SP2002 Support Strategies of Learning and Work with Children with SEN at Primary Schools

Faculty of Education
Autumn 2024
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
doc. PhDr. Ilona Bytešníková, Ph.D. (lecturer)
Mgr. Radmila Dačevová, Ph.D. (lecturer)
doc. PhDr. Věra Vojtová, Ph.D. (lecturer)
Mgr. et Mgr. Tereza Hormandlová (seminar tutor)
Providers of Specific teaching support
Lucie Sobotková (zapisovatel)
Mgr. et Mgr. Bc. Pavla Wernerová (zapisovatel)
Guaranteed by
doc. PhDr. Věra Vojtová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: PhDr. Mgr. Ilona Fialová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable of Seminar Groups
SP2002/KombiSem01: Fri 18. 10. 8:00–11:50 učebna 1, Sat 26. 10. 13:00–16:50 učebna 1, I. Bytešníková, R. Dačevová, T. Hormandlová, V. Vojtová
SP2002/PrezSem01: Wed 12:00–13:50 učebna 1, I. Bytešníková, R. Dačevová, V. Vojtová
Prerequisites
Passing the subject SP2001 Support Strategies in learning Literacy
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
there are 12 fields of study the course is directly associated with, display
Course objectives
The aim of this course is to acquire basic knowledge of intervention approaches and strategies in education of pupils with special educational needs in the environment of the inclusive school and the environment of schools for pupils with special educational needs. After completing the discipline, the student will be able to manage interventions and approaches for pupils with special educational needs in the context of inclusive didactics.
Learning outcomes
Upon completion of the course, the learner will have the competence to evaluate the educational contexts of the specific needs of pupils with disabilities/disadvantage a) at the systemic school level; b) at the individual level of the pupil. They will be able to communicate these topics a) with parents; b) with school teachers, c) with classmates.
Syllabus
  • 1) School as a learning environment - school system and its processes. 2) Disability/disadvantage as a barrier to education 3) Learning as a formative process – the importance of relationships, bonds, evaluation, motivation for learning for self-perception and aspirational goals in learning 4) Specification of teching in a  heterogeneous class. 5) Specifics of Disability/Disadvantage for Learning and Fulfillment of Talents 6) Communication to support active learning, inclusion in the classroom 7) Communication with the staff 8) Communication with the parents 9) Support measures in the  educational process
Literature
    required literature
  • PETTY, Geoffrey. Moderní vyučování. Translated by Jiří Foltýn. Šesté, rozšířené a př. Praha: Portál, 2013, 562 stran. ISBN 9788026203674. info
  • BYTEŠNÍKOVÁ, Ilona, Lenka DOLEŽALOVÁ, Ilona FIALOVÁ, Radka HORÁKOVÁ, Barbora CHLEBORADOVÁ, Veronika JÁNSKÁ, Petr KACHLÍK, Petr KOPEČNÝ, Michaela KRISTLOVÁ, Štěpánka LAUKOVÁ, Martina MALENOVÁ, Ivana MÁROVÁ, Jiří MARTINEC, Jarmila MÁTLOVÁ, Eva MATULOVÁ, Dagmar OPATŘILOVÁ, Kristýna PIPALOVÁ, Jarmila PIPEKOVÁ, Pavla PITNEROVÁ, Petra RÖDEROVÁ, Dita ŠIMÁČKOVÁ, Dagmar TRCHALÍKOVÁ, Mária VINDIŠOVÁ, Věra VOJTOVÁ and Dana ZÁMEČNÍKOVÁ. Tady jsme! Kazuistické studie ve speciální pedagogice - speciální pedagog a jeho role (Here we are! Case studies in special needs education - special educator and his role). Brno: Masarykova univerzita, 2019, 250 pp. ISBN 978-80-210-9562-5. info
  • VOJTOVÁ, Věra. Inkluzivní vzdělávání žáků v riziku poruch chování a s poruchami chování jako perspektiva kvality života v dospělosti. (Inclusive Education with the Focus on At-risk Pupils and Pupils with Behaviour Disorder and the Quality of Life.). 1.vyd. Brno: Muni Press, 2010, 336 pp. ped. ISBN 978-80-210-5159-1. info
    recommended literature
  • ČERVENKA, Karel, Věra VOJTOVÁ and Petra RÖDEROVÁ. Kdo jsme? / Who are we? Rozmanitost rolí speciálního pedagoga očima speciálního pedagoga / Variety of roles of special educational needs teachers as perceived by special educational needs teachers. 1st ed. Brno: Masarykova univerzita, 2021, 196 pp. ISBN 978-80-280-0247-3. info
  • PETTY, Geoffrey. Teaching today : a practical guide. Fifth edition. Oxford: University Press, 2014, 624 stran. ISBN 9781408523148. info
  • ČADILOVÁ, Věra and Zuzana ŽAMPACHOVÁ. Strukturované učení : vzdělávání dětí s autismem a jinými vývojovými poruchami. Vydání první. Praha: Portál, 2008, 405 stran. ISBN 9788073674755. info
    not specified
  • VÍTKOVÁ, Marie and Miroslava BARTOŇOVÁ. Specifika ve vzdělávání žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí základní školy. (Specific Features in teaching Pupils with Special educational Needs in an Inclusive Learning Environment in Primary Schools.). 1. vyd. Brno: Masarykova univerzita, 2013, 257 pp. ISBN 978-80-210-6646-5. info
Teaching methods
interactive lecture, discussion in the context of their own teaching practice, team work, reflection
Assessment methods
Type of teaching: consultation, To successfully complete the course, it is necessary to actively participate in a team task and reflect on the work of another team;95% attendance, elaboration of the topic into a poster in a team and its presentation.
Language of instruction
Czech
Follow-Up Courses
Study support
https://is.muni.cz/auth/el/ped/podzim2024/SP2002
Further comments (probably available only in Czech)
The course is taught annually.
Information on the extent and intensity of the course: 2 bloky pro kombinované studium.
The course is also listed under the following terms Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2024/SP2002