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Lecturer(s)
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Ješina Ondřej, Mgr. Ph.D.
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Course content
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1. Introduction to inclusion - specific needs, barriers, attitudes toward persons with disabilities. 2. Inclusion and history, legislation, actual and trends, 3. International classification of disability - ICF 2001, health, active life style. 4. Practise lessons. 5. Adapted equipment and facilitation of participation. 6. Inclusion in recreation and outdoor activities. 7. Inclusion in recreation - healthy lifestyle/quality of life. 8. Inclusion in sport - introduction to disability sports. 9. Inclusion in sport - long term athlete development (discusion). 10 Inclusion in education - PAPTECA model and examples of good practise. 11. Inclusion in physical education - assessment and planning, IEP, policy, comunity networking. 12. Inclusion in physical education - principles of adaptations, intervention, counseling. 13. Inclusion in physical education - peer tutoring, Paralympic school day.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Demonstration
- Homework for Teaching
- 12 hours per semester
- Attendace
- 26 hours per semester
- Preparation for the Course Credit
- 20 hours per semester
- Excursion
- 3 hours per semester
- Semestral Work
- 16 hours per semester
- Preparation for the Exam
- 48 hours per semester
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Learning outcomes
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Aim of the course is to provide insight and understanding of inclusion in physical education, sport and recreation. Students will learn about special needs of persons with disabilities in relation to three main areas of physical activities.
The course develops professional competencies for leading an inclusive process in school TV, leisure activities and sports. It presents the basic starting points for pedagogical activities and considerations associated with the creation of individual educational plans (educational area) and individual goals (social area). 1. To become aware and to understand the person with special needs in physical activity in relation to other participants without the special needs. 2. To know the tools for changing of inner and outside barriers during the APA programs. 3. To learn about the possibilities of inclusive programs in the school PE, recreation, sport and comprehensive rehabilitation.
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Prerequisites
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The basic premise is a positive attitude towards an inclusive approach to society without extraordinary prejudices and a negative approach to people with disabilities. Furthermore, basic knowledge of psychology, sociology, history and pedagogy.
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Assessment methods and criteria
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Written exam
1. Active participation in 80% of lectures and seminars. 2. PPT presentation of selected topics. 3. 1 page review of selected articles. 4. Realising of educational programme. 5. Practise - intership in APA. 6. Final exam.
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Recommended literature
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Block, M. E. (2007). A teacher's guide to including students with disabilities in general physical education. Baltimore: Paul H. Brookes Pub.
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Kudláček, M. et al. (2010). European Standards in Adapted Physical Activities. Olomouc: Palacky University.
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Sherrill, C. (2004). Adapted physical activity, recreation, and sport. Boston: McGraw-Hill.
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Winnick, J. P. (Ed.). (2011). Adapted physical education and sport. Champaign: Human Kinetics.
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