ZP_SPE Speciální pedagogika

Institute of Technology and Business in České Budějovice
winter 2022
Extent and Intensity
0/20/0. 10 credit(s). Type of Completion: zk (examination).
Teacher(s)
Ing. Mgr. et Mgr. Blanka Borovková (lecturer)
Guaranteed by
Ing. Mgr. et Mgr. Blanka Borovková
Department of Human Resource Management – 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
ZP_SPE/CCV: Sat 5. 11. 13:05–14:35 E5, 14:50–16:20 E5, 16:30–18:00 E5, Sat 3. 12. 13:05–14:35 E5, 14:50–16:20 E5, 16:30–18:00 E5, Sat 17. 12. 8:00–9:30 E5, 9:40–11:10 E5, 11:25–12:55 E5, 13:05–14:35 E5, B. Borovková
Prerequisites (in Czech)
OBOR(CAP)
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives supported by learning outcomes
The aim of the special pedagogy course is to prepare students how to educate, educate and educate handicapped individuals to cope with their disorders as soon as possible and internally and, in spite of their limitations, to integrate into society. A special pedagogue fulfills the whole order of tasks that are quite heterogeneous. For this reason, it is a complicated, internally multi-structured system already in preparation. Students will acquire basic orientation in the special-pedagogical area so that they will be ready to come into contact, communicate, work with people with disabilities of different age groups.
Syllabus
  • Basic questions and special concepts in special pedagogy. Objectives, tasks, conditions of education in special pedagogy. System of special pedagogy and system of special schools and facilities (generally valid laws and legislation, primarily Decree 27/2016). Research methods in special pedagogy. Anthropological starting points for access to disabled students. Inclusion in education. Degree of socialization of the disabled. Types, types and degrees of disability. Contextualisation of learning disabilities (with respect to the degree of dysfunction) and behavior (ADD, ADHD, ...). Mental intellect and personality prerequisites in specialized education. Interactive practices and individual crisis management plans from segregation to integration and inclusion (Individual Education Plans - IVP, PLPP). Integration as a process of assistance and escort (counseling facilities, counseling assistance, compensatory aids, special didactic aids and their use in working with students with ŠVVP). Specificities of education of the disabled. Complex rehabilitation of the disabled.
Literature
    recommended literature
  • Lechta, V.: Základy inkluzivní pedagogiky. Praha: 2010 Slowik, J.: Speciální pedagogika. Ostrava: 2007.
  • Baláž, O. a kol.: Sociálne aspekty výchovy. Bratislava, SAV, 1981.
  • Kucharská, A. - Mráziková, J. - Wolfová, R. - Tomická, V.: Školní speciální pedagog. 11 Praha: 2013.
  • Kosová, B.: Humanizačné premeny výchovy a vzdelávánia. Banská Bystrica, PdF UMB, 1995.
  • Vašek, Š.: Špeciálna pedagogika. Bratislava 1996.
  • Barrow, R.: An Introduction to Philosophy of Education. Lnd., 1982.
  • Kučerová, S.: Úvod do pedagogické antropologie a axiologie. Brno, MU 1990.
  • Vančová, A. a kol.: Základy integratívnej pedagogiky. Bratislava: 2010.
  • Belková, V.: Vybrané kapitoly zo špeciálnej pedagogiky. Banská Bystrica:2013.
  • Singule, F.: Současné pedagogické směry a jejich pedagogické souvislosti. Praha 1992.
  • Bertrand, Y.: Soudobé teorie vzdělávání. Praha, Portál, 1998.
  • Švec, Š.: Koncepcia humanisticky orientovanej výučby. Pedagogická revue, 1993, 45, č. 1-2, s. 2-18.
  • Skalková, J.: Tradice hermeneutické pedagogiky a její vývoj v II. polovině 20. století. Praha, PÚ J. A. Komenského, 1992.9
  • Barrow, R.: The Philosophy of Schooling. Lnd.: Wheatsheaf Books Co., 1981.
  • Belková, V.: Školská integrácia - špeciálne výchovno-vzdělávaciu potreby v podmienkach bežných škôl. Banská Bystrica:2010.
  • Blake, N., et al.: Philosophy of Education. Blackwel Publishers Ltd. 2003.
  • Pelcová, N.: Filosofická a pedagogická antropologie. Praha, UK 2001.
  • Klafki, W.: Studie k teorii vzdělávání a didaktice. Praha, SPN, 1967.
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)
Student Workload
ActivitiesNumber of Hours of Study Workload
Daily StudyCombined Study
Preparation for Seminars, Exercises, Tutorial 20
Preparation for the Final Test 10
Attendance on Seminars/Exercises/Tutorial/Excursion 20
Total:050
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 sum of continuous and final evaluation of at least 70% 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 will be necessary to submit compensatory work.
The course is also listed under the following terms summer 2019, winter 2019, winter 2020, winter 2021.
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