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Lecturer(s)
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Pejšová Mouleová Lenka, Mgr.
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Janyšková Kristýna, Mgr. Ph.D.
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Karkošová Martina, Mgr. Ph.D.
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Course content
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Student practice selects from the list of cooperating schools through the web to the professional practices of the special education program. Practice can be done at the student's workplace if its activity is related to the field of study, and it is a school educating (among others) pupils with the need for support measures in education. Continuous practice 3 is dedicated to the student's schedule and is devoted 6 hours a week for 8 weeks. The first week of the semester is devoted to student instruction. Content: 1st semester: instruction for students 2nd to 9th semester: practice in selected kindergarten, elementary school or secondary school Students are introduced into the practice and the activities of the teacher's assistants. They will experience the continuous work of a teacher in one classroom, they will see the progress of the pupils, they will be present in the mediation of new findings by the teacher. The student will take a comprehensive view of how work in one classroom looks for a longer period of time, how the school works, and what competencies the teacher's assistant must have. The student is in the active role of a teacher assistant. He / she becomes acquainted and acquires an idea of teaching strategies, acquaints himself with the broader school documentation and the concrete form of the SEP school, has the opportunity to actively participate in the teaching. The student monitors the school environment, the climate of the faculty, and creates a comprehensive idea of how the school works as a whole. The student can also take part in extracurricular activities.
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Learning activities and teaching methods
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- Individual project (40)
- 15 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Undergraduate study programme term essay (20-40)
- 30 hours per semester
- Practical training (number of hours)
- 48 hours per semester
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| prerequisite |
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| Knowledge |
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| Prerequisites and co-requisites Prerequisites and co-requisites Prerequisites and co-requisites Course contents KPG / ZDPP, KPG / OPGP and KPG / PDKT, knowledge of basic knowledge about pupil-oriented teaching, knowledge of RVP for ZV, ability to observe and write. |
| To have a knowledge of legislation (i.e. School Act and its Implementing Decree, the Act on Educational Workers, the Law on Social Services and its Implementing Decree) |
| To have a good knowledge of the Czech Code of Ethics of Social workers and to act in accordance with it |
| To have a good knowledge of Practical Guide for Students of Special Education at FPE UWB |
| To have a good knowledge and be aware of the Rules for practical training for students of Special Education at FPE UWB |
| Student is well oriented in social services providers network and the system of social service provision directed to individuals with disabilities and their families |
| Skills |
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| To apply knowledge gained in modules KPG/ZDPP, KPG/OPGP and KPG/PDKT, basic knowledge about pupil-oriented teaching, knowledge of Curriculum for Primary and Secondary Schools, ability to observe and produce notes. |
| To apply knowledge gained in modules Introductory seminar to practical training (KPG/SGUSP), Instrumets for social inclusion of persons with disabilities (KPG/SGPSZ), Reflective Visits to disability organisations (KPG/SGRE) and modules Practical training 1 (KPG/SGPP1) and Practical Training 2 (KPG/SGPP2). |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| In the area of knowledge the student is oriented in the legislation related to the profession of special pedagogue among others in the Ministry of Education, Youth and Sports. Student: 1. Get an idea of what the work of a teacher's assistant looks like in a selected class, 2. Get an idea of learning strategies that support the development of pupils' key competences leading to the fulfillment of specific expected outcomes, 3. Understand the specific form of the School Education Program, 4. will have the opportunity to work individually with individual pupils or small groups of pupils, 5. gain an opportunity to take part in extracurricular activities with the classroom, 6. Develop your ability to reflect on and learn from it. |
| Get an idea of what the work of a teacher's assistant looks like in a selected class, |
| Get an idea of learning strategies that support the development of pupils' key competences leading to the fulfillment of specific expected outcomes, |
| Understand the specific form of the School Education Program, |
| will have the opportunity to work individually with individual pupils or small groups of pupils, |
| gain an opportunity to take part in extracurricular activities with the classroom, |
| Develop your ability to reflect on and learn from it. |
| Skills |
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| to work individually with individual pupils or small groups of pupils |
| to acquire the skills of working with children in extracurricular activities |
| acquire the ability to reflect the experience |
| Competences |
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| Professional experience continuously develops student's professional competence. In the area of attitudes, the student shares with the values and ethical principles of helping professions) and is aware of the dilemmas related to the performance of his profession. |
| teaching methods |
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| Knowledge |
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| Clinical practice under supervision |
| Self-study of literature |
| Skills |
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| Clinical practice under supervision |
| Self-study of literature |
| Competences |
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| Clinical practice under supervision |
| Self-study of literature |
| assessment methods |
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| Knowledge |
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| Portfolio |
| Individual presentation at a seminar |
| Skills |
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| Self-evaluation |
| Individual presentation at a seminar |
| Skills demonstration during practicum |
| Competences |
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| Self-evaluation |
| Continuous assessment |
| Portfolio |
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Recommended literature
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Čapek R. Moderní didaktika: lexikon výukových a hodnoticích metod. Praha: Grada, 2015.
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Henriksen, J.- O.; Vetlesen, A., J.. Blízké a vzdálené: etické teorie a principy práce s lidmi. Boskovice: Albert, 2000.
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Lukavská, E. Pozor, děti!.. Dobrá Voda, 2003.
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Michalík, J. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění ? obecná část.. Olomouc: UP, 2015.
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Vávrová, S. Doprovázení v pomáhajících profesích. Praha: Portál, 2012.
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