|Course title||Special Pedagogy I|
|Organizational form of instruction||Lecture|
|Level of course||Bachelor|
|Year of study||not specified|
|Number of ECTS credits||3|
|Language of instruction||Czech|
|Status of course||Compulsory|
|Form of instruction||Face-to-face|
|Work placements||This is not an internship|
|Recommended optional programme components||None|
Special pedagogy (defining the field; the aims and tasks; basic terms; methods of special pedagogy; socialisation in special pedagogy; complex rehabilitation and its constituent parts; preventive special pedagogy; school counselling system in the Czech Republic). Inclusive pedagogy as an educational concept (gradual transition from integrational trends to inclusion; principal aspects of integrational/inclusive process, i.e. inclusive school: a plan of the inclusive developmentof school and implementing the inclusive practice; the child in inclusive school: the child with a disorder, a handicap, and in peril; the teacher in inclusive school: the teacher´s competence for inclusion, its building and implementation in practice; self-reflection as an important tool for the teacher; an individual educational programme; the family and inclusion: the family as the socialisational and educational background; the parents´ educational styles and demands; collaboration between the family and the school; tools for the support of intergrational/inclusive education: a selection of currently valid legal rules and norms related to integration; the system of funding; supportive structures and their organisation; the policy supporting inclusion.
|Learning activities and teaching methods|
|Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book)|
The aim of the course is to equip students with the basic theoretical knowledge of special pedagogy, essential for any kindergarten teacher and to introduce them to the general aspects of the integrational/inclusive process which will help them understand the function of kindergarten, the pre-school teacher and the family during the integration, as well as the position and needs of children within the inclusive educational process.
A sound knowledge of related themes; ability to draw a plan of the inclusive development of kindergarten; a solid grasp of terms used in special pedagogy.
Understanding the essentials of pedagogy and psychology.
|Assessment methods and criteria|
Regular attendance at lectures and the seminar; study of relevant literature.
|Study plans that include the course|
|Faculty||Study plan (Version)||Category of Branch/Specialization||Recommended year of study||Recommended semester|
|Faculty: Faculty of Education||Study plan (Version): Nursery School Teaching (3)||Category: Pedagogy, teacher training and social care||2||Recommended year of study:2, Recommended semester: Winter|