Z_SPE_an Special education

Institute of Technology and Business in České Budějovice
summer 2024
Extent and Intensity
0/0/0. Type of Completion: zk (examination).
Teacher(s)
Ing. Mgr. et Mgr. Blanka Borovková (seminar tutor)
Guaranteed by
Ing. Mgr. et Mgr. Blanka Borovková
Faculty of Corporate Strategy – Rector – Institute of Technology and Business in České Budějovice
Supplier department: Study Department – Vice-Rector for Study Affairs – Rector – Institute of Technology and Business in České Budějovice
Timetable of Seminar Groups
Z_SPE_an/D01a: Sat 23. 3. 14:50–16:20 E5, 16:30–18:00 E5, Sun 7. 4. 8:00–9:30 E5, 9:40–11:10 E5, 11:25–12:55 E5, B. Borovková
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives supported by learning outcomes
The aim of the subject of special pedagogy is to prepare students how to educate, teach and educate handicapped individuals. Special pedagogy performs a number of tasks that are relatively heterogeneous. For this reason, it represents a complex, internally multi-segmented system already in separate preparation.
Learning outcomes
Upon successful completion of the course, students
- acquires a basic orientation in the field of special education so that he is ready to come into contact, communicate and work with people with disabilities of different ages;
- they will also learn specific procedures for cooperating with pupils with disabilities.
Syllabus
  • Syllabus of direct teaching
  • 1. Basic questions and special concepts in the subject of special pedagogy. Objectives, tasks, conditions of education in special pedagogy. The system of special pedagogy and the system of special schools and facilities (generally valid laws and legislation, priority decree 27/2016).
  • 2. Integration and inclusion in education.
  • 3. Types, types and degrees of disability, including degrees of socialization.
  • 4. Mental intellect and personal prerequisites in specialized education.
  • 5. Working with students with ADD and ADHD. Techniques, aids, practical examples (traffic lights, etc.).
  • 6. Mental intellect and personal prerequisites in special education.
  • 7. Interaction procedures and individual plans in crisis management from segregation to integration and inclusion (individual educational plans - IVP, PLPP). IVP formation in pupils with disabilities.
  • 8. Integration as a process of help and accompaniment (counseling facilities, counseling, compensatory aids, special teaching aids and their use in working with students of SEN).
  • 9. General recommendations for teachers to work with pupils with SEN. Methods and techniques of working with the class team, where there is a student with SEN.
  • 10. Three-stage model of care for pupils with SPUCH. Support measures in working with pupils with SEN. Specific learning disabilities and school work techniques for each type. Specifics of gifted education.
Literature
  • VANČOVÁ, A. et al., 2010. Základy integratívnej pedagogiky. Bratislava.
  • KROUPOVÁ, K., 2016. Slovník speciálněpedagogické terminologie: vybrané pojmy. Praha: Grada. ISBN 978-80-247-5264-8.
  • MIOVSKÝ, M., 2018. Diagnostika a terapie ADHD: dospělí pacienti a klienti v adiktologii. Praha: Grada. ISBN 978-80-271-0387-4.
  • ŠVEC, Š., 2010. Koncepcia humanisticky orientovanej pedagogiky. Bratislava.
  • KREJČOVÁ, L., Z. HLADÍKOVÁ, K. ŠEMBEROVÁ a K. BALHAROVÁ, 2018. Specifické poruchy učení: dyslexie, dysgrafie, dysortografie. 2., aktualiz. vyd. Brno: Edika. ISBN 978-80-266-1219-3.
  • ŠVAMBERK ŠAUEROVÁ, M., K. ŠPAČKOVÁ a E. NECHLEBOVÁ, 2012. Speciální pedagogika v praxi: [komplexní péče o děti se SPUCH]. Praha: Grada. ISBN 978-80-247-4369-1.
  • BELKOVÁ, V., 2020. Školská integrácia – špeciálne výchovno-vzdelávacie potřeby v podmienkach bežných škôl.
  • KUCHARSKÁ, A., 2013. Školní speciální pedagog. Praha: Portál. ISBN 978-80-262-0497-8.
  • KUCHARSKÁ, A., J. MRÁZIKOVÁ, R. WOLFOVÁ a V. TOMICKÁ, 2013. Školní speciální pedagog.
  • PTÁČEK, R. a H. PTÁČKOVÁ, 2018. ADHD - variabilita v dětství a dospělosti. Praha: Univerzita Karlova. ISBN 978-80-246-2930-8.
  • RŮŽIČKOVÁ, K. a J. VÍTOVÁ, 2014. Vybrané kapitoly z tyflopedie a surdopedie nejen pro speciální pedagogy. Hradec Králové: Gaudeamus. ISBN 978-80-7435-424-3.
  • SLOWÍK, J., 2016. Speciální pedagogika. 2., aktualiz. a dopl. vyd. Praha: Grada. ISBN 978-80-271-0095-8.
Forms of Teaching
Seminar
Tutorial
Consultation
Teaching Methods
panelová přednáška s podporou multimediálních technologií (in Czech)
interaktivní semináře – kooperace, kritické myšlení, brainstorming (in Czech)
individuální konzultace (in Czech)
Assessment Methods and Assesment Rate
Test – final 70 %
Application of Theoretical Knowledge 30 %
Exam conditions
To successfully complete the course, it is necessary to achieve a total of 70% of the interim and final evaluation under the conditions set out below. 30 points, ie 30%, can be obtained in the continuous evaluation. A total of 70 points, ie 70%, can be obtained in the final evaluation. Overall classification of the course, ie points for the final evaluation (70 - 0) + points from the continuous evaluation (30 - 0): A 100 - 90, B 89,99 - 84, C 83,99 - 77, D 76,99 - 73, E 72.99 - 70, FX 69.99 - 30, F 29.99 - 0.
Language of instruction
Czech
Teacher's information
If the required attendance is not met, it is necessary to submit compensatory work.
The course is also listed under the following terms winter 2022, SUMMER 2023, winter 2023, winter 2024, summer 2025.
  • Enrolment Statistics (summer 2024, recent)
  • Permalink: https://is.vstecb.cz/course/vste/summer2024/Z_SPE_an