SP4042 Teaching of Pupils with SEN II – behavioral disorders and intellectual disabilities

Faculty of Education
Spring 2023
Extent and Intensity
0/4/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Věra Vojtová, Ph.D. (lecturer)
Mgr. et Mgr. et Mgr. Věra Linhartová, Ph.D. (seminar tutor)
Mgr. Pavel Sochor, Ph.D. (seminar tutor)
Guaranteed by
doc. PhDr. Věra Vojtová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: doc. PhDr. Věra Vojtová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable of Seminar Groups
SP4042/Kombi01: Fri 10. 3. 8:00–13:50 učebna 51, Sat 18. 3. 14:00–19:50 učebna 51, Sat 25. 3. 8:00–13:50 učebna 51, Sat 29. 4. 8:00–13:50 učebna 51, V. Linhartová, P. Sochor
SP4042/Prez01: Mon 16:00–17:50 učebna 52, Tue 9:00–10:50 učebna 42, V. Linhartová, P. Sochor
Prerequisites
State final exams in special pedagogy.
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 the course is to develop a competent and informad approach to the education of pupils with special educational needs which are related to behavioral and emotional disorders of wet mental disabilities and autism spectrum dosorders in primary and secondary schools (in an inklusive special school systém).
Learning outcomes
The student is competent and has an informed approach to teaching students with special educational needs in connection woth behavioral and emotional disorders with mild mental disabilities and autism spectrum disorders. The student will acquire skills and competencies for their teaching on the basis of knowledge about the charakteristics of relevant disabilities and their context in learning processes. The student will be able to formulate the individual educational needs of these pupils and use special pedagogical strategies for teaching their manamegent in terms of support and strengthening of pupils competencies and their accompaniment to educational processes.
Syllabus
  • Behavioral and emotional disorders 1.Emotional and behavioral disorders as a dynamic process.
  • 2. Etiological context of the development of risky behavior and protective factors relevant to the development of behavior – theory of resilience.
  • 3. Questions of the needs of children with emotional and behavioral disorders in teaching. Issues of coping management strategies.
  • 4. Work at the level of the school class systém (school rules, class rules, climate class work with the team).
  • 5. Management of behavior in class. Work on an individual level (coping with seizure behavior, contact between teacher and child, communication in the classroom, communication with parents).
  • 6. Early identification of risky behavior (ways of evaluating behavior) and ways of intervention.
  • Education of pupils with mild mental disabilities and autism spectrum disorder
  • 1.Educational needs of pupils with mild mental disabilities and autism spectrum disorder, terminological background.
  • 2.Personality specifics of pupils with mild mental disabilities and autism spectrum disorder and influencing the educational process, specifics of cognitive processes and variability of developmental peculiarities.
  • 3. Didactic principles of the method, of the form and means in the education of pupils with mild mental disabilities and autism spectrum disorder.
  • 4. Specifics of the method for initial reading and writing in the education of pupils with mild mental disabilities and autism spectrum disorder.
  • 5. Learning strategies for pupils with mild mental disabilities and autism spectrum disorders inklusive and segregated primary and secondary school environment
Literature
    required literature
  • VOJTOVÁ, Věra. Inkluzivní vzdělávání žáků v riziku a s poruchami chování jako perspektiva kvality života v dospělosti (Inclusive Education with the Focus on At-risk Pupils and Pupils with Behaviour Disorder and the Quality of Life.). Brno: Press Muni, 2010, 330 pp. pedagogická. ISBN 978-80-210-5159-1. info
  • VALENTA, Milan, Jan MICHALÍK and Martin LEČBYCH. Mentální postižení. 2., přepracované a aktuali. Praha: Grada, 2018, 387 stran. ISBN 9788027103782. URL info
    recommended literature
  • VOJTOVÁ, Věra and Karel ČERVENKA. Edukační potřeby dětí v riziku a s poruchami chování. Educational needs of children at risk and with behavioural disorders. 1. vyd. Brno: Masarykova univerzita, 2012, 193 pp. ISBN 978-80-210-6134-7. info
  • BAZALOVÁ, Barbora. Dítě s mentálním postižením a podpora jeho vývoje (A Child with an Intellectual Disability and Support of his/her Development). Vydání první. Praha: Portál, 2014, 183 pp. ISBN 978-80-262-0693-4. URL info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Jiří Foltýn. Šesté, rozšířené a př. Praha: Portál, 2013, 562 stran. ISBN 9788026203674. info
  • VÍTKOVÁ, Marie and Miroslava BARTOŇOVÁ. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. 3. dotisk 1. vyd. Brno: Masarykova univerzita, 2016, 279 pp. ISBN 978-80-210-6678-6. info
Teaching methods
Discussion, work with professional text – study, analysis, comparation, seminar work, portfolio.
Assessment methods
Active participation – 10%, seminar work – 30%, portfolio – 10 %, exam – 50%
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: 4 bloky pro kombinované studium.
The course is also listed under the following terms Spring 2022, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2023, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2023/SP4042