SPCK2_IDSP Inclusive Didactics

Faculty of Education
Spring 2019
Extent and Intensity
0/0. 8 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Mgr. Ilona Fialová, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Marie Vítková, CSc.
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
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
Course objectives
The course provides basic knowledge o ~ the problems of integration and inclusion of pupils with special educational needs in   current educational system in the Czech Republic and its comparison with   selected educational systems in other states. Furthermore, the acquisition of theoretical knowledge and practical skills necessary for the successful organization of teaching in an inclusive classroom.
Learning outcomes
Student will be able to: • to explain and to reflect the principles of inclusive education. • can critically reflect on its own attitude towards inclusive education and its own ability to create an inclusive classroom environment; • be able to organize, effectively communicate and lead the work of a multidisciplinary team; • in collaboration with parents, pupil and counseling facility, can develop an individual educational plan, a pedagogical support plan; • will be familiar with the basic methods and forms of work with the heterogeneous group (adaptation of ways of mediating the curriculum, teaching materials, organizational forms of work, class organization, evaluation, etc.) and will be able to use them appropriately in teaching; • can modify learning materials and activities with respect to pupils' needs; • will know the standard compensatory aids, special teaching aids and support or replacement communication systems for pupils with SEN.
Syllabus
  • Course syllabus 1. Inclusive education in the Czech Republic and selected system in other states. 2. Definitions of terminology 3. System of education with focus on inclusive education 4. Individual approach and difference in educational process in inclusive school 5. Pupils with special educational needs (communication disorders, learning difficulties, bahavioral disorders, pupil with mental retardation, physical disabilities, Autism, severe disabilities) 6. Clinical background of illness 7. Didactics and cooperative learning 8. Material and organisational conditions for realization of inclusive education 9. Educational strategies of assesment in inclusive school 10. Strategies for independent learning
Literature
    required literature
  • Bartoňová, M., Vítková, M. et al. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu, 1. vydání, Brno: MU, 2013, ISBN 978-80-210-6678-6
  • Ošlejšková, H., Vítková, M. et atl. Východiska, podmínky a strategie ve vzdělávání žáků s těžkým postižením na základní škole speciální. 1. vydání, Brno: MU, 2013, ISBN 978-80-210-6673-1
    recommended literature
  • Hájková, V., Strnadová, I. Inkluzivní vzdělávání. Praha: Grada, 2010. 217 s. ISBN 978-80-247-3070-7.
  • Lechta, V. (ed.). Základy inkluzivní pedagogiky. Vydání první. Praha : Portál, s.r.o., 2010. s. 435. ISBN 978-80-7367-679-7.
  • HAVEL, Jiří. Výuka elementárního čtení a psaní na přechodu k inkluzi (Teaching elementary reading and writing in the transition to inclusion). In Jiří Havel. Vzdělávání žáků se speciálními vzdělávacími potřebami na 1. stupni základní školy jako východisko inkluzivní didaktiky. 2. rozšířené vydání. Brno: Masarykova univerzita, 2014, p. 71-112. ISBN 978-80-210-7150-6. info
  • KRATOCHVÍLOVÁ, Jana. Inkluzivní vzdělávání v české primární škole: teorie, praxe, výzkum (Inclusive Education in the Czech primary school: theory, practice, research). první. Brno: Masarykova univerzita, 2013, 207 pp. ISBN 978-80-210-6527-7. info
  • BARTOŇOVÁ, Miroslava. Kapitoly ze specifických poruch učení II. Reedukace specifických poruch učení (ed). Brno. Brno: MU, 2005, 152 pp. Paido. ISBN 80-210-3613-3. info
    not specified
  • Heimlich, U., Kahlert, J., Lelgemann, R., Fischer, E. (Hrsg.). Inklusives Schulsystem. Mnichov, 2016, Bad Heilbrunn. ISBN 978-3-7815-2077-6.
Teaching methods
Seminar, class discussion, group projects and their presentation and discussion.
Assessment methods
Group project: 1. Create a model individual educational plan for the pupil/student with special educational needs. 2. Prepare lesson in inclusive classroom model   s ~ using the acquired learning strategies. 3. On the test case to think about the material-technical and organizational measures necessary for the successful integration of the model pupil with special educational needs. 4. Prepare documents for the interview with   parents of pupils with special educational needs. The project will be followed in teaching presented, discussed and evaluated. Alternate work (for students who will be in abroad), treatment with essays on the subject - Terms of integration and inclusion in primary education in abroad. The evaluation is necessary that each student participated in the project preparation. Written test - 40 questions - must be 75 % correct answers.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught each semester.
The course is taught: in blocks.
Information on the extent and intensity of the course: 16 hodin.
The course is also listed under the following terms Autumn 2015, Spring 2016, Autumn 2016, Spring 2017, Autumn 2017, Spring 2018, Autumn 2018.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2019/SPCK2_IDSP