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Lecturer(s)
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Orna Antonín, prof. PhDr. Ph.D.
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Kavalír Jan, PhDr. Ph.D.
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Nugumanova Alexandra, Mgr. Ph.D.
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Čermáková Eva, Mgr. et Bc.
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Čermáková Diana, PhDr.
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Course content
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The course is based on the paradigm of advancing the creation of inclusive educational and social environment, and includes the following topics: - The legal status of citizens, pupils and students with special educational needs. - Human rights documents including the concept of policy documents of the Czech Republic and the EU in the context of disability. - Characteristics of inclusive environment, value premise of inclusive education and related notions. - Development from segregation to inclusion. - Creating optimal conditions for inclusive educational environment. - Inclusive School, its quality, readiness and school climate, internal and external cooperation of school with parents and guardians and the community. - Heterogenity of students as the preferred social form. - Revision of special education diagnostics. - Categories of special educational needs and their psychosocial and educational specifics. - Support measures in the education of students with special educational needs. - Teaching methodology didactics in the context of inclusion.
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Learning activities and teaching methods
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Lecture supplemented with a discussion, Lecture with a video analysis
- Preparation for an examination (30-60)
- 30 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
- Presentation preparation (report) (1-10)
- 3 hours per semester
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| prerequisite |
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| Knowledge |
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| orientate in basic pedagogical terminology |
| learning outcomes |
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| to define and introduce the elementary terminology (medical model of disability, social model of disability, integration, inclusion, pupil in need for support in education, support tools in education) |
| to explain the reasons for inclusive education implementation |
| to explain the basic principles of inclusive education |
| to be oriented in current legislation regarding the inclusive education in national and international level |
| Skills |
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| to work out and evaluate a chosen topic of inclusive education (using the relevant literature) |
| to evaluate the advantages and risks of inclusive education in practice (using the model situations) |
| to use the relevant tools and methods for inclusive education implementation |
| teaching methods |
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| Knowledge |
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| Lecture with a video analysis |
| Lecture supplemented with a discussion |
| Seminar classes |
| Self-study of literature |
| assessment methods |
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| Combined exam |
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Recommended literature
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ČERNÁ, M.; ŠIŠKA, J.; TITZL, B.; STRNADOVÁ, I. Česká psychopedie.. Praha Karolinum, 2015.
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EVROPSKÁ AGENTURA PRO ROZVOJ SPECIÁLNÍHO VZDĚLÁVÁNÍ. Profil inkluzivního učitele. Odense Dánsko, 2012.
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HAVEL, J.; FILOVÁ, H. Inkluzivní vzdělávání v primární škole. Inclusive Education in Primary School.. Brno Paido, 2010.
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Květoňová-Švecová, Lea; Strnadová, Iva,; Hájková, Vanda. Cesty k inkluzi. Vyd. 1. Praha : Karolinum, 2012. ISBN 978-80-246-2086-2.
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Lechta, Viktor. Inkluzivní pedagogika. Vydání první. 2016. ISBN 978-80-262-1123-5.
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Lechta, Viktor. Základy inkluzivní pedagogiky : dítě s postižením, narušením a ohrožením ve škole. Vyd. 1. Praha : Portál, 2010. ISBN 978-80-7367-679-7.
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Slowík, J. Speciální pedagogika. Praha, 2007.
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ŠIŠKA, J., LATIMIER, C., KÁŇOVÁ, Š. Možnosti a perspektivy kvalitativní analýzy životních drah mladých dospělých s postižením. 2013, ISSN 1211-2720.
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