SUBJECT SYLLABUS: SPECIAL EDUCATION TRAINING 2 (NMgr.) This syllabus is based on the official requirements for the second training of the follow-up master's degree. The aim of the practice is to carry out specific tasks focused on diagnostics, intervention and inclusion in a real environment. Description of daily tasks Diagnostic mapping and "Who am I" card The student will develop a visual and understandable profile of the assigned child, the so-called One-Page Profile. This profile contains the child's strengths, specific communication signals and information about what makes him happy. The output is a personal card (possibly laminated) placed by the bed or in the documentation, which will make it easier for the staff to immediately establish contact. Barrier analysis and environmental modification (Accessibility Audit) The task is a critical evaluation of a selected space, such as a playroom, dining room or garden, from the perspective of children with a specific type of handicap. The student will propose three low-cost modifications (e.g. contrasting markings or adjusting the grip of toys). The output is a written report supplemented with possible photo documentation. Creation of an individual communication approach (AAK) Based on observation, the student creates a specific aid for alternative and augmentative communication for a specific situation, for example a communication table for choosing food or expressing pain. The output is a physical functional aid ready for immediate use. Workshop for parents / Methodological sheet for care The student prepares educational material for parents focused, for example, on stimulating fine motor skills through play or positioning techniques. The output is a clear information sheet or brochure in digital and printed form. Intervention activity "Customized" This day is dedicated to the implementation and management of a group or individual activity, such as art therapy, music therapy or sensory stimulation, with a view to the inclusion of all those present. The output is a written preparation and subsequent reflection on the course, which evaluates what worked or did not work in practice. Transition Plan The student proposes a procedure for the child's return home or to school, taking into account their future needs and information necessary for follow-up services. The output is a draft of a discharge protocol from a special education perspective. Presentation of outputs and evaluation The final day serves to summarize the week and hand over all created materials to the training leader. The output is a short five-minute presentation with recommendations for further care, carried out on an agreed date. Cross-sectional task: Ethical diary During the entire week, the student prepares a reflective diary of approximately 3 standard pages. Each day, he records one situation that provokes an ethical dilemma or strong emotion and analyzes it from the perspective of a future special education teacher.
1. Diagnostic and analytical skills The student will learn to transform complex diagnostic data into practice and critically evaluate the environment: - Personalized diagnostic skills: The student can identify key needs, strengths and communication specifics of the child and translate them into a comprehensible form (One-Page Profile). - Environmental audit skills: The student can analytically assess the physical environment, identify barriers for various types of disabilities and propose functional solutions. 2. Intervention and methodological skills The student will master the creation of specific tools and the management of professional activities: - Designing and creating AAK aids: The student can independently create functional systems of alternative and augmentative communication tailored to a specific situation (e.g. pain communication). - Planning and implementation of inclusive activities: The student can prepare and methodically lead special pedagogical interventions (art therapy, music therapy) with regard to the heterogeneity of the group. - Methodological support of the family: The student is able to convey professional information to the lay public (parents) in a comprehensible manner in the form of educational materials. 3. Strategic and managerial competencies Preparation for systemic steps and continuity of care: - Transition planning: The student is able to create a comprehensive plan for the child's return to the home or school environment, which includes the coordination of follow-up services and the transfer of key information. - Presentation and argumentation skills: He is able to defend his procedures and recommendations before professional management and formulate clear conclusions for further care. 4. Self-reflective and ethical competencies The most important component for the development of professional identity: - Ethical reflection of practice: Thanks to the ethical diary, the student is able to identify and critically analyze ethical dilemmas and emotionally demanding situations in accordance with professional ethics. - Critical self-evaluation: The ability to retrospectively evaluate the success of his own intervention, admit a mistake and suggest alternative procedures for the next time.
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