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Lecturer(s)
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Smítková Ivana, Mgr. et Mgr.
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Káňová Šárka, Mgr. Ph.D.
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Course content
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Learning outcomes of the course unit Students will acquire the basic terminology from the field of pupils with autism spectrum disorders and with dual exceptionality, including pupils of gifted and extraordinarily talented students with a focus on their inclusion in class. They will understand the basic characteristics and needs of these children with an emphasis on the variability of their manifestations. They will have the theoretical basis for applying appropriate approaches to these pupils. They will be acquainted with some practical experiences in pedagogical and psychological care about these children and from communicating with their families and schools. They will test some methods of social skills training in the school environment. Content: 1. Basic terminology, types of autistic spectrum disorders, intelligence, talents, talent, creativity, intellectually talented pupil, dual excellence, 2. Division of PAS according to functionality and according to the prevailing type of social interaction, 3. Characteristics, manifestations and needs of individual types of pupils with PAS, 4. Education of pupils with PAS forms, methods, assessment, 5. Forms and methods of pupil support with PAS in teaching and preparation for teaching. Structured learning, 6. Collaboration with a student's family with PAS, 7. Case studies, examples from practice. Specific examples of social skills training in the school environment, 8. Characteristics and types of gifted pupils. Socio-emotional problems of gifted pupils. Learning outcomes of gifted pupils, 9. Identification of gifted pupils at school, 10. Forms and methods of support of talented pupils in teaching and preparation for teaching, 11. Specific groups of gifted pupils and the possibilities of their support in teaching.
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Learning activities and teaching methods
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- Preparation for comprehensive test (10-40)
- 40 hours per semester
- Contact hours
- 39 hours per semester
- Undergraduate study programme term essay (20-40)
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| to characterize the basic theoretical and epistemological basis of special pedagogy |
| to be oriented in the system of providing social services for people with disabilities |
| orientate themselves in the possibilities of setting up educational pathways for people with disabilities |
| learning outcomes |
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| to characterize people with PAS through social services and to implement support measures for children, pupils and students with the need for supportive measures in education due to autistic spectrum disorders, with dual exceptionality or extraordinary talent. |
| Orientate in basic terminology in the area of support for PAS persons |
| to focus on the classification of autistic spectrum disorders |
| to orientate in the possibilities of setting up training paths for people with PAS |
| characterize and select appropriate methods and forms of support for talented pupils in teaching and preparation for teaching |
| know the mechanism of introducing support measures for children, pupils and students with the need for supportive measures in education for reasons |
| methods and forms of PAS student support in teaching and preparation for teaching |
| Orientate in the offer of services for people with PAS and with dual exceptionality |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Seminar |
| Discussion |
| Self-study of literature |
| Students' portfolio |
| assessment methods |
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| Individual presentation at a seminar |
| Written exam |
| Seminar work |
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Recommended literature
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Attwood, T. Aspergerův syndrom. Praha: Portál., 2005.
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Beadle-Brown, J. et al. Imagining Autism: Feasibility of a Drama-Based Intervention on the Social, Communicative and Imaginative behaviour of Children with Autism. Autism: International Journal of Research and Practice. [Online], 2017.
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Bělohlávková, L., Vosmik, M. Žáci s poruchou autistického spektra v běžné škole. Praha: Portál, 2010.
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Bittmannová, L., Bittmann, J. Podpora začlenění žáka s PAS do třídního kolektivu. Praha: Pasparta, 2017.
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Boyd, B. Výchova dítěte s Aspergerovým syndromem. Praha: Portál, 2011.
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Čadilová, V., Žampachová, Z. Katalog podpůrných opatření - dílčí část pro žáky s potřebou podpory ve vzdělávání z důvodu poruchy autistického spektra nebo vybraných psychických onemocnění. Olomouc: Univerzita Palackého v Olomouci, 2015.
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Čadilová, V., Žampachová, Z. Metodika práce asistenta pedagoga při aplikaci podpůrných opatření u žáků s poruchou autistického spektra nebo vybraným psychickým onemocněním. Olomouc: Univerzita Palackého v Olomouci, 2015.
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Čadilová, V., Žampachová, Z. Rozvoj sociálních dovedností u dětí s autismem. Praha: Pasparta, 2013.
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Čadilová, V., Žampachová, Z. Tvorba individuálních vzdělávacích plánů pro žáky s poruchami autistického spektra. Praha: Pasparta, 2016.
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Hříbková, L. Nadané děti ve škole. In Bendl, S. ? Kucharská, A. (ed.). Kapitoly ze školní pedagogiky a školní psychologie, s. 134-139.. Praha: UK PedF, 2008.
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Machů, E. Rozpoznávání a vzdělávání rozumově nadaných dětí v běžné třídě základní školy: příručka pro učitele a studenty učitelství. Brno: Masarykova univerzita, 2006.
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Mudrák, J. Nadané děti a jejich rozvoj. Praha: Grada, 2015.
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Portešová, Š. Rozumově nadané děti s dyslexií. Praha: Portál, 2011.
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Stehlíková, M. Život s vysokou inteligencí ? Průvodce pro nadané dospělé a nadané děti. Praha: Grada, 2016.
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Thorová, K. Poruchy autistického spektra. Praha: Portál, 2006.
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