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Lecturer(s)
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Jihlavec Jan, Mgr. DiS.
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Čavojská Gabriela, Mgr.
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Hodíková Barbora, Mgr.
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Braumová Zdeňka, Mgr. Ph.D.
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Course content
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Faculty and the facility will have a bilateral agreement to legitimate the safe and legal form of the practical training. The agreement has to be signed before the student attend the facility for the first time. Students also have to fill up many forms which accompany the practical training and communicate with the administrative worker of the department and also with the teacher. The course is followed by the course Reflection of practical training in special education.
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Written assignment presentation and defence, Observation, Students' portfolio
- Home preparation for classes
- 5 hours per semester
- Semestral paper
- 25 hours per semester
- Presentation preparation (report)
- 4 hours per semester
- Class attendance
- 56 hours per semester
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Learning outcomes
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The goal of the practical training is for students to adopt practical skills in the area of special pedagogy. Students adopt competencies in special education work which contain both - knowledge and skills. Training helps the students to learn how to reflect critically and how to self-reflect. Students learns how to deal with particular issues in various situations, institutions and facilities. The meaning of the training is to help students understand the special needs of people in the broad spectrum of special education (in terms of age, kinds of special needs, kinds of facilities etc.). Students can choose the facility for the training according to the teacher's advice or from the list provided by the faculty.
The goal of the practical training is for students to adopt practical skills in the area of special pedagogy. Students adopt competencies in special education work which contain both - knowledge and skills. Training helps the students to learn how to reflect critically and how to self-reflect. Students learns how to deal with particular issues in various situations, institutions and facilities. The meaning of the training is to help students understand the special needs of people in the broad spectrum of special education (in terms of age, kinds of special needs, kinds of facilities etc.). Students can choose the facility for the training according to the teacher's advice or from the list provided by the faculty.
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Prerequisites
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Special education and consecutive knowledge gained through the educational background.
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Assessment methods and criteria
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Student's performance analysis
From each practice student make a Diary of professional practice. The Diary is made according to instructions and requirements of teacher. Students continuously complement the Diary.
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Recommended literature
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BARTOŇOVÁ, M., VÍTKOVÁ, M. Strategie vzdělávání žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí základní školy: texty k distančnímu vzdělávání. Brno: Paido, 2016. ISBN 978-80-7315-255-0.
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KOPŘIVA, K. Lidský vztah jako součást profese. Praha: Portál, 2013. ISBN 978-80-262-0528-9.
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