| Course title | Propedeutic of Special Education of Persons with Emotional Problems and Behavioural Disorders |
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| Course code | USS/TPET |
| Organizational form of instruction | Lecture + Exercise |
| Level of course | Master |
| Year of study | 3 |
| Semester | 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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he aim of the course is to present students with a basic theoretical definition of the discipline, its concepts and approaches within ethical, legislative, and historical contexts in the Czech Republic and abroad. The course seeks to establish a solid theoretical foundation for further study of etopaedics and related disciplines.
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| Learning activities and teaching methods |
| Activating (Simulations, Games, Dramatization) |
| Learning outcomes |
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Course Objectives: Propaedeutics of Etopaedics The aim of the course is to present students with a basic theoretical definition of the discipline, its concepts and approaches within ethical, legislative, and historical contexts in the Czech Republic and abroad. The course seeks to establish a solid theoretical foundation for further study of etopaedics and related disciplines. Within the course, students will become familiar with basic terminology, the subject matter, and the methods of etopaedics, its position within the system of pedagogical and social sciences, and the historical development of approaches to individuals with behavioural disorders. Emphasis is placed on understanding ethical principles in work with at-risk and vulnerable individuals, orientation in the basic legislative framework, and reflection on societal attitudes towards problem behaviour in different historical and cultural contexts. The course further develops students' ability to think critically about etopaedic concepts, to compare domestic and international approaches, and to understand the significance of etopaedics for educational, preventive, and intervention practice.
Upon successful completion of the course, the student will be able to: Explain the basic theoretical foundations of etopaedics, including its subject matter, aims, terminology, and key concepts. Demonstrate knowledge of the historical development of etopaedics and changes in approaches to individuals with behavioural disorders in the Czech Republic and internationally. Describe the position of etopaedics within the system of educational and social sciences and its relationships with related disciplines. Identify fundamental ethical principles in working with individuals with behavioural disorders and reflect on their importance for educational and helping professions. Demonstrate basic orientation in the legislative framework related to etopaedics in the Czech Republic and in an international context. Compare domestic and international etopaedic approaches and critically reflect on their strengths and limitations. Apply theoretical knowledge of etopaedics as a foundation for further study and for understanding preventive and intervention practices. |
| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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Dialog
Knowledge will be verified through a discussion of the analysis of specific examples demonstrating orientation in the topic. |
| 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 (MD19) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, 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 | 3 | Recommended year of study:3, 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 | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD24) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, 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 | 3 | Recommended year of study:3, 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 | 3 | Recommended year of study:3, 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 | 3 | Recommended year of study:3, Recommended semester: Summer |