UZB005 Special Education & Pedagogical Diagnostics

Faculty of Arts
Spring 2020
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Vlastimil Čiháček, Ph.D. (lecturer)
Mgr. Lenka Hloušková, Ph.D. (lecturer)
doc. PhDr. Bohumíra Lazarová, Ph.D. (lecturer)
PhDr. Pavla Pitnerová, Ph.D. (lecturer)
Mgr. Roman Švaříček, Ph.D. (alternate examiner)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Timetable of Seminar Groups
UZB005/01: Mon 16:00–17:40 J21, P. Pitnerová
UZB005/02: Tue 14:00–15:40 J21, P. Pitnerová
UZB005/03: Tue 16:00–17:40 J21, P. Pitnerová
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 200 student(s).
Current registration and enrolment status: enrolled: 0/200, only registered: 0/200
fields of study / plans the course is directly associated with
there are 25 fields of study the course is directly associated with, display
Course objectives
This course connects three disciplines that are close to each other: special education, didactics and school counselling. The focus of interest of all these disciplines is primarily on pupils with special educational needs. In the part dealing with special education students will learn about diagnostics of special educational needs and manage selected processes of work with these needs. They will prepare to pursue inclusive education. In the diagnostic part they will learn about various concepts of pedagogical diagnostics, distinguish various types of diagnoses, achieve an understanding of the qualitative approach to pedagogical diagnostics, grasp the sense of diagnostic measuring in education and learn to recognize selected methods of pedagogical diagnostics. In the final part they will be introduced to the role of external counselling institutions and the work of counselling centres at schools and learn to mediate counselling services.
Learning outcomes
Student will be able to:
- Identify and summarize important features of the main periods of the history of education for pupils with special educational needs;
- identify and describe current domestic and foreign educational trends;
- write a seminar paper on "Educating a pupil with" special educational needs ";
- to propose specific possibilities for support for pupils with special educational needs in teaching;
- will have an overview of schools and school facilities for the education of pupils with special educational needs;
- will know the basic legislation that determines education in the Czech Republic.
Syllabus
  • Outline 1.Groups of pupils with special educational needs in school settings (deficiencies in reasoning, sensory and physical defects, inferior pupils, gifted pupils, pupils with learning and behavioural deficiencies, foreigners and socially disadvantaged pupils); characteristics of these groups as related to various branches of special education.
  • 2.Scope of work with groups of pupils with special educational needs in school settings; supportive and balancing measures; legislation related to pupils with special educational needs; integration and inclusion; plans for individual education.
  • 3.Socio-pathological phenomena in school settings (lies and deception, truancy, and roaming, smoking, alcoholism, drug abuse, sexual delinquency, aggression, vandalism, theft, bullying, self-harm, suicidal tendencies, etc.).
  • 4.Prevention in schools; options and limits of precautions in school settings; health support in schools.
  • 5.Diagnostics in teaching; branches of pedagogical diagnostics; diagnoses in educational settings; diagnostic procedures and methods; diagnostics in education, special education and psychology.
  • 6.Counselling services at schools (school counselling centres, career guides, prevention consultants, school psychologists and special educators).
  • 7.Counselling services of specialist institutions (educational and psychological advisory centres, centres of special education, centres of educational care); role of non-profit organizations within services of school counselling institutions.
Literature
    required literature
  • GAVORA, Peter. Akí sú moji žiaci? : pedagogická diagnostika žiaka. 2., aktualiz. vyd. Nitra: Enigma, 2010, 216 s. ISBN 9788089132911. info
    recommended literature
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. 2., doplněné a aktualizova. Praha: Wolters Kluwer, 2016, 398 stran. ISBN 9788075520142. info
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika, 2012, 343 s. ISBN 9788073576790. info
    not specified
  • SLOWÍK, Josef. Speciální pedagogika. 2., aktualizované a doplně. Praha: Grada, 2016, 162 stran. ISBN 9788027100958. URL info
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika, 2012, 343 s. ISBN 9788073576790. info
  • PELIKÁN, Jiří. Základy empirického výzkumu pedagogických jevů. 2. nezměněné vydání. Praha: Karolinum, 2011, 270 stran. ISBN 9788024619163. info
  • VÍTKOVÁ, Marie. Speciální pedagogika (Special education). In Baštecká, B. (ed.). Psychologická encyklopedie. Aplikovaná psychologie. Vydání první. Praha: Portál, s.r.o., 2009, p. 375-379. 1615. publikace. ISBN 978-80-7367-470-0. info
  • SLOWÍK, Josef. Speciální pedagogika. Praha: Grada, 2007, 160 pp. ISBN 978-80-247-1733-3. info
  • SLOWÍK, Josef. Speciální pedagogika. 1st ed. Praha: Grada, 2007, 160 pp. ISBN 978-80-247-1733-3. info
  • Integrativní speciální pedagogika : integrace školní a sociální. Edited by Marie Vítková. 2. rozšířené a přepraco. Brno: Paido, 2004, 463 stran. ISBN 8073150719. info
  • DITTRICH, Pavel. Pedagogicko-psychologická diagnostika. Vyd. 2., upr. Jinočany: H & H, 1993, 121 s. ISBN 8085467062. info
Teaching methods
The course leans on four pillars: instructors’ lectures, study of professional literature, students’ team and individual work in seminars, and active student discussions with instructors. Students will be introduced to various diagnostic methods and join instructors in analysing and interpreting results in terms of educational and psychological counselling for pupils with special educational needs.
Assessment methods
The course is concluded with a written test. Students’ work is regularly evaluated during the course.
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 Autumn 1999, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2021, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2020, recent)
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