SPk603 Teaching of Pupils with SEN III - pupil with hearning, physical and visual impairment

Faculty of Education
Autumn 2019
Extent and Intensity
0/0/2. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Mgr. Dagmar Opatřilová, Ph.D. (lecturer)
PhDr. Petra Röderová, Ph.D. (lecturer)
PhDr. Lenka Vrbecká Doležalová, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Mgr. Dagmar Opatřilová, 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
Prerequisites
course thesis
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of this course to set abilities and competencies of students to overcome barriers in learning process in schools for pupils with physical, visual and hearing impairment. Educational needs are aimed to support these pupils in learning process, specific approach to education and support of teachers in inclusive schools with the impact on strategies of support of pupils with physical, visual and hearing impairment.
Learning outcomes
Expected outcomes:
• student has ability to support pupils with SEN with the impact on learning process,
• student knows special educational approaches of education,
• student has skills to work with special compensatory tools.
Syllabus
  • Special education of pupils with physical disability
  • 1. Influence of physical disability on mental processes (cognitive processes, memory, thinking and attention) process of intervention.
  • 2. The use of the special educational approach and compensatory methods in teaching (specific ways of writing, sensual and motor training); facilitation of methods of learning of pupils with physical disability (know and respect specific problems of pupils – reduced working rate, individual needs, evaluation and assessment).
  • 3. Adjustment od environment (barrier less environment, optimal position of sitting, working table, classroom adjustment, personal assistance), using of compensatory and rehabilitation tools, (tools for independent movement, tools to facilitate writing and drawing, tools to develop hand skills and self-care, tolls for physical education and relaxation, tools as a part of class equipment).
  • 4. Information technologies (ICT) as tool of compensation (specific keyboards, computer with the voice outcome, computer programmes, mouse, joystick, software adjustable for people with physical disability).
  • 5. Coping strategies of pupils with chronical diseases, pupil with progressive illness).
  • 6. Intervention in the sphere of cooperation of school and family (communication, respecting parents, inspire confidence, suggestion of strategies to involve parents, plan of the meetings).
  • 7. General approaches to people on wheelchairs (communication, overcome of barriers, assistance).
  • 8. Apply of occupational therapy into the process of education of pupils with physical disability (employment to keep and use skills important to manage activities of daily life, working skills, skills to manage free time activities).
  • 9. Specific problems of vocational training and process of entering into secondary schools (assessment of working preferences, inclusion into the adulthood).
  • 10. Specific problems of teaching people with Autism (characteristics, specifics of educational process, TEACH program).
  • Special education of visually impaired:
  • 11. Influence of visual impairment on psychological processes (area of cognitive processes, communication). Specifics and social consequences of visual impairment in individual developmental periods (childhood, adolescence, adulthood).
  • 12. Reading and writing in children and pupils with visual impairment - strategies to achieve these abilities and skills at varying degrees and types of visual impairment. Braille – written form, teaching, using Braille.
  • 13. Tactile graphics for people with severe visual impairment - use of different technologies in the education process.
  • 14. Adjustment of the environment for the education of a visually impaired pupil (workplace, school environment and its adaptation for the visually impaired pupil).
  • 15. Orientation and mobility of children and pupils with visual impairment. Movement with a white cane, with a guide. Strategies for independent movement in different environmental conditions.
  • 16. Special and compensatory aids for people with visual impairment and their use in education and learning. Information technology and access to information for pupils with visual impairment.
  • 17. Modifications and specifics of methods and procedures in education of visually impaired pupils, teaching and editing materials as a strategy for effective education. Learning process of blind and visually impaired pupils.
  • 18. Communication with a visually impaired pupil and his / her family. Communication with classmates and a strategies for promoting classroom climate in the inclusion of a pupil with visual impairment. Collaboration family-school.
  • 19. Specific measures and modifications in different educational areas (language and communicational competence, mathematical competence, social and natural sciences, physical education). The core and the Expanded core curriculum - targeted support for pupils with visual impairments in the context of vocational training.
  • 20. Attitudes towards visually impaired people and guiding the blind and visually impaired person (support for visually impaired pupils in school and out-of-school activities).
  • Special education of hearing impaired:
  • 21. Mental Processes in Pupils with Hearing Impairments (Disorders of Perception, Memory, Thinking, and Attention) and possible intervention.
  • 22. Communication with pupils with hearing impairment - visualization of spoken Czech, reception of a written form of the Czech language, reading literacy, visual - motor communication systems.
  • 23. Assistive devices - hearing aids, cochlear implants, wireless technology.
  • 24. The use of special methods of teaching - modifying teaching methods and ways of teaching for pupils with hearing impairment (know and respect the specific problems of pupil - the pace of work, concentration, individual needs, classification and evaluation).
  • 25. Optimal educational environment for pupils with hearing impairment (ensuring appropriate acoustic conditions, optimal seating pupil in the class and the working area, classroom arrangement, etc.), Use of assistive devices and special education (teaching aids, special textbooks, IT equipment, utilities for classroom equipment).
  • 26. Interventions in the field of family and school cooperation (mutual communication, respect for parents, confidentiality, offering parents strategies, planning of meetings).
  • 27. Interventions in the field of cooperation of families, schools and consultants.
  • 28. Speech therapy and its specifics in pupils with hearing disability in school age, possibilities of its connection with the educational process.
  • 29. Stimulation of communication skills and activation of pupils, adolescents and adolescents in the context of social inclusion.
  • 30. Experiential Activities - For Teachers and Classmates (Thematically Focused on Hearing Impairment).
  • 31. Teenage and adolescence (influence of disability on puberty, specific challenges of adolescents).
Literature
    required literature
  • OPATŘILOVÁ, Dagmar. Grafomotorika a psaní u žáků s tělesným postižením (Graphomotorics and writing of children with physical disability). 1. vyd. Brno: Masarykova univerzita, 2014. Elportál. ISBN 978-80-210-6769-1. url html epub info
  • VÁGNEROVÁ, Marie. Psychopatologie pro pomáhající profese. Vyd. 5., rozš. a přeprac. Praha: Portál, 2012, 870 s. ISBN 9788026202257. info
  • FIALOVÁ, Ilona, Dagmar OPATŘILOVÁ and Lucie PROCHÁZKOVÁ. Somatopedie. Texty k distančnímu vzdělávání. (Education of Pupils with Physical Disability. Texts for Distance Education). Brno: Paido, 2012, 222 pp. Učební texty. ISBN 978-80-7315-233-8. info
  • OPATŘILOVÁ, Dagmar and Lucie PROCHÁZKOVÁ. Předprofesní a profesní příprava jedinců se zdravotním postižením ((Pre) vocational preparing of individuals with health disabilities). 1. vydání. Brno: Masarykova univerzita, 2011, 159 pp. Odborná kniha. ISBN 978-80-210-5536-0. info
  • VÍTKOVÁ, Marie. Somatopedické aspekty. 2., rozš. a přeprac. vyd. Brno: Paido, 2006, 302 s. ISBN 8073151340. info
  • KŘIVOHLAVÝ, Jaro. Psychologie nemoci. Vydání 1. Praha: Grada, 2002, 198 stran. ISBN 8024701790. info
  • Baslerová, P. (2012). Metodika práce asistenta pedagoga se žákem se zrakovým postižením. Olomouc: Univerzita Palackého v Olomouci.
  • BASLEROVÁ, Pavlína. Metodika práce se žákem se zrakovým postižením. Olomouc: Univerzita Palackého v Olomouci, 2012. ISBN 978-80-244-3307-3.
  • JANKOVÁ, Jana and Dagmar MORAVCOVÁ. Asistent pedagoga a dítě se zrakovým postižením. Vydání první. Praha: Pasparta, 2017, 116 stran. ISBN 9788088163619. info
  • RÖDEROVÁ, Petra, Zita NOVÁKOVÁ and Lea KVĚTOŇOVÁ. Oftalmopedie. Texty k distančnímu vzdělávání (Pedagogy of visually impaired. Texts for long distance studies). Brno: Paido, 2007, 124 pp. Edice pedagogické literatury. ISBN 978-80-7315-159-1. info
  • FINKOVÁ, Dita, Libuše LUDÍKOVÁ and Veronika RŮŽIČKOVÁ. Speciální pedagogika osob se zrakovým postižením. 1st ed. Olomouc: Univerzita Palackého v Olomouci, 2007. ISBN 978-80-244-1857-5. info
  • JUNGWIRTHOVÁ, Iva. Dítě se sluchovým postižením v MŠ a ZŠ. Vydání první. Praha: Portál, 2015, 191 stran. ISBN 9788026209447. info
  • KRAHULCOVÁ, Beáta. Komunikační systémy sluchově postižených. 1. vydání. Praha: Beakra, 2014, 375 stran. ISBN 9788090386327. info
  • HORÁKOVÁ, Radka. Sluchové postižení - úvod do surdopedie (Hearing Impairment - An Introduction to Deaf Education). Praha. Praha: Portál, 2012, 159 pp. 376 - Výchova a vzdělávání zvláštních skupin osob. ISBN 978-80-262-0084-0. info
  • KOMORNÁ, Marie. Psaná čeština českých neslyšících - čeština jako cizí jazyk. 2., opr. vyd. Praha: Česká komora tlumočníků znakového jazyka, 2008, 79 s. ISBN 9788087218297. info
  • HOUDKOVÁ, Zuzana. Sluchové postižení u dětí - komplexní péče. Vydání 1. V Praze: Triton, 2005, 117 stran. ISBN 8072546236. info
    recommended literature
  • OPATŘILOVÁ, Dagmar and Dana ZÁMEČNÍKOVÁ. Podpora rozvoje hybnosti osob s tělesným postižením (Support of motor development of people with physical disability). 1. vyd. Brno: Masarykova univerzita, 2014. Elportál. ISBN 978-80-210-7611-2. url html epub info
  • KŘIVOHLAVÝ, Jaro. Hořet, ale nevyhořet. 2., přeprac. vyd., V KNA 1. Kostelní Vydří: Karmelitánské nakladatelství, 2012, 175 s. ISBN 9788071955733. info
  • OPATŘILOVÁ, Dagmar and Marie VÍTKOVÁ. Speciálně pedagogická podpora dětí a mládeže se speciálními vzdělávacími potřebami mimo školu (Specifically educational suppot to hldren and youth with spacial educational needs outside school). první. Brno: MU, 2011, 258 pp. ISBN 978-80-210-5693-0. info
  • ŠOLCOVÁ, Iva. Vývoj resilience v dětství a dospělosti. Vydání 1. Praha: Grada Publishing, 2009, 102 stran. ISBN 9788024729473. URL info
  • VÁGNEROVÁ, Marie, Zuzana HADJ-MOUSSOVÁ and Stanislav ŠTECH. Psychologie handicapu. 2. vyd. Praha: Karolinum, 2000, 230 s. ISBN 8071849294. info
  • BARTOŇOVÁ, Miroslava, Pavla PITNEROVÁ, Marie VÍTKOVÁ, Lucie PROCHÁZKOVÁ, Dagmar PŘINOSILOVÁ, Petra RÖDEROVÁ, Barbora BOČKOVÁ, Jiřina KLENKOVÁ and Lenka DOLEŽALOVÁ. Vzdělávání žáků se speciálními vzdělávacími potřebami ve středním školství. Texty k distančnímu vzdělávání. Brno: Paido, 2013, 259 pp. ISBN 978-80-7315-243-7. info
  • HELUS, Zdeněk. Dítě v osobnostním pojetí : obrat k dítěti jako výzva a úkol pro učitele i rodiče. 2., přeprac. a rozš. vyd. Praha: Portál, 2009, 286 s. ISBN 9788073676285. info
  • JESENSKÝ, Ján. Prolegomena systému tyflorehabilitace, metodiky tyflorehabilitačních výcviků a přípravy rehabilitačně-edukačních pracovníků tyflopedického spektra. Vyd. 1. Praha: Univerzita Jana Amose Komenského Praha, 2007, 659 s. ISBN 9788086723495. info
  • MORAVCOVÁ, Dagmar. Zraková terapie slabozrakých a pacientů s nízkým vizem. Vyd. 1. Praha: Triton, 2004, 203 s. ISBN 8072544764. info
  • VÁGNEROVÁ, Marie. Oftalmopsychologie dětského věku. 1. vyd. Praha: Karolinum, 1995, 182 s. ISBN 807184053X. info
  • Inkluzivní pedagogika. Edited by Viktor Lechta, Translated by Tereza Hubáčková. Vydání první. Praha: Portál, 2016, 463 stran. ISBN 9788026211235. info
  • DRŠATA, Jakub and Radan HAVLÍK. Foniatrie - sluch. Edited by Viktor Chrobok. 1. vydání. Havlíčkův Brod: Tobiáš, 2015, 374 stran. ISBN 9788073111595. info
  • Základy inkluzivní pedagogiky : dítě s postižením, narušením a ohrožením ve škole. Edited by Viktor Lechta. Vydání první. Praha: Portál, 2010, 435 stran. ISBN 9788073676797. info
  • HELUS, Zdeněk. Dítě v osobnostním pojetí : obrat k dítěti jako výzva a úkol pro učitele i rodiče. 2., přeprac. a rozš. vyd. Praha: Portál, 2009, 286 s. ISBN 9788073676285. info
  • SOURALOVÁ, Eva. Čtení neslyšících. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2002, 74 s. ISBN 8024404338. info
Teaching methods
Interactive participation in the seminar, creation of seminar work on the given topic - after consultation with the teacher.
Assessment methods
Exam, Test 40 questions, 70% success rate
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 24 hodin.
The course is also listed under the following terms Spring 2021, Spring 2022.
  • Enrolment Statistics (Autumn 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2019/SPk603