Specific Learning Difficulties - OEN2313019

• Anglický název: Specific Learning Difficulties
• Zajišťuje: Katedra psychologie (41-KPSY)
• Fakulta: Pedagogická fakulta
• Platnost: od 2021
• Semestr: letní
• E-Kredity: 6
• Způsob provedení zkoušky: letní s.:
• Rozsah, examinace: letní s.:1/1, Zk [HT]
• Počet míst: neurčen / neurčen (neurčen)
• Minimální obsazenost: neomezen
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: zrušen
• Jazyk výuky: angličtina
• Způsob výuky: prezenční
• Způsob výuky: prezenční
• Poznámka: povolen pro zápis po webu; při zápisu přednost, je-li ve stud. plánu; student může plnit i v dalších letech
• Garant: doc. PhDr. PaedDr. Anna Kucharská, Ph.D.; PhDr. Klára Špačková, Ph.D.

Anotace

čeština

Poslední úprava: PhDr. Hana Sotáková, Ph.D. (06.06.2019)

Předmět je určen pro studenty Erasmu a jeho náplní je základní seznámení s tématem specifických poruch učení. Zvláštní zřetel bude kladen na diagnostiku a intervence u poruch učení v mezinárodním srovnání.

angličtina

Poslední úprava: SPACKOVA/PEDF.CUNI.CZ (09.10.2015)

All applicants interested in the course of Specific learning difficulties coming to the Department of Educational Psychology of Pedagogic Faculty of Charles University under the project of co-operation among European universities will be introduced the basic theoretical background of the specific learning difficulties. The attention will be paid especially to the issue of definitions and approaches to the concept of SLD as well as the theoretical modelling of early literacy development. According to student´s individual interests and possible future professional needs each student will choose more specific topic and process it in research essay.

Literatura

Poslední úprava: KUCHARSA/PEDF.CUNI.CZ (25.01.2014)

ADAMS, M. J. Beginning to read : Thinking and Learning abour Print.Massachusetts, the MIT Press, 1994. 

CUMMINGS, R.; FISHER, G. The school survival Guide for Kids with LD. Mineapolis, Free Spirit Publishing, 1991.

Diagnostic and statistical manual of mental disorders: DSM-IV-TR.. Washington,DC: American Psychiatric Association, 2000.

Early Intervening Services. IDEA Regulations.U.S. Department of Education: Office of Special Education Programs, 2004 [online] [cit.2007-04-09]. Dostupné na WWW: http://idea.ed.gov/explore/view/p/ %2Croot%2Cdynamic %2CTopicalBrief%2C8%2C

ELBRO, C., BORSTRØM, I., PETERSEN, D.K. Predicting dyslexia from kindergarten : The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, vol. 33, no. 1, s. 36-60.

Fuchs, D., Fuchs, L. S. Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 2006, vol. 41, no. 1, s. 93-99.

HORNSBY, B. Early identification and remediation. Dyslexia Contact., 1993, vol. 12, no. 2, s. 12-15.

HUFFMAN, L., MEHLINGER, S., KERIVAN, A. Risk factors for academic and behavioral problems at the beginnig of school. In Off to a good start. Research on the risk factors for early school problems and selected policies affecting children´s social and emotional development and their readiness for school. Chapel Hill:University ofNorth Carolina, 2000. 

Seligman, M. Helplessness: On Depression, Development, and Death.San Francisco: W.H. Freeman, 1975.

Shaywitz, S.E., Shaywitz, B.A. Science Informing Policy: The National Institute of child Health and Human Development´s Contribution to Reading. Pediatrics, 2002, vol. 109, s. 519- 521.

SNOWLING, M.J. DYSLEXIA. Blackwell Publisher, 2007.

 

Požadavky ke zkoušce

Poslední úprava: SPACKOVA/PEDF.CUNI.CZ (09.10.2015)

 

1.     Attendance

2.     Work with the literature

3.     Essay ( topics: historical, theoretical, methodology  or developmental-social aspects of SLD)  and its presentation in the class

Sylabus

Poslední úprava: KUCHARSA/PEDF.CUNI.CZ (25.01.2014)

1. HISTORICAL MODULE. History of specific learning difficulties in the Czech Republic, present care system of pupils with SLD, up-to date problems and possibilities of systematic solutions. 

Developmental trends in the field of specific learning difficulties in theCzechRepublicwill be introduced in this module. Stress will be put on social circumstances that influence the form of the care and education of the pupils with specific learning difficulties. Also the crucial current problems that need to be changed are going to be discussed.  

2.THEORETICAL MODULE. "School abilities in cultural context". "Development of the field of SLD in the world, development of theories about the causes, classification and typology of SLD" 

Applicants will be introduced to theoretical aspects of the field of specific developmental disabilities. Stress will be put on up-to date knowledge, developmental context of each disability and interdisciplinary approach to the problem solution. This module consists of two main topics. First is describing specific learning difficulties in the context of school ability acquisition and its problems. Not every problem in the process of acquiring school abilities has specific background. Applicants will define different causes of school difficulties. Problems in acquiring school abilities are distressing factors for the development of literacy. Second topic focuses on theoretical aspects of the field of SLD. Stress will be put on description of historical background. Concrete approaches that had impact on forming knowledge about the cause mechanism of SLD will be introduced.

3. DEVELOPMENTAL-SOCIAL MODULE. "Developmental and social aspects of dyslexia"  

In this module the concept of specific learning difficulties will be introduced from developmental and social point of view. In last years the concept of SLD as a problem of early school age and school success has been slowly changing. The today concept of specific learning difficulties will be described- specific learning difficulties and behavioural difficulties in counselling context and interdisciplinary approach will be stressed.   

Two main topics will be discussed. First, specific learning difficulties will be described from the developmental point of view, crucial developmental difficulties for specific age. Specific characters of each type of SLD in concrete age will be introduced. Second part will focus on social context of SLD (secondary psychosocial difficulties, impact on the pupil, family impacts, position of the pupil in the class, peer groups). 

4. METHODOLOGIC-DIAGNOSTIC MODULE. "Diagnostics of specific learning difficulties, diagnostic criteria."

Module will be dealing with methodology-diagnostic aspects of specific learning difficulties. Applicants will be introduced to diagnostic principles of specific learning difficulties used in our country. Diagnostic criteria and problems with criteria will be also discussed.