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Lecturer(s)
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Heller Tomáš, prof. PhDr. Ph.D.
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Brezáni Veronika, Mgr. Ph.D.
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Course content
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Content: 1. Trends in support of a person with intellectual disabilities, changes in disability awareness. 2. Significant human-legal and strategic documents in the context of disability. 3.-8. Support of people with intellectual disabilities in the social services sector, starting points and principles of social services and indicators of their quality, services provided to families with children with intellectual disabilities of early and preschool age, services provided to families with children with mental disabilities of school age, services providing support to young a person with intellectual disability during the transition from school to the world of work. 9.-13. Support for intellectually disabled people in the education sector - legal framework for the education of pupils and students with special educational needs, the role of school counseling facilities and school counseling centers, transition from kindergarten to elementary school, school choice, support to families, support for pupils with intellectual disabilities in elementary school environment and in transition to secondary school, planning the future. 5. Support of persons with intellectual disabilities in the field of employment services, work rehabilitation, supported employment.
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Learning activities and teaching methods
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- Presentation preparation (report in a foreign language) (10-15)
- 15 hours per semester
- Contact hours
- 39 hours per semester
- Preparation for an examination (30-60)
- 40 hours per semester
- Individual project (40)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Student is able to explain psycho-social and cognitive specifics of intellectual disability. |
| Student is competent to describe shifts in understanding intellectual disability by society accompanied by its reflection for theory and practice of special education and other support professions. |
| learning outcomes |
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| The student is able describe changes in the position of a disabled person and a person with a intellectuall disability in society. |
| The student is able to explain the applicative possibilities of the human-law principle in the creation of strategic documents and their implementation in various areas of support of a person with intellectual disabilities. |
| Skills |
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| Student is able to implement and describe process of support of persons with intellectual disabilities with regard to the respective area of support, speficic needs, age of the indivual, and in the context of education. social work and social services. |
| teaching methods |
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| Knowledge |
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| Lecture |
| Skills |
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| Seminar |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Seminar work |
| Skills |
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| Individual presentation at a seminar |
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Recommended literature
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Čadilová, V.; Jůn, H.; Thorová, K. Agrese u lidí s mentální retardací a s autismem. Zvládání problémového chování nejen v domovech sociálních služeb. Praha: Portál, 2007.
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Černá, M., Šiška J., Strnadová, I, Titzl, B. Česká psychopedie. Praha, 2015. ISBN 978-80-246-30830.
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Franiok, P. Vzdělávání osob s mentálním postižením. Ostrava, 2005. ISBN 80-7368-150-1.
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Jůn, H. Moc, pomoc a bezmoc v sociálních službách. Praha: Portál, 2009.
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Matoušek, O. a kol. Metody a řízení sociální práce. Praha, 2013. ISBN 978-80-262-0213-4.
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Michalík, J. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění - obecná část. 2015.
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Slowík, Josef. Komunikace s lidmi s postižením. Praha, 2010. ISBN 978-80-7367-691-9.
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Šiška, J.; Beadle-Brown, J.; Káňová, Š.; & Šumníková, P. Social Inclusion through Community Living: Current Situation, Advances and Gaps in Policy, Practice and Research. Social Inclusion, 6(1), 94-109.. 2018.
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Šiška, J. Mimořádná dospělost, edukace jedince s mentálním postižením. Praha, 2005.
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Valenta, M.; Petráš, P. et al. Metodika práce se žákem s mentálním postižením. Olomouc: UP, 2012.
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