10.09.2024)
Výsledky učení - angličtina
The student will explain the principles of evidence-based education, identifying strengths and weaknesses in relation to students with special educational needs. They will understand how attention and memory impact lesson structure and timing, distinguish various teaching forms, and provide examples of effective activities. The student will apply principles of explanation and demonstration in teaching scenarios, offer respectful communication strategies, and emphasize the importance of a safe learning environment. They will formulate descriptive feedback, suggest techniques for effective feedback, and explore how student diversity affects learning. Additionally, the student will propose methods for fostering engagement and outline strategies for developing metacognitive skills in school.
Poslední úprava: Kadrnožková Monika, PhDr., Ph.D. (10.09.2024)
