Scope, type/method of teaching and organizational form:

2 hours lecture/week; total per semester/22 hours, combined (primarily full-time).

Student workload:

Classroom or combined teaching (22 hours); continuous preparation for class (18 hours); preparation and implementation of seminar work in the range of 5-7 AH and ppt presentation (20 hours); preparation for the final exam test (30 hours), total 90 hours.

Teaching methods:

Use of monological, dialogical, situational methods and methods Guided self-study: the explanation of the topic is combined with guided group discussion on the topic discussed. Examples of the application of knowledge and research findings in this area in practice are given; specific topics for critical reflection on the knowledge (development of knowledge, diversity of argumentation, current problems and open questions, case studies, etc.), convergent and divergent closed and open questions, questions for further reflection and study, guided self-study (work with text).

Nolen-Hoeksema, S., Frederickson, B. L., Loftus, G. R. & Wagenaar, W. A. (2012). Psychologie Atkinsonové a Hilgarda. Portál. Vybrané kapitoly: 1, 4, 5, 8-12, 14.

Kubáni, V. (2010). Všeobecná psychológia. Prešovská univerzita.

Recommended reading:

Nakonečný, M. (1997). Encyklopedie obecné psychologie. Academia.

Plháková, A. (2007). Učebnice obecné psychologie. Academia.

Šramová, B. (2020). Základy psychologie (nejen) pro marketingové komunikace. VeRBuM.

Jursová-Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ. & Sokolová, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského.

https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf.

Websites:

www.saup.sk

www.vudpap.sk

http://www.komorapsychologov.sk

https://psycnet.apa.org/search.

During the semester, students will complete a term paper (max. 35 points), present the term paper to classmates (20 points), reflect on the term paper (10 points), and successfully complete a final test (35 points).

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who achieves less than 50% marks in any of the assignments. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent – outstanding results),

B (90-81%, very good- above average standard),

C (80-73%, well – normal reliable work),

D (72-66%, satisfactory – acceptable results),

E (65-60%, sufficient – results meet minimum criteria),

Fx (59-0%, insufficient – extra work required).

For a grade of A, the student needs to perform excellently continuously throughout the semester, be able to study independently, and critically compare professional psychology texts. The student can navigate through the tangle of different literary sources, is able to select relevant sources for his or her studies, is proficient in the basics of psychology as a science and is able to present to a group based on his or her knowledge, is able to evaluate outcomes, compare and contrast different modern psychological trends.

A grade of B means that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to psychology as a science, can navigate the literature, can speak in front of a group, can evaluate outcomes, and his or her critical thinking is borderline.

A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject matter is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.

The grade D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information and has problems applying knowledge to practice.

A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice.

A grade Fx means that the student has not sufficiently fulfilled the course requirements and extra works is required.

Slovak, Czech and English

The aim for the course is to characterize and explain the basic dimensions of the psyche, processes, states, and phenomena in the psyche, to know the basic psychological theories, sensory processes, cognitive and non-cognitive processes and to understand the socio-pedagogical knowledge in the pedagogical space.

1. The subject of psychology, the mission of psychology, the basic dimensions of psyche, forms of psyche, psychic phenomena (processes, states, properties).

2. Basic psychological theories.

3. Sensory processes. Sensation.

4. Perceptions and ideas.

5. Attention.

6. Memory.

7. Thinking and intelligence.

8. Thinking, language, and speech.

9. Emotions.

10. Motivation and volitional processes, frustration, stress, conflict, burden and its management.

11. Social-psychological cognition in pedagogical space (impression formation, distorting mechanisms about others, attitudes, stereotypes).

50/50

The aim of the General Psychology course is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and synthesize psychological knowledge, facts, theories, research approaches into a coherent view of psychological reality for the needs of creative professional application in special-educational practice. After completing the course, students can navigate the terminology of general psychology, master basic psychological theories, and apply the knowledge of general psychology in a special-educational context.

2 hours of lecture per week, 22 hours total per semester, combined (mostly by attendance).

Student workload:

11 x 2 hours of direct instruction = 22 hours, 18 hours of preparation for instruction during the semester, 20 hours of preparation for midterm evaluation, 30 hours of preparation for final evaluation, 90 hours total.

Teaching methods:

Monological methods - concentrate on lecture, interpretation, presentation of seminar work, demonstrations. Dialogical methods - interview, guided frontal discussion of topics, group discussion.

Self-study - method of working with the text, solving problems and assignments. Situational and problem-based methods - analysis of different types of educational situations, analysis of pedagogical/educational problems in terms of theory and practice.

HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. Úvod do pedagogiky. Nitra: Enigma, 2006

KOHOUT, K. 2010. Základy obecní pedagogiky. Praha: Univerzita J.A.Komenského, 2010

PRŮCHA, J. 2002. Moderní pedagogika. Praha: Portál, 1997 2. vyd. 2002

GRECMANOVÁ, H. et al. 1999. Obecná pedagogika I. Olomouc: HANEX, 1999

SVOBODOVÁ, J., ŠMAHELOVÁ, B. 2007. Kapitoly z obecné pedagogiky. Brno: MSD, 2007

ŠVEC, Š. 1995. Základné pojmy v pedagogike a andragogike. Bratislava: Iris, 1995

VALIŠOVÁ, A., KASÍKOVÁ, H. 2008. Pedagogika pro učitele. Praha : GRADA, 2008

VORLÍČEK, Ch. 2000. Úvod do pedagogiky. Praha: Karolinum, 1994. 2. vyd. Praha: H H, 2000.

50% of the interim assessment and 50% of the final assessment. The grade is the sum of the midterm and final assessment (50 pts. +50 pts., 100 pts. total).

Intermediate assessment: consists of the preparation of a seminar paper and its oral presentation in class in the form of a report. Alternative to the paper - presentation of a practical demonstration of an analysis of a selected pedagogical problem in the field of education, school pedagogy or a solution to a specific educational problem or educational situation. The assessment is obtained for the development of a creative assignment for 50 pts (25 pts.+25 pts.) divided into - theoretical analysis in the term paper (25 pts.) and its presentation with application during the seminar in class (25 pts.)

Final assessment: consists of a didactic test for 50pts. The written exam/test will test the student's knowledge of the theoretical preparation for the course and of the independent study of the literature

Course evaluation

The assessment is awarded on a scale of:

A (100-91%, excellent - outstanding results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results but significant errors occur),

E (65-60%, fair - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A minimum score of 60% is required to pass the course.

Slovak language and Czech language

General pedagogy deals with the broadest understanding of the subject of pedagogy:

- The conception of pedagogy (the science of education) and theoretical-scientific approaches to educational reality.

- General pedagogy explains basic pedagogical concepts, phenomena and deals with their content and terminology.

- It introduces the system of pedagogical disciplines and their characteristics, and places them in the system of educational sciences. Builds knowledge of the foundations of scientific research in pedagogy.

- Establishes the relationship of pedagogy to other sciences. Thematically relates the factors of the development of the human individual, the basic factors of education and the process of education.

- Describes the institutionalization of education and training. School, its development and functions. The school system. The family and its functions. Leisure and the possibilities of education.

- The subject General Pedagogy also fulfils a certain "propaedeutic" function as an introduction to the study of the sciences of education. It provides a basic orientation on the forms (forms) of institutional educational practice.

50/50

- Graduates of the course will acquire basic knowledge of general pedagogy, which they will build on in their further studies and in other subjects.

- They will gain a basic orientation about the system of pedagogical sciences, learn to analyse pedagogical concepts, and evaluate educational issues in terms of theory and practice.

- Students with knowledge of pedagogy will also acquire knowledge of the basics of scientific work, methodology of pedagogy and pedagogical diagnostics. The acquired knowledge and competence can be creatively used in their future work in the teaching profession.

-The basic aim is to acquire competence in professional communication in the field of educational sciences, the ability to explain and apply basic theoretical and methodological specifics in education and training.

2 hours lecture/week; total of 22 hours per semester by the combined method (mostly by attendance)

Student workload:

11 x 2 hours of direct teaching = 22 hours; 38 hours of continuous work: preparation of a seminar paper; 60 hours of preparation for assessment of knowledge and selected competences in the form of a written test. Total 120 hours of student work.

Learning methods:

lecture combined with discussion, situational methods, activating methods, problem-based methods, application of theoretical knowledge to practical examples and tasks, guided self-study - solving tasks and assignments

Compulsory reading:

GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. 2004. Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2

HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. 2006. Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4

KRATOCHVÍLOVÁ, E. et a. 2007. Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN: 978-80-8082-145-6

POTOČÁROVÁ, M. Pedagogika rodiny. 2008. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8

Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov

Danek, J. 2022. Výchova v teórii a praxi. Trnava : UCM. 152 s. ISBN 978-80-572-0248-6.

Ferková, Š., Potočárová, M., Danek, J., Labudová, E. 2025. Teória výchovy 2. Bratislava : UK.ISBN 978-80-223-60838.

Recommended readings

DERKOVÁ, J. 2018. Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144 s. ISBN 978-80-8200-034-7

FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al 2017. Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6

KOLDEOVÁ, L. 2018. Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8

KOSOVÁ, B. 2015. Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1

PELIKÁN, J. 1995. Výchova jako teoretický problém. Ostrava: Amosium Servis. ISBN 80-85498-27-8

SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. ISBN 978-80-86798-70-7

STROUHAL, M. 2013. Teorie výchovy. Praha: Grada. ISBN 978-80-2474-0

TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. 2014. Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. ISBN 978-80-554-0904-7

ZELINA, M. 2004. Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. ISBN 80-10-00456-1.

The course is completed by examination, the ratio of midterm/final evaluation is 50/50.

Interim assessment includes the following:

- Intermediate work: preparation of a seminar paper - 40 points.

Final assessment includes the following:

- assessment of knowledge and selected competences in the form of a written test - 60 points.

The assessment is awarded on a scale of:

A (100-94%, excellent - excellent results with only minimal errors),

B (93-86%, very good - above average results with minor errors),

C (85-76%, good - normal reliable work, average results),

D (75-68%, satisfactory - acceptable results but significant errors occur),

E (67-60%, fair - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A minimum score of 60% is required to pass the course.

Slovak language, Czech language

- Introduction to the discipline of educational theory. Introduction to the theory of education. Creative humanistic education.

- Views on education. Education in different historical periods.

- School documents and legislation with a focus on education.

- Goals of education and their determination.

- The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.

- Methods of educational action and new trends.

- Characteristics and classification of educational principles.

- Specification of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.

- Organisational forms and means of education.

- Personality of the special educator in the educational process. Educational styles and requirements for the personality of the special educator. Code of ethics.

- Personality of the child in the educational process. Categorization of personality formation factors, bio-psycho-social determination of personality development and education.

- Educational environment and its importance for a person.

- Family and family upbringing. Educational styles in the family. Negative tendencies in family upbringing.

- Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.

- Education outside the classroom and its specifics.

50/50

Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of special educator and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.

The course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.

3 hours per week lecture; 33 hours total per semester, combined; (primarily full-time).

Student workload: 3P (4 credits): 11 x 3 hours of direct instruction = 33 hours; 30 hours of preparation for midterm evaluation; 47 hours of preparation of independent written work; 10 hours of preparation for oral examination. Total 120 hours of student work.

Learning methods: discussion of the topic covered; argumentative discourse; independent work of the student; e-learning.

Odporúčaná literatúra:

KOLLÁRIKOVÁ, Z., PUPALA, B. (2001). Predškolská a elementárna pedagogika. Praha: Portál.

KOSTRUB, D. (2003). Od pedagogiky k didaktike materskej školy. Prešov: Rokus.

KOSTRUB, D. (2008). Dieťa/žiak/študent-učivo-učiteľ, didaktický alebo bermudský trojuholník? Prešov: Rokus.

JAKUBÍKOVÁ, Z., KOSTRUB, D. (2009). Vybrané didaktické modely materskej školy uplatňované v súčasnej didaktickej praxi. Prešov: Rokus.

KOSTRUB, D., SEVERINI, E., REHÚŠ, M. (2012). Proces výučby a digitálne technológie. Prešov: Rokus.

TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus.

There will be three forms of assessment during the semester (a written test for 30 points; an independent written paper for 30 points; and a verbal defense of the independent written paper for 40 points).

A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who achieves less than 20 points in any form of assessment. To pass the course, a score of at least 60 % is required.

Continuous assessment: written test (the student should be able to define the basic concepts, objectives and content of pre-primary pedagogy with the related terminological apparatus).

Final assessment: independent written work (the student is to produce an independent piece of work of a conceptual nature on a topic specifically defined by the teacher and submit it in electronic form, containing carefully selected evidence of how the student is developing scientific knowledge and competences related to the design of teaching and learning in pre-primary education. The student will defend the thesis in the form of an oral examination for which he/she will prepare a presentation).

The assessment is awarded on a scale:

A (100 - 91 %, excellent - outstanding results): the student presents theoretical knowledge excellently and is able to apply it creatively and originally in the written thesis and its oral defence;

B (90 - 81%, very good - above average standard): the student presents theoretical knowledge at a very good level and is able to apply it creatively in the written thesis and its oral defence;

C (80 - 73 %, good - normal reliable work): the student presents theoretical knowledge at an average level and is able to apply it adequately in the written thesis and its oral defence;

D (72-66%, satisfactory - acceptable results): the student presents the theoretical knowledge at a satisfactory level and can apply it adequately to the written work and its oral defence;

E (65-60%, satisfactory - results meet the minimum criteria): the student presents theoretical knowledge at a low level and is deficient in applying it to the written thesis and its oral defence;

Fx (59-0%, insufficient - additional work required): the student has significant deficiencies in theoretical knowledge and/or in its application to the written thesis and its oral defence.

Slovak language

The content of the course contributes to the objectives and outcomes of education (graduate profile) with the following topics:

Pre-primary pedagogy as a part of pedagogical sciences. The aim of the topic is to get acquainted with the position of pre-primary pedagogy in the system of sciences. The student should acquire knowledge of how the individual pedagogical sciences are closely related, influence and complement each other.

The subject of pre-primary pedagogy. The purpose of this topic is to familiarize the student with the issues of inquiry in pre-primary pedagogy. The student is to acquire knowledge of pre-primary pedagogy as a branch of general pedagogy. The student will be able to evaluate the importance of pre-primary pedagogy as an applied pedagogical discipline on teaching and educating children in pre-primary education.

Pedagogy of Childhood. The aim of the topic is to become familiar with the fundamental rights of children according to the Declaration of the Rights of the Child. The student is to acquire knowledge about the categories of responsibility for the protection of childhood according to the Convention on the Rights of the Child, which he/she can then apply in his/her professional activity. The contribution of educational sciences in the pedagogy of childhood.

Conceptions of childhood and early childhood. The aim of the topic is to become familiar with the understanding of childhood in the pedagogical sciences. The student is to acquire knowledge about the development of anthropological constructs of childhood and be able to understand the significance of this phase of life and the development (transformation) in educational approaches to children. The aim of the topic is to familiarize the student with early care and compulsory pre-primary education programs. The student is to acquire the ability to apply the various components of the programs that target the development of children from birth to the age when they enter school.

Pedagogically Contingent Strategies. The goal of this topic is to become familiar with the importance of promoting child development in the preschool years. The student is to acquire knowledge of theories of personal, social, cognitive, and moral development of the child. To be aware of the most important characteristics of the preschool child and to be able to develop them through pedagogically conditioned strategies.

Lay vs. erudite education of the youngest generation. The aim of the topic is to familiarize students that the process of teaching and educating preschoolers is based on learning conceptions and theories of teaching. The student is to acquire knowledge about the theories of learning and teaching, their differences and didactic profile of application in the conditions of teaching and education in preschool.

Concepts of pre-primary education and teacher education. The aim of the topic is to familiarize students with the design, planning, preparation, implementation and evaluation of a teaching and education program in kindergarten conditions. The student is to acquire knowledge about the ways of modeling the process of teaching and education in kindergarten.

The processes of teaching and learning in teaching. The aim of the topic is to become familiar with the didactic influence on the child's learning and development and the professional characteristics of the teacher in teaching and education in kindergarten. The student is to acquire knowledge of the didactic specifics of the learning child and the components that make them up and the interrelationship between them, their similarity and difference from the didactic higher educational levels.

Complementary and supportive components of teaching. The aim of the topic is to become familiar with the design of children's games and the use of different methods, forms and strategies of learning, as well as the types and stages of games. The student is to acquire the competence to apply the different strategies to play activities and activities.

Aim, curriculum and pedagogical diagnosis/evaluation. The aim of the topic is to become familiar with the issue of the goal in teaching and education in kindergarten and the issue of determining, determining and didactically operating with the curriculum in the teaching and education of children in pre-primary education. The student should acquire knowledge about pedagogical diagnostics, goals, tools and the importance of evaluation in the conditions of teaching and education in kindergarten and apply them in setting, determining the goal and didactic operation with the curriculum.

Play and play in the teaching-learning context. The aim of the topic is to familiarize the student with the fact that children learn during play activities. The student is to acquire knowledge about learning in play of preschool children. The student will be able to understand that play is understood in didactics as a strategy, a method and a means to achieve educational goals as well as a tool of pedagogical diagnosis/evaluation.

50/50

Aims and learning outcomes: the aim of the course is to acquire scientific knowledge about pre-primary education. The student will be able to orientate himself/herself in the different concepts of didactic support of the child's learning and be able to analyse the differences between them. The student will be able to understand the different teaching and educational strategies for developing the child's competences in pre-primary education and be able to interpret them. Upon completion of this course, the student will be competent to continue to develop expertise and competencies within the special education program with a focus on the preschool child. The student will develop the following transferable competencies: communication, organizational, digital, interpersonal, as well as creativity and creativity, readiness to learn and think in context.

2S/week; total 22 hours per semester, full-time

Student workload:

11x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 24 hours preparation for continuous assessment. Total 60 hours of student work.

Learning methods:

Monological methods - interpretation, instruction; dialogical methods - conversation, guided discussion on the topic; practical methods - learning to play the recorder, vocal interpretation, application of theoretical knowledge on practical examples.

Compulsory readings:

ZENKL, L. 2003. ABC hudební náuky. Praha: Bärenreite, 2003. ISBN 9788086385211

BARTELTOVÁ, M. 1998. Úvod do štúdia hudobnej výchovy I. Bratislava: Univerzita Komenského, 1998. ISBN 8022307351

Recommended readings:

ABRAHAM, G. 2019. Stručné dejiny hudby. Bratislava: Hudobné Centrum 2019. EAN 9788089427406

MODR, A. 2003. Hudební nástroje. Praha: Bärenreite, 2003. ISBN 9788086385129

ŽIKAVSKÁ, M., PAVLOVSKÁ-DINDOVÁ, O. 2007. Učebnice hudobnej výchovy pre 4.-9. roč. ŠZŠ. Bratislava: SPN, 2007. ISBN 9788010038527

DANIEL, L. 2003. Škola hry na sopránovú zobcovú flautu. 1.a 2. diel. Praha: Panton, 2003.ISBN 9790205004804

During the semester there will be 2 written examinations and two practical examinations in recorder playing and singing with 25 points each. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who obtains less than 15 points in any of the four examinations. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent performance, student knows/can do/creates/critically evaluates)

B (90-81%, excellent performance, student can/does, but critical thinking is borderline),

C (80-73%, good performance, student does know/learn but cannot apply to practice),

D (72-66%, acceptable performance, student satisfactorily knows/learned but cannot apply to practice),

E (65-60%, satisfactory performance, student meets minimum criteria in knowledge learned, cannot apply to practice),

Fx (59-0%, inadequate performance, student does not meet established criteria, cannot apply to practice).

Slovak and Czech language

- Tone system (clefs, staff, staff writing, derived notes).

- Rhythmics, metrics, tempo and dynamic markings.

- Musical instruments (division, instrumental grouping).

- Periodisation of the history of world and Slovak music.

- Recognition of musical styles on the basis of played compositions.

- Study and practice of songs from music education textbooks for primary schools and music education songbooks.

- Technical mastery of recorder playing using basic rhythmic, melodic formations and folk songs.

100/0

Students will acquire basic knowledge in the field of music doctrine, the doctrine of musical instruments, the history of world and Slovak music. Students will be able to orientate themselves in the tonal system, rhythmic principles and division of notes, in the overview and function of shifts as well as in other music theoretical knowledge, which form a suitable basis for acquiring practical competence in playing musical instruments. In this course, students develop abstract thinking skills in the field of periodisation of music history, analytical thinking in the recognition of musical styles and musical compositional language of major composers in the field of classical music, as well as musical imagination and creativity in practical musical activities. Students acquire basic competencies and skills in recorder playing and vocal activities, which form an important part of the comprehensive rehabilitation of individuals with special educational needs.

2S - 2 hours of seminar per week for a total of 22 hours per semester.

Session or combined method.

Student workload:

11x2=22 hours; 14 hours - preparation of seminar work + practical output; 20 hours - preparation for mid-term assessment - test. TOTAL: 56 hours of student work.

Learning methods:

monological, (lecturing, interpretation, explanation, instruction), dialogical (interview), practical (practice, training)

Kyselovičová, O. (2012). Základy terminológie telesných cvičení. ICM Agency

Buková, A. (2015). Didaktika základnej telesnej výchovy a rekreačného športu. Univerzita Pavla Jozefa Šafárika v Košiciach

Miňová, M. (2017). Pohybový program pre deti materských škôl. Rokus

Winnick, J.P., Porretta, D.L. (2017). Adapted physical education and sport. Human Kinetics

Nemček, D. (2024). Inkluzívne vzdelávanie v telesnej a športovej výchove: Príklady dobrej praxe. Pedagogická fakulta UK a Slovenská vedecká spoločnosť pre telesnú výchovu a šport

Portál: www.telocvikari.sk

The course will be completed with a written test of the acquired knowledge + practical output 50% + 50% =100%.

A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who scores less than 25 points on the written examination. To pass the course, a score of at least 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent practical and theoretical results),

B (90-81%, very good - above average standard, borderline thinking),

C (80-73%, good - ordinary reliable work, unable to apply to practice),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required)

Slovak, English and Czech language

Characteristics and content of the basic concepts in the field of sport science. The characteristics of physical education and sport from the historical social phenomenon, as a product and process of an integral part of global culture. Emphasizing the perception of the content, scope, and structure of physical education and sport as an integral part of education. In addition to defining theoretical concepts, the focus is on the issue of school physical education its historical development, function, goals, structure and its place in the system of education and training of youth and adults. The course also focuses on deepening the knowledge of the internal conditions determining the process of optimal natural physical and motor development of children, pre-school, younger school age through movement. At the same time, the latest knowledge about the possibilities and methods of intensive stimulation by means of physical education in preschool, school education is presented. Systematics of athletics, gymnastics, swimming, movement, small, preparatory, non-traditional and sports games, dance, calanetics, yoga, stretching, winter, summer hiking, cross-country skiing, downhill skiing, snowboarding.

100/0

Students will gain theoretical and practical knowledge about the specifics of the teaching process of physical and sport education in individual sports. In individual practical presentations of the specified topics, they acquire communication skills, organizational skills, digital skills, analytical skills, creativity, thinking in context and responding to the solution of a given situation.

2S - 2 hours seminar (S)/week, 22 hours total per semester.

Session or combined method.

Student workload:

11x2 hours of direct teaching = 22 hours (teaching, including student's practical activities in class); preparation of student's practical outputs and presentations - 20 hours; preparation for student's final assessments - 10 hours. TOTAL: 52 hours of student workload.

Learning methods:

predominance of practical methods, graphic and artistic activities, monological methods in the form of interpretation and lecture, dialogical methods in the form of conversation and discussion, art and design work as practical methods, self-study through e-learning, realization of artistic techniques according to the assignment, demonstration of objects and activities, copy, paraphrase, when the student realizes the work according to the patterns or is inspired and uses stylization, other specific methods, we realize art activities of mixed type

Compulsory/Recommended readings:

MINICHOVÁ, L. 2018. Riadená a voľná kresba detí v predškolskom veku. In: Ars et Educatio IV. 1. vyd. Ružomberok (Slovensko) : Katolícka univerzita v Ružomberku, VERBUM, vydavateľstvo KU, 2018. ISBN 978-80-561-0581-8, s. 59-65

MINICHOVÁ, L. 2019. Prejavy tvorivosti v kresbe detí predškolského veku-

In: Výtvarná edukácia v premenách času. 1 vyd. Banská Bystrica (Slovensko) : Univerzita Mateja Bela v Banskej Bystrici, Pedagogická fakulta, 2019. ISBN 978-80-557-1553-7, s. 89-98

MINICHOVÁ, L. 2020. Kresba ako prostriedok tvorivého sebavyjadrenia dieťaťa v predškolskom veku. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. 1. vyd. Prešov (Slovensko) : Prešovská univerzita v Prešove. Vydavateľstvo Prešovskej univerzity, 2020. ISBN 978-80-555-2591-4, s. 363-375

Recommended readings:

ROESELOVÁ, V. 1996, Techniky ve výtvarné výchově. Praha: SARAH, 1996. 243 s. ISBN 80-902267-1-X

SMITH, R. 2013. Encyklopedie výtvarných technik a materiálů. Slovart, s.r.o., 2013. 384 s. ISBN 978-80-7391-482-0

Nepovinná literatúra

BEAN, R. 1995. Jak rozvíjet tvořivost dítěte. Praha: Portál, 1995. s. 86. ISBN 80-7178-035-9

GREGUŠOVÁ, Hedviga. 2002. Kresba a jej význam v diagnostike mentálne postihnutých jednotlivcov. In Efeta -otvor sa. Martin: Osveta, 2002.

GREGUŠOVÁ, H. 2010. Špecifiká edukácie výtvarnej výchovy. In: VANČOVÁ, Alica a kol.: Edukácia mentálne postihnutých. Bratislava: Iris, 2010. ISBN 978-80-89256-53-2.

MINICHOVÁ, Lucia. 2020. Tvorivé vyjadrovanie dieťaťa v kresbe, možnosti podnecovania alebo obmedzovania tvorivosti. In: Paedagogica specialis. 1. vyd. – Bratislava (Slovensko) : Univerzita Komenského v Bratislave, 2020. – ISBN 978-80-223-5049-5, s. 251-260

ROESELOVÁ, V. 1997, Řady a projekty ve výtvarné výchově. Praha: SARAH, 1997. 224 s. ISBN 80-902267-2-8

The student is continuously evaluated for active participation and also for active involvement in lectures, responding to questions, adequate answers. The student is evaluated verbally or receives points. The student is evaluated for ongoing supplementary assignments to the current topic given by the instructor. The student is assessed on the presentation, its content and the formality of the assignment.

The student will be evaluated on an ongoing basis for active participation in seminars (30%) and on an ongoing basis for papers in artistic expression (70%). A minimum of 91 points is required for an A grade, a minimum of 81 points is required for a B grade, a minimum of 73 points is required for a C grade, a minimum of 66 points is required for a D grade, and a minimum of 60 points is required for an E grade. Credit will not be awarded to a student who scores less than 59 points.

A - the student approaches activities and assignments responsibly and creatively, enriches them with new ideas and knowledge, expresses his/her own opinions, expresses himself/herself, is active, develops his/her expression and reflects independently, is critical and objective, is original in his/her work;

B - the student approaches activities and assignments responsibly, tries to be creative, sporadically enriches the teaching with his/her own opinions, the student is less original, draws on preconceptions, is less interested in new trends;

C - student shows adequate interest, full of duties as assigned, not in addition, does not show much creativity or originality, student answers questions simply, does not deepen or develop his/her answers, takes a rather neutral, passive position, does not apply knowledge sufficiently in implementations;

D - in his/her activities and in completing the assignments, the student fulfils the teacher's expectations only to a certain extent, the student completes the assignment, "does what he/she has to do", the results are not of sufficient quality, the student does not try to give a higher performance, there is no critical thinking or use of knowledge in practice;

E -, the student performs his/her duties to the lowest possible degree, performs his/her duties minimally, is passive, inactive, shows no interest, is apathetic, does the minimum to complete and conclude the course;

Fx - the student does not meet the requirements and expectations of the instructor, does not meet the conditions for satisfactory completion of the course.

The grade is given on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required).

Slovak, English and Czech language

Creativity in art education and education for creativity. Theoretical information on the laws of drawing, printmaking, painting, modelling and colour theory. Surface and spatial techniques. Techniques of drawing, painting, printmaking. Auxiliary methods and methodology in drawing, printmaking, painting and modelling. Artistic techniques and materials in the various fields of art. Means of artistic expression - point, line, light, shadow, penumbra, shape, colour, space, (composition, contrast...). Expression through hatching, depicting perspective.

The content of the course is practical. The lectures are conducted in such a way that the student is visually familiar with the working procedures of the various artistic techniques. At the same time, he/she implements them himself/herself according to the presentation or demonstrations. The student consults with the teacher during and after their implementation. In this way, the student learns and improves directly from his/her own work or the work of his/her classmates. The student focuses on the technique and its correct application and use. The subject matter is liberated, that is, he chooses the subject matter himself, at his own discretion. Preference is given to themes of a decorative nature, experimentation and themes of a discovery nature. At the same time, the techniques and their discovery are brought closer to the students in the form of discovering these techniques, in the form of experiments and discovering what each technique offers and how it can be varied, otherwise combined. This method is intended to arouse interest, creativity and motivation in the student, while eliminating fear and apprehension about artistic expression.

100/0

After successful completion of the course, the student should acquire basic theoretical knowledge, concepts related to art education. The student should understand the principles of creation in the visual arts, should be able to capture simple expressions of creation. Theoretically, the student knows the basic art techniques, their division and procedures. The student knows the basic art materials, tools and aids.

The student knows the content and procedural aspects of the individual procedures of realization of art techniques.

The seminar also pursues the development of students' practical skills and creativity in artistic expression in techniques that can be applied in art activities with intact, with children and students with special educational needs. The student practically masters individual procedures, can independently implement basic art techniques.

The student develops his/her communication and organizational skills, abstract and creative thinking, motivation. Through the course, the student can gain/acquire knowledge and practical experience for working with intact and later apply this knowledge when working with individuals with special educational needs.

The student will be able to apply the knowledge in further study of related subjects focused on art with children with special educational needs.

The student acquires skills that can later be applied in assisting, counseling, or educational activities in a variety of organizational units.

2S

2 hours per week/ per study period 22 hours, combined form

Student workload:

22 hours of seminars by direct teaching, 10 hours of preparation of methodological workflow, 20 hours of preparation for continuous assessment in the form of a test. Total 52 hours of student work

Learning methods:

Lecture and explanation of basic information on the subject, later dialogue, discussion. Use of presentations, photographs and videos from practice, descriptions and characterization of activities. After acquiring basic information about the subject in the form of visual documentation, photographs and videos, first by observation, later by student description and discussion, identification of faulty practices, inadequate provision of the work area, and modulation towards finding solutions and remedies. In the course of teaching we go through practical work with materials encountered in the workshop.

Compulsory/Recommended readings:

BAJO, I. a VAŠEK, Š. 1994. Pedagogika mentálne postihnutých. Bratislava: Sapientia, 1994. ISBN 80-967180-1-0.

BAJTOŠ, J. a PAVELKA, J. 1999. Základy didaktiky technickej výchovy. Prešov: Prešovská univerzita, 1999. ISBN 80-88722-46-2.

Recommended readings:HAASOVÁ, E. 2012. Metódy a formy práce v predmetoch pracovné vyučovanie, svet práce a technika. Bratislava: MPC, 2012. ISBN 978-80-8052-415-9.

HUČÍK, J. 2007. Profesijná príprava žiakov s mentálnym postihnutím. Martin: Osveta, 2007. ISBN 978-80-8063-260-1.

KOŽUCHOVÁ, M. 1998. Didaktika technickej výchovy. 1. vyd. Bratislava: UK, 1998. ISBN 80-223-1319-X.

KOŽUCHOVÁ, M., HABŠUDOVÁ, M. a BRNKA, K. 1995. Pracovná výchova II. Bratislava: UK, 1995. ISBN 80-223-0855-2.

KRUŠPÁN, I. a VOLNÍKOVÁ, M. 2000. Didaktika odborného výcviku. Dubnica nad Váhom: Dubnický technologický inštitút, 2000. ISBN 978-80-969615-7-3.

MAJZLANOVÁ, K. 1997. Pracovná výchova mentálne postihnutých detí predškolského veku. AT Publishing s.r.o 1997. ISBN 80-967429-5-7.

VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. 978-80-89256-53-2.

VARGOVÁ, M. 2007. Metodika pracovnej výchovy a pracovného vyučovania. Nitra: UKF, 2007. ISBN 978-80-8094-171-0.

The assessment consists of an interim assessment through the creation of a methodological workflow in powerpoint presentations, for which the student can receive a total of 20 points, and a final assessment test with a value of 80 points.

A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 73 points for a C grade, a minimum of 66 points for a D grade and a minimum of 60 points for an E grade. A minimum of 60 points is required to pass the course.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding), the student knows/can/creates/critically evaluates

B (90-81%, very good - above average standard), the student can/does/thinks critically is borderline

C (80-73%, good - normal reliable work), student knows/learns but cannot apply to practice

D (72-66%, satisfactory - acceptable performance), student partially knows/learned but not enough

E (65-60%, satisfactory - results meet minimum criteria), student minimally knows/learned sufficiently

Fx (59-0%, insufficient - extra work required

Slovak language

- From the history of labour education.

- The peculiarities of work education of the mentally disadvantaged.

- Aims and tasks of work education of the mentally handicapped.

- Work components, aspects and areas of work activities in work education of the handicapped.

- Work knowledge, skills, habits, work movements and work operations leading to the acquisition of work competences.

- Work skills monitored, in work components with main emphasis on self-care activities.

- Further subdivided into workshop work and cultivation work.

- In workshop work, focus on: working with paper, cardboard, textiles. Work with modelling materials - modelling.

- Work with wood. Working with metals. Work with small materials - natural and synthetic materials (plastics), assembly and disassembly work.

- Practical exercises with materials and tools and very important is the preparation of the working environment and place.

- Excursions to the workshops, sheltered workshops and the work site.

100/0

After completing the course, students must acquire and know the content and peculiarities of work education of the disabled in special schools.

They must understand the importance and differences of the acquisition of working knowledge, skills and habits especially of the mentally handicapped in comparison with the intact. They must understand the importance of work education as a means of re-education, rehabilitation, therapy, social and occupational integration and inclusion of the disabled.

They must know and master the materials, tools and technological procedures applied in work activities within the educational process of work education. They must be able to define professional working terms. creatively apply and develop the knowledge acquired on the subject of work education.

2P (22 hours per semester)

Combined form of education.

Student workload:

22 hours of direct teaching; 12 hours of preparation for the midterm test; 12 hours of preparation for the final test; 29 hours preparation for the oral examination. Total: 75 hours.

Learning methods:

Explanation of individual topics of methodology and research methods in special education, with discussion, demonstration of examples of research paradigms, modelling of research in special pedagogy, modelling of examples of the use of research methods, actual solved problems and open questions in research in special education. Questions in methodology and research methods in special education.

Compulsory readings:

GAVORA, P. et al. 2010. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4.GAVORA, P. 2008. Úvod do pedagogického výskumu. Bratislava: UK, 2008. ISBN 978-80-223-2391-8.

Recommended readings:

BAČÍKOVÁ, M., JANOVSKÁ, M. 2018. Základy metodológie pedagogicko-psychologického výskumu. Košice: ŠafárikPress, 2018. ISBN 978-80-8152-695-4 Odporúčaná literatúra: VAŠEK, Š. 2008. Základy špeciálnej pedagogiky. Bratislava: Sapientia, 2008, kap. Metodológia špeciálnej pedagogiky, s. 68-86.

GAVORA, P. 2006. Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Regent, 2006. ISBN 80-88904-46-3. ŠVEC, Š. 1998. Metodológia vied o výchove. Bratislava: IRIS, 1998. ISBN 80-88778-73-5.

50% of the interim evaluation + 50% of the final evaluation. Interim assessment includes an interim test (50% of the assessment), final assessment includes a final test (25% of the mark) and an oral examination (25% of the mark). To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding). During the course of the course, the student has acquired an exceptional level of knowledge of research methodology in special education, an excellent level of orientation in research methods in special education, orientation in research methods in special education, orientation in research methods in special education, orientation in research methods in special education, research paradigms in special education, gained a high level overview of contemporary research in special education.

B (90-81%, very good - above average standard). During the course of the course, the student has gained an above-average level of knowledge of research methodology in special education, at an above-average level in research methods in special education, has a solid overview of research paradigms in special education, has gained an above-average level of understanding of current research paradigms in special education, has gained an above-average level of understanding of current

research in special education.

C (80-73%, good - normal reliable work). above average standard). During the course of the course, the student has gained an average level of knowledge of research methodology in special education, at an average level in research methods in special education, has a solid overview of research paradigms in special education, has gained an average level of understanding of current research in special education. Is able to link knowledge of research methodology with knowledge of acquired in other courses of study in special education.

D (72-66%, satisfactory - acceptable performance), The student meets the basic requirements for graduation of the course, possesses basic knowledge of research methodology and research methods in special education, has developed an overview of current research and research paradigms in special education. The student is able to relate the knowledge gained in the course to the knowledge gained in other the course of study in special pedagogy.

E (65-60%, satisfactory - results meet minimum criteria), The student has acquired during the study of the course the minimum accepted level of knowledge of research methodology in special education, an elementary level is oriented in research methods in special pedagogy, has developed has gained an understanding of research paradigms in special pedagogy, at a low level has gained an overview of research paradigms in special pedagogy. current research in special pedagogy. He/she can only at an elementary level link the knowledge of research methodology with the knowledge gained in other subjects of study in special education.

Fx (59-0%, insufficient - additional work required), Student does not meet even the minimum requirements for passing the course, does not possess basic knowledge of research methodology and research methods in special education, has not developed an overview of current research and research paradigms in special education. He/she is unable to relate the knowledge from the subject to the knowledge gained in other subjects of study in special education.

Slovak language, english language, czech language

• Science and research. The role of research in the sciences. Research in special education.

• The importance of theory in research in special education. Research in relation to paradigms in special education.

• Types and types of research in special education. Types and types of research in special pedagogy within the sub-disciplines of special education.

• Basic vs. applied research. Descriptive research, when and how? Correlational and causal research. Examples of research in special education.

• Qualitative vs. qualitative research? Mixed research designs in special education.

• Action research.

• Quantitative research design in special education.

• Structure of a research design. Formulation of research aims, objectives, hypotheses. Orientation in the topic, work with literature. Specifics of research samples in special education research.

• Basics of mathematical and statistical processing of research data. Interpretation of results and formulation of research conclusions.

• Qualitative research design in special education. Research methods of qualitative methodology: focus groups, phenomenological analysis, case study, time lines.

• Newer research paradigms in special education. Research with a small number of subjects.

• Single-subject design.

• Ethics in research in special education

50/50

The aim is to acquire basic knowledge about the methodology of special education, research methods used in special education, to understand the importance and role of research in the advancement of special education, understand research design and acquire the ability to interpret the results research in the context of special education research methodology. Upon completion, the student will understand the purpose of research in general and the purpose of special education of special education research, the concepts and specifics of special education research. The student understands different types of research methods, study design in general, and in research methods used in the special education setting.

The student has knowledge of a review of the recommended literature. develop a research question. The student knows the components of a research protocol, understands the importance of descriptive, correlational and causal research and their roles in the theory and practice of special education, student gains skills related to the development and implementation of a research plan. The student will be able to formulate a research questions, determine objectives in accordance with the research question, and select an appropriate study design to address the research question. The student is able to analyze the methodology used in individual research studies published in scientific journals, critically justify their validity.

Possesses knowledge and skills in ethics and protection of research subjects.

2S (22 hours per semester)

Combined form of education

Student workload:

22 hours of direct instruction; 22 hours of continuous assignments; 31 hours of preparation for term paper. Total: 80 hours

Teaching methods:

Explanation of the material, activating methods, small group work, cooperative learning, e-learning

Compulsory readings:

GAVORA, P. a kol. 2010. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/

HENDL, J. 2024. Kvalitativní výzkum. Praha: Portál. 2024. 496 s. ISBN 9788026219682.

VP č. 32/2023 o základných náležitostiach záverečných prác, rigoróznych prác a habilitačných prác, kontrole ich originality, uchovávaní a sprístupňovaní na Univerzite Komenského v Bratislave (2023).

https://uniba.sk/fileadmin/ruk/legislativa/2023/Vp_2023_32.pdf

VP č. 2/2024 k používaniu nástrojov umelej inteligencie na Univerzite Komenského v Bratislave (2024). https://uniba.sk/fileadmin/ruk/legislativa/2024/VP_2024_02.pdf

TOMŠIK, R. 2017. Kvantitatívny výskum v pedagogických vedách. [online]. Nitra: Pedagogická fakulta, Univerzita Konštantína Filozofa v Nitre, 2017. 505 s. Dostupné na internete:

https://www.pf.ukf.sk/images/docs/projekty/2017/pC-

Cp/publikacie/Kvantitat%C3%ADvny%20v%C3%BDskum.pdf

Recommended readings:

GAVORA, P., KOLLÁRIKOVÁ, Z., NOVÁKOVÁ, E. 2010. Manuál pre tvorbu bakalárskej a diplomovej práce. [online]. Bratislava: Univerzita Komenského, 2010. 51 s. Dostupné na internete:

https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Akademicka_Kniznica_Pdf_UK/dokumenty/Manual_pre_Bc_a_Mgr_prace_2010.pdf

KIMLIČKA, Š. 2005. Metodika písania vysokoškolských a kvalifikačných prác. [online]. Bratislava: Univerzita Komenského, 2005. 58 s. Dostupné na internete:

https://uniba.sk/fileadmin/ruk/cit/ais/zaverecne-prace/metodika_pisania_zp.pdf

RYBÁROVÁ, Ľ., et al. 2009. Metodika písania bakalárskej práce. 2. doplnené vydanie. Martin: Osveta, spol. s.r.o., 2009. 82 s. ISBN 80-8063-204-9.

STAROŇOVÁ, K. 2011. Vedecké písanie: Ako písať akademické a vedecké texty. Prvé vydanie. Martin: Osveta, spol. s.r.o., 2011. 248 s. ISBN 978-80-8063-359-2.

ŠVAŘÍČEK, R., ŠEĎOVÁ, K. a kol. 2014. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2014. 384 s. ISBN: 9788026206446.

There will be 10 interim assignments of 3 points each during the semester, for a total of 30 points a student can earn on an interim basis. At the end of the semester, the student will turn in a term paper for which he/she can earn 70 points.

A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who achieves less than 15 points in the continuous assessment. To pass the course, a minimum score of 60% is required.

A - excellent performance, the student has mastered the conditions for successful writing of the bachelor's thesis; B - excellent performance, the student is able to apply the knowledge in writing the thesis, but there are shortcomings; C - good performance, the student applies the knowledge in writing the thesis with mistakes; D - satisfactory, the student knows the conditions for successful writing of the bachelor thesis, but cannot apply them; E - the student has minimal knowledge of writing the bachelor thesis; Fx - the student does not know the conditions for writing the bachelor thesis and cannot apply the knowledge.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

Slovak and Czech language

- What is a bachelor thesis, its preparation, types of theses and their division, structure.

- Consultation of the thesis with the supervisor. Schedule of the bachelor's thesis development.

- Formal requirements for the thesis, content requirements for the bachelor's thesis, editing and content of individual parts.

- IMRAD as a basic structure for the creation of the thesis.

- Methodology - science, research, research methods, data processing, interpretation, data recording.

- Working with literature, citations/paraphrasing, bibliography, ethics of thesis production, sources, examples of working with text, examples of citations, paraphrasing.

- Judgements, pre-defence preparation, defence of the thesis (course of the defence, appearance, dress for the defence, etc.), originality check.

- Study and interpretation of scientific studies.

- Presentation of the scientific study.

100/0

Students will gain knowledge about the creation of a bachelor's thesis within its individual types - theoretical, theoretical-empirical, theoretical-applicational. They will be able to conceive the theoretical part of the bachelor's thesis as well as to create and implement a research project in the field of special pedagogy.

Through the seminar they will acquire skills in reading and interpreting research studies, communication competences, digital skills, analytical skills, and critical thinking skills.

Seminar, 2S.

Scope of instruction:

2 hours/week, i.e. 22 hours/semester, full-time or combined method.

Student workload: 22 hours of direct teaching, 14 hours of preparation for the midterm test, 14 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.

Learning method:

Problem-based learning. Students will be encouraged in class to reconstruct cross-curricular or interdisciplinary links between the material covered and thematically similar material covered in other courses taken in their programme of study. They will be challenged to analyze the arguments for and against certain claims and theses that form the center of specific scientific and philosophical reflections on the human person or on his/her education. They will also be encouraged to infer the pedagogical implications of certain philosophical views about man.

Compulsory/Recommended readings:

MALÍK, B., 2010. Spoločensko-politický a axiologický kontext vo vzťahu k výchove. In: Európske pedagogické myslenie od antiky po modernu. Trnava: Trnavská univerzita, 2010, s. 162-189. ISBN 978-80-8082-336-8.

MALÍK, B., 2012. Školská politika, učiteľ a výchova. In: Európske pedagogické myslenie od moderny k postmoderne po súčasnosť. Trnava: Typi Universitatis Tyrnaviensis, 2012, s. 262-285. ISBN 978-80-8082-574-4.

MALÍK, B., 2014. Filozofická antropológia. Možnosti a limity filozofických tematizácií človeka. Bratislava: Iris, 2014, 135 s. ISBN 978-80-8153-028-9.

Recommended readings:

MALÍK, B., 2013. Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.

MALÍK, B., 2015. Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.

Intermediate/final grade weighting: 100/0

The interim assessment includes the completion of the assigned interim assignments (40% of the grade) and an interim didactic test (60% of the grade). To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A 100-91%, excellent - outstanding results. In the didactic test, the student has demonstrated a level of knowledge (the extent of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentage, together with the scores (percentage) of the intermediate tasks, corresponds to an A grade.

Note: The score or percentage on the interim assignments reflects the degree to which the student's performance on the interim assignment is consistent with the established criteria published in the assignment for each assignment. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.

B 90-81%, very good - above average standard. In the knowledge test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to a B grade.

C 80-73%, good - normal reliable work. The student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilized) in the knowledge test that, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to a grade of C.

D 72-66%, satisfactory - acceptable performance. In the knowledge test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to a grade D.

E 65-60%, sufficient. In the knowledge test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to an E.

Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.

Slovak language

Differences between thematic and non-thematic, noetic and non-noetic ways of affirming human issues. The specifics of the philosophical approach to the problem of man and its difference from other thematizations of man (in religion, ideology and science). Classification of philosophical views on man according to relevant philosophical disciplines, philosophical schools, authors and traditions. Risks and obstacles to the conceptualization of anthropological issues and suggestions for overcoming them, derived from the conceptual, conceptual and methodological instrumentation of philosophy. A typology and comparison of ways of asking questions about the nature of man in science and philosophy. Possible intentions of philosophical approaches to the definition of the essential nature of man. What to understand by a holistic understanding of man. A categorization of the relational field between philosophy, anthropology and the educational sciences. Philosophical-anthropological inspirations in education. Justification of the relevance of philosophical reflections on man for the pedagogical sciences.

100/0

The aim of the course is to extend the knowledge of the human being acquired in other courses to include the socio-cultural and spiritual dimensions as they are reflected especially in the environment of philosophy. It will further aim to map the relational area between philosophy, man and education both in synchronic and diachronic perspectives. It will aim to make transparent the anthropological and philosophical background of various temporally, socially and culturally contingent ideas about education and schooling. The most important philosophical conceptions of man that have influenced the thematization of human issues in educational sciences will also be presented. The aim of the course is to teach students to reflect on these positions and their philosophical and value underpinnings in order to be able to confront their bearing with views based on otherwise philosophically grounded assumptions and ideological premises. The student will be able to recognize thematizations of human beings of different provenance and be able to name the differences between scientific and philosophical ways of conceptualizing anthropological issues. The student will also become familiar with philosophical critiques of some conceptions of normality and notions of the ideal status of the human person that are entrenched in educational theory and practice. The student will also learn to see the school not only as an institution with its own rules of operation and obligations to the state and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals.

Seminar, 2S.

Scope of instruction:

2 hours/week, i.e. 22 hours/semester, full-time or combined method.

Student workload: 22 hours of direct teaching, 14 hours of preparation for the midterm test, 14 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.

Learning method:

Problem-based learning. Students will be encouraged in class to reconstruct cross-curricular or interdisciplinary links between the material covered and thematically similar material covered in other courses taken in their programme of study. They will be challenged to analyze the arguments for and against certain claims and theses that form the center of specific scientific and philosophical reflections on the human person or on his/her education. They will also be encouraged to infer the pedagogical implications of certain philosophical views about man.

Compulsory/Recommended readings:

MALÍK, B., 2010. Spoločensko-politický a axiologický kontext vo vzťahu k výchove. In: Európske pedagogické myslenie od antiky po modernu. Trnava: Trnavská univerzita, 2010, s. 162-189. ISBN 978-80-8082-336-8.

MALÍK, B., 2012. Školská politika, učiteľ a výchova. In: Európske pedagogické myslenie od moderny k postmoderne po súčasnosť. Trnava: Typi Universitatis Tyrnaviensis, 2012, s. 262-285. ISBN 978-80-8082-574-4.

MALÍK, B., 2014. Filozofická antropológia. Možnosti a limity filozofických tematizácií človeka. Bratislava: Iris, 2014, 135 s. ISBN 978-80-8153-028-9.

Recommended readings:

MALÍK, B., 2013. Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.

MALÍK, B., 2015. Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.

Intermediate/final grade weighting: 100/0

The interim assessment includes the completion of the assigned interim assignments (40% of the grade) and an interim didactic test (60% of the grade). To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A 100-91%, excellent - outstanding results. In the didactic test, the student has demonstrated a level of knowledge (the extent of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentage, together with the scores (percentage) of the intermediate tasks, corresponds to an A grade.

Note: The score or percentage on the interim assignments reflects the degree to which the student's performance on the interim assignment is consistent with the established criteria published in the assignment for each assignment. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.

B 90-81%, very good - above average standard. In the knowledge test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to a B grade.

C 80-73%, good - normal reliable work. The student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilized) in the knowledge test that, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to a grade of C.

D 72-66%, satisfactory - acceptable performance. In the knowledge test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to a grade D.

E 65-60%, sufficient. In the knowledge test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the intermediate tasks, corresponds to an E.

Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.

Slovak language

Differences between thematic and non-thematic, noetic and non-noetic ways of affirming human issues. The specifics of the philosophical approach to the problem of man and its difference from other thematizations of man (in religion, ideology and science). Classification of philosophical views on man according to relevant philosophical disciplines, philosophical schools, authors and traditions. Risks and obstacles to the conceptualization of anthropological issues and suggestions for overcoming them, derived from the conceptual, conceptual and methodological instrumentation of philosophy. A typology and comparison of ways of asking questions about the nature of man in science and philosophy. Possible intentions of philosophical approaches to the definition of the essential nature of man. What to understand by a holistic understanding of man. A categorization of the relational field between philosophy, anthropology and the educational sciences. Philosophical-anthropological inspirations in education. Justification of the relevance of philosophical reflections on man for the pedagogical sciences.

100/0

The aim of the course is to extend the knowledge of the human being acquired in other courses to include the socio-cultural and spiritual dimensions as they are reflected especially in the environment of philosophy. It will further aim to map the relational area between philosophy, man and education both in synchronic and diachronic perspectives. It will aim to make transparent the anthropological and philosophical background of various temporally, socially and culturally contingent ideas about education and schooling. The most important philosophical conceptions of man that have influenced the thematization of human issues in educational sciences will also be presented. The aim of the course is to teach students to reflect on these positions and their philosophical and value underpinnings in order to be able to confront their bearing with views based on otherwise philosophically grounded assumptions and ideological premises. The student will be able to recognize thematizations of human beings of different provenance and be able to name the differences between scientific and philosophical ways of conceptualizing anthropological issues. The student will also become familiar with philosophical critiques of some conceptions of normality and notions of the ideal status of the human person that are entrenched in educational theory and practice. The student will also learn to see the school not only as an institution with its own rules of operation and obligations to the state and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals.

Lecture, 2 hours /week, i.e. 22 hours /semester, combined method (mostly by attendance)

Student workload:

11 x (2) hours of teaching = 22 hours; 14 hours preparation for the mid-term test; 14 hours preparation for the final test. Total 50 hours.

Teaching methods:

In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, conversation or Socratic conversation as well as experiential and activating methods of play, solving moral dilemmas and others are represented.

Recommended readings:

Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.

Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.

Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.

Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.

Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.

Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.

Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.

Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.

Sokol, J.: Etika, život, instituce. Pokus o praktickou filosofii. Praha: Vyšehrad, 2014.

Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.

100% of the continuous assessment, which includes: 50% of the continuous test, 50% of the final test.

A minimum score of 60% on both tests is required to pass the course.

The grade is awarded on a scale of:

A (100-91%, excellent - outstanding)

B (90-81%, very good - above average standard)

C (80-73%, good - normal reliable work)

D (72-66%, satisfactory - acceptable results)

E (65-60%, fair - satisfactory results)

Fx (59-0%, inadequate - further work required)

Slovak and Czech language

introduction to ethics (definition of the subject of ethics and the basic concepts of ethics, morality, etiquette, freedom, responsibility); introduction to basic ethical concepts (virtue ethics, duty ethics, utilitarianism); introduction to ethics education; introduction to the Slovak programme of ethics education (educational programme, style of education, educational methods; procedural aspect); psychology of moral development; various forms of character education

100/0

Learning outcomes: Students acquire basic conceptual and categorical equipment, information and orientations in the field of ethics, which are also applicable in the field of education; they are able to understand the psychology of moral development; they are oriented in the Slovak curriculum of ethics education; they are able to distinguish different approaches to character education; they are able to effectively use the acquired knowledge in the future profession of a special educator. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.

Learning objectives:

To provide students with the basic information needed to understand ethics and its importance in the life of the individual, society and to familiarize them with the subject of ethics education.

Lecture, 2 hours /week, i.e. 22 hours /semester, combined method (mostly by attendance)

Student workload:

11 x (2) hours of teaching = 22 hours; 14 hours preparation for the mid-term test; 14 hours preparation for the final test. Total 50 hours.

Teaching methods:

In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, conversation or Socratic conversation as well as experiential and activating methods of play, solving moral dilemmas and others are represented.

Recommended readings:

Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.

Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.

Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.

Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.

Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.

Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.

Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.

Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.

Sokol, J.: Etika, život, instituce. Pokus o praktickou filosofii. Praha: Vyšehrad, 2014.

Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.

100% of the continuous assessment, which includes: 50% of the continuous test, 50% of the final test.

A minimum score of 60% on both tests is required to pass the course.

The grade is awarded on a scale of:

A (100-91%, excellent - outstanding)

B (90-81%, very good - above average standard)

C (80-73%, good - normal reliable work)

D (72-66%, satisfactory - acceptable results)

E (65-60%, fair - satisfactory results)

Fx (59-0%, inadequate - further work required)

Slovak and Czech language

introduction to ethics (definition of the subject of ethics and the basic concepts of ethics, morality, etiquette, freedom, responsibility); introduction to basic ethical concepts (virtue ethics, duty ethics, utilitarianism); introduction to ethics education; introduction to the Slovak programme of ethics education (educational programme, style of education, educational methods; procedural aspect); psychology of moral development; various forms of character education

100/0

Learning outcomes: Students acquire basic conceptual and categorical equipment, information and orientations in the field of ethics, which are also applicable in the field of education; they are able to understand the psychology of moral development; they are oriented in the Slovak curriculum of ethics education; they are able to distinguish different approaches to character education; they are able to effectively use the acquired knowledge in the future profession of a special educator. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.

Learning objectives:

To provide students with the basic information needed to understand ethics and its importance in the life of the individual, society and to familiarize them with the subject of ethics education.

2 hours seminar, total 22 hours per semester, combined form (primarily full-time)

Student workload:

2S (2 credits): 11x 2 hours of direct instruction = 22 hours;

20 hours preparation of a seminar paper in the form of analysis and analysis of literature on a chosen environmental topic, expression of a critical position on the issue and last but not least in the form of preparation of an activity by which the student introduces the environmental issue to students with disabilities;

13 hours of preparation for the mid-term assessment in the form of a presentation of a seminar paper with a selected environmental issue.

In total 55 hours of student work.

Educational methods:

Presentation of seminar work, problem solving by students, discussion of the topic, activating methods

Fuchsová, M., Galiková, D. 2017. Environmentálna výchova v edukačnom procese špeciálnych základných škôl na Slovensku a v Srbsku z pohľadu učiteľov. In: Paedagogica specialis. Bratislava: Univerzita Komenského v Bratislave. – Roč. 31 (2017), s. 278 – 290. ISBN 978-80-223-4438-8

Chrenščová, V., Elek, Š., Fuchsová, M., Matis, D., Žarnovičan, H. 2010. Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. - 1. vyd. - Bratislava: Mladí vedci Slovenska, 2010. - 31 s.ISBN 978-80-970496-2-1

Chrenščová, V., Elek, Š., Elek, T., Fuchsová, M., Jasaň, I., Libovič, M., Matis, D., Žarnovičan, H. 2010. Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. 1. vyd. Bratislava: Mladí vedci Slovenska, 2010. ISBN 978-80-970496-1-4

Bieliková, D., Füry, D., Fuchsová, M. 2011. Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 2011. - S. 20. – ISBN 978-80-223-3083-1

Majzlan, O. a Fedor, P. 2012. Základy ekológie a environmentalistiky pre pedagogické smery. 1. vyd. Bratislava: Univerzita Komenského, 2012. ISBN 978-80-223-3175-3

The course will be completed:

(a) A defense of a term paper with the content of current environmental problems in the Slovak Republic as well as environmental problems that are being addressed globally with a maximum of 20 points.

b) its elaboration in the form of an analysis and critical evaluation of the chosen environmental issue and its application to the education of pupils with disabilities with a maximum value of 80 points.

A minimum of 91 points is required for a final mark of A, a minimum of 81 points for a mark of B, a minimum of 73 points for a mark of C, a minimum of 66 points for a mark of D and a minimum of 60 points for a mark of E. Credit will not be awarded to a student who obtains less than 40 points in the seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student is able to work excellently with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, is able to critically evaluate environmental problems in society and to create appropriate activating methods for a given environmental problem usable in special pedagogical practice.

B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmentalism is borderline, but can create appropriate activating methods for a given environmental problem usable in special education practice

C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmentalism is partially absent, but can create appropriate activating methods on the environmental problem usable in special education practice

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmentalism is partially absent and only partially can apply environmental theory in the form of creating activating methods to special education practice

E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with professional literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmentalism is absent and his ability to apply environmental theory in the form of the creation of activating methods in special education practice is minimal

Fx (59-0%, insufficient - additional work is required), insufficient performance, the student is not able to work with professional literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level, nor is he able to critically evaluate environmental problems and is not able to apply environmental theory in the form of the creation of activating methods to special education practice

Slovak and Czech language

1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)

2.Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)

3.Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps, but also the process of recycling as an option for environmental protection)

4.Transport and the greenhouse effect. (the student is able to assess the negative impact of the use of transport on the environment and is able to adopt the right attitude towards solving the problem in terms of protecting the environment in which he/she lives)

5. Environmental education in primary, secondary and special primary and secondary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational program for the education of pupils with disabilities, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyze and evaluate the relationships between man and his environment on the basis of knowledge of the laws that govern life on Earth, to know and understand the connections between the development of the human population and the relationship to the environment in different areas of the world, to understand the connections between local and global problems and one's own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic, which support this education in primary schools, secondary schools and special primary schools, secondary schools and will be able to bring the given environmental problems to the pupil with disabilities by appropriate activating methods).

100/0

Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to special education practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking skills and the ability to evaluate environmental problems in society.

2 hours seminar, total 22 hours per semester, combined form (primarily full-time)

Student workload:

2S (2 credits): 11x 2 hours of direct instruction = 22 hours;

20 hours preparation of a seminar paper in the form of analysis and analysis of literature on a chosen environmental topic, expression of a critical position on the issue and last but not least in the form of preparation of an activity by which the student introduces the environmental issue to students with disabilities;

13 hours of preparation for the mid-term assessment in the form of a presentation of a seminar paper with a selected environmental issue.

In total 55 hours of student work.

Educational methods:

Presentation of seminar work, problem solving by students, discussion of the topic, activating methods

Fuchsová, M., Galiková, D. 2017. Environmentálna výchova v edukačnom procese špeciálnych základných škôl na Slovensku a v Srbsku z pohľadu učiteľov. In: Paedagogica specialis. Bratislava: Univerzita Komenského v Bratislave. – Roč. 31 (2017), s. 278 – 290. ISBN 978-80-223-4438-8

Chrenščová, V., Elek, Š., Fuchsová, M., Matis, D., Žarnovičan, H. 2010. Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. - 1. vyd. - Bratislava: Mladí vedci Slovenska, 2010. - 31 s.ISBN 978-80-970496-2-1

Chrenščová, V., Elek, Š., Elek, T., Fuchsová, M., Jasaň, I., Libovič, M., Matis, D., Žarnovičan, H. 2010. Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. 1. vyd. Bratislava: Mladí vedci Slovenska, 2010. ISBN 978-80-970496-1-4

Bieliková, D., Füry, D., Fuchsová, M. 2011. Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 2011. - S. 20. – ISBN 978-80-223-3083-1

Majzlan, O. a Fedor, P. 2012. Základy ekológie a environmentalistiky pre pedagogické smery. 1. vyd. Bratislava: Univerzita Komenského, 2012. ISBN 978-80-223-3175-3

The course will be completed:

(a) A defense of a term paper with the content of current environmental problems in the Slovak Republic as well as environmental problems that are being addressed globally with a maximum of 20 points.

b) its elaboration in the form of an analysis and critical evaluation of the chosen environmental issue and its application to the education of pupils with disabilities with a maximum value of 80 points.

A minimum of 91 points is required for a final mark of A, a minimum of 81 points for a mark of B, a minimum of 73 points for a mark of C, a minimum of 66 points for a mark of D and a minimum of 60 points for a mark of E. Credit will not be awarded to a student who obtains less than 40 points in the seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student is able to work excellently with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, is able to critically evaluate environmental problems in society and to create appropriate activating methods for a given environmental problem usable in special pedagogical practice.

B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmentalism is borderline, but can create appropriate activating methods for a given environmental problem usable in special education practice

C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmentalism is partially absent, but can create appropriate activating methods on the environmental problem usable in special education practice

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmentalism is partially absent and only partially can apply environmental theory in the form of creating activating methods to special education practice

E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with professional literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmentalism is absent and his ability to apply environmental theory in the form of the creation of activating methods in special education practice is minimal

Fx (59-0%, insufficient - additional work is required), insufficient performance, the student is not able to work with professional literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level, nor is he able to critically evaluate environmental problems and is not able to apply environmental theory in the form of the creation of activating methods to special education practice

Slovak and Czech language

1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)

2.Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)

3.Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps, but also the process of recycling as an option for environmental protection)

4.Transport and the greenhouse effect. (the student is able to assess the negative impact of the use of transport on the environment and is able to adopt the right attitude towards solving the problem in terms of protecting the environment in which he/she lives)

5. Environmental education in primary, secondary and special primary and secondary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational program for the education of pupils with disabilities, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyze and evaluate the relationships between man and his environment on the basis of knowledge of the laws that govern life on Earth, to know and understand the connections between the development of the human population and the relationship to the environment in different areas of the world, to understand the connections between local and global problems and one's own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic, which support this education in primary schools, secondary schools and special primary schools, secondary schools and will be able to bring the given environmental problems to the pupil with disabilities by appropriate activating methods).

100/0

Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to special education practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking skills and the ability to evaluate environmental problems in society.

2 hours seminar, total 22 hours per semester, combined form (primarily full-time)

Student workload:

2S (2 credits): 11 x 2 hours of direct instruction = 22 hours;

20 hours preparation of a seminar thesis in the form of analysis and analysis of literature on the chosen topic of prevention and protection of children's health, expression of a critical attitude towards the given issue and last but not least in the form of preparation of an activity by which the student will introduce the issue of prevention and protection of health to pupils with disabilities;

13 hours of preparation for the mid-term evaluation in the form of a presentation of a seminar paper with a selected issue of prevention and protection of children's health.

Total 55 hours of student work.

Educational methods: presentation of seminar work, discussion of the topic, application of theoretical knowledge on practical examples, activating methods

MAČUROVÁ, Ľ., PAVÚK, A.2007. Školská hygiena a primárna prevencia drogových závislostí. Prešov: Prešovská univerzita v Prešove, 2007. ISBN 978-80-8068-655-0

FUCHSOVÁ, M., KOHÚTOVÁ, D., BODORIKOVÁ, S. , ŠVÁBOVÁ, P., NEŠČÁKOVÁ, E. 2018. Riziko vzniku obezity a podvýživy u slovenských detí s mentálnym postihnutím In: Slovenská antropológia. Roč. 21, č. 2 (2018), s. 29-35

FUCHSOVÁ, M. 2020. Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. 1. vyd. – Bratislava: Univerzita Komenského v Bratislave, 2020. – 145 s. ISBN 978-80-223-4812-6

The course will be completed:

(a) a defence of a term paper with the content of current topics of prevention and protection of children's health addressed in domestic and foreign literature with a maximum of 20 points

b) its elaboration in the form of an analysis and critical evaluation of the chosen issue of prevention and protection of children's health and its application to the education of pupils with disabilities with a maximum of 80 points.

A minimum of 91 points is required for a final mark of A, a minimum of 81 points for a mark of B, a minimum of 73 points for a mark of C, a minimum of 66 points for a mark of D and a minimum of 60 points for a mark of E. Credit will not be awarded to a student who obtains less than 40 points in the seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student can work excellently with professional literature dealing with current issues of prevention and protection of children's health, can critically evaluate the problems of prevention and protection of health in society and create appropriate activating methods to support the prevention and protection of health of students with disabilities and apply theoretical knowledge in practice.

B (90-81%, very good - above average standard), excellent performance, the student can work with literature dealing with current issues of prevention and protection of children's health very well, but critical thinking in the field of evaluation of problems of prevention and protection of children's health in society is borderline, but can create appropriate activating methods supporting prevention and protection of health of pupils with disabilities and apply theoretical knowledge in practice

C (80-73%, good - normal reliable work), good performance, although the student can work well with literature dealing with current issues of prevention and protection of children's health, but critical thinking in the field of evaluation of problems of prevention and protection of children's health in society is partially absent, but he/she can create appropriate activating methods supporting prevention and protection of health of pupils with disabilities and apply theoretical knowledge in practice

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current issues of prevention and protection of children's health, critical thinking in the field of evaluation of problems of prevention and protection of children's health in society is partially absent and can only partially apply the theory of prevention and protection of children's health in practice as well as in the form of creating activating methods supporting prevention and protection of health of pupils with disabilities

E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with the issues of current topics of prevention and protection of children's health at a minimum level, however, critical thinking in the field of evaluation of the problems of prevention and protection of children's health in society is absent and his/her ability to apply the theory of prevention and protection of children's health in practice as well as in the form of the creation of activating methods supporting prevention and protection of the health of pupils with disabilities is minimal.

Fx (59-0%, insufficient - additional work required), insufficient performance, the student is unable to work with the literature dealing with current issues of prevention and protection of children's health, nor critically evaluate the problems of prevention and protection of children's health in society and is unable to apply the theory of prevention and protection of children's health in practice as well as in the form of creating activating methods supporting prevention and protection of the health of pupils with disabilities

Slovak and Czech language

1.Sleep.(the student will learn how the biological rhythms of the pupil, as well as of the pupil with disabilities, affect his adaptation to the educational process of learning)

2Lifestyle. Nutrition and diet . (the student will learn about the impact of improper lifestyle and improper diet of children on their health condition and will learn how he/she as a future special educator can properly influence the pupil in the field of prevention and protection of health of a pupil with disabilities in the field of correct principles of healthy eating)

3.Lifestyle. Physical activity and rest (the student will learn about the impact of improper lifestyle, insufficient exercise of children, or excessive physical or static load on their health condition and will learn how a future special educator can properly influence the pupil in the field of prevention and health protection of a disabled pupil in the field of appropriate physical activity in relation to his/her state of health)

4.Biological and medical knowledge in school hygiene. (the student knows the fundamental differences of infectious and civilisation diseases in children and the possible causes of their occurrence and how their impact can be minimised in the school environment in terms of prevention and health protection in terms of reducing the risk of these diseases in childhood)

5.Prevention of drug addictions (the student knows which substances cause drug addiction, can recognize their effect on the child's organism and knows how to prevent individual types of addictions in children, as a future special educator also in children with disabilities)

6.Principles of teaching organisation in terms of physical and mental hygiene. Hygiene of the school environment. Hygienic principles of the organisation of extracurricular activities (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil).

100/0

After completing the course, the student will acquire knowledge that as a teacher and special educator can be applied in pedagogical practice in the creation of health-safe conditions and ways of school and extracurricular work and life of students with disabilities. At the same time, the student will strengthen his/her digital skills in searching for literature on the issue of prevention and protection of children's health on appropriate professional domestic and foreign Internet portals and communication skills, critical thinking and evaluation of problems of prevention and protection of children's health.

2 hours seminar, total 22 hours per semester, combined form (primarily full-time)

Student workload:

2S (2 credits): 11 x 2 hours of direct instruction = 22 hours;

20 hours preparation of a seminar thesis in the form of analysis and analysis of literature on the chosen topic of prevention and protection of children's health, expression of a critical attitude towards the given issue and last but not least in the form of preparation of an activity by which the student will introduce the issue of prevention and protection of health to pupils with disabilities;

13 hours of preparation for the mid-term evaluation in the form of a presentation of a seminar paper with a selected issue of prevention and protection of children's health.

Total 55 hours of student work.

Educational methods: presentation of seminar work, discussion of the topic, application of theoretical knowledge on practical examples, activating methods

MAČUROVÁ, Ľ., PAVÚK, A.2007. Školská hygiena a primárna prevencia drogových závislostí. Prešov: Prešovská univerzita v Prešove, 2007. ISBN 978-80-8068-655-0

FUCHSOVÁ, M., KOHÚTOVÁ, D., BODORIKOVÁ, S. , ŠVÁBOVÁ, P., NEŠČÁKOVÁ, E. 2018. Riziko vzniku obezity a podvýživy u slovenských detí s mentálnym postihnutím In: Slovenská antropológia. Roč. 21, č. 2 (2018), s. 29-35

FUCHSOVÁ, M. 2020. Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. 1. vyd. – Bratislava: Univerzita Komenského v Bratislave, 2020. – 145 s. ISBN 978-80-223-4812-6

The course will be completed:

(a) a defence of a term paper with the content of current topics of prevention and protection of children's health addressed in domestic and foreign literature with a maximum of 20 points

b) its elaboration in the form of an analysis and critical evaluation of the chosen issue of prevention and protection of children's health and its application to the education of pupils with disabilities with a maximum of 80 points.

A minimum of 91 points is required for a final mark of A, a minimum of 81 points for a mark of B, a minimum of 73 points for a mark of C, a minimum of 66 points for a mark of D and a minimum of 60 points for a mark of E. Credit will not be awarded to a student who obtains less than 40 points in the seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student can work excellently with professional literature dealing with current issues of prevention and protection of children's health, can critically evaluate the problems of prevention and protection of health in society and create appropriate activating methods to support the prevention and protection of health of students with disabilities and apply theoretical knowledge in practice.

B (90-81%, very good - above average standard), excellent performance, the student can work with literature dealing with current issues of prevention and protection of children's health very well, but critical thinking in the field of evaluation of problems of prevention and protection of children's health in society is borderline, but can create appropriate activating methods supporting prevention and protection of health of pupils with disabilities and apply theoretical knowledge in practice

C (80-73%, good - normal reliable work), good performance, although the student can work well with literature dealing with current issues of prevention and protection of children's health, but critical thinking in the field of evaluation of problems of prevention and protection of children's health in society is partially absent, but he/she can create appropriate activating methods supporting prevention and protection of health of pupils with disabilities and apply theoretical knowledge in practice

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current issues of prevention and protection of children's health, critical thinking in the field of evaluation of problems of prevention and protection of children's health in society is partially absent and can only partially apply the theory of prevention and protection of children's health in practice as well as in the form of creating activating methods supporting prevention and protection of health of pupils with disabilities

E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with the issues of current topics of prevention and protection of children's health at a minimum level, however, critical thinking in the field of evaluation of the problems of prevention and protection of children's health in society is absent and his/her ability to apply the theory of prevention and protection of children's health in practice as well as in the form of the creation of activating methods supporting prevention and protection of the health of pupils with disabilities is minimal.

Fx (59-0%, insufficient - additional work required), insufficient performance, the student is unable to work with the literature dealing with current issues of prevention and protection of children's health, nor critically evaluate the problems of prevention and protection of children's health in society and is unable to apply the theory of prevention and protection of children's health in practice as well as in the form of creating activating methods supporting prevention and protection of the health of pupils with disabilities

Slovak and Czech language

1.Sleep.(the student will learn how the biological rhythms of the pupil, as well as of the pupil with disabilities, affect his adaptation to the educational process of learning)

2Lifestyle. Nutrition and diet . (the student will learn about the impact of improper lifestyle and improper diet of children on their health condition and will learn how he/she as a future special educator can properly influence the pupil in the field of prevention and protection of health of a pupil with disabilities in the field of correct principles of healthy eating)

3.Lifestyle. Physical activity and rest (the student will learn about the impact of improper lifestyle, insufficient exercise of children, or excessive physical or static load on their health condition and will learn how a future special educator can properly influence the pupil in the field of prevention and health protection of a disabled pupil in the field of appropriate physical activity in relation to his/her state of health)

4.Biological and medical knowledge in school hygiene. (the student knows the fundamental differences of infectious and civilisation diseases in children and the possible causes of their occurrence and how their impact can be minimised in the school environment in terms of prevention and health protection in terms of reducing the risk of these diseases in childhood)

5.Prevention of drug addictions (the student knows which substances cause drug addiction, can recognize their effect on the child's organism and knows how to prevent individual types of addictions in children, as a future special educator also in children with disabilities)

6.Principles of teaching organisation in terms of physical and mental hygiene. Hygiene of the school environment. Hygienic principles of the organisation of extracurricular activities (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil).

100/0

After completing the course, the student will acquire knowledge that as a teacher and special educator can be applied in pedagogical practice in the creation of health-safe conditions and ways of school and extracurricular work and life of students with disabilities. At the same time, the student will strengthen his/her digital skills in searching for literature on the issue of prevention and protection of children's health on appropriate professional domestic and foreign Internet portals and communication skills, critical thinking and evaluation of problems of prevention and protection of children's health.

Seminar, 2 hours per week, 22 hours total, full-time or combined (primarily full-time).

Student workload:

60 hours (22 hours full-time + 38 hours distance).

Teaching methods:

The main methods of face-to-face teaching are lecture, interview, presentation and discussion of solutions to distance learning problems. The main method of distance learning is guided self-study (solving continuously assigned tasks).

BRŤKOVÁ, M., et al., 2000. Kapitoly z dejín pedagogiky. Bratislava: Pressent 2000.

JŮVA,V., JŮVA, V., 2003. Stručné dějiny pedagogiky. Brno: Paido 2003.

KASPER, T, KASPEROVÁ, D., 2008. Dějiny pedagogiky. Praha: Grada. 2008.

Recommended readings:KUDLÁČOVÁ, B., 2007. Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 2007.

PORUBSKÝ, Š., 2012. Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 2012.

PŠENÁK, J., 2012. Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ 2012.

ŠMAHELOVÁ, B., 2008. Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 2008.

The course is completed by assessment (100% of the interim assessment).

Students are required to solve 10 assignments during the semester and to participate in the presentation and discussion of their solutions in seminars. Each assignment is graded on a 3-0 point scale (3 points for a well-solved assignment, 2 points for a well-solved assignment, 1 point for a sufficiently solved assignment, and 0 points for a poorly solved and unsolved assignment).

The maximum number of points possible is 30.

To pass the course, a minimum score of 60% is required. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points for a grade of B (very good - above average standard), a minimum of 22 points for a grade of C (good - normal reliable work), a minimum of 20 points for a grade of D (satisfactory - acceptable results) and a minimum of 18 points for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students scoring 17 points or less.

Slovak and Czech language

The aim of the course is to learn about the history of education and education in the ancient and medieval periods, to characterize education and pedagogical views in the period of humanism and the Renaissance. To know and analyse the life and work of J.A. To study and understand the history of A.A. Comenius and the development of education and pedagogical thought from the 17th century to the present day.

Education and education in the ancient and medieval periods. Education and pedagogical ideas in the Humanist and Renaissance periods. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the world and in the territory of present-day Slovakia in the 17th-19th centuries. Pedagogical trends of the 20th century. Education in Slovakia in the 20th century. Contemporary trends in education.

100/0

After completing the course, students will be able to explain the context of the emergence and the main features of the historical currents of pedagogical thinking, describe the systems of education and training in the different historical periods, explain the views and characterize the work of important personalities in the history of education and training, critically evaluate them and identify their influence on education and training today.

Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues in education and training, and the status and roles of the subjects of education and training. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.

Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future teaching practice.

Seminar, 2 hours per week, 22 hours total, full-time or combined (primarily full-time).

Student workload:

60 hours (22 hours full-time + 38 hours distance).

Teaching methods:

The main methods of face-to-face teaching are lecture, interview, presentation and discussion of solutions to distance learning problems. The main method of distance learning is guided self-study (solving continuously assigned tasks).

BRŤKOVÁ, M., et al., 2000. Kapitoly z dejín pedagogiky. Bratislava: Pressent 2000.

JŮVA,V., JŮVA, V., 2003. Stručné dějiny pedagogiky. Brno: Paido 2003.

KASPER, T, KASPEROVÁ, D., 2008. Dějiny pedagogiky. Praha: Grada. 2008.

Recommended readings:KUDLÁČOVÁ, B., 2007. Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 2007.

PORUBSKÝ, Š., 2012. Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 2012.

PŠENÁK, J., 2012. Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ 2012.

ŠMAHELOVÁ, B., 2008. Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 2008.

The course is completed by assessment (100% of the interim assessment).

Students are required to solve 10 assignments during the semester and to participate in the presentation and discussion of their solutions in seminars. Each assignment is graded on a 3-0 point scale (3 points for a well-solved assignment, 2 points for a well-solved assignment, 1 point for a sufficiently solved assignment, and 0 points for a poorly solved and unsolved assignment).

The maximum number of points possible is 30.

To pass the course, a minimum score of 60% is required. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points for a grade of B (very good - above average standard), a minimum of 22 points for a grade of C (good - normal reliable work), a minimum of 20 points for a grade of D (satisfactory - acceptable results) and a minimum of 18 points for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students scoring 17 points or less.

Slovak and Czech language

The aim of the course is to learn about the history of education and education in the ancient and medieval periods, to characterize education and pedagogical views in the period of humanism and the Renaissance. To know and analyse the life and work of J.A. To study and understand the history of A.A. Comenius and the development of education and pedagogical thought from the 17th century to the present day.

Education and education in the ancient and medieval periods. Education and pedagogical ideas in the Humanist and Renaissance periods. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the world and in the territory of present-day Slovakia in the 17th-19th centuries. Pedagogical trends of the 20th century. Education in Slovakia in the 20th century. Contemporary trends in education.

100/0

After completing the course, students will be able to explain the context of the emergence and the main features of the historical currents of pedagogical thinking, describe the systems of education and training in the different historical periods, explain the views and characterize the work of important personalities in the history of education and training, critically evaluate them and identify their influence on education and training today.

Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues in education and training, and the status and roles of the subjects of education and training. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.

Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future teaching practice.

2 hours seminar per week, 22 hours total per semester, full-time or combined form (mostly full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours, preparation for teaching during the semester 8 hours, preparation for mid-term assessment 10 hours, preparation for final assessment 20 hours, total 60 hours.

Teaching methods:

Dialogical methods - interview, group discussion, problem-based methods - brainwriting, brainstorming, monological methods - lecture, interpretation, guided self-study - work with text, solving problems and assignments.

Compulsory/Recommended readings:

NOVOTNÁ, E. 2017. Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom

čase. Rokus: Prešov, 2017. 224s. ISBN 978-80-89540-58-0.

ZELINOVÁ, M. 2007. Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha).

Recommended readings:

JASLOVSKÁ, B., KOLDEOVÁ, L. 2022. Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta, 2022.

JASLOVSKÁ, B., STRAKOŠ, J. 2022. Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta, 2022.

KRATOCHVÍLOVÁ, E. 2010. Pedagogika voľného času. Výchova v čase mimo vyučovania v

pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY, 2010. 356 s.

ISBN 978-80-8082-330-6.

ZELINOVÁ, M. 2012. Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.

Iura Edition: Bratislava, 2012. 146s. ISBN 978-80-8078-479-9.

100% of the interim assessment.

Assessment: consists of a mid-term and a final assessment (40+60, 100 points in total).

Intermediate assessment: consists of the preparation of a term paper and its oral presentation or practical application in class.

Final assessment: consists of an examination of the knowledge acquired.

Semester work: consists of a creative assignment for 40 marks (20+20). It includes an electronic portfolio - a plan for experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).

The final assessment consists of: a knowledge test for 60pts. The written exam/test consists of a theoretical preparation for the course in basic concepts and a study of the literature.

Prerequisites:

The grade is awarded on a scale of

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results but significant errors occur),

E (65-60%, fair - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A minimum score of 60% is required to pass the course.

Slovak and Czech language

The pedagogy of leisure is to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and are necessary in the purposeful education of children, youth and adults. The course in Pedagogy of Leisure Time clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.

Topics:

Basic concepts of leisure pedagogy. Objectives of leisure time education. Didactic process of leisure education and the creation of a plan for activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of education and training in leisure time. Institutions and facilities providing leisure and interest activities.

100/0

By completing the subject Pedagogy of Leisure Time, the student should:

- know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,

- know the subjects of leisure education and their importance in the meaningful influence of leisure time of an individual in society,

- to be able to apply the acquired knowledge in the creation of leisure activities,

- to be able to create a leisure activity plan and to be able to apply it in practice,

- be able to present their creative outputs to a group,

- be able to justify the appropriateness of the choice of didactic categories within the leisure activity plan,

- understand the importance of leisure time as a fundamental value in human life.

Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore, he/she realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking the initiative and responsibility.

2 hours seminar per week, 22 hours total per semester, full-time or combined form (mostly full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours, preparation for teaching during the semester 8 hours, preparation for mid-term assessment 10 hours, preparation for final assessment 20 hours, total 60 hours.

Teaching methods:

Dialogical methods - interview, group discussion, problem-based methods - brainwriting, brainstorming, monological methods - lecture, interpretation, guided self-study - work with text, solving problems and assignments.

Compulsory/Recommended readings:

NOVOTNÁ, E. 2017. Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom

čase. Rokus: Prešov, 2017. 224s. ISBN 978-80-89540-58-0.

ZELINOVÁ, M. 2007. Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha).

Recommended readings:

JASLOVSKÁ, B., KOLDEOVÁ, L. 2022. Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta, 2022.

JASLOVSKÁ, B., STRAKOŠ, J. 2022. Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta, 2022.

KRATOCHVÍLOVÁ, E. 2010. Pedagogika voľného času. Výchova v čase mimo vyučovania v

pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY, 2010. 356 s.

ISBN 978-80-8082-330-6.

ZELINOVÁ, M. 2012. Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.

Iura Edition: Bratislava, 2012. 146s. ISBN 978-80-8078-479-9.

100% of the interim assessment.

Assessment: consists of a mid-term and a final assessment (40+60, 100 points in total).

Intermediate assessment: consists of the preparation of a term paper and its oral presentation or practical application in class.

Final assessment: consists of an examination of the knowledge acquired.

Semester work: consists of a creative assignment for 40 marks (20+20). It includes an electronic portfolio - a plan for experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).

The final assessment consists of: a knowledge test for 60pts. The written exam/test consists of a theoretical preparation for the course in basic concepts and a study of the literature.

Prerequisites:

The grade is awarded on a scale of

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results but significant errors occur),

E (65-60%, fair - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A minimum score of 60% is required to pass the course.

Slovak and Czech language

The pedagogy of leisure is to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and are necessary in the purposeful education of children, youth and adults. The course in Pedagogy of Leisure Time clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.

Topics:

Basic concepts of leisure pedagogy. Objectives of leisure time education. Didactic process of leisure education and the creation of a plan for activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of education and training in leisure time. Institutions and facilities providing leisure and interest activities.

100/0

By completing the subject Pedagogy of Leisure Time, the student should:

- know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,

- know the subjects of leisure education and their importance in the meaningful influence of leisure time of an individual in society,

- to be able to apply the acquired knowledge in the creation of leisure activities,

- to be able to create a leisure activity plan and to be able to apply it in practice,

- be able to present their creative outputs to a group,

- be able to justify the appropriateness of the choice of didactic categories within the leisure activity plan,

- understand the importance of leisure time as a fundamental value in human life.

Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore, he/she realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking the initiative and responsibility.

2S - 2 hours seminar/week, total of 22 hours per semester.

Transmission or combined method.

Student workload:

2x11 - 22 hours of direct instruction; 10 hours of literature search; 20 hours of final test preparation. Total 52 hours of student work.

Methods of education:

explanation of the material, discussion of the topic, case studies.

Required reading

OREL, M. 2019. Anatomie a fyziologie lidského těla. Pro humanitní obory. Praha: Grada Publishing, 2019. ISBN: 978-80-271-0531-1.

SLEZÁKOVÁ, J., HARČARÍKOVÁ, T. 2016. Pediatria pre špeciálnych pedagógov. IRIS – vydavateľstvo a tlač, s.r.o., Bratislava, 2016, 210 s. ISBN 978-80-89726-80-6.

SLEZÁKOVÁ, J. 2013. Inkluzívna edukácia v biomedicínskom kontexte. In: Lechta, V. (ed.) Inkluzívna pedagogika a jej komponenty. Vydavateľstvo Typi Universitatis Tyrnaviensis a VEDA SAV, 2013. s.141-157. ISBN 078-80-8082-704-5.

FUCHSOVÁ, M. Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. 1. vyd. – Bratislava: Univerzita Komenského v Bratislave, 2020. – 145 s. ISBN 978-80-223-4812-6

Recommended literature

SLEZÁKOVÁ, J. 2005. Pediatria pre špeciálnych a liečebných pedagógov. Bratislava: SEducoS, 2005. ISBN 80-85757-13-3.

OREL, M. a kol. 2014. Somatopatologie. Nauka o nemocech těla. Praha:Grada Publishing, 2014. ISBN 987-80-247-47.

MAČÁK, J. - MAČÁKOVÁ, J. - DVOŘÁČKOVÁ, J. 2012. Patologie. Praha: Grada Publishing, 2012.ISBN 978-80-247-3530-6.

HLATKÁ, M., SLEZÁKOVÁ, J. 2012. Procesuálne súvislosti porúch zdravia z biomedicínskeho aspektu. Etiopatogenéza, patofyziologické a somatopatologické aspekty. In: Vančová, A. a kol. Špeciálna pedgogika raného a predškolského veku. Bratislava: IRIS, vydavateľstvo a tlač s.r.o., 2012. s.193-220. ISBN 978-80-89238-68-2

MARSH MOHAN, 2011. Patológia. Vydavateľstvo Balneotherma, 2011. 976 s. ISBN 9788097015664

BENČAT, M. - BAYER, A. - DANIŠ, D. 2003. Základy patológie. Martin: Osveta, 2003. ISBN 80-8063-114-X.

KREJČÍ, J. - DVOŘÁČEK, Č. 1991. Patológia. Martin: Vydavateľstvo Osveta, 2001. ISBN 80-217-0360-1

The course will be completed with an assessment in the form of a test at the end of the semester.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade. Credit will not be awarded to a student who scores less than 60 points in the assessment.

A - the student actively participates in class, participates in solving case studies, acquires theoretical knowledge and can use it practically in practice, gets at least 91 points from the final test;

B - the student is irregularly involved in activities during the seminar, acquires theoretical knowledge, but practically can use it only to a limited extent, gets a minimum of 81 points on the final test;

C - the student passively participates in the seminar, learns only part of the acquired knowledge, obtains a minimum of 73 points in the final test;

D - the student passively participates in the seminar, acquires part of the knowledge, has significant problems with its practical application, gets at least 66 points in the final test;

E - the student acquires only a minimum of basic knowledge, does not know how to use it practically, and gets a minimum of 60 points on the final test;

Fx - student does not acquire sufficient knowledge, receives less than 60 points on the final test.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

Bio-psycho-social aspects of health and illness. Etiology, pathogenesis, symptomatology. The course of disease - characteristics of stages in the course of disease in terms of symptoms, diagnosis, therapy and prognosis of the end of the disease. Biomedical and educational contexts. General manifestations of diseases, basic categories of general pathology: regressive and metabolic changes, disturbances of blood and lymph circulation, progressive changes, inflammation, tumours.

Violation of the prenatal development of the child. Irregularities of pregnancy and the natal period... Organ and systemic diseases, the specifics of their course and occurrence in childhood with the risk of complications and consequences. Necessary modification of lifestyle.

The aim of the course is to learn about the causes and manifestations of diseases and their impact on the educational process of the individual and other areas of life.

100/0

After completing the course, the student will acquire a fund of knowledge, a basic system of information about pathological processes in the course of the disease. From the aspect of general pathology as a basis for the following medical disciplines and contexts in the educational process of affected pupils. The student will be prepared to continue the study of various specializations in the field of special education.

The student develops critical thinking, contextual reasoning and communication skills.

2S - 2 hours seminar/week, total of 22 hours per semester.

Transmission or combined method.

Student workload:

11x2 = 22 hours of direct instruction; 10 hours of literature search; 20 hours of preparation for the final test. Total 52 hours of student work.

Methods of education:

Explanation, discussion of the topic, case studies

Required reading:

LESNÝ, I., ŠPITZ, J. 1989. Neurologie a psychiatrie pro speciální pedagogy. Praha: Státní pedagogické nakladatelství, 1989. ISBN 80-04-22922-0.

SEIDL, Z. 2008. Neurologie pro nelékarské odbory. Praha: Grada. 2008. 168 s. ISBN 8024727332.

ŠLAPAL, R. Dětská neurologie pro speciální pedagogy. Brno: Paido, 1996. 42 s. ISBN 8085931176.

Recommended reading:

BROZMAN, M. 2011. Neurológia. Martin: Osveta. 2011. 188 s. ISBN 9788080633394.

JANKOVSKÝ, J. 2001. Ucelená rehabilitace dětí s tělesným a kombinovaným postižením. Praha: TRITON, 2001. 158 s. ISBN 80 7254 192 7.

KOMÁREK, V., ZUMROVÁ, A. ET AL. 2008. Dětská neurologie. Vybrané kapitoly. Praha: Galén. 2008. 196 s. ISBN 8072620819.

KRAUS, J. A KOL. Dětská mozková obrna. Praha: Grada Publishing, 2005. ISBN 8024719188.

SEIDL, Z., OBENBERGER, J. Neurologie pro studium i praxi. Praha: Grada Publishing, 2004. ISBN 8024706237.

The student will be assessed by a final assessment in the form of a test at the end of the semester.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 71 points for a C grade, 61 points for a D grade and 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the assessment.

A - the student actively participates in class, participates in solving case studies, acquires theoretical knowledge and can use it practically in practice, gets at least 91 points from the final test;

B - the student is irregularly involved in activities during the seminar, acquires theoretical knowledge, but practically can use it only to a limited extent, gets a minimum of 81 points on the final test;

C - the student passively participates in the seminar, learns only part of the acquired knowledge, obtains a minimum of 71 points in the final test;

D - the student passively participates in the seminar, acquires part of the knowledge, has significant problems with its practical application, obtains a minimum of 61 points in the final test

E - the student acquires only a minimum of basic knowledge, does not know how to use it practically, and gets a minimum of 51 points on the final test;

Fx - student does not acquire sufficient knowledge, receives less than 50 points on the final test.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

General pathophysiology and symptomatology. Special: DMO, neuromuscular diseases, injuries, tumor diseases, degenerative CNS diseases, seizure disorders. Therapeutic options, transient and permanent sequelae.

The aim of the course is to learn about the causes and manifestations of neurological diseases and their impact on the educational process of the pupil and other areas of life.

100/0

An overview of the pathophysiology of the nervous system, symptomatology of neurological diseases, taking into account the specialization of study and use in special education practice.

By taking the course, the student also develops communication skills, logical reasoning and critical thinking.

2S - two hours of seminar per week for a total of 22 hours of direct instruction per semester.

Transmission or combined method.

Student workload:

2S (2 credits): 11x2 hours of direct teaching = 22 hours; 15 hours of preparation of the seminar paper; 15 hours of preparation for the final assessment - presentation of the seminar paper and discussion. Total 52 hours of student work.

Methods of education:

Interpretation, discussion, guided self-study, case analysis.

Required reading:

SLEZÁKOVÁ, J., HARČARÍKOVÁ . T. 2016. Pediatria pre špeciálnych pedagógov. Bratislava, IRIS, 2016, 210 s. ISBN: 978-80-89726-80-6.

SLEZÁKOVÁ,J. 2013. Inkluzívna edukácia v biomedicínskom kontexte. In: Lechta, V. (ed.) Inkluzívna pedagogika a jej komponenty. Vydavateľstvo Typi Universitatis Tyrnaviensis a VEDA SAV, 2013. s.141-157. ISBN 078-80-8082-704-5

SLEZÁKOVÁ, J. 2005. Pediatria pre špeciálnych a liečebných pedagógov. Bratislava: SEducoS, 2005. ISBN: 80-85757-13-3

Recommended reading:

KOPECKÁ, K.,KOPECKÝ, P. 2012. Zdravie a klinika chorôb. Martin: Vydavateľstvo Osveta, 2012. ISBN: 8080632434

CHROMÝ, K., HONZÁK, R., A KOL.2005. Somatizace a funkční poruchy. Praha: Grada Publishing, 2005. ISBN: 80-247-1473-6

WIEDAMANN,H.-R., KUNZE, K.-J.1996. Atlas klinických syndrómov pre kliniku a prax. Martin: Vydavateľstvo Osveta, 1996. ISBN 80-217-0516-7

Prerequisites for successful completion of the course:

Successful completion of the course requires the elaboration of the topic of the seminar work assigned by the teacher, or case study and subsequent presentation of this work in the form of PowerPoint and discussion with conclusions for pedagogical practice.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 71 points for a grade C, a minimum of 61 points for a grade D and a minimum of 51 points for a grade E. Credit will not be awarded to a student who achieves less than 50 points in the assessment.

Rating weight: 100/0

A-Excellent performance, student critically evaluates, knows/possesses basic concepts of pediatrics necessary for a special educator, can apply them to special education practice, actively participates in lectures;

B-Excellent performance, student knows/knows basic concepts, but critical thinking is borderline, engagement in lecture activities is infrequent;

C-good performance, student has learned but cannot translate what he/she has learned into practice, activity in lectures is minimal;

D-acceptable performance, student has partially learned, unable to apply what he/she has learned in practice, minimally active in lectures;

E-minimally acceptable performance, student has learned minimally, cannot apply knowledge to practice, not active in lectures;

FX-unacceptable performance, student did not meet the criteria for the assignment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

Paediatrics (paediatric medicine) is a medical discipline that deals with the developmental period from birth to the age of 18. It monitors the health status of children and adolescents in a state of health and in a state of disease. The prevalence, morbidity, course and prognosis, therapeutic options and mortality of disease processes, or disease processes typical for this age period, are specific to this age period. The specifics of the care needed for the affected child in the family, school or other (collective) institution must be emphasised.

The aim of the course is to learn about the causes and manifestations of diseases and their impact on the educational process of the pupil and other areas of the child's life.

100/0

The aim of the course is to make the student, a future special educator, aware of possible or necessary adjustments or limitations of the life mode of a sick child or a disabled child, which affect the educational process, the possibilities of interest and professional orientation.

The student develops critical thinking, thinking in context.

4 hours per week in the form of a lecture, full-time or combined method

Student workload:

44 hours of direct instruction during the semester; 30 hours of three written assignments; 24 hours of independent continuous study, preparation for direct instruction, 50 hours of preparation for final evaluation, 2 hours of final test. A total of 150 hours of student work.

Methods of delivering educational content:

Lecture, explanation of individual topics with discussion of the topics focusing on individual specialties of special education and categories of individuals with disabilities, demonstration of examples from history and the present, presentation of information through multimedia, application of comparative and critical thinking in assignments to recognize relationships among phenomena of education, diagnosis, therapy and counselling, as well as between the phenomena and processes of stimulation, correction, compensation, therapy, education and re-education in specific groups of individuals with disabilities, working with professional sources, searching in sources, elaborating professional texts on assigned topics from sources.

Required reading:

Vašek, Š. 2011. Základy špeciálnej pedagogiky. Bratislava: Sapientia 2011. ISBN 80-86723-13-5

HORŇÁK, L., KOLLÁROVÁ, E., MATUŠKA, O. 2002. Dejiny špeciálnej pedagogiky. Prešov: PU, 2002. ISBN 80-8068-122-8

Recommended reading:

RENOTIÉROVÁ, M. a LUDÍKOVÁ, L. a kol. 2004. Speciální pedagogika. Olomouc, Pedagogická fakulta UK 2003, 2004. ISBN 978-80-7435-066-5.

VOJTKO, T. 2007 (ed.). Postižený člověk v dějinách II. Hradec Králové: Gaudeamus, 2007 s. ISBN 978-80-7041-081-3.

TITZL, B. 2000. Tradice, kořeny a vznik české speciální pedagogiky. In Speciální pedagogika, 2000, roč. 10, č. 2, s. 92-102.

VOJTKO, T. 2010. Speciální pedagogika. Čítanka textů k vývojovým etapám oboru I: 1883 – 1944. Hradec Králové: Gaudeamus, 2010. ISBN 978-80-7290-475-4.Králové: Gaudeamus, 2010. ISBN 978-80-7290-475-4.

LECHTA, V. (ed), 2016. Inkluzívna pedagogika. Praha: Portál. 2016. 463s. ISBN: 978-80-262-1123- 5.

Prerequisites:

During the semester, each student will prepare 3 written assignments according to the instructions of the lecturers, from individual subject areas and specializations (each assignment max. 10 points, total for 3 assignments max. 30 points) The student must pass the final test (60 points), the student must obtain at least 50% of the points from the final test, i.e. 30 points. A student may earn a maximum of 10 points per activity during each class period.

The condition for successful completion of the course is obtaining at least 60% of the maximum possible course grade.

The rating is awarded on a scale:

A (100-91 points, excellent - outstanding results),

B (90-81 points, very good - above average standard),

C (80-73points, good - normal reliable work),

D (72-66 points, satisfactory - acceptable results),

E (65-60 points, sufficient - results meet minimum criteria),

Fx (59-0points, insufficient - extra work required)

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course you must obtain a minimum of 60% of the marks.

A - excellent performance, the student has acquired knowledge at the required level and to a sufficient extent, can critically evaluate it, combines previously acquired knowledge with new knowledge, systematizes it, has created written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is excellently transferred into them.

B - excellent performance, the student has mastered the knowledge and the required level with slight deviations, critical thinking is at a high level but with minor deficiencies in the systematization of knowledge, created written outputs with minor deficiencies and are well transferred into them acquired knowledge.

C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, can analyze the acquired knowledge, problems appear in the synthesis and linking of knowledge , produced written outputs with some deficiencies and are acceptably transferred into them acquired knowledge.

D - acceptable performance, the student has mastered and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is no linking of what has been learned, written outputs have significant shortcomings, the acquired knowledge is not transferred into them to a sufficient extent.

E - minimally acceptable performance, the student has acquired knowledge at a very low level, critical thinking is failing, a more developed level of synthesis and generalization is absent, written outputs have serious deficiencies, do not adequately represent the acquired knowledge of the subject,

Fx - unacceptable performance, the student did not meet the requirements set by the instructor during the semester.

Slovak language, Czech language

Brief outline of the course:

A definitional framework of special education in the context of other disciplines. Basic terminology and scientific language used in special education. Special education phenomena, processes and their categorization. The current structure of the field and its transformations. Paradigms and innovations in special education. Current trends in special pedagogy. History and development of special pedagogy , stages of development. Development of special pedagogy in the context of social transformations, especially in the 20th and 21st centuries. The impact of the development of modern genetics, experimental psychology and other disciplines in the relationship of the majority of the non-disabled to the minority of the disabled. Interdisciplinarity in special education. Target groups of special education - traditional vs. new, i.e. non-traditional. Categorization of target groups. Institutions of educational rehabilitation. Socialization and enculturation of a person with disabilities. On the philosophical foundations of special pedagogy. Inclusion, debarring, destigmatization of target groups. Counselling, technical and multimedia facilitation of educational rehabilitation of target groups.

50/50

The student has acquired knowledge of the goals, tasks, system of special education, as well as the basic terminology of the field, theoretical or philosophical bases of education and socialization of a person disadvantaged by disability or socio-cultural influences. The student is able to apply the knowledge in understanding the relationships between the related sciences and special education. Acquires knowledge of the historical development of the field in the context of social change. Knows the target groups of the field and their categorization. Can analyze, synthesize, compartmentalize, and transfer information and the etiology and symptomatology of disabilities. Has acquired knowledge of types, degrees, types of disability, impairments and threats. Has adequate knowledge of the system of schools and facilities for the disabled. Understands the differences between mainstream and alternative special education approaches. Understands the importance of special education philosophy. Has acquired a basic knowledge of the issues of inclusion, de-stigmatization, and destigmatization of target groups. Has acquired basic knowledge of counseling, technical and multimedia facilitation of educational rehabilitation of target groups. Excerpts professional data from relevant sources, is able to adequately text, present and discuss these data. Understood the basic comparative contexts of the issues.

2 hours per week in the form of a lecture, 22 hours in total per semester, full-time or combined method.

Student workload:

11x2 hours of direct teaching = 22 hours; 14 hours preparation of the seminar paper; 20 hours preparation for the midterm test; 30 hours preparation for the final exam (test). Total 86 hours of student work.

Methods of education:

Monological methods (lecturing, interpretation, explanation), dialogical methods (interview, discussion, polemic, debate, discussion, colloquium), situational methods (case studies).

Required reading:

BIŠČO KASTELOVÁ, A., NÉMETH, O. 2020. Základy špeciálnopedagogickej diagnostiky a špeciálnopedagogického poradenstva. - 1. vyd. Bratislava: IRIS - Vydavateľstvo a tlač, 2020. ISBN 978-80-8200-056-9

VAŠEK, Š. 2004. ŠPECIÁLNOPEDAGOGICKÁ DIAGNOSTIKA. BRATISLAVA: SAPIENTIA, 2004. ISBN 80-9691120-1

Recommended reading:

BIŠČO KASTELOVÁ, A. 2010. Špeciálnopedagogická diagnostika v procese edukácie mentálne postihnutých. In: Edukácia mentálne postihnutých: špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: Iris, 2010. S. 93 – 130. ISBN 978-80-89256-53-2

BIŠČO KASTELOVÁ, A. 2016. Špeciálnopedagogická diagnostika vo svetle desaťročí. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodných kontextoch. Bratislava: Iris, 2016. S. 93 – 103. ISBN 978-80-89726-79-0

BIŠČO KASTELOVÁ, A. NÉMETH, O. 2015. Aktuálne otázky špeciálnopedagogickej diagnostiky v ranom a predškolskom veku. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. S. 107 – 118. ISBN 978-80-223-4010-6

PŘINOSILOVÁ, D. 2007. Diagnostika ve speciální pedagogice. Brno: Paido, 2007. ISBN 978-80-7315-157-7

TICHÁ, E. 2008. Základy špeciálnopedagogickej diagnostiky. Bratislava: MABAG, 2008. ISBN 978-80-89113-60-6

ZELINKOVÁ, O. 2001. Pedagogická diagnostika a individuální vzdělávací program. 1.vydanie. Praha: Portál, 2001. ISBN 80-7178-544-XZELINKOVÁ, O. 2001. Pedagogical diagnostics and individual educational programme. 1st edition. Prague: Portal, 2001. ISBN 80-7178-544-X

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of interim and final assessment is 50/50. The student prepares a seminar thesis with a score of 20 points. The student takes a mid-term test with a score of 30 points. The course is completed with an assessment - a final written test of the knowledge acquired throughout the semester with a score of 50 points.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who earns less than 59 points for the entire semester. To pass the course, a minimum score of 60% is required.

The rating is awarded on a scale:

A (100 - 91%, excellent - outstanding results). A student in the high above-average band has mastered the knowledge and understanding related to the theoretical definition of the scientific field of special-educational diagnostics, knows and masters a brief history of special-educational diagnostics. The student knows the course and process of special-educational diagnostics in the basic construct. Knows a comprehensive, multidisciplinary approach to diagnosing individuals with special education needs. Knows the outcome of special-education diagnosis. Knows the measurement (data acquisition) issues in special education diagnosis. Has knowledge of basic special-educational methods. Knows how to diagnose the main areas - motor skills, laterality, perception, communication skills, self-care at a basic level. Knows how to use the results of diagnosis in practice.

B (90 - 81%, very good - above average standard, excellent performance). The student can/does meet the learning outcomes specifically outlined above at an A grade of above average, but critical thinking is borderline.

C (80 - 73%, good - normal reliable operation, good performance). Although the student knows, but cannot apply to practice, a student in the average range is proficient in the learning outcomes specifically broken down above for an A rating),

D (72-66%, satisfactory - acceptable results). The student knows, but in satisfactory form. Student has satisfactory mastery of the learning outcomes specifically described above for an A rating. Further self-study and acquisition of additional practical skills are expected in practice, although the results are acceptable.

E (65-60%, sufficient - results meet minimum criteria). The student knows the basic knowledge meeting the minimum criteria. The student knows with minimum criteria the learning outcomes specifically described above for the A assessment. Further self-study and acquisition of additional practical skills is expected as the results are borderline underperforming.

Fx (59 - 0%, insufficient - extra work required). Student does not sufficiently master even with the minimum criteria the learning outcomes specifically outlined above for an A grade, Repeat course required.

Slovak language and Czech language

The course Fundamentals of Special Educational Diagnosis is oriented so that the student acquires theoretical knowledge as well as practical competencies and skills in the basic level necessary for the performance of the profession of educator and pedagogical assistant when working with individuals with special educational needs.

Main thematic areas of the course: Theoretical foundations of special educational diagnostics. Brief history of special educational diagnostics. The process of special-educational diagnostics. Special-educational diagnostics in inclusive settings. A comprehensive approach to the diagnosis of individuals with special educational needs. Outcome of special-educational diagnostics. The problem of measurement in diagnostics. Methods of special-pedagogical diagnostics. Method of observation. Anamnesis. Exploratory methods. Testing methods. Diagnostic testing. Case study. Analysis of the results of activities. Developmental scales. The main areas of special-educational diagnostics - detection of the level of motor skills and self-care, detection of laterality, detection of the level of communication skills, detection of the level of visual, auditory, tactile, kinesthetic perception. Orientation examination of sensory organ function. Use of diagnostic results in practice. Special educator - educator and pedagogical assistant as diagnostician.

50/50

the student acquires knowledge and knowledge related to the theoretical definition of the scientific field of special educational diagnostics, knows and knows the brief history of special educational diagnostics. He/she knows the course and process of special-educational diagnostics in the basic construct. Knows a comprehensive, multidisciplinary approach to diagnosing individuals with special education needs. Knows the outcome of special-education diagnosis. Knows the measurement (data acquisition) issues in special education diagnosis. Has knowledge of basic special-educational methods. Knows how to diagnose the main areas - motor skills, laterality, perception, communication skills, self-care at a basic level. Knows how to use the results of diagnosis in practice.

Other competences: communication skills, organisational skills, analytical skills, creativity, intuition, abstract thinking, critical thinking, metacognitive skills, digital skills, interpersonal skills.

Type, scope and methods of educational activities:

2S - hours per week in the form of seminars (22 hours per semester)

Transmission or combined method.

Student workload:

11x2 = 22 hours of direct teaching, 10 hours of preparation of seminar papers, 20 hours of preparation for the knowledge test. TOTAL: 52 hours of student work.

Educational methods: interpretation of the material with continuous application of the theoretical knowledge on practical examples and video demonstrations followed by discussion of the topic, graphic group processing and presentation of the studied area

Required reading:

KEREKRÉTIOVÁ, A. a kol. Logopedická propedeutika. 2.vydanie. Bratislava: UK, 2020.

KEREKRÉTIOVÁ, A. a kol. Logopédia. 2 vydanie. Bratislava: UK, 2020.

Recommended reading:

KAPALKOVÁ, S. a kol. 2010. Hodnotenie komunikačných schopností detí v ranom veku. Bratislava: MABAG, 2010.

HORŇÁKOVÁ, K. a kol. 2005. Kniha o detskej reči. Bratislava: Slniečko, 2005.

MIKULAJOVÁ, M. a kol. 2012. Čítanie, písanie a dyslexia. Bratislava: SAL, 2012.

Prerequisites for successful completion of the course:

The course will be completed with an end-of-semester assessment. The following conditions must be met for successful completion:

• Seminar paper 1 - preparation of a leaflet on one type of communication disorder (20 points)

• Seminar paper 2 - elaboration and presentation of a study on one type of impaired communication skills (20 points)

• Knowledge test (60 points)

A minimum score of 60% is required on the final test.

The rating is awarded on a scale:

A 100 - 95 points = excellent results, the student has mastered the basic terminology and is prepared to interact with speech therapists at an excellent level

B 94 - 85 points = above average standard, the student knows the basic terminology and is prepared for mutual cooperation with speech therapists at a very good level

C 84 - 75 points = normal reliable cooperation, the student knows the basic terminology and is prepared to cooperate with speech therapists at a good level

D 74 - 65 points = acceptable results, the student knows the basic terminology and is prepared to interact with speech therapists at a sufficient level

E 64 - 60 points = the results meet the minimum criteria, the student has partially mastered the terminology, but it may not be sufficient for effective cooperation with speech therapists in practice

Fx less than 60 points = extra work required, student has not mastered basic terminology

For successful completion of the course it is necessary to obtain at least 60% of the points.

Slovak language

Brief outline of the course:

• speech therapy as a discipline and profession

• impaired communication skills

• speech development in early childhood, preschool and younger school age

• specific features of speech development in bilingual population

• developmental language disorder

• articulatory and phonological disorder

• dyslexia (specific learning disabilities)

• symptomatic speech disorders

• disorders of speech fluency (stammering and slurring)

• voice disorders

• speech disorders in the adult population

The student will acquire knowledge of speech therapy as a related discipline, which will serve for orientation assessment of the child's development in relation to other developmental areas, will allow early identification of children with impaired communication skills in the care of a special educator.

100/0

The student will gain basic information about speech therapy as a discipline and profession. The student will learn basic speech therapy terminology. Upon successful completion, the student will have an overview of the various stages in speech development and will gain information about the etiology, classification, and symptomatology of the most common types of impaired communication skills in early childhood, preschool, and school-age children. The acquired knowledge is crucial for effective cooperation of special educators and speech therapists in practice. The student will also improve presentation skills and learn to interpret and critically evaluate research and clinical studies, which can then be applied to other areas of his/her studies.

1S/week, total 11 hours per semester, combined.

Student workload:

11 hours of direct instruction + 10 hours of literature search + 30 hours of final test preparation , total of 51 hours of student work.

Methods of education:

Explanation, discussion of the topic, case studies.

Required reading:

DRŠATA, J., Havlík, R. 2016. Foniatrie – Sluch. Praha: Tobiáš, 2016.

HAHN, A. 2019. Otolaringologie a foniatrie v současné praxi. 2. vyd. Praha: Grada, 2019.

KUCHYNKOVÁ. Z. 2015. Dětská otolaringologie. Praha: Grada, 2015.

Recommended reading:

PRPFAMT, M. a kol. 2000. Otolaryngológia. Bratislava : ARM 333, 2000. ISBN 80-967945-3-1

KLAČANSKÝ, I. a JAKUBÍKOVÁ, J. 1992. Detská otorinolaryngológia. Martin: Osveta, 1992. ISBN 80-217033-4-2

JAUBÍKOVÁ, J. a kol. 2006. Detská audiológia. Bratislava: SAP, 2006. ISBN 80-891049-9-1

Prerequisites for successful completion of the course:

The student will be assessed by a final assessment in the form of a test at the end of the semester.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 71 points for a C grade, 61 points for a D grade and 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the assessment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results) - the student actively participates in the class, participates in solving case studies, acquires theoretical knowledge and can apply it in practice, obtains at least 91 points in the final test

B (90-81%, very good - above average standard) - the student engages irregularly in activities during the seminar, acquires theoretical knowledge, but practically can use it only to a limited extent, gets at least 81 points in the final test

C (80-73%, good - normal reliable work) - the student passively participates in the seminar, learns only part of the acquired knowledge, scores at least 71 points on the final test

D (72-66%, satisfactory - acceptable results) - the student passively participates in the seminar, learns part of the knowledge, has significant problems with its practical application, scores at least 61 points on the final test

E (65-60%, sufficient - the results meet the minimum criteria) - the student acquires only a minimum of basic knowledge, does not know how to apply it practically, the final test scores a minimum of 51 points

Fx (59-0%, insufficient - extra work required) - student does not acquire sufficient knowledge, receives less than 50 points on the final test

Slovak language and Czech language

• Congenital anomalies of the hearing organs and larynx and their acquired damage (diseases, accidents).

• Consequences of pathological processes (disorders of hearing, communication).

• Basic information on hearing screening methods, diagnosis of hearing disorders (audiometry and audiogram) and audioprosthetic instruments.

• Hearing aids, cochlear implantation, implantable hearing aids.

100/0

Understanding the physiology of auditory sensation, morphological functional changes of the auditory analyzer and subsequent hearing impairment. Basic orientation of ENT and phoniatric nosological units, diagnosis and therapy or compensation.

By taking the course, the student also develops communication skills, logical reasoning and critical thinking.

1S/week, total 11 hours per semester, combined.

Student workload:

11 hours of direct instruction + 10 hours of literature search + 30 hours of final test preparation , total of 51 hours of student work.

Methods of education:

Explanation, discussion of the topic, case studies.

Required reading:

DRŠATA, J., Havlík, R. 2016. Foniatrie – Sluch. Praha: Tobiáš, 2016.

HAHN, A. 2019. Otolaringologie a foniatrie v současné praxi. 2. vyd. Praha: Grada, 2019.

KUCHYNKOVÁ. Z. 2015. Dětská otolaringologie. Praha: Grada, 2015.

Recommended reading:

PRPFAMT, M. a kol. 2000. Otolaryngológia. Bratislava : ARM 333, 2000. ISBN 80-967945-3-1

KLAČANSKÝ, I. a JAKUBÍKOVÁ, J. 1992. Detská otorinolaryngológia. Martin: Osveta, 1992. ISBN 80-217033-4-2

JAUBÍKOVÁ, J. a kol. 2006. Detská audiológia. Bratislava: SAP, 2006. ISBN 80-891049-9-1

Prerequisites for successful completion of the course:

The student will be assessed by a final assessment in the form of a test at the end of the semester.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 71 points for a C grade, 61 points for a D grade and 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the assessment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results) - the student actively participates in the class, participates in solving case studies, acquires theoretical knowledge and can apply it in practice, obtains at least 91 points in the final test

B (90-81%, very good - above average standard) - the student engages irregularly in activities during the seminar, acquires theoretical knowledge, but practically can use it only to a limited extent, gets at least 81 points in the final test

C (80-73%, good - normal reliable work) - the student passively participates in the seminar, learns only part of the acquired knowledge, scores at least 71 points on the final test

D (72-66%, satisfactory - acceptable results) - the student passively participates in the seminar, learns part of the knowledge, has significant problems with its practical application, scores at least 61 points on the final test

E (65-60%, sufficient - the results meet the minimum criteria) - the student acquires only a minimum of basic knowledge, does not know how to apply it practically, the final test scores a minimum of 51 points

Fx (59-0%, insufficient - extra work required) - student does not acquire sufficient knowledge, receives less than 50 points on the final test

Slovak language and Czech language

• Congenital anomalies of the hearing organs and larynx and their acquired damage (diseases, accidents).

• Consequences of pathological processes (disorders of hearing, communication).

• Basic information on hearing screening methods, diagnosis of hearing disorders (audiometry and audiogram) and audioprosthetic instruments.

• Hearing aids, cochlear implantation, implantable hearing aids.

100/0

Understanding the physiology of auditory sensation, morphological functional changes of the auditory analyzer and subsequent hearing impairment. Basic orientation of ENT and phoniatric nosological units, diagnosis and therapy or compensation.

By taking the course, the student also develops communication skills, logical reasoning and critical thinking.

1S - One hour of seminar, 11 hours total per semester.

Transmission or combined method.

Student workload:

1S - 11x1 hour of direct instruction = 11 hours; 10 hours of literature study; 30 hours of preparation for the student's final evaluation. Total of 51 hours of student work.

Methods of education:

Interpretation, discussion, guided self-study, case analysis.

Required reading:

BENEŠ, P., PANČOCHA, K., VRUBEL, M. 2020. Přehled oftalmologie pro pomáhajíci profese. Brno: Národní ošetrovatelství (NCO NZO), 2020. 126 s. ISBN: 978-80-7013-603-4.

GAVORNÍK, P. 2002. Vybrané kapitoly z oftalmológie.Trnava: Vydavateľstvo SAP,2002. 332 s., ISBN 8088908957

GERINEC, A. 2005. Detská oftalmológia. Martin:Vydavateľstvo Osveta,2005. ISBN 8080631816

Recommended reading:

SYNEK, S., SKORKOVSKÁ Š. 2014. Fyziologie oka a vidění. Praha: Grada, 2014. ISBN 978802473992

HORNOVÁ, J. 2011. Oční propedeutika. Praha: Grada Publishing,2011. ISBN 9788024740874

HYCL,J.,TRYBUČKOVÁ, L.2008. Atlas oftalmologie.Praha:Triton,2008. ISBN 7988073871604

Prerequisites for successful completion of the course:

Interim/final mark weighting: 100/0

The course will conclude with a written final test on a specified date after the course.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 71 points for a grade C, a minimum of 61 points for a grade D and a minimum of 51 points for a grade E. Credit will not be awarded to a student who achieves less than 50 points in the assessment.

A-Excellent performance, student critically evaluates, knows/master basic concepts of ophthalmology necessary for special educator, can apply them to special education practice, actively participates in lectures;

B-Excellent performance, student knows/knows basic concepts, but critical thinking is borderline, engagement in lecture activities is infrequent;

C-good performance, student has learned but cannot apply what he/she has learned to practice, activity in lectures is minimal;

D-acceptable performance, student has partially learned, unable to apply what he/she has learned in practice, minimally active in lectures;

E-minimally acceptable performance, student has learned minimally, cannot apply knowledge to practice, not active in lectures;

FX-unacceptable performance, student did not meet the criteria for the assignment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

Etiology and pathogenesis of visual analyzer damage and subsequent visual impairment (causal and ontogenetic aspect), basic diagnostic methods, possibilities of therapeutic intervention or correction.

The aim of the course is to understand the causes of damage to the visual analyzer, their prognosis, diagnostic and therapeutic options. The acquisition of this knowledge is important for the future special educator, given the possibility of working with individuals with visual impairment in practice.

100/0

The aim of the course is to convey information on the functional morphology of the visual analyzer and the principles of physiology and pathophysiology of vision. Completion of the course is the basis for linking (both horizontally and vertically) to courses in the psychology of the visually impaired and special education.

The student develops critical thinking, contextual reasoning and communication skills.

1S - One hour of seminar, 11 hours total per semester.

Transmission or combined method.

Student workload:

1S - 11x1 hour of direct instruction = 11 hours; 10 hours of literature study; 30 hours of preparation for the student's final evaluation. Total of 51 hours of student work.

Methods of education:

Interpretation, discussion, guided self-study, case analysis.

Required reading:

BENEŠ, P., PANČOCHA, K., VRUBEL, M. 2020. Přehled oftalmologie pro pomáhajíci profese. Brno: Národní ošetrovatelství (NCO NZO), 2020. 126 s. ISBN: 978-80-7013-603-4.

GAVORNÍK, P. 2002. Vybrané kapitoly z oftalmológie.Trnava: Vydavateľstvo SAP,2002. 332 s., ISBN 8088908957

GERINEC, A. 2005. Detská oftalmológia. Martin:Vydavateľstvo Osveta,2005. ISBN 8080631816

Recommended reading:

SYNEK, S., SKORKOVSKÁ Š. 2014. Fyziologie oka a vidění. Praha: Grada, 2014. ISBN 978802473992

HORNOVÁ, J. 2011. Oční propedeutika. Praha: Grada Publishing,2011. ISBN 9788024740874

HYCL,J.,TRYBUČKOVÁ, L.2008. Atlas oftalmologie.Praha:Triton,2008. ISBN 7988073871604

Prerequisites for successful completion of the course:

Interim/final mark weighting: 100/0

The course will conclude with a written final test on a specified date after the course.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 71 points for a grade C, a minimum of 61 points for a grade D and a minimum of 51 points for a grade E. Credit will not be awarded to a student who achieves less than 50 points in the assessment.

A-Excellent performance, student critically evaluates, knows/master basic concepts of ophthalmology necessary for special educator, can apply them to special education practice, actively participates in lectures;

B-Excellent performance, student knows/knows basic concepts, but critical thinking is borderline, engagement in lecture activities is infrequent;

C-good performance, student has learned but cannot apply what he/she has learned to practice, activity in lectures is minimal;

D-acceptable performance, student has partially learned, unable to apply what he/she has learned in practice, minimally active in lectures;

E-minimally acceptable performance, student has learned minimally, cannot apply knowledge to practice, not active in lectures;

FX-unacceptable performance, student did not meet the criteria for the assignment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

Etiology and pathogenesis of visual analyzer damage and subsequent visual impairment (causal and ontogenetic aspect), basic diagnostic methods, possibilities of therapeutic intervention or correction.

The aim of the course is to understand the causes of damage to the visual analyzer, their prognosis, diagnostic and therapeutic options. The acquisition of this knowledge is important for the future special educator, given the possibility of working with individuals with visual impairment in practice.

100/0

The aim of the course is to convey information on the functional morphology of the visual analyzer and the principles of physiology and pathophysiology of vision. Completion of the course is the basis for linking (both horizontally and vertically) to courses in the psychology of the visually impaired and special education.

The student develops critical thinking, contextual reasoning and communication skills.

1S/week, total 11 hours per semester, combined.

Student workload:

11 hours of direct instruction + 10 hours of literature search + 30 hours of final test preparation , total of 51 hours of student work.

Methods of education:

Interpretation, discussion of the topic, case studies

Required reading:

KOKAVEC, M. a kol. 2003. Vybrané kapitoly z detskej ortopédie. I.,II. Martin: Osveta, 2003 ISBN 80-806313-9-5

VOJTAŠŠÁK, J. 2006. Ortopédia a traumatológia. Bratislava: SAP, 2006. ISBN 80-091049-5-9

Recommended reading:

BROZMANOVÁ, B. a kol. 2010. Aktuality z ortopedickej protetiky. Bratislava: Herba, 2010. ISBN 978-800-91717-7-4

JANKOVSKÝ, J. 2001. Ucelená rehabilitace dětí s tělesným a kombinovaným postižením. Praha: TRITON,2001. 158 s. ISBN 80 7254 192 7

POUL. J. a kol. 2009. Dětská ortopedie. Praha: Galén, 2009.

Prerequisites for successful completion of the course:

The student will be assessed by a final assessment in the form of a test at the end of the semester.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 71 points for a C grade, 61 points for a D grade and 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the assessment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results) - the student actively participates in the class, participates in solving case studies, acquires theoretical knowledge and can apply it in practice, obtains at least 91 points in the final test

B (90-81%, very good - above average standard) - the student engages irregularly in activities during the seminar, acquires theoretical knowledge, but can apply it in practice only to a limited extent, gets at least 81 points in the final test

C (80-73%, good - normal reliable work) - the student passively participates in the seminar, learns only part of the acquired knowledge, scores at least 71 points on the final test

D (72-66%, satisfactory - acceptable results) - the student passively participates in the seminar, learns part of the knowledge, has significant problems with its practical application, scores at least 61 points on the final test

E (65-60%, sufficient - the results meet the minimum criteria) - the student acquires only a minimum of basic knowledge, does not know how to apply it practically, the final test scores a minimum of 51 points

Fx (59-0%, insufficient - extra work required) - student does not acquire sufficient knowledge, receives less than 50 points on the final test

Weighting of interim/final assessment: 100/0

slovak language and czech language

• Congenital and acquired disorders of the musculoskeletal system - skeleton, joints and muscles.

• Injuries and their consequences (fractures, amputations).

• Chest deformities, faulty posture.

• Perthes disease.

• DMO.

• Orthopaedic devices (orthoses, prostheses).

100/0

Overview of nosological units, etiology, symptomatology. Therapy options. Transient and permanent consequences and their interference in the pedagogical process. Overview of orthopaedic prosthetics, application of orthopaedic devices and their compensatory effect.

By taking the course, the student also develops communication skills, logical reasoning and critical thinking.

1S/week, total 11 hours per semester, combined.

Student workload:

11 hours of direct instruction + 10 hours of literature search + 30 hours of final test preparation , total of 51 hours of student work.

Methods of education:

Interpretation, discussion of the topic, case studies

Required reading:

KOKAVEC, M. a kol. 2003. Vybrané kapitoly z detskej ortopédie. I.,II. Martin: Osveta, 2003 ISBN 80-806313-9-5

VOJTAŠŠÁK, J. 2006. Ortopédia a traumatológia. Bratislava: SAP, 2006. ISBN 80-091049-5-9

Recommended reading:

BROZMANOVÁ, B. a kol. 2010. Aktuality z ortopedickej protetiky. Bratislava: Herba, 2010. ISBN 978-800-91717-7-4

JANKOVSKÝ, J. 2001. Ucelená rehabilitace dětí s tělesným a kombinovaným postižením. Praha: TRITON,2001. 158 s. ISBN 80 7254 192 7

POUL. J. a kol. 2009. Dětská ortopedie. Praha: Galén, 2009.

Prerequisites for successful completion of the course:

The student will be assessed by a final assessment in the form of a test at the end of the semester.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 71 points for a C grade, 61 points for a D grade and 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the assessment.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results) - the student actively participates in the class, participates in solving case studies, acquires theoretical knowledge and can apply it in practice, obtains at least 91 points in the final test

B (90-81%, very good - above average standard) - the student engages irregularly in activities during the seminar, acquires theoretical knowledge, but can apply it in practice only to a limited extent, gets at least 81 points in the final test

C (80-73%, good - normal reliable work) - the student passively participates in the seminar, learns only part of the acquired knowledge, scores at least 71 points on the final test

D (72-66%, satisfactory - acceptable results) - the student passively participates in the seminar, learns part of the knowledge, has significant problems with its practical application, scores at least 61 points on the final test

E (65-60%, sufficient - the results meet the minimum criteria) - the student acquires only a minimum of basic knowledge, does not know how to apply it practically, the final test scores a minimum of 51 points

Fx (59-0%, insufficient - extra work required) - student does not acquire sufficient knowledge, receives less than 50 points on the final test

Weighting of interim/final assessment: 100/0

slovak language and czech language

• Congenital and acquired disorders of the musculoskeletal system - skeleton, joints and muscles.

• Injuries and their consequences (fractures, amputations).

• Chest deformities, faulty posture.

• Perthes disease.

• DMO.

• Orthopaedic devices (orthoses, prostheses).

100/0

Overview of nosological units, etiology, symptomatology. Therapy options. Transient and permanent consequences and their interference in the pedagogical process. Overview of orthopaedic prosthetics, application of orthopaedic devices and their compensatory effect.

By taking the course, the student also develops communication skills, logical reasoning and critical thinking.

1S - One hour of seminar per week for a total of 11 hours per semester.

Transmission or combined method.

Student workload:

1S - 11x1 hour of direct instruction = 11 hours; 10 hours of literature study; 30 hours of preparation for the student's final evaluation. Total of 51 hours of student work.

Methods of education:

Interpretation, discussion, guided self-study, case analysis

Required reading:

HOSÁK, L., HRDLIČKA, M., LIBIGER, J. 2015. Psychiatrie a pedospychiatrie. Praha: Univerzita Karlova, Karolinum, 2019. 647 s. ISBN: 978-80-246-2998-8.

LESNÝ, I., ŠPITZ, J. 1989. Neurologie a psychiatrie pro speciální pedagogy. Praha: Státní pedagogické nakladaleství, 1989. 229 s. ISBN: 80-04-22922-0.

SVOBODA, M., ČEŠKOVÁ, E., KUČEROVÁ, H. 2015. Psychopatologie a psychiatrie pro psychology a speciální pedagogy. Praha: Portál, 2015. 317s. ISBN: 978-80-262-0976-8.

Recommended reading:

HORT, V. 2000. Dětská a adolescentní psychiatrie. Praha: Portál, 2000. 492 s. ISBN: 80-7178-472-9.

MALÁ, E., PAVLOVSKÝ, P. 2005. Psychiatrie. Praha: Grada, 2005. ISBN: 9788073677237.

ONDRIÁŠOVÁ, M. 2005. Psychiatria. Martin: Vydavateľstvo Osveta, 2005. 117 s. ISBN 8080631999.

The course is completed with a written test of the knowledge acquired throughout the semester.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 71 points for a grade C, a minimum of 61 points for a grade D and a minimum of 51 points for a grade E. Credit will not be awarded to a student who scores less than 50 points in the assessment.

A - excellent performance, the student critically evaluates, knows/controls the basic concepts of psychiatry necessary for a special educator, is able to apply them to special education practice, actively participates in lectures;

B - excellent performance, student knows/posses basic concepts, but critical thinking is borderline, engagement in lecture activities is infrequent;

C - good performance, the student has learned, but cannot translate what he/she has learned into practice, activity in lectures is minimal;

D - acceptable performance, the student has partially learned, is unable to apply what he/she has learned in practice, is minimally active in lectures;

E - minimally acceptable performance, student has learned minimally, cannot apply knowledge to practice, is not active in lectures;

Fx - unacceptable performance, the student did not meet the requirements for the specified criteria.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

Etiology and general symptomatology of mental illness. Course, basic treatment and prognosis of selected mental illnesses: organic mental disorders, schizophrenia and schizotypal disorders, affective disorders, neurotic and stress-related disorders, eating disorders. Mental retardation. Adolescent psychiatry and paedopsychiatry. Addictions.

The aim of the course is to learn about the causes and manifestations of psychiatric illnesses and their impact on the educational process of the pupil.

100/0

The student knows the etiology and symptomatology of mental illness. The student is able to define the course of mental disorders, their treatment and prognosis. The student is familiar with selected psychiatric disorders such as schizophrenia and schizotypal disorders, affective disorders, neurotic and stress-related disorders, eating disorders, mental retardation, and various addictions.

The student develops critical thinking, contextual reasoning and communication skills.

1S - One hour of seminar per week for a total of 11 hours per semester.

Transmission or combined method.

Student workload:

1S - 11x1 hour of direct instruction = 11 hours; 10 hours of literature study; 30 hours of preparation for the student's final evaluation. Total of 51 hours of student work.

Methods of education:

Interpretation, discussion, guided self-study, case analysis

Required reading:

HOSÁK, L., HRDLIČKA, M., LIBIGER, J. 2015. Psychiatrie a pedospychiatrie. Praha: Univerzita Karlova, Karolinum, 2019. 647 s. ISBN: 978-80-246-2998-8.

LESNÝ, I., ŠPITZ, J. 1989. Neurologie a psychiatrie pro speciální pedagogy. Praha: Státní pedagogické nakladaleství, 1989. 229 s. ISBN: 80-04-22922-0.

SVOBODA, M., ČEŠKOVÁ, E., KUČEROVÁ, H. 2015. Psychopatologie a psychiatrie pro psychology a speciální pedagogy. Praha: Portál, 2015. 317s. ISBN: 978-80-262-0976-8.

Recommended reading:

HORT, V. 2000. Dětská a adolescentní psychiatrie. Praha: Portál, 2000. 492 s. ISBN: 80-7178-472-9.

MALÁ, E., PAVLOVSKÝ, P. 2005. Psychiatrie. Praha: Grada, 2005. ISBN: 9788073677237.

ONDRIÁŠOVÁ, M. 2005. Psychiatria. Martin: Vydavateľstvo Osveta, 2005. 117 s. ISBN 8080631999.

The course is completed with a written test of the knowledge acquired throughout the semester.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 71 points for a grade C, a minimum of 61 points for a grade D and a minimum of 51 points for a grade E. Credit will not be awarded to a student who scores less than 50 points in the assessment.

A - excellent performance, the student critically evaluates, knows/controls the basic concepts of psychiatry necessary for a special educator, is able to apply them to special education practice, actively participates in lectures;

B - excellent performance, student knows/posses basic concepts, but critical thinking is borderline, engagement in lecture activities is infrequent;

C - good performance, the student has learned, but cannot translate what he/she has learned into practice, activity in lectures is minimal;

D - acceptable performance, the student has partially learned, is unable to apply what he/she has learned in practice, is minimally active in lectures;

E - minimally acceptable performance, student has learned minimally, cannot apply knowledge to practice, is not active in lectures;

Fx - unacceptable performance, the student did not meet the requirements for the specified criteria.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language and Czech language

Etiology and general symptomatology of mental illness. Course, basic treatment and prognosis of selected mental illnesses: organic mental disorders, schizophrenia and schizotypal disorders, affective disorders, neurotic and stress-related disorders, eating disorders. Mental retardation. Adolescent psychiatry and paedopsychiatry. Addictions.

The aim of the course is to learn about the causes and manifestations of psychiatric illnesses and their impact on the educational process of the pupil.

100/0

The student knows the etiology and symptomatology of mental illness. The student is able to define the course of mental disorders, their treatment and prognosis. The student is familiar with selected psychiatric disorders such as schizophrenia and schizotypal disorders, affective disorders, neurotic and stress-related disorders, eating disorders, mental retardation, and various addictions.

The student develops critical thinking, contextual reasoning and communication skills.

2S - 2 hours per week in the form of a seminar, total of 22 hours per semester.

Transmission or combined method.

Student workload:

11x2 hours of direct teaching = 22 hours; 14 hours preparation of the seminar paper; 20 hours preparation for the final exam (test). Total 56 hours of student work.

Methods of education:

Monological methods (lecturing, interpretation, explanation), dialogical methods (interview, discussion), situational methods (case studies)

Recommended reading:

Medzinárodné dokumenty tretej generácie so zameraním na ochranu ľudských práv.

Zákon č.596/2003 Z.z o štátnej správe v školstve a školskej samospráve v znení neskorších predpisov.

Zákon č.245/2008 Z.z o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov.

Zákon č.138/2019 Z.z. o pedagogických zamestnancoch a odborných zamestnancoch v znení neskorších predpisov

Vyhláška MŠ SR č.223/2022 Z.z o základnej škole v znení neskorších predpisov.

Vyhláška MŠ SR č. 322/2008 Z.z o špeciálnych školách v znení neskorších predpisov.

Vyhláška MŠ SR č..323/2008 Z.z o špeciálnych výchovných zariadeniach v znení neskorších predpisov.

Zákon č.24/2022 Z.z. o zariadeniach poradenstva a prevencie v znení neskorších predpisov

Zákon č.173/2023 Z.z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov v znení neskorších predpisov

Mikuška, M., O. Nestorová a J. Verešová, 2015. Formovanie právneho vedomia vychovávateľa. Bratislava: MPC. ISBN 978-80-565-1354-5. Dostupné na: https://archiv.mpc-edu.sk/sites/default/files/publikacie/mikuska_nestorova_veresova_form_pravneho_vedomia_vychov.pdf

Profesijné štandardy pedagogických a odborných zamestnancov

Štátny výchovný program pre reedukačné centrum

Štátny výchovný program pre diagnostické cenrum

Štátny výchovný program pre liečebno-výchovné sanatórium

Zákon č.553/2003 Z.z. o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov

Prerequisites for successful completion of the course:

The student prepares a seminar paper with a score of 40 points. The course is completed with an assessment - a final written test of the acquired knowledge for the whole semester with a score of 60 points.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who earns less than 59 points for the entire semester. To pass the course, a minimum score of 60% is required.

A - a student in the high above-average band masters the knowledge and information about current pedagogical and legal norms related to the upbringing and education of children and pupils with special educational needs. The student in the high above average band has acquired a basic overview of the pedagogical and legal norms governing the education of children and pupils with special educational needs from a historical perspective. The student in the high above average band gained knowledge of third generation international documents focusing on the protection of human rights and their impact on the education of persons with special educational needs.

B - Student knows/mastery of the learning outcomes specifically outlined above at the A level is above average, but critical thinking is borderline.

C - although the student knows but cannot apply to practice, a student in the average band masters the learning outcomes specifically described above for assessment A),

D - the student knows, but in a satisfactory form. The student has satisfactory mastery of the learning outcomes specifically described above for an A rating. Further self-study and acquisition of additional practical skills are expected in practice, although the results are acceptable.

E - the student knows basic knowledge meeting the minimum criteria. The student knows the learning outcomes specifically described above for the A assessment with the minimum criteria. Further self-study and acquisition of additional practical skills is expected as the results are borderline underperforming.

Fx - Student does not sufficiently master even with the minimum criteria the learning outcomes specifically outlined above for an A grade, Repeat course is required.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak language

The content of the course is conceived as a summary of knowledge related to the issues of creation, historiography and currently valid pedagogical and legal norms, the knowledge of which is mandatory for the work of a special educator - educator and pedagogical assistant.

Main themes of the course: characteristics of legal norms, legal system in the Slovak Republic. Classification of legal norms. Primary and secondary legal norms. Issues of legal norms development. The content of the course is focused on a brief historiography of pedagogical and legal norms related to the issue of education of persons with special educational needs. Furthermore, it is a familiarization with the current pedagogical and legal norms in force in Slovakia, their comparison with foreign countries. Third generation international documents focusing on the protection of human rights and their impact on the education of persons with special educational needs.

100/0

The student will gain expanding knowledge and information about current pedagogical and legal norms related to the education of children and pupils with special educational needs. The student will gain a basic overview of pedagogical and legal norms governing the education of children and pupils with special educational needs from a historical perspective. The student has knowledge of the third generation international documents focusing on the protection of human rights and their impact on the education of persons with special educational needs.

Other competencies: communication skills, organisational skills, analytical skills, creativity, intuition, abstract thinking, critical thinking, metacognitive skills, digital skills, interpersonal skills.

2P - 2 hours per week in the form of a lecture, a total of 22 hours per semester in a combined method primarily in full-time form

Student workload: 2x11 - 22 hours of direct teaching; 16 hours of preparation of practical output - aids for ZZ; 22 hours of preparation of audiovisual output according to the assignment for the final evaluation. Total: 60 hours.

Methods of conveying the content of education: lecture, interpretation of the curriculum using demonstrative methods, discussion, group work, methods of practical activities.

1. Bendová, P., Jeřábková, K., & Růžičková, V. (2006). Kompenzační pomůcky pro osoby se specifickými potřebami. VUP. https://uss.upol.cz/wp-content/uploads/2015/01/REKOPO-NEUPRAVEN%C3%9D-RUKOPIS.pdf

2. Borovská, M. (2013). Využívanie multimediálnych programov vo vyučovaní žiakov s mentálnym postihnutím: Osvedčená pedagogická skúsenosť edukačnej praxe. https://archiv.mpc-edu.sk/sites/default/files/projekty/vystup/4_ops_borovska_marta_-_vyuzivanie_multimedialnych_programov_vo_vyucovani_ziakov_s_mentalnym_postihnutim.pdf

3. Horváthová, D., Trajteľ, Ľ., Vítko, P., Klimeš, J., Šperka, M., Hanuska, S., Polakovič, P., Fabián, P., & Dekrét, A. (2001). Komplexný pohľad na multimédiá. Koprint.

4. Lopúchová, J. (2015). Internetové poradenstvo a cloudové technológie v špeciálnej pedagogike. In M. Hutyrová, K. Kroupová, & J. Langer (Eds.), Perspektivy speciální pedagogiky – potřeby, možnosti a výzvy (s. 149–156). Univerzita Palackého.

https://uss.upol.cz/wp-content/uploads/2014/10/Sborn%C3%ADk2015.pdf

5. Lopúchová, J. (2016). Pomôcky a technológie v procese edukácie žiakov so sluchovým postihnutím. In M. Schmidtová (Ed.), Teória edukácie žiakov so sluchovým postihnutím II (s. 306–335). Iris.

6. Lopúchová, J., & Krajčí, P. (2014). Teória a výskum digitálnych a asistenčných technológií

v inkluzívnej špeciálnej pedagogike. Ostravská univerzita.

7. NIVAM. (2024). Poskytnutie špeciálnych edukačných publikácií a kompenzačných pomôcok. In NIVAM, Katalóg podporných opatrení (s. 84 – 88).

https://podporneopatrenia.minedu.sk/data/att/c09/31224.4fca50.pdf

8. Zikl, P. (2011). Využití ICT u dětí se speciálními potřebami. Grada.

Prerequisites for the course

Active participation in lectures, where students acquire new knowledge, create practical educational materials and aids, which are continuously checked and evaluated by the teacher. During the semester, as part of the continuous evaluation, the student, based on the information obtained about the principles and procedures of creating aids, creates an aid for an individual with a disability of his/her choice (Disability, SP, TP, MP, AUT, NKS, PU, VNPD...). For this aid, he/she may receive a maximum of 30 points. At the end of the semester, students will create an audio-visual multimedia output to present to the entire study group. For this output they can get max. 70 points.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course you must obtain a minimum of 60% of the marks.

Criteria for the evaluation of the device - the following will be assessed: the idea/idea and its complexity, the material used, the colour, the possibility of disinfection of the device, attractiveness, stimulus, structurality, optimality of the output signal, external appearance, modifiability, multifunctionality, compactness, reliability, durability and ease of use, safety, strength, durability, adequate weight and size (volume).

Criteria for assessing the audio-visual output - the subject and its processing in the specified area, the method of processing, the difficulty of processing, the compactness of processing, the quality of processing and the application of the student's digital competencies, the meaningfulness, usability.

A - excellent performance, the student has created the aid and multimedia output at the required level, the outputs meet all the specified criteria and the acquired knowledge is transferred into them.

B - excellent performance, the student has created a tool and/or multimedia output with minor shortcomings, but which do not prevent their usability in special education.

C - good performance, the student has created a tool and/or multimedia output with significant shortcomings, but the output is still usable in special education.

D - acceptable performance, both the aid and the multimedia output have significant shortcomings, the acquired knowledge is not sufficiently transferred into the output.

E - minimally acceptable performance, the aid and/or multimedia output has serious deficiencies, does not represent the acquired knowledge of the subject, the output is not applicable in special education.

Fx - unacceptable performance, the student did not meet the requirements set by the instructor during the semester.

slovak language and czech language

Brief outline of the course:

The content of the course is divided into several subject headings and relevant sub-topics in order to ensure the achievement of the stated sub-objectives of education. The content structure is designed so that the student continuously develops his theoretical and practical digital and didactic-technological competences and at the same time strengthens his professional training in the subject area.

Aids, devices, techniques and technologies for individuals with disabilities. The student will gain an overview of aids/appliances for individuals with disabilities. The student will learn the characteristics and differentiation of aids/instruments in special education.

The importance of multimedia and its use in the educational rehabilitation of the disabled. The student will acquire knowledge of applications and software in the digital environment. Gain skills in interactive information processing, use of interactive whiteboard. Understand the application and use of multimedia information in the educational process of students with disabilities.

Use of Power Point, PC, interactive whiteboard, tablet, etc. in special education. Special software and programs for individuals with disabilities - the student will become familiar with and memorize selected applications and software for ZZ - PETIT, KIJKDOOS, IN SIGHT, Look at Me, FONO, Altik, Pinf games, Gaze viewer, Discom, Grid3, Logogames, Flow works, educational flashcards, Awaz, Children's Corner, Bitsboard, Go talk Now, Painting for Kids, Jaws, Magic, Bear, etc. Utilization of animations in Power Point.

Creation of multimedia programs - principles, procedures, principles. The student will learn the procedures and methodology of creating multimedia outputs for individuals with disabilities. The student will be proficient in video, graphics, working with text, image, pictures, and sound. The student will become familiar with creating multimedia programs in an open source environment.

Recording, importing, exporting and processing audio and video into AV works. The student will acquire the skill level ability to convert audio and video formats. Gain proficiency working with image compression, storing output on storage media.

100/0

By completing the course, the student will acquire knowledge about digital and assistive technologies for the disabled, knowledge and up-to-date information about available aids usable in complex rehabilitation of the disabled. By completing the course, the student acquires skills in the creation of aids and multimedia outputs for professional work with the disabled. The student acquires the ability to create functional aids and audio-visual outputs applicable in complex rehabilitation of individuals with disabilities according to predefined criteria. The student is able to apply the acquired theoretical knowledge to practical skills by creating educational/compensatory/diagnostic aids for pupils with disabilities.

They will learn to create simple multimedia outputs and apply them in practice in a special education and rehabilitation environment. The student will be able to film, process, edit, support with sound/music and present their multimedia output on a given topic. Gain skills in the use of modern multimedia. The student will learn to process multimedia output for special education at an intermediate level, taking into account the specific needs of individuals with disabilities. The student will learn to use multimedia resources in the educational, re-education and rehabilitation process.

They will learn how to process outputs of different nature (audio, video, image, text, graphics, animation) for individuals with disabilities, taking into account the specificities of these individuals. Develops his/her digital skills through the creation of AV outputs, acquires competences and advanced skills (including digital skills) in the design and creation of aids and AV outputs usable in educational activities implemented in schools and educational institutions for the target group of pupils with special educational needs.

2S/week; 22 hours total per semester, combined method

Student workload:

11x 2 hours of direct teaching = 22 hours; 14 hours preparation of the seminar paper; 24 hours preparation for the mid-term evaluation. 60 hours in total.

Methods of education:

Monological methods - lecturing, instruction; dialogical methods - conversation, guided discussion on the topic; situational methods - case studies, problem methods - problem-based interpretation, staging methods - structured and unstructured role-playing; application of theoretical knowledge on practical examples.

Required reading:

OSVALDOVÁ, M. 2018. Hudobná edukácia žiakov so špeciálnymi výchovno-vzdelávacími potrebami. Brno: MSD, 2018. ISBN 978-80-7392-284-9

OSVALDOVÁ, M. 2020. Problematika hudobného vzdelávania osôb so zdravotným postihnutím. Bratislava: Iris, 2020. ISBN: 978-80-8200-061-3

Recommended reading:

OSVALDOVÁ, M. 2015. Muzikoterapia ako intervenčný dynamizmus u osôb s postihnutím. Bratislava : Iris, 2015. 216 s. ISBN 978-80-89726-47-1.

ŠIMANOVSKÝ, J. 2011. Hry a techniky muzikoterapie. Praha: Portál, 2011.

KANTOR, J., LIPSKÝ, M., WEBER, J. a kol. 2009. Základy muzikoterapie. Praha: Grada, 2009.

MÁTEJOVÁ, Z., MAŠURA, S. 1992. Muzikoterapia v špeciálnej a liečebnej pedagogike. Bratislava: SPN, 1992.

There will be 1 written examination and the completion of one seminar paper of 50 points each during the semester. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who obtains less than 15 points in either of the two examinations. To pass the course, a score of at least 60% is required.

The rating is awarded on a scale:

A (100-91%, excellent performance, student knows/can do/creates/critically evaluates)

B (90-81%, excellent performance, student can/does know, but critical thinking is borderline),

C (80-73%, good performance, student knows/learned but cannot apply to practice),

D (72-66%, acceptable performance, student satisfactorily knows/learned but cannot apply to practice),

E (65-60%, satisfactory performance, student meets minimum criteria in acquired knowledge, unable to apply to practice),

Fx (59-0%, poor performance, student does not meet established criteria, cannot apply to practice).

Slovak language and Czech language

Brief outline of the course:

• Specifics of special music education of the physically disabled in terms of goals, tasks, content, process; specifics of music interventions for the development of motor skills, social-communication skills of the physically disabled; the use of modern music technology for the physically disabled.

• Specifics of special music education of visually impaired in terms of goals, tasks, content, process; specifics of music interventions for the development of social-communication skills, spatial orientation and mobility, auditory and tactile perception; the use of modern music technology in visually impaired.

• Specifics of special music education for the hearing impaired in terms of goals, tasks, content, process; specifics of music interventions for the development of social-communication skills, auditory perception; rhythmic-motor education, auditory and vocal education for the hearing impaired.

100/0

Learning outcomes:

Students will gain basic knowledge about the specifics of special music education for the physically, visually and hearing impaired in terms of goals, tasks, content, process. Students will acquire theoretical and practical skills in vocal, movement, instrumental, musical-dramatic expression and their subsequent application in special music interventions designed for individuals with physical, visual and hearing impairments for the development of impaired abilities. The course will enable students to acquire the necessary analytical and creative thinking skills within the music-educational and music-rehabilitation processes that form an important part of the comprehensive rehabilitation of individuals with disabilities.

2 hours seminar/week, 22 hours total per semester, full-time, distance and combined methods.

Student workload:

11x2 hours of direct teaching = 22 hours, 14 hours preparation of seminar work + practical output, 20 hours of continuous assessment - test, total 56 hours of student work.

Methods of education:

Monological (lecturing, interpretation, explanation, instruction), dialogical (conversation), practical (practice, training).

Verešová, J. (2013). Zdravotná telesná výchova. Metodicko-pedagogické centrum

Ondrejová, D. (2016). Zdravotné cvičenia pre deti predškolského veku. Rokus

Jurašková, Ž. a kol. (2018). Cvičenia na správne držanie tela detí. Univerzita Pavla Jozefa Šafárika v Košiciach

Encarnacao, P., Ray-Kaeser, S. and Bianquin, N. (2018). Guidelines for supporting children with disabilities’ play: Methodologies, tools, and contexts. Sciendo.

Westling, M.A., Zappaterra, T. (2019). Users’ needs report on play for children with disabilities: Parents' and children's views. de Gruyter

Nemček, D. (2024). Inkluzívne vzdelávanie v telesnej a športovej výchove: Príklady dobrej praxe. Pedagogická fakulta UK a Slovenská vedecká spoločnosť pre telesnú výchovu a šport

Portál: www.telocvikari.sk

The course is completed with an assessment, the ratio of interim to final assessment is 100/0. The course will end with a written test on the acquired knowledge + practical output 50 % + 50 % = 100 %. A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 25 points in the written examination. To pass the course, a score of at least 60 % is required.

The rating is awarded on a scale:

A (100 - 91 %, excellent - excellent results, both practical and theoretical),

B (90 - 81%, very good - above average standard, critical boundary thinking),

C (80 - 73%, good - routine reliable work, can't apply to practice),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59 - 0%, insufficient - extra work required).

Slovak and Czech language

Sports Science. Goals, tasks, function of TV in special schools. The influence of TV and sport on the development of psychological, cognitive processes in TV of mentally, visually, hearing, physically handicapped sick and disabled. Peculiarities of somatic development and motor development of MP. The content of TV teaching in special primary schools. Organizational forms of TV. Health TV. Contraindication exercises. Exercises in nature winter, summer. Forms, principles of means, organization of TV, effectiveness of TV lessons. Methods of measurement and evaluation of somatic development and physical fitness. Education for correct posture. Practical outcomes.

100/0

Students will gain theoretical and practical knowledge about the specifics of the teaching process of physical education for pupils with special educational needs. In individual practical presentations of the specified topics, they acquire communication skills, organizational skills, digital skills, analytical skills, creativity, empathy towards disadvantaged pupils, thinking in context and responding to the solution of a given situation.

2 hours seminar (S)/week, 22 hours total per semester, combined method, (primarily with a preference for face-to-face instruction, combined with distance learning if necessary and unforeseen events)

Student workload:

11x2 hours of direct teaching = 22 hours (teaching, including practical activities of the student in the classroom), preparation of the student's outputs and presentations - 15 hours, preparation for the student's mid-term evaluations - 5 hours, preparation for the student's final evaluations - 10 hours. Total 22+15+5+10 = 52 hours of student workload.

Methods of delivering educational content:

Monological methods in the form of explanation and lecture, dialogical methods in the form of conversation, discussion methods, art and construction work as practical methods, self-study through e-learning, methods of independent approach, implementation of art techniques according to the assignment, combination of methods with teaching aids, art activities, methods of written work and methods of working with textual material.

Required reading:

GREGUŠOVÁ, H. a kol. 2011. Arteterapia v špeciálnej pedagogike. Teória a prax. Bratislava: Iris, 2011. 329 s. ISBN 978-80-89238-52-1.

MINICHOVÁ, L. 2018. Spontánne prejavy sprevádzajúce výtvarné vyjadrovanie detí v predškolskom veku. In: CREA-AE 2018: kreatívne reflexívne emocionálne alternatívne - umelecké vzdelávanie. 1 vyd. – Banská Bystrica (Slovensko) : Univerzita Mateja Bela v Banskej Bystrici, 2018. – ISBN 978-80-557-1519-3, s. 161-169

MINICHOVÁ, L. 2019. Výtvarná podoba expresívnych prejavov detí v predškolskom veku.

In: Expresívne terapie vo vedách o človeku 2019. 1 vyd. – Ružomberok (Slovensko) : Katolícka univerzita v Ružomberku. VERBUM - vydavateľstvo KU, 2019. – ISBN 978-80-561-0701-0, s. 132-142

VALACHOVÁ, D. 2009. Povedzme to farbami alebo multikultúrna výchova a jej možnosti vo výtvarnej výchove. Vydání první. Brno: Tribun EU, 2009. 146 s. ISBN 9788073998554 132

Optional reading:

GREGUŠOVÁ, H. 2009. Výtvarná komunikácia a počítač v špeciálnej výtvarnej výchove [elektronický optický disk (CD ROM)] In: Aktuálne otázky špeciálnej pedagogiky na Slovensku (CD ROM). - Senec : Slovenská únia mediátorov, 2009. - S.14-22. - ISBN 978-80-970251-2-0.

GREGUŠOVÁ, H. 1989. Výtvarné techniky v osobitnej škole (Pedagogické čítanie). Bratislava: Krajský pedagogický ústav, 1989. 77 s.

MÜLLER, O. 1993. Terapie ve speciální pedagogice. Olomouc: UP v Olomouci, 2005.

POGÁDY, I. a kol. 1993. Detská kresba v diagnostike a liečbe. Bratislava: SAB, 1993.

ŠICKOVÁ-FABRICI, J. 2016. Základy arteterapie, 2016. 304 s. ISBN 978-80-262-1043-6

UMENIE V KONTEXTE ŠPECIÁLNEJ PEDAGOGIKY. Zborník príspevkov z medzinárodnej vedeckej konferencie. Bratislava: Iris, 2011. ISBN 978-80-89238-49-1.

UVÁČKOVÁ, I. et al. 2012. Metodika rozvíjania grafomotorických zručností detí v materských školách. Bratislava: Orbis Pictus Istropolitana, 2012. 148 s. ISBN 978-80-8120-146-2

VALACHOVÁ, D. 2005. Výtvarný prejav detí z multikultúrneho prostredia. Bratislava: Psychodiagnostika, a.s., 2005. 194 s. ISBN 9788088714026

VALACHOVÁ, D. 2009. Perspektívy výtvarnej edukácie v rozvoji osobnosti dieťaťa. In: Súčasnosť a budúcnosť predprimárnej edukácie. Prešov: Prešovská univerzita, 2009, S. 249

ŠVP pre predprimárne vzdelávanie

The curriculum for pre-primary education

Prerequisites for successful completion of the course:

The course is evaluated on an ongoing basis based on active participation (30%) and creative preparation of the presentation model of the art activity (70%) using appropriate art techniques with children (pupils) with special educational needs. The course usually includes other continuous assignments where the teacher checks the students' presence of mind and activity and which contribute to the improvement of the final grade, or the student can use them to make up for another assignment that is not sufficiently completed or an absence. When choosing an art technique, the student should consider the specific needs of the child (student) and adapt and design the activity accordingly.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade. Credit will not be awarded to a student who scores less than 59 points.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results), the student approaches activities and assignments responsibly and creatively, enriches them with new ideas, knowledge, expresses his/her own opinions, expresses himself/herself on the subject, is active, develops his/her expression and thinks independently, is critical and objective, is original in his/her work

B (90-81%, very good - above average standard), the student approaches activities and assignments responsibly, tries to be creative, sporadically enriches the teaching with his/her own opinions, the student is less original, based on pre-requisites, less interested in new trends

C (80-73%, good - normal reliable work), student shows reasonable interest, full duties as assigned, not extra, does not show much creativity or originality, student answers questions simply, does not deepen or develop his/her answers, takes a rather neutral, passive position, does not apply knowledge sufficiently in realizations

D (72-66%, satisfactory - acceptable results), in his/her activities and in completing the assignments the student fulfils the teacher's expectations only to a certain extent, the student completes the assignment, "does what he/she has to do", the results are not of sufficient quality, the student does not try to perform at a higher level, there is no critical thinking or application of knowledge in practice

E (65-60%, sufficient - results meet the minimum criteria), student performs his/her duties to the lowest possible degree, performs his/her duties minimally, is passive, inactive, shows no interest, is apathetic, does the minimum to complete and conclude the course

Fx (59-0%, Insufficient - extra work required), student does not meet the requirements and expectations of the instructor, does not meet the prerequisites for satisfactory completion of the course

Throughout the semester, the student is evaluated for active participation as well as active involvement in lectures, responding to questions, and adequate answers. The student is evaluated verbally or receives points. The student is evaluated for ongoing supplementary assignments to the current topic assigned by the instructor. The student is evaluated on the presentation, its content, and the formality of the assignment.

Slovak language and Czech language

Brief outline of the course:

• Special art education as a part of special aesthetic education.

• Specifics of the content, tasks, goals and forms of implementation of special art education for individuals with different types of disabilities, disorders or threats.

• Specifics of children's drawing development in intact children and children with disabilities - comparison, similarities and differences.

• Compensatory/special art aids.

• Art techniques, combined art techniques suitable for children with disabilities.

• Organization of the work of the educator in special art education.

• The personality of the educator and his/her preparation for the implementation of art activities in institutions for individuals with disabilities.

• Structure of the educational unit.

• Evaluation and interpretation of children's artistic expression.

• State education programme.

The content of the course has a theoretical-practical character. The student is acquainted with theoretical information and practical implementation of art techniques. The choice of techniques is based on the needs of the individual with a disability. The individual techniques are adapted and adapted to his/her specific needs.

The student chooses an art technique and adapts it to a child (pupil) with special educational needs, then applies and verifies it in practice. Part of the procedure is the use of special art aids that will facilitate the child's process of artistic realization. The student chooses from several ways of its realization. He/she then presents the chosen method. In this way he/she learns to transform and use his/her knowledge into practice. The student shares his presentation with others. The teacher evaluates the presentation and continuously adds information with concrete examples.

100/0

Students will gain knowledge about the subject of special art education, its content, tasks, objectives and forms of implementation within the scope of educational and assisting practice in special education institutions.

Students have the opportunity to develop their communication, organizational and interpersonal skills, abstract and creative thinking. Through the course, students can gain knowledge and practical experience in working with individuals with special educational needs.

After successful completion of the course, the student will acquire basic theoretical knowledge, concepts related to art education in the context of special pedagogy, special art education, which is focused on creating with children with specific needs. Theoretically, the student knows the basic art techniques, their division and procedures and knows how to adapt them to the specific needs of children (pupils) and knows how to apply them adequately in the context of art activities. He/she knows the differences in the specifics of the development of children's drawing in intact children and in children with disabilities. The student knows the content and procedural aspects of the individual procedures for the implementation of art techniques, taking into account the needs of the individual.

The workshop enables students to develop practical skills and creativity in expressing themselves with children and pupils with special educational needs as well as with individuals from different marginalised groups.

2S (22 hours per semester)

Combined form of education.

Student workload:

22 hours of seminars by direct teaching, 10 hours of preparation of the methodological workflow, 20 hours of preparation for the mid-term assessment in the form of a test. TOTAL: 52 hours of student work.

Methods of education:

Lecture and explanation of basic information about the subject, later dialogue and discussion. Use of presentations, photographs and videos from practice, descriptions and characteristics of activities. Guided discussion Storytelling.

After acquiring basic information about the subject in the form of visual documentation, photographs and videos, first by observation, later by the students' own descriptions, the identification of faulty procedures, inadequate provision of the working area, and then modulation to the search for a solution and remedy. Discussion is guided with the students' own experiences of practice. In the course of the teaching we go through practical work with materials encountered in the workshop. Practical videos and photographs of clients with learning disabilities in the work process.

Required reading:

VARGOVÁ, M. 2007. Metodika pracovnej výchovy a pracovného vyučovania. Nitra: UKF, 2007.

ISBN 978-80-8094-171-0.

VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. 978-80-89256-53-2.

HUČÍK, J. 2007. Profesijná príprava žiakov s mentálnym postihnutím. Martin: Osveta, 2007. ISBN 978-80-8063-260-1.

Recommended reading:

BAJO, I. a VAŠEK, Š. 1994. Pedagogika mentálne postihnutých. Bratislava: Sapientia, 1994. ISBN 80-967180-1-0.

HAASOVÁ, E. 2012. Metódy a formy práce v predmetoch pracovné vyučovanie, svet práce a technika. Bratislava: MPC, 2012. ISBN 978-80-8052-415-9.

HARČARÍKOVÁ, T. 2011. Pedagogika telesne postihnutých chorých a zdravotne oslabených - teoretické základy. Bratislava: IRIS, 2011. ISBN 978-80-89238-59-0.

KOŽUCHOVÁ, M., HABŠUDOVÁ, M. a BRNKA, K. 1995. Pracovná výchova II. Bratislava: UK, 1995. ISBN 80-223-0855-2.

KRUŠPÁN, I. a VOLNÍKOVÁ, M. 2000. Didaktika odborného výcviku. Dubnica nad Váhom: Dubnický technologický inštitút, 2000. ISBN 978-80-969615-7-3.

PIKÁLEK, Š. 2004. Výchovná a pracovno rehabilitačná činnosť ťažko mentálne postihnutých. Bratislava: Sapientia, 2004. 9788096879779.

VANČOVÁ, A. a kol. 2010. Pedagogika viacnásobne postihnutých. Bratislava: Sapientia, 2010. 978-80-970228-1-5.

VANČOVÁ, Alica a kol. 2010. Základy integratívnej špeciálnej pedagogiky. Bratislava: Iris, 2010. ISBN 978-80-89238-37-8.

Štátny pedagogický ústav [online] 2011. www.statpedu.sk

The assessment consists of an interim assessment through the creation of a methodological workflow in powerpoint presentations, for which the student can receive a total of 20 points, and a final assessment test with a value of 80 points.

A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade. To pass the course you must obtain at least 60 points.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding performance), the student knows/controls/creates/critically evaluates

B (90-81%, very good - above average standard), student's knowledge/control/critical thinking is borderline

C (80-73%, good - routine reliable work), student knows/learned but cannot apply to practice

D (72-66%, satisfactory - acceptable results), the student partially knows/has not learned enough

E (65-60%, sufficient - results meet minimum criteria), student minimally knows/does not learn enough

Fx (59-0%, insufficient) - extra work required

slovak language

Brief outline of the course:

• Mental and motor specificities of the handicapped (hereafter referred to as PWD) with SEN in the context of occupational education and the possibilities of developing motor skills in occupational education in such handicapped. Content, characteristics, aim, tasks and significance of special work education.

• The importance of self-care activities in the lives of disadvantaged clients as a solid base for the acquisition of later practical work skills.

• The process of special occupational education of the disabled with SEN in different variants of institutional education. Pre-school special work education of the disabled (characteristics, focus, goals, tasks, work areas, work activities, work techniques, work methodology. School-age special work education of disabled children with SEN in different variants of education (characteristics, content, objectives, goals, tasks, focus, work components, materials, work techniques...).

• Vocational vocational education of disabled people with disabilities in secondary vocational schools, vocational schools and practical schools and in education outside the classroom.

• Occupational education of disabled children in the process of integrated education in primary school . Comparison of the content, goals, tasks and focus of work education in individual educational institutions, with regard to age and educational variant.

• Work education of disabled people with SEN in other institutions established for disabled people (sheltered workshops...). Material and instrumental provision of work education, hygiene, fire protection and safety when working with materials and tools. Specific features of work education for the left-handed disabled.

• Methodology of direct special work educational activities - specific methodological procedures.

100/0

Learning outcomes:

After completing the programme, students must be familiar with the nature, objectives, content, tasks, process and specific features of work education for disabled children and young people with specific educational and training needs (hereinafter referred to as SEN), with regard to the educational variant.

They must know and understand the criteria for inclusion of the disabled with SEN in educational, training and other institutions established for this category of children and young people. Acquire the ability to know the working tools, materials and technological procedures used in the work activities applied in the educational process of work education for the disabled with SEN and must be able to characterise the facilities used for work education (workshops, vocational classrooms...)

They must understand the process of pre-vocational and vocational training of PWD with SEND and be able to name and characterise the phases of this process in the context of their vocational education.

2 hours per week in the form of a lecture, full-time or combined.

Student workload:

11x2 hours of direct teaching = 22 hours; 10 hours preparation of the seminar paper; 24 hours preparation for the final assessment. 2 hours final test. Total 58 hours of student work.

Methods of education:

The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. The linking of teaching with practice and the application of theoretical knowledge to practical examples is widely applied. Discussion of the topics discussed. Group work of students in brainstorming. Application of comparative and critical thinking in the assignment to identify, understand, assimilate and collate the necessary professional information according to the topics of the course, work with professional sources, search in sources, elaboration of professional texts on the assigned topics from sources.

Required reading:

VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. Bratislava : KKT, o.z., 2010. ISBN 978-80-970228-1-5.

VANČOVÁ, A. 2001. Edukácia viacnásobne postihnutých. Bratislava : Sapientia, 2001. ISBN 80-967180-7-X.

VANČOVÁ, A. 2010. Základy pedagogiky viacnásobne postihnutých. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava : Iris, 2010. S. 355 – 395. ISBN 978-80-89238-37-8.

GOGOVÁ, T., KASTELOVÁ, A., PREČUCHOVÁ ŠTEFANOVIČOVÁ, A., ŠULOVSKÁ, M. a VANČOVÁ, A. 2013. Pedagogika mentálne a viacnásobne postihnutých raného a predškolského veku. 1. vyd. Bratislava: Iris, 2013. ISBN 978-80-89238-90-3.

Recommended reading:

VAŠEK, Š., VANČOVÁ, A., GYULA, H., FÖLDIOVÁ, Z., KOVÁCSOVÁ, M., RADVÁNYIOVÁ, K., VÁGÖOVÁ, A. E., JAKUBÓCZYOVÁ, H., MÁRKUSOVÁ, E. 1999. Pedagogika viacnásobne postihnutých. - 1. vyd. Bratislava : Sapientia, 1999. ISBN 80-967180-4-5lh.

LUDÍKOVÁ, L. 2005. Kombinované vady. Olomouc : UP, 2005. ISBN 80-244-1154-7.

HANÁK, P. a kol. 2005. Diagnostika a edukace dětí a žákú s těžkým zdravotním postižením. Praha : IPPP, 2005. ISBN 80-868556-10-0.

VAŠEK, Š. 2005. Základy špeciálnej pedagogiky. Bratislava : Sapientia, 2005. ISBN 80-86723-13-5.

VOJTKO, T. 2011. Přehled skladebných komponent z latinské a řecké terminologie pro speciální pedagogiku. Hradec Králové : Gaudeamus, 2011. ISBN 978-80-7435-066-5.

Školský zákon a iné právne normy

BARTOŇOVÁ, M., VÍTKOVÁ, M. Edukace a intervence u žáků s těžkým a souběžným postižením více vadami se zřetelem na didaktické aspekty. Teorie, výzkum a praxe. Praha: Univerzita Karlova, Karolinum Press, 2022. ISBN 978-80-7603-347-4.

Prerequisites for the course

During the semester, each student will produce 2 written assignments according to the instructions of the lecturers, from individual subject areas (each assignment max. 10 points, total for 2 assignments max. 20 points). The student must pass the final test (60 points), the student must obtain a minimum of 50 % of the points, i.e. 30 points, from the final test. A student may earn a maximum of 20 points per activity during each class period.

The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.

The rating is awarded on a scale:

A (100 - 91 points, excellent - outstanding results),

B (90 - 81 points, very good - above average standard),

C (80 - 73 points, good - normal reliable work),

D (72 - 66 points, satisfactory - acceptable results),

E (65 - 60 points, sufficient - the results meet the minimum criteria),

Fx (59 - 0 points, insufficient - extra work required).

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60 % of the marks must be obtained.

A - excellent performance, the student has acquired knowledge at the required level and to a sufficient extent, can critically evaluate it, combines previously acquired knowledge with new knowledge, systematizes it, has created written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is excellently transferred into them.

B - excellent performance, the student has mastered the knowledge and the required level with slight deviations, critical thinking is at a high level but with minor deficiencies in the systematization of knowledge, created written outputs with minor deficiencies and are well transferred into them acquired knowledge.

C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyze the acquired knowledge, problems appear in synthesizing and linking knowledge, he/she has produced written outputs with some deficiencies and the acquired knowledge is transferred into them acceptably.

D - acceptable performance, the student has mastered and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is no linking of what has been learned, written outputs have significant shortcomings, the acquired knowledge is not transferred into them to a sufficient extent.

E - minimally acceptable performance, the student has acquired knowledge at a very low level, critical thinking is failing, a more developed level of synthesis and generalization is absent, written outputs have serious deficiencies, do not adequately represent the acquired knowledge of the subject,

Fx - unacceptable performance, the student did not meet the requirements set by the instructor during the semester.

Slovak language, Czech language

Brief outline of the course: Meaning, conception, subject, system and division of pedagogy of the multiply handicapped. The historiography of the pedagogy of multiple disabilities. Definition, terminology, prevalence, etiology of multiple disabilities in the context of knowledge of related sciences. Categorization of multiple disabilities. Selection and diagnosis of multiple disabilities. Basic characteristics of multiply disabled persons. Communication theory of multiple disabilities. Philosophy of special education of the multiply handicapped. System of schools and facilities for the multiply handicapped. Comparison of the discipline's findings with those from abroad.

100/0

Learning Outcomes: The student has acquired relevant basic information about the concept, subject, content and system of pedagogy of the multiply handicapped and has acquired an adequate introductory basis for the study of this specialisation of special pedagogy. He/she gained an overview of the history of the discipline and its personalities. Acquired knowledge of the etiology, symptomatology, prevalence, characteristics, and categorization of multiple disabilities. Learned how to apply knowledge from related disciplines. Gained an overview of the system of institutions for multiple disabilities and of basic communication strategies for multiple disabilities. Acquired adequate knowledge of diagnosis as well as educational rehabilitation of the multiply handicapped. He has learned the basics of comparisons in the discipline.