| Course title | Special Education of Persons with Emotional Problems and Behavioural Disorders 4 |
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| Course code | USS/KTED4 |
| Organizational form of instruction | Lecture + On-line Activities |
| Level of course | Master |
| Year of study | 5 |
| Semester | Winter and summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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The aim of the course is to introduce the field in its broader perspective, focusing on issues related to migrants, minorities, addictive behaviour, as well as emotional disorders and the CAN syndrome. Upon completion of the course, the student will be able to orient themselves in the areas specified in the course topics.
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| Learning activities and teaching methods |
| Lecture |
| Learning outcomes |
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Course Objective The aim of the course is to introduce the field in its broader perspective, focusing on issues related to migrants, minorities, addictive behaviour, as well as emotional disorders and the CAN syndrome. Upon completion of the course, the student will be able to orient themselves in the areas specified in the course topics. Course Topics Issues of refugeehood and the education of children of foreign nationals in Czech schools. Social disadvantage and social exclusion: causes, prevention, manifestations, and intervention programmes. Specific characteristics of Roma families in the past and at present; the Roma pupil. Persons at risk due to their environment - historical and sociocultural context. Psychological deprivation: causes, manifestations, and consequences. Basic psychological needs, psychological deprivation, and resilience. CAN syndrome - child abuse, sexual abuse, and neglect: causes, manifestations, diagnosis, intervention options, protection, and prevention. Emotional disorders - e.g. separation anxiety, school phobia; specific needs of children with emotional disorders in school and educational settings. Disharmonious personality development and psychotic development in childhood - specific aspects of work in school and educational settings. Illicit (non-alcohol) drugs: classification, addiction and the development of addiction, system of care for users; specific aspects in children under 15 years of age. Alcohol and tobacco: addiction and the development of addiction, system of care for users, research and trends, legal regulation in relation to children and youth; specific aspects in children under 15 years of age.
Upon successful completion of the course, the student will be able to: Demonstrate an understanding of the field in its broader perspective, including issues related to migrants, minorities, addictive behaviour, emotional disorders, and the CAN syndrome within educational and social work contexts. Analyse issues related to refugeehood and the education of children of foreign nationals within the Czech educational system, with respect to social disadvantage and social exclusion. Identify causes, manifestations, and prevention and intervention strategies related to social disadvantage and social exclusion at both individual and group levels. Describe the specific characteristics of Roma families and Roma pupils in historical and contemporary contexts and assess their impact on education. Explain the influence of environmental factors on individual development, particularly in persons at risk, with regard to historical and sociocultural contexts. Characterise psychological deprivation, its causes, manifestations, and consequences, and explain the relationship between basic psychological needs, deprivation, and resilience. Differentiate forms of the CAN syndrome (child abuse, sexual abuse, and neglect) and demonstrate basic knowledge of diagnosis, intervention, protection, and prevention. Identify selected emotional disorders in childhood (e.g. separation anxiety, school phobia) and evaluate specific approaches to working with affected children in school settings. Describe disharmonious personality development and psychotic development in childhood and apply basic principles of educational practice in school and educational institutions. Demonstrate knowledge of addictive substances, explain the development of addiction, identify systems of care for users, and recognise specific aspects of working with children under 15 years of age. |
| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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Student performance, Didactic Test
Podmínkou udělení zápočtu je min. 80 % aktivní účasti na seminářích/cvičeních. Studijní výsledky (schopnost propojení teorie a praxe) budou ověřovány prostřednictvím plnění individuálně zadaných úkolů. The condition for awarding credit is at least 80% active participation in seminars/exercises. - Study results (ability to connect theory and practice) will be verified through the completion of individually assigned tasks. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD24) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD25) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD20) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD19) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD23) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD22) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD21) | Category: Pedagogy, teacher training and social care | 5 | Recommended year of study:5, Recommended semester: Summer |