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Lecturer(s)
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Karkošová Martina, Mgr. Ph.D.
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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 The aim of the course is to introduce students to the structure of partial special pedagogical discipline of people with physical disabilities and health impairment. Students will get an overview of the principles and principles of comprehensive support for people with physical disabilities. They acquire knowledge of basic terminology, learn about possible causes of physical disability and chronic illness. Content: 1. Special pedagogy of persons with physical disabilities and health impairment, definition of the field of study, 2. Physical impairment and (definition of concepts, description), development of the relationship of society to individuals with physical disabilities, 3. Physical disability as a difficult life situation, 4. A family with a disabled person, 5. Personality of an individual with physical disability, 6. Classification of movement defects, 7. Neurological diseases, 8. Opportunities for education of a pupil with physical disability and its legislative solution (integration, inclusion), 9. Conditions for the education of pupils with physical disabilities. Education using an individual educational plan (specifics of assessment and classification). Support of aids and special methods in the education of physically handicapped pupils, 10. Assistant teacher in a classroom where a disabled disciple is included (teacher's co-operation and pedagogical assistant teamwork); 11. Teacher and Teacher Assistance (Teamwork). Collaboration with parents, 12. The role of PSP and PSP in the education of pupils with physical disabilities.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Undergraduate study programme term essay (20-40)
- 16 hours per semester
- Preparation for comprehensive test (10-40)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Introduce the overview of the basic principles of special pedagogy. |
| Introduce the basics of human biological, psychological and social development. |
| Skills |
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| Student can apply theoretical knowledge from the fields of human biology and the basics of social sciences in the scope of the secondary school curriculum. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Define the basic terminology of special pedagogy of people with physical disabilities and health impairment. |
| Describe and classify movement defects and their context. |
| Present the possibilities of diagnosis, compensation and rehabilitation for people with physical disabilities and health impairment. |
| Skills |
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| Student umí připravit základní strategie a koncepce podpory orientované na cílovou skupinu lidí s tělesným postižením. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Seminar |
| Textual studies |
| Self-study of literature |
| assessment methods |
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| Seminar work |
| Individual presentation at a seminar |
| Test |
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Recommended literature
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Čadová, E. a kol. Katalog podpůrných opatření - dílčí část pro žáky s potřebou podpory ve vzdělávání z důvodu tělesného postižení nebo závažného onemocnění,. Olomouc: Univerzita Palackého, 2015.
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Čadová, E. a kol. Metodika práce asistenta pedagoga se žákem s tělesným postižením. Olomouc: UP, 2015.
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Hájková, V. Integrativní pedagogika. Praha: IPPP ČR, 2005.
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KUDLÁČEK, M. Svět dětské mozkové obrny. Praha: Portál, 2012.
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Matějček, Z. Psychologie nemocných a zdravotně postižených dětí. Jinočany: H&H, 2001.
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Michalík, J.; Baslerová, P.; Felcmanová, L. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění ? obecná část.. Olomouc: Univerzita Palackého v Olomouci, 2015.
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Opatřilová, D. Vzdělávání žáků se zdravotním postižením a zdravotním znevýhodněním. Brno: Paido, MU, 2011.
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Renotiérová, M. Somatopedické minimum. Olomouc: UP, 2002.
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Zikl, P. Děti s tělesným a kombinovaným postižením ve škole. Praha: Grada, 2011.
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