SZ6054 Inclusive Education

Faculty of Education
Spring 2025
Extent and Intensity
0/0/.3. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
prof. PhDr. Karel Pančocha, Ph.D., M.Sc. (lecturer)
PhDr. Pavla Pitnerová, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Institute for Research in 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
SZ6054/OS01: Sat 1. 3. 9:00–12:50 učebna 60, P. Pitnerová
Prerequisites (in Czech)
!NOWANY( SZ6653 School Management , SZ6654 Inclusive Education , SZ6053 School Management )
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 prepare future teachers or support already practicing teachers in their classroom work with children with different abilities and needs in inclusive settings. We will look at factors influencing quality of inclusive education on the level of school and classroom. We aim to develop knowledge and skills needed for the everyday work of a teacher in inclusive classroom. We will focus on the development of
(1) personality of the future teacher (attitudes and values connected with inclusion),
(2) communication skills with children with special needs, the whole class, assistants, parents, other professionals,
(3) knowledge of principles and work organization in inclusive classroom (teaching strategies, individualization, differentiation, support measures, modifications of teaching materials and evaluation),
(4) knowledge of selected teaching aids and their use.
Learning outcomes
At the end of the course the student will be able to: • to explain and to reflect the principles of inclusive education at the level of culture, politics and practice of the school in their educational and educational activities; • 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
  • 1. Inclusive education 2. Class in inclusive setting – pupil with SEND and other pupils 3. Role of a teacher in multidisciplinary team 4. Organization of inclusive classroom 5. Methods and forms of work in inclusive classroom 6. Methods, approaches and tools for pupils with specific learning difficulties 7. Methods, approaches and tools for pupils with EB/D 8. Methods, approaches and tools for pupils with impaired communication ability 9. Methods, approaches and tools for pupils from socially disadvantaged environment 10. Methods, approaches and tools for pupils with health disabilities, in particular physical impairments and chronic diseases 11. Methods, approaches and tools for pupils with intellectual disabilities and ASD 12. Methods, approaches and tools for pupils with sensory impairments, in particular visual and hearing impairments
Literature
    required literature
  • BARTOŇOVÁ, Miroslava and Marie VÍTKOVÁ. Strategie vzdělávání žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí základní školy. Texty k distančnímu vzdělávání. 1. vydání. Brno: Paido Brno, 2016, 389 pp. ISBN 978-80-7315-255-0. info
  • MICHALÍK, Jan and BASLEROVÁ PAVLÍNA. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění: obecná část. Olomouc: Univerzita Palackého v Olomouci, 2015. ISBN 978-80-244-4654-7. info
    recommended literature
  • Katalogy podpůrných a vyrovnávacích opatření. Systémová podpora inkluzivního vzdělávání v ČR. (2014). Dostupné z http://www.inkluze.upol.cz/portal/.
  • HELUS, Zdeněk. Dítě v osobnostním pojetí : obrat k dítěti jako výzva a úkol pro učitele i rodiče. Vyd. 1. Praha: Portál, 2004, 228 s. ISBN 8071788880. 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
    not specified
  • LAZAROVÁ, Bohumíra, Lenka HLOUŠKOVÁ, Kateřina TRNKOVÁ, Milan POL and Josef LUKAS. Řízení inkluze ve škole (Management of inclusion in schools). 1. vydání. Brno: Masarykova univerzita, 2015, 179 pp. ISBN 978-80-210-8037-9. info
  • VÍTKOVÁ, Marie and Miroslava BARTOŇOVÁ. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. 2. dotisk 1. vyd. Brno: Masarykova univerzita, 2015, 279 pp. ISBN 978-80-210-6678-6. info
  • ŠVAMBERK ŠAUEROVÁ, Markéta, Klára ŠPAČKOVÁ and Eva NECHLEBOVÁ. Speciální pedagogika v praxi : diagnostika a současný systém péče, komunikace ve školní a rodinné edukaci, nápravné programy a pomůcky, edukační a relaxační techniky. Vydání 1. Praha: Grada, 2012, 248 stran. ISBN 9788024743691. URL info
Teaching methods
Group discussion, asssigned reading, cooperative learning, experiential activities, creation of a mental map, presentation of examples of good practice.
Assessment methods
To be awarded credits the student has to: - attendance; - Hand in assigned reading and reading tasks approved by teacher; - Active participation during lectures, activities and discussions, porfolio.
Language of instruction
Czech
Further comments (probably available only in Czech)
General note: Nezapisují studenti oborů Speciální pedagogika a Speciální andragogiky.
Information on the extent and intensity of the course: 4 hodiny.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/SZ6054