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Main menu for Browse IS/STAG
Course info
KPG / INDIS
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Course description
Department/Unit / Abbreviation
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KPG
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INDIS
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Inclusive didactics for SS teachers
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Form of course completion
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Exam
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Form of course completion
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Exam
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Long Title
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Inclusive didactics for secondary school teachers
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Accredited / Credits
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Yes,
2
Cred.
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Type of completion
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Oral
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Type of completion
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Oral
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Time requirements
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Lecture
1
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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No
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Course credit prior to examination
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No
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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YES
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Language of instruction
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Czech
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Occ/max
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|
|
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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71 / -
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0 / -
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0 / -
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Included in study average
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YES
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Winter semester
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0 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter + Summer
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Semester taught
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Winter + Summer
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Minimum (B + C) students
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10
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
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Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
1|2|3|4 |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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Students will have an overview of the area of inclusive education and basic (especially didactics) teacher's competences in the area of upbringing and education of pupils and students with special educational needs, necessary to master practically the profession of a teacher in the settings of inclusive schooling.
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Requirements on student
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- Individual work with literature and study supports (i.e. courseware, e-learning)
- Preparation for teaching of one lesson in a situation where there is at least one student with special educational needs present in the class of secondary school (any kind and degree of disadvantage can be selected, eg specific learning disability, physical or sensory impairment, etc.); in is necessary to put emphasis on the individual approach; in some cases there can be expected also a teacher's assistant
- Active presence of students at seminars is assumed, with one presentation on selected topic
- The subject is finished by written exam (knowledge test)
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Content
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1. Inclusive education - history, development, conditions and preconditions.
2. Specifics in approach to students with special educational needs and gifted students at secondary school.
3. Specifics in approach to students with Specific Learning Disabilities at secondary school.
4. Specifics in approach to students with the behavioral disorders and students with social or sociocultural disadvantage at secondary school.
5. Specifics in approach to students with physical disabilities, chronic desases or other health impairments at secondary school.
6. Specifics in approach to students with visual impairments at secondary school.
7. Specifics in approach to students with hearing impairments at secondary school.
8. Specifics in approach to students with communication disabilities at secondary school.
9. Specifics in approach to students with psychical disorders (including autistic spectrum disorders and other pervasive disorders) at secondary school.
10. Contemporary didactics and methodical approaches in the work with handicapped students, incl. technical and compensatory aids, computers and other special aids at the secondary school.
11. Creation and implementation of individual educational plans for students with special educational needs at secondary school.
12. Inclusive school climate and evaluation process in inclusive education.
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Activities
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Fields of study
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Guarantors and lecturers
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Guarantors:
PhDr. Josef Slowík, Ph.D. (100%),
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Lecturer:
PhDr. Kateřina Kavalírová (100%),
Doc. PaedDr. Marie Kocurová, Ph.D. (100%),
PhDr. Josef Slowík, Ph.D. (50%),
Doc. PhDr. Jan Šiška, Ph.D. (100%),
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Seminar lecturer:
Mgr. Lenka Pejšová Mouleová (100%),
Doc. PhDr. Jan Šiška, Ph.D. (100%),
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Literature
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Basic:
Bartoňová, Miroslava; Vítková, Marie. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu = Education focusing on inclusive didactics and teaching pupils with special educational needs in mainstream schools. 1. vydání. 2016. ISBN 978-80-210-6678-6.
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Extending:
JARKOVSKÁ, L. a kol. Etnická rozmanitost ve škole, stejnost v různosti.. Praha: Portál, 2015. ISBN 978-80-262-0792-4.
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Extending:
Bartoňová, Miroslava. Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. 1. vydání. 2014. ISBN 978-80-210-6560-4.
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Extending:
Stehlikova, Monika. Nadané ditě :. 2018. ISBN 978-80-271-0512-0.
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Extending:
Cihelková, Jana. Nadané dítě ve škole : náměty do výuky pro celou třídu. Vydání první. 2017. ISBN 978-80-262-1248-5.
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Extending:
Krejčová, Lenka; Mertin, Václav,; Bučilová Kadlecová, Jana. Pedagogická intervence u žáků ZŠ : výklad je zpracován k právnímu stavu ke dni 31.10.2010. Praha : Wolters Kluwer Česká republika, 2010. ISBN 978-80-7357-603-5.
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Extending:
Braun, Richard; Marková, Dana; Nováčková, Jana. Praktikum školní psychologie. Vydání první. 2014. ISBN 978-80-262-0176-2.
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Extending:
JEDLIČKA, R. Psychický vývoj dítěte a výchova. Praha, 2017. ISBN 978-80-271-0096-5.
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Extending:
Čadilová, Věra; Žampachová, Zuzana. Tvorba individuálních vzdělávacích plánů : pro žáky s poruchou autistického spektra. Vydání první. 2016. ISBN 978-80-88163-39-8.
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Extending:
Šotolová, Eva. Vzdělávání Romů. Vyd. 4., v nakl. Karolinum 2. Praha : Karolinum, 2011. ISBN 978-80-246-1909-5.
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Extending:
Kendíková, Jitka. Vzdělávání žáka s SVP. 2016. ISBN 978-80-7496-213-4.
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Extending:
Stehlíková, Monika. Život s vysokou inteligencí: průvodce pro nadané dospělé a nadané děti. Praha, 2016. ISBN 978-80-271-0101-6.
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Recommended:
Lechta, V. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-.
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Recommended:
Hájková, V. Strnadová. Inkluzivní vzdělávání: Teorie a praxe..
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Recommended:
Kaprálek, Karel; Bělecký, Zdeněk. Jak napsat a používat individuální vzdělávací program. Vyd. 2., aktualiz. Praha : Portál, 2011. ISBN 978-80-7367-824-1.
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Recommended:
Zelinková, Olga. Pedagogická diagnostika a individuální vzdělávací program : [nástroje pro prevenci, nápravu a integraci]. Vyd. 3. Praha : Portál, 2011. ISBN 978-80-262-0044-4.
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Recommended:
Slowík, J. Speciální pedagogika. 2. aktualizované a doplněné vydání. Praha: Grada, 2016. ISBN 978-80-271-0095-8.
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Recommended:
Bartoňová, Miroslava. Specifické poruchy učení v kontextu vzdělávacích oblastí RVP ZV = Specific learning difficulties in context of educational fields of RVP ZV. Brno : Paido, 2007. ISBN 978-80-7315-162-1.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Graduate study programme term essay (40-50)
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40
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Presentation preparation (report) (1-10)
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3
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Contact hours
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10
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Total
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53
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
to have the basic knowledge of biological, psychological and social assumptions of the education and training of students in secondary education |
to be orientated in current legislation related to secondary education |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
assist in teaching, effectively design and implement support for pupils according to the teacher's instructions |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
Student can understand the conditions and context of inclusive education and work with basic support and compensatory solutions in education of pupils with special educational needs (such as individual educational plan etc..) |
to define the basic concepts of special education |
to introduce the current possibilities of education of pupils with special educational needs and gifted pupils at the secondary education level |
to describe a current system of support tools for students with special educational needs at secondary school |
Skills - skills resulting from the course: |
to prepare the lessons considering an adequate approach to students with special educational needs and gifted students, including cooperation with teacher's assistant at secondary school |
to find and use additional support tools for pupils with special educational needs and gifted pupils at primary schools (i. e. adequate teaching methods, special aids, effective communication strategies, etc.) |
to use some appropriate steps in creation of an inclusive school climate |
to prepare (in cooperation with school counselors) an educational support plan and an individual educational plan for student in secondary education |
Competences - competences resulting from the course: |
N/A |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Seminar work |
Individual presentation at a seminar |
Written exam |
Portfolio |
Skills demonstration during practicum |
Combined exam |
Skills - skills achieved by taking this course are verified by the following means: |
Individual presentation at a seminar |
Skills demonstration during practicum |
Competences - competence achieved by taking this course are verified by the following means: |
Written exam |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Seminar |
Self-study of literature |
Lecture |
Lecture with a video analysis |
Skills - the following training methods are used to achieve the required skills: |
Seminar |
Discussion |
Competences - the following training methods are used to achieve the required competences: |
E-learning |
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