SPp536 Functional seen

Faculty of Education
Spring 2021
Extent and Intensity
0/4/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Petra Röderová, Ph.D. (lecturer)
Mgr. Martin Vrubel, Ph.D. (lecturer)
Guaranteed by
Mgr. Martin Vrubel, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: Mgr. Martin Vrubel, Ph.D.
Supplier department: Institute for Research in Inclusive Education – Faculty of Education
Timetable of Seminar Groups
SPp536/OS01: Fri 19. 3. 8:00–13:50 učebna 22, Fri 26. 3. 8:00–13:50 učebna 22, Fri 23. 4. 8:00–13:50 kancelář vyučujícího, Fri 21. 5. 8:00–13:50 kancelář vyučujícího, M. Vrubel
Prerequisites
Student who applies for to the course must know: a basic knowledge from the field of special education for visual impaired and rules for the improvement of public space.
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
Learning outcomes of the course unit are to teach students to understand the principles of human vision and the differences between the vision of man and other creatures living on our planet. To teach the student everything important about the development of vision, the most common developmental visual defects and the possibilities of prevention and rehabilitation of these defects. Introduce to the student the most common myths about functional vision and compare them with the facts. To present current trends in the field of functional vision and contemporary scientific findings. To present how visual functions affect pupils' concentration and reading skills and to explain ways to positively influence visual functions and improve school work. To present possibilities of diagnostics of functional vision in school environment. To present ways of correction of visual acuity and rehabilitation of binocular vision. Introduce use of corrective and therapeutic aids used in school. Learning outcomes of the course unit are to introduce the student to the problems of removing the barriers of the educational process. To teach the student to guide people with visual impairments. To acquaint the student with the possibilities of suitable leisure activities for people with visual impairment.
Learning outcomes
The student knows the principles of human vision and differences between human, animal and insect vision The student knows how vision is formed and what this development can negatively influence Student is able to recognize myths about functional vision from reality. The student will know the current trends in the field of functional vision. The student is able to advise the pupil how to improve his / her concentration, reading skills and visual well-being. The student will know how to diagnose functional vision in the school environment and what are the possibilities of its correction. Students will know the correct use of corrective and therapeutic aids used in school. Students are able to identify barriers to the educational process and propose their removal. The student becomes a knowledgeable guide to people with visual impairments and is able to plan their free time in a suitable way.
Syllabus
  • The course will be divided into thematic blocks: principles of human vision and differences between human, animal and insect vision / development of visual functions, congenital developmental defects / Myths and misconceptions about vision and vision improvement / modern trends in vision / what affects vision / how to improve the reading skills of pupils? how does dyslexia relate to vision? / influence of visual functions on educational process / diagnosis and compensation of visual functions / Common optical aids vs. special optical aids, how to choose the right one / evaluation of school barriers and educational process + removing barriers / Guide to visually impaired and blind people through the educational process
Literature
    required literature
  • VRUBEL, Martin. Facilitátory a bariéry školní a sociální inkluze osob se zrakovým postižením (Facilitators and barriers of school and social inclusion of people with visual impairment). Brno: Masarykova univerzita, 2015, 186 pp. ISBN 978-80-210-8022-5. info
  • BENEŠ, Pavel, Zuzana STŘÍTESKÁ a Martin VRUBEL. Výhody a využitelnost barevných fólií ve Speciálně pedagogickém procesu. Štúdie zo špeciálnej pedagogiky/Studies in Special Education, Prešov: Vydavateľstvo Prešovskej univerzity, 2019, roč. 8, č. 2, s. 111
  • VRUBEL, Martin. Vidí váš žák na tabuli? aneb Nepozornost může být způsobena i zrakovou vadou. Komenský. Masarykova univerzita, 2013, vol. 137, No 03, p. 30-33. ISSN 0323-0449. info
    recommended literature
  • VESELÝ, Petr, Sylvie PETROVÁ, Svatopluk SYNEK, Martin VRUBEL and Karel PANČOCHA. Specifické poruchy učení a efekt barevných filtrů. Trendy v oční optice 2014. Praha: S-Press Publishing, 2014. info
  • PANČOCHA, Karel, Lucie PROCHÁZKOVÁ a Kateřina SAYOUD SOLÁROVÁ. Edukativní, intervenční a terapeutické přístupy k dospělým osobám a seniorům se zdravotním postižením. 1. vyd. Brno: muni press, 2013. ISBN 978-80-210-6306-8.
    not specified
  • KVĚTOŇOVÁ, Lea and Pavlína ŠUMNÍKOVÁ. Speciálněpedagogická podpora osob se zrakovým postižením se zvláštním zřetelem na rozvoj čichového vnímání. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2010, 133 s. ISBN 9788072904846. info
  • KVĚTOŇOVÁ, Lea. Učme se dívat na zrakově postižené dítě (Let´s learn how to look at children with a sight handicap). Predškolská výchova. 1994, 1993/94, 7/8, p. 10. ISSN 4947-3. info
Teaching methods
interactive seminary, practical training
Assessment methods
Active participation (50%), Project (25%), Discussion (25%)
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Spring 2020, Spring 2022.
  • Enrolment Statistics (Spring 2021, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2021/SPp536