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Lecturer(s)
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Kroll Ladislav, PhDr. Ph.D.
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Course content
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1. Definition of basic concepts and subject of special and inclusive pedagogy, excursion into the history of special and inclusive education 2. Overview and classification of individual types of disability 3. Etiological factors of disability and disability, possibilities of prevention, social context 4. Personality of a person with disabilities, specific to access to people with disabilities 5. A person with a disability in the family 6. Prevention, diagnosis and therapy in special pedagogy, counseling and intervention in children with special educational needs 7. The legal status of citizens, children, pupils and students with disabilities 8. Human-legal documents including conceptual policy documents of the Czech Republic and the EU in the context of disability. 9. Developments from segregation to inclusion. 10. Characteristics of the inclusive social environment, value inclusion premises and related terms. 11. Creating optimal conditions for an inclusive environment.
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Learning activities and teaching methods
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Interactive lecture, Multimedia supported teaching
- Contact hours
- 52 hours per semester
- Preparation for an examination (30-60)
- 30 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| The student has a basic overview of knowledge in human biology, philosophy and social sciences at the level of secondary school graduate. |
| Skills |
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| Student can apply theoretical knowledge from the fields of human biology and the basics of social sciences in the scope of the secondary school curriculum. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| to define the basic concepts of special pedagogy of pre-school and school age |
| classify defects, disabilities and their etiological factors |
| o explain basic methods and possibilities of special pedagogical diagnostics, prevention and intervention |
| to define the concept of a pupil with special educational needs and a gifted pupil |
| to present the current possibilities of education of pupils with special educational needs and of students gifted in the kindergarten |
| Skills |
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| to study and critically reflect a selected topic from the field of special and inclusive pedagogy based on the study of current professional literature |
| in model situations, to reflect the benefits and pitfalls of implementing inclusion in practice |
| to actively choose and use appropriate tools and methods for working with children with the need for support measures |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Lecture with a video analysis |
| Self-study of literature |
| Skills |
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| Individual study |
| Seminar classes |
| Competences |
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| Lecture with visual aids |
| Multimedia supported teaching |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Test |
| Skills |
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| Skills demonstration during practicum |
| Competences |
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| Portfolio |
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Recommended literature
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HÁJKOVÁ, V.; STRNADOVÁ, I. Inkluzivní vzdělávání.. Praha, 2010. ISBN 978-80-247-3070-7.
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Hornby, Garry. Inclusive special education : evidence-based practices for children with special needs and disabilities. 2014. ISBN 978-1-4939-14821.
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LECHTA, V. ed. Inkluzivní pedagogika.. Praha, 2016. ISBN 978-80-262-1123-5.
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NOVOSAD, L. Poradenství pro osoby se zdravotním a sociálním znevýhodněním: základy a předpoklady dobré poradenské praxe. Praha: Portál, 2009. ISBN 978-80-7367-509-7.
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Slowík, J. Speciální pedagogika. Praha, 2007.
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Slowík, Josef. Inkluzivní speciální pedagogika. Praha, 2022. ISBN 978-80-271-3010-8.
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Vágnerová, M. Současná psychopatologie pro pomáhající profese.. Praha: Portál, 2014. ISBN ISBN 978-80-262-5.
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