| Course title | Inclusion of people with special needs |
|---|---|
| Course code | USS/XZINK |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| 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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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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Basic definition of inclusive didactics, anthropological, neurobiological and social psychological foundations of inclusive pedagogy. The development of pedagogical paradigms in European countries in the context of developments in the 20th and 21st centuries. Principles of inclusive education in the works of world thinkers and educators over the centuries. The goals of education in the context of the current development of society with an emphasis on joint education. Personnel, demographic and normative starting points and principles of joint education in the Czech Republic. Heterogeneous class - current view using statistical data of the Ministry of Education and Culture of the Czech Republic. Methods and forms of work in teaching in heterogeneous classes - association methods, activation methods, differentiation teaching methods. Alternative schools in the context of co-education. Principles of individual alternative educational directions that can be used in joint education, evaluation of the current state of pedagogical directions currently implemented in the Czech Republic in the context of the education of pupils with SEN. Elimination of school failure and school failure in the goals and means of the 1st level of support measures. The role of the school counseling workplace in the setting, implementation and evaluation of PO 1. grade. Sharing, interviews and supervision and their role in supporting the school climate and in supporting cooperation within the pdg. choir Assessment, its methods, forms and principles that can be used in work in a heterogeneous class, the role of formative assessment in assessing individual student progress. Risks and opportunities of verbal assessment in Czech education. Teaching specific skills to students with disabilities; re-educational and compensatory activities carried out within the subject of special pedagogical care; position in the pupil's educational plan, assessment, teaching competence, role in individual planning. Personal support in the classroom with a pupil with SEN; principles and roles of tandem teaching; cooperation between a teacher and a teacher's assistant, cooperation between a teacher and a consultant from the ŠPZ, interdisciplinary cooperation. Didactic procedures in teaching trivia to pupils with mental, physical and sensory disabilities. Possibilities of AAK in the education of pupils with SEN; other specific didactic procedures used in the education of pupils with severe disabilities. Education of pedagogues participating in joint education. Literature: BAGLIERI, S., SHAPIRO, A. (2017) Disability studies and the inclusive classroom: Critical practices for embracing diversity in education. Taylor & Francis Ltd. BAKKEN, J. P., OBIAKOR, F. E. (2016) General and special education inclusion in an age of change: Impact on students with disabilities. Emerald Publishing Limited. BERTRAND, Y. (1998) Soudobé teorie vzdělávání. Praha: Portál. BLÍŽKOVSKÝ, B. (1992) Systémová pedagogika. Ostrava: Amosium servis. BREZINKA, W. (1996) Filozofické základy výchovy. Praha: Zvon. BRUGGER, W. (1994) Filosofický slovník. Praha: Naše vojsko. CIPRO, M. (1968) Dialektika výchovy. Praha. CIPRO, M. (1999) Pedagogika a společnost. Praha: Vlastním nákladem autora. DEWEY, J. (1932) Demokracie a výchova. Praha. DEWEY, J. (1947) O pramenech vychovatelské vědy. Praha.
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| Prerequisites |
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unspecified
|
| Assessment methods and criteria |
|
unspecified
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| 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 (DC25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC26) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC26) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |