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Lecturer(s)
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Navrátilová Hana, PhDr. Ph.D.
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Jelénková Libuše, Mgr. Ph.D.
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Žáková Iva, Mgr. Ph.D.
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Course content
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- Reflections on the principles of inclusive education at the level of culture, policy and practice of the school in its educational activities. - Attitude to inclusive education. - Creating an inclusive environment in the classroom. - Organization and effective communication. - Cooperation with parents, pupils and counselling facilities. - Application of the basic method and form of work with a heterogeneous group. - Teaching materials and activities, and their modifications with regard to the needs of students. - Compensatory aids, special teaching aids and support or alternative communication systems for pupils with special educational needs.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming)
- Participation in classes
- 5 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| describe the dominant manifestations of risky behavior among children and youth and participate in their prevention programs |
| describe the dominant manifestations of risky behavior among children and youth and participate in their prevention programs |
| define the principles of inclusive education in the Czech Republic |
| define the principles of inclusive education in the Czech Republic |
| characterize work with a heterogeneous group of pupils |
| characterize work with a heterogeneous group of pupils |
| describe the use of aids and work with a pupil with special educational needs in primary and secondary schoo |
| describe the use of aids and work with a pupil with special educational needs in primary and secondary schoo |
| define the education of children with special educational needs |
| define the education of children with special educational needs |
| Skills |
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| manage teaching based on the principle of cooperation and mutual acceptance of all actors and create quality learning opportunities for pupils with special educational needs |
| manage teaching based on the principle of cooperation and mutual acceptance of all actors and create quality learning opportunities for pupils with special educational needs |
| propose solutions to model situations modified with regard to the specific needs of pupils |
| propose solutions to model situations modified with regard to the specific needs of pupils |
| justify the solution of model situations modified with regard to the specific needs of pupils |
| justify the solution of model situations modified with regard to the specific needs of pupils |
| propose activities for working with a heterogeneous group of pupils |
| propose activities for working with a heterogeneous group of pupils |
| implement activities for working with a heterogeneous group of pupils |
| implement activities for working with a heterogeneous group of pupils |
| teaching methods |
|---|
| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Analysis of the student's performance |
| Analysis of the student's performance |
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Recommended literature
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Renotiérová, M., & Ludíková, L. et al. Speciální pedagogika. Olomouc: Pedagogická fakulta UP, 2006.
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Říčan, P., & Krejčíková, D. Dětská klinická psychologie. Praha: Grada, 1997.
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Slowík, J. Speciální pedagogika. Praha: Grada, 2007.
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Vágnerová, M. Psychopatologie pro pomáhající profese. Praha: Portál, 2008.
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Vítková, M. et al. Integrativní speciální pedagogika. Integrace školní a sociální. Brno: Paido, 2004.
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