SPk606 Teaching of Pupils with SEN III - pupil with hearning, physical and visual impairment

Faculty of Education
Autumn 2021
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)
PhDr. Mgr. Dana Zámečníková, Ph.D. (lecturer)
PhDr. Mgr. et Mgr. Radka Janošková (seminar tutor)
Guaranteed by
doc. PhDr. Mgr. Dagmar Opatřilová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: doc. PhDr. Mgr. Dagmar Opatřilová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable of Seminar Groups
SPk606/01: Sat 9. 10. 8:00–13:50 učebna 53, Sat 6. 11. 8:00–13:50 učebna 55, Sat 27. 11. 8:00–13:50 učebna 53, Sat 4. 12. 8:00–13:50 učebna 53, R. Janošková, L. Vrbecká Doležalová, D. Zámečníková
Prerequisites
75 % participation, seminar work
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 people with visuall impairment: 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
    recommended literature
  • JANKOVÁ, Jana and Dagmar MORAVCOVÁ. Asistent pedagoga a dítě se zrakovým postižením. Vydání první. Praha: Pasparta, 2017, 116 stran. ISBN 9788088163619. info
  • HORÁKOVÁ, Radka. Sluchové postižení : úvod do surdopedie. Vyd. 1. Praha: Portál, 2012, 159 s. ISBN 9788026200840. 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
  • 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
  • RÖDEROVÁ, Petra, Lea KVĚTOŇOVÁ and Zita NOVÁKOVÁ. Oftalmopedie : texty k distančnímu vzdělávání. 2. vyd. Brno: Paido, 2007, 125 s. ISBN 9788073151591. info
  • FINKOVÁ, Dita, Libuše LUDÍKOVÁ and Veronika RŮŽIČKOVÁ. Speciální pedagogika osob se zrakovým postižením. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2007, 158 s. ISBN 9788024418575. 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
Teaching methods
lecture, video, self-study of the students
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.
Information on the extent and intensity of the course: 24 hodin.
Teacher's information
The literature will be specified by the teacher
The course is also listed under the following terms Spring 2020, autumn 2020.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2021/SPk606