SPROC_SP1b Specialization 1b Education of Individuals with Intellectual Disabilities

Faculty of Education
Spring 2025
Extent and Intensity
0/0/2.7. 24 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
doc. PhDr. Mgr. Barbora Bazalová, Ph.D. (lecturer)
Mgr. Ľubica Srnková (lecturer)
Guaranteed by
doc. PhDr. Mgr. Barbora Bazalová, 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
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 goal of the course is to adopt the current concept of terminology focused on disorders of intellectual development and autism spectrum disorders, also the current insights and possibilities of special educational diagnostics. Education and inclusive education will be mentioned.
Learning outcomes
At the end of the course, the student will be able to:
- have a general knowledge of the pedagogy of people with intellectual disabilities;
- apply the approaches to the education of children and pupils with intellectual disabilities and autism spectrum disorders;
- master the effective approaches for pupils with disorders of intellectual development. Their work will be as a teaching assistants.
Syllabus
  • 1. Characteristics of the field, a subject, goals, terminology, and interdisciplinary cooperation. History, current trends, experts, literature. 2. Intellectual development disorders: characteristics according to different authors, aetiology, classification. Possibilities of supporting people with mental disabilities from early age to adulthood. 3. Dementia: characteristics, manifestations, types, and support options for people with dementia. Socially conditioned mental disability: features, presentations, possibilities of supporting children. 4. Mild mental disability: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 5. Moderate mental retardation: characteristics, personality specifics. Options for inclusion and support from early years to adulthood. 6. Counseling services for children and pupils with mental disabilities in and outside school. Legislative anchoring. Support measures. 7. Possibilities of education for children, pupils and students with mental disabilities from preschool age to adulthood. Support in an inclusive and special school. Teaching assistant. Legislative anchoring. 8. Characteristics of RVP PV, RVP ZV, RVP ZŠS. Support measures. Principles of working with children and pupils with mental disabilities and autism spectrum disorders in inclusive and special schools. 9. Symptomatic speech disorders. Alternative and augmentative communication systems suitable for people with intellectual disabilities and ASD. 10. Comprehensive diagnostics focusing on mental disabilities and ASD. 11. Social services for people with mental disabilities. Nonprofit organizations. Especially pedagogical support. 12. Therapy and intervention for people with mental disabilities and their availability, application in practice. 13. Families with children with mental disabilities: phase of coping with the child's disability, family functioning, the role of siblings, vision for the future, possibilities of family support from experts. Literature on the topic. 14. Down syndrome: characteristics, aetiology, classification, personality specifics. Options for inclusion and support from early years to adulthood. Farmers. Literature. Family of a child with DS. Nonprofit organizations. 15. Autistic spectrum disorders: characteristics, aetiology, prevalence, classification. Options for inclusion and support from early years to adulthood. Experts. Literature. Autistic spectrum disorders at school: diagnosis, characteristics of manifestations and their solutions, adjustment of conditions and environment. Principles of working with children and pupils with autism spectrum disorders in inclusive schools and schools established according to section 16, paragraph 9 of the Education Act as amended. Family of a child with ASD. Nonprofit organizations. 16. Concurrent disability with multiple defects. Characteristics, classification, diagnosis. Options for inclusion and support from early years to adulthood. 17. Adulthood of persons with mental disabilities. Specifics in behaviour, socialization, relationships, communication, sexuality, independence, education, professional application and spending free time. Support options. Community services for people with intellectual disabilities. 18. Sexual education of pupils with mental disabilities. The issue of sexuality of persons with mental disabilities. Partnership and parenting of people with intellectual disabilities. 19. Rights of persons with mental disabilities in national and international documents.
Literature
  • Bachmann, P., Vítek, A. (2014) Vybrané kapitoly managementu nejen pro speciální pedagogy. Hradec Králové: Gaudeamus.
  • Bartoňová, M. (2013) Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. Brno: Masarykova univerzita.
  • Bartoňová, M., Bazalová, B., Pipeková, J. (2007) Psychopedie: texty k distančnímu vzdělávání. Brno: Paido.
  • Bazalová, B. (2014) Dítě s mentálním postižením a podpora jeho vývoje. Praha: Portál.
  • Bazalová, B. (2017) Autismus v edukační praxi. Praha: Portál.
  • Bendová, P., Zikl, P. (2011) Dítě s mentálním postižením ve škole. Praha: Grada.
  • Černá, M. a kol. (2015) Česká psychopedie: speciální pedagogika osob s mentálním postižením. Praha: Karolinum.
  • Dlouhá, J., Dlouhý, M., Neubauerová, L., Sýkorová, Z., Dostálková, M. (2013) Úvod do psychopedie. Hradec Králové: Gaudeamus.
  • Janovcová, Z. (2010) Alternativní a augmentativní komunikace: učební text. Brno: Masarykova univerzita.
  • Lechta, V. (2011) Symptomatické poruchy řeči u dětí. Praha: Portál.
  • Müller, O. (ed.) a kol. (2014) Terapie ve speciální pedagogice. Praha: Grada.
  • Pipeková, J. (2006) Osoby s mentálním postižením ve světle současných edukativních trendů. Brno: MSD.
  • Pipeková, J., Vítková, M. et al. (2014) Od edukace k sociální inkluzi osob se zdravotním postižením se zaměřením na mentální postižení. Brno: Masarykova univerzita.
  • Přinosilová, D. (2007) Diagnostika ve speciální pedagogice: texty k distančnímu vzdělávání. Brno: Paido.
  • Selikowitz, M. (2011) Downův syndrom: definice a příčiny, vývoj dítěte, výchova a vzdělání, dospělost. Praha: Portál.
  • Švarcová, I. (2011) Mentální retardace: vzdělávání, výchova, sociální péče. Praha: Portál.
  • Thorová, K. (2016) Poruchy autistického spektra. Praha: Portál.
  • Vágnerová, M. (2014) Současná psychopatologie pro pomáhající profese. Praha: Portál.
  • Valenta, M., Michalík, J., Lečbych, M. a kol. (2018) Mentální postižení. Praha: Grada.
  • Valenta, M., Müller, O. (2013) Psychopedie: teoretické základy a metodika. Praha: Parta.
Teaching methods
Lectures with the active participation of students.
Assessment methods
Annotation of publications about individuals with intellectual disabilities. Active class participation (80 %). A written test is required to complete this course, with 70 % correct answers.
Language of instruction
Czech
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 32 hodin.
Teacher's information
The teacher will communicate more detailed information (updated list of literature) at the beginning of the semester.
The course is also listed under the following terms Spring 2013, Autumn 2013, Spring 2014, Autumn 2014, Spring 2015, Autumn 2015, Spring 2016, Autumn 2016, Spring 2017, Autumn 2017, Spring 2018, Autumn 2018, Spring 2019, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/SPROC_SP1b