| Course title | Seminar on Diagnistics |
|---|---|
| Course code | USS/KUDGS |
| Organizational form of instruction | Lecture + On-line Activities |
| Level of course | Master |
| Year of study | 3 |
| Semester | Winter and summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory |
| 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 course focuses on issues of educational, special educational, and educational-psychological diagnostics in the field of pre-primary and early school-age education. Part of the course content includes work with specific case studies, the use of procedures and tools of educational diagnostics in identifying learning difficulties within the first level of support measures, and the diagnosis of skills expected of children prior to entry into compulsory schooling. Attention is paid to the Catalogues for the Assessment of Special Educational Needs and other procedures of special educational diagnostics, as well as to the role of the special educator in interpreting the results of psychological assessment and in cooperation with a psychologist in formulating educational recommendations. Areas / Topics Educational and special educational diagnostics in educational practice Procedures and tools of diagnostics in pre-primary and early school-age children Identification of learning difficulties within the first level of support measures Diagnosis of school readiness and skills prior to entry into compulsory schooling Catalogues for the Assessment of Special Educational Needs Cooperation between special educators and psychologists in the diagnostic process Work with case studies in diagnostics
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| Learning activities and teaching methods |
| Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming) |
| Learning outcomes |
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he aim of the course is to develop students' practical and theoretical understanding of educational and special educational diagnostics through work with specific case studies and to prepare them for the professional application of diagnostic procedures in educational practice. The course seeks to enable students to use methods and tools of educational diagnostics for the identification of learning difficulties at the first level of support measures and for the assessment of skills expected of children prior to entry into compulsory schooling. An integral part of the course objective is also to familiarise students with the Catalogues for the Assessment of Special Educational Needs and other procedures of special educational diagnostics, and to develop their understanding of the role of the special educator in formulating educational conclusions based on psychological assessment and in cooperation with a psychologist.
Upon completion of the course, the student will be able to: characterise the basic procedures and tools of educational and special educational diagnostics in preschool and early school-age children, explain the principles of identifying learning difficulties at the first level of support measures, describe the diagnosis of skills expected of children prior to entry into compulsory schooling, orient themselves in the Catalogues for the Assessment of Special Educational Needs and their use in practice, clarify the role of the special educator in interpreting the results of psychological assessment and in cooperation with a psychologist. |
| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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Student performance, Written exam
A prerequisite for successful completion of the course is the fulfilment of the requirements set by the instructor at the beginning of the semester, in particular the student's active participation in classes, including regular attendance, engagement in professional discussions, and completion of ongoing study obligations arising from the organization of the course. |
| 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): Special Education - intervention (BB19) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB19) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education - intervention (BB23) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education - intervention (BB22) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education - intervention (BB21) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education - intervention (BB25) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB24) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB20) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education - intervention (BB20) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education - intervention (BB24) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB23) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB22) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB25) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Early Childhood specil education (BB21) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Summer |