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Lecturer(s)
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Heller Tomáš, prof. PhDr. Ph.D.
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Pavlík Robert, PhDr. Ph.D.
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Salcmanová Kateřina, Mgr. Ph.D.
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Course content
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The thematic focus of lectures: 1. Inclusive education history, development, conditions and preconditions. 2. Specifics in approach to pupils with special educational needs and gifted pupils at primary school. 3. Specifics in approach to pupils with Specific Learning Disabilities at primary school. 4. Specifics in approach to pupils with the behavioral disorders and pupils with social or sociocultural disadvantage at primary school. 5. Specifics in approach to pupils with physical disabilities, chronic desases or other health impairments at primary school. 6. Specifics in approach to pupils with visual impairments at primary school. 7. Specifics in approach to pupils with hearing impairments at primary school. 8. Specifics in approach to pupils with communication disabilities at primary school. 9. Specifics in approach to pupils with psychical disorders (including autistic spectrum disorders and other pervasive disorders) at primary school. 10. Contemporary didactics and methodical approaches in the work with handicapped pupils, incl. technical and compensatory aids, computers and other special aids at the primary school. 11. Creation and implementation of individual educational plans for pupils with special educational needs at primary school. 12. Inclusive school climate and evaluation process in inclusive education.
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Learning activities and teaching methods
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Self-study of literature, Seminar
- Graduate study programme term essay (40-50)
- 40 hours per semester
- Contact hours
- 10 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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| to have the basic knowledge of biological, psychological and social assumptions of the education and training of pupils in primary education |
| to be orientated in current legislation related to primary education |
| Skills |
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| to be orientated in current legislation related to primary education |
| 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 education |
| to introduce the current possibilities of education of pupils with special educational needs and gifted pupils at the secondary education level |
| a student can understand the conditions and context of inclusive education, and he/she is able to use basic support and compensatory tools in education of pupils with special educational needs (such as individual educational plan etc.) |
| Skills |
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| to prepare (in cooperation with school counselors) an educational support plan or an individual educational plan for student in primary education |
| to prepare the lessons considering an adequate approach to pupils with special educational needs and gifted pupils, including cooperation with teacher's assistant at primary school |
| to find and use additional support tools for pupils with special educational needs and gifted pupils at primary schools (i. e. adequate teaching methods, special aids, effective communication strategies, etc.) |
| to use some appropriate steps in creation of an inclusive school climate |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Seminar |
| Self-study of literature |
| Skills |
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| Lecture supplemented with a discussion |
| Competences |
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| Seminar |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Individual presentation at a seminar |
| Skills |
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| Seminar work |
| Competences |
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| Self-evaluation |
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Recommended literature
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Hájková, V. Strnadová. Inkluzivní vzdělávání: Teorie a praxe..
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Lechta, V. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-.
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Slowík, J. Speciální pedagogika. 2. aktualizované a doplněné vydání. Praha: Grada, 2016. ISBN 978-80-271-0095-8.
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