SPc335 Inclusive didactics II - strategy of class management, literacy of math and digital technologies

Faculty of Education
Autumn 2022
Extent and Intensity
0/0/1. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Mgr. Dagmar Opatřilová, Ph.D. (lecturer)
PhDr. Pavla Pitnerová, 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
Timetable of Seminar Groups
SPc335/Kombi01: Fri 23. 9. 15:00–17:50 Virtuální místnost, Fri 14. 10. 16:00–18:50 učebna 51, Fri 21. 10. 16:00–18:50 učebna 51, Fri 11. 11. 15:00–17:50 Virtuální místnost, P. Pitnerová
Prerequisites
The final state examination in the field of Special Education and associated fields is prerequisite for the course application. Completition of the course Inclusive Didactics I
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
Course objectives
The aim of the subject is to equip students with basic information, procedures, strategies and possibilities of support of pupils with special educational needs in the inclusive/ special school environment. Furthermore, the aim of the subject is to develop theoretical and practical knowledge and skills which will enable the student to work with modern technologies in the field of education. These technologies can then be suitably applied to various organizational forms, teaching methods and strategies in a heterogeneous class, all with regard to the risks and needs of the target groups. The subject integrates knowledge from mathematics, informatics, pedagogy, special pedagogy, psychology and general didactics.
Learning outcomes
After the course, student will be able to:
• understand supporting teaching strategies in science, technical subjects and mathematics;
• choose appropriate methods and forms of work for teaching in a heterogeneous class;
• use special tools and technologies to help pupils with special educational needs overcome barriers;
• use information and communication technologies in teaching mathematics and other technical subjects;
• apply special pedagogical support in pupils with special educational needs in education.
Syllabus
  • 1. Literacy as a terminological complex. Educational strategies reflecting literacy in 21st century society. Competencies for the 21st Century.
  • 2. Learning Mathematics Objectives. Educational processes, methods and forms of teaching of mathematics, organization of the teaching process, including material and technical means. Stakeholders in the teaching mathematics.
  • 3. Innovative and alternative approaches (cooperative and experiential learning, Hejný method, methods of critical thinking, learning in the online environment, etc.).
  • 4. Assessment and evaluation and classification in mathematics. The issue of transition between primary and junior secondary/upper secondary schools.
  • 5. The role of the teacher in the process of acquiring technical knowledge, skills and habits.
  • 6. Student as object and subject of the education. Education of pupils with special educational needs in mathematics, technical and natural sciences.
  • 7. Technological-didactic knowledge of the teacher - use of special tools, evaluation of the effectiveness of their use in teaching (aimed at pupils with specific learning disabilities).
  • 8. Technological-didactic knowledge of the teacher - use of special tools, evaluation of the effectiveness of their use in teaching (aimed at pupils with intellectual disability).
  • 9. Technological and didactic knowledge of the teacher - use of special aids, evaluation of the effectiveness of their use in teaching (aimed at pupils with impaired auditory perception).
  • 10. Technological-didactic knowledge of the teacher - use of special aids, evaluation of the effectiveness of their use in teaching (aimed at pupils with weakened visual perception).
  • 11. Use of ICT in inclusive education. Role, benefits and limits of ICT use in the educational process. Communication and collaboration through ICT. Digital generation. Presentation. Visualization. Webinar. Trends, challenges, opportunities. Virtual reality. Concepts of Enhanced Reality. 3D printing, modelling.
  • 12. Computer security. Hygiene, ergonomics, ICT safety rules. Technostress - delimitation, types and consequences, information neurosis, prevention.
Literature
    required literature
  • Watkinson, A. (2013) Informační a komunikační technologie pro inkluzi. Pokrok a příležitosti evropských zemí. Brusel: Evropská agentura pro rozvoj speciálního vzdělávání.
  • PITNEROVÁ, Pavla. Role Rámcových vzdělávacích programů v rozvoji digitální gramotnosti u žáků se speciálními vzdělávacími potřebami (Role of Framework Educational Programmes in Developing Digital Literacy of Pupils with Special Educational Needs). Media4u Magazine. Jan Chromý, 2016, roč. 13., 3/2016, p. 1-5. ISSN 1214-9187. info
  • HEJNÝ, Milan and František KUŘINA. Dítě, škola a matematika : konstruktivistické přístupy k vyučování. Třetí vydání. Praha: Portál, 2015, 232 stran. ISBN 9788026209010. info
  • BLAŽKOVÁ, Růžena, Květoslava MATOUŠKOVÁ and Milena VAŇUROVÁ. Kapitoly z didaktiky matematiky : (slovní úlohy, projekty). 2. vyd. Brno: Masarykova univerzita, 2011, 84 s. ISBN 9788021054196. info
  • ZIKL, Pavel. Využití ICT u dětí se speciálními potřebami. Vyd. 1. Praha: Grada, 2011, 127 s. ISBN 9788024738529. URL info
  • BLAŽKOVÁ, Růžena, Květoslava MATOUŠKOVÁ and Milena VAŇUROVÁ. Poruchy učení v matematice a možnosti jejich nápravy (Disorders of learning in mathematics and how to remedy). Brno: Paido . edice pedagogické literatury, 2007, 96 pp. Dotisk 1. vydání. ISBN 80-85931-89-3. info
    recommended literature
  • ČERNÝ, Michal. Informační a učící se společnost (Information and learning society). Brno: Paido, 2017, 144 pp. ISBN 978-80-7315-263-5. info
  • ZELINKOVÁ, Olga. Poruchy učení : dyslexie, dysgrafie, dysortografie, dyskalkulie, dyspraxie, ADHD. 11. vyd. Praha: Portál, 2009, 263 s. ISBN 9788073675141. info
  • SAK, Petr, Jiří MAREŠ, Hana NOVÁ, Vít RICHTER, Karolína KOLESÁROVÁ and Jarmila SKALKOVÁ. Člověk a vzdělání v informační společnosti. Vydání 1. Praha: Portál, 2007, 290 stran. ISBN 9788073672300. info
  • BLAŽKOVÁ, Růžena. Dyskalkulie a další poruchy učení u žáků 2. stupně ZŠ. první. Praha: IPPP ČR, 2006, p. 127-133. ISBN 80-8656-13-5. info
  • FRIEDMANN, Zdeněk. Didaktika technické výchovy. Brno: Pedagogická fakulta MU, 2001, 92 pp. ISBN 80-210-2641-3. info
Teaching methods
Seminar, practical examples, records, literature reading. Group discussion, cooperative learning, experiential activities, creation of a mental map, presentation of examples of good practice. On-line study materials.
Assessment methods
Written test (75% of the correct answers are required for successful completion). Feedback will take place through an oral exam. Further requirements will be specified in the Organizational Guidelines in the IS and the first subject consultation.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
Information on the extent and intensity of the course: 12 hodin.
The course is also listed under the following terms autumn 2020, Autumn 2021, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2022, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2022/SPc335