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Lecturer(s)
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Janyšková Kristýna, Mgr. Ph.D.
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Pejšová Mouleová Lenka, Mgr.
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Káňová Šárka, Mgr. Ph.D.
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Course content
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In the colloquiums of practice, the tasks, questions and problems that are related to the performance of continuous and contiguous professional practices of students of Special Pedagogy are solved. Through the form of co-operative learning, the following areas are discussed and discussed: 1. Supervision: Basic insight into the practice of supervising in organizations of a social or educational nature. Supervision as a qualified supervision of the work of helping workers in organizations, relationships between workers, relationships between workers and users of services, pupils and relationships between workers and family members of service users, respectively. pupils. 2. The functioning of organizations providing services to people with disabilities 3. Life situations of individuals, families, groups and communities: mapping of life situations, planning, implementation and evaluation of problem-solving procedures 4. Linking the theoretical knowledge from the special pedagogy with the practical experience of the students.
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Learning activities and teaching methods
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- Individual project (40)
- 16 hours per semester
- Contact hours
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Being oriented and characterizing organizations and institutions typically employing graduates of the Special Education program. |
| To orientate in the basic theoretical-methodological starting points of the work of a special pedagogue. |
| Skills |
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| understand professional text, interpret and explain the content of a professional text to a person who does not move in a special pedagogical discourse, write a cultured scholarly text on a given topic, grasp and interpret the experience gained during special pedagogical practice, communicate with people from a different social environment than the student's own. |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| critically evaluate theoretical readiness gained during studies with themes that are discussed in institutions and organizations of special pedagogical practice |
| characterize and describe key themes related to the issues of social inclusion of people with disabilities |
| Skills |
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| analyze the specific problematic areas in the field |
| compare important issues and topics currently discussed in the institutions of the possible professional experience |
| Competences |
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| N/A |
| N/A |
| N/A |
| By passing the subject, the student supports the competencies in the field of attitudes. The student recognizes the values and ethical principles of the work of a special educator and is aware of the various dilemmas related to working with people with disabilities and their families. |
| teaching methods |
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| Knowledge |
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| Seminar |
| Textual studies |
| Discussion |
| Skills |
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| Seminar |
| Self-study of literature |
| Competences |
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| Seminar |
| Clinical practice under supervision |
| Students' portfolio |
| Group discussion |
| One-to-One tutorial |
| Discussion |
| assessment methods |
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| Knowledge |
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| Portfolio |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Skills |
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| Portfolio |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Competences |
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| Individual presentation at a seminar |
| Portfolio |
| Group presentation at a seminar |
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Recommended literature
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NEZVALOVÁ, D. Portfolio a jeho hodnocení. Olomouc: UPOL, 2012.
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SLAVÍK, J.; MÜLLEROVÁ, L.; SOUKUPOVÁ, P. ET AL.. Reflexe hodnoceníkvality výuky I. (ZRHV). Plzeň: ZČU v Plzni, 2020. ISBN 978-80-261-0920-4.
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TRUNDA, J. Profesní portfolio učitele.. Praha: NÚV, 2012.
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